This study
aims to: 1) describe the actual conditions of history learning in high schools
in Banjarmasin City to enhance historical empathy; 2) develop a Ekspiratif (Experiential
Narrative Reflective) Learning Model based
on Digital Edutainment to enhance historical empathy; 3) test the effectiveness
of the Ekspiratif (Experiential Narrative Reflective) Learning Model based on Digital Edutainment to enhance
historical empathy.
This study
employed the R&D method and the Borg and Gall development approach, with a
ten-stage research process. Qualitative data in this study were obtained
through interviews, document studies of history curriculum and learning
materials, and observation of learning. The study population was high school
students in Banjarmasin City. The preliminary research sample employed a
conditional quota system of 1,000 students from 13 high schools in Banjarmasin
City, whereas the testing phase utilised cluster random sampling. Quantitative
data were obtained using test instruments and attitude scales completed by
students. Qualitative data were analysed using thematic and narrative analysis
techniques, while quantitative data were analysed using parametric statistical
analysis.
The results
of the study can be concluded as follows: 1) students experience difficulty in
identifying affective connections with historical events, which are part of
historical empathy. From the teacher's perspective, there are difficulties in
integrating historical empathy aspects into the learning model they use; 2) the
Ekspiratif learning model was developed using experiential approach components,
narrative pedagogy principles, and reflective thinking; 3) the results of the
effectiveness test show a significant influence of the use of the Ekspiratif
learning model on students' historical empathy with Cohen's significance of
68.5% in test school A, 71.4% in test school B, and 55.6% in test school C. The
hypothesis test concludes that the Ekspiratif learning model, based on digital
edutainment, is effective in increasing students' historical empathy. The
effectiveness or success of this model in forming students' historical empathy
is identified by the achievement of the expected instructional impact and its
accompanying effects.
