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All Journal Al Ishlah Jurnal Pendidikan
Gunartati Gunartati
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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Multicultural Education Based on Minangkabau Proverbs to Integrate Democratic Values in History Learning Fini Fajri Mulyani; Gunartati Gunartati; Ofianto Ofianto; Antonia Soriente; Reyhan Ainun Yafi; Fadilla Syahriani; Mhd Asrian Syah; Tri Zahra Ningsih
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4989

Abstract

This research aimed to analyze the implementation of the Minangkabau proverbs as a source of democratic values in history learning. The method used in this research used descriptive qualitative research methods with a phenomenological approach. The sample in this study was selected using a purposive sampling technique consisting of 2 teachers of religious subjects and 8 students from each school.  Data collection methods used were interviews, questionnaires and literature studies. The data analysis technique in this research uses Huberman's qualitative analysis technique, which includes stages of data reduction, data presentation, and data verification. The results of this research showed that: 1) Minangkabau proverbs contained deep democratic values and were highly respected by the Minangkabau people; 2) The implementation of multicultural education in instilling democratic values based on Minangkabau proverbial traditions with the stages of moral knowing, moral feeling, and moral action helped students understand, reflect on, and apply democratic values in everyday life.; 3) The implementation of multicultural education in history learning faced several challenges, including students' difficulties in understanding the relationship between the Minangkabau proverb tradition and history, as well as a lack of adequate understanding regarding these proverbs. The implication of this research was that integrating the Minangkabau proverbs tradition as a source of democratic values in history learning could make a significant contribution to the development of students' multicultural education.
Implementing the MBKM (Independent Learning–Independent Campus) Curriculum: A Qualitative Case Study in a History Education Program in Indonesia Gunartati Gunartati; Zulkarnain Zulkarnain; Fini Fajri Mulyani
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9684

Abstract

This study aims to examine the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) curriculum in the History Education Study Program, Faculty of Social Sciences, Law, and Political Sciences, Yogyakarta State University. This research addresses the need to understand how curriculum reform based on student centered and experiential learning is implemented in discipline specific contexts. This study employs a qualitative approach with a descriptive case study design. Participants were selected using purposive sampling and consisted of lecturers and students involved in MBKM activities. Data were collected through observation, in depth interviews, and document analysis, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings show that the implementation of the MBKM curriculum has generally been successful in promoting flexible and student centered learning, particularly through the adoption of project based learning and digital based instruction. However, the implementation is still in an adaptive stage, with several challenges identified, including limited student understanding of MBKM mechanisms, coordination issues, and adjustments in the academic system. This study implies that effective implementation of MBKM requires stronger institutional support, clearer communication strategies, and improved program design. The findings contribute to higher education curriculum development by highlighting the importance of aligning policy, pedagogy, and institutional readiness in implementing curriculum reform.
Co-Authors Antonia Soriente Fadilla Syahriani Fini Fajri Mulyani Fini Fajri Mulyani Mhd Asrian Syah Ofianto, Ofianto Reyhan Ainun Yafi Tri Zahra Ningsih Zulkarnain