Transformasi Pembelajaran Sejarah di Era Education 4.0: Tinjauan Kritis Atas Integrasi Teori Belajar Bermakna Ausubel dan Teknologi Digital

Khoirul Huda

Abstract


Studi ini bertujuan untuk secara kritis mengkaji integrasi teori pembelajaran bermakna Ausubel dalam pembelajaran sejarah dalam kerangka Pendidikan 4.0 dengan mengidentifikasi kesenjangan teoretis dan praktis dalam implementasi pendekatan pembelajaran bermakna menggunakan teknologi digital. Pendidikan 4.0 menekankan penggunaan alat digital, pembelajaran personal dan pedagogi kolaborasi sehingga menghadirkan tantangan dan peluang bagi pendidik sejarah. Urgensi studi ini terletak pada kenyataan bahwa pembelajaran sejarah masih didominasi hafalan, sementara siswa dituntut mengembangkan penalaran historis, berpikir kritis dan literasi digital. Teori Ausubel memberikan landasan konseptual untuk memperdalam pemahaman sejarah. Metode menggunakan tinjauan literatur melalui Scopus yang melibatkan analisis tematik antara tahun 2010 dan 2024. Hasil penelitian menunjukkan keberhasilan penggunaan pengorganisir awal berbasis digital, teknologi imersif dan platform digital kolaboratif. Studi ini memberikan strategi praktis bagi guru, seperti mengintegrasikan pengorganisir awal yang ditingkatkan teknologi dan kolaborasi berbasis penyelidikan dan menekankan perlunya pengembangan profesional dan dukungan kebijakan. Temuan tersebut menegaskan potensi teori pembelajaran bermakna mendukung pengajaran sejarah yang dinamis, reflektif dan terlibat secara kritis yang selaras dengan kompetensi abad ke-21

Keywords


Teori ausubel; education 4.0; pembelajaran sejarah; tantangan pembelajaran; tinjauan kritis

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DOI: http://dx.doi.org/10.25157/jwp.v13i1.18459

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