Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan (e-ISSN: 2549-5585) is a journal in the field of History and Education published by the Department of History Education, Faculty of Social Sciences and Economics, Universitas Hamzanwadi, and in collaboration with the Association of Indonesian History Education Study Programs (P3SI). This journal is published three times a year, namely in April, August, and December. Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan discusses articles based on research and critical analysis that facilitate interaction, discussion, advocacy, and updating of ideas from social scientists, especially history and education from various regions in Indonesia and the world. The published articles provide a wealth of insight and interpretation of various historical and educational events, particularly in Indonesia and other countries, which can inspire the study of history and education in Indonesia. This journal is expected to add to the historical thought and education treasures in Indonesia. Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan has again achieved Rank 3 accreditation (Sinta 3) based on the Decree of the Director General of Higher Education, Research, and Technology, Ministry of Higher Education, Science, and Technology, Number: 0173/C3/DT.05.00/2025 dated March 21, 2025, concerning the Accreditation Ranking of Scientific Journals for Period I of 2025. Name of Journal Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Initials FHS Abbreviation Fajar Hist. J. Ilmu Sej. dan Pendidik. Issued Three times a year | April, August, and December DOI 10.29408/fhs ISSN (electronic) 2549-5585 Publisher Universitas Hamzanwadi Website http://e-journal.hamzanwadi.ac.id/index.php/fhs Citation analysis Google Scholar l Sinta l Dimensions l DOAJ
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Contextualizing the Raden Intan II Commemoration Tradition in South Lampung as a Source for Character-Based History Education
Character degradation has become a trend as a consequence of massive globalization. The deconstruction of a curriculum oriented towards character building can be achieved by integrating local traditions as a source of contextual learning. This study aims to explore history, analyze character values in the Haul Raden Intan II tradition, and apply them in history lessons. A qualitative case study approach was used to explore the phenomenon of the Haul Raden Intan II tradition in South Lampung. Data collection was carried out through in-depth interviews with three key informants, namely the family of the heir and traditional leaders, religious leaders, and students who are cultural activists, supported by direct observation and documentation. Secondary sources, including scientific articles and supporting books, were used as references. Data analysis used interactive techniques by Miles and Huberman. The research findings show that the haul tradition has become the cultural identity of the people of South Lampung, serving to preserve the exemplary character of Raden Intan II. The Raden Intan II haul tradition's procession embodies values aligned with the Graduate Profile Dimensions, namely faith and devotion to God Almighty, citizenship, collaboration, critical thinking, and independence. The integration of the character values of the Raden Intan II haul tradition into history learning is presented in the material on the Struggle of the Local People Against the Colonizers, which uses a historical inquiry model based on mini-research and edu-vlogs, culminating in an authentic assessment.
Copyright (c) 2026 Winda Pitriani Parhamah, Aman Aman, Sumargono Sumargono, Febriana Khoiriyah, Hadi Waluyo, Nadira Febri Faradila https://creativecommons.org/licenses/by-sa/4.0
Trends and Themes in Local History Research in Indonesia (2000–2025): A Scoping Review and Bibliometric Analysis
This study aims to map the development of trends and themes in local history research in Indonesia during the period 2000–2025 through a scoping review and bibliometric analysis. Data were collected from three main databases, namely Scopus, Crossref, and Google Scholar. Through a process of identification, screening, and selection based on inclusion and exclusion criteria, 383 articles were obtained for further analysis. The analysis was conducted to identify publication trends, theme distribution, and patterns of interrelationships between topics using keyword co-occurrence analysis. The results showed that local history studies in Indonesia experienced a significant increase, peaking in 2025 with 59 publications. Nine main themes dominate, namely: 1) Culture, Traditions, and Local Identity, 2) Education and Local Intellectuals, 3) Social and Community Life, 4) Environment and Space, 5) Local Politics and Power, 6) Religion and Beliefs, 7) Gender and Marginalized Groups, 8) Economy and Livelihoods, and 9) Local Contemporary History. Co-occurrence analysis through keyword network visualization shows four interconnected theme clusters, indicating conceptual integration in the development of local historiography. However, this study has limitations in its database coverage, and its analysis focused on metadata. Therefore, further studies are recommended to expand the literature sources and conduct more in-depth content analysis to enrich the understanding of the direction of local historical development in Indonesia.
Copyright (c) 2026 Muhammad Junaldi Jufri, Aldi Hendra Pratama, Roro Wilis, Bonita Padang, Ajeng Diah Kinanti, M Budiman https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Web-Based Interactive Thematic Map Media in Enhancing Students’ Chronological and Geospatial Thinking in History Learning
This study aims to examine the effectiveness of web-based interactive thematic map media in improving students’ chronological and geospatial thinking skills in history learning. The research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The participants consisted of 78 eleventh-grade students at SMAN 1 Cijeruk, divided into an experimental group and a control group. Data were collected through pretest and posttest using a validated and reliable multiple-choice instrument. Data analysis was conducted using nonparametric statistical tests, including the Mann–Whitney U-Test and Wilcoxon Signed-Rank Test. The findings indicate that there was no significant difference in students’ initial abilities between the experimental and control groups. However, after the treatment, the experimental group showed significantly higher posttest scores compared to the control group (p < 0.05). Both groups experienced improvement, but the increase was more substantial in the experimental group. The N-Gain analysis revealed a moderate level of effectiveness (0.64), indicating that the use of interactive thematic map media contributed positively to students’ learning outcomes. These results suggest that web-based interactive thematic map media is effective in enhancing students’ chronological and geospatial thinking skills. The integration of visual and interactive elements enables students to better understand historical events in terms of time sequence and spatial context, thereby improving both conceptual understanding and analytical thinking in history learning.
Copyright (c) 2026 Norman Setiyadi, Kurniawati Kurniawati, Fakhruddin Fakhruddin https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Virtual Reality Sangiran Museum to Increase the Interest in Learning History of Class X High School Students
Learning interest is a critical factor in determining the success of students' learning. Learning interest can be defined as students' attention and liking for a subject matter, characterized by a strong desire to learn and explore the material. This study aims to measure the effectiveness of learning media Virtual Reality Sangiran Museum in increasing students' interest in learning history. This study uses an experimental method with the One Group Pre-test Post-test Design model involving the same subject, namely 50 class X MA Sunan Pandanaran Yogyakarta students. The instrument used in this research is a questionnaire on students' interest in learning history. The results showed a significant difference in students' interest in learning history before and after using the learning media Virtual Reality Sangiran Museum. The results of the T-Test test showed a significance value of 0.000 <0.050, which can be concluded that there is an influence in the use of learning media Virtual Reality Sangiran Museum on students' learning interest. Meanwhile, based on the N-Gain test, the average g score is 0.720, which can be assumed to mean that the learning media of the Virtual Reality Sangiran Museum has an impact with high criteria on increasing students' interest in learning. This study concludes that using learning media, such as the Virtual Reality Sangiran Museum, in learning history effectively increases students' interest in learning history.
Copyright (c) 2026 Vionita Vara Fitrianti, Risky Setiawan, Agung Bahroni https://creativecommons.org/licenses/by-sa/4.0
Analysis of Google Sites Media Needs to Improve Historical Thinking Skills in Local History Learning at SMAN 16 Palembang
This study aims to analyze the need for Google Sites media development to improve students' historical thinking skills in local history learning at SMAN 16 Palembang. The method used is descriptive research with data collection through questionnaires, observations, interviews, tests, and documentation. The results show that current history learning is still conventional, with minimal digital media, and students' historical thinking skills, especially in the Big Six Historical Thinking Concepts indicator, are still low. The findings also reveal that web-based digital media, specifically Google Sites, has great potential to become an interactive learning medium that supports the presentation of local history material contextually, increases student engagement, facilitates analysis of historical evidence, and encourages reflection on historical values ​​and perspectives, thereby improving the quality of history learning overall.
Copyright (c) 2026 Pravia Indwi Saputri, Muhamad Nur Rokhman https://creativecommons.org/licenses/by-sa/4.0
The Use of Artificial Intelligence in History Learning: A Systematic Literature Review
This systematic literature review synthesizes empirical and conceptual scholarship on the application of AI-in history education between 2020 and 2026, interrogating research trends, pedagogical affordances, ethical risks, and policy implications. Employing a PRISMA-guided search across SCOPUS, Web of Science, and ERIC and a PICOC-framed analytic scope, the study screened 312 records (after deduplication) and conducted in-depth analysis of 10 peer-reviewed articles using thematic synthesis, bibliometric mapping, and quality appraisal (CASP). Findings indicate a clear disciplinary trajectory from conceptual explorations toward classroom-embedded uses of generative AI and learning analytics, with demonstrated benefits in student engagement, adaptive feedback, dialogic inquiry, and immersive simulation design that can scaffold elements of historical thinking. However, the corpus reveals persistent limitations: small-scale designs, Western-centric datasets, epistemic misalignments with historical heuristics (sourcing, contextualization, evidentiary weighting), algorithmic bias, opacity, and equity gaps that risk historiographical flattening and the reproduction of structural inequalities. The review concludes that AI’s pedagogical value in history depends on three interlocking priorities targeted teacher professional development integrating digital and historiographical literacies, context-sensitive governance ensuring explainability and data justice, and ethical-by-design AI architectures with traceable source attribution to safeguard epistemic rigor and inclusive learning outcomes.
Copyright (c) 2026 Agus Rahmat Mahmudi, Nadya Tridrisna Manurung, Nurzengky Ibrahim, Andy Suryadi https://creativecommons.org/licenses/by-sa/4.0
Traditional Elites in the Shadow of Colonialism: The Transformation of the Role of Madurese Nobles in the Dutch East Indies Bureaucracy, 1830–1942
This study analyzes the transformation of the role of Madurese noble elites within the colonial power structure of the Dutch East Indies during the 1830–1942 period. In the pre-colonial era, Madurese nobles possessed absolute sovereignty rooted in feudal legitimacy, lineage, and patronage systems. However, colonial policies through the indirect rule system gradually integrated them into the administrative bureaucracy as mediators between the Dutch government and the local population. The research method employed is the historical method, encompassing heuristics, source criticism, interpretation, and historiography. The results indicate that this transformation caused a shift in legitimacy from traditional-genealogical to rational-bureaucratic, where local elites functioned as tax collection apparatus and social supervisors. Despite being in a subordinate position, the Madurese elites demonstrated agency through policy negotiation and adaptation to modern education as part of bureaucratic professionalization. This study concludes that colonialism in Madura operated effectively by utilizing and modifying deeply rooted traditional social structures.
Copyright (c) 2026 Maulana Fariqi Nuri, Ari Sapto, Daya Negri Wijaya, Aditya Nugroho Widiadi https://creativecommons.org/licenses/by-sa/4.0
Implementation of the Local Sundanese Character of Gapura Pancawaluya in the Merdeka Curriculum in History Subjects
Gapura Pancawaluya is a local character education concept implemented in West Java. Gapura Pancawaluya contains five characters expected by the West Java education office to be in students at school, namely cageur (healthy), bageur (good), bener (correct), pinter (smart), tur singer (skilled). The characters contained in Gapura Pancawaluya can be implemented in schools with habituation activities related to character education in the Merdeka curriculum. However, in reality, schools face challenges in aligning the Gapura Pancawaluya program with the material in history subjects. This study aims to implement the Gapura Pancawaluya program and to develop history learning grounded in the local character of Gapura Pancawaluya within the Merdeka curriculum. This study uses a descriptive qualitative method that involves interviews with experts and the analysis of library sources such as books, journals, and scientific articles. The results of this study indicate a relevance between the local character of Gapura Pancawaluya and the character education contained in the Merdeka curriculum. Furthermore, the values embodied in the Gapura Pancawaluya can also be incorporated into history lessons within the Merdeka Curriculum. Therefore, history lessons that implement the Gapura Pancawaluya become more meaningful because they are accompanied by the instillation of moral values ​​embedded in each step of the classroom. Therefore, this research can contribute to and inspire teachers in developing contextual history learning tools based on local character.
Copyright (c) 2026 Fiky Arista, Miftahuddin Miftahuddin, Danu Eko Agustinova https://creativecommons.org/licenses/by-sa/4.0
Colonial Control Through Tangsi Architecture: Moentji in Kazerne Djotangan Surabaya, 1880
This study aims to examine the mechanisms of bodily control and spatial surveillance of the moentji in Kazerne Djotangan, Surabaya, in 1880. This study uses a historical method with a spatial-architectural analysis of primary sources in the form of the 1880 Distributie plan der Kazerne Djotangan plan from the archives of the Departement van Oorlog (ANRI No. 184). The results of the study indicate that the spatial layout of Kazerne Djotangan does not merely function as a physical structure but as an instrument of power that systematically regulates the bodies and daily lives of indigenous women. The symmetrical placement of barracks around an open field, the lack of adequate private partitions, and the separation of women's wards from military sleeping areas form a surveillance system that operates without the constant presence of guards. The daily rhythm of the moentji is controlled by a military timekeeping system that forces their movements to follow the soldiers' schedules, leaving very little time for personal time. The venereal disease crisis, which peaked in 1880 with 1,013 cases of syphilis among 31,439 troops, prompted the transformation of barracks' medical facilities into apparatuses for the disciplinary actions of the military. Through the health card system and the isolation wards of the Sarnizoeno Infirmario, women, who had previously served as companions to soldiers, were transformed into objects of medical supervision, subject to removal at any time. This study emphasises that colonial power operated not only through formal policies but also through the space, time, and bodies of indigenous women within military institutions.
Copyright (c) 2026 Dilla Sari, Rhoma Dwi Aria Yuliantri, Awanis Alkali https://creativecommons.org/licenses/by-sa/4.0
Non-Formal Public History Education: The Mlaku Magelang Strategy in Fostering Historical Awareness among Generation Z
One of the informal efforts to foster historical awareness is establishing an action-oriented platform that presents historical data tangibly and physically accessibly. This study aims to analyze the strategies of Mlaku Magelang in constructing local historical narratives relevant to the characteristics of Generation Z integrated through the modern elements of walking tours and to uncover the internalizations of local historical values. This study employed a qualitative approach with a descriptive case study design, with data gathered through observation and interviews. David Kolb’s Experiential Learning theory was utilized as the analytical framework. The findings indicate that Mlaku Magelang successfully implemented an adaptive and contextual communication approach tailored to Generation Z's lifestyle by selecting engaging routes and providing tokens of appreciation to participants. Furthermore, the activity leveraged modern elements, including visual aids, historical documents, visual aesthetics, and thematic dress codes worn by storytellers. Through the direct experience of traversing urban spaces, Generation Z participants responded positively, as evidenced by high levels of interaction and the publication of their activities on Instagram. Theoretically, this research contributes to enhancing public historical literacy; practically, it serves as a conceptual reference for digital history pedagogy that blends urban physical activity with social media activism. Ultimately, this study contributes to bridging the intergenerational historical communication gap, preventing identity crises, and strengthening the nation's collective memory in the future.
Copyright (c) 2026 Pina Dhea Tafana, Bunga Hidayati, Juan Fahirza Putra, Meive Greyne Kudampa, Berlindya Budi Astari https://creativecommons.org/licenses/by-sa/4.0
Development of an Aboge-Based Islamic History E-Module in the Merdeka Curriculum to Strengthen Local History at MAN Purbalingga
The integration of local history into history learning is essential for strengthening students’ historical awareness and cultural identity. However, the availability of digital teaching materials that incorporate local wisdom within the Merdeka Curriculum remains limited. This study aimed to develop an Islamic Aboge-based e-module as a local history learning resource for tenth-grade students at MAN Purbalingga. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. Data were collected through observation, interviews, questionnaires, and documentation involving subject matter experts, media experts, history teachers, and students. The feasibility of the developed e-module was analyzed using descriptive qualitative and quantitative techniques. The findings indicate that the developed e-module achieved a very high level of feasibility. Material expert validation obtained an average score of 4.72 (94%), media expert validation obtained 4.64 (92.8%), and teacher validation obtained 4.60 (92%). Small-group and large-group trials also demonstrated positive student responses, with feasibility percentages of 88% and 87%, respectively. These findings suggest that the developed e-module is suitable for supporting contextual local history learning and can be utilized as an alternative digital teaching material in the implementation of the Merdeka Curriculum.
Copyright (c) 2026 Awal Tri Riyadi https://creativecommons.org/licenses/by-sa/4.0
Development of Augmented Reality-Based History Card Media to Strengthen Chronological Thinking Skills
Chronological thinking skills are an important foundation in historical thinking skills because they help students understand the relationships between historical events in a coherent, logical, and meaningful manner. However, the results of a needs analysis at SMAN 2 Klaten indicate that students still experience difficulties understanding the sequence of events in the material "Efforts to Maintain Indonesian Independence." In addition, the learning media used are still dominated by textual materials, while students want more interactive, visual media that align with the development of digital technology. The purpose of this study is to develop Augmented Reality-based History Card learning media to strengthen students' chronological thinking skills in the material Efforts to Maintain Indonesian Independence. The study used the Research and Development (R&D) method, with the Borg and Gall model comprising 10 development stages. The resulting product is a history card integrated with an Android-based Augmented Reality application that includes AR-scanning features, visualisation of historical events, location maps, learning materials, and evaluation quizzes. Based on the validation results, the material experts assigned a feasibility score of 88% to the developed media, 92.8% to media experts, and 90% to history teachers. All assessment results were classified as very feasible. The media's feasibility rate was 82.3% in a small-group trial with six students and 81% in a large-group trial with 30 students. The media's effectiveness was tested through pretests and posttests, which demonstrated an increase in student performance after using the developed learning media. These findings indicate that the developed media meets the criteria of validity, practicality, and effectiveness, making it suitable for use in strengthening students' chronological thinking skills in history learning.
Copyright (c) 2026 Brilliantoro Yusuf Ervanda, Rhoma Dwi Aria Yuliantri, Awanis Akalili https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Needs of Local History LKPD the Berau Kingdom in History Learning at Public Senior High School 10 Berau
This study aims to describe students' prior knowledge of the local history of the Berau Kingdom, analyze the need for student worksheets (LKPD) based on that local history, and depict the actual conditions of local history learning in Class XA of SMA Negeri 10 Berau. The study employed a descriptive qualitative approach with a focus on needs analysis. The research subjects were 27 students of Class XA selected through purposive sampling. Data were collected through a four-point Likert-scale questionnaire supplemented by open-ended questions and classroom observations, and were then analyzed using percentage techniques and descriptive qualitative analysis. The results revealed three key findings. First, students' prior knowledge of the Berau Kingdom's local history was in the low to moderate category, with positive response rates not exceeding 48.1%, the lowest being recognition of important historical figures (37.0%). Second, a significant instructional gap was identified: only 25.9% and 22.2% of students considered the existing textbooks and worksheets to cover Berau Kingdom's local history. In comparison, 63.0% expressed a need to study it, and 66.7% believed that a locally based LKPD would improve their understanding. Third, classroom observation confirmed that history learning remained entirely centered on national textbooks, with all aspects of local history integration unfulfilled. However, students showed genuine enthusiasm when local contexts were mentioned. These findings constitute valid baseline data as a scientific foundation for developing an LKPD based on the local history of the Berau Kingdom in subsequent research.
Copyright (c) 2026 Ratu Rahmini, Rhoma Dwi Aria Yuliantri, Awanis Akalili https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Project-Based Learning Integrated with Historical Methods in Improving Students' Historical Thinking Skills
Historical thinking is one of the primary objectives of contemporary history education. However, empirical studies consistently indicate that students’ historical thinking skills remain limited because history instruction is still dominated by the transmission of factual, text-oriented knowledge. Therefore, an instructional model that promotes historical thinking is needed. This study examines the effectiveness of a Project-based Learning (PjBL) model integrated with historical methods in improving students’ historical thinking skills. A quasi-experimental study employing a non-equivalent control group design was conducted with 124 eleventh-grade students. Data were collected through classroom observations, project-task analysis, and historical thinking tests, and analyzed using an independent-samples t-test with SPSS 25.0. The findings revealed a significant difference between the experimental and control groups (t (122) = 7.083, p < 0.001), indicating that the integrated PjBL model effectively enhanced students’ historical thinking skills. This study contributes to history education by providing empirical evidence that integrating Project-based Learning with the historical method offers an effective pedagogical approach for fostering historical thinking, thereby extending the application of PjBL beyond content mastery toward disciplinary historical reasoning.
Copyright (c) 2026 B. Fitri Rahmawati, Muhammad Shulhan Hadi https://creativecommons.org/licenses/by-sa/4.0
The Sikep Resistance as an Anti-Colonial Movement
In the late 19th century, various social resistance movements emerged among Javanese farmers one of these was the Sedulur Sikep, or Saminis movement, meanwhile the Dutch East Indies government carried out a propaganda campaign through colonial newspapers to create a negative stigma against these rebel groups. The objective of this study is to examine and analyze the paradigm and negative stigma toward the Samin movement established by the Dutch East Indies Government, which has persisted into the contemporary era, through the lens of Pierre Bourdieu’s theory of symbolic power. This study employs a historical method, utilizing primary sources from the Dutch East Indies period to examine the origins of this negative paradigm. The theory of symbolic power is applied to analyze how colonial discourse shaped public perception and marginalized the Samin Movement. Findings indicate that the colonial government employed symbolic power through mass media propaganda, instilling what can be understood as “mind control” to influence public attitudes by disseminating narratives that delegitimized the movement. This study highlights that the Saminis movement is an important example of nonviolent resistance, critical social consciousness, and a strong cultural identity. These historical values remain relevant in a contemporary context, particularly in addressing the stigma still attached to the Sedulur Sikep community. Therefore, this history can be integrated into culturally-based local history education to foster historical awareness, strengthen identity formation, and promote the development of inclusive and critical character among future generations.
Copyright (c) 2026 Firza Azzam Fadilla, Daya Negri Wijaya, Muhammad 'Afwan Mufti https://creativecommons.org/licenses/by-sa/4.0
Toward Meaning-Making Historical Consciousness: An Analysis Sinnbildung Gen Z
Historical awareness is one of the fundamental objectives of history learning because it is closely related to the development of students' skills in interpreting the relationship between the past, present, and future. This study aims to analyse students' historical consciousness, based on Jörn Rüsen's theoretical framework, in response to international conflict phenomena. This study uses a qualitative research model with an instrumental case study design. Data were collected through in-depth interviews using photo elicitation with four 12th-grade high school students from two Muhammadiyah institutions in East Jakarta. The findings will use a data analysis model based on the Values Coding model. The results of the study show that there are three variations of historical awareness: traditional-exemplary, critical-transitional, and genetic. These findings lead to the conclusion that the meaning of history is influenced by experience, values, and individuals, making Rüsen's theory quite relevant as an analytical framework for understanding the development of narratives and orientations in participants' thinking. This study implies the importance of history learning that encourages students' skills in interpreting and reflecting on various historical materials.
Copyright (c) 2026 Atief Arezal Fatah, Kurniawati Kurniawati, Budiaman Budiaman https://creativecommons.org/licenses/by-sa/4.0
Palawa Magazine as a Platform for Advocating for Victims of the 1965 Tragedy by Sekber’65 Surakarta
The 1965 Tragedy left survivors facing prolonged discrimination and limited opportunities to voice their experiences, aspirations, and demands. In this context, Palawa Magazine emerged as a community-based publication that sought to advocate for victims and preserve their collective memory. This study aims to analyze the background of the publication of Palawa Magazine by the Surakarta Joint Secretariat '65 (Sekber '65) and to examine its role as a medium of advocacy for the victims of the 1965 Tragedy. This study employs historical method encompassing heuristics, source verification, interpretation, and historiography, to reconstruct and interpret the publication of Palawa Magazine as an advocacy medium for the victims of the 1965 Tragedy. The findings reveal that Palawa Magazine was published in response to the limited space available for victims of the 1965 Tragedy to express their experiences, aspirations, and demands. As an advocacy medium, the magazine functions as a communication platform for survivors and the wider public, an educational resource on history and human rights, a means of shaping collective memory, and a medium advocating for recognition, the restoration of rights, and reconciliation for the victims of the 1965 Tragedy. Through its various sections and news coverage, Palawa Magazine contributes to raising public awareness of the importance of addressing past human rights violations and preserving the collective memory of the 1965 Tragedy. In conclusion, Palawa Magazine functioned not only as a medium for disseminating information but also as an advocacy instrument that amplified survivors' voices, strengthened collective memory, promoted public history, and encouraged a more inclusive dialogue on justice and the resolution of past human rights violations in Indonesia.
Copyright (c) 2026 Berliana Mifta Azzahra, Hieronymus Purwanta https://creativecommons.org/licenses/by-sa/4.0
Integration of Digital Storytelling in Project-Based Learning: A Systematic Literature Review
Limited student engagement, passive teaching patterns, and underdeveloped historical thinking skills pose challenges to history learning. Therefore, in the context of rapid digital transformation, innovative, student-centered pedagogies are essential to create meaningful learning experiences. However, technology integration often remains confined to technical implementation, lacking a robust pedagogical framework. This study aims to identify, examine, and synthesize the usage patterns, impacts, challenges, and opportunities associated with the integration of digital storytelling within project-based history learning. Employing a Systematic Literature Review (SLR) methodology, this research synthesizes findings from 14 articles sourced from Scopus and Web of Science, with Google Scholar utilized as a supplementary database, covering publications from 2019 to 2025. The reviewed literature indicates that digital storytelling functions as an integrated meaning-making tool, spanning from source exploration to historical reflection. The findings show that the integration of digital storytelling in project-based history learning supports students’ historical understanding, engagement, digital literacy, and historical empathy through contextual and reflective learning processes. However, successful implementation depends not only on technological infrastructure but also on teachers’ pedagogical readiness and instructional scaffolding. The implications of this study emphasize that the integration of project-based learning and digital storytelling requires a shift from technical mastery toward structured pedagogical support to facilitate meaningful history learning in the digital era.
Copyright (c) 2026 Sarah Setianingsih, Didin Saripudin https://creativecommons.org/licenses/by-sa/4.0
Needs Analysis for Canva and Heyzine-Based Interactive Digital Flipbook Teaching Materials to Enhance Students' Creative Thinking Skills in History Learning
History learning in the 21st century requires innovative, technology-based learning media to foster students' creative thinking skills. However, history instruction in schools remains predominantly teacher-centered, relying on lectures and printed textbooks, which limits students' opportunities to develop their creativity. This study aimed to analyze the need to develop interactive digital flipbook teaching materials using Canva and Heyzine on the topic of humans in space and time to improve senior high school students' creative thinking skills. This research employed a descriptive qualitative approach involving 31 tenth-grade students and one history teacher at a senior high school in Lebak Regency, Banten. Data were collected through classroom observations, teacher interviews, and student needs questionnaires. The findings indicate that students highly expect learning media containing videos (61.3%), interactive digital flipbooks (61.3%), animations and audio (58.1%), while classroom instruction remains dominated by lectures and government-issued printed textbooks (71%). Interview results revealed that although the school has adequate digital facilities, the use of interactive teaching materials has not been optimized, and teachers require alternative media to overcome the limited availability of printed textbooks. These findings suggest that developing Canva- and Heyzine-based interactive flipbooks is highly relevant to support more engaging, student-centered, and contextual history learning. Integrating text, images, audio, video, and animation in a single platform is expected to facilitate the development of students' creative thinking skills, including fluency, flexibility, elaboration, and originality, while addressing the challenges of history education in the digital era.
Copyright (c) 2026 Farhan Nur Ghifari, Erlina Wiyanarti https://creativecommons.org/licenses/by-sa/4.0
Dynamics of Extreme Violence during the Indonesian National Revolution in Subang, 1945-1949
This research aims to reconstruct the patterns and impacts of violence that occurred in the Subang region, particularly in the Pamanoekan and Tjiasem lands (P & T Lands), during the early period of the Indonesian War of Independence. Subang was a strategic area with vital economic infrastructure, making it a focal point of conflict between Dutch military interests and the guerrilla tactics of Indonesian fighters. Using the critical historical method, this study examines primary sources, including newspaper reports, memoirs, and letters from Dutch officers. The findings show that violence in Subang occurred in two main forms: infrastructure sabotage by Indonesian fighters and "cleansing" operations (zuivering) conducted by the Dutch army. Dutch military operations often used euphemisms to cover up repressive acts, such as the burning of villages (scorched earth) and mass executions of citizens suspected of being "troublemakers". In addition, this study highlights the precarious situation of civilians living in an acute climate of suspicion, in which they became victims of both parties to the conflict. The results conclude that violence in Subang was not merely an excess of war, but part of a systematic military strategy to control territory and logistics, which resulted in widespread suffering for the civilian population.
Copyright (c) 2026 Aji Samsudin, Ibnu Sodiq https://creativecommons.org/licenses/by-sa/4.0
From Surakarta to Leiden: Transfer of Colonial Knowledge through Instituut voor de Javaansche Taal, 1832–1850
This article examines the Instituut voor de Javaansche Taal (IVJT), established in Surakarta in 1832, as an early institutional site of epistemic colonialism in Java. Building on the observation that, following the Java War (1825–1830), Dutch colonial power increasingly relied on the hegemony of knowledge rather than military coercion alone, this study asks how the IVJT institutionalized an asymmetric division of intellectual labor between European philologists and Javanese court literati, and how that asymmetry was subsequently transferred to Leiden and consolidated as the epistemic foundation of Dutch Indology. While existing scholarship has extensively examined Dutch Orientalism after the formal establishment of Indology as a university discipline at Leiden from the mid-nineteenth century onward, the earlier institutional history of the IVJT (1832–1842) as the empirical seedbed of that tradition remains comparatively under-examined, particularly through the combined analytical lens of Michel Foucault's power/knowledge and Edward Said's Orientalism. Using historical research methods (heuristics, source criticism, interpretation, and historiography), this study finds that the IVJT functioned as a colonial laboratory in which the collaborative labor of Javanese poets such as Ronggowarsito and Yasadipura III was systematically reclassified as native assistance rather than authorship, while European scholars such as F.C. Gericke and Taco Roorda retained exclusive scholarly recognition. The 1842 closure of the IVJT and the subsequent transfer of its manuscripts and philological apparatus to Leiden mark a concrete instance of epistemic transfer, through which colonial knowledge produced in Java became the institutional foundation of academic Indology in the metropole. The article argues that this genealogy has continuing relevance for contemporary decolonization-of-knowledge efforts in Indonesian historiography, insofar as it demonstrates how disciplinary infrastructures inherited from the colonial period continue to shape what counts as legitimate knowledge about the archipelago.
Copyright (c) 2026 Luthfah Eta ‘Aini, Muhammad Ibnu Majah https://creativecommons.org/licenses/by-sa/4.0
The Idea of Pasundan Province 1926: Between Colonial Decentralization and the Politics of Identity
The idea of establishing the Pasundan Province in 1926 marked a crucial moment in the history of the colonial administration of the Dutch East Indies, bringing together the policy of decentralization (bestuurshervorming) with the dynamics of local identity politics. This article analyzes the complexities behind the formation of the Pasundan Province as a response to the colonial elite's fear of the political dominance of a specific ethnic group, as well as a manifestation of the sociopolitical aspirations of the Sundanese people. Utilizing critical historical methods—including heuristics, source criticism, interpretation, and historiography—this study explores colonial archives, periodical publications (de Locomotief, Bataviaasch Nieuwsblad), and contemporary local documents. Theoretically, this article applies Furnivall's concept of colonial decentralization alongside modern political sociology theories of identity politics. The novelty of this article lies in its deconstruction of the singular narrative of decentralization; rather than viewing it merely as a matter of bureaucratic efficiency, this study demonstrates that the 1926 Pasundan Province was designed as an instrument of geopolitical engineering to curb nationalist radicalism while mapping ethno-regional boundaries. The findings indicate that the fear of identity politics dominance—both from the colonial government's perspective regarding Pan-Islamism and communism, and the Sundanese elite's anxiety over Javanese cultural dominance—served as the primary catalyst accelerating the realization of this province.
Copyright (c) 2026 Mumuh Muhsin Zakaria, Abdul Rasyad https://creativecommons.org/licenses/by-sa/4.0
Under the Shadow of Custom and Colonial Law: Forced Marriage and the Discourse on the Protection of Indigenous Women in the Dutch East Indies
The practice of forced marriage during the Dutch East Indies colonial period was inseparable from the interaction between social structures, customary law, and colonial legal policies that restricted women's freedom. This article examines how the practice of forced marriage occurred in colonial society and how social policies and government efforts responded to this practice in the early 20th century. This research uses historical methods that include heuristics, source criticism, interpretation, and historiography, utilizing primary sources in the form of colonial newspapers, women's media, and official publications of the Dutch East Indies government. This study aims to analyze the reality and significance of forced marriage in social life, regulatory efforts by the colonial government, as well as anti-forced marriage discourse voiced through the mass media and its influence on the views of indigenous communities. The results of the study indicate that the practice of forced marriage was influenced by family domination, customs, and family authority in society. On the other hand, women's organizations and the mass media began to criticize the practice of forced marriage through ideas about education, emancipation, and women's freedom. Although the colonial government began to establish legal regulations to protect women, the legal policies implemented were ambivalent; on the one hand it provides legal protection, but on the other hand it maintains the dominance of family and customary law in colonial marriage practices.
Copyright (c) 2026 Azizah Najmi Farmadhi, Budi Gustaman https://creativecommons.org/licenses/by-sa/4.0
The Political Diplomacy of the Kingdom of Sikka with the Portuguese in the 16th and 17th Centuries
The Kingdom of Sikka played a significant role in the political and economic development of Eastern Indonesia during the early period of contact with Europe, particularly through its diplomatic relations with the Portuguese and Netherlands. This study examines the background, objectives, and diplomatic strategies of the Sikka Kingdom in dealing with foreign influence. The objective of this study is to analyze how diplomacy was utilized by the Sikka Kingdom to secure trade benefits with the Portuguese and to strengthen its position as the primary political power in eastern Flores. The research method employed is the historical method, encompassing the stages of source collection, source criticism, interpretation, and historiography. The research sources utilized archival records, historical accounts, and supporting literature related to the Sikka Kingdom’s diplomacy with the Portuguese. The results of the study indicate that the Sikka Kingdom’s diplomacy was adaptive, enabling it to establish mutually beneficial trade relations, access European goods, and enhance its political legitimacy through an alliance with the Portuguese. These diplomatic relations helped the Sikka Kingdom strengthen its dominance over the region and maintain its influence in the surrounding areas. In conclusion, diplomacy served as a crucial tool for the Sikka Kingdom to integrate economic and political interests in maintaining and expanding its power at the regional level.
Copyright (c) 2026 Deo Rany Bhetamex, Daya Negri Wijaya https://creativecommons.org/licenses/by-sa/4.0
Strengthening Historical Awareness through the Utilization of Primary Archives of the Jogja Library Center: A Transformative Approach
This study aims to analyze the use of primary archives from the Jogja Library Center collection, integrated with the historical inquiry model as a representation of a transformative learning approach, and its implications for students' historical awareness, particularly in the New Order to Reformation materials. The study used a mixed-method approach with an embedded design strategy, involving a history teacher and 25 12th-grade students of SMA Negeri 9 Yogyakarta selected through purposive sampling. Data were collected through semi-structured interviews, participant observation, and a Likert questionnaire, which were then analyzed using descriptive-quantitative and interactive qualitative methods using the Miles and Huberman model. The results showed that using contemporary newspapers as primary sources during the historical inquiry stage encouraged students to engage in critical reflection, deconstruct single narratives, and understand the multi-perspective nature of history. Student responses to this learning program were very positive, with an average score of 4.20–4.80 and an agreement level of 72–100%. The study concluded that integrating primary archives with the historical inquiry model effectively increased students' critical-genetic historical awareness, although the degree of internalization of the transformation varied between individuals.
Copyright (c) 2026 Pandji Saputra, Roro Wilis, Aman, Naufal Raffi Arrazaq https://creativecommons.org/licenses/by-sa/4.0
The Experience of the European Community in the Malang Internment Camps from the Japanese Occupation Transition to the Bersiap Period, 1942–1946
This study highlights the plight experienced by the European community in the city of Malang during the Japanese military occupation, a topic that rarely received attention in the historiography of the Japanese occupation period, especially regarding the internment camps used to hold prisoners of war as well as European civilians. This article focuses on three main topics: (1) the condition of the internment camp in Malang City, (2) the daily life of the European community in the camp, and (3) the end of the internment camp. This research uses a variety of primary and secondary sources, including newspapers, illustrations, interviews, and memoirs from the victims. The results of this study show that at the beginning of the establishment of internment camps in Malang City, the health and comfort of European civilians were relatively good. However, the situation deteriorated significantly from the beginning of 1943 to 1945 caused by a lack of stock of groceries for the prisoners. The situation is also exacerbated by poor sanitation, limited space to rest and the prohibition of the use of electricity and lighting.
Copyright (c) 2026 Ahmad Riza Wijaya, Indah Wahyu Puji Utami https://creativecommons.org/licenses/by-sa/4.0
From the Ritual Arena to the Political Arena: Reog Ponorogo, the Paguron Network, and Ideological Contestation, 1945–1966
This article examines the transformation of Reog Ponorogo from a village ritual arena into a contested instrument of political mobilization between 1945 and 1966. Unlike Wilson's (1999) study, which centers on spirituality and power relations within the warok-gemblak tradition, this article explicitly traces how the paguron structure, the personal teacher-student bond within the warok community was repurposed as an infrastructure for party political mobilization, spanning Barisan Reog Ponorogo (BRP/PKI), Barisan Reog Nasional (BREN), and Cabang Kesenian Reog Agama (Cakra/NU). Employing a critical historical method that combines oral history with archival triangulation including video footage from the National Archives of the Republic of Indonesia and contemporary colonial and national press the article finds that the politicization of Reog reached its peak at the 1965 National Congress of Barisan Reog Ponorogo in Madiun, before undergoing selective depoliticization following the G30S/PKI events. The color-coding of the penadon costume accessory and the performance's musical repertoire are shown as markers of invented tradition in Hobsbawm's sense, while tensions between conflicting oral testimonies are read through Halbwachs's framework of collective memory and Portelli's account of the subjectivity of oral sources. The article contributes to broadening the historiographical understanding of Reog Ponorogo beyond a spiritual-performative tradition into a concrete arena of ideological contestation during the Guided Democracy period, while affirming that the impact of G30S/PKI on local tradition operated selectively rather than as total suppression.
Copyright (c) 2026 Sri Widagdo Purwo Ardyasworo, Dhanang Respati Puguh, Siti Maziyah https://creativecommons.org/licenses/by-sa/4.0