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Menampilkan 1–3 dari 3 artikel
Tantangan Guru dalam Pembelajaran Sejarah di Era Digital
Irfan Swanto Yusni
; M. Rizky Kurniawan
; Mukhlisin Nata Hudin
; Syarifuddin Syarifuddin
; Ferralia Eka Putri
Jurnal Ilmu Sosial, Bahasa dan Pendidikan
Vol 6
, No 2
(2026)
The development of digital technology in the Society 5.0 era presents both challenges and opportunities in history teaching, particularly regarding teachers’ ability to integrate technology and adapt to changes in students’ learning styles. This study aims to analyse the challenges faced by teachers and the strategies employed in digital-based history teaching. The method used is a Systematic Literature Review (SLR) employing the PRISMA approach, involving the stages of identification, screening...
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Peran Problem Based Learning dalam Meningkatkan Keterampilan Abad 21 pada Pembelajaran Sejarah: Systematic Literature Review
Shifa Nurria
; Sarah Widya Astuti
; Mukhlisin Nata Hudin
; Syarifuddin Syarifuddin
; Rani Oktapiani
Jurnal Ilmu Sosial, Bahasa dan Pendidikan
Vol 6
, No 1
(2026)
21st-century skills are a crucial aspect that students must master, equipping them to face the challenges of modern development. In history learning, the use of Problem-Based Learning (PBL) is considered a powerful tool for transforming learning from rote memorization to active, problem-solving-based learning. This study aims to analyze the role of PBL in enhancing 21st-century skills in history learning through the Problem-Based Learning (SLR) approach. The research method used in this study is...
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Kajian Literatur: Efektivitas Perencanaan Pembelajaran Sejarah Berbasis Problem Based Learning (PBL) dalam Mengembangkan Kemampuan Berpikir Kritis Siswa
Mukhlisin Nata Hudin
; Arina Asmal Hidayah
; Vivi Widia Wati
; Sani Safitri
; Rani Oktapiani
Jurnal Pendidikan Dirgantara
Vol 2
, No 4
(2025)
This literature review examines the effectiveness of planning history learning based on the Problem Based Learning (PBL) model in developing students critical thinking skills. The study is motivated by the persistent dominance of teacher-centered instruction in history classes, which limits students analytical and reflective engagement with historical issues. This research aims to analyze how structured PBL, based lesson planning especially in designing problems, learning activities, media, and...
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