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Penguatan Ekowisata Berbasis Community Based Tourism (CBT) Desa Rowoboni Kabupaten Semarang Amin, Syaiful; Atno Atno; Susilowati, Nurdian; Lusianto, Junaidi Fery; Subekti, Wildan; Riyanto, Muhammad Bagas; Prayoga, Teguh Irawan
Jurnal Pelayanan dan Pengabdian Masyarakat Indonesia Vol. 3 No. 3 (2024): September : Jurnal Pelayanan dan Pengabdian Masyarakat Indonesia
Publisher : Sekolah Tinggi Ilmu Administrasi Yappi Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jppmi.v3i3.1476

This article discusses the strengthening of ecotourism based on Community-Based Tourism (CBT) in Rowoboni Village, Semarang Regency. The focus of this service is on optimizing the potential of natural tourism, particularly river and spring tourism, to improve the welfare of the local community. Through a holistic approach based on multidisciplinary research, this activity seeks to address issues related to the management and marketing of tourism, which are not yet optimal. The proposed solutions include strengthening the POKDARWIS institution, providing training for tourism management human resources, and developing digital-based marketing strategies. The results of this activity show an increase in the community's understanding and skills in managing and promoting ecotourism, although challenges remain in funding and responsiveness of tourism services. Overall, this service activity has successfully enhanced the ecotourism potential of Rowoboni Village.

Analysis of the History Learning Model Based on Higher Order Thinking Skills (HOTS) in the Merdeka Curriculum Muh Ridwan Musyaffa; Atno Atno
JURNAL PENDIDIKAN IPS Vol 15 No 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3306

This study examines the implementation of a Higher Order Thinking Skills (HOTS)-based history learning model within the framework of the Merdeka Curriculum to overcome the dominance of rote learning that still prevalent in history education practices of history education in Indonesia. This study uses a library research approach with a Systematic Literature Review (SLR) framework to analyze the literature related to the implementation of three learning models: Inquiry Based Learning (IBL), Problem Based Learning (PBL), and Project Based Learning (PjBL) in history learning. Relevant publications were analyzed using thematic content analysis techniques with source triangulation to ensure the validity of the findings. The results showed that the three learning models proved effective in improving students' higher-order thinking skills in the domains of analysis, evaluation, and creation through historical information retrieval activities, complex historical problem solving, and project creation in learning. However, the implementation faces major obstacles in the form of limited teacher readiness in designing HOTS instruments, inadequate technological infrastructure, and suboptimal policy support. The research concludes that the implementation of the HOTS model requires a systemic approach through continuous teacher capacity building, digital infrastructure development, and alignment of assessment policies that support the transformation of history learning towards a critical and creative thinking paradigm.

The Challenges and Strategies of History Teachers in Utilizing Digital Learning Media: A Case Study at SMKN 1 Banjarmasin Dimas Yoga Ferdiyanto; Cahyo Budi Utomo; Atno Atno
JURNAL PENDIDIKAN IPS Vol 15 No 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3249

This study explores the implementation of digital media in transforming 21st-century history learning. The main problems identified include the limited optimal use of digital media in history lessons, the lack of learning models that align with local characteristics, and teachers’ challenges in adapting to technology, which are further exacerbated by technical constraints such as unstable internet connections in schools. Adopting a qualitative approach with a case study design, this research aims to analyze the use of digital media—such as videos, infographics, and interactive simulations—and its impact on student engagement. Data were collected through triangulation methods, including interviews, observations, documentation, and questionnaires, with data validity ensured through source triangulation and member checking. The findings reveal that the implementation of digital media by history teachers, applied in varied and integrated ways, has enhanced students’ enthusiasm and engagement. Students demonstrated greater focus when watching videos, showed excitement during discussions, and reported that lessons became more interesting, which increased their motivation to learn. Effective visualization helped students better understand complex concepts while fostering 21st-century skills, including collaboration, critical thinking, communication, and creativity, consistent with Constructivist Theory and the application of TPACK. This study recommends developing learning models tailored to local characteristics, improving infrastructure, and providing continuous teacher training to optimize the digitalization of history learning.

Teacher Strategies for Developing 4C Skills (Critical Thinking, Creativity, Communication, and Collaboration) in History Learning at SMAN 3 Tegal Rizki Nur Fadhilah; Atno Atno
JURNAL PENDIDIKAN IPS Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3317

This study aims to analyze teachers’ strategies in fostering 4C skills (Critical Thinking, Creativity, Communication, and Collaboration) in history learning at SMAN 3 Tegal, and to explore the challenges and solutions in its implementation. The research is grounded in the 21st-century education demand for higher-order thinking skills, while history learning in Indonesia often remains memorization-oriented. Using a qualitative approach with a grounded theory design, data were collected through in-depth interviews with two history teachers, document analysis, and limited observation. Findings indicate that strategies include contextual learning, collaborative projects, cross-subject integration, and continuous reflection. Challenges such as limited facilities, time constraints, student readiness, and administrative workload were addressed through media innovation, project segmentation, socio-emotional approaches, and teacher collaboration. Although findings are context-specific and lack quantitative measurement, this study offers practical contributions to developing history learning models aligned with the Curiculum Merdeka and strengthening 21st-century skills.

The Challenges and Strategies of History Teachers in Utilizing Digital Learning Media: A Case Study at SMKN 1 Banjarmasin Dimas Yoga Ferdiyanto; Cahyo Budi Utomo; Atno Atno
JURNAL PENDIDIKAN IPS Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3249

This study explores the implementation of digital media in transforming 21st-century history learning. The main problems identified include the limited optimal use of digital media in history lessons, the lack of learning models that align with local characteristics, and teachers’ challenges in adapting to technology, which are further exacerbated by technical constraints such as unstable internet connections in schools. Adopting a qualitative approach with a case study design, this research aims to analyze the use of digital media—such as videos, infographics, and interactive simulations—and its impact on student engagement. Data were collected through triangulation methods, including interviews, observations, documentation, and questionnaires, with data validity ensured through source triangulation and member checking. The findings reveal that the implementation of digital media by history teachers, applied in varied and integrated ways, has enhanced students’ enthusiasm and engagement. Students demonstrated greater focus when watching videos, showed excitement during discussions, and reported that lessons became more interesting, which increased their motivation to learn. Effective visualization helped students better understand complex concepts while fostering 21st-century skills, including collaboration, critical thinking, communication, and creativity, consistent with Constructivist Theory and the application of TPACK. This study recommends developing learning models tailored to local characteristics, improving infrastructure, and providing continuous teacher training to optimize the digitalization of history learning.

Analysis of the History Learning Model Based on Higher Order Thinking Skills (HOTS) in the Merdeka Curriculum Muh Ridwan Musyaffa; Atno Atno
JURNAL PENDIDIKAN IPS Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3306

This study examines the implementation of a Higher Order Thinking Skills (HOTS)-based history learning model within the framework of the Merdeka Curriculum to overcome the dominance of rote learning that still prevalent in history education practices of history education in Indonesia. This study uses a library research approach with a Systematic Literature Review (SLR) framework to analyze the literature related to the implementation of three learning models: Inquiry Based Learning (IBL), Problem Based Learning (PBL), and Project Based Learning (PjBL) in history learning. Relevant publications were analyzed using thematic content analysis techniques with source triangulation to ensure the validity of the findings. The results showed that the three learning models proved effective in improving students' higher-order thinking skills in the domains of analysis, evaluation, and creation through historical information retrieval activities, complex historical problem solving, and project creation in learning. However, the implementation faces major obstacles in the form of limited teacher readiness in designing HOTS instruments, inadequate technological infrastructure, and suboptimal policy support. The research concludes that the implementation of the HOTS model requires a systemic approach through continuous teacher capacity building, digital infrastructure development, and alignment of assessment policies that support the transformation of history learning towards a critical and creative thinking paradigm.

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