Sutristyanto, Isworo (2018) Implementasi Kebijakan Guru dan Dosen (Studi Implementasi Undang-undang Nomor 14 Tahun 2005 Tentang Kebijakan Guru dan Dosen di Pendidikan Tinggi Vokasi Kedinasan TNI AL). Doctor thesis, Universitas Brawijaya.
Abstract
Pendidikan Tinggi Vokasi Kedinasan TNI AL merupakan bagian dari sistem pendidikan nasional, pemberlakuan UU No.14 tahun 2005 tentang Guru dan Dosen berdampak pada sistem pendidikan tinggi vokasi kedinasan TNI AL, tujuan kebijakan guru dan dosen adalah menjadikan dosen professional yang dibuktikan dengan kepemilikan sertikasi dosen, dan sampai saat ini tujuan implementasi kebijakan tersebut di sistem pendidikan tinggi vokasi kedinasan belum tercapai, hal ini dibuktikan dengan belum adanya dosen AAL yang bersertifikasi dosen profesional dan mendapat tunjangan sertifikasi dosen. Belum tercapainya dosen pendidikan tinggi vokasi kedinasan yang profesional, maka penulis melakukan penelitian dengan tujuan; 1) mendiskripsikan dan menganalisis implementasi kebijakan guru dan dosen pada sistem pendidikan tinggi vokasi kedinasan dari elemen tujuan pokok dan program-program pendukung; 2) mendiskripsikan dan menganalisis isi kebijakan guru dan dosen; 3) mendiskripsikan dan menganalisis kontek implementasi kebijakan; 4) mendiskripsikan dan menganalisis hasil implementasi kebijakan guru dan dosen, serta 5) menemukan model implementasi kebijakan guru dan dosen di pendidikan tinggi vokasi kedinasan. Jenis penelitian diskriptif, pendekatan kualitatif, lokasi penelitian Akademi Angkatan Laut (AAL) dengan situs yaitu proses dosen profesional, Sumber data primer hasil wawancara dengan informan kunci Kadisdikal, Paban I Spersal, Kasubdis Bangdik dan Kasubdis Kurikulum Disdikal, sedang data sekunder berupa dokumen-dokumen, peristiwa dan hasil pengamatan, teknik pengumpulan data dilakukan dengan observasi, dokumentasi dan wawancara. Keabsahan data melalui empat (4) tahapan yaitu kredibilitas, tranferabilitas, dependabilitas dan konfirmabilitas, sedang metode analisis data dengan model interaktif Milles Hubberman dengan tahapan pengumpulan data, kondensasi data, penyajian data dan penarikan kesimpulan dan verifikasi. Hasil penelitian, 1) kebijakan guru dan dosen tujuan jelas, terukur, tidak ambigu, harus didukung dengan teori dan hukum yang kuat, dengan program-program pendukung yang saling berhubungan antara program satu dengan yang lainnya (linked), perlu sinkronisasi pada proses pembuatan kebijakan pada tingkat kementerian dan departemen, berjenjang, bertahap, berkesinambungan; 2) isi kebijakan guru dan dosen harus dilandasi kepentingan untuk meningkatkan kualitas dosen Indonesia yang nantinya berdampak pada kualitas sumberdaya manusia Indonesia, bermanfaat dalam mensejahterakan rakyat Indonesia dan didukung oleh pelaksana program yang mempunyai kopetensi dan integritas yang kuat dan mampu mengerahkan dan memimpin seluruh sumberdaya yang ada dalam mencapai tujuan pendidikan nasional; 3) konteks implementasi kebijakan ditentukan oleh strategi, kemampuan lobby dan advokasi para actor yang mampu menjembatani berbagai kepentingan kelompok sasaran dan stakeholder, guna mempermudah pencapaian tujuan kebijakan pendidikan; 4) hasil implementasi belum nampak perubahan yang signifikan, karena masih ada hambatan dalam penerapan kebijakan seperti diskriminasi hak dan kewajiban dosen dibawah kementerian Dikti dan non Dikti, yang berdampak pada kurang ditaati oleh kelompok sasaran dan lemah implementasi dilapangan; 5) model implementasi kebijakan pada pendidikan vokasional kedinasan diawali dari proses penentuan tujuan kebijakan yang memerlukan adanya sinkronisasi, dan tujuan kebijakan harus didasari oleh teori dan hukum yang kuat, pembuatan program-program harus dilaksanakan secara berjenjang dan berkesinambungan yang bermuara pada tujuan pokok kebijakan, isi kebijakan harus ada sanksi dan imbalan yang tegas, serta didukung dengan budaya organisasi yang disiplin, teguh pada tujuan, tidak mengenal menyerah, sehingga dapat mewujudkan tujuan kebijakan guru dan dosen di lembaga pendidikan tinggi vokasional kedinasan dibawah kementrian dan lembaga lain. Rekomendasi, 1) Koordinasi dan keputusan bersama antara Kemenristek dikti dan Kemenhan tentang penentuan intrumen standarisasi, hak dan kewajiban dosen profesional; 2) Sinkronisasi kebijakan perlu dilakukan sebelum derivativ kebijakan pendukung dibuat untuk memperlancar pencapaian tujuan kebijakan; 3) Perlu adanya derivitasi kebijakan bersama antara Kemenristek Dikti dan Kementerian lain untuk Proses profesionalisasi dosen di pendidikan tinggi vokasional kedinasan segera diwujudkan untuk meningkatkan motivasi kerja dosen; 4) Koordinasikan secara ketat pelaksanaan implementasi kebijakan untuk mencapai dosen yang profesional dengan dibuktikan sertikasi dosen dan tunjangannya; 5) Perlu terminasi kebijakan guru dan dosen agar dapat diimplementasikan dengan mudah dilembaga pendidikan vokasional kedinasan; dan 6) perlu ada upaya reorganisasi dosen di lembaga pendidikan vokasional non dikti.
English Abstract
Official Higher Vocational Education is part of the national education system. The enactment of Law No.14 of 2005 on Teachers and Lecturers affects the system of Official Higher Vocational Education in Indonesian Navy. While the aim of the policy of teachers and lecturers is to make professional lecturers which is proved by the ownership of lecturer certification, where currently the purpose of implementation of the policy in the Official Higher Vocational Education system has not been achieved which is proved by the unavailability of certified professional lecturers who get lecturer certification allowance. Due to the unachieved number of professional Official Higher Vocational Education lecturers, the writer conducts a research with these following purposes; 1) describe and analyze the implementation of teachers and lecturers policy on the Official Higher Vocational Education system from the main objective elements and support programs; 2) describe and analyze the contents of teacher and lecturer policy; 3) describe and analyze the context of policy implementation; 4) describe and analyze the results of teacher and lecturer policy implementation, and 5) find a model of policy implementation of teachers and lecturers in Official Higher Vocational Education. Type of research is descriptive, qualitative approach, location in Indonesian Naval Academy with process sites of professional lecturers, primary data source is the result of interviews with key informants i.e. Head of Naval Education Service, Assisting Officer 1 of Naval Personnel Staff, Head of Sub division of Education Development, and Head of Sub Division of Curriculum Naval Education Service, while secondary data is in the form of documents and observations, lecturers, the writer conducts a research with these following purposes; 1) describe and analyze the implementation of teachers and lecturers policy on the Official Higher Vocational Education system from the main objective elements and support programs; 2) describe and analyze the contents of teacher and lecturer policy; 3) describe and analyze the context of policy implementation; 4) describe and analyze the results of teacher and lecturer policy implementation, and 5) find a model of policy implementation of teachers and lecturers in Official Higher Vocational Education. Type of research is descriptive, qualitative approach, location in Indonesian Naval Academy with process sites of professional lecturers, primary data source is the result of interviews with key informants i.e. Head of Naval Education Service, Assisting Officer 1 of Naval Personnel Staff, Head of Sub division of Education Development, and Head of Sub Division of Curriculum Naval Education Service, while secondary data is in the form of documents and observations, The validity of the data through four (4) stages of credibility, transferability, dependability and confirmability, while data analysis method with Milles Hubberman interactive model with data collection stage, data condensation, data presentation and conclusion and verification. The results of the research, 1) the policy of teachers and lecturers is clear in its purpose, measurable, unambiguous, must be supported by strong theories and laws, with support programs which are interconnected between the programs (linked), tiered, gradual, continuous; 2) the content of this policy is based on the interest to improve the quality of lecturers that impact on the quality of Indonesian human resources, beneficial in the welfare of the people of Indonesia supported by implementing programs that have strong competence and integrity and able to mobilize and lead all existing resources in achieving national education goals; 3) the context of policy implementation is determined by strategy, lobbying capability and advocacy of actors who are able to bridge various interests facilitate the achievement of policy objectives; 4) the results of implementation has no significant change because there are still obstacles in the implementation of policies such as discrimination of lecturer rights under the Ministry of Higher Education and non-Ministry of Higher Education; 5) the implementation of policy models on official vocational education starting from the policy process needs synchronization of policies, needs for policy objectives that are based on strong theories and laws, the programs must be tiered and sustainable, an existence of sanctions and rewards as well as supported by good organizational culture can achieve the goals of the policy. Recommendations, 1) Coordination and joint decisions between Ministry of Research, Technology, and Higher Education and Ministry of Defence about the determination of standardization instruments, rights and obligations of professional lecturers is needed; 2) synchronization of policy needs to be done before support policy derivatives are created to facilitate the achievement of policy objectives; 3) Need for joint policy derivation between Ministry of Research, Technology and Higher Education and other Ministries for Professionalization process of lecturers in Official Higher Vocational Education to be realized immediately to improve lecturers’ work motivation; 4) Strictly coordinate the implementation of policies to achieve professional lecturers which proved by lecturer certification and its allowance; 5) It is necessary to terminate the policy of teachers and lecturers so that it can be implemented easily in the institutional vocational education institution; and 6) Reorganization effort of lecturers in non vocational educational institutions.
Other obstract
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| Item Type: | Thesis (Doctor) |
|---|---|
| Identification Number: | DIS/379/SUT/i/2018/061810207 |
| Uncontrolled Keywords: | VOCATIONAL EDUCATION |
| Subjects: | 300 Social sciences > 379 Public policy issues in education |
| Divisions: | S2/S3 > Doktor Ilmu Administrasi, Fakultas Ilmu Administrasi |
| Depositing User: | Budi Wahyono Wahyono |
| Date Deposited: | 09 Sep 2019 02:17 |
| Last Modified: | 19 Aug 2022 02:14 |
| URI: | http://repository.ub.ac.id/id/eprint/172506 |
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