Kikis Praktik tidak Sesuai Kebinekaan

Media Indonesia, halaman  11

Negara semestinya membangun mekanisme pengawasan terhadap praktik pendidikan yang tidak sejalan dengan ideologi kebangsaan dan kebinekaan di sekolah. Hal itu merupakan salah satu poin rekomendasi bagi pemerintah dalam focus group discussion (FGD) kelompok pendidikan dalam seminar dan lokakarya bertema Indonesia di persimpangan: Negara Pancasila vs negara agama, yang berlangsung di Hotel Aryaduta, Jakarta, Sabtu, 8 April 2017 lalu.

Menurut Sekjen Indonesian Conference on Religion and Peace (ICRP) Musdah Mulia, praktik yang dimaksud di atas marak terjadi, bahkan di sekolah negeri. Dalam FGD yang difasilitasi Henny Supolo Sitepu dan George Sicilia itu juga dihasilkan empat poin rekomendasi lain.
Pertama, negara mesti membuat kebijakan untuk melawan diskriminasi dan intoleransi di lingkungan pendidikan dengan melibatkan perempuan dan anak dalam pengembangan kebijakan pendidikan dimaksud. Kedua, negara mesti membuat kebijakan pendidikan inklusif yang mendorong dan mempromosikan perjumpaan antarkelompok masyarakat/siswa.

Ketiga, mengintegrasikan nilai-nilai Pancasila sebagai ideologi negara dan living values seperti toleransi, keragaman, dan kebinekaan ke dalam kurikulum pendidikan. Dan keempat, mengembangkan kapasitas guru, termasuk guru agama (madrasah dll) dalam memahami nilai-nilai Pancasila, ideologi kebangsaan, toleransi, dan keragaman.

FGD itu juga menghasilkan rekomendasi bagi masyarakat. Salah satunya ialah menjadikan rumah dan lingkungan sebagai fokus pendidikan dengan orangtua dan masyarakat sebagai teladan bagi anak-anak.

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Eliminate Educational Practice having No Diversity Value

Media Indonesia, page 11

The country should build a mechanism to supervise educational practice that is not in accordance with national ideology and diversity at schools. This was one of the recommendations for the government from the Focus Group Discussion (FGD) of educational group in seminar and workshop themed Indonesia at the Intersection: Country of Pancasila vs Country of Religion which was held in Aryaduta Hotel, Jakarta, on Saturday, April 8, 2017.

According to Secretary General (Sekjen) of Indonesian Conference on Religion and Peace (IRP), Musdah Mulia, the above practice often occurs, even in state schools. Such FGD was facilitated by Henny Supolo Sitepu and George Sicilia and resulted in four recommendation.

First, the country should create a policy to fight discrimination and intolerance in educational environment by involving women and children in the development of this educational policy. Second, the country should create an inclusive educational policy that supports and promotes meetings between groups of communities/ students.

Third, integrating the values of Pancasila as the nation’s ideology and living values such as tolerance, variety, and diversity into the educational curriculum. Fourth, developing teachers’ capacities, including religious teachers (Islamic schools, etc.) in understanding the values of Pancasila, national ideology, tolerance, and variety.

This FGD also results in recommendations for the community, one of which being to create the home and environment as an educational focus, parents and the community as a role model for children.

The Importance of Lessons on Climate Change

Republika, Page 7 (2)

Deputy Education Ministry within the Ministry of Education and Culture, Musliar Kasim, said the theme of climate change must be included in the 2013 Curriculum. Climate change must be taught to students in primary up to senior secondary school in order to help them understand recent issues related to climate change.

Musliar stated that the Indonesian National Commission for UNESCO (KNIU) and the Ministry of Education and Culture has partnered up with UNESCO to hold the Workshop on the Contribution of ASPnet Schools in Minimizing Climate Change.

“As many as 10 headmasters each from primary schools, junior secondary schools, senior secondary schools, and vocational schools have participated in this activity. This is necessary in order for them to be able to teach students about climate change,” he explained.

Students, added Musliar, must be taught in order to help them understand about climate change, including mitigation and climate change adaptation. This has been included in the curriculum for primary up to senior secondary schools.

The Importance of Lessons on Climate Change

The Importance of Lessons on Climate Change

Ajarkan Perubahan Iklim Sejak Dini

Republika, p 7 (2)

Wakil Menteri Pendidikan dan Kebudayaan Musliar Kasim mengatakan tema perubahan iklim penting diimplementasikan dalam Kurikulum 2013. Perubahan iklim ini harus diajarkan sejak SD hingga SMA agar mereka memahami perubahan iklim yang terjadi akhir-akhir ini.

Komisi Nasional Indonesia untuk UNESCO (KNIU) dan Kemendikbud bekerja sama dengan UNESCO menyelenggarakan Workshop on the Contribution of ASPnet Schools in Minimizing Climate Change. “Kegiatan ini diikuti 40 kepala sekolah, masing-masing 10 kepala sekolah di jenjang SD, SMP, SMA, dan SMK.”

Sekjen Komnas Pendidikan Andreas Tambah mengatakan, sebenarnya tema perubahan iklim itu sudah ada sejak dulu di mata pelajaran ilmu Bumi dan Antariksa. Materi tentang perubahan iklim harus selalu mengikuti perkembangan yang terjadi di lapangan.

Di tempat terpisah, anggota Komisi X DPR RI Herlini Amran mengatakan perubahan iklim memang harus diajarkan kepada anak-anak, namun harus dilakukan dengan cara sederhana dan mudah dimengertui.