Gaji Guru Agama Honorer di Bali Ditanggung Pemda

Republika, halaman 25

Gaji dan tunjangan untuk guru agama honorer sekolah negeri di Bali ditanggung oleh pemerintah daerah setempat. Sedangkan, Kementerian Agama (Kemenag) hanya menanggung guru-guru agama di sekolah diniyah dan pondok pesantren. Hal tersebut disampaikan oleh Kepala Seksi Pendidikan Agama Islam Kemenag Provinsi Bali H. Mudakir.

Menurut Mudakir, ada dua status guru honorer pendidikan agama Islam, yakni status honorer Kemendag dan Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Hanya, saat ini pihak yang berhak menempatkan atau memberikan SK guru honorer hanya Dinas Pendidikan. Perubahan penempatan guru honorer pendidikan agama islam tersebut terkait dengan syarat sertifikasi guru honorer. Untuk bisa mengikuti sertifikasi, ia mengungkapkan, harus guru honor yang mendapatkan SK penempatan oleh bupati atau walikota.

Kepala Seksi Pendidikan Diniyah dan Pondok Pesantren, Salim Syalam mengungkapkan, pihaknya hanya memberikan tunjangan kepada guru agama di madrasah diniyah dan pondok pesantren. Salim menyatakan, bantuan itu, berlaku juga di provinsi lain. Jumlah bantuan berkisar Rp. 300 ribu per bulan.

Sebelumnya Kabag Humas Pemkot Denpasar, IB Rahoela mengatakan, Pemkot Denpasar tidak menganggarkan dana insentif bagi guru agama honorer, justru yang ada dana sertifikasi bagi guru non-agama. Untuk guru agama, dana sertifikasinya ada di Kemenag.

Dirjen Pendidikan Islam Kemenag, Kamaruddin Amin menjelaskan, daerah masing-masing memiliki anggaran untuk pembayaran gaji guru honorer, termasuk guru agama. Menurut Komaruddin, semua gaji tenaga honorer di seluruh wilayah sama. Bagi tenaga honorer yang sudah disertifikasi mendapat tunjangan sebesar Rp 1,5 juta per bulan. Sedangkan bagi tenaga honorer baru diangkat, mendapat tunjangan Rp. 250 ribu per bulan.

Honorary Religion Teacher Salary in Bali Borne by Pemda

Republika, page 25

Salaries and allowances for honorary religion teachers of state schools in Bali are borne by the local regional administration (Pemda).   While the Ministry of Religious Affairs (Kemenag) only bears religion teachers in diniyah schools and Islamic boarding schools.   This was conveyed by Section Head of Islamic Education, Ministry of Religious Affairs of Bali Province H. Mudakir.

According to Mudakir, there are two status of Islamic religious education honorary teachers, namely Kemenag and Ministry of Education and Culture (Kemendikbud) honorary status. Currently, though, the party with the authority for placement or provide honorary teacher decree (SK) is only the Education Agency.   The change in Islamic religious education honorary teacher placement is related to the honorary teacher certification requirement.   In order to be able to take part in certification, he revealed, they must be honorary teachers that obtained SK placement by the regent or mayor.

Section Head of Diniyah and Islamic Boarding School Education Salim Syalam revealed that his party only provides allowances to religion teachers in madrasah diniyah and Islamic boarding schools.  Salim stated the assistance also applied to other provinces. The amount of assistance is around Rp. 300 thousand monthly.

Previously, the Denpasar City Administration (Pemkot) Public Relations Section Head IB Rahoela said Pemkot Denpasar did not allocate incentive funds for honorary religion teachers, instead certification funds are available for non-religion teachers.   For religion teachers, certification funds are available at Kemenag.

Director General Islamic Education Kemenag, Kamaruddin Amin explained each of the regions have budgets to pay honorary teacher salary, including religion teachers.    According to Komaruddin, all honorary staff salaries in all territories are the same.   Certified honorary staff obtain allowance to the amount of Rp 1.5 million monthly.   While newly appointed honorary staff obtain allowance of Rp. 250 thousand monthly.

Honorary Religion Teacher salary in Bali Borne by Pemda

Kurikulum 2013 Dilanjutkan

Republika, halaman 5

Penerapan Kurikulum 2013 harus dilanjutkan secara bertahap. Sistem tesebut dinilai sudah bagus secara konsep, namun perlu penyesuaian dan perbaikan di berbagai bidang.

Pakar pendidikan Arif Rahman, mengatakan, perbaikan pendidikan melalui Kurikulum 2013 membutuhkan waktu yang panjang dan kesabaran. Masalah utama Kurikulum 2013, yaitu pembinaan staf pengajar yang andal dan kendala buku baik isi materi maupun pendistribusiannya.

Arief menambahkan, harus ada sekolah-sekolah percontohan yang dapat dijadikan sebagai model pelaksanaan kurikulum secara ideal. Terkait buku, guru diharapkan mampu berpartisipasi aktif dalam penyusunan buku, karena gurulah yang akan menyampaikan materi di kelas.

Evaluasi terhadap Kurikulum 2013 seharusnya dilakukan secara berkelanjutan. Dalam jangka pendek, pemerintah melakukan sosialisasi bertahap mengenai pelaksanaan Kurikulum 2013. Dalam jangka panjang, semua pihak pelaksana pendidikan harus benar-benar memahami konsep dari kurikulum tersebut.

Sebelumnya, Mendikbud Anies Baswedan mengatakan bahwa evaluasi Kurikulum 2013 adalah untuk menyempurnakan sistem dan tidak berniat menggantinya. Tim sedang menggodok hasil evaluasi dan menyelesaikan laporannya pada awal Desember ini.

Berdasarkan informasi yang dihimpun Republika, tim akan melaporkan hasil evaluasi pada hari ini. Ada tiga opsi yang muncul terkait evaluasi kurikulum. Opsi pertama, menghentikan total implementasi Kurikulum 2013.

Opsi kedua, bagi sekolah yang selama ini nyaman dan tidak bermasalah dengan kurikulum tetap menjalankannya, sedangkan bagi sekolah yang keberatan dan belum siap bisa kembali menerapkan Kurikulum Tingkat Satuan Pendidikan (KTSP). Opsi ketiga, menjalankan Kurikulum 2013 dengan evaluasi pengadaan buku dan pelatihan guru.

Curriculum 2013 Continued

Republika, page 5

Implementation of Curriculum 2013 should proceed in stages.   The system is considered good in concept, however it needs adjustment and improvement in various areas.

Education expert Arif Rahman said, education improvement through Curriculum 2013 requires a long time and patience.     The main problems of Curriculum 2013 are namely the training/coaching of reliable teaching staff and the constraint of books both in content as well as distribution.

Arief added, there should be pilot schools to be made ideal models of curriculum implementation.   Regarding books, teachers are expected to be capable of actively participating in the preparation of books, because teachers are the ones to convey the materials in the classroom.

Evaluation of Curriculum 2013 should be conducted in a sustainable manner.   In the short term, the government conducts familiarizing in stages regarding the implementation of Curriculum 2013.  In the long term, all educational workers should really understand the concept of the curriculum.

Earlier, Minister of Education and Culture (Mendikbud) Anies Baswedan said that evaluation of Curriculum 2013 was to enhance the system and not intended to replace it.   The team is working on the evaluation results and complete their report in early December.

Based on information collected by Republika, the team would report the evaluation results today.   There are three options related to the curriculum evaluation. The first option, is to totally halt implementation of Curriculum 2013.

Option two, for schools that have so far felt comfortable with the curriculum would continue to run it, whereas for schools with objections and are not ready could return to implementing the School Level Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP).  The third option, is to run Curriculum 2013 with evaluation on book procurement and teacher training.

Curriculum 2013 Continued

Kurikulum Bukan Dokumen “Tak Bernyawa”

Kompas, halaman 12

Ada ungkapan populer, setiap beralih rezim pemerintahan, berganti pula kurikulum pendidikan. Selama 69 tahun Indonesia merdeka, sudah 11 kali kurikulum berubah. Begitu strategisnya kurikulum dalam dunia pendidikan.

Bagi ahli pendidikan Doni Koesoema, kurikulum harus memiliki landasan filosofis dan pedagogis yang bisa dipertanggungjawabkan. Di Indonesia, landasan filosofisnya ialah Pembukaan Undang-Undang Dasar 1945, dan Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Kurikulum pendidikan di Indonesia tidak boleh menyimpang dari keduanya.

Menurut Doni, kurikulum harus didukung keahlian guru mengajar, materi yang direncanakan matang, dan sistem evaluasi komprehensif. Jika semua unsur terpenuhi, Indonesia akan memiliki sistem pendidikan ideal.

Doni mencontohkan, Kurikulum 2013 yang bertujuan mulia, yaitu membentuk masyarakat beriman dan bertanggung jawab. Namun, struktur, materi, dan penerapan kurikulum itu tidak mampu mengarahkan pendidikan ke tujuan itu. Sebagai contoh, pelajaran Agama dalam Kurikulum 2013 yang digabung dengan budi pekerti. Padahal keduanya punya semangat yang berbeda. Agama untuk pribadi dan eksklusif. Budi pekerti bersifat inklusif, hubungannya lintas agama, suku bangsa, dan ras. Jika digabung, pendidikan budi pekerti malah mengajarkan hal yang mengeksklusifkan identitas tertentu, mengotakkan masyarakat.

 

Curriculum is not a “Lifeless” Document

Kompas, page 12

There is a popular saying, that for every administration regime change, there is also a change in education curriculum.   During the 69 years of Indonesia’s independence, the curriculum had already been changed 11 times.     So strategic is the curriculum in education.

For education expert Doni Koesoema, the curriculum must have a philosophical and pedagogical foundation that can be accounted for.   In Indonesia, its philosophical foundation is the Preamble of the 1945 Constitution, and Law Number 20 Year 2003 on the National Education System. The education system in Indonesia cannot deviate from both of them.

According to Doni, the curriculum must be supported by the teachers’ teaching skills,   materials that have been well planned, and a comprehensive evaluation system.   If all the elements have been fulfilled, Indonesia would have an ideal education system.

Doni pointed out, Curriculum 2013 has a noble aim, namely to form a society of faith and responsibility. However, the structure, material, and implementation of the curriculum is not capable of directing education towards that aim.   For example, the subject of Religion in Curriculum 2013 is merged with character building, when in fact both have a different spirit.     Religion is private and exclusive. Character building (budi pekerti) is inclusive in nature, interfaith, cross-ethnicity, and cross-racial in relationship.   When combined, character building education would instead teach exclusivity of a particular identity, and categorize/segregate society.

Curriculum is not a “Lifeless” Document

Para Guru Merasa Dipaksa

Kompas, halaman 12

Para guru berpandangan, janji pemerintah memperbaiki Kurikulum 2013 seperti seperti berjalan dalam paksaan. Guru dan sekolah belum siap menjalankan kurikulum baru itu karena keterbatasan sumber daya manusia dan sarana prasarana. Bahkan pembelajaran pun terhambat.

Guru SD Neger 2 Jojong, Kecamatan Pekalongan, Kabupaten Lampung Timur, Nini Iswati mengungkapkan, Kurikulum 2013 justru membuat guru bingung dan itu menghambat proses belajar mengajar. Salah satu sebabnya ialah keterlambatan distribusi buku pelajaran. Dalam satu semester, seharusnya empat tema yang diajarkan. Namun, hingga saat ini, guru-guru baru mengajarkan satu tema.

Di Palembang, Ketua Persatuan Guru Republik Indonesia Provinsi Sumatera Selatan Syarwani Ahmad mengeluhkan hal serupa. Buku-buku Kurikulum 2013 belum tiba, terutama di kawasan pinggiran dan pelosok. Ahmad melanjutkan, materi memang bisa dibuka lewat internet, tetapi daerah pedesaan dan pelosok belum tentu bisa mengakses internet.

Secara terpisah, pelatih guru, Itje Chodijah mengatakan, pelatihan guru selama ini lebih seperti seminar, bukan pelatihan yang menitikberatkan kepada praktik. Akibatnya, tidak ada perubahan cara mengajar guru di kelas. Menurut Itje, setelah pelatihan guru kembali lagi mengajar dengan gaya lamanya.

Itje yang dimintai pendapat tentang pelaksanaan Kurikulum 2013 oleh tim evaluasi Kurikulum 2013 telah menceritakan situasi tersebut. Hanya saja, Itje khawatir karena tim itu mengharapkan data lapangan dan bukan opini. Itje khawatir saran, masukan, dan kritik yang disampaikan tidak akan dimasukkan ke dalam laporan hasil evaluasi dan hanya jadi tahapan formalitas.

 

Teachers Feel Compelled

Kompas, page 12

Teachers hold the view that the government’s promise to improve Curriculum 2013 is as if running under duress. Teachers and schools are not ready yet to run the new curriculum due to limited human resources and facilities and infrastructure. Even learning is hampered.

State primary school teacher of SD Negeri 2 Jojong, Pekalongan Sub-district, Lampung Timur Regency, Nini Iswati revealed Curriculum 2013 confuses teachers and that hinders the learning-teaching process.   One of the reasons is the late distribution of textbooks. In one semester, four themes should be taught. However, to date, teachers have only taught one theme.

In Palembang, Chairman of the Indonesian Teachers Association of South Sumatera Province Syarwani Ahmad made a similar complaint.   Curriculum 2013 books have not arrived, especially in the outskirts and remote areas. Ahmad continued, the materials could indeed be accessed through the internet, but village and remote areas might not be able to access the internet.

Separately, teacher trainer Itje Chodijah said so far the teacher training was more like seminars not training that emphasizes practice.   As a result, there is no change in the way teachers teach in the classroom. According to Itje, after training, teachers return to their old style of teaching.

Itje who was asked her opinion on the implementation of Curriculum 2013 by the Curriculum 2013 evaluation team had told of that situation. Only that since the team expected field data and not opinions, Itje worries that the suggestions, feedback, and criticisms conveyed would not be incorporated into the evaluation report and would only be a mere formality.

Teachers Feel Compelled