Implementation of Problem-Based Learning Model in Teaching Proclamation History to Grade XII-AKL Students

Hafiz Fajar Dwi Putra; Romadi

doi:10.58737/jpled.v6i2.1074

Authors

Hafiz Fajar Dwi Putra Universitas Negeri Semarang
Romadi Universitas Negeri Semarang

DOI:

https://doi.org/10.58737/jpled.v6i2.1074

Keywords:

Problem Based Learning, History, Proclamation

Abstract

Problem-Based Learning (PBL) equips students to analyze primary and secondary historical sources, compare event versions, identify perspective differences, and build evidence-based historical arguments. This approach critical thinking, source evaluation, interpretation skill, and collaboration skills. PBL aligns perfectly with history curricula by integrating real-world contexts, diverse resources, and critical reasoning, making lessons meaningful and relevant to 21st-century competencies like collaboration, digital literacy, problem-solving, and reflective thinking. This study use a descriptive qualitative approach to deeply explore PBL implementation in teaching "Various Important Events Surrounding the Proclamation" to Grade XII-AKL students at SMK Dian Kartika Semarang. Qualitative methods capture social phenomena in natural situations, enabling comprehensive insights into learning processes and student responses. Findings reveal that educators at Dian Kartika Vocational School effectively implement PBL, despite minor discussion-phase challenges.

Downloads

Download data is not yet available.

References

Djaali, H. (2023). Psikologi Pendidikan. Bumi Aksara.

Kuwoto, M. A., Isrina Siregar, Refli Surya Barkara, Rizki Ananda Hasibuan, Muhammad Afrillyan Dwi Syahputra, Ria Rafianti, & Nadia Ramona. (2024). Independent Curriculum Reform in High School Historical Thinking Skills. JPI (Jurnal Pendidikan Indonesia), 13(4), 682–695. https://doi.org/10.23887/jpiundiksha.v13i4.80718

Loppies, M. et al. (2024). The Effectiveness of Ethnopedagogy Based Problem Based Learning Model on Students’ Digital Literacy. Edumaspul: Jurnal Pendidikan, 8(1), 641–649. https://doi.org/10.33487/edumaspul.v8i1.7700

Moleong, L.J., & Surjaman, T. (2014). Metodologi Penelitian Kualitatif.

Mujyati, N., & Sumiyatun, S. (2016). Kontruksi Pembelajaran Sejarah Melalui Problem Based Learning (Pbl). Historia, 4(2), 81. https://doi.org/10.24127/hj.v4i2.536

Negara, C. P., & Irawan, D. (2024). The Impact of Problem-Based Learning on Students’ Collaboration Skills and Critical Attitudes in History Education. Journal Of Science : Learning Process And Instructional Research (Joslepi), 2(3), 34–39. https://journal.riau-edutech.com/index.php/joslepi

Ofianto, O., & Ningsih, T. Z. (2021). The Importance of a Problem-Based Learning Model in History Education for Improving Historical Thinking. International Journal of Multicultural and Multireligious Understanding, 503–509.

Saputrinta, Y., Diansyah, A., & Gultom, I. (2024). Analysis of Historical Learning Using the Problem-Based Learning (PBL) Model on the Entry of Hindu-Buddhist Religion in Indonesia in Class X 4 of SMA Negeri 14 Medan. ALACRITY : Journal of Education, 4(3), 106–112. https://doi.org/10.52121/alacrity.v4i3.412

Shoimin. (2018). Karakteristik model Problem Based Learning.

Sriyanto. (2019). Penerapan Model Problem Based Learning dalam Pembelajaran Sejarah untuk Meningkatkan Kemampuan Berpikir Kritis dan Nilai-Nilai Kearifan Lokal Pada Peserta Didik Kelas XI TB 1 SMK Negeri 1 Bancak Kabupaten Semarang. Jurnal Artefak, 17–28.

Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.

Syam, R. R., Misnah, M., & Ismail, A. (2025). Implementation of Problem Based Learning (PBL) Model with Teaching At The Right Level (TaRL) Approach to Improve Student Learning Outcomes in History Material of Class XD SMA Negeri 4 Palu. International Journal on Advanced Science, Education, and Religion, 8(3), 257–264.