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All Journal Cakrawala Pendidikan Factum: Jurnal Sejarah dan Pendidikan Sejarah Paramita: Historical Studies Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia Historis : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Sejarah Diakronika Jurnal Pendidikan Sejarah Indonesia Holistika : Jurnal Ilmiah PGSD Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan Lencana: Jurnal Inovasi Ilmu Pendidikan Mutiara: Jurnal Penelitian dan Karya Ilmiah Pendekar: Jurnal Pendidikan Berkarakter Paramita: Historical Studies Journal INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE) Jurnal Abmas
Agus Mulyana
Universitas Pendidikan Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of Digital Comics Containing Legends as a Media for Intangible Cultural Heritage for Generation Alpha Prihantini Prihantini; Ranu Sudarmansyah; Agus Juhana; Agus Mulyana; Nurul Hidayah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6226

Abstract

This research aims to develop a digital comic that raises the legend of 'Curug Awang' as an intangible cultural heritage medium for the Alpha generation. The alpha generation is the target user of research products because they are very visual tech-savvy, and familiar with smartphones and digital media. The research method applies the Multimedia Development Life Cycle (MDLC) model. The respondents consisted of two media experts, two linguists, 31 Alpha generations, and 27 teachers. Product testing showed that digital comics met the validation criteria, achieving an average score of 3.55 from media experts and 3.45 from linguists. At the user acceptance testing stage, Generation Alpha rated it at 83.46%, while teachers rated it at 84.6%. These results show that digital comic products are a valuable educational medium. Qualitative data revealed that these comics positively influenced the Alpha generation's understanding of the important values in the legend, namely perseverance and strong determination needed in the pursuit of knowledge, as well as the importance of environmental conservation. Teachers recognize the potential of digital comics to enrich the learning experience and convey meaningful moral messages to the younger generation. The results of this research not only succeeded in documenting and revitalizing the legend of Curug Awang but also contributed to the preservation of intangible culture, as well as overcoming the gap that has not been widely developed digital comics as a transformation medium to increase the awareness of the younger generation about local cultural heritage through interesting and easily accessible media.
Enhancing Creative Thinking in Vocational High School Students Through Digital History Teaching Media: The Impact of Canva Integration Dimas Rachmat Susilo; Erlina Wiyanarti; Agus Mulyana; Wawan Darmawan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6297

Abstract

This study investigates the effectiveness of Canva-based digital teaching media in improving students' creative thinking skills in history learning at SMK Pertanian Pembangunan Lembang. The research aims to assess whether digital tools can enhance students' fluency, flexibility, originality, and elaboration in creative thinking. A Classroom Action Research (CAR) design with a mixed-method approach was implemented over three learning cycles. The study involved 64 students, divided into an experimental group (n = 32) and a control group (n = 32). Data collection instruments included the Creative Thinking Ability Test, Visual Work Assessment Rubric, and Student Response Questionnaire, validated with Cronbach’s Alpha = 0.87. Findings demonstrated a significant improvement in students’ creative thinking skills across four dimensions: fluency (M = 72.3, SD = 8.2), flexibility (M = 68.9, SD = 7.8), originality (M = 65.4, SD = 9.1), and elaboration (M = 70.2, SD = 8.5). The effect size (d = 0.82) indicated the Canva-based method’s superiority over traditional learning. Additionally, qualitative analysis showed an increase in learning motivation (85.3%) and improved quality of students’ visual works. The study provides empirical evidence that integrating digital technology in history learning enhances students’ creative thinking skills. The findings highlight the necessity of teacher professional development, adequate technological infrastructure, and contextual learning strategies for effective digital learning implementation. Canva-based digital media significantly improves creative thinking skills in vocational history education. These results suggest its potential for broader application in digital-based learning strategies within vocational education contexts.
Multiculturalism in History Learning: Students’ Experiences at SMAS Tunas Markatin Jakarta Andi Andi; Agus Mulyana; Wawan Darmawan; Murdiyah Winarti
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.
Kearifan Lokal Tradisi Pengajian Masyarakat Banjar sebagai Sumber Belajar IPS Alfisyah; Kokom Komalasari; Bambang Subiyakto; Agus Mulyana
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 6 No. 4 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Juni - Juli 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i4.5935

Abstract

Artikel ini bertujuan untuk menggali nilai nilai lokal yang ada pada institusi pengajian dan telah menjadi pola pembelajaran dengan semangat profetik dan kemudian mengemasnya menjadi sumber belajar. Artikel ini ditulis berdasarkan studi primer yang dilakukan kepada masyarakat dan jamaah pengajian dan studi literatur serta akumulasi pemahaman dari berbagai bacaan. Studi literatur dengan memanfaatkan mesin pencarian melalui google scholar, pdf drive, dan e-perpusnas dilakukan untuk memahami konsep tentang nilai-nilai lokal dan pembelajaran IPS. Sumber data primer diperoleh dari serangkaian penelitian yang dilakukan kepada komunitas jamaah serta pimpinan pengajian. Terdapat sejumlah nilai lokal dalam tradisi pengajian masyarakat Banjar yang dapat menjadi kekuatan dalam membentuk pembelajaran berbasis profetik. Nilai-nilai lokal tersebut tercermin dalam aktifitas batutulungan, maumpatakan, mambaca Yasin, mangaji kitab, mambaca manakib, bazikir, batahlil dan bakirim doa. Nilai-nilai ini kemudian dapat dijadikan sumber belajar IPS melalui pembelajaran kreatif. Dengan mengemas kearifan lokal dalam tradisi pengajian masyarakat Banjar ini maka pembelajaran IPS akan lebih profetik (humanis, liberalis, transendensi) dan peserta didik akan dapat lebih mengenal karakteristik sosial budayanya.
Internalizing Multicultural Values through History Education: A Phenomenological Study at SMAS Tunas Markatin Jakarta Andi Andi; Agus Mulyana; Wawan Darmawan; Murdiyah Winarti
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.8319

Abstract

This study explores how students internalize multicultural values through history education in a diverse school context. Conducted at SMAS Tunas Markatin Jakarta, the research examines students’ understanding of tolerance, empathy, and cooperation within a learning environment that mirrors Indonesia’s plural society. Using a qualitative phenomenological approach, data were collected through in-depth interviews, classroom observations, and document analysis involving 20 students and three history teachers. The findings show that students at SMAS Tunas Markatin Jakarta have begun to internalize multicultural values through daily interactions that reflect respect, cooperation, and empathy. Their tolerance is evident in behaviors such as honoring peers’ religious practices and collaborating across ethnic and religious lines. Acts of mutual support during moments of personal difficulty further illustrate emerging social empathy. However, students’ understanding of multiculturalism remains mostly behavioral and has not yet developed into deeper reflective awareness. The school’s heterogeneous composition provides authentic opportunities for cross-cultural engagement that strengthen the internalization of values. History lessons emphasizing national unity help reinforce students’ appreciation of Indonesia’s plural identity. However, reliance on memorization and teachers' limited ability to connect historical content with contemporary diversity issues constrain deeper learning. Additionally, the absence of inclusive learning materials and school practices that favor the majority continues to pose significant challenges.
NILAI-NILAI MULTIKULTURAL DALAM PEMBELAJARAN SEJARAH: IDENTIFIKASI PADA SILABUS Uun Lionar; Agus Mulyana
Indonesian Journal of Social Science Education (IJSSE) Vol 1, No 1 (2019): JANUARI
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v1i1.1322

Abstract

Multicultural Values in History Learning: Identification in Sylabus. Presenting multicultural education in the Indonesian education curriculum is an effort to maintain national integration through education. The education curriculum is basically the realization of people's aspirations about the direction of education. The development of education curriculum must be based on the sociocultural context of society, or according to Brady & Kennedy in Curriculum Construction that the curriculum must fulfill all the interests of society regarding cultural, economic and political development. History learning has a big role in the development of multicultural education, considering the historical history presents various historical facts of the nation which certainly has a diversity of identities and cultures. Through the identification of historical material contained in the syllabus of historical subjects in schools, some content was loaded with the development of multicultural values.
Pelatihan penerapan pendekatan saintifik Kurikulum 2013 bagi guru sejarah SMA di Kota Tasikmalaya Didin Saripudin; Agus Mulyana; Moch Eryk Kamsori; Syarif Moeis
Jurnal Abmas Vol. 16 No. 1 (2016): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v16i1.38707

Abstract

Kegiatan ini didasari kenyataan pada umumnya guru masih memiliki kesulitan dalam mengembangkan kompetensi pedagogik, di antaranya dalam memahami dan mengimplementasikan pendekatan saintifik dalam mata pelajaran sejarah Indonesia dan mata pelajaran sejarah sesuai tuntutan Kurikulum 2013 untuk meningkatkan kompetensi siswa (pengetahuan, sikap, dan keterampilan siswa). Tujuan pelatihan adalah meningkatkan kemampuan guru mengimplementasikan pendekatan saintifik dan metode pembelajaran sesuai Kurikulum 2013. Kegiatan pengabdian dilaksanakan pada hari Senin, tanggal 21 September 2015 bertempat di aula SMAN 2 Kota Tasikmalaya yang bekerjasama dengan MGMP Sejarah Kota Tasikmalaya. Pelatihan ini menggunakan pendekatan participant-centered melalui metode case study, simulasi, dan focused group discussion. Peserta adalah para guru-guru Sejarah pada Sekolah Menengah Atas (SMA)/Sekolah Menengah Kejuruan (SMK) di Kota Tasikmalaya keseluruhan berjumlah 41 orang. Target atau luaran utama dalam kegiatan Pelatihan Pendekatan Saintifik Kurikulum 2013 Bagi Guru Sejarah sesuai tingkatan capaian yang sudah dilaksanakan, hanya masih terdapat kendala dalam sarana prasarana untuk kegiatan pelatihan yang terbatas, keterbatasan anggaran, lokasi Kota Tasikmalaya yang relatif jauh, dan sulit mencari kesesuaian waktu antara MGMP dengan tim. Program pelatihan ini perlu ditindaklanjuti dengan kegiatan pengabdian berikutnya, yaitu: pendampingan implementasi pendekatan saintifik, penelitian tindakan kelas, dan penilaian autentik dalam pembelajaran sejarah.
Co-Authors Achmad Iriyadi Agung Nugraha Agung Syahriman Agus Juhana Ai Lisnawati Alfisyah Andi Andi Andi Andi Anindya Syifa Nuraini Annisa Azzahra Julianty Bambang Subiyakto Dede Sulastri Desi Nursyifa Ramdhani Dimas Rachmat Susilo Disma Disma Erlina Wiyanarti Faidin Faidin Haifa Annisa Helius Sjamsuddin Hendra Naldi Ibnu Hurri Ika Pra Sauma Ilva Althoviyah Ismi Rahmayanti Isrokatun Isrokatun Jannah Mutiarani Pradana K. Sathis Kumar Karina Nur Safitri Kokom Komalasari Lailatul Qurrota Ayuni Leli Yulifar Lionar, Uun Livia Aliyah Alfita Mila Deskia Moch Eryk Kamsori Moch Fitran Naufaldy Muhamad Yusril Saepul Rohman Murdiyah Winarti Naila Zahra Nur Makiyyah Nazwa Kusumawicitra Nur Laeli Asyahidah Nurul Hidayah Prihantini Ranu Sudarmansyah Restu Rahayu Retno Ayu Oktaviani Rida Nazmi Farhani Ridha Haifarashin Ridho Bayu Yefterson Rifa Fauziah Kamal Salma Irdhillah Santi Sartika Sapriya Saripudin, Didin Selvi Triwanvi Septiansyah Tanjung Siska Nurmalasari Siti Nur Aprilianti Sofian Putri Lumban Gaol Syarif Moeis Tendy Choerul Kamal Tin Rustini Ulfiyana Latifah Uun Lionar Wawan Darmawan wildan Insan Fauzi Yelda Syafrina Yeni Kurniawati Yuhardi Zahra Amanda Koswara