Abstrak: Evaluasi Isi Buku Teks Pelajaran Sejarah pada Masa Orde Baru. Penelitian ini bertujuan untuk mjengevaluasi isi buku teks sejarah untuk sekolah menengah pada masa Order Baru. Penelitian ini merupakan penelitian kualitatif, dengan fokus pada analisis isi buku teks sejarah. Analisis dan evaluasi dilakukan dengan menggunakan kriteria Sartono dalam menulis sejarah nasional. Temuan penelitian menunjukkan bahwa kualitas buku teks sejarah sudah berkembang tetapi masih perlu perbaikan dalam hal pendekatan, kesamaan, dan integrasi nasional. Kata Kunci: evaluasi, pelajaran sejarah, buku teks, kesamaan, integrasi nasionalAbstract: An Evaluation of The History Textbooks in The New Order Era. This study aimed to evaluate the content of history textbooks for high schools in the New Order era. The research method used was qualitative, focusing on the content analysis of history textbooks. The analysis and evaluation used Sartono’s criteria of writing the national history. The findings showed that the quality of history textbooks had already developed, but it needed improvement in approach, equity and national integration. Keywords: evaluation, history textbooks, equity, national integration

No abstract

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

The use of history textbooks is one of the keys to achieving the goals of historical education. Textbooks play an essential role in building students' historical empathy. A textbook present a reflective narrative that historical empathy. This study analyzes its narration in history textbooks has represented the aspect of historical empathy. The literature study method was used in this study. The object of research and data sources consist of 4 books from 3 publishers. Data analysis in this study was carried out by content analysis. The reliability used in this study is stability reliability, namely the reliability obtained by rereading the research data to understand the document. The results show that the books used by students had not fully the reflective narrative achieving historical empathy. There is no interrelation point of view. The textbook does not explore the thoughts. In addition, overall, books published by the Ministry of Education and Culture more reflective narratives that support the achievement of historical empathy compared to published by private publishers.

This study traced historical footprints of national identity discourses production through high school history textbooks. The main question is, what did the New Order's politics look like to the national history of Indonesia? The method used was qualitative research that focused on analyzing the content of history textbooks. This research examined nine history textbooks from three national curriculums. Critical Discourse Analysis (CDA) is used to analyze the content of the textbooks. The results show that New Order was discoursing Indonesian national identity as a nation that runs a modern and militaristic society. The discourse of modernity presents Western culture as the only source of Indonesian progression. As a result, national history exclusively narrates many of the Dutch colonial policies as a determinant factor for the development of the Indonesian people. In contrast, history textbooks negated indigenous culture as traditional that is inappropriate for modern life. On the other hand, militaristic discourse exposing the army's success in defending Indonesian independence. Instead, civil government and diplomatic negotiation were negated as the loser.