Diskusi bersama PPI Delft, melihat potret pendidikan Indonesia menghadapi MEA, dan selanjutnya menyusun program kontribusi PPI Delft untuk meningkatkan pendidikan Indonesia

1. Potret Pendidikan Indonesia
Menghadapi MEA
Agung Wahyudi
Kopi Delft PPI-D
13 Jan 2017
Beserta alternatif
solusi untuk PPI-D

2. 2
International Assignment
• International Executive Leadership Program, NUS, 2014
• Global Talent Program, South Korea, 2013
RESUME: AGUNG WAHYUDI
Education
• PhD Candidate, TU Delft, 2015
• MSc, Industrial & System
Engineering, NUS, 2009
• ST, Teknik Elektro, ITB, 2004
Certification
eTOM Business Development Manager
Certified Practising Project Practitioner
CCNA
PhD research
Reference ICT-Architecture for Creating Value from Big, Open, and Linked Data
Professional Experience
11+ years working at PT
Telekomunikasi Indonesia,
Tbk.:
•4+ years as Engineer
•3+ years as Network &
Business Analyst
•3+ years as Manager (FTTH
Broadband Development)

3. Permasalahan [1]: MEA (2016)
Sumber: http://print.kompas.com/baca/2015/12/01/MEA%2c-Antara-Peluang-dan-Ancaman
“Sebagian besar responden
khawatir pemberlakuan MEA akan
berefek negatif terhadap
kehidupan sosial dan ekonomi
Indonesia. Kualitas barang dan SDM
kalah bersaing, perekonomian bakal
lesu, dan pengangguran meningkat.
Pernyataan bernada khawatir
tersebut tampaknya didasari oleh
keraguan terhadap daya saing SDM
Indonesia.”
“MEA akan mendorong pengusaha semakin kreatif dalam
situasi persaingan yang ketat. Begitu pula para profesional
semakin ditantang untuk meningkatkan keterampilan,
kompetensi, dan profesionalitas mereka.”

4. 4
Permasalahan [2]: PIAAC (Usia 16-65)
Sumber: http://www.riseprogramme.org/content/need-pivot-learning-new-data-adult-skills-indonesia
“New data from Round 2 of the OECD PIAAC show the typical Indonesian adult
(25-65 years old) living in Jakarta, who has completed tertiary education, has
lower literacy proficiency than the typical Greek or Dane who completed
only lower secondary school. Additionally, the Jakartan with tertiary education
had lower literacy proficiency than adults in every other OECD country who
only completed upper secondary schooling.
“For the young cohort of Jakarta (205) to reach
the current level of the young cohort of the OECD (279),
it will take roughly: 128 years”

5. 5
Sumber: http://www.thejakartapost.com/academia/2016/12/18/indonesias-pisa-results-show-need-to-use-education-
resources-more-efficiently.html
Permasalahan [3]: PISA (Usia 15)
“The PISA 2015 results show that Indonesia is still
struggling. Without skilled students leaving compulsory
education, Indonesian universities will not be able to
expand and strengthen their research programs and
improve their international standing.”
“The PISA Report 2015 shows only a slight improvement in
the skills of Indonesian 15-year-old students. This does not
correspond to the amount of resources that the
government invests in education.”

6. 6
Pertanyaan #1:
Apakah Indonesia siap dalam
MEA?

7. 7
•Free flow of goods
•Free flow of services
•Free flow of investment
•Free flow of capital
•Free flow of skilled labor
Apa itu MEA?

8. 8
Mengukur kesiapan MEA:
Indeks Kompetitif Umum (GCI)
Sumber: World Economic Forum

9. 9
GCI: Indonesia (2007-2016)
Sumber: World Economic Forum, 2007-2016

10. 10
GCI Indonesia & ASEAN 2016
Sumber: World Economic Forum, 2016

11. 11
GCI Indonesia & Dunia 2016
Sumber: World Economic Forum, 2016

12. 12
GCI vs Pendapatan Per Kapita
Sumber: World Economic Forum, 2016; World Bank, 2016

13. 13
GCI vs Pendapatan Per Kapita
Sumber: World Economic Forum, 2016; World Bank, 2016

14. 14
Pertanyaan #2:
Bagaimana dengan kesiapan SDM-
nya?

15. 15
PISA
GCI/
HDI
PIACC
Data yang digunakan
The Programme for
International Student
Assessment (PISA) is a
worldwide study by
the Organisation for Economic
Co-operation and
Development (OECD) in member
and non-member nations of 15-
year-old school pupils' scholastic
performance on mathematics,
science, and reading. It was first
performed in 2000 and then
repeated every three years. It is
done with a view to improving
education policies and
outcomes. It measures problem
solving and cognition in daily life.
The Programme for the International
Assessment of Adult Competencies (PIAAC) is
a worldwide study by the Organisation for
Economic Co-operation and
Development (OECD) in 24 countries of
cognitive and workplace skills. The main aim is
to be able to assess the skills
of literacy, numeracy and problem solving in
technology-rich environments, and use the
collected information to help countries
develop ways to further improve these skills.
The focus is on the working-age population
(between the ages of 16 and 65). The first
data was released on October 8, 2013.
QUANT
QUAL QUAL

16. 16
GCI

17. 17
GCI Pilar 4: Kesehatan dan Pendidikan Dasar
Sumber: World Economic Forum, 2016; World Bank, 2016

18. 18
GCI Pilar 5: Pendidikan Tinggi
Sumber: World Economic Forum, 2016; World Bank, 2016

19. 19
WCI Pilar 4 & 5 vs. Anggaran Pendidikan
Sumber: World Economic Forum, 2007-2014; World Bank, 2007-2014

20. 20
% Anggaran pendidikan (thd. Total Anggaran)
Sumber: World Bank, 2012

21. 21
Sumber: World Bank, 2012
% Anggaran pendidikan (thd. GDP)

22. 22
HDI

23. 23
Sumber: UNDP, 2013; World Bank, 2013
HDI Indonesia di Dunia

24. 24
Sumber: UNDP, 2013; World Bank, 2013
HDI Indonesia di ASEAN

25. 25
HDI Indonesia vs. Anggaran Pendidikan
Sumber: UNDP, 1980-2015; World Bank, 1970-2015

26. 26
PISA

27. 27
Bagaimana skor PISA (2015) dibandingkan dengan
ASEAN dan OECD?
Sumber: OECD, 2015

28. 28
Apakah anggaran pendidikan berpengaruh terhadap
skor PISA Indonesia?
Sumber: OECD, 2015

29. 29
PIACC

30. 30
PIACC Literacy Indonesia di Dunia
Sumber: OECD 2013

31. 31
PIACC Numeracy Indonesia di Dunia
Sumber: OECD 2013

32. 32
Pertanyaan #3:
Bagaimana sebaran SDM
Indonesia dengan kondisi
geografisnya yang menantang?

33. 33
Pemerataan
Pendidikan
Prasarana:
-Gedung
-Lab
-Perpustakaan
Ujian
Nasional
Sarana:
-Pengajar
-Sumber
informasi
(buku)
HDI/IPM
per
Kab/Kota
Data yang digunakan

34. 34
IPM

35. 35
Angka Melek Huruf per Kab/Kota
Sumber: BPS, 2012

36. 36
Lama Sekolah per Kab/Kota
Sumber: BPS, 2012

37. 37
IPM per Kab/Kota
Sumber: BPS, 2012

38. 38
IPM
IPM vs. Pengeluaran per Kapita
Sumber: BPS, 2012

39. 39
UN

40. 40
Rata-rata Nilai UN SMP per Kab/Kota
Sumber: Kemendikbud, 2015

41. 41
Rata-rata Nilai UN SMA IPA per Kab/Kota
Sumber: Kemendikbud, 2015

42. 42
Rata-rata Nilai UN SMA IPS per Kab/Kota
Sumber: Kemendikbud, 2015

43. 43
Rata-rata Nilai UN SMA SMK per Kab/Kota
Sumber: Kemendikbud, 2015

44. 44
Prasarana

45. 45
Ratio Siswa dengan Kelas per Kab/Kota
Sumber: Kemendikbud, 2015

46. 46
Persentase Kelas Rusak per Kab/Kota
Sumber: Kemendikbud, 2015

47. 47
Persentase Perpustakaan Rusak per Kab/Kota
Sumber: Kemendikbud, 2015

48. 48
Persentase Laboratorium Rusak per Kab/Kota
Sumber: Kemendikbud, 2015

49. 49
Sarana

50. 50
Ratio Siswa dan Guru Bersertifikasi per Kab/Kota
Sumber: Kemendikbud, 2015

51. 51
Ratio Siswa dan Guru Bersertifikasi per Prop.
Sumber: Kemendikbud, 2015
In primary education, the average
student–teacher ratio among members of
the OEDC is just below 16, but ranges from
40 in Brazil to 28 in Mexico to 11 in
Hungary and Luxembourg.
Source: Wikipedia

52. 52Source: http://www.superkids.com/aweb/pages/features/reportcard2007/class_size.shtml
Ratio Siswa dan Guru vs. Science Proficiency

53. 53
Kesimpulan
• Berdasarkan data GCI, Indonesia cukup kompetitif di dalam
MEA. Namun untuk mengimbangi dominansi Singapura,
Malaysia dan Thailand di dalam MEA, sangat perlu ditingkatkan
indeks pilar-pilar terkait SDM
• Anggaran pendidikan 20% telah meningkatkan kuantitas
pendidikan (terlihat dari peningkatan angka HDI), walaupun
masih belum merata
• Kualitas pendidikan masih perlu ditingkatkan (terlihat dari skor
PISA dan PIACC), termasuk pemerataan di seluruh wilayah
Indonesia

54. 54
Solusi:
Belajar
kapan saja,
dimana
saja
Ketidakmerataan
pendidikan
Kualitas pendidikan
masiih rendah
ICT
(as enabler)
Rumusan Solusi

55. 55
ICT as Enabler: Sebaran Teknologi Pita Lebar
di Indonesia
Telkom agressively builds its network such that at the end of 2015 it has 10 million homes-passed fiber,
as well as 1 million IndiHome customers in 12 months since launching. At the same time, we also
strengthened our backbone fiber network that connects all regions in Indonesia. In November 2015, we
have completed the Sulawesi Maluku Papua Cable System Project (“SMPCS”) that narrows the digital
gap in the Eastern Indonesia. At the end of 2015 we have 81,895 km backbone fiber network that
connects Aceh to Papua. To support the infrastructure strengthening, Telkom consistently allocates high
capital expenditure. This is because the data services, mobile and fixed line, is still growing. Throughout
2015, we spent Rp26.4 trillion or 26% of our revenue to build infrastructure with the focus of supporting
data services.
Sumber: InfoMemo Telkom Q3 2016
Sumber: Laporan Tahunan Telkom 2015

56. 56
ICT as Enabler: MOOCs
Ketersediaan
berbagai
informasi
Keberlimpahan
informasi

57. 57
ICT as Enabler: MOOCs
Sangat membantu
 Jika tersedia
peta pembelajaran
ketika belajar suatu
materi

58. 58
ICT as Enabler: MOOCs
Sangat membantu  Jika tersedia katalog/referensi
Sumber: https://s3.amazonaws.com/assets.datacamp.com/blog_assets/DataScienceEightSteps_Full.png

59. 59
ICT as Enabler: MOOCs
Sangat membantu

Jika tersedia teks
(subtitle) atau
suara (dubbing)
dalam Bahasa
Indonesia

60. 60
Solusi:
Peta pembelajaran berbasis MOOC
dengan menambahkan teks/suara
Bahasa Indonesia di setiap
video/catatan/buku/modul

61. 61Source: http://www.kompasiana.com/amp/owp/pengalaman-mengajar-anak2-papua-indonesia-timur_582f84f0ae7a61e322fb674f
Onno W. Purbo: Setelah Mengajar Anak-anak Papua,
Saya Ubah Drastis Pola Mengajar Saya
• Dengan memberikan ijin / memaksa mahasiswa mengerjakan ujian berulang-ulang, mau tidak mau
memaksa mahasiswa membaca materi ajar berulang-ulang. Maklum, kita semua tahu bahwa mahasiswa
hanya akan membaca materi ajar saat mau ujian. Maka tidak heran jika mahasiswa Papua saya bisa
pandai karena terpaksa membaca materi ajar tersebut berulang-ulang.
• Salah satu mahasiswi saya, Yomilera, berhasil memperoleh nilai 71. Ini dicapai dengan UTS 49 kali, dan
UAS 121 kali, pada kuliah jaringan komputer.
• Salah satu mahasiswi saya, Ami Suhun, berhasil memperoleh nilai 90+. Ini dicapai dengan UAS 70+ kali,
pada kuliah jaringan komputer.
• Tidak ada yang nyontek karena saya menggunakan bank soal dalam jumlah 2-000-an yang di-
random pada setiap ujian. Sehingga walaupun dua anak duduk bersebelahnya, seluruh soal ujian yang
dilakukan berbeda sama sekali satu dan lainnya.
http://lms.onnocenter.or.id/moodle/index.php?

62. 62
Solusi:
Berkontribusi di pusat data Onno
Center untuk menyediakan bank soal,
jawaban, dan cara penyelesaian

63. 63
Pernah juga Rasulullah SAW ditanya tentang manusia terbaik, maka
beliau menjawab dengan jawaban yang sama. Dari Ibnu Abbas RA
ia berkata: Rasulullah SAW ditanya: "Siapakah orang terbaik?"
Beliau menjawab :
"Yang paling bermanfaat bagi sesama manusia" [Ittihaaf Al-Khairat
Al-Mihrah bi Zawaa'id Al-Masaanid Al-'Usyrah juz 5 hlm.191]

64. 64
THANK YOU
FOR YOUR ATTENTION