Penguatan STEM Dukung Pembangunan

Kompas, halaman 11, Sabtu 22 November

Penguatan ilmu eksakta, terutama di bidang sains, teknologi, rekayasa dan matematika, memegang peranan penting sebagai kunci sukses bagi pembangunan suatu negara. Dengan pendidikan berbasis sains, teknologi, rekayasa, dan matematika atau STEM (science, technology, engineering, and mathematics) yang kuat, Indonesia memiliki amunisi yang efektif untuk menghadapi berbagai tantangan di bidang infrastruktur, energi, keamanan nasional, serta kesehatan lingkungan.

Nenny Soemawinata, Managing Director Putera Sampoerna Foundation mengatakan, fokus pendidikan berbasis STEM saat ini dibutuhkan untuk membentuk dan memperkuat karakter siswa yang memecahkan masalah dengan mengasah pemikiran kritis, keuletan, dan ketekunan. STEM dapat mengasah kemempuan generasi muda Indonesia untuk memahami isu yang lebih kompleks sehingga dapat mencari solusi yang kreatif.

Penguatan STEM bagi Indonesia penting, antara lain untuk memperbanyak insinyur yang dibutuhkan dalam pembangunan. Indonesia baru bisa memproduksi 42.000 dari kebutuhan 175.000 insinyur per tahun. Selain itu, kemampuan kompetensi STEM juga semakin dibutuhkan dunia kerja. Mengutip National Science Foundation, dalam 10 tahun ke depan sekitar 80 persen lapangan pekerjaan akan membutuhkan kemampuan kompetensi STEM yang memadai.

STEM Strengthening Supports Development

Kompas, page 11, Saturday, 22 November

Strengthening of exact science, especially in the fields of science, technology, engineering and mathematics, has an important role as the key to success for the development of a country. With strong education based on science, technology, engineering, and mathematics or STEM (science, technology, engineering, and mathematics), Indonesia has the effective ammunition to face various challenges in the fields of infrastructure, energy, national security, as well as environmental health.

Nenny Soemawinata, Managing Director of Putera Sampoerna Foundation said the focus of education based on STEM is currently necessary to form and strengthen student character in solving problems by honing critical thinking, perseverance, and diligence. STEM could hone the capabilities of Indonesia’s young generation to understand the more complex issues in order to seek creative solutions.

Strengthening of STEM for Indonesia is important, among others to increase the number of engineers needed in development. Indonesia could only turn out 42,000 out of the required 175,000 engineers yearly. In addition, STEM competency abilities are also increasingly needed by the working world. Quoting the National Science Foundation, in the next 10 years around 80 percent of job opportunities would require adequate STEM competency abilities.

STEM Strengthening Supports Development

Kesiapan Kerja Diperkenalkan

Kompas, halaman 11

Pengenalan tentang kewirausahaan dan persiapan kerja dapat dikembangkan melalui pendidikan di sekolah. Generasi muda perlu diinspirasi untuk sukses memasuki ekonomi global dengan memperkuat pendidikan kewirausahaan dan kesiapan kerja.

Prestasi Junior Indonesia (PJI) misalnya, memberikan pelatihan, modul, dan bantuan kepada siswa agar berkesempatan lebih besar untuk sukses.

Manajer Pemasaran dan Hubungan Masyarakat PJI Lia Hilyatus Zakiyyah mengatakan, pendidikan akademik di sekolah perlu diperkaya dengan program-program yang dibutuhkan siswa dalam hidup. Pendidikan kewirausahaan penting untuk siswa yang mau bekerja sendiri atau diperusahaan karena ada banyak kemampuan softskill yang bisa diajarkan kepada siswa sejak di bangku sekolah.

Menurut Lia, PJI yang merupakan organsasi nirlaba dibidang pendidikan kewirausahaan itu, misalnya, mengadakan kegiatan Jakarta Student Company Competition 2014 dan Bazaar Ramadhan. Kegiatan itu akan diikuti sekitar 700 murid SMA/SMK/MA di Jakarta dan sekitarnya. Dari kegiatan tersebut akan dipilih 11 SMA/SMK untuk menjadi peserta Indonesia Student Company Competition 2014.

Sejumlah sekolah juga mempunyai program pendidikan kewirausahaan yang dikembangkan secara terstruktur dari jenjang usia dini hingga SMA/SMK. Kepala School of Universe di Parung, Kabupaten Bogor, Jusrijanan, mengatakan, pendidikan kewirausahaan diperkenalkan di jenjang pendidikan usia dini, dasar, dan menengah untuk membentuk kemadirian, kreativitas, dan inovasi siswa. Para siswa diperkenalkan dengan kegiatan bisnis yang beretika dan berwawasan lingkungan mulai dari sekolah hingga magang di perusahaan.

Work Readiness Introduced

Kompas, page 11

Introduction to entrepreneurship and job preparation/ preparedness can be developed through education in school.   The young generation needs to be inspired to successfully enter the global economy by strengthening education in entrepreneurship and work readiness.

Indonesian Junior Achievement or Prestasi Junior Indonesia (PJI) for example provides training, modules, and assistance to students in order to have greater opportunity for success.

PJI Marketing and Public Relations Manager Lia Hilyatus Zakiyyah said academic education in schools need to be enriched with programs students need in life/ life skills.   Entrepreneurship education is important for students who wish to work on their own or in a company because there are many softskills that could be taught to students since attending school.

According to Lia, PJI which is a non-profit organization in the field of entrepreneurship education, for example, is holding the Jakarta Student Company Competition 2014 and Bazaar Ramadhan.   These activities will be participated by around 700 high school/vocational high school/madrasah aliyah (SMA/SMK/MA) students in Jakarta and surroundings.    From such activities, 11 SMA/SMK will be selected to become participants of the Indonesia Student Company Competition 2014.

A number of schools also have entrepreneurship education programs which are developed in structured fashion from early childhood to SMA/SMK levels.  Head of School of Universe in Parung, Bogor Regency, Jusrijanan said entrepreneurship education is introduced in the early childhood, primary , and secondary education levels to generate student independence, creativity, and innovation.    The students are introduced to ethical and environmentally aware business activities starting from school to internship in companies.

Work Readiness Introduced

Indonesia Berprestasi Pada Ajang Mobil Hemat

Kompas, Halaman 12

Indonesia kuasai kompetisi inovasi mobil hemat energy untuk mobil konsep urban Shell Eco-marathon Asia 2014. Mobil berbahan bakar etanol rancangan mahasiswa Universitas Sumatera Utara, Horas Mesin, menjadi satu-satunya mobil yang menyelesaikan putaran. Dari 126 tim dari 15 negara, hanya Sembilan tim yang merancang mobil berbahan bakar etanol. Mayoritas peserta merancang mobil berbahan bakar bensin dan baterei. Indonesia mengirim tim terbanyak yaitu 18 tim dari 12 kampus.

Indonesia’s High Achievement in Energy-Saving Car Competition

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Indonesia dominated the innovation competition for urban energy-saving car concepts of Shell Eco-marathon Asia 2014. The ethanol-fueled car designed by students of North Sumatra University, Horas Mesin, was the only car which could complete the entire race. Of 126 cars from 15 countries, only nine teams which have deigned ethanol-fueled cars. The majority of participant designed cars with gasoline and baterai as their sources of energy. Indonesia sent the largest number of participants, i.e. 18 teams from 12 campuses.

Indonesia’s high achievement in Energy-Saving Car Competition

Special Needs Schools Strengthen Skills Education

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Skills education in schools for students with special needs, especially in secondary education, has been strengthened. The implementation of the 2013 Curriculum on special needs schools will prepare its students to be more independent.

Although a limited number of companies hire people with special needs, students will be prepared by providing them with education aimed at honing their skills. Children with special needs will even be educated on entrepreneurship in order to help them work independently.

Special Needs Schools Strengthen Skills Education

Sekolah Luar Biasa Perkuat Keterampilan

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Pendidikan keterampilan bagi siswa sekolah luar biasa, terutama di jenjang pendidikan menengah, diperkuat. Pada penerapan Kurikulum 2013 tahun depan, materi pendidikan keterampilan SMA luar biasa lebih menyiapkan siswa untuk mandiri.

Marjani, Kepala SLB Yapenas Yogyakarta, mengatakan, pada penerapan Kurikulum 2013, porsi pendidikan keterampilan siswa SMA LB mencapai 70 persen.

Di SLB Yapenas, pendidikan keterampilan yang disediakan antara lain praktik membuat furniture sederhana, seperti bingkai foto atau gantungan baju dari kayu. Beberapa keterampilan lainnya seperti membuat permen asam, dan juga pengenalan terhadap teknologi informasi dan komunikasi, seperti telepon genggam dan laptop/komputer juga diajarkan.

Creative Teacher, Creative Students

Sindo, Page 16

The old-fashioned method of teaching often used in classes must be  immediately changed. One teacher doing a monolog in front of a class has been considered ineffective and failed to develop students’ creativity.

Even today, schools are often viewed as a ‘frightening’ institution by students while several school subjects are considered as burdens. Therefore, teachers have an important role in determining students’ learning process. A creative teacher will find a way so that his/her students will be able to give a variety of creative answers in any given occasion.

One of such teacher is Shelma Shakira Bhakti, an English teacher from the UNJ Labschool  Junior High School, Jakarta, who never stops inventing new ways to prevent students from focusing heavily on textbooks and develop a new way of thinking.

For example, Shelma would combine English subject with biotechnology. She will engage students in a practice session of biotechnology using English as the teaching language followed by a storytelling session. During such occasion will Shelma teaches her students about English tenses without making them have to memorize the subject.

Creative Teacher, Creative Students

Guru Harus Kreatif Mengajar

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Metode pembelajaran gaya lama yang kerap diajarkan di ruang kelas sudah saatnya diubah. Gaya monolog guru di kelas dianggap tidak mengembangkan kreativitas siswa.

Guru memiliki peran penting dalam menentukan proses belajar siswa. Guru kreatif akan kerap mencari cara agar anak didik selalu menghasilkan jawaban yang variatif pada setiap kesempatan.

Banyak cara untuk mengetahui potensi anak dengan bertanya. Para guru atau dosen bisa melakukannya dengan membuat kuis pada setiap awal pertemuan tatap muka.

Cara di atas merupakan salah satu metode metaphoring yang bisa dilakukan para guru.

Beberapa guru di sekolah sudah mempraktekkan metode methaporing ini. Mereka menghindarkan anak didik dari kegiatan menghafal yang berlebihan dan selalu menyiasati agar siswa tidak terlalu terpaku pada buku pelajaran.

Sistem pembelajaran efektif diyakini akan melahirkan anak-anak potensial di masa depan. Apalagi di Indonesia memang banyak anak berpotensi jenius yang bisa dikembangkan secara maksimal.