CONCERNING ON SOCIAL DYNAMICS IN THE DIGITAL

TECHNOLOGY ERA RELATED TO THE ACTUALIZATION OF

HISTORICAL EDUCATION IN INDONESIA

Dr. Emi Tipuk Lestari, M.Pd.

IKIP PGRI Pontianak
[email protected]

INTRODUCTION networked computer information

technology really shows the scope of
Advances in science and
social dynamics that transcends the
technology have brought about social
boundaries and constraints of distance
changes in the dynamics of interaction
and travel time. The fundamental
among humans nowadays. Today, the
problem that arises in this dynamic is
digital-based information technology
the position of humans and humanity
revolution has affected many segments
when many aspects of life have been
of human life, including the infiltration
taken over or controlled by networked
of communication technology which has
technology. There is anxiety there when
visibly crossed the boundaries of space
there is an imbalance between the
and time. Of course, in the historical
availability of sophisticated equipment
spectrum, this reality is an integral part
that is not followed by socio-economic
of the dynamic characteristics of
progress and the mentality of the
humans in their interrelationships that
community as users or beneficiaries.
influence each other personally,
This kind of social crisis is present in the
communally and between nations.
form of the erosion of ethical and moral
Globalization is one of the very
entities based on the culture of a society
basic characteristics of the rapid
because they have already fallen into the
influence of advances in computer
trap of networked technology. This is a
information technology which has
vital marker of the entry of the digital age
quickly penetrated almost all sectors of
generation into a very fast era with its
human life. There are no more shackles
disruptive storms.
and barriers that bind people not to
This disruptive storm has made a
connect with others. The world is like a
number of digital media innovations
sheet of Moringa leaves in the realm of
easier for people to get information
networked communication because at
anytime and anywhere without knowing
the same time each individual can
the substance of the truth behind this
connect with other individuals or groups
information. Here and there, news and
of individuals with just the pinch of a
information are crammed into the
finger. The digitalization of inter-
spectrum of social networks that so
subjective relations in the era of
easily become viral and escape the

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control of filtration regarding the just disappear and becomes

objectivity and truthfulness of the unimportant in the vortex of the winds
content presented. This condition brings of change. History continues to trace its
the digital generation of humans into the importance in inspiring the pace of
trap of the post-truth era. By definition, changing times. The events of the past
post truth is understood literally to remain a guide for the new steps taken
mean “post-truth”; it became a by today's generations to enter the
phenomenal phrase in the second future with confidence. Because after
decade of the third millennium. Deep all, every child of the era will answer the
understanding is described by the problems and challenges of the culture
Oxford dictionary which defines Post- of his era. Thus, placing historical
Truth as a term that refers to the public education as an integral part of
'burying of objective facts' through an contemporary social science studies
avalanche of media influence that shows the historical dimension as an
appeals to emotional and personal inherent part of the lifeblood of
beliefs. In the post-truth era, personal civilization with all the complexities of
beliefs have more power than logic and the dynamics in it.
academic facts. Post-Truth is highly The threads that connect the past
developed in the information and and the future are present in the
communication technology society. memory of the current generation about
According to Lee Mcintyre (2018:13), the romance of life's struggles and the
Post-Truth is not just a lie, but a form of success stories of past generations in
information content based on the going through the storms of challenges
supremacy of a certain ideology by the in their time. In this perspective, the
author with the intention of leading cyclical flow of human life is actually
someone's emotions to believe about nothing more than a reinterpretation of
something regardless of being proven past events that encourage better, faster
right or wrong; it becomes a kind of and more effective and efficient changes
illusory fact that is informed to lead for future achievements. The
readers' personal emotions to be forced actualization of historical education is
to believe in the news or information an effort to understand the context of
they receive. cross-generational change which is the
Does the 'disbelief' of post-truth peculiarity of the dynamics of human
ero society in the product of systematic intellectual works. The digitalization and
truth from previous generations show innovation of the networked era is an
that the facts of the past are no longer alternative answer to the previous
important to learn? This question generations' difficulties regarding life's
becomes an important background to try problems. So the current generation
to reposition the role of history in its with its new challenges must have
current actual context. History as a alternative solutions to the dynamics of
factual story of the past as chronological the problems they are facing. He gave
information of events that bridge the different alternative answers according
present and the future certainly does not to the zeitgeist and cultuurgebudenheid

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(spirit of the times) of his time (cf 2005) in order to assemble pieces of
Colingwood, 1980; Pirenne, 1959; study from one study to another which
Ankersmit, 1987; Adam, 2009). So in the of course remained within the
context of the dialectic between the framework of a social science
complexity of the problems faced and the perspective. The data from previous
mechanism for solving these problems, studies were tried to be categorized
it is an inherent part of the dynamic based on the main material of the
characteristics of the human entity as a review, reference information and other
social being. In this frame of comments related to a social media
understanding, history is a discourse information to be analyzed and
space for photographing the future evaluated for the correctness of the
using the lens of the past, thus providing content. Furthermore, formulation and
a reflection of learning light that is interpretation are carried out in order to
beneficial for the current generation. get the right conclusions in the form of
synthesis of research results and
METHOD
discussion. The social science
The writing of this article uses a perspective itself has a broad scope and
descriptive analytical method (Arikunto, can penetrate various kinds of study
2010) based on extracting data through topics related to social dynamics and
the literature study/literature study changes that always occur along with
method from several (written) literature the pace of technological development
sources. The writing is done through the and its associated impacts.
process of extracting data from various
Findings and Discussion
reference sources that discuss various
articles/writings related to various History and the Post-Truth Era
literatures regarding qualitative
The assumption that history is only
approaches, especially those related to
limited to romance and nostalgia for the
the science of history. These various
glorious events of past generations is
sources are published in public media,
also a cross-generational assumption.
so that they can be accessed through
However, he does not necessarily
various places (libraries) and openly
attribute the role of history which is
internet media. This paper can be an
always actual in every school of life. For
elaboration of various related articles
example in the Middle Ages, a
and writings. Similarly, this article is
philosopher of skepticism, Friedrick
more of a synthesis of existing writings,
Nietzsche, said that history is only a
to be seen later in relation to what can
kind of nostalgic shadow of people who
be done in the current context.
have lost their self-confidence and
In addition, to support a number of enthusiasm for living in the present (cf.
study findings, data were collected from Carr, 1972:29). But did it make history
observations of conversations, pictures, education unimportant or lose its charm
graphics, and illustrations. In many in the social studies of the time? Of
aspects, data analysis was developed in course not. History as part of affirming
three stages (Miles and Huberman, facts from past events still shows its

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identity which is of course urgent and through hybridization thinking, history

inherent in the actions of human becomes a catalyst for human memory
civilization across time. History becomes about past, present, and future events.
a mirror that reflects light to illuminate Learning history in the digital era,
the future. Because of that he became an therefore, must be equipped with digital
important part in educating and shaping media literacy and human literacy skills.
the human perspective from time to Humanitarian literacy, nationality, local
time. wisdom can be packaged into a part of
Therefore, historical education is the world through hybridization in
interesting to actualize the context of its glocalization. Learning history must
role in this era of disruption which immediately re-actualize and reorient to
would bridge the leap of the current the future as well as the actuality of
generation into the era of information innovative digital technology products
technology and industry 4.0 which is that continue to advance in a number of
colored by digitalization and platforms that are always new and
automation. What is happening now is updated all the time. Thus, history
actually predictable long ago. Therefore, education can become a leading
the cultural shock effect of the leap in commodity in the digital technology-
digital technology progress was to be based creative industry now and in the
expected. Such is contained in what has future.
been predicted by future estimating The dynamic relationship between
scientists (futurologists), such as Aflin historical science and the post-truth era
Tofler and Naisbit. According to them, can be found in a number of critical
history remains a guide for humans to reasons that have emerged from a
learn and prepare for their future; and number of studies. That many roles of
therefore historical education is urgent information from the past are recorded
for life, especially so that humans do not in digital traces is a force in itself that
lose their humanity. To be able to live accentuates the importance of humans
historical education must be able to tracing their life tracks from the past.
adapt to the soul and culture at every Massive digital transformation and the
crossing of time. History must be wide reach of creative media in the space
actualized by following the trends of the of communication between humans are
times. If you don't want to be left behind, markers of changing times. But of
or seen as just a curriculum burden. course it is closely attached to the
In the context of the digital transgenerational transformation
generation (which is divided into (Kuntowijoyo, 2001). Through the story
millennial generation, generation Z, of the difficulties faced by the previous
generation Alpha, etc.) the term for 21st generation, the present generation gives
century human historical entities, and if birth to various alternative solutions to
history can follow this context, then these problems. The difficulty of
history becomes very rich with material communication between humans in the
that can be modified and accommodated past has now found a practical solution
creatively and innovatively. For example, through networked communication

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media without the need for a physical it as one of the important leaps in
encounter. The effectiveness and human social dynamics that continue to
efficiency of communication created change and change from time to time.
through the mechanism of networked
The Challenge of History Education in
relations in this digital world further
the Post Truth Era
confirms the historical concerns that are
answered by big data solutions and Historical education has
artificial intelligence products of today's dimensions of the past, present and
digital technology. future. Historical education is expected
In a historical perspective, the by studying the past to face the present
development and advancement of and map the future (Wineburg, 2006). A
information technology and networked number of futurologists (Toffler, 1970;
computers is an inherent part of the Naisbit, 2000) have predicted what will
socio-cultural dynamics that shows the happen in the early decades of the 21st
scope of human intellectual creativity century. A very fundamental change is
that transcends space and time. In this the industrial machinery system shifting
context, and from a cultural perspective, from manual functions to digital
human life in this digital era is functions. This can be seen in a number
characterized by the main features of a of innovations in automated devices that
post-modern society that go beyond. And can even be controlled remotely. History
even entering the era of social media also records the social dynamics that
massification with a variety of occur when the industrial world
information in it; a phase of life in which continues to grow more sophisticated
people no longer care about the objective from time to time and brings its own
and factual truth of information; People impacts and challenges for humanity
tend to determine their own truth based and the redefinition of human roles in
on their personal and emotional ideology the midst of the current changes.
so that what is in accordance with their There are impacts that are directly
wishes is the most correct. This period is related to human encounters, but there
a brief description of the era of digital are also indirect or even hidden ones. In
social media technology as the post- the educational aspect of the realm of
truth era. An era in which objective truth digital progress, it is marked by a
is surpassed by both personal and number of conveniences for
communal standards of subjective and stakeholders in accessing a number of
emotional truth. In this era, there is the information and reference learning
burial of objective facts by the public materials so easily in the era of digital
through an avalanche of media influence technology. Virtual spaces are served
that attracts emotional and personal with various non-physical interactions
beliefs. In the post-truth era, personal by mediating networked information
beliefs have more power than logic and technology. At this point, education and
facts. Post-Truth is highly developed in learning, especially for direct actors
the information and communication such as teachers, lecturers, students
technology society. History also records and parents, face a number of new

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challenging problems and at the same However, the historical perspective

time provide opportunities for optimal which is limited to presenting facts and
learning outcomes as a process of past events is of course limited in terms
forming intellectual identity and skills of quality and relevance. History should
among students. . Then where is the be taught not only oriented to the past
position of historical education, in the with an emphasis on aspects of
midst of a number of challenges that cognition and past momentary reality. In
exist? Should historical education which the view of Wineburg (2006), history
some scientists claim to be a "reflective should be elaborated in relation to the
or meditative study" science should present and the future. This implies that
disappear from today's educational historical education should be a
curriculum? reorientation in studying the past to
The questions above are of course understand the present and at the same
relevant to be discussed considering the time assisting today's generations in
complexity of the problems faced by mapping out their future. At this point,
humans in the current era. There are a historical education is faced with the
variety of new problems now and in the challenge of how to anticipate fast-paced
future that may no longer be relevant changes in the future through a
because they do not answer the contextual learning process today with
demands of the times. Therefore, it is reference to the time sensitivity of the
natural that then a number of learning past. So historical education presents
subjects are removed from the learning itself in inculcating the values of the
curriculum or modified and adapted. struggle for life in order to form a sense
Regarding the content of the history of the future time. In terms of
education curriculum, scientific anticipating and facing the challenges of
discourses highlight that history as a a fast-paced future, it is necessary to
science is still important and relevant for instill a sense of the future time with
the needs of intergenerational learning various anticipations. The needs of
development. Consider, for example, the students are not just past and present,
writings of Alfin Toffler. He emphasized but they need to be taught the history of
that history education is very important ikipe critically to face the challenges of
to offer, because history is essentially the cloud computing era and the
related to human sensitivity across time automation industry in the future.
(time-sense); and thus historical Another challenge related to the
education is very important, even reorientation of history learning can be
entering the current era of post-truth seen in the context of time awareness
disruption. Without history people will and cultural sustainability within the
lose their temporal orientation or scope of human social dynamics. The
sensitivity to time. This relationship of post-truth context is a cultural dynamic
time, structure, and agency is further that breeds false beliefs by
elaborated in the thought of the world strengthening the roles of social media
sociologist Anthony Giddens in his in mediating information sources and
theory of structuration (Giddens, 2010). exploiting communal awareness to a

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kind of individual belief based on the his learning with learning models that
ideological background they believe in. It are more adaptive, creative and
becomes a kind of false awareness about innovative in facing the challenges of the
current events (Piliang, 2010) which speed of change and social dynamics in
shackles humans in the present the era of the internet network and the
moment. complexities of the problems that must
A number of experts try to refer to always be elaborated in scientific
the future from the awareness of what collaboration with the general learning
happened in the past and the movement curriculum.
of the present. However, it must be In this realm of understanding,
understood that the essence of human historical education should endeavor to
nature exists in the link between the encourage social changes. The
continuity and discontinuity aspects of actualization of past learning in
the nature of change itself. In Meulen's mapping the future should start from an
view (1987:83) it is stated that these two effort to dismantle the Pandora's box of
aspects become a kind of engine that certain ideological closures in the form
drives change and continuous transition of ethnocentrism which closes itself to
in the human community which always changes and actual social dynamics.
interacts with environmental changes Therefore, history must be able to
and science towards a better future. become a starting point for changing
Meulen departs from the big problem social paradigms to be more open to
facing historians which he describes as world civilization which is always moving
"those who have lost their former forward in line with the findings of the
consensus over priorities and basic latest science and technology. With that
meaning in their work". According to history education certainly does not
Meulen, many historians are too rigidly break away or be separated from the
fixated on details that extend to all framework of the social sciences (social
aspects of life, at the expense of science) in an effort to answer the
prioritizing considerations for the complexity of the problems that come
present and the future, so that they only from the logical implications of changing
produce small pieces such as splinted times itself. Historical education in this
histories and therefore it becomes not case is present in its integral role in
actual and relevant to the present and upholding the morality of the nation that
future contexts. This is a challenge as goes beyond the exclusive orientation of
well as an opportunity for today's history social groups which in many respects
educators to survive and become a reject social change and or close
curriculum content that is always actual themselves to the dynamics of world
and relevant across generations. In civilization which continues to move
short, it can be said that history forward and is impossible to stop in the
education is still needed in the era of context of information media disruption
digital technology disruption and the triggered by the development of digital
networked industrial revolution now and networked technology today (Widja,
in the future. However, by reorienting 2017).

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Looking for a Digital Technology- globality should be a reorientation that

Based History Education Format opens one's thinking about oneself and
the reality outside of oneself. Therefore
History in many perspectives is an
the two are interrelated. The local
actuality of processes in local, national
context with all its wisdom can lead to a
and global contexts. Local history
more open national awareness so that it
education is certainly inseparable from
also affects the global community.
the socio-cultural context that forms the
It is in this context that Anthony
community in the organizational unit of
Giddens (2010) in his book Structural
the occupants of a particular place. The
Theory: Fundamentals of the Formation
local context forms the perspective and
of the Social Structure of Society
paradigm of thinking that underlies a
(translated edition published by Pustaka
person's life. With a deep understanding
Pelajar) defines history as a social
of the social entities that make up one's
science related to human events as
existence, one's character can be
agencies that are temporal-contextual
formed. One of the core problems of
and structural in a cultural frame. local
methodology in history (as part of the
and national. Local and national content
socio-humanities) as a science is the
in ideological narratives and the
problem of approach or can also be
challenges of past values that become
called a paradigm. The problem of
their teaching materials will help shape
approach in the science of history is
the behavior, perspective and ethics of
important, because the construction of
individual actions in regional ties within
historical events carried out by
the state. Furthermore, the carrying
historians will depend on the approach
capacity of local wisdom and its
used (Prayogi, 2021). Through
nationalism will shape its paradigm in
education, the picture of historical
the global arena of life.
reality that shapes the character of a
So the important question to be asked
child will continue to develop. The higher
here is what kind of historical education
the level of education taken, the wider
format is actual and relevant to the
the scope of insight that opens the
current context, when the storm of
horizon of one's relationships. With the
information disruption of media
presence of history education in the
information on digital technology
curriculum, the scope of national and
products so strongly affects the
global contexts will open one's mind to
paradigm of thinking of the current
realities outside of their local entity to a
generation? This question can only be
worldview and future. That is why
elaborated in the perspective that the
historical education is an important
process of growth into a national
subject in opening the window of one's
personality through experience and
mind to the world, that its existence
collective awareness allows the
cannot be separated from the wider
emergence of a number of alternative
social reality with its various differences.
historical education. A responsive and
History bridges and connects an
adaptive attitude to change must be the
individual from his local scope to open
key in the actualization of history
himself to the global scope. Locality and

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learning that answers the challenges of resources are becoming more varied and
the times (Sayono, 2015). Not only in not only sourced from
local and national contexts, the teachers/lecturers, so that students are
experience of the struggle of the human given a choice of richer and up-to-date
race traverses every generation of learning resources; fourth, the
mankind that traverses history in the availability of adequate digital
space and time that surrounds it. Inter- infrastructure and internet network;
relationships between human beings fifth, assessment and evaluation of
and openness to change are starting measurable learning in controlling the
points for awareness to change in the quality of digitally controlled outputs
approaches and methods used in and outcomes; and other approaches
teaching the school-age generation so that must be adapted to the conditions
that they do not sink and drown in the and context of needs in the realm of
vortex of the influence of the industrial educational practice itself. In short, the
revolution and technology. History also proliferation of learning media with
provides evidence that the past various digital platforms at this time has
experiences of each nation also influence actually made the educational process,
the way they get out of the complexities especially history learning, more
of problems due to the speed of social effective and efficient. Variants of
change they are experiencing today. learning in its format and approach in
the current era allow history learning to
Indeed, history learning must be
be an attractive presentation for
able to lead people to awareness of their
students if educators are able to
socio-cultural identity and uphold
creatively and innovatively develop
historical values that have helped shape
teaching materials based on available
their identity (Supardan, 2009). Just as
digital technology media.
national identity can continue to grow in
Without being equipped with
the consciousness of the nation and
critical thinking using local/regional
state, history provides inspiration for the
wisdom, young Indonesian people are
growth of critical awareness to keep
rooted out, even becoming a generation
moving forward.
that has lost character, so that national
Therefore, history must follow and
and local history is emphasized
adapt to the spirit of technology and the
(Bourdieu in Damsar, 2011). Technology
flow of the industrial revolution 4.0.
facilitates the desire to make sales that
Thus, historical education instruments
are all digital and fully automated,
must be adapted to the latest demands,
breaking into thick walls of the country
namely the necessity of transforming the
(borderless state), and penetrating the
learning process to digital technology
thick walls of structure-culture, agency,
bases, namely: first, that there must be
and current barriers, which can be
an adjustment of the digital
breached by "cloud computing". If
transformation-based curriculum;
history education "wants to be held or
second, the learning approach should
not only a burden on the curriculum"
adopt the technical multimedia of
then adaptation, hybridization of the
information technology; third, learning

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cloud computing technology industry description of past events, then carry out
must be empowered in history learning. technological mediation procedures, and
Thus, educators are required to be auto-storage for map out the future. (4)
proficient in operating digital technology It requires literacy skills for digital media
devices with various smart programs and the virtual world, human literacy,
that are already available so that character literacy, and understanding
"documents, historical ideas, historical the digital tracing process and its
events, and historical values with consequences for knowledge
various thematic variants", can be development.
summarized in one platform. The Learning history based on
presentation and its form can vary in the information media and digital
form of writing, videos, films, interviews technology is the best way to anticipate
with characters, and other interesting future history education. Disruption of
events. The implication is that learning digital technology should be welcomed
is carried out using digital technology in as an opportunity to be responsive and
learning, requiring students to have the adaptive to change. In the post-truth
device (computer, android, and the link era, the presence of historical education
package), directed to accessible learning must be able to play its role in rectifying
resources, assigned to digitize, video, false and untrue news and information.
animation (flash), and other skills History must be present as a milestone
simultaneously. team up, so that for change and direct human behavior
collaborative learning occurs. The site is towards the noble future goals of
created and used as a place to sell ideas, mankind in accordance with national
ideas, learning outcomes (short films, vision and ideals. Although there is still
video documentaries, etc.) which are a large gap between the conditions of the
very useful for the community and availability of digital devices and their
themselves in working in the future connection network (internet network
(Sjamsudin, 2007). Some of the basic infrastructure) between regions in the
principles of constructive innovative Indonesian context, the demands for
history learning include: (1) emphasizing adaptation of the learning curriculum
the goals of future-oriented learning must still apply in principle throughout
processes characterized by digitalization Indonesia. That in the field action, there
and the millennial era of automation must be adaptation to the existing
industry; (2) The approach to process contextual conditions, so that is just an
and output skills by utilizing cloud additional demand for the importance of
computing technology, and making creativity and innovation of educators in
digitalization products (videos, films, maximizing their role in educating the
documentaries, etc.), emphasizes the nation's children. With that, it is hoped
activities and creativity of students; and that the actual format of historical
(3) learning that emphasizes the learning education can be elaborated through the
process of internalizing historical values, adaptation of digital technology-based
with students' efforts to find basic learning media. In this corridor of
concepts and structures from the thought, the idea of the actualization of

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historical education now and in the way that the learning objectives and
future remains an interesting issue that achievements are still measurable and
requires further study and studies. have the expected weight or level of
quality. Without these kinds of reform
CONCLUSION
ideas, it can be assumed that historical
The actualization of historical education will lose its meaning and will
education in understanding social only become a burden on the curriculum
dynamics in the era of digital in the future.**
information technology is a must in the
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