Development of a Module for the Preparation of Multiculturalism-Integrated History Teaching Materials Based on Historical Empathy for History Education Students
DOI:
https://doi.org/10.29408/fhs.v10i1.33164Keywords:
history learning materials, historical empathy, multiculturalismAbstract
This study aims to develop a module on preparing multiculturalism-integrated history teaching materials based on historical empathy for History Education students. The development employed the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects involved 10 students in a small-scale trial and 26 students in implementation trial. Data were collected through observation, interviews, expert validation questionnaires, and student learning outcome tests. The results showed that the developed module received a material expert validation score of 88.88% (very feasible category) and a media expert validation score of 84.88% (very feasible category). The small-scale trial indicated an improvement in student learning outcomes, with average scores increasing from 59.5 to 77.5, achieving an N-Gain of 0.45 (medium category). Meanwhile, the large-scale field trial showed an increase from 65.19 to 87.69, with an N-Gain of 0.51 (medium to high category). The module was declared effective and practical in enhancing students' ability to develop history teaching materials that integrate multiculturalism and historical empathy. This product is expected to be used as an alternative self-study material in higher education history courses to foster national and humanitarian awareness.
References
Abrar, A., Marta, N. A., Yanuardi, M. H., Fakhruddin, M., Risqi, F., Rohana, M. A., & Santosa, Y. B. P. (2025). Building a Critical Thinking Generation: Developing an Innovative History Learning Model. Diakronika, 25(1), 47–62. https://doi.org/10.24036/diakronika/vol25-iss1/479.
Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge.
Basri, M., Setiawan, J., Insani, M., Fadli, M. R., Amboro, K., & Kuswono, K. (2022). The correlation of the understanding of Indonesian history, multiculturalism, and historical awareness to students’ nationalistic attitudes. International Journal of Evaluation and Research in Education, 11(1), 369–376. https://doi.org/10.11591/ijere.v11i1.22075.
Br Manalu, D. N., Diansyah, A., & Gultom, I. M. (2024). Exploration of Multicultural Approaches in History Learning In Multiethnic Contexts: Case Study at SMAN 14 Medan. Puteri Hijau : Jurnal Pendidikan Sejarah, 9(2), 345. https://doi.org/10.24114/ph.v9i2.57869.
Efgivia, M. G., Rinanda, R. A., Hidayat, A., Maulana, I., & Budiarjo, A. (2021, October). Analysis of constructivism learning theory. In 1st UMGESHIC international seminar on health, social science and humanities (UMGESHIC-ISHSSH 2020) (pp. 208-212). Atlantis Press.
Endacott, J., & Brooks, S. (2013). An Updated Theoretical and Practical Model for Promoting Historical Empathy. Social Studies Research and Practice, 8(1), 41–58. https://doi.org/10.1108/ssrp-01-2013-b0003.
Endacott, J. L., & Brooks, S. (2018). Historical Empathy: Perpectives and Responding to the Past. In The Wiley International Handbook of History Teaching and Learning (Vol. 1, pp. 203–225).
Endacott, J. L., Warren, J., Hackett-Hill, K., & Lalonde, A. (2024). Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application. Theory and Research in Social Education, 52(3), 414–457. https://doi.org/10.1080/00933104.2023.2279157.
Gómez-Carrasco, C. J., Miralles-Martinez, P., Fontal, O., & Ibañez-Etxeberria, A. (2020). Cultural heritage and methodological approaches-an analysis through initial training of history teachers (Spain-England). Sustainability (Switzerland), 12(3). https://doi.org/10.3390/su12030933.
Karn, S. (2023). Historical Empathy: A Cognitive-Affective Theory for History Education in Canada. Canadian Journal of Education/Revue Canadienne de l’éducation, 46(1), 81-110. https://doi.org/10.53967/cje-rce.5483.
Kurniawan, H. (2020). Ethnic Chinese during the New Order: Teaching Materials Development for History Learning based on Multiculturalism. Paramita: Historical Studies Journal, 30(1), 46–54. https://doi.org/10.15294/paramita.v30i1.22442.
Luturmas, R. (2020). Implementation of Multicultural Education Values in History Learning at SMA Negeri Siwalima Ambon. Social, Humanities, and Education Studies (SHEs): Conference Series, 3(2), 69–76. https://doi.org/10.20961/shes.v3i2.46223.
Mugambi, M. M. (2018). Linking Constructivism Theory to Classroom Practice. International Journal of Humanities, Social Sciences and Education, 5(9), 96-104. https://doi.org/10.20431/2349-0381.0509014.
Prakash Chand, S. (2023). Constructivism in Education: Exploring the Contributions of Piaget, Vygotsky, and Bruner. International Journal of Science and Research (IJSR), 12(7), 274–278. https://doi.org/10.21275/sr23630021800.
Rivasintha Marjito, E., & Hidayat, S. (2024). Development of Teaching Materials in Curriculum Studies and History Textbooks. HISTORIA: Jurnal Program Studi Pendidikan Sejarah, 12(1), 323-332. https://doi.org/10.24127/hj.v12i1.9127.
Ruslan, A., Naredi, H., Muhtarom, H., Sejarah, P., & Muhammadiyah Hamka, U. (2024). Pendidikan Multikulturalisme Abad Ke-21: Integrasi Nilai Kesadaran Sejarah dan Hak Asasi Manusia. SAP (Susunan Artikel Pendidikan, 8(3), 400-407. http://dx.doi.org/10.30998/sap.v8i3.21149.
Saripudin, D., & Komalasari, K. (2016). The development of multiculturalism values in Indonesian history textbook. American Journal of Applied Sciences, 13(6), 827–835. https://doi.org/10.3844/ajassp.2016.827.835.
Savenije, G. M., & de Bruijn, P. (2017). Historical empathy in a museum: uniting contextualisation and emotional engagement. International Journal of Heritage Studies, 23(9), 832–845. https://doi.org/10.1080/13527258.2017.1339108.
Setiyonugroho, P., Umasih, U., & Kurniawati, K. (2022). Integration of Multicultural Education Values in History Teaching. Journal of Education Research and Evaluation, 6(2), 280–288. https://doi.org/10.23887/jere.v6i2.43483.
Smets, W. (2024). The purposes of historical canons in multicultural history education. Journal of Curriculum Studies, 56(3), 297–308. https://doi.org/10.1080/00220272.2024.2328050.
Sohabudin, A., & Darmawan, W. (2023). Alternative Narratives in History Learning for Multicultural Education in Indonesia. IJHE Indonesian Journal of History Education, 8(1), 61-76. https://doi.org/10.15294/ijhe.v8i1.57924.
Tanjung, S., & Darmawan, W. (2022). Merayakan Anekarasa: Membangun Multikulturalisme melalui Pembelajaran Sejarah Kuliner di Kota Medan. Jurnal Pendidikan Sejarah, 11(2), 48–69. https://doi.org/10.21009/jps.112.03.
Utami, I. W. P. (2019). Teaching Historical Empathy Trough Reflective Learning. Paramita: Historical Studies Journal, 29(1), 1-9. https://doi.org/10.15294/paramita.v29i1.11479.
Wineburg, S. (2006). Berpikir Historis: Memetakan Masa Depan Mengajarkan Masa Lalu, Terjemahan Masri Maris. Yayasan Obor Indonesia.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Firdaus Hadi Santosa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish articles in Fajar Historia Journal must comply with the following conditions:
- The author retains the copyright and grants the journal first publication rights. The work is licensed simultaneously under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license, which allows others to share the work to acknowledge the work's authorship and initial publication in this journal.
- Authors may make additional separate contractual arrangements for the non-exclusive distribution of the published journal version of the work (for example, posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (for example, in institutional repositories or on their websites) before and during the submission process, as this can result in a productive exchange and earlier and larger citations of the published work.
Fajar Historia journal provides open access to benefit anyone with valuable information and findings. All articles in this journal are the sole responsibility of the author. Fajar Historia journal can be accessed and downloaded for free, following the creative commons license.
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
