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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Inspiratif Pendidikan Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) AL-FIKRAH: Jurnal Studi Ilmu Pendidikan dan Keislaman SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Ilmu Sosial dan Humaniora
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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THE EFFECTIVENESS OF PADLET LEARNING MEDIA ON IMPROVING STUDENTS' COGNITIVE HISTORY LEARNING OUTCOMES ON THE MATERIAL OF THE STRUGGLE FOR EUROPEAN NATIONS' HEGEMONY IN THE ARCHIPELAGO GRADE XI OF SMAN 11 PEKANBARU: Efektivitas Media Pembelajaran Padlet Terhadap Peningkatan Hasil Belajar Kognitif Sejarah Siswa Pada Materi Perebutan Hegemoni Bangsa Eropa Di Nusantara Kelas XI SMAN 11 Pekanbaru Prasetio, Dimas Agung; Bunari; Ananda Hasibuan, Rizki
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.v10i2.6787

Abstract

This study aims to assess the effectiveness of Padlet learning media in improving students' cognitive learning outcomes in history, particularly in the topic of the struggle for European hegemony in the archipelago, in grade XI students at SMAN 11 Pekanbaru. This study employed a quantitative approach with a quasi-experimental design, employing a pre-test and post-test non-equivalent control group design. The sample consisted of two groups: experimental group XI 2, consisting of 34 students who received Padlet learning media, and control group XI 1, consisting of 35 students who did not receive the same treatment. Data were collected through test sheets and analyzed using validity, reliability, normality, homogeneity, t-tests, and effectiveness tests for Padlet learning media. The results showed that the implementation of Padlet-based learning media significantly improved the cognitive learning outcomes of grade XI students at SMAN 11 Pekanbaru. The experimental group using Padlet achieved an average post-test score of 81,69, higher than the 75,36 score obtained by the Padlet-based learning media. The t-test showed a significance of 0,001 < 0,05. The effectiveness of Padlet media is classified as moderate with an N-Gain score of 60.17%, indicating that Padlet successfully transforms students into active knowledge builders. Furthermore, Padlet also trains higher-order cognitive skills according to Bloom's Taxonomy, encouraging analysis, evaluation, and the creation of logical arguments. With its collaborative features and access to various digital sources, Padlet has proven to be an effective solution for interactive and student-centered history learning
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 Abda Abda Adira, Anisa Afifah Miftahul Jannah Afika, Annisa Dwi Ahmal Al Fikri, Yanuar Alfarabi , Rofi Ananda Hasibuan, Rizki Asril Ayu Fitri, Ayu Bedriati Ibrahim Cindy Lorenza Dhanti Salsabila Azis Dini Islami Dzaki 'ilma Elisah, Siti Nur Fikri, Asyrul Hasibuan, Rizki Ananda Husnah Mukhlis, Nikmatul Indriani , Sri Mulya Isjoni Isjoni Kinanti Fitriani Merza, Dwi Egy Octariantoni, Rosi Pasaribu , Megah Torang Muliani Prasetio, Dimas Agung Rafianti, Ria Ramona , Nadia rendi saputra bangun Roger Frans Sinaga Sabaru, Nidandy Sihombing , Fernanda Laura Gracecya Simanulang, Rona Cahyati Suroyo Suryadi Syahputra, M. Afrillyan Dwi Syahrani, Rama Tobing , Sofia Martha Suryani Udi Priyono Ulyatania, Ulya Tania Kusumawati Yanuar Al Fiqri Yuliantoro