This study aims to examine the effect of problem-based learning models on the achievement of student learning outcomes in History subjects. This research was conducted at Pusaka 1 Jakarta Senior High School. The method used in this research is quantitative quasi-experimental with a nonequivalent control group design model. The population in this study were all students of class XI IPS as many as four classes at SMAS Pusaka 1 Jakarta. The research sample was determined by purposive sampling technique to determine one class as an experimental class using a problem-based learning model and another class as a control class using conventional learning models. The results of hypothesis testing using the t test, obtained tcount = 9.25,> from ttable = 1.99. Thus, Ho is rejected and Ha is accepted, so it can be concluded that there is a significant influence between problem-based learning models in online learning settings on cognitive learning outcomes of class XI IPS at SMAS Pusaka 1 Jakarta on History Subjects.

Rendahnya keterampilan berpikir historis mahasiswa yang ditandai dengan kecenderungan melihat peristiwa masa lalu dengan “kacamata” masa kini menjadi salah satu permasalahan dalam pembelajaran sejarah di Program Studi Pendidikan Sejarah, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Cenderawasih. Salah satu langkah yang dilakukan untuk mengatasi persoalan tersebut adalah mengupayakan pembelajaran sejarah yang kontekstual berupa napak tilas peninggalan sejarah perang dunia II di Kabupaten Biak Numfor. Metode yang digunakan dalam pengabdian ini adalah menelusuri langsung (napak tilas) peninggalan sejarah perang dunia II. Hasil kegiatan pengabdian ini menunjukan semangat dan antusiasme mahasiswa selama mengikuti kegiatan napak tilas. Selain itu hasil evaluasi menunjukan bahwa mahasiswa mampu mengkonstruksikan berpikir historisnya dalam mengerjakan tugas laporan hasil temuan. Diharapkan kegiatan pengabdian selanjutnya untuk meningkatkan literasi sejarah mahasiswa agar mereka mampu memahami berbagai peristiwa sejarah.

<p><em>This research is motivated by differences in personality types that caused by differences in thinking abilities which also have an impact on student learning outcomes. The purposes of this study was to identify and analyze the personality types of students and their implications for learning history at SMAS Pusaka 1 Jakarta. The personality types that used in this study are extrovert and introvert personality types according to Carl Gustaf Jung </em>(Arip et al., 2017)<em>. The subjects in this study were students of class XI IPS at SMAS Pusaka 1 Jakarta for the 2020/2021 school year. The method used in this research is descriptive qualitative using a questionnaire to collect data on student personality types and then analyzed descriptively. The results showed that extrovert students were more able to build work communication in groups so that they could find more information related to the problems given. However, the information managed by extrovert students is still superficial and less logical. Meanwhile, introverted students are able to use information in answering the problems given by in-depth analysis. The implication of this research is teachers must be able to better understand the personality types of students, both extrovert and introvert to generate more effective learning.</em></p>