Nova Andriany Sitepu, Ahmad Fakhri Hutauruk, Andres M. Ginting, Satria

Efektivitas Penggunaan Media Sosial Dalam Pembelajaran Sejarah Kelas X Di SMIP USI Pematangsiantar

Introduction

Efektivitas penggunaan media sosial dalam pembelajaran sejarah kelas x di smip usi pematangsiantar. Penelitian ini mengkaji efektivitas penggunaan media sosial dalam pembelajaran sejarah siswa kelas X di SMIP USI Pematangsiantar, menyoroti tantangan dan fitur aplikasi.

Abstract

Penelitian ini dilatar belakangi penggunaan media sosial dalam pembelajaran sejarah kelas X di SMIP USI Pematangsiantar. Tujuan dari penelitian ini untuk mengetahui tingkat pemahaman siswa terhadap materi sejarah yang disampaikan melalui media sosial. Metode yang digunakan dalam penelitian ini adalah kualitatif. Informan dalam penelitian ini adalah siswa kelas X dan guru sejarah di SMIP USI Pematangsiantar. Media sosial ini digunakan di kelas X untuk penyebaran terkait informasi pembelajaran. Jadi seluruh siswa khususnya kelas X sudah bisa menggunakan aplikasi ini dan diharapkan dapat meningkatkan pemahaman siswa terhadap materi sejarah. Menggunakan metode observasi dan wawancara sebagai instrument dalam pengumpulan data. Hasil penelitian ini menunjukkan bahwa (1) Kendala dalam menggunakan media sosial sebagai media pembelajara adalah terkait ketersediaan fasilitas pendukung untuk pembelajaran online, kurang pahamnya peserta didik dengan materi yang diberikan guru. (2) Penggunaan media sosial sebagai media pembelajaran adalah dengan menggunakan fitur-fitur yang terdapat didalam aplikasi seperti fitur pesan teks, dokumen, gambar/foto, video, audio dan video call yang dapat digunakan sebagai media pembelajaran.

Review

The study, titled "Efektivitas Penggunaan Media Sosial Dalam Pembelajaran Sejarah Kelas X Di SMIP USI Pematangsiantar," explores the integration of social media into history education for tenth-grade students. The primary objective is to investigate the extent of student understanding of history material delivered through social media platforms. Set within the specific context of SMIP USI Pematangsiantar, the research adopts a qualitative methodology, drawing insights from both tenth-grade students and their history teachers via observation and interviews. The abstract sets the expectation that these social media applications, used for information dissemination, are anticipated to improve student comprehension. The qualitative approach, employing observations and interviews with key informants, is well-suited for a nuanced exploration of social media's role in the classroom from the perspectives of its users. The findings present a two-pronged view of this integration. Firstly, the study identifies significant practical challenges, such as the scarcity of supporting facilities for online learning and students' reported difficulties in fully grasping the material presented by teachers via these platforms. Secondly, the research outlines the practical application of social media, detailing how various in-app features like text messaging, document sharing, images, videos, audio, and video calls are utilized as instructional tools. This offers valuable descriptive insights into the functional aspects of social media in this particular educational environment. While the abstract offers valuable descriptive details regarding the use and challenges of social media in history education, there appears to be a notable gap between the stated objective of determining "effectiveness" and "level of student understanding" and the findings presented. The results primarily articulate *how* social media is employed and *what obstacles are encountered*, rather than explicitly quantifying or evaluating the degree of its effectiveness or the extent of any improvement in student comprehension. For example, the finding that students struggle with understanding material delivered through social media directly challenges the initial hope for enhanced comprehension without further exploration of underlying reasons or potential solutions. Future research, or the full paper itself, would benefit immensely from a more direct analysis that links specific social media usages to demonstrable changes in student learning outcomes, potentially through the incorporation of quantitative measures. Despite this, the study provides a foundational qualitative understanding of the current landscape and challenges of social media integration within its specific educational context.

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