Pembangunan PTK Abad 21
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Transcript of Pembangunan PTK Abad 21
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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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