Developing a History Curriculum Based on Historical Literacy in the Digital Era

Abstract

The development of history education curriculum should move beyond memorizing facts, figures, and chronology toward strengthening students' historical literacy. This article aims to describe the concept of curriculum development and its implications for history education in the digital era. The method used is a literature review by examining sources related to curriculum theory, history learning, historical literacy, and the use of educational technology. The review indicates that the history curriculum needs to be developed contextually, integratively, and reflectively through clear learning objectives, relevant content selection, diverse historical sources, and assessment that emphasizes analytical skills. History education should also connect local, national, and global history so that students can understand identity and social change more comprehensively. Therefore, the development of the history curriculum can serve as a strategic means to foster critical thinking, national awareness, and students' character formation.