KAJIAN TENTANG 8 STANDAR NASIONAL PENDIDIKAN (SNP) SERTA PARADIKMA PENDIDIKAN GURU DI INDONESIA SEBELUM/SESUDAH BERLAKUNYA UU-RI No.20/2003
Kata Kunci:
Standar Nasional Pendidikan, UU No. 20 Tahun 2003, Pendidikan Guru, Paradigma Pendidikan, Sistem Pendidikan NasionalAbstrak
Penelitian ini mengkaji delapan Standar Nasional Pendidikan (SNP) serta perubahan paradigma pendidikan guru di Indonesia sebelum dan sesudah diberlakukannya Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Standar nasional ini meliputi standar isi, proses, kompetensi lulusan, pendidik dan tenaga kependidikan, sarana dan prasarana, pengelolaan, pembiayaan, serta penilaian pendidikan. Sebelum UU No. 20/2003 diberlakukan, sistem pendidikan di Indonesia cenderung sentralistik, kurang terstandar, dan belum memiliki kerangka mutu yang baku, khususnya dalam pengembangan kompetensi guru. Setelah diberlakukannya UU tersebut, paradigma pendidikan mengalami pergeseran menuju sistem yang lebih terstruktur, desentralistik, dan berbasis mutu. Pendidikan guru diarahkan pada peningkatan kompetensi profesional, pedagogik, sosial, dan kepribadian sesuai dengan tuntutan SNP. Kajian ini menekankan pentingnya sinergi antara regulasi, kebijakan, dan implementasi di lapangan agar tujuan pendidikan nasional tercapai secara optimal
This study examines the eight National Education Standards (SNP) and changes in the teacher education paradigm in Indonesia before and after the enactment of Law No. 20 of 2003 on the National Education System. These national standards include standards for content, process, graduate competencies, educators and educational personnel, facilities and infrastructure, management, financing, and educational assessment. Before Law No. 20/2003 was enacted, the education system in Indonesia tended to be centralized, lacked standardization, and did not have a standard quality framework, particularly in the development of teacher competencies. After the enactment of this law, the education paradigm shifted towards a more structured, decentralized, and quality-based system. Teacher education is directed at improving professional, pedagogical, social, and personal competencies in accordance with the requirements of the SNP. This study emphasizes the importance of synergy between regulations, policies, and implementation in the field so that national education goals can be optimally achieved
