Government Commitment to
Preserve Cultural Heritage Society through Education (Review of the Nias Heritage Society Omo Hada)
Martiman Su'aizisiwa Sarumaha12 [email protected]
Abstract
Culture exists since human gives birth, in other words education begins in the family.
Education continues especially in schools. It takes the government's commitment to preserve the cultural heritage of society through education. Initial identification of that school as part of the education system, with all the components that are involved in it, but the government, in this case the school should perform its role, however unfortunetly the government was still not fully participating to introduce the local culture to the students. The problem of this paper is "How is the government's commitment to preserving the cultural heritage of society through education". This study is a qualitative study, using literature study through books, literature, articles and Internet websites to get a variety of data sources as well as by means of field studies by direct observation, interviews and also by joining the institute survey ever conducted Unesco together with the Bamper Madani Foundation, Southern Nias. Cultural preservation activities carried out through preservation, conservation and revitalization, as well as to re-use it, and not ignore it (resurrect) hopefully Nias culture becomes one of the elements of national education.
Keywords: Government commitment; the value of cultural heritage preservation;
education
INTRODUCTION
Education has happened once when the first human being born into the world.
Consciously or unconsciously, the perpetrators of the education that is every individual in a community. Community in this case consits of father, mother and child. These three objects has started education. This is whats is called relationship or social
1 STKIP South Nias on Economic Education Studies Program, the Education Foundation of South Nias, North Sumatra.
2 Ever seminar at the International Seminar and Reunion Gold the Faculty of Education, University of Muhammadiyah - Makassar, May 5-6, 2016
interaction. The culture exists since the human was gave birth, it can be said that education begins in the family. The education is continued in the schools. The government in this case should consider to do something to preserve the existing culture through education.
Cultural development is a manifestation and proof of a human civilization.
Civilization is closely related to culture. Culture is essentially creativity, taste, and human initiative in meeting their needs. The ability of copyright (sense) of human scientific knowledge. The ability of human taste through the tools of his senses to produce art and art forms. While human initiative requires the perfection of life, dignity, and happiness of human life resulting in activity to meet its needs. And we talk about the culture that culture is now undergoing a process of gradual and continuous developments we konsepkan as cultural evolution, and evolution is taking place in accordance with the development of cultivation or of the human mind in the face of life's challenges from time to time. The evolutionary process for each community in each place is different, it depends on the challenges, environmental and human intellectual ability to anticipate the challenges earlier.
Through the development of human education is itself going to influence a civilization.According to Y. Arnold Toynbee, the birth of civilization is described by the theory of challenge and response. Civilization was born as a response man with all efforts and minds confront, conquer, and treating nature as a challenge to meet the demand and preserve its survival. And it affects the larger cultu that is the revolution of information is marked by the advancement of information technology and allows people to communicate in a variety of fields, this is a big wave that would affect the change in mankind's journey.
Even this human journey necessarily occur because there is an emotional bond and interaction with one another. Relationships that can occur in the form of intentionally or unintentionally, consciously or unconsciously. This interaction becomes a habit. Habit is what makes the activity all the time and represent each state or symbol of what happens within the family even a society, as representing the culture. Habits that happens is what is called culture. Cultures may take the form of tangible and
intangble. Tangible heritage can be tangible example custom homes, menhirs, megalithic, tooling and various other artifacts. While culture is shaped intangible cultural heritage that can not be seen but can be felt for example verbal utterances, ho ho (Nias, rhymes and poems), folklore, and so forth.
Maintaining culture is to maintain and preserve science and knowledge.
Sanderson (1995: 43) says "a species of living beings are social when members live together, interact and depend on each other to survive." Nias is a community located in the western part of the island of Sumatra. Nias is a tribe that has a unique way of life, social skills and a culture that does not have in common with other tribes that exist in mainland and the island of Sumatera, even in the world. Unique in terms of social because it has particularly the tribes that inhabit the land of their island but has a dialectic which varies by regions, the Central Nias, North Nias, Southern Nias and the group of islands called the Batu Island south of Nias. In tangible differences, namely in the form of residential communities in antiquity that the custom house South Nias rectangular shape and soars upward, while the traditional house besides Nias Southern part, everything is oval and not high.
People have a traditional house is omo hada. Omo hada Nias is a residential community, especially those of South Nias. The structure of the custom house different from each other. The main house or a manor house or a big house in the community that the visible property of chiefs or nobles larger than the traditional house of the general public. Its shows that the owner of the house is as the head of the village.
Based on the initial identification that the school as part of the education system, with all the components that are involved in it, but as the institution that expected to show its role was still not a full role in teaching the students about the culture there. The school has its own culture that is different from the culture that has been there and apply around and environment of the learners, which introduce traditional house (omo hada).
Besides, the condition of the people who seemed indifferent about the importance of preserving the culture, it turns out it makes a burden, especially in maintaining and defending. The culture will be lost with disuse as habituation in social life and society. This has led the authors to examine more deeply about the authorities'
commitment to preserve social values cultural heritage society as part of the education and teaching in schools in the study of omo hada (traditional house) Nias particularly Southern Nias.
ISSUES
Based on the above background, the problem in this research is "How can the government commitment preserve the cultural heritage of society through education?".
The method used in this research is literature study through books, literature, articles and internet websiteto get a variety of data sources as well as by means of field studies by observation, interviews and even by joining the institute survey ever conducted Unesco together with the Bamper Madani, South Nias. This study is a qualitative research.
THE ROOTS OF SOCIAL CULTURE
A strong appreciation of the value of local culture, will provide the ability for individuals to manage themselves so that they can behave, act and take responsibility and act on their lives as individuals and citizens in the middle of strength and a huge wave of development of science and technology. The technology development makes social life of society beyond the territorial boundaries of a region and even the country.
This will make people leave social and cultural values that are crushed by the wave of globalization.
In appreciating the cultural heritage needs a strong commitment from the community, stakeholders and government. Commitment is needed so what is the purpose of preservation can be felt by generations to come. Dictionary of Indonesian (in http://kbbi.web.id/komitmen) stated that the commitment is an agreement to do something. This means that in preserving cultural heritage is not limited to be discourse, especially if only a slogan only. It should mean something that must be done in order to remain sustainable socio-cultural origins. This is because, as we know that Indonesia is exposed from globalization, basically we do not want children later uprooted from their
cultural roots in the global situation. It is expected that that the students are not alienated from its own cultural roots.
Commitment is to values (Rainey, 2003: 401), meaning that in appreciating formed an organization or a container as part of maintaining and preserving the cultural values that have been handed down by the ancestors of the community. So the commitment is a mutual agreement that is contained in a decree known to the elements involved in the preservation of cultural heritage, among other communities, stakeholders and government. Commitment is a full recognition, as the actual attitude that comes from the character that comes out from within oneself.
UU-RI No. 11 of 2010, has outlined that the use of cultural heritage may be used by the government and society. Utilization of cultural resources can be realized if it can be managed properly by referring to the rules of academic and practical in accordance with existing regulations. Things that should always be remembered, that the Heritage or Heritage in use, should be aimed at the welfare of the people as much as possible.
In the law of the National Education System of the Republic of Indonesia, ie Undang-Undang Nomor 20 Tahun 2003 tentang Sisdiknas pasal 1 ayat (1) dinyatakan bahwa pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Means that the National Education System stated that education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual power of religion, self-control, personality, intelligence, noble character, and skills needed him, society, nation and state.
What was announced by the government through the law, according to the opinion researchers are still limited to discourse because it is not accompanied by a strong impulse that the cultural heritage as part of the science that continues and must be preserved and continue to be used by a society that does not disappear because the effect of changing times.
Human life has reflected what the man did for generations. According Koentjaraningrat (2005: 184)
Kehidupan suatu masyarakat secara garis besar mematuhi seperangkat tata tertib yang kita sebut adat istiadat. Adat istiadat dalam kenyataan adalah cita-cita, norma-norma, pendirian, keyakinan, sikap, peraturan, hukum, undang-undang, dan sebagainya, yang mendorong tingkah laku manusia. …yang dimulai sejak lahir hingga akhir hayat mereka.
This means that the life of a society broadly adhere to a set of disciplines that we call customs. Researchers believe as the opinion that with the values and norms that are formed in a community through cultural heritage have demonstrated their order and evidence of people have a source of knowledge that can be seen and studied to date. The custom house constructed as earthquake-resistant buildings that eventually becomes part of the process of architectural development of modern science.
Meaning that life of a society broadly adhere to a set of disciplines that we call customs. Customs in reality are ideals, norms, establishment, beliefs, attitudes, regulations, laws, legislation, and so on, which encourages human behavior, which begins from birth until the end of their lives .
So in this case is expected by the full awareness that cultural education must be understood as a very important thing in the process of learning so that learners have the spiritual strength, self-understanding about cultural heritage that can be used as welfare for the people in his or her society.
Omo Hada Cultural heritage Of Nias
Nias communities have homes called omo hada. Omo hada made of a wooden base. Starting from the foundation and pillars of the building until the roof omo hada (traditional house). In the manufacturing process does not use the spikes.
Omo hada means the custom house or a house of culture. Omo hada in Nias language is often called omo niha or omo sebua. This house is the residenced of Niasan. The place to socialize and interact. The place where Niasan raised and educated man Nias who lived in the house. Sketches of the custom house can be seen as Figure 1.
Figure 1. Sketch Traditional House of South Nias
Source: available at https://www.google.com/imgres?imgurl=http://documents.epfl.ch/, browsing March 14, 2016
Based on a sketch of the custom house, can be described one by one of the few number of parts in the custom house:
1. Batu Gehomo, Batu with flat surfaces that are used to hold the pole ehomo (ehomo separating pole from the ground). River rock carved box-shaped.
2. Ehomo, Poles round (pillars) buffer structures are placed vertically.
3. Ehomo mbvumbvu, Poles logs (pillars) buffer roof
4. Silõtõ, which invalidates the transverse beam floor boards.
5. Sikhõli, thick boards placed longitudinally and clamping function across the floor structure (ahembatõ). Placed at the left and right of the building.
Sikholi shaped tip curved upwards and decorated with various carvings.
6. Batu Ndriwa, Batu with flat surfaces that used to challenge ndriwa pole (pole ndriwa separates from the ground) of the river rock stone chisel-shaped box.
7. Driwa, poles diagonally lengthwise, crosswise support columns.
20. Batu gehomo
19. E
homo 18. Ehomo
mbvumbvu
17. Silõtõ 16. Sikhõl
15. Batu
14. Nd
13. L
12. Lag
11. Etenora
9. Silusilu 10. Hadrohadro 6. Etenora
7. Gasõmatua 8. Kapita
5. Folanõ
4. Sagõ
3. Lawa-lawa
1. Vanuna, dan 2. Vfo (inside)
8. Lali'õwõ, round-shaped longitudinal beams that invalidates the floor boards of the building structure.
9. Lagõ-lagõ, thick wooden planks are placed longitudinally on the left and right parts of the building and serves the entire structure pinning bottom of the roof on the building.
10.Ete nora, ladder as a bridge, it is only found in custom homes nobles because of its most traditional house among others.
11.Silu-silu, doorstop
12.Hadro-hadro, doorstop, the shape is longer than silu-silu.
13.Dane-dane or harefa, a place to store the goods that his place at the top.
14.Gasõmatua, wooden beams that are part of the skeletal structure of the building roof.
15.Kapita, mast horizontal beam roof
16.Folanõ, clamps spices, wood stacked-shaped "X" which serves to clamp the roof of a house located at the top of the roof.
17.Sagõ, Roofs made of Sagõ palm leaves.
18.Lawa-lawa, roof opened to get light into the house.
19.Vanuna, situated above the kitchen stove, which serves as a place to put firewood as well as a dryer by evaporation from the furnace
20.Vfo, located one level above vanuna.
As sketched above description, it can be seen form of the custom homes, as well as figure 2.
Figure 2. Structure of custom homes in South Nias
Source: Documentation of researchers, 2016.
SOCIAL CULTURE OF EDUCATION
Social and cultural needs to be an essential part of the educational process in schools and in the community that has begun to shift from cultural values locally owned by people who are not necessarily owned by a society or any other nation.
Educational institutions should be the center of cultivation, namely the central embodiment of the values in advancing the life he aspired to a society, because education and culture are two areas that can not be separated from society. Education is a human endeavor that is important to preserve, maintain, and develop the existence of society. Delors et.al (1996: 11) stated as follows:
In confronting the many challenges that the future holds in store, humankind sees in Education an indispensable asset in this attempt to attain the ideals of peace, freedom and social justice. As its concludes its work, the Commission affirms its belief that education has a fundamental role to play in personal and social development.
Changes can not be done by half, should be an integral, holistic and comprehensive. Similarly, if we want to show appreciation learners towards socio- cultural values. Introduce to students the structure of the traditional house that is not lost penyebutannya first term is not lost.
Goal of education is to prepare learners to keep studying the shape and structure of a traditional house. Plugging in terms of modern architecture. This will encourage technology in the field of contemporary architecture. The government's goal as the
policy holder, that equip people to always make custom homes as a concept in building and preserving the cultural heritage of the ancestors so that it can evolve as the development of civilization from primitive societies, civil society, and modern society.
This work is done because many nations and other countries that have little or no cultural heritage, but trying hard to preserve and even create it in favor of an identity, then really naive if the Indonesian people who have a lot of cultural heritage but ignore its preservation. Moreover, specifically on the island of Nias which has many and manifold culture as a legacy to generations later, it is necessary that conservation efforts can be carried out through the preservation, conservation and revitalization. This is in line with Sanderson (1995: 501-504) about ". . . education as a development (nation building). . . ".
Preservation with preservation efforts, namely the maintenance, preservation, maintenance, and protection. Conservation efforts, namely the preservation and protection of something in this case the cultural heritage on a regular basis to prevent damage and obliteration by means of preservation. While the revitalization, the process of turning on or revive the cultural heritage so that it becomes part of people's lives.
Activities of preservation, conservation and revitalization is a good effort all elements of society, stakeholders, and governments to avoid all forms of damage, loss and even vandalism. In many areas occurred even rampant cultural asset sales to people who are not responsible. Loss of culture as well as loss of language and loss of identity or the identity of a region and even the nation.
An assortment of cultural patterns already known, namely the "system of thought is cognitive, expressive symbol systems such as styles and forms of art, and the system of value orientation" (Pearson, 1962: 8). In terms of the more popular, the three categories of culture referred to as: (1) This way of thinking and a way of looking; (2) The art form and style; and (3) the moral and value system as a frame of orientation.
Education has a relationship with culture. Education can play a role to maintain and develop the cultural value system.
CONCLUSION
Role of government in protecting and preserving the cultural hem put forward for the government as a maker and decision makers. Participation in the form of commitments that governments in preserving the cultural heritage as a cultural heritage as well as local property and cultural wealth of the nation.
Other nations that have little or no cultural heritage, but trying hard to preserve and even create it for the sake of an identity. Preservation of culture can be carried out through the preservation, conservation and revitalization.
Activities and habits that have been entrenched should be made as local content so that the socio-cultural values and education are constantly studied and understood by every learner as generations to preserve the culture remain well preserved. The process of enculturation is the corresponding term study involving elements of society and learners to understand the culture. Enculturation is acculturation, ie the process of socio- cultural all become a customary or a stable institution. Koentjaraningrat (2003: 145)
"enculturation process is a learning process that adjusts the minds and attitudes towards indigenous system of norms, as well as all the regulations contained in one's culture".
The values of the local culture becomes the first value is known by an individual that is born out of the community or the culture. What has become part of the community, should be conserved, that is by continuing to use it instead of ignoring it (Resurrect). Maintenance and moreover in the development of local culture, the culture of Nias, one of the elements of national education.
REFERENCES
Delors, Jacques et.al, 1996, Learning the Treasure Within: Highlights of the Report to Unesco of the International Commission on Education for the Twenty First Century, Unesco, Paris.
Koentjaraningrat, 2003. Pengantar Antropologi, Jilid I, Cet. Ke-2., Rineka Cipta, Jakarta.
___________, 2005. Pengantar Antropologi, Jilid II, Cet. Ke-3., Rineka Cipta, Jakarta.
https://www.google.com/imgres?imgurl=http://documents.epfl.ch/, di browsing, 14 Maret 2016
http://kbbi.web.id/komitmen, di browsing tanggal, 31 Maret 2016.
Rainey, Hal Griffin, 2003, Understanding and Managing Public Organizations, Jossey Bas, San Fransisco.
Parsons, Talcott et. al, 1962, Toward A General Theory of Action: Theoretical Foundations for the Social Sciences, Harper and Row, New York.
Sanderson, Stephen K., 1995. Sosiologi Makro: Sebuah Pendekatan terhadap Realitas Sosial, Penerjemah Farid Wajidi, S. Menno, Ed., 2., Cet. 2., RajaGrafindo Persada, Jakarta.
Undang-Undang Nomor 11 Tahun 2010 Tentang Cagar Budaya
Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional
