Reframing Historical Literature Learning through Deep Learning Pedagogy in Primary Education
DOI:
https://doi.org/10.22460/pej.v10i1.6930Keywords:
deep learning pedagogy, historical literature, primary education, dialogic teaching, learning processesAbstract
Historical literature in primary education has strong potential to support meaning making, reflection, and early historical thinking, yet classroom practices often emphasise surface-level engagement. This study explores how historical literature learning can be reframed through deep learning pedagogy and how such reframing shapes students’ learning processes. Deep learning is operationalised as observable shifts toward interpretive reasoning, dialogic interaction, justification with textual evidence, perspective awareness, and connections between historical meanings and contemporary contexts. Using a qualitative case study design, the research involved two upper primary classrooms in Bandung, Indonesia, with 60 students and two teachers. Data were collected through classroom observations, analysis of student learning artefacts, and semi-structured interviews, and analysed thematically to trace instructional change and student engagement. The findings show a shift from shallow learning routines focused on recall toward deeper engagement characterised by interpretation, reflection, and collaborative dialogue. Students demonstrated increased perspective awareness, stronger evidence-based reasoning, and greater ability to relate historical narratives to lived experience. Dialogic interaction emerged as a key mechanism supporting deep learning. The study highlights the role of pedagogical design and interactional practices in fostering meaningful historical literacy and suggests that interpretive questioning, dialogic teaching, and reflective tasks can promote sustained learning in primary classrooms.
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