1 PB

Cakrawala Pendidikan
Jurnal Ilmiah Pendidikan

Vol. 42 No. 3, October 2023, pp.586-600
https://journal.uny.ac.id/index.php/cp/issue/view/2547
DOI: https://doi.org/10.21831/cp.v42i3.63713
Resources of history learning in conventional

and modern continuum lines
Leli Yulifar1*, Aman2
1
Universitas Pendidikan Indonesia, Indonesia, 2Universitas Negeri Yogyakarta, Indonesia
*Corresponding Author: leli_yulifar@upi.edu
ABSTRACT
In the field of history education, there are still educators who rely primarily on themselves as the main
source of knowledge. However, history learning resources are diverse and encompass a wide range of
materials based on historical content, which can be utilized based on the teacher’s creativity. This study
aims at identifying and evaluating the use historical content-based history learning resources, both in theory
and in practical implementation. To achieve this, a literature review was conducted, involving the collection
of data from books, journals, notes, research reports, and internet sources. The process involved
identification, conceptualization, and interpretation of the gathered information. The analysis reveals that
historical content-based history learning resources exist on a continuum between conventional and modern
sources. Rather than being mutually exclusive, these sources can complement each other. The discussion
incorporates Edgar Dale's Cone of Experiences theory and examines benchmarks such as national archives
and museums, as well as the History Education Doctoral Study Program of Faculty of Social Sciences
Education (FPIPS) of Universitas Pendidikan Indonesia (UPI). In conclusion, historical content-based
history learning resources offer an alternative approach that provides valuable insights to history educators
beyond the confines of formal classroom settings. Educators can utilize both newly designed history
learning resources and existing resources tailored to their specific needs and learning objectives.
Keywords: history learning resources, continuum line, Edgar Dale’s cone of experience
Article history
Received: Revised: Accepted: Published:
13 January 2023 20 February 2023 13 March 2023 10 Oktober 2023
Citation (APA Style): Yulifar, L., & Aman, A. (2023). Resources of history learning in conventional and
modern continuum lines. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 42(3), 586-600. DOI:
https://doi.org/10.21831/cp.v42i3.63713
INTRODUCTION
The future of Indonesia relies on the quality of human resources capable of effectively
navigating the dynamically evolving global competition. The quality of Indonesian citizens is
fostered through the provision of high-quality education facilitated by professional teachers and
lecturers.
The Indonesian Law Number 14 of 2005 regarding Teachers and Lecturers emphasizes the
importance of academic qualifications, competencies, educator certificates, physical and mental
health, and other qualifications mandated by the educational institution where teachers/lecturers
are assigned. It also highlights the need for educators to contribute to achieving national education
goals. The acquisition of educational certification is traditionally pursued through the consecutive
model curriculum, which has replaced the concurrent model (Hufad, 2011).
In response to the disruptive era faced by higher education, the government has identified
five areas of research innovation to realize Golden Indonesia 2045. These areas focus on the Green
Economy, Blue Energy, Digital Economy, Tourism, and Health sectors. The five themes serve as
the chosen fields and schemes for the Lecturer and Education Personnel certification program
introduced in 2022 (Direktorat Sumberdaya, 2022). These regulations further underscore the
expectations placed upon teachers and lecturers as professionals, explicitly and implicitly, to
possess various competencies, including the ability to develop and manage learning resources.
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Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, Vol. 42 No. 3, October 2023, pp.586-600
However, it remains unclear whether history educators have optimally utilized history learning
resources in the teaching and learning process.
Historically, research has revealed persistent challenges within the subject of History. The
assumption that History is boring, uninteresting, or induces sleepiness is prevalent. This
perception may stem from teachers/lecturers solely focusing on teaching the memorization of
sequential events, year numbers, place names, and names of historical figures (Fru, 2015; Milo,
2015; Fowlkes, 2010; Yulifar & Agustina, 2020). Additionally, this subject is often
underestimated by some individuals (Santosa, 2017; Septiyaningsih, 2016).
This prevailing stigma may be attributed to the reliance of most teachers on their own
knowledge as the primary source of historical information. However, the resources available for
learning history are vast, diverse, and abundant. A creative history teacher who effectively utilizes
historical learning resources is essential, as a teacher equipped with creative pedagogical
competence can cultivate a rational history teacher who fosters imagination (Supriatna, 2020).
Regrettably, educators possessing these characteristics remain scarce, frequently relying on
textbooks and verbal lectures within the classroom (Susilo & Sofiarini, 2020). Nevertheless,
integrating imagination into the learning process can offer fresh and enriching educational
experiences for both instructors and students (Kompas-Griya Ilmu, 2018). Hence, it is evident
that the problem lies in teachers' suboptimal development of creative history learning resources,
resulting in student perceptions and responses that have remained largely unchanged over the past
few decades, as reported by researchers. Given this scenario, it becomes crucial to conduct further
identification and classification of history learning resources, guided by relevant concepts or
theories. This will enable history educators to make informed choices while considering the
measurable impact of their decisions regarding these learning resources. Hence, this study's
outcomes take the shape of a mapping that delineates historical learning resources across the
spectrum of conventional and modern approaches. This mapping was analyzed through the lens
of Edgar Dale's cone of experiences theory and the typology of learning resources (See Figure
14).
METHOD
This study adopts a qualitative approach through a literature study or library study (Katz,
1982). Wibawa & Awaliah (2023) refer to this as descriptive-qualitative analysis method, in
which the data were collected through literature review and documentation.
The researcher examines various sources, including books, journals, notes, visual materials
(such as pictures), internet sources, reports, and other relevant literature related to the problem
under investigation. The data collection process involves gathering information from textbooks,
journals, scientific articles, museum collections, and literature reviews that encompass concepts,
theories, and practices in the field pertaining to the identification and re-mapping of historical
content-based history learning resources. This kind of literature review is known as integrative
review (Snyder, 2019)
Subsequently, the analysis begins with organizing the collected material in a sequential
manner based on relevance, significance, and applicability to the research problem. Important
sections and their relevance to the research problem are recorded to maintain academic integrity
and avoid plagiarism (Darmadi, 2011). Proper citation and inclusion in the bibliography are
ensured to acknowledge the sources of information used.
Next, the significant difference from other methodologies is that it does not directly deal
with the object under study but indirectly accesses information from a variety of literature, which
is generally referred to as the "non-contact". Education researchers shall fully share information,
conduct research literature to master sources of relevant research and scientific developments,
and understand what our predecessors have achieved, and the progress made by other researchers
(Lin, 2009).
Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

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FINDING AND DISCUSSION

Finding
Types of history learning resources
In general, learning resources can be categorized into two main groups based on the
classification proposed by Warsita (2008) and Prastowo (2018), learning resources by design
(intentionally made) and learning resources by utilization (usually readily available). Here are
examples of history learning resources based on these categories (Table 1).
Table 1. Type of learning resources

No Classification/Type Example
1 Learning Resources by Design (Intentionally Textbooks, worksheets, modules, practicum
Designed Learning Resources for Specific instructions, films, encyclopedias, brochures,
Learning Objectives) film strips, slides, videos, maps, etc.
2 Learning Resources by Utilization (Existing Newspapers, television broadcasts, YouTube,
and Available Learning Resources Used for social media, various applications, markets,
Learning Purposes) museums, zoos, mosques and religious leaders,
historians, historical figures (historical actors
and witnesses), libraries, archive offices,
historical sites (cultural heritage), historical
historiography.
Referring to the grouping of types of history learning resources, it is important to note that
both categories encompass historical content, whether in physical or digital form.
Learning sources from analog to digital

The National Archives of the United Kingdom (UK) has a program consisting of a series
of activities that provide a unique experience for students. Starting from historical events like
Magna Carta to Suffragettes, students have the opportunity to engage with original primary
sources, which they are allowed to observe and even touch following certain procedures. These
activities offer an engaging way for students to interact with historical materials. In the historical
method, this activity is known as the stages of gathering sources (heuristics). Additionally,
prominent historians are invited to speak, giving students an understanding of the research
procedures (See Figure 2 & 3). These interactive workshops make studying history from distant
historical events enjoyable, with the full support of the staff at the National Archives organization.
Figure 1 is an example of archive documentation containing historical facts.
Source: Mascio, 2023

Figure 1. The Oldest Document is a Grant of Lands from Robert of Lorraine, Bishop of
Hereford to Roger Fitz Walter, dated 1085, Catalog Reference: C 115/59, Item 4095

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Source: Horrie & Hillman, 2019

Figure 2. Introduction the Historical Method to Students
Source: Horrie & Hillman, 2019

Figure 3. Learning History from Historical Content in the Form of Archives
in Family Time Club Sessions
Historical content is also found in museums. After undergoing an accuracy process by a

curator, it is registered as a museum collection by the registrar and exhibited by the museum
preparator, with museum guides (educators) ready to assist visitors. The exhibition layout can be
based on time chronology or thematic organization. Therefore, the historical content found in
museums is part of the history learning resources. Nowadays, many museums in developed
countries utilize the latest technology to present immersive collections through Augmented
Reality (AR), Virtual Reality (VR), and mixed reality. However, the high cost of technology
implementation is the reason why only a few museums in Indonesia present technology-based
collections (See Figure 4-6).
Museum
Yangzhou Museum, located in Yangzhou District, China, showcases the history of the city,
which was founded around 2500 BC. The museum houses a collection of 30,000 works of art,
including five permanent exhibition halls and 300,000 artifacts of ancient Chinese lettering tools.
Serving as a place for conservation, research, education, and tourism, the museum is also popular
for its role in patriotism education among the younger generation of Yangzhou. Visitors can
immerse themselves in ancient Chinese civilization through the historical contents on display
(https://artsandculture.google.com/partner/yangzhou) (See Figure 7).
The other international museum is the National Museum of Korea. The National Museum
of Korea presents historical content through its exhibition system, comprising the Permanent
Exhibition, Special Exhibition, Immersive Digital Gallery, and Exhibition Online.

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Source: National Education Museum of UPI, 2023

Figure 4. Visitor to the Museum Accessing Digital Historical Content in a QR Code

Figure 5. Example of Digitizing Historical Content-Based Collections in a QR Code

Figure 6. Content Module: The Japanese Occupation in Indonesia in Pre-Production of
the Digitization Process

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Source: private documents

Figure 7. Yangzhou Museum, China
Source: private documents

Figure 8. National Museum of Korea, Seoul
With a collection of 12,044 artifacts, the museum exhibits the history of Korean
development, covering themes from prehistoric to contemporary times. Students and university
students are provided with informative video materials, activity sheets, research materials, and
other relevant data (https://www.museum.go.kr/site/eng/content/permanent_exhibitions_guide)
(Figure 8).
Then, the National Education Museum of Universitas Pendidikan Indonesia. In 2021, as
the Head of the DIKTI Matching Fund Program Team, the author received funding from Rp 2.6
billion. Part of the program involved the digitization of the museum's collections of Universitas
Pendidikan Indonesia (UPI/Indonesia University of Education), which are currently enjoyed by
an average of 5,000 to 6,000 visitors per month. The collections are located on floors 1a, 1b, and
4. The museum collection includes the stories of Berretty, the first owner of Villa Isola and
founder of the Anetta News Agency (now Antara) (See Figure 9). This collection was developed
through a research collaboration between the researcher and Dr. Coen Vant Veer, a lecturer at
Leiden University and author of the Biography of William Dominique Berretty and his son Dodo
Berretty. The historical digital content of Berretty is commercialized through the Pentahelix
collaboration, which involves the government (Ministry of Education, Culture, Research, and

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Technology), the university (UPI), and the business and industrial sector (PT. Rumah Media
Interaction, a digital-based company). Marketing is done in collaboration with PT. Multidaya
Dinamika (Digital Economy) and PT. Multi Manage Tourism.

Figure 9. Grandson of William Dominique Berretty’s Nephew Viewing the Digital
Collection of Berretty’s Videography
Work by doctoral student from historical content research to digital content

The 21st Century History Learning Resources course in the History Education study
program utilizes a Project-Based Learning approach. The course consists of two main stages.
First, students engage in the reconstruction of selected historical themes or events, agreed upon
by the supervising lecturers. Second, students develop the historical content in digital form. Upon
passing the assessment by the museum curator, an agreement is made to include the work in the
collection of the National Education Museum at UPI. Figures 10-12 are some pictures showcasing
the work of the doctoral students.
Source: Ahmad, 2022

Figure 10. Content-Based History Learning Resources:
Muhammad Yamin’s Thoughts Work

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Figure 11. Videography of the Story of K.H. Ahmad Dahlan Based on Historical Content

Figure 12. The Development Islam in Indonesia
Development of historical content-based history learning resources

The author’s dissertation work (Yulifar, 2014), which explores historical events in Ciamis
regency during the Dutch colonialization period and was later developed into a book, serves as
an example of historical content-based history learning resources. Additionally, as the supervisor
of YS's dissertation, which focuses on the story of the Ciamis regents, it was further developed
into teaching materials (2021/2022) in the form of an encyclopedia of the Ciamis regent. This
resource expanded to include several other colonial-era regents of Ciamis. The teaching material
is utilized as a historical learning resource at the university where YS was affiliated.
Furthermore, an article titled “Kabupaten Ciamis 1916-1925” (Ciamis Regency 1916-
1925) was presented at an international seminar and became part of a book series published in
History Education by Yogyakarta State University (2014). Collaborating with YS and other
advisory teams, another article was published in an international proceeding titled "Development
of Encyclopedia as Teaching Material based on Local Leadership Concept" (Sofiani et al., 2022).
The publication with an ISBN makes these works accessible to the public, beyond just the
academic community. According to Nuttal (2021), articles included in book series and
proceedings fall into the category of history learning resources that provide accurate and up-to-
date information.
History learning resources, such as textbooks and encyclopedias based on historical
content, are traditionally published in printed form with an assigned ISBN. These resources fall
into the conventional category, aligning with basic (fundamental) research in the field. However,

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considering Edgar Dale's Cone of Experience, it is acknowledged that reading activities alone
contribute to a mere 10% of students’ comprehension. Consequently, it prompts the researcher to
contemplate alternative approaches to integrate history learning resources within Edgar Dale’s
experiential cone, which offers greater potential for enhancing students' absorption and
understanding.
The opportunity to enhance absorption and understanding at a higher level arose when the
author assumed the role of an OAKS promoter (2022-2023). During this time, the dissertation
material focusing on the District Head of Ciamis Regency underwent digitization, incorporating
additional content on the history of District Heads during the Colonial Era in Tasikmalaya. The
content-based history learning resources were then developed in the form of an Android-based
gamified application. Trials of the application were conducted at the History Education Study
Program at Siliwangi University-Tasikmalaya and Galuh-Ciamis University. This signifies that
the content-based history learning resources fall under the category of applied research, with a
Technology Readiness Level at level 4. The aim is for students to achieve a comprehension level
of 70%-90% according to Edgar Dale's principles, as the content-based history learning resources
foster interactions among students and between students and digital technology/applications,
under the guidance of teachers/lecturers. Together with the historical education doctoral
candidates, several articles have been published at the international level, including “The
economic situation of Sukapura regency during the reign of Raden Adipati Aria Wiratanuningrat”
(Shavab et al., 2023).
The pinnacle of downstream research is commercialization, a stage that only a select
number of researchers can easily attain. The data from the Directorate General of Higher
Education indicates that only a small percentage of development research reaches this level. In
2023, with the support of business and industry partners, the research roadmap expanded to
encompass the theme of “Stories of the Ciamis Regents”, which was further extended to “Stories
of West Java Regents”. The proposal, with an elevated applied level ranging from Technology
Readiness Levels 4 to 6 and 7 to 9, has successfully passed the selection process with a multi-
year scheme spanning three years. Collaborating with alumni who currently serve as lecturers at
Siliwangi University, the researcher intends to develop history learning resources under the title
“Development of edutourism-based museum collections through augmented reality local wisdom
stories of West Java regents to encourage engagement and historical empathy”. In the third year,
which represents the commercialization stage, a partnership will be established with the National
Education Museum of UPI. This collaboration aims to make the content-based history learning
resources accessible to the public, while also elevating students’ understanding to 90% of the
Edgar Dale version using AR/VR and/or mixed-reality technology. The immersive studio on the
4th floor of the National Museum of Education of UPI will serve as the platform for these
presentations. Consequently, these historical content-based learning resources represent the most
advanced form and are considered part of the digital collections of the National Education
Museum of UPI. Therefore, the journey from conventional basic research leads to the
development of historical content-based learning resources utilizing technology and
digitalization. It is anticipated that these steps will dispel the perception that history is boring,
monotonous, and purely memorization based. The millennial generation will engage with their
gadgets and embark on a journey through the time tunnel.
Edgar Dale’s cone of experience

By applying Edgar Dale’s framework (Figure 13), it becomes evident that historical content
from various sources, such as the UK’s National Archives, Yangzhou Museum, National Museum
of Korea, National Education Museum of UPI, History Learning Resources Classes in the History
Doctoral Program at FPIPS UPI, and the researcher's own portfolio of research, can be identified
and mapped as content-based history learning resources. It is observed that these resources exist
along a continuum, highlighting the diverse range of historical learning materials available.
Further elaboration is presented in Table 2.
The continuum of history learning resources, as identified in Table 2, highlights the
importance of teachers gaining insight to determine learning resources according to their needs.

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It can be interpreted that the escalation of achievement of historical learning goals will be optimal
if teachers choose the appropriate resources. The continuum includes historical content used in
passive learning, such as manually printed textbooks.
People generally remember (learning activities) People are able to… (learning activities)
Figure 13. Edgar Dale’s cone of Experience
Table 2. Identification and mapping of history learning resources

Understanding
Learning Resource
Observation Object Program Service Level (Edgar
Category
Dale)
National Archive UK Learning resources by Active Learning 90%
utilization
Museum Yangzhou Learning resources by Passive and Active 10-90%
utilization Learning
National Museum of Korea Learning resources by Passive and Active 10-90%
design and utilization Learning
National Education Museum of UPI Learning Resources by Passive and Active 10-90%
design and utilization Learning
History Learning Resources Classes in Learning resources by Passive and Active 10-90%
the 21st Century History Doctoral design Learning
Program at FPIPS UPI
Researcher's Portfolio Learning resources by Passive and Active 10-90%
design Learning
However, when these textbooks are developed into digital form, whether through the
presentation of AR/VR or mixed reality, the historical learning resource shifts to the right of the
continuum line. This is because the use of historical content in the form of textbooks is still
prevalent, alongside the emergence of digital history learning resources.
Thus, the history learning resources in the form of a continuum (Figure 14) can be
understood as a diversity of existing historical learning sources that do not eliminate each other
but rather complement each other. The choice of resources will depend on the context and needs
of educators or students. By selecting appropriate resources, teachers can obtain the benefits of
using learning resources and achieve the desired level of student absorption, ranging from the
lowest percentage (10%) to the highest (90%) as described by Edgar Dale in his cone of
experience. A wise teacher who aims to overcome the stigma of unattractive and boring history
lessons will choose learning resources with a higher percentage, positioning themselves as
professional educators.

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Passive Learning Active Learning
10% 20% 30% 40% 50% 60% 70% 80% 90%
Conventional (manual) Modern (digital)
Figure 14. History learning resources in the continuum line

Discussion
Before delving into the explanation of history learning resources, it is important to
understand the general terminology of learning resources. According to Barber & Mourshed
(2007), learning resources refer to the tools and materials that teachers can access to enhance their
professional development and improve their teaching practices, whether during pre-service or in-
service training.
Drawing from this perspective, learning resources encompass a wide range of materials
that teachers can utilize to enhance their teaching effectiveness. Pebriana et al. (2021) further
emphasize that learning resources are anything that can facilitate the teacher's delivery of
instruction, making it easier for students to comprehend the learning content. This ease and
convenience are achieved when teachers effectively translate their professional competencies into
the classroom environment (Schieb & Karabenick, 2011). The use of these learning resources by
teachers is significant, as teacher quality is often regarded as the most influential factor in
determining the effectiveness of a school system (Barber & Mourshed, 2007).
According to the Association for Educational Communication Technology (AECT) cited
in Prastowo (2018), learning resources encompass data, individuals, or objects that can be utilized
to facilitate learning for students. Furthermore, Yusuf (2010) elaborates that learning resources
encompass various types of media, objects, data, facts (events), ideas, people, and other elements
that facilitate the learning process for students.
The significance and benefits of utilizing history learning resources are evident and can be
observed through various advantages. In this regard, the researcher has adapted the perspective
of Nuttall (2008), who highlights the following points: 1) Provide direct and concrete learning
experiences to students, such as organizing field trips to historical sites, tombs of historical
figures, museums, temples, and places of worship (mosques, churches, temples); 2) Present
elements that are not easily accessible or observable directly, such as floor plans, mockups,
replicas, sketches, photographs, films, magazines, maps, and manuscripts (archives); 3) Expand
and enrich the range of resources available in the classroom, including various types of history
books (Global history, regional history, national history, local history, city history, visual history,
and thematic history). These resources can include the perspectives of historians, witnesses, and
historical actors (Yulifar, 2019); 4) Provide accurate and up-to-date information through sources
such as journals, book series, monographs, encyclopedias, reputable blogs and websites,
applications, newspapers, online news, YouTube, and other digital platforms. In the era of the
New Normal, the use of social media as a learning resource can be particularly beneficial for
students, as it often offers cost-effective options (At Thaariq, 2020). Learning history from actual
events can greatly contribute to understanding current events (Kochhar, 2008); 5) Help address
educational challenges at both the macro level (e.g., through the use of modules and online
learning when offline learning is not possible) and in instilling values of heroism,
multiculturalism, and minimizing ethnocentrism (identity politics) through the use of digital
technology that presents virtual reality (VR), augmented reality (AR), and mixed reality
experiences of historical events. This approach encourages the development of historical thinking,
historical consciousness, historical comprehension, and the ability to think chronologically.
Stimulate creative and innovative thinking, encouraging students to take measured risks,
through learning from the exemplary values of historical figures (e.g., biographies of Soekarno,
Hamka, Rahmah El Yunusiah, Dewi Sartika, etc.).

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The constellation of history and history education

The incorporation of history into the educational realm is evident through its inclusion as a
subject in schools. The organization of history as a subject is structured within a curriculum that
is influenced by philosophical and political foundations. Agus Mulyana, in the introduction of
Hasan (2012), highlights the need for the selection and arrangement of historical material that is
imbued with values, and aligning with the objectives of national education. In essence, historical
material serves as a source for learning history, with the aim of achieving specific educational
goals. It is crucial for history teachers at both the high school and tertiary levels to be aware of
and comprehend this, especially given the growing importance of technology in education.
However, it is equally important to recognize that a teacher's competence in mastering historical
content remains paramount. In fact, criticism has arisen from historians regarding history teachers
who encounter various historical facts in textbooks and educational technology applications that
are either devoid of historical context or contain incorrect interpretations.
According to Hasan (2012), historical education material is a powerful medium for
introducing students to the past activities and lives of their nation and people, connecting them to
their national identity. Thus, historical works or events serve as educational media. As we know,
educational media is an integral part of learning resources. Consequently, historical content, as a
product of historical science, serves as a fundamental source for learning history. Prastowo (2018)
categorizes events as a type of historical learning resource based on their utility.
Historical content can be accessed through various categories of learning resources outlined
in the classifications by Warsita (2008) and Prastowo (2018). It can be intentionally created as
part of designed learning resources, such as textbooks, monographs, journal articles, proceedings,
and other printed or electronic media. Alternatively, historical content can be obtained from
historical sites, museums, regional or national archives, and through the expertise of historians,
witnesses, and historical actors, falling under the category of utilized learning resources.
Historical content forms an integral component of all history learning resources. Without this
content, history education would cease to exist. However, the challenge lies in effectively
transforming this content into suitable educational resources for students. Consequently, this
underscores the significance of teachers comprehending the array of history learning resources
available, both within and outside the classroom.
History learning resources through Edgar Dale’s Cone of experience

Fourth It is recognized that the vast range and variety of learning resources necessitate
efforts to identify and classify them effectively. In this discussion section, the classification
framework proposed by Warsita (2008) and Prastowo (2018) is presented. Additionally, in order
to assess the level of absorption and understanding achieved through different types of learning
resources, the researcher has adopted Edgar Dale's cone of experience, which was initially
articulated in 1946 (Jacobson, 2009). Despite being formulated 77 years ago, Edgar Dale's
insights remain pertinent and can be employed as a theoretical framework for analyzing the types
and effectiveness of learning resources. His ideas concerning the experiential learning gained
through instructional media are both foundational and forward-thinking. Utilizing Dale’s cone of
experience not only aids in the identification and classification of learning resources but also
allows for the measurement of their effectiveness, expressed as a percentage (Figure 5).
Figure 12 illustrates the division of learning into two categories: passive and active. In
passive learning, reading activities contribute 10% to mastery and memory of the material, while
listening contributes 20% and direct observation contributes 30%. Listening and observing
activities combined contribute 50%. On the other hand, during active learning, such as when a
teacher provides explanations, teaches, demonstrates, or engages in discussions, understanding
and memory of the material can reach a score of 70%. However, when actively engaged in all of
these stages, these activities can contribute up to 90% to the understanding and memory obtained
from the learning process

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CONCLUSION
In the era of disruption, history learning resources continue to play a crucial role in
conveying historical values and achieving national education goals alongside other subjects.
Content-based history learning resources have the ability to transform from conventional to
modern forms, incorporating the latest technology to make history learning Resources more
digital and interactive. This transformation is evident in activities conducted in learning resource
centers such as national archives, museums, classrooms, and research portfolios. It is through
downstream historical research that innovation is generated, leading to commercialization.
Commercialization can involve the dissemination of research results or carry economic value,
such as royalties received by inventors from users.
It is important to note that different types of learning resources exist on a continuum line,
ranging from conventional to modern historical sources. Conventional resources are characterized
by manual use and passive learning, while modern resources utilize the latest technology, such as
digitization and immersive experiences, promoting active learning. These modern resources can
include augmented reality (AR), virtual reality (VR), and mixed reality. Researchers, through
their dissertations, contribute to fundamental research, applied research, and development,
resulting in digital collections that museum visitors can enjoy with a Technology Readiness Level
between 7-9. By embracing the continuum of history learning resources and utilizing modern
technological advancements, history educators can demonstrate their dedication to achieving the
goals of history education at various levels. They can also overcome the stigma that history
lessons are uninteresting and boring, thereby becoming professional teachers who inspire a love
for history in their students and the general publiccomponent.
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Cakrawala Pendidikan

Jurnal Ilmiah Pendidikan

Resources of history learning in conventional

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

FINDING AND DISCUSSION

Table 1. Type of learning resources

Learning sources from analog to digital

Source: Mascio, 2023

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Source: Horrie & Hillman, 2019

Source: Horrie & Hillman, 2019

Historical content is also found in museums. After undergoing an accuracy process by a

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Source: National Education Museum of UPI, 2023

Source: National Education Museum of UPI, 2023

Source: National Education Museum of UPI, 2023

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Source: private documents

Source: private documents

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Source: National Education Museum of UPI, 2023

Work by doctoral student from historical content research to digital content

Source: Ahmad, 2022

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Source: National Education Museum of UPI, 2023

Source: National Education Museum of UPI, 2023

Development of historical content-based history learning resources

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Edgar Dale’s cone of experience

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Figure 13. Edgar Dale’s cone of Experience

Table 2. Identification and mapping of history learning resources

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Passive Learning Active Learning

10% 20% 30% 40% 50% 60% 70% 80% 90%

Conventional (manual) Modern (digital)

Figure 14. History learning resources in the continuum line

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

The constellation of history and history education

History learning resources through Edgar Dale’s Cone of experience

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Kompas-Griya Ilmu. (2018). Imajinasi dalam pembelajaran, kunci memahami realitas.

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

Copyright © 2023, author, e-ISSN 2442-8620, p-ISSN 0216-1370

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