M01538
Evaluation of the Implementation of a New Educational Paradigm
Post-Reformation in Primary Schools in Salatiga.
By
Wasitohadi
Satya Wacana Christian University
Salatiga
Abstract
The purpose of this research was to find the effect of new education paradigm on primary
schools system and praxis in Salatiga, focused on the implementation of new education paradigm
and its rationale. The research was limited on the aspects of learning process. The type of the
research was policy evaluation research. The research approach was qualitative and
quantitative. The qualitative data were collected from key informants and various related
documents through documents study, observation, interview, and questionnaire. The collected
data were then analyzed qualitatively as inductive data. Whereas quantitative data were used as
supplement and complement to support or clarify qualitative data. The research found that new
education paradigm impacted on the system and praxis in elementary education. Implementation
of education system related to the aspect had changed according to the new education paradigm.
However, because the stakeholder’s mindset had not changed, education praxis was not fully
appropriate for what was expected in the policy.
Keywords : new education paradigm, education system, education praxis, the learning process.
1
Introduction
One of the post-reformation educational policies is to make reforms and stabilizations in the
national educational system based on principles of decentralization and autonomy in scientific
matters and management (GBHN, 1999). The policy indicates that making reforms and
stabilizations in the national educational system is possible. In the course of reforming and
stabilizing the national educational system, seeking a new educational paradigm is an urgent
effort to be made for the implementation of educational policies and practices in Indonesia
(Sudarsono, 1999: 1).
The idea of the necessity for a new educational paradigm has a number of factors as its
background. Besides the accumulation of impacts from past educational policies, it has also been
caused by global challenges and needs as well as the strengthening demands of the reformation
movement in Indonesia (Tilaar, 2004: 2). The reformation movement in Indonesia demands the
application of the principles of democracy, decentralization, and justice and the upholding of
basic human rights in living within a nation and a country (Undang-Undang No. 20, 2003). The
movement has caused an awareness of the regional right for autonomy to grow, which in turn has
caused to grow the thought about the need to apply the educational decentralization system. The
application of such a system has of course had certain basic consequences in conducting
education. One of the consequences has been a change in the educational management from a
centrally-based one into a regionally-based one.
In other words, the educational management should then be adjusted to the soul and spirit of
autonomy. In an era of autonomy, the regions are given an increasingly greater responsibility in
regulating and implementing their authority in the educational field on their own initiative.
Meanwhile, there are demands that educational management be based on principles of
democracy, the public’s participation, equalization, justice, and attention to regional potential and
variety. Therefore, the adjustment also demands the occurrence of a change or shift in the
educational paradigm from the old one to a new one. Concerning the paradigm change or shift, in
the law called Undang-Undang No. 20 Tahun 2003 about the National Educational System, it is
mentioned as follows.
(1) Education is conducted democratic-ally and with justness as well as without discrimination
by upholding basic human rights, religious values, cultural values, and national diversity.
(2) Education is conducted as one systemic unity with an open and multi-meaning system.
2
(3) Education is conducted as a lifelong process of learners’ acculturation and empowerment.
(4) Education is conducted by giving models for learners to emulate, building up learners’ will,
and developing learners’ creativity in the learning process.
(5) Education is conducted by developing the culture of reading, writing, and arithmetic for all
society members.
(6) Education is conducted by empowering all society components through participation in
conducting educational service and its quality control.
From the principles above, it is seen that a change of educational paradigm has occurred in
the national educational system. It is seen in the principles applied now in conducting education;
they are far more democratic and oriented to educational theory and praxis which increasingly
give more importance to the democracy and global-universal values. Further, the explanation in
the UU emphasizes that in relation with education, the principles above would give basic impacts
on the content, process, and management of the educational system. In line with the change of
educational paradigm, the content, process, and management of the educational system also
undergo a change or a reform.
Ideally, the application of the new educational paradigm would color and give positive
impact on the system and praxis of conducting education. The educational management system
beginning with the process of making decisions and going through that of designing programs to
the praxis of conducting education, both at the central, regional, and educational unit levels, must
be an application of the new educational paradigm. Thus, the application of the new educational
paradigm is assumed to be able to have positive impacts on regional educational progress.
Empirical data on various international experience in several countries indicates that the
educational decentralization policy has positive impacts on (1) quality improvement, (2)
administrative efficiency, (3) financial efficiency, and (4) educational expansion and equalization
(Fiske, 1998: 48; Alhumani, Kompas, September 11th, 2000). However, it is not always so in
actuality. The World Bank (1998: 73) warns, “Clearly, decentralization is not an answer to all
educational problems, but experience shows that it is a necessary, while not a sufficient,
condition for improving teaching and learning.” Educational decentralization also brings about
many problems (Fiske, 1998). It is not the one best alternative for quality improvement in
education (Hadiyanto, 2004: 64). Not all of the countries applying it have succeeded as theorized
(Supriadi, 2003). In fact, educational praxis has even experienced reductionism instead
3
(Surakhmad, 2009: 467), while the process of reasoning, innovativeness, imagination, and moral
development has not occurred (Sudarsono, 1999: 1).
Apart from the occurrence of these pros and cons, realities have indicated that the
implementation of educational policies in Indonesia all this time have given varying impacts. The
implementation of the policy of equalizing (or evenly distributing) and expanding access to
education, for example, has impacted on the improvement in the attainment of the educational
participation index very convincingly at all levels, but it has not been measured with the quality
of basic competence mastery as indicator (Depdiknas, 2007). Meanwhile, as for the
implementation of the policy of improving educational quality, the results and impacts have
remained causes of concern still, as reflected in the results of studies by various institutions in
both the macro and micro ways (Kompas, December 10th, 2007). How could it have happened?
There are numerous causes. One of them is that there are still many occurrences of slowness and
ambiguity in the changing of way of thinking from that of the centralistic pattern into that of the
decentralistic pattern. It is assumed that the new educational paradigm as the paradigm of
thinking about management with a decentralistic pattern has not yet colored the system and
praxis of education at the local and educational unit levels.
On the basis of what is mentioned above, it has been considered necessary to conduct
research on the impact of the new educational paradigm on the system and praxis of education at
the local level. The researcher has limited it to the running of education at primary schools,
focusing on the implementation of the new educational paradigm and its rationale. In this case,
the research has been further focused on the learning process, because the learning process is the
core of education, its quality improvement should be a priority concern.
Based on those descriptions, the problem of this research are as follow:
How is the learning process in the primary schools where the research taking place in the
context of the enactment of the new paradigm of post-reform education? Has the enactment
of a new paradigm in education, changed or improved the learning process? Then, what is the
impact for the primary education?
Research Method
In type, the research concerned here is policy evaluation research. In such research, there
should be criteria used to determine values and there should be objects to be evaluated. In this
4
research, the educational policy and the hopes which are manifestations of the new paradigm are
what made into the mirror to make reflections.
What is being assessed or materials that are reflected are the implementation process of
education policy in Salatiga focusing on the problems under this research, and the results and
impact of the implemented educational policies.
In accordance to the focus of the problem researched, the research has used a qualitativequantitative approach. The qualitative data have been obtained from key informants and various
related documents through document study, observations, interviews, and questionnaires.
The experiment was conducted in Salatiga in the school year of 2009/2010 and 2010/2011,
focused on Gugus Yos Sudarso as one of the clusters of 15 school clusters in Salatiga. The study
focused on three (3) elementary schools in the cluster, ie 1 SD Inti (core) and 2 SD Imbas
(impacted) (public and private). These three elementary schools relatively have high academic
and non-academic achievements, which represent the education in Salatiga for reflections. This is
reflected by the average of UN (National Exam) grade that are high, representing many different
competitions, and winning many championships. However, just like most other SD, from the
observation, these primary schools have not changed much as a result of the implementation of
the new paradigm of education as defined in UU Sisdiknas, which are applied both in public and
private schools.
The data gathered have then been analyzed qualitatively by using an inductive approach,
while the quantitative data have been used as supplements and complements which are supportive
or clarifying in nature. The results of the analysis have then been further reflected upon through
interpretive efforts using various relevant theories so that conclusions, implications, and
recommendations could be given.
Research Results and Discussion
In terms of the system, there is a spirit in Salatiga to implement a new paradigm in the
educational process to uphold democratic values. The ways of making the Perda in education as
the operational policy governing the educational process, for example, was made in a bottom-up,
democratic, and participatory, and based on the new paradigm of education set in UU Sisdiknas
and the principles of good governance. In terms of its substance, the Perda also regulates the
concept of education and how education is organized, which is clearly in accordance with the
policies of education as the manifestation of the education new paradigm.
5
In terms of curriculum, the three schools has established the KTSP and made the syllabus
in accordance with the school's capacity, but there are variations among these three SD. In both
state schools, the syllabus is relatively common/egalitarian and the substance is similar to the
content standards, so it seems as the gold standard, not the minimum standard as required in the
policy. Meanwhile, in private school, KTSP is highly nuanced in Islam. Islamic religious values
are designed underlying each competency presentation. Affirmed, "principals and teachers can
develop appropriate indicators in accordance with the school capability and adjusted to the local
government policies" (Dokumen silabus, 2007). Thus, what happen in private school is
appropriate and is an implementation of chapter 55 of the UU Sisdiknas, which states that
"people have the right to establish an education in accordance with the peculiarities of a
particular religion ..."; "the character of an education unit that held by the people is still respected
and guaranteed" (explanation of chapter 55 UU Sisdiknas). In chapter 33 verse 5 (Perda, 2009)
also states that "educational unit carried out by the community is able to add the learning
materials according to their own characteristics ".
Regarding the orientation of education, the three schools lead their achievements on
Standar Kompetensi Lulusan (the Graduates Competency Standards, which substantially include
both improvement of the academic and non-academic quality (Renstra Disdikpora, 2009-2012).
According to the teacher’s perceptions, both types of achievements are equally important, though
they realize that in reality, schools / teachers tend to emphasize on the academic achievement
(Armstrong, 2006). Meanwhile, the RPP which is a translation of the syllabus, in terms of the
components, are the same in three schools. However, in terms of its substance, there is a
difference as a consequence of differences in the syllabus substance made by schools/teachers.
On private schools, are generally intended and associated with the verses of Quran and Hadist,
not the same with the two state schools.
At the implementation level, especially in the requirements of the number of students, in
both state schools are deviated from the system regulated by Dinas Pendidikan (Department of
Education). Dinas Pendidikan requires that the number of students in each classroom for the nonSSN (Sekolah Standar Nasional or National Standard School) school are maximum of 40
students, while the two state schools accepts more than 40 students for each class. This is
different from the private school, which determines the number of students for each class of 30
students at the minimum, but not exceeding to more 40 students. In addition, a minimum
6
workload of teachers as much as 24 hours per week can be met in the three schools, except for
non-PNS (civil servant) teachers in public schools and English teachers in private school.
Determination of the textbooks in three schools, without consideration from the school
committee, is not as expected as in the policy.
Meanwhile, with regard to the implementation of the learning itself, there are same and
various patterns of the educational process in the three elementary schools. In the preliminary
activities, most of what they are doing are to physically prepare the learners in various ways.
Private school is similar to the two state schools, but one thing makes it different is that in private
school, the preliminary activities are Islamic dominant, such as the tadarus (read the Qur'an
verses) to calm the students , followed by chanting the "Asmaul Husna " (sing the beautiful name
of Allah). Thus, although there are so many similarities between the three schools, but in private
school, the Islamic nuances activity is dominant.
On the core activities, particularly in the exploration process, the results of the
questionnaire showed that the majority of teachers in the three primary schools (80.3 %) involved
the students actively in the learning process. With various percentage and frequency, most of the
teachers also conduct various aspects of the exploration activities that are required in the
standards process. Patterns of variation of the exploration activities in the three elementary
schools, lies not in the range of exploration activities are carried out, but more on the order of
exploration activities are carried out, based on the percentage and intensity. In this case, in both
public schools are relatively similar, not the same with what happen in private school.
In the elaboration process, the majority of teachers at the three elementary schools always
facilitate the students to compete in a fair way (58.2 %), and provide an opportunity to think,
analyze, solve problems and act without fear (56.4 %). Most of the teachers often facilitate
learners to do assignment on reporting (51.1 %), and habituate the students to read and write
through specific assignments.
In the confirmation process, the results of the questionnaire showed that the majority of
teachers in the three elementary schools always answered the questions of students who faced
difficulties (88.1 %). Meanwhile, the observation results to the three primary schools indicated a
relatively different from the questionnaire results, either on the exploration, elaboration and
confirmation process. If the data from the questionnaire showed that teachers do all exploration,
elaboration, and confirmation activity indicators, the observation reflected different result. The
7
learning process sometimes showed the process of the three stages, but it is certainly not as
complete as the indicators of exploration, elaboration and confirmation activities required in the
process standards.
Why it happened, there are many related factors. In addition, perhaps, " conditioned by
instrument ", as there is a necessity to always give an answer, from RPP, interviews with
teachers, and the results FGD meetings, it is known that the learning process of all teachers in the
three elementary schools is not designed and implemented through the three stages. Interview
results also indicate that teachers do not understand the type, understanding, and the connection
between three terms in the core activities. Thus, the more reflected in the RPP and the learning
process is when the teacher enters the core activities, the teacher straight directly into closing
stages of learning. Teachers do not sort out the core activities into three stages of the learning
process. In general, they argue that while the standards process has ever been socialized, but not
all teachers have followed it. Socialization in these times involve only certain teachers, but not or
have not been followed up to the other teachers. As a result, even though the teachers are aware
of the standard process, they have not quite grasped it. This is the reason of why then the
subsequent praxis elementary education process in the three schools, are not quite in accordance
with the standards required in the learning process.
In terms of learning orientation, learning still tends to use old patterns. Behavioristic
learning paradigm is still very strong, whereas the students, who are shown to be active, does not
reflect the implementation of constructivist learning paradigm, but rather as a response to the
stimulus provided by the teachers. The intensity of the student’s actively involved thus depends
on the quality and variety of stimulus that the teachers created. Differences between teachers in
the learning process are determined more by the ability of teachers to create a variety of stimuli,
and not because of applying constructivist paradigm in education. Thus, they tend to be nuanced
by the expository learning (teacher explains, students listen). Teachers still employ the teacheroriented teaching paradigm. An educational paradigm change has not occurred, from the teaching
paradigm to a constructivist learning paradigm.
In terms of value and norm education, it appears that there are a variety of patterns of value
investment through the learning process. In both state schools, value education tends to be
unplanned or as a spontaneous response to the students’ negative behavior, and is not a conscious
and deliberate effort. In contrast, in private elementary school, especially the value of faith and
8
piety, are consciously designed in the syllabus and RPP (lesson plan), although in the practical,
the education of values can also be spontaneous. From the analysis of lesson plans, observations,
supplemented by interviews, it appears that the values embedded for students are so diverse. In
addition to depending on the subject and basic competencies taught, instilled values also
influenced by the type of stimulus in the form of student behavior and classroom levels.
As an educational venture, investment of attitudes and values of life is a process, then it
should be provided through formal education which is carefully planned and designed (Suparno,
2002:62). It is needed to plan and design on whatever values that will be introduced, and what
methods and activities that can be used to embed these values. Values that will be offered and
imparted to students must be carried out in stages and in accordance with the duties and
psychological development of children. Lickona (2013:75), emphasizes the importance of the
three elements noted in instilling moral values in order to be succeed. They are the element of
understanding , feeling , and moral action . The three elements are interrelated. The three
elements need to be considered, so that the embedded value does not stay as knowledge only but
it is a person's actions. According to Muhadjir (1997), "a person can be called as an educator,
besides possessing more knowledge, he or she should be able to implicitly the values on that
knowledge and is willing to share the knowledge with its values to others”. While according to
Depdiknas (2003) , the learning process should be guided by the principle of " developing a
variety of value-laden capabilities ". Humans are value living, said Koesoema (2012 : 49), as well
as students , who live, grow, and thrive in a community, so they need to be equipped not only by
knowledge, but also the values and attitudes embraced and believed by the society. The objective
of value education, according to UNESCO (1994), includes educating from the stage of
resuscitation efforts up to the realization of the worth and valued-behaviors.
In terms of the assessment system, most teachers use test techniques. Non-test techniques
are rarely used. Meanwhile, the idealized form of portfolio assessment in the application of
KTSP, was originally applied by the majority of teachers at the beginning. Nevertheless, in the
process, the teachers get back into the old patterns. An exception occurred in private elementary
school, most teachers still use a form of portfolio assessment in learning process. This happens
because as soon as a portfolio assessment system was implemented, the foundation's do the
monitoring and evaluation on a regular basis. Besides, they often get guidance and coaching by
the principal to the teachers every Saturday.
9
Conclusion
On the basis of the research results and discussion above, the conclusions drawn in the
research are as follows.
Education system that regulates the education process has been based on a new paradigm
of education and the principles of good governance. With the implementation of the new
paradigm of education, the learning process in all three elementary schools has changed. Changes
occur in the learning means, but there are variations in the content and style of these learning
devices. In both state schools, the learning means are general/egalitarian, whereas in private
school, is highly nuanced by the religious affiliation. Religious values are designed to underlying
each presentation of the basic competences.
In terms of implementation, the learning process is not in accordance with the standard
process. Behavioristic learning paradigm is still very strong, whereas the active act of students is
not a reflection of the implementation of constructivist learning paradigm, but rather as a
response to the stimulus provided by the teachers. Still learning using teacher-oriented paradigm.
An educational paradigm change has not occurred, from the teaching paradigm to a constructivist
learning paradigm.
In terms of value-learning, there are a variety of patterns in the way of investing values
through the learning process. In both state schools, value education tends to be unplanned or as a
spontaneous response to the students’ negative behavior, and is not a conscious and deliberate
effort. In contrast, in private elementary school, especially the value of faith and piety, are
consciously designed in the syllabus and RPP (lesson plan), although in the practical, the
education of values can also be spontaneous. Values inculcated in students are diverse, in
addition to depending on the subject and basic competence, also influenced by the type of
stimulus in the form of negative student behavior and classroom levels.
Recommendations
Based on the conclusion, some recommendations are given as follows.
Education system that regulates the education process needs to be consistent, so that there
will be changes as expected in the policy. Changes occur not only in the course of learning, but
also to the substantial changes, such as changes in attitudes and behaviors of teachers in learning
because it is driven by an internal awareness.
10
Need to build internal awareness of teachers that the content standard soul is the
minimum standard that can be developed by the teachers. Similarly, the standard process is
imbued by the constructivist learning paradigm, which is more centered on the learners (student
centered). Therefore, the shift in learning orientation towards a constructivist and studentcentered learning needs to be pursued and grown on teachers.
Learning process, besides providing knowledge, must also be valued-education, in the
sense of instilling certain values, such as provide exemplary, willingness to build and develop the
student’s potencies and creativities. In order to be called as the education effort, the education
about values should be a conscious and deliberate effort, do not just occur spontaneously in
response to negative student behavior.
REFERENCES
Alhumani,A. (2000, September 11). Pembangunan pendidikan dalam konteks desentralisasi.
Kompas, p.4.
Armstrong,T. (2006). The best schools. Virginia: Association for Supervision and Curriculum
Development.
Azra, A. (2002). Paradigma baru pendidikan nasional. Jakarta: Penerbit Buku Kompas.
Depdiknas.(2007). Tindak lanjut tiga pilar kebijakan pendidikan nasional oleh daerah. Jakarta:
Ringkasan Eksekutif Penelitian dan Inovasi Terpilih Puslitjaknov 2006.
_________.(2007). Peraturan Mendiknas RI Nomor 41, Tahun 2007, tentang Standar Proses
untuk Satuan Pendidikan Dasar dan Menengah.
Fennimore, B. (1995). Student-centered classroom management. New York: Delmar Publishers.
Fiske, E.B. (1998). Desentralisasi pengajaran, politik dan konsensus . Jakarta: Penerbit P.T
Gramedia Widia Sarana Indonesia.
Hadiyanto. (2004). Mencari sosok desentralisasi manajemen pendidikan Indonesia . Jakarta:
Penerbit Rineka Cipta.
Koesoema, D. (2012). Pendidikan karakter utuh dan menyeluruh . Yogyakarta: Penerbit Kanisius.
Lickona, T. (2013). Pendidikan Karakter . Bandung: Nusa Media.
Muhadjir, N. (2003). Ilmu pendidikan dan perubahan sosial. Yogyakarta: Penerbit Rake Sarasin.
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Sudarsono, F.X.(1999). Paradigma baru pendidikan Indonesia dalam abad 21. Yogyakarta:
Seminar Pendidikan Nasional Tahun 1999.
Suparno, P., et al.(2002). Pendidikan Budi Pekerti di Sekolah. Yogyakarta: Penerbit Kanisius.
__________. (2007). Filsafat konstruktivisme. Yogyakarta: Penerbit Kanisius.
Supriadi, D. (2003). Satuan biaya pendidikan dasar dan menengah . Bandung: Remaja
Rosdakarya.
Surakhmad, W. (2009). Pendidikan nasional strategi dan tragedi. Jakarta: PT Kompas Media
Nusantara.
Suyanto. (2006). Di belantara pendidikan bermoral. Yogyakarta: Unit Percetakan dan Penerbitan
UNY.
Tilaar, H.A.R.(2004). Paradigma baru pendidikan nasional. Jakarta: Penerbit Rineka Cipta.
Undang-Undang RI Nomor 20, Tahun 2003, tentang Sistem Pendidikan Nasional.
White,C.J.& Harbauqh, A. (2010). Learner-centered instruction. California: Sage Publications,
Inc.
Yin Cheong Cheng. (2002). New paradigm of bonderless education. Hongkong: Centre for
Research and International Collaboration Asia-Pacific Centre for Education Leadership and
School Quality Hongkong Institute of Education.
Zamroni. (2000). Paradigma pendidikan masa depan. Yogyakarta: BIGRAF Publishing.
.
12
13
Post-Reformation in Primary Schools in Salatiga.
By
Wasitohadi
Satya Wacana Christian University
Salatiga
Abstract
The purpose of this research was to find the effect of new education paradigm on primary
schools system and praxis in Salatiga, focused on the implementation of new education paradigm
and its rationale. The research was limited on the aspects of learning process. The type of the
research was policy evaluation research. The research approach was qualitative and
quantitative. The qualitative data were collected from key informants and various related
documents through documents study, observation, interview, and questionnaire. The collected
data were then analyzed qualitatively as inductive data. Whereas quantitative data were used as
supplement and complement to support or clarify qualitative data. The research found that new
education paradigm impacted on the system and praxis in elementary education. Implementation
of education system related to the aspect had changed according to the new education paradigm.
However, because the stakeholder’s mindset had not changed, education praxis was not fully
appropriate for what was expected in the policy.
Keywords : new education paradigm, education system, education praxis, the learning process.
1
Introduction
One of the post-reformation educational policies is to make reforms and stabilizations in the
national educational system based on principles of decentralization and autonomy in scientific
matters and management (GBHN, 1999). The policy indicates that making reforms and
stabilizations in the national educational system is possible. In the course of reforming and
stabilizing the national educational system, seeking a new educational paradigm is an urgent
effort to be made for the implementation of educational policies and practices in Indonesia
(Sudarsono, 1999: 1).
The idea of the necessity for a new educational paradigm has a number of factors as its
background. Besides the accumulation of impacts from past educational policies, it has also been
caused by global challenges and needs as well as the strengthening demands of the reformation
movement in Indonesia (Tilaar, 2004: 2). The reformation movement in Indonesia demands the
application of the principles of democracy, decentralization, and justice and the upholding of
basic human rights in living within a nation and a country (Undang-Undang No. 20, 2003). The
movement has caused an awareness of the regional right for autonomy to grow, which in turn has
caused to grow the thought about the need to apply the educational decentralization system. The
application of such a system has of course had certain basic consequences in conducting
education. One of the consequences has been a change in the educational management from a
centrally-based one into a regionally-based one.
In other words, the educational management should then be adjusted to the soul and spirit of
autonomy. In an era of autonomy, the regions are given an increasingly greater responsibility in
regulating and implementing their authority in the educational field on their own initiative.
Meanwhile, there are demands that educational management be based on principles of
democracy, the public’s participation, equalization, justice, and attention to regional potential and
variety. Therefore, the adjustment also demands the occurrence of a change or shift in the
educational paradigm from the old one to a new one. Concerning the paradigm change or shift, in
the law called Undang-Undang No. 20 Tahun 2003 about the National Educational System, it is
mentioned as follows.
(1) Education is conducted democratic-ally and with justness as well as without discrimination
by upholding basic human rights, religious values, cultural values, and national diversity.
(2) Education is conducted as one systemic unity with an open and multi-meaning system.
2
(3) Education is conducted as a lifelong process of learners’ acculturation and empowerment.
(4) Education is conducted by giving models for learners to emulate, building up learners’ will,
and developing learners’ creativity in the learning process.
(5) Education is conducted by developing the culture of reading, writing, and arithmetic for all
society members.
(6) Education is conducted by empowering all society components through participation in
conducting educational service and its quality control.
From the principles above, it is seen that a change of educational paradigm has occurred in
the national educational system. It is seen in the principles applied now in conducting education;
they are far more democratic and oriented to educational theory and praxis which increasingly
give more importance to the democracy and global-universal values. Further, the explanation in
the UU emphasizes that in relation with education, the principles above would give basic impacts
on the content, process, and management of the educational system. In line with the change of
educational paradigm, the content, process, and management of the educational system also
undergo a change or a reform.
Ideally, the application of the new educational paradigm would color and give positive
impact on the system and praxis of conducting education. The educational management system
beginning with the process of making decisions and going through that of designing programs to
the praxis of conducting education, both at the central, regional, and educational unit levels, must
be an application of the new educational paradigm. Thus, the application of the new educational
paradigm is assumed to be able to have positive impacts on regional educational progress.
Empirical data on various international experience in several countries indicates that the
educational decentralization policy has positive impacts on (1) quality improvement, (2)
administrative efficiency, (3) financial efficiency, and (4) educational expansion and equalization
(Fiske, 1998: 48; Alhumani, Kompas, September 11th, 2000). However, it is not always so in
actuality. The World Bank (1998: 73) warns, “Clearly, decentralization is not an answer to all
educational problems, but experience shows that it is a necessary, while not a sufficient,
condition for improving teaching and learning.” Educational decentralization also brings about
many problems (Fiske, 1998). It is not the one best alternative for quality improvement in
education (Hadiyanto, 2004: 64). Not all of the countries applying it have succeeded as theorized
(Supriadi, 2003). In fact, educational praxis has even experienced reductionism instead
3
(Surakhmad, 2009: 467), while the process of reasoning, innovativeness, imagination, and moral
development has not occurred (Sudarsono, 1999: 1).
Apart from the occurrence of these pros and cons, realities have indicated that the
implementation of educational policies in Indonesia all this time have given varying impacts. The
implementation of the policy of equalizing (or evenly distributing) and expanding access to
education, for example, has impacted on the improvement in the attainment of the educational
participation index very convincingly at all levels, but it has not been measured with the quality
of basic competence mastery as indicator (Depdiknas, 2007). Meanwhile, as for the
implementation of the policy of improving educational quality, the results and impacts have
remained causes of concern still, as reflected in the results of studies by various institutions in
both the macro and micro ways (Kompas, December 10th, 2007). How could it have happened?
There are numerous causes. One of them is that there are still many occurrences of slowness and
ambiguity in the changing of way of thinking from that of the centralistic pattern into that of the
decentralistic pattern. It is assumed that the new educational paradigm as the paradigm of
thinking about management with a decentralistic pattern has not yet colored the system and
praxis of education at the local and educational unit levels.
On the basis of what is mentioned above, it has been considered necessary to conduct
research on the impact of the new educational paradigm on the system and praxis of education at
the local level. The researcher has limited it to the running of education at primary schools,
focusing on the implementation of the new educational paradigm and its rationale. In this case,
the research has been further focused on the learning process, because the learning process is the
core of education, its quality improvement should be a priority concern.
Based on those descriptions, the problem of this research are as follow:
How is the learning process in the primary schools where the research taking place in the
context of the enactment of the new paradigm of post-reform education? Has the enactment
of a new paradigm in education, changed or improved the learning process? Then, what is the
impact for the primary education?
Research Method
In type, the research concerned here is policy evaluation research. In such research, there
should be criteria used to determine values and there should be objects to be evaluated. In this
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research, the educational policy and the hopes which are manifestations of the new paradigm are
what made into the mirror to make reflections.
What is being assessed or materials that are reflected are the implementation process of
education policy in Salatiga focusing on the problems under this research, and the results and
impact of the implemented educational policies.
In accordance to the focus of the problem researched, the research has used a qualitativequantitative approach. The qualitative data have been obtained from key informants and various
related documents through document study, observations, interviews, and questionnaires.
The experiment was conducted in Salatiga in the school year of 2009/2010 and 2010/2011,
focused on Gugus Yos Sudarso as one of the clusters of 15 school clusters in Salatiga. The study
focused on three (3) elementary schools in the cluster, ie 1 SD Inti (core) and 2 SD Imbas
(impacted) (public and private). These three elementary schools relatively have high academic
and non-academic achievements, which represent the education in Salatiga for reflections. This is
reflected by the average of UN (National Exam) grade that are high, representing many different
competitions, and winning many championships. However, just like most other SD, from the
observation, these primary schools have not changed much as a result of the implementation of
the new paradigm of education as defined in UU Sisdiknas, which are applied both in public and
private schools.
The data gathered have then been analyzed qualitatively by using an inductive approach,
while the quantitative data have been used as supplements and complements which are supportive
or clarifying in nature. The results of the analysis have then been further reflected upon through
interpretive efforts using various relevant theories so that conclusions, implications, and
recommendations could be given.
Research Results and Discussion
In terms of the system, there is a spirit in Salatiga to implement a new paradigm in the
educational process to uphold democratic values. The ways of making the Perda in education as
the operational policy governing the educational process, for example, was made in a bottom-up,
democratic, and participatory, and based on the new paradigm of education set in UU Sisdiknas
and the principles of good governance. In terms of its substance, the Perda also regulates the
concept of education and how education is organized, which is clearly in accordance with the
policies of education as the manifestation of the education new paradigm.
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In terms of curriculum, the three schools has established the KTSP and made the syllabus
in accordance with the school's capacity, but there are variations among these three SD. In both
state schools, the syllabus is relatively common/egalitarian and the substance is similar to the
content standards, so it seems as the gold standard, not the minimum standard as required in the
policy. Meanwhile, in private school, KTSP is highly nuanced in Islam. Islamic religious values
are designed underlying each competency presentation. Affirmed, "principals and teachers can
develop appropriate indicators in accordance with the school capability and adjusted to the local
government policies" (Dokumen silabus, 2007). Thus, what happen in private school is
appropriate and is an implementation of chapter 55 of the UU Sisdiknas, which states that
"people have the right to establish an education in accordance with the peculiarities of a
particular religion ..."; "the character of an education unit that held by the people is still respected
and guaranteed" (explanation of chapter 55 UU Sisdiknas). In chapter 33 verse 5 (Perda, 2009)
also states that "educational unit carried out by the community is able to add the learning
materials according to their own characteristics ".
Regarding the orientation of education, the three schools lead their achievements on
Standar Kompetensi Lulusan (the Graduates Competency Standards, which substantially include
both improvement of the academic and non-academic quality (Renstra Disdikpora, 2009-2012).
According to the teacher’s perceptions, both types of achievements are equally important, though
they realize that in reality, schools / teachers tend to emphasize on the academic achievement
(Armstrong, 2006). Meanwhile, the RPP which is a translation of the syllabus, in terms of the
components, are the same in three schools. However, in terms of its substance, there is a
difference as a consequence of differences in the syllabus substance made by schools/teachers.
On private schools, are generally intended and associated with the verses of Quran and Hadist,
not the same with the two state schools.
At the implementation level, especially in the requirements of the number of students, in
both state schools are deviated from the system regulated by Dinas Pendidikan (Department of
Education). Dinas Pendidikan requires that the number of students in each classroom for the nonSSN (Sekolah Standar Nasional or National Standard School) school are maximum of 40
students, while the two state schools accepts more than 40 students for each class. This is
different from the private school, which determines the number of students for each class of 30
students at the minimum, but not exceeding to more 40 students. In addition, a minimum
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workload of teachers as much as 24 hours per week can be met in the three schools, except for
non-PNS (civil servant) teachers in public schools and English teachers in private school.
Determination of the textbooks in three schools, without consideration from the school
committee, is not as expected as in the policy.
Meanwhile, with regard to the implementation of the learning itself, there are same and
various patterns of the educational process in the three elementary schools. In the preliminary
activities, most of what they are doing are to physically prepare the learners in various ways.
Private school is similar to the two state schools, but one thing makes it different is that in private
school, the preliminary activities are Islamic dominant, such as the tadarus (read the Qur'an
verses) to calm the students , followed by chanting the "Asmaul Husna " (sing the beautiful name
of Allah). Thus, although there are so many similarities between the three schools, but in private
school, the Islamic nuances activity is dominant.
On the core activities, particularly in the exploration process, the results of the
questionnaire showed that the majority of teachers in the three primary schools (80.3 %) involved
the students actively in the learning process. With various percentage and frequency, most of the
teachers also conduct various aspects of the exploration activities that are required in the
standards process. Patterns of variation of the exploration activities in the three elementary
schools, lies not in the range of exploration activities are carried out, but more on the order of
exploration activities are carried out, based on the percentage and intensity. In this case, in both
public schools are relatively similar, not the same with what happen in private school.
In the elaboration process, the majority of teachers at the three elementary schools always
facilitate the students to compete in a fair way (58.2 %), and provide an opportunity to think,
analyze, solve problems and act without fear (56.4 %). Most of the teachers often facilitate
learners to do assignment on reporting (51.1 %), and habituate the students to read and write
through specific assignments.
In the confirmation process, the results of the questionnaire showed that the majority of
teachers in the three elementary schools always answered the questions of students who faced
difficulties (88.1 %). Meanwhile, the observation results to the three primary schools indicated a
relatively different from the questionnaire results, either on the exploration, elaboration and
confirmation process. If the data from the questionnaire showed that teachers do all exploration,
elaboration, and confirmation activity indicators, the observation reflected different result. The
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learning process sometimes showed the process of the three stages, but it is certainly not as
complete as the indicators of exploration, elaboration and confirmation activities required in the
process standards.
Why it happened, there are many related factors. In addition, perhaps, " conditioned by
instrument ", as there is a necessity to always give an answer, from RPP, interviews with
teachers, and the results FGD meetings, it is known that the learning process of all teachers in the
three elementary schools is not designed and implemented through the three stages. Interview
results also indicate that teachers do not understand the type, understanding, and the connection
between three terms in the core activities. Thus, the more reflected in the RPP and the learning
process is when the teacher enters the core activities, the teacher straight directly into closing
stages of learning. Teachers do not sort out the core activities into three stages of the learning
process. In general, they argue that while the standards process has ever been socialized, but not
all teachers have followed it. Socialization in these times involve only certain teachers, but not or
have not been followed up to the other teachers. As a result, even though the teachers are aware
of the standard process, they have not quite grasped it. This is the reason of why then the
subsequent praxis elementary education process in the three schools, are not quite in accordance
with the standards required in the learning process.
In terms of learning orientation, learning still tends to use old patterns. Behavioristic
learning paradigm is still very strong, whereas the students, who are shown to be active, does not
reflect the implementation of constructivist learning paradigm, but rather as a response to the
stimulus provided by the teachers. The intensity of the student’s actively involved thus depends
on the quality and variety of stimulus that the teachers created. Differences between teachers in
the learning process are determined more by the ability of teachers to create a variety of stimuli,
and not because of applying constructivist paradigm in education. Thus, they tend to be nuanced
by the expository learning (teacher explains, students listen). Teachers still employ the teacheroriented teaching paradigm. An educational paradigm change has not occurred, from the teaching
paradigm to a constructivist learning paradigm.
In terms of value and norm education, it appears that there are a variety of patterns of value
investment through the learning process. In both state schools, value education tends to be
unplanned or as a spontaneous response to the students’ negative behavior, and is not a conscious
and deliberate effort. In contrast, in private elementary school, especially the value of faith and
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piety, are consciously designed in the syllabus and RPP (lesson plan), although in the practical,
the education of values can also be spontaneous. From the analysis of lesson plans, observations,
supplemented by interviews, it appears that the values embedded for students are so diverse. In
addition to depending on the subject and basic competencies taught, instilled values also
influenced by the type of stimulus in the form of student behavior and classroom levels.
As an educational venture, investment of attitudes and values of life is a process, then it
should be provided through formal education which is carefully planned and designed (Suparno,
2002:62). It is needed to plan and design on whatever values that will be introduced, and what
methods and activities that can be used to embed these values. Values that will be offered and
imparted to students must be carried out in stages and in accordance with the duties and
psychological development of children. Lickona (2013:75), emphasizes the importance of the
three elements noted in instilling moral values in order to be succeed. They are the element of
understanding , feeling , and moral action . The three elements are interrelated. The three
elements need to be considered, so that the embedded value does not stay as knowledge only but
it is a person's actions. According to Muhadjir (1997), "a person can be called as an educator,
besides possessing more knowledge, he or she should be able to implicitly the values on that
knowledge and is willing to share the knowledge with its values to others”. While according to
Depdiknas (2003) , the learning process should be guided by the principle of " developing a
variety of value-laden capabilities ". Humans are value living, said Koesoema (2012 : 49), as well
as students , who live, grow, and thrive in a community, so they need to be equipped not only by
knowledge, but also the values and attitudes embraced and believed by the society. The objective
of value education, according to UNESCO (1994), includes educating from the stage of
resuscitation efforts up to the realization of the worth and valued-behaviors.
In terms of the assessment system, most teachers use test techniques. Non-test techniques
are rarely used. Meanwhile, the idealized form of portfolio assessment in the application of
KTSP, was originally applied by the majority of teachers at the beginning. Nevertheless, in the
process, the teachers get back into the old patterns. An exception occurred in private elementary
school, most teachers still use a form of portfolio assessment in learning process. This happens
because as soon as a portfolio assessment system was implemented, the foundation's do the
monitoring and evaluation on a regular basis. Besides, they often get guidance and coaching by
the principal to the teachers every Saturday.
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Conclusion
On the basis of the research results and discussion above, the conclusions drawn in the
research are as follows.
Education system that regulates the education process has been based on a new paradigm
of education and the principles of good governance. With the implementation of the new
paradigm of education, the learning process in all three elementary schools has changed. Changes
occur in the learning means, but there are variations in the content and style of these learning
devices. In both state schools, the learning means are general/egalitarian, whereas in private
school, is highly nuanced by the religious affiliation. Religious values are designed to underlying
each presentation of the basic competences.
In terms of implementation, the learning process is not in accordance with the standard
process. Behavioristic learning paradigm is still very strong, whereas the active act of students is
not a reflection of the implementation of constructivist learning paradigm, but rather as a
response to the stimulus provided by the teachers. Still learning using teacher-oriented paradigm.
An educational paradigm change has not occurred, from the teaching paradigm to a constructivist
learning paradigm.
In terms of value-learning, there are a variety of patterns in the way of investing values
through the learning process. In both state schools, value education tends to be unplanned or as a
spontaneous response to the students’ negative behavior, and is not a conscious and deliberate
effort. In contrast, in private elementary school, especially the value of faith and piety, are
consciously designed in the syllabus and RPP (lesson plan), although in the practical, the
education of values can also be spontaneous. Values inculcated in students are diverse, in
addition to depending on the subject and basic competence, also influenced by the type of
stimulus in the form of negative student behavior and classroom levels.
Recommendations
Based on the conclusion, some recommendations are given as follows.
Education system that regulates the education process needs to be consistent, so that there
will be changes as expected in the policy. Changes occur not only in the course of learning, but
also to the substantial changes, such as changes in attitudes and behaviors of teachers in learning
because it is driven by an internal awareness.
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Need to build internal awareness of teachers that the content standard soul is the
minimum standard that can be developed by the teachers. Similarly, the standard process is
imbued by the constructivist learning paradigm, which is more centered on the learners (student
centered). Therefore, the shift in learning orientation towards a constructivist and studentcentered learning needs to be pursued and grown on teachers.
Learning process, besides providing knowledge, must also be valued-education, in the
sense of instilling certain values, such as provide exemplary, willingness to build and develop the
student’s potencies and creativities. In order to be called as the education effort, the education
about values should be a conscious and deliberate effort, do not just occur spontaneously in
response to negative student behavior.
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