Tingkatkan Cinta Tanah Air, Prajurit TNI Mengajar Siswa di Perbatasan

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Prajurit TNI penjaga perbatasan antara RI-Malaysia di Kabupaten Nunukan, Kalimantan Utara, melakukan pembinaan kebangsaan dan cinta Tanah Air kepada 31 siswa Madrasah Ibtidaiyah (MI) Darul Furqon, Nunukan. Lettu Inf Wijiono yang bertugas di sana mengatakan, pendidikan cinta Tanah Air sangat penting diterapkan kepada segenap warga negara Indonesia, terlebih bagi para pelajar dan usia dini.

Pembinaan kebangsaan terhadap siswa MI/SD diperlukan demi untuk membina karakter, mental, sekaligus untuk mempersiapkan dalam menghadapi ancaman yang rawan dihadapi para pelajar seperti penyalahgunaan narkoba, paham radikalisme, pergaulan bebas, maupun konflik antarpelajar.

Menurut Wijiono, tujuan mendidik para pelajar adalah agar mereka memiliki rasa cinta Tanah Air, bisa meningkatkan disiplin dan membentuk jiwa korsa yang positif, sehingga mereka tidak melakukan perbuatan yang berdampak negatif bagi sekolah maupun lingkungan. Indonesia, katanya, membutuhkan pelajar yang dalam segala aktivitas didasari atas kecintaan dan kebanggaan terhadap NKRI, sehingga kecintaan terhadap negara dan semangat yang terus berkobar akan melahirkan pelajar yang berkarakter dan berprestasi.

Sementara Tri Daryanti, Kepala MI Darul Furqon yang siswanya diajar oleh para persone TNI mengucapkan terima kasihnya kepada TNI AD, karena telah memberikan wawasan cinta Tanah Air dan telah membina para siswanya.

Increasing the Love of the Homeland, TNI Soldiers Teach Students at the Border

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TNI soldiers guarding the border between RI-Malaysia in Nunukan Regency, North Kalimantan, conduct coaching nationality and love of the country to 31 students of Madrasah Ibtidaiyah (MI) Darul Furqon, Nunukan.  Lettu Inf Wijiono who served there said love of the country education is very important to be applied to all citizens of Indonesia, especially for students and early age.

Coaching of nationality to Madrasah Ibtidaiyah/ primary school (MI/ SD) students is needed to develop character, mentality, and also to be prepared in facing the threats faced by students such as drug abuse, radicalism understanding, promiscuity, and conflict among students.

According to Wijiono, the goal of educating the students is for them to have love for the country, to improve discipline and to build a positive soul, so that they do not do anything that negatively impacts the school or the environment.  Indonesia, he said, needs students who in all activities are based on the love and pride of the Unitary State of the Republic of Indonesia (NKRI), so the love of the country and the spirit that continues to be ablaze will give birth to a student of character and achievement.

Meanwhile Tri Daryanti, Head of MI Darul Furqon whose students are taught by TNI personnel, expressed his gratitude to the Army for providing insight into the love of the country and having nurtured his students.

Link: http://news.okezone.com/read/2017/06/14/65/1715655/tingkatkan-cinta-tanah-air-prajurit-tni-mengajar-siswa-di-perbatasan 

Program Sekolah Lima Hari Bersifat Opsional

Koran Sindo, halaman 5

Sekolah lima hari akan dijalankan secara opsional sesuai ciri khas masing-masing daerah. Selain tidak akan ada pemaksaan, ciri khas daerah dalam penguatan karakter juga akan lebih diutamakan. Hal itu dikemukakan Menteri Pendidikan dan Kebudayaan (Mendikbud) Muhadjir Effendy.

Muhadjir mengatakan, Permendikbud mengenai sekolah lima hari sudah keluar dan akan disusun pedoman teknis tentang materi pelajarannya. Dia mengatakan peraturan sekolah lima hari ini akan diatur sefleksibel mungkin dengan memanfaatkan sumber belajar di lingkungan sekolah.

Dia membantah bahwa dengan pemberlakuan sekolah lima hari itu Pendidikan Agama akan dihapuskan. Justru Pendidikan Agama sebagai bagian dari penguatan karakter akan menjadi materi opsional yang diajarkan di masing-masing daerah. Misalnya di Jawa Timur, madrasah diniyahnya sangat kuat, maka pembentukan karakter melalui madrasah itu akan diperkuat. Namun beda lagi dengan ciri khas di Papua, tentunya yang akan dikuatkan adalah yang menonjol di daerah itu.

Sementara itu, KH Maruf Amin menjelaskan, dari dialog ini, MUI menangkap bahwa kebijakan ini memang akan dilakukan secara bertahap dan opsional. Setelah itu, MUI akan membuat saran dan pendapat yang akan dirumuskan secara tertulis. Mengenai opsional itu, meski tidak bisa dimasukkan ke dalam Permen, Kemendikbud sudah menyanggupi untuk memasukkannya ke dalam pedoman teknis. Namun demkian, lanjutnya, MUI ingin Kemendikbud menegaskan bagaimana nanti status madrasah dan gurunya serta pemberdayaan madrasah yang selama ini kurang diberdayakan.

Five-Day School Program is Optional

Koran Sindo, page 5

Five-day schools will be run optionally according to the characteristics of each region.  In addition there will be no coercion; regional characteristics in character building will also take precedence. This was stated by the Minister of Education and Culture (Mendikbud) Muhadjir Effendy.

Muhadjir said, Permendikbud regarding the five-day school has come out and the technical guidelines on the subject matter will be formulated. He said this five-day school regulation would be as flexible as possible by making use of learning resources in the school environment.

He denied that with the implementation of the five-day school, Religious Education would be abolished.  Precisely Religious Education as part of character building will be an optional material taught in respective regions. For example in East Java, its madrasah diniyah is very strong; therefore, the formation of character through the madrasah will be strengthened. However, it is different from the characteristics in Papua, of course, what will be strengthened is that which is prominent in the area.

Meanwhile, KH Maruf Amin explained, from this dialogue, MUI understood that this policy would indeed be done gradually and optionally. After that, MUI will make suggestions and opinions that will be formulated in writing. Regarding it being optional, although it cannot be included in the Ministerial Regulation (Permen), Kemendikbud has undertaken to include it in the technical guidelines. However, he continued, MUI wants Kemendikbud to affirm how the status of madrasah and its teachers would be and the empowerment of madrasah which has so far been under-empowered.

Mendikbud Temui MUI untuk Bahas Sekolah 5 Hari

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Menteri Pendidikan dan Kebudayaan (Mendikbud), Muhadjir Effendy, menemui Ketua Umum Majelis Ulama Indonesia (MUI), Ma’ruf Amin, Rabu (14/6), untuk membahas dan menyerap masukan-masukan terkait kebijakan sekolah lima hari.

Pada pertemuannya dengan Ketua MUI di Kantor MUI, Muhadjir mengatakan bahwa dia menyampaikan sejumlah hal yang berkaitan dengan usulan kebijakan sekolah lima hari tersebut.

Sementara itu, Maruf Amin mengatakan, MUI menyambut baik kebijakan baru mengenai lima hari  sekolah tersebut dan tengah merumuskan sejumlah rekomendasi terkait kebijakan yang menuntut sekolah untuk memberlakukan jam belajar menjadi delapan jam sehari itu.

Salah satu rekomendasi yang diajukan, ungkapnya, adalah bahwa kebijakan sekolah lima hari itu sifatnya tidak wajib atau opsional. Bagi sekolah yang belum mampu menyelenggarakan sekolah lima hari, maka pelaksanaan kegiatan belajar mengajar tetap dilakukan selama enam hari.

Education minister meets MUI chief to discuss five-day school

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Education and Culture Minister Muhadjir Effendy met with Chairman of the Indonesian Ulemas Council (MUI) Maruf Amin here on Wednesday as part of efforts to discuss and collect inputs on the proposed five-day school policy.

At the meeting with the MUI chief at the MUI Building, Muhadjir said he conveyed a number of things related to the proposed five-day school policy.

Maruf Amin warmly welcomed the policy and MUI is in the middle of formulating a number of recommendations related to the five-day school policy which will require schools to increase the number of learning hours to eight hours per day, he said.

One of the recommendations is that the five-day school policy is voluntary, he said. As such, if schools cannot implement the five-day school policy they can organize six day school.

Link: http://www.antaranews.com/en/news/111391/education-minister-meets-mui-chief-to-discuss-five-day-school

Menteri PPPA Minta LHS Perhatikan Daerah

Republika, halaman 9

Menteri Pemberdayaan Perempuan dan Perlindungan Anak Yohana Yambise meminta Kementerian Pendidikan dan Kebudayaan (Kemendikbud) memperhatikan keadaan dan kondisi setiap daerah terkait kebijakan lima hari sekolah per pekan. Menurutnya, kementeriannya melalui Deputi bidang Tumbuh Kembang Anak memberikan rekomendasi agar diperhatikan oleh Kemendikbud.

Yohana mengatakan, meskipun Peraturan Menteri Pendidikan dan Kebudayaan (Permendikbud) Nomor 23 Tahun 2007 tentang Hari Sekolah sudah disahkan, namun pihaknya memiliki beberapa rekomendasi yang harus diperhatikan oleh Kemendikbud. Sebab, ia menilai tidak semua daerah siap saat kebijakan tersebut diberlakukan ke seluruh wilayah Indonesia.

Yohana menjelaskan, ada beberapa hambatan yang akan dihadapi terutama menyangkut sistem sarana dan pra sarana yang ada di sekolah. Selain itu, secara geografis beberapa daerah akan menemui kendala dalam pelaksanaan kebijakan lima hari sekolah. Sehingga, lanjutnya, dihawatirkan kebijakan itu justru tidak baik untuk perkembangan anak sekolah.

Di lain pihak, Direktur Jenderal Pendidikan Dasar dan Menengah (Dikdasmen) Kemendikbud, Hamid Muhammad, menyatakan, Kemendikbud tidak akan memaksa sekolah menerapkan kebijkan lima hari sekolah. Untuk sekolah yang belum bisa menerapkan kebijakan lima hari sekolah, pelaksanaan kegiatan belajar mengajar tetap dilakukan enam hari. Namun, guru tetap masuk di sekolah 40 jam per pekan atau 6,5 jam per hari.

Minister of Women’s Empowerment and Child Protection (PPPA) Requests Five-day School (LHS) to Notice Regions

Republika, page 9

The Minister of Women’s Empowerment and Child Protection, Yohana Yambise, has requested the Ministry of Education and Culture (Kemendikbud) to take note of the conditions of the different regions in regard to the five-day school week policy. Yohana revealed that the Ministry, through the Deputy for Children’s Growth, has provided recommendations for Kemendikbud to consider.

Yohana said that even though the Ministerial Regulation of Education and Culture (Permendikbud) Number 23 Year 2007 concerning School Day has been legalized, nevertheless her officials had several recommendations that Kemendikbud should take into account. This is because she believes that not all regions are ready for such a policy to be applied across the whole of Indonesia.

Yohana explained that there are several obstacles that will be faced, especially the existing facilities and infrastructure at schools. Moreover, geographically, several regions will meet obstacles in the implementation of the five-day school. Therefore, she continued, such a policy is not considered to be ideal for the development of children’s schooling.

At another event, the Director General of Primary and Secondary Education (Dikdasmen) of Kemendikbud, Hamid Muhammad, stated that Kemendikbud will not force schools to apply the five-day school week. For schools that are able to apply a five-day school, their learning activities can still be implemented over six days. However, teachers would need to be at school 40 hours a week, or 6.5 hours a day.

 

Guru Honorer Tolak LHS

Republika, halaman 9

Ketua Umum Forum Guru Honorer Kategori Dua Indonesia Titi Purbaningsih mengungkapkan kekecewaannya atas penerapan kebijakan lima hari sekolah (LHS) dalam sepekan oleh Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Menurut dia, dengan sistem sekolah seharian penuh, para guru honorer akan sulit menambah penghasilan lain di luar mengajar.

Menurut Titi, jika Kemendikbud membuat kebijakan LHS karena menilai adanya beban kerja berlebih yang ditanggung guru pegawai negeri sipil (PNS), itu sangat keliru. Sebab, yang terjadi di lapangan, sekitar 60 persen tugas guru PNS ditangani oleh guru honorer. Oleh Karena itu, Titi berharap kedepannya pemerintah bisa lebih menyejahterakan para guru honorer dengan memberikan jaminan hidup sesuai dengan kinerja guru tersebut.

Sebelumnya, Kemendikbud telah mengesahkan Permendikbud Nomor 23 Tahun 2017 tentang Hari Sekolah yang mengatur ketentuan lima hari sekolah dalam sepekan pada Selasa (13/6). Latar belakang kebijakan itu merujuk pada kebijakan hari kerja aparatur sipil negara (ASN) yaitu lima hari kerja dan untuk penguatan karakter.

Sementara itu, Ketua Umum Pengurus Besar Persatuan Guru Republik Indonesia (PB PGRI) Unifah Rasyidi juga meminta pemerintah mempertimbangkan banyak hal sebelum menetapkan kebijakan LHS. Selain sarana prasarana sekolah, kondisi geografis yang berbeda antara wilayah yang satu dengan yang lainnya juga harus dijadikan pertimbangan. Karena, jika tidak dipersiapkan secara matang, kebijakan LHS akan menimbulkan reaksi yang beragam dan cenderung negatif.

Honorary Teachers Deny Five-day School (LHS)

Republika, page 9

The Head of the Category Two Honorary Teachers Forum Indonesia, Titi Purbaningsih, expressed her disappointment with the application of a five-day school week (LHS) as stipulated by the Ministry of Education and Culture (Kemendikbud). From her viewpoint, with a full-day school system, it will be difficult for honorary teachers to augment their income from other sources besides teaching.

According to Titi, if Kemendikbud created the LHS policy in the belief that civil servant (PNS) teachers have an excessive workload, then this is just not true. In fact, what actually happens in the field is that around 60 percent of PNS teachers’ duties are handled by honorary teachers. Therefore, Titi’s expectations of the government are improved welfare for honorary teachers through the provision of better life security to match such teachers’ contributions.

On Tuesday (13/6), Kemendikbud formally legalized Permendikbud Number 23 Year 2017 concerning School Day, which provides for a five-day school week. The background of such policy refers to the work day policy of State Civil Apparatus (ASN) that is a five-day work and to strengthen the character of students.

Meanwhile, the Head of the Executive Board of Teachers of the Republic of Indonesia (PB PGRI), Unifah Rasyidi, also requested the government to take into account a number of points before stipulating the LHS policy. Besides the facilities and infrastructure of schools, varying geographical conditions between the different regions also becomes a consideration. Thus if preparations aren’t properly carried out and such matters considered, various negative reactions could well arise when the LHS policy is implemented.