JawaPos.com – MPR Deputy Chairperson Lestari Moerdijat said, Innovation to create independent learning is very possible to achieve if there is a fun learning space available. The existence of a learning ecosystem that is supported by adequate learning infrastructure is no exception
“There are many challenges to the advancement of education. Teachers have a series of professional tasks to assist students in finding their best abilities to grow, towards the future,” said Lestari Moerdijat when opening an online discussion with the theme Transformation of Quality Teachers after the Indonesian Presidency Event at the G20 which held at the Denpasar 12th Discussion Forum, Wednesday (23/11).
On that occasion, Lestari wished Happy Teacher’s Day which is commemorated every November 25 and gave its greatest appreciation to all the unsung heroes who during this pandemic have continued to contribute, serve sincerely, especially those in frontier, outermost areas. and lagging areas. (3T).
Therefore, teachers, said Rerie, Lestari’s nickname, must have a cognitive understanding of how students learn and prepare the emotional side to deal with many students whose diverse needs are not always visible.
“There are still many problems in education, not only in the substance of the curriculum, but in the framework of preparing human resources and teacher welfare,” said Rerie who is also a member of Commission X DPR RI from the Central Java II Election.
According to the Member of the Upper House of the NasDem Party, to overcome this, all parties must work together, through various policies to encourage teacher competency improvement which greatly determines the quality of student learning outcomes.
The Acting Director General of Teachers and Education Personnel, Ministry of Education, Culture, Research and Technology of the Republic of Indonesia, Nunuk Suryani revealed the four main agendas that were carried out by the Ministry of Education and Culture of the Republic of Indonesia in the G20 Summit series in Bali, namely quality education for all, digital technology in education, solidarity and partnerships, as well as the future of the post-covid-19 world of work.
According to Nunuk, the four priority agendas in the G20 Indonesia presidential education working group are certainly beneficial for the world community and the Indonesian nation. Therefore, the G20 countries need to work together to face challenges in the world of education and promote post-pandemic recovery.
“We are introducing the concept of gotong-royong and strengthening collaboration for a better future of education,” added Nunuk.
One of the implementations to realize this agenda, explained Nunuk, is the driving teacher education program which is expected to be able to revive Ki Hajar Dewantara’s enthusiasm to encourage the development of sustainable education to answer a number of challenges faced.< /p>
Meanwhile, the Deputy Chancellor of the Jakarta State University (UNJ) Totok Bintoro believes that carrying out educational tasks is to realize the goals of national education according to Law Number 20 of 2003 concerning the National Education System (Sisdiknas), namely realizing the potential of students to develop become a human being who believes and fears God Almighty.
“This means that with this extraordinary goal, teachers must not only meet administrative requirements, but also must have technical qualifications to teach,” said Totok.
In order to create a superior generation, he emphasized, a number of problems related to current teachers need to be addressed immediately, such as the unequal distribution and shortage of teachers.
In addition, said Totok, teachers are currently trapped in administrative routines so they only teach. Teachers are needed who not only have academic abilities, but also have a calling that determines whether a teacher can become an educator.
General Chairperson of the Indonesian Teachers’ Association (PGRI) Unifah Rosyidi believes that realizing quality education for all is a problem that this nation has been facing for a long time and has not been resolved to date.
“How can policy instruments and implementing actors who carry out policies create a system that drives our education sector?” he says
Unifah is of the view that the Ministry of Education and Culture has not fully improved the teacher and education staff education system in a structured and sustainable manner. Because of this, he hopes that the revision of the National Education System Law will be able to improve the education system that we live in by incorporating Pancasila values into the revised body of the National Education System Law.
Responding to this, Member of Commission X DPR Moh. Haerul Amri revealed that to produce quality teachers, what must be improved is the educational infrastructure.
Improving educational infrastructure, explained Haerul, is not only the responsibility of the Ministry of Education and Culture, but also stakeholders at the central and regional levels as well as the community.
Improvement of the system for hiring teachers with the status of civil servants with work agreements (PPPK), according to him, must also be improved to boost the quality of teachers going forward.