Pakar: Keterampilan Sosial dan Psikologi dari Guru Kurang

The Jakarta Post, halaman 4

Pakar pendidikan mengatakan bahwa keterampilan sosial dan psikologi anak merupakan sebuah hal yang wajib dalam sebuah pelatihan guru. Hal itu mengingat ketidakhadiran guru akan membuat standar kualitas guru dan pendidikan menjadi rendah.

Kepala Penelitian dan Pengembangan Persatuan Guru Republik Indonesia (PGRI), M Abduh Zen, mengatakan bahwa saat ini guru hanya dilatih untuk mendikte siswa daripada menciptakan atmosfir yang mendorong pembelajaran. Abduh Zen mengatakan, penting bagi guru dilatih untuk mengenal kebutuhan siswa yang berbeda-beda dan memberikan pemahaman bahwa tidak ada metode universal yang dapat diterapkan untuk semua siswa. Rutinitas harian yang monoton di dalam kelas dapat mematahkan semangat siswa untuk berperan dalam kegiatan di kelas.

Menurut data dari Bank Dunia, jumlah peminat program pelatihan guru bertambah dari 200.000 pada tahun 2005 menjadi satu juta orang pada 2010, dan diprediksi hal itu akan terus bertambah di masa mendatang.

Organisasi untuk Kerja Sama dan Pembangunan Ekonomi (OECD) menyatakan, secara nasional terdapat 2,7 juta guru pegawai negeri sipil (PNS) dan non-PNS selama tahun pelajaran 2012-2013.

Peningkatan drastis jumlah peminat telah memberi kontribusi pada sebagian besar lembaga pelatihan guru, karena Indonesia saat ini memiliki sebanyak 32 lembaga pelatihan guru yang berasal dari pemerintah dan 342 lembaga pelatihan guru dari pihak swasta.

Namun, menurut konsultan Education Sector Analytical and Capacity Development Partnership (ACDP) Totok Amin Soefijanto, masalah birokrasi telah menghambat program untuk meningkatkan kualitas guru. Komunikasi antara kementerian dan lembaga pelatihan guru, yang sebagian besar berjalan secara independen, sangat minim.

Totok mengatakan, banyak lembaga pelatihan guru yang berskala kecil dan berjalan tanpa pengawasan, di mana hal itu dapat mengarah ke proses penerimaan mahasiswa dengan kemampuan yang biasa-biasa saja dan memberikan kualitas pelatihan yang rendah. Kurikulum, buku pelajaran, atau teknologi apapun tidak akan bisa memperbaiki kualitas pendidikan anak bila guru itu sendiri kemampuannya kurang.

Sementara itu, Kepala Program Pendidikan Guru Universitas Atma Jaya Ivan Stephanus mengakui, bahwa nilai yang baik adalah kunci untuk meningkatkan kualitas guru. Dia mengatakan, wawancara dengan calon mahasiswa perlu dilakukan dalam pelatihan guru di perguruan tinggi. Hal itu untuk menilai apakah calon tersebut memiliki potensi keterampilan sosial yang dibutuhkan untuk menjadi seorang guru.

Ivan menambahkan, lembaga pelatihan guru juga harus membuat waktu ikatan wajib atau kegiatan kelompok – seperti klub ekstrakurikuler dan kelompok relawan – karena hal itu akan mengasah kemampuan peserta untuk berinteraksi dengan orang-orang dari berbagai usia dan latar belakang.

Teachers Lack Social, Psychology Skills: Experts

The Jakarta Post, page 4

Education experts say that social skills and child psychology should be made mandatory in teacher training courses as their absence has resulted in low teacher quality and education standards.

Head of research and development at the Indonesian Teachers Union (PGRI), M Abduh Zen, said that teachers are currently only being trained to dictate to students rather than to create an atmosphere that encourages learning. Abduh Zen said, it was important for teachers to be trained to recognize different student needs and that no universal method could be applied for all students. A monotonous routine in the classroom could discourage students from partaking in class activities.

According to the World Bank, the number of applicants for teacher-training programs increased from 200,000 in 2005 to one million in 2010 and is predicted to continuously increase in the future.

The Organization for Economic Cooperation and Development (OECD) states that there were 2.7 million civil servant and non-civil servant teachers nationwide during the 2012-2013 academic year.

The drastic increase in the number of applicants may have contributed to the large number of teacher-training institutions, as Indonesia currently has 32 state-owned teacher-training institutions and 342 private teacher-training institutions.

However, according to Education Sector Analytical and Capacity Development Partnership (ACDP) consultant Totok Amin Soefijanto, bureaucratic problems have hampered programs to improve teachers’ quality. There was little communication between the ministry and teacher training institutions, which mostly ran independently.

Totok said, many of the teacher-training institutions are small-scale and unsupervised, which leads to accepting mediocre students and giving them low quality training. There was no matter what the curriculum or what textbooks and technology were available, children’s education couldn’t be improved if the teachers themselves lacked the resources.

Meanwhile, Atma Jaya University’s teacher education program head Ivan Stevanus acknowledged that good grades were key to improving teachers’ quality. He said, teacher-training colleges also needed to conduct interviews with would-be students to judge whether or not an applicant had the potential to gain the social skills needed to be an active teacher.

Ivan added that the teacher training institutions must also make compulsory bonding time or group activities – such as extracurricular clubs and volunteer groups – as it would hone participants’ abilities to interact with people of different ages and backgrounds.

Teachers Lack Social, Psychology Skills: Experts

SMK Didorong Membentuk Koperasi

Kompas, halaman 11

Lulusan sekolah menengah kejuruan dari 128 program keahlian mencapai 1,2 juta – 1,4 juta orang setiap tahun. Sebanyak 85 persen lulusannya bekerja, 8 persen lulusan melanjutkan kuliah, dan hanya berkisar 1 persen hingga 1,5 persen yang berwirausaha. Padahal, peluang lulusan sekolah menengah kejuruan (SMK) untuk mandiri lewat wirausaha cukup besar. Itu karena mereka memiliki keahlian memproduksi atau menciptakan produk unggulan yang dapat dipasarkan minimal di daerahnya.

Namun, kemampuan berwirausaha siswa SMK belum berkembang, salah satunya terkendala soal bentuk badan usaha yang memungkinkan berkembangnya usaha yang dijalankan siswa dan sekolah.

Direktur Pembinaan SMK Kementerian Pendidikan dan Kebudayaan Mustaghfirin Amin seusai pembukaan SMK Expo Ke-2 di Yogyakarta, Kamis (28/5) mengatakan, kementerian berharap bisa meningkatkan lulusan SMMK yang berwirausaha hingga 5 persen. Ini dimulai dengan membuat 1.650 SMK rujukan yang salah satunya harus menjalankan pembelajaran berbasis industri untuk pengembangan produk unggulan. Targetnya tiap SMK memiliki 20 lulusan yang jadi wirausaha.

Sementara itu, Adji Gutomo, Ketua Panitia SMK Expo 2015 mengatakan, program expo ini salah satunya adalah untuk mendorong SMK membentuk koperasi. Koperasi akan menjadi sarana untuk mempraktikkan kegiatan bisnis, memproduksi, dan memasarkan produk atau jasa. Dalam expo tersebut, tiap SMK berkesempatan memamerkan produk-produk unggulan sesuai bidang keahlian yang berpeluang dikembangkan menjadi usaha. Selain itu, ada seminar, lokakarya, dan klinik koperasi sebagai tempat konsultasi siswa SMK dan guru pendamping tentang tata cara pembentukan koperasi, serta pengelolaan dan pengembangannya.

SMK Encouraged to Form Cooperatives

Kompas, page 11

Graduates of vocational high schools from 128 expertise programs reached 1.2 million – 1.4 million people each year.   A total of 85 percent of its graduates work, 8 percent of graduates continue on to higher studies, and only around 1 to 1.5 percent go on to entrepreneurship. In fact, the chances of graduates of vocational high schools (SMK) to be independent through entrepreneurship are quite great.   This is because they have the skills of production or creating superior products that could be marketed, at least in their areas.

However the abilities of SMK students to be entrepreneurs have not developed, one of the constraints is the form of business entity enabling the development of student and school run businesses.

Director of SMK Development Ministry of Education and Culture Mustaghfirin Amin after opening of the 2^nd SMK Expo in Yogyakarta, Thursday (28/5) said the ministry expects to be able to boost entrepreneur SMK graduates by up to 5 percent.   This is started by making 1,650 referral SMKs one of which runs industry based learning to develop superior products.     The target is every SMK has 20 graduates who become entrepreneurs.

Meanwhile, Adji Gutomo, Committee Chairman of SMK Expo 2015 said, this expo program among others is to encourage SMKs to form cooperatives.   Cooperatives would become the means to practice business activities, production, and marketing of products and services.   In the expo every SMK has the opportunity to showcase their superior products in line with the expertise that would likely be developed into businesses.   In addition, there are seminars, workshops, and cooperatives clinics as places for consultation of SMK students and accompanying teachers on the procedures for the formation of cooperatives, as well as their management and development.

SMK Encouraged to Form Cooperatives

Pendidikan Belum Transformatif

Kompas, halaman 11

Dunia pendidikan di Indonesia belum menjadi pendidikan transformatif yang mampu mengubah masyarakat karena belum mengarah pada pendidikan kritis. Selain karena guru terpasung birokrasi dan berbagai standardisasi, murid juga tak didorong berpikir dan bersuara kritis. Hal itu mengemuka dalam Diksusi Panel Seri I Tahun 2015 bertajuk “Pendidikan untuk Transformasi Sosial”, yang diselenggarakan Harian Kompas (28/5).

Dosen Sekolah Tinggi Filsafat Driyarkara M Sastrapratedja yang hadir dalam acara tersebut menyebutkan, melihat sembilan ciri pendidikan kritis, Ia menilai konsep pendidikan di Indonesia harus disusun kembali. Pendidikan tak hanya disiplin ilmu, tapi juga membentuk identitas. Pada praktiknya, pendidikan kritis mendorong murid menemukan identitas dirinya dan posisinya di masyarakat.

Jika dilakukan sejak dini, pendidikan kritis akan menumbuhkan idealisme untuk membangun masyarakat menjadi adil, sejahtera, dan manusiawi dengan harapan transformatif dan penuh harapan.

Dalam pendidikan kritis, guru menjadi tokoh intelektual transformatif. Namun, menurut Retno Listyarti, selaku Sekretaris Jenderal Federasi Serikat Guru Indonesia, yankkg juga hadir dalam diskusi, guru justru lebih sering terpasung birokrasi yang membatasi gerak dan kreativitas.

Sementara itu, Sosiolog Universitas Indonesia Tamrin Amal Tamagola menilai, kegagalan dan keberhasilan pendidikan tidak bergantung kepada pemerintah. Setelah 1950, kondisi pendidikan Indonesia turun karena saat itu birokratisasi dengan standar-standar dan sertifikasi itu yang justru merusak, menurunkan derajat pendidikan.

Education Not Yet Transformative

Kompas, page 11

The education world in Indonesia has yet to become transformative education capable of changing/ transforming society because it has not lead to critical education. In addition to the teachers being stuck in bureaucracy and various standardizations, students are also not encouraged to think and speak critically.   This was raised in the Panel Discussion Series I Year 2015 titled “Education for Social Transformation,” held by Kompas Daily (28/5).

Lecturer of School of Philosophy Driyarkara M Sastrapratedja who was present in the event said, viewing the nine critical education characteristics, he deems the education concept in Indonesia should be restructured. Education is not merely the disciplines of knowledge, but also forming identities.   In practice, critical education encourages students to find their own identity and position in society.

If done early, critical education would foster the ideals to build society to be fair, prosperous, and humane with expectations of transformative and full of hope.

In critical education, teachers become transformative intellectual figures.   However, according to Retno Listyarti, as Secretary General of the Federation of Indonesia Teachers’ Associations, who was also present in the discussion, teachers are more often stuck in bureaucracy that limits movements and creativity.

Meanwhile, Sociologist of the University of Indonesia Tamrin Amal Tamagola deems the failure and success of education does not depend on the government.   After 1950, the condition of Indonesian education declined because at the time bureaucratization with standards and certification in fact was damaging, degrading education.

Education Not Yet Transformative

Joki Skripsi Rusak Tatanan Akademis

Kompas, halaman 1

Selama bertahun-tahun praktik joki skripsi dan tesis bertahan, tak tersentuh. Bahkan, jasa membuat tugas akhir akademis kian mudah dicari dan didapatkan dengan derasnya informasi daring. Perguruan tinggi pun kesulitan mendeteksi tugas akhir mahasiswa yag menggunakan joki. Padahal, praktik lama itu merusak tatanan akademis.

Di Jalan Salemba Raya, Jakarta Pusat, berdiri kios-kios yang menawarkan jasa pembuatan skripsi. Jasa yang bisa dibeli mulai dari mencari judul hingga persiapan menuju sidang akhir. Pesanan yang diterima pun tidak hanya tugas akhir dalam bahasa Indonesia. YT misalnya, manawarkan jasa pembuatan karya ilmiah hingga tesis maupun makalah berbahasa Inggris. Skripsi yang membutuhkan keahlian penerjemah dipatok dengan harga Rp. 10 – Rp. 12 juta.

Tidak mudah bagi perguruan tinggi mendeteksi tugas akhir mahasiswa yang dikerjakan joki. Langkah yang dilakukan antara lain mengharuskan karya ilmiah itu diunggah ke internet sehingga jika terjadi plagiarisme, masyarakat bisa menemukannya.

Wakil Rektor Universitas Islam Negeri Syarif Hidayatullah Jakarta Yusron Razak mengatakan, untuk mengurangi kecenderungan plagiarisme dan joki karya ilmiah, dosen pembimbing berperan penting. Pertemuan intens, merombak tulisan, dan sanksi tegas masih efektif hingga kini. Yusron juga mengimbau setiap perguruan tinggi membuat standar jumlah mahasiswa yang dibimbing. Satu dosen maksimal hanya membimbing enam mahasiswa agar lebih efektif.

Sosiolog Universitas Negeri jakarta Muchlis Rantoni berpendapat, fenomena jasa joki tak lepas dari pandangan meremehkan pendidikan tinggi di kalangan mahasiswa sendiri. Jasa itu seolah membantu, tetapi sebenarnya merusak tatanan akademis nasional.

Sementara itu, Guru Besat Institut Teknologi Bandung Satryo Soemantri Brodjonegoro mengatakan, permasalahan joki karya ilmiah itu berkaitan dengan kemerosotan mental masyarakat. Jika dibiarkan, pendidikan tinggi tidak akan maju dan generasi berkualitas sulit muncul. Perlu revolusi mental di kalangan mahasiswa dan dosen agar kembali menghargai nilai-nilai kejujuran serta kerja keras, terutama di kalangan pendidikan tinggi.

Thesis Jockeys Damage Academic Order

Kompas, page 1

For years the practice of papers and thesis jockeys have survived, untouched.     The service of making academic final tasks is ever easier to find and obtained with the surge of information online.   Higher education also has difficulty detecting student final projects that use jockeys.   In fact this old practice damages academic order.

In Salemba Raya Street, Central Jakarta, stand kiosks offering services of paper/thesis making.   The services that could be bought starting from searching titles to preparation towards final hearing/presentation. Orders are not limited to final projects in bahasa Indonesia. YT for example, offers the services of making scientific papers and thesis as well as manuscripts in English.   Papers requiring the expertise of translators are set at a price of Rp. 10 – Rp. 12 million.

It is not easy for higher education to detect student final projects done by jockeys.   Among steps taken is requiring scientific papers to be uploaded in the internet so if there is plagiarism, the public would be able to discover it.

Vice Rector of State Islamic University Syarif Hidayatullah Jakarta Yusron Razak said to reduce the tendency of plagiarism and jockey of scientific papers,   the supervisor plays an important role.   Intense meetings, remodeling writings, and strict sanctions are still effective to date. Yusron also appealed to every higher education institution to make a standard number of students supervised.   One lecturer supervises a maximum of six students in order to be more effective.

Sociologist of Jakarta State University Muchlis Rantoni opines the phenomenon of jockey services cannot be separated from the disparaging views of the students themselves on higher education.   Such services seem helpful, but they actually damage the national academic order.

Meanwhile, Professor of Bandung Institute of Technology Satryo Soemantri Brodjonegoro said the issue of scientific paper jockeys is related to society’s mental deterioration.   If left unchecked, higher education would not progress and qualified generations difficult to appear.   There needs to be a mental revolution among students and lecturers in order to return to appreciating the values of honesty as well as hard work, especially among higher education circles.

Thesis Jockeys Damage Academic Order

PGRI: Pendidikan Papua Butuh Perhatian Khusus

http://www.beritasatu.com

Menurut Ketua Departemen Riset dan Pengembangan Persatuan Guru Republik Indonesia (PGRI), Mohammad Abduhzen, penerapan pendidikan standar nasional yang dicanangkan Kementerian Pendidikan dan Kebudayan (Kemdikbud) tidak dapat diterapkan secara menyeluruh di Indonesia. Kualitas pendidikan di Papua dinilai masih jauh tertinggal.

Abduhzen mengungkapkan ada siswa SMP di pedalaman Papua yang masih belum dapat membaca dan menulis dengan baik. Kenyataan seperti ini harus ada perubahan dalam pola pengajaran dan guru perlu ditingkatkan. Hal itu disampaikan dalam dialog seputar perkembangan mutu pendidikan, di Gedung Kementerian Pendidikan dan Kebudayaan, Jakarta, Rabu, (27/5).

Sementara itu, menurut Ketua Program Studi Perguruan Tinggi Sekolah Dasar (PGSD), Fakultas Pendidikan Bahasa Daerah Unika Atma Jaya, Ivan Stefanus, rendahnya pendidikan di pedalaman Papua karena dipengaruhi oleh budaya, sehingga belum dapat disetarakan dengan pendidikan nasional.

Ivan menyebutkan, di salah satu kabupaten di Papua pernah mengalami nilai di bawah rata-rata nasional ketika pelaksanaan ujian nasional UN. Namun, ada satu siswa yang mencapai nilai di atas rata-rata dan ternyata, itu bukan siswa asli Papua, tetapi siswa pindahan dari Makassar.

Dia mengatakan, program pemerintah saat ini, yang memprioritaskan pendidikan di daerah terdepan, terluar dan terpencil (3T) sangat diapresiasi. Ke depan, diharapkan pemerintah lebih memperhatikan layanan pendidikan di Papua, demi menjamin mutu pendidikan yang setara.

http://www.beritasatu.com/nusantara/277626-pgri-pendidikan-papua-butuh-perhatian-khusus.html

PGRI: Papua Education Needs Special Attention

http://www.beritasatu.com

According to Chairman of Department of Research and Development of the Indonesian Teachers’ Association (PGRI), Mohammad Abduhzen, the application of national standards of education promulgated by the Ministry of Education and Culture (Kemdikbud) could not be applied entirely in Indonesia. The quality of education in Papua is deemed to still lag far behind.

Abduhzen disclosed there were junior high school (SMP) students in the hinterlands of Papua who still could not read and write well.   Such a reality requires change in the teaching pattern and teachers need to be improved.   This was conveyed in a dialog concerning the development of education quality, at the Ministry of Education and Culture Building, Jakarta, Wednesday, (27/5).

Meanwhile, according to Chairman of Primary School Higher Education Study Program or Program Studi Perguruan Tinggi Sekolah Dasar (PGSD), Faculty of Regional Language Education Unika Atma Jaya, Ivan Stefanus, the poor education in the hinterlands of Papua is influenced by culture, so it still could not be equivalent to the national education.

Ivan mentioned, in one of the regencies in Papua they experienced scores below the national average when implementing the national exams (UN).   However, there was one student who achieved an above average score, and it turned out he/she was not an indigenous Papua student, but a transfer student from Makassar.

He said the current government program that prioritizes education in the foremost, outermost and remote (3T) areas is very much appreciated.   Going forward, the government is expected to give more attention to education services in Papua, for the sake of ensuring equal quality of education.

http://www.beritasatu.com/nusantara/277626-pgri-pendidikan-papua-butuh-perhatian-khusus.html

PGRI: Papua Education Needs Special Attention