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Heritage Encounters: Critical Place-Based Learning and the Making of Historical Awareness

Indonesian Journal of History Education · Vol. 10 No. 2 (2025) · pp. 87–106

DOI
10.15294/ijhe.v10.i2.20820
ISSN
2549-0354, 2252-6641
Published
2025-09-15
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This qualitative study examines how direct engagement with local heritage sites shapes historical consciousness in post-colonial classrooms. Engaging Indonesian tenth-graders with Liyangan, a pre-colonial site buried by volcanic eruption, the research investigates site visits as critical pedagogical intervention against textbook-dominated history instruction. Drawing on interviews with teachers, students, and site custodians, findings reveal that heritage encounters foster multidimensional awareness: students demonstrated heightened curiosity about marginalized local pasts, stronger preservation motivation, and deeper engagement with cultural traditions. The model creates transformative spaces where formal knowledge meets community memory, enabling learners to confront buried histories as reconciliatory practice. While implementation faces structural constraints—time, finance, transportation—this study contributes to global conversations on place-based pedagogy and heritage education in post-colonial societies.

Keywords

Collaboration network of the authors

32 authors · 62 co-authorship links

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Co-authorOrganisationJoint articles
Arif PurnomoAffiliation unknown6
Ganda Febri KurniawanAffiliation unknown3
Jayusman JayusmanAffiliation unknown2
Tambi TambiAffiliation unknown1
Abdul joharAffiliation unknown1
Arum Sekar KemuningAffiliation unknown1
Ratna ApriliaAffiliation unknown1
Slamet DumadiAffiliation unknown1
Rika CahyaniAffiliation unknown1
Em SereyrathAffiliation unknown1
Adinda Dwita PutriAffiliation unknown1
Resti PujianiAffiliation unknown1
Suwito Eko PramonoAffiliation unknown1
Nur Anisa AgustinAffiliation unknown1
R. SuharsoAffiliation unknown1
Rosa WardayantiAffiliation unknown1
Soni SumarsonoAffiliation unknown1
Atno AtnoAffiliation unknown1
Amalia Sekar KasihAffiliation unknown1
Ratna Sri WulandariAffiliation unknown1
Muhamad Jufri SuryawanAffiliation unknown1
Bain BainAffiliation unknown1
Karina Hasbi JantariAffiliation unknown1
Qonita FadhilaAffiliation unknown1
Amir KarimiAffiliation unknown1
Abdul MuntholibAffiliation unknown1
Sri Bulan RahmawatiAffiliation unknown1
Sinta RahayuAffiliation unknown1
Rosa KusumaAffiliation unknown1
Nor YulifahAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ijhe/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Heritage Encounters: Critical Place-Based Learning and the Making of Historical Awareness</dc:title>
	<dc:creator xml:lang="en">Cendani, Tesalonika Kristina </dc:creator>
	<dc:creator xml:lang="en">Romadi, Romadi</dc:creator>
	<dc:subject xml:lang="en">Place-Based Pedagogy, Critical Heritage Education, Post-Colonial Learning, Historical Consciousness, Indonesia</dc:subject>
	<dc:description xml:lang="en">This qualitative study examines how direct engagement with local heritage sites shapes historical consciousness in post-colonial classrooms. Engaging Indonesian tenth-graders with Liyangan, a pre-colonial site buried by volcanic eruption, the research investigates site visits as critical pedagogical intervention against textbook-dominated history instruction. Drawing on interviews with teachers, students, and site custodians, findings reveal that heritage encounters foster multidimensional awareness: students demonstrated heightened curiosity about marginalized local pasts, stronger preservation motivation, and deeper engagement with cultural traditions. The model creates transformative spaces where formal knowledge meets community memory, enabling learners to confront buried histories as reconciliatory practice. While implementation faces structural constraints—time, finance, transportation—this study contributes to global conversations on place-based pedagogy and heritage education in post-colonial societies.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-09-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ijhe/article/view/20820</dc:identifier>
	<dc:identifier>10.15294/ijhe.v10.i2.20820</dc:identifier>
	<dc:source xml:lang="en">Indonesian Journal of History Education; Vol. 10 No. 2 (2025): Digital History Pedagogy; 87-106</dc:source>
	<dc:source>2549-0354</dc:source>
	<dc:source>2252-6641</dc:source>
	<dc:source>10.15294/ijhe.v10.i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ijhe/article/view/20820/10471</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Indonesian Journal of History Education</dc:rights>
</oai_dc:dc>