ISSN: 2226-6348
Open access
History education plays a vital role in shaping students’ national identity, critical thinking, and understanding of the past. This study explored the level of historical consciousness among primary school students and evaluated how history teachers implement pedagogical practices to stimulate students' engagement with historical narratives. A quantitative research design using a survey method was conducted among 80 history teachers across selected primary schools in Selangor. The findings revealed that while most teachers adhered closely to the curriculum, the incorporation of student-centered methods and contextual approaches varied widely. The study suggests that to enhance historical consciousness, teachers must adopt reflective teaching strategies that link past events with contemporary issues.
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