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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan
Dilla Sari
Universitas Negeri Yogyakarta
Humanities Education Social Sciences

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Colonial Control Through Tangsi Architecture: Moentji in Kazerne Djotangan Surabaya, 1880 Dilla Sari; Rhoma Dwi Aria Yuliantri; Awanis Alkali
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 10 No 2 (2026): Agustus
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v10i2.35045

Abstract

This study aims to examine the mechanisms of bodily control and spatial surveillance of the moentji in Kazerne Djotangan, Surabaya, in 1880. This study uses a historical method with a spatial-architectural analysis of primary sources in the form of the 1880 Distributie plan der Kazerne Djotangan plan from the archives of the Departement van Oorlog (ANRI No. 184). The results of the study indicate that the spatial layout of Kazerne Djotangan does not merely function as a physical structure but as an instrument of power that systematically regulates the bodies and daily lives of indigenous women. The symmetrical placement of barracks around an open field, the lack of adequate private partitions, and the separation of women's wards from military sleeping areas form a surveillance system that operates without the constant presence of guards. The daily rhythm of the moentji is controlled by a military timekeeping system that forces their movements to follow the soldiers' schedules, leaving very little time for personal time. The venereal disease crisis, which peaked in 1880 with 1,013 cases of syphilis among 31,439 troops, prompted the transformation of barracks' medical facilities into apparatuses for the disciplinary actions of the military. Through the health card system and the isolation wards of the Sarnizoeno Infirmario, women, who had previously served as companions to soldiers, were transformed into objects of medical supervision, subject to removal at any time. This study emphasises that colonial power operated not only through formal policies but also through the space, time, and bodies of indigenous women within military institutions.
Artificial Intelligence dan Kesadaran Kritis Siswa dalam Pembelajaran Sejarah: Analisis Perspektif Paulo Freire Dilla Sari; Rhoma Dwi Aria Yuliantri
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 3 (2026): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i3.35341

Abstract

This study aims to identify the forms and patterns of students' AI use in history learning, explore students' perceptions of its benefits and risks, assess students' level of critical consciousness in interacting with AI, and interpret the findings through Paulo Freire's concepts of conscientização, banking education, and dialogical education. This study employed a descriptive qualitative approach with critical interpretation, conducted at SMA Negeri 1 Abung Kunang during the even semester of the 2025/2026 academic year, involving 50 students selected through purposive sampling. Data were collected via Google Form containing Likert-scale closed questions and open-ended questions, then analyzed using simple descriptive statistics and qualitative interpretation based on Freire's perspective. The findings reveal that most students routinely use AI through platforms such as ChatGPT, Gemini AI, and Meta AI to search for information, summarize materials, and complete assignments. While students acknowledge AI's benefits in accelerating comprehension, habits of verifying information and comparing sources remain low. The majority of students fall within the naive consciousness stage in Freire's framework, capable of articulating AI-related risks verbally but unable to translate this awareness into consistent critical behavior. The passive and result-oriented pattern of AI use is identified as reproducing the logic of banking education, while the principles of conscientização and dialogical education have yet to be genuinely realized. This study underscores the necessity of integrating critical AI literacy into history learning to foster students' authentic critical consciousness.
Co-Authors Awanis Alkali Yuliantri, Rhoma Dwi Aria