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Indonesian Journal of History Education
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ijhe@mail.unnes.ac.id
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ijhe@mail.unnes.ac.id
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Sekaran Campus, Semarang 50229, Central of Java Province, Indonesia
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INDONESIA
Indonesian Journal of History Education
Published by Universitas Negeri Semarang
ISSN : 25490354     EISSN : 22526641     DOI : https://doi.org/10.15294/ijhe
Core Subject : Education,
Education
The journal features research findings and literature reviews related to history education at the primary, secondary, and tertiary levels, both in Indonesia and from a global perspective
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 21 Documents
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Developing Contextual-Based History Learning Media: A Videoscribe Project on the Bongkotan Temple Site for Hindu-Buddhist Heritage Material Pratama, Aldi Hendra
Indonesian Journal of History Education Vol. 10 No. 1 (2025): Innovations in History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i1.9944

Abstract

This research addresses the gap in local history education by developing and validating Videoscribe-based learning media focused on the Bongkotan Temple Site, a Hindu-Buddhist heritage site in Wonosobo, Indonesia. Using the ADDIE model within a Research and Development (R&D) framework, the study involved needs analysis, product design, expert validation, and classroom implementation. Data were collected through interviews, questionnaires, and document analysis involving teachers and students at MAN 2 Wonosobo. Validation results from material, media, and practitioner experts showed an average score of 89.04%, indicating very high feasibility. Student responses further affirmed the media’s effectiveness, with an average approval rating of 87%. The findings demonstrate that locally contextualized digital media can enhance historical literacy, engagement, and regional awareness. This study contributes to the discourse on innovative, place-based history pedagogy in post-colonial educational settings.
Developing a Jabung Temple Booklet as a Teaching Material for Hindu-Buddhist History in High School Ayuningtyas, Adinda Meyta Dwi
Indonesian Journal of History Education Vol. 10 No. 1 (2025): Innovations in History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i1.11203

Abstract

This research and development study aimed to design, validate, and assess the feasibility of a printed booklet on Jabung Temple as a teaching material for Hindu-Buddhist history in senior high school. Using the ADDIE model, data were collected through observation, interviews, and questionnaires involving 36 tenth-grade students and history teachers at SMAN 2 Probolinggo, Indonesia. The booklet underwent validation by media experts (85.18%), material experts (83.8%), and a practitioner (98.05%), all indicating high feasibility. Student responses reached 87.29%, reflecting positive acceptance. The study concludes that the locally contextualized booklet is a viable and engaging teaching resource, supporting the integration of regional history into the curriculum. It contributes to the discourse on innovative, place-based history education in post-colonial settings.
Utilizing the Asia-Africa Conference Museum as a Historical Learning Resource: A Case Study at a Bandung Senior High School Azizah, Aulia Gita Fitriani Nur
Indonesian Journal of History Education Vol. 10 No. 1 (2025): Innovations in History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i1.13456

Abstract

This qualitative case study investigates the utilization of the Asia-Africa Conference Museum (Museum KAA) as a learning resource for teaching democratic liberal history to twelfth-grade social studies students in Bandung, Indonesia. Through observations, interviews, and document analysis, the research explores how teachers integrate this local heritage site into their pedagogy. Findings indicate that while educators recognize the museum's significant potential for fostering contextual and authentic historical understanding, its direct use remains limited due to structural constraints such as time restrictions and scheduling conflicts. Consequently, teachers often resort to digital adaptations, including videos and virtual materials, as alternative resources. The study highlights the tension between the ideal of place-based learning and the practical realities of the formal curriculum. It contributes to discussions on contextual history pedagogy and the innovative use of local historical sites to enhance historical literacy and student engagement within Indonesia’s educational landscape.
Developing an Interactive E-Book for Teaching World War I and II: A Design-Based Research in an Indonesian Senior High School Subekti, Wildan; Atno, Atno
Indonesian Journal of History Education Vol. 10 No. 1 (2025): Innovations in History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i1.28541

Abstract

This design-based research addresses the scarcity of contextual teaching materials for advanced history classes in Indonesia by developing an interactive e-book on World War I and II. Using the ADDIE model, the study involved needs analysis, design, development, implementation, and evaluation phases at a public high school in Purwokerto. The e-book integrates multimedia, augmented reality, and interactive assessments aligned with the national Independent Curriculum. Validation by subject matter, media, and practitioner experts yielded scores of 100%, 94%, and 98.5%, respectively. Teacher and student responses were highly positive, with satisfaction rates of 100% and 85.65%. Findings indicate that the e-book is a feasible and engaging supplementary resource that supports historical literacy and digital pedagogy in Indonesian classrooms. The study highlights the potential of locally developed digital media to bridge resource gaps and foster critical historical awareness in post-colonial educational contexts.
Contextualizing Colonial History: Designing a Booklet on Local Dutch Heritage as an Alternative Teaching Resource for Indonesian Secondary Education Cahyo, Nova; Soeharso, R; Lyndon, Novel Anak
Indonesian Journal of History Education Vol. 10 No. 2 (2025): Digital History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i2.10765

Abstract

This study developed a booklet on Dutch colonial heritage buildings in Cepu as an alternative teaching resource for historical research learning in Indonesian high schools. Using a Research and Development (R&D) approach, the study identified a lack of locally relevant teaching materials under the new Merdeka Curriculum. The booklet was designed to provide contextual examples of historical research using nearby heritage sites. Expert validation by material and media specialists yielded high feasibility scores (90.3% and 86%, respectively). Limited trials with 36 students showed positive reception, with an 83% approval rating indicating the booklet was engaging and effective. The study concludes that locally anchored, visually rich booklets can enhance historical literacy, support curriculum flexibility, and foster student connection to regional history. This contributes to discourse on Curriculum and Media Innovation for Historical Literacy, offering a replicable model for developing context-sensitive resources in post-colonial educational settings.
Negotiating Pedagogical Change: Teacher Agency and the Policy-Practice Gap in Indonesia's Merdeka Curriculum History Classrooms Rohmawati, Anis; Suryadi, Andy
Indonesian Journal of History Education Vol. 10 No. 2 (2025): Digital History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i2.11751

Abstract

This qualitative case study critically examines challenges history teachers face implementing Indonesia’s Merdeka Curriculum at SMA Negeri 12 Semarang. Through interviews, observations, and document analysis, it explores teacher perceptions, practices, obstacles, and coping strategies. Findings indicate teachers value the curriculum’s flexibility and student-centered philosophy, yet implementation is hindered by limited understanding of new concepts, difficulty designing differentiated instruction, insufficient professional development, and inadequate resources. Teachers navigate these constraints via informal collegial sharing, self-directed learning, and gradual experimentation. The study contributes to international discourse on curriculum reform in post-colonial systems, highlighting policy innovation and teacher agency. It underscores the need for sustained, context-sensitive professional support, offering insights for policymakers and educators in the Global South.
Heritage Encounters: Critical Place-Based Learning and the Making of Historical Awareness Cendani, Tesalonika Kristina; Romadi, Romadi
Indonesian Journal of History Education Vol. 10 No. 2 (2025): Digital History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i2.20820

Abstract

This qualitative study examines how direct engagement with local heritage sites shapes historical consciousness in post-colonial classrooms. Engaging Indonesian tenth-graders with Liyangan, a pre-colonial site buried by volcanic eruption, the research investigates site visits as critical pedagogical intervention against textbook-dominated history instruction. Drawing on interviews with teachers, students, and site custodians, findings reveal that heritage encounters foster multidimensional awareness: students demonstrated heightened curiosity about marginalized local pasts, stronger preservation motivation, and deeper engagement with cultural traditions. The model creates transformative spaces where formal knowledge meets community memory, enabling learners to confront buried histories as reconciliatory practice. While implementation faces structural constraints—time, finance, transportation—this study contributes to global conversations on place-based pedagogy and heritage education in post-colonial societies.
Moral Education in History Teaching under Indonesia's Merdeka Curriculum: Challenges and Contradictions in Post-Colonial Pedagogical Reform Arimbi, Fitrian Jingga
Indonesian Journal of History Education Vol. 10 No. 2 (2025): Digital History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i2.21793

Abstract

This qualitative study critically examines the implementation of moral and character education within history teaching under Indonesia's Merdeka Curriculum. Drawing on interviews, observations, and document analysis at two public high schools in Kudus, Central Java, the research reveals significant gaps between curriculum policy and classroom practice. While the curriculum provides a framework, integration of character values remains suboptimal due to overemphasis on the Pancasila Student Profile project, insufficient teacher training, non-strategic scheduling, and lack of validated teaching materials. Student perspectives indicate varied and often limited reception of character education. The findings contribute to global debates on post-colonial curriculum reform, teacher agency, and the challenges of embedding moral education in history teaching. The study underscores the need for balanced, intentional pedagogical approaches to translate policy into meaningful practice, advocating for sustained professional development and context-sensitive resource development
Integrating Digital Archives and Artificial Intelligence: A Conceptual Model for Inquiry-Based Local History Education Anggoro, Dimas
Indonesian Journal of History Education Vol. 10 No. 2 (2025): Digital History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i2.22576

Abstract

This conceptual study explores the integration of Artificial Intelligence (AI) and digital archives to develop an innovative inquiry-based learning model for local history education within Indonesia's Merdeka Curriculum. Through a systematic literature review, the research examines how AI tools like ChatGPT and Google Lens can mitigate challenges in source access and analysis, thereby fostering students' critical thinking, analytical reasoning, and historical literacy. The proposed model leverages digital archives to provide contextualized primary sources, while AI acts as a cognitive scaffold to support hypothesis formulation, text interpretation, and evidence evaluation. Findings suggest that this synergistic approach can transform students from passive recipients into active historical investigators, enabling meaningful engagement with local narratives. The study contributes to discourse on pedagogical innovation, digital resource utilization, and the development of 21st-century historical competencies in post-colonial educational settings.
Contextualizing Digital Pedagogy: A Virtual Public History Model for Peace and Reconciliation Education in Central Java, Indonesia Bain, Bain; Utami, Carolina Santi Muji; Putri, Rizka Cahyaning Arifin
Indonesian Journal of History Education Vol. 10 No. 2 (2025): Digital History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i2.39219

Abstract

This study develops and evaluates a Virtual Public History model for peace education among Central Java high school students. Using Research and Development with the ADDIE model, local narratives of conflict and reconciliation were integrated into an interactive digital platform. Expert validation and limited trials with 25 students revealed a critical paradox: high pedagogical relevance and cultural sensitivity contrasted sharply with infrastructural constraints and low technical feasibility. Findings demonstrate strong demand for contextually resonant peace-oriented content while highlighting persistent digital divides. Contributing to discourse on History Education as Social and Reconciliatory Practice, the study proposes an "offline-first" hybrid implementation strategy. It offers nuanced critique of globally circulating digital pedagogy models, emphasizing necessary adaptation of technological innovations to local socio-material realities in post-colonial societies for sustainable educational impact.

Page 2 of 3 | Total Record : 21

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