Contextualizing Sambisari Temple as a Learning Resource: Integrating Multicultural Values in High School History Education
DOI:
https://doi.org/10.29408/fhs.v10i1.33823Keywords:
history learning, multicultural values, Sambisari Temple, contextual learning resourcesAbstract
The cultivation of multicultural values in education has become an urgent necessity amid the increasing diversity of contemporary society. History education holds a strategic role in fostering awareness of cultural, religious, and social diversity within Indonesian society. This article aims to examine how the integration of multicultural values can be implemented through the utilization of local cultural heritage sites, particularly Sambisari Temple, as a contextual learning resource in history education. Employing a literature review approach, this study explores the symbolic, historical, and educational potential of Sambisari Temple as a medium for multicultural value learning. The findings indicate that Sambisari Temple is not only an archaeological legacy of the Ancient Mataram Hindu civilization but also a concrete representation of a social life characterized by tolerance and openness to differences. Through the exploration of the values of diversity embedded in the site, such as architectural diversity, socio-religious functions, and the heterogeneous surrounding community history, teachers can develop contextual learning models that foster empathy, tolerance, and inclusive attitudes among students. Integrating Sambisari Temple into history learning also supports the strengthening of the Pancasila Student Profile, particularly in the aspects of critical reasoning and global diversity awareness. This article recommends the development of culturally site–based instructional materials as well as teacher training programs to maximize the potential of multicultural education in history classrooms through a locality-based approach. These findings are relevant in addressing the challenges of 21st-century education in shaping citizens who possess historical awareness and multicultural character.
References
Anwar, S. (2024). Pendidikan Multikultural dalam Pembelajaran Sejarah Lokal. 6(1). https://doi.org/doi.org/10.33503/%2520maharsi.v6i1.3547.
Ardinata, C. Y., Gulo, D., & Rudhito, M. A. (2024). Kajian Etnomatematika Pada Candi Sambisari Dan Implementasi Dalam Pengembangan Bahan Ajar Materi Bangun Datar SMP. PHI: Jurnal Pendidikan Matematika, 8(1), 41-48. https://doi.org/10.33087/phi.v8i1.327.
Azimi, M. H. (2024). Pendidikan Multikultural: Mengintegrasikan Keragaman Suku, Agama, Budaya, Sosial, dan Gender dalam Pembelajaran. MODELING: Jurnal Program Studi PGMI, 11(3), 290-300. https://doi.org/10.69896/modeling.v11i3.2719.
Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge, Taylor & Francis Group.
Barton, K. C., & Levstik, L. S. (2004). Teaching History for the Common Good. Routledge. https://doi.org/10.4324/9781410610508.
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415.
Cahya, A. & Tarunasena. (2024). Peranan Pembelajaran Sejarah Sebagai Upaya Membentuk Karakter Peserta Didik Pada Kurikulum Merdeka. Visi Sosial Humaniora, 5(1), 194–205. https://doi.org/10.51622/vsh.v5i1.2332.
Champion, E. (2016). Critical Gaming: Interactive History and Virtual Heritage (0 ed.). Routledge. https://doi.org/10.4324/9781315574981.
Geertz, C. (1996). The religion of Java (Nachdr.). Univ. of Chicago Press.
Graham, B. J., Ashworth, G. J., Ashworth, G. J., Tunbridge, J., & Tunbridge, J. E. (2016). A geography of heritage: Power, culture, and economy. Routledge.
Halpern, C., & Aydin, H. (2020). The light in their eyes: Creating a multicultural education course for doctoral-level students. Journal for Multicultural Education, 14(1), 85–100. https://doi.org/10.1108/JME-11-2019-0079.
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
Koentjaraningrat. (2009). Pengantar ilmu Antropologi (Cet. 9, ed. rev). Rineka Cipta.
Marcus, A. S. (with Stoddard, J. D., & Woodward, W. W.). (2017). Teaching history with museums: Strategies for K-12 social studies. Routledge. https://doi.org/10.4324/9781315194806.
Masyhudi, Nfn. (2005). Situs Candi Sambisari Yang Pernah Terpendam. Berkala Arkeologi, 25(1), 31–45. https://doi.org/10.30883/jba.v25i1.908.
McGee, C. A., & Banks, B. J. A. (2010). Multicultural Education. United States Of America.
Merriman, N. (Ed.). (2004). Public archaeology. Routledge.
Miksic, J. N. (with Geok, Y. G.). (2017). Ancient Southeast Asia. Routledge. https://doi.org/10.4324/9781315641119.
Orza, F. (2019). Peningkatan Motivasi Siswa Dalam Pembelajaran Sejarah Melalui Pendekatan Kontekstual Sejarah Lokal. Bakaba, 8(1), 39–47. https://doi.org/10.22202/bakaba.2019.v8i1.4303.
Rahmatillah, W., Jayatri, T., Isnata, R., Wulandari, S., & Siltawani, A. (2025). Penerapan model PjBL terhadap keaktifan belajar siswa mata pelajaran IPAS kelas 6 SDN 60 kota Jambi. Jurnal Kompetensi Guru Indonesia, 1(1), 15-21. https://online-journal.unja.ac.id/jkomgi/article/view/40247.
Ricklefs, M. C. (2006). Mystic synthesis in Java: A history of Islamization from the fourteenth to the early nineteenth centuries. EastBridge.
Rizqiyah, N., Yanto, M., Masrurah, W., & Arif, S. (2025). Pendidikan Multikultural sebagai Strategi Pencegahan Konflik Sosial di Masyarakat Heterogen. Jurnal Ilmiah Literasi Indonesia, 1(1), 23-28. https://doi.org/10.63822/7kqm1g81.
Ryanto, S. (2016). Tondowongso: Tanda peradaban wangsa di Jawa abad XI-XIII Masehi. Kementerian Pendidikan dan Kebudayaan, Badan Penelitian dan Pengembangan, Pusat Penelitian Arkeologi Nasional, Balai Arkeologi D.I.Y.
Seixas, P. (Ed.). (2012). Theorizing historical consciousness. University of Toronto Press.
Seixas, P., & Morton, T. (2013). The big six: Historical thinking concepts. Nelson Education.
Sepriady, J. (2018). Contextual Teaching And Learning Dalam Pembelajaran Sejarah. Kalpataru: Jurnal Sejarah dan Pembelajaran Sejarah, 2(2), 100–110. https://doi.org/10.31851/kalpataru.v2i2.1603
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
Soekmono, R. (2002). Pengantar sejarah kebudayaan Indonesia 2. Penerbit Kanisius.
Syaputra, M. A. D., Sariyatun, S., & Ardianto, D. T. (2020). Pemanfaatan Situs Purbakala Candi Muaro Jambi Sebagai Objek Pembelajaran Sejarah Lokal di Era Digital. Jurnal Pendidikan Sejarah Indonesia, 3(1), 77-87. https://doi.org/10.17977/um0330v3i1p77-87.
Tasliah, A. L., Nuraeni, A., & Rachman, I. F. (2024). Literasi Digital: Kunci Menuju Pendidikan Berkualitas Melalui Perspektif SDGS 2030.
Tilaar, H. A. R. (2004). Multikulturalisme: Tantangan-tantangan global masa depan dalam transformasi pendidikan nasional. Gramedia Widiasarana Indonesia.
Wineburg, S. S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Temple University Press.
Wiratama, N. S., Santosa, Y. B. P., Setiyonugroho, P., Widiatmoko, S., Ashriana, K., & Rahma, S. (2025). Pelestarian Warisan Budaya Candi Tegowangi Melalui Edukasi Visual: Pembuatan Leaflet Informatif Bagi Masyarakat Kediri. Jurnal Pengabdian Masyarakat Nusantara, 4(2), 137-149. https://doi.org/10.29407/dimastara.v4i2.26397.
Zed, M. (2008). Metode Penelitian Kepustakaan. Yayasan Obor Indonesia.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ponco Setiyonugroho, Arief Hidayat, Yusuf Budi Prasetya 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
