Developing Living History Model Assisted by Digital History Textbooks in History Learning to Improve Students’ Historical Empathy

Abstract

This study develops a living history model, supported by digital history textbooks, to enhance students’ historical empathy in history learning, aligning with the characteristics of Generation Z. Historical empathy refers to the ability to understand and reflect on differences in historical perspectives in depth. This study aims to design a living history model supported by digital history textbooks to enhance students’ historical empathy and to evaluate its effectiveness. This study employs a Research and Development (R&D) approach, utilizing the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model. The total number of participants in the research was 471 people. Data collection techniques include observation, interviews, and tests. Data analysis utilizes interactive data analysis, Aiken’s V, the Partial Credit Model, and the Generalized Linear Model. The results show that the living history model with the Technological Pedagogical Content Knowledge (TPACK) approach consists of two phases: the planning phase and the core activity phase. With an effect size of 88%, the implementation of this model has a significant impact on students’ historical empathy.   This finding contributes to innovation in history learning, particularly in developing deeper historical empathy through digital textbooks and pedagogy.