Standar Mutu Pendidikan Dasar dan Menengah

1. Dari pengamatan saya dan teman-teman saya, saya mengerti anak-anak yang pernah
belajar di luar negeri (di United Kingdom, misalnya), saat kembali ke Indonesia
merasakan beberapa mata pelajaran di Indonesia lebih padat dan “lebih maju” dari pada
di UK untuk tingkat pendidikan dasar dan menengah, khususnya dalam ilmu pasti/alam.
Anak-anak saya di UK merasakan bahwa ke sekolah itu sebagai suatu kegiatan yang
menyenagkan dan tidak merupakan beban yang berlebihan. Seluruh kegiatan di sekolah
adalah bermain sambil belajar.
2. Hal diatas saya kaitkan dengan mutu pendidikan yang diharapkan. Apakah standar mutu
yang kita inginkan sudah disesuaikan dengan fasilitas yang ada? Apakah kita sudah
realistis mengharapkan suatu standar mutu pendidikan? Perlu juga dipertimbangkan areal
Indonesia yang begitu luas. Bahkan fasilitas sekolah-sekolah di Bali saja masih berbeda-
beda.
3. Saya amati, dengan kurikulum yang padat, anak-anak sekolah sering medapat pelajaran
les dua atau tiga kali seminggu. Belum lagi les tambahan di luar les di sekolah. Hal ini
dikarenakan adanya kekhawatiran bila banyak siswa dari sekolah tidak lulus ujian/tes
nasional.
4. Dengan kegiatan belajar yang padat, sangat sedikit waktu bagi anak-anak untuk
melaksanakan kegiatan sesuai hobinya. Kegiatan ini sangat penting menurut pengalaman
saya untuk membentuk pribadi seorang anak melalui penelusuran minat dan bakat.
5. Kemudian tentang rencana pemerintah untuk membuat sekolah/kelas internasional. Hal
itu tentu merupakan angin segar bagi anak-anak yang baru kembali ke Indonesia. Namun
perihal kurikulum dan standar mutu yang ditargetkan, mestinya sudah dikaji dengan
cermat.
6. Saya mengamati bahwa kita masih terus dalam proses coba-coba (trial and error process)
dalam system pendidikan sampai ditemukan model yang cocok. Tentu upaya
penyempurnaan-penyempurnaan sesuai keadaan perlu terus dilaksanakan. Kita perlu
menyeimbangkan antara harapan ideal dan sikap realistis kita tentang mutu pendidikan
yang dicanangkan. [I Nyoman Arya Thanaya, Leeds, UK]

The Standard of Quality of Primary and Secondary Education

1. From my observation and from that of my friends’, I understand that students who study
abroad (in the United Kingdom, for example), upon returning to Indonesia, consider that
some subjects in Indonesia are more intensive and "more advanced" than in the UK at
primary and secondary educational levels, particularly in the area of science. My children
in the UK consider that going to school is a fun activity and not an excessive burden. All
activities at school involve playing while learning.
2. I relate the above mentioned issue to the expected quality of education. Has the standard
of quality we expect been appropriately supported by the existing facilities? Have we
been realistic to expect a certain standard of quality in education? The geographical
vastness of Indonesia also needs to be taken into account. Even on the small island of
Bali, the facilities differ from school to school.

3. I observe that, with an intensive curriculum, school students often undertake

extracurricular courses two or three times a week, not to mention the additional tutoring
courses undertaken outside the school. This is because a worry exists that many school
students will not pass their exams or national tests.

4. With such a tight learning schedule, students have very little time to do activities that
they are interested in. These activities are very important, in my experience, in shaping a
child’s personality through the discovery of their own personal interests and areas of
talent.

5. Next, it is about the government's plan to develop international schools/classes. This

would certainly be a breath of fresh air for students who have just returned to Indonesia.
Nevertheless, in regard to the curriculum and the targeted standard of quality, these need
to be reviewed carefully.

6. I observe that our system of education will remain in the trial-and-error process until we
discover a suitable model. Of course, we need to continually try to improve the situation.
We need to create a balance between our ideal expectations and realistic attitudes in
regard to the quality of education planned.