Disampaikan pada Seminar Bertema: Nilai Luhur Bangsa dan Pembelajaran Matematika di Sekolah dalam Menuju Standarisasi Sekolah Nasional dan Bertaraf Internasional, FMIPA UNY, Minggu 30 Nopember 2008
By : Dr. Marsigit, M.A.
Reviewed by : Arlian Bety Anjaswari (Mathematics Education Reguler 2009 at http://arlianbety.blogspot.com )
Figure the education system still shows the characteristics of a rigid centralism, with a very strong dominance of the bureaucracy, so that at every level of education stagnated. Creativity or improvisation of innovation is very difficult for the national education system because they tend to follow the line of instructions from the top. Our current educational system is also still closed so as to encourage the practices of corruption and collusion; the event was marked by the placement of education officials are not based on professionalism and educational background, but based on collusion. On the other hand, many reports of domestic and foreign education is implicitly mentions the failure of the Indonesian government in providing education. Indonesia is only in the context of -105 of 174 countries in terms of its HUMAN DEVELOPMENT, under Singapore (22), Brunei (25), Malaysia (56), while Indonesia occupies only 37 of the 59 countries in terms of Competitiveness, under Singapore (1) , Malaysia (16), and Thailand (30) (Tilaar, 1999: p. 183).
Rise and fall of pattern or trend of global educational issues came to the conclusion that the present era and the future is the era of domination science, technology, informatics and communications technology especially. Educational paradigms should give a wide open space for public participation in its various forms, professional development, open management, lifelong education, awareness of learning, skills diversity and honesty in the competition. The development of education globally, is characterized by a shift in the center of education (learning) from the educator to the students.
The results showed that placing students as the focal point in education will give a broad and different implications than by placing educators as a central point. 'Transfer of knowledge' from teacher to student has been considered a paradigm of a less appropriate to the educational nature. As an alternative then began to develop a new paradigm that is' cognitive-development 'as an attempt to develop students' potential. Thus the role of teachers has also experienced a shift from a teacher who serves as the giver knowledge to serve as facilitators in the learning process.
In the education sector then either national standards or international standards can be developed through domain of curriculum and syllabus, educational ability, readiness support facilities, supporting books, the language of instruction (English), national and international collaboration, recognition of credible institutions, the number of and quality of graduates, and so on. International standards of learning mathematics requires flexible learning methods include: method of exposition by the teacher; method of discussion, between teachers and pupils and between pupils and students; method of solving problems (problem solving); method of discovery (investigation); basic skills training methods and principles principles; method of application.
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