Needs analysis and preliminary field validation of the JOMM (joyful, mindful, meaningful) model for history learning in senior high schools

Abstrak

History learning is expected to develop not only factual recall but also historical thinking skills, including chronological thinking, historical comprehension, analysis and interpretation, research capability, and issues analysis and decision making. In practice, history instruction in Indonesian secondary schools is still frequently dominated by lecturing and memorization, which limits student engagement and higher-order historical reasoning. This study reports the front-end needs analysis stage of a research and development project aimed at designing the JOMM (Joyful, Mindful, Meaningful) Model, an instructional model that integrates joyful, mindful, and meaningful learning principles into history education. A structured questionnaire comprising 27 items across four constructs (Joyful, Mindful, Meaningful, and preliminary field validation of the JOMM concept) was administered to 250 history teachers in senior high schools across Riau Province; items were rated on a four-point Likert scale. Data were analyzed descriptively using mean scores and achievement percentages, complemented by a thematic analysis of open-ended responses. The results indicate an overall achievement of 83.39% (mean = 3.34 out of 4), classified as "very high," with the Joyful dimension recording the lowest score (81.43%) and the preliminary validation of the JOMM concept the highest (84.79%). Low student motivation (31.2%) and lecture-dominated teaching (24.0%) were identified as the most pressing obstacles, while 92.4% of teachers reported that a more joyful, mindful, and meaningful model of history learning is needed. These findings provide an empirical foundation for the design phase of the JOMM Model and confirm a strong practical demand for its further development, expert validation, and field testing.