Incorrect Paradigm of Education in Indonesia

High school students in our country "required" to be superhuman to master all knowledge, whether scientific, social and language as well. Yes, they did learn it, but not many who can apply knowledge that has been obtained. This can be seen from the high school graduates who can be said to lack the ability to work.
The quality of education in Indonesia is still considered low by many. This can be seen from graduates of schools and colleges are not ready to enter the workforce. According to economists, Dr. Berry Priyono, stock kecapakapan obtained from educational institutions are not adequate to be used independently. Because the study focused only on educational institutions on the theory that lead students less creative and innovative. Indicators of low quality of education in Indonesia is compounded by the Central Bureau of Statistics data from a mentioning of the population aged 15 years and over who worked amounted to 111.28 million and 55.12 million are elementary school graduates. This means that 50 percent of Indonesian workers are graduates of basic education.
If in comparison with ASEAN countries, Singapore has the highest completion percentage in secondary graduates as much as 24.6 percent and as much as 11.7 percent of high pergurutan. Based on the QS World Universities Ranking, ranking our state universities are also inferior to Singapore, Malaysia and Thailand. We are ranked 50th in Asia and the World 217. Singapore is far less than a rating of 3 (NUS) and 58 (NTU). In southeast Asia college we lost to Singapore, Malaysia and Thailand. Indonesia also dropped points this year in the EDI (Education Development Index). This decline is influenced by the quality and the paradigm of education in our country.
The low quality of education in Indonesia is compounded by the issue of the National Exam cheating is always discussed every year, because it can be measured by the course of Indonesia's education system is still far from keempurnaan. Assignment of members of the police to monitor the National Exam and the use of cameras UN observers to supervise the schools be the very thing never happens in other countries. In addition, Indonesia ranks 12th in Asia and Vietnam under Thailnad related quality education system that is associated with the competitiveness of labor in 12 countries in Asia. This suggests that the quality of graduates in our country have not been able to place them on par with other countries to Vietnam even though. This condition causes the public that there is distrust of the system and the quality of education in Indonesia as well as the false paradigm of education in this country.
In 1872, Japan published a fundamental code of education which emphasized the commitment of the community must be educated and there should not be illiterate. In the 1910 know almost all young Japanese are menyenyam education. In 1913 mash of many poor people, then Japan and then publish more books. Publishing in Eroap and America within one week should be available in Japan and has been translated in Japan to facilitate the mempelejari science and this had an impact on economic progress and social welfare. We remember well when the Japanese exposed to atomic bombs, Japanese emperor's question was not how many people were lost, but how many good teachers who are still alive.
In Singapore, the government provides the facility each year to the principal to conduct a comparative study abroad. Once the report is received by the minister of education in Singapore, the results are immediately forwarded to the parliament to get a follow-up. Malaysia initially to import teachers from Indonesia because of the tariff reatif still cheap, but the students directly in large numbers went overseas (UK and USA) at the expense of the state. At the time of the second world war in Britain, Sir Winston Churchill emphasized the parliament to increase the country's education budget. Besides the technology curriculum used in the UK, already diberika in Grade 1 (age 5 years) to Grade 10, has also taught fikir pattern to make the students in the UK can be independent / have as a basic life skill of the entrepreneur, so that high school is not dependent again to the parents.
Another example is New Zealand. In this country to impose a system that is quite attractive, high school level students are only required to take two compulsory subjects, namely Mathematics and English. The rest are electives that are tailored to the ideals of each. For those who want to become a doctor please take heed of Chemistry and Biology, for enthusiasts of Physics and Chemistry will be directed to engineers, while the economics lovers can take the statistics and accounting. High school students in the country while we are "obliged" to be superhuman to master all knowledge, whether scientific, social and language as well. Yes, they did learn it, but not many who can apply knowledge that has been obtained. This can be seen from the high school graduates who can be said to lack the ability to work.
From the few examples above, we can menraik educational paradigm mistakes a common thread that is used now are, first: to prepare students who are "ready-made". This has fundamentally shaped the culture Employye. We should prepare the students are "ready to wear". We are aware that as employye his fate determined by others, rather than determine the fate of others. Educational objectives of the paradigm is READY TO USE special skills such as accounting, law and others. Then with a short course that is expected to lead different kinds of scientific disciplines, or playing outside their expertise. We see the impact now, mismanagement in the bureaucracy because there are no competency standards as the Patoka to become leaders.
This is consistent with the Bukhori Nasution, that "for the time it might not be too long Japanese aspire to no lag in the country has industries that produce hazardous waste, everything will be in place outside Japan, with the largest shares still owned by the Japanese, and prepare their children to become thinkers or people engaged in the design and trade, while the dirty work / dirty, dangerous / hazardous and difficult, the implementation work will be left to others outside the country. "And it turns out China, Korea and Taiwan have been since the beginning of recognizing and follow the lead of Japan. This indicated that they prepare their people are ready to use and ready to hire,
Second: The government in this case is considered tdak've done something wrong and should not be considered wrong to make decisions detrimental to the people as a test system with multiple choices that lead to poor students to analyze, depending on the standards for continued education so that students value NEM always stuck in the cognitive realm. Not only that, but the concept of memorization that has become the basic concepts of education, learning by memorizing instead of learning by doing so according to education experts Bukhori Nasuiton, students do not get Hakk ul Yakin.
Third: The Error of our other educational paradigm is the Registered standards, recognized, identified, which is determined by the government when there are private schools that have a building that is better than public schools, but very difficult to get equal status, while the condition of public school buildings memperihatinkan, awarded directly comparable. In addition, education must use the books to the library was only in the content of the textbooks which influence students' reading culture loss due to the same textbooks were distributed to those in the library.
And fourth: our education system has not been able to accommodate differences in the potential and capabilities of each individual child of this nation. The whole awkwardness that has appeared in public as well as those waiting their turn to be an indication that there is no national commitment to education memperioritaskan as in Japan and other countries. Since 2002 a new start in raising pedidikan budget to meet the mandate of the national education law. And that's still waiting for the optimization of budget distribution to the rest of the educational unit. But at least, in the future, is expected to decision-makers, teachers and other education stakeholders such as parents and NGOs, in order to focus on improving the educational paradigms of the error that occurred in this country as well as the derivative problem. that the fate of this nation a better and dignified.