Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora)
Hieronymus Purwanta
Pusat Studi Pengamalan Pancasila (PSPP) Universitas Sebelas Maret
Humanities Environmental Science Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The "Discoverer" of Pancasila and The Abuse of History in Indonesian School Textbooks : Penggali Pancasila dan Penyalahgunaan Sejarah dalam Buku Teks Sekolah Hieronymus Purwanta; Andrea Salsalova
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 3 (2026): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i3.8878

Abstract

This study examines the controversy surrounding the "discoverer" of Pancasila, its representation in Indonesian school textbooks, and its pedagogical implications. The controversy stems from conflicting textbook narratives, with some portraying Sukarno as the sole figure who articulated the philosophical foundation of the Indonesian state, while others attribute the proposal of Pancasila to several members of the BPUPK. Using the historical method combined with qualitative content analysis, this study examines Pancasila and History textbooks alongside primary sources, including the official BPUPK minutes, testimonies of historical participants, and relevant historiographical scholarship. The analysis is guided by Marc Ferro's framework on the use and abuse of history. The findings show that the controversy originated in a historiographical construction developed during the New Order period and subsequently reproduced through school textbooks. Source criticism further reveals that the documents used to support Muhammad Yamin's claim as the first proposer of Pancasila lack sufficient authenticity and credibility. The study also identifies selective use of evidence, omission of critical information, and unequal representation of historical actors. It concludes that history instruction should incorporate digitally accessible primary sources to foster source criticism, historical literacy, and critical thinking, while textbook development should be grounded in rigorous historical scholarship.
Co-Authors Andrea Salsalova