21ST CENTURY HISTORICAL LITERACY WITH A MODERN PERSPECTIVE
LITERASI SEJARAH ABAD 21 DENGAN PERSPEKTIF MODERN
Abstract
The 21st-century historical literacy is a significant aspect in the contemporary historical study, where the narrative, production, and consumption of historical knowledge are influenced by technology and societal changes. This article intends to analyse historical literacy theory through the lenses of current scholars, highlighting how historical narratives today are constructed, debated, and applied in a global context. The research utilizes a library research methodology with a discourse analysis approach to current literature on historical literacy. It focuses on how the narratives of history are shaped by modern media and the critical role of digital technology in spreading historical knowledge. Historical literacy theory now demands active engagement with digital tools, critical thinking, and a reflective understanding of diverse historical contexts. This article also provides references from various international sources, focusing on research conducted between 2019 and 2025.
References
Firmansyah, H., Putri, A. E., & Hakim, L. (2022). Penguatan literasi sejarah untuk meningkatkan historical thingking peserta didik. Jurnal Artefak, 9(2), 93-102.
Aksenta, A., Irmawati, I., Ridwan, A., Hayati, N., Sepriano, S., Herlinah, H., ... & Ginting, T. W. (2023). LITERASI DIGITAL: Pengetahuan & Transformasi Terkini Teknologi Digital Era Industri 4.0 dan Sociaty 5.0. PT. Sonpedia Publishing Indonesia.
Saefullah, A. S. (2024). Ragam penelitian kualitatif berbasis kepustakaan pada studi agama dan keberagamaan dalam islam. Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam, 2(4), 195-211.
Darmalaksana, W. (2020). Metode penelitian kualitatif studi pustaka dan studi lapangan. Pre-Print Digital Library UIN Sunan Gunung Djati Bandung.
Aisyah, N., Herwina, H., Rivaldi, M., & Nirfayanti, N. (2023, December). Pengaruh Game Online Terhadap Pembelajaran Matematika: Studi Pustaka. In SEMANTIK: Prosiding Seminar Nasional Pendidikan Matematika (Vol. 1, No. 1, pp. 346-362).
Melynia, C. (2021). Pembelajaran Sejarah Pada Abad 21. Program Studi Pendidikan Sejarah, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Lambung Mangkurat, April.
Rulianto, R. (2018). Pendidikan Sejarah Sebagai Penguat Pendidikan Karakter. Jurnal Ilmiah Ilmu Sosial, 4(2), 127-134.
Sos, F. S., & MM, M. (2023). Metode Penelitian Qualitatif Komunikasi (Teori dan Praktek). umsu press.
Silaswati, D. (2019). Analisis wacana kritis dalam pengkajian wacana. METAMORFOSIS| Jurnal Bahasa, Sastra Indonesia dan Pengajarannya, 12(1), 1-10.
Pranata, R. P., Rohmad, A. K. A., & Umam, M. K. (2024). Analisis Wacana Kritis Media dalam Pemberitaan Peristiwa Kerusuhan Mahasiswa Papua di Surabaya. The Sociology of Islam, 7(2), 172-194.
Cahyo, A. N., Manullang, T. A. A., & Isnan, M. (2020). Analisis penggunaan gaya bahasa sarkasme pada lagu Bahaya Komunis karangan Jason Ranti. Asas: Jurnal Sastra, 9(1), 6-22.
Kurniawan, H., Supriatna, N., & Mulyana, A. (2023). Representasi Tionghoa dalam Buku Teks Sejarah Indonesia pada Materi Masa Hindu-Buddha: Analisis Wacana Kritis. Historia: Jurnal Pendidik dan Peneliti Sejarah, 6(2), 127-136.
Seixas, P. (2020). Teaching History in the Digital Age: The Importance of Critical Literacy in History Education. International Journal of History Education, 45(2), 145-159.
Wineburg, S. (2021). Historical Thinking and the 21st Century: The Role of Technology in Historical Literacy. History and Education Review, 18(3), 89-104.
Lee, P., & Ashby, R. (2019). The Challenge of Teaching History: A Global Perspective. Journal of Educational Research in History, 34(1), 70-85.
Lévesque, S. (2022). Historical Literacy and Citizenship in the 21st Century. Journal of Social Studies Research, 48(4), 302-315.
VanSledright, B. (2023). Re-thinking History Education for the 21st Century: From Critical Thinking to Historical Action. Journal of Curriculum Studies, 55(2), 125-140.
