Arfan Diansyah’s scientific contributions

This research aims to increase students' interest in learning in history subjects by implementing the Listening Team Learning Model assisted by Timeline Infographic Media at SMA Negeri 14 Medan. The research method uses a qualitative approach with data collection techniques through questionnaires and observation of student activities. The first cycle showed poor results with a percentage of 40%, but in the second cycle, there was a significant improvement with a percentage of 80%. The results show that the application of this learning model succeeded in increasing students' interest in learning in history subjects

Offering history subjects to pupils can cultivate their critical, logical, and imaginative thinking skills. However, in actuality, students at SMA Negeri 14 Medan encounter challenges in their history learning endeavours. Researchers conducted a study to enhance student learning outcomes in Indonesian History by focussing on the topic of Early Challenges of Independence during classroom instruction. The research sample included of 36 students from classroom XI-10 at SMA Negeri 14 Medan. The data collection method employed was the administration of a written test in the form of multiple-choice questions, which participants responded using the Wordwall web platform. The data analysis methodology employed in this study involved the utilisation of percentage analysis, namely by comparing the original conditions with the outcomes obtained in each iteration. The research findings indicate that implementing the Project Based Learning (PjBL) instructional model with the Technological Pedagogical Content Knowledge (TPACK) approach in the Indonesian History curriculum, specifically focussing on the topic of Early Challenges of Independence, leads to enhanced student learning outcomes. The conclusion of this study confirms that the action hypothesis has been addressed. Specifically, the implementation of the Project Based Learning (PjBL) instructional model with the Technological Pedagogical Content Knowledge (TPACK) approach has resulted in improved student learning outcomes in the field of Indonesian History. The subject of XI- 10 is being taught in Class XI at SMA Negeri 14 Medan during the academic year 2024/2025.

This research aims to explore a multicultural approach to teaching history at SMAN 14 Medan, especially in a multiethnic context. The multicultural approach here refers to the integration of various ethnic perspectives into the history curriculum to increase understanding and respect for cultural diversity. This study was conducted using qualitative methods and data collection techniques through classroom observations, interviews and document analysis. The research results show that the application of a multicultural approach to history learning at SMAN 14 Medan has helped students understand and appreciate cultural differences, as well as increasing student involvement in the learning process. Key success factors include teacher training, teaching materials relevant to multiethnic contexts, and an inclusive learning atmosphere. The implication of this research is the importance of applying a multicultural approach to history learning to enrich students' learning experiences in a multiethnic context. It is hoped that this research can contribute to the development of a more inclusive history curriculum in ethnically diverse schools. By understanding and appreciating cultural diversity, students are equipped with the skills necessary to interact effectively in a multiethnic environment. Teachers, as facilitators, have a key role in creating a supportive learning environment for all students, thereby creating valuable and relevant learning experiences. This research also highlights several limitations, such as the research being limited to one school and the qualitative approach used. Therefore, further research involving a number of schools and using quantitative methods can provide a broader understanding of the effectiveness of a multicultural approach in teaching history.Applying a multicultural approach to history learning not only benefits students academically but also helps prepare them to live and work in an increasingly multicultural society. Thus, inclusive and multicultural history learning is not only relevant in an educational context but is also important for building an inclusive and tolerant society in the future.

This research aims to analyze the challenges faced by history teachers in integrating information technology into the history teaching process, as well as identify effective strategies to overcome these challenges. The research method used is interviews and observations of a number of history teachers who have actively used information technology in their teaching. The research results show that some of the main challenges faced by history teachers include limited access to technology, uncertainty in selecting appropriate digital content, and a lack of adequate training in the application of technology. However, the research also identified several effective strategies that history teachers have used to overcome these challenges, including ongoing training and professional development, collaboration between teachers to share resources and experiences, and adapting curricula to account for technology integration. The implication of this research is the need for greater support from schools and the government in providing adequate access to technology and contextual training for history teachers so that they can effectively integrate information technology into history learning. The implementation of the strategies adopted by history teachers at SMA 14 shows their commitment to overcoming the challenges of integrating technology in history learning. In the face of limited access to technology, teachers have been active in utilizing training and professional development to improve their skills in using technology. Collaboration between teachers also provides a platform for sharing experiences and ideas for facing common challenges. Curriculum adjustments are the main basis for ensuring that history learning remains relevant and interesting for students in this digital era. By utilizing technology in lesson plans and developing interactive learning materials, teachers have created a dynamic and student-oriented learning environment. The impact of this strategy can be seen in increasing students' understanding of historical material and their skills in using technology.

This research aims to find out how the Teaching at the Right Level (TaRL) approach is implemented as a strategy to improve learning outcomes. TaRL adapts learning to students' level of understanding and encourages problem-based learning. Classroom Action Research (CAR) was conducted at SMAN 14 Medan by applying TaRL. The research method used the Kemmis & McTaggart cycle model consisting of planning, action, observation, and reflection. The research population was students of SMAN 14 Medan, with a sample of grade X-4 students. In cycle I, although there was an increase, the learning outcomes were still not complete. However, in cycle II, there was a significant improvement with 83.33% of students reaching the minimum completion criteria. These results show that the TaRL approach can improve students' understanding of historical material. In addition, the utilization of technology also helps in increasing student participation and expanding the learning resources that students can access. These findings can help education practitioners develop more effective learning strategies that suit students' needs in understanding historical materials.