Bridging Educational Gaps: Implementing Solution-Driven Methods in History Learning at a Peripheral School in Jember
Keywords:
Educational Gap, Solution-Driven Methods, History Learning, Peripheral SchoolAbstract
This research examines the implementation of solution-driven methods in learning history at SMAN 1 Tanggul, a school in the peripheral area of Jember Regency, to bridge the existing educational gap. The main objectives of this research are to identify the effectiveness of solution-driven method in improving students' understanding and engagement as well as to identify the challenges and successes in its implementation. This research method uses qualitative with a case study approach. Data were collected through in-depth interviews with history teachers and students, classroom observations, and analyses of relevant documents, such as lesson plans and student activity records. Data analysis was conducted using thematic analysis techniques to identify patterns and main themes related to the implementation of solution-driven methods. The results showed that the solution-driven method significantly increased students' engagement in history learning by linking the subject matter to their real-life situations. Students showed an increased understanding of the historical context and the relevance of historical events in their daily lives. In addition, this approach helped improve students' learning motivation and analytical skills. Overall, the results of this study suggest that the solution-driven method can be an effective tool to address the education gap in peripheral schools such as SMAN 1 Tanggul.
Downloads
References
Azizah, L., & Yuliana, R. (2022). Impact of Solution-Based Learning on Student Engagement and Achievement. Educational Review, 22(1), 78-90.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective Teacher Professional Development. Learning Policy Institute.
Dweck, C. S. (2017). Mindset: The New Psychology of Success. Ballantine Books.
Fadila, M., & Kurnia, T. (2023). Supporting Effective Implementation of Solution-Based Learning: A Case Study. Journal of Teacher Training, 27(2), 85-98.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2019). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Harasim, L. (2017). Learning Theory and Online Technologies. Routledge.
Hargreaves, A., & Fullan, M. (2020). Professional Capital: Transforming Teaching in Every School. Teachers College Press.
Hattie, J. (2017). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Hidayat, R., & Latifah, M. (2024). Effective Learning Strategies in Underdeveloped Areas: Insights from Recent Studies. Journal of Teaching and Learning, 30(1), 59-72.
Johnson, D. W., & Johnson, R. T. (2017). Cooperative Learning. In The Sage Encyclopedia of Educational Technology.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2018). Student Success in College: Creating Conditions That Matter. John Wiley & Sons.
Kurniawan, A., & Rina, P. (2023). The Role of Solution-Based Projects in History Education. Historical Education Journal, 18(2), 101-115.
Lee, A., & Zhou, Y. (2023). Solution-Based Learning: Enhancing Student Engagement and Achievement. Journal of Innovative Education, 29(3), 92-108.
McBride, K., & Jones, T. (2022). Educational Inequality in Remote Areas: An Overview. Journal of Global Education, 17(1), 23-39.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2017). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47.
Purnama, R., & Dewi, L. (2022). Integrating Solution-Based Methods into Curriculum: Implications for Student Learning. Journal of Curriculum Development, 19(4), 45-63.
Rahim, M., & Ismail, N. (2023). Solution-Driven Methods in Education: Enhancing Practical Learning. International Journal of Educational Research, 28(2), 112-128.
Rauf, M., & Junaid, S. (2022). Education in Peripheral Areas: Challenges and Solutions. Journal of Rural Education, 15(3), 45-59.
Sari, D., & Harsono, B. (2021). Educational Challenges in Remote Schools: A Case Study of SMAN 1 Tanggul. Journal of Education Policy, 10(4), 34-47.
Schleicher, A. (2018). PISA 2018 Insights and Interpretations. OECD Publishing.
Setiawan, B., & Prasetyo, E. (2021). Teacher Training and Support for Effective Solution-Based Learning. Journal of Teacher Education, 25(4), 89-102.
Siti, A., & Arif, M. (2024). Connecting History to Contemporary Issues: The Role of Solution-Based Learning. Historical Studies Journal, 21(1), 77-91.
Suparno, E., & Hadi, S. (2021). Reforming Education in Indonesia: Challenges and Opportunities. Educational Review, 24(2), 57-72.
Thomas, J. W. (2020). A review of research on project-based learning. Autodesk Foundation.
UNESCO. (2017). Global Education Monitoring Report 2017/8: Accountability in education: Meeting our commitments. UNESCO Publishing.
Walker, A., & Leary, H. (2020). A problem-based learning meta-analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 12-43.
Widodo, S., & Nugroho, H. (2022). Challenges and Opportunities in Implementing Solution-driven Learning Methods. Journal of Educational Development, 13(3), 65-80.
World Bank. (2018). World Development Report 2018: Learning to Realize Education's
Zhao, Y., & Frank, K. A. (2017). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Eka Yuliana Rahman, Amri Dhimas Maulana (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
