Curriculum Innovation in History Education: Reflective Integration of Technology and Historical Reasoning in a Contextually Adaptive Model for Indonesian Senior High Schools
Keywords:
Digital history education; historical thinking; secondary school curriculum; educational technology; curriculum design innovationAbstract
This study focused on designing and evaluating a digitally integrated history curriculum tailored for Indonesian senior high schools, addressing the misalignment between traditional teaching methods and 21st-century educational requirements. Employing a research and development (R&D) model guided by the ADDIE framework, the research involved five curriculum and pedagogy experts, ten history teachers, and over 200 students from six public high schools representing varying levels of technological preparedness. The development process encompassed a comprehensive needs assessment, validation by experts and practitioners, structured implementation in classrooms, and a mixed-methods evaluation including interviews, observations, assessments, and online questionnaires. The curriculum received strong validation scores from experts (M = 4.80) and teachers (M = 4.60), indicating its robust structure, contextual fit, and practical viability. Trial implementations yielded consistent effectiveness (M = 4.60), with ANOVA results showing no significant differences across diverse school types (p > 0.05). Qualitative data pointed to enhanced student participation, deeper understanding of historical content, and improved contextual analysis. The study presents a forward-thinking curriculum model that integrates digital tools into core instructional practices, providing a flexible and scalable approach for digital history education, especially in settings with limited resources.
https://doi.org/10.26803/ijlter.24.8.36
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