Abstract
History records that the Indonesian nation has been independent for more than 76 years. The ideals of independence initiated by the founding fathers of the nation are our responsibility to continue the struggle for the national movement. To educate the nation’s life as one of the important icons of people’s lives, it is necessary to make actualization efforts towards a good future. The quality of educational input can be seen from the readiness of students in obtaining educational opportunities. Pusjas data in 2004 shows that some students (46%) are in the category of poor fitness level, and (37%) are in moderate fitness level. From the number of provision of auxiliary teachers plus new PNS of non-assistant teachers operating around 38,533, the total addition of teachers during 2003 and 2004 reached around 300,174 people. Another facility that affects the quality of education is the availability of books. Research by Balitbangdikbud reports that at Open Middle School, module books which are the main learning resources still greatly interfere with the learning process. Discussion of Alternative Solutions (not only the government, but we as students also have an important role to improve and invite Indonesian people to realize the importance of education in Indonesia). Indonesia). Students are the holders of the baton for the future of the Indonesian nation, therefore students must have solutive, critical, and constructive thinking, especially in the field of education.
History has recorded that the Indonesian nation has been independent for more than 76 years. The ideals of independence that were initiated by the founding fathers of the nation (founding fathers) are our responsibility to continue the pillars of the struggle for the national movement. To educate the nation’s life as one of the important icons of people’s lives, it is necessary to make actualization efforts towards a good future. The journey of time is quite long, it is natural for this nation to learn valuable lessons that will become the basic capital for creating history in a better future. Indonesia was once praised as one of the countries that succeeded in raising the Human Development Index fantastically. In fact, in the 1960s, many teaching staff from Indonesia were assigned to teach in neighboring countries, and many students from neighboring countries (Malaysia, for example) studied in Indonesia. However, there are quite a number of educational problems in Indonesia, ranging from curriculum, quality, competence, and even leadership competencies, both at the top and bottom levels. Various cases of complaints occurred in the field, both school leaders and educators who regretted the dimensions of leadership such as management, discipline, bureaucracy and administration which were in disarray. Then, no less important, the issue of leadership in schools also plays a role in coloring the face of the implementation of the world of education and widening the gaps and internal conflicts of educators. Coupled with the implementation of regional autonomy, where the national education system is required to make changes and adjustments so that it can realize a democratic education process, pay attention to diversity, pay attention to regional needs, and encourage increased community participation.
The quality of educational input can be seen from the readiness of students in obtaining educational opportunities. Pusjas data in 2004 showed that some students (46%) were in the category of poor fitness level, and (37%) in moderate fitness level. Susenas data in 2003 revealed that of about 18 million children under five, about 28% or five million children were malnourished and more than 50% of elementary/MI children suffered from intestinal worms. (Ministry of Health, 2003). The government has tried to increase the number of educators, especially teachers. These efforts have not been able to meet the shortage of teachers at every level of education as a result of many teachers reaching retirement age, quitting, transferring, and passing away. From the number of provision of auxiliary teachers plus new PNS of non-assisted teachers which amounted to about 38,533, the total addition of teachers during 2003 and 2004 amounted to around 300,174 people. Another facility that also affects the quality of education is the availability of books. Research from Balitbangdikbud (2004) reports that in Open Middle School, there are very few module books which are the main learning resources, so that it interferes with the independent learning process. Deficiencies also occur in other supporting media, such as laboratories, UKS rooms, and language learning support, especially English and physical education and health. Another thing in relation to educational facilities and infrastructure is the use and utilization of information and communication technology (ICT). Although still in a limited scope, education in Indonesia has utilized information and communication technology (ICT), especially in management and learning. Vocational education managed by the Ministry of National Education’s Directorate of Vocational Secondary Education (Dikmenjur), for example, has pioneered a management system and learning materials for SMK students that are tailored to the skills needs of industry. The bigger problem lies not only in the availability of books but also in the utilization of these textbooks in the framework of improving the quality of education. Research from Balitbangdikbud (2004) reports that in Open Middle School, there are very few module books which are the main learning resources, so that it interferes with the independent learning process. Another factor related to improving quality and competitiveness is the inadequate education budget, both in terms of availability and in the efficiency of its management. The development of education during the last five years (2000-2004) has received the highest priority in national development as indicated by the provision of the development budget with the largest portion compared to other development sectors. When compared to other countries, the budget allocation for education in Indonesia is still very low. Human Development Index report data (2004) revealed that in the period 1999-2001 Indonesia only allocated a government budget (public expenditure) of 1.3% of gross domestic product (GDP). Meanwhile, in the same period, Malaysia, Thailand and the Philippines have allocated 7.9%, 5.0%, and 3.2% of their GDP respectively. One of the reasons for the low quality of graduates is the ineffectiveness of the learning process. The learning process so far is still too oriented to mastery of theory and memorization in all fields of study which causes students’ learning abilities to be hampered. Learning methods that are too teacher-oriented tend to ignore the rights and needs, as well as the growth and development of children so that the learning process that is fun, exciting, and intellectual is less than optimal. Factors that also influence the low efficiency of education is the low ability to manage various educational inputs both in carrying out the learning process and in managing education. Although the quality of graduates at all levels of education is still low, the potential of our students is quite high, this is indicated by the success of our students in winning various championships in international science and mathematics olympiads. Based on data from participating schools that have won the Olympics, it turns out that in general they come from schools that have a good coaching system and are supported by qualified teachers. This shows that the potential of our students has good potential, but because it is handled by a learning process that is less qualified and not optimally supported by educational infrastructure and facilities, the quality of graduates is generally still low.
Discussion of Alternative Solutions (not only the government, but we as students also have an important role to improve and invite the Indonesian people to realize the importance of education in Indonesia). Students are the holders of the baton for the future of the Indonesian nation, therefore students must have solutive, critical, and constructive thinking, especially in the field of education. Students also have a function as agents of change where students have an important role as agents of change in any dynamics, especially in the dynamics of education. As students, we are not only required to be students who have good grades in academics, but we also have to be students who have a big impact in building a better Indonesian nation, especially in the field of education. There are so many solutions and actions that students can take in overcoming educational problems in Indonesia, especially related to the education gap in Indonesia, which include students being able to form communities or organizations that can help children who are less facilitated by education due to family economic constraints, students can make educational content for children in Indonesia can learn online such as through videos or in the form of e-books, so that children in Indonesia can at least feel the euphoria of education in Indonesia. Not only that, Indonesian students can also contribute to the field directly by making various work programs such as making free schools for street children, and can create a scope for education for children who want to go to school but are constrained by the poor family economy. capable. By creating things like that, of course, it can help children in Indonesia who insist on wanting to learn to study at least they can know, feel and understand how the systematics and processes of teaching and learning are similar to when in school in general.
As for the effects of solutions, an alternative that we think can have a good impact for children in Indonesia in the field of education because with the alternative solution that we offer, namely we as students must continue and always fight for the rights of children in Indonesia to accommodate them in participating in the activity process. education from elementary school to high school, by continuing to contribute to creating constructive innovations, and continuing to voice the education rights of children in Indonesia to the government, it is hoped that this will be able to awaken education in Indonesia so that there is no such thing as inequality and lack of equal distribution of education in Indonesia. There are so many potentials that can be developed in the world of education, so that the problems of education in Indonesia, especially the education gap in Indonesia, should be one of the problems that must be followed up immediately and given appropriate and fast solutions so that the education gap in Indonesia can be carried out and is well-systematized as a forum for children in Indonesia to develop the potentials of each individual.
Education in Indonesia is increasingly becoming a problem that must be resolved immediately. Education is not just a mere formality so that children in Indonesia can read and count, but education is the right means of transportation to increase the potential of children in Indonesia as holders of the nation’s baton in the future. With the problem of the education gap in Indonesia, it will certainly hamper the dynamic process of education development in Indonesia, starting from the quality of education in different regions, curriculum problems that are still not the same at the same time, different quality of students, even the level of competence of students and children inIndonesia is still far from the national and international levels. This is what the government should think about in forming a new education strategy in Indonesia to eradicate the education gap in Indonesia, but not only the government is required to change and think about the problems of education inequality in Indonesia, we as students are also required to take part in addressing the problem of the education gap in Indonesia and making a real contribution in building education in Indonesia, so that children in Indonesia have the same rights in studying in the field of education in Indonesia.
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