MAKALAH

Mata Kuliah Pendidikan Bahasa Inggris

“Introduction to Education”

Oleh:

I WAYAN JUNIARTA PRATAMA (223061)

Semester ll

ENGLISH EDUCATION STUDY PROGRAM STKIP AGAMA

HINDU AMLAPURA
2023
 PREFACE

Praise be to the presence of God Almighty for His blessings, and that we were given
the opportunity to be able to compile a paper entitled "Introduction to Education" properly
and correctly, and on time.

This paper is structured to find out the education system related to good education
today, and good teaching methods for students and students, this paper also contains elements
that contain stories of heroes who fought to advance education in Indonesia.

Hopefully this paper can provide broader insights to readers. Although this paper has
advantages and disadvantages. To advise and please his constituents. Thank You.

Amlapura, 04 Juni 2023

I WAYAN JUNIARTA PRATAMA

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 TABLE OF CONTENTS

PREFACE..........................................................................................................................i

INTRODUCTION.............................................................................................................ii

A. Background Of The Paper.......................................................................................1

B. Purpose Of The Paper..............................................................................................2

C. Problem Formulation...............................................................................................3

DISCUSION......................................................................................................................iii

Chapter 1 Education Perspective Of Unesco......................................................................1

A. Definition Education Perspective Of Unesco.............................................................2

B. Aspects Of Education Perspective Of Unesco...........................................................3

C. Principles OfEducation Perspective Of Unesco.........................................................4

Chapter 2 Indonesia Educationnal Perspective.................................................................5

A. Definition Indonesia Educational perspective............................................................6

B. Aspects of Indonesia Education perspective..............................................................7

C. Philosophy at Indonesia Educational perspective......................................................8

Chapter 3 The Development Educational system in Indonesia......................................10

A. The Education System..............................................................................................11

B. Development Of The Education System In Indonesia.............................................12

C. Various Kinds of Learning Methods in Indonesia...................................................13

Chapter 4 Kiajar Devantura the top Figure in Educational System in Indonesia.......14

A. The Role of Ki Hajar Dewantara in Indonesian Independence...............................15

B. The definition of education according to Ki Hajar Dewantara................................16

Chapter 5 Ing Madyo Mangun Karso, Ing Ngarso Sung Tulodo Tut Wuri Handayani
As The Best Jagon In Educional System In Indonesia....................................................17

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 A. Meaning of the motto Ing Ngarso Sung Tulodo, Ing Madya Mangun Karsa, Tut Wuri
Handayani in Education...........................................................................................18

B. Differences in Indonesian Education in the Dutch and Japanese Colonial Period...19

Chapter 6 The konsepsion about teaching and learning.................................................20

A. Differences in Teaching and Learning......................................................................21

B. Educational principles...............................................................................................22

Chapter 7 Teaching And Learning And Local Genius.

A. Definition teaching and learning.......................................................................

B. Aspects of teaching and learning and local genius...........................................

C. Appication of teaching and learing andlocal genius........................................

CONCLUSIO..............................................................................................................

CONCLUSION...........................................................................................................

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 INTRODUCTION

A. Background Of The Paper

Learn how to recognize the ways of education in the present and know
ing madyo mangun karso, education is a rite of passage for many students, because this type
of education is one of the most common activities in tertiary institutions, especially in the
first year. education helps students develop and improve skills, discipline, manners in society.
the best education of this type has a clear purpose, such as explaining a complex and good
way of education for students.

B. Purpose of the paper:

1. Knowing the meaning of education.

2. Knowing about good teaching methods for students

3. Knowing the founders of education in Indones

C. Problem formulation

1. What is the meaning of education among students?

2. What is the correct way of teaching?

3. Who are the founders of education in Indonesia?

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 DISCUSION

CHAPTER 1EDUCATION PERSPECTIVE OF UNESCO

A. Definition Education Perspective Of Unesco

UNESCO is a United Nations organization engaged in the field of education and
culture, which has established four pillars of present and future education, which need to be
developed by all educational institutions, especially formal educational institutions. The four
pillars are: (1) learning to know (learning to know), (2) learning to do (learning to be skilled
at doing something), (3) learning to be (learning to be someone), and (4) learning to live
together ( learn to live life together).In order to realize learning to know, educators should
function as facilitators who can guide or direct students in solving a problem. In addition, an
educator is required to be able to act as a colleague in dialogue with students in developing
mastery of certain knowledge and knowledge.

Learning to do will work if educational institutions facilitate students to actualize the

skills they have, as well as their talents and interests. Although the talents and interests of
children are much influenced by hereditary elements, the growth and development of talents
and interests depends on their environment. Skills can be used to sustain a person's life, even
skills are more dominant than mastery of knowledge in supporting the success of individual
life in the future.

Learning to be is closely related to talents and interests, physical and psychological

development, the child's personal typology and environmental conditions. For active children,
the self-development process will run if given ample opportunity to be creative. In contrast,
for passive children, the role of educators as directors as well as facilitators is needed for
maximum self-development of students.Learning to live together, students must be
accustomed to living together, respecting each other, being open, giving and receiving, needs
to be developed. Conditions like this allow the process of learning to live life together, The
application of these four pillars is felt to be very important in facing the era of globalization
and the industrial era 4.0. It is necessary to cultivate an attitude of mutual understanding
between races, ethnicities and religions so as not to cause various conflicts stemming from
these things.
The quality of education can also be improved by making a series of improvements to
all the problems it faces. These improvements can be in the form of reforming the education
curriculum which can provide minimal basic abilities and skills, applying a complete learning
concept and producing a creative, democratic and independent attitude. It is necessary to
identify elements that exist in the regions that can be used to facilitate the process of
improving the quality of education, apart from the local government, for example expert
groups, student associations, regional NGOs, universities and study centers, Thus, the
demands of present and future education must be directed at improving the quality of

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intellectual abilities and professionalism as well as attitudes, personality and morals of
Indonesian people in general. With such abilities and attitudes of the Indonesian people, it is
hoped that they can position themselves in a dignified manner in the world community and in
this era of globalization in which almost all sectors have been replaced by machine
technology.
B. What are the 4 Pillars of Education According to UNESCO

1. learning to know :
This first pillar means that students encouraged to seek and gain knowledge as much
as possible, through experience. Affairs This will trigger the emergence of a critical
attitude and enthusiasm learner learning increases. Learn to always know prohibits the
importance of knowledge because in learning to know there is learning how to learn,
meaning that students learn to understand what is around it, because it is a learning
process. This matter according to the opinion of Abu Ahmadi and Widodo Supriyono
(2004: 128) namely learning is a business process that is carried out individual to
obtain a change in behavior entirely new as a result of experience the individual
himself in interaction with his environment. Meanwhile, according Purwanto
(2004:44), learning is a process within the interacting individual with the environment
to get a change in behavior. From the two opinions above shows that Learning does
not only come from school, but learning can occur through interaction with the
environment. Learning is not only assessed in terms of results, but assessed in terms
of the process, how the child acquire knowledge, not what children acquire the.
Learning to know also prohibits longevity education or what is called learning
throughout life. The meaning of lifelong education (lifelong education) is that
education does not stop with the individualmmature, but persist throughout his life
(Suprijanto, 2008: 4). It is stated that education at school is a continuation in the
family. School is an institution where the process of socialization occurs the second
after the family, thus affecting the person children and their social development.
School organized formally. At school the child will learn what is there in life, in other
words the school must reflects life around him. Therefore, school cannot be separated
from life and needs society according to its cultural development
.

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 2. learning to do :
The second pillar is tension and interaction Act. “Here, students are invited to
participate in solving the problems around them through a real action. Learn to apply
knowledge gained, working together in a team in order to solve problems in various
situations and conditions. Learning to do is related to hard skills and abilities soft
skills. Soft skills and hard skills are very important and needed in the world of
education, because actually Education is the most important part of the process
preparation of quality HR (Human Resources), tough, and skilled and ready to keep
up with the demands era. Learners as a result of educational products indeed must be
required to have the ability of soft skills and hard skills.
3. learning to be :
The third pillar means that it is important to educate and train students to become
independent individuals and can realize what students dream and aspire to. Mastery of
knowledge and skills (soft skills and hard skills) are part of the process of becoming
yourself yourself (learn to be). Being yourself can be interpreted as a process of
understanding needs and identity. Learn to behave according to norms andThe rules
that apply in society, learn to be people What works is really the sales process self-
actualization.
4. learning to live together :
The second pillar is tension and interaction Act. “Here, students are invited to
participate in solving the problems around them through a real action. Learn to apply
knowledge gained, working together in a team in order to solve problems in various
situations and conditions. Learning to do is related to hard skills and abilities soft
skills. Soft skills and hard skills are very important and needed in the world of
education, because actually Education is the most important part of the process
preparation of quality HR (Human Resources), tough, and skilled and ready to keep
up with the demands era. Learners as a result of educational products indeed must be
required to have the ability of soft skills and hard skills.

C. Principles Of Education Perspective Of Unesco

The expected goal of education is to educate the life of the nation and develop the
whole Indonesian human being, namely human beings who believe, fear God Almighty, have
noble character, have knowledge and skills, are healthy physically and spiritually, are
independent. As well as a strong sense of social and national responsibility. Education must
be able to prepare citizens to be able to play an active role in all fields of life, smart, active,
creative, skilled, honest, disciplined, highly moral, democratic, and tolerant which prioritizes
unity and not division. Mempertimbangkan pendidikan anak-anak sama dengan
mempersiapkan generasi yang akan datang. Hati seorang anak bagaikan sebuah plat
fotografik yang tidak bergambar apa-apa dan siap merefleksikan semua yang ditampakkan
padanya.

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 CHAPTER 2 INDONESIA EDUCATIONNAL PERSPECTIVE

A. Definition Indonesia Educational perspective.

Perspective according to meaning is a way of seeing a problem that occurs.
Meanwhile, education is a planned effort and a means to create a learning
atmosphere in order to improve the quality of human potential in the future. So it
can be concluded that the educational perspective is a concept seen from the point
of view of the process that education is a process in order to influence students to
be able to adapt as best as possible to their environment and which will cause
changes in themselves, so that they function according to their competence in
social life,
 Basic Concepts of Education :
Education for humans is important because it is an effort to carry out a planned and
continuous process as a basis for developing the potential and essence of humanity.
Education is organized as a process of cultivating students or students. Education is not only
in schools but can be in the environment, from any experience or scope. In learning and
educating activities we will examine various basic aspects that are used to refer to various
basic potentials possessed by students. Education is a conscious effort carried out by families,
communities and the government through guidance, learning and/or training activities that
take place at school and/or outside of school. This conscious effort is carried out in the form
of learning where there are educators who serve their students in carrying out learning
activities, and educators assess or measure the level of success of student learning with
predetermined procedures.
So education can be interpreted as a process of updating and shaping the behavior of
students so that they become adults who are able to live independently and as members of
society in the surrounding natural environment where the individual is located. Education
does not only cover intellectual development, but more emphasis is placed on the process of
developing the personality (morals) of students as a whole so that children become more
mature. From the description and understanding of education above, it is written that
basically education is a human effort (educator) to responsibly guide students towards
maturity

 Educational Elements :
The elements of education are all the components that must exist in the educational process,
all of which must form a unified whole and complement each other. The following are the
elements of education that must exist in several ways:
1) Subjects being guided (students)
2) The person who guides (educator)
3) Interaction between students and educators (educational interaction)
4) In which direction is the guidance aimed (educational goals)

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 5) Influence exerted in guidance (educational materials)
6) Methods used in guidance (tools and methods)
7) Place of execution where the event took place (educational environment

B. Aspects of Indonesia Education perspective

Indonesia’s education system comprises four levels of education: primary
(grades 1–6), junior secondary (grades 7–9), senior secondary (grades 10–12), and
higher education. The first two levels constitute ‘basic education’ as that term is
used in the Indonesian context. State educational institutions dominate the
education system, particularly at primary and junior secondary levels. However,
the private sector also plays a significant role, accounting for around 48 per cent
of all schools, 31 per cent of all students, and 38 per cent of all teachers.[7] It also
accounts for 96 per cent of all higher education institutions (HEIs) and almost 63
per cent of higher education enrolments.[8] The state educational system is mostly
non-sectarian although it includes some religious (typically but not only Islamic)
schools and HEIs.
The private educational system, by contrast, is dominated by religiously
oriented schools and HEIs, in particular those associated with Indonesia’s two
major Islamic social organisations, Muhammadiyah and Nahdlatul Ulama,
although it also includes non-religious commercially oriented institutions
especially in higher education. Generally, state educational institutions are
considered to be of higher quality than private educational institutions although
there is great variation among both public and private institutions

C. Philosophy at Indonesia Educational perspective

Everyone has a philosophy even though he may not aware of it. We all have ideas
about things, about history, the meaning of life, dead, God, right or wrong, beauty
or ugliness etc. 1) Philosophy is a set of attitudes and belief in ordinary life and
nature received uncritically. The definition shows meaning as informal; 2)
Philosophy is a critical process or the thought of trusting a very attitude we
uphold. This is a formal meaning; 3) Philosophy is an attempt to get the overall
picture; 4) Philosophy is as a logical analysis of language as well explanation of
the meaning of words and concepts; 5) Philosophy is a collection of immediate
problems get the attention of humans and what is sought answers by philosophers.
From some of the definitions above, that's all The answer in philosophy is that the
fruit is just a thought from philosophers alone in ratio. Many people pensive at
one time.
Sometimes because there is confusing and sometimes eventful just out of
curiosity, and thinking seriously about the main issues. What is life, and why am i
here? Why is there something? What is the position of life in the great realm
This ? Is nature friendly or hostile? did what happened happen by chance? or

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because of a mechanism, or because there is a plan, or is there a purpose and a
thought in the object.
All these questions are philosophy, an attempt to get answers or solutions to them
has given rise to theories and systems of thought such as idealism, realism,
pragmatism. Because of thatPhilosophy begins with wondering, questioning and
thinking about our fundamental assumptions, then we need to examine how
philosophy is answer this. Education is an effort to develop the human potential of
students, both physical potential, creative potential, taste, and intention, so
potential get real and work anywhere life.
The basis of education is the ideal of humanity universal. Education aims to
prepare humans in balance, unity, organic, harmonious, and dynamic to achieve
the goals of human life. Educational philosophy is the philosophy used in studying
educational issues. The purpose of educational philosophy provides inspiration
how to organize the learning process ideal. Educational theory aims to produce
thoughts about educational policies and principles the phenomenon of educational
philosophy. educational practice or The educational process implements a series
of activities in the form of curriculum implementation and interaction between
teachers with students to achieve educational goals using sign theory education.
There are four kinds of multilevel educational goals and different breadth,
namely the goals of national education, institutional goals, curricular goals, and
objectives instructional.

A. National Education Goals

The goal of national education is to build the quality of fearing God Almighty and
can always improve culture with Him as a citizen with a Pancasila spirit have a
high level of enthusiasm and awareness, virtuous character and strong personality,
intelligent, organized, and able to grow and nourish the level of democracy, can
maintain good relations between people and with environment, physically healthy,
able to develop aesthetic power, able to build themselves and society.

B. Institutional Purpose
Institutional goals are formulations in general patterns of behavior and patterns of
ability that must be possessed by graduates of an educational institution.

C. Curricular Goals
The curricular goal is to achieve patterns of behavior and patterns of abilities and
skills that must be possessed owned by graduates of an actual institution is the
institutional goal of the education system That.

D. Instructional objectives

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Instructional objectives are formulated in detail what must be mastered by
students and students after passing the learning activities related to success. Other
educational philosophy goals, namely:
1. By thinking one's philosophy can become humane, more educational, and self-
development.
2. One can be a thinking person Alone.
3. Giving the basics of knowledge, giving look at the synthesis as well so that the
whole knowledge is one unit.
4. A person's life is led by knowledge owned by that person, because of that know
basic knowledge means knowing the basics of living alone.
5. For an educator, philosophy has special interest because of that philosophy
provide the basics of science other things about humans, like for example
pedagogy.

The purpose of educational philosophy can also be seen from several streams of
educational philosophy that can be develop education itself, namely:
A: Idealism
B. Realism
C. Pragmatism
D. Humanism
e. Behaviorism
F. Constructivism
From the description above it can be concluded that the purpose Philosophy is the
search for the true nature of things, good in logic (thought of truth), ethics
(behavior), and metaphysics (the nature of authenticity).

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CHAPTER 3 THE DEVELOPMENT EDUCATIONAL SYSTEM IN INDONESIA

A. The Education System

We all know and realize that education is needed by individuals and society.
Without education, the knowledge that has existed for centuries will simply
evaporate. So, everyone must learn as a provision for life in the future because
education has become a necessity for everyone, so a system is formed that regulates
and becomes the standard for those involved in it.

In simple terms, the education system is defined as a whole group or

organization that is in an area or unit led by an executive officer who is responsible
for the continuity of the education.

In addition, the education system has various components which then form a
process. These components include educational priorities, students, management and
management, organizational structure, time, teachers, facilities, supervision,
technology, research and costs.
Furthermore, these components then work together with each other, so that the system
that has been made runs according to expectations.

B. Development Of The Education System In Indonesia

The education system in Indonesia consists of four levels of Elementary School (SD),
Junior High School (SMP) and Senior High School (SMA). At these four levels,
public schools currently dominate the education system in Indonesia, with the
proportion reaching 52%. A further 48% is owned by the private sector.

The development of the education system in Indonesia is very striking at every

change of government. Because besides the head of government, there is also the
vision and mission of education that is carried out. In addition, the influence of the
country's economic transition affects the development of the education system in
Indonesia.

How is the journey and development of the education system in Indonesia? Here's a
summary:
1. Colonial Age :
As we all know, Indonesia experienced a colonial period of 3.5 centuries by the Dutch
and Japanese for 3.5 years. At this time, the education system in Indonesia began with
the presence of the People's School which was intended for Indonesian people with
special qualifications, namely having social status.
2. Post Independence :
During the colonial era, only certain students could attend school. So after
independence, it became the right of all citizens to rise. During the administrations of

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 President Soekarno and Mohammad Hatta, the education system in Indonesia began
to enter into a secular education system.

The most prominent is religious education in which Islam is a very prominent

foundation. This is driven by religious organizations that are closely tied to the daily
lives of Indonesian people.

In addition to the presence of Islamic boarding schools in Indonesia, private schools

are also starting to appear and are starting to be accessed by the public regardless of
social status. Unfortunately, at that time, school was not free or free of charge.
3. New Order Era :
During President Soeharto's era, known as the New Order era, the education system in
Indonesia in its curriculum focused on building student character with the obligation
of upgrading P4 for students, normalizing campus life, coaching students through
Student Council, perfecting Indonesian spelling or EYD, real work lectures (KKN). )
for students to start development school.
4. Post-Reform
At this time, the education system in Indonesia experienced changes in terms of
regulations or policies. Apart from that, at this time, teachers were also very
concerned about the quality of teachers as an important part of the education system
in Indonesia. The method is through teacher certification, while students are
precipitated by character education and holding the National Examination (UN).
5. Education System in Indonesia Today :
First, under President Susilo Bambang Yudhoyono (SBY), the education system in
Indonesia sets standards that all children in Indonesia have the right to equal
education. Then a program of School Operational Assistance (BOS) and scholarships
for students who could not afford it was organized, known as Bidik Misi.

Changing the era of President Joko Widodo who focused on the quality of human
resources (HR) in order to compete in the global market. The education system in
Indonesia then focuses on research, technology development and the development of
pure science.
C. Various Kinds of Learning Methods in Indonesia
The learning method is an important part of the implementation of education. Through
the right method, students will be more assisted in achieving learning goals. Basically,
choosing and using learning methods should not be arbitrary. A good method is one that is
adapted to your school's educational philosophy, student demographics, teacher abilities and
the educational mission of the school's employees.
Here are some kinds of learning methods :
1. Problem Based Learning (PBL)
Is a learning method that aims to produce students who are able to solve real problems
independently or in groups. The learning method which was first applied in 1950 at

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 Case Western University has four phases namely the problem assistance phase, the
planning phase to solve the problem, the implementation plan phase and the last
evaluation phase carried out by the teacher together with students.
2. Cooperative Learning
Metode pembelajaran ini memiliki sebuah karakteristik di mana peserta didik di kelas
dibagi menjadi beberapa kelompok. Tiap anggota kelompok memiliki fungsi dan
tugasnya masing-masing. Tujuan utama dari metode cooperative learning akan
tercapai jika setiap anggota kelompok berhasil menyelesaikan tugas dan menjalankan
fungsinya dengan baik.
3. Gamification Method
The gamification method is a method that involves playing elements in learning such
as score tables, competition between students and group work. This method is
believed that students will study well if they are happy in learning.

In practice, the teacher will use website-based educational games and applications that
can be played via a laptop or smartphone.
4. Reverse Class
The flipped classroom method is a method that has special characteristics in which
students are required to study the subject matter before class takes place. The main
objective of this method is to make class time optimal and the teacher can pay more
attention to the development of each student
5. Personalized Learning
In this method, students independently create personal learning plans that are tailored
to the interests and abilities of students. Course materials, programs and instructions
are provided online.

During the assessment, schools that apply this method use an assessment based on
Competency-Based Progression. That is, students can move levels if they have
mastered the material they are studying.

Although highly cautioned against students, this method still removes the teacher
from teaching and makes the necessary changes to the lesson plans that have been
prepared by students.

6. Kinesthetic Learning
This method requires students to make, create or do something. In the Kinesthetic
Learning method, students do more physical activity than listening to the teacher's
explanation or seeing the teacher demonstrating something. Role playing, building,
using drama, sports activities are examples of class activities that use this method.

7. Direct Instructions

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This method, which is the most conventional and most widely used in Indonesian
schools, is very high on teachers. In this method, students more passively listen to
lectures and detailed instructions from the teacher. The teacher functions as the main
source of information and students are required to carry out activities and understand
the lessons as taught and taught by the teacher.

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 CHSPTER 4 KIAJAR DEVANTURA THE TOP FIGURE IN EDUCATIONAL
SYSTEM IN INDONESIA

A. The Role of Ki Hajar Dewantara in Indonesian Independence

Ki Hajar Dewantara is known as a nationalist figure who fought for the Indonesian
people, especially in the field of education. Physical evidence of the history of Ki Hajar
Dewantara's struggle in defending the interests of the nation and state, which still exists
today, is the existence of the Taman Siswa school in Yogyakarta. During the struggle, Ki
Hajar Dewantara also founded the Indische Partij organization.

1. Indische Partij founded.

Awalnya, Ki Hajar Dewantara hanyalah seorang sastrawan dan jurnalis yang
kemudian menjadi aktivis nasional. Ia diketahui bergabung dengan tokoh Tiga Serangkai
bersama Douwes Dekker dan Tjipto Mangunkusumo yang mendirikan organisasi bernama
Indische Partij (IP). Starting from establishing IP on December 25, 1912, Ki Hajar Dewantara
realized that the way to fight colonialism started with education.
2. Forming the Bumiputera Committee
After the Indische Partij was formed, Ki Hajar Dewantara, Douwes Dekker, and
Tjipto Mangunkusumo submitted an application for legal status for their organization to the
Netherlands. However, the Governor General of the Netherlands, Idenburg, refused to submit
the application for legal entity status because IP was considered to be able to arouse a sense
of nationalism in the people and move in unity against the Dutch. After this rejection, Ki
Hajar Dewantara formed the Bumiputera Committee in 1913. The Bumiputera Committee
was formed with the aim of criticizing the Dutch government which wanted to celebrate 100
years of its independence from French colonialism. Ki Hajar Dewantara criticized the
celebration in his writings entitled Als Ik Eens Nederlander Was (If I were a Dutchman) and
Een voor Allen maar Ook Allen voor Een (One for All, but All for One Also). As a result of
this writing, Ki Hajar Dewantara was arrested by the Dutch East Indies government and was
about to be exiled to Bangka Island. However, he preferred to be exiled to the Netherlands.
3. Establishing Taman Siswa
Ki Hajar Dewantara founded a school called Taman Siswa in Yogyakarta on 3 July 1922.
Through Taman Siswa, he tried to mix and match European-style education with traditional
Javanese. In this school too, Ki Hajar Dewantara raised the awareness of indigenous students
of their right to receive an education. Apart from establishing a school, Ki Hajar Dewantara
also created an education motto called Tut Wuri Handayani.

B. The definition of education according to Ki Hajar Dewantara

According to Ki Hajar Dewantara, education is an effort to promote the growth of
character education (inner strength and character), mind and body of the child.

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 Ki Hajar Dewantara explained that the purpose of education is divided into three,
namely:
 Shaping a subtle character in the character of students
 Increase the brain intelligence of learners
 Get body health in students

To achieve these educational goals, education must have a clear conceptual unity,
including:
 Ing Ngarsa Sung Tuladha: as a teacher or educator, you must be able to be an example
for all students.
 Ing Madya Mangun Karsa: educators are able to create ideas for students.
 Tut Wuri Handayani: educators must be able to provide motivation and direction for
students.

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Chapter 5 Ing Madyo Mangun Karso, Ing Ngarso Sung Tulodo Tut Wuri Handayani
As The Best Jagon In Educional System In Indonesia.

A. Meaning of the motto Ing Ngarso Sung Tulodo, Ing Madya Mangun Karsa, Tut
Wuri Handayani in Education.

1. Ing ngarsa sung tulada :

The first motto is ing ngarsa sung tulada, which, if described as a whole,
consists of the word ing which means "in", ngarsa which means "front", sung
means "to be", and tulada which is an "example" or "role model".
From this sentence, it can be concluded that the first motto of Ki Hajar
Dewantara means "become an example or role model in front of us".
That is, a teacher, instructor, or leader must be able to set an example and role
model to others around him when he is in front

2. Ing Madya Mangun Karsa :

Ing means "within", madya means "middle", while mangun means "to build"
or "give", and karsa means "will", "spirit" or "intention".
When combined, the motto ing madya mangun karsa means "in the midst of
giving or building enthusiasm, initiative or will".
The motto ing madya mangun karsa means that when a teacher or teacher is in
the midst of other people or students, the teacher must be able to arouse or build
intention, will, and enthusiasm in the people around him.

3. Tut Wuri Handayani

The third motto coined by Ki Hajar Dewantara, namely tut wuri handayani,
may already be familiar to you.
Try to pay attention to the symbol of national education that is on the hat or tie
that you use every day.
At the top of the national education symbol is the inscription tut wuri
handayani which is also the third motto made by Ki Hajar Dewantara.
The word tut wuri can be translated as "behind" or "following behind" and
handayani means "to give encouragement" or "to encourage".
It can be interpreted that tut wuri handayani means "behind giving encouragement
or enthusiasm".
The meaning of this third motto means that while behind it, the teacher or
teacher must be able to give enthusiasm and encouragement to his students.
Of the three mottos created by Ki Hajar Dewantara, all of them are still used as
guidelines for teachers and even one of them is used as the motto of education in
Indonesia.

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 B. Differences in Indonesian Education in the Dutch and Japanese Colonial Period
Education in Indonesia during the colonial period was different from now. Education
during the Dutch colonial period was also different from the Japanese colonial period.

During the Dutch colonial period, students were only allowed from among the
nobility. While during the Japanese colonial period, students could come from any
background.

This is the difference between Indonesian education during the Dutch and Japanese
colonial periods.

Dutch Occupation Period

Entering the 16th century, the Portuguese came to Indonesia, it turns out they also
founded a school that aims to provide education in reading, writing and arithmetic as
well as facilitating the spread of Catholicism.

When the Dutch entered Indonesia, the school activities by the Portuguese stopped,
coupled with the schools started by the Dutch, which were still based on religion.

Ambon was the first place chosen by the Dutch and every year, several Ambonese
were sent to the Netherlands to be trained as teachers.
When Indonesia entered 1627, there were already 16 schools providing education to
around 1300 students.

Not stopping in Ambon, the Dutch expanded education on the island of Java by
establishing a school in Jakarta in 1617.

Entering the 19th century, the Dutch established 20 schools for the Indonesian
population in each population capital because during the implementation of Forced
Cultivation that year, Van den Bosch needed many experts.

However, at that time students could only come from the nobility.

When the era of forced cultivation ended and entered a period of ethical politics,
several Dutch schools began to accept students from various backgrounds which later
developed into the name Sekolah Rakyat.

In the late 19th and early 20th centuries, the Dutch introduced a more structured formal
education system to the Indonesian people, namely:

1. ELS (Europeesche Lagere School) – Elementary school for Europeans.

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2. HIS (Hollandsch-Inlandsche School) – Elementary school for natives.

3. MULO (Meer Uitgebreid Lager Onderwijs) – High school.

4. AMS (Algeme(e)ne Middelbare School) – Upper school.

5. HBS (Hogere Burger School) – Pre-University.

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 CHAPTER 6 THE KONSEPSION ABOUT TEACHING AND LEARNING

A. Differences in Teaching and Learning

According to Ki Hadjar Dewantara, teaching and learning have significant
differences. Teaching tends to be authoritative and places more emphasis on the
process of delivering subject matter, while learning places more emphasis on the
learning process that is owned by students actively. The following is a further
explanation regarding the differences in teaching and learning according to Ki Hadjar
Dewantara:

1. Teaching :
Teaching according to Ki Hadjar Dewantara is the process of accompanying subject
matter by the teacher to students. This process is one-way, where the teacher acts as a
giver of information and students act as recipients of information. The main goal of
teaching is to convey information effectively so that students can understand the
subject matter well. In teaching, teachers often use lecture methods, presentations, and
directed discussions to deliver subject matter. Learning takes place closed to the
teacher and tends to be passive in the learning process. Because of its authoritative
nature, teaching is often seen as less effective because students are not actively
involved in the learning process.
2. Learning :
learning according to Ki Hadjar Dewantara is a process in which students actively
learn and develop their own learning abilities. The learning process places more
emphasis on developing students' skills and learning abilities, so that they can develop
their potential to the fullest. In learning, students are expected to actively take a role
in the learning process. Students must understand the subject matter in the most
appropriate way for themselves. The learning process is carried out through
discussion, question and answer methods, case studies, and learning project based. In
the learning process, the teacher acts as a learning facilitator who helps students in the
learning process.

B. Educational principles
1. Consider the stages and achievements of students

Learning is designed taking into account the stage of development and the
current level of desire of students, according to learning needs, and reflects
the characteristics and development of various students so that learning
becomes meaningful and fun.

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 Educators can find out what the learning readiness of their students is
through light things. For example, such as questionnaires, surveys,
questions and answers, group discussions, and so on. In addition, learning
can also be designed in a fun way so that students do not feel burdened.

2. Build capacity to become lifelong learners

Learning is also designed so that students' mindsets can be formed to

continue learning. Therefore, educators need to carry out activities that can
build the capacity of students to become lifelong learners.

There are several things educators can do, for example by providing direct
feedback that encourages students' ability to continue learning and deepen
knowledge. In addition, educators can also use open-ended questions that
stimulate deep thinking.

3. Support the development of competence and character of students

Development of student competence and character is one of the factors to

achieve learning achievement. Therefore, important learning is designed to
develop students' competence and character.

Examples of character competency development activities include the way

educators design inquiry-based, project-based, problem-based, and
differentiation-based learning. For character development, educators
reflect on their processes and attitudes to provide positive examples and
sources of inspiration for students.

4. Relevant learning models

Relevant learning referred to here is learning that is designed according to

the context, environment, and culture of students, and involves parents and
the community as partners. So, students will catch the material presented
because they feel related to the learning given.

Educators organize learning according to needs and linked to the real

world, environment, and culture that students are interested in. Educators
also need to develop the surrounding community, communities,
organizations, experts from various professions as sources to enrich and
encourage relevant learning

5. Oriented towards a sustainable future

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The last learning principle is oriented towards a sustainable future. What I
want to emphasize here is instilling student concern for the environment
and the future of the earth.

Educators motivate students to realize that the future belongs to them and
they need to take roles and responsibilities for their future.

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 CHAPTER 7 TEACHING AND LEARNING AND LOCAL GENIUS.

A. Definition teaching and learning

 Study
Until now, the term "learning", the meaning is still be the best. One commonly
heard definition, that is proposed by Kimbley in Hergenhan and Olson (2010) that
learning is a relatively permanent change in in the potential behavior (behavioral
potentiality) that occurs as a result of reinforced practice. However, there is an
opinion that may be easier to understand, namely that stated by Gagne in Dahar
(2011) that learning is a process in which learners change their behavior as a result of
experience. In this sense there are four propositions that can lead us to understanding,
that is process, learner (student), behavior change, and experience.

 Teach
Teaching is imparting knowledge to students as said by Kunandar (2007) that in
In the traditional view, teaching is defined as surrender Culture in the form of
knowledge, experience, and skills to students. This is really the old paradigm in
teaching. This understanding seem to see students as individuals who can't do
anything. Teachers feel all-knowing and have more ability and knowledge than
students. In the the current context is undeniable that there are students who have
more knowledge about the subject in comparison teachers because learning
resources are everywhere. Presence the internet today provides opportunities to
anyone who wants to know more about anything. So, the teacher must change
their old paradigm about teaching.

B. Aspects of teaching and learning and local genius

One of the things in the teaching and learning process is the expertise of a teacher in
managing the learning process teaching becomes more interesting, this is necessary in
order to increase student learning interest. Learning model that used by the teacher
also leads to be able to give students an understanding of the material to be brought.
In the era of Globalization at this time the progress of the era is also increasingly
sophisticated in the use of media that supports the teaching and learning process even
more advanced, when this makes students lose their cultural values that should be
upheld and preserved. Local Wisdom-Based Learning Model is an education that
prohibits students from always attached to the concrete situation they face. Paulo
Freire (Wagiran, 2010) mentions, by facing on concrete problems and situations
faced, students will be increasingly challenged to respond critically.
Local wisdom is a noble character building capital. Noble character is the
absolute character of the nation act with full awareness, self-prime, and self-control.
The glow of local wisdom always centers on effort forgoing lust, minimizing desire,
and conforming to the four planks. Local wisdom is something discourse on the

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 majesty of the moral order. Efforts to develop local wisdom education will not be
carried out properly without optimal community participation. The participation of
various elements in society in taking the initiative and being an organizer of
educational programs is a very valuable contribution, which needs to be earned
attention and appreciation
In Indonesia itself, local wisdom clearly has a positive meaning because
wisdom is always interpreted either or positive. The choice of local wisdom, whether
we realize it or not, is a strategy to build and create an image better understanding of
local knowledge, which is not always interpreted positively. By using the term local
wisdom, consciously or not people are then willing to respect traditional knowledge,
local knowledge ancestral heritage and then willing to take the trouble to understand it
in order to obtain various wisdoms existing in a community, which may be relevant to
human life in the present and in the future come.
By integrating local cultural values means instilling character education values
in students, According to Hariyanto (Deny, 2014: 3) states that character education is
the process of giving conspiracy to students to become whole human beings with
character in the dimensions of day and, body and mind, as well as intention and taste.
Character education can be interpreted as value education, character
education, moral education, character education which aims to develop the ability of
students to make good decisions, maintain what the good and embody that goodness
in everyday life wholeheartedly. For this reason, it is important for us to continue to
preserve local cultural values in a way integrate it into learning models that can be
applied by teachers during the learning process teaching takes place. One example of
a teacher can apply the deliberation method in decision making in class, for example
in the election of class president, class secretary and class treasurer at school.
Teachers can apply a simple way, namely by way of deliberation, deliberation is an
Indonesian cultural value that is still felt traditional. deliberation or consensus is a
value that is so attached to the Indonesian nation, this value trying it would be better if
everything was negotiated in advance and weighed whether or not the bad.
Deliberation or consensus can avoid decisions that are hasty and not quite right. The
use of deliberation is considered better than using voting in general. Use of cultural
values able to develop our national character.
Not only that, teachers can also integrate learning models based on local
wisdom in several areas Indonesian territory, with local wisdom of Javanese culture,
Batak, Malay, and others, and can be taken with dances traditions, traditional games
and even habits in society, for example the culture of gotong royong as a feature
typical of our nation.

C. Appication of teaching and learing and local genius

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The application of teaching and learning and local wisdom is an effort to make local
excellence a potential that must be preserved through teaching in schools. Thus, it is
hoped that students will love their homeland and be able to introduce superior types of
local potential to the global realm.

Of course, to realize local wisdom-based education, a series of internal and external

analysis processes can be carried out, which include the condition of the school
environment and the local area. Such as the availability of school facilities and
infrastructure, the readiness of human resources, natural resources that can be utilized,
strengths, weaknesses, opportunities, challenges, strategies, to determining the theme
of local excellence itself.

Broadly speaking, several forms of local wisdom can be integrated with the education
system in schools through intra-curricular, co-curricular and extra-curricular
activities. Examples of its application are in local content subjects, assignments
outside of school, or it could also be through entrepreneurial and journalistic-based
extracurricular activities that contain local potential such as food, music, traditional
clothing, or historical objects.

A school that stands near the beach certainly has various opportunities to become a
school based on local wisdom. Through analytical training, students are taught to
make marine wealth a part of local excellence. Such as additional local oceanographic
content subjects, comparative studies to places where seafood is processed, to
organizing magazines and journalism extracurricular activities that take local
topography and develop the local wisdom contained therein.

Schools that are located near the batik cloth industry can arrange batik extracurricular
activities for students, work with the local community to innovate in the processing of
batik cloth in various forms of handicrafts to produce products of economic value, or
you can also hold virtual exhibitions that digitize the batik motifs used. unique.

Of course, a series of local wisdom in the world of education will further strengthen
the identity of a nation that is rich in natural and cultural wealth. As it is true that the
education system must always strive to promote national culture.

Thus education is seen not only to develop the potential and personality of students
but also to take part in taking ancestral heritage through the internalization of the
values contained therein.

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 CONCLUSIO

A. CONCLUSIO
Education is a very important need for humans. Thus, humans can achieve progress in
various fields Which in the end can put someone at a higher degree Good. It should be
recognized that not all humans can grow and develop as expected and desired.
Therefore, Education is a need that is important enough to be experienced change and
progress in modern times. Education is a process learning that will never stop since
someone is born in this world until the end of his life (longevity education).

B. SUGGEST
I as the author would like to apologize for the shortcomings of this paper. I realize
that this paper is still far from perfect. For that I need suggestions from readers for the
perfection of this paper. Thank you very much readers.

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