Kepadatan penduduk di Pulau Jawa dan Madura menurut data dari Badan Pusat Statistik (BPS) pada tahun 2010 adalah 136.610.590 jiwa. Hal tersebut berbanding jauh dengan Pulau Kalimantan yang hanya 13.787.831 jiwa. Ketimpangan jumlah penduduk antara Pulau Jawa dan Madura dengan pulau lainnya sangat besar. Oleh sebab itu pemerataan penduduk terus menerus digalakkan salah satunya dengan program transmigrasi. Jauh sebelum negara Indonesia merdeka, program perpindahan penduduk ini sudah dilaksanakan, tentu saja dengan tujuan yang menguntungkan kolonialisme.Program perpindahan penduduk di Masa Kolonial gencar dilakukan pada saat dibukanya perkebunan. Kolonial Belanda menginginkan tenaga kerja yang murah serta mudah. Program ini kemudian berlanjut pada masa politik etis, walaupun tujuan awalnya untuk pemerataan jumlah penduduk akan tetapi banyak terjadi penyelewengan. Kemudian setelah Indonesia merdeka, masalah kepadatan penduduk di Pulau Jawa dan Madura masih menjadi perhatian serius pemerintah. Oleh sebab itu Pemerintahan Soekarno mencanang program transmigrasi pada tahun 1950 yang diselenggarakan oleh Dinas Transmigrasi (Jawatan Transmigrasi).Provinsi Kalimantan Barat khususnya Desa Olak-Olak merupakan salah satu tempat tujuan transmigrasi di Indonesia. Kelompok transmigrasi yang pertama datang pada tahun 1958 sampai dengan tahun 1959. Rata-rata transmigran ini berasal dari daerah Jawa Tengah dan sekitarnya. Oleh sebab itu budaya Jawa masih sangat kental ditemui di Desa Olak-Olak ini, akan tetapi mulai memudar pada generasi-generasi selanjutnya. Keadaan Desa Olak-Olak ini sampai sekarang masih dikatakan belum berkembang karena terhambat banyak faktor salah satunya adalah transportasi.

Indonesia is widely known as a multicultural country. This very complex diversity makes Indonesia a culturally diverse country. Multiculturalism in Indonesia should put aside SARA (ethnicity, religion, race, and between groups). Therefore, a multicultural understanding of diversity must always be applied in the learning process. Through historical education which is related to the formation of national character by prioritizing different cultural values. This study aims to find out and get accurate information about the cultivation of multicultural values education at SMA Islam Bawari Pontianak. This research used qualitative research method with sampling purposive technique. The results showed that cultivation of multicultural values education has been applied in the learning process through historical education by inserting multicultural-based values can create the harmony and communion outside and inside the school environment and the high tolerance attitude of students and other school members.Keywords : Multicultural, Historis Learning, Education

Lokal history content is always neglected from the national stage as seen in the history learning textbooks presented to student. The narrative that is told is a Javanese historical narrative, causing jealousy among student. One of the lokal traditions that can be used as a source for learning local history is the Saprahan tradition in West Kalimantan. This study aims to find out the history of the Saprahan tradition, the values of local wisdom in the Saprahan tradition that can be integrated into history learning, and to make the Saprahan tradition an alternative source of learning local history. The method used in this research is a qualitative method. The results showed that the Saprahan tradition is one local the local traditions that can be used as a local of local history. The existence of the Saprahan tradition is important because it is a form of local of lokal culture with Islamic culture in West Kalimantan. The local of local wisdom contained in the Saprahan tradition include the value of togetherness, religious value, and the value of cooperation. The provision of local history materials in schools is expected to be able to create positive characters in student. Konten sejarah lokal selalu terabaikan dari panggung nasional seperti yang terlihat dalam buku teks pembelajaran sejarah yang dihadirkan kepada siswa. Narasi yang diceritakan merupakan narasi sejarah Jawa sehingga menimbulkan kecemburuan di kalangan siswa. Salah satu tradisi lokal yang dapat diangkat sebagai sumber belajar sejarah lokal adalah tradisi Saprahan di Kalimantan Barat. Penelitian ini bertujuan untuk mengetahui sejarah mengenai tradisi Saprahan, nilai-nilai kearifan lokal pada tradisi Saprahan yang dapat dintegrasikan dalam pembelajaran sejarah, dan menjadikan tradisi Saprahan sebagai alternatif sumber belajar sejarah lokal. Metode yang digunakan dalam penelitian ini adalah metode kualitatif. Hasil penelitian menunjukkan bahwa tradisi Saprahan merupakan salah satu tradisi lokal yang dapat digunakan sebagi sumber sejarah lokal. Keberadaaan tradisi Saprahan menjadi penting karena menjadi salah satu bentuk akulturasi kebudayaan lokal dengan kebudayaan Islam di Kalimantan Barat. Nilai-nilai kearifan lokal yang terdapat dalam tradisi Saprahan di antaranya nilai kebersamaan, nilai religius, dan nilai gotong royong. Adanya pemberian materi sejarah lokal di sekolah diharapkan mampu mewujudkan karakter positif pada diri siswa.

This research aims to find out how students perceive online learning in history subjects. Data collection techniques used in this study were observation, interviews, and also documentation. As for the data collection tools using observation guidelines, interview guidelines and also documentation studies. To test the validity of the data, the author uses the technique of extended observation and triangulation. The results of the study show that: (1) Students understand what is meant by online learning, so that in carrying out their learning they have used various kinds of application media in supporting the teaching and learning process such as Google Classroom, Google Meet, Zoom, and Whatsapp. During the online learning process, not all students experience a calm learning situation. Some students feel that when learning takes place, they experience a noisy learning situation due to the sound of passing vehicles and the many family activities at home so that they do not focus on learning. In the online learning process, teachers have not used online lesson plans. So that in the process of implementing learning the teacher continues to make adjustments. (2) In online learning, the obstacles encountered are signal problems, limited quotas, and a less conducive learning environment.Keywords : History Learning, Online Learning, Student Perceprion

History learning should prioritize local wisdom values that grow in their respective communities. This is, so that future generations do not lose their identity and pride in their region. In learning local history, the next generation must know and understand what happened in the past in their society. This causes future generations to learn from their predecessors and be able to take local wisdom values. Therefore, local history material in history learning in senior high schools is vital. This study aimed to determine the use of local historical sources, teacher preparation in learning, the delivery process, and students' understanding of history learning. The form of this research is qualitative with a research strategy using case studies. The results showed that SMA N 1 Pontianak was better at utilizing local historical sources. This is because the quality of teachers and supporting facilities are of high quality. The SMA N 1 learning implementation plan at the design stage has also included local history materials. Then the delivery process in both schools shows that the teachers are good enough and creative and adjust to each school's conditions. Then the understanding of students in both schools to learn local history is good enough. This is due to students' interest in these materials.