Paramita Historical Studies Journal最新文献

{"title":"The Influence of Javanese Political Concept of Power on President Sukarno","authors":"Baskara T. Wardaya","doi":"10.15294/PARAMITA.V31I2.28928","DOIUrl":"https://doi.org/10.15294/PARAMITA.V31I2.28928","url":null,"abstract":"Various studies have shown a strong connection between political leaders’ views and practices with the culture and tradition of their upbringing. The culture and tradition would then become a prism through which the leaders understand themselves and comprehend their political dynamics while trying to play a particular role in it.  This was also the case with Sukarno, the first president of Indonesia. Being born and raised on the island of Java, Sukarno was greatly influenced by the Javanese concepts of power, especially the concepts about a Javanese ruler’s self-understanding, domestic politics, and international relations. As expressed in many of his speeches and writings, Sukarno deeply understood the Javanese concept of power and tried to operate around the concept. Based on his understanding of the concept, for instance, he considered himself a Javanese ruler. As President of Indonesia, he implemented his knowledge of the Javanese concept of power in his domestic politics as well as in his relations with other nations on the world stage. The influence of the Javanese concept of power, however, was not static. It was as dynamic as to how Sukarno responded to the dynamics of Indonesian and international politics throughout his political career.  Using historical and cultural approaches to Sukarno's political life, this research intends to explore how the Javanese concept of power greatly influenced Sukarno’s political views and practices. It will show that the beliefs and practices helped Sukarno unify Indonesia and obtain international prominence. At the same time, it also led him to the uncelebrated last days of his political life.Berbagai studi telah menunjukkan adanya kaitan yang kuat antara pandangan dan praktik-praktik politik seorang pemimpin politik dengan budaya dan tradisi yang telah membesarkannya. Budaya dan tradisi itu kemudian menjadi semacam prisma yang digunakan oleh sang pemimpin politik untuk memahami diri-sendiri, untuk memahami dinamika politik di sekitarnya seraya berusaha memainkan peran khusus di dalamnya. Hal ini juga berlaku untuk Sukarno, Presiden pertama Indonesia. Sebagaimana akan ditunjukkan dalam tulisan ini, sebagai seseorang yang dilahirkan di Pulau Jawa, Sukarno amat dipengaruhi oleh konsep Jawa tentang kekuasaan, terutama konsep tentang pemahaman diri seorang penguasa Jawa, tentang politik dalam negeri dan tentang hubungan internasional. Sebagaimana terungkap dalam berbagai pidato dan tulisan-tulisannya, Sukarno tidak hanya sungguh-sungguh memahami konsep kekuasaan Jawa, melainkan juga mencoba untuk memparaktikkan konsep tersebut. Berdasarkan pemahaman atas konsep kekuasaan Jawa, misalnya, ia memandang diri sebagai seorang penguasa Jawa. Sebagai Presiden Indonesia ia juga mengimplementasikan pemahamannya akan konsep kekuasaan Jawa terkait politik dalam negeri maupun hubungan dengan negara-negara lain di panggung dunia. Namun demikian pengaruh itu sama sekali tidak bersifat statis. Pengaruh tersebut bersifat din","PeriodicalId":30724,"journal":{"name":"Paramita Historical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42682737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Education on Social Mobility in North Bali in the Early XX Century","authors":"K. Arta, I. Yasa, I. Pageh","doi":"10.15294/PARAMITA.V31I2.29742","DOIUrl":"https://doi.org/10.15294/PARAMITA.V31I2.29742","url":null,"abstract":"This research was intended to examine the impact of education on social mobility in North Bali during the Dutch colonialism era in the early twentieth century. The method used for this research was heuristics, source criticism, interpretation, and historiography, assisted by social science as an analytical tool. The research findings revealed that the colonial era education system in North Bali consisted of two groups, namely primary and secondary education up to the junior high school level as it is today. Europeesche Lagere School (ELS) in Singaraja was built in 1916, while Hollandsch Inlandsche School (HIS) first opened in 1918 in Singaraja, then in Denpasar, followed by Klungkung and Karangasem.The Netherlands also established a Volks School in villages. The development of education and facilities and infrastructure was quite good at that time as evidenced by the number of existing schools totaling 142. The existence of this educational institution provided opportunities for many groups of aristocrats and ordinary people (jaba) to obtain an education. This condition had an impact on the change in the social structure of the Balinese from feudal to modern, where the jaba experienced vertical social mobility. This in turn resulted in competition among aristocrats and jaba, resulting in various organizations such as Surya Kanta and Bali Adnyana. The Surya Kanta organization, which was founded by the jaba, carried out a social movement by demanding equality in society, eliminating ajawera, adapting custom to the times, eliminating asupundung and alangkahi karanghulu, and returning the caste system to religious principles.Penelitian ini dimaksudkan untuk mengkaji dampak pendidikan terhadap mobilitas sosial di Bali Utara pada masa penjajahan Belanda di awal abad ke-20. Metode yang digunakan dalam penelitian ini adalah heuristik, kritik sumber, interpretasi, dan historiografi dengan bantuan ilmu sosial sebagai alat analisis. Hasil penelitian mengungkapkan bahwa sistem pendidikan zaman kolonial di Bali Utara terdiri dari dua golongan, yaitu pendidikan dasar dan menengah sampai dengan tingkat sekolah menengah pertama seperti sekarang ini. Europeesche Lagere School (ELS) di Singaraja dibangun pada tahun 1916, sedangkan Hollandsch Inlandsche School (HIS) pertama kali dibuka pada tahun 1918 di Singaraja, kemudian di Denpasar, disusul oleh Klungkung dan Karangasem. Belanda juga mendirikan Volks School di desa-desa. Perkembangan pendidikan dan sarana prasarana saat itu cukup baik dibuktikan dengan jumlah sekolah yang ada berjumlah 142. Keberadaan lembaga pendidikan ini memberikan peluang bagi banyak golongan bangsawan dan masyarakat biasa (jaba) untuk mengenyam pendidikan. Kondisi ini berdampak pada perubahan struktur sosial masyarakat Bali dari feodal ke modern, dimana jaba mengalami mobilitas sosial vertikal. Hal ini pada gilirannya mengakibatkan persaingan antara bangsawan dan jaba, sehingga muncul berbagai organisasi seperti Surya Kanta dan Bali Adnyan","PeriodicalId":30724,"journal":{"name":"Paramita Historical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46689012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Site and Nationalism: The Significant Value of Liangan Site in History Learning","authors":"S. Susanti, M. Miftahuddin","doi":"10.15294/PARAMITA.V31I2.27119","DOIUrl":"https://doi.org/10.15294/PARAMITA.V31I2.27119","url":null,"abstract":"Indonesia is vulnerable to facing threats related to national disintegration. It is important for us to present various forms of cultural objects that have noble, togetherness and moral values, in order to maintain the unity and integrity of the nation. The purpose of this study is to determine the importance of Liangan Site as a cultural object to increase a sense of nationalism in history learning. This research was conducted using a mixed method with a sequential explanatory approach. The results showed that Liangan Site had the potential issue to increase a sense of nationalism with a percentage of 76.4%. The results of this study indicate that Liangan Site as a cultural object has the potential to increase a sense of nationalism. Utilization of Liangan Site in learning activities can dig deeper into their imagination about the life of Liangan community in the past. The existence of Liangan Site encourages a sense of pride in students. In this study, it was found that Liangan as a historical site should be utilized as a learning resource with supporting public facilities so that visitors feel comfortable to stay. Liangan Site is expected to become a part of the materials for the development of Hindu-Buddhist Kingdom in Indonesia in History Subject in the first semester of Class X as it has a significant value for the development of the Ancient Mataram Kingdom.Indonesia rentan menghadapi ancaman terkait disintegrasi bangsa. Penting bagi kita untuk menghadirkan berbagai bentuk benda budaya yang memiliki nilai luhur, kebersamaan dan moral, demi menjaga persatuan dan kesatuan bangsa. Tujuan dari penelitian ini adalah untuk mengetahui pentingnya Situs Liangan sebagai objek budaya untuk meningkatkan rasa nasionalisme dalam pembelajaran sejarah. Penelitian ini dilakukan dengan menggunakan metode campuran dengan pendekatan sekuensial explanatory. Hasil penelitian menunjukkan bahwa Situs Liangan memiliki potensi isu untuk meningkatkan rasa nasionalisme dengan persentase sebesar 76,4%. Hasil penelitian ini menunjukkan bahwa Situs Liangan sebagai objek budaya berpotensi meningkatkan rasa nasionalisme. Pemanfaatan Situs Liangan dalam kegiatan pembelajaran dapat menggali lebih dalam imajinasi mereka tentang kehidupan masyarakat Liangan di masa lalu. Keberadaan Situs Liangan mendorong rasa bangga pada siswa. Dalam penelitian ini ditemukan bahwa Liangan sebagai situs sejarah harus dimanfaatkan sebagai sumber belajar dengan fasilitas umum yang mendukung agar pengunjung merasa nyaman untuk menginap. Situs Liangan diharapkan dapat menjadi bagian dari materi pengembangan Kerajaan Hindu-Budha di Indonesia pada Mata Pelajaran Sejarah pada semester I Kelas X karena memiliki nilai yang signifikan bagi perkembangan Kerajaan Mataram Kuno.","PeriodicalId":30724,"journal":{"name":"Paramita Historical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46808268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Philosophy of Swami Vivekananda and the Bengali Bhadralok’s search for cultural identity during the second half of the Nineteenth Century","authors":"S. Bose","doi":"10.15294/PARAMITA.V31I2.31708","DOIUrl":"https://doi.org/10.15294/PARAMITA.V31I2.31708","url":null,"abstract":"The British government introduced Western education first in Bengal during the nineteenth century to produce clerks to run the administration cheaply and create a group of loyal servants. However, the educated Bengali bhadralok or the elites of Bengali society, who emerged as a renter class during the British period, soon became the object of racist ridicule by the British. As a result, a critique against blind imitation of western civilization was developed among a section of the Hindu Bengali bhadralok. In the light of these developments, this article tries to evaluate the educational ideas of Swami Vivekananda (original name Narendranath Datta, 1863-1902), a great Hindu monk of India, and attempts to find out how his educational philosophy contributed to the socio-cultural rejuvenation of the Bengalis. This article found that his critique of the colonial educational policy and his ideas on Man-making education enlightened the Bengalis and contributed significantly to the national awakening of the Indians. Moreover, his educational philosophy does not lose its validity even today.Pemerintah Inggris memperkenalkan pendidikan Barat pertama kali di Bengal selama abad kesembilan belas untuk menghasilkan juru tulis untuk menjalankan administrasi dengan murah dan menciptakan sekelompok pelayan yang setia. Namun, bhadralok Bengali terpelajar atau elit masyarakat Bengali, yang muncul sebagai kelas penyewa selama periode Inggris, segera menjadi objek ejekan rasis oleh Inggris. Akibatnya, kritik terhadap tiruan buta peradaban barat dikembangkan di antara bagian bhadralok Hindu Bengali. Berdasarkan perkembangan tersebut, artikel ini mencoba mengevaluasi gagasan pendidikan Swami Vivekananda (nama asli Narendranath Datta, 1863-1902), seorang biksu Hindu besar India, dan mencoba untuk mengetahui bagaimana filsafat pendidikannya berkontribusi pada sosial- peremajaan budaya Bengali. Artikel ini menemukan bahwa kritiknya terhadap kebijakan pendidikan kolonial dan ide-idenya tentang pendidikan penciptaan manusia mencerahkan orang Bengali dan berkontribusi secara signifikan pada kebangkitan nasional orang India. Selain itu, filosofi pendidikannya tidak kehilangan validitasnya bahkan hingga hari ini.","PeriodicalId":30724,"journal":{"name":"Paramita Historical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48382928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Architectural Glory and Cultural fusion of Indo-Islamic and Bundeli Architecture during the Later Medieval Period","authors":"V. Shrivastava","doi":"10.15294/PARAMITA.V31I2.31553","DOIUrl":"https://doi.org/10.15294/PARAMITA.V31I2.31553","url":null,"abstract":"This article analyzes the glory and article fusion of Indo Islamic in South Asia during the Period of Pran Nath Temple Prana.  In this research paper, after studying the primary source material available in Prannath temple, Panna, new facts have been compiled and analyzed from them, and new facts have been exposed. An intensive field survey has also been used in this research paper to shed light on the untouched points.  Research result shows that: (1) In this region of Bundelkhand, the temple of Mahamati Prannath has become the center of religious tourism. Thousands of pilgrims have come over here in the Winter Festival in November every year after Dushahara for Sharad Purnima International Festival, (2) The temple of Prannath has become the architectural hub in Bundelkhand and provides so many primary sources to the researcher. Kuljam Swaroop, the pious Grantha of Pranami Sect, have preserved here in original form. This holy and religious grantha gives us valuable information for the regional history of Bundelkhand. (3) The temple of Prannath is a vast center of Communal harmony and Hindu-Muslim unity in this region (4) The Temple of Prannath provides a primary historical source regarding local history, history of Rulers of Bundelkhand, especially Maharaja Chatrasal, who was the disciple of Mahamati Prannath. The heritage of Bundeli and Islamic Architecture is very important for tourism objects.Artikel ini menganalisis kejayaan dan peleburan artikel Indo Islam di Asia Selatan pada Masa Prana Kuil Pran Nath. Dalam makalah penelitian ini, setelah mempelajari bahan sumber utama yang tersedia di Candi Prannath, Panna, fakta-fakta baru telah dikumpulkan dan dianalisis darinya, dan fakta-fakta baru telah terungkap. Sebuah survei lapangan intensif juga telah digunakan dalam makalah penelitian ini untuk menjelaskan poin-poin yang belum tersentuh. Hasil penelitian menunjukkan bahwa: (1) Di kawasan Bundelkhand ini, Candi Mahamati Prannath menjadi pusat wisata religi. Ribuan peziarah telah datang ke sini dalam Festival Musim Dingin pada bulan November setiap tahun setelah Dushahara untuk Festival Internasional Sharad Purnima, (2) Kuil Prannath telah menjadi pusat arsitektur di Bundelkhand dan menyediakan begitu banyak sumber utama bagi peneliti. Kuljam Swaroop, Grantha yang saleh dari Sekte Pranami, telah diawetkan di sini dalam bentuk aslinya. Grantha suci dan religius ini memberi kita informasi berharga untuk sejarah regional Bundelkhand. (3) Kuil Prannath adalah pusat luas kerukunan Komunal dan persatuan Hindu-Muslim di wilayah ini (4) Kuil Prannath menyediakan sumber sejarah utama mengenai sejarah lokal, sejarah Penguasa Bundelkhand, terutama Maharaja Chatrasal, yang murid Mahamati Pranath. Peninggalan Bundeli dan Arsitektur Islam sangat penting untuk objek wisata.","PeriodicalId":30724,"journal":{"name":"Paramita Historical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48946658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Creative History Teacher as A Creative Historian","authors":"N. Supriatna","doi":"10.15294/PARAMITA.V31I2.31341","DOIUrl":"https://doi.org/10.15294/PARAMITA.V31I2.31341","url":null,"abstract":"This article included the author’s analysis results which referred to the history learning process findings in schools and the theoretical aspects of creativity regarding creative history teachers. The author made an analogy for a creative history teacher as a creative historian. The paper combined two different approaches in the History education field and in cognitive psychology. The first approach used cognitive aspects of thinking developed by Vygotsky related to the ability of imagination. The second approach used the historical method from Collingwood in interpreting historical data and facts that also used imagination. The first approach analyzed how history produces creative history learning to cultivate students’ creative thinking abilities. At the same time, the second approach resulted from creative historiography as a historian’s creative work, which can also be seen in history textbooks for history subjects in schools. Both approaches that seem classic lead to creative thinking skills, both for history teachers and historians, including history textbook writers. Both approaches are also enriched with contemporary theoretical aspects, especially in the pedagogical aspect. This article focused on several history teachers who teach at senior high schools in Bandung. Some are also students of the Master Program in History Education, Graduate School of the Indonesia University of Education (UPI). They were used as resource persons through dialogue and observation and the Field Experience Program (PPL) implementation for prospective History teachers.Artikel ini berisi hasil analisis penulis yang mengacu pada temuan proses pembelajaran Sejarah di sekolah dan juga mengacu pada aspek teoretis kreativitas mengenai guru Sejarah kreatif. Penulis menganalogikan guru Sejarah kreatif sebagai sejarawan kreatif. Tulisan memadukan dua pendekatan berbeda dalam bidang pendidikan Sejarah dan dalam psikologi kognitif. Pendekatan pertama menggunakan aspek kognitif dalam berpikir yang dikembangkan oleh Vygotsky terkait dengan kemampuan imajinasi. Pendekatan kedua menggunakan metode kesejarahan dari Collingwood dalam menafsir data dan fakta peristiwa Sejarah yang juga menggunakan imajinasi. Pendekatan pertama digunakan untuk menganalisis bagaimana Sejarah menghasilkan pembelajaran Sejarah yang kreatif dengan tujuan menghasilkan kemampuan berpikir kreatif peserta didik. Sedangkan pendekatan kedua menghasilkan historiografi kreatif sebagai karya kreatif sejarawan yang juga bisa nampak pada buku teks Sejarah untuk Pelajaran Sejarah di sekolah. Kedua pendekatan yang nampaknya klasik tersebut bermuara pada menghasilkan kemampuan berpikir kreatif, baik berpikir guru Sejarah maupun berpikir sejarawan, termasuk penulis buku teks Sejarah. Kedua pendekatan tersebut juga diperkaya dengan aspek teoretis kontemporer, khususnya dalam aspek pedagogik. Tulisan difokuskan pada beberapa guru Sejarah yang mengajar di SMA di Bandung. Sebagian dari mereka adalah juga sebagai mah","PeriodicalId":30724,"journal":{"name":"Paramita Historical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44424253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prabu Siliwangi Between History and Myth","authors":"Mumuh Muhsin Z., M. Falah","doi":"10.15294/PARAMITA.V31I1.25049","DOIUrl":"https://doi.org/10.15294/PARAMITA.V31I1.25049","url":null,"abstract":"Abstract: Prabu Siliwangi is a historical figure, not a fairy tale or a mythical figure, although his figure is loaded with mythical things. Its existence is supported by several sources, both written and oral sources. Besides, the character of Prabu Siliwangi is also supported by social facts and mental facts. Prabu Siliwangi was the ruler who brought glory to the Sunda kingdom, so it is seen as the greatest king in the history of the Sunda kingdom stood. Nevertheless, from the manuscript, Carita Parahiangan (15th century), which contains information of the rulers of the Sunda kingdom, no king of Sunda is named Prabu Siliwangi. Then, who is Prabu Siliwangi? To answer the question, a historical study was conducted by implementing a historical research method that is operationally composed of four phases, namely Heuritsik, criticism, interpretation, and historiography. The results showed that Prabu Siliwangi was a historical figure-Legendary. The people in Tatar Sunda very emotionally remember the people. There are various opinions on the identification of this character. Some argue that this nickname refers only to one character, but some have the opinion of the four figures and more. From the various sources of the manuscript used in this article, the identification of Prabu Siliwangi led to Prabu Sri Baduga Maharaja (1482-1521), the ruler of the Sunda kingdom who is domiciled Pakwan Pajajaran. Abstrak: Prabu Siliwangi adalah seorang tokoh sejarah, bukan dongeng atau tokoh mitos walaupun sosoknya sarat dengan hal-hal yang bersifat mitos. Keberadaannya didukung oleh beberapa sumber, baik sumber tertulis maupun lisan. Selain itu karakter Prabu Siliwangi juga didukung oleh fakta sosial dan fakta mental. Prabu Siliwangi adalah penguasa yang membawa kejayaan kerajaan sunda, sehingga dipandang sebagai raja terbesar dalam sejarah kerajaan sunda berdiri. Namun demikian, dari naskah Carita Parahiangan (abad ke-15) yang memuat informasi tentang para penguasa kerajaan Sunda, tidak ada raja Sunda yang bernama Prabu Siliwangi. Lalu, siapakah Prabu Siliwangi? Untuk menjawab pertanyaan tersebut maka dilakukan studi sejarah dengan menerapkan metode penelitian sejarah yang secara operasional terdiri dari empat tahap yaitu heuritsik, kritik, interpretasi, dan historiografi. Hasil penelitian menunjukkan bahwa Prabu Siliwangi adalah seorang tokoh sejarah-Legendaris. Orang-orang tersebut sangat diingat secara emosional oleh orang-orang di Tatar Sunda. Ada berbagai pendapat tentang identifikasi karakter ini. Ada yang berpendapat bahwa julukan ini hanya mengacu pada satu tokoh, tetapi ada pula yang berpendapat tentang empat tokoh dan banyak lagi. Dari berbagai sumber naskah yang digunakan dalam artikel ini, identifikasi Prabu Siliwangi mengarah pada Prabu Sri Baduga Maharaja (1482-1521), penguasa kerajaan Sunda yang berdomisili di Pakwan Pajajaran.  ","PeriodicalId":30724,"journal":{"name":"Paramita Historical Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67039533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Advent of Capitalism and Malay Dilemma in Money Economy: The Foundation of Business Corporation and Cooperative Societies in Colonial Malaya","authors":"A. R. Abdullah","doi":"10.15294/PARAMITA.V31I1.28926","DOIUrl":"https://doi.org/10.15294/PARAMITA.V31I1.28926","url":null,"abstract":"Abstract: This article discusses the Malay dilemma in facing the expansion of money economy in the Malay society in early 20th century Malaya. Historically, the advent of capitalism during this period instigated the growing importance of money economy. However, in the rural economy, the Malay commoners known as ‘rakyat’ were not widely exposed to money economy. The prevalence of money economy in the Malay society was limited to the Malay upper class of royal kinsmen and nobles because of their dominance over the surplus, notably found in the form of taxation imposed on the rakyat who were mostly peasants. This situation began to change in the beginning of the 20th century when credit facilities for agricultural activities became available for the Malay commoners that eventually paved the way for the rakyat to gradually venture into small businesses and be exposed to money economy. In order to address the problem related to indebtedness, there were initiatives to establish cooperative societies for rural credits. However, these initiatives were always overshadowed by the imposition of interests on the loans. This is because such interests were perceived as riba’ or usury, which were regarded as haram or impermissible in Islam. Nevertheless, based on historical circumstances, it can be argued that the establishment of cooperative societies was regarded as the more viable means than business ventures in incorporating the Malay peasant community into money economy. Abstrak: Artikel ini membahas dilema Melayu dalam menghadapi ekspansi ekonomi uang dalam masyarakat Melayu di Malaya awal abad ke-20. Secara historis, munculnya kapitalisme selama periode ini mendorong semakin pentingnya ekonomi uang. Namun, dalam perekonomian pedesaan, rakyat jelata Melayu yang dikenal sebagai 'rakyat' tidak banyak terekspos pada ekonomi uang. Prevalensi ekonomi uang dalam masyarakat Melayu terbatas pada kelas atas Melayu dari kerabat dan bangsawan kerajaan karena dominasi mereka atas surplus, terutama ditemukan dalam bentuk pajak yang dikenakan pada rakyat yang sebagian besar adalah petani. Situasi ini mulai berubah pada awal abad ke-20 ketika fasilitas kredit untuk kegiatan pertanian tersedia bagi rakyat jelata Melayu yang pada akhirnya membuka jalan bagi rakyat untuk secara bertahap terjun ke bisnis kecil dan terpapar pada ekonomi uang. Untuk mengatasi permasalahan yang berkaitan dengan hutang tersebut, maka terdapat inisiatif untuk membentuk perkumpulan koperasi untuk kredit pedesaan. Namun, inisiatif ini selalu dibayangi oleh pengenaan bunga atas pinjaman. Sebab, kepentingan tersebut dianggap sebagai riba yang dianggap haram atau tidak diperbolehkan dalam Islam. Namun demikian, berdasarkan keadaan historis, dapat dikatakan bahwa pendirian koperasi dianggap sebagai cara yang lebih layak daripada usaha bisnis dalam memasukkan masyarakat petani Melayu ke dalam ekonomi uang. ","PeriodicalId":30724,"journal":{"name":"Paramita Historical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46111386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Nosampesuvu Values in History Learning as a Conflict Resolution in Central Sulawesi","authors":"Misnah Misnah, N. Supriatna, Hamlan Andi Baso Malla","doi":"10.15294/PARAMITA.V31I1.22724","DOIUrl":"https://doi.org/10.15294/PARAMITA.V31I1.22724","url":null,"abstract":"Abstract: This study aims to describe values of local wisdom Nosampesuvu Ethnic Kaili and integrate these values into history learning at SMAN 2 as a conflict resolution in Sigi, Central Sulawesi. Methodologically, this study is qualitative and uses an ethnographic approach. The results of the ethnographic study of the local wisdom values of Nosampesuvu are integrated into learning history using classroom action research (CAR) through the Kemmis and Taggart models. The results showed the findings of ethnographic data of local wisdom values of the Kailiethnic Nosampesuvu group in the integration of the culture of Tolerance ( Mosipahami Patuju) into religious values and social values / cooperation. The uniqueness of the local wisdom of the Kailiethnic Nosampesuvu group was developed in the process of learning local history manifested in cultural values, harmony, polite, polite, friendly, responsible, honest values, and tolerance. The results of the integration found that first, there was an increase in teacher activity in the implementation of learning. Second, there is an increase in student learning outcomes. Thirdly, students’ attitudes toward values Nosampesuvu after implementing local wisdom learning significantly better than before the learning implementation. Thus the implementation of the local wisdom values of Nosampesuvu in local history subjects was successful. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan nilai-nilai kearifan lokal Suku Nosampesuvu Suku Kaili dan mengintegrasikan nilai-nilai tersebut ke dalam pembelajaran sejarah di SMAN 2 sebagai penyelesaian konflik di Sigi, Sulawesi Tengah. Secara metodologis, penelitian ini bersifat kualitatif dan menggunakan pendekatan etnografi. Hasil kajian etnografi nilai-nilai kearifan lokal Nosampesuvu diintegrasikan ke dalam pembelajaran sejarah dengan menggunakan penelitian tindakan kelas (PTK) melalui model Kemmis dan Taggart. Hasil penelitian menunjukkan temuan data etnografi nilai-nilai kearifan lokal kelompok Kailiethnic Nosampesuvu dalam integrasi budaya Toleransi (Mosipahami Patuju) ke dalam nilai-nilai agama dan nilai-nilai sosial / kerjasama. Keunikan kearifan lokal kelompok Kailiethnic Nosampesuvu dikembangkan dalam proses pembelajaran sejarah lokal yang diwujudkan dalam nilai-nilai budaya, kerukunan, santun, santun, ramah, bertanggung jawab, nilai-nilai kejujuran, dan toleransi. Hasil integrasi menemukan bahwa pertama, terjadi peningkatan aktivitas guru dalam pelaksanaan pembelajaran. Kedua, ada peningkatan hasil belajar siswa. Ketiga, sikap siswa terhadap nilai-nilai Nosampesuvu setelah melaksanakan pembelajaran kearifan lokal secara signifikan lebih baik dibandingkan sebelum pelaksanaan pembelajaran. Dengan demikian penerapan nilai-nilai kearifan lokal Nosampesuvu dalam mata pelajaran sejarah lokal berhasil dilaksanakan. ","PeriodicalId":30724,"journal":{"name":"Paramita Historical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48614777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Batik Incung Industry in Kerinci 1995-2017","authors":"Nandia Pitri, Herwandi Herwandi, Lindayanti Lindayanti","doi":"10.15294/PARAMITA.V31I1.18887","DOIUrl":"https://doi.org/10.15294/PARAMITA.V31I1.18887","url":null,"abstract":"Abstract: Kerinci has batik called incung developed from the beauty of incung letters (ancient Kerinci's letters). This letter was used to be used by Kerinci's ancestors to write literary works, incantation, and customary law. The medium used to write the incung letters was wood bark, bamboo, coconut leaf, and the buffalo horn. However, this research tries to discuss the development of the batik industry in Kerinci: History Perspective. The method applied in this research is one of historical research to collect, select, and test the sources of history critically so that it results in the fact of history in line with what happened in the field. The results showed that the industry's oh Incung batik started in 1995 due to the Administration of Kerinci Regency's policy as to hold a training. Meanwhile, an independent training was held by  Jaya and Iryani in Jambi, speaking of which working for three years at Batik Mas in the City of Jambi. After 3 years, they went home to develop batik with particular Kerinci. The early stage of incung batik development was not eye-catching for the local people. They still focus on agricultural matters, though, following the issuance of a leaflet of the Mayor of Sungaipenuh ordering to develop the specific motif of Kerinci, triggering the public enthusiasm in developing batik. The incung batik marketing does not only cover the area of Kerinci Regency and City of Sungaipenuh, but also it has already reached the City of Jambi, West Sumatra, Jakarta, Bandung, and Solo. Abstrak: Kerinci memiliki batik yang disebut incung yang dikembangkan dari keindahan huruf incung (huruf Kerinci kuno). Huruf ini dulunya digunakan nenek moyang Kerinci untuk menulis karya sastra, mantera, dan hukum adat. Media yang digunakan untuk menulis huruf incung adalah kulit kayu, bambu, daun kelapa, dan tanduk kerbau. Oleh karena itu, penelitian ini mencoba membahas perkembangan industri batik di Kerinci dalam Perspektif Sejarah. Metode yang digunakan dalam penelitian ini adalah salah satu metode penelitian sejarah untuk mengumpulkan, menyeleksi, dan menguji secara kritis sumber-sumber sejarah, sehingga menghasilkan fakta sejarah yang sesuai dengan apa yang terjadi di lapangan. Hasil penelitian menunjukkan bahwa industri batik oh incung dimulai pada tahun 1995 karena adanya kebijakan Pemerintah Kabupaten Kerinci untuk mengadakan pelatihan. Sedangkan pelatihan mandiri diadakan oleh Jaya dan Iryani di Jambi yang  bekerja selama tiga tahun di Batik Mas di Kota Jambi. Setelah 3 tahun, mereka pulang untuk mengembangkan batik khas Kerinci. Perkembangan awal pembatikan incung ternyata tidak begitu menarik perhatian warga sekitar. Meski begitu, mereka tetap fokus pada pertanian, menyusul keluarnya edaran dari Walikota Sungaipenuh yang memerintahkan untuk mengembangkan motif khas Kerinci sehingga memicu antusias masyarakat untuk mengembangkan batik. Pemasaran batik incung tidak hanya mencakup wilayah Kabupaten Kerinci dan Kota Sungaipenuh, tetapi juga","PeriodicalId":30724,"journal":{"name":"Paramita Historical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46558095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}