Uun Lionar, Agus Mulyana, Sapriya, Murdiyah Winarti, Ridho Bayu Yefterson, Yelda Syafrina, Hendra Naldi, Yuhardi

Investigating Local Historical Figures: The Implementation of the PjBL Model to Increase Historical Literacy

Introduction

Investigating local historical figures: the implementation of the pjbl model to increase historical literacy. Investigate how Project-Based Learning (PjBL) using West Sumatra's local historical figures enhances students' historical literacy in social studies. Boosts knowledge, analysis, and creative history writing.

Abstract

Abstract: This study aims to analyze the implementation of the Project-Based Learning (PjBL) model by utilizing the biographies of West Sumatra's local historical figures in improving students' historical literacy in social studies learning. The main question is how implementing the PjBL model improves students' historical literacy towards local historical figures of West Sumatra? Qualitative research methods are used to understand patterns and explore data in depth on research subjects, namely social studies teachers and students in social studies subjects in several public junior high schools in Padang City. The results showed that the implementation of the PjBL model by utilizing the biographies of local historical figures of West Sumatra has encouraged the process of increasing historical literacy in students, the mastery of more historical knowledge indicates this, the development of the ability to analyze and discuss various historical sources, and the skills of students in writing history and presenting products in a creative form. This research shows that historical literacy as part of disciplinary literacy can be developed through various learning models oriented towards learners' active involvement. In addition, this research also indicates that contextualized learning materials contribute to creating meaningful learning. Abstrak: Penelitian ini bertujuan untuk menganalisis implementasi model Project Based Learning (PjBL) dengan memanfaatkan biografi tokoh sejarah lokal Sumatera Barat dalam meningkatkan literasi sejarah peserta didik pada pembelajaran IPS. Pertanyaan pokok diajukan adalah bagaimana implementasi model PjBL dalam meningkatkan literasi sejarah peserta didik terhadap tokoh sejarah lokal Sumatera Barat?. Metode penelitian kualitatif digunakan untuk memahami pola dan mengeksplorasi data secara mendalam pada subjek penelitian, yakni guru IPS dan peserta didik pada mata Pelajaran IPS di beberapa SMP Negeri di Kota Padang. Hasil penelitian menunjukkan bahwa implementasi model PjBL dengan memanfaatkan biografi tokoh sejarah lokal Sumatera Barat telah mendorong terjadinya proses peningkatan literasi sejarah pada peserta didik, hal ini ditandai dengan penguasaan pengetahuan sejarah yang semakin banyak, berkembangnya kemampuan menganalisis dan membahas berbagai sumber sejarah, dan keterampilan peserta didik dalam menulis sejarah dan menyajikan produk dalam bentuk yang kreatif. Penelitian ini menunjukkan bahwa literasi sejarah sebagai bagian dari literasi disiplin dapat dikembangkan melalui berbagai model pembelajaran yang berorientasi pada keterlibatan aktif peserta didik. Di samping itu, penelitian ini juga menunjukkan bahwa materi pembelajaran yang kontekstual juga memberikan berkontribusi dalam menciptakan pembelajaran yang bermakna.

Review

This paper presents a timely and relevant investigation into the application of the Project-Based Learning (PjBL) model to enhance students' historical literacy, particularly through the lens of local historical figures from West Sumatra. The study clearly articulates its aim to analyze how PjBL, utilizing biographies of regional figures, can improve historical literacy in social studies. Employing a qualitative research methodology within several public junior high schools in Padang City, the research directly addresses its central question regarding the efficacy of this instructional approach. The abstract effectively conveys that the implementation of PjBL, enriched by contextualized content, demonstrably fostered an increase in students' historical knowledge, analytical skills, and creative presentation abilities. Overall, the study offers a compelling argument for the integration of PjBL with local history to make learning more meaningful and engaging. A significant strength of this study lies in its innovative and practical approach to developing historical literacy. By focusing on local historical figures, the research successfully demonstrates how contextualized learning materials can deepen student engagement and understanding, moving beyond abstract historical narratives. The specific indicators of improved historical literacy—including increased knowledge acquisition, enhanced analytical and discussion skills regarding historical sources, and improved historical writing and creative presentation—are clearly outlined, providing concrete evidence of the model's effectiveness. Furthermore, the choice of a qualitative methodology is appropriate for exploring the nuances of PjBL implementation and its impact on students' learning processes in depth. This research effectively highlights the potential of active, learner-centered models like PjBL in cultivating disciplinary literacy, thereby offering valuable insights for educators and curriculum developers. While the abstract provides a strong overview, some aspects could benefit from further elaboration to strengthen the overall argument. Greater detail regarding the specific qualitative research methods employed—such as the exact data collection techniques (e.g., interviews, observations, document analysis) and the analytical framework used—would enhance the reader's confidence in the findings. Additionally, specifying the number of schools and participants involved would provide a clearer understanding of the scope and breadth of the qualitative inquiry. Future research could explore the long-term impact of this PjBL intervention on students' historical literacy, or investigate its applicability and effectiveness in different cultural or geographical contexts. Addressing these points would provide a more comprehensive picture of the study's methodological rigor and implications for broader educational practice.

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