PEMBANGUNAN PENDIDIK DAN PEMBANGUNAN PENDIDIK DAN TENAGA TENAGA KEPENDIDIKAN KEPENDIDIKAN MENGHADAPI TANTANGAN ABAD 21MENGHADAPI TANTANGAN ABAD 21

Surya Dharma, MPA, Ph.DDirektur Tenaga Kependidikan

DIREKTORAT JENDERAL PENINGKATAN MUTU PENDIDIK DAN TENAGA KEPENDIDIKANDEPARTEMEN PENDIDIKAN NASIONAL

The Global Agenda for Children: The Global Agenda for Children: Learning for the 21st CenturyLearning for the 21st Century

In order for the world to survive In order for the world to survive and prosper in the new century, and prosper in the new century, people will need to learn more people will need to learn more and learn differently. A child and learn differently. A child entering the new century will entering the new century will

likely face more risks and likely face more risks and uncertainties and will need to uncertainties and will need to

gain more knowledge and master gain more knowledge and master more skills than any generation more skills than any generation

before.before. Shaeffer, Dykstra, Irvine, Pigozzi, & Torres, 2000Shaeffer, Dykstra, Irvine, Pigozzi, & Torres, 2000

Today’s education system faces irrelevance unless we bridge the gap between how students live and how they learn

Partnership for 21st Century Skillshttp://www.21stCenturySkills.org

Basic skills

Communication skills

Critical and creative

thinking skills

Information /digital literacyInquiryInquiry

/reasoning /reasoning skillsskills

Interpersonal Interpersonal skillsskills

Multicultural/multilingual

literacy

Problem Problem solving solving

skillsskills

Technology skills

21ST CENTURY SKILLS

AND LITERACIES

Source: PISA, 2000, 2003 Courtesy of Cisco Systems

30th

25th

20th

15th

10th

5th

1st

2000 2000 2000 20032003 2003 2003

OECDRanking

Ranking Among G8 countries:

10th grade math & problem solving

1st

2nd

3rd

4th

5th

6th

7th

8th

MathScience ReadingProblem Solving

24th

18th

24th

14th

18th

15th 15th

Kemampuan Pendidikan 8 Negara maju

1st 1st1stJapan

Canada

France

Germany

Great Britain

Rusia

USA

Italy

Source: PISA, 2000, 2003

40th

30th

20th

15th

10th

5th

1st

2000 2000 2000 20032003 2003 2003

PISARanking

3rd

7th

9th11th

12th

35th

MathScience ReadingProblem Solving

Kemampuan Pendidikan Kemampuan Pendidikan Negara-Negara Asia PasificNegara-Negara Asia Pasific

38th 39th

39th 39th 39th 39th 39th

1st2nd2nd 2nd

Macau

AustraliaNew

Zealand

Thailand

0%

25%

50%

75%

100%

Level 5Level 4Level 3Level 2Level 1Below Level 1

Reading Skill

PISA, 2003

Finland South Korea

Australia Hongkong Japan USA Thailand Indonesia

0%

25%

50%

75%

100%

Level 6Level 5Level 4Level 3Level 2Level 1Below Level 1

Mathematics Skill

PISA, 2003

Finland South Korea

AustraliaHongkong Japan Germany Thailand Indonesia

0%

25%

50%

75%

100%

Level 3

Level 2

Level 1

Below Level 1

Problem Solving Skill

PISA, 2003

Finland South Korea

AustraliaHongkong Japan USA Thailand Indonesia

1010

Math/Science Skills 8Math/Science Skills 8thth Graders Graders

Source: Trends in International Mathematics and Science Study, December 2004, 8 th Graders

605589586585570537536529508508

505505

Singapore South Korea Hong KongTaiwanJapanBelgium Netherlands HungaryMalaysiaRussian Fed.

LatviaAustralia

MA

THEM

ATI

CS

SCIE

NC

E

604587582585579558540532519526

505—

2004 20042000 2000

508Slovak Rep. 534

504United States 502

578571558556552543536527527524

520519

Singapore Taiwan South KoreaHong KongJapanHungary Netherlands United StatesAustraliaSweden

New ZealandLithuania

568569549530550552545515——

510488

520Slovenia —

517Slovak Rep. 535

605 589 586 570536 508 505 504

411 378

0

100

200

300

400

500

600

700

Average mathematics scale scores of 8th-grade students

TIMMS, 2004

Rata-rata International

1212

“Papan bawah”(Peringkat 110 dari 129 negara)Berdasarkan Survey Bank Dunia (2005) – kriteria: Human Development Index (HDI)

RANGKING INDONESIA BERDASARKAN RANGKING INDONESIA BERDASARKAN HDI DIBANDINGKAN BEBERAPA NEGARA HDI DIBANDINGKAN BEBERAPA NEGARA

TAHUN 1995-2005TAHUN 1995-2005

NEGARANEGARATAHUNTAHUN

19951995 20002000 20032003 20042004 20052005

ThailandMalaysiaPhilipinaIndonesiaCinaVietnam

5859100104111120

766177

10999108

745885

112104109

76598311194112

736184

11085108

Sumber: UNDP (1995, 2000, 2003, 2004 dan 2005)

Super-ConnectorsSuper-Connectors% Who Do 2+ of the Following EVERY DAY:

Talk on cell phone, text message, go online, email, IM, use search engine:

523

5055

6271

757577

82838585%

0 20 40 60 80 100

India

Brazil

Mexico

Russia

China

Taiw an

Poland

USA

Germany

Australia

Spain

UK

France

(BDD GenWorld 2006)

PELANGGAN PELANGGAN SELULERSELULER

International Telecommunication Union, 2007

PENGGUNA INTERNET

International Telecommunication Union, 2007

GLOBAL COMPETITIVENESS

Health and Primary Education

Global Competitiveness Report, 2007

Global Competitiveness Report, 2007

GLOBAL COMPETITIVENESSHigher Education & Training

A New Map Of The WorldA New Map Of The World

Sumber: Prof. Jeffrey Sachs, Harvard University, The New Map of the World

(41.3% GNP,97% patent)(41.3% GNP,97% patent)

Rusia

China

Australia

AS

Kanada

Brazil

EropaBarat

Afrika India

Afrika Selatan

Spanyol

2020

FaktorFaktor Peranan (%)Peranan (%)Innovation Innovation NetworkingNetworkingTechnologyTechnologyNatural ResourcesNatural Resources

4545252520201010

Hasil evaluasi Bank Dunia (1995) terhadap 150 negara di dunia.

FAKTOR PENENTU KEUNGGULAN SUATU NEGARA

STANDARNASIONAL

PENDIDIKAN

STANDARPENILAIAN

PENDIDIKAN

STANDARPENDIDIK DAN

TENAGAKEPENDIDIKAN

STANDARPROSES

STANDARKOMPETENSI

LULUSAN

STANDARISI

STANDARPEBIAYAAN

STANDARSARANA DANPRASARANA

STANDARPENGELOLAAN

STANDAR NASIONAL PENDIDIKANSTANDAR NASIONAL PENDIDIKANPP No. 19 Thn 2005PP No. 19 Thn 2005

STANDAR NASIONAL PENDIDIKAN ADALAH KRITERIA MINIMAL TENTANG SISTEM PENDIDIKAN DI SELURUH WILAYAH HUKUM NEGARA KESATUAN REPUBLIK INDONESIA

Pendidik danPendidik danTenaga KependidikanTenaga Kependidikan

Pendidik/Guru

Kepala Sekolah

Peng

awas

Se

kola

h

Peserta Didik

T. Adminstrasi T.Perpustakaan T. Laboratorium

PENGEMBANGAN PENGEMBANGAN PENDIDIK DAN PENDIDIK DAN TENAGA KEPENDIDIKAN BERBASIS TENAGA KEPENDIDIKAN BERBASIS KOMPETENSIKOMPETENSI

KOMPETENSIDOMAIN

VALUESATTITUDESKNOWLEDGESKILLCERTIFICATION

CONTINUINGPROFFESIONALDEVELOPMENT

PERFORMANCEEVALUATION COMPENSATION CAREER

DEVELOPMENT

PLACEMENT REKRUITMEN/SELEKSI

GURU DI INDONESIAGURU DI INDONESIA

Tingkat Pendidikan

PNS Non-PNS Total

=< SMA 311.509 410.784 722.293D1 43.117 53.299 96.416D2 561.622 169.749 731.371D3 100.211 89.193 189.404S1 503.579 528.770 1.032.349S2 8.417 3.011 11.428S3 17 43 60T O T A L 1.528.472 1.254.849 2.783.321

b

PNS Non-PNS

=< SMA 20%

D1 3%

D2 36%D3 7%

>=S1 34% =< SMA 32%

D1 4%D2 14%

>=S1 43%

D3 7%

GURU DI INDONESIAGURU DI INDONESIA

63

84

40

20

37

16

60

80

0 20 40 60 80 100

SEMUAGURU

SD

SMP

SMA

Underqualified Qualified

%

N=2.783.321

Salah Salah Satu Satu

Bukti Bukti Guru Guru

Belum Belum Layak Layak

dan dan KompetKompet

enen

No Mata Uji Jumlah

Soal Rerata Standar Deviasi Rendah Tinggi

1. Tes Umum Guru TK/SD 90 34.26 6.56 5 672. Tes Umum Guru

Lainnya90 40.15 7.29 6 67

3. Tes Bakat Skolastik 60 30.20 7.40 3 584. Guru Kelas TK 80 41.95 8.62 8 665. Guru Kelas SD 100 37.82 8.01 5 776. Penjaskes SD 40 21.88 5.56 8 367. PPKn 40 23.38 4.82 3 398. Sejarah 40 16.69 4.39 3 309. Bahasa Indonesia 40 20.56 5.18 2 3610 Bahasa Inggris 40 23.37 7.13 1 3911 Penjaskes

SMP/SMA/SMK40 13.90 5.86 2 29

12 Matematika 40 14.34 4.66 2 3613 Fisika 40 13.24 5.86 1 3814 Biologi 40 19.00 4.58 5 3915 Kimia 40 22.33 4.91 8 3816 Ekonomi 40 12.63 4.14 1 3317 Sosiologi 40 19.09 4.93 1 3018 Geografi 40 19.43 4.88 3 3419 Pendidikan Seni 40 18.44 4.50 2 3120 PLB 40 18.38 4.43 2 29

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, D

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Model Pendidik Profesional

Maple Leadership Model

Basis Pengetahuan

Pedagogik

Kepemimpinan

Personal AttributesPendidik

Profesional

Foundation Skills

Critical Components

Harus terintegrasi

dan melekat di

dalam semua guru

profesional

50:50

Critical Components

Basis Pengetahuan Kepemimpinan

Pedagogi Personal Attributes

“Good teachers are able to weave a complex web of connections among themselves, their subjects, and their students, so that students can learn to weave a world for themselves. “

The Courage to Teach, Parker J. Palmer

Basis PengetahuanGuru memahami teori belajar, pengembangan kurikulum, pengembangan siswa dan mengetahui bagaimana cara menggunakan pengetahuan tersebut di dalam merencanakan pembelajaran untuk mencapai tujuan kurikulum

Guru profesional selalu aktif mencari pengetahuan baru dalam pembelajaran

Guru harus memahami kebutuhan siswa di kelas baik berdasar budaya, komunitas, suku, ekonomi, dan bahasa

PedagogiPendidik yang efektif selalu meningkatkan pembelajaran untuk mencapai prestasi siswa sesuai dengan harapan standard yang ditentukan

Pembelajaran menekankan pada pembelajaran aktif yang menggunakan berbagai macam teknik, materi dan pengalaman belajar untuk semua siswa

Pendidik yang efektif mengandalkan pengetahuan pedagogik yang berkualitas untuk penentuan kurikulum, pemilihan strategi pembelajaran, perencanaan pengembangan pembelajaran dan merumuskan peniliaian untuk mengukur kemajuan belajar siswa

Kepemimpinan

Kepemimpinan yang fokus pada peningkatan prestasi siswa yang lebih baik

Sebagai pemimpin, para guru menempatkan prioritas pada keunggulan (excellence), mengandalkan pengetahuan dan ketrampilan untuk merumuskan strategi belajar mengajar yang efektif

Pendidik menjalin kerja sama (networking) dengan sesama pendidik dan pihak lain untuk meningkatkan kualitas program dan berbagi pengetahuan yang lebih maju

Personal Attributes

Guru yang efektif selalu melakukan evaluasi diri atas sikap/tindakan yang dilakukan demi kemajuan peserta didik

Guru harus bersikap jujur dan adil

Guru mempunyai visi pribadi (personal vision) yang bisa membimbing siswa untuk mencapai tujuan belajar

KOMPETENSI PENGAWAS SEKOLAH

SOSIAL

SUPERVISI AKADEMIK

SUPERVISIMANAJERIAL

EVALUASI PENDIDIKAN

KEPRIBADIAN

PENELITIAN PENGEMBANGAN

PERMENDIKNAS NO. 12 TH 2007

KOMPETENSI KEPALA SEKOLAH PERMENDIKNAS NO. 13 TH 2007

KEPRIBADIAN

MANAJERIAL

KEWIRAUSAHAAN

SUPERVISI

SOSIAL

2020thth Century Education Century Education ModelModel

2121STST Century Education Century Education ModelModel

Core SubjectsCore Subjects

2121stst Century Content Century Content

Thinking and Learning SkillsThinking and Learning Skills

ICT LiteracyICT Literacy

Memadukan Teknologi Informasi dan Komunikasi dalam pembelajaran

Menggunakan teknologi untuk mengembangkan pengetahuan dan keahlian dalam konteks abad 21

Mempelajari penggunaan peralatan teknologi yang penting bagi kehidupan sehari-hari dan produktifitas di dunia kerja

Emphasize core subjects Emphasize learning skills Use 21st century tools to develop learning skills Teach and learn in a 21st century context Use 21st century assessments that measure 21st century skills

Learning for the 21st Century

Apa yang harus kita lakukan ke depan :

Education that allows learners to acquire the skills, capacities, values and knowledge required to ensure sustainable development

Education dispensed at all levels and all social context (familiy, school, workplace, community)

Education that fosters responsible citizens and promotes democracy by allowing individuals and communities to enjoy their rights and fulfill their responsibilities

Education based on the principle of life-long learning

Education that fosters the individual’s balanced development

EDUCATION FOR SUSTAINABLE DEVELOPMENT

STRATEGIC PERSPECTIVES FOR SUSTAINABLE DEVELOPMENT

Social-cultural- Human Rights- Peace and human

security- Gender Equity- Cultural diversity

and intercultural understanding

- Health- HIV/AIDS- Governance

Environmental

- Natural Resources (Water, energy, agriculture, biodiversity

- Climate change- Rural

development- Sustainable

urbanisation- Disaster

prevention and mitigation

Economic

- Poverty reduction- Corporate

responsibility and accountability

- Market economy

TERIMA KASIH