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Paradigma Pembelajaran Sejarah Abad Ke-21 dengan kompetensi 4C Caraka Yoga Aprilya; Sumiyati; D Djono
Jurnal Penelitian Pendidikan Vol 18 No 1 (2026): Jurnal Penelitian Pendidikan
Publisher : LPPM Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jpp.2026.18.1.3

Abstract

History education in the twenty-first century is expected to move beyond the transmission of factual knowledge and chronological events toward the development of higher-order thinking skills relevant to contemporary educational demands. However, history instruction in many schools remains predominantly teacher-centered, limiting students' opportunities to develop twenty-first-century competencies and historical thinking skills in an integrated manner. This study aims to formulate a conceptual paradigm for twenty-first-century history education by integrating the 4C competencies (critical thinking, creativity, communication, and collaboration) with the principles of historical thinking. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Data were collected from seven academic databases—Google Scholar, Scopus, ERIC, DOAJ, Garuda, SINTA, and Crossref—covering publications from 2013 to 2026. After a rigorous screening process, 28 eligible studies were selected and analyzed using thematic analysis. The findings reveal that integrating the 4C competencies with historical thinking provides a comprehensive conceptual framework for history learning. Critical thinking is fostered through source analysis and evidence evaluation; creativity through evidence-based historical interpretation and representation; communication through the construction of historical arguments; and collaboration through inquiry-based and multiperspective learning activities. The study proposes the 4C-HT conceptual model, which positions the 4C competencies as disciplinary skills operationalized through authentic historical inquiry rather than as generic twenty-first-century skills. This model contributes to the development of more active, reflective, evidence-based, and student-centered history learning while strengthening historical literacy, civic awareness, and the competencies required in the twenty-first century.
Pelestarian Tradisi Salawatan Jawa Sebagai Warisan Budaya Di Desa Mendolo Lor Amanda Putri Adelia; Nina Alfia Nursyamsi; Galang Alfa Diarna; Caraka Yoga Aprilya
Journal of Social Empowerment Vol. 11 No. 01 (2026): Journal of Social Empowerment
Publisher : LPPM STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jse.2026.11.1.8

Abstract

Tradisi salawatan Jawa di Desa Mendolo Lor merupakan warisan budaya yang sarat akan nilai religius dan sosial, namun keberadaannya sempat vakum dan mulai jarang dipraktikkan oleh masyarakat setempat. Penelitian ini bertujuan untuk menghidupkan kembali tradisi tersebut sebagai upaya pelestarian budaya lokal dengan sasaran utama warga Dusun Pagerjo. Pendekatan yang digunakan adalah pendampingan partisipatif melalui metode latihan bersama yang dilaksanakan secara intensif di Masjid Al Fatah pada Sabtu, 7 Maret 2026, pukul 21.00–00.30 WIB. Hasil dari inisiatif ini menunjukkan bahwa pelaksanaan latihan rutin di lingkungan masjid tersebut efektif mempererat tali silaturahmi antarwarga desa serta menumbuhkan kembali semangat kolektif para pelaku seni untuk melestarikan tradisi yang telah lama tidak dilaksanakan. Berdasarkan analisis deskriptif, proses pelestarian ini membuktikan bahwa ruang latihan bersama di Masjid Al Fatah berfungsi sebagai instrumen penguatan kohesi sosial yang mampu mengubah kesadaran pasif masyarakat menjadi aksi nyata dalam menjaga kearifan lokal. Dengan demikian, salawatan Jawa kembali mendapatkan posisinya sebagai pilar identitas budaya yang mempersatukan masyarakat di Dusun Pagerjo melalui pusat kegiatan religius mereka. Kata Kunci: Pelestarian Budaya, Salawatan Jawa, Desa Mendolo Lor.
Co-Authors Amanda Putri Adelia D Djono Galang Alfa Diarna Nina Alfia Nursyamsi Sumiyati