Beranda > Pendidikan > dilema wajib belajar 9 tahun

dilema wajib belajar 9 tahun

WAJIB BELAJAR 9 TAHUN SEBUAH “DILEMAE”

Wajib belajar berhasil. Sebuah pertanyaan atau sebuah pernyataan ?. Hampir satu dasawarsa pencanangan sekaligus pelaksanaan wajib belajar 9 tahun, namun evaluasi tentang program ini sedikit sekali. Pada awal dimulainya program ini banyak orang beranggapan bahwa SMP dihapus dan SD dijadikan 9 tahun. Yang beranggapan seperti inipun bukan hanya dari masyarakat awam, melainkan guru/pendidik banyak yang beranggapan demikian. Dampak dari pelaksanaan wajarpun juga sedikit yang mengevaluasi.
Jika keberhasilan wajib belajar dipertanyakan, kepada siapakah kita harus bertanya. Jika wajib belajar sebuah keberhasilan adalah sebuah pernyataan, siapa yang menyatakan demikian? Apa parameter yang menunjukkan keberhasilan tersebut?. Sebuah pertanyaan atau pernyataan keduanya adalah suatu “DILEMAE”.
DILEMAE 1 (dilêmaé ; dilêm bhs. Jawa = dipuji). Cukupkah kita sekedar memuji pelaksanaan wajib belajar. Sedikit anak usia 5-15 tahun yang tidak pernah marasakan sekolah dasar. Maraknya pembangunan gedung Sekolah Dasar, larisnya D2-PGSD, S1-PGSD menurunnya angka buta huruf adalah merupakan indikator keberhasilan wajar 9 tahun.
Tidak sedikit siswa SMA yang kemampuan matematikanya, membacanya setara kelas IV SD. Ketika kelas 1 SD masih belum bisa membaca, belum lancar berhitung tetapi oleh sekolahnya tetap dinaikkan ke kelas II, alasannya klasik “ kitakan menyukseskan program pemerintah tentang wajib belajar 9 tahun ”. Selanjutnya anak tersebut harus mengikuti pelajaran kelas II yang semakin sulit, tetapi tetap saja naik kelas III, karena kalau tidak masyarakat akan mengatakan bahwa itu sekolah yang tidak mendukung program pemerintah.
Belum lagi tentang kejadian yang dialami anak-anakku, setiap menemui materi yang sulit dilewati, terutama matematika. Selain itu seandainya ada PR dan jawabannya tidak sesuai dengan gurunya niscaya akan disalahkan, padahal benar jawaban anak-anak itu. Keterampilan hanya diajarkan mengumpulkan hasta karya yang ada di pasar, bukan ditunjukkan cara membuat suatu karya.
Tiba saatnya anak-anak tersebut masuk SMP, anak-anak yang kemampuannya, kompetensi dasarnya masih setingkat kelas IV SD dipaksakan untuk belajar materi SMP. Bisa kita bayangkan bagaimana sulitnya guru-guru SMP mengejar target kurikulum. Kalau guru di ibaratkan koki, maka siswa tadi adalah bahan mentah yang akan diolah sang koki untuk menjadi kue enak dengan nilai jual yang layak. Sebuah korelasi positif antara bahan mentah dan kue yang dihasilkan, yaitu jika bahan mentahnya bagus tentu akan dihasilkan kue yang bagus dan enak. Pun akan sebaliknya, koki mana yang sanggup membuat kue enak dan bagus kalau telur sebagai bahan mentah adalah telur busuk?
Menjelang pelaksanaan Ujian Nasional Kepala Sekolah SMP kebingungan. Bagaimana tidak? “Atasan” menargetken tingkat kelulusan harus diatas 90%, dengan alasan yang sama juga klasiknya “bahwa SMP kan kena program wajib belajar 9 tahun”. Untuk apa kelulusan mereka dipersulit? Tentunya permasalahannya bukan mempersulit atau mempermudah, tetapi kemampuan anak untuk mencapai standar kelulusan yang ditetapkan. Sebuah pertanyaan atau pernyataan bahwa wajib belajar 9 tahun sukses.
DILEMAE 2 (dilèmaé ; lem, lim = perekat). Dilemae, kita rekatkan saja, kita rapatkan saja, kita satukan saja, kita kristalkan saja pengertian tentang wajar 9 tahun. Setelah kita satu konsep tentang wajar, maka kita bisa bersama-sama untuk memajukan pendidikan. Pendidikan bukan hanya tanggung jawab guru atau sekolah. Seluruh Stake Holder School harus terlibat untuk keberhasilan pendidikan.
Pemerintah pusat seharusnya tidak menetapkan standar ganda. Menurut Undang-undang Sisdiknas bahwa gurulah yang berhak memberikan penilaian keberhasilan peserta didik. Namun seperti kita ketahui bersama ternyata pemerintah menentukan standar kelulusan siswa melalui Ujian Nasional. Cukupkah keberhasilan siswa selama tiga tahun hanya ditentukan dengan melihat hasil ujian selama tiga hari?. Pemerintah harus instrospeksi, bukankah standar ganda itu melanggar Undang-undang?
Dalam hal wajar 9 tahun, pemerintahpun harus tegas. Apakah setelah sekolah selama 9 tahun harus memiliki ijazah SMP? Apakah anak bangsa harus sekolah pada usia anak-remaja? Apakah anak bangsa harus sekolah tanpa memperhatikan kompetensi dasar yang dicapai? Saya lebih memilih bahwa hak mereka untuk sekolah adalah dijamin oleh Undang-undang. Namun sebaliknya kenaikan dan kelulusan mereka ada di tangan guru-guru mereka yang mengetahui ketercapaian kompetensi dasarnya. Gurulah yang berhak meniliai keberhasilan siswa begitulah yang diamanatkan oleh Undang-undang Sisdiknas. Sehingga kalau memang belum tercapai kompetensi dasarnya tidak harus dinaikkan, sekalipun anak tersebut telah menempuh selama 9 tahun. Hak anak adalah mendapatkan pengajaran, bukan kelulusan. Hak guru adalah menilai. Pemerintah berkewajiban melindungai semuanya, siswa, guru dan perangkat kurikulum yang berlaku serta menyediakan sarana prasarananya.
Pemerintah Daerahpun jangan hanya melihat bahwa prosentase kelulusan UAN sebagai prestise daerah. Fenomena ketakutan dianggap sebagai daerah tertinggal sangat menghantui para pemimpin daerah, bahkan kalau kita simak beberapa saat lalu ada kepala daerah yang mengancam akan memutasi Kepala Sekolah jika banyak siswa yang tidak lulus.
Guru sebagai ujung tombak dalam perang melawan kebodohan harus selalu mengasah senjata. Asal-asalan dalam mengajar yang selama ini di jalani mulai pelan-pelan dikurangi. Bahkan saya mengusulkan guru secara berkala mengikuti UAN pada tingkat sekolah masing-masing. Bukan untuk menentukan kelulusan guru, melainkan untuk menjaga stamina keilmuan. Sebagai guru Bahasa Indonesia bukan berarti harus buta bahasa Inggris, matematika, ekonomi. Paling tidak guru akan selalu meng-update informasi dan pengetahuan. Begitu juga guru Matematika bukan berarti harus buta bahasa karena dengan bahasa yang benar proses transfer ilmu akan lebih mudah dimengerti oleh siswa.
Dalam hal meningkatkan pengetahuan, menambah informasi sudah zamannya kalau guru tidak buta teknologi. Internet sebagai sumber informasi masih belum dimanfaatkan secara maksimal oleh guru. Salah satu penyebabnya adalah biaya akses yang mahal. Kalau gurunya miskin informasi, gagap teknologi tentunya akan menghasilkan output yang miskin informasi dan berdaya saing rendah.
Masyarakat/stake holder yang selama ini kita abaikan dalam ikut menyukseskan harus diberi wadah dan respon yang positif. Sebagai contoh PT. Adaro-Pama dengan lembaga LP3-nya telah ikut berperan aktif untuk ikut dalam menyokong kokohnya pendidikan. Penghargaan yang tinggi harus diberikan kepada PT. Adaro-Pama, hal ini tentunya akan mendorong perusahaan-perusahaan lain untuk berlomba-lomba mendukung pendidikan.
Akhirnya keberhasilan wajar 9 tahun jangan hanya kita jadikan pertanyaan atau pernyataan, tetapi sebuah komitmen bersama. Keberhasilan SMA ditentukan dari keberhasilan pendidikan di SMP. Keberhasilan pendidikan SMP pun ditentukan oleh keberhasilan di tingkat SD. Sehingga SD-SMP-SMA adalah suatu link pendidikan yang tidak terpisahkan. Jika pendidikan di tingkat SD benar tidak akan ditemukan siswa SMA kesulitan dalam membaca. Pendidikan adalah investasi jangka panjang, pendidikan adalah tanggung jawab bersama.

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  69. 10 April 2013 pukul 11:21 am

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  70. 10 April 2013 pukul 11:08 am

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  71. niko alfiansa
    7 Mei 2009 pukul 10:22 am

    pak budi,saya sependapat dengan bapak namun yang terjadi sekarang ini berbeda sekali dengan prosedur yang telah di tentukan terutama secara substantifnya, padahal ini merupakan sebuah perencanaan dimana seharusnya terdapat strategi,kebijakan,progrm,proyek dalam rangka mencapai tujuan dari program wajib belajar 9 tahun namun perencanaan tersebut menurut saya mengalami kebuntuan dengan adanya bukti bahwa program tersebut malah tidak efektif dengan alasan banyak siswa yang kurang bisa membaca padahal sudah pada jenjang pendidikan sma
    .
    .
    @Niko: terimakasih telah berkunjung di blog saya. saya sebagai pengajar di SMA seringkali mengalami kendala yang sangat sulit akibat “keberhasilan” pendidikan dasar. ketika kemampuan membaca saja sulit, bisa dibayangkan bagaimana kemampuan matematikanya dan kemampuan lainnya….hmmm susah ya

  72. 10 April 2008 pukul 4:30 pm

    sdr. Nofa: terima kasih Anda telah mengunjungi dan memberi komentar di blog saya. Kita sebaiknya melihat perbedaan adalah suatu anugerah. Kesamaan bukan berarti merasakan apa yang kita terima dan alami adalah sama persis, layaknya pembagian bilangan pada pelajaran matematika.

    MAnusia adalah makhluk sosial, setiap individu memiliki karakter dan dan bakat seperti apa yang mereka sebut sebagai TALENTA. Keberhasilan seseorang bukan hanya di diukur dari mana mereka menempuh pendidikan. Banyak contoh yang dapat kita lihat bahwa universitas yang bagus tidak serta merta menghasilkan masa depan cemerlang bagi tiap individu.
    Saya setuju dengan sebuah pendapat bahwa, “yang menyelamatkan hidup seseorang adalah keterampilan, bukan pendidikan yang dimiliki”. Di sini bukan berarti pendidikan itu tidak berguna, melainkan di manapun kita mengenyam pendidikan asalkan kita dapat memaksimalkan potensi yang kita miliki maka akan merasakan suatu keberhasilan.
    Sdr. Nofa, Anda adalah orang yang hebat, selamat berjuang terus dan pantang menyerah.

  73. nofa
    10 April 2008 pukul 9:54 am

    iya pak Budi….tiap orang memang memiliki kemampuan yang berbeda-beda…saya anak ke 2 dari 5 bersaudara…
    kakak saya, saya, dan adik saya mengenyam pendidikan SD di sekolah yang sama. namun perbedaan dapat di lihat…kakak saya telah melanjutkan ke universitas swasta, yang bisa dibilang standar dan kini telah bekerja. dan sedangkan saya melanjutkan kuliah di salah satu univesitas negri terkemuka di negara ini. dan adik saya pun sepertinya akan melanjutkan ke universitas swasta biasa.
    apa yang sebenarnya berbeda…kami memiliki orang tua yang sama dan mendapatkan ilmu dasar di SD yang sama….

  74. 24 Maret 2008 pukul 5:42 pm

    Pak Budi, saya tertarik dengan pemikiran Bapak.

    Di Jepang, wajib belajar sama dg Indonesia, 9 tahun. Dan selama masa itu tidak boleh ada anak yg tinggal kelas kecuali yg absennya hampir 100%. Dg upaya keras menstandarkan mutu guru dan mutu sekolah (fasilitas), maka dijamin anak Jepang lulusan SMP mempunyai kualitas yang hampir sama, karena prinsip pendidikan per anak.
    Orang tua akan dihukum jk tdk menyekolahkan anaknya hingga 9 th. Jk mereka tdk sanggup dari segi ekonomi, mk pemerintah membantu biaya di luar biaya SPP yg gratis.

    Tp sekolah2 kita barangkali agak sulit menerapkannya krn kurang standarnya kualitas guru dan fasilitas pendidikan kita. Termasuk terlalu besarnya jumlah siswa per kelas yg menyulitkan guru u memberikan perhatian kepada anak satu per satu.

    buMurni >> arigatoo gozaimasu, di Jepang apa ada sekolah seperti cerita di Laskar Pelangi? Apa ada anak setingkat SMA yang belum lancar membaca? berhitung pecahan masih belum bisa? Kalau di tempat saya mah banyak, makanya saya mempertanyakan keberhasilan wajib belajar 9 tahun

    Saya pikir wajar 9 th adalah sebuah upaya negara u memacu enrolment rate SD dan SMP. SD saat ini sudah mencapai 90% lebih, sdgkan SMP masih 60%-an, dan SMA masih rendah, 45%-an. Enrolment rate mjd sebuah penentu ranking negara di jajaran negara dunia. Sekali lagi, pendidikan tdk bisa lepas dari obsesi sebuah negara :D

  1. 1 April 2011 pukul 10:30 pm

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