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All Journal Factum: Jurnal Sejarah dan Pendidikan Sejarah Historia: Jurnal Pendidik dan Peneliti Sejarah Paramita: Historical Studies Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan JETL (Journal Of Education, Teaching and Learning) Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Diakronika Ideguru: Jurnal Karya Ilmiah Guru Eduvest - Journal of Universal Studies
Winarti, Murdiyah
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Aerospace Engineering Humanities Computer Science & IT Education Health Professions Neuroscience Social Sciences Other

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Representasi Peristiwa Sejarah Dalam Puisi Amsterdam-Batavia Karya Zeffry J. Alkatiri Septiansi, Ira; Winarti, Murdiyah; Saripudin, Didin
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 2 (2025): Edisi Mei 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1836

Abstract

This study aims to explore the representation of historical events in the poem Amsterdam-Batavia by Zeffry J. Alkatiri and examine how the poem functions as a medium for reflecting on Dutch colonialism in Indonesia. Within the context of history education, the poem is also considered to have potential as an alternative learning source that can offer students a deeper and more emotional understanding of the past. The research adopts a qualitative approach using Critical Discourse Analysis (CDA) through the Discourse-Historical Approach (DHA) developed by Ruth Wodak. The poem is analyzed through four main stages: identifying discourse topics, conducting linguistic analysis, examining the historical and socio-political context, and integrating findings to reveal power relations, ideologies, and identities embedded in the text. The findings show that Amsterdam-Batavia represents various significant historical events, particularly the spice trade, Dutch maritime expeditions, colonial violence in the Maluku and Banda Islands, and the development of colonial infrastructure in Batavia. The poem also highlights the contrast between the luxury enjoyed by Dutch colonizers and the suffering experienced by both the indigenous population and some Dutch sailors. Through rich symbolism and poetic language, the poet effectively conveys historical meaning in a critical and evocative manner. The study concludes that Amsterdam-Batavia holds not only literary value but also strong historical significance. This poem can serve as an effective teaching material in history education, especially in fostering empathy, contextual understanding, and critical awareness among students regarding colonial legacy and its lasting impact.
Multiculturalism in History Learning: Students’ Experiences at SMAS Tunas Markatin Jakarta Andi, Andi; Mulyana, Agus; Darmawan, Wawan; Winarti, Murdiyah
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.v11i4.32472

Abstract

Ethnic, cultural, and religious diversity is a distinctive characteristic of Indonesia that can serve as both a strength and a challenge in maintaining social cohesion, particularly in schools where stereotypes, subtle discrimination, and prejudice often disrupt student interactions. This study aims to describe students’ experiences in understanding, internalizing, and practicing multicultural values through history education, as well as to assess the role of schools as transformative spaces for shaping inclusive identities. The research employed a qualitative approach with the Interpretative Phenomenological Analysis (IPA) method, focusing on students’ subjective interpretations of their learning experiences. The participants consisted of 20 students from grade XI and XII at SMAS Tunas Markatin Jakarta as the main subjects, supported by three history teachers, the principal, and teaching documents such as syllabi, lesson plans, and textbooks. Data were collected through semi-structured interviews, classroom observations, and document analysis, and validated through triangulation, member checking, and audit trails. The findings indicate that students perceive multiculturalism not merely as the recognition of differences but as an active attitude of tolerance, empathy, and collaboration in daily life. History teachers play a pivotal role by employing multivocal strategies that incorporate contributions from diverse groups into the historical narrative, enabling students to feel their identities are acknowledged within the nation’s history. Nevertheless, challenges remain in the form of stereotypes and subtle discrimination, particularly related to dialects and cultural practices, which require continuous pedagogical interventions and inclusive school policies. This study highlights that history education plays a strategic role in fostering students’ critical awareness, social solidarity, and inclusive identity in a multicultural society.
The Effect of The Use of Tjong A Fie's Biography as A Social Studies Learning Resource on Multicultural Understanding and Student Tolerance Fikriyandi, Luthfi; Saripuddin, Didin; Winarti, Murdiyah
Eduvest - Journal of Universal Studies Vol. 5 No. 1 (2025): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i1.1699

Abstract

Understanding tolerance and multiculturalism within Indonesia's diverse society is crucial in social science education. Social science learning should reflect real societal conditions, making it important to connect material content to students' environments. Utilizing the biography of Tjong A Fie, a significant figure in Medan, serves as an effective resource in this context. This study employed a quantitative approach with a quasi-experimental method at Al-Ulum Integrated Islamic Junior High School. Using random sampling, class VIII C was chosen as the experimental group, while class VIII E served as the control group. The treatment, conducted over three sessions, yielded positive results. The experimental class, using Tjong A Fie's biography, demonstrated significant improvement in multicultural understanding and tolerance, with a p-value of 0.000 < 0.005. The t-test results indicated t counts > t table, confirming the hypothesis that Tjong A Fie's biography positively impacts students' understanding of tolerance and multiculturalism. Additionally, the data showed normality and homogeneity, reinforcing these findings. The comparative analysis of pretest and posttest results revealed a significant difference between the control and experimental classes, with the control class averaging 71.00 and the experimental class averaging 85.5. This study underscores the effectiveness of incorporating Tjong A Fie's biography into social science curricula to enhance students' multicultural and tolerance understanding.
Implementasi Model Pembelajaran Literasi Sejarah Berbasis Discovery Learning Lionar, Uun; Mulyana, Agus; Winarti, Murdiyah; Sapriya, Sapriya; Afriani, Rini; Yefterson, Ridho Bayu
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 8 No 2 (2024): Agustus
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v8i2.23728

Abstract

The main objective of this research is to analyze the implementation of a history literacy learning model based on discovery learning in Social Studies Education for grade X at Senior High School. A mixed methods intervention design was used in this study. The subjects of the research were teachers and students from Pertiwi Senior High School in Padang City, West Sumatra Province. Data collection was conducted through direct observation of classroom activities, interviews with 29 students and 1 teacher regarding their experiences in the learning process, and tests in the form of pretests and posttests to assess learning outcomes before and after the implementation of the learning model. The results of this study indicate that quantitatively, the use of the history literacy learning model based on discovery learning has a positive impact on students' learning outcomes, as evidenced by the differences in learning results before and after the model was implemented. Qualitatively, this model has encouraged students to engage directly in exploring historical information, providing them with experiences while training them to think critically and analytically about various historical narratives. This research implies the importance of applying the history literacy learning model based on discovery learning in Social Studies Education at senior high schools within the framework of the Merdeka Curriculum. Teachers can use this model to facilitate students in developing their understanding of history and training various skills that are needed.
Artificial Intelligence In Project-Based Learning as a Resource for Learning Local History In Bandung Kusmarni, Yani; Santosa, Ayi Budi; Winarti, Murdiyah; Kurniawati, Yeni; Yulianti, Iing; Gumelar, Faujian Esa; Pangestu, Dimas Aldi
Diakronika Vol 24 No 2 (2024): DIAKRONIKA
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/diakronika/vol24-iss2/425

Abstract

The history learning process today needs to optimize the use of technology. Optimizing technology, especially artificial intelligence, can avoid the negative effects of students' use of gadgets. Project Based Learning is a model that AI can integrate into history learning. This article outlines the Project Based Learning (PjBL) model that utilizes Artificial Intelligence (AI) as an ICT platform in the Local History curriculum. The research methodology is descriptive and qualitative, involving data collection methods such as observation, interviews, and documentation. The project focuses on historic buildings that reflect Bandung’s history, architecture, and culture, particularly Gedong Tjai Tjibadak. The study results show that 1) the PjBL model effectively combines with Artificial Intelligence (AI). 2) Presenting Local History content in a different format makes the learning experience more diverse and exciting. And 3) Utilizing AI-based projects as educational tools for history allows students to demonstrate their abilities effectively. The AI-integrated PjBL model enhances the learning of Local History content in a way that meets the requirements. AI technology makes learning smoother, more convenient, and more captivating.
Co-Authors - Sapriya Afriani, Rini Agus Mulyana Aim Abdulkarim Andi Andi Dimas Aldi Pangestu Fikriyandi, Luthfi Gemilang, Gian Fajar gumelar, faujian esa Iing Yulianti Lionar, Uun Mamat Ruhimat, Mamat Nawalinsi, Nawalinsi Putri, Mentari Shafa Rahmawati, Duni Santosa, Ayi Budi Saripuddin, Didin Saripudin, Didin Septiansi, Ira Tarhan, Raden Muhammad Wawan Darmawan wildan Insan Fauzi Yani Kusmarni, Yani Yefterson, Ridho Bayu Yeni Kurniawati, Yeni