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All Journal ISTORIA Anterior Jurnal Tunas: Jurnal Pendidikan Guru Sekolah Dasar Masyarakat Berdaya dan Inovasi BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan Nirwasita: Jurnal Pendidikan Sejarah dan Ilmu Sosial Jurnal PKM Agri Hatantiring Proceeding International Conference on Digital Education and Social Science
Sumiatie
Universitas PGRI Palangka Raya
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Nursing Social Sciences Other

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Pemanfaatan Smartboard sebagai Media Interaktif untuk Analisis Sumber Sejarah Visual dalam Penguatan Historical Thinking Skills Siswa SMAN 2 Palangka Raya: Smartboard Utilization as an Interactive Medium for Visual Historical Source Analysis to Enhance Students’ Historical Thinking Skills at SMAN 2 Palangka Raya Susanto, Yudi; Sumiatie; Susanto , Dectrixie Theodore Mayumi
Nirwasita: Jurnal Pendidikan Sejarah dan Ilmu Sosial Vol. 6 No. 2 (2025): Nirwasita: Jurnal Pendidikan Sejarah dan Ilmu Sosial
Publisher : Program Studi Pendidikan Sejarah, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/nirwasita.v6i2.5399

Abstract

: Penelitian ini bertujuan menganalisis pemanfaatan Smartboard sebagai media interaktif dalam pembelajaran sejarah, khususnya pada topik Rapat Damai Tumbang Anoi 1894, untuk memperkuat Historical Thinking Skills (HTS) siswa di SMAN 2 Palangka Raya. Metode penelitian menggunakan desain kuasi eksperimen dengan pretest-posttest control group. Instrumen penelitian meliputi tes HTS berbasis indikator sourcing, contextualization, corroboration, dan chronological reasoning, serta angket persepsi siswa. Data kuantitatif dianalisis dengan uji-t independen dan perhitungan N-gain, sementara data kualitatif diperoleh melalui observasi dan respons angket terbuka. Hasil menunjukkan peningkatan signifikan pada kelompok eksperimen dibandingkan kontrol (p < 0,001), dengan rata-rata posttest 82,3 berbanding 72,8. Nilai N-gain kelompok eksperimen 0,58 (sedang), sedangkan kontrol 0,31 (rendah). Peningkatan paling menonjol terdapat pada indikator contextualization dan sourcing. Data kualitatif menegaskan bahwa siswa lebih antusias, aktif berdiskusi, serta merasakan pembelajaran lebih menyenangkan dengan Smartboard. Secara teoretis, penelitian ini memperkuat literatur tentang integrasi media digital interaktif dalam pembelajaran sejarah. Secara praktis, penelitian ini menawarkan alternatif model pembelajaran yang relevan untuk guru dalam membangun keterampilan berpikir historis siswa di era digital.
DEVELOPMENT OF AUDIO-VISUAL LEARNING MEDIA ON LOCAL HISTORICAL FIGURE HAUSMAN BABOE OF CENTRAL KALIMANTAN Isabella; Susanto, Yudi; Sumiatie
ISTORIA : Jurnal Pendidikan dan Ilmu Sejarah Vol. 21 No. 2 (2025): ISTORIA Edisi September 2025, Vol. 21. No. 2
Publisher : Universitas Negeri Yogyakarta

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Abstract

This study aimed to produce history teaching materials in the form of an audio-visual media about the local historical figure Houman Baboe that was valid, effective, and suitable for enhancing the learning motivation of tenth-grade students at SMA Negeri 3 Palangka Raya. The development of the media employed the 4-D model (Define, Design, Develop, Disseminate) by Thiagarajan et al. (1974). Data were collected through interviews, documentation, and questionnaires administered to content experts, media experts, academic supervisors, and students. The validation results indicated that the media received a feasibility score of 79% from the content expert and 88.5% from the media expert, confirming its suitability for use. The implementation of the media in the learning process led to a significant increase in students’ motivation, with an average score of 87.93%, reflecting a 21.04% improvement compared to the pre-use stage. The audio-visual media titled Houman Baboe: Footprints and Contributions to Central Kalimantan was proven to be valid, effective, and appropriate as a local-based history teaching resource
Decolonizing Historical Consciousness Through Digital Inquiry: Student Experiences with Indigenous Peace: interpretative phenomenological analysis Sumiatie; Leo Agung Sutimin; Sariyatun
Proceeding International Conference on Digital Education and Social Science Vol. 3 No. 1 (2025): Proceeding International Conference on Digital Education and Social Science 202
Publisher : Asosiasi Pengelola Publikasi Ilmiah (APPI) PT PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/icdess.v3i1.155

Abstract

Understanding how students experience engagement with marginalized historical narratives remains critical for developing an equitable curriculum in postcolonial education systems. This study explores how ethnically diverse Indonesian high school students experience and make sense of inquiry-based digital learning centered on the 1894 Tumbang Anoi Peace Accord, a reconciliation event systematically excluded from Indigenous Dayak history. Using interpretative phenomenological analysis, eight purposively selected Grade 11 students (four Dayak, four non-Dayak) participated in semi-structured interviews lasting 60 to 90 minutes, conducted four to eight weeks after completing a three-week scaffolded e-module. Interviews were audio-recorded, transcribed verbatim, and analyzed through iterative coding that captured the descriptive, linguistic, and conceptual dimensions of lived experience. Four superordinate themes emerged: Emotional Resonance and Cultural Awakening, Transformation from Marginalization to Cultural Pride, Peace as Embodied Practice, and Indigeneity as National Belonging. Dayak participants described profound shifts from ethnic shame to pride, whereas non-Dayak students developed intercultural solidarity and expanded conceptions of national identity. All participants reported visceral bodily responses and recognized peace as an active practice applicable to contemporary conflicts. Findings demonstrate that centering previously excluded Indigenous histories through scaffolded digital inquiry generates profound affective and identity transformations that are invisible to traditional assessment, contributing methodologically by demonstrating the utility of interpretative phenomenological analysis for evaluating digital interventions and practically by providing evidence for equity-oriented curriculum reform.
Co-Authors Arief Rahman Hakim Dewi Ratna Juwita Eny Susilowati Eny Susilowati Fitria Husnatarina Infa Minggawati Isabella Jasiah Jasiah Leo Agung Sutimin Liberti Natalia Hia Rosmawiah Rosmawiah Sariyatun Satriya Nugraha Silvia Arianti Silvia Arianti Susanto , Dectrixie Theodore Mayumi Yudi Susanto