MAPPING AND LEARNING QUALITY DEVELOPMENT MODEL OF INDONESIAN SUBJECT AT SENIOR HIGH SCHOOL By: Dr. Nurhayati, M. Pd. Email: nurhayatibizzy@yahoo.com Address: FKIP Unsri Jl. Raya Palembang-Prabumulih Km 32 Inderalaya Ogan Ilir Abstract: The data shows the low quality of education of Indonesian generally in Indonesia and particularly in the District Banyuasin and Musi Banyuasin. The low quality of education can be seen from the mastery of various competencies in the Indonesian language subjects tested nationally. Therefore, it is necessary to investigate the root causes based on the possible factors causing the low quality of alternatives and solutions. Thus, the purpose of this study as follows. (1) Reveal map of each high school student competence in the subject the subject of the Indonesian language. (2) Disclose the factors that cause students do not master a certain subject on the subjects of the Indonesian language. (3) Finding an alternative formulation of solutions to increase student competence in the eyes of Indonesian language study. (4) Formulate the implementation of problem-solving model to include a range of relevant institutions. This research method is a method of policy research. This policy research begins with the collection of data relating to the mapping of high school students the basic competence of Indonesian language subjects tested nationally. Of basic competency mapping is searched for a variety of factors that cause students do not master the competencies and look for alternative solutions to the formulation of final recommendations. Keywords: Indonesian, basic competency mapping, resolution model, recommendation. INTRODUCTION Indonesian is the official language in education from primary schools to universities in Indonesia. All subjects / courses except English subjects are presented in the Indonesian language. Given the importance of the role, the Indonesian language became one of the main subjects in elementary school through high school. In college, the Indonesian language became compulsory subjects that must be followed by students. In addition, in primary school to upper secondary school level, Indonesian subjects received a considerable portion of hours in a week. Basically Indonesian subjects from primary school until the college has a goal to puff on a skilled-speaking students. Language skills which includes four areas of listening, speaking, reading, and writing. These four skills are intended to explicitly spelled out in the Indonesian language curriculum that Mata Education Unit Level Curriculum.
On the other hand, the capabilities of the students in the Indonesian language seems to have shown an encouraging situation from year to year. There is only a small part of Elementary school, junior high school, and high school student in Indonesia that can use the language properly and correctly. It can be seen from the posts made by them when they entered the writing competition organized by Tempo magazine. The contestants came from 27 provinces in Indonesia. Most of the students from all three levels of the school is extremely worrying. Students have not been able to use the rules of spelling correctly, choosing the right words, using the rules of good grammar, and have not been able to construct a sentence properly. It can be concluded that the quality control of Indonesian students in Indonesia are low (Chaer cited Nurhayati, 2009a). From various studies have shown that the ability of elementary school students to high school students in the Indonesian language is low. Low language skills are not only portrayed in four aspects of language skills including listening, reading, speaking, and writing, but also can be seen from the national test scores (Nurhayati, 2007; Nurhayati, 2009b). In particular, for the District Banyuasin and Musi Banyuasin need to be observed the following phenomenon. Although the results of national examinations (UN) high school (SMA) a high graduation rate for each competency area but some are still far below the national average. Here presented data from the UN National Education Standards Agency (BNSP) in 2009/2010 in the District Banyuasin and Musi Banyuasin. Table 1 Subject competence is less absorption rate Subject Indonesian competence Less absorption rate Determining the main idea, determining the mean content of the poem, complete the appropriate standard words, determine the appropriate adjective phrase to complete a paragraph, determining the sentence novel or short story criticism. The source of the Center for Educational Assessment Research and Development National Standards Directorate General of Higher Education. From the above table it can be argued that there are many competencies that students have not mastered. Failure to master these competencies by students is an early indicator of low quality of output from high school. Some factors that may be the cause of the failure of indicators to produce graduates who have the skills required by industry workers, graduates have a competitive competencies are as follows. First, the quality of the learning process a low, low school management, community schools do not provide a trigger to increase the competence of students. Second, schools are not implementing school-based management. Third, the learning support facilities are inadequate or not fully utilized. Fourth, government policy in this case the district government has not touched the root of the problems that exist in the area. Based on the facts about the low quality of education both nationally and regionally is necessary to find the root cause of both aspects of internal and external aspects and alternative-an alternative solution. Especially in the District Banyuasin and Musi Banyuasin, it is necessary to investigate the root causes based on the possible factors causing the low quality of learning Indonesian as described previously and the solution
alternatives. Respect to the purposes of this investigation in an integrated and comprehensive, this study aimed to review the policy with the problems of "what is the dominant factor causing the low quality of Indonesian teaching high school level (high school) in the District Banyuasin and Musi Banyuasin based on mastery of competencies in each subject and what alternatives to the solution ". Thus, the purpose of the mapping research and development of quality learning Indonesian is as follows. (1) Reveal map of each high school student competence in the subject the subject of the Indonesian language. (2) Disclose the factors causing students do not master a certain subject on the subjects of the Indonesian language. (3) Finding an alternative formulation of solutions to increase student competence in the eyes of Indonesian language study. (4) Formulate the implementation of problem-solving model to include a range of relevant institutions. METHODS The Type of Research This type of study is a research policy is one of the types of descriptive research. Policy research aimed at in this study is to gather information in a comprehensive effort to formulate a policy. This policy research begins with the collection of data relating to the mapping of the basic competencies of high school students on subjects Indonesian. Of basic competency mapping is searched for a variety of factors that cause students do not master the competencies and look for alternative solutions to the formulation of final recommendations. Data Collection and Analysis Techniques The technique used in this research is the study of documentation, interviews, Focus Group Discussion (FGD), and questionnaires. Data analysis techniques carried out a descriptive qualitative and quantitative. Descriptive qualitative techniques for analyzing the data based on the results of the study documentation, interviews, and focus group discussion. Meanwhile, the results data of questionnaires is described and percentage.
Research procedures Research procedures can be viewed at the following flow chart. Activity Competency Map The Cause Factors Identification Alternative Solving Identification Data Collection Technique Studi Doc. (The Result of UN) Interview Questionnaire Studi Doc. FGD Deep Interview Result Competency Map of Student and Teacher Cause factors Model Solving and Alternative Figure 1 Cycle Figure of Research Procedure RESULTS AND DISCUSSION Description of Implementation Research The spread of questionnaires carried out in two districts ie District Banyuasin and Musi Banyuasin on September 22, 2011. Meanwhile, implementation of FGD in District Banyuasin conducted on 26 September 2011 which took place in SMA N 1 Banyuasin III. Implementation of FGD in Musi Banyuasin conducted on 29 September 2011 which took place in SMA N 2 Sekayu. The parties involved in the implementation of FGD is the principal, vice principal, treasurer, and subject teachers Indonesian. Collecting data from both questionnaires and focus group aimed to attract high school students' competency map, the factors leading to high school students fail to master a certain subject, and alternative solutions to improve the competence of high school students. Subject Competency Map Indonesian Language and Banyuasin Banyuasin District Map of subject competence of Indonesian in District Banyuasin and Musi Banyuasin can be seen in the following table
Table 2 Subject Competence is Less Absorption Rate Subjecct Indonesian Competence Less Absorption Rate Determining the main idea of the paragraph, determine the explanatory sentences that do not support the main sentence, determine the content of paragraph conclusion, determining conclusions on the information content of data/content graphs/charts/tables, determine the purpose and poetic imagery, to determine the opening sentence cover letter referring to job advertisements, determine the sentence of reviews that state weakness/excellence according to the explanation of literary works, determining the point of view the story, decide the plot, determine fact and opinion sentences, develop paragraphs to make it coherent paragraphs, analyze the intrinsic elements of short stories/ novels such as determining the character/disposition (antagonist and protagonist), determine the sentence novel or short story criticism, and determine the images. Contributing Factors The following problems in the field and put forward solutions that can be done in order to solve the problem. Table 3 Factors Contributing to Lack of Student Competencies and Solution Contributing Factors to the Field The strategies teachers use less varied, rarely used a variety of learning media. Lack of training using the media / props. Teachers not speak KIT practicum in the lab. MGMP does not (not active) and some have not been established Competence of teachers lacking in substance. Lack of teacher competence in assessment aspects. Teachers do not teach according to educational background. Facilities and infrastructure incomplete Students who are less active and less Solution Training of varied teaching strategies for teachers and to engage students to be active. Training involves a variety of learning strategies appropriate to the learning objectives. Training also includes use of a variety of learning media. Training should be continuous. The group was revived and formed MGMP MGMP group of subjects that did not exist. Competence of teachers in the field of substance and the assessment needs to be primarily concerned with the problematic components. Availability of teachers in accordance with their educational background. Learning facilities are provided to support the implementation of the
motivated to read. Problems UN long and multiple answers. Lack of parental support, especially for schools that have not been accredited. maximum learning. Problems UN should consider the principles of good questions. There is cooperation between schools, Education, and parents. Development Model of Learning Quality Improvement From the description that has been presented above can be concluded that there are major problems in the field with a number of alternative solutions. If reformulated, the main problems that occur in the field is as follows. 1. In the aspect of Teacher a. Lack of professional competence. Teachers lack the competencies to master a variety of subjects relating to the substance. This is caused by the lack of deepening of the substance /material on the part of teachers. Meanwhile, developing learning materials generally. In addition, the teacher is not master IT. Development of science both at the level of verbal information and the level of intellectual and psychomotor skills should be explored by teachers in the control of IT. b. Lack of pedagogical competence. Overall, teachers recognize their skills in the mastery and application of various strategies/models/methods. Selected strategies that can enable the involvement of students. So it is necessary to the development in the field of media and the use of learning as a whole. 2. In the aspect of Infrastructures From the data obtained in mind the lack of facilities and infrastructure, especially in schools accredited B, C, and have not been accredited. Completeness as a book that became a source of learning and language laboratories. In addition, the lack of facilities such as LCD and hotspot which essentially help efforts to improve the quality of learning that ultimately enhance the achievement of the competence of students. 3. Activation/formation MGMP MGMP group in the eyes of Indonesian language teaching is essentially already there. However, today no longer heard the echo MGMP. This is unfortunate because through MGMP teachers can share and draw from a variety of knowledge and hone the various skills associated not only with professional competence but also with pedagogical competence. Of the factors that cause the above can be given advice on model development in order to improve the quality of learning that could ultimately improve the diverse estuary basic competencies of high school students (chart 2).
LPTK LPMP PEMERINTAH DAERAH Rencana - Perancangan - Tenaga Ahli - Instruktur - Anggaran - Sarana/Prasarana - Pengadaan Guru - Mobilisasi Peserta Peserta TOT KURIKULUM - Guru Inti - Guru Potensial - Pengawas Materi Strategi Media Perangkat Pembelajaran Instruktur MGMP MONEV Pelaksanaan Kegiatan MGMP DANA/DAYA Keluaran Adanya Peningkatan Mutu Pembelajaran LPTK/LPMP Monev Berkelanjutan Pengawas Mapel Figure 2 Model of Learning Development Quality Improvement Recommendations are given involving the various agencies. Institutions that are directly related to the implementation of quality assurance of educational efforts which LPMP (Education Quality Assurance Agency) assisted LPTK (Education Personnel) and the Government as well as institutions that are directly related to improving the quality of education in the region. LPMP LPTK working with trainers in charge of designing this curriculum ToT. ToT curriculum in a variety of things that is related to the grinding of a teacher's professional skills competency regarding both the professional and pedagogical competence. In addition, LPMP and LPTK provide expertise both of the elements LPTK, LPMP, and teachers are the core of each subject. Experts from LPTK, LPMP, and an instructor at the core teachers ToT activities. The remote government as funder to help in the realization of the program. Local government participants mobilize the core of each subject teachers or potential teachers of subjects as well as supervisors. ToT is the instructor MGMP output that will be able to reactivate or empower MGMP each subject or form MGMP on certain subjects that did not exist during the time in the district. MGMP will be the spearhead of an increasing mastery
of the material (either in relation to the basic material, application materials, and materials development), increasing the ability of PBM applications, as well as the empowerment of teachers in other educational innovations. For quality assurance monitoring of the implementation of MGMP held MGMP conducted jointly by the LPMP, LPTK, and regulatory subjects. Local Government is a party to the obligation of the implementation of facilities / infrastructure in schools in their area. Facilities / infrastructure in the form of books to learn, LCD, language labs, and hotspots. CONCLUSIONS AND RECOMMENDATIONS Conclusion From the description that has been said earlier conclusions can be stated as follows. The existence of basic competencies that have not mastered high school students in nine subjects tested nationally. The weak absorption of the various competencies of students is a representation of the various factors in the field. Causative factors can be grouped into three terms. First, the weakness of the aspects of the teacher. Teachers have a lack of professional competence related to, among others, teachers' lack of understanding of the material he teaches primarily concerned with the basic competencies tested. Second, a weakness in the aspect of teachers' pedagogical competence. Aspects related to pedagogical competence of teachers can be characterized by a lack of control of a variety of strategies / methods / learning model that can enable students in the learning process. In addition, teachers are less expert in various media including the lack of control of IT learning, authentic assessment, and or other learning tools. In addition, the group MGMP not running optimally. The problems that became no less important is the lack of facilities and infrastructure to be a decisive aspect of the emergence of constraints in the field. Given that all of the research team development model put forward recommendations in order to improve the basic competencies for students in the Indonesian language subjects tested nationally. Recommendations The suggestion that can be explained to the research results as follows. Given the increasing importance of the basic competencies that need to be tested nationally continuous efforts of various parties. The parties involved in the LPMP, LPTK, and local government. LPMP as a technical unit Ministry of Education carry out quality assurance of education in its implementation may be assisted by experts from universities (LPTK). Government party had a role is important because ultimately improving the quality of education is in its responsibilities. The effort is good synergy of these three elements of planning, implementation and supervision is needed in order to improve the quality of education. Acknowledgments Thanks to Unsri Research Institute, The Dean of Teaching and Education Faculty of Unsri, Banyuasin district government and Musi Banyuasin district government which have facilitated the implementation of this research. Similarly, thanks go to the school principal, vice principal, treasurer, and the subject teachers who are in the two districts that have taken the time to collect data in both the interview data, questionnaires and FGD. Expressed gratitude to the Directorate General of Education Ministry of National Education who has funded this research. Furthermore without good cooperation among researchers in the group, this study accomplished both of making abstruse proposals,
preparation of research instruments, data collection, data description, to the establishment of the implementation of problem-solving model to include a variety of relevant institutions. REFERENCES Percentage of National Exam Questions Material Control SMA / MA Academic Year 2008/2009. (2009). Center for Educational Assessment. Research and Development of National Standards Directorate General of Higher Education. Regulation of the Minister of National Education Republic of Indonesia Number 22 Year 2006 of Content Standards for Primary and Secondary Education Unit. (2006). Retrieved from wordpress.com http://smpn.singaraja on February 3, 2011. Syllabus Development Guide Lesson Indonesian Junior High School. (2006). Ministry of National Education Directorate General of Primary and Secondary Pendidian Management Directorate of Junior Secondary School. Marvell. (2010). Lack of interest to learn Indonesian. Retrieved from http://pendidikan.infogue.com on February 20, 2012. Indonesian considered too difficult. (2011, May 24). Kompas. Retrieved from http://edukasi.kompas.com/read/2011/05/24/1331355 on February 20, 2012. Nurhayati. (2007). Penggunaan strategi suggestopedia dapat meningkatkan kemampuan siswa menulis cerpen. Lingua: Jurnal Bahasa dan Sastra, 8 (2) :148-166. Nurhayati. (2009, October). Studi kasus dalam penggunaan silabus bahasa Indonesia di Kota Palembang: Antara harapan dan kenyataan. Papers presented in National Seminar on Language and Literature at the University of Srivijaya. Nurhayati. (2009). Development of syllabus learning the Indonesian language for junior high school in the city of Palembang. Jurnal Pendidikan Bahasa dan Sastra, 8 (16) :14-39. Nurhayati; Somakim; Santoso, LM; Rosmalina, I.; Fatimah, S.; Taufiq;... & Ermayanti. (2011). Pemetaan dan pengembangan mutu pendidikan SMA di Kabupaten Banyuasin dan Kabupaten Musi Banyuasin Provinsi Sumatera Selatan (Research Report 2011). Guidance and Counseling University of Srivijaya.