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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
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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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Strategi Pembelajaran Sejarah Berbasis Historical Thingking Skills untuk Meningkatkan Daya Analisis Siswa Yuliatin, Yuliatin; Faldam, Razin; Pratama, M. Bimo Putra; Syarifuddin, Syarifuddin; Oktapiani, Rani
Educational Journal Vol. 1 No. 3 (2026): FEBRUARI-APRIL
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/bk1vdf29

Abstract

History learning plays a crucial role in fostering a more realistic awareness and understanding among students. However, in practice, history learning often involves simply delivering material about past events, often referring to and following learning guidelines or syllabi. This article aims to demonstrate the application of a history learning strategy based on Historical Thinking Skills to enhance students' analytical skills and identify barriers and solutions in its implementation. This study employed a qualitative approach with a literature review, referring to scientific journals, books, and other relevant documents. The results indicate that the implementation of Historical Thinking Skills encourages students to think critically through analyzing historical sources, understanding chronology, integrating cause-and-effect relationships, and interpreting various historical perspectives. This strategy empowers students to be more active in the learning process and able to construct arguments based on valid evidence. However, its implementation still faces obstacles such as limited teacher competency, limited learning resources, limited time allocation, and an evaluation system that still emphasizes memorization. Therefore, strengthening teacher competency, utilizing digital technology, developing active learning methods, and updating the evaluation system are needed to support the effectiveness of this strategy.
Strategi Pembelajaran Sejarah Abad 21: Kajian Literatur Yusni, Irfan Swanto; Kamila, Wafa; Ramadhani, Indah; Oktapiani, Rani; Syarifuddin, Syarifuddin; Safitri, Sani
Educational Journal Vol. 1 No. 3 (2026): FEBRUARI-APRIL
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/p2tvmj03

Abstract

Perkembangan pendidikan abad ke-21 menuntut strategi pembelajaran sejarah yang menggeser praktik konvensional menuju pembelajaran berpusat pada peserta didik, penguatan keterampilan berpikir historis, serta integrasi teknologi digital dan literasi sumber. Artikel ini bertujuan mengidentifikasi, membandingkan, dan menganalisis strategi pembelajaran sejarah yang dibahas dalam jurnal ilmiah nasional. Metode yang digunakan adalah kajian pustaka sistematis (systematic literature review) terhadap studi-studi relevan. Hasil kajian menunjukkan konsistensi temuan bahwa model pembelajaran inovatif seperti problem-based learning, project-based learning, diskusi analitis, serta pemanfaatan arsip dan sumber daring berkontribusi pada peningkatan kemampuan analisis, interpretasi sumber, argumentasi historis, dan literasi digital siswa. Namun, implementasi masih dibatasi oleh kompetensi digital guru dan keterbatasan kemampuan evaluasi sumber oleh peserta didik. Implikasi praktisnya meliputi kebutuhan pelatihan guru, penyediaan infrastruktur digital, serta desain pembelajaran yang menekankan literasi sumber dan keterampilan historis
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.
Strategi Digital Learning dalam Meningkatkan Efisiensi Proses dan Hasil Pembelajaran Arina Asmal Hidayah; Junadhan Syapa Widyaksa; Arip Rizky; Syarifuddin Syarifuddin; Rani Oktapiani
RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan Vol. 4 No. 2 (2026): Maret: RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan
Publisher : Asosiasi Ilmuwan Pendidikan, Sosial, dan Humaniora Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/risoma.v4i2.1572

Abstract

This study is motivated by the development of digital technology, which has driven a transformation in the learning paradigm from conventional models to more flexible, interactive, and innovative technology-based learning. Changes in student characteristics in the digital era require adaptive learning strategies that are able to improve both the efficiency of the learning process and learning outcomes. This study aims to describe and analyze digital learning strategies in enhancing learning efficiency and their impact on student achievement. The research employs a qualitative approach using a literature review by examining various relevant scientific sources related to the concepts, characteristics, implementation, and impacts of digital learning. The data were analyzed using content analysis techniques to produce a systematic conceptual framework. The findings indicate that systematically designed digital learning strategies can improve conceptual understanding through interactive content delivery, strengthen students’ motivation and independent learning, and enhance retention and learning mastery. Learning efficiency is reflected in flexible access, time optimization, and technology-based assessment. However, its implementation still faces challenges such as limited infrastructure and digital literacy. Therefore, careful planning and the improvement of digital competencies are necessary to ensure that digital learning can be implemented effectively and sustainably in improving the quality of education.
IMPLEMENTASI MODEL PROBLEM BASED LEARNING DALAM MENINGKATKAN KECAKAPAN 4C DAN LITERASI SEJARAH MELALUI PENGUATAN KARAKTER SOSIAL Hardiyawansyah; Aqilah Fakhriyati Auliya; Elza Noveliani; Syarifuddin; Rani Oktapiani
JIIPSI: Jurnal Ilmiah Ilmu Pengetahuan Sosial Indonesia Vol. 6 No. 2 (2026)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/jiipsi.v6i2.5709

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi model Problem Based Learning (PBL) dalam meningkatkan kecakapan 4C (kreativitas, berpikir kritis, kolaborasi, dan komunikasi) serta literasi sejarah melalui penguatan karakter sosial siswa. Metode penelitian yang digunakan adalah studi kepustakaan (library research) dengan pendekatan kualitatif deskriptif, di mana data dikumpulkan melalui teknik primer dan sekunder dari berbagai sumber literatur ilmiah yang relevan. Hasil analisis menunjukkan bahwa model PBL efektif dalam meningkatkan keterampilan 4C karena menempatkan siswa SMA sebagai pusat pembelajaran untuk menyelesaikan masalah nyata secara aktif. Selain itu, penerapan PBL terbukti memberikan pengaruh positif terhadap kemampuan literasi sejarah siswa dengan cara menghubungkan konsep ilmiah terhadap isu-isu sosial dan lingkungan. Integrasi PBL juga berperan signifikan dalam penguatan karakter sosial seperti tanggung jawab, kerja sama, dan etika ilmiah melalui proses penyelidikan kolaboratif. Simpulannya, PBL merupakan strategi pembelajaran holistik yang mampu menghasilkan siswa SMA yang tidak hanya unggul secara kognitif tetapi juga memiliki keterampilan abad ke-21 dan karakter sosial yang kuat.
Inovasi Pembelajaran sebagai Strategi Penguatan Literasi Kritis Peserta Didik Wenni Septia Pratiwi; Indah Ratu Sehati; Alhafiz Rasya Ramadhan; Sani Safitri; Rani Oktapiani
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 4 No 1 (2026): 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.v4i1.1592

Abstract

This article discusses innovation in the learning process as an important strategic step to improve the quality of education, especially in developing students' critical literacy skills. Critical literacy is an essential skill for students to face the complexity of information and technology in the 21st century. This paper aims to explore the role of learning innovation as a strategy to strengthen critical literacy. This research uses a qualitative approach through literature study, by reviewing various scientific references related to learning innovation, critical literacy, 21st-century learning principles, and the role of teachers in the learning process. The results of the study indicate that learning innovation designed in a contextual, collaborative, and student-focused manner can improve their ability to understand, analyze, evaluate, and reflect on information critically. In addition, the role of teachers as facilitators, motivators, and agents of innovation has proven crucial in creating effective and meaningful learning experiences. Learning innovation can be an effective strategy to strengthen students' critical literacy while preparing them to face the challenges of the digital era and modern society.
Model Pembelajaran Inovatif Berbasis Teknologi Digital dalam Pembelajaran Sejarah untuk Meningkatkan Keterampilan Abad ke-21 Siswa Rina Apriana; Putri Sidatillah Umma; Dimas Julian Pratama; Sani Safitri; Rani Oktapiani
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 4 No 1 (2026): 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.v4i1.1596

Abstract

The development of digital technology in the 21st century has significantly influenced educational practices, including the teaching of history in schools. Conventional teaching methods often make history learning less engaging and limit students’ active participation. Therefore, innovative learning models based on digital technology are needed to improve the quality of history education and support the development of 21st-century skills such as critical thinking, creativity, communication, and collaboration. This study aims to examine the role of innovative digital technology-based learning models in history learning to enhance students’ 21st-century skills. The research uses a qualitative approach with a literature study method by analyzing various academic sources such as books, journal articles, and relevant research publications. The findings indicate that the integration of digital technology in innovative learning models can increase students’ engagement, improve their understanding of historical events, and encourage active learning through interactive media and digital resources. Furthermore, the use of digital technology enables students to access diverse historical sources and develop analytical and interpretative abilities. The study implies that the implementation of digital-based innovative learning models in history education can support more meaningful learning and contribute to the development of students’ competencies needed in the digital era.
Implementasi Pembelajaran Sejarah Berbasis HOTS dalam Mengembangkan Kemampuan Analisis Historis Siswa Nadya Anisa Iffa; Ronadia Ronadia; M. Riski Hidayatullah; Syarifuddin Syukur; Rani Oktapiani
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2026): April: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i2.2941

Abstract

This study investigates the implementation of history learning based on Higher Order Thinking Skills (HOTS) in developing students' analytical history skills. This research is motivated by the dominance of conventional teaching focused on lectures that emphasize memorization of facts rather than critical and analytical thinking. The study aims to describe how HOTS-based strategies are implemented in history classes and to analyze their impact on students' analytical skills. This research uses a qualitative descriptive methodology. Data were collected through classroom observations, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing techniques. The findings show that before the implementation of HOTS, students' responses were mostly descriptive and limited to recalling factual information. After the implementation of HOTS-based learning through the use of analytical questions, historical case studies, source analysis, and structured group discussions, students showed significant improvement in explaining cause-and-effect relationships, evaluating historical evidence, and building logical arguments. Students became more active in discussions and demonstrated a deeper conceptual understanding than mere memorization. However, several challenges were identified, including students' limited experience in critical thinking, time constraints, and the need for teachers to be better prepared in designing HOTS-oriented learning instruments. Overall, this study concludes that HOTS-based history learning effectively improves students' analytical history skills and shifts the learning orientation from lower-order thinking to higher cognitive engagement. This approach pedagogically contributes to fostering a critical, reflective, and contextual understanding of history that is relevant to the demands of 21st-century education.
Integrasi Teknologi AI Penjelajah Waktu ke dalam Konten TikTok sebagai Alat Interaktif untuk Mempelajari Sejarah Amilia, Ema Deva; Juniyansah, M; Pratiwi, Rahmah Dini; Syarifuddin, Syarifuddin; Oktapiani, Rani
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 3 (2026): MEI 2026
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/hjw9hc08

Abstract

Studi ini bertujuan untuk meneliti penggunaan teknologi perjalanan waktu berbasis Kecerdasan Buatan (AI), yang terintegrasi dengan platform TikTok, sebagai inovasi dalam pembelajaran sejarah. Pembelajaran sejarah memainkan peran penting dalam membentuk kesadaran sejarah, namun masih menghadapi beberapa tantangan, seperti kurangnya minat siswa dan penggunaan metode konvensional. Oleh karena itu, dibutuhkan alat pembelajaran yang lebih inovatif yang sesuai dengan karakteristik generasi digital. Studi ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui analisis literatur ilmiah. Temuan diskusi menunjukkan bahwa penggunaan media digital, khususnya TikTok, memiliki potensi besar untuk meningkatkan keterlibatan dan motivasi siswa dalam belajar melalui penyajian materi yang ringkas, menarik, dan visual. Integrasi AI sebagai teknologi perjalanan waktu memungkinkan rekonstruksi peristiwa sejarah yang lebih interaktif dan mendalam, sehingga membantu siswa memahami materi dengan cara yang lebih kontekstual. Lebih lanjut, menggabungkan AI dan TikTok dalam pembelajaran sejarah dapat mendorong kreativitas dan partisipasi aktif siswa. Namun, penggunaan teknologi ini juga menghadirkan beberapa tantangan, seperti risiko distorsi sejarah, ketergantungan teknologi, akses terbatas, dan literasi digital yang rendah. Oleh karena itu, pemantauan dan perencanaan yang cermat diperlukan untuk memaksimalkan manfaat penggunaan teknologi ini dalam pembelajaran sejarah.
IMPLEMENTASI  MODEL PEMBELAJARAN INOVATIF UNTUK MENINGKATKAN KETERLIBATAN SISWA DALAM PELAJARAN SEJARAH Nurbaya, Siti; Azizah Harahap, Mahlaini; Hasrul Haris, Mgs; Syarifuddin, Syarifuddin; Oktapiani, Rani
ADIDAYA : Aplikasi Pendidikan dan Sosial Budaya Vol 3 No 1 (2026)
Publisher : Pengelola Jurnal Politeknik Negeri Ketapang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58466/hd9yb647

Abstract

In the era of Society 5.0, history education faces a major challenge in the form of the stigma that it is a boring subject that focuses too much on memorization. This has an impact on low student engagement, both behaviorally, emotionally, and cognitively. In fact, 21st-century education requires a paradigm shift from teacher-centered learning to student-centered learning in order to develop critical thinking skills and historical awareness. Using library research methods through a qualitative approach, this study synthesizes four main models: Project-Based Learning, Problem-Based Learning, Gamification, and Inquiry-Based Learning. The results of the analysis show that PjBL is effective in building authentic experiences through concrete products, PBL hones analytical skills on historical issues, Gamification increases extrinsic motivation through game elements, and Inquiry encourages research independence. Although these models are significantly capable of activating students' behavioral, emotional, and cognitive participation, their implementation still faces challenges in the form of digital infrastructure gaps and limited teacher competencies. This study concludes that the adaptive combination of various innovative models is the key to transforming static historical narratives into relevant and collaborative learning processes for the 21st century generation
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