Sariyatun Sariyatun, Habib Al Fattah, Yasmin Nindya Chaerunissa, Akhmad Arif Musadad, Leo Agung Sutimin, Tri Yuniyanto, Nur Fatah Abidin

Implementasi Interdisciplinary Learning dalam Pembelajaran Sejarah Melalui Pelatihan Kolaborasi Lintas Disiplin bagi Guru SMA di Solo Raya, Jawa Tengah

Introduction

Implementasi interdisciplinary learning dalam pembelajaran sejarah melalui pelatihan kolaborasi lintas disiplin bagi guru sma di solo raya, jawa tengah. Tingkatkan kapasitas guru sejarah Solo Raya dengan pelatihan Interdisciplinary Learning. Pelajari konsep, kolaborasi lintas disiplin, & kembangkan bahan ajar inovatif.

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kapasitas profesional guru sejarah di wilayah Solo Raya, Jawa Tengah, dalam menerapkan pendekatan Interdisciplinary learning. Mitra kegiatan, yaitu MGMP Sejarah Solo Raya, menghadapi permasalahan berupa terbatasnya pemahaman guru terhadap integrasi lintas disiplin serta kesulitan dalam mengembangkan bahan ajar yang kontekstual dan kolaboratif. Kegiatan dilaksanakan melalui lokakarya satu hari yang meliputi pemaparan konsep, diskusi kolaboratif, praktik penyusunan rancangan ajar, dan pendampingan pascalokakarya untuk penyempurnaan hasil. Sebanyak 30 guru SMA/MA terlibat aktif dalam kegiatan yang difasilitasi oleh Research Group Keilmuan dan Pembelajaran Sejarah FKIP Universitas Sebelas Maret. Evaluasi dilakukan melalui survei refleksi dan analisis hasil kerja peserta. Hasil kegiatan menunjukkan peningkatan kemampuan guru dalam memahami konsep integratif, berkolaborasi lintas bidang, serta menghasilkan 17 rancangan bahan ajar berbasis Interdisciplinary learning yang relevan dengan konteks sekolah. Program ini tidak hanya meningkatkan kompetensi individual, tetapi juga memperkuat jejaring profesional melalui MGMP serta menumbuhkan budaya kolaboratif dalam pengembangan pembelajaran sejarah yang interdisipliner, reflektif, dan berkelanjutan.

Review

The submitted abstract, "Implementasi Interdisciplinary Learning dalam Pembelajaran Sejarah Melalui Pelatihan Kolaborasi Lintas Disiplin bagi Guru SMA di Solo Raya, Jawa Tengah," outlines a highly relevant and well-structured community service initiative. The authors effectively identify a pertinent challenge faced by history teachers in the Solo Raya region: a limited grasp of interdisciplinary integration and difficulties in crafting contextual, collaborative teaching materials. The program's aim to bolster professional capacity in applying interdisciplinary learning is clearly articulated, and the design – encompassing a workshop, collaborative discussions, practical lesson plan development, and post-workshop mentoring – demonstrates a thoughtful approach. The reported positive outcomes, particularly the enhanced understanding of integrative concepts and the generation of 17 relevant interdisciplinary lesson plans, strongly suggest a successful initial intervention. While the abstract provides a strong overview, a full paper would benefit from additional methodological specificity. The intensity of a one-day workshop designed to cover conceptual understanding, collaborative practice, and practical lesson plan development for 30 participants warrants further detail regarding the specific content, activities, and time allocation within the workshop. Similarly, a clearer description of the "pendampingan pascalokakarya" (post-workshop mentoring) would illuminate how sustained support and refinement were provided. The evaluation methodology, relying on "survei refleksi dan analisis hasil kerja peserta," is suitable for a community service report, but for a more robust academic assessment, the inclusion of pre- and post-intervention quantitative measures of teacher understanding or skills would provide a more rigorous basis for impact claims. The initiative's emphasis on fostering interdisciplinary learning in history education is particularly commendable, aligning with contemporary pedagogical shifts towards more holistic and relevant learning experiences. Beyond the direct enhancement of individual teacher competencies, the program's success in strengthening professional networks through the MGMP and cultivating a collaborative culture among educators represents a significant and sustainable long-term impact. This broader influence elevates the importance of the project beyond a standalone training session. Future endeavors could explore the actual implementation of these interdisciplinary lesson plans in classrooms and assess their long-term effects on student engagement and learning outcomes, thereby providing further empirical evidence of the program's profound impact. Overall, this initiative serves as an excellent model for professional development in history education.

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