Nana Supriatna


In this article, subject-matter of history at the junior and senior high schools as well (SMP and SMA) on Islamic Sultanates in the Nusantara region “is deconstructed” from the “history of wars” to become Islamic history which is now relevant to the contemporary social issues faced by the Muslim ummah in Indonesia. Common issues such as poverty, ummah enforcement, working ethos, entrepreneurship, social networking (silaturahim) and the commemoration of the glorious grandeur of the past maritime world of the Sultanates, are all historic issues which are still problems faced by the Muslim ummah and, are more interesting as foci of inquiry in the learning process of history class. Deconstruction of war history in history pedagogy is necessary and in accordance with contextual approach and, at the same time as a response to the accusation that Islam is identical with violence and terrorism. Deconstruction in history pedagogy is to build a new image on Islamic history which. It is very important for the Islamic ummah to response all kinds of challenges which they confront at this time. In this article the notion of deconstruction is carried out on conventional history which stresses too much on progress account experienced by the Sultanates in the Nusantara, including wars which becomes problematic topic and contextual with the real life of the students. The results of deconstruction will be constructed by using interrelated construction of topics, concepts, emancipator questions, and associate to contemporary social problems which are faced by the Muslims.


critical pedagogy of history, deconstruction of teaching history, teaching history of the Islamic Sultanates in Indonesia

Full Text:



Adam, A.W. (2007). Pelurusan Sejarah Indonesia, Yogyakarta: Penerbit Ombak. Carr, W & Kemmis, S. (1990). Becoming Critical, Education, Knowledge and Action Research, Melbourne: Deakin University Press.

Cherryholmes. C. (1991). ‘Critical Pedagogy and Social Education’, in Shaver, James P. (1991). Handbook of Research on Social Studies Teaching and Learning, New York: Macmillan Publishing Company.

Connole, H. et al. (1993). Research Methodology: Issues and Methods in Research, Geelong: Deakin University Press.

Cooper, R. (1992). The Teaching of History, Studies in Primary Education, David Fulton Publishers Ltd.

Cornbleth, C. (1991). ‘Research on Context, Research in Context’, in Shaver, J. P. (1991). Handbook of Research on Social Studies Teaching and Learning, New York: Macmillan Publishing Company.

Dickinson, A.K. et al. (1984). Learning History. Melbourne: Heinemann Educational Books.

Doll, W.E. Jr. (1993). A Post-Modern Perspective on Curriculum. New York: Teachers College, Columbia University.

Evans, R.W. (1996). ‘A Critical Approaches to Teaching United States History’, in Shaver, James P, in Evans and Saxe, (1996), Handbook on Teaching Social Issues, Washington: NCSS.

Ferguson, P. (1996). ‘Teaching Issues-Centered History’, in Shaver, James P, 1991, in Evans and Saxe, 1996, Handbook on Teaching Social Issues, Washington: NCSS.

Garvey, B. and Krug, M. (1977). Models of History Teaching in the Secondary Schools, Oxford: Oxford Studies in Education.

Giddens, A. (1999). Modernity and Self-Identity, Self and Society in the Late Modern Age, Cambridge: Polity Press.

Gilbert, R and Vick, M. (1996). ‘The knowledge Base for Studying Society and Environment’, in Gilbert, Rob, ed. (1996) Studying Society and Environment, A Handbook for Teachers, Melbourne: Macmillan Education Australia, Pty. Ltd,

Giroux, H.A. (1983). ‘Theories of Reproduction and Resistance in the new Sociology of Education: A Critical Analysis’, Harvard Educational Review, ( 5 3 ) .

Giroux, H. A. (1995). ‘Decentering the Canon: Refiguring Disciplinary and Pedagogical Boundaries’, in Haworth and Conrad. (1995). Revising Curriculum in Higher Education, Needham Height: Simon & Schuster Custom Publishing.

Habermas, J. (1971). Knowledge and Human Interests, London: Heinemann.

Hasan, S.H. (2000). Kurikulum dan Buku Teks Sejarah’ dalam Historia, Jurnal Pendidikan Sejarah, Nomor 1. Vol. 1.

Hasan, S.H. (1999). ’Pendidikan Sejarah Untuk Membangun Manusia Baru Indonesia’ dalam Jurnal Mimbar Pendidikan No. 2/XVIII/1999.

Hayles, N.K. Ed. (1991). Chaos and Order, Complex Dynamics in Literature and Science, Chicago and London: The University of Chicago Press.

Hunkins, F.P and Hammill, P.A. (1995). ‘Beyond Tyler and Taba: Reconceptualization the Curriculum Process’, in Conrad and Haworth, 1995, Revisioning Curriculum in Higher Education, Massacusset: Simon & Schuster Custom Publishing.

Huntington, S.P. (1996). The Clash of Civilizations, and the Remaking of World Order, Prentice Hall, New York.

Kartodirdjo, S. (1990). Pengantar Sejarah Indonesia Baru, Jakarta: Gramedia,

Kartodirdjo, S. (1990). ‘Fungsi Sejarah dalam Pengembangan Bangsa, Kesadaran Sejarah, Identitas dan Kepribadian Nasional, makalah, dalam Seminar Sejarah Nasional V.

Kartodirdjo, S. (1992) Pendekatan Ilmu Sosial Dalam Metodologi Sejarah, Jakarta: Gramedia.

Kemmis, S with Fitzclarence. (1996). Curriculum Theorizing: Beyond Reproduction Theory, Geelong, Victoria: Deakin University Press.

Lee, P.J. (2005). ‘Putting into Practice: Understanding History’ in Donovan a n d Bransford, ed. (2005), How Students Learn History in the Classroom, The National Academy Press, Washington DC.

Levstik, L.S and Barton, K.C. (1997). Doing History, New Jersey: Lawrence Erlbaum Associates.

Loomba, A. (2000). Colonialism/Postcolonialism, New York: Routledge. Mansilla, V. B. (2000). ‘Historical Understanding: Beyond the Past and into

the Present’, in Stern, Peter N. et al. (2000) Knowing, Teaching, and Learning History, New York: New York University Press.

Marsh, C.C. (1994). ‘Inquiry Approaches and Student Projects’, in Marsh, C.C. (1994) Teaching Studies of Society and Environment, Sydney: Prentice Hall.

McCarthy, T. (1988). The Critical Theory of Jurgen Habermas, Massachusetts: Massachusetts Institute of Technology Press.

Mc.Donald, H. (1996). ‘Planning for Practice’, in Gilbert, Rob, (1996), Studying Society and Environment, A Handbook for Teachers, Sydney: Prentice Hall.

Notosusanto, N. (1984). Sejarah Nasional Indonesia, Jakarta: Balai Pustaka.

Purwanto, B. (2006). Gagalnya Historiografi Indonesiasentris?! Yogyakarta: Penerbit Ombak.

Puskur, (2003). Kurikulum Berbasis Kompetensi Mata Pelajaran Sejarah SLTP, MTs, SMU, MA, Jakarta: Balitbang - Diknas.

Said, E. (1978). Orientalism, New York: Vintage Book.

Said, E. (1994). Culture and Imperialism, New York: Vintage Book.

Seixas, P. N. (2000). ‘Does Post-Modern History Have a Place in the School’, in Stern, Peter N. et al. (2000) Knowing, Teaching, and Learning History, New York: New York University Press.

Sallis, J. Ed. (1987). Deconstruction and Philosophy. The Texts of Jacques Derrida. Chicago: The University of Chicago Press.

Segall, A. (2006). What’s the Purpose of Teaching a Discipline, Anyway? The Case of History’, in Segal, A at al. (2006). Social Studies, Next Generation. New York: Peter Lang.

Sjamsuddin, H. (2007). Metodologi Sejarah, Yogyakarta: Penerbit Ombak.

Soedjatmoko. (1976). ’Kesadaran Sejarah dan Pembangunan’, dalam Prisma, Agustus/1976.

Soedjatmoko. Dkk. (1995). Historiografi Indonesia Sebuah Pengantar, Jakarta: Gramedia.

Stern, P. N. et al. (2000). Knowing, Teaching, and Learning History, New York: New York University Press.

Supriatna, N. (2002). ‘Strategi Membaca Buku Teks dengan Kritis dalam Proses Pembelajaran Sejarah, dalam Asmawi Zainul dan Didin Saripudin, 2004, Mozaik Pemikiran Tentang Sejarah, Pendidikan Sejarah dan Budaya, Historia Utama Press, Bandung.

Supriatna, N. (2004). Sejarah Nasional Indonesia dan Umum, untuk SMU kelas I, II dan III, Graffindo Media Pratama, Bandung.

Tuchman, G. (1994). ‘Historical Social Science, Methodology, Methods and Meanings, In Denzim and Lincoln, 1994, Handbook of Qualitative Research, Thousand Oaks: SAGE Publications.

Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts, Charting The Future of Teaching the Past, Philadelphia: Temple University Press.

Wiriaatmadja, R. (2008). ’Paradigm Shipt dalam Kajian Teoritis Faham Nasionalisme’, Makalah untuk acara Purnabhakti Prof. Helius Sjamsuddin,

Jurusan Pendidikan Sejarah, UPI.


Anthony, R. B. (1996). ‘Futurist Take Note: History is All We Have, dalam History Matters, June 1996, The National Council for History Education, tersedia dalam , tanggal 10 Desember 2 0 0 4 .

Beck, C. (2005). Postmodernism, Pedagogy, and Philosophy of Education, Ontario Institute for Studies in Education, tersedia dalam internet: tanggal 7 Desember 2005).

Giroux, H.A. (2005) What is Critical Pedagogy? (tersedia dalam internet: tanggal 18 Desember 2005.

Kemmis, S. (1993). ‘Action Research and Social Movement: A Challenge for Policy Research’, in Educational Policy Analysis Archieves, Vol. No. 1, 19 Januari 1993, tersedia dalam internet:

Klages, M. (2007). Postmodernism, Literary Theory: A Guide for the Perplexed (Online: tersedia dalam tanggal 20 Januari 2008.

Lye, J. (1998). Some Issues in Postcolonial theory, tersedia dalam internet: tanggal 7 Agustus 2005.

Lyotard, J.F. (1979). The Postmodernism Condition, A Report onKnowledge, tersedia dalam internet: tanggal 5 Februari 2006.

Munslow, A. (2005). Deconstructing History, An Electronic Seminars in History Presentation, Staffordshire University. Online: tersedia dalam http://



  • There are currently no refbacks.

Copyright (c) 2022 Historia: Jurnal Pendidik dan Peneliti Sejarah 








Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Alamat Redaksi: Gedung Numan Soemantri, FPIPS UPI, Departemen Pendidikan Sejarah, Lantai 2, Jl. Dr. Setiabudhi No 229 Bandung, 40154


View "Jurnal Historia" Stats