Dokumen ini adalah opini dari APK Foundation yang disampaikan oleh Aulia Prima Kurniawan saat Workshop Implementasi Kurikulum 2013 di Universitas Negeri Jakarta (UNJ), 4 September 2013 lalu.
JIMS Rohini News - Jagan Institute of Management Studies Rohini Sector 5 is one of Best B School in India. JIMS Rohini PGDM, PGDM IB, PGDM RM Admissions are open for Session 2017-19. The Eligibility Criteria is valid Scores in CAT/MAT/XAT/CMAT/ATMA* .
Visit JIMS Rohini Website http://www.jimsindia.org/
To highlight such institutes which have come up with the innovative educative methods and solutions to build extraordinary careers, we are introducing our special edition on “The 10 Best Institutes of the Year (Maharashtra Special)”
JIMS Rohini News - Jagan Institute of Management Studies Rohini Sector 5 is one of Best B School in India. JIMS Rohini PGDM, PGDM IB, PGDM RM Admissions are open for Session 2017-19. The Eligibility Criteria is valid Scores in CAT/MAT/XAT/CMAT/ATMA* .
Visit JIMS Rohini Website http://www.jimsindia.org/
To highlight such institutes which have come up with the innovative educative methods and solutions to build extraordinary careers, we are introducing our special edition on “The 10 Best Institutes of the Year (Maharashtra Special)”
Leaderonomics - How we Integrate CSR into everything we doRoshan Thiran
As a social enterprise, we do not have a CSR division nor do we claim a special day or time for CSR. Every minute and everyday, we integrate building relationships with the marginalised, helping grow the under-privileged into leaders and enabling transformation to happen in individual lives and organisations.
Are you looking for best colleges for MBA in India? Then NDIM is best option for you due it quality of education and placement history. For more details contact us.
We would like to introduce the Bhutan Institute of Training and Development (BITAD) to all persons visiting this LinkedIn site of BITAD. It is a CENTER for Developmental Training and Effective Governance. The Institute and its Training Programmes and facilities are placed in Grade B (the highest grade the training institutes in the country are graded till date).
The Institute is located at Babesa near Thimphu Techpark, about 10 KM from Thimphu City Center and frequent city buses ply to the institute. The institute is purposely located away from the business centers, highways and residential areas to create an ideal teaching learning environment without much disturbances. We provide modest lunch and refreshment during the training course. There are also provisions of pantry, guesthouse and other facilities to cater to the visiting trainers and professors.
BITAD is guided by four organizational values: (1) Human Capital Development, (2) Resource Performance Improvement, (3) Organizational Development and (4) Societal Enrichment. The Institute aspires to be a Socio-Economic Development Driver in the region and a Center for Development Education (CDE) internationally. BITAD will be a platform for Bhutanese and international professionals to cross fertilize their experiences and ideas in developmental training and effective governance.
BITAD offers training in five broad programmes: (1) Business and Financial, (2) Leadership and Management, (3) Gender and Socio Economic, (4) Research and Education and (5) Social work and Humane Development.
The BITAD is formed under the aegis of AMJ Group of Business and managed by Chief Executive Officer (J B Rai, MBA-Accts & Finance) with support from seasoned and veteran professionals. This includes former Director Generals (DGs), Managing Directors (MDs), Specialists, Professors, Educationists, Economists, Chartered Accountants and Diplomats.
Corporate universities can be a driving force in an organization. They can add value, drive change and contribute to the growth and development of the overall enterprise, but only if the corporate university is connected to the business, relevant, managed in a productive, efficient manner and valuable to the organization.
The success factors identified in this article are review points to judge the success of the corporate university and provide the impetus for sustained improvement, change and growth.
Talent Development As A Journey: from Competencies to CapabilitiesSeta Wicaksana
Talent Development is a set of integrated organizational HR processes designed to attract, develop, motivate, and retain productive, engaged employees.
Leaderonomics - How we Integrate CSR into everything we doRoshan Thiran
As a social enterprise, we do not have a CSR division nor do we claim a special day or time for CSR. Every minute and everyday, we integrate building relationships with the marginalised, helping grow the under-privileged into leaders and enabling transformation to happen in individual lives and organisations.
Are you looking for best colleges for MBA in India? Then NDIM is best option for you due it quality of education and placement history. For more details contact us.
We would like to introduce the Bhutan Institute of Training and Development (BITAD) to all persons visiting this LinkedIn site of BITAD. It is a CENTER for Developmental Training and Effective Governance. The Institute and its Training Programmes and facilities are placed in Grade B (the highest grade the training institutes in the country are graded till date).
The Institute is located at Babesa near Thimphu Techpark, about 10 KM from Thimphu City Center and frequent city buses ply to the institute. The institute is purposely located away from the business centers, highways and residential areas to create an ideal teaching learning environment without much disturbances. We provide modest lunch and refreshment during the training course. There are also provisions of pantry, guesthouse and other facilities to cater to the visiting trainers and professors.
BITAD is guided by four organizational values: (1) Human Capital Development, (2) Resource Performance Improvement, (3) Organizational Development and (4) Societal Enrichment. The Institute aspires to be a Socio-Economic Development Driver in the region and a Center for Development Education (CDE) internationally. BITAD will be a platform for Bhutanese and international professionals to cross fertilize their experiences and ideas in developmental training and effective governance.
BITAD offers training in five broad programmes: (1) Business and Financial, (2) Leadership and Management, (3) Gender and Socio Economic, (4) Research and Education and (5) Social work and Humane Development.
The BITAD is formed under the aegis of AMJ Group of Business and managed by Chief Executive Officer (J B Rai, MBA-Accts & Finance) with support from seasoned and veteran professionals. This includes former Director Generals (DGs), Managing Directors (MDs), Specialists, Professors, Educationists, Economists, Chartered Accountants and Diplomats.
Corporate universities can be a driving force in an organization. They can add value, drive change and contribute to the growth and development of the overall enterprise, but only if the corporate university is connected to the business, relevant, managed in a productive, efficient manner and valuable to the organization.
The success factors identified in this article are review points to judge the success of the corporate university and provide the impetus for sustained improvement, change and growth.
Talent Development As A Journey: from Competencies to CapabilitiesSeta Wicaksana
Talent Development is a set of integrated organizational HR processes designed to attract, develop, motivate, and retain productive, engaged employees.
This knowledge document is developed to provide aspiring leaders with practical basic tools to build an effective human resources management system in a typical early stage of organization build-up. The insights presented are taken from a combination of high level primary research, validation interviews and team internal analysis from best practice observation in multiple successful organizations. The readers are highly encouraged to treat this document as a general reference, provided that the information contained herein are non-exhaustive.
GI Net 13 - Journey of Telkom CorpU | Telkom IndonesiaHora Tjitra
Materials presented during the 13th GI Net: "Corporate Learning and Development" on October 30, 2013, by Mr. Tonda Priyanto, Senior GM of Telkom Corporate University
Telkom has a strong culture called The Telkom Way, this presentation share how Telkom Indonesia Build and Activate The Telkom Way, Leaders is very important , because talking about culture is top down policy and you must have Role model, Culture Agent and Culture Activations team.
MTC GLOBAL AWARD: CALLING FOR NOMINATION
Globally recognized well received highly respected awards:
Hallmark of excellence
Dream, Inspiration, Aspiration
ABOUT MTC GLOBAL:
Greetings from Management Teachers Consortium, Global (MTC Global) which started in a very small way on 29.06.2010 with one member and today is the strongest team of 10,000+ management scholars from Academia and Corporate across the world. MTC Global has the strong foundation and a well-defined organization structure to envision the dream ‘Educate, Empower, Elevate’. The foundation day of MTC Global (29th Jun) is celebrated as “MTC Scholars’ Edification Day’ worldwide and marked as ‘World Management Education Day’.
This is a platform for all management education related discussion. The platform has helped MTCians in numerous ways through assignment like guest lecture, consultancy, MDP, recruitment, placement, strong networking and the most important is development of knowledge capital and social capital through knowledge sharing.
It has representatives from over 300+ B-schools, 100+ corporate and 35+ countries. We had our first successful global convention 0n 27.08.2011 at FAPPCI, Red Hills, Hyderabad. The second annual global convention was held on 01.09.2012 at VIT, University Jaipur and the third annual global convention was held at Aravali Gurukul Ashram, Jodhpur during 4-6 Oct 2013.
AWARD:
WITHOUT NOMINATION:
To recognize excellence in different areas of Management Education, MTC Global has constituted few Awards which are rated very high by Industry and Academia at Global Level. There will be an independent search committee to finalize the awards at HQ level. This year MTC Global has constituted the following HOUT NOMINATION
· MTC Global Life Time Achievement Award
· MTC Global Edupreneuer Award
· MTC Global Award for Visionary in Management Education
· MTC Global Outstanding Contribution to the Management Education
· MTC Global Outstanding Teacher of Foreign Origin
· MTC Global Knowledge Sharing Award—for most active member on the group.
· Outstanding Contribution to the cause of MTC Global.
· MTC Global Award for Outstanding B-School
· MTC Global Award for Outstanding Corporate Citizen
· MTC Global Outstanding Social Service Award
WITH NOMINATION
· MTC Global Outstanding Management Teacher
· MTC Global Outstanding Corporate Trainer
· MTC Global Outstanding Placement Officer
· MTC Global Innovation in Pedagogy
· MTC Global Award for Outstanding Faculty in Rural Areas
· MTC Global – Dhurva College of Management, Hyderabad, Outstanding Management Student Award
AWARD CEREMONY
Award will be conferred upon during MTC Global’s 4th Annual Convention, Sankalp-2014.
5th Annual Conference - KM Middle East 2014 | Conference Theme: Knowledge in Action: Moving from Theory to Practice | 10-12 March 2014 | Dubai, United Arab Emirates.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Peningkatan Kualitas SDM untuk Menyukseskan Implementasi
Kurikulum 2013 melalui Pendekatan Knowledge Management
Aulia Prima Kurniawan
Universitas Negeri Jakarta, 4 September 2013
2. Topik Diskusi Hari Ini
Sekilas tentang PembicaraSekilas tentang Pembicara
Sebuah Cerita Singkat tentang “Knowledge Management”
Beberapa Gagasan Pendidikan dan Relevansi Kurikulum 2013
Peranan KM dalam Peningkatan Kualitas Guru dan KBM
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melalui
Pendekatan Knowledge Management
2
3. Nama lengkap: AULIA PRIMA KURNIAWAN
Profesi: Konsultan Bisnis, Manajemen dan Teknologi
Pendidikan: Institut Teknologi Bandung, Fisika (1989 – 1995)
E-mail: AuliaPrimaK@apkfoundation.org
AuliaPrimaK@alumni.itb.ac.id
Social media: Twitter: @AuliaPrimaK
LinkedIn: AuliaPrimaK
Facebook: AuliaPrimaK
Website: http://www.apkfoundation.org
Facebook: APKFoundation
Nama lengkap: AULIA PRIMA KURNIAWAN
Profesi: Konsultan Bisnis, Manajemen dan Teknologi
Pendidikan: Institut Teknologi Bandung, Fisika (1989 – 1995)
E-mail: AuliaPrimaK@apkfoundation.org
AuliaPrimaK@alumni.itb.ac.id
Social media: Twitter: @AuliaPrimaK
LinkedIn: AuliaPrimaK
Facebook: AuliaPrimaK
Website: http://www.apkfoundation.org
Facebook: APKFoundation
• Pendiri dan pembina Yayasan
Amanah Pemberdayaan Kaum
muda (APK Foundation)
• Direktur di ENTS Strategic
Services
• Ernst & Young Indonesia (2004 –
2007)
• PT. Astra Graphia Tbk – IT
Business Group (1998 – 2004)
• IndoInternet Group (1995 – 1997)
• Aktif di Komite Sekolah SDN Kayu
Putih 09 (2009 – kini)
• Wakil Ketua Mabigus 03-209 / 03-
210 SDN Kayu Putih 09
• Wakil Ketua IA ITB Jurusan Fisika
(2009 – 2011)
• Sekjen IA ITB Pengurus Daerah
DKI Jakarta (2005 – 2009)
• Inisiator dan Pembina “Forum e-
Demokrasi” (FeD Alumni ITB &
FeD Jakarta) (2011 – kini)
• Anggota Dewan Juri &
Koordinator Penjurian kategori
“e-Government” APICTA &
INAICTA (2005 – 2010)
• Universitas Indonesia – Prodi
Pasca Sarjana Knowledge
Management – Dosen tamu
(2006 – 2008)
• Institut Teknologi Bandung –
Dosen tamu: “Entrepreneurship,
Innovation & KM” (2006)
• Kementerian Riset dan Teknologi
– menyusun “Knowledge-based
Economy White Paper” (2005)
PENGALAMAN KERJA PENGALAMAN ORGANISASI
AKTIVITAS SOSIAL, EKONOMI,
PENDIDIKAN LAINNYA
• Pendiri dan pembina Yayasan
Amanah Pemberdayaan Kaum
muda (APK Foundation)
• Direktur di ENTS Strategic
Services
• Ernst & Young Indonesia (2004 –
2007)
• PT. Astra Graphia Tbk – IT
Business Group (1998 – 2004)
• IndoInternet Group (1995 – 1997)
• Aktif di Komite Sekolah SDN Kayu
Putih 09 (2009 – kini)
• Wakil Ketua Mabigus 03-209 / 03-
210 SDN Kayu Putih 09
• Wakil Ketua IA ITB Jurusan Fisika
(2009 – 2011)
• Sekjen IA ITB Pengurus Daerah
DKI Jakarta (2005 – 2009)
• Inisiator dan Pembina “Forum e-
Demokrasi” (FeD Alumni ITB &
FeD Jakarta) (2011 – kini)
• Anggota Dewan Juri &
Koordinator Penjurian kategori
“e-Government” APICTA &
INAICTA (2005 – 2010)
• Universitas Indonesia – Prodi
Pasca Sarjana Knowledge
Management – Dosen tamu
(2006 – 2008)
• Institut Teknologi Bandung –
Dosen tamu: “Entrepreneurship,
Innovation & KM” (2006)
• Kementerian Riset dan Teknologi
– menyusun “Knowledge-based
Economy White Paper” (2005)
4. Overall KM-related Credentials
(KM Blueprint & Technologies
Implementation – 2007)
(Strategic Plan & KM Blueprint
– 2009/2010)
(KM Blueprint – 2012)
(KM Workshop – 2007)
(KM Workshop – 2007 &
Knowledge Center Development – 2009)
(KM Blueprint & Technologies
Implementation – 2007)
(KM Workshop – 2007)
The Center for Business Knowledge™
Indonesia operation (Jul 04 – Jan 07)
(Strategic Plan & KM Blueprint – 2009/2013)
(Strategic Plan & KM Blueprint
– 2009/2010)
(KM Technologies
Implementation – 2010)
(KM Blueprint – during service at
Ernst & Young – 2005)
(internal KM project during service at
Astra Graphia IT Solution – 2002)
(KM Workshop – 2007 & KM Blueprint – 2011)
(KM Blueprint & Technologies Implementation
on behalf of Malacca eLab – 2008)
(KM Workshop – 2007 &
Knowledge Center Development – 2009)
(KM Advisor for UNDP-funded
Reputation Management on behalf of
APCO Worldwide – 2008)
5. Topik Diskusi Hari Ini
Sekilas tentang PembicaraSekilas tentang Pembicara
Sebuah Cerita Singkat tentang “Knowledge Management”
Beberapa Gagasan Pendidikan dan Relevansi Kurikulum 2013
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melalui
Pendekatan Knowledge Management
5
Peranan KM dalam Peningkatan Kualitas Guru dan KBM
6. Sejarah KM dalam Perspektif Keilmuan
+ 350 SM 1600-an 1950-an Sejak 1990 dan selanjutnya
7. Knowledge Management (KM): sebuah Definisi Singkat
KM is defined as a Strategic Mindset from multi-
discipline approach to Sustain and Raise Organization
Competitiveness through these following Key Activities:
Competitiveness
Sustainable
Resources
Process
Excellence
Customer-
centered
From various definitions of knowledge, one of the best
definition describe knowledge as “the capacity to do /
to deliver effective action.”
KM is defined as a Strategic Mindset from multi-
discipline approach to Sustain and Raise Organization
Competitiveness through these following Key Activities:
1. INPUT: CAPTURE & PERSONALIZE: Internal &
External Knowledge Acquisition, and
Personalization of the Stakeholders’ Knowledge
Profiles
2. PROCESS & MANAGE: Store, Value Add
(Categorize, Analyze, Enrich), and Share
3. DEPLOY & REUSE: Package, Communicate, and
End-User Support.
Culture
Leadership
Internal &
External
Knowledge
Acquisition
Store,
Value Add
& Share
The Foundation Enablers of KM—commonly known as
the Framework—are Leadership, Culture, ICT
Infrastructure, Measurement and the KM Processes.
Innovation
Sustainability of the Excellent Resources
Productive & Efficient Processes
Customer-centered Deliverables & Market
Leadership
Measurement
ICTInfrastructure
Internal &
External
Knowledge
Acquisition
Store,
Value Add
& Share
Deploy and
Reuse
KM
Processes
The Foundation Enablers of KM—commonly known as
the Framework—are Leadership, Culture, ICT
Infrastructure, Measurement and the KM Processes.
At the bottom-line, successful KM in commercial
ventures commonly measured in:
Knowledge Management
8. Zack (1999)* mengembangkan sebuah model strategi KM yang
menggambarkan kerangka kerja yang saling terkait antara
Strategi Organisasi dan KM
What Organization
Must Do?
What Organization
Must Know?
* Associate Professor in Northeastern University, Boston
What Organization
Must Do?
What Organization
Can Do?
What Organization
Must Know?
What Organization
Knows?
Knowledge GapStrategy Gap Gaps to be fulfilled
What Organization
Can Do?
What Organization
Knows?
Strategic Management Framework Knowledge Management Framework
9. Pendorong Utama KM: Tantangan Umum dari Industri
• Maintain competitive advantage
Organizations are becoming knowledge intensive, not capital
intensive
– How can we ensure that we could provide the right
knowledge at the right time to the right person?
• Capture (tacit) knowledge from experts
Tacit knowledge is mobile; organizations need to establish a
“sharing culture” that requires formal approaches and
executive-sponsored policies (incl. incentives) to retain the
knowledge
– How can we systematically extract and convert our
people knowledge, unwritten expertise, insights,
wisdom to enrich the organization intellectual capitals
and become more valuable for the organization?
• Improve productivity
Time efficiency and accelerate delivery lead time
– Are we hurdled with the operation documentations that
should be available, but not really sure whether they are
available or not?
• Speed up learning
– How can we ensure that the R&D and / or competency
development can increase the organization value
significantly?
• Streamline processes
• Energize innovation
Today’s knowledge is worth more than in the past, but its
value declines much more rapidly
• Capture and replicate best practices
– How can we cultivate the positive culture that
encourage people to learn and share?
• Manage change
Unstable markets and uncertain industry need ‘sensitive
alerts’; the managed knowledge lets us lead the changes
– How can we get insights from our external
information sources (news, 3rd party reports,
surveys, etc.) in creating markets intelligence?
• Risk Reduction
Shareholders need more promising organizations to be
“invested” in, ensuring their “investments” long lasting
– How can we ensure that the knowledgeable and
well developed people will retain within the
organizations?
• Cost Reduction
Avoid redundancy and “re-inventing the wheel”
– To minimize people development budget, how can
we attract the best professionals in the markets?
• Global competition
Only the knowledgeable survive
• Better, faster decisions
• Achieve operational excellence
• Prestige
The Most Admired Knowledge Enterprise (MAKE) Award’s
nomination
• Maintain competitive advantage
Organizations are becoming knowledge intensive, not capital
intensive
– How can we ensure that we could provide the right
knowledge at the right time to the right person?
• Capture (tacit) knowledge from experts
Tacit knowledge is mobile; organizations need to establish a
“sharing culture” that requires formal approaches and
executive-sponsored policies (incl. incentives) to retain the
knowledge
– How can we systematically extract and convert our
people knowledge, unwritten expertise, insights,
wisdom to enrich the organization intellectual capitals
and become more valuable for the organization?
• Improve productivity
Time efficiency and accelerate delivery lead time
– Are we hurdled with the operation documentations that
should be available, but not really sure whether they are
available or not?
• Speed up learning
– How can we ensure that the R&D and / or competency
development can increase the organization value
significantly?
• Streamline processes
• Energize innovation
Today’s knowledge is worth more than in the past, but its
value declines much more rapidly
• Capture and replicate best practices
– How can we cultivate the positive culture that
encourage people to learn and share?
• Manage change
Unstable markets and uncertain industry need ‘sensitive
alerts’; the managed knowledge lets us lead the changes
– How can we get insights from our external
information sources (news, 3rd party reports,
surveys, etc.) in creating markets intelligence?
• Risk Reduction
Shareholders need more promising organizations to be
“invested” in, ensuring their “investments” long lasting
– How can we ensure that the knowledgeable and
well developed people will retain within the
organizations?
• Cost Reduction
Avoid redundancy and “re-inventing the wheel”
– To minimize people development budget, how can
we attract the best professionals in the markets?
• Global competition
Only the knowledgeable survive
• Better, faster decisions
• Achieve operational excellence
• Prestige
The Most Admired Knowledge Enterprise (MAKE) Award’s
nomination
• Maintain competitive advantage
Organizations are becoming knowledge intensive, not capital
intensive
– How can we ensure that we could provide the right
knowledge at the right time to the right person?
• Capture (tacit) knowledge from experts
Tacit knowledge is mobile; organizations need to establish a
“sharing culture” that requires formal approaches and
executive-sponsored policies (incl. incentives) to retain the
knowledge
– How can we systematically extract and convert our
people knowledge, unwritten expertise, insights,
wisdom to enrich the organization intellectual capitals
and become more valuable for the organization?
• Improve productivity
Time efficiency and accelerate delivery lead time
– Are we hurdled with the operation documentations that
should be available, but not really sure whether they are
available or not?
• Speed up learning
– How can we ensure that the R&D and / or competency
development can increase the organization value
significantly?
• Streamline processes
• Energize innovation
Today’s knowledge is worth more than in the past, but its
value declines much more rapidly
• Capture and replicate best practices
– How can we cultivate the positive culture that
encourage people to learn and share?
• Manage change
Unstable markets and uncertain industry need ‘sensitive
alerts’; the managed knowledge lets us lead the changes
– How can we get insights from our external
information sources (news, 3rd party reports,
surveys, etc.) in creating markets intelligence?
• Risk Reduction
Shareholders need more promising organizations to be
“invested” in, ensuring their “investments” long lasting
– How can we ensure that the knowledgeable and
well developed people will retain within the
organizations?
• Cost Reduction
Avoid redundancy and “re-inventing the wheel”
– To minimize people development budget, how can
we attract the best professionals in the markets?
• Global competition
Only the knowledgeable survive
• Better, faster decisions
• Achieve operational excellence
• Prestige
The Most Admired Knowledge Enterprise (MAKE) Award’s
nomination
10. Jenis-jenis Pengetahuan Pada Umumnya
Unstructured Structured
• Discussions on mailing
list / bulletin board
• Diary / daily log
• Traffic data
• Brainstorming
• Research / analysis
• Project documentations
• Reports
• Paperworks
• Policies / procedures
• Systematic data flow
Explicit
• Discussions on mailing
list / bulletin board
• Diary / daily log
• Traffic data
• Brainstorming
• Coffee shop discussion
• Driving fast on highway
• Talent / natural abilities
• Life skills
• Intuition / instinc /
feeling
• Analytical skills
• Driving lesson
• Farmers’ activities
• Daily repeated activities
on a small workshop
• Research / analysis
• Project documentations
• Reports
• Paperworks
• Policies / procedures
• Systematic data flow
Tacit
• Coffee shop discussion
• Driving fast on highway
• Talent / natural abilities
• Life skills
• Intuition / instinc /
feeling
• Analytical skills
• Driving lesson
• Farmers’ activities
• Daily repeated activities
on a small workshop
11. Pengelolaan Pengetahuan dalam suatu Lembaga
Seringkali Terlihat Seakan sebuah Gunung Es
• Explicit knowledge: well-defined, structured and documented knowledge objects
• Tacit knowledge: mostly unstructured, combined knowledge in human mind, ‘composited’
from education background, past professional and other life experiences
12. Pemahaman Awal: Hierarki Pengetahuan
“Knowledge is a fluid mix of framed experience, values, contextual information, expert insight and
grounded intuition that provides an environment and framework for evaluating and incorporating new
experiences and information. It originates and is applied in the minds of knowers. In organizations, it
often becomes embedded not only in documents or repositories but also in organizational routines,
processes, practices, and norms.” (Davenport, Thomas H., 1998)
13. Proses Peningkatan Nilai Manfaat: Teori SECI dari
Ikujiro Nonaka
• Socialization (Tacit to Tacit)
The cycle starts when 2 (or more) knowledgeable personnel (“I”for
individual) of an organization exchange their tacit knowledge or a
new idea in a formal or informal discussion.
• Externalization (Tacit to Explicit)
When they got back to their group (G) or community—with several
‘cultural’ and formal prerequisites—the group or community
members constructively challenge, criticize, or even enrich such
idea of, for example, accelerate lead-time to delivery.
• Consolidation (Explicit to Explicit)
After being validated in the community level, that ‘champion’ idea
proposed to the corporate level (“O” for organization). Meanwhile,
in the corporate level, the idea also thoroughly examined,
enriched, validated, sanitized (to avoid confidentiality issues, if
necessary), and standardized by all communities’ champions.
• Internalization (Explicit to Tacit)
Formalized idea that has been standardized turned to be the valid
knowledge object. It pushed back to the individual level through
various formats, i.e. Standard Procedure, Methodology, Learning
Material, Operation Manual, etc. The cycle starts again if there is
any possibility to improve the quality of the knowledge object.
Ikujiro Nonaka (Hitotsubashi University) is one of the most famous Professor in Knowledge Management, from his
book “The Knowledge Creating organization” (1995) and its became a “holy book” in Knowledge Management
practices. His thesis (the Knowledge Creation Cycle) now becomes a modern-world’s operational model for KM that
comprises 4 steps:
• Socialization (Tacit to Tacit)
The cycle starts when 2 (or more) knowledgeable personnel (“I”for
individual) of an organization exchange their tacit knowledge or a
new idea in a formal or informal discussion.
• Externalization (Tacit to Explicit)
When they got back to their group (G) or community—with several
‘cultural’ and formal prerequisites—the group or community
members constructively challenge, criticize, or even enrich such
idea of, for example, accelerate lead-time to delivery.
• Consolidation (Explicit to Explicit)
After being validated in the community level, that ‘champion’ idea
proposed to the corporate level (“O” for organization). Meanwhile,
in the corporate level, the idea also thoroughly examined,
enriched, validated, sanitized (to avoid confidentiality issues, if
necessary), and standardized by all communities’ champions.
• Internalization (Explicit to Tacit)
Formalized idea that has been standardized turned to be the valid
knowledge object. It pushed back to the individual level through
various formats, i.e. Standard Procedure, Methodology, Learning
Material, Operation Manual, etc. The cycle starts again if there is
any possibility to improve the quality of the knowledge object.
Explicit
To
Socialization Internalization
Consolidation
G G
GG
O
Externalization
I I
II
G
Ikujiro Nonaka (Hitotsubashi University) is one of the most famous Professor in Knowledge Management, from his
book “The Knowledge Creating organization” (1995) and its became a “holy book” in Knowledge Management
practices. His thesis (the Knowledge Creation Cycle) now becomes a modern-world’s operational model for KM that
comprises 4 steps:
• Socialization (Tacit to Tacit)
The cycle starts when 2 (or more) knowledgeable personnel (“I”for
individual) of an organization exchange their tacit knowledge or a
new idea in a formal or informal discussion.
• Externalization (Tacit to Explicit)
When they got back to their group (G) or community—with several
‘cultural’ and formal prerequisites—the group or community
members constructively challenge, criticize, or even enrich such
idea of, for example, accelerate lead-time to delivery.
• Consolidation (Explicit to Explicit)
After being validated in the community level, that ‘champion’ idea
proposed to the corporate level (“O” for organization). Meanwhile,
in the corporate level, the idea also thoroughly examined,
enriched, validated, sanitized (to avoid confidentiality issues, if
necessary), and standardized by all communities’ champions.
• Internalization (Explicit to Tacit)
Formalized idea that has been standardized turned to be the valid
knowledge object. It pushed back to the individual level through
various formats, i.e. Standard Procedure, Methodology, Learning
Material, Operation Manual, etc. The cycle starts again if there is
any possibility to improve the quality of the knowledge object.From
ExplicitTacit
Tacit
Socialization
I I
Internalization
I
O
G
14. KnowledgeKnowledgeKnowledgeKnowledge
Hierarchy of Knowledge
Evolution of
the Management Aspect
Evolution of
the Enabling Technologies
Security Technologies
Knowledge Management Tech.
Intranet / Portal / Personalization
CollaborationContent Mgmt.Search Engine
Knowledge Management
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Provide Infrastructure
Acquire
Add
Value
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Provide Infrastructure
Acquire
Add
Value
Deploy
Learn
Client
The (Value) Evolution of Knowledge
BusinessProcesses
KnowledgeKnowledgeKnowledgeInformation
Information A12
Information B34
KnowledgeKnowledge
Knowledge
AB1234
Information Management
Information A12
Information B34
Information E14
Information B34
Information C13
Information Management Tech.
Workflow
Alert / Notification Data Warehouse
Business IntelligenceEnterprise Reporting
Middleware / EAI / BPM
DiscussionDocument / Records Management
CollaborationContent Mgmt.Search Engine
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Provide Infrastructure
Acquire
Add
Value
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Provide Infrastructure
Acquire
Add
Value
Deploy
Learn
Client
BusinessProcesses
KnowledgeKnowledgeKnowledgeData
Data #1 Data #2
Data #3 Data #4
Information B34
Data Management
Data #1 Data #2
Data #3 Data #4
Data #3 Data #4
Data #1 Data #2
Data #3 Data #4
Data #2 Data #4
Data #2
Data #4
Data #2
Information B34
Information D24
Information B34
Information F23
Information D24
Network Technologies
Data (Capturing) Management Tech.
POS Document Imaging
Messaging
Front-End Apps.
Databases Data Mart / ETL
Enterprise Resources Planning
CRM
15. KnowledgeKnowledgeKnowledgeKnowledge
Hierarchy of Knowledge
Evolution of
the Management Aspect
Evolution of
the Enabling Technologies
Security Technologies
Knowledge Management Tech.
Intranet / Portal / Personalization
CollaborationContent Mgmt.Search Engine
Knowledge Management
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Provide Infrastructure
Acquire
Add
Value
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Provide Infrastructure
Acquire
Add
Value
Deploy
Learn
Client
Value Evolution: Value-Adding Process Focal Points
BusinessProcesses
KnowledgeKnowledgeKnowledgeInformation
Information A12
Information B34
KnowledgeKnowledge
Knowledge
AB1234
Information Management
Information A12
Information B34
Information E14
Information B34
Information C13
Information Management Tech.
Workflow
Alert / Notification Data Warehouse
Business IntelligenceEnterprise Reporting
Middleware / EAI / BPM
DiscussionDocument / Records Management
CollaborationContent Mgmt.Search Engine
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Provide Infrastructure
Acquire
Add
Value
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Provide Infrastructure
Acquire
Add
Value
Deploy
Learn
Client
VALUE-ADDING
PROCESS
(logical role, analysis,
packaging,
taxonomy, etc.)
BusinessProcesses
KnowledgeKnowledgeKnowledgeData
Data #1 Data #2
Data #3 Data #4
Information B34
Data Management
Data #1 Data #2
Data #3 Data #4
Data #3 Data #4
Data #1 Data #2
Data #3 Data #4
Data #2 Data #4
Data #2
Data #4
Data #2
Information B34
Information D24
Information B34
Information F23
Information D24
Network Technologies
Data (Capturing) Management Tech.
POS Document Imaging
Messaging
Front-End Apps.
Databases Data Mart / ETL
Enterprise Resources Planning
CRM
VALUE-ADDING
PROCESS
(logical role, analysis,
packaging,
taxonomy, etc.)
16. Infrastructure Strategy Processes
Knowledge Management Business Process
identify, create and contribute
capture and organize
access and share
apply
Embedding learning and feedback
mechanisms into every business process
Aligned to business strategy
Performance measures
Goals and objectives
Sponsorship and ownership
Hardware including LANs / WANs and
telecomms
Application software including groupware,
Internet technologies, document
management,
workflow, email, vmail, conferencing tools
Workspace layout and design, portals
Kerangka Kerja Ideal dari Inisiatif Pengelolaan Pengetahuan
People
Products & Innovation
Content
Knowledge Management Business Process
identify, create and contribute
capture and organize
access and share
apply
Embedding learning and feedback
mechanisms into every business process
Standard knowledge containers /
‘knowledgebases’
External knowledge and information
Taxonomies and common business language
Navigators
Embedding knowledge into
existing products and services
Creating new knowledge based
products and services
Hardware including LANs / WANs and
telecomms
Application software including groupware,
Internet technologies, document
management,
workflow, email, vmail, conferencing tools
Workspace layout and design, portals
Process Technology
People and OrganizationRelationships
Knowledge “web” between
suppliers, partners and
competitors
Cross-functional networks
and communities of interest
Leadership style
Culture and values
Personal growth
Staffing and deployment
Rewards and recognition
Management development
Organization architecture
Performance management
Communication and
learning
17. Dalam Penerapannya, Kerangka Kerja Ideal atas Inisiatif
Pengelolaan Pengetahuan (KM) Dapat Dicapai secara Bertahap
Knowledge-based Business
Products & Innovation
Strategy
Knowledge
Management Content
Knowledge-based
Organization
Process
Relationships
People, Organization & Culture
Products & Innovation
Knowledge
Management
Technological Infrastructure
Content
KNOWLEDGE INTENSIVE
18. KM Operational Framework – Mandatory
The following KM Operational Framework is mandatory in the initial stage of KM
implementation. When the KM practice within the organization reaches its maturity,
such framework will be a solid foundation to scale up to the next level, to the more
complex system.
TECHNOLOGY
CONTENT
PEOPLE
Knowledge-based
Organization
Knowledge
Management
PROCESS
CONTENT
PEOPLE
The following KM Operational Framework is mandatory in the initial stage of KM
implementation. When the KM practice within the organization reaches its maturity,
such framework will be a solid foundation to scale up to the next level, to the more
complex system.
Mandatory
KM Framework
PROCESSTECHNOLOGY
KNOWLEDGE INTENSITY
19. Common Building Blocks of KM in Knowledge-based Business
Continuous Learning, Operation Excellence & Innovation
Sustainable
Knowledge-based Business
Continuous Learning, Operation Excellence & Innovation
ManagementSupport/
ExecutiveSponsors
KnowledgeSharingCulture
TECHNOLOGY
CONTENT
PEOPLE
Workflow
(Alerts, Notifications, Subject Matter
Specialists, Leading / Best Practices, etc.)
Collaboration
(Communities of Practices, Communities of
Interests, Sharing Sessions, etc.)
ManagementSupport/
ExecutiveSponsors
KnowledgeSharingCulture
KM Blueprint & Strategy
Mandatory
KM Framework
PROCESS
Records
(Taxonomy, Intranet, E-mails, Search Engine,
Portal, Databases, ERP, Data Warehouse, etc.)
20. Dampak Positif dari Inisiatif Pengelolaan Pengetahuan
(KM) yang Efektif dan Fokus
Improve support for gaining new business and retaining /
growing current client revenues:
Better understanding of our clients, markets and industries
Fact-based contents in providing better and faster support for
strategic decision-making
More efficient process
Value propositions
Leadership
Concerns
Market
Leadership
Quality Process:
Increase service quality
Drive learning & improvement in key processes
Quality of Service Delivery:
Improve support to accelerate problem-solving
Reduce yield loss in the delivery of recommendations
Compress cycle time, lead time to delivery
Process
Excellence
Improve support for gaining new business and retaining /
growing current client revenues:
Better understanding of our clients, markets and industries
Fact-based contents in providing better and faster support for
strategic decision-making
More efficient process
Value propositions
Middle
Management
Concerns
Leadership
Concerns
• Encourage people to learn and share
• Grow & accelerate individual competencies
• Catch up with organizational standards
• Attract new hires wanting to grow their skills rapidly
Quality Process:
Increase service quality
Drive learning & improvement in key processes
Quality of Service Delivery:
Improve support to accelerate problem-solving
Reduce yield loss in the delivery of recommendations
Compress cycle time, lead time to delivery
Process
Excellence
Sustainable
Resources
Staff
Concerns
21. Topik Diskusi Hari Ini
Sekilas tentang PembicaraSekilas tentang Pembicara
Sebuah Cerita Singkat tentang “Knowledge Management”
Beberapa Gagasan Pendidikan dan Relevansi Kurikulum 2013
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melalui
Pendekatan Knowledge Management
21
Peranan KM dalam Peningkatan Kualitas Guru dan KBM
22. School
Konsep Pendidikan berbasis Sekolah yang
disederhanakan
Unique
Characteristics
School
Curriculum Learning
Materials
Students
Infrastructures
Teachers
School is an Organization where
Values and Knowledge are
Transferred and Exchanged…
… as a start-point of the people’s
lifetime process in becoming a valued
member of the society.
23. Alih Pengetahuan yang Dilakukan dalam Proses Pendidikan
berbasis Sekolah akan Lebih Mudah dengan Adanya Klasifikasi
Proses dan Orientasi Konten agar Lebih Terarah dan Terukur
Cognitive Psycho-motor Affective
Dirangkum dari berbagai sumber
Cognitive
Cognitive
•Remembering
•Understanding
•Applying
•Analyzing
•Evaluating
•Creating
Psycho-motor
•Observing
•Imitating
•Practicing
•Adapting
Affective
•Receiving
•Responding
•Valuing
•Organizing
•Internalizing /
Characterization
Psycho-
motor
AffectiveTaksonomi proses dan orientasi konten pendidikan yang diciptakan
Bloom (1956) menjadi rujukan atas orientasi pendidikan di hampir
seluruh negara di dunia. Revisi taksonomi Bloom yang digagas 45
tahun kemudian (2001) hanya mengubah klasifikasi sub-proses yang
tidak mengubah struktur rangkaian gagasannya.
Faktual
Konseptual
Prosedural
Meta-kognitif
24. Dalam Pelaksanaannya, Proses Pendidikan berbasis Sekolah
Bertujuan untuk Membentuk Karakter Peserta Didik yang
Diharapkan sesuai Nilai yang Diyakini dalam Masyarakat
Cognitive Psycho-motor Affective
Dirangkum dari berbagai sumber
•Remembering
•Understanding
•Applying
•Analyzing
•Evaluating
•Creating
•Observing
•Imitating
•Practicing
•Adapting
•Receiving
•Responding
•Valuing
•Organizing
•Internalizing /
Characterization
Brain-based
“Theoretical”
Learning
Action-oriented
Experiential
Learning
Value-based
Attitude &
Behavior
Expected
Result
•Learning materials
•Examination, etc.
•Role play
•Simulation
•Practicum
•Drill, etc.
•Individual assessment
•Dialogue & discussions
•Empowerment
•Exemplaries & “role model”
•Code of Conduct
•“Stick & carrot”
Knowledge Building Character Building
Curriculum, Syllabus, Teaching methods, etc.
Interpersonal skills
• Leading,
• Negotiating
• Compromising
• Facilitating
• Communicating
• Emphaty, etc.
25. Di sisi lain, Meningkatnya Tantangan untuk Bertahan Hidup
dalam Dunia yang “Menyempit” dan Semakin Terbatasnya
Sumber Daya Mensyaratkan Tingginya Kemampuan Beradaptasi
Dirangkum dari berbagai sumber
Gagasan Triplization dari
Prof. Cheng*) menghadirkan
sebuah paradigma baru
pendidikan, yaitu
Kecerdasan Majemuk yang
Kontekstual (Contextualized
Multiple Intelligence / CMI)
*) Professor – Hong Kong Institute of Education
Gagasan Triplization dari
Prof. Cheng*) menghadirkan
sebuah paradigma baru
pendidikan, yaitu
Kecerdasan Majemuk yang
Kontekstual (Contextualized
Multiple Intelligence / CMI)
26. Kebutuhan Pergeseran Paradigma dalam Pengembangan Kurikulum
(menurut Triplization)
Traditional Curriculum Paradigm
To equip students with the necessary
knowledge and skills to survive a local
community or meet the manpower needs of a
society in the economic and social
developments.
Aims
New Curriculum Paradigm
To develop students as CMI citizens who will
creatively contribute to the formation of a
society and a global village with multiple
developments in technological, economic,
social, political, cultural, and learning aspects.
Aims
To equip students with the necessary
knowledge and skills to survive a local
community or meet the manpower needs of a
society in the economic and social
developments.
To deliver the subject matters’ knowledge
Focus
Structure
To develop students as CMI citizens who will
creatively contribute to the formation of a
society and a global village with multiple
developments in technological, economic,
social, political, cultural, and learning aspects.
• To develop students’ Contextualized
Multiple Intelligence (CMI)
• Triplization ability for life-long self-learning
• Based on the characteristics of
development of CMI and the maximizing of
opportunities for students’ individualized,
localized, and globalized learning;
• The structure is often hybrid, integrative,
and interactive with the support of IT,
networking, local and global exposure, and
field experience and virtual reality;
• Globalized, localized & individualized
curriculum content
Focus
Structure
• Based on the structure of subject
knowledge and the needs for same
standard contents and same arrangements
for the same age group;
• The structure is often linear, step by step,
and age dependent
• Based on the characteristics of
development of CMI and the maximizing of
opportunities for students’ individualized,
localized, and globalized learning;
• The structure is often hybrid, integrative,
and interactive with the support of IT,
networking, local and global exposure, and
field experience and virtual reality;
• Globalized, localized & individualized
curriculum content
27. Kebutuhan Pergeseran Paradigma dalam Pendidikan berbasis
Sekolah (menurutTriplization)
Traditional Paradigm
• Student is the Follower of Teacher
• Standard Programs
• Absorbing Knowledge
• Receiving Process
• Focus on How to Gain
• External Rewarding
Reproduced (Factory Model)
New Paradigm
Invidualized
• As a facilitating place for students
learning and development
• Multiple intelligence school
• Individualized schooling style
• Place for curiosity in learning
• Open process
• Sharing joy
• Student is the Follower of Teacher
• Standard Programs
• Absorbing Knowledge
• Receiving Process
• Focus on How to Gain
• External Rewarding
Site-bounded
Localized & Globalized
• As a facilitating place for students
learning and development
• Multiple intelligence school
• Individualized schooling style
• Place for curiosity in learning
• Open process
• Sharing joy
• Coupled with multiple sources
• Community and parental
involvement
• Networked schooling
• Word-class schooling
• Unlimited opportunities for learning
• Local and international outlook
• As a world-class and networked school
• Teacher-Based Learning
• Separated Learning
• Fixed Period and Within Institution
• Limited Opportunities
• Site-Bounded Learning
• Mainly Institution-based Experiences
• Coupled with multiple sources
• Community and parental
involvement
• Networked schooling
• Word-class schooling
• Unlimited opportunities for learning
• Local and international outlook
• As a world-class and networked school
28. Apakah Kurikulum 2013 telah berorientasi
proses sesuai Revised Taxonomy dari Bloom dan
gagasan Triplization dari Cheng?
Apakah Kurikulum 2013 telah berorientasi
proses sesuai Revised Taxonomy dari Bloom dan
gagasan Triplization dari Cheng?
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melalui
Pendekatan Knowledge Management
28
29. Alasan Pengembangan Kurikulum
Tantangan Masa Depan
• Globalisasi: WTO, ASEAN Community, APEC,
CAFTA
• Masalah lingkungan hidup
• Kemajuan teknologi informasi
• Konvergensi ilmu dan teknologi
• Ekonomi berbasis pengetahuan
• Kebangkitan industri kreatif dan budaya
• Pergeseran kekuatan ekonomi dunia
• Pengaruh dan imbas teknosains
• Mutu, investasi dan transformasi pada sektor
pendidikan
• Hasil TIMSS dan PISA
Kompetensi Masa Depan
• Kemampuan berkomunikasi
• Kemampuan berpikir jernih dan kritis
• Kemampuan mempertimbangkan segi moral suatu
permasalahan
• Kemampuan menjadi warga negara yang efektif
• Kemampuan mencoba untuk mengerti dan toleran
terhadap pandangan yang berbeda
• Kemampuan hidup dalam masyarakat yang mengglobal
• Memiliki minat luas mengenai hidup
• Memiliki kesiapan untuk bekerja
• Memiliki kecerdasan sesuai dengan bakat / minatnya
• Globalisasi: WTO, ASEAN Community, APEC,
CAFTA
• Masalah lingkungan hidup
• Kemajuan teknologi informasi
• Konvergensi ilmu dan teknologi
• Ekonomi berbasis pengetahuan
• Kebangkitan industri kreatif dan budaya
• Pergeseran kekuatan ekonomi dunia
• Pengaruh dan imbas teknosains
• Mutu, investasi dan transformasi pada sektor
pendidikan
• Hasil TIMSS dan PISA
• Kemampuan berkomunikasi
• Kemampuan berpikir jernih dan kritis
• Kemampuan mempertimbangkan segi moral suatu
permasalahan
• Kemampuan menjadi warga negara yang efektif
• Kemampuan mencoba untuk mengerti dan toleran
terhadap pandangan yang berbeda
• Kemampuan hidup dalam masyarakat yang mengglobal
• Memiliki minat luas mengenai hidup
• Memiliki kesiapan untuk bekerja
• Memiliki kecerdasan sesuai dengan bakat / minatnya
Fenomena Negatif yang Mengemuka Persepsi Masyarakat
Perkelahian pelajar
Narkoba
Korupsi
Plagiarisme
Kecurangan dalam Ujian (Contek, Kerpek..)
Gejolak masyarakat (social unrest)
• Terlalu menitikberatkan pada aspek kognitif
• Beban siswa terlalu berat
• Kurang bermuatan karakter
Sumber: Kemendikbud (2013)
30. A. Kompetensi Lulusan
1 Berkarakter mulia
2 Keterampilan yang relevan
3 Pengetahuan-pengetahuan terkait
Konsep Ideal
A. Kompetensi Lulusan
1 Sikap belum mencerminkan karakter
mulia
2 Keterampilan belum sesuai kebutuhan
Kondisi Saat Ini (Kurikulum 2006)
Analisis Kesenjangan Kurikulum (1) Sumber: Kemendikbud (2013)
3 Pengetahuan-pengetahuan terkait
B. Materi Pembelajaran
1 Relevan dengan kompetensi yang
dibutuhkan
2 Materi esensial
3 Sesuai dengan tingkat perkembangan
anak
B. Materi Pembelajaran
1 Belum relevan dengan kompetensi yang
dibutuhkan
2 Beban belajar terlalu berat
3 Terlalu luas, kurang mendalam
3 Pengetahuan-pengetahuan lepas
Sesuai dengan tingkat perkembangan
anak
C. Proses Pembelajaran
1 Berpusat pada peserta didik (student
centered active learning)
2 Sifat pembelajaran yang kontekstual
3 Buku teks memuat materi dan proses
pembelajaran, sistem penilaian serta
kompetensi yang diharapkan
C. Proses Pembelajaran
1 Berpusat pada guru (teacher centered
learning)
2 Sifat pembelajaran yang berorientasi
pada buku teks
3 Buku teks hanya memuat materi
bahasan
31. Analisis Kesenjangan Kurikulum (2)
Konsep Ideal
31
D. Penilaian
1 Menekankan aspek kognitif, afektif,
psikomotorik secara proporsional
2 Penilaian test dan portofolio saling
melengkapi
D. Penilaian
1 Menekankan aspek kognitif
2 Test menjadi cara penilaian yang
dominan
Kondisi Saat Ini (Kurikulum 2006)
Sumber: Kemendikbud (2013)
F. Pengelolaan Kurikulum
1 Pemerintah Pusat dan Daerah memiliki
kendali kualitas dalam pelaksanaan
kurikulum di tingkat satuan pendidikan
F. Pengelolaan Kurikulum
1 Satuan pendidikan mempunyai
kebebasan dalam pengelolaan kurikulum
Penilaian test dan portofolio saling
melengkapi
Test menjadi cara penilaian yang
dominan
31
E. Pendidik dan Tenaga Kependidikan
1 Memenuhi kompetensi profesi,
pedagogi, sosial, dan personal
2 Motivasi mengajar
E. Pendidik dan Tenaga Kependidikan
1 Memenuhi kompetensi profesi saja
2 Fokus pada ukuran kinerja PTK
Pemerintah Pusat dan Daerah memiliki
kendali kualitas dalam pelaksanaan
kurikulum di tingkat satuan pendidikan
2 Satuan pendidikan mampu menyusun
kurikulum dengan mempertimbangkan
kondisi satuan pendidikan, kebutuhan
peserta didik, dan potensi daerah
3 Pemerintah menyiapkan semua
komponen kurikulum sampai buku teks
dan pedoman
Satuan pendidikan mempunyai
kebebasan dalam pengelolaan kurikulum
2 Masih terdapat kecenderungan satuan
pendidikan menyusun kurikulum tanpa
mempertimbangkan kondisi satuan
pendidikan, kebutuhan peserta didik,
dan potensi daerah
3 Pemerintah hanya menyiapkan sampai
standar isi mata pelajaran
32. Strategi Peningkatan Efektivitas Pembelajaran
Iklim akademik,
budaya
sekolah/
kampus, ....
Pembelajaran yang mengedepankan
pengalaman personal melalui observasi
(Menyimak, Melihat, Membaca,
Mendengar), asosiasi, bertanya,
menyimpulkan, mengkomunikasikan,
....
Sumber: Kemendikbud (2013)
Sistem Nilai:
-Universal
-Nasional
-Lokal
Efektivitas
Pemahaman
Efektivitas
Interaksi
Efektivitas
Penyerapan
Transformasi
Nilai
Iklim akademik,
budaya
sekolah/
kampus, ....
Pembelajaran yang mengedepankan
pengalaman personal melalui observasi
(Menyimak, Melihat, Membaca,
Mendengar), asosiasi, bertanya,
menyimpulkan, mengkomunikasikan,
....
Manajemen dan
Kepemimpinan
Penilaian
berdasarkan
proses dan hasil
pekerjaan serta
kemampuan
menilai sendiri
Kesinambungan
Pembelajaran
secara horisontal
dan vertikal
33. Kurikulum sebagai Integrator
Sistem Nilai, Pengetahuan dan Keterampilan
Watak / Perilaku
Kolektif
Sumber: Kemendikbud (2013)
Sistem Nilai
Kompetensi:
• Sikap
• Keterampilan
• Pengetahuan
Pengetahuan&
Keterampilan
Aktualisasi
(Action)
Internalisasi
(Reflection)
Watak/
Perilaku
Individu
Kurikulum
Pembelajaran
Pengetahuan&
Keterampilan
Kurikulum
PTK dan dukungan lain: SarPras,...
-Peduli
-Produktif
-Bertangggung jawab
-...
34. Kerangka Kerja Pengembangan Kurikulum
PesertaDidik
Pembelajaran
Lulusanyang
Kompeten
Pribadi beriman, bertakwa, berakhlak mulia
Pembelajar yang Sukses
Individu yang Percaya Diri
WN yang Bertanggung Jawab
*tidak pernah berhenti belajarPsikologi Pedagogi Sosio-eko-kultural
Manajemendan
Kepemimpinan
IklimAkademikdan
BudayaSatdik
Kesiapan:
-Fisik
-Emosional
-Intelektual
- Spiritual
PesertaDidik
Lulusanyang
Kompeten
Kurikulum
(SKL, Struktur Kurikulum, Standar-standar: Isi, Proses, dan Penilaian)
WN yang Bertanggung Jawab
Kontributor Peradaban yang Efektif
Kebutuhan:
-Individu
-Masyarakat, Bangsa, Negara, Dunia
-Peradaban
Kelayakan:
-Materi
-Metode Penyampaian
-Metode Penilaian Sumber: Kemendikbud (2013)
Manajemendan
Kepemimpinan
IklimAkademikdan
BudayaSatdik
Kurikulum
(SKL, Struktur Kurikulum, Standar-standar: Isi, Proses, dan Penilaian)
Buku Pegangan (Buku Babon)
(Buku Pegangan Siswa, Buku Pegangan Guru)
Rumusan Kompetensi Guru dan Penyiapan Guru
35. Pertimbangan dalam Perumusan
Standar Kompetensi Lulusan
Dunia (Peradaban) Global
Negara Meta-
kognitif
Sumber: Kemendikbud (2013)
Negara
Sosial-Ekonomi-Budaya
Sat
Pendidikan
Keluarga
Peserta
Didik
Konseptual
Prosedural
Meta-
kognitif
Sat
Pendidikan
Konteks Konten
Faktual
Konseptual
36. DOMAIN Elemen SD SMP SMA-SMK
SIKAP
Proses
Menerima + Menanggapi + Menghargai + Menghayati + Mengamalkan
Individu
BERIMAN, BERAKHLAK MULIA (JUJUR, DISIPLIN, TANGGUNG JAWAB, PEDULI,
SANTUN), RASA INGIN TAHU, ESTETIKA, PERCAYA DIRI, MOTIVASI INTERNAL
STANDAR KOMPETENSI LULUSAN (SKL) - RINCI
Sosial TOLERANSI, GOTONG ROYONG, KERJASAMA, DAN MUSYAWARAH
Alam POLA HIDUP SEHAT, RAMAH LINGKUNGAN, PATRIOTIK, DAN CINTA PERDAMAIAN
KETERAMPILAN
Proses Mengamati + Menanya + Mencoba + Mengolah + Menyaji + Menalar + Mencipta
Abstrak MEMBACA, MENULIS, MENGHITUNG, MENGGAMBAR, MENGARANG
Konkret
MENGGUNAKAN, MENGURAI, MERANGKAI, MEMODIFIKASI, MEMBUAT,
MENCIPTA
Proses Mengetahui + Memahami + Menerapkan + Menganalisa + Mengevaluasi
PENGETAHUAN
Proses Mengetahui + Memahami + Menerapkan + Menganalisa + Mengevaluasi
Obyek ILMU PENGETAHUAN, TEKNOLOGI, SENI, DAN BUDAYA
Subyek MANUSIA, BANGSA, NEGARA, TANAH AIR, DAN DUNIA
Gradasi antar Satuan Pendidikan memperhatikan:
1. Perkembangan psikologis anak
2. Lingkup dan kedalaman materi
3. Kesinambungan
4. Fungsi satuan pendidikan
5. Lingkungan
Sumber: Kemendikbud (2013)
37. IKLIM DAN BUDAYA SEKOLAH
Sistem Implementasi Kurikulum
Sumber: Kemendikbud (2013)
KURIKULUM
Sarana
Prasarana Lulusan yang
Kompeten
Pendidik dan
Tenaga
Kependidikan
MANAJEMEN DAN KEPEMIMPINAN
38. Penguatan peran Pemerintah
dalam pembinaan dan
pengawasan
Penguatan peran Pemerintah
dalam pembinaan dan
pengawasan
Kesesuaian kompetensi pendidik
dan tenaga kependidikan dengan
kurikulum yang diajarkan dan buku
teks yang dipergunakan
Faktor Pendukung Keberhasilan Implementasi Kurikulum
KURIKULUMKURIKULUM
PesertaDidik
Lulusanyang
Kompeten
Sumber: Kemendikbud (2013)
KURIKULUM
PesertaDidik
38
Penguatan
manajemen dan
budaya sekolah
Penguatan
manajemen dan
budaya sekolah
Ketersediaan buku sebagai bahan ajar dan sumber belajar yang:
• Mengintegrasikan keempat standar pembentuk kurikulum
• Sesuai dengan model interaksi pembelajaran
• Sesuai dengan model pembelajaran berbasis pengalaman
individu dan berbasis deduktif
• Mendukung efektivitas sistem pendidikan
39. Pengembangan Guru
Mindset:
Perubahan paradigma, dari konten
menuju kompetensi
Persepsi tentang peserta didik
Persepsi tentang belajar
Persepsi tentang fungsi penilaianSkills
Sumber: Kemendikbud (2013)
GURUGURU
Mindset:
Perubahan paradigma, dari konten
menuju kompetensi
Persepsi tentang peserta didik
Persepsi tentang belajar
Persepsi tentang fungsi penilaianSkills
Budaya Kerja
Uji Kompetensi, Penilaian
Kinerja, dan Pembinaan
Keprofesionalan
Berkelanjutan
GURU
Pelindungan dan
Karir GuruKode Etik Guru
40. Secara Konsep, Konten dan Konteks, Kurikulum 2013 telah
mengadopsi orientasi pendidikan berbasis sekolah sesuai
Revised Taxonomy dari Bloom dan juga Triplization dari Cheng.
Konten yang padat, kompleksitas konten dan konteks,
membuat Kemendiknas menitik-beratkan pada pengembangan
guru sebagai faktor utama keberhasilan implementasi dan
operasionalisasi Kurikulum 2013.
Bagaimana Knowledge Management dapat membantu Guru
dan Sekolah agar sukses menerapkan Kurikulum 2013?
Secara Konsep, Konten dan Konteks, Kurikulum 2013 telah
mengadopsi orientasi pendidikan berbasis sekolah sesuai
Revised Taxonomy dari Bloom dan juga Triplization dari Cheng.
Konten yang padat, kompleksitas konten dan konteks,
membuat Kemendiknas menitik-beratkan pada pengembangan
guru sebagai faktor utama keberhasilan implementasi dan
operasionalisasi Kurikulum 2013.
Bagaimana Knowledge Management dapat membantu Guru
dan Sekolah agar sukses menerapkan Kurikulum 2013?
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melalui
Pendekatan Knowledge Management
40
Secara Konsep, Konten dan Konteks, Kurikulum 2013 telah
mengadopsi orientasi pendidikan berbasis sekolah sesuai
Revised Taxonomy dari Bloom dan juga Triplization dari Cheng.
Konten yang padat, kompleksitas konten dan konteks,
membuat Kemendiknas menitik-beratkan pada pengembangan
guru sebagai faktor utama keberhasilan implementasi dan
operasionalisasi Kurikulum 2013.
Bagaimana Knowledge Management dapat membantu Guru
dan Sekolah agar sukses menerapkan Kurikulum 2013?
41. Topik Diskusi Hari Ini
Sekilas tentang PembicaraSekilas tentang Pembicara
Sebuah Cerita Singkat tentang “Knowledge Management”
Beberapa Gagasan Pendidikan dan Relevansi Kurikulum 2013
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melalui
Pendekatan Knowledge Management
41
Peranan KM dalam Peningkatan Kualitas Guru dan KBM
42. Tantangan Kurikulum 2013 bagi Guru dan Sekolah
Tantangan bagi Guru
• Menjadi Fasilitator dan mengembangkan
metode belajar yang partisipatif
• Menggali keingintahuan dan mendorong
kebebasan berekspresi peserta didik
• Terlibat aktif dalam pengembangan
budaya berbagi pengetahuan
• Terlibat aktif dalam jaringan komunitas
praktisi (Community of Practice)
• Penuh inisiatif dalam pengembangan
mata pelajaran (resourceful with the
learning subject matter)
• Mampu menjadi model pembelajaran
sepanjang hayat (Life-long Learning)
• Peduli dan mudah beradaptasi dengan
hal-hal atau permasalahan lokal, Nasional
dan dunia.
Tantangan bagi Sekolah
• Penyesuaian proses kerja (business
process) sekolah agar para guru mampu /
berdaya menjadi fasilitator yang
mengembangkan metode belajar siswa
secara partisipatif
• Menyelenggarakan forum-forum diskusi,
workshop, atau pelatihan dalam hal, a.l.:
• Pendalaman aspek substansi mata-
ajar (subject matter)
• Pendalaman cara komunikasi dan
penyampaian subject matter
• Peningkatan awareness & motivasi,
baik untuk diri sendiri & peserta didik
• Pengenalan alat bantu teknologi untuk
pengayaan materi & penyampaiannya.
• Menyediakan infrastruktur baik fisik
maupun alat bantu teknologi.
• Menjadi Fasilitator dan mengembangkan
metode belajar yang partisipatif
• Menggali keingintahuan dan mendorong
kebebasan berekspresi peserta didik
• Terlibat aktif dalam pengembangan
budaya berbagi pengetahuan
• Terlibat aktif dalam jaringan komunitas
praktisi (Community of Practice)
• Penuh inisiatif dalam pengembangan
mata pelajaran (resourceful with the
learning subject matter)
• Mampu menjadi model pembelajaran
sepanjang hayat (Life-long Learning)
• Peduli dan mudah beradaptasi dengan
hal-hal atau permasalahan lokal, Nasional
dan dunia.
• Penyesuaian proses kerja (business
process) sekolah agar para guru mampu /
berdaya menjadi fasilitator yang
mengembangkan metode belajar siswa
secara partisipatif
• Menyelenggarakan forum-forum diskusi,
workshop, atau pelatihan dalam hal, a.l.:
• Pendalaman aspek substansi mata-
ajar (subject matter)
• Pendalaman cara komunikasi dan
penyampaian subject matter
• Peningkatan awareness & motivasi,
baik untuk diri sendiri & peserta didik
• Pengenalan alat bantu teknologi untuk
pengayaan materi & penyampaiannya.
• Menyediakan infrastruktur baik fisik
maupun alat bantu teknologi.
• Menjadi Fasilitator dan mengembangkan
metode belajar yang partisipatif
• Menggali keingintahuan dan mendorong
kebebasan berekspresi peserta didik
• Terlibat aktif dalam pengembangan
budaya berbagi pengetahuan
• Terlibat aktif dalam jaringan komunitas
praktisi (Community of Practice)
• Penuh inisiatif dalam pengembangan
mata pelajaran (resourceful with the
learning subject matter)
• Mampu menjadi model pembelajaran
sepanjang hayat (Life-long Learning)
• Peduli dan mudah beradaptasi dengan
hal-hal atau permasalahan lokal, Nasional
dan dunia.
• Penyesuaian proses kerja (business
process) sekolah agar para guru mampu /
berdaya menjadi fasilitator yang
mengembangkan metode belajar siswa
secara partisipatif
• Menyelenggarakan forum-forum diskusi,
workshop, atau pelatihan dalam hal, a.l.:
• Pendalaman aspek substansi mata-
ajar (subject matter)
• Pendalaman cara komunikasi dan
penyampaian subject matter
• Peningkatan awareness & motivasi,
baik untuk diri sendiri & peserta didik
• Pengenalan alat bantu teknologi untuk
pengayaan materi & penyampaiannya.
• Menyediakan infrastruktur baik fisik
maupun alat bantu teknologi.
43. Dengan metode pendekatan Zack, Knowledge Management mampu
memastikan kebutuhan pengetahuan yang harus dimiliki pendidik,
termasuk kebutuhan pendukung yang harus disediakan Sekolah (atau
Komunitas Sekolah), agar sukses menerapkan Kurikulum 2013
Penerapan Kurikulum
2013
Penerapan Kurikulum
2006
Kapasitas Sekolah
dan Guru – yang
Diharapkan
Kapasitas Sekolah
dan Guru – Saat ini
Knowledge GapStrategy Gap Gaps to be fulfilled
Penerapan Kurikulum
2006
Kapasitas Sekolah
dan Guru – Saat ini
Strategic Management Framework Knowledge Management Framework
44. Kerangka Kerja Operasional KM (KM Operational Framework)
dalam rangka Pengembangan Kapasitas Pendidik agar sukses
menerapkan Kurikulum 2013
Pemetaan Proses KBM dan Inisiatif
Penyesuaian yang Dibutuhkan untuk
menyukseskan penerapan Kurikulum 2013
Pemetaan Obyek Pengetahuan yang Mengalir
dalam setiap Mata-rantai Proses Kerja KBM
Pemetaan SDM, Jaringan Kerja, Organisasi,
dan Budaya Kerja yang Dibutuhkan
Pemetaan Infrastruktur dan Alat-bantu
Teknologi yang Dibutuhkan
45. Strategic
Plan
Strategic
Plan
Lesson
Plan
Program
Execution
Evaluation
Review
Penerapan Knowledge Management diawali dengan pemetaan
Proses Kerja (Business Process Mapping) dari Kegiatan Belajar-
Mengajar (KBM) yang dilakukan di Sekolah
ILUSTRASI
Strategic
Plan
Lesson
Plan
Evaluation
Review
Strategic
Plan
Lesson
Plan
Program
Execution
Evaluation
Review
Daily / Weekly
Improvement
Monthly / Quarterly
Improvement
Program
Execution
Monthly / Quarterly
Improvement
Semester / Yearly
Improvement
46. Business Process Sekolah tadi dipetakan dengan obyek pengetahuan yang
mengalir dalam setiap mata rantai proses untuk menjadi landasan dalam
penyusunan klasifikasi pengetahuan (Taxonomy)
Teaching &
Curriculum
• Students’
achievement
records
ILUSTRASI Strategic
Plan
Lesson Plan
Program
Execution
Evaluation
Review
Teaching &
Curriculum
Teaching &
Curriculum
Student Matters
& Activities
Student Matters
& Activities
Personnel /
Administrative
Personnel /
Administrative
• Yearly based
evaluation of
School
Achievements
• Academic Roster
• Annual Program /
Strategic Theme
• Job Descriptions
• Professional
Development Plan
Each Subject Matter
• Curriculum
• Syllabus
• Lesson Plan
• Target
• Resources
• Activity Plan
• Monitoring of
students’ academic
achievements
• Monitoring of
students’ social
activities
• Students’
achievement
records
• Monitoring of
teachers’ activities
& performance
• Teachers’
performance
records
Marketing /
Business
Development
Marketing /
Business
Development
Personnel /
Administrative
Personnel /
Administrative
• Job Descriptions
• Professional
Development Plan
• Marketing Campaign
• Potential Students
Database
• Monitoring of
teachers’ activities
& performance
• Teachers’
performance
records
Dengan dimilikinya Peta Pengetahuan berbasis Proses (Process-based Knowledge Map) ini, Sekolah (atau Komunitas
Sekolah) memiliki kemampuan untuk mengelola pengetahuannya dengan lebih baik; mengetahui dengan pasti apa saja
obyek pengetahuan yang dibutuhkan dan telah dimiliki, apa saja yang belum tersedia, serta mengklasifikasikannya.
47. Pengetahuan untuk Pengembangan Kapasitas Guru agar sukses menjalankan
Kurikulum 2013, justru exist dalam proses KBM itu sendiri. Dokumentasi
proses KBM tersebut menjadi INPUT untuk Knowledge Management yang
menjadi Lessons Learned
KURIKULUM TrendsAturan Perundang-undangan Benchmark Rujukan lain (Bank Soal, dll)
External Knowledge Enrichment
ILUSTRASI
KURIKULUM TrendsAturan Perundang-undangan Benchmark Rujukan lain (Bank Soal, dll)
Knowledge Management Platform
TeachingKnowledgeFlow
TeachingKnowledgeFlow
Mata Pelajaran ABC Mata Pelajaran DEF … Mata Pelajaran XYZ…
Internal Knowledge Sources
TeachingKnowledgeFlow
TeachingKnowledgeFlow
Kelas
#1
Kelas
#2
Kelas
#12…
Kelas
#1
Kelas
#2
Kelas
#12…
Kelas
#1
Kelas
#2
Kelas
#12…
Laporan, Studi Kasus, Analisis,
Rekomendasi
Laporan, Studi Kasus, Analisis,
Rekomendasi
Pembakuan proses pendokumentasian obyek pengetahuan yang tercipta dalam KBM akan menjamin ketersediaan
obyek pengetahuan sesuai dengan peta pengetahuan yang didefinisikan sebelumnya. Walaupun sebagian besar
kebutuhan obyek pengetahuan akan berasal dari internal, pengayaan dari sumber-sumber eksternal tetap dibutuhkan
demi menjamin obyektivitas, benchmark kualitas dan terbukanya wawasan setiap pendidik.
48. Empat Jenis Konten KM
Foundation Framework
& Infrastructure
(internal)
Leadership
People & Culture
CVs & Competence Map
Practices & Interests
“Stick & carrot”
Community Networks
Hierarchical structures
Structure, jobs &
workload analysis
Internal operation issues
Continuous improvement
Technology
Process-based Data &
Information Management
Information Workflow
Collaboration & Portals
Performance Measurement
Research & Fact-based Analysis
Enrichment (external)
Navigation – Assistance locating
resources available through the whole
knowledgebases / KM systems
Research – Primary & secondary
research abstracted, synthesized, and
packaged into customized reports
Analysis – Thorough evaluation
of the related issues and
special topics
Competitive Intelligence –
In-depth research and analysis of leading
indicators, education practice trends, and
other potential / external threats
Organization
Strategy Alignment
Foundation Framework
& Infrastructure
(internal)
Leadership
People & Culture
CVs & Competence Map
Practices & Interests
“Stick & carrot”
Community Networks
Hierarchical structures
Structure, jobs &
workload analysis
Internal operation issues
Continuous improvement
Technology
Process-based Data &
Information Management
Information Workflow
Collaboration & Portals
Performance Measurement
Factor (Input)
Conditions
Research & Fact-based Analysis
Enrichment (external)
Navigation – Assistance locating
resources available through the whole
knowledgebases / KM systems
Research – Primary & secondary
research abstracted, synthesized, and
packaged into customized reports
Analysis – Thorough evaluation
of the related issues and
special topics
Competitive Intelligence –
In-depth research and analysis of leading
indicators, education practice trends, and
other potential / external threats
Demand
Conditions
* Adopted from Prof. Michael Porter’s Diamond Model of Competitiveness (1990)
Foundation Framework
& Infrastructure
(internal)
Leadership
People & Culture
CVs & Competence Map
Practices & Interests
“Stick & carrot”
Community Networks
Hierarchical structures
Structure, jobs &
workload analysis
Internal operation issues
Continuous improvement
Technology
Process-based Data &
Information Management
Information Workflow
Collaboration & Portals
Performance Measurement
Knowledge for Stakeholders
(Association, Universities, Partners, etc.)
Thought Leadership publications for public
Related and
Supporting Groups
Research & Fact-based Analysis
Enrichment (external)
Navigation – Assistance locating
resources available through the whole
knowledgebases / KM systems
Research – Primary & secondary
research abstracted, synthesized, and
packaged into customized reports
Analysis – Thorough evaluation
of the related issues and
special topics
Competitive Intelligence –
In-depth research and analysis of leading
indicators, education practice trends, and
other potential / external threats
49. Komunitas adalah Penentu Kesuksesan Inisiatif KM
Mathematics Community
Social Sciences Community
Knowledge Network
Natural Sciences Community
ILUSTRASI
Knowledge Network
Inisiatif KM Komunitas Sekolah
Knowledge Network Coordinator
Knowledge Network
Knowledge Network
Teachers Community (KKG)
Subject Matters
Job Clusters / Attribute
School Mgmt Community (KKKS)
Knowledge NetworkKnowledge Network
Knowledge Network
Selain obyek pengetahuan dari proses baku internal, Best Practice KM juga membutuhkan obyek pengetahuan yang
berasal dari Jaringan Kerja berbasis Komunitas Praktisi (Knowledge Network – Community of Practice)
50. Chief Knowledge Officer
Champion KM initiatives
Lead KM Organisation
Ensure alignment of KM with business needs
Improve awareness and acceptance of KM
Executive Sponsor
Sponsor KM
Guide firm-wide
knowledge strategy
Promote continuous
improvement of KM
process
Champion Knowledge
sharing culture
Knowledge Services
Oversee the knowledgebase catalog
Conduct Research & Analysis
searches for colleagues
Maintain physical libraries
KM Operation Unit
Aktor yang Berperan dalam Inisiatif KM
ILLUSTRATION
Knowledge Infrastructure
Design and maintain the KM
System & Architecture
Maintain and manage the data
structure within the KM
environment
Configure, maintain and optimise
Search Engine
Support and maintain system
infrastructure
Chief Knowledge Officer
Champion KM initiatives
Lead KM Organisation
Ensure alignment of KM with business needs
Improve awareness and acceptance of KM
Executive Sponsor
Sponsor KM
Guide firm-wide
knowledge strategy
Promote continuous
improvement of KM
process
Champion Knowledge
sharing culture
Community Network Coordinator
Oversee KM process in assigned Subject
Matter Group and/or Job Cluster Group
Promote involvement of Knowledge
Champions and SMSs from Networks
Support KM in the Networks
Monitor compliance with the KM process
Communicate the value of KM
Knowledge Services
Oversee the knowledgebase catalog
Conduct Research & Analysis
searches for colleagues
Maintain physical libraries
CoP Leader
Monitor and support the KM process from
within the Service Line / Industry Group
Coordinate SMEs / SMSs
Act as a role model to promote a
knowledge sharing culture
Community of Practice (CoP)
Knowledge Champion /
Subject Matter Experts
Proactively contribute and validate
knowledgebase content for the
Community
Provide technical expertise to
approve standards
Review and update best practices
Knowledge Infrastructure
Design and maintain the KM
System & Architecture
Maintain and manage the data
structure within the KM
environment
Configure, maintain and optimise
Search Engine
Support and maintain system
infrastructure
Knowledge Deployment
Help users navigate knowledgebases and
quickly locate knowledge
Provide helpdesk support for the KM
process
Measure User Satisfaction of the KM
content and the KM process
Promote and facilitate the KM process
throughout the firm
Coordinate and conduct KM training
Knowledge Workers
Utilize Knowledge Objects
Enhance & contribute knowledge Objects
Promote Knowledge Sharing
Knowledge Champion /
Subject Matter Experts
Proactively contribute and validate
knowledgebase content for the
Community
Provide technical expertise to
approve standards
Review and update best practices
User Community
51. Kebutuhan Infrastruktur Teknologi untuk KM
Content – Appropriate
content & taxonomy
necessary to support all
aspects of knowledge
needs within the
organization are available
People–
Appropriate resources
needed to support all
aspects of Knowledge
Management are available
Technology –
Appropriate tools (DBs,
platforms, etc.) necessary
to support all aspects of
Knowledge Management
Architecture exist
Submission Review Storage Retrieval
there is a standard
approach for
collecting
knowledge content
from the
community
there is a standard
approach & time
frame for reviewing
& filtering
knowledge content
there is a standard
approach to
categorize or
taxonomy of the
knowledge objects
there is a known
mechanism to
assist community
members in
retrieving
knowledge objects
ILLUSTRATION ACQUISITION VALUE ADD DEPLOY & REUSE
Content – Appropriate
content & taxonomy
necessary to support all
aspects of knowledge
needs within the
organization are available
People–
Appropriate resources
needed to support all
aspects of Knowledge
Management are available
Technology –
Appropriate tools (DBs,
platforms, etc.) necessary
to support all aspects of
Knowledge Management
Architecture exist
there is a standard
approach for
collecting
knowledge content
from the
community
there is a standard
approach & time
frame for reviewing
& filtering
knowledge content
there is a standard
approach to
categorize or
taxonomy of the
knowledge objects
there is a known
mechanism to
assist community
members in
retrieving
knowledge objects
the culture is
receptive to
knowledge sharing
a Subject Matter
Expert / Specialist
(SME / SMS) is
available to add value
and filter content
a Community
Knowledge
Manager ensures
the storage of
appropriate
content
community is
educated and
aware of how to
find appropriate
content
Content – Appropriate
content & taxonomy
necessary to support all
aspects of knowledge
needs within the
organization are available
People–
Appropriate resources
needed to support all
aspects of Knowledge
Management are available
Technology –
Appropriate tools (DBs,
platforms, etc.) necessary
to support all aspects of
Knowledge Management
Architecture exist
What tools are
used to support
the submission
of documents?
What tools are
used to support
the review of
submitted
documents?
What tools are
used to support
the storage of
appropriate
content?
What tools are
used to support the
retrieval of content
by community
members?
52. Contoh Pengukuran Kinerja KM dengan menggunakan perspektif
Balanced Scorecard yang berorientasi non-profit
To achieve our vision and win the constituent
hearts how should we appear to them?
CUSTOMER PERSPECTIVE
ILLUSTRATIONTo achieve our vision and win the constituent
hearts how should we appear to them?
To satisfy our constituents, what business
processes must we excel at?
INTERNAL PERSPECTIVE
LEARNING & GROWTH PERSPECTIVE
To succeed financially, how should we plan,
execute & accountable to our funder?
FINANCIAL PERSPECTIVE
To achieve our vision, how will we sustain our
ability to change and improve?
LEARNING & GROWTH PERSPECTIVE
53. SUMMARY
Inisiatif KM untuk Peningkatan Kualitas Guru
dalam rangka menyukseskan penerapan
Kurikulum 2013
SUMMARY
Inisiatif KM untuk Peningkatan Kualitas Guru
dalam rangka menyukseskan penerapan
Kurikulum 2013
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melalui
Pendekatan Knowledge Management
53
54. • Materi pelatihan guru
• Pengayaan materi ajar
• FAQ
• Panduan kerja (juklak / juknis)
• Newsletter / publikasi internal
• Rujukan teknis (how-to)
INPUT
Akuisisi Obyek Pengetahuan
PROCESSING
Penyimpanan & Pengolahan Obyek Pengetahuan
INTERNAL
OUTPUT
Penyajian &Penggunaan Ulang
STATIS DINAMIS
• Aturan perundang-
undangan
• Kurikulum
• Rujukan-rujukan
baku, dll.
PENYIMPANAN PENYAJIAN / PACKAGING
INTERNAL
• Studi kasus
• Notulensi rapat
• Hasil-hasil pekerjaan
• Hasil-hasil review
• Shared knowledge
Berbasis Penugasan
Setiap mata pelajaran/ tingkat
• Eksekusi program KBM
• Lesson plan
• Strategic plan
• Materi pelatihan guru
• Pengayaan materi ajar
• FAQ
• Panduan kerja (juklak / juknis)
• Newsletter / publikasi internal
• Rujukan teknis (how-to)
• Website
• Artikel / Thought Leadership
• Usulan penyempurnaan
Kurikulum / aturan, dlsbg.
EKSTERNAL
• Aturan perundang-
undangan
• Kurikulum
• Rujukan-rujukan
baku, dll.
ANALYSIS REKOMENDASI
VALUE ADDING
EKSTERNAL
PENGGUNAAN ULANG
• Navigasi / bantuan riset
• Penelusuran
• Search Engine
• Pelatihan pengunaan teknologi,
dll.
• Studi kasus
• Notulensi rapat
• Hasil-hasil pekerjaan
• Hasil-hasil review
• Shared knowledgeVoluntary-based
Setiap mata pelajaran/ tingkat
• Eksekusi program KBM
• Lesson plan
• Strategic plan
• Studi kasus
• Thought Leadership
Knowledge Network /
Community of Practice
TAXONOMY/KlasifikasiKonten
ANALYSIS REKOMENDASI
• Navigasi / bantuan riset
• Penelusuran
• Search Engine
• Pelatihan pengunaan teknologi,
dll.
PENGUKURAN KINERJA /
MONITORING & EVALUASI
• Sanitization
• Analisis kualitatif
• Analisis
kuantitatif
• Dimensional
reports
• Rekomendasi praktek
yang baik (good
practice)
• Rekomendasi proses
• Rekomendasi
penilaian kinerja, dll.
Knowledge Network /
Community of Practice
• Kelompok Kerja Guru (KKG)
• Kelompok Kerja Kepsek
(KKKS)
• Kelompok kewilayahan
Pengayaan Rujukan
• Aturan perundang-undangan
• Rujukan luar negeri
TAXONOMY/KlasifikasiKonten