Ichsanuddin N [PDF]

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DR. Ichsanuddin Noorsy B.Sc., SH., M.Si



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SUSUNAN KAJIAN



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Masyarakat 1.0 = Masyarakat Berburu Masyarakat 2.0 = Masyarakat Agraris .



Masyarakat 3.0 = Masyarakat Industri Masyarakat 4.0 = Masyarakat Informasi



Masyarakat 5.0 = Masyarakat serba internet (IOT), kecerdasan buatan (AI), otomatisasi. Individu saling terhubungkan, nyaris semua informasi dan pengetahuan tergelar dan terbagikan. Peluang baru bagi individu dan masyarakat. 3



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Pengguna Internet berdasarkan aktivitas



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‘Twenty-first century skills’ is changing the structures, processes and practices of schools, teachers and students along more hightech, networked and ‘innovative’ lines.



UNESCO’s ‘ICT Competency Framework for Teachers’ had an explicit focus on ‘twenty-first century skills’. OECD ‘New Millennium Learners’ programme positioned so-called ‘twenty-first century competencies’ (defined as “the skills and competencies that a knowledge economy 6 requires”) within the educational agenda for the PISA (The Programme for International Student Assesment) comparative educational indicators. The normalisation of these discourses has been supported by the efforts of multinational technology corporations in facilitating research and development efforts to outline and promote the ‘principles’ of twentyfirst century skills. 19



In 2000: ‘Apple Classrooms of Tomorrow – Today’ programme (ACOT2 ) ➔ changing the conversation about teaching, technology and learning. The first phase of the ACOT2 study identified six design principles for the twenty-first century high school, including the reorientation of curriculum and content, assessment and the social/emotional environment of skills around the notion of ‘twenty-first century skills and outcomes’. Microsoft’s ‘Innovative Teaching and Learning’ global research program with its focus on ‘twentyfirst-century learning outcomes’ and ‘innovative teaching practices’ characterised by student-centred pedagogy, knowledge building, problem-solving and innovation, skilled communication, collaboration, self-regulation, and use of technology for learning. Within the US legislative context, the ‘Partnership for twenty-first century skills’ has spent much time popularising the notion of ‘the four Cs’: i.e. critical thinking and problem solving; communication, collaboration; and creativity and innovation. All told, a complex of interests has put much effort into establishing these ideas and agenda into the general educational consciousness. 20



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Key concepts here include selfdetermination, self-organisation, selfregulation, learner autonomy and control, and (in a neat twist on the notion of ‘DIY’) the idea of ‘do-it-ourselves’. In these terms, digital technology is aligned readily with arguments for the encouragement of ‘unlearning’ – i.e. ‘learning how to learn independently’ (Chokr 2009, p.6), and a general rejection of the institutionalised ‘banking model’ of accumulating ‘knowledge content’.



➔digital education is conceived along lines of supporting open discussion, open debate, radical questioning, continuous experimentation and the sharing of knowledge. ➔the ‘disruptive’ anti-institutional wing of the computing counter-culture, i.e. those “believ[ing] that cheap computing power in the hands of citizens could be a powerful resource for democracy and a weapon against overbearing government and big business” ➔digital education is perhaps best understood as a ‘culturally contested zone’ where a variety of social groups “create, negotiate, and give differing and sometimes conflicting forms, meanings and uses” 21



how should we understand the potential gains and losses of educational transformation and educational disruption associated with the increased use of digital technology? ➔the most prominent values throughout the discursive construction of digital re-schooling and de-schooling relate to the individualization of practice and action. All these discourses involve an increased responsibility of the individual in terms of making choices. ➔alongside this individualization of action is the notion of education as an area of increased informalisation and risk. In this way, digital technology is seen to support forms of learning that could be said to be indeterminate, fragmented, uncertain and risky. ➔the reframing of educational concerns along less collective lines. the forms of re-schooling and de-schooling certainly make it easier to interact and learn with other people of one’s choosing. ➔ These discourses also tend to frame learning as a competitive endeavour. “competition is humanized and disguised and therefore intensified by this formative technology”. ➔ the discourses of digital education reviewed in this paper is the promotion of free-market values and sensibilities as a preferred mechanism of educational organization. ➔ the reconfiguration of education into a commodity state – i.e. framing education processes and practices into the ‘market form’ of something that is has calculable and quantifiable value, and that is therefore exchangeable.



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No



Constituency



Dilemma



Focus



Goals



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At large Population Study vs. Work



Cost, Access, Career



Advance, sociability, meeting obligations



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Students



Exploration vs. Focus



Individual, aspirational, changing time frames



Pragmatism, inspiration, peer/mentor, relations



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Faculty



Progress vs Position Inquiry, pluralism, tradeoffs



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Administrators/ops Expansions vs. Maintenance



Institutional, Main tenance, Logistics



Standardization, Integration, Adoption



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Govt / Supervisory



Innovation vs. Status Quo



Hierarchy, process, public perceptions



Standardization, compliance, performance



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Civil Society



Confrontation vs. Pragmatism



Ideals, access, aliances



Policy, Implementation, funding



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Vendors



Short vs. Longterm



Commercial, systematic, Strategic



Profit, Growth, Lock-in, Standardization



Research, dissemination, teaching



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Unsur



Posisi



Tujuan



Nilai



Ditentukan



Prinsip kaidah



Ditentukan & Menentukan



Menentukan



Sebab akibat



Strategi



Ditentukan & Menentukan



Menentukan



Terfokus



Fungsi



Menentukan & Ditentukan



Menentukan



Mencapai tujuan



Menentukan



Menentukan



Kemudahan



Instrumentasi/Alat



Menentukan Tata tentram dan kebahagiaan



CHARACTER



CASING CONTEXT CONTENT



DIGNITY OF MAN



COMMITMENT COMPREHENSIVE CONSISTENT



COMPETENCE



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TUJUH MASALAH



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Lingkup Kurikulum



Keluaran



Sekolah Formal Masyarakat ISI KURIKULUM



Rumah Ibadah Keluarga



Leader Fighter Manager Operator Janitor



Individu KATA



DUSTA



JANJI



INGKARI



AMANAT



KHIANAT



KEJAHATAN KEMANUSIAAN



Konsisten



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DISRUPSI SEBAGAI PROSES



Skill Knowledge Attitude



Govt Corp Univ Speed Stamina Accuracy



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INDUSTRI GENERASI 4: DIGITALISASI MOBILISASI OTOMATISASI AUGMENTASI DISINTERMEDIASI



STAGE FOUR



STAGE THREE



STAGE TWO



STAGE ONE STAGE ZERO Mono culture Subsistence Agriculture Dependency



Single Manufacturing under foreign guidance Vietnam



Have supporting industries, but Still under foreign guidance



Management and technology mastered, can produce high quality goods



Full capability in innovation and product design as global leader US, Japan UE PRC



South Korea PRC, India Taiwan



Thailand Malaysia Avoiding the middle income trap: Renovating Industrial Policy Formulation in Vietnam (Ohno, K., 2009)



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REFORMASI BIROKRASI Reformasi birokrasi merupakan upaya melakukan pembaharuan dan perubahan mendasar terhadap sistem penyelenggaraan pemerintahan terutama menyangkut aspek-aspek kelembagaan (organisasi), ketatalaksanaan (business prosess) dan sumber daya manusia aparatur. Berbagai permasalahan/hambatan yang mengakibatkan sistem penyelenggaraan pemerintahan tidak berjalan atau diperkirakan tidak akan berjalan dengan baik harus ditata ulang atau diperbaharui. Reformasi birokrasi dilaksanakan dalam rangka mewujudkan tata kelola pemerintahan yang baik (good governance). Reformasi birokrasi adalah langkah strategis untuk membangun aparatur negara agar lebih berdaya guna dan berhasil guna dalam mengemban tugas umum pemerintahan dan pembangunan nasional. Dengan sangat pesatnya kemajuan ilmu pengetahuan, teknologi informasi dan komunikasi serta perubahan lingkungan strategis, menuntut birokrasi pemerintahan untuk direformasi dan disesuaikan dengan dinamika tuntutan masyarakat. Oleh karena itu harus segera diambil langkah-langkah yang bersifat mendasar, komprehensif, dan sistematik, sehingga tujuan dan sasaran yang telah ditetapkan dapat dicapai dengan efektif dan efisien. Reformasi di sini merupakan proses pembaharuan yang dilakukan secara bertahap dan berkelanjutan, sehingga tidak termasuk upaya dan/atau tindakan yang bersifat radikal dan revolusioner. 30



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MAKNA REFORMASI BIROKRASI 1.Perubahan besar dalam paradigma dan tata kelola pemerintahan Indonesia. 2.Pertaruhan besar bangsa Indonesia dalam menghadapi tantangan abad ke-21. 3.Berkaitan dengan ribuan proses tumpang tindih antar fungsi-fungsi pemerintahan, melibatkan jutaan pegawai, dan memerlukan anggaran yang tidak sedikit. 4.Menata ulang proses birokrasi dari tingkat tertinggi hingga terendah dan melakukan terobosan baru dengan langkah-langkah bertahap, konkret, realistis, sungguh-sungguh, berpikir di luar kebiasaan yang ada, perubahan paradigma, dan dengan upaya luar biasa. 5.Merevisi dan membangun berbagai regulasi, memodernkan berbagai kebijakan dan praktik manajemen pemerintah pusat dan daerah, dan menyesuaikan tugas fungsi instansi pemerintah dengan paradigma dan peran baru TUJUAN REFORMASI BIROKRASI Menciptakan birokrasi pemerintah yang profesional dengan karakteristik, berintegrasi, berkinerja tinggi, bebas dan bersih KKN, mampu melayani publik, netral, sejahtera, berdedikasi, dan memegang teguh nilai-nilai dasar dan kode etik aparatur negara. 31



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Good Govern ance



Kinerja Optimal Pelayanan Publik Berkualitas



KESEJAHTERAAN MASYARAKAT



PERCAYA PADA PEMERINTAH PUAS BERKONTRIBUSI



INDEKS KESEJAHTERAAN MASYARAKAT



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GINI RASIO, Sept 2016-Sept 2022



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TPT Berdasarkan Tingkat Pendidikan (%) Tingkat Pendidikan 2015 2016 2017 2018 2019 2020 2021 2022 Tidak/Belum Pernah Sekolah/Belum Tamat & Tamat SD 2.71 2.95 2.62 2.40 2.39 3.61 3.61 3.59 SMP 6.24 5.84 5.52 4.77 4.72 6.46 6.45 5.95 SMA umum 10.27 8.63 8.32 7.90 7.87 9.86 9.09 8.57 SMA Kejuruan 13.02 11.49 11.38 11.18 10.36 13.55 11.13 9.42 Diploma I/II/III 7.22 5.03 6.86 6.00 5.95 8.08 5.87 4.59 Universitas 5.98 4.54 5.25 5.88 5.64 7.35 5.98 4.80 Tingkat Pengangguran Terbuka Nasional (%) 6,18 5,61 7,01 5,34 5,28 7,07 6,49 5,86



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Survei majalah TIME, 15 Juli 1974 : SIAPA



PEMIMPIN BESAR dan PALING BERPENGARUH di DUNIA ? Indikator terpenting kepemimpinan :



1. Melindungi pengikut / rakyat 2. Mencerdaskan dan menyejahterakan pengikut / rakyat 3. Menumbuhkan dan mengembangkan keyakinan pengikut / rakyat bahwa perjalanan ke depan adalah benar



BANDINGKAN DENGAN KATA PEMBUKAAN UUD 1945



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