No abstract

History learning has strategic objectives as the formation of dignified national character and civilization. This is inseparable from the function of history learning as transfer of knowledge and transfer of values. However, the strategic objectives and functions in the field are not achieved because of two issues, namely non-innovative learning models and inappropriate learning approaches. This study wanted to observe the conditions of history larning occurred at school. The location of the research was at SMA Kolese De Britto, Yogyakarta. This school was chosen because it had the characteristics, namely leadership based school and the learning approach, namely reflective pedagogy paradigm. This study used the qualitative method with the approach of case study. The techniques of collecting data included deep interview, study of literature, questionnaire and observation. The objectives of this study were 1) to observe the history learning at school, 2) to analyze the product need of the learning model of history. The result of the research showed that it was necessary to have the product of the learning model of history integrated with the leadership values of Mangkunegara I through Reflective Pedagogy Paradigm in accordance with the characteristic of the school, namely "leadership" based school.

No abstract

This article focuses on the discussion of the concept of Ronggowarsito's Islamic theosophy in Serat Sabdajati with the purpose to identify the concept in detail. The data of this study were obtained mainly from Serat Sabdajati, which were analyzed through text analysis techniques—carried out with a structural analysis approach. The results showed that Serat Sabdajati contains several Islamic theosophical values. The values contained in include the value of Aqeedah (Islamic doctrine) and Akhlaq (Ethics in Islam). The Value of the Aqeedah consists of the Advice to be close to God, the Advice to Believe in God's Atonement, and the Prohibition to believe another God. Meanwhile, the value of Akhlaq consists of the Teaching of humbleness, Self-Reliance and Introspection, and the Teaching of Patience.

Nani Wartabone is one of the Indonesian nationalist leaders who came from Gorontalo. Nationalism of Nani Wartabone implemented in the form of various movements of resistance against Dutch colonial rule, the Japanese military occupation, revolution in defending independence, until the threat of national disintegration Indonesia after independence. Nani Wartabones' nationalism is not nationalism that leads to chauvinism, but a nationalism that has come from an egalitarian view and leaning on humanitarian aspects. Thus, nationalism of Nani Wartabone is very important if it is implemented in the present life as a cornerstone of the nation character building of Indonesia. This writing will analyze how the concept of Nani Wartabones' nationalism, and its implementation in the present.