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- Mustofa
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Upaya Pengembangan Profesionalisme Guru di Indonesia - Mustofa
Jurnal Ekonomi dan Pendidikan Vol 4, No 1 (2007)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jep.v4i1.619

Abstract

Upaya pemerintah untuk terus mengembangkan profesi pendidik sebagai profesi yang kuat dan dihormati sejajar dengan profesi lainnya terlihat dari lahirnya UU No 14 tahun 2005 tentang Guru dan Dosen yang berusaha mengembangkan profesi pendidik melalui perlindungan hukum. Pemerintah telah berupaya untuk meningkatkan profesionalisme guru diantaranya meningkatkan kualifikasi dan persyaratan jenjang pendidikan yang lebih tinggi bagi tenaga pengajar mulai tingkat persekolahan sampai perguruan tinggi. Upaya lain yang dilakukan pemerintah adalah program sertifikasi, dan pembentukan PKG (Pusat Kegiatan Guru, MGMP (Musyawarah Guru Mata Pelajaran), maupun KKG (Kelompok Kerja Guru). Hal yang penting dan perlu dilakukan pemerintah adalah membangun kemandirian di kalangan guru. Kemandirian tersebut akan menumbuhkan sikap profesional dan inovatif pada guru dalam melaksanakan peran dan tugasnya mendidik masyarakat menuju kehidupan yang lebih baik dan berkualitas.
Kesiapan Sekolah Menengah Atas dalam Implementasi Kurikulum Tingkat Satuan Pendidikan di Kota - Mustofa
Jurnal Ekonomi dan Pendidikan Vol 6, No 1 (2009)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jep.v6i1.592

Abstract

A number of schools in Yogyakarta have been trying to implement the KTSP. However, schools still struggle to understand the curriculum. The government has stated that schools which are ready can implement the KTSP by 2007, and those which are not can postpone the implementation until the end of 2009/2010. A study of the schools readiness to implement the KTSP was conducted at four schools in Yogyakarta. The research aims at (1) describing the schools readiness to implement the KTSP; (2) identifying the needs of the school to implement the KTSP; (3) finding out the supporting and inhibiting factors of the KTSP implementation. The readiness to implement the KTSP varied from one school to another. The varieties include several aspects, such as: curriculum properties, facilities, finance, environment, principals leadership, teachers and staffs readiness, and parents and students readiness. It was also revealed that what were needed by the schools to implement the KTSP were commitment and financial support from the government and teachers understanding of the curriculum through training. The inhibiting factor was inconsistent policy.
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