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All Journal Jurnal Civics: Media Kajian Kewarganegaraan Harmoni Sosial: Jurnal Pendidikan IPS Journal of Moral and Civic Education Education and Human Development Journal Jurnal Eduscience (JES) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Social Studies Conference Proceedings Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Jurnal Pendidikan dan Kebudayaan JESS (Journal of Educational Social Studies) Paramita: Historical Studies Journal
Hamdan Tri Atmaja
Universitas Negeri Semarang
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Navigating ‘Ke-Indonesia-an’ in diaspora: Transnational habitus and the construction of national values among migrant children in Sabah, Malaysia, and Semarang, Indonesia Hamdan Tri Atmaja; Thriwaty Arsal; Eva Banowati; Argitha Aricindy
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.97057

Abstract

This study examines the social construction and habituation of Indonesian national identity (ke-Indonesia-an) among early adolescents in two contrasting environments: Semarang, Indonesia, and Sabah, Malaysia. Using a comparative ethnographic design, data were collected through semi-structured interviews, participant observation, and documentary analysis involving 22 participants: 10 students (aged 13–15), 8 parents or guardians, and 4 teachers across three field sites: junior secondary schools in Semarang, Community Learning Centers (CLC) in Sabah, and non-CLC migrant households in Sabah. The analysis integrates Berger and Luckmann's (1966) social constructionism, Bourdieu's (1990) habitus and field theory, and Sayad's (1999) transnational habitus framework. Findings reveal that in Semarang, ke-Indonesia-an is reinforced through coherent institutional mechanisms, producing what Billig (1995) terms “banal nationalism.” In contrast, migrant children in Sabah navigate a fragmented identity process shaped by assimilation pressures, legal precarity, and social stigma, yet sustain “performative nationalism” through CLC education, familial oral histories, and digital media. A critical finding is that family habitus, classified as either aspirational or survival-oriented, serves as the decisive mediating mechanism in the internalisation of national values. The role of public history transmission, particularly through CLC history instruction by Guru Bina and parental oral narratives, emerges as a significant yet undertheorised mechanism in diaspora identity formation. The study contributes to transnational citizenship education, sociology of education, and public history scholarship by demonstrating that national identity formation cannot be reduced to formal schooling alone, and that policy must attend to the family as the primary site of historical memory transmission in transnational contexts.
SIGN-VALUE AND MERIT-BASED RECOGNITION IN STUDENT FLEXING: IMPLICATIONS FOR SOCIAL STUDIES EDUCATION Hawwin Fitra Raharja; Tri Marhaeni Pudji Astuti; Hamdan Tri Atmaja; Puji Lestari
JURNAL EDUSCIENCE Vol 13, No 5 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i5.9802

Abstract

Purpose – This study examines how sign-value operates through student flexing and how this process relates to social recognition, with particular attention to participants' evaluations of symbolic and achievement-based self-presentation in junior high school settings.Methodology – A qualitative multi-site study was conducted in Yogyakarta. Purposive sampling involved 30 participants: 22 junior high school students from six schools who were active social media users and eight Social Studies teachers recruited through MGMP-IPS Yogyakarta. Data were generated primarily through student group interviews, with one individual student interview and one focus group discussion involving all eight teachers. The data were analyzed using reflexive thematic analysis, and patterns were compared across data sources.Findings – Five related themes were identified. Consumption objects acquired audience-dependent symbolic meanings; peer relations connected flexing with imitation, conformity, belonging, and exclusion; and main and second accounts were used for differentiated digital self-presentation. A hypothetical comparison between consumption- and achievement-related self-presentation indicated that anticipated audience reactions were among the considerations shaping how these forms of self-presentation were evaluated. Teachers also situated some instances of flexing within broader family and economic contexts without establishing causal explanations within the family. The findings do not show that symbolic recognition displaced achievement-based recognition or that follower metrics constituted a generalized status system.Contribution – The findings provide an empirical and conceptual basis for considering reflective inquiry into value, status, belonging, recognition, and achievement as a possible pedagogical entry point. This study did not test the effectiveness of this pedagogical approach.
The legacy of Diponegoro’s exile (1830–1855): Collective memory and its materialization at Fort Rotterdam and tomb sites in Makassar Muhamad Rizal; Wasino; Hamdan Tri Atmaja
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.97207

Abstract

This study examines the transmission of contemporary collective memory surrounding the legacy of Prince Diponegoro’s exile (1830–1855) in Makassar, focusing on the roles of his descendants, local communities, burial sites, and Fort Rotterdam in the materialization of memory. It explores how historical memory is not merely inherited but continuously constructed and reinterpreted within contemporary social contexts. Using a qualitative phenomenological approach, data were collected through in-depth interviews, observations, and documentation. The findings show that the collective memory of Diponegoro in Makassar is not static but is continuously reproduced through interactions between his descendants and local communities. The burial sites and Fort Rotterdam serve as important sites of materialized memory, bringing together genealogical memory, public memory, and the historical experience of Diponegoro’s exile in Makassar. Intergenerational transmission also varies across generations: the older generation demonstrates a strong emotional attachment, the adult generation adopts a more adaptive relationship with this memory, while the younger generation tends to engage with it symbolically and through digital representations on social media. The relationship between descendants and local communities is interdependent and dialogical. While descendants contribute to preserving the continuity and authenticity of historical narratives, local communities extend their meanings into a broader and more inclusive social sphere. These findings demonstrate that preserving the collective memory of Diponegoro’s exile in Makassar is an ongoing social process that sustains historical continuity while contributing to the formation of collective identity and historical consciousness in contemporary society.
Social Studies Education Challenges: The Social Construction of Student Identity Crisis Amid Digital Simulacra in Yogyakarta Hawwin Fitra Raharja; Tri Marhaeni Pudji Astuti; Hamdan Tri Atmaja; Puji Lestari; Novel Anak Lyndon
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 3 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i3.9134

Abstract

Social media has become an important environment in which students encounter, reproduce, and negotiate social meanings and standards of recognition, complicating understandings of identity formation in social studies education. This study examines the social construction of student identity crisis, conceptualized as a broader condition of identity tension, in the context of digital simulacra through the dialectical processes of externalization, objectivation, and internalization. Students’ experiences of flexing (the conspicuous display of status, possessions, or lifestyle) provide the empirical focus, while the implications for social studies education are also considered. An interpretivist qualitative case study was conducted in four junior high schools in Yogyakarta, Indonesia, involving 27 participants: 19 students and eight social studies teachers. Data were generated through four classroom observations, eight student interview sessions (seven group interviews and one individual interview), and one teacher focus group discussion. The data were analyzed thematically through iterative open coding, category development, cross-source comparison, and theoretical mapping. The findings suggest that, across the four schools, student identity tension is constructed through three interconnected processes rather than resulting simply from social media use. Externalization involved digital socialization, immediate social reinforcement, and mimetic digital practices. Objectivation involved the repeated visibility of platform-mediated representations, the normalization of digital standards, and diminished critical questioning. Internalization involved social comparison, self-evaluation, and performative insecurity. Some students also questioned or resisted prevailing digital standards, suggesting a reflective counter-process rather than a universal fourth stage. Conceptually, this study brings Berger and Luckmann’s theory of social construction into dialogue with Baudrillard’s concept of simulacra to explain how digitally circulating representations acquire social legitimacy and personal significance. The findings underscore the relevance of reflective and critical engagement with students’ digital experiences in social studies education, although specific pedagogical approaches were not tested as interventions.
Co-Authors Adella Dianprila Putritama Aji Sofanudin Argitha Aricindy Atika Wijaya Deka Setiawan Dewi Liesnoor Setyowati Dewi Liesnoor Setyowati Eka Titi Andaryani Endah Sri Hartatik Endang Tri Anisih Erni Suharini Erni Suharini rahayu Eva Banowati Fadly Husain Harianingsih Hartati Sulistyo Rini Hawwin Fitra Raharja Lisa Andriani Martien Herna Susanti Misbahudin Azhar Mochamad Ainul Yaqin Moh. Solehatul Mustofa Muhamad Rizal Nizzaellatin Putri M Novel Anak Lyndon Puji Hardati Raharja, Hawwin Fitra Sri Haryani Sri Rahayu Suryadi Suyahmo Suyahmo Thriwaty Arsal Tri Marhaeni Pudji Astuti Wasino Zaenal Fathoni Zaenal Fathoni