Heri Priyatmoko, Singgih Tri Sulistiyono, Dhanang Respati Puguh

Teaching Model of the Algemeene Middelbare School A-1 Eastern Literature Major (AMS A-1) in Solo, 1926-1932

Introduction

Teaching model of the algemeene middelbare school a-1 eastern literature major (ams a-1) in solo, 1926-1932. Uncover the AMS A-1 Solo's interactive teaching model (1926-1932), its unique cultural field trips to ancient temples, and its unexpected role in fostering Indonesian nationalism.

Abstract

Abstract: This article aims to analyze the development of the teaching model used and developed at the Algemeene Middelbare School A-1 (AMS A-1), majoring in Eastern Literature. The AMS A-1 in Solo in the Dutch East Indies was a unique historical phenomenon in colonial education. The teachers at this educational institution, which was created by the colonial government in 1926, developed an interactive teaching model inside and outside of class. This article uses the historical method to analyze its development and influence on the students. Teaching outside class was a new concept in the early 20th century in the colonized Indonesian archipelago, because the learning process usually only occurred inside classes and laboratories. The AMS A-1 senior high school students were invited on annual field trips to visit the temples their ancestors built, forming their cultural heritage. The goal of this model was to see up close indigenous cultural heritage, which they normally only knew from their textbooks, to dispel traditional myths about the places, and to further the bond between student and teacher. Besides that, it created a certain pride when learning about this heritage. This learning activity implicated the growth of Indonesian cultural nationalism, which became a means to push back against colonialism. The AMS A-1 institution thus became a boomerang for the Dutch colonial government. Abstrak: Artikel ini bertujuan untuk menganalisis perkembangan model pembelajaran yang digunakan dan dikembangkan di Algemeene Middelbare School A-1 (AMS A-1) jurusan Sastra Timur. AMS A-1 yang terletak di kota Solo, Hindia Belanda, merupakan fenomena sejarah yang unik dalam pendidikan kolonial. Para guru di lembaga pendidikan yang didirikan oleh pemerintah kolonial pada tahun 1926 ini mengembangkan model pembelajaran interaktif di dalam dan luar kelas. Artikel ini menggunakan metode sejarah untuk menganalisis perkembangan dan pengaruhnya terhadap siswa. Pembelajaran di luar kelas merupakan konsep baru di awal abad ke-20 di kepulauan Indonesia yang dijajah, karena proses pembelajaran biasanya hanya berlangsung di dalam kelas dan laboratorium. Siswa SMA AMS A-1 diajak untuk melakukan kunjungan lapangan tahunan untuk mengunjungi candi-candi yang dibangun oleh nenek moyang mereka, yang merupakan warisan budaya mereka. Tujuan dari model ini adalah untuk melihat dari dekat warisan budaya asli, yang biasanya hanya mereka ketahui dari buku pelajaran, untuk menghilangkan mitos tradisional tentang tempat tersebut, dan untuk mempererat hubungan antara siswa dan guru. Selain itu, hal ini menciptakan kebanggaan tersendiri ketika mempelajari warisan ini. Kegiatan belajar mengajar ini berimplikasi pada tumbuhnya nasionalisme budaya Indonesia yang menjadi sarana untuk melawan kolonialisme. Lembaga AMS A-1 dengan demikian menjadi bumerang bagi pemerintah kolonial Belanda.

Review

The article, "Teaching Model of the Algemeene Middelbare School A-1 Eastern Literature Major (AMS A-1) in Solo, 1926-1932," proposes a fascinating historical analysis of a unique colonial educational institution in the Dutch East Indies. Focusing on the AMS A-1 in Solo, the paper aims to uncover the development and impact of an innovative teaching model, particularly within its Eastern Literature major. The authors utilize a historical method to examine how teachers at this government-established school cultivated an interactive learning environment, notably pioneering outside-class activities, a concept described as novel for the early 20th century colonized Indonesian archipelago. This study offers a valuable contribution to the understanding of pedagogical practices under colonial rule and their often-unforeseen consequences. A core strength highlighted in the abstract is the detailed focus on the interactive teaching model, especially the annual field trips to ancestral temples. These excursions served multiple purposes: providing students with direct engagement with their indigenous cultural heritage beyond textbooks, dispelling traditional myths surrounding these sites, fostering deeper teacher-student bonds, and instilling a sense of cultural pride. Crucially, the abstract posits that this educational approach inadvertently fostered the growth of Indonesian cultural nationalism, positioning the AMS A-1 as a "boomerang" for the Dutch colonial government. This claim presents a compelling argument about the capacity of education to subvert colonial intentions, thereby enriching the discourse on resistance and agency within colonized societies. While the abstract effectively outlines the study's scope and its provocative central thesis, the full paper would benefit from a robust demonstration of the mechanisms linking the interactive teaching model to the rise of cultural nationalism among students. Further elaboration on the specific content of the Eastern Literature curriculum and how it synergized with the field trips to achieve these outcomes would strengthen the analysis. Additionally, exploring the colonial government's awareness or reaction to this unintended "boomerang" effect, or perhaps the limitations and challenges faced by teachers in implementing such a progressive model within a restrictive colonial framework, could add further depth. Nevertheless, the abstract promises an insightful and significant contribution to the history of education, cultural studies, and the genesis of nationalism in the Dutch East Indies.

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