Managing Diversity in History Learning Based on the Perspective of Kakawin Ramayana
Bibliographic Data
| ID | 12125232 |
|---|---|
| Authors | Nur Fatah Abidin (0000-0001-6734-3129, Sebelas Maret University, corresponding author), Fakrul Islam Laskar |
| Year | 2020 |
| Volume | 30 |
| Issue | 2 |
| Pages | 192-207 |
| Publication date | 2020-08-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Paramita Historical Studies Journal (JOURNAL) |
| Journal identifiers | ISSN: 0854-0039 • E-ISSN: 2407-5825 |
| Publisher | Universitas Negeri Semarang (PUBLISHER • ID) |
| DOI | 10.15294/paramita.v30i2.23690 |
| OpenAlex | W3082867615 |
| Language | EN |
| Citations received | 1 |
| References cited | 16 |
This research aims to build a framework of diversity management in history learning based on the reinterpretation of diversity from the perspective of Kakawin Ramayana. The authors used a critical hermeneutic approach to interpret the texts of Kakawin Ramayana, especially in the texts of Prěthiwi and Aṣṭabrata. The text of Prěthiwi and Aṣṭabrata implicitly elucidates that diversity should be acknowledged based on the moral and ethical attributes of an individual. There are no spaces for arbitrary prejudices based on social identities, such as ethnicity, race, or even religiosity and political affiliation. The findings of the research show that the framework of diversity management in history learning can be built by creating three layers: (1) inclusive curriculum, (2) alternate narratives in learning materials and history textbooks, and (3) teacher and students’ attitude of multi-perspectivity. The history curriculum has to accommodate inclusiveness by acknowledging social and psychological diversity. Along with the inclusive curriculum, history textbooks should provide alternate narratives in the form of personal or biographical history as the third way to counter the grand narratives and present the multi-narratives in learning history. Teachers and students have to accept multi-perspectivity as the representation of diversity in history learning. The authors believe that these layers of diversity management can provide a prolific understanding of diverseness and its relativity in history learning in which diversity could not be merely observed in the societal term but also the personal parameter. Penelitian ini bertujuan untuk membangun kerangka manajemen keberagaman dalam pembelajaran sejarah berbasis reinterpretasi kebhinekaan dari perspektif Kakawin Ramayana. Penulis menggunakan pendekatan hermeneutik kritis untuk menafsirkan teks Kakawin Ramayana, terutama dalam teks Prěthiwi dan Aṣṭabrata. Teks Prěthiwi dan Aṣṭabrata secara implisit menjelaskan bahwa keberagaman harus diakui berdasarkan atribut moral dan etis seseorang. Tidak ada ruang untuk prasangka sewenang-wenang berdasarkan identitas sosial, seperti etnis, ras, atau bahkan religiusitas dan afiliasi politik. Hasil penelitian menunjukkan bahwa kerangka kerja manajemen keberagaman dalam pembelajaran sejarah dapat dibangun dengan membuat tiga lapisan: (1) kurikulum inklusif, (2) narasi alternatif dalam materi pembelajaran dan buku teks sejarah, dan (3) sikap guru dan siswa. multi-perspektif. Kurikulum sejarah harus mengakomodasi inklusivitas dengan mengakui keragaman sosial dan psikologis. Seiring dengan kurikulum inklusif, buku teks sejarah harus memberikan alternatif narasi berupa sejarah personal atau biografis sebagai cara ketiga untuk melawan narasi besar dan menyajikan multi narasi dalam pembelajaran sejarah. Guru dan siswa harus menerima multiperspektif sebagai representasi keberagaman dalam pembelajaran sejarah. Penulis percaya bahwa manajemen keanekaragaman ini dapat memberikan pemahaman yang produktif tentang keanekaragaman dan relativitasnya dalam pembelajaran sejarah di mana keanekaragaman tidak dapat hanya diamati dalam konteks masyarakat tetapi juga level pribadi
Aesthetics · Art · Curriculum · Diversity (politics · Epistemology · Literature · Narrative · Pedagogy · Perspective (graphical · Reinterpretation · Sociology · Anthropology · Computer Science · Education and Character Development · Educational Curriculum and Learning Methods · Multicultural Education and Local Wisdom · Philosophy · Psychology · Artificial Intelligence
The Content of the Form
Managing the Organizational Melting Pot
Many Ramayanas
Diversity Management
What Differences Make a Difference
Deconstructing Difference
Learning to teach history in culturally diverse classrooms
Enriching the subject of Greek Literature with the experience of the ‘other’
The decline of ethnic voting patterns in plural societies
Ethnic identity and curriculum construction
Paradox of multiculturalism
The Ramayana kakawin; A product of Sanskrit scholarship and independent literary genius
The Ramayana and the Malay Shadow Play
| Citations per year | 0.25 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |