The Development of Local History Learning Model Based on Progressivism to Promote Historical Thinking Skills
DOI:
https://doi.org/10.31958/jt.v25i1.5831Keywords:
Historical thinking skills, local history, progressivism paradigm.Abstract
The issue is that history is generally taught in schools in a conventional manner, relying solely on textbook explanations and attempting to gather facts about what happened in the past. As a result, history classes have always come to be associated with memorization and recollection of past events, making it harder for students to acquire higher-order thinking abilities like historical thinking. To distribute the potential that students must possess, relevant paradigms, methods, tactics, models, and processes must be used to develop historical thinking abilities. The goal of this research is to develop a local history learning model based on the progressivism paradigm that will aid students in improving their historical thinking abilities. This study is a development studies project based on Thiagarajan, Semmel, and Semmel's 4D development design. The research stage is modified according to the needs and goals of the study. Interviews, open questionnaires, validation sheets, and historical thinking skills tests were used to gather data for the study. This study enlisted the participation of 160 students from Riau University's history education program. Our study's findings show that the local history learning model based on the progressive paradigm was valid and reliable as a learning model in local history learning and had a significant impact on students at Riau University's think historically. The summative evaluation indicated that the progressivism-based local history learning model was extremely effective in improving higher-order thinking abilities like historical thinking. Therefore, educators, including lecturers and teachers, may utilize this progressiveReferences
Anbiya, B. F., Nurdin, E. S., & Rizal, A. S. (2020). Filsafat Progresivisme dan Implikasinya terhadap Pendidikan Kewarganegaraan Sebagai General Education di Indonesia. Civic Culture, 4(301–311), 301–311.
Casagrand, J., & Semsar, K. (2017). Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes. Advances in Physiology Education, 41(2), 194–202. https://doi.org/10.1152/advan.00102.2016
Claravall, E. B., & Irey, R. (2021). Fostering historical thinking: The use of document based instruction for students with learning differences. Journal of Social Studies Research, xxxx, 1–16. https://doi.org/10.1016/j.jssr.2021.08.001
Culminas-Colis, M. V., Reyes, W. M., & Garcia, E. B. (2016). Teaching historical thinking skills through “reading like a historian” method. The Normal Light, 10(1), 56-77.
Dawson, I. (1989). The Schools History Project: A Study in Curriculum Development. The History Teacher, 22(3), 221. https://doi.org/10.2307/492862
Fadlillah, M. (2017). ALIRAN PROGRESIVISME DALAM PENDIDIKAN DI INDONESIA M . Fadlillah Universitas Muhammadiyah Ponorogo Email : fadly_ok@yahoo.co.id. Dimendi Pendidikan Dan Pembelajaran, 5(1), 17–24.
Fadriati, F. (2017). a Model of Discovery Learning Based - Text Book of Character and Islamic Education: an Accuracy Analysis of Student Book in Elementary School. Ta’dib, 20(2), 188. https://doi.org/10.31958/jt.v20i2.1019
Faiz, A., & Kurniawaty, I. (2020). Konsep Merdeka Belajar Pendidikan Indonesia Dalam Perspektif Filsafat Progresivisme. Konstruktivisme : Jurnal Pendidikan Dan Pembelajaran, 12(2), 155–164. https://doi.org/10.35457/konstruk.v12i2.973
Ganapathy, M. G., Singh, M. K. M., Kaur, S., & Kit, L. W. (2017). Promoting higher order thinking skills via teaching practices. 3L: Language, Linguistics, Literature, 23(1), 75–85. https://doi.org/10.17576/3L-2017-2301-06
Gestsdóttir, S. M., van Boxtel, C., & van Drie, J. (2018). Teaching historical thinking and reasoning: Construction of an observation instrument. British Educational Research Journal. https://doi.org/10.1002/berj.3471
Gestsdóttir, S. M., van Drie, J., & van Boxtel, C. (2021). Teaching historical thinking and reasoning: Teacher beliefs. History Education Research Journal, 18(1). https://doi.org/10.14324/herj.18.1.04
Hadi, N. F., & Khojir. (2021). Analysis of the Relationship between “ merdeka belajar” and the Progressivism Philosophy. Almufi Journal of Measurement, Assessment, and Evaluation Education, 1(2), 106–114.
Herawati, S., & Fajar, N. (2017). Development of a Thinking Skill Teaching Model in Disain Pembelajaran Subject. Ta’dib, 20(2), 1. https://doi.org/10.31958/jt.v20i1.669
Joyce, B., & Weil, M. (1972). Models of Teaching. Prentice-Hall
Korgan, C., Eagan, K., & Nosal, A. (2018). Educating tomorrow’s reformists: factors affecting the development of undergraduates’ social progressivism. Social Identities, 24(6), 795–816. https://doi.org/10.1080/13504630.2017.1376282
Lévesque, S., & Clark, P. (2018). Historical thinking: Definitions and educational applications. The Wiley international handbook of history teaching and learning, 119-148. https://doi.org/10.1002/9781119100812.ch5
Lufri, L., Elmanazifa, S., & Anhar, A. (2021). the Effect of Problem-Based Learning Model in Information Technology Intervention on Communication Skills. Ta’dib, 24(1), 46. https://doi.org/10.31958/jt.v24i1.2456
Martínez-Hita, M., Gómez-Carrasco, C. J., & Miralles-Martínez, P. (2021). The effects of a gamified project based on historical thinking on the academic performance of primary school children. Humanities and Social Sciences Communications, 8(1), 1–10. https://doi.org/10.1057/s41599-021-00796-9
Nandy Intan Kurnia. (2021). The Philosophical Foundation of the School Literacy Movement in Indonesia. Jurnal Pendidikan, 22(2), 91–101. https://doi.org/10.33830/jp.v22i2.1891.2021
Nurdiansyah, N. (2021). Pemanfaatan sejarah lokal kerajaan siak sebagai sumber belajar untuk mengembangkan kesadaran sejarah siswa. Jurnal Studi Guru Dan Pembelajaran, 4(2), 518–527.
Peck C., & Seixas P. (2008). Benchmarks of historical thinking: First steps. Canadian Journal of Education, 31(4):1015-38. https://bit.ly/3FIZoqh
Seixas P., & Morton T. (2013). The big six historical thinking concepts. https://bit.ly/3FX9lB8
Seixas, P. (2017). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593-605. https://doi.org/10.1080/00131857.2015.1101363
Seixas, P., Gibson, L., & Ercikan, K. (2015). A design process for assessing historical thinking: The case of a One-Hour Test. In K. Ercikan & P. Seixas (Eds), New Directions in Assessing Historical Thinking (pp.102-116). Routledge. https://doi.org/10.4324/9781315779539
Richardo, R., Eliana, H. U., & Cahdriyana, R. A. (2021). Progresivisme dan Perspektifnya terhadap Pembelajaran di Era Pandemi Covid-19. Idealmathedu: Indonesian Digital Journal of Mathematics and Education, 8(1), 35–43. https://doi.org/10.53717/idealmathedu.v8i1.268
Singh, R. K. A., Singh, C. K. S., M. T. M., T., Mostafa, N. A., & Singh, T. S. M. (2017). A Review of Research on the Use of Higher Order Thinking Skills to Teach Writing. International Journal of English Linguistics, 8(1), 86. https://doi.org/10.5539/ijel.v8n1p86
Surandi, S., Supardi, S., & Setiawan, J. (2020). the Implementation of Radin Inten Ii’S Nationalism Resistance Values Within Local History Learning. Ta’dib, 23(2), 145. https://doi.org/10.31958/jt.v23i2.1721
Sutimin, L. A., Joebagio, H., Sariyatun, Hum, M., & Abidin, N. F. (2018). The development of deconstructive learning history model to promote the higher order thinking skill of university students. New Educational Review. https://doi.org/10.15804/tner.2018.51.1.01
Sutopo, A., Setiawan, Z., & Prayitno, H. J. (2022). Progressive Learning with a Prophetic Approach at SMA Muhammadiyah PK Surakarta. Proceedings of the International Conference of Learning on Advance Education (ICOLAE 2021), 662(Icolae 2021). https://doi.org/10.2991/assehr.k.220503.133
Thiagarajan, S., Semmel, D.S., & Semmel, M.I. (1974). Instructional development for
training teachers of exceptional children: a sourcebook. Center for Innovation in Teaching the Handicapped.
Zahroh, S. (2020). Integrating Higher-Order Thinking Skills (HOTS) to Increase Students’ Productive Skills. International Journal of Social Science and Humanity, 2016, 1–12.
Casagrand, J., & Semsar, K. (2017). Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes. Advances in Physiology Education, 41(2), 194–202. https://doi.org/10.1152/advan.00102.2016
Claravall, E. B., & Irey, R. (2021). Fostering historical thinking: The use of document based instruction for students with learning differences. Journal of Social Studies Research, xxxx, 1–16. https://doi.org/10.1016/j.jssr.2021.08.001
Culminas-Colis, M. V., Reyes, W. M., & Garcia, E. B. (2016). Teaching historical thinking skills through “reading like a historian” method. The Normal Light, 10(1), 56-77.
Dawson, I. (1989). The Schools History Project: A Study in Curriculum Development. The History Teacher, 22(3), 221. https://doi.org/10.2307/492862
Fadlillah, M. (2017). ALIRAN PROGRESIVISME DALAM PENDIDIKAN DI INDONESIA M . Fadlillah Universitas Muhammadiyah Ponorogo Email : fadly_ok@yahoo.co.id. Dimendi Pendidikan Dan Pembelajaran, 5(1), 17–24.
Fadriati, F. (2017). a Model of Discovery Learning Based - Text Book of Character and Islamic Education: an Accuracy Analysis of Student Book in Elementary School. Ta’dib, 20(2), 188. https://doi.org/10.31958/jt.v20i2.1019
Faiz, A., & Kurniawaty, I. (2020). Konsep Merdeka Belajar Pendidikan Indonesia Dalam Perspektif Filsafat Progresivisme. Konstruktivisme : Jurnal Pendidikan Dan Pembelajaran, 12(2), 155–164. https://doi.org/10.35457/konstruk.v12i2.973
Ganapathy, M. G., Singh, M. K. M., Kaur, S., & Kit, L. W. (2017). Promoting higher order thinking skills via teaching practices. 3L: Language, Linguistics, Literature, 23(1), 75–85. https://doi.org/10.17576/3L-2017-2301-06
Gestsdóttir, S. M., van Boxtel, C., & van Drie, J. (2018). Teaching historical thinking and reasoning: Construction of an observation instrument. British Educational Research Journal. https://doi.org/10.1002/berj.3471
Gestsdóttir, S. M., van Drie, J., & van Boxtel, C. (2021). Teaching historical thinking and reasoning: Teacher beliefs. History Education Research Journal, 18(1). https://doi.org/10.14324/herj.18.1.04
Hadi, N. F., & Khojir. (2021). Analysis of the Relationship between “ merdeka belajar” and the Progressivism Philosophy. Almufi Journal of Measurement, Assessment, and Evaluation Education, 1(2), 106–114.
Herawati, S., & Fajar, N. (2017). Development of a Thinking Skill Teaching Model in Disain Pembelajaran Subject. Ta’dib, 20(2), 1. https://doi.org/10.31958/jt.v20i1.669
Joyce, B., & Weil, M. (1972). Models of Teaching. Prentice-Hall
Korgan, C., Eagan, K., & Nosal, A. (2018). Educating tomorrow’s reformists: factors affecting the development of undergraduates’ social progressivism. Social Identities, 24(6), 795–816. https://doi.org/10.1080/13504630.2017.1376282
Lévesque, S., & Clark, P. (2018). Historical thinking: Definitions and educational applications. The Wiley international handbook of history teaching and learning, 119-148. https://doi.org/10.1002/9781119100812.ch5
Lufri, L., Elmanazifa, S., & Anhar, A. (2021). the Effect of Problem-Based Learning Model in Information Technology Intervention on Communication Skills. Ta’dib, 24(1), 46. https://doi.org/10.31958/jt.v24i1.2456
Martínez-Hita, M., Gómez-Carrasco, C. J., & Miralles-Martínez, P. (2021). The effects of a gamified project based on historical thinking on the academic performance of primary school children. Humanities and Social Sciences Communications, 8(1), 1–10. https://doi.org/10.1057/s41599-021-00796-9
Nandy Intan Kurnia. (2021). The Philosophical Foundation of the School Literacy Movement in Indonesia. Jurnal Pendidikan, 22(2), 91–101. https://doi.org/10.33830/jp.v22i2.1891.2021
Nurdiansyah, N. (2021). Pemanfaatan sejarah lokal kerajaan siak sebagai sumber belajar untuk mengembangkan kesadaran sejarah siswa. Jurnal Studi Guru Dan Pembelajaran, 4(2), 518–527.
Peck C., & Seixas P. (2008). Benchmarks of historical thinking: First steps. Canadian Journal of Education, 31(4):1015-38. https://bit.ly/3FIZoqh
Seixas P., & Morton T. (2013). The big six historical thinking concepts. https://bit.ly/3FX9lB8
Seixas, P. (2017). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593-605. https://doi.org/10.1080/00131857.2015.1101363
Seixas, P., Gibson, L., & Ercikan, K. (2015). A design process for assessing historical thinking: The case of a One-Hour Test. In K. Ercikan & P. Seixas (Eds), New Directions in Assessing Historical Thinking (pp.102-116). Routledge. https://doi.org/10.4324/9781315779539
Richardo, R., Eliana, H. U., & Cahdriyana, R. A. (2021). Progresivisme dan Perspektifnya terhadap Pembelajaran di Era Pandemi Covid-19. Idealmathedu: Indonesian Digital Journal of Mathematics and Education, 8(1), 35–43. https://doi.org/10.53717/idealmathedu.v8i1.268
Singh, R. K. A., Singh, C. K. S., M. T. M., T., Mostafa, N. A., & Singh, T. S. M. (2017). A Review of Research on the Use of Higher Order Thinking Skills to Teach Writing. International Journal of English Linguistics, 8(1), 86. https://doi.org/10.5539/ijel.v8n1p86
Surandi, S., Supardi, S., & Setiawan, J. (2020). the Implementation of Radin Inten Ii’S Nationalism Resistance Values Within Local History Learning. Ta’dib, 23(2), 145. https://doi.org/10.31958/jt.v23i2.1721
Sutimin, L. A., Joebagio, H., Sariyatun, Hum, M., & Abidin, N. F. (2018). The development of deconstructive learning history model to promote the higher order thinking skill of university students. New Educational Review. https://doi.org/10.15804/tner.2018.51.1.01
Sutopo, A., Setiawan, Z., & Prayitno, H. J. (2022). Progressive Learning with a Prophetic Approach at SMA Muhammadiyah PK Surakarta. Proceedings of the International Conference of Learning on Advance Education (ICOLAE 2021), 662(Icolae 2021). https://doi.org/10.2991/assehr.k.220503.133
Thiagarajan, S., Semmel, D.S., & Semmel, M.I. (1974). Instructional development for
training teachers of exceptional children: a sourcebook. Center for Innovation in Teaching the Handicapped.
Zahroh, S. (2020). Integrating Higher-Order Thinking Skills (HOTS) to Increase Students’ Productive Skills. International Journal of Social Science and Humanity, 2016, 1–12.
Downloads
Published
2022-06-30
How to Cite
Fikri, A., Mahdum, M., & Isjoni, I. (2022). The Development of Local History Learning Model Based on Progressivism to Promote Historical Thinking Skills. Ta’dib, 25(1), 105–116. https://doi.org/10.31958/jt.v25i1.5831
Issue
Section
Artikel
License
Copyright (c) 2022 Asyrul Fikri, Mahdum Mahdum, Isjoni Isjoni
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a?áCreative Commons Attribution License?á(CC-BY-NC)?áthat allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
