The declining interest of the younger generation in history lessons in the digital era is a serious challenge to preserving national identity and forming national character. Many students find history boring and irrelevant. To answer this challenge, an innovative approach based on local wisdom that is contextual and meaningful is needed. The Batu Urip site in Lubuklinggau, which has been designated as a Cultural Heritage Village, holds potential historical and character values that can be integrated into history learning. This research explores the values of history and character education from Batu Urip's local wisdom as a 21st-century learning resource. The method used is historical research, which includes heuristics (data collection through field observations, interviews with traditional leaders, and archival studies), source criticism, interpretation of character values, and historiography writing. The results show that the Batu Urip site contains values such as gotong royong, social responsibility, and love for the environment, which are reflected in artefacts and oral traditions of the local community. The novelty of this study lies in developing interactive digital history learning media based on local values. The study's conclusion confirms that integrating local wisdom in history learning effectively fosters cultural identity, positive character, and students' interest in globalization.

This research examines the development of maritime culture in the Islamic Mataram Kingdom during Sultan Agung (1613-1645 AD), focusing on the interaction between agrarian and maritime cultures that shaped the Kingdom's identity. The Islamic Mataram Kingdom, located in the interior of Java, not only developed agrarian power but also made maritime expansion efforts as its power base. Through a historical approach using political and cultural analyses of primary sources, such as Babad Tanah Djawi, with the concepts of continuity and change as well as cultural acculturation as the basis for understanding the social dynamics that occurred, this research explores Sultan Agung's various policies, including the development of port infrastructure, the strengthening of the navy, and the development of religious traditions related to the sea. The results show that these policies expanded trade routes and strengthened the Kingdom's social and political legitimacy. By integrating local culture and Islamic elements, Sultan Agung created a synergy between agrarian and maritime power, significantly impacting Mataram society's economic and social stability. The findings are expected to provide new insights into the role of marine culture in Indonesian history, which is inclusive, cosmopolitan, multicultural, intercultural/mutual cooperation, and egalitarian, and its relevance in the context of marine culture development today.

In this digital era, many historical narratives are vulnerable to misinformation and biased interpretations that circulate freely on social media and online platforms. This requires students to develop critical thinking skills that can be improved through history learning. This study aims to develop teaching materials based on conceptual achievement and creative problem-solving models to improve students' critical thinking skills in history learning. The method used in this study is R&D with the ADDIE model. In the analysis stage, the process involves identifying core problems and understanding students' needs. The design stage focuses on planning teaching materials. The actual instructional product is created during the development stage, including content, media, and student activities. The implementation stage involves testing the developed teaching materials in a real classroom environment (conducted on 32 grade XI students of SMA Labschool Jakarta). Finally, the evaluation stage assesses the effectiveness of the teaching materials in meeting the intended learning objectives. The study's results showed that the developed teaching materials effectively improved students' critical thinking skills, as evidenced by a significant increase in pretest and posttest scores (p-value < 0.05). Further effectiveness was measured using N-gain analysis, which indicated effectiveness in the moderate category, with a 32% increase. Expert validation from content and media specialists also confirmed a very high level of feasibility (> 80%). Thus, teaching materials focusing on conceptual achievement and creative problem-solving can be an alternative to traditional history learning, encouraging students to think critically and gain a deeper understanding of history.

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.

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.

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.

Nationalism plays an essential role in nation-building and national integration in Indonesia. This research aims to scrutinize the change and the continuity of the idea of nationalism in Indonesia through discourse historical analysis of the Indonesian history textbooks from the New Order to the Post-reformation era. The question addressed in this research: Has Indonesian society ‘reimagined’ or ‘recalibrated’ the conception of nationalism along with the political transitions and transnational problems? Qualitative methods with the Discourse Historical Analysis approach were used to examine the history textbooks. Textbook analysis showed that the political transition from the Guided Democracy era to the New Order era in 1966 or the fall of the New Order era in 1998 did not significantly change the idea of nationalism. The primeval idea of nationalism remains the basic foundation of nationalistic discourse in history textbooks. Every political regime tends to impart or attach its political interest to nationalism. As a result, the primeval ideas of nationalism, developmental nationalism, and modern nationalism are intermingled. It tends to create a continuation and dynamic rather than changes in nationalism. As a result, the idea of nationalism in Indonesia, as represented in history textbooks, tends to be a political project rather than a collective one.

The history learning process today needs to optimize the use of technology. Optimizing technology, especially artificial intelligence, can avoid the negative effects of students' use of gadgets. Project Based Learning is a model that AI can integrate into history learning. This article outlines the Project Based Learning (PjBL) model that utilizes Artificial Intelligence (AI) as an ICT platform in the Local History curriculum. The research methodology is descriptive and qualitative, involving data collection methods such as observation, interviews, and documentation. The project focuses on historic buildings that reflect Bandung’s history, architecture, and culture, particularly Gedong Tjai Tjibadak. The study results show that 1) the PjBL model effectively combines with Artificial Intelligence (AI). 2) Presenting Local History content in a different format makes the learning experience more diverse and exciting. And 3) Utilizing AI-based projects as educational tools for history allows students to demonstrate their abilities effectively. The AI-integrated PjBL model enhances the learning of Local History content in a way that meets the requirements. AI technology makes learning smoother, more convenient, and more captivating.

This research aims to analyze the character values in the Saparan Bekakak tradition to strengthen the character building of the Pancasila Student Profile through history learning in high school. This research uses a descriptive qualitative method with an ethnographic approach. Research data were obtained through observations, interviews, and literature studies. The results of the research that Saparan Bekakak is a tradition of slaughtering bekakak brides as a means of asking for safety. The character value of Saparan Bekakak reflects the character of the Pancasila Student Profile, namely (a) Believing and fearing God Almighty, (b) Global diversity, (c) Mutual cooperation, (d) Independence, (e) Critical thinking, and (f) Creative. The character values of the Saparan Bekakak tradition can be utilized as a source of learning history by integrating it with the Curriculum and Learning Outcomes, implementing conceptual history learning, making visits to the place of implementation of the Saparan Bekakak tradition, and digging up information through community leaders who are the perpetrators of the Saparan Bekakak tradition.