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In the context of the Fourth Industrial Revolution, characterized by rapid technological advancements and widespread digitization, this paper delves into the evolving paradigms of historical education. Traditional teaching methods are becoming obsolete, given the tech-savvy nature of current learners. This study explores innovative pedagogical approaches that integrate technology, catering to the unique needs of this generation. By reviewing contemporary literature and gathering expert insights, we offer an overview of emerging trends in historical education. Notably, technology is poised to redefine how history is learned. Modern learners gravitate towards boundary-less learning experiences, enabled by resources like ebooks, ICT-based apps, websites, android platforms, VR, and virtual tours. To stay relevant, a significant shift in historical education is imperative. This paper concludes by emphasizing the profound implications of this transition and proposes actionable recommendations for educators and policymakers.

Coconut estate is one of the vital agriculture sub-sectors in Indonesia because it has an important role in absorbing employment. In the early 20th century, Netherland Indies was one of the major copra exporters globally, and the eastern region of Nusantara contributed as the leading producer. However, in the 1930s – 1950s, the coconut-based economy's contraction phase in the eastern region had weakened the whole production. The Indonesian government tried to recover coconut estates and its economic market through several efforts, such as rehabilitating smallholder coconut estates, recovering copra trading, and starting coconut industrialization. Used historical research methods, this article described the shifting of Indonesia coconut-based economy from the past center of trade and production, in the eastern region of Indonesia, to a recent major producer and industry cluster in the Indragiri Hilir, Riau Province. In the 1980s – 1990s, the government efforts to improve coconut commodities have led to shifting the Indonesian coconut-based economy to Indragiri Hilir. Several policies issued by the government such as Smallholder Coconut Development Project, Proyek Peremajaan Rehabilitasi dan Perluasan Tanaman Ekspor (PRPTE), Nucleus Estate Smallholder (NES), Nucleus Estate Smallholder Transmigration (NES-Trans), and the local government funding, as well as the liberalization of coconut trading regulation, had stimulated rapid growth of coconut estates in Indragiri Hilir. Even though several schemes and governments attempt to develop smallholder coconut estates, the expansion rate was mostly dominated by self-funded smallholder coconut estates. During the 1980s – 1990s, the increasing demand for coconut from large-scale processing industries had attracted the smallholder to cultivate coconut.

Social science learning is an effort to provide student's knowledge and comprehension about social condition in daily life. Basicly, social science is an integration of the study of social science such as, history, geography, economics, politic, sociology and other humanities science. So, the main purpose of social science learning to create the humans who are aware of their position as members of civil society. The introduction of local tradition also needs to be included in gerenal material on social science learning. Students are able to know more about existence of local tradition, one of wich is Laras Madya tradition. Laras Madya tradition is a one of the local tradition that can be inserted into the general social science learning materials. The approach to introduce this tradition is constructivism. Constructivism is an effective approach to use because can provides sufficient space for student to actively seek, collect, and process information to build their knowledge. This article is the author's conceptual idea wich aims to provide a new reference about local tradition. DOI: http://dx.doi.org/10.17977/um022v5i22020p103

This study describes the role of the use of learning models which applied to students through historical materials of the Great Mosque Nur Sulaiman in Banyumas toward students' learning outcomes. Using qualitative description research here,the researchers described what learning needs to be met by teacher in achieving the maximum learning process. In addition, the use of learning models which applied in the classroom, especially related to the historical material of the Great Mosque of Nur Sulaiman, it was able to be used to foster students' tolerance attitude. In the process of learning, the teacher described the history of the Great Mosque Nur Sulaiman, which in this case, it was also part of local history that exist in Banyumas. Therefore, from this description, which associated with the learning model, it gave students an understanding about the importance of local history in the process of improving students' tolerance attitude.

This article focuses on understanding the meaning and value contained in the text so as to obtain one-unity interpretation in Ilir-ilir tembang. This song was created by Raden Sahid namely Sunan Kalijaga which is one member of the Walisongo da'wah council that spread Islam in Java. The use of tembang as a means to spread Islam is characteristic of some members of Walisongo by incorporating Islamic values so that society is moved to embrace Islam as a religion. To get the meaning and value in this song used method of understanding with empathy and to relive stage. The results of the interpretation of the tembang ilir-ilir texts contain four interrelated values to obtain the happiness of life, namely: awareness, hard work/ effort, self introspection, and self-improvement.

ABSTRACTThis research aims to examine the implementation and effectiveness of history learning based on Selimbur Caye oral tradition values. This research uses mixed method approach. The subjects of this research are the student of X Social Science 1 (experimental class) and X Social Science 2 (control class) in SMA Negeri 4 South Bengkulu. The data of this study were collected using interview, observation, and documentation (qualitative phase) and questionaire (quantitative phase). They were, than, analyzed by using interactive model for qualitative data and t-test for the quantitative data. The result of this research are: 1) history learning based on Selimbur Caye oral tradition was conducted by combaining Problem Based Learning, Value Clarification Technique model, and the Values of Selimbur Caye oral tradition; 2) the implementation of history learning based on Selimbur Caye oral tradition is very efective in enhancing student's social awareness. Keywords: Social awareness, oral tradition, problem based learning, value clarification technique, history learning

Culture as an abstraction of a dynamic human experience, tends to develop in line with development of the supporting communities. Babad Banyumas as a literary work of traditional history reflects the culture which tends to convey a transformative message, and many of which loaded with social life values of the community at the time which became the underlying guidance and characters of the Banyumas society. This study aims to explore the culture and local values of Banyumas community's social life reflected from the text of Babad Banyumas. This is a qualitative study which employs content analysis to Babad Banyumas text as the data analysis. The data was collected through observation and interviews with experts in history. Data analysis uses qualitative data analysis using display data, data reduction and data verification to find common themes. The results of the study found that there are manifested cultural values and concepts in Babad Banyumas among others the culture of showing gratitude 'terima kasih', cablaka, egalitarian, asceticism (tapa brata), freedom (free soul), and politeness, which are also effective in strengthening and instilling the local culture and social norms values appreciated and observed by Banyumas society.Keywords: cultural values, Babad Banyumas, social studies

In the educational field, the implementation of History learning that provides local culture heritage is defined as a small starting point for the character changes of a large generation of notion. In the context of cultural values, several values such as acculturation, tolerance, cooperation and mutual cooperation are presented through the Indis architecture of Kapitan house as a model of History learning that is relevant to assist the growth process of a generation having characteramong the plural society. In this study, researchers propose the Indis architecture values of Kapitan house to transform the values of local culture heritage as a form of students' solidarity. Through the existing values on Indis architecture of Kapitan house, the students are expected tobuild the tolerance, mutual cooperation, cooperation and mutual respect in diversity. In order to investigate the purpose this study, mixed-method research that was meant as the combination between quantitative and qualitative research was applied in SMAN 8 Palembang. To clarify, this study aimed at presenting the locality of Palembang history in forming the students' social solidarity.

Athiyyah ar-Rahman is an influential book which written by Muhammad Azhari al-Palembani ibn Abdullah ibn Ahmad or also known as Kemas Azhari (1811-1874). The book was written in 1842 and until today is learned by Islamic community in Palembang. This article tries to elucidate the values of Athiyyah ar-Rahman book from education perspectives. The discourse-historical approach of Reisigl and Wodak (2008) is used to analyze the book. The findings show that Athiyyah ar-Rahman describes six pillars of Islam. The six pillars of Islam are framing three dimensions, including personal dimension, social dimension, and transformative dimension. The personal dimension relates to the core of the education to construct the self of student. The social dimension relates to the visions for harmonizing among humans and between humans and nature. Meanwhile, the transformational dimension relates to the effect of education to solve the problems in human life as well as transform the society. Based on the analysis, the educational values of Athiyyah ar-Rahman could be summarized as follows: religiosity, spirituality, morality, solidarity, tolerance, environmentalism, pragmatism and transformational.

This article intends to reveal Syaikh Ahmad al-Mutamakkin's neo-Sufism thoughts and his role in campaigning for the renewal of Islamic thought and changes in the social order of people's lives in Java in the 18th century. The discussion will focus on the domain of epistemological conflicts that legitimize al-Mutamakkin as a controversial contemporary Sufi. Historical exploration and appreciation will be more emphasized to fully look for facts about the teachings developed by al-Mutamakkin. This research is historical research using a herme­neutic approach to study and trace the artifacts of al-Mutamakkin's thoughts. This study found that al-Mutamakkin was a reformist figure who played an active role in upholding Islamic teachings as a universal religion and eternal through an eclectic and conformist approach to the existence of local wisdom values (local wisdom). As a reformist figure who carried the breath of renewal of the teachings of Sufism (neo-Sufism), al-Mutamakkin strongly criticized the teachings of Sufism developed by the Mataram elite. The king-Sufi political conception commonly adopted by the court elite in the 18th century in al-Mutamakkin's perspective was a form of betrayal of the teachings of Sufism. Therefore, in his perspective, the teachings of Sufism must be improved and adjusted to the proper khittah, namely as an instrument of self-formation and development of perfect human beings (insān kāmil) which is adjusted and guided by Allah's revelation and the Prophet's Sunnah.

The purpose of this paper is to find educational values of Piil Pesenggiri. Qualitative methods are used to describes and analyze of Piil Pesenggiri by collected the books, articles, journals, etc. The findings show that Piil Pesenggiri consists of four pillars; (1) juluk adok, (2) nemui nyimah, (3) nengah nyappor, and (4) sakai sambayan. The four pillars are framing two dimensions; personal and social. The personal dimension relates to being a good people to constructing the self-student and self-respect. The social dimension relates to the solidarity of individual and each other. Based on the analysis, the findings of educational values of Piil Pesenggiri are morality, religiosity, solidarity, and tolerance. It can be used to prevent social problems in human life.

The focus of research is the reconstruction or meaning of the values of Serat Panitisastra used as the development of historical learning. Panitisastra is a serat genre piwulang reproduced by Yasadipura II of Kasunanan Surakarta and its contents of social ethics. The purpose of the study is to identify the results of reconstruction in the form of values and knowledge of Serat Panitisastra. This research uses descriptive qualitative method. Sources of data used are informants or resource persons, places of activity in learning, documents and archives. The results of the research are: 1) The values contained in the Serat Panitisastra can be used as a component of the development of learning history and learning resources. Can also be used as an urgent moral guideline for character education students; 2) Description of history learning in SMA Negeri 6 Surakarta; 3) draft history-based learning model of Serat Panitisastra.

Substitution of education curriculum in Indonesia requires teachers to continue to innovate in order to explore the abilities and skills of learners. History as a subject based on value education is expected to then have a dominant role to help character of learners, one of which is having empathy that cause love to his country. In order to cultivate the empathy of learners is needed an approach in learning that is able to accommodate the creativity as well as the liveliness of the participants in accordance with the applicable curriculum guide. Living History is a concept of learning that can present a life there in a class by ignoring the reactor masalalu. A living history approach that can be used to analyze the historical events that occurred around the neighborhood learners and subsequently also used in an attempt to do decon s truksi growing local value in the Community. So through the use of living history students can be guided to build the mind constructs and perceptions of past figures in historical events. This study used a qualitative approach with data collection method using literature study to collect relevant sources such as books and research journals, and then to see the problems and needs of the students will be done by observation and interviews to several schools in Tabalong. The approach of living history to strengthen historical empathy is an innovation in historical learning based on needs analysis and problems that occurred in Tabalong, South Kalimantan.

Historical teaching material is one of the medias in the form of printed material. Historical teaching material is important used in historical learning because historical teaching material contains some historical facts which can help to improve the students' ability of historical explanation. The results of the research conducted shown that the use of historical teaching material is very minimum as well as the use of historical teaching material which contains local history. The implementation of historical teaching material uses the cooperative learning model namely problem based learning (PBL). Based on the existed theories, the cooperative learning can stimulate the ability owned by students including the ability to think critically and construct the existed knowledge of historical facts. Based on the things, it is needed to develop a historical teaching material which contains local history material to improve the Senior High School students' ability of historical explanation. The method used in this research is quasi experiment with two classes divided into one controlled class and one experimental class. This research took the students of XI grade in SMA Negeri 1 Lawang Kidul the Regency of Muara Enim as the sample. This research tested the effectiveness of students' ability of historical explanation and obtained the following calculation results: the post-test average of experimental class is 74,17 and the post-test average of controlled class is 65,67 and it continued with the results of T-test with a score of 4,510 and the significance average of 0,000<0,025.

Sumpah Satie Bukik Marapalam is an invaluable great work for the religious, social and cultural life of the Minangkabau society. This great work has become the life philosophy of the Minangkabau society until it is still firmly held up to this day. Integrating the value of this local wisdom in historical learning is necessary to contribute in order to strengthen the nation's identity to students. In addition, it is also highly relevant to the important role of historical learning to apply meaningful learning and character building. This study aims to produce a learning innovation that integrates the values of local wisdom in learning history through a problem-based learning model. The choice of problem-based learning in this study is very relevant to the purpose of the model to develop the critical thinking ability of students, therefore, it can create reflective thinking. The reflective thinking process of students is also able to contribute to the character building of students.