Abdul Hadi, Sahru Romadloni

Traces of Tan Malaka’s Thoughts on Education: Relevance an Implications for Contemporary Education

Introduction

Traces of tan malaka’s thoughts on education: relevance an implications for contemporary education. Explore Tan Malaka's revolutionary education philosophy for Indonesian independence. Discover its contemporary relevance, promoting logic, science, and shaping independent curriculum.

Abstract

According to Tan Malaka, one of the directions towards Indonesian independence is through education. One of the essential things that needed to be accomplished by Indonesian society at that time was to eliminate mythical beliefs that were ingrained in flesh and blood (Afandi and Rahman, 2015). Tan Malaka's goal is to invite Indonesian citizens to apply logic and scientific understanding to help the Indonesian nation become an independent and progressive nation in the future. The aim of writing this article is that the author will focus on further exploring Tan Malaka's thoughts on education, as well as its impact on education policy in Indonesia today. This research is qualitative in nature and uses a descriptive analytical approach. This method is used to see traces of Tan Malaka's thoughts about education from a concept or infrastructure perspective with education in Indonesia today. According to Tan Malaka, education can be used as a political tool to achieve big goals, one of which is achieving national independence. According to Tan Malaka, education must be given in Indonesian and removed from Indonesian culture. The education designed by Tan Malaka is revolutionary-oriented education. In the modern era, Tan Malaka's own thoughts can be adapted into an independent curriculum, namely the freedom for students to explore personal abilities without being burdened by rigid and passive conventional learning methods.

Review

The proposed article, "Traces of Tan Malaka’s Thoughts on Education: Relevance and Implications for Contemporary Education," addresses a highly pertinent and historically significant topic. Tan Malaka's role as a seminal figure in Indonesian independence movements, and his emphasis on education as a political tool for national liberation and progress, offers a rich vein for academic exploration. The abstract clearly articulates the paper's aim: to delve into his educational philosophy, particularly its focus on scientific understanding over mythical beliefs, and to examine its enduring relevance for current Indonesian educational policies, including the "independent curriculum." This promises a valuable contribution to understanding the historical underpinnings of Indonesian educational thought and its contemporary resonance. The abstract outlines a qualitative research approach utilizing a descriptive analytical method, which appears appropriate for tracing and interpreting the conceptual infrastructure of Tan Malaka's ideas within the context of present-day education. Key aspects of his thought highlighted include education as a means to foster logic and scientific understanding, a political instrument for independence, and revolutionary-oriented pedagogy. The abstract's intention to connect these historical tenets to the modern "independent curriculum" by emphasizing student freedom and exploration of personal abilities is particularly intriguing. This approach suggests a nuanced analysis of how historical philosophies can be adapted to contemporary pedagogical paradigms, moving beyond mere historical recounting to active application. While the premise is compelling, certain aspects warrant closer attention in the full manuscript. The statement that education must be "removed from Indonesian culture" seems contradictory to the goal of building an independent and progressive Indonesian nation and requires significant clarification; perhaps it refers to shedding colonial or outdated traditional influences rather than indigenous culture itself. Furthermore, the abstract promises to explore the "impact on education policy in Indonesia today," which is a substantial claim that will necessitate robust evidence and a clear analytical framework beyond descriptive analysis to demonstrate causal links or significant influence. The adaptation of "revolutionary-oriented education" into a contemporary "independent curriculum" also needs a more detailed explanation of *how* this adaptation occurs without losing its original intent or becoming overly prescriptive. Addressing these points will significantly strengthen the paper's coherence and scholarly contribution.

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