Kondisi pendidikan di Indonesia saat ini terkontaminasi oleh adanya pengaruh dari budaya asing, pola hidup konsumtif dan bangga dengan produk luar negeri, serta sikap apatis terhadap persoalan bangsa. Sering kita dengar terjadi tawuran pelajar, seks bebas, narkoba, pola hidup hedonis dan konsumtif para pelajar. Peran pembelajaran sejarah menjadi sangat penting dalam mentransfomasikan nilai-nilai kesejarahan dalam mempersiapkan generasi muda Indonesia yang memiliki karakter sebagai warga negara. Tujuan penelitian yakni mendeskripsikan proses penanaman nilai-nilai karakter kesejarahan melalui pembelajaran sejarah di SMA Kota Padang. Penelitian ini menggunakan metode kualitatif dengan pendekatan naturalistik inkuiri. Sumber data penelitian diperoleh dari siswa SMA, guru mata pelajaran sejarah, dokumen-dokumen rencana pelaksanaan pembelajaran, serta sumber lain seperti jurnal, hasil penelitian terdahulu, buku teks, dan sumber lain. Penelitian dilakukan di SMA di Kota Padang. Penafsiran dan analisis data dilakukan secara deskriptif dengan memberikan elaborasi pada setiap poin yang ada dalam data. Hasil yang diperoleh menunjukkan bahwa dalam proses pembelajaran sejarah selain nilai­-nilai umum yang ada, seperti religius, sosial, tanggung jawab, dan disiplin, ada nilai­-nilai yang lebih spesifik yang peneliti temukan yaitu nilai-nilai yang berkaitan dengan nilai-nilai kesejarahan meliputi nilai cinta tanah air, patriotisme, dan nasionalisme. Pendekatan yang digunakan dalam pembelajaran adalah pendekatan langsung dan pendekatan tidak langsung.

Abstrak: Ditetapkan sebagai Pahlawan Nasional oleh Presiden Soekarno di tahun 1963, Tan Malaka hingga saat ini masih menjadi pahlawan yang “redup”. Keterlibatannya dalam tubuh Partai Komunis Indonesia (PKI) di masa Hindia Belanda telah menempatkan Tan Malaka pada posisi sulit, mengingat keberadaan PKI yang telah mengukir sejarah kelam di era kemerdekaan. Padahal, jika memperhatikan ide dan gagasan Tan Malaka yang tertuang dalam banyak karyanya, maka selayaknya ia dijuluki sebagai Bapak Republik. Penelitian ini bertujuan untuk menelaah kiprah Tan Malaka dalam pergerakan nasional dah mengekplorasi titik kontroversi Tan Malaka. Metode dalam penelitian ini menggunakan metode sejarah yang terdiri dari tahap heuristik, kritik sumber, interpretasi, dan historiografi. Temuan penelitian ini menunjukkan bahwa titik kontroversial Tan Malaka terletak pada keterlibatannya di tubuh PKI masa Hindia Belanda, namun demikian Tan Malaka adalah seorang nasionalis yang konsisten memperjuangkan cita-cita kemerdekaan Indonesia melalui ideologi yang diyakininya. Adanya larangan ajaran Marxisme-Komunisme pasca pemberontakan PKI di tahun 1965 membuat Tan Malaka semakin terpinggirkan sebagai pahlawan nasional, selama Orde Baru namanya tidak terdapat dalam buku-buku pelajaran di sekolah maupun dalam Album Pahlawan Nasional, hal ini menjadi kontroversi atas keterlibatnnya di tubuh PKI. Namun, Era Reformasi menunjukkan sebuah kemajuan, buku-buku karangan Tan Malaka kembali dicetak dan banyak ilmuan mulai serius menyelami sosok Tan Malaka, terutama berkenaan dengan pemikiran dan gagasannya.Kata Kunci: Tan Malaka, Kontroversi, RevolusiAbstract: Defined as a National Hero by President Soekarno in 1963, Tan Malaka is still a "dim" hero. His involvement in the Indonesian Communist Party (PKI) during the Dutch East Indies had put Tan Malaka in a difficult position, given the existence of the PKI which had carved a dark history in the era of independence. In fact, if you pay attention to Tan Malaka's ideas and ideas contained in many of his works, then he should be called the Father of the Republic. This research aims to examine Tan Malaka's progress in the national movement and to explore the points of controversy of Tan Malaka. The method in this study uses the historical method which consists of 4 (four) stages, namely hauristics, source criticism, interpretation, and historiography. The findings of this study indicate that Tan Malaka's controversial point lies in his involvement in the PKI during the Dutch East Indies, however, Tan Malaka was a nationalist who consistently fought for the ideals of Indonesian independence through the ideology he believed in. The prohibition against the teachings of Marxism-Communism after the PKI rebellion in 1965 made Tan Malaka even more marginalized as a national hero, during the New Order his name was not included in school textbooks or in the National Hero Album, this became a controversy over his involvement in the PKI. However, the Reformation Era showed progress, Tan Malaka's books were again printed and many scientists began to seriously delve into the figure of Tan Malaka, especially with regard to his thoughts and ideas.Keywords: Tan Malaka, Controversy, Revolution

Social study learning is very important learning in developing students' intelligence, especially in shaping their emotional intelligence. The development of life in conditions of globalization, the emotional intelligence of students is defeated by the rapid technological advances. Most students have become the object of the presence of technology so that social care for the environment, family, and even fellow friends begins to decrease. Social studies learning present new breakthroughs to overcome these problems through social studies learning through field trip methods. This method is done to reduce the boredom of students who follow learning in conventional ways, so that it will also divert students to pay attention to the real world rather than cyberspace. This paper is intended to analyze: (1) the relevance of the use of field trip methods in achieving competence; (2) relevant field trip objects; (3) the potential for the use of tourism work in increasing students' awareness of the environment; (4) field trips can support teachers 'efforts in achieving students' competency in social studies subjects. This study uses a qualitative approach using document analysis methods. The results of the study describe the relevance of the use of the field trip method in achieving student competence in the domains of the positive, affective, and psychomotor in social studies learning. The use of field trips must be supported by the selection of relevant objects in studying and analyzing social issues in the concepts of social studies that students can do.

This research is part of the research on the development of drama video learning media to train students' chronological thinking skills. This study aims to explain the results of the analysis stage of why video drama media is needed by educators and students in the history learning process at SMAN 7 Padang. This study uses a descriptive qualitative method by using interview and observation techniques to collect and obtain data. The results of this study are in the form of a description of the stage of analyzing the needs of media for learning drama video at XI/F at SMAN 7 Padang on the Padri War material.  

Learning media is one of the supporting components that teachers should not miss in an effort to achieve learning success. In history learning which has a lot of learning materials, teachers often prefer teacher-oriented teaching methods. Because the teacher's teaching method is teacher oriented, it has an impact on students, namely students become more passive in learning and cannot achieve learning objectives. So we need media that can be a solution to these problems, one of which is comic media. The purpose of this study was to analyze the need for comics media as learning media in Indonesian history subjects. This research is a qualitative research. This research was conducted by analyzing problems and causes of problems and analyzing curriculum needs, student needs, teacher needs and material needs. It was concluded that as many as 20 students were interested in digital comic media and the other 10 answered neutrally.