2nd International Conference on History Education 2018

HISTORICAL AWARENESS THROUGH THE MATERIAL ACCULTURATION IN THE TEXTBOOK INDONESIAN HISTORY

Yanyan Suryana, Leli Yulifar, Helius Syamsuddin Historical Education Department, University of Education, Bandung, West , Indonesia [email protected]

Abstract This study used a qualitative approach with an inquiry naturalistic method towards a document (textbook of History). The instrument was the researcher as a human instrument, and the data were collected through observation on the textbook (document) using Van Diijk’s discourse analysis approach model. The data were analyzed using data reduction, data display, and data verification towards text discourses in the textbook of Indonesian History Class X published by Ministry of Education and Culture 2016 revised edition. The formulation of the problem in this study was, “What materials of acculturation contained the understanding of historical awareness in the textbook of History Class X 2016 revised edition?” The research result showed that the textbook of History Class X 2016 revised edition presented the materials of acculturation that contained historical awareness shown by the relation between acculturation and historical events. Keywords: Historical Awareness, Textbook, Acculturation Introduction to raise historical awareness which One of the factors that influence the corresponds to Abdullah’s statement, “Sejarah development of historical education in tak hanya pengetahuan, tetapi menyangkut Indonesia in the 21st century is the role of the kesadaran sejarah sebagai aktualisasi dari textbook of History as the learning resource. pemahaman dan pemaknaan peristiwa There is a relation between the material of sejarah” (Abdullah, 1986, p. ix). An ideal acculturation in the textbook of History and the condition in the use of textbook through the demand of the 2013 curriculum in the 2016 material of acculturation digs analyzes and revised syllabus by the Ministry of Education finds the relationship between historical events and Culture of the Republic of Indonesia. This and socio-cultural aspects which clearly has a relation appears in Core Competency 3 position and contributes to the historical (knowledge) including thinking critically, . identifying, analyzing and Core Competency 4 The continuity of historical facts and (skills) including communicating the socio-culture is by Cassirer (1987, p. 272) who understanding of historical awareness related stated that historical awareness and to the socio-cultural values and elements, one consciousness emerges from thinking and of which is in the material of acculturation in attitude on the past events as knowledge and it the textbook of History. is sustainable in the present. Its linkage with Critical thinking skill can be applied in history learning depends on learners’ historical the use of textbook of History to understand memory as stated by Rusen (in Ahonen, 2005, historical awareness because textbook p. 698-700) that historical awareness is human functions to dig the cognitive competency, the ability to understand the relation of past events effective competency (appreciation, values) of with the values of human life in the present and learners in all educational levels (Sjamsuddin, historical memory. The indicators of historical- 2012, p. 103). The textbook of History shows awareness related to socio-culture are: the existence of learners’ demand to focus not 1. Appreciating and interpreting the nature of only on memorization and reasoning as parts of history for the present and future; knowledge but also on understanding in order 2. Knowing himself and his nation;

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3. Cultivating the history of national culture information, meaning that the content of text- development; and book had to be diverse; it is not dominated by 4. Maintaining the nation’s historical heritage. a specific history, but it should cover regions, ethnicities, cultures, races, and religions. The The material of acculturation is a past study of cultural diversity and the textbook and present socio-cultural life, so it needs a makes the textbook of History has a character. structural approach to encourage historical According to Mulyana (2009, p. 6), there are awareness shown by the historical interest in two main things to consider in the textbook, socio-cultural elements such as acculturation, which are different from the other books, law, language, belief system, and public social namely, content referring to scientific disci- organization. The relation between history and plines and learning goal. Besides, some charac- socio-culture is shown by the products of his- teristics of the textbook include: 1) having a tory, such as Indonesia territory, national coun- clear and up-to-date scientific foundation, 2) try and national culture as the national history having the material narratives which are ade- that functions to prevent determinism, to ex- quate, varied, easy to read and suitable with pand the intellectual horizon, to prevent syn- learners’ need, 3) being presented in a system- chronism that ignores determinism atic, logical and orderly manner, 4) increasing (Kartodirdjo, 1993, p. 51). As a history learn- learners’ interest in learning, and 5) containing ing material, acculturation as the result of con- the materials that help learners solve their daily tact and mixture of cultural elements forms a problems. new culture as confirmed by Kodiran (1998, p. Based on the study above, the indicators 87) who stated that acculturation was the mix- of acculturation material in the textbook in- ture of some cultures into a new culture without clude: 1) textbook of History provides histori- eliminating its originality. cal, scientific studies and other disciplines. It Based on the literary review of accul- encourages students to identify and analyze the turation, the indicators of acculturation in the materials as learning resources. It facilitates textbook of History are as follows: 1) accul- students in describing the learning result as an turation is characterized by the cultural contact embodiment of the competency of attitude, and social interaction with the diversity of local knowledge, and skills; 2) textbook of History and foreign cultures, 2) acculturation is charac- contains the materials that are appropriate to terized by the emergence of a new culture as students’ developmental ability level and meets the result of mixing cultures without eliminat- the competency of knowledge and skills; 3) ing its originality elements or local culture, 3) textbook of History presents the materials acculturation is a part of the cultural learning chronologically and periodically so that process (enculturation) and socialization, 4) ac- knowledge and skills are gradual in accordance culturation is the realization of the study of his- with the curriculum of history education at torical events to foster and understand histori- each level of education; 4) The content of His- cal awareness in the present in its environment, tory textbook that builds discourses in the texts and 5) acculturation fosters religious and social provides inspiration and imagination for stu- attitude that promotes the formation of Indone- dents so that they have learning interest and his- sian national identity. torical awareness; 5) textbook of History pro- The position of acculturation material in vides the past materials to be understood and the textbook of History shows a cultural diver- interpreted as problem-solving for the present sity as stated by Hasan (2012, p. 104), and future challenges and obstacles in the local “Pendidikan sejarah haruslah mampu and global scope; and 6) textbook of History membangun penghargaan terhadap perbe- provides learning evaluations in the form of daan-perbedaan yang ada pada keragaman facts, concepts, causality, and influence. It en- budaya serta memperkuat persamaan diantara courages the competence to communicate the keragaman budaya tersebut.” In detail, a cul- results of evaluation by identifying, analyzing, tural diversity in the textbook of History is and describing history in the present. stated by Saripudin (2016, p. 828) that textbook The position of acculturation material in had to reflect the diversity of Indonesian cul- the textbook of History is not separated from tures in the collectivity of Indonesian historical the textbook quality, so “Dalam wilayah pen- didikan, sejarah harus menjadi sesuatu yang-

238 2nd International Conference on History Education 2018 memberikan pelajaran bagi kehidupan manu- acculturation materials contain the understand- sia” (Mulyana in Hasan, 2012, p. iv). It is clear ing of historical awareness in the textbook of that the textbook and the acculturation material History Class X 2016 revised edition?” is interrelated in understanding historical awareness as stated by (Sjamsuddin in Mul- Methodology yana, 2007, p.195) that textbook is the main re- This study was conducted using a qual- source in the process of learning and teaching itative approach with a naturalistic inquiry de- used by students. Historical awareness in rela- sign. According to Creswell (2013, p. 4), qual- tion to the acculturation material in the itative research is a method to explore and un- textbooks of senior high school certainly has derstand several individuals or a group of specific goals, as stated by Kochhar (2008, pp. people that come from social or humanitarian 50-51) that the goals of history learning cover problems. The research instrument was the the target of increasing comprehension, appre- researcher as a human instrument, and the data ciating, respecting, strengthening changes and collection was carried out by observing and civilization related to the mutually beneficial analyzing the textbook of Indonesian History cultural interactions for progress and facilitat- Class X (document) published by Ministry of ing students who are interested in studying the Education and Culture 2016 revised edition history of nation and state in human life. through Van Diijk’s model of discourse analy- The study of historical awareness sis approach to understand historical awareness through the acculturation material in historical through text topics in the acculturation materi- education requires the role of multidisciplinary als in the textbook of History. The learning pro- science to understand socio-cultural phenom- cess required a special method of identification ena in the great narrative of history. It is in line and analysis of the text, so the text discourse with Widja (1991, p. 17) who stated that multi- analysis approach was used. ethnic is something intimate with the treasures The text discourse analysis model used of Indonesian history, so the existence of hu- the analysis of structure or text discourse ele- manities in the form of social science plays a ments proposed by Van Diijk. This analysis role in analyzing historical awareness in the ac- model was done by identifying and analyzing culturation material in the textbooks of His- the text components to find the meaning of his- tory. Based on the background, the researcher torical awareness. formulated the problem into a question, “What

Table 1 Van Diijk’s Text Discourse Analysis Approach Model Discourse Structure Things Observed Elements Macro Structure of Thematic Topic Historical Identifying and analyzing the Acculturation (Hindu-Buddha- Awareness understanding of historical Islam) awareness through the acculturation Sub-topic materials in the textbook Religion, Faith, Customs, Art and Culture Superstructure of Schematic Scheme Acculturation and (How are the opinions compiled and Title Historical Events arranged in the textbook?) Acculturation Materials (Hindu- Buddha-Islam) Lead • Acculturation concept • Acculturation result • Historical events Micro Structure of Semantic Background Textbook (Meaning emphasized in the • Interest in acculturation result textbook to understand historical and historical events awareness towards acculturation) Details • Texts and pictures about the acculturation result

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Discourse Structure Things Observed Elements Illustration elements • Forms of acculturation result Architecture, carving/fine art, literature, Art • Element of meaning - Implied in the acculturation result and historical events Micro Structure of Syntax Coherence Causality (How are the opinions about • Relation between historical awareness through the acculturation and historical acculturation materials in the events to understand historical textbook conveyed?) awareness Micro Structure of Rhetoric Metaphor Meaning Emphasis (How is the emphasis of • Argumentation and statement understanding historical awareness Expression through acculturation in the • Pictures of historical events in textbook?) the form of Reliefs, Mosques, Tombs and Temples Modified from Eryanto (in Sobur, 2002, p. 74)

Research Result and Discussion 121) that the unity of cultural symbols joins 1. Understanding Historical Awareness into a new cultural symbol without removing through the Material of Acculturation in the the original elements, called acculturation. The Textbook of History Class X 2016 Revised relation between cultures and social leads to the Edition theory of acculturation or culture contact. New Acculturation contains a cultural ele- cultural symbols in the acculturation materials ment that influences each other without elimi- in the textbook of History are found in the re- nating its authenticity. A new culture as a form sults of acculturation. One of the new symbols of acculturation lies in the result of building art as acculturation is one of the following belief according to the findings in the textbook of systems in Indonesia, History that “Setelah masuknya pengaruh India ke- “Akulturasi budaya yaitu proses pen- percayaan roh halus tidak punah. campuran antara unsur-unsur ke- Misalnya dapat dilihat pada fungsi budayaan orang lain, sehingga mem- candi. Fungsi candi atau kuil di adalah bentuk kebudayaan baru. Kebudayaan tempat pemujaan. Di Indonesia, di baru yang merupakan hasil pencampu- samping sebagai tempat pemujaan, ran itu masing-masing tidak kehilangan candi juga sebagai makam raja atau kepribadian/ciri khasnya. Oleh karena untuk menyimpan abu jenazah raja itu, untuk dapat berakulturasi, masing- yang telah meninggal.” (Kemendikbud, masing kebudayaan harus seimbang 2016, p. 161). begitu juga untuk kebudayaan Hindu- Budha dari India dengan kebudayaan Furthermore, the architecture of the Indonesia asli.” (Kemendikbud, 2016, Mosque Kudus shows a mixture of Local, p. 157). Hindu-Buddhist and Islamic culture as ex- pressed in the textbook of History that This shows the concept of acculturation in principle forms a new culture through the “Bentukmenara masjid kudus merupakan process of mixing foreign cultures with local candi langgam jawa timur yang telah diubah cultures without reducing its cultural authentic- dan disesuaikan penggunaannya dengan diberi ity. This concept is in line with the theory of atap tumpang.” (Kemendikbud, 2016, p. 150). acculturation or culture contact by Durkheim and Maus (in Naim & AchmadSauqi, 2012, p.

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Mosque buildings at that time was a diversity lies in the textbook of History which symbol of the sultanate’s power during the aims at developing cultural diversity values period of influence and development of Islam built from a collective diversity in the present in Indonesia, so besides building art, there was and in the future to appreciate the diversity in a new symbol of the government system as a real life. This is in line with Saripudin (2016, p. result of acculturation as found in the textbook 828) of History that “...It is necessary to develop “Urutan para raja-raja yang memerintah multiculturalism values in history di kesultanan Samudara Pasai textbooks. Hence, students can 1. Sultan Malik as-Shaleh (606 H/1297 M) understand the nation history that was 2. Sultan Muhammad Malik Zahir (1297- built in the collective diversity, as well 1326) as taking a position in today and future 3. Sultan Mahmud Malik Zahir (1346- as a part of a plural society that pays 1383) respects for diversity in real life”. 4. Sultan Zainal Abidin Malik Zahir (1383-1405) According to Kemendikbud (Ministry 5. Sultan Nahrisyah (1405-1412) of Education and Culture) (2016, p. 87), the 6. Abu Zain Malik Zahir (1412- 1513) historical elements in the results of 7. Mahmud Malik Zahir (1513- 1524)” acculturation such as literary arts and belief (Kemendikbud, 2016, p. 186). systems can be seen in the Kutai Kingdom in the form of a monument as a sacrificial place, The next development in the results of a Sanskrit inscription, and Pallawa letters. The acculturation has resulted in a diversity of above discourse shows that the historical cultures in Indonesia such as fine art, sculpture, events in the Kutai Kingdom show the performing art, literary art. This is found in the influence of acculturation by pre-literacy and discourse in the textbook of History that literacy times. This can be seen from “Yupa as a sacrificial memorial monument” which “Hiasan kala makara, dasarnya means that in principle there is a relationship adalah motif binatang dan tumbuhan. between the local cultural heritage of pre- Hal semacam ini sudah dikenal sejak literary time in the form of stone monument masa sebelum Hindu. Binatang- Menhir used as the worship of ancestors with binatang itu dipandang suci, maka the Hindu-era epoch culture shown by the sering diabadikan dengan cara Kutai Kingdom. The connection with literary dilukis.” Menurut J.L.A Brande art is found in the writings of Kutai Kingdom’s “Gamelan merupakan satu diantara Yupa Inscription using Pallawa letters and seni pertunjukan asli yang dimiliki Sanskrit as a form of acculturation between bangsa Indonesia sebelum masuknya Indian culture and Indonesian people’s local unsur-unsur budaya India.”, culture. “Bharatayuda yang digubah oleh Mpu Other acculturations that contain Sedah dan Mpu Panuluh juga muncul historical elements can be seen in the cerita-cerita.” (Kemendikbud, 2016, researcher’s findings in the acculturation pp.159-160). materials in the textbook of History, namely the existence of performance art. This is shown The text discourse above is found in the in the Jago Temple relief using musical textbook, and it is interpreted as a process of instruments (Celempung and Kecapi) and understanding historical awareness related to Blitar Temple (Reyong musical the acculturation material in the textbook of instruments). The historical elements in Jago History. The text discourse is found and Malang Temple and Panataran Temple are the analyzed based on Van Diijk’s model of results of culture in Indonesia indicated by the discourse analysis approach. The acculturation existence of musical instruments and activities materials in the textbook of History tell a in the historical events of the Majapahit cultural diversity resulting from historical Kingdom at Panataran Temple, so these clearly events, as stated by Hasan (2012, p. 104) that show the relation of historical events with-

241 2nd International Conference on History Education 2018 cultural results. Jago Temple is a temple of Education and Culture in 2016 has provided a honor for the spirit of King that discourse of historical awareness in the form of occurred during the golden age of Majapahit the exemplary values, education of the empire, including the elements of the treasures of Indonesian civilization and unity, Indonesian performing arts. solidarity to counteract the threat of Building art as acculturation contains disintegration, one of which is through the historical elements, one of which is Demak cultivation of cultural diversity reflected in mosque as a symbol of the power and legacy of acculturation. It is by Zulfa, et al. (2015, p. 145) Islam spread, which had a mixture of Hindu- at point a, b, and c. The researcher considers Buddhist and Islamic cultures. The form of that the textbook of History containing the acculturation is found in Banten mosques, acculturation material shows a structural palaces, and gates as the remaining buildings of approach, namely giving a discourse of Banten Kingdom (Kemendikbud, 2016, historical awareness, such as socio- culture. pp.212-213). The historical event of the reign This is by Llyord (in Mulyana, 2013, p. 81) of King Sultan AgengTirtayasa 1651-1682 who stated that one of the structural approaches shows that the people lived with the advanced exists in social history, namely the history socio-cultures and Islamic cultural signs. The which explains a real structure in society. It is result of acculturation between Islamic culture clear that the textbook of History, especially and local culture in the form of poetry is found acculturation material, is by the indicators of in the Kingdom of Bima in 1830 AD by Khotib History textbook at points 1, 2, 3, 4 and 5 as a Lukman written in Jawi letters and the Malay reference for analyzing the findings in the language which tells the great events such as textbook of History, namely: the eruption of Tambora Mount, the death and 1. Having a clear and up-to-date scientific funeral of Sultan Hamid in May 1819. This foundation shows that acculturation is related to historical 2. Having the material narratives which are events, so it encourages historical awareness. adequate, varied, easy to read and suitable The findings of this study show 1) the with learners’ need concept of understanding and 2) the relation of 3. Being presented in a systematic, logical and historical events with acculturation. The orderly manner relation of historical events with acculturation 4. Increasing learners’ interest in learning in the textbook of History is the starting point 5. Containing the materials that help learners for understanding historical awareness. solve their daily problems Understanding historical awareness 6. Containing the material of reflection and through historical and socio- cultural studies self-evaluation to measure the competencies requires a structural approach not only to the that have been and are being studied. content of historical events but also to the socio- cultural aspects, one of which is in the Based on the result of analyzing the text acculturation material as stated by Kartodirdjo discourse about the acculturation material in (1993, p. 51). Based on the relationship the textbook of History to understand historical between historical awareness or historical awareness, the researcher argues that the memory and the socio-cultural aspect in the acculturation material in the textbook of form of acculturation material in the textbook History has shown appreciation in fostering of History, it can be concluded that 1) historical awareness because it has met the recognizing Indonesian national identity historical awareness indicator in chapter 2 requires an understanding of Indonesian about historical awareness, namely 1) historical knowledge that is able to interpret all appreciating and interpreting the nature of aspects of life that are interconnected in history for the present and future, 2) knowing historical events and 2) it is necessary to himself and his nation, 3) cultivating the explore socio-cultural symptoms as part of the history of national culture development, and 4) historical interpretation to provide more maintaining the nation’s historical heritage. historical awareness through a structural approach to the components of Indonesian life. Conclusion The acculturation material in the Based on the findings of this study, the textbook of History published by Ministry of identification and analysis of acculturation-

242 2nd International Conference on History Education 2018 materials in the textbook of History to under- revised edition, the researcher recommends stand historical awareness were appreciated by that the existence of the textbook through the the results of acculturation in various acculturation material provides much encour- fields/forms including belief systems, building agement for understanding historical aware- art, government systems, sculpture, and fine ness shown by the relation between accultura- art, performing art, literacy, and literary art. tion results and historical events as the Indone- The belief systems as a form of the ac- sian national identity. culturation of local, -Buddhism, and Islamic cultures in the textbook include the be- References lief in spirits and objects possessing magical Abdullah, Taopik. and Ledeen. (1986). powers known as animism and dynamism. Durkheim dan Pengantar Sosiologi, Along with the emergence of Hindu- Moralitas. Jakarta: Yayasan Obor Indo- Buddhism, these beliefs did not vanish, but nesia. they transformed into the form of worshiping Ahonen, S. (2005). Historical Conciousness: a gods and objects as the equipment in the ritual Vieable Paradigm for History Educa- of belief. When Islam developed and was tion. Journal of Curriculum Studies. widely embraced by society, the belief systems Cassirer, Ernst. (1987). Manusia dan Ke- in the past were integrated to form a culture that budayaan: Sebuah Esei tentang Manu- was by Islam such as worship of God (Allah sia (Translated by Alois Nugroho). swt) and to preserve the relics of religious fig- Jakarta: Renika Citra. ures who were considered to have karomah. Creswell, John. W. (2013). Riset Pendidikan: In the building art, carving art, literary Perencanaan, Pelaksanaan, dan Eval- art, and government systems, the forms of ac- uasi Riset Kualitatif & Kuantitatif. Ter- culturation of local, Hindu-Buddhist and Is- jemahan. : Pustaka Pelajar. lamic cultures are shown through the minaret of Hasan, Said. Hamid. (2012). Pendidikan Se- the mosque Kudus which is a form of the East jarah Indonesia. Bandung: Rizqi Press. Java Langgam Temple that has been modified Kartodirdjo, Sartono. (1993). Pengantar Ilmu and adapted to its use. The mosque building is Sejarah. Bandung: Rizqi Press. a symbol of the sultanate’s power during the Kemendikbud. (2016). Sejarah Indonesia X period of influence and development of Islam Edisi Revisi 2016. Jakarta: Kementrian in Indonesia. The fine art, carving art, and per- Pendidikan dan Kebudayaan. forming art are shown in the form of kala Kochahar, S. K. (2008) Pembelajaran Sejarah makara relief sculpture that has animal and Teaching of History. Jakarta: Grasindo. plant motifs. Reliefs of Jago Malang Temple Kodiran. (1998). Akulturasi Budaya sebagai and Penataran Blitar Temple have shown the Mekanisme Perubahan Kebudayaan. use of musical instruments. Literacy and liter- Jurnal Humaniora, 8, pp. 87-91. ary arts are found in the monument of Yupa Mulyana, Agus. (2007) Sejarah Lokal which has the pallawa letters in Sanskrit. The Penulisan dan Pembelajaran di Sekolah. form of acculturation shows that the relation of Bandung: Salameena Press. historical events to the results of acculturation Mulyana, Agus. (2009). Pendekatan Historio- in the textbook of History is the starting point in grafi Dalam Memahami Buku Teks understanding historical awareness that can be Pelajaran Sejarah. Disajikan Dalam realized through a structural approach not only Seminar Nasional “Men-dekonstruksi to the content of historical events but also to the Permasalahan Pem-belajaran Sejarah socio-cultural aspects, one of which is the ac- Di Sekolah’ Jurusan Pendidikan Sejarah culturation material. FPIPS UPI pada tanggal 19 Oktober 2009. Recommendation Mulyana, Agus. (2013). Nasionalisme dan In accordance with the findings, analy- Milterisme Ideologi Historiografi Buku sis, and conclusions of the researcher towards teks Pelajaran Sejarah SMA. Jurnal the understanding of historical awareness Paramita, 2(1), pp. 78-87. through the acculturation material in the text- Naim & Sauqi, A. (2012). Pendidikan book of Indonesian History class X published Multikultural Konsep dan Aplikasi. by the Ministry of Education and Culture 2016 Yogyakarta: Ar-ruzz Media.

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Saripudin, Didin. & Komalasari, Kokom. (2016). The Development of Multiculturilism Value in Indonesia History Textbook. American Journal of Applied Sciences, 13(6), pp. 827-835. Sjamsuddin, Helius. (2012). Metodologi Sejarah. Yogyakarta: Ombak. Sobur, Alex. (2002). Analisis Teks Media Suatu Pengantar Untuk Analisis Wacana, Analisis Semiotik, Analisis Framing. Bandung: PT Rosda. Widja. (1991) Sejarah Lokal Suatu Perspektif dalam Pengajaran Sejarah. Bandung: Angkasa. Zulfa, et al. (2015). Analisis Kelengakapan Materi Buku Teks Sejarah kelas XI yang dipakai di Sekolah-sekolah SMA di Kota Padang (Buku Erlangga, Platinium, Bumi Aksar dan Yudistira). Jurnal Pelangi, 7(2), pp. 137-153.

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