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All Journal Al Ishlah Jurnal Pendidikan Social, Humanities, and Educational Studies (SHEs): Conference Series Publikasi Berkala Pendidikan Ilmu Sosial
Fathurrahman Fathurrahman
Universitas Sebelas Maret
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Multicultural History Education and Character Formation: A Case Study at SMAN 1 Prambanan Alfatikha Ainia Prihadi; Dyah Kumalasari; Amirul Syafiq; Fathurrahman Fathurrahman
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8232

Abstract

Indonesia’s cultural plurality presents ongoing challenges related to intolerance and disintegration. Schools must adopt multicultural educational strategies to cultivate character and harmony among students from diverse backgrounds. This study explores how multicultural-based history education supports character formation at SMAN 1 Prambanan. A qualitative case study approach was employed over three months (February–April 2024). Data were collected through observation, interviews, and document analysis. Participants included two history teachers and six students of varied religious and ethnic backgrounds, selected via purposive sampling. Triangulation ensured data credibility. The study found that the integration of multicultural values in history learning—through material selection, inclusive group assignments, and participatory discussions—fostered six core character traits: reverence for God, global diversity, cooperation, critical thinking, patriotism, and compassion. Teachers facilitated inclusive classroom dynamics and encouraged critical engagement with historical narratives. Students displayed tolerance and active participation across religious and ethnic differences. However, challenges included outdated teaching methods, limited instructional resources, and insufficient multicultural training for teachers. Multicultural history education can serve as an effective platform for character building in pluralistic settings. Teachers’ roles in modeling inclusive behavior and designing context-sensitive learning activities are pivotal. Institutional support for teacher training and digital resource integration is necessary to enhance implementation. Multicultural values embedded in history education at SMAN 1 Prambanan promote character formation and intergroup tolerance. This model has potential for broader application in similar educational contexts.
The Meaning of Traditional Food in Building the Identity of the Banjar People Rochgiyanti Rochgiyanti; Yuli Apriati; Fathurrahman Fathurrahman; Four Steven Lase; Yarni Ester Gea; Amandita 'Ainur Rohmah
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.113607

Abstract

Modernization and changes in societal lifestyles have caused traditional cuisine to become increasingly marginalized and at risk of disappearing among younger generations. This study aims to analyze the meanings of traditional food in building the resilience of Banjar community identity. The research employs a qualitative method with an ethnographic approach. Data were collected through participant observation, in-depth interviews using purposive sampling techniques, and visual documentation, which were then analyzed thematically. The findings indicate that Banjar traditional foods possess four dimensions of meaning that strengthen identity resilience: (1) symbolic meanings embedded in customary and religious rituals that reinforce spiritual and cultural values; (2) meanings as markers of identity and collective pride; (3) ecological meanings that reflect harmonious human–environment relations and local wisdom; and (4) meanings as a medium for intergenerational transmission of values and character education. The preservation of Banjar traditional food constitutes a cultural strategy for sustaining identity in the era of modernization, as well as a form of cultural capital for the development of sustainable gastronomic tourism.
Pemanfaatan Akun Instagram @sejarah.banjar sebagai Sumber Sejarah Lokal Kalimantan Selatan Fathurrahman Fathurrahman; Djono Djono
Publikasi Berkala Pendidikan Ilmu Sosial Vol 5, No 1 (2025): PAKIS, Maret 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/pakis.v5i1.14987

Abstract

Technological advances open up new opportunities for documenting and disseminating local historical knowledge. Amid concerns about the fading of cultural identity, the Instagram account @sejarah.banjar is present as an innovative effort to preserve Banjar history in South Kalimantan. This research aims to examine the utilization of the Instagram account @sejarah.banjar in introducing and preserving local history in the digital era. The method used is a literature study by reviewing various scientific writings published in 2020-2024 and observing the content uploaded by the @sejarah.banjar account from 2019-2024. The results showed that the @sejarah.banjar account presents content in various formats, ranging from archival photography, illustrations, to short videos supported by trusted sources. Presentation using simple language, interesting visualizations, and contextualization of past events make history easier to understand. Account managers actively interact with followers, creating a lively discussion space. The positive impacts of this account include increased public awareness of Banjar history, the formation of a community interested in local history, and the documentation of various information about Banjar history that was previously less publicized.
Ethical Politics, Teacher Ordinances, And Illegal Schools: A Genealogy Of Educational Discrimination In Indonesia Fitri Mardiani; Syaharuddin Syaharuddin; Muhammad Rezky Noor Handy; Heri Susanto; Fathurrahman Fathurrahman
Publikasi Berkala Pendidikan Ilmu Sosial Vol 5, No 2 (2025): PAKIS, September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/pakis.v5i2.16566

Abstract

This study aims to unravel the roots of discrimination in Indonesian education through the implementation of ethical policies, teacher ordinances, and illegal schools during the Dutch colonial period. These discriminatory patterns were designed to maintain power. For example, the teacher ordinances (1905, 1925, 1932) and the illegal schools emphasized colonial state control through restrictions and even the elimination of educational rights. This article uses a library method, drawing on sources from books, websites, and relevant journals accessed using Google search engines, Google Scholar, the Open Access Library, and others. Ethical politics, a policy intended to improve the welfare of the colonial population, in fact, gave rise to educational segregation between indigenous and European groups. The patterns of segregation, ideological control, and unequal access to education during the colonial period have resonance today, namely through disparities in quality, access, and central policy control over learning spaces for communities in remote areas. Understanding the roots of this discrimination can serve as a basis for collective reflection to build a more just, inclusive, and relevant education system to meet the needs of the times.
Co-Authors Alfatikha Ainia Prihadi Amandita 'Ainur Rohmah Amirul Syafiq Djono Djono Dyah Kumalasari Fitri Mardiani Four Steven Lase Heri Susanto Muhammad Rezky Noor Handy Rochgiyanti Syaharuddin Yarni Ester Gea Yuli Apriati