Guru Penting Memiliki Soft Skill

www.republika.co.id

Peneliti madya pada Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Kemendikbud, Nur Barlian Venus Ali menyebut, guru harus memiliki beragam soft skill dalam mengajar.  Hal itu diungkapkannya dalam Seminar Nasional Pendidikan dan Kebudayaan di Kantor Kemendikbud, Senayan, Jakarta, Selasa (23/5).

Ia mengatakan, penelitian itu fokus untuk merumuskan bagaimana mewujudkan guru yang kebinekaan dalam praktik di dalam maupun luar lingkungan sekolah. Ia mengingatkan, Indonesia merupakan negara yang beragam, baik, suku, budaya, agama, etnis dan lain-lain. Pemahaman itu, menurutnya, harus terpatri dalam soft skill guru.

Barlian menjelaskan, intinya memberikan pendidikan inklusif, misal pembagian kelompok siswa, dengan adanya proyek bersama itu (perbedaan) bisa melebur. Asosiasikan keberagaman melalui emosional positif. Selain itu, lanjutnya, guru harus membuat anak memiliki kemerdekaan berpikir. Sebab, kemerdekaan berpikir dapat membuat anak nyaman dalam menyampaikan pendapat. Guru harus menanamkan pada anak bahwa banyak jalan menuju kebenaran, dan kebenaran memiliki banyak sisi.

Teachers should Have Soft Skills

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The Middle Researcher in Policy Research Center for Education and Culture, Kemendikbud, Nur Barlian Venus Ali suggested that teachers should have various soft skills in teaching. This viewpoint was brought up at the Education and Culture National Seminar in Kemendikbud Office, Senayan, Jakarta, on Tuesday (23/5).

He said that such research focused on formulating how to realize teachers with diversity both inside and outside the school. He reminded the audience that Indonesia was a country with numerous tribes, cultures, religions, ethnicities, and other diversities. In his view, this understanding should be incorporated within teachers’ soft skills.

Barlian explained that the main point is to provide an inclusive education, for instance in the division into student groups. Through such collective projects, the students are able to unite. This is necessary to foster positive emotions with which to associate diversity. In addition, he continued, teachers should encourage freedom of thought among their students, for this will them become more comfortable in delivering their reasoned opinions. Teachers should implant in their students that there are many paths to the truth, and that truth is multi-faceted.

link: http://www.republika.co.id/berita/pendidikan/eduaction/17/05/23/oqeh7i284-guru-penting-memiliki-soft-skill

 

Peserta Ujian Masuk Perguruan Tinggi Islam Negeri Meningkat

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Peserta Ujian Masuk Perguruan Tinggi Keagamaan Islam Negeri (UM-PTKIN) tahun 2017 secara nasional mengalami peningkatan 4,5 persen dibandingkan tahun lalu. Tahun ini, UM-PTKIN diikuti sebanyak 82.005 lulusan madrasah aliyah (MA) atau sekolah menengah atas (SMA) dan sederajat. UM-PTKIN digelar serentak di 56 perguruan tinggi di Indonesia pada Selasa (23/5).

Koordinator Kesekretariatan UM-PTKIN, Syamsul Huda, mengatakan peningkatan jumlah peserta UM-PTKIN salah satunya karena kemudahan proses pendaftaran dan pembayaran. Proses pendaftaran dilakukan secara daring kemudian pembayaran melalui bank mana saja dengan menyertakan virtual account.

Syamsul mengungkapkan, total nasional ada 82 ribu pendaftar, tahun lalu 78.509 pendaftar. Tahun ini ada dua macam tes yakni paper based test (PBT) dan computer based test (CBT). Untuk CBT ada di 15 titik. Kemungkinan tahun depan akan ditambah dengan catatan masing-masing perguruan tingggi punya SDM dan sarana prasarana.

Syamsul menjelaskan, para peserta ujian memperebutkan 39.388 kursi yang disediakan di 56 perguruan tinggi Islam. Jumlah peserta UM-PTKIN tahun ini terdiri dari 4.841 peserta IPA, 51.976 peserta IPS, dan 25.188 peserta IPC. Peserta IPC tercatat mengalami peningkatan signifikan mencapai 96 persen dibandingkan tahun lalu yang sebanyak 12.876 peserta. Sementara jumlah peserta IPS tahun ini mengalami penurunan 13,7 persen dari jumlah tahun lalu sebanyak 61.361 peserta.

Berdasarkan pilihan pertama peserta, lima PTKIN peminat terbesar yakni UIN Jakarta, UIN Yogyakarta, UIN Makasar, UIN Surabaya dan UIN Lampung. Sementara untuk program studi favorit pilihan peserta lima terbesar adalah Hukum Ekonomi Syariah UIN Aceh, Ekonomi Syariah UIN Surabaya, Farmasi UIN Makassar, Pendidikan Agama Islam UIN Yogyakarta, dan Pendidikan Agama Islam UIN Surabaya. Nantinya, hasil ujian masuk PTKIN tahun ini akan diumumkan pada 19 Juni 2017. Peserta bisa mengakses hasil ujian melalui website yang disediakan panitia di laman http://www.um-ptkin.ac.id.

Number Taking the Islamic State University Entrance Exam Increases

www.republika.co.id

The number taking the Islamic State University Entrance Exam (UM-PTKIN) 2017 nationally has increased 4.5 percent compared to last year. This year, UM-PTKIN is being taken by 82,005 graduates of Islamic Senior High Schools (MA) or Senior High Schools (SMA) and their equivalent. UM-PTKIN was held collectively in 56 universities in Indonesia on Tuesday (23/5).

The Secretariat Coordinator of UM-PTKIN, Syamsul Huda, said that one of the reasons for the increasing number of participants for UM-PTKIN was due to the ease of registration and payment process. The registration process runs online, and the payment is through any bank with a virtual account.

Syamsul revealed that nationally the total number registered this year was 82,005 compared to 78,509 last year. This year there are two types of test: the Paper-Based Test (PBT) and Computer-Based Test (CBT). There were 15 sites for the CBT this year, which may be added to next year should each university have Human Resources (SDM), facilities, and infrastructure.

Syamsul explained that there were a total 39,388 places available in 56 Islamic universities for those taking the exam. The number of participants for UM-PTKIN this year consisted of 4,841 for natural science (IPA), 51,976 for social science (IPS), and 25,188 for combined science (IPC). The number for combined science had increased significantly this year, by 96 percent from last year’s 12,876 participants. Meanwhile, the number taking social science this year had decreased by 13.7 percent compared to last year’s 61,361 participants.

Based on the participants’ first choice, the five PTKIN with the largest number of participants are UIN Jakarta, UIN Yogyakarta, UIN Makassar, UIN Surabaya and UIN Lampung. Meanwhile, the big five of favorite study programs are Islamic Economic Law in UIN Aceh, Islamic Economics in UIN Surabaya, Pharmacy in UIN Makassar, Islamic Education in UIN Yogyakarta, and Islamic Education in UIN Surabaya. Results of the PTKIN entrance exam will be announced on June 19, 2017, and the participants will be able to access the results through the website provided by the committee on page http://www.um-ptkin.ac.id.

link: http://www.republika.co.id/berita/pendidikan/eduaction/17/05/23/oqegcq384-peserta-ujian-masuk-perguruan-tinggi-islam-negeri-meningkat

 

Para Peneliti Masih Belum Publikasikan Jurnal Ilmiah

The Jakarta Post, halaman 10

Dengan kemampuan menulis yang tidak memadai dan kurangnya dana, para peneliti Indonesia berjuang untuk menghasilkan makalah ilmiah untuk jurnal internasional.

Banyak dari mereka tidak menggunakan jalan pintas untuk mendapatkan tempat dalam jurnal ilmiah yang kompetitif, dan beberapa bahkan mengeluarkan dana untuk mempublikasikan jurnal ilmiah mereka.

Mustofa, Ketua Program Studi Pascasarjana Ilmu Kedokteran Universitas Gadjah Mada (UGM) mengatakan, banyak mahasiswanya yang menghadapi kesulitan dalam mempersiapkan proposal-proposal penelitian dan penulisan tesis yang baik karena keterbatasan kemampuan menulis mereka.

Dalam sebuah seminar dan lokakarya tentang penulisan penelitian medis yang digelar selama dua hari di kampus UGM, Mustofa mengatakan, hal itu menjadi keprihatinan karena mereka sebelumnya telah mengambil mata kuliah tentang penulisan di semester awal mereka kuliah. Seminar dan Lokakarya selama dua hari itu diikuti sekitar 60 peserta dan terselenggara atas kerja sama program studi ilmu kedokteran UGM dengan komunitas IMel (Indonesia Medical Literacy).

Mustofa, yang juga seorang professor di bidang farmasi mengatakan, hanya sebanyak 30 persen naskah tesis yang diajukan oleh mahasiswa pascasarjana untuk jurnal ilmiah yang layak dipublikasikan.

Mengutip data dari SCImago Journal & Country Rank, Mustofa mengatakan, Indonesia berada di peringakat 57 dari 239 negara berdasarkan jumlah makalah ilmiah yang dipublikasikan. Sementara untuk kawasan Asia, Indonesia berada di peringkat 11, jauh di bawah negara tetangga Singapura dan Malaysia.

Menurut data tersebut, Indonesia mempublikasikan sebanyak 39.719 jurnal ilmiah, sementara Singapura dan Malaysia, yang berada di peringkat 32 dan 35, masing-masing mempublikasikan sebanyak 215.553 dan 181.251 jurnal ilmiah.

Peringkat teratas ditempati oleh Amerika Serikat dengan lebih dari 9 juta jurnal ilmiah, diikuti China dengan lebih dari 4 juta jurnal ilmiah. Selanjutnya adalah Inggris, Jerman dan Jepang, yang masing-masing telah mempublikasikan lebih dari 2 juta jurnal ilmiah.

Direktur Pengelolaan Kekayaan Intelektual, Direktorat Pengelolaan Kekayaan Intelektual, Kementerian Riset, Teknologi dan Pendidikan Tinggi (Kemenristekdikti), Sadjuga, mengatakan, rendahnya anggaran penelitian menyebabkan rendahnya kualitas jurnal ilmiah. Karena, itu membatasi kesempatan para dosen untuk melakukan penelitian. Sadjuga mengatakan, Kemenristekdikti tengah berusaha untuk meningkatkan jumlah dana penelitian agar jumlah jurnal ilmiah yang dipublikasikan juga meningkat.

Researchers still not getting published

The Jakarta Post, page 10

With inadequate writing skills and short of funding, Indonesian researchers struggle to produce scientific papers for international journals.

Many do not make the cut to get a spot in competitive scientific journals, and some even pay to get their work published.

Mustofa, the head of Gadja Mada University’s (UGM) Graduate School of Medicine, said many of his students faced difficulties in preparing for good research proposals and in writing good theses because of limited writing skills.

Mustofa said during a two-day seminar and workshop on medical research writing at his campus, that is such a concern because they already take the writing subject in the very first semester of their study.

About 60 participants took part in the two-day seminar and workshop organized jointly by the study program and the Indonesia Medical Literacy (IMeL) community.

Mustofa, who is also a professor of pharmacology, said only 30 percent of the thesis manuscripts submitted by his postgraduate students to scientific journals were worth publishing.

Quoting data from the SCImago Journal & Country Rank, Mustofa said Indonesia was ranked 57^th out of 239 countries listed based on the number of published scientific papers. Meanwhile in Asia, Indonesia is ranked 11^th, far below our neighboring countries of Singapore and Malaysia.

According to the data, Indonesia published 39,719 scientific documents while Singapore and Malaysia, which are ranked 32^nd and 35^th, published 215,553 and181,251 documents, respectively.

On top of the list is the United State with over 9 million documents followed by China with over 4 million, then the United Kingdom, Germany and Japan, each with over 2 million documents.

The director of intellectual property management of the Research, Technology, and Higher Education Ministry, Sadjuga, said that a low research budget resulted in the low quality of scientific. This limits opportunities for lecturers to conduct research. Sadjuga said the ministry had been trying to increase research funding to increase the number of scientific articles published.

Pemetaan Siswa Dinilai Lemah

Republika, halaman 5

Peneliti madya dari Pusat Kebijakan Pendidikan dan Kebudayaan Kementerian Pendidikan dan kebduayaan (Kemendikbud) Mahdiansyah menyebut guru memiliki kelemahan dalam assesment siswa. Penilaian masih menurut hasil, guru belum miliki kompetensi membuat soal untuk penilaian itu,

Hal itu disampaikan Mahdiansyah dalam Seminar Nasional Pendidikan dan Kebudayaan di Kemendikbud, Senayan, Jakarta, Selasa (23/5). Mahdiansyah menjabarkan, salah satu esensi reformasi kurikulum dari 2006 ke 2013, yakni standar penilaian hasil belajar. Penilaian tersebut untuk mengetahui standar kompeteni pendidikan Indonesia. Berdasarkan hasil penelitian, ungkapnya, sistem hasil belajar belum optimal sebagaimana mestinya.

Ia mencontohkan, penilaian kelas, seharusnya digunakan untuk mendiagnosis hasil belajar. Selama ini kemajuan siswa belum untuk penilaian hasil pelajaran. Pemerintah juga melakukan penilaian melalui ujian nasional (UN). Namun, ketika hasil UN tidak lagi menjadi penentu kelulusan, maka hasil belajar menjadi tanggung jawab satuan pendidikan.

Mahdiansyah mengatakan, permasalahannya, guru belum mampu meneerjemahkan kisi-kisi soal.  Menurut Mahdiansyah, dengan adanya kebijakan baru terkait hasil UN, maka pemerintah harus menguatkan kemampuan penilaian di tingkat sekolah. Ia beranggapan, sistem penilaian harus diberikan pada satuan pendidikan. Kendati, menurutnya, UN tetap diperlukan, tetapi bukan sensus. Pemda dapat menggunakan hasil UN untuk pemetaan dan intervensi kebijakan.

Student Mapping is Considered Weak

Republika, page 5

Madya researcher from the Center for Education and Culture Policy of Kemendikbud, Mahdiansyah mentions that teachers have weaknesses in the assessment of students. Assessment is still based on the outcome; teachers do not yet have the competence to make test questions for such assessment.

This was conveyed by Mahdiansyah in the National Seminar on Education and Culture in Kemendikbud, Senayan, Jakarta, Tuesday (23/5).  Mahdiansyah described that one of the essences of curriculum reform from 2006 to 2013 is study outcome evaluation standards.  The evaluation is to know the education competency standard in Indonesia. The assessment is to know the competency standards of Indonesian education. He said that based on the research results the learning system is not as optimal as required.

He cited that grade assessment should be used to diagnose learning outcomes. So far students’ progress has not been used for the assessment of lesson outcomes. The government also conducts assessment through national examinations (UN). However, when the UN results are no longer a determinant of graduation, the learning outcomes become the responsibility of the educational units.

Mahdiansyah said that the issue is the teacher has not been able to translate the question lattices/ framework.  According to Mahdiansyah, with the new policy related to UN results, the government must strengthen the ability of assessment at the school level. He assumed that the assessment system should be given to the educational units. Although, according to him, the UN is still needed, but not as a census. Regional administrations can use the UN results for mapping and policy intervention.

Advokat Wajib Gandeng Universitas

Media Indonesia, halaman 13

Organisasi advokat harus bekerja sama dengan perguruan tinggi atau sekolah tinggi dalam menyelenggarakan pendidikan khusus profesi advokat (PKPA). Perguruan tinggi yang dimaksud ialah yang memiliki program studi ilmu hukum ataupun sekolah tinggi hukum dengan kurikulum yang menekankan kualifikasi aspek keahlian atau keprofesian. Demikian disampaikan Mahkamah Konstitusi (MK) dalam putusan uji materi Undang-Undang Nomor 18 Tahun 2003 tentang Advokat yang dimohonkan Asosiasi Pimpinan Perguruan Tinggi Hukum Indonesia (APPTHI).

Pada pertimbangan hukumnya, mahkamah menegaskan keharusan tersebut didasarkan pada argumentasi bahwa standardisasi pendidikan, termasuk pendidikan profesi advokat, mesti terjaga kualitasnya. Itu sebagaimana dikehendaki UU Advokat dan sejalan dengan semangat Pasal 31 UUD 1945.

Melalui Putusan MK Nomor 103/PUU-XI/2013, mahkamah telah menegaskan yang berhak menyelenggarakan PKPA adalah organisasi advokat. Namun, tidak berarti mereka dapat menyelenggarakan PKPA dengan mengabaikan standar dan kaidah yang berlaku di dunia pendidikan.

Dalam pelaksanaan PKPA, MK menegaskan harus terdapat standar mutu dan target capaian tingkat keterampilan tertentu dalam kurikulum PKPA. Untuk itu, organisasi advokat wajib bekerja sama dengan fakultas hukum atau sekolah tinggi hukum yang minimal terakreditasi B.

Advocates Must Link with Universities

Media Indonesia, page 13

Advocate organizations must cooperate with universities or institutes in organizing special advocate professional education (PKPA). The said higher education institutions are ones that have a law study program or a law school with a curriculum that emphasizes on the qualifications aspect of expertise or professionalism.  This was conveyed by the Constitutional Court (MK) in the judicial review of Law No. 18/2003 on Advocates as requested/petitioned by the Association of Indonesian Law Schools (APPTHI) Heads.

In its legal considerations, the court insists that the requirement is based on the argument that the standardization of education, including the quality of advocate professional education must be maintained. It is as required by the Advocate Law and in line with the spirit of Article 31 of the 1945 Indonesian Constitution.

Through the Constitutional Court Decision Number 103 / PUU-XI/2013, the Court has affirmed that the right to organize PKPA is an advocate organization. However, it does not mean that they can hold PKPA by ignoring the standards and rules that apply in the education world.

In the implementation of PKPA, the Constitutional Court affirmed that there must be quality standards and achievement targets of certain skill level in the PKPA curriculum. To that end, advocate organizations shall cooperate with the law faculty or law schools that are at least accredited B.