REVIEW BUKU SEJARAH PENDIDIKAN INDONESIA karya prof. Dr.S. Nasution, M.A.

Summary

In this video, Uzi Putri, a student from the English Education program, reviews a book titled 'Sejarah Pendidikan Indonesia' (The History of Indonesian Education). She discusses the book’s focus on the history of education during the colonial era, including the Dutch and Japanese occupations, and the early years after Indonesia's independence. Uzi highlights the segregation in schools at the time, the various types of schools like Els, His, and Mulo, and the challenges in education, including the lack of qualified teachers. She also notes how the Dutch controlled curriculum and textbook publishing during the colonial period.

Takeaways

• 😀 The speaker's name is Uzi Putri, a student from the 1A English Education class.
• 😀 Uzi reviews a book titled 'Sejarah Pendidikan Indonesia' (History of Education in Indonesia), which was borrowed from the school library.
• 😀 The book was published by Bumi Aksara in 1994 and covers the history of education in Indonesia from the colonial era to the post-independence period.
• 😀 The speaker chose this book due to the interesting cover and the focus on Indonesia's education history.
• 😀 During the colonial period, education in Indonesia was segregated, with separate schools for Dutch people and Indonesians.
• 😀 Schools were divided into two categories: Class 1 for Dutch and noble children, and Class 2 for Indonesian children.
• 😀 Indonesia was a latecomer in establishing schools, starting to create schools in the 20th century.
• 😀 The education system during colonial times had various types of schools, such as Els (Dutch schools), HIS (schools for Indonesians learning Western curriculum), and Mulo (a higher level education with languages like Dutch, French, English, and German).
• 😀 AMS was a university-level education system, continuing from Mulo and providing higher education.
• 😀 Teachers during the colonial era were often not competent due to the difficulty of teacher training, with many not adequately prepared for the role.
• 😀 The Dutch were responsible for creating educational materials and curricula in Indonesia, as they prohibited Indonesians from making their own educational content.

Q & A

Why did the speaker choose the book 'Sejarah Pendidikan Indonesia'?

The speaker chose the book because they were intrigued by its cover and the topic it addressed—specifically the history of education in Indonesia.

What time periods does the book 'Sejarah Pendidikan Indonesia' cover?

The book covers the history of education in Indonesia during the Dutch colonial period, the Japanese occupation, and the post-independence era.

What were the key differences between the two types of schools during the colonial period?

During the colonial period, there were two types of schools: 'Class 1' schools for the Dutch and elite Indonesians, and 'Class 2' schools for regular Indonesians. These schools were segregated based on social class and ethnicity.

Why was Indonesia considered late in establishing its educational system?

Indonesia was considered late in developing its educational system because it only started building schools in the 20th century, long after many other countries.

What types of schools were available in Indonesia during the colonial period?

During the colonial period, there were several types of schools: 'Els' (elementary schools for Europeans), 'HCS' (schools for Chinese children), 'His' (schools for Indonesians learning Western curricula), 'Mulo' (advanced education), and 'AMS' (similar to universities).

What was the purpose of the 'Mulo' schools?

The 'Mulo' schools provided advanced education with a curriculum that included languages such as Dutch, French, English, and German.

How did the teacher competence in colonial schools affect the educational system?

Many teachers during the colonial period were not very competent because obtaining teacher training was difficult. This lack of qualified educators negatively impacted the quality of education.

Why were Indonesians not allowed to create their own educational books during the colonial period?

Indonesians were not allowed to create their own educational books because the Dutch colonizers believed they were superior and saw themselves as the only group capable of designing the educational curriculum.

What were the challenges faced by Indonesian students during the colonial period in terms of schooling?

Indonesian students faced segregation in schools, with limited access to quality education compared to their Dutch counterparts. They were often excluded from the more prestigious schools and had fewer educational opportunities.

What is the significance of the speaker’s review of the book in understanding Indonesian educational history?

The speaker's review provides a brief overview of the historical development of education in Indonesia, highlighting the impact of colonial rule, the educational inequalities faced by Indonesians, and the challenges in creating an indigenous educational system.