The Use of Digital and Non-Digital Learning Resources to Improve Students’ Literacy in History Class
DOI:
https://doi.org/10.38035/sijet.v4i2.459Keywords:
Digital Learning Resources, Non-Digital Learning Resources, History Education, Historical Literacy, Historical ThinkingAbstract
The development of digital technology has expanded the availability of learning resources in history education. However, the increasing availability of digital information does not automatically improve students’ historical literacy because students still need the ability to evaluate sources, understand historical contexts, and interpret evidence critically. This study aims to examine the utilization of digital and non-digital learning resources in history education and analyze their potential contribution to improving students’ historical literacy. This study employed a literature review method by examining relevant scholarly publications concerning digital history, historical learning resources, historical thinking, historical literacy, museums, historical sources, and technology-supported history learning. The selected literature was analyzed thematically based on the role of digital resources, the role of non-digital resources, the development of historical literacy and historical thinking, the integration of different learning resources, and the challenges of their implementation. The review indicates that digital resources can provide broad access to historical information through digital archives, educational videos, digital maps, virtual museums, digital storytelling, and online historical sources. Meanwhile, non-digital resources such as textbooks, historical documents, photographs, artifacts, museums, and historical sites provide authentic and contextual experiences with historical evidence. The findings suggest that integrating digital and non-digital learning resources can create a more comprehensive history learning experience by encouraging students to access, compare, evaluate, and interpret historical sources. The effective implementation of these resources requires teacher guidance, source evaluation skills, adequate learning facilities, and learning activities that emphasize historical inquiry and critical thinking.
References
Anis, M. Z. A., Mardiani, F., & Fathurrahman. (2022). Digital history dan kesiapan belajar sejarah di era Revolusi 4.0. Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan, 6(1), 29–42. https://doi.org/10.29408/fhs.v6i1.4375
Azizah, A. G. F. N. (2025). Utilizing the Asia-Africa Conference Museum as a historical learning resource: A case study at a Bandung senior high school. Indonesian Journal of History Education, 10(1). https://doi.org/10.15294/ijhe.v10i1.13456
Bae, H., Craig, K., Xia, F., Chen, Y., & Hmelo-Silver, C. E. (2021). Developing historical thinking in large lecture classrooms through PBL inquiry supported with synergistic scaffolding. Interdisciplinary Journal of Problem-Based Learning, 15(2). https://doi.org/10.14434/ijpbl.v15i2.28776
Marovaha, T., & Ncube, H. (2024). The pedagogical value of museums in the teaching and learning of secondary school history: A historical thinking perspective. The Social Studies, 115(2), 81–91. https://doi.org/10.1080/00377996.2023.2259834
Maulidia, H., Rahmawati, B. F., & Hadi, M. S. (2024). Developing vlog-based history learning media to strengthen students’ learning interest in vocational high school. Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan, 8(3), 528–536. https://doi.org/10.29408/fhs.v8i3.36516
Nurhasanah, A., Prasadana, M. A. F., & Maryuni, Y. (2026). The influence of museum virtual tours on students’ historical thinking skills in eleventh-grade history subject at SMAN 13 Kabupaten Tangerang. Tarikhuna: Journal of History and History Education, 8(1). https://doi.org/10.15548/thje.v8i1.13629
Peñalba, E. H., Samaniego, C. R. C., & Romero, S. M. A. (2020). Digital storytelling: A tool for promoting historical understanding among college students. Research in Learning Technology, 28, 2348. https://doi.org/10.25304/rlt.v28.2348
Pertiwi, B. A., & Fahruddin. (2024). Correlation between learning interest, learning environment, and academic achievement in history learning. Indonesian Journal of History Education, 9(2). https://doi.org/10.15294/ijhe.v9i2.11445
Petousi, D., Katifori, A., Servi, K., Roussou, M., & Ioannidis, Y. (2022). History education done different: A collaborative interactive digital storytelling approach for remote learners. Frontiers in Education, 7, 942834. https://doi.org/10.3389/feduc.2022.942834
Rivero Gracia, P., Aso Morán, B., & García-Ceballos, S. (2023). Progression of historical thinking in secondary school students: Sources and critical thinking. Revista Electrónica de Investigación Educativa, 25, e09. https://doi.org/10.24320/redie.2023.25.e09.4338
Sari, S., & Prasetyo, G. (2024). Pemanfaatan media digital dalam pembelajaran sejarah untuk meningkatkan minat belajar sejarah SMA Negeri 11 Medan. Education & Learning, 4(1), 7–10. https://doi.org/10.57251/el.v4i1.1240
Widiadi, A. N., Sheehan, M., & Shep, S. (2022). The potential of web-based historical sources as learning resources to foster students’ historical thinking skills. Paramita: Historical Studies Journal, 32(1), 138–148. https://doi.org/10.15294/paramita.v32i1.31048
Wijaya, T., Alauwiyah, F., & Pahlevi, M. R. (2025). Pemanfaatan Museum Nasional sebagai sumber belajar bagi mahasiswa Pendidikan Sejarah Universitas Sriwijaya. Jurnal Pendidikan Sejarah Indonesia, 8(1).
Wilke, M., Depaepe, F., & Van Nieuwenhuyse, K. (2022). Fostering historical thinking and democratic citizenship? A cluster randomized controlled intervention study. Contemporary Educational Psychology, 71, 102115. https://doi.org/10.1016/j.cedpsych.2022.102115
Wilke, M., Depaepe, F., & Van Nieuwenhuyse, K. (2023). Fostering secondary students’ historical thinking: A design study in Flemish history education. Journal of Formative Design in Learning, 7(1), 61–81. https://doi.org/10.1007/s41686-023-00074-8
Wulandari, S., Nababan, S. A., & Sumantri, P. (2025). Penerapan media pembelajaran sejarah berbasis digital dengan materi kerajaan Islam di Indonesia dalam meningkatkan minat siswa terhadap sejarah: Studi kasus MAN 1 Medan. Jurnal Review Pendidikan dan Pengajaran, 8(2), 5998–6005. https://doi.org/10.31004/jrpp.v8i2.47430
Yusni, I. S., Kurniawan, M. R., Hudin, M. N., Syarifuddin, & Putri, F. E. (2026). Tantangan guru dalam pembelajaran sejarah di era digital. CENDEKIA, 6(2). https://doi.org/10.55606/cendekia.v6i2.9056
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Alifa Selia Fitri, Adellia Ayu Lestari, Dewi Rembulan, Reka Seprina, Apdelmi Apdelmi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright :
Authors who publish their manuscripts in this journal agree to the following conditions:
- Copyright in each article belongs to the author.
- The author acknowledges that the Siber International Journal of Education Technology (SIJET) has the right to be the first to publish under a Creative Commons Attribution 4.0 International license (Attribution 4.0 International CC BY 4.0).
- Authors can submit articles separately, arrange the non-exclusive distribution of manuscripts that have been published in this journal to other versions (for example, sent to the author's institutional repository, publication in a book, etc.), by acknowledging that the manuscript has been published for the first time at Siber International Journal of Education Technology (SIJET).
