The application of media in the learning process is very enjoyable so as to create an effective and efficient learning atmosphere. This is the background of the research on the implementation of Digital-Based Comic Media which was carried out at SMK Negeri 1 Gunung Talang. Comic media is a fun reading material because it has lots of pictures and is explained with various characters of someone who participates in acting out the story. The research objectives include knowing the planning and implementation of digital-based comic media in history learning. Preparation of research using qualitative research methods with a qualitative descriptive approach. The type of research used is field research to look specifically at data about the Implementation of History Learning Using Digital-Based Comic Media. The informants in this study were school principals, history teachers, and students at SMK Negeri 1 Gunung Talang. From the results of research in the field, it can be obtained the results of the research that in the process of implementing digital-based comic media learning, it has been carried out starting from the lesson plans prepared by the teacher such as learning devices and learning materials and media. The implementation of history learning using digital-based comic media can run well, but there are some problems such as the lack of facilities and infrastructure, the duration of time is too short, the media used is still simple. Keywords: History learning, learning media, Digital-Based Comics.

Surau is a cultural heritage building of the local community before the advent of Islam. The surau is intended to function as a place to meet, gather for meetings and a place to sleep for boys who have reached puberty and parents who are old. With the arrival of Islam, surau also underwent an Islamization process. In addition to the above functions, its function was later expanded to become a place for teaching and developing Islamic teachings such as learning the Koran, places for ceremonies related to religion, places for mysticism, places for meetings, lodging. travelers, places of worship, bergambus and others. However, the function of the surau began to fade since the early 20th century which was marked by the arrival of the Dutch to West Sumatra with a situation squeezed by Dutch colonial economic-political pressures and reconditioned religion. The aims of the research include knowing the surau and the modernization of education during the Dutch East Indies era. The preparation of the research used the Library Research method. Data collection was carried out by means of a Literature Study. Data analysis was carried out by analyzing the contents of the book, related literature, historiography. From the results of the research conducted, it can be obtained the results of the research that the existence of the surau as one of the first Islamic educational institutions in Minangkabau had made efforts to modernize amid the penetration of the Dutch East Indies. The modernization referred to concerns an institutional system that is more accommodating to the demands of the development of Muslim society. The modernization of the surau was marked by the establishment of modern Islamic educational institutions, such as the Adabiyah School, Sumatra Thawalib, Madrasah Diniyah and so on which were the forerunners of the Jembatan Besi surau. Models of educational institutions use a curriculum that does not only teach religious education, but also includes general subjects. Furthermore, the development of organizations in the field of education originating from this surau further modernized the surau as an educational institution. The incessant penetration of the Dutch East Indies government into the existence of Islamic educational institutions in the Minangkabau area, apparently did not dampen the enthusiasm of the ulama with the consolidation carried out with Islamic reformers who were increasingly showing their stability.

The diversity of the Indonesian is not just aspects of culture, language, ethnicity, but also the process of social change of society and history in each region has differences. History is not a blank and rigid space, departing from an autocritic of the History Education curriculum which has some weakness, this paper focuses on the study of the lack of local historical content in the curriculum of historical education and attempts to initiated discourses to be an alternative to enrich the content of history education with local history without ruling out Indonesia's national history. The local history can be a consideration, in addition to touching the localities and being closer to the students, local history learning can also be a means to preserve local wisdom and indigenous cultures in each region. Decentralization of education as a delegation of authority to local authorities provides opportunities for the application of local history in the curriculum of history subjects. Education policy and design of local history education curriculum can be devolved by regional authorities, cultural and historical communities, and Musyawarah Guru Mata Pelajaran dan Kelompok Kerja Guru (MGMP / KKG).

This article is entitled "Multicultural Education in History Learning at SMA Negeri 1 Sitiung". The writing of this article is motivated by the ethnic diversity that exists in the SMA Negeri 1 Sitiung environment. In this school there is a fairly complex diversity such as ethnic, cultural, racial, and religious diversity. Usually this is one of the factors that causes conflict in the community but not with the diversity that exists in SMA Negeri 1 Sitiung, with differences, the atmosphere and social conditions of students in it remain peaceful and avoid conflict. The aims of this study are: (1) To find out the historical background of the occurrence of multiculturalism in SMA Negeri 1 Sitiung. (2) Knowing the implementation of multicultural education in history learning at SMA Negeri 1 Sitiung. This type of research is case study research, using descriptive qualitative research methods. Research informants were Indonesian History teachers, students and principals and vice principals for student affairs. Data collection techniques used are observation, interviews and documentation. Based on the results of the study, it can be obtained data that multicultural education has been applied in history learning by history teachers at SMA Negeri 1 Sitiung. Multicultural values are incorporated into the history subject matter, so that a combination occurs in the history learning process. Multicultural education at SMA Negeri 1 Sitiung is not only implemented in classroom learning, but is also included in the agendas of activities and habits at school. So as to create a comfortable, peaceful, and peaceful atmosphere in the SMA Negeri 1 Sitiung environment. Keywords: Education, Multicultural, History Learning.

The development of historiography in Indonesia cannot be separated from the historical background of the Indonesian nation. In the development of historical writing in Indonesia, several patterns or patterns of historiography stand out, namely, traditional historiography, colonial historiography and finally, national historiography or modern historiography. Each of these historiography certainly has its own characteristics. Like traditional historiography which is still thick with elements of myth and existed before the colonial period, even traditional historiography existed during the royal period. After that, traditional historiography changed to colonial historiography due to the entry of colonialists into this country. Colonial histiriography was also written by historians or people from the colonial government, the essence of which was that it was westerners who made it. Then after Indonesia was able to defeat the invaders, it changed to national historiography. The author is an Indonesian historian, and in writing, he genuinely knows Indonesia. Keywords: Historiograf, Indonesia, Tradisional, Kolonial, Moder.

This research is motivated by the reform movement of Islamic education in Minangkabau at the beginning of the 20th century carried out by Zainuddin Labay el-Yunusy which has influenced modernization in Minangkabau which has had an impact to this day. This paper discusses the efforts made by Zainuddin Labay el-Yunusy in reforming Islamic education in Minangkabau in the early 20th century. This research is a library research using historical research methods consisting of heuristics, source criticism, interpretation and historiography by collecting primary and secondary sources from the literature. Zainuddin Labay el-Yunusy was born to Sheikh Muhammad Yunus al-Khalidiyah and Rafi'ah in 1890 in the Bukit Surungan district of Padang Panjang, coinciding with the 12th Rajab 1308 H and died on July 10, 1924 AD/8 Dzulhijjah 1342 H. Since childhood Zainuddin Labay was educated by his father who was also a scholar and then entered HIS, but did not graduate because he felt that he fit into the Dutch education curriculum. Furthermore, Zainuddin Labay studied with well-known educational figures in Minangkabau such as H. Rasul and Dr. Abdullah Ahmad in Padang. Zainuddin Labay has a very important role in reforming Islamic education in Minangkabau, among other things establishing the Diniyah School by incorporating general subjects into the Islamic education curriculum, fighting for the rights of Minangkabau women to obtain education, and forming a generation of Islam in Minangkabau. The reforms carried out by Zainuddin Labay towards Islamic education in Minangkabau inspired the establishment of modern Islamic education such as Diniyah Puteri Padang Panjang, changing the halaqah education system to become classical, and producing educational media. Keywords: Renewal, Islamic Education, Minangkabau.

This paper aims to see how learning loss is and to describe how to overcome it with the object under study is in the Junior High School (SMP) in Padang City. The type of research conducted is field research. This type of research is research using information obtained directly from the target or research object. This study uses a qualitative methodology with an inductive frame of mind, namely capturing facts or social phenomena through field observations and then analyzing them theoretically. Learning loss is a loss of learning. Loss of learning at the junior high school level in Padang City can be seen from several forms including concentration in learning, communication, caring and learning activities. Low learning concentration is reflected in students who tend to be distracted and easily influenced by small things, this low concentration in learning is caused by lack of sleep due to playing cellphones late at night, PJJ learning from home which is interspersed with other activities. Efforts to overcome this can be done by minimizing things that interfere with learning and there must be a firm agreement with students not to make noise in class. Student communication is not good and sometimes it is not in accordance with the norms and values that apply or makes students more shy and quiet. What the teacher can do to overcome this problem is to hold interactive and communicative activities to encourage students to express opinions. they. Caring for the environment, early students entering face-to-face learning after distance learning after the Covid-19 pandemic seemed individualistic and did not care about their surroundings. Efforts that can be made by the teacher as an effort to overcome the loss of learning is to involve students in activities that are cooperative and hone their social spirit. With regard to learning activities, learning loss can be seen in the inability of students to understand the material conveyed by the teacher, this occurs because students are not sharpened to think critically during distance learning, they only receive and work on it. What can be done for this problem as a countermeasure is to encourage students to engage in problem-solving learning, or project-based learning.

This article attempts to explain and reveal the historical experience of Baginda Dahlan Abdullah, a man from Pariaman, West Sumatra. The results discussed in this article are related to the biography and political struggles of Baginda Dahlan Abdullah between 1895 and 1950. Baginda Dahlan Abdullah was the son of Baginda Abdullah and Siti kali Tujuh (Uniang). He was born on July 5, 1895 in Kampung Parsir Pariaman. He is the eldest of 10 siblings. His education began with a Dutch school in Pariaman, then continued on to HIS in Padang, Kweek school For de Kock (Bukitinngi), then to the Netherlands. After attending a Dutch school, he finally attended Leiden University. His political career began in the Netherlands, he joined the "Indonesian Association". This is where the first time using the term Indonesia for the nation. After returning to Indonesia, he led the Sumatran Union and took part in spearheading the establishment of the PPPKI in order to unify the vision of the struggle. After independence, he was entrusted with becoming the Mayor of Jakarta, a member of the KNIP and finally became ambassador to an Arab country, based in Baghdad (Iraq). Here also he died (May 12, 1950). Keywords: Culture, Bagindo Dahlan Abdullah, Tokoh yang terlupakan, 1895-1950.

History learning in schools needs to adapt to information technology in the era of the industrial revolution 4.0. The purpose of this study is to describe students' perceptions of digital books in history lessons in high school. This research method uses descriptive qualitative using research instruments in the form of questionnaires and interviews. This research was conducted in a school in Lampung Province with 20 students as research subjects. The results showed that most students agreed with digital books in implementing history learning in class. Digital books are expected to be teaching materials that can increase students' success in learning history. The implication of this research is that teachers need to be able to adapt to technological and information developments in the current industrial revolution era.