Article Per Year (5 Year)
p-Index From 2021 - 2026
5.386
P-Index
This Author published in this journals
All Journal ISTORIA Historia: Jurnal Pendidik dan Peneliti Sejarah JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Jurnal Candrasangkala Pendidikan Sejarah Jurnal Artefak Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Diakronika Jurnal Pendidikan Sejarah Indonesia JURNAL PENELITIAN SEJARAH DAN BUDAYA Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah Literatus Tsaqofah: Jurnal Agama dan Budaya Chronologia Jurnal PkM (Pengabdian kepada Masyarakat) Estoria: Journal of Social Sciences & Humanities Publikasi Berkala Pendidikan Ilmu Sosial Edu Sosial : Jurnal Pendidikan Ilmu Pengetahuan Sosial HISTORIA: Jurnal Program Studi Pendidikan Sejarah Jurnal Pendidikan dan Sains Darma Cendekia Jurnal Pengabdian Masyarakat Nusantara Criksetra: Jurnal Pendidikan Sejarah
Santosa, Yusuf Budi Prasetya
Pendidikan Sejarah Universitas Indraprasta PGRI
Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 39 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 39 Documents
Search

 1   2   3   4 
Building a Critical Thinking Generation: Developing an Innovative History Learning Model Abrar, Abrar; Marta, Nur Aeni; Yanuardi, M Hasmi; Fakhruddin, M; Risqi, Firlyda; Rohana, Melda Amelia; Santosa, Yusuf Budi Prasetya
Diakronika Vol 25 No 1 (2025): DIAKRONIKA
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/diakronika/vol25-iss1/479

Abstract

In this digital era, many historical narratives are vulnerable to misinformation and biased interpretations that circulate freely on social media and online platforms. This requires students to develop critical thinking skills that can be improved through history learning. This study aims to develop teaching materials based on conceptual achievement and creative problem-solving models to improve students' critical thinking skills in history learning. The method used in this study is R&D with the ADDIE model. In the analysis stage, the process involves identifying core problems and understanding students' needs. The design stage focuses on planning teaching materials. The actual instructional product is created during the development stage, including content, media, and student activities. The implementation stage involves testing the developed teaching materials in a real classroom environment (conducted on 32 grade XI students of SMA Labschool Jakarta). Finally, the evaluation stage assesses the effectiveness of the teaching materials in meeting the intended learning objectives. The study's results showed that the developed teaching materials effectively improved students' critical thinking skills, as evidenced by a significant increase in pretest and posttest scores (p-value < 0.05). Further effectiveness was measured using N-gain analysis, which indicated effectiveness in the moderate category, with a 32% increase. Expert validation from content and media specialists also confirmed a very high level of feasibility (> 80%). Thus, teaching materials focusing on conceptual achievement and creative problem-solving can be an alternative to traditional history learning, encouraging students to think critically and gain a deeper understanding of history.
Socio-Cultural Globalization and Its Relevance to The Labuhan Merapi Tradition as a Multicultural Educational Space for The Community Wildhan Ichzha Maulana; Djono Djono; Yusuf Budi Prasetya Santosa; Maulana Yusuf Arrasuly; Roro Wilis
Publikasi Berkala Pendidikan Ilmu Sosial Vol 5, No 2 (2025): PAKIS, September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/pakis.v5i2.15179

Abstract

The massive flow of socio-cultural globalization today poses a challenge of cultural homogenization, which has the potential to cause deculturalization and an identity crisis in society. However, socio-cultural globalization also presents benefits that can support the preservation and optimization of local wisdom. The purpose of this research is to analyze and describe socio-cultural globalization and its relevance to the Labuhan Merapi tradition as a multicultural educational space for society. This research employs a qualitative approach with a library research method to identify and analyze various relevant literature on globalization, Labuhan Merapi, and multicultural education. Next, data analysis is carried out using the Klaus Krippendorff analysis model, and its credibility is strengthened through source triangulation. The results of the research indicate that socio-cultural globalization has encouraged the "kraton" to collaborate with local society in making the Labuhan Merapi tradition a multicultural educational space characterized by two key aspects. First, the Labuhan Merapi procession is reinterpreted as a space for the actualization of tolerance and "cooperation" that symbolizes vertical-horizontal harmony. Second, the Labuhan Merapi procession emphasizes functionality as a tourism commodity that introduces local cultural identity and its role in multicultural education for the wider society. From here, socio-cultural globalization can provide advantages in helping to overcome the challenges of cultural homogenization as long as its potential is utilized appropriately.
The Education System in West Sumatra from the 14th to the 19th Century as a Breeding Ground for National Movement Figures Yusuf Budi Prasetya Santosa; Aksilas Dasfordate; Ponco Setiyonugroho
Criksetra: Jurnal Pendidikan Sejarah Vol. 14 No. 1 (2025)
Publisher : Sriwijaya University in collaboration with  Perkumpulan Program Studi Pendidikan Sejarah Se-Indonesia (P3SI) dan Masyarakat Sejarawan Indonesia (MSI). 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v14i1.57

Abstract

Every society in Indonesia has its own education pattern. The people of West Sumatra are no exception. Education in West Sumatra has been going on for a long time, since pre-Islamic times in the 14th century, until the influence of the Dutch in education in the 19th century. This research uses historical research methodology using primary sources from colonial archives in the form of besluit (decision letters), and secondary sources in the form of books and scientific journals. This research aims to see how the pattern of education in West Sumatra from the 14th Century to the 19th Century produced national movement figures. The results of this research found that the education pattern in West Sumatra society is divided into two, namely traditional education which has existed since pre-Islamic times and post-modern Islamization. Both modern education has existed since the arrival of colonial influence, which was marked by the establishment of volkschools in West Sumatra in the mid-19th century. All educational processes have their respective roles. Traditional education aims to prepare members of West Sumatra society to live based on existing customs. Meanwhile, post-Islamization education with the influence of Western nations aims to produce government employees.
Sejarah Perumnas Depok I: Perumahan Nasional Pertama di Indonesia (1974-1980) Yusuf Budi Prasetya Santosa; Rani Noviyanti
Criksetra: Jurnal Pendidikan Sejarah Vol. 9 No. 2 (2020)
Publisher : Sriwijaya University in collaboration with  Perkumpulan Program Studi Pendidikan Sejarah Se-Indonesia (P3SI) dan Masyarakat Sejarawan Indonesia (MSI). 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v9i2.264

Abstract

Sejak terjadi perpindahan industri dari negara-negara maju ke negara-negara berkembang termasuk Indonesia, banyak bermunculan kota-kota industri baru. Tingginya angka industrialisasi meningkatkan arus urbanisasi sehingga banyak permasalahan yang muncul di kota-kota industri baru tersebut termasuk persoalan pemukiman. Perumnas Depok I merupakan role model bagi pembangunan pemukiman rakyat yang dibangun oleh pemerintah di seluruh Indonesia. Masalah dalam penelitian ini yaitu bagaimana sejarah Perumnas Depok I yang merupakan perumahan nasional pertama di Indonesia (1974-1980). Tujuan penelitian yaitu menelusuri sejarah pemukiman Perumnas Depok I (1974-1980). Penelitian ini menggunakan metode historis yang melalui empat tahapan penelitian di antaranya heuristik, verifikasi, interpretasi dan historiografi. Hasil penelitian menunjukkan bahwa Perumnas Depok I merupakan pembuktian oleh perusahaan Perum Perumnas dalam menjalankan tugasnya untuk menyediakan pemukiman murah bagi rakyat golongan menengah ke bawah. Pembangunan Perumnas Depok I oleh Perum Perumnas tidak hanya telah menyediakan rumah murah dan layak bagi para penghuninya, melainkan juga telah mendorong pembangunan Kota Depok sehingga menjadi Kota Satelit.
Integrating Green History in History Learning Media to Enhance Student’s Ecological Awareness Khairunisa Ashriana; Ponco Setiyonugroho; Yusuf Budi Prasetya Santosa
Criksetra: Jurnal Pendidikan Sejarah Vol. 15 No. 1 (2026)
Publisher : Sriwijaya University in collaboration with  Perkumpulan Program Studi Pendidikan Sejarah Se-Indonesia (P3SI) dan Masyarakat Sejarawan Indonesia (MSI). 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v15i1.369

Abstract

The global environmental crisis requires the education system to instill ecological awareness in the learning pro cess. In the context of history education, the Green History concept offers a new perspective by emphasizing the reciprocal relationship between humans and nature throughout history. This study aims to describe the Green History concept, its integration into history learning media, and its contribution to developing students’ ecological awareness. The research employs a qualitative descriptive approach through literature review of previous studies related to history and environmental education. The findings reveal that integrating Green History into innovative history learning media, such as digital modules, documentaries, and interactive maps, can enhance students’ ecological awareness by encouraging critical reflection on environmental change through time. It is concluded that Green History has significant potential to make history education more contextual, reflective, and sustainability-oriented. Therefore, history educators are recommended to systematically incorporate Green History perspectives into curriculum design and learning media development. Future research is suggested to empirically examine the effectiveness of Green History-based learning on students’ ecological attitudes and behaviors.
MUSEUM TANAH DAN PERTANIAN SEBAGAI SUMBER BELAJAR SEJARAH LINGKUNGAN DAN MEDIA MENUMBUHKAN KESADARAN LINGKUNGAN Santosa, Yusuf Budi Prasetya; Dasfordate, Aksilas; Setiyonugroho, Ponco
Jurnal Pendidikan Sejarah Indonesia Vol 8, No 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v8i1p185-200

Abstract

The Museum Tanah dan Pertanian is one of the museums located in the city of Bogor. The Museum of land and agriculture can be used as a learning resource for environmental history because it has a variety of collections related to land and agriculture in Indonesia, which includes the dimensions of history, environment, politics, technology, and the future of Indonesian Agriculture. This study uses qualitative research methods with library research approach. The result of this study is the Museum Tanah dan Pertanian can be used as a source of learning history, because the various collections owned by the museum can be associated with the scope of environmental history, among others 1) the natural environment in the past, 2) modes of production, 3) the perception of ideology and cultural values and 4) public responses that arise in the form of debates, laws and political regulations related to the environment. Various information obtained from the museum is converted into knowledge, which will foster environmental awareness
Pemanfaatan Arca Ganesha sebagai Sumber Autentik Pembelajaran Sejarah Berbasis STEAM Wahyudin; nugroho, Ponco Setiyonugroho; Santosa, Yusuf Budi Prasetya
CHRONOLOGIA Vol 7 No 2 (2026): Transformasi Sosial dan Budaya dalam Lintasan Sejarah dan Pendidikan Indonesia
Publisher : Universitas Muhammadiyah Prof. Dr. Hamka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jhe.v7i2.22710

Abstract

Pembelajaran sejarah di sekolah masih didominasi oleh penggunaan buku teks dan penyampaian narasi kronologis, sehingga keterlibatan peserta didik dalam memahami makna sejarah secara kontekstual dan multidimensional cenderung terbatas. Kondisi ini berdampak pada kurang optimalnya pemanfaatan sumber belajar autentik, khususnya cagar budaya dan artefak arkeologis di lingkungan sekitar. Salah satu bentuk tinggalan budaya yang memiliki potensi pedagogis tetapi relatif jarang dimanfaatkan dalam pembelajaran sejarah adalah arca Hindu, khususnya arca Ganesha. Arca ini tidak hanya merepresentasikan nilai religius dan simbolik, tetapi juga menyimpan beragam aspek material, artistik, dan teknologis yang relevan untuk pembelajaran interdisipliner.Artikel ini bertujuan untuk mengkaji potensi pemanfaatan arca Ganesha sebagai sumber autentik pembelajaran sejarah berbasis pendekatan STEAM (Science, Technology, Engineering, Art, and Mathematics). Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode kajian konseptual melalui analisis literatur, ikonografi arca, serta relevansinya dalam konteks pembelajaran sejarah. Hasil kajian menunjukkan bahwa arca Ganesha memiliki potensi integratif lintas disiplin, mulai dari aspek material dan pelapukan batu (science), pemanfaatan teknologi digital dalam dokumentasi dan visualisasi (technology), teknik pahatan dan struktur arca (engineering), nilai estetika dan simbolik (art), hingga proporsi dan simetri bentuk (mathematics). Pemanfaatan arca Ganesha sebagai sumber belajar autentik berbasis STEAM dapat memperkaya pengalaman belajar sejarah, mendorong keterampilan berpikir kritis, serta menghubungkan peserta didik dengan konteks budaya lokal secara lebih kontekstual. Artikel ini merekomendasikan pemanfaatan artefak arkeologis sebagai bagian dari inovasi pembelajaran sejarah yang interdisipliner dan bermakna.
ANALISIS MODEL PEMBELAJARAN ROLE PLAYING DALAM PEMBELAJARAN SEJARAH DI JENJANG SEKOLAH MENENGAH ATAS UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR REFLEKTIF Ahmad Suandi; Taufik Nurhayati; Yusuf Budi Prasetya Santosa
SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah Vol 5 No 2 (2023): SINDANG: JURNAL PENDIDIKAN SEJARAH DAN KAJIAN SEJARAH
Publisher : LP4MK STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/sindang.v5i2.2473

Abstract

Learning history among students is still stigmatized as boring. One of the reasons for this is that history teachers rarely make variations in the use of learning models. Role playing can be a learning model in history learning. This research uses the method of library research (library research) with documentation data collection techniques, and content analysis techniques (content analysis). The documents used in this research include notes, books, papers or scientific articles, textbooks and regulations. The purpose of this study was to see how the analysis of role playing learning models in history learning at the senior high school (SMA) level can foster reflective thinking skills? Based on the results of the study, the role playing learning model is not just a role play, but a learning model that encourages students to increase their social sensitivity by playing the characters in events, and also encourages reflective thinking skills as one of the higher order thinking skills in students.
Contextualizing Sambisari Temple as a Learning Resource: Integrating Multicultural Values in High School History Education Ponco Setiyonugroho; Arief Hidayat; Yusuf Budi Prasetya Santosa
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.v10i1.33823

Abstract

The cultivation of multicultural values in education has become an urgent necessity amid the increasing diversity of contemporary society. History education holds a strategic role in fostering awareness of cultural, religious, and social diversity within Indonesian society. This article aims to examine how the integration of multicultural values can be implemented through the utilization of local cultural heritage sites, particularly Sambisari Temple, as a contextual learning resource in history education. Employing a literature review approach, this study explores the symbolic, historical, and educational potential of Sambisari Temple as a medium for multicultural value learning. The findings indicate that Sambisari Temple is not only an archaeological legacy of the Ancient Mataram Hindu civilization but also a concrete representation of a social life characterized by tolerance and openness to differences. Through the exploration of the values of diversity embedded in the site, such as architectural diversity, socio-religious functions, and the heterogeneous surrounding community history, teachers can develop contextual learning models that foster empathy, tolerance, and inclusive attitudes among students. Integrating Sambisari Temple into history learning also supports the strengthening of the Pancasila Student Profile, particularly in the aspects of critical reasoning and global diversity awareness. This article recommends the development of culturally site–based instructional materials as well as teacher training programs to maximize the potential of multicultural education in history classrooms through a locality-based approach. These findings are relevant in addressing the challenges of 21st-century education in shaping citizens who possess historical awareness and multicultural character.
Co-Authors Abda Abda Abdillah, Nur Ramadhani Abrar Abrar Absor, Nur Fajar Ahmad Bakhtiar Ahmad Suandi Aksilas Dasfordate Arief Hidayat Ashriana, Khairunisa Barkah, Januar Djono Djono Djono Djono Djono Evitasari, Okta Fahmi Hidayat Fakhruddin, M Irawan, Hendi Khairunisa Ashriana Kosasih, Ahmad Marta, Nur Aeni Maulana Yusuf Arrasuly Maulana, Wildhan Maulana, Wildhan Ichzha Nara Setya Wiratama Noviyanti, Rani nugroho, Ponco Setiyonugroho Nurbaity, Nurbaity Okta Evitasari Ponco Setiyonugroho Ponco Setiyonugroho Ponco Setiyonugroho Rahma, Sesylia Rahmadi, Darmawan Ramdani, Abdul Wahid Rani Noviyanti Rani Noviyanti Rina Kurnia Risqi, Firlyda Rohana, Melda Amelia Roro Wilis Setiyonugroho, Ponco Taufik Nurhayati Wahyudin Widiatmoko, Sigit Widyanti, Rahayu Hardita Dwi Wildhan Ichzha Maulana Yanuardi, M Hasmi