Argitha Aricindy, Wasino, Aji Sofanudin, Hamdan Tri Atmaja, Atika Wijaya, Endah Sri Hartatik, Suryadi
This study examines the educational activities and resources of Wereldmuseum Leiden within the context of formal history education, focusing on how learning is designed before, during, and after school visits. The central question is: what structured learning activities are implemented, and how do they support students’ historical understanding? Using a mixed-methods approach, qualitative data were collected through semi-structured inter-views with five teachers and two museum educators, complemented by a descriptive survey of 20 participants involved in museum programs. The study analyzes activity types, timing, learning resources, and collaboration patterns between schools and museum staff. Findings indicate that hands-on workshops, artifact observation, and audiovisual materials are the most frequently used activities, mainly conducted during museum visits. Pre-and post-visit activities remain limited, suggesting weak integration with school curricula. Collaboration between teachers and museum educators is generally informal and inconsistent. This study highlights the need for more systematic partnerships between museums and schools to strengthen the pedagogical impact of museum-based history education. It also contributes to the field by adapting the instrument of Escribano-Miralles et al. (2021) to ethnographic museums with colonial collections, revealing specific challenges such as the underuse of pre/ post-visit activities and digital resources in these settings. © 2026, Universitas Negeri Semarang. All rights reserved.
National Research and Innovation Agency, BRIN, Indonesia; Universitas Negeri Semarang, Indonesia; Universitas Diponegoro, Indonesia; Leiden University, Netherlands
