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All Journal JESS (Journal of Educational Social Studies) Historis : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Sejarah Jurnal Pendidikan Sejarah Indonesia Historiography
Utama, Taqwa Ridlo
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Humanities Earth & Planetary Sciences Education Social Sciences

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Integration of Gender Equality Values Through Innovative Development of Interactive E-Modules in Social Studies Subject Utama, Taqwa Ridlo; Suyahmo, Suyahmo; Purnomo, Arif
JESS (Journal of Educational Social Studies) Vol 12 No 2 (2023): December 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jess.v12i2.75804

Abstract

Amidst the necessity for inclusive educational materials, this study endeavors to develop an E-Module that seamlessly integrates Gender Equality Values into the junior high school Social Studies curriculum.. The research product is an electronic module built using software and undergoes evaluation by experts, alongside feedback from teachers and students. Employing a Research and Development (R&D) approach, following the ADDIE model, the e-learning module undergoes a validation process. This validation process involves two subject matter experts: one specializing in gender studies and another in history, along with a media expert and a Social Studies teacher. The results of the validation indicate the high validity of the Interactive E-Module, with all involved parties providing strong validation scores. On average, expert and teacher assessments resulted in a validity score of 94.7%. Each party consistently achieved an average of 90% for both content and E-Module design. These results underscore the e-learning module's suitability for use, making it a highly recommended resource for Social Studies teachers at the junior high school level.
Narasi sejarah yang tidak setara: mengurangi bias gender dalam buku teks sejarah Indonesia Utama, Taqwa Ridlo
Historiography: Journal of Indonesian History and Education Vol 4, No 4 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um081v4i42024p442-456

Abstract

Abstract Gender bias in Indonesian history education remains a significant issue that requires attention. This research aims to reduce such disparities by exploring the often-overlooked representation of women's roles. Using a descriptive qualitative method and a literature review approach, this study analyzes the historiography dominated by patriarchal perspectives in 10th-grade high school history textbooks, specifically on the topic of the Islamic kingdoms in Indonesia. The implementation of feminist pedagogy is carried out to highlight the issue of gender inequality in historical narratives. The analysis is conducted within the framework of cultural feminism, exploring Indonesian values and culture to enrich women's narratives. Prominent female figures in leadership, military, politics, law, and economics are highlighted to create a more inclusive narrative. The findings of this study are expected to contribute to the development of gender-sensitive teaching materials that align with a more flexible and contextual curriculum paradigm. Abstrak Bias gender dalam pendidikan sejarah Indonesia masih menjadi isu signifikan yang memerlukan perhatian. Penelitian ini bertujuan untuk mengurangi ketimpangan tersebut dengan mengeksplorasi representasi peran perempuan yang sering terabaikan. Menggunakan metode kualitatif deskriptif dan pendekatan studi pustaka, penelitian ini menganalisis historiografi yang didominasi oleh perspektif patriarki dalam buku teks sejarah kelas X SMA pada materi tentang masa kerajaan Islam di Indonesia. Penerapan pedagogi feminis dilakukan untuk menyoroti isu ketidakadilan gender dalam narasi sejarah. Analisis dilakukan dalam kerangka feminisme kultural, menggali nilai-nilai dan budaya Indonesia untuk memperkaya narasi perempuan. Tokoh-tokoh perempuan yang berperan penting dalam bidang kepemimpinan, militer, politik, hukum, dan ekonomi diangkat untuk menciptakan narasi yang lebih inklusif. Temuan penelitian ini diharapkan dapat berkontribusi pada pengembangan bahan ajar berperspektif gender yang sejalan dengan paradigma kurikulum yang lebih fleksibel dan kontekstual.
Narasi sejarah yang tidak setara: mengurangi bias gender dalam buku teks sejarah Indonesia Utama, Taqwa Ridlo
Jurnal Pendidikan Sejarah Indonesia Vol 7, No 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v7i2p%p

Abstract

Gender bias in Indonesian history education remains a significant issue that requires attention. This research aims to reduce such disparities by exploring the often-overlooked representation of women's roles. Using a descriptive qualitative method and a literature review approach, this study analyzes the historiography dominated by patriarchal perspectives in 10th-grade high school history textbooks, specifically on the topic of the Islamic kingdoms in Indonesia. By applying feminist pedagogy, the research highlights issues of gender inequality in historical narratives. The analysis is conducted within the framework of cultural feminism, exploring Indonesian values and culture to enrich women's narratives. Prominent female figures in leadership, military, politics, law, and economics are highlighted to create a more inclusive narrative. The findings of this study are expected to contribute to the development of gender-sensitive teaching materials that align with a more flexible and contextual curriculum paradigm.
MENGAKOMODASI KERAGAMAN SISWA: STRATEGI PEMBELAJARAN SEJARAH BERDIFERENSIASI PRODUK UNTUK MENINGKATKAN MOTIVASI BELAJAR Utama, Taqwa Ridlo
Historis : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Sejarah Vol 10, No 1 (2025): JUNI
Publisher : UNIVERSITAS MUHAMMADIYAH MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/historis.v10i1.23567

Abstract

The current educational paradigm marks a significant shift with the introduction of the Kurikulum Merdeka, which provides educators with greater freedom to customize lesson plans and evaluations according to the needs and preferences of each student. In this context, the concept of Differentiated Learning becomes a crucial milestone. This research aims to implement and evaluate differentiated product learning strategies to enhance student learning motivation in a classroom setting. The method used is Classroom Action Research (CAR), which involves four stages: planning, implementation, observation, and reflection. Data were collected through observations, document studies, and questionnaires. The results show a significant improvement in student learning motivation. There was a noticeable increase in the "Good" category between the pre-cycle and the first cycle, from 4 students (11%) to 30 students (88%). There was a significant decrease in the "Fair" category from 24 students (71%) to 4 students (12%), indicating positive improvement. A similar trend also occurred in the "Poor" category, with a decrease from 6 students (18%) in the pre-cycle to none in the first cycle, demonstrating positive development in student learning motivation.
Co-Authors Arif Purnomo Suyahmo Suyahmo