Senin, 28 Juli 2008

Tinjauan Terhadap UU Guru dan Dosen, "Upaya untuk Mendeteksi Persoalan dan Mencarikan Solusinya"



Tinjauan Terhadap UU Guru dan Dosen,
"Upaya untuk Mendeteksi Persoalan dan Mencarikan Solusinya"

Di Susun dan ditambah oleh:

Arip Nurahman
Departemen Pendidikan Fisika, FPMIPA, Indonesia University of Education
and
Follower Open Course Ware at MIT-Harvard University, U.S.A.

Abstract

In education, teachers are those who help students or pupils learn, often in a school. The objective is typically a course of study, lesson plan, or a practical skill, including learning and thinking skills. The different ways to teach are often referred to as the teacher's pedagogy. When deciding what teaching method to use, a teacher will need to consider students' background knowledge, environment, and their learning goals as well as standardized curricula as determined by the relevant authority. The teacher should also be able to deal with students with different abilities and should also be able to deal with learning disabilities. Many times, teachers assist in learning outside of the classroom by accompanying students on field trips. They also supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities.

A teacher is someone acknowledged as a guide or helper in processes of learning. A teacher's role may vary between cultures. Academic subjects are emphasized in many societies, but a teacher's duties may include instruction in craftsmanship or vocational training, spirituality, civics, community roles, or life skills. In modern schools and most contemporary occidental societies, where scientific pedagogy is practiced, the teacher is defined as a specialized profession on the same level as many other professions.


A lecture is an oral presentation intended to present information or teach people about a particular subject, for example by a university or college teacher. Lectures are used to convey critical information, history, background, theories and equations. A politician's speech, a minister's sermon, or even a businessman's sales presentation may be similar in form to a lecture. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture's content.

Though lectures are much criticized as a pedagogical method, universities have not yet found practical alternative teaching methods for the large majority of their courses. Critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation. Therefore, lecturing is often contrasted to active learning. But lectures delivered by talented speakers can be highly stimulating; at the very least, lectures have survived in academia as a quick, cheap and efficient way of introducing large numbers of students to a particular field of study.

Lectures have a significant role outside the classroom, as well. Academic and scientific awards routinely include a lecture as part of the honor, and academic conferences often center around "keynote addresses", i.e., lectures. The public lecture has a long history in the sciences and in social movements. Union halls, for instance, historically have hosted numerous free and public lectures on a wide variety of matters. Similarly, churches, community centers, libraries, museums, and other organizations have hosted lectures in furtherance of their missions or their constituents' interests.


Contents


Pendahuluan


Setelah sempat mengalami pro-kontra, pada tanggal 6 Desember 2005 Rapat Paripurna DPR-RI mengesahkan UU Guru dan Dosen. Secara formal, pembahasan RUU Guru dan Dosen dilaksanakan pertama kali melalui rapat kerja antara Komisi X DPR-RI dengan Pemerintah pada tanggal 1 September 2005. Jadi, dari mulai resmi dibahas sampai disahkan, RUU Guru dan Dosen membutuhkan waktu yang relatif lama, yakni 4 bulan. Jangka waktu tersebut belum memperhitungkan masa persiapan dan masa penyusunan draft RUU.

Dalam membahas RUU Guru dan Dosen, Komisi X membentuk Panitia Kerja (Panja), sehingga proses pembahasan lebih intensif. Panja inilah yang selanjutnya bertugas untuk menyaring masukan, aspirasi, dan mengakomodasi usulan dari berbagai pihak, baik yang datang langsung ke DPR-RI atau melalui surat, email, bahkan juga pernyataan dan tulisan pakar pendidikan yang disampaikan di media massa.

Lamanya proses pembahasan RUU Guru dan Dosen terjadi karena partisipasi publik dalam memberi usulan cukup besar, sehingga semaksimal mungkin diupayakan untuk diakomodasikan dalam RUU. Selain itu, DPR berupaya semaksimal mungkin untuk tidak gegabah dalam membahas dan mengesahkannya, karena menyangkut masa depan guru/dosen, bahkan juga masa depan bangsa dan negara.

Terlepas dari kelemahan yang ada, karena tidak ada hasil manusia yang sempurna, kita patut mengawal agar dengan UU Guru dan Dosen kesejahteraan para guru/dosen meningkat, sehingga mereka bisa menjalankan profesinya secara profesional, nyaman, kreatif, dan produktif. Dengan UU Guru dan Dosen juga diharapkan agar masa depan pendidikan di Indonesia lebih maju dan bisa bersaing dengan negara-negara lainnya. Apalagi guru/dosen merupakan salah satu elemen penting, bahkan terpenting, dalam upaya untuk memajukan pendidikan nasional.



Tinjauan Umum



UU Guru dan Dosen terdiri dari 84 pasal. Secara garis besar, isi dari UU ini dapat dibagi dalam beberapa bagian. Pertama, pasal-pasal yang membahas tentang penjelasan umum (7 pasal) yang terdiri dari (a) Ketentuan Umum, (b) Kedudukan, Fungsi, dan Tujuan, dan (c) Prinsip Profesionalitas. Kedua, pasal-pasal yang membahas tentang guru (37 pasal) yang terdiri dari (a) Kualifikasi, Kompetensi, dan Sertifikasi, (b) Hak dan Kewajiban, (c) Wajib Kerja dan Ikatan Dinas, (d) Pengangkatan, Penempatan, Pemindahan, dan Pemberhentian, (e) Pembinaan dan Pengembangan, (f) Penghargaan, (g) Perlindungan, (h) Cuti, dan (h) Organisasi Profesi. Ketiga, pasal-pasal yang membahas tentang dosen (32 pasal) yang terdiri dari (a) Kualifikasi, Kompetensi, Sertifikasi, dan Jabatan Akademik, (b) Hak dan Kewajiban Dosen, (c) Wajib Kerja dan Ikatan Dinas, (d) Pengangkatan, Penempatan, Pemindahan, dan Pemberhentian, (e) Pembinaan dan Pengembangan, (f) Penghargaan, (g) Perlindungan, dan (h) Cuti. Keempat, pasal-pasal yang membahas tentang sanksi (3 pasal). Kelima, bagian akhir yang terdiri dari Ketentuan Peralihan dan Ketentuan Penutup (5 Pasal).

Untuk bisa terlaksana dengan baik, UU Guru dan Dosen masih memerlukan 23 Peraturan Pemerintah (PP), seperti PP Sertifikasi Pendidik, PP Guru Wajib Kerja dan Ikatan Dinas, PP Pemindahan Guru, PP Guru di Daerah Khusus, dan lain sebagainya. Semua peraturan yang diperlukan untuk mendukung terlaksananya UU Guru dan Dosen harus sudah selesai dalam jangka waktu 18 bulan ke depan (Pasal 83). Ini berarti jika ada gagasan atau usulan yang belum terakomodasi dalam UU Guru dan Dosen, maka pihak yang berkepentingan bisa mengusulkannya untuk dimuat dalam PP, dengan catatan tidak bertentangan dengan UU yang sudah disahkan. Selain itu, proses penyusunan PP harus tetap dipantau dengan cermat, sehingga aspiratif dan transparan serta tidak mengaburkan apalagi mementahkan pasal-pasal yang ada dalam UU Guru dan Dosen. Sudah bukan rahasia lagi bahwa Pemerintah seringkali mengutak-atik pasal-pasal yang ada dalam UU, lalu menerbitkan PP yang menguntungkannya atau minimal memperbesar kewenangannya. Sebagai contoh, dalam PP Nomor /2005 tentang Pemilihan, Pengesahan Pengangkatan, dan Pemberhentian Kepala Daerah/Wakil Kepala Daerah, Pemerintah melakukan pembonsaian terhadap peran KPU, tapi pada saat bersamaan memperbesar kewenangan Pemerintah sendiri. Pengalaman ini jangan sampai terulang dalam proses penyusunan PP yang akan mendukung terlaksananya UU Guru dan Dosen.

Dengan adanya UU Guru dan Dosen, maka secara tidak langsung terjadi perbedaan pola penggajian antara guru/dosen dengan Pegawai Negeri Sipil (PNS) lainnya, seperti halnya Tentara Nasional Indonesia (TNI) dan Kepolisian Republik Indonesia (Polri) yang juga mendapatkan gaji berbeda dari PNS lainnya jauh-jauh hari sebelumnya.

Selama ini timbul kesan bahwa Pemerintah selalu enggan untuk membedakan pola penggajian antara guru/dosen dengan PNS lainnya, karena takut terjadi kecemburuan sosial. Namun dengan adanya UU Guru dan Dosen, maka guru/dosen berhak atas perbedaan perlakuan penggajian tersebut. Hal ini penting agar generasi muda mulai tertarik untuk menjadi guru/dosen dari pada menjadi PNS lain yang memegang jabatan struktural.



Tinjauan Khusus



1. Sertifikasi Pendidik

UU Guru & Dosen memberikan stimulus kepada guru untuk meningkatkan kualifikasi akademik, kompetensi, sertifikat pendidik, serta memiliki kemampuan untuk mewujudkan tujuan pendidikan nasional. Kualifikasi akademik diperoleh melalui pendidikan tinggi program sarjana atau program diploma 4 untuk guru (Pasal 9), dan progran pasca sarjana srata 2 (S-2) untuk dosen diploma dan dosen srata-1 (S-1) serta program dokor untuk dosen program S-2 (Pasal 46). Kompetensi berkaitan dengan (a) kompetensi paedagogik yang ditandai dengan penguasaan bidang studi tertentu secara materi maupun metodelogi pembelajaran; (b) kompetensi sosial yang berupa kemampuan guru/dosen untuk berinteraksi dan berkomunikasi dengan anak didik, orang tua, dan masyarakat; (c) kompetensi kepribadian yang berkaitan dengan akhlak dan perilaku sehari-hari seorang guru/dosen; (d) kompetensi profesional yang meliputi kesungguhan seseorang untuk mengajar dengan dukungan penguasan materi dan metode pembelajaran.

Sedangkan Sertifikat Pendidik merupakan bukti tertulis bahwa seorang sudah layak untuk menjadi guru/dosen yang diperoleh dari perguruan tinggi yang memiliki program tenaga kependidikan yang terakreditasi untuk guru (Pasal 11) dan dari perguruan tinggi terakreditasi yang ditetapkan pemerintah untuk dosen (Pasal 47). Pemerintah berkewajiban untuk mulai melaksanakan program sertifikasi paling lama 12 bulan setelah UU ini disahkan (Pasal 83 ayat 1) dan guru yang belum memiliki kualifikasi akademik dan sertifikat pendidik wajib memenuhinya paling lama 10 tahun ke depan (Pasal 82 ayat 2).

Walau begitu, para guru yang ingin meningkatkan kualifikasi akademik atau ingin memperoleh sertifikat pendidik bisa meminta bantuan biaya kepada pemerintah. Dalam Pasal 13 dinyatakan: "Pemerintah dan pemerintah daerah wajib menyediakan anggaran untuk peningkatan kualifikasi akademik dan sertifikasi pendidik bagi guru yang diangkat oleh satuan pendidikan yang diselenggarakan Pemerintah, pemerintah daerah, dan masyarakat."

Dalam hal sertifikasi tenaga pendidik, mungkin akan muncul persoalan dengan Akta IV yang sebenarnya sudah merupakan sertifikat guru. Pertanyaannya, apakah Akta IV sama dengan Sertifikat Pendidik atau tidak? Jika sama, maka guru yang memegang Akta IV tidak perlu lagi untuk memiliki Seritifikat Pendidik. Begitu pula sebaliknya.

Ketentuan apakah Akta IV sama dengan Sertifikat Pendidik kemungkinan besar akan diatur lebih lanjut dalam Peraturan Pemerintah (PP) sesuai dengan UU Guru dan Dosen Pasal 11 ayat (4): "Ketentuan lebih lanjut mengenai sertifikasi pendidik diatur dengan PP." Karena itu, sebelum PP tentang Sertifikasi Pendidik keluar, para guru perlu untuk memperjuangkan agar Akta IV sudah sama dengan Sertifikat Pendidik, apalagi untuk mendapatkan Akta IV guru memperoleh dari lembaga pendidikan yang diatur dalam UU Guru dan Dosen Pasal 11 ayat (2) yang berbunyi: "Sertifikasi pendidik diselenggarakan oleh perguruan tinggi yang memiliki program pengadaan tenaga kependidikan yang terakreditasi."

Dengan disamakannya Akta IV dengan sertifikasi pendidik, maka beban guru pemegang Akta IV lebih ringan karena tidak harus mencari Sertifikat Pendidik. Sebab walaupun ada klausul bahwa Pemerintah dan Pemerintah Daerah wajib membantu para guru untuk mendapatkan Sertifikat Pendidik, bantuan itu tidak akan 100 persen. Para guru masih harus mengeluarkan biaya tambahan, minimal biaya transportasi, biaya foto copy, biaya pembelian bahan kuliah, dan lain sebaganya.

Selain itu, dengan disamakannya antara Akta IV dan Sertifikat Pendidik, maka beban Pemerintah dan Pemerintah Daerah juga berkurang, karena guru yang dibantu untuk mendapatkan Sertifikat Pendidik hanya para guru yang belum memiliki Akta IV.

2. Jaminan Kesejahteraan

UU Guru dan Dosen memberikan jaminan bagi guru dan dosen untuk mendapatkan imbalan yang layak, sehingga pekerjaan sebagai guru & dosen dapat dianggap sebagai pekerjaan yang profesional, menarik dan kompetitif.

Hal ini setidak-tidaknya dipertegas dengan Pasal 14 ayat (1): "Dalam melaksanakan tugas keprofesionalannya, guru berhak: (a) memperoleh penghasilan di atas kebutuhan hidup minimum dan jaminan kesejahteraan sosial" dan Pasal 15 ayat (1): "Penghasilan di atas kebutuhan hidup minimum meliputi gaji pokok, tunjangan yang melekat pada gaji, serta penghasilan lain berupa tunjangan profesi, tunjangan fungsional, tunjangan khusus, dan maslahat tambahan yang terkait dengan tugasnya sebagai guru yang ditetapkan dengan prinsip penghargaan atas dasar prestasi." Untuk dosen, ketentuan sebagaimana di atas diatur dalam Pasal 51-57.

Sayang sekali, jaminan kesejahteraan itu hanya berlaku pada guru yang diangkat oleh Pemerintah dan Pemerintah Daerah, sebagaimana dijelaskan dalam Pasal 15 ayat (2) yang berbunyi: "Guru yang diangkat oleh satuan pendidikan yang diselenggarakan oleh Pemerintah atau Pemerintah Daerah diberi gaji sesuai dengan peraturan perundang-undangan ini." Namun bagaimana dengan guru dan dosen swasta? Untuk guru dan dosen swasta berlaku ketentuan dalam Pasal 15 ayat (3) bahwa "Guru yang diangkat oleh satuan pendidikan yang diselenggarakan oleh masyarakat diberi gaji berdasarkan perjanjian kerja atau kesepakatan kerja bersama."

Ketentuan serupa untuk dosen dipertegas dalam Pasal 52 ayat (2) yang berbunyi: "Dosen yang diangkat oleh satuan pendidikan tinggi yang diselenggarakan oleh masyarakat diberi gaji berdasarkan perjanjian kerja atau kesepakatan kerja bersama."

Memang, dalam UU Guru dan Dosen Pasal 12 dikatakan bahwa "Setiap orang yang telah memperoleh sertifikat pendidik memiliki kesempatan yang sama untuk diangkat menjadi guru pada satuan pendidikan tertentu" dan untuk dosen dijelaskan dalam Pasal 50 ayat (1) bahwa "Setiap orang yang memiliki kualifikasi akademik dan kompetensi mempunyai kesempatan yang sama untuk menjadi dosen." Namun ketentuan di atas hanya menjelaskan bahwa guru dan dosen yang mempunyai sertifikat pendidik tidak otomatis menjadikan mereka sebagai pegawai negeri, sehingga berhak atas fasilitas yang ditentukan dalam UU Guru dan Dosen. Walau begitu, dengan Sertifikat Pendidik, mereka mempunyai kesempatan yang sama untuk diangkat menjadi guru/dosen negeri dengan segala macam fasilitasnya. Karena itu, dalam PP yang akan diterbitkan pemerintah nanti, para guru dan dosen swasta perlu memperjuangkan agar pemegang Sertifikat Pendidik diutamakan untuk diangkat menjadi pegawai negeri, bahkan kalau perlu secara otomatis diangkat menjadi pegawai negeri pada saat pemerintah melakukan pengangkatan.

3. Penghargaan untuk Guru/Dosen

UU Guru dan Dosen mendorong para guru untuk selalu berdedikasi dan berprestasi agar mendapatkan penghargaan dalam bentuk tanda jasa, kenaikan pangkat istimewa, finansial, piagam, dan/atau bentuk penghargaan lain (Pasal 37 ayat 3). Hal yang sama juga berlaku untuk guru yang bertugas di daerah khusus (Pasal 36), yakni daerah dengan kondisi masyarakat terpencil; daerah perbatasan dengan negara lain; daerah yang mengalami bencana alam; bencana sosial; atau daerah yang berada dalam keadaan darurat lain (Pasal 1 ayat 17). Ketentuan lebih lanjut mengenai pemberian penghargaan diatur dengan PP (Pasal 37 ayat 5). Penghargaan untuk dosen juga sama dengan penghargaan untuk guru, sebagaimana diatur dalam Pasal 73-74.

Agar pemberian penghargaan terhadap guru dan dosen bisa berlangsung secara fair, transparan, dan penuh keadilan, maka sebelum PP terbit, para guru dan dosen perlu memperjuangkan agar ada lembaga independen yang bertugas untuk menilai apakah prestasi dan dedikasi seorang guru layak untuk mendapatkan penghargaan. Selama ini, proses pemberian penghargaan dinilai oleh birokrasi pemerintah yang biasanya sering bias, tidak adil, atau terburu-buru karena mengejar waktu. Jika ada lembaga independen yang melibatkan perguruan tinggi dan organsiasi profesi guru/dosen, maka lembaga ini seakan-akan membuka sayembara terbuka bahwa guru yang berprestasi, misalnya menulis buku atau menciptakan alat peraga baru, akan mendapatkan penghargaan. Kondisi ini akan merangsang para guru untuk kreatif, inovatif, dan produktif serta selalu berupaya untuk menghasilkan hal-hal yang baru dalam memajukan dunia pendidikan dan pengajaran.

4. Organisasi Profesi

Dalam UU Guru dan Dosen Pasal 41 ayat (1) dijelaskan bahwa "Guru dapat membentuk organisasi profesi yang bersifat independen," dan ayat (2) "Organisasi profesi berfungsi memajukan profesi, meningkatkan kompetensi, karir, wawasan kependidikan, perlindungan profesi, kesejahteraan, dan pengabdian kepada masyarakat." Untuk dosen tidak ada pasal untuk membentuk organisasi profesi. Namun secara riil, para dosen sudah mempunyai organisasi profesi sendiri, misalnya dalam bentuk Perhimpunan Ilmuwan Sosial, Forum Ilmuwan Politik, dan lain sebagainya. Ketentuan mengenai organisasi profesi guru bisa berdampak pada pergeseran organisasi guru. Kalau selama ini yang dikenal sebagai organisasi guru hanya Persatuan Guru Republik Indonesia (PGRI), maka ketentuan di atas memberikan kesempatan kepada para guru untuk membentuk organisasi baru, terutama yang bersifat profesional dan bukan politis, seperti Persatuan Guru Matematika, Perhimpunan Guru Geografi, Forum Komunikasi Guru Sejarah, dan lain sebagainya. Organisasi baru ini bisa menginduk pada PGRI atau bisa juga berdiri secara independen, selama memenuhi persyaratan perundang-undangan. Kesempatan itu semakin terbuka manakala menilik Pasal 41 ayat (5) yang berbunyi: "Pemerintah dan/atau pemerintah daerah dapat memfasilitasi organisasi profesi guru dalam pelaksanaan pembinaan dan pengembangan profesi guru." Dengan kesempatan di atas, diharapkan para guru membentuk organisasi yang bisa mendorong para profesionalisme dalam menjalankan tugas sehari-hari, bukan organisasi yang secara langsung atau tidak langsung terkooptasi oleh politik praktis di tingkat nasional atau di tingkat lokal. Selain itu, masih ada satu hal yang harus dicermati para guru dari Pasal 41 ayat (5), yakni adanya kata "pembinaan" yang biasanya berkonotasi "pemaksaan secara terselubung". Di era reformasi dan demokrasi ini, pembinaan yang berbau pemaksaan harus dihindari dan dicegah bersama. Organisasi profesi guru harus betul-betul independen dari berbagai kepentingan politik praktis, baik di tingkat lokal maupun di tingkat nasional.


Penutup



Perlu ditegaskan di sini bahwa UU Guru dan Dosen bertujuan untuk memperbaiki pendidikan nasional, baik secara kualitas maupun kuantitas, agar sumber daya manusia Indonesia bisa lebih beriman, kreatif, inovatif, produktif, serta berilmu pengetahuan luas demi meningkatkan kesejahteraan seluruh bangsa, sebagaimana diamanatkan dalam UUD 1945 Pasal 31 ayat (3) yang berbunyi: "Pemerintah mengusahakan dan menyelenggarakan satu system pendidikan nasional yang meningkatkan keimanan dan ketakwaan serta akhlak mulia dalam rangka mencerdaskan kehidupan bangsa," dan ayat (5) yang berbunyi: "Pemerintah memajukan ilmu pengetahuan dan teknologi dengan menjunjung tinggi nilai-nilai agama dan persatuan bangsa untuk kemajuan peradaban serta kesejahteraan umat manusia."

Jika dalam UU Guru dan Dosen masih ditemukan hal-hal yang bertentangan dengan semangat di atas, maka para guru secara perorangan atau kelompok bisa mengajukan judicial review ke Mahkamah Konstitusi (MK).

sumber: www.pendidikan.net

"Untuk melahirkan 1.000.000. manusia Super Genius dan Ber-Akhlakul Karimah di Indonesia, diperlukan sedikitnya 1.00.000. Guru Super dan Ber-Akhlakul karimah yang Mulia"
~Arip Nurahman~

Maka Lahirlah ide:

"Super Team Teachers Project"

Langkah Pertama:

1. Terdapat 10 Guru tiap Kabupaten/Kota yang Setara Profesor.

2. Komuitas Calon Guru dan Guru-guru yang sudah ada.

3. Jaringan Calon Guru dan Guru Profesional


Arip Nurahman
Guru dan Dosen Profesional

Jumat, 18 Juli 2008

Universitas Harvard



"Bahwa tiada yang orang dapatkan, kecuali yang ia usahakan? Dan Bahwa usahanya akan kelihatan nantinya, Kemudian ia pun mendapat ganjaran, balasan yang sempurna. Dan Bahwa kepada Tuhanmu akhirnya kau kembali"

(Q.S. An Najm (Bintang) 53: 39-42)

Bagian dari Perkuliahan Pendahuluan terhadap Ilmu Komputer dan Internet

"Keamanan"


9: Keamanan, Lanjutan Kuliah bermain ▾ memperluas semua

Pertahanan: scrubbing, firewall, proxy server, VPN, kriptografi, scanner virus,

pendaftaran dan aktivasi produk.


Problem Set 6: Security

Reinforce your understanding of security!


Video Minggu Ini

Volume 10: Security ▾ expand all
Creating a Boot Disk
Dan's Soapbox: Safe Computing
Phishing Trips
Wiping a Disk



Disusun Ulang Oleh:

Arip Nurahman

Pendidikan Fisika, FPMIPA. Universitas Pendidikan Indonesia

&

Follower Open Course Ware at MIT-Harvard University, Cambridge. USA.

Terima Kasih, Semoga Bermanfaat dan Tetap Semangat

MIT (Masyarakat Ilmu dan Teknologi) Kota Banjar


MIT Kota Banjar

"Mengatasi Permasalahan-permasalahan di Kota Banjar dengan Ilmu dan Teknologi"

Mengaplikasaikan Ilmu dan Teknologi untuk Kesejahteraan dan Kemaslahatan Masyarakat


Fokus 2 Tahun Kedepan

1. Akses Internet yang Murah dan Mudah untuk Pendidikan, Pemerintahan dan Masyarakat guna terciptanya "Knowledge Based Society"

2. Analisis Kebijakan Pembangunan yang berlandaskan Lingkungan Hidup





Tim Penyusun:

Agus Haeruman (UGM)
Arif Nurahman (UPI)
Angga Fuja Widiana (UPI)
Ade Akhyar N (UNSOED)
Bambang Achdiyat (UPI)
Dian Hadiana (IT Telkom)
Anton Timur J. (ITB)
Riki (UI)
Ginanjar fahrul M. (ITB)
Sandy Socrates (ITB)
Ridwan Firdaus (UN. Jakarta)
Rizkiyana Putra M. (UPI)
Deden Anugrah. (UPI)
Christian Suhindar (MARANATHA)


Pembina:

1. Bpk. Madyani Y. A., Ph.D. (UI, MIT & SITA)
2. Bpk. Taufik Hidayat, M.Sc., Ph.D. (Tokyo University & Universitas Pendidikan Indonesia)
3. Bpk. Yusuf Kurniawan, S.Pd. (SMKN 1 Ciamis)
4. Bpk. Endang Jaenudin, S.Pd. (SMAN 1 Banjar)
5. Arif Nurhasan, S.T. (Telkom)
6. Adi Setiadi, S.T. (PLN)

Science, Technology, Society and Environment Education

From Wikipedia

Science, technology, society and environment (STSE) education, originates from the science technology and society (STS) movement in science education. This is an outlook onyou are my amazment science education that emphasizes the teaching of scientific and technological developments in their cultural, economic, social and political contexts. In this view of science education, students are encouraged to engage in issues pertaining to the impact of science on everyday life and make responsible decisions about how to address such issues (Solomon, 1993 and Aikenhead, 1994).

Contents

Historical context

Science technology and society (STS)


The STS movement has a long history in science education reform, and embraces a wide range of theories about the intersection between science, technology and society (Solomon and Aikenhead, 1994; Pedretti 1997). Over the last twenty years, the work of Peter Fensham, the noted Australian science educator, is considered to have heavily contributed to reforms in science education. Fensham's efforts included giving greater prominence to STS in the school science curriculum (Aikenhead, 2003). The key aim behind these efforts was to ensure the development of a broad-based science curriculum, embedded in the socio-political and cultural contexts in which it was formulated. From Fensham's point of view, this meant that students would engage with different viewpoints on issues concerning the impact of science and technology on everyday life. They would also understand the relevance of scientific discoveries, rather than just concentrate on learning scientific facts and theories that seemed distant from their realities (Fensham, 1985 & 1988.


However, although the wheels of change in science education had been set in motion during the late 1970s, it was not until the 1980s that STS perspectives began to gain a serious footing in science curricula, in largely Western contexts (Gaskell, 1982). This occurred at a time when issues such as, animal testing, environmental pollution and the growing impact of technological innovation on social infrastructure, were beginning to raise ethical, moral, economic and political dilemmas (Fensham, 1988 and Osborne, 2000). There were also concerns among communities of researchers, educators and governments pertaining to the general public's lack of understanding about the interface between science and society (Bodmer, 1985; Durant et al. 1989 and Millar 1996). In addition, alarmed by the poor state of scientific literacy among school students, science educators began to grapple with the quandary of how to prepare students to be informed and active citizens, as well as the scientists, medics and engineers of the future (e.g. Osborne, 2000 and Aikenhead, 2003). Hence, STS advocates called for reforms in science education that would equip students to understand scientific developments in their cultural, economic, political and social contexts. This was considered important in making science accessible and meaningful to all students -- and, most significantly, engaging them in real world issues (Fensham, 1985; Solomon, 1993; Aikenhead, 1994 and Hodson 1998).

Goals of STS

The key goals of STS are:


  • An interdisciplinary HI approach to science education, where there is a seamless integration of economic, ethical, social and political aspects of scientific and technological developments in the science curriculum.
  • Enabling students to formulate a critical understanding of the interface between science, society and technology.
  • Developing students’ capacities and confidence to make informed decisions, and to take responsible action to address issues arising from the impact of science on their daily lives.

Scope and emphasis

Over the last two decades, STS curricula have taken a variety of forms. These emphasize a particular aspect of STS according to the socio-political environment in which they are formulated, as well as the particular views of curriculum developers on STS education and what is considered valid knowledge in a science curriculum (Solomon & Aikenhead 1994 and Aikenhead, 2003). For example, in Canada and Israel, STS goals directed towards understanding environmental issues were given greater emphasis. Hence, the addition of “E” to STS, producing STSE and STES respectively. Whereas, in Belgium, goals focusing on ethics were given greater prominence in STS education, and resulted in the publication of the journal Science Technologies Ethique Societé, (Aikenhead, 2003). However, for the most part, STS curricula are bound by an overarching curriculum framework. This reflects the three curriculum content areas for STS education described by Hodson (1998):


Learning science and technology: acquiring and developing conceptual and theoretical knowledge in science and technology, and gaining a familiarity with a range of technologies.

Learning about science and technology: developing an understanding of the nature and methods of science and technology, an awareness of the complex interactions among science, technology, society and environment, and a sensitivity to the personal, social and ethical implications of particular technologies.

Doing science and technology: engaging in and developing expertise in scientific inquiry and problem solving; developing confidence and competence in tackling a wide range of “real world” technological tasks.

STSE education

There is no uniform definition for STSE education. As mentioned before, STSE is a form of STS education, but places greater emphasis on the environmental consequences of scientific and technological developments. In STSE curricula, scientific developments are explored from a variety of economic, environmental, ethical, moral, social and political (Kumar and Chubin, 2000 & Pedretti, 2005) perspectives.

At best, STSE education can be loosely defined as a movement that attempts to bring about an understanding of the interface between science, society, technology and the environment. A key goal of STSE is to help students realize the significance of scientific developments in their daily lives and foster a voice of active citizenship (Pedretti & Forbes, 2000).

Improving scientific literacy

Over the last two decades, STSE education has taken a prominent position in the science curricula of different parts of the world, such as Australia, Europe, the UK and USA (Kumar & Chubin, 2000). In Canada, the inclusion of STSE perspectives in science education has largely come about as a consequence of the Common Framework of science learning outcomes, Pan Canadian Protocol for collaboration on School Curriculum (1997)[1]. This document highlights a need to develop scientific literacy in conjunction with understanding the interrelationships between science, technology, and environment. According to Osborne (2000) & Hodson (2003), scientific literacy can be perceived in four different ways:

· Cultural: Developing the capacity to read about and understand issues pertaining to science and technology in the media.

· Utilitarian: Having the knowledge, skills and attitudes that are essential for a career as scientist, engineer or technician.

· Democratic: Broadening knowledge and understanding of science to include the interface between science, technology and society.

· Economic: Formulating knowledge and skills that are essential to the economic growth and effective competition within the global market place.

Rationale and goals

In the context of STSE education, the goals of teaching and learning are largely directed towards engendering cultural and democratic notions of scientific literacy. Here, advocates of STSE education argue that in order to broaden students understanding of science, and better prepare them for active and responsible citizenship in the future, the scope of science education needs to go beyond learning about scientific theories, facts and technical skills. Therefore, the fundamental aim of STSE education is to equip students to understand and situate scientific and technological developments in their cultural, environmental, economic, political and social contexts (Solomon & Aikenhead, 1994; Bingle & Gaskell, 1994; Pedretti 1997 & 2005). For example, rather than learning about the facts and theories of weather patterns, students can explore them in the context of issues such as global warming. They can also debate the environmental, social, enconomic and political consequences of relevant legislation, such as the Kyoto Protocol. This is thought to provide a richer, more meaningful and relevant canvas against which scientific theories and phenomena relating to weather patterns can be explored (Pedretti et al. 2005).

In essence, STSE education aims to develop the following skills and perspectives (Aikenhead, 1994; Pedretti, 1996; Alsop & Hicks, 2001):

· Social responsibility

· Critical thinking and decision making skills

· The ability to formulate sound ethical and moral decisions about issues arising from the impact of science on our daily lives

· Knowledge, skills and confidence, to express opinions and take responsible action to address real world issues in science

Curriculum content

Since STSE education has multiple facets, there are a variety of ways in which it can be approached in the classroom. This offers teachers a degree of flexibility, not only in the incorporation of STSE perspectives into their science teaching, but in integrating other curricular areas such as history, geography, social studies and language arts (Richardson & Blades, 2001). The table below summarizes the different approaches to STSE education described in the literature (Ziman, 1994 & Pedretti, 2005):

Summary table: Curriculum content

Approach

Description

Example

Historical

A way of humanizing science. This approach examines the history of science through concrete examples, and is viewed as way of demonstrating the fallibility of science and scientists.

Learning about inventions or scientific theories through the lives and worlds of famous scientist. Students can research their areas of interest and present them through various activities: e.g. drama-role play, debates or documentaries. Through this kind of exploration, students examine the values, beliefs and attitudes that influenced the work of scientists, their outlook on the world, and how their work has impacted our present circumstances and understanding of science today.

Philosophical

Helps students formulate an understanding of the different outlooks on the nature of science, and how differing viewpoints on the nature and validity of scientific knowledge influence the work of scientists -- demonstrating how society directs and reacts to scientific innovation.

Using historical narratives or stories of scientific discoveries to concretely examine philosophical questions and views about science. For example, “The Double Helix” by James D. Watson is an account of the discovery of DNA. This historical narrative can be used to explore questions such as: “What is science? What kind of research was done to make this discovery? How did this scientific development influence our lives? Can science help us understand everything about our world?” Such an exploration reveals the social and historical context of philosophical debates about the nature of science -- making this kind of inquiry concrete, meaningful and applicable to students’ realities.

Issues-based

This is the most widely applied approach to STSE education. It stimulates an understanding of the science behind issues, and the consequences to society and the environment. A multi-faceted approach to examining issues highlights the complexities of real-life debates. Students also become aware of the various motives for decisions that address environmental issues.

Real life events within the community, at the national or international level, can be examined from political, economic, ethical and social perspectives through presentations, debates, role-play, documentaries and narratives. Real life events might include: the impact of environmental legislations, industrial accidents and the influence of particular scientific or technological innovations on society and the environment.

Opportunities and challenges of STSE education

Although advocates of STSE education keenly emphasize its merits in science education, they also recognize inherent difficulties in its implementation. The opportunities and challenges of STSE education have been articulated by Hughes (2000) and Pedretti & Forbes, (2000), at five different levels, as described below:

Values & beliefs: The goals of STSE education may challenge the values and beliefs of students and teachers -- as well as conventional, culturally entrenched views on scientific and technological developments. Students gain opportunities to engage with, and deeply examine the impact of scientific development on their lives from a critical and informed perspective. This helps to develop students' analytical and problem solving capacities, as well as their ability to make informed choices in their everyday lives.

As they plan and implement STSE education lessons, teachers need to provide a balanced view of the issues being explored. This enables students to formulate their own thoughts, independently explore other opinions and have the confidence to voice their personal viewpoints. Teachers also need to cultivate safe, non-judgmental classroom environments, and must also be careful not to impose their own values and beliefs on students.

Knowledge & understanding: The interdisciplinary nature of STSE education requires teachers to research and gather information from a variety of sources. At the same time, teachers need to develop a sound understanding of issues from various disciplines -- philosophy, history, geography, social studies, politics, economics, environment and science. This is so that students’ knowledge base can be appropriately scaffolded to enable them to effectively engage in discussions, debates and decision-making processes.

This ideal raises difficulties. Most science teachers are specialized in a particular field of science. Lack of time and resources may effect how deeply teachers and students can examine issues from multiple perspectives. Nevertheless, a multi-disciplinary approach to science education enables students to gain a more rounded perspective on the dilemmas, as well as the opportunities, that science presents in our daily lives.

Pedagogic approach: Depending on teacher experience and comfort levels, a variety of pedagogic approaches based on constructivism can be used to stimulate STSE education in the classroom. As illustrated in the table below, the pedagogies used in STSE classrooms need to take students through different levels of understanding to develop their abilities and confidence to critically examine issues and take responsible action.

Teachers are often faced with the challenge of transforming classroom practices from task-oriented approaches to those which focus on developing students' understanding and transferring agency for learning to students (Hughes, 2000). The table below is a compilation of pedagogic approaches for STSE education described in the literature (e.g. Hodson, 1998; Pedretti & Forbes 2000; Richardson & Blades, 2001):

See also

References

  • Aikenhead, G.S. (2003) STS Education: a rose by any other name. In A Vision for Science Education: Responding to the world of Peter J. Fensham, (ed.) Cross, R.: Routledge Press.
  • Aikenhead, G.S. (1994) What is STS science teaching? In Solomon, J. & G. Aikenhead (eds.), STS Education: International Perspectives in Reform. New York: Teacher’s College Press.
  • Alsop, S. & Hicks, K. (eds.), (2001) Teaching Science. London: Kogan Page.
  • Bingle, W. & Gaskell, P. (1994) Science literacy for decision making and the social construction of scientific knowledge. Science Education, 78(2): pp.185-201.
  • Bodmer, W., F.(1985) The Public Understanding of Science. London: The Royal Society
  • Durant, J.,R., Evans, G.A., Thomas, G.P.(1989)The public understanding of science. Nature, 340, pp.11-14.
  • Fensham, P.J. (1985) Science for all. Journal of Curriculum Studies, 17: pp415-435.
  • Fensham, P.J. (1988) Familiar but different: Some dilemmas and new directions in science education. In P.J. Fensham(ed.), Developments and dilemmas in science education. New York: Falmer Press pp. 1-26.
  • Gaskell, J.P. (1982) Science, technology and society: Issues for science teachers. Studies in Science Education, 9, pp.33-36.
  • Hodson, D. (1998)Teaching and Learning Science: Towards a Personalized Approach. Buckingham: Open University Press
  • Hodson, D. (2003) Time for action: Science education for an alternative future. International Journal of Science Education, 25 (6): pp.645–670.
  • Hughes, G. (2000) Marginalization of socio-scientific material in science-technology-society science curricula: some implications for gender inclusivity and curriculum reform, Journal of Research in Science Teaching, 37 (5): pp.426-40.
  • Kumar, D. & Chubin, D.(2000) Science Technology and Society: A sourcebook or research and practice. London: Kluwer Academic.
  • Miller, R. (1996) Towards as science curriculum for public understanding. School Science Review, 77 (280): pp.7018.
  • Osborne, J. (2000) Science for citizenship. In Good Practice in Science Teaching, (eds.) Monk, M. & Osborne, J.: Open University Press: UK.
  • Pedretti, E. (1996) Learning about science, technology and society (STS) through an action research project: co-constructing an issues based model for STS education. 'School Science and Mathematics, 96 (8), pp.432-440.
  • Pedretti, E. (1997) Septic tank crisis: a case study of science, technology and society education in an elementary school. International Journal of Science Education, 19 (10): pp.1211-30.
  • Pedretti, E., & Forbes (2000) From curriculum rhetoric to classroom reality, STSE education. Orbit, 31 (3): pp.39-41.
  • Pedretti, E., Hewitt, J., Bencze, L., Jiwani, A. & van Oostveen, R. (2004) Contexualizing and promoting Science, Technology, Society and Environment (STSE) perspectives through multi-media case methods in science teacher education. In D.B Zandvliet (Ed.), Proceedings of the annual conference of the National Association for Research in Science Teaching, Vancouver, BC. CD ROM.
  • Pedretti, E. (2005) STSE education: principles and practices in Aslop S., Bencze L., Pedretti E. (eds.), Analysing Exemplary Science Teaching: theoretical lenses and a spectrum of possibilities for practice, Open University Press, Mc Graw-Hill Education
  • Richardson, G., & Blades, D. (2001) Social Studies and Science Education: Developing World Citizenship Through Interdisciplinary Partnerships
  • Solomon, J. (1993) Teaching Science, Technology & Society. Philadelphia, CA: Open University Press.
  • Solomon, J. & Aikenhead, G. (eds.) (1994) STS Education: International Perspectives in Reform. New York: Teacher’s College Press.
  • Ziman, J. (1994) The rational of STS education in the approach. In Solomon, J. & Aikenhead, G. (eds.) (1994). STS Education: International Perspectives in Reform. New York: Teacher’s College Press, pp.21-31.

External links

Websites

  • Procedural Education - This site provides useful guidelines, resources and lesson plans for STSE education.
  • Science - A useful website for background information when using the historical approach to STSE. The website contains information about on scientists, their achievements and research interests.
  • Orange County STS Network - A useful website for information on science and technology issues that could be explored in middle and high school curricula.
  • Science Sites - A site for teachers and students containing resources for exploring scientific and technological issues.
  • Science Experiments - An educational website aimed at providing a range of activities to promote science amongst children.
  • Science Facts - A website that looks at scientific finds related to human interaction, outer space and nature.
  • Panda - A sister site of the World Wildlife Fund, containing resources for students and teachers on environmental issues.
  • Canadian Museum of Nature - The Canadian Museum of Nature site provides curriculum based resources and lesson plans that can be adapted for STSE education.

Samples of science curricula

The Councils of Ministers of Education, Canada, website is a useful resource for understanding the goals and position of STSE education in Canadian Curricula.

Books

These are examples of books available for information on STS/STSE education, teaching practices in science and issues that may be explored in STS/STSE lessons.

  • Alsop S., Bencze L., Pedretti E. (eds), (2005). Analysing Exemplary Science Teaching. Theoretical lenses and a spectrum of possibilities for practice, Open University Press, Mc Graw-Hill Education
  • Gailbraith D. (1997). Analyzing Issues: science, technology, & society. Toronto: Trifolium Books. Inc.
  • Homer-Dixon, T. (2001). The Ingenuity Gap: Can We Solve the Problems of the Future? (pub.) Vintage Canada.

Retrieved from "http://en.wikipedia.org/wiki/Science,_technology,_society_and_environment_education"

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Science and technology studies (STS) is the study of how social, political, and cultural values affect scientific research and technological innovation, and how these in turn affect society, politics, and culture. More than two dozen universities worldwide offer baccalaureate degrees in STS; about half of these also offer doctoral or master's programs.

STS scholars tend to be inspired by one or both of the following[citation needed]:

· The discovery of relationships between scientific and technological innovations and society, from new and revealing perspectives, with the assumption that science and technology are socially embedded.

· Concern over the direction and the risks of science and technology.

For the impacts of science and technology upon society, and vice versa, go to: Technology and society.

Contents

History

STS is a new and expanding subject; for example, in 2005, four major U.S. universities announced new STS programs.[citation needed] Like most interdisciplinary programs, it emerged from the confluence of a variety of disciplines and disciplinary subfields, all of which had developed an interest -- typically, during the 1960s or 1970s-- in viewing science and technology as socially embedded enterprises.

Early developments

The key disciplinary components of STS took shape independently, beginning in the 1960s, and developed in isolation from each other well into the 1980s, although Ludwig Fleck's monograph (1935) Genesis and Development of a Scientific Fact anticipated many of STS's key themes:

  • Science studies, a branch of the sociology of scientific knowledge that places scientific controversies in their social context.
  • History of technology, that examines technology in its social and historical context. Starting in the 1960s, some historians questioned technological determinism, a doctrine that can induce public passivity to technologic and scientific 'natural' development. At the same time, some historians began to develop similarly contextual approaches to the history of medicine.
  • History and philosophy of science (1960s). After the publication of Thomas Kuhn's well-known The Structure of Scientific Revolutions (1962), which attributed changes in scientific theories to changes in underlying intellectual paradigms, programs were founded at the University of California, Berkeley and elsewhere that brought historians of science and philosophers together in unified programs.
  • Science, technology, and society In the mid- to late-1960s, student and faculty social movements in the U.S., UK, and European universities helped to launch a range of new interdiscplinary fields (such as Women's Studies) that were seen to address relevant topics that the traditional curriculum ignored. One such development was the rise of "science, technology, and society" programs, which are also -- confusingly -- known by the STS acronym. Drawn from a variety of disciplines, including anthropology, history, political science, and sociology, scholars in these programs created undergraduate curricula devoted to exploring the issues raised by science and technology. Unlike scholars in science studies, history of technology, or the history and philosophy of science, they were and are more likely to see themselves as activists working for change rather than dispassionate, "ivory tower" researchers[citation needed]. As an example of the activist impulse, feminist scholars in this and other emerging STS areas addressed themselves to the exclusion of women from science and engineering.
  • Science, engineering, and public policy studies emerged in the 1970s from the same concerns that motivated the founders of the science, technology, and society movement: A sense that science and technology were developing in ways that were increasingly at odds with the public’s best interests. The science, technology, and society movement tried to humanize those who would make tomorrow’s science and technology, but this discipline took a different approach: It would train students with the professional skills needed to become players in science and technology policy. Some programs came to emphasize quantitative methodologies, and most of these were eventually absorbed into systems engineering. Others emphasized sociological and qualitative approaches, and found that their closest kin could be found among scholars in science, technology, and society departments.

During the 1970s and 1980s, leading universities in the U.S., UK, and Europe began drawing these various components together in new, interdisciplinary programs. For example, in the 1970s, Cornell University developed a new program that united science studies and policy-oriented scholars with historians and philosophers of science and technology. Each of these programs developed unique identities due to variation in the components that were drawn together, as well as their location within the various universities. For example, the University of Virginia's STS program united scholars drawn from a variety of fields (with particular strength in the history of technology); however, the program's teaching responsibilities -- it is located within an engineering school and teaches ethics to undergraduate engineering students -- means that all of its faculty share a strong interest in engineering ethics.

The "turn to technology"

A decisive moment in the development of STS was the mid-1980s addition of technology studies to the range of interests reflected in science studies programs. During that decade, two works appeared en seriatim that signaled what Steve Woolgar was to call the “turn to technology”: Social Shaping of Technology (MacKenzie and Wajcman, 1985) and The Social Construction of Technological Systems (Bijker, Hughes et al., 1987). MacKenzie and Wajcman primed the pump by collecting a highly readable collection of articles attesting to the influence of society on technological design. In a seminal article, Trevor Pinch and Wiebe Bijker attached all the legitimacy of the Sociology of Scientific Knowledge to this development by showing how the sociology of technology could proceed along precisely the theoretical and methodological lines established by the sociology of scientific knowledge. This was the intellectual foundation of the field they called the social construction of technology.

The "turn to technology" helped to cement an already growing awareness of underlying unity among the various emerging STS programs. More recently, there has been an associated turn to materiality, whereby the socio-technical and material co-produce each other. This is especially evident in work in STS analyses of biomedicine (such as Carl May, Nelly Oudshoorn, and Andrew Webster).

Professional associations

The subject has several professional associations:

Founded in 1975, the Society for Social Studies of Science, initially provided scholarly communication facilities -- including a journal (Science, Technology, and Human Values) and annual meetings -- that were mainly attended by science studies scholars, but the society has since grown into the most important professional association of science and technology studies scholars worldwide. The Society for Social Studies of Science members also include government and industry officials concerned with research and development as well as science and technology policy; scientists and engineers who wish to better understand the social embeddedness of their professional practice; and citizens concerned about the impact of science and technology in their lives. Proposals have been made to add the word "technology" to the association's name, thereby reflecting its stature as the leading STS professional society, but there seems to be widespread sentiment that the name is long enough as it is.

In Europe, the European Society for the Study of Science and Technology (EASST) was founded in 1981 to stimulate communication, exchange and collaboration in the field of studies of science and technology.

Founded in 1958, the Society for the History of Technology initially attracted members from the history profession who had interests in the contextual history of technology. After the "turn to technology" in the mid-1980s, the society's well-regarded journal (Technology and Culture) and its annual meetings began to attract considerable interest from non-historians with technology studies interests.

Less identified with STS, but also of importance to many STS scholars in the US, are the History of Science Society, the Philosophy of Science Association, and the American Association for the History of Medicine. In addition, there are significant STS-oriented special interest groups within major disciplinary associations, including the American Anthropological Association, the American Political Science Association, and the American Sociological Association.

See also

Further reading

  • Becker, Ernest (1968). The structure of evil; an essay on the unification of the science of man. New York: G. Braziller.
  • Ewen, Stuart (2008). Typecasting: On the Arts and Sciences of Human Inequality. New York, NY: Seven Stories Press.
  • Fuller, Steve (1993). Philosophy, rhetoric, and the end of knowledge: The coming of science and technology studies. Madison, WI: University of Wisconsin Press. (2nd edition, with James H. Collier, Lawrence Erlbaum Associates, 2004)
  • Kuhn, Thomas (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
  • Latour, Bruno (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
  • Volti, Rudi (2001). Society and technological change. New York: Worth.

External links

STS sites

STS professional associations

Retrieved from "http://en.wikipedia.org/wiki/Science_and_technology_studies"

Categories: Science studiesScience and technology studiesTechnology