Students’ Reflective and Contextualization Abilities in History Learning under the Merdeka Curriculum at SMA Negeri 3 Surakarta

Abstrak

This study aims to analyze the level and characteristics of students’ reflective and contextualization abilities in history learning under the Merdeka Curriculum at SMA Negeri 3 Surakarta. The study employed a mixed-methods approach with an exploratory sequential design. Data were collected through questionnaires, interviews, observations, and document analysis. Quantitative sampling used multistage cluster random sampling, while qualitative informants were selected purposively. The findings indicate that students’ reflective and contextualization abilities were at a moderate level. The mean score for reflective ability was 20.3232, while the mean score for contextualization ability was 12.4512. In reflection, students were relatively capable of describing their learning experiences and expressing their feelings, but they experienced difficulties in evaluation and analysis. In contextualization, students performed relatively well at the enactive stage but experienced difficulties at the iconic stage, particularly in visually representing their historical understanding. Students with high ability were able to analyze their learning experiences and connect historical understanding with everyday life. These findings indicate the need for guided reflection as well as the use of direct experiences and visual media to strengthen students’ reflective and contextual abilities. Conversely, students with moderate and low abilities still require support in evaluating experiences, developing improvement strategies, and consistently connecting historical concepts with real-life contexts in learning.