Pembelajaran Sejarah Indonesia Masa Pergerakan dengan among mengandung makna memanusiakan manusia dengan memberikan kebebasan mahasiswa untuk berkembang sesuai kodratnya masing-masing. STKIP Taman Siswa Bima telah melaksanakan pilar pembelajaran silih asah, asih, asuh dalam membentuk karakter mahasiswa pada kegiatan pembelajaran (neng, ning, nung dan nang). Sikap dosen bertindak sebagai pemimpin Ing Ngarsa sung Tuladha, Ing Madya Mangun Karsa, dan Tut Wuri Handayani. Penelitian ini bertujuan menganalisistentang perencanaan, pelaksanaan, evaluasi dan kendala dalam pembelajaran sejarah Indonesia masa pergerakan  dengan pendekatan among di Prodi Sejarah STKIP Taman Siswa Bima.
Metode penelitian adalah kualitatif deskriptif yang menekankan makna dan melibatkan proses penelitian lapangan. Data penelitian dikumpulkan melalui observasi, wawancara dan analisis dokumen dengan menggunakan teknik purposive sampling.Uji validitas data dilakukan melalui triangulasi sumber dan triangulasi metode. Penelitian ini menggunakan analisis interaktif.
Hasil penelitian menunjukan bahwa (1) Perencanaan pembelajaran sejarah Indonesia masa pergerakan dengan pendekatan among di Prodi Sejarah STKIP Taman Siswa Bima pada Kompetensi Dasar Menganalisis Perjuangan Rakyat Indonesia untuk Memperoleh Kemerdekaan Melalui Pergerakan Nasional Abad Ke-20, dimulai dari penyusunan perangkat pembelajaran, khususnya Silabus dan Satuan Acara Perkuliahan(SAP). (2) Pelaksanaan pembelajaran yang diawali dengan membahas kontrak perkuliahan, pada kegiatan awal dimulai dengan do’a bersama, appersepsi. Kegitan Inti (eksplorasi, elaborasi, konfirmasi) dengan mengamati dan menuntun mahasiswa dalam diskusi, presentasi dan di akhiri dengan menyimpulkan materi dan penugasan. (3) Evaluasi pembelajaran sejarah menunjukkan hasil yang baik, capaian akhir penilaian keberhasilan belajar mahasiswa memperhatikan keseimbangan antara aspek pengetahuan, sikap, dan ketrampilan. (4) Kendala yang di alami yaitu sebagian dosen-dosen sejarah belum memahami secara mendalam tentang pendekatan among.
The learning of Indonesian history about the movement era with among approachmeans humanizing people by giving learners free hands to develop themselves based on their nature. Taman Siswa School of Teacher Training and Education (STKIP) of Bima has implemented learning pillars comprising silih asah, asih, asuh (teach, love and care for) in fostering learners’ characters in their learning activities with the principles of neng, ning, nung and nang (to be silent, to be clear-minded, to be sturdy, and to win). Lecturer sperform the roles as leaders with the trilogy of Ing Ngarsa sung Tuladha (provide a model), Ing Madya Mangun Karsa (create a goal), and Tut Wuri Handayani (provide constructive support). This research aims at analyzing the plan, implementation, evaluation and obstacles in learning Indonesian history on the movement era with among approach in History Study Program of Taman Siswa School of Teacher Training and Education (STKIP) of Bima.
This study applied descriptive qualitative method which emphasized on meaning and involved field study processes. The data were collected through observation, interview and document analysis using purposive sampling technique. Data validity test was carried out using source and method triangulation. This study employed interactive analysis.
The results indicate that (1) the learning plan of Indonesian history on the movement era with among approach in History Study Program of Taman Siswa School of Teacher Training and Education (STKIP) of Bima on the basic competence of analyzing Indonesian people’s struggle for independence through national movement in 20th century starts from the composition of learning set, especially syllabus and lesson plan; (2) the implementation of learning starts with discussion about learning contract which begins with praying together and apperception, and the main activities (exploration, elaboration and confirmation) are carried out by observing and guiding learners in discussion and presentation, and finishing the activities with summarizing and giving tasks; (3) evaluation on history learning demonstrates good result and the learning output or learners’ achievement evaluation considers the balance among knowledge, attitude and skill aspects; and (4) the fact that some of history lecturers have not deeply mastered among approach becomes an obstacle in learning Indonesian history