MODEL READY: SEBUAH PARADIGMA BARU UNTUK MENUMBUHKAN KEMAMPUAN HISTORICAL LITERACY

Shela Dwi Utari; Joko Sayono; Aditya Nugroho Widiadi; Indah Wahyu Puji Utami

doi:10.17977/um0330v9i1p97-108

MODEL READY: SEBUAH PARADIGMA BARU UNTUK MENUMBUHKAN KEMAMPUAN HISTORICAL LITERACY

Shela Dwi Utari, Joko Sayono, Aditya Nugroho Widiadi, Indah Wahyu Puji Utami

Abstract

Contemporary history education is no longer a subject based on memorising facts; rather, it focuses on equipping students with mastery of the discipline of history. One such aspect is historical literacy, a type of knowledge that lies above mere content or substance comprehension. Historical literacy is the ability to read, compare, and reconstruct historical narratives using historical sources. Problems arise when teachers are still unable to apply these skills in the classroom because there is no specific model to support them. Therefore, in this article, the author proposes a new paradigm in history education, namely the Ready model. The method used to develop the Ready model is the Kemp model, which consists of 9 stages: (1) instructional problems, (2) learner characteristics, (3) task analysis, (4) instructional objectives, (5) content sequencing, (6) instructional strategies, (7) designing the message, (8) development of instruction, and (9) evaluation instruments. The result of this article is the Ready model, which consists of questioning, significance and contextualisation, exploration, judgment and interpretation, and reflection. The Ready model requires students and teachers to interact with modules or textbooks, then trace their sources, and finally construct a simple historiography to determine what differs from previous narratives

Keywords

Ready Learning Model; Historical Literacy; History Education

Full Text:

PDF

References

Ali, N.B.V. et al. (2018) Evaluasi Implementasi Gerakan Literasi Sekolah. Jakarta: Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan.

Ankersmit, F. (1994) History and Tropology: The Rise and Fall of Metaphor. California: University of California Press.

Ankersmit, F. (2012) Meaning, Truth, And Reference In Historical Representation. New York: Cornell University Press.

Apple, M. (2004) Ideology and curriculum. Routledge.

Aswita, D. et al. (2022) Pendidikan literasi: Memenuhi kecakapan abad 21. Penerbit K-Media.

Barnes, D. (1977) From communication to curriculum. Harmondsworth Middlesex: Penguin Books Ltd.

Bennett, S.M. (2014) “Teachers’ beliefs and implementation of historical literacy pedagogy in three advanced placement United States history classrooms,” The Georgia Social Studies Journal, 4(2), pp. 53–67.

Downey, M.T. and Long, K.A. (2016) Teaching For Historical Literacy: Building Knowledge In The History Classroom. New York: Routledge.

Firmansyah, H., Putri, A.E. and Hakim, L. (2022) “Penguatan literasi sejarah untuk meningkatkan historical thingking peserta didik,” Jurnal Artefak, 9(2), pp. 93–102.

Kuntowijoyo (2003) Metodologi Sejarah. Yogyakarta: Tiara Wacana Yogya.

Kusuma, S.P. et al. (2025) Panduan Mata Pelajaran Sejarah dan Sejarah Tingkat Lanjut Fase F SMA/MA & Mata Pelajaran Sejarah Fase E dan F SMK/MAK. Jakarta: Badan Standar, Kurikulum, dan Asesmen PendidikanKementerian Pendidikan Dasar dan Menengah Republik Indonesia.

Lee, P. (2005) “Historical literacy: Theory and research,” History Education Research Journal, 5(1), pp. 29–40.

Lee, P. (2011) “History education and historical literacy,” in Debates in History Teaching. New York: Routledge: New York: Routledge.

Lévesque, S. (2010) “On historical literacy: Learning to think like historians,” Canadian Issues, p. 42.

Maposa, M.T. and Wassermann, J. (2014) “Historical literacy in a context of patriotic history: An analysis of Zimbabwean history textbooks,” Africa Education Review, 11(2), pp. 254–274.

Morrison, G.R., Ross, S.M. and Kemp, J.E. (2001) Designing Effective Instruction. 3rd ed. John Wiley & Sons, Inc.

Nokes, J.D. (2022) Building students’ historical literacies: Learning to read and reason with historical texts and evidence. Routledge.

Nugraha, D. and Octavianah, D. (2020) “Diskursus literasi abad 21 di indonesia,” Jurnal Pendidikan Edutama, 7(1), p. 107.

Oakeshott, M. (1983) On history and other essays. Oxford: Basil Blackwell Publisher Limited.

Pangkey, G., Tulandi, D.A. and Lolowang, J. (2022) “Interaksi demokratis dalam pembelajaran eksploratif fenomena perubahan suhu udara dan suhu tanah,” Charm Sains: Jurnal Pendidikan Fisika, 3(2), pp. 96–106.

Ramona, N. and Supriatna, N. (2021) “Historical literacy as strengthening character education,” in 6th International Conference on Education & Social Sciences (ICESS 2021). Atlantis Press, pp. 224–231.

Rodríguez-Moneo, M., Carretero, M. and Gutiérrez-Cano, M. (2025) “History education: Past, present, and challenges for the future,” Current Opinion in Psychology, 67, p. 102188. Available at: https://doi.org/10.1016/j.copsyc.2025.102188.

Schleppegrell, M. and de Oliveira, L.C. (2006) “An integrated language and content approach for history teachers,” Journal of English for academic purposes, 5(4), pp. 254–268.

Shanahan, T. and Shanahan, C. (2014) “Teaching history and literacy,” Best practices in adolescent literacy instruction, pp. 232–248.

Taylor, A. (2003) “Trying to connect: Moving from bad history to historical literacy in schools.”

Thornton, S.J. (2005) Teaching social studies that matters: Curriculum for active learning. New York: Columbia University.

United Nations Educational (2005) Education for all: literacy for life: EFA global monitoring report. Paris: UNESCO.

Wijaya, T. and Ediyono, S. (2022) “Pembelajaran Sejarah Berbasis Media Online dalam Meningkatkan Kemampuan Literasi Digital Siswa di Era Revolusi Industri 4.0,” in Social, Humanities, and Educational Studies (SHES): Conference Series, pp. 196–201.

Wineburg, S., Martin, D. and Monte-Sano, C. (2013) Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms. New York: Teachers College Press.

Wineburg, S.S. (1991) “On the reading of historical texts: Notes on the breach between school and academy,” American educational research journal, 28(3), pp. 495–519.

DOI: http://dx.doi.org/10.17977/um0330v9i1p97-108

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Editorial office:
History Department, Faculty of Social Science,
Universitas Negeri Malang
Jl. Semarang No.5 Kota Malang 65145,
Phone. (0341) 551312,
email: [email protected]
Website: http://journal2.um.ac.id/index.php/sejarah/index

E-ISSN 2622-1837

Creative Commons License
This work is licensed under a CC BY SA 4.0.

View My Stats

Username
Password
Remember me