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All Journal Al Ishlah Jurnal Pendidikan Jurnal Terapan Pendidikan Dasar dan Menengah Adidaya : Jurnal Aplikasi Pendidikan dan Sosial Budaya Criksetra: Jurnal Pendidikan Sejarah
Rani Oktapiani
Universitas Sriwijaya
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing History Education with AI-Based LMS: Supporting the Independent Curriculum in High Schools Syarifuddin Syarifuddin; Sani Safitri; Umi Chotimah; Suratmi Suratmi; Rani Oktapiani; Dea Lestari
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6169

Abstract

The integration of Artificial Intelligence (AI) in education offers new opportunities for enhancing learning engagement and effectiveness. This study aims to develop an AI-based Learning Management System (LMS) content to support the implementation of the Independent Curriculum in high schools. The research follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to create learning videos, infographics, podcasts, and digital books using AI applications such as Leonardo.ai, CapCut, Zepeto, and Canva. Expert validation and implementation trials were conducted to assess the effectiveness and usability of the developed LMS content. Validation results confirm that the AI-based LMS content enhances interactivity and engagement in learning. Implementation trials, conducted through pre-test and post-test sessions with two grade ten classes at SMA Negeri 1 Indralaya, show a 4.82% improvement in students’ learning outcomes. Observations indicate that students adapt well to AI-based learning content and that the LMS platform supports both individual and small group learning effectively. The incorporation of AI in learning media development increases student motivation and the overall effectiveness of the learning process. The AI-based LMS content provides a modern and relevant educational experience, aligning with the demands of digital-era learning. This study confirms that AI-based LMS content effectively supports the implementation of the Independent Curriculum in high schools, leading to improved student learning outcomes. The integration of AI in education presents innovative solutions to conventional learning challenges, enhancing the quality of education in the digital era.
Integrating Tinggihari Site Local Wisdom into History Learning: Fostering Students’ Historical Awareness Rani Oktapiani; Citra Rafika Utari; Rudi Hermawan
Criksetra: Jurnal Pendidikan Sejarah Vol. 15 No. 1 (2026)
Publisher : Sriwijaya University in collaboration with  Perkumpulan Program Studi Pendidikan Sejarah Se-Indonesia (P3SI) dan Masyarakat Sejarawan Indonesia (MSI). 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v15i1.368

Abstract

History education is one of the strategic steps to foster historical awareness. However, until now, history education still carries a strong stigma of focusing solely on memorizing historical facts, with little relevance or contextual connection to today's students and the environments in which they grow up. One approach to making history education more contextual is to integrate local wisdom. This study aims to analyze the effect of integrating local wisdom from the Tinggihari Site into history learning on students' awareness and compare it with conventional textbook-based learning. The method used is a quasi-experiment with a pretest-posttest control-group design, involving four classes of students at SMA Negeri 4 Lahat, which were then divided into two research groups: two experimental classes and two control classes. Data analysis in this study was conducted using statistical tests, namely the Wilcoxon, Mann-Whitney, and N-Gain tests. The results showed a significant increase in the experimental class (Asymp. Sig = 0.000 < 0.05) with an N-Gain of 0.38 (moderate), while the control class showed a decrease with an N-Gain of -0.17 (low). The Mann–Whitney test showed a significant difference between the two groups (Asymp. Sig = 0.000 < 0.05). The results of this study demonstrate that integrating local wisdom from the Tinggihari Site can enhance students' historical awareness across cognitive, affective, and moral domains. This research suggests that history learning can be an effective strategy for strengthening national identity and character.
IMPLEMENTASI  MODEL PEMBELAJARAN INOVATIF UNTUK MENINGKATKAN KETERLIBATAN SISWA DALAM PELAJARAN SEJARAH Siti Nurbaya; Mahlaini Azizah Harahap; Mgs Hasrul Haris; Syarifuddin Syarifuddin; Rani Oktapiani
ADIDAYA : Aplikasi Pendidikan dan Sosial Budaya Vol 3 No 1 (2026)
Publisher : Pengelola Jurnal Politeknik Negeri Ketapang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58466/hd9yb647

Abstract

In the era of Society 5.0, history education faces a major challenge in the form of the stigma that it is a boring subject that focuses too much on memorization. This has an impact on low student engagement, both behaviorally, emotionally, and cognitively. In fact, 21st-century education requires a paradigm shift from teacher-centered learning to student-centered learning in order to develop critical thinking skills and historical awareness. Using library research methods through a qualitative approach, this study synthesizes four main models: Project-Based Learning, Problem-Based Learning, Gamification, and Inquiry-Based Learning. The results of the analysis show that PjBL is effective in building authentic experiences through concrete products, PBL hones analytical skills on historical issues, Gamification increases extrinsic motivation through game elements, and Inquiry encourages research independence. Although these models are significantly capable of activating students' behavioral, emotional, and cognitive participation, their implementation still faces challenges in the form of digital infrastructure gaps and limited teacher competencies. This study concludes that the adaptive combination of various innovative models is the key to transforming static historical narratives into relevant and collaborative learning processes for the 21st century generation
Peran Guru Abad 21 dalam Menerapkan Model Pembelajaran Sejarah Inovatif dan Berorientasi pada Student-Centred Ragil Pangestu; Aqilah Fakhriyati Auliya; Siti Nurbaya; Sani Safitri; Rani Oktapiani
Jurnal Terapan Pendidikan Dasar dan Menengah Vol 6 No 1 (2026): Volume 6, Nomor 1, Maret 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jtpdm.v6i1.2283

Abstract

Artikel ini mengkaji peran guru abad ke-21 dalam merancang kurikulum sejarah yang menempatkan siswa sebagai pusat proses pembelajaran. Fokus bahasan mencakup kemampuan guru merancang strategi aktif, kolaboratif, dan berbasis teknologi yang relevan dengan kebutuhan literasi historis masa kini. Analisis menunjukkan bahwa efektivitas pembelajaran sejarah bergantung pada kreativitas guru dalam memfasilitasi eksplorasi sumber, aktivitas analitis, serta pemecahan masalah kontekstual. Artikel ini menegaskan bahwa transformasi peran guru dan penguatan kompetensi pedagogis merupakan prasyarat penting untuk mewujudkan pembelajaran sejarah yang inovatif, partisipatif, dan berkelanjutan.
Co-Authors Aqilah Fakhriyati Auliya Citra Rafika Utari Dea Lestari Mahlaini Azizah Harahap Mgs Hasrul Haris Ragil Pangestu Rudi Hermawan Sani Safitri Siti Nurbaya Suratmi Suratmi Syarifuddin Umi Chotimah