<![CDATA[This study discusses students’ perceptions of the effectiveness of the lecture method and discussion method in improving historical understanding among Grade XI students at SMA Negeri 11 Medan. The focus of the study is taken from one of the research questions in the thesis, namely how students assess the effectiveness of both methods in the history learning process. This study uses a qualitative approach with a descriptive-comparative method. Data were obtained through classroom observations, interviews with the history teacher, interviews with Grade XI students, and documentation of learning materials. The results of the study show that the lecture method is perceived as effective in building students’ initial understanding, particularly for historical materials that are factual, chronological, and require systematic explanation from the teacher. Interactive lectures supported by media such as slides, videos, images of historical figures, and maps help students follow the sequence of historical events. However, lectures that are too long may reduce students’ concentration and make them passive. Meanwhile, the discussion method is considered more engaging because it encourages students to exchange ideas, collaborate, develop arguments, and understand the material through social interaction. The challenges in implementing discussions include time management, the dominance of certain students, and uneven participation. These findings indicate that the lecture method and discussion method should be used complementarily in history learning.]]>
