In order to enhance the textbook lessons based on the Curriculum 2013 which has been published by KEMDIKBUD RI (Ministry of Education and Culture of the Republic of Indonesia), so PUSKURBUK (Center of Curriculum and Book) will continue to solicit information, input, and feedback on the content and presentation of the textbooks from various components of the society.
Accordingly, PUSKURBUK has held “Workshop on Manual and Instrument Validation” for textbooks, on Monday-Wednesday, July 22-24, 2013, avenue at Ibis Hotel Mangga Dua, Jakarta, and was attended by around 30 participants comprising of the Lecturers, Teachers, Observers, Officials, and Education Practitioners.
Andi SUWIRTA, as a Senior Lecturer at the Department of History Education UPI (Indonesia University of Education) and as Chairman of ASPENSI (Association of Indonesian Scholars of History Education) in Bandung, was also invited as one of the speakers in the workshop.
According to SUWIRTA, the workshop has successfully formulated an instrument to gather information and input in terms of improvement and refinement of textbook in the school, both concerning on the content and presentation aspects as well as aspects of language and illustration.
Pertaining textbook on the History of Indonesia itself, SUWIRTA gives some notes and input, especially with regard to content and presentation. “Foreword from the Minister of Education” in the history textbook states that the “regressive approach” will be emphasized in the teaching of history. However, SUWIRTA said, the content and presentation of the textbook is still conventional and chronological.
“Regressive approach is based on the assumption that the learners in the learning process has to be started from the concrete-abstract, simple-complex, and near-far matters. Due to history is concerning on the concept of time, then, a good way to teach history is started from the period that closed and experienced by the learners, so from the contemporary time to the past time “, SUWIRTA added.
SUWIRTA, then, jokingly give an example, rather than the students at school to learn history first introduced with the content of “Homo Soloensis” in the ancient period that abstract in thinking and far from the reach of students mind, it is better if they are introduced by contemporary history content that close to the experience of students, for example, discusses the phenomenon of “JOKOWI (Joko Widodo) from Solo”.
With regressive approach, SUWIRTA stated, the lessons of history is not only meaningful and familiar with the cognition of students but also the students will aware of the strong relationship between the present with the past, or that the future is also a product of the present. [MAS]