<![CDATA[Abstract Local history learning has the potential to connect academic knowledge with students' identities and social experiences, but village history material is often presented textually and has not been documented in an easy-to-explore digital format. This article aims to analyze the potential application of interactive media based on collaborative digital learning to study the history of the development of Petleng Village in the period 1996–2023. The manuscript used a quasi-experimental design of a nonequivalent control group with hypothetical data of 60 participants, consisting of 30 experimental group participants and 30 control group participants. The experimental group was assumed to learn through interactive media that combined timelines, verified photos/documents, audiovisual narratives, quizzes, and group workspaces; the control group was assumed to follow conventional learning. The analysis included descriptive statistics, paired t-tests, Welch-independent t-tests, and N-Gain. In the data, the average of the experimental group increased from 56.60 to 78.80, while the control group increased from 56.47 to 65.20. The difference in posttest and gain between groups was statistically significant (p<0.001). These results only describe analytical scenarios, not field findings. The data show how interactive media can be tested as a means to organize local historical sources and encourage collaborative knowledge construction. Empirical testing still requires student data, instrument validation, and verification of the historical archive of Petleng Village. Keywords: interactive media; local history; collaborative digital learning; Petleng Village; learning outcomes ]]>
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