The representation of colonial discourse in Indonesian secondary education history textbooks during and after the New Order (1975–2013)

Purwanta, ‪Hieronymus

doi:10.1080/0046760x.2017.1384855

Cited by 15 publications

(16 citation statements)

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“…us it was the toughest challenge for Indonesian new government and its people (Finklestein;: Su-ratminto, 2013. e long way of colonization has brought sceptical feelings towards Europeans, whether psychological and philosophical (Purwanta, 2017). It was a long history regarding how Dutch performed its education system towards Indonesian society.…”

Section: Overview Of Education Practice In Dutch East Indiesmentioning

confidence: 99%

The Contribution of Western Humanism Ideas Towards Education Policy in The Dutch East Indies (1817-1942)

Surya

Fikriya

2022

Hist Stud J

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This study aims to investigate the contribution of Western humanism ideas towards education policy in the Netherland Indies or Dutch East Indies. This study engaged historical method with four stages, namely heuristic, criticism, interpretation, and historiography. Humanism ideas that initially appeared in Italy obtained significant impact on European history afterwards. Thinkers as Rousseau, Montesquieu, Hobbes, and so on brought humanitarian ideas towards children, education as well as policy towards colonies as the result of humanisms movement. Those ideas clarify how children should be perceived and be treated that spread almost in many countries of Europe. At the time, many Europeans colonized several countries in Asia and Africa. Therefore, the ideas of humanism also encouraged the changes of colonial policy regarding how they should treat colonies in the sense of humanitarian thoughts. As many Southeast Asian countries were controlled by the western, Indonesia experienced several occupations of Europeans after initially colonized by the Portuguese, followed by Dutch, France and British. Officially, Indonesia under the realm of Dutch government since 1817 experienced the changes and shifts upon colonial treatment. After the collapse of VOC, Dutch colonial policy was affected by humanism movement. In term of education, there were policies being established such as Nativism, Concordantie, and Ethical Politic. Abstrak: Penelitian ini bertujuan untuk mengidentifikasi pengaruh gagasan humanisme Barat terhadap kebijakan politik di Hindia Belanda. Penelitian ini menggunakan metode sejarah yang terdiri atas, heuristik, kritik, interpretasi, dan historiografi. Gagasan humanisme pertama kali muncul di Italia memberikan dampak signifikan terhadap sejarah Eropa pada periode berikutnya. Para pemikir seperti Rousseau, Montesquieu, Hobbes, dan lain-lain berusaha membawa gagasan humanism terhadap peserta didik, pendidikan, serta kebijakan pendidikan terhadap wilayah jajahan sebagai konsekuensi gerakan humanisme. Gagasan humanisme memberikan penjelasan bagaimana seharusnya peserta didik dilihat dan diperlakukan menyebar ke hampir seluruh negara di Eropa. Pada waktu yang bersamaan, banyak bangsa Eropa yang melakukan penjajahan di kawasan Asia dan Afrika. Dengan demikian, gagasan tentang humanisme juga mendorong perubahan kebijakan penjajah tentang bagaimana mereka memperlakukan koloni berdasarkan gagasan humanitarian. Beberapa kawasan di Asia Tenggara di kuasai bangsa Barat, Indonesia mengalami serangkaian pengalaman penjajahan setelah pertama kali dijajah oleh Portugis, kemudian Belanda, Perancis, Inggris, dan Jepang. Secara resmi, Indonesia dijajah oleh pemerintah Belanda pada tahun 1817 mengalami berbagai perubahan kebijakan. Setelah pembubaran VOC, kebijakan colonial Belanda juga dipengaruhi oleh gerakan humanisme. Dalam konteks pendidikan, pengaruh gagasan humanisme terhadap kebijakan colonial tertuang dalam kebijakan Nativisme, Konkordansi, dan Politik Etis.Cite this article: Surya, R.A., FIkriya, R. (2022). The Contribution of Western Humanism Ideas Towards Education Policy in The Dutch East Indies (1817-1942) . Paramita: Historical Studies Journal, 32(1), 107-116. http://dx.doi.org/10.15294/paramita.v32i1.30787

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Section: Overview Of Education Practice In Dutch East Indiesmentioning

confidence: 99%

The Contribution of Western Humanism Ideas Towards Education Policy in The Dutch East Indies (1817-1942)

Surya

Fikriya

2022

Hist Stud J

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“…For example, Purwanto (2006) stated that Indonesian historiography failed to embody an Indonesian-centric narrative. From this perspective, the history compiled is still colonial-centric, like the Dutch colonial era (Purwanta, 2018). On the other hand, Hardinanto (2017) showed that the textbook narrative contains a fatal factual error regarding the history of Pancasila creation; hence, teachers can explain that historical truth is interpretive.…”

Section: Literature Reviewmentioning

confidence: 99%

Historical Literacy Competencies of History Education Students: Case Studies at Surabaya and Yogyakarta State Universities

Kumalasari¹,

Purwanta²,

Aw³

et al. 2022

JCT

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This study aims to describes the historical literacy competence of students enrolled in the History Education study program at Surabaya State University (SSU) and Yogyakarta State University (YSU). The method used is a historical literacy test for first and second-year students. Meanwhile, the questions were prepared based on the Program for International Student Assessment (PISA) guidelines and the newest Indonesian History textbook for Grade XI. The analysis was carried out through a t-test, and the result showed that the literacy competence of History Education students at both universities is very poor. The mean scores of first and second-year SSU students were 49.91 and 54.14, while YSU students were 55.03 and 54.72, respectively. It means that history education study programs have to face the problem intensively, because the very low literacy will affects in many academic activities.

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“…The notion behind this decision is that history education is considered to be able to relieve society from the Eurocentric, pro-colonialism learning mindset of the feudalistic culture brought by the Dutch Colonial Government. Historians assess western culture as an ideal model of sociocultural life and construct Indonesian history as a process of westernization using Dutch colonialism as a determining factor and Indonesians are narrated as passive objects (Purwanta, 2018).in the postindependence, Sirozi (2004, p. 123) discusses the historical roots of secular-religious debates and tensions and their relationship to the formation of the Indonesian National Education System within the context of the history of Dutch colonization and nationalist struggles for national identity.…”

Section: Introductionmentioning

confidence: 99%

The implication of transformational Teaching on Education And Learning System Act No. 4 1950

Zulkarnain

Abdullah²

2022

j.civics

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The purpose of this paper is to study the implication of Act No. 4 of 1950 on Teaching Fundamentals of Elementary School, Middle School, and Higher Education and its implementation to history teachings. This act was the first national formal bill on education policies, passed under the government of Mr. Asaat, the state president of the Republic of Indonesia. Although the state president was the one that created this act, the implementation of the system was introduced to all the other states of the country. This practice was considered uncommon in the state administration of Indonesia. Act No. 4 of 1950 contains the elementary educational purposes to provide students with fundamental knowledge, skills, and wisdom to develop their talent and interest for elementary students. While intermediate education assists the students to prepare for higher education, as well as cultivating experts in various fields according to their talents and fulfilling what society demands. The curriculum in higher education was created to prepare the students to become the future leaders of the society and provide them with the knowledge to conserve and develop the science and livelihood of the society. Act No. 4 of 1950 also influenced how history education goes. History should be able to be implemented into a learning process that can elevate the knowledge and cultivate a sense of nationalism in the youth generation of Indonesia

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The representation of colonial discourse in Indonesian secondary education history textbooks during and after the New Order (1975–2013)

Cited by 15 publications

References 0 publications

The Contribution of Western Humanism Ideas Towards Education Policy in The Dutch East Indies (1817-1942)

The Contribution of Western Humanism Ideas Towards Education Policy in The Dutch East Indies (1817-1942)

Historical Literacy Competencies of History Education Students: Case Studies at Surabaya and Yogyakarta State Universities

The implication of transformational Teaching on Education And Learning System Act No. 4 1950

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