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INDONESIA
Edukara: Jurnal Pendidikan, Sejarah, dan Budaya
Published by CV Cendekia Paramartha
ISSN : -     EISSN : 31249876     DOI : -
Core Subject :
Edukara: Journal of Education, History, and Culture is a peer-reviewed academic journal committed to publishing high-quality scholarly works in the fields of education, history, and culture. The journal serves as an academic platform for lecturers, researchers, practitioners, and students to disseminate original research, theoretical studies, and innovative practices relevant to the advancement of knowledge and contemporary societal challenges. All manuscripts submitted to Edukara undergo an initial editorial screening followed by a rigorous double-blind peer-review process to ensure originality, academic integrity, and scholarly quality. The journal accepts articles written in both Indonesian and English, provided they offer significant contributions to their respective fields.
Arjuna Subject : -
Articles 6 Documents
 1 
Rekonstruksi Paradigma Kualitas Layanan Pendidikan Berbasis Teori Service Quality dalam Meningkatkan Kepuasan Peserta Didik: Studi Literatur Sistematis Firman Aulia Ramadhan; Heru Tri Ahmanto
Jurnal Pendidikan, Sejarah, dan Budaya Vol 1 No 1 (2026): : April: Edukara: Jurnal Pendidikan, Sejarah, dan Budaya
Publisher : CV Cendekia Paramartha

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Abstract

This study aims to reconstruct the paradigm of educational service quality based on service quality theory in enhancing student satisfaction through a systematic literature review approach. The data were derived from reputable scholarly articles indexed in Scopus, Web of Science, and SINTA, as well as relevant academic books published within the last decade. The analysis employed the PRISMA framework and thematic analysis to identify conceptual patterns and relationships among variables. The findings indicate that educational service quality is multidimensional, encompassing managerial, pedagogical, cultural, psychological, and technological aspects. The relationship between service quality and student satisfaction is complex and mediated by learning experiences and pedagogical interactions. The reconstructed paradigm proposes an integrative model positioning educational services as a relational system grounded in meaningful learning experiences. This study contributes theoretically by strengthening the conceptual framework of educational service quality and methodologically by applying a systematic literature review in conceptual analysis.
Transformasi Kebijakan Kurikulum di Indonesia dalam Perspektif Filsafat Pendidikan: Analisis Kritis dan Implikasinya terhadap Praktik Pembelajaran Mus S. Radjilun
Jurnal Pendidikan, Sejarah, dan Budaya Vol 1 No 1 (2026): : April: Edukara: Jurnal Pendidikan, Sejarah, dan Budaya
Publisher : CV Cendekia Paramartha

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Abstract

This study aims to analyze the transformation of curriculum policy in Indonesia from the perspective of educational philosophy and its implications for learning practices. The research employs a non-empirical approach using a critical literature review based on academic sources and policy documents. The findings indicate that curriculum transformation is characterized by a shift from a humanistic paradigm toward the integration of constructivism, critical theory, and posthumanism. While this integration expands educational orientation, it remains conceptually fragmented and generates inconsistencies in policy implementation. These issues are reflected in diverse learning practices, including changes in teacher roles, the emergence of participatory learning, and the integration of digital technology. However, limited philosophical understanding and systemic readiness hinder optimal implementation. The study highlights the necessity of systematic philosophical reconstruction in curriculum policy to ensure coherent and contextually relevant educational transformation. This research contributes to bridging the gap between educational philosophy and curriculum policy through a critical and integrative analytical framework.
Reinterpretasi Sejarah Lokal sebagai Sumber Pembelajaran Kontekstual: Tinjauan Historiografi dan Relevansinya dalam Pendidikan Modern Renol Hasan; Ismaul Fitroh
Jurnal Pendidikan, Sejarah, dan Budaya Vol 1 No 1 (2026): : April: Edukara: Jurnal Pendidikan, Sejarah, dan Budaya
Publisher : CV Cendekia Paramartha

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Abstract

This study examines the reinterpretation of local history as a source of contextual learning through a historiographical perspective in modern education. The research employs a non-empirical approach using a critical literature review of reputable academic sources related to historiography, pedagogy, and history education. The findings indicate a paradigm shift in historiography from descriptive narratives to reflective and contextual approaches that enable the integration of local experiences into learning processes. Local history demonstrates significant pedagogical relevance in enhancing historical consciousness, critical thinking skills, and the development of students’ cultural identity. Furthermore, the reinterpretation of local history contributes to conceptual transformation in history education by emphasizing constructivist, critical, and interdisciplinary approaches. This study highlights that local history functions not only as instructional content but also as an epistemological framework for meaningful and contextually relevant learning. The contribution lies in strengthening the integration between historiography and pedagogy within contemporary history education.
Eksistensi Nilai-Nilai Kearifan Lokal dalam Menghadapi Globalisasi: Kajian Sosio-Kultural Berbasis Studi Literatur Marisa Meilano Rizki; Sandi H. Pasaribu
Jurnal Pendidikan, Sejarah, dan Budaya Vol 1 No 1 (2026): : April: Edukara: Jurnal Pendidikan, Sejarah, dan Budaya
Publisher : CV Cendekia Paramartha

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Abstract

This study aims to analyze the existence of local wisdom values in responding to globalization through a socio-cultural perspective based on a systematic literature review. The data were collected from reputable academic publications published between 2015 and 2026, selected based on relevance and methodological rigor. The analysis employed a thematic-critical approach to identify patterns of transformation, integration, and resistance of local wisdom across social and educational contexts. The findings indicate that local wisdom does not undergo absolute marginalization but instead transforms through contextual adaptation, integration into educational systems, and rearticulation within social practices. Globalization presents challenges such as cultural homogenization and commodification, while simultaneously offering opportunities for revitalizing local identity through innovation and community-based strategies. These findings highlight the strategic role of local wisdom as a source of values and knowledge in strengthening cultural resilience and collective identity in the global era.
Integrasi Pendidikan Karakter Berbasis Budaya dalam Perspektif Teori Sosial Kritis: Sebuah Kajian Konseptual Nismawati Nismawati; Aswanto Aswanto; Muslim Muslim
Jurnal Pendidikan, Sejarah, dan Budaya Vol 1 No 1 (2026): : April: Edukara: Jurnal Pendidikan, Sejarah, dan Budaya
Publisher : CV Cendekia Paramartha

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Abstract

This conceptual study examines the integration of culture-based character education within the framework of critical social theory by synthesizing interdisciplinary literature on education, culture, and social structures. The analysis reveals that character education is not merely a normative moral transmission process but a socially constructed practice shaped by power relations, ideological interests, and cultural negotiations within educational institutions. Findings indicate that the interaction between cultural values, pedagogical practices, and structural conditions produces a dialectical process in which values are both internalized and contested. Critical social theory provides an analytical lens to uncover how educational systems may reproduce dominant ideologies while simultaneously offering possibilities for emancipation through critical consciousness. The study further identifies that local wisdom, religious values, and global educational demands interact in complex ways that require reflective and contextual interpretation. The proposed integrative framework positions character education as a transformative space that bridges normative, contextual, and critical dimensions. Ultimately, it contributes to reconceptualizing education as a site of social reflection and structural transformation.  
Komunikasi Budaya Berbasis Memori Kolektif dalam Pembelajaran Sejarah: Model Penguatan Historical Consciousness pada Generasi Digital Renol Hasan; Syahrir Soleman
Jurnal Pendidikan, Sejarah, dan Budaya Vol 1 No 2 (2026): : Agustus: Edukara: Jurnal Pendidikan, Sejarah, dan Budaya
Publisher : CV Cendekia Paramartha

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Abstract

Digital transformation has changed the way the younger generation accesses, understands, and interprets history, thereby necessitating the development of learning approaches capable of connecting historical experiences with the context of contemporary life. This study aims to analyze the relationship between cultural communication, collective memory, and historical consciousness, as well as to formulate a conceptual model of history learning that is relevant to the digital generation. The study employs a non-empirical, literature-review-based method with a descriptive-analytical approach. Data sources were drawn from scholarly articles, academic books, and research findings related to cultural communication, collective memory, history education, and historical consciousness. Analysis was conducted through the identification, categorization, interpretation, and conceptual synthesis of various findings from the literature. The research results indicate that cultural communication functions as a mechanism for transmitting historical meaning, collective memory acts as a source for the formation of identity and social orientation, while historical consciousness develops through a process of reflection that connects the past, present, and future. The formulated model positions the exploration of collective memory, cultural interpretation, historical reflection, and social action orientation as key stages in strengthening historical consciousness.This model provides a theoretical foundation for the development of history education that is more contextual, reflective, and adaptive to the characteristics of the digital generation.

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