Teaching and learning history - A Netnograhy study

Abstract

<p>In the general education curriculum introduced in 2018, History is one of the subjects that has attracted significant public attention and generated widespread discussion across both mass media and social networks. The 2025 National High School Graduation Examination will be the first to assess students who have followed this new curriculum. Therefore, studying the current state of History teaching and learning under the new program is essential to clarify the perspectives of various stakeholders, including teachers, students, and the communities, and to provide a base for improvements in textbooks, teaching methods, and teacher training policies, to enhance the quality of History education. To achieve this objective, the study employs the Netnography method, collecting and analyzing data from online communities that discuss the teaching and learning of History. Thematic analysis is used to identify key patterns and insights. A total of nine online communities (with 20 original posts and 1,139 comments) were selected, including groups of History teachers and forums dedicated to History education. The study identifies six major themes frequently discussed in relation to History teaching and learning: the context and importance of history, examinations, textbooks, curriculum, student reactions, and teaching methods.</p>