Name : Faridatullathifah

NIM : 3101419046

1. Before the colonial government upheld formal schools such as the Hollandsche Indische
School, or Meer Uitgebreid Lager Onderwijs for native, it was true that most of the schools in
the community were schools with a religious curriculum. This relates to the early history of the
entry of celestial religions in the archipelago, before the colonial government came to impose the
latest educational policy.
Indonesian’s education in the era before independence can be classified into three
periods, namely: education based on religious teachings, education based on colonial interests,
and education in the context of the struggle for independence (Sabarudin 2015).
First, Islamic education were entered together with the influence of Islam which was first
present in the coastal areas of Sumatra. The influence of Islam came from active interaction
through international trade with people from Gujarat in the 13th century. Islamic education at
that time was held very simply, in the form of Koranic studies and study of books carried out in
homes, mosques, moeslem boarding schools, and others (Yunus in Sabarudin 2015).
Islamic education was growing, as the spread of Islam to islands outside Sumatra with the
establishment of several Islamic empires such as the Mataram Islamic sultanate, the Cirebon
sultanate, the Demak sultanate, the Gowa Tallo sultanate, and many others. The influence of
Islam is easily accepted because it used a peaceful da'wah approach and adapts Indonesian
society. By the role of Wali Songo as well, resulting in the development of Islamic religious
education is increasingly developed.
In almost every village that inhabited by Muslims, they established mosques as places of
worship and langgar as places of basic Islamic education. With how the overall influence of
Islam into daily life, resulted in many schools established using Islamic religious competencies
that are manifested in the form of boarding schools or madrassas which have survived to the
present day.
An example of a school that uses an Islamic education curriculum in my area is the Nurul
Hikmah Islamic Boarding School that located at Jl. Baskoro Raya No. 61, Tembalang,
 Semarang. Nurul Hikmah Islamic Boarding School is an Islamic boarding school that uses
Nahdlatul Ulama nuance. The program used in learning is the tahfidz program and the book.
2. By the 20th century, the power of Dutch East Indies colonialism became more
established in line within the rapid global development. The Suez Canal was opened and the
invention of steamship technology shortened inter-continental travel. Now, the duration of the
trip from Netherland to Dutch-East Indies only lasted for 2-3 weeks. Not only that, the
development of the world economy is also developing where capital expansion will begin to
cross national borders.
Since the Open Door Policy was implemented in the Dutch-East Indies in 1870, the
government pushed the establishment of private factories on the island of Java so that it needed
more labor both from the natives and Europeans as experts.
The attention of the colonial government to education started triggering when Tthical
Policy began to take effect in 1900. The establishment of schools for native people began to get
expanded despite of discrimination. Apparently, the actual objectives that has to be achieved by
the colonial government were also different, namely to gather professional workers who could
read and write, especially capable and inexpensive administrative staff (Sumarsono 1986).
Administrative staff are needed because there is a big change of government where
decentralization is implemented to answer the demands of Ethical Policy. This decentralization
of three things (Notosusanto 1984) included: government delegation from the central
government to the Dutch East Indies government to the smallest administrative area, namely the
residency / city, creating autonomous institutions that regulate their own affairs, and separation
of public finances from personal finance.
Towards the end of the 19th century the development of administration developed very
rapidly because there were many services that needed to be carried out by the government,
including forestry, mining affairs, credit bank affairs, and others. In line with the expansion of
state activities, finally the government also expanded education for native to increase the number
of prospective administrative staff.
3. During the colonial administration, education was divided into three: Native education
and European education. Native education is aimed at native children, with the smallest form of
school being a village school (volkschool). While European education is aimed at European
children, Chinese descendants, and some native that came from noble family.
 The village school was established as an education aimed at lowly indigenous people,
with the objective of countering illiteracy rates and meeting the needs of small communities to
embrace basic education. The curriculum includes reading, writing, counting, hygiene, and basic
animal-plant knowledge. Village schools have a term of three years.

To be able to go on to basic education such as MULO (Meer Uitgebreid Lager

Onderwijs), volkschool students must take schakelschool. Basic education with a term of 5 years,
can become 6 years by adding a commercial-agricultural curriculum. MULO education is
equivalent to HBS three years, and those who have taken it can continue to vocational or
vocational school if they want to continue the rest of the HBS year first.

For native children of the aristocratic class, they will take basic education at Hollandsch
Inlandsche School with Dutch as an introduction language. Students who successfully graduate
from HIS can continue their education to MULO.

For European education, it is divided into three types of primary schools: Europe, Dutch-
Chinese, and Native. The curriculum lasts for seven years, with Dutch as the main introduction.
The preparation of the curriculum and the procedures for the test were adjusted to the standards
of institutes in Europe without ignoring the needs and situation in the Dutch East Indies.
Secondary education later called HBS (Hooger Burger School), contains a curriculum on
literature, classical education, or science. Three-year HBS graduates can go on to vocational
school, while for five-year HBS graduates go to university.
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