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All Journal Socia : Jurnal Ilmu-Ilmu Sosial ISTORIA Jurnal Civicus Journal on Education Jambura History and Culture Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) CIVITAS (JURNAL PEMBELAJARAN DAN ILMU CIVIC) EduBasic Journal: Jurnal Pendidikan Dasar Keraton: Journal of History Education and Culture Arus Jurnal Pendidikan Journal Of Human And Education (JAHE) Jejak: Jurnal Pendidikan Sejarah Universitas Jambi KRONIK: Journal of History Education and Historiography Indonesian Journal of Multidisciplinary on Social and Technology Melior : Jurnal Riset Pendidikan dan Pembelajaran Indonesia Satmata: Journal of Historical Education Studies Journal of Social Humanities and Education: Scripta Humanika
Iis Husnul Hotimah
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Penggunaan Media Visual dalam Meningkatkan Pemahaman Siswa Terhadap Materi Sejarah di Kelas VIII SMP Negeri 3 Duhiada’a Jailani M. Biki; Resmiyati Yunus; Iis Husnul Hotimah
Jurnal Sosial Humaniora dan Pendidikan Vol 1 No 4 (2026): May: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/3jhkw570

Abstract

This study investigates the role of visual media in enhancing students’ understanding of historical content in Social Studies among Grade VIII students at SMP Negeri 3 Duhiadaa. Employing a qualitative descriptive approach within a naturalistic framework, the research explores learning dynamics through participatory observation, in-depth interviews, and documentation. The findings reveal a progressive transformation in students’ comprehension, marked by improved conceptual articulation, increased engagement, and more active participation during the learning process. Visual media functioned as a cognitive mediator, enabling students to reconstruct abstract historical concepts into meaningful and structured knowledge. The integration of visual elements such as infographics, videos, and digital maps facilitated dual-channel information processing, strengthening memory retention and interpretative abilities. Furthermore, the study identifies the emergence of critical thinking patterns through cognitive conflict and reflective learning experiences. The results also highlight the importance of aligning instructional design with students’ visual learning tendencies to optimize learning outcomes. Theoretically, this research contributes to the development of a conceptual model of visual-based historical learning, while practically offering pedagogical insights for designing more participatory and cognitively effective classroom environments in contemporary education.
Implementasi Model Problem Based Learning dan Respon Siswa pada Pembelajaran Sejarah MAN 1 Kabupaten Gorontalo Siti Magfirah Laya; Tonny Iskandar Mondong; Iis Husnul Hotimah
Arus Jurnal Pendidikan Vol 6 No 2: Agustus (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v6i2.3343

Abstract

Penelitian ini bertujuan untuk mengetahui penerapan model Problem Based Learning (PBL) dalam pembelajaran sejarah di kelas X MAN 1 Kabupaten Gorontalo beserta respon siswa terhadap penerapannya. Penelitian kualitatif ini menggunakan pendekatan deskriptif. Pengumpulan data dilakukan melalui observasi proses pembelajaran di kelas, wawancara mendalam bersama guru sejarah, wakil kepala sekolah bidang kurikulum, dan peserta didik, serta dokumentasi dan analisis dokumen pembelajaran. Hasil penelitian memaparkan bahwa penerapan PBL dilaksanakan melalui tahapan orientasi masalah, pembentukan kelompok, diskusi, penyelidikan, presentasi hasil, hingga evaluasi. Proses tersebut menjadikan pembelajaran sejarah lebih aktif, interaktif, dan berpusat pada siswa. Respon siswa terhadap penerapan model ini secara umum positif. Walaupun pada awalnya sebagian siswa masih pasif dan kesulitan memahami masalah, seiring waktu mereka menjadi lebih aktif berdiskusi, berani berpendapat, dan mampu menganalisis permasalahan sejarah dengan lebih baik. Pelaksanaan PBL didukung oleh dukungan sekolah, kreativitas guru, dan antusiasme siswa. Adapun faktor penghambatnya meliputi waktu pembelajaran yang terbatas, perbedaan kemampuan antar siswa, dan rasa kurang percaya diri sebagian siswa saat presentasi.
Pembelajaran Sejarah Berbasis Kurikulum Merdeka: Analisis Pelaksanaan, Faktor Pendukung, dan Penghambat di SMA Negeri 1 Tolangohula Arni Abdullah; Dra Resmiyati Yunus; Iis Husnul Hotimah
Arus Jurnal Pendidikan Vol 6 No 2: Agustus (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v6i2.3387

Abstract

This research describes the implementation of history learning based on the Merdeka Curriculum in class XI of SMA Negeri 1 Tolangohula, including its supporting and inhibiting factors. The approach used is qualitative with a case study design. The subjects of this research involved a history teacher and grade XI students. Data were collected through observation, in-depth interviews, and literature studies on planning documents such as lesson plans (RPP), syllabi, and teaching modules. The results show that in the planning stage, the teacher developed Learning Outcomes (CP), Learning Objective Flows (ATP), and Learning Objectives (TP) by considering student characteristics. This planning process was supported by teacher collaboration and the implementation of teaching module workshops from the school. During the teaching stage, learning activities have become more student-centered by applying group discussions and differentiated learning. The teacher utilized visual media such as videos and LCD projectors, while integrating the lesson with the Pancasila Student Profile Strengthening Project (P5). Furthermore, evaluation was conducted using diagnostic, formative, and summative assessments, project-based assessments, as well as reflection and student self-assessments. The implementation of this curriculum was driven by several supporting factors, namely the teacher's openness to receiving student opinions, the availability of technological facilities, school support, and high student interest in history materials. However, there were inhibiting factors that must be addressed, including the lack of interest in learning among some students, differences in cognitive abilities among students, limited teaching time allocation, and the tendency of some students who still depend entirely on the teacher's explanation.
Kreativitas Siswa dalam Pembelajaran Sejarah: Kajian Bentuk Kreativitas, Proses Pembelajaran, serta Faktor Pendukung dan Penghambatnya di MAN 1 Kabupaten Gorontalo Sri Depi Ranti I. Rahim; Resmiyati Yunus; Iis Husnul Hotimah
Indonesian Journal of Multidisciplinary on Social and Technology Vol. 4 No. 3 (2026): Juli - Oktober
Publisher : PT Ilmu Data Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijmst.v4i3.14284

Abstract

Kreativitas penting dikembangkan dalam pembelajaran sejarah agar siswa tidak sekadar menghafal peristiwa, tetapi kemunculannya pada madrasah belum banyak dikaji dan belum tentu merata pada semua siswa. Penelitian ini bertujuan mendeskripsikan (1) kreativitas siswa dalam pembelajaran sejarah, (2) proses pembelajaran sejarah dalam mengembangkan kreativitas siswa, dan (3) faktor pendukung dan penghambatnya di MAN 1 Kabupaten Gorontalo. Penelitian menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan pada April 2026 melalui observasi, wawancara dengan dua guru sejarah, wakil kepala madrasah bidang kurikulum, dan dua siswa, serta dokumentasi, lalu dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa (1) kreativitas siswa tergolong cukup baik tetapi belum optimal, tampak pada kemampuan mengemukakan pendapat, berdiskusi, mempresentasikan hasil, mencari informasi tambahan, serta membuat poster, video pembelajaran, PowerPoint, peta konsep, dan makalah; (2) proses pembelajaran mendukung kreativitas melalui diskusi kelompok, presentasi, permainan edukatif, dan pembelajaran berbasis proyek yang dipadukan dengan media digital dan pendekatan kontekstual, dengan guru berperan sebagai fasilitator dan motivator; (3) pengembangan kreativitas didukung oleh metode yang bervariasi, dukungan guru, media, kerja kelompok, dan dukungan madrasah, tetapi dihambat oleh perbedaan kemampuan siswa, kurangnya kepercayaan diri, keterbatasan proyektor dan jaringan internet, serta keterbatasan waktu.
Co-Authors Aina Nurdiyanti Al-Fajar Bima Sakti Ali, Ismail Arni Abdullah Arrazaq, Naufal Raffi Darwin Une Dra Resmiyati Yunus Encep Supriatna Helman Manay, Helman Irvan Tasnur Ismaul Fitroh Jailani M. Biki Khaedir, Muh Melody Aria Putri Moh. Imron Rosidi Molraphaporn Boontrac Muhammad David Niara, Kautsar Nihe, Riyanto Nurdiyanti, Aina Resmiyati Yunus Rina Nuriana Rini, Sarini Laindjong Setyo Adi Nugroho Siti Magfirah Laya Sri Depi Ranti I. Rahim Sutrisno Mohamad Tonny Iskandar Mondong Yulianti Fitriani Yunus, Rermiyati Yunus, Resmiyati