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All Journal Factum: Jurnal Sejarah dan Pendidikan Sejarah Historia: Jurnal Pendidik dan Peneliti Sejarah Paramita: Historical Studies Journal AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Jurnal Ilmiah Ilmu Sosial JETL (Journal Of Education, Teaching and Learning) JTP - Jurnal Teknologi Pendidikan Jurnal Artefak Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Diakronika SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Jurnal Paedagogy Studies in Learning and Teaching Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Abmas Prabayaksa: Journal of History Education Jejak: Jurnal Pendidikan Sejarah Universitas Jambi HISTORIA: Jurnal Program Studi Pendidikan Sejarah JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah
Yulifar, Leli
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Aerospace Engineering Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Power of Contextual Learning: Dutch Colonialism in Ende-Lio and Its Effects on Students' Historical Awareness Mbura, Ewilensia Magdalen; Yulifar, Leli; Suwirta, Andi
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.16933

Abstract

This study aims to examine the effectiveness of local history-based teaching materials, specifically focusing on Dutch colonialism in Ende-Lio, in enhancing students' historical awareness at SMA Negeri 1 Wolowaru. The rationale behind this study is to make history learning more contextual, meaningful, and closely related to students' daily lives. By integrating local historical narratives into the classroom, students are expected to acquire factual knowledge and develop pride, responsibility, and a stronger attachment to their cultural heritage. This study employed a quasi-experimental method with a randomized pretest-posttest control group design. The population consisted of all eleventh-grade students at SMA Negeri 1 Wolowaru, with two classes selected as samples: XI-1 as the experimental group and XI-2 as the control group. Locally developed history modules on Dutch colonialism in Ende-Lio and a historical awareness questionnaire were used as instruments. Data analysis using descriptive statistical techniques revealed that students exposed to local history-based teaching materials achieved higher levels of historical awareness compared to those who experienced conventional learning methods. This finding confirms that embedding local historical contexts into history education provides a more engaging and meaningful learning experience, contributing to students' emotional engagement with the past and strengthening their awareness of national identity through local heritage.
Budaya Bahari Maluku dan Hubungannya dalam Perdagangan Rempah-Rempah Masa VOC, 1605-1799 Pessy, Natalya Claire; Yulifar, Leli
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.v9i1.28296

Abstract

This article highlights the Maluku islands as the center of the world spice trade, having a strong maritime culture and playing an important role in the dynamics of global trade during the VOC period (1605-1799). This research aims to explain the relationship between maritime culture and spice trade in Maluku and the legacy of maritime culture in Maluku. This research uses the historical method which consists of: heuristics, source criticism, interpretation, and historiography. The results showed that the maritime culture of the Moluccan people contributed greatly to building a global trade network while facing the pressure of colonialism. Thus, Maluku maritime culture has a close relationship with the spice trade during the VOC era, starting from the heritage of local boats, local wisdom related to the sea, and understanding of seasons, weather, and navigation owned by the Maluku people.
Critical Discourse of the Chinese Rebellion in Indonesian History Textbook Kurniawan, Hendra; Supriatna, Nana; Mulyana, Agus; Yulifar, Leli
Diakronika Vol 23 No 2 (2023): DIAKRONIKA
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/diakronika/vol23-iss2/341

Abstract

This study aims to reveal the discourse practices in the narrative of the Chinese Rebellion in the Indonesian History textbook. Having long disappeared from Indonesian historiography, the Chinese-Javanese alliance against the VOC, often called Geger Pacinan (1740-1743), has reappeared in history textbooks. Its presence needs to be studied to understand the discourse practices that are to be conveyed by the narratives that are constructed. This study's subject was the Chinese Rebellion text in the Indonesian History textbook for class XI SMA based on the 2013 Curriculum published by the Ministry of Education and Culture of the Republic of Indonesia in 2017. The Critical Discourse Analysis (CDA) method, according to Teun A. van Dijk, was used to analyze the dimensions of the text, social cognition, and the social context of the narratives that are the research subject. The result is that the report in the text dimension does not present the Chinese role through the history of the event as a whole. In the size of social cognition, it is found that there is a potential to strengthen the practice of discourse, which leads to the marginalization of the Chinese role. The social context dimension has not entirely shifted from the New Order paradigm, which harbored stereotypes against the Chinese. In conclusion, the text of the Chinese Rebellion requires the teacher’s role to make the deconstruction process in learning history meaningful for students, especially in internalizing the value of diversity for national integration.
The Merdeka Curriculum Reform on Aspects of Historical Thinking Skills in History Subjects in Senior High Schools Kuwoto, M. Ari; Yulifar, Leli; Ma’mur, Tarunasena
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 4 No. 3 (2022): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v4i3.4289

Abstract

The aims of this research are (1) to plan history learning using the Merdeka curriculum for historical thinking skills, (2) to improve the Merdeka curriculum in relation to aspects of history learning for historical thinking skills, and (3) As an evaluation of history teaching and learning activities based on thinking skills. Merdeka Curriculum Aspects of Historical Thinking Skills in SMA Pasundan 2 Cimahi, Especially in Schools that Implement the Merdeka Curriculum. This research applies qualitative methods with a case study approach. The data sources are informants: teachers, students, documents, curriculum, and historical thinking skills. Research findings show that (1) Merdeka Curriculum history learning planning is carried out by teachers who prepare their own ATP and learning modules; However, one of the schools where he could use KOSP was closed, and the teachers at both schools did not know the whereabouts and contents of his KOSP. (2) Implementation of history learning depends on student performance. There are several learning processes that do not follow learning principles, such as Education modules that are not prepared. PLP students take classes based on a unique curriculum. There are no student teaching evaluations for teachers. There are also monotonous learning methods, less situational learning, and unused social studies books. (3) In evaluating teaching and learning activities, there are several cases where the implementation does not follow the principles of teaching and learning evaluation based on the Merdeka Curriculum. Teaching and learning activities in history classes are not in line with assessment principles. There are no student self-assessments or peer assessments, no in-module assessment rubrics, and no post-test quizzes. However, teachers have tried to adhere to some principles and implement their own curriculum as closely as possible. Implementing the Merdeka Curriculum from the perspective of historical thinking skills in history education can be adapted to the implementation of the Merdeka Curriculum established by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia.
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.
DINAMIKA PROGRAM TOL LAUT (2014-2024): ANALISIS HISTORIS DAN DAMPAKNYA TERHADAP PEMBANGUNAN MARITIM Rahmadhan, Ody Aulia; Mutiasari, Sifa; Yulifar, Leli
JEJAK : Jurnal Pendidikan Sejarah & Sejarah Vol. 5 No. 2 (2025): Sejarah Indonesia dan Pembelajarannya
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jejak.v5i2.50040

Abstract

Penelitian ini bertujuan memahami perkembangan Program Tol Laut Indonesia dalam kurun waktu 2014 hingga 2024 serta menilai dampaknya terhadap pemerataan pembangunan maritim nasional. Program ini muncul sebagai respons terhadap kesenjangan logistik yang lama terjadi antara wilayah barat dan timur Indonesia serta kebutuhan untuk memperkuat konektivitas laut sebagai dasar integrasi ekonomi. Penelitian menggunakan metode sejarah dengan menelusuri proses lahirnya kebijakan, pelaksanaannya, serta perubahan yang terjadi selama satu dekade. Hasil penelitian menunjukkan bahwa Program Tol Laut mengalami perkembangan penting, mulai dari tahap awal yang membangun dasar layanan pelayaran berjadwal, tahap penguatan yang memperluas rute dan memodernisasi layanan pelabuhan melalui digitalisasi, hingga tahap konsolidasi yang menekankan evaluasi dan arah baru menuju keberlanjutan. Program ini terbukti menurunkan disparitas harga di berbagai daerah terpencil dan membuka peluang ekonomi baru bagi masyarakat pesisir. Namun, tantangan seperti ketergantungan pada subsidi, rendahnya muatan balik, dan keterbatasan fasilitas pelabuhan kecil masih membatasi efektivitasnya. Secara keseluruhan, penelitian ini menunjukkan bahwa Program Tol Laut memiliki peran penting dalam memperkuat konektivitas maritim dan pemerataan pembangunan, tetapi membutuhkan pembenahan berkelanjutan agar manfaatnya semakin merata dan berdampak jangka panjang.
REVITALISASI NILAI KEMARITIMAN DALAM PEMBELAJARAN SEJARAH SEBAGAI UPAYA PENGUATAN KESADARAN EKOLOGIS MARITIM DALAM MENDUKUNG SDG 14 (LIFE BELOW WATER) Chessiagi, Levia; Yulifar, Leli
Prabayaksa: Journal of History Education Vol 6, No 1 (2026): Prabayaksa: Journal of History Education (March)
Publisher : Lambung Mangkurat University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/pby.v6i1.17903

Abstract

History education in Indonesia has not yet optimally integrated maritime perspectives, resulting in maritime values not being optimally internalized withing students’ awareness. In fact, the sea plays a fundamental role in shaping the nation’s historical identity and constitutes a strategic aspect in supporting the sustainability of marine ecosystems, as emphasized in Sustainable Development Goal (SDG) 14 (Life below Water). This study aims to analyze the revitalization of maritime values in history education as an effort to strengthen maritime ecological awareness. The research employs a qualitative approach using a literature review method by examining relevant scholarly resources. Data were analyzed though content analysis techniques to identify patterns, trends, and research gaps related to the integration of maritime values in history education. The findings indicate that curriculum and instructional practices of history education have not yet optimally positioned the sea as a living space with historical, social, and ecological dimensions. The revitalization or maritime values needs to be carried out through paradigm renewal in learning, the development of contextual pedagogical strategies, and the implementation of authentic assessment. Integrating maritime values into history education has the potential; to strengthen students’ maritime ecological awareness and contribute to the achievement of SDG 14.
Co-Authors ., Desfina ., Suwirta Abidin, Rahman Agus Mulyana Andi Suwirta, Andi budi kusuma Bunyamin Maftuh Chessiagi, Levia Didin, Didin Dzikri Rivaldi, Mochamad Encep Supriatna Erlina Wiyanarti Farida Sarimaya Hendra Kurniawan Hendra Kurniawan Jamilah, Neng Mala Kamsori, Moch. Eryk Kuwoto, M. Ari Maesaroh, Nur Siti Maulidan, Aldi Cahya Ma’mur, Tarunasena Mbura, Ewilensia Magdalen Musthafa, Nurul Qhatami Mutiasari, Sifa Nana Supriatna Naredi, Hari Nuhiyah, N Pessy, Natalya Claire Pradita, Silvy Mei Purnomo, Budi S. Putra, Trio Nurul Fajri Rahmadhan, Ody Aulia Rahmah, Sri Rahman, Iswan Rianda, Imam Lazio Saripuddin, Didin Saripudin, Didin Setianingsih, Sarah Shavab, Oka Agus Kurniawan Sjamsuddin, Helius