Staff Site Universitas Negeri Yogyakarta MATERI SMKN1SGR
8/5/2011
Di SMK N 1 Singaraja
Pengembangan
Manusia
Oleh:
Putu Sudira
Jumat 7 Agustus 2010
TUJUAN PENGEMBANGAN MANUSIA
Pengembangan
Manusia Melalui
Peningkatan
Kualitas
PENGEMBANGAN MANUSIA (SEKALA)
Peningkatan Pilihan
Hidup
Prana Idep/Pikir
Prana Sabda/Bicara
Kualitas
Dasar
Pendidikan
Pemurnian Jiwa/Atman
Pelatihan
Daya Fisik/Angga
Pengalaman
Daya Pikir/Idep
Pembiasaan/
Pembudayaan
Daya Gerak/Bayu
Karir
Pengaruh
Penghasilan
Prestise
Kesehatan Mental
Harapan Hidup
Kesehatan Fisik
Aktualisasi Diri
Kenikmatan Hidup
Daya Bicara/Sabda
Prana Bayu/Gerak
Angga Sarira/ Fisik
Pengembangan
Manusia
Kualitas
Fungsional/Ke
ilmuan
Kompetensi
Kejuruan (terus
menerus
diperbarui)
PRANA: IDEP, SABDA, BAYU
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Berfikir Analitis
Berfikir Kritis
Berfikir Kreatif
Berfikir Deduktif
Berfikir Induktif
Berfikir Ilmiah
Berfikir Nalar
Berfikir Lateral
Berfikir Sistem
Iman & Takwa(Sradha &
Bhakti) terhadap Tuhan
YME
Rasa kasih sayang
Kebenaran
Kesopanan (Karunarasa)
Toleransi
Kejujuran & Kebersihan
Disiplin diri
Harga diri (Keneh Lek)
Tanggung jawab
Respek
1
8/5/2011
Integritas
Keberanian moral
Kerajinan
Komitmen
Loyalitas
Seni /estetika
KUALITAS FUNGSIONAL
Penguasaan Disiplin Ilmu/IPTEK dan seni serta
penelitian dan pengembangan
Kemampuan menggunakan sumberdaya
Kemampuan bekerjasama secara harmonis
Kemampuan menggunakan informasi
Kemampuan menggunakan sistem
Kemampuan mangelola dan memimpin
Kemampuan merespon & mengantisipasi
perubahan
PRANA & ANGGA SARIRA
Kesehatan/Kebugaran
Keterampilan
Prof. Slamet PH.
MA.,M.Ed.MA.,MLHR.,Ph.D.
Prof. Slamet PH.
MA.,M.Ed.MA.,MLHR.,Ph.D.
JIWA KEWIRAUSAHAAN
1.
2.
3.
4.
5.
6.
7.
8.
•
Bersikap dan berpikir mandiri
Memiliki sikap berani menanggung resiko
Tidak suka mencari kambing hitam.
Selalu berusaha menciptakan dan
meningkatkan nilai sumberdaya
Terbuka terhadap umpan balik
Selalu ingin mencari perubahan yang lebih
baik (meningkatkan/mengembangkan)
Tidak pernah merasa puas, terus menerus
melakukan inovasi dan improvisasi demi
perbaikan selanjutnya
Memiliki tanggungjawab moral yang baik
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Prof. Slamet PH.
MA.,M.Ed.MA.,MLHR.,Ph.D.
Kualitas dan Inovasi
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MA.,M.Ed.MA.,MLHR.,Ph.D.
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Input
Proses
Output
Outcome
(
Efektifitas
'
Produktifitas
Efisiensi Internal
Efisiensi Eksternal
Prof. Slamet PH.
MA.,M.Ed.MA.,MLHR.,Ph.D.
2
8/5/2011
Tabel 1: Sekolah Sebagai Sistem
Komponen
Konteks
Sub-komponen
Komponen
Sub-komponen
1. Visi, misi, tujuan, sasaran
1. Tuntutan pengembangan diri dan
peluang tamatan
2. Dukungan pemerintah, DPR, dan
masyarakat
2.
KURIKULUM
3. Ketenagaan
4. Peserta didik
Input
3. Kebijakan pemerintah
5. Sarana dan prasarana
4. Landasan hukum
6. Dana
5. Kemajuan IPTEKS
7. Regulasi
8. Organisasi
6. Nilai & harapan masyarakat
7. Tuntutan otonomi
9. Administrasi
10. Peran serta masyarakat
8. Tuntutan globalisasi
11. Budaya sekolah
Prof. Slamet PH. MA.,M.Ed.MA.,MLHR.,Ph.D.
Komponen
Proses
Prof. Slamet PH. MA.,M.Ed.MA.,MLHR.,Ph.D.
Sub-komponen
Komponen
Sub-komponen
Proses belajar mengajar (PBM)
1. Kesempatan pendidikan/Meneruskan
Outcome
2. Kesempatan Bekerja
1. Prestasi akademik
Output
3. Pengembangan diri tamatan,
(Berwirausaha)
2. Prestasi non akademik
3. Angka mengulang
4. Angka putus sekolah
Prof. Slamet PH. MA.,M.Ed.MA.,MLHR.,Ph.D.
Prof. Slamet PH. MA.,M.Ed.MA.,MLHR.,Ph.D.
.
7
. 87.
Fungsi
Urusan
Perenca
naan
Pengorga
nisasian
Pelaksa
naan
Pengkoor
dinasian
Pengevaluasian
P B M
7
KURIKULUM
Pendidik & Tenaga
Kependidikan
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9
Peserta didik
7
Sarana & prasarana
Keuangan
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Regulasi
9
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Administrasi
7
Organisasi
"
Humas
Kultur Pendidikan
0
9
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Kesekretariatan
Prof. Slamet PH. MA.,M.Ed.MA.,MLHR.,Ph.D.
3
8/5/2011
7
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(1) Student learning outcomes are the product of the interaction between
curriculum characteristics, student learning experience, and individual
characteristics;
(2) Student learning experience is affected by teacher performance, curriculum
characteristics, and classroom environment;
(3) Teacher performance is determined by the interaction between teacher
competence, curriculum characteristics, and school organizational
environment;
(4) External teacher education, school-based teacher education, and preexisting teacher characteristics can contribute to teacher competence; and
(5) Teaching evaluation based on the information from teacher performance,
as well as student learning experience and learning outcomes, can be used to
facilitate the development of teacher competence through staff development
activities.
"
7
"
"
7
0
9
%
Pendidikan sebagai investasi masa Depan
Fungsi pendidikan dalam abad 21
education relevance to the future
future effectiveness assurance
4
8/5/2011
#
!
!!
develop students with multiple development in
technological, economic, social, political,
cultural, and learning aspect
Company/
Employer
Specific Skills
Industry Specific-Skills
based on characteristics of technological,
economic, social, political, cultural, and
learning aspect
(Portable Credentials)
Generic Work-Skills
How to used resources, Proces
Information, Use technology, Understand
Systems, Related to others, Work on team
Fu nd a me nt a l
S k i l ls
Basic Skills
Thinking Skills
Personal Qualities
Listening, Reading,
Writing, Speaking,
Math
How to Learn, Create &
solve problem, Make
decision, etc
Responsibility, Integrity,
Self-confidence, Moral,
Character, Loyality, etc
hybrid, integrative, common core of workforce
education for all, and interactive with the
support of ICT, networking, local and global
exposure, and field experience and virtual
reality,
meet the diverse needs of
students and the society in
the future development.
New Paradigm of Teaching
Teacher is the Facilitator or
Mentor to support Students’
Learning
Individualized Teaching Style
Arousing Curiosity
Facilitating Process
Sharing Joy
As Lifelong Learning
Multiple Sources of Teaching
Networked Teaching
World-Class Teaching
Unlimited Opportunities
Local and International Outlook
As World-Class and Networked
Teacher
maximizing development oportunities for
student’ individualized, localized, and
globalized learning
relevan to the globalization of technology,
economy, social development, political
development, culture, and learning
includes local resources, material, and
concerns to ensure the local relevance
and community involvement for
maximizing opportunities for student’
localized learning.
New Paradigm of Learning
•
•
•
•
•
•
•
•
•
•
•
•
Student is the Centre of
Education
Individualized Programs
Self-Learning
Self-Actualizing Process
Focus on How to Learn
Self Rewarding
Multiple Sources of Learning
Networked Learning
Lifelong and Everywhere
Unlimited Opportunities
World-Class Learning
Local and International Outlook
Teaching/
Teacher’s Roles Learning Process
1. Appreciator
2. Partner
3. Patron
4. Guide
5. Questioner
6. Tutor
7. Counsellor
8. Moulder
9. Instructor
10.Exemplar
o As determined by
students
o Participation
o Making
o Searching
o Experimentation
o Reflection
o Expression of
feeling
o Conditioning
o Transfer of
information
o Imitation
Student’s Roles
1. Searcher
2. Partner
3. Designer
4. Explorer
5. Searcher
6. Thinker
7. Client
8. Subject
9. Memorizer
10.Trainee
Likely Student
Quality as
Outcomes
o SelfDetermination
o Responsibility
o Creativeness
o Adventurousness
o Investigation Skill
o Understanding
o Insight
o Habits
o Possession of
information
o Skills
5
8/5/2011
1
2
3
4
5
.#
6
7
8
9
10
Student self-initiative (Self-learning)
4
!
4
*& !
!
Teacher Direct Instruction
1
2
3
4
5
6
7
8
9
10
*& ! .#
6
Di SMK N 1 Singaraja
Pengembangan
Manusia
Oleh:
Putu Sudira
Jumat 7 Agustus 2010
TUJUAN PENGEMBANGAN MANUSIA
Pengembangan
Manusia Melalui
Peningkatan
Kualitas
PENGEMBANGAN MANUSIA (SEKALA)
Peningkatan Pilihan
Hidup
Prana Idep/Pikir
Prana Sabda/Bicara
Kualitas
Dasar
Pendidikan
Pemurnian Jiwa/Atman
Pelatihan
Daya Fisik/Angga
Pengalaman
Daya Pikir/Idep
Pembiasaan/
Pembudayaan
Daya Gerak/Bayu
Karir
Pengaruh
Penghasilan
Prestise
Kesehatan Mental
Harapan Hidup
Kesehatan Fisik
Aktualisasi Diri
Kenikmatan Hidup
Daya Bicara/Sabda
Prana Bayu/Gerak
Angga Sarira/ Fisik
Pengembangan
Manusia
Kualitas
Fungsional/Ke
ilmuan
Kompetensi
Kejuruan (terus
menerus
diperbarui)
PRANA: IDEP, SABDA, BAYU
!
•
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#
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% &
!$
'% &
&
%$
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&
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%
&
•
$ "
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#
*
&
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•
%
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&
%
## (
!
$
,
(%
%
(
+,
%
$
+
(
!'
%
.
!
.
(
-
Berfikir Analitis
Berfikir Kritis
Berfikir Kreatif
Berfikir Deduktif
Berfikir Induktif
Berfikir Ilmiah
Berfikir Nalar
Berfikir Lateral
Berfikir Sistem
Iman & Takwa(Sradha &
Bhakti) terhadap Tuhan
YME
Rasa kasih sayang
Kebenaran
Kesopanan (Karunarasa)
Toleransi
Kejujuran & Kebersihan
Disiplin diri
Harga diri (Keneh Lek)
Tanggung jawab
Respek
1
8/5/2011
Integritas
Keberanian moral
Kerajinan
Komitmen
Loyalitas
Seni /estetika
KUALITAS FUNGSIONAL
Penguasaan Disiplin Ilmu/IPTEK dan seni serta
penelitian dan pengembangan
Kemampuan menggunakan sumberdaya
Kemampuan bekerjasama secara harmonis
Kemampuan menggunakan informasi
Kemampuan menggunakan sistem
Kemampuan mangelola dan memimpin
Kemampuan merespon & mengantisipasi
perubahan
PRANA & ANGGA SARIRA
Kesehatan/Kebugaran
Keterampilan
Prof. Slamet PH.
MA.,M.Ed.MA.,MLHR.,Ph.D.
Prof. Slamet PH.
MA.,M.Ed.MA.,MLHR.,Ph.D.
JIWA KEWIRAUSAHAAN
1.
2.
3.
4.
5.
6.
7.
8.
•
Bersikap dan berpikir mandiri
Memiliki sikap berani menanggung resiko
Tidak suka mencari kambing hitam.
Selalu berusaha menciptakan dan
meningkatkan nilai sumberdaya
Terbuka terhadap umpan balik
Selalu ingin mencari perubahan yang lebih
baik (meningkatkan/mengembangkan)
Tidak pernah merasa puas, terus menerus
melakukan inovasi dan improvisasi demi
perbaikan selanjutnya
Memiliki tanggungjawab moral yang baik
•
$ %
"
)
•
(
%
% $ ' % $
•
%
•
•
2 2
4
3 .
%
+
!
$
%!
0
1
)
!
&#
•
!
& /#
! % !
!+
#
%
!"
!"
!
"
!
•
!
)
!
")
%!
!
-
Prof. Slamet PH.
MA.,M.Ed.MA.,MLHR.,Ph.D.
Kualitas dan Inovasi
3
* %
% &
$
!
)
Prof. Slamet PH.
MA.,M.Ed.MA.,MLHR.,Ph.D.
2 '
+
!
#
•
•
!
+
%
# & %
#!
5
6$
! !
! #
(
%!#
(# % (
# *#
2
+
,
1
+ ,
# &
& % ( %!#
# % -
Konteks
%
Input
Proses
Output
Outcome
(
Efektifitas
'
Produktifitas
Efisiensi Internal
Efisiensi Eksternal
Prof. Slamet PH.
MA.,M.Ed.MA.,MLHR.,Ph.D.
2
8/5/2011
Tabel 1: Sekolah Sebagai Sistem
Komponen
Konteks
Sub-komponen
Komponen
Sub-komponen
1. Visi, misi, tujuan, sasaran
1. Tuntutan pengembangan diri dan
peluang tamatan
2. Dukungan pemerintah, DPR, dan
masyarakat
2.
KURIKULUM
3. Ketenagaan
4. Peserta didik
Input
3. Kebijakan pemerintah
5. Sarana dan prasarana
4. Landasan hukum
6. Dana
5. Kemajuan IPTEKS
7. Regulasi
8. Organisasi
6. Nilai & harapan masyarakat
7. Tuntutan otonomi
9. Administrasi
10. Peran serta masyarakat
8. Tuntutan globalisasi
11. Budaya sekolah
Prof. Slamet PH. MA.,M.Ed.MA.,MLHR.,Ph.D.
Komponen
Proses
Prof. Slamet PH. MA.,M.Ed.MA.,MLHR.,Ph.D.
Sub-komponen
Komponen
Sub-komponen
Proses belajar mengajar (PBM)
1. Kesempatan pendidikan/Meneruskan
Outcome
2. Kesempatan Bekerja
1. Prestasi akademik
Output
3. Pengembangan diri tamatan,
(Berwirausaha)
2. Prestasi non akademik
3. Angka mengulang
4. Angka putus sekolah
Prof. Slamet PH. MA.,M.Ed.MA.,MLHR.,Ph.D.
Prof. Slamet PH. MA.,M.Ed.MA.,MLHR.,Ph.D.
.
7
. 87.
Fungsi
Urusan
Perenca
naan
Pengorga
nisasian
Pelaksa
naan
Pengkoor
dinasian
Pengevaluasian
P B M
7
KURIKULUM
Pendidik & Tenaga
Kependidikan
"
!
!
0
9
Peserta didik
7
Sarana & prasarana
Keuangan
"
Regulasi
9
0
!" *
Administrasi
7
Organisasi
"
Humas
Kultur Pendidikan
0
9
%
Kesekretariatan
Prof. Slamet PH. MA.,M.Ed.MA.,MLHR.,Ph.D.
3
8/5/2011
7
"
!
0
7
"
0
9
!
!
9
$
$
$
$
$
$
)$
*
&
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%
+
.
/0$
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$
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,
+
9
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9
0
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#
%
%
&
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!
(
!
# &
!0
$
* %
%
$
,
9
0
0
"
!
7
!
7
!
(1) Student learning outcomes are the product of the interaction between
curriculum characteristics, student learning experience, and individual
characteristics;
(2) Student learning experience is affected by teacher performance, curriculum
characteristics, and classroom environment;
(3) Teacher performance is determined by the interaction between teacher
competence, curriculum characteristics, and school organizational
environment;
(4) External teacher education, school-based teacher education, and preexisting teacher characteristics can contribute to teacher competence; and
(5) Teaching evaluation based on the information from teacher performance,
as well as student learning experience and learning outcomes, can be used to
facilitate the development of teacher competence through staff development
activities.
"
7
"
"
7
0
9
%
Pendidikan sebagai investasi masa Depan
Fungsi pendidikan dalam abad 21
education relevance to the future
future effectiveness assurance
4
8/5/2011
#
!
!!
develop students with multiple development in
technological, economic, social, political,
cultural, and learning aspect
Company/
Employer
Specific Skills
Industry Specific-Skills
based on characteristics of technological,
economic, social, political, cultural, and
learning aspect
(Portable Credentials)
Generic Work-Skills
How to used resources, Proces
Information, Use technology, Understand
Systems, Related to others, Work on team
Fu nd a me nt a l
S k i l ls
Basic Skills
Thinking Skills
Personal Qualities
Listening, Reading,
Writing, Speaking,
Math
How to Learn, Create &
solve problem, Make
decision, etc
Responsibility, Integrity,
Self-confidence, Moral,
Character, Loyality, etc
hybrid, integrative, common core of workforce
education for all, and interactive with the
support of ICT, networking, local and global
exposure, and field experience and virtual
reality,
meet the diverse needs of
students and the society in
the future development.
New Paradigm of Teaching
Teacher is the Facilitator or
Mentor to support Students’
Learning
Individualized Teaching Style
Arousing Curiosity
Facilitating Process
Sharing Joy
As Lifelong Learning
Multiple Sources of Teaching
Networked Teaching
World-Class Teaching
Unlimited Opportunities
Local and International Outlook
As World-Class and Networked
Teacher
maximizing development oportunities for
student’ individualized, localized, and
globalized learning
relevan to the globalization of technology,
economy, social development, political
development, culture, and learning
includes local resources, material, and
concerns to ensure the local relevance
and community involvement for
maximizing opportunities for student’
localized learning.
New Paradigm of Learning
•
•
•
•
•
•
•
•
•
•
•
•
Student is the Centre of
Education
Individualized Programs
Self-Learning
Self-Actualizing Process
Focus on How to Learn
Self Rewarding
Multiple Sources of Learning
Networked Learning
Lifelong and Everywhere
Unlimited Opportunities
World-Class Learning
Local and International Outlook
Teaching/
Teacher’s Roles Learning Process
1. Appreciator
2. Partner
3. Patron
4. Guide
5. Questioner
6. Tutor
7. Counsellor
8. Moulder
9. Instructor
10.Exemplar
o As determined by
students
o Participation
o Making
o Searching
o Experimentation
o Reflection
o Expression of
feeling
o Conditioning
o Transfer of
information
o Imitation
Student’s Roles
1. Searcher
2. Partner
3. Designer
4. Explorer
5. Searcher
6. Thinker
7. Client
8. Subject
9. Memorizer
10.Trainee
Likely Student
Quality as
Outcomes
o SelfDetermination
o Responsibility
o Creativeness
o Adventurousness
o Investigation Skill
o Understanding
o Insight
o Habits
o Possession of
information
o Skills
5
8/5/2011
1
2
3
4
5
.#
6
7
8
9
10
Student self-initiative (Self-learning)
4
!
4
*& !
!
Teacher Direct Instruction
1
2
3
4
5
6
7
8
9
10
*& ! .#
6