Kreativitas dalam Pembelajaran Sejarah Abadke-21 Studi Kasus di Sma Negeri 2 Wonogiri

Anggoro Bimo Putranto, Djono Djono

Abstract

This study critically analyzes the conceptualization and implementation of creativity in 21st-century history education under the Kurikulum Merdeka framework. Employing a qualitative case study with a socio-constructivist perspective, data were gathered via interviews, observations, and document analysis, then processed using Miles and Huberman’s thematic analysis. The results indicate that creativity in history is a socially mediated process shaped by pedagogical design, student characteristics, and structural constraints. Furthermore, a tension exists between curriculum policy and classroom reality. The study’s novelty lies in the development of "historical creative literacy," which reconstructs creativity as an interpretive process rooted in historical thinking rather than a generic skill. This concept effectively bridges the gap between 21st-century skill requirements and the epistemological characteristics of history learning.

Keywords

creativity; history education; social constructivism; the Merdeka Curriculum; historical thinking

Full Text:

PDF

References

Aliftika, O., Purwanto, & Utami, S. (2020). Profil keterampilan abad ke-21 siswa SMA pada pembelajaran project based learning materi gerak lurus. Jurnal Pendidikan Fisika Indonesia, 16(2), 102–110.

Ambrose, D., & Sternberg, R. J. (Eds.). (18 Feb. 2019). Creative Intelligence in the 21st Century. Leiden, The Netherlands: Brill. https://doi.org/10.1007/978-94-6300-506-7

Aslikah, A., Putri, M. S., & Kumara, H. A. (2025). Penerapan Project Historia Magazine Untuk Meningkatkan Kreativitas Siswa Dalam Pembelajaran Sejarah di Kelas XE 3 SMAN 1 Ciamis. Jurnal Wahana Pendidikan, 12(1), 53-68. http://dx.doi.org/10.25157/jwp.v12i1.17160

Becker, P. A. (2020). Teaching language and literacy through the visual arts: An interdisciplinary, literature-based approach. Teaching exceptional children, 52(3), 166-179. https://doi.org/10.1177/0040059919894736

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.

Chintia Inka Nuriah, O. S. (2024). Meningkatkan Kemandirian dan Kreativitas Siswa dalam Pendidikan Kurikulum Merdeka. Jurnal Pendidikan Guru Sekolah Dasar, 5. https://edu.pubmedia.id/index.php/pgsd/article/view/172/211

Cooper, H. (2018). What is creativity in history?. Education 3-13, 46(6), 636-647. https://doi.org/10.1080/03004279.2018.1483799

Cooper, H. (2013). Teaching history creatively. H. Cooper (Ed.). London: Routledge. https://doi.org/10.4324/9780203074817

Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Routledge.

Dasgupta, S. (2019). A Cognitive-Historical Approach to Creativity. Routledge. https://doi.org/10.4324/9780429032363

Fadhilah, R. N., & Atno, A. (2025). Teacher Strategies for Developing 4C Skills (Critical Thinking, Creativity, Communication, and Collaboration) in History Learning at SMAN 3 Tegal. JURNAL PENDIDIKAN IPS, 15(3), 784-792. https://doi.org/10.37630/jpi.v15i3.3317

Fauzan, R., Rosdiana, H., & Maulana, R. R. (2025). Analisis Bibliometrik Tren Penggunaan Media Poster dalam Mata Pelajaran Sejarah (2015–2025). Jurnal Artefak, 12(2), 289-298. http://dx.doi.org/10.25157/ja.v12i2.20704

Gardiner, P. (2020). Learning to think together: Creativity, interdisciplinary collaboration and epistemic control. Thinking skills and creativity, 38, 100749. https://doi.org/10.1016/j.tsc.2020.100749

Hasan, S. H. (2019). Pendidikan sejarah untuk kehidupan abad ke-21. UPI Press.

Hendriani, A., Rohayati, E., & Herlambang, Y. T. (2020). Pendidikan dan keterampilan berpikir abad ke-21. Ksatria Siliwangi.

Ho, S., & Kozhevnikov, M. (2023). Cognitive style and creativity: The role of education in shaping cognitive style profiles and creativity of adolescents. British Journal of Educational Psychology, 93(4), 978-996. https://doi.org/10.1111/bjep.12615

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Kurikulum Merdeka: Kerangka dasar dan struktur kurikulum. Kemendikbudristek.

Levstik, L. S., & Barton, K. C. (2022). Doing history: Investigating with children in elementary and middle schools. Routledge. https://doi.org/10.4324/9781003179658

Lim, K. Y., & Lim, R. (2020). Semiotics, memory and augmented reality: History education with learner‐generated augmentation. British Journal of Educational Technology, 51(3), 673-691. https://doi.org/10.1111/bjet.12904

Maharani Adillah, P. (2026). Pemanfaatan Film Sejarah Sebagai Sumber Belajar Siswa Pada Materi Pergerakan Kebangsaan Indonesia Kelas XI Di SMA Negeri 2 Pandeglang (Doctoral dissertation, Universitas Sultan Ageng Tirtayasa).

Maria Ulfa Lubis, F. A. (2023, Juli). Pengembangan Kurikulum Merdeka Sebagai Upaya peningkatan Keterampilan Abad 21 Dalam Pendidikan. Education and Learning Journal, II, 691-695. https://anthor.org/anthor/article/view/222/163

Margalef, L., & Roblin, N. P. (2018). Unpacking the roles of the facilitator in higher education professional learning communities. In Teacher learning through teacher teams (pp. 41-58). Routledge. https://doi.org/10.4324/9781315123431-4

Magro, K., & Pierce, K. M. (2016). Creative approaches to literacy learning: A transformative vision for education in the 21st century. In Creative intelligence in the 21st century: Grappling with enormous problems and huge opportunities (pp. 191-210). Rotterdam: SensePublishers.

Montuori, A. (2019). Creating Social Creativity: Integrative Transdisciplinarity and the Epistemology of Complexity. In: Lebuda, I., Glăveanu, V.P. (eds) The Palgrave Handbook of Social Creativity Research. Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95498-1_25

Nokes, J. D. (2022). Building students' historical literacies: Learning to read and reason with historical texts and evidence. Routledge. https://doi.org/10.4324/9781003183495

Ramadhan, H., Saputro, S., & Mahardiani, L. (2025, October). Kajian Sistematis Model Pembelajaran IPA untuk Meningkatkan Literasi Sains Peserta Didik: Perspektif Pendekatan Deep Learning. In Prosiding SNPS (Seminar Nasional Pendidikan Sains) (pp. 11-26).

Rivaldi, M. D., & Benhar, D. S. (2025). Peran Pendidikan dalam Mewariskan Kebudayaan Sunda: Tinjauan Historis dan Strategis. Jurnal Artefak, 12(1), 197-212. http://dx.doi.org/10.25157/ja.v12i1.19641

Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092

Sánchez-Dorado, J. (2023). Creativity, pursuit and epistemic tradition. Studies in History and Philosophy of Science, 100, 81-89. https://doi.org/10.1016/j.shpsa.2023.05.003

Sari, N. W. (2024). Implementasi pembelajaran berdiferensiasi di era Kurikulum Merdeka: Antara harapan, hambatan, dan realitas di lapangan. Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial, 1(3), 248-254. https://doi.org/10.70292/pchukumsosial.v1i3.114

Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Nelson Education.

Smith, J., & Niemi, R. G. (2001). Learning history in school: The impact of course work and instructional practices on achievement. Theory & Research in Social Education, 29(1), 18-42. https://doi.org/10.1080/00933104.2001.10505928

Sudarto, S., Nurholis, E., Brata, Y. R., Saefudin, A., & Ramdani, D. (2026). Menuju Kolaborasi Pedagogi-Ekologi: Memahami Preferensi Siswa terhadap Ecoliteracy di Cultural Landscape Pesisir Cilacap. Jurnal Wahana Pendidikan, 13(1), 261-278. http://dx.doi.org/10.25157/jwp.v13i1.23437

Sudarto, S., Warto, W., Sariyatun, S., & Musadad, A. A. (2024). Refleksi Budaya dan Pendidikan Sejarah: Implementasi Problem Based Learning dalam Meningkatkan Pembelajaran Humanis Di SMA Cilacap. J-KIP (Jurnal Keguruan dan Ilmu Pendidikan), 5(3). pp.843-860. http://doi.org/10.25157/j-kip.v5i3.16491

Supriatna, N. (2021). The Creative History Teacher as A Creative Historian. Paramita: Historical Studies Journal, 31(2). https://doi.org/10.15294/paramita.v31i2.31341

Supriatna, N. (2016). Pengembangan kreativitas imajinatif abad ke-21 dalam pembelajaran sejarah. Historia: Jurnal Pendidik dan Peneliti Sejarah, 14(2), 45–58.

Torrance, E. P. (1974). Torrance tests of creative thinking. Personnel Press.

Tosh, J. (2015). The pursuit of history: Aims, methods and new directions in the study of history. Routledge. https://doi.org/10.4324/9781315728131

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Temple University Press.

Yuli Rahmawati, A. M. (2025). Pembelajaran Mendalam: Transformasi Pembelajaran Menuju Pendidikan Bermutu. Jurnal penelitian Kebijakan Pendidikan, 3. http://doi.org/10.24832/jpkp.v18i1.1281

Zubaidah, S. (2016). Keterampilan abad ke-21: Keterampilan yang diajarkan melalui pembelajaran. Seminar Nasional Pendidikan dengan Tema “Isu-isu Strategis Pembelajaran MIPA Abad 21”, 1–17.

DOI: http://dx.doi.org/10.25157/ja.v13i1.23987

Refbacks

  • There are currently no refbacks.