The Effectiveness of E-Module Learning History Inquiry Model to Grow Student Historical Thinking Skills Material Event Proclamation of Independence

Abstract

This study aims to determine the effectiveness of e-modules to foster students' historical thinking skills on material for the proclamation of independence. The research method used is a quasi-experimental design in the form of a nonequivalent pretest-posttest control group design. The sample used was 51 high school grade XI students in Lampung. Data collection techniques obtained from observation, interviews, and pretest-posttest questionnaires. While the analysis of the data to test the effectiveness of e-modules uses the value of N-gain. The effectiveness test results are known that the N-gain value of the experimental class is obtained (0.62) and the control class (0.40), so that the N-gain value of the experimental class is greater than the control class. The historical thinking skills of students have increased for each indicator. Thus the inquiry learning history model e-module is effective in developing historical thinking skills.