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All Journal Jambura History and Culture Journal Harmony : Jurnal Pembelajaran IPS dan PKN Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Jurnal Penelitian Inovatif Arus Jurnal Pendidikan Journal of Education Research DAS SEIN: Jurnal Pengabdian Hukum dan Humaniora Jurnal Kabar Masyarakat Dynamics of Rural Society Journal Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial Satmata: Journal of Historical Education Studies Sosiologi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Jurnal Pendidikan dan Sosial Humaniora Journal of Social Humanities and Education: Scripta Humanika Edukara: Jurnal Pendidikan, Sejarah, dan Budaya Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Hasan, Renol
Universitas Negeri Gorontalo
Religion Arts Humanities Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pemanfaatan Canva untuk Meningkatkan Minat dan Pemahaman Pembelajaran Sejarah di SMA Negeri 2 Gorontalo Windiani Kadir; Sutrisno Mohamad; Renol Hasan
Arus Jurnal Pendidikan Vol 6 No 2: Agustus (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v6i2.3344

Abstract

Penelitian ini bertujuan untuk mengetahui penggunaan media digital berbasis Canva dalam pembelajaran sejarah serta mengidentifikasi faktor pendukung dan penghambatnya di SMA Negeri 2 Gorontalo. Penelitian kualitatif dengan pendekatan deskriptif ini mengumpulkan data melalui observasi, wawancara mendalam, dan dokumentasi. Informan penelitian terdiri atas guru sejarah dan peserta didik SMA Negeri 2 Gorontalo. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan, sementara keabsahan data diuji menggunakan triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa guru memanfaatkan Canva untuk menyajikan materi secara lebih menarik, visual, dan interaktif dalam bentuk presentasi, infografis, poster, video, serta timeline sejarah. Penggunaan media ini terbukti mampu meningkatkan minat belajar, keaktifan, kreativitas, dan pemahaman peserta didik terhadap materi sejarah yang bersifat abstrak maupun kronologis. Terdapat beberapa faktor yang memengaruhi penggunaan Canva dalam pembelajaran. Faktor pendukung meliputi ketersediaan sarana dan prasarana sekolah, akses internet, kemampuan guru dalam menggunakan teknologi, serta antusiasme peserta didik. Sebaliknya, faktor penghambat yang ditemukan adalah jaringan internet yang kurang stabil, keterbatasan perangkat yang dimiliki oleh sebagian peserta didik, serta waktu ekstra yang dibutuhkan guru untuk menyiapkan media pembelajaran. Secara keseluruhan, media digital berbasis Canva memberikan kontribusi positif dalam menciptakan pembelajaran sejarah yang lebih efektif, inovatif, dan relevan dengan perkembangan teknologi pendidikan saat ini.
Popcorn Brain: The Shift in Students’ Thinking Patterns in the Digital Era Moh. Imron Rosidi; Ismaul Fitroh; Renol Hasan
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 6 No. 3 (2026): September: Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v6i3.12867

Abstract

Advances in digital technology have transformed the way students acquire, process, and understand information during the learning process. Easy access to information via the internet, social media, and digital platforms benefits academic activities but has also given rise to the “popcorn brain” phenomenon a condition in which individuals become accustomed to receiving rapid information stimuli, leading to a decline in focus and the ability to think deeply. This phenomenon poses a challenge in history education, which demands skills in analysis, interpretation, source criticism, and evidence-based argumentation. This study aims to analyze the impact of the “popcorn brain” phenomenon on students’ thinking patterns and to examine the interpretations and responses of students and lecturers to this phenomenon in the History Education Study Program, Faculty of Social Sciences, Gorontalo State University. The study employed a qualitative descriptive approach using the case study method. The informants consisted of two lecturers and eight sixth-semester students selected through purposive sampling. Data were collected through interviews, observations, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing with triangulation. Research findings indicate that “popcorn brain” affects students’ thinking patterns through a decline in the habit of in-depth reading, an increase in the consumption of instant information, a decline in concentration, and a weakening of critical thinking skills. However, strong digital literacy, primary-source-based learning, discussions, and self-regulation can minimize these effects and strengthen students’ historical thinking skills.
The Dilemma of Using ChatGPT in Academic Writing: Balancing Efficiency and Students’ Historical Thinking Skills Ismaul Fitroh; Moh. Imron Rosidi; Renol Hasan
Jurnal Sadewa : Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial Vol. 4 No. 3 (2026): Agustus: Jurnal Sadewa : Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosia
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sadewa.v4i3.2956

Abstract

Advances in artificial intelligence (AI) technology, particularly ChatGPT, have transformed students’ scientific writing practices, including those in the History Education Program at the Faculty of Social Sciences, Gorontalo State University. Although it facilitates access to information and the drafting of academic papers, its use has also raised concerns about the quality of students’ historical thinking. This study aims to analyze the efficiency of using ChatGPT in academic writing and its impact on the depth of students’ historical thinking. The study employs a qualitative approach with a case study design. The research participants consist of 8 students and 2 faculty members selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, and were subsequently analyzed using thematic analysis. The research findings indicate that (1) ChatGPT enhances the efficiency of academic writing by accelerating information retrieval, idea development, outline creation, and time management, while still requiring students to engage in verification, paraphrasing, and the use of scholarly sources. (2) The use of ChatGPT has a dualistic impact on the depth of historical thinking: it supports initial exploration and the construction of academic narratives, but has the potential to weaken students’ ability to critically evaluate sources, interpret information, and construct evidence-based arguments if used without reflection and independent analysis. Therefore, ChatGPT should be positioned as a learning tool that supports efficiency without replacing students’ historical thinking skills.
Wise Use of Social Media in the Digital Era at SMP Negeri 7 Gorontalo Moh. Imron Rosidi; Ismaul Fitroh; Renol Hasan; Sutrisno Mohamad; Resmiyati Yunus
Jurnal Kabar Masyarakat Vol. 4 No. 3 (2026): Agustus: JURNAL KABAR MASYARAKAT
Publisher : Institut Teknologi dan Bisnis Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54066/jkb.v4i3.4591

Abstract

This community service activity aims to improve the understanding and awareness of students at SMP Negeri 7 Gorontalo regarding the wise use of social media by strengthening their digital literacy, communication ethics, digital security, personal data protection, and ability to verify information. The program was implemented using a participatory approach, beginning with needs assessment, the development of educational materials, interactive workshops, group discussions, case studies, Q&A sessions, and group reflection. Evaluation was conducted qualitatively through observation of student participation, documentation of activities, and feedback gathered throughout the educational process. The results of the activity showed an increase in participants’ awareness of the importance of digital communication ethics, their ability to recognize the risks of spreading unverified information, their understanding of personal data protection, and their commitment to using social media responsibly in their daily lives. Reflections on the activity also revealed that active participant engagement and school support play a crucial role in building a positive and sustainable digital culture. This program provides a participatory digital literacy education model that can be replicated in other educational institutions as a strategy for strengthening students’ digital character in the era of digital transformation.
Co-Authors Andris Malae Arrazaq, Naufal Raffi Asmun W Wantu Fiqi Restu Subekti Fu'ad Sholikhi Hasan, Refliyanto Ihsan Ihsan Irvan Tasnur Iskayanti A. Umar Ismail Ismail Ismaul Fitroh Latif, Fikriyanto R. Mahmud, Djulia Indriani A.H Malae, Andris K. Moh. Imron Rosidi Mohamad Wantu Mohammad, Sutrisno Mu'tasim Fikri Nurvadilla Moogangga Olfin Anuke Resmiyati Yunus riski salihi Sri Milawati Pandju Sutrisno Mohamad Syahrir Soleman Tonny Iskandar Mondong Usman, Intan Windiani Kadir Yunus, Resmiyati Yusni Pakaya