International Journal of
Information and Education Technology

Abstract

Resource-Based Learning (RBL) is an instructional method that encourages students to actively interact with various learning materials. This approach is based on the idea that learning becomes more effective and meaningful when students engage directly with resources rather than passively receiving information through lectures. The purpose of this study was to improve students’ historical thinking skills in history lessons by implementing the RBL model assisted by a digital scrapbook, which enables students to compile and integrate multiple historical sources into a single platform. The research was conducted with Class XI MPLB students at SMKN 4 Jember using a quantitative approach to test theoretical concepts and analyze relationships between different variables. The study employed a quasi-experimental method with a pretest and post-test design to assess the impact of the intervention. The results indicated a significant improvement in students’ historical thinking skills after the implementation of the RBL model assisted by a digital scrapbook. Statistical analysis using SPSS showed an increase in post-test scores compared to pretest scores, demonstrating the effectiveness of this instructional approach. Furthermore, qualitative analyses were conducted using phase portrait analysis, NVivo for qualitative coding and pattern identification, and SmartPLS for structural equation modeling, providing deeper insights into the learning process. These findings suggest that RBL, combined with digital scrapbooking, can serve as an effective strategy to enhance students’ historical thinking skills.