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All Journal Siber International Journal of Education Technology
Reka Seprina
Universitas Jambi, Jambi, Indonesia
Education Social Sciences Other

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The Use of Digital Learning Resources as a Strategy to Engage Gen Alpha Students in History Learning Okta Fitri Astuti; Cindy Dwi Yunita; Delva Zakia Agustin; 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.v4i2.450

Abstract

This article examines the use of digital learning materials to increase Generation Alpha students’ interest in history. This study adopts a literature review approach by analyzing various published sources related to the characteristics of Generation Alpha, digital media, and the history teaching process. The study’s findings indicate that Generation Alpha shows a preference for educational tools that are interactive, visual, audiovisual, and easily accessible such as educational videos, animated graphics, visual data representations, apps, educational games, and virtual reality technology. The implementation of digital learning resources has the potential to make history learning more engaging, collaborative, and relevant, while facilitating the development of students’ historical and critical thinking skills. However, its implementation still requires the selection of appropriate materials, teacher guidance, and the strengthening of digital literacy.
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.
Utilization of Local History-Based Documentary Videos on the Struggle of Sultan Thaha Saifuddin to Enhance Students’ Historical Awareness Shabrina Arpia; Muhammad Kaafii; Ahmad Alamin Putra; 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.v4i2.461

Abstract

Historical awareness is an important component of history education because it enables students to understand the relationship between past events, local identity, and contemporary life. However, history learning often focuses on national historical narratives and textbook-based instruction, resulting in limited exposure to local historical figures and events. This study aims to examine the potential utilization of local history-based documentary videos about the struggle of Sultan Thaha Saifuddin as a learning medium for enhancing students’ historical awareness. This study employs a literature-based qualitative approach by examining relevant scholarly literature, historical sources, and studies concerning local history education, documentary video as a learning medium, Sultan Thaha Saifuddin, and historical awareness. The analysis indicates that integrating Sultan Thaha Saifuddin’s struggle into documentary-based learning can provide contextual historical narratives, strengthen students’ understanding of local historical identity, and encourage students to connect past events with present social values. Documentary videos also have the potential to present historical information through a combination of visual, narrative, and contextual elements, making local history more accessible and meaningful to students. The novelty of this study lies in integrating the historical narrative of Sultan Thaha Saifuddin with documentary video as a contextual learning medium specifically oriented toward historical awareness. The study suggests that local history-based documentary videos can be considered an alternative medium for enriching history learning and strengthening students’ appreciation of local historical heritage.
A Project-Based Learning (PjBL) Model Rooted in Local History to Enhance Students’ Critical Thinking Skills and Creativity in High School: A Literature Review Ahmad Alfarizi; Hudan Haditama; Fardan Mahobi; 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.v4i2.462

Abstract

History learning in high school requires learning experiences that do not merely emphasize memorization but also develop students’ critical thinking and creativity. Project-Based Learning (PjBL) provides opportunities for students to investigate authentic problems, collaborate, produce products, and reflect on their learning. However, the integration of local history into PjBL to simultaneously support critical thinking and creativity has not been sufficiently synthesized in history education. This literature review aims to synthesize previous studies concerning the potential of local-history-based PjBL for developing high school students’ critical thinking and creativity. The study employed a literature review method by analyzing relevant national and international scholarly publications concerning PjBL, local history learning, critical thinking, and creativity. The literature was analyzed descriptively and thematically by identifying recurring findings, learning characteristics, implementation strategies, and educational implications. The synthesis of the reviewed literature indicates that local-history-based PjBL can connect historical content with students’ surrounding environment while encouraging investigation, source analysis, problem solving, product creation, presentation, and reflection. These activities provide complementary opportunities for developing critical thinking and creativity. The novelty of this review lies in synthesizing local history as contextual content and PjBL as an instructional framework into an integrated learning approach for history education.
Co-Authors Adellia Ayu Lestari Ahmad Alamin Putra Ahmad Alfarizi Alifa Selia Fitri Apdelmi, Apdelmi Cindy Dwi Yunita Delva Zakia Agustin Dewi Rembulan Fardan Mahobi Hudan Haditama Muhammad Kaafii Okta Fitri Astuti Shabrina Arpia