Integration of History Learning and Digital Tourism: Utilizing AI for Cultural Conservation in the Ijen Geopark Region for Senior Secondary Students in Banyuwangi

Riztika Widyasari; Triana Kartika Santi; Mahfud; Wisnu

doi:10.56741/ijlree.v4i03.1393

Authors

Riztika Widyasari Universitas 17 Agustus 1945 Banyuwangi
Triana Kartika Santi Universitas 17 Agustus 1945 Banyuwangi
Mahfud
mahfud@untag-banyuwangi.ac.id
Universitas 17 Agustus 1945 Banyuwangi
Wisnu Universitas Negeri Surabaya

DOI:

https://doi.org/10.56741/ijlree.v4i03.1393

Keywords:

Cultural Conservation, Digital Tourism, History Learning, Ijen Geopark Area, Utilization of AI

Abstract

Ijen Geopark has been designated a priority area in the UNESCO Global Geopark network since 2023 due to its rich geological, biological, and cultural diversity. However, this potential has not been fully utilized in local history education at the high school level. This study aims to develop a history learning module based on digital tourism and artificial intelligence (AI) for cultural conservation among high school students in Banyuwangi. This study adopted a Research and Development model that includes needs analysis, product design, limited trials, revisions, and implementation evaluation. The sample consisted of 190 students, 8 history teachers, and 18 schools. Data analysis used paired sample t-tests, Pearson correlation, and one-way ANOVA. The results showed an increase in knowledge scores from 52.1 to 80.3 and conservation attitudes from 3.1 to 4.2. The correlation between digital media use and learning outcomes yielded r = 0.62. Teachers rated the module's feasibility with an average of 4.3. It was concluded that this learning medium was effective in improving historical understanding and cultural awareness. Recommendations include improving internet infrastructure, providing teacher training, and implementing long-term, community-based evaluations. This study proposes a relevant, innovative, and contextual model for history education in the digital age.

Downloads

Download data is not yet available.

Author Biographies

Riztika Widyasari, Universitas 17 Agustus 1945 Banyuwangi

is a researcher whose scholarly work focuses on history education, history learning media, and the integration of technology in learning. She has published several articles in reputable international journals as well as accredited national journals. Her research emphasizes innovative approaches to history instruction that enhance students’ historical understanding and engagement through digital and media-based learning. (email: riztika.widyasari@untag-banyuwangi.ac.id)

Triana Kartika Santi, Universitas 17 Agustus 1945 Banyuwangi

is an active researcher in the field of history education, history learning media, and educational technology. She has authored several books and published numerous articles in reputable international journals and accredited national journals. Her academic work contributes to the development of effective and innovative history learning strategies that combine pedagogical theory with media and technology-based practices. (email: trianasanti@untag-banyuwangi.ac.id)

Mahfud, Universitas 17 Agustus 1945 Banyuwangi

is a researcher specializing in history education, history learning media, local history, and historical tourism. He has published several books and research articles in reputable international journals and accredited national journals. In addition to his publications, he serves as an active reviewer for reputable international journals and several accredited national journals, contributing to the advancement of scholarly quality in history and education research. (email: mahfud@untag-banyuwangi.ac.id)

Wisnu, Universitas Negeri Surabaya

is a researcher whose academic interests include history education, local history, and local wisdom. He has published several articles in reputable international journals and accredited national journals. His research highlights the importance of integrating local historical narratives and cultural values into history learning to strengthen students’ contextual understanding and appreciation of local heritage. (email: wisnu@unesa.ac.id)

References

Kolb, DA. Experiential learning: Experience as a source of learning and development. Prentice Hall, 1984.

T. Mirza, R. Dutta, N. Tuli, and A. Mantri, “Leveraging augmented reality in education involving new pedagogies with emerging social relevance,” Discov. Sustain., vol. 6, no. 77, pp. 1-15, 2025, doi: 10.1007/s43621-025-00877-8. DOI: https://doi.org/10.1007/s43621-025-00877-8

D. Rohendi, M. O. Ramadhan, S. S. A. Rahim, and H. Zulnaidi, “Enhancing student's interactivity and responses in learning geometry by using augmented reality,” Eurasian J. Math. Sci. Tech. Ed., vol. 21, no. 1, em2559, 2025, doi:10.29333/ejmste/15796. DOI: https://doi.org/10.29333/ejmste/15796

F. Varol and M. Öksüz, “Use of advanced measurement and reality technologies in cultural heritage sites from the perspective of technology and tourism,” Curr. Issues Tour. Taylor & Francais J., vol. 28, no. 4, pp. 585–603, 2025, doi: 10.1080/13683500.2024.2322693. DOI: https://doi.org/10.1080/13683500.2024.2322693

F. Yanti, L. Lufri, and Y. Ahda, “Current trends in augmented reality to improve high school students' skills in education 4.0: A systematic literature review,” Open Ed. Stud., vol. 7, no. 1, e20240053, 2025, doi: 10.1515/edu-2024-0053. DOI: https://doi.org/10.1515/edu-2024-0053

Z. Pathan and S. Suhane, “Towards documenting and preserving living traditions and heritage: Problems and potentials of emerging digital technologies,” ISVS E-J., vol. 12, no. 2, pp. 88–100, 2025, doi: 10.61275/isvsej-2025-12-02-06. DOI: https://doi.org/10.61275/ISVSej-2025-12-02-06

Y. Wang and Y. Zhou, “Artificial intelligence-based interactive experience for intangible cultural heritage: Sustainable innovation of Blue Clamp-Resist Dyeing,” Sustain., vol. 17, no. 3, e898, 2025, doi: 10.3390/su17030898. DOI: https://doi.org/10.3390/su17030898

S. Ahmed, “Beyond human teachers: Post-humanist perspectives on AI, cultural inequities, and educational transformation,” J. Posthumanism, vol. 4, no. 3, 2024, pp. 364-373, doi: 10.63332/joph.v4i3.181. DOI: https://doi.org/10.63332/joph.v4i3.1816

R. Neophytou, S. Liasidou, K. Pipyros, and A. Christofi, “Artificial intelligence driven adaptive learning methods in sustainable tourism education,” Worldw. Hosp. Tour. Themes, vol. 17, no. 1, pp. 120–131, 2025, doi: 10.1108/whatt-12-2024-0308. DOI: https://doi.org/10.1108/WHATT-12-2024-0308

M. Muthmainnah, M. M. Asad, A. Al Yakin, and N. M. Almusharraf, “Human-robot interaction using ChatGPT for technology driven language learning: Contextual insights from the higher education institution of Indonesia,” Asian Ed. Dev. Stud., 2025, doi: 10.1108/aeds-01-2025-0038. DOI: https://doi.org/10.1108/AEDS-01-2025-0038

I. I. Supianti, P. Yaniawati, E. Bonyah, A. W. Hasbiah, and N. Rozalini, “STEAM approach in project-based learning to develop mathematical literacy and student character,” Inf. J., vol. 14, no. 2, pp. 283–302, 2025, doi: 10.22460/infinity.v14i2.p283-302. DOI: https://doi.org/10.22460/infinity.v14i2.p283-302

M. F. Mier, P. L. Gómez, P. Sánchez-Broch, and E. C. González, “Community, public archaeology, and co-construction of knowledge through the educational project of a rural mountain school,” Open Archaeol., vol. 11, no. 1, 2025, doi: 10.1515/opar-2024-0030. DOI: https://doi.org/10.1515/opar-2024-0030

E. S. Utaminingsih and E. Ellianawati, “Development of steam-based e-module on human circulatory topics containing critical reasoning and independent characters,” Turk. J. Onl. Dist. Ed., vol. 26, no. 1, pp. 48–84, 2025, doi: 10.17718/tojde.1368962. DOI: https://doi.org/10.17718/tojde.1368962

S. M. Fine, ““But money makes it real!”: Problematizing capitalist logic in project-based learning,” AERA Open, vol. 11, e23328584241309919, 2025, doi: 10.1177/23328584241309919. DOI: https://doi.org/10.1177/23328584241309919

M. D. Gall, W. R. Borg, and J. P. Gall, Educational Research: An Introduction (7th ed.). Boston, Massachusetts: Allyn & Bacon, 2003.

Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Indonesia: Alfabeta, 2015.

J. W. Creswell. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, California: SAGE Publications, 2014.

J. R. Fraenkel and N. E. Wallen. How to Design and Evaluate Research in Education (8th ed.). New York, US: McGraw-Hill, 2012.

A. Anastasi and S. Urbina. Psychological Testing (7th ed.). New Jersey, US: Prentice Hall, 1997.

A. J. Nitko and S. M. Brookhart. Educational Assessment of Students (7th ed.). London, England: Pearson Education, 2014.

M. B. Miles and A. M. Huberman (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, California: SAGE Publications, 1994.

I. Ajzen, “The theory of planned behavior,” Organ. Behav. Hum. Dec. Process., vol. 50, no. 2, pp. 179–211, 1991, doi: 10.1016/0749-5978(91)90020-T. DOI: https://doi.org/10.1016/0749-5978(91)90020-T

W. Dick and L. Carey. Systematic Instructional Design (6th ed.). US: Pearson/Merrill Prentice Hall, 2005.

R. R. Hake, “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am. J. Phys., vol. 66, no. 1, pp. 64–74, 1998, doi: 10.1119/1.1880. DOI: https://doi.org/10.1119/1.18809

T. Hastomo, A. S. Sari, U. Widiati, F. M. Ivone, E. L. Zen, and A. Andianto, “Does student engagement with chatbots enhance english proficiency?,” ELOPE: Eng. Lang. Ov. Perspect. Inq. Vol. 22, no. 1, pp. 93-109, 2025, doi: 10.4312/elope.22.1.93-109. DOI: https://doi.org/10.4312/elope.22.1.93-109

B. D. Menz et al. “Generative AI chatbots for reliable cancer information: Evaluating web-search, multilingual, and reference capabilities of emerging large language models,” Eur. J. Cancer, vol. 218, e115274), 2025, doi: j.ejca.2025.115274. DOI: https://doi.org/10.1016/j.ejca.2025.115274