Contoh Papan Pamer (Display) di Sekolah

 

Pajangan di Sekolah banyak kegunaannya.

Untuk menambah percaya diri siswa, untuk menunjukkan hasil kerja keras juga laporan kepada orang tua tentang hasil karya anaknya.

Silakan klik.ppt

Agung W

 

M Sobari : Jangan Sampai Angka Membunuh Siswa SD

Kompas

Rabu, 16 April 2008 | 12:53 WIB

JAKARTA, RABU - Matematika menjadi salah satu pelajaran yang menjadi momok bagi kebanyakan siswa. Tak terkecuali siswa SD. Namun, bagaimana pun juga, saat ini siswa SD tidak bisa menghindarinya. Selain Bahasa Indonesia dan Ilmu Pengetahuan Alam (IPA), matematika menjadi salah satu pelajaran yang turut menentukan lulus tidaknya siswa menghadapi ujian nasional pada 2008.

Budayawan Mohammad Sobari mengatakan jangan sampai penentuan kelulusan siswa SD oleh mata pelajaran ini “membunuh” watak dan kreatifitas anak. Padahal, masing-masing anak memiliki potensi dan bakat yang berbeda-beda yang seharusnya juga menjadi pertimbangan sekolah maupun pemerintah sebagai penentu kebijakan terutama di bidang pendidikan.

“Jangan sampai angka membunuh anak saat ia masih berada pada proses pencarian dirinya,” ujarnya saat hadir sebagai salah satu pembicara di acara Debat Publik Membahas Kebijakan Pemerintah tentang Ujian Akhir Sekolah Berstandar Nasional (UASBN) dalam Perspektif Perlindungan Anak di Gedung Mahkamah Konstitusi, Jakarta, pada Rabu (15/4).

Sobari juga menyampaikan bukan cuma mata pelajaran matematika yang bisa “membunuh” siswa. Perilaku para pengajar yang mata pelajarannya dijadikan persyaratan kelulusan ujian nasional (seperti Bahasa Indonesia, Matematika, dan Ilmu Pengetahuan Alam) selama ini juga cenderung “membunuh” anak. “Perilaku yang keras itu setengah membunuh anak. Akibatnya anak tumbuhnya cuma setengah kepribadian. Dia juga akan menjadi minder, takut. Apalagi di rumah juga mendapat perlakuan sama,” ujarnya.

Ia menjelaskan proses balajar anak di sekolah juga menjadi bagian proses pencarian dirinya. Masing-masingnya memiiliki kelebihan tersendiri. Ada yang memiliki kemampuan di bidang matematika, musik, bahasa, dan sebagainya. Ini seharusnya difasilitasi dan membutuhkan proses. Jangan sampai kebijakan pemerintah yang bersentuhan dengan anak-anak, seperti menetapkan UASBN menghambat perkembangan mereka. (SMS)

http://www.kompas.com/index.php/read/xml/2008/04/16/12530765/m.sobari..jangan.sampai.angka.membunuh.siswa.sd

 

Matematika-SD

Pelatihan matematika SD. Frans dari TC-IPS sedang melakukan pengukuran lengan dengan menggunakan “paper clips’ sebagai alat ukur.

Agung W

 

Aku di Sigli

Saat yang menyenangkan bisa berbagi dengan rekan-rekan guru di tempat yang jauh dari IBUKOTA.

Agung W

 

Mengapa kami harus bekerja keras?

Pertanyaan ini diungkapkan seorang kepala sekolah dasar negeri (di Jakarta) ketika FEE mengadakan wawancara tentang  pelatihan guru dan metode mengajar yang aktif. Kami agak terkejut, pertanyaan ini sangat tidak kami harapkan. Apalagi ini datang dari seorang guru, seorang pendidik. Komentar selanjutnya, lebih membuat kami lebih menahan nafas, “Guru sekolah lain tak perlu bekerja keras, mereka bekerja seperti biasa.”

 

Untuk yang belum tahu tentang proses mengajar yang “biasa” adalah:

 

Guru datang pas jam bel berbunyi, berdiri di depan kelas. Anak-anak masuk, duduk, kemudian guru berkata, “Anak-anak coba buka halaman 25 buku IPS kalian.”

Guru, “Coba Yanti, baca satu paragraf, yang lain menyimak.” Murid yang bernama Yanti (samaran) membaca dan yang lain menyimak, (yang duduk di pojok ada dua murid laki-laki saling sikut menyikut.

Guru, “Hei! Kalian yang di sana, Dengarkan!” Guru berteriak sambil melotot.

Guru melanjutkan, “Coba kamu lanjutkan, paragraf kedua!” katanya sambil menunjuk pada salah satu anak yang tadi saling menyikut.

 

Itu hanya salah satu ilustrasi.

 

Yang lebih mencengangkan, ada guru yang bersikeras tidak mau berubah.

Dengan nada tinggi, dia berkata, “Pokoknya saya tidak bisa! Tidak mau pakai cara itu, repot!.”

 

Pelatih FEE masih berusaha sabar, “Ibu, ada yang bisa kami bantu? Ada kesulitan?”

“Tidak! Walaupun saya melihat Anda mengajar dan itu berhasil, saya tetap tidak mau berubah.”

 

Ada lagi Ibu guru yang di tengah jam mengajar, memberikan tugas anak-anak didiknya untuk menyalin bacaan dari buku pelajaran ke buku tulis  kemudian pergi ke pasar, belanja!

 

Ini hanya beberapa contoh kasus di beberapa sekolah di Jakarta yang notabene gaji guru negerinya jauh lebih tinggi dari kota lain (Semoga tidak terjadi di kota-kota lain). Padahal dengan gaji yang sama, ada karyawan/guru/pegawai yang bekerjanya lebih berat dan lebih profesional.

 

Sekarang, ketika mereka diminta untuk lebih profesional mereka resah! Ini masalah mental yang parah. Amat disayangkan, mereka ini tidak sadar bahwa mereka digaji dengan uang hasil pajak, hasil kerja orang-orang lain yang bekerja membanting tulang.

 

 

Agung Wibowo

Education a matter of teacher training

Ini tulisan guru dan mentor saya, Dr. Susan Stengel.

Beliau sekarang sudah kembali ke AS setelah 5 tahun mengembangkan FEE.

 

 

Agung, 

 

 

 

Education a matter of teacher training

Opinion and Editorial – May 19, 2007

Susan R. Stengel, Jakarta

The public outrage over the state of education in Indonesia has begun to spawn a variety of programs, both international and Indonesian aimed at quality improvement.

While the definitions of quality may vary slightly from organization to organization, there is general agreement that learning needs to be more active and students need to be able to think more deeply and to apply what they know in real life situations.

In fact, there is agreement in the field of education in general about effective teaching and learning practices. This was not true 25 or 30 years ago. Recent research on the teaching and learning process, however, has brought us closer to understanding what works in schools. Educators all over the world now concur that students need a variety of educational experiences that require them to actively engage with the subject matter and with other learners.

The profusion of programs aimed at the improvement of the quality of education in recent years raises questions about the process of change and the measurement of results. Is the pattern of education really changing in Indonesia? Why isn’t it possible to see the improvements more quickly and more directly? Do we have to wait for a whole generation?

The Foundation for Excellence in Education is a non-profit organization. We have been training teachers over the past five years and have learned some important lessons about how to train effectively and how to ensure that the new teaching strategies are actually implemented.

In terms of the training itself, we have learned that it is essential that the trainer model teaching adults in the ways that they should work with children. If we want the children to be active, then the teachers in the workshop have to be active too. If we want the children to use hands-on materials, then the teachers have to use those same materials in the workshop. After the teachers have had a chance to practice using the materials as learners, then they should also practice teaching using the same materials with another adult and eventually with the children in their classes.

Teaching, using the new paradigm, is like driving a car. You can’t learn how to drive a car just by reading the instruction manual. You have to actually get in the car, start the engine and try to move forward. When the car stalls, you have to try again, and again, and again, until you succeed. Only after many attempts do you become “fluent” at driving. Teachers trying active learning for the first time can expect some failures and some discomfort until they have many, many experiences and eventually get it right.

We have a rule that every concept that we teach has to be “processed” with the learners. This applies to teachers and to students. We can’t just talk about doing simulations; we have to do a simulation. We can’t just talk about using place value blocks in math, we have to practice using them to solve many different kinds of math problems. In our workshops we don’t give out any pieces of paper that we haven’t worked through with the participants, either with an activity or a structured discussion with probing questions.

The second lesson we have learned after working with public elementary schools is that the principal is the key person in the change process. If the principal is pro-active, then something will happen. If the principal sees the need for change and is willing to take some risks to make it happen, then the whole school becomes involved in the process. We have worked closely with the principals in our schools, helping them to view their role, not as managers only, but as educational leaders, people who are willing to try new teaching strategies themselves and who expect the teachers to take chances as well.

The third and perhaps most important lesson has to do with coaching. Even the best workshops in the world will not be successful unless guidance is provided on a regular basis at the schools. Teachers need demonstration lessons, they need help with planning lessons using the new teaching strategies they are learning and they need support with the evaluation and refinement process. The ideal model would be to provide trainers who can work with a single gugus to support the teachers on a daily basis.

There are great opportunities for progress in education in Indonesia today. The private schools are already starting to change the paradigm through continuous professional development, talented leaders and dedication to ideals. Many, many more excellent teachers and qualified trainers are needed if we are going to make the necessary improvements.

There is no more important job in the world than the education of the next generation. My hope is that our talented and thoughtful youth will be attracted to the field of education by the progress that has been made so far and the opportunities available to them to make a real difference in the world.

The writer is the Director of the Foundation for Excellence in Education, a non-profit yayasan sponsored by Jakarta International School, General Electric and P.T. Nestle Indonesia.

 

http://www.thejakartapost.com/yesterdaydetail.asp?fileid=20070519.F04

 

 

Teachers are respected and influential

Artikel menarik  dari Institute for Educational Research at the University of Jyväskylä, tentang guru di Finland.

 

Silakan dibaca, mungkin bisa untuk gambaran guru yang baik itu seperti apa.

 

Agung W

 

 

 

Teachers are respected and influential

 

 

An international comparison shows that respect for Finnish teachers is high; but the major challenges in teaching today require a more community-minded approach on the part of both teachers and schools.

 

The latest research information on teachers’ work and on learning can be found in a book recently published by the Institute for Educational Research at the University of Jyväskylä. The compilation is part of an Academy of Finland research programme called Life as Learning.

 

The work of teachers is appreciated

 

Teaching is one of the key professions in a society based on the production and use of information, according to Professor Anna Raija Nummenmaa of the University of Tampere and Professor Jouni Välijärvi of the Institute for Educational Research, who co-edited the book.

 

“The appreciation of teachers and their social influence is high in Finland compared with other countries. Learning results are also excellent,” say Nummenmaa and Välijärvi. “In many other EU countries, the teaching profession is equated with technical professions, whereas in Finland it is on a par with doctors and lawyers,” says Välijärvi. He adds that appreciation for the teaching profession is also evident in that it is one of the most popular career choices among young people.

 

Finnish teachers are influential

 

“Finnish teachers have an extremely strong role in decisions concerning the running of a school,” Välijärvi asserts. “The PISA survey shows that Finnish teachers are responsible in many more instances than the OECD average for teaching content, choice of textbooks, discipline and assessment policies, and school budgets and the distribution of resources,” Välijärvi continues. He goes on to say that the unusually great potential for Finnish teachers to wield influence is a reflection of their university-level training and their substantial social status.

 

Prospects within the European Union also underline the importance of teachers as a channel of influence. In these visions, information and expertise will form the foundation for the success of the EU Member States.

 

“Teachers are a key group who by their actions influence the citizens’ readiness to learn something new throughout their lives,” says Professor Hannele Niemi at the University of Helsinki.

 

Finnish teachers are independent education experts who leave an impression on their pupils. “In the best cases, teachers influence pupils’ attitudes and ideals, while pupils assimilate enthusiasm and vitality from them,” Niemi says. Thus teachers also have a considerable ethical responsibility. “Teaching involves constant encounters with ethical issues and the seeking of solutions to them,” Niemi continues. In 1998, on the initiative of the Trade Union of Education in Finland, Finland became the first Nordic country to publish a set of ethical principles for teachers. Many countries are only just preparing similar principles now.

 

Increased openness in the teaching profession

 

The 1990s saw the start of a considerable increase in the openness of teaching. Whereas previously each teacher worked in a classroom in isolation, these days teaching requires them to collaborate with an increasingly diverse range of individuals, parents and organizations. At the same time, the operating environment at schools is changing constantly. Teaching and the professional skills of teachers have also become the subject of public debate.

 

“Teachers receive an enormous amount of support from parents. Many also emphasize that expectations at home are often unreasonable and fulfilling them in a balanced way is difficult,” say Anna Kilpiö and Marja-Leena Markkula from the Helsinki University of Technology.

 

How well does teacher training support their preparedness to cooperate with other groups? The answer provided by the research group of Professor Kristiina Kumpulainen, which studied growing into the role of a teacher, is cautiously positive. Although learning to function in a discussion culture is a challenge, students’ interactive skills have developed and diversified during a study period based on special digital educational material. The period gave students the tools for cooperation with various professional and interest groups.

 

“More studies centring on a culture of interaction and discussion should be included in teacher training than is the case at present,” continue Kumpulainen and her group. The importance of updating studying methods as a way to new kind of teacher role is also underlined by Timo Portimojärvi, who has studied students’ experiences of problem-based studying in an online environment.

 

Mentors give support to new teachers

 

In Finland, mentoring has increased its popularity in the induction of newcomers to teaching. Discussion and interaction between a newcomer and a more experienced colleague acting as mentor are used to promote learning. Mentoring creates and develops the newcomers’ own teaching practices and reduces burnout. Hannu Jokinen and Anneli Sarja, who have studied mentoring at the Educational Research Institute, say that mentoring has met with an extremely good reception.

 

“The teachers looked on mentoring as such an important tool for becoming a part of the school organization that they wanted it to be made a permanent practice.”

 

Community spirit as a resource for the school and the teacher

 

The researchers believe that teachers will come through the challenges posed by changes to their field in the future with mutual support and with the entire school functioning as a single community.

 

“Other teachers can give considerable support to teachers and help them to cope in the midst of changes,” say Professor Leena Syrjälä, who has studied the life of a teacher, and her research group. Teacher cooperation is also learning. “Cooperation and community-minded teaching promise something that nobody can achieve alone. In result-management language this means improved quality and better results,” says Pasi Savonmäki, who has studied teacher cooperation at polytechnics.

 

Syllabuses for the National Core Curriculum for Basic Education written by teachers and schools together have been a challenge in terms of cooperation. These syllabuses will be introduced by August 1, 2006.

 

“The syllabus work brought schools and teacher groups closer together. The entire teaching community moved away from an individual-centred teaching culture to slightly community-oriented cooperation,” says Peter Johnson, a headmaster in Kokkola, who has studied the subject. Drawing up a curriculum is also a process of learning on the job in which teachers develop their own work together,” stress Anna Raija Nummenmaa and her research group.

 

Välijärvi sees community spirit in particular as a strength for schools and teachers in the future.

 

“Educational institutions must respond to new expectations as specialist organizations in pedagogy, and not as a collection of individual experts. Collegiality is a sign of a successful school capable of development. As financial resources decline in the future, schools will be able to achieve better results only by increasing the use of teachers’ expertise flexibly and appropriately.”

 

“This means the exploitation of teachers’ special expertise across boundaries determined by educational establishments, age and local government. Teachers will increasingly find themselves working in online environments. Teachers will no long be chosen for a ‘post’ but as experts for a local ‘education team’,” Välijärvi predicts.

 

Further information is available from:

Professor Jouni Välijärvi, tel. + 358 14 260 3202,  50 567 7210, jouni.valijarvi[at]ktl.jyu.fi

Professor Anna Raija Nummenmaa, tel. + 358 3 3551 7829, 50 567 2707, Anna.Raija.Nummenmaa[at]uta.fi

Jouni Sojakka, publications manager, tel. + 358 14 260 3230, jouni.sojakka[at]ktl.jyu.fi

 

Book

Anna Raija Nummenmaa & Jouni Välijärvi (eds.) Opettajan työ ja oppiminen. (A teacher’s work and learning) Institute for Educational Research, University of Jyväskylä. 2006. 287 pp.

 

 

http://www.oph.fi/english/pageLast.asp?path=447,18918,65218,57313

 

 

Apakah kelas saya cukup baik bagi anak-anak saya?

Jika Anda seorang Guru, pikirkan pertanyaan ini ketika masuk ruang kelas Anda, “Apakah kelas ini akan mendukung perkembangan anak-anak saya sendiri?

Pertanyaan ini menjadi penting. Ketika banyak guru memahami bahwa mengajar hanyalah mengejar target, siswa saya harus lulus atau naik kelas dengan nilai tinggi, rencana pelajaran saya harus sempurna, kepala sekolah saya puas dan akhir bulan saya dapat gaji.

Coba renungkan, jika anak-anak Anda sendiri yang menjadi siswa Anda. Apakah yang Anda lakukan selama ini cukup memadai bagi anak-anak Anda? Darah daging Anda? Apakah proses belajar mengajar yang terjadi dalam kelas Anda akan mampu membuat anak-anak Anda sendiri menjadi manusia yang mandiri?

Jika jawabnya, “Ya! saya yakin bahwa kelas ini cocok bagi anak-anak saya.” Maka mungkin Anda di jalur yang benar, Anda telah berusaha dengan keras melengkapi anak-anak Anda dengan bekal yang memadai untuk menyongsong sebuah masa di mana Anda sebagai orang tuanya tidak akan ada lagi di samping mereka untuk membantu mereka jika menghadapi kesulitan.

Jika jawaban Anda ,”Hmm..saya ragu.” Maka mungkin Anda harus memikirkan ulang, merenungkan ulang apa saja yang telah Anda lakukan. Mungkin Anda harus mencari tahu, apakah yang Anda lakukan selama ini telah benar. Ini berarti Anda mulai melihat titik terang di ujung terowongan. Sudah saatnya Anda mulai melangkah menuju titik terang tersebut.

Setiawan Agung Wibowo