IMPLEMENTATION OF PLACE-BASED LEARNING MODEL IN FOSTERING MULTICULTURAL HISTORICAL AWARENESS IN THE YOUNGER GENERATION

Kian Amboro; Barnas Rasmana; Agus Mahfudin Setiawan; Adi Setiawan

doi:10.61677/satmata.v4i2.1079

Authors

Kian Amboro Department of History Education, Faculty of Education and Teacher Training, Universitas Muhammadiyah Metro https://orcid.org/0000-0003-2895-612X
Barnas Rasmana Department of History Education, Faculty of Education and Teacher Training, Universitas Muhammadiyah Metro
Agus Mahfudin Setiawan Department of History of Islamic Civilization, Faculty of Adab, Universitas Islam Negeri Raden Intan https://orcid.org/0000-0003-2656-7366
Adi Setiawan History Teacher at SMA Negeri Sekampung

DOI:

https://doi.org/10.61677/satmata.v4i2.1079

Keywords:

Place-based learning, local history, multicultural historical awareness, Historical Riding Tour, cultural heritage.

Abstract

Learning history through direct engagement with places can make local history more contextual and meaningful, particularly in multicultural urban settings. This study aims to examine the implementation of a place-based learning model through the Historical Riding Tour Telokbetong in relation to participants’ multicultural historical awareness. A qualitative descriptive approach was employed using post-activity feedback questionnaire responses from 26 participants collected after the event on July 11, 2026. The data were analyzed thematically by examining participants’ reported historical understanding, historical interpretation and meaning-making, recognition of the multicultural historical landscape, and heritage appreciation and preservation awareness. Participants described old buildings and urban spaces not merely as physical remnants but as historical resources containing identity, memory, and community narratives. Participants’ responses also reflected recognition of Telukbetung as a multicultural historical landscape shaped by the diversity and interaction of European, Chinese, Malay/Islamic, Christian, and Catholic communities. Participants’ responses reflected reported multicultural historical awareness and an appreciation of heritage preservation. The findings indicate that the Historical Riding Tour has potential as a place-based learning model connecting local history, direct experience, multicultural awareness, and heritage preservation.

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