aims of education. Kepmendikbud Decree of Minister of Education and Culture No. 045U2002 comprises 8 points, analyzing the competence-based curriculum.
C. Discussion and Result
In 2013, at Balai Pertemuan Ilmiah ITB, a Forum of Professor MGBMajelis Guru Besar open discussion was held with a theme of Kemajuan IPTEKS dan Pergeseran
Paradigma Pendidikan pada Abad XXI”. The discussion was aimed to reconstruct the scenario of Indonesian Education which is based on the true paradigm. Some results of
the discussion are: First, education has to be able to cope with the era development, especially in responding
the advance of technology and in grasping the dynamic social life in the society. Second, the XXI century is identical with the development of technology and the rapid
cultural changes. Recently, science-and-technology-development-based professional attitude has become the features of a scientific society which, in the same time, creates
global mind in every individual. Third, the proper respond to the development of science and technology is to adopt and
apply new, true and effective paradigm of national education. A paradigm that comprehends what has been and is still going on in our country and nation as the impact
of the development of science and technology.
Based on the fact and reality amongst the society that there are some problems concerning the course and aims of tertiary education, a comprehensive explanation is
needed in the practical and strategical level, which, in the same time, anticipates the interpretative differences. Moreover, a scientific paradigm must be chosen as short a long
term solution.
1. The Problem in the Course and Aims of Tertiary Education.
The course and aims of education has been stated in the Kepmendikbud Decree of Minister of Education and Culture No.232U2000 that contains Pedoman Penyusunan
Kurikulum Pendidikan Tinggi Guideline for Higher of Education Curriculum Making dan Penilaian Hasil Belajar Mahasiswa Students Learning Assessment. In chapter II
about the course and aim of education, point 2 states that:
1 Academic education aims to prepare the students to become members of the society who have academic abilities in applying, developing, andor enriching science,
technology andor art, and in spreading and endorsing the use of science, technology and art in order to increase the society welfare and to enrich the national culture.
2 Professional education aims to prepare the students to become members of the society who have professional abilities in applying, developing, andor enriching science,
technology andor art, and in spreading and endorsing the use of science, technology and art in order to increase the society welfare and to enrich the national culture
What is stated in the Kepmendikbud Decree of Minister of Education and Culture No.232U2000 about the course and aims of national education has also been discussed
in the MGB ITB open discussion at the Balai Pertemuan ITB. KKNI or IQF Indonesian Qualification Framework is issued as a response, but the problem of choosing the true
paradigm still remains.
Etimologically, in KBBI 2002:828, paradigm is defined as ‘model teori ilmu pengetahuan’ model of knowledge theory or ‘kerangka berpikir’ Framework of
thinking, whilw “true” benar is defined in KBBI 2002:130 as “sesuai sebagaimana adanya” relevant as it is, ‘sah’ legit, ‘tidak salah’ not wrong, or ‘dapat dipercaya’
trustworthy. Those definitions are pragmatic, while the standard of truth or trueness is highly influenced by the point of view and intellectual leadership. Therefore, an true
paradigm depends on the point of view and leadership thinking that influence the society.
Paradigm has been an interesting concept to the scientists. Thomas Kuhn 1964 uses the term paradigm as the central concept in his book “The Structure of Scientific
Revolution” which is regarded as a monumental work in the development of the history and philosophy of science. Khun proposes the model as follows:
P1 NC
A C
R P2
P1 =
Science in a particular time is dominated by a particular paradigm NC
= Normal Science, the accumulation period of science. Knowledge works and
develops the influencing paradigm of science. A
= Anomalies, scientists are unable to avoid the conflict and deviation because
the existing paradigm cannot provide sufficient explanation about the occurring problems.
C =
Crisis, if the conflicts accumulate, crisis will rise, and the previous paradigm will be questionable for the validity.
R =
Revolution, crisis is at its peak, science revolution occurs; new paradigm emerges and replaces the previous one.
P2 =
The new paradigm is able to solve the problems faced. There is a great change in science.
As intellectual Moslem, we already have the ultimate true paradigm. According to Nugraha 2010 :5 the concept of truth or hakikat al-haq in the Holy Qur’an are stated
more than 103 times. 41 verses are madaniyyah and the other 62 are makiyyah. The word Al-haq in the madaniyyah verses has the meaning of ‘Al Qur’an, Islam, honesty, good
sake, true course, etc’. The same word in the makiyyah verses shows the meaning of ‘naqliyah’ faith, such as the faith of the existence of hell or the judgement day, and
‘aqliyah’ faith, such as the prove of creations, God’s welfare giving and protection. Table 2 shows the synthesis of both verses :
Tabel 2
The Reality of Truth
Entity of Al-Haq the truth
Insaniyyah humanity
Hadharah civilization
Ilmiyyah knowledge
Tauhid faith ++
++ ++
Syar’iy the laws of Allah ++
++ ++
Waqi’y factual truth -
+ -
+ -
+
It can be inferred from the table 2 that there are three entities as objects of truth elaboration, they are tauhid, syar’i, and waqiy. The first entity,’tauhid’ or faith, has an
absolute truth. The second entity,’syar’i’, or laws, gives the course for scientific activities that is for the sake of human beings. The functions of the first and second entities give
scientific control and target, so that a great civilization will be created with high morality and ultimate technology. The third entity, ‘waqiy’, means that factual truth is relative. Its
truth responsibility is accountable horizontally amongst human beings. This is the place
for scientific-factual truth that, inspite of its tentativeness, still gives the opportunity of continuous development toward the system of sunnatullah.
Based on the explanation above, the true paradigm should consider 3 factors: 1 the entity of faith as the basis
entity of the laws of Allah SWT as the course of scientific activities, that is for the good stage, the course of education should consider 1 the building of Islamic personality, 2
integration of formal, informal and non formal education. 3 life skills.
2. Interpretative and Explanative Reviews on the KBK-KKNI National
