2017, Sebanyak 6.296 Guru Dikirim ke Daerah 3T

Suara Pembaruan, halaman 17, Jumat, 30 Juni

Kekurangan guru di daerah terdepan, terluar dan tertinggal (3T) kerap terjadi. Hal itu diungkapkan Direktur Jenderal Guru dan Tenaga Kependidikan (Dirjen GTK) Kementerian Pendidikan dan Kebudayaan (Kemendikbud) Sumarna Surapranata. Untuk mengatasi  kekurangan guru di daerah 3T, pemerintah setiap tahun mengirim guru ke wilayah tersebut. Khusus tahun 2017, lanjutnya, ada sebanyak 6.296 guru garis depan (GGD) yang dikirim untuk mengabdi ke daerah 3T.

Pranata menjelaskan, para guru tersebut akan ditempatkan di 183 kabupaten/kota  wilayah 3T di seluruh Indonesia. Proses seleksi GGD sudah berlangsung tahun lalu, namun hasilnya baru diumumkan karena penyesuaian terhadap Undang-Undang Nomor 23 Tahun 2014 tentang Pemerintahan Daerah. Seleksi GGD diikuti 6.315 peserta dari 6.348 pendaftar yang dilakukan di 107 tempat uji kompetensi (TUK) di seluruh Indonesia.

Sekretaris Jenderal Kemendikbud Didik Suhardi mengatakan, penempatan merupakan proses akhir seleksi GGD sehingga pemberkasan dan verifikasi tidak perlu lagi, Ia berharap, para GGD bisa bertugas dengan tenang dan betah tinggal di daerah 3T.

Sementara, Ketua Umum Persatuan Guru Republik Indonesia (PGRI) Unifah Rosyidi mengatakan, kekurangan guru sangat banyak terjadi di dearah, karena perbedaan data jumlah guru yang dimiliki oleh pemerintah. Selain itu keberadaan guru honorer yang tidak diperhatikan nasibnya juga menyebabkan kurangnya guru. Ia berharap, pemerintah memberikan kesempatan kepada guru honorer untuk telah memenuhi kualifikasi aparatur sipil negara (ASN) untuk diangkat.

 

 

 

6,296 Teachers being Sent to 3T Areas in 2017

Suara Pembaruan, page 17, Friday 30 June

A lack of teachers in the frontier, outermost, and underdeveloped (3T) areas often occurs. This was stated by the Director General of Teacher and Education Personnel (Dirjen GTK) of the Minister of Education and Culture (Kemendikbud) Sumarna Surapranata. To address the lack of teacher in 3T areas, the government sends teachers to such areas every year. He continued that there were 6,296 Front Line Teachers (GGD) especially being sent to teach in 3T areas in 2017.

Pranata explained that such teachers would be placed in 183 regencies/cities of 3T areas all over Indonesia. The GGD selection already ran last year, however the result has only just been announced because the adjustment to Law Number 23 Year 2014 concerning Local Government. GGD selection was taken by 6,315 participants of 6,348 registrants implemented in 107 competency test places (TUK) across Indonesia.

The General Secretary of Kemendikbud, Didik Suhardi, said that the placement was the last process of GGD selection. Therefore, filling and verification were not necessary. He expected that all GGD would be able to work smoothly and feel at home living in 3T areas.

Meanwhile, the General Head of Indonesian Teacher’s Association (PGRI), Unifah Rosyidi, said that lack of teachers often occurred in the local areas, because of the difference in teacher number data owned by government. The other reason is the fate of honorary teachers, which rarely receives any attention. She expected that the government should provide a chance for honorary teachers who have already met state civil apparatus’ (ASN) qualification to be appointed.

Tingkatkan Cinta Tanah Air, Prajurit TNI Mengajar Siswa di Perbatasan

www.okezone.com

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

www.okezone.com

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 

Anak-anak Sumba Pertaruhkan Nyawa Demi Gapai Impian

www.thejakartapost.com

Setiap hari, anak-anak di Sumba, Nusa Tenggara Timur (NTT), mempertaruhkan nyawa mereka ketika berangkat ke sekolah. Mereka harus menyeberangi Sungai Kambaniru yang dipenuhi buaya buas agar mereka sampai di sekolah.

Beberapa hari yang lalu, seekor buaya di sungai Kambaniru menyerang seorang penduduk lokal bernama Cornelis saat sedang memancing ikan di sungai tersebut. Hanya dua kaki dan usus Cornelis yang tersisa. Namun demikian, anak-anak tersebut tetap bertekad untuk berangkat ke sekolah meskipun ada kejadian naas yang menimpa Cornelis.

Tanpa keraguan, anak-anak tersebut dengan berani berenang di sungai yang memiliki kedalaman 65 meter itu dan berpacu dengan buaya yang dengan cerdik mengintai santapan mereka berikutnya dari dalam air. Setelah anak-anak itu menyeberangi sungai dengan aman, mereka pun harus menghadapi beratnya medan pegunungan dan menaklukan tebing yang curam sampai akhirnya tiba di sekolah mereka, yaitu SDN Bidi Praing.

Kerasnya kehidupan anak-anak di Sumba itu sangat jauh berbeda dengan rekan-rekan mereka di Jakarta yang memiliki semua fasilitas yang bisa mereka dapatkan untuk pulang pergi ke sekolah dengan aman. Anak-anak di Sumba melewati semua rintangan itu dengan penuh ketekunan. Di tengah berbahayanya tantangan yang harus mereka hadapi, mereka sanggup melewati semuanya agar dapat menggapai semua impian dan cita-cita mereka.

Children Risk Life to Achieve Dreams

www.thejakartapost.com

Children in Sumba, East Nusa Tenggara, risk their lives each day they go to school. In order for the children to get to their school, they need to cross the Kambaniru River, which is infested with dangerous crocodiles.

Just a few days ago, crocodiles in the river ate a local by the name of Cornelis when he tried to fish in the river. All that remains of Cornelis are his two legs and intestines. Despite what happened to Cornelis, the children are determined to go to school for their education.

Without hesitation, the children bravely swim the 65-meter wide river, racing against crocodiles that cunningly lurk in the deep for their next meal. After they safely cross the river, they then face the harsh terrain of mountains and cliffs that they need to conquer to finally arrive at the Bidi Praing elementary school.

The life of children in Sumba is a world away from that of kids in Jakarta. Jakarta’s kids have all the facilities at their disposal to get safely to school and then return home. The children of Sumba encapsulate true perseverance. Amid all the dangerous challenges they face, they are willing to break through all of that in order to achieve their dreams and goals.

Link: http://www.thejakartapost.com/life/2017/05/17/children-risk-life-to-achieve-dreams.html

Guru Terkendala Fasilitas

Kompas, halaman 12

Pendidikan adalah kunci masa depan bangsa. Namun, di sejumlah daerah terpencil, ditemukan peserta didik ditelantarkan karena ketiadaan guru di sekolah. Proses belajar mengajar tak lancar. Faktornya antara lain ketiadaan fasilitas dan distribusi guru yang tak merata. Salah satu temuan ketidakhadiran guru yang membuat anak didik terlantar ada di Kabupaten Kepulauan Aru, Maluku. Guru-guru sering meninggalkan sekolah selama berbulan-bulan karena memilih tinggal di Dobo, ibu kota kabupaten.

Bupati Kepulauan Aru Johan Gonga mengatakan, ada julukan guru ujian bagi guru-guru di daerah pedalaman. Guru-guru baru hadir jika siswa sudah mau ujian. Di SD Negeri Batugoyang, Kecamatan Aru Selatan, guru yang mengajar didominasi peserta program Sarjana Mendidik di Daerah Tertinggal, Terluar, dan Terdepan (SM3T).

Pemerhati masalah pendidikan di Maluku Stanley Ferdinandus mengatakan, kondisi serupa tak hanya terjadi di Kepulauan Aru, tetapi juga sebagian besar kabupaten lain di Maluku. Menurut dia, penyelenggaraan pendidikan yang masih di bawah standar ada di hampir semua pulau kecil di Maluku. Masalah yang sama ditemukan di sejumlah kawasan terpencil lainnya, seperti di Kalimantan Timur, Kalimantan Barat, Sumatera Utara, Papua, bahkan Jawa Barat.

Sementara itu, Direktur Jenderal  Guru dan Tenaga Kependidikan Kemdikbud Sumarna Surapranata menjelaskan, untuk memenuhi guru di daerah 3T, Kemdikbud memiliki program Guru Garis Depan (GGD). Tahun ini akan segera dikirimkan 6.296 orang GGD di 128 kabupaten untuk 28 provinsi. Bersama Tim Nasional Percepatan Penanggulangan Kemiskinan dilakukan penelitian di lima kabupaten, antara lain Keerom, Ketapang, dan Kaimana. Penelitian itu untuk mencari model bagaimana mengatasi tingkat kehadiran guru dan sistem pengawasan dengan melibatkan masyarakat, antara lain agar kehadiran guru/kepala sekolah lebih baik.

Teachers Constrained by Facilities

Kompas, page 12

Education is the key to the nation’s future. However, in a number of remote areas, students were found abandoned in the absence of teachers at school. The learning process is not smooth.  Factors include lack of facilities and uneven distribution of teachers. One of the findings of the absence of teachers prompts students to be abandoned in the Aru Islands Regency, Maluku. Teachers often leave school for months because they prefer to live in Dobo, the regency capital.

Aru Islands Regent Johan Gonga said there was a nickname of “exam teachers” for inland teachers. The teachers are only present when students are about to take exams. In SD Negeri Batugoyang, South Aru Sub-district, teachers are dominated by participants of the Undergraduates Educate in Disadvantaged, Outermost, and Frontier Areas (SM3T) program.

Observer of education problems in Maluku Stanley Ferdinandus said, similar conditions not only happened in Aru Islands, but also in most other districts in Maluku. According to him, the organization of education that is still below standards exists in almost all small islands in Maluku. The same problem is found in a number of other remote areas, such as in East Kalimantan, West Kalimantan, North Sumatra, Papua, and even West Java.

Meanwhile, Director General of Teachers and Education Personnel Kemdikbud Sumarna Surapranata explained, to meet (the number of) teachers in 3T areas, Kemdikbud has a Guru Garis Depan (GGD) or Frontline Teachers program. This year, 6,296 GGDs will immediately be dispatched in 128 regencies for 28 provinces. Together with the National Team for the Acceleration of Poverty Reduction, research was carried out in five regencies, including Keerom, Ketapang and Kaimana. The research was to find a model of how to address the teacher attendance level and supervision system by involving the community, for example to better the presence of teachers / principals.

Sekolah Jauh Beri Asa Anak Orang Rimba di Hutan Harapan

The Jakarta Post, halaman 5

Berkat dibukanya kelas jauh di SDN 49/I Bengkulu, kini anak-anak Orang Rimba di Jambi, Sumatera Tengah, tidak lagi asing dengan pendidikan.

Kelas jauh ini dpat menampung hingga 40 siswa anak Orang Rimba yang tinggal di hutan Harapan. Namun, dari jumlah itu, hanya sekitar 20 hingga 25 anak yang menjadi siswa aktif, karena masih banyak orang tua yang membutuhkan anak-anak mereka untuk membantu berburu atau bercocok tanam.

Rio Afrian, guru program kelas jauh tersebut mengatakan bahwa kelas jarak jauh tersebut diperuntukkan bagi anak-anak suku Batin IX. Dua ruangan kelas telah dibuat untuk menampung empat kelompok anak-anak suku terasing itu yang masing-masing bernama Mitra Zone, Tanding, Gelinding, dan Simpang Macan Luar.

Rio menjelaskan, para siswa tersebut dibagi menjadi dua tingkat. Kelas lebih tinggi, lanjutnya, untuk siswa kelas empat hingga enam, sedangkan kelas lebih rendah dirancang untuk anak kelas tiga.

Kelas dimulai dari pukul delapan pagi hingga pukul satu siang. Siswa kelas lebih bawah belajar cara membaca, menulis dan berhitung sederhana. Sedangkan, siswa kelas lebih tinggi belajar tentang sains dan ilmu sosial.

Karena para siswa tersebut adalah anak penduduk asli setempat, maka pelajaran yang diberikan harus relevan dengan kehidupan mereka sehari-hari. Semisal menggunakan bahan-bahan yang tersedia di hutan seperti ranting pohon sebagai alat bantu visual siswa untuk memahami matematika dasar.

Rio juga menggunakan istilah-istilah yang tidak asing di telinga mereka seperti nama buah-buahan dan binatang yang ada di hutan untuk belajar menulis. Meski memiliki ruang kelas, Rio menerapkan metode belajar sambil bermain, dimana sebagai besar kegiatan belajarnya berada di luar ruangan.

School gives hope to native students of Harapan forest

The Jakarta Post, page 5

More children of the Batin IX clan of the indigenous Orang Rimba tribe in Jambi, Central Sumatera, are no longer strangers to education, thanks to the opening of distance learning classes held at SD 49/I Bungku state elementary school.

The classes can accommodate up to 40 elementary students from the clan, which lives in the Harapan (hope) rainforest. However, only 20 to 25 of them are active students as many parents still require their children to go hunting or help with farming.

The program’s teacher, Rio Afrian said these [distance] classes are dedicated to the Batin IX children. He added that two classrooms had been built to accommodate four groups of children of the alienated tribe, namely of the Mitra Zone, Tanding, Gelinding, and Simpang Macan Luar groups.

Rio explained that the pupils are divided into two levels. The higher-level class is for students from grades four to six, while the lower-level class is designed for through third grade children, he said.

Lessons run from Monday through Saturday, starting from 8 a.m to 1 p.m. Lower-level students are taught how to read, write and do simple calculations, while higher-level students also learn basic natural and social sciences. He said because they are indigenous children, the subjects are delivered in a way that would be relevant to their daily life.

For instance, he made use of what was available in the forest, such as tree branches, as visual aids to help the students understand basic mathematics. He also used familiar terms, such as names of forest fruits and animals, in his writing class. Despite having physical classrooms, Rio implemented the “learning while playing” method, which mostly involves outdoor activities.