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Transformasi Pendidikan Guru Indonesia, Transformasi LPTK
The document discusses the transformation of teacher education in Indonesia, emphasizing the need for improvement in teacher quality and the education system. It highlights complexities in teaching, the significance of high-leverage practices in effective teaching, and the importance of a collaborative approach among universities, teachers, and schools. Additionally, it advocates for a long-term vision and a comprehensive plan to enhance teacher education in alignment with current scientific and educational needs.
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Transformasi Pendidikan Guru Indonesia, Transformasi LPTK
- 1. Transformasi Pendidikan Guru Indonesia,Transformasi LPTK Iwan Syahril, PhD Dekan Fakultas Pendidikan, Universitas Sampoerna Dipresentasikan pada Seminar Nasional Pendidikan INSTAGREM (Inspiring Talkshow On Green Campus), BEM Fakultas Ilmu Pendidikan, Universitas Negeri Semarang, 26 Juni 2019 Image source: https://medium.com/@herdyalmadiptha/the-future-of-indonesian-economy-is-creative-economy-682c73fb534c
- 2. PROPOSISI KUALITAS PENDIDIKAN KUALITAS GURU KUALITAS PENDIDIKAN GURU KUALITAS PENDIDIK GURU DAN LEMBAGA PENDIDIKAN GURU !2Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 3. Revitalisasi LPTK —>Pendidikan Guru !3 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 4. Mengapa perlu PendidikanGuru? Imagesource:https://www.profellow.com/tips/how-to-answer-why-3-tips-for-fellowship-applicants/ GIFSource:https://tenor.com/search/why-gifs !4 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 5. Mengajar dengan baikitu sangat kompleks. Menjadi guru yang baik itu sangat sulit. GIF source: https://tenor.com/view/friends-ross-joey-chandler-oh-gif-7892590 !5 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 6. Jika menggunakan analogi bermaincatur… 6 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 7. 7 Transformasi PendidikanGuru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 8. Sayangnya, kita seringmenghadapi kompleksitas ini dengan cara memandang enteng. GIF source: https://tenor.com/view/mr-bean-too-easy-easy-haha-mister-gif-13625767 !8 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 9. Sebuah Kuis Sederhana Andasiap? GIFsource:https://tenor.com/view/ready-im-ready-running-gif-4184916 9 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 10. 2 + 2= ? !10 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 11. 17 x 24= ? !11 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 12. 997 x 599= ? !12 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 13. Thinking Fast andSlow 13 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 14. Thinking Fast andSlow Ide-ide utama Thinking Fast ~ Muncul secara otomatis. ~ Nyaman, impulsif, emosional, optimistik, intuitif. Thinking Slow ~ Memerlukan upaya dan kesengajaan. ~ Bersifat malas. ~ Upaya tak jamin keberhasilan. ~ Memahami kompleksitas memerlukan slow thinking. 14 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 15. “Apprenticeship of Observation” (Lortie,1975) • The period of time which students spend as observers in schools before they begin formal teacher education. • Students spend thousands of hours developing perceptions of teaching and teachers and thus harbor deep-seated notions on the nature of academic content, the structure of pedagogy, and what constitutes teaching practice. • “Sudut Pandang ala Penonton” !15 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 16. 16 Transformasi PendidikanGuru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 17. Sekilas tentang kompleksitas“pendidikan” PENDIDIKANPSIKOLOGI ANTROPOLOGI POLITIK TEKNOLOGIEKONOMIFILOSOFI HUKUM SOSIOLOGI SEJARAHSENI PEDAGOGI, KURIKULUM, DLL. 17 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 18. Fast Thinking SlowThinking 18 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 19. “High-leverage practices arethe basic fundamentals of teaching. These practices are used constantly and are critical to helping students learn important content. The high- leverage practices are also central to supporting students’ social and emotional development. These high-leverage practices are used across subject areas, grade levels, and contexts. They are “high-leverage” not only because they matter to student learning but because they are basic for advancing skill in teaching.“ 1. Leading a group discussion 2. Explaining and modeling content, practices, and strategies 3. Eliciting and interpreting individual students’ thinking 4. Diagnosing particular common patterns of student thinking and development in a subject-matter domain 5. Implementing norms and routines for classroom discourse and work 6. Coordinating and adjusting instruction during a lesson 7. Specifying and reinforcing productive student behavior 8. Implementing organizational routines 9. Setting up and managing small group work 10.Building respectful relationships with students 11.Talking about a student with parents or other caregivers 12.Learning about students’ cultural, religious, family, intellectual, and personal experiences and resources for use in instruction 13.Setting long- and short- term learning goals for students 14.Designing single lessons and sequences of lessons 15.Checking student understanding during and at the conclusion of lessons 16.Selecting and designing formal assessments of student learning 17.Interpreting the results of student work, including routine assignments, quizzes, tests, projects, and standardized assessments 18.Providing oral and written feedback to students 19.Analyzing instruction for the purpose of improving it Salah satu hal utama di riset terkini tentang Pendidikan Guru: High Leverage Practices !19 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 20. “Pendidikan guru menentukankualitas guru. Semakin baik pendidikan guru sebuah sistem, semakin baik pula kualitas guru-gurunya.” PRE-SERVICE PHASE INDUCTION PHASE IN-SERVICE PHASE PRE-TRAINING PHASE Psychoanalitic account Evolutionary account Socialization account MAINSTREAM VIEW MOSTLY IGNORED FRAGMENTEDUNSEEN/FORGOTTEN !20 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 21. HIGH QUALITY LOW QUALITY Interpretasi GradasiKualitas Pendidikan Guru Indonesia Dari Zaman ke Zaman (Syahril, 2018) PendidikanGuruSD Pendidikan G uru SM P Pendidikan Guru SM A !21 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 22. Beberapa Usulan untukTransformasi LPTK 1. Visi Kualitas untuk Guru Indonesia dan Pendidikan Guru Indonesia sesuai Kodrat Zaman 2. Rencana Pengembangan Pendidikan Guru Indonesia Jangka Panjang berdasarkan visi kualitas dan konstruksi keilmuan terkini dan relevan 3. Disposisi LPTK dan komunitas LPTK menjadi berorientasi ilmiah-profesional, menjauhi feodalistik dan mentalitas PNS 4. Fokus pada pengembangan kapasitas secara berkelanjutan (bukan pada akuntabilitas regulasi berorientasi “compliance”) dilandasi komitmen dan kerja keras untuk terus menerus belajar 5. Kolaborasi antara universitas, calon guru/guru, dan sekolah dalam pendidikan calon guru dan guru !22 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 23. 1. Visi Kualitas untukGuru Indonesia dan Pendidikan Guru Indonesia sesuai Kodrat Zaman !23Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 24. Visualisasi Filosofi KiHajar Dewantara !24Ki Hadjar Dewantara, Education 4.0, and Society 5.0 | Iwan Syahril, PhD | 11 May 2019 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 25. Ide sentral darifilosofi Ki Hajar Dewantara adalah perubahan. KODRAT KEADAAN 1. KODRAT ALAM 2. KODRAT ZAMAN “Pemeliharaan kebudayaan harus bermaksud memajukan dan menyesuaikan kebudayaan dengan tiap-tiap pergantian alam dan zaman.” Image source: Google Images !25 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 26. “KODRAT ZAMAN” KITA ImagesSource:GoogleImages !26Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 27. “Now genes canbe written from scratch and edited repeatedly, like text in a word processor.” “The ability to engineer living things which this provides represents a fundamental change in the way humans interact with the planet’s life. It permits the manufacture of all manner of things which used to be hard, even impossible, to make: pharmaceuticals, fuels, fabrics, foods and fragrances can all be built molecule by molecule. What cells do and what they can become is engineerable, too. Immune cells can be told to follow doctors’ orders; stem cells better coaxed to turn into new tissues; fertilised eggs programmed to grow into creatures quite unlike their parents.” (The Economist, April 4, 2019) Source: https://www.economist.com/leaders/2019/04/04/the-promise-and-perils-of-synthetic-biology!27Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 28. “New research suggests thata controversial gene-editing experiment to make children resistant to HIV may also have enhanced their ability to learn and form memories.” (MIT Technology Review, Feb 21, 2019) !28 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 29. Saving Land By producingproteins from cells, it’s possible to make food in places where agriculture didn’t take place before. We may also be able to repurpose existing arable land that is currently being used to grow corn and soy for animal feed. Saving environment Cellular agriculture could do more than just feed us: The flow-on effects could help the environment, too. Estimates show that cell cultured-meat would require far less water and produce far less greenhouse gas. Saving health It’s also potentially better for our health: If we weren’t so reliant on concentrated animal farming operations, we could rein in problems with epidemic viruses and antibiotic resistance. (Quartz, October 3, 2018) Source: https://qz.com/1383641/the-future-of-food-is-farming-cells-not-cattle/!29Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 30. 2. Rencana PengembanganPendidikan Guru Indonesia Jangka Panjang berdasarkan visi kualitas dan konstruksi keilmuan terkini dan relevan !30 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 31. 2. Rencana PengembanganPendidikan Guru Indonesia Jangka Panjang berdasarkan visi kualitas dan konstruksi keilmuan terkini dan relevan Di bawah ini adalah daftar Isi “Handbook of Research on Teacher Education” (2008) yang bisa menggambarkan body of knowledge di bidang pendidikan guru. Pertanyaan untuk kita: seberapa dalamkah konstruksi ilmu pendidikan guru di Indonesia dalam setiap pertanyaan dalam daftar isi tersebut? 1. What’s the point? The purposes of teacher education 2. What should teachers know? Teacher capacities: knowledge, beliefs, skills, and commitments 3. Where should teachers be taught? Settings and roles in teacher education 4. Who teaches? Who should teach? Teacher recruitment, selection, and retention 5. Does difference make a difference? Diversity and teacher education 6. How do people learn to teach? Teacher learning over time 7. Who’s in charge? Authority in teacher education and licensure policy 8. How do we know what we know? Research and teacher education 9. What good is teacher education? The place of teacher education in teachers’ education !31 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 32. Lonceng Kematian IlmuPendidikan Indonesia? (Buchori, 1985) 1. Ilmu Pendidikan Indonesia mengalami “krisis identitas.” Apa cakupan “ilmu pendidikan” itu? Apakah identik dengan “ilmu keguruan”? Apakah “ilmu pendidikan” merupakan induk dari “ilmu keguruan”? Lalu pola pengembangan ilmu pendidikan Indonesia mengambang dan tidak konsisten. Di Program Paska Sarjana (PPS) konsep “education” sangat luwes, terbuka, dan dapat terus diredefinisi. Di program S-1, konsep “education” bersifat terbatas, konsentris, dan menuntut pendalaman dan penghalusan secara terus menerus. 2. Jawaban berdasarkan kesadaran kultural — Pada umumnya, (ilmu pendidikan) kita hanya memerhatikan pendidikan formal, meremehkan pendidikan non-formal, dan sangat mengabaikan pendidikan informal. 3. Pemasungan diri sendiri oleh para sarjana pendidikan Indonesia Kita hanya memerhatikan persoalan-persoalan pendidikan yang terjadi di lingkungan sekolah saja. Juga, persoalan pandangan hidup atau pertumbuhan pandangan hidup telah kita sisihkan —sengaja atau tidak — dari agenda pemikiran kita mengenai masalah-masalah pendidikan. Dengan pengetahuan, wawasan, dan tilikan yang kian menyempit dan kian mendangkal, mana mungkin kita mampu menyelesaikan persoalan-persoalan pendidikan yang kian kompleks dan kian membengkak? !32 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 33. Pedagogi Pendidikan Guru !33 LEARNING LEARNINGTO TEACH LEARNING TO TEACH TEACHERS (TEACHER EDUCATORS) (STUDENTS) (TEACHERS)
- 34. 3. Disposisi LPTKdan komunitas LPTK menjadi berorientasi ilmiah-profesional, menjauhi feodalistik dan mentalitas PNS Budaya PNS pada Guru (Bjork, 2005) dan Pendidikan Guru (Syahril, 2016) • Loyalty and trust are the most important norms • The top structure expects absolute obedience from those in the lower structure. Questioning authority or orders from the top is not a favorable action and is likely to be punished. • Following orders and procedures set up by the top structure is rewarded and guarantees a successful career. Thus, the main orientation of the Indonesian civil service is not on producing desirable results or meeting objectives but rather on following rules and procedures (Lateef et al., 2003). • Lack of a tradition of meritocracy, which results in an under- appreciation of expertise in completing work assignments. !34 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 35. 4. Fokus padapengembangan kapasitas secara berkelanjutan (bukan pada akuntabilitas regulasi berorientasi “compliance”) yang dilandasi komitmen dan kerja keras untuk terus menerus belajar Sourceimage:https://elearningindustry.com/4-reasons-organization-needs-learning-culture !35 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 36. 5. Kolaborasi antarauniversitas, pemerintah, dan sekolah dalam pendidikan calon guru dan guru Calon Guru/ Guru !36 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 37. Imagesource:https://www.ru.nl/@1190784/current-education-system-truly-bankrupt/ Can our schoolsof today lead the learning of tomorrow? Image source: https://www.einfochips.com/blog/healthcare-and-machine-learning-the-future-with-possibilities/ !37 Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 38. Indonesia needs 700,000 teachers! !38Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 39. KENAPA “HANYA” JADI GURU? !39Transformasi Pendidikan Guru, Transformasi LPTK | Iwan Syahril, PhD | 26 June 2019
- 40. Transformasi Pendidikan Guru Indonesia,Transformasi LPTK Iwan Syahril, PhD Dekan Fakultas Pendidikan, Universitas Sampoerna Dipresentasikan pada Seminar Nasional Pendidikan INSTAGREM (Inspiring Talkshow On Green Campus), BEM Fakultas Ilmu Pendidikan, Universitas Negeri Semarang, 26 Juni 2019 Image source: https://medium.com/@herdyalmadiptha/the-future-of-indonesian-economy-is-creative-economy-682c73fb534c !40