Kopi Delft 13 Jan 2017

Potret Pendidikan Indonesia Menghadapi MEA

Agung WahyudiKopi Delft PPI-D13 Jan 2017

Beserta alternatif

solusi untuk PPI-D

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International Assignment• International Executive Leadership Program, NUS, 2014• Global Talent Program, South Korea, 2013

RESUME: AGUNG WAHYUDI

Education• PhD Candidate, TU Delft, 2015• MSc, Industrial & System

Engineering, NUS, 2009• ST, Teknik Elektro, ITB, 2004

CertificationeTOM Business Development ManagerCertified Practising Project PractitionerCCNA

PhD researchReference ICT-Architecture for Creating Value from Big, Open, and Linked Data

Professional Experience11+ years working at PT Telekomunikasi Indonesia, Tbk.:•4+ years as Engineer•3+ years as Network & Business Analyst•3+ years as Manager (FTTH Broadband Development)

Permasalahan [1]: MEA (2016)

Sumber: http://print.kompas.com/baca/2015/12/01/MEA%2c-Antara-Peluang-dan-Ancaman

“Sebagian besar respondenkhawatir pemberlakuan MEA akanberefek negatif terhadapkehidupan sosial dan ekonomiIndonesia. Kualitas barang dan SDM kalah bersaing, perekonomian bakallesu, dan pengangguran meningkat.Pernyataan bernada khawatirtersebut tampaknya didasari olehkeraguan terhadap daya saing SDM Indonesia.”

“MEA akan mendorong pengusaha semakin kreatif dalamsituasi persaingan yang ketat. Begitu pula para profesionalsemakin ditantang untuk meningkatkan keterampilan, kompetensi, dan profesionalitas mereka.”

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Permasalahan [2]: PIAAC (Usia 16-65)

Sumber: http://www.riseprogramme.org/content/need-pivot-learning-new-data-adult-skills-indonesia

“New data from Round 2 of the OECD PIAAC show the typical Indonesian adult (25-65 years old) living in Jakarta, who has completed tertiary education, has lower literacy proficiency than the typical Greek or Dane who completed only lower secondary school. Additionally, the Jakartan with tertiary education had lower literacy proficiency than adults in every other OECD country who only completed upper secondary schooling.

“For the young cohort of Jakarta (205) to reach the current level of the young cohort of the OECD (279), it will take roughly: 128 years”

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Sumber: http://www.thejakartapost.com/academia/2016/12/18/indonesias-pisa-results-show-need-to-use-education-resources-more-efficiently.html

Permasalahan [3]: PISA (Usia 15)

“The PISA 2015 results show that Indonesia is still struggling. Without skilled students leaving compulsory education, Indonesian universities will not be able to expand and strengthen their research programs and improve their international standing.”“The PISA Report 2015 shows only a slight improvement in the skills of Indonesian 15-year-old students. This does not correspond to the amount of resources that the government invests in education.”

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Pertanyaan #1:

Apakah Indonesia siap dalam

MEA?

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•Free flow of goods

•Free flow of services

•Free flow of investment

•Free flow of capital

•Free flow of skilled labor

Apa itu MEA?

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Mengukur kesiapan MEA:

Indeks Kompetitif Umum (GCI)

Sumber: World Economic Forum

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GCI: Indonesia (2007-2016)

Sumber: World Economic Forum, 2007-2016

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GCI Indonesia & ASEAN 2016

Sumber: World Economic Forum, 2016

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GCI Indonesia & Dunia 2016

Sumber: World Economic Forum, 2016

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GCI vs Pendapatan Per Kapita

Sumber: World Economic Forum, 2016; World Bank, 2016

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GCI vs Pendapatan Per Kapita

Sumber: World Economic Forum, 2016; World Bank, 2016

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Pertanyaan #2:

Bagaimana dengan kesiapan SDM-

nya?

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PISA

GCI/HDI

PIACC

Data yang digunakan

The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with a view to improving education policies and outcomes. It measures problem solving and cognition in daily life.

The Programme for the International Assessment of Adult Competencies (PIAAC) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in 24 countries of cognitive and workplace skills. The main aim is to be able to assess the skills of literacy, numeracy and problem solving in technology-rich environments, and use the collected information to help countries develop ways to further improve these skills. The focus is on the working-age population (between the ages of 16 and 65). The first data was released on October 8, 2013.

QUANT

QUAL QUAL

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GCI

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GCI Pilar 4: Kesehatan dan Pendidikan Dasar

Sumber: World Economic Forum, 2016; World Bank, 2016

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GCI Pilar 5: Pendidikan Tinggi

Sumber: World Economic Forum, 2016; World Bank, 2016

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WCI Pilar 4 & 5 vs. Anggaran Pendidikan

Sumber: World Economic Forum, 2007-2014; World Bank, 2007-2014

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% Anggaran pendidikan (thd. Total Anggaran)

Sumber: World Bank, 2012

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Sumber: World Bank, 2012

% Anggaran pendidikan (thd. GDP)

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HDI

23Sumber: UNDP, 2013; World Bank, 2013

HDI Indonesia di Dunia

24Sumber: UNDP, 2013; World Bank, 2013

HDI Indonesia di ASEAN

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HDI Indonesia vs. Anggaran Pendidikan

Sumber: UNDP, 1980-2015; World Bank, 1970-2015

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PISA

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Bagaimana skor PISA (2015) dibandingkan dengan

ASEAN dan OECD?

Sumber: OECD, 2015

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Apakah anggaran pendidikan berpengaruh terhadap

skor PISA Indonesia?

Sumber: OECD, 2015

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PIACC

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PIACC Literacy Indonesia di Dunia

Sumber: OECD 2013

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PIACC Numeracy Indonesia di Dunia

Sumber: OECD 2013

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Pertanyaan #3:

Bagaimana sebaran SDM

Indonesia dengan kondisi

geografisnya yang menantang?

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PemerataanPendidikan

Prasarana:-Gedung-Lab-Perpustakaan

UjianNasional

Sarana:-Pengajar-Sumberinformasi(buku)

HDI/IPM per

Kab/Kota

Data yang digunakan

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IPM

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Angka Melek Huruf per Kab/Kota

Sumber: BPS, 2012

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Lama Sekolah per Kab/Kota

Sumber: BPS, 2012

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IPM per Kab/Kota

Sumber: BPS, 2012

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IPM

IPM vs. Pengeluaran per Kapita

Sumber: BPS, 2012

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UN

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Rata-rata Nilai UN SMP per Kab/Kota

Sumber: Kemendikbud, 2015

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Rata-rata Nilai UN SMA IPA per Kab/Kota

Sumber: Kemendikbud, 2015

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Rata-rata Nilai UN SMA IPS per Kab/Kota

Sumber: Kemendikbud, 2015

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Rata-rata Nilai UN SMA SMK per Kab/Kota

Sumber: Kemendikbud, 2015

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Prasarana

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Ratio Siswa dengan Kelas per Kab/Kota

Sumber: Kemendikbud, 2015

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Persentase Kelas Rusak per Kab/Kota

Sumber: Kemendikbud, 2015

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Persentase Perpustakaan Rusak per Kab/Kota

Sumber: Kemendikbud, 2015

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Persentase Laboratorium Rusak per Kab/Kota

Sumber: Kemendikbud, 2015

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Sarana

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Ratio Siswa dan Guru Bersertifikasi per Kab/Kota

Sumber: Kemendikbud, 2015

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Ratio Siswa dan Guru Bersertifikasi per Prop.

Sumber: Kemendikbud, 2015

In primary education, the average student–teacher ratio among members of the OEDC is just below 16, but ranges from 40 in Brazil to 28 in Mexico to 11 in Hungary and Luxembourg.Source: Wikipedia

52Source: http://www.superkids.com/aweb/pages/features/reportcard2007/class_size.shtml

Ratio Siswa dan Guru vs. Science Proficiency

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Kesimpulan

• Berdasarkan data GCI, Indonesia cukup kompetitif di dalamMEA. Namun untuk mengimbangi dominansi Singapura, Malaysia dan Thailand di dalam MEA, sangat perlu ditingkatkanindeks pilar-pilar terkait SDM

• Anggaran pendidikan 20% telah meningkatkan kuantitaspendidikan (terlihat dari peningkatan angka HDI), walaupunmasih belum merata

• Kualitas pendidikan masih perlu ditingkatkan (terlihat dari skorPISA dan PIACC), termasuk pemerataan di seluruh wilayahIndonesia

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Solusi:Belajar

kapan saja, dimana

saja

Ketidakmerataanpendidikan

Kualitas pendidikanmasiih rendah

ICT(as enabler)

Rumusan Solusi

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ICT as Enabler: Sebaran Teknologi Pita Lebar

di Indonesia

Telkom agressively builds its network such that at the end of 2015 it has 10 million homes-passed fiber, as well as 1 million IndiHome customers in 12 months since launching. At the same time, we also strengthened our backbone fiber network that connects all regions in Indonesia. In November 2015, we have completed the Sulawesi Maluku Papua Cable System Project (“SMPCS”) that narrows the digital gap in the Eastern Indonesia. At the end of 2015 we have 81,895 km backbone fiber network that connects Aceh to Papua. To support the infrastructure strengthening, Telkom consistently allocates high capital expenditure. This is because the data services, mobile and fixed line, is still growing. Throughout 2015, we spent Rp26.4 trillion or 26% of our revenue to build infrastructure with the focus of supporting data services.

Sumber: InfoMemo Telkom Q3 2016

Sumber: Laporan Tahunan Telkom 2015

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ICT as Enabler: MOOCs

Ketersediaanberbagaiinformasi

Keberlimpahaninformasi

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ICT as Enabler: MOOCs

Sangat membantu Jika tersediapeta pembelajaranketika belajar suatumateri

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ICT as Enabler: MOOCs

Sangat membantu Jika tersedia katalog/referensiSumber: https://s3.amazonaws.com/assets.datacamp.com/blog_assets/DataScienceEightSteps_Full.png

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ICT as Enabler: MOOCs

Sangat membantu

Jika tersedia teks(subtitle) atausuara (dubbing) dalam Bahasa Indonesia

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Solusi:Peta pembelajaran berbasis MOOC

dengan menambahkan teks/suara

Bahasa Indonesia di setiap

video/catatan/buku/modul

61Source: http://www.kompasiana.com/amp/owp/pengalaman-mengajar-anak2-papua-indonesia-timur_582f84f0ae7a61e322fb674f

Onno W. Purbo: Setelah Mengajar Anak-anak Papua,

Saya Ubah Drastis Pola Mengajar Saya• Dengan memberikan ijin / memaksa mahasiswa mengerjakan ujian berulang-ulang, mau tidak mau

memaksa mahasiswa membaca materi ajar berulang-ulang. Maklum, kita semua tahu bahwa mahasiswahanya akan membaca materi ajar saat mau ujian. Maka tidak heran jika mahasiswa Papua saya bisapandai karena terpaksa membaca materi ajar tersebut berulang-ulang.

• Salah satu mahasiswi saya, Yomilera, berhasil memperoleh nilai 71. Ini dicapai dengan UTS 49 kali, danUAS 121 kali, pada kuliah jaringan komputer.

• Salah satu mahasiswi saya, Ami Suhun, berhasil memperoleh nilai 90+. Ini dicapai dengan UAS 70+ kali, pada kuliah jaringan komputer.

• Tidak ada yang nyontek karena saya menggunakan bank soal dalam jumlah 2-000-an yang di-random pada setiap ujian. Sehingga walaupun dua anak duduk bersebelahnya, seluruh soal ujian yang dilakukan berbeda sama sekali satu dan lainnya.

http://lms.onnocenter.or.id/moodle/index.php?

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Solusi:Berkontribusi di pusat data Onno

Center untuk menyediakan bank soal,

jawaban, dan cara penyelesaian

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Pernah juga Rasulullah SAW ditanya tentang manusia terbaik, makabeliau menjawab dengan jawaban yang sama. Dari Ibnu Abbas RA ia berkata: Rasulullah SAW ditanya: "Siapakah orang terbaik?" Beliau menjawab :

"Yang paling bermanfaat bagi sesama manusia" [Ittihaaf Al-KhairatAl-Mihrah bi Zawaa'id Al-Masaanid Al-'Usyrah juz 5 hlm.191]

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THANK YOU

FOR YOUR ATTENTION