COMBINING HERITAGE AND TECHNOLOGY THROUGH DIGITAL CATALOGUE MEDIA TO IMPROVE STUDENTS’ HISTORICAL LITERACY SKILLS IN SENIOR HIGH SCHOOL

Authors: Aditya Indrawan, Akhmad Arif Musadad & Susanto

ABSTRACT

Historical literacy is an ability that must be possessed by students when studying history. The purpose of historical literacy itself is not only about the ability to remember, but to know how a direction is made. Combining heritage with today’s technology is one way to provide literacy-based history learning activities. This is because heritage objects not only provide information about historical stories but the relationship of buildings to events. The purpose of this research is to see how the learning process uses heritage objects with technology through the media developed. The research is qualitative research with a case study approach. Digital catalogue media is developed based on development research methods. Through combining heritage with technology, it is felt that it can provide more meaningful learning activities to improve historical literacy skills.

Keywords: Historical literacy, Digital Catalogue, Heritage, Technology

REFERENCE

  • Akkerman, S., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81, 132–169. https://doi.org/10.3102/0034654311404435
  • Aulia, R. N., Rahmawati, R., & Permana, D. (2020). Peranan penting evaluasi pembelajaran Bahasa di sekolah dasar. Jurnal BELAINDIKA (Pembelajaran Dan Inovasi Pendidikan), 2(1), 1-9.
  • Boix-Mansilla, V. (2000). Historical understanding: Beyond the past into the present. In P Stearns, P Seixas & S Wineburg (Eds.), Knowing and teaching and learning in History: National and international perspectives. New York: New York University
  • Fitzsimons, E. (2015). Character education: A role for literature in cultivating character strengths in adolescence. Master of Applied Positive Psychology, 8(1), 135–150. https://doi.org/10.1007/978-94-017- 9667-5_7
  • Gomes, Silva, & Marcelino. (2005). Geo-referenced Multisensory Information: a Productive Concept for Elementary School, Proceedings of 8th International Conference on Computers and Advanced Technology in Education, CATE 2005, Oranjestad, Aruba, pp. 405-410.
  • Kemendikbudristek. (2022). Buku Saku: Tanya Jawab Kurkikulum Merdeka
  • Kochar, S.K. (2008). Pembelajaran Sejarah: Teaching of history. Jakarta: Grasindo.
  • Lee, P. (2005). Historical literacy: theory and research. History Education Research Journal, 5(1), 29-40. https://doi.org/10.18546/herj.05.1.05
  • Lee, P.J. & Ashby, R. (2000) ‘Progression in historical understanding among students ages 7-14’, in Seixas, P., Stearns, P. and Wineburg, S. (eds) Teaching, Learning and Knowing History New York, New York University Press.
  • Magro, G., De Carvalho, J. R., & Marcelino, M. J. (2014). Improving History Learning through Cultural Heritage, Local History and Technology. International Association for the Development of the Information Society.
  • Marcelino, M. J., et al., (2007). SchoolSenses@Internet Criação de Informação Georeferenciada Multisensorial com crianças e professors
  • Mendes, J. A., (2009). Estudos do Património. Imprensa da Universidade de Coimbra. Coimbra, Portugal. Moura, A., 2008. A Web 2.0 e as Tecnologias Móveis. In A. A. Carvalho, & M. d. Educação (Ed.), Manual de ferramentas Web 2.0 para Professores (pp. 121-146).
  • Nemko, B. (2009). Are we creating a generation of ‘historical tourists’? Visual assessment as a means of measuring pupils’ progress in historical interpretation. Teaching History, 137, 32–39.
  • Perfetti, C. A., Britt, M. A., Rouet, J.-F., Georgi, M. C., & Mason, R. A. (1994). How students use texts to learn and reason about historical uncertainty. In M. Carretero & J. F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 257–283). Lawrence Erlbaum Associates, Inc.
  • Ravitch, D. (1989). The plight of History in American schools. In P Gagnon, (Ed). Historical Literacy: The case for History in American education. Boston: Houghton Mifflin Company.
  • Seixas, P., & Clark, P. (2004). Murals as Monuments: Students’ Ideas about Depictions of Civilization in British Columbia. American Journal of Education, 110, 146 – 171. https://doi.org/10.1086/380573
  • Shemilt, D. (2000). The Caliph’s coin: The currency of narrative frameworks in History teaching. In P Stearns, P Seixas & S Wineburg (Eds.), Knowing and teaching and learning in History: National and international perspectives. New York: New York University.
  • Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49.
  • Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83(1), 73–87. https://doi.org/10.1037/0022-0663.83.1.73