Reflections on Transformative Pedagogy in High School in History Learning in Indonesia

DOI

10.2991/assehr.k.211130.045How to use a DOI?

Keywords

Transformative Pedagogy; History Learning

Abstract

This article is based on research that aims to see that transformative learning has been going on for approximately 8 years in Indonesia. Has transformative learning been effective in producing graduates with critical awareness? The research process is the implementation of a mixed method between qualitative and quantitative research. CRI technique was used to analyse the theoretical ability and transformative pedagogic praxis. Correlation analysis technique is used to analyse the emancipatory critical praxis of learning history. The results of the analysis of theoretical abilities are 14.63% of history teachers do not know and do not understand transformative pedagogic concepts (lucky guess) with an average CRI index of 0.3, 85.37%) history teachers understand well and correctly transformative pedagogic concepts with a CRI index with an average of 3.4 and 17.07% of history teachers have misconceptions about transformative pedagogy with an average CRI index of 1.4. The results of the analysis of praxis abilities are 8.11% of history teachers in transformative learning praxis with mystical awareness. The practice of learning history is only mechanical adaptation without theoretical reflection with an average CRI index of 0.2.; 91.89%) history teachers in transformative learning praxis with naive awareness. The practice of history learning is characterized by renewal through theoretical reflection with an average CRI index of 3.5; 5.41% of history teachers in the practice of transformative learning have mystical awareness. The practice of learning the history of misconceptions with an average CRI index of 0.1. Emancipatory critical praxis ability is correlated with transformative pedagogic theoretical ability which significantly contributes 87% to the praxis. The higher the history teacher’s ability to combine theoretical reflective abilities in reflective history learning actions, the lower the separation of theory and practice. Teachers are able to teach history closer to historical reality or bring history learning to historical mindedness.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Agus Suprijono
AU  - Sri Mastuti Purwaningsih
AU  - Corry Liana
AU  - Riyadi
PY  - 2021
DA  - 2021/12/03
TI  - Reflections on Transformative Pedagogy in High School in History Learning in Indonesia
BT  - Proceedings of the International Joined Conference on Social Science (ICSS 2021)
PB  - Atlantis Press
SP  - 257
EP  - 261
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211130.045
DO  - 10.2991/assehr.k.211130.045
ID  - Suprijono2021
ER  -