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Contextualizing Digital Pedagogy: A Virtual Public History Model for Peace and Reconciliation Education in Central Java, Indonesia

Indonesian Journal of History Education · Vol. 10 No. 2 (2025) · pp. 35–50

DOI
10.15294/ijhe.v10.i2.39219
ISSN
2549-0354, 2252-6641
Published
2025-09-15
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

31 authors · 69 co-authorship links

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  • Tarumanagara University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Wasino WasinoTarumanagara University3
Andy SuryadiAffiliation unknown3
Syaiful AminAffiliation unknown2
Wikky ZandagiAffiliation unknown1
Astri YullianiAffiliation unknown1
Farida YusrinaAffiliation unknown1
Pipit WidayanaAffiliation unknown1
Nurulasyikin Binti HassanAffiliation unknown1
Atno AtnoAffiliation unknown1
Ummi IndayaniAffiliation unknown1
Sifi Dianing RatriAffiliation unknown1
Ibnu SodiqAffiliation unknown1
Claudea Cici NindhikaAffiliation unknown1
Cahyo Budi UtomoAffiliation unknown1
Mohammad Syaiful BakhriAffiliation unknown1
Romadi RomadiAffiliation unknown1
Karina Hasbi JantariAffiliation unknown1
Tri Wardani RahimAffiliation unknown1
Akbar HidayahAffiliation unknown1
Retno Yuni DewantiAffiliation unknown1
Septian Adi ChandraAffiliation unknown1
R. SuharsoAffiliation unknown1
Edi SuyiknoAffiliation unknown1
Siti Nur FatimahAffiliation unknown1
Hamdan Tri AtmajaAffiliation unknown1
Ika Maulida Al HusnaAffiliation unknown1
Nina WitasariAffiliation unknown1
Lenisa WigaraniAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ijhe/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Contextualizing Digital Pedagogy: A Virtual Public History Model for Peace and Reconciliation Education in Central Java, Indonesia</dc:title>
	<dc:creator xml:lang="en">Bain, Bain</dc:creator>
	<dc:creator xml:lang="en">Utami, Carolina Santi Muji </dc:creator>
	<dc:creator xml:lang="en">Putri, Rizka Cahyaning Arifin</dc:creator>
	<dc:subject xml:lang="en">Virtual Public History; Peace Education; Digital Pedagogy; Local History; History Education Indonesia</dc:subject>
	<dc:description xml:lang="en">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.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-09-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ijhe/article/view/39219</dc:identifier>
	<dc:identifier>10.15294/ijhe.v10.i2.39219</dc:identifier>
	<dc:source xml:lang="en">Indonesian Journal of History Education; Vol. 10 No. 2 (2025): Digital History Pedagogy; 35-50</dc:source>
	<dc:source>2549-0354</dc:source>
	<dc:source>2252-6641</dc:source>
	<dc:source>10.15294/ijhe.v10.i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ijhe/article/view/39219/10468</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Indonesian Journal of History Education</dc:rights>
</oai_dc:dc>