Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal JURNAL EDUCATION AND DEVELOPMENT Journal of Educational Experts (JEE) HISTORIA: Jurnal Program Studi Pendidikan Sejarah
Rohmawati, Rina
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Teachers as Motivators and Facilitators: A Qualitative Study on Enhancing Students’ Learning Outcomes in History Education Anggita, Mei Shinta; Rohmawati, Rina; Wijaya, Agi Ma'ruf
Journal Of Educational Experts (JEE) Vol. 9 No. 1 (2026): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v9i1.328

Abstract

This study aims to examine how teachers’ roles as motivators and facilitators are enacted to improve students’ learning outcomes in history education at the secondary level. Despite extensive literature on motivational teaching or facilitative pedagogy, integrated analyses of both roles within history learning contexts remain limited. This research contributes a motivational–facilitative pedagogical construct that conceptualizes the synergy between affective encouragement and student-centered facilitation. Empirical evidence indicates that consistent motivational reinforcement and facilitative classroom practices were associated with observable improvements in students’ engagement, participation, and learning discipline. Employing a qualitative multi-case study design, this research was conducted in a vocational secondary school context. Data were collected through non-participant observation, semi-structured interviews, and document analysis. The study involved eight informants, consisting of one principal, one vice principal for curriculum, two history teachers, and four students. Data analysis followed Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing, with source and technique triangulation ensuring data credibility. The findings reveal three key results: (1) teachers’ motivational strategies strengthened students’ learning persistence and classroom discipline; (2) facilitative practices fostered critical thinking, confidence, and active participation; and (3) the integration of both roles created a supportive learning climate that significantly enhanced history learning outcomes.
Canva Animated Video Media to Improve History Learning Activities of Class X Students of Bastren Nurussalam Vocational School Sa'bana, M. Izza Fajar; Rohmawati, Rina; Hamdani, M. Iqbal Ibrahim
HISTORIA: Jurnal Program Studi Pendidikan Sejarah Vol 14, No 2 (2026): HISTORIA: Jurnal Program Studi Pendidikan Sejarah (Issu in Progress)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/hj.v14i2.13811

Abstract

This study aims to improve the learning activity of Grade X PBS students at SMK Bastren Nurussalam in history lessons through the use of Canva-based animated video media. Initial observations indicated that students showed low learning engagement, such as lack of attention, minimal participation in discussions, and weak analytical skills. Using Classroom Action Research (CAR) conducted over two cycles, animated video media was implemented as an instructional innovation. The results revealed a significant increase in students' learning activity, marked by greater enthusiasm, active participation, and improved understanding of the material. Canva-based videos proved effective in presenting historical content in a more engaging and contextual way, aligning with the digital-native characteristics of today's students. Therefore, the use of Canva-based animated video media is recommended as an effective strategy to enhance the quality of history teaching in schools.
STRATEGI PEMANFAATAN BPK JEMBER SEBAGAI SUMBER BELAJAR SEJARAH SISWA KELAS VII SMP AINUL YAQIN TAHUN 2025-2026 Faujar, Sofiyan Jansa; Rohmawati, Rina; Adzkiyak, Adzkiyak
Jurnal Education and Development Vol 14 No 2 (2026): Vol 14 No 2 Mei 2026
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v14i2.7942

Abstract

Penelitian ini dilatarbelakangi oleh pembelajaran sejarah di SMP Ainul Yaqin yang masih dominan bersifat teoritis dan berpusat pada buku teks sehingga kurang memberikan pengalaman belajar yang kontekstual dan bermakna bagi siswa. Penelitian ini bertujuan untuk mendeskripsikan strategi serta pemanfaatan Balai Pelestarian Kebudayaan (BPK) Wilayah Jember sebagai sumber belajar sejarah pada siswa kelas VII SMP Ainul Yaqin tahun ajaran 2025–2026. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi dengan subjek penelitian meliputi guru sejarah, siswa kelas VII, serta pihak BPK Wilayah Jember. Analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi pemanfaatan BPK dilakukan melalui integrasi materi sejarah lokal dengan koleksi BPK, pelaksanaan kunjungan edukatif, observasi langsung terhadap artefak, serta diskusi reflektif sebagai penguatan pemahaman siswa. Pemanfaatan BPK sebagai sumber belajar terbukti mampu meningkatkan minat dan motivasi belajar siswa, memperkuat pemahaman sejarah lokal, serta menumbuhkan kesadaran budaya dan sikap peduli terhadap pelestarian warisan sejarah.
Co-Authors Adzkiyak, Adzkiyak Anggita, Mei Shinta Ayuningtyas, Tantri Raras Faujar, Sofiyan Jansa Hamdani, M. Iqbal Ibrahim Hilmiah, Anis Syatul Sa'bana, M. Izza Fajar Wijaya, Agi Ma'ruf