Patriotisme Buta dan Konstruktif dalam Pendidikan Sejarah Berwawasan Kebangsaan
DOI:
https://doi.org/10.31571/edukasi.v20i2.4430Keywords:
pembelajaran sejarah berwawasan kebangsaan, patriotisme, penyelidikan sejarah, national history learning, patriotism, historical inquiryAbstract
Abstrak
Pembelajaran sejarah yang hanya bertumpu pada satu buku teks rentan dimanfaatkan oleh pihak penguasa. Pembelajaran sejarah dimonopoli demi realitas intersubjektif berupa kebanggaan dan kesetiaan terhadap penguasa yang biasanya berkaitan dengan penghapusan sejarah mengenai apa yang disebut masa kelam di masa lalu dan peran vital minoritas dalam bangsa. Pembelajaran sejarah berwawasan kebangsaan tidak harus meniscayakan adanya loyalitas yang membutakan objektivitas dan menghapus sikap kritis terhadap bangsa. Peristiwa yang dianggap kelam tidak boleh dilupakan. Keberadaan kaum minoritas dalam pembangunan bangsa tidak boleh disembunyikan dari pembelajaran sejarah. Narasi mengenai peran pihak minoritas dalam pembelajaran sejarah dapat digunakan untuk menjaga kohesi dan persatuan agar menjadi lebih kuat. Kajian yang dilakukan membahas bagaimana pembelajaran sejarah nasional harus diwujudkan tanpa menimbulkan kebencian. Pembelajaran sejarah nasional juga harus memberikan kesadaran akan pentingnya mempelajari peristiwa kelam di masa lalu untuk dijadikan perbaikan dan melakukan langkah-langkah progresif bagi anak bangsa di masa depan.
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Abstract
History learning relying on only one textbook is susceptibly utilized by the ruling party. History learning is monopolized for the sake of an intersubjective reality in the form of pride and loyalty toward the ruler, which usually coincides with the elimination of history regarding the so-called dark times in the past and the vital role of minorities in the nation. History learning with the national perspective should not necessitate the existence of a type of loyalty that blinds objectivity and erases a critical standpoint toward the nation. Therefore, events considered dark should not be forgotten. Likewise, the existence of minority people in nation-building should not be hidden from historical learning. Because the narrative regarding the role of minority parties in history learning can be used to maintain social cohesion and unity to become stronger. This article, through conducting a literature study, discusses how national history learning should be realized without creating hatred, and simultaneously should provide awareness of the importance of studying dark events in the past to get improvement and commit new progressive steps for the nation's children in the future.
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