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    Wednesday, December 17, 2008

    Curriculum lipstick


    Formation of the characters is an important part of education performance. However, the tendency to create praksis on the spot, which will be forced reactive posture. Curriculum lipstick directly into the trend. Students become the object of the training arena. As a result, the fall in the superficiality of education. 
    School to become reactive when you want to hurry to respond to challenges of the age. As if the school is the medicine for that problem. When rampant corruption in the public, educators busy developing anti-corruption education in schools. There are schools that promote anti-corruption program canteen honesty, and other (Kompas, 5/12/2008). There is also proposing the insertion of special subjects, to replace the anti-corruption Education and Religion PPKn considered a failed run mission. 

    In addition, the accountability of education as a result of standardizing the challenge has been to make teachers fled helter-skelter to the various flash of self-development programs, ranging from seminars to teach how effective and creative patterns, active learning, creative, effective and fun (PAKEM), positive training thinking, following the workshops, and various kinds of training called education. The pattern becomes more-so when the model portfolio requires certification of various kinds of certificates to earn points. Institutions have been seminars, the committee destiny, fate of teachers, students, but buntung. 
    It is this reactive attitude recently occurred in our world of education. As a lipstick only view the outside and will be lost in a jiffy, education reform will not survive long if busy educators take things that are not primarily a task, especially if students simply objects of training. Symptoms of my curriculum with a lipstick. 
    Restructuring 
    By Fulan (1993), this phenomenon is called restructuring, which is just a process of renewal of teachers at the periphery, in the form of increased technical skills of teaching, but not accompanied by a change in perspective. In addition, the greedy to follow the trends of various types of movement, with the various anti-label (corruption, violence, drugs, pornography, and others) that are imposed on schools will only victimize students' desire for a certain political groups. 
    Indeed, the school must fight corruption, violence, offering a healthy way of life, and how to educate students to respect the body of a fellow creature as noble and valuable because the same God's creation. However, failed against reactive patience with the desires of teachers can makes as a hero who never oversleep aware that the work on the daily routine in class that is the main task. Formation of the characters that occur through the dynamics of teaching in the classroom, not through seminars, socialization, training or later. 
    Discussions about the formation of character that can be understood partially as a means for escape (eskapisme) teachers from their responsibility to improve students' academic performance by giving excessive emphasis on the elements of non-academic. 
    Actually, academic excellence is part of the formation of the character itself. The main tasks of teachers developing ekselensi is academic in the students themselves. Quality of education is decreasing because of the more academic excellence vision is ignored. As a result, the students also marginalized characters. 
    To prevent the formation of the integral character, teachers need to understand again the vision and believe that teaching to develop academic excellence is the main task as educators. Students who have academic ekselensi presuppose openness, ability to ask questions, discuss, analyze problems, and capable mendialogkan knowledge with others. Dialogue such as this occur if each has a confidence about the value of knowledge and means for improvement of life together. If this happens, the indirect character of the students that are open, critical dialogue, and would be developed. Students become individuals with strong characters. 
    Rekulturasi 
    Disbursed in the middle of "curriculum lipstick", which is actually required rekulturasi, namely the process of self-development teachers to return to understand the essence of their performance as educators who live in the limited space, time, and work through the structure of the school often even limiting its main function as educators. Restructuring does not by itself improve the quality of teaching (Elmore, 1992). Seminars do not automatically change the paradigm of teachers, even in a strengthening conservatism (Lortie, 1975). 
    Updates shallow but ingar-scene section and more engaging. However, the formation of values and improvement of the quality of academic with the actual performance can not be handled by simply gain knowledge from people outside speakers or from the public is not at all understand the process of teaching and learning in the classroom. Recognize that students in the class is the teacher. The most understand what is needed so that students gain knowledge in advance is the teacher. 
    Rekulturasi suppose teachers can build professional learning communities in the school environment. Growing professional learning communities can only occur when teachers work together, share information and evaluate the work of one another by taking real cases in the class. Improving the quality of learning requires diligence, especially the brave self-assess how teachers teach in the classroom. This is the job of teachers on the spot. 
    Works such as this far from the scene and ingar-meriahnya seminars at the hotel. Also, no certificate or plaque for the teacher directly into the heart of the main job. Lipstick curriculum will be through, but the dedicated teacher will stand strong. Sports continue to die while'd like to change themselves, even want to learn from fellow students and teachers so that students achieve academic excellence, is to make teachers really become a teacher. 

    Doni Koesoema A Postgraduate Students Boston College Lynch School of Education, Boston
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