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.

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.