Publication Search

This study is based on the fact that history learning in secondary schools is still dominated by a memorization-based approach, which does not fully encourage deep understanding or interest in learning among students, while the characteristics of the digital generation demand more interactive, visual, and participatory strategies. This study aims to examine the urgency of utilizing interactive media in history learning, identify relevant forms of media, and explain their implications for the quality of the learning process and outcomes. The method used is a literature study examining various recent studies on the use of interactive multimedia, digital e-books, historical videos and simulations, and educational games in history learning. The results of the study show that the use of interactive media contributes to increasing interest and motivation in learning, strengthening understanding of concepts and the chronology of events, and developing students' critical and historical thinking skills, while encouraging a shift in the role of teachers to become facilitators and innovators of learning. Therefore, its integration needs to be designed in a targeted and contextual manner to be in line with the characteristics of students and the demands of 21st-century learning.

Game-based learning has emerged as a relevant instructional strategy to address the challenges of 21st-century education, including in Islamic Religious Education (PAI), which is often perceived as monotonous and less engaging for students. This study aims to describe the implementation of game-based learning in enhancing students’ learning motivation in the PAI subject at MA Yapina. This research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings indicate that the use of educational games—both digital and non-digital—creates a more interactive and enjoyable learning atmosphere while encouraging active student participation. Students demonstrated increased motivation, self-confidence, and interest in understanding religious concepts more deeply. In addition to boosting motivation, game-based activities contributed to better conceptual understanding through collaborative tasks and contextual simulations of Islamic values. However, several challenges were identified, including limited teacher competence in using game-based media and unequal availability of technological facilities. These findings suggest that game-based learning holds significant potential for PAI instruction but requires adequate teacher support and sufficient infrastructure to optimize its implementation. This study is expected to serve as a reference for developing innovative and creative learning strategies in Islamic Religious Education that align with the characteristics of digital-native learners.

Problem-Based Learning (PBL) is a student-centered teaching approach, where the learning process begins with a real-life problem relevant to everyday life. PBL encourages students to actively seek information, analyze data, and formulate solutions through group work and discussion. This approach not only develops critical thinking, problem-solving, and communication skills but also increases students' independence and responsibility for their own learning process. This article aims to examine how PBL is implemented in two main curricula in Indonesia: the 2013 Curriculum (K13) and the Independent Curriculum. In the 2013 Curriculum, PBL is integrated through a scientific approach and project-based activities, where students are invited to explore concepts and theories through investigative activities. Meanwhile, the Independent Curriculum provides more space for teachers and students to design contextual and personalized learning activities, making the implementation of PBL more flexible and adaptive to local needs and student characteristics. The literature review results indicate that both curricula effectively utilize PBL principles to enhance students' cognitive and metacognitive skills. The Independent Curriculum, in particular, places greater emphasis on independent learning, self-reflection, and the development of student interests through differentiated learning. Thus, the application of PBL within the context of the Independent Curriculum has proven to be more adaptive to the dynamics of 21st-century learning. In conclusion, the use of Problem-Based Learning in both curricula has significant potential to enhance students' learning abilities, as long as the approach is tailored to school conditions, student characteristics, and is supported by competent teachers and training in implementing this method effectively.

This study aims to systematically examine the effectiveness of the implementation of Physics e-modules based on local wisdom on students’ critical thinking skills. The focus of The study is directed at the integration of local cultural values, especially through the context of making lapek sarikayo, as part of contextual and meaningful physics learning. The method used is Sstematic Literature Review (SLR), which is carried out through the Identification, selection, and analysis of 20 national scientific articles published in the last Five years. The analyzed articles were selected based on relevance to the topic of physics e-Modules, ethnoscience approaches or local wisdom, and measurement of critical thinking Skills. The results of the study show that e-modules that contain elements of local culture are able to increase student involvement,strengthen understanding of physics concepts, and significantly encourage critical thinking skills. A contextual approach through local culture is proven to provide a learning experience that is closer to the reality of learners. These findings have an important impact on the development of innovative teaching. Materials that are relevant to local cultural characteristics, as well as being a strategic reference in designing holistic and transformative 21st-century physics learning.

The development of the 21st century is marked as the century of openness or the century of globalization, meaning that human life in the 21st century has undergone fundamental changes that are different from the order of life and characteristics in the previous century. The purpose of this service activity is to implicate the Learning Concept and Characteristics of 21st Century Students, as facilitating learning. The methods used in this service include lectures, practices, and discussions. There are several stages in this service activity, namely coordination, and analysis of needs, preparation of materials and activities, training, monitoring, and evaluation, as well as data analysis and reports. The results of this service show an increase in the understanding of teachers after participating in the socialization of Learning Concepts and Characteristics of 21st Century Students, with an average understanding categorized as very good. This Community Service Activity (PKM) assists teachers in designing learning that is interesting and according to the needs of students in the 21st century, so that teachers can become more aware of the importance of the characteristics of students in the 21st century. It is hoped that the results of this community service can become a reference for other educational institutions as well as teachers are also more familiar with the needs of educators.