Designing a Cross-Device LMS Model to Promote Critical and Historical Thinking in Indonesian Senior High School History Education

Abstract

This study aimed to design and validate a cross-device, competency-based Learning Management System (LMS) to promote Critical Thinking (CT) and Historical Thinking (HT) among Indonesian senior high school students in history education. Using a Research and Development approach guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research systematically developed, tested, and evaluated an LMS that integrates disciplinary and cognitive frameworks into a unified digital learning environment. A total of 500 students and 12 teachers from four public senior high schools in Bandung participated in the implementation stage, which combined classroom instruction with digital activities through four main modules: Case Discussion Forum, Source Analysis, Timeline Builder, and Reflective Portfolio. Expert validation yielded an overall mean score of 4.60 (Excellent), confirming strong pedagogical and technological quality. Empirical results from pre- and post-tests demonstrated significant improvement in CT and HT competencies—CT (M₁=63.42; M₂=80.16; g=0.47) and HT (M₁=60.87; M₂=78.95; g=0.46), with p < 0.001. System analytics showed high engagement (mean task completion rate = 87.4%), and evaluation feedback rated the LMS highly for content relevance (M=4.60) and pedagogical value (M=4.58). These results confirmed the system’s effectiveness in fostering analytical reasoning, evidence evaluation, and reflective interpretation through cross-device accessibility. The developed LMS bridges the gap between curriculum goals and classroom practice by embedding higher-order thinking into digital pedagogy. Aligned with Indonesia’s Kurikulum Merdeka, it offers a scalable, validated framework that transforms history learning into a reflective, evidence-based process while contributing both theoretically and practically to digital pedagogy and disciplinary thinking.