Changes in history education in secondary schools in Malaysia with the introduction of the Primary School Standard Curriculum (KSSR) and the Secondary School Standard Curriculum (KSSM) aimed at producing students who master the history by emphasizing the integration of the components of knowledge, skills and values. In Malaysia, history textbook not only hold important roles such as a medium to transport factual knowledge but also as historical images of nation in order to cultivate society values among youngsters and future generations of Malaysian. In fact, history textbook is the most trusted source of information and being used widely as the main reference of historical content knowledge among history teachers and students. Apart from that, history textbook not only as reflection of Malaysia’s aspirations but also to implement meaningful skill which should be mastered by students which is known as Historical Thinking Skills (HOTS). As recent studies found that, not all of the skills were able to be implemented well in the classroom that lead to question what caused this problem to emerge in today history teaching and learning. There were many suggestions from different parties for a re-evaluation of the quality of textbook in order to maximize teaching and learning in this 21st century education especially in implementation of Historical Thinking Skills (HOTS) .This paper provides concept of the roles of history textbook and the concept of Historical Thinking Skills (HOTS). The discussion also involved in common issues regarding on implementation of Historical Thinking Skills (HOTS), as well as exploring the challenges in implementation of Historical Thinking Skills (HOTS) using history’s textbook among students and teachers in Malaysia.
Historical Thinking Skills, History’s textbook, concept, issues, challenges