Narrative, Practice, Perception, and Student Comprehension of Local History: A SEM Analysis

Suswandari Suswandari; Laely Armiyati; Miftahul Habib Fachrurozi; Eka Nana Susanti; Mahmud Abdullah Noho

doi:10.48161/qaj.v6n1a2264

Authors

Suswandari Department of Postgraduate Programme, Faculty of Teacher Training and Education, University of Muhammadiyah Prof. DR. HAMKA, Jakarta, 12410, Indonesia; https://orcid.org/0000-0003-3859-0926
Laely Armiyati Department of History Education, Faculty of Teacher Training and Education, Siliwangi University, Tasikmalaya 46115, Indonesia; https://orcid.org/0000-0003-3623-6755
Miftahul Habib Fachrurozi Department of History Education, Faculty of Teacher Training and Education, Siliwangi University, Tasikmalaya 46115, Indonesia; https://orcid.org/0000-0001-8124-3044
Eka Nana Susanti Department of Economic Education, Faculty of Teacher Training and Education, University of Muhammadiyah Prof. DR. HAMKA, Jakarta 12410, Indonesia; https://orcid.org/0009-0000-2074-3520
Mahmud Abdullah Noho Department of Elementary Education, School of Teacher Training and Education, Muhammadiyah Kalabahi, Kalabahi, 85813, Indonesia. https://orcid.org/0009-0008-9241-2825

DOI:

https://doi.org/10.48161/qaj.v6n1a2264

Keywords:

local history narrative, student perception, student comprehension, teaching history, SEM analysis.

Abstract

This study aims to explore the inclusion of local history content and its relationship with history teaching practices. These two variables are analyzed in relation to students’ perceptions of local history education. Furthermore, the study examines how these perceptions influence students’ understanding of local history and culture. Data were collected through an online survey distributed via Google Forms, involving 212 high school students from Eastern Indonesia. Four hypotheses were tested using Structural Equation Modeling–Partial Least Squares (SEM-PLS), covering three aspects: measurement model (outer model), structural model testing (inner model), and robustness testing. The study reveals a positive and significant effect of local history narratives on teachers’ local history teaching practices. However, the direct influence of local history narratives on students’ perceptions is weak, requiring mediation through teaching practices to increase effectiveness. On the other hand, students’ perceptions of history show a strong and significant positive relationship with their understanding of local history. The availability of local history textbooks makes it easier for teachers to integrate local content into their teaching, which in turn encourages students to develop stronger perceptions and understanding of local history. This study underscores the importance of developing textbooks that integrate local history and culture. Such resources can serve as essential tools for teachers and students, supported by collaboration among local governments, academics, and communities.

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