The 2013 curriculum as a complement to the previous curriculum has been running for almost seven years in education in Indonesia. The view of most teacher still does not heed the system according to the assessment in the 2013 Curriculum (K-13) guidebook. Teachers still think that the assessment is only on cognitive assessment, especially in history subjects. This study aims to describe the Implementation of learning Assessment in the 2013 Curriculum for History Subjects in Class XI IPS at SMA Negeri 2 Banjarmasin. This study also use qualitative methods in obtaining information starting from interviews, documentation, and observations collected as a source of research. There are two sources of research used in research, namely primary sources and secondary sources. The result pf this study before conducting classroom assessment, the teacher made a lesson plan (RPP). The implementation of the assessment carried out by the teacher is different from that in the lesson plans and in the implementation in the classroom. When implementing it in the classroom the teacher only uses two attitude assessment and skills assessment. The teacher's obstacle in implementing this assessment it the number of students who are assessed in one class, as well as the view of teacher who still thinks that the assessment is only on results of students, not on the process of how students achieve it.

Abstract-Indonesia is an archipelagic country that has a pluralistic society that comes from various tribes, races, religions, beliefs, and has its own culture in each region. In Indonesia's diversity should be a positive value for its citizens. However, it cannot be denied that this diversity can trigger conflict, especially racial discrimination, which is always a hot issue in every conflict that occurs in various regions in Indonesia. To counter conflict due to racial discrimination, there needs to be an understanding of multiculturalism in order to raise awareness by the community about the beauty of the differences. Therefore, the understanding of multiculturalism about awareness of the value of the importance of cultural diversity can be conveyed through educational media that can be planted early which resulting the seeds of racism can be denied early and expected to be lost then to create an Indonesian civil society.

The stage of Indonesian history, especially southern Borneo (Kalimantan), in the first decade of the 20th century was marked by the growth and development of nationalism. The main actors are the youngsters. From 1929-1942, there were many movement organizations with various characteristics. The organization is generally based in one headquarters. Among them are Bakumpai’s youth organizations such as the Marabahan Youth Association (PPM), the Marabahan Branch of Sarekat Islam up to the Taman Siswa School which is headquartered in Round House, Marabahan. Historical studies of the existence of round houses are still not enough. Spatial aspects (place of events) still get a small portion in local historiography. This study aims to describe the existence of Round House as the headquarters for the Marabahan Youngsters (Bakumpai) in Marabahan, Southern Borneo, in 1929 -1946. This research used a historical method with heuristics, criticism, interpretation and historiography stages. The results of the research showed that Round House is a symbolic name for the determination of the Bakumpai youngsters to fight through the organization. Originally named the Joglo Cap Crown House, as a symbol of the glory of the Bakumpai Merchant. The Cap Crown house later changed its name to Round House after becoming the headquarters of the Marabahan Youth Association and the Marabahan Branch of Islamic Sarekat in 1929. This house was also the location of the Sarekat Borneo (Kalimantan) Congress in 1930. Round House also became the school area for PHIS-Taman Siswa Branch in 1931. Due to its important position, Round House became the Headquarters of Indonesian People's Rebellion Front (BPRI) before the return of NICA to southern Borneo in 1945. This building has the status of a cultural heritage building in 2011. However, unfortunately, it is still minimally functioning as a learning resource, place or learning facility for students.

The development of basic education (TK, SD, SMP) with the name "Sabilal Muhtadin" has a close relationship with the existence of the Masjid Raya Sabilal Muhtadin Banjarmasin. The people of Banjarmasin seem interested in this Islamic-based education. The existence of Sabilal Muhtadin's education becomes important when people have a high enough interest. The purpose of this study is to describe the dynamics of Islamic Primary Education of Sabilal Muhtadin Banjarmasin from 1986 to 2019. This research uses historical methods, refers to primary sources, through interviews with existing educators, as well as documents related to research topics. Continued source criticism and interpretation until the historiography stage. The results of the study show that the Sabilal Muhtadin Islamic Primary Education in Banjarmasin which consists of TK-SD-SMP is part of the education unit under the management of the Sabilal Muhtadin Islamic Education Institute (LPI-SM) Banjarmasin. Kindergarten Islam Sabilal Muhtadin was founded in 1986, SD in 1989 and SMP in 1993, its existence had become the prima donna of its time, this condition has survived until now, however, the development of Islamic basic education Sabilal Muhtadin still has competitiveness and can continue to grow despite experiencing competition with other education based on integrated Islamic education.

The community service provided in Karang Indah Village aims to disseminate and assist village officials in preparing archives. This activity involves students of the History Education study program as the implementation of archival and museum science. The preparation of archives, both manually and digitally, is very important for all agencies, especially in the village office. This is done, of course, to make it easier to serve the community. When needed, archives that have been well organized will be easy to find. Archives contain primary data and play an important role in the process of reconstructing history. The archive's position is so critical that it must be managed properly and appropriately. The implementation method consists of three steps: planning, implementation, and evaluation. The service activities have resulted in increased knowledge and skills among village officials in the preparation and management of archives, both manually and digitally.