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All Journal Puteri Hijau : Jurnal Pendidikan Sejarah Langgam International Journal of Social Science Education, Art and Culture
Ariwinata, Yuda
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STUDI HISTORIOGRAFI: KONSEPSI BUNG KARNO TERHADAP STATUS SOSIAL DAN PERANAN WANITA DALAM BUKU SARINAH Ariwinata, Yuda; Naldi, Hendra
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.
Representation of Power and Nationalism in the Guided Democracy Material: A Perspective of Philosophy of Science and Wodak’s Critical Discourse Analysis Ariwinata, Yuda; Fatimah, Siti
LANGGAM: International Journal of Social Science Education, Art and Culture Vol 4 No 4 (2025): LANGGAM: International Journal of Social Science Education, Art and Culture (Dece
Publisher : Master Program of Social Science Education of Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/langgam.v4i4.292

Abstract

This study applies the Discourse-Historical Approach (DHA) within Critical Discourse Analysis (CDA) to examine how ideological power and nationalism were represented in Indonesian history education during the Guided Democracy era (1959–1965). Using textbooks, curriculum documents, and political speeches as primary data, the research explores how discourse functioned to legitimize Sukarno’s vision of “guided leadership,” unity, and revolutionary identity. The findings reveal that educational texts operated as ideological tools constructing a moral-political version of history that reinforced state authority and excluded plural perspectives. Through Fairclough’s and Wodak’s frameworks, the study identifies recurring lexical strategies—such as “revolutionary struggle” and “anti-imperialism”—as linguistic mechanisms shaping collective identity. The discussion extends to the postcolonial context, emphasizing that decolonizing education in Indonesia still faces epistemic dependency on state-centered and Eurocentric narratives. Aligning with recent scholarship on curriculum decolonization, the study concludes that historical education must move toward epistemic justice and critical pedagogy to reframe national identity and historical consciousness.
Co-Authors Hendra Naldi Siti Fatimah