Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Siber International Journal of Education Technology Greenation Education and Culture Review (GECR)
Alifa Selia Fitri
Universitas Jambi, Jambi, Indonesia
Education Social Sciences Other

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

Found 2 Documents
Search

 1 
The Utilization of the Siginjai Museum as a Local Wisdom-Based History Learning Resource Alifa Selia Fitri; Adellia Ayu Lestari; Shabrina Arpia; Dewi Rembulan
Greenation Education and Culture Review Vol. 2 No. 2 (2026): Greenation Education and Culture Review (April - September 2026)
Publisher : Greenation Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/gecr.v2i2.629

Abstract

History education in schools is still dominated by lecture-based methods and the use of textbooks, resulting in low student engagement and a suboptimal understanding of local history and regional cultural values. This study aims to examine the use of the Siginjai Museum as a source of history education based on local wisdom in the modern era. The study employs a qualitative approach using library research (literature review) through an analysis of 20 scholarly articles and various literature sources published between 2020 and 2025, obtained from Google Scholar, Crossref, DOAJ, and Garuda. Data analysis was conducted using content analysis techniques through the stages of data reduction, theme categorization, content interpretation, and conceptual synthesis. The results of the study indicate that the Siginjai Museum has significant potential as a source of contextual history education because it provides a collection of artifacts, cultural relics of the Jambi Malay, and historical evidence relevant to the lives of students. The research findings also indicate that the use of museums can strengthen cultural awareness, enhance understanding of local history, and instill local values such as mutual cooperation, religiosity, consensus-building, and respect for local customs. Furthermore, integrating museums into learning can be achieved through educational visits, project-based learning, artifact observation, and the use of museum digital media that support 21st-century learning. This study also found that the implementation of museum-based learning still faces challenges such as limited facilities, low museum literacy, and a lack of innovation in learning based on local resources. The novelty of this study lies in the analysis of the integration of local wisdom values within the Siginjai Museum’s collection as a source of contextual history learning a topic rarely addressed in previous research. This study is expected to serve as a reference for teachers, schools, and museum administrators in developing history learning that is more interactive, reflective, and rooted in local culture.
The Use of Digital and Non-Digital Learning Resources to Improve Students’ Literacy in History Class Alifa Selia Fitri; Adellia Ayu Lestari; Dewi Rembulan; Reka Seprina; Apdelmi Apdelmi
Siber International Journal of Education Technology (SIJET) Vol. 4 No. 2 (2026): Siber International Journal of Education Technology (October - December 2026)
Publisher : Siber Nusantara Review & Yayasan Sinergi Inovasi Bersama (SIBER)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/sijet.v4i2.459

Abstract

The development of digital technology has expanded the availability of learning resources in history education. However, the increasing availability of digital information does not automatically improve students’ historical literacy because students still need the ability to evaluate sources, understand historical contexts, and interpret evidence critically. This study aims to examine the utilization of digital and non-digital learning resources in history education and analyze their potential contribution to improving students’ historical literacy. This study employed a literature review method by examining relevant scholarly publications concerning digital history, historical learning resources, historical thinking, historical literacy, museums, historical sources, and technology-supported history learning. The selected literature was analyzed thematically based on the role of digital resources, the role of non-digital resources, the development of historical literacy and historical thinking, the integration of different learning resources, and the challenges of their implementation. The review indicates that digital resources can provide broad access to historical information through digital archives, educational videos, digital maps, virtual museums, digital storytelling, and online historical sources. Meanwhile, non-digital resources such as textbooks, historical documents, photographs, artifacts, museums, and historical sites provide authentic and contextual experiences with historical evidence. The findings suggest that integrating digital and non-digital learning resources can create a more comprehensive history learning experience by encouraging students to access, compare, evaluate, and interpret historical sources. The effective implementation of these resources requires teacher guidance, source evaluation skills, adequate learning facilities, and learning activities that emphasize historical inquiry and critical thinking.
Co-Authors Adellia Ayu Lestari Apdelmi, Apdelmi Dewi Rembulan Reka Seprina Shabrina Arpia