In teaching and learning sessions, the effectiveness of applying Historical Thinking Skill (TKPS) elements to students depends on the level of teacher mastery in Historical Thinking Skill (KPS) and the skills of adapting Technological, Pedagogical and Content Knowledge (TPACK) components in teaching and learning sessions and approach study uses quantitative studies based on the Structural Equation Model (SEM). This study aims to develop and verify the validity and reliability of the instrument using the Exploration Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to measure the construction of KPS, TPACK and TKPS. This study has adapted the instruments developed by some earlier researchers, and also modified some statements in accordance with current studies. Therefore, it is necessary to re-run the Analysis of Factor Analysis of the Exploration (EFA) and Confirmatory Factor Analysis (CFA), as the current study area may differ from previous studies, or the current study population is far different from previous studies in terms of socio-economic status, ethnicity and culture (Awang, 2010). The samples of this research were 100 upper secondary school Islamic Education teachers from various districts in Kelantan, Malaysia. After implementing the EFA, the constructs of historical thinking skills (KPS) and application of historical thinking skills (TKPS) were scaled down from five sub-constructs each to only one main construct for each set of skills with 18 and 13 items respectively. As for the TPACK construct, after the implementation of EFA, some items were moved to other constructs. Then, in the second stage of this study, CFA was implemented and after its implementation, 12 items and one construct (Technological construct) were deleted. Finally, only three main constructs (KPS, TKPS and TPACK) and 2 sub-constructs (Pedagogical and Content Knowledge) were proved to be statistically significant with the 35 remaining items and proceeded to be used for further study.

This paper attempts to identify the reasons why the (former) Prime Minister of Malaysia, (Tun) Mahathir Mohamed proposed to change the Malaysian Standard Time on the 8 hours ahead based on Greenwich Mean Time (GMT) and coordinated with official times for (East Malaysia), namely Sabah and Sarawak effective January 1, 1982. Previously, Peninsular Malaysia was 7 ½ hours ahead while Sabah and Sarawak were 8 hours ahead of GMT. Using analytical textual method, this paper formulated the content of the House of Commons Hansard texts on 21 December 1981 and the House of Lords convened on 18 December 1981. The findings revealed that the ½ hour time difference between the Peninsular and Sabah and Sarawak affected working hours especially in early and ending of time. The approval of the Malaysian Standard Time Act successfully standardized the official communication time between the Peninsular with Sabah and Sarawak as well as establishing integration between the two regions. The time zone of Sabah and Sarawak was chosen as the Standard Malaysia time as it was found to be most appropriate in terms of daylight savings as well as minimal disruption to the everyday life of the people in the country.

This paper used historical approach to describe the development of the United Malays National Organization (UMNO) with a descriptive method, especially for the early stage in Sabah. UMNO was established in Mei 1946 as a coalition of 41 units of the Malays organisations to oppose Malayan Union policy in Malaya. Meanwhile, UMNO in Sabah was only officially established on February 21, 1991, following the dissolution of the United Sabah National Organisation (USNO) party. The application to establish UMNO in Sabah was made after Joseph Pairin Kitingan, President of Parti Bersatu Sabah (PBS) decided to withdraw his party from the Barisan Nasional (BN)/National Front coalition to join the Gagasan Rakyat (opposition party) just a few days before the 1990 General Election. Issues such as emotional factors, racism and parochialism had caused organizations such as the Malays Peninsula Scholars Congress and the Association of Teachers of Peninsular Sabah and the Federal Territory (PGSSWP) (Kongres Cendekiawan Melayu Semenanjung dan Persatuan Guru-Guru Semenanjung dan Wilayah Persekutuan) to urge the UMNO leaders to come to Sabah. On October 17, 1990, Ghaffar Baba announced that UMNO would immediately be expanded to Sabah. Consequently, February 21, 1991, the USNO President announced in final assembly that the USNO party should be dissolved and all those members should join UMNO. On April 12, 1991, Harris Salleh and the Secretary-General of BERJAYA party, Ibrahim Kalali also joined UMNO. In Sabah State Elections in February 1994, UMNO (BN) won 23 out of 48 seats. However, the tide turned when some MPs in PBS joined UMNO or the BN parties. Consequently, Pairin was forced to relinquish the Chief Minister post on March 13, 1994.

Application of Historical Thinking Skills (TKPS) is needed in the field of history to make its teaching and learning process effective and meaningful. This raised a question whether Islamic Education teachers, who are untrained in historical discipline, are able to apply the five components of Historical Thinking Skills (KPS) when teaching Seerah Nabi (Biography of Prophet Muhammad P.B.U.H)). The purpose of this research to determine the number of dimensions for the items and build an evaluation model to measure the effects of the relationship between KPS, TPACK and TKPS in this area of study. Structural Equation Modelling (SEM) using IBM-SPSS AMOS Graphic software was employed for this purpose. The population for this research consisted of Islamic Education teachers who teach Upper Secondary Islamic Education subject in Kelantan, Malaysia. From the results of EFA and CFA analyses, 6 items have been deleted from the KPS construct leaving only 12 items at the end of the study. Similar results were also found for the Application of Historical Thinking Skills construct (TKPS) where items which were originally 13 were reduced to 10. For the TPACK component, as a result of the CFA analysis, the Technological sub-component was removed from the TPACK component due to the low factor loading (0.39). Based on the result of the EFA and CFA analyses, only 35 items with three main constructs (KPS, TKPS and TPACK) and two sub-constructs (Pedagogy and Content) were considered for SEM analysis.This study has successfully developed an evaluation model (SEM) to measure the effect of Historical Thinking Skills (KPS) and Technological, Pedagogical and Content Knowledge Skills (TPACK) on the application of KPS by Islamic Education teachers. Findings of the study found that the relationship of KPS effects on the application of KPS is significant with the regression coefficient value of 0.80. This proves that the teaching and learning process (PdPC) is dependent on the level of mastery of teachers in the KPS component. KPS component also has a significant effect on TPACK with a regression coefficient of 0.81. This means TPACK skills during the teaching and learning process (PdPC) were dependent on the level of mastery of teachers in the KPS component and TPACK Construct as a mediator for the relationship between KPS and TKPS.