Diakronika

Digitalization of Differentiated History Teaching Materials Based on Galuh Regents History to Improve Students’ Critical Thinking Ability

Miftahul Habib Fachrurozi — 2025-06-11

This research aims to develop differentiated digital history teaching materials based on Galuh regents' history to enhance students’ critical thinking. These teaching materials integrated differentiated learning concepts, including content differentiation, learning style accommodations (visual, auditory, kinesthetic), and products differentiated on students’ task projects. This research employs the RnD method and is conducted through the ADDIE model. The subject of the study is a 10th-grade student enrolled in one of the Senior High Schools in Ciamis. Data collection involves interviews, questionnaires, observations, and tests. Data analysis is conducted qualitatively during the analysis and design stages and quantitatively during the development, implementation, and evaluation stages. The research findings are: 1) The current school teaching materials fail to meet students' needs. The teaching materials do not support highly digitised students' diverse learning styles and local historical content. 2) The development process involved expert judgment, receiving a score of 4.6 from the teaching material expert and 4.2 from the content expert. A limited trial yielded a score of 4.07, while an extensive trial yielded a score of 4.52. 3) Effectiveness testing showed an N-Gain of 0.7218 (72.18%), categorized as effective. Based on these findings, The history of Galuh regents holds significant character values in shaping students’ cognitive development so it can integrated into teaching materials. Future research should expand on digital local history learning by integrating interactive technology (AR/VR) to support student needs, particularly in digitalization and accommodating diverse learning styles.

Enhancing Historical Understanding through Local Wisdom Based Learning: A Case Study in Senior High Schools

Haris Firmansyah — 2025-06-14

In the growing concern over students’ detachment from historical content and the weakening of cultural identity, contextualizing history education through local wisdom emerges as a pedagogical imperative. This study explores how integrating local wisdom into history education can enhance student engagement, historical comprehension, and emotional connection to the subject at SMA N Kota Pontianak. Using a qualitative case study approach, data were collected through classroom observations, teacher interviews, and student reflections. The results demonstrate that local wisdom-based learning enriches historical understanding by linking curriculum content to students’ cultural heritage through folklore, oral traditions, and community narratives. Students showed increased motivation, active participation, and a stronger emotional bond with historical topics, reinforcing their cultural pride and sense of identity. While aligning with existing research on contextual learning, this study offers a novel contribution by examining the affective dimension of learning and its implementation in a multicultural, local Indonesian context. It highlights the strategic role of teachers in adapting local narratives into history lessons. It underscores the pedagogical value of local wisdom for fostering critical thinking, cultural awareness, and identity-based meaning-making. Despite challenges such as limited teaching resources and diverse interpretations of local traditions, the study concludes that local wisdom-based learning represents a powerful approach to revitalizing history education. It recommends that curriculum developers and educators systematically integrate local wisdom to promote more relevant, reflective, and inclusive learning experiences.

Conflict Resolution in Tobelo North Halmahera

Abubakar Muhammad Nur — 2025-06-17

Conflicts and religious (Islamic and Christian) violence within the Hibua Lamo Halmahera Utara community can not be solved by religious leaders' approaches, whereas in many cases, religious conflicts can be resolved through religious leaders' approaches. Conflict resolution in the Hibua Lamo community is an attempt to analyze and solve problems, considering cultural values. This study uses qualitative methods to describe and analyze conflict resolution technology in the Hibua Lamo community. Data collection techniques are done through observation, interview, and documentation. The results show that the first resolution of conflict and the realization of social cohesion within the Hibua Lamo community, due to the immediate awareness of the community played by the local elite, with the approach of traditional leaders to return to nature as indigenous people immediately. Secondly, Hein Namotemo (traditional leader), acting as a locomotive of conflict resolution, escorted himself to two powers, the Regent of North Halmahera and "Jikomakolano" (guardian of indigenous territories). With both these forces, Hein managed to maintain social cohesion. Thirdly, three factors give the spirit to maintain social cohesion within the Hibua Lamo community: "First, continuous efforts to instill and preserve the cultural values of Hibua Lamo universally to the community. Second, Always preserve mutually agreed reconciliation values on April 19, 2001. Third, local government, together with local elites, functions and empowers the role of customary institutions as a social glue and a pillar of preserving local cultural values.