HISTORY LEARNING STRATEGY BASED ON NARRATIVE, INTERPRETATION, SYSTEMATIC, AND ANALYSIS (NISA) TO SUPPORT STUDENTS' CHANGE AND CONTINUITY THINKING SKILLS

Cholifatun Nisa; Aditya Nugroho Widiadi; R. Reza Hudiyanto; Ari Sapto

doi:10.36526/sosioedukasi.v15i4.9596

Authors

Cholifatun Nisa Universitas Negeri Malang
Aditya Nugroho Widiadi Universitas Negeri Malang
R. Reza Hudiyanto Universitas Negeri Malang
Ari Sapto Universitas Negeri Malang

DOI:

https://doi.org/10.36526/sosioedukasi.v15i4.9596

Keywords:

Development, history learning strategies, NISA strategy

Abstract

History learning in the Independent Curriculum emphasizes in-depth learning focused on developing students' critical thinking toward learning resources, particularly in training change and continuity thinking skills. This study aims to examine and design an innovative history learning strategy based on Narrative, Interpretation, Systematic, and Analysis (NISA) to facilitate students in achieving optimal learning objectives. This research employs a Research and Development (R&D) method, adapting the Dick & Carey instructional design model consisting of 10 development steps. The results indicate that the integration of the NISA strategy guides students through four main stages: enriching local history literacy (Narrative), testing source authenticity and perspective differentiation (Interpretation), structuring chronological sequences and fact comparisons (Systematic), and evaluating changes and continuity of historical events (Analysis). In conclusion, the NISA strategy serves as an effective pedagogical solution for enhancing students' change and continuity thinking skills, shifting the learning focus from rote memorization to critical analysis based on multi-perspective historical sources.

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