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All Journal Yupa: Historical Studies Journal Proceeding International Conference on Digital Education and Social Science
Sariyatun
Universitas Sebelas Maret
Computer Science & IT Economics, Econometrics & Finance Education Engineering Social Sciences

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Media Pembelajaran Sejarah di SMK Negeri Pontianak Astrini Eka Putri; Sariyatun; Nunuk Suryani
Yupa: Historical Studies Journal Vol 1 No 1 (2017)
Publisher : Program Studi Pendidikan Sejarah FKIP Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (311.931 KB) | DOI: 10.30872/yupa.v1i1.92

Abstract

Research is expected could become the foundation of renewal in the use of media teaching history in state vocational schools in Pontianak. Based on it, then the researcher wants to describe about media learning customarily using by teachers in the process teaching history. Researcher interested to arrange research with a title “Media Teaching History in State Vocational Schools in Pontianak“. Media uses teaching history in state vocational schools Pontianak has been good enough, since on average teachers using the existing facilities at the school in order to support learning activity. Learning activity history done by the teacher in this has been good enough, because it is already employing variations learning that are attractive. In the teaching process in two classes not only uses the media learning of a textbook, but had done some innovation that is by using media Microsoft Office PowerPoint.
Decolonizing Historical Consciousness Through Digital Inquiry: Student Experiences with Indigenous Peace: interpretative phenomenological analysis Sumiatie; Leo Agung Sutimin; Sariyatun
Proceeding International Conference on Digital Education and Social Science Vol. 3 No. 1 (2025): Proceeding International Conference on Digital Education and Social Science 202
Publisher : Asosiasi Pengelola Publikasi Ilmiah (APPI) PT PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/icdess.v3i1.155

Abstract

Understanding how students experience engagement with marginalized historical narratives remains critical for developing an equitable curriculum in postcolonial education systems. This study explores how ethnically diverse Indonesian high school students experience and make sense of inquiry-based digital learning centered on the 1894 Tumbang Anoi Peace Accord, a reconciliation event systematically excluded from Indigenous Dayak history. Using interpretative phenomenological analysis, eight purposively selected Grade 11 students (four Dayak, four non-Dayak) participated in semi-structured interviews lasting 60 to 90 minutes, conducted four to eight weeks after completing a three-week scaffolded e-module. Interviews were audio-recorded, transcribed verbatim, and analyzed through iterative coding that captured the descriptive, linguistic, and conceptual dimensions of lived experience. Four superordinate themes emerged: Emotional Resonance and Cultural Awakening, Transformation from Marginalization to Cultural Pride, Peace as Embodied Practice, and Indigeneity as National Belonging. Dayak participants described profound shifts from ethnic shame to pride, whereas non-Dayak students developed intercultural solidarity and expanded conceptions of national identity. All participants reported visceral bodily responses and recognized peace as an active practice applicable to contemporary conflicts. Findings demonstrate that centering previously excluded Indigenous histories through scaffolded digital inquiry generates profound affective and identity transformations that are invisible to traditional assessment, contributing methodologically by demonstrating the utility of interpretative phenomenological analysis for evaluating digital interventions and practically by providing evidence for equity-oriented curriculum reform.
Co-Authors Astrini Eka Putri Leo Agung Sutimin Nunuk Suryani Sumiatie