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Satmata: Journal or 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 62 Documents
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BIMA PORT AND THE BIMA SULTANATE IN ARCHAEOLOGICAL STUDIES Izzal Faturrahmi Audina; Nayati, Widya
Satmata: Journal of Historical Education Studies Vol. 1 No. 4 (2024): April: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v2i2.180

Abstract

The archipelago's ancient spice trade involved many regions and one of them was Bima during the period from Kerajaan Bima to Kesultanan Bima. Bima has a port which is hidden from the southern route via Laut Flores, so to reach it the traders have to go along Bima Bay. This research raises issues related to the background of the placement Bima port and Bima Sultanate complex and also Bima port’s characteristics. This archaeological research uses archaeological, landscape and historical data that collected through surveys, observations and literature studies to be analyzed using data analysis, landscape analysis and comparative analysis. The results of this research are that the placement of the Bima port and the Bima Sultanate complex is based on the history of Bima and the location is safe. The location of the Bima port is suitable as a place to unload anchor, shelter from pirates and the wind, and also to refill supplies for traders. Bima Port is classified as a small port because its commodities are not the main commodities for archipelago trade and the number and variety of arrivals is small. The conclusion is Bima port played a major role in the development of the Bima Kingdom and Sultanate as a place of trade and access that connected Bima with other regions or kingdoms. The port plays as dealer for commercial commodities from the region and its surroundings to be brought to larger cities or ports.
THE IMPLEMENTATION OF SARI SWARA METHOD IN CHILDREN'S EDUCATION AT TAMANSISWA EDUCATION INSTITUTION OF YOGYAKARTA IN 1922-1942 Reza Oky Iswiranto
Satmata: Journal of Historical Education Studies Vol. 1 No. 4 (2024): April: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v2i2.380

Abstract

This research aims to (1) know the history of the establishment of Tamansiswa Education Institution of Yogyakarta; (2) examine the process of creating the Sari Swara method by Ki Hadjar Dewantara; and (3) study the implementation of Sari Swara method in children’s education at Tamansiswa Education Institution of Yogyakarta in 1922-1942. This research method is historical research. According to Kuntowijoyo, steps in historical research include topic selection, source collection, verification, interpretation, and historiography. The results of this study are: (1) Tamansiswa Education Institution of Yogyakarta was established on July 3, 1922, initiated by Ki Hadjar Dewantara after he joined the Paguyuban Selasa Kliwon. Tamansiswa Education Institution of Yogyakarta prioritizes the educational process to foster character value in children; (2) Ki Hadjar Dewantara created the Sari Swara method by developing the concept of Sastra Gendhing from Sultan Agung and combining education thoughts from world figures. The Sari Swara method uses education means that it comes from the community, is in accordance with the nation’s lifeline, and contains character values. (3) The implementation of Sari Swara method in Tamansiswa Education Institution of Yogyakarta through the implementation of Sistem Among and using the means, such as tembang (songs) and dolanan (children’s games) that have developed in the community since long ago.
DECOLONIZATION OF THE HISTORY CURRICULUM IN INDIAN SENIOR SECONDARY SCHOOLS: AN ANALYSIS OF IMPLEMENTATION AT A HIGH SCHOOL IN CHENNAI Uma.S
Satmata: Journal of Historical Education Studies Vol. 2 No. 1 (2024): July: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v2i1.30

Abstract

This study aims to examine the practical implementation of a decolonized history curriculum in an Indian senior secondary school, with a case study conducted at Kendriya Vidyalaya in Chennai. While national education policies in India increasingly promote inclusive and postcolonial approaches to history teaching, there is limited empirical research on how these reforms are enacted in real classroom settings. Using a qualitative case study method, data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of curricular documents. The findings reveal a significant gap between policy discourse and pedagogical practice. Teachers express theoretical support for decolonizing the curriculum but face challenges such as rigid syllabi, exam-oriented instruction, and lack of professional development. Classroom practices largely remain textbook-centered, with minimal use of local histories, critical thinking tasks, or student-led inquiry. The study offers a novel contribution by linking national-level curriculum reforms with micro-level school dynamics, and by incorporating multiple data sources to highlight the nuanced realities of implementation. It also foregrounds the importance of teacher agency and contextual adaptation in achieving epistemic justice in postcolonial education. In conclusion, while efforts toward decolonization exist in rhetoric and curriculum content, their transformative potential remains underutilized without systemic support for pedagogical change. The research underscores the need for training, flexibility, and curricular autonomy to actualize meaningful historical education in India..
THE ROLE OF HISTORY EDUCATION IN PROMOTING TOLERANCE AND MULTICULTURALISM IN SECONDARY SCHOOLS IN THE PHILIPPINES Ana Mae M. Monteza
Satmata: Journal of Historical Education Studies Vol. 2 No. 4 (2025): April: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v2i4.178

Abstract

This study investigates the role of history education in promoting tolerance and multiculturalism in Philippine secondary schools, with the aim of identifying how historical narratives, pedagogical strategies, and classroom interactions shape students’ understanding of cultural diversity. Using a qualitative case study approach, the research was conducted at Quezon City National High School and Davao City National High School, involving 30 participants through semi-structured interviews, classroom observations, and document analysis. The findings reveal that while the national curriculum offers limited representation of minority histories, teacher agency and localized instructional practices can significantly enhance multicultural learning. Classrooms that applied participatory methods—such as dialogue, comparative analysis, and community-based content—demonstrated higher levels of student engagement and empathy toward different cultural groups. A key novelty of this study lies in its integration of peace education, historical empathy, and multicultural pedagogy within a single analytical framework, providing a holistic understanding of how history can be taught to foster social cohesion. Additionally, the study contributes a comparative regional perspective by analyzing schools in both Luzon and Mindanao, offering insights into how geographic and cultural contexts affect inclusive teaching. The research concludes that history education can serve as a powerful tool for nurturing intercultural understanding, but only when delivered through inclusive content and reflective pedagogy. Therefore, meaningful reforms in curriculum design, teacher training, and policy implementation are essential to maximize its transformative potential in diverse learning environments.
THE SYADZILIYAH SUFI ORDER AT PETA ISLAMIC BOARDING SCHOOL, TULUNGAGUNG: SPIRITUAL TRADITIONS AND MORAL DEVELOPMENT Harisatun Naila Rofiah
Satmata: Journal of Historical Education Studies Vol. 3 No. 2 (2025): 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.v3i2.296

Abstract

This study aims to examine the role of the Syadziliyah Sufi Order at Pondok Peta Tulungagung as a spiritual tradition that contributes to the reinforcement of morality and character within the community. The order emphasizes Sufi practices such as dhikr, bai'at, and haul to foster spiritual closeness to God and to cultivate individual morality. Employing a descriptive qualitative approach, data were collected through participatory observation, in-depth interviews, and document analysis. The findings indicate that the teachings of the Syadziliyah Order, under the guidance of a mursyid (spiritual guide), have a positive impact on spiritual well-being, character education of the students (santri), and social solidarity. Furthermore, the integration of Sufi values into daily life proves to be relevant in addressing the challenges of modernity in both spiritual and social contexts. The Syadziliyah Order not only strengthens individual moral and ethical values but also fosters a harmonious and compassionate community.
DULAMAYO VILLAGE FROM 1941 TO 1999 Usman, Intan; Mohammad, Sutrisno; Hasan, Renol
Satmata: Journal of Historical Education Studies Vol. 3 No. 1 (2025): July: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v3i1.329

Abstract

This research aims to examine the history of the establishment of Dulamayo Village between 1941 and 1999, as well as its subsequent development. The method employed in this study is the historical method, which consists of four stages: heuristics (source collection), source verification or criticism—encompassing both external and internal criticism—interpretation, and historiography (historical writing). The findings reveal that Dulamayo Village was established in 1941 in Bongomeme District, approximately 25 kilometers from Gorontalo City. Prior to that, during the 17th and 18th centuries, Bongomeme was still a small hamlet that gradually developed into a larger district, eventually leading to territorial expansion that gave birth to Dulamayo Village. The name “Dulamayo” originated from an area where large wild mango trees grew abundantly, producing plentiful fruit; thus, since the mid-18th century, the area became known as Kampung Dulamayo. In the 19th century, this region was incorporated into Batudaa District before eventually becoming part of Bongomeme District. The period between 1941 and 1999 reflects significant development: in the early years, there were no schools, the community relied solely on subsistence farming, and the population remained small. However, by 1999, formal educational institutions had been established, agricultural products were being traded in markets, and the population increased substantially due to migration. Nevertheless, the tradition of Huhuyula, or mutual cooperation, continued to be preserved as a vital cultural identity of the community.
THE IMPLEMENTATION OF THE INDEPENDENT LEARNING CURRICULUM IN HISTORY EDUCATION AT SMA NEGERI 1 BATUDAA PANTAI Malela, Hesti; Mohamad, Sutrino; Manay, Helman
Satmata: Journal of Historical Education Studies Vol. 3 No. 2 (2025): 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.v3i2.341

Abstract

This study aims to explore history teachers’ perspectives on the Merdeka Belajar (Independent Learning) policy, the implementation of history instruction under the Merdeka Curriculum, and the challenges encountered by both teachers and students during its application. The research focuses on a case study of SMA Negeri 1 Batudaa Pantai, a pioneering school in implementing the Merdeka Curriculum for the History subject. Employing a qualitative approach with a case study design, data were collected through interviews and observations involving the Principal, Vice Principal, History teacher, and students, complemented by supporting documents. The data were analyzed using the stages of data reduction, categorization, and synthesis to identify patterns and connections. The novelty of this research lies in its in-depth investigation at a non-pilot school, specifically highlighting issues such as limited learning resources, poor internet access, and initial teacher adjustment without sufficient training. Findings reveal that although the curriculum has been implemented since 2022, significant adaptation challenges persist. Initial teacher responses tended to be critical, especially concerning the complexity of lesson planning. Nevertheless, the implementation has followed the curriculum framework, utilizing various learning media, including the internet. The main constraints faced include limited instructional time and inadequate learning facilities.
RECONSTRUCTING IDENTITY THROUGH HISTORY EDUCATION: A STUDY ON CURRICULUM IMPLEMENTATION IN THE PHILIPPINES Maria Grace E. Lucas
Satmata: Journal of Historical Education Studies Vol. 3 No. 1 (2025): July: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v3i1.423

Abstract

This study explores how history education, as implemented through the Araling Panlipunan curriculum, contributes to the reconstruction of Filipino identity in Philippine secondary schools. The research specifically investigates how teachers interpret and deliver identity-related content, and how students engage with historical narratives in classroom contexts. Employing a qualitative case study approach, data were gathered through classroom observations, semi-structured interviews with teachers and students, and document analysis at San Lorenzo National High School in Central Luzon. The findings reveal a significant gap between the curriculum’s decolonial intentions and its practical implementation. Teachers expressed theoretical support for inclusive and critical history education but cited institutional constraints such as rigid syllabi, lack of training, and pressure to conform to standardized assessments. Students, meanwhile, demonstrated limited engagement with localized or critical historical perspectives, often viewing history as a subject focused on memorization. The study offers a novel contribution by integrating multi-actor perspectives—teachers, students, and curriculum—within a localized school setting, thus moving beyond content analysis to explore lived classroom experiences. It also highlights the underrepresentation of regional and indigenous narratives, stressing the importance of culturally responsive pedagogy. In conclusion, while policy-level reforms aim to promote national identity through history education, meaningful transformation remains hindered by structural and pedagogical barriers. To bridge this gap, a more holistic strategy is needed—one that empowers teachers, contextualizes content, and promotes active historical inquiry among students.
BUTIJA WEAVING CRAFTS IN TAOPA BARAT VILLAGE, PARIGI MOUTONG REGENCY, CENTRAL SULAWESI PROVINCE Najmi, Nur; Mondong, Tonny Iskandar; Arrazaq, Naufal Raffi; Tasnur, Irvan
Satmata: Journal of Historical Education Studies Vol. 3 No. 1 (2025): July: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v3i1.441

Abstract

Traditional weaving is a national cultural heritage with high historical, aesthetic, and economic value. Each region in Indonesia has its own unique weaving craft, including Butija Weaving, which originates from Taopa Barat Village, Parigi Moutong Regency, Central Sulawesi. However, the sustainability of Butija Weaving faces various challenges. Lack of interest from the younger generation, limited market access, and lack of support from the village government are the main obstacles to its development. This study aims to analyze the production process, challenges, and opportunities for the development of Butija Weaving in Taopa Barat Village, Parigi Moutong Regency, Central Sulawesi Province. This study used a descriptive qualitative approach, with data collected through observation, interviews, and literature review. The results show that the Butija Weaving craft business has significant economic and cultural potential despite facing limitations. Product marketing has reached areas outside the village, indicating promising economic opportunities. Further government support is needed in the form of capital, training, and market access to increase product competitiveness.
ENHANCING HISTORICAL THINKING SKILLS THROUGH DIGITAL LEARNING MODULES: A STUDY OF SECONDARY SCHOOL HISTORY EDUCATION IN MALAYSIA M. Khairi Mahyudin; Sam Hermansyah
Satmata: Journal of Historical Education Studies Vol. 3 No. 2 (2025): 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.v3i2.449

Abstract

In the context of 21st-century education, history as a subject faces the challenge of remaining relevant, engaging, and pedagogically effective. This study aims to develop a technology-integrated history curriculum and digital learning module for Malaysian secondary schools, addressing the gap between conventional teaching methods and the technological competencies required by modern learners. Using the Design-Based Research (DBR) methodology, the study was conducted through four main phases: needs analysis, design and development, implementation, and evaluation. The curriculum and digital module were designed to align with the national syllabus, incorporating multimedia tools such as videos, augmented reality (AR), interactive infographics, and online quizzes to support student-centered learning. The module was validated by curriculum and educational technology experts, followed by implementation in six secondary schools involving 700 students and history teachers. Quantitative data were collected through surveys and pre-post tests, while qualitative feedback was obtained from teacher interviews and classroom observations. The results showed high acceptance across all participating schools, with average ratings above 4.5 out of 5 in key areas such as engagement, content clarity, usability, and alignment with curriculum objectives. Statistical analysis using ANOVA confirmed that the module was consistently effective across diverse educational contexts. The novelty of this research lies in its systematic integration of technology not as an accessory, but as a central component of curricular design. The findings offer a replicable model for history education reform, particularly in Southeast Asian or other developing country contexts. This study contributes to the global discourse on digital pedagogy by demonstrating how thoughtful curriculum planning and technology use can transform traditional classrooms into dynamic, interactive, and inclusive learning environments.

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