The implementation of history education at universities has not yet seen able to give optimal results. This study aims to develop a proposed model for improving the quality of history education for higher education. It proposes a primary question: how is the quality improvement model of history education according to the needs? The research was conducted with a descriptive qualitative method. Data sources consisted of learning activities and documents related to the implementation of history education. Data analysis was carried out using interactive analysis models procedures. The results point out that history learning is currently only a transfer of information activity so that it cannot produce good-quality graduates who think deeply and critically. Methods that stimulate discussion of knowledge and hone critical thinking skills are not yet considered. Therefore, the quality of history education is relatively low and has no impact on improving the quality of graduates. The proposed model has the characteristics of a problem-based learning approach and interactive discussion. If applied consistently, it can open the possibility of learning improvement that indirectly affecting graduates’ quality in terms of critical thinking and problem-solving skills. The model is relevant to be applied at universities.