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All Journal Publikasi Pendidikan Indonesian Journal of History Education JOIV : International Journal on Informatics Visualization JURNAL PENDIDIKAN TAMBUSAI Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Jurnal Family Education Kronologi YASIN: Jurnal Pendidikan dan Sosial Budaya
Aisiah Aisiah, Aisiah
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Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Analisis Kebutuhan Pengembangan Buku Ajar Sejarah Lokal Minangkabau Masa Hindu-Buddha Sampai Penyebaran Islam untuk Meningkatkan Kesadaran Sejarah Siswa SMA Hakiki, Nurul; Aisiah, Aisiah
Jurnal Kronologi Vol 7 No 4 (2025): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v7i4.1009

Abstract

This study was motivated by the low level of students’ historical awareness regarding Minangkabau local history, particularly on the period from the Hindu-Buddhist era to the spread of Islam. Another problem identified is the limited availability of Minangkabau local history textbooks on these periods as learning resources. The purpose of this research is to analyze the need for developing a Minangkabau local history textbook covering the Hindu-Buddhist period and the spread of Islam to foster historical awareness among high school students. This study applied a mixed-methods approach involving 20 tenth-grade students and a history teacher at MAN 1 Bukittinggi. Data were collected through observation, interviews, and surveys using Google Forms, and analyzed both quantitatively and qualitatively. Quantitative results indicate a low level of historical awareness among students, with the average correct answers on knowledge tests ranging only from 5–15%. The survey also revealed that 59% of schools do not yet have Minangkabau local history textbooks on the Hindu-Buddhist period and 54% lack textbooks on the Islamic period. Furthermore, 71% of teachers and 77% of students expressed the need for local history textbooks as learning resources. Qualitative findings from observations and interviews revealed that history learning is still dominated by lecture methods and the use of general textbooks, while teachers have never used specific local history textbooks. The study concludes that the development of a Minangkabau local history textbook is highly needed as a learning resource capable of fostering historical awareness and strengthening students’ identity and appreciation of local culture.
Validasi Mini-Book Digital untuk Penguatan Literasi dan Numerasi dalam Pembelajaran Sejarah di SMA Nofiola, Delifia; Aisiah, Aisiah
Jurnal Kronologi Vol 7 No 4 (2025): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v7i4.1014

Abstract

The literacy and numeracy skills of Indonesian students, according to the 2022 Programme for International Student Assessment (PISA), are classified as low. Efforts to improve students' literacy and numeracy skills are potentially feasible through school learning, one of which is through history learning resources in the form of a digital mini-book on the subject of 'Japanese Colonization of Indonesia (1942-1945)'. The purpose of this study was to validate the feasibility of the digital minibook (expert validation) and test its practicality as a learning resource. This study applied a quantitative approach, analyzing data using the mean ( ). The research subjects consisted of material validators, media validators, history teachers, and students, totaling 41 people. The research findings show that; first, the digital mini-book material is classified as feasible, with an average score of 3.46. Second, the quality of the digital mini-book's feasibility, according to the media validator's assessment, is classified as very feasible (an average score of 3.5). Third, the practicality of the digital mini-book is categorized as very practical (average teacher score of 3.67 and average student assessment score of 3.69). Therefore, it can be concluded that the digital mini-book is classified as very feasible and practical for implementation in history learning. Claims regarding the enhancement of student ability (effectiveness) will be verified through subsequent research.
Analisis Kebutuhan Pengembangan Media Komik Digital untuk Memahami Kausalitas Peristiwa bagi Siswa SMA Septiani, Fadilla; Aisiah, Aisiah
Jurnal Kronologi Vol 7 No 3 (2025): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v7i3.1017

Abstract

History learning needs to be supported by media that can visualize historical events. However, the visual media used in history learning are still lacking in variety. The purpose of this study is to analyze the need for developing history learning media in the form of digital comics to train students in understanding the causality of historical events. This study employed a mixed methods approach. The data were obtained from 36 tenth-grade students of MAN 1 Kota Bukittinggi and one history teacher. Data collection was carried out through three test items, classroom observations, and interviews. Quantitative data were analyzed using percentage formulas, while qualitative data were analyzed descriptively. The findings of the study show that: first, students’ ability to analyze the causality (cause-and-effect) of historical events in the topic of Hindu-Buddhist kingdoms is low, as seen from the test results. A total of 69% of students answered the first question correctly, 52% the second, and 41% the third. Second, interview results indicate that technology-based visual media are still rarely used by history teachers. Third, history teachers face technical challenges in creating varied learning media, especially digital-based visual media in the form of digital comics. These findings highlight the need to develop digital comic media that can help students understand the cause-and-effect (causality) relationships of historical events related to the Hindu-Buddhist kingdoms in Indonesia.
Validasi E-Book Proklamasi Kemerdekaan di Berbagai Daerah di Indonesia untuk Meningkatkan Kesadaran Sejarah Siswa Novita, Dian; Aisiah, Aisiah
Jurnal Kronologi Vol 7 No 3 (2025): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v7i3.1021

Abstract

Local history learning in high schools has so far received less attention, one of which is the material on the news of the proclamation of Indonesian independence in various regions (localities) in Indonesia. This is due to the availability of learning resources that are not optimal in schools and researchers are developing special textbooks on the material of the proclamation of Indonesian independence in various regions. The purpose of this study is to validate the feasibility and practicality of the e-book developed to increase historical awareness of high school students. The research subjects involved 4 history lecturers as material validators and media validators, 1 history teacher and 33 students of SMA N 1 Rao as respondents for the practicality of the e-book of the proclamation of Indonesian independence. Data collection used a feasibility test instrument, and the practicality test of the e-book of the proclamation of Indonesian independence was in the form of a validation sheet in the form of a Likert scale. This study applies a quantitative approach using an average formula. The findings of this study indicate that; 1) the e-book material of the proclamation of independence in various regions in Indonesia according to the assessment of the material validator is categorized as feasible (the average score of the material validator is 3.25); 2) The e-book on the e-book on the proclamation of independence in various regions of Indonesia, according to the assessment of the teaching materials validator, is categorized as feasible (average score of 3.62); 3) the e-book on the proclamation of independence in various regions of Indonesia is categorized as very practical for implementation in history learning (average teacher score of 3.75 and average student assessment score of 3.53). Overall, it can be concluded that the e-book on the proclamation of Indonesian independence is categorized as very feasible and practical for implementation in history learning.
Analisis Kebutuhan Bahan Ajar Sejarah Lokal Sumatera Barat untuk Meningkatkan Kesadaran Sejarah Siswa SMA Anjeli, Anjeli; Aisiah, Aisiah
Jurnal Kronologi Vol 7 No 4 (2025): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v7i4.1023

Abstract

This research is motivated by the fact that history instruction in secondary schools places a greater emphasis on national historical events, while local history is often neglected. As a result, students are less familiar with historical events in their own regions. This condition reflects students’ weak local history awareness. This study aims to analyze the need for local history teaching materials in West Sumatra, particularly regarding the Padang Area incident (1945–1946) and the Emergency Government of the Republic of Indonesia (1948–1949). The research method applied a mixed methods approach. Data collection was conducted through observation, interviews, document studies, and tests. The study subjects included one history teacher and 20 students. Data collection used question sets, observation guidelines, and interview checklists. The results showed that: 1) teachers had difficulty finding local history materials, 2) students predominantly studied national history materials, 3) supporting facilities for local history learning were still minimal, and 4) the results of the local history awareness test showed that only 34% of students were able to answer questions correctly. These findings emphasize the need to develop local history teaching materials to foster local history awareness in students.
Analisis Kebutuhan Pengembangan E-modul untuk Melatih Kemampuan Literasi dan Numerasi Siswa dalam Pembelajaran Sejarah Aini, Saripa; Aisiah, Aisiah
Jurnal Kronologi Vol 8 No 1 (2026): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v8i1.1026

Abstract

This research is motivated by the low level of students’ literacy and numeracy skills in history learning, which impacts their critical thinking abilities and their capacity to relate historical events to everyday life. The purpose of this study is to analyze the need for developing an e-module teaching material to train students’ literacy and numeracy skills in history learning at SMAN 1 IX Koto Dharmasraya. This study employed a mixed-methods descriptive design with a qualitative approach. The research subjects consisted of a history teacher and 11th-grade students as the target users of the e-module. Data sources were obtained from interviews, observations, and needs analysis questionnaires. Data collection techniques included in-depth interviews with one history teacher, questionnaires distributed to 30 students, and direct observation of the learning process. Quantitative findings showed that students’ literacy and numeracy skills were relatively low. Based on two pre-test items on literacy and numeracy, 43.3% of students answered correctly while 56.7% answered incorrectly. The survey also revealed that the school does not yet have an e-module to train students’ literacy and numeracy skills, and 70% of students expressed the need for an e-module for history learning. Qualitatively, observations and teacher interviews indicated that the teaching materials used are still predominantly in printed form, lack interactivity, and do not adequately support independent learning. Both teachers and students expressed the need for a digital, interactive teaching material that aligns with the Merdeka Curriculum and is capable of enhancing literacy and numeracy skills. The findings also suggest that an e-module integrating text, images, and videos would improve students’ motivation and comprehension.Based on the needs analysis, it can be concluded that developing a history learning e-module is feasible and relevant for implementation, as it supports learning objectives and improves students’ literacy and numeracy skills.
Transformation of Guided Democracy Narratives in History Textbooks from Curriculum 2013 to Merdeka Curriculum: A Wodakian Analysis Ariwinata, Yuda; Aisiah, Aisiah
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.v10i1.34148

Abstract

This study examines the transformation of Guided Democracy narratives in Indonesian senior high school history textbooks following the shift from the 2013 Curriculum (Revised 2018 Edition) to the Merdeka Curriculum. Employing Ruth Wodak’s Discourse-Historical Approach (DHA), the research analyzes how political memory, executive authority, and democratic legitimacy are discursively constructed and recontextualized across curricular frameworks. The data consist of official Grade XII history textbooks published by the Ministry of Education under both curricula. Through qualitative critical discourse analysis, this study identifies shifts in framing strategies, lexical choices, argumentation patterns, and representations of institutional balance. The findings reveal that the 2013 Curriculum predominantly utilizes crisis-based legitimation, portraying parliamentary instability as justification for executive centralization and emphasizing national stability and unity. In contrast, the Merdeka Curriculum presents a more structural and contextual interpretation, highlighting institutional consequences, democratic trade-offs, and the complexity of political power relations. This shift indicates a movement from integrative-legitimative historiography toward a more reflective and dialogic historical representation. The study contributes theoretically by demonstrating that curriculum reform functions as a mechanism of ideological rearticulation within educational discourse. It also highlights the role of textbooks as strategic sites for negotiating national identity and democratic consciousness. Ultimately, the transformation of Guided Democracy narratives illustrates how curricular change reshapes students’ historical awareness and civic orientation in contemporary Indonesia.
Validasi Video Dokumenter PJES (Penjajahan Jepang Memantik Empati Sejarah) Siswa Rizki, Latifah; Aisiah, Aisiah
YASIN Vol 5 No 5 (2025): OKTOBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i5.7019

Abstract

History learning media at SMAN 5 Pariaman remains dominated by conventional tools that are less effective in fostering students’ historical empathy. In contrast, innovative media such as documentary videos have the potential to help students internalize and emotionally connect with the suffering experienced by Indonesians during the Japanese occupation (1942–1945). This study aims to assess the feasibility, practicality, and effectiveness of a documentary video titled PJES (Penjajahan Jepang Membangun Empati Sejarah), developed to cultivate historical empathy among high school students. A quantitative approach was employed, involving 36 participants, including content validators, media validators, a history teacher, and students. Data were collected through feasibility, practicality, and effectiveness tests using Likert-scale validation sheets and analyzed using mean score formulas. The results showed that: (1) the documentary content was rated highly feasible, with an average content validator score of 3.6; (2) media quality was also rated highly feasible, with a mean score of 3.6 from media validators; (3) the level of practicality was rated very practical, with teacher and student scores of 3.8 and 3.5 respectively; (4) media effectiveness was rated very effective, with mean scores of 3.7 (teacher) and 3.5 (students). The study concludes that the PJES documentary video is feasible, practical, and effective for use in history education to foster historical empathy regarding the Japanese occupation. The findings imply that the development of similar media can serve as a meaningful and emotionally engaging alternative in history learning.
Pengembangan Instrumen Penilaian Kemampuan Literasi-Numerasi pada Pembelajaran Sejarah di SMA Menggunakan Quizizz Ginting, Aberlan; Aisiah, Aisiah
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8102

Abstract

Assessment instruments for literacy–numeracy skills in history courses at SMA Negeri 1 Padang have not yet demonstrated sufficient innovation, necessitating the development of assessment tools that are more aligned with the demands of 21st-century competencies. This study aims to identify the development procedures and to examine the feasibility, practicality, and effectiveness of literacy–numeracy assessment instruments for history courses developed using Quizizz. This research is a research and development (R&D) study employing the ADDIE model, which includes the stages of analysis, design, development, and implementation. Data analysis techniques combined qualitative and quantitative approaches using a Likert scale. The results show that the developed literacy–numeracy assessment instruments for history courses fall into the “highly feasible” category, with average scores of 3.71 from material validators and 3.72 from evaluation validators. The practicality and effectiveness of the instruments are in the “very practical/effective” category, with average scores of 3.66 from history teachers and 3.67 from students. These findings conclude that the Quizizz-based literacy–numeracy assessment instruments for history courses are highly feasible, practical, and effective for measuring students’ literacy–numeracy skills in history learning.
Implementasi Pembelajaran Berdiferensiasi pada Mata Pelajaran Sejarah dalam Kurikulum Merdeka: Sebuah Tinjauan Literatur Sistematis Hasanah, Ziadatul; Aisiah, Aisiah
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.37748

Abstract

Penelitian ini bertujuan untuk menganalisis tren publikasi, pola implementasi, dan efektivitas pembelajaran berdiferensiasi pada mata pelajaran sejarah dalam Kurikulum Merdeka. Penelitian menggunakan metode Systematic Literature Review dengan protokol PRISMA terhadap artikel jurnal nasional periode 2023–2026. Hasil menunjukkan bahwa implementasi pembelajaran berdiferensiasi mengalami perkembangan dari fase adaptasi menuju tahap kematangan. Aspek diferensiasi produk dan proses menjadi yang paling dominan karena mampu mengakomodasi keragaman karakteristik peserta didik. Integrasi model pembelajaran inovatif dan pemanfaatan media digital terbukti meningkatkan hasil belajar, motivasi, kemampuan berpikir kritis, dan kesadaran sejarah. Namun, implementasi masih menghadapi kendala pada kompetensi guru dan keterbatasan sarana. Disimpulkan bahwa pembelajaran berdiferensiasi efektif sebagai strategi pedagogis dalam pembelajaran sejarah, tetapi memerlukan dukungan sistemik untuk optimalisasi penerapannya.
Co-Authors Afriani, Rini Agustin, Vanny Noer Agustina, Refni Reza Ahmal, Ahmal Ahmana, Jeni Aini, Saripa Amalia, Widya Andayani, ilhami Anjeli, Anjeli Anjely, Monica Ariwinata, Yuda Ciptro Handrianto, Ciptro Delramiati, Delramiati Dian Novita Emriska, Liroza Viona Ginting, Aberlan Hakiki, Nurul Hasanah, Ziadatul Hasibuan, Ainun Zahria Hastuti, Hera Iskandar, Meisya Alifa Lovendra, Camila Maharani Putri, Bintang Manullang, Angelina Stephani Nana Supriatna Nofiola, Delifia Nur, Fauziah Ofianto, Ofianto Pernantah, Piki Setri Pramanda, Agi Purwati, Sherly Putra, Ade Prima Rahayu Putri, Sri Rahma, Lailatul Rahmadani, Despita Refita, Leni Rizki, Latifah Safitri, Siski Julia Salsabila, Zakia Sariyatun Sariyatun Sauma, Syifa Septiani, Fadilla Valentina Sahra, Feby Vebrina, Santi Yuliandra, Debi Zahira, Rizela