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All Journal Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Jurnal Pendidikan Sejarah Indonesia
Bonita Padang
Universitas Negeri Yogyakarta
Humanities Education Social Sciences

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Prospective History Teachers' Experiences in Place-Based Education: A Qualitative Study on the Development of Social-Emotional Skills Bonita Padang; Dyah Kumalasari; Malik Salim
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 10 No 1 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v10i1.33938

Abstract

21st-century education requires teachers to be not only cognitively competent but also to have mature social-emotional skills, especially for prospective history teachers in facilitating historical empathy and managing sensitive discussions. Place-Based Education (PBE) offers a contextual learning approach that links historical material to local places and communities, thereby potentially serving as a vehicle for developing social-emotional skills through authentic learning experiences. This study aims to examine the application of Place-Based Education to develop the social-emotional skills of prospective history teachers. The research uses a qualitative approach, with data collected through learning observations, interviews, and documentation. The results show that place-based learning creates authentic learning experiences that encourage the development of relational skills, responsible decision-making, self-management, and social and self-awareness among students through direct interaction and contextual reflection. These findings conclude that Place-Based Education is a relevant pedagogical approach for integrating history learning with the development of social-emotional competencies in prospective history teachers.
DARI PENGALAMAN KE KESADARAN SOSIAL: IMPLEMENTASI EXPERIENTIAL LEARNING BERBASIS PROYEK DALAM PENGEMBANGAN KETERAMPILAN SOCIAL-EMOTIONAL MAHASISWA SEJARAH Bonita Padang; Dyah Kumalasari
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p44-62

Abstract

This study aims to explore in depth how the implementation of Experiential Learning, which is realized through Project-Based Learning (PjBL), in Social History courses contributes to the development of students’ KSE. This study uses a qualitative case study Design. The research participants were students and lecturers from the History Education Study Program at the University of Riau, selected using purposive sampling. Primary data were collected through semi-structured in-depth interviews, which were then analyzed using hybrid thematic analysis. This analysis integrated a deductive theoretical framework (Kolb’s Model and CASEL Competencies) with inductive themes that emerged from the data. The main findings identify a systematic pedagogical mechanism. It was found that (1) Concrete Experience (field observation) serves as an emotional catalyst that triggers Social Awareness (empathy). (2) Reflective Observation (group discussions and class debates) becomes a crucial arena for practicing Self-Management and Relational Skills. (3) Abstract Conceptualization (connecting theory with practice) builds Self-Awareness and Decision Making. This process produces transformative impacts, including positive changes in perceptions of social activism and a significant increase in self-efficacy. The main supporting factor is the pedagogical design deliberately created by lecturers. In contrast, the main obstacle is structural: limited time available for lecturers to provide guidance due to conflicts with their administrative workload. This study concludes that Experiential Learning-based Social History learning has proven to be a highly effective model for developing students' social-emotional skills holistically. These findings imply that Experiential Learning in history education not only transfers knowledge but also successfully transforms students into more empathetic, critical, and socially courageous individuals, highlighting the importance of institutional support to protect reflective interaction time between lecturers and students.
Co-Authors Dyah Kumalasari Malik Salim