Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 9 (1): 77-87 (2024)

DOI: 10.24042/tadris.v9i1.21928

Improving High School Students' Historical Thinking Skills In Bandar

Lampung City By Developing Interactive Learning Modules Based On
Liveworksheet

Abstract: The purpose of this project is to enhance the critical

Article History: thinking abilities of high school students in Bandar Lampung City by
creating an interactive module for studying history that is based on
Liveworksheet. R&D (Research and Development) uses the ADDIE
model for development as its research methodology. High School 7
Bandar Lampung, and YP Unila High School were the sites of the
study. The interactive learning module based on liveworksheet that
aimed to increase the historical thinking abilities of high school
Keywords: students in Bandar Lampung City achieved an average score of
Interactive module,
95.2% with extremely feasible criteria, demonstrating the validity of
Liveworksheet,
historical thinking the content, medium, and design. Small group testing also confirmed
this. The findings of the pre- and post-tests show that the interactive
learning module based on a liveworksheet was successful in
improving the historical thinking abilities of the high school students
*Correspondence Address: in Bandar Lampung City. The investigation showed that all of the
liveworksheet-based interactive learning modules significantly
improved the historical thinking abilities of Bandar Lampung City
high school students using extremely effective criteria.

INTRODUCTION problems taught are often discussions that

To advance education in have been repeated over a period of years,
Indonesia, the Ministry of Education even though the textbooks used are
and Culture (Kemendikbud) has made a different. The creation of learning media
breakthrough in independent learning. serves as a solution for achieving the
This idea is a highly strategic and expected learning goals.
innovative step, and it presents a One of education's primary
significant challenge in the field of functions is to provide students with the
education. Independent learning allows critical thinking,problem-solving,
education units (schools, teachers, and ommunication, cooperation, creativity,
students) the freedom to innovate, be and discovery abilities necessary to
independent, and be creative. The succeed in the modern world. Critical
increasingly complex learning system thinking skills can be interpreted as a
fosters innovation and creativity in cognitive process where students are able
teachers, enabling them to design to analyze information, namely, they do it
engaging and enjoyable learning intelligently so that it can be used in the
experiences tailored to the unique formation of students' conceptual systems
characteristics of 21st-century students. by providing meaningful experiences
The structure and systematics of (Rahmawati et al., 2022). Education is
teaching will repeat levels from one to fundamental in shaping the character of
another, with no end in sight. The each individual. Education is expected to

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 Development of a Linktree-Based … | E. Fariha, N. Sismulyasih, P. D. Purwati

turn students into people who have and to build a narrative based on what
complete competence. Efforts in they have learnt are all components of
education to produce society-required historical thinking skills (Isjoni at
individuals are ever-evolving and Nurjanah, 2020).
should be more consistent (Desy et al., The attempt of history education to
2023). determine the critical assessment of
Education today has undergone historical sources and reliable patterns of
significant changes; most learning in historical explanation developed over the
this modern era is done by utilizing following decades into the idea of
digital technology for media, learning historical thinking(Retz, 2017). Despite
resources, and even for communication the fact that different types of historical
in the learning process. The use of thinking study lead to diverse
technology in the learning process has interpretations of the term, we may assert
been applied at every level of that, at its core, historical thinking is
education, from low-level education, preoccupied with the notion that the past
namely early childhood education is qualitatively separate and unique from
(PAUD), to higher education. The need the present (Retz, 2017) This difference
for learning materials for students is then raises epistemological issues related
certainly not only from books. Teachers to how we can know the past.
must be able to provide complete The researcher's initial needs
learning resources to students to support analysis found the fact that students'
learning activities at school. Learning is understanding of historical thinking skills
something that is done by someone to was very low, the results were based on
find out about something; learning and the results of the researcher's interviews,
learning are processes carried out by and it was found that on average students
educators and students to achieve a did not understand and know history,
goal. The nature of learning and especially past history, then students'
learning needs to be studied in depth to critical thinking skills in arguing in
find out the limitations of each of these history education learning were also very
terms. Learning is an activity carried low. The results of discussions with
out by someone through a process or history subject teachers found that the
experience to produce a change in tendency of methods and learning media
behavior that includes cognitive, used in history learning was very
affective, and psychomotor minimal, students' history learning
aspects(Aransyah et al., 2023). resources only used textbooks
The purpose of teaching pupils The characteristics of Alpha
about the past is to make them more generation students are more dominant in
knowledgeable about the past and less liking learning using digital-based media.
oblivious to its ideals. History classes at These results are in accordance with
the Senior High School (SMA) level research conducted by Ayubi (2022)
should be taught critically to help Millennial students are a generation that is
students understand the significance of highly mobile, apps dependent, and
past events and the lessons they teach. always connected online. They are very
In this lesson, we will cover the three quick to receive and share information
main points of an event: why it may through social networks. Millennial
happen, what happened, and where it's students are self-learners who always seek
going. The capacity to distinguish the knowledge they need through
between the past, the present, and the YouTube or websites. Millennial students
future, to perceive and assess evidence, refuse to be lectured. Millennial students
to compare and analyse historical are a generation that is very visually
accounts, pictures, and documents, to literate (Susilawati & Al Ayubi, 2022)
understand and apply historical records, In learning for alpha generation
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students, the use of technology can also 2023). Liveworksheet is an online
help in developing learning innovations. learning platform that allows teachers to
The use of multimedia, such as video, create interactive worksheets and
audio, and interactive presentations, can exercises for math, language, science, and
make history more interesting and more. With Liveworksheet, teachers can
understandable. In addition, the use of create engaging and diverse learning
historical applications and websites can materials using a variety of interactive
help students combine history with features such as multiple choice, editable
current technology and culture. text, images, videos, and more. Students
Teaching modules have an important can access teacher-created worksheets
role in supporting teachers in designing online, answer questions, and receive
learning. Teaching modules are made to instant feedback. Liveworksheet also
contain learning devices based on the provides features to track student progress
curriculum to achieve learning and provide additional teaching materials
objectives. A teacher's critical thinking that suit their needs. This platform is
abilities may be enhanced via the designed to enhance the student learning
process of creating learning gadgets, experience and make it easier for teachers
which in turn allows them to develop to create effective learning materials. The
innovative lesson plans. Therefore, it is creation of electronic LKS via the use of
important for teachers to hone their the liveworksheet application may
talent of creating teaching modules so facilitate participants' comprehension of
that their classroom teaching methods course contents, and research indicates
are subsequently more successful, that students' learning outcomes can be
efficient, fun, and focused on the improved with the use of liveworksheets
discussion of the indicators to be media (Widiyani & Pramudiani, 2021).
attained. Modules designed to be Based on the background above, an
studied alone by students are intended interactive history learning module based
to have an appealing look and utilize on liveworksheets was developed to
straightforward language that is easy for improve the historical thinking skills of
students to grasp. This will help to students at high schools in Bandar
prevent them from becoming bored fast. Lampung City.
A teaching module can be useful if METHOD
students can easily use it. A teaching The method used in this study is
module can be useful if students can research and development or known as
easily use it. The use of teaching Research and Development (R&D). This
modules in teaching and learning research model adopts the ADDIE model,
activities is not only seen from the namely analysis (analysis), design
teacher's activities alone but also (design), development (development),
involves students actively in the implementation (application), and
learning process. It is hoped that using evaluation (evaluation) (Sugiono in
teaching modules, can create an Novarensa, 2024).
independent learning process for The reason for using the model is
students (Lika Fitriani, Rani Refianti, that the steps are quite concise, go straight
2023) to the main problem, and are in
Students have an easier time accordance with the characteristics of the
understanding course content when place where the research was conducted.
professors utilize Liveworksheet, a The product that will be produced in this
web-based program that allows them to study is the development of an interactive
add photos, videos, audio, and text. History module based on liveworksheets
Online access to the liveworksheet to improve Historical Thinking of high
application is available to both students school students in Bandar Lampung City
and educators. (Prihandono et al.,

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 Development of a Linktree-Based … | E. Fariha, N. Sismulyasih, P. D. Purwati

Figure 1. Stages of ADDIE Development Model.

The study was conducted at historical thinking history both before

SMA Negeri 7 Bandar Lampung and and after the class was normalized
SMA YP Unila Bandar Lampung. (N-Gain) (Hake, 1998) is stated by
Involving 64 respondents who were the following equation:
students of SMP YP Unila totaling 32 S post −S pre
students, and SMP Negeri 7 Bandar g=
Smaks −S
Lampung totaling 32 students. Data
pre

Description:
collection techniques used interview S_post = average Posttest Score
methods, questionnaires, and tests. S_pre = average pretest score
The test itself was in the form of S_max = maximum score
multiple-choice questions totaling 20 Meanwhile, for the
multiple-choice items. While data measurement of the N-gain level the
analysis used, validity and reliability researcher uses the following
tests, and N-Gain tests. To calculate categorical interpretations:
the learning outcomes of students in
Table 1 N-Gain interpretation
Interpretation Category
g < 0,30 Low
0,30 ≤ g ≤ 0,70 Medium
g > 0,70 High
associated with Pancasila, who will
RESULT AND DISCUSSION continue to study throughout their
Result lives. In order for pupils to internalize
Modern education in the the Pancasila profile, there must be
twenty-first century is not only a unwavering dedication, genuineness,
concept; it must be able to be put into and practical application from all
practice via education. In her 2018 stakeholders. When it came time to
speech, Anies Baswedan outlined the create and execute learning in
three primary goals of 21st-century schools, particularly in the form of
education: (1) character development; teaching modules in the autonomous
(2) competencies in critical thinking, curriculum, the board of teachers as
creative communication, and facilitators felt a little lost (Yulianti,
collaboration; and (3) literacy, which 2023). Problems in learning history,
includes the ability to read, write, learning methods and media are
understand money, and use difficult for teachers to implement in
technology (Nindiantika at Aransyah, designing creative and innovative
2023). learning, especially in describing
The goal of this school program historical stories to students.
is to help each school produce Modules are an alternative for
students with the character traits teachers to make the learning process
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easier. technology into the learning process
An interactive liveworkseet- could introduce variety in classroom
based learning module for the activities. The accessibility of
Indonesian history course in Grade Linktree-based E- Modules from any
XI, Phase F of senior high school is location and at any time was
the intended end outcome of this highlighted as a significant
research. Improving historical advantage, facilitating the
thinking abilities is the desired dissemination of materials and
outcome of developing this history assignments to students.
study module. The ADDIE Data collection on user needs
development model is followed by a involved distributing questionnaires
series of steps to create a product, in to one teacher and 34 fifth-grade
this case an interactive history students at SD Negeri Batealit 01.
teaching module based on The analysis revealed that 29 out of
liveworkseet. These steps include 34 students expressed a need for
testing, design, development, Linktree-based E- Modules in their
implementation, and evaluation. Here learning. They emphasized the
is an explanation of each step in the independence and flexibility offered
research and development process: by these modules, allowing them to
Analysis access the content at their
The researcher initiated the convenience. Furthermore, the
product design process by first presence of learning videos within the
analyzing the learning challenges modules was seen as beneficial in
faced by students. Data collection enhancing students' comprehension
involved conducting interviews with of the material.
fifth-grade teachers at SD Negeri Linktree-based E-Modules are utilized
Batealit 01 in Jepara Regency. to explore important information from
Subsequently, an analysis of teacher narrative texts in fifth-grade elementary
and student needs for the E-Module school materials. These modules serve
was conducted using a questionnaire. as teaching aids intended to assist
The results of the analysis indicated teachers and students in comprehending
that Linktree-based E-Modules could the material and extracting crucial
effectively address various learning information from narrative texts. It is
needs. Teachers expressed that these hoped that this E- Module will inspire
modules could assist students in students to engage in learning and grasp
understanding the material, extracting the material easily. The Linktree-based
important information from narrative E-Module is designed to be visually
texts, and fostering enthusiasm for appealing, with bright colors intended to
learning. Additionally, incorporating attract students' attention.

Table 2. Results of the Distribution of Needs Analysis Questionnaire

School Complete Percentage Incomplete % Total %
SMA YP UNILA 12 37,50 20 62,50 32 100
SMAN 7 9 28,13 23 71,88 32 100
Total 21 32,81 43 67,19 32 100
Source: Data processed by SPSS

Based on the initial needs analysis, percentage values, at YP Unila High

it is known that the history learning School it is known that students with a
ability of students from 2 public and passing grade are 12 people or 37.50%,
private high schools, namely State High while 20 students or 62.50% did not
School 7 Bandar Lampung, and YP pass, while at State High School 7
Unila High School, both have low Bandar Lampung, it is known that 9

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 Development of a Linktree-Based … | E. Fariha, N. Sismulyasih, P. D. Purwati

students or 28.13% passed and 23 into interactive historical learning

students or 71.88% did not pass, these modules using liveworksheets. These
results explain that the history learning modules may showcase concept maps,
value of public schools and private texts, maps, and photographs. The
schools that are the object of the Learning Objective Flow (ATP) and
research is very low. instructional Modules are also used by
Design researchers when they are compiling
At the design stage, there are several instructional materials. In line with the
activities carried out including Learning Outcomes, this
developing ideas, conducting concept Liveworksheet-based Interactive
and task analysis, and creating Learning Module covers the subject of
interactive modules. Throughout this Western imperialism and colonialism in
process, all concepts are transformed the archipelago.

Figure 2 Learning Module View

Development is a Lecturer as well as the Head of the

The material development phase is Master's Program in Educational
executed in alignment with the research Technology and the Design Expert
design. During this phase, the researcher Validator is the Head of the Department
assesses the validity of the developed of Education as well as a Lecturer in the
product by consulting material experts, Masters of Technology FKIP University
media experts, and design experts, while of Lampung. After the validation test
also engaging 10 students in small was carried out by material experts,
group testing. The validator consists of media experts, and design experts, this
1 History Material Expert with a liveworksheet-based interactive module
Doctoral degree in History and is also was declared very feasible and then a
the Head of the History Education Study small group test was carried out on 10
Program at Muhammadiyah Metro students and the details of the results are
University, the Media Expert Validator as follows:
Table 3 Recapitulation of Expert Assessment and Small Group Tests
No Feasibility test Score Category
1 Subject Matter Expert 96,5 Very Feasibile
2 Media Expert 94 Very Feasibile
3 Design Expert 96 Very Feasibile
4 Small Group Testing 94,4 Very Feasibile
Total 380
Percentage 95,2 Very Feasibile
Source: data processed with (Excel)
According to evaluations conducted testing, the overall score achieved was
by material, media, and design 380, corresponding to a percentage of
specialists, as well as small group 95.2, indicating highly valid criteria.
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Therefore, it can be determined that the School 7 Bandar Lampung and XI.2 of
developed product is suitable for large- YP Unila High School, including a total
scale testing. of 64 students. The execution of the
Implementation interactive history learning module
Large group trials are conducted to utilizing Liveworksheet to enhance
assess the efficacy of the historical thinking skills was conducted
Liveworksheet-Based Learning Module over three sessions, which included
in enhancing history education and to introductory activities and conventional
refine the product's quality for broader learning methods, alongside pretest
use. Extensive group trials are founded assessments administered by the
on evaluations from learning media researchers.
specialists, historical instructional The pre-test assessment of students
material authorities, design in the implementation activities carried
professionals, and small group trials. out at the YP Unila High School and
Consequently, the subsequent Bandar Lampung 7 High School can be
activity involves conducting trials on seen as follows:
big cohorts, namely class XI.10 of High
Table 4 Recapitulation of Results The pre-test assessment of students
School Completed % Incompleted % Total %
SMA YP UNILA 12 37,50 20 62,50 32 100
SMAN 7 9 28,13 23 71,88 32 100
Total 21 32,81 43 67,19 32 100
Source: Data processed by SPSS
Based on the pretest results above, it questions used are questions that have
is known that each school received a score indicators of historical thinking skills.
below the maximum completion criteria There are 20 questions presented in
of 78, at YP Unila High School, 12 multiple-choice form. After conducting
respondents (37.50%) obtained a the pretest, students will learn using an
completion score, while 20 respondents interactive learning module based on a
(62.50%) did not complete it. At Bandar liveworksheet. Furthermore, a posttest is
Lampung 7 High School, 9 respondents conducted to determine the increase in
(32.81%) received a completion score, students' historical thinking skills. The
while 23 respondents (71.88%) did not posttest assessment of students in the
complete it. implementation activities carried out at
The Learning Module can be said to YP Unila High School, and Bandar
be effective if there is an increase between Lampung 7 High School can be seen as
the pretest and post-test scores. The follows:
Table 5 Recapitulation of Results The post-test assessment of students
School Completed % Incompleted % Total %
SMA YP UNILA 32 100,00 - - 32 100
SMAN 7 32 100,00 - - 32 100
Total 64 100,00 - - 64 100
Based on the posttest data above, it is stage involves assessing the effectiveness
known that after using the development and efficiency of instruction. This
product, students obtained maximum typically includes formative evaluation
results with 100% of students at YP Unila during development and summative
High School and Bandar Lampung 7 High evaluation after implementation to ensure
School, completing in improving that learning objectives are achieved.
historical thinking. Formative evaluation helps in continuous
Evaluation improvement, while summative
In the ADDIE method, the evaluation evaluation provides a picture of the
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 Development of a Linktree-Based … | E. Fariha, N. Sismulyasih, P. D. Purwati

overall success of the program. At the development of learning gadgets; by

evaluation stage, the researcher doing so, they will sharpen their critical
formulated the following results: thinking abilities and be more equipped to
In the formative test, students were develop novel lesson plans. So, it is
very enthusiastic during the learning important for teachers to hone their
process using the development module, module-making skills so that their in-class
while in the summative test process, lessons are more engaging, productive,
students experienced significant changes and on target when it comes to discussing
with the results that 100% of students and achieving the desired outcomes. In
understood and were able to improve their order to keep students engaged and
historical thinking skills. prevent them from becoming bored when
Discussion studying on their own, the module should
Interactive history learning module have an appealing design and employ
based on liveworksheet to improve straightforward, easy-to-understand
historical thinking skills (Historical language. If a teaching module is easy for
Thinking), as a breakthrough in learning pupils to use, it may be very beneficial.
resources and learning methods in 21st- When teachers employ teaching modules,
century History learning and allows students are actively involved in what
students to learn actively, creatively, and they are learning, rather than just
enjoyably. The stimulus in this learning is observing from the sidelines. It is hoped
the presentation of material packaged in that using teaching modules, can create an
the form of an integrated module using the independent learning process for students
Liveworksheet application, the change is (Lika Fitriani, Rani Refianti, 2023)
that students are enthusiastic about using The effectiveness of development is
the learning module that the teacher measured using the results of the initial
provides. assessment and final assessment during
Teaching modules have an important the teaching and learning process using a
role in supporting teachers in designing liveworksheet-based module. The results
learning. Teaching modules are made to of the effectiveness of development
contain learning devices based on the analyzed using the IBM 21 program are as
curriculum to achieve learning objectives. follows:
The educator plays a crucial part in the
Product Effectiveness
75

48

26 25
22
16
10
6

High Simply Percentage Total

The implementation of product three times with the pretest-treatment-

development carried out in two schools, posttest steps. The results of product
namely YP Unila High School and Bandar effectiveness in YP Unila High School
Lampung 7 High School, was carried out were 62.5%, or 20 respondents, the
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 Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 9 (1): 77-87 (2024)
effectiveness of effective history learning the learning process. The sharpness of
with a high category, and then 10 historical interpretation can not only be
respondents, or 31.25%, with a fairly honed with complex learning theories, but
effective category of learning using students' historical thinking skills can do it
liveworksheet-based modules. While 2 (Hastuti et al., 2021). Ma'mur (2018) said
respondents, or 6.25%, were in the that historical thinking skills are abilities
moderate category with less effective that can help students understand the past,
effectiveness. While in Bandar Lampung present, and future. Meanwhile, Wineburg
7 High School, the results were 26 (2006) stated that historical thinking is a
respondents, or 81.25%, the effectiveness way of thinking that is different from
of effective history learning with a high ordinary thinking that is done every day,
category, then 6 respondents, or 18.75%, historical thinking must be contrary or
with a fairly effective category of learning contrary to everyday thinking, namely
using liveworksheet-based modules. critical and analytical thinking. To think
When we talk about historical literacy historically in order to be able to read
in schools, it is better to start with history books sharply and be able to adapt
"learning history" itself. Brian Garvey and to what is being discussed. Adductive is
Mary Krug (2015:2) state that the study of the nature of historical thinking, this can
history means: 1) To gain knowledge of be seen from how to ask critical questions
historical facts. 2) Gaining an and the answers given are full of historical
understanding and appreciation of events, arguments based on factual data (Zed,
times, and people who lived in the past. 3) 1999:27). The most important basis in
Gaining the ability to assess and criticize answering questions related to history is
historical works. 4) Learning how to factual data or evidence, not just
conduct historical research. 5) Learning to imagination of the past. History must be
write history. From the description above, explained based on strong sources, such as
historical literacy is not just about reading the facts that occurred.
and writing, or just remembering dates. Digital-based historical literacy
(Wibowo, 2017). Historical literacy is a greatly helps the process of strengthening
concept that has many definitions. students' historical literacy. This digital-
Historical literacy is an important tool for based historical literacy can increase
developing historical thinking skills. creativity and be more active when
History education is the ability to work exploring historical sources found on the
with historical materials, analyze them, internet. The Digital Revolution which is
and produce valid interpretations currently developing and known since the
(Firmansyah, 2022). This formation of 4.0 era and has entered the 5.0 era,
thinking will improve students' Historical information can be obtained very quickly
Thinking. By learning from the past in seconds and can be accessed anytime
experiences of their predecessors, and anywhere as long as you have internet
students' critical thinking skills and access. Search engine applications such as
intelligence can be honed even stronger Google make it very easy for us to explore
and make them wiser in responding to the desired materials and information
various problems that arise now and in the quickly and cheaply (Setyaningsih et al.,
future. The ability to understand past 2019).
events certainly cannot be understood by According to Setiyani, (2010), the
students themselves but must be guided, Internet provides opportunities for
especially by educators, in this case, students to access unlimited and actual
history teachers, who understand how sources at any time and anywhere.
history should be taught. Sharpness is Strengthening historical literacy carried
needed in translating past events to out by history teachers is not only focused
analyze every detail of the event, not just on national history materials as regulated
reading texts that are more dominant in in the curriculum or available in textbooks

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 Development of a Linktree-Based … | E. Fariha, N. Sismulyasih, P. D. Purwati

but strengthening historical literacy is also Development, 8(2), 307.

carried out by introducing local histories https://doi.org/10.33394/jtp.v8i2.644
in West Kalimantan. Therefore, history 1
teachers try to introduce local history Desy, Nurwahidin, M., Education, M. T.,
books to their students. Teaching local & Lampung. (2023). Creativity,
history to students is considered important Increasing Participants, Learning
and necessary to do, by studying Natalia,. Journal of Learning
something close to students will make Research and Development, 8(2),
history learning meaningful. Local history 327–338.
is very important in history learning Firmansyah, H., Putri, A. E., & Hakim, L.
because studying local history can make (2022). Strengthening historical
students feel part of the environment literacy to improve students'
where they grow and develop besides that historical thinking. Jurnal Artifak,
it is expected to form a more sustainable 9(2), 93-102.
way of thinking for students who are part Hastuti, H., Basri, I., & Zafri. (2021).
of the Republic of Indonesia (Siska, Formulating History Learning
2015). According to Wijayanti (2017), Materials Based on Historical
involving students in understanding the Thinking Analysis.
local historical context makes history Diakronika.Ppj.Unp. Ac.Id, 21(1),
learning more meaningful so that the 57–69.
material learned. https://doi.org/10.24036/diakronika/
CONCLUSION vo l21-iss1/181
This study successfully developed an Lika Fitriani, Rani Refianti, Y. Y. (2023).
interactive history teaching module based Systematic Literature Review:
on Liveworksheet designed to improve Module Design with PMRI
historical thinking skills among high Approach in Independent
school students. This module is expected Curriculum. 2(1), 1–10.
to overcome the problem of boredom in Luthfiana Adiska Novarensa. (2024).
history learning which is often caused by Development of E-Module of
conventional teaching methods. Guided Inquiry Practicum Based on
Validation assessments from material, Liveworksheet Assisted by Software
media, and design experts show that this Tracker Analysis on the Material of
module is very feasible to implement, Elastic Modulus of Materials for.
with a validation score reaching 95.5%. 13(1), 97–102.
This indicates that this module is not only Ma’mur, T. (2018). Efforts to improve the
academically relevant but also practical to quality of history learning through
use in a learning context. This study Historical Thinking. Department of
successfully developed an interactive History Education, FPIP UPI.
history teaching module based on http://file.upi.edu/Direktori/FPIPS/J
Liveworksheet designed to improve U
historical thinking skills among high R._PEND._SEJARAH/1968082819
school students. This module is expected 98 021-
to overcome the problem of boredom in TARUNASENA/artikel/Makalah_Hi
history learning which is often caused by st
conventional teaching methods. orical_Thinking_(untuk_70_thn_Pro
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