Ulul Fikriyani, Totok Hari Prasetiyo, Mahfud Mahfud

Utilization of Colonial Heritage Learning Resources in Locality-Based Senior High School

Introduction

Utilization of colonial heritage learning resources in locality-based senior high school. Explore how Dutch and Japanese colonial relics in Tegaldlimo, Banyuwangi, serve as effective history learning resources for senior high school students, covering occupation and independence struggles.

Abstract

District Tegaldlimo is a district that is located in South Banyuwangi which are named Alas Purwo National Park in Java language which is defined as "the beginning of the forest", there are some historical relics Dutch and Japanese colonial period in this district. This study focuses on the problems: (1) the potential of heritage Dutch colonial era in District Tegaldlimo, (2) the potential of heritage Dutch colonial era in District Tegaldlimo, and (3) Utilization of heritage Dutch colonial era and Japan as a source of learning the history of high school students , The results of this research are: Historical evidence in the Dutch colonial era in District Tegaldlimo either: (1) Dam Limo, (2) Railway Lori, and (3) Monument Military Aggression I or commonly called the Monument Koptu Ruswadi, then the Japanese colonial era historical relics in District Tegaldlimo, either: (1) Battery Japan, (2) Tubs, (3) Bunker Japan, and (4) Caves Japan. Thus the Dutch and Japanese heritage can be used as a source of learning history in high school students in the Basic Competence 3.5 is "Analyzing the nature of the occupation and the response of the Indonesian nation". and Basic Competence 3:10 namely "Analyzing strategies and forms of struggle of Indonesia in an effort to maintain its independence from the threat of the Allies and the Netherlands". 5 is "Analyzing the nature of the occupation and the response of the Indonesian nation". and Basic Competence 3:10 namely "Analyzing strategies and forms of struggle of Indonesia in an effort to maintain its independence from the threat of the Allies and the Netherlands". 5 is "Analyzing the nature of the occupation and the response of the Indonesian nation". and Basic Competence 3:10 namely "Analyzing strategies and forms of struggle of Indonesia in an effort to maintain its independence from the threat of the Allies and the Netherlands".

Review

The paper, "Utilization of Colonial Heritage Learning Resources in Locality-Based Senior High School," tackles a highly pertinent subject concerning the integration of tangible historical heritage into the local education curriculum, specifically within District Tegaldlimo. The initiative to leverage colonial-era relics as direct learning resources for senior high school students is commendable, offering a valuable pathway for locality-based learning that can significantly enrich historical understanding and foster a deeper connection to local identity. This approach holds considerable promise for making history more dynamic and experiential than traditional classroom methods, highlighting the unique educational opportunities present in the local environment. A key strength of this research lies in its methodical identification and cataloging of specific colonial historical sites within District Tegaldlimo. The abstract effectively lists examples from both the Dutch (Dam Limo, Railway Lori, Monument Military Aggression I/Monument Koptu Ruswadi) and Japanese (Battery Japan, Tubs, Bunker Japan, Caves Japan) eras. Crucially, the study successfully connects these identified resources to specific Basic Competencies (BC 3.5 and 3.10) within the Indonesian high school history curriculum. This direct alignment validates the educational potential of these sites, demonstrating how they can serve as practical tools for teaching complex topics such as colonial occupation, national resistance, and the struggle for independence. However, the abstract itself presents significant challenges that warrant meticulous attention. There is considerable redundancy and grammatical awkwardness throughout, notably with research questions (1) and (2) being identical, and the repeated enumeration of Basic Competencies. Such issues impact the clarity and professional presentation of the work. While the study identifies valuable resources and their curricular relevance, the abstract offers limited details on the pedagogical strategies or practical methods for *how* these resources would be effectively utilized in the classroom or through field trips. Future iterations or the full manuscript should expand upon the proposed implementation, detailing learning activities, potential challenges, and anticipated learning outcomes to fully articulate the practical contribution of this promising research.

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