Gegara punya anak (juga), saya jadi gemar membaca buku parenting dan educating, salah satunya buku berjudul Clever Lands.
Yang membandingkan
sistem pendidikan di lima negara yang dianggap sukses dalam mendidik generasi
muda. “Good education is a product of collaboration”. Dimana dipengaruhi oleh
beberapa faktor, mulai dari budaya, kebijakan pemerintah, sampai taktik dan
strategi untuk meningkatkan motivasi belajar dan mengajar. Motivasi adalah
dorongan yang dapat menjelaskan mengapa seseorang kerap terus melakukan
aktivitas belajar dan mengajar.
“Motivation 1.0 is simply that we
have a drive for survival. Motivation 2.0 is based on the assumption that
humans seek reward and avoid punishment. Motivation 3.0 simply for inherent
satisfaction they get from activity itself without any external reward.” (Drive,
by Daniel Pink)
Jadi, apa motivasi anak anak
di negara Jepang, China, dan Kanada? Yang membuat mereka semangat untuk terus
belajar? Apa pendekatan yang digunakan pemerintah di negara Finlandia dan
Singapur? Yang membuat mereka dapat
melahirkan generasi generasi muda yang berkualitas?
Dibawah ini adalah
potongan potongan dokumen riset perjalanan Lucy Crehan yang dapat menjawab
pertanyaan pertanyaan di atas.
Jepang.
“Japan is a country where if you go
into society you have to go by the rules. So you have to first learn in school
to go by the rules.”
“Children are drawn in to the
important of human relationship. So they were put in a han - a group of four or
five children that they would do everything with for the first month, until the
han grouping changed.”
“Rentai sekinin – collective
responsibility. Children will naturally want to be part of the group. And their
peer group will encourage them to take part in the task. This way children
learn that they are needed by the group. And learn to take pride in achievement
accomplished as a group.”
“There are good things and bad
things about this group feeling in the class. You feel close to the others. But
on the flip side, it means you feel controlled, like you cant give your
opinion, and you cant think any differently from the rest of the group.”
Dari potongan potongan
diatas, saya melihat motivasi belajar yang ingin dibentuk di Jepang mengikuti
model motivasi 1.0. Dimana jika seseorang tidak mengikuti garis yang sudah
diputuskan dalam suatu kelompok, maka orang tersebut akan mendapatkan masalah. Bisa
berupa dikucilkan atau bullying. Namun, jika seluruh anggota dapat berjalan
berdampingan dan selaras maka seluruh orang akan mendapatkan manfaat yang sama dari
proses belajar tersebut.
China.
“Chinese student believe that
studying hard contributes to success. They are more likely to view achievement
as a product of effort rather than ability.”
“Teacher frequently asked the most
hard working student, not the highest achieving one, to stand up receive
applause from peers.”
“Student do a huge amount of
practice on each topic as part of their homework. The textbook guide this
offering progressively more difficult question for student to tackle, to make
student master things, to feel the intuitive side of it.”
“When they are solving more
complicated problem, this part of the problem come easily to them. Once a child
starts to excel at something, they get praise, admiration, and satisfaction.
This build confidence and make the once not fun activity fun.”
Berbeda dengan jepang
yang mengutamakan kualitas suatu kelompok. China lebih individualis dalam
proses belajarnya. Pada akhirnya motivasi yang terbentuk di China adalah
motivasi 2.0. Dimana, semakin seseorang rajin belajar, maka semakin banyak
pencapaian dan penghargaan yang akan diperolehnya. Sebaliknya, semakin
seseorang malas untuk belajar, maka ia akan semakin tertinggal.
Kanada.
“There is an oportunity for the
young people to form the meaningful, positive relationship with a responsible
adult (counsellor) who care about their education.”
“The canadian strategy seems to be
to get them involved by making them feel part of a school community using
extracurricular activities and stressing the importance of human relationship
to do this.”
“Secondary education is underpinned
by the commitment to extend flexibility to student. Children who are not
finding regular classwork that challanging, they have the chance to be streched
too. They are often taken out in small group to work on additional project.
This approach is getting the student from different grade (intelectually equal)
together to follow their interest through independent works.”
Terlihat sekali kalau
kanada ini, strata motivasi belajarnya paling tinggi dibanding negara lainnya. Motivasi
3.0. Pendidikan di kanada lebih fleksibel untuk memenuhi masing masing
kebutuhan individu muridnya. Mereka menyediakan banyak wadah untuk menampung keberagaman
culture. Belum lagi keseimbangan dalam sistem pendidikan mereka. Seimbang
antara akademik dan non-akademik (kognitif, sosial, dan softskill). Seimbang
dalam memberikan support kepada para murid. Murid yang tertinggal diberikan support
tambahan untuk mengejar ketertinggalannya. Sedangkan murid yang lebih pintar
diberikan tantangan tambahan sesuai dengan ketertarikannya.
(to be continue)
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