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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 69 Documents
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THE IMPLEMENTATION OF HISTORY EDUCATION AT KENDRIYA VIDYALAYA SENIOR SECONDARY SCHOOL: A STUDY OF CURRICULUM AND PEDAGOGICAL PRACTICES Rajkamal.D
Satmata: Journal of Historical Education Studies Vol. 2 No. 3 (2025): January: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v2i3.492

Abstract

This study explores the implementation of history education at Kendriya Vidyalaya No. 2, New Delhi, with the aim of understanding how national curriculum guidelines are translated into classroom practices. The research investigates the pedagogical strategies employed by history teachers, the extent of student engagement, and the challenges faced in delivering inclusive and critical historical content. Using a qualitative case study approach, data were collected through classroom observations, semi-structured interviews with four history teachers and eight students, and document analysis of teaching materials and lesson plans. Findings reveal that history teaching remains largely textbook-driven and exam-oriented, with minimal use of interactive methods such as group discussions, debates, or inquiry-based learning. Sensitive topics like caste, colonialism, and partition are often avoided or presented superficially, limiting students’ exposure to diverse historical perspectives. Teachers cited institutional constraints, curriculum load, and political sensitivity as factors influencing their teaching choices. Student responses indicated a general disinterest in history, stemming from its perceived irrelevance and passive delivery. The novelty of this research lies in its focus on the micro-level dynamics of classroom practice, rather than textbook content or curriculum policy alone. It applies critical pedagogy and postcolonial theory to analyze how historical narratives are shaped and constrained in practice. The study contributes to global debates on decolonizing education and emphasizes the importance of teacher agency and pedagogical reform. In conclusion, enhancing professional development and promoting reflective teaching practices are essential to making history education more meaningful and socially responsive.
LEARNING MOTIVATION IN IMPROVING STUDENTS' LEARNING OUTCOMES AT STATE SENIOR HIGH SCHOOL 4 GORONTALO Buruji, Yuliyanti; Mondong, Tonny Iskandar; Malae, Andris K
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.v3i2.528

Abstract

This study aims to examine students’ learning motivation in history subjects at SMA Negeri 4 Gorontalo and to identify the factors influencing that motivation. The research adopts a qualitative method with a descriptive approach. Data were collected through classroom observations, in-depth interviews with thirteen respondents—including three history teachers and ten students—and document analysis involving students’ learning outcomes such as assignment books, daily test scores, and report card grades. The findings reveal a noticeable decline in students’ academic performance at SMA Negeri 4 Gorontalo, primarily due to the implementation of a dual-shift learning system following a school fire incident. Shortened instructional time, an unconducive learning environment, and decreased student interest and motivation have led many students to struggle with understanding the material, neglect assignments, and ultimately obtain low scores. These results underscore the significant influence of learning environment conditions on both student motivation and academic achievement. Furthermore, the study offers new insights into how emergency conditions—particularly the implementation of a dual-shift system in post-disaster settings—can affect student motivation and performance in history education. This research is particularly important given the limited existing literature on educational challenges in disaster-affected schools, especially within the Indonesian context.
THE EXEMPLARY VALUES OF ACHMAD ABDRAHIM WAHAB Tonggadu, Abdul Rahmat Jailani; Manay, Helman; Malae, Andris K.
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.v3i2.524

Abstract

This study aims to analyze the exemplary values embedded in the life journey of Achmad Abdrahim Wahab as a local figure in Gorontalo, particularly in terms of simplicity, honesty, and generosity, as well as to examine their relevance to character education and local history learning. This research employs a qualitative method with a historical approach. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and drawing conclusions using a descriptive-analytical method. The results indicate that Achmad Abdrahim Wahab is a role model who consistently practiced a simple lifestyle despite coming from a well-established family, upheld honesty in carrying out his duties as a government official, and demonstrated generosity through tangible contributions to the field of education, such as providing land and financial support for the establishment of secondary schools and higher education institutions in Gorontalo. These values not only reflect personal integrity but also have significant implications for shaping the character of the younger generation and strengthening local historical identity. This study recommends the utilization of local historical figures’ life stories as contextual learning resources in character education and history teaching in schools.
A SOCIO-ECONOMIC STUDY OF FISHERMEN IN POHE VILLAGE, HULONTHALANGI DISTRICT, GORONTALO CITY Huraira, Nurul Aprilia; Manay, Helman; Arrazaq, Naufal Raffi; Tasnur, Irvan
Satmata: Journal of Historical Education Studies Vol. 3 No. 3 (2026): January: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v3i3.649

Abstract

This study aims to examine the social and economic conditions of fishermen in Pohe Village, Hulonthalangi Sub-district, Gorontalo City. Using a descriptive qualitative approach, the research explores the everyday realities of fishermen, including income patterns, social structure, family roles, and the challenges they encounter. The findings reveal that fishermen live in unstable economic conditions, relying heavily on daily catches and fluctuating market prices, with limited access to education, technology, and institutional support. Nevertheless, the fishing community exhibits strong social solidarity, significant female involvement in household economies, and resilience through livelihood diversification and the preservation of local cultural values. Environmental issues and lack of structural support further contribute to their vulnerability. Therefore, a community-based, participatory, and sustainable empowerment strategy is essential to improve their overall well-being. This study highlights the need to view fishermen not as passive recipients of aid, but as vital actors in coastal development.
A SOCIOECONOMIC STUDY OF CORN FARMERS IN TUNGGULO VILLAGE, TILONGKABILA DISTRICT, BONE BOLANGO REGENCY Supu, Mohamad Fazrin; Mohamad, Sutrisno; Arrazaq, Naufal Raffi; Tasnur, Irvan
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.v3i2.654

Abstract

This study aims to examine the socio-economic conditions of corn farmers in Tunggulo Village, Tilongkabila Sub-district, Bone Bolango Regency. Corn is the primary livelihood of the village community; however, farmers face various challenges in both social and economic aspects. This research employs a descriptive qualitative approach with data collected through in-depth interviews, participatory observation, and field documentation. The findings indicate that while farmers demonstrate a high level of independence, social solidarity among them remains low. Economically, their income is strongly affected by price fluctuations, harvest quality, and limited access to production facilities and markets. Dependency on middlemen and weak household financial management reinforce their economic vulnerability. Furthermore, limited saccess to training and institutional support hampers efforts to improve productivity and farmers’ welfare. Therefore, a community-based empowerment strategy and capacity building are urgently needed to enable farmers to manage their agricultural enterprises more sustainably and autonomously. This study contributes significantly to the formulation of agricultural policies that are responsive to local needs.
SOCIO-ECONOMIC STUDY OF CORN FARMERS IN LIMEHE BARAT VILLAGE, TABONGO DISTRICT, GORONTALO REGENCY Wantu, Febriyanti; Apriyanto, Joni; Arrazaq, Naufal Raffi; Tasnur, Irvan
Satmata: Journal of Historical Education Studies Vol. 3 No. 3 (2026): January: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v3i3.656

Abstract

This study aims to describe the socio-economic conditions of corn farmers in Limehe Barat Village, Tabongo Sub-district, Gorontalo Regency. Using a qualitative approach, the research explores the experiences, challenges, and strategies of farmers in navigating the dynamics of corn farming. The findings reveal that farmers face various issues, such as weather dependency, price fluctuations, limited access to training, and weak institutions such as farmer cooperatives. Despite these challenges, farmers maintain strong work ethics, rely on family-based collective labor, and uphold traditional farming practices passed down through generations. Farming activities involve close family cooperation, including contributions from women and children, reflecting a deeply rooted traditional work system. The lack of technical support and agricultural extension has hindered productivity, with many farmers still relying on conventional methods. This study highlights the need for institutional strengthening, continuous training, and policies that are more supportive of small-scale farmers. The findings are expected to serve as a reference for designing empowerment strategies based on the real needs of rural farmers.
RAHMAH EL YUNUSIYAH AND THE REFORM OF MUSLIM WOMEN’S EDUCATION IN MINANGKABAU (1922–1969) Dwi Puji Lestari; Triwahana
Satmata: Journal of Historical Education Studies Vol. 3 No. 3 (2026): January: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v3i3.670

Abstract

This study examines the role of Rahmah El Yunusiyah in reforming Muslim women’s education in Minangkabau between 1922 and 1969 by situating her contribution within the broader context of Islamic educational modernization in Indonesia. The research aims to analyze her socio-intellectual background, the institutional development of Diniyah Putri, and the structural impact of her educational model on women’s socio-religious roles. This study employs a historical research method, including heuristics (source collection), source criticism, interpretation, and historiography. Data were obtained primarily from written sources such as books, academic journals, theses, and archival materials, supported by limited observation and interviews. All sources were critically examined to ensure authenticity, credibility, and relevance. The findings indicate that Rahmah El Yunusiyah’s reform was rooted in her dissatisfaction with the co-educational system of Diniyah School, which inadequately addressed women-specific religious issues. In response, she established Al-Madrasah lil Banat (Diniyah Putri) in 1923 as a women-centered Islamic institution. Her educational model integrated religious sciences (fiqh, tauhid, hadith), general subjects, vocational training (weaving, sewing, midwifery), and a boarding school system to foster discipline and moral formation. This integrated system functioned as a strategic response to colonial educational dualism while maintaining Islamic epistemological foundations. The study concludes that Rahmah’s reform represented a holistic modernization project that repositioned Muslim women as “mother-educators” and intellectual agents, significantly contributing to the transformation of Islamic women’s education in Indonesia.
THE TULUDE TRADITION IN LONDOUN VILLAGE, EAST POPAYATO DISTRICT, POHUWATO REGENCY Rasyid, Meyranti; Manay, Helman; Arrazaq, Naufal Raffi; Tasnur, Irvan
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.v3i2.686

Abstract

This study aims to describe the implementation, meaning, and role of the Tulude tradition in the life of the people of Londoun Village, Popayato Timur Sub-district, Pohuwato Regency. The research employed a descriptive qualitative approach, using in-depth interviews and documentation as data collection techniques. The results show that Tulude is an annual traditional ceremony held on January 31st as an expression of gratitude, a prayer for protection, and a ritual to ward off misfortune or disaster. This tradition was brought by the Sangir community during the colonial transmigration era and continues to be preserved today by all levels of society, including the younger generation. Tulude also serves as a medium for strengthening cultural identity, social solidarity, and integration among residents in a multicultural society. Cultural symbols such as the tamo, communal prayers, and traditional attire play a central role in the ritual. Challenges such as declining youth interest and the influence of modern culture are addressed through the active involvement of traditional leaders, community groups, and support from educational institutions and the village government. The Tulude tradition has high cultural value and holds strong potential to be continuously preserved as part of local cultural heritage.
STUDENTS’ MOTIVATION IN LEARNING HISTORY THROUGH THE COOPERATIVE LEARNING MODEL OF THE NUMBERED HEADS TOGETHER TYPE AMONG GRADE X2 STUDENTS AT SMA NEGERI 4 KOTA GORONTALO Ahmad, Eka Prasetia; Yunus, Resmiyati; Arrazaq, Naufal Raffi
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.v3i2.529

Abstract

This study aimed to optimize the motivation to learn history among class X-2 students at SMA Negeri 4 Gorontalo City through the implementation of the Numbered Heads Together (NHT) cooperative learning model. Using a qualitative approach, data were obtained through observation, in-depth interviews with educators and students, and analysis of related documentation. Data were analyzed descriptively to map the dynamics of changes in student motivation. The results of pre-cycle observations showed that student learning motivation was at 62%, reflecting a low level of focus. After the NHT model intervention in cycle I, there was a significant increase to 90% (very good category), marked by increased active participation, enthusiasm in discussions, and students' readiness to respond to questions without the need for direct instruction. These findings indicate that the NHT model is an effective instrument in fostering student motivation and collective involvement in history learning.

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