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All Journal Harmoni Sosial: Jurnal Pendidikan IPS Yupa: Historical Studies Journal JURNAL EDUCATION AND DEVELOPMENT Al-Ta'lim Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah ADDIN Warisan: Journal of History and Cultural Heritage Innovative: Journal Of Social Science Research RESLAJ: Religion Education Social Laa Roiba Journal Danadyaksa Historica Jurnal kiprah pendidikan Maharsi : Jurnal Pendidikan Sejarah dan Sosiologi
Ilfiana Firzaq Arifin
Universitas PGRI Argopuro Jember
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Efektivitas Metode Ceramah Dalam Pembelajaran Sejarah Kelas XI AKL Di SMK 1 Pancasila Ambulu Alfin Nur Laila; Feni Sukma Dana; Moh. Ansori; Raihan Arfiansyah Putra; Ilfiana Firzaq Arifin
Maharsi: Jurnal Pendidikan Sejarah dan Sosiologi Vol. 7 No. 3 (2025): Maharsi : Jurnal Pendidikan Sejarah dan Sosiologi
Publisher : UNIVERSITAS INSAN BUDI UTOMO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/maharsi.v7i3.2068

Abstract

Peristiwa masa lampau memiliki pengaruh besar dalam membentuk karakter dan identitas suatu bangsa, materi sejarah sering kali dipandang sebagai hal yang merasa jenuh bagi para siswa. Salah satu tantangan yang perlu diatasi untuk meningkatkan kualitas pendidikan sejarah di Indonesia yaitu kurangnya minat siswa pada mata pelajaran sejarah di sekolah. Penelitian ini bertujuan untuk mengetahui efektivitas metode ceramah dalam pembelajaran sejarah siswa kelas XI di SMK 1 Pancasila Ambulu. Masalah utama yang melatarbelakangi adalah dominasi metode pembelajaran konvensional yang berpusat pada guru dan hafalan. Penelitian ini menggunakan pendekatan kualitatif dengan teknik observasi dan wawancara terhadap guru dan siswa. Hasil penelitian menunjukkan bahwa metode ceramah bisa efektif apabila dipadukan dengan gaya penyampaian yang menyenangkan, menggunakan media visual, cerita sejarah, dan video dokumenter. Siswa menunjukkan respons positif jika materi disampaikan dengan ekspresif dan dikaitkan dengan kehidupan nyata. Namun, jika ceramah dilakukan terlalu lama dan monoton, siswa menjadi jenuh dan tidak fokus. Kesimpulannya, metode ceramah tetap relevan jika divariasikan dengan strategi interaktif. Implikasinya, guru perlu menyesuaikan gaya mengajar agar siswa tetap terlibat aktif dan pembelajaran menjadi lebih bermakna.
MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DALAM MENINGKATKAN HASIL BELAJAR SISWA KELAS XI A MATERI PROKLAMASI KEMERDEKAAN DI SMK HIDAYATUL MUBTADIIN TEMPUREJO JEMBER TAHUN AJARAN 2023- 2024 Arifin, Ilfiana Firzaq; Satriya, Robby Nur
Danadyaksa Historica Vol 5, No 2 (2025): Danadyaksa Historica
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/jdh.v5i2.10582

Abstract

Model pembelajaran adalah serangkaian kegiatan yang sangat penting untuk diterapkan dalam pembelajaran. Di SMK Hidayatul Mubtadiin, penggunaan model pembelajaran masih belum maksimal diterapkan. Guru masih menggunakan model pembelajaran yang konvensional untuk pembelajarannya. Berdasarkan hasil observasi, nilai yang diperoleh siswa kelas XI A SMK Hidayatul Mubtadiin Tempurejo Kabupaten Jember masih belum mencapai target KKM yang ditentukan pada mata pelajaran sejarah. Metode penelitian yang digunakan dalam srtikel ini adalah Penelitian Tindakan Kelas yang terbagi dalam 2 siklus yaitu Siklus I dan Siklus II dari penelitian tindakan kelas termasuk tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subyek penelitian ini fokus pada semester II kelas XI tahun pelajaran 2023/2024 yang diikuti oleh 34 mahasiswa. Hasil penelitian menunjukkan bahwa penggunaan pembelajaran kooperatif Jigsaw pada siklus I tidak menunjukkan bahwa model pembelajaran digunakan secara optimal, karena pendistribusian kelompok pada saat pembelajaran belum optimal. Sebaliknya pada saat penerapan model pembelajaran Kooperatif Jigsaw pada siklus II, guru sudah sesuai dengan model pembelajaran Kooperatif Jigsaw dalam menerapkan model pembelajaran, karena untuk setiap kelompok yang dibentuk, guru memberikan pendampingan intensif kepada siswa dari kelompok asal dan kelompok ahli. Hasil penelitian menunjukkan bahwa periode pertama siswa tidak mencapai tujuan KKM, sedangkan pada periode kedua siswa kelas mencapainya.
Reconstructing Gen Z digital historical literacy through AI-based pedagogy in higher education Ma'ruf Wijaya, Agi; Robby Nur Satriya; Ilfiana Firzaq Arifin
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 1 (2026): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i1.93395

Abstract

History learning plays an important role in fostering historical awareness, national identity, and critical thinking. However, in reality, history learning still relies heavily on memorisation, resulting in underdeveloped digital history literacy among students, particularly in the areas of source verification, bias awareness, and visual reconstruction of events in the face of widespread misinformation. This study aimed to reconstruct digital history literacy among Generation Z by developing and implementing an artificial intelligence (AI)-based learning model for students in the Department of History Education at PGRI Argopuro University in Jember. This study employed an exploratory, sequential, mixed-methods approach to measure digital history literacy before and after model implementation. Results showed that implementing AI-based learning, including adaptive digital assistance, AI-based source analysis, visual history reconstruction, and digital inquiry learning, significantly improved students' digital history literacy from moderate to high levels. Qualitatively, students demonstrated development in critical thinking, creativity in creating visual history reconstructions, and ownership in designing digital history research. The theoretical contribution of this study is the development of a conceptual framework for AI-based digital historical literacy that integrates source verification, bias analysis, and visual historical reconstruction. In practice, these findings suggest the pedagogical and ethical integration of AI into history teaching in higher education to strengthen students' digital literacy in the modern information age.
Constructing Social Attitudes and Religious Tolerance in Emerald Diversity through te Teaching of Religion and Cultural Values Arifin, Ilfiana Firzaq; Musaddad, Akmad Arif; Sudiyanto, Sudiyanto
AT-TA'LIM Vol 26, No 2 (2019)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (312.043 KB) | DOI: 10.15548/jt.v26i2.539

Abstract

Diversity is already common place in Indonesia as a country that is nicknamed as the Emerald diversity. Indonesian state menghiasai diversity is seen as something that is very unique, but foreigners do not know that it is actually in it churned a result of lack of tolerance. SMK Nurul Ulum is a school that is not wished for it to happen. Therefore, this school creates an attitude of tolerance among human beings, which is based on the teachings of Islam, Christianity, Hindu-Buddhist and cultural values Pendhalungan. The method used in this article is using qualitative descriptive analysis techniques and observation. Descriptive analysis is done by reviewing a wide range of journals, books, articles and other sources that support. While the observation conducted at SMK Nurul Ulum Jember namely by conducting in-depth interviews to the relevant school. The results showed that with the use of the teachings of tolerance of various religious and cultural values Pendhalungan and use a good strategy, tolerance can be built effectively in this school.
Efektivitas Model Pembelajaran Sejarah : Problem Solving untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas XI Putri Dwi Febriyanti; Agi Ma’ruf Wijaya; Ilfiana Firzaq Arifin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 10 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i10.9622

Abstract

The purpose of this study was to illuminate how effective the history learning model based on problem solving is to improve students' critical thinking skills in class XI. This study used Classroom Action Research (CAR), which was carried out in two cycles. Planning, implementation, observation, and reflection are part of each cycle. There were 24 class XI students who were the subjects of the study. Data were collected by conducting a critical thinking ability test and observing the learning process. The results showed that students' critical thinking skills increased significantly from cycle I to cycle II. Their test scores increased from 58,33% in cycle I to 83,33% in cycle II, and observations showed that students were more involved in learning activities.
Penerapan Asesmen Kurikulum Merdeka pada Pembelajaran Ilmu Pengetahuan Sosial di Kelas VII SMP Adz-Dzikir Jember Tahun Ajaran 2024-2025 Eka Fitriany; M.Ikbal Ibrahim H; Ilfiana Firzaq Arifin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 11 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i11.9756

Abstract

This study aims to describe the implementation of the Independent Curriculum assessment in Social Studies (IPS) learning in seventh grade students at Adz-Dzikir Junior High School, Jember, in the 2024–2025 academic year. The Independent Curriculum emphasizes assessment as an integral part of the learning process to encourage holistic student competency achievement. This study used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results showed that teachers have implemented various assessments, including diagnostic, formative, and summative assessments. Assessments are conducted not only to measure learning outcomes but also to understand student needs and development. Obstacles in implementing assessments include teachers' limited understanding of the principles of the Independent Curriculum and a lack of supporting facilities. However, the implementation of this assessment has a positive impact on increasing student engagement and motivation. These findings indicate that assessments in the Independent Curriculum have the potential to improve the quality of Social Studies learning if implemented consistently and supported by adequate teacher training.
Co-Authors Agi Ma’ruf Wijaya Akhmad Arif Musaddad Akhmad Arif Musaddad Alfin Nur Laila Dara Fitria, Noviana Resilita Eka Fitriany Erika Ameilia Luktriasri Fafaisa, Roihatus Feni Sukma Dana Handri, Muhammad Il Badri, Mohamad Intan Wahyuningtyas Latif, Siti Musrotul M.Ikbal Ibrahim H Ma'ruf Wijaya, Agi Moh. Ansori Mohamad II Badri Muawanah, Risalatul Musaddad, Akmad Arif Novita Ambarsari, Novita Putri Dwi Febriyanti Putri Dwi Febriyanti Raihan Arfiansyah Putra Robby Nur Satriya S Sudiyanto Safitri, Nur Satriya, Robby Nur Siti Halimatuz Zahro Sudiyanto Sudiyanto Sudiyanto Sudiyanto Vivi Wulandari Wijaya, Agi Ma’ruf