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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Factum: Jurnal Sejarah dan Pendidikan Sejarah Historia: Jurnal Pendidik dan Peneliti Sejarah Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Patanjala : Jurnal Penelitian Sejarah dan Budaya Cetta: Jurnal Ilmu Pendidikan JETL (Journal Of Education, Teaching and Learning) JTP - Jurnal Teknologi Pendidikan PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Studies in Learning and Teaching Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Ideguru: Jurnal Karya Ilmiah Guru IJORER : International Journal of Recent Educational Research Journal for Lesson and Learning Studies Jurnal Abmas Indonesian Journal of Educational Development (IJED) Lembaran Ilmu Kependidikan
Saripudin, Didin
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Dekonstruksi Narasi Sejarah Perempuan dari Perspektif Kritis Guru Sejarah Dhita, Aulia Novemy; Nana Supriatna; Didin Saripudin; Erlina Wiyanarti
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 9 No 1 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v9i1.29585

Abstract

History education is a strategic instrument for politics and ideological indoctrination. This tendency creates the dominance of the grand narrative in historical education, leading to injustice toward women. Women's representation is often singular and masculine in nature. For instance, Kartini is highly revered, overshadowing the contributions of other women. Historical narratives also frequently prioritize women's involvement as warriors or politicians. This imbalance can be addressed through the role of critical history teachers. This study aims to analyze how history teachers deconstruct women's historical narratives from a critical perspective. The research employs a case study method with a deconstructive approach to women's historical narratives. Data collection is conducted through interviews and documentation. The research subjects are history teachers from Sumatera Selatan Senior High School and Lifeskill Teknologi Informatika Indo Global Mandiri (LTI IGM) Senior High School in Palembang. The research findings indicate that critical history teachers deconstruct Kartini's narrative and offer alternative historical figures. They also critique the dominant narrative that primarily highlights women as warriors or politicians by introducing figures such as Dewi Sartika. Through Dewi Sartika’s Sakola Kautamaan Istri, history teachers emphasize the relevance of the domestic sphere in history. The deconstruction of dominant women's narratives by history teachers fosters a more diverse representation of women's roles in history. Ultimately, this approach contributes to critical and inclusive history education.
Pemanfaatan Komunitas Mataholang Sebagai Sumber Belajar Sejarah Tingkat SMA Guna Mengembangkan Kesadaran Sejarah Berbasis Sejarah Publik Akbar, Muhammad Bintang; Saripudin, Didin; Tarunasena, Tarunasena
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.1043

Abstract

History learning materials to develop historical awareness can be obtained from utilizing various existing learning resources, one of which is the use of the Mataholang Bandung Community which is based on public history. The aim of this research is to determine the dynamics of the Mataholang Bandung Community and its use as a learning resource to develop historical awareness based on public history. This research approach is qualitative with a case study method. The data collection techniques used in this research were participant observation, in-depth interviews, and documentation studies. The research location is the community secretariat at Karees Village, Bandung City with the research subjects being coordinators, administrators/members, and community advisors. The results of this research are that the Mataholang Bandung Community can be used as a historical learning resource to develop historical awareness based on public history. The conclusion of the research is that the Mataholang Bandung Community raises historical material that is not even known to the public so that it can increase historical insight and this community helps diversify historical learning sources through the activities it holds so that the material in these activities can be used to enrich history learning in schools.. The research suggestion is that the Mataholang Bandung Community can collaborate officially with the Bandung City Government, Bandung City Education Office, Bandung City Culture & Tourism Office, and schools in Bandung City area and surroundings to diversify local historical material in Bandung City and surroundings so that it can be used as a source for learning history and as material for developing historical activities.
Peran Empati dalam Pengajaran Sejarah: Tinjauan Literatur Aderoben, Andromeda; Darmawan, Wawan; Saripudin, Didin
Cetta: Jurnal Ilmu Pendidikan Vol 7 No 1 (2024)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v7i1.3128

Abstract

The role of history learning in reducing the empathy crisis is to ground historical empathy. However, teaching and research on historical empathy has not been very massive because in Indonesia the concept of historical empathy is relatively new and not much empirical data has been adopted by academics. This research aims to map the concept and teaching of historical empathy in history learning. This research uses qualitative research with a literature review method, that is: first, identifying the problem statement; second, identifying the problem statement; and third, identifying the problem statement: first, identifying the problem statement; second, identifying relevant research; third, selecting research; fourth, mapping data; and fifth, compiling, summarizing, and reporting results. The results of this study include the definition of historical empathy from various experts presented with a continuum line that is preceded by historical debates and followed by elements of historical empathy from the cognitive and affective domains and a combination of both, as well as historical empathy didactics which include: learning models that have been developed; suitable learning materials or themes; learning reflection or evaluation activities; and the level of achievement of historical empathy for students. The implication of this study is as a literature option for further researchers and as a reference material for history teachers in designing lessons that want to develop historical empathy skills in order to strengthen the character of the “Profil Pelajar Pancasila" for students who are tolerant, caring, democratic, and open-minded.
Pragmatism Education Philosophy and its Implications for History Learning Maulidan, Aldi Cahya; Saripudin, Didin; Ma'mur, Tarunasena
Lembaran Ilmu Kependidikan Vol. 53 No. 2 (2024): Educational Theory and Practice
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v53i2.10286

Abstract

This research is motivated because during history learning less space to students because it emphasizes mastery of memorization, but in the philosophy of Pragmatism, students are given the opportunity to develop all the potential they have. This research aims to describe the philosophy of Pragmatism education in history learning. This research uses the literature study method. Literature study is a method that involves reviewing various literatures, such as books, journals, and other written sources related to the research topic. The literature study begins with determining the research topic, searching for relevant literature through various sources, analyzing each source by considering the credibility, relevance, and strength of the arguments offered. In the analysis stage, three steps are carried out, namely data reduction, data presentation, and conclusion drawing. Based on the results of the study of educational philosophy, Pragmatism was born in the 19th century, and the 20th century began to develop. Pragmatism education philosophy emphasizes the importance of practical experience and relevance in the learning process. In the context oh history learning, this approach encourages learners not only to memorize facts, but also to understand how historical events relate to their lives today. Pragmatism in history education invites learners to think critically about past events and analyze their impact on the present. This helps develop learners' ability to connect different historical periods and understand patterns of social change.
Mapping Global Trends in Feminist Pedagogy: A Bibliometric Analysis Novemy Dhita, Aulia; Supriatna, Nana; Saripudin, Didin; Wiyanarti, Erlina; Kurniawan, Dedi
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i6.1043

Abstract

Objective: This study examines the global development of feminist pedagogy scholarship to highlight that gender equality remains a pressing concern, despite prevailing perceptions that women have achieved parity with men. The aim is to demonstrate how feminist pedagogy serves as a critical educational approach to address ongoing gender disparities, including those within classroom contexts. Method: A bibliometric analysis was conducted on 253 articles and reviews on feminist pedagogy published between 2004 and 2024 and indexed in the Scopus database. Data analysis employed VOSviewer and Microsoft Excel to identify the most influential authors, affiliations, and countries, and to map citation patterns and research networks. Results: Findings reveal a dominance of contributions from researchers in the United States, with notably lower participation from Asian countries and other regions. Despite these geographical disparities, feminist pedagogy consistently emerges as a transformative educational approach in combating gender discrimination and fostering inclusive learning environments, with teachers playing a pivotal role in its implementation. Novelty: This review underscores the enduring relevance of feminist pedagogy in education amid ongoing sexism, policy limitations, and cultural resistance. By integrating feminist pedagogy into educational practices, stakeholders can advance gender equality not only in schools but also in society at large, contributing to more equitable and inclusive global education systems.
Postmodern feminist pedagogy in history education at a public senior high school in Palembang Dhita, Aulia Novemy; Supriatna, Nana; Saripudin, Didin; Wiyanarti, Erlina
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.4796

Abstract

History education has traditionally been dominated by masculine narratives and has paid limited attention to contemporary social issues. In response to this imbalance, this study aims to explore the implementation of a postmodern feminist approach in the teaching of history. The research employed a case study method with purposive sampling, selecting a Grade 10 history teacher at SMA Negeri 20 Palembang, due to her direct involvement in applying postmodern feminist pedagogy. Data were collected through participant observation, semi-structured interviews, and analysis of instructional documents, while data analysis was conducted using pattern matching and explanation-building techniques. The findings indicate that the postmodern feminist approach, applied by the history teacher through the topic of the Majapahit Kingdom, successfully challenges the androcentric orientation of historical content. The learning process is also directed toward contemporary social issues, particularly the subordination of women's roles as mothers. Through a pop-up book project, students depicted not only male figures from the Majapahit Kingdom but also the female ruler Tribhuwanattunggadewi. The postmodern feminist approach opens space for the pluralisation of women’s experiences in historical narratives and fosters a more horizontal and egalitarian relationship between teacher and students.
Dinamika Kesadaran Nasionalisme dalam Pembelajaran Sejarah: Perspektif Mahasiswa Pendidikan Sejarah di DKI Jakarta Harinaredi Harinaredi; Didin Saripudin; Leli Yulifar; Helius Sjamsuddin
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 11 No 2 (2025): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v11i2.31602

Abstract

Nationalism awareness is a vital component in history education, particularly in shaping students' national identity in the 21st century. This article aims to examine how history education students in DKI Jakarta perceive nationalism awareness through the dynamics of learning history. This study employs a qualitative approach using phenomenological methods. The participants involved are students from two higher education institutions: Universitas Muhammadiyah Prof. Dr. HAMKA (UHAMKA) and Universitas Negeri Jakarta (UNJ). Data were collected through in-depth interviews and thematic analysis. The findings indicate that nationalism awareness emerges not only from mastering historical content but also from reflective, contextual, collaborative, and technology-based learning approaches. Students actively interpret nationalism through class discussions, digital history projects, and reflections on the current national condition. This study concludes that 21st-century history learning should foster national values through pedagogical approaches that are creative, critical, and contextual, to remain relevant to the realities of today’s young generation.
Menilik Efek Disruptif Penggunaan Teknologi Artificial Intelligence dalam Pembelajaran Sejarah Silvy Mei Pradita; Didin Saripudin; Leli Yulifar; Erlina Wiyanarti
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 11 No 4 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v11i4.32748

Abstract

The development of Artificial Intelligence (AI) has brought significant changes to the educational paradigm, including history learning, which is now shifting from a conventional model to a more adaptive and interactive digital system. This study aims to analyze the positive impacts and disruptive effects of AI implementation in history education while formulating mitigation strategies to balance technological advancement with humanistic values. Using a literature study method and a descriptive-analytical approach, the findings indicate that AI has the potential to enrich history learning through personalized learning, digital visualization based on VR and AR, and data analytics that assist teachers in understanding students’ needs more deeply. However, challenges arise in the form of shifting teacher roles, dependency on algorithmic systems, and ethical as well as privacy concerns. Therefore, strategies such as strengthening teachers’ digital literacy, implementing hybrid learning models that integrate AI with human interaction, and establishing ethical policies focusing on students’ rights protection are essential. Thus, the application of AI should be positioned as a means to reinforce the humanistic dimension and reflective character of learners, rather than merely serving as a tool for learning efficiency in the digital era.
Ethics and Humanization in Artificial Intelligence-Based History Learning Pradita, Silvy Mei; Saripudin, Didin; Yulifar, Leli; Wiyanarti, Erlina
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i3.61245

Abstract

The development of Artificial Intelligence (AI) has brought significant changes to the field of education, including history learning. This article aims to analyze in depth the philosophical, ethical, and practical implications of utilizing AI in history learning, particularly in the context of character development and students’ academic integrity. This study employs a literature review with a descriptive-analytical approach, examining various scholarly sources on the use of AI technology in education. This includes educators at various levels, AI technology developers, education policymakers, students as primary users, and the wider community with a stake in the education system. The initial goal of artificial intelligence was to make human work easier, but over time, artificial intelligence has become a dilemma, trapping humans in a spiral of pseudo-intelligence. This has undoubtedly changed many models of human interaction. Based on this, a more humane digital life is needed.A life that is enlightening by prioritizing human intelligence (analog) rather than artificial intelligence (digital), which shackles humans in the context of the digital shadow that enslaves humanism.This ensures that the humanistic touch of art is not easily disrupted by artificial intelligence. This research adopts a qualitative approach to in-depth explore various aspects of AI use in education. The primary objective of this research is to identify and analyze the potential benefits of integrating artificial intelligence into education.
Co-Authors Abdul Azis Wahab Abidin, Rahman Ade Gaffar Abdullah Aderoben, Andromeda Agus Mulyana Akbar, Muhammad Bintang Andi Haris Anggraini, Diana Noor Asnimawati, Asnimawati Aulia Novemy Dhita Dede Suratman Dedi Kurniawan Dian Noor Anggraini Dimas Rachmat Susilo Disman Erlina Wiyanarti Erlina Wiyanarti Fajar Utomo, Fajar Harinaredi Harinaredi Helius Sjamsuddin Indri Astuti Kamsori, M Eryk Kamsori, Moch Eryk Leli Yulifar Leli Yulifar Mamat Ruhimat, Mamat Maulidan, Aldi Cahya Moeis, Syarif Mokhamad Syaom Barliana Muhammad Luthfi Abdul Aziz Nana Supriatna Nana Supriatna Nana Supriatna Naredi, Hari Neiny Ratmaningsih Novemy Dhita, Aulia Nunung Julaeha Nurodin, Acep Pradita, Silvy Mei Rahman, Iswan Septiansi, Ira Silvy Mei Pradita Simatupang, Tona Martua Sjamsuddin, Helius Syarief Moeis Wawan Darmawan wildan Insan Fauzi Winarti, Murdiyah Yulifar, Leli Zachary, Hafidz