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All Journal Journal of Innovation and Research in Primary Education International Journal of Curriculum Development, Teaching and Learning Innovation
Rampun, Gina Julyesta
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementation of 2013 curriculum in history learning Rampun, Gina Julyesta; Bahri
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 2 (2025): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v3i2.242

Abstract

The purpose of this study is to analyze the content of history lessons in the 2013 curriculum for the Senior High School level or equivalent and understand the role of historical studies as an important part of the 2013 curriculum. The method used in this research is library research, which not only searches for sources relevant to the research topic, but also collects data for writing. The results of the research show that history has two main branches in Indonesian history (compulsory) which is followed by all specialization majors (IPA and IPS), as well as the specialization history branch (IPS) which has a broader scope. Both groups of history, compulsory and specialization, in the development of competency standards in the previous curriculum, have become core competencies that show an increase in the goal of achieving competence
Local Wisdom in History Teaching: The Role of Passura' Toraja in Building Cultural Identity Rampun, Gina Julyesta; Najamuddin, Najamuddin; Ahmadin, Ahmadin
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3212

Abstract

History education in secondary schools often relies on rote memorization of chronological facts, creating disconnection between students and their local historical realities. This study investigates how Passura' Toraja, traditional visual symbolism embedded in Toraja material culture, can be integrated into history learning to create culturally-grounded educational experiences. Employing qualitative descriptive design, this research examined integration practices at SMAN 5 Tana Toraja through classroom observations, semi-structured interviews with three history teachers, 35 students, and two cultural experts, and document analysis over three months. Data were analyzed using reflexive thematic analysis. Four key dimensions emerged: teachers possessed comprehensive cultural understanding enhanced through community collaboration; pedagogical integration occurred through multiple strategies including visual media, group discussions, and project-based learning; students demonstrated heightened engagement (91%) and strengthened cultural identity; and implementation success depended on facilitating factors such as teacher cultural competence while navigating constraints including limited instructional time. Findings demonstrate that Passura' functions as foundational framework for reconceptualizing history education, supporting culturally responsive pedagogy theory and place-based education scholarship. The research contributes practical models for integrating indigenous visual symbols into formal curriculum while addressing assessment challenges and sustainability concerns. Results indicate that culturally-grounded history education simultaneously advances academic objectives and cultural preservation, challenging dichotomies between academic rigor and cultural responsiveness in pluralistic educational contexts.
Co-Authors Ahmadin Ahmadin Bahri Najamuddin Najamuddin, Najamuddin