Abstract
The presented  research develops  a deconstructive  learning  history  model to promote  the  Higher  Order  Thinking   Skill (HOTS)  of university  students. According to Thiagarajan,  Semmel, & Sernrnels ( 1974)  approach, the model was developed in four stages: defining, design, development,  and dissemination.  The research participants  were 120 students  of the History  Education Department, Sebelas Maret University, Indonesia. The authors found the main problems related to the aspects of chronological  thinking,  students'  passive attitude,  and the availability  of learning path. Based on those problems, the author  designed a deconstructive   learning history model,   consisting of four learning  stages:  problem  statement,   deconstruction,   construction,  and articulation.  At the development   and summative  evaluation  stages,  the learning model proved feasible and effective in promoting the HOTS, thus, the learning model can solve the problems  of time orientation and students' passive attitude. Considering the findings and results of the research,  the authors state that the learning  model becomes a decisive factor in provoking students to reach the higher cognitive level  in  Bloom's  taxonomy.

Keywords: higher order thinking skill, learning history, learning model, deconstructive