Instilling Historical Awareness in History Learning in High School

The influence of globalization, such as Westernization culture and the Korean Wave, has negative impacts on students, so historical awareness must continue to be instilled in students. Through history, learning is a means to strengthen the identity and cultural values of the nation. This study aims to analyze the reality of history learning, teachers' efforts to instill historical awareness in history learning, and supporting and inhibiting factors in instilling historical awareness in history learning. The method used is qualitative with a phenomenological approach and presented in descriptive analysis. Data collection techniques: observation, interviews, documentation. Data analysis techniques using the Miles & Huberman model. The study results show that history learning in SMAN is based on K13. Teachers apply varied methods and learning media that are appropriate to the material, instill historical awareness with historical material that contains nationalism and patriotism values, teachers approach students, and use innovative and effective history learning methods, field visits, or historical tours; supporting factors are; the professionalism of history teachers, while factors that inhibit the instillation of historical awareness are; incomplete school facilities, the absence of a social studies laboratory room in schools, student attitudes, and limited time allocation. The implications of this research provide important insights for various parties, especially teachers, students, and educational policymakers.