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Through a systematic literature review focused on history, interdisciplinary, multidisciplinary, and integrative learning studies, it outlines four integration steps: establishing a purpose, using disciplinary insights, leveraging integration, and taking a critical stance. Even without empirical research, integrative learning is proposed as a promising route to develop high-order thinking skills.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/integrative-learning-in-history-education-a-systematic-literature-review/601408/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/integrative-learning-in-history-education-a-systematic-literature-review/601408.png","ImageObject",300,407,{"name":42,"@type":43},"hdkawk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the article argue that history education needs an interdisciplinary approach?","Question",{"text":63,"@type":64},"It states that explaining historical change requires models, methods, and concepts from other social sciences, which has increased the need for interdisciplinary approaches in learning history.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What integration process does the article propose for integrative learning in history education?",{"text":68,"@type":64},"It describes four steps: establishing a purpose, understanding and leveraging disciplinary insights, leveraging integration, and adopting a critical stance.",{"name":70,"@type":61,"acceptedAnswer":71},"What learning benefit does integrative learning offer despite limited empirical research?",{"text":72,"@type":64},"It is presented as a promising concept to improve the fostering of high-order thinking skills in history education.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601408,1792170881,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","DINAMIKA ILMU  \nVol. 22 No. 2, 2022  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://doi.org/10.21093/di.v22i2.4792](http://doi.org/10.21093/di.v22i2.4792)  \nIntegrative Learning in History Education: A Systematic  \nLiterature Review  \nAtqoAkmal  \nUIN Imam Bonjol Padang  \n[akmal.atqo@uinib.ac.id](akmal.atqo@uinib.ac.id)  \nAbstract  \nIn general, history is a construction of the past that should use models, methods, and concepts of other social sciences to explain the changes or events throughout human life and civilization. Thus, the assumption that history should be explained from a broader perspective of social sciences and the deep analysis of social theory has transformed the need for an interdisciplinary approach in history education. In the quest for an advanced learning approach to history education, this article proposes integrative learning as an approach that could meet the need for the integration of various perspectives and theories from social science disciplines in learning history. Constructively explained through a systematic literature review of related studies oriented towards history, interdisciplinary, multidisciplinary, and integrative learning, this article works on the possibility of integration encompassing four steps, namely establishing a purpose, understanding and leveraging disciplinary insights, leveraging integration, and critical stance. Despite the lack of empirical research, integrative learning is a promising concept that could improve the method of fostering high-order thinking skills in history education.  \nKeywords: History Education, Integrative Learning, Interdisciplinary Understanding  \nA. Introduction  \nHistory is one of many essential subjects at schools to strengthen learners’nationalism and national identity. Learning history is not solely for knowing important milestones in the past but also for breaking down threads of past events with a scientific  \napproach and future orientation. Practically, most youths consider history subjects unnecessary, old-fashioned, outdated, and past-oriented. Learners regard history lessons as bland and uninteresting subjects because they must memorize past events, royal names, dates, and years of the events. Also, the pedagogy of history is conventionally delivered through lectures, questions and answers, and assignments, or based on such a“behaviorism” or “structuralism” approach (Subakti, 2010) . Thus, it has resulted in learners only working procedurally and understanding history without reasoning. It is oriented to emphasizing memorization and making poor preparation for learners' later professional work. Therefore, the efforts to foster historical awareness among the millennial generation should be done in different ways from the previous generation.  \nHere, historian and history educator are at least partially responsible for the shift away from a content-area reading comprehension toward a discipline-specific-oriented approach (Massey, 2015) . Teachers is considered as the most important agents in history education, must possess a deep understanding of both historical interpretation and inquiry before they can engage their learners in historical thinking (Bain, 2006; van Hover et al., 2007) . This notion has a strong relation with what Cohen (1989) declared two decades ago, he stated that teaching is an “impossible profession” because of its complexity, nuance, and uncertainty. Obviously, every subject matter has its own challenges, but teaching history —with its overwhelming volume of content, its ever-present potential for controversy, some subjectivity issue, and its uneasy status within the school curriculum—seems to legitimate Cohen’s notion (Shemilt, 2018) .  \nWhat experts know about history is a story with more differentiation and more connections, with a deeper level of explanations and more hedges. Nonetheless, to understand history, as a non-expert, is just to know the story. (Wineburg, 1999), Perfetti (2012), and (Massey, 2015) ha","cbCaijWCftPhyXsI","https://ap.wps.com/l/cbCaijWCftPhyXsI","pdf",296523,18,"English","# Abstract\n# A. Introduction","[{\"question\":\"Why does the article argue that history education needs an interdisciplinary approach?\",\"answer\":\"It states that explaining historical change requires models, methods, and concepts from other social sciences, which has increased the need for interdisciplinary approaches in learning history.\"},{\"question\":\"What integration process does the article propose for integrative learning in history education?\",\"answer\":\"It describes four steps: establishing a purpose, understanding and leveraging disciplinary insights, leveraging integration, and adopting a critical stance.\"},{\"question\":\"What learning benefit does integrative learning offer despite limited empirical research?\",\"answer\":\"It is presented as a promising concept to improve the fostering of high-order thinking skills in history education.\"}]","Integrative Learning in History Education: A Systematic Literature Review | PDF",1792092552,45]