Pemanfaatan Video Dokumenter Sejarah dalam Meningkatkan Minat Belajar Siswa Sekolah Dasar

Abstract

Learning interest plays a crucial role in history learning in elementary schools because it influences students' cognitive and affective engagement. However, the learning process still often uses lecture methods that lack visualization and are not suited to the characteristics of digital generation students, resulting in low learning interest. This study aims to analyze the effectiveness, challenges, and implications of using historical documentary videos in increasing elementary school students' learning interest through a Systematic Literature Review (SLR) approach based on the PRISMA 2020 protocol. Fifteen national and international scientific articles published between 2015 and 2024 that met the inclusion criteria were analyzed using a thematic synthesis approach with a reliability level of 0.85. The results showed that 93% of the studies reported a significant increase in learning interest after using documentary videos, demonstrated by increased attention, enthusiasm, and understanding of historical chronology. This effectiveness aligns with the Cognitive Theory of Multimedia Learning, Dual Coding Theory, and the ARCS model, which emphasizes the importance of concrete visualization, contextual relevance, and emotional resonance in the learning process. Successful implementation is influenced by pedagogical design, the teacher's role as a facilitator, and follow-up learning based on reflection and discussion. The main obstacles include limited digital infrastructure, teachers' pedagogical literacy, and the suitability of video content to students' cognitive characteristics. Overall, documentary videos have proven effective as interactive and meaningful history learning media, contributing to strengthening historical literacy, emotional engagement, and national identity from an early age.