Eps 775 | PENDIDIKAN UNTUK GUS WAFI, BAGAIMANA PRIMORDIALISME MERUSAK MODEL BELAJAR

Summary

This video discusses why Indonesia's education system ranks poorly compared to neighboring countries like Singapore, Australia, and New Zealand. The speaker explores various reasons, including corruption, lack of research-based policies, and incompetent educators. They introduce five levels of educational competence, from pedagogic to cyber-gogic, with Indonesia still struggling at the lowest level. The video emphasizes that outdated teaching methods and a focus on teacher authority over student initiative hinder progress. The speaker calls for embracing modern learning methods like cyber-gogic, where students are empowered to connect and learn independently on a global scale.

Takeaways

• 🌍 The speaker discusses the paradox of Indonesia being a country with poor education despite being a host to some of the best educational systems in the world.
• 🏫 The script highlights the issue of corruption in Indonesia's education sector, suggesting it as one of the significant factors contributing to the poor state of education.
• 📊 It criticizes the government's approach to education policy, implying that decisions are based on assumptions rather than research.
• 👨‍🏫 The speaker points out the incompetence of education organizers in Indonesia, which leads to the failure of even good ideas and systems.
• 📚 The script introduces five levels of educational competencies, starting from pedagogical to andragogical, hetagogical, paragogical, and finally cybergogical.
• 🔍 The speaker argues that Indonesia is struggling even at the most basic level of pedagogy, which involves effective teaching and inspiring students.
• 🌐 The script contrasts the educational experiences in developed countries like Singapore, Australia, and New Zealand, where students are connected globally and encouraged to learn independently.
• 🚫 The speaker criticizes certain individuals who resist the advancement of educational competencies, fearing the loss of their authoritative status.
• 📢 There's a focus on the negative impact of traditional, authoritative figures in education who discourage learning from diverse sources like the internet.
• 🧠 The script emphasizes the detrimental effects of rote learning, suggesting it distorts the transmission of ideas and limits critical thinking.
• 📉 The speaker concludes that the stagnation in Indonesia's education is not just due to corruption or incompetence, but also due to the resistance to change and the preservation of outdated educational practices.

Q & A

Why does the speaker suggest Indonesia has a poor education system compared to its neighbors like Singapore, Australia, or New Zealand?

The speaker implies that Indonesia's education system is poor due to issues like massive corruption, policies based on assumptions rather than research, and incompetent education management that fails to implement good ideas and systems.

What are the five levels of educational competencies mentioned in the script?

The five levels are: 1) Pedagogic - the ability to control a class and deliver content effectively. 2) Andragogic - originally for adult education, involving participants in curriculum and learning methods. 3) Hetagogic - learning is student-centered, with teachers as assistants. 4) Paragogic - students determine what, how, when, and where to learn, interacting with peers. 5) Cybergogic - students are globally connected, seeking learning on their own terms.

How does the speaker describe the impact of relying solely on traditional educational figures like 'Kiai' or 'Ustaz'?

The speaker argues that relying on such figures, who may lack adequate pedagogic skills, can lead to a stagnant educational system. They maintain their status by resisting higher educational competencies and discouraging independent learning, which harms the intellectual growth of students.

What does the speaker mean by 'cybergogy' and how does it relate to the current state of education in developed countries?

'Cybergogy' refers to the highest level of educational competency where students are globally connected and can self-determine their learning. The speaker suggests that developed countries have reached this level, allowing their students to be highly connected and engaged in global educational networks.

Why does the speaker criticize the idea of learning solely from a single source, such as a teacher, without exploring other perspectives?

The speaker criticizes this approach because it limits students to a narrow perspective and discourages critical thinking and exploration of diverse ideas. It can lead to a rigid and uncreative mindset, which is detrimental to intellectual development.

What is the speaker's view on the role of Google in education?

The speaker views Google not as a direct source of education but as a tool that connects learners to a vast array of knowledge and perspectives. It represents the 'cybergogy' level, enabling students to take initiative in their learning and connect with global resources.

How does the speaker connect the traditional educational approach in Indonesia to the concept of 'hafalan' or rote memorization?

The speaker connects it by stating that the traditional approach, which often relies on rote memorization, is the lowest level of learning. It focuses on memorizing words rather than understanding ideas and concepts, which can distort the transmission of knowledge and limit intellectual growth.

What are the consequences of an educational system that the speaker describes as being controlled by figures resistant to change?

Such a system can lead to stagnation, a lack of innovation, and the production of students who are fearful of challenging the status quo or thinking critically. It can also perpetuate a cycle of low educational standards and resistance to new ideas.

Why does the speaker argue that the current educational system in Indonesia is not only failing due to corruption or incompetence?

The speaker argues that the failure is also due to the resistance by certain sanctified figures to higher educational competencies, which hampers progress and maintains a system that is detrimental to the intellectual development of students.

What does the speaker suggest is the role of criticism and correction in the academic and educational context?

The speaker suggests that criticism and correction are essential for academic growth and should be seen as constructive rather than destructive. However, in the context described, such feedback is often met with resistance because it challenges the status quo and the authority of traditional educational figures.