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All Journal Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan HISTORIA: Jurnal Program Studi Pendidikan Sejarah
Farhan Nur Ghifari
Universitas Pendidikan Indonesia
Humanities Education Social Sciences Other

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Local Wisdom of the Cireundeu Traditional Village as a Learning Resource in History Education Farhan Nur Ghifari; Diana Mutiarani; Leli Yulifar
Historia Vol 15 No 1 (2027): HISTORIA: Jurnal Program Studi Pendidikan Sejarah (Issu in Progress)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/hj.v15i1.16819

Abstract

History learning at the high school level is still driven by teacher-centered lectures and nation-centric textbooks, so students often struggle to understand the relevance of history to their lives. This study aims to identify forms of local wisdom in the Cireundeu Traditional Village, particularly within the local food security system, and to analyze their relevance as a source of history learning in CP Phase E of the Independent Curriculum in high schools. The study employed a qualitative approach using ethnographic methods, including participant observation, in-depth interviews, and document analysis, conducted in April 2026 in the Cireundeu Traditional Village. The results show that the local wisdom of the Cireundeu Traditional Village is multidimensional, encompassing cassava-based food security and rasi, cultural inheritance systems, the traditional Ngemban Taun ritual, as well as the Ngantereuran tradition, which has been practiced since 1918. All of these dimensions are relevant to the material on historical research steps and historical sources in CP Phase E and meet the criteria for economical, practical, flexible, and relevant learning resources.
Needs Analysis for Canva and Heyzine-Based Interactive Digital Flipbook Teaching Materials to Enhance Students' Creative Thinking Skills in History Learning Farhan Nur Ghifari; Erlina Wiyanarti
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 10 No 2 (2026): Agustus
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v10i2.35892

Abstract

History learning in the 21st century requires innovative, technology-based learning media to foster students' creative thinking skills. However, history instruction in schools remains predominantly teacher-centered, relying on lectures and printed textbooks, which limits students' opportunities to develop their creativity. This study aimed to analyze the need to develop interactive digital flipbook teaching materials using Canva and Heyzine on the topic of humans in space and time to improve senior high school students' creative thinking skills. This research employed a descriptive qualitative approach involving 31 tenth-grade students and one history teacher at a senior high school in Lebak Regency, Banten. Data were collected through classroom observations, teacher interviews, and student needs questionnaires. The findings indicate that students highly expect learning media containing videos (61.3%), interactive digital flipbooks (61.3%), animations and audio (58.1%), while classroom instruction remains dominated by lectures and government-issued printed textbooks (71%). Interview results revealed that although the school has adequate digital facilities, the use of interactive teaching materials has not been optimized, and teachers require alternative media to overcome the limited availability of printed textbooks. These findings suggest that developing Canva- and Heyzine-based interactive flipbooks is highly relevant to support more engaging, student-centered, and contextual history learning. Integrating text, images, audio, video, and animation in a single platform is expected to facilitate the development of students' creative thinking skills, including fluency, flexibility, elaboration, and originality, while addressing the challenges of history education in the digital era.
Co-Authors Diana Mutiarani Erlina Wiyanarti Leli Yulifar