Kreativitas Dalam Pembelajaran Sejarah Abad Ke-21

Studi Kasus Di SMAN 2 Wonogiri

Abstract

This study uses a qualitative method that has the characteristic of explaining in detail how creativity is applied in 21st-century history learning at SMA N 2 Wonogiri. Data collection was carried out through interviews, questionnaires, observations, and document studies related to 21st-century history learning in terms of creativity. The results of the study can be summarized as follows: (1) At the stage of planning the learning process, teachers have incorporated the aspect of creativity into history learning. The integration of 21st-century history learning in terms of creativity is reflected in the selection of learning media that prioritizes students' creative thinking, assignments that prioritize creativity, and creative learning models. (2) At the implementation stage, history learning was designed to provide space for students to explore ideas, use their imagination, and express their understanding through various creative activities, such as discussions, presentations, projects, and product-based assignments. (3) Internally, teachers are often constrained by time limitations and difficulties in determining students' characteristics in terms of creativity. Externally, the main obstacles are limited funds and security in implementing creative learning. To overcome these obstacles, history teachers at Wonogiri 2 Public High School approach students to gain a deeper understanding of the various obstacles students face in developing their creativity. In addition, teachers are also active in participating in training, workshops, and In-House Training (IHT).