Ahli: Kurikulum Butuh Kajian Lanjut

Jakarta Globe, halaman 3

Kebijakan baru pemerintah, yang membongkar kurikulum sekolah 2013 yang kontroversial itu telah menuai kritik dari pemangku kepentingan pendidikan. Mereka menyatakan kementerian pendidikan telah tergesa-gesa mengambil keputusan.

Gubernur Bengkulu Junaidi Hamsyah mengatakan kurikulum yang ditangguhkan, yang juga dikenal sebagai K-13, dan juga dikembalikannya Kurikulum 2006, telah menimbulkan kebingungan, terutama di antara para guru di daerah. Pihaknya menuntut penjelasan dari menteri tentang pelaksanaan ulang kurikulum 2006. Hal ini mengingat, kementerian telah tiba-tiba membatalkan kurikulum, tetapi tanpa memberi solusi yang jelas.

Namun, Kepala Dinas Pendidikan Kota Semarang, Jawa Tengah, Bunyamin, mengatakan, 45 sekolah negeri dan swasta di Semarang, akan melanjutkan Kurikulum 2013, dan sedang menunggu instruksi tertulis dari kementerian.

Mengenai instruksi penangguhan kurikulum 2013, Menteri Pendidikan dan Kebudayaan Anies Baswedan mengatakan, intinya, pihaknya masih ingin mengembangkan kurikulum, tetapi tidak ingin memasukkan semua sekolah di Indonesia di dalam proyek percontohan.

Akan tetapi, mantan Menteri Pendidikan Mohammad Nuh membela Kurikulum 2013 sebagai warisannya. Nuh mengkritik keras keputusan Anies dan menyebutnya sebagai kemunduran bagi sektor pendidikan Indonesia, karena terdapat banyak kekurangan dalam kurilulum lama (2006). Terkait hal tersebut, Anies merespon dengan mengatakan tidak pernah ada penjelasan mengapa kurikulum 2006 harus dihentikan.

Totok Amien Soegijanto, Wakil Presiden Universitas Paramadina mengatakan, salah satu yang terbaik (dilakukan) untuk menilai apakah sebuah kebijakan itu tepat atau tidak adalah untuk pertama-tama meluncurkannya melalui percobaan terbuka/publik. Hal tersebut belum pernah dilakukan pada kurikulum tersebut. Pelaksanaan lanjutan dari kurikulum 2013 pada 6.326 sekolah adalah “percobaan yang dibutuhkan” untuk melihat bagian mana yang lebih baik dan bagian mana yang harus dihilangkan.

Mohamad Abduhzen dari Institute for Education Reform mengatakan, revisi seharusnya tidak hanya tentang buku atau bagaimana meningkatkan kualitas pengajaran, namun juga untuk meningkatkan substansinya, operasional dan implementasi, dan bebas dari kepentingan politik apa pun serta dari praktek-praktek korupsi.

Curriculum Needs Further Study : Experts

Jakarta Globe, page 3

New government policy, which overhaul the controversial 2013 school curriculum, has drawn criticism from education stake holders, claiming the education ministry has rushed the decision.

Bengkulu Governor Junaidi Hamsyah said the suspended curriculum, also known as K-13, as well as the revival of the old 2006 curriculum, has resulted in confusion, especially among teachers in the regions.

His party demanded an explanation from the minister about the re-implementation of the 2006 curriculum, because the ministry called off the curriculum suddenly, but without any clear solution.

However, the Head of Semarang’s education agency, Bunyamin, said 45 public and private schools in Semarang Central Java would continue with the 2013 curriculum, and were waiting for written instruction from the education ministry.

Regarding to the suspension instruction of the 2013 curriculum, Minister Anies said, the bottom line was that they still wanted to develop the curriculum, but did not want to include all school in Indonesia in the pilot project.

But, Former education minister Mohammad Nuh defended his legacy, slamming Anies’s decision and calling it a setback for Indonesia’s education sector, as there were substantial flaws with the old curriculum. Anies countered by saying there had never been an explanation as to why the 2006 curriculum had to be terminated.

Totok Amien Soegijanto, deputy president of Paramadina University, said, one of the best things to assess whether a policy was appropriate or not was to firstly launch it through a public trial, and it had never been done with the curriculum. The continued implementation of the 2013 curriculum to 6,326 schools was a “necessary experiment” to see which part was better and which part had to be eliminated.

Mohamad Abduhzen of the Institute for Education Reform said, the revision should not only concern books or how to improve teaching quality, but also to improve in its substance, operations and implementation, and free from any political interest and corrupt practices.

Curriculum Needs Further Study : Experts

Sekolah Dasar di bawah Standar

The Jakarta Post, halaman 4

Sebuah survei terbaru yang dilakukan Uni Eropa dan Kementerian Pendidikan dan Kebudayaan mengungkapkan bahwa sistem pendidikan dasar Indonesia masih di bawah standar pelayanan minimum yang ditetapkan di dalam keputusan menteri.

Survei berjudul 2014 Status Quo Assessment menemukan bahwa hanya 26 persen sekolah dasar dan madrasah ibtidaiyah di negeri ini yang telah dilengkapi dengan ruang kelas, meja, kursi, guru, atau papan tulis yang layak.

Survei tersebut juga merekomendasikan bahwa 27 persen sekolah menengah pertama dan madrasah tsanawiyah memiliki sedikitnya seorang guru untuk setiap mata pelajaran yang diajarkan di sekolah, sedangkan di sekolah-sekolah lainnya setiap guru mereka dapat mengajar dua atau lebih mata pelajaran.

Hamid Muhammad, Direktur Jendral Pendidikan Dasar Kementerian Pendidikan dan Kebudayaan mengatakan, survei akan menjadi panduan bagi kementeriannya, Kementerian Agama dan pemerintah daerah untuk memperbaiki dan memberikan pelayanan pendidikan terbaik.

Survei dilaksanakan antara bulan April dan Mei 2014 di 12.980 sekolah di 110 kabupaten dan kota di 16 provinsi.

Survei mengamati 27 indikator standar pelayanan minimum sekolah dasar sebagaimana diatur dalam peraturan menteri pendidikan No. 23/2013. Misalnya, peraturan menteri yang menetapkan penyediaan buku, laboratorium sains, dan guru yang sesuai kualifikasi bagi semua siswa.

(Survei) juga menunjukkan bahwa Pulau Jawa memiliki prasarana sekolah dasar terbaik dengan 34 persen dari sekolah dasarnya memiliki kelengkapan ruang kelas yang baik, sedangkan Nusa Tenggara masuk di urutan terbawah dengan hanya 10 persen sekolahnya memiliki ruang kelas yang memadai.

Hamid menambahkan bahwa untuk rehabilitasi sekolan dan perbaikan instrastruktur, kementerian telah mengalokasikan Rp. 10 triliun (US$801 million), 60 persen di antaranya akan digunakan untuk sekolah dasar dan 40 persen untuk sekolah menengah dan kejuruan yang bersumber dari APBN tahun depan.

Kementerian dan Uni Eropa telah bekerja sama dalam program untuk meningkatkan standar pelayanan minimum dengan menyediakan dana sebesar Rp. 600 milyar yang akan didistribusikan ke sekolah-sekolah yang dianggap tertinggal dalam standar pelayanan di 110 kabupaten/kota di tahun 2015 dan 2016.

Frank Viault, Minister Counselor Uni Eropa, mengatakan program distribusi dana diharapkan selesai pada Februari 2017. Untuk saat ini akan didistribusikan Rp. 2.5 milyar untuk setiap kabupaten dan kota, setelah itu akan disesuaikan kembali jika dianggap perlu.

Elementary Schools Falling Below Standards

The Jakarta Post, page 4

A recent survey conducted by the European Union (EU) and the Culture and Elementary and Secondary Education Ministry has revealed that Indonesia’s elementary education system is still falling to meet the minimum service standards set by ministerial decree.

The survey, titled the 2014 Status Quo Assessment found that only 26 percent of elementary schools and madrasah ibtidaiyah (Islamic Elementary Schools) in the country were equipped with sufficient classrooms, desks, chairs, teachers, or whiteboards.

The survey also recommended that 27 percent of junior high schools and madrasah tsanawiyah (Islamic Junior High School) have at least one teacher for each subject they teach in school, while the rest of the schools could have each of their teachers teach two or more subject.

Hamid Muhammad, the Culture and Elementary and Secondary Education Ministry’s director general for basic education told the survey will be guide for our ministry, the Religious Affairs Ministry and regional administrations to improve and provide the best educational service.

The survey was conducted between April and May 2014 at 12,980 schools in 110 regencies and municipalities in 16 provinces.

The survey looked into 27 indicators of elementary school minimum services standards as stipulated in the education ministerial regulation No. 23/2013. For example, the ministerial regulation stipulates the provision of books, science labs and suitably qualified teachers for all students.

It also reveals that Java Island has the best elementary school infrastructure with 34 percent of its elementary schools having well equipped classrooms, while Nusa Tenggara comes in at bottom place with only 10 percent of schools having well-equipped classrooms.

Hamid added that for school rehabilitation and infrastructure improvements, the ministry had allocated Rp. 10 trillion (US$801 million), 60 percent of which would be ear marked for elementary schools and 40 percent for secondary and vocational schools, from next year’s state budget.

The ministry and EU have cooperated on a program to improved minimum service standards with the institution providing funds totaling Rp. 600 billion that will be distributed to schools that are regarded as lagging behind in terms of service standards in 110 regencies and municipalities in 2015 and 2016.

Frank Vialut, Minister Counselor of EU, said the fund-distribution program is expected to be completed by February 2017. For the time being we will distribute Rp.2,5 billion for each regency and municipality. After that we think it is necessary.

Elementary Schools Falling Below Standards

UN 2015 Gunakan KTSP

Republika, halaman 5

Keputusan untuk menghentikan Kurikulum 2013 akan berdampak bagi seluruh kegiatan belajar mengajar. Apalagi, jika satu tahun ke depan pemerintah belum juga menerapkan kurikulum yang seragam untuk semua sekolah.

Menteri Pendidikan dan Kebudayaan Anies Baswedan mengatakan, terkait masalah UN, pihaknya belum mau berkomentar, karena perlu ada kajian khusus mengenai UN yang akan dibahas setelah revisi kurikulum selesai. Saat ini pihaknya sedang menyelesaikan revisi kurikulum yang akan selesai maksimal dalam satu tahun ini.

Penjelasan lebih konkret justru disampaikan Kepala Pusat Informasi dan Hubungan Masyarakat Kemendikbud Ibnu Hamad, bahwa pelaksanaan UN mendatang akan menggunakan Kurikulum 2006 (KTSP). Alasannya, untuk saat ini sekolah baru menggunakan Kurikulum 2013 selama tiga semester, dan itu baru mencapai siswa kelas satu dan dua, belum mencapai kelas tiga.

Pengamat pendidikan Universitas Negeri Jakarta (UNJ) Jimmy Paat berpendapat, sebaiknya dalam masa transisisi kurikulum saat ini sebaiknya UN dihentikan. Disamping membebankan murid, dalam pelaksanaan dan pengadaannya pun terdapat banyak kecurangan. Hal senada juga diungkapkan pengamat pendidikan Doni Koesoema yang menyarankan agar UN di masa transisi ini dihentikan saja.

UN 2015 Uses School-based Curriculum

Republika, page 5

The decision to terminate Curriculum 2013 would impact on all learning teaching activities.  Moreover, if one year ahead the government has not yet implemented a uniform curriculum for all schools.

Minister of Education and Culture Anies Baswedan said regarding the issue of national exam (UN), he does not yet wish to comment, because there needs to be a special study related to UN and will be deliberated after curriculum revision is completed. Currently his party is revising the curriculum to be completed within a maximum of one year.

A more concrete explanation was actually conveyed by Head of Information Center and Public Relations Kemendikbud Ibnu Hamad, that implementation of the upcoming UN would use Curriculum 2006 (School-based Curriculum). The reason is that currently students whose schools have used Curriculum 2013 had only done so for three semesters, and only in grades one (10th grade) and two (11th grade), not yet up to grade three (12th grade).

Education observer of Jakarta State University (UNJ) Jimmy Paat is of the opinion, in this current curriculum transition period the UN should be abandoned.  In addition to burdening students, in the implementation and procurement as well there are many fraudulent practices. It was similarly expressed by education observer Doni Koesoema that advised the UN in this transition period be stopped.

UN 2015 Uses School-based Curriculum

Cara Belajar Dapat Berubah

Kompas, halaman 11

Kurikulum 2013 dapat mendorong perubahan cara belajar sepanjang guru dan sekolah siap menjalankannya. Dulu, metode yang umum diterapkan ialah guru menerangkan pelajaran di depan kelas, sementara siswa mendengarkan sambil mencatat. Dengan kurikulum baru, murid dituntut lebih aktif.

Pengalaman menjalankan Kurikulum 2013 diungkapkan Selfi dan Fitri, keduanya siswa kelas VIII SMK Jombang, Jawa Timur. Mereka mengatakan bahwa jika memakai Kurikulum 2013, murid harus aktif mencari tambahan informasi dari sumber-sumber lain. Awalnya lebih repot, tetapi sekarang mereka sudah terbiasa. Mereka mengaku menggunakan internet dan perpustakaan untuk mencari materi pelajaran untuk meningkatkan pemahaman.

Penerapan kurikulum baru itu, terutama di jenjang sekolah dasar (SD), juga menuntut peranan lebih besar dari orangtua. Para siswa SDN 03 Ragunan misalnya, mengaku mengerjakan tugas di Kurikulum 2013 membuat mereka sering meminta bantuan orangtua, saudara, atau guru. Donny, salah seorang siswa mengaku bahwa dirinya sering bekerja dalam kelompok.

Agar Kurikulum 2013 dapat diterapkan dan berdampak pada murid, peran guru sangat penting. Itje Chodijah, sebagai pelatih guru menilai, pelatihan guru yang benar sangat dibutuhkan. Pelatihan perlu menekankan pada praktik, bukan hanya teori. Pelatih atau instruktur pun garus berpengalaman dalam praktik mengajar. Itje menambahkan, jika menginginkan perubahan, pemerintah harus menunjuk instruktur nasional yang dilibatkan dari awal dalam menyusun kurikulum.

The Way of Learning Could Change

Kompas, page 11

Curriculum 2013 could encourage a change in how to learn as long as teachers and schools are ready to run it. Previously, the method generally applied was the teacher explains the lesson in front of the class, while students listen as they take notes. With the new curriculum, students are required to be more active.

Experience in running Curriculum 2013 was disclosed by Selfi and Fitri, both students of grade VIII SMK Jombang, East Java.   They said that when using Curriculum 2013, students must be active in seeking additional information from other sources.   Initially it was more troublesom, but now they are accustomed to it.   They claim to use the internet and the library to seek subject materials to improve understanding.

Implementation of the new curriculum, especially in the primary school (SD) level, also demanded a greater role of parents. Students of SDN 03 Ragunan for example, claimed in working on the tasks in Curriculum 2013 prompted them to often ask the help of parents, siblings, or teachers. Donny, one of the students claimed that he often worked in groups.

In order for Curriculum 2013 to be applied and have impact on the students, the role of teachers is very important. Itje Chodijah, as teacher mentor, deems the correct teacher training is very much needed. Training needs to emphasize on practice, not just theory.   The mentor or instructor also must be experienced in the practice of teaching.   Itje added, if a change is desired, the government must appoint national instructors to be involved since the outset in curriculum formulation.

The Way of Learning Could Change

Standar Pelayanan Minimal Belum Terpenuhi

Kompas, halaman 12

Meski angka partisipasi murni jenjang pendidikan dasar hampir mencapai 100 persen, sekolah di berbagai daerah masih belum bisa memenuhi standar pelayanan minimum. Masalah terbesar tetap pada sarana prasarana serta ketersediaan dan kompetensi guru.

Demikian hasil pengukuran kondisi awal standar pelayanan minimum pendidikan dasar tahun 2014 yang dilakukan di 110 kabupaten/kota dan dikelola Bank Pembangunan Asia (Asian Development Bank/ADB) dengan dana hibah dari Uni Eropa sebesar Rp. 600 miliar. Hasil survei di 12.980 sekolah/madrasah (dari total 55.769 sekolah dasar/madrasah ibtidaiyah/SMP/madrasah tsanawiyah) dilakukan pada April-Mei 2014 oleh pengawas sekolah.

Hasil survey menunjukkan, antara lain, hanya 27 persen SMP/MTs dari jumlah sekolah yang disurvei memiliki guru untuk setiap mata pelajaran. Hanya 22 persen SMP/MTs memiliki guru bersertifikat S-1/D-4 dan bersertifikat pendidik masing-masing satu orang untuk Matematika, IPA, Bahasa Indonesia, Bahasa Inggris, dan Pendidikan Kewarganegaraan (PKn).

Sejak otonomi daerah, sekolah menjadi tanggung jawab pemerintah daerah. Untuk itu, Direktur Jenderal Pendidikan Dasar Kementerian Pendidikan dan Kebudayan Hamid Muhammad mengingatkan pemda tentang kewajibannya. Menurut Hamid, percuma negeri ini sudah 14 tahun otonomi daerah, tetapi masalahnya tetap sama. Setiap tahun juga ada Rp. 10 triliun yang diberikan ke daerah untuk menyelesaikan standar pelayanan.

Minister Counselor/Head of Cooperation European Union Franck Viault mengatakan, survei itu langkah awal. Dengan 27 indikator pencapaian standar pelayanan minimal, segala persoalan akan bisa diketahui.

Minimum Service Standard Not Yet Met

Kompas, page 12

Although enrollment in the basic education level nearly reaches 100 percent, schools in various regions still cannot fulfill the minimum service standard. The major problem remains the facilities and infrastructure as well as availability and competency of teachers.

This is according to results of measurement on the initial conditions of the basic education minimum service standards in 2014 conducted in 110 regencies/ cities and managed by Asian Development Bank/ADB with a grant from the European Union to the amount of Rp. 600 billion. Results of survey in 12,980 schools/madrasah (from a total of 55,769 primary schools/madrasah ibtidaiyah /junior high schools/madrasah tsanawiyah) was conducted in April-May 2014 by school supervisors.

Survey results show, among others, only 27 percent of junior high schools or SMP/MTs from the total number of schools surveyed have a teacher for every subject.   Only 22 percent SMP/MTs have teachers certified S-1/D-4 and certified educators respectively one person for Mathematics, Science, Bahasa Indonesia, English, and Civics (PKn).

Since regional autonomy, schools become the responsibility of the regional administrations (pemda). Therefore, Director General of Basic Education Ministry of Education and Culture Hamid Muhammad reminded pemda on their obligations. According to Hamid, it is in vain this country has recognized regional autonomy for 14 years, yet the problem is still the same.   Every year there is also Rp. 10 trillion given to the regions to complete the service standard.

Minister Counselor/Head of Cooperation European Union Franck Viault said the survey is the initial step.   With 27 indicators for minimum standard achievement, all problems will be known.

Minimum Service Standard Not Yet Met