Sejarah Pendidikan Indonesia

Indonesian Education History
     This book, written by Prof.Dr.S.Nasution, MA, explains past events about the phenomenon of educational development that contributes to the cultural development of humanity from time to time.
In colonial times, the Netherlands provided various schools for Indonesians to meet the needs of various levels of society. Education for Indonesian children was initially limited to low education, but later developed vertically so that Indonesian children, through secondary education, could achieve higher education, even through difficult roads. But not all children can continue their studies, only children who go to school are oriented west only.
     In this book only schools that were founded by the Dutch were discussed. Besides that, what was discussed was only limited to the period 1892 to 1920. Because of this period a complete education system was formed, which enabled Indonesian children to learn from low to highest levels. In this period also education with political nuances from the Netherlands actually became a weapon of Indonesia to eliminate their colonialism from the earth of Indonesia.
    In 1892, the so-called Class I and Class II Schools began to form the basis for the development of other forms of school. First Class Schools are dedicated to children of nobility, 7 years in length. Whereas the Second Class School is only 6 years old. Second Class schools arise because the Dutch are not financially able to provide the same education for all Indonesian children. Second grade schools that have a simple curriculum must be kept to a lower level than first grade schools. Dutch is not taught at Second Class Schools. That is why they cannot continue their studies.
     Besides establishing Second Class and Second Class Schools, the Netherlands also established several schools including: Village Schools (VOLKSSCHOOL), ELS, HCS, HIS, MULO, HBS and AMS.
Education provided by the Dutch has consequences that are not intended by them. Education does not always foster loyalty to the Netherlands. On the contrary, resistance to the Dutch, often led by Western-educated people. Organizations such as Budi Utomo and Sarekat Islam, initially aimed at cultural and economic matters, were immediately involved in political matters. In terms of certain aspects, the education provided by the Dutch was used to undermine their power. Another unexpected consequence was the awareness and thirst for school among the Indonesian nation which manifested itself in private schools, private schools labeled by Belnda as illegal schools. Among them are Taman Siswa and Muhammadiyah.
Evaluating the education provided by the Netherlands depends on one's view. We can highlight shortcomings such as high numbers of illiteracy, limited learning opportunities in Dutch-speaking schools, small numbers of Indonesian college graduates.
     But Dutch education efforts must also be reviewed within the framework of colonial relations. Although the government accepts moral responsibility for the welfare of the Indonesian people, basically colonized land is seen as an area that is captured and exploited for the benefit of the colonizers. Anything done for Dutch interests. Even so, education during colonialism also has advantages. There is no denying that the Dutch have established a number of high quality schools similar to those in the Netherlands. Dutch-language schools are the only way for social mobility. Dutch opened the door to Western culture and made a difference between social groups. Western influences encourage women's education and pave the way towards women's emancipation. The education period of 1892-1920 provided a solid foundation for the development of the modern education system in the future.

Source: Nasution, S., (2011), History of Indonesian Education , Bumi Aksara, Jakarta 
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