Guru Berjuang Tanamkan Toleransi di Kalangan Muslim

The Jakarta Post, halaman 3

Koidah telah mengajar mata pelajaran  Pendidikan Agama Islam (PAI) di SMA Negeri 1 Plumbon, Kabupaten Cirebon, Jawa Barat, selama tujuh tahun. Namun, ia mengaku masih sulit menanamkan murid-muridnya untuk menerima pluralisme.

Koidah mengatakan, sebagian besar siswanya adalah Muslim; hanya sebanyak lima orang siswa non-Muslim yang terdaftar di kelas sembilan hingga kelas 11. Itulah sebabnya mengapa toleransi tidak dipraktekkan dengan baik di sekolah itu karena mereka jarang melihat adanya perbedaan, seperti yang dialami masyarakat dengan latar belakang agama yang beragam.

Karena sangat membutuhkan pandangan intelektual yang berkualitas guna mendukung semangat mengajarnya, Koidah kini bergabung dalam program Sekolah guru Kebhinekaan (SGK) yang diselenggarakan oleh LSM Cahaya Guru Foundation.

Program SGK berlangsung hingga 10 Desember dan sebagian besar kegiatannya berisi serangakaian pelatihan tentang nilai-nilai tertinggi dari ajaran Pancasila, yaitu Pluralisme dan toleransi. Kegiatan program ini juga melibatkan dialog dengan tokoh kelompok minoritas seperti Ahmadiyah, Baha’I dan Sunda Wiwitan, serta kunjungan lapangan.

Pada 2016, dalam acara kunjungan lapangan yang sebagaian besar pesertanya adalah Muslim itu mengunjungi sebuah tenda yang digunakan sebagai gereja darurat di bilangan Parung, Jawa Barat. Karena, selama 27 tahun, para jemaat tidak bisa, atau belum bisa, mendapatkan izin untuk membangun gereja.

Tahun ini merupakan tahun kedua di adakannya program tersebut. Sebanyak 35 guru dari berbagai mata pelajaran sekolah yang berasal dari berbagai daerah, mulai dari Cirebon, Jabodetabek hingga Pandeglang, Banten, ikut berpartisipasi dalam program tersebut.

Namun, program tersebut pada tahun ini tidak bisa lebih relevan karena tingginya kekhawatiran akan meningkatnya ketegangan sektarian yang menggarisbawahi kurangnya pemahaman tentang Pancasila di kalangan masyarakat di Tanah Air. Hal itu diungkapkan Henny Supolo, activis senior dalam bidang pendidikan yang juga Ketua Yayasan Cahaya Guru.

Henny mengatakan, pihaknya mencoba untuk menghilangkan sekat-sekat prasangka, karena hal tersebut sangat berdampak buruk bagi masyarakat. Mereka percaya bahwa para guru adalah penyokong utama bagi gagasan ini, dan berharap melalui pelatihan ini akan memupuk pemahaman mereka tentang Pancasila.

Teachers in Muslim society struggle to instill tolerance

The Jakarta Post, page 3

Koidah has been teaching the Islamic religion at state senior high school SMA 1 Plumbon in Cirebon regency, West Java, for seven years, but she claims it has always been difficult for her pupils to accept pluralism.

Koidah said the majority of her students are Muslim; only five non-Muslim students are registered in the ninth to 11^th grade. That is why tolerance is not practiced well in the school for they seldom see differences, such as people with varied religious backgrounds.

Desperately in need of quality intellectual sustenance to support her teaching crusade, Koidah is now partaking in a program overseen by NGO Cahaya Guru Foundation named Sekolah Guru Kebhinekaan, which is loosely translated as the Teacher’s School For Diversity.

The Sekolah Guru Kebhinekaan runs until Dec. 10 and consist largely of a series of lectures on Indonesia’s highest tenet of Pancasila: pluralism and tolerance. It also involves dialogue with figure of minority faith groups such as the Ahmadiyah, Baha’I and Sunda Wiwitan, as well as field trips.

During one field trip in 2016, participants, many of whom were Muslim, visited a tent being used as a makeshift church in Parung, West Java, because for more than 27 years the congregation could not, and still cannot, obtain a permit to construct a proper building.

This is the course’s second year. Thirty-five teachers of numerous school subjects have come from various regions, ranging from Cirebon and Greater Jakarta to Pandeglang in Banten, to participate.

However, this year’s class could not be more relevant because of the growing concerns over rising sectarian tensions underlining the lack of understanding about Pancasila among the people of this country, said Henny Supolo, a senior education activist who chairs the Cahaya Guru Foundation.

Henny said they try to eradicate prejudice, for it is very bad for society. They believe teachers are the foremost advocates of this idea and, through the training, they want to nurture their acknowledgement of Pancasila.

Masijid Kampus Rentan Disusupi Paham Radikal

Koran Tempo, halaman 10

Direktur Pencegahan Badan Nasional Penanggulangan Terorirsme Brigadir Jendral Ilham mengatakan masjid kampus saat ini menjadi target penyusupan paham radikal. Karena itu, pencegahan paham radikal di kalangan mahasiswa bukan hanya tugas pejabat univrsitas namun juga takmir atau penjaga masjid. Ia mengatakan takimir masjid harus paham ciri-ciri paham radikal dan harus mengetahui ketika ada penyusup.

Menurut Ilham, penjaga masjid harus mengetahui jenis dan jadwal kajian di lingkungan masjid, terutama kelompok atau komunitas yang menyelenggarakannya. Komunikasi di antara penjaga masjid juga harus intensif untuk berbagi indormasi.

Kasus masjid yang disusupi paham radikal, kata Ilham, terjadi dalam terror bom Gereja Oikumene di Loa Janan, Samarinda pada November tahun lalu. Tujuh pelaku penyerangan diketahui adalah pengikut Negara Islam Irak dan Suriah (ISIS) dan kerap berlatih di salah satu masjid di Kota Janan. Selain itu, kata dia, fenomena perekrutan pelaku terror yang tak pandang usia patut diwaspadai di kalangan pelajar dan mahasiswa sebagai langkah pencegahan.

Menteri Riset, Teknologi, dan Pendidikan Tinggi Mohammad Nasir mengatakan telah meminta para rektor universitas di seluruh Indonesia untuk memetakan dan mengidentifikasi simpul gerakan mahasiswa yang berpotensi menimbulkan radikalisme dan intoleransi. Pejabat universitas diharuskan mengawasi kegiatan masjid. Kementerian, kata Nasir, juga tengah menyiapkan kampanye “General Education” di kampus-kampus untuk mencegah berkembangnya paham radikal. Prorgam di bawah Direktorat Jendral Pembelajaran dan Kemahasiswaan ini akan menyisipkan wawasan kebangsaan dan pluralisme lewat ilmu dasar yang diajarkan kepada mahasiswa.

Campus Mosques Vulnerable to Radicalism Infiltration

Koran Tempo, page 10

Director of Prevention of the Terrorism Countermeasure National Agency, Brigadier General Ilham said that the campus mosques are currently the target of radical infiltration. Therefore, prevention of radical understanding among students is not only the task of university officials but also takmir or mosque caretakers.  He said the mosque takmir must understand the characteristics of radical understanding and must know when there is an intruder.

According to Ilham, the mosque caretakers must know the type and schedule of studies in the mosque environment, especially the groups or communities that organize them. Communication among mosque caretakers should also be intensive to share information.

The case of a mosque infiltrated by radicalism, Ilham said that it occurred in the terrorist bombing of the Oikumene Church in Loa Janan, Samarinda in November last year. Seven perpetrators of the attack are known to be followers of the Islamic State of Iraq and Syria (ISIS) and often practice in one of the mosques in Janan City. In addition, he said that the phenomenon of recruitment of terror perpetrators with no age limit should be of concern among students and tertiary education students as a preventive measure.

Minister of Research, Technology and Higher Education, Mohammad Nasir said that he had asked university rectors throughout Indonesia to map and identify the student movement knot that had the potential to generate radicalism and intolerance. University officials are required to supervise mosque activities. Nasir said that the ministry is also preparing a “General Education” campaign on campuses to prevent the development of radical understanding. Programs under the Directorate General of Learning and Student Affairs will insert nationality and pluralism insight through basic knowledge taught to students.

Sistem Zonasi Perlu Diperjelas

Kompas, halaman  11, Sabtu, 20 Mei

Penerapan sistem zonasi dalam penerimaan peserta didik baru hendaknya bisa menghapus kesenjangan di dalam dunia pendidikan. Harapannya, sekolah bersfat heterogen dengan murid dari berbagai latar belakang sosial-ekonomi, akademis, dan bakan non-akademis. Dosen penelitian dan evaluasi pendidikan Universitas Muhammdiyah Prof Dr Hamka, Elin Driana mengatakan, selama ini, pendidikan yang semestinya menghapus kesenjangan justru melanggengkan kesenjangan dengan penerapan sistem sekolah unggulan. Akibatnya, muncul pengastaan dan murid yang menjadi korban.

Idealnya, kata Elin, sistem zonasi yang sesuai peraturan mengharuskan 90 persen murid baru di sekolah berasal dari wilayah sekitar itu bisa menurunkan kesenjangan. Dengan syarat, sistem penerimaan tidak hanya bergantung pada nilai ujian nasional.

Apabila hanyak memakai nilai UN, hasilnya akan sama dengan tahun-tahun sebelumnya. Ada sekolah yang menerima murid baru dengan nilai UN tinggi dan kemudia sekolah didapuk sebagai sekolah unggulan. Sebaliknya, siswa-siswa yang tidak bsia masuk sekolah tersebut akan distigma bersekolah di sekolah bukan unggulan. Stigma tersebut berpengaruh pada kesempatan mereka mendapat pendidikan tinggi ataupun pekerjaan kelak.

Ia menerangkan, untuk bisa mencapai kesetaraan pendidikan, kemampuan guru mengelola kelas patut ditingkatkan. Selama ini, setiap kelas sangat homogen. Padahal, justru dengan kelas yang heterogen kemampuan akademis, emosional, psikologis, dan sosial murid bisa berkembang. Mereka belajar mengenal orang yang berbeda-beda dan membangun kerja sama. Hal ini menjadikan sebuah sekolah memiliki nilai tambah karena tidak hanya berhasil membangun aspek kognitif siswa, tetapi holistik.

Zoning System Needs to be Clarified

Kompas, page 11, Saturday, May 20

Implementation of the zoning system in new student admissions should be able to remove the gap in the Indonesian education world.  Hopefully the schools are heterogeneous with students from various socio-economic, academic, and even non-academic backgrounds. Prof. Dr. Hamka Muhammadiyah University lecturer of research and education evaluation, Elin Driana said so far education which should eliminate the gap, instead perpetuated the gap with the application of the superior school system. As a result, castes emerge and students become victims.

Elin said that ideally, the regulatory zoning system requiring that 90 percent of new students in the school come from surrounding areas could reduce the gap. On condition that the admissions system does not depend solely on the national exam (UN) scores.

If it only uses UN scores, the result will be the same as from the previous years. There are schools that accept new students with high UN scores and then these schools are appointed as flagship schools. On the other hand, students who are not accepted in those schools will be stigmatized for attending non-leading schools. The stigma affects their opportunities for higher education or future employment.

She explained that to be able to achieve equal education, the ability of teachers in managing classes should be improved. So far, every class is very homogeneous.  Actually, in heterogeneous classes the academic, emotional, psychological, and social skills of the students could develop. They learn to know different people and build team work. This prompts the school to have added value because it does not only succeed in building students’ cognitive aspects, but also holistically.

Ketersediaan Guru Produktif Diprioritaskan

Kompas, halaman 11, Sabtu, 20 Mei

Ketersediaan guru produktif SMK terus menjadi fokus pemerintah terkait revitalisasi pendidikan vokasi tingkat menengah. Untuk itu, beasiswa pendidikan profesi guru tahun ini disediakan untuk meningkatkan kualitas guru produktif di SMK. Kementerian Pendidikan dan Kebudayaan bekerja sama dengan Kementerian Riset, Teknologi, dan Pendidikan Tinggi membuka program Pendidikan Profesi Guru dalam Jabatan Bersubsidi. Program ini membiayai 2.500 guru untuk menjadi guru produktif yang profesional di 10 bidang keahlian di SMK.

Direktur Jenderal Guru dan Tenaga Kependidikan Sumarna Surapranata mengatakan, Pendidikan Profesi Guru (PPG)  dalam Jabatan Bersubsidi diutamakan untuk memenuhi kebutuhan guru produktif di empat sektor unggulan, yakni pertanian, kelautan, pariwisata, dan industri. Program ini dijalani guru produktif SMK selama empat bulan di Lembaga Pendidik Tenaga Kependidikan (LPTK) yang ditunjuk Kemristek Dikti.

Guru yang mendapatkan beasiswa PPG dalam Jabatan Bersubsidi bisa guru honor atau guru tetap di sekolah negeri dan swasta yang sudah mengajar selama lima tahun. Kemdikbud memberikan beasiswa pendidikan senilai Rp 7,5 juta (selama empat bulan).

Sementara itu, Direktur Pembelajaran Direktorat Jenderal Pembelajaran dan Kemahasiswaan Kemristek Dikti Paristyanti Nuwardani mengatakan, para guru yang ikut PPG dalam Jabatan Bersubsidi mengikuti perkuliahan selama 16 kali. Hal ini dapat dilakukan karena pengalaman para guru diperhitungkan lewat rekognisi pembelajaran lampau. Perkuliahan disebar di 34 LPTK yang ditunjuk dan memenuhi syarat. LPTK disiapkan untuk melayani PPG dalam Jabatan Bersubsidi dan PPG Reguler untuk Calon Guru.

Availability of Productive Teachers is Prioritized

Kompas, page 11, Saturday, May 20

The availability of vocational school or SMK productive teachers continues to be the government’s focus on revitalizing vocational secondary education. Therefore, this year’s teacher professional education scholarships are provided to improve the quality of productive teachers in SMK. The Ministry of Education and Culture (Kemendikbud) in collaboration with the Ministry of Research, Technology and Higher Education (Kemenristek Dikti) opened the Professional Teacher Education Program in Subsidized Positions. This program is funding 2,500 teachers to become professional productive teachers in 10 areas of expertise in SMK.

Director General of Teachers and Education Personnel, Sumarna Surapranata said that Teacher Professional Education (PPG) in Subsidized Positions is prioritized to meet productive teachers’ needs in four leading sectors, namely agriculture, marine, tourism and industry. This program is undertaken by SMK productive teachers for four months in Teaching Personnel Educator Institutes (LPTK) appointed by Kemristek Dikti.

Teachers who obtain PPG scholarships in Subsidized Positions could be temporary teachers or permanent teachers from state and private schools who have been teaching for five years.  Kemdikbud provides educational scholarships worth Rp 7.5 million (for four months).

Meanwhile, Director of Learning Directorate General of Learning and Student Affairs of Kemristek Dikti, Paristyanti Nuwardani said that teachers who participated in PPG in the Subsidized Position attend 16 lecture classes. This can be done because the experiences of teachers are calculated through past learning recognition. Lectures are distributed in 34 appointed and qualified LPTKs.  The LPTKs are prepared to serve PPG in the Subsidized Position and Regular PPG for Prospective Teachers.

LPTK Perlu Direvitalisasi

Republika, halaman 5

Menteri Riset, Teknologi dan Pendidikan Tinggi Mohammad Nasir menegaskan perlunya revitalisasi Lembaga Pendidikan dan Tenaga Kependidikan (LPTK) untuk memperbaiki kualitas pendidikan di Indonesia. Hal ini disampaikan Nasir dalam pertemuan Rektor dan Wakil Rektor LPTK Negeri se-Indonesia di Medan, Sabtu (20/5).

Nasir menjelaskan, dari total 422 LPTK, 41 diantaranya Perguruan Tinggi Negeri. Dari angka ini, PTN yang bergerak di LPTK yang program studinya memiliki akreditasi A masih tujuh persen. Untuk yang akreditasi B sebesar 35 persen, akreditasi C 23 persen dan 35 persen lagi belum terakreditasi.

Menurut Nasir, kondisi ini sangat memprihatinkan, terlebih peringkat di Programme for International Student Assesment (PISA) dan Trends International Mathematics and Science Study (TIMS) juga rendah. Kondisi ini menunjukkan perlu revitalisasi LPTK supaya bisa menghasilkan pendidikan guru yang sesuai kebutuhan.

Nasir mengatakan, jumlah guru di Indonesia saat ini sudah banyak. Namun sangat dibutuhkan peningkatan kompetensi para guru. Oleh sebab itu, sinergitas Kemenristekdikti dan Kemendikbud harus ditingkatkan. Dengan begitu, pendidikan guru yang sesuai kebutuhan dapat terwujud.

Nasir menambahkan, program revitalisasi LPTK harus mampu menunjukkan peningkatan kualitas input, proses serta output dan outcomes yang terukur. Semua LPTK yang direvitalisasi, kata Nasir, harus menerapkan Standar Nasional Pendidikan Tinggi Nomor 44 Tahun 2015.

LPTK should be Revitalized

Republika, page 5

The Minister of Research, Technology, and Higher Education, Mohammad Nasir, emphasized that revitalization of the Institute of Teachers’ Education (LPTK) is necessary to upgrade the quality of education in Indonesia. This was a point he raised at a meeting of Rectors and Vice Rectors of LPTK across Indonesia in Medan on Saturday (20/5).

Nasir explained that there were 41 State Universities (PTN) of 422 LPTK. From this number, 7 percent have study programs accredited A, 35 percent accredited B, and 23 percent accredited C, while 35 percent lack accreditation.

Nasir views this as a matter of great concern. Moreover, the rankings in the Programme for International Student Assessment (PISA) and Trends International Mathematics and Science Study (TIMS) are also low. This is an indication that revitalization of LPTK is necessary to provide education for teachers in accordance with their needs.

Nasir said that Indonesia currently has a large number of teachers. However, upgrading of their competence is a major requirement. Thus there is a need for greater synergy between Kemenristekdikti and Kemendikbud, for in this way, teachers will be able to gain the education they require.

Nasir said that revitalization of the LPTK program should be able to present the quality upgrade of input, process, as well as output, and measured outcomes. He also stated that all of the revitalized LPTK should apply National Standards of Higher Education Number 44 Year 2015.