
students, or simplified text alternatives were not
integrated. Future iterations of these materials should
prioritize inclusivity by incorporating these features
to ensure that all students can benefit from this
innovative approach to history education.
On the other hand, the success of this study
demonstrates the transformative potential of digital
tools in history education. By simplifying complex
historical narratives and fostering student
engagement, audiovisual materials offer a viable
solution to modernizing traditional teaching methods.
Moreover, their adaptability ensures that they can be
integrated into diverse educational contexts, provided
the necessary infrastructure and training are in place.
4 CONCLUSIONS
The research demonstrates the transformative
potential of multicultural audio-visual teaching
materials in history education. This material has
potential in fostering engagement and a deeper
understanding of multicultural heritage of Indonesia.
By integrating culturally diverse narratives and
aligning with contemporary frameworks like
TPACK, this study provides a replicable model for
using multimedia tools in history learning. The
findings reveal that audio-visual materials
significantly enhance student’s learning experiences
by simplifying complex concepts, accommodating
diverse learning styles, and fostering empathy and
tolerance. These outcomes are especially relevant for
religious schools, such as MAN 1 Bogor, where
exposure to multicultural perspective is essential for
promoting inclusivity. Moreover, this study
highlights the importances of leveraging digital
technologies to modernize history education, making
it more relatable and impactful for 21
st
century
learners. By fostering an appreciation for Indonesia’s
diversity, these materials contribute not only to
academic development but also to broader social
harmony and intercultural understanding
Based on the findings, several several
recommendations can be made for future research and
practice. First, it is recommended that further
iterations of the audiovisual materials incorporate
more interactive elements, such as quizzes or
discussion prompts, to engage students actively
throughout the learning process. Interactive elements
can help reinforce learning by encouraging students
to think critically about the content and apply what
they have learned. Second, it is important to ensure
that the audiovisual materials are accessible to all
students, including those with disabilities. This may
involve adding features such as subtitles for hearing-
impaired students or providing alternative formats for
visually impaired students. Making the materials
accessible will help ensure that all students can
benefit from the innovative approach to history
learning. Finally, future research could explore the
long-term impact of using audiovisual materials on
students' learning outcomes and attitudes towards
history. Apart from that, it is recommended that
teachers in teaching history can integrate it into
multimedia, not just in text form. Meanwhile, the
government can encourage and facilitate teachers to
develop multimedia-based teaching materials in order
to facilitate the needs and profiles of students.
While the current research demonstrated
positive short-term effects, it would be valuable to
investigate whether these effects are sustained over
time and whether the use of audiovisual materials can
lead to improved academic performance and a greater
appreciation for multiculturalism in the long term.
ACKNOWLEDGEMENTS
This research was funded by Universitas Negeri
Jakarta. Special thanks to the Faculty of Social
Sciences for their continuous support throughout this
research project, as well as to the teachers and
students of MAN 1 Bogor for their participation and
valuable feedback.
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