scholarly journals The representation of colonial discourse in Indonesian secondary education history textbooks during and after the New Order (1975–2013)

2017 ◽  
Vol 47 (3) ◽  
pp. 349-361
Author(s):  
Hieronymus Purwanta
Keyword(s):  
Secondary Education ◽  
History Textbooks ◽  
New Order ◽  
Education History ◽  
Colonial Discourse

scholarly journals Narrativas nacionales y pensamiento histórico en los libros de texto de Educación Secundaria de España y Francia. Análisis a partir del tratamiento de los contenidos de la Edad ModernaNational narratives and historical thinking in secondary education textbooks in Spain and France. An analysis based on contents related to the Early Modern period

2017 ◽  
pp. 206
Author(s):  
Cosme J. Gómez Carrasco ◽  
Sebastián Molina Puche
Keyword(s):  
Secondary Education ◽  
Early Modern ◽  
Cognitive Skills ◽  
Early Modern Period ◽  
Historical Thinking ◽  
History Textbooks ◽  
Education History ◽  
Historical Sources ◽  
Modern Period ◽  
The One

El objetivo principal de este trabajo es indagar en las narrativas históricas y en lascompetencias desarrolladas en los libros de texto de Historia en Educación Secundaria, comparando los contenidos y el pensamiento histórico propuesto por los manuales escolares franceses y españoles sobre la Edad Moderna. Se ha realizado un estudio exploratorio con un tema transversal: las unidades didácticas de la Edad Moderna en 2º de ESO en España y 4º de Collège en Francia. Este estudio ha analizado de una forma comparativa tanto los contenidos sustantivos que presentan los manuales (qué conocimientos históricos se proponen en estos materiales educativos), como los contenidos estratégicos (cómo se presentan esos conocimientos y qué tipo de habilidades cognitivas se le exige al alumnado). Los datos muestran resultados dispares. Por un lado la nación (su origen y consolidación) sigue siendo el principal sujeto histórico en los manuales. Pero existe una gran diferencia en las competencias históricas propuestas al alumnado en España (con un aprendizaje más memorístico) y en Francia (con un análisis más profundo de las fuentes históricas).PALABRAS CLAVE: enseñanza de la historia, narrativa nacional, libros de texto,pensamiento histórico, competencias educativas.ABSTRACTThe main objective of this paper is to look into the historical narratives and the competencies developed in secondary education history textbooks by comparing thecontents and historical thinking on the Early Modern period proposed by French and Spanish textbooks. We carried out an exploratory study with a cross-cutting topic: the teaching units on the Early Modern period in the 2nd year of ESO in Spain and 4th year of Collège in France. This study comparatively analyzed both the substantive contents presented in textbooks (the historical knowledge presented in these educational materials), and the strategic contents (the way this knowledge is presented, and the kind of cognitive skills required by students). The data shows mixed results. On the one hand the concept of nation (its origin and consolidation) remains the main historical subject in textbooks. But there is a major difference in terms of the historical skills proposed for students in Spain (rote learning) and France (a deeper analysis of historical sources).KEY WORDS: history education, national narrative, textbooks, historical thinking,educational skills.

Militaristic Discourse in Secondary Education History Textbooks during and after the Soeharto Era

2017 ◽  
Vol 9 (1) ◽  
pp. 36-57
Author(s):  
Hieronymus Purwanta
Keyword(s):  
Secondary Education ◽  
Critical Discourse Analysis ◽  
History Textbooks ◽  
Cultural Dimensions ◽  
Education History ◽  
History Textbook ◽  
Historical Discourse ◽  
Discourse Production ◽  
Civilian Leadership ◽  
The Military

This study examines the year-to-year development of militaristic discourse in Indonesian secondary education history textbooks since 1975. Historical descriptions written since the fall of Soeharto’s military regime and its replacement by a civilian government in 1998 tend to emphasize Indonesia’s military history and pay little attention to its civilian leadership. To what degree did political change influence the production of historical discourse in recent textbooks in Indonesia? This article attempts to answer this question by applying Critical Discourse Analysis (CDA) to textual sources, in order to expose their historical and socio-cultural dimensions. The results show that in the post-Soeharto era, militaristic perspectives continue to dominate discourse production in history textbooks, denying the role of civilian leadership. This glorification of the military demonstrates that the Indonesian army continues to influence the country’s history textbook production in the modern era.

scholarly journals Ideologisasi Konsep Reformasi dalam Historiogra fi Buku Teks Pelajaran Sejarah di Sekolah

2016 ◽  
Vol 1 (1) ◽  
pp. 55
Author(s):  
Mi’raj Dodi Kurniawan ◽  
Andi Suwirta
Keyword(s):  
High School ◽  
History Textbooks ◽  
Senior High School ◽  
New Order ◽  
Politics Of Education ◽  
Political Interests ◽  
Key Word ◽  
The Government ◽  
The Right ◽  
Or History

<p><strong><em>ABSTRAKSI: </em></strong><em>Salah satu karya historiografi yang disusun dan dipublikasikan untuk tujuan pendidikan adalah buku teks pelajaran untuk SMA/MA (Sekolah Menengah Atas/Madrasah Aliyah), Kelas XII. Selain harus memenuhi syarat ilmiah, buku teks pelajaran sejarahpun disesuaikan dengan kebijakan dan kepentingan politik pendidikan dari pemerintah, yang termaktub dalam dan diwakili oleh kurikulum pendidikan sejarah. Dalam konteks ini, sejarah tidak diposisikan sebagai “sejarah untuk sejarah” atau sejarah dalam ruang kedap kepentingan, melainkan dijadikan alat pendidikan oleh pemerintah. Hal ini terlihat dari adanya ideologisasi (penyebarluasan ide dan pandangan) pemerintah terhadap peserta didik melalui buku teks pelajaran sejarah. Bentuk ideologisasi yang terdapat dalam historiografi buku teks pelajaran sejarah SMA/MA kelas XII diantaranya berupa ideologisasi konsep “reformasi”.</em><em> </em><em>Dalam buku teks ini, bukan saja konsep “reformasi” itu bermakna dan diopinikan baik, manakala pada zaman Orde Baru bersifat buruk, melainkan juga para pembacanya diarahkan untuk menyetujui sikap tim penulis yang adalah juga sikap resmi pemerintah, bahwa pemerintahan Orde Baru yang buruk itu harus dikoreksi oleh pemerintahan Reformasi. Betapa pun masih mengalami banyak kendala, namun dikatakan bahwa “reformasi” ialah langkah tepat dan memberi optimisme bagi bangsa Indonesia dalam mencapai tujuan pembentukan negara-bangsa.</em></p><p><strong><em>KATA KUNCI:</em></strong><em> Ideologisasi, buku teks, konsep reformasi, kepentingan pemerintah, dan politik pendidikan.</em><em> </em></p><p><strong><em>ABSTRACT</em></strong><em>: “The Ideologization Process of the Concept of Reform in the Historiography of History Textbooks in Schools”. One of the works of historiography which is prepared and published for the purpose of education is textbooks for SMA/MA (Senior High School/Islamic Senior High School), grade twelve. In addition to fulfilling scientific requirements, history textbooks are suited to the educational policies and the political interests of the government, embodied in and represented by the curriculum of history education. In this context, history is not positioned as a "history for history" or history in the tight space of interests; rather, it is an educational tool of the government. This is evident from the process of ideologization (the dissemination of ideas and views) of the government towards learners through history textbooks. The form of ideologization process contained in the historiography of the history textbooks of SMA /MA grade twelve, among others, is the ideologization of “reform” concept. In the textbooks, not only is the concept of "reform" meaningful and well-regarded, which the New Order government era was considered bad, but readers are also directed to approve the attitude of a team of writers who are also the official stance of the government, that the New Order government was bad, and it should be corrected by the Reform government. Although there are still many obstacles, it can be said that "reform" is the right step and it gives optimism to the nation of Indonesia in achieving the goal of establishing the nation-state.</em></p><p><strong><em>KEY WORD</em></strong><em>: Process of ideologization, textbooks, concept of reform, governments’ interests, and politics of education.</em></p><p><img src="/public/site/images/wirta/05.a_.miraj_.id_.ok_.jpg" alt="" />  <img src="/public/site/images/wirta/05.b_.mas_.upi_.ok_.jpg" alt="" /></p><p><strong><em>About the Authors:</em></strong> <strong>Mi’raj Dodi Kurniawan, S.Pd.</strong> adalah Alumni Mahasiswa Pendidikan Sejarah UPI (Universitas Pendidikan Indonesia) dan Mahasiswa Program Magister S-2 Pendidikan Sejarah di Sekolah Pascasarjana UPI. <strong>Andi Suwirta, M.Hum.</strong> adalah Dosen Senior di Departemen Pendidikan Sejarah UPI Bandung. Alamat emel penulis: <a href="mailto:[email protected]">[email protected]</a> dan <a href="mailto:[email protected]">[email protected]</a></p><p><strong><em>How to cite this article?</em></strong> Kurniawan, Mi’raj Dodi &amp; Andi Suwirta.<strong> </strong>(2016). “Ideologisasi Konsep Reformasi dalam Historiografi Buku Teks Pelajaran Sejarah di Sekolah” in <em>MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan</em>, Vol.1(1) Maret, pp.55-68. Bandung, Indonesia: UPI Press. <strong></strong></p><p><em><strong><em>Chronicle of the article:</em></strong> </em>Accepted (January 25, 2016); Revised (February 25, 2016); and Published (March 11, 2016).</p>

scholarly journals A History and Ideology in the Development of the Writing of History Textbooks for High School in Indonesia 1994-2013

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Wawan Darmawan, Scopus ID: 57192940869
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
History Textbooks ◽  
Critical Discourse ◽  
Government Policies ◽  
New Order ◽  
Ideological Discourse ◽  
The Reformation ◽  
The Government

This article reveals the results of research on the contents of history subjects in history textbooks for High School that issued in two different government, those are the New Order Government and Reformation Government, which are considered to contain ideological messages. History textbooks that flowed from the curriculum follows on government policies. That wasn’t surprising if the government changed, they will change the curriculum, and also change the content of text books, in this case includes the history text books. The change indicates that history text books cannot be separated from the interests of the government’s ideology. The aim of this research is wanting to reveal the forms of ideology that is present in the content of history text books. The method that used is critical discourse analysis to know the ideological discourse in history text books from two different government periods. The history text books that are examined based on the 1994 Curriculum and the 2013 Curriculum to indicate two curriculums results from two reigns. Based on the results of this research, it can be compared with the ideology of writing content of history text books in the New Order and Reformation period, there are includes communism and Pancasila, deceit democracy and freedom for democracy, militarism and anti-militarism, neoliberalism and anti-communism, liberalism and anti-liberalism. However, there is still a single narrative of the nation in the New Order that could not be replaced by the Reformation era.

scholarly journals The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks

2021 ◽  
Vol 20 (4) ◽  
pp. 137-151
Author(s):  
José María Álvarez-Martínez-Iglesias ◽  
Jesús Molina-Saorín ◽  
Francisco Javier Trigueros-Cano ◽  
Pedro Miralles-Martínez
Keyword(s):  
Secondary Education ◽  
History Textbooks ◽  
Teaching Staff ◽  
Cognitive Level ◽  
Rigorous Analysis ◽  
Italian History ◽  
Descriptive Research ◽  
Statistical Program ◽  
Competency Based ◽  
Teaching Learning

This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research was carried out for the benefit of teachers and for the improvement of the teaching-learning process. The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevant publishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicated that the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it was concluded that for students to strengthen the development and acquisition of critical thinking, the use of textbooks must be integrated with other, more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine.

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