Asal Jangan ada Dua Kurikulum

Jawa Pos, halaman 30

Belum semua sekolah di Jakarta menerapkan Kurikulum 2013 (K-13). Namun, Kementerian Pendidikan dan Kebudayan (Kemendikbud) akhirnya resmi mengubah K-13 menjadi Kurikulum Nasional (KN).

Meski berubah, KN tetap mengandung revisi substansi K-13. Informasi itu tertuang dalam buku Kilas Setahun Kinerja Kemendikbud (November 2014-November 2015). Di tingkat daerah, perubahan tersebut belum disosialisasikan.

Kepala Dinas Pendidikan (Kadispendik) DKI Jakarta Arie Budiman mengatakan, pihaknya hanya menunggu kepastian dari kemendikbud terkait dengan perubahan kurikulum. Arie berharap tidak ada ambivalensi atau dua kurikulum. Karena, adanya dua kurikulum membuat sekolah menjadi gamang.

Arie menjelaskan, adanya kurikulum tunggal akan menjadi lebih mudah dan efisien sehingga memudahkan sekolah saat ujian nasional. Arie berharap KN nantinya dilaksanakan dengan jelas. Namun, apa pun kurikulumnya, yang penting adalah perhatian terhadap pembangunan karakter. Sehingga pada saatnya nanti, generasi emas bonus demografi menjadi generasi yang berkarakter kuat.

Curriculum Must Not be Ambivalent

Jawa Pos, page 30

Not all schools in Jakarta already apply the 2013 Curriculum (K-13). However, finally the Education and Culture Ministry officially changed the K-13 to be the National Curriculum (KN).

While the name is new, the KN still contains the K-13 substances. That information is mentioned in book ‘One Year of Education and Culture Ministry’s Performance (November 2014 to November 2015). At the regional level, the alteration has yet to be socialized.

The DKI Jakarta Provincial Education Agency Head Arie Budiman said the agency was still waiting for confirmation from the ministry related to the change of curriculum. Arie expected there was no curriculum ambivalence or double curriculums since it would confuse schools.

Arie explained a single curriculum would be more efficient. It would also ease schools during the implementation of national exams. Arie expected the KN would be clearly implemented. However, regardless the curriculum option, one of the most important things was attention to character building. By doing so, a golden generation from demographic bonus could be transformed into a generation who had strong characters.

jawa pos_asal jangan ada dua kurikulum

Ministry Deemed Sluggish Over Revision of K-13

Republika, page 5

The Education and Culture Ministry was deemed sluggish over the 2013 Curriculum (K-13) revision. It was asserted by the Character Education Consulting founder Doni Koesoema. Furthermore, the government did not communicate the progress of revision to the public sufficiently.

According to Doni, as a result, the public could not monitor the ongoing K-13 revision progress. Doni urged the ministry to prioritize this urgent and important thing to be completed since insofar the curriculum problems had yet to be resolved.

Meanwhile Education and Culture Minister Anies Baswedan explained essentially the development of curriculum required approximately the period of five years. Premature actions in 2013 to 2014 to implement the K-13 had created a lot of problems. Therefore, the ministry did not want to repeat that mistake. Rather, the ministry was currently focusing on teacher quality improvements since it would determine the quality of curriculum implementation.

By doing so, Anies continued, it was expected that the quality of learning would improve regardless the curriculum option. One of the ways to improve teacher quality was to use the results of teacher competency test (UKG) as references.

republika_kemendikbud dinilai lamban soal k-13

 

Optimalkan Lagi Kurikulum 2013

Jawa Pos, halaman 32

Kurikulum 2013 dilaksanakan sejak pertengahan 2013. Sebagai kurikulum yang belum lama diterapkan, implementasi kurikulum tersebut belum maksimal di sekolah. Kementerian Pendidikan dan Kebudayaan (Kemendikbud) melalui Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan pun rajin menyelenggarakan pelatihan. Sasarannya adalah para kepala sekolah.

Kepala Seksi Kurikulum SMA Kemendikbud Muhammad Husin menyatakan, kepala sekolah perlu mendapat pelatihan tentang manajemen, kepemimpinan, implementasi, evaluasi sekolah, hingga supervisi. Konteksnya terkait dengan pelaksanaan Kurikulum 2013. Menurut dia, penilaian yang dilakukan di sekolah masih menggunakan paper and pencil test. Padahal, dalam Kurikulum 2013, penilaian terhadap siswa bisa lebih berkembang. Misalnya, dari portofolio yang ebradasar problem based.

Ketua Yayasan Cahaya Guru Henny Supolo menyebutkan, ada pembiasaan penting yang perlu diterapkan pada para siswa di sekolah terkait dengan Kurikulum 2013. Yakni, menemukan kekuatan dalam diri siswa. Caranya, guru perlu melatih diri untuk mendengar apa yang dituturkan siswa. Cara berkomunikasi siswa juga perlu diperhatikan. Yang tidak kalah penting adalah menemukan sumber belajar. Para guru harus aktif untuk menemukan hal-hal yang potensial menjadi sumber belajar di lingkungan sekolah.

Dalam konteks tersebut, peran kepala sekolah dibutuhkan untuk mengingatkan dan mengarahkan kembali para guru agar lebih inovatif dalam mendidik. Melalui guru, kepala sekolah bisa menyisipkan harapan dan impian meraih masa depan. Dengan begitu, ada keberanian, harapan, dan optimisme yang tertanam dalam diri siswa.

Optimize Again Curriculum 2013

Jawa Pos, page 32

Curriculum 2013 had been implemented since mid 2013. As a recently applied curriculum, its implementation has not been optimized in school. Ministry of Education and Culture (Kemendikbud) through Center for Development and Empowerment of Educators and Educational Personnel is diligent in holding trainings. Targeted are school principals.

High School Curriculum Section Head Kemendikbud Muhammad Husin said school principals need to obtain training on management, leadership, implementation, school evaluation, to supervision. The context is related to Curriculum 2013 implementation. According to him,  assessment carried out in school still uses paper and pencil test. In fact in Curriculum 2013, assessment on students could be more developed; for example, from the portfolio which is problem based.

Chairperson of Cahaya Guru Foundation Henny Supolo mentioned, there is an important habituation that needs to be applied on students in school related to the 2013 Curriculum; namely, finding strength in the students. Teachers need to train themselves to listen to what the students say. How students communicate also needs to be considered. No less important is finding sources of learning. Teachers should be active in finding potential things to become sources of learning in the school environment.

In that context, the role of the school principal is needed to remind and re-direct the teachers to be more innovative in educating. Through teachers, the school principal could insert hopes and dreams for the future. In so doing,  there is courage, hope, and optimism instilled in the students.

Jawa Pos_optimalkan lagi kurikulumm 2013

Sederhanakan Kurikulum

Kompas, halaman 11, Sabtu, 12 September

Sejumlah kendala mengganjal beberapa sekolah untuk menerapkan Kurikulum 2013. Rumitnya sistem pembelajaran dan penilaian merupakan beberapa ganjalan. Pemerintah diharapkan membenahi hal itu, agar pembelajaran lebih efektif.

SMPN 40 Tanah Abang, Jakarta Pusat, misalnya, pernah menggunakan kurikulum nasional 2013 pada semester ganjil tahun ajaran 2013/2014. Namun, di semester berikutnya, kurikulum dikembalikan ke Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, dan pemerintah hanya menerapkan Kurikulum 2013 di sebagian kecil sekolah.

Kepala SMPN 40 Bambang Karnoto mengatakan, penerapan Kurikulum 2013 bertujuan baik, yakni menjadikan siswa lebih aktif, tetapi ada beberapa hal yang perlu dibenahi, termasuk format penilaian komprehensif yang dirasa sangat rumit dilakukan. Hal senada diungkapkan Tati Haryati, Wakil Kepala SMPN 97 Matraman, Jakarta Timur. Ia berharap, ke depan, pemerintah dapat menyederhanakan kurikulum sehingga guru dan siswa  dapat menerapkan belajar-mengajar dengan baik. Kalaupun ada masalah, itu wajar karena kurikulum baru perlu penyesuaian.

Secara terpisah, dalam perjalanan kunjungan ke India beberapa hari yang lalu, Menteri Pendidikan dan Kebudayaan Anies Baswedan menyatakan, revisi Kurikulum 2013 masih berjalan dan diharapkan selesai dalam waktu dekat. Dia juga melontarkan wacana tentang membuat kerangka pendidikan yang mirip India, yakni pemerintah pusat membuat kerangkan kerja dan setiap daerah membuat kurikulum sendiri.

Simplify the Curriculum

Kompas, page 11, Saturday, September 12

A number of obstacles block several schools in implementing Curriculum 2013. The complexity of learning and assessment systems are several obstacles. The government is expected to address it, in order for learning to be more effective.

SMPN 40 Tanah Abang, Central Jakarta, for example,  had used the 2013 national curriculum in the first semester of 2013/2014. However, in the following semester, the curriculum was returned to the school based curriculum or  Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, and the government only implemented Curriculum 2013 in a minority of schools.

Principal of SMPN 40 Bambang Karnoto said, implementation of Curriculum 2013 was well intended, namely making students be more active,  but there are several things that need to be addressed, including the comprehensive assessment format which is felt to be very complicated to do. It was similarly disclosed by Tati Haryati, Vice Principal of SMPN 97 Matraman, East Jakarta. She expects in future the government could simplify the curriculum so that teachers and students could implement well the learning-teaching (process). Even if there is a problem,  it is normal because the new curriculum needs adjustment.

Separately, in the course of a visit to India several days ago, Minister of Education and Culture Anies Baswedan stated, the Curriculum 2013 revision was still running and was expected to be completed soon. He also threw a discourse on making an educational framework similar to India, namely the central government makes the working framework and each region creates its own curriculum.

Kompas_sederhanakan kurikulum