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All Journal Harmoni Sosial: Jurnal Pendidikan IPS Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora)
Ilfiana Firzaq Arifin
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Humanities Education Environmental Science Social Sciences Other

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THE EFFECT OF CANVA AND WORDWALL LEARNING MEDIA IN HISTORY SUBJECTS ON STUDENTS' LEARNING ACHIEVEMENTS OF CLASS X AKL 1 SMK 02 ISLAM 45 AMBULU IN THE YEAR OF 2024/2025: Pengaruh Media Pembelajaran Canva Dan Wordwall Pada Mata Pelajaran Sejarah Terhadap Prestasi Belajar Siswa Kelas X Akl 1 Smk 02 Islam 45 Ambulu Tahun 2024/2025 Intan Wahyuningtyas; Ilfiana Firzaq Arifin; Mohamad II Badri
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 3 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i3.5407

Abstract

This study aims to examine the effect of using Canva and Wordwall learning media on the learning achievement of class X AKL 1 students at SMK 02 Islam 45 Ambulu. The main focus of the study is to determine the extent to which the media affects student learning achievement. The method used is quantitative with the True Experimental Design approach, which allows researchers to control all external variables during the experimental process. The research design used is Pretest-Posttest Control Group Design involving two groups, namely the experimental class and the control class, to test the hypothesis that the use of Canva and Wordwall has a significant impact on learning achievement. Data collection was carried out through tests designed to measure student learning achievement. All data were then analyzed using scoring techniques and then conducting normality tests, homogeneity tests, and hypothesis tests, which were processed with the help of the SPSS version 25 application. The results showed that the control class obtained the highest score of 85 while the experimental class after being treated achieved a higher score of 90. From the hypothesis test, a significance value of 0.009 was obtained which was smaller than the limit of 0.05, so H0 was rejected and Ha was accepted. This indicates a significant difference between the two classes. Thus, it can be concluded that the use of Canva and Wordwall learning media has a positive influence on
Reconstructing Gen Z digital historical literacy through AI-based pedagogy in higher education Ma'ruf Wijaya, Agi; Robby Nur Satriya; Ilfiana Firzaq Arifin
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 1 (2026): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i1.93395

Abstract

History learning plays an important role in fostering historical awareness, national identity, and critical thinking. However, in reality, history learning still relies heavily on memorisation, resulting in underdeveloped digital history literacy among students, particularly in the areas of source verification, bias awareness, and visual reconstruction of events in the face of widespread misinformation. This study aimed to reconstruct digital history literacy among Generation Z by developing and implementing an artificial intelligence (AI)-based learning model for students in the Department of History Education at PGRI Argopuro University in Jember. This study employed an exploratory, sequential, mixed-methods approach to measure digital history literacy before and after model implementation. Results showed that implementing AI-based learning, including adaptive digital assistance, AI-based source analysis, visual history reconstruction, and digital inquiry learning, significantly improved students' digital history literacy from moderate to high levels. Qualitatively, students demonstrated development in critical thinking, creativity in creating visual history reconstructions, and ownership in designing digital history research. The theoretical contribution of this study is the development of a conceptual framework for AI-based digital historical literacy that integrates source verification, bias analysis, and visual historical reconstruction. In practice, these findings suggest the pedagogical and ethical integration of AI into history teaching in higher education to strengthen students' digital literacy in the modern information age.
Co-Authors Intan Wahyuningtyas Ma'ruf Wijaya, Agi Mohamad II Badri Robby Nur Satriya