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INDONESIA
Jurnal Pendidikan Sejarah Indonesia
Published by Universitas Negeri Malang
ISSN : -     EISSN : 26221837     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal Pendidikan Sejarah Indonesia (JPSI) publish original research papers, conceptual articles, review articles and case studies. The whole spectrum of history learning and history education, which includes, but is not limited to education systems, institutions, theories, themes, curriculum, educational values, historical heritage, media and sources of historical learning, and other related topics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 200 Documents
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ANALISIS EMPATI SEJARAH DALAM NARASI TEKS REFLEKTIF BUKU TEKS SEJARAH SMA KELAS XI KURIKULUM MERDEKA Mursyid Habib; Rhoma Dwi Aria Yuliantri; Ersya Maisarah
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p148-160

Abstract

Pembelajaran sejarah memiliki peran strategis dalam mengembangkan empati sejarah (historical empathy) di era digital yang terpolarisasi. Penelitian ini bertujuan menganalisis secara sistematis representasi lima nilai empati sejarah serta menguji kualitas narasi reflektif dalam buku teks Sejarah SMA Kelas XI Kurikulum Merdeka terbitan Kemendikbud. Melalui metode studi literatur dan analisis isi (content analysis), data diuji menggunakan validitas semantik dan reliabilitas stabilitas. Hasil penelitian mengidentifikasi 29 unit narasi reflektif dengan keterbatasan serius. Kode A (perspektif kontekstual) mendominasi dengan 22 narasi, namun Kode B (sumber primer) tidak ditemukan sama sekali (0%), dan Kode C (imajinasi simpatik) hanya terpenuhi pada 7 narasi yang mayoritas diletakkan pada instruksi aktivitas. Selain itu, distribusi nilai tidak proporsional, di mana nilai peduli sosial paling dominan sementara toleransi dan cinta damai sangat terbatas. Disimpulkan bahwa buku teks ini belum optimal sebagai media mandiri pembentuk empati sejarah di tengah transisi kebijakan ke Profil Lulusan (Permendikdasmen No. 10/2025). Implikasinya, pengembangan buku teks masa depan wajib mengintegrasikan sumber primer autentik dan penguatan narasi imajinatif langsung di dalam teks utama.
PENGEMBANGAN BAHAN AJAR E-MODUL SEJARAH MELALUI APLIKASI FLIP PDF PRO DAN CANVA DALAM MATERI BIOGRAFI HARUN BIN SAID UNTUK MENANAMKAN NILAI KEPAHLAWANAN DAN KESADARAN SEJARAH PESERTA DIDIK KELAS XII DI SMA MUHAMMADYAH 6 GRESIK Nur Hasanah; Joko Sayono; Deny Yudo Wahyudi
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p13-26

Abstract

Penelitian ini bertujuan untuk mengembangkan E-Modul sebagai bahan ajar untuk menanamkan nilai kepahlawanan dan kesadaran Sejarah peserta didik SMA Muhammadyah 6 Gresik. Penelitian ini menggunakan metode penelitian dan pengembangan yang mengadaptasi dari model ADDIE, yang terdiri dari tahapan analisis, perancangan, pengembangan, implementasi dan evaluasi. Hasil uji kelayakan dilakukan melalui uji coba kelompok kecil dan uji coba kelompok besar yang mayoritas peserta didik hanya mengenal sebatas tokoh Harun bin Said bukan beserta peranannya. Berdasarkan hasil penelitian dan uji coba kelompok, pengembangan E-Modul memenuhi kelayakan sebagai bahan ajar yang memudahkan akses dan memiliki fitur sesuai dengan kebutuhan peserta didik dalam menunjang kegiatan pembelajaran Sejarah.
MODEL READY: SEBUAH PARADIGMA BARU UNTUK MENUMBUHKAN KEMAMPUAN HISTORICAL LITERACY Shela Dwi Utari; Joko Sayono; Aditya Nugroho Widiadi; Indah Wahyu Puji Utami
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p97-108

Abstract

Contemporary history education is no longer a subject based on memorising facts; rather, it focuses on equipping students with mastery of the discipline of history. One such aspect is historical literacy, a type of knowledge that lies above mere content or substance comprehension. Historical literacy is the ability to read, compare, and reconstruct historical narratives using historical sources. Problems arise when teachers are still unable to apply these skills in the classroom because there is no specific model to support them. Therefore, in this article, the author proposes a new paradigm in history education, namely the Ready model. The method used to develop the Ready model is the Kemp model, which consists of 9 stages: (1) instructional problems, (2) learner characteristics, (3) task analysis, (4) instructional objectives, (5) content sequencing, (6) instructional strategies, (7) designing the message, (8) development of instruction, and (9) evaluation instruments. The result of this article is the Ready model, which consists of questioning, significance and contextualisation, exploration, judgment and interpretation, and reflection. The Ready model requires students and teachers to interact with modules or textbooks, then trace their sources, and finally construct a simple historiography to determine what differs from previous narratives
NILAI SEJARAH PADA KOLEKSI ARTEFAK DAN PERANNYA DALAM PEMBELAJARAN SERTA PELESTARIAN BUDAYA DI MUSEUM TAMAN PURBAKALA KERAJAAN SRIWIJAYA (TPKS) Euis Meylva; Hudaidah Hudaidah
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p161-170

Abstract

Museum Sriwijaya yang berada di kawasan Taman Purbakala Kerajaan Sriwijaya (TPKS) atau yang lebih dikenal dengan Taman Wisata Kerajaan Sriwijaya (TWKS) Palembang merupakan pusat penyimpanan artefak penting terkait eksistensi Kerajaan Sriwijaya, salah satu kekuatan maritim terbesar di Asia Tenggara. Museum ini tidak hanya berfungsi sebagai ruang koleksi, tetapi juga sebagai media edukasi publik yang menyampaikan nilai sejarah, budaya, dan teknologi bahari masa lalu. Artikel ini membahas strategi edukasi masyarakat melalui pemanfaatan koleksi museum, termasuk koleksi unggulannya: Fragmen Kemudi Kapal Sriwijaya. Metode penelitian menggunakan pendekatan kualitatif melalui kajian pustaka, analisis dokumentasi, dan observasi kegiatan edukatif museum. Hasil penelitian menunjukkan bahwa museum berperan penting dalam meningkatkan pemahaman sejarah masyarakat, menguatkan identitas budaya lokal, serta memperluas pemanfaatan artefak sebagai sumber belajar sejarah. Kesimpulan penelitian menegaskan bahwa Museum Sriwijaya perlu terus memperkuat inovasi edukasi agar semakin relevan dengan kebutuhan pembelajaran sejarah di era modern.
INTERPRETING THE BERSIH DESA TRADITION THROUGH HINGE EPISTEMOLOGY: HERMENEUTIC INSIGHTS FROM WITTGENSTEIN AND RICOEUR IN HISTORY EDUCATION Khoirul Huda
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p27-43

Abstract

Local cultural traditions play a crucial role in shaping historical consciousness and communal identity, yet they remain under-theorized within formal history education. This systematic literature review examines how the Bersih Desa tradition can be meaningfully interpreted and integrated into history education through the combined lenses of Wittgenstein’s hinge epistemology and Paul Ricoeur’s hermeneutics. Drawing on interdisciplinary literature across philosophy, education, religious studies, and cultural studies, the review synthesizes findings from four thematic areas: cultural significance of tradition, hinge epistemology, hermeneutic interpretation, and interdisciplinary pedagogical integration. The analysis demonstrates that Bersih Desa functions as a communal epistemic hinge grounded in shared beliefs, practices, and values, while simultaneously operating as a dynamic cultural narrative that evolves through interpretation and social change. Integrating these philosophical frameworks enables educators to move beyond descriptive treatments of local traditions toward reflective, critical, and context-sensitive pedagogical practices. The review identifies persistent gaps in the literature, particularly regarding the alignment of Western philosophical paradigms with Southeast Asian indigenous knowledge systems, and highlights the need for empirical and collaborative research in local educational contexts. This study contributes a theoretically grounded model for incorporating local traditions into history education, promoting cultural continuity, epistemic justice, and critical historical understanding.
ANALISIS POTENSI SITUS MAKAM GUSTI AYU MADE RAI (SITI KHOTIJAH) SEBAGAI MATERI SEJARAH BERWAWASAN KEBANGSAAN Yuli Fitriani; Deny Yudo Wahyudi; Joko Sayono; Moch Nizam Alfahmi
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p109-120

Abstract

Kekayaan nilai pluralisme pada situs lokal sering kali belum terakomodasi secara maksimal dalam materi pembelajaran sejarah di sekolah. Seperti yang terjadi pada situs makam Gusti Ayu Made Rai (Siti Khotijah) yang memiliki nilai akulturasi tinggi namun belum dimanfaatkan secara optimal sebagai materi sejarah berwawasan kebangsaan. Penelitian ini bertujuan untuk menganalisis potensi situs makam Gusti Ayu Made Rai (Siti Khotijah) sebagai materi sejarah berwawasan kebangsaan. Metode penelitian yang digunakan adalah kualitatif deskriptif melalui teknik pengumpulan data melalui observasi lapangan dan dokumentasi. Hasil penelitian menunjukkan bahwa situs ini memiliki potensi yang signifikan sebagai materi sejarah lokal berwawasan kebangsaan karena mengandung nilai-nilai fundamental seperti toleransi, persaudaraan lintas agama (menyama braya), dan harmoni lingkungan yang terekam dalam kisah sejarah beliau dan bukti fisik akulturasi budaya Hindu dan Islam pada arsitektur situs. Pemanfaatan situs ini sebagai materi sejarah dapat memberikan pengalaman belajar yang konkret, inklusif, dan harmonis, sehingga mampu memperkuat pemahaman akulturasi budaya sekaligus membentuk jati diri siswa yang bijaksana dalam menyikapi keberagaman melalui perspektif sejarah lokal yang relevan.
Strategi Pembelajaran Sejarah Outdoor Learning Berbasis AFTER (Apperception, Field-Trip, Evaluation, Reflection) Shendy Dyah Pramesti
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p161-173

Abstract

Pembelajaran sejarah menuntut guru untuk selalu berperan aktif untuk melibatkan siswa dalam kegiatan pembelajaran. Keterlibatan siswa secara langsung dalam proses pembelajaran memberikan dampak baik bagi perkembangan kesadaran dan pengetahuan sejarah dalam diri siswa. Dalam hal ini, outdoor learning menjadi salah satu kunci untuk dapat melibatkan siswa secara aktif dalam kegiatan pembelajaran melalui pengamatan langsung. Tak ayal dalam praktiknya, outdoor learning masih sering dianggap sebagai pembelajaran di luar kelas berkedok ‘tamasya’. Siswa yang telah terbiasa untuk mengikuti kegiatan pembelajaran secara terstuktur di kelas akan sulit beradaptasi pada pembelajaran di luar kelas. Kurangnya arahan dari guru juga menjadi faktor terpenting kegagalan pembelajaran outdoor learning. Sehingga, tujuan pembelajaran tidak dapat tercapai secara maksimal. Oleh karena itu, metode pembelajaran outdoor learning perlu dikembangkan lebih lanjut untuk mengatasi permasalahan-permasalahan tersebut. Melalui artikel ini, penulis berusaha mengembangkan metode pembelajaran outdoor learning berbasis AFTER (Apperception, Field-Trip, Evaluation, and Reflection). Penelitian ini menggunakan metode penelitian pengembangan oleh Dick and Carey yang mencakup 10 tahapan penelitian. Hasil dari penelitian ini adalah terdapat 4 sintaks dalam model pembelajaran AFTER, yang meliputi Apperception, Field-Trip, Evaluation, and Reflection. Model pembelajaran AFTER guru dan siswa diharapkan dapat melaksanakan kegiatan pembelajaran dengan metode outdoor learning dengan baik agar tujuan pembelajaran sejarah dapat tercapai secara maksimal.
DARI PENGALAMAN KE KESADARAN SOSIAL: IMPLEMENTASI EXPERIENTIAL LEARNING BERBASIS PROYEK DALAM PENGEMBANGAN KETERAMPILAN SOCIAL-EMOTIONAL MAHASISWA SEJARAH Bonita Padang; Dyah Kumalasari
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p44-62

Abstract

This study aims to explore in depth how the implementation of Experiential Learning, which is realized through Project-Based Learning (PjBL), in Social History courses contributes to the development of students’ KSE. This study uses a qualitative case study Design. The research participants were students and lecturers from the History Education Study Program at the University of Riau, selected using purposive sampling. Primary data were collected through semi-structured in-depth interviews, which were then analyzed using hybrid thematic analysis. This analysis integrated a deductive theoretical framework (Kolb’s Model and CASEL Competencies) with inductive themes that emerged from the data. The main findings identify a systematic pedagogical mechanism. It was found that (1) Concrete Experience (field observation) serves as an emotional catalyst that triggers Social Awareness (empathy). (2) Reflective Observation (group discussions and class debates) becomes a crucial arena for practicing Self-Management and Relational Skills. (3) Abstract Conceptualization (connecting theory with practice) builds Self-Awareness and Decision Making. This process produces transformative impacts, including positive changes in perceptions of social activism and a significant increase in self-efficacy. The main supporting factor is the pedagogical design deliberately created by lecturers. In contrast, the main obstacle is structural: limited time available for lecturers to provide guidance due to conflicts with their administrative workload. This study concludes that Experiential Learning-based Social History learning has proven to be a highly effective model for developing students' social-emotional skills holistically. These findings imply that Experiential Learning in history education not only transfers knowledge but also successfully transforms students into more empathetic, critical, and socially courageous individuals, highlighting the importance of institutional support to protect reflective interaction time between lecturers and students.
IMPLEMENTASI KURIKULUM PASCAPANDEMI DALAM PEMBELAJARAN SEJARAH DI ERA DIGITAL DAN GLOBAL: SEBUAH KAJIAN LITERATUR Siti Herdiyanti Wijaya
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p121-136

Abstract

The COVID-19 pandemic has had a significant impact on various sectors, including education. The sudden shift to online learning forced the education system to adapt quickly. This research aims to explore how the post-pandemic curriculum can be adapted to new conditions in the digital and global era. The research method used is a literature review, by collecting, analyzing and synthesizing various literature related to educational transformation during the pandemic and post-pandemic. The research results show that the post-pandemic curriculum must emphasize digital literacy, critical thinking skills, collaboration, and flexibility in learning. In addition, deeper technology integration is needed to support hybrid learning and personalization of education. This study also underscores the importance of an inclusive approach to ensure equitable access to education amidst the digital divide. By adopting an adaptive curriculum, the education system is expected to be able to meet the needs of students in the era of globalization and digital transformation. Keywords: Curriculum, digital education, educational transformation.
INTEGRASI KODE ETIK GURU, ETIKA KEILMUAN, DAN TPACK DALAM PEMBELAJARAN SEJARAH KONTROVERSIAL Maulana Fariqi Nuri
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p63-78

Abstract

This study aims to analyze the integration of teachers' code of ethics, scientific ethics, and Technological Pedagogical Content Knowledge (TPACK) in the teaching of controversial history. The background of this study stems from the challenges faced by history teachers in teaching sensitive historical materials, such as ideological, political, and social conflict issues, which demand a balance between moral, scientific, and pedagogical responsibilities based on technology. This study uses a literature study method (library research) with a descriptive qualitative approach through thematic analysis of various relevant scientific sources. The results show that teachers' code of ethics serves as a moral and professional foundation in managing ethical dilemmas in the classroom, scientific ethics maintains objectivity and academic integrity in the delivery of historical materials, while TPACK acts as a pedagogical framework that enables the use of technology to strengthen ethical and scientific values in the context of teaching controversial history. The integration of the three creates a paradigm for learning history that is critical, dialogical, and humanistic. This study suggests strengthening teacher professionalism based on ethics and educational technology. The limitations of this study lie in its conceptual approach without empirical field verification.

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