Cultural-Based Education of Tamansiswa as a Locomotive …
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are responsible for preparing young generation with good character, morality and
culture (Agus 2017).
National character building represents culture building process and it involves various parties through education and learning process (Agus 2017). Being people and
nation oriented, Swasono (2016a, b) and Swasono and Macaryus (2012) explicitly
suggest the followings: (i) Education functions to build and to emphasize self identity,
dignity and self confidence; (ii) The education builds the characters of honest, brave,
and discipline, (iii) It strengthens faith, (iv) It puts the emphasis on mutual respects,
good manners (unggah-ungguh), and good conducts, (v) It teaches and gives model
of unity and harmonious life and tolerance, respects and values differences, (vi) It
teaches and gives model of friendship, hospitality, friendliness, and mutual respect,
(vii) It teaches how to be patient and to control emotion; (viii) It stimulates sensitivity,
esthetics and arts in order to improve critical, appreciative and creative thinking; (ix)
It builds tough character as a nation of dignity, Indonesian identity (Gestalt), invulnerable and powerful in nation and character building; (x) It strengthens the sense of
nationality or nationalism, the character of loving home country, and also the sense
of unity among people (throne for people), (xi) It establishes geographical (territorial) awareness in order to understand self-existence/ground zero and also survival
awareness in order to establish national identity, (xii) It establishes “national intelligent life” (cultural concept) and not only improve the intelligence of “the brain of the
nation” (biogenetical concept), eliminates condescending sense, servility, and inferiority and underdog mentality (minderwaardig), (xiii) It improves national capability
to proactively design world future, (xiv) It boosts “modernization” process that is not
identical with “westernization”, but on the contrary, the modernization that puts the
emphasis on Indonesian identity, (xv) It cultivates the values contained in the Five
Principles of the Republic of Indonesia, Pancasila.
8 Tutoring System
Tutoring system (among) is the one with familial spirit and based on nature and independence (Dewantara 2004, 2013a, b, 2015). It also refers to as Tutwuri Handayani
system. Actually, it is the fundament of national education system as implemented
by the Ministry of Education and Culture of the Republic of Indonesia since September 6th, 1977. The Tutwuri Handayani means that a leader must support his or her
followers when he or she is behind the followers and provides them with independence. The term Handayani is defined as exerting empowering influence and if it is
necessary in coercive way. It is especially the case when the independence is misused
and causes danger for themselves and others.
What has been practiced in schools is Indonesian students are driven to cognitive
aspects which emphasize on memory, imitation and repetitive practice (Yulia 2014).
Cortazzi and Jin (1996) contend it was due to learning culture of a particular country,
while White (1997) added that social studies in Indonesia focusing on content in
which lecturing and minimal discussion commonly practiced.
479
are responsible for preparing young generation with good character, morality and
culture (Agus 2017).
National character building represents culture building process and it involves various parties through education and learning process (Agus 2017). Being people and
nation oriented, Swasono (2016a, b) and Swasono and Macaryus (2012) explicitly
suggest the followings: (i) Education functions to build and to emphasize self identity,
dignity and self confidence; (ii) The education builds the characters of honest, brave,
and discipline, (iii) It strengthens faith, (iv) It puts the emphasis on mutual respects,
good manners (unggah-ungguh), and good conducts, (v) It teaches and gives model
of unity and harmonious life and tolerance, respects and values differences, (vi) It
teaches and gives model of friendship, hospitality, friendliness, and mutual respect,
(vii) It teaches how to be patient and to control emotion; (viii) It stimulates sensitivity,
esthetics and arts in order to improve critical, appreciative and creative thinking; (ix)
It builds tough character as a nation of dignity, Indonesian identity (Gestalt), invulnerable and powerful in nation and character building; (x) It strengthens the sense of
nationality or nationalism, the character of loving home country, and also the sense
of unity among people (throne for people), (xi) It establishes geographical (territorial) awareness in order to understand self-existence/ground zero and also survival
awareness in order to establish national identity, (xii) It establishes “national intelligent life” (cultural concept) and not only improve the intelligence of “the brain of the
nation” (biogenetical concept), eliminates condescending sense, servility, and inferiority and underdog mentality (minderwaardig), (xiii) It improves national capability
to proactively design world future, (xiv) It boosts “modernization” process that is not
identical with “westernization”, but on the contrary, the modernization that puts the
emphasis on Indonesian identity, (xv) It cultivates the values contained in the Five
Principles of the Republic of Indonesia, Pancasila.
8 Tutoring System
Tutoring system (among) is the one with familial spirit and based on nature and independence (Dewantara 2004, 2013a, b, 2015). It also refers to as Tutwuri Handayani
system. Actually, it is the fundament of national education system as implemented
by the Ministry of Education and Culture of the Republic of Indonesia since September 6th, 1977. The Tutwuri Handayani means that a leader must support his or her
followers when he or she is behind the followers and provides them with independence. The term Handayani is defined as exerting empowering influence and if it is
necessary in coercive way. It is especially the case when the independence is misused
and causes danger for themselves and others.
What has been practiced in schools is Indonesian students are driven to cognitive
aspects which emphasize on memory, imitation and repetitive practice (Yulia 2014).
Cortazzi and Jin (1996) contend it was due to learning culture of a particular country,
while White (1997) added that social studies in Indonesia focusing on content in
which lecturing and minimal discussion commonly practiced.