UTILIZATION OF DIGITAL TECHNOLOGY IN HISTORY LEARNING WITH THE DEEP LEARNING APPROACH AT SMA NEGERI 2 BITUNG
DOI:
https://doi.org/10.36526/sosioedukasi.v15i3.9163Keywords:
deep learning, digital technology, historical thinking, history learning.Abstract
This study investigates the integration of digital technology into history learning through a deep learning approach at SMA Negeri 2 Bitung, with particular attention to its contribution to meaningful learning and students’ historical thinking. Employing a qualitative case study design, data were generated through observations, interviews, and documentation. Analyzed through data condensation, data display, and conclusion drawing. The findings indicate that digital technology has been integrated through LCD projectors, laptops, mobile phones, and smart TVs. However, its integration remains predominantly at the substitution level of the SAMR model, indicating that technology replaces conventional learning tools rather than transforming learning processes. This condition limits the potential of digital technology to support deep learning, particularly meaningful engagement, contextual understanding, and reflective learning, despite efforts to strengthen teachers’ competencies through professional development. Implementation is influenced by infrastructural and pedagogical constraints, including unstable electricity and internet connectivity, limited access to devices, and varying levels of teacher readiness. Teachers address these challenges by adapting resources, such as personal devices and offline materials, and adjusting technology use to classroom conditions. Despite these limitations, digital technology contributes to students’ historical thinking by facilitating interpretation, causal analysis, multiperspectivity, historical reflection, and a shift from memorizing facts toward constructing historical meaning. These findings demonstrate that the educational value of digital technology depends not merely on availability, but on how teachers integrate it into meaningful, contextual, and reflective historical learning. Thus, digital technology functions as an enabling condition, not a sufficient condition, for the development of students' historical thinking skills.
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