History Teachers Knowledge in Implementing Digital Learning Towards the Implementation of Historical Thinking Skills

Abstract

The use of digital learning applications in the teaching and learning process is a pedagogical approach that should be mastered by History teachers today, especially in training Historical Thinking Skills. Technological advances have encouraged teachers and students to utilize various digital learning applications to improve teaching and learning. Failure to integrate the latest digital learning applications can cause students' interest in the subject of History to decrease. Therefore, this study was conducted to identify the knowledge of History teachers in applying digital learning technology to the implementation of Historical Thinking Skills in the teaching and learning of History. Historical Thinking Skills are one of the historical disciplines that need to be implemented by History teachers in the teaching and learning of History. There are five elements, namely understanding chronology, exploring evidence, making interpretations, creating imagination and making rationalizations contained in Historical Thinking Skills. This study used a qualitative method involving three study participants, consisting of secondary school History teachers in the Seberang Perai Tengah district, Penang state. Data was obtained through interviews. The results of this study show that History teachers have good knowledge in applying digital learning technology to the implementation of Historical Thinking Skills in the teaching and learning of History. This shows that History teachers have applied digital learning technology effectively, especially in the implementation of Historical Thinking Skills. This study also has the potential to be used as a reference for further research that examines the same issue from the perspective of teachers in primary schools in an effort to strengthen the use of information and communication technology in line with the development of the 4.0 Industrial Revolution. It is hoped that these findings can be used as a guide especially for History teachers, schools, policymakers, the Ministry of Education Malaysia, State Education Departments, Malaysian Teacher Education Institutions and universities.