Kreativitas Guru Sejarah Kebudayaan Islam Dalam Implementasi Pembelajaran Abad 21 Di MTS Expga Univa Medan

Abstract

This research is motivated by the critical importance of repositioning the teacher's role in transforming history learning—which tends to be monotonous—into an interactive experience that aligns with 21st-century demands through the integration of 4C skills (Critical Thinking, Creativity, Collaboration, Communication). The purpose of this study is to analyze the creativity of the SKI (Islamic Cultural History) teacher in designing learning tools and media, identify the implementation process of 4C skills in the classroom, and map the supporting and inhibiting factors experienced by the teacher in realizing creative and innovative learning. This study employed a descriptive qualitative approach. Data collection was carried out through in-depth interviews, observation, and documentation involving the SKI Teacher, the Headmaster, the Vice Headmaster of Curriculum, and ten students at MTs ExPGA Univa Medan in May 2026. The results of the study revealed three main findings. First, the SKI teacher's creativity in designing learning tools is highly relevant to 21st-century demands through the transformation from conventional print to digital media, utilizing Canva slides, video documentaries, animated maps, interactive PDF modules, and gamified assessments via Quizizz and Kahoot!. Second, the integration process of 4C skills in the classroom is systematically implemented and student-centered, starting from presenting historical problems (critical thinking), forming heterogeneous groups (collaboration and creativity), to presentation activities and role-playing simulations (communication). Third, this creative learning is driven by supporting factors such as the headmaster's digital facility budget policy, IT workshops organized by the vice headmaster of curriculum, and the students' high enthusiasm and learning outcomes. However, the process is still hindered by structural-technical inhibiting factors, namely the limited number of projector units at the school and narrow lesson time allocations, rooted in the institution's budgetary constraints.