This study aims to analyze the relationship between historical understanding, historical thinking, towards historical consciousness in learning history. This type of research is ex post-facto with a correlational design. The population is class X high school students in Yogyakarta, with a sample of 177. The side technique uses cluster random sampling. Data collection uses instruments in the form of historical understanding tests, historical thinking tests, and historical consciousness questionnaires. Data analysis was carried out through partial correlation and multiple correlations with a significance level of 0.05, and the prerequisite test analysis used normality, linearity, and multicollinearity tests. The results show that the relationship between historical understanding, historical thinking, and historical consciousness in history learning has a strong and significant correlation. These three components should not be separated from the history learning process so that history learning is more meaningful for its historical values.

Students studying history must possess chronological thinking skills to identify time order, calculate calendar time, understand timelines, and reveal historical continuity and change. A wide range of instruments and media is required to support the development of these skills. This research aims to create media timelines to help students enhance their chronological thinking skills. The research techniques employed were Research and Development (R & D) and the ADDIE development model. The ADDIE stage is broken down into three parts, namely, analysis, development, and implementation. The sample subjects consisted of expert teams as expert validators, history teachers, and Class XI students to assess the product's practicality and determine the effectiveness of the developed media. Expert validation questionnaire sheets, student and teacher response questionnaire sheets, and description exams were used to collect data. The descriptive analysis approach was used to define the level of media validity and practicality, while the N-Gain approach was used to determine the effectiveness of the media. The results of expert validation showed an average score of 4.44 in the very good category. The teachers’ and students’ response tests yielded average scores of 4.97 and 4.31, showing that the media timeline is practical for learning history. The N-Gain value of 68% further indicates that the students' capacity to think chronologically improved. Clearly, using the media timeline in history class to develop chronological explanation skills is feasible, practical, and beneficial.

This service activity aims to improve understanding and practice writing skills and submit scientific articles to national journals for high school teachers and equivalent in Tanah Putih sub-district, Rokan Hilir Regency. This activity was carried out using workshop method and continued with online guidance. In the field workshop, material was presented on the definition of scientific articles and journals, why teachers are required to have the ability to research and write articles, write scientific articles and training in submitting scientific articles to online journals. The results of the training showed an increase in the ability of participants to understand the procedures for writing scientific articles and the procedure for submitting articles to national journals. The core achievement can be seen from the enthusiasm of the participants who were very good during the training and there were articles from participants who had succeeded in being submitted to reputable National Journals.

This research aims to create a module for making a history learning outcome test based on High Order Thinking Skill (HOTS) in lectures at the Departement of History Education at the University of Riau, in the Penilaian pembelajaran Sejarah course. The research method used in this research is research and development which adopts the 4-D (Four-D) development model.In this research, the development in question is the creation of a guide module for the preparation of High Order Thinking Skill-based historical learning outcomes instruments The result of expert validation on the module content has a value of 3.8 (very feasible), then the result of the linguist validation has a value of 3.6 (very feasible). and the results of the module trial for students gave a score of 96.22 (very positive). Thus, the guide module that has been compiled is suitable for use as teaching materials in Penilaian pembelajaran Sejarah course at the Riau University departement of Historical education.

This service program aims to help the Pangkalan Batang Village community, the Women Farmers Group (KWT), and Dasa Wisma hamlet manufacture by creating and using an organic liquid fertilizer that can be used on plants. Pangkalan Batang Village has excellent potential in farming; the surrounding community has sufficient land to be used as agricultural land. This program demonstrated that partners understood how to make and apply liquid organic fertilizer. This service program had succeeded in increasing knowledge for the community, the Women Farmers Group (KWT), and Dasa Wisma in creating and applying the liquid organic fertilizer. Some also continue to make organic fertilizers that will be used in plants without using chemical-based organic fertilizers.