Guru Konseling Bentuk Karakter

Kompas, halaman 12

Kompetensi guru Bimbingan Konseling di sekolah terancam tidak meningkat. Alasannya, banyak guru yang enggan menambah pengetahuan dan keterampilan. Padahal, guru Bimbingan Konseling merupakan asset pembentuk karakter anak.

Kepala Lembaga Penelitian dan Pengabdian Masyarakat Universitas Pancasila, Dewi Tri Rahayu mengatakan, tugas guru BK (Bimbingan Konseling) tidak hanya menasehati dan membimbing siswa mengenai perguruan tinggi yang akan mereka ambil. Akan tetapi, juga sebagai mediator jika ada permasalahan antar murid atau antara murid dengan guru.

Dewi menuturkan, pada dasarnya, pendidikan para guru BK sudah cukup baik untuk menyelesaikan masalah-masalah pokok yang dialami murid, seperti kenakalan remaja dan rendahnya motivasi belajar. Banyak guru terperangkap dengan rasa nyaman sehingga enggan menambah pengetahuan, padahal, guru tidak boleh ketinggalan perkembangan siswa dan teknologi.

Eroh Siti Rahmi, guru BK dari SMAN 1 Cilegon berpendapat, seminar-seminar untuk meningkatkan kapasitas guru BK sebaiknya sering digelar. Di Cilegon, guru-guru BK dari seluruh sekolah negeri dan swasta berkumpul satu kali dalam satu pekan untuk membahas permasalahan yang terjadi di sekolah. Tak jarang, membutuhkan masukan dari kalangan profesional.

Counseling Teachers Build Character

Kompas, page 12

Competency of counseling teachers at school is threatened to be stagnated. The reason is many teachers are reluctant to improve their knowledge and skills. Whereas, counseling teachers are assets to form child character.

The Head of Pancasila University’s Research and Community Services Institute Dewi Tri Rahayu said, counseling teacher’s tasks are not only to advise and guide students on university that will be chosen by them but also to play a role as mediator when there is a problem amongst students or between student and teacher.

Dewi said, basically the education of counseling teachers are already sufficient to resolve main problems experienced by students, such as youth naughtiness and low study motivation. Many teachers were trapped in a comfort zone so that they were reluctant to increase knowledge. Whereas, teachers should not be lagged behind student and technology development.

Eroh Siti Rahmi, a teacher at SMAN 1 Cilegon, said, seminars to improve counseling teachers’ capacity should be held frequently. In Cilegon, counseling teachers from state and private schools gathered once a week to discuss problems occurred at school. Sometimes, it required advises from professionals.

Counseling Teachers Build Character

Sekolah Kedinasan Dikelola Institusi Terkait

Republika, halaman 5

Manajemen sekolah kedinasan seperti Institut Pemerintahan Dalam Negeri (IPDN) dan sekolah pelayaran, tetap diserahkan langsung ke kementerian terkait. Kebijakan penggunaan kurikulumnya pun tidak harus mengikuti apa yang telah dibuat oleh Kementrian Pendidikan dan Kebudayaan (Kemendikbud).

Kepala Humas Kemendikbud Ibnu Hamad mengatakan, terkait sekolah kedinasan kementerian hanya memberikan izin operasional saja. Terkait pengelolaannya, kami serahkan kepada institusi masing-masing.

Saat ini urusan perguruan tinggi juga sudah tidak berada dibawah tanggung jawab Kemendikbud lagi, melainkan dibawah Kementrian Riset Teknologi dan Pendidikan Tinggi. Karena itu, sekolah kedinasan secara otomatis tidak harus mengikuti semua kebijakan yang dikeluarkan oleh Kemendikbud.

Saat ini ada lebih dari 12 kementerian yang memiliki sekolah kedinasan sendiri. Sekolah tersebut tersebar diseluruh wilayah Indonesia. Tujuan dari dibentuknya institusi pendidikan tersebut adalah menghasilkan SDM terbaik yang pada akhirnya bisa berkontribusi di kementerian masing-masing.

Kurikulum yang diberlakukan di sekolah kedinasan di dominasi muatan lokal atau 60 persen yang bersifat keIndonesiaan. Kepala Sekolah Tinggi Kesejahteraan Sosial (STKS) Bandung Kanya Eka Santi mengatakan, hal itu dilakukan agar mahasiswa mampu memahami kondisi Indonesia dan menerapkan ilmunya di dalam negeri. Eka mengatakan, meskipun buku teks yang digunakan kebanyakan dari luar negeri, namun pihaknya ingin agar mahasiswa bisa mengerti kondisi kesejahteraan negaranya.

Professional Schools Managed by Its Respective Institutions

Republika, page 5

The state-run professional schools administering, such as the Institute of Public Administration (IPDN) and the Indonesian Merchant Marine Academy, remains to be managed by its respective institutions. In addition, curriculum implementation policy does not necessarily follow the curriculum that has been developed by the Ministry of Education and Culture.

The Ministry of Education and Culture’s Public Affairs Head Ibnu Hamad said, regarding the state-run professional schools, the ministry only provided operational permit. The management was the respective institutions’ authorities.

Currently, university-related affairs are no longer put under the Ministry of Education and Culture but shifted to the Ministry of Research, Technology and Higher Education. Therefore, the professional schools do not need to follow all policies of the Ministry of Education and Culture.

There are 12 ministries that have their own professional schools. The schools are located nationwide. The school establishment objective is to result in the best human resources that can contribute to the respective ministries.

Curriculum that is applied in the professional schools is dominated by local content or 60 percent content relates to “Indonesian things’. The Bandung School of Social Welfare (STKS) Rector Kanya Eka Santi said, it was implemented to make students understood Indonesia’s current situation and subsequently applied their knowledge within the country. Eka said, while most of the text books were imported books, the school expected students to understand their country’s welfare condition.

Professional Schools Managed by Its Respective Institutions

Proyek Buku Kurikulum 2013 Diduga Digelembungkan

Koran Tempo, halaman 9

Pegiat antikorupsi Indonesia Corruption Watch (ICW) menemukan dugaan korupsi pengadaan buku dan modul kurikulum 2013 untuk tiga provinsi. Modul tersebut diterbitkan Pusat pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (P4TK) Bidang Otomotif dan Elektronika – salah satu unit Kementerian Pendidikan dan kebudayaan – di Kota Malang, Jawa Timur.

Koordinator Divisi Monitoring Publik ICW, Febri Hendri, menduga terjadi persekongkolan dalam lelang antara percetakan buku di Malang dan P4TK saat lelang pencetakan buku yang menggunakan Anggaran Pendapatan dan Belanja Negara (APBN) 2014.

Proyek tersebut bakal mencetak 22.221 buku dengan nilai Rp 983 juta. Buku tersebut rencananya akan dibagikan pengawas sekolah di Jawa Timur, Kalimantan Tengah, dan Gorontalo.

Febri menambahkan, perusahaan percetakan yang memenangi proyek tersebut menawarkan biaya pencetakan buku sebesar Rp 35 – 60 ribu per eksemplar. Padahal, harga buku dengan spesifikasi yang sama ditaksir tidak lebih dari Rp 11 ribu. Negara diduga dirugikan Rp 786 juta dari proyek ini.

Inspektur Jenderal Kementerian Pendidikan dan Kebudayaan, Haryono Umar, mengatakan akan menindaklanjuti dugaan penggelembungan ongkos pencetakan buku Kurikulum 2013, dan pihaknya sedang mendalami berbagai dugaan penyelewengan.

Curriculum 2013 Book Project Allegedly Inflated

Koran Tempo, page 9

Indonesia Corruption Watch (ICW) anti-corruption activists discovered alleged corruption in the procurement of curriculum 2013 books and modules for three provinces. The modules published by the center for development and empowerment of teachers and educators or Pusat pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (P4TK) Automotive and Electronics Division – one of the units of Ministry of Education and Culture – in Malang City, East Java.

ICW Public Monitoring Division Coordinator, Febri Hendri suspected there was collusion in the tender auction between the book publisher in Malang and P4TK during bidding for book printing that uses the 2014 state budget (APBN).

The project would print 22,221 books worth Rp 983 million.   The books were scheduled to be distributed to school superintendents in East Java, Central Kalimantan, and Gorontalo.

Febri added, the publishing company that won the project offered book printing cost of Rp 35 – 60 thousand per copy.     In fact the book price with the same specifications is estimated to be no more than Rp 11 thousand.   The state allegedly lost Rp 786 million from this project.

Inspector General of Ministry of Education and Culture, Haryono Umar said he would follow up on the alleged inflation of Curriculum 2013 book printing costs, and his party is looking into various alleged irregularities.

Curriculum 2013 Book Project Allegedly Inflated

UN Online Sedang Dipersiapkan

Republika, halaman 5

Kementerian Pendidikan dan Kebudayaan (Kemendikbud) tengah mempersiapkan computer based test (CBT) online yang akan diimplementasikan pada 2016. Saat ini sekitar 500 sekolah sudah siap melaksanakan UN online.

Kepala Pusat Penilaian Pendidikan (Kapuspendik) Kemendikbud Nizam mengatakan, pelaksanaan CBT dapat memberikan keunggulan tersendiri. Selain murah, metode CBT dinilai lebih ramah dengan dunia siswa, lebih akurat, dapat diulang, dan lebih cepat.

Tugas Puspendik adalah menyiapkan soal ujian yang lebih baik, meningkatkan mutu, dan menyiapkan UN online agar siswa lebih terlayani. Puspendik terus melakukan penyempurnaan UN, salah satunya dengan menyebarkan kuesioner tentang UN kepada siswa guna mengetahui aspek apa saja yang harus diperbaiki dalam UN.

Proporsi penilain UN tetap berdasar pada prosedur operasional standar (POS) UN dari Badan Standar Nasional Pandidikan (BNSP) yaitu 50 persen terhadap kelulusan. Penilaian ini juga berlaku sama pada metode CBT.

Nizam menambahkan, UN yang diselenggarakn sekolah pelaksana Kurikulum 2013 akan menyesuaikan standar kompetensi penilaian kurikulum tersebut. Sedangkan, bagi pelaksana KTSP, UN 2015 akan tetap berjalan.

Online UN is being Prepared

Republika, page 5

Ministry of Education and Culture (Kemendikbud) is in the midst of preparing computer based test (CBT) online to be implemented in 2016.  Currently, there are around 500 schools ready to conduct online national exams (UN).

Head of Center for Educational Assessment (Kapuspendik) Kemendikbud Nizam said CBT implementation could provide its own advantages.   In addition to being inexpensive, the CBT method is deemed to be friendlier to the world of students, more accurate, could be repeated, and faster.

Puspendik’s task is to prepare better exam questions, improve quality, and prepare online UN in order for students to be better served. Puspendik continues to conduct UN enhancement, one of which by distributing questionnaires concerning UN to students for the purpose of knowing which aspects need to be improved in UN.

The proportion of UN assessment is still based on the UN standard operational procedures (POS) from the Education National Standard Body (BNSP) i.e. 50 percent against graduation.   This assessment also applies equally to the CBT method.

Nizam added, UN held by Curriculum 2013 implementing schools would adjust to the curriculum assessment competency standard.   Whereas for implementers of KTSP, UN 2015 would continue to run.

Online UN is being Prepared

Dilema Kurikulum 2013

Kompas, halaman 12

Oleh: Luki Aulia

Sudah diputuskan mulai tahun depan, untuk sementara, Kurikulum 2013 hanya akan diterapkan di 6.221 sekolah yang sejak Juli 2013 sudah menjalani uji coba. Sisanya kembali ke Kurikulum 2006 sampai betul-betul siap.

Keputusan di pengujung tahun ajaran tersebut tak mudah karena akan mengubah seluruh proses pembelajaran di sekolah. Namun, menurut tim evaluasi Kurikulum 2013 (K-13), keputusan tersebut adalah pilihan kompromis mengakomodasi pandangan pro dan kontra mengenai K-13, meski ini kemudian dikoreksi oleh Menteri Pendidikan dan Kebudayaan (Mendikbud) Anies Baswedan, bahwa hal tersebut bukanlah masalah kompromi, namun, hal tersebut demi kepentingan anak bangsa.

Mumpung sedang dievaluasi, ada baiknya pemerintah sekalian menyempurnakan K-13, dari awal. Itu dimulai dengan gagasan atau cita-cita harapan arah pembangunan bangsa dan “wujud” generasi yang hendak dilahirkan untuk mencapai harapan itu. Jika hal mendasar itu sudah jelas dan rencana pembangunan jangka pendek, menengah, dan panjang juga terang, akan jelas pula jenis kurikulum yang dibutuhkan.

Pada dasarnya, kurikulum dibuat sesuai perkembangan zaman. Ini setidaknya sudah dilakukan dalam K-13. Teorinya, K-13 menekankan pembelajaran aktif dengan materi tematik integratif dan pendekatan ilmiah. Dalam dua tahun terakhir, sebagian guru, terutama di kota, mengakui anak-anak lebih senang belajar dengan cara tersebut karena tidak membosankan. Suasana kelas menjadi lebih hidup. Namun, sebagian guru masih kesulitan karena belum terbiasa.

Terkait pelatihan guru, pelatih guru Itje Chodijah menilai bentuk pelatihan terlalu sederhana dan “seragam” tanpa memperhatikan perbedaan kualitas guru, murid, sekolah, dan tradisi atau kekayaan lokal. Guru tidak dilatih cara mengelola ruang kelas sesuai jenis sekolahnya. Pelatihan guru yang ideal seharusnya kontekstual sesuai karakteristik daerah meski materinya sama.

Pelatihan yang benar disertai pendampingan materi dan cara mengajar yang rutin lambat laun akan bisa mengubah pola pikir guru. Sudah bukan zamannya lagi guru yang kaku. Masalahnya menurut Rektor Universitas Pendidikan Indonesia Sunaryo Kartadinata, sejauh ini belum ada model pelatihan yang mampu mengubah pola pikir guru. Ini bisa diperbaiki sambil jalan dan sekaligus solusi jangka panjang seperti memperbaiki “pabrik guru”. Yaitu lembaga pendidikan tenaga kependidikan.

Curriculum 2013 Dilemma

Kompas, page 6

By: Luki Aulia

It has been decided starting next year, for the moment, Curriculum 2013 would only be implemented in 6,221 schools that have since July 2013 run trials. The rest revert to Curriculum 2006 until really ready.

The decision at the end of the school year was not an easy one because it would change the entire learning process in school.   However, according to the Curriculum 2013 (K-13) evaluation team, the decision was a compromise choice accomodating the pros and cons views concerning K-13, although it was subsequently corrected by Minister of Education and Culture (Mendikbud) Anies Baswedan, that it was not a matter of compromise, however, it was in the interest of the nation’s children.

As long as it is being evaluated, it would be good for the government to simultaneously enhance K-13, from the beginning.     It should starts with the idea or expectation ideals of nation building and the “form/manifestation” of the generation to be born in order to achieve such expectations. If the fundamental matters are clear and short, medium, and long term development plans are also clear, it would also be clear the type of curriculum necessary.

Basically, the curriculum is made in accordance with the times.   This was at least done in K-13. In theory, K-13 emphasizes active learning with integrative thematic materials and scientific approach.   In the last two years, some teachers, especially in the cities, acknowledged children prefer learning in this way because it is not boring.   The class atmosphere is more alive. However, some teachers still have difficulty because they are not accustomed.

Related to teacher training, teacher trainer Itje Chodijah deems the form of training is too simple and “uniform” without regard to the differences in quality of teachers, students, schools, and traditions or local wealth/ resources. Teachers are not trained how to manage the classroom in accordance to the type of schools.   The ideal teacher training should be contextual in accordance with the regional characteristics despite the same materials.

Proper training with materials assistance and routine way of teaching would gradually change teacher mindset. It is no longer the times for rigid teachers.   The problem according to Rector of Indonesian Education University Sunaryo Kartadinata, so far there has been no training model capable of changing teacher mindset. It could be corrected as we go along and at the same time (address) the long term solution such as improving the “teacher factory,” i.e. the education personnel education institution.

Curriculum 2013 Dilemma