Critical Pedagogy Approach to Teaching the History of the 17 August 1945 Proclamation: Enhancing Multicultural Awareness and Historical Empathy
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Abstract
This study investigates the implementation of a critical pedagogy framework in teaching the history of Indonesia’s Proclamation of Independence on 17 August 1945, aiming to cultivate multicultural awareness and historical empathy among senior high school students. Employing a qualitative case study design, data were gathered through classroom observations, semi-structured interviews with a history teacher, focus group discussions with students, and analysis of instructional documents and student reflective writings. Thematic analysis revealed that the critical pedagogy intervention, characterized by problem-posing dialogue, interrogation of dominant nationalist narratives, and engagement with marginalized voices from diverse ethnic and social groups, significantly transformed students’ historical understanding. Three overarching themes emerged: (1) the deconstruction of a monolithic national narrative toward a pluralistic conception of the independence struggle; (2) the development of multicultural awareness marked by recognition of the roles of ethnic minorities, women, and youth organizations; and (3) the cultivation of historical empathy through perspective-taking and affective connection with historical actors. The findings underscore the potential of critical pedagogy to disrupt the banking model of history education and to foster a more inclusive and empathetic historical consciousness. The study offers practical insights for history curriculum reform in multicultural societies, highlighting both the affordances and challenges of enacting critical approaches within examination-oriented educational systems.
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