Article Per Year (5 Year)
p-Index From 2021 - 2026
2.679
P-Index
This Author published in this journals
All Journal Factum: Jurnal Sejarah dan Pendidikan Sejarah Jurnal Sosialisasi: Jurnal Hasil Pemikiran, Penelitian dan Pengembangan Keilmuan Sosiologi Pendidikan Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Diakronika Publikasi Berkala Pendidikan Ilmu Sosial Social Studies Conference Proceedings Paramita: Historical Studies Journal INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE)
Murdiyah Winarti
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
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.
Historical Literacy in Social Studies Learning at Junior High School: Analysis of Implementation and Challenges Uun Lionar; Nana Supriatna; Agus Mulyana; Murdiyah Winarti; M Maman Sumaludin; Yelda Syafrina
Indonesian Journal of Social Science Education (IJSSE) Vol 6, No 2 (2024): Juli
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v6i2.3953

Abstract

Historical literacy is crucial in the teaching of social studies to enhance students' understanding of historical aspects. In this research, an analysis was conducted regarding the implementation of historical literacy development in social studies teaching at Junior High Schools in Bandung City. The research method used was qualitative descriptive to identify the efforts of historical literacy development by teachers and to identify the challenges faced. Data was obtained through observations and interviews with teachers and students at Kartika XIX-2 Junior High School in Bandung City. The results of the research indicate that teachers have been developing historical literacy through classroom activities focusing on historical investigation, historical writing, and the development of historical understanding. However, some challenges persist, such as low student participation, time constraints within the social studies curriculum, and the need for improvement in teachers' pedagogical skills. To enhance historical literacy in the future, it is recommended to utilize technology, develop contextual teaching materials, and implement a multiliteracy learning approach. Thus, it is hoped that students can be more active and critical in understanding social studies subjects with a relevant historical context to contemporary life. This research has implications for the development of social studies curriculum in the future to pay more attention to integrating historical literacy as an integral part of social studies learning.
Co-Authors - Sapriya Agus Mulyana Agus Mulyana Andi Andi Andi Andi Andi Ima Kusuma Ayi Budi Santosa Ayu Oktapiani erika puspadewi Erlina Wiyanarti Faujian Esa Gumelar Futri Rahayu Gusmiarni Hasni Hasni Hasni Hasni Hendra Naldi Iing Yulianti Junia Triani Laili Hesti Yulianti M Maman Sumaludin Moch Eryk Kamsori Moh Said Muhammad Bintang Rifkialdy Nana Supriatna Nurbaety Agustina Dewi Ratnasari Nurdiani Fathiarini Resta Cahya Nugraha Ridho Bayu Yefterson Risca Wulan Sari Sapriya Tarunasena Makmur Uun Lionar Uun Lionar Wawan Darmawan wildan Insan Fauzi Wisnu Arsa Tanjung Yani Kusmarni Yelda Syafrina Yelda Syafrina Yuhardi