Enhancing Historical Empathy through Experience Narrative Instruction Reflection (Ekspiratif) Learning Model with Digital Edutainment
Keywords:
historical empathy, narrative pedagogy, reflective learning, digital edutainment, history educationAbstract
Background: In the twenty-first century, historical instruction must go beyond mere telling and remembering to include the nurturing of historical empathy and critical thinking in learners.
Objective of the Study: This study examines the design and impact of the Ekspiratif Learning Model, which combines learning through experience, narrative instruction, reflection, and digital entertainment to enhance historical empathy.
Methodology: The model was developed and tested using a quantitative experimental approach with a posttest-only control group design. The data was collected through expert evaluation of instructional materials, classroom videos, and historical empathy tests. The research sample consisted of 141 students from two public high schools: the experimental group (EG) and the control group (CG). Within-group and between-group tests were conducted along with normality and homogeneity testing, an independent samples t-test, and the calculation of effect size (Cohen’s d).
Results: Validation by experts confirmed the accuracy and dependability of the instructional tools. Statistically significant differences were found in historical empathy scores between the experimental and control groups (School A: p = 0.008; School B: p = 0.001). The effect sizes were medium to large (Cohen’s d = 0.680 and 0.802), suggesting a substantial impact. Use of the model increased students' engagement and understanding of historical contexts.
Original Contribution: This study offers a new comprehensive history education model that integrates experiential learning, narrative pedagogy, reflection, and digital edutainment. Unlike previous research that addresses these aspects separately, this model combines them into a unified approach specifically designed to cultivate historical empathy.
Conclusion: Digital edutainment supports the Ekspiratif Learning Model, and together they significantly improve students’ historical empathy and active learning. This holistic approach equips learners with the skills to approach history critically while nurturing empathy towards multiple viewpoints and intricate social issues.
Key Recommendation: Empathy and critical thinking should be infused in students through modern technologies and storytelling by adopting an integrative pedagogical model that emphasises reflection, experience, and active participation. Such an approach should be tested in different educational contexts to broaden the scope of this model.
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