Analysis of Students National Identity Levels in History Learning

Ridho Bayu Yefterson

, Syafri Anwar

, Siti Fatimah

, Rahfit Syahputra

and

Fini Fajri Mulyani

Department of History, Padang State University, Padang, Indonesia

Department of Geography, Padang State University, Padang, Indonesia

Public High School, Rokan IV Koto, Riau, Indonesia

Keywords: National Identity, History Learning, Local History, Character Education.

Abstract: National identity is an attitude that must be possessed by every student in particular and the Indonesian nation

in general. A solid understanding of national identity can be a foundation for stemming various outside

cultures easily obtained through today's technological advances. This study analyses students' national identity

level at SMAN (Public High School) in Padang City. So, history learning that was initially still unable to help

students understand national identity can be designed according to their affective needs. This research

occurred in Four State Senior High Schools: SMAN 2 Padang, SMAN 3 Padang, SMAN 7 Padang, and

SMAN 15 Padang. The method used is quantitative descriptive. Data was collected using questionnaires and

then analyzed using descriptive statistics with the help of SPSS software. The results of the analysis are further

described qualitatively. The results of this study show that the national identity of students in Padang City is

sufficient. This can be seen in the number of students at the adequate grade interval, as many as 66.9% of

students. The percentage of students who are in the excellent category is 16.0% of students. As for students

who are still in the poor category, as many as 17.1% of students.

1 INTRODUCTION

Article 3 of Law Number 20 of 2003 concerning the

National Education System explains that the purpose

of national education is to develop the potential of

students to become human beings who believe and

fear God Almighty, have a noble character, are

healthy, knowledgeable, capable, creative,

independent, and become democratic and responsible

citizens. Departing from this goal, national education

revolves around intellect and penetrates aspects of

morality, attitudes (character as an individual /

Indonesian nation, spirituality), and skills. This is a

complete unity that in the learning process in the

classroom, students are expected to have cognitive,

affective, and psychomotor abilities. In the

applicative realm, every lesson learned in the school

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or education has its objectives, and the orientation is

to achieve the national education goals mentioned

above. One of the many subjects taught by students at

school is history. History is a learning process that

consists of values that shape student character or

character education. Thomas Licknoa explained, as

quoted by Suwartini, that character education is a

process that is passed to shape one's personality

through ethics education, the results of which are seen

in one's actual actions, namely good behavior,

honesty, responsibility, respect for the rights of

others, hard work, and so on (Suwartini, 2017).

Learning history as one of the lessons that shape

student character is an aspect that cannot be denied.

Referring to some existing research, it is explained

that history learning is not just remembering an event,

name, place, number, and year. However, it can shape

dispositions and attitudes, awaken awareness of

474

Yefterson, R. B., Anwar, S., Fatimah, S., Syahputra, R. and Mulyani, F. F.

Analysis of Students National Identity Levels in History Learning.

DOI: 10.5220/0013411000004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 474-485

ISBN: 978-989-758-752-8

national ideals and the development of historical

knowledge, historical ways of thinking, historical

skills, and attitudes related to one's life as a citizen,

such as love of the motherland, patriotism, and

nationalism History learning should not only be

concerned with aspects of knowledge or intellectual

intelligence but also include aspects of mentality or

emotional intelligence. This process is part of efforts

to shape the nation's character in the future (Asmara,

2019).

As explained above, it can be said that history

subjects are full of character building, including the

national identity of the nation. Lionar and Mulyana

reinforced that the strategic role of history education

is to form citizens who understand the noble values of

the nation, in this aspect, including the value of

respect for cultural diversity that has become the

identity of the Indonesian nation (Lionar & Mulyana,

2019). The nation's identity is a representation of the

national identity of the Indonesian nation that is not

owned by other nations. Departing from that

situation, a state is responsible for forming a national

identity in its people, which can be provided through

education (Asy'ari et al., 2022). By some of the

explanations mentioned above, it can be concluded

that the purpose of history education/learning, apart

from the cognitive and psychomotor domains, also

includes aspects of attitude/character formation in the

form of nationalism, patriotism, and other things

related to efforts to strengthen national identity /

collective identity.

National identity comes from the word Identity

which means characteristics, signs, or identities

attached to something that distinguishes it from

others, and the word national, which means a more

extensive group bound by physical similarities such

as culture, religion, and language and non-physical

similarities such as desires, ideals, and goals

including development factors in the context of

globalization (Widodo et al., 2015; Sormin et al.,

2021; Aprianti et al., 2022). National identity relates

to a nation's history, culture, language, and traditions,

distinguishing it from other nations. National identity

also helps to strengthen the nation's sense of unity and

increases the spirit of nationalism (Astuti, 2023). In

the context of Indonesia, national identity can be

interpreted as a characteristic whose manifestation is

in the form of cultural values that have developed

before the entry of major religions in the archipelago

in various aspects of life, containing hundreds of

tribes which in turn are bound by the motto Bhineka

Tunggal Ika. Unite to realize the common desire to

achieve national independence by protecting the

entire Indonesian nation and all Indonesian

bloodshed, as stated in the preamble of the 1945

Constitution's fourth paragraph (Aprianti et al., 2022;

Luthfia & Dewi, 2021). This historical process cannot

be separated from the cultural roots that underlie the

national identity of the Indonesian nation. The

elements forming national identity consist of

primordial factors (geographical, ecological, and

demographic) and conditional factors such as

historical, social, political, and cultural factors in the

Indonesian nation.

In national and state life, identity is essential for a

country to distinguish itself from other countries.

Suppose a nation does not have and cannot maintain

a national identity; Crucial problems occur, such as

being easily shaken and swayed by the challenges of

the times (Nurnazhiifa & Dewi, 2021). Furthermore,

Widyaningrum emphasized, as quoted by Saputro,

that national identity is essential so that a country can

maintain its existence and have unity for the sake of

the nation (Saputro, 2021). Indonesia is a country

inhabited by many people with heterogeneity on all

fronts. Still, it has the same goal, namely, the

realization of a strong, sturdy Indonesian nation that

has a strong identity valued by other nations, to

achieve the ideal of the founder of the nation as an

advanced, just, prosperous, and prosperous nation

(Rosyada, 2014). From the various thoughts

mentioned above, it can be concluded that national

identity is one aspect that can be used as a bridge to

unite differences and progress the Indonesian nation.

There was growing collective awareness that the

Indonesian nation differed from other countries.

In this era, all humanity experienced such a phase

of rapid technological development. In other words,

the world has been continuously globalized or

modernized. In line with these conditions, it is not

impossible for the younger generation, especially

students, to be exposed to various cultural elements

from outside. The rapid development/use of

electronic media gives students a vast space to access

Western culture. Globalization or modernization

contains positive and negative impacts. At a positive

level, it can foster creativity and innovation, build

collaborative relations between countries, and create

constitutive aspects of the like. However, adverse

effects need to be watched out for and alleviated,

namely pornography, hijacking someone's account,

creating content that harms others, and imitating ways

of dressing that are not to the culture of Indonesian

society (Rafidah et al., 2021)

This condition can impact the decline of national

identity because it is too late with elements of

Westernized culture or pop culture. The era of

globalization and modernization facilitates the entry

Analysis of Students National Identity Levels in History Learning

475

of foreign cultures so that it affects every segment of

life, including the mindset of a person who, in this

case, views Western culture as more modern than

Eastern culture. Thus, Eastern societies are more

likely to imitate the lifestyle of Westerners (Evitasari

& Prasetya Santosa, 2022; Saputro, 2021). If

understood as a whole and comprehensively, history

learning can be helpful as a self-foundation for

selecting complex values that develop in society

today and in the future (Afwan et al., 2020). This can

deepen students' understanding of wisdom. Because

it views an issue based on the principle of causality,

comparing what has happened in the past with today's

situation, which in turn is used as a guide for

concluding (decision). If brought into external

cultural adoption, if students want to consume the

culture, filtering is first carried out properly by

considering the consequences for attitudes, mental, or

others.

Thus, the benefits of learning history and

strengthening mental attitudes and character are

related to the noble values of the Indonesian nation.

The conditions of the times that have changed with

complexity make teachers / related parties must

always be aware of the identity crisis among students

and generations of the nation in general. History is the

teacher of life for everyone. Therefore, to form a

complete national identity for students, history

learning designed by history teachers must be taught

well to students, according to their needs, and

contextual to the environment and problems that

occur today. That way, the ideals of national

education, especially at the level of character

education, are expected to be achieved

comprehensively through history learning. As

explained by Suwartini, one of the principles of

character education is the development of an attitude

of love for the homeland (Suwartini, 2017). Departing

from these conditions, to see the extent to which

history learning can shape students' national identity

amid current technological developments, the author

conducted a study on the analysis of students' national

identity level in Padang City. According to the author,

studies on national identity analysis are still rarely

found today, especially for senior high school

students in Padang City. Some studies on national

identity analysis still cover the textual realm, such as

the value of national identity contained in learning

textbooks conducted by Sumaludin (Sumaludin,

2018), Sarasati (Sarasati, 2021), and Purwanta

(Purwanta, 2012, 2013; Purwanta et al., 2015). The

study of national identity in students was written by

Yulianto (Yulianto, 2017) and Adelia (Adelia, 2019).

Given this situation, this research can fill the space

that is still relatively empty so that teachers can obtain

new information to improve the learning process, and

each aspect of national identity is still in the low or

poor category. The findings in this article are

expected to be a signpost for history teachers, in

particular, and families, in general, constantly to

remind and supervise the nation's generation of

foreign cultural dangers if not filtered properly.

As an academic study, this research answers the

question:

1. What is the level of national identity of students

in the city of Padang in the realm of knowledge,

attitudes, skills, and national identity as a whole?

2. How is the role of history subjects one of the

critical aspects in improving students' national

identity?

2 METHODOLOGY

This research is a type of quantitative descriptive

research. Quantitative descriptive research is a study

that uses quantitative methods and descriptive

analysis techniques (Alfatih, 2021). This research

was conducted in four public schools in Padang City,

including SMAN 2 Padang, SMAN 3 Padang, SMAN

7 Padang, and SMAN 15 Padang. The sample in this

study amounted to 257 students, and the sampling

techniques used were Cluster Sampling. In this type

of sampling, the population is divided into regions or

clusters. If the cluster is selected, all members in the

cluster are sampled (Retnawati, 2017). The data

collection technique uses questionnaires with several

statements about national identity attitudes based on

aspects of knowledge, attitudes, and skills. The

assessment aspects and indicators contained in the

questionnaire can be seen in the table below.

Table 1: Aspects of assessing students' national identity

scores

It Aspects

Assessment

Indicators

Statement

Item

1 Knowledge Local Insi

hts 5

National Vision 5

Ideological

Understandin

2 Attitude Patriotis

Nationalist

Attitude

The Attitude of

Love For the

Countr

Historical

Awareness

Attitude

3 Skill Achievement of

Six Dimensions

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

476

It Aspects

Assessment

Indicators

Statement

Item

of Pancasila

Student Profile

Good citizenship 4

Total items 40

Each statement was measured using a Likert scale

with a strongly agree, agree, doubt, disagree, and

strongly disagree scale. Each item has a value

including: strongly agree = 5, agree = 4, doubt = 3,

disagree = 2, strongly disagree = 1. The next

questionnaire was given to the research sample, and

the data that was successfully collected was processed

and analyzed using descriptive statistics with the help

of SPSS software. Syamsudin, in his book, explained

that the task of descriptive statistics is to present

research results in good form. The presentation of

data in good form is interpreted as a process in that

the data is written simply so that it is easier to get a

picture of the research results (Syamsudin, 2002).

The process aims to determine students' national

identity level based on predetermined aspects and

indicators. The results of the student national identity

score questionnaire displayed in the data analysis

below include assessments based on intervals in the

form of percent with the following national identity

value categories: excellent, good, enough, less good,

and not good. The assessment category refers to

Sugiyono's opinion about Respondent Achievement

Level (TCR), the categories below.

Table 2: National Identity Assessment interval

Value Interval Category

85% - 100% Excellent

66% - 84% Good

51% - 65% Enough

36% - 50% Not Good

0% - 35% Bad

Table 3: Distribution of Respondents in Each School

School Frequency Percentage

SMAN 2 61 23,7%

SMAN 3 72 28,0%

SMAN 7 65 25,3%

SMAN 15 59 23,0%

Total 257 100,0%

3 RESULT & DISCUSSION

National identity is a critical aspect possessed by

every child of the nation. This is their foundation

against the massive flow of modernization that will

lead to an identity crisis if there is no strong filter and

sharp analysis. Several forms of external culture or

understandings are challenges for students in the era

of globalization and need to be properly filtered and

sharply analyzed for the consequences for the identity

of the Indonesian nation, namely thoughts that are

contrary to the philosophy of life of the Indonesian

nation which in principle must be based on Pancasila.

Some examples related to these aspects are

communism, hedonism, individualism, racism,

liberalism, ethnocentrism, chauvinism, and the like.

Education has a role in shaping the national

identity value of a country with its characteristics

(Byung-Jin, 2003). National identity is a binding

force for the formation of close relationships between

individuals and the state and becomes a nation's

collective identity with characteristics that other

countries do not possess (Akbar et al., 2022;

Sumaludin, 2018). Therefore, the value of national

identity as part of character education must be seen in

its entirety in the domain of education, as in the

opinion of Purwanto & Susanto, character value

education is inseparable from the process of

education in the cognitive, affective, and

psychomotor domains (Purwanto & Susanto, 2019).

This study looks at the national identity of students in

the city of Padang in the context of Education in

Indonesia from the perspective of the realm of

education including, cognitive, affective, and skill.

National identity in the aspect of knowledge is a

basic part of the formation of national identity.

Knowledge plays a role in opening the horizon of

consciousness toward a belief in the development of

national identity (Harrison & Johnson, 2009). The

knowledge in question is mainly related to knowledge

of historical events about the Indonesian nation,

knowledge about national heroes, the formation of the

state of the Republic of Indonesia, along with the flag

and symbols of the state as well as students'

understanding of state ideology. In addition,

knowledge that affects the identity of the nation also

consists of knowledge about local history found in the

environment around students.

In addition to explaining the level of national

identity based on each element, the author also

describes the level of national identity of students as

a whole. The data can be seen in the explanation

below.

3.1 Level of National Identity of

Students based on Knowledge

Aspects

Referring to the analysis of the national identity

scores of 257 students, the average score of their

national identity based on knowledge aspects was

Analysis of Students National Identity Levels in History Learning

477

54.98 or in the sufficient category. From the graph

above, students in the excellent category amounted to

13.2%. The number of students in this category is

pretty high at 50.2%. As for students in the poor

category, it amounts to 35.8%. While students who

are still in the wrong category, as much as 0.8%. In

this section, it can be concluded that students already

have excellent knowledge about national identity

referring to the percentage of students who are in the

sufficient category and those who are in the superb

category can be interpreted as their understanding of

national identity as the Indonesian nation has been

implemented in the form of concrete actions in

schools and their social environment. Facilitated

history learning began to bring quite good changes in

students' understanding of national identity. This

condition also shows that historical learning that only

focuses on memorizing dates, characters' names,

places of events, and the like has gradually been

updated. Ideally, facilitated learning should be so.

When viewed from the cognitive side, students must

have critical thinking skills (critical thinking,

problem-solving, seeing change and sustainability,

and other historical thinking skills). Not just

remembering the date, the name of the character, or

the place where a historical event occurred may not

mean anything to students, even if they sometimes

forget the date, year, and name of the historical figure

they studied (Anis et al., 2020).

Table 4: Assess students' national identity based on

aspects of knowledge

Interval Student

Percentage

Category

85% ⎯ 100%

0% Excellent

66% ⎯ 84%

13,2% Good

51% ⎯ 65%

50,2% Enough

36%⎯ 50%

35,8% Not Good

⎯

35%

0,8% Bad

Figure 1: Graph of student national identity categories by

aspect of knowledge

In addition to what is described above, it is

considered a success of a history teacher; on the other

hand, there are still evil students. The percentage of

students who fall into the two categories is 35% of

students (not good) and 0.8% of students (not good).

Departing from these data, a history teacher needs to

design learning well to improve students' knowledge

abilities with methods that suit their

needs/characteristics (students) or learn material

contextual to the student's environment. One form can

integrate local history into the material studied. As

explained by Wiyanarti, local history is a potential

source of learning for history education/learning. The

element of closeness to students, namely historical

sources and memory, can bridge alternative

aspirations that may be expected and have not been

provided by existing national history (Wiyanarti et

al., 2020). Hasan further asserts that regional events

are triggered by national events and vice versa

(Hasan, 2019). Departing from this argument, local

history material absent from history books, especially

history learning in Padang City schools, needs to be

developed by related parties, especially teachers who

teach history subjects. This action is essential because

it is a preventive-coercive step in stemming students'

blindness to history/local insight.

National identity in the aspect of attitude, is

related to attitudes that are a manifestation of

historical values (Yefterson & Salam, 2017).

Historical value is from character values obtained

from positive values that can be exemplified from the

struggle of the Indonesian nation to seize

independence to maintain independence. The national

identity attitude of citizens is generally characterized

by feelings of being citizens of a nation (Schlicht-

Schmälzle et al., 2018). Attitudes that show national

identity can be built with learning activities that

involve students in accommodating diverse

perspectives of local identities, such as ethnicity,

religion, language, and ideology (Grzywacz, 2013;

Ljunggren, 2014). Aspects of attitudes highlighted in

the following data include patriotism, nationalism,

love for the homeland, and historical awareness.

3.2 Level of National Identity of

Students based on Attitude Aspects

Based on the analysis of the national identity

scores of 257 students, the average score of their

national identity based on attitude aspects was 57.83,

or in the sufficient category. Referring to the graph

data above, the % of students in the excellent category

is 17.1%. Students who are in the adequate category

are as much as 59.5%. As for students in the poor

category, it amounted to 23.3%. According to the data

presented, it can be concluded that the highest

percentage is in students in the sufficient category. Of

the total respondents, students in the adequate

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

478

category reached 59.5%. As for students in the

excellent category, as many as 17.1% of students.

According to these data, it can be interpreted that

history learning has shaped students' national identity

regarding attitudes.

Table 5: Assess students' national identity based on

attitude aspects

Interval Student

Percenta

Category

85%

⎯

100%

0% Excellent

66%

⎯

84%

17,1% Good

51%

⎯

65%

59,5% Enough

36% ⎯ 50%

23,3% Not Good

0% ⎯ 35%

0% Bad

Figure 2: Graph of students' national identity categories by

attitude aspect

However, only a few percent of students are in the

poor category. The number reaches 23.3% of

students. The quantitative data related to the students'

national identity was strengthened by the testimony

of two teachers who indeed viewed that students still

need improvement related to nationalism, patriotism,

love for the homeland, and historical awareness.

Teacher A

"In general, the attitude of student nationalism

is still lacking. This can be seen during the

implementation of the Flag Ceremony which is

carried out routinely every Monday morning.

They tend to joke, laugh, sit, and sometimes

some play mobile phones. The same is true when

it comes to patriotism, especially about

historical awareness. They view that learning

history is not important. However, some

students who do have intelligence in some

aspects, tend to have an attitude of nationalism,

love for the homeland, and the like, and this can

be seen in their actions. Like during the

ceremony, they look solemn and usually stand in

the front row."

Teacher B

Following up on the information, Therefore, history

teachers need to redesign learning appropriately to

shape the national identity attitudes of students who

are still in the poor category and sharpen the attitudes

of students who are in the sufficient category. History

learning can be learned through direct visits to

historical sites related to the material being discussed,

building dialogical relationships with historical

witnesses/and presenting them to schools or places

that can foster the spirit of nationalism, patriotism,

love of the motherland, and students' historical

awareness. Historical awareness is an important point

that must be understood/possessed by students as

someone who studies history. This will bring out a

sense of life that will ultimately lead students to fully

understand the meaning of each historical event

(Yefterson et al., 2023). A complete understanding of

a historical event indirectly affects the formation of

character according to the noble values of the

Indonesian nation. One of the objectives of

Indonesian national education is related to the

formation/strengthening of children's character

(nation). Strengthening national character and

identity is an effort to maintain the nation's integrity

(Hakim & Darojat, 2023).

National identity in the aspect of skills that are

covered in the assessment, including actions that

show good citizenship behavior and forms of student

behavior by the Pancasila Student Profile (Aldi Ivandi

Putra et al., 2024; Khasanah et al., 2023; Ljunggren,

2014; Osler, 2011)

3.3 Level of National Identity of

Students Based on Skill Aspects

Table 6: Assess students' national identity based on skill

aspects

Interval Student

Percentage

Category

85% ⎯ 100%

0 Excellent

66% ⎯ 84%

40,5% Good

51% ⎯ 65%

47,9% Enough

36% ⎯ 50%

11,7% Not Good

0% ⎯ 35%

0 Bad

Figure 3: Graph of student national identity categories by

skill aspect

Analysis of Students National Identity Levels in History Learning

479

The average national identity score of students

based on aspects of skills after analysis was 63.44, or

in the sufficient category. Based on the data in the

graph above, the % of students in the excellent

category is 40.5%. Students who are in the adequate

category amounted to 47.9%. Meanwhile, students

who are in the poor category amounted to 11.7%.

From these data, it can be concluded that the

percentage of students in the category is entirely in

the highest position, with 47.9% of students. Then,

below are students who have arrived in the excellent

category, as many as 40.5% of students from the total

respondents.

It can be concluded that they have sufficient skills

related to the supporting factors for the emergence of

awareness of national identity as an Indonesian

nation. Indeed, history learning contains special skills

not possessed by other subjects. The skill aspect

(especially in the realm of Historical Thinking Skill)

is associated with performance in tasks that require

the use of information from various documents and

the use of the information contained in these sources

to answer historical questions to gain new insights

(Merkt et al., 2017). Ofianto asserts that if students

have historical thinking skills, then they can identify

interactions and constraints on deliberate human

actions that trigger change and continuity, as well as

able to identify various causes and understand

counterfactual historical events (Ofianto et al., 2022).

The importance of critical thinking and historical

thinking skills requires a teacher to be able to design

learning/learning activities that can develop these

thinking skills because when they enter high school,

they are required to be able to do so (Waring &

Robinson, 2010). Referring to this thinking means

that critical thinking or historical thinking must be

introduced when students are in the junior middle

class.

This aspect of skills contains indicators of what

is referred to as the Pancasila student profile and good

citizenship. Astuti's research findings prove that the

profile of Pancasila students can realize a generation

that upholds Indonesia's national identity and cultural

values (Astuti, 2023). However, according to the

thoughts and data on the percentage of students

whose national identity is still in the poor category of

11.7% of students, history teachers must continue to

try to design learning more meaningful and according

to the needs of students so that every dimension of the

Pancasila student profile learned by students at State

High School Padang City can be a foundation to

strengthen their national identity values.

The level of national identity of students in this

article is seen based on knowledge, attitudes, and

skills. Each aspect is further developed into several

indicators. Based on the results of data analysis

conducted by the author, the level of national identity

of students in Padang City in each aspect consisting

of knowledge, attitudes, and skills can be seen in the

table below.

3.4 Student's overall national identity

level

Table 7: Assess students' overall national identity

Interval Student

Percentage

Category

85% ⎯ 100%

0% Excellent

66% ⎯ 84%

16,0% Good

51% ⎯ 65%

66,9% Enough

36% ⎯ 50%

17,1% Not Good

⎯

35%

0% Bad

Figure 4: Graph of student national identity categories by

all aspects

In measuring the national identity of students in

the four Padang City Senior High Schools, it consists

of three aspects, each of which contains several

categories. The Knowledge Aspect includes Local

Insights, National Vision, and Ideological

Understanding. Attitude aspects include Patriotism,

Nationalist Attitude, Attitude of Love for the

Motherland, and Attitude of Historical Awareness.

The skill aspect is divided into the Achievement of

Six Dimensions of Pancasila Student Profile and

Good Citizenship. Some of the aspects that are used

as a measuring tool are seen as having relevance to

the national identity of a citizen. Like the attitude of

Nationalism, Asy'ari explained in his article that high

nationalism can be seen with someone who loves his

country very much, appreciates the services of his

heroes, shows a willingness to sacrifice for the good

of his country, and of course highly upholds unity and

unity. While patriotism teaches how to be a citizen

who has loyalty and loyalty to the country and nation

and recognize the identity of each nation or state.

Asy'ari explained in his article that high nationalism

can be seen with someone who loves his country very

much, appreciates the services of his heroes, shows a

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

480

willingness to sacrifice for the good of his country,

and of course highly upholds unity and unity (Asy'ari

et al., 2022). Meanwhile, patriotism teaches how to

be a citizen who has loyalty and loyalty to the country

and nation and recognize the identity of each nation

or state (Nurnazhiifa & Dewi, 2021). As for historical

awareness, Soedjatmoko as quoted by Syahputra

explained that historical awareness is an intellectual

orientation, an attitude that needs to be instilled in the

nation in order to form a national personality

(Syahputra et al., 2020).

Based on the data in the table and graph above, it

was obtained that students at the national identity

level reached 66.9%. Students who are in the

excellent category are as much as 16.0%. Meanwhile,

students still in the poor category amounted to 17.1%.

According to these data, it can be concluded that the

percentage of students with a sufficient national

identity is 66.9% of students from the total

respondents. As for students in the excellent category,

as many as 16.0% of students. Those who fall into

these two categories hope to use the sense of national

identity that has been formed as a foundation for

dealing with various elements of foreign culture that

affect the erosion of national identity. Referring to the

data above, it can be concluded that the level of

national identity of students at SMA Padang City is

categorized quite well.

This means that history learning facilitated by

teachers can reasonably accommodate student

character formation in the realm of national identity

as the Indonesian nation. Nonetheless, improving the

quality of students' national identity in a very good

direction needs a strategy that is relevant and

interesting to the spirit of today's students. The author

suggests that teachers must design learning and

develop interactive multimedia e-modules that

contain several forms of student learning activities

and needs. Such as independent and collaborative

learning flows, learning resources such as videos and

articles, and the like. Meanwhile, another strategy is

to develop teaching materials that contain local

history, multicultural education, and character

education. Some of these aspects are seen as having

strong relevance to the improvement of elements

related to the national identity of the Indonesian

nation. Several studies also report that local history,

local wisdom, and multicultural education have a

great contribution as an effort to strengthen the

identity of Nation (Billah et al., 2023; Hakim &

Darojat, 2023; Widiatmaka, 2022; Firdaus, 2017).

Sartono Kartodirjo affirmed in Hasan that history

is a story about the collective experience of a

community or country in the past; the estuary of such

conditions can shape national personality and

national identity at the same time (Hasan, 2019). At

the practical level, history is valuable as moral and

educational teaching, namely, the past as espionage in

living the present and future life (Sirnayatin, 2017).

Students who study history are expected to be able to

take constructive values from heroes or events

themselves as guidelines in living a life of society,

nation, and society. Introducing historical actors

(historical actors such as heroes) in learning

strengthens national identity and is relevant to

shaping characters such as national attitudes and love

for the homeland (Pramono et al., 2021; Abdi, 2020).

Even so, as many as 17.1% of students do not

fully understand the national identity. This study's

findings align with the results of Ritonga's research,

that the understanding of grade VII students of SMPN

39 Medan regarding national identity is still quite

low. Internal and external factors cause the low

understanding. Some of these internal factors consist

of intelligence, health, and psychology. As for

external factors, some of them include the school

environment, teachers' teaching methods, and friends

(Ritonga et al., 2022). Meanwhile, Adelia's research

explained that the national identity of high school

students in the city of Medan is in the high category.

In his research, it was mentioned that the components

that form national identity consist of three:

categorization, identification, and social comparison.

In addition to these three components, other factors

affect national identity such as ethnicity and

educational factors that are followed (Adelia, 2019).

Another study explained that the majority of students

at SMAN 2 Pare have a good understanding of the

definition and purpose of national identity. Students

as respondents to the study stated that their agreement

about maintaining national identity is important for

the sustainability of the Indonesian nation (Putra et

al., 2024). Some of these studies can be used as a

comparison that every student in each school in the

region within the scope of Indonesia, has a different

quality of understanding of this national identity.

Related, the number of students in Padang City

who are still in the category of bad national identity

is strengthened by some cases that occurred in Padang

City, namely brawls between students which resulted

in losses for themselves and the general public. Like

the brawl that occurred on Jalan Juanda, Padang City,

resulting in the death of one of the teenagers in the

action (Media, 2022). Meanwhile, the brawl that

occurred in Lubuk Begalung, Padang, resulted in one

of the teenagers' hands being broken in the incident

(Media, 2024). This is one of the proofs that the

understanding of adolescents, especially in Padang

City, is still lacking in depth regarding the identity of

the Indonesian nation which ideally maintains a sense

of unity and unity, tolerance, or in a concept known

Analysis of Students National Identity Levels in History Learning

481

as Bhineka Tunggal Ika. In general, the era of

globalization poses hopes and challenges for the

Indonesian nation. Aulia's research reported that

several important aspects need to be considered in

response to the challenges of globalization resulting

in the fading or non-understanding of the nation's

national identity by adolescents, namely: 1)

hedonism, 2) fading mutual cooperation, 3) fading

sense of nationalism and patriotism and 4) fading of

manners (Aulia et al., 2021). In line with that, another

thing that needs to be watched out for in the era of

globalization is the emergence of extremist

ideologies, such as the thoughts and interests of other

irresponsible parties and then targeting the mindset of

Indonesian teenagers if such a thing happens

protracted and there are no preventive-coercive

efforts, it is vulnerable to division (Istianah &

Komalasari, 2023; Aulia et al., 2021).

Therefore, history learning taught by students

with teachers as facilitators must be designed within

the framework of forming a national identity. The

material prepared must be contextual to produce

meaningful learning for students. The tasks given are

note-taking, triggering creativity, problem-solving,

and the like. As Kurmanayeva explains, creative

tasks, including ethnocultural content, connect

students to their national identity (Kurmanayeva et

al., 2021). Another study reported that history

learning designed by integrating multicultural values

is seen as beneficial in an effort to strengthen

Indonesia's national identity (Saputro, 2021). This is

based on the view that history learning with the

integration of multicultural values when viewed from

the learning objectives in high school, is expected to

produce students who have a national spirit and love

for the homeland, have a strong character and

personality, advance national culture, make students

have a strong identity and identity, and as members

of a democratic society and nation (Ekwandari et al.,

2020). Another aspect was also mentioned by Raharjo

that the development of a leadership history learning

model based on critical pedagogy has proven to be

effective in improving students' leadership attitudes

(Raharjo, 2021). In this aspect, it is based on the fact

that historical materials that contain elements of

heroism of figures in the past contain positive

leadership values to be emulated by students so that

one of the indicators of national identity can be

achieved. In addition, learning history with the

integration of traditional values of local communities

also has the potential to be a forum to strengthen

national identity, especially the cultural identity of

students (Januardi et al., 2024). One study reported

that engaging students in understanding the cultural

values inherent in local history can strengthen their

sense of national and local identity (Januardi &

Superman, 2024). Some history learning designs

above can be an example for every history teacher to

be applied in learning activities in each school.

Technology is an important aspect of facilitating

all forms of human activities. Fauzan et al.'s research

reports that visual technology, especially in the digital

space, plays an important role in shaping national

identity and consumption patterns in Indonesia and

can be used critically to reinforce local cultural

narratives rather than simply being a tool for global

cultural adoption (Fauzan et al., 2024). Such

technology forces people to reevaluate how their

national identities are formed amid the growing tide

of globalization (Ilyin & Snegur, 2024). However,

several challenges and obstacles may arise.

Therefore, Antonian and Sokolova emphasized that

educational institutions and governments need to

ensure that technology is not only used to disseminate

information but also to provide in-depth education

about local values and the important role of national

identity in an increasingly connected world (Antonian

& Sokolova, 2022).

The findings of this study have implications for

two parties. First, from the teacher's side, it can be a

sign that students are on a national identity that has

begun to fade, so these findings can also be an

empirical basis for a teacher to design learning,

media, modules, and materials (local history

integration) that can bridge students in strengthening

and improving their national identity, especially in

history subjects. Second, for students, it has

implications for the steps taken to face technological

advances. They will better understand the negative

impact of technological advances on national identity

as a nation after measurements are made based on the

aspects/indicators of national identity developed. At

the same time, it raises awareness of continuing to

learn and become a complete Indonesian person. In

addition to these aspects, they can also use technology

to strengthen the foundation of national identity as an

Indonesian nation. Because the influence of

technology in the era of globalization not only affects

the way people see themselves, but also how cultural

values and social norms are redefined in the digital

era (Fauzan et al., 2024).

4 CONCLUSIONS

Apart from the aim to improve students' abilities in

the cognitive and psychomotor domains, history

learning is also intended to shape students'

attitudes/characters by the noble values of the

Indonesian nation. History learning is expected to

strengthen students' foundations in building national

identity as an Indonesian nation and local identity as

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

482

part of society according to their residences. At this

time, all circles are in such a phase of rapid

technological development, which can affect various

aspects of the life of a nation. What may also happen

is the emergence of an identity crisis among

students/young people because it is contaminated

with elements of outside culture that are not filtered

properly. Based on the research results, the national

identity level of students in Padang City is quite good.

This can be seen in the number of students in the

sufficient grade interval, amounting to 66.9% of

students from the total respondents. The percentage

of students who are in the excellent category is 16.0%

of students. As for students who are still in the poor

category, as many as 17.1% of students. With these

findings, it is hoped that history teachers, especially

in Padang City, can design learning well to improve

the quality of learning, whose orientation is to shape

students' national identity and cognitive and

psychomotor abilities in general.

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