Media Timeline Development with the Focusky Application to Improve Chronological Thinking Skills

Students studying history must possess chronological thinking skills to identify time order, calculate calendar time, understand timelines, and reveal historical continuity and change. A wide range of instruments and media is required to support the development of these skills. This research aims to...

Full description

Saved in:
Bibliographic Details
Published in:International Journal of Learning, Teaching and Educational Research Teaching and Educational Research, 2022-04, Vol.21 (4), p.114-133
Main Authors: Ofianto, Ofianto, Aman, Aman, Sariyatun, Sariyatun, Bunari, Bunari, Zahra, Tri Zahra Ningsih, Marni, Marni Emiar Pratiwi
Format: Article
Language:English
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Students studying history must possess chronological thinking skills to identify time order, calculate calendar time, understand timelines, and reveal historical continuity and change. A wide range of instruments and media is required to support the development of these skills. This research aims to create media timelines to help students enhance their chronological thinking skills. The research techniques employed were Research and Development (R & D) and the ADDIE development model. The ADDIE stage is broken down into three parts, namely, analysis, development, and implementation. The sample subjects consisted of expert teams as expert validators, history teachers, and Class XI students to assess the product's practicality and determine the effectiveness of the developed media. Expert validation questionnaire sheets, student and teacher response questionnaire sheets, and description exams were used to collect data. The descriptive analysis approach was used to define the level of media validity and practicality, while the N-Gain approach was used to determine the effectiveness of the media. The results of expert validation showed an average score of 4.44 in the very good category. The teachers’ and students’ response tests yielded average scores of 4.97 and 4.31, showing that the media timeline is practical for learning history. The N-Gain value of 68% further indicates that the students' capacity to think chronologically improved. Clearly, using the media timeline in history class to develop chronological explanation skills is feasible, practical, and beneficial.
ISSN:1694-2493
1694-2116
DOI:10.26803/ijlter.21.4.7