Developing Living History Model Assisted by Digital History Textbooks in History Learning to Improve Students' Historical Empathy
Saved in:
| 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 |
| 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. |
|---|---|
| ISSN: | 1309-9108 |
