A Pathway to Reach Equity: Unearthing Gender Discourse in the Paradigm of Indonesian History Education Curriculum

Ardeti Jeni Abdilla; Sariyatun; Nur Arifah Drajati

doi:10.25159/1947-9417/16986

Authors

Ardeti Jeni Abdilla Sebelas Maret University https://orcid.org/0009-0006-7127-9266
Sariyatun Sebelas Maret University https://orcid.org/0000-0001-8387-7219
Nur Arifah Drajati Sebelas Maret University

DOI:

https://doi.org/10.25159/1947-9417/16986

Keywords:

gender discourse, history education, Indonesian curriculum, women history, history textbook

Abstract

Achieving gender equity in education is essential for national development, yet history education often reinforces gender bias. This study examines gender mainstreaming in the curriculum of Indonesian history, comparing the 2013 Curriculum and the Merdeka Curriculum through Nancy Fraser’s social justice framework on redistribution, recognition, and representation. This study aims to: (1) analyse the paradigm of history education in both curricula, (2) evaluate how gender discourse is integrated, and (3) assess the shift in historical narrative towards gender inclusivity. This study examines curriculum documents and history textbooks using a qualitative content analysis approach. The findings reveal that although both curricula emphasise national identity, the Merdeka Curriculum adopts a more progressive attitude towards gender equality by integrating feminist historiography and multidimensional narratives. This marks a shift towards redistributive justice and recognition, ensuring increased visibility of women’s contributions in history education. However, the extent of curriculum implementation remains untested, raising concerns about teacher readiness and classroom implementation. The study highlights the need for ongoing curriculum reform to better integrate gender perspectives across subjects. In addition, teacher training is essential to prevent unintentional reinforcement of gender bias. Future research should explore how gender-inclusive history education affects student perceptions and how educators interpret and implement these curriculum changes. Although the Merdeka Curriculum reflects progress, achieving gender justice in education requires systemic reforms in pedagogy, teacher training, and policy.

Author Biographies

Ardeti Jeni Abdilla, Sebelas Maret University

Ardeti Jeni Abdilla is a doctoral candidate in the History Education Department at the Faculty of Teacher Training and Education at Universitas Sebelas Maret, Surakarta, Indonesia. She obtained both her bachelor’s and master’s degrees from the History Education Programme at Universitas Sebelas Maret. Her research interests include history education and human rights issues such as gender, humanitarianism, and multicultural studies. She can be reached at ardetijeni@student.uns.ac.id

Sariyatun, Sebelas Maret University

Sariyatun is a Professor in the History Education Department at the Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia. She holds a doctorate in social science education from the Universitas Pendidikan, Indonesia. Her research interests are history education and social studies education in relation to local wisdom. She can be reached at sariyatun@staff.uns.ac.id

Nur Arifah Drajati, Sebelas Maret University

Nur Arifah Drajati is an Associate Professor in the English Education Department at the Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia. She obtained a doctoral degree in English literature from Universitas Negeri Jakarta. She focused her research on technology-enhanced language learning and multimodality in teaching and learning the English language. She can be reached at nurarifah_drajati@staff.uns.ac.id

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