The History Textbook, Born Digital

Noonan, Ellen

doi:10.1215/01636545-2210658

“…So, it's like giving us real evidence". e findings of this study highlight that students are not born with historical thinking skills so they must be taught (Noonan, 2013), by being given the opportunity to think independently and by being provided access to historical sources available on the learning website.…”

Section: Discussionmentioning

confidence: 90%

“…To support students learning history in a better way, the learning process should follow the learning styles preferred by students of the "digital age". We do not want to be trapped in hyperbole terms like "digital native" vis-à-vis "digital immigrant" or "Gen Z" and this study also does not intend to respond to the polemics arising from these terms (Gentina, Tang, & Dancoine, 2018;McGrew, Ortega, Breakstone, & Wineburg, 2017;Noonan, 2013). However, our findings show that many students who claimed to have a tendency of excessive dependence on the smartphone (Ahn & Jung, 2016) and felt they could learn history better and benefited from the existence of the www.berpikirsejarah.com website.…”

Section: Discussionmentioning

confidence: 99%

The Potential of Web-Based Historical Sources as Learning Resources to Foster Students’ Historical Thinking Skills

Widiadi

¹

,

Sheehan

²

,

Shep

³

2022

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To foster students’ historical thinking in Indonesia, teachers should not merely use textbooks as the only learning resource. They must utilize primary sources in teaching history that are important to encourage students to think historically. Unfortunately, it was not easy to access primary sources in Indonesia. For that reason, this study explored alternative learning resources to overcome the main difficulty faced by history teachers in Indonesia in fostering students’ historical thinking skills. This study aimed to develop web-based historical sources as learning resources and evaluate its potential to foster students’ historical thinking skills in Indonesia. As evaluation research, this study applied educational research and development approach. The results of this study indicated that the website that had been developed had challenges and opportunities in fostering students’ historical thinking skills in Indonesia.Untuk menumbuhkan keterampilan berpikir sejarah siswa di Indonesia, guru sejarah seharusnya tidak hanya mengandalkan buku teks sebagai satu-satunya sumber belajar. Mereka juga harus memanfaatkan sumber-sumber primer dalam pembelajaran sejarah yang begitu penting dalam mendorong siswa berpikir secara historis. Sayangnya, tidak mudah untuk mengakses sumber primer di Indonesia. Oleh karena itu, penelitian ini mengeksplorasi sumber belajar alternatif untuk mengatasi kesulitan utama yang dihadapi oleh guru sejarah di Indonesia dalam menumbuhkan keterampilan berpikir sejarah siswa. Penelitian ini bertujuan untuk mengembangkan sumber belajar sejarah berupa website yang berisi sumber-sumber sejarah dan sekaligus mengevaluasi potensinya dalam menumbuhkan keterampilan berpikir sejarah siswa di Indonesia. Sebagai kajian evaluasi, penelitian ini menggunakan pendekatan penelitian dan pengembangan. Hasil penelitian ini menunjukkan bahwa website yang telah dikembangkan memiliki beberapa tantangan sekaligus kesempatan baik dalam menumbuhkan keterampilan berpikir sejarah siswa di Indonesia.Cite this article: Widiadi, A.N., Sheehan, M., Shep, S. (2022). The Potential of Web-Based Historical Sources as Learning Resources to Foster Students’ Historical Thinking Skills. Paramita: Historical Studies Journal, 32(1), 138-148. http://dx.doi.org/10.15294/paramita.v32i1.31048

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“…To support students' learning of history in a better way, the learning process should follow the learning styles preferred by students of the "digital age". I do not want to be trapped in hyperbole terms like "digital native" vis-à-vis "digital immigrant" or "Gen Z" and this study also does not intend to respond to the polemics arising from these terms (Gentina et al, 2018;McGrew et al, 2017;Noonan, 2013). However, my findings show that many students claimed to have a tendency of excessive dependence on the smartphone (Ahn & Jung, 2016) and felt they could learn history better and benefited from the existence of the www.berpikirsejarah.com website.…”

Section: Appendicesmentioning

confidence: 99%

Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

Widiadi¹

2021

Preprint

1

0

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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. 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. 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.

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“…So, it's like giving us real evidence." The findings of this study highlight that students are not born with historical thinking skills so they must be taught (Noonan, 2013) by giving them the opportunity to think independently and by providing them the access to historical sources available on the learning website.…”

Section: The Potential Of Teaching History By Using Web-based Historical Sources As Learning Resources To Foster Students' Historical Thimentioning

confidence: 93%

“…The website can also easily be accessed via students' smartphones. The use of web-based historical sources as learning resources is an inevitable necessity, especially nowadays, as school-age children are those who are categorised as "Gen Z" which are "digital natives" because they grow up with digital technologies (Ahn & Jung, 2016;Gentina, Tang, & Dancoine, 2018;McGrew, Ortega, Breakstone, & Wineburg, 2017;Noonan, 2013;Wohl & Braiker, 2018). They certainly will be able to learn better if they use digital technology, including in studying history.…”

Section: Web-based Historical Sources As Learning Resourcesmentioning

confidence: 99%

Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

Widiadi¹

0

View full text Add to dashboard Cite

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. 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. 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.

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The History Textbook, Born Digital

Cited by 4 publications

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The Potential of Web-Based Historical Sources as Learning Resources to Foster Students’ Historical Thinking Skills

The Potential of Web-Based Historical Sources as Learning Resources to Foster Students’ Historical Thinking Skills

Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

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