Development of Critical Thinking Model in History Learning

The aim of this research is to develop a critical thinking model and determine students' critical thinking abilities because critical thinking skills are very important for students to master to be able to explain logically in reconstructing historical events. The research method used in this research is development research using the ADDIE procedure (Analyze, Design, Develop, Implement and Evaluate). Data collection techniques use observation, direct communication, and documents, while the tools use observation guides, interview guides, and expert validation sheets. The data analysis technique using quantitative descriptive is used as a technique for reviewing research findings, with stages of data selection, data tabulation, calculating alternative answers. The results of the category validation research were very good with an average score of 4.38. The results of the feasibility test are very good with an average score of 4.49, product implementation shows that the results of the effectiveness test show that critical thinking skills as seen from the learning results using the model developed have higher results.


INTRODUCTION
Learning history is one of the difficult lessons in the world of education.Both Memorizing activities in history learning alone is misguided, because the concept of learning history is not to be memorized and this is happening in schools today (Annisa, 2021).History is studied whit the essence that students can learn to take the values of an event to apply in their lives so that the same mistake will not be made twice.Hence the red coat slogan, never forget the history of its purpose like that and a great nation is a nation that can appreciate the history of its own nation's struggle, not one that is able to memorize the history of its nation.
Learning history requires being able to think critically in order to reconstruct historical events (Irfan et al, 2019).When historical facts cannot be reconstructed critically then the history cannot be meaningful and can even provide inaccurate information.Reviewing the past in the present, history has a contruction of thought that other sciences do not have, historians call it "historical thinking".However, the construct of historical thinking has not been fully developed in the history learning process in schools and even in universities.This is what then becomes a problem in history learning.There are still very few teachers and lecturers who are able to train their students to think about history, so that history learning mostly decribes facts, forgetting to take the meaning of each event.
The ability to think critically is an important part of history learning as a process of analyzing systematically,  (Widodo et al., 2019).

METHOD
The Implement, products that are ready to be implemented in learning, implementation results to make product improvements so that alid final result will be obtained.The

REFERENCES
from elementary school level to higher education level.Difficulties are caused by several factors, firstly history presents an abstration, namely the past.Students cannot have direct contact with these historical events.Students can only imagine how the incident happened.Different from other sciences, it can present examples and even direct practice.Second, starting from material that is difficult, abstract and cannot be touched by students causes children to be taught to memorize, not all children are able to memorize and this memorization activity is a very boring part of learning (Rianti & Iswanto, 2020).

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Students answer together and convey the news information they get to friends and relatives.Students can conclude source verification activities, namely external and internal criticism from the result of the discussion.
and implemented will be evaluated(Widiana & Rosy, 2021).The evalution result illustrate students' steps to think critically.In the frist stage there is stimulation.In order to stimulate students, they are given sharing tasks according to the material that will be presented that day.In learning heuristic material, students are given a sharing task about their experiences of reading or viewing the news.Students explained thet they had read and seen the news, both economic, political and sports news, while infotainment did not appear in the students' answers.Meanwhile, from the source verification material, students were given sharing task 3 of writing the text of the proclamation, namely a test written directly by Ir.Soekarno, the written on a typerwriter by BM Diah and text written today that can be found in books or internet sources and asked to indicate which one they think is the original text.Students answer the original text according to their understanding.In the second stage, namely the problem statement, students are asked questions to understand the sharing task more sharply.In the heuristic material, the follow-up to the sharing task is that the news obtained is fact or opinion, and the news is written from the main source or not.Students explain the information they get in the from of facts or opinions.Source verification material, students are asked to explain the authenticity of the text they mentioned in the sharing task.Students tried to explain the reasons for the different authenticity of each text, some looked at the writing, some looked at who wrote it.The third stage is data collection, students are given learning activities that will help them understand and explain question from the shating task.Heuristic material: students were formed into groups and given several different historical sources, including photos, newspapers, MOU documents, minutes, plaques, medals, videos, sound recordings, books by Ki Hajar Dewantara, and theses, students are asked to classify these historical sources as primary or secondary sources.Heuristic material: were asked to carry out source criticism on each source to obtain authenticity.Source, data collection activities show the percentage of students who think critically.In the fourth stage, students carry out data processing, students process the information they get to examine existing sources.Students discuss with each other, giving opinions according to their theories and understanding.It is not uncommon for them to be misclassified so intense discussion and common perception are very necessary.In line with (Yuniawati et al., 2021), the data collection and data prodessing stages are important stages of critical thinking activities.Data processing includes several indicator of critical thinking, including sharing ideas eith others, analyzing problems, answering, each group also has a different understanding.This activity also really helps students to think critically, there is a lot of information and they have to be smart in processing it.The lecturer provided several important confirmations regarding heuristic material and source verification.The sixth stage is generalization, students provide conclusions about the material learned from that day and realate the conclusions back to the sharing task at the beginning of the meeting.The heuristic material concluded that there are two sources, namely primary sources and secondary sources.Primary sources are sources that are contemporaries, secondary sources are sources obtained from people who are not contemporaneous and did not witness the incident.The students' heuristic material concluded that to obtain the aythenticity of the source there were two stages, namely though external criticism and internal criticism.External criticism looks at the output of the source while internal criticism looks at the content of the source.Then students explain the authenticity of the proclamation text through criticizing this source.The research results are in line with Nurcahyo's research result, learning history using the discovery learning model is an effective approach to support critical thingking skills, which will help in solving problems (Nurcahyo et al., 2018).Saputra obtained data that students who studied using the discovery learning model showed learning outcomes at a high level (Saputra et al., 2018) critical thinking skills are very important for history education students.Reconstructing history requires sharp thingking and students must be able to create historical thingking (Fikri et al., 2022) (Hastuti, 2021).Referring to zed's opinion, there are three models of historical thingking, namely adductive, historical mindedness and zeitgeist, which are then understood with the same meaning, namely the standard pf "adductive" or problem-oriented historical thingking and thingking of time, both of which are an interactive unit and supports each other (Nurjanah, 2020) (Hudajdah, 2017).CONCLUSION The product development results were validated by three validators and the validation results were in the good category.The critical thinking model shows students are able to ask and answer questions, analyze a problem, make conclusions and explore ideas.The results of the research show the effectiveness of the critical thinking method in learning History, and further research is still needed to see to what extent this method is effective in overcoming students' learning problems, so that from the results of further research a more effective critical thinking method in learning history can be obtained.

Table 2 .
Main Field Test Lesson Design research process has very clear detailed step.This research uses the development research method or known as research and development with the final result in the form of a developed critical thinking model.Product development uses a procedural descriptive development model, whice activities will be carried out in stages to produce valid, reliable and credible products using procedures, namely development based on Dick and Carry's ADDIE.In the ADDIE development process, five development stages must be carried out, namely Analyze, Design, Delevop, Implement, and Evaluate (Branch, 2009) (Chairudin&Dewi, 2021) (Made Yuniari et al., 2021).