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Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan
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Published by Universitas Hamzanwadi
ISSN : -     EISSN : 25495585     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Fajar Historia (e-ISSN 2549-5585)adalah jurnal di bidang Ilmu Sejarah dan Pendidikan yang diterbitkan oleh Program Studi Pendidikan Sejarah FKIP Universitas Hamzanwadi. Berisi tulisan yang diangkat dari hasil penelitian dan analisis kritis. Bertujuan untuk memfasilitasi interaksi, diskusi, advokasi, dan pemutakhiran gagasan dari para ilmuwan sosial khususnya sejarah dan pendidikan dari berbagai daerah di Indonesia. Menyuguhkan kekayaan wawasan dan interpretasi atas berbagai peristiwa sejarah dan pendidikan terutama di Indonesia, maupun meluas di negara lain namun dapat memberikan inspirasi dan pembelajaran bagi studi sejarah dan pendidikan di Indonesia, serta dapat menambah khazanah wawasan sejarah dan pendidikan dalam konteks lokal masyarakat Lombok. Fajar Historia terbit dua kali dalam setahun yaitu, bulan Juni dan Desember.
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Articles 271 Documents
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Historiografi dari Bawah: Peran Naskah Lokal dalam Merekonstruksi Warisan Ki Mutamakkin Mu'arifah Mu'arifah; Siska Dwi Purwanti; Retno Widianto; Djono Djono
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 9 No 3 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v9i3.31041

Abstract

This article examines the role of Teks Kajen as a form of alternative historiography in reconstructing the spiritual and intellectual legacy of Ki Ahmad Mutamakkin, a controversial figure in Javanese Islamic history. This research aims to answer how local texts such as Serat Sewaka and Manaqib Mutamakkin form a counter-narrative to the official representation in colonial historiography and mainstream religion written in Serat Cebolek. Using a descriptive qualitative method with a critical discourse analysis approach (Fairclough), this study analyzes the narrative structure, Sufistic symbolism, and political dimensions of representation in these texts. The results of the study show that Kajen texts not only function as a medium of devotion and spirituality, but also as a space for articulating epistemic resistance and an agent of community collective memory. This finding confirms the importance of decolonizing Nusantara Islamic historiography and opening space for forms of local knowledge that have been marginalized by official historical narratives.
Negara Islam ala Indonesia: Pemikiran Perti di Konstituante, 1956-1959 Sandy Kurniawan; Abd. Rahman Hamid; Uswatun Hasanah
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 9 No 3 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v9i3.31749

Abstract

This article intends to discuss the thoughts of Persatuan Tarbiyah Islamiyah regarding the foundation of the Islamic state of Indonesia in the Constituent Assembly during 1956–1959, using a historical research method consisting of four stages: heuristics, source criticism, interpretation, and historiography. The sources used include Constituent Assembly archival documents obtained from the National Archives of the Republic of Indonesia, the National Library of the Republic of Indonesia, and the official website of the People’s Consultative Assembly of the Republic of Indonesia (MPR RI). The research results show that debates in the Constituent Assembly were dominated by ideological struggles among three main groups: supporters of the Islamic state foundation, Pancasila, and socio-economic foundations. In the forum, Persatuan Tarbiyah Islamiyah voiced ideas about an Islamic state foundation based on the Ahlussunnah Wal Jama’ah doctrine, with the implementation of Sharia and worship following the Imam Shafi’i school of thought. The concept of the Islamic state proposed by PERTI is not identical to the Islamic state model of Saudi Arabia. PERTI proposed a concept of the Islamic state that guarantees the welfare of society and upholds the values of tolerance in accordance with the characteristics of Indonesia as a multicultural nation.
Analisis Pengaruh Penerapan Program Ayah Mengantar Anak (GAMAS) Berkaitan dengan Fenomena Fatherless terhadap Perkembangan Self-Confidence Siswa pada Pembelajaran Sejarah Offy Resdiantari; Aman; Maulano Barontuko
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 9 No 3 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v9i3.32083

Abstract

The issue of low self-confidence among students in learning activities is a serious concern, as it has a significant impact on active participation, critical thinking skills, motivation, and the courage to express opinions in class. Various approaches have been implemented, but most remain focused on pedagogical approaches in schools without involving the role of parents, particularly fathers. Therefore, this study offers an analysis of the implementation of the “Fathers Accompanying Children to School” (GAMAS) program on the first day of school as an innovative approach to involving fathers in the educational process. The research method used in this article employs a qualitative research method of literature review. The data sources used in this study come from various literature, such as books, mass media or newspapers, and other articles relevant to the research topic. The results of this study indicate that there is a correlation between the “Fathers Accompanying Children to School” (GAMAS) program and the development of students' self-confidence in history learning. Fathers' physical and emotional involvement in school activities directly provides psychological support that strengthens children's self-confidence. Through healthy self-confidence, students will be encouraged to participate more actively and be motivated to engage in learning. The implications of these findings show the importance of collaboration between schools and parents, especially fathers, in creating a learning environment that supports the development of students' character and potential.
Disaster, Involution, and Dependency: a Socio-Economic Analysis of the 1861 Flood in the Residency of Bagelen Diki Kristiyadi; Rhoma Dwi Aria Yuliantri
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 9 No 3 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v9i3.32776

Abstract

This study investigates the catastrophic flood disaster that struck the Residency of Bagelen in February 1861, conceptualizing it not merely as a natural phenomenon but as a consequence of inherent structural socio-economic vulnerabilities under colonialism. By applying Clifford Geertz’s theoretical framework of Agricultural Involution and Raúl Prebisch’s Dependency theory, this research aims to thoroughly analyze the multidimensional impacts of the tragedy. The methodology used is historical analytical, drawing upon primary sources such as the Koloniaal Verslag (Colonial Report) and colonial newspapers, alongside secondary sources like academic journals. The findings indicate that Bagelen sustained the most severe losses compared to other residencies. These losses stemmed from agricultural intensification during the Cultuurstelsel (Cultivation System), which fostered agricultural involution, thereby creating a precarious socio-economic system highly susceptible to external shocks, such as a disaster. Ironically, the Colonial Government's response with involving massive financial allocations and spatial restructuring functioned primarily as a strategy of exploitation. This measure, rather than building local self-sufficiency, reproduced and reinforced the existing system of economic dependency. The remarkable social resilience demonstrated by local communities in their self-recovery, a characteristic of societies affected by agricultural involution, was ultimately exploited by the colonial power to ensure continued exploitation and the flow of profits, thereby maintaining Bagelen in colonial dependency. This confirms that the scale of destruction and the impact of the 1861 disaster were the result of a systemic failure of the colonial socio-economic order.
The Effectiveness of Project-Based Learning Integrated with Historical Methods in Improving Students' Historical Thinking Skills B. Fitri Rahmawati; Muhammad Shulhan Hadi
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.v10i2.36001

Abstract

Historical thinking is one of the primary objectives of contemporary history education. However, empirical studies consistently indicate that students’ historical thinking skills remain limited because history instruction is still dominated by the transmission of factual, text-oriented knowledge. Therefore, an instructional model that promotes historical thinking is needed. This study examines the effectiveness of a Project-based Learning (PjBL) model integrated with historical methods in improving students’ historical thinking skills. A quasi-experimental study employing a non-equivalent control group design was conducted with 124 eleventh-grade students. Data were collected through classroom observations, project-task analysis, and historical thinking tests, and analyzed using an independent-samples t-test with SPSS 25.0. The findings revealed a significant difference between the experimental and control groups (t (122) = 7.083, p < 0.001), indicating that the integrated PjBL model effectively enhanced students’ historical thinking skills. This study contributes to history education by providing empirical evidence that integrating Project-based Learning with the historical method offers an effective pedagogical approach for fostering historical thinking, thereby extending the application of PjBL beyond content mastery toward disciplinary historical reasoning.
Shrimp Aquaculture and Social Conflict: Socioeconomic Dynamics in Seliat, East Lombok Muhammad Izza Mahendra; Abdul Rasyad; Syahrul Amar; Lalu Murdi
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 9 No 3 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v9i3.36445

Abstract

This study examines how shrimp-aquaculture expansion shaped socioeconomic change and social conflict in Seliat Hamlet, Menceh Village, East Lombok Regency. It applies a qualitative historical case-study design using in-depth interviews, field observation, village documents, agreement records, and relevant literature. The materials were examined through heuristic source collection, external and internal source criticism, interpretation, historiography, and an interactive qualitative cycle of data condensation, display, and conclusion drawing. The findings show that the farm generated employment, social assistance, and new economic activity for some residents, but benefits were unevenly distributed. Conflict originated in limited community participation, disputed land transactions and unfulfilled promises, reported water and air pollution, declining fishing catches, and weak governmental mediation. It developed vertically between residents, the company, and village authorities, and horizontally between groups supporting and opposing the farm. Protests, petitions, formal complaints, and road blockades became channels of collective mobilization when dialogue forums failed to address substantive grievances. The study argues that aquaculture sustainability cannot be evaluated only through output and investment; it must also include procedural, distributive, and ecological justice. Future governance requires participatory effluent monitoring, a traceable grievance mechanism, independent review of social commitments, impact-based compensation, and an inclusive multi-stakeholder mediation forum.
The Sikep Resistance as an Anti-Colonial Movement Firza Azzam Fadilla; Daya Negri Wijaya; Muhammad 'Afwan Mufti
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.v10i2.34927

Abstract

In the late 19th century, various social resistance movements emerged among Javanese farmers one of these was the Sedulur Sikep, or Saminis movement, meanwhile the Dutch East Indies government carried out a propaganda campaign through colonial newspapers to create a negative stigma against these rebel groups. The objective of this study is to examine and analyze the paradigm and negative stigma toward the Samin movement established by the Dutch East Indies Government, which has persisted into the contemporary era, through the lens of Pierre Bourdieu’s theory of symbolic power. This study employs a historical method, utilizing primary sources from the Dutch East Indies period to examine the origins of this negative paradigm. The theory of symbolic power is applied to analyze how colonial discourse shaped public perception and marginalized the Samin Movement. Findings indicate that the colonial government employed symbolic power through mass media propaganda, instilling what can be understood as “mind control” to influence public attitudes by disseminating narratives that delegitimized the movement. This study highlights that the Saminis movement is an important example of nonviolent resistance, critical social consciousness, and a strong cultural identity. These historical values remain relevant in a contemporary context, particularly in addressing the stigma still attached to the Sedulur Sikep community. Therefore, this history can be integrated into culturally-based local history education to foster historical awareness, strengthen identity formation, and promote the development of inclusive and critical character among future generations.
From Surakarta to Leiden: Transfer of Colonial Knowledge through Instituut voor de Javaansche Taal, 1832–1850 Luthfah Eta ‘Aini; Muhammad Ibnu Majah
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.v10i2.35238

Abstract

This article examines the Instituut voor de Javaansche Taal (IVJT), established in Surakarta in 1832, as an early institutional site of epistemic colonialism in Java. Building on the observation that, following the Java War (1825–1830), Dutch colonial power increasingly relied on the hegemony of knowledge rather than military coercion alone, this study asks how the IVJT institutionalized an asymmetric division of intellectual labor between European philologists and Javanese court literati, and how that asymmetry was subsequently transferred to Leiden and consolidated as the epistemic foundation of Dutch Indology. While existing scholarship has extensively examined Dutch Orientalism after the formal establishment of Indology as a university discipline at Leiden from the mid-nineteenth century onward, the earlier institutional history of the IVJT (1832–1842) as the empirical seedbed of that tradition remains comparatively under-examined, particularly through the combined analytical lens of Michel Foucault's power/knowledge and Edward Said's Orientalism. Using historical research methods (heuristics, source criticism, interpretation, and historiography), this study finds that the IVJT functioned as a colonial laboratory in which the collaborative labor of Javanese poets such as Ronggowarsito and Yasadipura III was systematically reclassified as native assistance rather than authorship, while European scholars such as F.C. Gericke and Taco Roorda retained exclusive scholarly recognition. The 1842 closure of the IVJT and the subsequent transfer of its manuscripts and philological apparatus to Leiden mark a concrete instance of epistemic transfer, through which colonial knowledge produced in Java became the institutional foundation of academic Indology in the metropole. The article argues that this genealogy has continuing relevance for contemporary decolonization-of-knowledge efforts in Indonesian historiography, insofar as it demonstrates how disciplinary infrastructures inherited from the colonial period continue to shape what counts as legitimate knowledge about the archipelago.
Needs Analysis for Canva and Heyzine-Based Interactive Digital Flipbook Teaching Materials to Enhance Students' Creative Thinking Skills in History Learning Farhan Nur Ghifari; Erlina Wiyanarti
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.v10i2.35892

Abstract

History learning in the 21st century requires innovative, technology-based learning media to foster students' creative thinking skills. However, history instruction in schools remains predominantly teacher-centered, relying on lectures and printed textbooks, which limits students' opportunities to develop their creativity. This study aimed to analyze the need to develop interactive digital flipbook teaching materials using Canva and Heyzine on the topic of humans in space and time to improve senior high school students' creative thinking skills. This research employed a descriptive qualitative approach involving 31 tenth-grade students and one history teacher at a senior high school in Lebak Regency, Banten. Data were collected through classroom observations, teacher interviews, and student needs questionnaires. The findings indicate that students highly expect learning media containing videos (61.3%), interactive digital flipbooks (61.3%), animations and audio (58.1%), while classroom instruction remains dominated by lectures and government-issued printed textbooks (71%). Interview results revealed that although the school has adequate digital facilities, the use of interactive teaching materials has not been optimized, and teachers require alternative media to overcome the limited availability of printed textbooks. These findings suggest that developing Canva- and Heyzine-based interactive flipbooks is highly relevant to support more engaging, student-centered, and contextual history learning. Integrating text, images, audio, video, and animation in a single platform is expected to facilitate the development of students' creative thinking skills, including fluency, flexibility, elaboration, and originality, while addressing the challenges of history education in the digital era.
Toward Meaning-Making Historical Consciousness: An Analysis Sinnbildung Gen Z Atief Arezal Fatah; Kurniawati Kurniawati; Budiaman Budiaman
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.v10i2.36086

Abstract

Historical awareness is one of the fundamental objectives of history learning because it is closely related to the development of students' skills in interpreting the relationship between the past, present, and future. This study aims to analyse students' historical consciousness, based on Jörn Rüsen's theoretical framework, in response to international conflict phenomena. This study uses a qualitative research model with an instrumental case study design. Data were collected through in-depth interviews using photo elicitation with four 12th-grade high school students from two Muhammadiyah institutions in East Jakarta. The findings will use a data analysis model based on the Values Coding model. The results of the study show that there are three variations of historical awareness: traditional-exemplary, critical-transitional, and genetic. These findings lead to the conclusion that the meaning of history is influenced by experience, values, and individuals, making Rüsen's theory quite relevant as an analytical framework for understanding the development of narratives and orientations in participants' thinking. This study implies the importance of history learning that encourages students' skills in interpreting and reflecting on various historical materials.

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