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Abstract
Artikel ini membahas pentingnya historiografi alternatif dalam pembelajaran sejarah di Indonesia, dengan fokus pada kritik terhadap narasi dominan yang cenderung mengabaikan sejarah lokal dan kelompok terpinggirkan. Menggunakan pandangan Bambang Purwanto yang mengkritik historiografi Indonesiasentris dan pemikiran Peter Lee tentang literasi sejarah dan historical empathy, artikel ini menawarkan pendekatan yang lebih inklusif. Tujuan artikel ini adalah memperkenalkan historiografi alternatif yang memberikan ruang bagi sejarah lokal dan kelompok terpinggirkan, serta menciptakan penulisan sejarah yang lebih adil dan kritis. Dengan metode studi pustaka, artikel ini menganalisis dan mensintesis kritik terhadap historiografi tradisional serta menawarkan solusi dalam bentuk literasi sejarah yang lebih kritis dan inklusif. Pembahasan historiografi tradisional di Indonesia sering terjebak pada narasi dominan yang mengabaikan kompleksitas masyarakat, dengan fokus pada pandangan elit dan mengabaikan peran masyarakat lokal serta rakyat biasa. Bambang Purwanto mengkritik hal ini, sementara Peter Lee menawarkan pendekatan literasi sejarah yang inklusif melalui konsep historical empathy, yang mendorong pemahaman terhadap pengalaman kelompok terpinggirkan. Kesimpulan bahwa pendekatan ini memungkinkan siswa untuk menghargai berbagai perspektif sejarah dan pengalaman yang membentuk bangsa, menjadikan literasi sejarah dan historiografi alternatif alat efektif dalam pendidikan untuk menciptakan kesadaran sosial yang lebih baik.
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References
- Carr, E. H. (1961). What is History? Macmillan.
- Chen, L. and Lertamornsak, G. (2023). Internet of things (iot) based investigation between instructors' insight of constructivist learning theory and learners performance analysis in higher vocational accounting training. International Journal on Recent and Innovation Trends in Computing and Communication, 11(6s), 217-227. https://doi.org/10.17762/ijritcc.v11i6s.6824
- Doppen, F. (2004). Beginning social studies teachers' integration of technology in the history classroom. Theory & Research in Social Education, 32(2), 248-279. https://doi.org/10.1080/00933104.2004.10473254
- Derrida, J. (1967). Of Grammatology. terj. Gayatri C. Spivak. Baltimore: The John Hopkins University Press.
- Jenkins, K. (1991). Re-Thinking History. Routledge.
- Karn, S. (2022). Historical empathy: a cognitive-affective theory for history education in canada. Canadian Journal of Education / Revue Canadienne De L Éducation. https://doi.org/10.53967/cje-rce.5483
- Kelly, R. (2002). Freedom Dreams: The Black Radical Imagination. Beacon Press.
- Kizkapan, O., Karaca, M., & Eroğlu, S. (2023). Pre-service science teachers’ experiences of an expert-guided online education project. Participatory Educational Research, 10(6), 192-207. https://doi.org/10.17275/per.23.96.10.6
- Lee, P. (2005). Historical Literacy: Theory and Research. International Journal of Historical Learning, Teaching and Research, 5(1), 29–40.
- Maposa, M., & Wassermann, J. (2009). Conceptualising historical literacy – a review of the literature. Yesterday & Today, (4), 41–66.
- Nippi, A. (2022). Historical Literacy and the Structuring Process of Historical Knowledge in Students. Κείμενα Παιδείας, 4(4). https://doi.org/10.12681/keimena-paideias.30277
- Nordholt, H. S., Purwanto, B., & Saptari, R. (2013). Memikir Ulang Historiografi Indonesia. In H. S. Nordholt, B. Purwanto, & R. Saptari (Eds.), Perspektif Baru Penulisan Sejarah Indonesia. Yayasan Obor Indonesia
- Palmer, R. E. (1969). Hermeneutics: Interpretation Theory in Schleiermacher, Dilthey, Heidegger, and Gadamer. Northwestern University Press.
- Perrotta, K. (2018). Pedagogical conditions that promote historical empathy with “the elizabeth jennings project”. Social Studies Research and Practice, 13(2), 129-146. https://doi.org/10.1108/ssrp-11-2017-0064
- Purwanto Bambang. (2006). Gagalnya Historiografi Indonesia. Yogyakarta: Penerbit Ombak
- Said, E. (1978). Orientalism. Pantheon Books.
- Scott, J. W. (1986). Gender: A Useful Category of Historical Analysis. The American Historical Review, 91(5), 1053-1075. https://doi.org/10.2307/1864376
- Subekti, S. (2012). Tinjauan Kritis Terhadap Kecenderungan Historiografi Indonesia Masa Kini. Humanika, 15(9). https://doi.org/10.14710/humanika.15.9.
- Sulistiyono, Singgih T. 2008. “Historiografi Pembebasan Untuk Indonesia Baru”, Pidato Pengukuhan Jabatan Guru Besar pada Fakultas Ilmu Budaya Universitas Diponegoro. Semarang: 2008.
- Schleiermacher, F.D.E .1998. Hermeneutics and Criticism dand Other Writings, (Cambridge: Cambridge University Press.
- Vaishali, V. and Misra, P. (2020). Implications of constructivist approaches in the classrooms: the role of the teachers. Asian Journal of Education and Social Studies, 17-25. https://doi.org/10.9734/ajess/2020/v7i430205
- Veyis, F. (2020). Investigation of the self-efficacy beliefs of turkish language and literature teachers in practicing constructivist approach in terms of various variables. International Education Studies, 13(7), 47. https://doi.org/10.5539/ies.v13n7p47
References
Carr, E. H. (1961). What is History? Macmillan.
Chen, L. and Lertamornsak, G. (2023). Internet of things (iot) based investigation between instructors' insight of constructivist learning theory and learners performance analysis in higher vocational accounting training. International Journal on Recent and Innovation Trends in Computing and Communication, 11(6s), 217-227. https://doi.org/10.17762/ijritcc.v11i6s.6824
Doppen, F. (2004). Beginning social studies teachers' integration of technology in the history classroom. Theory & Research in Social Education, 32(2), 248-279. https://doi.org/10.1080/00933104.2004.10473254
Derrida, J. (1967). Of Grammatology. terj. Gayatri C. Spivak. Baltimore: The John Hopkins University Press.
Jenkins, K. (1991). Re-Thinking History. Routledge.
Karn, S. (2022). Historical empathy: a cognitive-affective theory for history education in canada. Canadian Journal of Education / Revue Canadienne De L Éducation. https://doi.org/10.53967/cje-rce.5483
Kelly, R. (2002). Freedom Dreams: The Black Radical Imagination. Beacon Press.
Kizkapan, O., Karaca, M., & Eroğlu, S. (2023). Pre-service science teachers’ experiences of an expert-guided online education project. Participatory Educational Research, 10(6), 192-207. https://doi.org/10.17275/per.23.96.10.6
Lee, P. (2005). Historical Literacy: Theory and Research. International Journal of Historical Learning, Teaching and Research, 5(1), 29–40.
Maposa, M., & Wassermann, J. (2009). Conceptualising historical literacy – a review of the literature. Yesterday & Today, (4), 41–66.
Nippi, A. (2022). Historical Literacy and the Structuring Process of Historical Knowledge in Students. Κείμενα Παιδείας, 4(4). https://doi.org/10.12681/keimena-paideias.30277
Nordholt, H. S., Purwanto, B., & Saptari, R. (2013). Memikir Ulang Historiografi Indonesia. In H. S. Nordholt, B. Purwanto, & R. Saptari (Eds.), Perspektif Baru Penulisan Sejarah Indonesia. Yayasan Obor Indonesia
Palmer, R. E. (1969). Hermeneutics: Interpretation Theory in Schleiermacher, Dilthey, Heidegger, and Gadamer. Northwestern University Press.
Perrotta, K. (2018). Pedagogical conditions that promote historical empathy with “the elizabeth jennings project”. Social Studies Research and Practice, 13(2), 129-146. https://doi.org/10.1108/ssrp-11-2017-0064
Purwanto Bambang. (2006). Gagalnya Historiografi Indonesia. Yogyakarta: Penerbit Ombak
Said, E. (1978). Orientalism. Pantheon Books.
Scott, J. W. (1986). Gender: A Useful Category of Historical Analysis. The American Historical Review, 91(5), 1053-1075. https://doi.org/10.2307/1864376
Subekti, S. (2012). Tinjauan Kritis Terhadap Kecenderungan Historiografi Indonesia Masa Kini. Humanika, 15(9). https://doi.org/10.14710/humanika.15.9.
Sulistiyono, Singgih T. 2008. “Historiografi Pembebasan Untuk Indonesia Baru”, Pidato Pengukuhan Jabatan Guru Besar pada Fakultas Ilmu Budaya Universitas Diponegoro. Semarang: 2008.
Schleiermacher, F.D.E .1998. Hermeneutics and Criticism dand Other Writings, (Cambridge: Cambridge University Press.
Vaishali, V. and Misra, P. (2020). Implications of constructivist approaches in the classrooms: the role of the teachers. Asian Journal of Education and Social Studies, 17-25. https://doi.org/10.9734/ajess/2020/v7i430205
Veyis, F. (2020). Investigation of the self-efficacy beliefs of turkish language and literature teachers in practicing constructivist approach in terms of various variables. International Education Studies, 13(7), 47. https://doi.org/10.5539/ies.v13n7p47