Education in Indonesia before independence
Education in Indonesia in the days before independence can be classified into three periods, namely: Education which is based on religious doctrine, which is based on the interests of colonial education, and education in the context of the struggle for independence
Education is based on religious teachings include:
- Hindu-Buddhist education.
Education in the golden age of Hindu-Buddhist take place between the 14th century until the 16th century AD. In the early period of development of Hindu-Buddhism in the archipelago, the system is fully charged religious education held in monasteries or pedepokan. In further developments, the charge of education is not just a religious doctrine, but rather science which include literature, languages, philosophy, science, governance, and law. Hindu kingdoms in Java land gave birth to many great masters and poets who gave birth to works of art of high quality. In the past, the education from elementary to high levels controlled by religious leaders. Hindu-Buddhist Education patterned fade with the fall of Majapahit kingdom in the early 16th century, and the style of Islamic education in Islamic kingdoms came instead.
Ajarna based education since the advent of Islam began merchants from Gujarat, India to the archipelago in the 13th century. Their presence initially established through regular contact with traders from Sumatra and Java. Islamic teachings first developed in the coastal region, while in the interior of the Hindu religion is still strong. Islamic religious education found in the pre-colonial in the form of education in surau or violated, education in boarding schools, and education in the madrasa.
- Catholic Education and Christian-Protestant
Catholic Education began developing the 16th century by the Portuguese who controlled Malacca. In their search for spices to be sold in Europe, they are down the islands of Ternate, Tidore, Ambon, and Bacan. In the voyage, they'd always accompanied by Roman Catholic missionaries who dual role as a spiritual advisor in the course of the distant and the missionaries on the ground that he came. Then the Dutch spread Christianity-Protestant and develop their own educational system patterned Christian-Protestant.
- Education at the time of the VOC
As the Portuguese before, the arrival of the Dutch to Indonesia at -16 century, initially for the purpose of trading with the search for spices by establishing VOC. The trade mission kemusian diikkuti by proselytizing mission mainly done by establishing schools equipped dormitory for the students. There was taught Christianity-Protestant Dutch language with the language of instruction, and some use Malay. In the early 16th century, the VOC established a school on the islands of Ambon, Banda, Papyrus, and Sangihe-Talaud. In the next period, also founded schools by type and destination are more diverse. The establishment of these schools, especially geared to the interests of supporting the mission of the VOC in the archipelago
- Education at the time of the Dutch kolonila
VOC fading at the end of the 18th century marked the arrival of the Dutch colonial era. The education system is converted to draw the line between European schools and school Bumiputera. Schools Europe destined for Dutch children and the children of Europeans in Indonesia, while the bumiputera schools levels and lower prestige reserved for native children were selected. Starting at the end of the 19th century and until the early decades of the 20th century, educational institutions in Indonesia is very diverse, including elementary school, middle school, school king, Petukangan schools, vocational schools, special schools for Europeans and indigenous women, school physician, law colleges, and technical colleges. To compensate for the Dutch education, in this period stands also educational institutions and national religious patterned by Muhammadiyah, parks student, INS kayutaman, Maarif and other Islamic institutions.
- Education during the Japanese occupation
Although brief, took place in 1942-1945, during the Japanese occupation providing meaningful patterns in education in Indonesia. Not long after coming to power, the Japanese immediately remove the legacy of Dutch education system is based on the classification according to the nation and social status. Lowest school level is the People's School (SR), which is open to all golongnan society regardless of social status and its origins. It follows Junior High School (SMP) for three years, then the Higher Secondary School (SMT) for three years. Vocational schools also developed, namely Carpentry School, Technical High School, Sailing School, Sailing and High School. School of Law and MOSVIA founded by the Dutch abolished. At the higher education level, occupation government established School of Medicine (Ika Dai Gakko) in Jakarta and Bandung Technical High School.
Another significant change for Indonesia in the future is to be the language of instruction Indonesian first in schools and government offices, and the second language of instruction is Japanese. Since then, the rapidly growing Indonesian as the language of instruction and the language of scientific communication. The purpose of education at the time of the Japanese aimed to support the Japanese occupation by providing unskilled workers free of charge, known as romusha.
Education in Indonesia after independence (1945-1969)
Education and teaching up to the year 1945 which was organized by the Office of Teaching known as Japan Bunkyo Kyoku and is part of the office administering the civil service affairs called Naimubu. Segere after the proclamation of independence, the newly formed Indonesian government appointed Dewantara Ki Hajar, as Minister of Education and from 19 August to 14 November 1945, later replaced by Mr. TGSG Honor from November 14 1945 to March 12, 1946 Not long after Mr. Dr. Honor TGSG replaced by Mohamad Syafei of March 12, 1946 until October 2, 1946 Because tenure is generally very short, basically not much that can be done by the ministers, especially Indonesia is still busy with various problems facing the nation after the proclamation of independence.
- Objectives and Curriculum Education
In the period 1945-1969, the Indonesian national education goals through five times change, following the change in the atmosphere of our national life. As stated in the Decree of the Ministry of Education and Culture (PP & TK), Mr. Kelvin, dated March 1, 1046, the national education goals in the early days of independence penananman very instill patriotism. This is understandable, because at that time the Indonesian nation just off of colonization that lasted hundreds of years, and there are signs that the Dutch want to re-colonize Indonesia. Therefore, the cultivation of patriotism through education is considered an answer to defend the new state was proclaimed.
In line with the changing atmosphere of national life, the Indonesian national education goals was undergoing expansion; no longer solely emphasize patriotism. In Law No. Basics 4/1950 on Education and Teaching in Schools, Chapter II, Article 3 stated, "The purpose of education and teaching is a form of human decency cover and citizens of a democratic and responsible about the welfare of the community and homeland".
School system prevailing in Indonesia in the early independence basically continue what has been developed in the days of the Japanese occupation. The system includes three levels defined low education, secondary education, and higher education.
The school system is constantly maintained and oersekolahan system prevailing at the time of independence, even up to the 1980s. By the end of 1960, even if changes occur, it is more on its institutional forms. Another important development is recorded in the 1945-1969 era is berrdirinya 42 State Universities in the form of a university, college and high school are generally located in the capital of the province, so that this period may be regarded as "an era of growth PTN"
This Adult Education in Indonesia
Education has the task of preparing human resources for development. Development tramp always strived in tune with the demands of the times. The times always bring new challenges, some of which often can not be predicted in advance. In order to create a national education system oriented to the achievement of national education goals, as well as mmapu meet the challenges of the present and the future, the national adult education is to be arranged and developed by giving priority to the aspects that are considered strategic for the nation. The priority is the implementation of compulsory education of nine years.
On May 2, 1994 waib 9-year basic education for secondary schools announced. Ten years earlier, precisely on May 2, 1984, Indonesia also started 6 years of compulsory education at the primary level. RI Law No. 2 of 1989 Article 6 states on the right of citizens to participate in graduate education at least basic education. Kemudin PP No. 28 Year 1990 on Basic Education, Article 2 states that basic education is 9 years education, consisting of 6-year education program in elementary school and 3-year educational program in junior high. Compulsory nine-year basic education has two main objectives are related to each other, namely: improving equitable access to education for all age groups of 7-15 years and to improve the quality of Indonesian resources to reach junior high.
With compulsory education, the minimum educational Indonesian people who originally 6 years increased to 9 years. Increasing the length of compulsory education from 6 years to 9 years allow students to learn in school longer. This provides more opportunities for learners to gain the knowledge, abilities, and skills needed to pursue further study and live in the community.
Since its inception in 1994, the program compulsory nine-year basic education made much progress. Quantitative indicators were noted indicating that the participation rate increases with increasing number of classrooms, teachers, and other learning facilities.
Education Problems
The educational system becomes an integral part of social and cultural life and society as suprasystem. Development of education system does not have any meaning if it is not in sync with the national development. Close relationship between the field of education as a socio-cultural system as the suprasystem where the education system is a part, creating conditions such that the internal problems of the educational system becomes very complex. That is, an internal problem in the education system is always something to do with issues outside of the education system itself. For example, the issue of quality learning outcomes a school can not be separated from the socio-cultural and economic conditions of the surrounding community, and still many other factors outside the school system with regard to the quality of the learning outcomes. Based on this fact, the response to the problem of education is also very complex, involving many components, and involves many parties.
Basically there are two main problems faced by the education sector in our country today, namely: how all citizens can enjoy the opportunity of education and how education can provide students with the skills to jump into the arena of public life.
- Problems of Education Equity
In carrying out its function as a vehicle for advancing the nation and national culture, national education is expected to provide the widest possible opportunities for all citizens of Indonesia to acquire education. Educational equity problem is the issue of how the education system can provide the widest possible opportunity to all citizens to education, so that education becomes a vehicle for the development of human resources to support the development.
Issue equity in education was considered important because if the school-age children the opportunity to learn in elementary school, then they have the basic supplies such as math, reading, and writing so that they can keep abreast of progress through a variety of media and learning resources are available. As such they are not retarded and become an obstacle to the pace of development.
Therefore, by looking at the goals contained in the educational equity efforts that prepare people to be able to participate in development.
- Solving Problems of Education Equity
Solving many problems that have been and are being made by the government to improve educational equity in the context of the intellectual life of the nation, the steps taken by means of conventional and innovative ways. The conventional way such as: build schools such as SD or room Instruction and learning and using school buildings for the double shift system (alternating morning and afternoon) in connection with it which needs to be encouraged, especially for basic education is to raise the willingness to learn for people / families who are less able to want to send their children.
Innovative ways, among others:
- Civil Service system (the education community, parents, and teachers) or Inpacts System (Instructional Management by Parent, Community and, Teacher). The system was pioneered in Solo and disseminated to several provinces
- Small elementary school in a remote area
- Visit the Master System
- Junior Open (ISOSA- In School Out off School Approach)
- Packet A and B
- Distance Learning
The quality of education in question if the results have not reached a level of education as expected. Determination of the quality of the results of the first study conducted by the agency as a producer of prospective output power producers, the certification system. Furthermore, if the output plunge into employment agency assessment carried out by the user as a consumer force to test the system performance (performance test). So the quality of education in the end seen on the output quality. In other words, if the output was manifest themselves as human beings that development can establish itself and build environment. Although it was realized that in essence the product with such characteristics are not solely the result of the education system itself. But if the products such systems have contributed pendidika considered sufficient, which remains a problem is that measuring the quality of the product is not easy. Due to the difficulty of measurement in the product so if a talking about the quality of education, generally only associate with known learning outcomes as a result EBTA, Ebtanas, or results Sipenmaru, UMPTN, because it is easily measured. Results EBTA and others that it is seen as an overview of educational outcomes.
Though the quality of learning outcomes is only possible through the learning process quality. If the learning process is not very difficult to expect the optimal quality results. If the case study is not optimal yield good scores test results it is almost certain that the learning outcomes are apparent. General condition of the quality of education across the country showed that in rural areas especially in remote areas is lower than in urban areas. Benchmark equity venture intends that the quality of education, especially the education system with any kind of school system and the education level in the entire country (urban and rural) to increase the quality of education in accordance with the circumstances of each.
Troubleshooting Quality of Education
Although for each type and level of education each having specificity, but basically the problem solving quality of education targeted at improving the quality of education and the mobility component of these components. That effort in turn is expected to improve the quality of the education process and the learning experience of students, which can ultimately improve educational outcomes. Efforts to solve the problem of education quality in outline covers things that are physical and software, personnel, and management.
- Efficiency Issues Education
Educational efficiency issues questioned how an educational system to leverage existing resources to achieve educational goals. If its use is said to be efficient and targeted high efficiency. If the opposite occurs, efficiency means low. These problems include the recruitment, placement, and development effort.
The problem lies in the gap between the removal of the stock power available at a very limited quota removal. Staffing problems, khsusnya subject teachers, often experiencing lameness, not tailored to the needs on the ground. The symptoms are brought inefficiencies in the functioning of teachers, although the power supply has been planned macro-sufficient, but are having problems because of the limited number of placements that can be removed and the difficulty of capturing energy that would be placed in remote areas, because there are no attractive incentives. Education staff development issues in the field is usually too late, especially when facing presence at the new curriculum. Each update requires alignment of curriculum implementers in the field.
- Problem Relevasi Education
Relevance of education issues include the extent to which the education system can produce outputs in accordance with the needs of development, namely the problems as described in the formulation of national education goals. Educational outcomes are expected to fill all the diverse sectors of development. Both in terms of quantity and in terms of quality. If the education system produces output that can fill in all sectors of development, both actual and potential to meet the criteria required by the job, then the relevance of higher education are considered. Generally outputs produced by the education system cumulative amount greater than that required in the field.
Actual Problems of Education in Indonesia
There is nothing about the actual problem and there is the concept of implementation. It should be understood that not all of the actual problem is a new problem. In fact there are already long. It has long been an actual problem that we have agreed to resolve it, but from year to year, the results remain the same.
- Achievement of the target problem Wholeness
In the implementation of affective education has not been handled properly. Tendency leads to the preferential development of cognitive aspects.
Problems include issues of curriculum concepts and implementation issues. Especially if we see there is a problem in the field of education personnel development that is usually too late, especially when facing presence at the new curriculum. Each update requires the adjustment of curriculum implementers in the field. Though the debriefing process to be ready to implement the new curriculum takes time. The result is a gap between the time proclaimed into force of the current curriculum being implemented. In the transition period is relatively long educational process lasts less efficient and effective.
- The role of teacher issues
New concepts born as a reflection of a new humanism which gives direction on education. In line with the rapid development of science and technology to contribute new ways are more stable towards solving the problem of education. In realization guided by a curriculum that is always improving. In line with that, the teacher as a component of the education system must also be changed.
Formerly a teacher is the only source of learning, he became the center asked. The task of science teachers give to students. Doing so is considered adequate for science teachers have not developed, the coverage is still limited. Today thanks to the development of science and technology are so rapid even revolutionized, for a teacher is no longer possible to make him shed the science and therefore also not the only source of learning for students. His job is not giving knowledge but especially shows the way how to obtain knowledge, and encouragement to develop knowledgeable. Briefly said that the task of the teacher is "student to study"
- Year Basic Education Issues
In the implementation of the 9-year basic education, especially in the early stages it is definitely a lot hambatanya. Another obstacle is derived from public remarks, mainly from parents / people who are less capable. They may tend to not send their children having to pay for their children longer. Though can expect a lot from their children to get a job immediately after graduation from school.
Source Readings:
Abdulhak, Isaac., Supriya, D., Wahyudin, Dinn. 2006 Introduction to Education. Open University, Jakarta.
Prof. Dr. Umar Tirtarahardja and Drs. S. L. La Sulo. 2005 Introduction to Education. Rineka PT Cipta, Jakarta.
