The Education and Culture Ministry’s decision to evaluate the current
school-based curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP) used
in elementary, junior and senior high schools should be commended.
First,
as far as curriculum theory is concerned, evaluation is a vital
component that cannot be excluded in any educational system. Evaluation
reflects an attempt to discover drawbacks in the implementation of a
curriculum as well as to sustain quality assurance.
In other
words, it is sort of an a posteriori validation of the merits and
demerits of the present curriculum. Through a rigorous, systematic and
well-prepared evaluation, the efficacy of the contents of the curriculum
can be untangled and the extent to which they meet the instructional
objectives can be revealed.
The classroom is like a microcosm of
society that is dynamic and mutable, and is always in a constant state
of change. The corollary of this is that predetermined contents of the
curriculum cannot always be capable of catering to the evolving needs of
their users, most notably students and teachers.
Curriculum
evaluation is thus indubitably called for in order to reduce or minimize
any possible gaps created by classroom dynamics.
It should be
highlighted that curriculum evaluation presupposes changes (either minor
or major) that can eventually lead to the unveiling of new curriculum.
It is at this juncture that problems can potentially arise.
Unless
shrewdly managed, curriculum evaluation can pave the way for curriculum
change, which will likely create more problems, and stymie efforts to
improve old curriculum.
In fact, Education and Culture Minister
Mohammad Nuh has recently hinted that it is likely that the results from
the ongoing curriculum evaluation could be taken as recommendations for
a curriculum revamp and change. But, some caveats are in order.
In
retrospect, the alterations of school mandated curriculum created only
incessant public tumults, with students, parents and teachers becoming
the victims of these curriculum changes.
The criticism made
against changes to every newly introduced curriculum by the Education
and Culture Ministry is a waste and does not have any significant
effects on the improvement of educational practices in the country.
Instead,
confusion builds in respect to how the new curriculum can be
successfully implemented in the classroom with a heterogeneous number of
students abounded among teachers.
Furthermore, the
psychological burdens teachers have to endure to adjust themselves with
the mandated curriculum, not to mention with the textbooks (consequence
of the curriculum change) they use are so tremendous that in the end,
they often feel fed up and frustrated. As a result, teaching is seen as a
banal and tedious activity.
Beset with too much pressure in
carrying out their daily routines, teachers often have no choice but to
succumb to submissive attitudes. Their role as experienced professionals
is eventually vitiated.
However, if curriculum change is seen as
a dialogic process which encourages continuous negotiations, teachers
have reasons to provide critical feedbacks regarding the implementation
of the new curriculum. Without a doubt, teachers are the key players in
determining the success and failure of the implementation of new
curriculum.
The central role of teachers has been acknowledged
by H.H. Stern (1983), who argues that, “The finest and most up-to-date
curriculum ideas can be vitiated if they are imposed upon the teachers
concerned without having made sure that the changes the new curriculum
demands are understood by them (p. 442)”.
The lessons learned
from previous fiascos in curriculum evaluations and changes are
evaluations and changes that should not be done hastily and in a
haphazard way. Furthermore, the inclusion of concerned parties including
teachers in the evaluation is paramount.
Curriculum evaluation
should be done systematically in the sense that it is carried out with
clear rationales, explicit problem formulations, a sounding methodology
and explicit report findings. Without any one of these elements,
evaluation is doomed for failure.
No less important, the shift
of orientation from the top-down approach to the bottom-up is also
necessary to ensure the involvement of those who are directly affected
by the evaluation results.
If the goal of curriculum evaluation
is intended for the improvement of curricular contents to reflect the
pressing needs of students, then a thorough evaluation from the
bottom-up is likely to yield more fruitful results as opposed to when it
is carried out from top-down.
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Selain dapat bantu meringankan beban saat hal-hal tidak terduga datang, investasi pun dapat memberikan berbagai manfaat seperti:
1. Mendorong untuk Hidup Hemat
Berakit-rakit
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Kini,
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Namun, seperti
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dan mengajak berlibur ke tempat favorit. Karena itulah, menginvestasikan
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3. Menghindari Jerat Utang
Godaan untuk bersifat
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Mungkin, menggunakan kartu kredit bisa menjadi salah
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Akhirnya,
pada bulan berikutnya – tepatnya saat tagihan datang, Anda pun jadi
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Berbagai gagasan pun
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secara rutin tiap bulan dalam bentuk tabungan atau asuransi, investasi
tersebut pun dapat digunakan untuk mengatasi masalah satu ini.
Selain mafaat diatas, apa sajakah manfaat berinvestasi lainnya menurut Anda?


