The Power of Contextual Learning: Dutch Colonialism in Ende-Lio and Its Effects on Students' Historical Awareness

Authors

  • Ewilensia Magdalen Mbura Universitas Pendidikan Indonesia, Indonesia
  • Leli Yulifar Universitas Pendidikan Indonesia, Indonesia
  • Andi Suwirta Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.33394/jp.v12i4.16933

Keywords:

Teaching Materials, Local History, Historical Awareness.

Abstract

This study aims to examine the effectiveness of local history-based teaching materials, specifically focusing on Dutch colonialism in Ende-Lio, in enhancing students' historical awareness at SMA Negeri 1 Wolowaru. The rationale behind this study is to make history learning more contextual, meaningful, and closely related to students' daily lives. By integrating local historical narratives into the classroom, students are expected to acquire factual knowledge and develop pride, responsibility, and a stronger attachment to their cultural heritage. This study employed a quasi-experimental method with a randomized pretest-posttest control group design. The population consisted of all eleventh-grade students at SMA Negeri 1 Wolowaru, with two classes selected as samples: XI-1 as the experimental group and XI-2 as the control group. Locally developed history modules on Dutch colonialism in Ende-Lio and a historical awareness questionnaire were used as instruments. Data analysis using descriptive statistical techniques revealed that students exposed to local history-based teaching materials achieved higher levels of historical awareness compared to those who experienced conventional learning methods. This finding confirms that embedding local historical contexts into history education provides a more engaging and meaningful learning experience, contributing to students' emotional engagement with the past and strengthening their awareness of national identity through local heritage.

References

Aman. (2011). Model Evaluasi Pembelajaran Sejarah. Ombak.

Arikunto, S. (2021). Dasar-Dasar Evaluasi Pendidikan (3rd ed.). Bumi Aksara.

Azizi, I. A., Rustamana, A., & Putra, A. P. (2022). Perbedaan Tingkat Kesadaran Sejarah Siswa Menggunakan Sumber Belajar Situs Banten Lama Dengan Sumber Belajar LKS. Jurnal Paedagogy, 9(4), 799–808.

Fraenkel, J. R., & Wallen, N. E. (2012). How to Design and Evaluate Research in Education. McGraw-Hill.

Januardi, A., & Superman, S. (2024). Rancangan Model Pembelajaran Sejarah Berbasis Nilai Tradisi dan Sejarah Lokal. Edukatif: Jurnal Ilmu Pendidikan, 6(1), 689–695.

Kesuma, T. B. (2016). Pembelajaran Sejarah Lokal Mengenai Cagar Budaya Kesultanan Aceh Untuk Meningkatkan Kesadaran Sejarah Bagi Siswa. Pendidikan Indonesia.

Kuswono, Sumiyatum, & Setiawati, E. (2021). PEMANFAATAN KAJIAN SEJARAH LOKAL DALAM PEMBELAJARAN SEJARAH DI INDONESIA. Lentera Pendidikan Pusat Penelitian LPPM UM METRO, 6(2), 206–209.

Mbura, E. M., & Wiyanarti, E. (2024). The Importance Of Local History Education In Building National Identity In The Era Of Globalization. ICHSS: International Conference of Humanities and Social Science, 862–875. https://www.programdoktorpbiuns.org/index.php/proceedings/article/view/446

Nurdiansyah, N. (2021). Pemanfaatan Sejarah Lokal Kerajaan Siak sebagai Sumber Belajar untuk Mengembangkan Kesadaran Sejarah Siswa. Jurnal Studi Guru Dan Pembelajaran, 4(2), 518–526.

Permana, N., Nuriah, T., & Umasih. (2017). Pengaruh Metode Pembelajaran dan Kesadaran Sejarah Pada Mata Pelajaran Sejarah Terhadap Hasil Belajar Sejarah Siswa di SMA Negeri I Muara Bungo/Jambi. Jurnal Pendidikan Sejarah, 6(2), 1–8. https://doi.org/10.21009/jps.062.04

Prasetyo, Y., & Abdullah, A. (2017). Pendekatan Toponimi dalam Penelusuran Sejarah Lokal Nama Kecamatan Sidoarjo. Jurnal Edukasi, 3(2), 165–174.

Sanjaya, W. (2005). Pembelajaran dalam Implementasi Kurikulum Berbasis Kompetensi. Pranata Muda.

Setyawan, C. D., Sariyatun, S., & Dyah, C. (2021). Penanaman Nilai-nilai Sejarah Lokal melalui Forum Diskusi Komunitas Sejarah. Bihari: Jurnal Pendidikan Sejarah Dan Ilmu Sejarah, 4(2), 80–89.

Stefaniak, A., Bilewicz, M., & Lewicka, M. (2017). The merits of teaching local history: Increased place attachment enhances civic engagement and social trust. Journal of Environmental Psychology, 51, 217–225.

Sudiartuti, L. (2015). Pengaruh Pembelajaran Sejarah Lokal:“Peristiwa Pertempuran Ciseupan 4 Pebruari 1949” terhadap Motivasi dan Hasil Belajar. Jurnal Pendidikan Ilmu Sosial, 24(1).

Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. PT Alfabet.

Syahputra, M. A. D., Sariyatum, & Ardianto, D. T. (2020). Membangun Kesadaran Sejarah. Historia, 4(1), 85–94.

Tanjung, S., & Supriatna, N. (2021). Literasi Kreatif: Membangun Keterampilan Abad 21 Melalui Pembelajaran Sejarah Lokal Kesultanan Langkat. Harmony: Jurnal Pembelajaran IPS Dan PKN, 6(2), 101–109. https://doi.org/10.15294/harmony.v6i2.47999

Published

2025-10-11

How to Cite

Mbura, E. M., Yulifar, L., & Suwirta, A. (2025). The Power of Contextual Learning: Dutch Colonialism in Ende-Lio and Its Effects on Students’ Historical Awareness. Jurnal Paedagogy, 12(4). https://doi.org/10.33394/jp.v12i4.16933

Issue

Vol. 12 No. 4 (2025): October (IN PROGRESS)

Section

Articles

Citation Check

License

Copyright (c) 2025 The Author(s)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jurnal Paedagogy agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

Jurnal Paedagogy use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.