Paramita:Paramita: Historical Historical Studies Studies Journal, Journal, 30(1), 30(1), 2020, 2020 46-54 ISSN: 0854-0039, E-ISSN: 2407-5825 DOI: http://dx.doi.org/10.15294/paramita.v30i1.22442

ETHNIC CHINESE DURING THE : TEACHING MATERIALS DEVELOPMENT FOR HISTORY LEARNING BASED ON MULTICULTURALISM

Hendra Kurniawan Department of History Education, Faculty of Teacher Training and Education, Sanata Dharma University

ABSTRACT ABSTRAK

The history of Indonesian Chinese society is Sejarah masyarakat Tionghoa Indonesia still rarely studied in history learning at school. masih jarang dikaji dalam pembelajaran se- One of them concerns the discriminatory treat- jarah di sekolah. Salah satunya mengenai per- ment of them during the New Order era. This lakuan diskriminatif terhadap mereka pada article aimed to describe discriminatory poli- masa Orde Baru. Maka penelitian ini ber- cies against ethnic Chinese during the New tujuan untuk mendeskripsikan kebijakan Order era, to present it as a history teaching diskriminatif terhadap etnis Tionghoa selama material, and to elaborate on the importance Orde Baru, menyajikannya sebagai bahan ajar of studying it for the younger people. This re- sejarah, dan menguraikan arti penting search used historical and qualitative descrip- mempelajarinya bagi generasi muda. tive method using literature. The result Penelitian ini menggunakan metode historis showed that (1) Ethnic Chinese in the New dan kualitatif deskriptif dengan studi pustaka. Order era received discriminatory treatment in Hasil penelitian menunjukkan bahwa (1) Etnis various sectors. It was a violation of human Tionghoa pada masa Orde Baru menerima rights and susceptible to trigger conflict. (2) perlakuan diskriminatif di berbagai sektor. Hal The study of the Chinese people can be served itu merupakan pelanggaran atas hak asasi as a history teaching material in the subject of manusia dan terbukti rentan konflik. (2) Studi the New Order era. (3) Teaching materials tentang dinamika masyarakat Tionghoa terse- development is expected to be used to create but dapat disajikan sebagai bahan ajar sejarah awareness of multiculturalism through history pada pokok bahasan masa Orde Baru. (3) teaching. Kajian tersebut diharapkan dapat menciptakan kesadaran multikulturalisme melalui pembela- Keywords: Chinese, New Order, history jaran sejarah. teaching materials, multiculturalism Kata kunci: Tionghoa, Orde Baru, bahan ajar sejarah, multikulturalisme

Author correspondence Email: [email protected] 46 Available online at http://journal.unnes.ac.id/nju/index.php/paramita Paramita: Historical Studies Journal, 30(1), 2020

INTRODUCTION work, discrimination is defined as the dif- During the New Order, the government ference in treatment to fellow citizens issued assimilation policies to solve the based on skin color, race, ethnicity, eco- Chinese problem. These policies abol- nomics, religion, and so on. Discrimina- ished all aspects of Chinese community tion became a severe problem when the life to be equal to any other. Cultural free- discrimination practice against citizens dom restrained, moreover, the political was legalized through various legislations opportunity was just a dream. The Chi- and policies. It is a violation of human nese community was treated as a second- rights and humanitarian principles. class citizen with a variety of discrimina- This discrimination practice had tory policies. become populist policies and systemati- Policies applied by the New Order cally since the Dutch colonial period. government had put the Chinese society Through Article 163 Indische Staatsregel- in a full dilemma position. Some of them ling Wet van 2 September 1854, Ned. S. were being tended exclusively because 1854-2, 1855-2 S. jo. 1, residents of the they had financial ability above average. Dutch East Indies were divided into three This condition triggered social inequality groups, namely: (1) Europe and the Neth- chasm. When tragedy erupted in 1998 erlands group, (2) Foreign Easterners due to the prolonged financial crisis, the group, including Chinese, Arabic, and Chinese community was subjected to India, and (3) bumiputera group mass amok. Surely it wasn’t solely for (Verdiansyah, 2007, p. viii). Their place economic reasons only, but also socially was also isolated, so the Chinatown ap- politically, the Chinese community peared (Onghokham, 2008, p. 2). placed as a foreigner (outsider). Ironically this colonial's model poli- Linguistically, the term Tionghoa cies were re-applied by the New Order and Tiongkok are Indonesia typical terms. government even in more diverse dimen- Tionghoa means China’s people or Chi- sions and institutionalized. Of course, it nese, and Tiongkok means China's state violated various provisions that regulate (Mahfud, 2013, p. 51). ‘China’ term was the democratic life embodied in Pancasila used in the colonial period to humiliate and the 1945 Constitution. The New Or- and insult the Chinese community. Dur- der success in creating a stable socio- ing the New Order, ‘China’ term used political and economic development, but was expected to reduce or remove the su- many controversial policies appeared. perior and inferior feeling among Chinese One of them was the discrimination prac- and natives. This policy resulted in the tice against ethnic Chinese. The closeness psychosocial and discriminatory impacts between the rulers and Chinese business- on social relations. people in this period tended to put the Every Chinese person who had de- Chinese as an economic tool for personal clared themselves to be an Indonesian interest. citizen (WNI) ought to be automatically New Order was the government entered into the Indonesian society under the President leadership (Mahfud, 2013, p. 50). They also blend that lasted from 1967 to 1998. In the post- with the natives, even do intermarriage. It 1965 incident, Indonesia entered a new shows that the Chinese is equal to the stage. PKI that was accused of being the other tribe or ethnic groups who also mastermind of the tragedy were extermi- form this country. Thus it is proper if the nated. This extermination ended with the Chinese community obtain the same dismissal of peoples in President Soekar- rights as other citizens. no's inner circle. Since then, Suharto ap- The discrimination practice against peared as the new leader that reinforced minorities is challenging to be ended. Ac- his position through Surat Perintah 11 cording to Kamus Besar Bahasa Indonesia Maret 1966 (Supersemar). (KBBI)/Indonesia Dictionary in the net-

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Various dynamics experienced by Multicultural education can be in- the Chinese community in the New Order terpreted as an education for people of should be appointed in learning at school. color (Banks & Banks, 2005, p. 3). It It is crucial for the younger generations. wants to explore difference as a necessity They can learn from history so that the (grace of God) and respond to it by full- discriminatory practices against minority tolerant and egalitarian spirit. Education- groups are not repeated. All this time, the al space as a knowledge transformation study of Chinese community history in media (transfer of knowledge) should be the New Order has not been touched in a able to give the multiculturalism value curriculum of history subject. In this dem- through appreciating and respecting the ocratic era, teaching materials develop- diverse realities (plural), both background ment had to be done to disseminate stu- and socio-cultural basis. dents' critical thinking skills. Therefore this study examines the Article 4 Paragraph (1) of Law discrimination practice against ethnic Number 20 Year 2003 about the National Chinese in the New Order as a history Education System, confirmed that the teaching materials development, especial- teaching materials development is also ly in high school. Hopefully, through made on the basic education that is demo- these materials, students can understand cratic, justice, and not discriminatory by the reality of pluralism led to the inculca- upholding the human rights, religious val- tion of multiculturalism value. The devel- ues, cultural values, and pluralistic na- opment of appreciating and respecting tion. Associated to history teaching mate- differences will increasingly develop a rials development, Djoko Suryo also ex- sense of tolerance that began to fade. plains that the history materials should be The aim of this study was (1) to started from some subjects of study describe various discriminatory policies (Aman, 2011, pp. 97–98). One of them is against ethnic Chinese in the New Order; the social history or history of society (2) to prepare history learning materials; (history from bellows) to complete the (3) outlines the importance of history dynamics overview and process of society learning based on multiculturalism. The development widely, entirely, and contin- result can be input for teachers in devel- uously. oping history teaching materials that can So that discriminatory practices open students' insight into the nation's didn’t recur, it needs multiculturalism diversity and the importance of full re- awareness in society. The most appropri- spect for multicultural values. Further- ate means to build multiculturalism more, it also can be proposed to the gov- awareness is education. So the teaching ernment in the History curriculum devel- material development about Chinese opment. community dynamics in the New Order is right to be given in history learning based RESEARCH METHODS on multiculturalism. To examines the discriminatory policies All this time, the multiculturalism against ethnic Chinese in the New Order, of Indonesian nations proved not fully- this research used historical method in- understood by all citizens as something cluding heuristics that was gathering, crit- given, divine Providence, and not by hu- ics or analysis was assessing resources, man factor. Masdar Hilmy argued that interpretation or synthesis was interpret- cultural diversity is not automatically ac- ing the source, and historiography companied by a positive reception (Gottschalk, 1985, p. 32). While the (Mahfud, 2011, pp. 78–79). In fact, the teaching materials design and its im- cultural (and religion) diversity has con- portance examined using qualitative de- tributed to the most significant donation scriptive methods with detailed sentences, of tensions and conflicts arising. complete, and sincerely (Sutopo, 2006, p. 40). The data is collected from various

48 Paramita: Historical Studies Journal, 30(1), 2020 library sources such as books about stud- Chinese racism continued to spread. At ied issues and curriculum 2013's docu- the same time, some Chinese political ments. Data collection was done by using leaders who were being part of the Soe- a literature technique to read, record, and karno government began to be suspected analyze various library resources. The and arrested. historical study phase prioritized the in- Sinophobia campaign or anti- terpretation sharpness by using different Chinese is allegedly sponsored by foreign theories, while the next step used induc- powers, especially Britain and the United tive analysis technique. States. In the Cold War context, the Western capitalist countries tried to stem RESULTS AND DISCUSSION communist influence by conducting anti- Various New Order’s Policies Against China/Chinese to distract Indonesian Chinese Community people from the activities of US-British The issue of Chinese in the New Order anti-imperialism. They were trying to turn began since the outbreak of the 1965 inci- the public opinion that the national ene- dent. After this incident, not only com- my was a China/Chinese that was be- munists and sympathizers became the lieved as the communist source (Setiono, scapegoat, but the Chinese community 2008, p. 975). was also affected. China's alleged involve- Another interesting thing revealed ment by giving support to communist by Mackie that the Chinese people had forces in Indonesia was the reason. How- always been an easy target for pillage or ever, China wasn’t necessarily involved in persecution when the power that had the kidnapping of generals G30S’s vic- been established encountering shock tims, of course. (Chang, 2012, p. 37). The reality was Siauw Giok Tjhan establishes posted G30S incident; the intensity of anti Baperki (Badan Permusyawaratan Kewarga- -Chinese riots was rampant. Pillage, van- negaraan Indonesia) in 1954, accused of dalism, and arson of houses, shops, and being a tool of the Partai Komunis Indone- schools belonging to the Chinese people sia (PKI). This organization intended to happened everywhere. Campaign and unite the Chinese society's political pur- various acts of anti-Chinese, also repres- pose who had declared itself as Indone- sive actions by the military rulers, are sian citizens (Wasino, Putro, Aji, Kur- causing misgivings and prolonged trau- niawan, & Shintasiwi, 2019, p. 217). ma. It caused the Chinese society tried Even Baperki not only consisted of Chi- desperately to avoid the political realm. nese people (Siauw & Oey, 2000). As a Chineseness appeared in the New result, after G30S, BAPERKI accused of Order was something imposed and had a being involved. On October 15, 1965, Res negative impact. Chineseness was not a Publica University (the forerunner of Tri- sincerely aware identity by every Chinese. sakti University) owned by Baperki dam- Chinese identity artificially is created by aged and burned by a mob-backed by mil- the New Order government that was itary force. placed then as the outsider that existed in Since it began a campaign of anti- the country and hostile to those who were China and anti-Chinese, the mass media called natives. As a result, not all Chinese was used to create a hostile atmosphere people wanted to be recognized as part of against the Chinese government and the the Chinese community. Chinese community (Setiono, 2008, p. In the process of making Chinese as 896). Seeing the situation heats up, on outsiders, the New Order imposed a so- October 21, 1965, President Soekarno cial stigma to Chinese such as exclusive, proclaimed to stop all destructive actions asocial, vibrant, and China oriented (and such as racism, vandalism, and arson. hence considered as communists). This However, this warning didn’t heed, even stigmatization manifested in the formula- rumors that led to the outbreak of anti- tion and institutionalization that called as

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"Chinese problem in Indonesia." Ethnic (Tan, 2008, p. 200). These policies could Chinese, cultural, religion, role, and their not be separated from efforts to remove existence were labeled as a problem. It the Chinese component from Indonesian was what makes the Chinese position so culture. vulnerable to be blamed on current social In the social sector, one of the most unrest. influential and continually exist was the The anticommunist pretext is used 'China' call. From August 25 to 31, 1966 as a weapon to face the Chinese as part of happened the second Army Seminar in New Order paranoia. Finally occurred an SESKOAD, Bandung, under Major Gen- essentialist and general identification be- eral Suwarto leadership. One of the re- tween ethnicity (Chinese) and ideology sults was to replace the use of term Repub- (communism). Stigma as Chinese ideo- lik Rakyat Tiongkok and Tionghoa’s people logically considered "unclean," and it was became Republik Rakyat Cina and China’s down through generations to the next people. The reason was for eliminating generation. Instead of a solution, the for- inferior feelings on natives and superior to mulation of government policies regard- Chinese society (Setiono, 2008, p. 985). ing the "Chinese problem" even more dis- The government then followed by the tanced from a harmonious relation. Presidium Circular letter of Indonesian In the cultural sector, the re- Republic Cabinet No. SE-06 / PresKab / strictions on the Chinese community 6/1967 dated June 20, 1967. mainly felt in the culture sector. Even this Foreign citizen, especially Chinese, period could be called a genocide effort of was asked to change their name to Indo- the Chinese culture. At least there were nesian name (’s name) by a reason to four rules issued by the New Order gov- accelerate the assimilation process. The ernment to restrict the Chinese communi- Chinese were already a citizen was also ty movement in preserving their culture, considered a "stranger," so they must there were: (1) Presidential Instruction have proof of citizenship in Indonesia. No. 14/1967 about the prohibition of reli- They should be made Surat Bukti Kewar- gion, beliefs, and customs of China; (2) ganegaraan Republik Indonesia Instruction of the Minister of Home Af- (SKBRI)/ Proof Letter of the Indonesian fairs No. 455.2-360 about temple structur- Republic's Citizenship. Surprisingly, de- ing; (3) Decree of the Minister of Trade spite being renamed, the Chinese people and Cooperatives No. 286/1978 on the still being asked their Chinese names prohibition of import, sale, and distribu- while taking care of various documents. tion of goods with Chinese language and SBKRI could be termed as another characters; (4) Circular letter of Minister form of apartheid that was expressed of Information Circular Letter No. 02/ through laws and customs. The assimila- SE/Di about the prohibition of Publish- tion concept imposed under the New Or- ing and Printing paper/Advertisement der for the Chinese community was clear- with Chinese language and characters ly not the right policy. It didn't mean the Post-1965 incident, all schools that Chinese society didn’t want the assimila- used the Chinese language was closed in tion process to the natives, but the process 1966. In 1967 also imposed a ban on the should run as normal and natural. In fact, Chinese characters using in public places, the intermingling concept that was run by including magazines and newspapers the New Order government did not lead with Chinese characteristics. Presidential to a harmonious society. Instruction No. 14 of 1967 stated that all In the political sector, in the 1930s, forms and the manifestation of Chinese the Chinese political awareness began to culture and traditions such as Chinese appear along with the growth of Indone- New Year, potehi puppet show, lion sian nationalism spirit. The birth of Partai dance, etc. could only be celebrated Tionghoa Indonesia (PTI)/Indonesian Chi- among families in the house or temple nese Party that coordinated by Liem

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Koen Hian emphasized this fact. PTI and International Studies (CSIS). This wanted to maintain their ethnic identity institution later became thinktank at once but politically assimilated into the natives. a conceptual foundation and political pol- Indonesia was also the homeland for Chi- icies of the New Order. Some of them nese and demanded equal rights and obli- were Panglaykim, Tjan Dhiam Hok alias gations, including willing to fight for In- Harry Tjan Silalahi, Liem Bian Kie alias donesia’s independence. Yusuf Wanandi, Liem Bian Koen alias Towards Indonesia’s independ- Sofjan Wanandi, etc. (Cahyono, 1998, p. ence, many Chinese figures were included 30). in the BPUPKI members and taking part Along with the assimilation policy, in the independence planning. Some of Chinese people were not allowed to form the Chinese people after independence their political party in the New Order. became a member of Komite Nasional In- Consequently, very limited people were donesia Pusat (KNIP)/Central Indonesian engaged in practical politics, especially National Committee that served as the for entry in an executive room. Their loy- legislative body then (Mahfud, 2013, p. alty to Indonesia was always suspected 65). They were Drs. Yap Tjwan Bing, and questionable. Likewise, opportunities Liem Koen Hian, Tan Ling Djie, Nio as civil servants, soldiers, and active in Beng Goat, Siauw Giok Tjhan, dr. Oey government educational institutions were Kiem Hway, and Ir. Tan Boen An. minimal. Some Chinese figures also sat at the In the economic sector, in the New party, such as Oei Gee Hwat from Social- Order era, Chinese people tend to be used ist Party and Lauw King Hoo from PKI. in the economics sector. They were al- In the Liberal Democracy era, the Chi- lowed to develop in the trade until giving nese role in politics was also appeared in conglomerates that became government the cabinet, such as Ong Eng Die economists’ cronies. This policy helped to (Minister of Finance from PNI) and Lie create the Chinese image as an economic Kiat Teng (Minister of Health from PSII). animal. As a result of business success, Similarly, in the Guided Democracy era unwittingly encouraged the strengthening recorded that Tan Liong Kim served as of anti-Chinese sentiment. No doubt that Minister of Revenue, Finance and Super- negative things also attached, such as vision, Oei Tjoe Tat as Minister of State greed, extortion, and had fun at the na- from , and David G. Cheng as tives’ misery. Minister of Human Settlements and Con- The New Order government took struction. advantage of the Chinese people’s busi- This condition changed dramatical- ness skills to recover economic decline. ly since the New Order. None of the Chi- Mackie (Chang, 2012, p. 43) notes the nese citizens sat as a minister, except in Chinese economic role during the New the last months before the collapse of the Order as follows: (1) Contribution of Chi- New Order. Mohammad Bob Hasan or nese to the country's economic transfor- The Kian Seng became Minister of Trade mation from 1966 to 1967 had far exceed- and Industry on Development Cabinet ed the natives' businessmen and state en- VII. At the local level, some Chinese citi- terprises. (2) Various privileges and op- zens sat in the legislature, such as Hendry portunities presented by the New Order Jurnawan, Edy Pajarai, Bong Wui regime supported the position and busi- Khong, and Bong Cin Nen, all from Gol- ness interests of Chinese people. (3) Chi- kar in West Kalimantan in the period nese businessman built close ties to offi- 1992-1997 (La Ode, 2012, p. 25). cials or military regime called cukongs sys- Interestingly though, they were not tem. involved in practical politics, but some Interestingly, as noted by Cohen, Chinese figures (the activists' generation many natives could not distinguish be- 66) established the Centre for Strategic tween the Chinese conglomerates' actions

51 Paramita: Historical Studies Journal, 30(1), 2020 and other Chinese (Chang, 2012, p. 45). Teaching materials about Chinese On the other hand, the behavior of Chi- in the New Order can be used as a sub nese conglomerates giant business owners material with indicators development as also raised concern and fear among the follows: (1) Explaining the background of Chinese in general. They kept the doubt discriminatory policies emergence against because they were politically less- the Chinese community in the New Or- protected and economically also depend- der; (2) Describing the various forms of ed on domestic conditions. If the anti- discriminatory policies against the Chi- Chinese violence happened, they would nese community in the New Order; (3) bear the brunt. It was later proven, espe- Explaining the discrimination impact cially in the last years of the New Order. against the Chinese community in the New Order era to the present. Teaching Materials Design While at KD 4.5. can be formulated Sartono Kartodirdjo explains that nation- indicator "presenting a variety of infor- al history should reveal the activity of var- mation regarding discrimination against ious society segments, not only the elite the Chinese community in a particular and majority groups (Mulyana & Darmi- field and its effect in writing." asti, 2009, p. 5). It was necessary to pay Associated with teaching materials attention to the study area of social histo- that can be developed are quite varied. ry or social history (history from bellows) Based on these teaching materials, teach- that centered on a specific group to com- ers can make a worksheet that contains plete the dynamics overview and society questions and discussion. Teachers can development process widely, thoroughly, also download images and videos related and continuously (Aman, 2011, pp. 97– to the internet. For example, about the 98). These ideas further reinforced that 1998 riots that lead to ethnic conflict tar- Chinese history in the New Order can be geted to the Chinese community, the suc- one of the subjects for history teaching cess of Chinese descent athletes to make materials development in schools. Indonesia proud in prestigious sports The history learning in schools in- events during this time, a portrait of Chi- deed can not be released from the applica- nese families living only in the Cina Ben- ble curriculum. In curriculum 2013 of teng, various articles in magazines or high school, there are Indonesian History newspapers and other relevant materials. subjects must be given at every level and In principle, the teaching materials every specialization. Special for Social used should not give a unilateral over- Sciences class, it’s completed by history view. Chinese community living facts in subjects that emphasize the scientific per- the New Order must be juxtaposed be- spective. The material studied is essential tween those whose life modestly and min- and strategic for the social life, so it needs gle with other people and the conglomer- to be given to all students in high school ates who close to the government. News through Indonesian History subject, Par- about ethnic violence seemed to give a ticularly on class XII in the New Order’s negative stigma that the Chinese were not issue. part of this nation and the success of Chi- The materials about Chinese in the nese descent athletes to make Indonesia New Order can be integrated at KD 3.5. proud in the international. It is expected "Evaluating the economic and political the students can find their multicultural- life of Indonesia in the New Order." KD ism awareness and the importance of uni- contained these cognitive content clings ty value. to KD 4.5. "Doing simple research on the political and economic life of the Indone- Methods for Multiculturalism Growing sian nation in the New Order and present- Teaching materials are expected to open ing it in a written report." up insights into the background, condi- tions, feelings, and the discriminatory

52 Paramita: Historical Studies Journal, 30(1), 2020 treatment impact received by the Chinese CONCLUSION community in the New Order. Students Chinese community received discrimina- will understand the reasons why the Chi- tory treatment in various sectors during nese community tended to be apolitical the New Order government. These poli- and asocial during the New Order era, cies violated human rights and susceptible and the remnants still brought up today. to trigger conflicts. This study can be used Including the assumption that the Chi- as a history teaching material in the New nese were outsiders who were not part of Order subject. These teaching materials the Indonesian nation. Of course, it need to be balanced and noted to its ob- should be straightened out for the nation's jectivity. Studying these materials is es- future. sential to instill multiculturalism aware- Along with the reform, the Chinese ness for students as the young generation. began to be received by the public more This study requires further research relat- positively. Today, quite a lot of Chinese ed to teaching materials trials based on people who sit in government and engage the recommended learning design. After in a variety of professions. This situation that, evaluating to determine the students' must be supported by a good understand- mastery level to this material. At once, ing of the role and dynamics of Chinese know the response from teachers and stu- community life in this nation's history. dents to criticize these results. At a later Mutual respecting and appreciating are phase, it can be a recommendation for expected to end the ethnic conflict and governments in developing the curricu- support national integration. lum of history subject in high school. Ethnic conflict can be avoided by emotion, removing the feeling and put the REFERENCES lofty ideals of the founding fathers and its Aman. (2011). Model Evaluasi Pembelajaran Sejarah. Yogyakarta: Penerbit Ombak. development as outlined in this teaching Banks, J., & Banks, C. A. M. (2005). material as a reference. Indonesia formed Multicultural Education: Issues and and evolved over the plurality with the Perspectives. NJ: John Wiley & Sons, Inc. positive and negative sides. History Cahyono, H. (1998). Pangkopkamtib Jenderal showed that the struggle for independence Soemitro dan Peristiwa 15 Januari 1974. occurred because of the Indonesian spirit : Pustaka Sinar Harapan. that unites the freedom, independence, Chang, Y. H. (2012). Identitas Tionghoa Pasca- and progress. Suharto: Budaya, Politik, dan Media. In a higher level, to make the public Jakarta: Yayasan Nabil dan LP3ES. life peaceful, harmonious and tolerant Gottschalk, L. (1985). Mengerti Sejarah. multiculturalism efforts are needed to en- Jakarta: Penerbit Universitas Indonesia hance awareness. The most appropriate (UI Press). La Ode, M. D. (2012). Etnis Cina Indonesia method for building awareness of multi- dalam Politik. Jakarta: Yayasan Pustaka culturalism in education. According to Obor Indonesia. Anderson and Cusher, multicultural edu- Mahfud, C. (2011). Pendidikan Multikultural. cation can be defined as education about Yogyakarta: Pustaka Pelajar. cultural diversity (Mahfud, 2011, p. 175). Mahfud, C. (2013). Manifesto Politik Tionghoa Multicultural education wants to di Indonesia. Yogyakarta: Pustaka explore differences as a necessity (grace of Pelajar. God) and responded to it by full-tolerant Mulyana, A., & Darmiasti. (2009). Historiografi and egalitarian spirit. This idea is in line di Indonesia: Dari Magis-Religius Hingga with the liberation education spirit stated Strukturis. Bandung: PT Refika Aditama. by Paulo Freire (Mahfud, 2011, p. 176). Onghokham. (2008). Anti Cina, Kapitalisme Cina, dan Gerakan Cina: Sejarah Etnis Cina Multicultural education can be reached di Indonesia. Jakarta: Komunitas Bambu. through history learning in schools. Therefore it can create a harmonious life Setiono, B. G. (2008). Tionghoa dalam Pusaran on the Bhinneka Tunggal Ika. Politik. Jakarta: TransMedia.

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Siauw, T. D., & Oey, H. D. (2000). Menjadi WNI: Catatan Pengalaman dan Sumbangsih Siauw Giok Tjhan dan Baperki Tinjauan Kritis. Jakarta: Penerbit Buku dalam Sejarah Indonesia. Jakarta: Hasta Kompas. Mitra. Wasino, Putro, S., Aji, A., Kurniawan, E., & Sutopo, H. B. (2006). Metodologi Penelitian Shintasiwi, F. A. (2019). From Kualitatif: Dasar Teori dan Terapannya Assimilation to Pluralism and dalam Penelitian (2nd ed.). : Multiculturalism Policy: State Policy UNS Press. Towards Ethnic Chinese in Indonesia. Tan, M. G. (2008). Etnis Tionghoa di Indonesia: Paramita: Historical Studies Journal, 29(2), Kumpulan Tulisan. Jakarta: Yayasan 213–223. Obor Indonesia. Verdiansyah, C. (Ed.). (2007). Jalan Panjang

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