Kebijakan Pembelajaran Yang Merdeka: Dukungan Dan Kritik

Dunia pendidikan Indonesia sedang menjadi perbincangan hangat semua kalangan dengan dikeluarkannya program baru kementerian Pendidikan dan Kebudayaan Nadiem Makarim tentang merdeka belajar. Empat program merdeka belajar meliputi Ujian Nasional, Ujian Sekolah Berbasis Nasional, Rencana Pelaksanaan Pembelajaran, sistim zonasi. Pada tahun 2020 UN akan dihapuskan dan digantikan dengan menerapkan kebijakan Asesmen Kompetensi Minimum dan Survei Karakter. Asesmen kompetensi mininum dan surveri karakter terdiri dari kemampuan bernalar menggunakan bahasa (literasi), kemampuan bernalar menggunakan matematika (numerasi), dan penguatan pendidikan karakter. Penyelenggaraan USBN (Ujian Sekolah Berbasis Nasional) tahun 2020 akan dilakukan dengan ujian yang diselenggarakan oleh sekolah. Ujian tersebut dilakukan untuk menilai kompetensi siswa dan dapat dilakukan dalam bentuk tes tertulis atau bentuk penilaian komprehensif seperti portofolio dan penugasan. Portofolio ini nantinya dapat dilakukan melalui tugas kelompok, karya tulis. Dalam pembuatan dan perencanaan RPP guru tidak dibebani lagi dengan banyak komponan seperti pada RPP kurikulum 2013 namun lebih disederhanakan meliputi 3 aspek saja yaitu tujuan pembelajaran, kegiatan pembelajaran dan asesmen. Tunjuannya agar mengurangi beban adminisrasi guru, keempat sistim zonasi perubahaan sistim zonasi yang di canangkan oleh kementrian Pendidikan dan Kebudayaan yang baru untuk mengakomodasi ketimpangan akses dan kualitas di berbagai daerah. Maka komposisi PPDB jalur zonasi dapat menerima siswa minimal 50 persen, jalur afirmasi minimal 15 persen, dan jalur perpindahan maksimal 5 persen. Untuk jalur prestasi atau sisa 0-30 persen lainnya disesuaikan dengan kondisi daerah. Dengan demikian dengan diberlakukan sistim zonasi yang baru maka anak anak yang berprestasi bisa memilih sekolah yang mereka inginkan. Dengan digulirkannya kebijakan merdeka belajar maka hal ini juga harus di barengi dengan peningkatan kualitas SDM tenaga pendidik dan peningkatan kesejahteraan Guru dan memperhatikan nasib tenaga guru honorer. Merdeka belajar apakah akan mempu menjawab permasalahan pendidikan di Indonesia, itu masih membutuhkan pembuktian namun setidaknya dengan merdeka belajar guru maupun peserta didik telah medeka dalam mengajar dan menerima pembelajaran.

Leader Member Exchange, Social Comparison and Subjective Career Success: Envy and its Positive Outcomes As Explanatory Mechanism

This study investigates the explanatory mechanisms (envy and its positive out comes) between the leader member exchange and subjective career success. Using Affective Events Theory an integrated framework was developed by incorporating the study variables in it. The study extends the framework of Affective event the ory by proposing two serial mediation models. One model serial mediation of social comparison, envy and achievement motivation between leader member exchange and subjective career success.The second model estimates the serial mediation of social comparison, envy ad thriving at work between leader member exchange and subjective career success. Along with the mediating mechanism of envy and its functional outcomes like achievement motivation and thriving at work, moderating role of self-control was also examined. This dissertation incorporated social comparison as affective event at workplace. Furthermore, this study demonstrates how leader member exchange differentiation is associated with subjective career success and social comparison. In this study fifteen hypotheses were developed, fourteen were supported while one failed to meet the acceptance criteria.Data were collected in five time lags from a sample of 414 respondents working in Fast moving consumer goods or ganizations, telecommunication organization, Healths sectors and banks as envy is universal phenomena. The sample of study were working employees of these sectors under the supervision of leaders. Data was collected by using survey based questionnaires. Findings of hypotheses indicate that leader member exchange has positive rela tionship with subjective career success, while it is negatively associated with social comparison as per expectation. This study also investigated the impact of social comparison on envy which showed positive and significant relationship, envy in turn leads to achievement motivation and thriving at work.Regarding explana tory mechanisms, social comparison mediates between the relationship of leader member exchange and envy. In addition, mediating role of envy, thriving at work and achievement motivation was also established. Results showed that envy mediates between social compari son and outcomes including achievement motivation and thriving at work. More over, mediating role of achievement motivation between envy and subjective career success was supported and role of thriving at work as mediator between envy and subjective career success was also established in this study. Contrary to expecta tion, self-control does not moderate between the relationship of social comparison and envy. The serial mediations of social comparison, envy and achievement mo tivation between leader member exchange and subjective career success and of social comparison, envy and thriving at work between leader member exchange and subjective career success were established. The results have theoretical implications regarding contribution of envy and its functional outcome at workplace due to differential treatment of leader. Practical implications were also discussed for leaders and management at workplace. The study has few limitations as well that were also discussed in detail. Future direc tion regarding investigation of other negative emotions and leadership styles were suggested.