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All Journal Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Jurnal Pendidikan Sejarah Indonesia SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Maulana Fariqi Nuri
Universitas Negeri Malang
Humanities Education Social Sciences Other

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Traditional Elites in the Shadow of Colonialism: The Transformation of the Role of Madurese Nobles in the Dutch East Indies Bureaucracy, 1830–1942 Maulana Fariqi Nuri; Ari Sapto; Daya Negri Wijaya; Aditya Nugroho Widiadi
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 10 No 2 (2026): Agustus
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v10i2.34910

Abstract

This study analyzes the transformation of the role of Madurese noble elites within the colonial power structure of the Dutch East Indies during the 1830–1942 period. In the pre-colonial era, Madurese nobles possessed absolute sovereignty rooted in feudal legitimacy, lineage, and patronage systems. However, colonial policies through the indirect rule system gradually integrated them into the administrative bureaucracy as mediators between the Dutch government and the local population. The research method employed is the historical method, encompassing heuristics, source criticism, interpretation, and historiography. The results indicate that this transformation caused a shift in legitimacy from traditional-genealogical to rational-bureaucratic, where local elites functioned as tax collection apparatus and social supervisors. Despite being in a subordinate position, the Madurese elites demonstrated agency through policy negotiation and adaptation to modern education as part of bureaucratic professionalization. This study concludes that colonialism in Madura operated effectively by utilizing and modifying deeply rooted traditional social structures.
HISTORY TEACHERS' PERCEPTIONS OF DEEP LEARNING APPROACHES: A CASE STUDY OF HISTORY LEARNING AT SMA NEGERI 3 PAMEKASAN Maulana Fariqi Nuri; Aditya Nugroho Widiadi
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.8989

Abstract

This study aims to examine the perception of history teachers towards the deep learning approach in history learning at SMA Negeri 3 Pamekasan and analyze the suitability between teachers' perceptions and classroom learning practices. This study uses a qualitative approach with a case study design. Research data was obtained through interviews, learning observations, and document analysis in the form of teaching modules. Data analysis is carried out through the stages of data condensation, data presentation, and conclusion drawing and verification, while the validity of the data is tested through triangulation techniques. The results of the study show that history teachers have a positive perception of the deep learning approach. Teachers view history learning not only as a process of mastering facts, figures, and chronology of events, but as a process that encourages learning awareness, meaningful understanding, and fun learning experiences through the principles of mindful learning, meaningful learning, and joyful learning. This perception has been reflected in the planning and implementation of learning through the use of collaborative strategies, learning media, contextual activities, and reflection activities. However, the implementation of deep learning is still in the development stage because learning is more oriented towards increasing student involvement than developing historical thinking skills in depth. This research shows that teachers' positive perceptions are an important foundation in the application of deep learning, but strengthening pedagogical competence is needed so that history learning is able to develop students' analytical skills, interpretation, and critical reflection.
INTEGRASI KODE ETIK GURU, ETIKA KEILMUAN, DAN TPACK DALAM PEMBELAJARAN SEJARAH KONTROVERSIAL Maulana Fariqi Nuri
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p63-78

Abstract

This study aims to analyze the integration of teachers' code of ethics, scientific ethics, and Technological Pedagogical Content Knowledge (TPACK) in the teaching of controversial history. The background of this study stems from the challenges faced by history teachers in teaching sensitive historical materials, such as ideological, political, and social conflict issues, which demand a balance between moral, scientific, and pedagogical responsibilities based on technology. This study uses a literature study method (library research) with a descriptive qualitative approach through thematic analysis of various relevant scientific sources. The results show that teachers' code of ethics serves as a moral and professional foundation in managing ethical dilemmas in the classroom, scientific ethics maintains objectivity and academic integrity in the delivery of historical materials, while TPACK acts as a pedagogical framework that enables the use of technology to strengthen ethical and scientific values in the context of teaching controversial history. The integration of the three creates a paradigm for learning history that is critical, dialogical, and humanistic. This study suggests strengthening teacher professionalism based on ethics and educational technology. The limitations of this study lie in its conceptual approach without empirical field verification.
Co-Authors Aditya Nugroho Widiadi Ari Sapto Daya Negri Wijaya