Page 202 - Buku Kemdikbud Ki Hadjar Dewantara

penerapan prinsip pendidikan modern Barat, di bawah pimpinan

Pangeran Suryomataram.
David Radcliffe.(1971: 221) menggambarkan faktor
keterlibatannya dengan perkumpulan budaya itu sebagai berikut:
“In September 1919 he was finally able to return to Indonesia,

and immediately his services were sought as editor and leader
writer for various nationalist news- papers. He first settled in
Semarang, but in 1921 he returned to Jogjakarta, and it was
here that he became a member of a cultural discussion group, the

Sarasehan Slasa Kliwonan, which seems to have given the final
impetus to the fruition of his decision to found a National School
System. It was during the group's discussions on the colonial
predicament that he evolved a truly indigenous education which

would implant the values of independence and nationalism in
youth as a foundation for the political struggle for freedom.”
Pemaparan Kenji Tsuchiya (1975: 168) memperlihatkan
pengalaman mengajar di sekolah itu, yakni: “Teaching at the Adi

Darma school for one year must have induced him to establish a
new type of school based on his own ideas somewhat influenced
by those he learnt from Europe. For this purpose, however, he
paradoxically joined the most traditional Javanese group for

meditation (kebatinan) Selasa Kliwon and thereby succeeded in
starting a new school Taman Siswa on July 3,1922 at the heart
of Javanese Island, Yogyakarta,”
Melengkapi penjelasan-penjelasan tersebut, adalah

penjelasan berikut: “We can find its origins equally well in a

202 Sekilas Tentang Langkah Perjuangan Soewardi