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Criksetra: Jurnal Pendidikan Sejarah
Published by Universitas Sriwijaya
ISSN : 19788673     EISSN : 26569620     DOI : https://doi.org/10.36706/jc.v13i2.13
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
Historiography means the writing of history based on the critical examination of sources, the selection of particular details from the authentic materials in those sources, and the synthesis of those details into a narrative that stands the test of critical examination. Historiography studies cover chronologically various themes, such as local history, social history, cultural history, economic history, political history, military history, intellectual history, environmental history, and other historical studies. History of education is a study of the past that focuses on educational issues. These include education systems, institutions, theories, themes and other related phenomena in the past. History education includes studies of how history teaches in school or society, curriculum, educational values in events, figures, and historical heritage, media and sources of historical learning, history teachers, and studies of textbooks.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 195 Documents
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The Ressurection of the Tremas Islamic Boarding School After the Fatrah Era (1948-1965): A Consequence of the Madiun PKI Revolt in 1948 Roro Wilis; Wildhan Ichzha Maulana
Criksetra: Jurnal Pendidikan Sejarah Vol. 15 No. 2 (2026)
Publisher : Sriwijaya University in collaboration with  Perkumpulan Program Studi Pendidikan Sejarah Se-Indonesia (P3SI) dan Masyarakat Sejarawan Indonesia (MSI). 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v15i2.420

Abstract

This study examines the sustainability of Tremas Islamic Boarding School following the fatrah period (1948–1965), triggered by the 1948 Madiun PKI rebellion, while also highlighting its revival during the fatrah period (1948–1952). Using a historical approach involving heuristics, source criticism, interpretation, and historiography, data were obtained from oral accounts of Kyai Hamid Dimyathi’s descendants and relevant literature. The findings reveal that the sustainability of Tremas Islamic Boarding School was not determined by a single leadership model but by collective leadership established through family deliberation. During the fatrah period, educational activities continued on a limited basis through traditional learning systems. From 1952 onward, the pesantren’s revival was supported by three complementary forms of social capital: genealogical social capital within the leaders’ family, social capital based on networks of ulama and alumni across pesantren, and regional santri organizational social capital, which expanded networks of religious outreach and alumni. These forms of social capital provided the foundation for physical rehabilitation and spatial reorganization, curriculum renewal, the development of students’ talents and interests, region-based student organizations, and institutional management based on the division of leadership roles. The findings contribute to scholarship on pesantren resilience by demonstrating that the sustainability of Islamic educational institutions during periods of crisis depends not only on leadership continuity but also on the ability to mobilize social networks and develop adaptive institutional governance.
Development of HistoVIR: Immersive Learning Media Based on Virtual Reality for History on Senior High School Listyanto Aji Nugroho; Emy Wuryani
Criksetra: Jurnal Pendidikan Sejarah Vol. 15 No. 2 (2026)
Publisher : Sriwijaya University in collaboration with  Perkumpulan Program Studi Pendidikan Sejarah Se-Indonesia (P3SI) dan Masyarakat Sejarawan Indonesia (MSI). 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v15i2.421

Abstract

This study aims to explore the effectiveness of using a Virtual Reality (VR)-based learning tool, histoVIR, in enhancing students' understanding and engagement in history lessons at Senior High School of Kristen Satya Wacana. Utilizing the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation, this research focuses on meeting students' unique needs through accessible and interactive media. The analysis phase revealed gaps in the availability of adaptive learning resources and technology at the school, highlighting the need for more tailored learning tools. In the design and development stages, histoVIR was created by integrating text, audio, and visual elements to provide an immersive and culturally relevant learning experience. Feedback from media experts and teachers confirmed that the tool was effective in enhancing student engagement and facilitating understanding of historical content. The implementation phase showed an increase in student participation and improvement in comprehension, as reflected in improved test scores after using the media. This study confirms that adaptive technologies, such as VR, can support inclusive education, particularly for students with diverse learning needs. The findings provide a promising model for the development of VR-based learning tools in inclusive educational settings.
Traces of Ambon Bananas from Banyuwangi to Western Australia (1914–1930) Alifia Noor Octaviany
Criksetra: Jurnal Pendidikan Sejarah Vol. 15 No. 2 (2026)
Publisher : Sriwijaya University in collaboration with  Perkumpulan Program Studi Pendidikan Sejarah Se-Indonesia (P3SI) dan Masyarakat Sejarawan Indonesia (MSI). 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v15i2.424

Abstract

This study examines the export of Ambon bananas from Banyuwangi to Western Australia during the period 1914–1930 as part of the dynamics of colonial horticultural trade. The research is motivated by the limited historical scholarship on fruit exports compared to major plantation commodities such as sugar, coffee, and rubber. It aims to explain the background of banana export development in Banyuwangi, the process of its establishment and expansion, and the factors influencing its growth and fluctuations. This study employs the historical method proposed by Gilbert J. Garraghan, consisting of heuristics, source criticism, synthesis, and exposition. Primary sources include Vruchtenhandel en-cultuur in Nederlandsch-Indie (1931), the Jaarboek van het Departement van Landbouw, Nijverheid en Handel in Nederlandsch-Indie, and reports of the colonial government pomologist. The findings reveal that the success of Banyuwangi's banana exports was supported by its strategic geographical location, colonial government policies through the distribution of superior seedlings, cultivation guidance, quality control, and increasing demand from the Australian market. Nevertheless, export development fluctuated due to the First World War, quarantine regulations, plant diseases, and Australian protectionist policies. From the perspective of Theotonio Dos Santos' Dependency Theory, Banyuwangi functioned as a peripheral production region whose export performance depended heavily on the economic policies and market dynamics of Australia, demonstrating the structural dependency that characterized colonial trade relations.
Improving History Learning Motivation via Interactive Comic Media Among Grade X-C SMAN 43 Jakarta Julian Jordan Miracle; Djunaidi; Muhammad Fakhruddin
Criksetra: Jurnal Pendidikan Sejarah Vol. 15 No. 2 (2026)
Publisher : Sriwijaya University in collaboration with  Perkumpulan Program Studi Pendidikan Sejarah Se-Indonesia (P3SI) dan Masyarakat Sejarawan Indonesia (MSI). 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v15i2.473

Abstract

This study aims to increase students’ motivation to learn history through the use of interactive comic media on the topics of the Arrival of Islam in the Indonesian Archipelago and the Development of Islamic Kingdoms in the Indonesian Archipelago. The research was motivated by students’ low motivation to learn, as evidenced by a lack of attention to the material and low participation in discussions, a condition that iif left unaddressed, could hinder the development of students’ historical awareness and learning outcomes. The study employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model across two cycles, with 36 students from Class X-C at SMAN 43 Jakarta. Data were collected through observation, questionnaires, documentation, and field notes. The results showed an increase in learning motivation from 57.96% in Cycle I (moderate category) to 86.11% in Cycle II (very high category), covering the aspects of attention, participation, an emotional engagement. These findings indicate that interactive comics are highly effective as an alternative learning medium. Therefore, it is recommended that teachers integrate interactive comics into their classrooms, and that future researchers test this interactive comic medium with other history learning materials.
Historical Empathy and the Formation of Multicultural Awareness in History Learning: A Phenomenological Study of History Education Students Andi; Ruslan Ahmad; Jumardi
Criksetra: Jurnal Pendidikan Sejarah Vol. 15 No. 2 (2026)
Publisher : Sriwijaya University in collaboration with  Perkumpulan Program Studi Pendidikan Sejarah Se-Indonesia (P3SI) dan Masyarakat Sejarawan Indonesia (MSI). 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v15i2.495

Abstract

This study examines how historical empathy contributes to multicultural awareness among ten History Education students at Universitas Muhammadiyah Prof. Dr. Hamka. Multicultural awareness is operationalized as a connected capacity to recognize cultural difference, understand other groups’ historical perspectives, respond with empathy and tolerance, and translate that understanding into inclusive social attitudes. Using interpretative phenomenological analysis, data were collected through in-depth interviews, classroom observations, and document analysis. The findings identify four themes: historical empathy as perspective taking, historical reflection as a bridge between past and present, history learning as a space for empathy and tolerance, and the internalization of multicultural values. Direct accounts show that students moved from understanding historical context to reconsidering stereotypes and valuing cultural and religious differences. The study contributes a process model explaining how multiperspective history learning transforms historical understanding into multicultural awareness. It recommends that History Education programs systematically integrate historical sources from diverse groups, reflective dialogue, and assessments of empathy and inclusive attitudes.

Page 20 of 20 | Total Record : 195

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