Michael Sylvester Mitchel Vinco, Rizal Izmi Kusumawijaya, Fathimah Dayaning Pertiwi, Nurul Septia Salsabila, Riski Eka Oktavianengrum

The Development of 6Cs Skills through Project-Based Learning ‘Masyarakat Belajar Sejarah’ (History Learning Society)

Introduction

The development of 6cs skills through project-based learning ‘masyarakat belajar sejarah’ (history learning society). Penelitian ini mengembangkan keterampilan 6Cs (kritis, kreatif, komunikasi, kolaborasi, karakter, kewargaan) mahasiswa melalui PjBL 'Masyarakat Belajar Sejarah', membekali calon pendidik abad 21.

Abstract

Abstract: This study aims to develop students’ 6Cs skills—critical thinking, creativity, communication, collaboration, character/compassion, and citizenship/culture—through the implementation of Project-Based Learning (PjBL) in a program titled Masyarakat Belajar Sejarah (History Learning Society). The research responds to the relatively low competitiveness of students in East Kalimantan amid the challenges of the 21st-century VUCA world, Indonesia’s demographic bonus, and the development of the new national capital (IKN) in East Kalimantan. Using Kemmis & McTaggart’s action research model, the study involved students from the History Education Program, FKIP, Mulawarman University, across three cohorts (2020–2022). Data was collected through observation, documentation, questionnaires, and interviews in March and June 2023. Students collaborated with schools, non-formal institutions, professionals, and local communities in Samarinda to design creative, contextual historical learning products. The findings show significant improvements across all 6Cs indicators. The project enhanced students’ academic and social competencies and bridged the gap between classroom learning and real-life community engagement. The results highlight the potential of PjBL as a transformative learning strategy for equipping future educators with essential 21st-century skills. This research contributes to history education innovation by positioning students as agents of change within their communities. Abstrak: Penelitian ini bertujuan untuk mengembangkan keterampilan 6Cs mahasiswa—berpikir kritis, kreativitas, komunikasi, kolaborasi, karakter/kepedulian, dan kewargaan/budaya—melalui penerapan model Project-Based Learning (PjBL) dalam program Masyarakat Belajar Sejarah. Penelitian ini dilatarbelakangi oleh rendahnya daya saing mahasiswa di Kalimantan Timur di tengah tantangan dunia abad ke-21 yang ditandai dengan kondisi VUCA (Volatility, Uncertainty, Complexity, Ambiguity), bonus demografi Indonesia, serta pembangunan Ibu Kota Negara (IKN) baru di Kalimantan Timur. Menggunakan model penelitian tindakan Kemmis & McTaggart, subjek penelitian adalah mahasiswa Program Studi Pendidikan Sejarah FKIP Universitas Mulawarman dari angkatan 2020–2022. Pengumpulan data dilakukan melalui observasi, dokumentasi, angket, dan wawancara pada Maret dan Juni 2023. Mahasiswa bekerja sama dengan sekolah, lembaga nonformal, profesional, dan masyarakat Kota Samarinda untuk merancang produk pembelajaran sejarah yang kreatif dan kontekstual. Hasil penelitian menunjukkan peningkatan signifikan pada seluruh indikator 6Cs. Proyek ini tidak hanya meningkatkan kompetensi akademik dan sosial mahasiswa, tetapi juga menjembatani pembelajaran di kelas dengan keterlibatan nyata di masyarakat. Penelitian ini menunjukkan potensi PjBL sebagai strategi pembelajaran transformatif yang relevan untuk membekali calon pendidik dengan keterampilan abad ke-21.

Review

This study presents a timely and highly relevant investigation into the development of essential 21st-century skills, specifically the "6Cs" (critical thinking, creativity, communication, collaboration, character/compassion, and citizenship/culture), among history education students. The research is well-situated within a compelling national and regional context, addressing the pressing need for enhanced student competitiveness in East Kalimantan amidst the challenges of the VUCA world, Indonesia's demographic bonus, and the transformative impact of the new national capital. Employing Kemmis & McTaggart’s action research model, the study involved multiple cohorts of students, leveraging collaborative engagement with diverse community stakeholders to design creative and contextual historical learning products. The abstract highlights significant improvements across all 6Cs indicators, effectively bridging academic learning with real-world community engagement and positioning students as active agents of change. While the abstract effectively outlines the study's design and positive outcomes, the full paper would benefit from a more detailed presentation of its methodology and findings to substantiate its claims of "significant improvements." Specifically, further elaboration on the specific metrics, rubrics, or qualitative frameworks used to assess each of the 6Cs would enhance the rigor and transparency of the results. Providing concrete examples of the "creative, contextual historical learning products" and detailing the nature and extent of collaboration with schools, non-formal institutions, professionals, and local communities would offer richer insights into the practical application and impact of the PjBL approach. Additionally, clarifying the specific sample size across the three cohorts (2020–2022) and whether comparative analysis was conducted between them could add valuable depth to the study's findings. Overall, this research offers a valuable contribution to the field of history education and broader pedagogical innovation by providing compelling evidence for the efficacy of Project-Based Learning. It strongly demonstrates the potential of PjBL as a transformative strategy for equipping future educators with skills vital for navigating contemporary challenges and fostering civic engagement. The study's emphasis on community involvement and student agency presents a robust, replicable model for integrating academic learning with societal relevance, making it particularly valuable for institutions aiming to cultivate well-rounded, socially conscious graduates. Its findings underscore the importance of such experiential learning approaches in fostering not only academic and social competencies but also a deep connection to local culture and citizenship, offering a practical framework for other educational contexts facing similar demands for 21st-century skill development.

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