Revitalizing Local Culture-Based History Learning: Opportunities and Challenges Toward Transformative Deep Learning Practices

This study addresses the need for transformative history learning that goes beyond factual memorization by integrating local culture as a foundation for contextual and meaningful education. The research aims to analyze opportunities and challenges in implementing culture-based in-depth history learning in schools. Employing a critical qualitative approach, the study constructs ideological narratives derived from in-depth interviews, observations, and document analysis. Data credibility was ensured through triangulation of sources and methods, followed by interactive analysis using the Miles and Huberman model. The findings reveal that in-depth history learning rooted in local culture can be effectively applied in high schools, as it aligns with the objectives of engaging, profound, and value-rich pedagogy. Local wisdom—expressed through traditional dances, games, rituals, and other cultural practices—provides relevant entry points for developing historical understanding and student character. Opportunities for implementation include the contextual strength of local culture, community collaboration, and government support for curriculum flexibility. Nevertheless, challenges remain in the form of limited resources, institutional resistance, and fragmented preservation of local knowledge. The study concludes that integrating local culture into history education strengthens transformative learning by connecting students with their heritage while fostering critical awareness. Practically, schools and policymakers should enhance collaboration with cultural stakeholders and allocate resources for sustainable implementation. Future research may expand to comparative studies across regions to further enrich the model of culture-based history learning.