TUGAS MATA KULIAH

DASAR DASAR ILMU PENDIDIKAN

DOSEN : DEDI SUPENDRA

DISUSUN OLEH :
ADITIYA PUTRA (17063030)
MUHAMMAD ARFINDA (18006288)
LIRA MULYA HIDAYAT (18006189)
PEPEN AGUSTIN PUTRA (17063017)

PROGRAM STUDI PENDIDIKAN TEKNIK ELEKTRO

UNIVERSITAS NEGERI PADANG
2017
 PREFACE
First at all,give thanks for God’s love and grace for us.
Thanks for God for helping me and give chance to finish the assignment timely. And I

would like to say thank you to Mr Dedi Supendra as the lecturer that always teaches us and

give much knowledge about how to practice English well.

The writers also express his deep and sincere gratitude for those who have guided in

completing this paper. We hope it can be useful for us. Critics and suggestion is needed here

to make the assignment be better.

Hopefully this paper can help the readers to expend their knowledge about Basic

Education Problems.

Padang, November 2018

Writers
 CONTENTS
Preface...........................................................................................I
Contents.........................................................................................II
Unit I Content
A. Definition of Educational Problems…………………….………….. 1
B. Types of Basic Educational Problems……………………….……… 1
1.1. Equitable Education………………………………………….....1
1.2. Education Quantity………………………………………………….2
1.3. Quality of Education………………………………………………...2
1.4. Education efficiency………………………………………………....3
1.5. Education Effectiveness……………………………………………..4
1.6. Relevance of Education……………………………………………...5
1.7. Educators and Education Personnel…………………………………6

Unit II Reference
Reference.......................................................................................III
 Basic Education Problems.
A.Definition of Educational Problems
The problem of education is the difference between educational programs that are expected
with reality that is implemented in the field. According to (TAP MPR RI No. II / MPR / 1993), the
greater or wider the difference that is aspired to with the one found in the field, the greater, more
complex or complex the problem is.

B.Types of Basic Educational Problems

1.1. Equitable Education
The problem of educational equity is the problem of how the education system can provide
the widest opportunity for all citizens to obtain education, so that education becomes a vehicle
for the development of human resources to support development.
In its early days, in our homeland education distribution was stated in Law No. 4 of 1950 as the
basics of education with teaching in schools. In Chapter XI, article 17 reads:
"Every citizen of the Republic of Indonesia has the same right to be accepted as a student of a
school if the conditions set for education and teaching at the school are fulfilled"

Furthermore, in relation to compulsory education Chapter VI, article 10 paragraph 1, states:

"All children who are 6 years old are entitled and who are 8 years old are required to study at
school, at least 6 years."
Paragraph 2 states:
"Studying at a religious school that has received recognition from the minister of religion is
considered to have fulfilled the obligation to learn".

The solution to the problem of educational equity is taken in 2 ways, namely:

1. Conventional ways
a. Build school buildings such as SD Inpers or study rooms.
b. Use the school building for double shifts (morning and evening).
2. Innovative Ways
a. Pamong system or inpact system (education by the community, parents, and teachers). The
system was initiated in Solo and disseminated to several provinces.
b. Small elementary school in remote areas
c. Visit teacher system
d. Open junior high school
e. Pursue package A and B
f. Distance learning, like an open university
Example :
A student is not accepted or is not allowed to go to school outside the area, may only be
schools around the area. But now it has been overcome by governments wherever and
wherever everyone can go to school provided he is able to compete.
 1.2. Education Quantity
The issue of quantity of education is a problem that involves many students who must be
accommodated in the education system or school. This problem arises because prospective
students are not accommodated in a school, because of the limited capacity. The opportunity to
obtain education is still limited to the elementary school level. This problem is especially
prevalent in elementary schools in past years. But now the problem can be resolved, especially
with the establishment of many private elementary schools which in other words can overcome
the problems of the quantity of education. The rest of this problem is in children who live in
remote areas.
To overcome the problem of quantity of education, there needs to be more attention from the
government so that children who live in remote areas participate in education. Efforts can be
made by the government, among others, by building public elementary schools in areas with
minimal education, and of course the schools built are also equipped with complete facilities
and infrastructure to support the teaching and learning process.
example :
A child cannot continue his education to high school because of the limited capacity of the
school and the only school in the area.

1.3. Quality of Education

This is related to the low quality of teachers, inadequate learning, and the uneven number of
graduates in each level of education. Teachers certainly have hidden hopes that they cannot
convey to their students. Many people become teachers because they are not accepted in other
majors or lack funds. Except for old teachers who have dedicated themselves to becoming
teachers. In addition to experience teaching students, they have deep experience in the lessons
they teach. Learning facilities also contribute to the decline in education, especially for residents
in underdeveloped areas.
However, for residents in these underdeveloped regions, the most important thing is applied
science that is really used for life and work. There are many problems that cause them not to
study normally like most students in general, among other things the school conditions are of
concern.

There are two factors that affect the quality of education, especially in Indonesia, namely:
a. Internal factors
Includes education levels such as the national education department, regional education
offices and also schools.
b. External factors
Society is an icon of education and is the goal of education as an object of education.
Some problems that cause low quality education:
1. Low quality of physical facilities
2. Low teacher quality
3. Low teacher welfare
4. Low student achievement
5. Lack of equal opportunities for education
 6. The high cost of education
Efforts to solve the problem of the quality of education can be achieved by:
1. Strict selection of candidates who will enter secondary school or work place.
2.Training and developing the ability of education personnel through training, upgrading,
seminars and others.
3. Enhancing and strengthening the curriculum so that it does not easily change
4. Construction of facilities and infrastructure that can support learning activities
5. The use of teaching aids, textbooks and laboratories appropriately.
6.Consolidation of regulations in various examinations, be it a school exam or a state
examination.
7. Supervision and research of the educational process by the owner to each school.
Example :
In a remote school that still lacks facilities and infrastructure so that the teaching and
learning process is not optimal, as in the school there are no practical tools such as
microscopes even though in their learning materials there are. Of course this will affect the
quality of education.

1.4. Education efficiency

Education is said to be efficiency if the utilization of available resources (time, energy,
costs) is right on target. The efficiency level depends on the empowerment of these resources.
If what happens for example is not saving (wasteful) time, labor costs do not function
optimally, the efficiency level is low (not / less efficient).
Analysis like this can be directed at the smallest elements of the three criteria. For
example, whether the time used is in accordance with the schedule / plan, whether the teaching
teacher or lecturer gives a lecture at least equal to the compulsory hours of education
equivalent to civil servants.
If students actually have sufficient potential but they do not go up to classdropping out of
school, not graduating means there is a problem in the efficiency of education. Education
efficiency problems also occur in universities. This problem can be seen from the failure of a
student.
Problems Education efficiency can be solved through educational technology approaches
such as:

1. Participant oriented
The principle of being oriented towards students means that learning should focus on
students by paying attention to the characteristics, interests, potential of the students.
2. Use of learning resources
The use of meaningful learning resources in learning students should be able to use learning
resources to access the knowledge and skills they need.
Example :
Teachers should teach 3 times a week and it turns out that the teacher only entered 2x a week.
 1.5. Education Effectiveness
Education is said to be effective (ideal) is if the results achieved in accordance with the plan
or program made before (appropriate). If the teaching plan made by the teacher or the syllabus
made by the lecturer before teaching or giving the lecture is done in full with perfect, then the
implementation of the lecture is said to be effective.
Perfect includes all planning components such as goals, material / materials, strategy and
evaluation. It is said to be less effective if the components of the plan are not implemented
properly, for example the goal is not achieved all, the material is not presented all, the teaching
and learning strategies are not appropriate, evaluation is not carried out as planned.
The problem of educational effectiveness is also related to the ratio between the purpose of
education and the outcome of education, meaning the degree to which the level of conformity
between what is expected withwhat is produced, both in terms of quantity and quality.
Education is a teleological process, which is directed at a specific goal, namely in the form of
iedeal qualifications. If students have completed their education but have not demonstrated the
characteristic abilities in accordance with the qualifications that are expected to mean is a
problem of the effectiveness of education.
Effective education is an education that allows students to be able to learn easily, pleasantly
and achieve goals as expected. Thus education for both teachers and lecturers is required to be
able to increase the effectiveness of learning so that the learning material taught can be useful.
To improve the effectiveness of education, that is by determining the learning objectives to be
achieved before learning activities are carried out.
Example :
The teacher teaches learning material with certain tricks or techniques in managing the class
so that learning can run as effectively as possible. So that the delivery of material can be
absorbed by students.

1.6. Relevance of Education

Education is said to be relevant (appropriate) if the education system can produce output
(output) that is in accordance with the development needs of conformity (relevance) which
includes the quantity (quantity) or quality (quality) of the output.
The issue of relevance is a problem related to relevance (suitability) between the ownership
of knowledge, skills and attitudes of graduates of a school with the needs of the community
(labor needs). Education is said to be no or less relevant if the level of conformity is absent or
lacking.
The issue of relevance can be seen from the large number of graduates from certain educational
units who are not prepared for cognitive and technical abilities to proceed to the educational unit
above.
The issue of relevance can also be seen from the number of graduates from certain
educational units, namely vocational and tertiary education who have not or are not even ready
to work. In addition, we can also see that unemployment growth is increasing in Indonesia. We
often meet high school graduates who are unemployed, sometimes we even see unemployed
scholars. Another example is the case of companies that still have to spend funds on education
 or training for candidates
employees, because they are considered not to have the job skills as expected.
The inconsistency between the results of education and the needs of the workforce is due to a
less functional curriculum on skills needed when students enter the workforce.

Problems with the relevance of education can be solved through the following methods:
1. Expansion and equality of opportunities to obtain high quality education in order to create
high-quality human beings so as to increase the relevance of education to the needs of the
business and industry.
2.To increase academic capacity, professionalism and guarantee the welfare of education
personnel so that they are able to function optimally, especially in improving character
education and character so that they can show what they have gotten during their education.
3. Carry out education system updates, including the curriculum. Like compiling a curriculum
that refers to national standards that apply nationally and locally in accordance with local
interests.

Example :
The number of graduates of SMK and Bachelor are still unemployed because they
cannot or cannot or are not ready to work.

1.7. Educators and Education Personnel

Identification of the problem of the resources of educators and education personnel, among
others:
a. Educators do not come from suitable graduates. That is, sometimes there are teaching staff
who do not teach according to their majors. Example: educators who are math graduates teach
Indonesian. This will indirectly become a problem of education in Indonesia.
b. Whereas in PP No. 19 of 2005 concerning the standards of educators and education personnel
article 28 paragraph 2, explained that educators must be in accordance with the diploma and
certificate of expertise relevant to the applicable legislation.
c. Educators lack the mastery of the 4 components that must be possessed by educators and
education personnel so that this causes a problem with the quality of poor educators and
education staff.
d. Educators sometimes make teaching only to impose an obligation as an educator, so he
teaches not optimally. This is not in accordance with PP No. 19 Tahum 2005 article 28
paragraph 3 which educators should have professional competence, which requires educators
to be responsible for the task and guidance for students.
e. Educators have not fully fulfilled community expectations. This phenomenon is characterized
by the low quality of graduates, the completion of educational problems that are not complete,
even more project oriented. As a result, education often disappoints society. Then continue to
question the relevance of education to the needs of the community in the dynamics of
economic, political, social and cultural life.
f. Teaching educators do not fit the syllabus so that the target of learning objectives is not fully
 achieved.
g. There are still many educators who have not met the requirements in accordance with PP No.
19 of 2005 such as teaching at the elementary / MI level with a minimum S1 / D4 certificate.
h. Education personnel usually come from educators who are also in the task of becoming
education personnel such as teachers and also as administrative staff or library staff.

Solving the problem of educators and education personnel

a. The problem of educators
1. Teacher professional education
This is one of the efforts made to improve the professional image of a teacher. It is expected
that before the prospective teacher holds their position they are truly professional in their
fields through this PPG.
2. Improving socio-economic status
The existence of government efforts by ratifying Law No. 14 of 2005 concerning teachers
and lecturers. Where teachers and lecturers are entitled to receive income above the
minimum requirement.
3. Instill strong and intelligent characters
Strong and intelligent characters are found in the true teacher's person who is able to
educate with the heart.
b. Problems with education staff
Education personnel also have a profound influence on the education process, therefore
the government must give awards to educational staff who have good achievements and
balanced income.
Example :

Teachers in remote areas who still do not have a S1 diploma and have taught in
elementary schools, as well as educational staff who work as principals and accounting
teachers.