Content of Women History in the Curriculumof History for Senior High School Comparison Study of 1994, 2004, and 2006

Abstract

This paper reviewed the content of women in history in the 1994, 2004 (KBK), and 2006 curriculums. It uses content analysis method. The result of this research shows that the content of women history was not increased and in different in from curriculum to the others. In 1994 Curriculum, women history only focused on the woman organizations in national movement period. In KBK and KTSP, there was women history in Hinduism-Buddhism era, and in the colonial era. In KBK and 2006 curriculums, students could learn more although the material was not as complete as in 1994, but they can learn it from the internet. From the analysis result of the women history narration in history textbook in 1994 Curriculum, KBK, and 2006 curriculums, because of the patriarchy culture and political factor, the writing of women history was androcentric.

Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

“…History education is a core subject in the Indonesian curriculum and this has long been the case. Before the birth of the Republic in 1945, it was a compulsory subject during the Dutch colonial era, and this continued during the Japanese occupation (Budiarti & Fahmi, 2013;Hasan, 2011). Throughout these years, the official history curriculum has reflected the interest of the authorities in each era (Darmawan, 2010;Gonggong, 2008).…”

“…After Indonesia's independence, history education reflected an Indonesiacentric approach which aimed to instil the spirit of nationalism and patriotism of the younger generation (Darmawan, 2010;Mulyana, 2013;Purwanto, 2006;Suwignyo, 2012;Umasih, 2010). Since its independence in 1945, the history education curriculum in Indonesia has undergone a number of changes 1 , and the latest one is 2013 Curriculum (Budiarti & Fahmi, 2013;Dewi & Aman, 2019). In the 2013 Curriculum, history is not only required to instil values of nationalism and patriotism but must also be able to equip students with 21 st -century skills such as curiosity, criticality, and the ability to cooperate and communicate (Hasan, 2019).…”