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Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan
  • http://garuda.ristekdikti.go.id/journal/view/15057
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Published by Universitas Hamzanwadi
ISSN : -     EISSN : 25495585     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Fajar Historia (e-ISSN 2549-5585)adalah jurnal di bidang Ilmu Sejarah dan Pendidikan yang diterbitkan oleh Program Studi Pendidikan Sejarah FKIP Universitas Hamzanwadi. Berisi tulisan yang diangkat dari hasil penelitian dan analisis kritis. Bertujuan untuk memfasilitasi interaksi, diskusi, advokasi, dan pemutakhiran gagasan dari para ilmuwan sosial khususnya sejarah dan pendidikan dari berbagai daerah di Indonesia. Menyuguhkan kekayaan wawasan dan interpretasi atas berbagai peristiwa sejarah dan pendidikan terutama di Indonesia, maupun meluas di negara lain namun dapat memberikan inspirasi dan pembelajaran bagi studi sejarah dan pendidikan di Indonesia, serta dapat menambah khazanah wawasan sejarah dan pendidikan dalam konteks lokal masyarakat Lombok. Fajar Historia terbit dua kali dalam setahun yaitu, bulan Juni dan Desember.
Arjuna Subject : -
Articles 223 Documents
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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.
The Local Wisdom of the Andingingi Ritual as a Manifestation of Social Action Among the Kajang Indigenous Community Hidayat, Syahrul; Setiawan, Risky; Bustan, Bustan
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.v10i1.34464

Abstract

The Andingingi ritual is a form of local wisdom among the Kajang indigenous community in Tanah Toa, South Sulawesi, reflecting the harmonious relationship between humans and nature. This study aims to analyze the meaning and motivations behind community participation in this ritual through the lens of Max Weber’s theory of social action, which encompasses traditional action, value-oriented action, goal-oriented action, and affective action. This study employs a qualitative method with an ethnographic approach to understand the meanings, values, and cultural practices within the Andingingi ritual among the Kajang indigenous community. Data collection techniques include indepth interviews, literature review, and documentation. Data analysis was conducted interactively through the stages of data reduction, data presentation, and drawing conclusions using the social action theory framework. The results indicate that the Andingingi ritual functions not only as a tradition passed down through generations but also carries profound symbolic meaning for the Kajang community. Community participation is driven by various motivations, including adherence to tradition, belief in spiritual and moral values, hopes for safety and well-being, and emotional engagement that strengthens social solidarity. Thus, this ritual is a complex social phenomenon that reflects the integration of cultural, rational, value, and emotional aspects in community life. This study underscores the importance of preserving local wisdom as part of cultural identity amidst the tide of modernization.
An Analysis of Historical Practice Skills of SMA Laboratorium UM Students in Implementing Mini Projects Module Rahmalia, Faiza; Widiadi, Aditya Nugroho
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.v10i1.34530

Abstract

The History subject of the Merdeka Curriculum presents historical practice skills as strands that need to be developed for students. Its position as a new strand, of course, is not free from the risk of problems. This problem occurred in history learning at SMA Laboratorium UM, which has not provided its students with the opportunity to apply historical practice directly. Along with this problem, the UPT Management of the UM Laboratory School developed Mini Projects Module (MPM) teaching materials for social science learning in Grade X. By implementing MPM, students are expected to be able to solve problems from various social science perspectives, such as History, Geography, Economics, and Sociology through field research activities and reporting in the form of photovoice. Therefore, this research aims to analyze the historical practice skills of SMA Laboratorium UM students when implementing MPM. The sample of this research was X6 students who were heterogeneous in nature. This article was written in a descriptive format by applying qualitative research methods to interpret the meaning behind the data from observations, interviews, open questionnaires, and documentation. The results of the research showed that X6 students can practice historical practice skills starting from the stage of collecting sources to compiling historiography through the implementation of MPM. However, these skills have not developed evenly across all students. Therefore, this article is expected to serve as a means of reflection and evaluation in developing historical practice skills.

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