tomorrow, October 17, 2011 VII-IX graders MTs Kunir especially Acceleration program will conduct the exam the first half of 2011/2012 teaching a very rapid movement of obstruction when compared with fellow colleagues who sit on the bench the regular classroom.
there are some things that make a special accelerated classes, including:
1. filtering incoming accelerated classes conducted specifically with high criteria.
2. graders acceleration amount is not more than 15 children so that in the classical ease the process of learning in the classroom.
3. grade students have the ability monetary acceleration enough so that when the press with the task of draining funds, still able to do with the target maximum value.
4. etc ...
besides that all the accelerated classes also carry the debate. them ...
(Adapted from ... http://sawali.info/2008/01/02/kelas-unggulan-dan-akselerasi-sebuah-tragedi/)
Is Suyanto-Rector Prof. Yogyakarta State University, states clearly are homogeneous grouping students into classes based on academic ability superbaik, very good, good, moderate, less, to the class "crap", do not have the correct basic philosophy.
Disturbingly, the grouping is accompanied by a program of promotion and relegation. Students who are unable to maintain their academic achievement could be evicted from class to class superbaik being. It might even be slid into the lowest class, the class "rags".
Psychologically, a program that discriminates against students can lead to stigmatization of the students in the class "rags". They will lose confidence.
On the other hand, students who fall into the category superbaik class have a tendency to arrogant, elitist, and exclusive. In short, grouping students more misguided than the benefits.
In the process of learning, the grouping will also foster instructional bias behavior of teachers to their students. In superbaik class, the teacher can show passion for the emergence of the phenomenon of Hallow positive effect on children's brains are brilliant. By contrast, in class "rags" teachers tend to be ignorant due to the emergence of the phenomenon of negative effect on the Hallow-brained student groups mediocre.
If the program continues to be maintained, it will happen in a systematic dehumanization process at school, because it does not reflect a patterned heterogeneous society.
However, the opinion of Prof. Suyanto not fully shared by the group leading the pro class. Prof. amazement, Wirda Wilardjo-physicists from SWCU-precisely the opposite view. According to him, children are gifted and brilliant brains need special attention so that they can develop the talent and intelligence.
If children berakat rolled into one with children that slow, they will lose the spirit of learning because it is saturated with a slow learning process. Conversely, children who are less intelligent will experience a hassle if it is left to compete with students-smart Siwa.
Heterogeneous class will actually enrich mediocrity, in which bright children can not develop talent and intelligence, intellectual stagnation and sterilization. While the slow kids only "roads in place".
Concerns that students who entered in the class "rags" will feel a sense of inferiority was considered too excessive, because the new one based on an untested assumption of the truth. Grouping students are slow in its own class - as was the case in the UK - it is believed to facilitate handling in particular.
Wilardjo similar view with amazement, Wirda Prof. Conny Semiawan R (1992) about the need for the development of differentiated curriculum, where learners are capable of winning deserve special attention.
According to Prof. Conny, differentiated curriculum can bring a person in accordance with the capabilities available to it, can face the problems and complexities of life are changing due to technological improvements and changes in the values of socio-cultural.
Pros and cons about pre-eminent class more interesting when listened to lately also appear similar programs, namely accelerated classes, where children who have a high intelligence level can be completed faster learning. For example, junior high / high school can be reached only two years.
The issue is, whether seeded or acceleration class program able to boost the quality of our human resources are still considered to be at a low level? Are there any guarantees, smart-witted children who number only a handful that have been successfully taking classes flagship program, or acceleration could be a generation of bright minds who understand the dynamics of life that thrive in the midst of society and nation? Do-do class flagship program was established based solely on attitude talkative.
Want to emulate Western-style education, English for example, on the pretext of human resources to improve quality and competitiveness of the nation in the midst of a global arena, without tailored to the socio-cultural context of our society.
If this happens, the world of education we have been freed from the cycle of life and contextual dynamics that develop in the midst of society. The implication, of output generated by our educational institutions is the generations-witted and intelligent intellectually brilliant, but poor intelligence and spiritual conscience. In the end just make them into alien life in the midst of society like a "deer entered the village". Lack of sensitivity in feeling the pulse of life that goes on around him.
Problems of our existence, according to Anton Naben (2001), is a moral crisis which penetrated almost all lines of life with all its effects. We are in desperate need of a human figure who has a spiritual intelligence and high appreciation to the values of honesty, which creates peace in the wake of hatred, which offers forgiveness if there is an insult. Who sowed the seeds of harmony in the event of cross dispute, which provides certainty in case of doubt. Who uphold the truth in case of various forms of fraud and error. The bearer of the light in the darkness of life.
At present, the values of honesty Abd-term borrowing. A'la (2002) - has become the nation's morality is mortgaged. Shame culture has almost disappeared from the nation's memory. Corruption, manipulation, collusion, nepotism, and the like are rife everywhere. Religious behavior only up to the level of extrinsic. Religion is only used as a mask for the attainment of interests. The elite leaders can not be a role model for the nation's children. Is happening is a pride when they are able to do so regardless of public deception that threatens the legal snares them for corrupt acts that have been done. Meanwhile, on the grassroots, tribal and ethnic sentiments, religious fanaticism wrapped anarchism, vigilantism, and other violent behavior dough that's easy to be witnessed in everyday life.
In such circumstances, the education we should be able to position itself as a lightening of civilization, a medium that is able to glorify katharsis intrinsic human dignity, in which the values of honesty and piety of life both personal and social lives and take shelter in the nation's conscience. Schools must be able to be a mini community icon, which describes the atmosphere and panoramic multicultural community life, where many children learn to internalize and appreciate the differences and heterogeneity in all its aspects. Thus, after plunging into the community, they can appear inclusive, egalitarian, not elitist, have empathy, and not big-headed. It is certainly difficult to achieve if the children who were studying in school grouped homogeneously, so they never have the opportunity to learn to understand and appreciate the differences in the real sense.
Experience shows that education is more oriented to things that are materialist, economic, and technocratic pursuit of economic growth and competitiveness of the nation as a vigorous shouting loudly in the New Order of the dry touch of moral values, humanity and morality.
We fear, the class intellectual superior who idolize such will only give birth education graduates who are intelligent, smart, and skillful, but lack the emotional and spiritual intelligence are adequate. (33)