AKSI PEDULI PANGAN DI UNIT SEKOLAH TARSISIUS II

pasar-murah-2.jpgpasa-murah-tar2.jpgDalam rangka menyambut Hari Pangan Se Dunia tahun 2007, maka pada hari Selasa, 30 Oktober 2007 segenap Keluarga Besar Sekolah Tarsisius II yang berlokasi di Jalan Batusari Raya no 12, Kebon Jeruk, Jakarta Barat mengadakan kegiatan Pasar Murah untuk warga masyarakat di sekitar sekolah Tarsisius II.

Kegiatan Pasar Murah ini merupakan rangkaian dari dua jenis kegiatan yang diadakan dalam rangka Hari Pangan Se Dunia ;

1. Pengumpulan Kolekte dari para siswa yang diadakan sebanyak dua kali. Kolekte dalam bentuk uang ini akan disumbangkan kepada warga masyarakat yang benar – benar membutuhkan melalui Keuskupan Agung Jakarta.

2. Kegiatan Pasar Murah. Kegiatan ini ditujukan untuk beberapa warga masyarakat di sekitar lingkungan sekolah yang benar – benar membutuhkan. Pasar murah ini berupa beras, minyak goreng, dan gula pasir. Kegiatan ini disambut sangat antusias oleh warga masyarakat yang mendapatkan kesempatan untuk ikut dalam kegiatan tersebut.

Menurut Kepala Unit Tarsisius II, Stephanus Subarno, kegiatan ini dilaksanakan dalam rangka ikut berpartisipasi dalam kegiatan/aksi Peduli Pangan dengan para warga masyarakat yang sangat membutuhkan. Beliau berharap bahwa kepedulian terhadap sesama perlu dibangun sejak dini di dalam diri para siswa/I khususnya siswa/I sekolah Tarsisius II. Untuk itulah, lanjut beliau bahwa kegiatan ini merupakan salah satu implementasi dari sikap solidaritas dari para generasi muda sekolah Tarsisius II khususnya kepada sesamanya.

Sementara itu, Bapak Wardjimin, selaku Ketua Panitia Pelaksana berharap bahwa dengan pelaksanaan kegiatan aksi Peduli Pangan Se Dunia ini dapat mengembangkan semangat solidaritas dan kepekaan sosial dari seluruh warga sekolah serta semakin mendekatkan warga sekolah dengan lingkungan sekitarnya. Lebih lanjut beliau berpesan kepada seluruh warga sekolah agar kegiatan seperti ini dapat dijadikan agenda rutin Unit dan sekolah Tarsisius II, karena kegiatan tersebut sangat positif khususnya bagi para generasi muda.

A BRIEF HISTORY OF TARSISIUS II SENIOR HIGH SCHOOL

SMA Tarsisius II dengan status Terakreditasi (A) berdiri sejak tahun 1989, tepatnya berdasarkan Akte Pendirian tertanggal 30 Januari 1989. Izin Operasionalnya dikeluarkan oleh Kepala Kantor Wilayah (Kakanwil) Depdikbud DKI Jakarta tanggal 3 Juni 1989 dengan surat keputusan nomor 216A/101.A1/89. Peletakan Batu Pertama menandai dimulainya pembangunan Kompleks Persekolahan Tarsisius II yang berlokasi di Jl. Batusari Raya No. 12, Kebon Jeruk, Jakarta Barat, diadakan pada tanggal 23 April 1988. Sementara peresmiannya dilakukan oleh Kakanwil Depdikbud DKI Jakarta pada tahun 1989. Upacara Pemberkatan gedung SMA Tarsisius II dilakukan pada tanggal 7 Juni 1989 oleh Pastor Martosudjito SJ, selaku Sekertaris keuskupan, yang pada saat itu mewakili Bapak Uskup Agung Jakarta Mgr. Leo Soekoto SJ.

Mengawali penerimaan siswa untuk tahun ajaran pertama (1989/1990), SMA Tarsisius telah kebanjiran calon siswa yang mendaftar, sehingga pada saat itu dibuka enam kelas baru. Selanjutnya beberapa tahun kemudian SMA Tarsisius menjadi sekolah yang sangat digemari masyarakat dan menjadi pilihan utama. Angkatan pertama SMA Tarsisius II mengikuti EBTA/EBTANAS pada tahun 1990/1991 dengan menumpang di SMA Negeri 78 Jakarta Barat.

Meskipun sekolah baru, namun SMA Tarsisius II sudah mampu bersaing dengan persekolahan-persekolahan favorit lainnya di wilayah Jakarta Barat khususnya dan DKI secara keseluruhan.

Sebagai hasil dari perjuangan untuk meraih simpatik masyarakat dan konsumen, SMA Tarsisius II telah berhasil meraih berbagai macam prestasi tertinggi, baik dalam bidang akademik maupun non akademik (Ekstrakurikuler). Semua prestasi dan keunggulan yang dihasilkan SMA Tarsisius II selama ini merupakan hasil usaha dan kerja keras dari seluruh komponen SMA Tarsisius II di bawah pimpinan para Kepala Sekolahnya; T. Kartono (Alm.) (1989 – 1994), Ch. Megawati (1994 – 1998), Anton Ama Corebima (1998 – 2001), Benedictus Ende (2001 – 2002), Stephanus Subarno (2002 -2007, Saverinus Kaka (2007 – sekarang).

EUPHORIA COMPETITION

Dalam rangka menjalin persahabatan dan keakraban dengan sekolah-sekolah lainnya baik di tingkat SMA maupun di tingkat SMP, maka OSIS SMA Tarsisius II akan mengadakan sebuah kegiatan yang diberi nama EUPHORIA@Tarcy2 (Singkatan dari Explore Ur Potential in Sport, Science and Art At Tarsisius II). Kegiatan dengan tema sentral “BRING THE JOYFUL MEMORIES FOR US” ini akan diselenggarakan dari tanggal 3 November s.d. 9 November 2007.

Adapun jenis pertandingan yang akan diselenggarakan yaitu;

I. Bidang Olahraga (Sport):

1. Bola Basket (Putra/Putri)

Tingkat : SMA/SMK

2. Futsal (Putra )

Tingkat : SMP/SMA/SMK

II. Bidang Seni (Art):

1. Modern Dance

Tingkat : SMP/SMA/SMK

2. Band

Tingkat : SMA/SMK

III. Bidang Ilmu Pengetahuan (Science)

1. Story Telling

Tingkat : SMP/SMA/SMK

Pendaftaran untuk semua bidang kegiatan akan ditutup pada hari Selasa, 30 Oktober 2007. Technical Meeting juga akan diadakan pada hari Selasa, 30 Oktober 2007 bertempat di Aula Sekolah Tarsisius II Lantai 4.

Bagi para siswa/I yang ingin berpartisipasi atau ingin mendapatkan Informasi lebih lanjut tentang event ini dapat menghubungi Sekretariat Panitia di SMA Tarsisius II, Jl. Batusari Raya No 12, Kebon Jeruk, Jakarta Barat, Telepon (021) 549 39 03

SOSIALISASI PUY DI UNIT TARSISIUS II

Hari ini, Sabtu, 27 October 2007, bertempat di Aula Unit persekolahan Tarsisius II di Jakarta Barat akan diadakan Sosialisasi Peraturan Umum Yayasan Bunda Hati Kudus (PUY) yang berlaku dari tahun 2007 sampai dengan 2009. PUY yang sudah disahkan oleh Dirjen Pembinaan Hubungan Industrial dan Jaminan Sosial Tenaga Kerja pada tanggal 21 Mei 2007 ini dimaksud berisi 19 Bab dan 74 Pasal. Di dalamnya berisi ketentuan-ketentuan normatif Yayasan Bunda Hati Kudus yang di dalamnya antara lain memuat tentang kewajiban-kewajiban dan hak-hak Karyawan YBHK.

Seluruh ketentuan dan peraturan yang ada dalam PUY merupakan ketentuan normatif yang wajib ditaati dan dijunjung tinggi baik oleh Pihak Yayasan maupun oleh seluruh Karyawan Yayasan Bunda Hati Kudus. Kegiatan sosialisasi ini diadakan oleh Pengurus Yayasan Bunda Hati Kudus yang didelegasikan kepada Tim sebelas.

KODE ETIK GURU INDONESIA

Persatuan Guru Republik Indonesia menyadari bahwa Pendidikan adalah merupakan suatu bidang Pengabdian terhadap Tuhan Yang Maha Esa, Bangsa dan Tanah Air serta kemanusiaan pada umumnya dan …….Guru Indonesia yang berjiwa Pancasila dan Undang –Undang Dasar 1945 . Maka Guru Indonesia terpanggil untuk menunaikan karyanya sebagai Guru dengan mempedomani dasar –dasar sebagai berikut :

  1. Guru berbakti membimbing anak didik seutuhnya untuk membentuk manusia pembangun yang berjiwa Pancasila
  2. Guru memiliki kejujuran Profesional dalam menerapkan Kurikulum sesuai dengan kebutuhan anak didik masing –masing .
  3. Guru mengadakan komunikasi terutama dalam memperoleh informasi tentang anak didik , tetapi menghindarkan diri dari segala bentuk penyalahgunaan .
  4. Guru menciptakan suasana kehidupan sekolah dan memelihara hubungan dengan orang tua murid sebaik –baiknya bagi kepentingan anak didik
  5. Guru memelihara hubungan dengan masyarakat disekitar sekolahnya maupun masyarakat yang luas untuk kepentingan pendidikan .
  6. Guru secara sendiri – sendiri dan atau bersama – sama berusaha mengembangkan dan meningkatkan mutu Profesinya .
  7. Guru menciptakan dan memelihara hubungan antara sesama guru baik berdasarkan lingkungan maupun didalam hubungan keseluruhan .
  8. Guru bersama –sama memelihara membina dan meningkatkan mutu Organisasi Guru Profesional sebagai sarana pengapdiannya.
  9. Guru melaksanakan segala ketentuan yang merupakan kebijaksanaan Pemerintah dalam bidang Pendidikan.

ENGLISH (INDONESIANIZED) TEXTBOOK:: HELP OR HINDRANCE IN TEACHING FOR THE TEACHERS?

 

The most commonly found elements in the foreign or second language classrooms all over the world are teachers, learners, and the textbooks, and nowadays multimedias. Those elements cannot be separated one to the others. When there is a teaching and learning activity, those elements should be there. All of the subjects, include language taught at school cannot be separated from the textbooks. The textbooks used in the classroom have been the curriculum that will guide the teaching and learning process in the classrooms. Textbook aspect in the successful process of teaching and learning has been given much less attention than the other aspects. Not all of the decision makers realizes that textbooks and other commercial materials in many situations represent the hidden curriculum of many subjects taught at school, include language teaching and play a significant part in the teaching and learning process. That is why in this paper the writer wants to discuss about the roles of English (Indonesianized) textbooks and their impacts on teachers and, teaching and learning process at schools.

THE SCOPE OF TEXTBOOK USE IN LANGUAGE TEACHING.

Every year millions of language textbooks are sold worldwide. A variety of commercial textbooks is available to support especially the process of learning the language. They are addressed either to the beginners or to the advanced learners. Unfortunately, many of them tend to be market oriented. They just provide them to fulfill the needs of the market. Sometimes the quality aspect of the textbooks is placed in the secondary determination. They sometimes put the profit as the primary goals.

As we know that most of the learners more oftenly choose the textbooks based on the surface performance and how famous the writer is. Moreover most of the language teachers tend to be more practical and even put the benefit as the strong aspect to select the textbooks. If the publishers can provide good profit for them, they will not think a long to use the textbooks. This is one of the crucial problems for the learners in the efforts to learn the language.

In English learning, for instance, we have ever had the basic series such as English 900 which were designed to be used worldwide. But today there are fewer global course textbooks and an increasing demand for country specific textbooks. The design and production values of textbooks have also changed significantly. Contemporary language textbooks are visually appealing, with full-color art and sophisticated magazine – like design, printed on high quality paper and sometimes supported by an assortment of supplementary resources, such as workbooks, cassettes, CD’s, CDROM’s, and videos.

            Haines (1996: 27) characterizes differences between current and past trends in ESL/EFL textbooks in the following way;

PAST

NOW

1. Author and academic centered.

1. Market led.

2. Uncertain global market.

2. Specific, Fragmented markets.

3. European focus.

3. Pacific Rim and Latin American focus.

4. Sell what is published.

4. Published what can be sold.

5. Culture of origin, methodology of origin.

5. International and local culture.

6. English for its own sake.

6. English for specific purposes.

7. UK/US publisher dominance.

7. Rise in local publishing.

8. Native speaker expertise.

8. Non native speaker competence.

9. Culturally in sensitive.

9. Culturally sensitive.

10. Low risk/competition.

10. High/Competition.

11. Little design.

11. Design rich.

12. Artificial text and task.

12. Authenticity.

13. Single volume titles.

14. Multi-component/multimedia.

      There are some reasons of discouraging their use include;

1.     Teacher-made materials are more relevant and appropriate tan commercial materials.

2.            Textbooks cannot provide the basis for the comprehensive language course.

3.     Textbooks are often culturally inappropriate (e.g. they might have British or American cultural content that would not work in a non-British or American context). 

4.            Textbooks are not compatible with learner-centered philosophy of teaching.

5.     Textbook should not be needed by good teachers, who can create their own materials.

However, there are too little teachers that can create their own materials in teaching. For many teachers the commercial textbooks is hence the primary source of teaching ideas and materials in their teaching. Factually, the coverage of English language teaching activities worldwide, especially in Indonesia, could hardly be carried on without the help of the present generation of textbooks. In our country, almost all of the English teachers at school either the state schools or private schools are not the native speakers. They even have little or no formal teacher training. That is why, the existence of the textbooks and the teacher’s manual are their primary teaching resources. We find it difficult to encourage our English teachers at least to be creative in providing their own materials in teaching. Most of tem tend to be more practical, they seldom have the initiation to create their materials in teaching by themselves based on their class’s situation and needs.

            Actually if we try to identify this trend, we will realize that the dominant role of textbooks within school systems is reflected in the bureaucratic apparatus and system that has developed in many situations to place and maintain textbooks in schools, often with minimal input from classroom teachers themselves. This situation has been going on for years in which the Ministry of Education produces test formats or guidelines that must be applied by the schools. Then the publishers try hard to produce textbooks to match the guidelines. They write the textbooks based on their own experiences and thoughts. Sometimes they never provide the classrooms’ needs. The schools districts then set in place procedures by which textbooks are reviewed and adopted, print the lists of approved textbooks are published. At the end the teachers then select the books they will use. But unfortunately, in this process of selecting the appropriate textbooks sometimes the benefit for the teachers and schools offered by the publishers plays an important role to make a decision in choosing the commercial books.

            The problem which will come out when we enforce the teachers to use their own materials is how well are the teacher’s capabilities to produce a guide-lined textbook for themselves. To solve this problem, every teacher must have an additional training in preparing the materials. Then they should reduce their teaching loads. They must be able to compete with the commercial materials. And the most important thing is the schools should support their teachers with the large budgets for the development and production. But how comes? The writer thinks it should be managed for the future goals.

 

THE INFLUENCES OF TEXTBOOK ON TEACHERS: POSITIVE AND NEGATIVE ASPECTS

             For many educationists, textbooks are seen as having a positive impact on teachers and teaching. According to Harmer (1991: 257) “where a textbook is involved there are obvious advantages for both teacher and students. Good textbooks often contain lively and interesting material. They provide a sensible progression of language items, clearly showing what has to be learnt and in some cases summarizing what has been studied so that students can revise grammatical and functional points that they have been concentrating on. Textbooks can be systematic about the amount of vocabulary presented to the student and allow students to study on their own outside the class. Good textbooks also relieve the teacher from the pressure of having to think of original material for every class.

As we know that a well-prepared textbook is more than just a set of potential lesson plans, and that textbooks survive and prosper because they are a convenient way of providing structure to a learning program. We should have the same view that both teachers and learners look at the textbooks as providing a guide that can help them teach and learn more effectively. Besides the textbooks also provide a map that lays out the general content of lessons and a sense of structure that gives coherence to both individual lessons as well as an entire course. The students (learners in general) will appreciate studying from an attractive textbook, because it can facilitate them in learning the language and make them more enjoyable with the lesson.

            Textbooks can provide an orientation to the students in learning program. The textbooks will also enable them to see what they will be studying, in what sequence, and how much material will be covered. Textbooks also give the learners a sense of autonomy, they do not have to depend on the teachers’ handout.

            In another hand, textbooks will help inexperienced teachers develop skills in teaching. As we know that many teacher’s manuals are not only guides on how to use the book but also serve with detailed advice on such things as how to use small group teaching, approaches to grammar teaching in a communicative class, strategies for error correction, and the information that goes well beyond the context of a particular text. Let us take an example of “Practice and Progress for Intermediate Students” textbook.

However, others see that textbooks as a hindrance to development. The danger with the ready-made textbooks is that they can seem to release teachers of responsibility. The teachers tend to be consumeristic. They avoid thinking about the future of their teaching content and performance. They tend to present a casual (low standard) performance. They will never think to be innovative. They just wait to be informed what to teach and how to teach it. It will be easier to just sit back and operate the system approved by the textbooks. They think that the wise and virtuous people who produced the textbook knew what was good for them. Unfortunately, this happens anywhere in our country, includes in YBHK schools till now.

Another potentially negative consequence of the use of textbooks is that they can lead to unidentified quality of the textbooks. They can lead the teachers to diffuse attribution qualities of excellence, authority, and validity to published textbooks. This is caused by promotional efforts of the publishers fantastically handled to convince to the teachers that their textbooks represent the theories of experts or the most recent scientific research. Moreover, in the teachers mind there has been a strong image that the textbooks have been carefully developed through consultation with teachers from reputable schools or institutions, and specialists and through field testing, and they fully believe that theTayangan » exercises and activities provided in the textbooks will be guaranteed to be applied in their schools. Some teachers assume that any item included in the textbooks must be important learning item for students. All information inserted in the textbooks is true and should not be questioned.

A more consequence of the use of the textbooks by teachers is that it may lead to a reduction of the level of cognitive skills involved in teaching if teaching is largely based on the textbooks and the teacher’s manual. If so, the job of the teachers is to study the teacher’s manual and follow the procedures provided in the textbooks. In such situation the teachers have little control over the goals or the method of instruction, and more and more class activity is fulfilled with students doing workbook tasks or working from the textbook under the teacher’s direction.

Based on the experiences described above, we can conclude that the existence of the textbook cannot be separated from the activities of the teachers at school. Textbooks cannot be a part of the teaching and learning process. Without the handouts the teachers will walk as a plane without a compass. The handouts or the textbooks should be seen as guidance to develop the teaching materials made by the teachers. The textbooks should not be the major source in learning. The teachers should be innovative in creating a more attractive materials and methods that can lead their students to enjoy the lesson and willing to be innovative.

The following is some criterias that can be considered in evaluating the textbooks content.

 

EXAMINING THE CONTENT OF TEXTBOOKS  

Evaluation can take the form of a group activity in which teachers identify criteria that would use in assessing a textbook, a unit of material, or an exercise. In examining a textbook, it can be classified into the factors; teacher factor, learner factor, and task factor.

1.     The teacher factor:

It can be analyzed by the following criterias;

         Is the textbook has a good teacher’s manual?

         Is it relatively easy to use?

         Can it be easily adapted to fit the class needs?

         Is it culturally appropriate for the learners?

         Is it not dependent on the use of equipment?

         Can it be used with classes of mixed ability?

If those criterias can be fulfilled, the textbook is acceptable to be used in the classroom activity.

2.     The learner factor:

A good textbook should meet the following criterias;

         The content interests the students.

         The level is appropriate.

         The cost is acceptable.

         It is motivating and challenging.

         The format is attractive and colorful.

If a textbook can adjust to the above requirements, the textbook can be advisable to be used by the teachers.

3.     The task factor:

A good textbook should provide the tasks with the following aspects;

         The tasks achieve their objectives.

         The tasks are self-explanatory.

         The tasks provide an element of challenge.

         The tasks are engaging and interesting.

         The task progress in difficulty throughout the course.

For the English language teachers, there are some criterias in evaluating a conversation text;

1.     The conversation text should motivate students to speak and provide a purpose of speaking.

2.     It works on three essential skills of accuracy, fluency, and intelligibility.

3.     It promotes interaction and generates plenty of speaking practice.

4.     It develops awareness of cultural norms.

5.     It develops practical, usable skills; it has transfer value.

6.     It is practical in classroom terms.

7.     It involves information and opinion sharing.

8.     It reflects students’ needs and experience.

9.     It practices relevant conversational functions.

10.It provides all the support needed for completing tasks.        

11.It moves from controlled practice to fluency.

12.It practices conversational strategies.

13.It reflects authentic language use.

 Hopingly, this  article will be useful for the readers, especially for the teachers in their activities.                           

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SUMBANG SARAN UNTUK SBD (Membangun SBD dari sisi Pendidikan)

Wilayah Sumba Barat Daya (SBD) meruapakan wilayah yang penuh pesona dan kaya potensi, tapi sekaligus penuh dengan persoalan. Sebagai seorang putra Sumba Barat Daya yang kini sedang merantau di pulau seberang tak pernah lupa akan kampung halaman yang sangat dicintai. Kecintaan itu tak akan pernah luntur, namun keinginan untuk mencari sebanyak mungkin pengalaman untuk membangun SBD di kemudian hari menjadi suatu pilihan yang tak bisa ditolak. SBD membutuhkan insan-insan cemerlang yang memiliki pemikiran futuristik demi kemajuan dan kesejahteraan SBD di waktu yang akan datang.

Mencermati perkembangan pembangunan di wilayah SBD, penulis merasa perlu untuk menyampaikan urun rembug untuk pengembangan SBD yang masih bayi ini menjadi sebuah kabupaten yang maju dan mampu setara dengan wilayah-wilayah lainnya di republik ini. Penulis yang kini sedang meniti karir di Jakarta di bidang pendidikan sejak tahun 1997, kalau boleh berpendapat bahwa pengembangan pendidikan di wilayah SBD nampaknya belum optimal. Terutama dalam hal pengembangan sumber daya manusianya, terutama SDM para pendidiknya.

Kalau dicermati bahwa maju mundurnya sebuah wilayah tidak ditentukan oleh seberapa besar masyarakat daerah memiliki harta benda, akan tetapi seberapa banyak manusia-manusia yang memiliki intelektual yang mapan dan kreatif untuk membangun potensi-potensi daerah yang akan didayagunakan untuk pembangunan wilayah itu secara berkesinambungan. Betapapun besarnya subsidi yang diberikan oleh pemerintah, semuanya akan bermuara pada kegagalan kalau pendidikan di kalangan masyarakat tidak dikembangkan secara optimal.

Pendidikan yang berkualitas, tentu menjadi impian setiap orang, akan tetapi apakah upaya untuk mencapai pendidikan yang berkualitas demikian hanya merupakan tugas daripada sekolah? Tentu hal itu tidaklah demikian. Pendidikan yang berkualitas menjadi tanggung jawab dari seluruh komponen masyarakat, terutama para stakeholder pendidikan. Pemerintah lokal selaku external stakeholder perlu membangun komitmen bahwa pembiayaan pendidikan minimal 20% dari APBD menjadi suatu keharusan yang tak bisa dielakan. Apalagi melihat kondisi kualitas pendidikan di wilayah SBD. Komitmen untuk membangun pendidikan harus dimulai terlebih dahulu dari pemerintah. Kemudian dilaksanakan secara operasional oleh sekolah sebagai pelaku dan didukung penuh oleh partisipasi aktif dari seluruh orang tua murid.

Hal lain yang berkaitan dengan peningkatan SDM guru, tentunya bukan suatu hal yang berlebihan kalau pemerintah juga berusaha memfasilitasi program-program pelatihan bagi para tenaga pendidik. Program pelatihan yang nampaknya sangat urgen dilakukan untuk para pendidik, menurut hemat penulis yaitu pelatihan mengenai sistem pembelajaran yang menyenangkan (Fun Learning), di mana para pendidik diharapkan akan mendapatkan pengetahui praktis tentang bagaimana menghadirkan metode pembelajaran yang menyenangkan di dalam kelas. Menyenangkan dalam kaitan ini, bahwa setiap siswa menyukai apa yang dipelajarinya dan mendapatkan pengetahui-baru dalam pembelajaran itu. Hal itu akan sangat mendukung suasana yang memungkinkan para siswa merasa enjoy dengan apa yang mereka pelajari. Dengan demikian kompetensi dasar yang diharapkan dicapai oleh setiap siswa akan dengan mudah terwujud.
Hal lain yang perlu mendapat perhatian dari pemerintah daerah antara lain, ketersediaan sarana-sarana penunjang pembelajaran bagi pendidik dan siswa, seperti ketersediaan buku-buku referensi yang memadai, perlengkapan perangkat-perangkat pembelajaran standard yang harus dimiliki oleh seorang pendidik. Dan hal lain yang tentunya amat penting untuk diperhatikan yaitu kesejahteraan bagi para pendidik dan tenaga kependidikan yang ada. Untuk menghadirkan excellent service bagi para siswa maka kesejahteraan lahir dan batin bagi para pelaku pendidikan menjadi suatu keharusan. Jangan sampai para pendidik tidak memiliki waktu yang cukup untuk persiapan pengajaran hanya karena harus mencari pekerjaan tambahan untuk mencukupi makan minum sehari-hari.

Selain itu penulis merasa amatlah penting untuk mengadakan suatu pelatihan “Motivation Training” bagi para pendidikan agar para pendidik memiliki motivasi yang kuat untuk berkreasi dan berorientasi pada pencapaian target maksimal. Membangun motivasi dari dalam diri para pendidik agar seluruh kegiatan pembelajaran dikembangkan dengan semangat yang muncul dari dalam jiwa para pendidik. Semangat tidak dibangun dari keterpaksaan atau ketakutan akan tetapi terbangun oleh kesadaran dan tanggung jawab individu untuk menghasilkan prestasi optimal. Dengan demikian keseluruhan proses pembelajaran berjalan secara simultan dan penuh dengan tanggung jawab akan kebersilannya.

Demikian urun rembug penulis berkaitan dengan pengembangan pendidikan di SBD, semoga tulisan memberikan sumbangsih bagi pengembangan pendidikan di wilayah ini. Bravo SBD!!!!

Previous Older Entries