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All Journal Al Ishlah Jurnal Pendidikan DIDAKTIKA : Jurnal Kependidikan Jurnal Sosial Humaniora Sigli STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Jurnal Ilmiah Ilmu Pengetahuan Sosial Indonesia (JIIPSI) Karimah Tauhid Jurnal Terapan Pendidikan Dasar dan Menengah Adidaya : Jurnal Aplikasi Pendidikan dan Sosial Budaya PESHUM Jejak digital: Jurnal Ilmiah Multidisiplin Jurnal Profesi Keguruan Jurnal Ilmu Sosial dan Humaniora Educational Journal Criksetra: Jurnal Pendidikan Sejarah Studia: Journal of Humanities and Education Studies
Rani Oktapiani
Universitas Sriwijaya
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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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
IMPLEMENTASI MODEL PROBLEM BASED LEARNING DALAM MENINGKATKAN KECAKAPAN 4C DAN LITERASI SEJARAH MELALUI PENGUATAN KARAKTER SOSIAL Hardiyawansyah; Aqilah Fakhriyati Auliya; Elza Noveliani; Syarifuddin; Rani Oktapiani
JIIPSI: Jurnal Ilmiah Ilmu Pengetahuan Sosial Indonesia Vol. 6 No. 2 (2026)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/jiipsi.v6i2.5709

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi model Problem Based Learning (PBL) dalam meningkatkan kecakapan 4C (kreativitas, berpikir kritis, kolaborasi, dan komunikasi) serta literasi sejarah melalui penguatan karakter sosial siswa. Metode penelitian yang digunakan adalah studi kepustakaan (library research) dengan pendekatan kualitatif deskriptif, di mana data dikumpulkan melalui teknik primer dan sekunder dari berbagai sumber literatur ilmiah yang relevan. Hasil analisis menunjukkan bahwa model PBL efektif dalam meningkatkan keterampilan 4C karena menempatkan siswa SMA sebagai pusat pembelajaran untuk menyelesaikan masalah nyata secara aktif. Selain itu, penerapan PBL terbukti memberikan pengaruh positif terhadap kemampuan literasi sejarah siswa dengan cara menghubungkan konsep ilmiah terhadap isu-isu sosial dan lingkungan. Integrasi PBL juga berperan signifikan dalam penguatan karakter sosial seperti tanggung jawab, kerja sama, dan etika ilmiah melalui proses penyelidikan kolaboratif. Simpulannya, PBL merupakan strategi pembelajaran holistik yang mampu menghasilkan siswa SMA yang tidak hanya unggul secara kognitif tetapi juga memiliki keterampilan abad ke-21 dan karakter sosial yang kuat.
A Systematic Literature Review of the Development of Technology-Based History Learning (2022–2026) Wafa Kamila; Indah Ramadani; Irfan Swanto Yusni; Syarifuddin Syarifuddin; Rani Oktapiani
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.51841

Abstract

This study aims to analyze the development of research on technology-based history learning through a Systematic Literature Review (SLR) approach. The study was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by reviewing 93 articles indexed in the Scopus database published between 2022 and 2026. The data were analyzed using VOSviewer software to map research trends, country distribution, institutional affiliations, journals, authors, and keyword occurrences in the field of history learning. The findings indicate that publications on technology-based history learning have increased significantly, reaching their peak in 2025, with Indonesia emerging as the leading contributor. The most frequently occurring keywords include history learning, history education, historical thinking, and e-learning. Furthermore, the study reveals that the integration of technology into history learning has a positive impact on enhancing student engagement, critical thinking skills, and instructional innovation. These findings are expected to serve as a valuable reference for future research and the development of technology-based history learning practices. In conclusion, technology-based history learning has demonstrated increasingly strong development as a relevant field of study in contemporary education. The integration of technology not only enriches history teaching strategies but also has the potential to improve learning quality by strengthening students' engagement in historical thinking and fostering pedagogical innovation. Therefore, further research is needed to expand investigations into diverse contexts, methodologies, and technological applications in history learning.
ANALISIS STRATEGI PEMBELAJARAN SEJARAH DI ERA DIGITAL: KAJIAN LITERATUR SISTEMATIS Fadhilah Fadhilah; Syarfira Syarfira; Muhammad Bagas Hidayatuallah; Syarifuddin Syarifuddin; Rani Oktapiani
Jurnal Sosial Humaniora Sigli Vol 9, No 1 (2026): Juni 2026
Publisher : Universitas Jabal Ghafur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47647/jsh.v9i1.4277

Abstract

The development of digital technology has driven significant transformation in history learning, requiring innovative and adaptive learning strategies to meet modern educational demands. This study aimed to analyze history learning strategies in the digital era through a systematic literature review of national and international scientific articles published from 2021 to 2025. The research method used a systematic literature review by selecting and analyzing relevant studies related to technology-based history learning. The results showed that project-based learning, problem-solving, inquiry learning, digital storytelling, and the use of interactive digital media effectively improve historical thinking skills, digital literacy, creativity, and student learning motivation. In conclusion, history learning in the digital era requires strengthening educator competence, technological infrastructure support, and sustainable learning innovation to become more effective and relevant.  Keywords : history learning, digital era, digital strategy, digital literacy, educational technology
Inovasi Perencanaan Pembelajaran Sejarah di Era Digital: Peluang dan Tantangan bagi Guru Sejarah Mutiara Raya Savitri; Hardiyawansyah; Rosa Yunita Sihombing; Sani Safitri; Rani Oktapiani
Studia : Journal of Humanities and Education Studies Vol. 1 No. 1 (2025): August: Studia: Journal of Humanities and Education Studies
Publisher : CV Edukastra Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66749/9hxbky44

Abstract

Penelitian ini membahas dinamika ekonomi daerah dengan menekankan peran Transformasi digital telah membawa perubahan signifikan terhadap praktik perencanaan dan pelaksanaan pembelajaran sejarah, terutama dalam upaya meningkatkan kualitas pengalaman belajar peserta didik melalui media digital yang lebih interaktif dan variatif. Penelitian ini mengkaji inovasi perencanaan pembelajaran sejarah di era digital dengan menyoroti peluang yang dapat dimanfaatkan guru serta tantangan yang perlu diatasi agar pembelajaran berjalan efektif dan relevan dengan kebutuhan abad ke-21. Pendekatan digital menghadirkan kesempatan bagi guru untuk memperluas metode pengajaran melalui penggunaan teknologi yang mampu menghadirkan visualisasi peristiwa sejarah, mendorong kolaborasi, dan memperkaya sumber belajar berbasis digital. Namun, perubahan ini juga menghadirkan berbagai hambatan, seperti rendahnya literasi digital peserta didik, kesenjangan akses infrastruktur teknologi, validitas sumber digital yang beragam, serta meningkatnya beban kerja guru dalam menyusun dan mengelola materi digital. Analisis dalam penelitian ini menunjukkan bahwa kemampuan guru dalam merancang strategi pembelajaran yang adaptif terhadap perkembangan teknologi menjadi faktor utama dalam keberhasilan implementasi pembelajaran digital. Peningkatan kompetensi guru, penyediaan infrastruktur pendukung, serta penguatan kemampuan literasi digital peserta didik menjadi prasyarat penting agar inovasi pembelajaran sejarah di era digital dapat berjalan secara berkelanjutan. Penelitian ini memberikan kontribusi terhadap upaya penguatan pembelajaran sejarah yang lebih kreatif, kritis, dan responsif terhadap tantangan zaman.
Co-Authors Allyah Zahirah Anggita Novi Ariyanti Aqilah Fakhriyati Auliya Aulan Aulan Bilal Bilal Citra Rafika Utari Dapid Ariyando Dea Lestari Dhaifah Khairunnisa Bilge Elza Noveliani Ema Deva Amilia Fadhilah Fadhilah Fanisa Putri Anggraini Fitri Novita Sari Gerasela Gerasela Hardiyawansyah Herni Mandala Putri Indah Ramadani Indah Ramadhani Indah Wulandari Intan Febriyanti Irfan Swanto Yusni M Juniyansah M. Andre Ansyah M. Bimo Putra Pratama M. Daffa Pratama M. Danis Sumantri M. Rizky Kurniawan M. Zalva Zakira Mahlaini Azizah Harahap Maulidya Dwi Melantika Mgs Hasrul Haris Muhammad Al-Aziz Akbar Muhammad Bagas Hidayatuallah Muhammad Bagas Hidayatullah Mutiara Raya Savitri Nabila Septiana Nadia Rahmawati Pahmi Kurniawan Pradita Ataza Radit Septa Wijaya Ragil Pangestu Rahmah Dini Pratiwi Ranti Sabariani Razin Faldam Rimadia Rimadia Rosa Yunita Sihombing Rudi Hermawan Sabitah Salwa Al Farras Sani Safitri Shabrina Fillah Siti Nurbaya Suhendro Suratmi Suratmi Susidah Ernawati Syaffrizal Aziz Syarfira Syarfira Syarifuddin Tamara Dwi Putri Umi Chotimah Vivi Widia Wati Wafa Kamila Yuliatin Yuliatin Yuri Olivia Br Tarigan