Abstract
This 21st age is a knowledge age so it underlies all aspects of living. In this age, education demands a modern and professional management with educational educational characteristics. Decrease Education is not the resultant of less professional teacher and lacking of learning activity. Professionalism is more than a knowledge of technology and management but it is a new attitude, professionalism development need a technician not only in terms of high skill but also Appropriate behavior. Basiclly, a professional teacher is depended upon his or her attitude and maturity comprising of willingness and ability Both phisically and intellectually. Profesionalism Are the Responsibility of LPTKs agency as teacher, teacher's managing institutions (Ministry of Education or a private foundation), PGRI and community.
We have entered the 21st century, known as the knowledge century. The forecasters of future (futurist) said as the century of knowledge because knowledge would become the bedrock of all aspects of life (Trilling and Hood, 1999). Century is an era of knowledge to the demands of a more complex and challenging. An era with certain specifications enormous influence on education and employment. The changes that occur in addition due to the very rapid technological development, also caused by extraordinary developments in science, psychology, and the transformation of cultural values. The impact is a change of view of human to human, the perspective of education, the changing role of parents / teachers / lecturers, as well as changing patterns of relationships among them.
Trilling and Hood (1999) suggested that the primary concern of education in the 21st century is to prepare to live and work for masyarakat.Tibalah's time for a moment turned towards the wide-angle view of the main roles will increasingly be played by learning and education in society knowledge-based.
The decline of education we've felt for years, for the umpteenth time the curriculum has been blamed as the cause. This is reflected by the effort to change the curriculum starting in the 1975 curriculum was replaced with the 1984 curriculum, and then replaced again with the 1994 curriculum. Nasanius (1998) revealed that the deterioration of education was not caused by the curriculum but by the lack of professional capacity of teachers and the reluctance of students' learning. Supporting the smooth professionalism as a teacher in carrying out their duties, greatly influenced by two major factors are internal factors that include interest and aptitude and external factors that is associated with the environment, infrastructure, and various exercises that teachers do. (Sumargi, 1996) Professionalism and teachers education personnel remain inadequate in terms of its main scientific fields. Eg Biology teachers can teach Chemistry or Physics. Or social studies teachers can teach Indonesian language. Indeed, the number of educators in quantitative enough, but the quality and professionalism has not been in line with expectations. Many of them are not qualified and convey the erroneous material so they do not or are less able to present and provide education that truly qualified (Dahrin, 2000).
Many factors cause a lack of professionalism of a teacher, so the government sought to teachers who perform in the century of knowledge is the teacher who really professionals who are able to anticipate the challenges in education.
Education in the Age of Knowledge
Experts say that the 21st century is the century of knowledge because knowledge becomes the main foundation of all aspects of life. According Naisbit (1995) there are 10 major trend that will happen to education in the 21st century, namely: (1) from an industrial to an information society, (2) of the technology forced into high-tech, (3) of the national economy into the world economy, (4) of short-term planning to long-term planning, (5) from centralization to decentralization, (6) of institutional aid to help themselves, (7) from representative democracy to participatory democracy, (8) from hierarchies to a crawl, (9) from north to south, and (10) of the or / or to multiple options.
Various implications of the trend over the impact on the world of education that includes aspects of the curriculum, educational management, educational staff, strategies and methods of education. Furthermore, Naisbitt (1995) suggested that there are 8 major trend in Asia to influence the world, namely: (1) of the nation state to the network, (2) of exports to the demands of consumer demand, (3) of Western influence into the way of Asia, (4) from dick government to market demands, (5) from village to metropolis, (6) of the labor-intensive to technology, (7) of male domination to the emergence of women, (8) from West to East. Eighth trend will affect the values in various aspects, patterns and lifestyles of people in both rural and urban. In turn it will affect the patterns of education that is preferred by the demands of this tendency. In connection with this education are challenged to be able to set up human resources capable of facing the challenges of the trend without losing the values of personality and culture of his people.
By considering the above opinion Naisbitt, Surya (1998) revealed that education in Indonesia in the 21st century has the following characteristics: (1) national education has three basic functions, namely: (a) to develop the intellectual life of the nation, (b) to prepare the workforce skilled and experts needed in the industrialization process, (c) foster and develop a mastery of the various branches of science and technology skills, (2) An archipelago of different tribes, religions and languages, education not only as a process of knowledge transfer alone, will but has the function of preserving the nation's life in an atmosphere of unity and national unity, (3) With the ever increasing development results, the mobility of the population will affect the pattern of national education, (4) Changes in family characteristics of both the function and structure, will be demanding of the importance of cooperation of various environmental education and the family as its core.
Family values should still be preserved in a variety of educational environments, (5) The principle of lifelong learning should be a major cornerstone in the realization of education to offset the challenges of changing times, (6) The use of a range of innovative science and technology, especially electronic media, informatics, and communications in a variety of activities education, (7) Provision of library and learning resources is needed to support educational efforts in education; (8) Publications and research in education and other related fields, is a real need for education in the century of knowledge.
Education in the century of knowledge management requires a modern and professional education with the nuances of education. Educational institutions are expected to be able to realize its role effectively with excellence in leadership, staff, teaching and learning, staff development, curriculum, goals and expectations, school climate, self-assessment, communication, and involvement of parents / community. Equally important is the figure which is marked by the appearance of teacher excellence in nationalism and fighting spirit, faith and piety, the mastery of science and technology, work ethic and discipline, professionalism, cooperation and learning in various disciplines, insight into the future, career certainty, and inner and outer well-being. Education has a very strategic role to prepare the younger generation that has empowerment and high emotional intelligence and master megaskills steady. To that end, the agency penidikan in various types and levels of need of enlightenment and empowerment in its various aspects.
According Makagiansar (1996) entered the 21st century education will experience a paradigm shift changes the paradigm shift that includes: (1) of the terminal learning to lifelong learning, (2) of the study focuses acquisition of knowledge into a holistic learning, (3) of the image-teacher relationship students that are confrontational to the image of the partnership, (4) of teaching that emphasizes knowledge of scholastic (academic) to balance the focus of educational emphasis value, (5) of the campaign against illiteracy to create a campaign against technology, culture, and computers, (6) teachers are isolated from the appearance to appearance in team work, (7) from an exclusive concentration on the orientation of the competition to cooperation. By considering the expert opinion is apparent that education is faced with the challenge to produce quality human resources in meeting the challenges and demands that are competitive.
Learning in the Age of Knowledge Overview
The practice of learning that takes place is still dominated by a pattern or paradigm that is prevalent in the industrial age. In the century paradigm of knowledge that is used is much different from the industrial age. Galbreath (1999) suggests that the learning approach used in the century of knowledge is a mixed approach is a combination of approaches to learning from the teacher, learn from other students, and learn yourself. Learning practices in the industrial age and the centuries of knowledge can be seen in the following table;
Century Industries
1. Teacher as director
2. Teacher knowledge sbgai smber
3. Learning is directed by the curriculum.
4. Learning strictly scheduled with a limited time
5. Based primarily on facts pd
6. Theoretical nature, principles and survey
7. Repetition and practice
8. Rules and procedures
9. Competitive
10. Focusing on class
11. The result is determined Prev
12. Following norms
13. Computers as learning subjects
14. Presentation of the media with static
15. Communication limited space kls
16. The test is measured with the norm
Century Knowledge
1. Teacher as facilitator, mentor, consultant
2. Teachers as a friend to learn
3. Kulum directed learning by students.
4. Open learning, with limited time tight flexible as necessary
5. Mainly based on projects and problems
6. Real world, and the reflection principle and the survey
7. The investigation and design
8. The discovery and creation
9. Colaboratif
10. Focusing on community
11. The result is open
12. Creative Diversity
13. Computers as tools of all types of learning
14. Dynamic multi-media interactions
15. Communication is not limited to the world
16. Performance is measured by the experts, advisors, peers and themselves.
Based on the table several conclusions that can be taken;
1. In the industrial age are often found learning through facts, drill and practice, and using the rules and procedures. While in the century of knowledge paradigm wants to learn through projects and problems, inquiry and design, finding and creation.
2 How difficult it is to achieve systemic reforms, because when the old paradigm is still dominant, the impact of reforms tends to be swallowed up by the influence of the old paradigm.
3. Although it has been declared as the polarity, differences in instructional practices Century Knowledge and the Industrial Age is considered as a continuum. Although it is now possible to see many examples of practice in the Industrial Age "pure" and far fewer examples of the learning environment in the Age of Knowledge "pure", likely to find a method of cross combination of methods in the Age of Knowledge and methods in the Industrial Age. Keep in mind the reform of learning, the old method did not completely disappear, but just used less often than the new methods.
4. Practice in the Age of Knowledge learning more in line with modern learning theory. Through the use of principles of learning and problem-oriented projects through collaborative activities and focused on community, contextual learning that is based on real-world context to the increased attention on the actions at the instigation of the learners themselves.
5. In the Knowledge Age learning the practice seems to depend on devices that modern knowledge of computers and telecommunications, but most of the characteristics of the Century Knowledge can be achieved without the use of modern tools. Although information technology and telecommunications is an important catalyst that brings us to the Knowledge Age learning method, keep in mind that distinguishes the method is the implementation of the outcome rather than tools. We can equip our educational institutions with advanced technologies without changing the implementation and results.
Finally, most importantly, the new learning paradigm provides great opportunities and challenges for professional development, both preservice and inservice our teachers. In many ways, this paradigm described the redefinition of the teaching profession and the roles played by teachers in the learning process. Although the need to care for, nurture, cherish and develop our children to the maximum it will always remain in the grip of teaching, new demands Sciences Abad produce a series of new learning and behavioral principles that must be practiced. Based on centuries of knowledge pembelajan picture above, nampalah that the importance of teacher professional development in the face of these challenges.
Teacher Professional Development
According to experts, emphasizing professionalism to the mastery of knowledge or ability of management and strategy implementation. Maister (1997) argued that professionalism is not just knowledge of technology and management but more of an attitude, professional development is more than a technician not only has high skills but have a required behavior.
Attention to the quality of teachers in Indonesia is far different from the teachers in the United States or Britain. In the United States the professional development of teachers must meet the standards as set out Stiles and Horsley (1998) and NRC (1996) that there are four standards of teacher professional development standards, namely: (1) Standard A professional development is professional development for teachers of science requires learning content science is required through the perspectives and methods inquiri. The teachers in this sketch through a process of observation of natural phenomena, make explanations and test these explanations based on natural phenomena, (2) Standard B professional development is professional development for teachers of science requires integrating knowledge of science, learning, education, and students , also applying that knowledge to science teaching. In the effective teachers not only know science, but they also know how to teach it. Effective teachers understand how students learn important concepts, concepts of what students are able to understand the stages of development, different professions, and experiences, examples and representations of what can help students learn, (3) Standards development C profession is professional development for teachers of science requires the establishment of understanding and ability to the learning of all time. Good teachers usually know that by choosing the teaching profession, they have committed to learning all the time. New knowledge is always produced so that teachers had the opportunity to continue learning, (4) Standard D is the professional development programs for science teacher professional should be coherent (related) and integrated. This standard is intended to counteract the tendency of professional development opportunities are fragmented and unsustainable.
If teachers in Indonesia have met the professional standards of teachers as applicable in the United States, the quality of Human Resource Indonesia, the better. In addition to having a professional standard of teachers as the above description, in the United States as described in the journal Educational Leadership 1993 (in Supriadi 1998) explained that to become a professional a teacher is required to have five things: (1) Teachers are committed to students and the learning process, (2) Teachers have control over in-depth material / subjects that are taught and how to teach to students, (3) Teachers are responsible to monitor student learning outcomes through various means of evaluation, (4) Teachers are able to think systematically about what it does and learn from experience, (5) The teacher should be a part of the learning society in the environmental profession.
Arifin (2000) argued Indonesian teachers who have the requisite professional; (1) a strong science base as a manifestation of the technological society and knowledge society in the 21st century, (2) mastering tips profession based on education research and praxis of science education as a science praxis is not only a mere concepts. Education is a process that occurs in the field and scientific and educational research should be directed at public education praxis Indonesia, (3) continuous development of professional skills, the teaching profession is a profession that develops continuously and sustainably among LPTKs with educational practice. Stunt profession and science teacher education programs due to breakdown of pre-service and in-service because of considerations of bureaucratic or rigid educational management is weak.
Given the requirements of teacher professionalism, the need for a new paradigm for birth Indonesian teacher professional profile in the 21st century, namely: (1) has a personality that is mature and evolve, (2) mastery of a strong, (3) skills for learners to generate science and technology, and (4) continuous professional development. The fourth aspect is a unified whole that can not be separated and coupled with other efforts to influence the development of professional teaching profession.
Another dimension of the pattern of teacher professional development are (1) the close relationship between the college by coaching high school, (2) increase the recruitment of prospective teachers, (3) upgrading program that is associated with the practice field, (4) improve the quality of education prospective teachers; ( 5) implementation of supervision, (6) improving the quality of management education based on Total Quality Management (TQM), (7) involves the participation of the community based on the concept of Linc and match; (8) empowerment of textbooks and supporting educational tools; (9) recognition community towards the teaching profession; (10) need confirmation Teaching Certificate program through legislation, and (11) competition in a positive professional with a decent welfare provision.
If the terms of the professionalism of teachers on top of it are met will change the passive role of the teacher who had become a creative and dynamic teacher. This is in line with the opinions Semiawan (1991) that the fulfillment of the requirements of professional teachers will change the role of teachers who originally as a powerful orator verbalistis dynamic in creating an atmosphere and learning environment learning environment invitation. In order to improve the quality of education, teachers have multiple functions: as a facilitator, motivator, informator, communicators, transformer, change agent, innovator, counselor, evaluator, and administrator (Soewondo, 1972 in Arifin 2000).
Professional development of teachers became a global concern, because teachers have a duty and a role not only provide information science and technology, but also to shape attitudes and soul that can survive in the era hiperkompetisi. The task of teachers is to help learners to be able to adapt to the challenges of life as well as a growing urgency in him. Empowering learners include aspects of personality in particular aspects of intellectual, social, emotional, and skill. Noble task that becomes difficult because not only have to prepare young teachers entering the century of knowledge, but must be prepared to continue to exist, both as individuals and as professionals.
Factors Contributing to Low Professionalism of Teachers condition of our national education is not as bright as in developed countries. Neither the institution nor its content still require extra attention of government and society. In formal education, but there is plurality of participants, a well-established institutions, and public confidence is strong, is also a meeting place for superior seeds that are growing and need a good seeding. Good job seeding it is the job of a teacher. So teachers have a major role in the national education system in particular and our lives generally.
Teachers are very likely in their profession contrary to his conscience, because he understands how to run the profession but because it is not in accordance with the will of giving instructions or commands the ways teachers can not be realized in action. Teachers always diinterpensi. The lack of independence or autonomy that is a deadly profession as a teacher from giving instruction or educators become trainers. Even as penatarpun teachers do not have autonomy at all. In addition, the space for the teacher is always controlled by the necessity to make the lesson unit (SP). In fact, a teacher who has had experience teaching over five years has actually found a pattern of their own learning. With each time they graduated teachers to teach to make the SP then the teacher a lot of time and energy wasted. Time and energy wasted can be utilized to develop themselves.
Akadum (1999) declared the world's teachers still terselingkung two issues that have mutual correlation whose solutions require the wisdom and the wisdom of some parties, especially the policy makers: (1) lack of teacher training to ensure the welfare of the profession because of low wages. The low pay has implications on performance, (2) professionalism of teachers is still low.
In addition to the above factors are other factors that cause low professionalism of teachers caused by, among others: (1) many teachers who did not pursue his profession as a whole. This is caused by many teachers who work outside working hours to meet the needs of everyday life so the time to read and write to enhance self-none, (2) the lack of professional standards of teachers as demand in developed countries, (3) probably caused by the presence of private college graduates as teachers printer so long without mempehitungkan its output later in the field, causing many teachers who do not adhere to professional ethics teacher training, (4) lack of motivation of teachers in improving the quality of self because teachers are not required to examine as imposed on the faculty at the college.
Akadum (1999) also suggests that there are five causes of low professionalism of teachers; (1) many teachers who do not pursue the profession in total, (2) vulnerable and poor adherence to the norms of teachers and teacher professional ethics, (3) recognition of science education and still half-hearted teacher of policy making and the parties involved. This is evident from the still yet solid institutional power printer and teacher education, (4) is still not smooth his differences of opinion about the proportion of teaching materials provided to prospective teachers, (5) is still not functioning PGRI as a professional organization that seeks to improve the professionalism makssimal members. PGRI political tendency is not to blame, especially for a pressure group in order to improve the welfare of its members. However in the future began to seek appropriate professional PGRI its members said. By looking at the factor-fak tor the low professionalism of teachers, the government is attempting to find alternatives to improve the teaching profession.
Efforts to Improve Teacher Professionalism
The government has sought to enhance the professionalism of teachers such as improving the qualifications and requirements of higher education for faculty start schooling up to college level. Penyetaaan Diploma II program for elementary school teachers, the Diploma for teachers of junior and Strata I (undergraduate) for high school teachers. However this does not mean a lot of equalization, if the teacher is the entropy lacked the power to make changes.
In addition to equalizing the holding of teachers, other efforts by the government is a certification program. The certification program has been conducted by the Directorate of Islamic Higher Education (DIT Binrua) through the Basic Education Quality Improvement Project (ADB Loan 1442-INO), which has trained 805 teachers and 2646 teachers MI MTs from 15 districts in 6 regions of the province of Lampung, West Java , Central Java, East Java, West Nusa Tenggara and South Kalimantan (Pantiwati, 2001).
In addition to the certification of other efforts that have been conducted in Indonesia to improve the professionalism of teachers, such as PKG (Teacher Activity Center, and KKG (Teachers Working Group) that enables teachers to share experiences in solving the problems they face in teaching activities (Supriadi, 1998 ).
Professionalization should be viewed as a continuous process. In this process, prajabatan education, education in positions including the upgrading, enhancement of professional organizations and workplaces, public recognition of professional teacher training, enforcement of professional codes of ethics, certification, improving the quality of prospective teachers, rewards, etc. jointly determine a person's professional development including teachers.
Thus the effort to increase the professionalism of teachers is a shared responsibility between producer LPTK as teachers, institutions that foster teacher (in this case the Ministry of Education or private foundation), PGRI and society.
Of several government efforts have been made above, the most important factors that teachers can improve the qualification itself is to equalize the number of hours worked by teachers' salaries. Any program that will be applied by the government but if the low teacher salaries, it is clear to make ends meet teachers will find additional work to meet their needs. No wonder the teachers in developed countries is said to create high-quality or professional, because teachers' appreciation of the services is very high. In the Journal PAT (2001) explained that in England and Wales to improve the professionalism of teachers the government began to pay attention to teachers' salaries be balanced with the workload. In the United States it has long been true so do not be surprised if education in the United States into a pattern of third countries fad. In Indonesia has experienced this but when the Dutch colonial era. After entering the era of the new order was changed so that now all the impact is felt, the teaching profession ranks bottom of the order of other professions such as doctors, prosecutors, etc..
Conclusions and Suggestions
Noting the role of teachers and teachers' duties as a determinant factor for the success of education, then the existence and improvement of the teaching profession became a very important discourse. Education in the century of knowledge demands of modern education management and education professionals with nuance.
Educational slump was not caused by the curriculum but by the lack of professional capacity of teachers and the reluctance of students' learning. Professionalism emphasized the mastery of knowledge or ability of management and strategy implementation. Professionalism is not just knowledge of technology and management but more of an attitude, professional development is more than a technician not only has high skills but have a required behavior.
Professional teachers are basically determined by attitudenya which means at the level of maturity that requires willingness and ability, both intellectually and in excellent condition. Professionalization should be viewed as a continuous process. Effort to increase the professionalism of teachers is a shared responsibility between teacher LPTK as printers, agencies that foster teacher (in this case the Ministry of Education or private foundation), PGRI and society.
