This study aimed at describing the historical traces in Tere Liye's novels. The research method used is descriptive qualitative in the form of historical traces in the novel by Tere Liye. The data of this research are in the form of discourse in four Tere Liye novels. The primary source of the data is the novel written by Tere Liye that are Rindu, Tentang Kamu, Ross dan Sunset, Anak Cahaya. The secondary sources of the data are theses, articles, and the internet. The data were collected through literature, attentive and note-taking techniques. The data were analyzed using structural genetic analysis of literature through a historical extrinsic point of view. The results of the research are historical traces found in four Tere Liye novels, Indonesian Communist Party (PKI) history in the novel Tentang Kamu and The Children of Light. In these two novels, the history of the Indonesian Communist Party {PKI} is proven by the historical fact that the PKI betrayal did occur in Indonesia in 1948 and 1965. Likewise, in the novel Rose dan Sunset, there are historical traces about the Bali bombings. Historical facts prove that there was a big explosion in 2002 in the Kuta area of Bali. The pilgrimage journey in the Dutch colonial era, contained in the novel Rindu. The takeover of the pilgrimage from kiyai by the Dutch by providing a steamboat that occurred in the 1900s became a historical fact that supported it. The results of this analysis can be developed as teaching materials, especially for historical story text material in high school.

This study generally describes the ability of class XI students of SMA Negeri 1 Labuapi in identifying life values. This picture is taken from the results of the best practices of learning activities using project based learning methods. This research concludes several things. First, the activeness of students in learning is very high because most learning activities are responded to by all or most students. Second, almost all students have very good and good attitude or character. There were not even students who had bad behavior and only a few of them behaved well enough. For honesty, 87% of students (20 people) are very good and 13% (3 people) are good. For discipline 57% (13 people) are very good, 26% (6 people) are good, and 17% (4 people) are good enough. For responsibility attitude 83% (19 people) are very good, 8.5% (2 people) are good, and 8.5% (2 people) are good enough. Meanwhile, for socialist attitudes 52% (12 people) are very good, 39% (9 people) are good, and 8.5% (2 people) are good enough. Third, learning short stories by using Project Based Learning (PjBL) learning models assisted by local or contextual teaching materials, can improve students' abilities in identifying life values in short stories, which is up to 83%. In this case, 19 out of 23 students completed / reached the KKM. Meanwhile, some things that can be recommended as a follow-up to the results of this activity are (1) teachers are advised to use the Project Based Learning (PjBL) learning model because it can increase student activity; and (2) teachers are advised to use material that is contextual or close to students' daily lives because it will be more quickly understood.

This research study aims to describe the reflection on the history of the PKI in Tere Lie's Novel About You. The focus of his description is human facts in novels that reflect the history of the PKI. This research is a descriptive qualitative study using genetic structuralism theory. The research data were collected using the document review method. Data were analyzed using structural genetic methods. Based on the results and discussion, it is known that the human facts in Tere Liye's novel About You reflect the dominant PKI history in the form of social facts, namely in the form of social, economic, and political relations. In this case, some are verbal and some are nonverbal. It can be concluded that: (1) Social facts in the form of social relations are reflected in the story of the kidnapping and massacre of kyai, kiyai families, and pesantrean pesantrean santri by Musoh and Latri because of their dissatisfaction with Ma'sum's financial policy, even though previously they were religious people of Kyai Ma ' sum; (2) Social facts in the form of economic relations reflected in the story of the economic arrangement of the Islamic boarding schools which were used as tools to incite others to hate the leaders of the Islamic boarding schools and to carry out rebellions; and (3) social facts in the form of political relations reflected in the story of the communist movement in Indonesia in 1948-1965, the uncontrolled struggle for influence and power between the TNI and PKI political elites, and the spread of hateful words / slogans by the PKI group.

This study generally describes the ability of class XI students of SMA Negeri 1 Labuapi in identifying life values. This picture is taken from the results of the best practices of learning activities using project based learning methods. This research concludes several things. First, the activeness of students in learning is very high because most learning activities are responded to by all or most students. Second, almost all students have very good and good attitude or character. There were not even students who had bad behavior and only a few of them behaved well enough. For honesty, 87% of students (20 people) are very good and 13% (3 people) are good. For discipline 57% (13 people) are very good, 26% (6 people) are good, and 17% (4 people) are good enough. For responsibility attitude 83% (19 people) are very good, 8.5% (2 people) are good, and 8.5% (2 people) are good enough. Meanwhile, for socialist attitudes 52% (12 people) are very good, 39% (9 people) are good, and 8.5% (2 people) are good enough. Third, learning short stories by using Project Based Learning (PjBL) learning models assisted by local or contextual teaching materials, can improve students' abilities in identifying life values in short stories, which is up to 83%. In this case, 19 out of 23 students completed / reached the KKM. Meanwhile, some things that can be recommended as a follow-up to the results of this activity are (1) teachers are advised to use the Project Based Learning (PjBL) learning model because it can increase student activity; and (2) teachers are advised to use material that is contextual or close to students' daily lives because it will be more quickly understood.