Competence Knowledge and Skills Application Historical Thinking among Secondary School

Teachers in Malaysia

ABSTRACT
Mohd Fauzi bin Ali
Ahmad Ali Seman
Abdul Razaq Ahmad

This study is about the level of knowledge and competence in applying the history teacher
historical thinking skills to students. Aspects of the study involves the application of
knowledge and skills competency historical thinking in terms of chronology, empathy,
looking for evidence, making the interpretation and rationalization. The study involved 850
secondary school history teachers using questionnaires collected randomly. Data analysis in
this research is descriptive and inferential using SPSS 19.0 software. Descriptive analysis was
used to look mean and percentage. While referring to the inference analysis ANOVA and
correlation. The results of the pilot study showed that all constructs that have been studied are
at high level between 0851 to 0.834. The result of studies show competency level thinking
skills application history as a whole is a history teacher at a moderate level. Data analysis
ANOVA showed significant differences for application competence historical thinking based
on gender, options and teaching experience. The study also showed a significant relationship
between knowledge and competence historical thinking skills application. Various measures
should be carried out because the teachers were not yet mastered the skills of historical
thinking is an important mechanism in improving the understanding of history among
students. Constraints of time, the vast syllabus, lack of training of historical thinking must be
overcome to ensure that teachers seek to generate higher order thinking skills among
students.

Keywords: Competence, thought history, chronology, empathy, interpretation and

rationalization

Introduction
In the process of teaching and learning, thinking skills is an important element in the national
curriculum. These skills are in accordance with the requirements of the National Education
Philosophy which aims to create a generation that has a high level thinking skills or High
Order Thinking Skills (HOTS). In fact, the emphasis on cognitive or thought significant
enough to be emphasized in the Integrated Secondary School Curriculum (ICSS). The
curriculum emphasizes the integration of knowledge, fertilization and improvement of the
intellectual, moral values and the development of learning skills. This includes the history of
education is said to have a very clear goal of steps to achieve the goal of Integrated
Secondary School Curriculum.

In the history of education, thinking skills incarnated in history thinking skills (KPS). KPS is
a cognitive process, summarized in activities that allow students to explore the complex and
abstract ideas with teacher guidance. The KPS understanding the students to understand the
critical and imaginative about past human life even today (Ministry of Education 2000).
Historical Thinking Skills concept often associated with thinking skills. This is because the
elements that are present in the thinking skills can be detected in the History of Thought.
Thinking skills is the thought process that study, correlate and evaluate all aspects of a
situation or problem (Krulick & Rudnick 1993). This includes skills focusing on the problem,
collect and organize information, detect and analyze information as well as information
correlating the past are learned by now (Maharom 1998) .According When Isaac (2013),
which exposed students to the history of thought will be able to analyze the facts and clever
adapt to the situation when faced with problems.

The Concept of Historical Thinking

According Tholfsen (1967), historical sense is the mode of understanding characteristics of
the modern historian. P. J. Lee (1978) also emphasized the historical sense involves a process
of inquiry, concepts and historical facts. While Aini Hassan (1992) idea of history is a
combination of three types of knowledge are interrelated, namely "propositional knowledge"
(know that), "procedural knowledge" (know how) and "conceptual knowledge" presented by
the teacher. For the history of education, "propositional knowledge" is a collection produced
by historians. Examples of information that represents knowledge of this type is the fact that
in the textbooks. While "procedural knowledge" is knowledge of the proceedings which
resulted in knowhow. Conceptual knowledge are concepts historians use to organize both the
knowledge and the knowhow of knowledge know that. Inspectorate of the Federation (2010)
asserts that historical thinking practices implemented history teachers seeking students to
express ideas, appreciate, understand the subject matter of chronology, explore the evidence,
interpret, create and rationalizing imagination.

National Centre For History InThe School (1988) divides the history of thought to five kinds
of thinking skills that need to be developed to its students. Five thought it is thought
chronological history (chronological thinking), understanding of history (historical
comprehension), interpretation and analysis of history (historical analysis and interpretation),
the ability to make historical research (historical research capabilities) and to analyze and
make decisions. This is in line with the Curriculum Development Centre, Ministry of
Education (2001) which relates the history of thinking skills (PPP) with study skills for -
excuse, the continuity of the past with the present. Explore the evidence through primary
sources and secondary sources, rationalize events, and interpret events. Creating imagination
and evoke feelings of empathy. Abdul Rahim Rashid (2000) emphasized the PPP is an
important thing in teaching and learning history because it contains critical and creative
 thinking mainly involves past events to the present. Teachers should emphasize the
proceedings, the skills and concepts in addition to present the historical facts. This method
rejects the concept of traditional teaching makes pupils passive instead make students more
active as a student-centered teaching style or student centered.

Objective of Historical Thinking Skills

According to the Curriculum Development Centre (2000), there are five objectives of the PPP
should be explained by the teacher to the student while learning the history of education in
the classroom. This is described in the figure below:

Creative and thinking skills.

Understanding the characteristics of history

The
Objective of Seeing a historical event as an empathy
Historical
Thinking
Skills
Exploring the complex and abstract ideas with teacher guidance.

Historians understand reconstruct past events using historical evidence to determine the significance

Figure 1: The Objective of Historical Thinking Skills

(Curriculum Development Centre 2000)

Creative and Thinking Skills.

Due to the history of education is a discipline that suppress the facts of the past are important
and should be understood by people now, then this education will produce students who think
creatively and critically. According to Beyer (1988) critical thinking is the ability to assess a
reasonable idea or fact. Think creatively and critically will help enhance understanding,
clarity and the ability to use information effectively. This is because students who can think
creatively be able to use his mind to explore various possibilities, creating something new,
original, unusual and worth.

Understanding the characteristics of history

According to Jasbir Harbans Singh (1986), to understand the basic characteristics of history, a
history teacher trying to identify the source of historical information or history, the history of
information processing procedures, and the results of these subjects. Based KPS, a history
teacher will be able to understand the characteristics of history. For example, students can
distinguish whether its source or sources of primary and secondary sources. In fact, through
this aspect can students a deeper understanding of the accumulation of historical sources.
Usually the source is divided into two categories: primary sources and secondary sources
(Mohd Yusuf 1997). The main source is the source or sources referred to but the situation is
still original and has not been interpreted. For example document, official or unofficial, notes
and reports, diaries, letters, newspapers, magazines and alert. While the second source is
defined as research, writing executed by a person or a specific group of events and figures.

Seeing a historical event as an empathy

According to Lee B.J. (1984), referred to as an empathetic understanding of the history that
exists in students. For example in the history of education, students found to have empathy
when it comes to feelings of anger, pride when studying certain topics in the history of
education in the classroom. Empathy in history is also defined as an achievement of thought
that understanding past events from multiple perspectives. Students can view historical events
for empathy actually build a more open mindset, tolerance and maturity (Ministry of
Education, 2003).

Exploring the complex and abstract ideas with teacher guidance.

KPS provide skills to students in the exploration of ideas systematically. In teaching and
learning history, these skills should be introduced in order from easy to difficult. This is
because in studying the history of education in the classroom, teachers should be able to
guide students understand abstract concepts with respect to how to explain concepts clearly.
For example Piaget, claimed that history education is not suitable for children aged 14 or
under. This is because at a certain age, children do not understand the words, concepts and
events of the past to create confusion about what will happen. Finally apply a refusal to learn
the subjects of history. Therefore to understand abstract concepts, and thinking skills in
history education is needed. In teaching and learning, students often find concepts such as
imperialism, colonialism and nationalism. This course requires teachers act as facilitators to
provide guidance to explain various concepts. Student teacher will be able to explore the idea
of concrete to the more complex.

Historians understand reconstruct past events using historical evidence to determine the
significance of an event

Reconstruction of past events or important reconstruction in the teaching of history. This is

because history is a record of the past linked to the present day. Most historians attempted to
reconstruct the past using the information sources that serve as proof or evidence. For
example Herodutus reconstruct history information Greek studies research on places of
battles. He also did interviews with resource persons involved in the war. Through historical
thinking skills to expose students to how historians reconstruct past events using historical
evidence to determine the significance of a history. This is important in the process of
interpreting the past to the present, especially the difference in time. The students should have
knowledge of past events in interpretations by historians.

Methodology
This study involved 850 teachers of history of 282 patients (33.2%) were male and 568
people (66.8%) females. The data was collected using a questionnaire to obtain information
from respondents. Questionnaire in this study using a Likert scale of 1 to 5. The questionnaire
is an effective way to get information from respondents. The use of a questionnaire is an
effective way to get information from respondents than making observations of their behavior
Tuckman (1978). All the items in this section contains five options to set the Strongly
Disagree, Disagree, Not Agree, Agree and Strongly Agree. To assess the level of competence
for descriptive data analysis was used to find the mean of each component within the
competence of teachers of history. What is certain, descriptive analysis was used to describe
the overall profile of respondents and answer the questions of the study. The scale of the
mean used is 1.00 to 2.33 (Low), 2.34 to 3.67 (Average) and 3.68 to 5.00 (High) (Jamil
2002).

The pilot study was conducted with involving 80 teachers of history for the legality and
validity and reliability of the instrument used in this study. A pilot study is a preliminary
study performed on a small number of samples before the actual study was conducted on
respondents. This study aimed to test the understanding of the respondents in terms of
accuracy of terminology, language and reduce the format and wording used in item-item
questionnaire (Elias, 1992). Data pilot study questionnaires and questionnaires were analyzed
using SPSS 22.0 for Windows to test its reliability. The researchers selected a number of
respondents, which is equivalent to the actual respondents to gauge the reliability of the
instruments to be used in the actual study in which reliability is measured using Cronbach
Alpha method. According to Now (2000), Cronbach alpha reliability coefficient is to show
how the items in the questionnaire with respect to each other. If the alpha value approaches
1.0, it means that the reliability is high, good and effective. The results of the pilot study
showed Cronbach alpha value of each component of the study is between 0785 to 0957. This
shows that every item that is used and the instrument has high reliability and permanent use
in actual study. According to Creswell (2012) Alpha more widely used in research because it
can measure the reliability of the data. Items that have Cronbach Alpha value greater than or
equal to 0.7 as the item is acceptable reliability.

Teacher competence Knowledge about historical thinking

Descriptive analysis like min and spouse expertly used to determine the stage of teacher's
knowledge of the historical thinking. The result of the descriptive analysis shown in the Table
1 as below:
Table 1 Phase competence of teachers knowledge about historical thinking

Num Item Inquiry Min Standard Interpretation

Deviation
I know,
1 how to explain the origin and cause of an 3.67 0.680 High
event with profound history
2 how to apply the elements of empathy in 3.66 0.681 Moderate
historical events
3 how to link the events of the past with the 3.43 0.592 Moderate
present, based on historical events
4 use in describing the chronology of the facts 3.53 0.657 Moderate
of history to students
5 using forms of evidence to strengthen the 3.58 0.583 Moderate
historical facts
6 rationalizing the reaction of the local 3.64 0.557 Moderate
community's struggle against colonialism
7 interpreting resources in maintaining the 3.73 0.540 High
historical facts for concrete
8 describes the sequence of events by time and 3.53 0.802 Moderate
events
Overall 3.60 0.449 Moderate

Table 1 shows the overall teacher's knowledge of the history of ideas at a moderate level
(mean = 3.60 and SP = 0.449). Each item in the teacher's knowledge of the history of thought
shows were moderate and high. Items that have the highest mean is that I know to interpret
the source to maintain the historical facts for the concrete (min = 3.73 and SP = 0.540) were
at high level. While the item that has the lowest mean is that I know how to relate the events
of the past with the present, based on historical events (mean = 3.43, sd = 0.592) at a
moderate level.

Application Competency of historical thinking in teaching and learning history

Descriptive analyzes involving mean and standard deviation are carried out to determine the
level of competence of the idea of history in learning and teaching. The result of the
descriptive analysis shown in the Table 2 as below:

Table 2 Competence level in the history of the idea of teaching and learning

Num Item Inquiry Min Standard Interpretation

Deviation
I know,
1 I approach the origin and cause of historical 3.82 0.464 High
events to describe a more accurate historical
facts.
2 I applied the elements of empathy to 3.70 0.588 High
students in the theme of the struggle against
colonialism
3 I apply the historical events of the past with 3.57 0.609 Moderate
the present situation effectively
4 I use a chronologically in describing the 3.53 0.625 Moderate
facts of history to students
5 I use other forms of evidence well in 3.65 0.591 Moderate
explaining the facts of history to students
6 I use both methods of rationalization with 3.80 0.759 High
local leaders to explain the resistance against
the occupiers
7 I gave the example of a clear interpretation 3.65 0.758 Moderate
of history as the beginning of human
civilization title
8 I refine themes and events in chronological 3.61 0.723 Moderate
order in the teaching of history
Overall 3.66 0.412 Moderate

Table 2 shows the overall competence of the idea of history in learning and teaching at a
moderate level (mean = 3.66 and SP = 0.412). Items that have the highest mean is that I know
my approach to the origin and cause of an event history to explain the facts of history more
accurate (mean = 3.82 and SP = 0.464) were at high level. While the item that has the lowest
mean is that I know I used in describing the chronology of the facts of history to students
(mean = 3.53 and SP = 0.625) at a moderate level. Each item in the competence of the idea of
history in learning and teaching at a moderate level high.

Differences Knowledge Thinking About History Teacher History Based on Gender

MANOVA analysis conducted to see the difference in the knowledge about the history of
thought history based on sex. Before MANOVA analysis conducted, the researchers first
conduct a test to determine homogeneity of variance-covariance matrix (homogenity of the
variance-covariance matrix) using Box's M test (Box's M test). Box'M test analysis showed
that there is significant variance-covariance among the dependent variable for all level of
independent variables with the Box's M = 20,188 and Sig = 0.170 (p> 0.001). This means, the
variance-covariance dependent variable is homogenous across the independent variables.
Therefore, Manova analysis can be performed to see the difference in the knowledge of
history based on sex (Pallant, 2007). Wlilks test 'Lambda indicate that there are no significant
differences based on gender history teacher knowledge with the Wilks' = 0.992, F (1,848) =
0.271 (p> 0.05). The difference to every aspect of the teacher's knowledge of history based on
sex in more detail in the analysis using MANOVA can be seen in Table 3 below.

Table 3 Manova different aspects of history teachers' knowledge about historical thinking
based on gender

History teachers Sex N Min Standard Type III

knowledge deviatio Sum of Sum of
n Squares Df squares F Sig.
Historical Boys 282 3.64 0.458 0.692 1 0.692 3.435 0.064
Thinking Girls 568 3.58 0.444

Table 3 shows no significant difference in the history of thought knowledge among teachers
based on gender with F = 3,435 and sig = 0.064 (p> 0.05). In terms of the mean shows that
male teachers (mean = 3.64 and SP = 0458) have knowledge of the history of thought higher
than female teachers (mean = 3.58 and SP = 0.444). However, the difference was not
significant. This indicates the null hypothesis (Ho1.3) that there were no significant
differences based on gender knowledge of historical thinking is accepted. Means there is no
 significant difference between teachers' knowledge of the history of thinking men and women
teachers.

Differences Application Competency Based Teacher Gender History

Box'M test analysis showed that there is significant variance-covariance among the
dependent variable for all level of independent variables with the Box's M = 21.807 and sig =
0.017 (p> 0.001). This means, the variance-covariance dependent variable is homogenous
across the independent variables. Therefore, Manova analysis can be performed to see the
differences based on gender history teacher competence (Pallant, 2007). Wlilks test 'Lambda
indicate that there are significant differences in the application of the competency of teachers
by gender with the history of Wilks' = 0.982, F (1,848) = 0.005 (p <0.05) .. The difference to
every aspect of the history teacher competency based on sex in more detail in MANOVA
analysis can be seen in Table 4 below.

Table 4 Manova difference every aspect of the history teacher competency based on sex

Application history Sex N Min Standard Type III

teacher competence deviation Sum of Sum of
Squares Df Squares F Sig.
Boys 282 0.993 1 .993 5.87 0.016
3.71 0.392
History of Thought 9
applications in P&P Girls 568 3.64 0.420

Table 4 shows a significant difference in the thinking of history teaching and learning based
on gender with F = 5,879 and sig = 0.016 (p <0.05). In terms of the mean shows that male
teachers (mean = 3.71 and SP = 0.392) had the idea of history in the teaching and learning of
history in higher than female teachers (mean = 3.64 and SP = 0.420). This indicates the null
hypothesis (Ho4.2) that there was no significant difference in the thinking of history teaching
and learning history based on sex is rejected. Means there are significant differences in the
application of thought history teaching and learning of history between male and female
teachers.
 Differences History Teacher Knowledge about historical thinking on History Teaching
Experience

MANOVA analysis conducted to see the difference in the knowledge of history based on the
experience of teaching history. Before MANOVA analysis conducted, the researchers first
conduct a test to determine homogeneity of variance-covariance matrix (homogenity of the
variance-covariance matrix) using Box's M test (Box's M test).

Table 5 Manova difference every aspect of teacher knowledge based on experience teaching
history

Teachers Teaching experience N Min Standard Type III

knowledge deviation Sum of Sum of
Squares Df Squares F Sig.
Historical 1 to 3 years 95 3.57 0.379 0.117 2 0.059 0.290 0.748
thinking 4 to 7 years 133 3.58 0.392
8 to and above 622 3.60 0.471

Table 5 shows that there was no significant difference in the history of thought knowledge
among teachers based on teaching experience with the F = 0.290 and sig = 0.748 (p> 0.05). In
terms mean that teachers experienced 8 years and older (mean = 3.60 and SP = 0471) had
knowledge of historical thinking higher than experienced teachers from 4 to 7 years (mean =
3.58 and SP = 0.392) and experienced teachers from 1 to 3 years (mean = 3.57 and sP =
0379). However, the difference was not significant. This indicates the null hypothesis (Ho2.3)
that there was no significant difference in the history of thought knowledge among teachers
based on teaching experience is acceptable. Means there is no significant difference between
teachers' knowledge of the history of thought experienced 1 to 3 years, 4 to 7 years old and 8
years old.

Differences Application Competency Based Teacher Science Teaching Experience History

MANOVA analysis conducted to see the difference the competence of teachers to teach
history based on historical experience. Before MANOVA analysis conducted, the researchers
first conduct a test to determine homogeneity of variance-covariance matrix (homogenity of
the variance-covariance matrix) using Box's M test (Box's M test).
 Table 6 Manova different aspects of the competency of teachers based on teaching experience
history

Application of Teaching experience N Min Standa

teacher rd Type III
competence deviati Sum of Sum of
on Squares Df squares F Sig.
Applications in 1 to 3 years 95 3.81 0.393 2.416 2 1.208 7.218 0.001
the History of 4 to 7 years 133 3.63 0.379
Thought 8 years and above 622
3.65 0.418
In P&P

Table 6 shows a significant difference in the thinking of history teaching and learning based
on teaching experience with the F = 7218 and sig = 0.001 (p <0.05). In terms mean that
teachers experienced 1 to 3 years (mean = 3.81 and SP = 0393) had the idea of history in
teaching and learning in higher than experienced teachers 8 years and older (mean = 3.65 and
SP = 0.418) and teachers experienced 4 to 7 years (mean = 3.63 and sP = 0379). This
indicates the null hypothesis (Ho5.2) that there was no significant difference in the thinking
of history teaching and learning based on the experience of teaching history is rejected.
Means there are significant differences in the application of thought history teaching and
learning between teachers experienced 1 to 3 years, 4 to 7 years old and 8 years old.

Relationship Between Teacher Knowledge Competence Applications With History

Teacher
Pearson correlation analysis was carried out to know the definite relationship between teacher
knowledge with application competence history teacher. The correlation analysis results such
as the following Table 8;

Table 8 Pearson correlation relationship between teacher knowledge with application

competence history teacher

history teacher application

Relation competence Interpretation

Sig.
Historical thinking knowledge 0.416 0.000 Moderate

Table 8 showed a significant relationship between knowledge and application competence

historical thought with the history teacher with a value of r = 0416 and sig = 0.000 (p <0.05).
Strength is a modest positive relationship. It shows the null hypothesis (Ho7.3) THAT no
significant relationship between the knowledge of the history of thought with the
competencies history teacher application is rejected. There is a significant relationship
between teacher knowledge with application competence history teacher.

Discussion
Overall knowledge and application of thought history teacher at a moderate level. It shows
competence and application knowledge in historical thinking among teachers of history as yet
sufficient knowledge of the elements of empathy, chronology, using evidence and
rationalization. This study is in line with the study and Zahara Aziz Nik Azleena (2007) and
Baharuddin (2006) which shows the overall readiness of the teacher of historical knowledge
and critical thinking skills are at a moderate level. But the history teachers who have
background knowledge of history option better than the history teacher is not an option.
Findings Sharifah Nor Puteh (2010) showed that history teachers in Kilkenny has competence
simple historical thinking. Simplicity is associated with the element of historical thinking
among teachers is not deep. Lack of competence of teachers of history on the aspects
historical thinking can affect the ability to apply the PPP history teacher in the teaching and
learning of history. This led to the educational goals outlined History can not be fully
achieved. According to Sam Wineburg (2008) higher order thinking skills can not be tapped if
the teachers do not understand the concept of historical thinking clearly. This finding is also
consistent with studies Aini Hassan (2008), Ahmad Rafaai (2010), Report of the Inspectorate
of the Federal Executive (2008,2009,2010) that show history teachers less effectively
implement the elements of the PPP during the session p & p in classroom. Most of the
reasons given by teachers of history they have little knowledge about the causes KPS KPS is
willing to perform a limited (Anuar Ahmad, 2005; Ahmad Rafaai 2010). Zarina also study
(2013) found that the obstacles faced by history teachers in the implementation of PPP is
teaching workload, lack of confidence, lack of understanding and lack of resources. Report of
the Federal Inspectorate (2011), which monitors the use of historical thinking among history
teachers found the issue occurred while supervising teachers of history.

Thus the history curriculum in the classroom requires a form of transformation and
innovation in line with the new changes and development of education in Malaysia. This
assertion is supported by Ahamad Rahim Sidek Said (2012), Abdul Razak Ahmad and Ahmad
Rafaai (2011) that the teaching and learning of history in the classroom are considered still
conservative, traditional, inactive and failed to create an atmosphere of 'attractive' in teaching
and learning to give the implications and negative effects on students. The study conducted
by Razak Ahmad and Isjoni (2009) showed that history teachers need to make positive
changes to produce an effective teaching history as a variety of instructional diversify to
produce effective teaching. This is consistent with the view and Arja Elina (2014) that
historical thinking skills such as empathy skills in history education can change the concept
of passive learning, on learning attractive bored through diversifying ways of teaching.
Aspects of historical thinking can be generated through a variety of teaching methods such as
writing assignments based on the source material, simulation, combination of research in the
classroom, observation, interviews, seminars engineering and documentation.

Therefore the parties directly involved in empowering teachers such as the Curriculum
Development Division (IRB), the State Education Department and the District Education
Office to provide training, hands-on workshops for teachers of history. This is in line with the
Ministry of Education to implement higher order thinking skills (HOTS) or HOTS (High
Order Thinking Skills) in the national education curriculum. In fact, the study of Rosnanaini
(2003) called for the courses and training provided emphasizing practical practices for
teachers who attended a course still do not have the confidence to carry out its knowledge of
the history of thought is still vague. This needs to be given serious attention because of the
history of education made a compulsory subject studied by all students graduating high
school in Malaysia (Ministry of Education 2013). Aspects of student outcomes, as suggested
in the Malaysian education development plan must be achieved in order for young people
who were born in the history curriculum is a visionary leader, capable, democratic-minded
and have a broad identity.

Implications and recommendations

The results showed that the application of knowledge and historical thinking among history
teachers at a moderate level. This suggests that teachers need to improve the knowledge and
application competence historical thinking in the classroom. This is because the public
believes that teachers are competent, efficient is key to strengthening education history. Being
a history teacher is expected to know and use experts in R & D strategies, curriculum
materials, and technology-based learning in the classroom management techniques that have
been obtained in the study at the Institute of Teacher Education or university. The Ministry of
Education should provide facilities to support its application to the competence of teachers in
schools of thought, such as conducting professional development programs or Continuous
Professionalism Development (CPD), which is practical both in terms of pedagogy and
content knowledge of history. While the school or the District Education Office (PPD) should
strengthen its group of outstanding teachers in order to train teachers of history towards
learning higher order thinking skills so that teachers have the confidence to carry out its
historical thinking to students. The study also shows there is a relationship between
knowledge competence historical thinking skills with application competence thinking
history teacher. The study involves knowledge of historical thinking and application
competence competence historical thinking among secondary history teacher is composed of
level 4 and level 5. The study goes on to examine variables among teachers at different stages
of history. Extensive research is expected to generate an overall findings wider so that can get
the latest information among teachers of history in Malaysia.
Closing
This study was successfully conducted to identify knowledge and application competence
historical thinking among secondary school history teacher. The study found that knowledge
and application competence historical thinking among teachers should be enhanced in line
with its emphasis on teaching and learning history based on higher order thinking skills. The
Ministry of Education should take action to attempt to produce a professional teacher because
teachers lack competence historical thinking can affect the achievement of the goal of history
education. In-service training programs should be carried out and focus on the competence of
teachers whether collaboration with the Ministry of Education or the University.
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