| dc.description.abstract | This study examines the history of the conflict between the Simanjuntak Parhorbo Jolo and Parhorbo Pudi clans within the framework of the collective memory of the Batak people, especially from a social anthropological perspective. This conflict is not only genealogical in nature, but also has social and cultural dimensions that are passed down from generation to generation through narratives, symbols, and social practices. The main problem in this study is how this conflict was formed, maintained, and inherited in the collective memory of the related community, and how the dynamics of power and social identity shape the meaning of the event. This study uses an ethnographic method with a qualitative approach, through participatory observation, in-depth interviews, and documentation studies of traditional figures, the older generation, and community members from both sides. Data were collected in two main locations that were the centers of the spread of stories, namely the villages of origin of each group and the social spaces where the conflict was remembered and discussed. The results of the study show that the conflict narrative is still active in collective memory, functioning to strengthen social identity and group legitimacy. Both parties convey their respective versions of history selectively. In addition, the conflict also became a means to negotiate social positions in inter-clan relations and roles in traditional ceremonies. The analysis shows that collective memory is not merely a storage of the past, but rather a constantly changing field of interpretation, influenced by power relations and the need for social identity. Several peace efforts have begun to emerge from the younger generation and traditional figures who are oriented towards reconciliation. This study confirms that the history of conflict in Batak society is not only a record of the past, but also part of a living social dynamic that continues to be reinterpreted. This study recommends the need for a dialogical approach and critical history education in responding to genealogical conflicts that have become part of the collective memory of society. Thus, conflict can be understood not as a legacy of revenge, but as part of the social and cultural learning process. | en_US |
