Published date: Oct 12 2022

Journal Title: KnE Social Sciences

Issue title: 3rd International Conference on Geography and Education (ICGE)

Pages: 345–356

DOI: 10.18502/kss.v7i16.12179

W D Sulistyowahyu.djoko.fis@um.ac.idHistory Department, Faculty of Social Science, State University of Malang, East Java, Indonesia

B SupraptaHistory Department, Faculty of Social Science, State University of Malang, East Java, Indonesia

U NafiahHistory Department, Faculty of Social Science, State University of Malang, East Java, Indonesia

D N WijayaHistory Department, Faculty of Social Science, State University of Malang, East Java, Indonesia

A R Nabila History Department, Faculty of Social Science, State University of Malang, East Java, Indonesi

Interaction with many learning resources and motivated students are some of the indicators of ideal historical learning. The concept of Rajeboning (infographic project based outdoor learning) can be used to support historical learning. Furthermore, examining Liang Ulin 2 (which is still unexplored) and its artifacts can help to spur historical learning. This research involved the five steps of historical research (topic selection, heuristics, criticism, interpretation and historiography), as well as a qualitative research-based literature study. The archaeological and historical potential of Liang Ulin 2 can be reviewed from the findings of artifacts which include: stone artifacts (lithic), earthenware shards, jewelry, shells, bones, teeth, and ochre. The utilization of the Liang Ulin 2 Site as a historical source using the concept of Rajeboning consists of three stages: session 1 (orientation); session 2 (execution); and session 3 (appreciation). The three sessions are expected to motivate students and thus realize the real purpose of historical learning.

Keywords: Liang Ulin 2, learning resource, Rajeboning, outdoor learning, projectbased learning

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