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Satmata: Journal of Historical Education Studies
Published by CV Fahr Publishing
ISSN : -     EISSN : 30249554     DOI : https://doi.org/10.61677/satmata.v1i2.47
Core Subject : Education, Social,
Education Social Sciences Other
The journal publishes writings on: Historiography means the writing of history based on the critical examination of sources, the selection of particular details from the authentic materials in those sources, and the synthesis of those details into a narrative that stands the test of critical examination. Historiography studies cover chronologically various themes, such as local history, social history, cultural history, economic history, political history, military history, intellectual history, environmental history, and other historical studies. Philosophy of history, the study either of the historical process and its development or of the methods used by historians to understand their material. History of education is a study of the past that focuses on educational issues. These include education systems, institutions, theories, themes and other related phenomena in the past. History education includes studies of how history teaches in school or society, curriculum, educational values in events, figures, and historical heritage, media and sources of historical learning, studies of textbooks, learning evaluation, learning methods, learning media, and learning strategies. The Journal also publishes review articles and book reviews with the above themes.
Arjuna Subject : Seni dan Humaniora - Sejarah
Articles 95 Documents
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EXPLORING INTANGIBLE HERITAGE VALUE IN JEMBER FASHION CARNAVAL: AN APPROACH TO F. KLUCKHOHN’S CULTURAL VALUE ORIENTATION THEORY Amalia Nurma Kinanti; Aman
Satmata: Journal of Historical Education Studies Vol. 4 No. 2 (2026): October: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v4i2.1087

Abstract

This article discusses the representation of intangible cultural heritage values in the 24th Jember Fashion Carnival in 2026, themed “HEAL: Humanity, Earth, and Life,” using F. Kluckhohn’s five frameworks for cultural values. The study employs a historical method involving topic selection, heuristics, verification, interpretation, and historiography, drawing on primary sources namely, direct observations of the 2026 JFC as well as supporting secondary sources such as books, academic articles, and newspapers. The research findings indicate that Kluckhohn’s five dimensions of cultural values are explicitly identified in the theme, the fashion show, the use of costume materials, the narrative stories, and the relationships among the participants of the 2026 JFC. All dimensions are reflected in the 2026 JFC and serve as a manifestation of the profound interpretation of five fundamental issues of life, creatively translated through the medium of street fashion and the show’s narrative. Thus, the Jember Fashion Carnaval is a tangible manifestation of intangible cultural heritage that is alive and thriving within Jember society. It also demonstrates the relevance of Kluckhohn’s framework for interpreting modern popular cultural phenomena beyond the context of local traditions, which has traditionally been its primary domain of application.
ANCIENT JUSTICE: HAMMURABI'S CODE AS A PILLAR OF SOCIAL LIFE IN MESOPOTAMIAN SOCIETY Vany Putri Agustina; Indina Mushlih Azizah; Dwi Ary Rahmawati; Sofia Maya Shagita
Satmata: Journal of Historical Education Studies Vol. 4 No. 2 (2026): October: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v4i2.1093

Abstract

This article discusses the role of the Code of Hammurabi in regulating the social life of ancient Mesopotamian society. The main focus is on how the Code of Hammurabi functioned not only as a set of written laws but also as an instrument for maintaining social order, reducing conflict, and regulating social relationships. This article uses a literature study method by reviewing books, journals, and historical sources, including the stele and translated texts of the Code of Hammurabi. The results show that this law, which consists of around 282 rules, regulated various aspects of life such as economy, family, and crime. One important principle is lex talionis, meaning punishment should match the wrongdoing. The law was displayed publicly, helping people understand the rules and reduce conflicts. However, its application differed based on social status. In conclusion, the Code of Hammurabi played an important role in organizing society, although its concept of justice was still limited.
NEEDS ANALYSIS OF VIRTUAL REALITY-BASED HISTORY LEARNING MEDIA TO SUPPORT SENIOR HIGH SCHOOL STUDENTS’ CULTURAL LITERACY THROUGH THE CULTURAL HERITAGE OF THE OLD CITY OF PALEMBANG Eki Novta Imanda; Syarifuddin; Aulia Novemy Dhita
Satmata: Journal of Historical Education Studies Vol. 4 No. 2 (2026): October: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v4i2.1109

Abstract

History learning in senior high school requires media that provide concrete, visual, interactive, and contextual experiences to support understanding of cultural heritage. This study analyzed students’ and history teachers’ needs for Virtual Reality (VR)-based history learning media to support cultural literacy through the Old City of Palembang. A descriptive needs analysis was conducted at the Analysis stage of the ADDIE model. Questionnaire data were collected from 73 Grade X and XI students using 20 items across five aspects: visual-digital learning interest; device readiness and digital literacy; cognitive ability and cultural heritage awareness; media design preferences; and evaluation and feedback needs. Semi-structured interviews with four history teachers were analyzed thematically. Students’ overall need for digital learning media was high (M = 4.02; reported achievement = 80.3%). All five aspects were rated high, with media design preferences receiving the highest mean (M = 4.18). The item on using images, animations, videos, and historical object visualizations received the highest score (M = 4.29; very high). Positive responses accounted for 77.3%, compared with 6.3% negative responses. Teacher interviews reinforced the need for more concrete and contextual history learning, historical object visualization, greater interactivity, simple navigation, local-context integration, and assessment and feedback features. These findings provide an empirical basis for designing VR-based history learning media that integrates the historical and cultural heritage of the Old City of Palembang to support students’ cultural literacy. The results indicate identified needs, not evidence of VR effectiveness; effectiveness requires further testing.
MEMORY FROM BELOW: AN ETHNOHISTORY OF DISASTER IN DIGITAL ARCHIVES ON THE ACEH TSUNAMI, THE PADANG EARTHQUAKE, AND THE MERAPI ERUPTION Putri Ananda Saka; Nur’aeni Marta; Afifah Sholihah; Rico Fernando Siregar; Devi Yulianita Victorine Beta Querida; Chandra; Ajeng Rizki Kusnadi
Satmata: Journal of Historical Education Studies Vol. 4 No. 2 (2026): October: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v4i2.1116

Abstract

This article examines the representation of community disaster memory in community-based digital archives, particularly personal and community blogs, through an ethnohistorical and public history framework. It analyzes how disaster memory is represented, how these archives function as spaces of public history in shaping collective memory, and how they connect past experience with contextual and sustainable disaster mitigation practices. Using a qualitative approach, the study combines web-based data collection with interpretive narrative analysis of digital narratives concerning three major disasters in Indonesia: the Aceh Tsunami (2004), the Padang Earthquake (2009), and the Merapi Eruption (2010). Of 42 initial entries, 28 sources, comprising personal blogs, community websites, and media articles based on firsthand testimony, met the criteria for community narratives and formed the primary corpus. Personal and community blogs dominate the corpus (61%), indicating that disaster memory emerges largely "from below" rather than from official institutions. Seven recurring narrative themes were identified, with solidarity and mutual cooperation (gotong royong) (59.5%) and trauma-anxiety (57.1%) the most prominent, although patterns varied by disaster type. The study identifies five roles of digital archives in linking collective memory to mitigation: memory preservation, a knowledge base for mitigation, a space for public participation, a bridge between local knowledge and formal policy, and an instrument of advocacy and accountability. The findings suggest that community digital archives constitute an alternative historiography of "history from below" with considerable potential for context-based mitigation. However, their subjective and vulnerable nature, as an "inverted archive," requires critical use.
DYNAMICS OF CHILDREN’S EDUCATION IN TALANG DUKU PORT WORKER FAMILIES, MUARO JAMBI REGENCY, 2000–2025: A SOCIAL HISTORY OF EDUCATION STUDY Anny Wahyuni; Yoan Mareta; Merci Robbi Kurniawanti
Satmata: Journal of Historical Education Studies Vol. 4 No. 2 (2026): October: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v4i2.1125

Abstract

This article examines the dynamics of children's education among families of workers at Talang Duku Port, Muaro Jambi Regency, from 2000 to 2025 from a social history of education perspective. The study employs the historical method through heuristics, source criticism, interpretation, and historiography, combined with an oral history approach. The main oral sources consist of interviews with the village head, a school-age child, a parent from a worker family, and a community figure, supported by educational records, port-related information, and relevant scholarly literature. The findings show that port activities provide an economic setting for worker households, while family experiences of physical labor have strengthened the view of education as a means of expanding children's future choices. Educational continuity is supported by parents, schools, the port environment, village and community institutions, and religious organizations. The presence of local secondary education, educational assistance recalled by informants, and strong parental aspirations have encouraged children to continue to senior secondary school and higher education. These changes indicate a shift in the social function of education from basic schooling toward an intergenerational investment strategy. Although the limited number of oral sources does not allow statistical generalization, the evidence reveals mechanisms of intergenerational social mobility through higher educational attainment, broader occupational aspirations, and reduced dependence on the physical occupations of the parents' generation.

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