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Fatma Nadilla, Dewicca
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PEMANFAATAN MEDIA PEMBELAJARAN KAHOOT UNTUK MENINGKATKAN HASIL BELAJAR SEJARAH PADA MATERI KERAJAAN HINDU-BUDDHA Ikhzarullah, Muhammad; Rochgiyanti; Susanto, Heri; Sriwati; Fatma Nadilla, Dewicca
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49217

Abstract

The advancement of technology in the 21st century has given rise to a wide variety of educational media applications aimed at improving student learning outcomes, one of which is Kahoot!. Based on a preliminary study conducted at SMA Negeri 10 Banjarmasin, it was found that the use of technology-based learning media such as Kahoot! in history classrooms remains limited, and student learning outcomes have yet to meet the Minimum Competency Criteria (KKM) of 70. This study aims to examine the effect of using the Kahoot! application on student learning outcomes. A quantitative approach was employed using a Quasi-Experimental Design with a Nonequivalent Control Group Design. The sample comprised 34 students of Class X C as the experimental group and 34 students of Class X F as the control group, selected through purposive sampling. Data were collected using a 38-item multiple-choice test instrument on the topic of Hindu-Buddhist Kingdoms in Indonesia, administered in the form of a pretest and posttest. Data analysis was performed using the N-Gain Score test and the Independent Samples T-test. The results indicated that the experimental group's mean pretest score of 62 increased to 78 at the posttest stage, yielding a mean N-Gain Score of 38.54%, categorized as moderate. In contrast, the control group recorded a mean pretest score of 85 and a posttest score of 87, with a mean N-Gain Score of −3.71%, indicating no meaningful improvement. The Independent Samples T-test produced a two-tailed significance value of 0.000 (< 0.05), leading to the acceptance of H₁. It is therefore concluded that the use of the Kahoot! application has a positive effect on improving student learning outcomes in comparison to conventional instructional methods.
RELEVANSI MASJID SU’ADA SEBAGAI SUMBER BELAJAR SEJARAH UNTUK PENGUATAN LITERASI SEJARAH SISWA DI SMAN 1 KANDANGAN Rahmadianty Shafira, Nur; Syaharuddin; Fatma Nadilla, Dewicca; Susanto, Heri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54831

Abstract

In the midst of the abundance of historical cultural sites in Indonesia, empirical evidence shows that local historical heritage has not been optimally integrated in history learning, leaving students' understanding of their regional history still very limited. This study aims to examine and describe the relevance of the Su'ada Mosque (Baangkat Mosque) in Wasah Hilir Village, South Hulu Sungai Regency as a source of history learning in strengthening the historical literacy of Class X students at SMAN 1 Kandangan. This study employs a qualitative descriptive case study approach conducted from October 2025 to April 2026. Data were collected through semi-structured interviews with 17 informants consisting of one history teacher, one academic expert, and 15 Class X students, supplemented by observations across five classes and document studies including the Deep Learning Plan (RPM) and student essay assignment results. Data analysis follows the Miles and Huberman model encompassing data collection, reduction, presentation, and conclusion drawing. The findings show that the Su'ada Mosque is highly relevant to the national curriculum in Phase E (Class X) and Phase F (Classes XI–XII), covering materials on Introduction to History, Islamic Kingdom in Indonesia, Colonialism and Resistance, Indonesian National Movement, and Defending Independence. This mosque supports the five dimensions of historical literacy according to Maposa and Wassermann (2009), namely Knowledge, Conceptual Understanding, Source Work, Historical Awareness, and Historical Language, through field visits, vlog projects, and classroom learning. This research contributes to contextual and meaningful history learning by utilizing local Islamic cultural heritage as a learning resource.
ANALISIS EMPATI SOSIAL SISWA DALAM PEMBELAJARAN SEJARAH DI KELAS XI SMA NEGERI 4 BANJARMASIN Hayati, Gina; Porda Nugroho Putro, Herry; Fatma Nadilla, Dewicca; Susanto, Heri
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.v11i03.57784

Abstract

This research was motivated by several social empathy issues found in the school environment, such as limited attention to others during the learning process, lack of concern for friends’ conditions, and behaviors that do not fully reflect respect and understanding of others’ feelings. History learning has the potential to develop students’ social empathy because it contains various human experiences, struggles, and suffering in the past. This study aims to describe students’ social empathy in history learning at SMA Negeri 4 Banjarmasin based on Daniel Goleman’s (1995) empathy indicators, namely the ability to listen to others, understand others’ perspectives, and sensitivity to others’ feelings. This study used a descriptive qualitative approach. Data were collected through interviews with history teachers, Guidance and Counseling teachers, and students, supported by observations and documentation studies. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results showed that students’ social empathy in history learning was generally in a fairly good condition. Most students were able to respect others’ opinions, understand human experiences in historical events, and show concern for friends experiencing difficulties. The ability to understand others’ perspectives was the most prominent indicator. However, some behaviors still reflected low social empathy, such as lack of attention during learning activities, laughing at students with special needs, and several violations recorded in Guidance and Counseling documentation. These findings indicate that history learning plays an important role in developing students’ social empathy through the cultivation of human values in historical events.
Co-Authors Hayati, Gina Heri Susanto Ikhzarullah, Muhammad Porda Nugroho Putro, Herry Rahmadianty Shafira, Nur Rochgiyanti Sriwati Syaharuddin Syaharuddin