PANDANGAN GURU SEJARAH DALAM MENGEMBANGKAN PEMBELAJARAN SEJARAH UNTUK GENERASI Z

Authors

  • Labibatussolihah Labibatussolihah Universitas Pendidikan Indonesia
  • Nour Muhammad Adriani KIPRAH Research Center

DOI:

https://doi.org/10.31764/paedagoria.v14i4.16654

Keywords:

pandangan guru, pengembangan pembelajaran, sejarah, siswa generasi Z

Abstract

Abstrak: Implementasi Kurikulum Merdeka sebagai terobosan terbaru dalam menjawab tantangan abad ke-21 perlu melihat kebutuhan dan kondisi di lapangan berdasarkan apa yang dihadapi guru dan diinginkan oleh siswa dengan karakternya tersendiri. Studi ini bertujuan menganalisis pandangan, pengalaman dan tantangan yang dihadapi oleh guru-guru dalam mengajar mata pelajaran sejarah dalam kerangka Kurikulum Merdeka. Melalui metode wawancara dengan pendekatan deskriptif kualitatif kepada delapan informan, termasuk guru senior dan junior, beberapa temuan penting dihasilkan pada empat aspek pembelajaran: kurikulum, materi pembelajaran, sumber belajar, dan media pembelajaran. Di antara temuan itu antara lain (1) guru memandang kurkulum secara objektif sebagai alat indoktrinasi pemerintah dalam arti positif maupun negatif serta cenderung mengkaitkan muatannya kearah nilai-nilai nasionalisme atau religi; (2) wawasan dan kebiasaan mengajar guru memiliki pengaruh dalam cara mereka mengkontekstualisasikan materi sejarah; (3) materi-materi sejarah yang kontroversial paling disukai oleh siswa dan dianggap penting untuk membuat mereka lebih bijak dalam memahami peristiwa sejarah; dan (4) buku teks masih menjadi sumber utama dalam pembelajaran sejarah, tetapi generasi guru muda lebih terbuka pada akomodasi sumber alternatif.

Abstract:  The implementation of the Merdeka Curriculum as the latest breakthrough in addressing the challenges of the 21st century needs to take into account the needs and conditions in the field based on what teachers face and what students desire, each with their own character. This study aims to analyze the views, experiences, and challenges faced by history teachers within the framework of the Merdeka Curriculum. Through qualitative descriptive interview methods with eight informants, including senior and junior teachers, several important findings emerged in four aspects of learning: curriculum, learning materials, learning resources, and teaching media. Among these findings are: (1) Teachers perceive the curriculum objectively as a tool for government indoctrination in both positive and negative senses, tending to associate its content with nationalistic or religious values. (2) Teachers' insights and teaching habits have an influence on how they contextualize historical materials. (3) Controversial historical materials are preferred by students and are considered important in making them wiser in understanding historical events. (4) Textbooks still remain the primary source of historical learning, but younger generations of teachers are more open to accommodating alternative sources.

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Published

2023-10-02

Issue

Vol. 14 No. 4 (2023): Oktober

Section

Articles

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