20130903 peningkatan kualitas sdm utk kurikulum 2013

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)

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





















• Maintain competitive advantageOrganizations are becoming knowledge intensive, not capitalintensive





















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:




• 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:




• 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


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


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


Engagement Team

Apply

Revenue Team

Company Leadership

CreateValue

Store


Acquire

AddValue

Deploy

Learn

Client

Engagement Team

Apply

Revenue Team

Company Leadership

CreateValue

Store


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



Engagement Team

Apply

Revenue Team

Company Leadership

CreateValue

Store


Acquire

AddValue

Deploy

Learn

Client

Engagement Team

Apply

Revenue Team

Company Leadership

CreateValue

Store


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


Engagement Team

Apply

Revenue Team

Company Leadership

CreateValue

Store


Acquire

AddValue

Deploy

Learn

Client

Engagement Team

Apply

Revenue Team

Company Leadership

CreateValue

Store


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

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


• 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


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?


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)


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,....


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


Sistem NilaiKompetensi:• Sikap• Keterampilan• Pengetahuan

Peng

etah

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&Ke

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mpi

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Aktualisasi(Action)

Internalisasi(Reflection)

Watak/PerilakuIndividu

Kurikulum

Pembelajaran Peng

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tera

mpi

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Kurikulum

PTK dan dukungan lain: SarPras,...

-Peduli-Produktif-Bertangggung jawab-...

Kerangka Kerja Pengembangan Kurikulum

Pese

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Pribadi beriman, bertakwa, berakhlak mulia

Pembelajar yang Sukses

Individu yang Percaya Diri

WN yang Bertanggung Jawab

*tidak pernah berhenti belajarPsikologi Pedagogi Sosio-eko-kultural

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Kesiapan:-Fisik-Emosional-Intelektual- Spiritual

Pese

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(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

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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


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


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

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KURIKULUM

Pese

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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


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?












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)



• Penyesuaian proses kerja (businessprocess) sekolah agar para guru mampu /berdaya menjadi fasilitator yangmengembangkan metode belajar siswasecara partisipatif







• 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)



• Penyesuaian proses kerja (businessprocess) sekolah agar para guru mampu /berdaya menjadi fasilitator yangmengembangkan metode belajar siswasecara partisipatif







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


Kapasitas Sekolahdan Guru – yang

Diharapkan

Kapasitas Sekolahdan Guru – Saat ini

Knowledge GapStrategy Gap Gaps to be fulfilled


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

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ow

Teac

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ledg

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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







Factor (Input)Conditions








DemandConditions

* Adopted from Prof. Michael Porter’s Diamond Model of Competitiveness (1990)







Knowledge for Stakeholders(Association, Universities, Partners, etc.)

Thought Leadership publications for public

Related andSupporting Groups








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




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




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


• 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