Independence Diaries and the Cultivation of Heroic Values Among Generation Z and Alpha Students: A Civic-Pedagogical Study at MTs Hidayatun Najah Tuban

Abstract

The declining relevance of historical learning among Generation Z and Alpha students, particularly in understanding heroic values as lived ethical practices rather than merely historical narratives, has become a significant challenge in contemporary civic education. This condition highlights the need for reflective and contextual pedagogical approaches that align with students’ socio-digital experiences. This study investigates the implementation of the Independence Diaries program as a transformative civic-pedagogical intervention to cultivate heroic values among students at MTs Hidayatun Najah Tuban. The research employed a qualitative Participatory Action Research (PAR) design. Data were collected through reflective journals, classroom observations, and focus group discussions, then analyzed using thematic analysis involving coding, categorization, and interpretation of recurring patterns. The findings demonstrate that reflective journaling significantly encouraged students to reinterpret heroism as everyday ethical actions, including responsibility, honesty, empathy, discipline, and social participation. Students also showed increased historical awareness, stronger civic responsibility, improved critical thinking, and greater confidence in expressing personal reflections. Furthermore, the program fostered active engagement in classroom discussions and strengthened students’ ability to connect historical events with contemporary social realities. These findings indicate that reflective and participatory learning models can effectively bridge historical knowledge with students’ lived experiences, thereby contributing to more meaningful civic and character education for Generation Z and Alpha learners.