Resume of STRATEGI MENYIAPKAN SDM MENUJU SEKOLAH DASAR BERSTANDAR NASIONAL DAN INTERNASIONAL

STRATEGI MENYIAPKAN SDM MENUJU SEKOLAH DASAR BERSTANDAR NASIONAL DAN INTERNASIONAL

Oleh

Marsigit

Universitas Negeri Yogyakarta

Reviewed by: Seto Marsudi (09301241009)

Mathematics Education Regular 2009
(http://rasamalaempat.blogspot.com/)

Teaching at SBI is not easy because we find that students are also not easy to learn (Jaworski, 1994: 83). On the other hand found the fact that it is not easy for educators to change the style of teaching (Dean, 1982: 32). While we are required, as educators, to constantly adjust our teaching methods in accordance with the demands of changing times (Alexander, 1994: 20). Revitalization of education tried to put the important role of teachers to make education more in line with the (returned to) educate in the sense of meaning in truth and nature of science which is the object of learning itself.

Revitalization of education in the SBI should depart from the self-reflection and reflection of individual educator’s factual conditions of practice learning. Reflection will thus be useful to know the positive aspects and shortcomings / weaknesses to be used as input to determine the pace or the attitude toward the new paradigm in education and then try to implement into practice real.

To be able to develop learning that encourages critical thinking and creative then there are some basic assumptions that must be understood. First, it is viewed in a more humane, among others, can be regarded as a language, human creativity. Personal opinions are highly valued and emphasized. Students have the right of individuals to protect themselves and their experiences and develop according to its potential. The ability to do the problems is individualized. Second, the theory of learning based on the assumption that every student is different from one another in the mastery. Students deemed to have mental readiness and capabilities vary in studying. Therefore each individual need the opportunity, treatment, and facilities vary in studying.

Studying the development of creative, critical thinking power and creativity in the SBI has implications for the function of the teacher as facilitator as well as possible so that students can learn optimally. Learning to be creative in SBI was seen not to be taught by the teacher but to be developed by students. Students are placed as the central point of learning. The teacher in charge of creating atmosphere, and provide other facilities and the role of teacher more as a manager of the instructor. Learning in the SBI conducted in a nice atmosphere is less formal atmosphere. Students work on creative learning activities that vary with different targets.

At SBI teachers have three main functions: as a facilitator, as a source of teaching and monitoring students' activities. Thus, teachers can develop learning methods are at variance. Study or reference source is the central point in learning. The Variations in study or reference source is needed, including books, journals and access to the internet. Assessment conducted by assessment approach, a portfolio or autenthic assessment. Learning creatively to obtain the advantages can be gained through learning paths of innovation in schools.

Various activities carried out by writers at various PLPG activities, seminars and workshops, obtained perception that the innovation of learning teachers need to be done so that students could develop critical and creative power. Professionalism of teachers will eventually be achieved if carried out efforts together synergistically by both teachers, schools, communities and governments to be able to do the revitalization of the learning is fundamentally and comprehensively.