Analysis of the need to create a model of Muara Takus Temple using the green history approach as a medium for learning history
DOI:
https://doi.org/10.17977/um022v9i12026p18-33Keywords:
Muara Takus Temple, Green history, Learning media, History learning, SustainabilityAbstract
This study aims to conduct a needs analysis for developing a Muara Takus Temple model based on the Green History approach as an innovative medium for history learning. The research employed a qualitative descriptive design with a case study approach conducted at SMAN 12 Pekanbaru. Participants consisted of 1 history teacher and 32 eleventh-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, and were analyzed using an interactive model involving data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation of sources and techniques. The findings reveal three main results. First, existing history learning practices are still dominated by lecture-based methods with limited use of interactive media, resulting in low student engagement and superficial understanding of local historical content. Second, both teachers and students expressed a strong need for visual, contextual, and environmentally oriented learning media, particularly for complex historical topics such as Muara Takus Temple. Third, the proposed model made from recycled materials has the potential to enhance students’ conceptual understanding, learning motivation, and environmental awareness, although challenges related to technical production and teacher readiness remain significant. This study concludes that the development of a Green History–based temple model is pedagogically relevant and urgently needed, as it integrates historical understanding with sustainability values. The study recommends systematic development, teacher training, and institutional support to ensure effective and sustainable implementation in history learning.
References
Abera, Y. A. (2024). Sustainable building materials: A comprehensive study on eco-friendly alternatives for construction. Composites and Advanced Materials, 33, 26349833241255957.
Abildinova, G., Abdykerimova, E., Assainova, A., Mukhtarkyzy, K., & Abykenova, D. (2024). Preparing educators for the digital age: Teacher perceptions of active teaching methods and digital integration. Frontiers in Education, 9, 1473766. https://doi.org/10.3389/-feduc.2024.1473766
Adu-Boahen, A. O. (2024). Exploring empathic thinking among history student-teachers in Ghana: A case of Dr J.B. Danquah’s letter to Dr Kwame Nkrumah in prison. Social Sciences and Humanities Open, 9, 100850. https://doi.org/10.1016/j.ssaho.2024.100850
Ahmad, T. A. (2021, May). Identifying environmental issues on the prehistoric societies in history learning. In IOP Conference Series: Earth and Environmental Science (Vol. 747, No. 1, p. 012071). IOP Publishing. https://doi.org/10.1088/1755-1315/747/1/012071
Altassan, A. (2023). Sustainable integration of solar energy, behavior change, and recycling practices in educational institutions: a holistic framework for environmental conservation and quality education. Sustainability, 15(20), 15157.
Ansari, M. S. A. (2025). Sustainability through innovation and creativity in educational landscape: A systematic literature review analysis. Sustainable Futures, 10, 101433.
Berg, M., & Martin, S. (2024). School Trips to Historical Sites: Pupils' Cognitive, Affective and Physical Experiences from Visits to Auschwitz. History Education Research Journal (HERJ), 21(1), 1–18. https://doi.org/10.14324/HERJ.21.1.03
Bergman, K. (2025). Primary students’ perceptions of history and time. Education Inquiry, 16(3), 326–341. https://doi.org/10.1080/-20004508.2023.2223361
Birsyada, M. I., & Wibowo, B. A. (2025). Curriculum innovation in History Education: Reflective integration of technology and historical reasoning in a contextually adaptive model for Indonesian senior high schools. International Journal of Learning, Teaching and Educational Research, 24(8), 813–841.
Bleeze, R. (2024). Fostering historical consciousness and empathy in lower secondary students: A comparative study of history curricula in Australia and Singapore. Heliyon, 10(4), e25769. https://doi.org/10.1016/j.heliyon.2024.e25769
Bond, M. L., Barisha, K., Clark, K., Chugu, F. D., Madeli, J. M., Magayane, R., ... & Danoff-Burg, J. (2022). Education as a tool to live in harmony with nature. In Tarangire: Human-wildlife coexistence in a fragmented ecosystem (pp. 339-363). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-93604-4_16
Borah, A. (2023). Exploring the “green”: A review of environment and ecology as embedded in the historical literature of pre-colonial Assam. Ecology, Economy and Society, 6(2), 59–81. https://doi.org/10.37773/ees.v6i2.722
Boustani, N. M., Mourtajji, L., & Arts-Chiss, N. (2025). Learning to adapt: Educational technologies and the construction of sustainable and resilient learning environments. Frontiers in Education, 10, 1686368.
Chen, C. H., Su, C. Y., & Lo, F. Y. (2025). Experiencing historical events through a VR environment to enhance learning achievement, interest, motivation, and emotional reflections. Interactive Learning Environments, 1–18. https://doi.org/10.1080/-10494820.2025.2535683
Dazzi, C., Benedetti, A., Corti, G., & Costantini, E. A. C. (2024). Soil science in Italy: 1861 to 2024. In Soil Science in Italy: 1861 to 2024. Council for Agricultural Research and Economics (CREA), Italy: Springer International Publishing. https://doi.org/10.1007/978-3-031-52744-9
de Souza, É. C. (2021). Conceptual learning and orientation: an analysis of history education studies in Portugal and Brazil (2000-2017). Tempo e Argumento, 13(33), e0201. https://doi.org/10.5965/2175180313332021e0201
Doornbos, L., & Piedmont, E. (2024). “Thinking like an activist”: Preservice teachers make sense of the past. Journal of Social Studies Research, 48(3), 155–167. https://doi.org/10.1177/23522798241238669
El-Hamamsy, L., Monnier, E. C., Avry, S., Chevalier, M., Bruno, B., Dehler Zufferey, J., & Mondada, F. (2024). Modelling the sustainability of a primary school digital education curricular reform and professional development program. Education and Information Technologies, 29(3), 2857–2904.
Fauzi, W. I., Santosa, A. B., & Tarunasena, T. (2020, May). Brain-based learning and perception of students in a suburban area about the history. In IOP Conference Series: Earth and Environmental Science (Vol. 485, No. 1, p. 012080). IOP Publishing. https://doi.org/-10.1088/1755-1315/485/1/012080
Firmansyah, H., & Atmaja, T. S. (2025). Transformation of history learning methods in the digital era: Challenges and opportunities in schools. Indonesian Journal of Educational Development (IJED), 6(1), 264–277.
Gibson, L., Milligan, A., & Peck, C. (2022). Addressing the elephant in the room: Ethics as an organizing concept in history education. Historical Encounters, 9(2), 45–63. https://doi.org/10.52289/hej9.205
Gillate, I., Castrillo, J., Luna, U., & Ibáñez-Etxeberria, A. (2023). Historical memory and apps to develop social and civic competence: effects of the 1936 Project on teachers in initial training. Revista Complutense de Educacion, 34(1), 203–215. https://doi.org/10.5209/rced.77252
Harnes, H. B. (2025). What can empirical research tell us about how to develop students’ historical empathy? A scoping review. History Education Research Journal, 22(1), 1–18. https://doi.org/10.14324/HERJ.22.1.18
Ishaque, S., & Ansari, N. Y. (2025). Empowering sustainability: The role of green human resource management in fostering pro-environmental behavior in hospitality employees. Journal of Hospitality and Tourism Insights, 8(8), 2939–2957. https://doi.org/-10.1108/JHTI-09-2024-1010
Jaskułowski, K., Majewski, P., & Surmiak, A. (2021). Teaching history, celebrating nationalism: School history education in Poland. Routledge. https://doi.org/10.4324/9781003028529
Joyce, B., & Calhoun, E. (2024). Models of teaching. Routledge.
Kalungwizi, V. J., Krogh, E., Gjøtterud, S. M., & Mattee, A. (2020). Experiential strategies and learning in environmental education: Lessons from a teacher training college in Tanzania. Journal of Adventure Education and Outdoor Learning, 20(2), 95–110. https://doi.org/10.1080/14729679.2018.1555047
Karn, S. (2023). Historical empathy: A cognitive-affective theory for history education in Canada. Canadian Journal of Education, 46(1), 80–110. https://doi.org/10.53967/cje-rce.5483
Katyalova, I., Shukurova, M., & Hajiyeva, V. (2024, April). Green education and educational observation. In International Conference on Smart Environment and Green Technologies (pp. 497-501). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-81567-6_57
Kisler, R. (2022). A three-thousand-year-old soldier: History and the Hebrew Bible in Jewish-Israeli public education. Discourse, 43(4), 497–511. https://doi.org/10.1080/01596306.2020.1832963
Kumar, A. N., & Devadula, S. (2024, February). A review of material choices in undergraduate design programs in Bengaluru: An environmental perspective. In Futuring Design Education Conference (pp. 395-408). Singapore: Springer Nature Singapore.
Kuş, Z., & Mert, H. (2023). Citizenship education through high school history in Turkey. Citizenship, Social and Economics Education, 22(2), 85–99. https://doi.org/10.1177/14788047231190385
Lahmidi, W., & Youssef, J. (2025). Green human resource management, employee motivation, and organizational performance: A literature review. In Green Management Approaches to Organizational Behavior (pp. 255–286). Smatilab, Morocco: IGI Global. https://doi.org/10.4018/979-8-3693-8824-2.ch010
Lai, C. H., & Hu, P. Y. (2025). The gaming revolution in history education: The practice and challenges of integrating game-based learning into formal education. Information, 16(6), 490.
Li, Z., & Wang, D. (2026). A sustainable pedagogical model for media EFL: Blending content-based instruction with project-based learning. Sustainability, 18(5), 2439.
Limeri, L. B., Carter, N. T., Choe, J., Harper, H. G., Martin, H. R., Benton, A., & Dolan, E. L. (2020). Growing a growth mindset: Characterizing how and why undergraduate students’ mindsets change. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00227-2
Mahyudin, W. A. T., Rosman, R., & Haron, R. (2024). Islamic sustainable finance: How does VBI facilitate?. In Islamic Sustainable Finance (pp. 51-65). Routledge. https://doi.org/10.4324/9781003395447-8
Nordgren, K. (2021). The sidewalk is a history book: Reflections on linking historical consciousness to uses of history. Historical Encounters, 8(1), 1–15. https://doi.org/10.52289/HEJ8.101
Nugroho, O. A., & Gunawati, D. (2024). Fostering student awareness & participation related to environmental issues through the project citizen learning model. Pakistan Journal of Life and Social Sciences, 22(1), 5156–5169. https://doi.org/10.57239/PJLSS-2024-22.1.00379
Rahmah, S. (2025). The competence of Islamic religious education teachers in designing learning media based on the independent curriculum in junior high schools. ASEAN Journal of Religion, Education, and Society, 4(2), 145–152.
Rahmawati, V., & Umamah, N. (2023). The Effect of the game-based learning model on student engagement in history learning. Paramita, 33(1), 163–173. https://doi.org/10.15294/paramita.v33i1.37748
Ramey, K., & Stevens, R. (2020). Best practices for facilitation in a choice-based, peer learning environment: Lessons from the field. In Proceedings of the 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences.
Reyes, Y. M., Córdova, A. V. H., Capa, L. E. P., Avilés, O. M. T., & Leon, B. A. V. (2024). Interactive and educational content based on the use of Genially to energize the teaching-learning process in the History subject for Secondary Education students. In Seminars in Medical Writing and Education, 3. https://doi.org/10.56294/mw2024633
Rombot, O., Doringin, F., & Ariesta, F. W. (2018, July). The Collaboration of Flipped Classroom and Jigsaw Model to Improve the Student's Character in Elementary School in Jakarta. In 2018 International Symposium on Educational Technology (ISET) (pp. 63-67). IEEE. https://doi.org/10.1109/ISET.2018.00023
Ruiz-Corro, C. G., Pérez-Azahuanche, M., Leyva-Aguilar, N. A., Rabanal-León, H. C., Aroni-Salcedo, K. M., & Ruiz-Corro, A. K. (2024). Environmental awareness: A pedagogical commitment. Produccion y Limpia, 19(1), 23–40. https://doi.org/10.22507/-pml.v19n1a3
Saripudin, D., & Darmawan, W. (2018). Developing learning media of indonesian history to raise students’ historical consciousness. New Educational Review, 53(3), 163–176. https://doi.org/10.15804/tner.2018.53.3.14
Skårås, M. (2021). Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice. Journal of Peace Education, 18(3), 282–308. https://doi.org/10.1080/17400201.2021.1965971
Strand, H. (2025). Educational encounters with a local past-historical empathy in the archives. Education Inquiry, 1-20. https://doi.org/10.1080/20004508.2025.2508554
Su, Y., & Zhao, H. (2023). Infiltration Approach of Green Environmental Protection Education in the View of Sustainable Development. Sustainability (Switzerland) , 15(6), 5287. https://doi.org/10.3390/su15065287
Tafida, A., Alaloul, W. S., Zawawi, N. A. B. W., Musarat, M. A., & Abubakar, A. S. (2024). A review of eco-friendly road infrastructure innovations for sustainable transportation. Infrastructures, 9(12), 216.
Tasca, L. (2024). Shoah and Historia magistra vitae. The return of history as a moral discipline. Passato e Presente, 42(123), 161–177. https://doi.org/10.3280/PASS2024-123011
Tazhenova, G., Mikhaylova, N., & Turgunbayeva, B. (2024). Digital media in informal learning activities. Education and Information Technologies, 29(16), 21673–21690. https://doi.org/10.1007/s10639-024-12687-y
Ting, H. M. H., & Cajani, L. (2023). Negotiating ethnic diversity and national identity in history education: International and comparative perspectives. In Negotiating Ethnic Diversity and National Identity in History Education: International and Comparative Perspectives. IKMAS, Universiti Kebangsaan Malaysia, Selangor, Malaysia: Springer International Publishing. https://doi.org/10.1007/978-3-031-12535-5
Van Doorsselaere, J. (2025). Meaningful learning beyond the textbook: A case study of student experiences during an authentic historical inquiry on local heritage. History Education Research Journal, 22(1), 1–17. https://doi.org/10.14324/HERJ.22.1.09
Wang, X., & Perey, G. M. (2025). Research on the impact of teaching interaction on students’ online learning engagement based on a multiple linear regression model. In Proceedings of 2024 3rd International Conference on Artificial Intelligence and Education, ICAIE 2024, 625–629. College of Teacher Education, University of the Cordilleras, Benguet, Baguio, Philippines: Association for Computing Machinery, Inc. https://doi.org/10.1145/3722237.3722346
Xue, K., Li, S., & Wen, A. M. (2023). The power of empathy and positive emotions in enhancing the communication of environmental issues: A case study of “wandering elephant in Yunnan” on twitter. Environmental Research Communications, 5(8), 085003. https://doi.org/10.1088/2515-7620/aced3a
Yusuf, A., Munif, Hasyim, M., Anan, A., & Hadi, M. N. (2021, February). Media Information Communication and Technology (ICT) development strategy in education learning. In Journal of Physics: Conference Series (Vol. 1783, No. 1, p. 012127). IOP Publishing. https://doi.org/10.1088/1742-6596/1783/1/012127
Zilka, G. C. (2022). Teacher’s place as an educator in social interaction, in the digital age, from the point of view of preservice teachers completing student teaching in primary and secondary schools. Journal of Educators Online, 19(1), 161. https://doi.org/10.9743/-jeo.2022.19.1.5
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Rizki Ananda Hasibuan, Yanuar Al-fiqri , Bunari Bunari, Yuliantoro Yuliantoro
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3.png)
1.png)
1.png)
