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All Journal Jurnal Inovasi Teknologi Pendidikan Jurnal Pendidikan Progresif
Darmawan, Tengku Hamid
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Education

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Development of students' worksheet-based AR video and QR-timer test on biographical text materials Class X Senior High School 1 Pelalawan Darmawan, Tengku Hamid; Charlina, Charlina; Septyanti, Elvrin
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 3 (2024): September
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i3.67633

Abstract

Student worksheets are learning tools in the form of direct assignments to simplify the evaluation process. Unfortunately, the use of student worksheets is still conventionally based and burdensome for students. The proposed innovation is the development of a student worksheet integrated with QR Code digital technology, containing AR Video, and also G-Form links with material of National Biographical Indonesian Hero which is given an automatic countdown timer test extension. This research aims to determine the increase in students' interest in learning and understanding the material after using student worksheets, provide an overview of optimizing digital content and assignments for teachers and students, as well as develop the form and function of student worksheets in a more complex manner by involving digital media in the form of AR Video and QR Code integrated Form Timer Exercises. The research model uses a 4D model (define, design, develop, and disseminate). The test subjects were 25 class X students at Senior High School 1 Pelalawan. Data sources were obtained from interviews, questionnaires for needs analysis, and results questionnaires. The data in this research were analyzed using qualitative descriptive techniques to analyze interview information and quantitative analysis techniques to process data in questionnaires for needs analysis and result questionnaires. This research had received very appropriate criteria in validating research products (90%) and received very positive perceptions from class X students at Senior High School 1 Pelalawan (88%). These exact results are expected to be developed and studied further, especially related to the relationship of this media with an increase in student learning outcomes.
Critical Thinking and Historical Understanding in History Learning: A Systematic Literature Review and Bibliometric Analysis Jufri, Muhammad Junaldi; Darini, Ririn; Budiman, M; Kinanti, Amalia Nurma; Aolafasila, Ines Zilma; Darmawan, Tengku Hamid
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2621-2651

Abstract

Critical Thinking and Historical Understanding in History Learning: A Systematic Literature Review and Bibliometric Analysis. Objective: This study systematically reviews global research on critical thinking and historical understanding in history education from January 2021 to November 2025. Method: The study employed a Systematic Literature Review (SLR) approach with the PRISMA protocol to answer three research questions. Data were searched in the Scopus database using keywords related to history education and critical thinking. Article selection was carried out using inclusion and exclusion criteria assisted by Covidence, resulting in 21 articles for analysis. The analysis was conducted using bibliometrics (VOSviewer), limited meta-analysis, N-Gain analysis, and narrative synthesis. Result: The study shows an increasing trend toward quantitative methods, quasi-experiments, and Research and Development (R&D), with the largest contribution coming from Indonesia. VOSviewer visualization revealed three main clusters, namely history learning, historical thinking, and critical thinking. The learning strategies used included textbook analysis, the STEM approach, Problem-Based Learning, Project-Based Learning, Peter Seixas' historical thinking framework, and History Work Camp integrated with technology such as Padlet, digital comics, virtual field trips, cloud-based learning, and interactive digital media. A limited meta-analysis showed positive but statistically unstable effects. In contrast, N-Gain analysis showed an increase in historical understanding in the moderate to high categories, especially in authentic experience-based learning and digital technology. Conclusion: This review comprehensively maps the conceptual relationship between history learning, historical thinking, and critical thinking. The main gaps lie in the limited number of stable experimental studies, the lack of instrument standardization, and the dominance of short-term, outcome-oriented designs. Therefore, further research should focus on more rigorous experimental designs, performance-based assessments, longitudinal studies, and the development of integrated learning models grounded in inquiry, reflection, and authentic experience. Keywords: critical thinking, historical understanding, learning strategies, history education, systematic review.
Co-Authors Aolafasila, Ines Zilma Charlina, Charlina Jufri, Muhammad Junaldi Kinanti, Amalia Nurma M Budiman Ririn Darini Septyanti, Elvrin