Conducting Historical Literacies In History Classroom

A Case Study at Senior High School in Jakarta

DOI

10.2991/assehr.k.201201.074How to use a DOI?

Keywords

historical literacy, historical learning, historical sources

Abstract

This research aims to reveal how historical literacy is implemented in Senior High School. This research is qualitative in the form of case studies in Senior High School (SMA) in South Jakarta. Field research in the form of data collection, namely in-depth open-ended interviews, direct observation, and document analysis. The results of this study show that historical literacy at Senior High School has been going well. The teacher has demonstrated all sub-dimensions of historical literacy: knowledge, conceptual understanding, historical work sources or methods, contextualization, historical consciousness, and the language of history. The main difficulty in the application of historical literacy is a common understanding among students that learning history means memorizing information. The teacher also has difficulty in introducing students to verified historical sources because students are accustomed to relying on unverified sources such as blogs. Many students still tend to learn just to get good grades. Cultivating empathy is also a challenge for history teachers.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Kurniawati
AU  - Estik Wijayasari
PY  - 2020
DA  - 2020/12/03
TI  - Conducting Historical Literacies In History Classroom
BT  - Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020)
PB  - Atlantis Press
SP  - 405
EP  - 409
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201201.074
DO  - 10.2991/assehr.k.201201.074
ID  - 2020
ER  -