use of belitung regency government museum as a source of learning history at tanjungpandan 3 state vocational school, belitung district

Government museum; (2) the relevance of the collection stored in the belitung regency government museum with historical subject matter; (3) utilization of museums and their collections as sources and media for learning history; (4) obstacles faced in the use of the belitung regency government museum. this research is a descriptive qualitative research. this research was conducted at the belitung regency government museum and smk negeri 3 tanjungpandan. data collection techniques were through observation, interviews with school principals, curricula deputy heads, teachers, students, heads of museums, museum employees, and collection of relevant documents. the selection of the sample is determined by snowball sampling. the data analysis technique used is the miles and huberman model in the following order: data collection, data reduction, data presentation, and conclusions. the results of the study show that: (1) the government museum of belitung regency has selected collections which are divided into collections of geology, biology, ethnography, foreign ceramics, numismatics, and heraldic collections as well as historical relics. each collection is stored in 7 exhibition rooms in the belitung regency government museum. the collections of the belitung regency government museum that have relevance to history subject matter are found in collections related to the material scope of the spice route in indonesia and the islamic kingdoms in indonesia which are maritime and agrarian: (2) in accordance with learning outcomes (cp), teachers in utilizing the belitung regency government museum as a source and learning media is through field trips. the teacher utilizes the belitung regency government museum as a source and media for learning history within the scope of material on the spice route in indonesia and the islamic kingdoms in indonesia which have a maritime and agricultural pattern and their legacies. learning planning begins by looking at the suitability of the material in the learning objectives flow (atp), determining methods, creating teaching modules, compiling materials, giving introductory materials using media, bringing students to museums, giving assignments, and evaluating.