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Tuesday, January 15, 2013
SERTIFIKASI GURU INDONESIA
Hari Guru dirayakan pada 23 September di Brunei Darussalam. Di Turki, Hari Guru diperingati pada 24 November sejak 1928. Cyprus juga merayakannya. Di Malaysia dan Kolumbia, Hari Guru dirayakan pada 16 Mei. Hari Guru dinyatakan juga sebagai hari libur sekolah secara serentak di Singapura pada setiap 1 September.
Sementara di Indonesia, Hari Guru diperingati pada 25 November. Penetapannnya berdasarkan Keputusan Presiden RI Nomor: 78 Tahun 1994 (78/1994) Tanggal: 24 November 1994 dan berlaku sejak tanggal penetapan, 24 November 1994. Namun, tidak seperti di Singapura, Hari Guru di Indonesia sesuai dengan diktum pertama Keppres, bukan merupakan hari libur nasional.
Yang menarik, negara memandang guru sebagai pilar penting dalam pelaksanaan pembangunan nasional, terutama dalam proses dan upaya pembangunan sumber daya manusia. Hal ini dapat dilihat dalam pertimbangan dan dasar keppres yang menetapkan Hari Guru. Sayang, dalam praktiknya, kadang jauh panggang dari api. Guru kerap dinafikan negara, terutama menyangkut kesejahteraan
Poin penting dalam keprofesionalan guru adalah sertifikasi guru, dimana semua guru baik yang berpendidikan dengan latar belakang pendidikan – dengan gelar S.Pd. ataupun M.Pd.- maupun dengan latar belakang non pendidikan yang terdampar dan nyasar menjadi guru, semuanya harus disertifikasi agar sesuai dengan standar yang diinginkan pemerintah.
Sertifikasi guru adalah tahapan yang harus ditempuh seorang guru agar dia menjadi seorang “guru profesional”. Dengan dianggapnya seorang guru sebagai guru profesional, pemerintah pun akan memberikan tunjangan yang layak di luar gaji pokok dia sebagai seorang guru.
Akhirnya terjadilah para guru kini makin sering mengejar pengalaman-pengalaman baru, baik pengalaman mengajar maupun pengalaman di luar kelas, seperti penataran, pendidikan dan pelatihan, workshop, penelitian tindakan kelas, penyusunan karya ilmiah, pembuatan alat peraga dan sebagainya.
Dampak positifnya terasa nyata, para guru yang dulu memiliki stigma seolah-olah kurang gaul, kini makin eksis di dunia pendidikan, para guru makin aktif baik mengajar di kelas maupun kegiatan di luar kelas.
Dimana ada dampak positif pasti ada dampak negatif. Kenyataan yang terjadi di lapangan banyak sekali terjadi seorang guru yang hebat sehingga sudah menjadi guru inti, guru trainer dan instruktur dalam workshop dan sebagainya, malah kemudian lupa tugas utamanya sebagai guru, yaitu melaksanakan pembelajaran di kelas dan menerapkan metode-metode pembelajaran yang dia pelajari di kelas.
Sertifikasi Guru Perlu Mendapatkan Perhatian
Sertifikasi Guru DisorotDari temuan Ombudsman, penyelesaian sertifikasi bagi semua guru pada 2015 dikhawatirkan tidak tercapai. Untuk itu, pemerintah harus memperbesar kuota guru yang disertifikasi tiap tahun dengan mengutamakan guru senior yang sudah mengabdi lama.
”Banyak keluhan dan pengaduan soal pelaksanaan sertifikasi guru. Karena itu, Ombudsman berinisiatif untuk menginvestigasi masalah ini,” kata Budi Santoso, anggota Ombudsman Bidang Penyelesaian Laporan/Pengaduan, di Jakarta, akhir pekan lalu.
Laporan investigasi tentang penyelenggaraan sertifikasi guru dikumpulkan dari enam kabupaten/kota di tiga provinsi, yakni Riau, Jawa Tengah, dan Jawa Timur. Laporan ini telah diserahkan Wakil Ketua Ombudsman Azlaini Agus kepada Kementerian Pendidikan dan Kebudayaan serta Kementerian Agama.
Sering berubah
Menurut Budi, penyelenggaraan sertifikasi guru menimbulkan ketidakpastian dan ketidakadilan. Kebijakan pemerintah soal sertifikasi guru sering berubah tanpa ada sosialisasi yang cukup di kalangan guru.
Peserta dan penyelenggara sertifikasi guru harus menyesuaikan dengan pola baru setiap tahun, sedangkan waktu untuk sosialisasi perubahan pola sangat kurang.
Dampak pemberian tunjangan sertifikasi juga belum dirasakan pada peningkatan mutu guru. Hal ini akibat tidak adanya pembinaan lebih lanjut dan evaluasi bagi guru-guru yang sudah lolos sertifikasi.
Keluhan pungutan liar yang dialami guru sejak dari pendaftaran hingga pencairan tunjangan memang merupakan kondisi riil yang dihadapi guru. ”Ada perilaku koruptif oleh petugas di lapangan meskipun dikatakan secara sukarela,” kata Budi.
Terkait dengan keterlambatan pencairan tunjangan sertifikasi guru yang seharusnya dibayar per triwulan, lanjutnya, permasalahan ini kompleks. Permasalahan tidak terlihat di Kementerian Keuangan karena instansi ini sudah melakukan transfer dana tepat waktu dan sesuai dengan permintaan.
Retno Listyarti, Sekretaris Jenderal Federasi Serikat Guru Indonesia, mengatakan, tujuan sertifikasi untuk meningkatkan mutu guru tidak berjalan baik. Sebab, pemerintah tidak punya konsep yang jelas soal pembinaan guru. ”Setelah uang sertifikasi diberikan, pemerintah lepas tangan,” ujarnya.(ELN)
Sumber :
Kompas Cetak
Definition Teacher Certification
Teacher certification can be interpreted as an acknowledgment that the person already has the competence to carry out the ministry of education in a particular educational unit, after passing the competency test conducted by the certification body. In other words, teacher certification is a competency test process that is designed to reveal a person's mastery of competencies as the basis for certification of educators (Law No.. 14th in 2005 in the Ministry of Education, 2004)Sources: Syafarudin, the effectiveness of educational policy, (Jakarta: PT Rineka Copyright, 2008) page 33-3.
Referring to the provisions of Article 42 paragraph (1) National Education Law, requires that teachers and lecturers are required to have the certification authority in accordance with the level of teaching, physical and spiritual health, as well as having the ability to achieve national education goals. The term of certification in the dictionary means a certificate (certificate) from the competent authority given to the type of profession and also the statement (license) for the feasibility of the profession to implement tugas.Sedangkan in article 1, paragraph (7) explained that teacher certification is a certification process for teacher educators . The legal basis of the need for teacher certification stated in Article 8 of Law No. 14 Year 2004 on teachers and lecturers, that teachers should have the academic qualifications, competency, education certificates, physical and spiritual health, as well as having the ability to realize educational goals nasional.Sedangkan we see in Article 1, paragraph (12), that is evidence of formal education certificate in recognition given to teachers as professionals. Whereas in Article 11 paragraph (2), states sertifika tpendidikan can only be obtained through a certification program. Specifically educator certificate is a formal proof of the fulfillment of two conditions, namely the minimum academic qualification with a minimum competence mastery as a teacher. Thus it can be concluded that the educator certificate is a certificate awarded a procurement agency accredited educational staff as a formal proof of the feasibility of the teaching profession, which is to meet the minimum educational qualification as learning agent.
Referring to the provisions of Article 42 paragraph (1) National Education Law, requires that teachers and lecturers are required to have the certification authority in accordance with the level of teaching, physical and spiritual health, as well as having the ability to achieve national education goals. The term of certification in the dictionary means a certificate (certificate) from the competent authority given to the type of profession and also the statement (license) for the feasibility of the profession to implement tugas.Sedangkan in article 1, paragraph (7) explained that teacher certification is a certification process for teacher educators . The legal basis of the need for teacher certification stated in Article 8 of Law No. 14 Year 2004 on teachers and lecturers, that teachers should have the academic qualifications, competency, education certificates, physical and spiritual health, as well as having the ability to realize educational goals nasional.Sedangkan we see in Article 1, paragraph (12), that is evidence of formal education certificate in recognition given to teachers as professionals. Whereas in Article 11 paragraph (2), states sertifika tpendidikan can only be obtained through a certification program. Specifically educator certificate is a formal proof of the fulfillment of two conditions, namely the minimum academic qualification with a minimum competence mastery as a teacher. Thus it can be concluded that the educator certificate is a certificate awarded a procurement agency accredited educational staff as a formal proof of the feasibility of the teaching profession, which is to meet the minimum educational qualification as learning agent.
ANGGARAN PENDIDIKAN
National Education Vision Indonesia is the realization of the educational system as a social institution strong and authoritative to empower all citizens of Indonesia developed into a quality human so as to proactively respond to the challenges and ever-changing times.
In accordance with this vision, the national education serves to develop skills and form the character and civilization of a dignified nation in the context of the intellectual life of the nation, aimed at developing students' potentials in order to be a man who is faithful and devoted to God Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and accountable.
In Law No. 20/2003 on national education system stated that every citizen has an equal right to obtain quality education. Even citizens who have physical, emotional, mental, intellectual, and / or social entitled to special education. Similarly, citizens in remote or underdeveloped and remote indigenous communities are entitled to special education services.
To keep pace with the education, both in terms of quality and budget allocations for education compared to other countries, the 1945 Constitution mandates that education funding educators in addition to salary and service education costs are allocated at least 20% of the State Budget (Budget) in the education sector and minimal 20% of Revenue and Expenditure. Since the 45 Constitution mandates that at least 20% of the education budget and 20% budget budget, education budget has increased from time to time. It can be seen from the amount of the education budget allocation of central government expenditure obtained the Ministry of National Education, as illustrated in the graph below.According to the Basic Data Revised 2008 and Budget 2009, the Ministry of Education budget allocation in 2005 was Rp 23,117.4 billion or 19.23% of the total state budget. Furthermore, continued to increase in 2006 to Rp 37,095.1 billion or 22.44% of the total state budget, Rp 40,476.8 billion or 18.95% of the total budget in 2007, and in 2008 reached Rp 45,296.7 billion or 16.67% of the total state budget. In 2009, the Ministry of Education budget allocation of central government expenditure to Rp 62,098.3 billion or 19.76% of the total state budget.The chart below shows that the education budget is always increasing from year to year. The government has to strive for 20% of national budget allocated to education, even absorption of the education budget in 2006 has exceeded the 20%, which is 22.44%. However, the realization or absorption of an educational fund for the year 2008 was only 16.67%, and its absorption is necessary to find out why it's just a number. For 2009, the funds allocated to the education sector is also close to 20% of the total state budget.
The seriousness of the Government to fulfill the mandate of the Constitution 45 can also be seen from the figures set out in the table below. The budget allocation for the education sector always ranks first, with a percentage of 16.67% - 22.44%.
Additional budget allocations for education is certainly not the final achievement, but rather an initial step or extra ammunition to improve the quality of our education and broaden its scope so that it can be accessed by all levels of society, both in urban and in rural areas. Furthermore, the transparent and accountable management is also one of the key success for achieving the aspired targets. Hopefully the addition of this budget can actually improve human development in Indonesia.
In accordance with this vision, the national education serves to develop skills and form the character and civilization of a dignified nation in the context of the intellectual life of the nation, aimed at developing students' potentials in order to be a man who is faithful and devoted to God Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and accountable.
In Law No. 20/2003 on national education system stated that every citizen has an equal right to obtain quality education. Even citizens who have physical, emotional, mental, intellectual, and / or social entitled to special education. Similarly, citizens in remote or underdeveloped and remote indigenous communities are entitled to special education services.
To keep pace with the education, both in terms of quality and budget allocations for education compared to other countries, the 1945 Constitution mandates that education funding educators in addition to salary and service education costs are allocated at least 20% of the State Budget (Budget) in the education sector and minimal 20% of Revenue and Expenditure. Since the 45 Constitution mandates that at least 20% of the education budget and 20% budget budget, education budget has increased from time to time. It can be seen from the amount of the education budget allocation of central government expenditure obtained the Ministry of National Education, as illustrated in the graph below.According to the Basic Data Revised 2008 and Budget 2009, the Ministry of Education budget allocation in 2005 was Rp 23,117.4 billion or 19.23% of the total state budget. Furthermore, continued to increase in 2006 to Rp 37,095.1 billion or 22.44% of the total state budget, Rp 40,476.8 billion or 18.95% of the total budget in 2007, and in 2008 reached Rp 45,296.7 billion or 16.67% of the total state budget. In 2009, the Ministry of Education budget allocation of central government expenditure to Rp 62,098.3 billion or 19.76% of the total state budget.The chart below shows that the education budget is always increasing from year to year. The government has to strive for 20% of national budget allocated to education, even absorption of the education budget in 2006 has exceeded the 20%, which is 22.44%. However, the realization or absorption of an educational fund for the year 2008 was only 16.67%, and its absorption is necessary to find out why it's just a number. For 2009, the funds allocated to the education sector is also close to 20% of the total state budget.
The seriousness of the Government to fulfill the mandate of the Constitution 45 can also be seen from the figures set out in the table below. The budget allocation for the education sector always ranks first, with a percentage of 16.67% - 22.44%.
Additional budget allocations for education is certainly not the final achievement, but rather an initial step or extra ammunition to improve the quality of our education and broaden its scope so that it can be accessed by all levels of society, both in urban and in rural areas. Furthermore, the transparent and accountable management is also one of the key success for achieving the aspired targets. Hopefully the addition of this budget can actually improve human development in Indonesia.
BINCANG SERTIFIKASI GURU
MEMBINCANGKAN tunjangan profesi dan sertifikasi guru mungkin sudah basi. Namun bertepatan dengan momentum peringatan PGRI, tak ada salahnya sejenak menengok keberadaan guru profesional (guru lulus sertifikasi). Sebab, hingga saat ini sertifikasi guru masih menyisakan sejumlah permasalahan. Di samping itu, keberadaan guru-guru profesional juga belum membawa perubahan yang signifikan dalam dunia pendidikan.
Sebelum ada tunjangan profesi dan beragam jenis tunjangan lain, guru diidentikkan dengan sosok yang sederhana. Hidup ala kadarnya, tapi serbakecukupan meski tak mewah. Tak sedikit guru yang nyambi demi memenuhi kebutuhan hidup. Dari berdagang, menjadi tukang ojek, hingga bisnis kecil-kecilan.
Namun kini guru semakin memacu kompetensi diri. Perlahan mulai melakukan perubahan. Misalnya menggali informasi berkait dengan peningkatan kualitas dan prestasi siswa, meningkatkan kemampuan pedagogik dan menunjukkan semangat disiplin kerja tinggi.
Adanya iming-iming tunjangan profesi membuat guru yang belum bersertifikat semakin bersemangat untuk menunjukkan diri sebagai guru profesional. Harapannya, dapat segera mengikuti sertifikasi dan memperoleh tunjangan profesi.
Sayangnya, setelah mendapatkan tunjangan profesi, gaya hidup seorang guru pun mengalami perubahan. Semula hidup dengan penuh kesederhanaan, kini berubah bergaya hedonis. Pakaian seragam dan aksesorinya pun mengikuti tren mode. Perubahan banyak terjadi pada penampilan dan gaya hidup jika dibanding dengan peningkatan kompetensi profesi. Tunjangan profesi belum mampu secara maksimal meningkatkan kinerja mereka.
Hasil Penelitian
Seperti yang banyak diberitakan di berbagai media atau hasil penelitian berkait gaya hidup guru setelah memperoleh tunjangan profesi. Sebagaimana hasil penelitian Purwanto, dkk dalam Journal of Educational Social Studies.
Dia menyimpulkan, gaya hidup seorang guru setelah menerima tunjangan profesi, konsumtif. Dengan gaji rata-rata lebih dari Rp 2 juta (PNS) ditambah tunjangan profesi, guru dapat memenuhi kebutuhan sekunder, entah dengan cara cash atau kredit. Dari membeli seragam dinas beserta aksesori yang lebih mahal dari sebelumnya. Melengkapi fasilitas rumah seperti AC, internet, atau berlangganan TV kabel.
Dr Nyayu Khodijah dalam penelitiannya, Kinerja Guru Pascasertifikasi menyimpulkan, kinerja guru pascasertifikasi secara keseluruhan masih di bawah standar. Dilihat dari aspek perencanaan dan pelaksanaan pembelajaran serta pengembangan profesi, semua menunjukkan tak ada perubahan berarti.
Pemberian tunjangan profesi oleh pemerintah pada hakikatnya untuk meningkatkan kompetensi. Yaitu kompetensi pedagogik, kompetensi kepribadian, kompetensi profesional, dan kompetensi sosial. Tidak semata-mata pada peningkatan kesejahteraan. Namun, mereka masih belum sungguh-sungguh menjalankan tuntutan profesionalitas dalam menjalankan peran
Sumber Suara merdeka 26-11-2012
Sebelum ada tunjangan profesi dan beragam jenis tunjangan lain, guru diidentikkan dengan sosok yang sederhana. Hidup ala kadarnya, tapi serbakecukupan meski tak mewah. Tak sedikit guru yang nyambi demi memenuhi kebutuhan hidup. Dari berdagang, menjadi tukang ojek, hingga bisnis kecil-kecilan.
Namun kini guru semakin memacu kompetensi diri. Perlahan mulai melakukan perubahan. Misalnya menggali informasi berkait dengan peningkatan kualitas dan prestasi siswa, meningkatkan kemampuan pedagogik dan menunjukkan semangat disiplin kerja tinggi.
Adanya iming-iming tunjangan profesi membuat guru yang belum bersertifikat semakin bersemangat untuk menunjukkan diri sebagai guru profesional. Harapannya, dapat segera mengikuti sertifikasi dan memperoleh tunjangan profesi.
Sayangnya, setelah mendapatkan tunjangan profesi, gaya hidup seorang guru pun mengalami perubahan. Semula hidup dengan penuh kesederhanaan, kini berubah bergaya hedonis. Pakaian seragam dan aksesorinya pun mengikuti tren mode. Perubahan banyak terjadi pada penampilan dan gaya hidup jika dibanding dengan peningkatan kompetensi profesi. Tunjangan profesi belum mampu secara maksimal meningkatkan kinerja mereka.
Hasil Penelitian
Seperti yang banyak diberitakan di berbagai media atau hasil penelitian berkait gaya hidup guru setelah memperoleh tunjangan profesi. Sebagaimana hasil penelitian Purwanto, dkk dalam Journal of Educational Social Studies.
Dia menyimpulkan, gaya hidup seorang guru setelah menerima tunjangan profesi, konsumtif. Dengan gaji rata-rata lebih dari Rp 2 juta (PNS) ditambah tunjangan profesi, guru dapat memenuhi kebutuhan sekunder, entah dengan cara cash atau kredit. Dari membeli seragam dinas beserta aksesori yang lebih mahal dari sebelumnya. Melengkapi fasilitas rumah seperti AC, internet, atau berlangganan TV kabel.
Dr Nyayu Khodijah dalam penelitiannya, Kinerja Guru Pascasertifikasi menyimpulkan, kinerja guru pascasertifikasi secara keseluruhan masih di bawah standar. Dilihat dari aspek perencanaan dan pelaksanaan pembelajaran serta pengembangan profesi, semua menunjukkan tak ada perubahan berarti.
Pemberian tunjangan profesi oleh pemerintah pada hakikatnya untuk meningkatkan kompetensi. Yaitu kompetensi pedagogik, kompetensi kepribadian, kompetensi profesional, dan kompetensi sosial. Tidak semata-mata pada peningkatan kesejahteraan. Namun, mereka masih belum sungguh-sungguh menjalankan tuntutan profesionalitas dalam menjalankan peran
Sumber Suara merdeka 26-11-2012
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