Conceptualization of Historical Trip Model in The Museum Keraton Sumenep for Change and Continuity Thinking Skills for Grade X at High School Students
- DOI
- 10.2991/978-2-38476-624-6_14How to use a DOI?
- Keywords
- Model; Learning; History; Historical; Trip
- Abstract
The study of history serves to make students aware of the processes of societal development and change over time, and to build their historical thinking skills and understanding of the nation’s identity in the past, present, and future. Currently, history education is adapting to the demands of 21st-century learning as implemented in the Merdeka Curriculum. These demands take the form of skills or competencies that 21st century people must possess, one of which is critical thinking. Critical thinking skills are crucial in history because they equip students to analyze change and continuity, enabling them to recognize how past events relate to both change and continuity in the present. Based on the 21st-century learning requirements incorporated into the Merdeka Curriculum, there is a need for innovative history teaching models that can train students to think critically about change and continuity in history. A learning model is an action plan that utilizes various resources and strengths to achieve learning objectives. Therefore, the Historical Trip learning model is an important innovation for training students to analyze change and continuity. This study was conducted by visiting the Museum Keraton Sumenep, as it is the only palace still standing on the island of Madura and its museum houses a fairly comprehensive collection. This makes the Museum Keraton Sumenep a potential site for implementing the Historical Trip learning model. Additionally, the Museum Keraton Sumenep is intellectually close to the school where this research was conducted, as both are located on the same island, Madura. This Historical Trip learning model has several advantages, namely: (1) students gain hands-on learning experiences in the field; (2) students can observe change and continuity from the past; (3) it showcases the living reality of society and instills historical awareness; and (4) it guides students to discover and experience the functions and benefits of learning history in their daily social lives.
- Copyright
- © 2026 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Aditya Nugroho Widiadi AU - Cholifatun Nisa AU - Epriwina Gini Nurrahma AU - Athifa Raissa Putri AU - Joko Sayono AU - Dewa Agung Gede Agung PY - 2026 DA - 2026/10/19 TI - Conceptualization of Historical Trip Model in The Museum Keraton Sumenep for Change and Continuity Thinking Skills for Grade X at High School Students BT - Proceedings of the 3rd International Conference on History, Social Sciences, and Education (ICHSE 2026) PB - Atlantis Press SP - 189 EP - 199 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-624-6_14 DO - 10.2991/978-2-38476-624-6_14 ID - Widiadi2026 ER -