The implementation of history education at universities has not yet seen able to give optimal results. This study aims to propose a model for improving the quality of history education in higher education. It poses the primary research question: what is the quality improvement model of history education like according to the needs analysis? The research was conducted via 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 have revealed 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 is relevant to be applied at universities, and has the characteristics of a problem-based learning approach and interactive discussion. If applied consistently, it has potential to promote critical thinking and problem-solving skills of students.