Pendidikan Karakter Ditanamkan Sejak Usia Dini

Suara Pembaruan, halaman 16

Salah satu fokus perhatian dari program Nawa Cita Presiden Joko Widodo dalam persiapan sumber daya manusia (SDM) yang berdaya saing adalah Penguatan Pendidikan Karakter (PPK) di semua jenjang pendidikan. Terkait hal tersebut Ketua bidang Pendidikan Karakter , Organisasi Aksi Solidaritas Era Kabinet Kerja (Oase KK), Ratna Megawangi membenarkan, jika dalam menyiapkan SDM di abad ke-21, pendidikan karakter menjadi fakotr utama yang harus ditanamkan dalam diri anak sejak usia dini.

Pendidikan karakter sangat penting ditanamkan sedini mungkin, agar bangsa Indonesia memiliki etos kerja tinggi, tanggung jawab, disiplin, dan karakter unggul lainnya. Dalam hal ini, guru sebagai agen perubahan harus menjiwai karakter unggul yang akan ditanamkan secara holistic kepada anak didiknya dengan keteladanan.

Ratna mengatakan dalam pembukaan pelatihan Akbar Guru Paud bahwa pelatihan akbar ini memberi bekal pada para guru agar dapat melaksanakan model Pendidikan holistic berbasis karakter yang terbukti efektif falam membentuk anak yang berkarakter. Dijelaskan dia, karakter peranannya sangat penting dari kemampuan pemahaman ilmu pengetahuan lainnya. Pasalnya, dengan memiliki akhlak yang baik maka akan terbentuk karakter yang baik.

Pendidikan karakter, kata Ratna dapat ditanamkan melalui pendidikan agama, sebab agama memiliki peranan yang penting dalam kehidupan sesuai dengan sila utama Pancasila yakni Ketuhanan Yang Maha Esa. Selain itu, akhlak mulia harus dikembangkan melalui pendidikan moral dalam kewarganegaraan. Sebab setelah bertahun-tahun masih ada permasalahan terkait dengan moral.

Character Education Instilled Since Early Childhood

Suara Pembaruan, page 16

One of the foci of attention of President Joko Widodo’s Nawa Cita program in the preparation of competitive human resources (HR) is Strengthening of Character Education (PPK) in all levels of education. Related to this, Chairperson of Character Education, Organization of Solidarity of Working Cabinet Era (Oase KK), Ratna Megawangi justified, that in the preparation of human resources in the 21st century, character education becomes the primary factor to be instilled in children from an early age.

Character education is very important to be instilled as early as possible, so that the Indonesian people have high work ethic, responsibility, discipline, and other superior character. In this case, the teacher as an agent of change must be cognizant of superior character that will be instilled holistically on their students by example.

Ratna said at the opening of the Paud Teachers’ Akbar training that this akbar/great training gives provisions to teachers in order to implement the character-based holistic education model that has proved effective in shaping children of character. She explained the role of character is very important in the ability of understanding other science/knowledge.  Because, having good morals results in good character.

Character education, said Ratna could be instilled through religious education, because religion has an important role in accordance with the main precepts of Pancasila, namely the One and Only God. In addition, noble character should be developed through moral education in citizenship/ civics. Because after all these years there are still problems related to morals.

Menggenjot Performa Sekolah Kejuruan

Media Indonesia, halaman 7

Pemerintah melalui Kementerian Pendidikan dan Kebudayaan (Kemendikbud) terus menggenjot performa pendidikan kejuruan atau sekolah menengah kejuruan (SMK). Harapan mereka SMK dapat mencetak generasi penerus bangsa yang terdidik, terlatih, serta siap bekerja di dunia usaha dan dunia industri (DUDI).

Untuk mencapai tujuan itu, Kemendikbud menyasar tiga target utama. Target tersebut ialah SMK dapat memenuhi standar mutu yang meliputi guru, fasilitas, dan kegiatan pembelajaran; program keahlian dan kompetensi siswa sesuai dengan kebutuhan industri; dan minimal 80% lulusan SMK dapat terserap pada DUDI atau berwirausaha pada tahun pertama.

Dalam pemenuhan standar mutu, Direktorat Pembinaan SMK Dikdasmen Kemendikbud membagi lagi kategori dalam empat hal, yakni mutu kelembagaan, mutu tenaga pengajar, mutu proses pembelajaran, dan mutu lulusan. Mutu kelembagaan mencakup tata kelola sekolah, fasilitas sekolah, kerja sama dengan industri, dan struktur kurikulum yang mengacu pada kebutuhan industri.

Dirjen Pendidikan Dasar dan Menengah (Dikdasmen) Kemendikbud Hamid Muhammad mengatakan tata kelola sekolah harus mampu menyeimbangkan yang dimiliki dengan kebutuhan. Misalnya pengelolaan dana bantuan operasional sekolah (BOS) secara transparan, pengelolaan sumbangan masyarakat untuk pengembangan mutu, dan perencanaan diferensiasi mutu.

Tentang kualitas pengajar, Kemendikbud mengupayakan rasio guru produktif menjadi 60% dan guru adaptif normatif menjadi 40%. Pencapaian rasio tersebut dilakukan dengan cara merekrut tenaga dari industri sebagai bagian pengajar di sekolah. Begitu pun para guru diundang ke industri guna memahami perkembangan terkini sehingga yang diajarkan bersesuaian dengan kebutuhan pekerjaan.

Target guru produktif dalam tiga tahun ke depan mencapai 91 ribu orang. Untuk memenuhinya, dilakukan pendidikan keahlian ganda bagi guru adaptif normatif menjadi guru produktif. Program keahlian ganda telah mencetak 12.600 guru produktif dan ditambah menjadi 15 ribu guru produktif pada tahun ini. Saat ini guru SMK sekitar 300 ribu orang.

Proses pembelajaran SMK ke depan harus mengacu pada kebutuhan dan kemajuan industri. Setiap sekolah diberi kebebasan berekspresi asal sejalan dengan kurikulum yang diisi dengan pembelajaran produktif 5 jam per minggu. Penerapan proses pembelajaran tidak lagi berbentuk simulasi, tapi langsung dengan realisasi produk dan jasa. Contohnya SMK perhotelan membangun hotel guna melatih para siswa secara langsung lewat pembelajaran di sekolah dan praktik atau magang di hotel tersebut.

Selain itu, salah satu penguatan lulusan SMK melalui ujian nasional dan ujian kompetensi yang disinkronkan dengan lembaga sertifikasi. Dengan demikian, lulusan SMK mengantongi sertifikat kompetensi yang diakui Badan Nasional Standar Profesi (BNSP) sehingga banyak terserap pada DUDI.

Boosting Vocational School Performance

Media Indonesia, page 7

The Government through the Ministry of Education and Culture (Kemendikbud) continues to boost the performance of vocational education or vocational high school (SMK). Their hope is SMK could turn out the next generation of educated, trained, and ready to work in the corporate world and the industrial world (DUDI).

To achieve that goal, Kemendikbud focuses on three main targets. The target is so SMKs could meet the quality standards that include teachers, facilities, and learning activities; expertise and student competence programs according to the needs of industry; and at least 80% of SMK graduates could be absorbed in the corporate world and the industrial world (DUDI) or self-employed in the first year.

In the fulfillment of quality standards, the Directorate of SMK Guidance Dikdasmen Kemendikbud subdivides into four categories, namely institutional quality, the quality of teaching staff, the quality of the learning process, and the quality of graduates.  Institutional quality includes the governance of schools, school facilities, cooperation with industry, and structure of the curriculum that refers to the needs of industry.

Director General of Primary and Secondary Education (Dikdasmen) Kemendikbud Hamid Muhammad said school governance should be able to balance between what is owned and what is the necessity. For example, the management of school operational funds (BOS) in a transparent manner, management of public contributions for development of quality, and planning of quality differentiation.

About the quality of teachers, Kemendikbud seeks to make the ratio of productive teachers to be 60% and normative adaptive teachers to be 40%. Achievement of these ratios is done by recruiting personnel/manpower from industry as part of the teaching staff in the schools. The teachers are also invited to industry in order to understand the latest developments so that what are taught correspond to the needs of the job.

The target of productive teachers in the next three years is to reach 91 thousand people. To meet it, a double skills education is conducted for adaptive normative teachers to become productive teachers.   The dual skills program has turned out 12,600 productive teachers plus 15 thousand productive teachers this year. Currently, there are about 300 thousand SMK teachers.

SMK learning process in future should be based on the needs and progress of industry. Each school is given freedom of expression provided it is in line with the curriculum which is filled with productive learning 5 hours per week. Implementation of the learning process is no longer in the form of simulation, but directly with the realization of products and services.  For example, hospitality SMK builds a hotel to train the students directly through learning in school and practice or internship in the hotel.

In addition, strengthening of vocational graduates is also through the national exam and a competency test which are synchronized with the certification body. Thus, graduates of SMK hold competency certificates recognized by the National Board of Professional Standards (BNSP) so that many are absorbed in DUDI.

Meningkatnya Kasus Geng Pemerkosaan dan Pelecehan Seksual Anak Kian Mengkhawatirkan

www.jakartaglobe.id

Jumlah kasus pemerkosaan secara berkelompok (gang rape) mengalami peningkatan sejak tahun 2015, hal itu merujuk data Lembaga Perlindungan Saksi dan Korban (LPSK) dan laporan pengawas hak-hak anak. Menurut Ketua Komisi Nasional Perlindungan Anak (Komnas PA) Arist Merdeka Sirait, kasus pemerkosaan secara berkelompok sering terjadi di negara yang dilanda perang, ketika kasus tersebut terjadi di Indonesia, hal itu sungguh mengejutkan.

Di tahun 2015, terdapat 44 kasus secara berkelompok dengan korban meninggal berjumlah sembilan orang. Lalu, naik hampir dua kali lipat pada tahun 2016 menjadi 82 pada kasus yang sama. Sementara awal bulan-bulan 2017 telah terjadi 26 kasus gang rape, dimana tiga korban meninggal dunia.

Menurut Arist, 16 persen pelakunya adalah anak-anak yang berusia 14 tahun. Sebagian besar pemerkosa bertindak di bawah pengaruh narkotika dan alkhol. Dan banyak dari mereka merupakan penggemar film porno.

Kurangnya pemahaman tentang apa yang dimaksud dengan kekerasan seksual dan penegakan hukum yang lemah, terutama terhadap pelaku di bawah umur, semakin memicu kasus tersebut.

Mengingat para pelaku dibawah umur tidak dapat dipenjara selama lebih dari 10 tahun, Komnas PA meminta agar para hakim dapat memberikan hukuman sesuai dengan Undang-Undang Nomor 17 Tahun 2016, yang menyebutkan semua pelaku kekerasan seksual dituntut hukuman minimal 10 tahun penjara dan pengebirian kimia.

Kasus pedofilia juga telah memakan korban. Indonesia tampaknya menjadi salah satu “surga pedofil” kata Arist, khususnya di Bali, Jakarta, dan Lombok, Nusa Tenggara Barat.

Dia menambahkan, bahwa Komnas PA terus menginformasikan para ibu untuk tidak memposting foto dari anak-anak mereka di media sosial sebab hal tersebut dapat menarik para pedofilia. Indonesia masih tergolong negara yang permisif, yang dimana kekerasan seksual hanya ditanggapi saat kasus tersebut marak terjadi.

Alarming Increase in Gang Rape Cases, Child Sexual Abuse in Indonesia

www.jakartaglobe.id

The number of gang rape cases has increased since 2015, Witness and Victim Protection Agency, or LPSK, and child rights watchdog report.

According to National Commission on Child Protection (Komnas PA) chairman Arist Merdeka Sirait, gang rapes are most often recorded in war-torn countries, their occurrence in Indonesia is therefore staggering.

In 2015, 44 gang rape cases were reported; nine victims died. Last year the number was almost double, with 82 incidents recorded. The first months of 2017 have already seen 26 gang rapes, in which three victims succumbed to their injuries.

According to Arist, 16 percent of the perpetrators were children aged 14 or less. Most of the rapists acted under the influence of narcotics and alcohol. Many were porn-addicts.

The lack of understanding of what constitutes sexual violence and weak law enforcement, especially toward underage offenders, add to the peril.

Since juvenile offenders cannot be jailed for more than 10 years, Komnas PA requests that the judges sentence in accordance with the Law No. 17 of 2016, which for all convicted sex offenders demands a minimum 10-year prison term and chemical castration.

Pedophilia has also taken its toll. Indonesia appears to be one of the “pedophiles’ paradises,” Arist said, especially Bali, Jakarta and Lombok in West Nusa Tenggara.

He added that Komnas PA keeps encouraging mothers not to post photos of their children on social media because they can attract pedophiles. Indonesia is still permissive. Sexual violence is only regarded as such when penetration occurs.

Link: http://jakartaglobe.id/news/alarming-increase-gang-rape-child-sexual-abuse-cases-indonesia/

Kemendikbud Tuntaskan Peningkatan Kompetensi Guru Paud pada 2019

www.republika.co.id

Direktorat Jenderal Guru dan Tenaga Kependidikan (GTK) Kementerian Pendidikan dan Kebudayaan (Kemendikbud) menargetkan peningkatan kompetensi 186 ribu guru Paud, TK, TPA, Pendidikan Masyarakat selesai pada 2019. Hal itu disampaikan oleh Direktur Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini dan Pendidikan Masyarakat.

Abdoellah menjelaskan, ada sebanyak 531 ribu lebih guru pendidikan nonformal, TPA, TK, Paud dan Pendidikan Masyarakat. Dari jumlah tersebut, sebanyak 312 ribu bukan sarjana. Pemerintah tengah berupaya menuntaskan 312 ribu guru tersebut. Saat ini, GTK telah melatih 125 ribu orang melalui diklat berjenjang, lanjutan dan mahir. Penuntasan peningkatan kompetensi guru merupakan instruksi Ibu Negara Iriana Joko Widodo pada Kemendikbud.

Abdoellah menjelaskan, untuk mempercepat peningkatan kompetensi guru, Kemendikbud menggandeng dinas pendidikan kabupaten/kota untuk menurunkan tim membina para guru.

Pada 2017, ia menjelaskan, Kemendikbud akan melatih 10 ribu guru di seluruh Indonesia. Pun Kementerian Desa bekerja sama dengan Bank Dunia berkomitmen memberi pelatihan pada 7.500an guru. Ia berharap, masing-masing dinas kabupaten/kota dapat melatih, setidaknya, 2.500 guru. Ia menambahkan, pemerintah juga akan memberdayakan Pusat Kerja Gugus (PKG) untuk memberikan pelatihan di daerah. Ia menyebut, saat ini hanya 71 persen pemerintah daerah yang mengalokasikan APBDnya untuk pemberdayaan guru pendidikan nonformal.

Kemendikbud to Complete Competency Upgrade for PAUD Teachers by 2019

www.republika.co.id

The Directorate General of Teacher and Educational Personnel of The Ministry of Education and Culture (Kemendikbud) is targeting the completion of competency upgrading of 186,000 PAUD, TK, TPA and Public Education teachers by 2019. This was stated by the Development Director of Teacher and Educational Personnel of Early Childhood Education and Public Education.

Abdoellah explained that there are more than 531,000 teachers of non-formal education, TPA, TK, Paud, and Public Education. Of these, 312,000 teachers are not scholars. Therefore, the government is trying to upgrade these teachers. So far, GTK has trained 125,000 teachers by gradual training, advanced and proficient level. The completion of teachers competency upgrading was the initiative of First Lady Iriana Joko Widodo to Kemendikbud.

Abdoellah explained that Kemendikbud collaborated with regency/city education offices to release teams who foster teachers. This will accelerate the competency upgrading of teachers.

He explained that Kemendikbud will train 10,000 teachers all over Indonesia in 2017. The Ministry of Villages cooperates with The World Bank in providing training to around 7,500 teachers. He hoped that each regency/city office is able to train, at least, 2,500 teachers. In addition, the government will empower Work Center Group (PKG) to provide training in the regions. He also said that currently only 71 percent of local governments allocate their APBD to teachers’ empowerment of non-formal education.

Link: http://www.republika.co.id/berita/pendidikan/eduaction/17/03/29/onkw3b354-kemendikbud-tuntaskan-peningkatan-kompetensi-guru-paud-pada-2019

Pendidikan Vokasi Mulai Siapkan Guru Besar

www.antaranews.com

Perguruan tinggi berbasis vokasi mulai mempersiapkan para guru besar menyusul pernyataan Menteri Riset, Teknologi, dan Pendidikan Tinggi Mohamad Nasir yang memperbolehkan dosen dengan Nomor Induk Dosen Khusus menjadi guru besar.

Direktur Politeknik Lembaga Pendidikan dan Pengembangan Profesi Indonesia (LP3I) Jakarta, Jaenudin Ahmad mengatakan pihaknya mulai menyiapkan calon-calon guru besar. Pada tahun ini, LP3I menyekolahkan delapan dosen menempuh pendidikan doctoral.

Pihaknya menargetkan dalam waktu dekat bisa mempunyai 12 doktor terapan di bidang administrasi, keuangan, dan akuntansi. Hal itu dalam rangka pembukaan program baru, yakni magister terapan.

Dia mengatakan selama ini sebagian besar pengajar di kampusnya merupakan praktisi dari industri. Sebab dosen dari industri memiliki keunggulan karena transfer pengetahuannya lebih efektif dan tidak hanya tahu pada tingkatan teori saja.

Presiden Direktur LP3I, Isral Nurdin, mengatakan lulusan pendidikan vokasi banyak dibutuhkan oleh industri karena sesuai dengan kebutuhan industri. Pendidikan yang dilakukan pun tidak hanya dilakukan di dalam kampus tetapi kombinasi antara kampus dan industri.

Vocational Education Starting to Prepare Professor

www.antaranews.com

Vocational-based universities have started to prepare their professors. This is to implement the statement of the Minister of Research, Technology, and Higher Education, Mohamad Nasir that allows lecturers with certain Lecturer Registration Number to become a professor.

Director of the Polytechnic Institute of Education and Professional Development of Indonesia (LP3I) Jakarta, Jaenudin Ahmad, said that his authority has begun to prepare candidates for professors. LP31 sent eight lecturers to undertake doctoral programs this year.

His authority is targeting twelve of the applied doctorates in the field of administration, finance, and accounting in the near future. This is because of the establishment of a new program, which is applied master.

He said that most of lecturers of LP31 are practitioners from the industry. They transfer their knowledge more effectively understanding not the theory but the practice. Therefore, they have superior qualities.

The president Director of LP31, Isral Nurdin, stated that industry needs many vocational education graduates to meet the need of the various industries. Education of LP31 is not just conducted within the campus but is a combination between campus and industry.

Link: http://www.antaranews.com/berita/621329/pendidikan-vokasi-mulai-siapkan-guru-besar