Designing Technology-Enhanced Reflective History Learning for Controversial Pasts: An Initial Evaluation in Indonesian Senior High Schools

Darsono Darsono, Fahruddin Fahruddin

© 2026 Darsono Darsono, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International. (CC BY-NC 4.0).

Citation Information: SAR Journal. Volume 9, Issue 3, Pages 201-209, ISSN 2619-9955, https://doi.org/10.18421/SAR93-06, September 2026.

Received: 10 February 2026.
Revised: 01 September 2026.
Accepted: 08 September 2026.
Published: 27 September 2026.

Abstract:

This study developed and conducted an initial evaluation of a technology-enhanced reflective history learning model for teaching controversial historical issues. The study employed a research and development design based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework. The implementation used a one-group pretest-posttest design involving 300 eleventh-grade students from six senior high schools in Indonesia. The model was implemented in four 60-minute meetings and combined digital historical resources, source analysis, perspective comparison, reflective discussion, and evidence-based historical presentations. Data were collected using five-point Likert-scale questionnaires, classroom observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests, while qualitative data were analyzed thematically. The results showed statistically significant increases in all indicators of critical reflection and historical thinking after implementation (p < 0.001). Mean differences in critical reflection ranged from 1.10 to 1.54 points, while differences in historical thinking ranged from 1.22 to 1.36 points. Classroom observations and interviews identified recurring changes in source evaluation, multiperspective interpretation, and reflective engagement. These qualitative findings supported the observed increases in questionnaire scores. The findings indicate improvements in students’ critical reflection and historical thinking following the implementation of the model. However, since the study did not include a control group, the results should be interpreted as improvements following implementation rather than evidence of causal effectiveness.

Keywords – critical reflection, historical thinking, digital pedagogy, history education, controversial historical issues.

                   

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