Curriculum plays a substantial role in the textbooks of a country which reflects power and ideology. Especially in history textbooks which can shape the collective historical knowledge of a country. The Indonesian government has changed the national curriculum several times, and the current curriculum is the 2013 Curriculum. The 2013 curriculum offers the balance of cognitive, affective and psychomotor aspects. Therefore this study was aimed to analyze the History textbook of Indonesian 2013 curriculum Senior High School in grade eleven. The textbook used in this study is Sejarah Indonesia Kelas XI (Indonesian history grade eleven) which is widely used in schools, especially public schools. Methodology research used in this study is qualitative research with a critical discourse analysis approach by Van Dijk. Based on the macrostructure and microstructure analysis, findings showed that national identity emerged as the main theme instead of the balance of affective, cognitive, and psychomotor aspects. Recommendations are offered to investigate more diverse history textbooks and the teaching strategy in the classroom.

Acknowledgement i
Abstract ii
Chapter One: Introduction 1
1.1 Background 1
1.2 The motivation for the research 4
1.3 Purpose of the research 4
1.4 Research questions 5
1.5 Significance of the research 5
1.6 Scope and limitation of the research 5
Chapter Two: Literature Review 7
2.1 Goals of history education 7
2.2 The role of the history textbook 8
2.3 The development of curriculum in Indonesia 9
2.4 The development of the 2013 Curriculum 12
2.4.1 Philosophy of 2013 curriculum 14
2.4.2 The aims of the 2013 curriculum 14
2.4.3 Theoretical model of competency-based curriculum 15
2.4.4 Content design of 2013 curriculum 15
2.4.5 Process dimension of 2013 curriculum 17
2.4.6 The assessment of student learning outcomes 17
2.4.7 The position of history education in 2013 curriculum 18
2.5 Textbook research 20
Chapter Three: Methodology 25
3.1 Research method 25
3.1.1 Critical discourse analysis 26
3.2 Sampling: Textbook 28
3.3 Data analysis 32
3.3.1 Process of this research 32
3.4 Validity 33
Chapter Four: Findings and Discussion 35
4.1 Interpretation of written discourse 35
4.1.1 Macrostructure analysis 35
4.1.2 Microstructures analysis 44
4.2 Implementation of the 2013 curriculum in the history textbook 51
4.3 Indonesian identity according to the history textbook 57
Chapter Five: Conclusions 59
5.1 Conclusions 59
5.2 Suggestions 60
5.2.1 For practitioners 60
5.2.2 For future research 61
5.3 Limitations 62
References 63
Appendix 1 69
Appendix 2 70
Appendix 3 71

English References
Amoussou, F and Allagbe A. A. (2018). Principles and theories and approaches to critical discourse analysis, International Journal on Studies in English Language and Literature (IJSELL), 6 (1), 11- 18.
Anderson, B. (1983). Imagined Communities. London: Verso.
Anderson, B. (1999). Imagined Communities: Reflections on the origin and spread of nationalism. New York, NY: Verso.
Apple, M. W. (1993). Official knowledge: Democratic education in a conservative age. London: Routledge.
Barton, K. C. and Levstick, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.
Carvalho, A. (2000). ‘Discource analysis and media texts: A critical reading of analytical tools’, International Conference on Logic and Methodology. Universidade do Minho, 3-6 October. Centro de Estudos de Comunicacao e sociedade: Campus de Gualtar.
Crawford, K. (2003). Re-visiting Hiroshima: The role of history textbooks in the construction of national memory. Asia Pacific Education Review, 4(1), 108-117.
Denzin, N. K and Lincoln Y. S. (2005). The Sage handbook of qualitative research (3rd ed). Thousand Oaks, CA: Sage Publications.
Doyle, A. (2002). Ethnocentrism and history textbooks: Representation of the Irish famine 1845-49 in history textbooks in English secondary schools, Intercultural Education, 13, 315-331.
Fairclough, N. (2001). Methods of Critical Discourse Analysis. London: Sage.
Fitzgerald, F. (1979). America revised: History schoolbooks in the twentieth century. New York: Vintage Press.
Foster, S. (2011). Dominant traditions in international textbook research and revision, Journal of Education Inquiry, 1 (2), 5-20.
Foster, S. J. and Crawford, K. (2006). What shall we tell the children?: International perspectives on school history textbooks. UK: Information Age Publishing.
Foster, S. and Morris, J. (1994). Arsenal of righteousness? Treatment of the atomic bombing of Hiroshima in English and U.S history textbooks, Curriculum, 15(3), 163-173.
Fuchs, E. (2011). Current trends in history and social studies textbook research, Journal of International Cooperation in Education, 14 (2), 17-34.
Gee, P. J and Green, J. L. (1998). Discourse analysis, learning and social practice: A methodological study, Review of Research in Education, 23, 119-169.
Gee, P. J. (2005). An introduction to discourse analysis: Theory and method (2nd ed). New York: Routledge.
Gombrich, E. H. (2008). Little History of the World. Connecticut: Yale University Press
Hasan, S. A (2013). History education in curriculum 2013: A new approach to teach history, International Journal of History Education , 14(2), 163-178.
Haydn, T. (2012). History in schools and the problem of the nation, Journal of Education Sciences, 2, 276-289.
Kalmus, V. (2004). What do pupils and textbooks do with each other? Methodological problems of research of socialization through educational media, Journal of Curriculum Studies, 36 (4), 469-485.
Kazemian, B and Hashemi, S. (2014). Critical Discourse Analysis of Barack Obama’s 2012 Speeches: Views from SFL and Rhetoric, Theory and Practice in Language Studies, 4 (6), 1178-1187.
Ketchum, A. (1982). World war II events as represented in secondary school textbooks of former allied and axis nations (dissertation). University of Arizona, Tuchson, Arizona.
Koren, S. (2013, January 20). History teaching and critical thinking. Retrieved from https://cdrsee.org/news/history-teaching-and-critical-thinking
Leimgruber, M, and Schmelzer, M. (2017). The OECD and the international political economy since 1948. Palgrave macmillan. doi: 10.1007/978-3-319-60243-1
Mahadi, M. A and Shahril, M. (2014). ‘Identifying the issues from history textbooks research’, International Conference on Social Sciences and Humanities. Istanbul: Turkey, 8-10 September.
Maposa, M. T. (2015). Reflections on applying critical discourse analysis methodologies in analysing South African history textbooks, Yesterday and Today, 14 (12), 58-72.
Marino, M. P. (2011). High school world history textbooks: An analysis of content focus and chronological approaches, History Teacher, 44 (3), 421-446.
Nicholls, J. (2003). Methods in school textbook research, International Journal of Historical Teaching, Learning and Research, 3 (2), 11-27.
Nicholls, J. (2006). Introduction: School history textbooks across cultures from the perspective of comparative education. In J. Nicholls (Ed). School history textbooks across culture: International debates and perspectives (7). UK: Symposium Books.
Ogawa, M. (2004). Treatment of Japanese- American internment during world war II in US history textbooks, International Journal of Social Education, 19 (1), 35-43.
Peshkin, A. (1993). The goodness of qualitative research. Educational Researcher, 22 (2), 23-29.
Repoussi, M, and Guillon, N. T. (2010). New trends in history textbook research: Issues and methodologies toward a school historiography, Journal of Educational Media, Memory and Society, 2 (1), 154-70.
Shousha, A. I. (2010). A critical discourse analysis of the image of Arabs in the American Press (dissertation). Alexandria University, Egypt.
Smith, A. D. (2001). Nationalism: Theory, ideology, history. Malden, MA: Blackwell Publishers.
Soysal, Y. (2006). The construction of European identity 1945-present. In S. J. Foster and K. A. Crawford (eds) What shall we tell the children? International perspectives on school history textbooks. Greenwich, CT: Information Age Publishing.
Stodolsky, S. S. (1988). The subject matter: Classroom activity in math and social studies. Chicago: University of Chicago Press.
Van Dijk, T. (1980). Macrostructures: An interdisciplinary study of global structures in discourse, interaction, and cognition. Hillsdale, NJ: Erlbaum.
Van Dijk, T. (2003). Critical Discourse Analysis. In D. Schriffin, D.Tannen, & H. E. Hamilton (ed), The Handbook of Discourse Analysis. Maiden, MA: Blackwell.
VanSledright, B. (2008). Narratives of nation-state, historical knowledge, and school history education, Review of Research in Education, 32 (1), 109-146.
Vickers, E. and Jones, A. (2005). History education and national identity in East Asia. London: Routledge.
Wager, D. R. (2014). A textbook analysis: A case study of changes in history textbooks based on the revolutionary war (thesis). Grand Valley State University, Allendale, Michigan.
Wei, C. C. (2004). ‘The history of an alien-nation, or the alienation of history? The controversy over history textbook reform in Taiwan in the 90s’, the 18th Conference of International Association of Historians of Asia (IAHA). Academia Sinica : Taiwan, 6-10 December.
Wodak, R. (2001). Methods of critical discourse analysis. London: Sage.
Wodak, R. and Meyer, M. (2001). Methods of Critical Discourse Analysis. London: Sage.
Zadeh, M. S. (2012). History education and the construction of national identity in Iran (dissertation). Florida International University, Miami, Florida.

Indonesian References
Arraman, B. C, and Hazmi, N. (2018). Analisis buku teks sejarah kelas X kurikulum 2013, Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora, 1 (2), 122-140.
Darmawan, W, and Mulyana, A. (2016). Antara sejarah dan pendidikan sejarah: Analisis terhadap buku teks pelajaran sejarah SMA berdasarkan kurikulum 2013. Hasil penelitian hibah penguatan kompetensi UPI, 279-289.
Febbrizal and Aman. (2019). Mata pelajaran sejarah SMA di kurikulum 2013, Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 22 (2), 203-212.
Hasan, S. Hamid. (1996). Pendidikan Ilmu Sosial. Jakarta: Departemen Pendidikan dan Kebudayaan.
Mendikbud [Indonesian Ministry of Education and Culture]. (2005). Salinan Lampiran Permendikbud No.11 th 2005 tentang buku teks pelajaran [A copy of the additional documents of Indonesian ministry of education and culture regulation number 11 year 2005 On Student Textbooks]. Jakarta: Mendikbud.
Mendikbud [Indonesian Ministry of Education and Culture]. (2013). Salinan Lampiran Permendikbud No.69 th 2013 tentang kerangka dasar dan struktur kurikulum SMA/ Madrasah Aliyah [A copy of additional documents of Indonesian ministry of education and culture regulation number 69 year 2013 On Basic Framework and Structure of the High School/ Madrasah Aliyah Curriculum]. Jakarta: Mendikbud.
Mendikbud [Indonesian Ministry of Education and Culture]. (2014). Salinan Lampiran Permendikbud No.103 th 2014 tentang pembelajaran pada pendidikan dasar dan pendidikan menengah [A copy of additional documents of Indonesian ministry of education and culture regulation number 103 year 2014 On Learning in primary and secondary education]. Jakarta: Mendikbud.
Mulyana, A. (2009). Historiografi buku teks dari religio magis hingga strukturis. Bandung: Refika Aditama.
Nordholt, H. S. (2008). Perspektif baru penulisan sejarah Indonesia. Yogyakarta: Yayasan Obor Indonesia.
Paparan Wakil Menteri Pendidikan Dan Kebudayaan Republik Indonesia bidang kependidikan, Jakarta, 14 Januari 2014.
Ratmelia, Y. (2018). Nilai moral dalam buku teks pelajaran sejarah (Analisis terhadap buku teks sejarah Indonesia kelas X), Jurnal Pendidik dan Peneliti Sejarah, 1 (2), 115-122.
Subandi. (2014). Pengembangan kurikulum 2013( Studi analitis dan substantive kebijakan kurikulum nasional), Jurnal Pendidikan dan Pembelajaran Dasar, 1(1). 19-36.
Undang- Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.