The Transformation of History Learning in the Digital Age: The Role of Digital Bulletins in Cultivating Students’ Historical Literacy and Historical Thinking

The Role of Digital Bulletins in Cultivating Students’ Historical Literacy and Historical Thinking

CONSTRUCTION OF STUDENTS' HISTORICAL LITERACY THROUGH ISLAMIC CULTURAL HISTORY LEARNING BASED ON DIGITAL ANIMATION VIDEOS

The development of digital technology in education is driving the transformation of history learning from a textual approach to a visual and interactive approach. In the context of Islamic education, learning Islamic Cultural History (ISHC) requires strategies that can build students' historical literacy reflectively and contextually. This study aims to describe and analyze the process of constructing students' historical literacy through digital animated video-based ISHC learning at Madrasah Aliyah Fathanul Burhan, Tempuran District. This research used a qualitative approach with a case study approach. Data were collected through participant observation, in-depth interviews, and documentation studies, then analyzed using an interactive model through the stages of reduction, presentation, and conclusion drawing. The results show that the use of digital animated video integrated into the learning design fosters chronological understanding, causal analysis skills, and active student engagement in reflective discussions. The teacher's role as a facilitator is a key factor in guiding students' interpretation of visual content, ensuring a systematic process of meaning construction. The implications of this research emphasize the importance of integrating digital pedagogy and dialogic facilitation in strengthening historical literacy in madrasas, as well as contributing to the development of SKI learning practices that are adaptive to the digital era.

Pedagogical Communication of Generation Y History Teachers in Digital-Era History Learning for Generation Z Students at SMA Petra 4 Sidoarjo

Digital transformation has reshaped how Generation Z students access information, communicate, and participate in learning, requiring teachers to adapt their pedagogical communication accordingly. This study examined how Generation Y history teachers adapted their communication practices to the characteristics of Generation Z students in digital-era history learning at SMA Petra 4 Sidoarjo. A qualitative case-study design was employed, with data collected through in-depth interviews, participant classroom observations, and documentation from February to April 2026. The analytical framework operationalized stimulus, organism, and response components to connect teachers’ verbal messages, digital media, and instructional methods with students’ characteristics and learning responses. Data were analyzed through the interactive processes of data reduction, data display, and conclusion drawing and verification. Credibility was strengthened through source, technique, and time triangulation. The findings indicate that students responded most positively to audiovisual media, two-way communication, discussions, contextual examples, feedback, and positive reinforcement. Generation Y teachers integrated Canva, learning videos, electronic modules, learning management systems, educational games, verbal and nonverbal communication, and dialogic interaction. These practices were qualitatively associated with increased motivation, participation, attention, conceptual understanding, and confidence in expressing opinions. However, students’ multitasking remained a persistent barrier to sustained attention. The study concludes that effective intergenerational pedagogical communication in history education requires multimodal, dialogic, and contextually relevant strategies alongside deliberate efforts to manage digital distraction.

A practical life based digital literacy framework for preservice teachers’ digital transformation

The rapid digital transformation in preservice teacher education requires future teachers not only to use digital technologies but also to design innovative learning practices that address real-world educational needs. However, many programs still emphasize technical skills rather than the meaningful integration of digital competencies into authentic professional contexts. This study aims to examine how digital literacy is developed among preservice teachers in Islamic higher education institutions and to formulate a practical-life-based digital literacy framework to support their digital transformation. A qualitative multiple case study was conducted at two Indonesian Islamic universities. Data were collected through semi-structured interviews with faculty leaders and program administrators, analysis of curriculum documents, student digital portfolios, and observations of technology-enhanced learning environments. Data analysis followed an interactive model and thematic analysis supported by NVivo to ensure systematic coding and interpretation. The findings reveal that digital literacy development is shaped by institutional policy, curriculum integration, and practical-life-based learning activities, forming a digital ecosystem that transforms preservice teachers into innovative and reflective digital practitioners.

DIGITAL ETHICS AND CHARACTER EDUCATION IN CONTEMPORARY SOCIAL STUDIES THROUGH VIRTUAL GEOPARK LEARNING IN KEBUMEN

This study aims to analyze the process of forming digital ethics and student character through Social Studies (IPS) learning based on a virtual exploration of the Kebumen Geopark in the era of digital transformation. The increasing use of digital technology among students presents challenges that require strengthening digital literacy, not only in technical skills but also in responsibility, critical thinking, and social and environmental awareness. The researcher applied a qualitative approach using a case study design to examine this phenomenon in depth. The study focused on seventh-grade students at SMP Negeri 1 Gombong. Data were collected through semi-structured interviews, classroom observation, and documentation of virtual exploration activities in the Kebumen Geopark. Participants were selected using purposive sampling, involving students and Social Studies teachers as the main data sources. Data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal three main themes: (1) virtual exploration experiences as a means of building contextual understanding of local environment and culture, (2) collaborative digital interaction that fosters awareness of ethical technology use, and (3) social and environmental reflection that strengthens students’ digital character. This study indicates that Social Studies learning based on virtual exploration can serve as a pedagogical strategy to integrate digital literacy, character education, and place-based learning. The findings provide implications for the development of value-oriented digital learning practices and serve as a basis for further research on digital character education models in various school contexts.

Enhancing Students’ Comprehension of Poetry Texts through the Integration of Project-Based Learning and Design Thinking

Poetry instruction in secondary schools sometimes limits students' full involvement in interpreting and appreciating literary works. The present research aimed to enhance students' understanding of poetic texts. In this regard, the study employed Project-Based Learning (PBL) and Design Thinking methodologies. The survey employed a Classroom Action Research study based on Kemmis and McTaggart's model, comprising three cycles of planning, action, observation, and reflection. The study involved 32 eleventh-grade students aged 16–18 from a public senior high school in Malang, Indonesia. Data were collected through observations, interviews, field notes, tests, and documentation. Reliability of the study was ensured through triangulation of constructs and procedures, and verification procedures were monitored throughout the research project. Results showed an increase in student engagement during lessons, from 68.75% to 93.75%. Obtaining mastery level increased the rate from 71.88% to 93.75%. Consequently, such trends resulted in a higher class average score, 84.13 to 85.86. Results from the qualitative analysis showed even stronger motivation, self-assurance, teamwork and desire to make sense of poetry. This makes it clear that, when it comes to students learning poetry, a conceptual step such as using PjBL together with Design Thinking will make learning poetry and greater interaction possible.