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Home , Alimin, Cut Nyak Dhien, Cut Nyak Meutia, Fatmawati, Frans Kaisiepo, Hamengkubuwono IX

Paramita:Paramita: Historical Historical Studies Studies Journal, Journal, 29(2) 29(2) 2019: 2019 119 -129 ISSN: 0854-0039, E-ISSN: 2407-5825 DOI: http://dx.doi.org/10.15294/paramita.v29i2.16217

NATIONAL HEROES IN INDONESIAN HISTORY TEXT BOOK

Suwito Eko Pramono, Tsabit Azinar Ahmad, Putri Agus Wijayati Department of History, Faculty of Social Sciences, Universitas Negeri

ABSTRACT ABSTRAK

History education has an essential role in Pendidikan sejarah memiliki peran penting building the character of society. One of the dalam membangun karakter masyarakat. Sa- advantages of learning history in terms of val- lah satu keuntungan dari belajar sejarah dalam ue inculcation is the existence of a hero who is hal penanaman nilai adalah keberadaan pahla- made a role model. Historical figures become wan yang dijadikan panutan. Tokoh sejarah best practices in the internalization of values. menjadi praktik terbaik dalam internalisasi However, the study of heroism and efforts to nilai. Namun, studi tentang kepahlawanan instill it in history learning has not been done dan upaya menanamkannya dalam pembelaja- much. Therefore, researchers are interested in ran sejarah belum banyak dilakukan. Oleh reviewing the values of bravery and internali- karena itu, peneliti tertarik untuk meninjau zation in education. Through textbook studies nilai-nilai keberanian dan internalisasi dalam and curriculum analysis, researchers can col- pendidikan. Melalui studi buku teks dan ana- lect data about national heroes in the context lisis kurikulum, peneliti dapat mengumpulkan of learning. The results showed that not all data tentang pahlawan nasional dalam national heroes were included in textbooks. konteks pembelajaran. Hasil penelitian Besides, not all the heroes mentioned in the menunjukkan bahwa tidak semua pahlawan book are specifically reviewed. There are only nasional dimasukkan dalam buku teks. Selain a few heroes that are specifically reviewed be- itu, tidak semua pahlawan yang disebutkan cause they have links to basic competencies in dalam buku ini ditinjau secara khusus. Hanya the 2013 curriculum. The most popular heroes ada beberapa pahlawan yang secara khusus in the history textbook are (1) , (2) ditinjau karena mereka memiliki kaitan ke , (3) , (4) Mohammad kompetensi dasar dalam kurikulum 2013. Pah- Hatta, (5) IX. This hero is lawan paling populer dari dua buku yang di- mostly reviewed for KD class XI numbers 3.2, analisis, yaitu (1) Pattimura, (2) Diponegoro, 3.6, and 3.9. National heroes have curricular (3) Sukarno, (4) , (5) relevance, which has now been integrated into Hamengkubuwono IX. Pahlawan ini sebagian history learning. This study analyzed the posi- besar relevan untuk KD kelas XI nomor 3.2, tion of national heroes in the compulsory In- 3.6, dan 3.9. Pahlawan nasional memiliki rele- donesian History learning curriculum at the vansi kurikuler, yang sekarang telah diinte- high school level. grasikan ke dalam pembelajaran sejarah. Penelitian ini menganalisis posisi pahlawan Keywords: national heroes, history learning, nasional dalam kurikulum pembelajaran Se- Indonesian history jarah wajib di tingkat sekolah menengah.

Kata kunci: pahlawan nasional, pembelajaran sejarah, sejarah Indonesia

Author correspondence Email: [email protected] 119 Available online at http://journal.unnes.ac.id/nju/index.php/paramita Paramita: Historical Studies Journal, 29(2) 2019

INTRODUCTION respond to global changes throughout his- Indonesia is facing a problem that threat- tory. Third, character development re- ens disintegration. Various non-terrorism, quires exemplary best practices from the religious radicalism, and multiple cases of heroic values contained in history lessons. intolerance cause the national joints to be Through learning history, the benefits of torn apart. This problem has prompted the exemplary and heroism can be transmitted need for character education for the com- to students. munity. Following up on this, the govern- One of the advantages of learning ment, through the Ministry of National history in terms of value inculcation is the Education in 2010, has designed guide- existence of a hero or hero who is made as lines for implementing character educa- a role model. Historical figures become tion in a book entitled Pengembangan Pen- the best practice in investing values. In didikan Budaya dan karakter Bang- history learning, there are protagonist fig- sa (Puskur, 2010). The document requires ures, such as heroes who set an example that learning in schools must include char- for positive values. Besides, there are also acter content in it, including in history antagonistic figures, such as the invaders learning. who are the trigger factors for the emer- History education has a vital role in gence of the importance of a value building the character of society. Through (Ahmad, 2014). history subjects, character education can Based on research from Julaeha be integrated into the subject matter and (2012), the cultivation of heroic values has the learning process. Historical lessons positive implications for character devel- play a role in character education because opment. The results showed that by apply- they have values that can be applied in ing the exemplary hero strategy, it could their materials. Learning history can pro- make a significant contribution to the de- vide motivation for students and introduce velopment of the nation’s cultural charac- them to the nation and its struggles in the ter of the students. Of the 18 indicators of past. Related to this Hasan (2012: 81-95) the nation’s cultural character studied, all explained that “historical education mate- experienced a significant increase, and the rial is able to develop the potential of stu- sign that suffered the most massive in- dents to recognize the values of the nation crease was the points of responsibility. that were fought for in the past, main- The Julaeha study is in line with research tained and adapted to present life, and conducted by the researchers in various further developed for future life. front”. A parts of the world, such as Sanchez similar sentiment was also expressed by (1998), Colby (2008), to the latest research Sardiman (2010) that “Our education has from Perrotta (2017). These studies con- not been able to build paradigmatic inter- firm the critical role of heroes in learning actions between aspects of servitude and the history and the inculcation of charac- caliphate. As a result, our school becomes ter. less meaningful for complete and essential A relatively classic study of the role human life. “This is what reinforces the of heroes was carried out by Sanchez need for character education in society. (1998). In his study entitled “Using Stories The vital role of history education about Heroes to Teach Values”, he as a part of character education is caused emphasized that character education can by several things (Ahmad, 2014). First, be done by presenting a hero in learning. many moral problems damage the stu- Various values can be emulated from the dents’ personalities. Various issues such as figure of a hero. These values can be seen brawls, cheating in exams, until promiscu- from the attitude of self-sacrifice and the ity are now rampant. Second, the chal- act of prioritizing the interests of the wider lenges of globalization require wise atti- community. Thus, the hero can be an tudes based on public wisdom. Therefore, inspiring figure for students. In his study, it needs to strengthen the community to Sanchez recommends the development of

120 Paramita: Historical Studies Journal, 29(2) 2019 various sources and learning media so that are the latest revised editions of 2017 the learning atmosphere becomes more (classes X and XI) and 2018 (class XII) active. (Gunawan, Lestariningsih, & Sardiman, Another study of the importance of 2017; Gunawan et al., 2017; Sardiman & heroic value-based learning was echoed by Lestariningsih, 2017b, 2017a). Second, Colby (2008) in an article entitled textbooks are published by Erlangga “Energizing the History Classroom: publishers (Hapsari & Adil, 2016a, 2016b, Historical Narrative Inquiry and 2016c). Student books published by the Historical Empathy.” In his study Colby Ministry of Education and Culture (from emphasized the importance of narrative- now on referred to as the Ministry of based learning. In this case, students are Education and Culture) were chosen invited to conduct an investigation based because this book became the primary on the stories of the heroes as historical guide in learning and was available actors. Through learning by analyzing the online. The textbook was selected by life story of a hero, it has been able to considering aspects of accessibility and facilitate students in achieving a more completeness. The mandatory government humanistic and empathic understanding edition book was chosen as the official of history, as well as understanding how version of the country. Then the textbooks perceptions of historical actors towards published by Erlangga were selected as a the past. comparison to the government-published The most recent study on the value books. Erlangga has been popular as a of heroism and efforts to grow character in publisher of textbooks since 1952, so it is learning is done by Perrotta (2017) in his relevant to be used as a comparison in study titled “In the eye of the beholder: view of its long-standing role in the field Student assessments of” heroes “and of textbook writing. historical thinking with local history research projects.” In his research, he RESULTS AND DISCUSSION observed how students reconstruct the A Portrait of National Heroes in Indone- concept of a hero for a local context. By sia in Learning Indonesian History using primary documents, students are From 1959 to 2018, Indonesia had 180 invited to investigate the existence of local national heroes, which means that in one figures in their neighborhood. With this, it year, three national heroes were appoint- turns out that the students’ historical ed. Forty-nine raised by Sukarno; this thinking abilities are awakened. On the could be the most numerous in the world. one hand, students show active In some regions of the world, the concept participation as part of a democratic of a national hero is very different from in society. Indonesia. In the United States, more peo- However, no previous research has ple are considered national heroes in- looked at the position of national heroes volved in the revolutionary war of inde- in history education. This encourages pendence. Meanwhile, in , figures researchers to conduct an analysis of how credited nationally were marked by the the position of the hero in the study of existence of a tomb in the Pantheon. This history in terms of compliance with the also is in amounts of less than 100 (Adam, curriculum and analysis of textbooks. 2017). A large number of recognized na- RESEARCH METHOD tional heroes are more towards the recog- This study uses a text analysis strategy on nition of the existence and contribution of Indonesian history textbooks. To find out an area in the domestic arena. This was the narrative of national heroes in acknowledged by Ayzumardi Azra when textbooks, researchers analyzed two books speaking with researchers in August 2014. used in history learning. The first He stated that for the local community, textbooks published by the government the national hero album was seen as more

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Figure 1. Distribution of National Heroes by Proposing Province representative of the region on the nation- form. That since 1998, the proposal of na- al scene. Is the area recognized for its gait tional heroes is no longer dominated by and struggle for the ? Not sur- figures from , but also figures from prisingly, many regions are competing to other regions. After the Reformasi, there propose their figures as national heroes. were 78 national heroes assigned. There These national heroes represent almost all are 30 proposed heroes from Java. regions in Indonesia, from Sabang to Me- rauke. However, it should be recognized that not all provinces have representative figures, which are national heroes. From the above data, it appears that the top three of the most provinces are still in Java, namely , , and . Meanwhile, from outside Java came from West . When viewed from the aspect of the region, here is the distribution of national heroes until Figure 3. Distribution of National Heroes by 2018. Proposed Province since the Reformasi

These trends are a positive indication that nationally, the recognition of the work of prominent figures from the regions has been well-publicized. On the one hand, this shows the development of historiog- raphy, which is not only centered on Java but the writing of historical events in vari- ous regions. Writing history in areas that do not have adequate written records still experience obstacles. This is also what even causes gaps between the regions of Java and outside Java, especially parts Figure 2. Distribution of National Heroes by outside Sumatra, in revealing the roles Region and roles of figures to be determined by the government as national heroes. The number of national heroes who came From a gender perspective, there from the Java region shows the tendency were only 14 female heroes. This, of of the existence of Javacentrism in the writ- course, is very minimal because the num- ing of history. However, the Javacentrism ber is only 7.78%. The national heroes are trend seems to have changed after the re- (1) Malahayati (), (2) Nyi Ageng Se-

122 Paramita: Historical Studies Journal, 29(2) 2019 rang (Central Java), (3) Martha Christina began with the progress of the heroes not Tiahahu (), (4) only in the aspect of physical resistance (Aceh), (5) (Aceh), (6) but in the development of human and or- (North Sulawe- ganizational qualities. Nevertheless, na- si), (7) Siti Walidah (DI Yogyakarta), (8) tional heroes who carry out physical (Central Java), (9) Opu Daeng strength still exist and are not categorized Risaju (South ), (10) Dewi Sar- in the national awakening period. The tika (), (11) (West revolutionary period covers the period of Sumatra), (12) (Central Ja- Japanese occupation, seconds of inde- va), and (13) (); (14) pendence until the recognition of sover- Andi Depu (West Sulawesi). The exciting eignty in 1949. thing from here is that most of the female Meanwhile, the post-revolution heroes are from Aceh, and they are lead- period includes the period after the ers of the colonial defense forces (VOC recognition of sovereignty to date. and ). However, the division was not standard Of the 180 national heroes, the old- because several heroes had taken part in est period when a national hero lived was more than one era, such as Sukarno, who in the 16th century. Meanwhile, the had taken part in the national awakening youngest is Harun and Janatin, who died by establishing the PNI, during the in 1968 because of a death sentence from revolution as a central figure of the the Singapore government. Based on the proclamation, and post-proclamation. period, the researcher divides the national Besides, some numbers in the revival or heroes into several periods (1) the VOC national movement on average have a role period, (2) the period of colonialism, (3) in the revolutionary period, and the period of national awakening, (4) the afterwards viewed from the background or period of revolution, (5) the period of post profession of national heroes, national -revolution. When analyzed, quantitative- heroes are still dominated by politicians, ly, the following is the number of national local leaders, and the military. Here is the heroes from several periods. distribution.

Figure 4. Distribution of National Heroes by Figure 5. Distribution of National Heroes Period Based on Background

VOC period included heroes who took A politician's background means that part in the resistance against the VOC. someone is responsible for his political Usually, they are royal leaders who are in position. Meanwhile, local leaders usually contact with Dutch trading companies. come from leaders from the regions who Meanwhile, the heroes who were included put up a fight, such as local kings or fig- in the category of British-Dutch East ures who fought against colonialism. Indies colonialism were those who resist- Meanwhile, intellectuals come from edu- ed British or Dutch East Indies colonial- cated circles whose knowledge provides ism. Meanwhile, the national awakening broad benefits. In this case, at the time of

123 Paramita: Historical Studies Journal, 29(2) 2019 the national revival, often intellectuals and Of the 69 national heroes men- politicians were inseparable, like Ki Hajar tioned, there are 18 national heroes men- Dewantoro, Cipto Mangunkusumo, and tioned by name more than ten times in the Douwes Dekker. Meanwhile, there are book. Meanwhile, there are 13 national other categories. Included in this category heroes whose names are mentioned 5-10 are Fatmawati Sukarno and Siti Hartinah times. Then, 35 national heroes said less . Both are wives of the presidents than five times. The most frequently men- of the Republic of Indonesia. tioned heroes, according to the Ministry of To find out how the popularity of Education and Culture, are as follows: (1) national heroes, researchers analyzed two Nuku Muhammad Amiruddin, (2) Tu- books used in history learning. The first anku Imam Bonjol, (3) Pattimura, (4) textbooks published by the government Diponegoro, (5) , (6) are the latest revised editions of 2017 Antasari, (7) Sisingamangaraja XII, (8) (classes X and XI) and 2018 (class XII) Cut Nyak Dhien, (9) , (10) (Gunawan et al., 2017, 2017; Sardiman & Kartini, (11) Sukarno, (12) Mohammad Lestariningsih, 2017b, 2017a). Second, Hatta, (13) Hamengkubuwono IX, (14) textbooks are published by Erlangga pub- , (15) , (16) lishers (Hapsari & Adil, 2016a, 2016b, Sultan Agung, (17) , 2016c). Student books published by the (18) Juanda Kartawijaya. Ministry of Education and Culture (from Of the 69 national heroes men- now on referred to as the Ministry of Edu- tioned in the Ministry of Education and cation and Culture) were chosen because Culture, 41 national heroes were explicitly this book became the primary guide in discussed. The heroes are as follows: (1) learning and was available online. The Sultan Agung, (2) , (3) Ha- second book is a book published by Er- sanuddin, (4) Tirtayasa, (5) Nuku Mu- langga (from now on referred to as Erlang- hammad Amiruddin, (6) Nyi Ageng Se- ga Book) in 2016, written by Ratna rang, (7) Sultan Mahmud Riayat Syah, (8) Hapsari and M. Adil. This book is preva- Mahmud Badaruddin II, (9) Abdul Kadir, lent among history teachers because it is (10) , (11) Patti- often also used as a reference. mura, (12) Diponegoro, (13) I Gusti Ketut Jelantik, (14) , National Heroes Text Analysis in the (15) Antasari, (16) , Ministry of Education and Culture book (17) Sisingamangaraja XII, (18) Cut Nyak Dhien, (19) Wahidin Sudirohusodo, (20) In the Ministry of Education and Culture Teuku Umar, (21) Kartini, (22) Tirto Adhi textbook, the total national heroes men- Suryo, (23) Cokroaminoto, (24) Agus Sal- tioned are 69 people. 23 of them have im, (25) Cipto Mangunkusumo, (26) Ki photos or picture captions, i.e. (1) Nuku Hajar Dewantara, (27) Mohammad Husni Muhammad Amiruddin, (2) Nyi Ageng Thamrin, (28) Sukarno, (29) Mohammad Serang, (3) Tuanku Imam Bonjol, (4) Pat- Hatta, (30) Muhammad Yamin, (31) Jo- timura, (5) Diponegoro, (6) Martha Chris- hannes Leimena, (32) Mohammad Natsir, tina Tiahahu, (7) I Gusti Ketut Jelantik, (33) Juanda Kartawijaya, (34) Syafruddin (8) Antasari, (9) Sisingamangaraja XII, Prawiranegara, (35) Hamengkubuwono (10) Cut Nyak Dhien, (11) Wahidin Su- IX, (36) Marthen Indey, (37) Ismail Mar- dirohusodo, (12) Teuku Umar, (13) Karti- zuki, (38) , (39) Abdul Haris ni, (14) Cipto Mangunkusumo, (15) Ki Nasution, (40) , (41) Ah- Hajar Dewantara, (16) Sukarno, (17) Mo- mad Yani. hammad Hatta, (18) Hamengkubuwono National Heroes Text Analysis in the IX, (19) Marthen Indey, (20) Ismail Mar- Erlangga's book zuki, (21) Silas Papare, (22) Mohammad In Erlangga's book, a total of 78 national Yasin, (23) Frans Kaisiepo heroes are mentioned. Thirty-eight of

124 Paramita: Historical Studies Journal, 29(2) 2019 them have added photo captions. National discussed their role correctly. The heroes heroes, accompanied by the photos con- are as follows: (1) Sultan Agung, (2) Ha- tained in the book, published by Erlanga sanuddin, (3) Pattimura, (4) Diponegoro, sorted according to the period of his life, (5) , (6) , (7) Ach- are as follows: (1) Sultan Agung, (2) Is- mad Subarjo, (8) Sukarno, (9) Moham- kandar Muda, (3) Hasanuddin, (4) Tu- mad Hatta, (10) Muhammad Yamin, (11) anku Imam Bonjol, (5) Pattimura, (6) Mohammad Natsir, (12) Sutan Syahrir, Diponegoro, (7) Teuku Umar, (8) Ahmad (13) Hamengkubuwono IX, (14) Su- Dahlan, (9) Maria Walanda Maramis, dirman, (15) , (16) Abdul Haris (10) Samanhudi, (11) Kartini, (12) Tan Malaka, (13) , (14) Achmad Sub- Nasution, (17) , (18) , arjo, (15) Sukarno, (16) Mohammad Hat- (19) Tirtayasa, (20) Sisingamangaraja XII, ta, (17) Muhammad Yamin, (18) Moham- (21) Cut Nyak Dhien, (22) Ernest Douwes mad Natsir, (19) Sutan Syahrir, (20) Ju- Dekker, (23) Cokroaminoto, (24) Ki Hajar anda Kartawijaya, (21) Syafruddin Dewantara, (25) , (26) Ahmad Prawiranegara, (22) Hamengkubuwono Dahlan, (27) Alimin, (28) Agustinus IX, (23) Agustinus Adisucipto, (24) Su- Adisucipto, (29) Silas Papare, (30) Sis- dirman, (25) Sukarni, (26) I Gusti Ngurah wondo Parman, (31) Mahmud Badarud- Rai, (27) , (28) Silas din II, (32) Martha Christina Tiahahu, Papare, (29) , (30) Su- (33) Antasari, (34) Wahidin Sudirohuso- prapto, (31) Sutomo, (32) Ahmad Yani, do, (35) , (36) (33) , (34) Katamso , (37) Teuku Mu- Darmokusumo, (35) Mas Tirtodarmo hammad Hasan, (38) Abdul Malik Karim Haryono, (36) Sugiyono Mangunwiyoto, Amrullah, (39) Iskandar Muda, (40) Tu- (37) , (38) Pierre Ten- dean. anku Imam Bonjol, (41) Teuku Umar, Of the 78 national heroes men- (42) Maria Walanda Maramis, (43) Karti- tioned, there are 26 national heroes men- ni, (44) Juanda Kartawijaya, (45) Syafrud- tioned by name more than ten times in the din Prawiranegara, (46) I Gusti Ngurah book. Meanwhile, there are 14 national Rai, (47) Cipto Mangunkusumo. heroes whose names are mentioned 5-10 From the Ministry of Education and times. Then, 38 national heroes said less Culture textbooks and Erlangga, there are than five times. The heroes most often some prevalent heroes. The popularity of cited, according to Erlangga's book, are as the hero is seen from three aspects, the follows: (1) Sultan Agung, (2) Hasanud- level of frequency, the illustration of the din, (3) Pattimura, (4) Diponegoro, (5) hero, and also the specific discussion. Samanhudi, (6) Tan Malaka, (7) Achmad Most popular heroes of the two Subarjo, (8) Sukarno, (9) Mohammad books are pursed in five names, namely (1) Pattimura, (2) Diponegoro, (3) Sukar- Hatta, (10) Muhammad Yamin, (11) Mo- no, (4) Mohammad Hatta, (5) Hamengku- hammad Natsir, (12) Sutan Syahrir, (13) buwono IX. This hero is mostly reviewed Hamengkubuwono IX, (14) , for KD class XI numbers 3.2, 3.6, and 3.9. (15) Sukarni, (16) Abdul Haris Nasution, The textbooks have accommodated (17) Sutomo, (18) Ahmad Yani, (19) national heroes; most of the heroes have Tirtayasa, (20) Sisingamangaraja XII, (21) not yet been reviewed. Heroes who have Cut Nyak Dhien, (22) Ernest Douwes been raised by the government so far have Dekker, (23) Cokroaminoto, (24) Ki Hajar not yet gotten an optimal place in learning Dewantara, (25) Supriyadi, (26) Tirto Ad- history. This is because the large amount hi Suryo. is not proportional to the scope of material Of the 78 national heroes mentioned in the textbook. in Erlangga's book, 47 national heroes

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Table 1. The Most Popular Heroes in the Ministry of Education and Culture and Erlangga

Erlangga Ministry of Education and Culture Sultan Agung Nuku Muhammad Amiruddin Hasanuddin Tuanku Imam Bonjol Pattimura Pattimura Diponegoro Diponegoro Tan Malaka I Gusti Ketut Jelantik Achmad Subarjo Sisingamangaraja XII Sukarno Cut Nyak Dhien Mohammad Hatta Teuku Umar Muhammad Yamin Kartini Mohammad Natsir Sukarno Hamengkubuwono IX Mohammad Hatta Sudirman Hamengkubuwono IX Sukarni Marthen Indey Abdul Haris Nasution Ismail Marzuki Sutomo Ahmad Yani The Heroes in History Curriculum ject, the existence of essential competen- Heroes have curricular relevance, which cies for learning Indonesian History has has now been integrated into history been regulated in Ministerial Regulation learning. This study analyzed the position Number 24 of 2016 in appendix number of national heroes in the compulsory Indo- 46. In this regulation, national heroes nesian History learning curriculum at the have begun to appear in class X on basic high school level. As a compulsory sub- competencies "3.8. Analyze the develop-

Table 2. Basic Competency Analysis of Indonesian History which is relevant to internalizing heroism in class XI

No Basic Competence Period 3.2 Analyze the strategy of Indonesian resistance to Eu- VOC and colonial period ropean colonization (Portuguese, Spanish, Dutch, English) until the 20th century 3.4 Respect the values of youth oaths and their meaning National Awakening Period for national life in Indonesia today 3.5 Analyze the nature of the Japanese occupation and National Awakening and Revolu- the response of the Indonesian people. tion Period 3.6 Analyze the role of national and regional figures in National Awakening Period fighting for Indonesian independence 3.7 Analyze the event of the proclamation of independ- Revolution period ence and its meaning for the social, cultural, eco- nomic, political, and educational life of the Indone- sian people 3.8 Analyze the events of the formation of the first gov- Revolution period ernment of the Republic of Indonesia at the begin- ning of independence and their meaning for the life of the Indonesian nationality today 3.9 Analyze the role and values of the struggle of Bung Revolution period Karno and Bung Hatta as proclaimers and other figures around the proclamation 3.10 Analyze the strategy and form of the struggle of the Revolution period Indonesian people in an effort to maintain independ- ence from the threat of the Allies and the Dutch

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Table 3. Basic Competency Analysis of Indonesian History that is relevant to internalizing the value of heroism in class XII

No Basic Competence Period 3.1 analyze the efforts of the Indonesian people in facing Post-revolution period the threat of national disintegration, including PKI 1948, DI / TII, APRA, Andi Aziz, RMS, PRRI, , G-30-S / PKI 3.2 evaluate the role and values of the struggle of nation- Post-revolution period al and regional figures in maintaining the integrity of the state and nation of Indonesia in the period 1945- 1965 3.3 analyze the development of political and economic Post-revolution period life of the Indonesian people in the early days of in- dependence until the period of Liberal Democracy 3.4 analyze the development of political and economic Post-revolution period life of the Indonesian people during the Guided De- mocracy 3.5 analyze the development of the political and eco- Post-revolution period nomic life of the Indonesian people during the era 3.7 evaluate the role of students, students, and youth in Post-revolution period Indonesia's political and constitutional change 3.8 evaluate the role of the Indonesian nation in world Post-revolution period peace including KAA, Garuda's Mission, the Juanda Declaration, the Non-Aligned Movement, ASEAN, the OKI, and the Informal Meeting 3.9 evaluate the life of the Indonesian people in develop- Post-revolution period ing science and technology in the era of independ- ence (from the proclamation to the Reformation) ment of community life, governance, and struggle of national and regional figures in culture during the Islamic empires in In- Indonesian History. This contains in Basic donesia and show examples of evidence Competencies numbers 3.6 and 3.9. Thus, that still applies to the presence of Indone- the internalization of the value of heroism sian society today. "Thus, the basic com- has been accommodated in the 2013 cur- petence regarding skills in number 4.8 also riculum for the subjects of Indonesian His- follows competence 3.8. However, in tory. In class XII, the scope of the material practice, the new heroic value is evident presented in the study of Indonesian His- when there is resistance to the colonial. tory covers the post-revolution period, Class XI, basic competencies related namely from the recognition of sovereign- to national heroes, appear to be more ty in 1949 to the period of reform. In this dominant. This is because, in class XI, the period, the gait of a national hero emerged material covers the period of colonialism in the following basic competencies. to the revolution. In this period, there were 123 national heroes. This means that CONCLUSION 70% of national heroes live in this period. From 1959 to 2018, Indonesia had 180 Some essential competencies that are suit- national heroes. Of the 180 national he- able for instilling heroism in class XI are roes, the oldest period when the national as in table 2. hero lived was in the 16th century. Mean- From these basic competencies, while, the youngest is Harun and Janatin, there are even particular basic competen- who died in 1968 because of a death sen- cies that emphasize the importance of the tence from the Singapore government.

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Based on the period, the researcher di- Potret Indonesia Masa Kini, edited by vides the national heroes into several peri- Remy Madinier, 261–76. Jakarta: KPG ods (1) the VOC period, (2) the period of & IRASEC. Ahmad, T.A. (2014). Kendala Guru Dalam British-Indies colonialism, (3) the period Internalisasi Nilai Karakter Pada Pem- of national awakening, (4) the period of belajaran Sejarah. Khazanah Pendidikan, revolution, (5) the period of post- 7(1), 15-27. revolution. To find out how the popularity Colby, S.R. 2008. Energizing the History of national heroes, researchers analyzed Classroom: Historical Narrative Inquiry two books used in history learning. From and Historical Empathy. Social Studies Research and Practice, 3(3), 60-79. the Ministry of Education and Culture Daftar pahlawan nasional Indonesia. 4 Juni textbooks and Erlangga, there are some 2017. In Wikipedia. Retrieved Juni 21, prevalent heroes. The popularity of the 2017, from http://id.wikipedia.org/ hero is seen from three aspects, the level of wiki/ frequency, the illustration of the hero, and daftar_pahlawan_nasional_indonesia. also the specific discussion. The most pop- Gunawan, R., Lestariningsih, A., D., and Sar- diman. (2017). Sejarah Indonesia SMA/ ular heroes of the two books are pursed in MA/SMK/MAK Kelas X. Jakarta: Ke- five names, namely (1) Pattimura, (2) menterian Pendidikan dan Kebudayaan Diponegoro, (3) Sukarno, (4) Mohammad RI. Hatta, (5) Hamengkubuwono IX. This Hapsari, R., and Adil, M. (2016a). Sejarah In- hero is mostly reviewed for KD class XI donesia Untuk SMA/MA Kelas X Kelompok numbers 3.2, 3.6, and 3.9. Wajib. Jakarta: Penerbit Erlangga. Hapsari, R., and Adil, M. (2016b). Sejarah National heroes have curricular rele- Indonesia Untuk SMA/MA Kelas XI Ke- vance, which has now been integrated into lompok Wajib. Jakarta: Penerbit Erlang- history learning. This study analyzed the ga. position of national heroes in the compul- Hapsari, R., and Adil, M. (2016c). Sejarah In- sory Indonesian History learning curricu- donesia Untuk SMA/MA Kelas XII Ke- lum at the high school level. National he- lompok Wajib. Jakarta: Penerbit Erlang- ga. roes have begun to appear in class X on Julaeha, E. (2012). Pengaruh Pembelajaran the basic competence "3.8. Analyze the Sejarah Dengan Peneladanan Biografi development of community life, govern- Pahlawan Terhadap Pengembangan ance, and culture during the Islamic em- Karakter Siswa: Studi Quasi Eksperi- pires in Indonesia and show examples of men terhadap Siswa kelas XI IPS di SMA N 8 . Universitas Pendidi- evidence that still applies to the life of In- kan Indonesia, Bandung. donesian society today". Thus, the basic Kochar, S. K. (2008). Pembelajaran Sejarah; competence regarding skills in number 4.8 Teaching of History. Jakarta : Grasindo. also follows competence 3.8. However, in Pemerintah Republik Indonesia. (2010). Ke- practice, the new heroic value is evident bijakan Nasional Pembangunan Karakter when there is resistance to the colonial. In Bangsa. class XI, basic competencies related to Peraturan Menteri Pendidikan dan Kebudayaan Nomor 59 tahun 2014 tentang Kurikulum national heroes appear to be more domi- 2013 Sekolah Menengah Atas/Madrasah nant. This is because in class XI, the mate- Aliyah. 2016. rial covers the period of colonialism to the Permendikbud Nomor 24 Tahun 2016 Tentang revolution. In this period, there were 123 Tentang Kompetensi Inti (KI) Dan national heroes. This means that 70% of Kompetensi Dasar (KD) Pelajaran Pada Kurikulum 2013. 2016. national heroes live in this period. Perrotta, K. A. (2017). In the eye of the be- holder: Student assessments of “heroes” REFERENCES and historical thinking with local histo- Adam, A.W. (2017). Pabrikasi Pahlawan Na- ry research projects. Social Studies Educa- sional. In Revolusi Tak Kunjung Selesai tion Review, 6(1), 19-43.

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Pusat Kurikulum. (2010). Pengembangan Pen- Kelas XI Semester 1. Revisited Edition. didikan Budaya dan Karakter Bangsa. Ja- Jakarta: Kementerian Pendidikan dan karta: Pusat Kurikulum Kemdiknas. Kebudayaan RI. Sanchez, T. R. (1998). Using stories about heroes Sardiman, and Lestariningsih, A. D. (2017b). to teach values. ERIC Clearinghouse for Sejarah Indonesia SMA/MA/SMK/MAK Social Studies/Social Science Educa- Kelas XI Semester 2. Jakarta: Kementerian tion. Pendidikan dan Kebudayaan RI. Sardiman, and Lestariningsih, A. D. (2017a). Sejarah Indonesia SMA/MA/SMK/MAK

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