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Developing Living History Model Assisted by Digital History Textbooks in History Learning to Improve Students' Historical Empathy

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Title: Developing Living History Model Assisted by Digital History Textbooks in History Learning to Improve Students' Historical Empathy
Language: English
Authors: Wawan Darmawan, Yani Kusmarni, Dimas Aldi Pangestu, Dina Siti Logayah
Source: Journal of Social Studies Education Research. 2025 16(2):343-376.
Availability: Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Peer Reviewed: Y
Page Count: 34
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Grade 11
High Schools
Secondary Education
Descriptors: History Instruction, Electronic Publishing, Pedagogical Content Knowledge, Technological Literacy, Empathy, Teaching Methods, Perspective Taking, Research and Development, Educational Planning, Textbooks, Grade 11, High School Students, Comparative Analysis, Readability, Foreign Countries
Geographic Terms: Indonesia
ISSN: 1309-9108
Abstract: This study develops a living history model, supported by digital history textbooks, to enhance students' historical empathy in history learning, aligning with the characteristics of Generation Z. Historical empathy refers to the ability to understand and reflect on differences in historical perspectives in depth. This study aims to design a living history model supported by digital history textbooks to enhance students' historical empathy and to evaluate its effectiveness. This study employs a Research and Development (R&D) approach, utilizing the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model. The total number of participants in the research was 471 people. Data collection techniques include observation, interviews, and tests. Data analysis utilizes interactive data analysis, Aiken's V, the Partial Credit Model, and the Generalized Linear Model. The results show that the living history model with the Technological Pedagogical Content Knowledge (TPACK) approach consists of two phases: the planning phase and the core activity phase. With an effect size of 88%, the implementation of this model has a significant impact on students' historical empathy. This finding contributes to innovation in history learning, particularly in developing deeper historical empathy through digital textbooks and pedagogy.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478744
Database: ERIC
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Items – Name: Title
  Label: Title
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  Data: Developing Living History Model Assisted by Digital History Textbooks in History Learning to Improve Students' Historical Empathy
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Wawan+Darmawan%22">Wawan Darmawan</searchLink><br /><searchLink fieldCode="AR" term="%22Yani+Kusmarni%22">Yani Kusmarni</searchLink><br /><searchLink fieldCode="AR" term="%22Dimas+Aldi+Pangestu%22">Dimas Aldi Pangestu</searchLink><br /><searchLink fieldCode="AR" term="%22Dina+Siti+Logayah%22">Dina Siti Logayah</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Studies+Education+Research%22"><i>Journal of Social Studies Education Research</i></searchLink>. 2025 16(2):343-376.
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  Data: Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
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  Data: 34
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22History+Instruction%22">History Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+Taking%22">Perspective Taking</searchLink><br /><searchLink fieldCode="DE" term="%22Research+and+Development%22">Research and Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Planning%22">Educational Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Readability%22">Readability</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 1309-9108
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study develops a living history model, supported by digital history textbooks, to enhance students' historical empathy in history learning, aligning with the characteristics of Generation Z. Historical empathy refers to the ability to understand and reflect on differences in historical perspectives in depth. This study aims to design a living history model supported by digital history textbooks to enhance students' historical empathy and to evaluate its effectiveness. This study employs a Research and Development (R&D) approach, utilizing the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model. The total number of participants in the research was 471 people. Data collection techniques include observation, interviews, and tests. Data analysis utilizes interactive data analysis, Aiken's V, the Partial Credit Model, and the Generalized Linear Model. The results show that the living history model with the Technological Pedagogical Content Knowledge (TPACK) approach consists of two phases: the planning phase and the core activity phase. With an effect size of 88%, the implementation of this model has a significant impact on students' historical empathy. This finding contributes to innovation in history learning, particularly in developing deeper historical empathy through digital textbooks and pedagogy.
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1478744
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
        StartPage: 343
    Subjects:
      – SubjectFull: History Instruction
        Type: general
      – SubjectFull: Electronic Publishing
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Perspective Taking
        Type: general
      – SubjectFull: Research and Development
        Type: general
      – SubjectFull: Educational Planning
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Readability
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Developing Living History Model Assisted by Digital History Textbooks in History Learning to Improve Students' Historical Empathy
        Type: main
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          Name:
            NameFull: Wawan Darmawan
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            NameFull: Yani Kusmarni
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            NameFull: Dimas Aldi Pangestu
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            NameFull: Dina Siti Logayah
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              Y: 2025
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              Value: 1309-9108
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              Value: 16
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            – TitleFull: Journal of Social Studies Education Research
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