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All Journal Al-Tahrir: Jurnal Pemikiran Islam Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Yupa: Historical Studies Journal Proceeding of International Conference on Art, Language, and Culture DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA) Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Social, Humanities, and Educational Studies (SHEs): Conference Series Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) JURNAL KOULUTUS SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Kalam Cendekia: Jurnal Ilmiah Kependidikan Proceedings Series on Social Sciences & Humanities Jurnal Kajian Ilmu Pendidikan (JKIP) Publikasi Berkala Pendidikan Ilmu Sosial QISTINA: Jurnal Multidisiplin Indonesia Pedagogika: Jurnal Ilmu-Ilmu Kependidikan JGK (Jurnal Guru Kita) Danadyaksa Historica
Djono Djono
Universitas Sebelas Maret
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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Historiografi dari Bawah: Peran Naskah Lokal dalam Merekonstruksi Warisan Ki Mutamakkin Mu'arifah Mu'arifah; Siska Dwi Purwanti; Retno Widianto; Djono Djono
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 9 No 3 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v9i3.31041

Abstract

This article examines the role of Teks Kajen as a form of alternative historiography in reconstructing the spiritual and intellectual legacy of Ki Ahmad Mutamakkin, a controversial figure in Javanese Islamic history. This research aims to answer how local texts such as Serat Sewaka and Manaqib Mutamakkin form a counter-narrative to the official representation in colonial historiography and mainstream religion written in Serat Cebolek. Using a descriptive qualitative method with a critical discourse analysis approach (Fairclough), this study analyzes the narrative structure, Sufistic symbolism, and political dimensions of representation in these texts. The results of the study show that Kajen texts not only function as a medium of devotion and spirituality, but also as a space for articulating epistemic resistance and an agent of community collective memory. This finding confirms the importance of decolonizing Nusantara Islamic historiography and opening space for forms of local knowledge that have been marginalized by official historical narratives.
Reframing History Education through Local Wisdom: Pedagogical Integration of Cultural Traditions to Foster Historical Consciousness in an Indonesian Madrasah Mu'arifah Mu'arifah; Warto Warto; Djono Djono
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 10 No 1 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v10i1.34352

Abstract

Integrating local wisdom into history education has increasingly been recognized as an important approach to contextualizing historical learning and connecting historical knowledge with students’ cultural experiences. However, existing studies often position local traditions merely as supplementary learning materials rather than examining how they can be pedagogically integrated to foster students’ historical understanding. This study investigates how local wisdom can be integrated pedagogically into history learning and how such integration contributes to the development of students’ historical consciousness. The research employed a qualitative case study conducted at MA Sultan Agung Sukolilo, Pati Regency, Indonesia. Participants included 36 tenth-grade students, a history teacher, the school principal, and the head of the Sultan Agung Foundation. Data were collected through classroom observations, in-depth interviews, and document analysis, and were analyzed using thematic analysis informed by Rusen’s framework of historical consciousness. The findings reveal that the Meron tradition functions as a pedagogical medium that enables students to engage with cultural practices, interpret their historical meanings, and reflect on their relevance to contemporary social life. Through this process, students begin to understand local traditions as part of their community’s historical experiences. The analysis indicates that students’ historical consciousness develops primarily at the levels of traditional and exemplary historical consciousness, where traditions are perceived as cultural heritage and sources of moral values. This study proposes a pedagogical framework of local wisdom integration involving cultural exploration, historical interpretation, and reflective engagement with local traditions. The findings highlight the potential of local cultural practices as pedagogical resources for developing culturally responsive and contextually grounded history education.
Development of Digital Teaching Materials on Solo Traditional Cuisine to Increase Cultural Awareness in History Education in Senior High Schools in Surakarta City Siti Rhohana; Djono Djono; Deny Tri Ardianto
Teknodika Vol 23, No 2 (2025): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v23i2.105698

Abstract

History learning is an effort to convey the study of local wisdom in the environment around students. One of the local history studies that can be studied in history lessons is the impact of Dutch colonialism in Indonesia. The impact of Dutch colonialism in Indonesia can be seen in various fields, for example in the cultural sector it can be seen from the development of traditional culinary delights in Solo. This material is compiled in a digital teaching material with the title Solo Traditional Culinary. The aim is to provide cultural basics to students at State High Schools in the City of Surakarta. It is hoped that this digital teaching material will have an impact on teachers and students in the learning process. The approach used in this research is descriptive qualitative. The research locations taken were SMA Negeri 1 Surakarta and SMA Negeri 4 Surakarta. It is hoped that the creation of digital teaching materials can increase cultural awareness and innovation in the development of teaching materials. Apart from that, students are expected to get better learning outcomes by having quality teaching materials.
Persepsi Guru terhadap Bahan Ajar Sejarah Sekolah Menengah Atas Djono Djono
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 7, No 1 (2023): April 2023
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v7i1.70154

Abstract

Persepsi guru tentang bahan ajar sejarah sangat beragam. Penelitian ini memiliki tujuan untuk memahami perspektif guru terhadap bahan ajar sejarah dari aspek kognitif, afektif, dan psikomotor. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian ini yaitu 28 responden guru sejarah sekolah menengah atas di beberapa wilayah Indonesia. Penelitian dilaksanakan selama bulan November tahun 2022. Instrumen penelitian menggunakan angket. Teknik analisis data menggunakan anaysis Interactive meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa persepsi guru terhadap bahan ajar sejarah telah mencakup aspek kognitif dengan nilai rerata 3.45 (86.44%), afektif dengan nilai rerata 3.48 (87.27%), dan psikomotor dengan nilai rerata 3.55 (88.93%). Secara spesifik, pada ranah kognitif, bahan ajar sejarah telah memenuhi indikator yaitu self-instruction (89.03%), self-contained (88.81%), stand-alone (79.93%), adaptif (85.36%), dan user friendly (89.07%). Pada ranah afektif, bahan ajar telah memenuhi indikator self-instruction (88.65%), self-contained (89.69%), stand-alone (83.22%), adaptif (85.96%), dan user friendly (88.81%). Pada ranah psikomotorik, bahan ajar sejarah telah memenuhi indikator self-instruction (87.66%), self-contained (89.80%), stand-alone (89.47%), adaptif (87.82%), dan user friendly (89.91%). Maka, dapat disimpulkan bahwa persepsi guru terhadap bahan ajar sejarah telah memenuhi aspek kognitif, afektif, dan psikomotorik.
THE USE OF RAILWAYS AS A MEANS OF TRANSPORTING AGRICULTURAL PRODUCTS ON THE SOLO-SEMARANG LINE 1864–1940: Penggunaan Kereta Api sebagai Alat Transportasi Hasil Perkebunan di Jalur Solo-Semarang Tahun 1864-1940 Sulis Fathatun Nurleli; Djono Djono
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 2 (2026): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i2.7954

Abstract

This study aims to examine the role of railways as a means of transporting agricultural products along the Solo–Semarang route during the period 1864–1940. The research method employed is the historical method, which consists of the stages of heuristics, source criticism, interpretation, and historiography. Research sources include colonial archives, NISM reports, photographic archives, as well as relevant books and articles. The results of the study indicate that the railway network played a significant role in the transportation of plantation products, particularly sugarcane, coffee, and tobacco. The integration of the rail network and the presence of lorries in plantation areas leading to processing factories demonstrate that the transportation of plantation products was already conducted systematically from the point of production. This means that before being transported to the main railway network, sugarcane was first transported via lorry routes connecting the plantations and processing factories. This indicates a connection between the railway network at the plantation level and the main railway network, thereby facilitating a smoother distribution process. Compared to traditional transport, railways were far more efficient, covering 110 km in about 3.5 hours, while traditional carts required up to 6 days. Railways also contributed to economic development, including the growth of markets, employment, and supporting businesses, and increased social mobility, although inequality persisted. In conclusion, railways functioned as the primary means of distribution for plantation products and played an important role in shaping economic and social change in the regions they served.
Analysisof The Implementationand Impactof The Co-operative Learning Model (STAD Type) on Student Achievement : Literature Review Ari Choiruman Hakim; Sunardi Sunardi; Djono Djono
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 6, No 2 (2023): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v6i2.79888

Abstract

This study aims to describe the application of various STAD type coopera-tive learning models in an effort to improve student learning outcomes. This research was conducted using a systematic literature review method. Data sources that later became the sub ject of this study consisted of 10 selected articles based on a review of keywords and the year of publication of rele-vant scientific articles and books, the keywords used were 'STAD', 'learning outcome', 'students achievement'. The article database comes from Google Scholar, Scopus.com, and Doaj.com. The data analysis technique in this re-search uses descriptive analysis techniques. The results of this study indicate that the application of the STAD type cooperative learning model can be ap-plied to various levels of education, besides that its application can also be adapted to various subjects which have proven to be quite effective in con-tributing to improving student learning outcomes. It was identified through 10 studies reviewed that students tend to be more active and able to collabo-rate in completing their assignments when teachers apply this learning model. So that this learning model can certainly be adopted by other subject teach-ers.
Kampus Benteng Pancasila sebagai Laboratorium Pendidikan Kewarganegaraan: Integrasi Nasionalisme dan Kewargaan Global Deni Zein Tarsidi; Bramastia Bramastia; Leo Agung Sutimin; Winarno Winarno; Djono Djono; Endrise Septina Rawanoko; Andrea Salsalova
QISTINA: Jurnal Multidisiplin Indonesia Vol. 4 No. 2 (2025): December 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v4i2.7779

Abstract

Gagasan Kampus Benteng Pancasila berangkat dari pertanyaan yang sederhana namun menentukan: bagaimana kampus dapat menjadi laboratorium Pendidikan Kewarganegaraan yang mampu mengintegrasikan nasionalisme dan kewargaan global tanpa menjadikan keduanya saling meniadakan. Artikel ini bertujuan menjelaskan mekanisme integrasi tersebut melalui desain kualitatif dengan metode studi kasus di Universitas Sebelas Maret. Data dihimpun dari analisis dokumen institusional dan dokumen program, observasi pada ruang serta aktivitas kampus yang berfungsi sebagai simpul nilai, dan wawancara semi-terstruktur dengan civitas akademika (pengelola program, dosen, dan mahasiswa lintas latar). Analisis tematik menunjukkan empat temuan utama: (1) Pancasila bekerja sebagai pengalaman ruang yang menormalisasi perjumpaan lintas identitas; (2) integrasi nilai menguat ketika pembelajaran bergerak melalui pengalaman partisipasi yang disertai refleksi moral; (3) kewargaan global paling bermakna saat berjangkar pada tanggung jawab kebangsaan dan diterjemahkan ke isu-isu publik yang dialami mahasiswa; (4) kualitas dialog dan rasa diakui menjadi prasyarat agar keterlibatan tidak jatuh ke kepatuhan seremonial. Berdasarkan temuan tersebut, artikel ini menawarkan konsep “arena integrasi” sebagai model kerja kampus melalui ruang proyek kewarganegaraan, pengalaman, refleksi, dan dialog dirajut sebagai rangkaian cara untuk membentuk nasionalisme yang matang dan kewargaan global yang membumi. Keterbatasan studi ini terletak pada sifatnya sebagai kasus tunggal dan belum menelusuri dampak jangka panjang, sehingga riset komparatif lintas kampus dan studi longitudinal disarankan untuk menguji ketahanan mekanisme integrasi serta menyusun indikator operasional yang lebih tajam.
INTEGRATION OF LOCAL WISDOM VALUES DERIVED FROM ACCULTURATION OF THE CHINESE ETHNIC CULTURE IN CATUR VILLAGE WITH THE P5 MERDEKA CURRICULUM Ni Luh Putri Wirautami; Djono Djono; Sariyatun Sariyatun
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9002

Abstract

This study examines how the local wisdom embedded in the Chinese–Balinese cultural acculturation of Lampu Hamlet, Catur Village, can be integrated into the Projek Penguatan Profil Pelajar Pancasila (P5) within the Merdeka Curriculum. Unlike previous studies that primarily discuss local wisdom as cultural content, this research highlights living cultural acculturation as a contextual pedagogical resource for character education and identity development. A qualitative case study was conducted at SMA Negeri 1 Kintamani using participatory observation, in-depth interviews, and document analysis involving teachers, students, and school staff. The findings reveal that the values of tolerance, mutual cooperation, religiosity, social harmony, and cultural awareness embedded in Chinese Balinese acculturation provide authentic learning experiences that support the implementation of P5. More importantly, the study identifies a four-stage process of value internalization understanding, experiencing, reflecting, and character formation that enables students to reconstruct their local cultural identity while strengthening the dimensions of the Pancasila Student Profile. These findings demonstrate that living cultural acculturation can function not only as local cultural heritage but also as an innovative contextual learning resource for implementing the Merdeka Curriculum and fostering multicultural character education
Co-Authors Afifah Dwi Nur Illahi Agus Susilo Akhmad Arif Musadad Andrea Salsalova Ardianto, Deny Tri Ari Choiruman Hakim Ayu Oka Ariani Bramastia Bramastia Deni Zein Tarsidi Diny Eriska Khairun Nisa Endrise Septina Rawanoko Fathurrahman Fathurrahman Heri Susanto Hermanu Joebagio Khoirul Anwar Kiki Kurniati Laily Nailul Muna Leo Agung Sutimin Masdar Hilmi Maulana Yusuf Arrasuly Mu'arifah Mu'arifah Mulyoto Mulyoto Nettiy Noviasari Ni Luh Putri Wirautami Nur Fatah Abidin Retno Widianto Roro Wilis Saifuddin Alif Nurdianto Santosa, Yusuf Budi Prasetya Sariyatun Sariyatun Siska Dwi Purwanti Siti Solihah Sri Sumaryati Sudiyanto Sudiyanto Sulis Fathatun Nurleli Sunardi Sunardi Suryo Ediyono Tika Aprilia Titis Surgawi Triyanto, Triyanto Umi Azizah V. Kriswdiatma Tjahja Hernawa Warto Warto Wildhan Ichzha Maulana Winarno Winarno