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All Journal Scholaria: Jurnal Pendidikan dan Kebudayaan Criksetra: Jurnal Pendidikan Sejarah
Nur Amelia Devi
Universitas Negeri Yogyakarta
Humanities Education Social Sciences Other

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INTEGRASI KETERAMPILAN BERPIKIR SEJARAH DALAM KURIKULUM MERDEKA: ANALISIS KONSEPTUAL DAN IMPLEMENTASI DI SEKOLAH DASAR Mhd Asrian Syah; Dyah Kumalasari; Nur Amelia Devi; Nurul Ismi Lestari
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i1.p31-41

Abstract

Penelitian ini bertujuan untuk menganalisis integrasi keterampilan berpikir sejarah dalam Kurikulum Merdeka serta implementasinya pada pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan metode analisis isi terhadap dokumen Capaian Pembelajaran (CP) IPAS Fase B dan C serta wawancara mendalam dengan guru. Hasil penelitian menunjukkan bahwa unsur berpikir sejarah telah tercermin secara konseptual dalam CP melalui elemen kemampuan memahami perubahan dan keberlanjutan, kronologi peristiwa, serta nilai-nilai sosial dari pengalaman masa lalu. Namun, implementasinya di tingkat kelas masih bersifat parsial dan belum terintegrasi secara sistematis dalam seluruh komponen pembelajaran. Modul ajar, buku teks, dan LKPD cenderung menekankan hafalan fakta dibandingkan penalaran historis, sementara strategi berbasis proyek lokal dan wawancara keluarga menunjukkan potensi besar dalam menumbuhkan kesadaran temporal dan empati historis. Hambatan utama terletak pada keterbatasan pemahaman guru, kesiapan pedagogis, dan minimnya media pembelajaran kontekstual. Meskipun demikian, Kurikulum Merdeka menyediakan peluang strategis melalui fleksibilitas kurikulum, ruang Projek Profil Pelajar Pancasila, serta kekayaan sejarah lokal untuk menguatkan keterampilan berpikir sejarah sejak dini.
Effectiveness of Using Historical E-Maps to Improve Students' Skills in Identifying Continuity and Change Mhd Asrian Syah; Ririn Darini; Arfaton; Nur Amelia Devi
Criksetra: Jurnal Pendidikan Sejarah Vol. 15 No. 2 (2026)
Publisher : Sriwijaya University in collaboration with  Perkumpulan Program Studi Pendidikan Sejarah Se-Indonesia (P3SI) dan Masyarakat Sejarawan Indonesia (MSI). 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v15i2.135

Abstract

The ability to identify continuity and change is a fundamental dimension of historical thinking; however, history instruction in schools continues to emphasize factual knowledge, providing limited opportunities for students to develop this skill through interactive learning experiences. This study aimed to examine the effectiveness of Historical E-Map media in improving students’ skills in identifying continuity and change. A pretest–posttest control group experimental design was employed involving 50 twelfth-grade students at MAN 1 Kerinci selected through simple random sampling. Data were collected using a validated and reliable multiple-choice test and analyzed using an independent samples t-test and N-Gain analysis. The findings revealed a significant difference between the experimental and control groups (p = 0.001 < 0.05), indicating that the use of Historical E-Map had a positive effect on students’ historical thinking skills. The N-Gain score of 0.76 demonstrated a high level of improvement in students’ ability to identify continuity and change. These findings indicate that Historical E-Map is an effective instructional medium for fostering one of the core dimensions of historical thinking. The study recommends integrating Historical E-Map into history instruction to promote more interactive, inquiry-oriented, and spatially contextualized learning experiences.
Co-Authors arfaton Dyah Kumalasari Mhd Asrian Syah Nurul Ismi Lestari Ririn Darini