EKSPLORASI STRATEGI ACTIVE LEARNING DALAM MENGATASI KEJENUHAN BELAJAR SISWA PADA MATA PELAJARAN SEJARAH
Abstract
Kejenuhan belajar menjadi salah satu persoalan penting dalam pembelajaran sejarah karena sering muncul ketika pembelajaran didominasi ceramah, hafalan kronologi, dan minim ruang partisipasi siswa. Penelitian ini bertujuan mendeskripsikan strategi active learning yang dapat digunakan untuk mengatasi kejenuhan belajar siswa pada mata pelajaran sejarah. Penelitian menggunakan pendekatan kualitatif dengan desain studi literatur. Data diperoleh dari artikel jurnal internasional dan nasional terakreditasi yang terbit pada 2020-2026, dilengkapi beberapa rujukan teoretis klasik tentang active learning, keterlibatan kognitif, dan emosi akademik. Analisis dilakukan melalui sintesis tematik dengan tahapan identifikasi, seleksi, pengodean, kategorisasi, dan interpretasi. Hasil kajian menunjukkan bahwa kejenuhan belajar sejarah terutama dipicu oleh rendahnya nilai personal materi, rendahnya kontrol belajar siswa, monotoninya metode, dan lemahnya koneksi antara peristiwa sejarah dengan pengalaman hidup siswa. Active learning efektif ketika dirancang sebagai aktivitas inquiry, diskusi berbasis sumber, role playing, gallery walk, problem-based learning, gamifikasi, flipped classroom, dan proyek sejarah lokal. Kesimpulannya, active learning bukan sekadar teknik membuat kelas ramai, melainkan strategi pedagogis untuk mengubah siswa dari penerima narasi menjadi penafsir sejarah yang aktif, reflektif, dan kolaboratif.
Downloads
References
DAFTAR PUSTAKA
A. Buku
Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U. E., & Lipnevich, A. A. (2024). Academic boredom. In Handbook of achievement emotions and learning.
B. Jurnal Ilmiah
Affandi, G. R. 2025. . The mediating-moderating role in the relationship between self-efficacy and academic boredom: A meta-analytic approach. Journal of Innovation in Educational and Cultural Research.
Amiruddin, A., Hanif, M., dan Supriadi, S. 2023. . May student-centered principles affect active learning and students' engagement? SAGE Open. Vol. 13, No. 4.
Aulia, D. T., dan Suprijono, A. 2025. . Pengaruh metode gallery walk terhadap keaktifan belajar peserta didik pada mata pelajaran sejarah. AVATARA: e-Journal Pendidikan Sejarah.
Basri, I., Fatimah, S., dan Hastuti, H. 2024. . Learning history with DeepThink: A model to train critical thinking skills. Al-Ishlah: Jurnal Pendidikan. Vol. 16, No. 2.
Bhardwaj, V. 2025. . Redefining learning: Student-centered strategies for academic and personal growth. Frontiers in Education.
Braun, V., dan Clarke, V. 2021. . One size fits all? What counts as quality practice in reflexive thematic analysis? Qualitative Research in Psychology. Vol. 18, No. 3.
Braun, V., dan Clarke, V. 2021. . One size fits all? What counts as quality practice in reflexive thematic analysis? Qualitative Research in Psychology. Vol. 18, No. 3.
Candel, E. C., de-la-Pena, C., dan Chaves-Yuste, B. 2024. . Pre-service teachers' perception of active learning methodologies in history: Flipped classroom and gamification in an e-learning environment. Education and Information Technologies, 29, 3365-3387.
Carless, D. 2022. . From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education. Vol. 23, No. 2.
Chi, M. T. H., dan Wylie, R. 2014. . The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist. Vol. 49, No. 4.
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., dan Kestin, G. 2019. . Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences. Vol. 116, No. 39.
Doolittle, P. E., Wojdak, K., dan Walters, A. 2023. . Defining active learning: A restricted systematic review. Teaching & Learning Inquiry. Vol. 11.
Faizah, I. N., dan Riyadi. 2023. . Pengaruh strategi Inquiring Minds Want to Know terhadap pembelajaran sejarah. AVATARA: e-Journal Pendidikan Sejarah.
Fahruddin, F., Rosidi, M. I., Fitroh, I., Darsono, D., dan Saefudin, A. 2024. . Transforming history education: Enhancing student engagement and literacy through interactive methods. SAR Journal. Vol. 7, No. 4.
Ferdiansah, D. 2024. . Academic boredom among secondary and high school students: Measurement and pedagogical implications. Premise: Journal of English Education and Applied Linguistics.
Firmansyah, H. 2025. . Implementation of experiential learning to enhance students' historical thinking skills. Qalamuna: Jurnal Pendidikan, Sosial, dan Agama.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., dan Wenderoth, M. P. 2014. . Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences. Vol. 111, No. 23.
Hadi Mogavi, R., Zhao, Y., Haq, E. U., Hui, P., dan Ma, X. 2021. . Student barriers to active learning in synchronous online classes: Characterization, reflections, and suggestions. arXiv.
Kushnir, I. 2025. . Thematic analysis in the area of education: A practical guide. Cogent Education. Vol. 12, No. 1.
Li, J., Xue, E., dan Li, H. 2023. . Meta-analysis of student engagement and its influencing factors. Frontiers in Psychology. Vol. 14.
Mahardika, M. D. G. 2021. . Pertimbangan pemilihan strategi pembelajaran sejarah dengan orientasi student active learning di SMA. Jurnal Pendidikan Sejarah Indonesia.
Nerantzaki, K. 2026. . Differentiating trait-, class-, and study-related academic boredom and their associations with learning outcomes. Education Sciences. Vol. 16, No. 1.
Ofianto, O., Aman, A., Ningsih, T. Z., dan Abidin, N. F. 2022. . The development of historical thinking assessment to examine students' skills in analyzing the causality of historical events. European Journal of Educational Research. Vol. 11, No. 2.
Ofianto, O., Rahmi, U., Syafrini, D., dan Ningsih, T. Z. 2024. . Assessing historical thinking skills in high school history education: A Padlet-based approach. Journal of Education and Learning (EduLearn). Vol. 18, No. 3.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. 2021. . The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71.
Pekrun, R. 2024. . Control-value theory: From achievement emotion to a general theory of human emotions. Educational Psychology Review, 36, Article 83.
Pekrun, R., dan Goetz, T. 2024. . Boredom: A control-value approach. Educational Psychology Review.
Pollard, V., Armatas, C., dan Pepe, A. 2025. . Feedback is integral: Using a revised ICAP framework to achieve active learning in an asynchronous online course. Online Learning Journal. Vol. 29, No. 3.
Pratiwi, E. D., et al. 2021. . Active learning strategy on higher education biology learning: A systematic review. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah.
Rezaiee, M., et al. (2025). A short form of the Achievement Emotions Questionnaire. Psihologija.
Santana-Monagas, E. 2024. . Boredom in the classroom: Sentiment analysis on teaching and learning. Education Inquiry.
Sariyatun, S., Sutimin, L., dan Abidin, N. F. 2025. . Enhancing historical thinking and HOTS through digital learning materials: An inquiry-based approach using primary sources for high school students. Journal of Curriculum Studies Research. Vol. 7, No. 2.
Sharp, J. G., Zhu, X., dan Sharp, J. C. 2021. . The Academic Boredom Survey Instrument (ABSI): A measure of trait. Vol. state and other characteristic attributes for the exploratory study of student engagement. Journal of Further and Higher Education.
Siddik, M. F., dan Mahariah, M. 2023. . Reduksi kejenuhan belajar Sejarah Kebudayaan Islam: Analisis variasi metode dan media pembelajaran berbasis digital. Munaddhomah: Jurnal Manajemen Pendidikan Islam. Vol. 4, No. 3.
Sinha, T., dan Kapur, M. 2021. . When problem solving followed by instruction works: Evidence for productive failure. Review of Educational Research. Vol. 91, No. 5.
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., et al. 2020. . Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences. Vol. 117, No. 12.
Thurn, C. M., et al. 2023. . Questioning central assumptions of the ICAP framework. npj Science of Learning, 8, Article 49.
Tirado-Olivares, S., Cozar-Gutierrez, R., Garcia-Olivares, R., dan Gonzalez-Calero, J. A. 2021. . Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training. Australasian Journal of Educational Technology. Vol. 37, No. 5.
Utami, I. W. P. 2020. . Pemanfaatan digital history untuk pembelajaran sejarah lokal. Jurnal Pendidikan Sejarah Indonesia. Vol. 3, No. 1.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Avatara: Jurnal Pendidikan Sejarah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract views: 0
,
PDF Downloads: 0
Avatara-E Journal Pendidikan Sejarah Unesa