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Paramita: Historical Studies Journal
Published by Universitas Negeri Semarang
ISSN : 24075825     EISSN : 24075825     DOI : https://doi.org/10.15294/paramita.v30i2.20890
Core Subject : Humanities,
Humanities
The journal publishes writings on (1) historiography, (2) philosophy of history, (3) history of education, and (4) history educaiton. Historiography means the writing of history based on the critical examination of sources, the selection of particular details from the authentic materials in those sources, and the synthesis of those details into a narrative that stands the test of critical examination. Historiography studies cover chronologically various themes, such as local history, social history, cultural history, economic history, political history, military history, intellectual history, environmental history, and other historical studies. Philosophy of history, the study either of the historical process and its development or of the methods used by historians to understand their material. History of education is a study of the past that focuses on educational issues. These include education systems, institutions, theories, themes and other related phenomena in the past. History education includes studies of how history teaches in school or society, curriculum, educational values in events, figures, and historical heritage, media and sources of historical learning, history teachers, and studies of textbooks.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 742 Documents
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DEVELOPMENT OF HISTORY VIRTUAL CLASS BY APPLYING COLLABORATIVE MODEL TO IMPROVE CRITICAL THINKING ABILITY
Paramita: Historical Studies Journal Vol 24, No 2 (2014): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v24i2.3126

Abstract

The efforts to improve quality of history learning and to answer the global demand can be carried out by utilizing technology. One of them is by developing the virtual class in history learning. These research and development are intended to produce a collaborative model of history virtual class in order to improve the critical thinking ability on the history values at the students of Senior High School. The research is conducted at a Senior High School in Solo Raya in the year 2014.  This research is designed to apply the development research pursuant to the opinion of Borg and Gall. The data are collected by using the techniques of observation, interview, document analysis, FGD (Focus Group Discussion) and questionnaire. The methods applied to analyze the data are the qualitative analysis using interactive model, evaluative and comparatives analyses. The finding of this research produces a conclusion that the model of history virtual class is effective to improve the critical thinking ability on the history values.  The collaborative model of virtual class is effective to improve the role of history learning in stimulating the critical thinking ability of the students which in turn will be able to improve competence of the students.Key words:  History Virtual Class, Critical Thinking Ability, Collaborative Model.Upaya untuk meningkatkan kualitas pembelajaran sejarah dan untuk menjawab permintaan global dapat dilakukan dengan memanfaatkan teknologi. Salah satunya adalah dengan mengembangkan kelas virtual dalam sejarah pembelajaran. Penelitian dan pengembangan ini dimaksudkan untuk menghasilkan model kolaboratif sejarah kelas virtual untuk meningkatkan kemampuan berpikir kritis pada nilai-nilai sejarah di siswa SMA. Penelitian dilakukan di SMA Senior di Solo Raya pada tahun 2014. Penelitian ini dirancang untuk menerapkan penelitian pengembangan sesuai dengan pendapat Borg dan Gall. Data dikumpulkan dengan menggunakan teknik observasi, wawancara, analisis dokumen, FGD (Focus Group Discussion) dan kuesioner. Metode yang diterapkan untuk menganalisis data adalah analisis kualitatif dengan model interaktif, evaluatif dan analisis komparatif. Temuan penelitian ini menghasilkan kesimpulan bahwa model sejarah kelas virtual yang efektif untuk meningkatkan kemampuan berpikir kritis pada nilai-nilai sejarah. Model kolaboratif kelas virtual adalah efektif untuk meningkatkan peran sejarah pembelajaran dalam merangsang kemampuan berpikir kritis siswa yang pada gilirannya akan dapat meningkatkan kompetensi siswa.Kata kunci: kelas virtual sejarah, kemampuan berpikir kritis, model kolaboratif  
Transformative Learning for Controversial History of G 30 S/PKI
Paramita: Historical Studies Journal Vol 30, No 2 (2020): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v30i2.20510

Abstract

G 30 S/PKI is a controversial issue in Indonesian history and a sensitive material because of past traumatic memories. It is a challenge for history teachers in learning in schools. This research aims to analyze the controversial history material of the G30 S/PKI in history textbooks in school and formulate the learning concepts that are relevant for the controversial history. This type of research is qualitative with the content analysis. The data source is the history textbook and any other sources appropriate. The results show that in the Indonesian History Book for grade XII, 7 (seven) versions of the theory of the G30 S/PKI are presented. The various versions need to be integrated into the substance of the G30 S/PKI incident material so that it reflects the balance in the construction of the content with its arguments and weaknesses. In learning, the concept of transformative learning that is directed at historical didactics based on academic history is needed. History learning introduces educational content to build awareness of values. Students are actively involved through cooperative learning accompanied by exploration activities related to G 30 S/PKI material. Learning is directed at active historical thinking that opens an open dialogue. In this way, the teaching of controversial material history has the potential for character education (critical, analytical, objective, open-minded) that relies on internalization to minimize indoctrination. G 30 S/PKI merupakan isu kontroversial dalam pembelajaran sejarah Indonesia dan materi yang sensitif karena memori traumatik masa lalu. Hal tersebut menjadi tantangan bagi para guru sejarah dalam pembelajaran di sekolah. Penelitian ini bertujuan untuk menganalisis materi sejarah kontroversial G 30 S/PKI dalam buku pelajaran sejarah di sekolah menengah atas dan  merumuskan konsep pembelajaran yang relevan untuk materi sejarah kontroversial. Jenis penelitian kualitatif dengan analisis isi. Sumber data berupa buku teks sejarah di sekolah dan sumber lain yang relevan. Hasil penelitian menunjukkan bahwa dalam buku Sejarah Indonesia SMA kelas XII Kurikulum 2013 dipaparkan 7 (tujuh) versi teori tentang G 30 S/PKI. Berbagai versi tersebut perlu diintegrasikan ke dalam substansi materi sehingga mencerminkan keseimbangan dalam konstruksi materinya dengan argumentasi dan kelemahan-kelemahannya. Dalam pembelajaran  diperlukan konsep pembelajaran transformatif yang diarahkan pada didaktik historis  berbasis historis akademik. Pembelajaran sejarah mengintroduksi muatan-muatan edukatif untuk membangun kesadaran nilai. Siswa terlibat aktif melalui pembelajaran kooperatif yang disertai kegiatan-kegiatan eskplorasi materi G 30 S/PKI. Pembelajaran diarahkan pada active historical thingking yang membuka dialog terbuka. Dengan cara demikian, pembelajaran sejarah materi kontroversial potensial bagi pendidikan karakter (kritis, analitis, objektif, terbuka) yang bertumpu pada internalisasi untuk meminimaliasasi indoktrinasi. 
KINERJA GURU SEJARAH: STUDI KAUSAL PADA GURU-GURU SEJARAH SMA DI KOTA SEMARANG
Paramita: Historical Studies Journal Vol 24, No 1 (2014): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v24i1.2868

Abstract

This research aims to understand the direct effect of organizational cultures towards performance, leadership towards performance, motivation towards performance, organizational cultures towards motivation, and leadership towards motivation. The sample of those research was 60 history teachers randomly selected. Data collection is carried out with instruments that have been tested for validity and reliability empirically. Data were analyzed with path analysis techniques. The analysis of the results has been obtained the path coefficient , that is ρ41 = 0.226; ρ42 = 0.368; ρ43 = 0.337; ρ31 = 0.330, and ρ32 = 0.570. The result of significance test for each path coefficient is obtained at the price of 2,386 t; 3.510; 3.466; 3.544, and 6.124. While price t table on α 0.05 is 1.986.  Based on the statistical analysis can be concluded that: (1) there is a direct influence of organizational culture towards performance, (2) there is a direct effect of leadership towards performance, (3) there is a direct effect of motivation towards performance, (4) there is a direct influence of organizational culture towards motivation, and (5) there is a direct effect of leadership towards motivation. Keywords: organizational culture, leadership, motivation, performance. Tujuan penelitian ini adalah untuk mengetahui pengaruh langsung budaya organisasi terhadap kinerja, kepemimpinan terhadap kinerja, motivasi terhadap kinerja, budaya organisasi terhadap motivasi, dan kepemimpinan terhadap motivasi. Sampel penelitian ini berjumlah 60 orang guru sejarah yang dipilih secara random. Pengumpulan data dilaksanakan dengan instrumen yang telah diuji validitas dan reliabilitasnya secara empiris. Data penelitian dianalisis dengan teknik analisis jalur. Dari hasil analisis diperoleh koefisien jalur sebagai berikut ρ41 = 0,226; ρ42 = 0,368; ρ43 = 0,337; ρ31 = 0,330; dan ρ32 = 0,570.  Hasil uji signifikansi masing-masing koefisien jalur diperoleh harga t sebesar 2,386; 3,510; 3,466; 3,544; dan 6,124. Sedangkan harga ttabel pada α = 0,05 sebesar 1,986. Berdasarkan hasil analisis statistik dapat ditarik simpulan sebagai berikut: (1) ada pengaruh langsung budaya organisasi terhadap kinerja, (2) ada pengaruh langsung kepemimpinan terhadap kinerja, (3) ada pengaruh langsung motivasi terhadap kinerja, (4) ada pengaruh langsung budaya organisasi terhadap motivasi, dan (5) ada pengaruh langsung kepemimpinan terhadap motivasi. Kata kunci: budaya organisasi, kepemimpinan, motivasi, kinerja.  
EXISTENCE OF SHIA IN INDONESIA BETWEEN TRADITION AND POWER OF GOVERNMENT
Paramita: Historical Studies Journal Vol 28, No 2 (2018): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v28i2.12912

Abstract

The Shia movement in Indonesia until now still exists. Thus, the raised question is why Shia can exist in Indonesia. The formulation of the problem in this study is what traditions can make Shia exist until now? What is the concept of leadership in Shia? What are the Shia tactical organizations to drive Shia? The research method used is historical research methods, namely doing data collection (heuristics), selecting data (criticism), reviewing and analyzing (interpretation), and writing history (historiography). The results of the study can be concluded that the traditions often carried out by Shiites including Ahlulbait, Al-Bada', Ashura, Imamah, ‘Ishmuh, Mahdawiyah, Marja'iyah, Raj'ah, Taqiyah, Tawasul, Tawalli and Tabarri. Leadership theory in Islam, in essence the theory of leadership or power in Islam has two different conceptions, the first, the conception of Imammah (leadership according to Shia specifically Sy'ah Imammah) and second, the conception of the caliph (leadership according to Sunni (Ahussunnah Wal Jamaah). The largest Shia tactical organizations in Indonesia are IJABI and ABI. Gerakan Syiah di Indonesia hingga saat ini masih ada. Dengan demikian, pertanyaan yang diajukan adalah mengapa Syiah bisa ada di Indonesia. Rumusan masalah dalam penelitian ini adalah tradisi apa yang dapat membuat Syiah tetap ada sampai sekarang? Apa konsep kepemimpinan di Syiah? Apa organisasi taktis Syiah untuk mendorong Syiah? Metode penelitian yang digunakan adalah metode penelitian sejarah, yaitu melakukan pengumpulan data (heuristik), memilih data (kritik), mengkaji dan menganalisis (interpretasi), dan menulis sejarah (historiografi). Hasil penelitian dapat disimpulkan bahwa tradisi-tradisi sering dilakukan oleh kaum Syiah termasuk Ahlulbait, Al-Bada ', Ashura, Imamah,' Ishmuh, Mahdawiyah, Marja'iyah, Raj'ah, Taqiyah, Tawasul, Tawalli dan Tabarri. Teori kepemimpinan dalam Islam, pada intinya teori kepemimpinan atau kekuasaan dalam Islam memiliki dua konsepsi yang berbeda, yang pertama, konsepsi Imammah (kepemimpinan menurut Syiah khusus Sy'ah Imammah) dan kedua, konsepsi khalifah (kepemimpinan menurut Sunni (Ahussunnah Wal Jamaah). Organisasi taktis terbesar di Indonesia adalah IJABI dan ABI. 
WACANA IDENTITAS NASIONAL: ANALISIS ISI BUKU TEKS PELAJARAN SEJARAH SMA 1975 – 2008
Paramita: Historical Studies Journal Vol 22, No 1 (2012): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v22i1.1878

Abstract

This study analyze the discourse of national identity found on history textbooks for high school in 1975 - 2008 period. The objective was motivated by concerns of the decrease tendency of national identity among Indonesian people, especially young people. Through the study, it will be obtained an understanding of how new order groups, especially modernist, reconstruct national identity on history textbooks used by high school students. The research method used is qualitative, which is focused on content analysis of history textbooks. Analysis will focus on the growth of nationalism (1908 – 1945). The results show that national identity discourse in narration of the growth of nationalism (1908 – 1945) is influenced by modernist views.Keywords: text book, learning history, national identityPenelitian ini bertujuan untuk menganalisis wacana identitas nasional ditemukan di buku pelajaran sejarah untuk SMA di periode 1975 - 2008. Tulisan ini didorong oleh kekhawatiran dari kecenderungan penurunan identitas nasional di kalangan masyarakat Indonesia, terutama kaum muda. Melalui penelitian ini, maka akan diperoleh pemahaman tentang bagaimana kelompok Orde Baru, terutama modernis, merekonstruksi identitas nasional pada buku pelajaran sejarah yang digunakan oleh siswa SMA. Metode penelitian yang digunakan adalah kualitatif, yang difokuskan pada analisis isi buku pelajaran sejarah. Analisis akan fokus pada pertumbuhan nasionalisme (1908 - 1945). Hasil penelitian menunjukkan bahwa identitas wacana nasional dalam narasi dari pertumbuhan nasionalisme (1908 - 1945) dipengaruhi oleh pandangan modernis.Kata kunci: buku teks, pembelajaran sejarah, identitas nasional
The Impact of Modernization on Traditional Perahus in Banjarmasin South Kalimantan Indonesia in the Twentieth Century
Paramita: Historical Studies Journal Vol 31, No 1 (2021): Maritime and Socio-Economic History of Indonesia
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v31i1.29151

Abstract

Abstract: This article studies the impact of modernization on traditional means of transportation in Banjarmasin port, South Kalimantan. Model of à Campo which is generally chosen when traditional sector is set against the modern, i.e. adoption, adaptation, relocation, and withdrawal (exit) is used to analyze the issues in this article. The results of this study show only two options that match with the model, i.e. adaptation and relocation when traditional perahu (Indonesian) faced modern shipping and trade in Banjarmasin port. Adaptation is the right choice, as the perahus will continue to exist. Often perahus do not have any other choice but to relocate their shipping and trading activities to a smaller pier in the hinterland of South Kalimantan. Abstrak: Artikel ini mengkaji dampak modernisasi pada alat transportasi tradisional di pelabuhan Banjarmasin, Kalimantan Selatan. Model à Campo yang umumnya dipilih ketika sektor tradisional berlawanan dengan yang modern, yaitu adopsi, adaptasi, relokasi, dan penarikan (keluar) digunakan untuk menganalisis isu-isu dalam artikel ini. Hasil penelitian menunjukkan hanya dua pilihan yang sesuai dengan model, yaitu adaptasi dan relokasi ketika perahu tradisional (Indonesia) menghadapi pelayaran dan perdagangan modern di pelabuhan Banjarmasin. Adaptasi adalah pilihan yang tepat, karena perahu-perahu akan terus ada. Seringkali perahu-perahu tidak punya pilihan lain selain merelokasi aktivitas pelayaran dan perdagangannya ke dermaga yang lebih kecil di pedalaman Kalimantan Selatan.
WAYANG BEBER PACITAN: FUNGSI, MAKNA, DAN USAHA REVITALISASI
Paramita: Historical Studies Journal Vol 22, No 1 (2012): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v22i1.2914

Abstract

Wayang beber Pacitan is considered as one of the unique traditional heritage because it is not found in other places. The uniqueness of wayang beber Pacitan can be seen from its shape, function, and meaning. Wayang beber is considered sacred by its community, particularly the relatives of the dalang (puppeter) of wayang beber who lives in Dusun Karangtalun, Desa Gedompol, Donorojo. However, in its development the existence of the traditional arts is threathened because of the influence of modern cultural values. The efforts to revitalize wayang beber has been undertaken by the local government and other related stakeholders. However, the effort to revitalize wayang beber is not yet successful because there are still constraints, both internal and external. The former view of wayang beber as well as the pressure of modern culture has constrained the revitalization of wayang beber. Similarly, transforming wayang beber from community art to tourist art is another constraint. Key words: cultural identity, revitalization, tourism, wayang beber.Wayang beber Pacitan termasuk salah satu warisan seni tradisi yang langka dan unik karena tidak ditemukan di tempat lain. Kelangkaan dan keunikan wayang beber Pacitan dapat dilihat dari bentuk, fungsi, dan makna yang terkandung di dalamnya. Kesenian ini sangat disakralkan oleh pendukungnya khususnya keluarga dalang Wayang beber yang tinggal di Dusun Karangtalun, Desa Gedompol, Donorojo.  Namun kesenian tradisi ini terancam punah karena terdesak oleh nilai-nilai budaya modern. Usaha revitalisasi wayang beber telah dilakukan walaupun belum optimal karena beberapa hambatan. Pandangan lama atas wayang beber dan desakan budaya modern menghambat revitalisasi wayang beber. Demikian pula mentransformasikan Wayang beber dari seni sakral (community art) menjadi seni hiburan (tourist art) menjadi hambatan lain yang belum sepenuhnya teratasi. Oleh karena itu, revitalisasi wayang beber harus dimulai dengan kebijakan yang tepat, komitmen pemimpin daerah, dukungan masyarakat dan swasta, serta dilakukan secara sinergis antarpara pihak yang peduli terhadap wayang beber. Kata Kunci: wayang beber, revitalisasi, identitas  
Discourse on Relations Between Indonesia and Papua: Content Analysis of History Textbook of 2013 Curriculum
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v30i1.16215

Abstract

This research is motivated by the existence of a national identity crisis in Indonesian society, especially in young people or students. This research aims to analyze the discourse on relations between Indonesia and Papua found in a history textbook for senior high school of 2013 curriculum. Through this research, an understanding of how the state reconstructs national identity (Indonesian-ness) and local identity (Papuan-ness) in a history textbook for senior high school used by senior high school students in Jayapura City. The research method used is the qualitative method, which focuses on the content analysis of the history textbook. This analysis will focus on the relations between Indonesia and Papua. The meaning process was conducted using two concepts, namely Indonesian-ness and Papuan-ness. Then, those two concepts were represented in three themes: ethnic nationalism, nationalism, and national integration. The results of the research showed that the discourse on national identity (Indonesian-ness) and local identity (Papuan-ness) was a product of the government’s political policies in education, namely ideology and state identity. Penelitian ini dilatarbelakangi oleh adanya krisis identitas nasional di masyarakat Indonesia, terutama pada kaum muda atau pelajar. Penelitian ini bertujuan untuk menganalisis wacana tentang hubungan Indonesia dan Papua yang ditemukan dalam buku teks sejarah untuk kurikulum SMA 2013. Melalui penelitian ini, pemahaman tentang bagaimana negara merekonstruksi identitas nasional dan identitas lokal dalam buku teks sejarah untuk SMA yang digunakan oleh siswa SMA di Kota Jayapura. Metode penelitian yang digunakan adalah metode kualitatif, yang berfokus pada analisis isi buku teks sejarah. Analisis ini akan fokus pada hubungan antara Indonesia dan Papua. Proses pemaknaan dilakukan dengan menggunakan dua konsep, yaitu keindonesiaan dan ke-Papua-an. Kemudian, kedua konsep tersebut diwakili dalam tiga tema: nasionalisme etnis, nasionalisme, dan integrasi nasional. Hasil penelitian menunjukkan bahwa wacana tentang identitas nasional dan identitas lokal adalah produk kebijakan politik pemerintah dalam pendidikan, yaitu ideologi dan identitas negara.
Narratives of Nationalism in Indonesia and Malaysia’s History Textbooks
Paramita: Historical Studies Journal Vol 31, No 2 (2021): History of Asia and Indonesia
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v31i2.31428

Abstract

History textbooks are historical writings that have a function in developing educational values, including nationalism. Indonesia has a historical background colonized by the West, so that history textbooks will create nationalism’s value. This study aims to see how nationalism is described in the history textbooks of the two countries through historical events. The method used in this research is content analysis, namely analyzing the textbook’s narrative based on the indicators of the theory of nationalism. The findings of this study are indicators of the idea of nationalism, which includes myths of past glory, ethnicity and diversity, and colonialism in the description of historical events. This study concludes that the indicators of nationalism in history textbooks in Indonesia and Malaysia narrate in an indoctrinating language by placing nationalism as an ideology.Buku teks sejarah adalah tulisan sejarah yang memiliki fungsi dalam mengembangkan nilai-nilai pendidikan, termasuk nasionalisme. Indonesia memiliki latar belakang sejarah yang dijajah oleh Barat, sehingga buku teks sejarah akan melahirkan nilai nasionalisme. Penelitian ini bertujuan untuk melihat bagaimana nasionalisme digambarkan dalam buku teks sejarah kedua negara melalui peristiwa sejarah. Metode yang digunakan dalam penelitian ini adalah analisis isi, yaitu menganalisis narasi buku teks berdasarkan indikator teori nasionalisme. Temuan penelitian ini adalah indikator gagasan nasionalisme, yang meliputi mitos kejayaan masa lalu, etnisitas dan keragaman, dan kolonialisme dalam deskripsi peristiwa sejarah. Penelitian ini menyimpulkan bahwa indikator nasionalisme dalam buku teks sejarah di Indonesia dan Malaysia dinarasikan dalam bahasa yang indoktrinasi dengan menempatkan nasionalisme sebagai ideologi.
INDONESIA: FROM PLURALISM TO MULTICULTURALISM
Paramita: Historical Studies Journal Vol 23, No 2 (2013): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v23i2.2665

Abstract

Indonesia was not a new entity when started to become national country. It was called a continuation of the history of the Dutch East Indies. The people lived under western colonial was a pluralistic society, people separated by social class, ethnicity, religion, race and inter-group. Between the authorities and the people separated along racial lines. In addition there was the separation of ethnic groups associated with the economic, educational and social relations. After Indonesian independence the pluralistic society situation continues. The end of the New Order has opened a Pandora's Box of poor relations between ethnic and inter-religious. As a result many conflicts occurred based on religious and ethnic differences. The conflict heated up as the influx of political interests. The process of political reform gave birth to a new awareness of the relationship between ethnicity and religion. The starting point of this change was when the President Abdurrahman Wahid unlocked barriers on multicultural relationship that respects the differences of cultural orientation among the existing ethnic. From that moment the concept of multiculturalism experienced socialization process within Indonesian society. Key words: pluralism, multiculturalism, colonial, new order, socialization Ketika Indonesia lahir sebagai negara nasional, Indonesia bukanlah  entitas yang baru. Ia merupakan kelanjutan  sejarah dari masyarakat yang disebut Hindia Belanda. Masyarakat di bawah penjajah Barat ini merupakan masyarakat majemuk, masyarakat yang terpisah-pisah berdasarkan kelas sosial, suku, agama, ras, dan antar golongan. Antara penguasa dan rakyat terpisah secara garis rasial. Selain itu ada pe-misahan suku bangsa terkait dengan ekonomi, pendidikan, dan hubungan-hubungan sosial. Setelah Indonesia merdeka situasi masyarakat majemuk terus berlangsung. Berakhirnya Orde Baru telah membuka kotak pandora  buruknya hubungan antar etnik dan antar agama. Akibatnya banyak terjadi konflik-konflik yang berdasarkan perbedaan etnik dan agama. Hal itu semakin meruncing ketika kepentingan-kepentingan politik masuk. Proses reformasi  politik melahirkan kesadaran baru tentang hubungan antar etnik dan agama. Titik awal perubahan ini ketika  Presiden Abdurahman Wahid membuka sekat-sekat hubungan multikultural yang menghormati  perbedaan dalam orientasi budaya di kalangan etnik yang ada. Sejak itu konsep multikulturalisme mengalami proses sosialisi dalam masyarakat Indonesia. Kata Kunci: Pluralisme, Multikultural, Kolonial, Orde Baru, Sosialisasi.    

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