Utilization of Historical Sites in the City of Medan as a Resource for Learning Local History for UISU History Education Students

Since visually impaired students in Türkiye are subject to the general education curriculum, they may experience difficulties with the topics and activities included in the existing program. Especially in a subject like history, which involves abstract concepts, students can overcome these challenges more easily through activities specifically designed for them. In this context, the aim of the study is to develop the historical thinking skills and creativity of a group of visually impaired middle school students within the scope of the 5th grade "Journey to History" unit. The study is a qualitative research designed as an action research. The study group of the research consisted of 14 visually impaired 5th grade students, 5 girls and 9 boys, aged between 10 and 12, studying at a middle school for the visually impaired in Turkey in the 2022-2023 academic year. The data of the study were collected through face-to-face interviews with the students during the stages of the action research. The data obtained were transferred to the MAXQDA 2020 Plus qualitative data analysis program and analyzed with the descriptive analysis method and themes were created. According to the findings of the study, visually impaired students had the opportunity to develop their historical thinking skills and creativity. Students gained a deeper understanding of historical periods, chronological concepts and historical events. In particular, the processes that students learned by touching and feeling during museum activities improved their historical empathy and historical analysis skills. In addition to historical thinking skills, the activities also strengthened students' creative thinking skills. Within this process, the students had been informed about the ancient civilizations of Anatolia and their historical contexts, and these pieces of information had been expressed by creative writings and animations. Students gained a significant improvement in historical thinking and creativity skills. Braille timelines and museum activities made it possible for students to comprehend abstract history concretely. It was an effective example to reduce the difficulties faced in front of visually impaired students while studying history. This study aims to emphasize the importance of accessible teaching practices that support the historical thinking and creativity skills of visually impaired students, while also contributing to both the curriculum and teacher training for inclusive history education.

<p><b>This thesis examines how secondary students in Indonesia develop historical thinking skills through analysing documents and interpreting textbooks on a key historical event in Indonesia’s independence: the battle of Surabaya. Developing historical thinking skills poses a particular challenge in an Indonesian setting. Although history education has been largely aimed at fostering a spirit of nationalism and patriotism among younger people, the recent history curriculum (2013) requires teachers to foster historical thinking skills with their students. This poses a significant challenge for teachers who typically rely on lectures and textbooks with an official government perspective. Even those teachers who are motivated, have difficulties in accessing primary sources needed to stimulate students’ historical thinking. </b></p><p>There is a gap in the literature on historical thinking in Indonesia, and this research project contributes to how these challenges can be addressed. To examine how learning history through analysing documents and interpreting textbooks contribute to students’ historical thinking skills, this study was informed by the theoretical perspectives of critical pedagogy, cognitivism, threshold concepts, and connectivism. To collect and analyse the data, this study used a mixed methods intervention design. Participants in this study involved three history teachers from three different schools and 11th grade students (n = 191, age 16-19) that were divided into control and experimental groups. By using six data collection instruments, both quantitative and qualitative, this study conducted two phases of learning interventions. </p><p>Findings of this study show that analysing documents and interpreting textbooks (ADIT learning model) contributes to the development of students’ historical thinking skills. This was demonstrated by the experimental group who progressed better than those of the control group. However, both groups of students were challenged, especially when dealing with multiple sources and establishing their interpretative position. The findings of this study also show that the advancement of students’ historical thinking skills was closely related to students’ complex epistemic beliefs about history. Learning through analysing documents and interpreting textbooks, as well as using web-based historical sources, has proven to foster students’ historical thinking skills.</p>

<p><b>This thesis examines how secondary students in Indonesia develop historical thinking skills through analysing documents and interpreting textbooks on a key historical event in Indonesia’s independence: the battle of Surabaya. Developing historical thinking skills poses a particular challenge in an Indonesian setting. Although history education has been largely aimed at fostering a spirit of nationalism and patriotism among younger people, the recent history curriculum (2013) requires teachers to foster historical thinking skills with their students. This poses a significant challenge for teachers who typically rely on lectures and textbooks with an official government perspective. Even those teachers who are motivated, have difficulties in accessing primary sources needed to stimulate students’ historical thinking. </b></p><p>There is a gap in the literature on historical thinking in Indonesia, and this research project contributes to how these challenges can be addressed. To examine how learning history through analysing documents and interpreting textbooks contribute to students’ historical thinking skills, this study was informed by the theoretical perspectives of critical pedagogy, cognitivism, threshold concepts, and connectivism. To collect and analyse the data, this study used a mixed methods intervention design. Participants in this study involved three history teachers from three different schools and 11th grade students (n = 191, age 16-19) that were divided into control and experimental groups. By using six data collection instruments, both quantitative and qualitative, this study conducted two phases of learning interventions. </p><p>Findings of this study show that analysing documents and interpreting textbooks (ADIT learning model) contributes to the development of students’ historical thinking skills. This was demonstrated by the experimental group who progressed better than those of the control group. However, both groups of students were challenged, especially when dealing with multiple sources and establishing their interpretative position. The findings of this study also show that the advancement of students’ historical thinking skills was closely related to students’ complex epistemic beliefs about history. Learning through analysing documents and interpreting textbooks, as well as using web-based historical sources, has proven to foster students’ historical thinking skills.</p>

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 progressive

The changes that occur in history learning require critical thinking skill to support the teaching and learning process. The teacher needs to help students improve their historical thinking skill. This research aimed to a) find out and explain history teachers' understanding of historical thinking skill; b) explain the history teachers' strategy in integrating historical thinking skills through academic discussion activity; and c) know the factors that influence history teachers in integrating historical thinking skill through academic discussion activity. This research was qualitative research by using case study method. The research was conducted in SMA N 1 Sangatta Utara, with the research subjects were two history teachers and six students of XI class. Data collected by using observation, interview, and documentation techniques. Data analysis technique used Miles and Huberman model. The research result showed that a) the teachers understand historical thinking skill before conducting history learning by using academic discussion; b) the teachers' strategy in integrating historical thinking skill with academic discussipn was giving instruction gradually to students so that they can understand the use of historical thinking skill in history learning in academic discussion; and c) there are two factors that influence the teachers to integrate historical thinking skill and academic discussion namely a change in education system, and students condition which do not understand historical material and unable of students to develop critical thinking skills in history learning.

The applications of Historical Thinking Skills in teaching and History learning have become more attention among researchers in Malaysia after the Standard Curriculum of Secondary Schools for History education was launched by the Ministry of Education in 2016. Historical Thinking Skills are consisting five skills such as understanding the chronology, discovering historical evidence, making interpretation, imagination, and rationalization that can help the students cognitively to understand the process of using the historical information, it's including deciphering context, perspective, point of view, and the perceived facts to understand the past or thinking like as historian. Furthermore, Historical Thinking Skills have been more important as the appropriate skills in history learning, especially for students on how to learn the history subject authentically and dynamically than only memorizing historical facts and events. On top of that, Historical Thinking Skills were compulsory skills which are used in teaching and history learning who must be mastered by students and also teachers in Malaysia with desired the students' aspirations in which embodied in the Malaysian Education Development Plan (2013-2025) can be achieved which is to develop thinking skills among them. As a history teacher, the applications of Historical Thinking Skills must be fostered to their students in which also was emphasized in Standard Document for Curriculum and Assessment of History subject. However, the applications of Historical Thinking Skills in teaching and History learning having many issues, problems, and challenges that acquired by researchers whether it becomes more rhetoric or reality which be the points in our discussion.

This study aims to explain how to apply historical thinking skills in the kurikulum merdeka in history subjects for classes X and XI. The concept of historical thinking skills used in this study uses Peter Seixas's six historical thinking skills (The Big Six). The method used in this research is qualitative. The data used as research sources are interviews, observations, and documents of teacher learning tools and student assignments. The results of this study indicate that: (1) Teachers and students know well the concept of the Kurikulum merdeka, (2) The teacher already knows well the concept of Peter Seixas' historical thinking skills, (3) The process of learning History at SMA 42 Jakarta has implemented the concept of Kurikulum merdeka (4) The History Learning Process at SMA 42 Jakarta has applied Peter Seix's historical thinking skills. This research implies that Peter Seixas' historical thinking skills can be applied to learning history.

This study developed a textbook for the Local History of Tulang Bawang to improve the historical thinking skills of eleventh-grade social science students. This study is development research employing the ADDIE model as its development design with the following stages: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The trial subjects consisted of expert trials consisting of material experts, media experts, and small group trials involving 6 students. Then, field trials were carried out in the eleven-social-one class as a treatment class. The data were collected through questionnaires, observation, and documentation. The obtained data were analyzed using qualitative and quantitative analysis. Product effectiveness was tested by comparing the historical thinking skills of students in eleven science one class as the experimental class and eleven science two as the control class. The results of the study found that 1) the local history textbook of Tulang Bawang was developed using the ADDIE model steps. 2) The local history textbook of Tulang Bawang was able to improve historical thinking skills. After using development products, there was a difference in learning outcomes of 0.50 with moderate criteria indicating that the development product is effective in improving students’ historical thinking skills. 3) The learning activities of eleven social one class which used the Tulang Bawang local history textbook were more effective than the eleven social two class which did not use the Tulang Bawang local history textbook.

In line with the 21st Century Learning age, Project-Based Learning is a form of pedagogy capable of inculcating creativity and critical thinking skills among primary school pupils. Project-Based Learning is rarely carried out for teaching History. The use of Project-Based Learning in History could potentially improve pupils' Historical Thinking Skills ability. Historical Thinking Skills is essential to help develop the pupils' cognitive and empathy values toward a certain topic in their History lessons. This concept paper will discuss the use of Project-Based Learning method to improve Historical Thinking Skills on the primary school level. This discussion will focus on the advantages, issues and challenges to use Project-Based Learning in the History subject. Additionally, this concept paper will also discuss previous researches related to the implementation of Project-Based Learning in teaching History. This discussion will hopefully be able to provide an alternative pedagogy for History teachers to improve the Historical Thinking Skills ability and expand the knowledge and values among the pupils.

The purpose of this study is to analyze how the integration of the RBL-STEAM learning model with the Pictorial Riddle method, supported by Assemblr-Edu media, can enhance students’ historical thinking skills in world history courses. This research employs a hybrid methodology, combining qualitative and quantitative approaches. A pretest-posttest nonequivalent group design was utilized, where two groups received different educational interventions. The experimental group was exposed to the RBL- STEAM model integrated with the Pictorial Riddle technique and Assemblr-Edu media, while the control group received only the standard RBL-STEAM instruction. The integration of RBL-STEAM with the Pictorial Riddle technique and Assemblr-Edu media significantly enhances students' abilities to critically analyze, contextualize, and interpret historical events and sources. This approach not only fosters deeper engagement and understanding but also demonstrates a marked improvement in historical thinking skills compared to traditional RBL-STEAM methods. Additionally, student experiences were further analyzed using NVivo software, and Smart-PLS was employed to explore the relationships between RBL-STEAM variables and historical thinking skills. The analysis of the post-test data using SPSS and the independent samples t-test revealed a significant Sig value of 0.015 (<0.05). This indicates a statistically significant difference in the historical thinking skills scores between the experimental and control groups, with the experimental group showing superior outcomes. The results of the study indicate that implementing the RBL-STEAM model of teaching through the use of pictorial riddle and its integration with the Assemblr-Edu augmented reality learning media may enhance students' historical thinking abilities.

The aims of this research are (1) to plan history learning using the Merdeka curriculum for historical thinking skills, (2) to improve the Merdeka curriculum in relation to aspects of history learning for historical thinking skills, and (3) As an evaluation of history teaching and learning activities based on thinking skills. Merdeka Curriculum Aspects of Historical Thinking Skills in SMA Pasundan 2 Cimahi, Especially in Schools that Implement the Merdeka Curriculum. This research applies qualitative methods with a case study approach. The data sources are informants: teachers, students, documents, curriculum, and historical thinking skills. Research findings show that (1) Merdeka Curriculum history learning planning is carried out by teachers who prepare their own ATP and learning modules; However, one of the schools where he could use KOSP was closed, and the teachers at both schools did not know the whereabouts and contents of his KOSP. (2) Implementation of history learning depends on student performance. There are several learning processes that do not follow learning principles, such as Education modules that are not prepared. PLP students take classes based on a unique curriculum. There are no student teaching evaluations for teachers. There are also monotonous learning methods, less situational learning, and unused social studies books. (3) In evaluating teaching and learning activities, there are several cases where the implementation does not follow the principles of teaching and learning evaluation based on the Merdeka Curriculum. Teaching and learning activities in history classes are not in line with assessment principles. There are no student self-assessments or peer assessments, no in-module assessment rubrics, and no post-test quizzes. However, teachers have tried to adhere to some principles and implement their own curriculum as closely as possible. Implementing the Merdeka Curriculum from the perspective of historical thinking skills in history education can be adapted to the implementation of the Merdeka Curriculum established by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia.

Historical thinking skills are fundamental for enabling students to engage critically with the past, yet their connection to local history awareness remains underexamined in the Philippine context. This study explores the relationship between undergraduate students’ awareness of two pivotal resistance movements in Bohol – the Tamblot Revolt (1621–1622) and the Dagohoy Rebellion (1744-1829) – and their self-reported proficiency in three core dimensions of historical thinking: time and chronology perception, historical inquiry, and historical empathy. The research surveyed 275 students enrolled in the Readings in Philippine History course at a state university in Central Philippines during the first semester of the 2024-2025 academic year. The Historical Thinking Skills Scale (HTSS) measured self-perceived competencies via a Likert-type instrument covering temporal ordering, source analysis, and affective perspective-taking. Awareness of the local movements was assessed through a tailored multiple-choice test, calibrated via pilot-item analysis to ensure adequate difficulty, discrimination, and reliability. 61.1% of participants fell into the “Completely Unaware” category, while only 22.5% demonstrated “Excellent Awareness.” Conversely, a majority of students reported “Good” to “Excellent” skills in historical inquiry (87%) and time perception (69%), though fewer (68%) achieved comparable levels in empathy. Spearman’s Rho correlation coefficients indicated negligible, non-significant associations between awareness scores and each historical thinking dimension (ρ ranging from –0.024 to 0.002, p > 0.05). Although students may self-report general historical thinking abilities, they often lack specific knowledge of locally significant events. The absence of a significant relationship underscores the compartmentalization of local history within the broader narrative of Philippine history education.

Inculcation historical thinking skills is influenced by the competence of history teachers using digital history resources. However, the inculcate of historical thinking skills in teaching history was found to be at a moderate level among history teachers. History teachers only use teacher-centered teaching strategies in teaching history. Therefore, history teachers need to increase their competence in the use of digital history resources. This study aims to determine the relationship between teacher competence in the use of digital history resources and the inculcation of historical thinking skills. The design of this study is a correlational survey study. The study respondents were 92 history teachers from primary schools. Study respondents were selected through a simple random purposive sampling technique. This study uses a questionnaire as a research instrument. The questionnaire was modified based on the objectives of the study and confirmed by history experts. The reliability value of this instrument is good. The results of this study shows that the competence of using digital history resources has a significant positive relationship with the inculcation of historical thinking skills among history teachers. Knowledge competence (r=0.75) in the use of digital history resources has a very high linear relationship significantly to the inculcation of historical thinking skills. Meanwhile, attitude competence (r=0.63) and skills competence (r=0.62) in the use of digital history resources have a positive linear relationship to the inculcation of historical thinking skills. However, the knowledge competence of using digital history resources contributes the most to the inculcation of historical thinking skills. Thus, the Malaysian Ministry of Education should run a course on digitization of education to improve the competence of history teachers to use digital historical resources. In conclusion, history teachers can achieve learning objectives through teaching methods that integrate historical thinking skills and digital history resources.

The purpose of this study was to explore history teachers’ inclination toward the goals of teaching disciplinary history, active teaching methods, and their experiences with historical thinking skills during their college education and their classroom practices. The qualitative thematic analysis explores how secondary school history teachers’ beliefs and background knowledge about their subject matter influence classroom practices. It focuses on their conceptions of history and historical thinking, teaching goals, teaching methods, and instructional materials. The results revealed that teachers’ educational training and history courses significantly influence their disciplinary knowledge and teaching practices. In the quantitative phase, the findings reveal that the status of teacher experiences and efficacy with all the historical thinking skills indicators, namely, sourcing, contextualization, corroboration and explicit instruction, varies as revealed in the result section. To address this issue, the researchers suggested the need for teachers to update their professional development and incorporate historical thinking skills into classroom activities, fostering engagement and agency, and intensive training for in-service history teachers. In this preliminary phase, we use these exploratory findings and research on teachers’ conceptions of their discipline and practices of historical thinking skills to propose an interventional framework for teaching history.

The development of historical thinking skills is a significant accomplishment in achieving history learning objectives, and it requires special attention. To enhance these skills, students must practice historical research methods, which can support their historical thinking abilities. Through RnD, this study aims to improve students' historical thinking skills by creating innovative learning models. The research results indicate that the implementation of the developed product had a positive impact. The t-test post test of multiple choice questions in both classes showed a sig (2-tailed) level of 0.000, and the post test of historical thinking skills also showed a sig (2-tailed) level of 0.000. Both gains were below 0.05, indicating an average post-test difference in multiple choice and historical thinking skills in both classes. Based on the t-test results, we can conclude that the product positively affected the experimental class's learning outcomes and historical thinking skills.