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INDONESIA
Harmoni Sosial: Jurnal Pendidikan IPS
Published by Universitas Negeri Yogyakarta
ISSN : 23561807     EISSN : 24607916     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Harmoni Sosial: Jurnal Pendidikan IPS publishes and disseminates research result and analysis on integrated social sciences, history, economics, sociology, geography, and other relevant social sciences. The journal is expected to be beneficial to the development of social sciences comprehensively and educational social sciences specifically.
Arjuna Subject : -
Articles 222 Documents
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Electoral compliance and cultural hegemony: The political economy of elite power in Indonesia’s village governance M Ridwan Said Ahmad; Jamaluddin Arifin; St. Haniah; Ibrahim Arifin; Risfaisal
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 1 (2026): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i1.94660

Abstract

Decentralization policies in Indonesia, particularly in Bone Regency, South Sulawesi Province, are often based on the assumption that decentralizing power will destroy traditional hierarchies and promote inclusive governance. However, this study challenges this optimistic view, arguing that without adequate social mechanisms, electoral mechanisms can paradoxically reinforce existing power structures rather than disrupt them. Using political contestation in the Pude Village Head Election as a critical case study, this study analyzes the resilience of feudalism within the framework of modern procedural democracy. Relying on extensive qualitative research, including in-depth interviews and observations of electoral maneuvers, the study explains how “elite fusion” distorts the democratic process. In Pude, local elites represent a powerful intersection of aristocrats, businesspeople, and religious leaders who collaborate to monopolize influence. Analysis shows that these actors exploit deep-rooted cultural doctrines not merely as tradition, but as a hegemonic tool to ensure political compliance. Consequently, patron-client relationships are manipulated to transform voting into an act of cultural obedience rather than rational political choice. Findings reveal that feudal power creates a severe democratic deficit, marked by low transparency, marginalization of non-elite voices, and suppression of genuine contestation. Theoretically, this research expands the literature on “elite capture” and neopatrimonialism by showing that cultural legitimacy is a form of political capital as powerful as economic resources in maintaining dynastic control. The study concludes that institutional reform alone is insufficient to advance substantive democracy; true democratization requires deconstructing feudal dependencies that render citizens subjects rather than empowered voters.
Reconstructing Gen Z digital historical literacy through AI-based pedagogy in higher education Ma'ruf Wijaya, Agi; Robby Nur Satriya; Ilfiana Firzaq Arifin
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 1 (2026): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i1.93395

Abstract

History learning plays an important role in fostering historical awareness, national identity, and critical thinking. However, in reality, history learning still relies heavily on memorisation, resulting in underdeveloped digital history literacy among students, particularly in the areas of source verification, bias awareness, and visual reconstruction of events in the face of widespread misinformation. This study aimed to reconstruct digital history literacy among Generation Z by developing and implementing an artificial intelligence (AI)-based learning model for students in the Department of History Education at PGRI Argopuro University in Jember. This study employed an exploratory, sequential, mixed-methods approach to measure digital history literacy before and after model implementation. Results showed that implementing AI-based learning, including adaptive digital assistance, AI-based source analysis, visual history reconstruction, and digital inquiry learning, significantly improved students' digital history literacy from moderate to high levels. Qualitatively, students demonstrated development in critical thinking, creativity in creating visual history reconstructions, and ownership in designing digital history research. The theoretical contribution of this study is the development of a conceptual framework for AI-based digital historical literacy that integrates source verification, bias analysis, and visual historical reconstruction. In practice, these findings suggest the pedagogical and ethical integration of AI into history teaching in higher education to strengthen students' digital literacy in the modern information age.

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