Article Per Year (5 Year)
p-Index From 2021 - 2026
2.57
P-Index
This Author published in this journals
All Journal JURNAL IQRA´ Gulawentah:Jurnal Studi Sosial Akses: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Universitas Ngurah Rai Nirwasita: Jurnal Pendidikan Sejarah dan Ilmu Sosial Jurnal Pengabdian Kepada Masyarakat SEWAGATI
Dewa Made Alit
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
PELATIHAN HISTORY TOURISM MAHASISWA PROGRAM STUDI PENDIDIKAN SEJARAH UNIVERSITAS PGRI MAHADEWA INDONESIA DI PURA PENATARAN AGUNG PENATIH, DENPASAR BALI. Ni Putu Yuniarika Parwati; I Nyoman Bayu Pramartha; Dewa Made Alit; Ni Luh Putu Tejawati
Sewagati Vol. 2 No. 2 (2023): Sewagati
Publisher : Fakultas Teknik dan Informatika Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59819/sewagati.v2i2.3405

Abstract

History Tourism adalah salah satu kegiatan proses pembelajaran sejarah yang menggunakan metode pembelajaran luar kelas. Dalam proses History Tourism mahasiswa diarahkan untuk berbaur bersama masyarakat dan melakukan pelatihan-pelatihan terkait dengan tourism objek-objek bersejarah sebagai dasar impelementasi kegiatannya. Mereka dapat belajar tentang peristiwa bersejarah, kehidupan masyarakat pada masa lampau, dan pengaruh budaya yang bertahan hingga saat ini. History tourism dapat mencakup berbagai aspek sejarah, termasuk sejarah politik, sosial, ekonomi, seni, dan arsitektur. Metode yang digunakan pada pengabdian masyarakat ini antra lain, metode ceramah, metode pembelajaran luar kelas/karya wisata, metode pembimbingan, serta metode pelatihan-pelatihan. Materi-materi pelatihan History Tourism ini wisata cagar ini antara lain: History Tourism dan dasar-dasar history tourism, cara menjadi pemandu history tourism, dan objek sejarah yang bidsa dijadikan sebagai tempat kepelatihn history tourism. Dalam hasil observasinya dapat dijabarkan dan ditarik kesimpulan bahwa materi yang diberikan tentan history tourism kepada peserta pelatihan dapat diterima dengan sangat baik dan mandapatkan respon yang positif. Hasil kegiatan pengabdian dalam pelatiha history tourism ini antara lain 1) memahami apa itu history toursism serta dasar dan implementasinya, 2) mengetahui serta memahami tugas dan etika ketika melakukan kegiatan tourism khususnya pada history tourism, 3) berlatih menjadi pemandu history tourism dari tahap pembukaan cara memandu history tourism, kegiatan inti dari history tourism, 4) mampu melaksanakan kegiatan history tourism.
Pemikiran Ki Hadjar Dewantara Berbasis Kearifan Lokal Bali Sebagai Landasan Penguatan Pendidikan Karakter: Ki Hadjar Dewantara’s Educational Thought Based on Balinese Local Wisdom as a Foundation for Strengthening Character Education nyoman astawan; Dewa Made Alit; I Nyoman Sadwika
Nirwasita: Jurnal Pendidikan Sejarah dan Ilmu Sosial Vol. 7 No. 1 (2026): Nirwasita: Jurnal Pendidikan Sejarah dan Ilmu Sosial
Publisher : Program Studi Pendidikan Sejarah, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/nirwasita.v7i1.6070

Abstract

Pendidikan karakter merupakan agenda strategis pendidikan nasional yang memerlukan pendekatan kontekstual dan berakar pada budaya lokal. Penelitian ini bertujuan untuk mengkaji dan merumuskan integrasi pemikiran Ki Hadjar Dewantara (KHD) dengan kearifan lokal Bali Tri Hita Karana sebagai landasan konseptual penguatan pendidikan karakter. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi kepustakaan, melalui analisis kritis terhadap karya-karya Ki Hadjar Dewantara, dokumen kebijakan pendidikan, serta hasil penelitian dari jurnal bereputasi yang relevan dengan pendidikan karakter dan kearifan lokal. Hasil kajian menunjukkan bahwa prinsip menuntun kodrat anak, sistem among, dan trilogi pendidikan KHD memiliki keselarasan nilai dengan dimensi Parahyangan, Pawongan, dan Palemahan dalam Tri Hita Karana. Integrasi kedua landasan tersebut menghasilkan kerangka konseptual pendidikan karakter yang bersifat humanis, holistik, dan kontekstual, serta relevan dengan penguatan Profil Pelajar Pancasila. Kontribusi penelitian ini terletak pada pengembangan model konseptual pendidikan karakter berbasis pemikiran pendidikan nasional dan kearifan lokal Bali yang dapat dijadikan rujukan bagi pengembangan kurikulum, praktik pembelajaran, dan kebijakan pendidikan karakter di satuan pendidikan.
History Education in the Age of Disinformation: The Role of Historical Literacy in Social Studies Learning Dewa Made Alit; Agus Mursidi
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6524

Abstract

The rapid growth of digital media has led to a surge in disinformation, significantly affecting students’ understanding of history and weakening critical civic engagement. This article aims to examine the role of historical literacy in countering disinformation within social studies education, particularly in Indonesian secondary schools. Using a qualitative-descriptive approach, this study employs literature review and document analysis of curriculum guidelines, history textbooks, and teaching modules. Thematic content analysis was applied to explore how historical literacy can be integrated into history instruction and how it supports critical thinking, source evaluation, and civic awareness. The findings highlight three key challenges in history education during the disinformation era: low student interest in history, the prevalence of biased or distorted historical content, and students' limited ability to verify sources. The study reveals that strategies such as inquiry-based learning (IBL), multiperspective analysis, digital resource integration, and document-based instruction (DBI) significantly enhance students' historical literacy. These strategies foster deeper engagement with historical content and strengthen students’ critical thinking and verification skills. Furthermore, the study presents several best practices from schools that successfully implemented historical literacy approaches, indicating positive impacts on students' ability to analyze historical narratives and resist misinformation. The novelty of this research lies in its integrative perspective—linking historical literacy, digital citizenship, and civic engagement in social studies. It positions historical literacy not merely as a cognitive skill but as a vital competency for navigating a digital, post-truth society. The article recommends developing teacher training programs and curriculum materials that emphasize historical thinking, source critique, and digital literacy. Strengthening historical literacy in social studies will equip students to become informed, reflective, and responsible citizens in the age of disinformation.
Transformation of History Education Based on Local Wisdom to Foster Historical Awareness in Generation Z Agus Mursidi; Dewa Made Alit
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 3 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i3.6525

Abstract

This research aims to analyze the transformation of history learning based on local wisdom in fostering historical awareness in generation Z at MA Matik Al Uswah Banyuwangi. The background of this research is based on the need to strengthen students' historical identity and character through a contextual, meaningful, and local culture-based approach in the midst of strong digitalization and globalization currents. The methodology used is a descriptive qualitative approach with data collection techniques in the form of observation, in-depth interviews, and documentation studies. The research informants consisted of a history teacher (Yumna), a school principal (Ustadz Oky), and a grade XII student (Fahat Indra Tanaya and Anugrah Zulkarnaik Saputra). The results show that the integration of local wisdom in history learning makes a significant contribution to improving student understanding, emotional engagement, and character. Digital media such as documentary videos, project based learning, and virtual tours of local historical sites have proven effective in building connections between teaching materials and students' real lives. Another important finding is the increase in critical thinking skills and appreciation of local cultural values. This finding shows that history learning innovations based on local wisdom and supported by digital technology are able to become a transformative and adaptive learning model to the characteristics of generation Z. This study recommends the expansion of this model to other educational units to strengthen students' character education and historical literacy in a sustainable manner in the era of disruption. Ultimately, this research not only contributes to strengthening character education and historical literacy but also offers a scalable framework for educational transformation in the era of disruption, ensuring history learning remains relevant, engaging, and culturally grounded.
Co-Authors Agus Mursidi DEWI, NI PUTU NOVITA I Gusti Ayu Rai I Nyoman Bayu Pramartha I Nyoman Sadwika I Wayan Suanda Juni Arta, I Kadek Kadek Intan Rusmayanthi Ngurah Yoga Narendra Putra Ni Luh Putu Tejawati Ni Luh Putu Tejawati Ni Putu Laras Purnamasari Ni Putu Yuniarika Parwati Nyoman Astawan pasri, emanuel Putu Tejawati Sumada, I Made