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EDUCATION FOR UNIFYING DIVERSITY AND REDUCING DISPARITY:PREMISSES CONCERNING THE INFLUENCE OF TECHNOLOGY TO
INDONESIAN EDUCATION SYSTEM IN 2020
By HariyantoQuality Assurance
National Institute of Education-Nanyang Technological University Singapore
A. LOOKING FORWARD TO THE TECHNOLOGY IN EDUCATION ERAThe quality of education is hungering and expectation of all Indonesian societies as
vehicle to produce the quality human resources that can compete globally. For achieving the
condition, it needed the concrete and operational repair steps continually and continuation. The effort
to realize the certifiable education need strategy and working together of the various and get support
of the exact policy of government. It is necessary to build and give facility to the working together of
inter schools, between schools and stakeholders, and the principal and all school components that
can accelerate to achieve the certifiable education, that is: efforts to reduce the disparity of education
quality especially the ability of students; competency of teachers; infrastructures; and acceptability of
information.
System of National Education Regulation of Indonesia No. 20 year 2003 section 50 verse 3
expressed Government and or regional government foster at least one school of all the education
level to be developed become the international standard school. It is necessary to affirmed that to
develop the international standard school, that still hold to develop the nation value and spirit of
Indonesia, beside the developing of global progressively by introduction, recognition, and application
of values that required global era, those are religion, science, technology, economy, art, solidarity,
power, and global ethics. To support the global ethics, International Standard Schools use the global
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language especially English and information communication technology (ICT). So the international
standard schools can produce the output which are able to compete in locally and globally.
In 2003, UNESCO established the project about ICT in education. The UNESCO ICT in
Education Policy" project aims to promote appropriate policy models and strategies for the integration
of ICT into education in the Asia-Pacific region, with special emphasis on developing policies which
utilize ICT to remove barriers to participation in education and enhance the quality of education. This
project aims to:1) enhance the awareness of decision makers of the pros and cons of using ICT in
education; 2) at the national level, strengthen the capacity of decision-makers to develop, implement
and monitor appropriate "ICT in Education" policies and plans. The situations and needs of the
various Asia-Pacific countries differ widely. These differences affect how the "ICT in Education
Policy" project is implemented in these countries.
Indonesia is the huge country in Asia-Pacific region, the government through Ministry of
National Education (MoNE) - Directory of Senior High School Building response the policy of
UNESCO by establishing the policy that ICT is icon of school since 2004. There are three phases
to implement the policy, that is: sending hardware and software to schools as laboratory of
multimedia (2004); 2) using ICT as tool to develop learning material and evaluation (2005); 3) using
ICT as tool of management and administration of school as Package of School Application (2006); 4)
using ICT as tool of learning resource center (LRC) by establishing the web-based learning. Each
phase was done step by step, because the budget of education does not cover all the schools level in
Indonesia. Until now, the total of schools in Indonesia are: Primary School = 172,667; Junior High
School = 43,656; Senior High School = 16,830; and Vocational High School = 7,138
(http://npsn.jardiknas.org/cont/data_statistic). So directory of Senior High School Building evaluates
and maps the schools, especially Senior High School based on the achievement of Standard of
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National Education (SNE), that is: Schools with International standard; National Standard Schools;
and Standard Schools. Schools with International standard are schools that have achieved eight
components of SNE with enriched, developed, and extended education quality that equal with
education quality of OECD (Organization for Economic Co-operation and Develepment) and other
progressing counties (Guide of School with International Standards Fostering, 2008:10). National
Standard Schools are schools which almost or have achieved SNE. Standard Schools are schools
which have not achieved SNE. The number of school with International Standard are 200; National
Standard Schools are 440; and Standard Schools are 16,180. The plan of Directory of Senior High
School Building is improving the classification of school to the higher category. The plans which have
implemented are sending the hardware (PC) and laboratory of multimedia to national standard
schools; training teachers of national standard schools and international standard schools in
workshop of ICT-based development of learning and evaluation material; and establishment the
learning resource center (LRC) or web-based learning (WBL) in 64 Senior High Schools in 32
Provinces (2007).
The usage of information communication technology is not only as subject, but also as
tool of school management, teaching and learning process, and linkages of inter school; school and
other institution, or school and learning resource centre. ICT should able to change all the education
fostering system: 1) the conventional management will be changed to the modern management; 2)
the conventional teaching and learning will be changed to ICT-based learning; the conventional
network will be changed to ICT-based network. For example, the administration of some schools in
remote area are still using paper and pencil, using chalk and blackboard in teaching and learning,
but in 2020, all educational administrations and teaching and learning will use ICT and data base as
management and teaching and learning. In the other fact, some schools in remote area are using
paper and pencil in getting information or networking, but in 2020, all schools in Indonesia will use
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ICT-network as establishment of linkages between the educational systems and external
environments. Finally, ICT is the most important tool to administrate all the educational
managements, teaching and learning process, and changes from the closed system to opened
system by establishing the ICT-information network. So the disparity and diversity of quality of
education in Indonesia will be reduced , and the quality of education will be increased by using ICT
as tool.
B. THE INFLUENCES OF TECHNOLOGY TO THE INDONESIAN EDUCATION SYSTEM IN 2020Technology, especially ICT is one of six external environments that strongly influence the
educational system. By using ICT as a tool, it can change the educational system from closed system
to opened system, so educational system open to external environment through input-output
exchange. The opened educational system will get many information from external environment, so
there are four advantages, that is: 1) educational system establishes the effectively management; 2)
educational system establishes the teaching and learning; and 3) educational system establishes
linkages with inter subsystem and external environment. Based on the role of ICT in Indonesian
education system, ICT will reduce the disparity of school quality all over area of Indonesia. The
schools both in city and remote area will not be diversity in information, teaching and learning
process, and management. Finally, we hope that education will unify the many diversities of school
quality in Indonesia in 2020.
1. ICT Influences the Effectiveness of Educational ManagementThere are three influences of ICT to the educational management, that is: 1) formulating
the educational goals based on the demands and needs of external environment effectively; 2)
changing all educational administration to be ICT-based administration; and 3) assessing the
achievement of educational goals effectively. Formulating the goals is planning step; ICT-based
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2. ICT Influences the Establishment of Teaching and Learning ProcessesICT-based learning is instructional which uses ICT as tool; media, and learning resource.
Wahono (2006) said that the ICT-based learning have to fulfill three aspect, that is: aspect of
software engineering; aspect of instructional design; and aspect visual communication. Aspect of
software engineering is effective and efficiency; reliable; maintainable; usable; compatible; reusable;
accruable; and practical. Aspect of instructional design is clearness of instructional purposes;
relevancy of purposes and curriculum; coverage and depth of purposes; accuracy of instructional
strategy; interactivity; motivation; contextually; actuality; completeness and quality; suitability of
materials; ease of understanding; systematic and logic; clearness of description, simulation, and
exercises; consistency of evaluation and purposes; accuracy of evaluation; and feedback of
evaluation. The aspect of visual communication is communicative; creative; simple and attractive;
audio; visual; animation or movie; and interactive layout.
In Government Regulation No. 19/2005 section 19 verse 3 expressed that the standard of
process of SNE (Standard of National Education) is planning of teaching and learning; fostering of
teaching and learning; evaluation of teaching and learning; and supervising of teaching and learning.
So there are four influences of ICT to the establishment of teaching and learning, that is: 1) planning
the teaching and learning process; 2) fostering the teaching and learning process; 3) composing the
evaluation; and 4) supervising the teaching and learning process.
The firs step of teaching and learning is planning. Planning consists of composing syllabi
of curriculum; composing lesson plan; composing the timetables; composing the semester and
annual program; composing the leaning materials; and composing the material and analysis of
evaluation. The syllabi of curriculum can be composed by browsing the demands and needs of
stakeholders or National and International curriculum, so by using the ICT for example internet or
website, all educators or developer of curriculum can compose the syllabi effectively. The curriculum
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Educational institution investigate the other institutions to support and work together to achieve the
goals that have formulated. Supporting and working together are called partnership, the other
institution can be as the same institution and external environments. For example; school and other
school tie the partnership as sister school; share curriculum; exchange students and teachers. The
realization of partnership of school and external environments is sharing the finance; training the
human resources; providing the infrastructures; and improving the management.
The second, after browsing the other institutions is negotiating. The realization of
negotiating is composing memorandum of understanding (MoU); it can be compose by using of ICT,
for example: e-mail; website; mailing list; and teleconference.
The end of step of establishing linkages with other subsystem and external environment
is communicating intensively. The members of linkages report the progress of partnership and
formulate the next possible working together. All communication will be intensively and effectively if
there is an effective network, that is e-mail; website; or with s new application software to create all
communication automatically.
C. CONCLUSIONBased on the description of using ICT in education above, so the influences of ICT to the
Indonesian education can be concluded as follows:
1. The influences of ICT to the educational management are: 1) formulating the educational goalsbased on the demands and needs of external environment effectively; 2) changing all educational
administration to be ICT-based administration; and 3) assessing the achievement of educational
goals effectively. Formulating the goals is planning step; ICT-based administration as organizing
and actuating step; and assessing is controlling step of management component.
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2. The influences of ICT to the establishment of teaching and learning are: 1) planning the teachingand learning process; 2) fostering the teaching and learning process; 3) composing the
evaluation; and 4) supervising the teaching and learning process.
3. The influence of ICT to the network of system is ICT change the closed system to the openedsystem. The opened educational system have to establish the linkages among educational
system, inter subsystems, and external environment, that is: 1) browsing the other subsystems or
external environments that have possible to be a partnership; 2) negotiating the linkages with
other subsystems or external environments to be a partnership; and 3) communicating effectively
with the other subsystems or external environments to formulate the formation of the partnership.
Finally, the influence of ICT to Indonesian education quality is: 1) ICT usage in
educational system will unify the diversities of education quality over area in Indonesia; and 2)
ICT usage in educational system will reduce the disparities of education quality of schools in
administration of town area and schools in remote area. By ICT usage, all Indonesian citizens are
going to look forward to the technology in education era, so the quality of education of Indonesia
will compete globally, and will be equal with the quality of education of OECD (Organization for
Economic Co-operation and Develepment).
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RESOURSES
Chong, Keng, Choi, Education for Living Tomorrow: Premises for Developmental Planning,
International Journal of educational Management, Vol. 10 No. 4, pp.10-14
Directory General of Primary and Secondary Education,Guide of School with International Standards
Fostering 2008, Ministry of National Education, Jakarta, 2008
Directory General of Primary and Secondary Education, Quality Assurance of the Fostering of School
with International Standard, Ministry of National Education, Jakarta, 2008
Government Regulation( Peraturan Pemerintah) No.19 year 2005, against Standard of National
Education.
Jardiknas, (Online), (http://npsn.jardiknas.org/cont/data_statistic, accessed on August 21 2008)
Regulation (Undang-Undang) No. 23 year 2003, against System of National Education
UNESCO , (Online), (http://www.unescobkk.org/index.php?id=3430, accessed on August 21
2008).
Wahono, Romi, Satrio,Aspek Rekayasa Perangkat Lunak dalam Media
Pembelajaran,(Online),(http://www.romisatriowahono.net, accessed on October 11 2007)
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http://npsn.jardiknas.org/cont/data_statistichttp://www.unescobkk.org/index.php?id=3430http://www.romisatriowahono.net/http://www.romisatriowahono.net/http://www.unescobkk.org/index.php?id=3430http://npsn.jardiknas.org/cont/data_statistic8/14/2019 Education for unifying diversity, reducing disparity
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