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IHiS (Indonesian Historical Studies) 6 (2), 34-44 © 2022 | E-ISSN: 2579-4213  

Proposing Indonesia History Teaching that Transcends Political Ideologies                                                  | 34 

 

Received:  
February 2, 2022 
 
Revised:  
June 3, 2022 
 
Accepted:  
June 4, 2022 

Proposing Indonesia History Teaching that Transcends  
Political Ideologies 

 
Nasution 

Department of History Education, Faculty of Social Sciences and Law,  
Universitas Negeri Surabaya 

Jl. Lidah Wetan, Lakarsantri, Surabaya, East Java - Indonesia 
 

*Corresponding Author: nasution@unesa.ac.id 
DOI: https://doi.org/10.14710/ihis.v6i1.13571 

 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Introduction 
Reconstruction of History is almost always partial and never complete. This is due to 
some limited access or incomplete sources on past events. People's understanding of 
the past depends on how they construct the past itself. Likewise, history teaching is a 
matter that always invites debate. In Indonesia, the debate is generally related to the 
content of history lessons that are taught in schools, especially during the New Order 

Abstract 
 

The teaching of Indonesian history, in many cases in school, remains dominated 
by history of politics and political indoctrination, underscoring the need for critical 
and holistic learning. This paper aims to analyze the Indonesian National History 
textbooks used in schools, and to examine the possibility of teaching Indonesian 
history that goes beyond political indoctrination and is holistic. The method used 
in this paper is the analysis of an Indonesian National History textbooks that have 
been used as the main textbook for the history subject in schools. The teaching of 
Indonesian history in schools is still dominated by a single version of historical 
events. The narratives of Indonesian history lessons often ignore different 
perspectives, or other aspects of historical events that are of interest. Indonesian 
history does not only belong to the winners. A holistic approach to the teaching of 
history is expected to help enrich students' knowledge of past events and provide 
a clearer picture of the history of a multicultural society. For example, a discussion 
of the Benteng economic policy should not only revolve around the points of view 
of one ethnic group and ignore the suffering of others. In other cases, discussions 
on the PKI revolt often neglect human rights aspects, et cetera. Not only should 
students gain knowledge about past events based on the dominant interpretations, 
but are also exposed to the narratives of marginalized people. Not only that, 
history lessons should also cover aspects that include arts, literature, painting, 
music and other cultural products. In the end, a holistic approach enriches 
students’ understanding of a historical event, foster a positive attitude and inspire 
them to learn about stories that have been under-heard or deliberately 
marginalized. 
 
Keywords:   Holistic Approach; Indonesian History; Indoctrination; Learning. 
 



 
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Proposing Indonesia History Teaching that Transcends Political Ideologies                                                  | 35 

period. The content of history lessons is often one-sided and ignores other 
interpretations on a historical event. 

The problem of teaching history in schools is not as simple as adding 
historiographical and methodological aspects in history teaching, nor is it enough to 
add historical interpretations, especially if there are many empty spaces that the 
existing dominant narrative cannot explain. In addition to problems with the methods 
of history teaching in the classroom, the content of history lessons in our country is 
still coloured by dominant stories of past events. The teaching of history has not given 
students the space to analyze that different historians will have different 
interpretations about the same historical event. An example of this is lessons related 
to the Cultivation System. In the history of Indonesia, it is described as a dark period 
in the nation’s history as a result of Dutch colonial policies. But fron another 
perspective, the Cultivation System policy formed the basis of the Indonesian 
economy. 

George Orwell (2016) in his book, Ministry of Truth describes how governments 
use the teaching history to maintain power. They assume that control over the present 
and the future depends to a large extent on control over the past. In many countries, 
the main purpose of teaching national history is the political socialization of citizens. 
So, it can almost be said that there are no other subjects that are capable of serving the 
purpose of political socialization other than the teaching of history. This is because 
historical facts are like flexible clay whose interpretations can be formed and combined 
with one another (Faruk, 2018). The facts in question are never independent because 
they are always tied to the characters and language of the subjects involved in the 
narrative. Facts that historians try to assemble are influenced by certain interests which 
are rooted in the interests of the speaker as well as the context of his speech situation. 
For example, the book Indonesian National History (Poesponegoro & Notosusanto, 
1993), was written from the same facts but with a different narrative, which is 
considered the antithesis of colonial historiography. 

Anti-colonial-oriented historical writing emerged as a result of the turbulent shift 
of power from the Dutch government to the new Indonesian government. And the 
plan for the the first Indonesian National History (SNI) book was adopted during the 
first national history seminar in 1957. The revolution spirit among Indonesians gave 
rise to anti-colonial perspectives. 

The style of post-colonial historiography above emphasizes a history that aims to 
"break down and clean up colonial ruins." It was for this purpose that the national 
history seminar was held at that time. That is how the Indonesian National History 
with the ideology of independence was agreed based on the spirit of anti-colonialism. 
The cultivation of the spirit of nationalism was deemed very important at that time, in 
order to form the national identity of a new nation-state. The way in which nationalism 
was imbued was contained in SNI. Soedjatmoko raised concerns about the direction 
of Indonesian historiography, which he described as demagogic, during a national 
history seminar in 1957. Soedjatmoko's criticism showed that at that time there was a 
strong tendency for ideological history writing that ignored scientific aspects. 



 
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Proposing Indonesia History Teaching that Transcends Political Ideologies                                                  | 36 

The seminar revealed the need for a deeper thought on Indonesian 
historiography with the urgent need to write a national history textbook. Because of 
that, the National History Seminar I is considered to be the beginning of modern 
Indonesian historiography (Kartodirdjo, 1982). Even though writing the SNI book 
cannot be separated from political interests, historian Sartono Kartodirdjo (1982) 
reminded us that Indonesian historiography must still adhere to empirical science. The 
teaching of history is sometimes used to cultivate patriotism among citizens, create a 
sense of pride, or present events heroically. However, historians should not write the 
glorified version of history, but also present past events in a proportional way. 
 
Politics of Education and Political Content in Indonesian History Books 
The politics of education according to O’Neil (2008) is all efforts, policies, and tactics 
or strategies related to education. In subsequent developments, the the politics of 
education was determined by the authorities as agents to direct thought. Several 
researchers have studied the relationship between historical education and the politics 
of education, especially in Asia, the extent to which education politics is used in 
historical education. Most studies discuss political content as generally seen in history 
textbooks (Suwignyo, 2014; Fraenkel & Wallen, 2015; Lin & Jackson, 2019). 

In writing the master book, National History of Indonesia, the powers that be 
were very dominant in shaping the content of Indonesian history according to their 
interests. The history of Indonesia during the Dutch colonial period was 
overshadowed by the politics of 'decolonization'. National historical narratives often 
function to mobilize the masses by to burnish the image of those in power and discredit 
the previous regime to incite public antipathy. Political legitimacy is the main reason 
for producing the Indonesian historical narrative. This is used to maintain power 
through the dominant interpretations of historical facts. Governments cultivate 
political ideologies in society in order to instill moral, political, and cultural values to 
maintain control and hegemony. Resink (1953), likens historical events and historical 
constructions to a portrait. As a consequence of being a portrait, the results of the photo 
shoot are certainly influenced by various factors, such as: 1. the tools of the portrait 
(capturing power, approach, ability to reach and process sources), 2. the photographer 
(the historian), the choice of point of view, the distance between the author and the 
object of study being written, ideological positions, experiences, and other interests. 

The state often uses coercion through policy, education, publishing, 
broadcasting, and repetitive film production to influence society. The element of 
education is very important to create consent. Writing a national history book which 
is part of historical education is itself a manifestation of the ruler's pursuit of 
hegemony. Education is often used for pragmatic purposes to occupy or maintain 
control and the status quo. As Down (2004) points out, rulers have the authority to 
produce and reproduce history. 

History education, as a bridge that connects the past, present, and future, is full 
of political interests. History education is often used to maintain and strengthen social 
structures. As Kan (2007) writes “For all subjects in school, history is perhaps the most 



 
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Proposing Indonesia History Teaching that Transcends Political Ideologies                                                  | 37 

effective for instilling political ideology, and the one that best reflects the culture and 
politics of society because it serves legitimacy to define national identities and 
ideologies, and contributes to nation-building”. According to him, historical education 
has three main political goals. First, uniting multicultural societies in various social 
strata in terms of their shared history; Second, constructing the history of citizens in a 
particular country (national level); and Third, building a history with mankind at the 
global level (global history). 

 
Historical Awareness and Problem of Logocentrism Today  
The digital era has the consequence of transforming society from a passive audience 
into an information producer (Ritzer, 2012). Today, the problem of people's orientation 
in viewing information is no longer in the position of objects that are determined by 
the mainstream mass media, but furthermore society can play a role in producing 
knowledge. Partial knowledge can lead to incomplete understanding. Partial 
knowledge encourages someone to be trapped in post-truth, where people are looking 
for justification rather than truth. As the Oxford Dictionary itself defines the term post-
truth as a condition in which facts are less influential in shaping public opinion than 
emotions and personal beliefs (Ball, 2016). Post-truth is deliberately developed and 
becomes a propaganda tool with the aim of processing public sentiment so that those 
who are less critical will be easily influenced by logocentrism. Logocentrism refers to 
Jacquess Deridda's concept of a fundamental error in assuming what constitutes 
arbitrary and artificial constructs for verifiable events. 

The information conveyed creates a condition called an echo-chamber, in which 
a person receives homogeneous information and ideas continuously, while other 
perspectives do not fit into the space (Dubois & Blank; 2018). The notion of echo 
chamber metaphorically describes a situation in which only one narrative of belief in 
a particular knowledge discourse is shared (Dubois, 2018). These knowledge 
institutions create a single discourse so that there is only obedience or resistance as 
well as a means of implementing power strategies (Haryatmoko, 2016). Because of the 
relative value of reality contained in the discourse, the truth that we understand is 
limited by certain dominant discourses. 

The science of history, as stated by Lukacs (1968) "History has become a thought" 
for modern humans makes it influential in human thinking. Historical awareness is a 
rational awareness tasked with providing explanations (Kuntowijoyo, 2004). 
Historical thinking functions as a foothold for modern humans to think rationally and 
guides humans to approach actual reality based on historical reality amidst the 
disruption of knowledge. 

Attention to how historians put together words, as well as showing sensitivity to 
the language mastery possessed by historians. It is in some cases useful to reflect on 
the process of writing stories in the past. There is a connection between language and 
learning about the past. The past has become very much tied to the way historians use 
words and choose language. By depending on word construction, the main 
consequence of language choice is what Teeuw (1996) calls "the fact that it depends on 



 
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Proposing Indonesia History Teaching that Transcends Political Ideologies                                                  | 38 

words". The science of history through historical sources such as memories of actors, 
witnesses to events is useful for establishing an encounter between the relationship 
between the present and the past, especially those that cannot be obtained from 
documents. 

For Foucault (2002), lines of words in historical sources in the form of archives, 
for example, show a character of thought. If you want to understand the thoughts 
contained in the archives at a certain place and time, then find the words in the text 
that dominate. Foucault suggests that we are like archaeologists who trace the origins 
or context of the discourse produced. 

Sigmund Freud, the founder of psychoanalysis as a psychological theory, first 
put forward his view of archives as a source of knowledge. For Freud, archives have 
an authoritative record in which the content as a whole is regarded as true and that 
the language of the archives is a stable thing. Derrida (1996) rejected the psychic 
structure introduced by Freud, which he considered strongly logocentrism. Derrida's 
argument to reject Freud's psychoanalysis is contained in the method of 
deconstruction and archives as a source of knowledge even though it cannot be 
separated from the context in which it is produced. Derrida's deconstruction starts 
with a strategy of shaking up the basic categories and assumptions on which our 
thinking is established. In other words, deconstruction is an attempt to radically 
criticize and dismantle various basic assumptions that support logocentric thoughts 
and beliefs that glorify a single narrative. 

After the fall of the New Order, many historians have begun to deconstruct the 
discourse in history books. For one, the agenda stems from the critique that the New 
Order's national history was unidimensional, and militaristic (McGregor, 2007). 
Another criticism that exists is that the New Order regime has distorted historical facts 
(Adam, 2001, p. 23). However, this kind of criticism has the validity of a direct counter 
to the work of some historians (Adam, 2001; McGregor, 2007). But it is also 
inappropriate to blame all historiographical problems after the reformation on Suharto 
and the New Order regime. The roots of Indonesia's current historiographical 
problems did not basically stem from the legacy of the New Order, for which no one 
can fully blame the Suharto regime. On the other hand, most of the crucial problems 
stem from a national historiographical perspective (Suwignyo, 2014). 

Every past event requires a chronological aspect to detail it continuously and 
assemble it into a memory to be presented in the present as a production of knowledge 
and experience from previous people (Vansina, 2014). However, people tend to prefer 
history with a single narrative. When historians start a counter-narrative by writing 
many alternative versions, the public cannot accept it. Rejection and prohibition of 
academic discussion, burning of history books, are representation of the inability of 
the public to distinguish between the academic realm and the public sphere. They are 
more accepting of history with a single narrative than to open a dialogue on alternative 
discourses. 
 
 



 
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Going Beyond Ideological History by Using a Holistic Approach in Teaching 
Indonesian History 
Multicultural society characterized by grouping based on ethnicity always creates 
problems in the process of developing the nation state. It is also able to stimulate 
competition and at the same time ethnic conflicts that interfere with social integration. 
These conflicts result in the dominance and advancement of one people over another, 
thereby promoting domination over other groups (Weiner, 1987). Different and 
conflicting ethnic demands encourage competition in a multicultural society, a factor 
of instability in the state (Rabushka & Shepscale, 1972). A holistic approach in a 
multicultural society can be used as a strategy to write a more comprehensive history 
involving many parties who are mirrors of a multicultural society, such as Indonesia. 

The holistic approach does not have a single definition, but can be explained 
through a number of recurring themes that appear in the literature (Forbes, 2003, p. 17; 
Miller, 1991, p. 3). A holistic approach can be interpreted as a method of writing a 
comparative history of society, especially the process of the meeting between local 
history (based on indigenous experience) with colonial history, national history, and 
global history to search for patterns and processes of encounters across continents and 
centuries. Comparative history starts from the fact that one's interpretation is tentative, 
thus trying to draw a diachronic line between chronological (time) and geographical 
(space) aspects. 

The holistic approach significantly expands and connects people throughout the 
country both indigenous, migrants, and all historical activities, so there is speculation 
to continue to rethink the debate about the historical experience of mankind in the past 
that determines the future (Coates, 2004). Clark (1991) states that the ultimate goal of 
holistic education is to change the perspective of oneself to others and the world from 
a fragmented perspective to an integrative one. 

The holistic approach focuses on integrating various thoughts (Patel, 2003) and 
therefore, students are required to focus on the impact of their own actions on others 
in their environment. This is so that they can learn to take responsible action to solve 
the problems they face. Forbes (2003) suggests that in a holistic perspective, students 
are positioned as active, participative and critical learners who perceive and 
understand themselves in a changing world and in various local and global scenarios. 

Some thinkers agree that a holistic approach can be useful for developing critical 
learners. The perspective of a holistic approach demands that the world around us be 
treated with kindness. Individuals are stewards of the environment and hold positions 
as stewards for others and future generations. The holistic approach orientation has a 
significant impact on the theory and practice of learning in the classroom. It also 
determines how the curriculum is understood and used from a societal perspective 
that focuses on the interrelationships between various subjects. 

History may be a difficult science because it has to do with subjectivity, to the 
scattered evidence of relics, and what historians find. Even though historians have 
examined historical evidence, historical problems arise because too much evidence is 
selected in memory, and not all historical witnesses are still alive (Husbands, 1996). 



 
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Today, in the era of Liberal democracy, the discourse to change the formulation 
of a strict and uniform historical narrative becomes more elastic. This means that 
previously we only recognized historical stories from the dominating narrative, now 
we also recognize historical narratives with other versions, thus creating a different 
discourse. What happens in historical discourse will take into account the situation of 
certain groups of people, and those who have a different narrative from the dominant 
narrative, making history learning more interesting. 

In history lessons about the Indonesian revolution, for example, local events 
which previously received less attention have a place to be discussed. This is as a result 
of the dominant discourse that places revolutionary events in the regions as limited to 
“a chorus that accompanies dominant themes” in national historiography (Lucas, 
1989). 

Teaching history involves a complex set of skills to make classroom learning 
more active and creative. History teachers are not only required to have professional 
competence, but also substance competence in what will be taught. With a holistic 
approach, it is hoped that teachers can further develop history learning by connecting 
it to real life. 

The use of various social theories in studying historical events not only frames 
how history is written and taught, but also how events are constructed and written 
with various perspectives. Modern historians have begun to dare to expand their 
studies by filling in the blanks on assumptions about possible past truths. The issue of 
the use of social theory in historical studies has long been the subject of debate. 
Historian Peter Burke explains the need for the use of social science theory in historical 
studies, and comparisons in historical studies. By comparing two different community 
groups, the results obtained in describing one group will be clearer. 

Within the framework of holistic history, many studies can be developed to allow 
children to better understand their society. An example is the study of Chinese 
Indonesians, which is still an area that still needs to be explored, because of the issue 
of identity that is still often questioned. Skinner (1951), Nio Joe Lan (1940), D.E. 
Willmot, Lea E. Williams, Claudine Salmon, were the first generation who were 
interested in the study of Chinese-Indonesians (Suryadinata, 1986). Skinner (1951) in 
his work On the Chinesse in Southeast Asia highlighted the problem of the Chinese-
Indonesian people and pinpointed critical aspects such as the characteristics of their 
minority and their separateness from the indigenous population. Nio Joe Lan, (1940) 
in his book clearly describes the first Chinese nationalist organization in Java that 
involved many local figures. Besides Nio, there are also other works such as the work 
of Liem Thian Joe (1933). In his work entitled Riwajat Semarang, Joe describes the 
condition of the Chinese community in Java from 1416-1931. 

In holistic history learning, the theme of social movements can also be included. 
An example is a history of crime with a focus on resistance and social banditry. This 
focus was chosen so that students are able to reflect that banditry which was 
considered a criminal act by the colonial government was actually a form of resistance 
to repressive colonial power. The perpetrators of social banditry can be considered 



 
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both heroes and villains. Students are expected to be able to reflect that there are many 
perspectives on the issue of crime, including the perspective of banditry as a struggle 
for minorities and as a weapon of resistance for natives who were defeated by the 
repressive and discriminatory regulations of the colonial government. 

Historical lessons on the theme of the 1965 PKI rebellion, for example, should not 
only focus on a single narrative, but also on the human rights of those who lost, their 
voices also need to be considered, the voices of their murdered families, the voices of 
their ostracized children, as if the problem was genetic, the voices of Indonesian 
students who happened to be studying in a Communist country, who were not 
allowed to go home and had to be separated from their relatives. 

On other themes, such as the Benteng economic policy, the discussion should not 
only highlights the importance of protecting indigenous economic actors in 
accordance with the dominant narrative, but also has to listen to those who are 
expelled, killed, and so on. The discussion about the nationalization of Dutch 
companies, for example, should not ignore the voices of the Dutch owners of the 
Company. That way, students are invited to think and have another perspective on 
violence, about human rights and about arbitrariness to gain positive lessons. 

On the theme of historiography, for example, a history teacher does not only 
teach the stages of historiography, such as heuristics, criticism, interpretation, and 
historiography, for example. The teacher must introduce new perspectives to 
approach past facts, that a historical fact can be produced in various historical 
narratives depending on the ideology, ethnic group or point of view of the historical 
writer. In a holistic historical study, the lives of marginalized people who have not 
been presented or have been deliberately marginalized, become very important. 
Simply put, a holistic understanding of history can be achieved if we present various 
perspectives in history learning. In a holistic historical approach, historical narratives 
belong to all groups. 

Historians have the task and challenge to prove the existence of all groups. 
Stereotyped images of traditional, parochial, patrimonial, racism, etc. have become the 
center of permissive campaigns that are dangerous for the life of a multicultural world. 
This kind of stereotype dominates the dominant discourse and can only be countered 
by giving the marginalized people a space to enter into historiography. 

Many of us recognize the problem of perpetuating the dominant narrative, but 
discussion of the stories of the “others” is often separate from the discourse of the 
dominant narrative. In fact, the story of the “others” is more needed to get a 
comprehensive understanding of the dominant discourse narrative. Efforts to reshape 
the historical teaching diktats that fill the void of dominant discourse spaces are 
carried out by integrating the stories of the “others” into the curriculum, in weaving 
them together to contribute to a “more authentic” history. This is what is known as 
holistic learning. 

The presence of more serious Indonesian culinary studies or food studies in early 
academic circles such as the work of Rahman (2011) and the work of Ariwibowo (2011) 
has enriched the discourse on cultural history. There are also interpretive narratives 



 
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on historical data from cookbook texts, government and individual records about the 
culture of Indonesian flavors and food scientists in the past. People do not just talk 
about the history of food only from a cultural perspective, but also become more 
comprehensive with an economic approach such as how commercial activities in the 
culinary field are a source of people's income, social approaches such as the variety of 
people's tastes that are shaped by social status. In addition, the study of holistic history 
raises new themes, such as maritime history, the history of old cities and ports, and 
many essays have been produced. Even special seminars are often held to discuss the 
theme of port cities.  

Some of them are "Scientific Discussion of Silk Road Cities: Collection of 
Discussion Papers (1998) designed by the Ministry of Education and Culture 
(Depdikbud) in 1994. The scope of scientific discussion covers the general description 
of the 1400-1600 period regarding port cities on the Silk Road, as well as commercial 
ports around the Malacca Strait, Sumatran waters, and Maluku waters. But little has 
been said about local ports, especially those that are now defunct. However, most 
studies of the history of local ports often escape scrutiny because historical writing 
tends to be dominated by major events on the mainland, especially in the center. 
Historiography focusing on the history on land often ignores experiences from the 
periphery. In fact, the writing of Indonesian history must be able to combine land and 
sea domains, or what is known as the history of "Motherland" as seen in the 
monumental work of Lapian (2004). 

J. Burchard, suggested that national historical research, the standard is that which 
views the homeland in a perspective that can view the homeland within the 
framework of world history, which views the homeland as part of the universe. One 
of the hallmarks of a holistic approach is that it creates a comprehensive narrative. So 
that it touches the niches, and explores the uniqueness in historical studies. 

Therefore, a holistic approach always gives special space to local history. In 
addition to the aspect of locality which is always unique and different in each region, 
local history must also be able to explain the problem of social dynamics and see 
whether there is a connection between the events or phenomena studied with 
economic, political and cultural structures as causal relationships (Abdullah, 1979). 
The holistic approach in social history has the advantage of considering well the 
structural ties, namely the interconnected network of social roles, between historical 
actors and society. 
 
Conclusions 
Indonesian history does not only belong to the winners. A holistic approach to the 
teaching of history is expected to help enrich students' knowledge of past events and 
provide a clearer picture of the history of a multicultural society. For example, a 
discussion of the Benteng economic policy should not only revolve around the points 
of view of one ethnic group and ignore the suffering of others. In other cases, 
discussions on the PKI revolt often neglect human rights aspects, et cetera. Not only 
should students gain knowledge about past events based on the dominant 



 
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Proposing Indonesia History Teaching that Transcends Political Ideologies                                                  | 43 

interpretations, but are also exposed to the narratives of marginalized people. One of 
the hallmarks of a holistic approach is that it creates a comprehensive narrative. So that 
it touches the niches, and explores the uniqueness in historical studies. In the end, a 
holistic approach not only enriches students’ understanding of a historical event, but 
also foster a positive attitude and inspire them from learning it.   
 
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