Prof. Suyanto, Ph.

D
(Guru Besar Fakultas Ekonomi Universitas Negeri Yogyakarta/Yogyakarta State University)
(Dirjen Mandikdasmen dan Dikdas Kemdikbud 2005 – 2013)

Disampaikan Dalam Kegiatan Workshop Penyaluran dan Pemanfaatan Bantuan Pemerintah Untuk
Peningkatan Mutu Sekolah Penyelenggara Program Sekolah Menengah Pertama Berbasis
Pesantren, Diselenggarakan Oleh Direktorat Pembinaan SMP Ditjen Dikdasmen,
Kemdikbud di Surakarta, tanggal 12 Juni 2017.
 PENGERTIAN BUDAYA
Koentjaraningkat (1987)
• Keseluruhan sistem gagasan,
tindakan, dan hasil karya ma-
nusia dalam rangka kehidupan
masyarakat yang dijadikan mi-
liknya melalui belajar.

Sumber: H.M. Purwanto (2013), Budaya Sekolah

2
 BUDAYA SEKOLAH
Stolp dan Smith (1994 )
Budaya sekolah perkembangannya bersamaan
dengan sejarah sekolah. Wujudnya dalam
bentuk norma, nilai-nilai, keyakinan, tata
upacara, ritual, tradisi, mitos yang dipahami
oleh seluruh warga sekolah.
Karena perbedaan tingkat keyakinan, norma,
dan nilai-nilai yang diyakini oleh warga sekolah
telah menyebabkan sekolah miliki tradisi
berbeda-beda.
Sumber: H.M. Purwanto (2013), Budaya Sekolah
3
 PRINSIP PENGEMBANGAN
BUDAYA SEKOLAH

Makin kuat pemahaman, keyakinan,

dan kepatuhan warga terhadap nor-
ma dan nilai-nilai sekolahnya, makin
tinggi kebanggaan terhadap seko-
lahnya. Rasa persatuannya makin me-
nguatkan motif berprestasi dan daya
belajarnya.
Sumber: H.M. Purwanto (2013), Budaya Sekolah 4
 DIAGRAM ARAH PENGEMBANGAN
BUDAYA MUTU SEKOLAH

Sumber: H.M. Purwanto (2013), Budaya Sekolah

5
 MEMBANGUN SEKOLAH KONDUSIF

Sumber: H.M. Purwanto (2013), Budaya Sekolah

6
 Kepala sekolah selalu berorientasi
pada pencapaian tujuan melalui
visi,misi
Menerapkan kepemimpinan
partisipatif dengan memperluas
peran pendidik dalam mengambil
keputusan
PENGEMBANGAN
BUDAYA MUTU Kepala sekolah inovatif dan selalu
yakin guru mau melakukan
SEKOLAH perubahan
(FULLAN 2001)
Kepala sekolah Meyakinkan pendidik
dan benar melakukan eektifitas dalam
bekerja

Mengembangkan kerja sama yang

baik antar pendidik dalam interaksi
formal dan non formal

Sumber: H.M. Purwanto (2013), Budaya Sekolah

7
 Budaya merupakan norma, nilai,
keyakinan, ritual, gagasan, tindakan,
dan karya sebagai hasil belajar

Perubahan budaya mencakup proses

pengembangan norma, nilai,
keyakinan, dan tradisi sekolah

Untuk dapat mengubah budaya

PRINSIP BUDAYA sekolah memerlukan pemimpin
inspiratif dan inovatif dalam
MUTU SEKOLAH mengembangkan perubahan
perilaku melalui proses belajar

Mengembangkan budaya sekolah

memerlukan ketekunan,
keharmonisan, dan perjuangan

Efektivitas perubahan budaya

sekolah dapat terwujud dengan
mengembangkan sekolah sebagai
organisasi pembelajar
Sumber: H.M. Purwanto (2013), Budaya Sekolah
8
 Bagaimana mengembangkan
budaya mutu sekolah?
Langkah pertama
Analisis Lingkungan eksternal dan internal.
Dengan mengidentifikasi peluang dan
ancaman yang datang dari budaya sekitar
sekolah.
Analisis lingkungan diperlukan juga untuk
mengidentifikasi kekuatan kelemahan dari
dalam. Dari analisis lingkungan akan
diperoleh sejumlah masalah yang perlu
selesaikan oleh sekolah
Sumber: H.M. Purwanto (2013), Budaya Sekolah
9
 lanjutan

Langkah Kedua
Merumuskan strategi yang meliputi
penetapan visi-misi yang menjadi arah
pengembangan, tujuan pengembangan,
stategi pengembangan, dan penetapan
kebijakan.
Arah pengembangan dapat dijabarkan
dari visi-dan misi agar menjadi indikator
pada pencapaian tujuan
Sumber: H.M. Purwanto (2013), Budaya Sekolah
10
 lanjutan
Langkah ketiga
Implementasi strategi, harus dapat menjawab
bagaimana caranya sekolah melaksanakan
program.
Jika pada model pertama sekolah berencana untuk
mengembangkan nilai kebersamaan melalui
pelaksanaan kegiatan kolaboratif dan kompetitif,
maka sekolah hendaknya menyusun strategi pada
kegiatan yang dapat dikolaborasikan dan
dikompetisikan

Sumber: H.M. Purwanto (2013), Budaya Sekolah

11
 lanjutan
Langkah keempat
monitoring dan evaluasi. Langkah ini
merupakan bagian dari sistem
penjaminan mutu.
Kepala sekolah melalui monitoring
memenuhi kewajiban untuk
memastikan bahwa proses pelaksanaan
kegiatan sesuai dengan rencana.
Sumber: H.M. Purwanto (2013), Budaya Sekolah
12
 WHAT IS QUALITY?
You know what it is yet you don’t know what it is;
You can’t define it but you know it when you see it.

QUALITY SYSTEM REQUIRES

AEC AFTA
Top Down Commitment
A Strategic Plan with Goals and Objectives, all understandable and
possessed by all staff;
Identification of Resources to Deliver the Plan;
Regular Review of the Training Plan;
Training and Development Throughout the employee’s entire career;
Evaluation and Audit of the Training Programs.
13
(Sumber: Doherty 2005)
 QUALITY: THEORITICAL PERSPECTIVE
 Quality control refers to a system for
comparing outputs with defined standard.
 Quality assurance can be viewed as
addressing the objective as quality control
but by doing so in preventative rather than
an after-the-fact way.(Peter Cuttance, 1994).

“An examination of a knife would reveal that its distinctive

quality is to cut, and from this we can conclude that
a good knife would be a knife that cuts well” (Aristotle)
14
BUDAYA MUTU SEKOLAH
1.Leadership
2.Digital literacy
3.Communication
4.Emotional intelligence
5.Entrepreneurship
6.Global citizenship
7.Problem-solving
8.Team-working
Sumber: Pearson-Learning Curve Report 2014
 BUDAYA MUTU PEMBELAJARAN ABAD 21

Pemetaan
Mutu

Standar
Pendidikan

Analisis
Perbaikan Kebutuhan
Mutu Mutu

Doing the same thing over and over, yet expecting different results, is the definition of crazy.”
(Unknown)

Sumber: Diadopsi dan diadaptasi dari Kemdikbud

16
PARADIGMA BUDAYA MUTU SEKOLAH

JUMLAH DAN JENIS

PROSES PEMBELAJARAN:
To Describe; Siswa:
GURU: To Explain; Attitude, Skill,
PROFESIONAL To Illustrate;
To Demonstrate; & Knowledge
To Inspire;
KREATIF-INOVATIF
BIROKRASI/KARYAWAN DAN KARAKTER INTI
LAINNYA
“Guru: faktor utama dalam
proses penanaman dan
pembiasaan karakter terpuji”
17
Nilai-Nilai Karakter untuk Budaya Kualitas

Religius
Jujur
(Etika) Toleransi
Disiplin
Kerja Keras
Olah Hati Kreatif
Mandiri
Demokratis
Rasa Ingin Tahu
Olah Olah Semangat
Kebangsaan
Raga Pikir Cinta Tanah Air
UTAMA

(Kinestetika) (Literasi) Menghargai Prestasi

Bersahabat/Komunik
Olah atif
Karsa Cinta Damai
Gemar Membaca
Peduli Lingkungan
(Estetika) Peduli Sosial
Tanggung Jawab
(dan lain-lain)

Filosofi Pendidikan Karakter Nilai-nilai Karakter Kristalisasi Nilai-Nilai

Ki Hajar Dewantara

18
 Character Counts:
The Six Pillars of Character-USA

• The six pillars of character are ethical values that can be used to
guide one’s choices.
• Most universal virtues easily fit into the six pillars.
• Those at the Josephson Institute believe that the six pillars can
improve the ethical quality of our lives and decision making,
resulting in improved personal character.
The Six Pillars of Character. (2002). Josephson Institute of Ethics, Retrieved from
http://www.josephsoninstitute.org.
Sumber: Morality and values in Schools-No Author 19
 Character Counts
Pillar One: Trustworthiness
• When others trust, they • Trustworthiness is
give greater leeway composed of values such
because they do not feel as honesty, integrity,
we need to be monitored reliability, loyalty.
and yet we will still
manage to meet
obligations.
• Being trustworthy can be
extremely complicated,
once trust is gained we
then must live up to the
expectations of others.
The Six Pillars of Character. (2002). Josephson Institute of Ethics, Retrieved from
http://www.josephsoninstitute.org.
20
 Character Counts
Pillar Two: Respect

• Everyone has a right to be treated with dignity and all should be treated
with respect, regardless of who they are or what they have done.
• We all have a responsibility to be the best we can be in all situations, even
when those around us might be unpleasant.
• This highlights the golden rule.

• Respect prohibits violence, humiliation or exploitation.

• Respect reflects civility, courtesy, decency, dignity, tolerance and
acceptance.

The Six Pillars of Character. (2002). Josephson Institute of Ethics, Retrieved from
http://www.josephsoninstitute.org.
21
 Character Counts
Pillar Three: Responsibility
• Being responsible means being in
charge of our choices and lives. It
means being accountable for who we
are and our actions.
• Ethical people show they are
responsible by being accountable,
searching for excellence and practicing
self – restraint.

The Six Pillars of Character. (2002). Josephson Institute of Ethics, Retrieved from
http://www.josephsoninstitute.org. 22
 Character Counts
Pillar Four: Fairness
• Fairness implies adherence to a balanced
standard of justice without relevance to one’s
own feelings.
• Most agree that fairness includes impartiality
and openness, as well as due process.

The Six Pillars of Character. (2002). Josephson Institute of Ethics, Retrieved from
http://www.josephsoninstitute.org.
23
 Character Counts
Pillar Five: Caring

• Caring is often the heart of ethics, as well as ethical decision

making. A person who really cares feels an emotional
response to both pleasure and pain of others.
• The highest form of caring is altruism, or the honest
expression of one’s benevolence.

The Six Pillars of Character. (2002). Josephson Institute of Ethics, Retrieved from
http://www.josephsoninstitute.org. 24
 Character Counts
Pillar Six: Citizenship

• Citizenship includes civic virtues

and duties that illustrate how
people should behave as part of a
community.
• The good citizen knows and obeys
laws, volunteers and stays up – to
date and informed of current
issues.

The Six Pillars of Character. (2002). Josephson Institute of Ethics, Retrieved from
http://www.josephsoninstitute.org. 25
 KUALITAS: Pembisaan Karakter Unggul – Untuk Siswa
beriman dan bertakwa,
cerdas, kritis, kreatif, jujur, amanah, adil,
inovatif, ingin tahu, bertanggung jawab,
berpikir terbuka, berempati, berani
produktif, berorientasi OLAH OLAH mengambil resiko, pantang
Ipteks, dan reflektif PIKIR HATI menyerah, rela berkorban,
dan berjiwa patriotik

bersih dan sehat,

disiplin, sportif, ramah, saling menghargai,
tangguh, andal, toleran, peduli, suka
berdaya tahan, OLAH OLAH menolong, gotong royong,
bersahabat, kooperatif, RAGA RASA/ nasionalis, kosmopolit ,
determinatif, KARSA mengutamakan
kompetitif, ceria, dan kepentingan umum,
gigih bangga menggunakan
bahasa dan produk
Indonesia, dinamis, kerja
keras, dan beretos kerja

ASPEK DAN PARAMETER

Sumber: Kemdiknas 2010 yang diperkaya
26
 How are Habits formed?
Simply put, by repeating a task
an average of 21 times.
The actual number depends on
how complicated the task is, how
interested or engaged we are
with it and what the benefit of
getting good or familiar at it is.
Each time you do something a
pathway in the brain is written.
Repeating the task the same way
over and over (around 21 times)
strengthens that pathway.

Sumber: Habit-Learning Lite (Network Rail) 27

 How are Habits changed?
If it takes around 21 times to build a habit, it takes
around 100 times to change a habit.
Just think about that for a moment. It’s just under
5 times the effort!
That’s because that pathway we have built in our
brains needs to be overwritten with a different way
of doing things.
It’s much harder work.
And why do we change the way we do things?
Either as a result of a rule change, a change in site
layout, a briefing or a rude awakening like a close
call or an actual injury, or maybe because we just
decide to…
Sumber: Habit-Learning Lite (Network Rail) 28
 W.I.S.E. MODEL – Map for the Process of change
W.I.S.E. Model – Wholistic Integrated Science & Education Research Institute
21st Century: Learning to Transform
Learning To Lead Learning To Be
Strategic Thinking Reflective Thinking
PRINCIPLES AWARENESS
8
Learning To Know
Learning To Create
Critical Thinking
Creative Thinking
KNOWLEDGE
VISION
1
7
Learning To Learn 2
Grow, Develop Learning To Care
Constructive Thinking Relational Thinking
ETHICS 3 UNDERSTANDING
6
5 4
Learning To Do Learning To Live Together
Applied Thinking Harmonious Thinking
SKILLS VALUES 29
 New Definitions: 21st Century
• Schools will go “from ‘buildings’ to nerve
centers, with walls that are porous and
transparent, connecting teachers, students and
the community to the wealth of knowledge that
exists in the world while creating a culture of
inquiry”
• Teachers will go from primary role as a dispenser
of information to orchestrator of learning and
helping students turn information into
knowledge, and knowledge into wisdom.
Sumber: 21stCenturySchool.com

30
 New Definition for
Students: 21st Century
• In the past a student was a young person who went to school,
spent a specified amount of time in certain courses, received
passing grades and graduated. Today we must see learners in
a new context:
– First we must maintain student interest by helping them see
how what they are learning prepares them for life in the real
world.
– Second we must instill curiosity, which is fundamental to lifelong
learning.
– Third we must be flexible in how we teach.
– Fourth we must excite learners to become even more
resourceful so that they will continue to learn outside the
formal school day.”

Sumber: 21stCenturySchool.com
31
Paradigma Keunggulan: Target Pembelajaran
Abad 21
Peranan
Faktor
(%)
Innovation & Creativity 45 GURU YANG
Networking 25 PROFESIONAL
Knowledge & Technology 20
Natural Resources 10
*) Hasil evaluasi Bank Dunia (1995) terhadap 150 negara di dunia.

•Keunggulan Komparatif
ABAD 21: GURU sbg Motivator & Inspirator
•Keunggulan Kompetitif

SISWA: Cerdas, Inovatif, Kreatif,

Jujur, Disiplin, Santun, Percaya Diri,
Mandiri, Bertaqwa, Demokratis, dll 32
 Gelombang Perubahan Era Global
Abad 21 (AFTA-AEC) – Implikasi Pembelajaran
PENGUATAN SEKOLAH
1. Perdagangan Bebas (AEC)
2. Ketergantungan Iptek (ICT,
Bio-teknologi, Nano
teknologi, stem cell dll.)
3. Fenomena Kehidupan
Global (Speed, Conectivity,
Intangable, and Guru dan Kepala Sekolah
Compatibility) harus merespon perubahan
4. Demokratisasi politik secara profesional
5. Isu dan Persoalan HAM
6. Persoalan Lingkungan
Hidup
7. Kesetaraan Gender "It is not the strongest of the species that
8. Multikulturalisme survive, nor the most intelligent, but the
kehidupan one most responsive to change." (Charles Darwin)
33
New Definition of Illiterate in the 21st Century

“The illiterate of the 21st century will not be those

who cannot read and write, but those who
cannot learn, unlearn, and relearn.”
(AlvinToffler)

AEC AFTA
PROFESSIONAL TEACHERS – READY TO
ENGAGE IN LIFE-LONG LEARNING 34
 Abad 21: Perlu Pembelajaran Kreatif

Creative
Teaching
Peran Guru

Creative
Pedagogy

Teaching
Peran Creative Peran Buku
for
Kurikulum Learning (Sarpras) dan
Creativity Budaya Sekolah

Sumber: Dikbud 35
 21st Century: Changes in Education

Traditional Learning New Learning

Teacher Centered Student Centered

Single Media Multimedia

Isolated Work Collaborative Work

Information Delivery Information Exchange

Factual, Knowledge-Based Critical Thinking and

Learning Informed Decision Making

Push Pull
Source: ISTE National Education Technology Standards for Teachers sebagaimana dalam Suyanto & Asep 2012
21st Century: Moving to New Models of Learning

Traditional Learning 21st Century Learning

Integration Transformation

Schooling Lifelong Learning

Knowing Understanding

Broadcast/ Constructivist
Transmission Model Learning
Traditional Contemporary
Content/Context Content/Context
Developing
Learning Tech Skills
21st Century Skills

Source: ISTE National Education Technology Standards for Teachers (USA) sebagaimana dalam Suyanto & Asep 2012.
 20th Century vs. 21st Century Learning
20th Century Classrooms 21st Century Classrooms

Time-based Outcome-based
Focus on memorization of discrete facts Focus on what students KNOW, CAN DO and ARE
LIKE after all the details are forgotten
Lessons focus on lower level of Bloom’s Taxonomy Learning is designed on upper levels of Bloom’s –
– knowledge, comprehension and application synthesis, analysis and evaluation
Textbook-driven Research-driven
Passive learning Active learning
Learners work in isolation – classroom within 4 walls Learners work collaboratively with classmates and
others around the world – the Global
Classroom
Teacher-centered: teacher is center of attention and Student-centered: teacher is facilitator/coach
provider of information
Little or no student freedom Great deal of student freedom
Fragmented curriculum Integrated and Interdisciplinary curriculum
Grades averaged Grades are based on what was learned

38
Sumber: Brad Fountain.
 20th Century vs. 21st Century Learning
Low expectations
Teacher is judge. No one else sees student work.
Curriculum/School is irrelevant and meaningless to
the students.
Print is the primary vehicle of learning and
assessment.
Diversity in students is ignored.
Literacy is the 3 R’s – reading, writing and math
Sumber: Brad Fountain
High expectations – “If it isn’t good, it isn’t
done” We expect, and ensure, that all students
succeed in learning at high levels. Some may go
higher – we get out of their way to let them do that.
Self, Peer and Other assessments. Public audience,
authentic assessments.
Curriculum is connected to students’ interests,
experiences, talents and the real world.
Performances, projects and multiple forms of media
are used for learning and assessment.
Curriculum and instruction address student
diversity.
Multiple literacies of the 21st century – aligned to
living and working in a globalized new millennium.
39
 Pembelajaran Berbasis Mutu
Ciri Abad 21 Model Pembelajaran
Guru bukan satu-satunya sumber
belajar

Ada banyak alternatif

Belajar tidak harus di kelas
sumber belajar yang
tersedia:
Murid dapat belajar terlebih dahulu
-Buku sebelum diajar guru
-Modul Pembelajaran
-Off line Guru berperan sebagai tutor
-Online
Proses pembelajaran berubah dari
teaching and learning menjadi learning
and tutoring
40
Sumber: Kemdikbud
 Ciri Pembelajaran Abad 21
Ciri Abad 21 Model Pembelajaran
Pembelajaran diarahkan untuk mendorong
Informasi peserta didik mencari tahu dari berbagai
(tersedia dimana saja, kapan saja) sumber observasi, bukan diberi tahu

Pembelajaran diarahkan untuk mampu

Komputasi merumuskan masalah [menanya], bukan
(lebih cepat memakai mesin) hanya menyelesaikan masalah [menjawab]

Pembelajaran diarahkan untuk melatih

Otomasi berfikir analitis [pengambilan keputusan]
(menjangkau segala pekerjaan rutin) bukan berfikir mekanistis [rutin]

Pembelajaran menekankan pentingnya

Komunikasi kerjasama dan kolaborasi dalam
(dari mana saja, ke mana saja) menyelesaikan masalah

41
Sumber: Kemdikbud
 Kreativitas: Aspek Penting Mutu Pembelajaran
Dyers, J.H. et al [2011], Innovators DNA, Harvard Business Review:
• 2/3 dari kemampuan kreativitas seseorang diperoleh melalui
pendidikan, 1/3 sisanya berasal dari genetik.
• Kebalikannya berlaku untuk kemampuan intelijensia yaitu: 1/3
dari pendidikan, 2/3 sisanya dari genetik.
Pembelajaran berbasis
• Kemampuan kreativitas diperoleh melalui: intelejensia tidak akan
- Observing [mengamati] memberikan hasil siginifikan
- Questioning [menanya] (hanya peningkatan 50%)
- Associating [menalar] Personal dibandingkan yang berbasis
- Experimenting [mencoba] kreativitas (sampai 200%)
- Networking [Membentuk jejaring] Inter-personal

Perlunya merumuskan kurikulum berbasis proses pembelajaran yang mengedepankan pengalaman

personal melalui proses mengamati, menanya, menalar, dan mencoba [observation based
learning] untuk meningkatkan kreativitas peserta didik. Disamping itu, dibiasakan bagi peserta didik
untuk bekerja dalam jejaringan melalui collaborative learning
42
Sumber: Kemdikbud
KARAKTERISTIK SEKOLAH EFEKTIF - BERMUTU

 It Should have quality in:

1) its aims;
2) its oversight of pupils;
3) its curriculum design,
4) its standards of teaching and academic
achievements and;
5) its links with the local community.
 What they all have in common is effective leadership
and a "climate" that is conducive to growth.

Sumber: REYNOLDS AND CREEMERS 1990

 FAKTOR KUNCI SEKOLAH BERMUTU
1) Professional Leadership;
2) Shared Vision and Goals;
3) A Learning environment ;
4) Concentration on teaching and learning;
5) Purposeful teaching;
6) High Expectation;
7) Positive reinforcement;
8) Monitoring Progress;
9) Pupils rights and responsibilities;
10) Home-school partnership;
11) A learning organization.
Sumber : Sammons, P., Hillman, J., Mortimore, P., 1995
KARAKTERISTIK GURU EFEKTIF

Guru yang efektif memiliki:

TRANSFORMASIONAL
KEPEMIMPINAN
1. Kemampuan yang terkait dengan iklim
kelas;
2. Kemampuan yang terkait dengan strategi
manajemen;
3. Kemampuan yang terkait dengan
pemberian umpan balik dan penguatan
(reinforcement);
4. Kemampuan yang terkait dengan
peningkatan diri.
(Gary A. Davis dan Margareth A. Thomas, 1989)

45
KARAKTERISTIK KEPEMIMPINAN GURU
TRANSFORMASIONAL
1) Mengidentifikasikan dirinya sebagai agen
perubahan (pembaruan);
2) Memiliki sifat pemberani;
3) Mempercayai orang lain;
4) Bertindak atas dasar sistem nilai, (bukan atas dasar
kepentingan individu, atau atas dasar kepentingan
dan desakan kroninya);
5) Meningkatkan kemampuan secara terus- menerus
sepanjang hayatnya;
6) Memiliki kemampuan untuk menghadapi situasi
yang rumit, tidak jelas, dan tidak menentu;
7) Memiliki visi ke depan.
SUMBER: LUTHANS, 1995 46
 CIRI-CIRI PROSES BELAJAR
YANG EFEKTIF

1. Active rather than passive

2. Covert rather than overt
3. Complex rather than simple
4. Affected by individual differences
among learners
5. Influenced by variety of context

KEPEMIMPINAAN GURU
DAN KEPALA SEKOLAH
TRANSFORMASIONAL
47
Sumber: Mortimore,1991 yang diperkaya
 The corresponding Classic Bell-Shaped Adopters Curve

Many studies have looked at how these groups differ:

Innovators are highly cosmopolite and open to new things.
Early adopters tend to be opinion leaders.
Early majority provide “legitimization” of the innovation.
Late majority are skeptical.
Laggards put trust in the status quo.

Source: Diffussion of Innovation, No Author

Source: Mansfield High School, USA., Spring 2010. 48
 The corresponding Classic Bell-Shaped Adopters Curve

Many studies have looked at how these groups differ:

Innovators are highly cosmopolite and open to new things.
Early adopters tend to be opinion leaders.
Early majority provide “legitimization” of the innovation.
Late majority are skeptical.
Laggards put trust in the status quo.

Source: Diffussion of Innovation, No Author

Source: Mansfield High School, USA., Spring 2010. 49
Source: Mansfield High School, USA., Spring 2010.
50
Source: Mansfield High School, USA., Spring 2010.
51
Source: Mansfield High School, USA., Spring 2010. 52
Source: Mansfield High School, USA., Spring 2010.
53
 Key Element #1

Core Subjects
• Emphasize the core subjects of reading, English,
mathematics, science, foreign languages, civics,
government, economics, arts, history, and
geography
• Expanding student understanding in core subjects
beyond minimal mastery

Source: Jan Stanly, Education for 21st Century. 54

 Key Element #2
21st Century Content
• Global awareness
• Financial, economic and business
awareness
• Civic literacy
• Health and wellness
awareness

Source: Jan Stanly, Education for 21st Century. 55

 Key Element #3

ICT Literacy

• Informational and communication technology

– ability to use technology to support 21st century teaching
and learning
– ability to use technology to meet CSOs and state/national
educational technology standards

Source: Jan Stanly, Education for 21st Century. 56

 Key Element #4

Learning Skills
• Thinking and Reasoning Skills
– Critical thinking
– Systems thinking
– Problem solving
– Creating and innovating

Source: Jan Stanly, Education for 21st Century. 57

 Key Element #5
Life Skills
• Interpersonal and Self-Directional Skills
– Interpersonal and collaborative skills
– Self-direction
– Accountability and adaptability
– Social responsibility
– Ethical behavior

Source: Jan Stanly, Education for 21st Century. 58

 Key Element #6
21st Century Assessments
Using high quality assessments
that measure students’
performance for the elements of a
21st century education
Source: Jan Stanly, Education for 21st Century. 59
Source: Mansfield High School, USA., Spring 2010.
60
Source: Mansfield High School, USA., Spring 2010.
61
Source: Mansfield High School, USA., Spring 2010.
62
Source: Mansfield High School, USA., Spring 2010.
63
Source: Mansfield High School, USA., Spring 2010.
64
 Issues related to student achievement
are derived from 4 areas:
• Curriculum – what we teach

• Quality of instruction – how we teach

• Effectiveness of schools – where we teach

• Characteristics of students – who we teach

Source: Jan Stanly, Education for 21st Century. 65
 Issues related to student achievement
are derived from 4 areas:
• Curriculum – what we teach

• Quality of instruction – how we teach

• Effectiveness of schools – where we teach

• Characteristics of students – who we teach

Source: Jan Stanly, Education for 21st Century. 66
Penulis: Prof. Suyanto, Ph.D. & Drs.
Asep Jihad, M.Pd.
Kode Buku : 308.371.007.0
ISBN : 978-602-7596-50-4
Spesifikasi : 17,5 × 25 cm
BW, HVS 70 gram
Jumlah Hal. : 296 halaman
BUKU BARU

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