History teachers have their own problems related to their own competency. This is based on the historical materials acquistion for X grade until XII grade. In this research, the author uses mixed-method research which employs quantitative and qualitative data as the fundamental reference. This research has been done in SMKN 1 Jember and found three problems related to history teachers competency which include the lack of teaches in describing the scope of historical studies, the lack of using historical aids, and the lack of giving pleasure to students in learning history. This paper, the author also gives solve for the teacher to address those problems.

Learning in the era of globalization requires knowledge and understanding of skills so that students are able to empower themselves to find, support, assess, and use information, and collect innovations that are creative in making decisions. This research was conducted to analyze the presence or absence of significant influence of discovery learning models by mind mapping on the learning outcomes of history of students of SMAN 1 Tenggarang. The research method is a quasi-experimental design with nonequivalent control group design. To determine the sample using cluster random sampling as many as 69 respondent. Data use collection methods use are pre test and post test. Data were analyzed by Paired Sample Test and independent t test. Result showed that: 1) there is significant effect for discovery learning with mind mapping models on the learning outcomes because of its significant value 0.000; 2) there is significant effect for discovery learning without mind mapping models on the learning outcomes because of its significant value 0.000; 3) there are differences in the influence of discovery learning models with mind mapping and discovery learning models without mind mapping because of its significant value 0.000.

Technological advances in the industrial revolution (4.0) and the current conditions of the Covid-19 pandemic have changed the viewpoint in educational innovation. This form of learning is carried out in each house with an online system by utilizing technology. The problem experienced by students in class X social science senior high school 5 Jember is the low learning outcomes of history with a percentage of 93.9% under the minimum completeness criteria. The media used by educators during online learning are powerpoint and video TikTok. Educators also never develop local historical material. The results of the analysis of the learning media needs needed by students were 6.06% student worksheets, 3.03% modules, 6.06% textbooks, and 84.8% wanted a documentary video on history learning. The results of the analysis of the learning styles of the students were 42.4% visual, 45.4 audio, and 12.1% kinesthetic. Based on the description above, the researchers developed learning media in accordance with the needs of students and have been validated by experts. The product is also tested on users to measure the effectiveness of the media in improving historical learning outcomes. The development model used is ASSURE. Data collection techniques are interviews, questionnaires, documentation, tests. Data will be analyzed using percentage and relative effectiveness. The results showed that the validation of documentary video media by the three experts showed that the media could be applied by making small revisions. While the results of the effectiveness of the media show the results of 0.94 which are categorized as large effects. It can be concluded that the documentary video media is effective in improving the learning outcomes of the local history material of reog art.

The development of Industrial Revolution 4.0 is very rapidly evolving, characterized by all areas connected through internet systems or cyber systems. The development of information technology leads to learning innovations, one of which is mobile learning. The COVID-19 virus is currently hitting the world. The closure of educational institutions due to the COVID-19 outbreak caused teachers to be instructed to teach through online learning platforms. Mobile learning is a learning model that uses mobile devices such as smartphones, tablets, etc. Students’ lack of student interest can be improved by applying comparative methods and often used by students. The Jember region has many ancient relics, one of the antiquities in Jember is Kamal Site. Kamal Site has the potential for historical learning following KD 3.4. The method used is comparative research with a quantitative approach. The study sample was 36 students of SMAN Arjasa. Data collecting used questionnaires via a google form. Questionnaires were measured using a Likert scale. Researchers used a sample paired t-test. The results showed that the post-test value was higher than the pre-test value. Thus there is an increase in Student Interest after implementing mobile learning using WhatsApp. Before implementing mobile learning using WhatsApp the score of students was 30,31 and increased to 36,97. There is a different significance in the test results effect size of 0.66 with the medium category.

This article is intended to describe the lesson plans developed by History subject teachers at SMA Negeri 1 Jember. The design of this research was interactive qualitative with the ethnographic design of case studies, assessment based on the analysis of interview results, observations, documents, and questionnaires. The data source under investigation was both primary and secondary data. The results of this research showed that at the lesson planning stage, the History teachers who were members of the MGMP school team developed independent lesson plans in accordance with the class level they taught. The preparation of lesson plans was carried out at the beginning of the semester or new academic year during in-house training and on-house training. The analysis of the lesson plans components showed that the lesson plans developed by each History teacher were in accordance with the provisions. The average score of 89 lesson plans was 131 or 73%. The composition of the lesson plans components referred to the process standard in The Regulation of Ministry of Education and Culture No. 81A of 2013, The Regulation of Ministry of Education and Culture No. 103 of 2014, and The Regulation of Ministry of Education and Culture No. 22 of 2016.