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All Journal MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial Local History & Heritage
Siska Nurazizah Lestari
Institut Keguruan dan Ilmu Pendidikan Persatuan Guru Republik Indonesia Wates
Arts Humanities Education Social Sciences

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Resistance, Identity, and Colonial Perspectives: Reinterpreting Saminism as a Movement for Justice and Freedom in Colonial Java Siska Nurazizah Lestari; Indra Fibiona; Bambang Rakhmanto
Local History & Heritage Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/lhh.v6i1.2062

Abstract

This article re-examines Saminism, a social movement founded by Samin Surosentiko (1859–1914) in Blora, Central Java, within the broader context of Dutch colonial domination and indigenous resistance in colonial Indonesia. The study addresses the question of how Saminism has been represented in colonial discourse and to what extent its practices can be understood as forms of anti-colonial resistance. Using a historical research method with an interpretive qualitative approach, the study analyzes colonial archives, Dutch administrative reports, colonial newspapers, ethnographic accounts, and relevant scholarly literature through the stages of heuristics, source criticism, interpretation, and historiography. The findings demonstrate that colonial authorities systematically portrayed the Samin community as backward, irrational, and resistant to progress in order to justify colonial intervention and control. However, a critical reading of the sources reveals that tax refusal, rejection of colonial regulations, egalitarian communication practices, communal economic relations, and moral reciprocity constituted deliberate and coherent strategies of resistance rooted in Javanese ethical values. The study concludes that Saminism was not merely a passive peasant movement but an alternative socio-political vision that embodied cultural sovereignty, social justice, and community autonomy, thereby highlighting the significance of everyday resistance and subaltern agency in colonial historiography.
Rekonstruksionisme dan Pedagogik Transformatif dalam Kurikulum Pendidikan Ilmu Pengetahuan Sosial di Indonesia Surbayana Surbayana; Siska Nurazizah Lestari
MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial Vol 10, No 1 (2026)
Publisher : Prodi Pendidikan Sejarah Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Sumatera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mkd.v10i1.13612

Abstract

Social Studies education in Indonesia continues to experience tension between the transmission of knowledge and the imperative to cultivate critical, participatory, and socially responsible citizens. This study examines how reconstructionism can function as a curricular epistemology capable of addressing these challenges within the context of digital-era citizenship. Employing a philosophical-comparative approach combined with a genealogical analysis of Indonesian Social Studies curricula from the 1975 Curriculum to the Merdeka Curriculum (2022), the study investigates the philosophical continuity and transformation of reconstructionist ideas. The findings reveal three major gaps: the absence of an operational framework for classroom implementation, inconsistencies between reconstructionist curricular objectives and assessment practices, and the limited incorporation of contemporary learning theories into reconstructionist discourse. In response, this article proposes Stratified Reconstructionism, a multi-layered conceptual model integrating four traditions of Social Studies education—citizenship transmission, social sciences, reflective inquiry, and social criticism—within a transformative pedagogical cycle. Drawing upon Vygotsky’s Zone of Proximal Development and Ausubel’s meaningful learning theory, the model facilitates students’ progression from understanding social realities to critical reflection and civic action. The study argues that reconstructionism provides a coherent philosophical foundation for strengthening democratic citizenship, critical thinking, and social engagement in Indonesian Social Studies education.
Co-Authors Bambang Rakhmanto Indra Fibiona Surbayana Surbayana