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All Journal Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Candra Sangkala Jurnal Ilmu Sosial dan Humaniora UNEJ e-Proceeding AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL INTERNATIONAL JOURNAL OF EDUCATION SCHOOLARS Jurnal Bina Ilmu Cendekia Chronologia KRONIK: Journal of History Education and Historiography NGARSA: Journal of Dedication Based on Local Wisdom Jurnal Sangkala Jurnal Historica
Miskawi, Miskawi
History Education Study Program, Faculty Of Teacher Training And Education, PGRI Banyuwangi University Indonesia
Religion Arts Humanities Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora)

 1 
Sejarah Lembaga dan Kebudayaan Agama Khonghucu di Indonesia Topan Priananda Adinata; Miskawi Miskawi
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 1 No 2 (2017): Santhet : Jurnal Sejarah, Pendidikan dan Humaniora
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (233.114 KB)

Abstract

Keragaman budaya yang ada di Indonesia dan kebebasan dalam beragama memberikan ruang tersendiri terhadap perkembangan kebudayaan Khonghucu. Kedatangan budaya Khonghucu berawal dari kedatangan Portugis dan Belanda yang mana mereka telah memeluk agama ini, tapi tidak menjadi bangsa Cina. Metode penulisan ini menggunakan pendekatan historis dan studi pustaka menunjukan hasil bahawa khonghucu merupakan bagian dari kebinekaan Indosesia
Historical Memory of PKRI Veterans 1945-1949 (Rescuing Local Historical Sources in Banyuwangi): Historical memory Veteran PKRI tahun 1945-1949 (Penyelamatan Sumber Sejarah Lokal Banyuwangi) miskawi; Ahmad Sulthoni
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 8 No 2 (2024): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v8i2.4355

Abstract

Collective memory of a nation is the result of the process of identifying the memories of historical actors in the heroic events of the physical revolution of the Indonesian Independence fighters (PKRI) who were members of the Indonesian Veteran Legion (LVRI). The number of Independence Fighters is decreasing so that historical memory needs to be saved as a historical source through the excavation of oral history. The aim of this study is to reveal the historical memory of PKRI Veterans in 1945-1949 in an effort to save local historical sources. The method used is the historical method with oral history techniques. Informants are key actors in the revolutionary events of 1945-1949. The results of the study show that the historical actors of 1945-1949 were not from the armed forces but from the people who were members of the armed forces and paramilitaries recognized by the government. In general, it started from the awareness to defend independence by choosing guerrilla warfare. The army and the people fought to defend the country. Victory in war is determined by the strength of the people who are united. Historical Memory is presented in a contemporary context so that it can foster a spirit of nationalism, build historical awareness and can be used as a source of learning history.
Strategi Guru Sejarah Berbasis Konstruktivisme dalam Internalisasi JSN 45 untuk Mendukung Visi Indonesia Emas 2045 miskawi; Akhmad Arif Musadad
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 8 No 2 (2024): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v8i2.4821

Abstract

This study examines the Strategy of History Teachers Based on Constructivism in the Internalization of JSN 45 to Support the Golden Indonesia Vision 2045. This study uses a descriptive qualitative method with a literature study approach, analyzing the theories of Dewey, Bandura, and Vygotsky as the basis for meaningful learning. Veterans are involved as models and sources of inspiration to provide real experiences (Dewey), to be role models of struggle values (Bandura), and to support the gradual learning process through scaffolding (Vygotsky). The internalization of values such as nationalism, unity, and sacrifice has been proven to help shape the character of the young generation who are resilient, moral, and actively contribute to nation building.
INTEGRATION OF LOCAL AND NATIONAL HISTORY AS A HOLISTIC APPROACH IN HISTORY LEARNING IN HIGH SCHOOL: INTEGRASI SEJARAH LOKAL DAN NASIONAL SEBAGAI PENDEKATAN HOLISTIK DALAM PEMBELAJARAN SEJARAH DI SMA miskawi; Maulana Yusuf Arrasuly; Djono
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 8 No 2 (2024): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v8i2.4870

Abstract

History education at the high school level has a strategic role in building historical awareness, national identity, and student character. This article discusses the importance of integrating local and national history as a holistic approach to history learning to create relevant, meaningful, and inclusive learning. Using a descriptive qualitative method based on literature studies, this study identifies the role of local history as a complement to the national narrative, as well as the challenges faced in its implementation, such as curriculum limitations, lack of supporting resources, and lack of teacher training. The resource-based learning model and the environmental approach as a history laboratory are effective strategies in supporting this integration. The results of the study show that the integration of local and national history can enrich history learning, strengthen students' awareness of local and national identity, and support the development of critical and historical thinking skills. This integration not only improves the quality of history learning but also contributes to the formation of a critical, caring, and responsible young generation.
Exploring and Implementing Nusantara Multiculturalism in History Learning in High School: Menggali dan Implementasi Multikulturalisme Nusantara dalam pembelajaran Sejarah di SMA miskawi; Djono
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 3 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i3.5323

Abstract

Indonesia, with its abundant cultural diversity, faces major challenges in implementing multiculturalism, especially among the younger generation. History learning based on the concept of Nusantara multiculturalism is in line with the values ​​of Pancasila. This study aims to explore the concept of Nusantara multiculturalism through historical studies and implement Nusantara multiculturalism in history learning at the high school level, with an emphasis on the application of Pancasila values. The research method used is a literature study, which collects information from various literature related to multiculturalism, Pancasila, and history education. The results of the study show that the concept of Nusantara multiculturalism has been laid as a strong foundation since the Majapahit Kingdom, emphasized by youth organizations and used as a guideline in national and state life based on Pancasila. The implementation of Nusantara multicultural education based on history learning can strengthen students' social awareness and nationalism, although there are challenges in its implementation, such as teacher readiness and curriculum limitations. Therefore, the development of a more inclusive curriculum and training for educators is very necessary.
INSTILLING JSN 45 AS STRENGTHENING NATIONALISM THROUGH LOCAL HISTORY LEARNING IN HIGH SCHOOL: Penanaman JSN 45 Sebagai Penguatan Nasionalisme Melalui Pembelajaran Sejarah Lokal di SMA miskawi; Sariyatun
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 3 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i3.5744

Abstract

History education plays an important role in shaping national identity, historical awareness, and national character of students. One approach that can strengthen history education is the instillation of the Spirit and Values ​​of 45 (JSN 45) in history learning in high school. This study aims to analyze the concept, urgency, and implementation strategy of JSN 45 in strengthening local history learning for students. The approach used in this study is a literature study, by reviewing various academic sources, such as journals, books, and educational policy documents that are relevant to the Instillation of JSN 45 in local history learning. The analysis was carried out using the content analysis method to explore various concepts and practices that have been applied in history education based on national values. The results of the study show that the integration of JSN 45 in local history learning strengthens national identity, prevents social conflict, and instills the values ​​of unity and patriotism. Effective strategies include the use of digital media, project-based learning, and inquiry methods. However, the challenges faced include the lack of integration of local history in the curriculum, limited learning resources, and teacher readiness. Therefore, collaboration between the government, educators, and the academic community is needed to develop an inclusive and multicultural history curriculum.
Co-Authors Abdul Shomad Adinata, Topan Priananda Agus Mursidi Ahmad Sulthoni AKHMAD ARIF MUSADAD Akhmad Touwil Firdaus Arrasuly, Maulana Yusuf Danu Eko Agustinova * DHALIA SOETOPO Djono Hanaul Vera Fatehah Hanaul Vera Fatehah Herwin Kurniadi Holifatun, Siti I Kadek Yudiana I Kadek Yudiana, I Kadek I Wayan Pardi I Wayan Pardi Laksono Trisnantoro Mahfud Mahfud Maulana Yusuf Arrasuly Mohammad Reza Pahlevi Nurullita, Hervina Sariyatun Siti Holifatun Siti Holifatun Sri Suci Dewi Wulandari Sutimin, Leo Agung Teguh Purnomo Topan Priananda Adinata TRI MULYATI Wageyono Wageyono Warto Yudiana, I Kadek Yudiana