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All Journal J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Heritage of Nusantara: International Journal of Religious Literature and Heritage
Tomy Wijaya
Sriwijaya University
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Digital Transformation and Governance Reform in Indonesian Cooperatives: A Systematic Literature Review Analysis toward Vision 2045 Tomy Wijaya; Fatimah Alauwiyah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1225

Abstract

This paper examines governance challenges in the digital transformation of cooperatives in Indonesia and their implications for strengthening cooperative institutions in the digital economy. The research aims to analyse the relationship between governance structures and cooperative digitalisation and to identify strategic directions for strengthening digital cooperatives in support of Vision 2045. The paper uses a qualitative approach, drawing on a systematic literature review of academic publications, policy documents, and institutional reports on cooperative governance and digital transformation. The findings show that the success of cooperative digitalisation is influenced by three key factors: adaptive governance frameworks, supportive regulations that accommodate digital innovation, and improved digital literacy among cooperative members and managers. In addition, the development of an inclusive digital ecosystem is essential to facilitate the integration of digital technologies in cooperative management, services, and member participation. These results highlight that governance reform and digital capacity building are fundamental prerequisites for accelerating cooperative digital transformation. However, this study is limited to literature-based analysis and does not capture empirical variations in local cooperative practices. Therefore, future research should employ empirical approaches, such as case studies or surveys, to evaluate the effectiveness of digital cooperative governance and its impact on member welfare and regional economic development.
Local History and Cultural Heritage in 21st-Century History Education: A Systematic Review of Pedagogy, Skills, and Sustainability Tomy Wijaya; Fatimah Alauwiyah; Muhammad Reza Pahlevi
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1121

Abstract

This study presents a systematic literature review on the integration of local history and cultural heritage in 21st-century history education, focusing on pedagogical models, competency development, and alignment with Sustainable Development Goal (SDG) 11. Guided by the PRISMA 2020 framework, the review synthesizes 17 peer-reviewed and indexed articles published between 2020 and 2025. Thematic analysis was employed to map dominant instructional approaches, learning outcomes, and persistent research gaps. The findings indicate that heritage-based history education is implemented through place-based learning, heritage inquiry, museum and community engagement, and digital pedagogy such as virtual reality and virtual field trips, all of which significantly strengthen historical thinking and broader 21st-century skills, particularly critical thinking, collaboration, and digital literacy. The review further confirms a conceptual linkage between heritage-based history education and SDG 11 in fostering sustainability awareness, cultural preservation, and community participation. Nevertheless, the literature reveals fragmented curricular integration, limited longitudinal evidence on competency development, and insufficient systematic evaluation of the measurable contribution of history education to sustainability outcomes. By integrating pedagogical models, competency frameworks, and sustainability objectives within a unified analytical perspective, this study provides a structured conceptual foundation for advancing heritage-based history education in contemporary formal learning contexts.
The Great Mosque of Palembang as Living Religious Heritage: Sacred Space, Institutional Transformation, and Local Islamic Identity Tomy Wijaya; Muhammad Reza Pahlevi; M. Taofik Kurohman; Fatimah Alauwiyah; Yunus Sauman Sabin
Heritage of Nusantara: International Journal of Religious Literature and Heritage Vol. 15 No. 1 (2026): HERITAGE OF NUSANTARA
Publisher : Center for Research and Development of Religious Literature and Heritage

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31291/hn.v15i1.882

Abstract

Historic mosques in Indonesia are increasingly recognized as religious heritage sites whose meanings are shaped by shifting political and institutional contexts. Yet scholarship has largely concentrated on architectural preservation and contemporary religious functions, leaving long-term institutional transformations across successive political regimes underexamined. This study investigates the historical transformation of the Great Mosque of Palembang as a sacred space and living religious heritage, spanning the Palembang Darussalam Sultanate through contemporary Indonesia. A qualitative historical methodology was employed, integrating heuristics, source criticism, historical interpretation, and historiography. Data were drawn from historical literature, academic publications, Dutch colonial records, government documents, and visual materials from the KITLV Digital Collections. The findings reveal three distinct institutional transformations. During the sultanate period, the mosque functioned as a nexus of religious authority and political legitimacy, deeply embedded within royal governance structures. Under Dutch colonial administration, its political role was systematically curtailed through bureaucratic supervision and deliberate depoliticization, though it persisted as a symbol of Islamic identity and community solidarity. Following Indonesian independence, the mosque was incorporated into a modern state religious governance framework and progressively redefined as both a formal religious institution and a protected cultural heritage site. This study argues that sacred space is not inherent but historically constructed and continuously renegotiated through the interplay of religious authority, political power, collective memory, and social transformation. These findings advance scholarship on sacred space theory, religious heritage governance, and historical institutionalism within Southeast Asian Muslim societies
Utilization of Primary Sources in History Learning: Teachers' Efforts to Improve High School Students' Historical Literacy Tomy Wijaya; Fatimah Alauwiyah; Muhammad Reza Pahlevi
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.37197

Abstract

This study investigates the utilization of primary source-based instruction by history educators to improve historical literacy among senior high school students within the framework of the Independent Curriculum. The research utilized a qualitative case study approach at a public high school in South Sumatra, incorporating classroom observations, comprehensive interviews, and document analysis, with data evaluated in accordance with the Miles and Huberman interactive model. The findings indicate that educators organized learning via the phases of planning, implementation, and evaluation, guided by four elements of historical thinking: sourcing, context. However, the implementation of these elements varied across classroom practices. Consistently across classroom practices. Teachers always instructed students to determine the origins of sources and their intended purposes. However, students often struggled with this task due to their limited reading levels, insufficient time, and limited access to physical primary sources. Archival documents, historical photographs, obsolete newspapers, and local artefacts predominantly served as mediated instructional resources influenced by teacher scaffolding, rather than as direct enablers of historical literacy. The research empirically demonstrates that the advancement of historical literacy through primary sources is a negotiated and context-sensitive process influenced by teacher mediation, student readiness, and institutional factors. By demonstrating how the Independent Curriculum alters and constrains historical thinking frameworks, the study theoretically advances the discourse on source-based pedagogy.
Co-Authors Fatimah Alauwiyah Fatimah Alauwiyah M. Taofik Kurohman Muhammad Reza Pahlevi Muhammad Reza Pahlevi Yunus Sauman Sabin