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INDONESIA
Journal of Public
Published by Universitas Darul Ulum
ISSN : 28089774     EISSN : 28072782     DOI : https://doi.org/10.32492/jpp.v8i2
Core Subject : Economy, Humanities, Social,
Humanities Economics, Econometrics & Finance Environmental Science Social Sciences
Scope of the journal; Urban Studies, Cultural Studies, Anthropology, Sociology, Public Policy, Political science, Communication, Economics, Law, Education
Arjuna Subject : Ilmu Sosial - Ilmu Politik dan Hubungan Internasional
Articles 62 Documents
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Islamic religious education curriculum as an instrument of reproduction of state ideology: critical discourse analysis of the ministry of education and culture textbook era 2013-2024 Abdul Rouf; Mishbahush Shudur; Adibah
Journal of Public Power Vol. 7 No. 2 (2023): Desember 2023
Publisher : Universitas Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32492/JPP.V7i2.7207

Abstract

This article analyzes the textbook on Islamic Religious Education and Ethics published by the Ministry of Education and Culture as an instrument for reproducing state ideology in the era of the 2013 Curriculum to the Independent Curriculum. The urgency of the study departs from the position of the IRE textbook which not only functions as a pedagogical tool, but also as an arena for the production of meaning about Indonesian Muslim identity, citizenship, nationality, tolerance, and social compliance. The purpose of the research is to reveal the ideological construction of Indonesian Muslims, the discourse strategies used in the naturalization of dominant values, and the relationship of text change with Indonesia's socio-political transformation for the period 2013-2024. The research uses a qualitative-critical approach with a document analysis design. The research corpus is in the form of IRE textbooks at the junior high school level VII, VIII, and IX in three main editions, namely the initial 2013 Curriculum, the revised 2013 Curriculum, and the Independent Curriculum. The analysis was carried out through Fairclough's three-dimensional model which includes text analysis, discursive practices, and social practices, and deepened with van Dijk's ideological square. The results of the study show that IRE textbooks construct ideal Muslim subjects as religious, moderate, nationalist, and obedient citizens to national consensus. The dominant discourse strategy is seen through normative modalities, selective intertextuality, nominalization, and the preparation of opposition between moderate Muslims and distorted constructed groups. The impact of this research lies in strengthening the ideological literacy of teachers, students, and curriculum designers so that IRE textbooks are read reflectively, critically, and democratically.
Curriculum As A Technology Of Power: Knowledge Production And Reproduction Of Educational Ideologies In Post-Reform Indonesia Sufinatin Aisida; Tadjoer Ridjal
Journal of Public Power Vol. 8 No. 2 (2024): Desember 2024
Publisher : Universitas Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32492/jpp.v8i2.8207

Abstract

The curriculum is not just a pedagogical instrument, but an epistemic arena where knowledge, values, and identities are determined as legitimate. This article analyzes how state power operates through the curriculum in shaping knowledge and educational subjects in post-reform Indonesia. With a qualitative-critical approach through Critical Discourse Analysis and genealogical perspectives, the research analyzes curriculum policy documents from the perspective of power/knowledge, ideology, hegemony, and symbolic power. The findings show that democratization does not eliminate curricular power, but changes it from directive control to regulation, standardization, normalization, and self-regulation. The process takes place through a chain of knowledge selection, legitimacy of knowledge, normalization of subjects, self-regulation, which forms the characteristics of ideal subjects such as competent, religious, moderate, nationalist, creative, and independent. Based on this mechanism, the article proposes the concept of Curriculum as Epistemic Technology of Power (CETP) to explain how the curriculum transforms epistemic power into the formation of subjectivity and self-regulation. Thus, curriculum studies need to shift from the question of what is taught to how knowledge is legitimized and how subjects are shaped through the curriculum.

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