UPAYA MENCIPTAKAN SUASANA BELAJAR SEJARAH YANG TIDAK MEMBOSANKAN MELALUI PENDEKATAN PSIKOLOGI PENDIDIKAN

Abstract

This study is motivated by the phenomenon of history learning being frequently perceived as boring and monotonous due to the dominance of conventional teaching methods such as lectures and rote memorization, which consequently reduces students' interest and engagement. This study aims to explore educational psychology-based approaches to create an engaging and meaningful history learning environment. Using the library research method, this study collected and analyzed various sources related to learning strategies, individual differences, and instructional media in history education. The findings reveal that enjoyable history learning is characterized by active, creative, and contextual methods. The implementation of Problem-Based Learning (PBL) effectively places students at the center of the learning process, encouraging critical thinking and problem-solving skills. In addition, the use of varied instructional media—including audio, visual, and audiovisual formats—has been shown to stimulate students' multiple senses simultaneously, thereby deepening their comprehension of historical material. The utilization of 21st-century technology such as podcasts and museum visits also offers innovative alternatives to enrich local history learning. This study concludes that transforming history learning requires a shift from teacher-centered to studentcentered approaches, combined with diverse and technology-integrated media, so that students can develop historical awareness and critical thinking in a meaningful and enjoyable way.