Prosopography of Teachers' Roles as Change Agents in Riau in the Twentieth Century
Abstract
This article analyzes the factors that have contributed to developing teachers' roles as agents of change in Riau in the 20th century. Teachers have played a strategic role in the past and have become an essential group in social and political life. Using the Historical Method and the prosopography approach, 25 biographies of Riau Province figures and the results of interviews with four informants were collected, evaluated, and analyzed. The research findings indicated that the role of teachers in Riau in the 20th century was crucial, and teachers were a productive group that gained trust, recognition, and respect during various periods of struggle in Indonesia. Teachers were able to maximize their role as agents of change due to the following factors: (1) their presence had become an integral part of the cultural and historical journey of Riau society; (2) teachers succeeded in developing their social competence, and their social role became ingrained in the collective memory of society; (3) teachers were intellectual elites with better family backgrounds, education, and experience than the general population; and (4) the dedication, altruistic attitude, and willingness of teachers were reflected in their personalities.
References
Badley, G. (2006). The Teacher as Change Agent. British Journal of In-Service Education, 12(3), 151–158. https://doi.org/10.1080/0305763860120305
Braund, M., & Campbell, B. (2010). Learning to Teach About Ideas and Evidence in Science: The Student Teacher as a Change Agent. Research in Science Education, 40(2), 203–222. https://doi.org/10.1007/s11165-008-9110-0
DJ, N., & Jumardi, J. (2022). Peran Guru dalam Menanamkan Sikap Nasionalisme terhadap Peserta Didik Sekolah Dasar. Jurnal Basicedu, 6(5), 8341–8348. https://doi.org/10.31004/basicedu.v6i5.3775
Dwi Yulia Srikandi. (2021). Eksistensi Rumah Menteri Kerajaan Indragiri Sebagai Cagar Budaya. Jurnal Budaya Nusantara, 5(1), 33–41. https://doi.org/10.36456/b.nusantara.vol5.no1.a4518
Gonggong, A. (2008). Revitalisasi Pendidikan yang Berbasis Nasionalisme : Posisi Khas Sejarah Membangsa. Jurnal Khasanah Pendidikan, 1(1). http://jurnalnasional.ump.ac.id/index.php/khazanah/article/view/633
Hamid, A. (2017). Guru Professional. Al-Falah: Jurnal Ilmiah Keislaman Dan Kemasyarakatan, 17(32), 274–275. http://ejurnal.staialfalahbjb.ac.id/index.php/alfalahjikk/article/view/26
Hidayati, F. (2016). Konsep Altruisme dalam Prespektif Ajaran Agama Islam. Psikoislamika, 13.
Jaskułowski, K., Majewski, P., & Surmiak, A. (2018). Teaching the Nation: History and Nationalism in Polish School History Education. British Journal of Sociology of Education, 39(1), 77–91. https://doi.org/10.1080/01425692.2017.1304205
Juhji. (2016). Peran Guru dalam Pendidikan. Studia Didaktika: Jurnal Ilmiah Pendidikan, 10(1), 52–62.
Kandiri, K., & Arfandi, A. (2021). Guru Sebagai Model dan Teladan dalam Meningkatkan Moralitas Siswa. Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam, 6(1), 1–8. https://doi.org/10.35316/edupedia.v6i1.1258
Keats-Rohan, K. S. B. (2007). Biography, Identity, and Names: Understanding the Pursuit of the Individual in Prosopography. Prosopography Approaches and Applications. A Handbook., March 2007, 139–181. http://www.coelweb.co.uk/namesIdentity.pdf
Komara, E. (2016). Perlindungan Profesi Guru di Indonesia. Mimbar Pendidikan, 1(2), 151. https://doi.org/10.17509/mimbardik.v1i2.3938
Kosasih, A. (2016). Perjuangan Organisasi Guru di Masa Revolusi Sejarah Pgri di Awal Pendiriannya. Sosio E-Kons, 8(2), 342. http://journal.lppmunindra.ac.id/index.php/sosio_ekons/article/view/916
Latiana, L. (2019). Peran Sertifikasi Guru dalam Meningkatkan Profesionalisme Pendidik. Edukasi, 1(3), 1–16. https://journal.unnes.ac.id/nju/index.php/edukasi/... • PDF file
Lenggono, W. (2018). Lembaga Pendidikan Muhammadiyah (Telaah Pemikiran K.H. Ahmad Dahlan Tentang Pembaharuan Pendidikan Islam di Indonesia). Islamadina : Jurnal Pemikiran Islam, 19(1), 43–62. http://jurnalnasional.ump.ac.id/index.php/ISLAMADINA/article/view/2897
Lukacs, K. (2015). “For Me, Change is not a Choice”: The Lived Experience of a Teacher Change Agent. American Secondary Education, 44(1), 38–49. http://www.jstor.org/stable/43694225
Maya, R. (2013). Esensi Guru dalam Visi-Misi Pendidikan Karakter. Edukasi Islami : Jurnal Pendidikan Islam, 281–296. http://jurnal.staialhidayahbogor.ac.id/index.php/ei/article/view/31
Mulyani, F. (2009). Konsep Kompetensi Guru dalam Undang-Undang Nomor 14 Tahun 2005 Tentang Guru dan Dosen (Kajian Ilmu Pendidikan Islam). Jurnal Pendidikan Universitas Garut, 03(01), 1–8.
Najib, A. (2020). Konsep Dasar Pendidikan Nahdlatul Ulama KH. Hasyim Asy’ari. Al Ulya : Jurnal Pendidikan Islam, 5. https://doi.org/10.36840/ulya.v5i1.244
Niel, R. Van. (2009). The Emergence of the Modern Indonesia Elite. Zahara Deliar Noer, Trans.
Pangestu, F. (2022). Nasionalisme Pendidikan Ki Hadjar Dewantara dalam Bingkai Pancasila. Jurnal Pancasila Dan Bela Negara, 2(1), 40–51.
Purwoko, D. (1994). Semangat Taman Siswa dan Perlawanannya Terhadap Undang-Undang Sekolah Liar. Jurnalllmu Pendidikan, 1(2), 125–135. http://www.tjyybjb.ac.cn/CN/article/downloadArticleFile.do?attachType=PDF&id=9987
Riyanti, D., Irfani, S., & Prasetyo, D. (2022). Pendidikan Berbasis Budaya Nasional Warisan Ki Hajar Dewantara. Edukatif : Jurnal Ilmu Pendidikan, 4(1), 345–354. https://doi.org/10.31004/edukatif.v4i1.1833
Saraswati, L. H. & U. (2019). Bentuk Perjuangan Laskar Hizbullah Karesidenan Kedu dalam Perang Kemerdekaan Tahun 1944-1947. Journal of Indonesian History, 8(2), 177–185.
Selfi Husvina, Yuliantoro, A. F. (2021). Wisata Religi Makam Tuan Guru Syeikh Abdurrahman Siddiq Al-Banjari Penyabar Agama Islam Di Indragiri Hilir. Innovative, 1(2), 552–560.
Setiawan, F. (2014). Kebijakan Pendidikan Muhammadiyah terhadap Ordonansi Guru. Jurnal Pendidikan Islam, 3(1), 47–70. https://doi.org/10.14421/jpi.2014.31.47-70
Stone, L. (1971). Prosopography. Daedalus, 100(1), 46–79. http://www.jstor.org/stable/20023990
Vurgun, A. (2021). Pre-Service History Teachers Views on the National Struggle. International Journal of Eurasian Education and Culture, 6(13), 1502–1548. https://doi.org/10.35826/ijoecc.373
Wedayanti, M. D. (2019). Random Art as Local Wisdom in Creating Local Tourism Innovation in Kuantan Singingi Regency. Iapa Proceedings Conference, 27. https://doi.org/10.30589/proceedings.2018.178
Wilaela. (2016). Potret Pendidikan Perempuan di Riau Sebelum Kemerdekaan. In Nucl. Phys. (Vol. 13, Issue 1). PT. INTI PRIMA AKSARA.
Yusa’ Farchan. (2022). Dinamika Sistem Politik Otoritarianisme Orde Baru. Jurnal Adhikari, 1(3), 152–161. https://doi.org/10.53968/ja.v1i3.41
Zbróg, Z. (2016). Collective Biography Writing – Theoretical Foundations, Methods, and Outline of the Research Procedure. New Educational Review, 43(1), 287–294. https://doi.org/10.15804/tner.2016.43.1.24
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms: (1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal; (2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal; (3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
