Digital Heritage Exhibition: The History of Wonogiri Railways Through Project-Based Learning for Vocational High School Students

Abstrak

History learning in vocational high schools is often perceived as rote memorization with limited relevance to vocational competencies. This study analyzes the implementation of Project-Based Learning grounded in the local history of Wonogiri Station and the colonial railway network for students in the Welding and Metal Fabrication Engineering program. Using a qualitative case study approach, data were collected through observation, interviews, documentation, source criticism, and product analysis. The project involved six stages: planning, investigation and source criticism, field observation, product development, presentation, and reflection. The findings indicate that Wonogiri’s railway history offers significant pedagogical potential for connecting colonialism, economic development, technology, and local mobility. Project-Based Learning transformed students from passive recipients of information into active historical investigators through source identification, artifact observation, interviews, and historical interpretation. Integrating railway heritage with Welding and Metal Fabrication competencies also created an interdisciplinary learning space for examining construction, materials, structures, and building technologies while preserving the original site. The resulting Digital Heritage Exhibition: Colonial Railway Traces in Wonogiri demonstrates that contextual history learning can strengthen students’ historical awareness, historical thinking skills, collaboration, and appreciation of local heritage.