Analysis of Implementation of Historical Thinking Construct in Historical Learning

DOI

10.2991/assehr.k.210618.035How to use a DOI?

Keywords

Historical Thinking, Historical Learning, Chronological Thinking

Abstract

There are many methods, models, strategies, and media that have developed rapidly for learning in recent decades, but none of them have been able to make historical learning achieve its maximum objectives In essence, history has a learning approach that rests on historical treasures itself, namely historical thinking, which includes; chronological thinking, causality thinking, interpretation, the three dimensions of time, and values. The purpose of this study is to analyze the implementation of historical thinking in history learning, especially in universities. The method used in this research is descriptive evaluative. The results showed that historical thinking has not been implemented optimally. This can be seen from the material design in the syllabus which emphasizes the chronology of events, the results of the questionnaire show that in general the lecturers have not trained students to historical thinking during lectures, and this finding is strengthened by the results of student interviews.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Hera Hastuti
PY  - 2021
DA  - 2021/06/21
TI  - Analysis of Implementation of Historical Thinking Construct in Historical Learning
BT  - Proceedings of the 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020)
PB  - Atlantis Press
SP  - 173
EP  - 177
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210618.035
DO  - 10.2991/assehr.k.210618.035
ID  - Hastuti2021
ER  -