SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah

Implementasi Pembelajaran Berdiferensiasi Produk Berdasarkan Gaya Belajar Untuk Meningkatkan Kreativitas Peserta Didik Mata Pelajaran Sejarah di SMA Negeri 2 Palembang

Rizka Setya Rini, Hudaidah, Wardiyah — 2026-01-13

Education is a humanizing proses that shapes individual character and skills, contributing to society. In the 21^st century education era, the main focus is on cognitive, affective and psychomotor abilities. Adaptive learning approaches, such as differentiated learning, are important to meet the needs of each learner’s unique learning style, including visual, auditory, and kinesthetic. This research uses the PTK (Classroom Action Research) method to evaluate product differentiated learning in class XI SMA Negeri 2 Palembang, especially on the material of the VOC Triumph Period. The results showed that the application of the Project Based Learning model adapted to the learning style of students significantly increased the creativity of students from 23% initially to 91% in the second cycle. This shows that PjBL based on product differentiation is effective in increasing the creativity of students.

PTK Penerapan Teams Games Tournamen Berbantuan Paksi (Papan Kreasi) Untuk Meningkatkan Keaktifan Belajar Siswa Kelas XI-9 SMAN 8 Denpasar

Davia Faringggasari, Rulianto — 2026-01-13

ABSTRACT

This study aims to increase the learning activeness of students in class XI-9 SMAN 8 Denpasar through TGT (Team Game Tournament) cooperative learning model assisted by PAKSI (Creation Board) on the material of Proclamation of Indonesian Independence. Based on the results of observations, researchers will follow up on the problem of less active classes and few students participating in learning activities in class XI-9. This research uses the type of classroom action research (PTK) with pre-cycle and two cycles, each of which consists of planning, action, observation, and reflection stages. The subjects of this study amounted to 40 people. This class action research uses data collection techniques through observation, questionnaires, interviews and documentation. Quantitative data analysis techniques to analyze student activeness with the results of observation sheets of learning activities after using the Team Game Tournament (TGT) cooperative learning model assisted by PAKSI (Creation Board). The results of the research in the pre-cycle, the majority of students (90%) were classified as poor in learning activeness. After the application of the TGT model, there was an increase in cycle 1 with 5% of students in the very good category and 27.5% in the good category. A significant increase occurred in cycle 2, with 42.5% of students classified as very good and 52.5% good, while only 5% were still not good. These results show that the TGT model assisted by PAKSI is effective in increasing student learning activeness.

Keywords: Teams Games Tournament, PAKSI, Learning Activity, History Learning

Rumah Limas Di Museum Balaputera Dewa : Tinjauan Sejarah Dan Peranannya Dalam Pelestarian Budaya

Deliya Paramita, Retno Susanti — 2026-01-13

Rumah Limas is a traditional house from South Sumatra that holds not only architectural value but also historical and philosophical significance reflecting the cultural identity of the Palembang community. This study aims to examine the historical journey of Rumah Limas, particularly the one preserved as a collection at the Balaputera Dewa State Museum of South Sumatra, and to analyze its role in cultural preservation. This research employs a qualitative approach with data collected through literature review, observation, and documentation. The findings show that Rumah Limas underwent several relocations due to political and developmental changes before being reconstructed and permanently housed in the museum. Its presence serves as an important medium for cultural education, preservation of traditional values, and reinforcement of local identity. By preserving both the physical structure and its underlying philosophical meaning, Rumah Limas stands not only as a symbol of cultural heritage but also as a means of transmitting cultural knowledge to present and future generations.

Penerapan Nilai-Nilai Ajaran Sunan Gunung Jati Dalam Pembelajaran Berdiferensiasi Untuk Mewujudkan Pendidikan Inklusif

Maulana Yusuf Arrasuly, Sariyatun, Wildhan Ichzha Maulana — 2026-01-13

The purpose of this article is to explore the application of the values taught by Sunan Gunung Jati in differentiated learning as an effort to realize inclusive education in Indonesia. Inclusive education emphasizes the importance of providing equal access to education for all students, icluding those with special needs, while differentiated learning is a pedagogical strategy designed to accommodate differences in learning styles, interests, and abilities of students. The values taught by Sunan Gunung Jati, such as respect for diversity, social concern, justice, and moral-based education, align with the principles of inclusive education and can serve as a strong philosophical foundation in learning practices. Using a descriptive qualitative approach, data was collected through interviews with teachers, students and parents, as well as observations and documentation in several high schools in Cirebon that have inplemented differentiated learning. The research findings indicate that the integration of the values of Sunan Gunung Jati in differentiated learning not only strengthens students’ character but also creates a more inclusive and meaningful learning atmosphere. Despite facing challenges such as resource limitations, lack of teacher understanding, and rigid curriculum, support from the school community and teacher training have proven to be important factors in the successful implementation. This study recommends enhancing educators’ understanding of local values and implementing differentiation strategies to strengthen fair and socially just education in Indonesia.

Keywords : Inclusive Education, Differentiated Learning, Diversity, Sunan Gunung Jati

Model Pembelajaran Abad 21 Berbasis Digital-Kultur Pada Pembelajaran Sejarah Lokal

Agus Susilo, Sariyatun, Muhammad Akhyar — 2026-01-13

Pembelajaran sejarah lokal memegang peran penting dalam membangun kesadaran identitas, pemahaman konteks sosial-budaya, serta kemampuan peserta didik dalam menafsirkan peristiwa sejarah di lingkungan terdekat mereka. Namun, praktik pembelajaran di sekolah masih sering bersifat konvensional dan kurang memanfaatkan potensi teknologi digital yang relevan dengan tuntutan kompetensi abad 21. Penelitian ini bertujuan mendeskripsikan secara mendalam penerapan Model Pembelajaran Abad 21 Berbasis Digital-Kultur pada pembelajaran sejarah lokal, serta menggali pengalaman guru dan siswa dalam mengintegrasikan teknologi digital dengan materi budaya dan sejarah setempat. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif-eksploratif. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi di salah satu sekolah menengah di Kota Lubuklinggau. Informan penelitian meliputi guru sejarah, siswa kelas X–XI, dan kepala sekolah sebagai informan pendukung. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan sesuai model Miles, Huberman & Saldaña. Keabsahan data dijamin melalui triangulasi sumber, triangulasi teknik, dan member checking. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis digital-kultur mampu menciptakan pembelajaran sejarah lokal yang lebih interaktif, kontekstual, dan relevan dengan kebutuhan peserta didik abad 21. Guru memanfaatkan beragam sumber digital seperti arsip daring, video dokumenter, peta digital, serta platform pembelajaran untuk menghubungkan nilai-nilai budaya lokal dengan kemampuan literasi digital siswa. Siswa menunjukkan peningkatan minat belajar, partisipasi aktif, serta kemampuan berpikir kritis melalui aktivitas seperti pembuatan infografis sejarah, vlog budaya, dan portofolio digital. Temuan tersebut menegaskan bahwa integrasi digital-kultur memberikan ruang reflektif dan kreatif bagi peserta didik dalam memahami sejarah lokal secara lebih bermakna. Dengan demikian, model ini dapat menjadi alternatif inovatif untuk meningkatkan kualitas pembelajaran sejarah lokal di sekolah menengah.