The Indonesian Journal of History Education has migrated to a more secure platform starting in 2024 to protect against various risks, including journal hacking and other issues. Authors are kindly requested to submit their manuscripts through the journal's new website, which can be accessed via the following link: https://journal.unnes.ac.id/journals/ijhe MIGRATION OFFICIAL STATEMENT HERE The Indonesian Journal of History Education (IJHE) is a peer-reviewed, open-access scholarly journal that serves as a critical forum for advancing the theory and practice of history education. With its distinctive focus, IJHE investigates the dynamic intersection of global pedagogical discourses and their application within the specific socio-cultural and historical contexts of Indonesia and the broader Asian region. The journal is dedicated to publishing high-quality original research and rigorous conceptual analyses that contribute to three core pillars: (1) Contextual Pedagogy and Historical Epistemology, (2) Curriculum and Media Innovation for Historical Literacy, and (3) History Education as Social and Reconciliatory Practice. We prioritize submissions that offer nuanced perspectives on how history is taught, learned, and understood in diverse, post-colonial societies, thereby contributing to international scholarly conversations. IJHE upholds the highest standards of academic integrity and methodological rigor. All manuscripts undergo a double-blind peer-review process and must adhere to strict ethical and formatting guidelines (see Author Guidelines). Published semi-annually (March and September) in partnership mainly with the Indonesian Association of History Education Programs (PPPSI) and supporting cooperation with the Indonesian Historian Society (MSI) and the Indonesian History Educators Association (AGSI). The journal holds national accreditation (Decree No. 21/E/KPT/2018) and is identified by p-ISSN 2252-6641 and e-ISSN 2549-0354. Established in 2012 and available online since 2016, IJHE is committed to accessibility and is published exclusively on its official platform. For our complete intellectual scope and submission details, please refer to the Focus and Scope and Author Guidelines sections. Abstracting and Indexing: DOAJ, ASCI, CROSSREF, SINTA 4, ROAD, GARUDA, DIMENSION
Cultivating Critical Thinking in History Education through Problem-Based Learning
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.
Critical Thinking; Problem-Based Learning; History Education; Post-Colonial Pedagogy; Indonesia
Copyright (c) 2026 Indonesian Journal of History Education
Implementing the Merdeka Curriculum in History Education
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.
Merdeka Curriculum; History Education; Curriculum Implementation; Post-Colonial Pedagogy; Indonesia
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.
Place-Based Pedagogy, Critical Heritage Education, Post-Colonial Learning, Historical Consciousness, Indonesia
Developing Contextual-Based History Learning Media
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.
Videoscribe, local history education, Hindu-Buddhist heritage, contextual learning media, historical literacy
Copyright (c) 2025 Indonesian Journal of History Education
Bridging Digital Technology and Local Heritage
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.
Digital Heritage; Local History Learning; Google Street View; History Education Media; Cultural Preservation
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.
Virtual Public History; Peace Education; Digital Pedagogy; Local History; History Education Indonesia
Developing an Interactive E-Book for Teaching World War I and II
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.
E-book development, History teaching materials, Digital pedagogy, World War history, ADDIE model
Integrating Digital Archives and Artificial Intelligence
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.
Artificial Intelligence; Inquiry-Based Learning; Local History; Digital Archives; History Pedagogy
Moral Education in History Teaching under Indonesia's Merdeka Curriculum
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
Merdeka Curriculum; Character Education; History Teaching; Post-Colonial Peda-gogy; Moral Educa-tion
Interactive E-book in Problem-Based History Learning to Enhance Students' Knowledge of the Fall of the Dutch East Indies
History is often perceived as monotonous and unengaging by students, primarily due to traditional teaching methods focused on memorization with minimal interaction. This issue is exacerbated by the lack of innovative learning media aligned with technological advancements. This study aims to develop an interactive e-book as a history learning tool, integrating real-world problems, specifically "The Fall of the Dutch East Indies," for Grade XI students at SMA NU 05 Brangsong (Private High School). The interactive e-book is expected to increase the appeal of history lessons, foster more active interaction, and help students gain a deeper and more comprehensive understanding of the subject through engaging and easily understandable visualizations. The study employs the Research and Development (R&D) method with a modified 4D development model, reducing it to 3D: Define, Design, and Develop. Data was collected through observation, interviews, document studies, and surveys. Qualitative and quantitative data analyses were used to evaluate the effectiveness and feasibility of the developed learning media. The results demonstrate that the interactive e-book is viable for use and effectively enhances students' understanding of historical topics, particularly the fall of the Dutch East Indies. This research underscores the importance of integrating technology in history education to improve student engagement and learning outcomes.
Interactive E-book, History Education, Student Engagement
The Influence of the Cooperative Integrated Reading and Composition (CIRC) Model with Timeline Media on History Learning Outcomes at Central Tirana High School, Albania
This study aims to determine the influence of the Cooperative Integrated Reading and Composition (CIRC) learning model with Timeline media on students' learning outcomes at Central Tirana High School, as evidenced by increased learning interest in the experimental and control classes. This study uses a quantitative approach with an experimental method and a Quasi-Experimental design, with the design used in this study being a Nonequivalent Control Group Design. Data were taken through learning outcome tests before and after treatment, and quantitative data were obtained from questionnaires and documentation. The sample consisted of XI 5 as the experimental class and XI 7 as the control class. This design made it possible to measure changes in student learning outcomes before and after treatment in both groups. The results showed a significant increase in the experimental class, superior to the control class, from 61.63 to 79.51, while the control class increased from 59.5 to 77.64. The correlation test showed that the r value of 0.612 was more significant than the r table 0.361, so it can be concluded that the CIRC model with Timeline media significantly influences student learning outcomes. Regression analysis produced the equation Ŷ=75.933+0.059(X) with a determination coefficient of 37.45%, showing that this model affects 37.45% of student learning outcomes, the remaining 62.55% is influenced by other factors, one of which is the learning process and the facilities used in the learning process.
CIRC, Timeline Media, Learning Outcomes, Experiment
Copyright (c) 2024 Indonesian Journal of History Education
The Impact of Teachers' Questioning Skills on Students' Engagement in History Lessons in Haidian, People's Republic of China
The purpose of this study was to determine the influence of teachers' skills in asking questions of the activity of learning history in Haidian High School. Question skill is skill that used to got answer from others. Nearly the whole process of evaluation, measurement, assessment, and testing is done through questions. The results showed that grade history teacher skills in asked questions included in the medium criteria with a total score of 8559 the percentage gained an average of 47.02 (49%). Students' learning activeness class in Haidian High School about history with a total score of 8057 earned an average of 44.26 (49%) included in the medium category. Results of regression calculations obtained F value is 2244.782, As for determining the value of the Ftable on the degrees of freedom dfreg bla = 1 and dfres = n-2, the value Ftable by F (5%, 1, 180) = 3.89 From these calculations it appears that Fvalue greater than Ftable is 2244.782> 3.89, it can be said that Ho is rejected or there is a meaningful or significant relationship between teacher's skills in asked questions of the activity of learning history in class.
Teachers' Questioning Skills, Student Engagement, History Learning
Utilizing the Asia-Africa Conference Museum as a Historical Learning Resource
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.
Museum education, contextual learning, history pedagogy, local heritage, Asian-African history
Cultivating Nationalism and Patriotism through History Education
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.
Nationalism; Patriotism; History Education; K.H. Hasyim Asy'ari; Islamic Education
Developing a Jabung Temple Booklet as a Teaching Material for Hindu-Buddhist History in High School
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.
Teaching material development, local history, Hindu-Buddhist history, booklet media, history education
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.
Teacher Challenges, Merdeka Curriculum, History Education, Curriculum Implementation, Teacher Agency
Correlation Between Learning Interest, Learning Environment, and Academic Achievement in History Learning
This study aims to determine the level of student interest in learning, the quality of the learning environment, the level of achievement in learning history, the impact of interest in learning on achievement, the influence of the learning environment on historical achievement, the relationship between interest in learning, and the learning environment on historical achievement. A quantitative survey approach was employed, with data collected through questionnaires and report card records. The results indicate that interest in learning history was rated at 76.75% (good), the quality of the learning environment at 83.20% (excellent), and historical learning achievement at 83.10% (particularly good). The correlation between interest in learning and historical achievement was positive but weak (0.124), while a positive, moderate, and significant influence was observed between the learning environment and historical achievement (correlation 0.229). A low, positive, but statistically insignificant relationship (0.232) was found between combined interest in learning and the learning environment on historical achievement. This study provides empirical contributions in history learning, encouraging principals and teachers to improve students' learning interests and ensure a good learning environment for high achievement.
History Learning Interest, Learning Environment, and History Learning Achievement
Electronic Handout on the History of the Gondang Winangun Sugar Factory Since the Malaise Crisis of 1930-1982 to Enhance Knowledge of Colonialism
This research aims to develop electronic teaching materials in the form of handouts regarding the dynamics of the Gondang Winangun Sugar Factory since the Malaise crisis for students of SMA N 2 Klaten (a high school). This development focuses on two main challenges: first, although students are enthusiastic about interactive history learning, teachers need more engaging and easy-to-understand teaching materials; Second, although students are interested in local history, local historical resources are often limited and difficult to access. This teaching material is presented digitally as an interactive website accessed through various electronic devices. The research method uses Research and Development (R&D) with the ADDIE model, including the stages of analysis, design, development, implementation, and evaluation. Data was obtained through observations, interviews, and questionnaires from validators, history teachers, and students. The assessment results showed that this teaching material obtained an average assessment percentage of 82.3% from media experts, 90.2% from material experts, 91.1% from history teachers, and 88% from students. With these results, electronic handouts are considered feasible and effective as alternative teaching materials at SMA N 2 Klaten, especially for class XI.
Teaching Materials, Electronic Handout, Gondang Winangun Sugar Factory
Instagram-Based Infographics on the Transitional Period to the New Order, 1965-1966
Learning interest is influenced by two main factors: internal factors, which consists of attention, attitude, talent, and ability; and external factors, which consists of teacher engagement during the learning process, the availability of learning facilities and infrastructure, parental guidance in home education, and environmental conditions. Several problems were found in the observations and interviews conducted by SMA Negeri 2 Ungaran (a high school) researchers. These problems include the development of learning media that could be more optimal, the use of social media is less controllable, and the disruption of students' interest in learning from the use of social media. Social media is the primary influence on students' interest in learning. This results in students consuming more social media than listening to learning from teachers in the classroom. The research method used is Research and Development (R&D) with a development model from Thiagarajan called 4D (Four D), namely Define, Design, Development, and Disinterested. The initial stage of this research is analyzing the needs of teachers and students regarding the needs of learning media, and then product design is carried out. The product development stage is carried out by feasibility tests by validators who are experts in materials, media, and learning practitioners. The last stage is to distribute the product through Instagram social media. The study results show that Instagram infographics impact students' interest in learning the history of students in grade XII.7 of SMA Negeri 2 Ungaran by 59%.
Learning Interests, Social Media, Instagram Infographics
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.
Local History; Teaching Materials; Colonial Heritage; Historical Research; History Education Indonesia
Students' Knowledge and Perceptions of Heroic Values in History Education
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.
Heroic Values; History Education; Mohamad Hatta; Student Perception; Post-Colonial Pedagogy
Cultivating Nationalism through History Education
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.
Nationalism; History Education; Post-colonial Pedagogy; Indonesia; Values Education
Integrating Multicultural Perspectives in History Education under the Merdeka Curriculum
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.
Multicultural Education; History Education; Merdeka Curriculum; Post-Colonial Pedagogy; Indonesia
Implementing the Merdeka Curriculum in History Learning
This qualitative descriptive study analyzes the implementation of the Merdeka Curriculum in history education at a senior high school in Rembang, Indonesia, and examines its impact on student learning autonomy. Data were collected through in-depth interviews, classroom observations, and document analysis involving 43 participants, including teachers and students. Findings indicate that while teachers’ planning stages were systematically aligned with national guidelines, inconsistencies arose during execution, particularly in differentiated instruction and local history integration. Despite these gaps, the curriculum demonstrated a positive influence on fostering student autonomy, especially among Phase E (Grade X) learners, who exhibited greater confidence, self-regulation, and initiative. The study underscores the need for comprehensive teacher professional development to ensure faithful curriculum enactment. It contributes to the discourse on contextual pedagogical reform in post-colonial educational settings, highlighting how curriculum redesign can promote autonomous learning in history education.
Merdeka Curriculum, history education, learning autonomy, differentiated instruction, qualitative study
This quasi-experimental study investigates the impact of a digital virtual tour, integrating Google Earth and YouTube, on the history learning outcomes of vocational high school (SMK) students in Indonesia. Addressing the common challenges of low student interest and abstract historical concepts, the intervention provided an immersive, context-rich learning experience. The research involved an experimental group (n=32) using the virtual tour and a control group (n=32) with conventional instruction. Results from pretest-posttest analyses show a significantly higher improvement in the experimental group, with an N-Gain score of 0.69 (moderate effectiveness) compared to 0.22 (low effectiveness) in the control group. Simple linear regression analysis confirmed a positive and significant influence (sig. <0.001), with the model explaining 81.2% of the variance in learning outcomes. The findings demonstrate that this integrated digital media approach is an effective and innovative pedagogical tool for making history more tangible and improving student achievement in vocational education contexts.
Virtual Tour, History Education, Digital Media, Learning Outcomes, Vocational School
Integration of Soeharto's Leadership Values in History Lessons on Indonesia's New Order Era in Three Senior High Schools in Cirebon, West Java
This research aims to analyse the implementation of history teaching in three senior high schools (SMAN) in Cirebon City, focusing on Indonesia during the New Order era in Grade XII. It also examines the learning resources used by history teachers and how students internalize Soeharto’s leadership values during lessons. A qualitative method with a descriptive approach was employed, with data collected through interviews, observations, and document studies. Data validity was ensured through technique and source triangulation, while data analysis followed the stages of data reduction, presentation, and conclusion drawing. The findings reveal that: (1) History lessons were conducted according to the 2013 curriculum, using lesson plans (RPP) developed through MGMP discussions and history textbooks. Teachers used lectures and discussions, supported by visual and audio-visual media to teach Soeharto's leadership values; (2) The primary learning resources included school-provided history textbooks and supplementary materials from teacher’s guidebooks; (3) Students successfully internalized Soeharto’s leadership values, such as responsibility, hard work, patriotism, and discipline, and applied these values in their daily lives. This research offers significant insights into the effectiveness of history teaching in shaping students' character through the internalization of historical values.
Leadership Values, History Education, Student Character Development
Enhancing Historical Thinking through Picture-Based Active Learning and Contextual Teaching in Indonesian Vocational Schools
This quantitative study investigates the impact of integrating the Picture and Student Active (PASA) learning model with a Contextual Teaching and Learning (CTL) approach on the historical thinking skills of vocational high school students in Indonesia. Using a multiple regression design with two sample classes, data were collected via questionnaire. Results indicate that the application of the PASA model and CTL approach individually does not guarantee a significant improvement in students' historical thinking. However, CTL plays a crucial mediating role, where its consistent integration with both the picture and student-active components indirectly leads to a significant positive effect. Simultaneously, the combined application of the PASA model and CTL approach has a significant influence, accounting for 52%-64% of the improvement in historical thinking skills, as indicated by the Adjusted R-Square value. This suggests that a synergistic, contextually anchored active learning model is effective in fostering higher-order historical reasoning.
Historical Thinking, Contextual Teaching and Learning (CTL), Picture and Student Active (PASA), Active Learning, History Education
Affective Domain Implementation in History Education
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.
Affective Domain; History Education; Historical Consciousness; Post-Colonial Pedagogy; Indonesia