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p-Index From 2021 - 2026
0.444
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All Journal Journal Education Innovation
Sona Minasyan
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Developing Imaginative Creativity Through Open-Ended Questions in History Learning: A Qualitative Literature Review Sona Minasyan; Nana Supriatna
Journal Education Innovation (JEI) Vol. 2 No. 3 (2024): Juli 2024
Publisher : Yayasan Perguruan Kampus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65474/cxk2w281

Abstract

This qualitative literature review examines the role of creative pedagogy in improving history education, focusing on the Indonesian context. Drawing on the work of N. Supriatna and N. Maulida (2020) and other key educational theorists, this study explores how creative imagination, especially through open-ended questions, can transform traditional methods of rote learning into dynamic exercises in critical thinking. Integrating creative strategies such as role-playing, storytelling, and interdisciplinary projects has been shown to increase student engagement, deepen understanding, and develop important critical thinking skills. These methods allow students to explore historical events from multiple perspectives, encouraging empathy and a nuanced understanding of historical complexities. The review identifies problems inherent in traditional approaches to history teaching, which often prioritize memorization of facts over analytical skills, and highlights the need for educational reforms that emphasize creative thinking. Effective implementation of these pedagogies requires comprehensive teacher training and supportive educational policies that value creativity alongside factual knowledge. The findings suggest a need for change in history education that prepares students to address contemporary issues with creativity and informed critical analysis, thereby promoting their development as active and reflective citizens. This review highlights the transformative potential of integrating creative approaches into history curricula, suggesting that such innovations are critical to enriching the learning experience and enhancing students' cognitive abilities in both understanding history and solving real-world problems.
Embedding Ecological Awareness Values in the Social Studies Curriculum: Strengthening Sustainable Agrarian Identity Among Students in Rural Coffee Producing Areas Dhimas, Amri; Sela Rahmawati; Zahra Yasifa Hasbullah; Sona Minasyan; Murad Hameed Abdullah
Journal Education Innovation (JEI) Vol. 4 No. 1 (2026): Januari 2026
Publisher : Yayasan Perguruan Kampus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65474/5km7hf92

Abstract

This study aims to identify how ecological awareness values can be integrated into the social studies curriculum to sustainably strengthen agrarian identity in junior high school students in coffee producing areas in rural Indonesia. This research used a qualitative approach with a case study design. This research was conducted at SMPN 5 Tanggul, SMPN 6 Tanggul, and SMPN 7 Tanggul which are located in the coffee mountains of Jember Regency. The informants in this study were 23 junior high school students from coffee farming families, 4 social studies teachers, 3 school principals, and 6 coffee farmers. Data collection techniques were conducted with in-depth interviews, participant observation, and documentation. Data analysis techniques using qualitative interactive analysis which includes data collection, data reduction, data display, and conclusion drawing. The data validity technique used extended participation, observation persistence, and triangulation of sources and methods. The results of this study indicate that strengthening students' agrarian identity through the integration of agrarian values in the social studies curriculum is carried out contextually, able to increase student involvement and be able to foster a sense of pride in their agrarian identity as children of coffee farmers. In addition, teachers are also able to adapt to various challenges by adopting creative strategies, utilizing the surrounding nature as a social studies laboratory, utilizing local resources, and collaborating between schools, farming communities, and local governments to support agricultural sustainability and the preservation of local cultural heritage
Co-Authors Dhimas, Amri Murad Hameed Abdullah Nana Supriatna Sela Rahmawati Zahra Yasifa Hasbullah