Jumlah Perokok Muda Ancam Bonus Demografi Indonesia

The Jakarta post, halaman 3

Mahmud Zaeni, 38 tahun, mulai merokok saat masih usia remaja dan sekarang ia tengah berjuang untuk berhenti merokok. Ia sudah merokok sejak duduk di bangku SMA, dan telah berhasil berhenti merokok selama kurang lebih enam bulan, yaitu dari bulan Maret sampai Agustus tahun lalu. Namun, usahanya tersebut akhirnya gagal karena ia berada di lingkungan para perokok. Ia mengaku sulit untuk berhenti merokok bila lingkungan sekelilingnya tidak mendukung usahanya tersebut.

Mahmud, yang bekerja di sebuah perusahaan swasta di Jakarta itu adalah satu dari sekian banyak masyarakat Indonesia yang mulai merokok sejak usia muda dan tidak dapat menghentikan kebiasaannya tersebut ketika mereka sudah menginjak usia dewasa.

Para aktivis anti-tembakau dan pejabat di Kementerian Kesehatan (Kemenkes) merasa khawatir Indonesia tidak dapat menikmat manfaat bonus demografi karena banyaknya anak muda yang gagal dan tidak bisa menghentikan kebiasaan merokok mereka.

Data Survei Sosial Ekonomi Nasional yang diselenggarakan Badan Pusat Statistik (BPS) pada 2015 menunjukan bahwa sekitar 20 persen penduduk Indonesia dalam rentang usia 14 hingga 24 tahun adalah perokok. Jumlah terbesar usia perokok berada pada rentang usia 25 hingga 44 tahun, yaitu sebanyak 35 persen.

Dalam sebuah konferensi pers pada hari Jumat, dua hari sebelum Konferensi Tembakau Indonesia ke-4 di Jakarta, para aktivis anti-tembakau dan pejabat Kemenkes menyebut bahwa tingginya jumlah perokok muda tersebut dapat mengganggu pembangunan di Tanah Air.

Sumarjati Arjoso, Ketua Tobacco Control Support Center-IAKMI, mengatakan, secara khusus, tingginya jumlah perokok dalam usia produktif tersebut dapat menjadi rintangan bagi Indonesia untuk memperoleh manfaat bonus demografi yang diperkirakan akan terjadi pada 2035.

Ia menjelaskan, bonus demografis adalah ketika jumlah penduduk dengan usia produktif lebih tinggi dibanding penduduk dengan usia tidak produktif. Hal ini akan terjadi pada 2035. Akan tetapi, lanjutnya, jika jumlah perokok dalam usia produktif tersebut terus meningkat, kemudian mereka sakit dan menjadi tidak produktif, maka Indonesia dipastikan tidak akan menikmati manfaat bonus demografi tersebut.

Dedi Kuswenda, Direktur Promosi Kesehatan dan Pemberdayaan Masyarakat Kemenkes, mengatakan,  meningkatnya jumlah perokok di usia produktif justru dapat menyebabkan bencana demografis. Hal ini, lanjutnya, diperparah dengan usia perokok yang semakin muda. Sementara, angka kematian bayi dan ibu di Indonesia juga masih tinggi.

Smoking Threatens Indonesia’s Demographic Bonus

The Jakarta post, page 3

Mahmud Zaeni, 38, started smoking when he was teenager and he is now struggling to quit. He has been smoking since he was in senior high school. He successfully stopped smoking for about six months, from March until August last year, but his efforts were shattered because he surrounded by smokers. He added that it’s hard when your surroundings do not support your effort.

Mahmud, who works for a private company in Jakarta, is one of many Indonesians who started smoking early and are unable to break the habit as an adult.

Health official and anti-tobacco activist are concerned that many young Indonesians are facing similar struggles and will not be able to break their smoking habit, just when Indonesia is supposed to reap from the so-called demographic bonus.

Data from the Central Statistic Agency’s (BPS) 2015 National Socioeconomic Survey shows that about 20 percent of Indonesians between the ages of 14 and 24 are smokers. The greatest prevalence for smoking is among 25 to 44-year-olds, at 35 percent.

Speaking at a press conference on Friday, just two days before the 4^th Indonesian Conference on Tobacco in Jakarta, Health Ministry officials and anti-tobacco activists announced that the high number of young smokers could jeopardize the nation’s development.

Specifically, the high number of smokers who are in their productive age could thwart Indonesia’s aim of benefiting from a demographic bonus expected to occur in 2035, said Tobacco Control Support Center head Sumarjati Arjoso.

She explained that a demographic bonus is when the number of people in their productive ages is higher than those in the dependent ages. This can be achieved in 2035. She added but if the number of young smokers keeps increasing, these productive-age smokers would get sick and become unproductive. This means that we will not be able to enjoy the opportunities of demographic bonus.

Health Ministry health promotion director Dedi Kuswenda said the increasing number of productive-age smokers could lead to a demographic disaster. He said this is exacerbated by the fact that the age at which children start smoking keeps getting lower. Meanwhile, Indonesia’s infant and maternal mortality rate is also still high.

Kurikulum Dinilai Hanya Mengarah Dunia Kerja

Republika, halaman 5

Rektor Universitas Muhammadiyah Prof Dr Hamka, Suyatno menilai kurikulum pendidikan di Indonesia diarahkan untuk memenuhi dunia kerja. Menurutnya, kurikulum di Tanah air terlalu teknis-administratif dan berorientasi terkait pekerjaan.

Suyatno mengatakan, kurikulum diarahkan untuk memenuhi dunia kerja, belum untuk membangun peradaban.  Selain itu orientasi pada outcome, belum pada kehidupan jangka panjang, apalagi perjalanan sesudah kematian. Padahal, kata dia, hanya orang pandai yang bisa merubah dunia. Ia mengutip pernyataan mantan presiden Afrika Selatan Nelson Mandela bahwa pendidikan adalah senjata paling ampuh yang anda gunakan untuk mengubah dunia.

Bapak pendidikan nasional Ki Hajar Dewantara, kata dia, juga mengingatkan adanya perbedaan bakat dan keadaan hidup antara anak didik yang satu dengan yang lain termasuk daerah pertanian, perdagangan, pelayaran dan lainnya. Ki Hajar Dewantara mengingatkan diadakannya diferensiasi untuk memperbesar kemanfaatan bagi anak didik maupun masyarakat, dan negara.

sementara itu, Ketua Himpunan Evaluasi Pendidikan Indonesia (HEPI) Bahrul Hayat, mengatakan, model terlemah kurikulum adalah terlalu banyak yang diinginkan kurikulum, tapi kedalamannya sangat dangkal. Kurikulum, lanjutnya, seharusnya membuat anak tahu apa yang dia tuju dan berjalan setahap demi setahap secara vertikal.

Curriculum Oriented Towards the Working World

Republika, page 5

The Rector of Muhammadiyah Prof Dr Hamka University, Suyatno considers that Indonesia’s educational curriculum has been shaped to meet the needs of the working world. In his view, the curriculum is too technical-administrative and work oriented.

Suyatno said that curriculum is designed to meet the needs of the working world, not to develop the civilization. In addition, this orients outcome. There has been no attention paid to life in the long term or indeed to life after death. In saying that only clever people are able to change the world, he quoted a statement by South Africa’s former president, Nelson Mandela: “Education is the most powerful weapon that you can use to change the world.”

He also noted that national education leader Ki Hajar Dewantara has reminded us that there is a difference between talent and condition of life among students and others, including in the areas of agriculture, trade, marine, and others, as well as reminding us to implement the process of differentiation in order to enlarge the benefits for students, the community, and the country.

Meanwhile, the Head of the Indonesian Educational Evaluation Association (HEPI), Bahrul Hayat, said that the weakest curriculum model was that having many desires, but whose depth was shallow. He continued that the curriculum should help a child know what their goal was and how to achieve it step by step.

Banyak Guru Mangkir, Mutu Jadi Taruhan

Kompas, halaman 1

Layanan pendidikan di beberapa daerah pelosok Tanah Air masih terus berkutat dengan masalah ketersediaan tenaga pendidik. Guru kerap meninggalkan lokasi tugas dengan alasan minim sarana transportasi dan ketiadaan rumah dinas. Kegiatan belajar-mengajar tidak normal sehingga mutu pendidikan menjadi taruhan.

Di Kabupaten Kepulauan Aru, Maluku, sejumlah guru meninggalkan sekolah selama berbulan-bulan karena memilih tinggal di Dobo, ibu kota kabupaten. Guru hanya datang ke lokasi tugas menjelang ujian semester dan ujian nasional. Persoalan serupa jamak ditemukan di Papua, Kalimantan Barat, Kalimantan Timur, dan Sumatera Utara.

Khusus kondisi di Kepulauan Aru, kegiatan belajar-mengajar di SD Negeri Batugoyang, Kecamatan Aru Selatan Timur, hanya terbantu berkat kehadiran dua peserta program Sarjana Mendidik di Daerah Terdepan, Terluar, dan Tertinggal. Mereka adalah calon guru yang baru lulus dari lembaga pendidikan tenaga kependidikan. Adapun guru tetap yang berstatus pegawai negeri sipil tidak ditemukan karena memilih berdiam di Dobo. Mereka meninggalkan sekolah karena tidak tersedia moda transportasi reguler yang menghubungkan Batugoyang dengan Dobo.

Sementara itu, anggota Badan Permusyawaratan Desa Batugoyang, Abdullah Opem mengatakan, kalau pemerintah daerah tegas, pasti guru-guru patuh. Sebab, guru yang berstatus pegawai negeri sipil (PNS) sudah disumpah bahwa mereka siap ditempatkan di mana saja.

Asisten Bidang Perekonomian dan Pembangunan Pemerintah Kabupaten Kepulauan Aru Marthinus Lengam, mengatakan, mutu pendidikan di Aru memprihatinkan. Tetapi, pihaknya tidak bisa berbuat banyak karena masalah akses.

Numerous Teacher Absences Place Quality Education in Hock

Kompas, page 1

Education in a number of remote areas of the country is still plagued by personnel problems. Teachers often leave their work location citing reasons such as lack of transport facilities or no official residence. The teaching-learning process, therefore, does not run as it should and thus educational quality has been placed in hock.

In Maluku, in the Aru Islands, a number of teachers leave the school for months at a time because they prefer to live in Dobo, the regency capital. The teachers only come to the working location prior to the semester testing and the national exam. The same problem also commonly occurs in Papua, West Kalimantan, East Kalimantan, and North Sumatra.

Using the Aru Islands as an example, the teaching-learning process in SD Negeri Batugoyang, Aru Selatan Timur District, only exists thanks to two participants from the Graduate Teachers in the Frontier, Outermost, and Underdeveloped (3T) Areas program. They are teacher candidates who have just graduated from the Institute of Teachers’ Education. The permanent teachers, holding civil servant status, are not to be found as they prefer to live in Dobo. They leave the schools because there is no regular public transport connecting Batugoyang and Dobo.

Meanwhile, a member of the Consultative Body of Batugoyang Village, Abdullah Opem said that it requires firmness by the regional government for the teachers to be obedient. This is, of course, because holding civil servant (PNS) status, the teachers have already sworn that they are ready to work anywhere.

The Department Assistant of Economic and Government Development of the Aru Islands District, Marthinus Lengam, said that the quality of education in Aru was indeed a concern. However, there was little that his department could do due to the problems with access.

 

Sekolah dengan Capaian UN Rendah akan Dibina

Republika, halaman 5

Kementerian Pendidikan dan Kebudayaan (Kemendikbud) minta pemerintah daerah (pemda) dan sekolah segera menyikapi hasil ujian nasional (UN) 2017 di daerahnya masing-masing. Terutama, pada daerah yang sekolah-sekolahnya memiliki capaian rendah hasil UN 2017. Direktorat Jenderal (Ditjen) Dikdasmen juga akan segera melakukan pembinaan sekolah-sekolah dengan capaian sangat rendah. Pembinaan meliputi pelatihan guru-guru mata pelajaran yang nilainya rendah, menganalisa kekurangan, memahami materi, dan cara penyampaian yang benar.

Kapuspendik Kemendikbud Nizam mengatakan, tindak lanjut mestinya dilakukan oleh semua pemangku kepentingan, pemerintah, pemda, sekolah, guru, maupun siswa dan orang tua. NIzam mencontohkan  Yogyakarta sebagi daerah yang telah berhasil menindaklanjuti hasil UN rendah. Yogyakarta berhasil membina secara intensif 10 sekolah dengan capain hasil UN rendah, dan pada tahun ini terjadi peningkatan pencapaiannya.

Nizam menambahkan, hasil UN diharapkan dapat dimanfaatkan sekolah sebagai pijakan perbaikan mutu sekolahnya. Kemendikbud telah menyampaikan peta capaian UN setiap sekolah pada dinas pendidikan tingkat provinsi. Kemendikbud pun berharap lebih banyak lagi sekolah yang menjadi peserta UNBK pada ujian tahun depan sehingga integritas UN semakin meningkat.

Schools with Low UN Achievement to be Coached

Republika, page 5

Ministry of Education and Culture (Kemendikbud) asked the regional administrations (pemda) and schools to immediately address results of the national exams (UN) 2017 in their respective regions. Especially, in areas where schools have low achievement of the results of UN 2017. Directorate General (Ditjen) Dikdasmen would also soon conduct coaching of schools with very low achievement. Coaching includes training of teachers of subjects with low scores; analyzing deficiencies, understanding the material, and correct delivery.

Kapuspendik Kemendikbud Nizam said the follow-up should be done by all stakeholders, the government, local administrations, schools, teachers, as well as students and parents.  NIzam exemplifies Yogyakarta as an area that has successfully followed up the low UN results. Yogyakarta managed to intensively nurture 10 schools with low UN results, and this year there is an increase in their achievements.

Nizam added UN results are expected to be used by schools as the basis for improving the quality of the school. Kemendikbud has submitted the UN achievement map of each school to the provincial education agency. Kemendikbud also expected even more schools that become UNBK participants in the exams next year so that UN integrity rises.

Pelatihan Atasi Kekurangan Guru SMK

Media Indonesia, halaman 22

Upaya revitalisasi sekolah menengah kejuruan (SMK) yang sedang di lakukan pemerintah saat ini menghadapi sejumlah kendala, antara lain kekurangan guru produktif, yakni guru-guru yang mengampu mata pelajaran praktik, seperti di bengkel, studio, atau laboratorium.

Dirjen Guru dan Tenaga Kependidikan (GTK) Kementerian Pendidikan dan Kebudayaan (Kemendikbud), Sumarna Surapranata mengatakan bahwa berdasarkan pemetaan, terdapat kekurangan guru produktif sebanyak 91.816. Rinciannya, SMK negeri kurang 41.861 orang dan di swasta kurang 50 ribu. Untuk mengatasi kekurangan itu, Kemendikbud menjalankan sejumlah upaya, antara lain melalui program keahlian ganda, yaitu melatih guru normatif dan adaptif (guru pengampu mata pelajaran ilmu murni) agar bisa berperan sebagai guru produktif juga.

Pada gelombang pertama, kata Sumarna, pihaknya telah melatih 12.471 ribu guru. Tahun ini, pihaknya mengadakan pelatihan bagi 15 ribu guru.  Saat ini pelatihan itu masih berlangsung di sejumlah tempat, antara lain SMK Swasta Perkebunan MM 52 Daerah Istimewa Yogyakarta (DIY). Sepanjang tiga bulan terakhir ini sekolah itu menjadi pelaksana program pelatihan keahlian ganda guru SMK dari tiga provinsi, Kalimantan Timur, Sumatera Barat, dan Sulawesi Selatan.

Training Addresses Shortage of SMK Teachers

Media Indonesia, page 22

Efforts to revitalize vocational high schools (SMK) currently being undertaken by the government are facing a number of obstacles, including the lack of productive teachers, teachers who practice practical subjects, such as workshops, studios or laboratories.

Director General of Teachers and Education Personnel (GTK) of the Ministry of Education and Culture (Kemendikbud), Sumarna Surapranata said that based on mapping, there is a shortage of productive teachers as many as 91,816. The details, state SMK are short 41,861 people and private SMK are short 50 thousand. To overcome this deficiency, Kemendikbud runs a number of efforts, among others through a multi skills program, which is to train normative and adaptive teachers (pure science subject teachers) in order for them to play the role as productive teachers as well.

In the first wave, Sumarna said, his party has trained 12,471 thousand teachers. This year, the institute held training for 15 thousand teachers. Currently the training is still ongoing in a number of places, including Plantation Private SMK MM 52 of Yogyakarta Special Region (DIY). Throughout the last three months the school has been the implementer of SMK teacher multiple vocational skills training programs from three provinces, East Kalimantan, West Sumatra and South Sulawesi.