Utilizing the Wanua Tengah III Inscription in STEAM-Based History Learning to Foster Students’ Historical Consciousness
DOI:
https://doi.org/10.32678/tsaqofah.v24i1.283Keywords:
historical consciousness, history education, interdisciplinary learning, Wanua Tengah III inscription, STEAM educationAbstract
This study explores the pedagogical potential of the Wanua Tengah III inscription as a STEAM-based resource for history learning aimed at fostering students’ historical consciousness. Using a qualitative approach through systematic literature review and conceptual analysis, the study examines how the inscription can integrate Science, Technology, Engineering, Arts, and Mathematics within historical inquiry. The findings indicate that the inscription contains strong interdisciplinary elements, including material analysis of bronze, digital documentation, production techniques, aesthetic features of Kawi script, and mathematical aspects related to chronology and textual structure. These STEAM dimensions contribute to evidential, interpretive, analytical, and reflective aspects of historical consciousness. Based on these findings, the study proposes a three-stage pedagogical model consisting of interdisciplinary exploration, source-based interpretation, and reflective historical reconstruction. Although the model remains conceptual and has not yet been empirically tested, the study offers a theoretical framework for developing interdisciplinary history education and highlights opportunities for future classroom-based research.
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Copyright (c) 2026 Ponco Setiyonugroho, Rahayu Permana, Yusuf Budi Prasetya Santosa (Author)
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