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All Journal Jurnal Sosiologi Pendidikan Humanis Purbawidya: Jurnal Penelitian dan Pengembangan Arkeologi Analisis Sejarah
Mohammad Refi Omar Ar Razy
Universitas Negeri Surabaya
Religion Arts Humanities Social Sciences

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Between Empire and Revelation: Hoesein Djajadiningrat and the Politics of Islamic Knowledge in Dutch East Indies Mohammad Refi Omar Ar Razy
Analisis Sejarah Vol 15, No 1 (2025)
Publisher : Laboratorium Sejarah, Departement Ilmu Sejarah, Fakultas Ilmu Budaya, Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jas.v15i1.136

Abstract

This article analyzes the intellectual genealogy of Hoesein Djajadiningrat from the perspective of postcolonial theory. This framework has significantly influenced scholarly discussions regarding Islamic politics and jurisprudence in colonial Indonesia. It responds to three main inquiries: First, how did Hoesein interact with Islamic political philosophy? Second, how did he determine the fundamentals of Islamic law? Third, how precisely did he reframe Persian theories of Islamization? Using historical methods like historiography, source criticism, interpretive analysis, and heuristic inquiry, this study analyzes Hoesein's published works and correspondence to provide the first comprehensive analysis of his intellectual growth. This study reveals a portrait of a thinker whose intellectual stance defies simple categorization. Hoesein actively challenged Western ways of thinking while promoting Islamic views deeply influenced by Persian Sufi ideas, local customs, and colonial laws. His works demonstrate both a conformity to and a defiance of the prevailing Orientalist frameworks. Rather than viewing Hoesein as merely a colonial mediator or nationalist critic, this study portrays him as a perceptive interpreter who skillfully navigated the overlapping influences of imperial power and local cultural expressions. His scholarly contributions are crucial to understanding the dynamics of the production of Islamic knowledge in the Dutch East Indies, particularly the conflicts and intersections between regional epistemic traditions and global Islamic thought.
Politik Pengetahuan Kolonial dalam Relasi Guru dan Murid di Hindia Belanda: : Hubungan Snouck Hurgronje dan Hoesein Djajadiningrat Mohammad Refi Omar Ar Razy
PURBAWIDYA Vol. 15 No. 1 (2026): Vol. 15(1) Juni 2026
Publisher : Badan Riset dan Inovasi Nasional (BRIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55981/purbawidya.2026.15252

Abstract

This article examines the politics of colonial knowledge as it operated through teacher–student relations within the educational context of the Dutch Indies, focusing on the relationship between Snouck Hurgronje and Hoesein Djajadiningrat as a primary case study. The aim of this study is to analyze Snouck’s motives in maintaining a long-term relationship with his indigenous student, to identify the personal dimensions that extended beyond formal academic relations, and to explore how this relationship shaped Hoesein’s intellectual orientation and career choices. The main sources consist of correspondence between Snouck and Hoesein from 1913 to 1935, institutional archives, and contemporary publications. The findings demonstrate that the relationship between Snouck and Hoesein was not neutral, but functioned as a crucial mechanism in the production, validation, and circulation of colonial knowledge. This relationship was sustained not only through academic supervision but also through personal bonds, financial patronage, and symbolic recognition that reinforced intellectual loyalty. Furthermore, Hoesein’s transition from an academic trajectory to the colonial bureaucracy reveals the ambivalence of the colonial education project, which succeeded in producing educated elites but failed to fully control the ways in which knowledge was ultimately deployed. This study concludes that colonial education operated as a system of social relations that intertwined knowledge, power, and emotion in the formation of modern indigenous elites.
Exploring the Dynamics of Social Structuration and Lifelong Learning at Museum Lokananta: A Site of Collective Memory Eufrasia Kartika Hanindraputri; Mohammad Refi Omar Ar Razy
JSPH (Jurnal Sosiologi Pendidikan Humanis) Vol. 9 No. 2 (2024): JSPH (Jurnal Sosiologi Pendidikan Humanis)
Publisher : Faculty of Social Science, Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um021v9i22024p66-83

Abstract

This study aims to analyze the transformation of Museum Lokananta as a social space that represents the dynamics of cultural structuration, collective memory, and lifelong learning practices. Data analysis within the case study method involves processes of categorization, interpretation, and triangulation from various data sources such as interviews, observations, and documents. The central focus is to uncover in-depth meanings of complex phenomena situated within real-world contexts. The data are thematically analyzed to identify social patterns and the dynamics of the relationship between structure and agency. Validity is reinforced through technique triangulation and verification with key informants. The findings demonstrate that Museum Lokananta is not merely positioned as an institution preserving artifacts, but as a reflective arena where social structures (cultural policies, curatorial systems, digital platforms) interact with agency (visitors, curators, communities) in producing and reproducing cultural meanings. Museum Lokananta has transformed into a site of intergenerational dialogue and dynamic cultural expression. The museum also functions as a non-formal pedagogical space that supports historical literacy and social reflection beyond conventional education systems. Lokananta affirms the museum’s role not only as a heritage institution but also as an active agent in meaning-making and ideological contestation, reinforcing its position in shaping an inclusive, collaborative, and sustainable ecosystem of cultural learning amid social transformation and digital cultural shifts.
Co-Authors Eufrasia Kartika Hanindraputri