THE PAPER OF EDUCATIONAL SCIENCE BASICS

“Efforts To Overcome Education Problems”

SUPERVISOR LECTURER : DEDI SUPENDRA,S.pd.,M.A.

PRESENTED BY
PEPEN AGUSTIN PUTRA (17063017)

ELECTRICAL ENGINEERING DEPARTMENT

FACULTY OF ENGINEERING
UNIVERSITAS NEGERI PADANG
2018

i
 PREFACE
We express our gratitude for the presence of Allah SWT who gave His grace and
grace to us so that we succeeded in completing this paper thank God in time
entitled “Efforts To Overcome Education Problems”.
It is hoped that this paper can add to our insights about efforts to overcome
education problems. In addition, it is also hoped that this paper can provide
benefits for students.
We realize that this paper is far from perfect, therefore we always expect
criticism and suggestions from all constructive parties for the perfection of this
paper.

Finally, we express our gratitude to all parties who have participated in the
preparation of this paper from beginning to end. May Allah SWT always
meridhai all our efforts. Aamiin.

Padang, December 5th of 2018

ii
 TABLE OF CONTENTS

PREFACE ............................................................................................................... ii

TABLE OF CONTENTS ....................................................................................... iii

CHAPTER 1INTRODUCTION

1.1 Background .............................................................................................. 1

1.2 Problem Formulation ................................................................................ 1

1.3 Purpose ..................................................................................................... 1

CHAPTER 2DISCUSSION

2.1. Efforts To Overcome Education Problems............................................... 2

2.1.1. Change Curriculum ........................................................................... 2

2.1.2. Management Of Education ............................................................... 3

2.1.3. Innovation In Education .................................................................... 5

2.1.4. Development Of Out-Of-School Education ...................................... 6

CHAPTER 3CLOSING

3.1. Conclusion ................................................................................................ 8

3.2. Suggestion ................................................................................................ 8

iii
 CHAPTER 1
INTRODUCTION

1.1 Background
Education is the physical right of every human being. This has been
guaranteed by the State as stipulated in the Article 31 Basic Law on
National Education. Therefore, every Indonesian citizen has the same rights
in obtaining education and the Government is obliged to provide activities
and "educational facilities to support the education needs of citizens.
However, there are so many problems in education that occur now starting
from the uneven education in Indonesia, the low the quality of education,
the lack of prosperity of the teaching profession and the lack of competency
of teachers as education personnel, and this seems to be related to one
another and has the same share in the problem of national education. which
can reduce educational problems, but the development of technology not
only brings benefits, but also weaknesses that can create new problems in
our education world.

1.2 Problem Formulation

1) What are the efforts to overcome the problem of education?

1.3 Purpose
1) Knowing the efforts that can be made to overcome education problems

1
 CHAPTER 2
DISCUSSION

2.1. Efforts To Overcome Education Problems

2.1.1. Change Curriculum
In realizing educational goals various efforts in implementing the
process of education in schools continue to be sought. The curriculum
as a set of plans and arrangements regarding the content of learning
materials and processes during teaching and learning activities has a
very important function. Good plans and arrangements are very
influential in achieving the vision and mission in our educational
targets. Expectations for the achievement of progress in the future are
greatly influenced by the mutants contained in the curriculum.

Curriculum changes that have been carried out several times in the
implementation of education in our country starting from 1975 to 2004,
in reality have not been able to accommodate every goal to be achieved.
The density of teaching materials turned out to be quite a burden for the
students. The effect of this burden is that students cannot develop
themselves according to their competencies to the fullest. In the 2004
curriculum was born a CBC (Competency Based curriculum) with a
rather loose amount of burden. But unfortunately this curriculum cannot
last long, before showing significant results again curriculum changes
occur. The socialization in the field that has just ended is only adding to
teacher confusion in efforts to improve the quality of education. The
Education Unit Level Curriculum, better known as KTSP, which
incorporates elements of local content and self-development which
began in 2006, has also not been able to accommodate aspirations in
accordance with the functions of the curriculum itself. The tendency of
teachers to finish teaching materials / materials quickly also turned out
to not provide space for students to develop themselves to have
maximum competence. Besides that, the involvement of parents and

2
 parties who play a role as stakeholders has also not shown their full
role.

This further adds to the bias in the implementation of the

curriculum functions that are rolled out in our country. The formation
of a new caste in our education system (borrowing a term from the
Media Indonesia Daily editorial column, one edition in May), which
appears as an effect of the existence of an International Standard
School, on the one hand may have a positive impact on curriculum
placement according to its function. But this seems to only apply to
schools that have international standards, but what about schools that do
not yet belong to this category? In general, these schools have an
average allocation of costs that are less supportive, various limitations
become a barrier for them to develop the potential of students to the
fullest.

2.1.2. Management Of Education

Management of education comes from the word management,
while the term management means administration (Oteng Sutisna:
1983). It can be interpreted as the management of education so as to
implement administrative principles in the field of education.
Management of education includes activities in planning, organizing,
directing, monitoring and developing. Management of education.
Management is a process of planning, organizing, leadership and
controlling the efforts of members of the organization where the four
processes have their respective functions to achieve an organizational
goal. According to Griffin, management is a process of planning,
organizing, coordinating and controlling resources to achieve goals
effectively and efficiently. There are several functions of the
management itself are as follows:

• Planning

3
 Planning is determining a series of actions to achieve a desired
outcome. The last limitation to formulating a plan is the determination
of what actions should be taken? Is the reason for the action to be done?
Where should the action be done? When should the action be done?
Who will do the action? How do you do that?

• Organizing

An organization is two or more people who work together in a

structured way to reach specific goals or a number of targets. In an
organization requiring a leader, the work of the leader includes several
activities, namely making decisions, holding communication so that
there is mutual understanding between atsan and subordinates,
encouraging, inspiring and encouraging subordinates so that they carry
out what they are told.

• Directing

Direction is a management function that deals with efforts to

provide guidance, advice, orders or instructions to subordinates in
carrying out their respective tasks, so that the task can be carried out
properly and is really focused on the intended purpose.

• Supervision

Supervision is a management function related to performance

monitoring so that the performance is directed and does not deviate
from the established rules and monitoring functions as a medium so that
the performance is directed and conveyed appropriately.

• Development

Development is a management function that must be used as a

benchmark for the success of a management, with the development of
management will run according to and exceed the target to be obtained.

4
 Without a good program it is difficult for educational goals to be
achieved. Therefore, management must be prepared to meet the
demands, needs, expectations and determination of the direction of
school policies in achieving educational goals. Middle school work
management is the elaboration of tasks and implementation of the
Ministry of National Education's policies that are adjusted to objective
conditions. In its implementation, each activity refers to existing
management so that the process and implementation of activities in
schools are more measurable, monitored and controlled. Management
of education serves as a reference for schools in measuring, evaluating
and revising activities that are deemed necessary. In addition, the
management of education is intended as a school effort in supporting
and describing 9-year compulsory education.

2.1.3. Innovation In Education

1) Civil Service System (education by the community, parents, and
teachers) or Inpacts System (Instructional Management by Parent,
Community and, Teacher). The system was initiated in Solo and
disseminated to several provinces.

2) Small elementary schools in remote areas. A small elementary school

is a basic education institution established in a remote area and has a
small population, with a small number of students (at least three
people).

3) Pamong Elementary School PAMONG Elementary School is that

learning can take place in various places, meaning that the
PAMONG Elementary School system seeks to change the view that
learning can only occur in school buildings and that if children drop
out of school also means dropping out. Thus the SD PAMONG
system in addition is a business and other activities to increase the

5
 distribution of opportunities to obtain education, also trying to create
a place and opportunity for children who for one reason or another;
forced to not be able to study in ordinary school.

4) Open Middle School (ISOSA - In School Out off School Approach).

Open Middle School is a formal educational institution that does not
stand alone but is part of the Middle School which in its education
uses independent learning methods.

5) Open High School Remote Open High School opens opportunities

for students aged 16 to 21 years to attend school according to the
needs and conditions of students. Open School is one form of formal
education that is independent but is part of a parent school whose
education uses independent learning methods. With the main goal of
believing that junior high school graduates are equal because of
geographical, social, economic constraints and time constraints.

6) Open University. The Open University is the 45th State University

(PTN) in Indonesia that implements open and long distance learning
systems. This learning system has proven effective to increase the
reach and equal opportunity of quality higher education for all
Indonesian citizens, including those who live in remote areas, both
throughout the archipelago and in various parts of the world. Efforts
to equalize education quality mean that the education system,
especially the school system with all types and levels in all corners
of the country (cities and villages) experience an increase in the
quality of education in accordance with their respective situations
and conditions.

2.1.4. Development Of Out-Of-School Education

.1) Pursue Package A, B, C

Learning Groups or Chases are non-formal education channels

facilitated by the Government for students who do not study through

6
school, or for students studying in non-government curriculum-based
schools such as Cambridge, and IB (International Baccalureate).
Participants pursue generally white uniforms and black trousers.
Kejar consists of three packages: Package A, Package B and Package
C. Each participant of the Chase can take the Equality Test held by
the Ministry of National Education.

2) Course

Courses are training institutions that are included in the types of non-
formal education. The course is a teaching and learning activity like
a school. The difference is that courses are usually held in a short
time and only to learn one particular skill. For example, English
language courses are three months or 50 hours, mechanic courses,
cooking, sewing, music courses and so on.

3) Diklat

In general education and training aims to provide opportunities for

personnel to improve their skills and skills, especially in areas
related to leadership or managerial skills needed to achieve
organizational goals.

7
 CHAPTER 3
CLOSING

3.1.Conclusion
So the conclusion is, how to deal with the problem of education is
actually in the hands of the government. If the government can make or
provide a good curriculum for education, then education will be good. So
the government must be clever in preparing or planning good education
for education in this Indonesian

3.2. Suggestion
The suggestions that the author can convey through this paper are
all parties must cooperate in an effort to overcome the main problems of
education. To minimize the negative impact caused by these basic
problems, there must be good planning for the education system.
Improve the quality of educators in an effort to improve the quality of
education. And the provision of facilities and infrastructure that are more
effective and efficient ·

As students, especially prospective educators, we must be aware of

and understand the various types of educational problems that occur in
the field so that they can formulate and find alternative solutions. Be,
Students and Prospective Educators are sensitive to various educational
problems

8
 BIBLIOGRAPHY

Tirtarahardja, dkk. 1995. Pengantar Pendidikan. Jakarta: PT. RINEKA

CIPTA.

Tim pembina mata kuliah pengantar pendidikan. 2006. Bahan Ajar Pengantar
Pendidikan. Padang: UNP Press.

http://diporifaldo.blogspot.com/2014/01/upaya-penangguangan-masalah-
pendidikan.html