CONCEPTUALIZATION OF THE HIKARI STRATEGY FOR HISTORY LEARNING AND ITS POTENTIAL TO SUPPORT STUDENTS HISTORICAL THINKING IN LEARNING ABOUT THE JAPANESE OCCUPATION OF INDONESIA
DOI:
https://doi.org/10.36526/sosioedukasi.v15i3.9600Keywords:
historical inquiry, HIKARI startegy, historical thinking, oral history, history learningAbstract
This study aims to conceptualize the HIKARI strategy (Historical Inquiry Based on Archival Studies and Individual Life Histories) for history learning on the Japanese Occupation of Indonesia and examine its conceptual alignment with historical thinking processes. This study employs a qualitative approach using a conceptual study design. The conceptual procedure consists of literature identification, source selection, theoretical synthesis, formulation of design principles, construction of the HIKARI syntax, and alignment with historical thinking processes. The HIKARI strategy is conceptually grounded in historical inquiry, historical thinking, constructivist learning, oral history, and reflective learning. These foundations are translated into six interconnected stages: Historical Orientation, Investigation of Sources, Knowledge Reconstruction, Analysis and Interpretation, Reflection of Historical Meaning, and Intellectual Conclusion. The strategy integrates historical inquiry with archival materials, photographs, personal documents, and individual or family life histories. The Mizumo family history is presented as a contextual example of how individual and family experiences can be examined alongside other historical evidence in learning about the Japanese Occupation of Indonesia. Conceptually, the HIKARI sequence provides opportunities for students to engage in historical questioning, source investigation, evidence-based interpretation, reflection, and conclusion building. However, these potential contributions are conceptual rather than empirically established, as the strategy has not yet been implemented or tested with students. Further empirical research is therefore needed to examine its feasibility and potential contribution to historical thinking in classroom practice
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