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Integrating Multicultural Perspectives in History Education under the Merdeka Curriculum: A Critical Case Study from Post-Colonial Indonesia

Indonesian Journal of History Education · Vol. 11 No. 1 (2026) · hlm. 39–60

DOI
10.15294/ijhe.v11.i1.9432
ISSN
2549-0354, 2252-6641
Terbit
2026-03-15
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Abstract: This study critically explores the incorporation of multicultural perspectives within history education under Indonesia's Merdeka Curriculum at SMA Negeri 1 Lasem, a school characterised by considerable ethnic and religious plurality. Employing a qualitative case-study approach, the research scrutinises teachers' conceptualisations and applications of multicultural values, along with the obstacles they encounter and students' perceptions of such learning. Findings indicate that although teachers display commitment to tolerance and inclusivity, multicultural integration remains superficial, involving tokenistic content inclusion that fails to engage with the structural and epistemological dimensions of transformative education. This superficiality is compounded by ambiguous curriculum guidelines, insufficient professional development, and persistent examination-driven teaching practices. The study contends that meaningful multicultural history education in post-colonial settings must move beyond tolerance discourse towards critical interrogation of power, narrative construction, and the epistemic foundations of historical knowledge. Abstrak: Studi ini secara kritis mengkaji integrasi perspektif multikultural dalam pendidikan sejarah di bawah Kurikulum Merdeka di SMA Negeri 1 Lasem, sekolah dengan keragaman etnis dan agama signifikan. Menggunakan pendekatan studi kasus kualitatif, penelitian menelaah konseptualisasi dan penerapan nilai multikultural oleh guru, hambatan yang dihadapi, dan persepsi siswa. Temuan menunjukkan bahwa meski guru berkomitmen pada toleransi, integrasi multikultural masih dangkal, menyertakan konten simbolis tanpa menyentuh dimensi struktural dan epistemologis pendidikan transformatif. Kedangkalan diperparah oleh pedoman kurikulum ambigu, kurangnya pengembangan profesional, dan praktik pengajaran berorientasi ujian. Studi ini menyimpulkan bahwa pendidikan sejarah multikultural yang bermakna di konteks pascakolonial harus melampaui wacana toleransi menuju telaah kritis kekuasaan, konstruksi narasi, dan fondasi epistemik sejarah.

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  • State University of Semarang
  • Chea Sim University of Kamchaymear
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Rekan penulisOrganisasiArtikel bersama
Ganda Febri KurniawanState University of Semarang1
Arif PurnomoState University of Semarang1
Rika CahyaniAfiliasi tidak diketahui1
Sereyrath EmChea Sim University of Kamchaymear1
Tesalonika Kristina CendaniAfiliasi tidak diketahui1
Bain BainState University of Semarang1
Karina Hasbi JantariState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ijhe/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Integrating Multicultural Perspectives in History Education under the Merdeka Curriculum: A Critical Case Study from Post-Colonial Indonesia</dc:title>
	<dc:creator xml:lang="en">Putri, Adinda Dwita</dc:creator>
	<dc:creator xml:lang="en">Romadi, Romadi</dc:creator>
	<dc:subject xml:lang="en">Multicultural Education; History Education; Merdeka Curriculum; Post-Colonial Pedagogy; Indonesia</dc:subject>
	<dc:description xml:lang="en">Abstract: This study critically explores the incorporation of multicultural perspectives within history education under Indonesia's Merdeka Curriculum at SMA Negeri 1 Lasem, a school characterised by considerable ethnic and religious plurality. Employing a qualitative case-study approach, the research scrutinises teachers' conceptualisations and applications of multicultural values, along with the obstacles they encounter and students' perceptions of such learning. Findings indicate that although teachers display commitment to tolerance and inclusivity, multicultural integration remains superficial, involving tokenistic content inclusion that fails to engage with the structural and epistemological dimensions of transformative education. This superficiality is compounded by ambiguous curriculum guidelines, insufficient professional development, and persistent examination-driven teaching practices. The study contends that meaningful multicultural history education in post-colonial settings must move beyond tolerance discourse towards critical interrogation of power, narrative construction, and the epistemic foundations of historical knowledge.
 
Abstrak: Studi ini secara kritis mengkaji integrasi perspektif multikultural dalam pendidikan sejarah di bawah Kurikulum Merdeka di SMA Negeri 1 Lasem, sekolah dengan keragaman etnis dan agama signifikan. Menggunakan pendekatan studi kasus kualitatif, penelitian menelaah konseptualisasi dan penerapan nilai multikultural oleh guru, hambatan yang dihadapi, dan persepsi siswa. Temuan menunjukkan bahwa meski guru berkomitmen pada toleransi, integrasi multikultural masih dangkal, menyertakan konten simbolis tanpa menyentuh dimensi struktural dan epistemologis pendidikan transformatif. Kedangkalan diperparah oleh pedoman kurikulum ambigu, kurangnya pengembangan profesional, dan praktik pengajaran berorientasi ujian. Studi ini menyimpulkan bahwa pendidikan sejarah multikultural yang bermakna di konteks pascakolonial harus melampaui wacana toleransi menuju telaah kritis kekuasaan, konstruksi narasi, dan fondasi epistemik sejarah.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-03-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ijhe/article/view/9432</dc:identifier>
	<dc:identifier>10.15294/ijhe.v11.i1.9432</dc:identifier>
	<dc:source xml:lang="en">Indonesian Journal of History Education; Vol. 11 No. 1 (2026): Memory, Pedagogy, Critique; 39-60</dc:source>
	<dc:source>2549-0354</dc:source>
	<dc:source>2252-6641</dc:source>
	<dc:source>10.15294/ijhe.v11.i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ijhe/article/view/9432/11769</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Indonesian Journal of History Education</dc:rights>
</oai_dc:dc>