Problems of Education (In) Indonesia: Philosophy of Science Perspective

Sep 24th, 2010 by Drs Dugi Rejeki No comments The problems of Indonesian education can not be removed from the country's political constellation, either run the government and partisan institutions of government in society. However, to be able to see these problems with clear and cool, thundering invective and obscenities addressed to the government must immediately be packed more elegant and intelligent The problems of Indonesian education can not be removed from the country's political constellation, either run the government and partisan institutions of government in society. However, to be able to see these problems with clear and cool, thundering invective and obscenities addressed to the government must immediately be packed more elegant and intelligent. It is time now, we should expose ourselves more as a community is more concerned about the emergence of a solution to the problem of education in Indonesia. One might be wise Terawangan is filed various cases of factual 'stupidity' of our own from the various segments of life education. This then would my binoculars further in the perspective of philosophy of science. Of course, it remains the benchmark of Western Modern Science. Just mention his name X. He's now being followed post-graduate education programs strata-3 in UNJ, State University of Jakarta. In the first semester of 2009/2010 it took a course Advanced Philosophy of Science, with faculty former Rector IKIP Jakarta some time ago. His case was simple. According to reliable sources, the X is when an oral exam with the professor above, unable to distinguish conceptually-much less knowledge of scienceoperational. Because it has always argued he did not really like Philosophy. And now he was a lecturer at the Faculty of Engineering. Case I: A group of English teachers in Tangerang district of Banten province, a few months ago had a discussion with me. The substance of the discussion around the concerns of learning languages (Indonesian and English) are not capable of contributing to the skills of language learners. Some throw the idea of a breakthrough had vomited, but they always hide behind the formal curriculum, to just cover the laziness of thought and contemplation. Case II: Sickening really, to me an intense language users see the 'stupidity' of educators is, that in fact pocketed SIM (Teaching License) official of such LPTK IKIP or UNJ now. Luckily my ire a little relieved by menguaknya information that there is one among them who dared to make a breakthrough act in membelajarkan learners of English. For him, hell Curriculum. "After all that important my students to read, speak and write in English," he said bluntly. According to him, the breakthrough that led to concrete results. Inquired the teacher turned out to have a critical breakthrough was not from the community of teachers above the SIM holder. He was fond of accounting graduates in English, to earn a proficiency in English through the course, and happy to share with their students for learning the language itself. Case III: A middle-aged mother in January 2009 and are overwhelmed with the poor. Mid-month that he must complete one final task to be placed three letters, Spd, behind his name as a graduate

equivalency program at UNJ English majors. He took the path 'comprehensive' alias only required to write 10 to 15 sheets of quarto paper about learning English. However, until he showed his face at my residence, the task has not been resolved. There was discussion as I usually do, with people who came to complain of Problems as a teacher. Mothers and mothers may equalize teacher other participants are asked or assigned to write, but it turns out that the guidance he got from the faculty mentor at the Faculty of Languages and Art UNJ the MA., Ph.D. it is inadequate. Even according to him, more insults acquired. Sad indeed, as a junior high school teacher who has worked more than 20 years receive a lashing from lecturers MA, PhD. it. "Twenty years I taught, it seems I never berate my students like it," she said wistfully. KasusIV: A M.Pd. from a private university in South Jakarta, who became head of a Junior High School in East Jakarta numbers, ask for the willingness of a freelance consultant in the field of PEP (Research and Evaluation of Education) with him to fix the competence of the teachers, and himself. He reasoned, intensive classes every Sunday who had lived, only able to deliver and give it extra letters behind his name. "The question of my knowledge and discourse about PEP, very minimal," he admitted honestly. Philosophy of Science Perspective Case I This may be the representation of the portrait blurred Post Graduate Higher Education Curriculum us. In addition, the selectivity of prospective students is also a problem in itself. Ironically they were doctoral candidates education in Indonesia! Case II, I prefer to call it a misguided intellectual arrogance. A scholar in the context of case II is felt most knowledgeable about language learning. Yet the reality show proficiency in one of his own teachers more is obtained from the institution of the course. Another analogy, sorry if there is an offense-is the story of the Arabic scholars who feel most knowledgeable and most have the authority to 'chirp' questions Islamology. I, as an intense users of the language (Indonesian and English) felt I knew so much sweat, and dollars that must be given willingly by the books to be read, so I can write, write, and write. Formal learning languages in school, and talent? "Only one percent, both support a person's ability to write," said Putu Wijaya, 'literary terrorism' we are one when. What should a language teacher Putu Wijaya be in school? Case III, is a sad irony. An English teacher who has taught more than twenty years was unable to finish a dozen sheets of paper only. Yet only in the Indonesian language! So, for twenty years more that what was done for the skills their students on aspects of listening, speaking, reading, much less writing? The lecturers in the case of III-like creature was strange in the pedagogical world. Here's the problem. Intellectual tyranny was getting into, so in our ivory tower. The mother was a teacher who has taught for over twenty years it might be 'pedagogical aura "was quite thick, but his intellectual torpor can not be forgiven by all the pithy pendamba education in this country. Unfortunately he had to confront and eventually had a bitter experience with lecturers MA, Ph.D., is but naked from the 'aura pedagogical. " Case IV, for me is that the seeds of new awareness, how an institution called 'school' is not a 'little kingdom' is sterile from the real demands of their stakeholders. Yes, we-we are. Facts of the case IV, may be a new atmosphere that should be developed for the more open public spaces, school policy for 'street people' like me. Because if not, what is called MBS (aka School School-Based Management Base Management), or CBC (aka Competence Competency-Based Curriculum Curriculum Base) will soon follow 'the brothers tua' his death had already met, such as CBSA, PKP, and so forth. Indeed, lest the MBS and CBC and the New Comer, SBC as their derivatives, will 'die' in his mother's womb .**

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Education Problems in Public Schools The first and foremost educational problem of public schools is the larger school size and student population. On an average, most public schools are twice the size of private schools. According to a study, public schools have an average of 16 students per teacher, whereas private schools have an average of 13 students per teacher. This may be due to free education offered in public schools. Whatever may be the reason, students of public schools receive less individual attention, as compared to private school students. Since public school education is free, the academic curricula and programs may not be as refined as those of private schools. Usually, they offer the same programs and standardized tests for all the students. In short, what the students learn in public schools is decided by the state. On the other hand, private schools offer alternative curricula and have their own assessment system. In public schools, all the students get admission, irrespective of the student's talent. They cannot deny any student who has applied for admission. Sometimes, this may result in a slow learning pace for the talented students. On the other hand, private schools have full authority to reject a student who is not up to the mark. Hence, many a times, private schools perform better in standardized achievement tests. Another educational problem of public schools is higher rate of violence and student dropout. It is due to the fact that public schools accept all students, irrespective of their behavior and talent. Whereas in case of private schools, they select students on the basis of their assessment, thus resulting in a safer environment. However, in order to clear your doubt, you can always check for previous records and school rankings before sending your child to any of the public schools. You can also meet the principal for a better perspective, regarding the safety, and the rules and regulations of the school. Though public schools have some educational problems, there are certain advantages of public school education. Since the student populace is more in public schools, exposure to various kinds of people from different socio-economic backgrounds, teaches students to get along with people, irrespective of their social status. In spite of these general educational problems in public schools, a study has revealed that students of public schools get better grades in college than those in private schools. Hence, before enrolling your child to any of the schools, it is always better to analyze the pros and cons of both private and public schools. You can opt for a school, which will best meet your child's interests and suit his/her abilities.

By Ningthoujam Sandhyarani
http://www.buzzle.com/articles/education-problems-in-public-schools.html