Jadikan Sekolah Rumah Kedua

Kompas, halaman 1, Rabu, 28 Juni

Reformasi sistem pendidikan di sekolah harus dijakankan untuk menjadikan sekolah sebagai rumah kedua siswa. Sekolah harus aman dan menyenangkan sehingga sekolah benar-benar bisa menjadi tempat tumbuh-kembang yang baik dan melindungi anak dari berbagai ancaman fisik, psikis, verbal, dan sosial. Harapannya, tercipta generasi masa depan bangsa yang cerdas dan berkarakter.

Psikolog pendidikan Universitas Surabaya, Anindito Aditomo mengatakan bahwa sebenarnya, sebuah sekolah sudah niscaya wajib ramah anak. Akan tetapi, pada kenyataannya masih ditemukan beberapa sekolah yang belum bisa memberi rasa aman bagi setiap siswanya.

Menyambut tahun ajaran baru, pemerintah pun kembali menyosialisasikan gerakan sekolah ramah anak. Sebelum libur Lebaran, Menteri Pendidikan dan Kebudayaan Muhadjir Effendy mengajak pemerintah daerah untuk menjadikan sekolah sebagai rumah kedua bagi siswa.

Bentuk prilaku tidak ramah anak yang kerap dijumpai di sekolah adalah diskriminasi terhadap anak karena alasan latar belakang suku bangsa, agama, dan kepercayaan, serta status sosial-ekonomi orangtua. Selain itu, juga kekerasan yang dialami peserta didik berupa olok-olok, sikap tidak acuh, intimidasi, bahkan kekerasan fisik, baik oleh sesame peserta didik maupun guru dan tenaga kependidikan.

Masa orientasi siswa, kata Muhadjir, harus jauh dari perpeloncoan atau kekerasan. Dalam Sosialiasi Peraturan/Kebijakan Pendidikan Dasar dan Menengah dalam Rangka Persiapan Awal Tahun Pelajaran 2017/2018, Muhadjir mengatakan masa orentasi siswa dipimpin wakil kepala sekolah bidang kesiswaan, jangan siswa. Isinya, pengenalan lingkungan belajar yang baru dan membangun nasionalisme atau cinta Tanah Air.

Dalam rangka mewujudkan sekolah sebagai rumah kedua bagi anak, kata Muhadjir, mulai tahun ini diterapkan penerimaan peserta didik baru (PPDB) dengan sistem zonasi. Tujuannya agar anak dapat bersekolah di lokasi yang tidak jauh dari rumahnya. Upaya ini juga dalam rangka menyamakan layanan mutu pendidikan bagi anak bangsa, yang tidak lagi dilabeli sekolah favorit dan nonfavorit.

Creating a School as Being a Second Home

Kompas, page 1, Wednesday, June 28

Reformation of educational system at a school should be implemented to create a school as being a second home. Schools should be safe and fun, thus schools really become a good place to develop and protect children from various physical, psychic, verbal, and social threats. The expectation of this path is the birth of a future generation that are bright and with strong character.

The educational psychologist of Surabaya University, Anindito Aditom, said that actually a school should be child-friendly. Sadly, however, it’s a fact that a number of schools are not able to provide safety for their students.

Welcoming the new academic year, government has come back to socialize the movement of child-friendly schools. Before Eid holiday, the Minister of Education and Culture, Muhadjir Effendy, invited local government to create schools as a second home for students.

Child-unfriendly behavior often found in schools is discrimination towards children because of their ethnicity, religion, and belief, as well as their parents’ social-economic status.

In addition, violence experienced by students comes in the form of ridicule, unconcerned attitude, intimidation, even physical violence among students, teachers and educational personnel. Muhadjir said that student orientation should be far from initiation or violence. In the Socialization of Regulation/Policy of Primary and Secondary Education in Order to Early Preparation of Academic Year 2017/2018, Muhadjir said that student orientation should be led by deputy headmasters for student division, not by students. The content is introduction of a new learning environment and building of nationalism or love for the Motherland.

Muhadjir stated that to create a school as a second home for children, New Student Admission (PPDB) with zonal system was being applied. The purpose is to enable children to study in locations close to their homes. This effort is also to equalize the quality of educational services for the children of the nation, with schools no longer being labeled as favorite and non-favorite.

 

Pengelolaan Kelas Jadi Kunci Pembelajaran

Kompas, halaman 10, Juma, 30 Juni

Standar capaian kurikulum bukanlah penghalang bagi guru untuk memaksimalkan pembelajaran terhadap para siswa. Sistem pengelolaan kelas yang akan menekankan kepada kemampuan tiap-tiap siswa menjadi kunci utama pembelajaran. Endah Priyati, guru Sejarah SMAN 12 Kota Bekasi, Jawa Barat, mengatakan setiap guru harus hafal naman-nama siswa berserta keunikan mereka. Sebab, ada siswa yang kuat di sisi visual, audio, gerak, dan kognitif.

Selain itu, Endah juga mengetahui latar belakang pola asuh tiap-tiap siswa. Hal ini sangat membantu dirinya dalam mengomunikasikan materi ajar kepada siswa dan orangtua. Dialog itu berkesinambungan dengan perkembangan yang tercatat.

Elanda Rosita, Wakil Kepala sekolah SDN 2 Pagi Lebak Bulus, Jakarta, mengatakan, dengan kurikulim pelajaran SD yang berkonsep tematik, guru harus kreatif dan memikirkan pendekatan-pendekatan baru dalam mengajar. Jika pendekatannya monoton, siswa tidak bisa menangkap materi yang diajarkan. Bahkan, siswa yang kemampuan kognitifnya kurang akan semakin susah mengikuti pelajaran.

Elanda juga rutin mengumpulkan orangtua siswa untuk diberi arahan, biasanya setiap akan berganti bab di buku pelajaran. Karena waktu siswa di sekolah terbatas, penyerapan materi pelajaran secara optimal bisa dilakukan jika dirumah siswa juga dibimbing belajar oleh orangtua.

Kepala Pusat Kurikulum dan Perbukuan, Kementerian Pendidikan dan Kebudayaan, Awaludin Tjalla, mengatakan bahwa guru sebagai manajer di kelas harus mampu mengatur kelas, waktu, dan menentukan intervensi yang sesuai dengan karakteristik anak.

Classroom Management is the Key for Learning

Kompas, page 10, Friday, June 30

The standard curriculum achievement is not an obstacle for teachers to maximize learning for students. The classroom management system that emphasizes each student’s abilities will be the key to learning. Endah Priyati, a history teacher of SMAN 12 Bekasi City, West Java, said that every teacher must memorize the names of the students along with their uniqueness. Because, there are students who are strong in the visual, audio, motor, and cognitive side.

In addition, Endah also knows the background of each student’s parenting pattern. This is very helpful for communicating teaching materials to students and parents. The dialogues are sustainable with recorded developments.

Elanda Rosita, Deputy Principal of SDN 2 Pagi Lebak Bulus, Jakarta, said that with the primary school curriculum having thematic concept, teachers should be creative and think about new approaches in teaching. If the approach is monotonous, students cannot capture/absorb the materials taught.  In fact, students whose cognitive abilities are lacking are less likely to follow the lessons.

Elanda also regularly gathers parents to be provided direction, usually before each change of chapters in textbooks. Because students’ time in school is limited, the absorption of learning materials could optimally be done if students are also guided by parents at home.

Head of the Center for Books and Curriculum of Kemendikbud, Awaludin Tjalla, said that teachers as managers in the classrooms should be able to manage class, time, and determine the appropriate interventions in line with the characteristics of children.

Perkaya Sumber Belajar

Kompas, halaman 11, Sabtu, 24 Juni

Penguatan pendidikan karakter secara masif pada tahun ajaran 2017/2018 mendorong guru dan sekolah memanfaatkan sumber belajar di sekitar sekolah. Sekolah, keluarga, dan masyarakat sebagai tri pusat pembelajaran diharapkan terintegrasi memperkuat karakter. Staf Ahli Menteri Pendidikan dan Kebudayaan Bidang Pembangunan Karakter Arie Budiman menyampaikan, pendidikan penguatan karakter menuntut guru dan sekolah bersinergi untuk mengoptimalkan sumber daya belajar yang dapat mendukung pembelajaran di kelas. Kelak, guru bisa mendatangi sumber belajar lain, seperti museum, ataupun mendatangkan sumber belajar ke sekolah. Hal ini bisa disesuaikan dengan kondisi di setiap daerah.

Menurut Arie, kekhasan pendidikan karakter adalah bagaimana kemampuan sekolah mengintegrasikan intrakurikuler, kokurikuler, ekstrakurikuler, dan bahkan nonkurikuler.

Ketua Perkumpulan Peduli Pendidikan Yanti Sriyulianti mengatakan, pendidikan di sekolah harus optimal membantu tumbuh kembang anak secara menyeluruh. Untuk itu, sekolah ramah anak yang mampu memberikan layanan pendidikan yang menghargai keunikan tiap anak untuk mengoptimalkan potensinya harus diwujudkan, termasuk dalam memberikan layanan belajar di kelas/sekolah. Menurut Yanti, penguatan pendidikan karakter perlu juga fokus pada pengalaman belajar di “ruang kelas yang diperluas”, yang sesuai dengan kebutuhan pembelajaran peserta didik.

Praktik belajar di luar ruangan sudah banyak diterapkan di beberapa sekolah di Kota Surabaya, Jawa Timur. Di SMA Negeri 2 Surabaya, misalnya, kegiatan belajar tak terpaku pada mendikte dan menghafal. Guru masuk kelas dan memberikan topik bahasan. Siswa lalu bebas mencari informasi terkait topik itu selama jam pelajaran.

Enrich Learning Resources

Kompas, page 11, Saturday, June 24

Massively strengthening character education in the 2017/2018 school year will encourage teachers and schools to utilize learning resources around the school. Schools, families, and communities as the three learning centers are expected to integrate to strengthen character. Expert Staff for Character Development of the Minister of Education and Culture, Arie Budiman conveyed  that character building education requires teachers and schools to synergize to optimize learning resources that could support learning in the classroom. Later, teachers could visit other learning resources, such as museums, or bring down learning resources to schools. This could be adjusted to the conditions in each region.

According to Arie, the uniqueness of character education is how schools are able to integrate intra-curricular, co-curricular, extracurricular, and even the non-curricular activities.

Chairperson of the Association for Education  Care, Yanti Sriyulianti said that education in schools should be optimal to help in the thorough development of the child. Therefore, child-friendly schools that are able to provide educational services that appreciate the uniqueness of each child to optimize their potential, must be realized including in providing learning services in the classrooms / schools. According to Yanti, strengthening character education should also focus on the learning experience in “expanded classrooms”, which suits the learning needs of learners.

Outdoor studies have been widely applied in several schools in Surabaya, East Java. In SMA Negeri 2 Surabaya, for example, learning activities are not glued to mere dictation and memorizing. The teacher enters the class and gives the discussion topics. Students then freely seek information related to the topics during class time.

Penilaian pada Proses Belajar

Kompas, halaman 10, Kamis, 29 Juni

Guru hendaknya mengawasi perkembangan tiap-tiap siswa dalam proses pembelajaran. Penilaian bukan hanya fokus pada hasil akhir. Karena itu, otonomi bagi guru dibutuhkan agar guru dapat menyesuaikan materi pelajaran di kurikulum dengan kondisi tiap kelas. Untuk itu, perlu ada pelatihan guru yang berkesinambungan agar guru bisa memberi penilaian kepada siswa lebih dari sekadar menilai capaian kognitifnya atau angkanya. Hal itu diungkapkan Ketua Yayasan Cahaya Guru Henny Supolo. Ia menekankan bahwa keadilan di dalam proses pendidikan tidak berarti memberi ataupun meminta hal yang sama dari semua siswa. Sebab, kemampuan setiap siswa berbeda.

Pendapat serupa dikemukakan psikolog pendidikan Universitas Surabaya (Ubaya), Anindito Aditomo. Berdasarkan penelitian Ubaya bekerja sama dengan Pusat Studi Pendidikan dan Kebijakan di lima SD di Surabaya dan empat SD di Bandung, ditemukan, rentang kemampuan siswa di dalam kelas yang sama berkisar 3-4 tahun. Ia mengemukakan, setiap siswa memiliki kecerdasan berbeda. Ada yang cerdas kognitif, ada yang cerdas motorik, ada pula yang cerdas secara afektif. Hal tersebut merupakan fitrah setiap manusia.

Masalahnya, lanjut Anandito, kurikulum sekolah bersifat kaku. Seluruh siswa diminta mencapai target yang sama dalam waktu sama. Padahal, tidak hanya kemampuan siswa yang berbeda, kondisi kelas juga sangat ditentukan oleh akses letak suatu wilayah serta ketersediaan sumber daya manusia.

Ia menambahkan, akan lebih ideal jika guru diberi otonomi mengembangkan materi ajar sesuai kondisi lapangan. Jadi, semestinya kurikulum menetapkan standar minimal, bukan maksimal. Penerapan standar bisa dilakukan bertahap, seperti di negara-negara maju. Misalnya, tingkat kelas I-III SD standar minimal hanya untuk pelajaran Bahasa Indonesia. Pada kelas IV-VI baru diterapkan standar minimal untuk Matematika. Menurut dia, hal ini memudahkan siswa untuk menyerap dan memahami materi karena mereka bisa fokus dan tidak terbebani standar seluruh mata pelajaran.

Assessment of the Learning Process

Kompas, page 10, Thursday, June 29

Teachers should monitor the progress of each student in the learning process. Assessment is not just focused on the end result. Therefore, autonomy for teachers is needed so that teachers could adjust the subject matter in the curriculum to the conditions of each class. For that, there needs to be continuous teacher training so that teachers could assess students more than merely assessing their cognitive achievements or numbers. This was revealed by Chairperson of the Cahaya Guru Foundation Henny Supolo. She emphasized that justice in the educational process does not mean giving or asking for the same from all students. Because, the abilities of each student differ.

A similar opinion was raised by Surabaya University (Ubaya) education psychologist Anindito Aditomo. Based on Ubaya research in collaboration with the Center for Education and Policy Studies in five primary schools (SD) in Surabaya and four primary schools in Bandung, it was found that the range of students’ abilities in the same class ranged from 3-4 years. He argues every student has a different intelligence. Some are cognitively intelligent, some are motor intelligent; others are affectively intelligent.  It is the nature of every human being.

The problem is, continued Anandito, the school curriculum is rigid. All students are required to achieve the same target within the same time. In fact, not only do students’ abilities differ, classroom conditions are also largely determined by the location access of an area and the availability of human resources.

He added it would be ideal if teachers are given autonomy to develop teaching materials according to conditions on the ground. So, the curriculum should set minimum standards, not maximum. Standard implementation could be done gradually, as in developed countries. For example, the grade levels I-III SD minimum standard is only for Indonesian lessons. Only in grades IV-VI would the minimum standards for Mathematics be applied. According to him, this makes it easier for students to absorb and understand the materials because they could focus and not be burdened by the standards of all subjects.

Perkuat Substansi pada Akar Budaya

Kompas, halaman 12, Jumat, 23 Juni

Penguatan pendidikan karakter perlu disinkronkan dengan akar budaya bangsa. Saatnya generasi milenial disiapkan menyongsong bonus demografi disertai komitmen menjadikan kebudayaan sebagai haluan pembangunan nasional.

Wakil Ketua Komisi X (bidang pendidikan dan kebudayaan) DPR Ferdiansyah mengatakan, sebaiknya Kementerian Pendidikan dan Kebudayaan giat menyosialisasikan visi penguatan karakter. Sejumlah hal mendasar perlu dijelaskan, mulai dari terminologi, ruang lingkup, klasifikasi, maksud/tujuan, manfaat, metode transformasi, hingga monitoring/evaluasi. Mengingat karakter tak lepas dari aspek budaya, Ferdiansyah menyarankan semua hal itu disinkronkan dengan UU No 5/2017 tentang Pemajuan Kebudayaan.

Ferdiasnyah mengatakan, puluhan juta siswa SD-SMP sekaran ini akan menapaki usia produktif 5-10 tahun ke depan seiring puncak bonus demografi. Jika generasi milenial yang tumbuh dalam era digital itu tidak dibekali karakter berbasis budaya, bisa dibayangkan eksistensi bangsa ini pada masa depan.

Semantara itu, guru SMPN 1 Sebatik Tengah, Nunukan, Kalimantan Utara, Andi Jamaluddin mengatakan, penerapan lima hari sekolah yang kini dikemas dengan program penguatan karakter butuh persiapan. Guru belum memadai dari sisi jumlah dan mutu. Demikian pula sarana, termasuk kantin, kamar mandi, dan sarana ibadah. Belum lagi  banyak anak-anak di perbatasan yang harus dipastikan bisa terlayani jika pulang lebih sore.

Strengthen Substance on Cultural Roots

Kompas, page 12, Friday, June 23

Strengthening character education needs to be synchronized with the nation’s cultural roots.  It is time for the millennial generation to be prepared for the demographic bonus together with the commitment to make culture as the course of national development.

Vice Chairman of House Commission X (education and culture) Ferdiansyah said that the Ministry of Education and Culture should actively familiarize the vision of character strengthening. A number of basic matters need to be explained, ranging from terminology, scope, classification, purpose/objectives, benefits, methods of transformation, up to monitoring/evaluation. Considering character is inseparable from cultural aspects, Ferdiansyah suggests that all of the issues be synchronized with Law No. 5/2017 on Cultural Advancement.

Ferdiasnyah said that tens of millions of currently primary and junior high school students would tread productive age in the next 5-10 years in line with the peak demographic bonus. If the millennial generation that grows in the digital era is not equipped with cultural-based character, we can imagine this nation’s existence in the future.

Meanwhile, a teacher of SMPN 1 Sebatik Tengah, Nunukan, North Kalimantan, Andi Jamaluddin said that the application of five day schooling which is now packaged with character building program requires preparation. Teachers are still inadequate in terms of quantity and quality. So too are the facilities, including cafeteria, bathroom, and prayer facilities. Not to mention the many children living on the borders who must be ensured of transport services when going home later in the afternoon.