LANGGAM: International Journal of Social Science Education, Art and Culture

Students’ Understanding of Philosophical and Cultural Values of Yogyakarta's Special Status

Wed, 31 Dec 2025 00:00:00 +0000

This study investigates how well junior high school students in the Special Region of Yogyakarta (DIY) comprehend the philosophical and cultural principles that support the region's special autonomy. The 2024 study across four regencies and one city in DIY implemented a quantitative survey using structured questionnaires to gather data from around 200 participants. The study discovered that students show limited understanding of important cultural principles like Hamemayu Hayuning Bawana and Manunggaling Kawula Gusti that form the core of Yogyakarta’s identity. Students generally lacked knowledge about the region's governance since many participants did not recognize key historical and cultural aspects. Students' lack of knowledge provides a threat to traditional values, while modernisation and democratic concepts increase their sway. According to this study, in addition to teaching about local governance, schools ought to integrate Yogyakarta's philosophical underpinnings and historical history through their cultural curricula. The plan proposes community involvement programs to help young people deepen their connection to their cultural roots. Future generations risk losing connection to the region's distinct cultural identity if educational and preservation efforts remain ineffective, thereby threatening Yogyakarta special status.

The Ancient Silk Road And The New Silk Road Of The 21st Century : Comparative Study

Ray Silva, Siti Fatimah — Wed, 31 Dec 2025 14:08:39 +0000

The world system consists of core, semi-periphery and periphery. Along the way, China experienced significant economic growth, attracting world attention. Since thousands of years ago until now there have been famous trade routes, namely the Ancient Silk Road and the New Silk Road of the 21st century which have brought China to become the core of the world. This research aims to find out the comparison between the Ancient Silk Road and the New Silk Road of the 21st century using historical research methods. The results of this research show differences and similarities between the Ancient Silk Road and the New Silk Road of the 21st century in terms of the commodities used for activities, the Silk Road travel routes, the regions involved, developments in transportation technology and the impact on the world system.

Representation of Power and Nationalism in the Guided Democracy Material: A Perspective of Philosophy of Science and Wodak’s Critical Discourse Analysis

Yuda Ariwinata, Siti Fatimah — Wed, 31 Dec 2025 14:35:00 +0000

This study applies the Discourse-Historical Approach (DHA) within Critical Discourse Analysis (CDA) to examine how ideological power and nationalism were represented in Indonesian history education during the Guided Democracy era (1959–1965). Using textbooks, curriculum documents, and political speeches as primary data, the research explores how discourse functioned to legitimize Sukarno’s vision of “guided leadership,” unity, and revolutionary identity. The findings reveal that educational texts operated as ideological tools constructing a moral-political version of history that reinforced state authority and excluded plural perspectives. Through Fairclough’s and Wodak’s frameworks, the study identifies recurring lexical strategies—such as “revolutionary struggle” and “anti-imperialism”—as linguistic mechanisms shaping collective identity. The discussion extends to the postcolonial context, emphasizing that decolonizing education in Indonesia still faces epistemic dependency on state-centered and Eurocentric narratives. Aligning with recent scholarship on curriculum decolonization, the study concludes that historical education must move toward epistemic justice and critical pedagogy to reframe national identity and historical consciousness.

Francis Bacon's Contribution to the Development of Social Science in the Perspective of the History of Philosophy of Science

Aulia Rahmi Putri, Siti Fatimah, Syafri Anwar — Wed, 31 Dec 2025 15:00:53 +0000

This study examines the contribution of Francis Bacon's epistemological thinking to the development of modern science and its relevance to the foundation of social science, especially in Social Studies education. The main issue of this research departs from the scientific paradigm shift from the speculative scholastic tradition to a scientific approach based on observation and empirical experience. By using qualitative methods through literature study and historical-philosophical analysis, this research traces how Bacon's inductive method shapes a scientific mindset that is rational, objective, and systematic. The results show that Bacon's principle of empiricism is not only the basis for natural sciences, but also provides a methodological framework for modern social studies. His concept of idola mentis emphasizes the importance of freeing the mind from bias and prejudice in the process of acquiring scientific knowledge. Bacon's thinking is also relevant in the context of modern education through the application of inquiry-based and experiential learning models that encourage students' critical and reflective thinking skills. Although this research is conceptual in nature, the results open new directions for empirical studies that examine the application of Bacon's principles of empiricism in contemporary social research and pedagogy. Thus, Bacon's intellectual legacy affirms the importance of balance between rationality, empirical experience, and moral responsibility in building the progress of science and civilization.