By Dr. Adie E. Yusuf, MA.
1. Introduction
1.1. Background
For universities to fulfill their role as incubators of knowledge and for elementary, secondary and tertiary students to acquire and use knowledge in the 21st century, they need to be connected with the world through ICT. To achieve the ideal situation, the cost of internet access must be affordable and equitable across diverse socio-economic sectors of society.
The Ministry of National Education’ Strategic Plan stated that ICT literacy rate among lecturers and students in higher education by 2009 is expected to achieve 80% and 50% respectively. ICT literacy includes proficiency in the utilization of computer and related programs. … Teacher education institutions should also reform their curricula by integrating ICT into teacher education programs to increase ICT competencies. (Brodjonegoro, 2006)
To overcome the problem of restricted bandwidth and high cost internet access, Ministry of National Education (MONE) has developed cooperation with Indonesian Telecommunication Company (Telkom) to offer JARDIKNAS programs for school communities. In fact, ICT has been utilized in schools even though relatively small in numbers. More and more internet kiosks, not only at the post office in capital cities in the provinces but also in the districts, are available. The community has also participated in the establishment of internet kiosk (warnet). The number of schools using the internet is also increasing.
At present, in Indonesia there is a program for Elementary Teacher Education called HYLITE. The HYLITE program is an in-service teacher training program especially for elementary school teachers in Indonesia which is called PGSD program, to improve their qualifications from Diploma-2 to Strata-1 level, conducted through ICT-based learning mode. The HYLITE program utilizes distance learning mode and is offered by the consortium of 23 universities
So far there is no study examining the ICT infrastructure and its utilization in the universities which are members of HYLITE Consortium. In order to gain information regarding the ICT infrastructure and utilization in Teacher Education Institutions, The SEAMEO SEAMOLEC and USINTEC (United Stated/Indonesia Teacher Education Consortium) conducted ICT utilization study in selected Teacher Education Institutions.
This paper will describe the condition at six institutions offering the HYLITE program, in term of the ICT infrastructure and utilization, in attempt to reach the MONE Strategic Plan of 80% ICT literacy by the lecturers and students in higher education. The study is supposed to come up with recommendation and action plan to accelerate the ICT utilization to support the HYLITE program in those institutions or other institutions who wants to participate in distance learning programs.
1.2. Aims and Objectives
The ICT utilization study in six Teacher Education Institutions offering HYLITE program in Indonesia aims to strengthen institutional capacity of Elementary Teacher Education (PGSD) in Indonesia. In detail, the objectives are:
- to assess the existing ICT infrastructure facilities access in in-services teacher training program, especially in HYLITE program
- to assess the ICT utilization readiness for the lecturers of S-1 PGSD in HYLITE program
2. Literature Review
2.1. Definition of ICT Utilization
Information and communication technology (ICT) generally relates to those technologies that are used for accessing, gathering, manipulating and presenting or communicating information. The technologies could include hardware e.g. computers and others devices, software applications, and connectivity e.g. access to the internet, local networking infrastructure, and video conferencing (UNESCO, 2003)
Morsund (2003) provides the range of technology for ICT in more details;
- the full range of computers hardware, computer software, and telecommunications facilities
- computing devices ranging from handled calculators to super computer
- the full range of display and projection devices used to view computer output
- the local area network and wide area networks that allow computer systems and people to communicate with each other.
- digital cameras, computer games, CDs, DVDs, cell telephones, telecommunication satellites, and fiber optics
- computerized machinery, and computerized robots. (UNESCO, 2003)
ICT utilization means the using of ICT for word and data processing, presentation, email and internet browsing by the lecturers for teaching. This paper describe the study on the lecturers utilization of ICT for teaching and learning purposes, for example utilizing computer programs such as Microsoft word, spreadsheet, PowerPoint, email and internet. The study does not go into such detail as finding out the detail of ICT utilization such as for production purposes or classroom management.
2.2. Stages of ICT Utilization
There are various stages in integrating ICT into the school community and in learning about ICT as well as for effective use of ICT in teacher education, they are emerging, applying, infusing and transforming stages.
- Emerging means that administrators and teachers are beginning to explore the potential of ICT
- Applying means teachers may be using computers for words processing, databases and to explore subject-specific software
- Infusing means that a variety of ICT tools are being used and ICT is becoming integrated into the curriculum
- Transforming involves a major reconstruction of the classroom into one that is learning-centred and where ICT is used to explore a variety of real-world problems. A transformed classroom is an inquiry-oriented learning environment (UNESCO, 2003)
Gaible, Edmond and Mary Burns (2005) stated that computers raise many concerns among teachers, including:
- Technical concerns, example “How do I use the computer?”
- Functional concerns, example “What can computers help me do?”
- Logistical concerns, example “How can I use so few computers with so many students?”
- Affective concerns, example “Will these computers replace me as a teacher? Will my students lose respect if they think the computer knows more than me?”
- Organizational concerns, example “How do I organize my classroom to support the use of computers? How can they be used as part of what I already do in the classroom?”
- Conceptual concerns, example “How can I learn from and with computers?”
- Instructional concerns, example “How can computers help my students learn in different ways? How can they support the curriculum? How can they support my teaching? How should I teach using computers?”
- Evaluation concerns, example “How do I assess student learning in computer-based projects? How does this new way of learning fit with national exams?”
2.3. The Relevance Research
The ICT play an important role in ensuring quality of education through the improvement of access and promote equity in education, efficiency of education management, and quality of teaching and learning (UNESCO 2005)
The conditions of ICT utilization in education has been studied by UNESCO. An examination of countries in the Asia-Pacific region has shown that ICT is not being used to its full potential in enhancing the quality of teaching and learning. There are both technical and capacity-related barriers that have to be overcome. Many countries of the region do not make use of ICT at all in their education system due to technical barriers such as lack of infrastructure, equipment and internet connectivity. ICT is used simply as a supplement for existing pedagogical practices. In order to fulfill the potential of ICT as a tool for enhancing teaching and learning, ICT must be fully integrated into pedagogical processes, which requires a cognitive shift on the part of policy makers, educators, curriculum developers, and administrators (Tatang M. Amirin, 2007)
A survey by SEAPREAMS in eleven Pacific countries has identified five main barriers in implementing ICT program in schools that are physical obstacle like remoteness and an unreliable electricity supply, scarcity of fund, lack of staff development, insufficient and inappropriate software, and the speed of technological development (UNESCO, 2003).
2.4. Implementation of HYLITE Program
HYLITE (Hybrid Learning for Indonesian Teachers) Program is an in-service teachers training program, especially designed for primary school teachers (PGSD) in Indonesia, to improve their qualification from Diploma (D-2) to Sarjana (S-1) level, conducted via open and distance learning mode. It is one of the delivery mode taken by MONE, in providing access for quality education for all, especially for primary school teachers in all areas in Indonesia. It is designed for primary school teachers aiming to especially upgrade their competencies and qualification through a continuing process of education with a lifelong learning spirit. Specifically, the HYLITE Program is an innovative program to overcome the issue of scarcity of quality primary school teachers, especially through the extensive use of ICT-based learning (Pannen, Riyanti, and Pramuki, 2007).
The HYLITE program employs one curriculum for the 23 consortium members, with the load of 82-credit semester. Those credits include the professional and physical education courses. The HYLITE program utilizes the hybrid-learning model, which is the combination of residential and independent learning. The distance learning mode employs in hybrid delivery system, such as residential program and independent learning using print, web-based, and multimedia to accommodate the teaching and learning activities. The HYLITE program is supported by ICT owned by each of the consortium member institution.
The residential program is conducted for one month at the beginning of each semester. During the residential period, the students will be engaged in various tutorial activities, including laboratory works, and sit in the examination for the previous semester. After the residential program, the students will go home and study independently using the available learning resources. The web-based courses and facilitation of the learning process are accessible through the ICT centres and any internet café. The facilitation of students’ learning process is provided through the online interaction utilizing five online interaction within five months of the semester, and or synchronous interaction in the form of teleconference once every semester.
Based on monitoring and evaluation by SEAMOLEC, it is found out that HYLITE program has been seen to have several benefits, among others, teachers can upgrade their qualification without leaving their daily jobs in schools, teachers (as well as lecturers and administrators of HYLITE program at the teacher colleges) can improve their ICT literacy and skills, teacher colleges can improve their collaboration and mutual acknowledgement to implement the HYLITE program. (Pannen, Riyanti and Pramuki (2007)
3. Methodology
3.1. Methods and Procedure
The method of the study is survey using questionnaire, observation and interview techniques. The instruments was developed and modified from available instruments to meet the objectives of this study. The survey includes question items to establish and document the current ICT infrastructure and utilization in HYLITE program. (See Appendix-3)
The ICT utilization study was conducted on August 2007. Small team was assigned to conduct the assessment at each of HYLITE member universities. The team consists of SEAMOLEC staff and USINTEC ICT specialists. The responses are collected directly on site at the six universities in HYLITE program.
3.2. Problem Statement
- To what extend the access of ICT infrastructure and network facilities for lecturers support ICT based learning
- To what extend the effectiveness of ICT infrastructure and utilization in HYLITE program towards the ICT based learning.
3.3. Respondent
All lecturers of the six universities members of HYLITE program offering S-1 PGSD program, they are Universitas Negeri Semarang, Universitas Negeri Yogyakarta, Universitas Negeri Malang, Universitas Negeri Makassar, Universitas Pendidikan Ganesha, and Universitas Negeri Gorontalo.
4. Data Analysis and Discussion
4.1. The Capability in Using ICT Software
Data was gathered from the lecturers of six universities in HYLITE program. The total number of respondents were 93 (55 male and 36 female). The data distribution of respondent age was 12 persons under 30 year; 42 persons between 30 to 50 year; and 39 persons over 50 year old. Educational level of these respondents was 23 persons S-1; 56 persons S-2; and 14 persons S-3. The length of using computer was also difference: 12 persons less than 1 year, 11 persons between 1–2 years, 7 persons between 3-4 years, and 56 persons more than 5 years.
The data of lecturer’s capability in using ICT software particularly offices application such as word processing, spread sheet, power point, e-mail, internet, and statistical tools are shown in Table-1. The capability in using ICT software (office applications) are categorized as capable is regarded as good, very good and excellence and the rest is not capable.
Table-1
The Capability in Using ICT Software
| No. | Office Application | Capable (%) | Not capable (%) |
| 1 | Word processing | 43.8% | 56.2% |
| 2 | Spreadsheet | 71.0% | 29.0% |
| 3 | Powerpoint | 58.8% | 41.2% |
| 4 | 58.0% | 42.0% | |
| 5 | Internet | 29.3% | 70.7% |
| 6 | Statistical tools | 37.9% | 62.1% |
The data analysis of HYLITE program lecturer capability in using ICT software (office applications) as shown in Table-1 indicates that the capability of lecturer in using word processing is relatively fair (43.8%), spreadsheet is very good (71%), power point is good (58.8%), e-mail is good (58%), internet is fair (29.3%), and statistical tool is fair (37.9%)
Based on the observation and interview data in each university, the university generally has already had ICT infrastructure. The computers were already connected to the local network and internet. However, there was an exception that HYLITE program not have access to these equipment and facilities. This fact might be the cause of the lack of capability in using office applications in teaching and learning activities.
4.2. The ICT Utilization for Teaching and Learning
The Use of ICT by lecturer of HYLITE program in teaching and learning activities including teaching specific subject, finding and accessing information and educational materials, making presentation and lecture, preparing lesson, communicating with students, and preparing reports are shown in Table-2.
The utilization of ICT which is categorized as using ICT is regarded as often and very often use ICT in teaching and learning and which categorized as not using ICT is regarded as seldom and never using it as seen in the following table.
Table-2
The ICT Utilization for Teaching-Learning Activities
| No. | Activities | % of Using ICT | % of Not Using ICT |
| 1 | Teaching-learning specific object | 20.0% | 80.0% |
| 2 | Finding and accessing information and educational materials | 31.4% | 68.6% |
| 3 | Making presentations and lecture | 40.3% | 59.7% |
| 4 | Preparing lessons | 27.9% | 72.1% |
| 5 | Communicating with students | 24.3% | 75.7% |
| 6 | Preaparing reports | 25.8% | 74.2% |
Table-2 shows that it is still far from the target of Ministry of National Education Plan in 2009 that 80% of lecturers should have ICT literacy. In fact only 20% of the lecturer used ICT in teaching specific courses and 31.4% used ICT in finding educational materials.
In face-to-face lecturing, presentation of materials is important. By using good presentation, many things can be done effectively. Time consumption in writing on the white board can be reduced and students can focus their attention to the presentation. However, data shows that only 40.3% of lecturers used ICT in their class presentation.
ICT can be utilized by lecturers in preparing their lessons. When the material is already prepared, lecturers can optimize the use of time in the class with the students. The data shows that only 27.9% of lecturers used ICT in preparing their lessons.
In HYLITE program, one mode in delivering course materials is by using e-mail. Lecturers should using e-mail in corresponding to their students or vice versa. However only 24.3% of lecturer used ICT in communicating with students.
As lecturers, they have to make reports for some activities, either for class activities or for research activities. It can be seen that only 25.8% of lecturer used ICT in preparing reports. The rest of respondents probably just asked other people to write the reports for them.
4.3. Correlational Analysis of Lecturer’s Capabilitiy in Using ICT
The result of correlation analysis of lecturer’s capability in using ICT indicated that the older the lecturers the lesser the ability in utilizing ICT. Many correlation coefficients between age and the ability in using ICT showed minus ( – ) sign. This information showed that elder lecturers might not have motivation in learning ICT compare to the younger lecturers. It is obvious that years in using computer had positive and significant correlation with the use of ICT and computers’ software. (See Appendix-1)
The correlation analysis of lecturer’s capability of ICT indicated that the ability in utilizing word processor had high and positively significant correlation with powerpoint, e-mailing, internet browsing and other abilities. Powerpoint of course have strong relation to making-presentation (r=0,635, significant at 0,000). E-mailing and communication with students also had strong correlation (r=626, significant at 0,000). Internet browsing and finding educational materials also had significant correlation (r=0,454; significant at 0,000). The results of correlational analysis means that if the lecture has ability in using one ICT software, most probably he/she will be able to use others. (See Appendix-2)
The on site findings stated that Jardiknas station placed at vocational school is inefficient since it is placed far away from the residence. Most of the students do not have skills and knowledge to operate computers. Infrastructure and computer room facility are not adequate. Upgrade quality of network / internet connections (now average 128 kbps per university). Training on web based learning and provision of ICT based learning and administration.
5. Conclusion
As far as the ICT utilization in HYLITE program is concern there are several improvement needed for lecturer, particularly the capabilitiy in ICT literarcy, ICT software utilization, as well as integrated ICT based-curriculum of the HYLITE program. According to UNESCO ICT develoment stages, the HYLITE program is still in the position of applying stages. This means that the lecturers and staffs of the universities of HYLITE program have to learn more about how to use ICT.
Since the 80% ICT literacy is targeted by The Ministry of National Education Strategic Plan will probably not achieved by 2009, because more than 50% of PGSD lecturer have no capability in ICT. The ICT utilization of lecturers in HYLITE program remain below average. Therefore, there will be a lot of training and motivation needed to improve ICT literacy for lecturers as well as technical supporting in the implementation of ICT based learning. The ICT utilization should be focused on improving teaching and learning activities for HYLITE program.
This result of the study concluded that lecturers of HYLITE program have average capabilities in utilize the word-processing, powerpoint, and spreadsheet, and email. The lecturers gradually developed the abilities to adapt the demand of ICT-based distance learning system, i.e.: utilizing internet to communicate to the distance learners and using the spreadsheet to manage large amount of data from the students’ assignments. In this case, it necessitates to broadening the learning program to all in-service teachers education and other students in remote area by integrating JARDIKNAS and INHERENT.
The HYLITE program necessitates for the lecturers to connect with students at anytime and anywhere. It means that each lecturer should develop capability in e-mailing and send the initiation materials to all students who participate in his/her course. They also need to develop the capability to utilize internet to help students in using the web-based course materials or to provide references to answer students’ questions.
In order to improve the ICT infrastructure and utilization in the HYLITE program in the future, it is recommended that the program do as follows:
- the ICT infrastructure including software, teleconference and web based learning facilities, should be upgraded according to the numbers of lecturer’s needs for implementing ICT based learning..
- university’s staff for ICT specialists development, ICT instructional design development, ICT content based development should be added more
- training and mentoring for S-1 PGSD lecturers and students in implementing and using ICT should be improved.
- the utilization of ICT to support academic program, collaborative research, and to share the teaching experience of field experience practice should be distributed
- ICT literacy and English language capacity for lecturers, staff and students should be improved
REFERENCES
Brodjonegoro, S. Soemantri, “Application of Regional Standards and Training Curriculum in the
Context of Indonesia”, National Training Progrrame for Teacher Educators on ICT-
Pedagogy Integration, JFIT Project, SEAMOLEC 6-10 March 2006.
Gaible, Edmond and Mary Burns. 2005. Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher
Professional Development in Developing Countries. Washington, DC: infoDev / World Bank.
http://www.infodev.org/en/Publication.13.html
Porter, W. James, Media Literacy, 3rd eds, London: Sage Publications, 2005
Paulina Pannen, Rahayu Dwi Riyanti and B. Esti Pramuki, “HYLITE Program: An ICT-based ODL for Indonesian Teachers Education”, the 11th UNESCO APEID Conference on Revitalizing Higher Education, December 12-14, 2007, Bangkok, Thailand
Tatang M Amirin, “Institutional Needs and Assessment of S1 Elementary School Education Program Develeopment Implementation, and Use of ICT at UNY”, International Workshop Strengthening Institutional Capacity in Elementary Teacher Education July 30thy – August 2nd , USINTEC-Universitas Negeri Jakarta, 2007
UNESCO, Building Capacity of Teachers/Facilitators in Technology-Pedagogy Integration for Improves Teaching and Learning, Final Report: 18-20 June 2003, Bangkok Thailand, 2003
UNESCO, Regional Guidelines on Teacher Development for Pedagogy-Technology Integration, Bangkok Thailand, 2005
UNESCO Website: http://www.unesco.org
Vicki L. Cohen, Fairleigh Dickinson University, www.cohen@fdu.edu
adietekkinerja Weblog 
Terima kasih… kajian ini sangat bermanfaat bagi pendidik.. untuk segera memulai dan mengembangkan sistem pembelajaran ini, karena memang fasilitas dan kemudahan teknologi ICT telah memungkinkan untuk memsupport.
Assalamualaikum, wr.wb.
Terimakasih saya ucapkan karena setelah membaca tulisan bapak dapat menambah wawasan tentang pembelajaran berbasis TIK
Saya setuju dengan saran yang Bapak kemukakan pemanfaatan TIk dalam pendidikan menjadi hal mutlak mengingat kondisi permasalahan pendidikan yang makin kompleks. TIK dapat digunakan sebagai rencana strategis dan semua yang terlibat dalam pendidikan yang dapat digunakan oleh bangsa untuk mengejar ketertinggalan dari bangsa-bangsa lain, semoga hal ini dapat segera disadari dan direalisasikan oleh semua kalangan yang berkecimpung dalam dunia pendidikan. Menurut saya dengan kondisi sekarang ini perhatian pemerintah (terlepas dari isu polotik) untuk pembelajaran berbasis TIK jauh lebih baik terbukti adanya alokasi anggaran dari dana alokasi khusus (DAK) khusus media pembelajaran banyak yang berbasis TIK seperti perangkat audio, LCD, Komputer. Terlebih dengan anggaran bantuan operasi sekolah (BOS) yang sudah lancar keluar setiap sekolah bisa mengadakan/ membeli perangkat TIK setiap tahun walaupun dengan cara bertahap setiap akhir tahun anggaran karena peraturan mengharuskan pembelian perangkat TIK hanya bisa dilakukan menunggu sisa saldo anggaran. Berdasarkan pengalaman jika penggunaan anggaran digunakan sesuai peruntukkan dipastikan ada sisa nggaran untuk hal tersebut, jika tidak digrogoti untuk membayar kegiatan oknum yang kegiatannya asal dilaksanakan, jika tidak digunakan untuk membayar uang kegiatan oknum kepala sekolah yang tidak masuk akal, jika tidak digunakan untuk ongkos pejabat dinas pendidikan yang mengadakan supervisi ke sekolah, jika tidak digunakan untuk transport oknum wartawan dan Lsm yang berdalih mengadakan monitoring.
Dear Mr. Adie,
After reading your scientific report on the “ICT Utilization”, I have opened my eyes wider on the benefit taking of the ICT media in terms of my daily routine as a teacher and school tasks in general. Herewith I present my school profile (SMPN 4 kota Sukabumi) dealing with the ICT utilization:
– There is a multimedia lab, a computer lab, and a language lab.
– There is a hot spot area and a wireless speedy internet connected to some important rooms.
– There are 24 internet-connected units of computer and one master computer in the computer lab; five internet-connected computers and an installed in focus in the multimedia lab; and one master internet-connected computer and an in focus installed in a language lab.
– There are 5 laptops of school property.
– 80% of teachers have a conventional, home computers and 40% of them has and uses a personal laptop.
– Only 5% of total students has a personal laptop.
– On line system has just been applied this year in the selection of new students.
Owing to the description above I may conclude that the utilization of ICT in my school has been significantly developing though it just stays in the level of emerging.
Apart from the development our school still faces several difficulties and obstacles in maximizing the use of ICT devices, they are:
– The lack of skillful teachers in operating and using the ICT services and facilities. Since there are only three teachers whose educational background is Technique of Computer Information System, the number of teacher who can use computers, laptops, and internet is very limited.
– The shortage of parents’ readiness in supplying their children with ICT media due to both their low level of finance and low level of willingness. Most of students come from lower economic level who cannot afford to buy ICT equipments and the rest who derives from upper economic level is still unaware of providing their children with ICT facilities rather than buying them a modern hand phone or a motorcycle.
– The limited knowledge of community about the advantages of ICT media specifically for their students learning process and their lives in general.
Based on the hindrances presented above I deeply hope you can give some advice and suggestions to overcome the problems in order to improve, to universalize, and to maximize the use of ICT media in our school. Thanks a lot.
PATMAWATI ,Mhs UNPAK Pasca AP ,A 1.1
Assalamualaikum Wr.Wb
Setelah membaca tulisan bapak, menurut saya memanfaatkan teknologi sebagai media pembelajaran itu bisa dan sangat bagus untuk digunakan dalam Kegiatan Belajar Mengajar di kelas. hanya saja, hal tersebut tergantung kepada Pemerintah,guru, dan pemangku kepentingan pendidikan sebagai steakholder,Untuk meningkatkan pembelajaran berbasis ICT, sebaiknya dari pihakj pemerinta terlebih dulu mengeluarkan kebijakan untuk dapat memberikan pendidikan dan pelatihan kepada para guru agar tidak gaptek Setelah para guru dibekali pendidikan dan pelatihan. Setelah itu sekolah memfasilitasi sarana dan prasarana untuk dap;at digunakan sebagai tempat pembelajaran di sekolah sebelum pembelajaran di kelas,agar pembelajaran berbasis ICT dapat segera terealisasi.
Dear Mr. Adie,
First, thank you for making this research. It gives me more information about HYLITE program and ICT Utilization in education. I have been being a teacher in elementary school since 2008. This year, 2012, I try to explore my ability in vocational school. So,I do realize that I’m still new in this field and need more information, knowledges and experiences to improve myself.
According to me, HYLITE program is one of a great way in order to improve the elementary teachers’ ability as long as it is fasilitated with supporting media, skill-full lecturers in the ICT Utilization and other things that support the effectiveness of the program.
We cannot close our eyes that globalization era with its all ‘pragmathic stuff’ inside force the teachers to improve themselves in many things related to the teaching field. Improving the ICT ability is one of needs for the teachers to optimize their works . But less teachers who have great motivation in improving themselves, so I think they do not only need to improve the ICT ability but also to know themselve well. Getting them understand about who they really are, what their best are in and how to make them be aware that being a teacher should be their passion of life and not only just for earning the life.
However, the government have to be aware of this case because their real support or concern in facilitating the schools and the teachers is very important. Indonesian students need more great teachers who can give lots of great inspirations for them. Creating characteristic teachers who have great passion of teaching so that they will have great motivation in doing their duty. I do hope that the goverment, universities and the teachers could be more well-cooperated to give a good future for Indonesian students.
RAHMATTILAH FATONI, Mhs Pasca Unpak, kelas A.1.1
Kepada Yth Bpk Dr.H. Adie Yusuf MA.
Assalamualaikum Wr,Wb..
Saya sangat setuju dengan tulisan bapak terkait teknologi dalam proses pembelajaran. Segala upaya, tujuan dan kebutuhan suatu organisasi apapun pada saat ini sangat membutuhkan penguasaan teknologi informasi , khususnya di bidang pendidikan.
Suatu perubahan yang paling menonjol di abad 21 adalah globalisasi, yang mempengaruhi seluruh elemen organisasi manapun. Globalisasi membawa kebutuhan akan inovasi tanpa henti, raksi yang cepat dan partisipatif, sebab jika kita tidak mengikuti, kita akan ketinggalan. Namun untuk menghadapi transformasi-transformasi yang cepat ini kita didorong untuk menghargai “perubahan” bukannya “stabilitas”, saat ini menurut saya kita dipaksa menghadapi suatu paradigma baru yang lebih menghargai perubahan sebagai unsur paling utama, karena teknologi informasi memberikan cara kerja baru di abad dua puluh satu ini.
Assalamualaikum wr.wb
Yth Bapak Adie Yusup
Saya PATMAWATI,Mhs S2 Unpak Kls.A.1.1 Prodi AP, NPM 072112079 Bogor.
Menindaklanjuti komentar saya tertgl 16 sept 2012, Pembelajaran berbasis ICT sangat mempermudah pendidik dan peserta didik,hanya ada beberapa faktor yang mendukung,terutama faktor internal individu sendiri yang mendukungnya.Alhamdulillah dengan ada tugas ini saya jadi belajar maksimal dan termotivasi untuk belajar ICT.Saya ucapkan terima kasih kepada Bapak yang telah memberikan tugas ini.Semoga kita semua mendapat kemudahan dari yang Maha Kuasa,amin.
Wass
Assalamualaikum Wr Wb,
Dear Mr Dr. Adie Yusuf
Saya mahasiswa S2 UNPAK Kls G5 Prodi AP, NPM 072112217
Indonesiaadalah Negara yang sangat luas dan terdiri dari berbagai pulau dan lautan; keberadaan wilayah yang luas ini menjadi kendala dalam pemerataan pendidikan dan pembelajaran.Di negara-negara maju seperti Amerika dan Jepang pembelajaran dengan ICT bukan sesuatau yang aneh merupakan sesuatu yang terbiasa, teknologi komputer di negar tersebut sudah dikemas sedemikian rupa.
Pemanfaat teknologi Informasi di negara Indonesia hanya dapat digunakan di kota besar, sementara di pedesaan masih banyak kendala, misalnya masi banyak desa-desa yang belum tersambung listrik dan tidak adanya fasilitas internet.
Banyak faktor yang harus dipertimbangkan dalam pengetrapan teknologi komputer ini;Faktor-faktor itu adalah fasilitas pendukung di sekolah;, karakteristik bahan ajar,kemampuan dan keterampilan guru,karakteristik siswa, jumlah siswa dalam kelas; fasilitas ini harus diakomodir dengan baik oleh sekolah.
Model pembelajaran web dan belajar dengan komputer di negara kita harus sudah diterapkan mulai dari sekarang menjelang globalisai.
Dewasa ini pemanfaat ICT dalam pendidikan di negara indonesia masih jauh dari kenyataan.Berbagai hambatan dalam penerapan ICT dalam pendidikan belum adanya kebijakan strategis nasional dalam perencanaan penerapan ICT dalam pendidikan.Namun kita tidak boleh putus asa dalam menghadapi semua ini kalau kita ingin maju.
Bagus sekali pak…
ASSALAMUALAIKUM..
DEAR Mr. Adie,,i am Handi Frestian A.W, NIM : 072112216, from class G.5 in program Administrasi Pendidikan..
I agree with your opinion that the use of ICT in education is an absolute must, as today’s education also requires us to master ICT.
Technological developments can also help us to deepen our knowledge of the external world. ICT can also be used by people to catch up in advancing education or technological advances of another nation.
it’s just that, our knowledge is still limited especially the teachers in using ICT, many are not familiar with how to use the internet or how to use the computer in general. Here the need for help from the government to offer ICT training to add insight and knowledge more widely.
many positive values that we can feel in the development of today’s technology, such as data that are less easily find us understand, knowing the outside world. But, besides that there are many negative values, one of which is too freely given so much data that or there are some people who abuse it like downloading porn, defamation and much more.
And my last ICT development in Indonesia seemed to slow still further than expected, but we should not be broken expectations, may be realized by smoothly.
Assalamualaikum Wr Wb,
I was very interested to read the article above
ICT or information and communication technology today has become part of the world and now it was as though we are not able to take a single day of telephon / cell phone, ATM, Radio, TV, Newspapers, etc., even against one’s will be a panic if left behind a cell phone . So much reliance will ICT
ITC’s existence on the one hand a very positive impact for the development of all sectors to facilitate communication and information so quickly in a matter of seconds and even people who lived in ancient times would never believe or imagine can see and communicate without seeing a human form or even they will menggap we live in nature magic.
ITC negative impact on our children really can not control for all the good information and bad is always in the grip and can be accessed anywhere. Also children are now less sensitive to the social environment
Regards
Ahmad Ulyani
Class G.5 Ciangsana Pasca Sarjana UNPAK
Assalamu allaikum..Mr adie
Mustopa Sidikh G5 .072112225.
Pada prinsipnya penggunaan IT dalam dunia pendidikan,akan sangat menunjang kemajuan secara efektip dan efesien ,problemnya benarkah SDM kita sudah siap ? sudah siapkah infrastruktur yang kita miliki ? tidak kalah pentingnya masih belum menjadi budaya di masyarakat kita.
maka hemat saya sembari program untuk membumingkan IT di negara kita dijalankan, sebaiknya ahli IT indonesia menyiapkan perangkat pendukungnya secara serius dan berkesinambungan dalam bentuk modul,sosialisasi, workshoop dan pelatihan-pelatihan dsb,sehingga IT benar-benar menjadi budaya dalam kehidupan masyarakat indonesia,,
Salam Mr Adie
Sangat bermanfaat membaca artikel Bapak tentang ICT khususnya program Hylite dan penelitian tentang penggunaan ICT dalam dunia pendidikan di Indonesia.
Dunia pendidikan senantiasa mengalami perubahan sesuai dengan jamannya. Kita tau sekarang jaman teknologi, generasi-generasi muda kita, anak-anak kita sudah sangat familiar dengan dunia teknologi atau ICT, namun suatu hal yang kurang baik jika para pengajar (Guru) tidak mampu memanfaatkan ICT ini dalam proses pembelajaran dengan baik.
Hasil survey yang dikemukakan di atas, membuat saya berfikir dan melakukan refleksi untuk meninjau kembali hal-hal yang berkaitan dengan kemampuan pribadi tentang ICT.
Cukup bertentangan dengan tuntutan kurikulum yang harus berbasis ICT, bila masih banyak dari Guru-guru yang masih Gagap Teknologi dan tidak melek teknologi di jaman ini. Semoga Kita semua bisa memotivasi diri untuk belajar lebih baik lagi tentang ICT dan dapat mengaplikasikannya dalam bidang pendidikan Amiiin.
(Rosmala, Pasca Kelas G.5 UNPAK)
It’s very straightforward to find out any matter on net as compared to textbooks, as I found this article at this web site.
Dear Pak Adie,
Thanks for sharing this article. It is good article for those who are searching the term “ICT Utilization”. The crux of teachers’ professional growth. in my opinion creative teaching may be defined in two ways: firstly, teaching creatively and secondly, teaching for creativity. Teaching creatively might be described as teachers using imaginative approaches to make learning more interesting, engaging, exciting and effective. Teaching for creativity might best be described as using forms of teaching that are intended to develop students own creative thinking and behaviour. However it would be fair to say that teaching for creativity must involve creative teaching. Teachers cannot develop the creative abilities of their students if their own creative abilities are undiscovered or suppressed. So, teaching with ICT will know that bare wall are teachers but walls covered with interesting media (especially use tecnology) and colourful materials are better teachers.
Regard,
Lia Triherawati
AP A.1.2
072113051
assalamualaikum…
dear, Mr. adie
thanks for shared your article,, it was very interesting. and it suitable for me as a teacher to use this methode and it hels me to deliver the material.
as curriculum than the teacher should be learning based ICT.
Inovasi dalam pembelajaran sendiri dapat dilakukan dalam berbagai macam inovasi. Seperti inovasi pembelajaran kuantum; inovasi pembelajaran kompetensi; inovasi pembelajaran kontekstual; serta inovasi pembelajaran Electronic-learning ( E-learning).
Penerapan Information and Communication Technology (ICT) yang dalam Bahasa Indonesia biasa kita kenal dengan istilah Teknologi Informasi dan Komunikasi dalam dunia pendidikan, merupakan suatu hal inovatif untuk mencapai tujuan pendidikan nasional serta agar dapat menciptakan generasi bangsa yang dapat bersaing dengan dunia global seperti saat ini.
Inovasi penggunaan ICT dalam proses pembelajaran akan sangat membantu siswa dalam memahami pelajaran karena dengan ICT dapat diperlihatkan gambar, suara, maupun bentuk yang lebih nyata dari suatu objek atau peristiwa. Selain itu, siswa juga dapat lebih mencari informasi yang belum ataupun yang ingin ia ketahui tentang materi yang disampaikan oleh para guru.
Dengan penerapan ICT dalam proses pembelajaran maka siswa dan guru akan dapat saling bertukar informasi dan saling berkomunikasi lewat teknologi yang sedang berkembang saat ini. Pertemuan antara siswa dan guru bisa dilakukan tidak hanya didalam kelas saja melainkan juga melalui fasilitas internet atau yang dikenal dengan sebutan E-learning.
regard,
hj. Nida d Zaki
AP A.1.2
Yth Bpk. DR Adie E. Yusuf, MA
Re :
Manfaat ICT dalam pendidikan
Aslkm WWB,
Terimakasih pelajaran yg telah Bpk berikan selama memberikan materi dalam kelas dan ini membuat saya terinspirasi sekali , memang pada kenyataannya ICT kurang sekali diimplementasikan dalam dunia pendidikan atau organisasi.
Kendala-kendalanya banyak sekali baik berupa materi atau mental seseorang dan hal ini harus dipaksakan karena perkembangan teknologi yang setiap saat banyak sekali perubahan-2. Dan untuk hal ini kita yang telah mempelajari ICT dan pemanfaatannya.dapat digunakan pada dunia pendidikan.
Sekali lagi Terima kasih,
Salam sukses selalu utk Bpk…..Wass, Budi Harni S3A4 Pakuan
Yth. Bpk DR Adie e Yusuf,MA
Hal ;Manfaat ICT
Aslkm,
Terima kasih banyak pengetahuan yg sangat banyak yg telah berikan selama pembelajaran didalam kelas
Kebutuhan interaksi proses belajar mengajar dengan penggunaan program ICT /Blended learning dimana diperlukan utk seorang pendidik , guru ,dosen may be for all people .
Diera yg kompetetif ini berharap anak2 didik kita outcomes berkualitas dan berkarakter.
Last not but least…
Wass
Yth. DR Adie e Yusuf
Aslkm Pak Adie ,
Saya setuju sekali statement yang Bpk kembangkan melalui program ICT yang dapat diimplementasikan untuk kegiatan melalui pembelajaran jarak jauh maupun didalam kelas dengan alat-alat media .
Selama ini ditempat saya mengajar masih belum sepenuh nya menggunakan metode ICT . Ini disebabkan kemungkinan dana yang masih terbatas dan sarana prasarana masih terbatas.
Dan saya secara pribadi sangat termotivasi
dengan program ICT ini karena adalah tuntutan bagi seorang educator untuk lebih komprehensif.
Seharusnya support dari Pemerintah dan relevansi pihak stakeholder maupun pihak swasta berkesinambungan agar terciptanya Negara Indonesia jangan selalu standar dibawah ASEAN , dan ICT kalau tidak
dipaksakan sama saja negara kita akan dijajah terus.
Oleh karena pengelola pendidikan harus selalu menciptakan improvisasi dan selalu mengikuti perkembangan teknologi yang semakin marak secara sehat dan kompetitif dapat bersaing melalui nasional maupun Internasional.
Demikian opini dari saya dan terima kasih pengetahuan yang telah diberikan mengenai ICT . Mudah2an bisa saya aplikasikan dalam pengajaran
Wass, Budi Harni S3A4
Pakuan npm 073112003
dipaksakan sama saja kita dijajah .
Assalamualaikum Wr. Wb.
Pembelajaran dengan sistem blended learning memang memungkinkan sekali dilakukan disekolah dengan alasan bahwa pendidikan memang masih membutuhkan face to face yang real antara guru dengan siswanya sehingga terjadi hubungan kedekatan psikologis yang kuat disamping itu pembelajaran memang membutuhkan keteladanan sikap dari guru-gurunya. Pembelajaran e_learning dengan model blended learning akan juga dapat dilakukan karena keterbatasan sarana sehingga masing-masing siswa dapat menggunakan secara bergantian.
Mohon maaf bapak karena ulasan saya masih sedikit…. insya Allah akan saya perbaiki dan sambung kembali.
Wassalam,
Terima kasih
Assalamualaikum WR.WB
Setelah membaca tulisan bapak tentang ICT sangat menginspirasi saya sebagai pendidik dan memotivasi saya untuk selalu meng update keilmuan saya khususnya di bidang ICT,supaya tidak tergerus oleh jaman.
Apalagi sekarang berhubungan erat dengan implementasi kurikulum 2013 yang menuntut guru supaya melek ICT
Ida Rachmawati
A.2.2
NPM.072113046
Assalamualaikum Warahmatullahi Wabarakatuh
Tulisan yang sangat menarik dan mencerahkan, Pak Adie. Semoga saya dapat melaksanakannya di tempat saya bekerja.
Saya sudah mencoba membuat blog di alamat http://arianisiregar68.wordpress.com/ serta angket instrumentasi di alamat http://bit.ly/1kAuelp. Semoga ke depannya bisa terus saya update.
Ariani Irmawati Siregar
A.2.2
NPM 072113039
Ass pak Adhie
Blog bapak sangat menarik, sebagian sudah saya baca, terima kasih sangat menambah wawasan mahasiswa.
Saya setuju dengan tulisan tentang Pemanfaatan ICT dalam Pendidikan.
Penggunaan IT dalam pembelajaran sekarang ini seharusnya dapat dilakukan oleh tenaga pendidik, agar mempermudah peserta didik untuk belajar di mana saja, kapan saja serta menjadi sarana komunikasi yang efektif dan efisien bagi pendidik dalam rangka membimbing, memberi sumber belajar yang lebih baik serta menilai. Sebagai contoh penggunaan IT yang dapat dilakukan oleh guru SMK yaitu pada saat membimbing siswanya dalam kegiatan on the job training di industri dengan cara siswa diminta untuk mengirim bukti/hasil pekerjaanya.
Hardini Rahmawati
Mahasiswa UNPAK Semester I_Kelas A1.2
Nama : ILYAS ABDULLAH
NIM : 072114094
JURUSAN : ADMINISTRASI PENDIDIKAN
KELAS : E12
Assalakm.
pak. DR Adie e Yusuf
Menurut saya.
Pemanfataan ICT di abad 21 ini sudah merupakan keharusan, karna dengannya banyak manfaat di dapat dalam dunia pendidikan salah satu contoh pembelajaran saat ini bisa menggunakan e-learning, e-book, ini dapat membantu memudahkan orang untuk bisa membaca dimana saja, kapan saja asalkan ada konektifikasi internet.
Selain itu pemanfaatan yang memudahkan pembelajaran jarak jauh dengan komunikasi face to face langsung lewat media sosial seperti sykpe sehingga pembelajaran dimanapun dan kapanpun bisa dilaksanakan.
kalau kita lihat negara maju penggunaan ICT dalam pembelajaran itu sangat di utamakan sehingga pemerintah mempasilitasi disetiap area sekolah, area umum dan area tempat istirahat atau ditaman-taman kota disediakan wifi gratis bahkan kecepatan download nya tinggi sehingga ketika mau buka vidio di youtube bagaikan nonton TV tidak streaming sehingga komunikasi, pembelajaran dimana saja, bisnis online dst berjalan dengan baik.
Sedangkan dinegara kita ini Indonesia sudah saatnya melirik negara-negara maju dalam penggunaan ICT walaupun masih jauh kemungkinan sama dengan negara maju namun seharusnya pemerintah sudah mulai memfasilitasi sedikit demi sedikit untuk kemajuan ICT di negara kita ini.
kaitannya dengan penggunaan ICT tentunya tidak akan lepas dengan fasilitas yang harus dimilikinya seperti barang-barang elektronik, laptop, hp, smart phon dan sejenisnya, negara-negara maju hampir setiap masyarakatnya sudah memiliki elektronik tersebut.
Kami yakin apabila Indonesia cinta terhadap produk-produk dalam negeri semua barang elektronik di Indonesia akan menjadi murah sehingga masyarakatnya pun bisa memilikinya dengan menyeluruh, sepeti negara maju pemerintah memberikan harga yang sangat murah apabila membeli produk dalam negerinya sedangkan produk asingnya dimahalkan sehingga masyarakatnya membeli produk sendiri al hasil negara semakin berkembang.
Assalaamu’alaikum Wr Wb.
Sebelumnya saya ucapkan terimakasih kepada Bapak karena diberikan kesempatan memperoleh ilmu dalam kegiatan tatap muka di kelas dan khazanah ilmu pengetahuan walau jarak berjauhan tapi melalui blog ini seakan saya sedang mendapat pencerahan materi seperti di dalam kelas.
Membaca dan memahami tentang pemanfaatan TIK dalam pendidikan saat ini memang mau tidak mau merupakan sebuah keharusan. Seiring dengan kemajuan teknologi dan derasnya informasi serta perkembangan ilmu pengetahuan menjadikan seorang pendidik harus siap dan mau belajar hal baru tanpa henti, ditambah dengan kemajuan teknologi yang kian cepat maka sudah pasti seorang pendidik harus belajar memanfaatkan teknologi untuk kegiatan pembelajaran secara bijak. Teknologi penting, namun konten materi tentu lebih penting. Teknologi meruapakan alat yang diharapkan mempermudah konten materi pelajaran sampai kepada siswa, dan bukan sebaliknya. Jangan sampai justru pemanfaatan teknologi dalam kegiatan pembelajaran justru makin membuat pelajaran semakin sulit dipahami oleh siswa. Sebagai contoh pemanfaatan ICT dalam pelajaran dengan presentasi menggunakan microsoft power point, jika digunakan secara baik dan benar maka hanya seperti slide yang berjalan atau bahkan beberapa ditemui hanya rangkuman materi yang membuat peserta didik bosan karena guru tidak dapat memanfaatkan ICT dengan baik.
Program HYLITE yang Bapak sampaikan dalam tulisan di atas sangat baik dilakukan untuk para pendidik yang belum memanfaatkan ICT sepenuhnya, terlebih bagi mereka yang sangat ketakutan atau kesulitan memanfaatkan teknologi untuk memudahkan penyampaian materi. Misalkan, ketika guru dapat menyampaikan materi pelajaran biologi tentang proses perkembangan bunga secara manual (non ICT) diperoleh hasil belajar siswa 70, maka pemanfaatan ICT dalam pembelajaran biologi seharusnya dapat meningkatkan pemahaman siswa hingga 90-100. Hal itu karena ICT dapat membantu siswa memberikan gambaran yang real (3D) atau 2D tanpa menghabiskan waktu dipertemuan lain untuk praktikum lapangan, atau bisa jadi memberikan gambaran awal sebelum dilakukan praktikum lapangan agar siswa lebih semangat melaksanakan praktikum di pertemuan selanjutnya. Hal ini tentu bisa terlaksana jika guru mampu mengemas materi tersebut dengan pemanfaatan ICT dengan benar, tepat, dan baik. Program HYLITE perlu didukung pelaksanaannya agar setiap guru dapat melek media guna meningkatkan hasil belajar melalui pemanfaatan ICT. Selain itu menurut saya infrastruktur (seperti jaringan internet cepat dan banyak, sanggar belajar, mobil internet, dll) juga harus dibangun oleh semua pihak baik negeri dan swasta agar bangsa Indonesia dapat maju salah satunya dengan pemanfaatan ICT dalam kehidupan.
Demikian pendapat yang bisa saya sampaikan tentang pemanfaatan ICT semoga saya dan rekan-rekan dapat memanfaatkan ICT dalam kehidupan sehari-hari secara bijak termasuk memanfaatkan ICT dalam pembelajaran (persiapan mengajar, media pembelajaran, evaluasi pembelajaran, dll), tentu dengan terus belajar dan menerima perubahan yang baik dalam teknologi.
Nama : FOUR MEIYANTI
Jurusan : Manajemen Pendidikan (S3-UNPAK) Kelas A-6
Mohon ijin untuk menyampaikan alamat angket kuisioner online yang ditugaskan kemarin : https://docs.google.com/forms/d/1K4WEZvuTFwpXO3B_EJiJmfnCKJB_z0Dgh_z1DL-Iihw/viewform?usp=send_form
Dalam suatu organisasi sangat diperlukan adanya peningkatan SDM. Salah satu alternatif yang dapat dilakukan adalah dengan mengadakan pelatihan. Dalam kegiatan pelatihan ini tidak boleh dilakukan dengan setengah- setengah tetapi harus tuntas dan berkelanjutan agar memperoleh dampak yang positif terhadap kinerja berikutnya.
My collegue David Stein from Ohio State University inform me the about trends of blended learning:
•The virtual classroom is becoming an important feature of learning in higher education. The 2013 Survey of Online Learning conducted by the Babson Online Survey Group indicates
•Over 7.1 million students were taking at least one online course during the fall 2012 term, an increase of 411,000 students over the previous year.
• 66 percent of chief academic leaders that say online learning is critical to their long-term
•Only 5.0 percent of higher education institutions currently offer a MOOC (Massive Open Online Course), another 9.3 percent report MOOCs are in the planning stages.
Are we ready?
Dear, DR. Adie
i just wanna say awesome for this hylite sharing.
saya sangat setuju bahwa kita para guru tidak boleh gaptek alias gagap teknologi. Guru juga tidak boleh kudet alias kurang update. Karena kita sadari bersama, mau tidak mau, suka tidak suka, kita sudah dikepung oleh budaya cyber yang terus menggelinding. Jika guru sebagai ujung tombak pembelajaran gaptek dan kudet, maka perubahan itu sendiri yang akan menggulungnya. Oleh karena itu amat sangat penting sekali keahlian atau kompetensi guru dalam penggunaan ICT dalam kegiatan pembelajaran. Karena itu sangat menunjang bagi kemajuan pendidikan di Indonesia.
Say no gaptek and kudet!
Dear Mr.Adie
First thing when i read your study about the ICT utilization in HYLITE program (study in Blanded Learning), i realize that ICT is an important things for teachers as an aid in teaching. Nowday, teaches must be creative and inovatif, as a teacher we must be have many skill for teach the students, one of the ways by government to improve the quality of teachers is the presence the HYLITE program especially for elementary teacher, but i think this program it can be apply to the other teachers (not only elementary school) because, in fact there are many teachers who do not understand how the use of the ICT, whereas now the teachers are required to expert in technology in the learning process, Application HyLite on elementary teachers today are very well suited, remember today in our country using the curriculum in 2013 in which all teachers should be able to and understand the technology, but it should be for this HyLite itself should be introduced to all teachers in Indonesia, blanded Learning is a learning model where the process can be done through face to face directly or indirectly (ex. skype) then all teachers are required to be able to master ICT. Based on data from the father to say that only 20% of new teachers to use ICT in the teaching process, it shows us how much the level of understanding of ICT teachers will itself, but through ICT teaching process can become easier and interesting, teachers can more easily in setting up material and create student interest be increased with the use of ICT. For the evaluation of the expected future HyLite program is implemented into all levels of education in courses is not only on PGSD alone. given year will now be done online national exam, (specifically for vocational high school, produktiv national examination conducted online) then becomes the supporting factors must also be considered, such as a stable internet access, the ability of teachers in using ICT, students’ skills in using ICT, availability of computer facilities itself. I think the national exam online now too forced because I value the central and local governments are not ready to implement this, seen from various aspects still look less, that there forced the school to apply, even though the government should open the eyes and ears how the condition of the ground reality, the national exam online may already be implemented in large schools, which has been supported by good facilities, while how the school is still very minimal facilities? of all the things that we still have to try, how to keep the ability of teachers in Indonesia can compete with overseas teachers will soon be given the enactment of the free market, then we as teachers must be equipped with a variety of things one of them with this HyLite program. We well known “UPDATE”, so the teachers in Indonesia must be UPDATE in all the things. Thank You
I really agree with your paper, “the ICT utilization in HYLITE program (study in Blanded Learning)” because in fact that ICT is an important things for teachers. But I think there are many gap in blended learning. For example there is a lack of enthusiasm once teachers return to their respective schools. Then, peer coaching and collaboration within the school setting is very limited due to time and other constraints. This also observed that classroom observation and discussion does not fit with teachers’ preferences or the school context and there is a geographical separation between workshop participants once they are back in their respective schools, and therefore there is very little continued interaction.
To minimize that problem, blended learning environment that facilitates continued interaction between teachers who have attended the same workshop. This online interaction would be blended with the face-to-face workshop training and the printed material handouts. Although most teachers do not have Internet access in their homes, they have some workplace access, with a few exceptions. It was acknowledged that this access is very limited but perhaps enough to be put to use for this purpose. As stated previously the idea was to investigate to what extent the available ICT-capacity in these schools could be used to support an online community. (NINA NURMASARI S3 A5 UNPAK)
Assalammua’alaikum Wr Wb
I agree with the suggestion Prof Adie because In the dynamics of globalization, intensive education sector should be able to develop and support community life in co creating value. Therefore, ICT and human resource development must be coupled with awareness in attitude adjustment and adaptation to life attributes can be integrated in the national culture.
Thank you
Best regards,
Farah (S3A6 – UNPAK)
Assalamulaikum
Saya sangat memerlukan materi ini dan kebetulan saya pernah menerima program PJJ Berbasis ICT di UPI Bandung yang lalu. sebagai orang yang merasa menerima dengan segala hal yang dapat memudahkan proses dan waktu pemeblajaran tentunya saya sangat mendukung agar program ini terus dapat dilaksanakan untuk perguruan tinggi manapun hingga banyak orang yang akan terbantu dan sukses dengan adanya program ini. terimakasih bapak materi ini sangat mendukung kami dalam pembelajaran dan mendapatkan ilmu.
maaf ini alamat yang benar
In June 2014 leading UGM made a proposal to Higher Education Leadership and Management (HELM USAID) to co-develop a virtual approach to provide intensive and reguler follow-up to face to face training and training and launch an executive network of professionals in higher education management. The blended learning for ongoing professional development in higher education was designed to provide regular interaction and learning opportunities to higher education professionals through a technology-based model that combines landline, mobile phone and internet based webinar system. The blended learning program includes the three months competency-based course in each of four core areas including General Administration and Leadership, Financial Management, Quality Assurance and Collaborative with External Stakeholder. The program activities including, webinar teleconferences,, interactive multimedia presentation, quiz, assignment, and a permanent repository of resources and tools box.
(By Dr. Adie E. Yusuf, HELM USAID)
HELM USAID Quarterly Report 2015 on Blended Learning
The HELM Blended Learning (BL) program through interactive web-based training have been implemented at this quarter to enhance intensive and regular follow up to the face-to-face training at a distance, and at the same time, initiate executive networks for professionals in higher education management,
All four courses to cover four core areas of External Collaboration Round 1 and 2, Quality Assurance, Finance Management, and Leadership Management Round 2 have been successfully launched and delivered as scheduled using better approach and strategy to make some improvement in quality of delivery and quantity of participation. HELM worked closely with UGM team to drive targeted participants.
External Collaboration (EC) Course Round One (commenced in October 2014) attended by 16 participants (10 males and 6 females) have completed the session on January 2015. Participants are head of development and research unit. Eight participants provided their presentation during the closing session. EC Course Round Two commenced in early March 2015 and is on progress until May 2015. To date there are 35 (28 males and 7 females) participants have joined the course and expected to submit three assignments by the end of this course.
Dean Course Leadership Round Two have been commencing from March and will end in May 2015. Participation from last quarter has been increased to 64 (46 males and 18 females). Most deans have been joining and taking benefit from sessions provided. As the leader in the institutions it is expected the learning process would change their management strategy to prepare them as supportive leaders.
Quality Assurance (QA) course completed in March 2015 was attended by 98 participants (54 males and 44 females) who were 24% increased from the anticipated number of participants. The professional networks have also been formed by additional 69 (43 males and 26 females) participants joining QA group learning mostly from Universitas Sriwijaya (UNSRI) Palembang. Appreciation went to over 100 participants who actively participated in on-line or off-line sessions because the learning materials (modules, assignment, quiz, tutoring and interactive discussion) provided by HELM – UGM intended to support the highest expectation of HELM HEI partners increasing their academic quality. Quality assurance web-based learning and its interactive sessions were recommended that HEI partners would utilize it as one best way of advanced learning culture to strengthen academic quality. The HELM Blended Learning program has just become a front gate to a bigger academic grand design program. HELM will continue supporting HEI partners after post BL program to make sure the accreditation documents will result academic improvement whether in level of faculty or program study in near future.
Finance Management (FM) course completed in early April 2015 was attended by 63 (47 males and 16 females) participants and consistently attended by Universitas Tanjungpura (UNTAN) and Universitas Lambungmangkurat (UNLAM) Kalimantan. HELM – UGM provided series of training from planning, preparation, budgeting, implementation and auditing. Each phase of activity will affect the achievement of activity targets and indicators for the next stage. The financial management system using information technology is very important in order to facilitate the financial management process to be excellent service and accountable. During the closing session, there were 7 action plan submitted to be followed up by HELM. HEI partners demanded continuous in-depth mentoring program which are Integrated Financial Information System and Risk Management Assessment and Guide. These two programs are under the consultation with UGM and UNNES as the basis of advanced financial management institution.
Scheme evaluation of learning outcomes for all programs Blended Learning is more emphasized to build motivation in order to form a commitment to accelerate the improvement and development institutional capacity in accordance with the objectives of each course.
Technology access has been proven familiar and well utilized by minor obstacle HEI participants following the learning sessions. The only problem is about instability internet connection especially for those who located in the remote areas. But it doesn’t limit participants to access open source training materials at any time when connection is back to normal.
Regards
Adie E. Yusuf, HELM Instructional Designer
Kapan Blended Learning dapat diterapkan untuk Sekolah/Madrasah?
Sistem pembelajaran di sekolah/madrasah harus mampu memberikan kesempatan kepada peserta didik untuk meningkatkan dan mengembangkan potensi dan bakat pesertanya secara optimal, sehingga dapat memenuhi kebutuhan siswa dan tantangan perkembangan teknologi.
Blended e-learning tepat digunakan oleh para penyelenggara pendidikan terbuka dan jarak jauh. Dengan terbitnya surat keputusan Menteri pendidikan Nasional No.107/U/2001 (2 juli 2001) tentang penyelenggaraan program pendidikan tinggi jarak jauh, Universitas Terbuka dan perguruan tinggi tertentu yang mempunyai kapasitas menyelenggarakan pendidikan terbuka dan jarak jauh menggunakan blended e-learning, juga telah diizinkan menyelenggarakannya. Demikian juga Lembaga-lembaga pendidikan non-formal seperti kursus-kursus, juga telah memanfaatkan keunggulan blended e-learning ini untuk program-programnya.
Program Blended Learning membutuhkan guru untuk terhubung dengan siswa kapan saja dan di mana saja. Ini berarti bahwa setiap guru harus mengembangkan kemampuan dalam e-mail dan mengirim bahan inisiasi untuk semua siswa yang berpartisipasi dalam pembelajarannya. Selain itu guru juga perlu mengembangkan kemampuan untuk memanfaatkan internet untuk membantu siswa dalam menggunakan bahan-bahan pembelajaran berbasis web atau menyediakan referensi untuk menjawab pertanyaan siswa. Untuk penyelenggaraan pendidikan formal baik sekolah/madrasah untuk penerapan Blended-Learning, masih menghadapi hambatan-hambatan antara lain :
1. Media yang dibutuhkan sangat beragam , sehingga sulit diterapkan apabila sarana dan prasarana tidak mendukung.
2. Tidak meratanya fasilitas yang dimiliki pelajar, seperti computer dan akses internet. Padahal dalam blended learning diperlukan akses internet yang memadai, apabila jaringan kurang memadai akan menyulitkan peserta dalam mengikuti pembelajaran mandiri via online
3. Kurangnya pengetahuan masyarakat terhadap penggunaan tekhnologi
4. Kurangnya keterampilan pendidik dalam lingkungan pembelajaran blended learning
5. Salah satu kelemahan dengan pembelajaran berbasis tekhnologi adalah kurangnya interaksi antar individu, peserta didik kehilangan banyak kesempatan untuk membicarakan ide – ide mereka dengan orang lain. Filosofi pembelajaran mandiri dengan menyediakan pilihan tentang bagaimana dan dimana mereka belajar, yang memiliki keuntungan yang berbeda untuk kedua individu dan sekolah.
Yth Bpk. Dr. H. Adie E. Yusuf, M.A
Setelah membaca dan menelaah tulisan Bapak tentang Pemanfaatan ICT dalam Program HYLITE, saya sangat mendukung bahwa guru/tenaga pengajar di Indonesia khususnya pada tingkat sekolah dasar harus memiliki pengetahuan yang baik mengenai Teknologi Informasi dan Komunikasi. Pemanfaatan ICT ini dapat menjadi solusi bagi masalah kualitas pendidikan Indonesia yang menurun sebagaimana yang dilansir dari Slide Kuliah
ISU-ISU PENDIDIKAN DI INDONESIA dalam mata kuliah
FILSAFAT MANAJEMEN PENDIDIKAN
“Data dari UNESCO (2000) tentang peringkat Indeks Pengembangan Manusia (Human Development Index), menunjukkan komposisi dari peringkat pencapaian pendidikan, kesehatan, dan penghasilan per kepala yang menunjukkan, bahwa indeks pengembangan manusia Indonesia makin menurun. Di antara 174 negara di dunia, Indonesia menempati urutan ke-102 (1996), ke-99 (1997), ke-105 (1998), dan ke-109 (1999). Survei Political and Economic Risk Consultant (PERC), kualitas pendidikan di Indonesia berada pada urutan ke-12 dari 12 negara di Asia. Posisi Indonesia berada di bawah Vietnam. Data yang dilaporkan The World Economic Forum Swedia (2000), Indonesia memiliki daya saing yang rendah, yaitu hanya menduduki urutan ke-37 dari 57 negara yang disurvei di dunia. Dan masih menurut survai dari lembaga yang sama Indonesia hanya berpredikat sebagai follower bukan sebagai pemimpin teknologi dari 53 negara di dunia.
Secara umum adalah masalah efektifitas, efisiensi dan standardisasi pengajaran. Masalah secara khusus dalam dunia pendidikan yaitu:
1. Rendahnya sarana fisik,
2. Rendahnya kualitas guru,
3. Rendahnya kesejahteraan guru,
4. Rendahnya prestasi siswa,
5. Rendahnya kesempatan pemerataan pendidikan,
6. Rendahnya relevansi pendidikan dengan kebutuhan,
7. Mahalnya biaya pendidikan.”
Masalah ini pun didukung dengan data kemampuan guru dalam penggunaan software ICT yang masih minim sebagaimana yang ditulis dalam tulisan Bapak
“Analisis data HYLITE program, kemampuan dosen dalam menggunakan software ICT seperti yang ditunjukkan dalam tabel menunjukkan bahwa kemampuan dosen dalam menggunakan pengolah kata relatif adil (43.8%), spreadsheet sangat baik (71%), power point baik (58,8%), e-mail baik (58%), internet adil (29,3%), dan alat Statistik adil (37. 9%)……Data Pemanfaatan ICT untuk kegiatan belajar-mengajar, menunjukkan bahwa data tersebut masih jauh dari target dari Departemen dari Nasional Pendidikan rencana tahun 2009 bahwa 80% dari dosen harus memiliki pengetahuan ICT. Bahkan hanya 20% dari dosen, yang menggunakan ICT dalam pengajaran studi tertentu dan 31,4% dosen yang menggunakan ICT dalam menemukan materi pendidikan.”
Oleh karena itu, diperlukannya edukasi mendalam serta penggunaan aplikasi software terkait ICT. Dengan pemanfaatan ICT terutama dalam program HYLITE merupakan salah satu solusi mengatasi masalah tersebut ….“Secara khusus, HYLITE Program adalah suatu program inovatif untuk mengatasi masalah kelangkaan kualitas guru SD, terutama melalui penggunaan ekstensif pembelajaran berbasis TIK (Pannen, Riyanti, dan Pramuki, 2007).”
Hal ini sesuai dengan Filsafat Pendidikan Perenialisme dan Filsafat Pendidikan Pancasila yang menekankan pada situasi dan kondisi dunia pendidikan tingkat SD di Indonesia saat ini.
Dukungan anggaran pendidikan setiap tahun sesuai dengan UUD 1945 dan dijabarkan dalam UU Nomor 20 tahun 2003 pasal 1 yaitu Dana pendidikan selain gaji pendidik dan biaya pendidikan kedinasan dialokasikan minimal 20% dari Anggaran Pendapatan dan Belanja Negara (APBN) oada sektor pendidikan dan minimal 20% dari Anggaran Pendapatan dan Belanja Daerah (APBD) sebaiknya diiringi dengan peningkatan kualitas baik guru dan murid khususnya tingkat pendidikan di level sekolah dasar (SD) harus mendapatkan prioritas utama dikarenakan tingkat SD merupakan pendidikan dasar bagi seluruh bangsa Indonesia. Karakter bangsa Indonesia, budaya bangsa Indonesia, jati diri bangsa Indonesia, norma dasar kehidupan berbangsa dan bernegara serta nilai-nilai dasar bela negara ditanamkan sejak dini di level pendidikan ini. Maka pemanfaatan ICT diharapkan mampu mengatasi masalah rendahnya sarana fisik, rendahnya kualitas guru, rendahnya kesejahteraan guru, rendahnya prestasi siswa, rendahnya kesempatan pemerataan pendidikan, rendahnya relevansi pendidikan dengan kebutuhan, mahalnya biaya pendidikan.
Demikian tanggapan saya, semoga dapat bermanfaat.
Salam hormat untuk semuanya.
Nama : Deni D. A. R
NPM : 073115007
Kelas : S3 – A7
Program Studi Manajemen Pendidikan
Nama : SUSIYADI
NPM : 072114113
Kelas : ADPE Jambi
Yth. Dr. Adie E. Yusuf, MA.
In the Era of Globalization of IT development is a very valuable insights for the improvement of teaching methods to students both at primary, secondary and higher education by implementing IT (Information Technology) or ICT (Information and Communication Technology), is an attempt or learning model modern, not only facilitate the delivery of creative messages easier but also accelerate the complete information. Information technology or ICT can through space and time in a long distance, but the objectives achieved with good,
Besides the above facilities and infrastructure of education / school which is the cornerstone of ICT however, to note also the motivation of educators to be more receptive to ICT as a tool in achieving the learning objectives that the limited facilities and infrastructure are not only always be a reason for not using , studying and using ICT as a learning tool
Thank you Mr. Adie who has opened our horizons, hopefully more advanced education. Aamiiin …
Thus my comment
Greetings,
Bogor, 05 Maret 2016.