Konteks pendidikan

Indonesia

Leo Sutrisno
2015, feb.

Konteks 1: Pendidikan Indonesia

(di pentas dunia)
Leo Sutrisno
(Untuk S2-P.MatFKIP, 2014
Untan, Nov.
2014)

Jauh
tertinggal

1/22/2014

ls/b inggris-fkip untan

1.4 Global Creativity

index
Economic
Malaysi
a

output
11.0

Thailan
d

Viet
Nam

Indi
a
5.0

Australi
a
A
S
Swedi
a

INDONESI
A

7.0

Jepan
g

Global creativity
Index

82 nations

0.43
0.92 1.00
0.0
Orang Malaysia
dari pada orang Indonesia
http://martinprosperity.org
4 10 kali lebih kreatif
1/22/2014
ls/b inggris-fkip untan
3
Source: Martin Prosperity Institute. 2011. Creativity and Prosperity: The

Switzerland

USA

1.3

http://www.globalinnovationindex.org Indonesia
Hong Kong (China)
7
Key indicators
Singapore

Malaysia
China

35

Thailand
Viet Nam

76

Indonesia
Yemen

Population
(millions)......................... 246.8
32
GDP (US$
billions).............................
894.9
GDP per capita,
57
PPP$..................... 4,957.6
1 Institutions
13
Income group............ Lowermiddle income
2 Human capital & research.
9
Region..............South East Asia
and Oceania
3
Infrastructure
8
142

85

4 Market sophistication

5 Business sophistication
1/22/2014

6 Knowledge & technology outputs

ls/b inggris-fkip untan

11
4

The Learning
Curve 2012
Report
www.thelearningcurve.pearso
n.com
2.3%

COUNTRY
Z-SCORE
RANK
FINLAND
1.26
1
SOUTH KOREA 1.23
2

1.23

Global index of cognitive skills and educational

COUNTRY
Z-SCORE attainment HONG KONG 0.90 3
RANK
TURKEY
-1.24 34
ARGENTINA -1.41
COLOMBIA
-1.46
THAILAND -1.46
MEXICO
-1.60

35
36
37
38

JAPAN
0.89
SINGAPORE 0.84
UK
0.60
NETHERLANDS
0.59
7
NEW ZEALAND
0.56
8
SWITZERLAND

4
5
6

1.3

Japan
[Rank 2]
Z=1.03
Singapore
[Rank 3]
0.99
201
Hong Kong-China [Rank 4]
4
0.96
Finland
[Rank 5]
0.92
United Kingdom
[Rank 6]
http://thelearningcurve.pearson.com
0.67
Canada
[Rank 7]
0.60
Romania
[Rank 31]
Z=Netherlands
[Rank 8]
0.44
0.58
Chile
[Rank 32] -0.79
Ireland
[Rank 9]
Greece
[Rank 33]
0.51
0.86
Poland
[Rank 10]
Turkey
[Rank 34]
0.50
0.94
Thailand
[Rank 35]
-1.16
3.2
Colombia
[Rank 36] -1.25
%
Argentina
[Rank 37]
-1.49
Brazil
[Rank 38]
-1.73

Explore The
Learning
Curve

Scor %
Rank
e
Stude
Country
Matematika
OECD average
1.. Shanghai-China
2. Singapore
3. Hong Kong-China
4. Chinese Taipei
5. Korea
6. Macao-China
7. Japan
8. Liechtenstein
9. Switzerland
10. Netherlands
56. Costa Rica
57. Albania
58. Brazil
59. Argentina
60. Tunisia
61. Colombia
62. Jordan
63. Qatar
64. Indonesia
1/22/2014
65. Peru

494
613
573
561
560
554
538
536
535
531
523
407
394
391
388
388
376
386
376
375
368

nts <
level-2
23.1
3.8
8.3
8.5
12.8
9.1
10.8
11.1
14.1
12.4
14.8
59.9
60.7
67.1
66.5
67.7
73.8
68.6
69.6
75.7
74.6

1.4 PISA 2012

Reading http://www.oecd.org/pisa IPA
Results
1. Shanghai580
1. Shanghai
570
2. Hong Kong
3. Singapore
4. Japan
5. Korea
6. Finland
7. Taipei
8. Canada
9. Ireland
10. Poland
56. Tunisia
57 Jordan
58. Colombia
59. Malaysia
60. Argentina
61. Indonesia
62.Albania
63. Kazakhstan
ls/b 64.
inggris-fkip
Qatar untan

545
542
538
536
524
523
523
523
518
404
403
399
398
396
396
394
393
388

2. Hong Kong
3. Singapore
4. Japan
5. Estonia
6. Finland
7. Korea
8. Viet Nam
9. Poland
10. Liechtenstein

555
551
547
545
541
538
528
526
525

56. Montenegro
57. Colombia
58. Argentina
59. Brazil
60. Jordan
61.Tunisia
62. Albania
63. Qatar
64. Indonesia
65. Peru

410
409
406
405
399
398
397
384
382
7
373

Level 1
At Level 1 students can answer
questions involving familiar
contexts where all relevant
information is present and the
questions are clearly defined.
They are able to identify
information and to carry out
routine procedures according
to direct instructions in explicit
situations.

They can perform

actions that are
obvious and follow
immediately from the
given stimuli

Contoh: Gambar di bawah ini

menyajikan hubungan antara waktu
yang telah dipergunakan (dalam
detik) dan kecepatannnya (dalam
meter per detik) sebuah benda yang
sedang bergerak selama 60 detik.

Pertanyaan: berapa kecepatannya

pada detik ke-20?

Level 2
At Level 2 students can
interpret and recognize
situations in contexts that
require no more than
direct inference.
They can extract relevant
information from a single
source and make use of a
single representational
mode.

They are capable of

direct reasoning
and making literal
interpretations of
the results.

Contoh: Gambar di bawah ini

menyajikan hubungan antara waktu
yang telah dipergunakan (dalam detik)
dan kecepatannnya (dalam meter per
detik) sebuah benda yang sedang
bergerak selama 60 detik.

Pertanyaan: berapa jauh yang telah

dilalui benda itu selama detik ke-20
hingga ke-40?

Level 3
At Level 3 students can execute
clearly described procedures,
including those that require
sequential decisions.
They can select and apply
simple problem solving
strategies.
Students at this level can
interpret and use
representations based on
different information sources
and reason directly from them.

They can develop short

communications
reporting their
interpretations, results
and reasoning.

Contoh: Gambar di bawah ini

menyajikan hubungan antara waktu
yang telah dipergunakan (dalam detik)
dan kecepatannnya (dalam meter per
detik) sebuah benda yang sedang
bergerak selama 60 detik.

Pertanyaan: deskripsikan gerak benda

ini sejak awal hingga menit terakhir?

Level 4
At Level 4 students can work
effectively with explicit models
for complex concrete situations
that may involve constraints or
call for making assumptions.
They can select and integrate
different representations,
including symbolic, linking them
directly to aspects of real-world
situations.

They can construct and

communicate
explanations and
arguments based on
their interpretations,
arguments, and actions.

Contoh: Gambar di bawah ini

menyajikan hubungan antara waktu
yang telah dipergunakan (dalam detik)
dan kecepatannnya (dalam meter per
detik) sebuah benda yang sedang
bergerak selama 60 detik.

Pertanyaan: Berapa jarak yang

ditempuh benda itu selama 20-detik
pertama?

 At Level 5 students can develop

and work with models for
complex situations, identifying
constraints and specifying
assumptions.
They can select, compare, and
evaluate appropriate problem
solving strategies for dealing
with complex problems related to
these models.
Students at this level can work
strategically using broad, welldeveloped thinking and reasoning
skills, appropriate linked
representations, symbolic and
formal characterisations, and
insight pertaining to these
situations.

Contoh: Gambar di bawah ini

menyajikan hubungan antara waktu
yang telah dipergunakan (dalam detik)
dan kecepatannnya (dalam meter per
detik) sebuah benda yang sedang
bergerak selama 60 detik.

They can reflect on their

actions and formulate and
communicate their
interpretations and
reasoning.

Pertanyaan: Bandingkan
percepatannya selama 20-detik
pertama dan 10-detik terakhir?

 At Level 6 students can

conceptualise, generalise, and
utilise information based on their
investigations and modelling of
complex problem situations.
They can link different
information sources and
representations and flexibly
translate among them.

Student at this level

can formulate and
precisely communicate
their actions and
reflections regarding
their findings,
interpretations,
arguments, and the
appropriateness of
these to the original
situations.

Contoh: Gambar di bawah ini

menyajikan hubungan antara waktu
yang telah dipergunakan (dalam detik)
dan kecepatannnya (dalam meter per
detik) sebuah benda yang sedang
bergerak selama 60 detik.

Pertanyaan: apakah pada detik ke-60

benda ini berhenti?

Level 6

 Hampir semua
siswa
Indonesia
hanya
menguasai
pelajaran
sampai level 3
saja,
sementara
negara lain
banyak yang
sampai level
4, 5, bahkan 6.

Refleksi
Dengan keyakinan
bahwa semua
manusia diciptakan
sama, interpretasi
dari hasil ini hanya
satu, yaitu: yang kita
ajarkan berbeda
dengan tuntutan
zaman maka perlu
penyesuaian
kurikulum
Mendibud, 4 Mei 2013

Pisa 2012: Being happy at school

Indonesi
a
Albania
Peru
Thailand
Colombia
Malaysia
Mexico
Costa Rica
Kazakhstan
Iceland
0

20

40

60

80

96%100%

Pisa 2012: Lack of hard work and in

control for success
Practice and hard
work go a long way
towards developing
each students
potential.
But students can only
achieve at the
highest levels when
they believe that
they are in control
of their success and
that they are
capable of achieving
at high levels.

In Shanghai-China, for
example, students not
only believe they are in
control of their ability to
succeed, but they are
prepared to do what it
takes to do so: for
example 73% of
students agreed or
strongly agreed that
they remain interested
in the tasks that they
start.

Konteks 2: Dunia dewasa ini

Informasi yang datang ke setiap orang sama.

Bagaimana membuat diri kita berbeda dari yang lain?

Pengumpulan data

Penyusunan
data

Penyebaran data

Akses
data

Kerja
kolaboratif
global
Pangkalan data siap
disebarkan

Bagaimana
kita dapat
masuk ke
sana?
Leo Sutrisno, 2010

Kontek
s3

2010

1.Dominasi kejahatan politik

2.Dominasi Agama dari
imajiner ke kekerasan
3.Dominasi wacana membawa
Bab 6:
kekerasan
hubungan gender
Bab 7:
dominasi
Bab
3:2:
Dominasi
ekonomi
dan
Bab
4.Dominasi
simbolik
dalam
Bab
5:
Bab
4: Dominasi
Dominasi
uang demistifikasi
yang
Dominasi
dominasi
wacana
Agama
dari
sistem
pendidikan
menjebak
ke
demokrasi
kejahatan
simbolik
membawa
imajiner
ke
konsumerism
politik
dalam
sistem
5.Dominasi
ekonomi dan
kekerasan
e kekerasan
pendidikan
hubungan
demistifikasi
demokrasi
gender
6.Dominasi uang yang
menjebak ke konsumerisme

Konteks 4

Ada
kevakuman
moral
Moral
tradisional
ditinggalkan
moral
modern
12/03/15

Konteks 5: Pendidikan abad ke-21

allthingslearning.wordpress.com

21c.qataracademy.wikispaces.net

Konteks 6: Masa depan yang

menjanjikan 2030

Presiden SBY (Mei 2014):

10 besar
Sumber: Archipelago Economy: Unleashing Indonesias
1/22/2014
ls/b inggris-fkip untan
Potential
(McKinsey Global
Institute, Sept 2012)

23

Apa yang
dapat
dilakukan?

id-id.facebook.com

gambargambarpelik.blogspot.com

Usaha 1
Pendidikan
Peran
pelayanan
perpustakaan dalam
pengembangan budaya
lokal menghadapi MEA
Leo
Sutrisno
2015

Pend. Fisika,
PMIPA, FKIPUniversitas
tanjungpura
9 Oktober 2014

opiniartikel.kampung-media.com

A flexible
Globalitas
and open
person
Theory
without
billnance.org any
of
local
Amoeba identity;

Theory of
www.shutterstock
DNA
.com

A person with locally

and globally mixed
elements;

Theory of
wimkoopman.dev
Fungus
iantart.com
A person
equipped of
certain types
of global
Theory
www.sciencecla
knowledge;
rified.com

of
Crystal

A local person remains a local

person with some global knowledge;

Theory of
Tree
ecolocalizer.com

A local person with

international
Theory of
outlook;

Birdcage
tutogiz.prv.pl

Local person with

bounded global outlook;

Yin Cheong CHENG Fostering Local Knowledge and Wisdom in

2002
Globalized Education: Multiple Theories

Lokalitas

Globalitas

ecolocalizer.com
A local person with
international outlook

Act locally
and
develop
globally

Lokalitas

Usaha 2
Courage
to
innovate

Menumbuhkan:
Five Discovery Skills that
Distinguish Great Innovators
di kalangan siswa sedini
mungkin
Behavioural
skills
Questioning

Challenging
the status quo
Taking risks

Observing
Networking
Eksperimenting

Cognitive
skill to
sythesize
novel
input
Associational
thingking
Innovative
idea

Jeff Dyer, Hal Gregersen, and Clayton M. Christensen (2011) The Innovator's DNA
Harvard Business Review Press.

SPOTLIGHT ON INNOVATION The Innovators DNA

by Jeffrey H. Dyer, Hal B. Gregersen, and Clayton M. Christensen
COPYRIGHT 2009 HARVARDcoolinsights.blogspot.com
BUSINESS SCHOOL PUBLISHING CORPORATION.

Five discovery skills distinguish

the most creative executives
Associating helps them discover new
directions by making connections among
seemingly unrelated questions, problems,
or ideas. Questioning allows innovators
to break out of the status quo and
consider new ideas. Through observing,
innovators carefully and consistently look
out for small behavioral details in the
activities of customers, suppliers, and
other companies to gain insights about
new ways of doing things. In
experimenting, they relentlessly try on
new experiences and explore the world.
And through networking with diverse
individuals from an array of backgrounds,
they gain radically different perspectives.
Published: 24 April
2012

Bandingkan dengan TU-91 PDF

DOING

Challenging status quo

Questioning

i g
w
o un
k
l
o
u
J
Observing
r
a
o
en vat
m no
o
i
n
i
Fe ga
a
b
se

Innovative
tought

Associating

Taking risk

THINKING
Networking

experimenting

Terima
kasih

All the darkness

in the world
cannot extinguish
the light of a
single candle.
(St. Fracis of Assisi)
21-12-2012

ls/ujipublik kur 2013/prov. kalbar

33