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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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BEYOND THE SCREEN: HIGH SCHOOL STUDENTS’ PERCEPTIONS OF CANVA AI-POWERED LEARNING MEDIA IN HISTORY EDUCATION Novri Sulyintho Benu; I Nyoman S. Degeng; Fikri Aulia; Made Duananda Kartika Degeng
Satmata: Journal of Historical Education Studies Vol. 4 No. 1 (2026): 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.v4i1.1045

Abstract

The advancement of artificial intelligence (AI) in education has created new opportunities for designing and delivering learning materials, particularly in history that a subject traditionally dominated by text and chronological narratives. This study aims to explore secondary school students' perceptions regarding the use of Canva AI-based learning media in history lessons, specifically focusing on the local history topic of the Sonba'i III Rebellion. Employing a qualitative descriptive approach, the study involved 14 students selected through purposive sampling. Data were collected via semi-structured interviews following a lesson that utilized Canva AI media, which incorporated visual content, infographics, and interactive practice exercises. The findings indicate that students perceived Canva AI as user-friendly, visually engaging, and beneficial for comprehending historical material through visualization and information summarization. The quiz feature, offering immediate feedback, was the most appreciated element, as it enabled students to independently assess their understanding. However, students also identified several limitations, including reliance on internet connectivity, text size issues, potential inaccuracies in historical information, and the risk of over-reliance on AI-generated answers. The study's main conclusion is that high school students perceive Canva AI as usable, visually engaging, and pedagogically helpful for history learning, particularly through its quiz feedback and multimodal presentation, while also recognizing limitations related to connectivity, readability, content accuracy, and AI dependency. Broader pedagogical implications suggest that AI-assisted history education requires teachers to act as facilitators, validators, and guides for critical thinking, and that media development should prioritize collaboration, personalization, source verification, and accessibility.
BEYOND SANTRI AND ABANGAN: ANDREW BEATTY’S HISTORICAL ANTHROPOLOGY AND THE RECONSTRUCTION OF JAVANESE RELIGION Ngatmin Abbas; Muhammad Latif Fauzi
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.v4i2.1048

Abstract

Studies of Javanese religion remain strongly influenced by the santri-abangan typology, which tends to position religious identity as a relatively fixed category. Yet Javanese religious practices reveal more fluid relations among Islamic normativity, local traditions, ritual practices, authority, and cultural memory. This study aims to examine Andrew Beatty’s contribution to reconstructing Javanese religion through the perspective of historical anthropology. It employs a qualitative interpretive literature-study design. The primary source is Andrew Beatty’s Varieties of Javanese Religion: An Anthropological Account. Secondary sources include works by Clifford Geertz, Mark R. Woodward, and M. C. Ricklefs, together with peer-reviewed journal articles published between 2022 and 2026 on Javanese Islam, Kejawen, slametan, syncretism, changing religious authority, local ritual, and transformations of Javanese Muslim identity. Data were analysed through close reading, thematic coding, historiographical comparison, and interpretive synthesis. The findings show that the santri-abangan distinction retains historical value but becomes inadequate when treated as an essential identity. Slametan demonstrates multivocality because a single ritual can accommodate different religious interpretations without eliminating social cohesion. The concept of syncretism also proves too static when it fails to explain processes of selection, legitimation, reinterpretation, and shifting authority. This study proposes the concept of a historically negotiated religious configuration to explain Javanese religion as a configuration shaped through interactions among Islamic normativity, actor interpretation, ritual practice, social authority, cultural memory, and historical change. Javanese religion should therefore be understood as an ongoing historical process of negotiation rather than as a finished religious category.
NEEDS ANALYSIS FOR DEVELOPING AN INTERACTIVE FLIPBOOK E-MODULE ON ETHICAL POLICY THROUGH BELITANG LOCAL HISTORY IN VOCATIONAL HISTORY LEARNING Dewi Handayani; Syarifuddin; Hudaidah
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.v4i2.1099

Abstract

The transformation of digital learning has created a need for history learning resources that are flexible, interactive, varied, and contextual, particularly in vocational education. However, preliminary observations at the research site indicated that digital resources and local history integration had not been optimally implemented. This study aimed to analyze the needs of students, teachers, and the Business and Industrial World (DUDI) for developing an interactive flipbook e-module on Ethical Policy (Politik Etis) based on Belitang local history for vocational history learning. The study employed a descriptive quantitative approach supported by qualitative observations and interviews. The preliminary study was conducted at SMK Negeri 1 Belitang III, Ogan Komering Ulu Timur, South Sumatra, from May 25 to June 6, 2026, involving 549 students, 72 teachers, and 11 DUDI respondents. Data were collected using a 20-item, four-point Likert-scale questionnaire for students and teachers covering five aspects: history learning needs, digital learning material and e-module needs, learning variation, Belitang local history integration, and expectations for e-module development. DUDI responses were analyzed separately. Data were analyzed using percentage achievement, supported by observations and interviews. The findings showed that student needs reached 78.03% (Needed), teacher needs 81.77% (Highly Needed), and DUDI needs 92.73%. The highest student and teacher needs concerned e-module development, at 79.51% and 87.41%, respectively, while teachers’ need for local history integration reached 86.28%. These findings provide an empirical foundation for developing an interactive, contextual digital history learning resource connecting Ethical Policy with Belitang local history in vocational education.
PRIVATE LANDHOLDINGS AND PLANTATION CAPITAL: MICHIELS–ARNOLD LANDEN IN EASTERN BUITENZORG (1887–1942) Agung Ismawarno; Singgih Tri Sulistiyono; Yety Rochwulaningsih; Haryono Rinardi
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.v4i2.963

Abstract

This study examines the role of private landholdings (tanah partikelir) as a key foundation for plantation capital accumulation through a case study of the Michiels–Arnold Landen company in Eastern Buitenzorg from 1887 to 1942. It highlights the importance of private land in shaping Java’s colonial agrarian structure, where land functioned not only as an economic asset but also as an instrument of juridical, fiscal, and administrative power. Addressing the limitations of macro-oriented agrarian historiography, this research focuses on local-level land management practices. Using historical methods with agrarian history and colonial political economy approaches, the study draws on land archives, government reports, concession maps, and company records. The findings show that private landholdings enabled land consolidation, regulated plantation production, and facilitated labor and social control more flexibly than state land. This study concludes that private landholdings served as both an economic base and a mechanism of colonial power that produced long-term agrarian inequality.
HISTORICA LEARNING STRATEGY: A NEW PERSPECTIVE ON LEARNING ABOUT HISTORICAL FIGURES AND STUDENT COLLABORATION Athifa Raissa Putri; Aditya Nugroho Widiadi; Hariyono; R. Reza Hudiyanto
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.v4i2.1033

Abstract

The development of history learning in the Merdeka Curriculum demands a paradigm shift from the passive transfer of chronological facts to interactive, collaborative, and contextual learning experiences. However, observations in the 11th-grade class at SMAN 1 Blitar reveal a gap, where instruction remains dominated by conventional, textbook-oriented methods, resulting in low student engagement, limited connection to local history, and a high degree of individualism among students in a competitive academic environment. The purpose of this study is to design the HISTORICA (Historical Investigation and Roleplay Collaborative Learning) learning strategy using the systematic framework of Dick and Carey’s instructional design model. The research method employed is descriptive-qualitative, limiting the development process to the stage of designing the strategy and instructional materials. Initial data were collected through a needs analysis questionnaire administered to students and history teachers. The data analysis techniques used included data reduction, data presentation, and drawing conclusions. The results of the study produced a tactical instructional design in the form of a draft of the HISTORICA strategy that integrates six main elements: role-play, deductive thinking, critical investigation, group decision-making (voting), historical reflection, and intensive collaboration. This strategy serves as a conceptual recommendation for bridging the complexity of understanding historical figures while reducing students’ sectarian attitudes through a mechanism of binding cooperation.
BETWEEN RITUAL, SELF-DEFENSE, AND HISTORY: A STUDY OF THE DAYAK 'MANGKUK MERAH' INCIDENT OF 1945 IN WEST KALIMANTAN Mohammad Rikaz Prabowo
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.v4i2.1058

Abstract

The 'Mangkuk Merah' (red bowl) ritual, deeply intertwined with the cultural identity of the Dayak people in Kalimantan, is often viewed as a controversial practice. However, this ritual is linked to the very existence of the Dayak community—a people with deep historical roots—and serves an important, enduring function. This study aims to better comprehend the history of the Dayak people and the 'Mangkuk Merah' ritual that took place in 1945. It employs a qualitative method with a historical approach, utilizing data such as contemporary newspapers, eyewitness memoirs, and previous research findings. The analysis reveals that the Dayak tribes inhabiting Kalimantan steadfastly preserve their customs and culture, using traditional ceremonies and rituals to instill values ​​of solidarity and cooperation (gotong royong). The 'Mangkuk Merah' ritual functions as a tool for maintaining social order and a mechanism for self-defense against external threats. It serves as a means of communication and consolidation to unite the Dayak tribes and signals the commencement of war—historically associated with the practice of headhunting. Although headhunting was abolished in 1896, the Dayak community has maintained the 'Mangkuk Merah' ritual due to its vital role. Between July and August 1945, the Dayak people performed the 'Mangkuk Merah' ritual in response to pressures and threats to their survival. The findings of this study offer greater insight into Dayak culture while enriching local historiography.
ISLAMIC FEMINISM IN AISYIYAH'S WOMEN'S EDUCATION AS THE INTELLECTUAL LEGACY OF AHMAD DAHLAN AND SITI WALIDAH Ines Zilma Aolafasila; Muhamad Nur Rokhman; M. Budiman; Amalia Nurma Kinanti
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.v4i2.1069

Abstract

In the early 20th century, Indonesian women faced limited access to education due to a strong patriarchal culture and a lack of opportunities for public participation. This study aims to examine and analyze Islamic feminism in Aisyiyah’s women’s education as the intellectual legacy of K.H. Ahmad Dahlan and Nyai Siti Walidah, as well as its relevance to the development of gender-equitable Islamic education today. This study employs a qualitative method using the history of ideas approach and library research. Data were collected from the archives of the Muhammadiyah and Aisyiyah organizations, biographies of key figures, and relevant journal articles, and were then analyzed using a descriptive-interpretive approach. The results of the study indicate that: first, Islamic feminism within Muhammadiyah and Aisyiyah emerged as a religious response to gender inequality, not as an adoption of Western liberal feminism; second, the educational thought of Ahmad Dahlan and Siti Walidah positions women as equal subjects of education through the concept of the “four pillars of education”; third, the Aisyiyah tradition has translated these ideas into networks of formal and non-formal education as well as women’s empowerment programs that continue to this day. This study affirms Aisyiyah as a model of education-based Islamic feminism and a religious movement that integrates Indonesia’s sociocultural context with organizational practices. This intellectual legacy needs to be revitalized as the foundation for developing gender-responsive curricula and leadership development programs in Islamic educational institutions.
PADLET AS A DIGITAL PLATFORM FOR DISSEMINATING STUDENTS’ WORK IN ISLAMIC HISTORY LEARNING BASED ON LOCAL HISTORY Berlindya Budi Astari; Diana Ovani; Rhoma Dwi Aria Yuliantri
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.v4i2.1074

Abstract

History learning needs to provide contextual experiences while encouraging students to produce and share historical knowledge. The use of local history and digital technology can provide an alternative for expanding students’ learning experiences and opportunities to present their work. This study aims to analyze the use of Padlet as a means of disseminating students’ work in local history-based Islamic History learning. The method used is a descriptive qualitative approach conducted in Grade X (E Phase) history learning at SMA Negeri 3 Yogyakarta on the topic of the Islamic Period in the Nusantara. Data were collected through observation, documentation, and interviews with students following an online exhibition of their work. The findings show that observing Islamic historical heritage in the Special Region of Yogyakarta encouraged students to search for, process, and present historical information in the form of photographic works accompanied by narratives. These works were subsequently disseminated through Padlet as a digital exhibition space, allowing students to access works produced by other groups. This process provided opportunities for students to gain new information and perspectives from their peers’ works, thereby facilitating the exchange and enrichment of historical knowledge. The study concludes that Padlet functions not merely as a medium for displaying assignments but also as a dissemination space that transforms students’ works into shared learning resources in local history-based Islamic History learning.
IMPLEMENTATION OF PLACE-BASED LEARNING MODEL IN FOSTERING MULTICULTURAL HISTORICAL AWARENESS IN THE YOUNGER GENERATION Kian Amboro; Barnas Rasmana; Agus Mahfudin Setiawan; Adi Setiawan
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.v4i2.1079

Abstract

Learning history through direct engagement with places can make local history more contextual and meaningful, particularly in multicultural urban settings. This study aims to examine the implementation of a place-based learning model through the Historical Riding Tour Telokbetong in relation to participants’ multicultural historical awareness. A qualitative descriptive approach was employed using post-activity feedback questionnaire responses from 26 participants collected after the event on July 11, 2026. The data were analyzed thematically by examining participants’ reported historical understanding, historical interpretation and meaning-making, recognition of the multicultural historical landscape, and heritage appreciation and preservation awareness. Participants described old buildings and urban spaces not merely as physical remnants but as historical resources containing identity, memory, and community narratives. Participants’ responses also reflected recognition of Telukbetung as a multicultural historical landscape shaped by the diversity and interaction of European, Chinese, Malay/Islamic, Christian, and Catholic communities. Participants’ responses reflected reported multicultural historical awareness and an appreciation of heritage preservation. The findings indicate that the Historical Riding Tour has potential as a place-based learning model connecting local history, direct experience, multicultural awareness, and heritage preservation.
THE POLITICS OF MINORITY MADHHAB HEGEMONY: THE FATIMID DYNASTY AND THE STRATEGY OF SHI'A RULE IN SUNNI EGYPT (969-1171) Siti Masykuroh; Agus Mahfudin Setiawan
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.v4i2.1081

Abstract

This study examines how the Fāṭimiyah Dynasty, an Ismaili Shia political power, established and maintained political and ideological hegemony in Sunni-majority Egypt between 969 - 1171 AD. It addresses the historical paradox of how a religious minority built a durable political order in a society where Sunni institutions were already deeply entrenched. Using a historical-critical approach, the study analyzes primary sources, including al-Maqrīzī's al-Mawāʿiẓ wa al-Iʿtibār, Ibn al-Athīr's chronicles, and Qāḍī al-Nuʿmān's Daʿāʾim al-Islām, supported by relevant modern scholarship. The data were examined through historical criticism, interpretation, and Gramscian discourse analysis to identify mechanisms of coercion, consent formation, ideological production, organic intellectuals, and historical bloc formation. The findings show that Fatimid hegemony was built through three interconnected strategies. First, political hegemony was secured through military authority, diplomatic accommodation, administrative consolidation, and alliances with local elites. Second, ideological hegemony was produced through al-Azhar, networks of daʿī, religious texts, and symbolic practices that converted political authority into religious legitimacy. Third, Fatimid authority was continuously negotiated through Sunni resistance, accommodation, and counter-hegemonic responses. The study argues that Fatimid rule rested not on coercion alone but on ideological consent and institutional legitimacy. From a Gramscian perspective, the Fāṭimiyah case demonstrates how minority groups can construct hegemony by integrating coercion, consent, intellectual leadership, and symbolic power. Nevertheless, the dynasty's decline shows that hegemonic systems become vulnerable when historical blocs fragment, ideological institutions weaken, and social consent erodes.

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