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Widya Winayata: Jurnal Pendidikan Sejarah
Published by Universitas Pendidikan Ganesha
ISSN : 25992635     EISSN : 2599140X     DOI : http://dx.doi.org/10.23887/jjps.v8i2
Core Subject : Humanities, Education,
Humanities Education
Widya Winayata: Jurnal Jurusan Pendidikan Sejarah is a scientific journal published by the Department of History Education, Faculty of Law and Social Sciences, Universitas Pendidikan Ganesha. This journal aims to accommodate articles of research results and results of community service in education and history learning. In the end, this journal can describe the development of science and technology in the field of historical education for the academic community. This journal is published three times a year.
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Articles 5 Documents
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Search results for , issue "Vol. 13 No. 1 (2025)" : 5 Documents clear
Akulturasi Budaya Lokal Dan Budaya Eropa Pada Bangunan Gereja Kristus Raja Pagal, Kelurahan Pagal, Manggarai, NTT Dan Potensinya Sebagai Sumber Belajar Sejarah Di SMA Tarsisius Nogu, Gaudensia Yani Nogu; Maryati, Tuty; Yasa, I Wayan Putra
Widya Winayata : Jurnal Pendidikan Sejarah Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjps.v13i1.74588

Abstract

ABSTRACT This study aims to analyze the process of cultural acculturation between Manggarai’s indigenous traditions and European influences through a case study of Christ the King Church in Pagal Village, Manggarai, East Nusa Tenggara. The research background traces back to the European expansion into the archipelago from the 16th century under the “gold, glory, gospel” paradigm, which not only pursued the spice trade but also carried a missionary agenda. In-depth interviews with key informants including a traditional elder, the parish council chair, the parish priest, the village head, administrative staff, and a history teacher revealed that the Pagal community embraced Catholic teachings prior to the arrival of the Dutch and subsequently integrated these with local cultural values. The qualitative methodology employed heuristic source gathering, field observation, structured and spontaneous interviews, and document analysis, followed by source criticism, interpretation, and historiography. architectural analysis highlights the integration of mbaru gendang elements—symbols of Manggarai unity—within the church’s structure and ornamentation, including its dome, nativity scene decorations, and the practice of celebrating mass in traditional attire and local language. this reciprocal process of acculturation has reinforced local identity and promoted values of tolerance, religiosity, and patriotism. the findings recommend leveraging Christ the King Church in Pagal as a historical learning resource for senior high schools to foster character education through an understanding of cultural acculturation.   Keywords: acculturation, church architecture, learning resource, history.
"Goa Raksasa" di Desa Giri Emas dan Potensinya Sebagai Sumber Belajar Sejarah di SMA Sutiarsana, Putu Rian; I Made Pageh; Desak Made Oka Purnawati
Widya Winayata : Jurnal Pendidikan Sejarah Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjps.v13i1.76889

Abstract

The “Goa Raksasa or Giant Cave” site is in Giri Emas Village, Sawan Subdistrict, Buleleng Regency, Bali. The cave resembles a water tunnel and is considered mystical by the local community. It is also associated with the traditional irrigation system, subak, and the Tri Hita Karana (THK) philosophy. This research aims to explore the local naming of the “Goa Raksasa or Giant Cave” in Giri Emas Village, examine the evidence that may explain the origins and functions of the “Goa Raksasa or Giant Cave,” and analyze the aspects of the site that hold potential as a source for historical learning. This study is qualitative and employs historical research methods through several stages: heuristic (gathering historical sources) using observation, interviews, and document study; source criticism to determine the authenticity and credibility of historical sources through both external and internal critique; interpretation of the sources; and historiography, or the writing of history, based on diachronic and synchronic thinking principles guided by the 5W+1H approach, supported by auxiliary sciences such as archaeology and various social-science-based interdisciplinary approaches (eclectic method). The findings indicate that the designation “Giant Cave” is rooted in the history of the Ancient Balinese period, during which the cave was believed to have been constructed in Saka year 933 or 1011 AD, under the reign of King Anak Wungsu. The site’s narrative later evolved into a myth about a giant who abducted a Rejang dancer during the Revolutionary era. The supporting evidence includes the cave’s interior features, surrounding plantations, a small traditional water channel near the cave, the cave’s proximity to a water source, and the beliefs of the residents of Giri Emas Village and its surroundings. Additional interpretations from various sources also support these findings. Aspects of the “Giant Cave” that show potential as a source of historical learning at the senior high school level include its knowledge dimension, spiritual values, social context, archaeological remains, and historical significance. These components have been compiled into a Teaching Module to be utilized as an educational resource for history learning in high schools.
Candi Kedaton, Sejerah, Struktur dan Potensi sebagai sumber belajar di SMA Alfarizi, Moh; Maryati, Tuty; Arta, Ketut Sedana
Widya Winayata : Jurnal Pendidikan Sejarah Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjps.v13i1.79065

Abstract

This research aims to 1) investigate the history of Kedaton Temple in Andungbiru Village, Tiris Sub-district, Probolinggo Regency, 2) understand the structure of Kedaton Temple in Andungbiru Village, acknowledging that Kedaton Temple possesses a rich historical heritage, and 3) explore the potential of Kedaton Temple's history as a learning resource for high school history education. In this study, the researcher employs a qualitative descriptive approach with data collection methods including observation, interviews, and document/content analysis, using purposive sampling and snowball sampling techniques. The types of data used are divided into two categories: primary data and secondary data. The research results include: 1) there is a wealth of local history, architectural art, and cultural values contained within Kedaton Temple, 2) providing an in-depth view of the structure of Kedaton Temple, and 3) offering a learning resource that can enrich the educational experience of high school students. This also aims to strengthen their understanding of the cultural heritage in their surroundings. Keywords: Kedaton Temple, History, Structure and History Learning Resourse
Menyongsong Harmoni: Pergulatan Sejarah, Akulturasi, dan Potensi Vihara Amurva Bhumi Blahbatuh, Gianyar sebagai Sumber Blajar Sejarah SMA Putu Eka Audria Maharani; Desak Made Oka Purnawati; I Putu Hendra Mas Martayana
Widya Winayata : Jurnal Pendidikan Sejarah Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjps.v13i1.85457

Abstract

This research seeks to reveal how historical struggles and civilizational interactions between Chinese ethnicity, Buddhism and localities are manifested in monastery artefacts. Therefore, this research aims to: (1) understand the history of the establishment of Vihara Amurva Bhumi Blahbatuh, (2) identify forms of cultural acculturation occurring in Vihara Amurva Bhumi Blahbatuh, and (3) explore the values of Vihara Amurva Bhumi Blahbatuh that have the potential to be used as a historical learning resource at the Senior High School (SMA) level. The research method used is historical research, there are heuristic, source criticism, interpretation, and historiography. The results show that Vihara Amurva Bhumi Blahbatuh represents the integration of two worship traditions, namely Buddhist and Chinese. The vihara was officially established in 1988, but it has a long historical foundation, dating back to the establishment of a bio in the 1800s. The transformation of this place of worship is closely tied to the religious dynamics of the Chinese community in Blahbatuh Village. Cultural acculturation between Chinese, Buddhist, and Balinese traditions is reflected in the vihara’s architecture, religious ceremonies, worship facilities, and arts. Vihara Amurva Bhumi Blahbatuh holds potential as a historical learning resource. The historical aspects of the vihara are relevant to the curriculum on the history of the New Order government. Additionally, the vihara offers opportunities for character development in alignment with the Pancasila Student Profile. Keywords: acculturation, Chinese, learning resources, monastery
Monumen Perjuangan Angsana Sari Desa Titab, Kecamatan Busungbiu, Buleleng (Latar Belakang Dan Strategi Pemanfaatannya Sebagai Sumber Belajar Sejarah Di SMA) Hajaro, Nugraha; I Wayan Putra Yasa; I Wayan Pardi
Widya Winayata : Jurnal Pendidikan Sejarah Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjps.v13i1.85921

Abstract

ABSTRACT This research examines the Angsana Sari Struggle Monument in Titab Village, Buleleng, as a symbol of local struggle. The aim of the research is to explore the background to the erection of the monument, the character values ​​contained, and its use as a history learning resource in high school. The method used is descriptive qualitative. Data was obtained by conducting observations, interviews and document studies. The results of the research show that the monument was erected to commemorate the incident of the NICA army's ambush of young fighters. The character values ​​contained in the monument include religion, hard work, love of the country, democracy, national spirit, love of peace, respect for achievement, social care, responsibility and friendship. The use of monuments as a historical learning resource applies the Problem Based Learning (PBL) model in accordance with the curriculum. This research contributes to the preservation of historical values ​​and character for the younger generation. Keywords: Young generation, Angsana Sari Struggle Monument, character values, learning resources

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