Standard international school in
Indonesia
By
Andrie
Sukamdani
(bahasa
inggris STKIP Kusuma Negara – POKJAR Gading Serpong)
Abstract: Standard international school (SIS) is
a national school
level in Indonesia that meet National Education Standards (NES) with the international quality standards.SIS government established under the laws of the National Education which
aims to improve the competitiveness of nations.SIS learning to use English in science
subjects, but
in practice there are still obstacles in the use of language, both
teachers and students.
SIS should not only emphasize the language,
but the course content is equivalent to abroad so graduates can be accepted overseas. One
thing to note SIS is learning not to leave the local culture as the existence
of Indonesia.
Key Words : International level standard school, graduate competence standard,
content standard, curriculum, adaptation, and adoption.
Preliminary
:
Since entering the 21st century, impact of globalization on national
life increasingly powerful and open. The existence of a free market and
the progress of technologies in the era of
globalization requires a nation
to improve the quality of human
resources has a high skill and able to
compete internationally.
Based on reports from United Nation for Development Program (UNDP) about Human Development Index (HDI)
covering 175 countries, mentioned
that (UNDP) Indonesia
declined from 0.684 to 0.682 points. This
led to Indonesia's ranking dropped from 110 countries to 112 out of 175 countries surveyed. This position is being categorized. When compared with other ASEAN countries, Indonesia's position is under Singapore, Brunei
Darussalam, Malaysia, Thailand, Philippines, and
Vietnam. Indonesia ranked only better than
Myanmar, Cambodia, and Laos
Education
is a pillar in
improving Indonesia's human resources for nation building. There for, need an education
system of
international standard, in
order to compete with the human resources from other countries.
One form of implementation of the
international standard of national
education in Indonesia
is in the form of Standard international school (SIS). Each local government has been urged
to set up international school, as stated
in the Law of the Republic of Indonesia Number 20 Year
2003 on National Education System
of article 50, paragraph 3: Government
and or local governments conduct of at least one unit of his education at all
levels of education to be developed as an educational unit of the international
standard.
Learning
models in bilingual
Standard international school using English.
English is an internationally
recognized and widely used in the international world. In the era of
globalization, English has become something that is considered important, but
the essence is the English language that is used only as a tool that will help
students when he was face to face with the international community.
Another
thing that needs to be examined
from the application of the model
to the bilingual Standard
international school is a
potential shift in the value of
traditional local crocodile by foreign cultures, which
may result in the
student losing their identity
as a nation of Indonesia, especially
on aspects of language. Language is a form of cultural
customs that reflect the personality of the nation.
Literature
Review :
Education
is one determinant of the
competitiveness of the nation, thus
needs continuous quality
improvement. One of them is the
concept of school improvement status gradually
towards SIS. SIS is a national school level in
Indonesia with international quality standards. The process of teaching and
learning in schools emphasizes the development of creativity, innovation, and
experimentation to spur new ideas that have never been there.
SIS is a school that meets National
Education Standards (NES). in every aspect and be able to expand
the school culture and school environment that supports the
achievement of international standards.
In other words, SIS is Schools National
Standard (SNS) plus X. The meaning
here is X plus national education standards are fortified, are developed, expanded, deepened through
adaptation or adoption
of the standards of education are considered internationally recognized
quality reputation, both from within and
outside the country. Thus, it is expected that graduate students
are students whose personality SIS and
deeply rooted culture of Indonesia
and has a global insight.
The
legal basis for SIS are:
1. National
Education System Law Article 50 Section 3:
Government and or local government
held at least one
unit of education at all levels of
education to be developed into an
international educational unit.
2. The
main policies of national education
in the Ministry of National Education Strategic Plan 2005-2009 Year number 2:
Improved quality, relevance, and
competitiveness. One of these Standard
international school development to
enhance the nation's competitiveness. In this case, the government needs to develop SIS at
the district / city concerned
to develop elementary schools, junior high schools, high
schools and vocational high schools
international level were 112 units
throughout Indonesia.
3. Government
Regulation No. 19 of 2005 Article 61 paragraph 1:
Government jointly organized
local government at least one unit of study on
basic education and at least one unit of
education in secondary education
to be developed into single-unit international education.
4. Ministry
of Education Strategic Plan 2005-2009 Chapter V
Page 58: development of SIS :
to improve the competitiveness of the nation's need to develop SIS in the district
or town through consistent
collaboration between the government and
the district or city, to develop elementary schools,
junior high schools, high schools and vocational high schools international level.
Concept
SIS :
Organizers SIS based on the
philosophy of existentialism and
essentialism (fungsionalisme). The
philosophy
of existentialism believes that education should nurture
and develop the existing learners optimally executed
through the facilities of dignity through education, pro-change, creative,
innovative, and eksperimentif,
grow and develop their
talents, interests, and abilities of learners.
The
philosophy of existentialism
holds that in the learning process,
learners should be treated to the
maximum in order to actualize, existence, channeling
all potential, both potential (competence), intelligence (IQ), emotional (EQ)
and spiritual (SQ). Essentialism philosophy emphasizes that
education should function and
relevant to the needs of both
the needs of individuals, families,
and the needs of various sectors and sub-sectors, both locally, nationally and internationally.
Related to the demands of
globalization, education should prepare human resources in Indonesia that can
compete internationally. With actualize this philosophy, the four pillars of
education, are : learning to know, learning to do, learning to live
together, and learning to be a
valuable benchmark for aligning practices
of education in Indonesia
starting from the curriculum, the teacher, learn some vital lessons teaching process, facilities
and infrastructure, until assessment.
The formulation of the SIS is NES + X
(OECD). the point NES is acronym for National Education Standards Plus X. While the OECD acronym for Organization
for Economic Cooperation and Development, or
an organization of inter-state cooperation in economy and development.
Members of these organizations typically have certain advantages in the field of education has been internationally recognized standards.
As the Quality
Assurance Guidelines for School /
Madrasah International Standard on Study of Primary and
Secondary Education in 2007, that
school / madrasah international is already meets all the National Education Standards
(NES) and enriched by reference
to the standard of education is
one of the OECD member countries
or other developed countries that have certain
advantages in education, so it
has a competitive edge in the
international forum. So, NES + X means that the implementation
of SIS, schools / madrasas must meet National
Education Standards and coupled with the indicator X, mean
plus or developed
by OECD standards
or training centers, industry testing agencies /
international certifications, such as : Cambridge, IB, TOEFL/TOEIC, ISO, studies
centers and multilateral
organizations such as the UNESCO, UNICEF, SEAMEO, and so on.
There
are two ways to do school / madrasah to meet the characteristics (concept) of NES
are : The schools
that have implemented and meet the eight elements
of the SNP as an indicator of the performance of minimally coupled with X
as an additional key performance indkator. Two
ways are:
1. adaptation,
that is adjusting certain elements that already exist in the NES with respect
to the standard of education one of the OECD or
other developed countries that have certain advantages in the field of education, is believed to have had a reputation for quality that
is recognized internationally, the graduates have international
competitiveness.
2. adoption,
that is addition or penyayaan of certain
elements that did not exist among
the eight elements of the SNP with reference to
the standard of education is one
member of the OECD or other developed countries.
The
characteristics of the output / outcomes SIS is :
1. SIS
graduates can continue
their education in the educational unit of international standards, both domestically and abroad,
2. SIS
graduates can work on international institutions and / or other countries, and
3. medal
at the international level on various
competencies science, math, technology, art,
and sports.
The
characteristics of the learning process,
assessment of SIS are :
1.
pro-change, that is learning process
is able to grow and develop creativity, innovation, reasoning, and
experimentation;
2. apply
the model of active learning,
creative, effective, and fun,
3. applying ICT in the
learning process all
subjects,
4.
learning to use the English
language, especially the subjects of science, mathematics, and technology
5.
assessment process by using
valuation models superior school of OECD member countries, and
6. organizing
SIS should use international
management standards.
Discussion
:
In the implementation
of the SIS still unclear technical problems,
one of which is the implementation of
bilingual teaching models, that is a
lesson that uses two languages, Indonesian and English. In this
system teachers are required
to use English in
the learning process, educator course for
SIS should have
high competence in applying the English passive /
active.
These
competencies have specific standards such as the TOEFL score> 500, but someone who has a TOEFL score> 500 are not necessarily
apply English in teaching
subjects to students. Application
of English in the SIS is the first year teacher uses about 75% Indonesian
25% English, 50%
in the second year 50% Indonesian English language, and the third year 75% 25%
English Indonesian.
SIS concept tends to emphasize bilingual as medium of
Instruction international standard rather
than the cultivation of value to students. Prof
Djohar state that demands global education
should not be construed only questioned
notch education to
our ranks with
other countries, but we must aim at improving our
education for the existence of our
nation's children to live in the global
arena, with creativity, with EQ and with his IQ and with knowledge that
can not be separated from the reality of their lives.
This concept departs from a
wrong assumption about the mastery
of English as the language of
instruction and its relationship with
TOEFL scores. To be able to teach hard science in English, the teacher must have a TOEFL score>
500. Though there
is no relationship between TOEFL
scores with the ability to teach hard science in English. High TOEFL score does
not guarantee the fluency and
the ability of people to express their ideas in English. TOEFL is more likely to measure the competence of a person, when what is
needed is a bilingual school teacher teaching
skills.
SIS learning
quality is guaranteed with the success of implementing the learning process
effective and efficient. The learning process is tailored to the talents,
interests, and physical and psychological development of students. While learning to use English is an additional
achievement of key performance indicators for the success of the SIS. Learning
the science subjects, mathematics and core vocational English language, while
learning other subjects, except foreign language lessons, must use the
Indonesian language.
SIS concept in
terms of purpose and vision is very good, the students are trained to
communicate globally with English. However, in the implementation of SBI should
be emphasized is the content of the curriculum and the quality of education
that should be of international standard SBI. SBI Students should have the same
capabilities with overseas students, because the government is also willing to
use international titles. The appearance of SBI invites a bit of controversy,
especially when faced with multicultural Indonesia. Education should be based
on local culture, which promotes math, chemistry, physics, and biology.
The application of the model can be identified bilingual significant impact
on aspects of cultural values locally owned
SIS students. Negative influence of foreign languages is already
visible, as in a child's development. How to use language that is popular these
days is the use of language in all the jumble. Indonesian combined with a
foreign language. Many children today are feeling more confident and sociable
when using the mixed language.
Language is not just a skill
or skills, language
has a very large role in the formation of one's identity. Language has a strong
link with the formation of
one's cultural awareness
and maturity. As a process of becoming an
adult is something that takes
time and can not simply be accelerated
or skipped its phases. Although English has become an essential skill
in the era of
information and communication, we should still pay attention lest we become strangers
in our own country.
In order to maintain the existence of local
cultural values in students SBI to consider the following solutions:
1. Make
an exact division between subjects and local
subjects. Exact subjects
include math and
science, as well as the core
subjects of vocational English.
While locally-based subjects, such as history,
civics, religion was
taught using the Indonesian language.
2. Learning that uses bilingual,
if the school has
not been able, delivery should
not impose the English language. Teachers may still
use the Indonesian language, to aid
student understanding. It should be
emphasized is the out put of the SBI should be
able to compete internationally.
3.
Lessons in English, teachers are expected to be teaching in
accordance with the cultural values that exist in
Indonesian society. The subjects were taught in English should use an approach
the contextual so that students do not feel foreign to their daily lives. At
the time of their science lessons, teachers should still show or bring examples
of local culture such as making tempeh, fermented, and know, and others.
4. Schools must keep hold of the local culture-based activities such as Kartini Day, Independence
August 17 etc.. were
able to keep the spirit of nationalism.
Finisher
:
The language adopted in the International School learning is not the
main problem, the main problem lies in the quality.
SISsebaiknya planting the main problem
lies in the quality. SIS should inculcate
values of local culture to the students that
as an Indonesian identity is not lost.
Bibliography
:
Anonim. 2007. Pedoman Penjamin Mutu Sekolah/Madrasah
Bertaraf Internasional Pada Jenjang Pendidikan Dasar dan Menengah.
Depdiknas. Jakarta
Anonim. 2006. Undang-undang RI Nomor 20 Tahun 2003 tentang
Sistem Pendidikan Nasional. WIPRESS
Anonim. 2006. Rencana Strategis Departemen Pendidikan
Nasional Tahun 2005-2009. Depdiknas. Jakarta
Kir Haryana. 2007. Konsep Sekolah Bertaraf Internasional.
Direktorat Pembinaan Sekolah Menengah Pertama. Jakarta
http://sbi.dikmenum.go.id/index2.php=com_content&do_pdf=1&id=45
