After boosting infrastructure, the development of human resources (HR) is a priority of the government. That's what President Joko Widodo said on various occasions.
On another occasion, the president also reminded all relevant parties to prepare to enter the 4.0 industrial revolution. A revolution that changes things, whether it's how to work, how to do business, how to network, how to invest, how to serve, and what is very important is how to think.
A very big change in the 4.0 industrial revolution, could not be prevented. He has been present in front of us and must be faced, with significant changes, both in the regulatory sector, bureaucracy, speed of service and licensing, to HR readiness.
Several things in the downstream are often emphasized by the president in preparing the right HR to welcome the challenges of the 4.0 industrial revolution. For example, about vocational school, vocational training, polytechnics, partnerships with industries also upgrading HR across ministries and institutions.
But things that must not be forgotten in preparing HR in revolution 4.0 are upstream, in primary and secondary education. Education is indeed a necessity to produce strong students who at the end become highly competitive HR.
Coinciding with National Education Day (May 2), it is the right moment to look back on how our world of education prints students who are ready to face change and global competition.
It must be realized together that national education is like looking for forms. The curriculum changes. Try to see, starting in 1984 Curriculum, 1994 Curriculum, 2004 Curriculum, then Education Unit Level Curriculum 2006. Changes to this curriculum must be honestly admitted, it has not been able to improve the quality of progressive education.
The reason, not necessarily because the curriculum is not good. But there are several other factors that are often less attention, namely the teacher's understanding of the curriculum.
The benchmark is very simple. Look at the way educators teach in front of the class, not changing significantly over time. The lack of teacher training to understand the curriculum is often the reason. The large number of teachers does take a long time to provide training.
Unfortunately when not all teachers have the opportunity to receive training, the curriculum has changed again. This kind of problem should be a serious concern that does not need to be repeated.
The current one is the 2013 Curriculum. In its application in the last 3 years, it has included a high-level learning capability-based learning system or known as higher order thinking of skills (HOTS).
There are quite fundamental changes in HOTS's learning. Students no longer only rely on the ability to remember or memorize, then retell, what has been taught.
HOTS requires higher level capabilities. Namely, logical thinking, critical, analytical, synthesis, and creative and innovative in many ways. The hope is that students will have knowledge, understanding, application, analysis, and evaluation.
This 2013 curriculum is qualitatively very appropriate to answer the challenge of revolution 4.0. But once again it must be remembered, a good curriculum, not necessarily able to immediately produce good output.
Let's look at the results of the 2015 Program for International Student Assessment (PISA), organized by the Organization for Economic Cooperation and Development (OECD), as a program to measure educational attainment throughout the world.
The Organization for Economic Co-operation and Development conducted a survey to measure the ability of 15-year-olds to read, mathematics and science literacy.
The results of the 2015 survey, which was announced in 2016, showed the ability of Indonesian students to read literacy at the 66th rank out of 72 countries, with a score of 397. Mathematics was ranked 65th with a score of 386. Science was ranked 64th with a score of 403.
These results, quite sad if you do not want to be called bad. Because, the basic ability of 15-year-old Indonesian students in the fields of reading, mathematics and science is below the average of the OECD countries. Even when compared to other countries in the ASEAN region, Indonesia's ranking is below Thailand and Vietnam.
Similar results were also shown in the Assessment of Indonesian Student Competencies (AKSI) conducted by the Ministry of Education and Culture in 2016. The assessment stated that the percentage of students achieving less in mathematics was around 77.13 percent, less in the field of reading about 46.83 percent and less in science 73.61 percent.
However, these results cannot be used to provide a final assessment that students in Indonesia are poor. These results are actually only evaluations downstream. We must trace to the top of it. That is, the upstream must also be evaluated.
Have the educators understood HOTS learning methods? It is the Ministry of Education and Culture that can answer it, of course after evaluating.
In implementing HOTS, teachers are required to be more creative and innovative in presenting subject matter. Therefore hurrying up the training of educators, must be a priority program.
We really don't expect mistakes in the previous curriculum to happen again. Failure to improve the quality of education at this time, the effect will be very large on the availability of human resources which are expected to be able to become winners in the revolutionary era 4.0.
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