Implementation of Artificial Intelligence to Strengthen Historical Thinking in the History Teaching Material Development Course at Semarang State University

This study aims to analyze the implementation of artificial intelligence (AI) in strengthening students' historical thinking skills and identify obstacles to its application in the History Teaching Material Development course at Semarang State University. The research uses a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with four students, one teaching lecturer, and the Coordinator of the History Education Study Program, as well as Focus Group Discussion (FGD) and document review. Data analysis was carried out interactively through data reduction, data presentation, and conclusion drawing and verification. The results of the study show that AI integration contributes to strengthening historical thinking through the facilitation of analysis, interpretation, evaluation of historical evidence, causality construction, and systematic development of teaching materials. This contribution is reflected in the strengthening of the six dimensions of Historical Thinking Concepts, including historical significance, primary source evidence, continuity and change, cause and consequence, historical perspectives, and ethical dimension. However, its implementation still faces obstacles in the form of inequality in digital literacy and AI literacy, limited prompt formulations, inaccuracies in information, and the risk of dependence and degradation of academic originality. This study confirms that AI has the potential to become a pedagogical scaffolding in history learning, as long as it is integrated through targeted pedagogical design, strict source verification, and strengthening academic integrity. Thus, AI needs to be positioned as a supporting instrument for the construction of historical knowledge, not a substitute for students' intellectual autonomy.