ANPAk..r..<\/p>\n
Traditional or alternative methods for students?
\nJP\/7\/SUNITA<\/p>\n
Traditional or alternative methods for students?<\/p>\n
Sunitha Girish
\nBekasi<\/p>\n
What kind of education system should we adopt? Should we
\nchoose traditional methods or the alternatives? Does it even make
\na difference?<\/p>\n
It wouldn't be an exaggeration to say that Indonesia's
\ngreatest challenges -- achieving high economic growth, equitable
\nincome distribution, conserving its natural wealth and
\nmaintaining social harmony -- can all be met if there is an
\neffective education system instituted throughout the archipelago.
\nOverhauling the education system, any man on the street will tell
\nyou, is one of the most pressing needs of the moment.<\/p>\n
With National Plus Schools leading the way, it seems things
\nwill be pretty rosy in another few years time. Or will they? Is
\nit so easy to iron out all the existing problems? Is there a
\nproblem to start with? Newspapers frequently bring us stories of
\nIndonesian children faring very well in international
\ncompetitions in subjects traditionally deemed difficult here.<\/p>\n
Do these successes portray a successful education system or
\nare these winners high achievers to start with who were coached
\nwell for these competitions? Can we breathe a sigh of relief and
\nbe confident that the wheels of change are not only turning but
\nalso bringing us to our desired destination?<\/p>\n
The right kind of education is always a hot topic of debate
\nand discussion. Having myself been involved in many such debates,
\nI know how opinions, values, ideas, experiences and even visions
\ncan differ significantly from person to person. Schools have the
\nunenviable job of trying to satisfy everybody.<\/p>\n
Basically, systems are classified as traditional or
\nalternative. While a majority of countries still use the former,
\nnations like the U.S, Britain and Australia have by and large
\nadopted alternative methods. They believe that alternative
\nmethods accommodate every kind of student.<\/p>\n
So, is it safe to say that all schools in Indonesia should
\nalso shift to alternative methods? If we're to adopt the U.S.
\nattitude of "no child left behind", then the answer must be yes.
\nIf we think that a certain section should be achievers and that
\ntheir success and wealth will trickle down, then the answer is
\nno.<\/p>\n
Traditional methods require children to memorize facts, sit
\nfor frequent tests and exams, and focus on subjects like math
\nand science as being crucial to success. The student is seen,
\nmore or less, as a container that has to be filled. A student may
\nbe found memorizing statements like this, "The blinking vertical
\nline on the monitor is a cursor." Meanwhile, alternative methods
\ninspire students to question in the hope that the questions will
\nlead to ideas. Subjects are balanced to provide holistic
\neducation. Traditional methods envisage students seriously
\nconsidering the academic side of things, while the latter hopes
\nthat curiosity and confidence will inspire a lifelong love for
\nlearning. On the downside, one is accused of "drilling" and the
\nother of "dumbing down" the student.<\/p>\n
The ongoing argument can be ended in one way, i.e., by looking
\nat the pivotal role of change all around us. The fact that
\nnothing is constant can best be explored in the schools. Flexible
\ncurricula leave room for this. Traditional methods don't.
\nReflection, a core concept in alternative schools, requires
\nstudents to analyze human feelings in relation to all the
\nhappenings around them, of which they may or may not be a part.
\nAfter years of doing this in the company of educators, it becomes
\neasier for a person to adapt to the changes he encounters as an
\nadult. The person becomes capable of displaying more tolerance
\nand has greater reasoning abilities.<\/p>\n
Another observation is that traditional methods of teaching
\nface more problems regarding student progress. With the syllabus
\nconsidered to be supreme and grades the ultimate criteria, the
\nonus is on the student's, or even his guardian's, "effort", thus
\nleading to immense pressure. Flexible programs face fewer
\ndifficulties. Being student-centered, they reduce the pressure on
\nthe learner and alternatively place it on the curriculum, a
\nflexible tool in such schools. A student progresses with much
\nless heartache and anguish.<\/p>\n
So, what's holding back Indonesia in educating every single
\ncitizen? Quite a few obstacles exist, ranging from funding to
\nattitudes. Funding -- something of which the government is in
\nshort supply -- can alleviate the hardware problems quite easily
\nand to a certain extent the software problems too. Foreign
\nconsultants can be brought in and training imparted.<\/p>\n
Money can be earned, money can be lent and money can be
\nborrowed, but attitudes are not so easy to fix. Teachers educated
\nin traditional methods often struggle with the flexible concept.
\nTeachers brought up in alternative schools take to teaching in
\nthese schools like fish to water, probably the main reason why
\nparents here eagerly seek native speaker teachers from America
\nand Australia. The mindset is often the most difficult aspect to
\ndeal with. Sometimes teachers may be required to change their
\nattitudes completely in order to see a student progress.<\/p>\n
Not everybody relishes the idea of learning something new to
\nsuch a drastic extent; most want to put into practice what
\nthey've learnt. Teachers can be trained continuously to adapt to
\nchange but the challenge is recruiting teachers who are capable
\nof change. With human feelings a major force in the relationship
\nbetween student and teacher, and teacher and parent, the dynamics
\noften cause frustration and recrimination.<\/p>\n
Some schools find they must win over parents. Most parents
\nhave been schooled using traditional methods and find the lack of
\npressure unacceptable.<\/p>\n
Obviously, the aim of providing quality education to each and
\nevery child in Indonesia will take time to realize. Change takes
\ntime and is often painful. The hope is that traditional schools
\nwill slowly be phased out and replaced by alternative schools.
\nThese should then become the norm rather than the exception.<\/p>\n
The writer can be reached at girish@cbn.net.id.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/anpakr-1447899208", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }