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All Journal Paramita: Historical Studies Journal Indonesian Journal of Conservation Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran JURNAL PROFESI KEGURUAN Indonesian Journal of History Education Journal of Indonesian History Jurnal Pendidikan Sejarah Indonesia SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Jurnal Abdimas Indonesian Journal of Advocacy and Legal Services
Tsabit Azinar Ahmad
Jurusan Sejarah, Fakultas Ilmu Sosial, Universitas Negeri Semarang
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences

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Class XI Students' Historical Awareness of Values KH Ahmad Dahlan's example at SMA Muhammadiyah 1 Semarang Jannah, Ulfiah Afidatul; Ahmad, Tsabit Azinar
Indonesian Journal of History Education Vol 7 No 2 (2022): Indonesian Journal of History Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v7i2.36430

Abstract

The purpose of this study was to identify the exemplary values of Ahmad Dahlan's leadership, which had been applied in the learning process, to prioritize the embedding of Ahmad Dahlan's values of exemplary in the learning process, and to analyze the obstacles of the learning process about Ahmad Dahlan's character. The method in this study was a qualitative type of case study. Informants were history teachers, teachers of Kemuhammadiyahan, class XI Muhammadiyah 1 High School Semarang. The results of this study indicate that KH Ahmad Dahlan has five values, as stated in Character Education Strengthening (KDP): religious values, independence, cooperation, nationalism, and integrity. The embedding of KH Ahmad Dahlan's exemplary value has been done quite well in the history of class XI learning Muhammadiyah 1 High School Semarang. Besides the history subject, the Kemuhammadiyahan subject also plays a vital role in cultivating KH Ahmad Dahlan's exemplary values in students. Obstacles in embedding K. H Ahmad Dahlan's exemplary values in the learning process, namely lack of use of the learning model used by teachers make students less interested in historical learning and lack of pedagogical competencies possessed by teachers so that the teacher has difficulties related to differences so much and also impossible that the teacher can understand the character of students one by one.
From Tragedy to Reconciliation: Advocacy, Legal Strategies, and the Role of History Teachers in Integrating Peace Education in Post-Conflict Areas Ahmad, Tsabit Azinar; Nurasiah, Nurasiah; Amin, Syaiful; Sohabudin, Ahmad; Arifin, Ridwan
Indonesian Journal of Advocacy and Legal Services Vol. 7 No. 2 (2025): Contemporary Issues on Advocacy and Legal Services
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijals.v7i2.30584

Abstract

Indonesia’s post-conflict regions, such as Aceh, Poso, and Papua, continue to confront the legacies of violence, trauma, and contested historical narratives. In these areas, history education holds significant potential for promoting reconciliation and preventing the recurrence of conflict. This study examines the role of history teachers in integrating peace education within the broader frameworks of legal strategies and advocacy in Indonesian post-conflict settings. Drawing on qualitative research, including in-depth interviews with educators, civil society actors, and local government representatives, the paper explores how history teachers navigate sensitive political and historical issues in classrooms marked by ethnic, religious, and ideological divisions. The study highlights how legal frameworks such as human rights education, truth-seeking efforts, and transitional justice initiatives—though limited in formal policy—are informally adopted by educators through civil society-led training and community advocacy. Findings suggest that when adequately supported, history teachers in Indonesia can act as frontline peacebuilders, helping students develop critical thinking, historical empathy, and a commitment to nonviolence. Moreover, advocacy networks play a crucial role in enabling educators to address topics such as mass violence, displacement, and state-perpetrated injustice in ways that foster healing rather than deepen polarization. By contextualizing peace education within Indonesia’s unique socio-political landscape, this paper contributes to the global discourse on post-conflict education and provides practical pathways for integrating historical accountability into curriculum and teacher training programs.
Unraveling the Threads of Difficult History in the Classroom: A Systematic Literature Review Ahmad, Tsabit Azinar; Mulyana, Agus; Darmawan, Wawan; Wiyanarti, Erlina
Paramita: Historical Studies Journal Vol 34, No 1 (2024): The Election and Political History
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v34i1.47346

Abstract

This systematic literature review aims to comprehensively examine and synthesize existing research on teaching difficult history in the classroom. Difficult history includes emotionally charged, controversial, or challenging topics for educators and students. Twenty-three publications from the Scopus database from 2014-2023 were selected for review using PRISMA 2020 guidelines. Then, four research questions were used to guide the review and analysis centered on difficult history content, pedagogical approaches, teachers’ challenges to offering a comprehensive understanding of difficult history learning in schools, and the impact of difficult history on students. Reviews reveal that scholars are increasingly interested in studying difficult historical topics and highlighting dark events in various regions worldwide. Teaching difficult history requires multiple pedagogical approaches, including affective learning, experiential learning, and inquiry-based learning. Teaching difficult history contributes to empathy, critical thinking skills, and historical consciousness to encourage students to connect past events to present-day issues.Reviu literatur sistematis ini bertujuan untuk mengkaji secara komprehensif dan mensintesis penelitian yang ada tentang pengajaran sejarah pelik (difficult history) di kelas. Sejarah yang sulit mencakup topik-topik yang bermuatan emosional, kontroversial, atau menantang bagi pendidik dan siswa. Dua puluh tiga publikasi dari database Scopus pada tahun 2014-2023 dipilih untuk ditinjau menggunakan pedoman PRISMA 2020. Reviu dan analisis dipandu oleh empat pertanyaan penelitian, yang berpusat pada konten sejarah pelik, pendekatan pembelajaran, tantangan guru pada pembelajaran sejarah pelik di sekolah, dan dampak sejarah pelik pada siswa. Reviu mengungkap bahwa para sarjana semakin tertarik untuk mempelajari topik-topik sejarah yang pelik, serta menyoroti beragam peristiwa kelam di berbagai wilayah di seluruh dunia. Mengajarkan sejarah pelik memerlukan berbagai pendekatan pedagogi, termasuk pembelajaran afektif (affective learning), pembelajaran berdasarkan pengalaman (experiential learning), dan pembelajaran berbasis inkuiri. Mengajarkan sejarah pelik berkontribusi pada empati, keterampilan berpikir kritis, dan kesadaran sejarah untuk mendorong siswa menghubungkan peristiwa masa lalu dengan isu-isu masa kini.
The National Heroes in the Indonesian History Curriculum Pramono, Suwito Eko; Ahmad, Tsabit Azinar; Utama, Nanda Julian; Atno, Atno; Kurniawan, Ganda Febri; Nurpratiwi, Hany; Plangsorn, Boonrat
Paramita: Historical Studies Journal Vol 34, No 2 (2024): Disaster and Disease in History
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v34i2.42419

Abstract

Abstract: Indonesia has plenty of national heroes. In education, they have the potential as a medium for transmitting values and character education. From 1959 to 2023, the president awarded the title of hero to 206 people. This number will continue to increase every year. However, the contribution of learning about national heroes has not been studied in depth. Therefore, this paper aims to analyze how national heroes' mapping in history class and the heroes' position in the Indonesian History curriculum. This paper also examines the internalization of heroic values and obstacles encountered in historical learning. Data was collected on policies related to hero titles, curriculum documents, history textbooks, and learning cases about national heroes in Semarang City. The results showed that historical learning in the Indonesian curriculum accommodated the teaching of heroes. Some material addressed the role of the hero explicitly. However, not all heroes were conveyed in the lesson. Overproduction of heroes was counterproductive to students' recognition of the value of heroism. On the one hand, the role of local heroes had not been optimally reviewed. As a result, history learning was stuck on the term "learning about heroes." History learning has not entirely made students "learn from heroes" or "learn to be heroes." Abstrak: Indonesia memiliki banyak pahlawan nasional. Dalam dunia pendidikan, mereka memiliki potensi sebagai media transmisi nilai-nilai dan pendidikan karakter. Sejak tahun 1959 hingga 2023, presiden telah menganugerahkan gelar pahlawan kepada 206 orang. Jumlah tersebut akan terus bertambah setiap tahunnya. Namun, kontribusi pembelajaran tentang pahlawan nasional belum dikaji secara mendalam. Oleh karena itu, tulisan ini bertujuan untuk menganalisis bagaimana pemetaan pahlawan nasional dalam pelajaran sejarah dan kedudukan pahlawan dalam kurikulum Sejarah Indonesia. Tulisan ini juga mengkaji internalisasi nilai-nilai kepahlawanan dan kendala yang ditemui dalam pembelajaran sejarah. Data yang dikumpulkan berupa kebijakan terkait gelar pahlawan, dokumen kurikulum, buku teks sejarah, dan kasus pembelajaran tentang pahlawan nasional di Kota Semarang. Hasil penelitian menunjukkan bahwa pembelajaran sejarah di Indonesia dalam kurikulum (K13) dan Kurikulum Merdeka (KM) telah mengakomodir pengajaran tentang pahlawan. Beberapa materi membahas peran pahlawan secara eksplisit. Namun, tidak semua pahlawan tersampaikan dalam pembelajaran. Overproduksi pahlawan justru kontraproduktif terhadap pengenalan siswa terhadap nilai kepahlawanan. Di satu sisi, peran pahlawan lokal belum dikaji secara optimal. Akibatnya, pembelajaran sejarah hanya terpaku pada istilah "belajar tentang pahlawan". Pembelajaran sejarah belum sepenuhnya membuat siswa "belajar dari pahlawan" atau "belajar menjadi pahlawan". 
From Socialization to Collaboration: Community Engagement in the UNNES Special Purpose Forest Area (KHDTK), Mount Ungaran, for Conservation and Sustainable Use Martono, S.; Rahayuningsih, Margareta; Khoiruddin, Moh.; Ngabiyanto, Ngabiyanto; Ahmad, Tsabit Azinar; Suminar, Suminar
Jurnal Abdimas Vol. 30 No. 1 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/abdimas.v30i1.44956

Abstract

The designation of the UNNES Special Purpose Forest Area (KHDTK) at Mount Ungaran has brought new opportunities and uncertainties for communities living adjacent to the forest, particularly in Desa Ngesrepbalong, Kendal Regency. Many residents were not fully informed about the change in forest governance, the boundaries of the KHDTK, or their potential roles in its management. This community service program aimed to strengthen local understanding and encourage collaborative engagement in conservation and sustainable utilization of the forest area. The activities were conducted through coordination with local authorities, socialization sessions, field visits, and participatory discussions involving village officials, forest farmer groups, and community representatives. Data were gathered through observation, interviews, and feedback forms to assess changes in knowledge and attitudes. The program found that direct dialogue and joint field supervision of forest boundaries significantly reduced community concerns, particularly among coffee farmers previously involved under the Perhutani scheme. The transition from one-way socialization to participatory collaboration helped build mutual trust and opened pathways for sustainable partnership between the university and local stakeholders. It is recommended that follow-up programs focus on structured community-based forest management schemes, continuous mentoring, and integration of conservation principles into local economic activities to ensure long-term sustainability.
IMPLEMENTASI DEEP LEARNING PADA PEMBELAJARAN SEJARAH DALAM KURIKULUM NASIONAL SMA Zandini, Syakila; Ahmad, Tsabit Azinar
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.10081

Abstract

The purpose of the research is to analyze the implementation of the Deep learning approach in history learning at SMA Negeri 4 Semarang, including aspects of lesson planning, classroom implementation, the challenges encountered, and the efforts made to optimize its application. This research employs a qualitative method with a case study approach conducted at SMA Negeri 4 Semarang during the even semester of the 2025/2026 academic year. The research subjects consist of history teachers and students involved in the learning process. Data collection techniques include observation, in-depth interviews, and document analysis. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing, with source and technique triangulation applied to ensure the validity of the data. The results show that the implementation of Deep learning has been integrated into lesson planning through learning objectives based on higher order thinking skills, the selection of contextual learning materials, the use of active learning models such as Project-Based Learning, Problem-Based Learning, and Discovery Learning, as well as the application of authentic assessment. The implementation of learning demonstrates active student engagement through discussions, analysis of historical sources, presentations, and project-based activities. However, the implementation of this approach still faces challenges, including differences in students’ critical thinking abilities and teachers’ adaptation to the new approach. Overall, the Deep learning approach at SMA Negeri 4 Semarang contributes to creating history learning that is joyful, meaningful, and mindful for students.This implies that the application of the Deep Learning approach in history learning promotes a more student-centered learning process. Therefore, this research contributes to the body of knowledge on the implementation of Deep Learning in history education at the senior high school level, as well as providing practical contributions for teachers and educational institutions in developing more innovative, contextual, and student-centred learning strategies.
Pembelajaran Sejarah Lokal Gerakan Samin Surosentiko di SMA Negeri 1 Cepu Widodo, Naufal Nursyifa Rizki; Ahmad, Tsabit Azinar
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 2 (2026): April
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i2.1105

Abstract

Local history learning plays a strategic role in building students' historical awareness and cultural identity, but its formal integration into history lessons at SMA Negeri 1 Cepu has yet to materialize. This study aims to describe the planning, implementation, and evaluation of local history learning, the "Samin Surosentiko Movement," which is integrated into colonial history materials at SMA Negeri 1 Cepu. The study used a qualitative approach with a case study design. Data were collected through semi-structured interviews with history teachers, students, and the vice principal for curriculum, classroom observations, and documentation studies of curriculum tools and documents. These data were then analyzed using qualitative coding techniques. The results indicate that although local history learning has taken place contextually, communicatively, and meaningfully in the classroom, and has had a positive impact on student understanding, interest, and motivation, it has not been formally integrated into planning documents, learning tools, or evaluation systems. The inclusion of material still relies on teacher initiative and is not supported by written school policies or adequate teaching materials.
Co-Authors Agus Mulyana Aji Purwinarko, Aji Andy Suryadi Ardhi Prabowo Arif Purnomo Atno Atno Cahyo Budi Utomo Erlina Wiyanarti Farhatin, Duroh Firdaus, Aufa Hasan Firdaus, Aufa Hasan Ganda Febri Kurniawan Hamdan Tri Atmaja Hany Nurpratiwi Ibnu Sodiq Jannah, Ulfiah Afidatul Jayusman Jayusman Lukmansyah, Nurul Lukmansyah, Nurul Mailina, Laiva Margareta Rahayuningsih Nugroho Edi K Mega Fatimah Rosana Moh. Khoiruddin Muhammad Yusuf Ngabiyanto - Nurasiah Nurasiah Nurhayati, Ela Nurhayati, Ela Plangsorn, Boonrat Putri Agus Wijayati Ridwan Arifin S Martono Sohabudin, Ahmad Sugiyarta Stanislaus, Sugiyarta Suminar, Suminar Suwito Eko Pramono Syaiful Amin Ufi Saraswati, Ufi Utama, Nanda Julian Wasino Wasino Wawan Darmawan Widodo, Naufal Nursyifa Rizki Winarsih, Idha Winarsih, Idha Zandini, Syakila