<![CDATA[Advances in digital technology have transformed the way students acquire, process, and understand information during the learning process. Easy access to information via the internet, social media, and digital platforms benefits academic activities but has also given rise to the “popcorn brain” phenomenon a condition in which individuals become accustomed to receiving rapid information stimuli, leading to a decline in focus and the ability to think deeply. This phenomenon poses a challenge in history education, which demands skills in analysis, interpretation, source criticism, and evidence-based argumentation. This study aims to analyze the impact of the “popcorn brain” phenomenon on students’ thinking patterns and to examine the interpretations and responses of students and lecturers to this phenomenon in the History Education Study Program, Faculty of Social Sciences, Gorontalo State University. The study employed a qualitative descriptive approach using the case study method. The informants consisted of two lecturers and eight sixth-semester students selected through purposive sampling. Data were collected through interviews, observations, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing with triangulation. Research findings indicate that “popcorn brain” affects students’ thinking patterns through a decline in the habit of in-depth reading, an increase in the consumption of instant information, a decline in concentration, and a weakening of critical thinking skills. However, strong digital literacy, primary-source-based learning, discussions, and self-regulation can minimize these effects and strengthen students’ historical thinking skills.]]>
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