A HUBUNGAN ANTARA PERSEPSI PESERTA DIDIK TERHADAP IDEOLOGI NEGARA DAN MINAT BELAJAR SEJARAH DI SMAN 1 MENGANTI KELAS 12
Abstract
AbstrakPenelitian ini bertujuan untuk mengetahui hubungan antara persepsi ideologi negara dengan minat belajar sejarah peserta didik. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Populasi dalam penelitian ini adalah peserta didik kelas XI, dengan jumlah sampel sebanyak 140 responden. Teknik pengumpulan data dilakukan melalui angket, sedangkan analisis data menggunakan uji korelasi Product Moment dan regresi linear sederhana dengan bantuan software SPSS. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara persepsi ideologi negara dengan minat belajar sejarah, yang ditunjukkan oleh nilai signifikansi sebesar 0,005 < 0,05. Nilai koefisien korelasi sebesar 0,239 menunjukkan bahwa hubungan antara kedua variabel bersifat positif namun tergolong lemah. Selain itu, hasil uji regresi linear sederhana menunjukkan nilai koefisien determinasi (R Square) sebesar 0,057, yang berarti bahwa persepsi ideologi negara hanya memberikan kontribusi sebesar 5,7% terhadap minat belajar sejarah, sedangkan sisanya dipengaruhi oleh faktor lain di luar penelitian. Temuan ini menunjukkan bahwa meskipun persepsi ideologi negara memiliki hubungan yang signifikan dengan minat belajar sejarah, kontribusinya relatif kecil sehingga bukan merupakan faktor utama dalam membentuk minat belajar peserta didik. Oleh karena itu, diperlukan pendekatan pembelajaran yang lebih kontekstual, interaktif, dan relevan untuk meningkatkan minat belajar sejarah secara lebih optimal.
Kata Kunci : Persepsi ideologi negara, Minat belajar sejarah, Pendidikan sejarah
Downloads
References
DAFTAR PUSTAKA
Abdullah, U. T., Akhyar, T., & Sari, M. (2024). Internalization of national political values and instillation of ideology. Jurnal Studi Ilmu Politik, 3(3), 144–155. https://doi.org/10.19109/e9ex0p86
Afandi, A. (2011). Gerakan Sosial Intelektual Muslim Organik dalam Transformasi Sosial. Religió: Jurnal Studi Agama-Agama, 1(2). https://jurnalfuf.uinsa.ac.id/index.php/religio/article/download/305/2
Afita Surya, R., & Fikriya, R. (2021). History education to encourage nationalism interest towards young people amidst globalization. Waskita: Jurnal Pendidikan Nilai Dan Pembangunan Karakter, 5(1), 1–13. https://doi.org/10.21776/ub.waskita.2021.005.01.1
Alexander, R. J. (2008). Towards Dialogic Teaching: Rethinking Classroom Talk (4th ed.). Dialogos. https://archive.org/details/towardsdialogict0000robi
Almond, G. A., & Verba, S. (1963). The civic culture: Political attitudes and democracy in five nations. Princeton University Press.
Althusser, L. (1971). Ideology and pancasilacal state apparatuses: Notes towards an investiga tion. In Lenin and philosophy and other essays (pp. 127–186). Monthly Review Press.
Ambarnis, A. (2023). Pembelajaran Sejarah yang Mencerdaskan Era Abad 21. Hudan Lin Naas: Jurnal Ilmu Sosial Dan Humaniora, 4(2), 229–242. https://ejournal.unia.ac.id/index.php/hudanlinnaas/article/view/1322
Anis, A., Firdaus, R., & Purnama, R. (2021). Historical thinking framework in Indonesian history education. Historia: Jurnal Pendidik Dan Peneliti Sejarah, 4(2), 112–127. https://ejournal.upi.edu/index.php/historia/article/view/36063
Apple, M. W. (1993). The politics of official knowledge: Does a national curriculum make se nse? Teachers College Record, 95(2), 222–241. https://web.stanford.edu/class/educ232b/Apple.pdf
Apple, M. W. (2004). Ideology and Curriculum (3rd ed.). Routledge. https://www.routledge.com/Ideology-and-Curriculum/Apple/p/book/9780415949129
Astuti, N. (2018). Strategi pembelajaran sejarah aktif di MAN 1 Malang. Historia: Jurnal Pendidik Dan Peneliti Sejarah, 3(1), 75–88. https://ejournal.upi.edu/index.php/historia/article/view/16045
Azra, A. (2002). Paradigma Baru Pendidikan Nasional: Rekonstruksi dan Demokratisasi. Kompas.
Banerjee, D. (2024). Innovative Approaches to Teaching Controversial Topics in History: Addressing Bias and Critical Thinking. International Journal of Novel Research and Development (IJNRD), 9(6), 238–244. https://www.ijnrd.org/papers/IJNRD2406238.pdf
Baron, R. A., & Byrne, D. (2005). Social psychology (10th ed.). Pearson.
Bermúdez-Vélez, A. (2015). Four tools for critical inquiry in history, social studies, and civic education. Revista de Estudios Sociales, 52, 102–118.
Bird, M. (2021). Dialogue, engagement and generative interaction in the history classro om. Teaching History, 186, 20–27. https://www.history.org.uk/files/download/25622/1649168654/TH186_Dialo
Boadu, G. (2015). History teacher preparation in Ghana: A study of institutions and curricula. American Journal of Educational Research, 3(2), 189–197. https://files.eric.ed.gov/fulltext/EJ1074102.pdf
Brighenti, A. M. (2016). Antonio Gramsci’s theory of the civil society. In Springer Reference Sozialwissenschaften. Springer. https://link.springer.com/referenceworkentry/10.1007/978-3-658-08000-6
Burgos-Videla, C., Parada-Ulloa, M., & Martínez-Díaz, J. (2025). Critical thinking in the classroom: The historical method and historic al discourse as tools for teaching social studies. Frontiers in Sociology, 10, Article 1526437. https://doi.org/10.3389/fsoc.2025.1526437
Buriel, A. (2022). Education under totalitarian regimes: The case of the Islamic State in Iraq and Syria. Prospects. https://doi.org/10.1007/s11125-022-09615-8
Chapman, A., & Haydn, T. (2020). Editorial: History education in changing and challenging times. History Education Research Journal, 17(2), 61–64. https://journals.uclpress.co.uk/herj/article/2185/galley/13815/download/
Chen, H. (2024). The Three Dimensions of Pancasilacal Hegemony and Its Practical Implications. International Journal of Novel Research in Interdisciplinary Studies. https://doi.org/10.5281/zenodo.14033414
Chimbunde, P., & Moreeng, B. B. (2025). Decolonising or glocalising Zimbabwe school history curriculum reform: Which way forward? Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2025.2509285
Clark, J. (2012). Education and ideology (or is it the other way around?). In Education and the state. Open Book Publishers. https://books.openbookpublishers.com/10.11647/obp.0332/ch2.xhtml
Cornelius-Bell, A., & Bell, P. A. (2024). Educational Hegemony: Anglospheric Education Institutions and the Potential of Organic Intellectuals. Canadian Journal of Educational and Social Studies, 4(1). https://doi.org/10.53103/cjess.v4i1.213
Cortes-Ramirez, E.-E. (2015). Cultural Hegemony Today: From Cultural Studies to Critical Pedagogy. Postcolonial Directions in Education, 4(2), 116–139. https://core.ac.uk/download/pdf/84894568.pdf
Darmawan, W., & Mulyana, A. (2019). A history and ideology in the development of the writing of history te xtbooks for high school in Indonesia 1994–2013. Historia: Jurnal Pendidik Dan Peneliti Sejarah, 3(1). https://doi.org/10.17509/historia.v3i1.20991
Faisal. (2021). Permainan Kekuasaan Simbolik dalam Pendidikan. Fastabiqulkhairaat, 1(1), 1–12. https://www.jurnalfastabiqulkhairaat.faiunisapalu.ac.id/index.php/jfk/article/download/4/4/4
Fisher, Y., & Ben Simon, B. (2024). Multidimensional perception of the concept “school excellence.” Frontiers in Education, 8, Article 1250197. https://doi.org/10.3389/feduc.2023.1250197
Foster, S. J. (2018). Heritage in contested spaces: Recognizing complexity in history educat ion. History Education Research Journal, 15(2), 260–272.
Friantini, R. N., & Winata, R. (2020). Analisis minat belajar pada pembelajaran matematika. Jurnal Pendidikan Matematika Indonesia, 4(1), 6–11. https://journal.stkipsingkawang.ac.id/index.php/JPMI/article/view/870
Gibson, J. J. (1966). The Senses Considered as Perceptual Systems. Houghton Mifflin. https://monoskop.org/images/d/df/Gibson_James_J_The_Sense_Considered_a
Giroux, H. A. (1983). Theory and Resistance in Education: A Pedagogy for the Opposition. Bergin & Garvey.
Gramsci, A. (1971). Selections from the Prison Notebooks. International Publishers.
Hajisoteriou, C. (2023). What kind of history teaching may promote intercultural competence? Frontiers in Education, 8, 1156518.
Halik, H. (2023). Pendidikan sebagai Arena Simbolik: Telaah Konseptual Interaksionisme S imbolik George H. Mead. JIGM: Jurnal Ilmu Guru Dan Masyarakat, 1(1). https://jigm.lakaspia.org/jigm/article/download/6/25/177
Hasan, S. H. (2019). Pendidikan sejarah untuk kehidupan abad ke-21. Historia: Jurnal Pendidik Dan Peneliti Sejarah, 2(2). https://doi.org/10.17509/historia.v2i2.16630
Hitlin, S., & Pinkston, K. (2013). Values, attitudes, and pancasilaes: Explicit and implicit constructs shaping perception and action. In J. DeLamater & A. Ward (Eds.), Handbook of Social Psychology (2nd ed., pp. 319–339). Springer. https://doi.org/10.1007/978-94-007-6772-0_11
Homer, P. M., & Kahle, L. R. (1988). A structural equation test of the value–attitude–behavior hierarchy. Journal of Personality and Social Psychology, 54(4), 638–646.
Ikhsanov, A. (2023). The crisis of national culture and human identity in the context of gl obalization. Бюллетень Науки и Практики. https://doi.org/10.33619/2414-2948/88/66
Inayah, N. (2021). Pemanfaatan media interaktif dalam pembelajaran sejarah. Jurnal Pedagogik, 8(2), 97–110. https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/4589
Isjoni. (2007). Pembelajaran Sejarah yang Efektif. Alfabeta.
Ismail, F. (2018). Religion, state, and ideology in Indonesia: A historical account of the acceptance of Pancasila as the basis of the Indonesian state. Indonesian Journal of Interdisciplinary Islamic Studies, 1(2), 19–58.
Kahle, L. R. (1983). Social values and consumer behavior: The role of values in psychology and marketing. Praeger Publishers.
Kamilla, D. H. (2024). Profil Pelajar Pancasila dalam Buku Teks Pelajaran Sejarah: Kajian Analisis Isi pada Buku Teks Pelajaran Sejarah SMA Kelas XI Kurikulum Merdeka. https://repository.upi.edu/122979/
Karn, S. (2024). Designing historical empathy learning experiences. History Education Research Journal, 21(1). https://doi.org/10.14324/HERJ.21.1.06
Karyono, H., Sukmariningsih, R. M., & Isharyanto, J. E. (2023). Pancasila ideology as the basis for building the character of the younger generation in Indonesia. Academic Journal of Interdisciplinary Studies, 12(3). https://doi.org/10.36941/ajis-2023-0080
Kochhar, S. K. (2008). Teaching of History. Sterling Publishers.
Könings, K. D., Seidel, T., Brand-Gruwel, S., & Merriënboer, J. J. G. (2014). Differences between students’ and teachers’ perceptions of education: Profiles to describe congruence and friction. Instructional Science, 42(1), 11–30. https://doi.org/10.1007/s11251-013-9294-1
Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12(4), 383–409. https://doi.org/10.1016/S0959-4752(01)00011-1
Kuntowijoyo. (1995). Pengantar Ilmu Sejarah. Bentang Budaya.
Kusumaningrum, D., & Sulistyaningsih, E. (2023). The internalization of nationalism and Pancasila for teenagers as values in the era of digital transformation. Journal of Civic and Social Education, 5(1), 25–39.
Kuwoto, M. A., & Saputra, E. (2024). Memotret Pendidikan Multikultural dalam Pembelajaran Sejarah Lokal: Upaya Membangkitkan Semangat Nasionalisme. Artefak, 11(1), [masukkan halaman awal]-[masukkan halaman akhir]. https://jurnal.unigal.ac.id/artefak/article/download/10271/7590
Lee, P. (2013). History and the national curriculum in England. In P. Gordon (Ed.), Curriculum studies. Routledge. https://doi.org/10.4324/9781315030357-8
Lewis, M. (2022). The history of the subject and the subject of history. History of the Present. https://doi.org/10.1215/21599785-9547221
Lisnawati, A., Asyahidah, N. L., & Arifin, M. H. (2022). Peran pembelajaran sejarah dalam pembentukan karakter nasionalisme pada siswa. Maharot: Journal of Islamic Education, 6(1).
Lu, M. (2023). Digital history learning and personalized access in secondary education. Computers & Education, 186, 104567. https://www.sciencedirect.com/science/article/pii/S0360131523000456
Lucey, T. (2023). Matters of perception. Education Sciences, 13(3), 294. https://doi.org/10.3390/educsci13030294
Lukito, W. S., Permana, A., & Prasetyo, A. (2023). Pancasila and the recontextualization of Indonesia’s state identity: International relations approach. Jurnal Pancasila Dan Kewarganegaraan, 3(1). https://ejurnalpancasila.bpip.go.id/index.php/PJK/article/download/122/54/483
Maulana, B., Marsela, D., Uzzahra, N., & Wahyuningsih, S. (2023). The role of civic education in the formation of national identity and awareness of the Indonesian nation in the era of globalization. Jurnal Pendidikan Pancasila Dan Kewarganegaraan.
Maulidan, A. C., & Darmawan, W. (2024). Implikasi multikulturalisme dalam pembelajaran sejarah sebagai upaya meningkatkan kesadaran persatuan Indonesia. Artefak: Jurnal Sejarah Dan Pendidikan Sejarah, 11(1).
Mavroudi, E., & Holt, L. (2015). (Re)constructing nationalisms in schools in the context of diverse glo balized societies. In E. Mavroudi & L. Holt (Eds.), Geographies of identity and belonging. Palgrave Macmillan. https://doi.org/10.1007/978-1-137-43825-6_10
Maynard, J. L., & Mildenberger, M. (2015). Convergence and divergence in the study of ideology: A critical review. Manuscript. http://www.jleadermaynard.com/uploads/5/2/9/9/52995413/convergence_and
Mayo, P. (2020). Gramsci: Power, Culture & Education – Actio Nova. Actio Nova. https://doi.org/10.15366/actionova2020.4.002
Minurdin, S. (2023). Internalisasi nilai-nilai nasionalisme pada pembelajaran sejarah di lembaga bimbingan belajar.
Muliani, R. D., & Arusman. (2022). Faktor-faktor yang mempengaruhi minat belajar peserta didik. Jurnal Riset Dan Pengabdian Masyarakat, 2(2), 133–139. https://doi.org/10.22373/jrpm.v2i2.1684
Mullins, W. A. (1972). On the concept of ideology in political science. American Political Science Review, 66(2), 498–510. https://doi.org/10.1017/S0003055400100724
Muqsith, M. A., Muzykant, V. L., Tayibnapis, R. G., & Pratomo, R. R. (2022). Revolutionizing Pancasila as the ideology of Indonesians. RUDN Journal of Sociology, 22(4), 860–871. https://journals.rudn.ru/sociology/article/view/33215
Nedzinskaitė-Mitkė, V., & Stasiulis, N. (2023). National identity and patriotic attitudes: A case of Lithuanian school students. Filosofija-Sociologija. https://doi.org/10.6001/fil-soc.2023.34.1.11
Nisfiyani, N. H. (2023). Pengaruh Pembelajaran Sejarah terhadap Sikap Nasionalisme Siswa di SMA N 3 Semarang. https://lib.unnes.ac.id/65828/
Nurhasanah, S., & Sobandi, A. (2016). Minat belajar sebagai determinan hasil belajar siswa. Jurnal Pendidikan Manajemen Perkantoran, 1(1), 128–135. https://ejournal.upi.edu/index.php/jpmanper/article/view/3264
Oudeyer, P.-Y., Gottlieb, J., & Lopes, M. (2016). Intrinsic motivation, curiosity and learning: Theory and applications in educational technologies. https://inria.hal.science/hal-01404278/document
Percival, J. W. (2017). Investigating Narrative Forms of History Pedagogy in Primary Initial Teacher Education in England. International Journal of Historical Learning, Teaching and Research, 15(1), 1–15. https://www.history.org.uk/files/download/19538/1513262333/IJHLTR_15.1__Percival.pdf
Pizzolato, N., & Holst, J. D. (2019). Antonio Gramsci: A pedagogy to change the world. Springer. https://doi.org/10.1007/978-3-319-40449-3
Pradana, Y., & Suprapta, I. W. (2023). Model pembelajaran sejarah lokal berbasis problem-based learning. Jurnal Pendidikan Sejarah Undiksha, 11(2), 105–120. https://ejournal.undiksha.ac.id/index.php/JJPP/article/view/45678
Purni, T. (2023). Pentingnya pendidikan sejarah sebagai penguat pendidikan yang berkarak ter. Krinok: Jurnal Pendidikan Sejarah & Sejarah FKIP UNJA, 2(1), 190–197.
Rahayu, S. E., & Umamah, N. (2024). The effect of augmented reality media with a STEAM approach on student learning motivation in history subjects. International Journal of Academic Pedagogical Research, 8(7), 49–52. http://ijeais.org/wp-content/uploads/2024/7/IJAPR240706.pdf
Ritonga, A. D., & Kusmanto, H. (2018). Persepsi mahasiswa terhadap Pancasila sebagai ideologi negara. Politeia: Jurnal Ilmu Politik, 10(2), 52–59.
Robbins, S. P., & Judge, T. A. (2014). Organizational Behavior (15th ed.). Pearson Education. https://archive.org/details/organizationalbe0000step
Ryan, R. M., & Deci, E. L. (2018). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Safitri, F., Ramadhani, A., & Nugraha, H. (2025). Dekolonisasi kurikulum sejarah dan gaya belajar siswa. Jurnal Pedagogik, 12(1), 22–38. https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/4589
Salam, R. (2017). Efektivitas penanaman nilai-nilai kebangsaan melalui metode karyawisata dalam pembelajaran sejarah. JPK: Jurnal Profesi Keguruan, 3(1), 105–111.
Samrin, S. (2016). Pendidikan karakter (sebuah pendekatan nilai). ATDB. https://doi.org/10.31332/ATDB.V9I1.505
Saputro, R. A. (2022). Peran pembelajaran sejarah dalam mempersiapkan generasi emas melalui penanaman nilai karakter nasionalisme. Social, Humanities, and Educational Studies (SHES): Conference Series, 5(3), 1–6. https://jurnal.uns.ac.id/SHES/article/view/59309
Sardiman, A. M. (2014). Interaksi dan motivasi belajar mengajar. Raja Grafindo Persada.
Schiefele, U. (1996). Motivation and Learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 69–90). Macmillan. https://archive.org/details/handbookofeducat0002unse
Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing students’ interest in learning through choice and relevance. Journal of Educational Psychology, 93(4), 705–714. https://doi.org/10.1037/0022-0663.93.4.705
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2014). Motivation in education: Theory, research, and applications (4th ed.). Pearson Education.
Sendziuk, P., & Buchanan, T. C. (2018). Delivery: Relics of the past? Rethinking the history lecture and tutor ial. In Innovative Practices in Higher Education Teaching and Learning. Springer. https://doi.org/10.1007/978-981-13-0047-9_5
Setiawati, E., Hidayat, B., & Hartati, U. (2021). Development of Historical Learning Media Based on Documentary Film to Strengthen Student’s Understanding of Local History. International Journal of Research and Review, 8(5), 177–186. https://doi.org/10.52403/ijrr.20210525
Setiyawan, R., & Budiman, A. (2019). Bergerak dari Otoritarianisme Orde Baru ke Reformasi: Kuasa Negara ata s Pendidikan di Indonesia dalam Perspektif Pancasilacal State Apparatus (ISA) Louis Althusser. Didaktis: Jurnal Pendidikan Dan Ilmu Pengetahuan, 19(2). https://journal.um-surabaya.ac.id/didaktis/article/view/7561
Sheffield, R. C. (2011). A critical theorist in history education: Analyzing hegemony, identity and values. Review of Educational Research, 81(4), 473–502. https://doi.org/10.3102/0034654311423152
Siregar, Z., & Alwina, S. (2023). Peran Pendidikan Sejarah Dalam Memperkuat Pendidikan Karakter Siswa. 5(1). http://jurnal.stkipalmaksum.ac.id/
Slameto. (2010). Belajar dan faktor-faktor yang mempengaruhinya. Rineka Cipta.
Slović, S. (2019). Foucault’s concept of the relationships between power and knowledge. Baština, 19(47), 199–214. https://doi.org/10.5937/BASTINA1947199S
Solso, R. L., MacLin, M. K., & MacLin, O. H. (2008). Cognitive psychology (8th ed.). Pearson.
Suciati, R. T., Kumalasari, D., & Setiawan, J. (2023). Instilling nationalism values through history learning for grade XI st udents. Jurnal Pendidikan Indonesia, 12(1). https://doi.org/10.23887/jpiundiksha.v12i1.52502
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Suharya, T., Supriatna, N., Yulifar, L., & Supriatna, E. (2023). The inculcation of entrepreneurial characteristics in high school stud ents through historical figures. International Journal of Innovative Research in Education, 10(1). https://doi.org/10.18844/ijire.v10i1.8978
Sumintho. (2023). Pembelajaran sejarah di era digital: Antara tantangan dan peluang. Jurnal Gerasi, 3(1). https://jurnal.gerakanedukasi.com/index.php/gerasi/article/download/39
Suprijono, A., Riyadi, & Wisnu. (2023). Hegemony Ideology in Learning History. 785. https://doi.org/10.2991/978-2-38476-152-4_94
Suryana, F. I. F., & Dewi, D. A. (2021). Lunturnya rasa nasionalisme pada anak milenial akibat arus modernisasi. Edukatif: Jurnal Ilmu Pendidikan, 3(2), 598–602. https://doi.org/10.31004/edukatif.v3i2.400
Susilo, A., Anwar, K., & Agung, L. (2024). Peran pembelajaran sejarah dalam membangun karakter bangsa menuju kemajuan dan persatuan. JOEAI: Journal of Education and Instruction, 7(2), 547–560.
Suslov, A., Sokolova, I., & Lavrentyeva, M. (2017). Historical Empathy and Narrative Thinking in History Education. British Journal of Educational Studies, 65(3), 325–342. https://doi.org/10.1080/00071005.2017.1291902
Svetasheva, V. O. (2022). Drawing attention of young people to studying the history by untraditi onal methods for school education. Globus, 66(1), 7–10. https://doi.org/10.52013/2658-5197-66-1-7
Swain, A. (2005). Introduction: Knowledge, identity and power Education movements in t he global South. In Education, Globalization and the State in the Global South (pp. xx–xx). Palgrave Macmillan. https://doi.org/10.1057/9780230505605_1
Tengkar, J. W., Yuwanto, Y., & Turtiantoro, T. (2016). Persepsi mahasiswa FISIP UNDIP terhadap Pancasila sebagai pancasila neg ara. Journal of Politics and Government Studies, 6(1), 191–200.
Thiago, A. P., & Malikha, L. (2024). Enhancing history education: Evaluating the impact of the reciprocal teaching method on students’ reading comprehension in history subjects. Jurnal Ilmu Pendidikan Dan Humaniora, 13(2), 92–105. https://journals.ristek.or.id/index.php/jiph/article/view/75
Thompson, J. B. (1990). Ideology and modern culture: Critical social theory in the era of mass communication. Stanford University Press. https://www.sup.org/books/title/?id=2690
Uden, J. M., Ritzen, H., & Pieters, J. M. (2016). Enhancing student engagement in pre-vocational and vocational educatio n: A learning history. Teachers and Teaching, 22(4), 460–476. https://doi.org/10.1080/13540602.2016.1200545
Van Dijk, T. A. (2006). Ideology and discourse analysis. Journal of Political Pancasilaes, 11(2), 115–140. https://doi.org/10.1080/13569310600687908
Villena-Taranilla, R., & Diago, P. D. (2025). Challenges and implications of virtual reality in history education: A systematic review. Applied Sciences, 15(10), 5589. https://doi.org/10.3390/app15105589
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Waddington, D. I. (2010). The place of history in citizenship education: How history teaching builds “us.” Journal of Curriculum Studies, 42(5), 673–693.
Wahyudin, W., Siswomiharjo, K. W., & Kaelan, K. (2019). Pancasila and the development of democracy in Indonesia: An axiological perspective. Jurnal Kawistara, 9(2). https://journal.ugm.ac.id/kawistara/article/view/34854
Widja, I. G. (1989). Strategi Pembelajaran Sejarah. Depdikbud. https://eprints.uny.ac.id/21092/5/BAB%20II.pdf
Wijaya, A. (2023). Pembelajaran sejarah Indonesia: Membangun wawasan kebangsaan dan sikap nasionalisme siswa. Jurnal Al-Isyraq, 5(1), 22–35.
Wirasena, A. F., Ardana, F. R., Nurmawati, N. A., & Fitriono, R. A. (2022). Pancasila as the ideology of the state and nation.
Woolfolk, A. (2019). Educational psychology (14th ed.). Pearson.
Yuliarti, D. (2018). Representasi pancasila dalam buku teks sejarah. Jurnal Pendidikan Dan Kebudayaan, 23(3), 238–250. https://jurnaldikbud.kemdikbud.go.id/index.php/jpn/article/view/1103
Zaim, M., Refnaldi, & Rahmiyanti, R. (2019). Students’ perceptions on teachers’ teaching strategy and their effects towards students’ achievement. International Journal of Research in Counseling and Education, 4(1), 28–34. https://pdfs.semanticscholar.org/24fe/f4d615fab17cf8471ddc8e5551d44f75
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Avatara: Jurnal Pendidikan Sejarah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract views: 35
,
PDF Downloads: 17
