20130903 peningkatan kualitas sdm utk kurikulum 2013
DESCRIPTION
Dokumen ini adalah opini dari APK Foundation yang disampaikan oleh Aulia Prima Kurniawan saat Workshop Implementasi Kurikulum 2013 di Universitas Negeri Jakarta (UNJ), 4 September 2013 lalu.TRANSCRIPT
Peningkatan Kualitas SDM untuk Menyukseskan ImplementasiKurikulum 2013 melalui Pendekatan Knowledge Management
Aulia Prima KurniawanUniversitas Negeri Jakarta, 4 September 2013
Topik Diskusi Hari Ini
Sekilas tentang PembicaraSekilas tentang Pembicara
Sebuah Cerita Singkat tentang “Knowledge Management”
Beberapa Gagasan Pendidikan dan Relevansi Kurikulum 2013
Peranan KM dalam Peningkatan Kualitas Guru dan KBM
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melaluiPendekatan Knowledge Management 2
Nama lengkap: AULIA PRIMA KURNIAWANProfesi: Konsultan Bisnis, Manajemen dan TeknologiPendidikan: Institut Teknologi Bandung, Fisika (1989 – 1995)E-mail: [email protected]
[email protected] media: Twitter: @AuliaPrimaK
LinkedIn: AuliaPrimaKFacebook: AuliaPrimaK
Website: http://www.apkfoundation.orgFacebook: APKFoundation
Nama lengkap: AULIA PRIMA KURNIAWANProfesi: Konsultan Bisnis, Manajemen dan TeknologiPendidikan: Institut Teknologi Bandung, Fisika (1989 – 1995)E-mail: [email protected]
[email protected] media: Twitter: @AuliaPrimaK
LinkedIn: AuliaPrimaKFacebook: AuliaPrimaK
Website: http://www.apkfoundation.orgFacebook: APKFoundation
• Pendiri dan pembina YayasanAmanah Pemberdayaan Kaummuda (APK Foundation)
• Direktur di ENTS StrategicServices
• Ernst & Young Indonesia (2004 –2007)
• PT. Astra Graphia Tbk – ITBusiness Group (1998 – 2004)
• IndoInternet Group (1995 – 1997)
• Aktif di Komite Sekolah SDN KayuPutih 09 (2009 – kini)
• Wakil Ketua Mabigus 03-209 / 03-210 SDN Kayu Putih 09
• Wakil Ketua IA ITB Jurusan Fisika(2009 – 2011)
• Sekjen IA ITB Pengurus DaerahDKI Jakarta (2005 – 2009)
• Inisiator dan Pembina “Forum e-Demokrasi” (FeD Alumni ITB &FeD Jakarta) (2011 – kini)
• Anggota Dewan Juri &Koordinator Penjurian kategori“e-Government” APICTA &INAICTA (2005 – 2010)
• Universitas Indonesia – ProdiPasca Sarjana KnowledgeManagement – Dosen tamu(2006 – 2008)
• Institut Teknologi Bandung –Dosen tamu: “Entrepreneurship,Innovation & KM” (2006)
• Kementerian Riset dan Teknologi– menyusun “Knowledge-basedEconomy White Paper” (2005)
PENGALAMAN KERJA PENGALAMAN ORGANISASI AKTIVITAS SOSIAL, EKONOMI,PENDIDIKAN LAINNYA
• Pendiri dan pembina YayasanAmanah Pemberdayaan Kaummuda (APK Foundation)
• Direktur di ENTS StrategicServices
• Ernst & Young Indonesia (2004 –2007)
• PT. Astra Graphia Tbk – ITBusiness Group (1998 – 2004)
• IndoInternet Group (1995 – 1997)
• Aktif di Komite Sekolah SDN KayuPutih 09 (2009 – kini)
• Wakil Ketua Mabigus 03-209 / 03-210 SDN Kayu Putih 09
• Wakil Ketua IA ITB Jurusan Fisika(2009 – 2011)
• Sekjen IA ITB Pengurus DaerahDKI Jakarta (2005 – 2009)
• Inisiator dan Pembina “Forum e-Demokrasi” (FeD Alumni ITB &FeD Jakarta) (2011 – kini)
• Anggota Dewan Juri &Koordinator Penjurian kategori“e-Government” APICTA &INAICTA (2005 – 2010)
• Universitas Indonesia – ProdiPasca Sarjana KnowledgeManagement – Dosen tamu(2006 – 2008)
• Institut Teknologi Bandung –Dosen tamu: “Entrepreneurship,Innovation & KM” (2006)
• Kementerian Riset dan Teknologi– menyusun “Knowledge-basedEconomy White Paper” (2005)
Overall KM-related Credentials
(KM Blueprint & TechnologiesImplementation – 2007)
(Strategic Plan & KM Blueprint– 2009/2010)
(KM Blueprint – 2012)
(KM Workshop – 2007)
(KM Workshop – 2007 &Knowledge Center Development – 2009)
(KM Blueprint & TechnologiesImplementation – 2007)
(KM Workshop – 2007)
The Center for Business Knowledge™Indonesia operation (Jul 04 – Jan 07)
(Strategic Plan & KM Blueprint – 2009/2013)
(Strategic Plan & KM Blueprint– 2009/2010)
(KM TechnologiesImplementation – 2010)
(KM Blueprint – during service atErnst & Young – 2005)
(internal KM project during service atAstra Graphia IT Solution – 2002)
(KM Workshop – 2007 & KM Blueprint – 2011)
(KM Blueprint & Technologies Implementationon behalf of Malacca eLab – 2008)
(KM Workshop – 2007 &Knowledge Center Development – 2009)
(KM Advisor for UNDP-fundedReputation Management on behalf of
APCO Worldwide – 2008)
Topik Diskusi Hari Ini
Sekilas tentang PembicaraSekilas tentang Pembicara
Sebuah Cerita Singkat tentang “Knowledge Management”
Beberapa Gagasan Pendidikan dan Relevansi Kurikulum 2013
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melaluiPendekatan Knowledge Management 5
Peranan KM dalam Peningkatan Kualitas Guru dan KBM
Sejarah KM dalam Perspektif Keilmuan
+ 350 SM 1600-an 1950-an Sejak 1990 dan selanjutnya
Knowledge Management (KM): sebuah Definisi Singkat
KM is defined as a Strategic Mindset from multi-discipline approach to Sustain and Raise OrganizationCompetitiveness through these following Key Activities:
Competitiveness
SustainableResources
ProcessExcellence
Customer-centered
From various definitions of knowledge, one of the bestdefinition describe knowledge as “the capacity to do /to deliver effective action.”KM is defined as a Strategic Mindset from multi-discipline approach to Sustain and Raise OrganizationCompetitiveness through these following Key Activities:1. INPUT: CAPTURE & PERSONALIZE: Internal &
External Knowledge Acquisition, andPersonalization of the Stakeholders’ KnowledgeProfiles
2. PROCESS & MANAGE: Store, Value Add(Categorize, Analyze, Enrich), and Share
3. DEPLOY & REUSE: Package, Communicate, andEnd-User Support.
Culture
Lead
ersh
ip
Internal &External
KnowledgeAcquisition
Store,Value Add
& ShareThe Foundation Enablers of KM—commonly known asthe Framework—are Leadership, Culture, ICTInfrastructure, Measurement and the KM Processes.
Innovation
Sustainability of the Excellent Resources Productive & Efficient Processes Customer-centered Deliverables & Market
Leadership
Measurem
ent
ICT
Infr
astr
uctu
re
Internal &External
KnowledgeAcquisition
Store,Value Add
& Share
Deploy andReuse
KMProcesses
The Foundation Enablers of KM—commonly known asthe Framework—are Leadership, Culture, ICTInfrastructure, Measurement and the KM Processes.
At the bottom-line, successful KM in commercialventures commonly measured in:
Knowledge Management
Zack (1999)* mengembangkan sebuah model strategi KM yangmenggambarkan kerangka kerja yang saling terkait antaraStrategi Organisasi dan KM
What OrganizationMust Do?
What OrganizationMust Know?
* Associate Professor in Northeastern University, Boston
What OrganizationMust Do?
What OrganizationCan Do?
What OrganizationMust Know?
What OrganizationKnows?
Knowledge GapStrategy Gap Gaps to be fulfilled
What OrganizationCan Do?
What OrganizationKnows?
Strategic Management Framework Knowledge Management Framework
Pendorong Utama KM: Tantangan Umum dari Industri• Maintain competitive advantage
Organizations are becoming knowledge intensive, not capitalintensive
– How can we ensure that we could provide the rightknowledge at the right time to the right person?
• Capture (tacit) knowledge from expertsTacit knowledge is mobile; organizations need to establish a“sharing culture” that requires formal approaches andexecutive-sponsored policies (incl. incentives) to retain theknowledge
– How can we systematically extract and convert ourpeople knowledge, unwritten expertise, insights,wisdom to enrich the organization intellectual capitalsand become more valuable for the organization?
• Improve productivityTime efficiency and accelerate delivery lead time
– Are we hurdled with the operation documentations thatshould be available, but not really sure whether they areavailable or not?
• Speed up learning– How can we ensure that the R&D and / or competency
development can increase the organization valuesignificantly?
• Streamline processes• Energize innovation
Today’s knowledge is worth more than in the past, but itsvalue declines much more rapidly
• Capture and replicate best practices– How can we cultivate the positive culture that
encourage people to learn and share?
• Manage changeUnstable markets and uncertain industry need ‘sensitivealerts’; the managed knowledge lets us lead the changes
– How can we get insights from our externalinformation sources (news, 3rd party reports,surveys, etc.) in creating markets intelligence?
• Risk ReductionShareholders need more promising organizations to be“invested” in, ensuring their “investments” long lasting
– How can we ensure that the knowledgeable andwell developed people will retain within theorganizations?
• Cost ReductionAvoid redundancy and “re-inventing the wheel”
– To minimize people development budget, how canwe attract the best professionals in the markets?
• Global competitionOnly the knowledgeable survive
• Better, faster decisions• Achieve operational excellence• Prestige
The Most Admired Knowledge Enterprise (MAKE) Award’snomination
• Maintain competitive advantageOrganizations are becoming knowledge intensive, not capitalintensive
– How can we ensure that we could provide the rightknowledge at the right time to the right person?
• Capture (tacit) knowledge from expertsTacit knowledge is mobile; organizations need to establish a“sharing culture” that requires formal approaches andexecutive-sponsored policies (incl. incentives) to retain theknowledge
– How can we systematically extract and convert ourpeople knowledge, unwritten expertise, insights,wisdom to enrich the organization intellectual capitalsand become more valuable for the organization?
• Improve productivityTime efficiency and accelerate delivery lead time
– Are we hurdled with the operation documentations thatshould be available, but not really sure whether they areavailable or not?
• Speed up learning– How can we ensure that the R&D and / or competency
development can increase the organization valuesignificantly?
• Streamline processes• Energize innovation
Today’s knowledge is worth more than in the past, but itsvalue declines much more rapidly
• Capture and replicate best practices– How can we cultivate the positive culture that
encourage people to learn and share?
• Manage changeUnstable markets and uncertain industry need ‘sensitivealerts’; the managed knowledge lets us lead the changes
– How can we get insights from our externalinformation sources (news, 3rd party reports,surveys, etc.) in creating markets intelligence?
• Risk ReductionShareholders need more promising organizations to be“invested” in, ensuring their “investments” long lasting
– How can we ensure that the knowledgeable andwell developed people will retain within theorganizations?
• Cost ReductionAvoid redundancy and “re-inventing the wheel”
– To minimize people development budget, how canwe attract the best professionals in the markets?
• Global competitionOnly the knowledgeable survive
• Better, faster decisions• Achieve operational excellence• Prestige
The Most Admired Knowledge Enterprise (MAKE) Award’snomination
• Maintain competitive advantageOrganizations are becoming knowledge intensive, not capitalintensive
– How can we ensure that we could provide the rightknowledge at the right time to the right person?
• Capture (tacit) knowledge from expertsTacit knowledge is mobile; organizations need to establish a“sharing culture” that requires formal approaches andexecutive-sponsored policies (incl. incentives) to retain theknowledge
– How can we systematically extract and convert ourpeople knowledge, unwritten expertise, insights,wisdom to enrich the organization intellectual capitalsand become more valuable for the organization?
• Improve productivityTime efficiency and accelerate delivery lead time
– Are we hurdled with the operation documentations thatshould be available, but not really sure whether they areavailable or not?
• Speed up learning– How can we ensure that the R&D and / or competency
development can increase the organization valuesignificantly?
• Streamline processes• Energize innovation
Today’s knowledge is worth more than in the past, but itsvalue declines much more rapidly
• Capture and replicate best practices– How can we cultivate the positive culture that
encourage people to learn and share?
• Manage changeUnstable markets and uncertain industry need ‘sensitivealerts’; the managed knowledge lets us lead the changes
– How can we get insights from our externalinformation sources (news, 3rd party reports,surveys, etc.) in creating markets intelligence?
• Risk ReductionShareholders need more promising organizations to be“invested” in, ensuring their “investments” long lasting
– How can we ensure that the knowledgeable andwell developed people will retain within theorganizations?
• Cost ReductionAvoid redundancy and “re-inventing the wheel”
– To minimize people development budget, how canwe attract the best professionals in the markets?
• Global competitionOnly the knowledgeable survive
• Better, faster decisions• Achieve operational excellence• Prestige
The Most Admired Knowledge Enterprise (MAKE) Award’snomination
Jenis-jenis Pengetahuan Pada Umumnya
Unstructured Structured
• Discussions on mailinglist / bulletin board
• Diary / daily log• Traffic data• Brainstorming
• Research / analysis• Project documentations• Reports• Paperworks• Policies / procedures• Systematic data flow
Explicit
• Discussions on mailinglist / bulletin board
• Diary / daily log• Traffic data• Brainstorming
• Coffee shop discussion• Driving fast on highway• Talent / natural abilities• Life skills• Intuition / instinc /
feeling
• Analytical skills• Driving lesson• Farmers’ activities• Daily repeated activities
on a small workshop
• Research / analysis• Project documentations• Reports• Paperworks• Policies / procedures• Systematic data flow
Tacit
• Coffee shop discussion• Driving fast on highway• Talent / natural abilities• Life skills• Intuition / instinc /
feeling
• Analytical skills• Driving lesson• Farmers’ activities• Daily repeated activities
on a small workshop
Pengelolaan Pengetahuan dalam suatu LembagaSeringkali Terlihat Seakan sebuah Gunung Es
• Explicit knowledge: well-defined, structured and documented knowledge objects• Tacit knowledge: mostly unstructured, combined knowledge in human mind, ‘composited’
from education background, past professional and other life experiences
Pemahaman Awal: Hierarki Pengetahuan
“Knowledge is a fluid mix of framed experience, values, contextual information, expert insight andgrounded intuition that provides an environment and framework for evaluating and incorporating newexperiences and information. It originates and is applied in the minds of knowers. In organizations, itoften becomes embedded not only in documents or repositories but also in organizational routines,processes, practices, and norms.” (Davenport, Thomas H., 1998)
Proses Peningkatan Nilai Manfaat: Teori SECI dariIkujiro Nonaka
• Socialization (Tacit to Tacit)The cycle starts when 2 (or more) knowledgeable personnel (“I”forindividual) of an organization exchange their tacit knowledge or anew idea in a formal or informal discussion.
• Externalization (Tacit to Explicit)When they got back to their group (G) or community—with several‘cultural’ and formal prerequisites—the group or communitymembers constructively challenge, criticize, or even enrich suchidea of, for example, accelerate lead-time to delivery.
• Consolidation (Explicit to Explicit)After being validated in the community level, that ‘champion’ ideaproposed to the corporate level (“O” for organization). Meanwhile,in the corporate level, the idea also thoroughly examined,enriched, validated, sanitized (to avoid confidentiality issues, ifnecessary), and standardized by all communities’ champions.
• Internalization (Explicit to Tacit)Formalized idea that has been standardized turned to be the validknowledge object. It pushed back to the individual level throughvarious formats, i.e. Standard Procedure, Methodology, LearningMaterial, Operation Manual, etc. The cycle starts again if there isany possibility to improve the quality of the knowledge object.
Ikujiro Nonaka (Hitotsubashi University) is one of the most famous Professor in Knowledge Management, from hisbook “The Knowledge Creating organization” (1995) and its became a “holy book” in Knowledge Managementpractices. His thesis (the Knowledge Creation Cycle) now becomes a modern-world’s operational model for KM thatcomprises 4 steps:
• Socialization (Tacit to Tacit)The cycle starts when 2 (or more) knowledgeable personnel (“I”forindividual) of an organization exchange their tacit knowledge or anew idea in a formal or informal discussion.
• Externalization (Tacit to Explicit)When they got back to their group (G) or community—with several‘cultural’ and formal prerequisites—the group or communitymembers constructively challenge, criticize, or even enrich suchidea of, for example, accelerate lead-time to delivery.
• Consolidation (Explicit to Explicit)After being validated in the community level, that ‘champion’ ideaproposed to the corporate level (“O” for organization). Meanwhile,in the corporate level, the idea also thoroughly examined,enriched, validated, sanitized (to avoid confidentiality issues, ifnecessary), and standardized by all communities’ champions.
• Internalization (Explicit to Tacit)Formalized idea that has been standardized turned to be the validknowledge object. It pushed back to the individual level throughvarious formats, i.e. Standard Procedure, Methodology, LearningMaterial, Operation Manual, etc. The cycle starts again if there isany possibility to improve the quality of the knowledge object.
Explicit
ToSocialization Internalization
Consolidation
G G
GG
O
Externalization
I I
II
G
Ikujiro Nonaka (Hitotsubashi University) is one of the most famous Professor in Knowledge Management, from hisbook “The Knowledge Creating organization” (1995) and its became a “holy book” in Knowledge Managementpractices. His thesis (the Knowledge Creation Cycle) now becomes a modern-world’s operational model for KM thatcomprises 4 steps:
• Socialization (Tacit to Tacit)The cycle starts when 2 (or more) knowledgeable personnel (“I”forindividual) of an organization exchange their tacit knowledge or anew idea in a formal or informal discussion.
• Externalization (Tacit to Explicit)When they got back to their group (G) or community—with several‘cultural’ and formal prerequisites—the group or communitymembers constructively challenge, criticize, or even enrich suchidea of, for example, accelerate lead-time to delivery.
• Consolidation (Explicit to Explicit)After being validated in the community level, that ‘champion’ ideaproposed to the corporate level (“O” for organization). Meanwhile,in the corporate level, the idea also thoroughly examined,enriched, validated, sanitized (to avoid confidentiality issues, ifnecessary), and standardized by all communities’ champions.
• Internalization (Explicit to Tacit)Formalized idea that has been standardized turned to be the validknowledge object. It pushed back to the individual level throughvarious formats, i.e. Standard Procedure, Methodology, LearningMaterial, Operation Manual, etc. The cycle starts again if there isany possibility to improve the quality of the knowledge object.From
ExplicitTacit
Tacit
Socialization
I I
Internalization
I
OG
KnowledgeKnowledgeKnowledgeKnowledge
Hierarchy of Knowledge Evolution ofthe Management Aspect
Evolution ofthe Enabling Technologies
Security Technologies
Knowledge Management Tech.
Intranet / Portal / Personalization
CollaborationContent Mgmt.Search Engine
Knowledge Management
Engagement Team
Apply
Revenue Team
Company Leadership
CreateValue
Store
Provide Infrastructure
Acquire
AddValue
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
CreateValue
Store
Provide Infrastructure
Acquire
AddValue
Deploy
Learn
Client
The (Value) Evolution of Knowledge
Busi
ness
Pro
cess
es
KnowledgeKnowledgeKnowledgeInformation
Information A12
Information B34
KnowledgeKnowledge
KnowledgeAB1234
Information Management
Information A12
Information B34
Information E14
Information B34Information C13
Information Management Tech.
Workflow
Alert / Notification Data Warehouse
Business IntelligenceEnterprise Reporting
Middleware / EAI / BPM
DiscussionDocument / Records Management
CollaborationContent Mgmt.Search Engine
Engagement Team
Apply
Revenue Team
Company Leadership
CreateValue
Store
Provide Infrastructure
Acquire
AddValue
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
CreateValue
Store
Provide Infrastructure
Acquire
AddValue
Deploy
Learn
Client
Busi
ness
Pro
cess
es
KnowledgeKnowledgeKnowledgeData
Data #1 Data #2
Data #3 Data #4
Information B34
Data Management
Data #1 Data #2
Data #3 Data #4
Data #3 Data #4
Data #1 Data #2
Data #3 Data #4
Data #2 Data #4
Data #2
Data #4
Data #2
Information B34
Information D24
Information B34
Information F23Information D24
Network Technologies
Data (Capturing) Management Tech.
POS Document Imaging
Messaging
Front-End Apps.
Databases Data Mart / ETL
Enterprise Resources Planning
CRM
KnowledgeKnowledgeKnowledgeKnowledge
Hierarchy of Knowledge Evolution ofthe Management Aspect
Evolution ofthe Enabling Technologies
Security Technologies
Knowledge Management Tech.
Intranet / Portal / Personalization
CollaborationContent Mgmt.Search Engine
Knowledge Management
Engagement Team
Apply
Revenue Team
Company Leadership
CreateValue
Store
Provide Infrastructure
Acquire
AddValue
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
CreateValue
Store
Provide Infrastructure
Acquire
AddValue
Deploy
Learn
Client
Value Evolution: Value-Adding Process Focal Points
Busin
ess P
roce
sses
KnowledgeKnowledgeKnowledgeInformation
Information A12
Information B34
KnowledgeKnowledge
KnowledgeAB1234
Information Management
Information A12
Information B34
Information E14
Information B34Information C13
Information Management Tech.
Workflow
Alert / Notification Data Warehouse
Business IntelligenceEnterprise Reporting
Middleware / EAI / BPM
DiscussionDocument / Records Management
CollaborationContent Mgmt.Search Engine
Engagement Team
Apply
Revenue Team
Company Leadership
CreateValue
Store
Provide Infrastructure
Acquire
AddValue
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
CreateValue
Store
Provide Infrastructure
Acquire
AddValue
Deploy
Learn
Client
VALUE-ADDINGPROCESS
(logical role, analysis,packaging,
taxonomy, etc.)
Busin
ess P
roce
sses
KnowledgeKnowledgeKnowledgeData
Data #1 Data #2
Data #3 Data #4
Information B34
Data Management
Data #1 Data #2
Data #3 Data #4
Data #3 Data #4
Data #1 Data #2
Data #3 Data #4
Data #2 Data #4
Data #2
Data #4
Data #2
Information B34
Information D24
Information B34
Information F23Information D24
Network Technologies
Data (Capturing) Management Tech.
POS Document Imaging
Messaging
Front-End Apps.
Databases Data Mart / ETL
Enterprise Resources Planning
CRM
VALUE-ADDINGPROCESS
(logical role, analysis,packaging,
taxonomy, etc.)
Infrastructure Strategy Processes Knowledge Management Business Process
identify, create and contribute capture and organize access and share apply
Embedding learning and feedbackmechanisms into every business process
Aligned to business strategy Performance measures Goals and objectives Sponsorship and ownership
Hardware including LANs / WANs andtelecomms
Application software including groupware,Internet technologies, documentmanagement,workflow, email, vmail, conferencing tools
Workspace layout and design, portals
Kerangka Kerja Ideal dari Inisiatif Pengelolaan Pengetahuan
People
Products & Innovation Content
Knowledge Management Business Process identify, create and contribute capture and organize access and share apply
Embedding learning and feedbackmechanisms into every business process
Standard knowledge containers /‘knowledgebases’
External knowledge and information Taxonomies and common business language Navigators
Embedding knowledge intoexisting products and services
Creating new knowledge basedproducts and services
Hardware including LANs / WANs andtelecomms
Application software including groupware,Internet technologies, documentmanagement,workflow, email, vmail, conferencing tools
Workspace layout and design, portals
Process Technology
People and OrganizationRelationships
Knowledge “web” betweensuppliers, partners andcompetitors
Cross-functional networksand communities of interest
Leadership style Culture and values Personal growth Staffing and deployment Rewards and recognition Management development Organization architecture Performance management Communication and
learning
Dalam Penerapannya, Kerangka Kerja Ideal atas InisiatifPengelolaan Pengetahuan (KM) Dapat Dicapai secara Bertahap
Knowledge-based Business
Products & Innovation
Strategy
KnowledgeManagement Content
Knowledge-basedOrganization
Process
Relationships
People, Organization & Culture
Products & Innovation
KnowledgeManagement
Technological Infrastructure
Content
KNOWLEDGE INTENSIVE
KM Operational Framework – Mandatory
The following KM Operational Framework is mandatory in the initial stage of KMimplementation. When the KM practice within the organization reaches its maturity,such framework will be a solid foundation to scale up to the next level, to the morecomplex system.
TECH
NO
LOGY
CON
TEN
T
PEO
PLE
Knowledge-basedOrganization
KnowledgeManagement
PROCESS
CONTENT
PEOPLE
The following KM Operational Framework is mandatory in the initial stage of KMimplementation. When the KM practice within the organization reaches its maturity,such framework will be a solid foundation to scale up to the next level, to the morecomplex system.
MandatoryKM Framework
PROCESSTECHNOLOGY
KNOWLEDGE INTENSITY
Common Building Blocks of KM in Knowledge-based Business
Continuous Learning, Operation Excellence & Innovation
SustainableKnowledge-based Business
Continuous Learning, Operation Excellence & Innovation
Man
agem
ent S
uppo
rt /
Exec
utiv
e Sp
onso
rs
Know
ledg
e Sh
arin
g Cu
lture
TECH
NO
LOGY
CON
TEN
T
PEO
PLE
Workflow(Alerts, Notifications, Subject Matter
Specialists, Leading / Best Practices, etc.)
Collaboration(Communities of Practices, Communities of
Interests, Sharing Sessions, etc.)
Man
agem
ent S
uppo
rt /
Exec
utiv
e Sp
onso
rs
Know
ledg
e Sh
arin
g Cu
lture
KM Blueprint & Strategy
MandatoryKM Framework
PROCESSRecords
(Taxonomy, Intranet, E-mails, Search Engine,Portal, Databases, ERP, Data Warehouse, etc.)
Dampak Positif dari Inisiatif Pengelolaan Pengetahuan(KM) yang Efektif dan Fokus
Improve support for gaining new business and retaining /growing current client revenues: Better understanding of our clients, markets and industries Fact-based contents in providing better and faster support for
strategic decision-making More efficient process Value propositions
LeadershipConcerns
MarketLeadership
Quality Process: Increase service quality Drive learning & improvement in key processes
Quality of Service Delivery: Improve support to accelerate problem-solving Reduce yield loss in the delivery of recommendations Compress cycle time, lead time to delivery
ProcessExcellence
Improve support for gaining new business and retaining /growing current client revenues: Better understanding of our clients, markets and industries Fact-based contents in providing better and faster support for
strategic decision-making More efficient process Value propositions
MiddleManagement
Concerns
LeadershipConcerns
• Encourage people to learn and share• Grow & accelerate individual competencies• Catch up with organizational standards• Attract new hires wanting to grow their skills rapidly
Quality Process: Increase service quality Drive learning & improvement in key processes
Quality of Service Delivery: Improve support to accelerate problem-solving Reduce yield loss in the delivery of recommendations Compress cycle time, lead time to delivery
ProcessExcellence
SustainableResources
StaffConcerns
Topik Diskusi Hari Ini
Sekilas tentang PembicaraSekilas tentang Pembicara
Sebuah Cerita Singkat tentang “Knowledge Management”
Beberapa Gagasan Pendidikan dan Relevansi Kurikulum 2013
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melaluiPendekatan Knowledge Management 21
Peranan KM dalam Peningkatan Kualitas Guru dan KBM
School
Konsep Pendidikan berbasis Sekolah yangdisederhanakan
UniqueCharacteristics
SchoolCurriculum Learning
Materials
Students
Infrastructures
Teachers
School is an Organization whereValues and Knowledge areTransferred and Exchanged…
… as a start-point of the people’slifetime process in becoming a valuedmember of the society.
Alih Pengetahuan yang Dilakukan dalam Proses Pendidikanberbasis Sekolah akan Lebih Mudah dengan Adanya KlasifikasiProses dan Orientasi Konten agar Lebih Terarah dan Terukur
Cognitive Psycho-motor Affective
Dirangkum dari berbagai sumber
Cognitive
Cognitive
•Remembering•Understanding•Applying•Analyzing•Evaluating•Creating
Psycho-motor
•Observing•Imitating•Practicing•Adapting
Affective
•Receiving•Responding•Valuing•Organizing•Internalizing /
Characterization
Psycho-motorAffectiveTaksonomi proses dan orientasi konten pendidikan yang diciptakan
Bloom (1956) menjadi rujukan atas orientasi pendidikan di hampirseluruh negara di dunia. Revisi taksonomi Bloom yang digagas 45tahun kemudian (2001) hanya mengubah klasifikasi sub-proses yangtidak mengubah struktur rangkaian gagasannya.Fa
ktua
l
Kons
eptu
al
Pros
edur
al
Met
a-ko
gniti
f
Dalam Pelaksanaannya, Proses Pendidikan berbasis SekolahBertujuan untuk Membentuk Karakter Peserta Didik yangDiharapkan sesuai Nilai yang Diyakini dalam Masyarakat
Cognitive Psycho-motor Affective
Dirangkum dari berbagai sumber
• Remembering• Understanding• Applying• Analyzing• Evaluating• Creating
• Observing• Imitating• Practicing• Adapting
• Receiving• Responding• Valuing• Organizing• Internalizing /
Characterization
Brain-based“Theoretical”
Learning
Action-orientedExperiential
Learning
Value-basedAttitude &Behavior
ExpectedResult
• Learning materials• Examination, etc.
• Role play• Simulation• Practicum• Drill, etc.
• Individual assessment• Dialogue & discussions• Empowerment• Exemplaries & “role model”• Code of Conduct• “Stick & carrot”
Knowledge Building Character Building
Curriculum, Syllabus, Teaching methods, etc.
Interpersonal skills
• Leading,• Negotiating• Compromising• Facilitating• Communicating• Emphaty, etc.
Di sisi lain, Meningkatnya Tantangan untuk Bertahan Hidupdalam Dunia yang “Menyempit” dan Semakin TerbatasnyaSumber Daya Mensyaratkan Tingginya Kemampuan Beradaptasi
Dirangkum dari berbagai sumber
Gagasan Triplization dariProf. Cheng*) menghadirkansebuah paradigma barupendidikan, yaituKecerdasan Majemuk yangKontekstual (ContextualizedMultiple Intelligence / CMI)
*) Professor – Hong Kong Institute of Education
Gagasan Triplization dariProf. Cheng*) menghadirkansebuah paradigma barupendidikan, yaituKecerdasan Majemuk yangKontekstual (ContextualizedMultiple Intelligence / CMI)
Kebutuhan Pergeseran Paradigma dalam Pengembangan Kurikulum(menurut Triplization)
Traditional Curriculum Paradigm
To equip students with the necessaryknowledge and skills to survive a localcommunity or meet the manpower needs of asociety in the economic and socialdevelopments.
AimsNew Curriculum Paradigm
To develop students as CMI citizens who willcreatively contribute to the formation of asociety and a global village with multipledevelopments in technological, economic,social, political, cultural, and learning aspects.
AimsTo equip students with the necessaryknowledge and skills to survive a localcommunity or meet the manpower needs of asociety in the economic and socialdevelopments.
To deliver the subject matters’ knowledge
Focus
Structure
To develop students as CMI citizens who willcreatively contribute to the formation of asociety and a global village with multipledevelopments in technological, economic,social, political, cultural, and learning aspects.
• To develop students’ ContextualizedMultiple Intelligence (CMI)
• Triplization ability for life-long self-learning
• Based on the characteristics ofdevelopment of CMI and the maximizing ofopportunities for students’ individualized,localized, and globalized learning;
• The structure is often hybrid, integrative,and interactive with the support of IT,networking, local and global exposure, andfield experience and virtual reality;
• Globalized, localized & individualizedcurriculum content
Focus
Structure
• Based on the structure of subjectknowledge and the needs for samestandard contents and same arrangementsfor the same age group;
• The structure is often linear, step by step,and age dependent
• Based on the characteristics ofdevelopment of CMI and the maximizing ofopportunities for students’ individualized,localized, and globalized learning;
• The structure is often hybrid, integrative,and interactive with the support of IT,networking, local and global exposure, andfield experience and virtual reality;
• Globalized, localized & individualizedcurriculum content
Kebutuhan Pergeseran Paradigma dalam Pendidikan berbasisSekolah (menurutTriplization)
Traditional Paradigm
• Student is the Follower of Teacher• Standard Programs• Absorbing Knowledge• Receiving Process• Focus on How to Gain• External Rewarding
Reproduced (Factory Model)
New ParadigmInvidualized
• As a facilitating place for studentslearning and development
• Multiple intelligence school• Individualized schooling style• Place for curiosity in learning• Open process• Sharing joy
• Student is the Follower of Teacher• Standard Programs• Absorbing Knowledge• Receiving Process• Focus on How to Gain• External Rewarding
Site-boundedLocalized & Globalized
• As a facilitating place for studentslearning and development
• Multiple intelligence school• Individualized schooling style• Place for curiosity in learning• Open process• Sharing joy
• Coupled with multiple sources• Community and parental
involvement• Networked schooling• Word-class schooling• Unlimited opportunities for learning• Local and international outlook• As a world-class and networked school
• Teacher-Based Learning• Separated Learning• Fixed Period and Within Institution• Limited Opportunities• Site-Bounded Learning• Mainly Institution-based Experiences
• Coupled with multiple sources• Community and parental
involvement• Networked schooling• Word-class schooling• Unlimited opportunities for learning• Local and international outlook• As a world-class and networked school
Apakah Kurikulum 2013 telah berorientasiproses sesuai Revised Taxonomy dari Bloom dan
gagasan Triplization dari Cheng?
Apakah Kurikulum 2013 telah berorientasiproses sesuai Revised Taxonomy dari Bloom dan
gagasan Triplization dari Cheng?
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melaluiPendekatan Knowledge Management 28
Alasan Pengembangan KurikulumTantangan Masa Depan• Globalisasi: WTO, ASEAN Community, APEC,
CAFTA• Masalah lingkungan hidup• Kemajuan teknologi informasi• Konvergensi ilmu dan teknologi• Ekonomi berbasis pengetahuan• Kebangkitan industri kreatif dan budaya• Pergeseran kekuatan ekonomi dunia• Pengaruh dan imbas teknosains• Mutu, investasi dan transformasi pada sektor
pendidikan• Hasil TIMSS dan PISA
Kompetensi Masa Depan• Kemampuan berkomunikasi• Kemampuan berpikir jernih dan kritis• Kemampuan mempertimbangkan segi moral suatu
permasalahan• Kemampuan menjadi warga negara yang efektif• Kemampuan mencoba untuk mengerti dan toleran
terhadap pandangan yang berbeda• Kemampuan hidup dalam masyarakat yang mengglobal• Memiliki minat luas mengenai hidup• Memiliki kesiapan untuk bekerja• Memiliki kecerdasan sesuai dengan bakat / minatnya
• Globalisasi: WTO, ASEAN Community, APEC,CAFTA
• Masalah lingkungan hidup• Kemajuan teknologi informasi• Konvergensi ilmu dan teknologi• Ekonomi berbasis pengetahuan• Kebangkitan industri kreatif dan budaya• Pergeseran kekuatan ekonomi dunia• Pengaruh dan imbas teknosains• Mutu, investasi dan transformasi pada sektor
pendidikan• Hasil TIMSS dan PISA
• Kemampuan berkomunikasi• Kemampuan berpikir jernih dan kritis• Kemampuan mempertimbangkan segi moral suatu
permasalahan• Kemampuan menjadi warga negara yang efektif• Kemampuan mencoba untuk mengerti dan toleran
terhadap pandangan yang berbeda• Kemampuan hidup dalam masyarakat yang mengglobal• Memiliki minat luas mengenai hidup• Memiliki kesiapan untuk bekerja• Memiliki kecerdasan sesuai dengan bakat / minatnya
Fenomena Negatif yang Mengemuka Persepsi Masyarakat
Perkelahian pelajar Narkoba Korupsi Plagiarisme Kecurangan dalam Ujian (Contek, Kerpek..) Gejolak masyarakat (social unrest)
• Terlalu menitikberatkan pada aspek kognitif• Beban siswa terlalu berat• Kurang bermuatan karakter
Sumber: Kemendikbud (2013)
A. Kompetensi Lulusan
1 Berkarakter mulia
2 Keterampilan yang relevan
3 Pengetahuan-pengetahuan terkait
Konsep IdealA. Kompetensi Lulusan
1 Sikap belum mencerminkan karaktermulia
2 Keterampilan belum sesuai kebutuhan
Kondisi Saat Ini (Kurikulum 2006)
Analisis Kesenjangan Kurikulum (1) Sumber: Kemendikbud (2013)
3 Pengetahuan-pengetahuan terkait
B. Materi Pembelajaran
1 Relevan dengan kompetensi yangdibutuhkan
2 Materi esensial
3 Sesuai dengan tingkat perkembangananak
B. Materi Pembelajaran
1 Belum relevan dengan kompetensi yangdibutuhkan
2 Beban belajar terlalu berat
3 Terlalu luas, kurang mendalam
3 Pengetahuan-pengetahuan lepas
Sesuai dengan tingkat perkembangananak
C. Proses Pembelajaran
1 Berpusat pada peserta didik (studentcentered active learning)
2 Sifat pembelajaran yang kontekstual
3 Buku teks memuat materi dan prosespembelajaran, sistem penilaian sertakompetensi yang diharapkan
C. Proses Pembelajaran
1 Berpusat pada guru (teacher centeredlearning)
2 Sifat pembelajaran yang berorientasipada buku teks
3 Buku teks hanya memuat materibahasan
Analisis Kesenjangan Kurikulum (2)Konsep Ideal
31
D. Penilaian
1 Menekankan aspek kognitif, afektif,psikomotorik secara proporsional
2 Penilaian test dan portofolio salingmelengkapi
D. Penilaian
1 Menekankan aspek kognitif
2 Test menjadi cara penilaian yangdominan
Kondisi Saat Ini (Kurikulum 2006)
Sumber: Kemendikbud (2013)
F. Pengelolaan Kurikulum
1 Pemerintah Pusat dan Daerah memilikikendali kualitas dalam pelaksanaankurikulum di tingkat satuan pendidikan
F. Pengelolaan Kurikulum
1 Satuan pendidikan mempunyaikebebasan dalam pengelolaan kurikulum
Penilaian test dan portofolio salingmelengkapi
Test menjadi cara penilaian yangdominan
31
E. Pendidik dan Tenaga Kependidikan
1 Memenuhi kompetensi profesi,pedagogi, sosial, dan personal
2 Motivasi mengajar
E. Pendidik dan Tenaga Kependidikan
1 Memenuhi kompetensi profesi saja
2 Fokus pada ukuran kinerja PTK
Pemerintah Pusat dan Daerah memilikikendali kualitas dalam pelaksanaankurikulum di tingkat satuan pendidikan
2 Satuan pendidikan mampu menyusunkurikulum dengan mempertimbangkankondisi satuan pendidikan, kebutuhanpeserta didik, dan potensi daerah
3 Pemerintah menyiapkan semuakomponen kurikulum sampai buku teksdan pedoman
Satuan pendidikan mempunyaikebebasan dalam pengelolaan kurikulum
2 Masih terdapat kecenderungan satuanpendidikan menyusun kurikulum tanpamempertimbangkan kondisi satuanpendidikan, kebutuhan peserta didik,dan potensi daerah
3 Pemerintah hanya menyiapkan sampaistandar isi mata pelajaran
Strategi Peningkatan Efektivitas Pembelajaran
Iklim akademik,budayasekolah/kampus, ....
Pembelajaran yang mengedepankanpengalaman personal melalui observasi(Menyimak, Melihat, Membaca,Mendengar), asosiasi, bertanya,menyimpulkan, mengkomunikasikan,....
Sumber: Kemendikbud (2013)
Sistem Nilai:-Universal-Nasional
-Lokal
EfektivitasPemahaman
EfektivitasInteraksi
EfektivitasPenyerapan
TransformasiNilai
Iklim akademik,budayasekolah/kampus, ....
Pembelajaran yang mengedepankanpengalaman personal melalui observasi(Menyimak, Melihat, Membaca,Mendengar), asosiasi, bertanya,menyimpulkan, mengkomunikasikan,....
Manajemen danKepemimpinan
Penilaianberdasarkanproses dan hasilpekerjaan sertakemampuanmenilai sendiri
KesinambunganPembelajaransecara horisontaldan vertikal
Kurikulum sebagai IntegratorSistem Nilai, Pengetahuan dan Keterampilan
Watak / PerilakuKolektif
Sumber: Kemendikbud (2013)
Sistem NilaiKompetensi:• Sikap• Keterampilan• Pengetahuan
Peng
etah
uan
&Ke
tera
mpi
lan
Aktualisasi(Action)
Internalisasi(Reflection)
Watak/PerilakuIndividu
Kurikulum
Pembelajaran Peng
etah
uan
&Ke
tera
mpi
lan
Kurikulum
PTK dan dukungan lain: SarPras,...
-Peduli-Produktif-Bertangggung jawab-...
Kerangka Kerja Pengembangan Kurikulum
Pese
rta
Didi
k
Pembelajaran
Lulu
san
yang
Kom
pete
n
Pribadi beriman, bertakwa, berakhlak mulia
Pembelajar yang Sukses
Individu yang Percaya Diri
WN yang Bertanggung Jawab
*tidak pernah berhenti belajarPsikologi Pedagogi Sosio-eko-kultural
Man
ajem
en d
anKe
pem
impi
nan
Iklim
Aka
dem
ik d
anBu
daya
Sat
dik
Kesiapan:-Fisik-Emosional-Intelektual- Spiritual
Pese
rta
Didi
k
Lulu
san
yang
Kom
pete
nKurikulum
(SKL, Struktur Kurikulum, Standar-standar: Isi, Proses, dan Penilaian)
WN yang Bertanggung Jawab
Kontributor Peradaban yang Efektif
Kebutuhan:-Individu-Masyarakat, Bangsa, Negara, Dunia-Peradaban
Kelayakan:-Materi-Metode Penyampaian-Metode Penilaian Sumber: Kemendikbud (2013)
Man
ajem
en d
anKe
pem
impi
nan
Iklim
Aka
dem
ik d
anBu
daya
Sat
dik
Kurikulum(SKL, Struktur Kurikulum, Standar-standar: Isi, Proses, dan Penilaian)
Buku Pegangan (Buku Babon)(Buku Pegangan Siswa, Buku Pegangan Guru)
Rumusan Kompetensi Guru dan Penyiapan Guru
Pertimbangan dalam PerumusanStandar Kompetensi Lulusan
Dunia (Peradaban) Global
Negara Meta-kognitif
Sumber: Kemendikbud (2013)
NegaraSosial-Ekonomi-Budaya
SatPendidikanKe
luar
ga PesertaDidik
Konseptual
Prosedural
Meta-kognitif
SatPendidikan
Konteks Konten
Faktual
Konseptual
DOMAIN Elemen SD SMP SMA-SMK
SIKAP
Proses Menerima + Menanggapi + Menghargai + Menghayati + Mengamalkan
IndividuBERIMAN, BERAKHLAK MULIA (JUJUR, DISIPLIN, TANGGUNG JAWAB, PEDULI,SANTUN), RASA INGIN TAHU, ESTETIKA, PERCAYA DIRI, MOTIVASI INTERNAL
STANDAR KOMPETENSI LULUSAN (SKL) - RINCI
Sosial TOLERANSI, GOTONG ROYONG, KERJASAMA, DAN MUSYAWARAH
Alam POLA HIDUP SEHAT, RAMAH LINGKUNGAN, PATRIOTIK, DAN CINTA PERDAMAIAN
KETERAMPILAN
Proses Mengamati + Menanya + Mencoba + Mengolah + Menyaji + Menalar + Mencipta
Abstrak MEMBACA, MENULIS, MENGHITUNG, MENGGAMBAR, MENGARANG
Konkret MENGGUNAKAN, MENGURAI, MERANGKAI, MEMODIFIKASI, MEMBUAT,MENCIPTA
Proses Mengetahui + Memahami + Menerapkan + Menganalisa + Mengevaluasi
PENGETAHUAN
Proses Mengetahui + Memahami + Menerapkan + Menganalisa + Mengevaluasi
Obyek ILMU PENGETAHUAN, TEKNOLOGI, SENI, DAN BUDAYA
Subyek MANUSIA, BANGSA, NEGARA, TANAH AIR, DAN DUNIA
Gradasi antar Satuan Pendidikan memperhatikan:1. Perkembangan psikologis anak2. Lingkup dan kedalaman materi3. Kesinambungan4. Fungsi satuan pendidikan5. Lingkungan
Sumber: Kemendikbud (2013)
IKLIM DAN BUDAYA SEKOLAH
Sistem Implementasi KurikulumSumber: Kemendikbud (2013)
KURIKULUM SaranaPrasarana Lulusan yang
Kompeten
Pendidik danTenagaKependidikan
MANAJEMEN DAN KEPEMIMPINAN
Penguatan peran Pemerintahdalam pembinaan dan
pengawasan
Penguatan peran Pemerintahdalam pembinaan dan
pengawasanKesesuaian kompetensi pendidikdan tenaga kependidikan dengan
kurikulum yang diajarkan dan bukuteks yang dipergunakan
Faktor Pendukung Keberhasilan Implementasi Kurikulum
KURIKULUMKURIKULUM
Pese
rta
Didi
k
Lulu
san
yang
Kom
pete
n
Sumber: Kemendikbud (2013)
KURIKULUM
Pese
rta
Didi
k
38
Penguatanmanajemen danbudaya sekolah
Penguatanmanajemen danbudaya sekolah
Ketersediaan buku sebagai bahan ajar dan sumber belajar yang:• Mengintegrasikan keempat standar pembentuk kurikulum• Sesuai dengan model interaksi pembelajaran• Sesuai dengan model pembelajaran berbasis pengalaman
individu dan berbasis deduktif• Mendukung efektivitas sistem pendidikan
Pengembangan Guru
Mindset: Perubahan paradigma, dari konten
menuju kompetensi Persepsi tentang peserta didik Persepsi tentang belajar Persepsi tentang fungsi penilaianSkills
Sumber: Kemendikbud (2013)
GURUGURU
Mindset: Perubahan paradigma, dari konten
menuju kompetensi Persepsi tentang peserta didik Persepsi tentang belajar Persepsi tentang fungsi penilaianSkills
Budaya Kerja
Uji Kompetensi, PenilaianKinerja, dan Pembinaan
KeprofesionalanBerkelanjutan
GURU
Pelindungan danKarir GuruKode Etik Guru
Secara Konsep, Konten dan Konteks, Kurikulum 2013 telahmengadopsi orientasi pendidikan berbasis sekolah sesuai
Revised Taxonomy dari Bloom dan juga Triplization dari Cheng.
Konten yang padat, kompleksitas konten dan konteks,membuat Kemendiknas menitik-beratkan pada pengembangan
guru sebagai faktor utama keberhasilan implementasi danoperasionalisasi Kurikulum 2013.
Bagaimana Knowledge Management dapat membantu Gurudan Sekolah agar sukses menerapkan Kurikulum 2013?
Secara Konsep, Konten dan Konteks, Kurikulum 2013 telahmengadopsi orientasi pendidikan berbasis sekolah sesuai
Revised Taxonomy dari Bloom dan juga Triplization dari Cheng.
Konten yang padat, kompleksitas konten dan konteks,membuat Kemendiknas menitik-beratkan pada pengembangan
guru sebagai faktor utama keberhasilan implementasi danoperasionalisasi Kurikulum 2013.
Bagaimana Knowledge Management dapat membantu Gurudan Sekolah agar sukses menerapkan Kurikulum 2013?
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melaluiPendekatan Knowledge Management 40
Secara Konsep, Konten dan Konteks, Kurikulum 2013 telahmengadopsi orientasi pendidikan berbasis sekolah sesuai
Revised Taxonomy dari Bloom dan juga Triplization dari Cheng.
Konten yang padat, kompleksitas konten dan konteks,membuat Kemendiknas menitik-beratkan pada pengembangan
guru sebagai faktor utama keberhasilan implementasi danoperasionalisasi Kurikulum 2013.
Bagaimana Knowledge Management dapat membantu Gurudan Sekolah agar sukses menerapkan Kurikulum 2013?
Topik Diskusi Hari Ini
Sekilas tentang PembicaraSekilas tentang Pembicara
Sebuah Cerita Singkat tentang “Knowledge Management”
Beberapa Gagasan Pendidikan dan Relevansi Kurikulum 2013
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melaluiPendekatan Knowledge Management 41
Peranan KM dalam Peningkatan Kualitas Guru dan KBM
Tantangan Kurikulum 2013 bagi Guru dan Sekolah
Tantangan bagi Guru• Menjadi Fasilitator dan mengembangkan
metode belajar yang partisipatif• Menggali keingintahuan dan mendorong
kebebasan berekspresi peserta didik• Terlibat aktif dalam pengembangan
budaya berbagi pengetahuan• Terlibat aktif dalam jaringan komunitas
praktisi (Community of Practice)• Penuh inisiatif dalam pengembangan
mata pelajaran (resourceful with thelearning subject matter)
• Mampu menjadi model pembelajaransepanjang hayat (Life-long Learning)
• Peduli dan mudah beradaptasi denganhal-hal atau permasalahan lokal, Nasionaldan dunia.
Tantangan bagi Sekolah• Penyesuaian proses kerja (business
process) sekolah agar para guru mampu /berdaya menjadi fasilitator yangmengembangkan metode belajar siswasecara partisipatif
• Menyelenggarakan forum-forum diskusi,workshop, atau pelatihan dalam hal, a.l.:
• Pendalaman aspek substansi mata-ajar (subject matter)
• Pendalaman cara komunikasi danpenyampaian subject matter
• Peningkatan awareness & motivasi,baik untuk diri sendiri & peserta didik
• Pengenalan alat bantu teknologi untukpengayaan materi & penyampaiannya.
• Menyediakan infrastruktur baik fisikmaupun alat bantu teknologi.
• Menjadi Fasilitator dan mengembangkanmetode belajar yang partisipatif
• Menggali keingintahuan dan mendorongkebebasan berekspresi peserta didik
• Terlibat aktif dalam pengembanganbudaya berbagi pengetahuan
• Terlibat aktif dalam jaringan komunitaspraktisi (Community of Practice)
• Penuh inisiatif dalam pengembanganmata pelajaran (resourceful with thelearning subject matter)
• Mampu menjadi model pembelajaransepanjang hayat (Life-long Learning)
• Peduli dan mudah beradaptasi denganhal-hal atau permasalahan lokal, Nasionaldan dunia.
• Penyesuaian proses kerja (businessprocess) sekolah agar para guru mampu /berdaya menjadi fasilitator yangmengembangkan metode belajar siswasecara partisipatif
• Menyelenggarakan forum-forum diskusi,workshop, atau pelatihan dalam hal, a.l.:
• Pendalaman aspek substansi mata-ajar (subject matter)
• Pendalaman cara komunikasi danpenyampaian subject matter
• Peningkatan awareness & motivasi,baik untuk diri sendiri & peserta didik
• Pengenalan alat bantu teknologi untukpengayaan materi & penyampaiannya.
• Menyediakan infrastruktur baik fisikmaupun alat bantu teknologi.
• Menjadi Fasilitator dan mengembangkanmetode belajar yang partisipatif
• Menggali keingintahuan dan mendorongkebebasan berekspresi peserta didik
• Terlibat aktif dalam pengembanganbudaya berbagi pengetahuan
• Terlibat aktif dalam jaringan komunitaspraktisi (Community of Practice)
• Penuh inisiatif dalam pengembanganmata pelajaran (resourceful with thelearning subject matter)
• Mampu menjadi model pembelajaransepanjang hayat (Life-long Learning)
• Peduli dan mudah beradaptasi denganhal-hal atau permasalahan lokal, Nasionaldan dunia.
• Penyesuaian proses kerja (businessprocess) sekolah agar para guru mampu /berdaya menjadi fasilitator yangmengembangkan metode belajar siswasecara partisipatif
• Menyelenggarakan forum-forum diskusi,workshop, atau pelatihan dalam hal, a.l.:
• Pendalaman aspek substansi mata-ajar (subject matter)
• Pendalaman cara komunikasi danpenyampaian subject matter
• Peningkatan awareness & motivasi,baik untuk diri sendiri & peserta didik
• Pengenalan alat bantu teknologi untukpengayaan materi & penyampaiannya.
• Menyediakan infrastruktur baik fisikmaupun alat bantu teknologi.
Dengan metode pendekatan Zack, Knowledge Management mampumemastikan kebutuhan pengetahuan yang harus dimiliki pendidik,termasuk kebutuhan pendukung yang harus disediakan Sekolah (atauKomunitas Sekolah), agar sukses menerapkan Kurikulum 2013
Penerapan Kurikulum2013
Penerapan Kurikulum2006
Kapasitas Sekolahdan Guru – yang
Diharapkan
Kapasitas Sekolahdan Guru – Saat ini
Knowledge GapStrategy Gap Gaps to be fulfilled
Penerapan Kurikulum2006
Kapasitas Sekolahdan Guru – Saat ini
Strategic Management Framework Knowledge Management Framework
Kerangka Kerja Operasional KM (KM Operational Framework)dalam rangka Pengembangan Kapasitas Pendidik agar suksesmenerapkan Kurikulum 2013
Pemetaan Proses KBM dan InisiatifPenyesuaian yang Dibutuhkan untukmenyukseskan penerapan Kurikulum 2013
Pemetaan Obyek Pengetahuan yang Mengalirdalam setiap Mata-rantai Proses Kerja KBM
Pemetaan SDM, Jaringan Kerja, Organisasi,dan Budaya Kerja yang Dibutuhkan
Pemetaan Infrastruktur dan Alat-bantuTeknologi yang Dibutuhkan
StrategicPlan
StrategicPlan
LessonPlan
ProgramExecution
EvaluationReview
Penerapan Knowledge Management diawali dengan pemetaanProses Kerja (Business Process Mapping) dari Kegiatan Belajar-Mengajar (KBM) yang dilakukan di Sekolah
ILUSTRASI
StrategicPlan
LessonPlan
EvaluationReview
StrategicPlan
LessonPlan
ProgramExecution
EvaluationReview
Daily / WeeklyImprovement
Monthly / QuarterlyImprovement
ProgramExecution
Monthly / QuarterlyImprovement
Semester / YearlyImprovement
Business Process Sekolah tadi dipetakan dengan obyek pengetahuan yangmengalir dalam setiap mata rantai proses untuk menjadi landasan dalampenyusunan klasifikasi pengetahuan (Taxonomy)
Teaching &Curriculum
• Students’achievementrecords
ILUSTRASI StrategicPlan Lesson Plan Program
ExecutionEvaluation
Review
Teaching &CurriculumTeaching &Curriculum
Student Matters& ActivitiesStudent Matters& Activities
Personnel /AdministrativePersonnel /Administrative
• Yearly basedevaluation ofSchoolAchievements
• Academic Roster• Annual Program /
Strategic Theme• Job Descriptions• Professional
Development Plan
Each Subject Matter• Curriculum• Syllabus• Lesson Plan• Target• Resources• Activity Plan
• Monitoring ofstudents’ academicachievements
• Monitoring ofstudents’ socialactivities
• Students’achievementrecords
• Monitoring ofteachers’ activities& performance
• Teachers’performancerecords
Marketing /BusinessDevelopment
Marketing /BusinessDevelopment
Personnel /AdministrativePersonnel /Administrative
• Job Descriptions• Professional
Development Plan
• Marketing Campaign• Potential StudentsDatabase
• Monitoring ofteachers’ activities& performance
• Teachers’performancerecords
Dengan dimilikinya Peta Pengetahuan berbasis Proses (Process-based Knowledge Map) ini, Sekolah (atau KomunitasSekolah) memiliki kemampuan untuk mengelola pengetahuannya dengan lebih baik; mengetahui dengan pasti apa sajaobyek pengetahuan yang dibutuhkan dan telah dimiliki, apa saja yang belum tersedia, serta mengklasifikasikannya.
Pengetahuan untuk Pengembangan Kapasitas Guru agar sukses menjalankanKurikulum 2013, justru exist dalam proses KBM itu sendiri. Dokumentasiproses KBM tersebut menjadi INPUT untuk Knowledge Management yangmenjadi Lessons Learned
KURIKULUM TrendsAturan Perundang-undangan Benchmark Rujukan lain (Bank Soal, dll)
External Knowledge Enrichment
ILUSTRASI
KURIKULUM TrendsAturan Perundang-undangan Benchmark Rujukan lain (Bank Soal, dll)
Knowledge Management Platform
Teac
hing
Know
ledg
eFl
ow
Teac
hing
Know
ledg
eFl
owMata Pelajaran ABC Mata Pelajaran DEF … Mata Pelajaran XYZ…
Internal Knowledge Sources Teac
hing
Know
ledg
eFl
ow
Teac
hing
Know
ledg
eFl
ow
Kelas#1
Kelas#2
Kelas#12…
Kelas#1
Kelas#2
Kelas#12…
Kelas#1
Kelas#2
Kelas#12…
Laporan, Studi Kasus, Analisis,Rekomendasi
Laporan, Studi Kasus, Analisis,Rekomendasi
Pembakuan proses pendokumentasian obyek pengetahuan yang tercipta dalam KBM akan menjamin ketersediaanobyek pengetahuan sesuai dengan peta pengetahuan yang didefinisikan sebelumnya. Walaupun sebagian besarkebutuhan obyek pengetahuan akan berasal dari internal, pengayaan dari sumber-sumber eksternal tetap dibutuhkandemi menjamin obyektivitas, benchmark kualitas dan terbukanya wawasan setiap pendidik.
Empat Jenis Konten KM
Foundation Framework& Infrastructure(internal) Leadership People & Culture CVs & Competence Map Practices & Interests “Stick & carrot”
Community Networks Hierarchical structures Structure, jobs &
workload analysis Internal operation issues Continuous improvement
Technology Process-based Data &
Information Management Information Workflow Collaboration & Portals
Performance Measurement
Research & Fact-based AnalysisEnrichment (external)
Navigation – Assistance locatingresources available through the whole
knowledgebases / KM systems Research – Primary & secondary
research abstracted, synthesized, andpackaged into customized reports Analysis – Thorough evaluation
of the related issues andspecial topics
Competitive Intelligence –In-depth research and analysis of leading
indicators, education practice trends, andother potential / external threats
OrganizationStrategy Alignment
Foundation Framework& Infrastructure(internal) Leadership People & Culture CVs & Competence Map Practices & Interests “Stick & carrot”
Community Networks Hierarchical structures Structure, jobs &
workload analysis Internal operation issues Continuous improvement
Technology Process-based Data &
Information Management Information Workflow Collaboration & Portals
Performance Measurement
Factor (Input)Conditions
Research & Fact-based AnalysisEnrichment (external)
Navigation – Assistance locatingresources available through the whole
knowledgebases / KM systems Research – Primary & secondary
research abstracted, synthesized, andpackaged into customized reports Analysis – Thorough evaluation
of the related issues andspecial topics
Competitive Intelligence –In-depth research and analysis of leading
indicators, education practice trends, andother potential / external threats
DemandConditions
* Adopted from Prof. Michael Porter’s Diamond Model of Competitiveness (1990)
Foundation Framework& Infrastructure(internal) Leadership People & Culture CVs & Competence Map Practices & Interests “Stick & carrot”
Community Networks Hierarchical structures Structure, jobs &
workload analysis Internal operation issues Continuous improvement
Technology Process-based Data &
Information Management Information Workflow Collaboration & Portals
Performance Measurement
Knowledge for Stakeholders(Association, Universities, Partners, etc.)
Thought Leadership publications for public
Related andSupporting Groups
Research & Fact-based AnalysisEnrichment (external)
Navigation – Assistance locatingresources available through the whole
knowledgebases / KM systems Research – Primary & secondary
research abstracted, synthesized, andpackaged into customized reports Analysis – Thorough evaluation
of the related issues andspecial topics
Competitive Intelligence –In-depth research and analysis of leading
indicators, education practice trends, andother potential / external threats
Komunitas adalah Penentu Kesuksesan Inisiatif KM
Mathematics Community
Social Sciences Community
Knowledge Network
Natural Sciences Community
ILUSTRASI
Knowledge Network Inisiatif KM Komunitas Sekolah
Knowledge Network Coordinator
Knowledge Network
Knowledge Network
Teachers Community (KKG)
Subject Matters
Job Clusters / Attribute
School Mgmt Community (KKKS)
Knowledge NetworkKnowledge NetworkKnowledge Network
Selain obyek pengetahuan dari proses baku internal, Best Practice KM juga membutuhkan obyek pengetahuan yangberasal dari Jaringan Kerja berbasis Komunitas Praktisi (Knowledge Network – Community of Practice)
Chief Knowledge Officer Champion KM initiatives Lead KM Organisation Ensure alignment of KM with business needs Improve awareness and acceptance of KM
Executive Sponsor Sponsor KM Guide firm-wide
knowledge strategy Promote continuous
improvement of KMprocess
Champion Knowledgesharing culture
Knowledge Services Oversee the knowledgebase catalog Conduct Research & Analysis
searches for colleagues Maintain physical libraries
KM Operation Unit
Aktor yang Berperan dalam Inisiatif KMILLUSTRATION
Knowledge Infrastructure Design and maintain the KM
System & Architecture Maintain and manage the data
structure within the KMenvironment
Configure, maintain and optimiseSearch Engine
Support and maintain systeminfrastructure
Chief Knowledge Officer Champion KM initiatives Lead KM Organisation Ensure alignment of KM with business needs Improve awareness and acceptance of KM
Executive Sponsor Sponsor KM Guide firm-wide
knowledge strategy Promote continuous
improvement of KMprocess
Champion Knowledgesharing culture
Community Network Coordinator Oversee KM process in assigned Subject
Matter Group and/or Job Cluster Group Promote involvement of Knowledge
Champions and SMSs from Networks Support KM in the Networks Monitor compliance with the KM process Communicate the value of KM
Knowledge Services Oversee the knowledgebase catalog Conduct Research & Analysis
searches for colleagues Maintain physical libraries
CoP Leader Monitor and support the KM process from
within the Service Line / Industry Group Coordinate SMEs / SMSs Act as a role model to promote a
knowledge sharing culture
Community of Practice (CoP)
Knowledge Champion /Subject Matter Experts Proactively contribute and validate
knowledgebase content for theCommunity
Provide technical expertise toapprove standards
Review and update best practices
Knowledge Infrastructure Design and maintain the KM
System & Architecture Maintain and manage the data
structure within the KMenvironment
Configure, maintain and optimiseSearch Engine
Support and maintain systeminfrastructure
Knowledge Deployment Help users navigate knowledgebases and
quickly locate knowledge Provide helpdesk support for the KM
process Measure User Satisfaction of the KM
content and the KM process Promote and facilitate the KM process
throughout the firm Coordinate and conduct KM training
Knowledge Workers Utilize Knowledge Objects Enhance & contribute knowledge Objects Promote Knowledge Sharing
Knowledge Champion /Subject Matter Experts Proactively contribute and validate
knowledgebase content for theCommunity
Provide technical expertise toapprove standards
Review and update best practices
User Community
Kebutuhan Infrastruktur Teknologi untuk KM
Content – Appropriatecontent & taxonomynecessary to support allaspects of knowledgeneeds within theorganization are available
People –Appropriate resourcesneeded to support allaspects of KnowledgeManagement are available
Technology –Appropriate tools (DBs,platforms, etc.) necessaryto support all aspects ofKnowledge ManagementArchitecture exist
Submission Review Storage Retrieval
there is a standardapproach forcollectingknowledge contentfrom thecommunity
there is a standardapproach & timeframe for reviewing& filteringknowledge content
there is a standardapproach tocategorize ortaxonomy of theknowledge objects
there is a knownmechanism toassist communitymembers inretrievingknowledge objects
ILLUSTRATION ACQUISITION VALUE ADD DEPLOY & REUSE
Content – Appropriatecontent & taxonomynecessary to support allaspects of knowledgeneeds within theorganization are available
People –Appropriate resourcesneeded to support allaspects of KnowledgeManagement are available
Technology –Appropriate tools (DBs,platforms, etc.) necessaryto support all aspects ofKnowledge ManagementArchitecture exist
there is a standardapproach forcollectingknowledge contentfrom thecommunity
there is a standardapproach & timeframe for reviewing& filteringknowledge content
there is a standardapproach tocategorize ortaxonomy of theknowledge objects
there is a knownmechanism toassist communitymembers inretrievingknowledge objects
the culture isreceptive toknowledge sharing
a Subject MatterExpert / Specialist(SME / SMS) isavailable to add valueand filter content
a CommunityKnowledgeManager ensuresthe storage ofappropriatecontent
community iseducated andaware of how tofind appropriatecontent
Content – Appropriatecontent & taxonomynecessary to support allaspects of knowledgeneeds within theorganization are available
People –Appropriate resourcesneeded to support allaspects of KnowledgeManagement are available
Technology –Appropriate tools (DBs,platforms, etc.) necessaryto support all aspects ofKnowledge ManagementArchitecture exist
What tools areused to supportthe submissionof documents?
What tools areused to supportthe review ofsubmitteddocuments?
What tools areused to supportthe storage ofappropriatecontent?
What tools areused to support theretrieval of contentby communitymembers?
Contoh Pengukuran Kinerja KM dengan menggunakan perspektifBalanced Scorecard yang berorientasi non-profit
To achieve our vision and win the constituenthearts how should we appear to them?
CUSTOMER PERSPECTIVEILLUSTRATIONTo achieve our vision and win the constituent
hearts how should we appear to them?
To satisfy our constituents, what businessprocesses must we excel at?
INTERNAL PERSPECTIVE
LEARNING & GROWTH PERSPECTIVE
To succeed financially, how should we plan,execute & accountable to our funder?
FINANCIAL PERSPECTIVE
To achieve our vision, how will we sustain ourability to change and improve?
LEARNING & GROWTH PERSPECTIVE
SUMMARY
Inisiatif KM untuk Peningkatan Kualitas Gurudalam rangka menyukseskan penerapan
Kurikulum 2013
SUMMARY
Inisiatif KM untuk Peningkatan Kualitas Gurudalam rangka menyukseskan penerapan
Kurikulum 2013
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melaluiPendekatan Knowledge Management 53
• Materi pelatihan guru• Pengayaan materi ajar• FAQ• Panduan kerja (juklak / juknis)• Newsletter / publikasi internal• Rujukan teknis (how-to)
INPUTAkuisisi Obyek Pengetahuan
PROCESSINGPenyimpanan & Pengolahan Obyek Pengetahuan
INTERNAL
OUTPUTPenyajian &Penggunaan Ulang
STATIS DINAMIS
• Aturan perundang-undangan
• Kurikulum• Rujukan-rujukan
baku, dll.
PENYIMPANAN PENYAJIAN / PACKAGING
INTERNAL
• Studi kasus• Notulensi rapat• Hasil-hasil pekerjaan• Hasil-hasil review• Shared knowledge
Berbasis Penugasan
Setiap mata pelajaran/ tingkat• Eksekusi program KBM• Lesson plan• Strategic plan
• Materi pelatihan guru• Pengayaan materi ajar• FAQ• Panduan kerja (juklak / juknis)• Newsletter / publikasi internal• Rujukan teknis (how-to)
• Website• Artikel / Thought Leadership• Usulan penyempurnaan
Kurikulum / aturan, dlsbg.EKSTERNAL
• Aturan perundang-undangan
• Kurikulum• Rujukan-rujukan
baku, dll.
ANALYSIS REKOMENDASI
VALUE ADDING
EKSTERNAL
PENGGUNAAN ULANG
• Navigasi / bantuan riset• Penelusuran• Search Engine• Pelatihan pengunaan teknologi,
dll.
• Studi kasus• Notulensi rapat• Hasil-hasil pekerjaan• Hasil-hasil review• Shared knowledgeVoluntary-based
Setiap mata pelajaran/ tingkat• Eksekusi program KBM• Lesson plan• Strategic plan
• Studi kasus• Thought Leadership
Knowledge Network /Community of Practice
TAXO
NO
MY
/ Kl
asifi
kasi
Kon
ten
ANALYSIS REKOMENDASI• Navigasi / bantuan riset• Penelusuran• Search Engine• Pelatihan pengunaan teknologi,
dll.
PENGUKURAN KINERJA /MONITORING & EVALUASI
• Sanitization• Analisis kualitatif• Analisis
kuantitatif• Dimensional
reports
• Rekomendasi praktekyang baik (goodpractice)
• Rekomendasi proses• Rekomendasi
penilaian kinerja, dll.
Knowledge Network /Community of Practice
• Kelompok Kerja Guru (KKG)• Kelompok Kerja Kepsek
(KKKS)• Kelompok kewilayahan
Pengayaan Rujukan
• Aturan perundang-undangan• Rujukan luar negeri
TAXO
NO
MY
/ Kl
asifi
kasi
Kon
ten