Saatnya Pesantren Melek Teknologi

Republika, halaman 19

Pondok pesantren di Indonesia perlu memasukkan kurikulum teknologi untuk memacu peningkatan kualitas sumber daya manusia.

Pimpinan Pondok Pesantren Al Hikam, Depok, Arif Zamhari mengatakan, teknologi merupakan suatu alat untuk menunjukkan kejayaan masyarakat. Ilmu agama maupun teknologi selalu lahir bersamaan. Kehadiran teknologi di pesantren diharapkan memberikan manfaat lebih, dan bisa menjadi kunci kebangkitan agama.

Arif menambahkan, pesantren perlu meningkatkan kualitas sarana teknologi baik untuk sarana pembelajaran maupun sarana penunjang. Sama dengan sekolah umum, di pesantrennya juga memanfaatkan teknologi internet untuk pengajaran.

Rektor Institut Agama Islam Negeri (IAIN) Walisongo Semarang Muhibbin Noor mengatakan, teknologi dan penggunaan IT tak bisa lagi dipisahkan dalam kehidupan pesantren. Teknologi bukan lagi barang baru di pesantren, dan teknologi yang masuk pun hampir sama baiknya dengan non pesantren.

Ketua Umum Forum Dialog Nusantara Ilham Akbar Habibie mendorong pondok pesantren di Indonesia untuk memasukkan kurikulum teknologi guna memacu peningkatan kualitas sumber daya manusia. Pemanfaatan teknologi tidak harus modern, tetapi bisa juga yang sederhana misalnya penggunaan komputer, akses internet tanpa kabel atau wifi, dan buku-buku digital. Pihaknya berharap pemerintah mengambil peran lebih besar dalam pembangunan infrastruktur teknologi di pesantren.

Time for Boarding Schools to be Technology Literate

Republika, page 19

Islamic Boarding Schools (Pondok Pesantren) in Indonesia need to incorporate technology curriculum to spur improved quality of human resources.

Leader of Pondok Pesantren Al Hikam, Depok, Arif Zamhari said technology is a tool that shows the achievement of a society.   Religious knowledge as well as technology are born hand in hand.   The presence of technology in pesantren is expected to provide extra benefits, and could be the key to the revival of religion.

Arif added pesantren needs to improve the quality of technology facilities as learning facility as well as supporting facility.  As in public schools, his pesantren also utilizes internet technology for teaching.

Rector of State Islamic Institute (IAIN) Walisongo Semarang Muhibbin Noor said, technology and the use of IT is inseparable in pesantren life.   Technology is no longer new in pesantren, and the technology incorporated is nearly as good as in non pesantren.

Chairman of Nusantara Dialog Forum Ilham Akbar Habibie urged pondok pesantren in Indonesia to incorporate technology curriculum in order to spur improved quality of human resources.   Technology utilization need not be modern (state-of-the-art), but could also simply be the use of computers, wireless internet connection or wifi, and digital books.   His party expects the government to take a greater role in technology infrastructure development in pesantren.

Time for Boarding Schools to be Technology Literate

USAID Latih Dosen LPTK

Republika, halaman 19

Lembaga USAID Prioritas bersama 16 Lembaga Pendidik Tenaga Kependidikan (LPTK) se-Indonesia menyelenggarakan pelatihan nasional. Pelatihan itu difokuskan bagi dosen terkait implementasi Kurikulum 2013 dalam konteks pembelajaran dan manajemen sekolah.

Juru Bicara USAID Prioritas Sumatra Utara Erix Hutasoit mengatakan, pelatihan ini dilaksanakan di Yogyakarta dengan peserta 48 orang dosen. Peserta yang telah dilatih akan kembali melatih dosen dari 31 LPTK di tujuh provinsi mitra USAID Prioritas.

Ketujuh provinsi mitra USAID Prioritas adalah, Aceh, Sumatra Utara, Jawa Barat, Banten, Jawa Tengah, Jawa Timur, dan Sulawesi Selatan. Pelatihan ini didesain menggunakan modul II praktik yang baik dalam pembelajaran dan manajemen sekolah. Modul ini dikembangkan secara khusus sebagai bahan rujukan untuk LPTK.

Advisor Pengajaran dan Pembelajaran USAID Prioritas Lynne Hill mengatakan bahwa melalui pelatihan tersebut mampu memberikan keterampilan praktis kepada dosen LPTK. Dia berharap pembelajaran aktif dan manajemen berbasis sekolah (MBS) yang diimplementasikan di sekolah juga dikembangkan para dosen dalam mempersiapkan calon guru di kampusnya.

Dosen LPTK mitra USAID Prioritas juga dipersiapkan melatih dan mendampingi guru di sekolah lab (lab school) dan sekolah mitra LPTK, yang sekaligus merupakan tempat praktik mengajar mahasiswa. Mahasiswa diharapkan mendapatkan pengalaman yang baik dalam proses perkuliahan dan mereka dapat berpraktik mengajar di sekolah yang telah menerapkan pembelajaran aktif sesuai Kurikulum 2013

USAID Trains LPTK Lecturers

Republika, page 19

USAID Prioritas institution together with 16 Educational Staff Education Institutions or Lembaga Pendidik Tenaga Kependidikan (LPTK) throughout Indonesia held a national training.   The training was focused for lecturers regarding implementation of Curriculum 2013 in the context of teaching and school management.

North Sumatera USAID Prioritas spokesperson Erix Hutasoit said this training was conducted in Yogyakarta with the participation of 48 lecturers.   Participants who have been trained will then train lecturers from 31 LPTK in seven provincial partners of USAID Prioritas.

The seven USAID Prioritas partner provinces are Aceh, North Sumatra, West Java, Banten, Central Java, East Java, and South Sulawesi. This training was designed to use module II good practices in teaching and school management.   This module is specially developed as reference material for LPTK.

USAID Prioritas Teaching and Learning Advisor Lynne Hill said that the training can provide practical skills to LPTK lecturers.  She expects active learning and school based management (MBS) implemented in the schools are also developed by the lecturers in preparing prospective teachers in the campus.

LPTK lecturer partners of USAID Prioritas are also prepared to train and assist teachers in lab schools and LPTK partner schools, which are simultaneously the places for university student practice teaching. The university students are expected to obtain good experience in the study process and they can practice teach in the schools that already implement active learning in line with Curriculum 2013.

USAID Trains LPTK Lecturers

Aceh Kekurangan Guru SMK

Republika, halaman 7

Pihak Dinas Pendidikan Aceh mengungkapkan, provinsi ujung barat tersebut sejauh ini masih kekurangan guru sekolah menengah Kejuruan atau SMK. Hal tersebut mengakibatkan kualitas lulusan SMK di Aceh tak optimal.

Kepala Dinas Pendidikan Aceh Anas M Adam mengatakan hingga saat ini SMK di Aceh masih kekurangan guru dan untuk menutupi kekurangan tersebut, guru-guru sekolah umum kerap ditugaskan mengajar di sekolah kejuruan.

Namun, hal itu memunculkan permasalahan karena keterampilan anak didik tidak optimal sehingga mereka sulit bersaing di dunia kerja. Anas menambahkan, pihaknya telah mengambil langkah-langkah strategis diantaranya spesialisasi guru dengan mengalihkan guru sekolah umum menjadi guru SMK.

Program spesialisasi guru ini membutuhkan waktu paling tidak setahun, pemerintah daerah akan memberi beasiswa belajar kepada guru. Ini merupakan jalan pintas karena merekrut guru secara normal membutuhkan waktu paling tidak lima tahun.

Kepala Pusat Pengembangan Profesi Pendidik Badan Pengembangan SDM Pendidik dan Penjaminan Mutu Pendidikan, Unifah, mengatakan, pendistribusian guru terhambat karena minimnya guru yang mendaftar untuk mengikuti program resertifikasi guru. Dalam program yang dipayungi Surat Keputusan Bersama (SKB) lima menteri tersebut, guru yang banyak menumpuk di daerah kota-kota sebagian dipindahkan ke daerah yang masih kekurangan guru.

Sejauh ini, menurut Ulfiah, program tersebut masih menyisakan masalah karena banyak guru yang mengajar di jenjang pendidikan dengan mata pelajaran berbeda. Pihaknya meminta Dinas Pendidikan di berbagai daerah untuk aktif mebyosialisasikan program resertifikasi tersebut.

Sementara pakar pendidikan dari Universitas Muhammadiyah Prof Dr Hamka, Suyatno, menilai, manajemen guru seharusnya dikembalikan ke pemerintah pusat agar guru mudah didistribusikan ke seluruh pelosok daerah. Menurutnya, distribusi guru yang tak tertata dengan baik menyebabkan kesenjangan pendidikan antara satu daerah dengan daerah lainnya.

Aceh Lacking SMK Teachers

Republika, page 7

Aceh Education Agency stated the northwestern-most province so far is still lacking vocational high school teachers (SMK). This results in the quality of SMK graduates in Aceh not to be optimal.

Head of Aceh Education Agency Anas M Adam said to date SMK in Aceh are still lacking teachers and to tackle the deficiency, public school teachers are often tasked to teach in the vocational schools.

However, this creates a problem since students’ skills are not optimally (developed) so that they find difficulty competing at the workplace. Anas added his party took strategic steps, among them is teacher specialization by turning public school teachers into SMK teachers.

This teacher specialization program needs at least one year’s time, the regional administration will provide scholarships to teachers. This is a short cut because recruiting teachers in the normal way needs at least five years’ time.

Head of Educator Professional Development Center, Education Human Resource Development and Quality Assurance Agency Unifah said the distribution of teachers is hampered due to the minimal number of teachers registering to participate in the teacher re-certification program. In the program based on a Five Minister Joint Decree (SKB), some of the teachers accumulating in urban areas are moved to regions still lacking teachers.

So far, according to Ulfiah, the program still has problems because there are many teachers teaching in education levels with different subject matters.   Her party asked Education Agencies in various regions to actively familiarize the re-certification program.

While education expert from the University of Muhammadiyah Prof Dr Hamka, Suyatno deems teacher management should be returned to the central government so teachers are easily distributed to all corners of the regions. According to him, teacher distribution which is not well arranged causes education gaps between one region with another.

Aceh Lacking SMK Teachers

Kaltim Kucurkan Rp 5,9 M Tanggulangi Putus Sekolah

Republika, halaman 7

Pemerintah Provinsi Kalimantan Timur (Pemprov Kaltim) mengalokasikan anggaran senilai Rp 5,9 miliar pada 2014 untuk menanggulangi anak putus sekolah mulai SD hingga SLTA. Masyarakat diminta melaporkan kasus putus sekolah untuk mendapatkan pendanaan tersebut.

Rincian anggaran yang dialokasikan mencapai Rp 5,9 miliar itu terbagi menjadi tiga kategori, yakni anak putus sekolah SD dengan kuota 1.510 anak yang masing-masing mendapat beasiswa sebesar Rp 1 juta per anak, jenjang SMP untuk 1.300 anak yang masing-masing mendapat Rp 1,5 juta per anak, dan jenjang SMA untuk 1.220 anak yang masing-masing mendapat Rp 2 juta per anak.

Terkait alokasi anggaran tersebut, Kepala Dinas Pendidikan Kaltim Musyharim meminta masyarakat segera melaporkan ke Posko Anti Putus Sekolah yang telah tersebar di Kaltim. Apabila ada yang putus sekolah karena orang tuanya tidak mampu, diminta untuk cepat melaporkan ke RT, lurah/kepala desa, dinas pendidikan di kecamatan maupun kabupaten dan kota.

Musyahrim menambahkan kebanyakan penyebab anak putus sekolah bisa juga karena manajemen sekolah yang menahan rapor atau ijazah akibat siswa belum membayar biaya yang disyaratkan sekolah. Namun, pendanaan dari pemerintah tak akan berguna bila tak ada dorongan dari masyarakat untuk anak-anak yang putus sekolah.

East Kalimantan Pours in Rp 5.9 Billion to Tackle Drop Outs

Republika, page 7

East Kalimantan Provincial Administration (Pemprov Kaltim) allocated a budget worth Rp 5.9 billion in 2014 to tackle school drop outs starting primary (SD) until high school (SLTA). The public is asked to report drop out cases in order to obtain such funding.

Details of the budget allocation of up to Rp 5.9 billion is divided into three categories, namely primary school (SD) drop outs with a quota of 1,510 children each obtaining scholarship worth Rp 1 million per child; junior high school (SMP) level for 1,300 children each obtaining Rp 1.5 million per child, and the high school (SMA) level is for 1,220 children each obtaining Rp 2 million per child.

Regarding the budget allocation, Kaltim Education Agency Head Musyharim asked the public to immediately report to the Anti Drop Out Posts or Posko Anti Putus Sekolah already spread out in Kaltim.  Should there be a drop out due to parents who could not afford, (the public) is asked to quickly report to RT, the village chiefs, the district education agency as well as in regency and city.

Musyahrim added the cause of dropping out of school is mostly due to the school management keeping the report card or diploma as a result of students not having paid school requirements. However, funding from the government will not be useful without the support of the public for the children who dropped out. 

East Kalimantan Pours in Rp 5.9 Billion to Tackle Drop Outs

Buku Kurikulum Baru Tersendat

Republika, halaman 7

Penerapan kurikulum baru bagi seluruh sekolah tinggal menghitung hari. Namun, di Kabupaten Indramayu, Jawa Barat, buku-buku paket untuk penerapan Kurikulum 2013 belum kunjung turun.

Menurut Kepala Sekolah SDN Pabean Udik 1 Suwadi, buku-buku paket tersebut berasal dari pemerintah pusat sebanyak 50 persen (dari keseluruhan jumlah siswa). Sedangkan 50 persen sisanya berasal dari dana Bantuan Operasional Sekolah (BOS). Suwadi juga mengungkapkan anggaran BOS untuk triwulan ketiga 2014 belum cair. Dan dia tidak mengetahui kapan pencairan akan dilakukan.

Terlepas dari masalah tersebut, Suwadi mengaku sekolahnya siap melaksanakan Kurikulum 2013. Sebelum bulan Ramadhan ini, para guru sudah mengikuti pelatihan selama lima hari.

Kepala Dinas Pendidikan Kabupaten Indramayu Odang Kusmayadi membenarkan belum turunnya buku-buku paket untuk penerapan kurikulum baru tersebut. Odang menyatakan, semua aspek sudah siap, hanya tinggal masalah buku yang belum.

Menteri Pendidikan dan Kebudayaan Mohammad Nuh mengatakn, sensus terhadap 6.000 sekolah di 34 provinsi menyimpulkan bahwa penerapan Kurikulum 2013 hasilnya positif. Salah satu sisi positif dari kurikulum baru terlihat dari meningkatnya keberanian anak untuk bertanya.

Dalam pelatihan kurikulum baru, Nuh memaparkan, guru dinilai kemampuannya memahami konsep kurikulum, tujuan kurikulum, penilaian autentik, dan pembuatan RPP. Dari berbagai sisi, yang nilaianya masih rendah, yakni kemampuan guru membuat penilaian autentik.

New Curriculum Books Stagnant

Republika, page 7

Implementation of the new curriculum for all schools is nearing.   However, in Indramayu Regency, West Java, the textbooks for Curriculum 2013 application have not arrived.

According to Principal of state primary school SDN Pabean Udik 1 Suwadi, the textbooks come from the central government, to the amount of 50 percent (from the total number of students).  While the remaining 50 percent comes from the School Operational Assistance (BOS) funds. Suwadi also said the BOS budget for the third quarter 2014 is not yet liquid; and he doesn’t know when it would be disbursed.

Regardless of these problems, Suwadi claimed his school was ready to implement Curriculum 2013. Before this Ramadhan, the teachers had followed training for five days.

Head of Indramayu Regency Education Agency Odang Kusmayadi affirmed the textbooks for application of the new curriculum had not been disbursed. Odang stated, all aspects are ready; it’s just the books that aren’t available.

Education and Culture Minister Mohammad Nuh said a census on 6,000 schools in 34 provinces concluded that implementation of Curriculum 2013 was positive.   One of the positive sides of the new curriculum is apparent from the increase in children’s courage to ask (questions).

In a new curriculum training, Nuh explained teachers were assessed on their ability to understand the curriculum concept, the curriculum goals, authentic evaluation, and the making of RPP.  Of the various aspects, still low is teachers’ ability to make authentic evaluation. 

New Curriculum Books Stagnant