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All Journal Jurnal Pendidikan Indonesia Journal of Educational Research and Evaluation Journal of Education Technology Jurnal EDUTECH Undiksha Paedagogia: Jurnal Pendidikan Jurnal Pendidikan Multikultural Indonesia Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Jurnal Penelitian Ilmu-Ilmu Sosial Jurnal Pendidikan dan Pengabdian Masyarakat
Sariyatun
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Religion Humanities Computer Science & IT Education Environmental Science Public Health Social Sciences Other

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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.
Reevaluating Educational Philosophy in the Age of Technological Transformation: A Systematic Review of Progressive Pedagogies and Digital Integration Huda, Khoirul; Sariyatun
Jurnal Penelitian Ilmu-Ilmu Sosial Vol. 6 No. 2 (2025): In Press
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/sosial.v6i2.11813

Abstract

This study presents a systematic literature review examining the intersection of progressive education and digital technology integration in contemporary learning environments. The objective is to analyze how digital tools support or challenge progressive pedagogical practices across global educational contexts. This review is categorized into five core themes for a summary of integrating progressive pedagogies, reflective learning, experiential practice, digital equity, and epistemological shifts. The methodology involved synthesizing findings from 15 selected academic sources, mapped across five thematic sections, including pedagogical integration, reflective digital practices, philosophical adaptation, traditionalism versus progressivism, and epistemological debates. Findings indicate that digital platforms enhance critical thinking, agency, and inclusivity when aligned with progressive ideals. Yet, challenges such as resistance to change, lack of digital infrastructure, and persistent traditionalist frameworks hinder broad adoption. The review underscores the growing epistemological transformation in education, where knowledge is increasingly seen as dynamic and co-constructed through digital interaction. These findings offer valuable implications for educators and policymakers seeking to implement equitable, student-centered approaches in the digital age. The study contributes to ongoing discourse on educational innovation by highlighting critical tensions and future possibilities for progressive pedagogy.
Co-Authors Ahmad Alim Wijaya AKHMAD ARIF MUSADAD Akhmad Arif Musadad Djono Fathan Syuhada Kurniawan Hassan Suryono Heri Susanto Herry Widyastono Khoirul Huda Leo Agung S Marpelina, Leni Miskawi, Miskawi Nur Fatah Abidin, Nur Fatah Pramusita, Mutiara Kusuma Ananda Sudiyanto Sujarwo, Fakhrudin Tri Yuniyanto Triana Rejekiningsih dkk Widya Rahma Wati, Widya Rahma Yuningtyas, Laras Andita