Pedagogical Communication of Generation Y History Teachers in Digital-Era History Learning for Generation Z Students at SMA Petra 4 Sidoarjo
Article Sidebar
Page Numbers:
5497-5515
Digital Object Identifier:
10.58578/mikailalsys.v4i3.11765
Viewed: 0 times
Downloaded: 0 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Aprillia Ayu Tri Widyaningrum1, Riyadi2*
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Digital transformation has reshaped how Generation Z students access information, communicate, and participate in learning, requiring teachers to adapt their pedagogical communication accordingly. This study examined how Generation Y history teachers adapted their communication practices to the characteristics of Generation Z students in digital-era history learning at SMA Petra 4 Sidoarjo. A qualitative case-study design was employed, with data collected through in-depth interviews, participant classroom observations, and documentation from February to April 2026. The analytical framework operationalized stimulus, organism, and response components to connect teachers’ verbal messages, digital media, and instructional methods with students’ characteristics and learning responses. Data were analyzed through the interactive processes of data reduction, data display, and conclusion drawing and verification. Credibility was strengthened through source, technique, and time triangulation. The findings indicate that students responded most positively to audiovisual media, two-way communication, discussions, contextual examples, feedback, and positive reinforcement. Generation Y teachers integrated Canva, learning videos, electronic modules, learning management systems, educational games, verbal and nonverbal communication, and dialogic interaction. These practices were qualitatively associated with increased motivation, participation, attention, conceptual understanding, and confidence in expressing opinions. However, students’ multitasking remained a persistent barrier to sustained attention. The study concludes that effective intergenerational pedagogical communication in history education requires multimodal, dialogic, and contextually relevant strategies alongside deliberate efforts to manage digital distraction.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Yan Y. (2027)Advances in TMDs-Based Electromagnetic Wave Absorbers: From Structural Engineering to Multicomponent SynergyNano Micro Letters, 19(1)
-
Wu Y. (2027)Strategies of Designing High-Efficiency Electrolyte Additives for Aqueous Magnesium Batteries: A ReviewNano Micro Letters, 19(1)
-
Sheng T. (2027)Photothermal Superhydrophobic Textiles: An Emerging Paradigm from Passive Water Repellency to Active Thermal ManagementNano Micro Letters, 19(1)
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Andarwati, M. (2019). Pembelajaran Sejarah Kontekstual, Kreatif, Menyenangkan di Kelas dengan “Power Director” bagi Generasi Z. Jurnal Pendidikan Sejarah Indonesia, 2(1), 64–81. https://doi.org/10.17977/um033v2i12019p064
Arikunto, S. (2019). Prosedur Penelitian: Suatu Pendekatan Praktik. Rineka Cipta.
Bencsik, A., Horváth-Csikós, G., & Juhász, T. (2016). Y and Z generations at workplaces. Journal of Competitiveness, 8(3), 90–106. https://doi.org/10.7441/joc.2016.03.06
Buchari, A. (2018). Peran Guru dalam Pengelolaan Pembelajaran. Jurnal Ilmiah Iqra’, 12(2), 106–124. https://doi.org/10.30984/jii.v12i2.897
Chan, C. K. Y., & Lee, K. K. W. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? Smart Learning Environments, 10(1), Article 60. https://doi.org/10.1186/s40561-023-00269-3
Emzir. (2011). Metodologi Penelitian Kualitatif: Analisis Data. Rajawali Pers.
Fisher, B. A. (2002). Teori-Teori Komunikasi. Remaja Rosdakarya.
Freire, P. (2018). Pendidikan Kaum Tertindas. LP3ES.
Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Wadsworth/Thomson Learning.
García-Fariña, A. (2025). Perspective chapter: The role of instructional communication in enhancing active learning—New approaches for the physical education of the future. In F. Gomez Paloma, P. A. di Tore, & G. R. Jose Mangione (Eds.), Teacher training and student learning: Past values, present uncertainties and future prospects. IntechOpen. https://doi.org/10.5772/intechopen.1009376
Ishak, M., Baydhowi, B., Mahfud, M., & Mas’odi. (2025). Gen Z dalam Dunia Pendidikan. Jurnal Multidisiplin Ilmu Akademik, 2(1), 328–338. https://www.ejurnal.kampusakademik.co.id/index.php/jmia/article/view/3351
Kalantzis, M., & Cope, B. (2010). The teacher as designer: Pedagogy in the new media age. E-Learning and Digital Media, 7(3), 200–222. https://doi.org/10.2304/elea.2010.7.3.200
Karina, M., Bila, N. S., Primantari, R., Tara, J. D., Rahmawati, A. F., Murti, N. W., Qintara, M. A., Hanifah, F., Wahyuni, D., A, A. A., & Novita, M. V. (2021). Gen Z insights: Perspective on education. Unisri Press. https://unisripress.com/product/gen-z-insights-perspective-on-education/
Khasanah, N. (2022). Studi Eksploratif Mengenai Pembelajaran Online Masa Pandemi bagi Guru Generasi X dan Y. Jurnal Pendidikan Tambusai, 6(1), 4672–4679. https://jptam.org/index.php/jptam/article/view/3609
Kristyowati, Y. (2021). Generasi “Z” dan Strategi Melayaninya. AMBASSADORS: Jurnal Teologi dan Pendidikan Kristiani, 2(1), 23–34. https://stt-indonesia.ac.id/journal/index.php/ambassadors/article/view/22
Kumari, L., Jain, A., & Kumar, K. (2017). Training need analysis (TNA): A conceptual study. International Journal of Research in Management, Economics and Commerce, 7(6), 7–11.
Kusumaningtyas, R., Sholehah, I. M., & Kholifah, N. (2020). Peningkatan Kualitas Pembelajaran Guru melalui Model dan Media Pembelajaran bagi Generasi Z. Warta LPM, 23(1), 54–62. https://doi.org/10.23917/warta.v23i1.9106
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. https://collegepublishing.sagepub.com/products/naturalistic-inquiry-1-842
Mannheim, K. (1952). The problem of generations. In P. Kecskemeti (Ed.), Essays on the sociology of knowledge (pp. 276–320). Routledge & Kegan Paul.
Masalimova, A. R., Ladykova, T. I., Orekhovskaya, N. A., Sokolova, E. G., Kondakchian, N. A., & Kashina, T. L. (2026). Modern communication technologies in higher education: A systematic review of faculty readiness to engage Generation Z learners. Frontiers in Education, 11, Article 1762638. https://doi.org/10.3389/feduc.2026.1762638
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59. https://doi.org/10.1007/BF02505024
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
Moleong, L. J. (2019). Metodologi Penelitian Kualitatif. Remaja Rosdakarya.
Pricilia, M., Febrianti, F., Ikhsan, F. F., & Putri, M. I. (2024). Pengaruh Kompetensi Pedagogik Guru dalam Meningkatkan Mutu Pembelajaran Siswa. Dewantara: Jurnal Pendidikan Sosial Humaniora, 3(1), 56–62. https://doi.org/10.30640/dewantara.v3i1.2079
Priyambodo, P., & Saputri, W. (2021). Bagaimana Menjadi Guru Sains di Era 4.0 bagi Generasi Y dan Z? SPEKTRA: Jurnal Kajian Pendidikan Sains, 7(2), 154–165. https://doi.org/10.32699/spektra.v7i2.217
Putra, Y. S. (2016). Theoritical Review: Teori Perbedaan Generasi. Among Makarti, 9(2), 123–134. https://doi.org/10.52353/ama.v9i2.142
Rahmawati, S., Prestridge, S., Abdullah, A. G., & Widiaty, I. (2025). Unpacking the digital competence challenge in vocational education: A case from Indonesia. Social Sciences & Humanities Open, 12, Article 101803. https://doi.org/10.1016/j.ssaho.2025.101803
Sidik, H., & Suswandari. (2022). Pembelajaran Sejarah dalam Perspektif Generasi Z: Studi Kasus Pembelajaran Sejarah di SMA Negeri 42 Jakarta. Jurnal Pendidikan Sejarah, 11(1), 59–79. https://journal.unj.ac.id/unj/index.php/jps/article/view/26181
Silaban, F., Siagian, L., & Siahaan, M. (2025). Pengaruh Kompetensi Pedagogik dan Kemampuan Berkomunikasi Guru terhadap Motivasi Belajar Siswa pada Mata Pelajaran Ilmu Pengetahuan Sosial di SMP Negeri 35 Medan. Innovative: Journal of Social Science Research, 5(3), 5097–5108. https://j-innovative.org/index.php/Innovative/article/view/19500
Sobarningsih, I., & Muhtar, T. (2022). Kompetensi Pedagogik Guru Abad Ke-21: Sebuah Tinjauan Peran Guru pada Generasi Z. Syntax Literate: Jurnal Ilmiah Indonesia, 7(5), 5143–5153. https://jurnal.syntaxliterate.co.id/index.php/syntax-literate/article/view/6905
Sosiawan, E. A., & Ratnawati. (2023). Model Komunikasi Pembelajaran Pedagogik pada Sekolah Menengah Pertama dalam Pembelajaran Daring Pandemi COVID-19. Jurnal Ilmu Komunikasi, 21(1), 163–176. https://doi.org/10.31315/jik.v21i1.6475
Sugiyono. (2020). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabeta.
Suwito, S., Adi, A. P., & Widiarto, M. A. (2025). Dari Monolog ke Dialog: Transformasi Pedagogi Komunikasi Publik Sektor Pertahanan untuk Mendidik Generasi Z. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 8(11), 12564–12567. https://doi.org/10.54371/jiip.v8i11.9724
Suyono, Sugiarti, & Winarjo, W. (2025). Generational shift in learning discomfort: A systematic literature review of pedagogical tensions between millennials and Generation Z. Journal of Strategy and Transformation in Educational Management, 16–29. https://doi.org/10.62012/jostem.vi.19
Syiraz, A. F., Zulkarnaen, A., Rihandini, F. P., Rahman, H. M., Budiman, N., & Al Hakim, I. (2025). Perspektif Mahasiswa: Peran Guru Sejarah dalam Membimbing Siswa SMA. Jurnal Ilmiah Penelitian Mahasiswa, 3(3), 249–258. https://ejurnal.kampusakademik.my.id/index.php/jipm/article/view/927
Wang, S., Berbekova, A., Uysal, M., & Wang, J. (2024). Emotional solidarity and co-creation of experience as determinants of environmentally responsible behavior: A stimulus-organism-response theory perspective. Journal of Travel Research, 63(1), 115–135. https://doi.org/10.1177/00472875221146786
Watson-Manheim, M. B., & Bélanger, F. (2007). Communication media repertoires: Dealing with the multiplicity of media choices. MIS Quarterly, 31(2), 267–293. https://doi.org/10.2307/25148791
Yusanto, Y. (2019). Ragam Pendekatan Penelitian Kualitatif. JOURNAL OF SCIENTIFIC COMMUNICATION (JSC), 1(1), 1–13. https://doi.org/10.31506/jsc.v1i1.7764
Zhou, J., Li, C., & Cheng, Y. (2025). Transforming pedagogical practices and teacher identity through multimodal (inter)action analysis: A case study of novice EFL teachers in China. Behavioral Sciences, 15(8), Article 1050. https://doi.org/10.3390/bs15081050
Zorn, R. L. (2017). Coming in 2017: A new generation of graduate students—the Z generation. College and University, 92(1), 61–63.
Zuldafrial, & Lahir, M. (2012). Penelitian Kualitatif. Yuma Pustaka.