The new transformation in history learning is needed in online learning, especially when it comes to improving students’ collaborative skills in solving problems, finding solutions, making decisions, and negotiating to achieve particular goals in 21st-century learning skills. Virtual learning rooms such as Zoom are used to ensure students’ involvement and collaboration in learning and provide opportunities for students to realize active learning with many features that can be applied. Despite many studies that have portrayed virtual learning with Zoom during the COVID-19 pandemic, fewer studies seek the utilization of Zoom Breakout Room in history learning. This study uncovered how teachers enhance students’ collaborative skills in history learning through the Zoom Breakout Room. The current study employed the qualitative approach under the case study design. In-depth interviews were directly conducted with one history teacher who was experienced in working history learning with Zoom Breakout Room to obtain the empirical data. The results showed that Teachers could use the zoom Breakout Room to improve students’ collaborative skills. In the current study, the Zoom Breakout Room, as one of the innovative tools in the Virtual Learning Environment (VLE) answered the ineffective learning with large groups in Zoom main room discussion. The breakout Room feature in Zoom itself supported an active learning process. The students are given more space to communicate in small groups and seek information, discuss, solve problems, and make collective agreements. The Zoom Breakout Room could be an alternative for teachers in facing learning challenges amid the COVID-19 outbreak.

Historical material around the proclamation includes knowledge that must become the collective memory of the Indonesian people. The history of the proclamation became a milestone for the success of the Indonesian nation in breaking away from colonialism. However, according to Hatta, there were many stories and writings that were not true about the Indonesian proclamation. In fact, the importance of writing history cannot be separated from the historical facts that were found. Thus, the objectives to be achieved in this study are to compile historical stories based on primary evidence and find the legitimacy of historical writing based on the theoretical point of view of historical writing for history textbooks. Meanwhile, the method used is literature study. The results show that the writing of the history of the proclamation of Indonesian independence in history textbooks does not reflect a narrative that has considered primary sources, both from the archives and the views of historical actors. The history of the proclamation that circulates in textbooks is dominated by historical stories based on the source of Adam Malik's book. Hatta's book of direct testimony which is more authentic, because as a direct actor in the incident, it is worth considering.   Abstrak Materi sejarah sekitar proklamasi termasuk pengetahuan yang harus menjadi memori kolektif bangsa Indonesia. Sejarah proklamasi menjadi tonggak keberhasilan bangsa Indonesia dalam melepaskan diri dari penjajahan. Namun, menurut Hatta banyak tersiar cerita dan karangan yang tidak benar tentang proklamasi Indonesia. Padahal, kepentingan penulisan sejarah tidak lepas dari fakta sejarah yang ditemukan. Sehingga, tujuan yang ingin dicapai dalam penelitian ini adalah menyusun cerita sejarah berdasarkan bukti primer dan menemukan legitimasi penulisan sejarah berdasarkan sudut pandang teori penulisan sejarah bagi buku teks pelajaran sejarah. Sedangkan, metode yang digunakan adalah studi pustaka. Hasil penelitian menunjukkan bahwa penulisan sejarah proklamasi kemerdekaan Indonesia dalam buku teks pelajaran sejarah, belum mencerminkan narasi yang sudah mempertimbangkan sumber-sumber primer, baik dari arsip maupun pandangan pelaku sejarah. Sejarah peristiwa proklamasi yang beredar dalam buku teks, didominasi oleh cerita sejarah berdasarkan pada sumber buku Adam Malik. Buku kesaksian langsung dari Hatta yang lebih otentik, karena sebagai pelaku langsung dalam perisitwa tersebut layak untuk dipertimbangkan.

The study of historical figures in high school has tended to focus excessively on providing facts rather than lessons about real-life experiences and character values. Entrepreneurs are a valuable resource in the twenty-first century. It takes a history-learning strategy to teach the entrepreneurial character of historical figures. This study aims at improving students' understanding and attitudes toward the entrepreneurial character of historical figures. In addition, this study employs an action research design involving 27 high school students. The results showed that students' understanding and positive attitudes towards the four stories and the value of the entrepreneurial character of the figures could be improved. Six learning actions are effective steps to inculcate an understanding of the four stories and the values of entrepreneurial character from the figures. The study's findings can be used to apply entrepreneurial character education and provide learning materials for successful entrepreneurs throughout historical learning. Keywords: Action research; entrepreneurial characters; four stories; historical figures.

Prophet Muhammad leads the world's most influential figure in the world as western writers determined beside the great figure of religion. In the 21st century, Prophet Muhammad deserves to become a figure with entrepreneurial characters. Through the study of microhistory, the stories of Prophet Muhammad were identified, classified, and interpreted as stories that contain the values of an entrepreneur character. The results from a study of several biographical books of Prophet Muhammad found that four stories constantly experienced by the Prophet Muhammad such as: business, failure, suffering, and success. Then, these four stories were interpreted into four entrepreneurial characters of Prophet Muhammad, namely: creative, brave, survival, and independent. These values were universal and can be taught for historical learning across cultures, religions, and generations.

The study aims to describe students' perspectives on the values of character education as entrepreneurs from teaching materials for learning historical figures. The value of character education as an entrepreneur is a must for students as a form of relevance in facing the global era. This research used a qualitative approach with descriptive methods. Data were collected by observation, and questionnaires were distributed online to 50 students taking entrepreneurship courses at Padalarang 2 Public High School, West Bandung. Data were presented as average values and percentages, then narrated according to additional observational data. The data analysis process included data collection, reduction, presentation, and conclusion. The study's results found four values of character education as entrepreneurs from the four stories of historical figures (entrepreneurs), namely creative, courageous, survival and independent. This finding is relevant to the value of character education mandated in implementing the educational process in Indonesia. This study presents different findings due to the concept of the value of character education aimed at building graduates as entrepreneurs and being able to create jobs. It means that the values of character education that must be understood can be applied to various fields of human life by current global needs.