Kurikulum 2013 Boroskan Anggaran

Kompas, halaman 15

Indonesia Corruption Watch (ICW) menilai pelaksanaan K urikulum 2013 memboroskan anggaran Negara. Hal itu disebabkan pelaksanaan kurikulum tidak berjalan efektif, bahkan cenderung kacau.

Pemborosan anggaran terbesar untuk pengadaan buku dan pelatihan guru. Divisi Monitoring Pelayanan Publik ICW Siti Juliantari mengatakan, untuk pengadaan buku, anggaran yang diboroskan lebih dari Rp. 2,1 triliun. Menurut Juliantari, pemborosan terjadi karena banyak percetakan yang tidak kompeten terlibat dalam pengadaan buku, sejumlah percetakan kemudian mengundurkan diri, dan distribusi buku tidak tepat waktu. Kondisi tersebut memengaruhi kualitas belajar-mengajar. Kualitas konten buku yang dicetak pun buruk sehingga perlu perbaikan dan pencetakan ulang.

Lebih lanjut Juliantari mengatakan, pelatihan guru yang tidak efektif dan kurang berkualitas juga memboroskan anggaran. Pelatihan guru yang tidak maksimal dikhawatirkan menurunkan kualitas belajar, karena guru tidak menguasai Kurikulum 2013.

ICW meminta pemerintah menghentikan pendidikan berdasarkan Kurikulum 2013. Kekacauan Kurikulum 2013 adalah kelalaian pemerintah menyediakan pendidikan bermutu dan merugikan peserta didik.

Aktivis Sekolah Tanpa Batas, Bambang Wisudo, menjelaskan, sebaiknya sekolah diberikan keleluasaan menentukan kurikulum yang tepat untuk diterapkan. Setiap sekolah memiliki karakteristik dan kondisi berbeda.

Kepala Pusat Informasi dan Hubungan Masyarakat, Kementerian Pendidikan dan Kebudayaan, Ibnu Hamad, mengatakan dana pengadaan buku dan pelatihan guru, bukanlah pemborosan anggaran. Menurut Ibnu, anggaran dikembalikan kepada masyarakat dalam bentuk layanan ketersediaan buku, sehingga murid dan orangtua tak perlu lagi beli buku. Buku disusun tim ahli dan melalui seleksi serta evaluasi. Pihaknya siap menerima masukan terkait isi buku.

Terkait pelatihan guru, Ibnu menjelaskan, guru yang sudah dilatih akan mendapatkan pendampingan sehingga belajar dan mengajar berjalan efektif.

 

Curriculum 2013 Wastes Budget

Kompas, page 15

Indonesia Corruption Watch (ICW) deems implementation of Curriculum 2013 as wasting the nation’s budget.   This is due to the fact that implementation of the curriculum does not run effectively, even tending to be chaotic.

The greatest budget squandering was for book procurement and teacher training. ICW Public Service Monitoring Division Siti Juliantari said for book procurement, the budget wasted was in excess of Rp. 2.1 trillion.   According to Juliantari, the wastefulness occurred because there were many incompetent publishers involved in the book procurement. A number of publishers then withdrew, and book distribution was delayed.  Such conditions affected the quality of learning. Book content quality printed was also poor, so revisions and reprinting had to be made.

Furthermore, Juliantari said the teacher training which was ineffective and lacking quality also wasted budget.  The less than optimal teacher training is feared to lower learning quality, since teachers do not master the 2013 Curriculum.

ICW asked the government to halt education based on Curriculum 2013. The chaos of Curriculum 2013 is the government’s negligence in providing quality education and disadvantages students.

Activist of Borderless School or Sekolah Tanpa Batas, Bambang Wisudo explained schools should be given the freedom to determine the right/appropriate curriculum for implementation.     Each school has different characteristics and conditions.

Head of Information Center and Public Relations, Ministry of Education and Culture, Ibnu Hamad said book procurement and teacher training funding was not wasting budget.   According to Ibnu, the budget is returned to the public in the form of book availability, so that students and parents need not purchase books.  The books are compiled by expert team through selection as well as evaluation.  His party is ready to accept input regarding book content.

In regards teacher training, Ibnu explained, teachers who were already trained obtained assistance in order that the teaching learning process could run effectively.

 

Curriculum 2013 Wastes the Budget

Hakikat Pendidikan Membentuk Karakter

Republika, halaman 32

Pendidikan agama menjadi kunci penting dalam pendidikan karakter. Pendidikan karakter berperan penting dalam menjalankan kehidupan. Sekolah menjadi salah satu wadah untuk melatih pembentukan karakter, tidak hanya mengajarkan kemampuan akademik saja.

Guru Besar Universitas Negeri Jakarta (UNJ), Soedijarto, berpendapat, inti dari pendidikan bukan hanya mengajarkan karakter bagaimana bersikap dan berkehidupan, melainkan pendidikan harus mencerminkan pendidikan karakter. Patuh terhadap aturan dan membudayakan mengantre, contohnya, hanyalah sebagian kecil dari cerminan pendidikan karakter.

Pembentukan karakter merupakan esensi dari pendidikan. Tanpa pendidikan karakter, orang terpelajar dengan mudahnya melakukan korupsi. Di luar negeri, pendidikan karakter bisa diterapkan karena adanya konsistensi dari semua pemangku kepentingan dalam menjalankan aturan. Termasuk penegak hukum yang bisa bersikap tegas dan konsisten.

Direktur Bina Sarana Informatika (BSI) Naba Aji Notoseputoro mengatakan, pendidikan karakter perlu dimulai sejak dini dari lingkup keluarga, dan pendidkan agama menjadi kunci penting dalam pendidikan karakter. Perlu waktu yang lama dalam membentuk dan membangun karakter. Membangun karakter merupakan investasi jangka panjang yang manfaatnya belum tentu bisa diambil seketika.

Karakter bisa dibuat dengan berbagai instrumen kebijakan, yaitu dengan diberikan motivasi untuk membangun karakter yang baik dan implementasinya dalam kehidupan sehari-hari, dan dilatih kesadarannya bagaimana bersikap sopan dengan masyarakat.

Selain pendidikan karakter sebagai nilai individu, perlu juga dibangun karakter kebangsaan. Rasa cinta tanah air perlu terus dipupuk dalam jiwa generasi muda. Namun, untuk menumbuhkan jiwa nasionalisme pada masyarakat, negara harus berupaya menyejahterakan masyarakatnya terlebih dahulu.

 

Essence of Education Shapes Character

Republika, page 32

Religious education is an important key in character education.   Character education plays a special role in leading lives.   The school is one of the means to train character building, not merely teaching academic ability.

Jakarta State University (UNJ) Professor, Soedijarto is of the opinion the core of education is not only teaching character as in how to act and live one’s life; instead, education must reflect character education.   Obeying rules and cultivating queueing , for example, is merely a small part of character education reflection.

Character building is the essence of education. Without character education, it is easy for an educated person to engage in corruption. Abroad/ in other countries, character education could be implemented due to the consistency of all stakeholders in enforcing rules; including law enforcers who can act firmly and consistently.

Director of Bina Sarana Informatika (BSI) Naba Aji Notoseputoro said character education needs to be started since early on from the scope of family, and religion education is an important key in character education.   A lengthy time is required in shaping and building character.   Character building is a long term investment, the benefit of which might not be had instantly.

Character building could be established through various policy instruments, namely by providing motivation to build good character and its implementation in daily life, and training awareness on how to be courteous in society.

In addition to character education as an individual value, nationalistic character also needs to be built.   The love of (one’s) country needs to be continuously fostered in the souls of the young generation. However, to grow nationalism among the people, the country must first make effort at (improving) the welfare of its people.

The Essence of Education is Character Building

Kekurangan Buku Menyusahkan Guru-guru NTT

The Jakarta Post, halaman 5

Kekurangan buku panduan untuk tahun ajaran 2014 di 22 dari 33 kabupaten dan walikota di Nusa Tenggara Timur (NTT) membuat kesulitan bagi para guru mau pun para siswa. Kepala Kantor Pendidikan, Pemuda dan Olahraga Manggarai Barat Marthen Magol mengatakan kepada The Jakarta Post di Labuan Bajo hari Selasa.

Magol katakan sekolah-sekolah di daerah terpencil menghadapi kesulitan lebih karena mereka tidak memiliki fasilitas internet untuk mengunduh materi pendidikan.   Ia mengatakan kekurangan buku di NTT dan keterlambatan mendistribusikan panduan bagi para guru dikarenakan sentralisasi pendistribusian buku.

Ia menambahkan bahwa para guru sekarang harus menggandakan materi buku panduan/ textbooks dari CD sebelum mengajar siswa. Nampaknya sulit bagi para guru di daerah terpencil yang belum menerima CD.   Meski adanya CD, lanjut Magol, para guru masih menghadapi kesulitan menggandakan materi – setelah mem-print out – karena langkanya mesin fotokopi di desa-desa dan kabupaten provinsi tersebut.

Secara terpisah, kepala Komisi Pendidikan Keuskupan Ruteng, Pastor Eddy Menori mengatakan bahwa metode pengajaran hanya bergeser sedikit, karena materi masih terkandung di dalam buku-buku kurikulum lama.

Ia menambahkan bahwa kurikulum 2013, yang dilaksanakan tahun ini, itu baik bagi para guru, karena model pembelajaran sesuai dengan konteks dari sekolah mereka masing-masing.   Dikatakan Menori, di NTT kreatifitas guru dibutuhkan untuk mengimplementasi kurikulum sesuai dengan konteks sekolah.

Textbook Shortage Troubles NTT Teachers

The Jakarta Post, page 5

The shortage of textbooks for the 2014 school term in 22 of the 33 regencies and mayoralties of East Nusa Tenggara (NTT) has caused difficulties for teachers as well as students. West Manggarai Education, Youth and Sports Office head Marthen Magol told The Jakarta Post in Labuan Bajo on Tuesday.

Magol said schools in remote area faced more difficulties because they lacked internet facilities to download educational materials. He said the lack of textbooks in NTT, and the delay in distributing manuals for teachers, was due to the centralization of textbook distribution.

He added that teachers must currently copy materials of the textbooks from CDs before teaching students. It is apparently difficult for teachers in remote areas who have not received the CDs. Despite the CDs, Magol went on, teachers still faced difficulties in duplicating materials – after printing them – due to the lack of photocopiers in the province’s villages and districts.

Separately, Education Commission head of the Ruteng Diocese, Pastor Eddy Menori, said that teaching methods had only shifted slightly, as the materials were still contained in books from the old curriculum.

He added that the 2013 curriculum, implemented this year, was good for teachers, in that the model of learning was in line with the context of their respective schools. In NTT, Menori said teachers’ creativity is needed to implement the curriculum in accordance with the context of schools.

Textbook Shortage Troubles NTT Teachers

Tunjangan Guru Masih Bermasalah

Kompas, halaman 11

Layanan pembayaran tunjangan profesi guru masih bermasalah sampai saat ini. Guru-guru di sejumlah daerah yang sudah lulus sertifikasi dan memenuhi persyaratan belum mendapatkan pembayaran tunjangan profesi guru yang merupakan hak mereka.

Guru MTsN Talawi, Sawahlunto berinisial AS mengatakan, guru mata pelajaran umum yang lulus sertifikasi 2012 sampai sekarang belum mendapat pembayaran tunjangan profesi guru (TPG). Tidak ada kejelasan apa masalahnya. Menurut AS, para guru yang mempertanyakan masalah itu ke Kantor Wilayah Agama Sumatera Barat mendapatkan jawaban yang tidak memuaskan. Pembayaran tidak dapat dilakukan karena belum ada surat keputusan dirjen dan nomor registrasi gurud dari Kementerian Agama.

Sementara itu, di Surakarta, Jawa Tengah, 139 guru Agama Kristen jenjang SD, SMP, dan SMA/SMK berjuang melalui Pengadilan Negeri Semarang. Para guru memperjuangkan tunggakan pembayaran TPG yang total mencapai Rp. 10 miliar.

Ketua Umum Pengurus Besar Persatuan Guru Republik Indonesia Sulistiyo meminta Kementerian Pendidikan dan Kebudayaan membenahi layanan sertifikasi guru. Menurut Sulistiyo, guru yang sudah memenuhi kewajiban jangan dipersulit. Pemerintah justru seharusnya membantu guru dengan memberikan layanan yang baik dalam penyaluran TPG.

Secara terpisah, Menteri Pendidikan dan Kebudayaan Mohammad Nuh mengatakan, jumlah pembayaran TPG meningkat setiap tahun. Namun penyaluran pembayaran sering terkendala di daerah. Hingga 2014, sudah sekitar 1,609 juta guru TK hingga SMA/SMK lulus sertifikasi. Sertifikasi akan tuntas pada tahun depan.

Teacher Allowance Still Problematic

Kompas, page 11

Teacher professional allowance payment is still problematic to date.   Teachers in a number of regions who have already passed certification and met requirements have not obtained payments of the teacher professional allowance of which they are entitled.

MTsN Talawi, Sawahlunto teacher initialed AS said, general subject teachers who passed the 2012 certification have not received the teacher professional allowance (TPG). It is unclear what the problem is. According to AS, teachers who questioned the problem to the West Sumatera Religious Affairs Regional Office did not get a satisfactory answer.   Payments could not be made because there was no directorate general decision letter and teacher registration number from the Ministry of Religious Affairs.

Meanwhile, in Surakarta, Central Java, 139 Christian Religion teachers of primary (SD), junior high (SMP), and high school/ vocational school SMA/SMK levels struggle through the Semarang District Court.   The teachers are fighting for TPG payment arrears totaling Rp. 10 billion.

Chairman of the Board of the Indonesian Teachers Association Sulistiyo asked the Ministry of Education and Culture to sort out the teacher certification service.   According to Sulistiyo, teachers who have fulfilled obligations should not be complicated (in terms of payments).  The government should instead help teachers by providing good service in TPG disbursement.

Separately, Education Minister Mohammad Nuh said the amount of TPG payments increased annually. However, payment disbursement is often constrained in the regions.   Up to 2014, there have been around 1.609 million teachers of Kindergarten (TK) to SMA/SMK passing certification. Certification would be completed next year.

Teacher Allowance Still Problematic

Reformasi Pendidikan, Pekerjaan Besar Bangsa

Kompas, halaman 5

Peran pendidikan sangat strategis dalam membentuk bangsa. Sejarah kemerdekaan nasional menunjukkan, kelompok intelekutual berpendidikan tinggi mampu menumbuhkan dan menggerakkan kesadaran berbangsa. Pendidikan merupakan ‘epicentrum’ perkembangan peradaban bangsa.

Namun pembangunan pendidikan di Indonesia ternyata mengalami persoalan multidimensi, baik bersifat fundamental, struktural, maupun operasional. Capaian pendidikan Indonesia masih dibawah negara lain. Dari focus group discussion (FGD) Litbang Kompas, pada Juni 2014 lalu, beberapa persoalan pendidikan negeri ini mengemuka.

Kebijakan untuk meningkatkan daya saing anak Indonesia dengan menggunakan standar internasional justru berakibat mempersulit peserta didik melihat realitas masalah masyarakat dan keindonesiaan. Disamping melahirkan generasi muda yang tidak mampu memanfaatkan potensi kekayaan Indonesia dan kearifan lokal.

Selama era Reformasi, terjadi tiga kali perubahan kurikulum, meliputi Rintisan Kurikulum berbasis Kompetensi 2004, Kurikulum Tingkat Satuan Pendidikan 2006, dan Kurikulum 2013 tematik integratif. Penerapan Kurikulum 2013 menjadi kurang efektif dan terkesan menjadi semacam proyek pemerintah karena selain persoalan kesiapan guru dan distribusi buku teks, kurikulum baru juga beresiko menambah beban belajar siswa.

Guru dalam jumlah besar masih terkonsentrasi di ibu kota provinsi/kabupaten dan kota-kota besar, sehingga sekolah-sekolah di daerah pinggiran kekurangan guru. Selain masalah sebaran guru yang kurang merata, guru juga menjadi alat politik untuk meraih suara legislatif daerah atau kepala daerah. Hal tersebut merupakan dampak desentralisasi pendidikan.

Anggaran pendidikan yang besarnya 20 persen dari APBN/APBD dinilai peserta diskusi masih belum efektif dalam meningkatkan mutu pendidikan. Anggaran untuk pendidik sebesar Rp. 72,8 triliun belum berdampak pada peningkatan mutu pembelajaran dan kualkitas siswa. Hal itu terjadi karena profesionalitas guru masih diidentikkan dengan dengan tunjangan profesi. Guru berlomba ikut ujian sertifikasi untuk mendapatkan tunjangan, tetapi alokasinya haya segelintir yang memanfaatkan dana itu untuk meningkatkan kapasitas guru.

Peran lembaga pendidikan dan tenaga kependidikan (LPTK) dinilai belum mampu mendidik calon guru untuk menguasi ilmu pedagogi sekaligus bidang ilmu. Pengembangan LPTK terhambat diskriminasi, baik dari aspek anggaran maupun penilaian.

Permasalahan terakhir adalah aspek kultural, yakni budaya “instan” yang berdampak pada merebaknya kecurangan dan plagiarisme di kalangan peserta didik. Nilai kejujuran diabaikan demi mengejar status sosial berpendidikan. Inisiatif kecurangan tak hanya datang dari peserta didik, tetapi kerap kali juga melibatkan para pendidik hingga pejabat lingkup pendidikan nasional.

Forum dikusi mengusulkan agar pemerintahan baru melakukan reformasi pendidikan melalui beberapa hal. Pertama, mendefinisikan ulang implementasi arah pendidikan dengan melepaskan dari mental post-colonial yang cenderung meninggalkan jati diri dan kearifan lokal. Kedua, reformasi LPTK dengan melakukan reorientasi pendidikan profesi guru (PPG). Ketiga, menyelesaikan ketimpangan ketersediaan guru dengan membuat regulasi penempatan guru atau mengevaluasi konsep desentralisasi guru, dan dimulainya pendirian Dewan Pendidikan Nasional.

Education Reform, the Nation’s Big Homework

Kompas, page 5

The role of education is very strategic to shape the nation. The history of national independence shows that intellectual group was able to grow and activate awareness as a nation. Education is the epicenter of the nation’s civilization development.

However, education development in Indonesia is still experiencing multidimensional problems, both fundamental and structural as well as operational. Indonesia’s education achievement remains below other countries. A focus group discussion (FGD) of the Kompas R&D Department held on June 2014 raised a number of these education problems.

Policy to improve Indonesian student’s competitiveness by applying international standard has been creating difficulties to students to perceive reality within society and to understand ‘Indonesia’ itself. It also molds youth generation who is not capable to utilize the richness potentials of Indonesia and local wisdom.

During the Reform Era, there have been three curriculum replacements, including the 2004 Competency-Based Curriculum, the 2006 Education Unit Level Curriculum and the 2013 Thematic and Integrated Curriculum. Implementation of the 2013 curriculum is less effective and gives an impression as a merely government project due to the problem of teacher preparation and text book distribution. The curriculum also exposes students to the risk of more study burdens.

A big number of teachers are still concentrated in the capital city of provinces/regencies and big cities so that schools in rural and remote areas are experiencing shortage of teachers. In addition to uneven teacher distribution, teachers are also politically used to get voters in legislative and local direct election as an impact of education decentralization.

Discussion participants also viewed that education budget that reached 20 percent of the Annual National Budget/Annual Regional Budget has yet to be effective to improve the quality of education. Rp 72.8 trillion of budget for teachers has yet to affect positively to the quality improvement of learning and students. It happens as teacher professionalism is still perceived identical with professional allowance. Teachers compete to participate in certification test but only few of them allocate the allowance to improve capacity.

Meanwhile Teacher Training Institution (LPTK) has yet to be able to train teacher candidates to master pedagogy and specific teaching subjects. The LPTK is handicapped by discrimination, both from budget and assessment aspect.

The last problem is cultural aspect. “Instant” culture affects to the widespread of cheating and plagiarism among students. Honesty value has been ignored to pursue social status as educated people. Cheating initiative does not only come from students but also involves teachers and high-level officials in education sector.

The discussion forum proposed to the new government to reform education through various steps. Firstly, redefine the implementation of education direction by detaching it from post-colonial mental that abandons identity and local wisdom. Secondly, reform LPTK by undertaking reorientation of professional teacher education (PPG). Thirdly, resolve uneven teacher distribution by making regulation on teacher placement, evaluate teacher decentralization concept and establish a national education council.

Education Reform, the Nation’s Big Homework