After 1998, the writing of history in Indonesia developed rapidly with new sources and methods. This is not directly proportional to the teaching of history in the classroom which remains monotonous. The absence of historiography and history writing problems as well as the ability of teachers to teach have contributed to the undeveloped teaching of history in schools. Historical writing always contains methodological limitations and is interesting to discuss. If this is presented in teaching in schools, both teachers and students will be able to discuss and criticize history and historical writing. In reality, teaching history in schools only presents the substance of historical events as written in the text. This method makes activities in the classroom very passive, because students only repeat readings from books without discussing historiographical problems and methodological problems. One way that can be done to create a critical attitude among students about methodology and historiography is by presenting various writings that discuss the same theme. This shows that historical writings can be written from various perspectives. In improving the competence of teachers, we cannot be separated from the educational background they received before becoming educators. Each teacher was educated at a different time. To improve the quality of teachers, improvements must be made to the teacher education process. “Scientists who are Masters” or “Ilmuwan yang Guru” are needed to accomplish this. One must be qualified as a scientist in his field before being prepared to become a teacher. They must not only master the substance of the field of science, but also the methodological process and axiological problems of the science. If this is already owned, then he will be ready to become a teacher. In the field of history, for example, prospective teachers must have an understanding of historical philosophy and historical methodology.