Inovasi Model Pembelajaran Fiksi Historis: Pendekatan Rekreasi-Prokreasi untuk Penguatan Wawasan Kebangsaan di SMA

• Bambang Eko Hari Cahyono

  Universitas PGRI Madiun, Jawa Timur

• Panji Kuncoro Hadi

  Universitas PGRI Madiun, Jawa Timur

• Fuaduzzakiawan Fuaduzzakiawan

  Universitas PGRI Madiun, Jawa Timur

Penelitian ini bertujuan untuk mendeskripsikan kondisi pembelajaran fiksi historis di SMA se-Kota Madiun dan kebutuhan siswa dan guru terhadap model pembelajaran fiksi historis yang mampu meningkatkan wawasan kebangsaan siswa; mendeskripsikan pengembangan purwarupa awal model pembelajaran fiksi historis menjadi model pembelajaran fiksi historis berdasarkan pendekatan rekreasi-prokreasi; menemukan keefektifan model pembelajaran fiksi historis dengan pendekatan rekreasi-prokreasi untuk meningkatkan wawasan kebangsaan siswa; dan mendeskripsikan hasil diseminasi model pembelajaran fiksi historis menjadi model pembelajaran fiksi historis berdasarkan pendekatan rekreasi-prokreasi. Jenis penelitian yang digunakan adalah penelitian pengembangan melalui 4 tahap, yaitu studi eksplorasi; pengembangan model; pengujian model; dan diseminasi. Pendekatan penelitian pada studi eksplorasi yaitu dengan pendekatan deskriptif kualitatif. Pengembangan purwarupa model pembelajaran dilakukan dalam bentuk siklus, yang merupakan perpaduan antara riset dan praktik, sedangkan pengujian model dilakukan dengan penelitian eksperimen. Setelah dilakukan pengembangan model dan pengujian keefktifan model hasilnya menunjukkan bahwa model pembelajaran fiksi histortis dengan pendekatan rekreasi-prokreasi terbukti efektif untuk meningkatkan wawasan kebangsaan siswa SMA.

Innovation in Historical Fiction Learning Models: A Recreational-Procreative Approach to Strengthening National Insight in High Schools

This study aims to describe the conditions of historical fiction learning in high schools throughout Madiun City and the needs of students and teachers for historical fiction learning models that are able to improve students' national insight; describe the development of an initial prototype of a historical fiction learning model into a historical fiction learning model based on a recreation-procreation approach; find the effectiveness of a historical fiction learning model with a recreation-procreation approach to improve students' national insight; and describe the results of the dissemination of a historical fiction learning model into a historical fiction learning model based on a recreation-procreation approach. The type of research used was developmental research, consisting of four stages: exploratory study, model development, model testing, and dissemination. The research method used in the exploratory study was descriptive qualitative. The development of the learning model prototype was carried out in a cycle, combining research and practice, while the model testing was conducted through experimental research. After developing the model and testing the effectiveness of the model, the results showed that the historical fiction learning model with a procreative recreation approach was proven to be effective in increasing the national insight of high school students.

Addey, M. (2021). Beyond ‘is it true?’: the ‘playframe’ in historical fiction. New Writing, 18(4), 421–433. DOI: 10.1080/14790726.2021.1876095

Adelman, J., & McNamara, C. (2025). History and historical fiction: Experiences from history undergraduates. Arts and Humanities in Higher Education, 25(1), February, 47–62. DOI: https://doi.org/10.1177/14740222251360103

Artini, N. N. M., Rasna, I. W., & Sudiana, I. N. (2024). Pembelajaran Cerita Fiksi Sebagai Pendidikan Multikultural pada Siswa Dwibahasa di SMA Taman Rama Jimbaran. Edukasia: Jurnal Pendidikan dan Pembelajaran, 5(1), 2491–2506. DOI: https://doi.org/10.62775/edukasia.v5i1.1321

Aththahirah, A., Sakilah, S., Hasanah, H. U., & Harahap, A. S. (2025). Teori Belajar Humanistik: Penerapan Teori Belajar Humanistik Dalam Pengembangan Potensi dan Kemandirian Peserta Didik. Pediaqu: Jurnal Pendidikan Sosial dan Humaniora, 4(4), 6955–6971.

Atmazaki, A. (2015). Pembelajaran Kemampuan Bersastra: Motivasi, Inisiatif, Kreativitas, dan Refleksi. MakalahKonferensi Internasional Kesusasteraan XVI HISKI Palembang, 18–21 Agustus 2015.

Borg, W. R. & Gall, M. D. (2003). Educational Research: An Introduction. New York: Longman.

Brown, H. D. (2020). Principles of Language Learning and Teaching Fourth Edition. San Fransisco: Longman.

Budak, L. (2025). A Bridge Between Fiction and Reality in History Teaching: The Role of Historical Novels. International Journal on New Trends in Education and Their Implications (IJONTE), 16(1), 1–10.

Cahyono, B. E. H., & Mulyaningsih, I. (2020). Short Story Learning Model Based on Creativity Development. Retorika: Jurnal Bahasa, Sastra, dan Pengajarannya, 13(2), 387–397. DOI: 10.26858/Retorika.V13i2.13696

Cahyono, B. E. H., & Mulyaningsih, I. (2022). Learning Model Based on Creativity Development in Improving Literature Appreciation Ability. Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia, 8(1), 13–21. DOI: 10.22202/jg.2022.v8i1.5652

Dwyer, M., & Martin-Chang, S. (2023). Fact from Fiction: The Learning Benefits of Listening to Historical Fiction. Teaching and Learning in Action, 76(6), 695–703. DOI: https://doi.org/10.1002/trtr.2177

Gibson, l., Peck, C. L., Miles, J., & Duquette, C. (2025). Historical thinking: Trends, critiques, and future directions. Current Opinion in Psychology, 65, October, 102088, 1–6. DOI: https://doi.org/10.1016/j.copsyc.2025.102088

Hazmi, N. & Ramadani, S. (2021). Penggunaan Novel Sejarah untuk Meningkatkan Minat dan Hasil Belajar Siswa Kelas XI IPS. Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA), 4(2), 142–157. DOI: https://doi.org/10.31539/kaganga.v4i2.3025

Howell, J. (2014). Popularising History: Re-igniting PreService Teacher and Student Interest in History via Historical Fiction. Austral-ian Journal of Teacher Educa-tion, 39(12), 1–12. Retrieved from http://ro.ecu.edu.au/ajte/vol39/iss12/1

Hutabarat, M., Manullang, B., Tamba, A. A., Perangin-angin, Y., Suhardi, S., Muham, A. L., & Harahap, S. H. (2025). Problematika Pembelajaran Sastra di SMA Swasta Free Methodist Medan. JCRD: Journal of Citizen Research and Development, 2(1), 240–250. DOI: https://doi.org/10.57235/jcrd.v2i1.4514

Ihsania, S., Wikanengsih, W., & Ismayani, M. (2020). Pengaruh Cerita Fiksi Terhadap Budaya Literasi di Kalangan Mahasiswa. Parole: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 3(1), 81–90.

Juliansyah, M., Sibawaihi, S., & Taisir, M. (2023). Analisis Pengembangan Seni dan Budaya dalam Pendidikan Agama Islam. Jurnal Pendidikan dan Konseling, 5(1), 5983–5986.

Kasiyan, K. (2012). Pendidikan Kesenian dalam Pembangunan Karakter Bangsa. Cakrawala Pendidikan, 21(2), 33–55.

Kurniawan, R. (2017). Antara Sejarah dan Sastra: Novel Sejarah Sebagai Bahan Ajar Pembelajaran Sejarah. Sejarah dan Budaya: Jurnal Sejarah, Budaya dan Pengajaran. 11(1), 55–70. DOI: http://dx.doi.org/10.17977/um020v11i12017p055

Li, J. (2022). Emotion Expression in Modern Literary Appreciation: An Emotion-Based Analysis. Front. Psychol., 13, 923482, 1-8. DOI: 10.3389/fpsyg.2022.923482

Mahmudi, A. & Sumarsono, U. (2021). Pengaruh Strategi Mathematical Habits of Mind (MHM) Berbasis Masalah terhadap Kreativitas Siswa. Cakrawala Pendidikan, 30(2), 216–229.

Mardi, M., Rahmaizar, R., & Syofiani, S. (2025). Permasalahan dalam Metode Pembelajaran Sastra. Jurnal Pendidikan Sains dan Komputer, 5(1), 31–37. DOI: https://doi.org/10.47709/jpsk.v5i01.5434

Moula, H. A. (2023). Hayden White’s Theory of History as Narrative in the Light of New Historicism. Eurasian Journal of English Language and Literature, 5(1), 27-39. Available online at https://dergipark.org.tr/en/pub/jell

Naibaho, S. S. B. B., Artika, I. W., & Martha, I. N. (2023). Cerita Fantasi Siswa Kelas VII SMP Negeri 3 Singaraja. Jurnal Penelitian Mahasiswa Indonesia, 3(2), 438–446. DOI: https://doi.org/10.36663/jpmi.v3i2.554

Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31(2), 147–162. DOI: https://doi.org/10.1016/j.ecresq.2015.01.006

Nugroho, A. A., Henulandi, A. S., Naafi, H. A., Zahro, N. H., Cahyani, R. G., & Ardiansyah, R. W. (2024). Pengaruh Apresiasi Karya Seni dalam Mendukung Mahasiswa Seni Rupa Unnes. Jurnal Kultur, 3(2), 189–196.

Wahyuni, S., Ambarwati, A., Junaidi, N.F.N., Ghony, J., & Osman, Z. (2022). Model Authentic Assessment dalam Pembelajaran Sastra Terintegrasi Karakter Multikultural. Jentera: Jurnal Kajian Sastra, 11(1), 134–150. DOI: https://doi.org/10.26499/jentera.v11i1.4668

Yangsen, B. R. & Sukarismanti, S. (2023). Eksplorasi Nilai-nilai Multikultural dalam Sastra Anak Sumbawa Sebagai Revitalisasi Pendidikan Nilai dan Karakter. Jurnal Onoma: Pendidikan, Bahasa dan Sastra, 9(2), 871–885. DOI: https://doi.org/10.30605/onoma.v9i2.2881

Yarsama, K. (2020). Pembelajaran Sastra yang Apresiatif Berbasis Literasi. Stilistika, 8(2), 207–218. DOI: 10.5281/zenodo.3873846

Zulfikar, G., & Permady, G. C. (2021). Citra Wawasan Kebangsaan Generasi Muda (Suatu Kajian Terhadap Sikap Anti Radikalisme). Jurnal Educatio, 7(2), 419-424. DOI: 10.31949/educatio.v7i2.1063

• PDF

The data that support this study are not publicly available due to [reasons e.g., privacy/ethical restrictions]. Data may be obtained from the corresponding author upon reasonable request.

Copyright (c) 2026 Indonesian Language Education and Literature

This work is licensed under a Creative Commons Attribution 4.0 International License.