Kecenderungan Rasa Cemas Siswa saat Belajar Sejarah: Analisis Bibliometrik Lintas-Negara
Abstract
Academic anxiety is a critical factor influencing the quality of history learning. Both difficult histories (e.g., war, genocide, colonialism) and high-stakes evaluation systems trigger cognitive, emotional, and social anxiety among students. This study aims to map the international research landscape on students’ anxiety in history education, identify cross-national patterns, and highlight pedagogical implications. The study employed a bibliometric analysis combined with a scoping review of Scopus-indexed articles and OECD-PISA reports (2010–2025). The corpus was drawn from leading journals in history and social studies education, complemented by studies from Latin America, Africa, East Asia, and Southeast Asia. Extracted variables included publication trends, research methods, national contexts, and reported dimensions of anxiety. Findings indicate a sharp increase in publications after 2018, with strong emphasis on emotional rules, historical empathy, and trauma-informed pedagogy. Student anxiety was found to emerge from the interplay between traumatic content, high-stakes assessments, and identity contestations. Cross-national patterns revealed identity-related anxiety (Spain, Chile, Argentina), performance anxiety linked to contemporary violence (Brazil, Mexico), and cognitive anxiety caused by identity dissonance (Japan). Anxiety in history education should not be seen merely as a barrier but as a pedagogical resource when managed through explicit feeling norms, scaffolded empathy, and low-stakes assessments. The study underscores the need for culturally validated, history-specific anxiety instruments and experimental trials of interventions in Global South contexts, including Indonesia.
Keywords: Academic anxiety; cross national comparison; trauma-informed pedagogy difficult histories; history education; historical empathy;
Abstrak
Kecemasan akademik merupakan faktor penting yang memengaruhi pembelajaran sejarah, terutama ketika materi mencakup difficult histories dan praktik evaluasi yang menekan. Penelitian ini memetakan tren riset tentang kecemasan siswa dalam pembelajaran sejarah serta mengidentifikasi pola lintas-negara dan implikasi pedagogisnya. Metode yang digunakan adalah analisis bibliometrik dan scoping review terhadap artikel jurnal internasional serta laporan OECD–PISA periode 2010–2025. Analisis mencakup tren publikasi, konteks negara, pendekatan metodologis, dan dimensi kecemasan yang dilaporkan. Hasil menunjukkan peningkatan signifikan publikasi pasca-2018, dengan fokus pada regulasi emosi, empati sejarah, dan pedagogi trauma-responsif. Kecemasan siswa muncul dari interaksi antara konten traumatik, evaluasi performatif, dan kontestasi identitas, dengan variasi lintas-negara. Studi ini menegaskan bahwa kecemasan dalam pembelajaran sejarah dapat berfungsi sebagai sumber daya pedagogis apabila dikelola melalui norma afektif, penguatan empati terstruktur, dan penilaian berisiko rendah.
Kata Kunci: kecemasan akademik; difficult histories; empati-sejarah; emosi; PISA; lintas-negara
Keywords
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DOI: https://doi.org/10.17509/historia.v8i2.90120
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