Enhancing Historical Understanding through Digital Books Containing the Philosophical Values of Local Culture "Songket Palembang"

Abstract

Background of the Study: Traditional history instruction typically centres on textual materials, resulting in limited student interaction and insufficient ability to situate historical events within their broader socio-cultural milieu.

Objective of the Study: The present investigation seeks to determine the effectiveness of a digitally mediated textbook that incorporates the philosophical dimensions of Palembang songket in improving the historical understanding of senior high school-level learners, operating within a constructivist and culturally anchored pedagogical framework.

Methodology: The research adopted a quasi-experimental pretest-posttest structure, recruiting a sample of 428 tenth-grade learners from six state senior high schools in Palembang, selected through purposive sampling. Participants were randomly assigned proportionately to experimental (n = 214) and control (n = 214) conditions. The experimental cohort interacted with the enhanced digital textbook, whereas their control counterparts studied from conventional print materials.

Results: The experimental group achieved a posttest mean of 82.75, accompanied by a high normalised gain coefficient of 0.74, whereas the control group obtained a mean of 73.40, with a medium gain of 0.30. The disparity in posttest outcomes was statistically significant (t = 7.892, p < 0.001) and had a large effect size (Cohen's d = 1.14).

Conclusion: The digital textbook, grounded in the philosophical tenets of songket, fosters in-depth historical comprehension through culturally resonant, constructivist engagement. It highlights the capacity of digital media to innovate history pedagogy by integrating national educational frameworks with localised narratives.

Unique Contribution: The investigation presents a rigorously substantiated model for integrating local cultural values into digital learning resources, providing educators and curriculum developers with a coherent framework for designing history courses that are contextually relevant, intellectually engaging, and aligned with the Independent Curriculum.

Key Recommendation: Further research should explore the application of this model across diverse cultural contexts and incorporate qualitative methods to assess affective outcomes, ensuring broader applicability and enhanced learning experiences.