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![Permasalahan [1]: MEA (2016)
Sumber: http://print.kompas.com/baca/2015/12/01/MEA%2c-Antara-Peluang-dan-Ancaman
“Sebagian besar responden
khawatir pemberlakuan MEA akan
berefek negatif terhadap
kehidupan sosial dan ekonomi
Indonesia. Kualitas barang dan SDM
kalah bersaing, perekonomian bakal
lesu, dan pengangguran meningkat.
Pernyataan bernada khawatir
tersebut tampaknya didasari oleh
keraguan terhadap daya saing SDM
Indonesia.”
“MEA akan mendorong pengusaha semakin kreatif dalam
situasi persaingan yang ketat. Begitu pula para profesional
semakin ditantang untuk meningkatkan keterampilan,
kompetensi, dan profesionalitas mereka.”](https://image.slidesharecdn.com/kopidelft13jan2017-170114101437/85/Kopi-Delft-13-Jan-2017-3-320.jpg)
![4
Permasalahan [2]: PIAAC (Usia 16-65)
Sumber: http://www.riseprogramme.org/content/need-pivot-learning-new-data-adult-skills-indonesia
“New data from Round 2 of the OECD PIAAC show the typical Indonesian adult
(25-65 years old) living in Jakarta, who has completed tertiary education, has
lower literacy proficiency than the typical Greek or Dane who completed
only lower secondary school. Additionally, the Jakartan with tertiary education
had lower literacy proficiency than adults in every other OECD country who
only completed upper secondary schooling.
“For the young cohort of Jakarta (205) to reach
the current level of the young cohort of the OECD (279),
it will take roughly: 128 years”](https://image.slidesharecdn.com/kopidelft13jan2017-170114101437/85/Kopi-Delft-13-Jan-2017-4-320.jpg)
![5
Sumber: http://www.thejakartapost.com/academia/2016/12/18/indonesias-pisa-results-show-need-to-use-education-
resources-more-efficiently.html
Permasalahan [3]: PISA (Usia 15)
“The PISA 2015 results show that Indonesia is still
struggling. Without skilled students leaving compulsory
education, Indonesian universities will not be able to
expand and strengthen their research programs and
improve their international standing.”
“The PISA Report 2015 shows only a slight improvement in
the skills of Indonesian 15-year-old students. This does not
correspond to the amount of resources that the
government invests in education.”](https://image.slidesharecdn.com/kopidelft13jan2017-170114101437/85/Kopi-Delft-13-Jan-2017-5-320.jpg)
![63
Pernah juga Rasulullah SAW ditanya tentang manusia terbaik, maka
beliau menjawab dengan jawaban yang sama. Dari Ibnu Abbas RA
ia berkata: Rasulullah SAW ditanya: "Siapakah orang terbaik?"
Beliau menjawab :
"Yang paling bermanfaat bagi sesama manusia" [Ittihaaf Al-Khairat
Al-Mihrah bi Zawaa'id Al-Masaanid Al-'Usyrah juz 5 hlm.191]](https://image.slidesharecdn.com/kopidelft13jan2017-170114101437/85/Kopi-Delft-13-Jan-2017-63-320.jpg)
Uploaded byAgung Wahyudi
Kopi Delft 13 Jan 2017
The document discusses the challenges facing Indonesia's education system in the context of the ASEAN Economic Community (AEC), highlighting concerns about competitiveness and the quality of human resources. It references various international assessments such as PISA and PIAAC, indicating that Indonesian adults and students lag behind their peers in other countries in terms of literacy and skills. The document suggests using ICT as an enabler to enhance education quality and access, proposing solutions like MOOCs to address educational disparities.
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Kopi Delft 13 Jan 2017
- 1. Potret Pendidikan Indonesia MenghadapiMEA Agung Wahyudi Kopi Delft PPI-D 13 Jan 2017 Beserta alternatif solusi untuk PPI-D
- 2. 2 International Assignment • InternationalExecutive Leadership Program, NUS, 2014 • Global Talent Program, South Korea, 2013 RESUME: AGUNG WAHYUDI Education • PhD Candidate, TU Delft, 2015 • MSc, Industrial & System Engineering, NUS, 2009 • ST, Teknik Elektro, ITB, 2004 Certification eTOM Business Development Manager Certified Practising Project Practitioner CCNA PhD research Reference ICT-Architecture for Creating Value from Big, Open, and Linked Data Professional Experience 11+ years working at PT Telekomunikasi Indonesia, Tbk.: •4+ years as Engineer •3+ years as Network & Business Analyst •3+ years as Manager (FTTH Broadband Development)
- 3. Permasalahan [1]: MEA(2016) Sumber: http://print.kompas.com/baca/2015/12/01/MEA%2c-Antara-Peluang-dan-Ancaman “Sebagian besar responden khawatir pemberlakuan MEA akan berefek negatif terhadap kehidupan sosial dan ekonomi Indonesia. Kualitas barang dan SDM kalah bersaing, perekonomian bakal lesu, dan pengangguran meningkat. Pernyataan bernada khawatir tersebut tampaknya didasari oleh keraguan terhadap daya saing SDM Indonesia.” “MEA akan mendorong pengusaha semakin kreatif dalam situasi persaingan yang ketat. Begitu pula para profesional semakin ditantang untuk meningkatkan keterampilan, kompetensi, dan profesionalitas mereka.”
- 4. 4 Permasalahan [2]: PIAAC(Usia 16-65) Sumber: http://www.riseprogramme.org/content/need-pivot-learning-new-data-adult-skills-indonesia “New data from Round 2 of the OECD PIAAC show the typical Indonesian adult (25-65 years old) living in Jakarta, who has completed tertiary education, has lower literacy proficiency than the typical Greek or Dane who completed only lower secondary school. Additionally, the Jakartan with tertiary education had lower literacy proficiency than adults in every other OECD country who only completed upper secondary schooling. “For the young cohort of Jakarta (205) to reach the current level of the young cohort of the OECD (279), it will take roughly: 128 years”
- 5. 5 Sumber: http://www.thejakartapost.com/academia/2016/12/18/indonesias-pisa-results-show-need-to-use-education- resources-more-efficiently.html Permasalahan [3]:PISA (Usia 15) “The PISA 2015 results show that Indonesia is still struggling. Without skilled students leaving compulsory education, Indonesian universities will not be able to expand and strengthen their research programs and improve their international standing.” “The PISA Report 2015 shows only a slight improvement in the skills of Indonesian 15-year-old students. This does not correspond to the amount of resources that the government invests in education.”
- 6. 6 Pertanyaan #1: Apakah Indonesiasiap dalam MEA?
- 7. 7 •Free flow ofgoods •Free flow of services •Free flow of investment •Free flow of capital •Free flow of skilled labor Apa itu MEA?
- 8. 8 Mengukur kesiapan MEA: IndeksKompetitif Umum (GCI) Sumber: World Economic Forum
- 9. 9 GCI: Indonesia (2007-2016) Sumber:World Economic Forum, 2007-2016
- 10. 10 GCI Indonesia &ASEAN 2016 Sumber: World Economic Forum, 2016
- 11. 11 GCI Indonesia &Dunia 2016 Sumber: World Economic Forum, 2016
- 12. 12 GCI vs PendapatanPer Kapita Sumber: World Economic Forum, 2016; World Bank, 2016
- 13. 13 GCI vs PendapatanPer Kapita Sumber: World Economic Forum, 2016; World Bank, 2016
- 14. 14 Pertanyaan #2: Bagaimana dengankesiapan SDM- nya?
- 15. 15 PISA GCI/ HDI PIACC Data yang digunakan TheProgramme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15- year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with a view to improving education policies and outcomes. It measures problem solving and cognition in daily life. The Programme for the International Assessment of Adult Competencies (PIAAC) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in 24 countries of cognitive and workplace skills. The main aim is to be able to assess the skills of literacy, numeracy and problem solving in technology-rich environments, and use the collected information to help countries develop ways to further improve these skills. The focus is on the working-age population (between the ages of 16 and 65). The first data was released on October 8, 2013. QUANT QUAL QUAL
- 16.
- 17. 17 GCI Pilar 4:Kesehatan dan Pendidikan Dasar Sumber: World Economic Forum, 2016; World Bank, 2016
- 18. 18 GCI Pilar 5:Pendidikan Tinggi Sumber: World Economic Forum, 2016; World Bank, 2016
- 19. 19 WCI Pilar 4& 5 vs. Anggaran Pendidikan Sumber: World Economic Forum, 2007-2014; World Bank, 2007-2014
- 20. 20 % Anggaran pendidikan(thd. Total Anggaran) Sumber: World Bank, 2012
- 21. 21 Sumber: World Bank,2012 % Anggaran pendidikan (thd. GDP)
- 22.
- 23. 23 Sumber: UNDP, 2013;World Bank, 2013 HDI Indonesia di Dunia
- 24. 24 Sumber: UNDP, 2013;World Bank, 2013 HDI Indonesia di ASEAN
- 25. 25 HDI Indonesia vs.Anggaran Pendidikan Sumber: UNDP, 1980-2015; World Bank, 1970-2015
- 26.
- 27. 27 Bagaimana skor PISA(2015) dibandingkan dengan ASEAN dan OECD? Sumber: OECD, 2015
- 28. 28 Apakah anggaran pendidikanberpengaruh terhadap skor PISA Indonesia? Sumber: OECD, 2015
- 29.
- 30. 30 PIACC Literacy Indonesiadi Dunia Sumber: OECD 2013
- 31. 31 PIACC Numeracy Indonesiadi Dunia Sumber: OECD 2013
- 32. 32 Pertanyaan #3: Bagaimana sebaranSDM Indonesia dengan kondisi geografisnya yang menantang?
- 33.
- 34.
- 35. 35 Angka Melek Hurufper Kab/Kota Sumber: BPS, 2012
- 36. 36 Lama Sekolah perKab/Kota Sumber: BPS, 2012
- 37. 37 IPM per Kab/Kota Sumber:BPS, 2012
- 38. 38 IPM IPM vs. Pengeluaranper Kapita Sumber: BPS, 2012
- 39.
- 40. 40 Rata-rata Nilai UNSMP per Kab/Kota Sumber: Kemendikbud, 2015
- 41. 41 Rata-rata Nilai UNSMA IPA per Kab/Kota Sumber: Kemendikbud, 2015
- 42. 42 Rata-rata Nilai UNSMA IPS per Kab/Kota Sumber: Kemendikbud, 2015
- 43. 43 Rata-rata Nilai UNSMA SMK per Kab/Kota Sumber: Kemendikbud, 2015
- 44.
- 45. 45 Ratio Siswa denganKelas per Kab/Kota Sumber: Kemendikbud, 2015
- 46. 46 Persentase Kelas Rusakper Kab/Kota Sumber: Kemendikbud, 2015
- 47. 47 Persentase Perpustakaan Rusakper Kab/Kota Sumber: Kemendikbud, 2015
- 48. 48 Persentase Laboratorium Rusakper Kab/Kota Sumber: Kemendikbud, 2015
- 49.
- 50. 50 Ratio Siswa danGuru Bersertifikasi per Kab/Kota Sumber: Kemendikbud, 2015
- 51. 51 Ratio Siswa danGuru Bersertifikasi per Prop. Sumber: Kemendikbud, 2015 In primary education, the average student–teacher ratio among members of the OEDC is just below 16, but ranges from 40 in Brazil to 28 in Mexico to 11 in Hungary and Luxembourg. Source: Wikipedia
- 52. 52Source: http://www.superkids.com/aweb/pages/features/reportcard2007/class_size.shtml Ratio Siswadan Guru vs. Science Proficiency
- 53. 53 Kesimpulan • Berdasarkan dataGCI, Indonesia cukup kompetitif di dalam MEA. Namun untuk mengimbangi dominansi Singapura, Malaysia dan Thailand di dalam MEA, sangat perlu ditingkatkan indeks pilar-pilar terkait SDM • Anggaran pendidikan 20% telah meningkatkan kuantitas pendidikan (terlihat dari peningkatan angka HDI), walaupun masih belum merata • Kualitas pendidikan masih perlu ditingkatkan (terlihat dari skor PISA dan PIACC), termasuk pemerataan di seluruh wilayah Indonesia
- 54. 54 Solusi: Belajar kapan saja, dimana saja Ketidakmerataan pendidikan Kualitas pendidikan masiihrendah ICT (as enabler) Rumusan Solusi
- 55. 55 ICT as Enabler:Sebaran Teknologi Pita Lebar di Indonesia Telkom agressively builds its network such that at the end of 2015 it has 10 million homes-passed fiber, as well as 1 million IndiHome customers in 12 months since launching. At the same time, we also strengthened our backbone fiber network that connects all regions in Indonesia. In November 2015, we have completed the Sulawesi Maluku Papua Cable System Project (“SMPCS”) that narrows the digital gap in the Eastern Indonesia. At the end of 2015 we have 81,895 km backbone fiber network that connects Aceh to Papua. To support the infrastructure strengthening, Telkom consistently allocates high capital expenditure. This is because the data services, mobile and fixed line, is still growing. Throughout 2015, we spent Rp26.4 trillion or 26% of our revenue to build infrastructure with the focus of supporting data services. Sumber: InfoMemo Telkom Q3 2016 Sumber: Laporan Tahunan Telkom 2015
- 56. 56 ICT as Enabler:MOOCs Ketersediaan berbagai informasi Keberlimpahan informasi
- 57. 57 ICT as Enabler:MOOCs Sangat membantu Jika tersedia peta pembelajaran ketika belajar suatu materi
- 58. 58 ICT as Enabler:MOOCs Sangat membantu Jika tersedia katalog/referensi Sumber: https://s3.amazonaws.com/assets.datacamp.com/blog_assets/DataScienceEightSteps_Full.png
- 59. 59 ICT as Enabler:MOOCs Sangat membantu Jika tersedia teks (subtitle) atau suara (dubbing) dalam Bahasa Indonesia
- 60. 60 Solusi: Peta pembelajaran berbasisMOOC dengan menambahkan teks/suara Bahasa Indonesia di setiap video/catatan/buku/modul
- 61. 61Source: http://www.kompasiana.com/amp/owp/pengalaman-mengajar-anak2-papua-indonesia-timur_582f84f0ae7a61e322fb674f Onno W.Purbo: Setelah Mengajar Anak-anak Papua, Saya Ubah Drastis Pola Mengajar Saya • Dengan memberikan ijin / memaksa mahasiswa mengerjakan ujian berulang-ulang, mau tidak mau memaksa mahasiswa membaca materi ajar berulang-ulang. Maklum, kita semua tahu bahwa mahasiswa hanya akan membaca materi ajar saat mau ujian. Maka tidak heran jika mahasiswa Papua saya bisa pandai karena terpaksa membaca materi ajar tersebut berulang-ulang. • Salah satu mahasiswi saya, Yomilera, berhasil memperoleh nilai 71. Ini dicapai dengan UTS 49 kali, dan UAS 121 kali, pada kuliah jaringan komputer. • Salah satu mahasiswi saya, Ami Suhun, berhasil memperoleh nilai 90+. Ini dicapai dengan UAS 70+ kali, pada kuliah jaringan komputer. • Tidak ada yang nyontek karena saya menggunakan bank soal dalam jumlah 2-000-an yang di- random pada setiap ujian. Sehingga walaupun dua anak duduk bersebelahnya, seluruh soal ujian yang dilakukan berbeda sama sekali satu dan lainnya. http://lms.onnocenter.or.id/moodle/index.php?
- 62. 62 Solusi: Berkontribusi di pusatdata Onno Center untuk menyediakan bank soal, jawaban, dan cara penyelesaian
- 63. 63 Pernah juga RasulullahSAW ditanya tentang manusia terbaik, maka beliau menjawab dengan jawaban yang sama. Dari Ibnu Abbas RA ia berkata: Rasulullah SAW ditanya: "Siapakah orang terbaik?" Beliau menjawab : "Yang paling bermanfaat bagi sesama manusia" [Ittihaaf Al-Khairat Al-Mihrah bi Zawaa'id Al-Masaanid Al-'Usyrah juz 5 hlm.191]
- 64. 64 THANK YOU FOR YOURATTENTION