The Relationship Between the Digitalisation of the History Subject and the Level of Mastery of Historical Thinking Skills (HTS): A Conceptual Framework
Abstract
The digitalisation of the History subject has become a crucial element in transforming teaching and learning practices in line with 21st-century education. This study aims to analyse the relationship between the digitalisation of the History subject and the mastery of Historical Thinking Skills (HTS) through a conceptual and literature-based approach. A systematic review of relevant academic sources, including journal articles, policy documents, and previous studies, was conducted to synthesise key findings related to digital pedagogical practices and HTS development. The findings indicate that the integration of digital technologies such as interactive media, digital simulations, and online learning platforms has strong potential to enhance students’ engagement and support the development of higher-order cognitive processes associated with HTS. However, the review also highlights gaps in existing research, particularly the limited focus on primary school contexts and the lack of comprehensive models linking digitalisation and HTS. Therefore, this study proposes a conceptual framework that explains the relationship between digitalisation components and HTS mastery. The findings contribute to the advancement of knowledge in History education by providing a theoretical foundation for future empirical research and offering practical implications for curriculum design and pedagogical innovation.
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References
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DOI: https://doi.org/10.17509/historia.v9i1.100719
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Alamat Redaksi: Gedung Numan Soemantri, FPIPS UPI, Departemen Pendidikan Sejarah, Lantai 2, Jl. Dr. Setiabudhi No 229 Bandung, 40154