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For Minahasans, marriage is a sacred event, because this event brings together several big families that previously did not know each other to be a new big family. The purpose of this study is to describe and analyze the background of the occurrence changes in the marriage customs of the Minahasa community in Raanan Lama Village. This research uses qualitative descriptive approach. Based on the research finding, it was found that the changes occurring in marriage customs is covering procedures, interest processes, objects in Minahasa marriage customs are due a mixture of traditional and modern elements. Thereby the process of change in marriage custom is very influenced by the people's lifestyle which is cultural, interactional and structural. The background of cultural change in the tradition of the marriage customs of Minahasa community because of their existence contact with other cultures, education, religion, the government policy and the tolerance for deviant acts. With the change channel, it has an impact on Minahasa customary marriage change. So that it is generally concluded that the pattern changes of traditional marriage processions through transfer, integration and acceptance of other cultures caused by contact with the other cultures, educational development, religious norms and community internal policies.

This research involves a history teacher at a high school in Manado city who already has an Educator Certificate, with a focus on research problems related to how the efforts of teachers to carry out their roles and functions in history learning during the last two years during the Covid 19 Pandemic. Data analysis was carried out covering three subprocesses, namely description, analysis and interpretation. The results of this study are: a. The history teacher knows the students personally, b. Before starting the History lesson, the History Teacher always asks questions related to the past material that has been studied, c. The History teacher never conveys about the learning objectives before carrying out the lesson, d. The duration of studying History is uncertain during the Pandemic period, e. In online learning, the History teacher provides an opportunity for joint discussions about the subject matter, f. Even though learning is online, the learning atmosphere is well packaged and students are actively learning, g. During online learning, the History Teacher continues to foster students who are lazy to study, h. History Learning in class Students online use media in the form of video films or power point presentations, i. History learning during the Pandemic period did not provide opportunities for students to ask questions, j. Learning History during the Pandemic provides Students with assignments that develop communication and problem solving skills, k. Teacher History Students do not form Whatsapp Groups with classmates, l. History teacher in class Students are skilled in using digital media in learning, m. History teacher is able to explain the material systematically and mastery of the material is very good, n. The History teacher explains the material using other sources, o. History teacher is able to manage online classes well, p. History learning is fun because the learning is dynamic and is supported by interesting media such as films, pictures, q. History teacher acts decisively in disciplining students in online classes, r. In the implementation of the History Test, the questions given varied in the level of difficulty, s. History Deuteronomy questions are more about understanding and analyzing a historical event, t. History teachers are able to develop learning materials by utilizing other material sources..