Evaluating Historical Thinking Development Through an ADDIE Based History Learning Model in Secondary Education
DOI:
https://doi.org/10.59890/ijels.v4i10.96Keywords:
ADDIE, History Learning, Historical Thinking, Quasi-Experimental, Secondary EducationAbstract
The development of students' historical thinking skills is an important challenge in history education because it is related to the ability to critically analyze, evaluate, and understand past events. This study aims to evaluate the influence of ADDIE-based historical learning models on the development of historical thinking of high school students. The study uses a quantitative approach with a quasi-experimental design of pretest-posttest non-equivalent control group involving 60 students. Data were collected through historical thinking ability tests and analyzed using independent t-tests and N-gain analysis. The results of the study show that the application of the ADDIE model significantly improves historical thinking skills compared to conventional learning. This research makes a theoretical and practical contribution to the development of a systematic, effective, and oriented history learning design that is oriented towards strengthening high-level thinking skills.
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