JURNAL PROGRESIF 01 2009

PROGRESIFJournal of Multiperspective Education



ISSN: 2085-6865PROGRESIFJournal of Multiperspective Education Volume 1, Number 1, July 2009

PROGRESIF Journal of Multiperspective Education Penanggung Jawab Usamah El Madny Ketua Dewan Editor Muliadi Kurdi Editor Pelaksana Muhibuddin Hanafiah Safrul Muluk Muhammad Thalal Maskur Fuad Ramly Feri Suryawan Firdaus M. Yunus Jarjani Usman Kusmawati Hatta Mitra Bestari Darwis A. Soelaiman Farid Wajdi Ibrahim Administrasi & Tata Usaha Muhammad Syafrizal Ibnu Syahri Ramadhan Setting/Layout Jabbar Sabil Sirkulasi Syarifuddin Abe Hardiansyah Penerbit Lembaga Kajian Agama dan Sosial (LKAS)Jl. Teungku Dihaji, Lr. Nyak Awan No. 14, Lamdingin Kecamatan Kuta Alam - Banda Aceh E-mail: [email protected]

SALAM REDAKSI PROGRESIF MENUJU KEMAJUAN PENDIDIKAN MASYARAKAT ACEH DAN INDONESIA Berawal dari sebuah diskusi di sekretariatLembaga Kajian Agama dan Sosial (LKAS), akhirnyamuncul inisiatif untuk menerbitkan sebuah jurnalilmiah yang diberi nama dengan Progresif. Kerabatkerja LKAS sepakat “jabang bayi LKAS” itu diberikankontribusi bagi pemberdayaan, penguatan duniapendidikan di Aceh dan Indonesia. Paling tidak, adadua alasan yang mendorong diterbitkan Progresif.Pertama, sebagai kontribusi positif konstruktif bagidunia pendidikan. Diharapkan Progresif dapat menjadimedia sharing idea, ajang diskusi dalam rangkamenumbuhkan pemikiran kritis dan kreatif bagikemajuan pendidikan masyarakat. Kedua, kehadiranProgresif adalah sebagai jawaban konkrit terhadapkelangkaan jurnal ilmiah di Aceh terutama yangmemenuhi standar resmi yang ditetapkan LembagaIlmu Pengetahuan Indonesia (LIPI). Berangkat dariberbagai kekurangan semoga Progresif dapat mengisikekosongan ruang hampa itu. Mengawali sajian tulisan ini oleh Safrul Muluktentang, ”Human Resource in Education”. Tulisanini menyajikan tentang besarnya potensi sumberdaya manusia apabila mampu dikelola secara efesiendan efektif oleh sebuah organisasi. Safrul dalamtulisan itu menekankan pentingnya perencanaandalam menciptakan sumber daya manusia dalamkonteks pendidikan. Jarjani Usman dalam tulisannya,”Menuju Centre of Excellence; Perguruan Tinggi Perlu

Salam Redaksi ......................................................................................................................................................................................................Pendekatan Learning Organization”, menawarkan tentang peningkatankualitas sumber daya manusia bagi sebuah lembaga pendidikan dengancara belajar secara kontinuitas. Sementara itu, Maskur dalam tulisannya,”A Vision of Effective Islamic Education”, memaparkan sebuah konsepsipendidikan Islam menuju kemajuannya. Dalam pandangan Maskur,konsep pendidikan Islam seringkali terlepas dari sebuah visi dan konsepyang jelas. Selanjutnya, tulisan Sri Rahmi, ”Manajemen Kelas dalamLembaga Pendidikan Islam”, memaparkan tentang sistem pengelolaandan peguasaan kelas secara baik menuju keberhasilan pendidikan. Rahmimelihat manajemen kelas sangat menentukan kualitas output pendidikandalam sebuah lembaga pendidikan Islam. Sedang Muhammad Thalalmenulis, ”New Insights into Teaching of English Language to IndonesianStudents”, memaparkan faktor penyebab rendahnya kemampuan berbahasaInggris di Indonesia, dan ia menawarkan tentang konsep pengajaranbahasa Inggris yang sesuai dengan konteks budaya Indonesia. SementaraFirdaus M. Yunus, dalam tulisannya, ”Postmodernisme, Implikasinya atasparadigma Pendidikan Indonesia”, menjelaskan dampak postmodernismedalam proses pendidikan di Indonesia, di mana salah satunya adalahmelahirkan kebijakan desentralisasi pendidikan. Sementara itu dalam tulisanHabiburrahim, ”The Analysis of Online Study and Face-to-Face ClassroomInstructions in Current Educational Contex in Indonesia”, menjelaskantentang perseteruan antara praktisi pendidikan tentang pembelajaran onlinedi dunia pendidikan. Tulisan Habiburrahim memiliki mata rantai yangerat dengan tulisan Firdaus. Muhibbuddin Hanafiah, dalam tulisannya,“Kualitas karya Tulis Dosen IAIN Ar-Raniry; Suatu penelitian TerhadapJurnal Ilmiah”, mengkritisi sehagian besar para dosen IAIN Ar-Raniry yangsampai hari ini masih sangat kurang dalam menulis dan menghasilkankarya tulis ilmiah, padahal karya tulis ilmiah bagi seorang dosen itu suatuhal yang penting dan mutlak dikerjakan selama ia masih menyandanggelar dosen. Hazrullah menjelaskan dalam tulisannya, “KompetisiKepala Sekolah dalam Lingkungan Pendidikan”, betapa besar peranankepala sekolah yang memiliki kompetensi dalam melahirkan pendidikanberkualitas. Sedangkan tulisan terakhir yang ditulis oleh Bustami Abubakartentang, “Pola Pengasuhan Dan Pendidikan Anak Tanpa Pengasuh UtamaMenurut Budaya Aceh”, menjelaskan anak-anak yang dibesarkan tanpavi PROGRESIF Journal of Multiperspective Education

............................................................................................................ Progresif Menuju Kemajuan Pendidikan Masyarakat Aceh dan Indonesiapengasuh utama, dalam banyak kasus di Indonesia, cenderung menjadiaktor kenakalan remaja atau terjerumus dalam kehidupan jalanan ataugelandangan. Berbeda dalam konteks budaya Aceh, anak-anak tidak mestiharus mendapat pengawasan dan bimbingan dari pengasuh utama, tapipengasuh kedua (wali karong) yang tidak memiliki hubungan pertaliandarah dengan si anak. Sebagai penganti pengasuh utama (wali karong), tidakakan membeda-bedakan anak asuh dan anaknya sendiri terutama dalammemberikan perhatian terhadap pendidikan, sandang dan pangan. Itulah ulasan-ulasan yang telah kami sajikan kepada Anda dalammengisi edisi perdana jurnal Progresif, semoga ada manfaatnya. Kamimenyadari kehadiran edisi perdana ini masih jauh dari kesempurnaan. Dariitu, saran, harapan dan kontribusi pemikiran sangat diharapkan. Bagi yangingin berpartispasi untuk kesempurnaan jurnal ini silahkan kirim pesandan saran ke [email protected]. Partispasi Anda selalu kami hargai danapresiasi. Selamat mebaca!Usmah El Madny----Penanggung JawabPROGRESIF viiVolume 1, Number 1, July 2009

ISSN: 2085-6865DAFTAR ISIHuman Resource Planning In EducationSafrul Muluk ... ... ... 1Menuju Center of Excellence, Perguruan Tinggi Perlu Pendekatan LearningOrganizationJarjani Usman ... ... ...13A Vision Of Effective Islamic EducationMaskur ... ... ... 27Manajemen Kelas dalam Lembaga Pendidikan IslamSri Rahmi ... ... ... 37New Insights into Teaching of English Language to Indonesian StudentsMuhammad Thalal ... ... ... 51Postmodernisme: Implikasinya atas Paradigma PendidikanIndonesiaFirdaus M. Yunus ... ... ... 67The Analysis of Online Study And Face-to-Face Classroom Instructions InCurrent Educational Context In IndonesiaHabiburrahim ... ... ...81Kualitas Karya Tulis Dosen IAIN Ar-Raniry: Suatu Penelitian TerhadapJurnal IlmiahMuhibuddin Hanafiah ... ... ... 105Kompetensi Kepala Sekolah Dalam Lingkungan PendidikanHazrullah ... ... ... 125Pola Pengasuhan dan Pendidikan Anak Tanpa Pengasuh Utama MenurutBudaya AcehBustami Abubakar ... ... ... 145

1 Human Resource Planning in Education Safrul Muluk Bio Data: Safrul Muluk is an English teaching staff at English Department of the Tarbiyah Faculty, IAIN Ar-Raniry, Banda Aceh. He pursued his bachelor degree at The State Islamic Institute Ar-Raniry, Educational Faculty, 1995. He took his master degree at McGill University, Montreal Canada, 1998-2000. He also pursued his second Master degree, M.Ed (Management) at Flinders University, Australia, 2000-2004. He is working on his Ph.D programme (higher education management) at Flinders University, Adelaida, Australia, 2009-present time. Abstrak Perencanaan merupakan basis keberhasilan tindakan manajemen karena memungkinkan organisasi menggunakan sumber daya yang paling efektif dan efisien. Untuk bertahan dan senatiasa bekerja keras, tiap- tiap organisasi harus mampu mengalokasikan sumber daya secara efektif dan efisien. Dalam pendidikan, perencanaan sumber daya manusia telah menjadi salah satu isu utama yang sering menentukan berhasilnya sebuah institusi dan mutu pendidikan. Manfaat kompetisi diperoleh melalui pemanfaatan secara efektif terhadap sumber daya manusia. Sumber daya manusialah yang membedakan sebuah organisasi dari yang lainnya. Kata Kunci: Sumber daya, Perencanaan, Pendidikan.

Safrul Muluk .........................................................................................................................................................................................................Introduction The importance of planning in organizations cannot be overestimated(Mintzberg, 1994). To be able to achieve its goals and objectives, an organizationmust have a strategic plan to enable it to best utilize its resources in the mostefficient and effective ways. Planning is therefore a very significant step thatmust be done in order to determine organizational objectives and decide themost effective and efficient actions to accomplish them. Because of fast and unpredictable changes in the working environment,organizations have to be able to cope with the challenges. There is nodoubt that planning helps organizations to take appropriate actions toreduce potential risks that may appear as a result of those unpredictableenvironments. The last ten years have seen a significant emphasis on the roleof Human Resource Management (HRM) in the success of organizations.The value of HRM for the continued existence of organizations in extremelyfast changing as well as highly competitive environment has been underscrutiny for quite a while (Brewster et al, 2000). While HRM covers many issues such as downsizing, changing skillsdemands, job competition, job insecurity and mobility, work intensification,globalization of business, changing expectation of employees, fasttechnological change, et cetera, researchers in this area agree that one of themost significant factors in HRM is the role of Human Resource Planning(HRP). According to Nankervis et al (2002, p. 122), “the failure to considerthe importance of Human Resource Planning will often destroy an otherwisewell thought-out plan”. Although the concept of Human Resource Planning has captured theinterest of people in many countries in the last two decades, this concept isstill relatively new in Indonesia. It was not until the late 1990s that HumanResource Management attracted much interest from professional people inIndonesia. This is largely due to the implementation of decentralization ofeducation in Indonesia. Decentralization itself took place as a result of the political andeconomic crisis in 1998 that forced Soeharto to resign from the presidency.As a result of decentralization, local government has the authority to runpublic administrations based on the interests of the people without havingto wait for approval from central government, which was the case for a longtime under the previous New Order regime.2 PROGRESIF Journal of Multiperspective Education

............................................................................................................................................................... Human Resource Planning in Education With decision-making authority in the hands of local government, itis increasingly important for local government to be able to exercise welldesigned Human Resource Planning in order to improve effectiveness,efficiency, and productivity in running public administration, includingthe education sector. This paper will therefore look at Human ResourcePlanning in educational institutions in Indonesia. It will investigate issuesthat relate to the practices of Human Resource Planning in educationalinstitutions as well as to examine whether the implementation of HumanResource Planning practices will improve the effectiveness and productivityin educational institutions.Human Resource Planning Human Resource Planning is “a process by which an organizationensures that it has the right number and kinds of people, at the right place,capable of effectively and efficiently completing those tasks that will helpthe organization achieve its overall strategic objectives” (De Cenzo andRobbins, 1999, p. 130). The origin of Human Resource Management was initiated by GaryBecker with his view about people as human capital (Hendry, 1995). Thereare a number of reasons that can be argued as the factors that triggered theemergence of Human Resource Management. Among them is the challengein domestic and international competition in the US in the 1980s as wellas the pressures in the product markets during early 1980s (Beardwell &Holden, 1997). Challenges from Japan and the lack of new products andservices in the US market have certainly led to the emergence of HumanResource Management in the US. In the 1980s the corporate view ofHuman Resource Planning was adopted by many organizations (Bowey,1974; Lynch, 1982). Further development has also taken into account theimportance of organizational strategy in the process of Human ResourcePlanning (Edwards et al, 1983). As a result, the last 20 years has witnessedthe increasing role of Human Resource Management in almost every aspectof organizational affairs, whether in public or in private sectors. As mentioned earlier, with the rapid pace of changes in virtuallyevery aspect of organizational life, the need for planning in organizationshas never been greater. Planning is the most important task that must bePROGRESIF 3Volume 1, Number 1, July 2009

Safrul Muluk .........................................................................................................................................................................................................done by an organization in order to survive and excel. It is the basis ofsuccessful management action, for it enables organizations to use resourcesin the most efficient and effective ways. The uncertainties in today’s workingenvironment, mostly caused by the wave of globalization, have forcedorganizations to be able to adopt the most effective and efficient ways inorder to accomplish their goals and objectives. Some of the immediate resultsof globalization are the intensification of HR and international integrationon the labour market around the world (Rodrik, 1997). Undoubtedly, to be able to carry out strategies effectively andefficiently, organizations need to have the most suitable people in executingtasks. This is when Human Resource Planning becomes very crucial. DeCenzo and Robbins (1999, p. 130) defined Human Resource Planning as a process by which an organization ensures that it has the right number and kinds of people, at the right place, capable of effectively and efficiently completing those tasks that will help the organization achieve its overall strategic objectives. According to Bramham (1988) Human Resource Planning is essentiallyconcerned with the effective use of human resources; this includes takinginto account the future impact of employment decisions made today. Viljoen(1991) described it as the process of identifying, choosing and implementingactivities that will enhance the long-term performance of an organizationby setting direction and by creating ongoing compatibility between theinternal skills and resources of the organization, and the changing externalenvironment within which it operates. Nankervis et al (2002, p. 79) suggested “the purpose of HumanResource Planning is to try to ensure that organizational objectives are metthrough the effective utilization of the human resources of the organization,taking into account changing circumstances within and outside particularorganizations”. From this definition, we can see that Human ResourcePlanning involves a systematic and continuous process in reviewing theneeds for human resources with appropriate skills to achieve organizationalgoals and objectives. The distinguishing feature of strategic Human Resource Planning inachieving organisational effectiveness is thus the direct linking of humanresource planning to the overall planning of the organization (Jackson4 PROGRESIF Journal of Multiperspective Education

............................................................................................................................................................... Human Resource Planning in Education& Schuler, 1990). Nowadays, the focus of human resource planninghas also integrated policy and practice together in day-to-day decisionmaking, stressing the interrelationship of various aspects such as training,development and recruitment. All those activities are intended towards the attainment oforganisational or corporate objectives through the effective utilisation ofhuman resources. Storey put forward an interesting notion on this issue;he (1992, p.5) suggested that Human Resource Planning is intended “… toachieve competitive advantage through the strategic deployment of a highlycommitted and capable workforce, using an array of cultural, structural andpersonnel techniques”. McBeath (1992) argued that competitive advantageexclusively depends on human resources. While access to financial,technology and other resources are widely available to all employers; theimportant factor that may determine the success of organizations would bein the hands of their human resources. There are two approaches that are usually exercised by a Human ResourceDepartment when it comes to Human Resource Planning. The first one is astrategy-oriented approach. This approach places stress on the aim to maintainand improve the ability of the organization to achieve corporate objectivesthrough the development of strategies to enhance the contribution of personnelat all times in the foreseeable future (Steiner, 1971). The second approach toHuman Resource Planning is a process-oriented approach. This approach viewsHuman Resource Planning as a continuous management process in analysingthe needs for human resources in changing conditions (Walker, 1980).Issues In Human Resource Planning In Education The ultimate aim of Human Resource Planning is the attainment oforganisational or corporate objectives through the effective utilisation ofhuman resources. Therefore, it is extremely important for human resourcesmanagers to be able to integrate the various human resources functions so asto be consistent with the organization’s strategic plan. To be able to executethe tasks and responsibilities that have to be carried out by every member ofthe organization, it is extremely important to have good Human ResourcePlanning. As mentioned earlier, some of the current issues in HumanResource Planning are recruitment, downsizing, high rate of technologicalPROGRESIF 5Volume 1, Number 1, July 2009

Safrul Muluk .........................................................................................................................................................................................................change, work intensification, changing skill demands, job insecurity andmobility, training and development, etc. (Mirvis, 1997). In the case of Indonesia, there are a number of things that have to beconsidered when it comes to Human Resource Planning. Because HumanResource Planning requires continuous effort at looking for better use of humanresources, the managerial skills needed to execute these tasks are also vital. Theattitude towards change is another key aspect in the successful execution ofHuman Resource Planning in an organization. Although the aims of HumanResource Planning are intended to improve productivity, the willingness andthe readiness of human resources in an organization are of great importance ifthe implementation of Human Resource Planning is to be successful. One of the most obvious conditions in educational institutionsthroughout Indonesia is the existence of obedience culture, a belief thatinequality is appropriate and authority is not to be challenged. One thing thatmust be considered by human resource managers in educational institutionsis that the concept that works in western countries may not be appropriateto the Indonesian context. As Rose (1991) suggested, ‘false universalism’ isthe risk that may happen if policy makers fail to take distinctive historicaland cultural dimensions into account. The cultural aspect is probably the most significant aspect that policymakers have to consider in formulating a new policy, especially in HumanResource Planning. The existence of “obedience culture” in Indonesian society,for example, certainly plays a very important role in the success of HumanResource Planning.The term obedience culture in a way is similar to Hofstede’sconcept of power distance. Hofstede (1980, p 28) defined power distance as “theextent to which less powerful members of institutions and organizationswithin a country expect and accept that power is distributed unequally”. In the case of Indonesia, people are considerably more tolerant andcomfortable with inequality than in Western countries (Irwin, 1996). In asimilar vein, Mulder (in Bass 1990, p. 789) suggested that high power distancebetween the leaders and the led is associated with the “fear of disagreeingwith one’s superior”. This is what is meant by obedience culture; people inlower level positions cannot act or say something that would offend thepeople at the higher level, even if it were for a good cause. This is especiallytrue in some Asian countries where there are beliefs that hierarchy and6 PROGRESIF Journal of Multiperspective Education

............................................................................................................................................................... Human Resource Planning in Educationinequality are appropriate and beneficial, and that authorities and seniorsshould not be challenged or even questioned (Irwin, 1996). One possible effort that can be used to change the attitude of thepeople towards authority and power is to empower and motivate them tobe involved in the process of decision-making itself. Empowerment has beenacknowledged as a management technique that can be applied universallyacross all organizations as a means of dealing with the needs of modernglobal business (Foy, 1994). To have an effective empowerment process,leaders have to be willing to share or shift their authority to some degree, sothat other members of the organizations will have the chance to exercise theircompetence. While this will not be a big issue to some, the rest will considerthis process as a threat to their power. Kanter (1979, p. 74) argued that giving up control is threatening to people who have fought for every shred of it; that people do not want to share power with those they look down on; that managers fear losing their own place and special privileges in the system From the above statement, we can see that giving up some degreeof control is quite a challenge for some people. However, if the degree ofauthority is shared with other members of the organization, it is very likelythat the attitude of people towards authority will significantly improve. Asa result, it will influence the success of the organization itself. According to Guiterrez (1994) the process of empowerment consistsof increasing self-efficacy, developing a critical consciousness, developingskills and an involvement with similar others. That is to say empowermentconsists of articulating social action, the right to say and the right to havea say, and being recognized as competent. This way, the people know thatthey are as important as other people in the higher position in determiningthe successful attainment of organizational goals. The opportunity toengage in organizational development is especially important in the processof empowerment. It has been argued that empowered and motivated staffmembers are the prerequisite to increase productivity. The members of theorganization would see the success of the organization as theirs too. Taking on Kanter’s idea of power, there are at least two aspects ofeffectiveness that power brings about. First, “access to the resources,information, and support necessary to carry out a task; and, second, abilityPROGRESIF 7Volume 1, Number 1, July 2009

Safrul Muluk .........................................................................................................................................................................................................to get cooperation in doing what is necessary” (1979, 64). She also assertedthat designing a job that allows discretion such as flexible, adaptive, andcreative contribution could accumulate power. In addition, close contactwith the people in power, peer networks, and subordinates also contributeto the accumulation of power. From Kanter’s idea, we can see that powertends to get stronger and more influential when it is distributed amongmembers of an organization.Decentralization of Education and Human Resource Planning As mentioned earlier in this paper, the importance of Human ResourcePlanning in the successful execution of organizational goals is enormous.In fact, it has become an important aspect of strategic human resourcemanagement (De Cenzo and Robbins, 1999). Human Resource Planningcan be defined as a process used by an organization to ensure that it hasthe right number and the right kind of people to deliver a particular levelof output or service in the future. It can also be labelled as a strategy for theacquisition, utilisation, improvement, and retention of an organization’shuman resources. A recent survey of top-level executives shows that “thebest methods of improving quality and overall productivity are directlyrelated to human resource issues” (Nankervis et al, 2002, p. 124). Thefollowing chart shows the importance of human resources issues on qualityand productivity improvement. Figure 1: Most effective method for improving quality and productivity (Source: Shetty, Y. K., et al. 1990)8 PROGRESIF Journal of Multiperspective Education

............................................................................................................................................................... Human Resource Planning in Education With regard to the figure above, Nankervis et al (2002, p. 124) argue,“employees must be adequately motivated, and they must be prepared to dealwith the existing corporate culture, and they must be appropriately educatedto cope with the challenges of their jobs”. From the above chart, we canalso suggest that the job of Human Resource managers is to ensure that theattainment of organizational goals is on the right track by motivating employeesand facilitating the process of cultural change within the organization. With decentralization of education on the way, the most importantthing that has to be done in educational institutions in Indonesia is to changethe attitude of the people. What I mean by change of attitude here is thatthe people in educational institutions have to be willing to accept new rolesand responsibilities as a result of decentralization of education. This maysound easy, but reality has shown that many educational institutions havefailed to improve their performance because of poor execution of the newresponsibility and authority that they now have. This is perhaps due to yearsof authoritarian leadership implemented during the New Order regime. The implementation of decentralization of education itself has been a hugechallenge for the people in education. It is extremely difficult for the people tobe asked to assume new responsibilities with their limited managerial skills.There is no doubt that in order to help them cope with their new responsibilitiesand authority, training in management will have to be provided. The fact that the efforts of the Indonesian government to improve thequality of human resources must begin with improving the quality of education,makes it even more important to have good Human Resource Planning ineducation. The ability to improve and provide good education depends on thequality of the human resources working in educational institutions. The job of Human Resource Planning is not only to recruit anddispose of human resources in an organization. More than that, HumanResource Planning has to be able to answer challenges from both internaland external environments. Challenges from the external environmentmay come from competition, government policy, new technology, etc. Anychanges as a result of those challenges may significantly influence the wayan organization deals with its human resources. Undoubtedly, decentralization of education in Indonesia has resultedin significant changes in the way educational institutions administer theirPROGRESIF 9Volume 1, Number 1, July 2009

Safrul Muluk .........................................................................................................................................................................................................affairs. Although there have been many hiccups along the way, many aspectsof Human Resource Planning in educational institutions have improved.People are now aware that the ability to plan, recruit, manage, develop,dispose of, and replace human resources contributes enormously towardsorganizational effectiveness. Because planning is future oriented, the mostimportant thing that must be considered when human resources managersidentify the need for human resources is to tie it to organizational goals(Burack, 1988). What this means is that Human Resource Planning is “builtaround objectives or results” (Burack, 1972).Conclusion Planning is the basis of successful management action because itenables organizations to use resources in the most efficient and effectiveways. By planning, an organization will be able to establish well thoughtout strategies and transform those strategies depending on the changes intheir environment, in order to achieve its vision (Gouillart, 1995). The sameprinciple applies for Human Resource Planning. Because the human resources department is one of the most costlyfactors in any organization, it is of great importance for an organizationto have effective and efficient human resources in pursuing organizationalgoals. It is the job of the human resources department to assure that theorganization has the right people in the right positions. Competitive advantage is gained through the effective utilization ofhuman resources. This is what differentiates one organization from another, itshuman resources. To be able to have a competitive advantage, an organizationhas to have the right kind of people for the right kind of jobs. The job ofhuman resource managers is to make sure that an organization has just that.However, to have the right people is not the only thing needed in order to havea good and successful organization. The growth and development of humanresources has to be continuously monitored. Training and developmentactivities are crucial for maintaining the level of motivation. Employees needto know that they will still be able to develop their skills and career in theorganization. Needs assessment has to be carried out continuously, so thatthe organization will be able to forecast its needs for human resources as wellas keep up to date with its current human resources.10 PROGRESIF Journal of Multiperspective Education

............................................................................................................................................................... Human Resource Planning in Education BIBLIOGRAPHYAlm, J., & Bahl, R, 1999, Decentralization in Indonesia: Prospect and Problems. Jakarta: U.S.A.I.D. Working Paper.Anspaugh, R. D, 1998, Planning for a stronger association. Healthcare Financial Management.Armstrong, M, 1999, A Handbook of Human Resource Management Practice. London: Kogan Page.Bass, B. M, 1990, Bass and Stogdill’s Handbook of Leadership. New York: The Free Press.Beardwell, I. & Holden, L, 1997, Human Resource Management: A Contemporary Perspective. London: Pitman.Blackwell, J.D,1997, Planning for the long haul. American School and University.Bowey, A, 1974, A Guide to Manpower Planning. London: MacMillan.Bramham, J, 1988, Practical Manpower Planning. London: Institute of Personnel Management.Bryson, J. M, 1995, Strategic Planning for Public and Non-profit Organizations. San Francisco: Jossey-Bass.Burack, E. H, 1988, Creative Human Resource Planning and Applications: A Strategic Approach. New Jersey: Prentice Hall.Burack, E. H, 1972, Strategies for Manpower Planning and Programming. New Jersey: General Learning Press.De Cenzo, D. A., & Robbins, S. P, 1999, Human Resource Management. New York: John Wiley and Sons.Edwards, J., Leek, C., Loveridge, R., Lumley, R., Mangan, J., and Silver, M. (Eds.), 1983, Manpower Planning: Strategy and Techniques in an organizational Context. Chichester: John Wiley & Sons.Fiske, E. B. (1996). Decentralization of Education: Politics and Consensus. Washington, D.C.: The World Bank.Foy, N, 1994, Empowering People at Work. London: Gower Publisher.Gouillart, F, 1995, The Day the Music Died. Journal of Business Strategy.Gutierrez, L, 1994, Beyond Coping: An empowerment perspective on stressful life events. Journal of Sociology and Social Welfare.Hallinger, P., and Kantamara, P. (2000). Educational Change in Thailand: Opening a Window onto Leadership as a Cultural Process. School of Leadership and Management.Hanson, E. M, 1998, Strategies Of Decentralization of education: Key Questions And Core Issues. Journal of Educational Administration.Hendry, C, 1995, Human Resource Management: A Strategic Approach toPROGRESIF 11Volume 1, Number 1, July 2009

Safrul Muluk ......................................................................................................................................................................................................... Employment. London: Heinemann.Hofstede, G, 1991, Cultures and Organizations: Software of the Mind. London: McGraw Hill.Idrus, N, 1999, Towards Quality Higher Education in Indonesia. Quality Assurance in Education.Irwin, H, 1996, Communicating with Asia. Sydney: Allen & Unwin.Jackson, S.E. and Schuler, R.S, 1990, Human resource planning: challenges for industrial/ organizational psychologists. American Psychologist.Kanter, R. M, 1979, Power Failure in Management Circuit. Harvard Business Review.Lynch, J, 1982, Making Manpower More Effective: A Systematic Approach to Personnel Planning. London: Pan.McBeath, G, 1992, The Handbook of Human Resource Planning: Practical Manpower Analysis Techniques for HR Professionals. UK: Blackwell.Mintzberg, H, 1994, The Rise and Fall of Strategic Planning. New York: The Free Press.Mirvis, P. H, 1997, Human Resource Management: Leaders, Laggards, and Followers. Academy of Management Executive.Nankervis, A., Compton, R., & Baird, M, 2002, Strategic Human Resources Management. Melbourne: Thompson.Rodrik, D, 1997, Has Globalization Gone Too Far?. Washington DC: Institute for International Economics.Romney, V. A, 1996, Strategic Planning and Needs Assessment for Schools And Communities. Report for the National Community Education Association. Virginia: Fairfax.Rose, R, 1991, Comparing Forms of Comparative Analysis. Political Studies, XXXIX, 446-462.Shetty, Y. K., et al., 1990, Regaining Competitiveness Requires Human Resources Solutions. Personnel.Steiner, G, 1971, Manpower Planning. London: Heinemann.Stone, J, 2002, Human Resource Management. Queensland: John Wiley & Sons.Storey, J, 1992, Development in the Management of Human Resource: an Analytical Review. UK: Blackwell.Viljoen, J, 1991, Strategic Management: How to Analyse, Choose and Implement Corporate Strategies. Melbourne: Longman.Walker, J.W, 1980, Human Resource Planning. New York: McGraw-Hill.Walker, J.W, 1990, Human Resource Planning 1990 Style. Human Resource Planning.12 PROGRESIF Journal of Multiperspective Education

2 Menuju Center of Excellence, Perguruan Tinggi Perlu Pendekatan Learning Organization Jarjani Usman Bio Data: Jarjani Usman adalah staf pengajar pada Fakultas Tarbiyah IAIN Ar-Raniry, Banda Aceh. Menyelesaikan sarjana dalam bidang studi bahasa Inggris pada Fakultas Tarbiyah IAIN Ar-Raniry Banda Aceh,1997. Menamatkan kuliah magister (MA), di Universiteit Twente, Belanda, 2002, dalam bidang pengembangan training dan pendidikan. Dalam tahun yang sama juga menyelesaikan Magister (MA) di Texas A&M University, Texas USA, dalam bidang pengembangan pendidikan dan SDM, 2007. Abstract In this knowledge-based era, competition among organizations – educational or corporate – has been higher and higher. This forces organizations to keep improving their capacity for sustainability, mainly by providing services and products; otherwise, they will perish on earth. Educational organizations (e.g. universities) are forced to provide highly respected knowledge, by which they compete and collaborate with each other and in turn become the center of excellence. In order for educational organizations to be able to solve their problems, produce high quality knowledge, innovations, and the ability to adapt to new changes, learning organization approach has become a panacea. This systemic approach requires organizations to implement on going, simultaneous, and multiple level learning strategy: individual, team, and organization. This article reveals the importance of the learning organization and its implementation for a university leading into a center of excellence. Kata Kunci: Center of excellence, Capacity building, Learning organization

Jarjani Usman .......................................................................................................................................................................................................Pendahuluan Eksistensi dan ekselensi sebuah lembaga, tak terkecuali lembagapendidikan di tingkat perguruan tinggi, sekarang ini sangat tergantungpada bagaimana lembaga tersebut beradaptasi dengan perubahan zaman.Sebuah lembaga yang tidak memiliki produk atau pelayanan yang unggul,lambat atau cepat akan tereliminasi dari kancah persaingan global. Inilahpernyataan sentral yang kerap dikemukakan para pakar pengembanganorganisasi, (Cummings, & Worley : 2006). Realitasnya memang demikian;lembaga yang tak mampu beradaptasi, seperti tidak menerapkan ICT(Information and Communication Technology) untuk mempercepat produksidanpelayanan,akansegeraditinggalkanpelanggannya. Sebab,usersekarangini lebih mementingkan kualitas produk dan kecepatan pelayanannya. Meskipun demikian, aset yang paling utama ditinjau dari levelkepentingannya bukanlah fisik dari suatu organisasi, tetapi kualitassumberdaya manusianya. Makanya, telah terjadi perubahan aset utamasuatu lembaga dari aset fisik ke aset ilmu pengetahuan, (Hall, & Hord :2006). Maksudnya, keberlangsungan dan keberlanjutan sebuah lembaga diera yang serba kompetitif ini sangat tergantung pada kualitas human capital(modal sumberdaya manusia) yang dimilikinya, (Cornish : 2004). Hanyalembaga yang memiliki sumberdaya manusia, (SDM) yang handal, yangmampu mempertahankan produk dan layanannya. Sedangkan lembaga-lembaga yang tidak demikian, akan sulit untuk menyesuaikan diri denganlingkungan, dan perlahan namun pasti akan tereliminasi dalam petakompetisi yang semakin sengit ke depan, (Sun, 2003 : 153-166). Demikian halnya dengan perguruan tinggi, yang selalu dituntut untukmenjadi center of excellence atau pusat keunggulan. Untuk menjadi sebuahcenter of excellence, perguruan tinggi perlu memiliki individu yang excellent,tim yang excellent, and institusi yang excellent, (Center for Excellence2009). Yang juga penting, adanya sarana yang mendukung proses menujuharapan tersebut. Dengan demikian, investasi untuk peningkatan kapasitaslembaga harus selalu diupayakan agar menghasilkan ilmu pengetahuandan pelayanan yang unggul. Untuk menuju center of excellence, umumnya perguruan tinggi berusahamerekrut dosen atau staf yang memiliki kepakaran dan pengalaman yangtinggi untuk bidang-bidang yang dibutuhkan adalah cara yang biasa.Namun cara itu tidak selamanya baik karena berakibat pada pertukaran staf14 PROGRESIF Journal of Multiperspective Education

.................................................................................. Menuju Center of Excellence, Perguruan Tinggi Perlu Pendekatan Learning Organizationsetiap saat, yang selanjutnya berpeluang mengganggu proses operasionallembaga. Yang aman tentunya adalah membangun kapasitas (capacitybuilding)nya secara terus-menerus. Peningkatan kapasitas ini merupakanproses yang diharapkan dapat meningkatkan kemampuan seseorang,kelompok orang, lembaga atau sistem dalam rangka meraih tujuan atausasaran-sasarannya dan melaksanakan pekerjaan dengan kualitas yang lebihbaik, (Myrick et al, 2005 : 279-285). Beberapa hal penting dilakukan, yaitumencari dan menggunakan pengetahuan dan ketrampilan, membangunaset dan kekuatan, menghormati keberagaman, merespon perubahan, danmenciptakan masa depan, (Kagima, Mayers, & Woolridge, 2003 : 73-75). Setiap lembaga pendidikan tinggi yang ingin tetap eksis danberkembang di masa yang akan datang perlu senantiasa meningkatkankapasitas keilmuan seluruh civitas akademikanya, yang selanjutnya menjadiaset penting bagi lembaga. Eksistensi sebuah lembaga sangat tergantungpada keunikan produk dan pelayanan yang diberikan (Cummings, & Worley: 2006) dan tentunya ilmu pengetahuan merupakan produk dan pelayanandari lembaga pendidikan. Produk yang berkualitas dan pelayanan yangcepat merupakan tuntutan di masa sekarang. Untuk menghasilkan produk atau pelayanan yang unggul, pergu-ruan tinggi perlu memelihara proses yang menghasilkan produk danpelayanannya. Memelihara dan membudayakan standar etika dan me-todologinya sebagai proses menghasilkan, mengembangkan, dan men-distribusikan ilmu pengetahuan di lembaga tersebut adalah suatu keha-rusan. Sebab, ilmu tanpa etika yang baik dari penghasil dan penggunanyabisa berubah fungsinya menjadi tidak baik. Demikian juga, ilmu tanpa di-raih dengan metode yang sistematis, terstruktur, dan valid, akan diragukankeabsahannnya secara epistimologis, (Dahlan, 2008 : 71-79). Menurut Harre, ilmu merupakan “a collection of well-tested theorieswhich explain the patterns of regularities and irregularities among carefullystudied phenomena”, Harre, (1995 : 71-79). Maksudnya, ilmu merupakankumpulan teori yang sudah diujicobakan dengan baik, yang berfungsiuntuk menjelaskan pola-pola yang teratur dan tidak teratur yang terdapatdalam fenomena-fenomena yang dikaji secara hati-hati. Instrumen danproses uji coba ini tentunya harus sistematis, valid, dan reliabel. Sedangkan etika, menurut Ahmad Dahlan, (2008) juga merupakan ilmutentangapayangbiasadilakukanatauilmutentangadatkebiasaan. KesimpulanPROGRESIF 15Volume 1, Number 1, July 2009

Jarjani Usman .......................................................................................................................................................................................................ini diambilnya berdasarkan sejumlah definisi etika. Etika ialah “a system ofmoral principles or rules of behaviors”, (Crowther, 1995 : 393). Dengan kata lain,etika adalah suatu sistem dari prinsip-prinsip moral atau aturan-aturan caraberperilaku, (Dahlan, 2008). Definisi lain berasal dari bahasa Yunani kuno, yaitu“etika dalam bahasa tersebut adalah ethikos, yang berarti penggunaan, karakter,kebiasaan, kecenderungan, dan sikap yang mengandung analisis konsep,seperti harus, benar-salah, mengandung pencarian ke dalam watak moralitasatau tindakan-tindakan moral, serta mengandung pencarian kehidupan yangbaik secara moral”, (Tim Penulis Rosda, 1995 : 71-79). Perpaduan penjelasan di atas mengindikasikan pentingnya perananmetode dan etika dalam menghasilkan dan menyebarkan suatu ilmuyang terpercaya. Alasannya, etika ini tidak hanya berhubungan denganbagaimana cara ilmu pengetahuan yang telah diperoleh dipergunakannantinya oleh seseorang, tetapi juga berhubungan dengan bagaimana ilmupengetahuan itu diperoleh, yang dalam hal ini disebut metodologi. Dengankata lain, metodologi berhubungan dengan sistematika dalam menguji teoridalam proses memproduksi ilmu pengetahuan, (Sowell, 2001), sehinggadapat dipertanggungjawabkan keabsahannya dan dapat ditelusuri kembalialur prosesnya bila diinginkan. Dengan demikian, bila cara memperolehnyatidak memenuhi persyaratan standar etikanya, maka ilmu tersebut akandiragukan dan tak tertutup kemungkinan akan sesat dan menyesatkan sebabtidak mampu menjelaskan pola-pola yang teratur dan tidak teratur yangterdapat dalam fenomena-fenomena yang ditemukan. Pada gilirannya, ilmuitu tidak bisa menjadi produk yang layak digunakan. Upaya menghasilkan ilmu pengetahuan secara metodologis danetis peting dibudayakan di kalangan civitas kampus. Dengan kebiasaan-kebiasaan ilmiah seperti ini, tri dharma perguruan tinggi bisa diwujudkan,dengan melakukan penelitian, pengajaran, dan pengabdian kepadamasyarakat. Salah satu atau semua komponen dari tri dharma perguruantinggi tidak akan tercapai kalau ilmu yang dihasilkan tidak mencerminkannilai-nilai etis berupa kejujuran akademis (academic honesty) dan integritasakademis (academic integrity). Ilmu pengetahuan yang dihasilkan dengan cara flagiat atau menjiplakkarya orang lain, misalnya, memiliki beberapa dampak buruk. Pertama, cara initidak akan berkontribusi bagi pengembangan ilmu. Kedua, melemahkan motivasipara pengembang ilmu pengetahuan. Ketiga, membuat civitas akademika tidak16 PROGRESIF Journal of Multiperspective Education

.................................................................................. Menuju Center of Excellence, Perguruan Tinggi Perlu Pendekatan Learning Organizationberpengalaman dalam menghasilkan ilmu pengetahuan secara benar, sehinggatercipta civitas yang tak sanggup bersanding dengan para ilmuan luar. Padahaldi era globalisasi ini, sangat dibutuhkan kerjasama yang intens dengan pihakluar, terutama dalam proses menghasilkan dan menyebarkan ilmu pengetahuan.Kegagalan dalam mengembangkan ilmu yang memenuhi prasyarat the-state-of-the-art, akan menghasilkan ilmu yang usang atau tidak aplikatif pada zamanyang terus berubah, (Van den Akker, 1999 : 1-14). Namun harus diakui secara jujur bahwa belum begitu menguatpelaksanaan standar etika dan metodologi diterapkan dalam upayameningkatkan ilmu pengetahuan di sejumlah kampus di Tanah Air.Kejujuran akademis dan integritas akademis masih belum diterapkan secaramerata. Masih ada toleransi yang tinggi untuk civitas yang melakukanflagiarisme. Hal ini tentunya akan sangat berpeluang dilakukan di erateknologi informasi dan komunikasi semakin maju karena siapa saja bisadengan mudah dan cepat melakukan hal-hal yang bertentangan denganstandar etika dan metodologi ilmu pengetahuan. Jika keadaan seperti ini terus berlangsung di saat perguruan tinggilain di dunia giat menggalakkan standar etis dan metodologis dalammenghasilkan ilmu pengetahuan dengan berbantukan teknologi informasidan komunikasikan, maka sebuah lembaga pendidikan akan kehilangankredibilitas dalam masyarakat. Lebih-lebih ke depan, setiap lembaga sukaatau tidak suka tidak bisa hidup terisolasi dari percaturan global yangsemakin kompetitif. Mengisolisasikan diri di era globalisasi berarti menutupdiri dan mengundurkan diri karena dunia sudah menjadi kampung global,yang siap melindas yang tak mampu mempertahankan diri, (Hoyle, 2007). Lebih-lebih sekarang ini, sudah semakin digalakkan pemeringkatanperguruan tinggi di dunia oleh sejumlah lembaga terpercaya. Untuksementara waktu, sejumlah perguruan tinggi di negara-negara maju sepertiAmerika Serikat, Inggris, Australia, Jerman, Belanda, dan perguruan tinggi-perguruan tinggi di negara-negara maju lain, mendominasi peringkat-peringkat atas, (ARWU, 2008). Hasil ini tak terlepas dari kekuatan kapasitascivitas akademikanya yang telah membudayakan standar-standar etis danmetodologis secara baik dalam mengembangkan ilmu pengetahuan. Bahkan,di universitas-universitas tersebut, pelanggaran standar-standar tersebutdianggap sebagai hal yang sangat fatal, memalukan, dan tidak dapat ditolerir.Sebab, hal itu akan mendiskreditkan lembaganya dalam percaturan global.PROGRESIF 17Volume 1, Number 1, July 2009

Jarjani Usman ....................................................................................................................................................................................................... Namun demikian, menciptakan perubahan dalam sebuah lembagabesar merupakan pekerjaan besar, butuh waktu lama, pendekatan danstrategi yang relevan, serta kepemimpinan yang mampu memanfaatkanmomentum-momentum perubahan dan mempertahankan keberlanjutannya(Cummings, & Worley, 2006). Perubahan itu pun tidak boleh hanya terjadisecara parsial, tetapi harus sistemik, yaitu meliputi di seluruh subsistemsecara bersamaan. Karena itu, pendekatan yang digunakan juga harusmampu menggerakkan sistem secara keseluruhan sehingga terbentuksebuah lembaga yang mampu memproduksi, mengadopsi, dan mengelola,dan menggunakan ilmu pengetahuan dengan baik untuk kesuksesannya,(Cummings, & Worley, 2006). Lembaga yang sistemnya sudah berjalanseperti inilah yang disebut dengan learning organization. Makanya, learningorganization juga disebut pendekatan sistem, (Marquardt, 1996). Kiranya, kearah inilah perguruan tinggi perlu dikembangkan. Untuk merespon permasalahan ini, artikel ini menganalsis dua halutama. Pertama, sejauhmana signifikansi konsep learning organization bagiperguruan tinggi untuk menuju center of excellence? Kedua, bagaimanamenerapkan konsep learning organization bagi perguruan tinggi untukmenuju center of excellence?Pembahasan Menganalisis kemungkinan mengaplikasikan konsep learningorganization pada perguruan tinggi agar menjadi center of excellence,sebaiknya memulai dengan membahas konsep pendekatan sistem itu dansignifikansinya bagi perguruan tinggi.Konsep learning organization Sebagaimana dikemukakan sebelumnya, learning organization merupa-kan kondisi suatu organisasi yang sudah mampu belajar, lebih baik dan lebihcepat, berdasarkan pengalaman keberhasilan dan kesuksesannya dan terusmentransformasikan dirinya menjadi organisasi di mana setiap orang dankelompok memiliki kapabilitas yang adaptif dan produktif, sehingga bisaberadaptasi dengan lingkungan yang terus berubah dan dapat menghasilkaninovasi-inovasi untuk kemajuan ilmu pengetahuan, (Marquardt, 1996). Marquardt, (1996) mengatakan bahwa learning organization memilikilima subsistem yang saling berhubungan erat sehingga tercipta kondisibelajar yang baik, yaitu pembelajaran, organisasi, civitas akademika,18 PROGRESIF Journal of Multiperspective Education

.................................................................................. Menuju Center of Excellence, Perguruan Tinggi Perlu Pendekatan Learning Organizationpengetahuan, dan teknologi. Pembelajaran diharapkan terjadi pada tiga levelsecara bersamaan, yaitu level individu, kelompok, dan di tingkat lembaga.Sedangkan pada subsistem organisasi, learning organization perlu memilikivisi, budaya, strategi, dan struktur. Perlu juga dirumuskan harapan, tujuan,dan arah masa depannya, yang didukung oleh budaya lembaga yang kuat,strategi yang tepat, serta struktur organisasi yang mendukung. Pada subsistem lain, orang-orangnya di berbagai bagian lembaga itu perludiberdayakan dan didorong untuk belajar. Di samping itu, penting adanyamanajemen ilmu pengetahuan yang sudah diperoleh oleh setiap individudalam sebuah lembaga agar pengetahuan itu bisa dimanfaatkan, dibagi,dan ditelusuri dengan mudah bila diperlukan. Tentunya, semua proses itumembutuhkan subsistem teknologi yang diintegrasikan dalam proses belajar. Sebagai sebuah strategi perubahan sistem, learning organizationmemiliki sejumlah karakteristik penting, (Marquardt, 1996). Pertama,belajar harus berlangsung pada sistem secara keseluruhan. Kedua, seluruhstaf memahami pentingnya belajar terus-menerus demi kesuksesanorganisasi. Ketiga, kegagalan dianggap sebagai kesempatan untukmemperbaiki. Keempat, adanya iklim kebersamaan yang mendukung,menghargai, dan mempercepat proses belajar individu dan kelompok.Kelima, aktivitas-aktivitasnya dilaksanakan berdasarkan aspirasi, refleksi,dan konseptualisasi. Keenam, lembaga memiliki kemampuan untuk terusberadaptasi, memperbaharui, dan merevitalitasikan dirinya sesuai denganzaman yang terus berubah. Yang juga penting adalah adanya kompetensistaf yang berfungsi sebagai penghasil produk dan pelayanan.Signifikansi Learning Organization Bagi Perguruan Tinggi Berdasarkan uraian di atas, kiranya konsep learning organizationmenjadi pendekatan penting untuk menggerakkan proses peningkatankapasitas dalam rangka memproduksi dan menggunakan ilmu pe-ngetahuan yang memiliki daya saing dan keunggulan. Sebab, konsep inilebih menekankan pada adanya lingkungan belajar yang mendukung bagiterjadinya proses belajar secara mandiri dan terus-menerus di perguruantinggi. Lagi pula, civitas akademika lembaga perguruan tinggi merupakanorang-orang dewasa, yang perlu kemandirian dalam belajar, mengarahkansendiri belajarnya (self-directed learning), dan sesuai dengan kebutuhannya,(Merriam, & Caffarella, 1999).PROGRESIF 19Volume 1, Number 1, July 2009

Jarjani Usman ....................................................................................................................................................................................................... Konsep learning organization juga mensyaratkan adanya kerja secarasistemik, (Marquardt, 1996). Membudayakan penerapan standar etika danmetodologi tentunya tidak mudah tanpa didukung oleh segenap subsistemlearning organization sebagaimana dikemukakan di atas. Kalau diterapkansecara parsial akan menimbulkan friksi internal yang tidak sehat. Apalagi,harus diakui, selama ini di sejumlah perguruan tinggi, hanya sebahagian kecilcivitas akademikanya yang konsisten menerapkan etika dan metodologiilmu pengetahuan. Tentunya, pembelajaran level individu saja tidak cukupuntuk meningkatkan kapasitas lembaga secara keseluruhan. Perlu adanyapeningkatkan pada level kelompok dan institusi secara bersamaan. Di samping itu, manajemen ilmu pengetahuan juga belum dilakukansecara maksimal di perguruan tinggi. Ilmu pengetahuan dan prosesmendapatkannya masih terakumulasi pada individu (tacit knowledge),misalnya pada lulusan dari perguruan tinggi tertentu. Padahal dalamkonsep learning organization, diharapkan adanya penyebaran ilmu (explicitknowledge), (Hall, & Hord, 2006) bagi seluruh civitas. Hal ini tentunya bisaterjadi bila ilmu pengetahuan yang sudah diperoleh sejumlah individudikelola dengan baik di perguruan tinggi dengan bantuan teknologiinformasi dan komunikasi. Namun sampai saat ini, belum memadai atau belum berfungsinyasecara baik teknologi informasi yang mampu mengelola ilmu pengetahuandi setiap perguruan tinggi di Indonesia. Internet saja tidak cukup karenaterlalu bebas dan terlalu banyak informasi yang tidak penting bagipeningkatan kapasitas civitas akademika. Oleh karena, harapan ini perludidukung dengan sistem fasilitas komputer yang online, seperti LAN (localarea network) dan online resources, yang bisa dengan mudah setiap civitasakademika mengakses informasi dan referensi yang dibutuhkan, sepertisejumlah karya ilmiah yang telah dilakukan oleh kalangan internal daneksternal kampus. Cara ini bisa membantu menghindari flagiarisme dansejenisnya. Hal lain lagi yang perlu dilakukan ialah menerapkan ataumembudayakan sanksi berat secara konsisten bagi setiap upaya yangmelanggar etika dan metodologi ilmu pengetahuan. Tanpa sanksi-sanksiini, sulit bagi upaya peningkatan kapasitas civitas akademika berjalansebagaimanadiharapkan. Sebab,punishment,disampingrewards,merupakansalah satu upaya meningkatkan kapasitas staff, (Swanson, 1996).20 PROGRESIF Journal of Multiperspective Education

.................................................................................. Menuju Center of Excellence, Perguruan Tinggi Perlu Pendekatan Learning Organization Dan masih banyak hal lain yang perlu dilakukan untuk meng-upgradesebuah perguruan tinggi menjadi sebuah learning organization. Dengandemikian, sangat signifikan peranan konsep learning organization bagi upayameningkatkan kapasitas civitas akademika yang menunjung tinggi etikadan metodologi ilmu pengetahuan. Namun sebelum diterapkan konsepitu, perlu dilakukan analisis kekuatan lapangan (field force análysis), untukmenganalisa kekuatan pendorongnya dan kekuatan penghambatnya,(Cummings, & Worley, 2006). Bila ditemukan kekuatan-kekuatan peng-hambat, perlu dipikirkan cara-cara mengatasinya untuk memuluskanproses perubahan nantinya.Strategi peningkatan kapasitas civitas akademika Bagaimana strategi untuk meningkatkan civitas akademika sebuahperguruan tinggi dalam rangka menjadikan lembaga tersebut menjadilearning organization? Menurut Chermack, (2005 : 59-73) dan Swanson, (2006)upaya peningkatan kapasitas sebuah lembaga dapat dilakukan denganempat cara utama, yaitu meningkatkan kapasitas individu, meningkatkankapasitas kelompok, meningkatkan kapasitas proses, dan meningkatkankapasitas institusi. Gagasan ini relevan bagi proses peningkatan kapasitascivitas akademika perguruan tinggi.Peningkatan kapasitas individual Menurut Swanson, (2006) untuk meningkatkan kinerja, setiap individuper-lu mengidentifikasi pengetahuan dan ketrampilannya yang ingin ditingkat-kan, analisis langkah dan sumberdaya yang dibutuhkan dan merancangmetodenya. Untuk itu, tiga ditawarkannya, yaitu merencanakan sendiri,merencanakan bersama teman, dan merencanakan bersama supervisor. Merencanakan peningkatan kapasitas sendiri besar bermanfaatnyakarena bisa mengusulkan hal-hal yang menjadi prioritas sendiri. Karenaitu usulan pribadi, tidak akan timbul ketidaktertarikan, tetapi di sisi lain,bisa memaksimalkan kesuksesan. Untuk menerapkannya, tentunya topmanagemen perguruan tinggi perlu mengakomodirnya supaya rencanaindividu itu terlaksana Di samping merencanakan sendiri, juga bisa membuat rencanapeningkatan kapasitas dengan teman sejawat yang berkemapuan di bidangitu. Cara ini sangat baik karena kolega bisa menilai rencanakan kita lebihobjektif ketimbang menilai sendiri. Kolega juga bisa menjelaskan bagaimanaPROGRESIF 21Volume 1, Number 1, July 2009

Jarjani Usman .......................................................................................................................................................................................................melaksanakan rencana tersebut karena mereka memiliki kepakaran dalambidang yang menjadi target. Cara selanjutnya adalah merencanakan dengan supervisor (pengawas).Supervisor merupakan orang yang lebih tahu tentang kemampuan kitasehingga ia bisa membantu menilai dan membuat rencana peningkatankapasitas kita. Dia juga bisa melihat kemajuan proses peningkatan kapasitaskita serta menganalisis kekuatan dan kelemahannya dalam waktu singkat,serta memperbaiki kelemahan segera. Namun kadangkala supervisorcenderung menggunakan apa yang dilihatnya, terutama kelemahan kita,sebagai bahan penilaian kerja kita,( Neal, 2004 : 137-144).Peningkatan kapasitas kelompok Chermark, (2005) pernah meneliti hubungan antara hubungan kerjadan insentif, kompensasi, hadiah, dan kesempatan meningkatkan karirdalam rangka meningkatkan motivasi staf untuk melaksanakan tugassecara lebih baik. Kesimpulannya, salah satu cara meningkatkan kapasitaskelompok ialah memberikan apresiasi dalam bentuk materi dan non materi.Materi bisa berupa tambahan gaji dan keuntungan lain bagi staf yangbekerja dalam kelompok yang memiliki kualifikasi yang sama. Sedangkanapresiasi dalam bentuk non materi bisa berupa promosi untuk kelompokorang yang berhasil melakukan suatu pekerjaan tertentu. Dalam konteks perguruan tinggi di Indonesia, masalah apresiasi iniharus diakui belum dilakukan secara baik. Gaji dan tunjangan lain masihdiberikan sama baik untuk orang-orang yang berkapasitas tinggi maupunbagi orang-orang yang tidak. Juga sama bagi mereka yang bergelut dengankonsisten pada upaya peningkatan ilmu pengetahuannya dan yang tidak.Pangkat, misalnya, dibolehkan naik bagi orang yang tidak serius bekerjadan tidak berupaya meningkatkan kapasitasnya. Hal ini berpeluangmenurunkan semangat bekerja dan meningkatkan kapasitasnya bagikelompok orang yang telah bekerja dengan bagus. Oleh karena itu, pentingdipikirkan mekanisme untuk memberikan apresiasi yang layak bagi orang-orang yang sudah bekerja dengan baik.Peningkatan kapasitas process Di samping memperhatikan upaya peningkatan kapasitas individudan kelompok, penting juga bagi setiap perguruan tinggi meningkatkankapasitas kerja prosesnya. Ada empat solusi yang ditawarkan untuk22 PROGRESIF Journal of Multiperspective Education

.................................................................................. Menuju Center of Excellence, Perguruan Tinggi Perlu Pendekatan Learning Organizationmeningkatkan kapasitas proses, yaitu fase deskripsi, fase pengujian, faseimplementasi, dan fase monitoring, (LCPowers, 2006). Dalam fase deskripsi, setiap perguruan tinggi perlu melihat hambatan-hambatan yang bisa menghambat pelaksanaan manajemen dan pelayanan.Oleh karena itu, penting didaftar sejumlah hal, seperti: megidentifikasimasalah, hal-hal yang tidak disenangi staf, hal-hal yang mengurangikeefektivan distribusi informasi. Sebuah riset yang dilakukan oleh Halldkk, (LCPowers, 2006) menunjukkan bahwa proses mengidentifikasimasalah seperti hal-hal yang tidak disenangi staf dalam sebuah organisasibisa menjadi cara yang efektif untuk proses peningkatan kinerja staf. Bilamasalah sudah ditemukan, langkah selanjutnya adalah mencari penyebabtimbulnya masalah. Dengan cara demikian, sebuah resolusi bisa diperolehdan selanjutnya diimplementasikan. Pada fase pengujian, perlu mencari sebuah model untuk mengevaluasikemajuan dalam proses peningkatan kapasitas staf. Untuk tujuan ini,Chrish, (2006) menyarankan agar diciptakan diagram arus kerja (work flow).Dalam arus kerja, perlu dibuat perubahan yang diinginkan dalam periodetertentu. Melalui grafik ini, bisa dilihat kemajuan dari setiap perubahanyang diinginkan. Pada fase ketiga, implementasi, ialah melaksanakan fase deskripsi danpengujian, (LCPowers, 2006). Sesudah mengevaluasi kedua fase tersebut,akan ditemukan hasil untuk memastikan training dan program yang layakdilaksanakan bagi upaya peningkatan kapasitas staf. Dalam pelaksanaannya,staf bisa dilatih di tempat kerja atau dikirim ke lembaga training. Langkah yang terakhir adalah melakukan monitoring terhadap prosespelaksanaannya untuk melihat masalah-masalah yang mungkin timbul danperbaikannya. Dalam hal ini, disarankan melakukan dua hal, yaitu followup monitoring dan routine monitoring, (MWRA, 1997). Follow up monitoringmerupakan evaluasi terhadap kemajuan-kemajuan utama saja padaprogram yang sedang dilaksanakan, sedangkan routine monitoring untukmenganalisa kemajuan secara keseluruhan yang sedang berlangsung.Peningkatan kapasitas institusi Dalam sebuah sistem, kapasitas sebuah organisasi juga perlu didukungmanajemen, kualifikasi dan skills pemimpinnya, dan sumberdaya pendu-kung lainnya. Pihak manajemen juga perlu merumuskan dan melaksana-PROGRESIF 23Volume 1, Number 1, July 2009

Jarjani Usman .......................................................................................................................................................................................................kan kebijakan dalam menghasilkan dan menggunakan ilmu pengetahuansecara konsiten. Pemimpin adalah orang utama yang memiliki posisipenting, kekuasaan atau otoritas, visi, kredibilitas, dan dampak terhadaplembaga yang dipimpinnya, (Gangani, & Braden, 2006 : 127-140). Dengansemua atribut ini, seorang pemimpin bisa bekerja untuk mengembangkan misi,memilih tim, dan memprioritas aktivitas-aktivitasnya, (Czarnecki, 1999). Untuk merangsang peningkatan kinerja yang maksimal, dibutuhkansejumlah hal penting di tingkat institusi. Pertama adalah informasi tentangdeskripsi kerjanya, umpan balik terhadap kinerjanya, pendukung kerjayang cukup, insentif dan motivasi, serta pendukung yang bersifat organisasiseperti arah strategis, kepemimpinan, jalur komunikasi, dan tanggungjawab kerja, (Training Resources Group, 2009).Penutup Menuju center of excellence merupakan upaya yang membutuhkankerja keras secara sistemik, agar menghasilkan pelayanan dan produkyang memiliki keunggulan. Setiap perubahan yang diharapkan perludiinformasikan ke seluruh subsistemnya, sehingga perubahan yang dilak-sanakan bisa serempak dan membawa perubahan di berbagai tingkatnya.Upaya perubahan yang dilaksanakan juga harus berkelanjutan mengingatperubahan dan kebutuhan zaman di era berbasis ilmu pengetahuan yangdipadu dengan kemajuan teknologi informasi dan komunikasi ini. Perguruan tinggi perlu menggunakan pendekatan yang memung-kinkan perubahan bisa berlangsung secara sistemik dan terus-menerus.Learning organization merupakan pendekatan yang relevan untuk diguna-kan karena pendekatan itu berfungsi sebagai input dan proses dalam meng-hasilkan perguruan tinggi yang bisa mendeteksi permasalahan dan me-nyelesaikannya, beradaptasi dengan kemajuan zaman, dan menghasilkaninovasi bagi kemajuan ilmu pengetahuan. Untuk itu, perlu dipakai strategi yang cocok untuk upaya tersebut. Strategiitu bisa diterapkan di tingkat individu dosen dan staf, di tingkat kelompok,di tingkat proses, dan ditingkat lembaga. Perpaduan ketiga kelompok inilahyang dibantu dengan alat-alat teknologi informasi dan komunikasi akanmembantu mengakselerasi proses peningkatan kapasitas perguruan tinggidalam menghasilkan ilmu pengetahuan yang unggul dan terpercaya.24 PROGRESIF Journal of Multiperspective Education

.................................................................................. Menuju Center of Excellence, Perguruan Tinggi Perlu Pendekatan Learning Organization DAFTAR PUSTAKAARWU, 2008, The academic ranking of world universities. (Online). (http:// www.arwu.org/rank2008/EN2008.htmCenter for Excellence, 2009, Retrieved May 15, 2009 from http://www. centerforexcellence.net/Chermack, T, 2005, Technological Forecasting & Social Change. Human Resource Development ReviewChrish, M, 2006, Individual Development Planning. (Online). (http://www. benchmarkinstitute.org/career_dev/individual_development_ planning.htmCornish, E, 2004, Futuring: The Exploration of the Future. Bethesda, Maryland: World Future SocietyCrowther, J, 1995, Oxford Advanced Learner’s Dictionary. London: Oxford University Press.Cummings, T.G, & Worley, C.G, 2006, Organization Development and Change (8th ed.). Ohio, OH: Thomson CorporationCzarnecki, M, 1999, Managing by Measuring: How to Improve your Organization’s Performance Through Effective Benchmarking. [N.L]: AMACOMDahlan, A, 2008, Ilmu, etika, dan agama. Ibda: Journal Agama dan BudayaGangani, N., McLean, G., & Braden, R, 2006, A competency-based human resource development strategy. Performance Improvement QuarterlyHall, G.E., & Hord, S.M, 2006, Implementing Change: Patterns, Principals, and Potholes. Boston, MA: Pearson EducationHarre, R, 1995, A Philosophy of Science: An Introductory Survey. Dalam Ahmad Dahlan, 2008, Ilmu, Etika, dan Agama. Ibda: Journal Agama dan Budaya.Hoyle, J, 2007, Leadership and Futuring: Making Visions Happen (2nd ed.). Thousand Oaks, Calif.: Corwin PressKagima, L.K., Mayers, G., & Woolridge, D, 2003, Capacity Building: Conceptualizing and Developing A Professional Association in the Gulf region. Journal of Family and Consumer SciencesLCPowers, 2006, How to Improve a Process. (Online). http://www.lcpowers. com/howpi.htmPROGRESIF 25Volume 1, Number 1, July 2009

Jarjani Usman .......................................................................................................................................................................................................Marquardt, M. J, 1996, Building the Learning Organization: A Systems Approach to Quantum Improvement and Global Success. New York, NY: McGraw- HillMerriam, S. B. & Caffarella, R. S, 1999, Learning in Adulthood: A Comprehensive Guide (ed. 2). San Fransisco, CA: John Wiley & Sons, IncMyrick et al., 2005, Building Capacity Through Partnerships: The Use Of Community Collaborative Evaluation And Research To Build Capacity. Aid Education and PreventionMWRA, 1997, Massachusetts Water Resource Authority Effluent Outfall Monitoring Plan: Phase Ii Post-Discharge Monitoring. Boston, MA: Massachusetts Environmental Quality DepartmentNeal, M, 2004, Emotion and performance. Human PerformanceSandlin, J.A, 2005, Andragogy and its Discontents: An Analysis of Andragogy from Three Critical Perspectives. PAACE Journal of Lifelong LearningSowell, E.J, 2001, Educational Research: An Integrative Introduction. New York, NY: McGrow-HillSun, H, 2003, Conceptual Clarification for ‘Organizational Learning’, ’Learning Organization‘ and ‘a Learning Organization’. Human Resource Development InternationalSwanson, R.A, 1996, Analysis for Improving Performance: Tools for Diagnosing Organizations & Diagnosing Workplace Expertise. San Fransisco, CA: Berrett-Koehler PublishersTim Penulis Rosda, 1995, Kamus Filsafat. Dalam Ahmad Dahlan. (2008). Ilmu, Etika, dan Agama.Tight, M, 2003, Key Concepts In Adult Education And Training. London: RoutledgeTraining Resources Group, 2009, Broad Overview of Various Programs and Movements to Improve Organizational Performance. (Online). (http:// managementhelp.org/org_perf/methods.htmVan den Akker, J.J.H, 1999, Principles and methods of developmental research. Dalam J.J.H. van den Akker, R. M. Branch, K. Gustafson, N. Nieveen, & Tj. Plomp. (ed.) (1999). Design Approach and Tools in Education and Training. University of Twente, Belanda: Kluwer Academic Publisher.26 PROGRESIF Journal of Multiperspective Education

3 A Vision of Effective Islamic Education Maskur Bio Data: Maskur is an English teaching staff at the English Department of the Tarbiyah Faculty, IAIN Ar-Raniry, Banda Aceh. He pursued his bachelor degree at the Tarbiyah Faculty of the Islamic State Institution, 2000. Then, he continued his Master degree at Leiden Universitat, The Netherlands, 2003. He is working on his Ph.D programme, ZEF, (Germany Research Institute), Bonn University, German, at the moment. Abstrak Penggunaan beberapa terminologi dalam Islam, semakin memperjelas penggunaan internal dan external dalam wacana pendidikan Islam. Dari fondasi ini, akan dijelaskan tipologi pendidikan Islam dan institusi pendidikannya. Ini menjelaskan tentang tingkatan pemahaman, terkait dengan perbedaan konseptual pada variasi bahasa yang sulit dipisahkan. Contohnya seperti pembedaan antara pendidikan orang Islam dan untuk orang Islam, dan antara mengajar Islam dan pengajaran tentang Islam. Tulisan ini memaparkan sebuah konsepsi pendidikan Islam teoritis, yaitu visi tentang keberhasilan pendidikan Islam. Key Words: Pendidikan Islam, Internal, Eksternal.

Maskur .................................................................................................................................................................................................................. The vision of Islamic education in this article is the concept which maybe implemented in design Islamic educational curriculum. This is becausethat many Muslims educators, for the most part, have been teachingexclusively the facts about Islam since it is an easier and less demandingapproach. It has been never stated the challenge of developing a systematicprogram to teach Muslims students about “being Muslim” which requiresa more subtle and profound understanding of both the nature of studentsand Islam itself. The goal of Islamic education is not to fill the students’minds with information about Islam, but rather to teach them about beingMuslim. This article provides several factors which are essential for effectiveteaching and learning to occur namely Islamic education. The following arethe vision and the concept of the Islamic education. The first vision of the effective of the Islamic education is the progressivedestruction of the concept and practice of a holistic system of the Islamiceducation - that is, a broad and balanced system of education based on anunderstanding of the full potential of the human being and a system ofpedagogy designed to awaken and develop that potential. This has beena gradual process of attrition, constriction and ultimate strangulation,culminating in a sterile, standardized, bureaucratic system which stiflescreativity and demoralizes students and teachers alike, (Talat., 1992). The second is Islamic education must encompass the two traditionalcategories of knowledge, and the hierarchical relationship between them:revealed knowledge; attained through the religious sciences; and acquiredknowledge, attained through the rational, intellectual and philosophicalsciences, (Ismail, (n.d.). In the worldview of divine unity, knowledge isholistic and there is no compartmentalization of knowledge into religiousand secular spheres. Both types of knowledge contribute to the strengtheningof faith, the former through a careful study of the revealed Word of God andthe latter through a meticulous, systematic study of the world of man andnature, (Kniker, 1977). The perfection of the Islamic revelation embraces allthe diverse aspects of the life of man and roots all of them in the Unity andComprehensiveness of God. As it is said that Islamic education is concernednot only with the instruction and training of the mind and the transmissionof knowledge but also with the education of the whole being of human being.The teacher is therefore not only a muallim (educator), but also a murabbi (28 PROGRESIF Journal of Multiperspective Education

................................................................................................................................................................. A Vision of Effective Islamic Educationa ‘trainer of souls and personalities), (Al-As’ilah wa’l-ajwibah., 1995).Islamic education ideally aims to provide a milieu for the total and balanceddevelopment of every student in every sphere of learning - spiritual, moral,imaginative, intellectual, cultural, aesthetic, emotional and physical - directingall these aspects towards the attainment of a conscious relationship with God,the ultimate purpose of man’s life on earth, (Sarwar, 1989). Syed Muhammad Naguib al-Attas prefers to regard Islamic educationas ta’dib, a word related to adab (behavior). It is as discipline of body, mindand soul which enables man to recognize and acknowledge his proper placein the human order in relation to his self, his family and his community(Wan Mohd. Nor Wan Daud). This order is based on Qur’anic criteriaof intelligence, knowledge and virtue. In this sense, adab is the reflectionof wisdom and the spectacle of justice, (Nor Daud., 2005). The spiritualdimension of adab is an Islamisation of the original meaning, ‘an invitationto a banquet’, where the host would be a man of distinction and standingand the guests would be worthy of the honor of invitation by virtue of theirrefined character and upbringing, expressed in their speech, conduct andmanners, (Nor Daud., 2005). In order to be familiar with Islamic values of Muslims’ student, it isnecessary at the outset set the Islamic educational curriculum based onthe Islamic values which aim to reconcile conventional and stereotypedoppositions such as art and science; creativity and rigor; analytic andsynthetic styles of learning; logic and intuition; memorization andcomprehension; collaboration and competition; goal-directed learning andexploratory, discovery or investigative learning; innovation and tradition;teaching methods which facilitate learning and those which direct learning;and so on. Shortly, an Islamic education system must be deeply rooted ina metaphysics derived from the comprehensive and unifying vision of theQur’an, (al-Attas, 2007). It is therefore important to ensure that the sphere of religious studies isnot compartmentalised and cut off from knowledge in the humanities and inthe natural and social sciences, which are necessary for it to be a meaningfulguide in contemporary life. It is also vital that a false and misleadingdichotomy is not set up between a type of education which preparesstudents for the life of this world and that which prepares students for thePROGRESIF 29Volume 1, Number 1, July 2009

Maskur ..................................................................................................................................................................................................................Hereafter. This is a recipe for a deeply divided mentality and a troubledsoul. Concentration on religious studies alone leads to an imbalance and anun-integrated educational system which does not give man the knowledgeand skills necessary for engaging in meaningful activities in this life, which,after all, must determine his station in the Hereafter, (al-Attas, 2007). There is an underlying unity between all branches of education andall the human faculties and activities involved in learning (al-Attas, 2007),and this unity needs to be reflected in an integrated, holistic and multi-disciplinary curriculum which does not draw rigid artificial lines betweendifferent subjects and disciplines. In practice, much of modern educationis still based on a machine-age model of separate subject areas whichencourage a fragmented view of learning. In the absence of a comprehensiveand unifying spiritual perspective, it is inevitable that little more than lip-service is paid to the desirability of cross-curricular themes and links, (al-Attas, 2007). Another imperative in designing Islamic education is to realize thatwe need more than a coterie of professionals and academics in a narrowrange of specializations for example we need for people who can engage inan open and creative way with the greater “community of communities”.It need visionary thinkers at the cutting edge of discourses which addressproblems and solutions of universal significance for all communities, whocan shake off the yoke of academic jargon to make their ideas accessible,and who can reformulate traditional ideas in fresh, modern language (al-Attas, 2006). Besides, we need people who can reclaim beauty for Islam, andexpress the beauty of Islam for all mankind, (Langgulung, 2008). Nowadays, it would be a great pity if Muslim schools, in their desire forrecognition and their anxiety to be seen to subscribe to the performance cultureof ”success”, simply reproduce the innate flaws in the worst of the seculareducation system. The best schools have never succumbed to these flaws in thefirst place. They include the majority of independent schools which have beenexempt from the statutory Key Stage testing regime and which have been ableto pick and choose from the unremitting welter of government initiatives andresist the tide of bureaucracy which has engulfed and demoralized teachers.Muslim schools should not be seduced by the government conception ofexcellence which often has little to do with the conception of excellence as30 PROGRESIF Journal of Multiperspective Education

................................................................................................................................................................. A Vision of Effective Islamic Educationunderstood in the Islamic tradition, (Langgulung, 2008). Islamic vision of education, in which horizontal and vertical dimensionsintersect, and in which the whole curriculum reflects an understanding ofthe true nature of the human being and the full extent of human capacitiesand faculties. We already see Islamic institutions of higher education whichare overemphasizing the applied sciences over the social sciences andhumanities. Such imbalance puts national economic development goalsover individual human development, and regards the educational processas a factory for producing human ”products” and ”resources” to drive upthe pace of economic growth and national ”success”, (Langgulung, 2008).This must be an integral part of the best Islamic education, since faith itselfis verified and strengthened by our observation of the displayed bookof nature, with all its signs of beauty and majesty. Muslim schools havetraditionally kept alive the faculty of human memory, especially throughmemorization of sacred text. But we need to be clear about the differencesbetween memory and memorisation. Besides, there are also some vision of the Islamic education. Forexample, Seeking Knowledge, Thinking and Active Learning. A visionof a truly Islamic education sees the best schools as thinking schools andactive learning environments that hold the sacred trust to seek and acquireknowledge, and that through the quality of their education they dispensewith the false idea that faith is somehow in opposition to reason and that theknowledge attained through divine revelation is somehow in opposition toacquired human knowledge, (Tholhah, 2006). Still, striving is also one of the visions of the Islamic education. ”Strivingis the ordinance of God and whatever God has ordained can only be attainedthrough striving”, (Hefner, 2006). An Islamic vision of education should layparticular emphasis on sincere effort, on the inevitability and value of failureas a means of learning, and on the avoidance of excessively competitive,win-at-all-costs and achievement-driven criteria for success which maylead to inflation, egoism, self-aggrandizement and lack of compassion. Thisinsatiable need to win, and the vices of character which can grow from it,is especially apparent in contemporary sports culture, in which sport hasbeen desacralised. Striving implies that the assessment system should notbe excessively focused on quantitative measures of achievement, and thePROGRESIF 31Volume 1, Number 1, July 2009

Maskur ..................................................................................................................................................................................................................proliferation of statistics and targets that often merely reinforce failure,disillusionment and disaffection. The assessment system needs to be basedon the premise that every student is worthy of respect and every pupilhas something positive to offer and some achievement to celebrate. Such asystem may include self-assessment, portfolios of work, and presentations. Cross-cultural and inter-faith education. Cross-cultural and inter-faithdimensions of education and the inter-cultural and inter-faith sensitivity theypromote are of the greatest importance at this time, (Hefner, 2006). Despite allthe talk about globalization, there is evidence in many quarters of entrenchedparochialism, increasing xenophobia, racial and cultural intolerance andprejudice, isolationism, cross-cultural communication failure, profoundmisconceptions of other cultures. This situation is only exacerbated byallegiance to the poisonous doctrine of the Clash of Civilizations, which iseasily exploited, either by mediocre minds or by those pursuing an agenda ofpolitical, economic, military or evangelical domination, to give credence to aninfantile us-and-them, either-you’re-with-us-or-against-us, black-and-white,axis-of-evil, good-and-bad-guys, mentality. The best curriculum of the Islamic education should aim to encompassa global dimension and extend the horizons of students in all areas of thecurriculum, so that, while having pride in their own culture, they will haverespect for cultural diversity in all its forms and understand the contributionof all civilizations to the development of mankind. The curriculum shouldtherefore provide opportunities for the study of world history; worldgeography, including human geography and anthropology to promoteunderstanding and respect for human and cultural diversity; worldcivilisations and their contribution to the transmission of sacred knowledge,including the thematic study of comparative mythology and symbolism andtheir significance for the psychological and spiritual development of thestudent. The curriculum should also acknowledge the contribution of Islamto the development of Western civilisation, not in the sense of dwellingnostalgically on ”past glories”, but in the deeper sense of finding commonground between Islam and the West, and in bringing to light the uniquecapacity for synthesis characteristic of the Islamic perspective. Islam is, afterall, ”a community of the middle way” (Qur’an 2:143). The ummatan wasatanrepresents a connecting link and a centre of gravity in the midst of a world32 PROGRESIF Journal of Multiperspective Education

................................................................................................................................................................. A Vision of Effective Islamic Educationpolarized between East and West, and North and South. The curriculum in all its aspects, both in and outside the classroom,must give opportunities for extended reflection, (Hefner, 2006). Studieshave shown that a calm school environment has a major effect on studentbehavior, reducing or eliminating the incidence of bullying and other anti-social forms of behavior. Conscious relaxation and other calming techniques,including meditation, have been shown to have a positive affect on studentattitude, attention and performance in the classroom, (Hefner, 2006).Imagination and Creativity. Imagination is in peril in our culture, becauselittle is left to the imagination any more. Young people’s minds are subjectto a constant barrage of powerful and emotive images, none of which haveemerged from the fertility of their own minds but have been handed tothem ready-made with all the high-impact gloss and glitter available to theentertainment industry. However, we can do little to promote imaginationin the young if we have none ourselves, (Hefner, 2006). The attitude that wehave a body of prescribed content to teach and that any excursion outsidethese narrow limits is an unjustified digression is the antithesis of a broadand balanced curriculum. It is our vision in extending students beyond these narrow limitswhich goes far beyond the process of constriction which is occurring instate education and which provides the enriched dimension of independentschool education. Imagination is not something which should be restrictedto subjects conventionally associated with “creativity”, i.e. languagestudies, literature, art, drama. The way we can foster it is first and foremostto increase it in ourselves through the richness of our own interests andaspirations. It is one of the features of the very best schools is their resistanceto the erosion of the humanities and the arts. In the case of Muslim schools,it can be a weak area of the curriculum. The best schools do not rely on predominantly verbal instruction,which is one of the main sources of the pervasive boredom which inhibitslearning. To do so would not only ignore the learning styles of the majorityof people, but also fail to make use of the full potential of the individualhuman brain. The best schools will always balance the seduction of hi-techby providing highly stimulating visual and tactile environments, and usemulti-sensory teaching techniques. An Islamic education system in tunePROGRESIF 33Volume 1, Number 1, July 2009

Maskur ..................................................................................................................................................................................................................with the findings of contemporary research needs to re-evaluate the placenot only of music in the school curriculum, but also the educative potentialof movement activities such as dance, which energizes and stimulates theentire mind-body system. Research has shown that test scores in languagearts rise in correlation to the amount of time spent in movement activities. Again, communication and design skills. The best Islamic educationneeds to ensure that the curriculum gives opportunities for development ofspoken communication and design skills, (Hefner, 2006). Students should betaught how to give spoken presentations within clear time limits and withvisual support, and expressive speech can be developed through drama,reading aloud and poetry composition and recitation The curriculum needsto ensure that students learn how to use language to win friends throughthe Truth rather than make enemies; to persuade rather than repel; and towarm the heart. There is also a pressing need to enhance communicativecompetence in written language, especially in the field of creative writing.Methods need to include the practice of non-literal and non-expositoryforms of conveying meaning, such as poetry, analogy, allegory, metaphor,illustrative story-telling, and personal reflections. Expository writing couldbe improved through the practice of summarizing and paraphrasing skills,and the use of drafting and revising to elaborate and refine ideas andenhance structural coherence. Character and ethical values. The Prophet said: “The Qur’an wasrevealed for the acquisition of good character, not for chanting writtenchapters”. It is not difficult to find examples of increasingly materialistic,grasping, self-obsessed and self-serving behaviour in our society, in whichthere are many signs of regression by adults into infantile behaviour.Such signs include the very obvious expressions of rage and insatiablegreed which are a disfigurement and debasement of the true nature of thehuman being. In this climate, students need, above all, role models of adultbehaviour who actively embody in their lives a conception of what a truehuman being is, in its totality. For people of faith, this is a spiritual matter,but for others who may not hold any spiritual beliefs it still operates at thelevel of an ethical or moral vision, a belief in standards of conduct which arenot abandoned because of the effort or will needed to uphold them, nor forthe sake of pandering to lower standards because that is what everybody34 PROGRESIF Journal of Multiperspective Education

................................................................................................................................................................. A Vision of Effective Islamic Educationelse does in today’s world. In a climate of self-interest, it is schools whichare increasingly going to have to counter the negative trends in society,and schools which promote the highest standards of conduct and character,which demand the best of what a human being can be, and at the same timeengage in a process of education which makes students think and feel whysuch conduct is better - these are the schools which responsible parents aregoing to want to send their children to, not the ones which merely promiseadvantage, achievement and success above all other things. But policiescannot ultimately achieve this; it is only a common vision, shared valuesand consistent application of principles and policies by every member ofstaff which creates and sustains these standards. I would emphasise alsothat the introduction of Citizenship into the curriculum, while a step in theright direction, may not go far enough. The objective of Islamic education,and, indeed, all systems of education which are based on an understandingof the full potential of the human being, is to produce a good and completeman or woman (in the sense of balanced intellectual, moral and spiritualexcellence, with refinement of culture and character), not merely a compliantcitizen of a secular state.PROGRESIF 35Volume 1, Number 1, July 2009

Maskur .................................................................................................................................................................................................................. BIBLIOGRAPHYAl-As’ilah wa’l-ajwibah, 1995, Including the Further Answers of Al-Biruni and Al-Ma’sumi’s Defense of Ibn Sina Nasr, Seyyed Hossein / International Institute of Islamic Thought and Civilization (ISTAC).Hefner, 2006, Islamic School in Indonesia, Basoka Press, JakartaIsmail, M. (n.d.). “Teaching tips and effective strategies for weekend Islamic schools”. Indianapolis,IN: American Trust Publications. Islamic Schools League. Available at: http://www.4islamicschools.orgKniker, Charles, 1977, You and Values Education. Columbus, OH: Charles E. Merrill Publishing Company.Langgulung, Hasan, 2008, Filsafat Pendidikan Islam, Pustaka Al Husna Baru, JakartaTholhah, Muhammad, 2006, Dinamika Pemikiran Tentang Pendidikan Islam, Lantabora Press, JakartaSarwar, Ghulam, 1989, Islam: Beliefs and Teachings. London, UK: The Muslim Educational Trust.Sultan, Talat, 1992, Curriculum Guide for Islamic Studies. Mecca, Saudi Arabia: Center for Research in Islamic Education, Bonn, Germanal-Attas, al-Naquib, Muhammad, Syed in Badaruddin, 2007, Filsafat Pendidikan Islam, Pustaka Pelajar. Jakarta______________________, 1996, Haqiqah as-sa’adah ma’naka fil Islam, International Institute of Islamic Thought and Civilization (ISTAC)Wan Mohd. Nor Wan Daud, The Educational PHILOSOPHY and Practice of Syed Muhammad Naquib Al-Attas : An Exposition Of The Original Concept of IslamizationWan Mohd Nor Daud, 2005, Falsafah dan Amalan Pendidikan Islam, University Malaya Press, Malaysia, (1998), International Institute of Islamic Thought and Civilization (ISTAC).36 PROGRESIF Journal of Multiperspective Education

4 Manajemen Kelas dalam Lembaga Pendidikan Islam Sri Rahmi Bio Data Sri Rahmi adalah staf pengajar pada Fakultas Tarbiyah IAIN Ar-Raniry Darussalam, Banda Aceh. Menyelesaikan sarjana dalam studi bahasa Arab di Fakultas Tarbiyah IAIN Ar-Raniry Banda Aceh, 2000. Sedang Magister (MA) dalam bidang manajemen pendidikan diraihnya pada tahun 2003 di UIN Malang. Abstract In this article the writer tries to explore the readiness of education domains in general and teachers in particular in managing a classroom in an Islamic Educational Institution. Each classroom teacher or classroom guardian as middle manager or classroom administrator occupy important positions and roles since they bear the responsibility to be able to develop and bring forward their own classrooms which have the influence to the progress and advancement of school as a whole. Teachers are expected to optimize all potencies available in their classrooms. Teacher also bear the full responsibility in creating a comfortable learning environment so that many prospective successfull students will emerge from a classroom of an educational institution. Keywords: Classroom management, Teacher, Islamic Educational Institution

Sri Rahmi ..............................................................................................................................................................................................................Pendahuluan Lembaga pendidikan yang lazimnya disebut dengan sekolahmerupakan organisasi kerja yang terdiri dari beberapa kelas, baik yangbersifat paralel ataupun yang menunjukkan penjenjangan. Di mana setiapkelas merupakan unit kerja yang berdiri sendiri dan berkedudukan sebagaisub sistem yang menjadi bagian dari sebuah sekolah sebagai suatu totalitassistem. Pengembangan sekolah sebagai total sistem atau satu kesatuanorganisasi, sangat tergantung pada peyelenggaraan dan pengelolaan kelas,baik di lingkungan kelas masing-masing sebagai unit kerja yang berdirisendiri maupun dalam hubungan kerja antara kelas yang satu dengan kelasyang lain. Oleh karena itu, maka setiap guru kelas atau wali kelas sebagaipimpinan menengah (middle manager) atau administrator kelas, menempatiposisi dan peranan yang penting, karena memikul tanggung jawab untukmengembangkan dan memajukan kelas masing-masing yang berpengaruhpada perkembangan dan kemajuan sekolah secara keseluruhan. Setiapmurid dan guru yang menjadi komponen penggerak aktivitas kelas, harusdidayagunakan secara maksimal agar sebagai suatu kesatuan setiap kelasmenjadi bagian yang penting dan dinamis di dalam organisasi sekolah.Beban kerja kelas perlu dibagi untuk mewujudkan beban kerja kemudianperlu diorganisir dan dikoordinasikan agar tercipta kerja sama antara muriddengan murid, guru dengan murid, guru dengan guru, murid dan gurudengan orang tua, kelas dengan kelas, kelas dengan lembaga-lembaga sosialdan sebagainya. Dengan demikian, setiap personal kelas harus berfungsi,baik itu untuk kepentingan dirinya sendiri, kepentingan kelas, kepentingansekolah maupun untuk kepentingan masyarakat lingkungan sekitar. Berdasarkan paparan di atas, maka jelas bahwa program kelas akanberkembang apabila guru atau wali kelas dapat mendayagunakan secaramaksimal potensi kelas yang terdiri dari beberapa unsur yaitu : kurikulum,guru, murid sarana, prasarana, dan dinamika kelas. Dalam perspektif itu, tulisan ini akan terfokus untuk membahas danmengulas satu persatu dari kelima unsur di atas yang ada dalam lembagapendidikan (baik umum maupun Islam) yang masing-masing tidak dapatdipisahkan satu dan lainnya saling berkaitan.38 PROGRESIF Journal of Multiperspective Education

............................................................................................................................................ Manajemen Kelas dalam Lembaga Pendidikan IslamPembahasanManajemen Kelas Sebelum memberikan pengertian yang utuh mengenai manajemenkelas, sebaiknya diartikan dulu kedua kata tersebut. Kata manajemensebenarnya berasal dari bahasa Inggris yakni dari kata kerja to manageyang bersinonim dengan kata to hand yang berarti “mengurus”, to control“memeriksa” dan to guide yang berarti “memimpin”. Jadi apabila hanyadilihat dari arti etimologi manajemen berarti pengurusan, pengendalian,memimpin atau membimbing, (Effendy, 1986 : 9). Adapun pengertian manajemen secara terminologi sebagaimanayang telah diungkapkan oleh Prof. Oey Liang Lee yang mendefinisikanmanajemen sebagai seni perencanaan, pengorganisasian, pengarahan,pengkoordinasian, dan pengontrolan atas human and natural resources untukmencapai tujuan yang telah ditentukan lebih dahulu, (S.P. Hasibuan, 1990: 5). Dengan demikian dapat dikemukakan bahwa manajemen merupakanilmu dan seni yang dimiliki manusia dalam upaya memanfaatkan SumberDaya Manusia (SDM) dan sumber daya melalui proses perencanaan,pengorganisasian, pelaksanaan dan pengawasan, yang dilakukan denganefektif dan efisien dengan melibatkan seluruh anggota secara aktif untukmencapai tujuan yang telah ditetapkan. Sedangkan kelas menurut H. Hadari Nawawi, (1985 : 116) memberikanpengertian menjadi dua bila dilihat dari sudut pandangnya, yakni :1. Kelas dalam arti sempit adalah ruangan yang dibatasi oleh empat bidang, tempat sejumlah siswa berkumpul untuk mengikuti proses belajar mengajar.2. Kelas dalam arti luas adalah suatu masyarakat kecil yang merupakan bagian dari masyarakat sekolah, sebagai satu kesatuan yang diorganisir menjadi unit kerja yang secara dinamis menyelenggarakan kegiatan- kegiatan belajar mengajar yang kreatif untuk mencapai suatu tujuan. Dari pengertian antara manajemen dan kelas di atas, maka dapatdikemukakan bahwa yang dimaksud dengan manajemen kelas di sini adalahusaha atau kegiatan yang direncanakan, dipimpin, dikontrol yang dikelolaoleh guru atau wali kelas terhadap semua aktifitas di dalam ruangan kelasyang merupakan tempat berlangsungnya proses belajar mengajar siswa.PROGRESIF 39Volume 1, Number 1, July 2009

Sri Rahmi ..............................................................................................................................................................................................................Kurikulum Ruangan kelas tidak hanya sekedar diartikan sebagai tempat parasiswa berkumpul untuk mempelajari sejumlah ilmu pengetahuan. Begitupula dengan sekolah bukanlah sekedar gedung tempat siswa mencaridan mendapatkan ilmu. Sekolah dan kelas diadakan untuk memenuhikebutuhan masyarakat dalam mendidik anak-anak, yang tidak hanya harusdidewasakan dari aspek intelektualnya saja, melainkan dalam seluruh aspekkepribadiannya. Oleh sebab itu bagi setiap jenjang dan jenis sekolah sangatmemerlukan kurikulum yang mampu memenuhi kebutuhan masyarakatyang semakin kompleks dalam perkembangannya. Kurikulum yangdipergunakan sangat besar pengaruhnya terhadap aktivitas kelas dalammewujudkan Proses Belajar Mengajar (PBM) yang berdaya guna bagipembentukkan pribadi siswa. Dengan kata lain bahwa aktivitas suatu kelassangat dipengaruhi oleh kurikulum yang digunakan, dimana kelas akanmampu memenuhi kebutuhan masyarakat apabila kurikulum yang ada disekolah dirancang sesuai dengan dinamika masyarakat yang berkembang. A. Tabrani Rusyan el. al., berpendapat bahwa kurikulum dalam artiyang luas adalah kurikulum yang meliputi seluruh program dan kehidupandalam sekolah. Kurikulum sekolah dapat dipandang sebagai bagian darikehidupan. Oleh karena itu, kurikulum berpengaruh sekali kepada majumundurnya pendidikan. Kurikulum pada dasarnya tidak statis, melainkandinamis dan senantiasa dipengaruhi oleh perubahan-perubahan dalamfaktor-faktor yang mendasarinya, (Rusyan, 1991 : 30-31). Dengan demikian,jika kita ingin mengadakan pembaharuan dalam pendidikan, maka kitaharus memperhatikan kurikulum yang telah dirumuskan. Kalau memangharus diperbaharui, maka secara otomatis atau langsung kurikulumnyajuga harus dirubah, karena pembaharuan tidak akan mungkin terjadi tanpadisertai dengan pembaharuan dalam bidang kurikulum. Kurikulum yang dilaksanakan di sekolah-sekolah sekarang ini (umumdan yang bercirikan Islam) memiliki organisasi yang terdiri dari komponen-komponen, sebagai berikut:I. Prinsip-Prinsip Dasar Kurikulum disusun dan dilaksanakan berlandaskan pada prinsip-prinsip yang berorientasi pada tujuan, relevansi pendidikan, efisiensi dan40 PROGRESIF Journal of Multiperspective Education