Eps 736 | KENAPA KUALITAS MAHASISWA MAKIN NGACO? WIKWIK JAGO, SOAL NILAI NEGO?!

Summary

In this video, Guru Gembul critiques the state of education in Indonesia, discussing the decline in academic rigor and the manipulation of educational systems to inflate grades. He highlights the widespread issue of grade inflation, where students with mediocre performance are awarded high marks, diminishing the value of academic achievement. He also criticizes the reliance on quick-fix methods, such as cramming for exams, which discourage critical thinking and innovation. Ultimately, Guru Gembul calls for a shift in mindset to use intelligence for positive, constructive purposes that can benefit both individuals and society.

Takeaways

• 😀 Students today are perceived to be academically weaker than those from 10 or 20 years ago, particularly in research, sourcing, and presentation skills.
• 😀 The obsession with grades and academic scores has resulted in grade inflation, where students with mediocre skills receive high marks.
• 😀 The Indonesian education system's focus on standardized testing (like PISA) has led to artificially elevated scores rather than improving actual educational quality.
• 😀 The education system's failure to prioritize critical thinking and intellectual independence has led to a generation of students who struggle to think creatively or analyze problems.
• 😀 Grade inflation in schools has resulted in unrealistic academic achievements, with students receiving high marks (like cum laude) despite lacking essential skills.
• 😀 The practice of elevating test scores and grades to look better on paper, as seen with the high national passing rates, masks the reality of poor academic performance.
• 😀 The trend of inflating grades has reached universities, where students with minimal academic abilities can graduate with high GPAs despite lacking key competencies.
• 😀 The PISA survey in 2003 exposed the weaknesses of Indonesia's education system, prompting a focus on improving metrics rather than addressing underlying educational issues.
• 😀 Tutoring centers (bimbel) have created a culture of seeking shortcuts, teaching students 'quick' methods to pass exams rather than fostering true problem-solving skills.
• 😀 The education system's emphasis on rote memorization and adhering to prescribed methods stifles innovation, as seen in subjects like mathematics where students are penalized for using alternative solutions.

Q & A

What is the main critique of the current generation of students in Indonesia?

The main critique is that students today lack the academic and organizational skills that previous generations had. Their abilities to research, analyze, and present information are considered weaker compared to students from 10 to 20 years ago.

How does the speaker view the Indonesian education system's response to low PISA scores?

The speaker believes that the Indonesian government responded to low PISA scores by inflating academic performance. Instead of improving the quality of education, they focused on increasing grades and standardized test scores to improve the country’s international image.

What is the impact of inflating grades on Indonesian students?

Inflating grades creates a false sense of academic achievement, making it easier for students to graduate with high GPAs or honors despite lacking essential intellectual skills, such as critical thinking, problem-solving, and effective communication.

What does the speaker mean by 'a smart way to be stupid' in the context of the education system?

The phrase 'a smart way to be stupid' refers to the system's clever manipulation of numerical performance indicators (like high grades and test scores) to create the illusion of success, even though this practice ultimately leads to a lack of genuine intellectual development.

What role do standardized tests like the Ujian Nasional (UN) play in this system?

The Ujian Nasional (UN) and other standardized tests are used as a tool to measure success, but the speaker argues that these tests often have inflated passing rates, leading to the perception that students are succeeding academically when in reality, they may not be acquiring meaningful knowledge.

How does the speaker describe the situation with university graduates in Indonesia?

The speaker describes the situation where university graduates, even with high GPAs (such as 3.6 or above), may struggle with basic intellectual tasks like presenting ideas or analyzing information. This indicates that the education system has placed more emphasis on grades than actual academic capabilities.

What does the speaker think about the use of tutoring centers (bimbel) in Indonesia?

The speaker criticizes the reliance on tutoring centers (bimbel) for providing shortcut solutions to academic problems. He suggests that students are taught to memorize quick solutions rather than develop their own understanding, which hinders their ability to think critically.

What is the critique of the grading system in Indonesian universities?

The speaker critiques the grading system for inflating grades to boost the image of universities. High GPAs are often awarded without regard for the student's actual ability to engage with the subject matter critically, leading to a situation where students can graduate with honors despite having minimal intellectual achievement.

Why does the speaker believe the educational system is creating a generation of 'intellectually dishonest' graduates?

The speaker believes that the system encourages students to focus on achieving high grades and passing exams at all costs, which fosters intellectual dishonesty. Students are rewarded for simply following shortcuts instead of developing real understanding, leading to graduates who are skilled at manipulating the system but lack true intellectual capability.

What solution does the speaker propose for improving education in Indonesia?

The speaker calls for a shift in focus from numerical success and inflated grades to fostering critical thinking, innovation, and genuine intellectual development. He urges the society to use its intelligence to build a better, more meaningful education system, one that nurtures actual learning and contributes to the nation's progress.