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The 2nd International Conference on Technology, Education, and Social Science 2018 (The 2nd ICTESS 2018)

Multicultural Narratives in Indonesian Education Historiography: Study Discourse-Historical Approach History Textbook of Senior High School

Akhmad Dwi Afiyadi, Leo Agung S, Sunardi Department of History Education, Sebelas Maret University, Solo, Correspondence: [email protected]

Abstract: This research tries to trace the multicultural narrations produced by government through textbooks of history lesson (high school) as compulsory subjects. This research is based on the theory of multiculturalism which states that multiculturalism is the recognition of cultural diversity including ethnic, religious, racial and intergroup diversity. On the other hand this articles attempts to look at the multicultural narrations produced by the government in the textbooks of historical pursuits and the political context of education in the production of multicultural narratives. The multicultural narratives described in the textbook of the history lessons ideally depict the territory of Indonesia which has a diversity of tribes, religions, race and groups. The result of this study are expected to find whether the narrative textbooks of history lessons have revealed historical facts that reflect the diversity of Indonesian society and see how the political context of education, whether to position the textbook as a way of controlling the official historical narratives that students, educators and policy makers education. Keywords: [Multicultural Narratives, History Textbook, Discourse-Historical Approach, Education Historiography]

1. INTRODUCTION not be separated from the political interests of the government. State political conditions The lesson of history is the lessons affect the curriculum and textbook material. taught at the school from the elementary to This is because history textbooks in schools the secondary level. Materials given such as are the basis for developing historical historical events that occurred in the awareness and national awareness of the territory of Indonesia. The construction of state version (Nordholt, 2005: 15) historical writing is in the textbook of The historiography of the textbook will history lessons that become the source or reflect the author's interpretation of the media in the learning process of history. historical material in the curriculum. The Hence the history textbook is part of the author of the textbook does the work of historical historiography. interpretation of two aspects, first is to History can be regarded as a discourse interpret the subject matter in the curriculum system, discourse, who wants to say into the material described in the textbook, "something about something" (Abdullah, and the second is in the form of writing 2005: xviii). The historical discourse is tied containing the interpretation of historical to the context, that is, the time context that is facts into historical narratives. In the writing characteristic of historical events. of historical narratives, the interpretation is The material in the history textbook influenced by the subjectivity of the author rests on the curriculum. Curriculum is of the book, as in the writing of history, the theoretically political policy, then the historian is influenced by his attitudes, subject matter of history in textbooks can

185 assumptions, mental and values (Arthur historical narrative in every age (White Marwick 1989: 212). 1978) Reconstruction of writing by compiling The problem in this research is whether and assembling historical facts into a the textbook of history lessons in high narration will show the interpretation done school, featuring a multicultural narrative? by the author of history. Interpretation is a Multicultural is the narrative textbook measure of historical truth as part of science. history lesson that displays the diversity of Then the truth of history is determined by Indonesian society. The reality of the author. The various views held in the Indonesian society is a diverse society of author's cognition influence in constructing tribe, religion, race, and class. the historical narrative. The construction of historical narration shows a linguistic 2. RESEARCH METHODS element. In the view of postmodernism language skills become an important part in There are three historical textbooks that looking at historical truth. The structure of become corpus: class X language shows a connection between one (revised edition 2017), History of Indonesia word being sentence and an intercostal class XIa (revised edition 2017), XIb relationship. The relationship between words (revised edition 2017). The three books are and sentences has meaning. This meaning part of the compulsory textbook in the will give birth to the truth (C. Behan MC Indonesian history lesson of the 2013 Cullagh, 1998: 14-15). curriculum. Based on the book, the authors The content of multicultural narration is then analyze the book with historical- part of the material contained in textbooks. discourse-analysis approach of (Reisigl and This is because when looking at the Wodak 2008). The approach includes two historical events of Indonesia as an layers of analysis: textual analysis, independent nation with a variety of islands contextual analysis. The focus of analysis is with tribes, religions, races, groups who from multicultural narratives. Multicultural settled in Indonesia until now.Disclosure of narratives are defined as the exact meaning historical discourse is important because the of each object that can be used to educate practice of discourse in history is a practice and educate and develop the cognitive, of discourse in general and is a social affective and psychomotor attitudes of practice influenced by power or ideology learners. Textual analysis refers to the (van Dijk, 1998: 10).This paper follows content of the book. Contextual analysis Hayden White's perspective on how history refers to the sociopolitical and historical seeks to represent historical events through background of the book that influences historical narratives contained in historical contextual interpretation. textbooks. White distinguishes between discourse, narrative, and narrative discourse 3. ANALYSIS RESULTS based on the existence of subjectivity and Textual Analysis Textbook History objectivity in a narrative. The narrative contains a plot that shows how a narrative Textbook History of Indonesia is a framework and plot were built close to a compulsory book of History of Indonesia historical event. White states that the style of based on the Curriculum 2013 which has the historical narrative is influenced by the experienced updating. Textbook Lesson spirit of the age and ideology, thereby "History of Indonesia" is a compulsory causing an opportunity to change the style of textbook that students use in the process of

186 learning history in the classroom. Textually, able to take the values of every historical the textbook of class X history consists of a event to strengthen mutual respect for single volume with three main chapters and diversity in all spheres of life. several sub-chapters. Chapter One narrates the "Tracing the Early Civilization of the Contextual Analysis Multicultural Indonesian Archipelago". The second Narration Textbook History chapter narrates the "Traders, Rulers and Textbook History of Indonesia which Poets of the Classical Period ( and became the corpus of this research is a Buddhism). The three narrate about recent edition of the book made on the basis " and Cross Culture in the of needs in the process of learning history in Archipelago". Then for the textbook the classroom in accordance with the "History of Indonesia" class XI consists of Curriculum 2013. The contextual analysis of two volumes with seven main chapters. First multicultural narrative textbook history of narrate about "Between Colonialism and Indonesia is divided into sub-sub-discussion Imperialism". Both narrate about "War with the categorization of: First , Historical Against Colonialism and Imperialism". relics in the room. Second, historical events Third of the "Impact of the Development of in space. The sphere in question is the place Colonialism and Imperialism". Fourth about where the historical event took place and the "Oath of Youth and Identity historical fact is located. Researchers try to Keindonesiaan". The fifth about "The create spatial category that is by dividing Sunrise Tyranny". The sixth of "Indonesia into two categories namely and outside Merdeka". Seventh about the "Revolution Java. The making of this category is based Uphold the NKRI Banners". on the sociological and cultural realities of In the Curriculum 2013 subjects society in Indonesia that can be “History of Indonesia” is one of the subjects distinguished Java and non Java. Java Island must be studied by students. As a mandatory is the most populous island and so are the lesson followed by students, this book is Javanese who migrate outside of Java Island. structured with a popular regressive Consequently Java as a cultural reality is approach. In this book students are invited to sociologically more dominant in the life of view history in everyday life, through society in Indonesia. observation of socio-cultural conditions and a number of historical remains of the Historical Relics in the Spatial students observable in the surrounding environment. From this observation students Description of data in this section are invited to see the phenomenon around it analyzes the contents of the material book by connecting it to a past event. In the hope described in the textbooks of the history of that students are capable of pluri-causal class X high school. This analysis is done thinking, which meets the cause of the event because the material contained in the class X because of many factors. (Kemendikbud, book is predominantly describes the relics of 2017-2b: iii). pre-literacy and the history of the Hindu- Based on the description, the textual Buddhist and Islamic era. The explanation of meaning of the “Textbook History” is the the material in the class X book is divided instruction to students to be able to write and into three chapters: first, tracing the early describe every event that occurs and link civilizations in the Indonesian archipelago, events in the region with national and global the second, the traders, rulers and poets of events. Thus, students are expected to be the classical period (Hinduism and

187 Buddhism), and third, Islamization and textbooks like this: "Ancient human remains cultural crossing in the archipelago. Broadly for the time being the most widely found are speaking, based on the historical period of on the island of Java. Although in other Indonesia, the subject matter of history in regions there are also, researchers have not the X-class high school from prehistoric been able to find the remains or are still little times, the Hindu-Buddhist era and the to be found, for example in Flores ... Islamic kingdoms. "(Kemdikbud, 2017: 19). In Chapter I Class X can be seen in the The narrative of ancient human section “Traces the Early Civilization of the discovery other than in Sangiran is also Archipelago Islands”. In this section the found in Trinil, Ngawi . In Trinil spatial aspects that can be studied are the Eugene Dubois discovered the remains of an places where the discovery of early humans early man called Pithecantropus erectus. The and cultural results, although also called discovery of early humans was also found in other places outside of Java, but little. The other areas around the flow of the Bengawan center of the discovery of early humans in . It can be seen in the textbook Indonesia even defined as a world heritage, narrative as follows: "... ancient human namely Sangiran. This can be seen in remains are also found in Perning, textbooks: Mojokerto, East Java; Ngandong, Blora, "... Sangiran Ancient Human Site has ; and Sambungmacan, Sragen, been established by UNESCO as Central Java in the form of skulls of children world cultural heritage ... the aged about five years ". (Kemdikbud, 2017: recognition is based on various 22). complex considerations ... among The discovery of early humans outside others because in the region are stored the island of Java is in Flores or known as thousands of ancient human remains Man Linga Bua, as in the following textbook that show the process of human life narrative: from the past ... "(Kemdikbud, 2017: "The discovery of the human Homo 18). floresiensis in 2004 ... in a cave of Sangiran was first discovered and settlements in Flores ... Liang Bua investigated by P.E.C. Schemulling in 1864, man was discovered by Peter Brown with reports of the discovery of vertebrate and Mike J. Morwood in 2003. The fossils from Kalioso. Then in 1934, Gustav discovery of a new species named Heindrich Ralph von Koenigswald Homo floresiensis, according to discovered lytic artifacts in the Ngebung where it was found .. . "(Kemdikbud, region. Sangiran became famous for the 2017: 28). fossil findings of Homo erectus sporadically In the next discussion related to and continuously. Homo erectus is the most technological developments resulting from important taxon in human history, before early humans. The narrative findings of entering the human stage Homo sapiens or ancient human technological results in modern man. (Kemdikbud, 2017: 20). textbooks are still widely found on the island As seen in terms of spatial relics, the of Java which is then divided into two, discovery of ancient humans narrated in namely Kebudayan Pacitan and Ngandong. textbooks tend to dominate the discovery in As described in the following textbook: Java, although found outside of Java, but the "This culture developed in Pacitan, East number and narration is still small. As in Java ... Koenigswald in his research in 1935

188 has found some rock technology or stone such as Lamoncong" ( Kemdikbud, tools in the Baksoka River near Punung .." 2017: 59-60). (Kemdikbud, 2017 : 55). At the end of the chapter Traces the The findings of the tools of human Early Civilization in the Indonesian technology in textbooks are also found Archipelago was to discuss a revolution of outside Java, it can be seen in the textbook ancient human culture. The revolution in description as follows: question is a cultural revolution, namely the "The ax is spread across South occurrence of changes in the pattern of , East , South human life. The lifestyle of food gathering is , , Flores and Timor". replaced by the pattern of food producing. (Kemdikbud, 2017: 56) The place mentioned as a place where the As for the discovery of technological findings of cultural heritage ax and square results of ancient human culture was also ax oval in Java and outside Java, although found in Ngandong, East Java. Distribution the mention of places in Java is still more of artifacts outside Java is described in the than outside Java. textbook narrative as follows: "The The discovery of square axes as in the distribution of artifacts and paleolithic following textbook: "the spread of these equipment is quite extensive since from the tools is mainly in the western islands of regions of Sumatra, Kalimantan, Sulawesi, Indonesia, such as the west, such as Bali, , East Nusa Sumatra, Java and Bali. It is estimated that Tenggara and Halmahera". (Kemdikbud, the centers of this square ax technology are 2017: 57) in Lahat, , , Tasikmalaya, Narratives where the discovery of then Pacitan-, and on the slopes of ancient human technological artifacts are Mount Ijen ... in Pasirkuda village near also scattered outside of Java, but the Bogor also found asahan stone ". explanation is not as complete as the (Kemdikbud, 2017: 64) discovery in Java. The mention of the above In chapter two discusses "Traders, discovery mentions more the name of the Rulers and Poets of the Classical Period island or , not yet explaining where (Hindu-Buddhism). The analysis in looking the place is exactly as with the names in at the spatial side is by looking at the Java. narrative in textbooks related to the location Narrative textbooks related to ancient of the Hindu-Buddhist kingdoms along with human cultural heritage on the beach and the evidence of its relics. The aspect of cave are mentioned outside Java. Cultural space in the discussions of the Hindu- heritage found on the beach is Buddhist kingdoms is more of the kingdoms kjokkenmoddinger (kitchen waste) and in in Java than in the Outer Islands. The Hindu the cave is Abris Sous Roche. As with the Buddhist kingdoms in Java are; following textbook narrative: Tarumanegara, Kalingga, Ancient Mataram, , , and . While "... kjokkenmoddinger is a pile of pile outside Java like; , Sriwijaya, of shells and shells that pile up along Buleleng, Warmadewa, Tulang Bawang, and the coast of East Sumatra between Kota Kapur. Langsa in to ... sous The first Hindu-Buddhist kingdom roche abris culture is commonly discussed in the textbook narrative is the found for example in Besuki, Kutai Kingdom. This Kutai Kingdom is Bojonegoro, also in estimated to be located in Mahakam River,

189 East Kalimantan. As with the narration in narrative is not as extensive and deep as the the following textbooks: narrative of the Hindu Buddhist kingdoms in "The kingdom of Kutai is considered Java. Then the last discussion is the the first Hindu-Buddhist kingdom in kingdom of Tulang Bawang in Indonesia ... is estimated to lie in the and Kapur City's kingdom on Bangka Muarakaman region on the banks of Island. The kingdoms are not broad and the Mahakam River, East Kalimantan. deeply related narrative explanations when Mahakam River is a fairly large river compared to the kingdoms located in Java. and has a tributary ... ". (Kemdikbud, The following discussion is the Islamic 2017: 87). kingdoms in the archipelago discussed in the chapter of “Islamization and Cultural Cross The discussion of the kingdom after in Nusantara”. The aspect of space between Kutai is the Tarumanegara Kingdom located Java and outside Java in the discussion of not far from the north coast of western Java. the Islamic kingdoms in the archipelago is Based on the inscriptions found the center of proportional compared to the discussion of Tarumanegara Kingdom is estimated to be the Hindu Buddhist kingdoms. In the between the Citarum River and Cisadane. discussion of the Islamic kingdom in the Evidence of the kingdom of Tarumanegara archipelago, every island in the archipelago scattered in the area of , Bogor, and there are Islamic-patterned kingdoms. South . The first discussion of the Islamic The next discussion of the Hindu- empire in Sumatra, among others; Samudra Buddhist kingdom is Kalingga located in Pasai, Aceh Darussalam, Siak, Kampar, central Java. It is estimated that this work is Indragiri, , Sultanate. in Kecamatan Keling, , Central Java Narrative discussion of the kingdom in or north of Mount Muria. The next kingdom Sumatra is quite extensive and deep, is the Sriwijaya Kingdom located outside especially in the kingdom of Samudra Pasai Java Island, namely in Sumatra. The and Aceh Darussalam when compared with discussion of Sriwijaya Kingdom that is the discussion about the kingdom of Siak, outside Java in the text book narration is Kampar, Indragiri, Jambi and Sultanate of quite a lot. The kingdom of Sriwijaya lies Palembang. the center of his empire in various opinions, Narration of Islamic kingdoms in Java in located in Jambi or in Palembang, near the history textbooks are: Demak Kingdom, coast and on the banks of the . Mataram Kingdom, , Evidence of Sriwijaya Kingdom heritage Sultanate of . The territory of these spread in various places, namely in kingdoms represent the territory of Java Palembang, Bangka, and Jambi. Island, namely Demak Kingdom in Demak, The next textbook narrative is to Mataram Kingdom in or Central discuss the Hindu Buddhist kingdoms in Java, Banten and Cirebon Sultanate in starting from Ancient Mataram, Kediri, Java. Singhasari, Majapahit. The location of the The Islamic kingdoms of Kalimantan kingdoms mentioned in the area of Central are mentioned in the textbook narrative as Java and East Java. follows: In the last part of the narrative the Hindu-Buddhist kingdoms are the kingdom "The Sultanate of Pasir (1516), of Buleleng and the Kingdom of the (1526-1905), Warmadewa Dynasty in Bali. The royal Sultanate of Kotawaringin, Pagatan Kingdom (1750), Sambas Sultanate

190 (1671), Kutai Kartanegara Sultanate, Bacan, Jailolo and also proeses Islamization Berau Sultanate (1400), Sambaliung in Ambon ". (Kemdikbud, 2017: 228). Sultanate (1810) , Gunung Tabur The discussion of the Islamic kingdoms Sultanate (1820), Sultanate in Papua in the textbook narrative is not (1711), Tidung Sultanate, and the deep, but the mention of the names of (1731). kingdoms that once stood in Papua is (Kemdikbud, 2017-215). mentioned as follows: The narrative of Islamic monarchy in "Sources of history show that the is not discussed in its entirety. The spread of in Papua has been narrative discussion on textbooks is limited going on for a long time. In fact, to the Pontianak kingdom in West based on historical evidence there are Kalimantan among others Tanjungpura and a number of Islamic kingdoms in Lawe and Banjar Kingdom () in Papua, namely: (1) Kingdom of . Waigeo (2) Kingdom of Misool (3) The narratives of the Islamic kingdoms Kingdom of Salawati (4) Kingdom of in Sulawesi in the textbook mention some Sailolof (5) Royal Fatagar (6) royal names, but only the kingdom of Gowa- Rumbati Kingdom Atiati, Sekar, Tallo and the Kingdom of Wajo are Patipi, Arguni, and Wertuar) (7) discussed further. As the narrative in this Kingdom of Kowiai (Namatota) (8) textbook says: "Here are some of the Islamic Kingdom of Aiduma (9) Kingdom of kingdoms in Sulawesi between Gowa-Tallo, Kaimana ". (Kemdikbud, 2017: 229). Bone, Wajo and Soppeng and the Buton Further discussion of the nine Islamic Sultanate. (Kemdikbud, 2017: 220). kingdoms above does not exist, but further Narrative discussion of the Islamic explanation related to the narrative is about kingdoms in Maluku in history textbooks the opinion of the coming of Islam in Papua. are: Narrative textbooks on the Islamic "From the beginning it is known that kingdoms in Nusa Tenggara are associated in this area there are two large with the Kingdom of Lombok and Islamic-style kingdom, namely Sumbawa, the royal center located in and Tidore. Both of these Selaparang and Bima Kingdom in Bima kingdoms lie to the west of Nusa Tenggara. Halmahera Island, North Maluku. The two kingdoms are their respective Events in the Spatial centers on Ternate and Tidore Islands, In this section the researchers analyzed but its territory includes a number of the textbook narrative of class XI lessons islands in the and containing elements of multicultural Papua ". (Kemdikbud, 2017: 225) discourse in the level of historical events in Further explanations are only in the the spatial. The selection of class XI books kingdom of Ternate, related to other Islamic on the discussion of events due to the kingdoms such as Tidore, Bacan, Jailolo narration contained in textbooks reveal there is no comprehensive explanation, as in many important events in Indonesian history the following textbook: "In addition to the that began the period of Colonialism until Kingdom of Ternate, you can find other the National Movement. sources about the Kingdom of Tidore, Aspects of events in the sphere of discussion on Colonialism and Imperialism

191 mention the narrative that shows the Discussion on the chapter "Oath of multicultural as in the textbook history of Youth and Identity Keindonesiaan" in the the following: textbook that the impact of the youth who "In 1610 Pieter Both left Banten and got education in Europe. The experience succeeded in entering Jayakarta. The gained by youth at school and in life after ruler of Jayakarta at that time, Prince graduation is different from their older Wijayakrama was very open in terms generation. The educated young men then of trade. Merchants from anywhere formed a "national" consciousness as are free to trade, in addition to the bumiputra in the Indies, moving with other archipelago as well as from outside "nations" in the timeline leading to such as from , England, modernity. / India, Persia, Arab, The narrative discussion of the chapter including the . Thus, "Oath of Youth and Identity of Indonesia" Jayakarta with its port of Sunda contains many multicultural elements, it can Kelapa becomes a very busy trading be seen from the growing spirit of city (Kemendikbud Volume IIa, 2017: nationalism of different youth like Jong 27). Java, Jong Celebes, Jong Sumatranen Bond, , Jong Bond and The above explanation can be seen that others but aspire to unite and independence, the trade and hospitality of the local rulers of the rapid development of press in areas such the archipelago make the traders from as Batavia, , Yogyakarta, Bandung, abroad interested to trade in , , , and meet among traders from within and However, on the other side of the outside the archipelago. multicultural content of the youth, the youth In the next chapter "War Against associations and the different press of the Colonialism and Imperialism" is divided region they want a change aimed at into "War Against Trade Conflicts and War nationalism that leads to independence. Against Dutch Colonialism". In the narrative Thus, in this chapter it can be seen that the of "War Against Trade Conflicts", the narrative element contained is that multicultural-filled narratives are fairly multicultural ideas are in a position within balanced, it can be seen in the textbook that the idea of nationalism. in terms of spatial events in the sub-chapters In the next chapter that is related to the "Aceh Versus Portuguese and VOC, Maluku narrative of "Indonesia Merdeka" elements Weapons, Agung Versus JP Coen , that contain multicultural within the scope of The Banten Resistance, the Gowa the idea of nationalism or independence. It Resistance, the People's Weapon, the can be seen as in the following textbooks: Chinese Revolt and the Resistance of Prince Mangkubumi and Mas Sa'id ". "... evolved a very crucial issue In the chapter of the War Against the related to the first precepts in Dutch Colonial, the discussion of events in Pancasila which is an inseparable part spatial balance in the level of Indonesia. It of the Preamble of the Constitution:" can be seen as in the history textbook that is Deity with the obligation to enforce in the war in the area include: War Tondano, Islamic shari'ah for its adherents. The War Pattimura, , Diponegoro war, people of Eastern Indonesia who are Resistance in Bali, Banjar War, , generally Protestant and Catholic Batak War. Christians have objected to the formulation ... Hatta overnight

192 pictured how the Republic of reflects. Textual, history textbooks Indonesia without Eastern Indonesia, containing the narrative of multicultural. how the years-long struggle of Islam, Contextually multicultural narratives can be Christians, Catholics and other found in all parts of the book, especially in religions. Bung Hatta in his heart the categorization of historical relics in asserted Indonesia must remain united keruangan and historical events in ... "(Volume IIb, 2017: 106) keruangan. Textual and contextual meaning The same narration is that the was able to be a base or a paradigm of multicultural and nationalime ideas in education policy and praxis as a the textbook are as follows: multicultural competency that is owned by the student, either in the problem solving in "... Unity and unity is a very the classroom as well as in human life. important value in every form of Multicultural narratives of historical struggle. All existing organizations or relics in into the room, the discovery of powers, albeit with different ancient human narrated in the text books ideologies or organizations, remain tend to be dominated by the discovery on the united in the face of the colonizers to island of Java, although found outside the achieve independence. In the period island of Java, but the quantity and the of disarmament against Japan, the war narrative is still a little bit. Aspects of the against the Allies and the Dutch, all space in the deliberations of the kingdoms members of the TNI, various more Hindu-Buddhist kingdoms located in members of the united and united Java compared with outside Java. Buddhist peoples "(Volume IIb, 2017: 208). Hindu kingdoms in Java, which are namely; "... as the embodiment of the love of Tarumanegara, Kalinga, the ancient the homeland, the love of his blood Mataram, Kediri, Singhasari, and Majapahit. spilled the rise of resistance in the While outside Java such as; Kutai, , region to resist the power of the Buleleng Warmadewa Bone, onions, and invaders. In Sumatra, in Java, Bali, Lime City. Aspects of space between Java Sulawesi and elsewhere, there was and outside Java in the deliberations of the turbulence and resistance against Islamic kingdoms in Nusantara foreign powers, for the sake of proportionally compared to the deliberations independence of their homeland of the Hindu kingdoms of the Buddha. On "(Volume IIb, 2017: 209). discussion of the Islamic Empire in the The multicultural idea lies in the Malay Archipelago, each island in the position of the scope of the idea of archipelago there are other Islamic nationalism or unity towards independence kingdoms. gaining the attention that goes on to the Multicultural narratives of historical history text of the chapter "The War Against events in to the room, the events in the room Colonialism, the Oath of Youth and the enough to spread on the proportional Identity of Indonesia, the Rising Sunrise, discussion of colonialism and imperialism, and the Independent Indonesia." the war against colonialism and imperialism, Aceh Versus Portuguese and "VOC ", 4. CONCLUSIONS Maluku Lift Arms, Sultan Agung Versus j. P Coen, resistance, resistance, Gowa, Riau A textbook lesson in "history of People Adopted the weapon, the Chinese Indonesia" textual and contextual meaning Uprising and resistance Prince

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