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<![CDATA[PENGINTEGRASIAN MATERI ISLAM DI INDONESIA DENGAN HASIL KEBUDAYAAN ISLAM (GREBEG SURO DI JIPANG, CEPU, BLORA, JAWA TENGAH) ]]>
<![CDATA[Fitriah Hanim]]>;
<![CDATA[Sariyatun Sariyatun]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v3i2p126-136
<![CDATA[Social Science lessons that have been in the school curriculum only exemplify and discuss material globally or nationally. And students pay less attention and are less interested because the scope is not in their environment. From these problems, in the social studies curriculum it is necessary to add local historical material related to the local culture. Which in this case is the national material on Islamic material in Indonesia and its cultural results, the example of that culture can be exemplified is Grebeg Suro Jipang. It is expected that from studying this material, students know the benefits of learning to preserve and can benefit from learning, at least from the meaning of the grebeg, the attitude that can be learned is social attitudes such as mutual cooperation, cooperation, and sharing with others. Nor do spiritual attitudes like gratitude. ]]>
<![CDATA[VALUES OF LOCAL AWARENESS OF BADUY AS A SOURCE OF SOCIAL STUDIES LEARNING ]]>
<![CDATA[Wulan Nurjanah]]>;
<![CDATA[Sariyatun Sariyatun]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 6, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v6i2.8238
<![CDATA[This article describes social studies learning based on the values of Baduy local wisdom in environmental aspects as a learning resource. Environmental issues are still a challenge at this time because phenomena in various regions of the country show that environmental damage is still quite severe so that it affects natural conditions, especially erratic climate change. In addition, some of the impacts that arise are detrimental to humans. Social studies learning based on values of local wisdom Baduy can be an effort to instill a caring attitude of the learning environment for the purpose of Social Studies Learning is to prepare students as citizens who have knowledge, attitudes and values, skills which can be used as a social problem-solving skill and actively participate in community activities. Baduy people still have a rule called pikukuh as a principle in carrying out life activities while maintaining natural preservation.]]>
<![CDATA[Development of History-Based Digital Book Based on the 19th Century Lampung’s People Army Struggle in Local History Lessons ]]>
<![CDATA[Agus Mastrianto]]>;
<![CDATA[Sariyatun Sariyatun]]>;
<![CDATA[Nunuk Suryani]]>
<![CDATA[ Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3, No 2 (2020): Budapest International Research and Critics in Linguistics and Education, May ]]>
Publisher : <![CDATA[BIRCU ]]>
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DOI: 10.33258/birle.v3i2.943
<![CDATA[This study aims to develop teaching materials in the form of digital ebook by integrating local historical material on the Struggle of the Lampung People's Army at the State University in Lampung Province. The method used in this research is the development research (R&D) method. The stages of this research include the stages of analysis, design, development, implementation, and evaluation. The subjects in this study consisted of two material validators, two media validators, 48 students of semester VII students, one of whom was a lecturer in history education. The results of this development research show that digital history-based teaching materials (ebooks) based on local people's struggles in Lampung are proven to be valid based on the assessment of material experts and media experts. Based on the results of small group trials, limited group trials and large group trials show that digital history-based teaching materials based on local history of the struggle of the Lampung people's army proven to be effective and in accordance with needs analysis.]]>
<![CDATA[Nationalism Narrative in History Learning In Islamic Education Foundation (A Case Study of Learning History at SMA Al-Islam 1 Surakarta during the COVID-19 Pandemic) ]]>
<![CDATA[Ari Prasetio]]>;
<![CDATA[Leo Agung]]>;
<![CDATA[Sariyatun Sariyatun]]>
<![CDATA[ Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 4, No 1 (2021): Budapest International Research and Critics Institute February ]]>
Publisher : <![CDATA[Budapest International Research and Critics University ]]>
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DOI: 10.33258/birci.v4i1.1650
<![CDATA[The Islamic Education Foundation in Indonesia has gone through several periods, from the era of the Dutch East Indies government to the present. An Islamic foundation which is quite important in the journey of nationalism in Indonesia is the Al-Islam Higher Education Foundation which was founded in 1928. The purpose of this study is to review the extent to which the SMA Al-Islam 1 Surakarta foundation is full of historical values in carrying historical learning with the narrative of nationalism. The method used is descriptive qualitative with purposive sampling technique on several teachers, staff, and students in the school environment. The results of this study indicate that the narrative of nationalism conveyed in history learning at SMA Al-Islam 1 Surakarta certainly has Islamic learning characteristics, even though it is in a conventional learning context. The teacher's background, which is equipped with scientific and distinctive Islamic studies, further encourages teachers to integrate the saga, arguments, hadiths, and ulama's fatwas into the narrative of nationalism. Interestingly, the history lessons carried out by teachers face challenges because they are faced with pandemic conditions that have hindered learning and forced schools to do online learning (online). This then deepens the studies carried out by researchers regarding the ways that teachers adapt to online learning to convey historical learning containing the narrative of nationalism in the midst of a pandemic. ]]>
<![CDATA[Creating Future Leader through Creative Minority Vision on Higher Education (A Case Study on SWCU) ]]>
<![CDATA[Listyanto Aji Nugroho]]>;
<![CDATA[Sariyatun Sariyatun]]>;
<![CDATA[Suryo Ediyono]]>
<![CDATA[ Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 4, No 2 (2021): Budapest International Research and Critics Institute May ]]>
Publisher : <![CDATA[Budapest International Research and Critics University ]]>
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DOI: 10.33258/birci.v4i2.1942
<![CDATA[Higher Education has a key role in preparing society to entering the era of Society 5.0. Higher education must be able to change the paradigm of society with good ideas and thoughts towards a better social order. Apart from knowledge, higher education must be able to form a generation of change agents in society. This study aims to find out more about the vision of the Satya Wacana Christian University to form a generation of leaders with a “creative minority” spirit. This research is a qualitative research with a case study approach that was held in Satya Wacana Christian University (SWCU). This research concludes that the vision of creative minority is the university's vision to form leaders who drive the nation's development with the following skills and character: Leadership, creative, problem solver, critical mindfulness. This vision is manifested as points in the CPL study program. In addition, this vision is also integrated into the hidden curriculum through the process of: habituation, role models, internalization, and culturalization.]]>
<![CDATA[Konstruksi pembelajaran sejarah islam berbasis teks Kajen dan serat Cebolek dengan pendekatan ways of knowing ]]>
<![CDATA[Manggara Bagus Satria Wijaya]]>;
<![CDATA[Hermanu Joebagio]]>;
<![CDATA[Sariyatun Sariyatun]]>
<![CDATA[ Tarbawi : Jurnal Pendidikan Islam Vol 15, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
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DOI: 10.34001/tarbawi.v15i2.849
<![CDATA[Pembelajaran Sejarah dalam Kurikulum secara keseluruhan lebih menekankan pentingnya hafalan kolektif sehingga menghambat tumbuhnya nalar kritis pada diri peserta didik. Kajian ini mengulas suatu pendekatan alternatif dalam mengajarkan mata pelajaran Sejarah yang diterapkan di SMA. Penggunaan konsep pertanyaan-pertanyaan kritis dan emansipatoris model “ways of knowing” karya Juergen Habermas merupakan strategi yang ditempuh oleh guru dalam mengajarkan pelajaran Sejarah yang mampu membangkitkan gairah kesadaran kritis peserta didik. Penelitian ini dilakukan dengan metode kualitatif untuk mengetahui aktivitas guru dan peserta didik secara menyeluruh pada saat pembelajaran seputar riwayat Syaikh Ahmad Mutamakkin dan penyelesaian kasusnya yang termaktub didalam Teks Kajen dan Serat Cebolek sebagai pengayaan dari materi Sejarah Kerajaan Mataram Islam. Hasil Penelitian menunjukkan bahwa selama proses pembelajaran berlangsung guru telah berhasil mengkreasikan terciptanya proses emansipasi pada diri peserta didik. Emansipasi tersebut memungkinkan terjadinya peningkatan minat peserta didik untuk menciptakan pengetahuanya sendiri pada materi yang dibahas dengan perspektif historis.]]>
<![CDATA[Analysis Of The Philosophy Of Life Of The People Of Lampung As Enrichment In Character Education In History Subjects At Sma Negeri 1 Kibang For The 2020/2021 Academic Year ]]>
<![CDATA[Achmad Didik Khoirudin]]>;
<![CDATA[Hermanu Joebagio]]>;
<![CDATA[Sariyatun Sariyatun]]>
<![CDATA[ Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 3, No 2 (2020): Social, Humanities, and Educational Studies (SHEs): Conference Series ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/shes.v3i2.46251
<![CDATA[Learning must be a vehicle for the holistic growth and development of students' potentials through their active role towards a better chance. One of the subjects that have content of character education is History education. These characters will shape motivation with dignified methods and processes. It turns out that these character values are embodied in the philosophy of life of the people of Lampung. How is the analysis of the philosophy of life of the people of Lampung as enrichment in character education in history subjects at SMA Negeri 1 Kibang? The purpose of this study was to determine the analysis of the philosophy of life of the people of Lampung as enrichment in character education in history subjects at SMA Negeri 1 Kibang for the academic year 2020/2021. This research uses descriptive qualitative research methods with a case study approach. In teaching and learning activities there is an interaction between students regarding the subject matter. After the lesson is completed, the objectives of the analysis of Lampung's philosophical values will be achieved as an enrichment of character education, namely the inculcation of Lampung philosophical values such as Piil pesenggiri, meeting nyimah, nengah nyapur, sakai sambayan, and bejuluk adek. In history lessons, there are also aspects of character that are dominant in history learning, even though all values can be included in each subject, namely eighteen indicators of character education.]]>
<![CDATA[Realizing Multicultural Education in History Learning: Strengthening Character to Increase National Competitiveness ]]>
<![CDATA[Sariyatun Sariyatun]]>;
<![CDATA[Abdul Rohman]]>;
<![CDATA[Agus Mastrianto]]>
<![CDATA[ Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 3, No 2 (2020): Social, Humanities, and Educational Studies (SHEs): Conference Series ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/shes.v3i2.46259
<![CDATA[Indonesia is a multicultural country that has various ethnicities, races, religions and cultures. However, the sense of mutual respect, respect and tolerance among Indonesians is now starting to diminish. This is of course a threat in itself for the Indonesian people, especially it will have an impact on the characteristics of the younger generation as the next generation who will determine the fate of the Indonesian people in the eyes of the world. Therefore, education is the main solution in dealing with these problems. Through multicultural education in history learning given in schools, it is hoped that a young generation of Indonesian character will emerge with character in order to increase the competitiveness of the Indonesian nation. This writing method uses a qualitative descriptive method. This writing aims to provide an idea or a new concept in the field of education, especially multicultural education in history learning in schools as an effort to strengthen the character of the nation. The conclusion of this writing is that through multicultural education in history learning, later we will have a young generation with character and uphold multicultural values. It is hoped that with this, the younger generation can be useful and participate in the efforts of the Indonesian people to face global competition in the international world.]]>
<![CDATA[Implementation Of History Learning Through The Example Of Buya A. R. Sutan Mansur In SMA Muhammadiyah 3 Surakarta ]]>
<![CDATA[Ihsan Ihsan]]>;
<![CDATA[Hermanu Joebagio]]>;
<![CDATA[Sariyatun Sariyatun]]>
<![CDATA[ Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 3, No 2 (2020): Social, Humanities, and Educational Studies (SHEs): Conference Series ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/shes.v3i2.46254
<![CDATA[This study aims to examine:1.) Implementation of Historical Learning through the Exemplary of Buya A. R. Sutan Mansur in SMA Muhammadiyah 3 Surakarta. 2.) Teachers' Constraints in Implementing History Learning at SMA Muhammadiyah 3 Surakarta. This study uses a qualitative method with a Discourse Analysis approach. Data were collected through observation, in-depth interviews, and documentation study. Data analysis techniques used interactive analysis by Milles and Huberman. The results of this study indicate:(1) The implementation of historical learning through the example of Buya AR Sutan Mansur at SMA Muhammadiyah 3 Surakarta has been running quite well and effectively, during the Covid 19 Pandemic through Google Classroom, in history learning the teacher has compiled a learning tool consisting of a syllabus , RPP and the application of Buya AR Sutan Mansur's exemplary values in the history of teacher learning have brought out the exemplary values of Buya AR Sutan Mansur which consist of religious values, nationalism values, hard work values, independence values and very high steadfastness.(2.) Teachers' Constraints in Implementing History Learning at SMA Muhammadiyah 3 Surakarta, namely inadequate learning resources, and insufficient learning time, while the subject matter is large, due to the different character of students.]]>
<![CDATA[Utilization of The Museum of Kekhatuan Semaka as A Source Of Learning In Local History ]]>
<![CDATA[Andre Mustofa Meihan]]>;
<![CDATA[Sariyatun Sariyatun]]>;
<![CDATA[Deny Tri Ardianto]]>
<![CDATA[ Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 3, No 2 (2020): Social, Humanities, and Educational Studies (SHEs): Conference Series ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/shes.v3i2.46227
<![CDATA[The purpose of this study was to determine: 1) Management and types of collections at the Kekhatuan Semaka Museum; 2) Utilization of the kekhatuan semaka museum collection as a source of historical learning; 3) The Museum's strategy for self-promotion. The research method used is descriptive qualitative. The data collection techniques used were literature study, interview, observation, and documentation. The object of research is Kekhatuan semaka Museum. The data analysis technique used is interaction analysis, with four stages, namely data collection, data reduction, data presentation, and drawing conclusions or verification. Based on the results of the discussion, it can be concluded that: 1) The management of the kekhatuan semaka museum is carried out independently by the museum owner and the museum collection includes historical heritage objects and objects of Lampung culture; 2) The use of the Khatuan semaka Museum Collection as a source of historical learning is by linking it with KD and history learning materials; 3) The form of promotion carried out by the kekhatuan semaka museum through social media and annual festivals.]]>
