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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 Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Dewantara: Jurnal Pendidikan Sosial Humaniora Jurnal Media Akademik (JMA) MERDEKA: Jurnal Ilmiah Multidisiplin Edukasi Elita : Jurnal Inovasi Pendidikan Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa Sosial : Jurnal Ilmiah Pendidikan IPS Wissen: Jurnal Ilmu Sosial dan Humaniora PESHUM Jurnal Nagur Jejak digital: Jurnal Ilmiah Multidisiplin Jurnal Pendidikan Dirgantara Jurnal Ilmu Sosial dan Humaniora 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 Physics Social Sciences Other

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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 1 (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.
Transformasi Media Pembelajaran Inovatif sebagai Strategi Meningkatkan Kualitas Pendidikan di Era Digital Chardinal. DV; Sustia Ningsih; Rosa Yunita Sihombing; Syarifuddin; Rani Oktapiani
MERDEKA : Jurnal Ilmiah Multidisiplin Vol. 3 No. 3 (2026): Februari
Publisher : PT PUBLIKASI INSPIRASI INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/merdeka.v3i3.7125

Abstract

Transformasi media pembelajaran di era digital belum sepenuhnya diikuti perubahan paradigma pedagogis sehingga implementasinya sering bersifat instrumental dan belum berdampak optimal terhadap kualitas pendidikan. Penelitian ini bertujuan menganalisis secara komprehensif transformasi media pembelajaran inovatif sebagai strategi peningkatan mutu pendidikan, mengidentifikasi kesenjangan antara kebijakan dan praktik, serta merumuskan strategi sistemik implementasinya. Metode yang digunakan adalah studi literatur melalui penelaahan sistematis terhadap jurnal ilmiah dan sumber akademik lima tahun terakhir yang relevan dengan digitalisasi pendidikan dan kompetensi abad ke-21. Hasil kajian menunjukkan bahwa integrasi Learning Management System (LMS), media interaktif, serta model blended learning dan project-based learning berkontribusi signifikan terhadap peningkatan motivasi, keterlibatan, personalisasi belajar, dan capaian kompetensi berpikir kritis, kreativitas, kolaborasi, serta komunikasi. Namun, tantangan berupa kesenjangan infrastruktur, rendahnya literasi digital guru, distraksi teknologi, dan ketidaksinkronan kebijakan evaluasi masih menjadi hambatan utama. Disimpulkan bahwa transformasi media pembelajaran inovatif efektif meningkatkan kualitas pendidikan apabila diintegrasikan secara pedagogis, didukung kebijakan adaptif, dan dilaksanakan secara sistemik. Implikasinya menuntut penguatan kompetensi guru, reformulasi evaluasi autentik, serta pembangunan ekosistem pendidikan digital yang inklusif dan berkelanjutan.
Pemanfaatan Media Interaktif sebagai Inovasi Pembelajaran Sejarah di Sekolah Menangah Nabila Septiana; Suhendro Suhendro; Pahmi Kurniawan; Syarifuddin Syarifuddin; Rani Oktapiani
WISSEN : Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 1 (2026): Februari : WISSEN : Jurnal Ilmu Sosial dan Humaniora
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/wissen.v4i1.1562

Abstract

This study is based on the fact that history learning in secondary schools is still dominated by a memorization-based approach, which does not fully encourage deep understanding or interest in learning among students, while the characteristics of the digital generation demand more interactive, visual, and participatory strategies. This study aims to examine the urgency of utilizing interactive media in history learning, identify relevant forms of media, and explain their implications for the quality of the learning process and outcomes. The method used is a literature study examining various recent studies on the use of interactive multimedia, digital e-books, historical videos and simulations, and educational games in history learning. The results of the study show that the use of interactive media contributes to increasing interest and motivation in learning, strengthening understanding of concepts and the chronology of events, and developing students' critical and historical thinking skills, while encouraging a shift in the role of teachers to become facilitators and innovators of learning. Therefore, its integration needs to be designed in a targeted and contextual manner to be in line with the characteristics of students and the demands of 21st-century learning.
Co-Authors Aksan, Hamdi Alauwiyah, Fatimah Alhafiz Rasya Ramadhan Ananda, Shelia Anggita Novi Arianti anggraini, afifah Apit Fathurohman Arina Asmal Hidayah Arip Rizky Aulan Bilal Cendy Lestari Chairunisa Mardiah Ramadhani Chairunnisa Mardiah Ramadhani Chardinal. DV Cyndi Felisya Cyndy Felisya Dapid Aryando Dhaifah Khairunnisa Bilge Didi Jaya Santri, Didi Jaya Dimas Julian Pratama Eggi Martiansyah Ema Deva Amilia Faldam, Razin Fanisa Putri Anggraini Febriyanti, Intan fitri, sunita Herni Mandala Putri Hudaidah Hudaidah Indah Ratu Sehati Iqbal, Khoirul Istiqomah Istiqomah Izzah, Izzah Jayan, Aulya Akmal Junadhan Syapa Widyaksa Lestari, Dea M Juniansyah M. Al Aziz Akbar M. Hasbi M. Riski Hidayatullah Maharani, Aulia Mahlaini Masayu Laila Nadalina Meylva, Euis Muhammad Zalva Zakira MUKHLISIN NATA HUDIN Nabila Septiana Nadya Anisa Iffa Nurrohma, Devinna Nyimas Atika Pahmi Kurniawan Putri Sidahtilla Umma Putri Sidatillah Umma Putri, Devin Jane Radit Septa Wijaya Ragil Pangestu Rahma Dini Pratiwi Rakha Agusti Amanullah Rimadia Rina Apriana Risa Marta Yati Ronadia Ronadia Rosa Yunita Sihombing Sabitah Salwa Safira Oktaviani SAFITRI, SANI Sagita, Yessy Ade Sarah Widya Astuti Septiana, Nabila Shifa Nurria Sifana Alqorana Siswahyudianto Suhendro Suhendro Susanti, LR. Retno Susidah Ernawati Sustia Ningsih Syarifuddin Tia Lestari, Tia Tin Rustini, Tin Vivi Widia Wati Wenni Septia Pratiwi Wijaya, Tomy Wulan Safitri, Wulan Wulandari, Mely Yuma Laberty Ibadi Yusuf, Syafruddin Zahrani, Sahrin