muhammad zuhdi, uin syarif hidayatullah jakarta
TRANSCRIPT
PEDAGOGICAL APPROACHES IN INDONESIAN EDUCATION SYSTEM
Muhammad Zuhdi – UIN Jakarta [email protected]
Background
OTwo major problems: O Access to formal education
O Quality of education
Background • Access Compulsory education policy:
• 1984 : six years compulsory education • 1990 : nine years compulsory education
• Impact Increase participation rate: • 92.43% (primary school) in 2012 • 70.73% (secondary school) in 2012
• Quality ?
Indonesian School structure
Official
School Age Level
Type of School
Academic Vocational
M i n i s t r y o f R e l i g i o u s A f f a i r s M i n i s t r y o f E d u c a t i o n
25 /
Above
Higher Education
Post Graduate in Islamic Studies Post Graduate
24
Graduate in Islamic Studies Graduate 23
22
21
Bachelor in Islamic Studies Bachelor Undergraduate Diploma
(Academy)
20
19
18
Upper Secondary
School
Muslim High School
(Madrasah Aliyah)
General High School
(SMU) Vocational High school
17
16
15
Lower Secondary
School
Muslim Lower Secondary School
(Madrasah Tsanawiyah)
Junior Secondary School
(SMP)
14
13
12
Primary School Muslim Primary School
(Madrasah Ibtidaiyah)
Primary School
(SD)
11
10
9
8
7
6
5
Pre-school Muslim
Kindergarten (RA)
Kindergarten
(non-denominational) 4
3
Questions
O What are the prevailing pedagogical approaches in Indonesian education system?
O Do existing pedagogical approaches feature any innovative practices that are proven to be affective for learning? What are the practices and in what ways they are considered effective?
O What are the features of future pedagocial approaches that respond to the changing learning environment?
O How the education policies, related to the improvement of quality education, be implemented both at the national and institutional levels?
Methodology
ODocumentary study
OSources
O Government document
O Research Reports
O Interviews
ODescriptive
Findings
Quality Education Policy
O National Education Act 2003
O National Standards of Education
O Curriculum Redesign
O National Examination
O Teacher Certification
O Teacher training new methods of teaching
Prevailing Pedagogical Approachess
OMultiple Intelligence Research (MIR)
OActive Learning (PAIKEM)
OFun learning for science and math (GASING)
OCharacter Education
Multiple Intelligence Research (MIR)
OAnalysis of students’ dominant intelligence
OIndividual treatment , i.e. different
approaches are used to serve different
students
OSignificantly influence the result of learning
Active Learning (PAIKEM)
OVariety of methods
OTraining for teachers
OImprove students’ performances
Fun learning for science and math (GASING)
O Introduced by Prof. Johannes Surya
O Making math and science easy
O Proven to be effective for math and science learning
Character Education
O Character Education as non-cognitive skill
O Realization of character education
O Integrated into various subjects
O Formulation of 18 character
18 values of character
O Religious
awareness,
O honesty,
O tolerance,
O discipline,
O hardworking,
O creative,
O independence,
O democratic
O curiosity,
O nationalism spirit,
O loyalty to the country,
O appreciative to achievements,
O friendly/commun
icative,
O love of peace,
O love of reading,
O Care to
environment,
O Care to society,
responsible.
Curriculum
OCompetence Based Curriculum, since 2004 OSchool Based curriculum development 2006
- 2013 ONew curriculum (2013 Curriculum)
OCreated by central government OMore school hour OIntegrated subject in primary school OComprehensive objectives
National Examination
OFor primary, secondary and high school levels
OMeasured against national standard
OOnly limited limited subjects:
O Indonesian language
O English
O Math
O Sciences
Analysis O Education for quality is a major challenge.
O Learning strategies is transforming towards constructivism (active & fun learning instead of lecturing).
O Teachers need more trainings for effective learning.
OCharacter education is designed to prepare students to face future challenges, but the formulation remains less-comprehensive to cover the 21st century skills.
O The implementation of several policies (such as national examination and curriculum) remains ineffective in several areas.
Conclusion
O Educational policy is directed towards quality education.
O The problem of implementation of various policies (such as national examination) needs serious attention
O 21st century knolwedge and skills are implemented through character education, but need further reformulation.
O National examination and curriculum reform can be seen as part of the efforts to improve the quality standard
Thank you