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All Journal Yupa: Historical Studies Journal Journal of Education and Instruction (JOEAI) Didaktika: Jurnal Kependidikan Keraton: Journal of History Education and Culture Proceeding International Conference on Digital Education and Social Science Kajang: Jurnal Teknopedagogi Nusantara Bidar Education: Journal of Educational Research and Innovation
Sariyatun
Universitas Sebelas Maret
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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.
Revitalisasi Sejarah Maritim: Penggunaan Bahan Ajar Digital untuk Memperkuat Rasa Nasionalisme di Kalangan Siswa Sekolah Menengah Atas Bagus Subagja; Sariyatun; Deny Tri Ardianto
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2231

Abstract

Penelitian ini bertujuan untuk mengembangkan bahan ajar digital berbasis sejarah maritim Indonesia guna memperkuat rasa nasionalisme di kalangan siswa SMA yang berada di wilayah pesisir Kabupaten Pangandaran. Pendekatan penelitian yang digunakan adalah Research and Development (R&D) dengan mengadaptasi model Borg dan Gall, yang mencakup tahap analisis kebutuhan, perancangan pengembangan, hingga evaluasi produk. Hasil penelitian menunjukkan bahwa bahan ajar digital yang dikembangkan secara signifikan meningkatkan pemahaman siswa terhadap peran penting sejarah maritim dalam pembentukan identitas nasional. Siswa menunjukkan ketertarikan yang lebih tinggi dalam pembelajaran sejarah melalui media interaktif dibandingkan dengan metode konvensional. Guru juga merespons positif penggunaan media ini karena mendukung pembelajaran yang lebih inovatif dan kontekstual. Implikasi dari penelitian ini adalah penggunaan teknologi pendidikan berbasis konten lokal dapat menjadi strategi efektif dalam meningkatkan nasionalisme dan relevansi pembelajaran sejarah bagi siswa di wilayah pesisir. Kontribusi utama artikel ini terletak pada integrasi narasi sejarah maritim lokal dengan pendekatan digital interaktif, yang belum banyak dikembangkan dalam konteks pendidikan di daerah pesisir Indonesia.
Peran Sanggar Tari Soerya Soemirat dalam Mendukung Eksistensi Budaya Mangkunegaran Rheina Audya Pradesthi; Sariyatun
Keraton: Journal of History Education and Culture Vol 8 No 1 (2026): Juni
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/keraton.v8i1.8291

Abstract

Penelitian ini bertujuan untuk menganalisis peran Sanggar Tari Soerya Soemirat dalam mendukung eksistensi budaya Mangkunegaran di tengah arus globalisasi. Globalisasi yang ditandai dengan dominasi budaya populer global, seperti Korean Wave, telah memengaruhi preferensi generasi muda sehingga terjadi penurunan minat terhadap seni tari tradisional. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif dan desain studi kasus. Pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan studi dokumen, sedangkan analisis data menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa Sanggar Tari Soerya Soemirat berperan sebagai institusi pelestarian budaya melalui tiga aspek utama, yaitu pembelajaran tari berbasis nilai budaya dan sistem berjenjang, keterlibatan dalam pementasan di tingkat lokal hingga internasional, serta regenerasi penari yang berkelanjutan. Selain itu, sanggar juga mentransmisikan nilai filosofis budaya Mangkunegaran kepada generasi muda. Namun demikian, sanggar menghadapi berbagai hambatan, seperti penurunan minat generasi muda, keterbatasan media digital, keterbatasan pendanaan, fasilitas, serta waktu pengurus dan peserta didik. Untuk mengatasi hal tersebut, sanggar melakukan berbagai upaya adaptif melalui penguatan pembelajaran berbasis nilai, optimalisasi media sosial, kerja sama dengan pihak eksternal, serta fleksibilitas sistem latihan. Dengan demikian, Sanggar Tari Soerya Soemirat tetap berperan penting dalam menjaga keberlanjutan budaya Mangkunegaran di tengah dinamika globalisasi.
Implementasi Pendidikan Karakter Berbasis Kurikulum Merdeka di Sekolah Menengah Atas Agus Susilo; Sariyatun; Muhammad Akhyar
Kajang: Jurnal Teknopedagogi Nusantara Vol. 1 No. 2 (2026): Kajang: Jurnal Teknopedagogi Nusantara
Publisher : Susilo Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67200/kajang.v1i2.13

Abstract

Implementasi Pendidikan Karakter Berbasis Kurikulum Merdeka di tingkat Sekolah Menengah Atas menjadi salah satu strategi penting dalam mewujudkan profil Pelajar Pancasila yang berkarakter, adaptif, dan mampu menghadapi tantangan perkembangan zaman. Penelitian ini bertujuan untuk mendeskripsikan bentuk implementasi pendidikan karakter dalam proses pembelajaran, peran guru sebagai fasilitator, serta faktor pendukung dan penghambat yang muncul selama penerapan Kurikulum Merdeka di sekolah. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi pembelajaran, wawancara mendalam dengan guru dan siswa, serta analisis dokumentasi perangkat ajar. Data dianalisis melalui proses reduksi, penyajian, dan penarikan kesimpulan guna memperoleh gambaran yang komprehensif mengenai praktik pendidikan karakter di kelas. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai karakter dalam Kurikulum Merdeka dilakukan melalui pembelajaran berdiferensiasi, projek penguatan profil Pelajar Pancasila (P5), serta penumbuhan budaya positif di lingkungan sekolah. Guru berperan penting sebagai perancang pembelajaran yang memberikan ruang bagi kreativitas, kemandirian, dan kolaborasi siswa. Implementasi nilai karakter seperti gotong royong, integritas, kemandirian, dan bernalar kritis tampak dalam aktivitas projek, diskusi kelas, serta kegiatan ekstrakurikuler yang selaras dengan kebutuhan dan minat peserta didik. Meskipun demikian, beberapa hambatan masih ditemukan, terutama keterbatasan pemahaman guru tentang perencanaan pembelajaran berdiferensiasi, variasi kesiapan sekolah dalam menyediakan sarana pendukung, dan heterogenitas kemampuan siswa yang memerlukan pendekatan yang lebih adaptif. Secara keseluruhan, penelitian ini menegaskan bahwa pendidikan karakter dalam Kurikulum Merdeka mampu memberikan dampak positif terhadap perkembangan pribadi dan sosial siswa apabila didukung oleh kompetensi guru, lingkungan belajar yang kondusif, serta kolaborasi antara sekolah dan orang tua. Temuan ini diharapkan dapat menjadi referensi bagi pengembangan kebijakan sekolah dan peningkatan kapasitas guru dalam mengintegrasikan nilai-nilai karakter secara berkelanjutan.
Persepsi Mahasiswa terhadap Inovasi Pembelajaran Sejarah Berbasis Sejarah Lokal dan Implikasinya terhadap Kesadaran Sejarah Agus Susilo; Sariyatun; Muhammad Akhyar
Bidar Education: Journal of Educational Research and Innovation Vol. 1 No. 1 (2026): Bidar Education: Journal of Educational Research and Innovation
Publisher : SUSILO ACADEMIC PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67200/bidar.v1i1.31

Abstract

This study aims to analyze students' perceptions of local history-based history learning innovations and their implications for historical awareness. Historical learning innovations that integrate local history are seen as a pedagogical strategy that can bring historical material closer to the context of students' lives, making it more meaningful and contextual. However, the effectiveness of this approach is greatly influenced by how students perceive its implementation in the learning process. This study used a quantitative approach with a correlational survey design. The subjects were students in the history education study program at a university in Indonesia, selected using a purposive sampling technique. The research instruments consisted of a questionnaire on students' perceptions of local history-based history learning innovations and a questionnaire on historical awareness that had undergone validity and reliability tests. Data were analyzed using descriptive and inferential statistics through simple correlation and regression tests. The results showed that students' perceptions of local history-based history learning innovations were in the good category. Students' historical awareness was also in the high category. There was a positive and significant relationship between students' perceptions of local history-based history learning innovations and historical awareness. These findings indicate that the more positive students' perceptions of learning innovations that integrate local history, the higher their level of historical awareness. This study recommends strengthening the implementation of local history-based history learning as a strategy to increase students' historical awareness and the development of innovative models that are more adaptive to the characteristics of students in higher education.
Integrasi Kearifan Lokal Kampung Budaya Batu Urip dalam Pembelajaran Sejarah untuk Penguatan Materi Sejarah Lokal Agus Susilo; Sariyatun; Muhammad Akhyar
Journal of Education and Instruction (JOEAI) Vol. 8 No. 4 (2025): Journal of Education and Instruction (JOEAI)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v8i4.16931

Abstract

This study aims to integrate the local wisdom of Kampung Budaya Batu Urip into history learning to strengthen local historical content in schools. The method used is a qualitative approach with a case study design. Data were collected through observation, in-depth interviews with teachers and community figures, and documentation, then analyzed using thematic analysis techniques to explore the integration of local values into teaching practices. The results show that Kampung Budaya Batu Urip holds great potential as a history learning resource, reflecting values such as struggle, mutual cooperation, and cultural preservation. The integration of local wisdom into history learning enhances student engagement, strengthens cultural identity, and expands contextual understanding of historical events. In conclusion, integrating the local values of Kampung Budaya Batu Urip into history learning not only strengthens the relevance of the material but also supports character development and fosters more contextual and meaningful learning.   Keywords: Batu Urip, History Learning, Local Knowledge, Learning Resource
Co-Authors Agus Susilo Ardianto, Deny Tri Astrini Eka Putri Bagus Subagja Leo Agung Sutimin Muhammad Akhyar Nunuk Suryani Rheina Audya Pradesthi Sumiatie