Inquiry-Based Learning in History Teacher Education: A Local History Approach to Prospective Teachers’ Understanding

Arif Saefudin (UIN Syarif Hidayatullah Jakarta)
Johan Wahyudhi (UIN Syarif Hidayatullah Jakarta)
Yusran Ilyas (UIN Syarif Hidayatullah Jakarta)
Loso Judijanto (IPOSS Jakarta, Jakarta, Indonesia)
Akhlaqur Rahman (University of Goettingen, Goettingen, Germany)

Jurnal Pendidikan Terapan
Vol 4, No 1 March (2026)

Purpose: Traditional history teaching methods in the social sciences often overlook constructivist and inquiry-based approaches, meaning that trainee history teachers are under-exposed to such approaches. This study aims to evaluate how trainee history teachers understand and apply inquiry-based methods when local history is integrated into teaching materials, as well as to assess the pedagogical effectiveness of local history in enhancing teacher education. Methods: This study employed an exploratory qualitative approach involving history teacher trainees enrolled in a teacher training programme at UIN Syarif Hidayatullah Jakarta. Data were collected through focus group discussions, interviews, and classroom-based inquiry activities. Data were analysed using thematic analysis to identify patterns in participants’ understanding and perceptions of inquiry-based learning utilising local history. Findings: The findings indicate that integrating local history into the curriculum significantly enhances participants’ engagement and interest. Students demonstrated a deeper understanding of inquiry-based learning, particularly in formulating questions, analysing sources, and drawing evidence-based conclusions. Participants also reported increased confidence in applying inquiry-oriented teaching methods, although concerns regarding classroom implementation remain. Research implications: This study is limited to specific groups and contexts, which may affect generalisability. However, it highlights the pedagogical value of contextual and inquiry-based approaches in teacher education. Challenges such as time constraints and institutional readiness need to be considered for wider implementation. Originality: This research contributes by demonstrating the effectiveness of local history as a pedagogical medium to support inquiry-based learning. It offers a contextual approach to bridging theory and practice in teacher education and suggests directions for future longitudinal research on sustained pedagogical impacts.