Enhancing Historical Understanding Through the Debate Method in the Implementation of the Merdeka Curriculum

Abstract

Students’ character can be shaped through an understanding of national identity and values, which are delivered through History education. Unfortunately, History learning is still often perceived as boring and conventional. In the context of the Merdeka Curriculum, the debate method offers an innovative approach that can enhance students’ understanding of History. This study aims to explore how the debate method can be applied in History learning to encourage critical discussions and in-depth analysis.

Various historical perspectives can be explored through the debate method, sharpening students' critical thinking, teamwork, and communication skills. Through debates, students not only learn historical facts but also understand the social, political, and cultural contexts that influence historical events. Moreover, active involvement in debates fosters a sense of responsibility and ownership of their learning.

In the implementation of the Merdeka Curriculum, which emphasizes flexibility and student engagement, debates can be integrated into various History topics. By allowing students to prepare arguments and respond to opposing views, they are trained to think analytically and critically. This study uses qualitative methods, with observations and interviews to gather data on the experiences of students and teachers in applying the debate method.

The results show that students feel more motivated and better understand historical material when learning through debates. Furthermore, they demonstrate improvements in collaboration skills and the ability to present arguments. Thus, the debate method can be an effective strategy for enhancing the understanding of History while supporting the implementation of the Merdeka Curriculum, which emphasizes active and participatory learning