THE
ISSUE OF EDUCATION IN INDONESIA
(The
assignment of Writing 5)
Nina
fatriana, S.pd
 |
By
Yunita
Afianti
14111083p
S1
English Literature
The
Higher School of Foreign Language Teknokrat
Bandar
Lampung
2015
ABSTRACT
Indonesia
are becoming lower quality. Survey based
United Nations Educational, Scientific
and Cultural Organization (UNESCO),
the quality of education in developing countries in Asia Pacific, Indonesia
ranks 10th out of 14 countries. As for the
quality of teachers at the level
of 14 of the 14 developing countries.
One
factor of the low quality of education in Indonesia
is due to the
weakness of the teachers in
exploring the potential of children. Educators often impose
its will without ever attentive to the needs, interests and talents of students. Educators
weakness us, they
never explore the problems and
potential of the students. Education should pay attention to the needs of the child rather
than forcing something that
makes the child less comfortable in their studies. The process of good education is to give
children the opportunity to be creative. It must be done because basically the thinking style
of the child can’t be directed.
On issue of
education, the attention of our government still feels minimal. This picture
is reflected in the diversity of the increasingly complex problems of education. The quality of students is still low, less professional teachers, the cost of education, education law rules even chaotic.
The impact of poor education, the
future of our country getting worse
INTRODUCTION
Education
is learning the
knowledge, skills, and habits of a group of people passed down from one generation to the next through teaching, training, or research. Education
is often the case under the guidance
of others, but also
allows a self-taught.
Ki
Hajar Dewantara, as
leaders of National Education of Indonesia, the foundation stone of a strong national progressive education
for the current generation and future generations to formulate the notion of education as follows:
“Education
generally means that efforts to promote
the growth of manners (inner strength, character), mind (intellect and
the body of the child); in the Student Park should
not be separated parts of it
so that we advance
the perfection of life, life,
life and livelihood of our children who are students, in harmony with
their world“ (Ki Hajar Dewantara, 1977:
14)
Understanding
of etymology and
analysis on education,
education can briefly be formulated as a guide for human growth from birth until they reach physical and spiritual
maturity, in interaction with nature and their
communities.
However,
the world of education in Indonesia still has
several problems related to the
quality of education include limited
access to education, the number
of teachers who have not been
evenly distributed, as well as the
quality of teachers themselves is insufficient. Limited access to education in Indonesia, especially in the area led
to the increasing urbanization
to get better access
to knowledge in urban areas.
DISCUSSION
Ki
Hajar Dewantara, as
leaders of National Education of Indonesia, the foundation stone of a strong national progressive education
for the current generation and future generations to formulate the notion of education as follows:
“Education
generally means that efforts to promote
the growth of manners (inner strength, character), mind (intellect and
the body of the child); in the Student Park should
not be separated parts of it
so that we advance
the perfection of life, life,
life and livelihood of our children who are students, in harmony with
their world“ (Ki Hajar Dewantara, 1977:
14)
How about the education in Indonesia? Indonesia has
so many issue of education. The first problem is education in
Indonesia still has
many hurdles that
the quality of education with them is limited access to education,
the number of teachers who have not been evenly distributed, as
well as the quality of teachers themselves
assessed is still lacking. Limited access
to education in Indonesia, especially
in the area again leads to increased urbanization have created a better
knowledge access in
urban areas.
1.1
Quality of education in Indonesia
1.2 Low Quality Physical Infrastructure
For physical means, for example, many schools and colleges we are building is damaged, possession and use of low learning media, library books are not exhaustive. While not a standard laboratory, inadequate use of information technology and so on. Even still many schools that do not have their own building, do not have a library, do not have a laboratory and so on.
For physical means, for example, many schools and colleges we are building is damaged, possession and use of low learning media, library books are not exhaustive. While not a standard laboratory, inadequate use of information technology and so on. Even still many schools that do not have their own building, do not have a library, do not have a laboratory and so on.
1.3 Low Quality Teachers
The state of teachers in Indonesia is also very alarming. Most teachers do not yet have sufficient professionalism to carry out their duties as referred to in Article 39 of Law No 20/2003 that the learning plan, implementing the learning, assessing the results of learning, coaching, training, conduct research and perform community service.
The state of teachers in Indonesia is also very alarming. Most teachers do not yet have sufficient professionalism to carry out their duties as referred to in Article 39 of Law No 20/2003 that the learning plan, implementing the learning, assessing the results of learning, coaching, training, conduct research and perform community service.
1.4
Low Welfare Teachers
Low prosperity of teachers have a role in making the low quality of education in Indonesia. With a low income, frankly many teachers are forced to do a side job. There is teaching again at another school, give private lessons in the afternoon, motorcycle taxis, traders boiled noodles, booksellers / LKS, traders pulse phones, and so on.
With the Law on Teachers and Lecturers, perhaps the welfare of teachers and professors (PNS) somewhat tolerable. Article 10 of the law already guarantees viability. In the article it is mentioned teachers and lecturers will receive appropriate and adequate income, among others, include basic salary, allowances attached to salary, allowance, and / or special allowances and other income related to their duties. They are appointed local government / district for specific regions are also entitled to the home office.
However, the gap in private and public welfare of teachers is another problem that arises. In the neighborhood of private education, welfare issues are still difficult to reach an ideal level. Harlan reported January 9, 2006, as many as 70 percent of the 403 private universities in West Java and Banten not able to adjust the welfare of lecturers in accordance with the mandate of the Law on Teachers and Lecturers.
Low prosperity of teachers have a role in making the low quality of education in Indonesia. With a low income, frankly many teachers are forced to do a side job. There is teaching again at another school, give private lessons in the afternoon, motorcycle taxis, traders boiled noodles, booksellers / LKS, traders pulse phones, and so on.
With the Law on Teachers and Lecturers, perhaps the welfare of teachers and professors (PNS) somewhat tolerable. Article 10 of the law already guarantees viability. In the article it is mentioned teachers and lecturers will receive appropriate and adequate income, among others, include basic salary, allowances attached to salary, allowance, and / or special allowances and other income related to their duties. They are appointed local government / district for specific regions are also entitled to the home office.
However, the gap in private and public welfare of teachers is another problem that arises. In the neighborhood of private education, welfare issues are still difficult to reach an ideal level. Harlan reported January 9, 2006, as many as 70 percent of the 403 private universities in West Java and Banten not able to adjust the welfare of lecturers in accordance with the mandate of the Law on Teachers and Lecturers.
1.5
Low Achievement Students
With such circumstances it (lack of physical facilities, quality of teachers and teachers' welfare) student achievement becomes unsatisfactory. For example, physics and mathematics achievement of students Indonesia in the international world is very low. According to Trends in Mathematic and Science Study (TIMSS), 2003 (2004), students Indonesia only ranks 35th of 44 countries in mathematics achievement and ranks 37th of 44 countries in terms of scientific achievement. In this case our student achievement is far below Malaysia and Singapore students as neighboring states.
In terms of achievement, September 15, 2004. United Nations for Development Programme (UNDP) has also announced the results of a study on human qualities simultaneously around the world through a report entitled Human Development Report 2004. In this annual report Indonesia only occupy 111th position from 177 countries. When compared with neighboring countries, the position of Indonesia is far below.
On an international scale, according to the World Bank report (Greaney, 1992), studies the IEA (International Association for the Evaluation of Educational Achievement) in East Asia show that the reading skills of students in the fourth grade is the lowest rank. The average reading test scores for elementary school students: 75.5 (Hongkong), 74.0 (Singapore), 65.1 (Thailand), 52.6 (Philippines), and 51.7 (Indonesia).
Children Indonesia was only able to control 30% of the reading material and it turns out they are very difficult to answer the questions in the form of descriptions that require reasoning. This is probably because they are so accustomed to memorizing and working on multiple choice questions.
With such circumstances it (lack of physical facilities, quality of teachers and teachers' welfare) student achievement becomes unsatisfactory. For example, physics and mathematics achievement of students Indonesia in the international world is very low. According to Trends in Mathematic and Science Study (TIMSS), 2003 (2004), students Indonesia only ranks 35th of 44 countries in mathematics achievement and ranks 37th of 44 countries in terms of scientific achievement. In this case our student achievement is far below Malaysia and Singapore students as neighboring states.
In terms of achievement, September 15, 2004. United Nations for Development Programme (UNDP) has also announced the results of a study on human qualities simultaneously around the world through a report entitled Human Development Report 2004. In this annual report Indonesia only occupy 111th position from 177 countries. When compared with neighboring countries, the position of Indonesia is far below.
On an international scale, according to the World Bank report (Greaney, 1992), studies the IEA (International Association for the Evaluation of Educational Achievement) in East Asia show that the reading skills of students in the fourth grade is the lowest rank. The average reading test scores for elementary school students: 75.5 (Hongkong), 74.0 (Singapore), 65.1 (Thailand), 52.6 (Philippines), and 51.7 (Indonesia).
Children Indonesia was only able to control 30% of the reading material and it turns out they are very difficult to answer the questions in the form of descriptions that require reasoning. This is probably because they are so accustomed to memorizing and working on multiple choice questions.
And for the solution of problem in Indonesia such as
:
-
Increase
Educational Budget
The government is responsible to bear the cost of education for its citizens, both for public and private schools.
The government is responsible to bear the cost of education for its citizens, both for public and private schools.
-
Management of
education
Good educational management must pay attention to the professionalism and creativity of the organizers of educational institutions
Good educational management must pay attention to the professionalism and creativity of the organizers of educational institutions
-
Teacher empowerment
Teachers should be more creative, innovative, skilled and courageous initiative in developing teaching models varied.
Teachers should be more creative, innovative, skilled and courageous initiative in developing teaching models varied.
-
Improve the welfare
of teachers
teacher is a dominant factor in the administration of education. Therefore, efforts to improve the welfare of teachers needs to be improved. So that teachers are not only required to improve the knowledge and the quality of teaching as well as produce a good output.
teacher is a dominant factor in the administration of education. Therefore, efforts to improve the welfare of teachers needs to be improved. So that teachers are not only required to improve the knowledge and the quality of teaching as well as produce a good output.
CONCLUSION
There are so many
factors that make the low quality of
education in Indonesia.
Factors of a technical nature of which is the poor quality of teachers, poor infrastructure, high cost of education, low student
achievement, low welfare of teachers, lack of relevance of education to the needs, the lack of equal distribution of educational
opportunities. But actually the
fundamental problem of education in Indonesia
is the Indonesian education system
itself that makes
the student as an object, so that human beings are produced from this system is
the only man
prepared to meet the needs of the times and not
to be critical of his time. Then this is where cooperation is needed between the government and society to overcome
all the problems of education in
Indonesia.
REFERENCESS
Pendidikan Indonesia.2015. potret dunia pendidikan Indonesia.Accessed on January 2015 at
pendidikan Indonesia.com
