Contextual Digital History Learning to Strengthen the Social Identity of the Young Generation

Abstract

This research aims to analyze how contextual digital history learning can strengthen the social identity of the younger generation in the era of globalization. Theoretically, this research is based on the perspective of social constructivism and identity formation theory which emphasizes that learning experiences and social context have an important role in building students' identities. This study uses a descriptive qualitative method with a case study design carried out at SMAN 1 Cipongkor, West Bandung Regency. Data were obtained through participatory observation, semi-structured interviews, and digital documentation involving history teachers, students, and school principals. Data analysis was carried out using the Miles and Huberman interactive model which included reduction, presentation, and drawing conclusions, and was tested for validity through triangulation of sources and techniques. The results showed that the integration of local narratives with digital media—such as virtual museum tours, digital storytelling, and interactive history projects—significantly increased students' empathy, collective pride, and national awareness. These findings show that technology-based contextual history learning is able to foster social character, national spirit, and cultural awareness of the younger generation. This research makes a scientific contribution to the development of technology-based humanistic history pedagogy and offers practical implications for strengthening the history curriculum in the digital era.