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All Journal AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Jurnal Penelitian Ilmu-Ilmu Sosial
S Sariyatun
Universitas Sebelas Maret
Arts Humanities Education Social Sciences

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The reinforcement of sumpah Satie Bukik Marapalam values for character building of students in the learning of history Piki Setri Pernantah; S Sariyatun; W Warto; A Aisiah
AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Vol 12, No 1 (2022)
Publisher : UNIVERITAS PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/ajsp.v12i1.7976

Abstract

Sumpah Satie Bukik Marapalam is a concept of ideological order that contains a long historical meaning. This text is the local wisdom of the Minangkabau community that contains a moral message and high values to become the philosophy of life of the community. The values contained in the Sumpah Satie Bukik Marapalam can serve as the basis for character formation. The values contained can also be a strengthening attitude in learning in school, contributing to building better student character. Therefore, character development becomes very important through learning, especially through strengthening character values derived from local wisdom carried out in the process of historical learning in schools. This is particularly relevant because historical learning has an important role in the character-building process that seeks to educate students to have more reflective thinking and meaningful learning. The methods used in this study are descriptive-qualitative with a literature study approach and a methodological review between historical learning related to character formation strategies and educational values. This article consists of three steps, as follows: 1) Conduct literature studies and methodological reviews, 2) Analyze literature data and come up with new ideas, 3) report the results of the analysis. This article describes an innovative form of historical learning that is integrated with the strengthening of the local wisdom values of the Minangkabau community so as to contribute to the development of student character. Strengthening the values of local wisdom integrated in the form of religion, responsibility, courage, independence, honor, caring, intellectual, tolerance, movement, and solidarity. In short, this paper formulates other strategies in educational value through historical learning relevant to the goal of historical learning to better shape student character.
Reevaluating Educational Philosophy in the Age of Technological Transformation: A Systematic Review of Progressive Pedagogies and Digital Integration Khoirul Huda; S Sariyatun
Jurnal Penelitian Ilmu-Ilmu Sosial Vol. 6 No. 2 (2025)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/sosial.v6i2.11813

Abstract

This study presents a systematic literature review examining the intersection of progressive education and digital technology integration in contemporary learning environments. The objective is to analyze how digital tools support or challenge progressive pedagogical practices across global educational contexts. This review is categorized into five core themes for a summary of integrating progressive pedagogies, reflective learning, experiential practice, digital equity, and epistemological shifts. The methodology involved synthesizing findings from 15 selected academic sources, mapped across five thematic sections, including pedagogical integration, reflective digital practices, philosophical adaptation, traditionalism versus progressivism, and epistemological debates. Findings indicate that digital platforms enhance critical thinking, agency, and inclusivity when aligned with progressive ideals. Yet, challenges such as resistance to change, lack of digital infrastructure, and persistent traditionalist frameworks hinder broad adoption. The review underscores the growing epistemological transformation in education, where knowledge is increasingly seen as dynamic and co-constructed through digital interaction. These findings offer valuable implications for educators and policymakers seeking to implement equitable, student-centered approaches in the digital age. The study contributes to ongoing discourse on educational innovation by highlighting critical tensions and future possibilities for progressive pedagogy.
Co-Authors Aisiah Aisiah Khoirul Huda Piki Setri Pernantah Warto Warto