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Indonesian Journal of History Education
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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 28 Documents
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Bridging Digital Technology and Local Heritage: An E-Magazine Model for Contextual History Learning in Post-Colonial Urban Spaces Muhammad Bagas Riyanto; Abdul Rozaq; Dafina Pramuditya; Hany Nurpratiwi; Yudi Pratama
Indonesian Journal of History Education Vol. 10 No. 2 (2025): Digital History Pedagogy
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i2.40000

Abstract

This study develops and evaluates "SERAYA," a digital e-magazine integrated with Google Street View, designed as an innovative medium for cultural heritage education and local history learning in Semarang, Indonesia. Employing the Research and Development (R&D) method with the ADDIE model, the research involved needs analysis, expert validation, and a limited trial with 30 members of a historical organization. Results from material and media expert validation confirmed the product's high feasibility. User trials indicated that SERAYA effectively enhanced understanding of Semarang's history and culture, raised awareness of heritage preservation, and stimulated interest in visiting historical sites. The integration of Google Street View provides dynamic, cost-effective visual documentation, supporting sustainable monitoring. This study contributes to the discourse on media innovation in history education by offering a replicable model that leverages digital technology to foster historical literacy, connect communities with local heritage, and support preservation in a post-colonial urban context.
Affective Domain Implementation in History Education: A Critical Examination of Pedagogical Practice in Post-Colonial Indonesia Pipit Widayana; Andy Suryadi; Rizka Cahyaning Arifin Putri; Nurulasyikin Binti Hassan
Indonesian Journal of History Education Vol. 11 No. 1 (2026): Memory, Pedagogy, Critique (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v11.i1.1170

Abstract

Abstract: This study critically examines affective domain implementation in Indonesian secondary history education, interrogating persistent disjunctures between policy aspirations and classroom practice. Drawing on qualitative case study research at SMA Negeri 01 Mayong, the investigation reveals that affective learning remains pedagogically peripheral, treated as incidental supplement to cognitive instruction rather than integrated dimension of historical understanding. Teachers conceptualise affective outcomes predominantly through nationalist and behavioural frameworks, overlooking the complex cognitive-affective interplay essential for historical consciousness development. The findings demonstrate that meaningful affective implementation requires reconceptualising history education's purpose in post-colonial societies, moving beyond value inculcation toward cultivating critical historical consciousness that embraces ethical complexity, perspective-taking, and cognitive-affective integration necessary for democratic citizenship.   Abstrak: Studi ini secara kritis mengkaji implementasi ranah afektif dalam pendidikan sejarah jenjang menengah di Indonesia, dengan menginterogasi diskursus yang persisten antara aspirasi kebijakan dan praktik kelas. Berdasarkan penelitian studi kasus kualitatif di SMA Negeri 01 Mayong, investigasi mengungkapkan bahwa pembelajaran afektif tetap berada pada posisi perifer secara pedagogis, diperlakukan sebagai suplemen insidental bagi pengajaran kognitif, alih-alih sebagai dimensi terintegrasi dari pemahaman sejarah. Para guru mengkonseptualisasikan capaian afektif utamanya melalui kerangka nasionalistik dan perilaku, mengabaikan interaksi kompleks antara aspek kognitif dan afektif yang esensial bagi pengembangan kesadaran sejarah. Temuan menunjukkan bahwa implementasi afektif yang bermakna menuntut rekonseptualisasi tujuan pendidikan sejarah di masyarakat pascakolonial, melampaui penanaman nilai menuju pembudayaan kesadaran historis kritis yang merangkul kompleksitas etis, pengambilan perspektif, dan integrasi kognitif-afektif yang diperlukan bagi kewarganegaraan demokratis.
Implementing the Merdeka Curriculum in History Education: A Case Study of Pedagogical Transition in Post-Colonial Indonesia Ihdha Tantri; R Soeharso; Hany Nurpratiwi
Indonesian Journal of History Education Vol. 11 No. 1 (2026): Memory, Pedagogy, Critique (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v11.i1.7074

Abstract

Abstract: This study critically examines the implementation of Indonesia's Merdeka (Independent) Curriculum in history education at SMA Negeri 1 Kragan, investigating the disjuncture between policy aspirations and classroom practice within a post-colonial educational context. Drawing on qualitative case study methodology, the research reveals that while the curriculum offers progressive pedagogical flexibility, implementation remains constrained by overlapping curricular frameworks, insufficient teacher professional development, and inadequate institutional communication networks. Teachers navigate these constraints through self-directed learning and informal collaboration, yet the absence of systematic support undermines the curriculum's transformative potential. The findings demonstrate that meaningful curriculum reform in post-colonial settings requires sustained professional development, coherent transition strategies, and recognition of teacher agency. This study contributes to international conversations about educational change in the Global South, highlighting the complex interplay between policy innovation, institutional capacity, and pedagogical practice in diverse post-colonial societies.   Abstrak: Studi ini menganalisis secara kritis penerapan Kurikulum Merdeka dalam pendidikan sejarah di SMA Negeri 1 Kragan, dengan menyelidiki kesenjangan antara retorika kebijakan dan realitas ruang kelas di tengah latar belakang pascakolonial. Dengan mengadopsi rancangan studi kasus kualitatif, penelitian ini mengungkapkan bahwa meskipun kurikulum menawarkan kebebasan pedagogis yang progresif, implementasinya terhambat oleh regulasi yang tumpang tindih, pelatihan guru yang tidak memadai, serta jaringan komunikasi yang lemah. Para guru merespons melalui upaya belajar mandiri dan kolaborasi antarsejawat, namun ketiadaan dukungan kelembagaan meredam janji transformatif kurikulum tersebut. Temuan ini menegaskan bahwa reformasi substantif dalam konteks pascakolonial memerlukan pengembangan profesional yang berkelanjutan, rencana transisi yang eksplisit, serta perhatian yang layak terhadap otonomi guru, dan dengan demikian menggarisbawahi faktor-faktor kontekstual lokal yang signifikan.
Integrating Multicultural Perspectives in History Education under the Merdeka Curriculum: A Critical Case Study from Post-Colonial Indonesia Adinda Dwita Putri; Romadi Romadi
Indonesian Journal of History Education Vol. 11 No. 1 (2026): Memory, Pedagogy, Critique (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v11.i1.9432

Abstract

Abstract: This study critically explores the incorporation of multicultural perspectives within history education under Indonesia's Merdeka Curriculum at SMA Negeri 1 Lasem, a school characterised by considerable ethnic and religious plurality. Employing a qualitative case-study approach, the research scrutinises teachers' conceptualisations and applications of multicultural values, along with the obstacles they encounter and students' perceptions of such learning. Findings indicate that although teachers display commitment to tolerance and inclusivity, multicultural integration remains superficial, involving tokenistic content inclusion that fails to engage with the structural and epistemological dimensions of transformative education. This superficiality is compounded by ambiguous curriculum guidelines, insufficient professional development, and persistent examination-driven teaching practices. The study contends that meaningful multicultural history education in post-colonial settings must move beyond tolerance discourse towards critical interrogation of power, narrative construction, and the epistemic foundations of historical knowledge.   Abstrak: Studi ini secara kritis mengkaji integrasi perspektif multikultural dalam pendidikan sejarah di bawah Kurikulum Merdeka di SMA Negeri 1 Lasem, sekolah dengan keragaman etnis dan agama signifikan. Menggunakan pendekatan studi kasus kualitatif, penelitian menelaah konseptualisasi dan penerapan nilai multikultural oleh guru, hambatan yang dihadapi, dan persepsi siswa. Temuan menunjukkan bahwa meski guru berkomitmen pada toleransi, integrasi multikultural masih dangkal, menyertakan konten simbolis tanpa menyentuh dimensi struktural dan epistemologis pendidikan transformatif. Kedangkalan diperparah oleh pedoman kurikulum ambigu, kurangnya pengembangan profesional, dan praktik pengajaran berorientasi ujian. Studi ini menyimpulkan bahwa pendidikan sejarah multikultural yang bermakna di konteks pascakolonial harus melampaui wacana toleransi menuju telaah kritis kekuasaan, konstruksi narasi, dan fondasi epistemik sejarah.
Cultivating Nationalism through History Education: A Critical Examination of Pedagogical Practice in Post-Colonial Indonesia Ummi Indayani; Atno Atno; Bain Bain
Indonesian Journal of History Education Vol. 11 No. 1 (2026): Memory, Pedagogy, Critique (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v11.i1.9925

Abstract

Abstract: This study critically examines the cultivation of nationalist values through history education at SMA Negeri 1 Gondang, Indonesia, investigating the disjuncture between policy aspirations and classroom practice in a post-colonial context increasingly shaped by globalisation. Drawing on qualitative case study methodology, the research reveals that while teachers demonstrate commitment to fostering nationalism through the Proclamation of Independence narrative, cultivation remains superficial, characterised by transmission-oriented pedagogy that presents nationalism as an unproblematic value to be absorbed rather than a contested historical construct requiring critical engagement. The absence of explicit learning objectives for nationalism, limited teacher professional development, and the persistence of examination-oriented pedagogies constrain meaningful value cultivation. This study argues that effective nationalist values education in post-colonial contexts requires moving beyond transmission toward critical pedagogy that enables students to interrogate nationalism's historical construction and contemporary relevance.   Abstrak: Studi ini mengkaji penanaman nilai nasionalisme melalui pendidikan sejarah di SMA Negeri 1 Gondang, Indonesia, menyelidiki kesenjangan antara aspirasi kebijakan dan praktik kelas dalam konteks pascakolonial yang dipengaruhi globalisasi. Dengan metodologi studi kasus kualitatif, penelitian mengungkap bahwa meskipun guru berkomitmen menumbuhkan nasionalisme melalui narasi Proklamasi, penanaman tetap dangkal, ditandai pedagogi transmisi yang menyajikan nasionalisme sebagai nilai tak bermasalah untuk diserap, bukan konstruksi historis yang diperdebatkan. Minimnya tujuan eksplisit, terbatasnya pengembangan profesional guru, dan pedagogi berorientasi ujian menghambat penanaman bermakna. Studi berargumen bahwa pendidikan nasionalisme efektif di pascakolonial perlu melampaui transmisi menuju pedagogi kritis yang memungkinkan siswa menginterogasi konstruksi historis dan relevansi kontemporernya.
Students' Knowledge and Perceptions of Heroic Values in History Education: A Case Study of Mohamad Hatta in Post-Colonial Indonesia Syaiful Ma'ruf; Suwito Eko Pramono; Syaiful Amin
Indonesian Journal of History Education Vol. 11 No. 1 (2026): Memory, Pedagogy, Critique (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v11.i1.9934

Abstract

Abstract: This study critically examines students' knowledge and perceptions of the heroic values embodied by Mohamad Hatta, Indonesia's first Vice President and a key figure in the Proclamation of Independence. Drawing on quantitative survey data from 34 students at SMA Negeri 1 Candiroto, the research investigates two dimensions: factual knowledge of Hatta's biography and roles, and perceptions of his heroic values including courage, responsibility, discipline, sacrifice, patriotism, mutual assistance, and perseverance. The findings reveal high levels of both knowledge (84.7%) and perception (88.14%), suggesting effective transmission of nationalist narratives. However, this study argues that high scores on declarative knowledge and value affirmation do not necessarily indicate deep historical understanding or internalised commitment. The research contributes to broader international conversations about how post-colonial societies construct and transmit heroic narratives through history education, and the tensions between knowledge transmission and critical historical consciousness development.   Abstrak: Studi ini mengkaji pengetahuan dan persepsi siswa mengenai nilai-nilai kepahlawanan Mohamad Hatta, Wakil Presiden pertama Indonesia dan tokoh kunci Proklamasi. Berdasarkan survei kuantitatif terhadap 34 siswa di SMA Negeri 1 Candiroto, penelitian menyelidiki dua dimensi, yaitu pengetahuan faktual tentang biografi Hatta dan persepsi terhadap nilai kepahlawanan seperti keberanian, tanggung jawab, disiplin, pengorbanan, patriotisme, gotong royong, dan ketekunan. Temuan menunjukkan tingkat pengetahuan tinggi (84,7%) dan persepsi (88,14%), mengindikasikan transmisi narasi nasionalis yang efektif. Namun, studi berargumen bahwa skor tinggi pada pengetahuan deklaratif tidak otomatis menunjukkan pemahaman historis mendalam atau komitmen terinternalisasi. Penelitian ini berkontribusi pada diskusi tentang bagaimana masyarakat pascakolonial mengonstruksi dan mentransmisikan narasi kepahlawanan melalui pendidikan sejarah.
Cultivating Critical Thinking in History Education through Problem-Based Learning: A Case Study from Post-Colonial Indonesia Destiana Safitri; Arif Purnomo; Ganda Febri Kurniawan; Dimas Anggoro
Indonesian Journal of History Education Vol. 11 No. 1 (2026): Memory, Pedagogy, Critique (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v11.i1.9981

Abstract

Abstract: This study critically examines the cultivation of critical thinking skills through Problem-Based Learning in history education at SMA Negeri 2 Kebumen, Indonesia. Drawing on qualitative case study methodology, the research investigates how PBL implementation shapes students' critical thinking development across twelve indicators derived from Ennis's critical thinking framework. The findings reveal that while students demonstrated competency in eight indicators including focusing questions, analysing arguments, and interacting with others, four indicators remained underdeveloped: deduction and induction, defining terms, and identifying assumptions. This study argues that PBL's effectiveness in history education depends significantly on teacher facilitation quality, student readiness, and the extent to which critical thinking is explicitly taught rather than assumed to develop incidentally. The research contributes to international conversations about active learning pedagogies in post-colonial history education contexts, highlighting both the potential and limitations of PBL for developing historical thinking competencies.   Abstrak: Studi ini mengkaji secara kritis penumbuhan keterampilan berpikir kritis melalui Problem-Based Learning (PBL) dalam pendidikan sejarah di SMA Negeri 2 Kebumen, Indonesia. Dengan metodologi studi kasus kualitatif, penelitian menyelidiki implementasi PBL terhadap dua belas indikator berpikir kritis dari kerangka Ennis. Temuan menunjukkan siswa kompeten pada delapan indikator, seperti memfokuskan pertanyaan dan menganalisis argumen, namun empat indikator lain masih kurang berkembang, yakni deduksi dan induksi, pendefinisian istilah, serta identifikasi asumsi. Studi berargumen bahwa efektivitas PBL bergantung pada kualitas fasilitasi guru, kesiapan siswa, dan pengajaran eksplisit berpikir kritis. Penelitian ini berkontribusi pada wacana pedagogi aktif dalam konteks sejarah pascakolonial, menyoroti potensi dan keterbatasan PBL.
Cultivating Nationalism and Patriotism through History Education: A Case Study of K.H. Hasyim Asy'ari in Indonesian Islamic Senior High Schools Miqdad Syukril Iman; Tsabit Azinar Ahmad
Indonesian Journal of History Education Vol. 11 No. 1 (2026): Memory, Pedagogy, Critique (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v11.i1.12329

Abstract

Abstract: This study critically examines the cultivation of nationalism and patriotism through history education in two Nahdlatul Ulama-affiliated Islamic senior high schools in Margasari, Indonesia, using K.H. Hasyim Asy'ari as the central figure for values transmission. Drawing on qualitative phenomenological research, the investigation explores how teachers plan and implement values education, how students perceive and internalise these values, and what obstacles constrain effective cultivation. The findings reveal that while schools demonstrate com-mitment to transmitting nationalist and patriotic values through diverse peda-gogical strategies and extracurricular activities, implementation remains con-strained by limited infrastructure, time constraints, student disengagement, and the absence of critical engagement with the historical complexity of K.H. Hasyim Asy'ari's political and religious positions. This study argues that meaningful val-ues cultivation in post-colonial Islamic education requires moving beyond transmission toward critical pedagogy that enables students to interrogate the relationship between religious identity, nationalism, and historical conscious-ness.   Abstrak: Studi ini mengkaji penanaman nasionalisme dan patriotisme melalui pendidikan sejarah di dua sekolah menengah Islam binaan Nahdlatul Ulama di Margasari, dengan menjadikan K.H. Hasyim Asy'ari sebagai tokoh sentral. Menggunakan pendekatan fenomenologis kualitatif, penelitian menelaah perencanaan dan pelaksanaan pendidikan nilai oleh guru, persepsi serta internalisasi siswa, dan kendala yang dihadapi. Temuan menunjukkan bahwa sekolah berkomitmen menanamkan nilai melalui strategi pedagogis dan kegiatan ekstrakurikuler, namun implementasi terkendala infrastruktur terbatas, alokasi waktu, rendahnya keterlibatan siswa, dan minimnya telaah kritis atas kompleksitas historis sikap politik-keagamaan K.H. Hasyim Asy'ari. Studi berargumen bahwa penanaman nilai bermakna dalam pendidikan Islam pascakolonial perlu melampaui transmisi menuju pedagogi kritis yang memungkinkan siswa mengkaji relasi identitas keagamaan, nasionalisme, dan kesadaran historis.

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All Issue Vol. 11 No. 1 (2026): Memory, Pedagogy, Critique (In Press) Vol. 10 No. 2 (2025): Digital History Pedagogy Vol. 10 No. 1 (2025): Innovations in History Pedagogy (In Press) Vol. 9 No. 2 (2024): Enhancement Historical Knowledge