This study aims to research the use of historical resources that can help teachers who start teaching history in primary and secondary schools. The objective of this study is the use of citation and the theme of historical events that selected based on historical curriculum in primary and secondary schools. The findings show that among the early history teachers are still tied to the historical subjects as a subjects that required a simple set of knowledge based on facts. Therefore, based on the taxonomy provided, the early history teacher does not have the ability to move historical facts based on estimation, understanding, application, analysis, assessment and event invent. Therefore, a historical curriculum that emphasizes five historical thinking skills will not be able to achieve the High Order Thinking Skills (HOTS). Hence, historical subjects are often seen as a set of facts but not used to guide students to see a more optimistic future based on the history they learn. The conclusions of this study show that historical subjects are interesting subjects and able to develop thinking skills among students but can not achieve a high level of thinking over conservative viewpoints that history is merely a factual set of facts. Research implications require historians of history education to transform the historical perspective as a dynamic subject and be able to provide optimistic students in the future.
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In-Text Citation: (Saadon, Ariffin, Jabar, & Husin, 2019)
To Cite this Article: Saadon, R., Ariffin, K., Jabar, B., & Husin, A. Z. (2019). Innovative Teaching for Beginners History Teacher In driving High Order Thinking Skills (HOTS) in Primary and Secondary schools. International Journal of Academic Research in Business and Social Sciences, 9(7), 1337–1345.
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