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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Jurnal Sejarah dan Budaya Proceeding of International Conference on Art, Language, and Culture IJEBD (International Journal Of Entrepreneurship And Business Development) Al-Hayat: Journal of Islamic Education Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) Jurnal Pendidikan Sejarah Indonesia PROSIDING: SENI, TEKNOLOGI, DAN MASYARAKAT Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Didaktika: Jurnal Kependidikan Simpati: Jurnal Penelitian Pendidikan dan Bahasa IHSAN : Jurnal Pendidikan Islam Jurnal Pendidikan Siber Nusantara Jurnal Analisis Pendidikan Sosial Criksetra: Jurnal Pendidikan Sejarah INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE)
Pelu, Musa
Department Of History Education, Sebelas Maret University
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Information and Communication Technology Literacy Level of Sukoharjo’s Senior High School Students Hieronymus Purwanta; Sutiyah; Herimanto; Musa Pelu; Isawati; Dadan Adi Kurniawan
Jurnal Nasional Pendidikan Teknik Informatika : JANAPATI Vol. 12 No. 2 (2023)
Publisher : Prodi Pendidikan Teknik Informatika Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/janapati.v12i2.58554

Abstract

The Ministry of Education and Culture inaugurated the Independent Curriculum for primary to secondary education in the new school year 2022/2023. Therefore, this study aims to obtain an overview of the readiness of information and communication technology (ICT) literacy skills mastered by public high school students. Research samples were taken from nine public high schools in Sukoharjo Regency, which implemented the Independent Curriculum. The focus of the research is directed at obtaining an overview of how their ICT literacy skills. The method used is a survey compiled based on the idea of Helsper Schneider, Deursen, and Laar about indicators of digital skills for the younger generation. They divided ICT literacy indicators into information, literacy of computers, media, communication, visuals, and technology. The survey results show that public high school students in Sukoharjo Regency have high ICT literacy skills, 59% in the good category and 5% in excellent. They are ready to take part in teaching-learning processes using the Independent Curriculum.    
IMPLEMENTASI PEMBELAJARAN IPS MODEL PROJECT BASED LEARNING DENGAN MEDIA VIRTUAL CANDI SUKUH UNTUK MENINGKATKAN KESADARAN SEJARAH SISWA KELAS VII SMP IT MTA KARANGANYAR TAHUN AJARAN 2019/2020 Siti Samsiyah; Akhmad Arif Musadad; Musa Pelu
Jurnal Analisis Pendidikan Sosial Vol 1 No 1 (2023): Jurnal Analisis Pendidikan Sosial (JAPS)
Publisher : CV Sintesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to: (1) Increase the historical awareness of class VII D students of SMP IT MTA Karanganyar even semester of the 2019/2020 academic year through the implementation of Social Studies learning model Project Based Learning with virtual media of Sukuh temple. This research is a Classroom Action Research (CAR) with 2 cycles. Cycle 1 was carried out on June 15, 2020 and Cycle 2 was carried out on June 22, 2020. The research subjects were Class VII D students of SMP IT MTA Karanganyar, totaling 32 students. The data collection techniques used were test and non-test. The research instruments were historical awareness questionnaires. Data analysis was carried out by qualitative analysis and quantitative analysis.The results showed that the implementation of social studies learning model project based learning with virtual media of Sukuh temple can increase historical awareness of class VII D students of SMP IT MTA Karanganyar even semester of the 2019/2020 academic year. The mean historical awareness set from school was 70 (75%). After being given the action for two cycles, the average result of historical awareness in pre-cycle 39 (low) or 66% (21) of low history awareness students, cycle 1 increased to 60 (moderate) or 28% (9) of high historical awareness students and 72 % (23) students of moderate historical awareness, cycle 2 increased again to 73 or 66% (21) students of historical awareness were high, 25% (8) of students had very high historical awareness. This achievement has exceeded the target set, which is an average of 70 or 75%. The increase in historical awareness from cycle 1 to cycle 2 was 22% and from pre-cycle to cycle 1 was 54%. The findings of this study are that the implementation of social studies learning model project based learning with virtual media of Sukuh temple can increase historical awareness of class VII D students of SMP IT MTA Karanganyar in the 2019/2020 academic year.
Sukuh and Cetho Temples: A Comparative Study of History, Architect, and Culture Isawati; Musa Pelu; Nur Fatah Abidin
Criksetra: Jurnal Pendidikan Sejarah Vol. 12 No. 1 (2023)
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.v12i1.128

Abstract

Sukuh Temple and Cetho Temple are relics of high value and inherit the values of life for the surrounding community. Archaeologically these two temples have differences. On that basis, the problem in this study is how to compare the history of Sukuh Temple and Cetho Temple as well as from architectural and cultural aspects. This article then aims to explain the similarities and differences in the historical, architectural and cultural aspects of Sukuh and Cetho Temples. The research method used is qualitative with an exploratory study that is descriptive naturalistic in nature. The results showed that the Sukuh and Cetho Temples were built during the Majapahit Kingdom. In the architectural aspect, Sukuh and Cetho Temples have similarities and differences related to the shape, location and arrangement of the reliefs. In terms of cultural aspects, the people around Sukuh and Cetho Temples have local traditions and culture, namely Grebek Sukuh, Ruwatan Tradition, Galungan Ceremony, Dawuhan, Pancawali Krama and Medang Siang. This tradition contains religious values, mutual cooperation, togetherness and tolerance values.
Analisis Nilai-Nilai Nasionalisme Iwa Kusuma Sumantri Sebagai Penguatan Profil Pelajar Pancasila Beni Akbar Rabbani; Djono; Musa Pelu
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2520

Abstract

Tujuan penelitian ini yaitu menganalisis nilai-nilai nasionalisme Iwa Kusuma Sumantri sebagai sumber belajar dan pedoman nilai dalam pembelajaran sejarah sebagai penguatan perofil pelajar Pancasila. Rumusan masalah dalam penelitian ini adalah : 1) Bagaimana perjuangan Iwa Kusuma Sumantri dalam memperjuangkan kemerdekaan Indonesia. 2) Bagaimana nilai-nilai nasionalisme Iwa Kusuma Sumantri yang dapat dijadikan sebagai sumber belajar dan pedoman nilai dalam pembelajaran sejarah sebagai penguatan profil pelajar Pancasila. Metode penelitian ini menggunakan pendekatan kualitatif desain deskriptif. Instrumen yang digunakan adalah studi literatur, pengumpulan data dilakukan dengan menelaah buku, karya ilmiah, serta berbagai sumber tertulis yang masih memiliki relevansi dengan permasalahan yang akan dikaji. Hasil penelitian ini menunjukan nilai-nilai nasionalisme yang terkandung dalam sejarah perjuangan Iwa Kusuma Sumantri meliputi nilai religius, berkebhinekaan global, gotong royong, berpikir kritis, dan mandiri yang dapat digunakan sebagai pedoman dalam pendidikan nilai , selain itu nilai-nilai nasionalisme Iwa Kusuma Sumantri dapat diintegrasikan ke dalam materi pembelajaran sejarah sebagai sebuah pembentukan karakter peserta didik.
Comparative Analysis on History Teachers Attitudes towards Inclusive Education during Pandemic Times: A Survey of DATIS in Surakarta Senior High Schools Musa Pelu; Isawati Isawati; Nur F Abidin
Indonesian Journal of Social Science Education (IJSSE) Vol 4, No 2 (2022): Juli
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v4i2.4227

Abstract

This article reports history teachers’ attitudes towards inclusive education during pandemic times. The main question addressed in this study is about to what extent the transition of teachers’ attitudes caused by the adaptive learning framework during pandemic times. A qualitative descriptive based on the framework of Differentiated of Attitudes towards Inclusive Education was used as a research method. The research participants were history teachers in the Surakarta area. The data were collected through an online interview. The findings of the research show that the trained-experienced history teachers tend to believe that students with special needs can get more facilities and learning support in special education, especially during the distance and online learning processes. Meanwhile, untrained-inexperienced history teachers tend to doubt that students with special needs education can gain significant improvement in regular classrooms. To a certain degree, it can be perceived as a symptom of new exclusivism during the pandemic time that can be proved by the tendency of trained-experienced history teachers to exclude students with special education needs based on their needs and lack of inclusive learning sources.
Implementasi Media Pembelajaran Inovatif untuk Menumbuhkan Minat Belajar Sejarah Generasi Z: Studi Kasus di MAN 1 Surakarta Nadhifa Malika Izzaty; Musa Pelu
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i3.5869

Abstract

Penelitian ini dilatarbelakangi oleh perlunya inovasi pembelajaran sejarah yang sesuai dengan karakteristik Generasi Z yang dekat dengan teknologi digital dan media visual. Penelitian ini bertujuan untuk (1) menganalisis perencanaan media pembelajaran inovatif yang dapat menumbuhkan minat belajar sejarah pada siswa Generasi Z di MAN 1 Surakarta, (2) mengkaji media pembelajaran inovatif yang diimplementasikan di MAN 1 Surakarta dalam menumbuhkan minat belajar sejarah siswa Generasi Z, dan (3) mengidentifikasi kendala dalam perencanaan dan implementasi media pembelajaran inovatif dalam pembelajaran sejarah di MAN 1 Surakarta serta mencari solusinya. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Sumber data penelitian meliputi hasil observasi kegiatan pembelajaran sejarah di kelas, hasil wawancara dengan informan (guru sejarah dan peserta didik), hasil angket siswa, serta dokumen pendukung berupa modul ajar, ATP, dan perangkat pembelajaran. Teknik pengambilan sampel dilakukan dengan purposive sampling. Pengumpulan data dilakukan melalui observasi partisipatif pasif, wawancara terstruktur, studi dokumentasi, dan angket. Teknik uji validitas menggunakan triangulasi sumber, teknik, dan waktu. Analisis data menggunakan teknik analisis interaktif. Hasil penelitian menunjukkan bahwa (1) perencanaan media pembelajaran inovatif dilakukan dengan mengacu pada kurikulum, capaian pembelajaran, tujuan pembelajaran, serta modul ajar, dan disesuaikan dengan kebutuhan serta karakteristik siswa Generasi Z, dengan pengembangan media berupa komik digital dan video POV berbasis AI; (2) implementasi media berupa video POV berbasis AI dan komik digital berbasis AI mampu mendorong ketertarikan, perhatian, keaktifan, rasa senang, dan keterlibatan siswa dalam pembelajaran sejarah; (3) kendala dalam perencanaan meliputi keterbatasan waktu, beban administrasi, serta kendala teknis penggunaan AI, sedangkan kendala dalam implementasi meliputi kondisi siswa, keterbatasan perangkat dan akses, serta bahasa pada komik yang sulit dipahami. Solusi dilakukan melalui manajemen waktu, pemanfaatan AI sebagai alat bantu, penyesuaian prompt secara berulang pada pembuatan komik digital, serta penggunaan strategi pembelajaran alternatif sesuai kondisi kelas.
Kompetensi Pedagogik Guru Sejarah dalam Mengimplementasikan Pendidikan Inklusi pada Pembelajaran Sejarah di SMA Negeri 1 Teras Dwi Mukti Hartanti; Musa Pelu
Jurnal Pendidikan Siber Nusantara Vol. 4 No. 2 (2026): Jurnal Pendidikan Siber Nusantara (April - Juni 2026)
Publisher : Siber Nusantara Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jpsn.v4i2.619

Abstract

Abstrak: Penelitian ini bertujuan untuk (1) memahami kompetensi pedagogik guru sejarah dalam mengimplementasikan pendidikan inklusi pada pembelajaran sejarah di SMA Negeri 1 Teras, (2) memahami hambatan yang dihadapi guru sejarah dalam mengimplementasikan pendidikan inklusi, (3) memahami solusi terhadap hambatan dalam implementasi pendidikan inklusi oleh guru sejarah. Penelitian ini menggunakan metode kualitatif pendekatan studi kasus. Sumber data penelitian meliputi laporan hasil observasi kegiatan pembelajaran sejarah di kelas inklusi, laporan hasil wawancara dengan informan (Guru Sejarah, Waka Kurikulum, dan siswa inklusi) dan dokumen pendukung (KOSP dan Modul Ajar Sejarah). Teknik pengambilan sampel menggunakan purposive sampling. Pengumpulan data dilakukan teknik observasi, wawancara dan analisis dokumen. Teknik uji validitas menggunakan triangulasi sumber dan triangulasi teknik. Analisis data menggunakan teknik analisis interaktif. Hasil penelitian ini sebagai berikut. (1) Kompetensi pedagogik guru sejarah dalam implementasi pendidikan inklusi telah mencakup pemahaman karakteristik siswa, perencanaan, pelaksanaan, dan evaluasi pembelajaran, namun belum optimal. (2) Hambatan yang dihadapi meliputi keterbatasan pemahaman mendalam guru tentang pendidikan inklusi, waktu pembelajaran yang terbatas, keterbatasan sarana prasarana, serta. (3) Solusinya adalah peningkatan kompetensi guru melalui pelatihan, perencanaan pembelajaran yang efektif dan kolaborasi sekolah tentang pengadaan sarana prasarana, sehingga pembelajaran sejarah yang inklusif dapat terlaksana secara lebih efektif dan mampu mengakomodasi kebutuhan seluruh peserta didik. Kompetensi pedagogik guru sejarah berperan penting dalam keberhasilan implementasi pendidikan inklusi, namun masih perlu ditingkatkan melalui pelatihan dan dukungan sistem pendidikan.
Kemampuan Berpikir Kausalitas dalam Pembelajaran Sejarah dan Implikasinya terhadap Pendidikan Berkualitas Krismawarni Krismawarni; Akhmad Arif Musadad; Musa Pelu
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 2 (2026): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i2.34619

Abstract

Quality education is a key pillar in achieving the Sustainable Development Goals (SDGs), particularly SDG 4, which emphasizes mastery of 21st-century competencies, such as critical thinking and causal reasoning. History learning plays a strategic role in the context of quality education because it is based on the concept of historical thinking skills, where causal thinking skills are a core component. However, history learning practices are often oriented towards memorizing facts and do not encourage an understanding of complex cause-and-effect relationships. This study aims to analyze and synthesize literature related to the role of history learning in developing causal thinking skills as a contribution to the realization of quality education (SDGs 4). The method used is a literature study (library research) by reviewing various scientific sources through database searches such as Scopus and Google Scholar. Data were analyzed qualitatively using content analysis techniques to identify concepts, learning strategies, and the implications of causal thinking skills for quality education. The results of the study indicate that causal thinking skills are essential higher-order thinking skills in learning and are relevant to 21st-century global competencies. Various history learning strategies to support causal thinking skills include a narrative dialogic approach, inquiry-based learning, diverse learning techniques, the use of collaborative concept maps, and technology integration in learning. These findings confirm that strengthening causal thinking contributes to the achievement of SDGs 4 in developing critical, reflective, and responsible students for sustainability. Theoretically, this study strengthens the position of history learning as a vehicle for developing higher-order thinking competencies, while practically providing implications for educators and curriculum developers to direct history learning from a fact-oriented orientation to strengthening causal thinking competencies.
Pembelajaran Sejarah Berbasis Inklusi di SMA Negeri 9 Surakarta Aisna Chantika Aslinda; Musa Pelu
Simpati Vol. 4 No. 3 (2026): Juli: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i3.2042

Abstract

This study examines inclusive history learning at SMA Negeri 9 Surakarta, focusing on planning, implementation, and the barriers and solutions in implementing inclusive education. The objective was to determine how history learning is implemented to support educational services for students with special needs (ABK). The study employed a qualitative approach with a case study method, with data collection techniques including interviews, observation, and documentation, analyzed descriptively. The results indicate that inclusive education planning is implemented through the equal implementation of the Merdeka Curriculum (Independent Curriculum) without a specific curriculum for ABK, with technical learning adjustments that take into account the characteristics of ABK as athletes with disabilities under the Ministry of Youth and Sports. History learning utilizes the same learning modules, along with adjustments to methods, flexibility in time, and the use of Google Classroom. Obstacles that emerged included limited learning time, limited infrastructure, the lack of Special Assistance Teachers (GPK), and uneven distribution of inclusive training. Solutions implemented included flexible learning, group work, technology utilization, teacher competency development, and collaboration with the NPCI (National Institute of Indonesia). Overall, inclusive education at SMA Negeri 9 Surakarta operates adaptively to meet the needs of students.
Narasi wacana multikultural dalam buku teks sejarah kelas XI kurikulum merdeka Valentinus Gigih Jalu Laksitanto; Musa Pelu
AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Vol. 16 No. 1 (2026)
Publisher : UNIVERITAS PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/ajsp.v16i1.23373

Abstract

Indonesia memiliki keberagaman budaya, agama dan gender yang kompleks, namun buku teks sejarah kurikulum merdeka ada ketimpangan merepresentasikan dimensi multikultural. Masalah ini penting karena buku teks mendorong pemahaman siswa tentang keberagaman dan identitas nasional. Penelitian untuk menganalisis narasi wacana multikultural dalam buku teks sejarah kelas XI dari tiga penerbit, yaitu Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, Gramedia dan Erlangga. Jenis penelitian kualitatif dengan metode analisis wacana kritis Norman Fairclough. Data dipilih purposive berdasarkan kredibilitas penerbit dan penggunaan luas di sekolah. Pengumpulan data melalui studi dokumen dengan mengidentifikasi segmen narasi yang merepresentasikan keberagaman agama, gender dan budaya. Analisis data mengikuti kerangka tiga dimensi CDA Fairclough, yakni analisis tekstual, praktik diskursif dan praktik sosial. Keabsahan data melalui triangulasi sumber dan teori. Hasil penelitian menunjukkan ketimpangan representasi hierarkis seperti dimensi budaya terepresentasi paling komprehensif dan kohesif, dimensi agama terfragmentasi dengan dominasi narasi Islam-Kristen dan absen pada momen proklamasi kemerdekaan, sementara dimensi gender menunjukkan pola tokenistik dengan representasi perempuan yang sporadis dan terbatas pada penggambaran dalam ranah domestik dan simbolik. Temuan mengungkap hegemoni nasionalisme multikulturalisme inklusif terhadap budaya, hegemoni sekularisme yang membatasi narasi keagamaan dan hegemoni patriarki yang meminggirkan perspektif gender.
Co-Authors Achmad Dardiri Aisna Chantika Aslinda Aji, Mpu Tabah Chalifatah Akhmad Arif Musadad Akhmad Arif Musadad Beni Akbar Rabbani Dadan Adi Kurniawan Darmiyati Zuchdi Djono Djono Djono Dwi Mukti Hartanti Habib Al Fattah Herimanto Herimanto, Herimanto Hermanu Joebagio Hieronymus Purwanta Isa Maryati Isawati Isawati Isawati Isawati Isawati Isawati Isawati Isawati Isawati Isawati Isawati, Isawati Isawati, Isawati Isnawati, Isnawati Jeni, Ardeti Krismawarni Krismawarni Leo Agung Mega Tri Lestari Monalisa Monalisa Monalisa monalisa Muhammad Akhyar Muhammad Akhyar Muhammad Novriansyah Lubis Musadad, Akhmad Arif Musadad, Akhmad Arif Nadhifa Malika Izzaty Nunuk Suryani Nur F Abidin Nur Fatah Abidin Nurjanah, Fitria Ely Ramadhani, Muhamad Hisyam Rohim, Muhammad Nur S, Leo Agung Siti Samsiyah Siti Samsiyah Sutiyah Valentinus Gigih Jalu Laksitanto Yana, Ifada Rashida