Diakronika

The Revolt of the Crew of De Zeven Provincien and the Activities of the National Movement of 1930-1933

Muh Akbar — 2023-12-28

World history records that at the end of 1920, the global community was hit by a very dramatic economic depression, which resulted in protests by the people as a result of cuts in the wages of civil servants in all circles, both Dutch and Indigenous nationalities, by 17%, wage cuts were part of the efforts government to reduce the gap between government revenues and spending when the economic depression has caused government revenues in an emergency. The relationship between the rebellion of the Crew of De Zeven Provincien and the activities of the national movement during the reign of Governor-General Jhr. B.C. De Jonge. After the uprising immediately, the Dutch East Indies government, under the leadership of Governor-General Jhr. B.C. De Jonge carried out reactionary and violent politics against the activities of the national movement. Movement organizations were increasingly under pressure from the colonial government, and some radical and revolutionary movement figures were even arrested. The research method used is the historical method, namely heuristics, source criticism, interpretation, and historiography, and this research uses library research where the researcher examines several sources related to this research. Thus, it can be concluded that in the De Zeven Provincien Crew Mutiny in 1933, Governor General Jhr. B.C. De Jonge put more pressure on the national movement organization in Indonesia.

Abdul Haris Nasution's Contributions to Indonesian Military and Politics: 1955-1959

Wahyudi Malinau — 2023-12-28

This article is a historical study that discusses Abdul Haris Nasution from a political perspective. This research explores Abdul Haris Nasution's career journey and his contributions to the Indonesian military and politics from 1955 to 1959. This study uses historical methods with steps, namely heuristic, verification, interpretation, and historiography. The historical sources used are primary sources, including the Chiefs Staff of mandate in the Republic of Indonesia, Instructions of the Central Warlord, The Mimbar Indonesia, and Nasution's writing books. Secondary sources from the results of previous research, which became the basis of Nasution's thought on the military and politics, such as Abdul Haris Nasution's role in the "Bandung Lautan Api" incident in 1945–1946 and Abdul Haris Nasution's role in the liberation of West Irian, 1957–1962. The results of this research show that Nasution's career in the military field was very bright, starting with joining the Reserve Officers Corps (CORO). On October 17, 1952, Nasution resigned from the Chief of Staff of the Army (KSAD) position and returned to active service in the military in 1955. Nasution contributed to the military field in 1955–1959 to formulate ideal civil-military relations in Indonesia and the "middle way" army concept. Nasution's contribution to the political field in 1955–1959 re-implemented the 1945 Constitution. Nasution encouraged President Soekarno to issue a presidential decree as the beginning of guided democracy.

Critical Discourse of the Chinese Rebellion in Indonesian History Textbook

Hendra Kurniawan — 2023-12-29

This study aims to reveal the discourse practices in the narrative of the Chinese Rebellion in the Indonesian History textbook. Having long disappeared from Indonesian historiography, the Chinese-Javanese alliance against the VOC, often called Geger Pacinan (1740-1743), has reappeared in history textbooks. Its presence needs to be studied to understand the discourse practices that are to be conveyed by the narratives that are constructed. This study's subject was the Chinese Rebellion text in the Indonesian History textbook for class XI SMA based on the 2013 Curriculum published by the Ministry of Education and Culture of the Republic of Indonesia in 2017. The Critical Discourse Analysis (CDA) method, according to Teun A. van Dijk, was used to analyze the dimensions of the text, social cognition, and the social context of the narratives that are the research subject. The result is that the report in the text dimension does not present the Chinese role through the history of the event as a whole. In the size of social cognition, it is found that there is a potential to strengthen the practice of discourse, which leads to the marginalization of the Chinese role. The social context dimension has not entirely shifted from the New Order paradigm, which harbored stereotypes against the Chinese. In conclusion, the text of the Chinese Rebellion requires the teacher’s role to make the deconstruction process in learning history meaningful for students, especially in internalizing the value of diversity for national integration.

Variety of Indigenous Education in the Lampung Region during the Colonization Period

Dewi Cahya — 2023-12-31

This article discusses the variety of indigenous education in the Lampung Region during the Colonization Period. This study aims to reconstruct past events related to indigenous education in the Lampung Region during colonization. The results of the study show that the application of ethical politics had an impact on people's lives during the colonization period. Lampung, as one of the first colonization destinations in 1905, led to the relocation of 155 families. In the early period before the arrival of the colonists from Java, the people of Lampung had implemented a concept of education in the family with inheritance carried out by parents to their children and grandchildren. The entry of Hindu-Buddhist and Islam influenced them. The variety and education system in the Javanese and Lampung colonists experienced significant developments with the emergence of the Ethical Policy policy initiated by Van Deventer. Indigenous people's education in the Colonization area of Lampung was only obtained from First Class Schools (De Scholen der Ferste Klasse), which later developed into HIS, Second Class Schools (De Scholen Der Tweede Klasse), and Village Schools (Desaschool), or People's Schools (Volkschool) and Schools. Agricultural vocational (Landbouwsclfool or Cultuurschool) Lampung does not have ELS, Europesche Lagera School, HCS, Hollands Chinese School, or Shcakel School types of schools. Meeting the needs of secondary and vocational education is only obtained from schools in Java, Palembang, or West Sumatra because, in Lampung, there are no schools such as MULO, AMS, HBS, or Higher Education in the Dutch colonial period.

The Value of Menumbai Sialang Tradition in History Learning Contributes to Character Building

Amirul Syafiq — 2023-12-31

This study analyzes the traditional values of menumbai sialang to shape Pancasila students' character in high school. It uses a descriptive qualitative approach with Vygotsky's constructivist theory. Data collection includes non-participant observation, interviews, and documentation, analyzed through triangulation. Results: (1) Swearing sialang is an ancient local tradition representing trinity through a procession for collecting forest honey. (2) Values aligned with Pancasila student indicators: (1) Swearing sialang is an ancient local tradition still in the process of taking forest honey with certain rituals representing the trinity relationship. (2) some values align with the character indicators of Pancasila students, namely (a) having faith-fearing God Almighty, reflected in the traditional procession as an expression of gratitude for God's gifts. (b) Global diversity, reflected in the awareness of the Petalangan tribe on the importance of maintaining their local culture. (c) Gotong royong can be reflected in the collective procession of gathering sialang. (d) Independence and responsibility are reflected in the efforts of the Petalangan tribe, who strive to conserve all resources. (e) Critical thinking, reflected in establishing customary sanctions for violators to maintain the balance of nature. (f) Creative, reflected in the ability of the Petalangan tribe to design environmentally friendly traditional tools to support traditional processions. (3) Menumbai sialang values can be integrated into high school history lessons through contextual learning, field trips, and the involvement of traditional leaders.

Revitalizing Character Values in the Folklore of the Arjuna Mountain Slope Site

Wahyu Djoko Sulistyo — 2023-12-31

Mount Arjuna is not only a popular tourist destination in Indonesia because of its outstanding natural beauty. Mount Arjuna also has a cultural heritage reflected in its sites. The slopes of Mount Arjuna have diverse folklore. Revitalization of folklore values on the slopes of Mount Arjuna is an essential step in maintaining cultural heritage and preserving local identity. The objectives of this study are 1) to study the folklore on the slopes of Mount Arjuna and 2) to design a revitalization of the folkloric values of the Lereng Gunung Arjuna site. This research uses a historical method consisting of four stages, namely heuristics, criticism, interpretation, and historiography, with an empirical approach. Data analysis was done comparatively by proving the Lereng Gunung Arjuna site and the Lereng Gunung Arjuna folklore. The results showed 1) there are 19 folklors contained in each site. Sites of Mount Arjuna Slope, namely Oento Boego Cave, Watu Kursi, Eyang Madrim, Rahtawu or Tampuono, Eyang Sekutrem, Eyang Abiyoso, Nogo Gini Cave, Sendang Dewi Kunti, Puthuk Lesung, Eyang Sakri, Eyang Semar, Dwarapala Statue, Makuthoromo, Sendang Widodari, Wejangan Cave, Rancang Kencono, Candi Wesi, Sendang Drajat, Sepilar; 2) Local wisdom as a concept of preserving the environment wrapped in harmony between the value of divinity-humanity-nature around. The existing local wisdom is used as an inspiration for the mechanism of social life. The implementation of revitalization requires support from the parties (multi-stakeholders), and then the folklore is preserved and adjusted by the social context and changing times. Various existing folklore has the potential to be transformed elsewhere. In education, it is introduced and converted to school students so that local wisdom as an ancestral heritage and potential can be changed as a guide for the next generation's life.