Wacana Bhineka Tunggal Ika Dalam Buku Teks Sejarah

Abstract

<p class="04Abstrak">Textbook is one of learning sources used in history learning in school. History learning has function to preserve collective memories and necessary values, such as Bhineka Tunggal Ika. This research aims to reveal depiction and representation of Bhineka Tunggal Ika value in history textbooks. It is qualitative research using critical discourse analysis, particularly representative analysis model by Roger Fowler. Data sources in the research are the senior high school textbooks based on 2006 curriculum which can be downloaded at bse.kemdikbud.go.id. website. Method of collecting data is conducted by documentation technique. The validity of discourse analysis refers to Ibnu Hamad’s opinion, namely holistic, historical situatedness, and theory. Next, analysis is conducted using critical discourse analysis by Fairclough namely description, interpretation and explanation. The result of research shows that Bhineka Tunggal Ika is represented in various themes such as assimilation/acculturation/ syncretism, differences/diversity/plurality/complexity/multicultural, distinction/discrimination and unity. Bhineka Tunggal Ika should be understand as both a result and continuous process.</p><p> </p><p class="04Abstrak">Buku teks merupakan salah satu sumber belajar yang digunakan dalam pembelajaran sejarah di sekolah. Pembelajaran sejarah berfungsi untuk melestarikan memori kolektif dan nilai-nilai yang dianggap penting, salah satunya Bhineka Tunggal Ika. Penelitian ini bertujuan untuk untuk mengungkap penggambaran dan representasi nilai Bhineka Tunggal Ika dalam buku teks sejarah. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode analisis wacana kritis, terutama analisis representasi model Roger Fowler. Sumber data pada penelitian ini adalah buku teks sejarah SMA berdasarkan kurikulum 2006 yang dapat diunduh pada laman bse.kemdikbud.go.id. Pengumpulan data dilakukan dengan teknik dokumentasi.Validitas analisis wacana mengacu pada pendapat Ibnu Hamad, yaitu holistic, historical situatedness, dan teori.Selanjutnya analisis dilakukan dengan menggunakan model analisis wacana kritis Fairclough yaitu deskripsi, interpretasi, dan eksplanasi. Hasil penelitian menunjukkan bahwa Bhineka Tunggal Ika direpresentasikan dalam berbagai tema seperti pembauran/akulturasi/sinkretisme, perbedaan/ keragaman/ pluralitas/ kemajemukan/ multikultural, pembedaan/diskriminasi serta persatuan dan kesatuan. Bhineka Tunggal Ika perlu dipahami sebagai hasil maupun proses yang terus berlanjut.</p><p> </p>

The Pelatihan dan Pendampingan Pengembangan Materi Pembelajaran PPKn Kajian Bhinneka Tunggal Ika Berbantuan Website

“…Permasalahan umum sekarang ini materi buku teks yang bermuatan Bhinneka Tunggal Ika masih amat kurang dan menyajikan uraian terbatas tentang keberagaman dan kesadaran akan perbedaan yang ada. (Utami & Widiadi, 2016 (Setyaningsih, 2017).…”

Reenacting the Past Trough Short Story Anthology

“…The recent trend shows us that there has been more and more reenactment in society, i.e. history film [1]; [2], festival [3], historical fiction [4]; [5], and video games [7]. In reenacting the past, historical film produces a heightened sense of fidelity and verisimilitude, creating a powerfully immersive experience for the spectator, giving the experience of 'rewitnessing the past' [8].…”

History Teachers’ Representation of Bhinneka Tunggal Ika: A critical discourse analysis

“…Considering the importance of education, the contemporary researchers have discussed the role of education in the production and reproduction of Bhinneka Tunggal Ika. The researchers commonly emphasized the analysis of the role of textbooks [9], the practice of learning in the classroom [10], the intervention of classroom activities [11], or the revitalization of Bhinneka Tunggal Ika through local wisdom [12]. Meanwhile, some researcher has focused their analysis on the school environment and the students' interpretation [13,14].…”