Pendidikan

Tujuan pendidikan seharusnya adalah mengenal Allah SWT. Semakin kenal seseorang terhadap Allah SWT, maka orang tersebut akan semakin menyadari ‘kehadiran’-Nya dalam setiap keadaan, sehingga terlindungi dari sifat curang, mulai dari yang kecil sampai dengan yang besar.

Kedekatan dengan khaliq juga berdampak kepada semakin hebatnya daya manfaat seseorang kepada lingkungannya, karena ilmu-Nya akan mengalir deras kepada yang bersangkutan.

Sekarang ini pendidikan terlalu diarahkan ke tujuan-tujuan yang sifatnya duniawi, jauh dari tujuan untuk mengenal Allah SWT. Manifestasi tujuan duniawi dapat kita lihat pada tujuan pendek pendidikan kita yang berorientasi pada nilai akademik semata (nilai akademik pun hanya untuk mengukur kekuatan menghafal), sedangkan tujuan akhirnya adalah uang dan status sosial.

Kesalahan tujuan jangka pendek pendidikan berakibat pada pendidikan yang berbasis kepada kurikulum semata dan semakin menafikkan peran guru. Ketika hal ini terjadi, guru hanya berperan sebatas sebagai pengajar (yang hanya mengajarkan materi-materi pelajaran), tidak sebagai pendidik (selain memberikan materi pelajaran, tapi juga nilai-nilai lain, seperti etika, akhlak, ruh ilmu yang diajarkan dll). Ini disebabkan kebijakan pemerintah yang lebih berminat mengalokasikan dana untuk pembuatan buku-buku kurikulum yang tebal-tebal (sehingga dapat dikorup), ketimbang memperbaiki kesejahteraan para guru.

Dampak ke siswa adalah mereka berorientasi sebatas pada materi pelajaran akademik (yang berbasis kepada memorizing itu), sehingga tidak heran kita temui para siswa kita tidak sungkan-sungkan untuk mencontek ketika ujian atau doyan tawuran atau hidup secara hedonistik atau menjadi para pembangkang. Hal tersebut disebabkan tidak bersemainya nilai-nilai etika dan akhlaq pada lubuk hati mereka. Cahaya Tuhan tidak menyinari hati mereka, disebabkan para guru tidak dapat menjadi agen ilmu-Nya dengan baik; ilmu sebatas tertulis secara kering di kertas, tidak pernah menyinari para siswa (bahkan mungkin para gurunya sendiri).

Kesalahan tujuan jangka panjang pendidikan berakibat pada sifat tamak para siswa. Bagi yang mengejar uang, maka mereka terkondisi sebagai koruptor-koruptor ulung, jika bekerja di pemerintahan, dan menjadi para kapitalis yang tidak berhati nurani, jika berada di swasta. Bagi yang mengejar status sosial, misalnya dalam dunia sains dan teknologi, mereka tidak sungkan-sungkan melakukan kecurangan-kecurangan demi prestasi yang berakibat pada status sosial. Hal-hal tersebut sebagai akumulasi akibat pendidikan yang tidak berupaya menghadirkan Allah SWT. Output pendidikan sekuler menghasilkan para manusia yang tidak mengenal etika, akhlaq dan cahaya ilmu, sehingga mereka berbuat kerusakan, baik skala kecil atau pun besar.

Semoga era ini cepat berakhir …

(diambil dari blog Agung Trisetriyarso, mhs PhD  Keio University)

Hari Bersejarah

Berikut ini adalah teman-teman sejawatku ketika acara wisuda Program Doktor TI pada tanggal 6 Mei 2008 di Balai Sidang Senayan.

Dari kiri ke kanan : Bertalya, Wahyu, aku dan Lintang.

Wisuda Doktor

HYPOTHETICO-DEDUCTIVE METHOD

Procedure for the construction of a scientific theory that will account for results obtained through direct observation and experimentation and that will, through inference, predict further effects that can then be verified or disproved by empirical evidence derived from other experiments.

 

     Developed by Sir Isaac Newton during the late 17th century (but named at a later date by philosophers of science), the hypothetico-deductive method assumes that properly formed theories arise as generalizations from observable data that they are intended to explain. These hypotheses, however, cannot be conclusively established until the consequences that logically follow from them are verified through additional observations and experiments. In conformity with Descarte’s rationalism, the hypothetico-deductive method treats theory as deductive system in which particular empirical phenomena are explained by relating them back to general principles and definitions. The method, however, abandons the Cartesian claim that those principles and definitions are self-evident and valid; it assumes that their validity is determined only by the exact light their consequences throw on previously unexplained phenomena or on actual scientific problems.

THE SCIENTIFIC METHOD

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The scientific method is usually described in five steps. However, some identify only three or four steps, while others say there are six or seven steps. The number of steps is not important. What is important is the process that the researcher follows (a hypothetico-deductive paradigm). The scientific method should be regarded as a series of steps but, rather, as a set of overlapping and interdependent procedures for systematically studying phenomena and revealing knowledge. In other words, it is a way of thinking when doing research. In fact, the philosopher John Dewey referred to the scientific method as a “habit in mind”. The steps of the scientific method described here need not be followed in order, although researchers usually write up their reports as if they were. They do this more to meet the conventions of researched writing established over the years and to show that each of the steps was attended to in their research than to show that they began with the first step of the process. To illustrate the steps in the scientific method of research, we will refer to the previous example of the student whose car would not start.

Step 1  The first step in the scientific method is usually characterized as the sensing or realizing that some problem exists through familiarity with a topic. For example, something might happen that cannot be easily explained, or the way to accomplish some goal may not be
evident.The realization that the car did not start even though it had worked previously served to establish the existence of the problem for the student.

Step 2  The problem is clarified; that is, the nature, and specifics of the problem are identified. In our example, the student recognized the problem to be, simply, “How do I get the car started?” The problem is a question that determines, to a large extent, the direction the investigation will take. For example, had the student recognized his problem as “How will I get to school today?” or “Whom shall I ask to fix the car?” his subsequent behavior would have been very different.
Step 3  The third step is devising the plan for the research. To do this, a statement describing a possible solution to the problem is made, and procedures are identified to test the plausibility of this tentative solution. Going back to our example, the student first thought that the problem might be with the battery, and so he developed a strategy to test that possibility. Finding that solution to be implausible or unsupported by his observations, he reasoned that the problem might be due to damp terminals on the starter motor, and he proceeded to test this. He continued to make plausible guesses about the cause of his inability to get the car started until he found one that was supported by what he saw in his investigati-
gations. Each guess he made led to a strategy. A plan for investigating the plausibility of the solution.

Step 4  This step is decision making. Based upon the data collected in the previous step, the researcher evaluated the adequacy of the proposed solution. If the data support the solution, it is accepted as reasonable. The student in our example rejected the reasonableness of two possible solutions before he found one that was adequately supported by his observation.
Step 5 The final step involves interpretation and generalization of the findings into the larger body of knowledge about the phenomenon. This might involve consideration of previous knowledge in terms of the new knowledge or further experimentation. Both consideration of what is already known and further experimentation in light of the new knowledge might be appropriate. We saw this in our example when the student replaced the worn-out fuse. In a sense, he was investigating whether or not the car would start with a new fuse in place of the old one. Furthermore, as he was driving to school, the student considered his knowledge about the fuse in his car in terms of what he knew about blown fuses in general and, therefore, determined to search for a short circuit.

 

 

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