<![CDATA[History learning in schools tends to remain conventional and insufficiently connected to real-life contexts, resulting in low student engagement and understanding. This study aims to analyze the utilization of the Candi Bogang site in Wonosobo as a contextual learning resource in history education at SMA An-Nida Wonosobo, focusing on the aspects of preparation, implementation, and its impact on students’ understanding. This research employs a qualitative approach with a descriptive method through a case study design. Data were collected through observation, interviews, and documentation, and analyzed using an interactive data analysis model. The findings indicate that the use of the site has been systematically planned and implemented through stages including initial knowledge acquisition, field observation, and the processing and presentation of results. Site-based learning has been shown to enhance student engagement, critical thinking skills, and more concrete and contextual understanding. However, its effectiveness has not yet been optimal due to several limitations, including the lack of scientific information about the site, reliance on teacher initiative, and limited institutional support. These findings suggest that the use of local historical sites has significant potential as a learning resource, but requires strengthened collaboration, the development of more comprehensive learning materials, and supportive policies to ensure sustainable and systematic implementation in history education. ABSTRAK Pembelajaran sejarah di sekolah masih cenderung bersifat konvensional dan kurang mengaitkan materi dengan konteks kehidupan nyata, sehingga berdampak pada rendahnya pemahaman dan keaktifan siswa. Penelitian ini bertujuan untuk menganalisis pemanfaatan Situs Candi Bogang Wonosobo sebagai sumber belajar kontekstual dalam pembelajaran sejarah di SMA An-Nida Wonosobo, meliputi aspek persiapan, pelaksanaan, serta dampaknya terhadap pemahaman siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif melalui desain studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif. Hasil penelitian menunjukkan bahwa pemanfaatan situs telah dirancang secara sistematis dan dilaksanakan melalui tahapan pembelajaran yang meliputi pemberian pengetahuan awal, observasi lapangan, serta pengolahan dan presentasi hasil. Pembelajaran berbasis situs terbukti mampu meningkatkan keaktifan, kemampuan berpikir kritis, serta pemahaman siswa yang lebih konkret dan kontekstual. Namun demikian, efektivitasnya belum optimal karena masih terdapat keterbatasan informasi ilmiah tentang situs, ketergantungan pada inisiatif guru, serta minimnya dukungan institusional. Temuan ini menunjukkan bahwa pemanfaatan situs sejarah lokal memiliki potensi besar sebagai sumber belajar, tetapi memerlukan penguatan kolaborasi, pengembangan sumber belajar, dan dukungan kebijakan agar dapat diimplementasikan secara berkelanjutan dan sistematis dalam pembelajaran sejarah.]]>
