cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Agus Mursidi
Contact Email
agusmursidi78@gmail.com
Phone
+6287886950001
Journal Mail Official
santhetjurnal@gmail.com
Editorial Address
Jl. Ikan Tongkol No. 1, Kertosari, Kec. Banyuwangi, Kabupaten Banyuwangi, Jawa Timur 68418
Location
Kab. banyuwangi,
Jawa timur
INDONESIA
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora)
Published by Universitas PGRI Banyuwangi
ISSN : 25412523     EISSN : 25416130     DOI : https://doi.org/10.36526/js
Core Subject : Humanities, Education, Social,
Humanities Environmental Science Other
The aim of this journal publication is to disseminate conceptual thoughts or ideas and research results that have been achieved in the field of history Santhet: (Journal of Education, History and Humanities) mainly focuses on the main problems in the development of the field of history as follows: 1. Historical Education 2. History 3. Humanities
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 917 Documents
 88   89   90   91   92 
IMPLEMENTATION OF DEEP LEARNING APPROACH WITH MEANINGFUL PRINCIPLES BASED ON INDEPENDENT CURRICULUM IN HISTORY LEARNING IN HIGH SCHOOL IN SERANG CITY: Implementasi Deep Learning Approach Dengan Prinsip Meaningful Berbasis Kurikulum Merdeka Dalam Pembelajaran Sejarah Di Sekolah Menengah Atas Kota Serang Siti Ade Mulyti; Rikza Fauzan, M.Pd; Veri Setiawan, M.Pd
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 4 (2026): Santhet (Jurnal Sejarah Pendidikan Dan Humaniora)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i4.8625

Abstract

This study aims to determine the implementation of the Deep Learning Approach with Meaningful principles in history learning at senior high schools in Serang City, represented by SMAN 3 Serang City, SMAN 1 Serang City, SMAN 2 Serang City, and SMAN 6 Serang City. This study used a qualitative method with a phenomenological approach, using observation, interviews, and documentation techniques. Based on the findings, the implementation of this approach has varying degrees of success depending on student characteristics and teacher strategies. For example, at SMAN 3 Serang City, SMAN 1 Serang City, and SMAN 2 Serang City, it has been running very well, as seen by the fulfillment of three Meaningful indicators during the classroom learning process. Meanwhile, at SMAN 6 Serang City, it is running well but not yet fully optimal because it is still facing adjustments to student interests and needs. Challenges faced include teachers' limited ability to design and manage learning according to the stages of Deep Learning due to a lack of training. Challenges that arise for students include fatigue, difficulty adapting from passive to active learning patterns, the complexity of history material, and low interest and motivation to learn in some classes.
THE EFFECT OF JUMPING FROG MEDIA WITH MANIPULATIVE MOVEMENT ON SUBTRACT MATERIAL ON LEARNING OUTCOMES OF GRADE I STUDENTS AT STATE ELEMENTARY SCHOOL 94 PALEMBANG: Pengaruh Media Katak Melompat Dengan Gerak Manipulatif Materi Pengurangan Terhadap Hasil Belajar Siswa Kelas I SD Negeri 94 Palembang Eka Wahyuningsih; Muhsana El Cintami Lanos; Daryono
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 4 (2026): Santhet (Jurnal Sejarah Pendidikan Dan Humaniora)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i4.8654

Abstract

This study amis to determine the effect of jumping frog media with manipulative movement on subtraction material one the learning outcomes of grade I students at state elementary school 94 Palembang. This is due to a lock of engaging media due to the continued dominance of convensional methods such as lectures, textbooks, and whiterboards. This situation has resulted in low student mathematics learning outcomes. To address this, learning media are needed that can help students learning through real-life and enjoyable activities, such as the jumping frog model wit manipulative movements, so that students can more easily understand the concept of subtraction through direst experience. The method used in this study was a Pre -Exsperimental Design. Data on student learning activities were collected through tests and documentation. Data on  student learning outcomes were collected using essay  questions. The one group pretest dan posttest design method was all 34 grade I students, and the sampel used was quentitative analysis. The results of the hypothesis test or t-tes yielded a significance level of 0,000<a ( a=0,025), therefore ho was rejected and Ha was accepted. Therefore, it can be concluded that the jumping frog media with manipulative movements in the subtraction material has an effect on the learning outcomes of first-grade students at SD Negeri 94 Palembang
APPLICATION OF THE PROBLEM BASED LEARNING MODEL WITH SPINNING WHEEL MEDIA IN IMPROVING UNDERSTANDING OF SCIENCE CONCEPTS: PENERAPAN MODEL PROBLEM BASED LEARNING DENGAN MEDIA SPINNING WHEEL DALAM PENINGKATAN PEMAHAMAN KONSEP IPAS Intan Devia Maharani; Siti Masfuah; Wawan Shokib Rondli
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 4 (2026): Santhet (Jurnal Sejarah Pendidikan Dan Humaniora)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i4.8822

Abstract

This study aimed to analyze the difference in the mean scores of students’ understanding of Integrated Science and Social Studies (IPAS) concepts and to measure the improvement in conceptual understanding after the implementation of the Problem Based Learning (PBL) model assisted by the Spinning Wheel media. This quantitative study employed a pre-experimental method using a one-group pretest–posttest design. The research was conducted in a fourth-grade class at SD 4 Gondangmanis involving 21 students as the research subjects. The dependent variable was students’ conceptual understanding of IPAS, while the independent variable was the implementation of the Problem Based Learning (PBL) model with the Spinning Wheel media. Data were collected through observation, interviews, documentation, and tests. The data were analyzed using the Normality Test, Paired Sample t-Test, and N-Gain Test with SPSS version 26. The results of the Paired Sample t-Test showed a significance value of 0,00 (0,00 < 0,05), indicating a significant difference between students’ pretest and posttest scores. This finding demonstrates that the implementation of the Problem Based Learning (PBL) model assisted by the Spinning Wheel media significantly improved students’ conceptual understanding of IPAS. Furthermore, the N-Gain score was 0,6965, which falls into the moderate improvement category. Therefore, it can be concluded that the Problem Based Learning (PBL) model assisted by the Spinning Wheel media effectively enhances fourth-grade students’ conceptual understanding of IPAS.
ANALYSIS OF THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN HISTORY LEARNING ON THE THEME OF SOUTH SUMATRAN MALAY CULTURAL CROSSOVERS: ANALISIS IMPLEMENTASI PEMBELAJARAN SEJARAH BERBASIS PROJECT BASED LEARNING PADA TEMA SILANG BUDAYA MELAYU SUMATERA SELATAN Hikmah Maulana Yahya; Dina Sri Nindiati; Eva Dina Chairunisa
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 4 (2026): Santhet (Jurnal Sejarah Pendidikan Dan Humaniora)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i4.8872

Abstract

This study aims to describe the implementation of Project Based Learning (PjBL)-based history learning on the theme of South Sumatran Malay cultural crossovers at SMA PGRI 1 Palembang. The focus of the study includes learning planning, learning implementation, and students' learning experiences during project-based learning activities. This research employed a descriptive qualitative approach with data collection techniques consisting of observation, interviews, and documentation. The research subjects were a history teacher and tenth-grade students of SMA PGRI 1 Palembang. The findings revealed that the learning plan was systematically prepared through the formulation of learning objectives, selection of learning materials, project activity design, and the utilization of learning media and resources relevant to the theme of South Sumatran Malay cultural crossovers. The learning implementation was conducted according to the stages of Project Based Learning, including introductory activities, project implementation, project presentation, and learning evaluation. The application of Project Based Learning encouraged students' active participation through discussions, information exploration, collaborative work, and project development activities. Furthermore, students gained more meaningful, contextual, and relevant learning experiences connected to their socio-cultural environment, which enhanced their understanding of historical materials as well as the values of tolerance, togetherness, and cultural diversity. Therefore, the implementation of Project Based Learning-based history learning on the theme of South Sumatran Malay cultural crossovers supports the creation of active, contextual, and meaningful history learning.
ANALYSIS OF LOTS AND HOTS QUESTIONS ON SOUTH SUMATRA LOCAL HISTORY IN HIGH SCHOOL TEXTBOOKS: Analisis soal- soal LOTS dan HOTS Pada Materi Sejarah Lokal Sumatera Selatan Dalam Buku Teks SMA SARTIKA; Sukardi; Nur Syafarudin
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 4 (2026): Santhet (Jurnal Sejarah Pendidikan Dan Humaniora)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i4.8897

Abstract

Developing Lower-Order Thinking Skills (LOTS) and Higher-Order Thinking Skills (HOTS) is a crucial objective of history education. However, studies analyzing LOTS and HOTS questions regarding the local history of South Sumatra across various curricula remain limited. Therefore, this study aims to analyze the characteristics of LOTS and HOTS questions in high school history textbooks. A qualitative descriptive method employing a content analysis approach was used. Data were collected through observation, interviews with history teachers, and an examination of history textbooks from the 2009 Curriculum, the 2013 Curriculum, and the Kurikulum Merdeka (Independent Curriculum). The findings indicate that the questions span cognitive levels C1 through C6, based on Anderson and Krathwohl’s Revised Bloom’s Taxonomy. The 2009 Curriculum contained two LOTS questions and two HOTS questions; the 2013 Curriculum consisted entirely of six HOTS questions; and the Kurikulum Merdeka included two LOTS questions and five HOTS questions. These results demonstrate that the 2013 Curriculum and the Kurikulum Merdeka place greater emphasis on higher-order thinking than the 2009 Curriculum. This study offers practical implications for history teachers and textbook developers regarding the design of local history assessment questions that foster students' critical and analytical thinking skills.
THE IMPLEMENTATION OF THE DEEP LEARNING APPROACH BASED ON MINDFUL, MEANINGFUL, AND JOYFUL LEARNING IN HISTORY LEARNING AT SMA PGRI 1 PALEMBANG: IMPLEMENTASI PENDEKATAN DEEP LEARNING BERBASIS MINDFUL, MEANINGFUL, DAN JOYFUL LEARNING DALAM PEMEBLAJARAN SEJARAH DI SMA PGRI 1 PALEMBANG Bagas Asmara; Sukardi; Nur Syafarudin
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 4 (2026): Santhet (Jurnal Sejarah Pendidikan Dan Humaniora)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i4.8963

Abstract

This study was motivated by the importance of instilling nationalism values in students amid the rapid development of globalization. History learning plays a significant role in shaping character, national identity, and patriotism. The study aimed to identify the forms and implementation of nationalism values in history learning at SMA Pembina Palembang.This research employed a qualitative approach with a descriptive method. Data were collected through interviews, observations, and documentation, then analyzed using data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation.The findings revealed that the implementation of nationalism values was carried out through both school activities and history learning in the classroom, including flag ceremonies, national commemorations, religious activities, and extracurricular programs. In history learning, nationalism values were integrated into topics related to the national struggle, unity, patriotism, and appreciation of national heroes. The implementation was supported by habituation, teacher role modeling, interactive learning methods, and the use of learning media. Supporting factors included the support of school principals, teachers, students, and school facilities, while limited resources remained an obstacle to the optimal implementation of several programs.The study concludes that the implementation of nationalism values in history learning at SMA Pembina Palembang has been carried out effectively and contributes to fostering patriotism, unity, responsibility, and national awareness among students
ADVANTAGES AND DISADVANTAGES ARTIFICIAL INTELLIGENCE-BASED AUDIOVISUAL HISTORIOGRAPHY: Kelebihan dan Kekurangan Historiografi Audio-Visual Berbasis Kecerdasan Buatan Daya Negri Wijaya; Evania Yafie; Primasa Minerva Nagari; Firza Azzam Fadilla; Muhammad 'Afwan Mufti
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 4 (2026): Santhet (Jurnal Sejarah Pendidikan Dan Humaniora)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i4.8982

Abstract

This article explores the transformative potential of artificial intelligence (AI) in reshaping audiovisual historiography, a field that integrates historical inquiry with multimedia representation. This article employs a qualitative-descriptive approach to understand the strengths and limitations of applying artificial intelligence (AI) technology in audiovisual historiography. The primary data sources for this study are a comprehensive literature review of relevant scholarly articles and books, as well as data from the creation of short historical videos using the AI platform Invideo.Io. This article investigates how AI-based tools enable the curation, restoration, and reinterpretation of historical narratives. It also highlights key advancements in AI applications, including the automatic transcription of archival audiovisual material, deepfake-based reconstructions, and immersive virtual reconstructions of historical events. This article further examines the opportunities and challenges posed by these innovations. The findings indicate that AI technology can offer unprecedented accuracy, accessibility, and creative possibilities in historical storytelling. On the other hand, concerns regarding ethical misuse, historical distortion, and digital authenticity require a robust framework to ensure credibility and accountability. For example, the AI-generated historical videos from Invideo.Io have shortcomings related to accuracy and synchronization between visuals and factual narratives of historical events. The findings of this study illustrate that AI can democratize history and make it more accessible, provided that a robust ethical framework is in place. This article contributes to our understanding of how emerging technologies can shape the future of historical research and storytelling.

Page 92 of 92 | Total Record : 917

 88   89   90   91   92 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10 No 4 (2026): Santhet (Jurnal Sejarah Pendidikan Dan Humaniora) Vol 10 No 3 (2026): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)  Vol 10 No 2 (2026): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)  Vol 10 No 1 (2026): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) Vol 9 No 6 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) Vol 9 No 5 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)  Vol 9 No 4 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)  Vol 9 No 3 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)  Vol 9 No 2 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)  Vol 9 No 1 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)  Vol 8 No 2 (2024): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)  Vol 8 No 1 (2024): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora Vol 7 No 2 (2023): Santhet : Jurnal Sejarah, Pendidikan dan Humaniora Vol 7 No 1 (2023): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora Vol 6 No 2 (2022): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora Vol 6 No 1 (2022): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora Vol 5 No 2 (2021): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora Vol 5 No 1 (2021): Santhet: (Jurnal Sejarah, Pendidikan dan Humaniora Vol 4 No 2 (2020): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora Vol 4 No 1 (2020): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora Vol 3 No 2 (2019): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora Vol 3 No 1 (2019): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora Vol 2 No 2 (2018): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora Vol 2 No 1 (2018): Santhet : Jurnal Sejarah, Pendidikan dan Humaniora Vol 1 No 2 (2017): Santhet : Jurnal Sejarah, Pendidikan dan Humaniora Vol 1 No 1 (2017): Santhet : Jurnal Sejarah, Pendidikan dan Humaniora More Issue