Reframing mistakes as learning opportunities: Implementing “learning from error” in history classrooms

Yeni Kurniawati  Sumantri; Wildan Insan Fauzi; Ayi Budi Santosa

doi:10.17977/um022v10i22025p115-135

Authors

Yeni Kurniawati Sumantri Universitas Pendidikan Indonesia
Wildan Insan Fauzi Universitas Pendidikan Indonesia
Ayi Budi Santosa Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17977/um022v10i22025p115-135

Keywords:

Critical Thinking, error analysis, history learning, learning from error, reflection

Abstract

This study explores the application of the learning from errors (LFE) approach in history education, where student errors are seen as learning opportunities that can enhance understanding and deep reflection. This study aims to identify common types of errors, the factors that cause them, students' perceptions of errors, and the extent to which LFE is applied in history learning. Using a survey method, this study involved 615 students from various districts in West Java with data collection through structured questionnaires and analysis of student responses. The study results show that most students have difficulty remembering historical facts, reflecting a learning system emphasizing memorization rather than critical comprehension. Factors that cause errors include excessive cognitive load, limited access to teaching materials, lack of motivation, and previous negative experiences. Although many students see mistakes as learning opportunities, fear of reprimands and bad grades remains a significant obstacle. However, students who receive constructive teacher feedback are more likely to develop reflective learning strategies. These findings confirm that applying a culture of learning from mistakes in history learning can improve students' critical thinking skills and engagement. Therefore, educators must create a supportive classroom environment, reduce the fear of failure, and encourage students to reflect and correct their mistakes actively.

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