Teachers' Implementation of the Joyful Learning Strategy in Tenth-Grade History Class at MAN 2 Poso

Abstract

This study aims to determine the implementation of the Joyful Learning strategy in Grade X History subjects at MAN 2 Poso. The research is backgrounded by History education in high schools, which still faces low student interest and learning motivation—particularly among Generation Z students who have shorter attention spans and are more responsive to visual and interactive learning. This condition is further exacerbated by scheduling History classes during critical hours when student concentration declines, causing students to be passive and leading to sub-optimal learning outcomes. Joyful Learning is an enjoyable and engaging learning approach that enables students to focus their attention on the ongoing lesson.This study utilized a qualitative approach with a descriptive research type. The research subjects were teachers and Grade X students, with data collection techniques comprising observation, interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing/verification. The results of this study indicate that the implementation of the Joyful Learning strategy is effectively applied to Grade X History learning at MAN 2 Poso, as it creates a fun, student-centered learning environment and holistically supports the achievement of 21st-century competencies. It is recommended that History teachers develop innovative learning based on Joyful Learning to overcome student boredom during critical learning hours.