History learning experiences dilemmatic issues over Industrial Revolution 4.0. Therefore, it needs excellence abilities to adapt into learning strategies in order to be accord upon students’ needs. Gen Z characteristics posses pros and cons encourage educators to shift the thinking paradigm and teaching technique. Technology utilization as inseparable aspect of students living has become undoubtedly. Technology immense advance has derived learning innovation, both online or offline. This research and development attempts to develop history learning environment that is packed with schoology. Based on preliminary research, teachers engaged 87,91% power point, 2,19% Video and 9,9% without media hence students became less interested during learning. The solution being proposed is utilizing schoology with ASSURE model. Learning Management System (LMS) with schoology allows teacher to generate, manage, and share the contents and resources. Content Expert validation result obtains 80% is qualified very eligible, design expert validation obtains 89% is qualified very eligible and language expert result obtains 90% is qualified for very eligible. Research results indicate that schoology has improved learning outcomes and very effective upon learning process of history. Recommendation of this research and development needs to be optimized regarding students potential through other innovative design which engages technology during learning activities.

Immense technology development in the Industrial Revolution 4.0 has to get rapid. Transformative technology requires educators to equip themselves with digital capacity in applying technology utilization in learning. Currently, learning environment technology-based has become a major trend upon education. Technology provides opportunities for everyone to improve endlessly in enhancing students’ learning independence. Technology plays a significant aspect in providing various learning sources that encourage students to be more active, creative, innovative, and independent. Research sample being studied was 34 students of SMA in Jember district. Data collection technique used was the questionnaire. Data processing was engaged SPPSS for windows. The research results of students’ independent learning during pretest obtained average score of 51.29 and students’ learning rate during a post-test obtained average of 60.18, it means students’ autonomous learning between pretest and post-test experienced inclination at 8.89. This study recommendation is that learning environment technology-based needs to be intensified, since it brings new possibilities upon education field. Technology utilization towards education has a significant part in providing ability as part of life skills, students undoubtedly need that. There are numerous learning sources alternatives being offered with technology which optimizes students potential to become independent learning and success as life long learner.

Instructional design is a systematic procedure in practicing instructional activities. Developing instructional design is a complex series that require creativity, activity, and components interaction. Considering globalization stream and immense technology advance, educators need to improve their knowledges and abilities in instructional design. Therefore, learning design should always be innovative, adaptive, responsive towards era development and based on life skill. New perspective understanding in developing instructional design requires smart ethique in process. This research is qualitative study which examines lesson plans (RPP) which were developed by educators in senior high schools (SMA) within Jember district. The study aims to analyze innovation rate of teachers in instructional activities through examining lesson plans being developed. Innovative lesson plan indicators were adapted from “Measuring Innovation in Education 2019” by Vincent-Lancrin et al, namely learning purposes, media, models, evaluation, and content. Research results show that 90% history teachers has formulated innovative learning purposes, 10% was considering lack of innovative. Learning materials that have been developed 81.1% innovative, 18,9% was considered lack of innovative. Learning models selected 68.8% have been facilitating students to be innovative, while 31.2% has not meet innovative level. Learning media engaged provide opportunities for students to express their innovative way and creativity is 57%, while 43% has not accommodated students being innovative. For evaluation aspect within lesson plan 47% has provided students to be innovative in reflecting their knowledges, experiences, and skills, while 63% has not. This research will be engaged as considering factor for reseachers in designing models and learning media that innovative, adaptive, responsive based on life skill.

This paper attempts to construct history education concept in establishing nationalism interest towards young people amidst globalization stream. This study is a qualitative research utilizing the case study method due to object studied was derived from reality. Globalization as an inseparable era upon modern societies has been bringing significant impact in many respects of life, one of which is the education field. As part of the historical series, young people at the initial stage of the nationalism movement appeared in Indonesia performed as activators that gained profound responsibility in maintaining and developing such values. Managing historical awareness that is expected to develop national identity has become the basic goal of education. Concepts being discussed here were derived from events analysis and the development of Indonesia education recently. Beside globalization, 21st century challenges also come in the form of Industrial Revolution 4.0 and Z Generation which prompt learning to be more complex. These challenges could be dealt with continuation innovation, also critical history learning that referring to several theories and prior research is actively capable in increasing nationalism interest amidst globalization. Key Words: History education, Globalization, Young People

History learning brings students the ability to construct past events. History as the means to shape youth characteristics in understanding the nation. However, there are several identical issues found within the history learning process that relates to many factors. The enrichment Triad Model is a theoretical learning model that was initially framed for gifted students. It has been applied and tested into any level of grade and many subjects and students with average ability. The Enrichment Triad Model has several prominences that are suitable for history learning. It enhances students’ interests, curiosity, participation, and also learning outcomes. Enrichment Triad Model has three main types with varied activities to be applied upon history learning: General Exploratory Activities, General Training Activities, and Individual and Small Investigation of Real Problems. Unfortunately, many Indonesian educators and scholars have not recognized this model, referring to the scarcity of publication. Besides, several prior research was mainly conducted on the gifted program, not the regular ones. This article is a descriptive study that discussing how Enrichment Triad Model being implemented in history learning for regular programs and to solve the common issues with providing interest-based learning. There is a growing interest in research on how the Enrichment Triad Model may support the needs of pedagogical practice. Abstrak: Sejarah sebagai salah satu cara untuk membentuk karakter generasi muda dalam memahami bangsanya. Akan tetapi, ada banyak persoalan yang muncul dalam pembelajaran sejarah yang diakibatkan oleh berbagai factor. Enrichment Triad Model merupakan suatu model belajar yang adaptif yang pada awalnya diperuntukkan untuk peserta didik yang dianggap cerdas. Model ini telah diterapkan pada berbagai tingkat pendidikan dan berbagai mata pelajaran, dan juga peseta didik dengan kemampuan rata-rata. Enrichment Triad Model memiliki banyak keunggulan yang cocok untuk pembelajaran sejarah yang mampu meningkatkan ketertarikan, rasa ingin tahu, partisipasi, dan hasil belajar peserta didik. Enrichment Triad Model memiliki tiga tipe umum dengan berbagai aktivitas belajar yang dapat diterapkan dalam pembelajaran sejarah, antara lain General Exploratory Acntivities, General Training Activities, dan Individual and Small Investigation of Real Problems. Masing-masing tahap bersifat akomodatif dan fleksibel. Namun demikian, model ini tidak banyak dikenal para pendidik dan akademisi di Indonesia berdasarkan jumlah publikasi yang ada. Selain itu, penelitian yang dilakukan sebelumnya lebih banyak diterapkan untuk program kelas khusus ‘anak berbakat,’ dibandingkan kelas regular. Artikel ini merupakan deskriptif yang membahas bagaimana penerapan Enrichment Triad Model dalam pembelajaran sejarah untuk kelas regular dan mengatasi persoalan-persoalan yang lazim ditemui dengan menyediakan pembelajaran berbasis minat peserta didik. Saat ini, kajian tentang Enrichment Triad Model terus berkembang untuk mengatasi dan memenuhi kebutuhan dalam pelaksanaan pedagogis pendidikan.Â