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HISTORIA: International Journal of History Education, Vol. XIV, No. 2 (December 2013)

MEANING AND FUNCTION OF ANCIENT MANUSCRIPTS FOR THE CULTURE AND NATIONAL DEVELOPMENT THROUGH TEACHING HISTORY

Ufi Saraswati1

ABSTRACT

The Indonesian people still keep old manuscripts in considerable amounts. The distribution of ancient manuscripts is found in almost all regions of Indonesian archipelago, although the amount of ancient manuscripts in each region is not same. The old manuscript can also be expressed as a document of a nation, because the document defined as an article containing crucial information. Today, teaching history using an ancient manuscript still rarely carried out by the teachers. However, it needs an attempt to understand the ancient texts that all information about the past delivered to the present and the future generation. Teaching history that relies on scarce resources has brought new challenges for teachers. In this country, the history science has become one of the compulsory subjects in the curriculum, since elementary school there is a question, has history teaching has run well? In fact, teaching history in schools is more than a transfer of teachers’ knowledge to students in the classroom through the one-way communication. Pupil just become passive objects that have an obligation to memorize the teacher’s notes in order to answer the questions that will be tested. This kind of teaching history method has made history as a boring lesson. As for to make history teaching successful, the method used should be construct “historical memory” accompanied by “emotional memories”. Study of ancient texts in teaching history can be regarded as one of the methods that can lead to “emotional memories”. After students are given the facts of history to construct “historical memory” in the classroom, emotional memory can be explored by studying the ancient texts. Several alternative methods in relation to the modification of the teaching of history need to be developed. One method that researcher through think could be applied is the utilization of the ancient manuscript to the teaching of history, particularly for the development of Culture and National Character. Key words: Meaning and Function, manuscripts, Culture and National Character Development, Teaching history Introduction Unwritten sources including the building or ruins of a building somewhere that usually A nation’s history can be traced from the a fairly wide area, such as In study or research of authentic data sources. found relics of the Empire in the The data sources for teaching history rooted region of East as the unwritten source. in the written and unwritten sources. Meanwhile, the written sources include the

1Ufi Saraswati, lecturer of in History Department in State University of (Unnes). For academic interest, the author can be contacted through the office address: Gedung H Kampus Sekaran, Gunungpati, Semarang, 50229, Central Jawa, and email address: [email protected].

179 ufi saraswati, Meaning and Function of Ancient Manuscrifts for the Culture and National Development through Teaching History inscription, Charter, documents, inscription Javanese (ancient), , , on the tombstone, especially manuscripts Madura, Makasar, Malay , Minangkabau, and ancient texts. Nias, Rejang, Sangir, Sasak, Sundanese Unwritten or written sources as the (ancient), and (beside Bugis data source for the teaching of history and ). There more than 1,200. often provide important information. The Everything is stored neatly in the 20 libraries important information is usually studied and museums in several citties are in the about social and cultural conditions within UK. Most entire scrift collections are in the a certain time. When you do a comparison British Library and the School of Oriental between the written and unwritten source, and African Studies, where in places that the written source will be more capable to archaeologists, historians, and philologists use in historical and cultural teaching. In the from all over the world, including Indonesia, written documents can be studied in a more often are doing some book research. tangible and careful of the nation’s way of According to Annabel Teh Gallop, a thinking. staff of The British Library, during a visit to The contents of the text or the written in the 1990s, where she worked are document often also provide information on keep many kind of saga, poetry, guidance, the nation’s cultural aspects of the community. letters, until evidence of a trade transaction The information can be delivered from the of the 15th century period. The materials ancient manuscripts includes the fields of were often used by Western and Indonesian philosophy, religious life, beliefs, technical teachers. According to Annabel because it issues such as residential development, land stored neatly well-preserved , the manuscript acquisition fields, teaching various types of role was much greater than the Indonesian expertise, and skills, as well as other things National Library which is also collected many related to the purposes of the relevant life of ancient manuscripts. the nation as a whole. Many of the Indonesian manuscript Today, government has not been paying stored in the Netherlands, because the attention the rescue the ancient manuscripts Dutch as a colonialist really concern to from the destruction. Hundreds of ancient ancient texts written by Indonesian. The manuscrift that are very valuable in terms Dutch Government, at that time, used the of historical sources is considered owned manuscript to know the customs and culture by some people and stored in a damaged of Indonesian people, even the historical condition. It cannot be denied that the journey of Indonesian people before they come manuscript made from materials that easily in the . The texts are stored in weathered. In the UK our manuscript are libraries and museums, such as Amsterdam, logged carefully in a catalog arrange by MC Leiden, Delft, and Rotterdam. Unlike the Ricklefs and P. Voorhoeve. According to the British, most of Indonesian manuscripts catalog, our script have been living in Britain in the Netherlands are “masterpiece”, it is since the early 17th century, perhaps even understandable because the Dutch dominate earlier. our country longer than England. The texts were written in various Among the existing script, there is a very languages such as Aceh , , , Bugis, well-known one named ‘Nagarakretagama’. The manuscript has been returned to

180 HISTORIA: International Journal of History Education, Vol. XIV, No. 2 (December 2013)

Indonesia in 1970s by Queen Juliana to the The Meaning and Function of President Suharto, however it is unfortunate Manuscript that the content of the manuscript have been Manuscript in Dutch called handscript. studied by the Dutch scholars so we just Manuscript is an Original handwritten at received the “dreg “ that are almost useless least 50 years old, and has significance for anymore. It is estimated that up to now there civilization, history, culture and science. In are still many Indonesian manuscripts owned Indonesia there are three kind of manuscript, by around 30 countries. Their knowledge of which are: 1) Islamic manuscripts, written in the ways a treating the manuscript is better. arabic manuscripts, 2) Jawi manuscripts, To prevent the manuscript getting ruined, written in arabic script but use Malay they copied ancient manuscripts in microfilm. language, to suit the Malay accent was The preservation of ancient manuscripts in given a few extra phoneme, and 3) Pegon this way of course have a positive impact manuscript, that is a script written with for the users, not just practical but in the the Arabic but uses local languages such as form of microfilm the manuscript are better Javanese, Sundanese, Bugis, Buton, Banjar, protected from damage. Aceh and others. Ironically, in our own country a As a relic, the manuscript is able to provide treatment was never carried out due to the information on various aspects of the past lack of human resources, technology, and community as a political, economy, social, funding. Thanks to the help of some outer cultural, traditional medicine, the veil of the country, a number of ancient manuscripts earthquake or natural phenomena, human ever created for microfilming. As for physic, and so on. Preliminary information example, Javanese manuscripts belongs relating to those things can be found in the to the ’s Palace addressed by D . content of the manuscript to be learned by Jennifer Lindsay from Australia. While the everyone. The texts are important, both Bali’s papyrus manuscripts computerized academically and socio-cultural. The script is and sponsored by giant corporate, IBM. In the identity, the pride and a valuable cultural 1989 the British Government presented Sri heritage. In socio-cultural, the manuscript Sultan Hamengku Buwono X hundreds of contains values that are still relevant to the microfilm of all ’ script that is stored present life, so it becomes our responsibility in the UK. This is because some of Javanese to uncover the ‘pearls’ contained within. script comes from the region of . Ancient manuscripts not only use as cultural In 1991 the National Library received a prize documentation but also used as teaching of recording microfilm manuscripts written object to take the values and the content. in a variety of Indonesian regional languages These values are needed to connect virtues from the British government, as their concern that existed in the past to apply today. to the Indonesian cultural heritage. It would have been very embarrassing if our nation Another definition of the script is concern against his ancient texts not as high paper made directly by hand, not through as their appreciation. mechanical stationery, such as typewriters, printing machine, and computer. The Script writing is done, when there was

181 ufi saraswati, Meaning and Function of Ancient Manuscrifts for the Culture and National Development through Teaching History not mechanical stationery. In Sunda area, interpretation. As expressed by Jelani Harun, including , the manuscript was made in the “Malay Customary Law Manuscript since (late of Studies in London”. Foreign teachers from until the late of 16th century) and ended London applied the law in the interests of towards the end of the 20th century. London society themself. They made Malay The manuscript was born closely linked laws manuscript as a means to understand to the emergence of read-write skills in the the customs and culture of the live. community. Write and read skills closely As a teacher who come from the ancient related to the appearance of characters as manuscripts, they also communicate to the symbols issued at the human voice. The native indigenous communities (Malay) human voice is called oral language which based on data obtained from the manuscript, is a tool of social communication among and the results of their teaching activities them. In Tatar Sunda the proof of script for led to some rules that are considered good the first time known through inscriptions, and follow the laws applied in their rules in namely the inscription on the stone. The London. inscription is thought come from about the While for certain countries, such as middle of the , when the Kingdom Malaysia, they bought some private collection still standing (late 4th century of Minangkabau manuscript to collect it until the end of the 7th century). The seven privately, to be used for specific interests, such pieces inscription was carved with Pallawa as the interpretation of our cultural identity script and language. to be applied to their culture. Therefore, The existence of the ancient manuscript the government also seeks to take as one of the cultural heritage, provide a advantage of these ancient texts to examine record evidence of our culture in the past. how their culture in the past to be delivered These manuscrift are kind of pictures of to the next generation. Besides, Malays’ the era that explains various things about scholars and intellectuals still use some texts that time, so its value is very important and as the foundation of their knowledge or their strategic. Therefore we need concrete steps guidance. As for Riau, lately the content of to rescue and conserve the manuscripts. the manuscript give some influence, such The manuscript became one of the cultural as in the religion, language, literature, law, documentation that not only contains the history, customs, and education. Starting values of tradition, but also the codex which from this, the for government of Riau is is the media to observe and study other using the script to build and reunite Malay cultures (including our culture). language and culture in , Riau County in particular and surrounding areas. In some manuscripts such as Riau Malay laws , like the Law of Kedah, Melaka Act, Act Type of Manuscripts in Indonesia of Johor and Melaka Sea Act, a lot of text explaining about the traditional life of the Ancient manuscrift in Indonesia is Malays as a whole. The manuscript collection unknown by the people themselves, so that provides explain an overview of how the no one tends to care about the past cultural form of the Malay community life in the heritage, when actually ancient texts are past, which is then granted a judgment and containing useful and great wisdom for

182 HISTORIA: International Journal of History Education, Vol. XIV, No. 2 (December 2013) generations now. We described some prose text, containing poems of praise of the contents of a collection of ancient addressed to the Prophet Muhammad. manuscripts from the National Library ‘s It also contains prayers. various areas below: 6. Bomakawya script (Balinese script, 1. History Manuscript of Pariaman (Latin Balinese, palm material). This is prose alphabet, Malay, paper materials. text and illustrated. Contains powerful The screenplay was written by the war story between Krishna and Boma. Baginda Said Zakaria in Pariaman. The 7. Sureq Baweng or Nuri’s Letter (alphabet manuscript consists of ten chapters, tell Bugis, Bugis language , material us about justice in Pariaman, livelihoods, palm). This is prose text. Contains ceremonies of birth, marriage ceremonies, Sawerigading trip when looking for a funeral rites, and ceremonies to build the good bride, equipped parrot stories house. Also there is a description about containing advice, ordinances to the mosques of Batu Pasar Pariaman, propose a woman, and a number of biography Sheikh Muhammad Jamil moral teachings. al- Khalidi (a Muslim religious leader in 8. Story Script (Old Pariama ) and the atmosphere during the , ancient Sundanese, month of Ramadan, including Shawwal material palm). This is a prose text, 1st in Pariaman. consisting of 45 lempir and each 2. Originally Sambas’ Kings Manuscript lempir consisting of four text lines. The (Arabic and Latin, Malay, paper story begins from the story of the sage material). This is a prose text. It begins teacher to all generations of kings in by the history of King Sapudak who . ruled in the old town for generations. It 9. Banten historical script (Arabic, was told, King of Brunei Fangah moved Javanese, paper materials). This text to Sambas. He had five son and each of is macapat shaped. The contents is them becomes king. about the family tree of the Prophet 3. Maluku Chronic (Arabic, Malay, paper Muhammad and his descendants. It materials). This is a prose text. its begins is also told Sunan Gunung Jati that with the miracle stories of the kings inherited of Banten. of Turkey, China, the Netherlands, 10. Laklak Script (script Batak, Batak, wood and other countries, and then shows leather). This is a prose text, consisting chronic of Moluccas. of 38 pages. Tells stories about Mr. 4. Babad (, Saribu, a King who has many children , materials paper. and grandchildren. Also described how This script is macapat shaped, contains to create a fortress strengths, good and the history of Lombokbegins with the bad forecasts, and offerings that need story of the prophets, untul the story to be made every day. about Karangasem Kingdom defeated 11. Japar Sidik script (Arabic, Sundanese, Lombok paper materials). This is a prose text. 5. Hikayat Aceh (Arabic script, Arabic Contains aphorisms based on the and Aceh, paper materials). This is a Islamic teachings and the minds of

183 ufi saraswati, Meaning and Function of Ancient Manuscrifts for the Culture and National Development through Teaching History

Sundanese people, such as the benefits Their works were not only developed in of deliberation, a good day for hunting Aceh, but also thrive throughout , the and traveling, trading, descent, and Malaka Peninsula to the South of Thailand. praiseworthy traits. Their works also influenced the thinking There was also a manuscript or codex that and the beginning of Islamic civilization in really give an effect for Indonesia, which is the Java, Sulawesi, Kalimantan, Nusa Tenggara, Indonesian oldest Islamic Manuscript found , Buton to . So that in , Malaysia. This manuscript in that area there are also some legacies of named Batu Bersurat made in 1303 (14 AD). the work of scholars from Aceh. The next This article states about the spread and the developments show emerge the Islamic Muslims at that time. This manuscript has work in other areas such as Sabilal Muhtadin been studied by history experts and Moslems Book of Sheikh al Banjari in Banjarmasin. archaeologists such as Prof. Naquib Alatas There are also in . In Banten and others, all concluded that this manuscript there was Shiykh al Banteni who also wrote is the oldest in Southeast Asia. many manuscripts. All of this manuscript is a reference of people and also the rulers In 1310 (14 AD), it was also found on at that time. Also found in other areas such Islamic poetry in Malay written with Jawi manuskrip, Hikayat Raja-Raja Pasai, letters in Minya ‘ Tujoh, Aceh. Therefore the Hikayat Melayu , Hikayat Aceh, Hikayat experts agreed that the work of scholars who Hasanuddin, Tripe Tana Jawi, Babad wrote the letter Jawi had developed in the , Banten Tripe, Carita Purwaka 14th-century on Samudra Pasai Caliphate Caruban Nagari. In Southeast Nusa found and other Islamic Caliphate in the Malaka a poem of Kingdom, Bo’Sangaji Kai a Peninsula. note of Bima Kingdom. From Maluku, there In younger age around 16-17 century in is Hikayat Hitu. In Sulawesi there is Hikayat Aceh there were also quite a lot of author Goa, Hikayat Wajo and others. manuscripts for example, Hamzah Fanzuri, The next is Pegon written manuscripts. who was known as a famous Sufi at that commonly found in , time. Then there were the Sheikh Nuruddin and Tatar Pasundan. The oldest works ar- Raniri aka Sheikh Nuruddin Muhammad written Pegon for example, works of Sunan ibn ‘ Ali ibn Muhammad ibn Hamid Hasanji or Shaykh al- Barri, entitled Wukuf ar - Raniri al - Quraisyi. He was known as a Sunan Bonang. The works written in the 16th scholar who also served as Qadi al - Malik al century using the Java language mixed with - Adil and Mufti Muaddam of the Sultanate Arabic. This manuscript is a translation and of Aceh Muaddam n the leadership of an interpretation of Ulumuddin Ihya byImam Sultan Iskandar Thani in the 16th century. al - Ghazzali. This manuscript was found One of his famous work entitled “Bustanul in , East Java. In this work, Sunan Salatin”. Sheikh Abdul Rauf al - Singkili are Bonang wrote, “The text was used by the also defined as the Mufti and Qadi Malik Waliallah and the scholars, then I translate Al-Adil in the Sultanate of Aceh during the to the Mitran (friends) partners in spreading four queens’ period, also wrote many Islamic in Java.” This work is an example that scripts. in the 16th century, as growth era of the

184 HISTORIA: International Journal of History Education, Vol. XIV, No. 2 (December 2013)

Islamic kingdom in Indonesia, is the same concerned. One of manuscripts that have time developing the work of the scholars who been physically returned to Indonesia is played a major role in the spread of Islam in Book of Negara Kertagama. This book was the archipelago. taken by the Dutch during the Lombok war. Another example is the most beautiful statue The Existence of Ancient Scripts or of Pradnya Paramitha from Singasari also Manuscript Today been restored. Prince Diponegoro saddle Most of the manuscripts of ancient also has been returned to our homeland by texts noted above, some of them are in the Netherlands, including a case of gold and Netherlands precisely at the University of diamond ring from Lombok. If the restoration Leiden. During the VOC and Dutch colonial, sare too risky due to physically damaged, they collected, then steal and confiscated the government can make efforts to make the classical Islamic manuscripts due to documentation such as digital microfilm. their interests. Some of the reasons were to The National Library has documented it perpetuate the colonialism and eliminate the in the microfilm record. During the tsunami traces of Islamic civilization from its original in Aceh, so many original Aceh manuscripts source in the Middle East. Muslims in the were lost; therefore, today there are efforts to archipelago lost authentic sources of Islam document the remaining manuscript using development because the Muslims scholar digital. Fortunately, in a boarding school in was being seized; this is the reason why the Metro Tanobe, NAD still saved over 2,000 colonialism lasted for hundreds of years. classic texts from the 13th -19th century the The existence of ancient manuscript or works of scholars from Aceh, and the Middle the script in the Netherland is also stored in East. As the rescue process, it should be done the National Library. The manuscript written by the local government. If the government by Jawi letters with the in unable to do it they could collaborate with the National Library of Jakarta only about some institutions for universities. In West 1,000 manuscripts, while others use Arabic Java, there are some attempts to do the or Arabic letters with smaller amounts, while catalog of classic texts from the Stone Age to in Netherlands, Islamic manuscripts from the 19th century with Indonesia written in Jawi reaches more or other languages that exist in various than 5,000 manuscripts. Not to mention countries. The script is collected in catalogs manuscripts written with the Pegon letter or than develop the microfilm so it can be Arabic, are much more. learned again. Malaysia has also been made it, as well as the . There must Restoring the manuscript these days be rescue movement of ancient manuscripts, is not that easy, because its associated including nationally Islamic manuscripts. with hundreds of years old of physical form. So many parts are prone to damage Utilization of Ancient Manuscripts when being touched, although these days for History Teaching and Writing there are international convention about heritage objects including the manuscript In Indonesia, Teaching Indonesian from a nation should be returned to the history using scarce written source state is concerned, through conducting apparently are evolving especially by bilateral negotiations between the countries Indonesian teachers. Perhaps, it is caused by

185 ufi saraswati, Meaning and Function of Ancient Manuscrifts for the Culture and National Development through Teaching History the inherent properties of the rare sources by the instructor and then quoted the parts of teaching itself. Here, it is understandable that fit the theme of history to be written. that rare is not only the scarcity or difficult There are no efforts to examine the historical to obtain, but also unique, even exclusive. sources; and the theme was usually limited So, rare sources are an unique resources to the biographies of important people, the that the collection is difficult to obtain, in greatness and falling of an empire, warfare other words the rare resources inherent and diplomacy between two kingdoms. In with scarcity. It also became clear that the short, the general theme of the teaching of range is limited because they aren’t generally history in those days tended to the political duplicated through a printing press or any and military aspects. other transmission medium. The changes in the ways of writing It is not always but usually scarce history started from the 17th century. resources which are talking about “old” Cultural atmosphere was characterized time range so the intervals are too wide with by the development of science and critical the current teachers’ lifetime. It could be intellectual attitude emerged among writers identified that scarce resource is handwritten of history. A French scholar, Jean Mabillon ancient texts or manuscripts. Many of the (1632-1707), regarded as the founder of manuscripts were found and associated with the science of history called diplomatica, the “classical period” of royal past. In the according to the title a book he wrote, De history science term, classification of scarce re Diplomatica (1681) . Historians began to resources expanded to include chronicle, find different ways to examine documents diaries, family document, memoirs, ancient or historical sources critically in order to manuscripts/official documents; are also produce the history teaching closer to the unwritten sources like custom, folklore, even truth. And also Leopold von Ranke (1795- magical mishmash and myth. 1815) a historian, also introduced the We also cannot deny that teaching history principle of critical selection of the historical that relies on scarce resources has brought data to establish the facts according to wie new challenges for teachers. This paper tries es eigentlich gewesen guidelines, as history to discuss scarce resources and/or resource actually happened (Barnes, 1963). scarcity as a historiographical aspect of the Today, generally it can be said that the problem, particularly in the history teaching. development of the scientific method in The real question is what are the implications history are growing. It is inseparable that of scarce resources and/or scarcity of history considered equal with the other resources for the history teaching. Some of sciences and become part of the college the work of teaching that mentioned in this curriculum in many countries at least since paper merely as a supportive illustration to the 19th century. Basically, the method of obtain a clearer description of the situation. teaching history involves three important In its early development, historical things. First, regarding ways to find the research and teaching was virtually no source of history, which is also commonly scientific. The workings of the chroniclers called heuristics. The recent history teacher are still limited in an effort to find the source might say “got benefit” by the establishment of a history of ancient books or official papers of institutions or government agencies and and various reports. The documents read the private sector that serves as a place to

186 HISTORIA: International Journal of History Education, Vol. XIV, No. 2 (December 2013) store historical sources, such as national or next day, so at some point will make the regional libraries, national ancient script source contain become rare. As for the third office. The second thing, after the source is aspect of the method, it is closely related to found, is to examine the content of the source. the development of theory and methodology How deep the content can be accepted as a that will not be discussed in this paper in source of information that can be trusted. particular. It is able to extract information contained It has been mentioned that the teaching within its own expertise necessary resources, of history that rely on scarce resources will such as diplomatic as already mentioned bring a challenge for teachers. The problem before; paleography or ways to understand is the fact that the physical condition of the ancient writings; chronology to match the the old sources are fragile, so vulnerable to dating then and now; lexicography or how to touch. Some attempts to transform it into determine the meaning of terms of the past another form (Celluloid, disks) can help to which are no longer used in the present; overcome the vulnerability but may also numismatic deals with how to determine give new problems, such as dependence the value of ancient currency; metrology or on reading devices, low technology, and so how to determine the size and weight that on. After that, the “real” difficulty appears applies in a different times; toponimi or how related to the content or substance, alphabet to determine the names of places in the past, and language that may not be understand by and so on (Barnes , 1963). the teacher. It will become more complicated Third, relating with the writing of teaching when scarce resources collection is stored in results over those resources. Writing not the “hidden” area or the location is far away only requires writing skills and mastery of from the teachers’ place. the language, but also about understanding There is no doubt that inside the rare the terminology and specific theories that are sources stored various information of the relevant to the theme of the history studied. past. This means that scarce sources are Generally, most of the historians stated that not identical with the scarcity information teaching and writing proficiency of learning of the content which is necessary in the outcomes are two things that cannot be history teaching. Early history teachers of separated. Java, H.J. de Graaf, for example proves From the brief description we can that by “only” studying traditional sources conclude that the first and the second aspect such as the Chronicle (of course with other of the history method are closely related to sources), he managed to show the Java the source. Conventionally, the source is a historical aspects in detail. As a Netherlands, primary source especially written source. The he studied to a Java philologist RM Ngabehi fundamental view is that the primary source Poerbatjaraka to “conquer” the difficulties in is part of the evidence of the past which dealing with traditional sources, especially became the source material, which became in terms of language. The result, among the foundation of what an event, incident, or others, a complete history of Mataram - from any history symptoms can be reconstructed. emerging, developing, until the Kingdom As the time goes by, the primary sources collapse (see De regering van Panembahan getting further with teachers lifetime in the Ingalaga Senapati (1954), De regering van

187 ufi saraswati, Meaning and Function of Ancient Manuscrifts for the Culture and National Development through Teaching History

Sultan Agung (1958) De regering van Sunan Javanese effort to find their identity in the Mangku - Rat I Tegal - Wangi, 2 vols (1961, middle of colonialism by VOC. 1962), and other works. Ricklefs trail is followed by other foreign The H.J. de Graaf’s studied can be scholars who also use scarce resources classified as a typical conventional history intensively in their study, such as Peter that determines the important events in elite Carey, Ann Kumar, Vincent Houben, and level, while the broader social aspects do not many more. Among others, the attention get attention appropriately. However, the to the old history of outside Java is also results of de Graaf’s efforts throughout the shown by Denys Lombard Kerajaan Aceh decades it was seen as a solid foundation for Jaman Sultan Iskandar Muda 1607-1636 the scientific study of the Java history in the (1986), and Leonard Andaya (The Heritage 16-18 Century. According to a historian M.C. of Arung Palaka (1981). Several examples Ricklefs, who was a student of de Graaf, the of these studies are taken randomly and importance of his teacher works lies in its can be extended by relating with the results pioneering work to compile a basic historical of a non-historical work of scholars such as narratives as well as providing referral philologist and literary -- for example Henri sources for those who would follow in his Chambert - Loir that compiled the Kerajaan footsteps. Bima (2004). The information of scarce Later on, Ricklefs his own showed his resources is also enriched by the services of reliability to continue de Graff efforts in ancient manuscripts cataloguists and ancient compiling Java historical reconstruction manuscripts collector. based on scarce resources. Three of his As already mentioned before, from masterpiece (see Jogjakarta under Sultan Indonesian scholars who learn about scarce Mangkubumi 1749-92 (1974), War, Culture resources as a historical study are still rare. and Economy in Java 1677-1726 (1993), and Among the few that is Aminuddin Kasdi who The Seen and Unseen Worlds in Java 1726- wrote a dissertation of Perlawanan Penguasa 1749 (1998) is a comprehensive trilogy to see Madura atas Hegemoni Jawa (published historical development of Java, especially in 2003). A number of resources that are inside the palace, around period of 17th- unpublished and published manuscripts are 18th century. In these studies Ricklefs an important source in this study. Kasdi’s demonstrated his ability to process and studies concerning the end of Mataram (18th analyze local resources intensively beside century), especially about the relationship other types of sources. A little bit different between the center and regions is important from de Graaf who more emphasized at because it has echoes of the nowadays the elite level concentrate on the political problems, i.e. about regional autonomy. It and military aspects, then Ricklefs spread shows that the past could find relevance to his attention on other aspects. in short, the the present Ricklefs’ study described the dynamics of the Java community around the palace and its Innovation in History Learning and interaction with foreign powers (the West) Teaching that appear later. The interrelationship Learning is a very dominant part in was including war or military and politics, realizing the quality process and graduator. economics, culture, literature, and religion. Learning depends on the ability of teachers Aspects of religion (Islam) even indicated as 188 HISTORIA: International Journal of History Education, Vol. XIV, No. 2 (December 2013) in presenting and implementing the learning human being in order to solve the problem process. If the learning is implemented that so they can adjust to the environment. properly and appropriately, it will contribute The characteristics of the study are the dominantly to students. Otherwise when change in behavior as the result of individual learning are conducted either way will cause interactions with the environment, and the students’ potential are difficult to develop. behavior is permanent. Therefore, teachers should know and The learning process cannot be separated understand the needs of learning innovations, from the process and the outcomes. particularly in the history teaching. Learning refers to all activities designed to The word “innovation” is defined as the support the learning process that is seen by renewal and discovery. However, the word is a change in individual behavior as learning also used to translate the word Invention and objectives. This learning process must be Discovery. These three words actually have intentionally well organized in order to foster different meanings, Discovery is the discovery a good learning process and achieve optimal of something that is actually found objects or learning outcomes. Therefore, the types of things that already exist but have not been learning processes and learning outcomes known. Invention is the finding of something become the focus of learning methods. completely new form of human creations. The history lesson is still considered Found an object or thing that really has not second cluster subject until now, even any existed before. While innovation is defined numbers of some subjects in school so as an idea, items, events, methods perceived that any teachers with any basic education or observed by a person or group of people and with consideration that history is the and something that is a new thing, both recite subject and considered easy subject, Invention and Discovery results. From that then any teacher can teach. It is an irony, sense, it can be seen that learning innovation when the government started to declare the is something new and deliberately held to professionalism in teaching with teacher enhance the ability in order to achieve a certification, there are still commonly found learning goal. Learning innovation is held to in school where the history teacher who help teachers and students in managing and gave the material is not based on the history organizing learning towards the achievement teaching as it should be. Teachers often of learning objectives. showed his inability as a history teacher by Learning is an activity that differentiates creating innovative learning model, or using humans from other creatures. All human creative teaching methods. are learning throughout his life. Learning History teacher inability to develop process is done with a series of formal, innovation in teaching history method can informal and non-formal educations. The be caused by several factors, such as: 1. The learning process is conducted in order to dense of subject matter making it possible to change the inside of the learners, good take a shortcut, means ignoring the affective knowledge, attitudes, and skills. The change and psychomotor aspects, 2. Teachers do not is a result of the natural experience which are have the knowledge and skills to teach history intentionally designed. Learning is not only that can attract students, and 3. Teachers conduct by the students, but also by every tend to use one method in teaching the whole

189 ufi saraswati, Meaning and Function of Ancient Manuscrifts for the Culture and National Development through Teaching History matter, regardless the characteristics of the knowledge but also the transfer of value, not material/topics presented. Besides, there only teaching students to be intelligent but are four components are interconnected, also noble, because of it the aims of history and the cause of the problem in the teaching teaching are to develop the science and also of history, which are: 1. History teachers has didactic function, that is the purpose of who are generally poor of historical insight history teaching is that the next generation because there is a kind of intellectual laziness that can take the values and lessons from the to explore the historical sources, either in the experience of his ancestors. form of objects, documents and literature. A According to Mestika Zed, students good history teachers are those who are able are not enough crammed with cognitive to stimulate the imagination and develop busyness through memorization of facts that students in such a way, that the history are already dead in the past, as many occur stimulate curiosity; 2. History books and all this time (Kompas, August 13, 2005) . instructional media history is still limited, 3. Soedjatmoko (1976:15) outlined that the Learners who are not give many responses history teaching by presenting the historical to learning history, and 4. Generally, fact must be disposed, but also directed at teaching history is not challenge to students understanding the analysis on historical fact intellectually. This view is very important to implement The settling of teaching history method in history teaching in order to avoid what is not only merely a trigger to interest is feared by Winamo Surachmad (19789), learning, but also as one of the instruments the students did not manage to achieve the that contribute to process students in order ability level to see and to think historically to get good results. The first step to revitalize but their history knowledge was stopped and the learning method is to try to understand bound by a set of data, facts, and the names how history subject should be. At least, there of people. Therefore, the history teaching are five elements that should be implemented should not stop at the level of fact, but must in history teaching: 1. Varied: any learning come to the domain of analysis, 3. Open if it conducted monotonous will make and dialogic: the history teaching practice students bored, and finally loss interest. is closed and monotone could bring the This is happened in the history learning, students in a rigid classroom atmosphere, since concentrated on the application of raising the lack of enthusiasm. Therefore, the lecture method, so the impression that teachers are required to design history emerges is the history subject is identical learning become open and dialogical. The with the lecture method, even most history history teacher requires the openness and teachers assume that the historical material dialogue for not considering himself as the can be moved as a whole from head to head only true source in the classroom, because between teacher and students with the same the teacher centered paradigm that tends to learning methods, 2. Presentation from the create a closed atmosphere in the classroom facts to the analysis: the teaching of history and cannot develop the students’ creativity in schools was emphasis on historical facts had to be abandoned and then switch to and memorizing facts such as actors, the student centered learning, 4. Divergent: in events, and the scene. Ideally, learning line with the history teaching that emphasizes the history is not just about transfer of the analysis and dialogue, diverging principle

190 HISTORIA: International Journal of History Education, Vol. XIV, No. 2 (December 2013) application is very important in order to avoid (education) includes three aspects, which the tendency of learning history that only are: cognitive, affective, and psychomotor convey historical fact, it means that teaching (Eggen , Kauchak, and Harder, 1979). The history requires problem solving by giving an goal of cognitive effort associated with opportunity to the students to analyze and the development of students’ intellectual, make a lot of ideas, 5. Progressive: history affective associated with social and emotional teaching history be based on progressive development, while psychomotor aspects principles. Nowadays, a new view of history relating to the development of student skills. education should be progressive and has It means that the learning could be qualified firm view to the future. If history serves as an if it could develop these aspects on the educational needs, then it should be able to student. This opinion is in accordance with provide smart solutions and relevant to the the opinion of Dick and Reiser (1989) that current social situation. The emphasis of this the qualified learning is learning that allows principle is the implementation of history students to get the skills, knowledge, and subjects with tridimensional character. In attitudes that have been set. this paper, the innovation development goals Kauchak and Eggen (1993) required a are to improve the history teaching learning characteristic that must be held by qualified quality through the optimization of the teachers, that is: having high expectations application of historiography in the learning of their students, give examples of the process. desired behavior, teach with passion, and According to Paul L Dressel and Dora want to listen to their students; using the Marcus (1982), teaching does not merely right language, the material presentation know and distribute the knowledge, but is logical and sustainable, use clear signals, rather an activity that is intended to inspire proper attention, and harmony between the and help students to learn. The teacher is no verbal and action are essential in effective longer the center of activity that determines communication; teachers teaching on time, each student’s activity. The student who preparing the material, and have a good becomes the center, they are free to think habits. and act (Hicks et.al, 1970). This does not In general, teachers are less aware of mean that teachers lose their responsibility their role in fostering the history lessons; this because the teacher acts as the teaching is reflected by the frequent learning in schools learning manager (Nasution, 1995), whereas under the spotlight of the public, because it according to the opinion of Eisner in (Craig, turns out that the history learning organized Mehrens, and Clarizio, 1975) that learning in ways that are less adequate (Widja, 1989). should be based on the creation of the In history teaching (Banks, 1985), environment that allows students to learn. (Sylvester, 1973), and (Mays, 1974) expect The quality of learning can be studied the use of historical sources, including from several aspects, such as the aspects ancient manuscripts in teaching in schools. of: processes, teacher characteristics, and Students should try to find evidence of the learning outcomes (Lucio and McNeil, 1969). past (historical sources), to process or give All these aspects are intertwined to achieve a criticism to the sources, to interpret, and the learning goals, whereas the learning goals then compile them into a historical story.

191 ufi saraswati, Meaning and Function of Ancient Manuscrifts for the Culture and National Development through Teaching History

Teachers are no longer the only information story of the events of the mankinds’ past. source in the classroom, but rather play a From the definition, it is clearly stated that role in other dimensions, as a supervisor of the history associated with everything that student activity. The task of the student as has happened in the past. While by the a professional historian, though only at the media, according to the Romiszowski and introductory level, they can collect, process, Basuki Wibawa (2001: 12) is defined as the interpret, and concludes resources in various messenger who comes from a source (which ways. Ancient texts as sources or data can be can be a person or thing) to the receiver of used as a tool in analyzing the history facts the message. Based on these opinions, the depends on how teachers and students treat instructional media can be defined as a ancient texts as a source of analysis in the learning tool used to convey messages in teaching of history. (Hamid Hasan, 1985). learning. Instructional media is diverse, This Method or technique is then called the for example, movies, tapes, dvd’s, and even historiography or historical writing, then the the ancient scripts is included as a learning utilization analysis for the study of ancient medium. texts in the historical events conducted by Public indifference to the nation the student with his teacher would give history must be overcome remembering “integrity” in the history writing as a story and the importance to the survival of the nation a facts. This way also expected can stimulate itself. As mentioned by Wang Gungwu in T. students to analyze historical events. Ibrahim Alfian (1985: 3) that history has some uses, which are 1. To preserve the identity of Conclusion the group and strengthen the resilience of History is something that has value to the group for survival, 2. To take the lessons the nation. Great nation is a nation that is and example from the past to provide more able to appreciate the history because history specific utility function for survival, 3. As a is able to provide learning. History as a tools to understand the meaning of life and witness or a proof of journey of a nation is death. not only presenting memories, but also as a Wang Gungwu explanation above gives way of life for the present and the future. As a us the understanding that history should guideline, the history of a nation is the result not be forgotten. History that has passed of exhumation of the noble values that have not only related to the story, but the history been made by the nation. Therefore, it is of a nation must be accompanied by the common to be gained nations’ moral values presence of important documents, including from writing the history and also national ancient manuscripts. In Indonesian general character at once. Dictionary by W.J.S. Poerwadarminta, According to W.J.S. Poerwadarminta ancient manuscripts interpreted as deposits (1984: 445), character is nature, behavior, of important papers. Storage codex is not psychological traits, morals or characters without purpose, but there is a purpose that distinguish one person to another. So, in which is to be achieved primarily to the short the nation’s character is a natural trait construction of the character of a nation. As possessed by a nation. History by Dudung we know that the Indonesian character today Abdurahman (2007: 13) interpreted as the is very bad and it is not a secret anymore. The

192 HISTORIA: International Journal of History Education, Vol. XIV, No. 2 (December 2013) destruction of the characters can be proved Considering the importance of history by the rampant corruption case, officials can for life, then as a nation we should learn be bribe, a sense of unity is reduced, and the and understand it. History as a teacher will number of conflicts between ethnics lately. provide valuable lessons for the survival of Character development is judged to be the this nation. Learning history can be started main key to meet Indonesian life with better from studying the ancient texts as ancient characters. texts are a major part of the Indonesian One such character development can be history. Studying the ancient texts is an effort conduct by studying the ancient manuscripts to build the character of Indonesia which is that are part of Indonesian history. now starting to decrease. Relationship Context between the nation Through the medium of ancient and state life with the presence of ancient manuscripts the Indonesian people are manuscripts become increasingly important, expected to learn from life values contained because the scripts are strongly associated in the manuscript. The script usually use with the history of the nation. Furthermore it language or literacy which signifies hospitality, can be stated that the scripts are considered human values, which is a symbol of self- an accurate source of information that can expression, spiritual, behavioral, ethnicity, be used as an authentic proof. The important culture and the arts as well as indicating the means of ancient scripts concerning the time of manufacture by the author, includes potential content of stored information, broader life such as philosophy, religion, such as, 1. Recognition of collective memory faith, business, domestics, expertise, and through the ancient scripts, 2. Ancient other skills. manuscripts as a tool to reveal behind the Many of manuscripts which had a copy fact, and 3. Ancient scripts as a review of of which is vulnerable because of their age, studies. From these explanations, we were a copy is also one way to preserve ancient able to clearly understand and know the manuscripts. In the present, we can see importance of ancient manuscripts for life ancient scripts in the national library or as part of a nation’s history and an authentic local library, even now many collectors who proof. Scripts papers are not obsolete papers. have deliberately kept as collectibles only. However, behind it there is a very important The existence of manuscripts scattered lesson and valuable especially to build the throughout the world is increasing the wealth nation’s character. of our manuscript, but only a few that are As we know that a great nation is a still intact (good condition) and many which nation that is able to appreciate its history. have been copying. Recopying is one way to This award can be realized by studying one preserve the existence of rare manuscripts. part of the history, the ancient manuscripts. So many texts which the existence are In the formation of character, the ancient not konown make it unmaintained even manuscripts have a big contribution, for scattered. example, by studying the ancient texts, the The function of the script for today’s public will know the origin of their nation from society in general is just as rare goods stored the story, the story and the facts submitted as antiques. Most of the people do not realize from the manuscript is necessary to establish the meaning contained in the text. According the character of the nation today.

193 ufi saraswati, Meaning and Function of Ancient Manuscrifts for the Culture and National Development through Teaching History to researcher the existence of ancient Hamid Hasan. (1985). Pengajaran sejarah texts can be used for the history teaching, antara Harapan dan Kenyataan. particularly as an analysis source of historical Makalah. Seminar Sejarah Nasional di materials studied together between teachers Yogyakarta. and students in the classroom. Ancient Hopkins, David. (1993). A Teacher’s Guide scripts can be used as study materials and to Classroom Research. Bristol: Open reference for the development of the science University Press. of history. Kasihani, K. (2001). Penelitian Tindakan Kelas. Malang: Universitas Negeri REFERENCES Malang. Abdurahman, D. (2007). Metodologi Kauchak, D. P. dan Eggen, Paul D.(1993). Penelitian Sejarah. Jogjakarta: Ar- Learning and Teaching, Research- Ruzz Media. Based Methods. Boston: Allyn and Alfian, T.I, dkk. (1984). Bunga Rampai Bacon. Metode Penelitian Sejarah. Yogyakarta: Nasution, S. (1995). Didaktik Asas-asas LERES IAIN Sunan Kalijaga. Mengajar. Jakarta: Bumi Aksara. Bank, James A. (1985). Teaching Strategies Poerwadarminta, W.J.S. (1984). Kamus for the Social Studies. New York: Umum Bahasa Indonesia. Jakarta: Longman, Inc. Balai Pustaka. Craig, Robert C., Mehrens, William Sylvester, D. (1973). Teaching History. A., dan Clarizio, Harvey F. (1975). London: Grom Helm, Ltd. Contemporary Educational Tilaar, H.A.R. 1993. “Dirregulasi Psychology. New York: John Wiley and Pendidikan Nasional dalam Rangka Sons, Inc. Implementasi UU No 2 Tahun 1989 Dick, Walter, dan Reiser, Robert A. (1989). pada Repelita VI’. Buletin LPMP, No. Planning Effective Instruction. Boston: 4. Jakarta: LPMP – IKIP Jakarta. Allyn and Bacon. Kuntowijoyo. (1994). Widya, I Gde. (1989). Pengantar Ilmu Metodologi Sejarah. Yogyakarta: Pt. Sejarah dalam Perspektif Pendidikan. Tiara Wacana. Semarang: Satya Wacana. Gottschalk, L. (1981). Understanding History: A Primary of Historical Method (terj.) Nugroho Notosusanto, Jakarta: Uneversitas Indonesia Press.

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