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Idrus Rore
Program Studi Pendidikan Sejarah, Jurusan Pendidikan Ilmu Pengetahuan Sosial, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tadulako, Palu, 94119, Indonesia
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Utilizing the Central Sulawesi Museum as a Resource for History Learning in Grade 11 at Palu State High School 2 Ulul Asmi; Hasan Hasan; Charles Kapile; Idrus Rore
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.448-465

Abstract

Museums are important institutions for preserving history and culture and can serve as valuable learning resources. However, their use in schools remains limited due to the dominance of textbook-based instruction and students’ low interest in learning history. Therefore, more contextual and interactive learning approaches are needed to make historical learning more meaningful. This study aims to analyze the utilization of the Central Sulawesi Museum (UPT Museum Sulawesi Tengah) as a history learning resource at Palu State High School 2. The research employed a qualitative method, with data collected through observation, interviews, and documentation. The participants included history teachers, eleventh-grade students, and museum guides. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings indicate that museum-based learning is implemented systematically through activities conducted before, during, and after visits. The museum’s collections are relevant to the history curriculum, particularly topics on prehistory, enabling students to understand historical material more concretely. Furthermore, museum visits increase students’ interest, motivation, and enthusiasm for learning history. Despite challenges such as limited transportation, facilities, human resources, and interactive learning materials, the Central Sulawesi Museum remains an effective and meaningful resource for supporting history education in schools.
The Use of ChatGPT by History Education Students at the Faculty of Teacher Training and Education, Tadulako University, in Completing Academic Assignments Nur Ain Ramadhani; Iskandar Iskandar; Idrus Rore; Misnah Misnah
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.498-512

Abstract

The development of artificial intelligence (AI) has brought significant changes to the world of education, one of which is through the use of ChatGPT as a learning tool for students. This study aims to examine the use of ChatGPT by students in the History Education Program at the Faculty of Teacher Training and Education, Tadulako University, in completing academic assignments, as well as to analyze their perceptions and the impact of its use. The method used was descriptive qualitative research with data collection techniques including observation, interviews, and documentation. The results indicate that students utilize ChatGPT to simplify course material, draft academic assignments such as papers and essays, and identify initial references. Students assessed ChatGPT as having perceived usefulness and perceived ease of use that support the efficient completion of academic tasks. However, its use also leads to negative impacts, including dependency, the risk of plagiarism, and the potential for a decline in critical thinking skills. Thus, ChatGPT serves as a complementary learning tool, not a replacement for primary academic sources. This study concludes that the use of ChatGPT must be balanced with digital literacy and academic ethics so that its positive impacts can be optimized and its negative impacts minimized.
Co-Authors Charles Kapile Hasan Hasan Iskandar Iskandar Misnah Misnah Nur Ain Ramadhani Ulul Asmi