Analisis Pembelajaran Inquiry-Based Learning dengan Media Digital pada Saluran YouTube Inspect History

Gabriela Kusuma Wardani; Djono Djono

doi:10.55606/lencana.v4i3.6348

Authors

Gabriela Kusuma Wardani Universitas Sebelas Maret
Djono Djono Universitas Sebelas Maret

DOI:

https://doi.org/10.55606/lencana.v4i3.6348

Keywords:

Digital Media, History Learning, Inquiry-Based Learning, Inspect History, YouTube

Abstract

The stigma that history is a boring subject that heavily relies on passive memorization remains a major challenge in formal education. On the other hand, rapid digital technology advancements have significantly shifted the landscape of history learning toward informal spaces, particularly through creative video documentary essays on YouTube. This study aims to analyze the implementation of Inquiry-Based Learning (IBL) concepts within the digital content of the popular Indonesian history channel, Inspect History. Using a qualitative descriptive approach with content analysis methods, this study examines selected high-engagement videos based on four core inquiry indicators: problem formulation, data or evidence exploration, causal analysis, and logical conclusion drawing. The results indicate that Inspect History's structured visual narratives, historical data triangulation, and tactical map animations successfully simulate a rigorous historical investigation process for the audience. Furthermore, the comment section actively serves as an informal community of inquiry where viewers engage in critical, cross-referenced historical debates. This study concludes that well-curated digital media has significant potential to support critical history education and independent learning outside traditional classrooms. Thus, teachers can utilize this media as an innovative instructional trigger to stimulate students' historical thinking skills.

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