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Download Download Historia Pedagogia Vol. 7 No. 1 - Jun 2018 HISTORIA PEDAGOGIA Jurnal Penelitian dan Inovasi Pendidikan Sejarah Vol. 7. No. 1 - Juni 2018 [ISSN: 2301-489X] Hlm. 36—43 https://journal.unnes.ac.id/sju/index.php/hp Model Pembelajaran Kolaboratif Kunjungan Wisata Sebagai Upaya Penanaman Nilai-Nilai Perjuangan Trunajaya Kepada Siswa SMA Darwati SMA Negeri 1 Tuntang ABSTRACT The fading sense of nationalism is increasingly becoming a concern for the nation today. If the bad reality continues, it means learning history in school has failed. This is because history learning has the greatest role in the preservation of national values, heroism, and its cultivation in each student's soul. The right material for instilling a sense of na- tionalism is the introduction of Trunajaya's struggle. This is because the struggle is not regional. The objectives to be achieved through this paper are: 1) Knowing that the tour-based collaboration learning model is precisely applied to the learning history of the Trunajaya struggle; 2) Knowing the factors that must be considered in carrying out collabo- rative learning models based on tourist visits to the historical material of Trunajaya's struggle in order to optimally become a tool for planting the values of struggle. Based on the study it can be concluded: 1) The learning model of the Tourist Visit is the right learning model for learning that aims to instill the values of Trunajaya's struggle for high school students; 2) In its application, the Learning Visit learning model needs to be collaborated with other learning models to improve the effectiveness of learning. Keywords: collaborative model, Trunajaya, value of struggle ABSTRAK Lunturnya rasa nasionalisme kian menjadi keprihatinan bangsa saat ini. Jika kenyataan buruk tersebut terus berlang- sung, berarti pembelajaran Sejarah di sekolah telah gagal. Hal ini dikarenakan pembelajaran sejarah yang berperan paling besar dalam pelestarian nilai-nilai kebangsaan, kepahlawanan, dan penanamannya disetiap jiwa siswa. Ada- pun salah satu materi yang tepat untuk menanamkan rasa nasionalime adalah pengenalan perjuangan Trunajaya. Hal ini dikarenakan perjuangannya tidak bersifat kedaerahan. Tujuan yang hendak dicapai melalui karya tulis ini adalah: 1) Mengetahui bahwa model pembelajaran kolaborasi berbasis kunjungan wisata tepat diterapkan pada pembelajaran Sejarah bermaterikan perjuangan Trunajaya; 2) Mengetahui faktor-faktor yang harus diperhatikan dalam melaksanakan model pembelajaran kolaboratif berbasis kunjungan wisata materi sejarah perjuangan Trunajaya agar dapat secara optimal menjadi alat penanaman nilai-nilai perjuangan. Berdasar pengkajian dapat disimpulkan : 1) Model pembelajaran Kunjungan Wisata merupakan model pembelajaran yang tepat untuk pembelajaran yang ber- tujuan menanamkan nilai-nilai perjuangan Trunajaya kepada siswa SMA; 2) Dalam penerapannya, model pembela- jaran Kunjungan Wisata perlu dikolaborasikan dengan model pembelajaran lain untuk meningkatkan efektifitas pem- belajaran. Kata Kunci: model kolaboratif, Trunajaya, nilai perjuangan Corresponding author : Jl. Raya Tuntang-Beringin, Dampit, © 2018 Program Studi Pendidikan Sejarah UNNES Delik, Tuntang, Semarang, Jawa Tengah 50773 All rights reserved p-ISSN 2301-489X Email : [email protected] 36 Historia Pedagogia Vol. 7 No. 1 - Jun 2018 PENDAHULUAN UUD 1945. Kekhidmatan dalam mengikuti Saat ini sekitar tiga miliar penduduk upacara bendera dapat digunakan sebagai dunia memiliki akses internet melalui salah satu penanda makin lunturnya rasa berbagai gawai. Sementara itu, pengguna ak- nasionalisme dikalangan pelajar Indonesia. tif perangkat Android yang memiliki akses Penanda lainnya adalah banyaknya konflik jauh lebih cepat dan praktis terus pula antar desa, antar kampung, bahkan antar su- meningkat jumlahnya. Pada Februari ini ku. Pertikaian atau konflik di Ambon, Aceh, angkanya mencapai lima ratus juta. Indone- Poso, Bima, Lampung, dan Papua merupa- sia masuk dalam 5 besar dunia pengguna kan bukti betapa rasa kebersamaan sebagai layanan internet, dengan jumlah total bangsa telah luntur. Disintegrasi menjadi an- pengguna 70 juta orang. (Kompas, 3 Maret caman nyata. 2015). Jika kenyataan buruk tersebut terus Tingginya jumlah pengguna layanan berlangsung, berarti pembelajaran Sejarah di internet di Indonesia di satu sisi tentu sekolah telah gagal. Hal ini dikarenakan menggembirakan karena melalui internet pembelajaran sejarahlah yang berperan pa- transfer informasi dapat berlangsung secara ling besar dalam pelestarian nilai-nilai ke- cepat. Transfer informasi ini memungkinkan bangsaan, kepahlawanan, dan penanamann- masyarakat penggunanya memperoleh ya di setiap jiwa siswa. pengetahuan dan teknik-teknik baru yang Kegagalan tersebut bukan tidak mung- dapat digunakan untuk memecahkan persoa- kin disebabkan oleh ketidaktepatan praktik lan hidupnya. pembelajaran sejarah. Praktik pembelajaran Namun, meningkatnya jumlah sejarah di sekolah lebih banyak bertumpu pengguna internet juga bisa berdampak bu- pada pengingatan waktu, tempat, dan tokoh ruk. Sesuai dengan sifatnya yang terbuka un- sejarah. Analisis hubungan sebab-akibat tuk siapa saja dan kapan saja, internalisasi umumnya dilakukan secara teoretis dan nilai-nilai baru yang dibawa bersamaan monoton sehingga kurang menarik. dengan masuknya informasi baru nyaris Kondisi ini makin diperparah dengan tanpa saringan. Nilai-nilai yang bertentangan tidak lagi dimasukkannya sejarah sebagai dengan nilai-nilai budaya masyarakat Indo- mata pelajaran Ujian Nasional. Persepsi bah- nesia akan dengan mudah terinternalisasi, wa pelajaran sejarah merupakan mata pelaja- pada akhirnya akan berimplikasi pada menip- ran yang tidak penting pun muncul. Ken- isnya kesetiaan kepada tanah air Indonesia yataan ini menurunkan motivasi siswa dalam dan lunturnya nilai-nilai kepahlawanan. mengikuti pembelajaran sejarah yang pada Menipisnya kesadaran dan kebanggaan akhirnya menurunkan pula tingkat keberhasi- berbangsa dan bernegara Indonesia itu sangat lan pembelajaran sejarah sebagai salah satu jelas terlihat pada pelaksanaan upacara mata pelajaran utama yang menginternal- bendera. Di SMA Negeri 1 Tuntang, misal- isasikan nilai-nilai kejuangan dan cinta tanah nya, kenyataan buruk tersebut terlihat dalam kepada para siswa. Hal ini sesuai dengan wujud makin banyaknya siswa yang terlam- pandangan Hamalik (1992: 173), yang bat memasuki lapangan upacara. Jika pada menyatakan bahwa jika motivasi belajar ren- upacara bendera Minggu I bulan Januari dah, sangat sulit bagi guru maupun siswa hanya sekitar 10 siswa yang terlambat dua untuk dapat mencapai tujuan pembelajaran minggu berikutnya telah meningkat menjadi yang diharapkan. Karena itulah, menjaga 15 orang. Pada upacara tanggal 16 Februari motivasi belajar siswa dalam mengikuti pem- 2015 meningkat lagi menjadi 37 siswa. Oleh belajaran sejarah sangatlah penting. karena itu, pemberian sanksi diberlakukan Salah satu faktor penentu tingginya sehingga angka keterlambatan tidak terus motivasi siswa dalam mengikuti pembelaja- bertambah. Makin tidak khidmatnya upacara ran adalah cara atau metode pembelajaran juga terlihat masih banyaknya siswa yang yang digunakan guru. Oleh karena itu, guru tidak mampu berdiri dalam posisi tegap saat perlu menentukan cara pembelajaran yang menghormat bendera dan berbincang pada paling tepat agar penanaman nilai-nilai kese- saat pembacaan Pancasila dan Pembukaan jarahan dapat diinternalisasikan kepada diri 37 Historia Pedagogia Vol. 7 No. 1 - Jun 2018 siswa dengan optimal. tampuk kekuasaan Sampang dipegang oleh Adapun salah satu materi yang tepat adiknya, yang bergelar Cakraningrat. untuk menanamkan rasa nasionalime adalah Trunajaya berguru pada Pangeran Kajoran pengenalan perjuangan Trunajaya. Hal ini atau Panembahan Rama dari Kajoran. Ia dikarenakan perjuangannya tidak bersifat kemudian dinikahkan dengan salah satu putri kedaerahan. Perjuangannya dapat dijadikan Pangeran Kajoran (1941:155). sebagai teladan kebesaran jiwa kaum muda Perang Trunajaya mula-mula merupa- dalam menentang ketidakadilan dalam penja- kan perang melawan raja Mataram, jahan. Bertolak dari kenyataan dan Amangkurat I, yang tidak memperhatikan pemikiran itulah tulisan berjudul “Model kepentingan dan kesejahteraan rakyat. Pembelajaran Kolaboratif Kunjungan Wisata Trunajaya bersekutu dengan Mas Rahmat sebagai Upaya Penanaman Nilai-Nilai Per- atau Adipati Anom, putra Amangkurat I juangan Trunajaya Kepada Siswa SMA”. yang berselisih dengan ayahnya. Perselisihan Tujuan yang hendak dicapai melalui ini dilatarbelakangi adanya isu ja- penulisan karya ilmiah ini adalah sebagai batan Adipati Anom atau putra mahko- berikut: 1) Mengetahui bahwa model pem- ta yang akan dipindahkan kepada Pangeran belajaran kolaborasi berbasis kunjungan Singasari (putra Amangkurat I lainnya). wisata tepat diterapkan pada pembelajaran Dalam Babad Tanah Jawi disebutkan Sejarah bermaterikan perjuangan Trunajaya; bahwa dihadapan Pangeran Kajoran dan 2) Mengetahui faktor-faktor yang harus di- Trunajaya, Adipati Anom membuat perjan- perhatikan dalam melaksanakan model pem- jian untuk membiayai seluruh kebutuhan belajaran kolaboratif berbasis kunjungan perang Trunajaya. Kelak jika menang, wisata materi sejarah perjuangan Trunajaya Trunajaya harus menyerahkan kekuasaan agar dapat secara optimal menjadi alat pena- pada Adipati Anom (1941:155). naman nilai-nilai perjuangan. Pasukan Trunajaya diperkuat oleh 2.000 pasukan Makasar yang dipimpin oleh Kraeng Galesong (1941:156-163). Pasukan PEMBAHASAN ini sangat terlatih, karena telah memenangi berbagai perang.
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