STRATEGI MENYIAPKAN SDM MENUJU SEKOLAH DASAR BERSTANDAR NASIONAL DAN INTERNASIONAL

By: Dr. Marsigit, M.A

Reviewed by: Dyah Sartika Putri

Alexander in Bourne (1994: 69) mention there are at least 6 (six) factors that become obstacles to realize teacher professionalism: value (value), understanding (theory), pragmatism, empirical, context and systems (political). Understanding of an educational theory does not in itself implemented into teaching practice. Value systems (private teacher) and social (community) becomes an integral part of the political order that will give direction for the development of business education. Teaching at SBI is not easy on the other hand found the fact that it is not easy for educators to change the style of teaching and as an educator, to always adjust our teaching methods in accordance with the demands of changing times (Alexander, 1994: 20). Revitalizing education teacher tried to put an important role to realize that education is more in accordance with (returned to) educate in the sense of meaning in truth and nature of science which is the object of learning itself, so it requires the following methods:

1. Method of exposition by the teacher

2. Method of discussion, between teachers and pupils and between pupils and students.

3. Methods of problem solving (problem solving)

4. Method of discovery (investigation)

5. Basic skills training methods and principles.

6. Method of application.

Revitalization of education in the SBI should depart from self-reflection of the educators in individual reflection and factual conditions of practice learning. Reflection will thus useful to know the positive aspects and deficiencies / weaknesses to be used
as input to determine the pace or attitude toward a new paradigm in
education to then try to implement into practice really is. NEM targets high achievement and completion of the syllabus are the two major factors why the teacher seemed not to have any other alternative except to rely on teaching methods within the framework of teaching classical exposition with emphasis on the provision of duty. Thus knowledge is temporary and does not build structures in which knowledge is emphasized. Besides lack of understanding the meaning of the theory of learning, their understanding of an aspect of a theory turns out not as expected. Teachers feel has used discussion method in which according to criteria such things can not yet incorporated into the discussion method as that's a teacher's question.

Learning to be creative explicitly based on: (1) knowledge on the various dimensions, which include the nature, justification and occurrence, (2) the object on the various dimensions that include the nature and origin, (3) the use of formal covering its effectiveness in science, technology and other sciences, and (4) the practices in various dimensions in a more general, including the activities of the employees or the activities of elementary school students. In the effort to get creative then the study needs to learn the objective knowledge, needs to develop a procedure such as: follow the steps made ​​by others, creating an informal step, determining a first step, using the steps that have been developed, defining the steps that can be understood other people compare various measures, and adjusting steps. Social interaction among students and teachers at SBI will provide creative activities for rectification criticize concepts, so that students will gain improvement concepts, so it has the same subjective knowledge with objective knowledge.

Problem solving is part of the activity, and (5) social interaction is required in the activity. Creative learning in schools can emphasize the relationships between people in its dimensions and appreciate individual differences in both the ability and experience. Revitalizing education in SBI also implies the need for efforts to formulate a learning model that is considered internationally with our condition and in accordance with the demands of changing times. If we accept the premise that education should place more emphasis on serving the needs of students then the following implications would only then can we understand. Based on the description above can know how to define learning activities in schools that teachers are able to deliver the students a creative and skilled in the field, as follows:

a.       Learning is an activity tracking patterns and relationships.

b.      Learning is the creativity that requires imagination, intuition and invention.

c.       Learning is an activity of problem solving

d.      Learning to communicate is an activity

Therefore, professional teachers are expected to deliver creative and skilled students in a way so that the necessary revitalization of the nature of student learning and its implications are as follows:

a. Students will learn if given the motivation.
b. Students learn in their own way
c. Students learn independently and through collaboration
d. Students need a context and different situations in learning

Here is a suggestion that may be useful for teachers in organizing learning, through the preparation stage, the stage of learning, and evaluation phases as follows:

a. Teaching Preparation Phase

b. Learning phase

c. Evaluation phase