Early Childhood Education Papers

9 (1) (2020) 13-19 Early Childhood Education Papers

https://journal.unnes.ac.id/sju/index.php/belia

Learning Program of National Vision Cultivation to Indonesian Children with Permanent Resident Status

Khoerul Izzati, Wulan Adiarti

DOI: http://dx.doi.org/10.15294/belia.v9i1.32515

Department of Early Childhood Teacher Education, Universitas Negeri Semarang, Indonesia

History Article Abstract Submitted 8 August 2019 Many conflicts that arise in Indonesia such as loss of humanity, love and respect Revised 13 January 2020 for NKRI, recognition of the culture by other nations, causing division between Accepted 4 June 2020 regions, countries and nations. Therefore, it becomes an important thing to cultivate learning national vision into the nation’s next-generation, especially from an early Keywords age. Various character values need to be applied to children, especially the character Learning Program; National to love culture of the nation and country, which is grown through learning the cul- Vision; Permanent Resident tivation of national vision. So, children know the origin of their birth and various cultures of their resident people. This study aims to determine the learning program for the cultivation of national vision in Indonesian children with permanent resident status (PR) at Little Stars Kindergarten, School of Indonesia (Singapore) Ltd. In addition, this study aims to see how the behavior of students after participating in the learning of national vision at Little Stars Kindergarten, School of Indonesia (Singapore) Ltd. The target of this study is Indonesian children with permanent resident (PR) status, aged 4-6 years at Little Stars Kindergarten, School of Indo- nesia (Singapore) Ltd. This study uses qualitative methods, with data collection through observation, interviews and documentation (triangulation). Permanent Resident is the legal status granted by a country so that it has the same position as a citizen. Almost all students at SIS Little Stars are permanent residents. The results of this study indicated that students with permanent residency (PR) status at Little Stars Kindergarten, Indonesia School (Singapore) Ltd, have diverse national perspectives. The national vision possessed by students includes: knowing the city or country of origin at birth, local languages, special foods, Indonesian national songs, some folk songs, and general knowledge about Indonesian culture. Students still have a national vision for Indonesian, even though they have long-lived and settled in Singapore. This is the output of the learning of national vision conducted by the teacher.

How to Cite Izzati, K., & Adiarti, W. (2020). Learning Program of National Vision Cultivation to Indonesian Children with Permanent Resident Status. Early Childhood Education Papers, 9(1), 13-19.

 Correspondence Author: p-ISSN 2252-6382 E-mail: [email protected] e-ISSN 2686-3375 Khoerul Izzati & Wulan Adiarti / Early Childhood Education Papers 9 (1) (2020) 13-19

INTRODUCTION reference in addressing life together in a multi- cultural situation of the nation, given the slogan Indonesia is one of the largest multicultu- has the meaning “different but still one”. So even ral countries in the world. This fact can be seen though Indonesia has a variety of tribes, races, from the socio-cultural and geographical condi- languages, regions, characteristics differ from one tions that are so diverse and broad. This diversity another but still one nation, namely, the Indone- is recognized or will not be able to cause various sian people. Indonesia also has the sovereignty to problems such as corruption, collusion, nepo- exercise independence in preserving culture. This tism, poverty, violence, environmental destructi- preservation needs to be done so that the values on, separatism, and loss of humanity to respect of the nation’s ancestors are not eroded by time. the rights of others, is a real form as part of the Guidelines for character education for multi-culturalism (Salamah, 2006). Meanwhile, early childhood issued by the Ministry of Na- Samuel Huntington in The Clash of Civilization tional Education, Directorate General of Early predicts a clash between civilizations. The clash Childhood Education, Non-formal and Informal was allegedly due to several factors including (PAUDNI), Directorate of PAUD (2011), exp- political, social, cultural, economic, racial, and lains the early childhood education of the charac- even religious. Some cases that have occurred in ter values seen it is very important to be introdu- the country caused by these factors are causes of ced and internalized into behavior including: love conflict in the regions: Ambon, Poso, and Dayak for God Almighty, honesty, discipline, tolerance ethnic had a conflict with Madura in Sampit, and and peace, self-confidence, independence, help, various cases unknown to the public (Lemhan- cooperation, mutual cooperation, respect and nas, 1997). courtesy, responsibility, work, hard, leadership Besides the cases of conflict between re- and justice, creative, humble, care for the envi- gions, many other issues can erode the unity of ronment, love the nation and the motherland. It Indonesian nation, one of them is the transfer of is clear that the love of the nation and the mot- citizenship from Indonesia to become another herland is one of the character values that deserve nationality. This was triggered by an Indonesian to be cultivated. The inculcation of values can be citizen who lived in a country, and felt the com- done through learning national vision. fort that could not be found in Indonesia, then de- School is the most strategic environment cided to release his citizen status. Data from the to shape the character of children. According Indonesian Embassy (the Embassy of the Repub- to Kurniawan (2014) cultivating a sense of love lic of Indonesia) in Singapore shows that more to the motherland can be done by parents from Indonesian citizens (Indonesians) have changed simple or small things. Cultivating the natio- their citizenship to become Singaporeans during nal vision in early childhood must be done ap- the last two years. According to this data, there propriately, by arranging effective, efficient, uni- was an increase in the number of 630 in 2010, to que and interesting children’s learning programs. 870 in 2012. However, this figure is still below the Learning comes from the word learning, which highest record, which is 1,180 in 2008. A total is an activity or a process to gain knowledge, to of 180,000 Indonesian citizens have reported to improve skills competencies, to improve beha- the Indonesian Embassy, from a total of 216,000. vior, attitudes, and try to strengthen personality This statement was presented by the Ambassa- (Fadlillah, 2012). dor of the Republic of Indonesia to Singapore at In the Constitution Number 20 of 2003 the Indonesian citizens’ missed meeting with the concerning the National Education System it was President and Mrs. Iriana on 7 September 2017 stated that learning is a process of interaction of (Antara News, 7/9/2017). students with educators and learning resources in NKRI or commonly referred to as the Uni- a learning environment. Educators must be very tary Republic of Indonesia is a “fixed price” for smart in choosing and determining what met- the establishment of the Indonesian Nation. Pan- hods that will be used to cultivate national vision casila is used as a philosophy of the behavior of into children so that, the moral message that the shared life, which in addition to underpinning the teacher wants to convey can be reached and un- discourse of one’s life also has contextual appli- derstood by the child for their future life. cation in political life, economic, socio-cultural, Data from the Embassy of the Republic of educational, and global life stages in building the Indonesia (KBRI) in Singapore, there are about world. 1945 Constitution as a guideline for the 153 children who go to School of Indonesias life of the nation, in which there are some rules (Singapore) Ltd at various levels (nursery, kin- for behavior. As well as Unity in Diversity as a dergarten, primary, junior high school and senior

14 Khoerul Izzati & Wulan Adiarti / Early Childhood Education Papers 9 (1) (2020) 13-19 high school). About 75% of SIS Little Stars stu- students know the culture of their birth, namely dents come from Indonesia. These children have Indonesia, know the national anthem of Indone- different backgrounds from one another. Some sia, know the identity of the State of Indonesia, of them are Indonesian children who live in Sin- know the typical Indonesian food, know everyt- gapore because of the transfer of parents’ work. hing about the State of Indonesia according to Then some are children of Indonesian Diplomats the programs that have been prepared. The ad- who work at the Indonesian Embassy in Singa- vantage of this research is carried out outside pore. The rest are Indonesian children born from of Indonesia, namely Singapore. Moreover, this marriages or marriages of different countries, research can also be used as a reference relating who then decide to live in Singapore. Every child to the cultivation of early childhood nationality. has Indonesian blood, and knows culture about Knowing that the concept of early nationality Indonesia, although not much. In addition, each has not been much researched. In addition, the child learns several different cultures, including nationality behavior possessed by students can be Indonesian culture (as a homeland), Singapore used as an evaluation material in the preparation culture (as a place to live) and the culture of the of the right program to cultivate nationalism and city or country of their birth. In addition, the ma- foster the love character of the Indonesian. jority of them have the status of PR (Permanent Resident), which means that they have the same METHODS status and privileges as Singaporeans (Singapore Citizens). This requires children to adapt to each To find out the implementation of “Natio- new environment. Therefore, it is very important nal Vision Learning Program for Children with to cultivate national vision for them so that they Permanent Resident (PR) status at Little Stars know their homeland. Based on the problems Kindergarten School of Indonesia (Singapore) above, it becomes an important thing for all ele- LTD” which is also adjusted to the aims and be- ments of society to cultivate national vision. The nefits of research, qualitative research methods best time to cultivate nationalism is from an early are used. According to Sugiyono (2015) qualita- age (Kusumandari, 2013). tive research methods are research methods used Early childhood is a golden period for the to examine the condition of objects naturally (as child’s development to obtain the educational opposed to experiments) where researchers are as process. This period is a valuable year for a child key instruments, data collection techniques are to recognize various kinds of facts in his envi- carried out by triangulation (combined), using ronment as a stimulant to the development of qualitative methods, then it is hoped that the data personality, psychomotor, cognitive, and social. obtained will be more complete, more in depth, Based on the results of the study, about 50% of credible, and meaningful so that the research the intelligence capabilities of adults have occur- objectives can be achieved. The study was con- red when they were 8 years old, and reached the ducted at SIS Little Stars Kindergarten, School of culmination point when children were 18 years Indonesia (Singapore) Ltd, located at 20A Siglap old (PAUD Directorate, 2004). Early childhood Road, Singapore 455859. This study took data is a generation that will build the nation so that from children aged 4-6 years at SIS Little Stars it does not lag behind other nations (Suyanto, Singapore, they are 8 children, 6 boys and 2 girls. 2005). Cultivation of national vision can be in- In addition, researchers also took data from 1 te- tegrated into learning and care is needed from acher, 1 Plt. the principal, and 1 parent as a repre- each party, among others: government, commu- sentative, so the total research subjects numbered nity, family, and the most important is the school. 11 people. This research uses triangulation (com- As is the case with Putri (2017) that, nationalism bined) from several data collection techniques. values can be passed on to the nation’s successors Triangulation of data collection techniques inclu- through education (school). des: observation, interview, and documentation. This study aims to determine the learning program of cultivating a national vision at SIS RESULTS AND DISCUSSION Little Stars. The program was arranged in a planned manner for the students, who are Indonesian National Vision Cultivation Learning Program children, however, the status of permanent resi- This research shows that national vision dents. In addition, this study also aims to look program is cultivated through various activities, at the behavior of students after receiving or un- including: storytelling, language and literacy, mu- dergoing a national vision cultivation program. sic and movement, art and craft, the discovery of Researcher observed behaviors which show that the world, and ask and question. Learning to cul-

15 Khoerul Izzati & Wulan Adiarti / Early Childhood Education Papers 9 (1) (2020) 13-19 tivate a national vision is an educational process to know. The teacher and students sit together in that is attempted and planned to cultivate and a semi-circular position to provide a foothold for develop national values to students so that they students. This stepping-out activity is carried out can recognize various national values, love cul- before and after playing. This approach stimula- ture, and preserve culture within the nationalist tes children to actively carry out play activities community. According to Kurniawan (2014) cul- while learning in learning centers (Mursid, 2016). tivating a sense of love for the motherland can be All activities focus on the child as the subject of done from simple or small things. Implementati- learning, by providing a foothold. SIS Little Stars on of the national vision learning program at SIS designed a number of activities. The following Little Stars through programmed activities and programmed activities related to the planting of habituation. Programmed activities are carried national vision: out in the classroom, whereas habituation acti- Various activities are designed by the te- vities are carried out between learning activities acher to cultivate national vision into students both inside the classroom and outside the class- who are permanent residents but are still Indone- room. sian citizens. This activity program is integrated Activity Program refers to weekly plan cre- in learning and is continuous or ongoing and is ated or designed by educators. Based on the Litt- carried out in a frequent period of time. These ac- le Stars SIS weekly plan, learning activities have tivities include storytelling, language and literacy, 6 (six) stages, namely, domain / outcome, circle music and movement, art and craft, discovery of time, objectives, activities, lunch, and afternoon the world, and ask and question. SIS Little Stars activity. Learning activities start at 09.00-12.00 students have a good development in terms of na- pm Singapore time. Based on observations, most tional vision. This development is also the hard of the students came 30 (thirty) minutes before work of the Little Stars SIS teacher. The teacher learning began, some came close to the start of plays the role of educator, while the student acts learning, and some were late for various reasons. as the subject of the student (Manurung, 2011). These reasons include: children who are fussy or On Monday, the teacher more focused on whining when they have to get up early, parents language and literacy, the teacher introduced va- are late to deliver to school, or because there is rious vocabularies such as, as, us, am, are, this, something left at home. that, you, me, and many more. However, the te- SIS Little Stars in their learning uses the acher still provides activities to cultivate national BCCT (Beyond Center and Circle Time) method vision by introducing the national anthem and or center and circle approach. The beginning of Indonesian anthem in the middle of activities the activity began with circle time, discussing to- according to the learning domain every day. Tu- gether about the themes and sub themes on that esday, the teacher focused on learning music and day. The teacher starts by singing the opening environment domain that matches the learning song, a song about the day and month and ot- theme. Through this opportunity, teachers are her songs. After that, the teacher and students used to introducing Indonesian national vision discuss about various things that the child wants to children through music and songs. Teachers

Table 1. National Vision Program of SIS Little Stars August - October Month Activity August Introducing of Indonesian Independence Day (RI Anniversary) Introducing of Indonesian and Singapore flags Teaching the song “Hari Merdeka, and Can Malican” Making decorations to welcome RI Anniversary Participating in the competition to commemorate the Republic of Indonesia Anniver- sary September Introducing the national anthem “Singapore oh Singapore” Telling a folk tale entitled “Bawang Merah, Bawang Putih and Golden Pumpkins” Introducing the cities of birth of students October Introducing the President of Indonesia and his representatives Telling folklore titled “Toba Lake” Introduction of Garuda as a symbol of the Indonesia Teaching the national anthem “Indonesia Raya” Introducing traditional transportation in Indonesia.

16 Khoerul Izzati & Wulan Adiarti / Early Childhood Education Papers 9 (1) (2020) 13-19 provide opportunities for children to absorb va- atmosphere, the teachers often show expressions rious information, this is in line with the theo- that are tailored to the character being told. This ry of Suryana (2017) that early childhood lear- is a way for teachers to foster an atmosphere of ning should be able to provide opportunities for students. When teachers do it, students respond children to get a scientific learning process. The by laughing, silent, and smiling. Cultivating na- teacher introduces a number of Indonesian songs tional character is not an instant thing. Repeated to students. Songs that are introduced to students processes and similar activities are needed so that today include: Hari Merdeka, Yamko Rambe Yamko, children can recognize various characters that Kicir-Kicir, Caca Marica, and Singapore oh Singapore. must be applied to themselves (Yunus, 2015). Next Wednesday is a very pleasant day for The national vision of learning program students, because it will carry out art and craft ac- at SIS Little Stars, which is carried out through tivities. In the art and craft activities, the teacher programmed and accustomed activities, has introduces the national vision of Indonesian to constraints and supporting factors. The main sup- the students. For example, introducing the color porting factor comes from the human resources of the Indonesian flag, the color of the Singapore themselves, the teacher introduces various kinds flag. Thursday, the teacher carried out the domain of habituation activities to foster good character of discovery of the world. This activity, sort of in students. While the obstacle of applying the gives students knowledge, that the world is very concept of Indonesian national to students with diverse, and has many cultures. The teacher gives permanent resident status is the mixing of ages an explanation that children are from Indonesia, in class. Various programmed activities (storytel- but living in Singapore, they must respect each ling, language and literacy, music and movement, other. Every Friday, the teacher more focused on art and craft, discovery of the world, and ask and the exercise activities or exercises conducted in question) that refer to the weekly plan are imple- the backyard of SIS Little Stars. mented in the classroom. Whereas habituation SIS Little Stars uses a variety of instruc- activities are carried out between learning activi- tional media in cultivating national vision, inclu- ties. ding films, music, themes or decorations that are changed once a month in accordance to the rep- Type of Behavior that Reflects the Character lacement of new themes. In addition to the other of National Vision of SIS Little Stars Students media pursuit is simple games (games), pictures This study looked at eight (8) SIS Little (flashcards), pictures or photos of the president Stars students, 6 boys and 2 girls. Every child at and vice president, images of eagle, electronic SIS Little Stars has a different national charac- objects, and all the needs to make art and craft. ter. Age factors, and differences in memory and All learning media are designed to support the understanding are the causes of this. There are learning activities of planting a national vision. children who easily remember information after According to Zainal (2013), the media is an in- seeing or hearing information. The function of termediary or introduction. Learning media is a the tool of thinking (tool of the mind) on each in- combination of tools (hardware) and materials dividual which is certainly different between one (software). The teacher is only one type of lear- individual with another individual. It is through ning resource in the form of “people”. the thinking tools possessed by each individual SIS Little Star students have a sense of pri- that a person’s cognitive development develops de in their homeland, have tolerance, and uphold from an early age to adulthood. According to humanity. This can be seen from the children’s Astuti (2013) there are factors that influence cog- knowledge of Indonesian culture. Students also nitive development, including the following: 1) begin to know and sing well the song of Indone- Heredity, 2) Environmental factors, 3) Maturity sia Raya. There are students who have memori- Factors, 4) Formation Factors, 5) Interest and Ta- zed the lyrics of the national anthem of Indonesia lent Factors, and 6) Freedom Factors. Raya, but there are also those who have not, given Through appropriate methods, media and their unequal ages. This is in line with the opinion strategies, teachers can apply the national vision of Wulandari (2017) that children can bring up of Indonesian effectively. The teacher adjusts to the character of nationalism, the most important the age and level of development of the child or thing is how to introduce and apply it to children students. The teacher establishes an approach to who must be adapted to their age and develop- students, so they feel comfortable and safe when mental stages. doing teaching and learning activities. When The teachers is expressive when they are students already feel safe and comfortable, the telling stories or do storytelling and to foster an teacher will more easily cultivate national vision

17 Khoerul Izzati & Wulan Adiarti / Early Childhood Education Papers 9 (1) (2020) 13-19 into students with permanent residency status at strategies, teachers can apply the vision of Indo- SIS Little Stars, which is part of the future gene- nesian national effectively. Of course, it must be ration of the Indonesian Nation. This is in line adjusted to the age and level of development of with the theory (Adiarti, 2015) that effectiveness the child or students. When students already feel can be achieved if all elements and components safe and comfortable, then the teacher will more contained in the learning system can function in easily cultivate national vision into students with accordance to the goals and objectives set. The permanent resident status. Information from pa- effectiveness of learning can be achieved when rents is less than optimal about how to habituate planning preparation, implementation and evalu- national vision while at home. In addition, not ation can be carried out in accordance to procedu- all parents have the willingness to introduce In- res in accordance to their respective functions. donesian culture more deeply, due to factors of The ability to act on the national of stu- cultural differences with a partner. Thus, it only dents in good categories. They know where they introduces the general culture in Singapore as come from, and the symbol of the Indonesian well as, the teacher’s knowledge that needs to be state is Garuda. Learners also know the color increased again about the national vision of In- of the Indonesian flag, and who is the President donesian. of Indonesia. Besides, students can also sing the song of Indonesia Raya, as well as knowing a CONCLUSION good attitude when singing it. Students also begin to know the Republic of Indonesia Anniversary. Based on the description and analysis of The ability to think about the national of students the data obtained related to the learning pro- is good, because they can recognize certain things gram of cultivating national vision to Indonesian about Indonesia, such as: folklore, dance, and children with permanent resident status at Little traditional singing. The development of Early Stars Kindergarten, School of Indonesia (Singa- Childhood Education programs learning proces- pore), it can be concluded that the students at SIS ses and low elementary school classes pay more Little Stars have national vision to think, and act attention to the principles of protection and res- on national vision in accordance to the indicator pect for children’s rights by emphasizing efforts of national vision on research instruments. Most to develop emotional, social, and spiritual intelli- of the students at SIS Little Stars have a sense gence with the principle of playing while learning of pride in Indonesian culture. They have kno- (Istiqomah, 2016). Thus, the teacher always culti- wledge related to the name of the country, the vates national vision that are integrated with play. color of the flag, the names of the President and Students have knowledge of national vi- Vice President of Indonesia, some folk songs, sion that are different from one another. This is the national anthem of Indonesia namely Indo- in line with Mustofa’s theory (2016) that each nesia Raya, some special foods from Indonesia, child has their own choices, which are influen- the area or city where they were born or lived, ced by the environment, education, and affection and the symbol of the Indonesian state, namely given by the family, especially parents. Children “ Garuda “. In addition, students have good cha- are seen as plants that grow. The teacher does racter in culture, this can be seen from the respect not generalize the ability of students in terms of of children when singing Indonesia Raya, not absorption of national vision material. The role doing joke when singing the Indonesian national of the teacher in the formation or inculcation of anthem, and try to memorize the lyrics of the nationalism is that the teacher not only motiva- national anthem Indonesia Raya. Students also tes or advises but the teacher must be able to be participate in activities to welcome Indonesian an example for students (Nugraha & Sari, 2017). Independence Day, dare to perform regional dan- In addition to activities in existing domains, the ce dances, and sing folk songs in public. 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