Integrasi aplikasi Tiktok berbasis Project-Based Learning untuk meningkatkan kreativitas siswa dalam pembelajaran Sejarah

Abstract

This classroom action research explores the effectiveness of integrating the TikTok application within project-based learning to enhance students’ creativity in history education. The study was conducted at SMA Pasundan 3 Bandung, addressing the issue of low creativity caused by conventional, textbookoriented teaching. Using John Elliot’s Classroom Action Research model, the study involved two cycles of planning, action, observation, and reflection. TikTok served as a digital medium for students to design and present historical content creatively. The results show a steady improvement in creativity across the cycles. In Cycle I, students’ creativity was rated as fairly good, while in Cycle II all groups achieved the good category. This progress was evident in students’ ability to develop chronological narratives, generate original ideas, and present distinctive outputs. The study concludes that TikTok-based project learning effectively promotes creativity and engagement in history learning. Theoretically, it contributes to digital pedagogy discourse, while practically offering teachers an innovative, replicable framework for integrating social media as a creative learning platform.