Zulkarnain, Dimas Aldi Pangestu, Muhammad Amirrudin, Gunartati
The purpose of this research is to discover the capabilities of history teachers in designing the internalization plan for democratic values in history lectures; to understand the implementation process of democratic values in history subjects; and to discover the obstructions in implementing those values in high school. This research uses a qualitative research method with a descriptive approach. Data were collected through interviews with three history teachers and twenty students, classroom and school observations, and document analysis at SMAN 2 Ngaglik, a public high school in Yogyakarta, Indonesia. The data was then analyzed using the interactive data analysis technique: data reduction, presentation, and conclusion. This research shows democratic education can be applied and assessed concretely in an inclusive and diverse learning environment, using history as a vehicle for developing democratic capacity and forming inclusive citizenship. These thematic findings illustrate a comprehensive approach to democracy education at SMAN 2 Ngaglik, which integrates inclusivity, student-centered pedagogy, civic engagement, tolerance, responsibility, and the use of technology through historical curriculum design and practice. Approaches in schools provide valuable insights and examples for designing inclusive democratic curricula that align with global efforts to develop participatory, tolerant, and autonomous citizens through education. History education can be used as a model of inclusive democratic education closely linked to student diversity and technological innovation, providing valuable new insights and a practical framework for application in pluralistic educational environments. © 2025, Universitas Negeri Semarang. All rights reserved.
Universitas Negeri Yogyakarta, Indonesia; Universitas Pendidikan Indonesia, Indonesia; Monash University, Australia
