The Journal of Social Studies Education in Asia, Vol.7, pp.33-45, 2018

Enculturation Model of Nationalism at Elementary Schools
Based on the Character Education in Semarang City,
Central Java Province, Indonesia
Wasino Wasino

Universitas Negeri Semarang, Indonesia

Hari Wuljanto

Education and Cultural Department, Central Java Province, Indonesia
AbstractIndonesian nationalism is an ideology agreed among the Indonesian political elites. The ideology wasinternalized in all Indonesians through several ways, especially in education. Until the end of Suharto era,
nationalism was very strong and learned by the students in all level of education. History and civics education
were the main subject matter which forced the nationalism ideology from the state perspective. After the New
Order outbreak (1998), civics and history were not being main subjects at school. For several times, there wasdegradation of nationalism among the student of Indonesia. Since 2013, the Indonesian Minister of Education
and Cultural introducing the “Character Education” to increase nationalism for the students from elementary tosenior high school. The problem was the method of implementation was not good. Thus, this research tried tomake a new model to teach nationalism for the students at elementary schools by considering the weakness ofthe factual teaching models. The results showed that the character education for teaching nationalism at theelementary schools was varied and non-standard. Nationalism-based character education at elementary schools
had not been managed properly as a part of school management. In addition, the research findings showed thatinternalization of nationalism for the students was determined by the effectiveness of the enculturation
management model. Moreover, the results of this study may be applied and developed in order to create students’nationalism in Indonesia through the enculturation process. The process would succeed after the school
management was involved in applying that habituation in the school environment.

Keywords: enculturation, nationalism, model, elementary schools.

INTRODUCTION
Nationalism is an ideology which refer to the loyalty of people which is dedicated to the country (Kohn,
1955/1976). In the case of Asian Countries, including Indonesia, this refers to an imagined community. This

1

33

Wasino Wasino and Hari Wuljanto

was taken place in the early of twentieth century when the Indonesians colonized by the Dutch. As an imaginedcommunity, Indonesian nation was on the people’s mind (Anderson, 2006).
The imagination of the Indonesian nation initially was only on Indonesian intellectual elites’ minds
established by the National Struggle Organization, such as Muhammad Hatta (Indonesian Unity), Ki Harjar
Dewantoro (Indian Party) Sukarno (National Indonesian Party, and so on (Wasino, 2006, p. 6-7). After
Indonesian Independence (17 August 1945), the conception of nationalism was spread in several areas and withseveral strategies as well. Education at school was the most important thing to encourage enculturation ofnationalism. History and civics education were the most popular subjects to educate nationalism to the students
from all level of education. During Suharto era, this was implemented in “Pendidikan Sejarah Perjuangan
Bangsa” and “Pendidikan Moral Pancasila” as an indoctrination of nationalism to their country.
Since Indonesian Reformation (1998), the nationalism education decreased considerably. Pendidikan
Sejarah Perjuangan Bangsa was abolished and Pancasila was not intensively learned by the students from theearly stage as elementary schools. Some elders said that this could lead a nationalism decrease among thestudents.
The weakening nationalism of the elementary school students became a concern for most parents andteachers in the last decade. The phenomenon of a nationalism deterioration which was marked by the lack senseof nationalism was a nationalism degradation resulted in a weak development of nationalism-based national
character education at elementary schools. Thus, the implementation of 13th National Curriculum of Schools inIndonesia schools had to teach the character education, especially nationalism education.
The nationalism degradation could be seen from the lack respect of the symbol and state attribute,national anthem and national ideology. The weaning nationalism development at school was such an iceberg
phenomenon. For instance, a particular school was reluctant to conduct a flag ceremony, and another school
prohibited its students to sing Indonesia Raya as the national anthem and also read Pancasila text. Those
occurred in the Metesih Elementary School, Karanganyar and Al-Irsyad Junior HighSchool Tawangmangu,
Karanganyar (Solo Post, 2011). Therefore, this showed the significance of a nationalism development atelementary schools.
Meanwhile, most elementary schools in Indonesia did not have standard guidelines in order to develop
students’ nationalism. After the revocation of MPR Decree number II/MPR/ 1978 on the implementation of P4(Pedoman Penghayatan dan Pengamalan Pancasila), the available instrument for developing an effective
nationalism at elementary schools had not been established. Consequently, there was a tendency for eachelementary school to develop nationalism guidance partially and to implement them based on each different
characteristic which resulted in an ineffective nationalism development for the elementary school students.
Researches related to the nationalism development were still varied in focus. In Western Europe, suchas Northern Ireland or Eastern Europe (several countries as formers of Yugoslavia), focused on a national
identity and the formation of a nation (Nagle & Clancy, 2011). Then, the researches on nationalism in Germanyemphasized on a national pride (Idriss & Rottenberg, 2011), and researches in Hongkong tended to emphasize
the formation of political attitudes (Shan, 2010). Moreover, the former colonies such as Indonesia, Burma, andVietnam, the nationalism was developed as a social integration and national unity (Anderson, 2006).
The problems in this study were a). how the model of enculturation management of nationalism-based
character education at elementary schools in Semarang was, b) how the development of the enculturation

34

2

The Journal of Social Studies Education in Asia

management of the nationalism-based character education was and c). how the effectiveness of nationalismbased character education was. The research was conducted in an informal education at elementary schools in
Semarang. The result of this research is the development model to be applied at elementary schools in Indonesia.

Nationalism
Allport (Gross, 2013, p. 40; Azwar, 1998, p. 8) defined attitude as a mental and neural condition throughexperiences which gives directive or dynamic influence to the individual responses toward all objects andsituations associated with it. At the first time, nationalism conception came from an understanding of the nation.
Kohn (1976, p. 11) mentioned that nationalism is a notion stating that the highest fidelity had to be given to thenation. In addition, Smith (2002, p. 10) stated that nationalism is as an ideology that regards the nation at thecenter of the problem and it seeks to enhance its existence. Nationalism was a condition of a person's mental
readiness in answering and responding the problems in society, nation and state based on the noble values ofnational culture – Pancasila which is based on the Constitution of 1945 in the framework of Bhineka Tunggal
Ika and Republic of Indonesia.
Nationalism is considered as the national character and identity marking the nation which is unified
through the symbols of the national anthem, flag, and language. This creates a new feeling which does not regard
the difference, or it is often referred to as "shared feeling". To do so, national identity is also considered theinherent social identity. The people will consider them intertwined with others to have the same feeling ofshared-collective senses. These aspects need to be nurtured, maintained and passed from generation to
generation as an effort to strengthen national foundation. The strong national identity will eventually form anational character as defined by Inkeles (1997, p. 5) as a way to see the culture and behavior of the individual
patterned culture or as a way to measure the coherence of cultural values or forms of behavior.
Indonesian nationality and nationalism as a major part of national awareness do not appear instantly,
but they must be enhanced, developed and given in the life of nation and state. Nationality is the most basic way
to unify all community members which historically and culturally have the urge to be united without any
selflessness in the nation. In a national vision, there is an embedded demand of a nation to establish its true
identity as a nation. This believes the cultural values born and flourished as the embodiment of its personality(Sumarjoko as cited in Soegito, 2012, p. 4). Hence, the national development effort needs to be continuously
implemented. The expected result is the birth of a solidarity sense as a nation, Indonesia (Hamuni, 2008, p. 83).
The nationalism value is a value system that must be inherited to the younger generation in order tomaintain national values which include cognitive, orientation value, and affective aspects (Kartodirdjo, 1990, p.
245). The values needed to be developed are as follows.
a. Speak Bahasa Indonesia correctly and appropriately
b. Possess patriotism
c. Be loyal to othersd. Use domestic products
e. Promote unity
f. Preserve and develop both local and national values as well as cultures

3

35

Wasino Wasino and Hari Wuljantog. Preserve and develop pillars of the nation namely Pancasila, the 1945 Constitution, the Republic of Indonesia
and Bhineka Tunggal Ika.
The formation of nationalism cannot be separated from social interaction. Mercer and Clayton (2012,p. 10-12) stated that many researches on attitudes indicate that the attitude is socially constructed. The
conditioning, imitation and cognitive-based attitude formation have an important role.
The social attitude is constructed by social interaction experienced by individuals. This is influenced bypersonal experience, culture, and others which are considered important, mass media, institutions or educational
institutions and religious institutions as well as emotional factors within the individuals (Anwar, 1998, p. 30).
Schools as formal educational institutions have an important role in the development and inheritance system ofnationalism values. This is due to the role of school as a formal educational institution conceived to carry out
reproduction, awareness and mediation functions simultaneously (Danim, 2006, p. 2).

Enculturation
Herkovits (1964, PP. 92-93) defined enculturation as a process of conscious and unconscious
habituation, and as a maintenance of cultural norms of individual's native culture such as essential values, ideas,
and concepts. In a broader sense, enculturation is the process of an established culture which informs individuals
with continuous norms and acceptable values from which the individuals can finally be accepted into thecommunity for their roles.
The concept of enculturation includes skills of how to behave, acknowledge of cultural standards, codesof symbols such as language and arts, motivation supported by culture habits of how to respond, ideology, andattitudes. This concept is identical to socialization. According to Gillin (1954, p. 643), socialization is a processthat brings individuals to become functional members in a society and to behave according to the standards ofthe group, to follow the habits of the group, to apply group traditions and to adapt themselves to thecircumstances faced to be accepted by others in the group.
In the educational context, the concept of enculturation is defined as an education in the broader sense
which includes family education, school and community. The school is a part of the processes of thisenculturation (Singleton, 1988, p. 30). Linton (Shimahara, 1970, p. 143) interpreted the concept of enculturation
as a step of mechanism of how to transmit values in the cultural changing situation.
Haviland (1978, p. 16) emphasized that enculturation is as a cultural inheritance. This is a process of how
culture is inherited from one generation to the next generation and from which individuals become members of
their community. As a cultural process that teaches individuals about the norms and cultural values prevailed insociety, the enculturation can also be seen as a process of cultural transmission (Dobbert, 1984, p. 276). In thecontext of education, the theory of cultural transmission contains five characteristics. First, it provides thefundamental concept of how the culture is defined. Second, it has focus as the learning plan for the community.
Third, it provides guidance for the process of investigation and learning for humans. Fourth, the culturaltransmission gives facts about the various modalities which include observation, knowledge, skills andconscious thought. Fifth, it provides a framework to develop comparisons and predictions of experienced
cultural transmission.

36

4

The Journal of Social Studies Education in Asia

Related to the concept above, Kottak (2007, p. 4) stated that enculturation is a cultural process currently
setting up to teach norms and values to the individuals which are received from the culture or society where theindividual lives. The individuals may become members of the community and fulfill their function and role inthat community. This type of education focuses on fine art - knowledge which is based on one’s culture. Hence,a child or an individual learns and adjusts his/her mind as well as attitudes, system of norms, guidelines, andregulations in the culture.
Spindler (Shimahara, 1970, p. 143) emphasized more on enculturation related to behavior - enculturation
is a process of individuals’ learning toward their culture through experiences, observations and instructions.
Here, learning is defined as the process of how to develop knowledge, skills and attitudes needed to participate
in the community, to practice cultures and to become a full-membership in the society. According to Fortes(Koentjaraningrat, 1990, p. 229-231), the process of enculturation to transmit cultural elements is practiced
through some stages which include imitation, identification, internalization, and externalization.

METHODS
The study was conducted in eight different elementary schools in Semarang. The approach was
qualitative by employing research and development method (R&D). The procedure of the development used
three phases: a preliminary study to describe the management model of nationalism-based character education
at elementary schools, the development stage to develop an effective management model of enculturation, andthe test stage to test the effectiveness of the management model of enculturation at elementary schools.
Data collection techniques in the preliminary study were interview, observation, documentation andreflective test. Then, in the development stage, focus group discussion, recording and documentation were used,
and in the third stage, the techniques were test, interview, intent observation and focus group discussion. To
analyze the data, exploration was used in the pre-elementary research and R & D was for the development stage.
Meanwhile, descriptive qualitative analysis was used in the test stage.

FINDINGS AND DISCUSSION
Findings
The preliminary finding of this study indicates that the implementation of nationalism-based character
education at elementary schools in Semarang has not been standardized and it is still varied depending on thecharacteristics and orientation of each elementary school. There are four schools’ attitude in implementing
nationalism-based character education namely (a) the schools which implement character education based on
their condition, (b) the schools that implement character education based on religious values in line with theircharacteristics (c) the schools that implement character education with their improvisation and creativity and (d)the schools that implement character education based on the natural environment.
In the management aspect, this is found that the enculturation management of nationalism-based
character education at elementary schools in Semarang has not been planned, coordinated, implemented, and537

Wasino Wasino and Hari Wuljantomeasured optimally. Most of the schools have generally implemented character education, but they have notoriented on the establishment and development of nationalism.
This study found that the model of enculturation management of nationalism-based character education
is effective to improve students’ nationalism at elementary schools. This model emphasizes on the importanceof planning of nationalism-based character education explicitly at the school development plan (RKS), annual
work plan (RKT), budget and expenditure plan (RAPBS) and the explicit learning aspects in the planningdocuments of learning based on the curriculum at the unit level of education in the form of syllabus and lesson
plan. The enculturation of nationalism-based character education is carried out through the integration of
curriculum, extracurricular or student coaching, and leadership activities coordinated by the school principle.
To achieve the basic attitude of students’ nationalism, the teachers are supposed to guide, to teachnationalism values based on the class level, to test the competence achievement and to give appreciation.
Furthermore, this needs support from parents. The parents’ supports can be in the forms of assisting, confirming
and monitoring the students’ achievement related to the basic attitude of nationalism. In doing so, theinvolvement of the Primary Education Unit (UPTD) in the district and school supervisor is important to provide
supervision and mentoring. Both school committee and parents become partners in order to support and tosupervise the implementation of the enculturation process.
This study also found that nationalism-based character education is a result of habit acquired throughlearning, extracurricular, habituation and leadership in school environment. Education is not just a transfer ofscientific information from a teacher to the students, but also a transformation of values to the students. The
development of this model is effective to form of students’ nationalism by the support and participation ofparents at home. The support is important to foster the students’ motivation related to nationalism achievement.
The development of nationalism-based character education for elementary school students need to bedone in the early periods which is measurable and sustainable implemented. This will strengthen the attitudes
through knowledge, appreciation and experience. The longer the process of learning value is, the stronger thevalue will be internalized in the students.
The findings of this study indicate that the effectiveness of the enculturation management is influenced
by the individuals’ readiness and the involvement of collective mentality. The readiness refers to individuals’
psychological mentality for a learning experience, whereas the collective mentality is the individual’s
engagement with his/her social life. Moreover, this study also found that the students’ nationalism development
is influenced by the effectiveness of appreciation by the achievement of the basic nationalism. Each individual
has desires and expectations, and as individual and social beings, the people need respect and appreciation fromothers. The individual’s attitude is affected by the responses from others. Based on the educational theory,developing a positive attitude is carried out through reinforcement. Appreciation is basically a reinforcement tobuild nationalism for elementary school students.

Discussion
Based on the findings, this study develops a discussion of enculturation management in order to build
nationalism. Related to the relationship between standardization of enculturation management and thesuccessful establishment of nationalism, the success of students’ nationalism relies on the standardized

38

6

The Journal of Social Studies Education in Asia

enculturation management of nationalism-based character education at elementary schools. The more
standardized management is, the higher success the students’ nationalism will be. The more non-standard
management is, the lower success of the students’ nationalism will be.
The explanation above can be explained as follows.
1. If the enculturation management of nationalism-based character education is standardized from which thesuccess of students’ nationalism is high, it can be concluded that this management is effective.
2. If the enculturation management of nationalism-based character education is not standardized from which thesuccess of students’ nationalism is high, it can be concluded that this management is stagnant.
3. If the enculturation management of nationalism-based character education is not standardized from which thesuccess of students’ nationalism is low, it can be concluded that this management is failed.
4. If the enculturation management of nationalism-based character education is standardized from which thesuccess of students’ nationalism is low, it can be concluded that this management is not effective.
The second explanation related to the development of enculturation model is the effectiveness ofnationalism-based character education which depends on the availability of the development model of theplanned, coordinated, implemented, and measured enculturation management. The more well-planned,
coordinated, implemented, and measured the model is, the more effective a nationalism-based character
education will be. The more unplanned, uncoordinated, unimplemented, and unmeasured the model is, the more
ineffective nationalism-based character education will be.
It can be stated as follows.
1. If the development model of enculturation management of nationalism-based character education is planned,
coordinated, implemented, and measured from which the enculturation process becomes effective, themanagement model of the enculturation is effective.
2. If the development model of enculturation management of nationalism-based character education is notplanned, coordinated, implemented, and measured from which the enculturation process becomes effective,
the management model of enculturation is stagnant.
3. If the development model of enculturation management of nationalism-based character education is planned,
coordinated, implemented, and measured from which the enculturation process becomes ineffective, themanagement model of enculturation is failed.
4. If the development model of enculturation management of nationalism-based national character education isplanned, coordinated, implemented, and measured from which the enculturation process becomes ineffective,
the management model of enculturation is not effective.
Related to the effectiveness of the management model, it can be stated that the development of students’nationalism is determined by the effectiveness of the development model of nationalism-based character
education. The more effective the development model of enculturation management is, the higher success ofthe students’ nationalism will be. The more ineffective the development model of enculturation management
is, the lower success of the students’ nationalism will be,
The explanation above can be stated as follows.
1. If the development model of enculturation management of nationalism-based character education is highfrom which the students’ nationalism is successful, the effectiveness of this model is effective.

739

Wasino Wasino and Hari Wuljanto

2. If the development model of enculturation management of nationalism-based character education is low
from which the students’ nationalism is successful, the effectiveness of this model is stagnant.
3. If the development model of enculturation management of nationalism-based character education is low
from which the students’ nationalism is low, the effectiveness of this model is failed.
4. If the development model of enculturation management of nationalism-based character education is highfrom which the students’ nationalism is low, the effectiveness of this model is not effective.
The results of this study indicate that the effectiveness of the students’ nationalism depends on theirhabituation of nationalism in the education unit. The more intensified the habituation of nationalism in the
education unit is, the more effective the development of the students’ nationalism will be. The less intensified
the habituation of nationalism in the education unit is, the less effective the development of the students’nationalism will be.
Those explanations can be stated as follows.
1. If the intensity of the habituation of nationalism-based character education is high from which theeffectiveness of the students’ nationalism is high, the intensity form of habituation is effective.
2. If the intensity of the habituation of nationalism-based character education is low from which the effectivenessof the students’ nationalism is high, the intensity form of habituation is stagnant.
3. If the intensity of the habituation of nationalism-based character education is low from which the effectivenessof the students’ nationalism is low, the intensity form of habituation is failed.
4. If the intensity of the habituation of nationalism-based character education is high from which theeffectiveness of the students’ nationalism is low, the intensity form of habituation is not effective.
The results of this study find the significance of support from parents to develop nationalism which isrelated to the goal of character education at elementary schools. Hence, it can be concluded that the effectivenessof the students’ nationalism is affected by the support from parents in the process of the enculturation. The higher
the level of support from parents in the enculturation process of nationalism-based character education is, themore effective the development of the students’ nationalism will be. The lower the level of support from parents
in the enculturation process, the less effective the development of the students’ nationalism will be.
It can be stated as the followings.
1.

If the support from parents related to nationalism-based character education is high from which theeffectiveness of the development of the students’ nationalism is high, the support of parents toward thedevelopment of the students’ nationalism is effective.

2.

If the support from parents related to nationalism-based character education is low from which theeffectiveness of the development of the students’ nationalism is high, the support of parents toward thedevelopment of the students’ nationalism is stagnant

3.

If the support from parents related to nationalism-based character education is low from which theeffectiveness of the development of the students’ nationalism is low, the support of parents toward thedevelopment of the students’ nationalism is failed.

4.

If the support from parents related to nationalism-based character education is high from which theeffectiveness of the development of the students’ nationalism is low, the support of parents toward thedevelopment of the students’ nationalism is ineffective.

40

8

The Journal of Social Studies Education in Asia

Based on the finding, conception, theory and developed products, the development of students’nationalism will be effective if it is done in the early periods in planned, structured, and sustainable ways. The
earlier and more planned, structured, and continued the nationalism-based character education is, the more
effective the formation of students’ nationalism will be. The slower, unplanned, unstructured, and unsustainableof it is, the less effective the students’ nationalism will be.
It can be stated as the followings.
1. If the enculturation process of nationalism-based character education is proceeded in the early periods inplanned, structured and continued ways from which the effectiveness of the students’ nationalism is high, theprocess of enculturation is effective.
2. If the enculturation process of nationalism-based character education is proceeded in the late periods in
unplanned and unstructured ways from which the effectiveness of the students’ nationalism is high, theprocess of enculturation is stagnant.
3. If the enculturation process of nationalism-based character education is proceeded in the late periods in
unplanned and unstructured ways from which the effectiveness of the students’ nationalism is low, the processof enculturation is failed.
4. If the enculturation process of nationalism-based character education is proceeded in the early periods inplanned, structured and continued ways from which the effectiveness of the students’ nationalism is low, theprocess of enculturation is ineffective.
The individual’s mental characteristic is produced by the individual’s enculturation process. It can produce
a balance between individual’s mentality and collective mentality. The enculturation shows a pattern or attitude
expressed through activities of its members. Hence, the effectiveness of the students’ nationalism is affected by
the individual’s optimal readiness and the involvement collective mentality. The more optimal of the students’readiness and involvement is, the more effective the students’ nationalism will be. Then, the less optimal of theindividual’ readiness and the involvement of collective mentality, the less effective the students’ nationalism
will be.
The statement above can be explained as follows.
1.

If the individual’s readiness and the involvement of collective mentality in the nationalism-based character
education is high from which the effectiveness of nationalism is high, those readiness and involvement are
effective.

2.

If the individual’s readiness and the involvement of collective mentality in the nationalism-based character
education is low from which the effectiveness of nationalism is high, those readiness and involvement are
stagnant.

3.

If the individual’s readiness and the involvement of collective mentality in the nationalism-based character
education is low from which the effectiveness of nationalism is low, those readiness and involvement are
failed.

4.

If the individual’s readiness and the involvement of collective mentality in the nationalism-based character
education is high from which the effectiveness of nationalism is low, those readiness and involvement are
ineffective.
The individual as individual and social human beings need respect from others. The elementary school

students have a tendency to repeat an act in which they consider that the act gets a positive reaction and response

941

Wasino Wasino and Hari Wuljantofrom others. It can be concluded that the success of the nationalism development is determined by theeffectiveness of appreciation and motivation to the students. The more effective the appreciation is, the higher
the success of students' nationalism will be. The more ineffective the appreciation to the students is, the lesssuccess of the nationalism will be.
The statement above can be explained as the followings.
1.

If the effectiveness of the achievement of basic nationalism is high from which the success ofnationalism attitude is high, the appreciation toward nationalism development is effective.

2.

If the effectiveness of the achievement of basic nationalism is low from which the success ofnationalism attitude is high, the appreciation toward nationalism development is stagnant.

3.

If the effectiveness of the achievement of basic nationalism is low from which the success ofnationalism attitude is low, the appreciation toward nationalism development is failed.

4.

If the effectiveness of the achievement of basic nationalism is high from which the success ofnationalism attitude is low, the appreciation toward nationalism development is ineffective.
From the discussion above, it can be concluded that the success of the students’ nationalism

development depends on the following factors: 1). a standard enculturation management of nationalism-based
character education in the education unit, 2). the effectiveness of the enculturation management model indeveloping the students’ nationalism, 3). the support from parents and assisting teacher in accordance tonationalism-based character education, 4). the implementation of enculturation process of nationalism-based
character education in planned, structured and continuous ways, 5). the individual’s readiness and collective
mentality involvement, 6). the appreciation given to the students in achieving the basic nationalism.
The development of enculturation management of nationalism-based character education in order toestablish nationalism is called ‘Hari Wul’ theory. This theory emphasizes the importance of enculturation
management in developing nationalism through six factors. The basic principle of this theory is that theeffectiveness of the enculturation management of nationalism-based character education is the key to develop
the elementary school students’ nationalism. The higher the effectiveness of enculturation management is, thehigher the success of the nationalism will be, and the lower the effectiveness of the enculturation management
is, the lower the success of the students’ nationalism will be. The eight factors are the keys to the success of thestudents’ nationalism at elementary schools through the process of enculturation.
This concept can be seen from the following figure 1 (see appendix). The concept in figure 1 is described asfollows.
1.

If the effectiveness of enculturation management of nationalism-based character education is high fromwhich the success of nationalism development is high, this form of enculturation management is effective.

2.

If the effectiveness of enculturation management of nationalism-based character education is low fromwhich the success of nationalism development is high, this form of enculturation management is stagnant.

3.

If the effectiveness of enculturation management of nationalism-based character education is low fromwhich the success of nationalism development is low, this form of enculturation management is failed.

4.

If the effectiveness of enculturation management of nationalism-based character education is high fromwhich the success of nationalism development is low, this form of enculturation management is ineffective.

42

10

The Journal of Social Studies Education in Asia

The enculturation management of nationalism-based character education at elementary schools which is
conducted by optimizing the eight factors is effective to develop the basic attitude of nationalism. The
consistency of the students’ within a certain period strengthens the students’ nationalistic behavior.

CLOSING
Conclusions
Based on the research findings and discussion, the conclusion can be stated as follows.
The implementation of nationalism-based character education at elementary schools in Semarang isvaried, and it has not been standardized. The more standardized the enculturation management of nationalismbased character education at elementary schools is, the more effective the development of the students’nationalism will be.
The model of enculturation management of nationalism-based character education at elementary
schools in Semarang has not been planned, coordinated, implemented, and measured. The more well-planned,
coordinated, implemented, and measured of the enculturation management is, the more effective theenculturation process of nationalism-based character education at elementary schools will be.
The development model of enculturation management of nationalism-based character education iseffectively applied in developing the students’ nationalism. The more effective management model ofnationalism-based character education is, the higher the success of the students’ nationalism will be.

Suggestions
1. The results of this study are expected to be implemented by the Ministry of Education and Culture for theestablishment and development of the elementary students’ nationalism in Indonesia through enculturation
process as the material for the Defense and National Security Council in order to develop national defense
through education.
2. The products produced by this study are expected to be used as the standard establishment and developmentof nationalism-based character education at elementary schools in Indonesia as a form of appreciation andpractices of Pancasila. In addition, this also strengthens the ideology of nation.
3. The study is expected to be developed later in junior high schools, senior high schools and higher educations
in order to establish and to develop nationalism. Furthermore, the implementation of which is adapted to thecharacteristics and the psychological development level.

1143

Wasino Wasino and Hari Wuljanto

APPENDIX
Figure 1. The correlationship between the effectiveness of enculturation management and the success ofnationalism
TheThesuccessof ofNationalism
success
Nationalism
Development
Development(Y)(Y)

Stagnantnt

Effective

X Low
X Low

XXHighHigh

Y HighY High
X Low
Y Low
X Low
FailedY Low

Y HighY HighX HighY Low

X HighThe effectiveness of
Enculturatioan
Management
The effectivenessofEnculturatioan(X)Management(X)

Ineffective
Y Low

REFERENCES
Anderson, B. (2006). The imagine communities, reflection in the origin, and spread nationalism. London:
Vesco.
Azwar, S. (1998). Sikap manusia dan pengukurannya (Human attitude and measurement). Yogyakarta:
Pustaka Pelajar.
Danim, S. (2006). Visi baru manajemen sekolah: Dari unit birokrasi ke lembaga akademik (The new vision ofschool management: From bureaucratic units to academic institutions). Jakarta: Bumi Aksara.
Dobbert, M. L. (1984). Cultural transmission in three societies: Testing a systems-based field guide.
Anthropology and Education Quarterly Journal, 15(4), 275-31.
Gillin, J.L. (1954). Cultural sociology. New York, NY: The Mc Millan Company.
Gross, R. (2013). Psychology the science of mind and behaviour. Yogyakarta: Pustaka Pelajar.
Hamuni. (2008). Globalisasi, nasionalisme dan wawasan kebangsaan (Globalisation, nationalism and national
insight), Selami IPS Journal, 23(1). Retrieved from http://revealbrain.blogspot.jp/2011/12/wawasankebangsaan-dan-nasionalisme.html
Haviland, W. A. (1978). Cultural anthropology. New York,NY: Holt Rinehart and Winston.
Herkovits, M. J. (1964). Cultural dynamic. New York, NY: Alfred A Knopt.
Idriss & Miller, C. & Rothenberg, B. (2011). Ambivalence, pride, and shame: Conceptualisation of German
nationhood. Journal of the Association For The Study of Ethnicity and nationalism Nation andNationalism, 18(1), 132-155.
Inkeles, A. (1997). National character: A psycho social perspective. New Jersey: The Transaction Publisher.
Kartodirdjo, S. (1990). Multi dimensi pembangunan bangsa (Multi-dimensional development of nation).
Jakarta: Grasindo.

44

12

The Journal of Social Studies Education in Asia

Kodiran. (2004). Pewarisan budaya dan kepribadian (The cultural heritage and personality). Humaniora
Journal, 16(1), 10-16.
Koentjaraningrat. (1990). Pengantar ilmu antropologi (Introduction to anthropology). Jakarta: Aksara Baru.
Kohn. (1955). Nationalism, its meaning and history. Princeton: Van Nostrand.
Kohn. (1976). Nasionalisme arti dan sejarahnya (Nationalism meanings and history). Jakarta: PT
Pembangunan Jaya.
Kottak, C. P. (2007). Window on humanity: A concise introduction to anthropology. Boston, MA: Mc Graw
Hill Higher Education.
Mercer, J. & Clayton, D. (2012). Psikologi social (Social psychology). Jakarta: Erlangga.
Nagle, J. & MaryAlice, C. (2012). Contructing a shared public identity in ethno nationally devided societes
comparing consociational and transformationist perpective. Journal of the Association for the Study ofEthnicity and Nationalism, 18, 78-97.
Shan, L. C. (2010). Alternative state formation in colonial Hong Kong: Patriotic school 1946-1976. Journal for
Critical Education Policy Srudies, 8(1), 390-408.
Shimahara, N. (1970). Enculturation: Reconsideration. Current Anthropology Journal, 11(2), 143-154.
Singleton, J. (1988). Origin of the AEO. Ritual, Myth and Cultural Transmission. Antropology and Education
Quartery, 15(1), 29-38.
Siswa tak paham pendidikan karakter (The students do not understand the character education). (2011, March
16). Suara Merdeka, 5.
Smith, A.D. (2002). Nasionalisme, teori, ideologi sejarah (Nationalism, theory, historical ideology). Jakarta:
Erlangga.
Soegito, AT. (2012, December). Wawasan kebangsaan (National insight). Paper presented at the Workshop
Penguatan Wawasan Kebangsaan at Institut Sepuluh Nopember.
Tak hormat bendera, makar (Disrespect the flag). (2011, June 11). Solo Pos, 4.
Taylor & Shelley, E., Peplau, L. A., & Sears, D. O. (2012). Psikologi sosial (Social psychology). Jakarta:
Kencana Prenada Media Group.
Wasino. W. (2006, March). Guru dan integrasi bangsa: menebar semangat kebangsaan Indonesia di masa
lalu, masa kini, dan yang akan datang (Teachers and national integrity: spreading the spirit of Indonesiannationality in the past, present and future), Speech delivered at Rapat Senat Terbuka Universitas Negeri
Semarang for Dies Natalis Unnes 41.

1345