Analyzing
the Total Educational Program
A. Introduction
Education constitutes the
most important and urgent to improve the standard of living. Developed
countries have given much attention and are really concerned with it. So, it is
not strange that they developed more and become rich countries. Education, as Dewey sees it, is the most
essential method for social progress and reform. (Cited in Alwasilah 2007:78). It
will reduce the stupidity; stupidity will reduce poverty and makes people smart
and critical. Hence, it is absolutely needed to become wealthy and healthy life.
The higher education people have, the more welfare they are.
The research done by UNDP
(2005) denoted that Human Development Index of Indonesian is the 110th
from 177 countries, whereas Singapore ,
Brunei , Malaysia and Thailand Asia
(Tola, 2006 in Furqon: 2006). This reality is significantly deplorable. We,
academic people, lament this “achievement”. However, the main problem is the
Indonesian education is still poor and far away from satisfaction.
Since it is the first
session in discussing analyzing the Total Educational Program, I hereby would
like to restrict my discussion on the definition, purpose, function, factors,
concept of lifelong education, and the role of family, society in education, and
evaluating total education program.
B. Definition
It is better to know
clearly the definitions of education since it is quite different from teaching.
Teaching is to give someone knowledge or to instruct or to train. (Cambridge
International Dictionary of English) and to show somebody how to do something
or to change somebody’s ideas (Longman Dictionary of Contemporary English),
whilst there are some definitions of education given by some experts such as
follows:
e
According to Driyakara said: Pendidikan adalah upaya
memanusiakan manusia muda. Pengangkatan manusia ke taraf insani itulah yang
disebut mendidik. Pendidikan ialah pemanusiaan manusia muda’” (Ditjen Dikti,
183/1984:19 in Ihsan: 2003:4).
e
In Dictionary of Education (Ditjen Dikti, 183/1984:19,
cited in Ihsan 2003:4). Education is the process where someone develops his/her
attitude and other manner skills in society where he/she lives, social process
where someone is faced to chosen environment, so he/she can attain or develop
the optimum social skills and individual skills.
e
Ki Hadjar Dewantara in Taman Siswa first Congress in
1930 (cited in Ihsan: 2003:4) said : Pendidikan umumnya berarti daya upaya
untuk memajukan bertumbuhnya budi pekerti (kekuatan bathin, karakter), pikiran
(intelek), and tubuh anak; dalam Taman Siswa tidak boleh dipisah-pisahkan
bagian-bagian itu agar kita dapat memajukan kesempurnaan hidup, kehidupan dan
penghidupan anak-anak yang kita didik selaras dengan dunianya.
e
In GBHN 1973 said that Education is the aware effort
to develop identity and skill in and out of school and take place long life. (Ditjen
Dikti, 183/1984:19 in Ihsan: 2003:5)
e UU RI No. 20 Tahun 2003 tentang Sistem
Pendidikan Nasional: Pendidikan adalah usaha sadar
dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar
peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki
kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan,
akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa
dan negara.
From
the definition above, it can be concluded that the education is concerned with the changes or
efforts to be better life. It humanizes the human kinds with high civilization,
so that they can live in worthy and wealthy. Meanwhile, according to Ihsan
(2003:5) it does
not only means as the efforts to give information and skills but also the
efforts to create the idea, needs, and individual skills so that they can reach
the satisfied individual and social life pattern.
C. Purpose of
Education
Theorists have made a distinction between the purpose of education and the functions of education. A purpose is the fundamental goal of the
process—an end to be achieved. Functions
are other outcomes that may occur as a natural result of the process— by products
or consequences of schooling. For example, some teachers believe that the
transmission of knowledge is the primary purpose
of education, while the transfer of knowledge from school to the real world is
something that happens naturally as a consequence of possessing that
knowledge—a function of education.
(http://www.teachersmind.com/education.htm#(2)#(2))
Saylor, et.al. (1981:394) stated that a
learning society must assure that educational needs associated with both
socialization and personal developments are met. Socialization includes the
needs to advance civic cohesion through developing a belief in the democratic
process of governance and a commitment to work for the public good. Goals for
personal development include achievement in subject field and learning
necessary skills. The development of human traits is as necessary as the
learning of behaviors. The most basic goal is to help individuals become
self-directed learners.
Posner (1992:81) stated
that there are levels of educational purposes.
1. Societal goals: What citizens of policymakers want their country’s
political, economic, social, and educational institutions to accomplish.
2. Administrative
goals: What leaders
of organizations want to accomplish that allow for the maintenance and
improvement of the organization.
3. Educational
aims: What
citizens or policymakers want society’s educational institutions to accomplish;
generally long-term and the result of many influences, only one of which is the
school; generally expressed in terms of characteristics of people who have been
well educated.
4. Educational
goals: What citizens
or policymakers want formal educational institutions-i.e., schools and
colleges- to accomplish expressed in term of characteristics of people who have
been well educated.
5. Learning
objectives: Whatever
people are intended to learn as a consequence of being students in educational
institutions.
In Indonesian context, the
goal of education as mentioned in UU RI Tahun 2003 Pasal 3 is as follows:
“Bertujuan untuk berkembangnya potensi peserta
didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha
Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi
warga negara yang demokratis serta bertanggung jawab”.
To conclusion, education must engage children to believe
in God, to have a good character and to be creatif and responsible.
D. The function
of Education
Ihsan (2003:11) stated that there are two
function of education. First is micro function. It means to help consciously the development of
students’ spiritual and physical and the latter is macro function. It means as
tool for:
Ä
Personal development
Ä
Civic development
Ä
Cultural development
Ä
National development
Principally, education is
to give direction, help and assistance to learners. Children have potency to
dig and to ensure that they can dig and come up with their potency, they need
help and direction from parents and educators.
Meanwhile in UU RI Tahun 2003 Pasal 3 said:
“Pendidikan nasional
berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa
yang bermartabat dalam rangka mencerdaskan kehidupan bangsa.”
E. Factors of
education
According to Ihsan
(2003:7-10), there are six factors in educational activities which shape
interaction pattern or mutual influences. Namely:
1. Goal
Langeveld in his book: Benope Teoritische Pedagogik,
stated that the goal can be classified into as follows:
a. Common Goal
b. Incomplete
Goal
c. Temporary Goal
d. Means Goal
e. Incidental
Goal
2. Educator
There are two categories
of educators: Parents and teachers. Parents are responsible in home education
and teachers are responsible in schools.
3. Learners
In traditional education,
learners are considered as passive organisms who merely receive the knowledge
or information from the teachers. Nowadays, as the science and technology
increased, the learners in the same level could have different background
knowledge.
4. Content
Content must be in line
with the goal of education and it must be needs analysis.
5. Method
To attain the goal, it
needs the method. Method is the way to reach the goal. Thus choosing the
appropriate method is essential.
6. Environment/Situation
Environment definitely
affects process and out put of education.
Model of input-output of education
Ihsan (2003:7-114)
F. Concept of Lifelong
Education
From the long age till now
on, education will have been a demand. An increase in knowledge available and
the coming of a new information-technology age indicate the need for lifelong
education.
The concept of lifelong education has been exist for
long age. And it was known after Paul Langrend wrote a book “An Introduction to
Life Long Education” (Ihsan: 2003:41)
The concept of lifelong
education is based on some factors, namely:
1. Ideology
All humans were born by
having the same right, especially the right to get education, knowledge and
skills. The lifelong education will give chance to someone to develop his/her
potency.
2. Economy
The lifelong education
gives someone to:
þ
Improve productivity
þ
Treat and develop human resource.
þ
Live in more conducive, comfortable and healthy life.
þ
Have motivation in counseling and educating children
appropriately.
3. Sociology
In Developing country,
parents usually are less concerned with their children education. Therefore the
children become dropout or even have no chance to school. Thus, lifelong
education constitutes solution for this problem.
4. Politic
In Democratic country, the
people are suggested to realize the importance of ownership right and to
conceive the function of government, DPR, MPR and so on. Therefore, civic
education must be given to everyone. Thus, this is the duty of lifelong
education.
5. Technology
In this global era,
science and technology must be reformed. By lifelong education, people are
engaged in increasing and developing their science and technology.
6. Psychology and
pedagogy
The development of science
and technology has great influence toward concept, technique and method of
education. Besides that the development makes the complex and large science and
knowledge. Therefore, educational school is to educate children how to learn
and motivate them to the ongoing learning.
G. The role of
Family and Society in Education.
Family is the first and
paramount education in society. The models of education in family will affect
children’s character. Thus family education will be the basic for further
education in schools for children.
Society becomes the third
educational institution after family education and school education. The
education in family and society is limited, and in society children will have
the ongoing education.
Saylor, et al (1981:338)
stated that there are some elements within society that provide education
including family, peer groups, formal educational institutions, community, and
communication media. The influence of these elements varies over time.
Educational outcomes are
much broader than academic achievement. Mushkin and Billings
The Educational Environment of the learner
Saylor, et.al. (1981:338)
H.
Evaluating Total Education program
Education cannot be apart from the
curriculum, because curriculum is at the heart of education (http://www.curriculum.wa.edu.au/pages/framework
/framework05.htm). Therefore, education would affect curriculum planning.
Saylor, et al (1981:337) stated that to
evaluate a total educational program is to place a value judgment on all of the
opportunities for educational engagements provided by a society for its citizens.
This is a large undertaking since it requires finding satisfactory answers to
the following question:
1.
What
does education intend to do? What knowledge will it transmit? What skills will
it develop? What attitudes and values will it influence?
2.
What
are the results of education?
3.
What
values are assigned to these results?
In this respect, evaluating total
educational program must encompass all aspects of education such as goal,
process, result and values.
I. Conclusion
Having analyzed the discussion above, I can take some
conclusions:
1. Education is
absolutely needed to improve the standard of living and for better life and it
must be managed as well as possible.
2. Education must
not focus on outcomes or results but on process. It is different from teaching.
It consciously emphasizes on the effort and process.
3. There must be
cooperation among government, society and educator to implement the best
education based on its goal and purposes.
4. In the concept
of lifelong education, learning is not merely in the formal institution (in the
school), but also learning can in formal institution (out of school).
5. Evaluating
total education program must encompass integrated aspects of education
including goal, process, result and values.
References:
Alwasilah, A. Chaedar.2007. Language,
culture, and education: A portrait of contemporary Indonesia: Bandung.
Andira
Furqon. 2006. Penilaian hasil
belajar untul meningkatkan mutu pendidikan: unpublished article.
Ihsan, H.
Fuad. 2003. Dasar-dasar Kependidikan. Jakarta: PT. Rineka Cipta.
Posner,
George J. 1992: Analyzing the Curriculum. USA. McGrawq-Hill, Inc.
Saylor, et.al. 1981. Curriculum Planning for better teaching and
learning. Japan: Holt-Saunder.
(http://www.curriculum.wa.edu.au/pages/framework
/framework05.htm).
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