PROGRAM PEMERATAAN

MUTU PENDIDIK DAN

TENAGA KEPENDIDIKAN

Surya Dharma, MPA, Ph.D

Direktur Pembinaan PTK Dikmen

DIREKTORAT JENDERAL PENDIDIKAN MENENGAH

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN
PROGRAM Adanya DISPARITAS
PEMERATAAN MUTU PENDIDIKAN
MUTU PTK

Rendahnya pemerataan akses untuk memperoleh pendidikan karena faktor

geografis, kultur, dan ekonomi

Mutu proses dan output pendidikan dilihat dari prestasi belajar dan keterampilan
siswa belum dapat diandalkan & belum relevan dengan dunia kerja

Manajemen pendidikan masih lemah sehingga tidak optimum dalam

mendongkrak mutu pendidikan

Inovasi pendidikan belum dapat diimplementasikan maksimal akibat terbatasnya

mutu kepala sekolah, guru, tenaga kependidikan lainnya dan dukungan
masyarakat.
DISPARITAS MUTU PENDIDIKAN

Rendahnya Rendahnya
Nilai Rata-Rata Lulusan sekolah
Ujian Nasional belum maju
Sekolah belum yang diterima di
Maju PTN
RATA-RATA NILAI UJIAN NASIONAL
TAHUN 2011 SMA IPA

RATA2 NASIONAL 8,04

RATA-RATA NILAI UJIAN NASIONAL
TAHUN 2011 SMA IPS

RATA2 NASIONAL 7,38

RATA-RATA NILAI UJIAN NASIONAL
TAHUN 2011 SMK

RATA2 NASIONAL 7,63

PROGRAM
PEMERATAAN MUTU PTK:
Suatu Kegiatan Kolaborasi atau Kerjasama Pendidik dan
Tenaga Kependidikan Antara Sekolah Belum Maju dan
Sekolah Maju

PARTNERSHIP LEARNING ENRICHMENT

(Kemitraan): PROCESS (Memperkaya):
(Proses Belajar):
Sekolah Belum Maju
dan Sekolah Maju Sekolah Belum Maju
Terjadinya Proses

USP Business Development

memiliki derajat dan dan Sekolah Maju
Belajar antara
kesempatan yang saling mendukung
Sekolah Belum
sama dalam dan saling
Maju danSekolah
peningkatan kualitas memperkuat
Maju
pendidikan di Networking Sekolah
Indonesia
KONSEP PROGRAM PEMERATAAN MUTU
input process outcomes

Profil Awal : Profil Akhir :

Orientasi Program
• Kinerja KS Rendah • Kinerja KS TInggi
• Budaya Kerja lama • Budaya Kerja mutu
On the Job
• Prestasi belajar rendah • Prestasi Belajar
Training dan
Meningkat
Benchmark

Analisis Hasil OJT

dan Penyusunan
Rencana Tindak
Pembelajaran: Pembelajaran:
berpusat pada guru berpusat pada siswa
Implementasi
Rencana Tindak
Manajemen tertutup Manajemen Berbasis
Sekolah
Analisis Hasil
Masyarakat tidak Implementasi
terlibat optimal dalam
Masyarakat terlibat
pengembangan Rencana Tindak optimal dalam
sekolah pengembangan
sekolah
 EVALUASI PROGRAM
PEMERATAAN MUTU PTK

PEMBERDAYAAN
SISTEM PEMBELAJARAN
MASYARAKAT
MANAJEMEN SEKOLAH
HASIL EVALUASI PROGRAM PEMERATAAN MUTU PTK

ASPEK
SISTEM
PEMBELAJARAN

Peningkatan layanan
Peningkatan Motivasi Belajar:
Belajar Siswa:
- Perhatian Guru thd
- Disiplin belajar Siswa Meningkat
lebih meningkat - Guru Lebih Aktif dalam
- Cara belajar lebih proses pembelajaran
baik - Guru Memberi tambahan
- Budaya membaca belajar dan remedial
meningkat - Metode belajar lebih
bervariasi
 ASPEK
MANAJEMEN
SEKOLAH

Peningkatan Hubungan antara
Kepala Sekolah, Guru, Karyawan
Dan Siswa:
- Iklim sekolah lebih kondusif
mendukung proses belajar
mengajar
- Pengambilan Keputusan lebih
Partisipatif
Budaya Mutu:
- Peningkatan Komitmen Kerja
Sekolah terhadap Mutu Sekolah
- Orientasi kerja yang lebih
mengedepankan kearah kualitas
kinerja
- Kepemimpinan Kepala Sekolah
lebih transparan dan akuntabel
- Komitmen kearah pengembangan
Budaya Kinerja
 ASPEK
PEMBERDAYAAN MASYARAKAT

Peningkatan Partisipasi
Masyarakat dalam
Pengembangan kebijakan Akses Masyarakat Hubungan orang
Sekolah
terhadap Program- tua murid, guru, dan
Peningkatan kemampuan Program Disekolah kepala sekolah
Enteurprenership untuk Makin Baik Makin meningkat
Menjaring kontribusi
Masyarakt
The illiterate of
the 21st century
will not be those

who cannot
read and write,
but those who cannot
learn, unlearn, and
relearn
21 CENTURY…
ST

Learner?

Worker?

Citizen?
 Digital Natives
Digital Natives
come to school
with their
backpacks, as well
as their own
laptops, cell
phones, digital
cameras, and
MP3 players.
 Digital Natives
Most of today’s
Digital Natives are
technologically
literate when it
comes to using
digital devices.
A two year old Digital Native can operate the TV
VCR remote control and a 7 year old knows how
to text message on a cell phone.
 DIGITAL NATIVES
 Today’s students
are digital natives
– they have grown
up with digital
technology!

 They are the generation!

DIGITAL NATIVES
Today’s Digital Natives
Learn Differently
Each day Digital
Natives spend
6.2 hours using
electronic
media.
Today’s Digital Natives
They are active
participants in their
learning; they "do"
first and ask
questions later.
Failure is a
necessary learning
experience.
20TH AND 21ST CENTURY
TEACHERS
DIGITAL NATIVES VS DIGITAL IMMIGRANTS
Digital Natives versus
Digital
Immigrants

Today’s students are

different - they are
Digital Natives.

Many of today’s
instructors are from a
different generation –
they should prepare
themselves to teach to
today’s Digital Natives.
 Teaching Digital Natives

Teacher Suggestion

Ask the
Digital Natives
(students)
for help and ideas.
If we teach today as we taught yesterday,
then we rob our children of tomorrow.

~John Dewey

So, teachers must be charged with changing

how they guide students in learning the new
curriculum (the pedagogy).
The Critical Question

What do students
now need to learn
to be successful
in the 21st Century?
20th Century 21st Century
Education Education
Model Model
 21ST Century Education Model

Global Awareness Critical Thinking &

Problem Solving
Financial, Economic,
Business, and Entrepreneurship Creativity & Innovation
Civic Literacy
Communication
Health & Wellness
Awareness Collaboration
Job Outlook 2002, National Association of Colleges and Employers (NACE)
LEADERSHIP MATTERS!

Leadership is key to improving teaching &

learning

Leadership is crucial to making school reform

succeed

Especially in difficult situations

 1. Establishing Goals and
Expectations 0.42

2. Resourcing Strategically 0.31

3. Planning, Coordinating and

Evaluating Teaching and the 0.42
Curriculum

4. Promoting and Participating in

Teacher Learning and 0.84
Development

5. Ensuring an Orderly and

Supportive Environment 0.27

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Effect Size

Prof Vivianne Robinson, 2008

 What kind of leader is needed
in today’s schools?
Leaders who can transform schools:

 around a consensus vision for students’ 21st

century learning

 and can establish a learning/collaborative

culture throughout the school and community.
 THE FUTURE SCHOOL LEADERS?

Focus on preparing principals

Principals to affect school

improvement in 21st century schools

Principals to be instructional leaders

• Increase student achievement
• Facilitate ongoing professional growth of staff
 EMPAT ISSUE PENTING
KEPEMIMPINAN PENDIDIKAN ABAD 21

Kepemimpina Kepemimpina Kepemimpina

Kepemimpina
n untuk n untuk n yang
n untuk
Budaya Perubahan didorong oleh
Pembelajaran
Kolaborasi Berkelanjutan Visi
 INSTRUCTIONAL LEADERSHIP
COMPONENTS

ORGANIZATIONAL FOCUS

SUPERVISION TECHNIQUES

CURRICULUM SKILLS

TEACHING TECHNIQUES
ORGANIZATIONAL FOCUS

LEARNING COMMUNITIES

TURNAROUND PRINCIPALS

STRATEGIC PLANNING

HIGH-PERFORMING SCHOOLS
 HIGH PERFORMING SCHOOL SYSTEM HASIL

SYSTEMIC CONTINUOUS
PROSES
IMPROVEMENT PROCESS

DUKUNGAN ORANGTUA & MASYARAKAT

PRAKTEK PEMBELAJARAN
MANAJEMEN KURIKULUM

SEKOLAH EFEKTIF
STRATEGI

BUDAYA : NILAI-NILAI DAN KEYAKINAN BERSAMA

BUDAYA
Dedicated to “Learning for ALL…Whatever It Takes”
Share the Power & Recognition...

. . . Lead by making
others powerful.

© 2006  International Training Consortium, Inc.  Office: 301-428-0670  Fax: 301-972-3906 37

A new look at the principal role –
leader of leaders
Set transformational vision and make it
happen

Share leadership

Use data

Promote and join in teacher learning and

development

Develop policies and incentives that

support learning of both students and
adults
Page 38
 When the work is done,
the people say,
“We did it ourselves.”

- Lao-Tzu

© 2006  International Training Consortium, Inc.  Office: 301-428-0670  Fax: 301-972-3906 49

 Excellence Is A Habit

We are what we repeatedly

do; excellence then is not
an act, but a habit.
- Aristotle

© 2006  International Training Consortium, Inc.  Office: 301-428-0670  Fax: 301-972-3906 50