Abstract:
Historical thinking instruments have been phenomenally implemented in developed
countries making history education experts in Indonesia encouraged to conduct research to
achieve learning objectives in the form of valid and reliable historical thinking
instruments. However, research on historical thinking instruments is not without challenges and
failures because it is not considered to be able to bring students to be able to think critically so
that there is no standard instrument. The aim of the study is to produce a historical
thinking instrument using the cognitive dimension criteria in history learning in tertiary
institutions. The research was conducted using the stages of the method; needs analysis
based on competencies in the curriculum, designing historical thinking assessment
instruments, and testing the resulting instruments. The results showed the need for
instruments according to cognitive dimensions using categorized instrument models,
namely multiple choice models to measure factual dimensions, free response question
models with short answer types to measure conceptual dimensions, document-based free
response question models to measure procedural dimensions, and models, and free response
question essay type to measure metacognitive dimensions. Testing of the instruments arranged
shows that the resulting instrument meets the validity and reliability aspects or r11>rt so that it
can be concluded that the instrument developed can be used in the test. Meanwhile, the result
of the factor analysis shows that the dominant factor in the developed instrument is the
factual dimension which determines the achievement of the cognitive dimension.
Keywords: Historical thinking assessment, cognitive dimension.
