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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan HISTORIA: Jurnal Program Studi Pendidikan Sejarah
Mu'arifah Mu'arifah
Universitas Sebelas Maret
Humanities Education Social Sciences Other

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Efektivitas Model Pembelajaran LOK-R dalam Mata Pelajaran IPS Berbasis Pendekatan Literasi Digital pada Siswa Siska Dwi Purwanti; Andrea Salsalova; Mu'arifah Mu'arifah; Djono Djono
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 11 No 2 (2025): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v11i2.28946

Abstract

This study examines the effectiveness of the LOK-R (Literacy, Orientation, Association, Reflection) learning model in Social Studies (IPS) learning in response to the rapid development of digital technology and the increasing need for digital literacy in education. The purpose of this study is to determine the effectiveness of LOK-R, which integrates digital literacy into classroom learning practices, as well as to encourage critical thinking, collaboration, and independent learning skills among students. The method used in this study is a literature study or review by analyzing various scientific sources such as indexed journals, reference books, and reliable digital publications. The results indicate that the LOK-R model significantly enhances student engagement and academic performance by aligning digital literacy skills with SSE learning content. In addition, the syntactic structure of this model helps students access, analyze, and produce digital information effectively. This study concludes that the LOK-R model is an innovative pedagogical approach to fostering 21st-century competencies and is recommended for wider implementation in the context of technology-based social learning.
SEJARAH-HIDUP Learning Model and the Merdeka Curriculum Reform: A framework for contextual and reflective history learning based on local culture Mu'arifah Mu'arifah; Tika Mustikawati
Historia Vol 14 No 2 (2026): HISTORIA: Jurnal Program Studi Pendidikan Sejarah
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/hj.v14i2.13264

Abstract

The teaching of history in Indonesia remains predominantly centered on national narratives, often disconnected from the lived cultural realities of students. This article introduces the “SEJARAH-HIDUP” model (Students Explore, Record, Aspire), pedagogical framework developed to revitalize history education through contextual, reflective, and community-based learning. Situated within the flexibility of the Kurikulum Merdeka, this model seeks to integrate local cultural heritage as a primary medium for historical inquiry and identity formation. This study employs a qualitative design based on an extensive literature review and triangulation of theories and sources. Findings indicate that the SEJARAH-HIDUP model not only bridges the gap between national curriculum design and students’ sociocultural contexts but also enhances historical consciousness and active citizenship. The model offers both theoretical advancement and practical guidance for integrating local narratives into transformative history education. This work contributes to the growing body of literature advocating for decolonized, place-responsive curricula in postcolonial education systems.
Historiografi dari Bawah: Peran Naskah Lokal dalam Merekonstruksi Warisan Ki Mutamakkin Mu'arifah Mu'arifah; Siska Dwi Purwanti; Retno Widianto; Djono Djono
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 9 No 3 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v9i3.31041

Abstract

This article examines the role of Teks Kajen as a form of alternative historiography in reconstructing the spiritual and intellectual legacy of Ki Ahmad Mutamakkin, a controversial figure in Javanese Islamic history. This research aims to answer how local texts such as Serat Sewaka and Manaqib Mutamakkin form a counter-narrative to the official representation in colonial historiography and mainstream religion written in Serat Cebolek. Using a descriptive qualitative method with a critical discourse analysis approach (Fairclough), this study analyzes the narrative structure, Sufistic symbolism, and political dimensions of representation in these texts. The results of the study show that Kajen texts not only function as a medium of devotion and spirituality, but also as a space for articulating epistemic resistance and an agent of community collective memory. This finding confirms the importance of decolonizing Nusantara Islamic historiography and opening space for forms of local knowledge that have been marginalized by official historical narratives.
Reframing History Education through Local Wisdom: Pedagogical Integration of Cultural Traditions to Foster Historical Consciousness in an Indonesian Madrasah Mu'arifah Mu'arifah; Warto Warto; Djono Djono
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.v10i1.34352

Abstract

Integrating local wisdom into history education has increasingly been recognized as an important approach to contextualizing historical learning and connecting historical knowledge with students’ cultural experiences. However, existing studies often position local traditions merely as supplementary learning materials rather than examining how they can be pedagogically integrated to foster students’ historical understanding. This study investigates how local wisdom can be integrated pedagogically into history learning and how such integration contributes to the development of students’ historical consciousness. The research employed a qualitative case study conducted at MA Sultan Agung Sukolilo, Pati Regency, Indonesia. Participants included 36 tenth-grade students, a history teacher, the school principal, and the head of the Sultan Agung Foundation. Data were collected through classroom observations, in-depth interviews, and document analysis, and were analyzed using thematic analysis informed by Rusen’s framework of historical consciousness. The findings reveal that the Meron tradition functions as a pedagogical medium that enables students to engage with cultural practices, interpret their historical meanings, and reflect on their relevance to contemporary social life. Through this process, students begin to understand local traditions as part of their community’s historical experiences. The analysis indicates that students’ historical consciousness develops primarily at the levels of traditional and exemplary historical consciousness, where traditions are perceived as cultural heritage and sources of moral values. This study proposes a pedagogical framework of local wisdom integration involving cultural exploration, historical interpretation, and reflective engagement with local traditions. The findings highlight the potential of local cultural practices as pedagogical resources for developing culturally responsive and contextually grounded history education.
Co-Authors Andrea Salsalova Djono Djono Retno Widianto Siska Dwi Purwanti Tika Mustikawati Warto Warto