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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 229 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.
Integrating Google Sites and project-based learning: Development of digital learning media Desri Nora; Aldri Frinaldi; Sumanti; Azmi Fitrisia; Hamsidar; Khoirul Amri Rambe
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.v13i1.92949

Abstract

This study aims to develop Google Sites–based learning media integrated with a project-based learning approach for fifth-grade science education and to evaluate its validity, practicality, and effectiveness. The research employed a research and development (R&D) method using the 4D model, consisting of the stages of define, design, develop, and disseminate. The participants were fifth-grade students from three elementary schools: UPT SDN 02 Silaut, UPT SDN 07 Silaut, and UPT SDN 04 Silaut in Pesisir Selatan Regency. Data were collected through validation sheets, practicality questionnaires, and effectiveness tests. The results indicate that the developed media achieved high validity, with material experts rating it at 94%, display experts at 90%, and language experts at 94%, all categorized as “very valid.” Practicality assessments also showed positive responses from teachers (91.73%) and students (89.06%), indicating that the media is “very practical” for classroom use. Furthermore, effectiveness testing demonstrated a significant improvement in student learning outcomes, with the average score increasing from 48.05 in the pre-test to 91.23 in the post-test, resulting in an N-Gain score of 85.47% (high category). These findings suggest that Google Sites–based learning media integrated with project-based learning is a valid, practical, and effective tool for enhancing elementary science learning.
From pluralism to tolerance: The role of project-based social studies learning in Islamic schools Nur Chamidah; Ali Nasith; Alfiyana Yuli Efiyanti
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.v13i1.96146

Abstract

This study uses a mixed method with a sequential exploratory model approach. The research population consisted of 120 students with a sample of 92 eighth-grade students at MTsN 1 Kediri City. Qualitative data were obtained from interviews, observations, and documentation. Meanwhile, quantitative data were obtained through the distribution of questionnaires using a Likert scale (Cronbach's Alpha > 0.97). The results showed that pluralism had been systematically integrated into teaching modules through heterogeneous group discussions and problem-based learning. This application was reinforced by the P5RA (Rahmatan Lil Alamin Student Profile Strengthening Project) school program, which is a character-building program for students in instilling Islamic values and understanding cross-cultural diversity.  Simple linear regression analysis produced a p-value of 0.000 < 0.05, indicating that the integration of pluralism values in Social Studies (IPS) learning has an effect on students' tolerance levels in Islamic-based educational institutions. Thus, the application of pluralism values in IPS learning, implemented through heterogeneous project-based learning and school programs in the form of cultural performances, has been proven to be effective in increasing student tolerance.
Sustaining social harmony in diverse schools: A structural functionalist analysis of school climate using the AGIL framework Wahyu Ilham Wahyu; Erianjoni; Isnarmi Moeis; Eka Asih Febriani
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.v13i1.96891

Abstract

This study aims to analyze how school climate functions in maintaining social harmony amid diversity at SDN 32 Muaro Putuih through the lens of structural functionalism, particularly Talcott Parsons’ AGIL framework (Adaptation, Goal Attainment, Integration, and Latency). The research employs a qualitative approach with a case study design to explore school climate as a lived social reality experienced by school members. Data were collected through non-participant observation, in-depth semi-structured interviews, and documentation involving school principals, teachers, students, parents, and community members. The validity of the data was ensured through source and time triangulation, while data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings indicate that school climate functions as a social system that fulfills AGIL requirements: (1) adaptation is reflected in inclusive practices accommodating religious, ethnic, and linguistic diversity; (2) goal attainment is shown through the shared commitment to sustaining social harmony; (3) integration is achieved through mutual trust, respect, and effective communication among school members; and (4) latency (pattern maintenance) is maintained through the continuous internalization of tolerance, empathy, and social care in everyday interactions. A positive relational school climate characterized by inclusive interactions and strong school–parent communication plays a crucial role in sustaining harmony. Diversity does not lead to conflict but is managed through daily social practices grounded in shared values and supportive leadership. These findings suggest that school climate, as a socially constructed system, significantly contributes to fostering inclusive and harmonious relationships in diverse educational settings while simultaneously demonstrating the functional operation of AGIL in maintaining social order.
The gendered politics of urban transformation: Gentrification and women’s survival spaces in Muara Teluk Naga Megawati Rusdianto; Jely Agra Famela; Rini Naibaho; Alexander Silaen
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.v13i1.95283

Abstract

This study analyzes the impact of gentrification on women in Muara Teluk Naga Village, Pantai Indah Kapuk (PIK), Tangerang. This study focuses on how the gentrification process exacerbates the feminization of poverty and marginalizes women from access to urban space. Using Kimberlé Crenshaw's concept of intersectionality, this study explores the multiple forms of oppression experienced by women because of forced displacement, rising living costs, and spatial changes triggered by large-scale development. Specifically, this study shows how women lose access to informal jobs, public services, and reproductive social spaces such as women's association activities, which previously supported their daily lives. The method used is a qualitative approach with a case study, through in-depth interviews and field observations. The results of the study show that gentrification strengthens gender-based structural inequalities, increases women's domestic burdens, and eliminates social spaces that are essential for women's survival in Muara Teluk Naga Village, PIK.
The development of educational comics on disaster mitigation based on local wisdom for social studies classes in junior high school Nursiam; Riska Elfira; Rahmadiani
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.v13i1.96806

Abstract

Social Studies instruction at the junior high school level still tends to rely heavily on textbooks. As a result, educators often present topics like disaster mitigation in a theoretical manner, failing to connect them to students' real-life experiences. This situation has caused students' interest in learning about and understanding disaster mitigation remaining relatively low, particularly in disaster-prone areas, such as Central Sulawesi. Therefore, this study aims to develop educational materials in the form of educational comics on disaster mitigation based on the local wisdom of Central Sulawesi, as well as to assess their suitability and practicality for use in social studies education. The research and development (R&D) method was adopted, based on the ADDIE model, which comprises the analysis, design, development, implementation, and evaluation phases. Data were collected using validation sheets completed by experts and student response questionnaires based on a Likert scale. Three experts conducted the validation, covering content, media, and language. The test subjects were 27 Year 8 students at SMPN 3 Palu. The expert validation findings indicated a feasibility score of 95%, which falls into the “highly feasible” category after revisions were made based on the validators’ suggestions. Meanwhile, the practicality test yielded a score of 1,831 out of a maximum of 2,160, representing 84.77%, falling into the “moderately feasible” category. The findings indicate that using educational comics as a learning medium can enhance students’ engagement and improve their understanding of disaster mitigation material.
Socio-economic empowerment strategies for post-mining communities through village-owned enterprises and local agricultural commodities in Lahat, Indonesia Nurqutni Arifin; RR. Yudhy Harini Bertham; Guswarni Anwar; Muhamad Mustopa Romdhon
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.v13i1.99395

Abstract

The transition of coal-mining areas toward the post-mining phase requires community empowerment strategies that reduce dependence on the extractive sector while rebuilding locally grounded livelihood assets and institutions. This study aimed to formulate priority strategies for a post-mining Community Empowerment Program based on Village-Owned Enterprises (Badan Usaha Milik Desa, BUMDes), local agricultural commodities, and reclaimed land in Lahat Regency, Indonesia. The field assessment was concentrated in May 2026 and organized as an intensive sequential case-study campaign combining strategic-factor questionnaires, directed interviews, field observation, document review, and cross-source validation. Twenty-five purposively selected key informants were treated as an expert-judgment panel rather than a statistical sample, with representation from village governments, BUMDes, community/farmer groups, mining companies, and local-government technical agencies. The empirical assessment identified village-specific commodity bases: coffee in Lubuk Betung, paddy in Prabumenang and Talang Sawah, and rubber in Gunung Agung and Senabing, with oil palm, livestock, and durian as complementary options. The IFAS and EFAS scores were 2.687 and 1.982, respectively, placing the case in the ST strategic position. QSPM prioritized the preparation of a post-mining PPM blueprint integrating local commodity value chains, BUMDes institutional strengthening, environmentally conditional use of reclaimed land, social-conflict mitigation, and livelihood-capital development. The findings indicate that a BUMDes-led blueprint can function as an institutional mechanism for connecting local assets with early mine-closure transition planning, provided that productive use of reclaimed land is preceded by biophysical suitability and safety assessment.
Transformative peace education in a plural society through the Gus Dur School for Peace Ema Kartika; Wasino; Muzakki Bashori
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.v13i1.96819

Abstract

Peace education is a pedagogical effort to realize peace. Peace education in a pluralistic society requires a transformative approach. The Gus Dur Peace School (GDSP), a non-formal youth cadre program under the Wahid Foundation, offers one such model, grounded in the thinking of KH. Abdurrahman Wahid (Gus Dur). Gus Dur's humanist pluralism, this study argues, is not merely a local ethical tradition but a practical instantiation of Galtung's positive peace one that addresses structural and cultural violence through values education rather than conflict resolution alone. This study examines how the GDSP conceptualizes peace, implements its educational stages, and produces observable transformations in participants. Using a qualitative case study approach with interpretive analysis, data were collected through in-depth interviews, participant observation, and document analysis involving senior Wahid Foundation staff, GDSP facilitators, participants, and alumni. Findings indicate that the GDSP operates through nine core values ​​derived from Gus Dur's thinking, including humanity, justice, equality, and liberation, which are realized through a structured series of selection, training, social project implementation, evaluation, and co-living activities. Alumni reported concrete changes: one alumnus described a shift from passive awareness to actively building a tolerant youth community in his hometown; Others noted that the GDSP's gender equality material fundamentally changed their understanding of women's roles in public life. These outcomes align with a three-dimensional typology of peace education cognitive, affective, and active operating as an integrated cycle rather than separate stages. GDSP demonstrates that locally grounded, values-based peace education can function as a vehicle for genuine social transformation a finding that speaks not only to this program but to ongoing debates about whether non-formal, culturally embedded peace education models can offer alternatives to the Western-centric frameworks that dominate the field.

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