Education is a priority program for 29 districts and cities in Papua Province to build intelligent, healthy, and strong-characterized human resources.
Recognizing the importance of education to build quality human resources, Papua as the home of Indonesia is trying to find an education model that is suitable for regional conditions and the character of the local population.
Papua does have different challenges compared to most parts of Indonesia. The area and population distribution are problems that must be addressed by local governments, educators, education providers, and the community.
Obstacles that are still being faced in providing education services in frontier, outermost, and disadvantaged (3 T) areas such as Papua Province, among others, are the unequal distribution of schools, from early childhood to high school.
As a result, many school-age children and adolescents in rural and remote areas find it difficult to access education services after they finish primary school.
Similar difficulties are experienced by many students who have completed junior high school education in remote areas. They have difficulty continuing to the high school level.
There is a more basic obstacle faced by schools in the 3T area in 29 districts/cities in Papua, namely the lack of teachers. In addition, schools also face the problem of an unequal distribution of teachers and limited quality of infrastructure. A number of schools are also still difficult to build facilities according to national education standards.
In fact, the availability of adequate teachers and educational facilities is the key to improving the quality of human resources in the future.
Changing the paradigm of thinking
According to the founder of the Indonesian Fun School Movement, Muhammad Nur Rizal, teachers have the most role in changing the paradigm of thinking of children in Papua. To attract children's interest in learning in a fun way, the teacher must be able to foster a learning culture that is critical, creative, independent, and fun.
"The Fun School Movement (GSM) deserves to be developed in the 3 T area of Papua Province because it can change the paradigm of children's thinking about the importance of education," said Nur Rizal in Biak.
For the development of 3T regional education in Papua, GSM offers four principles in the model of children's education.
The first is the learning environment, building a positive learning environment physically and socially. The two aspects of pedagogical practice are prioritizing learning models that encourage students to explore, reflect, and think critically.
Third, character development, which triggers the development of students' character, both through the environment and learning models. Fourth, namely school connectedness to encourage the involvement of all parties, especially parents and the community in the success of the education process.
GSM is suitable to be developed in schools in the 3T Papua region because the four principles will ensure that children have space for physical activity and interaction and mutual respect in learning activities so that students are confident to understand everyday life in the surrounding environment.
GSM is a movement of change from the grassroots together with teachers and the community to transform schools into ideal places for students.
The movement is to promote and build awareness of teachers, principals, and education policy makers to build schools as fun places for children to learn.
The GSM concept which is also applied by the Supiori Education Office, Papua, is expected to be a new alternative to improve the quality of children's education in the 3 T area of this district.
"Realizing the educational goals of indigenous Papuan children who are smart, healthy, and with character requires the support of parents and the surrounding environment," said Head of the Teacher Working Group for West Supiori District, Supiori Regency, Micha Rumanasen.
The learning model that can be implemented for the 3T area is the implementation of education that accommodates the diversity of local social and cultural environmental conditions.
As for the management of education services in the 3T area, it is necessary to make a better arrangement, one of which is by providing quality educational services to support the teaching and learning process of children.
With the support of the government, teachers, and parents, school children in the 3T area can access quality education services that meet the needs of children.
To advance children's education services in the 3T area requires serious attention from all parties, both parents, local governments, and local indigenous community leaders.
The education services must be tiered starting from the lowest educational institution of PAUD to SMA/SMK in the 3T area.
What needs to be done is the preparation of educational support facilities including the adequacy of teachers, student reading books, school libraries and comfortable study buildings.
Teacher distribution
Involving all components involved in the implementation of education is one of the effective policies to ensure the continuity of the learning process.
For Hosea Mansnembra, a teacher in the 3T area who is also the Principal of YPK Samber Elementary School, Yendidori Biak District, building children's education in the 3T area requires good cooperation between children, parents, teachers, and the school environment.
Although the quality of teachers is important, the distribution of teachers in the 3T region is a problem that must be addressed immediately, so that there is continuity of the teaching-learning process. So far, the shortage of teachers has been overcome by schools by utilizing existing teachers.
Constraints faced by local 3T schools are because there is a mismatch between the teachers needed and the teachers available in each education unit.
"The shortage of teachers is not the only problem facing the community and local governments. The quality of teachers is also a problem," he said.
Indeed, there are still shortcomings, but through the Fun School Movement, schools and teachers are expected to be able to take advantage of the available facilities and infrastructure. Teachers play an important role in opening new horizons for students, including growing interest in reading.
SOURCE : https://www.antaranews.com/berita/3128577/mengbangun-generation-cerdas-papua-through-gerak-school-pleasing
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