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All Journal Socia : Jurnal Ilmu-Ilmu Sosial ISTORIA Factum: Jurnal Sejarah dan Pendidikan Sejarah JURNAL WALENNAE Berkala Arkeologi Jurnal Budaya Nusantara Jambura History and Culture Journal Patrawidya: Seri Penerbitan Penelitian Sejarah dan Budaya Harmony : Jurnal Pembelajaran IPS dan PKN AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Jantra Keraton: Journal of History Education and Culture Journal Of Human And Education (JAHE) Jurnal Sosiologi, Antropologi, dan Budaya Nusantara Jurnal Penjaminan Mutu Guna Widya : Jurnal Pendidikan Hindu Pariwisata Budaya: Jurnal Ilmiah Pariwisata Agama dan Budaya Mitra Abdimas: Jurnal Pengabdian kepada Masyarakat JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Satmata: Journal or Historical Education Studies Berkala Arkeologi JAMASAN: Jurnal Mahasiswa Pendidikan Sejarah
Arrazaq, Naufal Raffi
Unknown Affiliation
Religion Arts Humanities Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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KAJIAN POTENSI PENINGGALAN ARKEOLOGI CANDI BARONG SEBAGAI SUMBER BELAJAR SEJARAH Arrazaq, Naufal Raffi
JAMASAN: Jurnal Mahasiswa Pendidikan Sejarah Vol 2 No 1 (2026): Culture, Traditions, and Historical Heritage
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jamasan.v2i1.5813

Abstract

Archaeological heritage holds significant potential as a contextual learning resource in history education; however, its utilization within formal educational settings remains suboptimal. This article aims to analyze the potential of Candi Barong as a source of historical learning at the senior high school (SMA) level. The study employs a qualitative research method. The findings indicate that Candi Barong possesses multidimensional educational values derived from its historical background, religious symbolism, architectural characteristics, and cultural landscape, all of which are relevant to the senior high school history curriculum. The site can be effectively integrated into history learning through site-based experiential activities, the development of visual and digital learning media, and the preparation of instructional materials grounded in local history. Furthermore, its utilization supports the development of students’ historical thinking skills, enhances contextual understanding, and fosters awareness of cultural heritage preservation. Therefore, Candi Barong represents a strategic and innovative historical learning resource capable of improving the quality of history education while simultaneously strengthening efforts to preserve archaeological heritage through an educational approach.
STUDENTS’ MOTIVATION IN LEARNING HISTORY THROUGH THE COOPERATIVE LEARNING MODEL OF THE NUMBERED HEADS TOGETHER TYPE AMONG GRADE X2 STUDENTS AT SMA NEGERI 4 KOTA GORONTALO Ahmad, Eka Prasetia; Yunus, Resmiyati; Arrazaq, Naufal Raffi
Satmata: Journal of Historical Education Studies Vol. 3 No. 2 (2025): October: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v3i2.529

Abstract

This study aimed to optimize the motivation to learn history among class X-2 students at SMA Negeri 4 Gorontalo City through the implementation of the Numbered Heads Together (NHT) cooperative learning model. Using a qualitative approach, data were obtained through observation, in-depth interviews with educators and students, and analysis of related documentation. Data were analyzed descriptively to map the dynamics of changes in student motivation. The results of pre-cycle observations showed that student learning motivation was at 62%, reflecting a low level of focus. After the NHT model intervention in cycle I, there was a significant increase to 90% (very good category), marked by increased active participation, enthusiasm in discussions, and students' readiness to respond to questions without the need for direct instruction. These findings indicate that the NHT model is an effective instrument in fostering student motivation and collective involvement in history learning.
Co-Authors Agung, Rendi Marta Ahmad, Eka Prasetia Ariyanto Nggilu Arkani, Rugaiya Astuti, Anita Dewi Choiriyah, Masfiatul Choirully, Rodifa Daud Aris Tanudirjo Dewantari, Nuryunita Dimas Aldi Pangestu Dwi Safitri, Dwi Dyah Kumalasari Fenti Prihatini Dance Tui Fitra Widya Wati Fitriani, Dara Hariana, Hariana Hasan, Renol Helman Manay, Helman Hidayat, Sahmu Huraira, Nurul Aprilia Iis Husnul Hotimah Indah Nurafani Syarqiyah Irvan Tasnur Ismaul Fitroh JB. Yurahman, JB. Yurahman Joni Apriyanto Juliarman Hatta, Asta Kiayi, Zuhriyati Laisa, Sri Lusiana M. Lamusrin, Safrin Lestari, Ni Made Widi Lestari, Siska Nurazizah Moh. Imron Rosidi Najmi, Nur Ningrum, Azizah Puspa Nugraha Nugraha Nurtanti, Azizah Nuryuana Dwi Wulandari Pambudi, Wahyu Prihantoro, Fahmi Rahmatiah Rahmatiah Rasyid, Meyranti Ridwan Ibrahim Saefur Rochmat Samatowa, Lukman Sandy Maulana Yusuf Sandy Maulana Yusuf Yusuf Sartika, Ropita Dewi Subaryana Subaryana, Subaryana Supu, Mohamad Fazrin Sutrisno Mohamad Syarqiyah, Indah Nurafani Tonny Iskandar Mondong Wantu, Febriyanti Wira Pratama Rumambie Yunus, Resmiyati Yusuf, Sandy Maulana