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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendidikan Profesi Guru Journal of Tourism Destination and Attraction Besaung : Jurnal Seni Desain dan Budaya Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Mulawarman Law Review SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Health Care : Jurnal Kesehatan Jurnal Pengabdian kepada Masyarakat Nusantara International Journal of Health, Economics, and Social Sciences (IJHESS) Al-Ittishol : Jurnal Komunikasi dan Penyiaran Islam Khazanah: Jurnal Sejarah dan Kebudayaan Islam Arus Jurnal Sosial dan Humaniora Shell Civil Engineering Journal Jurnal Pengabdian Inovasi dan Teknologi Kepada Masyarakat Jurnal Teknik Informatika Edu Research : Jurnal Penelitian Pendidikan Journal of Vocational Education and Information Technology (JVEIT) Jurnal Ilmu Sosial dan Humaniora "JAMASTIKA" Jurnal Mahasiswa Teknik Informatika Ezra Science Bulletin Gudang Jurnal Multidisiplin Ilmu Cendikia Pendidikan International Journal Multidisciplinary Health Community Service
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THE INFLUENCE OF INFOGRAPHIC MEDIA ON STUDENTS' INTEREST IN LEARNING HISTORY IN CLASS X SMA NEGERI 1 KUNDUR: Pengaruh Media Infografis Terhadap Minat Belajar Siswa pada Pembelajaran Sejarah di Kelas X SMA Negeri 1 Kundur Anggraeni, Yeni; Isjoni; Asril
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 2 (2026): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i2.6993

Abstract

Students' interest in learning history remains low, primarily due to limited variety in instructional media. History education requires media that can present complex information in an engaging and accessible manner. Infographic media offers effective visualization to enhance students' learning interest. This study aims to determine the influence of infographic media on students' interest in learning history in class X of SMA Negeri 1 Kundur. This research employed a quantitative quasi-experimental design with a nonequivalent control group. The sample consisted of 68 students divided into a control class (n=34) using conventional PowerPoint media and an experimental class (n=34) using infographic media. The research instrument was a learning interest questionnaire with 25 valid items (α=0.874). Data were analyzed using independent sample t-test via SPSS version 25. Results showed a significance value of 0.026 (p<0.05), indicating a significant influence of infographic media on students' learning interest. The mean posttest score of the experimental class (M=103.91; SD=6.186) was significantly higher than the control class (M=100.18; SD=7.313). Cohen's d value of 0.55 indicates moderate effect size. This study demonstrates that infographic media effectively enhances students' learning interest in history with moderate practical significance.
IMPLEMENTATION OF CAMBRIDGE CURRICULUM IN HISTORY LEARNING IN GRADE XI OF SMA WITAMA PEKANBARU Afika, Annisa Dwi; Bunari; Asril
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.6455

Abstract

This study aims to determine the implementation of the Cambridge curriculum in history learning in grade XI of Witama High School in Pekanbaru, the obstacles faced in implementing the Cambridge curriculum in history learning in grade XI of Witama High School in Pekanbaru, and the benefits felt by students from the implementation of the Cambridge curriculum in history learning in grade XI of Witama High School in Pekanbaru. This study used a qualitative method with a case study approach. The data collection methods were observation, interviews, and documentation. The results showed that the implementation consisted of three stages: planning, implementation, and evaluation. There were several obstacles in the implementation, including: the integration of the Cambridge curriculum with the national curriculum, limited class hours, a large amount of subject matter, historical terms in English that were difficult to remember, and students having to adapt to the demands of higher-level thinking. The students' responses regarding the benefits of the policy implementation were: history lessons helped hone their English language skills and increase their vocabulary, helped them think critically and look at history from different perspectives, and increased their knowledge of history.
PENGARUH MODEL PEMBELAJARAN RADEC TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN SEJARAH KELAS X MAS ASSALAM NAGA BERALIH Husnah Mukhlis, Nikmatul; Bunari; Asril
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45806

Abstract

This study aims to determine the influence of the RADEC learning model (Read-Answer-Discuss-Explain-Create) on students' critical thinking skills in history learning for class X at MAS Assalam Naga Beralih. This study uses a quantitative approach with a quasi-experimental method and experimental design. control group Pre-test-Post-test design. The research sample consisted of class X D as an experimental class using the RADEC model and class X A as a control class using the RADEC model.Problem Based Learning (PBL). Data was collected through a critical thinking ability test in the form ofpre-test And post-test. The results of the hypothesis test usingIndependent Samples t-testshows a significance value (Sig. 2-tailed) of 0.000 < 0.05. Based on the testing criteria, Ha is accepted and Ho is rejected, which proves that there is a significant influence of the use of the RADEC learning model on students' critical thinking skills. The increase in critical thinking skills can be seen from the average valuepost-testThe experimental class achieved a score of 88.27, significantly higher than the control class's score of 67.50. The N-Gain test results in the experimental class indicated that the increase in critical thinking skills was in the high category and was deemed effective in enhancing critical thinking. Thus, the systematic application of the RADEC learning model has proven effective in triggering higher-level cognitive processes and enhancing students' critical thinking skills in history learning.
Co-Authors A. Fitriani Abdu, Muhammad Adinda Afika, Annisa Dwi Afwa Raufi Ahmal Aina Fadillah Alyani, Mala Andi Masri Wandi Andrias, Andrias Abi Widyanto Anggraeni, Yeni Antasari, Citra Astiyana, Ajeng Nadira Azwar Azzahra, Mauren Azzura Yenli Nazrita Bedriati Ibrahim Br. Purba, Bela Ruddiana Laurensi Bunari Chintiya Larashati Dede Pramayoza Dedi Handoko Dedi Hartono Desy Dian Fitriani Dwi Winarti Dzaki 'ilma Efendi, Raimon Erafina, Mutia Firdaus Gustrisia, Audria Hermawati, Ulan Husnah Mukhlis, Nikmatul Ibrahim , Bedriati Isjoni Isjoni Jamurin Jeni Adela Safitri Kamali Zaman Khairunnisa Nawir Khorimah, aulia Kiki Fitriza Milda Kinanti Fitriani kursiah La Ode Bariun Lutfia Ansar Mahfud Supu Meisy Salsa Bella Mohammad Zeylo Auriza Muhamadiah Muhammad Afzal Muhammad Chaiddir Hajia Muhammad Farid Muktianis, Nita Nisa, Uswathun Nur Alim Nurdiansyah Pernantah, Piki Setri Pratama, Wendo Afriyoma Pratama, Yudhi Putri Rafdi, Arman Rahayu, Endang Purnawati Rahma Nindi Putri Rahmona, Maulana Rifki Faiz Fauzan Rosta Minawati Sahrul N Sahrul N Salsabila, Aisya Samuel Aldheony Santoso Sara Sarmila Nur Simanulang, Rona Cahyati SR, Hendra Kundrad Sri Rahmadani Suriyani Musi Susanto, Ram Tolo, Suriani BT Wardhani S., Ayu Nabila Yogi Ariska Yulia, Yeni Yusran Zuharmando Ghaffara, Muhammad