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All Journal Jurnal Civics: Media Kajian Kewarganegaraan ISTORIA Historia: Jurnal Pendidik dan Peneliti Sejarah Paramita: Historical Studies Journal Jurnal Candrasangkala Pendidikan Sejarah Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Al Ishlah Jurnal Pendidikan JETL (Journal Of Education, Teaching and Learning) Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Diakronika HISTORIA: Jurnal Program Studi Pendidikan Sejarah Electronic Journal of Education, Social Economics and Technology Nagri Pustaka: Jurnal Pendidikan, Ilmu Sejarah, dan Budaya Paramita: Historical Studies Journal
Zulkarnain Zulkarnain
Universitas Negeri Yogyakarta
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

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Digital Book Hindu-Buddhist Kingdom in Palembang Based on Flipbook Maker for High School Students Dominikus Doni Petun; Saefur Rochmat; Zulkarnain Zulkarnain
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.3279

Abstract

Teaching materials are learning tools that are used with the help of tools that facilitate the delivery of material during the learning process at school. A platform called Flipbook Maker provides open-access e-learning in the form of digital books. The purpose of this research is to evaluate the feasibility and effectiveness of Flipbook Maker-based learning media for e-learning. For class X SMA students, teaching materials were made in the form of digital books about the Kingdom of Sriwijaya with case studies at a junior high school in Sorong Regency. Development research with the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation, is the research method used. Material experts, media experts, and linguists assigned “fit” scores to the research team's product during development. During the implementation phase, the researcher conducted tests with class X students of the school. Students in the Try Out One-to-One and Small Group Try Out groups evaluated the results of this implementation phase using the "very suitable" criteria. Finally, the evaluation results show the effectiveness of the product by showing an increase in student learning outcomes of 34.41%. This shows how effective digital books on the history of the Srivijaya Kingdom based on flipbook maker are for learning. The limitations of this research are the schools studied were only one school, and have different geography and demographics. Furthermore, the Flipook Maker learning media is only used on certain topics in history subjects whose results are not necessarily the same if used in the same or other subjects.
The Influence Of The Sociodrama Method On Increasing Students' Learning Motivation In Learning The History Of Events Surrounding The Proclamation in Class XIA of SMA Negeri 1 Bunyu Sinaga, Haposan; Kumalasari, Dyah; Zulkarnain, Zulkarnain
JETL (Journal of Education, Teaching and Learning) Vol 9, No 1 (2024): Volume 9 Number 1 March 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i1.5106

Abstract

This research was conducted with the aim of finding out how to increase student motivation in learning history by using a sociodrama model on the main material of events surrounding the proclamation in Class XI A of SMA Negeri 1 Bunyu for the 2023/2024 academic year. The research method used in this research is the experimental method, which explains students' learning motivation in the History subject with the subject matter of Events Surrounding the Proclamation in Class XI A at SMA Negeri 1 Bunyu for the 2023/2024 academic year. The design used in this research is One Group Pretest – Posttest Design. The subjects of this research were 25 students in Class XI A, Academic Year 2023/2024, consisting of 17 female students and 8 male students. Data collection techniques were carried out using tests before treatment (pretest) and after treatment (posttest). The sampling approach used in this research is a saturated sample. The results of this research prove that there is a significant difference in student motivation before and after applying the sociodrama method for class XI A students at SMA Negeri 1 Bunyu for the 2023/2024 academic year. The results of the paired t-test show a significant value of 0.000 < 0.05, which means the influence given is significant. The pretest data obtained a mean of 59.48 and the posttest data obtained a mean of 79.24, where there was an increase in the average of 19.76 points.
The implication of transformational Teaching on Education And Learning System Act No. 4 1950 Zulkarnain, Zulkarnain; Abdullah, Rabaah binti
Jurnal Civics: Media Kajian Kewarganegaraan Vol 19, No 1 (2022)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v19i1.47761

Abstract

The purpose of this paper is to study the implication of Act No. 4 of 1950 on Teaching Fundamentals of Elementary School, Middle School, and Higher Education and its implementation to history teachings. This act was the first national formal bill on education policies, passed under the government of Mr. Asaat, the state president of the Republic of Indonesia. Although the state president was the one that created this act, the implementation of the system was introduced to all the other states of the country. This practice was considered uncommon in the state administration of Indonesia. Act No. 4 of 1950 contains the elementary educational purposes to provide students with fundamental knowledge, skills, and wisdom to develop their talent and interest for elementary students. While intermediate education assists the students to prepare for higher education, as well as cultivating experts in various fields according to their talents and fulfilling what society demands. The curriculum in higher education was created to prepare the students to become the future leaders of the society and provide them with the knowledge to conserve and develop the science and livelihood of the society. Act No. 4 of 1950 also influenced how history education goes. History should be able to be implemented into a learning process that can elevate the knowledge and cultivate a sense of nationalism in the youth generation of Indonesia
STUDI KOMPARATIF POSISI MATA PELAJARAN SEJARAH DALAM KURIKULUM 2006 DAN KURIKULUM 2013 JENJANG SEKOLAH MENENGAH ATAS (SMA) Reyhan Ainun Yafi; Zulkarnain
Nagri Pustaka: Jurnal Pendidikan, Ilmu Sejarah, dan Budaya Vol. 1 No. 2 (2023): Nagri Pustaka: Jurnal Pendidikan, Ilmu Sejarah, dan Budaya (December)
Publisher : CV. Yazri Aksara Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62238/nagripustaka.v1i2.31

Abstract

Penelitian ini mengkaji tentang posisi mata pelajaran sejarah dalam pelaksanaan kurikulum 2006 dan kurikulum 2013 pada jenjang SMA. Metode yang digunakan studi literature dengan model komparatif. Sumber yang digunakan dalam penelitian ini dari berbagai literature seperti buku, jurnal, artikel dan publikasi resmi terkait pelaksanaan kurikulum 2006 dan kurikulum 2013. Hasil penelitian menunjukkan terdapat perbedaan posisi mata pelajaran sejarah pada kurikulum 2006 dan kurikulum 2013. Mulai dari alokasi waktu jam pelajaran yang sedikit di kurikulum 2006 dibandingkan kurikulum 2013 yang melimpah, materi yang disampaikan, hingga tujuan adanya mata pelajaran sejarah di kurikulum 2006 dan kurikulum 2013. Meskipun demikian, kurikulum 2006 dan kurikulum 2013 memiliki kelemahan yang masing-masing menjadi alasan tergantinya kedua kurikulum tersebut.
Studi Komparatif: Tinjauan Pelaksanaan Kurikulum Merdeka dalam Pembelajaran Sejarah di SMA Bahroni, Agung; Zulkarnain, Zulkarnain
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 8 No 2 (2024): Agustus
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v8i2.24456

Abstract

The "Merdeka Curriculum" has influenced the implementation of learning in schools. This research aims to examine the implementation of history education within the Merdeka Curriculum. The research method used is a literature study by analyzing previous research related to the topic. The research findings indicate that there are still many challenges in implementing the Merdeka Curriculum in history education. Teachers, as the primary facilitators of learning, lack a comprehensive understanding of the Merdeka Curriculum concept; they face limitations in developing interactive teaching methods and models; there is a shortage of supporting learning resources; and there is insufficient socialization, training, and mentoring in the implementation of history education within the Merdeka Curriculum.
Designing a Democratic Education Curriculum through History Learning for High School Students Zulkarnain; Dimas Aldi Pangestu; Muhammad Amirrudin; Gunartati
Paramita: Historical Studies Journal Vol. 35 No. 2 (2025): Military History
Publisher : istory Department, Faculty of Social Sciences, Universitas Negeri Semarang in collaboration with Masyarakat Sejarawan Indonesia (Indonesian Historical Society)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v35i2.25460

Abstract

Abstract: The purpose of this research is to discover the capabilities of history teachers in designing the internalization plan for democratic values in history lectures; to understand the implementation process of democratic values in history subjects; and to discover the obstructions in implementing those values in high school. This research uses a qualitative research method with a descriptive approach. Data were collected through interviews with three history teachers and twenty students, classroom and school observations, and document analysis at SMAN 2 Ngaglik, a public high school in Yogyakarta, Indonesia. The data was then analyzed using the interactive data analysis technique: data reduction, presentation, and conclusion. This research shows democratic education can be applied and assessed concretely in an inclusive and diverse learning environment, using history as a vehicle for developing democratic capacity and forming inclusive citizenship. These thematic findings illustrate a comprehensive approach to democracy education at SMAN 2 Ngaglik, which integrates inclusivity, student-centered pedagogy, civic engagement, tolerance, responsibility, and the use of technology through historical curriculum design and practice. Approaches in schools provide valuable insights and examples for designing inclusive democratic curricula that align with global efforts to develop participatory, tolerant, and autonomous citizens through education. History education can be used as a model of inclusive democratic education closely linked to student diversity and technological innovation, providing valuable new insights and a practical framework for application in pluralistic educational environments. Abstrak: Tujuan penelitian ini adalah untuk mengetahui kemampuan guru sejarah dalam merancang rencana internalisasi nilai-nilai demokrasi dalam pembelajaran sejarah; memahami proses penerapan nilai-nilai demokrasi dalam mata pelajaran sejarah; serta mengidentifikasi hambatan dalam penerapan nilai-nilai tersebut di sekolah menengah atas. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Data dikumpulkan melalui wawancara dengan tiga guru sejarah dan 20 siswa, observasi di kelas dan lingkungan sekolah, serta dokumentasi di SMA Negeri 2 Ngaglik. Data kemudian dianalisis dengan teknik analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pendidikan demokrasi dapat diterapkan dan dievaluasi secara konkret dalam lingkungan belajar yang inklusif dan beragam, dengan menjadikan pelajaran sejarah sebagai sarana pengembangan kapasitas demokratis dan pembentukan kewarganegaraan yang inklusif. Temuan-temuan tematik ini menggambarkan pendekatan komprehensif terhadap pendidikan demokrasi di SMA Negeri 2 Ngaglik yang mengintegrasikan nilai inklusivitas, pedagogi berpusat pada siswa, partisipasi warga, toleransi, tanggung jawab, serta pemanfaatan teknologi melalui desain dan praktik kurikulum sejarah. Pendekatan di sekolah ini memberikan wawasan dan contoh berharga dalam merancang kurikulum demokrasi yang inklusif dan selaras dengan upaya global untuk membentuk warga negara yang partisipatif, toleran, dan mandiri melalui pendidikan. Pendidikan sejarah dapat dijadikan model pendidikan demokrasi inklusif yang terkait erat dengan keberagaman siswa dan inovasi teknologi, serta memberikan wawasan baru yang berharga dan kerangka praktis untuk diterapkan di lingkungan pendidikan yang pluralistik.
Kebijakan Pendidikan pada Masa Kabinet Ali Sastroamidjojo I Pascakemerdekaan, 1953-1955 Offy Resdiantari; Zulkarnain Zulkarnain
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 11 No 3 (2025): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v11i3.30397

Abstract

This research aims to discuss education policies during the Ali Sastroamidjojo I Cabinet (1953-1955), including their impact on the Indonesian nation after independence. The research method used is the historical research method which includes the stages of heuristics, criticism, interpretation, and historiography. The approach used in this paper uses the decolonization paradigm in the field of knowledge. The periodization in this study is limited from 1953 to 1955 in order to analyze more deeply the education policies implemented during the Ali Sastroamidjojo I Cabinet. The results of this study found that education policies during the Ali Sastroamidjojo I Cabinet succeeded in realizing Law Number 4 of 1950. This is represented by Yamin's actions as Minister of PP and K who continued and developed the Rentjana Peladjaran Terurai (1952) as the education curriculum during the Ali Cabinet. Yamin also supports additional assistance from the government for elementary, secondary, and vocational schools, including private schools. In addition, the opening of universities in 1954 that covered various disciplines also had an impact on Indonesia's educational climate, which became better than before.
Implementation of the MBKM Curriculum in the History Education Program Nurul Yuliani; Zulkarnaen Zulkarnaen
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1023

Abstract

This study aims to: (1) examine the implementation of the Merdeka Belajar–Kampus Merdeka (MBKM) curriculum in the History Education Study Program; (2) identify the challenges in implementing the MBKM curriculum; and (3) provide solutions to address those challenges. This research employs a descriptive qualitative approach. Data were collected through interviews with the secretary of the History Education Department, lecturers, the MBKM curriculum development team, and students from the 2019, 2020, and 2021 cohorts. Relevant documents were also gathered. Data analysis followed the interactive model by Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal that: (1) The implementation of the MBKM curriculum began with workshops on learning outcomes and curriculum preparation. The History Education Study Program refers to the 2020 MBKM curriculum as mandated by the Ministry of Education, Culture, Research, and Technology and UNY Rector’s Regulation No. 5 of 2020, which outlines three implementation models: (5-1-2), (6-1-1), and (6-0-2); (2) Challenges include the transition from online to offline learning, the academic information system (SIAKAD) not aligned with courses, course offerings not matching lecturers’ expertise, difficulty in grade conversion, and ineffective program socialization; (3) Solutions include standardizing courses across departments, blended learning, policy alignment at the university and faculty levels, improving communication through focus group discussions, establishing SOPs for grade conversion, and enhancing lecturer competencies through training.
Co-Authors Abdullah, Rabaah binti Ardian Fahri Bahroni, Agung Dimas Aldi Pangestu Dominikus Doni Petun Dyah Kumalasari Febriana Khoiriyah Gunartati I Ketut Arya Sentana Mahartha Irvan Tasnur Kristoforus Bagas Romualdi Miftahuddin - Miftahuddin Muhammad Amirrudin Nurul Yuliani Offy Resdiantari Reyhan Ainun Yafi Saefur Rochmat Sinaga, Haposan Tama Maysuri