PEMBELAJARAN SEJARAH HUMANISTIK UNTUK MEMPERKUAT PEMAHAMAN SOSIAL DAN KESADARAN KEWARGANEGARAAN

Abstract

History learning in the twenty-first century is expected not only to develop students’
factual knowledge but also to strengthen their social understanding and citizenship
awareness. However, many studies indicate that history instruction is still dominated
by memorization-oriented and teacher-centered approaches, limiting students’
opportunities to develop reflection, empathy, and meaningful interpretations of
human experiences in the past. This study aims to analyze and synthesize the
relationship among humanistic history learning, historical empathy, social
understanding, and citizenship awareness. The study employed a literature review
method using national and international journal articles obtained from academic
databases. Data were analyzed through thematic identification, categorization of
findings, comparison of research results, and conceptual synthesis of relevant
literature. The findings reveal that humanistic history learning creates meaningful,
reflective, and student-centered learning experiences. This approach contributes to
the development of historical empathy, enabling students to understand the
perspectives and experiences of people in the past. Historical empathy
subsequently strengthens social understanding of diversity, conflict, and social
dynamics, which ultimately supports the development of democratic, critical, and
responsible citizenship awareness. This review offers a conceptual synthesis linking
humanistic learning, historical empathy, social understanding, and citizenship
awareness into an integrated framework for history education development.