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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial
Alvina Cherisa Damayanti
Universitas Negeri Malang
Humanities Education Environmental Science Social Sciences

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Representasi G30S dalam Buku Teks Sejarah SMA Kurikulum 1994 Terbitan Erlangga Edisi Kedua: Analisis Wacana Kritis Roger Fowler Alvina Cherisa Damayanti; Yuliati Yuliati
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 2 (2026): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i2.34629

Abstract

This study was motivated by the controversy surrounding the narrative of the September 30th Movement (G30S), which during the New Order era was presented in a one-sided manner and tended to vilify the Indonesian Communist Party (PKI) through various media, including history textbooks, thereby raising suspicions of ideological bias and political interests in their compilation, even though the publisher was a private company. Therefore, this study was conducted to analyze how the G30S is represented in the textbook “Sejarah Nasional Indonesia dan Umum: Untuk SMU Kelas 3,” published by Erlangga and authored by Badrika in 1997, by examining aspects of vocabulary, grammar, the representation of actors and events, as well as the ideology embedded within it. This aims to uncover the discourse constructions and interests behind the G30S narrative. The method used is qualitative research employing Roger Fowler’s Critical Discourse Analysis model, which focuses on language analysis as a social practice. The results indicate that the use of specific vocabulary and sentence structures creates a negative image of the PKI and a positive image of the military, while simultaneously limiting the reader’s perspective. Furthermore, the G30S events are represented in a linear manner, with the PKI as the primary actor and the military as the savior, without presenting the historical complexities. This discourse also contains New Order ideology that emphasizes the legitimacy of power and the instillation of Pancasila values. In conclusion, the textbook is not neutral but rather a product of discourse.
WACANA G30S DALAM BUKU TEKS SEJARAH KURIKULUM 1994 DAN KURIKULUM MERDEKA: ANALISIS WACANA KRITIS MODEL TEUN A. VAN DIJK Alvina Cherisa Damayanti; Yuliati Yuliati
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 5 No. 11 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um063.v5.i11.2025.4

Abstract

The purpose of this study is to analyze the critical discourse on the narrative of the G30S incident in the history textbooks of the 1994 Curriculum and the Merdeka Curriculum. Using a qualitative approach with the Teun A. van Dijk model, this study analyzes the themes, structures, meanings, word choices, and visual representations in the historiographical construction of the G30S in the 1994 Curriculum and the Merdeka Curriculum. The results of this study are that the 1994 Curriculum, which was born during the New Order era, has a narrative in which the PKI is made the rebel actor, and the 1994 Curriculum creates the G30S narrative to strengthen the regime's political legitimacy. In contrast, the Merdeka Curriculum carries a much more neutral, multi-perspective, analytical narrative, and the G30S is open as part of a complex political dynamic and presents various theoretical sides. In other words, politics has contributed greatly to the historical narrative, and changes in post-Reformation education policy have helped create a more objective and reflective historiography. Tujuan dari penelitian ini adalah untuk menganalisis wacana kritis terhadap penarasian peristiwa G30S pada buku teks sejarah Kurikulum 1994 dan Kurikulum Merdeka. Dengan menggunakan pendekatan kualitatif dengan model Teun A. van Dijk, penelitian ini menganalisis tema, struktur, makna, pilihan kata, dan representasi visual dalam konstruksi historiografis G30S pada kurikulum 1994 dan Kurikulum Merdeka. Hasil dari penelitian ini adalah Kurikulum 1994 yang lahir di masa orde baru memiliki satu narasi yang dimana PKI dijadikan sebagai aktor pemberontak, serta Kurikulum 1994 membuat narasi G30S untuk menguatkan legitimasi politik rezim. Sebaliknya, Kurikulum Merdeka membawa narasi yang jauh lebih netral, multi-perspektif, analitis, dan G30S terbuka sebagai bagian dari dinamika politik yang kompleks dan menyajikan sisi-sisi berbagai teori. Dengan kata lain, politik telah berkontribusi besar pada narasi sejarah, dan perubahan kebijakan pendidikan pasca-Reformasi telah membantu menciptakan historiografi yang bersifat lebih objektif dan reflektif.
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