Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Progressive of Cognitive and Ability JURNAL TUNAS PENDIDIKAN
Muhjam Kamza
Syiah Kuala University
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
E-MAGAZINE TIME (EMT)-BASED DEVELOPMENT OF HISTORY LEARNING MEDIA IN THE PANDEMIC ERA Muhjam Kamza; M Yusrizal; Ayu Noviana
Jurnal Tunas Pendidikan Vol. 7 No. 1 (2024): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v7i1.2377

Abstract

The Corona Virus Disease (Covid-19) outbreak has changed the pattern of human activity, including the world of education. Face-to-face learning that is commonly used now must be replaced with online learning. This study aims to offer a new media in history learning, both in the scope of formal and non-formal education. The media in question is E-Magazine Time in digital form, containing all historical events that are arranged sequentially and briefly and fulfills the concept of space and time in a historical sense. E-Magazine Time is allegedly a new learning media that researchers are trying to offer to the world of education, especially learning that is carried out through electronic and online media. This study uses the Research and Development (R&D) method with the Decide, Design, Development, and Evaluation (DDD-E) model. The decision-making stage is trying to do field observations and literature studies. After that, they carried out the design stage to describe the learning content. Development is the process of making E-Magazine Time learning media using the Canva application with the help of Heyzine Flipbook. And the last stage is an evaluation which includes learning material experts, media experts, and students' rights to produce appropriate learning media. After passing the exam, the eligible E-Magazine Time is declared to be applicable in history learning for all levels of education, both in the realm of formal and non-formal education.
Masjid Tuha Indrapuri as an Open History Laboratory: A Qualitative Study of Heritage Site Utilization in Inquiry-Based Islamic History Education at the Higher Education Level Muhjam Kamza
Progressive of Cognitive and Ability Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v5i2.2013

Abstract

Purpose – This study examines the utilization of Masjid Tuha Indrapuri as an open history laboratory in inquiry-based Islamic history education at the higher education level in Aceh, Indonesia, with the aim of developing a replicable conceptual model for heritage site-based learning. Methodology – A descriptive qualitative design with an embedded case study strategy was employed over eight months (March–October 2024). Data were collected through passive participant observation (10 sessions), in-depth interviews with six lecturers, 24 purposively selected students, two site managers, and one local historian, alongside document analysis. Trustworthiness was established through source triangulation, methodological triangulation, and member checking. Data saturation was confirmed at the point of theoretical redundancy across participant groups. Findings – The site's tri-layered historical complexity generates authentic open questions that catalyse historical inquiry. A structured three-phase inquiry model qualitatively indicated enhanced critical thinking and historical reasoning among students. Key constraints include limited bilingual interpretive infrastructure, insufficient site-based pedagogical competency, logistical barriers, and the absence of formal academic visitation protocols. Identified benefits encompass strengthened historical consciousness, higher-order historical thinking, reinforced Islamic identity, and foundational research competencies. Novelty – A four-component conceptual model integrating site potential, pedagogical design, facilitator competency, and institutional support is proposed as a replicable framework for Islamic heritage site-based learning with contemporary inquiry-based pedagogy and explicit institutional enabling conditions. Significance – This study benefits history educators, heritage site managers, institutional policymakers, and curriculum developers seeking to integrate cultural heritage into higher education pedagogy across Indonesia and beyond.
Co-Authors Ayu Noviana M Yusrizal