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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Kiprah Pendidikan HISTORIA: Jurnal Program Studi Pendidikan Sejarah Jurnal kiprah pendidikan
Hamdani, M. Iqbal Ibrahim
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The EFEKTIVITAS PEMBELAJARAN BERBASIS MASALAH DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA Suryadi, Suryadi; Hamdani, M. Iqbal Ibrahim; Fuad, Akhmad Dzukaul
Jurnal Kiprah Pendidikan Vol. 4 No. 3 (2025): Jurnal Kiprah Pendidikan | Juli 2025
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v4i3.p411-418

Abstract

History education has a strategic role in shaping character, national identity, and developing students' critical thinking skills. However, the dominance of the lecture method often results in students being less active in the critical thinking process. This study aims to determine the effectiveness of the Problem Based Learning (PBL) model in improving students' critical thinking skills in History subjects at SMK Muhammadiyah-Kalisat-Jember. This study uses a quantitative approach with a quasi-experimental design using a pretest-posttest control group design. The subjects of the study were 60 grade XI students who were divided into an experimental group (using the PBL model) and a control group (using conventional methods). Data collection was carried out through a critical thinking essay test based on Ennis indicators and analyzed using parametric statistical tests. The results showed a significant increase in critical thinking scores in the experimental group compared to the control group (p = 0.000). Therefore, the PBL model has proven effective in improving students' critical thinking skills and can be used as an alternative strategy for contextual and participatory history learning.
The EFEKTIVITAS PEMBELAJARAN BERBASIS MASALAH DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA Suryadi, Suryadi; Hamdani, M. Iqbal Ibrahim; Fuad, Akhmad Dzukaul
Jurnal Kiprah Pendidikan Vol. 4 No. 3 (2025): Jurnal Kiprah Pendidikan | Juli 2025
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v4i3.p411-418

Abstract

History education has a strategic role in shaping character, national identity, and developing students' critical thinking skills. However, the dominance of the lecture method often results in students being less active in the critical thinking process. This study aims to determine the effectiveness of the Problem Based Learning (PBL) model in improving students' critical thinking skills in History subjects at SMK Muhammadiyah-Kalisat-Jember. This study uses a quantitative approach with a quasi-experimental design using a pretest-posttest control group design. The subjects of the study were 60 grade XI students who were divided into an experimental group (using the PBL model) and a control group (using conventional methods). Data collection was carried out through a critical thinking essay test based on Ennis indicators and analyzed using parametric statistical tests. The results showed a significant increase in critical thinking scores in the experimental group compared to the control group (p = 0.000). Therefore, the PBL model has proven effective in improving students' critical thinking skills and can be used as an alternative strategy for contextual and participatory history learning.
Canva Animated Video Media to Improve History Learning Activities of Class X Students of Bastren Nurussalam Vocational School Sa'bana, M. Izza Fajar; Rohmawati, Rina; Hamdani, M. Iqbal Ibrahim
HISTORIA: Jurnal Program Studi Pendidikan Sejarah Vol 14, No 2 (2026): HISTORIA: Jurnal Program Studi Pendidikan Sejarah (Issu in Progress)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/hj.v14i2.13811

Abstract

This study aims to improve the learning activity of Grade X PBS students at SMK Bastren Nurussalam in history lessons through the use of Canva-based animated video media. Initial observations indicated that students showed low learning engagement, such as lack of attention, minimal participation in discussions, and weak analytical skills. Using Classroom Action Research (CAR) conducted over two cycles, animated video media was implemented as an instructional innovation. The results revealed a significant increase in students' learning activity, marked by greater enthusiasm, active participation, and improved understanding of the material. Canva-based videos proved effective in presenting historical content in a more engaging and contextual way, aligning with the digital-native characteristics of today's students. Therefore, the use of Canva-based animated video media is recommended as an effective strategy to enhance the quality of history teaching in schools.
EKSPLORASI KEMAMPUAN BERPIKIR KRITIS MELALUI PROJECT MIND MAPPING BERBASIS CANVA PADA PEMBELAJARAN SEJARAH SISWA KELAS XI SMK BASTREN NURUSSALAM Maghfiroh, Nurholisah Rahayu; Badri, Mohamad Il; Hamdani, M. Iqbal Ibrahim
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63262

Abstract

This study addresses the problem of low critical thinking skills and passive student involvement in history learning, which is still dominated by teacher-centered instruction. The purpose of this study is to describe the implementation of Project Based Learning (PjBL) integrated with Canva-based mind mapping techniques, explore students' critical thinking skills based on Facione's six indicators, and identify supporting and inhibiting factors during implementation. This research utilized a qualitative approach with a descriptive qualitative design. Data were collected through observation, semi-structured interviews, and documentation involving a history teacher and eleventh-grade students at SMK Bastren Nurussalam selected via purposive sampling. Data analysis was conducted using the Miles, Huberman, and Saldana model (data reduction, data display, and conclusion drawing/verification), with source and technique triangulation for data validity. The results indicated that the PjBL model with Canva-based mind mapping was executed systematically through all syntax stages, fostering an active and student-centered learning environment. The implementation facilitated the emergence of all six critical thinking indicators (interpretation, analysis, evaluation, inference, explanation, and self-regulation) during group discussions, digital project creation, and presentations. Supporting factors, such as teacher readiness, technological infrastructure, and student enthusiasm, predominated over minor obstacles like internet instability and varying digital skills, which were effectively mitigated by teacher guidance. In conclusion, the PjBL model combined with Canva-based mind mapping is an effective strategy to enhance student engagement and critical thinking skills in history education.  
Co-Authors Fuad, Akhmad Dzukaul Maghfiroh, Nurholisah Rahayu Mohamad Il Badri Rohmawati, Rina Sa'bana, M. Izza Fajar Suryadi Suryadi