Rembug Nasional II

Asosiasi Guru TIK dan KKPI Nasional

PERAN STRATEGIS GURU TIK
DAN KKPI DI SEKOLAH DALAM
IMPLEMENTASI KURIKULUM 2013

Rumpun Ilmu
Bidang Teknologi
Informasi
Prof. Richardus Eko Indrajit
indrajit@post.harvard.edu

Agenda for Today

TEKNOLOGI INFORMASI

KURIKULUM 2013

The 21st Century Literacy

ICT for Education

To meet the UNMET educational needs
LEARNING
Teachers
Students
Parents
Society
MANAGEMENT
School Owners
School Management
School Staffs
Government

Belajar Mengajar

Tata Kelola Institusi

TRANSFORMATION
People
Process
Technology
Paradigm
GOVERNANCE
Effective
Efficient
Quality
Control

The 21st Century Literacy

INFORMATION
INFORMATION
Literacy
Literacy

DIGITAL
DIGITAL
Literacy
Literacy

PEOPLE
PEOPLE
Literacy
Literacy

ICT
ICT
Literacy
Literacy
COMPUTER
COMPUTER
Literacy
Literacy

INTERNET
INTERNET
Literacy
Literacy

The 21st Century Literacy

People
Literacy
the
theability
abilityto
toread
readand
andwrite
write
(The
(TheUnited
UnitedNations,
Nations,2001)
2001)

Information
Literacy

Computer
Literacy
the
theability
abilityto
touse
usecomputer
computer
to
satisfy
personal
to satisfy personalneeds
needs

the
theability
abilityto
toaccess,
access,evaluate,
evaluate,and
anduse
use
information
from
multiple
formats
information from multiple formats
books,
books,newspapers,
newspapers,videos,
videos,
CD-ROMs,
or
the
Web
CD-ROMs, or the Web
(Britanica
(BritanicaEncyclopedia)
Encyclopedia)

(Rhodes,
(Rhodes,1986)
1986)

the
thecollection
collectionof
ofskills,
skills,knowledge,
knowledge,
understanding,
values,
and
understanding, values, andrelationships
relationships
that
allow
a
person
to
function
that allow a person to function
comfortably
comfortablyas
asaaproductive
productivecitizen
citizen
in
a
computer-oriented
society
in a computer-oriented society
(Watt,
(Watt,1980)
1980)

The 21st Century Literacy

Digital Literacy

Internet Literacy

the
theability
abilityto
tounderstand
understandand
anduse
use
information
from
a
variety
of
sources
information from a variety of sources
when
whenpresented
presentedvia
viadigital
digitaldevices
devices
(Gilster,
(Gilster,1997)
1997)

the
theability
abilityto
tounderstand
understandhow
how
information
is
generated
and
information is generated and
communicated
communicatedin
inall
allformats
formatsthrough
through
the
creation
of
critical
frameworks
the creation of critical frameworksfor
for
the
retrieval,
organisation,
evaluation,
the retrieval, organisation, evaluation,
presentation,
presentation,and
anduse
useof
ofinformation
information
by
using
digital
technology
by using digital technologydevices
devices

the
theability
abilityto
touse
usetheoretical
theoreticaland
andpractical
practical
knowledge
about
the
internet
knowledge about the internetas
as
aamedium
of
communication
and
medium of communication and
information
informationretrieval
retrieval
(Doyle,
(Doyle,1996)
1996)

(Central
(CentralEuropean
EuropeanUniversity)
University)

ICT Literacy
a
acombination
combinationof
ofintellectual
intellectualcapabilities,
capabilities,fundamental
fundamentalconcepts,
concepts,and
andcontemporary
contemporary
skills
that
a
person
should
posses
in
order
to
navigate
and
use
information
skills that a person should posses in order to navigate and use information
and
andcommunication
communicationtechnology
technologyeffectively
effectively
(Young,
(Young,1999)
1999)

The 21st Century Literacy Formula

ICT-Literate
(informationlit, computerlit, digitallit, internetlit)
ICT-LiterateHR
HR==FFpeople
people (informationlit, computerlit, digitallit, internetlit)

The Generation Cohort

ORDE
LAMA

ORDE
BARU

ORDE
REFORMASI

ORDE
PASCA
REFORMASI

The Generation Z
ORDE
KOMUNITAS
TERBUKA
BEBAS
KREATIF
MANDIRI
TRANSPARAN
ONLINE
+
BERTANGGUNG
JAWAB (???)

The UN Type of ICT Workers

Source: The United Nations

HR-ICT

ICT
ICTWorkers
Workers
or
ICT
Professionals
or ICT Professionals

ICT-Enabled
ICT-EnabledWorkers
Workers
or
ICT
Users
or ICT Users

PROFESSION-BASED INDIVIDUAL
PROFESSION-BASED INDIVIDUAL

COMPETENCIES-BASED INDIVIDUAL
COMPETENCIES-BASED INDIVIDUAL

The UN Type of ICT Workers

ICT-Professional Competencies and Skills

ICT WORKER
or PROFESSIONALS

HR-ICT
PROFESSION
TAXONOMY

HR-ICT
COMPETENCIES
TAXONOMY

ICT-Literate HR Maturity

ICT-ENABLED WORKER
or USERS

Domain of ICT Teacher

ICT-Enabled Worker

ICT Worker

ICT Governance and Management

G = Governance

= Management

M
M
M
G
G
M
G
M
M
M
M
M

ICT Teachers and Education

ICT Governance and Management

ICT-Based Curriculum Category

ICT Program Studies in HEI

A: 5W1H

V: 1H5W

Computer Engineering

Variasi Nama
Teknik Komputer, Sistem Komputer, Rekayasa
Perangkat Keras, Komputerisasi Digital, Ilmu
Komputer Digital, Rekayasa Komputer, dan lain
sebagainya.

Terkait dengan desain dan konstruksi sistem

berbasis komputer (baca: digital).
Mencakup studi mengenai perangkat keras,
perangkat lunak, teknologi komunikasi, dan
interaksi di antara komponen tersebut.
Kurikulum fokus pada teori, prinsip, dan praktek
terpan ilmu elektronika serta matematika, untuk
kemudian diimplementasikan dalam bentuk desain
komputer atau teknologi lain berbasis digital.
Belakangan ini berkembang menjadi ilmu yang
mempelajari pula cara mendesain beragam
peralatan berbasis digital yang banyak ditemui di
pasar (digital gadget) dan beragam peralatan
perangkat keras komunikasi yang banyak
dipergunakan dalam jaringan komuter.
Disamping itu terkait pula dengan studi
perancangan komponen berbasis digital
(embedded devices).

Computer Science

Spektrumnya sangat beragam dari yang sangat

teoritis dan algoritmis, hingga yang bersifat sangat
terapan seperti pengembangan robotika dan
sistem cerdas.
Terbagi menjadi tiga bagian utama:

Variasi Nama
Teknik Informatika, Ilmu Komputer, Ilmu Komputasi,
Informatika, Ilmu Informatika, Matematika
Komputasi, dan lain sebagainya.

Fokus pada teori maupun algoritma yang

dipergunakan dalam proses perancangan dan
implementasi perangkat lunak.
Fokus pada teori maupun algoritma yang
dipergunakan dalam proses dan perancangan sistem
perangkat keras serta komponennya.
Fokus pada teori maupun algoritma yang
dipergunakan sebagai model matematis dalam
menyelesaikan permasalahan tertentu.

Kurikulumnya akan sangat kental dengan ilmu

pengetahuan terkait dengan logika matematika,
komputasi, dan algoritma - yang dalam model
terapannya dinyatakan dalam pengembangan
program komputer.

Information System

Variasi Nama
Sistem Informasi, Manajemen Informatika, Sistem
Informasi Manajemen, Manajemen Sistem Informasi,
Manajemen Informasi, dan lain sebagainya.

Fokus pada teknik mengintegrasikan solusi

teknologi informasi dengan proses bisnis agar
kebutuhan organisasi akan informasi dapat
terpenuhi
Menekankan pada informasi sebagai sebuah
sumber daya penting dalam berproduksi, terutama
dalam kaitannya kebutuhan korporasi dalam
pencapaian visi dan misi yang dicanangkan.
Mempelajari aspek penting bagaimana informasi
diciptakan, diproses, dan didistribusikan ke seluruh
pemangku kepentingan dalam institusi.
Kurikulum harus ditekankan pada bagaimana
memastikan agar teknologi dan sistem informasi
yang dimiliki selaras dengan strategi bisnis
perusahaan, agar dapat tercipta keunggulan
kompetitif dalam bersaing (the value of information
technology to the business).

Information Technology

Variasi Nama
Teknologi Informasi, Teknologi Informasi dan
Komunikasi, Teknik Informasi, Telematika, Teknologi
Informatika, dan lain sebagainya.

Berbeda dengan Sistem Informasi yang

menekankan pada informasi, program studi
Teknologi Informasi fokus pada aspek teknologi
sebagai entitas pemungkin (baca: enabler)
organisasi.
Menekankan pada proses tata kelola perencanaan dan organisasi, pengadaan dan
implementasi, penerapan dan pemeliharaan, serta
pengawasan dan evaluasi - sumber daya teknologi
informasi yang ada pada suatu institusi.
Spektrum fokus kurikulum dari sekedar
mempelajari tren teknologi di masa mendatang
hingga melakukan perancangan ide atau
gagasan terhadap inovasi teknologi yang
dibutuhkan organisasi.
Kurikulum akan sangat padat dengan isu tata
kelola dan governance teknologi informasi.

Software Engineering

Variasi Nama
Rekayasa Perangkat Lunak, Rekayasa Software,
Programming, Pengembangan Software, dan lain
sebagainya.

Sebagai hal yang paling banyak dibutuhkan

industri, studi ini menekankan pada
pengembangan dan penerapan metodologi
pembuatan perangkat lunak dengan kualitas
prima.
Fokus pada pengembangan model sistematis dan
terpercaya, yang harus dipergunakan sebagai
panduan dalam mengembangkan berbagai jenis
perangkat lunak.
Selain perangkat lunak aplikasi, mencakup pula
pengetahuan mengenai bagaimana membangun
sebuah perangkat lunak sistem (system software)
dan perangkat lunak penunjang (tool software).
Disamping itu dibekali pula akan ilmu yang terkait
dengan seluk beluk infrastruktur di satu sisi, dan
sistem informasi di sisi lainnya - karena kedua
komponen tersebut merupakan entitas penting
yang berada dalam ruang lingkup pengembangan
perangkat lunak.

Aptikom Curriculum Taxonomy

Changing in Learning Process

From

To

teacher-centered
teacher-centeredinstruction
instruction

student-centered
student-centeredinstruction
instruction

single-sense
single-sensestimulation
stimulation

multisensory
multisensorystimulation
stimulation

single-path
single-pathprogression
progression

multipath
multipathprogression
progression

single
singlemedia
media

multimedia
multimedia

isolated
isolatedwork
work

collaborative
collaborativework
work

information
informationdelivery
delivery

information
informationexchange
exchange

passive
passivelearning
learning

active/inquiry-based
active/inquiry-basedlearning
learning

factual
factual

critical
criticalthinking
thinking

knowledge-based
knowledge-based

informed
informeddecision
decisionmaking
making

reactive
reactiveresponse
response

proactive
proactiveand
andplanned
plannedaction
action

isolated
isolated

authentic
authentic

artificial
artificialcontext
context

real-world
real-worldcontext
context

Changing in School Management

From

To
studying
studyingonce
onceaalife
life

life-long
life-longlearning
learning

ivory
ivorytowers
towers

competitive
competitivemarkets
markets

single-mode
single-modeinstitutions
institutions

multiple-mode
multiple-modeinstitutions
institutions

broad
broadscope
scopeinstitutions
institutions

profiled
profiledinstitutions
institutions

isolated
isolatedinstitutions
institutions

cooperating
cooperatinginstitutions
institutions

single-unit
single-unitcurricula
curricula

inter-unit
inter-unitcurricula
curricula

broad
broadbasic
basicstudies
studies

just-in-time
just-in-timebasic
basicstudies
studies

curricula-oriented
curricula-orienteddegrees
degrees

knowledge
knowledgecertificates
certificates

term-oriented
term-orientedlearning
learning

learning
learningon
ondemand
demand

linear
linearcurricula
curricula

learning
learningspaces
spaces

content-based
content-basedlearning
learning

competencies-based
competencies-basedlearning
learning

supply-oriented
supply-orientedprograms
programs

demand-oriented
demand-orientedprograms
programs

Student and Teacher Basic Literacy

Managing
Managing
File
File

Connecting
Connecting
Device
Device

Troubleshooting
Troubleshooting
Error
Error

Maintaining
Maintaining
Technology
Technology

Operating
Operating
Features
Features

Network-Based
Network-BasedOperating
OperatingSystem
SystemFacilities
FacilitiesUtilisation
Utilisation

Personal
PersonalComputer(s)
Computer(s)and
andDigital
DigitalPeripherals/Devices/Gadgets
Peripherals/Devices/GadgetsOperations
Operations

Personal
Personal
Computer
Computer

PDA
PDA

Smart
Smart
Phone
Phone

Printer
Printer
Scanner
Scanner

Hard Drive
Hard Drive
Memory
Memory

Student and Teacher Core Literacy

Distributing
Distributing

Synchronous M-M
Synchronous
(e.g. IRC) M-M

Personal Assistance
Personal Assistance

e-Library
e-Library

Transfering
Transfering

Synchronous M-1
Synchronous
M-1
(e.g.
telereporting)

Publication
Publication

e-Commerce
e-Commerce

Synthesising
Synthesising

Synchronous 1-M
Synchronous
1-M
(e.g.
teleconference)

Internet Browser
Internet Browser

e-Business
e-Business

Application #6
Application #6

Accessing
Accessing

Synchronous 1-1
Synchronous
(e.g. chatting) 1-1

Image Processor
Image Processor

e-Publication
e-Publication

Application #5
Application #5

Selecting
Selecting

Asynchronous M-M
Asynchronous
(e.g. mailing list)M-M

Database
Database

e-Journalism
e-Journalism

Application #4
Application #4

Organising
Organising

Asynchronous M-1
Asynchronous
(e.g. website) M-1

Presentation
Presentation

e-Publication
e-Publication

Application #3
Application #3

Storing
Storing

Asynchronous 1-M
Asynchronous
(e.g. newsgroup)1-M

Spreadsheet
Spreadsheet

e-Learning
e-Learning

Application #2
Application #2

Gathering
Gathering

Asynchronous 1-1
Asynchronous
1-1
(e.g. email)

Word Processor
Word Processor

e-Laboratory
e-Laboratory

Application #1
Application #1

Information
Information
Management
Management

Communication
Communication
And Interaction
And Interaction

Productivity
Productivity
Tools
Tools

Cyber
Cyber
Community
Community

Various Learning
Various Learning
Applications
Applications

(e.g. IRC)

(e.g. telereporting)

(e.g. teleconference)

(e.g. chatting)

(e.g. mailing list)

(e.g. website)

(e.g. newsgroup)

(e.g. email)

Application #N
Application #N

.
.
.

HEALTHY + SECURED + GREEN INTERNET (SECURITY and NETIQUETTE)

Additional Special Literacy

EDM
+
APO
BAI
DSS
MEA

Required Learning Outcomes

Special Program and Certification

Program of Study

Certification of Competency

1.Major in IS/IT and Minor in

Educational Technology
2.Mix curriculum and body of
knowledge from IS and IT
program of studies
3.Conducted by academic
or/and vocational campuses

1.Certified K12 Teacher in Digital

Pedagogy and Schools IT
Management
2.Special SKKNI for K12 teachers
in conducting learning, teaching,
and managing IT in school
3.Awarded by BNSP through LSP

What are the LEARNING OUTCOMES targeted ?

Recommendation
Academic

Certification

-Map existing IT teacher

profiles
-Find the closest IT campus
(Aptikom)
-Sign MOU for opening
special fields on study of
program
-Develop special e-earning
curriculum (distance
education+RPL)

-Create task group

-Develop national standard
competencies (SKKNI or
SNP)
-Form special LSP/LSK
-Acquire license from BNSP
-Conduct official
qualification map into KKNI
level 6

Terima Kasih
Discussion dan Q&A
Prof. Richardus Eko Indrajit
indrajit@post.harvard.edu