2 nd International Conference on History Education 2018 220 SCHOOLOGY-BASED LEARNING MANAGEMENT SYSTEM (LMS) AS AN INNOVATION IN HISTORY LEARNING Oka Agus Kurniawan Shavab Lecturer in History Education Siliwangi University, Jln Siliwangi No. 24 Tasikmalaya okaaks@unsil.ac.id Abstract The background of this writing is that there are still many history teachers who do not maximize their creativity and innovation to utilize internet technology, especially the Learning Management System (LMS) as a media for history learning in the classroom. The purpose of this paper is to describe the use of schoology-based learning management system (LMS) in history learning and the advantages of the schoology-based learning management system (LMS) in history learning. The existence of this learning media is expected to be one of the solutions to improve the quality of learning in the classroom and can erode the impression of history learning that is rigid, monotonous, unattractive, and so on. Things that can be done in the use of schoology learning media include: providing access to teachers and students for online presence, chatting, assigning tasks, practice questions, and learning resources that can be accessed anytime and anywhere. The use of this learning media is not only focused on certain learning methods but can be combined with any learning method that is tailored to the characteristics of the students. Keywords: Learning Management System (LMS),Schoology, History Learning Innovation Introduction The background of this writing is that there are still many history teachers who have not increased their creativity in making and using historical learning media. Most of them prefer to use powerpoint media that looks simpler, so it does not need more time to make it. Though there are a lot of learning media that can be used in this generation Z era, such as the Learning Management System (LMS). This media, if explained very many types so that a teacher can improvise in making and using this learning media in the classroom, and one example is media schoology. The effect of this problem is that historical learning is still considered to be less interesting learning by students because the presentation done by the teacher is monotonous. Students will be bored and bored if the history teacher continues to use the same learning media for several meetings or even one semester. However, this will not happen if a teacher improvises with his powerpoint media because this media also has advantages if it is explored more deeply. However, most of this was not done by history teachers either. The importance of the creativity and innovation of a history teacher must be improved because it can be the initial capital in answering problems in the classroom. That way, history teachers must dare to get out of their comfort zone by starting to try to use learning media or learning methods that they have never used. Furthermore, it can also be seen the situation and characteristics of students because this can determine the success of the use of media or learning methods. In the current generation of Z, it is undeniable that most of them are used to