Volume 06 Issue 11 November 2023
1Nurul Umamah, 2Refita Masruroh, 3Sumardi, 4Marjono
1,2,3,4Department of History Education, Faculty of Teacher Training and Education, University of Jember, Indonesia Jl. Kalimantan 37, Jember 68121
1ORCID ID 0000-0002-3589-5014
DOI : https://doi.org/10.47191/ijsshr/v6-i11-62Google Scholar Download Pdf
ABSTRACT
The aim of this study is verifying students' historical thinking skills using the inquiry-based learning model. Inquiry-based learning model can involve students actively in the process of building knowledge through research questions to conduct investigations. The research method used is a quasi-experimental with one group pre-test post-test design. The paired sample t test results show the sig (2-tailed) value is 0.000 which means that the value is less than 0.05. The result of this study indicate that there is a significant difference in the pre-test and post-test of the ability of historical thinking skills of students after participating in learning using the inquiry-based learning model. Based on the results of this study, to improve historical thinking skills, it is necessary to apply a learning model that fosters simple inquiry activities and presents real-life phenomena in the classroom. Inquiry-based learning is one of the new breakthroughs.
KEYWORDS:historical thinking skills, inquiry-based learning, history learning
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