Professional Documents
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“Introduction to Education”
Oleh:
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.
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TABLE OF CONTENTS
PREFACE..........................................................................................................................i
INTRODUCTION.............................................................................................................ii
C. Problem Formulation...............................................................................................3
DISCUSION......................................................................................................................iii
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. Educational principles...............................................................................................22
CONCLUSIO..............................................................................................................
CONCLUSION...........................................................................................................
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INTRODUCTION
C. Problem formulation
1
DISCUSION
2
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.
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CHAPTER 2 INDONESIA EDUCATIONNAL PERSPECTIVE
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
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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.
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
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.
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.
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
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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.
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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.
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:
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2. HIS (Hollandsch-Inlandsche School) – Elementary school for natives.
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CHAPTER 6 THE KONSEPSION ABOUT TEACHING AND LEARNING
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.
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.
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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.
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.
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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.
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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.
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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Adlani, Nabil. (2023).Sejarah Perkembangan Sistem Pendidikan di Indonesia . Accessedon Jun 04, 2023,
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Ridho. Ikhwan. (2020). Ki Hadjar Dewantara, Tokoh Penting Pendidikan Indonesia. Accessed on Jun 04,
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