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All Journal Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Puteri Hijau : Jurnal Pendidikan Sejarah
Yuda Ariwinata
Universitas Negeri Padang
Humanities Education Social Sciences

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STUDI HISTORIOGRAFI: KONSEPSI BUNG KARNO TERHADAP STATUS SOSIAL DAN PERANAN WANITA DALAM BUKU SARINAH Yuda Ariwinata; Hendra Naldi
Puteri Hijau : Jurnal Pendidikan Sejarah Vol 8 (2023): Puteri Hijau: Jurnal Pendidikan Sejarah (Special Issues)
Publisher : Department of History Education, Faculty of Social Science, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ph.v8i2.46161

Abstract

This study examines the Sarinah Book by Ir. Soekarno in a historiographical review entitled Sarinah: Women's Obligations in the Struggle of the Republic of Indonesia to see the social status and role of women in Bung Karno's conception. The problems raised in this study are formulated in two formulations (1) How did Bung Karno's background and zeitgeist influence in writing Sarinah's book (2) What were the social status and role of women in Bung Karno's depiction in Sarinah's book. The author uses library research methods which are classified as qualitative research. The steps of this research are as follows. First, find and collect research sources consisting of Sarinah books published in the Old Order period. And relevant work or similar. In collecting research sources, there are three interrelated stages. (1), the researcher prepares research tools and equipment. (2), the researcher arranges work steps. (3), reads and makes notes on the reading. Second, analysis and interpretation, and classification based on the categories that have been compiled by researchers. Third, presenting the data that has been researched in a work in the form of a thesis. The result of the research is that the position of women in a country is very important. men and women must synergize for a progressive movement. women in Indonesia must walk side by side with men in the struggle and efforts to fill Indonesia's independence. The struggle was carried out first to gain independence and second to play an active role in eliminating all forms of colonialism in the forms of imperialism, colonialism, and capitalism. Seta was active in fulfilling independence in striving for the realization of a socialist order in Indonesia.
Transformation of Guided Democracy Narratives in History Textbooks from Curriculum 2013 to Merdeka Curriculum: A Wodakian Analysis Yuda Ariwinata; Aisiah Aisiah
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 10 No 1 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v10i1.34148

Abstract

This study examines the transformation of Guided Democracy narratives in Indonesian senior high school history textbooks following the shift from the 2013 Curriculum (Revised 2018 Edition) to the Merdeka Curriculum. Employing Ruth Wodak’s Discourse-Historical Approach (DHA), the research analyzes how political memory, executive authority, and democratic legitimacy are discursively constructed and recontextualized across curricular frameworks. The data consist of official Grade XII history textbooks published by the Ministry of Education under both curricula. Through qualitative critical discourse analysis, this study identifies shifts in framing strategies, lexical choices, argumentation patterns, and representations of institutional balance. The findings reveal that the 2013 Curriculum predominantly utilizes crisis-based legitimation, portraying parliamentary instability as justification for executive centralization and emphasizing national stability and unity. In contrast, the Merdeka Curriculum presents a more structural and contextual interpretation, highlighting institutional consequences, democratic trade-offs, and the complexity of political power relations. This shift indicates a movement from integrative-legitimative historiography toward a more reflective and dialogic historical representation. The study contributes theoretically by demonstrating that curriculum reform functions as a mechanism of ideological rearticulation within educational discourse. It also highlights the role of textbooks as strategic sites for negotiating national identity and democratic consciousness. Ultimately, the transformation of Guided Democracy narratives illustrates how curricular change reshapes students’ historical awareness and civic orientation in contemporary Indonesia.
Co-Authors Aisiah Aisiah Hendra Naldi