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All Journal Al Ishlah Jurnal Pendidikan
Mhd Asrian Syah
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.
Integrating Mrs. Ruswo's Leadership Values into History Learning through a Contextual Approach Nurul Ismi Lestari; Dyah Kumalasari; Arfaton Arfaton; Mhd Asrian Syah; Muhamad Abdu
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6493

Abstract

This study explores the leadership values of Mrs. Ruswo, a key figure in the March 1, 1949, General Offensive during Indonesia’s struggle for independence. It aims to examine how her leadership can be integrated into contextual history learning to support character education, particularly in developing students’ leadership qualities. Employing a qualitative descriptive-analytical approach, data were gathered through literature review, semi-structured interviews with historians and educators, and field observations at relevant historical sites. The study focused on extracting leadership traits exemplified by Mrs. Ruswo and their pedagogical applications in secondary education. Findings reveal that Mrs. Ruswo demonstrated exceptional leadership through community mobilization, logistical support, and women's empowerment during the independence struggle. Her core leadership values include courage, social care, perseverance, vision, and empowerment. These values are aligned with the goals of character education and can serve as practical models in history teaching. Integrating Mrs. Ruswo’s leadership into history education through a contextual approach—such as reflective discussions, leadership projects, and field-based learning—enables students to relate historical content to real-life leadership challenges. This method fosters deeper engagement, critical thinking, and personal development. Educational implications highlight that incorporating local female figures like Mrs. Ruswo in curriculum design not only enriches historical understanding but also promotes inclusive and value-based education.
Co-Authors Antonia Soriente Arfaton Arfaton Dyah Kumalasari Fadilla Syahriani Fini Fajri Mulyani Gunartati Gunartati Muhamad Abdu Nurul Ismi Lestari Ofianto, Ofianto Reyhan Ainun Yafi Tri Zahra Ningsih