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All Journal Indonesian Journal of History Education Indonesian Journal of Advocacy and Legal Services
Sohabudin, Ahmad
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Education Law, Crime, Criminology & Criminal Justice

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Alternative Narratives in History Learning for Multicultural Education in Indonesia Sohabudin, Ahmad; Darmawan, Wawan
Indonesian Journal of History Education Vol 8 No 1 (2023): Development of Learning History
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v8i1.57924

Abstract

Indonesia is currently experiencing symptoms of strengthening identity politics. As a pluralistic nation, this phenomenon is dangerous because it can lead to social conflict and national disintegration. This research was conducted with the aim that educational institutions can play a role in minimizing this potential. What he can do is instill the values of multiculturalism in learning practices, especially in history learning. For this reason, the problems that are tried to be put forward in this research are: 1) what is meant by multiculturalism education? 2) what is the conception of multiculturalism education in history learning? 3) how can a multiculturalism narrative be developed in history learning materials? This research uses a literature study method. The literature study obtained data from several library sources such as journal articles, books, the internet, newspapers, and magazines. The study revealed that multiculturalism education is a concept created to help someone understand and appreciate regardless of the high or low culture, ethnicity, religion, race, gender, language, economic ability, or disability inherent in a person. Learning history with a multiculturalism approach is ideological. In history learning, multiculturalism education can be carried out by accommodating students' cultural differences, utilizing culture as a source of content, and using history as a tool to understand other people's cultures in order to grow mutual respect, tolerance, a sense of unity and the spirit of nationalism. A historical event that can be used as an alternative narrative in the development of multiculturalism education is when Suharto, at the beginning of his reign, tried to re-establish Pancasila and the 45' constitution as the ideology and basis of the state amid the threat of ideological conflicts between political parties and the emergence of an inclusive Islamic movement led by Nurcholish Madjid as a response to the death of the movement Islamic politics during the Orde Baru era.
From Tragedy to Reconciliation: Advocacy, Legal Strategies, and the Role of History Teachers in Integrating Peace Education in Post-Conflict Areas Ahmad, Tsabit Azinar; Nurasiah, Nurasiah; Amin, Syaiful; Sohabudin, Ahmad; Arifin, Ridwan
Indonesian Journal of Advocacy and Legal Services Vol. 7 No. 2 (2025): Contemporary Issues on Advocacy and Legal Services
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijals.v7i2.30584

Abstract

Indonesia’s post-conflict regions, such as Aceh, Poso, and Papua, continue to confront the legacies of violence, trauma, and contested historical narratives. In these areas, history education holds significant potential for promoting reconciliation and preventing the recurrence of conflict. This study examines the role of history teachers in integrating peace education within the broader frameworks of legal strategies and advocacy in Indonesian post-conflict settings. Drawing on qualitative research, including in-depth interviews with educators, civil society actors, and local government representatives, the paper explores how history teachers navigate sensitive political and historical issues in classrooms marked by ethnic, religious, and ideological divisions. The study highlights how legal frameworks such as human rights education, truth-seeking efforts, and transitional justice initiatives—though limited in formal policy—are informally adopted by educators through civil society-led training and community advocacy. Findings suggest that when adequately supported, history teachers in Indonesia can act as frontline peacebuilders, helping students develop critical thinking, historical empathy, and a commitment to nonviolence. Moreover, advocacy networks play a crucial role in enabling educators to address topics such as mass violence, displacement, and state-perpetrated injustice in ways that foster healing rather than deepen polarization. By contextualizing peace education within Indonesia’s unique socio-political landscape, this paper contributes to the global discourse on post-conflict education and provides practical pathways for integrating historical accountability into curriculum and teacher training programs.
Co-Authors Nurasiah Nurasiah Ridwan Arifin Syaiful Amin Tsabit Azinar Ahmad Wawan Darmawan