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Multicultural Education in Preventing Radicalism: Insights from Pesantren Tremas, Indonesia Wilis, Roro
Jurnal Sosiologi Reflektif Vol. 19 No. 1 (2024)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/6fcw9d20

Religious radicalism remains a significant challenge in Indonesia, where extremism is rooted in a profound misunderstanding of diversity. Pesantren Tremas employs multicultural education to combat radicalism by integrating inclusive Islamic values into its curriculum. This study analyzes how Pesantren Tremas integrates Islamic education with multicultural values to promote tolerance and inclusivity. This research employs a qualitative case study method at Pesantren Tremas, gathering data through interviews, observations, and document analysis. The findings indicate that the multicultural education strategies at Pesantren Tremas, which include teaching ta’aruf, tasamuh, and the values of ta’awun, are effective efforts to counter radicalism by fostering tolerance and cooperation among students from diverse backgrounds. These strategies involve collaborative projects and group discussions integrating Islamic teachings into social activities, preparing students to manage cultural and religious conflicts and contribute constructively to an inclusive society. Radikalisme agama tetap menjadi tantangan utama di Indonesia, dimana ekstremisme berakar dalam ketidakpahaman mendalam tentang keberagaman. Pondok Pesantren Tremas menggunakan pendidikan multikultural sebagai alat untuk melawan radikalisme dengan mengintegrasikan nilai-nilai Islam yang inklusif dalam kurikulumnya. Tujuan penelitian ini adalah untuk menganalisis bagaimana Pondok Pesantren Tremas mengintegrasikan pendidikan Islam dengan nilai-nilai multikultural untuk mempromosikan toleransi dan inklusivitas. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus di Pondok Pesantren Tremas, mengumpulkan data melalui wawancara, observasi, dan analisis dokumen. Hasil penelitian menunjukkan bahwa strategi pendidikan multikultural di Pondok Pesantren Tremas, yang mencakup pengajaran ta’aruf, tasamuh, dan nilai ta’awun, menjadi salah satu upaya efektif untuk mengcounter radikalisme dengan menanamkan toleransi dan kerjasama di antara santri dari berbagai latar belakang. Strategi ini melibatkan proyek kolaboratif dan diskusi grup yang mengintegrasikan ajaran Islam dalam kegiatan sosial, mempersiapkan siswa untuk mengelola konflik budaya dan agama serta berkontribusi secara konstruktif dalam masyarakat yang inklusif.

PANEN RAYA KELAS SEJARAH: AN EXHIBITION-BASED DIFFERENTIATED HISTORY CLASSROOM TO ENHANCE 21ST CENTURY 4C SKILLS Wilis, Roro; Kumalasari, Dyah
JURNAL EDUSCIENCE Vol 12, No 2 (2025): Jurnal Eduscience (JES), (Authors from United Kingdom, Nigeria, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i2.6820

Purpose—This research aims to explore the implementation of the exhibition-based differentiated classroom "Panen Raya Kelas Sejarah" and analyze its implications for developing the 4C skills needed in 21st-century education.Methodology – This research uses a qualitative method with a case study approach at State High School 9 Yogyakarta. Data collection techniques were conducted comprehensively through interviews, observation, and document analysis. The sampling technique was purposive and included several subjects, such as the Vice Principal for Curriculum, Facilities, history teachers, and representatives of students from classes XI and XII of State High School 9 Yogyakarta. Data validity and validity were obtained through data triangulation techniques and analyzed using an interactive model.Findings—The research findings show that the "Panen Raya History Class" has represented a differentiated class that accommodates almost all learners' learning styles. In this context, support from school policymakers has a vital contribution, especially information on learners' psychological tests, time management for the implementation of independent classes, and provision of infrastructure. The successful implementation of the "Panen Raya Kelas Sejarah" has positive implications for improving the 4C skills of the 21st century, including critical thinking, creativity, innovation, communication, and collaboration.Significance – The results of the study are helpful as a reference for history teachers in the context of developing differentiated learning and increasing the ability of the 4Cs of the 21st century, as well as a portrait of the support of school policymakers to improve the quality of learning. Keywords : Differentiated, History Learning, Exhibition, 4C Skills

Promoting Critical Thinking Skills in the Classroom History Research: An Innovation in Character Education Wilis, Roro; Kumalasari, Dyah; Hapsari, Nendri
Sosio-Didaktika: Social Science Education Journal Vol 12, No 1 (2025)
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/sd.v12i1.47128

This study aims to explore the implementation of a history research class at SMA Negeri 9 Yogyakarta that utilizes the development of critical thinking skills to build student character. This research uses a qualitative method with a case study at SMA Negeri 9 Yogyakarta. Data collection techniques were conducted through interviews, observations, and document analysis. Sampling was done by purposive sampling involving subjects such as history teachers and some grade X students; then analyzed using the interactive model data triangulation technique. The results showed that the systematic implementation of history research classes was intended to provide students with a deeper understanding in a practical way. In addition to introducing regional identity, the use of local history of Yogyakarta Special Region as a learning resource can also accelerate knowledge transfer. Interestingly, history teachers at SMA Negeri 9 Yogyakarta try to update Kuntowijoyo's research method by presenting digital sources to reconstruct historical events. In addition to fulfilling the six indicators of critical thinking skills, the implementation of history research classes also internalizes character education. This research implies that the development of critical thinking skills in history learning has a positive impact on student character building. The results of this study can be useful as an alternative reference regarding the history learning model.

Integrating the Javanese Local Tradition of Selametan into History Learning Projects to Strengthen the Profile of Pancasila-Based Student Character Wilis, Roro; Kinanti, Ajeng Diah; Kumalasari, Dyah
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1457-1473

Integrating the Javanese Local Tradition of Selametan into History Learning Projects to Strengthen the Profile of Pancasila-Based Student Character . Objectives: This study aims to explore the history and perspectives of the Javanese community in viewing local selametan traditions and character values relevant to the Profile of Pancasila-Based Student Character. This research also analyses how history teachers can internalise these character values in learning that is integrated with the local selametan tradition. Methods: This research uses a qualitative case study design with data collection techniques through non-participatory observation, in-depth interviews, document analysis, and literature review. The consideration for selecting a single case study design focused on SMA Negeri 9 Yogyakarta was not only based on the implementation of Project-Based Learning (PjBL) in history integrated with the local Javanese tradition of selametan, but also on the uniqueness of the school, which claims to be The Art and Cultural School. Content analysis was used to interpret secondary data related to history and the meaning of the local selametan tradition. Additionally, the single case study design was employed to explore how the internalisation of character values occurs in history learning practices. Sampling techniques were conducted using purposive sampling, considering exclusion and inclusion criteria, involving several subjects such as the Vice Principal for Curriculum, history teachers, and student representatives from grade X at State Senior High School 9, Yogyakarta. Data validity and reliability were obtained through source triangulation techniques and analysed using an interactive model. Findings: The findings indicate that the local tradition of selametan has an important position in the perspective of the Javanese community, is relevant to the history material on Community Life in the Indonesian Archipelago during the Islamic Period, and contains character values that are in line with the Profile of Pancasila-Based Student Character (P5), namely religious, critical thinking, global diversity, independence, creativity, and cooperation. To internalise these character values, the researcher utilised three stages of development proposed by Thomas Lickona, encompassing moral knowledge, moral feelings, and moral actions. Conclusion: The Project-Based Learning (PjBL) model integrated with the local Javanese tradition of selametan serves as a historical learning design that not only enhances students' cognitive understanding but also has the potential to positively impact the development of character traits aligned with the Profile of Pancasila-Based Student Character (P5). Keywords: contextual, local java tradition, selametan, project-based learning, history learning.

Enhancing Historical Literacy and Critical Thinking through Primary Source-Based Inquiry: Evidence from the Jogja Library Center Tour Kumalasari, Dyah; Gunartati, Gunartati; Wilis, Roro; Dewi, Ita Mutiara; Prayoga, Septian Yudi; Abdullah, Rabaah
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp2028-2048

Enhancing Historical Literacy and Critical Thinking through Primary Source-Based Inquiry: Evidence from the Jogja Library Center Tour. Objectives: This study aims to analyze the implementation of the inquiry-based learning model “Yogyakarta Library Center Tour” in history learning. It utilizes old daily newspapers to improve historical literacy and its implications for developing critical thinking skills. Methods: This study employed an explanatory sequential mixed-methods design, focusing on history learning at SMA Negeri 9 Yogyakarta, Indonesia. The location was chosen not only because of its success in realizing the School Literacy Movement through history learning, but also because of the uniqueness of the teachers' efforts in introducing the potential of the Jogja Library Centre as a repository of primary historical sources. Data collection techniques were comprehensively conducted through tests, interviews, observations, and document analysis. Sampling involved several subjects, including 28 students in quantitative analysis and seven key informants, including the Deputy Head of the Curriculum, history teachers, and student representatives from SMA Negeri 9 Yogyakarta, in qualitative analysis. Findings: The application of the inquiry model in history learning can represent historical literacy pedagogy by utilizing contemporary daily newspapers, such as Kedaulatan Rakyat, Kompas, Suara Karya, Suara Merdeka, Bernas, and Sinar Harapan, which were published during the New Order and Reformation eras as primary sources. Improvements in critical thinking skills were demonstrated through N-Gain analysis in several indicators, namely chronological thinking (0.57), historical understanding (0.52), historical evaluation and interpretation (0.50), and historical research skills (0.48). Conclusion: This study proposes a new approach to history learning by integrating tours to local archives and utilizing old newspapers as authentic primary sources. Its significance lies in its concrete contribution to strengthening source-based history learning and supporting the School Literacy Movement contextually. Keywords: jogja library center, historical literacy, inquiry model, critical thinking skill.

Local Wisdom and Civic Virtue: The Ceprotan Tradition as a Model for Internalizing Pancasila Values in Indonesia Wilis, Roro; Wiratmoko, Dheny; Padang, Bonita; Parhamah, Winda Pitriani; Kinanti, Ajeng Diah
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.4

This study investigates the Ceprotan tradition in Sekar Village, Donorojo District, Pacitan Regency, and its connection to Pancasila values, focusing on how character values are internalized to foster spiritual obedience and social harmony. Using a qualitative ethnographic approach, data were collected through interviews with village and community leaders, tradition participants, and direct observation of religious practices. Findings show how the Ceprotan tradition embodies the five pillars of Pancasila through collective community practices. Divinity is expressed as a symbol of gratitude to God and protection from evil, reflected in the community’s reverence for ancestors. Humanity is marked by respect for equal rights and the preservation of legendary narratives that shape social order. Unity manifests through strong solidarity and social cohesion. Democracy emerges from the community’s ability to adapt and modify rituals by consensus, while social justice is evident in the equitable division of labor, regardless of socioeconomic status. The internalization of these values occurs through four interconnected stages: social experience, emotional engagement, cultural reflection, and the transmission of values across generations. This research makes a significant scholarly and practical contribution by providing a culturally grounded framework for integrating Pancasila values into character education and civic development. It demonstrates that indigenous traditions, such as Ceprotan, are not merely cultural artifacts but active vehicles for strengthening national identity, shaping value-based community practices, and guiding policymakers to embed local wisdom in educational curricula and social programs.

JOGJA LIBRARY CENTER TOUR: UPAYA MEWUJUDKAN LITERASI SEJARAH UNTUK MENINGKATKAN HISTORICAL THINKING SKILL Wilis, Roro; Padang, Bonita; Kumalasari, Dyah
Jurnal Pendidikan Sejarah Indonesia Vol 8, No 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v8i2p380-398

This study aims to explore in depth the implementation of the Jogja Library Center Tour history learning model to actualize historical literacy and analyze its implications for improving historical thinking skills. This study uses a qualitative method with a case study approach at SMA Negeri 9 Yogyakarta. Data collection techniques were carried out comprehensively through interviews, observations, and document analysis. The sampling technique employed purposive sampling with several subjects, including the Vice Principal for Curriculum, history teachers, and student representatives from grades XI and XII at SMA Negeri 9 Yogyakarta. Data validity and reliability were obtained through data triangulation techniques and analyzed using the model promoted by Cresswell. The findings of this study indicate that the Jogja Library Center Tour is capable of representing an effort to improve the historical literacy of students at State Senior High School 9 Yogyakarta. In this context, the Jogja Library Center Tour model not only provides comprehensive understanding to students but also contributes to the success of the school's literacy program. The success of the Jogja Library Center Tour has implications for fostering historical thinking skills, such as chronological thinking, historical comprehension, historical analysis and interpretation, and historical research capabilities. The results of this study are beneficial as a reference for history teachers in the context of developing historical literacy and enhancing historical thinking skills to address challenges faced in school literacy programs in an enjoyable, interactive, and meaningful way.

Capitalist Practices in Lampung Tobacco Plantations during the Liberal Economy Period Kinanti, Ajeng Diah; Wilis, Roro; Ririn Darini
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.v10i1.34149

This research aims to examine the practice of capitalism in the production system and labor relations in Lampung tobacco plantations during the liberal economy period. This research uses a historical method. The results show that tobacco plantations in Lampung flourished during the liberal economy period. The government opened opportunities for the private sector to invest in Lampung tobacco plantations. This is evidenced by the trials conducted on the cultivation of Deli and Manila tobacco varieties. The production system and labor relations in Lampung's tobacco plantations during the liberal economy period reflect the existence of capitalist practices. A capitalist class emerged, consisting of private companies, and a working class from the local community. The production system was controlled by private companies, which controlled all means of production and profits. Farmers obtained capital loans, tobacco seeds, fertilizers, and guidance. Then, the tobacco harvest would be purchased by companies with an advance payment system, creating a pattern that benefited companies and harmed farmers because they had no control over the harvest. This widened the social stratification gap that separated capital owners, the Dutch government, and farmers, and seemed to create shared poverty in society.

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