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All Journal Jurnal Pendidikan Sejarah EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal Administrasi Pendidikan Indonesia Historis : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Sejarah TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan Unram Journal of Community Service (UJCS) AKM: Aksi Kepada Masyarakat El-Jughrafiyah : Jurnal Geografi dan Terapannya Jurnal Ilmiah Ilmu Pengetahuan Sosial Indonesia (JIIPSI) Dewantara: Jurnal Pendidikan Sosial Humaniora Karimah Tauhid Jurnal Media Akademik (JMA) MERDEKA: Jurnal Ilmiah Multidisiplin Edukasi Elita : Jurnal Inovasi Pendidikan Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa Jurnal Terapan Pendidikan Dasar dan Menengah Sosial : Jurnal Ilmiah Pendidikan IPS Wissen: Jurnal Ilmu Sosial dan Humaniora Adidaya : Jurnal Aplikasi Pendidikan dan Sosial Budaya PESHUM Jurnal Nagur Jejak digital: Jurnal Ilmiah Multidisiplin Jurnal Pendidikan Dirgantara Jurnal Ilmu Sosial dan Humaniora Educational Journal Jurnal Riset Sosial Humaniora dan Pendidikan
Rani Oktapiani
Unknown Affiliation
Religion Arts Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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Relevansi Macam-Macam Pendekatan Pembelajaran Abad 21 terhadap Kebutuhan Siswa di Era Revolusi Digital Chairunisa Mardiah Ramadhani; Dimas Julian Pratama; Rakha Agusti Amanullah; Sani Safitri; Rani Oktapiani
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 3 No 4 (2025): SOSIAL: Jurnal Ilmiah Pendidikan IPS
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/sosial.v3i4.1362

Abstract

This abstract discusses the relevance of various 21st-century learning approaches in meeting the needs of students in the era of the digital revolution. The approaches discussed include collaborative learning, project-based learning, problem-based learning, discovery learning, inquiry-based learning, and contextual approaches. Each approach plays a crucial role in enhancing the understanding of academic content and developing much-needed 21st-century skills, such as critical thinking, creativity, collaboration, communication, digital literacy, problem-solving, and independent learning. In the context of history learning, the application of these approaches provides opportunities for students to learn actively through various methods, such as digital simulations, virtual history exhibitions, and digital document analysis. Furthermore, these approaches enable students to gain deeper and more contextual learning experiences, which are beneficial not only for understanding historical material but also for honing skills relevant to the demands of the modern world. The results of this study indicate that the integration of 21st-century learning approaches is highly relevant in preparing students to become an adaptive, innovative, and competent generation in facing the challenges faced in a world increasingly filled with technology and information.
Mengenal Konsep Pembelajaran Abad 21 dan Peran Guru dalam Pembelajaran Abad 21 Ema Deva Amilia; Cendy Lestari; Masayu Laila Nadalina; M Juniansyah; Sani Safitri; Rani Oktapiani
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 3 No 4 (2025): SOSIAL: Jurnal Ilmiah Pendidikan IPS
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/sosial.v3i4.1377

Abstract

The advancement of knowledge and technology in the 21st century has changed human life patterns and demands a transformation in the world of education to be able to prepare students to face global challenges. 21st-century education emphasizes the mastery of critical, creative, communicative, collaborative skills, and technological literacy needed in the digital era.The purpose of this study is to investigate the idea of 21st-century learning, relevant learning models, and the role of teachers as facilitators, innovators, and agents of change in the modern learning process. This study uses a library research strategy by reviewing numerous scientific materials linked to 21st-century competencies, Learning methods including cooperative Learning, Project Based Learning, Problem Based Learning, and Discovery Learning, as well as the TPACK framework as a basis for technology integration. The study’s findings show that 21st-century learning requires the implementation of a learner-centered approach and the planned use of technology to raise the standard of learning procedures and results. In addition, teachers have a strategic role in guiding to enable pupils to acquire higher order thinking abilities and adapt to changing times. The implications of this study emphasize the importance of strengthening teacher competencies and implementing innovative learning models is an attempt to raise educational standards in the global era.
Keterampilan Dasar Guru Abad ke-21: Kunci Menuju Pembelajaran Kreatif dan Kolaboratif Istiqomah Istiqomah; Rina Apriana; Cyndy Felisya; Sani Safitri; Rani Oktapiani
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 3 No 4 (2025): SOSIAL: Jurnal Ilmiah Pendidikan IPS
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/sosial.v3i4.1386

Abstract

This study aims to analyze the basic skills of 21st-century teachers that play a role in creating creative and collaborative learning. Technological developments, changes in student characteristics, and modern educational demands place teachers in the role of facilitators who must master critical thinking, creativity, communication, collaboration, and the ability to integrate technology into the learning process. The results of the study show that mastery of these skills can increase student activity, motivation, and interaction, while also encouraging problem-solving and cooperation skills. In addition to pedagogical aspects, teachers' psychological readiness and attitudes toward the use of technology, including artificial intelligence, also influence the effectiveness of its application in the classroom. This study emphasizes the importance of continuous training, the development of relevant learning media, and institutional support so that teachers can adapt to the changes of the digital era. Thus, the basic skills of 21st-century teachers are an important foundation in realizing innovative and relevant learning for the needs of students.
Strategi Pembelajaran sebagai Kunci Mendorong Hasil Belajar Siswa Sifana Alqorana; Putri Sidahtilla Umma; Rahma Dini Pratiwi; Sani Safitri; Rani Oktapiani
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 3 No 4 (2025): SOSIAL: Jurnal Ilmiah Pendidikan IPS
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/sosial.v3i4.1397

Abstract

Effective learning requires teachers to be able to select and apply innovative learning strategies so that the learning process becomes more meaningful for students. Innovation in learning strategies is important because it can increase student engagement, motivation, and learning outcomes through approaches that are tailored to their needs and characteristics. This study aims to describe the role of innovation in learning strategies as the key to encouraging improved student learning outcomes. The method used is a qualitative literature study by collecting and analyzing various literature sources in the form of books, journals, and relevant scientific documents. The findings show that innovative learning strategies, such as problem-based, collaborative, contextual learning, and the use of technology, can improve students' critical thinking, creativity, and active participation. In addition, strategies creatively designed by teachers can create a more engaging learning atmosphere and motivate students to achieve learning objectives. This study implies the importance of improving teacher competence in developing innovative learning strategies as an effort to achieve optimal learning outcomes.
ANALISIS MODEL PEMBELAJARAN ABAD 21 TERHADAP PENINGKATAN KETERAMPILAN DAN PENGETAHUAN PESERTA DIDIK Rimadia; Dapid Aryando; Radit Septa Wijaya; Sani Safitri; Rani Oktapiani
Jurnal Media Akademik (JMA) Vol. 3 No. 12 (2025): JURNAL MEDIA AKADEMIK Edisi Desember
Publisher : PT. Media Akademik Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62281/4x9c1k26

Abstract

Pendidikan adalah aspek terpenting saat ini bagi anak muda Indonesia. Pendidikan modern disusun untuk memberikan siswa kompetensi serta pemahaman yang diperlukan untuk beradaptasi di masa depan, dengan mempertimbangkan hal-hal vital seperti kesejahteraan sosial, budaya, ekonomi, dan lingkungan. Untuk mempersiapkan hal ini, strategi, metode, dan model yang efisien sangat dibutuhkan. Gagasan, model, dan teknik pengajaran mengalami transformasi yang cepat dan signifikan, serta terpengaruh oleh paradigma pendidikan yang baru. Di abad ini, pendidikan perlu berkembang dengan cara menggabungkan semua elemen sains dan teknologi guna memastikan siswa mendapatkan pendidikan yang menyeluruh. Pada masa sekarang, pengetahuan dan keterampilan memiliki peranan yang sangat penting dalam mencapai kesuksesan. Keterampilan menjadi faktor penting di berbagai bidang profesi. Keterampilan di era 21 ini mencakup keterampilan hidup dan karir, keterampilan pembelajaran dan inovasi, serta keterampilan media informasi dan teknologi. Dengan demikian, pendidikan berfungsi untuk meningkatkan tingkat kesejahteraan dan berkontribusi pada pembangunan negara. Keterampilan ini harus dikuasai oleh baik guru maupun siswa. Baik pendidik maupun peserta didik diwajibkan untuk memiliki keterampilan yang tepat di abad ke-21.
Kajian Literatur: Efektivitas Perencanaan Pembelajaran Sejarah Berbasis Problem Based Learning (PBL) dalam Mengembangkan Kemampuan Berpikir Kritis Siswa Mukhlisin Nata Hudin; Arina Asmal Hidayah; Vivi Widia Wati; Sani Safitri; Rani Oktapiani
Jurnal Pendidikan Dirgantara Vol. 2 No. 4 (2025): November : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i4.801

Abstract

This literature review examines the effectiveness of planning history learning based on the Problem Based Learning (PBL) model in developing students critical thinking skills. The study is motivated by the persistent dominance of teacher-centered instruction in history classes, which limits students analytical and reflective engagement with historical issues. This research aims to analyze how structured PBL, based lesson planning especially in designing problems, learning activities, media, and evaluation tools. Can enhance critical historical reasoning. Using a qualitative descriptive method through a review of journal articles, books, and research reports, the study finds that effective PBL planning requires identifying authentic historical problems, organizing collaborative inquiry activities, providing adequate scaffolding, and using critical thinking oriented evaluation rubrics. The results show that PBL consistently improves students’ analytical, evaluative, and interpretive abilities when supported by systematic planning and sufficient learning resources. The study implies that teachers must strengthen the planning phase, particularly in preparing learning scenarios and assessment instruments, to maximize the impact of PBL on critical thinking development.
Merancang Pembelajaran Sejarah yang Inovatif Melalui Pendekatan Proyek (Project-Based Learning): Designing Innovative History Learning Through a Project-Based Learning Approach Febriyanti, Intan; M. Al Aziz Akbar; Anggita Novi Arianti; Sani Safitri; Rani Oktapiani
Jurnal Ilmu Sosial dan Humaniora Vol. 1 No. 4 (2025): OKTOBER-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/y3m60623

Abstract

This study discusses the implementation of Project-Based Learning (PjBL) in history education as an effort to improve motivation, learning outcomes, and strengthen the character traits of the Pancasila Student Profile, which include collaboration, mutual cooperation, and critical thinking. In response to the challenges of 21st-century education and the development of digital technology, teachers are required to create innovative, interactive, and relevant history learning experiences that are enjoyable and connected to students’ real-life contexts. The theoretical foundations of constructivism, experiential learning, and social-collaborative theory indicate that PjBL is effective in encouraging students to build knowledge through research, discussion, and independent exploration of historical sources. Findings from various empirical studies show that PjBL increases students’ motivation, participation, and conceptual understanding, while also strengthening historical literacy skills through source analysis, field observation, and the creation of historical products. PjBL has also been proven to develop 21st-century skills such as creativity, communication, critical thinking, and group collaboration that reflect the value of mutual cooperation. On the other hand, this study identifies several implementation challenges, including limited time, insufficient technological facilities, low initial student motivation, and minimal parental support. Nevertheless, integrating PjBL with the values of the Pancasila Student Profile within local history projects has been shown to shape students’ social-intellectual character while improving the quality of history learning. Therefore, PjBL is deemed appropriate as a primary approach for developing history education in the Merdeka Curriculum.
Peranan Sungai Musi Dalam Pembangunan Ekonomi di Sumatera Selatan: Perspektif Sejarah dan Geografi Wijaya, Tomy; Alauwiyah, Fatimah; Nurrohma, Devinna; Safitri, Sani; Oktapiani, Rani
Historis : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Sejarah Vol 10, No 2 (2025): Desember (In Progress)
Publisher : UNIVERSITAS MUHAMMADIYAH MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/historis.v10i2.29878

Abstract

Musi River has a strategic role in the regional economic development of South Sumatra since the Sriwijaya Kingdom until the modern era. In addition, the Musi River is the main transportation route in South Sumatra. The river also supports trade, distribution of goods, as well as the development of tourism and culture-based creative economy. This research aims to analyze the role of the Musi River from the perspective of history and geography in supporting the regional economy. This research uses a literature study method with a qualitative descriptive approach to examine various written sources related to the history, transportation, trade, and tourism of the Musi River. Data was collected from journal articles, books, and official photographs to obtain a comprehensive analysis. The results show that the Musi River contributes significantly to domestic and export trade, especially through the Boom Baru port. In addition, the potential for water tourism and cultural festivals supports the development of the creative economy. However, challenges such as sedimentation and infrastructure modernization still need to be addressed. Therefore, further research is needed to optimize the sustainable use of the Musi River for South Sumatra's economic growth.
Strategi Guru Sejarah dalam Merancang Pembelajaran yang Bermakna di Abad 21 Susidah Ernawati; Sabitah Salwa; Eggi Martiansyah; Sani Safitri; Rani Oktapiani
Dewantara : Jurnal Pendidikan Sosial Humaniora Vol. 4 No. 4 (2025): Desember: Dewantara: Jurnal Pendidikan Sosial Humaniora
Publisher : Universitas 45 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30640/dewantara.v4i4.5504

Abstract

History learning plays a crucial role in fostering historical awareness, fostering national character, and enhancing students' critical thinking skills. However, the history learning process in schools is often oriented toward memorization and the presentation of facts, rendering it less meaningful for students. The 21st century demands that teachers be innovative in designing active, collaborative, and real-life learning. This article aims to describe history teachers' strategies for designing meaningful learning in accordance with the demands of 21st-century competencies. The method used is a literature study, examining various theories, research findings, and the latest educational policies. The study results indicate that strategies teachers can implement include analyzing student characteristics, implementing innovative learning models such as Project-Based Learning and Inquiry Learning, utilizing digital technologies such as Augmented Reality and virtual museum tours, and implementing authentic project-based assessments. Through these strategies, teachers can create engaging, contextual, and meaningful history learning experiences, while simultaneously fostering students' historical thinking skills and national values ​​in the digital era.
Asesmen Digital: Solusi Inovatif untuk Evaluasi Pembelajaran yang Lebih Efesien Wati, Vivi Widia; Aulan, Aulan; Ariyando, Dapid; Syarifuddin, Syarifuddin; Oktapiani, Rani
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 2 (2026): MARET 2026
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/77syph64

Abstract

Perkembangan teknologi informasi dan komunikasi telah mendorong transformasi sistem evaluasi pembelajaran melalui penerapan asesmen digital sebagai bentuk penilaian berbasis teknologi. Artikel ini bertujuan untuk menganalisis konsep, implementasi, serta tantangan dan dampak asesmen digital terhadap kualitas pembelajaran. Asesmen digital dipahami sebagai proses evaluasi yang memanfaatkan perangkat dan platform daring untuk meningkatkan efisiensi, akurasi, serta pengelolaan data hasil belajar. Dibandingkan dengan asesmen konvensional, asesmen digital menawarkan keunggulan berupa efisiensi waktu, otomatisasi penilaian, kemudahan analisis data, serta pemberian umpan balik yang cepat dan akurat. Implementasinya di sekolah dan perguruan tinggi dilakukan melalui berbagai Learning Management System (LMS), Google Form, dan aplikasi evaluasi berbasis teknologi lainnya dengan strategi yang disesuaikan pada capaian pembelajaran. Meskipun demikian, penerapannya masih menghadapi tantangan seperti keterbatasan infrastruktur, rendahnya literasi digital, serta isu keamanan data. Secara keseluruhan, apabila diterapkan secara terencana dan didukung kesiapan sumber daya, asesmen digital berpotensi meningkatkan objektivitas, transparansi, dan kualitas pembelajaran berbasis data.  
Co-Authors Akbar, Muhammad Al-Aziz Aksan, Hamdi Alauwiyah, Fatimah Alhafiz Rasya Ramadhan Amilia, Ema Deva Ananda, Shelia Anggita Novi Arianti anggraini, afifah Anggraini, Fanisa Putri Ansyah, M. Andre Apit Fathurohman Aqilah Fakhriyati Auliya Arina Asmal Hidayah Arip Rizky Ariyando, Dapid Ariyanti, Anggita Novi Ataza, Pradita Aulan Aulan, Aulan Auliya, Aqilah Fakhriyati Aziz, Syaffrizal Azizah Harahap, Mahlaini Bilal Bilal, Bilal Bilge, Dhaifah Khairunnisa Cendy Lestari Chairunisa Mardiah Ramadhani Chardinal. DV Cyndy Felisya Dapid Aryando Dhaifah Khairunnisa Bilge Didi Jaya Santri, Didi Jaya Dimas Julian Pratama Eggi Martiansyah Elza Noveliani Ema Deva Amilia Fadhilah Fadhilah Faldam, Razin Fanisa Putri Anggraini Febriyanti, Intan Fillah, Shabrina fitri, sunita Gerasela, Gerasela Hardiyawansyah Hasrul Haris, Mgs Hidayatullah, Muhammad Bagas Hudaidah Hudaidah Indah Ratu Sehati Indah Wulandari Iqbal, Khoirul Istiqomah Istiqomah Izzah, Izzah Jayan, Aulya Akmal Junadhan Syapa Widyaksa Juniyansah, M Kamila, Wafa Kurniawan, M. Rizky Lestari, Dea M Juniansyah M. Al Aziz Akbar M. Hasbi M. Riski Hidayatullah Maharani, Aulia Mahlaini Masayu Laila Nadalina Melantika, Maulidya Dwi Meylva, Euis MUKHLISIN NATA HUDIN Nabila Septiana Nadya Anisa Iffa Nurrohma, Devinna Nyimas Atika Olivia Br Tarigan, Yuri Pahmi Kurniawan Pangestu, Ragil Pratama, M. Bimo Putra Pratama, M. Daffa Pratiwi, Rahmah Dini Putri Sidahtilla Umma Putri Sidatillah Umma Putri, Devin Jane Putri, Herni Mandala Radit Septa Wijaya Rahma Dini Pratiwi Rahmawati, Nadia Rakha Agusti Amanullah Ramadhani, Indah Rimadia Rimadia, Rimadia Rina Apriana Risa Marta Yati Ronadia Ronadia Rosa Yunita Sihombing Sabariani, Ranti Sabitah Salwa Safira Oktaviani SAFITRI, SANI Sagita, Yessy Ade Salwa Al Farras, Sabitah Septiana, Nabila Sifana Alqorana Siti Nurbaya Suhendro Suhendro Susanti, LR. Retno Susidah Ernawati Sustia Ningsih Syarfira, Syarfira Syarifuddin Syarifuddin Syarifuddin , Syarifuddin Syarifuddin Syarifuddin Syarifuddin Syukur Tia Lestari, Tia Tin Rustini, Tin Vivi Widia Wati Wati, Vivi Widia Wenni Septia Pratiwi Wijaya, Radit Septa Wijaya, Tomy Wulan Safitri, Wulan Wulandari, Mely Yuliatin yuliatin Yusni, Irfan Swanto Yusuf, Syafruddin Zahirah, Allyah Zahrani, Sahrin Zakira, M. Zalva