DEVELOPMENT OF A SCHOOL MANAGEMENT MODEL FOR LOCAL HISTORY LEARNING MANAGEMENT TO ENHANCE HIGHER-ORDER THINKING COMPETENCIES AND LOCAL PATRIOTISM OF STUDENTS IN EDUCATIONAL OPPORTUNITY EXPANSION SCHOOLS

Abstract

Abstract

 This research article aimed to: 1) develop a school management model for local history learning management to enhance higher-order thinking competencies and local consciousness among students in educational opportunity expansion schools; and 2) examine the quality of the developed model. This research employed a research and development design during the model development and quality verification phase. The informants consisted of seven experts selected through purposive sampling. The research instruments included a focus group discussion record form and an evaluation form assessing the appropriateness and feasibility of the model. The item-objective congruence indices ranged from 0.80 to 1.00, and the reliability coefficient was 0.87. Data were collected through a focus group discussion and model evaluation. Qualitative data were analyzed using content analysis, while quantitative data were analyzed using the mean and standard deviation.

The findings revealed that: 1) the school management model for local history learning management consisted of seven components: Principles, Objectives, Systemic Synergy, Thinking-Led Transformation, On-site Originality, Networked Narrative, and Empowerment and Evaluation. The administrative components were linked to a learning process that encouraged students to investigate information from authentic local settings, analyze and synthesize evidence, construct knowledge, and disseminate community narratives; and 2) the quality assessment indicated that the overall appropriateness of the model was at a high level (M = 4.48, SD = 0.57), while its overall feasibility was at the highest level (M = 4.56, SD = 0.54). When both dimensions were considered together, the overall quality was at the highest level (M = 4.52, SD = 0.51). These findings indicate that the model is systematic, contextually relevant, and applicable to educational opportunity expansion schools.