Creative Teacher-Based History Learning at Senior High School

Labschool: A Case Study Evaluation

Abrar

, Nur’aeni Marta

, Kurniawati

, Aditya Nugroho Widiadi

2 d

and

Tsabit Azinar Ahmad

Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur, Indonesia

Universitas Negeri Malang, Jl. Semarang Malang, Malang, Indonesia

Universitas Negeri Semarang, Kampus Sekaran Gunungpati, Semarang, Indonesia

Keywords: History Education, Creative Teaching, Teacher Innovation.

Abstract: This research seeks to assess the implementation of creative teacher-based teaching of history in three

Labschool High Schools: Senior High School (SMA) Labschool Jakarta, SMA Labschool Kebayoran, and

SMA Labshool Cibubur. The evaluation examines intructional planning, instructional strategies, media usage,

and assesment methods employed by innovative history teachers to support learning objectives. Using a case

study approach with interviews, observations, and document analysis, this research explores the depth of

history instruction among creative educators. Findings from the study reveal notable differences in the types

of media used and instructional approaches applied by each teacher, as well as certain limitations related to

lesson planning optimization. The insights drawn from this study have practical implications for developing

advanced teacher training programs and enhancing the methods used in history instruction. Ultimately, these

improvements are intended to encourage students‘ critical thinking and reflective engagement with history,

making learning both meaningful and relevant to their personal and academic development.

1 INTRODUCTION

The significance of history education in shaping

national and personal identity is widely

acknowledged. Studies show that history not only

enhances students‘ understanding of social and

cultural contexts but also promotes empathy

(Tribukait, 2024), critical thinking, and the formation

of active, participatory citizenship (Steven & Pandan,

2024), understanding values and meanings for life

today. The process of learning history allows students

to interpret history as a life learning that is relevant to

the present and the future, and this is increasingly

relevant in an increasingly complex and multicultural

world. In Indonesia, history education plays a pivotal

role in fostering national unity and a sense of

responsibility among students (Sukardi, n.d.).

However, effective history instruction is challenging,

https://orcid.org/0000-0002-7282-1719

https://orcid.org/0009-0005-0835-6065

https://orcid.org/0000-0001-7916-091X

https://orcid.org/0000-0001-8172-493X

https://orcid.org/0000-0002-5660-9267

as the subject is often perceived as abstract, leading

to comprehension difficulties (Hasan, 2012;

Husbands et al., 2003). Teacher must creatively

present content that, while temporally and contextual

distant, remains relevant to students lives today.

This research endeavors to analyze the

implementation of creative teacher-based teaching of

history at three Labschool High Schools. In that

context, it is reviewed to the extent of planning,

strategies, media, and assessment methods applied by

creative teachers to support the achievement of

learning goals. Thus, this research can be the basis for

compiling more interesting and meaningful history

learning for students.

This research is expected to provide benefits for

practitioners engaged in history education. By

evaluating the application of creative teacher-based

history learning, these results are expected to help

Abrar, , Marta, N., Kurnaiawati, , Widiadi, A. N. and Ahmad, T. A.

Creative Teacher-Based History Learning at Senior High School Labschool: A Case Study Evaluation.

DOI: 10.5220/0013408400004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 445-457

ISBN: 978-989-758-752-8

445

develop programs for teacher education that

encourage the use of effective innovative methods. In

addition, this research is expected to contribute to the

development of a history learning model that not only

focuses on information transfer, but also on the

development of critical and reflective student

understanding. History learning conducted with a

creative approach is believed to increase student

engagement and help them build a deep

understanding of history as an ongoing life lesson.

Previous research has shown a variety of

approaches in the evaluation of history learning. For

example, Kurniawati and Zulfiati used the responsive

Stake evaluation model to assess integrated History

learning in social studies (Kurniawati & Zulfiati,

2018), while Sebbowa and Ng'ambi used Salmon's

five-stage model in history learning for prospective

teachers (Sebbowa & Ng’ambi, 2020). In the

meantime, Marta evaluated history learning at SMA

N 10 Bogor using the CIPP model (Marta et al.,

2020). In contrast to the previous research, this study

offers novelty by evaluating the history learning of

creative teachers using a case study evaluation model.

2 LITERATURE REVIEW

2.1 Creative Teacher

Creative teachers, according to Lawrence, creative

teachers are teachers who behave proactively and

think constructively (Lawrence, 2016). This means

that creative teachers must be oriented towards self-

development and sustainable learning. In line with

this view, Žydziunaite and Arce emphasize ambition,

professional responsibility, and high morality by

describing creative teachers as figures who have high

dedication to their duties and roles in education

(Žydžiūnaitė & Arce, 2021). Lawrence's constructive

thinking became the foundation for the ambition and

professionalism put forward by Žydziunaite and

Arce, which shows how a teacher's proactive nature

can develop into a deep commitment to carry out his

profession.

Furthermore, Burnazova expands that concept by

adding elements of pedagogic skills and digital

capabilities, which are relevant in this modern era of

learning (Burnazova, 2024). As such, creative

teachers must have a deep understanding of the

content being taught and the skills to innovate in

learning methods. In this regard, Burnoza perfected

the thinking of Lawrence, Žydziunaite and Arce by

adding a dimension of technical competence and

21st-century skills relevant to technological

developments.

Panainte enriches this concept by underlining

adaptability in learning methods as the essence of a

teacher's creativity (Panainte, 2022). Creative

teachers must be able to adapt learning methods to the

needs of students, demonstrating that creativity is not

only about creating new ideas, but also about the

ability to adapt approaches to support each

individual's development. This thinking complements

Burnoza's view that emphasizes pedagogic skills and

adaptability as two components that seamlessly

complements in increasing the effectiveness of

learning.

Delalić, Krasiuk and Udris developed the concept

by emphasizing the role of creative teachers in

creating learning situations that encourage the

maximum development of students' potential and the

ability to create original solutions that are "out-of-the-

box (Delalić, 2019; Krasiuk & Udris, 2024)." It

shows that a teacher's creativity is also manifested in

his ability to create a learning space and atmosphere

that empowers students, not just teaching material

conventionally. Thus, Delalić, Krasiuk and Udris

highlight the aspects of empowerment and the

creation of an environment that supports creative

learning.

These various perspectives show that creative

teachers are figures who have rich competencies, not

only in terms of knowledge and skills, but also in

adaptability, innovation, professional commitment,

and the ability to create a learning environment that

empowers students.

2.2 History Learning

In Baumgarten's view, history learning should ideally

go beyond just conveying factual information

(Baumgarten, 2017). History must be used as a means

to inspire students to develop critical thinking skills,

ask reflective questions, and explore the meaning

behind the facts presented. The significance of history

learning is reinforced by an approach that connects

historical materials with students' daily lives, so that

they can see the relevance of history in the context of

contemporary reality. Through this approach, history

is no longer just a record of the past, but a tool for

pupils to grasp the origins of the social and cultural

realities they encounter today.

Meanwhile, according to Zubaidah, Musadad, dan

Sudiyanto, history learning serves as a medium to

build historical awareness in students, especially

related to the importance of the concept of time and

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446

place in seeing a series of events that are connected

between the past, present, and future (Zubaidah &

Arif Musadad, 2022) . This awareness allows students

to have a broader perspective on continuity and

change in History, as well as their role as part of the

Historical process. By understanding time and place,

students are invited to see History as an ongoing

process that shapes their identities and communities.

History learning encompasses planning,

implementation, and assessment (Armiyati & Leo,

2023). In the planning stage, educators must design

relevant and challenging strategies that allow students

to be actively and critically engaged. During the

application stage, the learning method should

encourage students to participate in discussions,

analyze historical sources, and engage in

collaborative activities. Finally, assessment is used to

measure students' understanding, not only in terms of

factual knowledge, but also critical thinking skills and

reflection on the meaning they gain from learning

history.

Thus, history learning becomes a dynamic

process. Through a holistic and integrated approach,

history is not only a science to be learned to meet the

demands of the curriculum, but a medium to shape

students' understanding of identity, society, and

future challenges.

History learning brings significant benefits to

learners, especially if they can capture and understand

the deep meaning of what they learn. According to

Zed, the concept of the meaning of history must be

understood in two main senses; the significance of

history and the significance within history (Zed,

2010).Added on the same line as the title preceded by

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The significance of history is related to the

understanding of history in a scientific context,

namely as an object of academic study or research

that is bound to a certain space and time. That means,

all forms of historical research results obtained by

scientific methods and in accordance with the context

of space and time can be interpreted as part of The

significance of history. In other words, the study

provides an understanding of past events that are tied

to a specific dimension of time and space, where the

results reflect the interpretation of History from a

specific point of view that can be scientifically

accounted for.

Meanwhile, the concept of the significance

within history goes further by exploring the essential

purpose of History itself, that is, the transcendent

goal, beyond the concrete facts of History. Here,

History is no longer only understood as a series of

facts that occur in a certain scope and time space. On

the contrary, History is seen as an attempt to

understand the essence of human life in its entire time

trajectory. In that approach, History provides a

broader and deeper insight into what is referred to as

the essence of human life throughout its history,

including values that lead to a more universal

understanding of human existence and development.

3 METHODOLOGY

The research methodology applied to the three

Labschool High Schools is focused on case studies

with an evaluative approach to the practice of history

learning carried out by creative teachers. The case

study conducted with an evaluative approach refers to

the model developed by Stufflebeam and Coryn

(Stufflebeam & Coryn, 2014). The model provides a

framework to evaluate the effectiveness of creative

teaching practices in the classroom, both in planning,

implementation, and results. Using this method, the

study not only describes the teaching process, but also

identifies potential improvements in learning

practices, which allows for relevant

recommendations for improvement.

The selected research locations are three schools

with quite diverse characteristics, although all of

them have affiliations with the Labschool network.

SMA Labschool Jakarta and SMA Labschool

Kebayoran are located in the elite area of Jakarta.

Meanwhile, SMA Labschool Cibubur is located in the

border area of Bekasi City and East Jakarta.

The research involved structured and open

interviews with three teachers, three vice principals,

and a group of students as participants, with names

being disguised to maintain confidentiality. This

interview technique is to get diverse perspectives

from parties directly involved in the learning process.

This interview method allows researchers to explore

participants' responses in depth to history learning

practices.

Observation is carried out by compiling detailed

field notes at each phase of learning—the beginning,

during, and end of learning. These notes provide a

contextual overview of learning practices and

classroom interactions. In addition, official

Creative Teacher-Based History Learning at Senior High School Labschool: A Case Study Evaluation

447

documents, including long-term plans, mid-term

plans, curriculum outlines, and instructional planning

documents, are collected to understand the

curriculum design and teacher preparations. Audio-

visual data in the form of photos and videos of

learning activities are also included to enrich visual

data and documentation of learning activities.

Data triangulation was performed by comparing

information from different sources—teachers, vice

principals, and students—and using rechecks at

different times. The process refers to Creswell and

Poth and Guba and Lincoln, to ensure data accuracy

and reduce bias (Creswell & Poth, 2018; Guba &

Lincoln, 1981). By triangulating, this study ensures

that the data collected is consistent and representative

of the reality experienced by all related parties. Data

analysis was carried out with reference to Atkinson,

which included the stages of preparing a data

repository, encoding the data according to the theme,

and in-depth analysis to identify patterns and key

findings (Atkinson, 2002). The data was analyzed

into five main thematic categories—learning

planning, learning objectives, learning strategies,

learning media, and learning assessment. This

categorization allows researchers to systematically

understand how creative teachers implement history

learning with a relevant and effective approach.

4 FINDINGS AND DISCUSSION

4.1 Instructional Planning

The findings of the study indicate that not all creative

history teachers make learning documents like

curriculum outlines, yearly plans, term plans and

instructional planning documents. The three creative

teachers observed in the research utilized the syllabus

provided by the Ministry of Education and Culture.

Mr. Ismet possesses a relatively complete set of

teaching materials. Beside the ministry’s syllabus, he

also has a yearly plan, a term plan, and detailed

instructional plan. Mr. Zaenal, in addition to having

the syllabus, also has an instructional plan. However,

he lacks a yearly plan and term plan. On the other

hand, Mrs. Hanni has teaching documents including

yearly plans, term plans, a syllabus, and an

instructional plan. Nevertheless, her instructional

plan covers only one topic.

Mr. Zaenal, in preparing the teaching plan,

emphasized the importance of understanding the

needs and characteristics of students. He puts forward

an approach oriented towards students' long-term

goals, with the consideration that each student has

unique potentials and aspirations after graduation.

That approach shows attention to the personal

development of the student, ensuring that the learning

process is not only about meeting academic

standards, but also preparing the student for the next

step in the world of work or further Education, based

on insights gathered from direct interaction with the

student.

In contrast to Mr. Zaenal's approach, Mr. Ismet is

more focused on fulfilling the basic competencies set

by the government. In preparing a learning plan, Mr.

Ismet considers the standards that have been

determined, while paying attention to the actual

conditions of both students and the school as a whole.

The school environment and current situation are

important considerations in ensuring that the learning

plan remains relevant and effective. This approach

shows that it seeks to bridge the gap between national

education policies and local school conditions, so that

learning strategies can be implemented optimally.

Meanwhile, Mrs. Hanni, who teaches at SMA

Labshool Cibubur, took an approach that focused on

students' readiness for the Computer-Based Written

Exam (UTBK). For her, the lesson plan must be in

line with the basic competencies that are often tested

in UTBK, especially for grade 12 students. In

addition, the selection of learning media is also a

concern, because the right media can help students

understand the material to be tested. Thus, Mrs.

Hanni's learning plan is oriented towards students'

academic achievement in the national exam, and this

emphasizes the importance of students' readiness in

facing the exam. This approach demonstrates its

commitment to equipping students with relevant

skills and effective media to achieve optimal learning

outcomes.

Mr. Zaenal’s strategy is highly effective for

fostering a deeper connection between students and

historical content. By adapting lessons to students‘

needs, it promotes critical thinking and engagement,

which are crucial for understanding complex

historical events and their relevance. Moreover, this

strategy involves recognizing their learning styles,

prior knowledge, and individual abilities to create

a more inclusive and engaging learning environment.

By centering the teaching approach on students‘

unique contexts, it encourages active participation

and ensures that lessons are relevant and meaningful.

Meanwhile Mr. Ismet’s strategy ensures that the

foundational competencies required by the

curriculum are met. This approach emphasizes

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

448

achieving standardized learning objectives, ensuring

that students acquire the foundational knowledge and

skills prescribed for their grade level. It provides clear

targets and measurable outcomes, helping teachers

maintain a structured and goal-oriented approach.

Conversely Mrs. Hanni’s strategy focuses on practice

test, analytical question-solving, and targeted

revisions to familiarize students with the exam format

and improve their performance. This approach is

highly focused on short-term outcomes and

measurable academic success.

In history learning, Mr. Zaenal’s strategy is the

most efective in the long term. By understanding and

addressing students‘ unique characteristics, this

approach fosters engagement, critical thinking, and

a deeper appreciation of historical contexts. While

Mr. Ismet‘s and Mrs. Hanni’s strategies have specific

strengths, they are better suited for achieving

immediate, tangible outcomes rather than cultivating

lifelong learning and historical inquiry.

The findings indicate that instructional planning

at Labschool High School still needs significant

improvement. A key enhancement that teachers

should focus on in lesson planning is effectively

communicating learning objectives during classroom

implementation. Furthermore, it is essential to deepen

teachers‘ understanding of the underlying philosophy

of history education. Teachers need to have a strong

grasp of the four key philosophies underlying history

education. According to Tanner and Tanner (Hasan,

2012), the philosophy of history education

encompasses perennialism, essentialism, humanism,

and reconstructionism. Perennialism emphasizes the

importance of teachers designing history lessons that

instill pride in the nation’s historical

accomplishments. An example of learning objective

based on perennialism is students will explore the

historical events surrounding Indonesia’s

Proclamation of Independence to develop a deep

appreciation and pride in the nation’s achievements in

overcoming colonialism. Essentialism focuses on the

need for teachers to enhance their students‘

intellectual capabilities. A sample learning objective

rooted in essentialism is students will enhance their

analytical skills by identifying and explaining the key

events, figures, and decisions that led to Indonesia’s

Proclamation of Independence. Humanism highlights

the role of teachers in nurturing their students‘

personal growth. An illustration of a learning goal

derived from humanism is students will reflect on the

values of unity, courage, and perseverance

demonstrated during Indonesia’s Proclamation of

Independence to inspire their personal growth and

character development. Meanwhile,

reconstructionism requires educators to prepare

history lessons that equip students to navigate present

and future challenges. A demonstration of learning

objective inspired by reconstructionism is students

will discuss the relevance of the Proclamation of

Independence in addressing current national

challenges and envisioning Indonesia’s future in

a global context.

As the core of the learning process, instructional

planning is not just an administrative step, but is the

foundation that determines the quality of

implementation and effectiveness of learning

activities. As revealed by Alanazi, instructional

planning is an important guideline in directing the

teaching process, helping teachers to plan structured

and meaningful learning experiences for students

(Alanazi, 2019). Without careful planning, the

learning process is lost, and students can lose the

opportunity to achieve optimal learning outcomes.

Furthermore, Jensen emphasizes that instructional

planning not only serves as a technical guide, but also

reflects the teaching philosophy that is to be

developed (Jensen, 2001). That is, whatever

philosophy or approach the teacher wants to apply in

learning—whether it is a constructivist approach that

focuses on forming understanding through

experience or a cognitivist approach that prioritizes

information processing—should be clearly reflected

in the learning plan. If the history teacher at SMA

Labschool has not prepared a plan that reflects a

certain learning philosophy, it means that there is

ambiguity in the educational approach that is to be

developed. This has the potential to cause ambiguity

in the goals and teaching methods used, as well as the

educational messages conveyed to students.

The absence of a clear philosophy in the planning

of history learning is a big problem, especially in

relation to the formation of students' character.

History learning has the unique potential to instill

moral, social, and national values through the stories

of past figures and events that are relevant to students'

lives today. However, without a firm philosophy in

planning, the development of students' character

cannot run optimally. Students will probably consider

the teaching of History as a set of facts that must be

memorized, rather than as a way to understand the

meaning behind the events and values that can be

learned from History.

In the evaluation of the three teachers in the aspect

of learning planning, only Mr. Zaenal showed

Creative Teacher-Based History Learning at Senior High School Labschool: A Case Study Evaluation

449

attention to the analysis of student needs (Wagner,

2018). The other two teachers have not taken into

account the importance of the needs analysis. In fact,

the analysis of student needs is very important

because it serves as a foundation in choosing the right

learning method to achieve effectiveness in

delivering material. By understanding the needs of

students, teachers are able to develop learning

strategies that are in accordance with the theme and

learning narrative designed (Drake & Nelson, 2005).

Strategies that are in harmony with the learning theme

and narrative not only help students understand the

content more deeply, but also make it easier for them

to internalize the characters or skills that are the goal

of the learning process. In other words, the analysis

of student needs not only guides the selection of

learning methods, but also directs the achievement of

overall educational goals through strategies that are

contextual and relevant to students.

4.2 Learning Objectives

The results of the research findings on the

formulation of learning objectives by three creative

history teachers indicate that all of these teachers

have referred to the revised Bloom taxonomy in

compiling their learning objectives. However,

problems arise at the implementation stage in the

classroom. Of the three teachers, only Mr. Ismet

explicitly communicates the learning objectives to the

students. On the other hand, Mr. Zaenal and Mrs.

Hanni did not convey these goals directly to their

students during the learning process.

Mr. Zaenal's students seem to lack understanding

of the difference between the learning objectives and

the subject matter itself. For example, a student in

grade X mentioned that learning history in his class

encouraged him to think diachronically and

synchronously—two approaches in history that

involve a broad understanding of space and time.

These students seem to understand more about the

material aspects and methods applied in history

lessons than the specific purpose of the learning. In

addition, grade XI students revealed that Mr. Zaenal

often starts the lesson by telling a story and goes

straight into the topic discussion, such as at a meeting

about the pre-literacy period, without first conveying

the learning objectives to the students. The same thing

was expressed by a grade XII student who stated that

Mr. Zaenal tended to directly teach the material

without providing an explanation about the learning

objectives at the beginning.

Here is Mr. Zaenal's student's response when

asked, "Can you give an example of a history learning

objective that you know?" The student replied:

"We learn to think diachronically and

synchronically. So, we think about how to study

history by... if it's diachronic, it's about expanding

across space, and if it's synchronic, it's about

broadening over time." (HY.CL.W.10.2.2).

The students of class X taught by Mrs. Hanni were

unable to clearly remember the learning objectives

conveyed by the teacher. When asked about the

learning objectives, the student only mentioned a few

topics that had been studied, such as "what is history,

the function of history, and the benefits of history,"

but he did not seem to have a specific understanding

of the deeper purpose of the learning. This student's

answer shows that the information received focuses

more on the basic material of history than on a more

directed learning objective.

The same thing was also given by the grade XI

students taught by Mrs. Hanni, who stated that the

learning objectives are often not conveyed

specifically. According to her, Mrs. Hanni

immediately presented the material without

explaining the learning objectives explicitly at the

beginning of the learning activity. This indicates that

students tend to only accept the material delivered

without a clear understanding of the competencies or

expected learning outcomes.

The same question was also asked to one of Mrs.

Hanni's students. The student gave the following

response:

"Usually, such objectives are not specific; we are

typically just directed to the material itself. So, even

without objectives, we already understand from the

content. In my opinion, the objectives are not rigid."

(DN.CL.W.16.2.3).

Thus, the evaluation of the three teachers revealed

that Mr. Zaenal and Mrs. Hanni had not fully

implemented History learning optimally. The lack of

success lies in the absence of explicit delivery of

learning objectives to students. In fact, various

experts such as Kochhar, Hasan, Ciydem, Paulson,

Evans, Chapman, and Kokkinos emphasized that the

main goal of learning History is to develop the ability

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450

to think History among students (Chapman, 2017;

Ciydem, 2012; Evans, 2016; Hasan, 2012; Kochhar,

2008; Kokkinos, 2019; Paulson, 2015). Mastery of

the ability to think about History is an important

foundation, because through that process, students

not only learn the facts of History, but are also invited

to understand how to think critically about past

events.

Furthermore, according to Sakki and Pirttilä-

Backman, the ability to think History plays an

important role in fostering historical awareness in

students (Sakki & Pirttilä-Backman, 2019) .

Historical awareness is not just an understanding of

the events that have occurred, but also how the

collective experience of the past can shape national

identity. Historical awareness allows the young

generation of Indonesians to have a strong bond with

values, struggles, and identity as a nation, which is

necessary for the nation's sustainability in facing

future challenges. Without this awareness, the

younger generation risks losing their identity as an

Indonesian nation, which can ultimately threaten the

existence of nation itself.

In the context of the learning provided, the lack of

effective learning shows that the teacher's approach

has not produced deeper values or high relevance to

the understanding of History—both in the form of

The significance of history and The significance

within history.

4.3 Learning Strategies

Every learning process carried out by teachers in the

classroom has one main goal, which is to ensure that

the goal of learning is achieved effectively. To

achieve this, each teacher designs a teaching strategy

that suits the characteristics and needs of students.

The findings of this study show that in designing

teaching strategies, Mr. Zaenal and Mr. Ismet

prioritize interactive learning, which aims to promote

active student involvement in the learning process

through dynamic interaction in the classroom. In the

context of history learning, interactive learning

involves strategies and activities that actively engage

students in the exploration of historical events,

concept, and perspectives. This approach encourages

students to participate in discussion, debates, role-

plays, and group projects, fostering a deeper

understanding of historical narratives and their

relevance. For instance, students might analyze

primary sources, collaborate on timelines, or simulate

historical events to experience different viewpoints.

Interactive learning in history aims to transform

the classroom into a dynamic environment where

students are not passive recipients of information but

active participant in constructing knowledge. By

asking thought-provoking questions, encouraging

critical thinking, and facilitating dialogue, teachers

like Mr. Zaenal and Mr. Ismet create opportunities for

students to connect the past with present, develop

analytical skills, and gain a nuanced understanding of

history’s impact on contemporary society.

On the other hand, Ms. Hanni focuses on the

active teaching approach, which demands the direct

involvement of students in activities that encourage

them to think and act independently. This method

shifts the focus from passive learning to active

participation, encouraging to explore, analyze, and

apply historical concepts on their own or in

collaborative settings.

Through activities such as analyzing historical

documents, conducting group discussions, creating

presentations, or role-playing historical figures,

students are empowered to take ownership of their

learning. This approach not only enhances their

critical thinking and decision-making abilities but

also helps them develop a deeper understanding of

historical events by connecting them to broader

contexts and real-world implications.

However, in practice, the three teachers combine

lecture and question and answer methods to deliver

material to students. Mr. Zaenal, for example, uses

banknotes as a learning medium to introduce concepts

and stages in History research during lectures and

questions and answers. By observing and analyzing

banknotes, students not only listen to information, but

also visualize and understand History materials

through concrete objects, which directly relate them

to the Historical research process. This approach

allows students to experience a more in-depth and

real History learning experience.

Mr. Ismet, despite using the lecture and question

and answer method, adds a dimension of students'

personal understanding in a unique way. Students

first read the learning resources, then re-convey the

material they understand in their own style and

understanding. This strategy not only encourages

deeper understanding, but also sharpens students'

ability to interpret information and convey it in their

own language, an essential skill in learning history.

Creative Teacher-Based History Learning at Senior High School Labschool: A Case Study Evaluation

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Meanwhile, Mrs. Hanni combined lectures with

questions and answers until all material was delivered

to students. After that, to deepen understanding and

make learning more interesting, he asked students to

do role-playing activities as figures of the Indonesian

independence movement. Through this role-playing,

students not only hear historical stories but also feel

and animate the experiences of the figures, which

allows them to understand the complexity of

Indonesia's independence struggle emotionally and

intellectually.

The three teachers in this study showed that the

use of diverse learning methods is able to create

creative and inspiring learning experiences for

students. Not only relying on lecture and question and

answer methods, they also enrich the teaching process

with varied and innovative approaches. Mr. Zaenal,

for example, utilizes concurrent methods, several

variations of the Rasyid method (1, 2, 3), projects,

storytelling, and discussions, all of which aim to

increase student involvement directly and critically.

Mr. Ismet also uses discussion and project methods,

in addition to expost facto and assignment to

encourage students to be more active and reflective in

learning. Meanwhile, Ms. Hanni chose a discussion,

demonstration, mentoring, and assignment approach

that allows students to learn gradually and with more

personalized guidance.

The use of creative teaching methods applied by

the three teachers is in accordance with the concept of

meaningful and innovative teaching as expressed

(Papouli, 2019). Through this approach, they not only

convey History material, but also act as inspiring role

models. Creative teachers can be role models for

students in developing their creativity and interest in

the subject. Students directly expressed their

appreciation for the teaching method, as shown by the

statement of Azelia, one of Mr. Zaenal's students,

who felt inspired by his teacher's teaching method. In

addition, Farah, a student of Mr. Ismet, mentioned

that his teacher's storytelling style aroused his interest

in learning History. Similarly, Diva Najwa, a student

of Mrs. Hanni, felt inspired by her teacher's way of

teaching that invited dialogue, creating a comfortable

and motivating teaching atmosphere. It shows that

creative and inspiring approaches not only improve

students' understanding, but also foster their

enthusiasm in studying History.

This study illustrates reflective engagement by

incorporating activities that encourage students to

connect historical events with contemporary issues

and their personal lives. For instance, during lessons

on Indonesia’s independence movement, students

engaged in role-playing activities where they acted as

key historical figures. This activity allowed them to

emotionally and intellectually immerse themselves in

the complexity of the independence struggle.

Furthermore, students were tasked with discussing

how the values of unity and perseverence from

historical event could be applied to address current

national challenges. These activities required students

to critically analyze historical events and reflect on

their relevance to modern society, promoting a deeper

understanding and engagement with history.

4.4 Learning Media

The results of the study showed that the three history

teachers used a variety of learning media with

similarities and differences in their approaches. The

differences in the learning media used by the three

teachers are as follows: Mr. Zaenal utilizes tools like

whiteboards, touchscreens during Zoom sessions, and

historical films. Meanwhile, Mr. Ismet employs

PowerPoint presentations, Line application,

documentary films, and maps. On the other hand,

Mrs. Hanni makes use of PowerPoint presentations,

the Line application, and documentary films. The

similarities in the learning media they used include

the utilization of e-labs, Google Classroom, and

WhatsApp application.

Mr. Zaenal, tends to avoid using PowerPoint both

in face-to-face classes and during online learning.

Instead, he often uses a whiteboard or computer

screen to record important points directly, so that

students can follow the flow of the material gradually

and actively take notes. This approach demonstrates

an interactive teaching style, which may aim to

encourage students to understand the material

through observation and hands-on engagement.

On the contrary, Mr. Ismet and Mrs. Hanni rely on

PowerPoint in almost every learning. They use slides

as the main tool to deliver the material, making

learning more structured and visual. The use of

PowerPoint by these two teachers serves as a

systematic guide, which may make it easier for

students to follow the learning flow and take notes on

key points more regularly.

In addition, all of these teachers also utilize

various additional media in online and face-to-face

learning. Mr. Zaenal uses platforms such as e-Labs,

Google Classroom, WhatsApp, blogs, and movies.

This variety of media provides students with access

to materials from a variety of sources and formats,

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

452

allowing them to learn flexibly and independently.

On the other hand, Mr. Ismet relies on Google

Classroom, Line, WhatsApp, e-Labs, and uses

movies, maps, and videos as complements. With this,

it offers a richer learning experience both visually and

contextually. The videos used are the result of

learning recordings, allowing students to re-access

explanations and class discussions. Meanwhile, Mrs.

Hanni uses Google Classroom, Line, WhatsApp, e-

Labs, and documentaries. Mrs. Hanni's use of

documentary films expands the scope of history

learning, allowing students to understand historical

contexts in depth through visual and factual

narratives.

The assignments given by these three teachers are

generally uploaded on e-Labs and Google Classroom,

while WhatsApp or Line serves as an additional

communication platform. The use of various media

by these three teachers demonstrates their flexibility

and adaptability in facing the challenges of modern

learning, while providing students with an interactive

learning experience and supporting the development

of their technology skills.

Šliogerienė and Valūnaitė-Oleskevičienė

emphasized that the use of social media in learning

plays an important role in increasing teachers'

creativity (Šliogerienė & Valūnaitė-oleškevičienė,

2017). However, this creativity is not just about the

use of social media; It is influenced by three main

factors, namely the creative personality of teachers,

the support of the institution where teachers work,

and the social environment that surrounds them.

These three factors are interrelated and reinforce each

other, providing space for teachers to innovate and

creatively adapt learning to student needs.

In this context, what the three teachers did at SMA

Labschool is a real reflection of the integration of

these three factors. A teacher's creative personality

doesn't just come out of nowhere; It is formed through

life experiences, insights gained, and learning

throughout their careers. This creative personality

allows teachers to think outside the traditional

boundaries and find new ways to teach history,

making it more relevant and engaging for students.

Every life experience that teachers have will add

color and broaden their perspective in designing

learning, allowing them to bring a unique and original

approach into the classroom.

SMA Labschool as an educational institution also

plays a very supportive role. The facilities provided

by the school, ranging from access to digital

technology, conducive classrooms, to online learning

platforms such as Google Classroom and e-Labs, give

teachers the freedom to experiment and integrate

various media in the teaching and learning process.

These facilities and infrastructure not only help the

smooth implementation of learning, but also become

a forum for teachers to explore the potential of

technology as a tool that increases student

engagement and deepens their understanding of the

material.

In addition, the social environment around

teachers also has a great influence on the emergence

of creativity. At SMA Labschool, the existence of a

collaborative culture and interaction between

teachers, students, and support from school

management creates an atmosphere conducive to the

development of new ideas. In this supportive

environment, teachers have the opportunity to share

experiences, discuss innovative approaches, and

develop effective learning strategies. This creates a

dynamic learning ecosystem, where teachers'

creativity continues to develop along with support

from the surrounding educational community.

Thus, the creativity of teachers at SMA Labschool

is not the result of a single factor, but rather a

collaborative result of complementary personalities,

institutional support, and social environments,

enabling them to provide meaningful and inspiring

learning for students.

4.5 Learning Assessment

The assessment carried out by a teacher should be

effective in measuring the achievements obtained by

his students. Therefore, a teacher in making an

assessment to be effective must be guided or based on

the goals to be achieved. Only Mr. Zaenal used the

purpose as a reference in making the assessment.

Meanwhile, Mr. Ismet is based on basic competencies

and for Mrs. Hanni, it is guided by the minimum

completeness criteria. There are various forms of

assessment carried out by the three teachers in

measuring the cognitive abilities of students.

Generally, it is in the form of multiple-choice

questions both during daily exams, mid-semester

exams and end-of-semester exams.

Mr. Zaenal’s assessment approach is guided by

the purpose of the learning objectives. By aligning the

assessment with the intended goals, he ensures that

the evaluation measures what students are expected to

achieve. This method is effective because it provides

a clear benchmark for both the teacher and the

students, allowing the results to reflect the depth of

Creative Teacher-Based History Learning at Senior High School Labschool: A Case Study Evaluation

453

understanding and critical thinking skills acquired.

This method strongly supports the learning objectives

as it keeps the assessments aligned with the core

purpose of the lesson. It encourages students to focus

on achieving meaningful and holistic learning

outcomes rather than memorizing disconnected facts.

However, if not balanced with other forms of

assessment, it might overlook broader competencies

like creativity or application in varied contexts. This

requires detailed planning to ensure all competencies

are assessed comprehensively.

Mr. Ismet bases his assessment on basic

competencies outlined in the curriculum. This method

ensures that the assessments are structured and

standardized, focusing on foundational knowledge

and skills. By adhering to the basic competencies, Mr.

Ismet ensures that students meet the minimum

standards required at their grade level. This

consistency helps in maintain a uniform evaluation

across different students. While this approach ensures

coverage of the curriculum, it may limit students’

ability to explore topics in greater depth or develop

higher-order thinking skills, as it often prioritizes

breadth over depth. Additionally, it may lack

flexibility to adapt to students’ diverse learning needs

or foster higher-order thinking.

Mrs. Hanni bases her assessment on the minimum

completeness criteria and focuses heavily on

cognitive abilities measured through multiple-choice

questions in exams. This method is highly exam-

oriented and emphasizes measurable outcomes. It

effectively prepares students for standardized tests,

such as national exams or college entrance exams, by

improving their familiarity with exam formats and

enhancing time management skills during tests.

While this method is practical for achieving short-

term academic goals, it risks neglecting deeper

learning and critical analysis. Students may prioritize

test-taking strategies over developing a meaningful

understanding of historical content. Additionally, it

may emphasize rote learning over deep understanding

and limit creativity or critical thinking.

The evaluation of the assessment applied by

teachers is appropriate where teachers use various

forms to assess students. Referring to Quanchi and

Kochhar the three teachers have carried out

diagnostic assessments, formative assessments, and

summative assessments with various techniques

carried out by the three teachers (Kochhar, 2008;

Quanchi, 2003).

In general, teachers conduct assessments using

multiple choices, especially during midterm

assessment exams and end-of-semester assessments.

The questions made by teachers tend to be

memorized. Memorization questions tend to reveal

facts rather than the ability to use historical concepts

and procedures (Pace, 2011).

Assessment in the form of descriptions applied in

history learning, even though it is in the form of

essays, should be one of the main formats in assessing

students' understanding of History. As a discipline

rooted in the ability to tell and interpret past events,

History requires research that not only tests the

memorization of facts, but also trains students' ability

to compose narratives and analyze historical events in

depth. Descriptive research is very suitable for that

purpose, but in practice there are still teachers who

are reluctant to use it.

One of the main obstacles is the time required to

correct a description question that takes much longer

than multiple choice. This is a serious challenge,

especially for teachers who teach many classes and

have a large number of students. At Labshool High

School, for example, each class contains an average

of 30-36 students. If a teacher teaches four classes,

then he or she must examine at least 120 essays,

which of course requires extra time and effort. On the

other hand, multiple-choice assessments allow

teachers to check answers more quickly, making them

more time-efficient.

However, when viewed from the learning side, the

description questions have a much greater positive

impact. Through this assessment, students not only

understand the facts of History but are also able to

relate events, understand context, and develop critical

thinking and analytical skills that are important in the

science of History. Although it has its own

challenges, the development of effective correction

methods and supporting technologies can help

overcome these obstacles, so that the goals of learning

History can be achieved optimally.

5 CONCLUSION

This study reveals that history instructional planning

at Labschool High School has several shortcomings,

particularly in integrating learning objectives with

students needs. The creative teachers observed tend

to rely on the ministry-provided syllabus without

making significant modifications to suit the specific

contexts of their classes. Although one teacher has

considered analyzing student needs, these efforts

require further enhancement to make the learning

process more relevant and focused on character

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

454

development and fostering a deeper understanding of

history. Furthermore, while creative learning

strategies employed by teachers, such as interactive

lectures, discussions, and role-playing, demonstrate

variety and innovation, some teachers have not

consistently conveyed learning objectives explicitly,

potentially limiting students‘ understanding of the

relevance and of the meaning material.

In terms of assessment, the three teachers utilized

various methods, including multiple-choice and essay

exams. However, rote-based assessments still

dominate, which could hinder the development of

students’ critical and reflective thinking in relation to

historical contexts. Greater emphasis is needed on

enabling students to connect historical concepts with

real-life applications. Additionally, the use of diverse

media, both digital and conventional, enriches the

learning process, yet improvements in planning,

implementation, and assessment are essential to

achieve the creative and inspirational educational

goals envisioned in history learning.

These findings suggest the need for teacher

training programs to emphasize student-centered

planning, the use of innovative teaching strategies,

effective communication of learning objectives, and

diverse assessment formats to promote critical

thinking. Teacher education institutions are

encouraged to develop workshops on needs analysis,

creative teaching strategies, and essay-based

assessments, including digital tools for streamlining

grading processes, as well as training on integrating

philosophical approaches to history education into

classroom practices.

This findings of this study are specific to the

Labschool network, as the selected schools share

similar characteristics, including institutional support

and access to diverse learning media. While the

insights provide valuable lessons for study teaching,

generalization to other schools should be approached

with caution. Schools outside this context may

require adaptation of the strategies and methods

discussed, especially if they lack the resources,

facilities, or institutional culture found in the

Labschool environment. Future research should

explore the application of these findings in broader

and more varied educational contexts to determine

their wider applicabity.

Future research could focus on comparative

studies across different school contexts, including

under-resourced environment, could help determine

the adaptability and scalability of the methods. Future

research might also examine the role of technology in

enhancing creative teaching and its influence on

student engagement and independent learning,

offering strategies for modernizing history education.

ACKNOWLEDGEMENTS

We would like to express our deepest appreciation

and gratitude to the leadership of the Faculty of Social

Sciences and Law, Universitas Negeri Jakarta, for

their moral and material support throughout the

research process. Their guidance, encouragement,

and assistance have been invaluable in helping us

complete this work to the best of our abilities.

We also deeply grateful to the Principal, teachers,

students, and administrative staff of SMA Labshool

Jakarta, SMA Labschool Kebayoran, and SMA

Labschool Cibubur for their willingness to serve as

informants and for their generour cooperation. May

the support and assistance provided bring abundant

blessings to all involved.

We hope that the result of this research can make

positive contribution, both to the advancement of

knowledge and to the institution we are proud to

represent.

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