IMPORTANCE OF PHILOSOPHY OF SCIENCE EDUCATION FOUNDATION (A Review of Philosophy of Science)




There are enough good reasons to study philosophy, particularly if there are reasonable questions that can not or should not be answered by science or branch of science. For example: What is meant by knowledge, and / or science? Can we move to the left and right in the room but is not bound by time? Issues discussed in this paper is about education and science education. Presumably educational activities is not just a social phenomenon that is purely rational considering we expect the best education for Indonesian people, especially for our children each; science education in general are not so advanced than the social sciences and biology but by no means that science education is simply applied science or a study based on the results achieved by the social sciences or behavioral sciences.




The question that arises is: does educational theories can be or has been growing as a science or just a portion of the branch of philosophy in the sense of social philosophy or the philosophy of humanity?




A. Education For The Science and Art Education Problem micro particularly the focus here is the basis and foundation of education and the foundation of science education that is human or a small group of humans in the phenomenon of education.




1. Educational Needs in Practice theory

What we theorize the importance of practice in the field of education because education in the practice must be accounted for. Without a theory in the sense of reason and rational set of consistent and interconnected then the actions in education is only based on reasons that happened, immediate and moral hazard. It should not happen, because every action aimed at fulfilling education is the best value for students and educators. Even good teaching as part of the educational process and reasons other than require rational and intellectual well established by reason is moral. The reason is because the human element who are educated and education needs are human beings who must live the values to be able to explore the values and organize behavior in accordance with the dignity and personal values are internalized it.




We have just witnessed the failure of education in Indonesia in the practice of macro-and micro-scale that is in a joint effort to explore, practice and live the Pancasila. Look at how the massive national effort for 20 years (1978-1998) in the P-7 (Development of Education appreciation and Implementing Guidelines for the Implementation of Pancasila) ends we value failed to unite the nation to solve national problems in a peaceful succession to the presidency in 1998, after the crisis struck multidimensional law and economy and devastated the country in mid 1997, even since July 27, 1996 before the bloody election campaign in 1997. It is an example of education in the macro scale in the theory does not fit with the Five Principles in the practice of upgrading the space beyond. Maybe penatar and petatar in theory but had Pancasila in practice, most have tended to apply the Pancasila Pancasila Plus or Minus or both. That's why we have decided that the P-7 and P-4 could not be accounted for, at least morally and socially. Let us return berprihatin appropriate greeting Dr. Gunning cited Langeveld (1955).




"Practice without theory is for idiots and insane persons, whereas the theory of practice only to those geniuses."




This means that education should not be done except by people who are capable of rationally responsible, socially and morally. Conversely, if education in theory and practice of enforced without adequate reason, the result is that all educators and learners will be losers. We lost because they were unable perbutan responsible for the essence of each and together in Pancasila. Pancasila is good and adequate, consistent between the practice (outer) and appreciation (psychological) and the arrangement of values internally. In this case we are not watching activities (practice) of education without the basic theory but a practice of national education without a good theory.




2. Platform for Social and Individual Education

Education as a social phenomenon has a life preformance individual basis, social and cultural. At the micro scale education for individuals and small groups enjoy unlimited beralngsung in relative scale, such as among friends, between a teacher with one or a small group of students, as well as within the family between husband and wife, between parents and children and other children. Education in micro scale is required for all human beings as individuals develop their potential in the sense that good pembawaanya device completely. Humans evolved as a unique individual to be individual is not a duplicate of another person. No man is expected to have the same personality even if their skills are similar. With the individuals and different groups are expected to push for changes in a progressive society with its culture. At the micro scale level and education is a social phenomenon that relies on human interaction as the others (subjects), each of equal value. There is no essential difference in the value of a person's because of the interaction between individuals (interpersonal), it is an extension of the internal interactions of a person with himself as another person, or between me as the unity (ie me) and me as second or third person (namely me or me, please compare with the views of British people between I and me).




On the macro scale education takes place in such a large scope in the public inter-, inter-school, inter district, inter-city, inter-tribal communities and society between nations. In the macro scale of society carry out education for social regeneration of the devolution of cultural property and the preservation of the noble values from one generation to the younger generation in public life. Expected by the education in the broad sense and then the macro-scale social change and community stability berangsung well and together. At the macro scale is educational as a social phenomena often manifest in the form of two-way communication, especially communication. Viewed from the macro side, the direction in education include the similarity of thoughts and feelings that ended with the achievement of independence by the learners. So the macro-scale education tends to be assessed are conservative and traditional because it is often limited to the delivery of teaching materials to students and can lose the characteristics of the affective interaction.




3. Interwoven forge Education Theory Between Science and Art

The existence of physical aspects, psychological and spiritual as mentioned earlier hinted that the man in the phenomenon (the situation) is a blend of education among men, being as human sebaai fact and value. Every human being is noble yuang certain value so that the situation of education has a weight of individual values, social and moral weight. That's why pendidikn in practice is an empirical fact that the requirement of human interaction Logo values in education not only in the sense of reciprocal two-way communication should be higher but reached a level maniusiawi like me or the students to educate themselves on the basis of personal relationships with the private (higher order Interactions) intrapersonal relationships between individuals and affectively between me (ie I) and myself (ie my self the self or self).




As for man as the fact empriris course covers a variety of variables and limited number of relationship variables in the study of descriptive sciences. While the number of variables are very numerous and the relationships between variables are very complex when educators maintain quality interaction with learners secra of a person's (personal).




Crate said about the students learn actively by Phenix (1958:40), namely:

"It possible to conceive of teacher and student as one and Same person and the self-taught one person as his own direct WHO through an internal development Interaction Between the self as I and the self as me on the other hand, it is usual for one teacher to teach many students simultaneously. That event in the quality oef the interaction changed from May generalized and impersonal, or it may, by Appropriate means, retain its character person to person.




This means that shifts of humane education (men in education) must be preserved for the sake of quality processes and outcomes of education. Maintenance that is demanding that educators are ready to act at any time creatively (berkiat create situations that fit, if necessary. For example, on the basis of clinical diagnostics) even without a complete prognosis but primarily based on affective friendly attitude towards educated. Creativity is based on a love educator on duty to educate and teach, that's why symptoms or educational phenomena can not be reduced as a social phenomenon or a symptom of a mere reciprocal communication. If the social sciences or behavioral approaches and able to apply the scientific method (Pearson, 1900) are modified in human studies through social phenomena, whether science education should act similar to overcome its backwardness, especially in the land of our water?

Or as stated by scientifically by the NL. Gage (1978:20),




"Scientific method Contribute relationships Between variaboles cans, taken two at a time and event in the form of Interactions, Perhaps three or four or more at a time. Beyond say four, the usefulness of what science cans give the teacher Begins to weaken, Because teacher can not apply, at least not without help and not on the run, the more complex Interactions. At this point, the teacher as an artist must step in and make clinical, or artistic, judgment about the Best Ways to teach. "




Educators do have to act on micro background included in the class or in small schools, it affects the students and appreciated by the micro-scale review of education, namely by paedagogik (theoretical) and andragogi (a practical pedagogic). That is why science education should be more inclusive than teaching (a macro) more mainstream than teach and educate. Even in school teaching activities requires planning in terms of preparation of teaching preparation. In the view of science education are autonomous, the scope of teaching does not necessarily include activities to educate and teach.




On the basis of the main points of thoughts about the physical aspect, psychological and spiritual phenomenon of humans in education then the education must be complete in practice includes counseling, educating, teaching and instruction. In a normal phenomenon that learners can be encouraged aga active learning through mentoring and teaching. But sometimes in critical situations the students need to imitate the way of active teachers learn on their own. That's why our education legislation really needs to be clarified, on the one hand for the effort to educate occur in families fairly, on the other hand to include the dimensions of teaching in schools to educate and teach. After all that the differentiation and function of schools as educational institutions need to be determined primarily have to do the teaching and managing the formal curriculum as an aspect of specialization to operate efficiently. While the concept of education which also includes exercise programs (UU. No. 2 / 1989 article 1-1) is a very broad construct viewed from the perspective of schools as institutions of formal education.




So the concept of education that needs art fdan science is a process or a conscious effort among fellow human beings with a civilized, where party unity directionally guide the development of abilities and personality of the second party that is, those individuals humanely. Or it could be expanded into the macro as a conscious human effort in which citizens maysrakat a more mature and cultured assist parties and less adult yangkurang able to jointly achieve the level of ability and maturity is a better (Phenix, 1958:13), Buller, 1968: 10). In this sense the laboratory school also will require the practice of science and practice of fabric art. Conversely item 1 of article 1, Law no. 2 / 1989 would not quite right, so of course difficult to sue the students but teachers were not necessarily the CBSA actively learn, given the macro definition of education, namely:

"Education is a conscious effort to prepare students through guidance, instruction and training for the role or a period to be dating."




Presumably such a concept of education is thus less able to give content to the purpose and spirit of Chapter XIII of the 1945 Constitution which refers to the field of education as a mandate to realize the close relationship between the national education system with cultural nationalism. Because it is within the scope of education according to the micro scale and abstark a more macro level, educators must also concerned with aspects of ethical (moral) and the aesthetic of his experience interacting with students in addition to aspects of knowledge, truth and behavior disisyaratkan by the concept of education according to the law earlier. This is consistent with the views of Ki Hajar Dewantara (1950) as follows:




"Park Students develop an education that is in the way and a slogan Among 'Tut Wuri Hand' (follow her influence). Meaning Tut Wuri aialah follow, but its meaning is to follow the development of the child with attention based on love and selfless, without desire to master and forced, and the meaning of Hand is affecting in the sense that stimulate, nurture, guide, give the child mengembngkan gar paragon of personal preference individual through personal discipline. "




Likewise for the Ki Hajar Dewantara education at the micro scale can not be separated from education in a macro sense, even personal discipline is the goal and the way in achieving the broader discipline. This means that there are educational foundation in education itself, namely the human factor. Thus the foundations of education do not have to look beyond the phenomena (symptoms), education including other sciences and / or a specific philosophy of western culture. Therefore, science education does not depend on data from the study of psychology., Physiology, sociology, anthropology or philosophy. Besides teaching the concept (a macro) based on the formal curriculum does not by itself be inclusive and / or the same as teaching. Even in many ways it depends on the outcome of the teaching quality of teachers teaching in their classes. Of course, the principle of Tut Wuri Hand will not make teaching merely synonymous with conscious efforts to deliver instructional materials in class to group students remember teacher must berhamba to the interests of their students.







B. Fundamentals of Education Sciences description above suggests to the basics of education that the practice of science education as a mere series of empirical and experimental facts will be incomplete and inadequate. Fact education as a social phenomenon that certainly the extent of socialization and often aspires cognitive absorption below 100% (even 60%). While the values of education will require students to absorb and take in appreciation of 100% exceeded the goals of socialization, achieving internaliasasi (micro) and should also enculturation (macro). That's the essential difference between education (which establish the cognitive aspects with affective aspect) and teaching activities at the most established aspects of cognitive and psychomotor. In practice evaluation of teaching activity is often limited to its target on the cognitive aspects. That's why the necessary difference in scope between teaching theory to teaching and educating.

The achievement for the internal absorption to reach 100% diperlukn please help between fellow human beings. In this case no one is always perfect but degradation can occur which must be balanced with the refreshment and social control. Itulh human interdependence in terms of educational phenomena that require social control if it wanted to prevent the decline in the practice and norms nlai below 100%.




1. Pedagogic as pure science examines the phenomenon of education

It is clear that a complete study of human action in education beyond the area of scientific phenomena and requires an independent analysis of the data pedagogic (educational children) and data andragogi (adult education). The data include the fact (das sein) and value (das sollen) and ties between the two. Factual data is not derived from other sciences but from objects encountered (phenomena) which are reviewed scientist (pedagogy and andragogi) empirically. Similarly, the data value (the normative) does not come from a certain philosophy of human experience rather than intrinsically. That's why pedagogy and andragogi requires interwoven between scientific review and study philosophy. But it does not mean that philosophy into basic science because science education does not embrace the flow or a certain philosophy.




Instead of science education in particular pedagogic (theoretically) is the science of menysusun theories and concepts that are practical and positive for every educator should not hesitate or give up the doubts of principle. This is similar to other practical knowledge of micro and macro. Such as medicine, economics, politics and law. Therefore, pedagogic (and review micro education) as well as practical and pedagogic andragogi (and review macro education) is not a philosophy of education that limited use or apply the normative study of schools of philosophy that comes from a certain philosophy. Even more necessary is the application of philosophical method in examining the nature of radical students as a whole person.




The implication is clear that the trunk of the body (body of knowledge), science education must be at least a micro cover:

- Relations with fellow humans as an educator educated (person to person relationship)

- The importance of science education memepergunakan phenomenology in qualitative methods.

- Adults who berpran as educators (educators)

- The existence of human being as well-educated child (learner, student)

- Tujaun education (educational AIMS and objectives)

- Actions and the education process (Educative process), and

- Environmental and educational institutions (educational institution)




That is the scope of education as a result of microscopic study of pure science in science education in terms of pedagogic (theoretical and systematic). In view of education is also conducted in a broad sense and macroscopic in formal educational institutions and non-formal educators of officers in the field requires the input generally accepted in the form of lesson plans or curriculum program concept for a similar institution. Therefore, in addition to the practical pedagogic education in different kinds of environmental review and formal institutions, informal and non-formal (outside of school education in a limited sense, that way, the torso above was diperlukn lingkupnnya that includes:

• Socio-cultural context (socio-cultural contexs and education)
• Philosophy of education (prescriptive) and the history of education (descriptive)
• Theory, development and curriculum development, as well as other branches of science education that is prescriptive.
• Various empirical studies of educational phenomena
• A variety of applied educational studies (applied), especially regarding teaching including the development of content specific pedagogy.

While the study of the macro and meso sphere of education, a field of major studies that distinguish between the formal objects of the pedagogic of science education. Because pedagogic indirectly discuss the distinction between informal learning in families and in other small groups., With formal education (and non-formal) in the society and state, then it becomes the task of andragogi and other branches of science education relevant. That's why there are talks about the pedagogic educational factors which include: (a) purpose, (b) juridical foundation of philosophy and education, (c) the management of education, (d) theory and curriculum development, (e) teaching in the sense of learning (instruction ), namely the implementation of curriculum in a broad sense in formal and non formal institutions concerned.




2. Study




Problem areas that can be studied by the theory of education as a science is sekitarmanuasia and others who have similarities and diversity in education phenomenon. The theoretical core of science education is to educate Pedagogy as a science that is about tealaah (or studies), education of children by adults. Systematic theoretical pedagogic always problematic because it must be complete and its discussion. But education (or pedagogy) is required also by all people including elderly and B adults. Therefore, in addition to systematic theoretical pedagogic branch there are also practical pedagogic cabvang-branches, including formal education in schools, informal education in the family, andragogi (adult education) and gerogogi (education elderly), as well as non-formal education as a complement to the education level of school and adult education.




In reviewing the people interacting in the phenomenon of education, science education, especially pedagogic merupan the only field of science that examines the interaction between the full nature and inter-personal. Fortunately there is another science which undertakes a review of human behavior as an individual. Nor has the above review of social interaction, study of group behavior in society, the study of values and norms as the content of cultures, and so on. Sciences who conduct such a review be made to function as an auxiliary science for science education. Among the sciences that are important for pedagogic aids and androgogi are: biology, psychology, sociology, cultural anthropology, history and phenomenology (philosophy).




a. Phenomenological approach in examining the phenomenon of education

Pedagogic not use deductive methods based on those investigations translation speculative in the basics of philosophical stance. Pedagogy is the science education that is theoretical and philosophical rather than pedagogic. Pedagogic conduct a phenomenological study aatas phenomenon that is empirical though nuanced normative. As said Langeveld (1955) Pedagogy use a phenomenological approach in qualitative research methods:

Pedagogic philosophical and empirical. Philosophical thinking on one siti and on the other hand experiences and empirical investigation walk together. Relationships and symptoms that indicate the principal characteristic of the object is a force pointing to the philosophical konsekunsi, adapula memaksakaan konsekunsi the empirical because the factual data. Realize pedagogic theory of action that preceded and followed by philosophical thinking. In the philosophical thinking about normative data pedagogic preceded and followed by the empirical experience and the settlement of the phenomenon of education.

That phenomenon or symptoms of education which, according Langevald micro secraa contains six core components into daari yng pedagogic torso.




b. The contribution of auxiliary sciences of pedagogic

Science education in particular do not use your androgogi pedagogic and descriptive-experimental method for its benefits terbtas on the understanding of the changes in student behavior. While the predictions and the experimental controls applicable and that too very limited benefits.

As written by Deese, 1963:




"Prediction and control, then are excellent criteria of understnding Aang They Also Provide us with Some of the uses of understanding. They are not always easy to apply, however, and I think little is gained by pretending That They Are. It is futile to issue promissory notes about the future applications of the scientific study of education. "




So if science education is less beneficial to use a descriptive-experimental method to changes in education secarakuntitatif. Instead pedagogic and androgogi should become an autonomous science that applies a qualitative method of phenomenology. The point is to obtain data that are not normative (factual data) in the amount necessary from the biological sciences, psychology and social sciences. But science education should as far as possible to collect their own data directly from the phenomenon of education, either by the participant-observer (scientist) or by the educators themselves are also used to perform the analysis when the situation forced him to act creatively. Of course it is necessary prerequisite for the mastery of at least one science aids and / or general philosophy.




Fundamentals of Philosophy of Education Sciences

Now let us see the basic philosophy of science-related dasaar in a basic sense of the ontological, epistemological basis, and axiological, and antropolgis basic science education.




1. Ontological basis of science education

First of all the background necessary basic ontological philosophy of science education. The aspects of reality that reached the theory and science education through sensory experience is the empirical world of human experience. Material objects of science education is a whole person, complete human personality aspects, namely human morals in situations exceeding diharapokan education or social human beings as citizens to remember he has a good citizen traits (good citizenship or nationality of the best .)

For education in practice free from doubt, then the object of formal science education is limited to whole human phenomenon or situation in education. In human social situiasi it often behaves not whole, just a creature of individual behavior and / or social beings behave collectively. That's fine and acceptable scope of education is limited to large-scale macro that given the socio-cultural context structured by a particular value system. Will tetapipada micro background, value system should be manifested in inter and inter-personal relationships that become necessary condition (conditio sine qua non) for the implementation of educating and teaching, namely micro-scale educational activities. It happened to remember the teachers who themselves are intact berkepribadiaan treat learners pribai honorably as well, then made free from common factors, sex or pembawaanya. If educators are not being affective intact so makaa according to Gordon (1975: Ch. I) will be the missing link (the missing link) of the factor and the relationship between the learner-educator or student-teacher. With egitu education will only happen though is optimal ririskiky quantitative, for example the results of THB summatif, NEM or less even distribution of education to teach democracy to be less democratic. While the human qualities not necessarily intact.




2. Epistemological basis of science education

Epistemological basis required by the education or science education experts to develop their knowledge in a productive and responsible. Sekalaipun data collection in the field in part can be done by beginners namuntelaah power over the object memerlukaan formal science education that will establish a phenomenological approach stui empirical-phenomenological qualitative study. It is kualitaatif Pendekaatan phenomenological, meaning that involves personal and self sabagai researcher as data collection instrument in a post-positivism. Therefore penelaaah and data collection is directed by educators or scientists who are honest and expert sebagaai fused with its object. Because the study focused not hnya comprehension and understanding (Verstehen, Bodgan & Biklen, 1982) but transform and achieve wisdom (wisdom or wisdom) about the educational phenomenon must be kept completely internal vaaliditas preformance various forms of inquiry such as research and study to koasi experimental, action research, research ethnographic and ex post facto research. Epistemological basis of this core is to be determined bahaawa in menjelaskaan formaalnya objects, the study of science education tidaak only develop the applied sciences but toward the study of theory and science education science autonomous mempunyi sebgaai formal object itself or its own problems though not to hnya menggunkaan quantitative approach or even experimental (Campbell & Stanley, 1963). Thus the truth of the knowledge test is required by correspondence, in a coherent and well in practical or pragmatic (Randall & Buchler, 1942).




3. Axiological basis science education

Utility theory of education is not only necessary as an autonomous science but also necessary to provide the best basis for education as a civilized human civilizing process. Therefore, the value of science education is not only the intrinsic nature as a science as art for art, but also the value of extrinsic and science to review the basics of the possibility of acting in practice mmelalui control over negative influences and enhance positive influences in education. Thus science is not value-free education since there are only a very thin line between science education and job duties as a pedagok educators. In this case very relevant to consider education as a value-laden field as described by Phenix (1966). That is why education needs but also the technology is not part of science and technology education. But it must be recognized that science education has not been much growth compared to most social science and behavioral science. More-over in Indonesia.

The implication is that ilmupendidikan closer to the behavioral sciences to the social sciences, and must reject other establishment that in the unity of the sciences there is unification of the scientific method-sayunyaa (Kalr Perason, 1990).




4. Basic anthropological science education

Education which in essence is to educate and teach as a subject of meetings between educators and learners as well as where there has been the subject of assistance to parties who later dalaam upaayanya belajr achieve independence within the limits provided by the world around them. On the basis of a philosophy that is dialogical view of this, the 3 basic anthropological universal applies not only (1) sociality and (2) individuality, but also (3) morality. Presumably if the world specifically for the Indonesian national education based on national culture into the context of national teaching system in schools, it would be necessary also complement the anthropological basis (4) religiosity, yaaitu educators in the education situation in micro sekurangkurangnya berhamba to the interests of educated as part of devotion greater to God Almighty.




Philosophical Assumptions device Teacher Education

Competency Based Teacher Education Program (PGBK) developed starting from the expected competencies required for the execution of the tasks of teaching and education that have been established and relies on a demonstration device such competence by students after attending a number of prospective teachers' learning experiences.




The device is meant competence, including the process of achievement, based on philosophical assumptions, namely the questions that are considered true, either on the basis of empirical evidence, the allegations as well as the values of society based on Pancasila. Such assumptions are the touchstone in assessing the design and implementation of pragmatic or deviations from the conceptual attacks.




The assumptions in question covers 7 areas, namely with regard to the nature-human nature, society, education, the subject of students, teachers, teaching-learning and institutional. Of course the work of the above need to be strengthened and further verified through appropriate forums such as the Curriculum Commission, the Consortium for Science Education, LPTK even wider circle. Results formulation of the education reform team (1984) can be summarized as follows:




1. Human Essence

a. Human beings have a need for God's devoted to God Almighty.

b. People need a group environment to develop itself.

c. Humans have the potential to be developed and the needs of the material and spiritual yangharus met.

d. Man is basically can and should be educated and to educate yourself.




2. Essence Communities

• Community life based on religious values systems, social and cultural affiliations of the people; part than these values are sustainable and some continue to change in accordance with the development of science and technology.
• Society is a source of values that give normative direction to education.
• Social life to be improved by insane beings who successfully develop themselves through education.




3. Essence of Education

• Education is the process of human interaction that characterized the balance between sovereignty subject to the authority of the educator educates.
• Education is a subject of students preparing to face the business environment experiencing rapid change.
• Education kehidupoan improve personal and public.
• Education lasts a lifetime.
• Education is a trick in applying the principles of science and technology for the formation of a whole person.




4. Subjects essence Educate

• The subject of education betanggungjawab educates itself in accordance with an insight into life-long education.
• Subjects learners have the potential, both physically and psychologically different subjects so that each learner is unique insane.
• The subject is the development of individual learners as well as humane treatment.
• The subject is basically insane learners who actively deal with the environment.




5. The nature of Teachers and Education Personnel Tenadga

• Teachers and education personnel is an agent of renewal.
• Teachers and staff serve as leaders and supporters of community values.
• Teachers and educational staff as a facilitator enabling the creation of good conditions for students to learn the subject.
• Teachers and educational tenga responsible for the achievement of subject learning results of learners.
• Teachers and education personnel are required to be conoh in the management of teaching and learning process for prospective teachers who become the subject of students.
• Teachers and education personnel in a professional responsibility to continually meningkatkatkan abilities.
• Teachers and staff uphold the professional code of ethics.




6. Essentials of Teaching and Learning

• The incident occurred when the subject of teaching students to actively interact with the learning environment that is set by the teacher.
• Effective teaching-learning process requires a strategy and media / technology appropriate education.
• Teaching and learning programs are designed and implicated as a system.
• Processes and learning products necessary to obtain a balanced attention in the implementation of the teaching-learning Activities.
• The formation of professional competence requires the functional integration between theory and practice as well as materials and delivery methodology.
• The formation of professional competence requires field experience gradually, starting from the introduction of terrain, limited skills training through the implementation of educational tasks appreciation fully actual.
• The main criterion of success in professional education is the demonstration of mastery of competencies.
• Teaching materials and delivery system is always evolving.




7. Institutional Essence

• LPTKs is a professional educational institution education personnel who implement education and science development of educational technology for the improvement of quality of life.
• LPTKs organize programs that are relevant to the needs of both qualitative and quantitative.
• LPTKs managed in an integrated guidance system in the framework of the procurement staff.
• LPTKs have an effective feedback mechanism to improve the quality of its services to the public on an ongoing basis.
• Pre-post teacher education is the responsibility bersamaantara LPTKs and schools users (prospective) graduate.

Note: Competency-based Education for other education personnel need the different assumptions




E. Implications for Philosophy of Education Platform

1. Implications For Teachers

If we consistently against efforts to professionalize the work of teacher education philosophy is the absolute foundation footing. That is, as a professional worker, if a teacher is not enough just to master what to do and how to do it. Both the mastery of these new competencies reflected a handyman.




Besides control over what and how of their duties, a teacher must master why he did his job every part and stage it in a certain way and not the other way. The answer to the question why it refers to any act of a teacher in doing his duties, which in turn must be returned to the educational goals that would achieve both objectives more operational or more goals abstract. Therefore, all decisions and actions of non-instructional and instructional in order penunaian the duties of a teacher and education personnel must always be accounted for by education (professional duties, pemanusiaan and civic), which itself saw preformance broader perspective than just attainment of specific instructional goals, the more so that strangled with behavioral restrictions are excessive.




Expenses have also been raised that educators and students do pemanusiaan subject themselves when they look in the professional community was named education; pemanusiaan process stage it is just different, if between the two, that is the subject of educators and students, made the comparison. This means that the advantages of experience, skills and insights teachers have purely accidental and temporary, not essential. Therefore, both parties especially have to see it as a personal transaction and special learning opportunities for teachers and education personnel, tertumpang also provides additional responsibilities and to set conditions for the subject membelajarkan educates, optimize kesempatamn for the subject students to find himself, to be her own (Learning to Be, Faure et al, 1982). Only individuals who are thus able to form a learning society, namely people who are ready to face the changes that more and more speed without losing herself.




If this is the situation then the school as an institution of formal education will only be able to perform their functions and not lose the right to live in society, if he can make himself the center of acculturation, namely as a place for men to enhance his dignity. In other words, schools must become centers of education. Generate employment, carry out socialization, forming mastery of science and technology, sharpen the brain and working on school assignments, but the most essential is the establishment ability and willingness to enhance the dignity of humanity as has been stated in advance by using creativity, feeling, intention and work developed and nurtured.




It should be underlined here is not dikacaukannya between Bentu and nature. Any provision of infrastructure and school facilities is essentially a form that is expected to embody the essence of the subject civilizing process educates. Therefore, this movement simply stops at the "publishing" infrastructure and facilities while the personal transaction between the subject students and educators, among students that the one subject with another subject and students between schools with community residents outside it still has not dilandasinya, then of course the process acculturation did not occur. As has been hinted at in advance, giving excessive weight to the sovereign subject of anarchy while giving birth didikakan excessive weight to the authority of educators will give birth to colonialism and taming. Both the extreme orientation that will not produce human cultivation.




2. Implications for the Education of Teachers and Education Personnel

Probably no exaggeration to say that in Indonesia we do not yet have a theory about the education of teachers and education personnel. This is not surprising because we still do not have the time to compile. Even one of the main theories about education prasaratnya namely sebagimaana hinted in the previous sections, we still have not managed to memantapkannya. If we engage in the sharing of educational reform during this activity so that its outer pearalatan updated is not the building blocks.




The above remark was made without completely based on the assumption that there is no problem between us who think that teacher education. The thoughts put forward is really no one but practically without exception, can be expressed as a fragmentary nature, not exhaustive. For example, there is suggesting a long learning period (or, more quickly, refusing teacher education programs is shorter especially those introduced in recent years), there is suggesting the need for improved mechanisms for teacher selection and education personnel, there is a highlight importance of infrastructure and facilities for teacher education, and there is also a focus on improving system of rewards for teachers so they can compete with other positions in the community-jabtan. Of course all the suggestions mentioned above have validity, at least partially, but if implemented, in part or in whole, not necessarily to produce the educational system of teachers and education personnel effective.




Should the theory of teacher education and a productive staff is giving adequate signs in designing and implementing teacher education programs and education personnel are graduates capable of performing the tasks within the context of teacher education (professional duties, humanitarian and civic). The signs in question have been prepared using materials obtained from three sources, namely: the opinion of experts, including those supported by the results of scientific research, analysis and selection of graduation task shared values of society. Signs in question that reflects the results of an interpretive review, normative and critical, as has been stated in the description in advance, are formulated into the philosophical assumptions of the assumptions that give the signs for the designer and the implementation of the program in question. Thus, the signs in question is a touchstone in assessing the design and implementation of programs, as well as in "maintaining" a program of penyimpngan-implementation or deviation from conceptual attacks.

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The foundation of educational philosophy should provide a philosophical perspective is the "glasses" worn in looking at addressing and do their job. Therefore it must be formed not only learn about the philosophy, history and theory of education, psychology, sociology, anthropology or other disciplines, but by combining the concepts, principles and approaches-educational approach to the conceptual framework.




Thus, the foundation of educational philosophy should be reflected in all decisions and actions implementation tasks teacher training, both instructional and non-instructional, or with another approach, all decisions and actions the teacher in question should be education.




Finally, as a professional worker dfan teacher education personnel must obtain pre-position dfan teacher education personnel must be guided by a set of philosophical assumptions which in essence is an elaboration of the concept is more precise than the scientific basis of education and science education.




REFERENCE LIST

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Campbell & Stanley (1963) Experimental & Quasi-Experimental Design for Research. Chicago : Rand McNelly

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Gordon, Thomas (1974) Teacher Effectiveness Training. NY: Peter h. Wydenpub

Henderson, SVP (1954) Introduction to Philosophy of Education.Chicago : Univ. of Chicago Press

Hidayat Syarief (1997) Tantangan PGRI dalam Pendidikan Nasional. Makalah pada Semiloka Nasional Unicef-PGRI. Jakarta: Maret,1997

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