Pengaruh Media TikTok terhadap Kemampuan Berpikir Historis dalam Pembelajaran Sejarah Berbasis Kurikulum Merdeka

Amara Raudhatul Jannah; Hieronymus Purwanta

doi:10.59024/simpati.v4i3.2176

Authors

Amara Raudhatul Jannah Universitas Sebelas Maret
Hieronymus Purwanta Universitas Sebelas Maret

DOI:

https://doi.org/10.59024/simpati.v4i3.2176

Keywords:

Historical Thinking Skills, History Learning, Learning Media, Merdeka Curriculum, TikTok

Abstract

This study aims to analyze the effect of TikTok media utilization on high school students’ historical thinking skills in history learning based on the Merdeka Curriculum. Historical thinking skills were measured through three components adapted from Seixas’ model, namely historical significance, continuity and change, and historical perspective. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The participants consisted of 63 tenth-grade students at SMA Batik 1 Surakarta selected through purposive sampling. Data were collected using historical thinking skill tests administered before and after the treatment and were analyzed to identify differences between the experimental and control groups. The results indicate that the use of TikTok media has a positive effect on improving students’ historical thinking skills. TikTok encourages student engagement, facilitates the understanding of historical concepts, and promotes critical analysis of past events. Therefore, TikTok can serve as an effective alternative medium for history learning within the Merdeka Curriculum when content is systematically designed and aligned with appropriate pedagogical principles.

References

Alfarez, S., M, F., & Kurniawati. (2025). The Influence of Temple Monopoly (TEMON) Game on Historical Thinking Skills and Learning Independence in History Learning at SMA Negeri 4 Bekasi. Mimbar Ilmu, 30(1), 35–45. https://doi.org/10.23887/mi.v30i1.93918

Ari Kuwoto, M., Merina, & Agung Sutimin, L. (2024). Reformasi Kurikulum Merdeka Pada Keterampilan Berpikir Sejarah Sekolah Menengah Atas. Chronologia, 6(2). https://doi.org/10.22236/jhe.v6i2.16727

Caldeiro-Pedreira, M. C., & Yot-Domínguez, C. (2023). Uses of TikTok in education. A systematic review of the didactic possibilities of TikTok. Analisi, 69, 53–73. https://doi.org/10.5565/rev/analisi.3630

Deng, X., & Yu, Z. (2023). An extended hedonic motivation adoption model of TikTok in higher education. Education and Information Technologies, 28(10), 13595–13617. https://doi.org/10.1007/s10639-023-11749-x

Escamilla-Fajardo, P., Alguacil, M., & López-Carril, S. (2021). Incorporating TikTok in higher education: Pedagogical perspectives from a corporal expression sport sciences course. Journal of Hospitality, Leisure, Sport and Tourism Education, 28. https://doi.org/10.1016/j.jhlste.2021.100302

Harisma, H., Mulyana, A., & Fauzi, W. I. (2025). The Impact Of Distorted Historical Information In TikTok Videos On Students’ Understanding Of History (Naturalistic Inquiry Study in Class XI SMAN 1 Garut). Sosioedukasi: Jurnal Ilmu Pendidikan Dan Sosial, 14(2). https://ejournal.unibabwi.ac.id/index.php/sosioedukasi/index

Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-023-09842-1

Nafaul, F. N., & Wardhani, I. S. (2024). Media Pembelajaran Abad 21: Membangun Generasi Digital Yang Adaptif. Jurnal Media Akademik, 2, 3031–5220. https://doi.org/10.62281

Nugroho, F., Ismail, & Nur Jayanti, I. (2024). Penguatan keterampilan berpikir sejarah melalui pendekatan multidimensional pada peserta didik kelas XI IPS 1 di SMA Labschool Untad Palu. Historiography: Journal of Indonesian History and Education, 4(4), 457–468.

Purwanta, H. (2024). Pembelajaran Berpikir Historis. Pramudita Press.

Rohmatul Maula, A., Wasilatin Ni’mah, F., & Aulia Divana, P. (2025). Transformasi Media Pembelajaran di Era Digital: Peluang dan Tantangan. Karimah Tauhid, 4(8), 5491–5500. https://doi.org/10.30997/karimahtauhid.v4i8.20254

Seixas, P. (2017a). A Model of Historical Thinking. Educational Philosophy and Theory, 49(6), 1469–5812. https://doi.org/10.1080/00131857.201

Seixas, P. (2017b). Historical Consciousness and Historical Thinking. In Palgrave Handbook of Research in Historical Culture and Education (pp. 59–72). Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-52908-4_3

Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901. https://doi.org/10.1080/00131857.2020.1712550

Tricahyono, D., & Widiadi, A. N. (2020). Upaya Meningkatkan Kemampuan Berpikir Historis Melalui Penerapan Model Pembelajaran Resource Based Learning Di SMA Trenggalek. Jurnal Agastya, 10(2).

Waris, J., Saepuloh, L., & Rahmat, D. (2025). Pengaruh penggunaan Tiktok Sebagai Media Pembeljaran Sejarah Terhadap Minat Belajar Siswa Kelas XI SMAN 4 Sukabumi. Jurnal Review Pendidikan Dan Pengajaran, 8(1), 2916–2923.

Yang, Y., Zhang, C., Zhang, S., & Shen, J. (2025). TikTok in higher education: a systematic review of disciplinary applications, learning outcomes, and implementation factors. In Interactive Learning Environments. Routledge. https://doi.org/10.1080/10494820.2025.2564736

Yuliawati, P. F., & Yefterson, R. B. (2025). Analisis Kebutuhan Media Pembelajaran Konten TikTok Edukatif Menggunakan Pendekatan Storytelling untuk Meningkatkan Motivasi Belajar Sejarah Siswa SMA. Kronologi, 7(4), 218–233.

Zahwa, S., Fadillah, M., Umar Syarif Hadi Wibowo, T., & Pendidikan Sejarah Universitas Sultan Ageng Tirtayasa, M. (2024). Pengaruh Konten TikTok@ sejarahseru. id Sebagai Media Pembelajaran Terhadap Minat Belajar Sejarah Pada Materi Proklamasi Kemerdekaan Indonesia di Kelas XI SMA Negeri 2 Pandeglang. Jurnal Pendidikan Universitas Garut, 18(2). www.journal.uniga.ac.id

Zhu, J., Yuan, H., Zhang, Q., Huang, P. H., Wang, Y., Duan, S., Lei, M., Lim, E. G., & Song, P. (2022). The impact of short videos on student performance in an online-flipped college engineering course. Humanities and Social Sciences Communications, 9(1). https://doi.org/10.1057/s41599-022-01355-6