DEVELOPMENT OF REASONING SKILLS AND HISTORICAL ARGUMENTATION THROUGH PROJECT-BASED HISTORICAL LEARNING WITH DIGITAL LEARNING RESOURCES FOR SENIOR HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.64186/jsp3818%20Keywords:
Historical Method, Project-Based Learning, Digital Learning Resources, Reasoning Skills, Historical ArgumentationAbstract
This research article aimed to: (1) develop lesson plans based on the Historical Method-Based Project Learning Model with Digital Learning Resources, and (2) enhance senior high school students’ reasoning skills and historical argumentation through the implementation of the Historical Method-Based Project Learning Model with Digital Learning Resources. The research was conducted using a classroom action research cycle. The participants were 40 Grade 10 students in Class 4/2 at Chattrakarn Wittaya School under the Secondary Educational Service Area Office Phitsanulok–Uttaradit during the second semester of the 2024 academic year. The research instruments consisted of: (1) lesson plans based on the Historical Method-Based Project Learning Model with Digital Learning Resources to develop senior high school students’ reasoning skills and historical argumentation; (2) a test measuring reasoning skills and historical argumentation; and (3) post-lesson records. Data were analyzed using the mean, standard deviation, relative gain scores, and content analysis.The findings revealed that: 1. the developed lesson plans were of sufficient quality and could be effectively implemented to develop senior high school students’ reasoning skills and historical argumentation. 2. the senior high school students’ reasoning skills and historical argumentation were higher after the implementation of the learning activities than before the intervention. Furthermore, their relative gain scores in reasoning skills and historical argumentation indicated high to very high levels of development. The study generated a process-oriented learning innovation, namely the Historical Method-Based Project Learning Model with Digital Learning Resources, which consists of five key stages: (1) discussing and identifying the project issue, (2) defining the problem or selecting a project topic, (3) planning the project implementation, (4) implementing the plan using the historical method, and (5)summarizing and presenting the project findings. This model contributes to the development of students’ reasoning skills and their ability to construct evidence-based historical arguments.
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