Manajemen Sumber Daya Manusia

The Control of EducationBy John Vaizey. Pp. 263. (London: Faber and Faber, 1963.) 30s.

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Economics of Education

Pendidikan multicultural merupakan wacana baru dan ini muncul karena ada latar belakang 
sebuah diskriminasi dan konflik terhadap masyarakat, baik dalam lingkup umum maupun 
pendidikan. UU RI No. 20 tahun 2003 tentang sistem pendidikan nasional menyimpan nilai­nilai 
pendidikan multikultural, bahwasannya pendidikan ini masih dalam masa transisi ke 
multikultural. Akan tetapi nilai tersebut tidak dapat mengakomodir tujuan dari pendidikan itu 
sendiri dan lembaga pendidikan nasional belum bisa untuk merealisasikan pendididkan 
multikultural. Misalnya, dalam proses kegiatan belajar mengajar pendidik sering kali melanggar 
norma­norma pendidikan, khususnya konsep pendidikan mutikultural. Peran pendidik yang 
kurang profesional dalam mengajarkan sebuah materi pelajaran, serta sering kali pendidik 
memberikan doktrin pendidikan agama yang monoton. Karena pada dasarnya dalam KBK adalah 
anak didik bebas untuk mengembangkan kompetensinya untuk memilih ajaran agama yang 
dikehendakinya. Akan tetapi pendidik bertindak tidak demikian, justru memberikan dokrin yang 
mengukung anak didik dalam berpikir. Terdapat pasal menyebutkan tentang peserta didik yang 
mendapatkan ajaran agama dari guru pendidik yang beragama serumpun yang menyisahkan pro 
dan kontra hingga sekarang, bisa jadi hal ini akan mucul kembali jika tidak segera diantisipasi. 
Banyak kekurangan kejelasan dalam kurikulum yang berkaiatan dengan pendidikan agama, 
karena agama yang ada di Indonesia sangat beragam. Kondisi bangsa Indonesia memang 
heterogen bisa mendukung penerapan pendidikan ini, karena banyak suku, etnis, agama/aliran 
atau kepercayaan serta budaya yang berbeda berkembang disini. Perlunya lembaga pendidikan 
menemukan paradigma baru atau melakukan rekontruksi terhadap komponen­komponen 
pendidikan, Lalu bagaimana peran pendidikan multikultural ini dalam sistem pendidikan 
pendidikan nasional dan relevansisnya untuk pendidikan agama. 
Penelitian ini bertujuan memberikan gambaran kepada masyarakat umum atas pentingnya nilai­ 
nilai mutikultural, khususnya departemen pendidikan dalam memberdayakan masyarakat untuk 
mentransformasikan nilai tersebut dalam hati nuraninya. Mengkonsep pendidikan mutikultral 
untuk diintergasikan dalam sistem pendidikan nasional dan KBK. Mungkin saja dengan 
demikian mampu menyelesaikan sebagian masalah pendidikan yang ada di Indonesia. 
Penelitian ini menggunakan pendekatan kualitatif diskriptif yaitu memaparkan kajian ilmiah 
sebuah data yang telah ditemukan dalam lapangan yang kemudian dianalisis untuk menghasilkan 
sebuah jawaban. Data yang didapat bisa berasal dari buku, majalah, koran dan internet serta yang 
lainnya. Masih perlu didapatkan lagi data yang lebih akurat, mengingat pendidikan multikultural 
ini masih dalam tehap sebuah wacana yang baru. 
Dalam penelitian ini ditemukan bahwa konsep dan paradigma pendidikan multikultural adalah 
sebuah proses pendidikan yang mengakui dan memahami serta menyadari akan sebuahperbedaan yang ada dalam masyarakat, khususnya anak didik, dari bahasa, agama, seni, 
kemampuan dan lain sebagainya. Tujuan dari pendidikan ini adalah memberikan kesetaraan dan 
penghargaan, serta perlakuan yang demokrasi terhadap seluruh manusia. 
Dalam sistem pendidikan nasional berdasarkan pada sebuah ideologi atau falsafah Pancasila dan 
berdasarkan pada UUD 1945, yang mengandung nilai pendidikan multikultural. Pendidikan ini 
dapat berjalan jika didukung dengan adanya Kurikulum Berbasis Kompetensi yang berupaya 
untuk mengembangkan potensi yang dimiliki anak didik. Anak didik bebas untuk berkreasi 
dalam proses pendidikan, akan tetapi masih terikat dengan norma­norma pendidikan. Untuk 
menerapkan konsep pendidikan ini, Indonesia harus menghadapi berbagai tantangan, yakni 
mengenai kurikulum, profesionalisme guru, mata pelajaran pendidikan multikultural. 
Dalam ajaran pendidikan agama, khususnya pendidikan Islam, bahwa pendidikan multikultural 
penting untuk diterapkan atau dihubungkan, mengingat agama yang ada di Indonesia heterogen. 
Implikasinya guru harus memberikan wawasan atau metode pengajaran yang kontekstual dalam 
masalah yang berkaitan dengan agama dan sosial, agama dan budaya, agama dan politik. Yang 
semuanya itu rawan sekali terjadi diskriminasi. 
Konsep paradigma ini bisa diterapkan di Indonesia dengan merujuk pada Undang­undang Dasar 
1945, tentang visi Indonesia 2020, etika kehidupan berbangsa bernegara serta sistem pendidikan 
nasional.

KONSEP DAN PARADIGMA PENDIDIKAN MULTIKULTURAL (Studi Analisis Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional)

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Human resource management & education

Undang-Undang Republik Indonesia Nomor 20 Tahun 2008 tentang Usaha Mikro, Kecil, dan Menengah & Undang-Undang Republik Indonesia Nomor 21 Tahun 2008 tentang Perbankan Syariah : dilengkapi peraturan Menteri Negara Koperasi dan Usaha Kecil dan Menengah

Industrial development has an impact on competency requirements that must be aligned with the provision of competencies in vocational school. Vocational school graduates who are able to work in accordance with their field of expertise are one of the keys to the success of vocational education. The purpose of writing this article is to determine the vocational alignment based on the schema. The method used is qualitative with a case study approach. Data collection techniques using interviews. The research was conducted during a workshop organized by the Directorate of Vocational Education. The research subjects were Indonesian vocational school teachers. The research procedure used the Denzin & Lincoln model. Data analysis was carried out with the assistance of the Atlas.ti software version 8.3. The results of this study provide information that there are three important things that need to be done by vocational school and Industry to be able to carry out and develop competencies, namely process, strategic management, and duties and responsibilities. The three things that are the findings, of course, have their respective indicators which can be done specifically by vocational school and Industry. The results of this research can be used as a collective reflection for vocational school and industry in increasing competence and developing the ability to create quality graduates for vocational school and to find competent workforce candidates for Industry.

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Vocational School Alignment Based-on Industry Needs

The industrial era 4.0 requires that every individual must have superior competence and wise morals. Life skill education is an effective strategy to face the XXI century competition. However, there has been no development in line with the demands, resulting in much unemployment in Indonesia. Character education is encouraged to maintain and strengthen the culture and character of the nation. However, in reality, character education has not yet integrated into all school-based development programs. This research explores the development of character education based on life skill education at Pondok Pesantren Modern Muhammadiyah Boarding School (PPM MBS) Yogyakarta. This qualitative research uses an ethnographic approach.  Researchers' data is through the interview, observation, and documentation techniques—data analysis process with data reduction stages, data presentation, and conclusion. Triangulation sources and techniques used as a test of data validity. This study's findings show the strengthening of character education through life skills education orienting on self-development and boarding schools' cultural development. This study's findings recommend various life skill education programs that can develop and character education strategies in formal schools.

/pdf/development-of-life-skills-education-as-character-building-4w1o1jknsy.pdf

Development of life skills education as character building

Teachers who can adapt and be ready for all changes will also be able to provide a balance to increase the competence of vocational high school students. This is also not denied when teachers become assessors in student competency tests. The objectives of this study were to produce an instrument for the readiness of teachers as assessors; to knowing good grain reliability; to know the characteristics of the instrument; and to know the difficulty level of the item. The method used in this research is instrument development. Respondents were vocational school teachers who were candidates for competency test assessors. Data collection techniques using a questionnaire. Analysis of construct validity using Confirmatory Factor Analysis. Reliability using Cronbach’s alpha. Test the instrument items using the Rasch model. The results are the readiness instruments of the vocational teacher as an assessor has 19 indicators that have been grouped into 5 factors with consistency values being in the same construct (proven construct validity). The result of the calculation of the reliability of this instrument is 0.852, which means that the reliability coefficient is high; There are two items, namely numbers 24 and 18 which indicate the absence of a fit item in the overall item fit criteria; At the item difficulty level, items 8 and 6 have a difficulty score of more than 2, while this indicates that items 8 and 6 have a high difficulty level.

/pdf/construct-exploration-of-teacher-readiness-as-an-assessor-of-2ms36iyo22.pdf

Construct Exploration of Teacher Readiness as an Assessor of Vocational High School Competency Test

Manajemen Strategi Human Capital dalam Pendidikan

The implementation of learning is the most important part in improving the quality of education. The Covid-19 pandemic period is part of the challenge for education so that learning continues. The purpose of this study was to investigate in depth the implementation of distance learning during the Covid-19 pandemic. The method used in this research is qualitative with a case study approach. The research was conducted at Muhammadiyah Pakel Elementary School. The data sources in this study were teachers, parents, and students. Data collection techniques using structured interviews assisted with guidelines that are structured questions systematically. Data analysis using the Denzin & Licoln case study model assisted by atlas.ti software version 8. The technique used to improve the quality of research is source triangulation. The results of this study provide information that in the implementation of the implementation of distance learning there are three factors, namely policy, distance learning process, and human resource activeness. These three factors are novelty which can be recommendations for the three education centers in order to be part of improving the quality of distance learning education during the Covid-19 pandemic.

/pdf/the-implementation-of-distance-learning-during-the-covid-19-2m11euj6e0.pdf

Fitri Nur Mahmudah

Papers

Vocational School Alignment Based-on Industry Needs

Development of life skills education as character building

Construct Exploration of Teacher Readiness as an Assessor of Vocational High School Competency Test

Manajemen Strategi Human Capital dalam Pendidikan

The Implementation of Distance Learning during the Covid-19 Pandemic