Saatnya Siswa Diberdayakan sebagai Subyek

Kompas, halaman 12,  Sabtu, 15 April

Sebanyak 30 guru asal Aceh yang baru saja menuntaskan program master pendidikan di Finlandia, Kamis (13/4), telah tiba kembali di lokasi tugas masing-masing. Mereka siap mengembangkan pola pembelajaran baru di tempat mereka mengajar, yaitu di Yayasan Sukma jenjang SD, SMP, dan SMA yang tersebar di Kabupaten Pidie dan Bireuen serta Kota Lhokseumawe,.

Paradigma yang dipetik dari University of Tampere, Finlandia, tempat mereka meraih gelar master adalah menempatkan siswa sebagai subyek otonom dan berdaya. Sudah tidak tepat memosisikan guru sebagai penceramah tunggal di depan kelas, sebagaimana yang lazim berlangsung selama ini.

Marthunis bin Bukhari, guru Bahasa Inggris di SMA Sukma Pidie mengatakan, ia dan rekan-rekannya akan mencoba menyosialisasikan pola pembelajaran yang baru kepada rekan-rekan sesama guru sembari mempraktikkan cara itu di depan kelas.

Sementara, Nailul Authar, guru Ilmu Pengetahuan Sosial di SMA Sukma Pidie, menambahkan, Findlandia mengajarkan bagaimana cara mendidik siswa dengan cara yang spesifik yaitu guru harus memodifikasi materi pelajaran sesuai dengan kebutuhan dan usia siswa.

Rektor University of Tampere, Liisa Laakso, dalam perbincangan di Helsinki, pekan lalu, menegaskan bahwa kunci pembelajaran yang bermutu terletak pada kompetensi dan wawasan guru. Guru yang baik adalah yang tidak hanya menguasai materi pelajaran, tapi juga paham akan kondisi dan kemampuan siswanya. Oleh sebab itu, ia menekankan pentingnya mengubah cara berfikir guru.

This is the Time to Empower a Student as a Subject

Kompas, page 12, Saturday, April 15

Thirty teachers from Aceh who had just completed their master of education in Finland returned to their respective work places on Thursday (13/4). They were ready to develop a new learning pattern in their teaching locations: Yayasan Sukma at SD, SMP, and SMA level located in Pidie and Bireuen Regency as well as the city of Lhokseumawe.

They have adopted the paradigm from the University of Tampere (the university of their master degree) that students should be considered as autonomous and powered subjects. The long-favored common belief of the teacher standing in front of the class as the sole arbiter of knowledge was no longer considered the right way. Marthunis bin Bukhari, the English teacher in SMA Sukma Pidie, said that he and his colleagues would try to socialize the new pattern of learning to their colleagues who were teachers and demonstrate it practically in front of the class.

Meanwhile, Nailul Authar, the Social Science Teacher in SMA Sukma Pidie, added that Finland taught how the teachers educated the students in specific techniques: the teachers should modify the subject material based on the students’ needs and ages.

The Rector of the University of Tampere, Liisa Laakso, in a discussion in Helsinki, last week, underlined that the key to qualified learning hung on the teacher’s competence and insight. A good teacher was not only master of the subject material, but also understood the condition and capabilities of the students. Therefore, she affirmed it was necessary to change the way in which teachers thought of their roles.

 

Program Sarjana Mendidik Dihentikan

Koran Sindo, halaman 2

Kementerian Riset dan Teknologi dan Pendidikan Tinggi (Kemristekdikti) memutuskan menghentikan Program Sarjana Mendidik di Daerah Terluar, Terdepan, dan Tertinggal (SM3T) mulai tahun ini. Program ini dinilai tidak mampu menyediakan jumlah guru dalam waktu cepat.  Hal itu diungkapkan Dirjen Pembelajaran dan Kemahasiswaan (Belmawa) Kemenristekdikti Intan Ahmad.

Program SM3T adalah upaya pemerintah mengirimkan tenaga pendidk ke berbagai daerah terpencil di Indonesia. Program ini dikhususkan untuk sarja kependidikan yang baru lulus kuliah. Dengan gaji yang relatif besar, para perserta program ini minimal bertugas selama satu tahun. Peserta program ini juga diprioritaskan untuk diangkat sebagai calon pegawai negeri sipil (CPNS) setelah mengikuti Pendidikan Profesi Guru (PPG) selama satu tahun.

Sementara itu, Direktur Pembelajaran Ditjen Pembelajaran dan Kemahasiswaan (Belmawa) Kemenristekdikti Paristiyanti Nurwardani menjelaskan, penghentian program SM3T telah melalui kajian matang. Meskipun peminat program ini cukup tinggi, dalam praktiknya program ini tidak mampu memenuhi kebutuhan guru dalam waktu cepat. Padahal, lanjutnya, selain bertujuan mendapatkan guru profesional yang bisa bekerja dimana saja di seluruh Indonesia, program ini juga diharapkan bisa memenuhi kebutuhan guru di Indonesia.

Dia mengatakan pengangkatan peserta SM3T untuk diangkat menjadi CPNS cukup panjang. Selain itu persyaratan program SM3T bahwa calon mahasiswa PPG harus fresh graduate justru menghambat proses rekrutmen calon guru karena banyak sarja kependidikan yang bukan fresh graduate yang ingin menjadi mahasiswa PPG.

Paris juga mengungkapkan, kajian untuk menghentikan program SM3T berjalan hampir satu tahun lamanya. Setelah mempertimbangkan berbagai aspek, pemerintah akhirnya memutuskan menggantikan SM3T dengan program hybrid/ Blanded Learning. Dengan program Hybrid Learning ditargetkan ada rekrutmen guru hingga 10.000 guru dalam satu tahun.

Program of Bachelor Teachers to be Discontinued

Koran Sindo, page 2

The Ministry of Research, Technology, and Higher Education (Kemristekdikti) has decided to discontinue the Program of the Bachelor Teaches in the Outermost, Frontier, and Underdeveloped areas (SM3T) this year. This program was considered as not being able to meet the immediate need for teachers, as was stated by Dirjen of Learning and Student Affairs (Belmawa) of Kemenristekdikti, Intan Ahmad.

The SM3T Program was a government effort to send education personnel to the various remote areas in Indonesia and was devoted to Bachelors of Education who had just graduated. With relatively high salaries, the SM3T participants were minimally on duty for a year. They also received priority in being appointed as civil servant (CPNS) candidates after taking the Professional Teacher Education (PPG) for one year.

Meanwhile, the Director of Learning of Ditjen of Learning and Student Affairs (Belmawa) of Kemenristekdikti, Paristiyanti Nurwardani, explained that this discontinuation of the SM3T program had been taken only after careful consideration. Even though the number of enthusiasts for the program was high, practically it was not capable of meeting the immediate need for teachers. She continued that besides this, the program was intended to recruit professional teachers who were able to work all over Indonesia, which was also expected to meet the need for teachers in Indonesia.

She said that the appointment of SM3T participants as CPNS was a lengthy process. In addition, the program requirement stating that PPG student candidates should be recent graduates actually hampered the recruitment process for teachers. This was because many bachelors of education who were not recent graduates would like to be PPG students.

Paris also stated that the review for the discontinuation of SM3T program had been ongoing for almost a year. After considering the various aspects, the government finally decided to replace SM3T with the hybrid/Blended Learning program. Through this program, there would be teacher recruitment targeting 10,000 teachers in a year.

 

Syarat SM3T Diubah

Republika, halaman 5

Pemerintah mengubah persyaratan program Sarjana Mendidik di Daerah Terluar, Terdepan dan Tertinggal (SM3T) dengan persyaratan Pendidikan Profesi Guru (PPG). Persyarakat baru itu sesuai dengan UU 14 Tahun 2005 tentang Guru dan Dosen, serta UU 12 Tahun 2012 tentang Pendidikan Tinggi.

Direktur Pembelajaran Ditjen Pembelajaran dan Kemahasiswaan (Belmawa) Kementerian Riset, Teknologi dan Pendidikan Tinggi (Kemristekdikti) Paristiyanti Nurwardani menuturkan, pemerintah telah mengkaji ulang persyaratan untuk program SM3T pada 2016.

Selama ini, lanjutnya, Kemristekdikti menyiapkan 3.000 guru SM3T setiap tahun. Kemudian, pemerintah menilai regulasi dalam PPG memenuhi pesyaratan penyiapan calon guru SM3T, yakni pendidikan formal setelah S1 dengan tambahan proses pembelajaran selama satu tahun.

Paristiyanti mengungkapkan, berdasarkan data kemendikbud, jenjang SD mengalami kekurangan sebanyak 200 ribu guru. Selain itu, pemerintah juga kekurangan guru produktif untuk SMK sebanyak 91.861. Ia menuturkan, persyaratan baru nantinya memberi kesempatan pada lulusan S1 baik yang baru lulus ataupun yang sudah berpengalaman untuk menjadi mahasiawa PPG. Sebelumnya, pemerintah mensyaratkan program SM3T, calon mahasiswa PPG harus fresh graduate atau baru lulus.

pada tahun ini, lanjutnya, ada program penggganti yang disebut PPG melalui Hybrid atau Blended Learning. Program Hybrid Learning, ia menjelaskan, tidak hanya bisa menyediakan 3.000 guru, tetapi bisa sampai 10 ribu guru dalam satu tahun.

Ia menjelaskan, pemerintah akan memanggil lagi 3.007 sarjana yang mengikuti SM3T untuk mengikuti PPG selama satu tahun. Ia berujar, pemerintah ingin menggabungkan induk-induk pembelajaran yang bagus supaya mendapat turunan pembelajaran yang lebih bagus.

Terms of SM3T Modified

Republika, page 5

The government changed the terms of the Undergraduates Educating in Outermost, Frontier and Disadvantaged (SM3T) Regions program with the requirements of Teacher Professional Education (PPG). The new requirements are in accordance with Law 14 of 2005 on Teachers and Lecturers, and Law 12 of 2012 on Higher Education.

Director of Learning of the Directorate General of Learning and Student Affairs (Belmawa) Ministry of Research, Technology and Higher Education (Kemristekdikti) Paristiyanti Nurwardani said the government has reviewed the requirements for the SM3T program in 2016.

So far, she continued, Kemristekdikti prepared 3,000 SM3T teachers every year. Later, the government deems the regulation within PPG meets requirements in the preparation of SM3T prospective teachers, namely formal education after S1 with the addition of a one year learning process.

Paristiyanti revealed, based on Kemendikbud data, primary schools (SD) are experiencing a shortage of 200 thousand teachers. In addition, the government is also in shortage of productive teachers for vocational high schools (SMK) a total of 91,861. He said that the new requirements will provide opportunities for S1 graduates (undergraduates) both fresh graduates as well as those who are experienced to be PPG students. Earlier, the government required that in the SM3T program, PPG prospective students must be fresh graduates.

This year, she continued, there is a replacement program called PPG through Hybrid or Blended Learning.  The Hybrid Learning program, she explained, could not only provide 3,000 teachers, but could be up to 10 thousand teachers in a year.

She explained that the government will call again the 3,007 scholars who followed SM3T to follow PPG for one year.mShe said the government wants to combine good learning resources in order to obtain better learning outcomes.

Kurikulum Pesantren Mahasiswa Dikaji Ulang

Republika, halaman 12

Sejumlah kampus Pergguruan Tinggi Keagamaan Islam Negeri (PTKIN) mengembangkan pesantren mahasiswa atau yang biasa disebut Ma’had Al-Jami’ah. Sekretaris Ditjen Pendidikan Islam Isom Yusqi menilai keberadaan Ma’had Al-Jami’ah strategis dalam penguatan pemahaman moderasi keberagamaan mahasiswa.

Untuk itu, Kementerian Agama akan terus memperkuat peran Ma’had Al-Jami’ah dalam kampanye moderasi Islam. Menurutnya, pembenahan Ma’had Al-Jami’ah perlu dilakukan agar dapat menghasilkan santri mahasiswa yang mempunyai paham keagamaan moderat dan toleran.

Di hadapan Sekretaris Kopertis 1-13 se-Indonesia dan Akademisi PTKIN peserta Penyusunan Petunjuk Teknis Bantuan Kemahasiswaan PTKI, Selasa (11/4/2017), di Jakarta, Isom mengungkapkan, dalam waktu dekat, pihaknya akan mengundang para pengasuh pesantren Ma’had Al-Jami’ah untuk mendiskusikan ulang kurikulum yang tepat di ma’had.  Selain mengkaji dan menyusun ulang kurikulum, Kemenag juga akan melakukan pemberian fasilitas agar pesantren mahasiswa memiliki asrama dan sarana yang cukup memadai.

Selaku pembina, Direktorat Pendidikan Tinggi Keagamaan Islam (PTKI) juga sudah menyiapkan sejumlah bantuan pendidikan bagi para mahasiswa. Sedikitnya ada tujuh bantuan kemahasiswaan, yaitu: Bantuan Lembaga Kemahasiswaan PTKI, Beasiswa Tahfidz Al Quran, Bantuan Pemagangan Mahasiswa, Bantuan Prestasi Akademik, Beasiswa Affirmasi Dikti, Bantuan Bidikmisi PTKI Swasta On Going, dan Bantuan Bidikmisi PTKIS Rekrutmen Baru.

Student Boarding School Curriculum Re-assessed

Republika, page 12

A number of State Islamic Religion Higher Education (PTKIN) campuses develop student boarding schools (pesantren) or so-called Ma’had Al-Jami’ah. Secretary of the Directorate General of Islamic Education Isom Yusqi assesses the presence of Ma’had Al-Jami’ah is strategic in strengthening student understanding of religious moderation.

To that end, the Ministry of Religious Affairs (Kemenag) will continue to strengthen the role of Ma’had Al-Jami’ah in the campaign of Islamic moderation. Streamlining of Ma’had Al-Jami’ah needs to be done in order to generate students who have moderate and tolerant religious ideology.

In the presence of Secretary of Kopertis 1-13 throughout Indonesia, and Academicians of PTKIN participants of Preparation of Technical Guidelines for PTKI Student Aid, Tuesday (11/04/2017), in Jakarta, Isom said, in the near future, he would invite the caretakers of pesantren Ma’had Al -Jami’ah to re-discuss the appropriate curriculum at the ma’had. In addition to reviewing and restructuring the curriculum, Kemenag will also make provisions of facilities so that the university boarding schools (pesantren) have dorms and adequate facilities.

As overseer, the Islamic Religious Affairs Higher Education (PTKI) Directorate has also set up a number of educational assistances for students. There are at least seven student aids, namely: PTKI Student Organizations Aid, Tahfidz Al Quran Scholarship, Student Apprenticeship Aid, Academic Achievement Aid, Dikti Affirmation Scholarship, On Going Private PTKI Bidikmisi Aid, and New Recruitment PTKIS Bidikmisi Aid.

Perlu Sinergi Penuhi Fasilitas

Kompas, halaman 12, Sabtu, 15 April

Ujian nasional berbasis komputer untuk SMK dan SMA selama dua pekan secara umum dinilai berjalan lancar. Namun, demi peningkatan mutu pembelajaran di era digital, perlu sinergi pemerintah pusat dan daerah dalam pengadaan infrastruktur teknologi informasi. Inspektur Jenderal Kemdikbud Daryanto mengakui masih ada beberapa kendala, terutama listrik dan jaringan internet. Perbaikan perlu terus dijajaki dengan melibatkan Perusahaan Listrik Negara (PLN) dan PT Telkom.

Berdasarkan data Badan Penelitian dan Pengambangan Kemdikbud, dari 1,8 juta siswa SMA yang mengikiti UN, 1.145.341 siswa ikut UNBK. Artinya, 9.661 sekolah sudah melaksanakan UNBK. Sekolah-sekolah itu dibagi menjadi 7.689 SMA/MA yang melakukan UNBK secara mandiri dan 1.972 SMA/MA melakukan UNBK dengan menumpang sekolah lain. Beberapa sekolah di Jawa Barat, bahkan mengharuskan siswa beramai-ramai menyewa mobil karena jarak sekolah asal ke sekolah tempat mereka ujian 32 kilometer.

Kepala Balitbang Kemdikbud Totok Suprayitno menjelaskan, keputusan untuk menumpang harus berdasarkan kesepakatan antara guru, siswa, dan orangtua siswa dengan tidak disertai pemaksaan. Jika kesepakatan bersama meyakini tetap ke sekolah lain meski jaraknya relatif jauh, tidak apa-apa, asal tidak ada pihak yang terbebani.

Sementara itu, dalam kunjungan kerja di Dobo, Kabupaten Kepulauan Aru, Maluku, Kamis, Menteri Pendidikan dan Kebudayaan Muhadjir Effendy mengatakan, pemenuhan sarana dan prasarana pendidikan dasar serta menengah yang berkualitas perlu diefektifkan. Apalagi, saat ini, pemenuhan sarana-prasarana pendidikan yang bermutu merupakan salah satu program prioritas sekolah. Pihaknya mendorong pemerntah daerah untuk berkomitmen kuat dalam memajukan pendidikan. Bantuan dari pemerintah pusat terbatas. Sebab, sekutar 62 persen dari total anggaran pendidikan ditransfer ke daerah.

Synergy Needed to Meet Facilities

Kompas, page 12, Saturday, April 15

Computer-based national exams for High School/ Vocational High School (SMA/SMK) conducted for two weeks have in general run smoothly. However, for the sake of improving the quality of learning in the digital era, the central government and regional administrations should synergize in the procurement of information technology infrastructure. Inspector General of the Ministry of Education and Culture (Kemendikbud), Daryanto admitted that there were still some constraints, especially for electricity and internet network. Improvements should continue to be explored involving the State Electricity Company (PLN) and the State Telecommunications Company (PT Telkom).

Based on data of Kemdikbud’s Research and Development Agency, out of the 1.8 million high school students who took the National Exams/UN, 1,145,341 students took the Computer Based National Exams/UNBK. That means 9,661 schools have implemented the UNBK. The schools were divided into 7,689 SMA/MA which conducted UNBK independently and 1,972 SMA/MA conducted UNBK by boarding/sharing with other schools. Some schools in West Java even required the students to jointly rent vehicles to take them to the UN organizing school which is 32 kilometers away from their school of origin.

Head of Research and Development Agency of Kemendikbud, Totok Suprayitno explained that the decision to share should be based on the agreement among teachers, students, and students’ parents. There should be no coercion. If consensus is reached to remain going to another school for the UN even though the distance is relatively far then it is okay provided that no party is burdened.

Meanwhile, during a work visit in Dobo, Aru Islands Regency, Maluku, Thursday, Minister of Education and Culture, Muhadjir Effendy said that the fulfillment   of quality basic and secondary education facilities and infrastructure needs to be effected.  Moreover, currently, the fulfillment of quality educational equipment-infrastructure is one of the priority programs of schools.   He encourages the regional administrations to commit strongly in improving education. Central government assistance is limited. Because, only about 62 percent of the total education budget is transferred to the regions.