Development of a research-based learning model to enhance historical thinking skills

Introduction. Historical thinking skills are crucial for students to analyze and synthesize historical events critically, enabling them to engage with broader societal challenges. However, these skills remain underdeveloped in many higher education institutions, due to the use of inadequate teaching models. Recognizing the universal importance of fostering historical thinking in shaping critical global citizens, this study aims to develop a research-based learning model applicable across diverse educational contexts. Research methods. This study employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and involved 120 students from the History Education Department at the University of Riau, spanning semesters 3 through 11. Participants were selected using purposive stratified sampling, ensuring diversity in academic backgrounds and research experience. Data were collected via observations, questionnaires, and interviews. The model was validated by six experts and tested using t-tests to evaluate its effectiveness in improving historical thinking skills. KEYWORDS Results. The research-based learning model fundamentally integrates historical inquiry and direct research activities into the teaching process, encouraging students to actively engage with primary sources, analyze historical contexts, and synthesize findings into coherent narratives. This approach cultivates a deeper understanding of history through critical and analytical thinking. The implementation of the model demonstrated significant improvements in students' historical thinking skills. The experimental group's pre-test average score of 67.31 increased to 82.17 in the post-test. Statistical analysis using an independent samples t-test showed a t-value of 18.933, exceeding the critical t-value (1.658), with a significance level of 0.000 (<0.05). These findings confirm the model’s strong and statistically significant impact on enhancing students' ability to critically engage with and interpret historical materials. Conclusion. The research-based learning model is a valid, reliable, and practical approach to enhancing historical thinking skills. It provides opportunities for students to engage in real-life historical research, improving their analytical, critical thinking, and synthesis abilities. The model also contributes to curriculum development in history education, promoting both local and global historical understanding. Further research is recommended to broaden its application.