20130903 peningkatan kualitas sdm utk kurikulum 2013

Peningkatan Kualitas SDM untuk Menyukseskan Implementasi
Kurikulum 2013 melalui Pendekatan Knowledge Management
Aulia Prima Kurniawan
Universitas Negeri Jakarta, 4 September 2013

Topik Diskusi Hari Ini
Sekilas tentang PembicaraSekilas tentang Pembicara
Sebuah Cerita Singkat tentang “Knowledge Management”
Beberapa Gagasan Pendidikan dan Relevansi Kurikulum 2013
Peranan KM dalam Peningkatan Kualitas Guru dan KBM
Peningkatan Kualitas SDM untuk Menyukseskan Implementasi Kurikulum 2013 melalui
Pendekatan Knowledge Management
2

Nama lengkap: AULIA PRIMA KURNIAWAN
Profesi: Konsultan Bisnis, Manajemen dan Teknologi
Pendidikan: Institut Teknologi Bandung, Fisika (1989 – 1995)
E-mail: AuliaPrimaK@apkfoundation.org
AuliaPrimaK@alumni.itb.ac.id
Social media: Twitter: @AuliaPrimaK
LinkedIn: AuliaPrimaK
Facebook: AuliaPrimaK
Website: http://www.apkfoundation.org
Facebook: APKFoundation
Nama lengkap: AULIA PRIMA KURNIAWAN
Profesi: Konsultan Bisnis, Manajemen dan Teknologi
Pendidikan: Institut Teknologi Bandung, Fisika (1989 – 1995)
E-mail: AuliaPrimaK@apkfoundation.org
AuliaPrimaK@alumni.itb.ac.id
Social media: Twitter: @AuliaPrimaK
LinkedIn: AuliaPrimaK
Facebook: AuliaPrimaK
Website: http://www.apkfoundation.org
Facebook: APKFoundation
• Pendiri dan pembina Yayasan
Amanah Pemberdayaan Kaum
muda (APK Foundation)
• Direktur di ENTS Strategic
Services
• Ernst & Young Indonesia (2004 –
2007)
• PT. Astra Graphia Tbk – IT
Business Group (1998 – 2004)
• IndoInternet Group (1995 – 1997)
• Aktif di Komite Sekolah SDN Kayu
Putih 09 (2009 – kini)
• Wakil Ketua Mabigus 03-209 / 03-
210 SDN Kayu Putih 09
• Wakil Ketua IA ITB Jurusan Fisika
(2009 – 2011)
• Sekjen IA ITB Pengurus Daerah
DKI Jakarta (2005 – 2009)
• Inisiator dan Pembina “Forum e-
Demokrasi” (FeD Alumni ITB &
FeD Jakarta) (2011 – kini)
• Anggota Dewan Juri &
Koordinator Penjurian kategori
“e-Government” APICTA &
INAICTA (2005 – 2010)
• Universitas Indonesia – Prodi
Pasca Sarjana Knowledge
Management – Dosen tamu
(2006 – 2008)
• Institut Teknologi Bandung –
Dosen tamu: “Entrepreneurship,
Innovation & KM” (2006)
• Kementerian Riset dan Teknologi
– menyusun “Knowledge-based
Economy White Paper” (2005)
PENGALAMAN KERJA PENGALAMAN ORGANISASI
AKTIVITAS SOSIAL, EKONOMI,
PENDIDIKAN LAINNYA
• Pendiri dan pembina Yayasan
Amanah Pemberdayaan Kaum
muda (APK Foundation)
• Direktur di ENTS Strategic
Services
• Ernst & Young Indonesia (2004 –
2007)
• PT. Astra Graphia Tbk – IT
Business Group (1998 – 2004)
• IndoInternet Group (1995 – 1997)
• Aktif di Komite Sekolah SDN Kayu
Putih 09 (2009 – kini)
• Wakil Ketua Mabigus 03-209 / 03-
210 SDN Kayu Putih 09
• Wakil Ketua IA ITB Jurusan Fisika
(2009 – 2011)
• Sekjen IA ITB Pengurus Daerah
DKI Jakarta (2005 – 2009)
• Inisiator dan Pembina “Forum e-
Demokrasi” (FeD Alumni ITB &
FeD Jakarta) (2011 – kini)
• Anggota Dewan Juri &
Koordinator Penjurian kategori
“e-Government” APICTA &
INAICTA (2005 – 2010)
• Universitas Indonesia – Prodi
Pasca Sarjana Knowledge
Management – Dosen tamu
(2006 – 2008)
• Institut Teknologi Bandung –
Dosen tamu: “Entrepreneurship,
Innovation & KM” (2006)
• Kementerian Riset dan Teknologi
– menyusun “Knowledge-based
Economy White Paper” (2005)

Overall KM-related Credentials
(KM Blueprint & Technologies
Implementation – 2007)
(Strategic Plan & KM Blueprint
– 2009/2010)
(KM Blueprint – 2012)
(KM Workshop – 2007)
(KM Workshop – 2007 &
Knowledge Center Development – 2009)
(KM Blueprint & Technologies
(KM Workshop – 2007)
The Center for Business Knowledge™
Indonesia operation (Jul 04 – Jan 07)
(Strategic Plan & KM Blueprint – 2009/2013)
(Strategic Plan & KM Blueprint
– 2009/2010)
(KM Technologies
(KM Blueprint – during service at
Ernst & Young – 2005)
(internal KM project during service at
Astra Graphia IT Solution – 2002)
(KM Workshop – 2007 & KM Blueprint – 2011)
(KM Blueprint & Technologies Implementation
on behalf of Malacca eLab – 2008)
(KM Workshop – 2007 &
Knowledge Center Development – 2009)
(KM Advisor for UNDP-funded
Reputation Management on behalf of
APCO Worldwide – 2008)

5

Sejarah KM dalam Perspektif Keilmuan
+ 350 SM 1600-an 1950-an Sejak 1990 dan selanjutnya

Knowledge Management (KM): sebuah Definisi Singkat
KM is defined as a Strategic Mindset from multi-
discipline approach to Sustain and Raise Organization
Competitiveness through these following Key Activities:
Competitiveness
Sustainable
Resources
Process
Excellence
Customer-
centered
From various definitions of knowledge, one of the best
definition describe knowledge as “the capacity to do /
to deliver effective action.”
KM is defined as a Strategic Mindset from multi-
discipline approach to Sustain and Raise Organization
Competitiveness through these following Key Activities:
1. INPUT: CAPTURE & PERSONALIZE: Internal &
External Knowledge Acquisition, and
Personalization of the Stakeholders’ Knowledge
Profiles
2. PROCESS & MANAGE: Store, Value Add
(Categorize, Analyze, Enrich), and Share
3. DEPLOY & REUSE: Package, Communicate, and
End-User Support.
Culture
Leadership
Internal &
External
Knowledge
Acquisition
Store,
Value Add
& Share
The Foundation Enablers of KM—commonly known as
the Framework—are Leadership, Culture, ICT
Infrastructure, Measurement and the KM Processes.
Innovation
 Sustainability of the Excellent Resources
 Productive & Efficient Processes
 Customer-centered Deliverables & Market
Leadership
Measurement
ICTInfrastructure
Internal &
External
Knowledge
Acquisition
Store,
Value Add
& Share
Deploy and
Reuse
KM
Processes
The Foundation Enablers of KM—commonly known as
the Framework—are Leadership, Culture, ICT
Infrastructure, Measurement and the KM Processes.
At the bottom-line, successful KM in commercial
ventures commonly measured in:
Knowledge Management

Zack (1999)* mengembangkan sebuah model strategi KM yang
menggambarkan kerangka kerja yang saling terkait antara
Strategi Organisasi dan KM
What Organization
Must Do?
What Organization
Must Know?
* Associate Professor in Northeastern University, Boston
What Organization
Must Do?
What Organization
Can Do?
What Organization
Must Know?
What Organization
Knows?
Knowledge GapStrategy Gap Gaps to be fulfilled
What Organization
Can Do?
What Organization
Knows?
Strategic Management Framework Knowledge Management Framework

Pendorong Utama KM: Tantangan Umum dari Industri
• Maintain competitive advantage
Organizations are becoming knowledge intensive, not capital
intensive
– How can we ensure that we could provide the right
knowledge at the right time to the right person?
• Capture (tacit) knowledge from experts
Tacit knowledge is mobile; organizations need to establish a
“sharing culture” that requires formal approaches and
executive-sponsored policies (incl. incentives) to retain the
knowledge
– How can we systematically extract and convert our
people knowledge, unwritten expertise, insights,
wisdom to enrich the organization intellectual capitals
and become more valuable for the organization?
• Improve productivity
Time efficiency and accelerate delivery lead time
– Are we hurdled with the operation documentations that
should be available, but not really sure whether they are
available or not?
• Speed up learning
– How can we ensure that the R&D and / or competency
development can increase the organization value
significantly?
• Streamline processes
• Energize innovation
Today’s knowledge is worth more than in the past, but its
value declines much more rapidly
• Capture and replicate best practices
– How can we cultivate the positive culture that
encourage people to learn and share?
• Manage change
Unstable markets and uncertain industry need ‘sensitive
alerts’; the managed knowledge lets us lead the changes
– How can we get insights from our external
information sources (news, 3rd party reports,
surveys, etc.) in creating markets intelligence?
• Risk Reduction
Shareholders need more promising organizations to be
“invested” in, ensuring their “investments” long lasting
– How can we ensure that the knowledgeable and
well developed people will retain within the
organizations?
• Cost Reduction
Avoid redundancy and “re-inventing the wheel”
– To minimize people development budget, how can
we attract the best professionals in the markets?
• Global competition
Only the knowledgeable survive
• Better, faster decisions
• Achieve operational excellence
• Prestige
The Most Admired Knowledge Enterprise (MAKE) Award’s
nomination
intensive
knowledge
available or not?
significantly?
• Manage change
• Risk Reduction
organizations?
• Cost Reduction
• Prestige
nomination
intensive
knowledge
available or not?
significantly?
• Manage change
• Risk Reduction
organizations?
• Cost Reduction
• Prestige
nomination

Jenis-jenis Pengetahuan Pada Umumnya
Unstructured Structured
• Discussions on mailing
list / bulletin board
• Diary / daily log
• Traffic data
• Brainstorming
• Research / analysis
• Project documentations
• Reports
• Paperworks
• Policies / procedures
• Systematic data flow
Explicit
• Discussions on mailing
list / bulletin board
• Diary / daily log
• Traffic data
• Brainstorming
• Coffee shop discussion
• Driving fast on highway
• Talent / natural abilities
• Life skills
• Intuition / instinc /
feeling
• Analytical skills
• Driving lesson
• Farmers’ activities
• Daily repeated activities
on a small workshop
• Research / analysis
• Project documentations
• Reports
• Paperworks
• Policies / procedures
• Systematic data flow
Tacit
• Coffee shop discussion
• Driving fast on highway
• Talent / natural abilities
• Life skills
• Intuition / instinc /
feeling
• Analytical skills
• Driving lesson
• Farmers’ activities
• Daily repeated activities
on a small workshop

Pengelolaan Pengetahuan dalam suatu Lembaga
Seringkali Terlihat Seakan sebuah Gunung Es
• Explicit knowledge: well-defined, structured and documented knowledge objects
• Tacit knowledge: mostly unstructured, combined knowledge in human mind, ‘composited’
from education background, past professional and other life experiences

Pemahaman Awal: Hierarki Pengetahuan
“Knowledge is a fluid mix of framed experience, values, contextual information, expert insight and
grounded intuition that provides an environment and framework for evaluating and incorporating new
experiences and information. It originates and is applied in the minds of knowers. In organizations, it
often becomes embedded not only in documents or repositories but also in organizational routines,
processes, practices, and norms.” (Davenport, Thomas H., 1998)

Proses Peningkatan Nilai Manfaat: Teori SECI dari
Ikujiro Nonaka
• Socialization (Tacit to Tacit)
The cycle starts when 2 (or more) knowledgeable personnel (“I”for
individual) of an organization exchange their tacit knowledge or a
new idea in a formal or informal discussion.
• Externalization (Tacit to Explicit)
When they got back to their group (G) or community—with several
‘cultural’ and formal prerequisites—the group or community
members constructively challenge, criticize, or even enrich such
idea of, for example, accelerate lead-time to delivery.
• Consolidation (Explicit to Explicit)
After being validated in the community level, that ‘champion’ idea
proposed to the corporate level (“O” for organization). Meanwhile,
in the corporate level, the idea also thoroughly examined,
enriched, validated, sanitized (to avoid confidentiality issues, if
necessary), and standardized by all communities’ champions.
• Internalization (Explicit to Tacit)
Formalized idea that has been standardized turned to be the valid
knowledge object. It pushed back to the individual level through
various formats, i.e. Standard Procedure, Methodology, Learning
Material, Operation Manual, etc. The cycle starts again if there is
any possibility to improve the quality of the knowledge object.
Ikujiro Nonaka (Hitotsubashi University) is one of the most famous Professor in Knowledge Management, from his
book “The Knowledge Creating organization” (1995) and its became a “holy book” in Knowledge Management
practices. His thesis (the Knowledge Creation Cycle) now becomes a modern-world’s operational model for KM that
comprises 4 steps:
any possibility to improve the quality of the knowledge object.
Explicit
To
Socialization Internalization
Consolidation
G G
GG
O
Externalization
I I
II
G
Ikujiro Nonaka (Hitotsubashi University) is one of the most famous Professor in Knowledge Management, from his
book “The Knowledge Creating organization” (1995) and its became a “holy book” in Knowledge Management
practices. His thesis (the Knowledge Creation Cycle) now becomes a modern-world’s operational model for KM that
comprises 4 steps:
any possibility to improve the quality of the knowledge object.From
ExplicitTacit
Tacit
Socialization
I I
Internalization
I
O
G

KnowledgeKnowledgeKnowledgeKnowledge
Hierarchy of Knowledge
Evolution of
the Management Aspect
Evolution of
the Enabling Technologies
Security Technologies
Knowledge Management Tech.
Intranet / Portal / Personalization
CollaborationContent Mgmt.Search Engine
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Provide Infrastructure
Acquire
Add
Value
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Acquire
Add
Value
Deploy
Learn
Client
The (Value) Evolution of Knowledge
BusinessProcesses
KnowledgeKnowledgeKnowledgeInformation
Information A12
Information B34
KnowledgeKnowledge
Knowledge
AB1234
Information Management
Information A12
Information B34
Information E14
Information B34
Information C13
Information Management Tech.
Workflow
Alert / Notification Data Warehouse
Business IntelligenceEnterprise Reporting
Middleware / EAI / BPM
DiscussionDocument / Records Management
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Acquire
Add
Value
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Acquire
Add
Value
Deploy
Learn
Client
BusinessProcesses
KnowledgeKnowledgeKnowledgeData
Data #1 Data #2
Data #3 Data #4
Information B34
Data Management
Data #1 Data #2
Data #3 Data #4
Data #3 Data #4
Data #1 Data #2
Data #3 Data #4
Data #2 Data #4
Data #2
Data #4
Data #2
Information B34
Information D24
Information B34
Information F23
Information D24
Network Technologies
Data (Capturing) Management Tech.
POS Document Imaging
Messaging
Front-End Apps.
Databases Data Mart / ETL
Enterprise Resources Planning
CRM

KnowledgeKnowledgeKnowledgeKnowledge
Hierarchy of Knowledge
Evolution of
the Management Aspect
Evolution of
the Enabling Technologies
Security Technologies
Knowledge Management Tech.
Intranet / Portal / Personalization
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Acquire
Add
Value
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Acquire
Add
Value
Deploy
Learn
Client
Value Evolution: Value-Adding Process Focal Points
BusinessProcesses
KnowledgeKnowledgeKnowledgeInformation
Information A12
Information B34
KnowledgeKnowledge
Knowledge
AB1234
Information A12
Information B34
Information E14
Information B34
Information C13
Information Management Tech.
Workflow
Alert / Notification Data Warehouse
Business IntelligenceEnterprise Reporting
Middleware / EAI / BPM
DiscussionDocument / Records Management
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Acquire
Add
Value
Deploy
Learn
Client
Engagement Team
Apply
Revenue Team
Company Leadership
Create
Value
Store
Acquire
Add
Value
Deploy
Learn
Client
VALUE-ADDING
PROCESS
(logical role, analysis,
packaging,
taxonomy, etc.)
BusinessProcesses
KnowledgeKnowledgeKnowledgeData
Data #1 Data #2
Data #3 Data #4
Information B34
Data Management
Data #1 Data #2
Data #3 Data #4
Data #3 Data #4
Data #1 Data #2
Data #3 Data #4
Data #2 Data #4
Data #2
Data #4
Data #2
Information B34
Information D24
Information B34
Information F23
Information D24
Network Technologies
Data (Capturing) Management Tech.
POS Document Imaging
Messaging
Front-End Apps.
Databases Data Mart / ETL
Enterprise Resources Planning
CRM
VALUE-ADDING
PROCESS
(logical role, analysis,
packaging,
taxonomy, etc.)

Infrastructure Strategy Processes
 Knowledge Management Business Process
 identify, create and contribute
 capture and organize
 access and share
 apply
 Embedding learning and feedback
mechanisms into every business process
 Aligned to business strategy
 Performance measures
 Goals and objectives
 Sponsorship and ownership
 Hardware including LANs / WANs and
telecomms
 Application software including groupware,
Internet technologies, document
management,
workflow, email, vmail, conferencing tools
 Workspace layout and design, portals
Kerangka Kerja Ideal dari Inisiatif Pengelolaan Pengetahuan
People
Products & Innovation
Content
 Knowledge Management Business Process
 identify, create and contribute
 capture and organize
 access and share
 apply
 Embedding learning and feedback
mechanisms into every business process
 Standard knowledge containers /
‘knowledgebases’
 External knowledge and information
 Taxonomies and common business language
 Navigators
 Embedding knowledge into
existing products and services
 Creating new knowledge based
products and services
 Hardware including LANs / WANs and
telecomms
 Application software including groupware,
Internet technologies, document
management,
workflow, email, vmail, conferencing tools
 Workspace layout and design, portals
Process Technology
People and OrganizationRelationships
 Knowledge “web” between
suppliers, partners and
competitors
 Cross-functional networks
and communities of interest
 Leadership style
 Culture and values
 Personal growth
 Staffing and deployment
 Rewards and recognition
 Management development
 Organization architecture
 Performance management
 Communication and
learning

Dalam Penerapannya, Kerangka Kerja Ideal atas Inisiatif
Pengelolaan Pengetahuan (KM) Dapat Dicapai secara Bertahap
Knowledge-based Business
Strategy
Knowledge
Management Content
Knowledge-based
Organization
Process
Relationships
People, Organization & Culture
Knowledge
Management
Technological Infrastructure
Content
KNOWLEDGE INTENSIVE

KM Operational Framework – Mandatory
The following KM Operational Framework is mandatory in the initial stage of KM
implementation. When the KM practice within the organization reaches its maturity,
such framework will be a solid foundation to scale up to the next level, to the more
complex system.
TECHNOLOGY
CONTENT
PEOPLE
Knowledge-based
Organization
Knowledge
Management
PROCESS
CONTENT
PEOPLE
The following KM Operational Framework is mandatory in the initial stage of KM
implementation. When the KM practice within the organization reaches its maturity,
such framework will be a solid foundation to scale up to the next level, to the more
complex system.
Mandatory
KM Framework
PROCESSTECHNOLOGY
KNOWLEDGE INTENSITY

Common Building Blocks of KM in Knowledge-based Business
Continuous Learning, Operation Excellence & Innovation
Sustainable
Knowledge-based Business
Continuous Learning, Operation Excellence & Innovation
ManagementSupport/
ExecutiveSponsors
KnowledgeSharingCulture
TECHNOLOGY
CONTENT
PEOPLE
Workflow
(Alerts, Notifications, Subject Matter
Specialists, Leading / Best Practices, etc.)
Collaboration
(Communities of Practices, Communities of
Interests, Sharing Sessions, etc.)
ManagementSupport/
ExecutiveSponsors
KnowledgeSharingCulture
KM Blueprint & Strategy
Mandatory
KM Framework
PROCESS
Records
(Taxonomy, Intranet, E-mails, Search Engine,
Portal, Databases, ERP, Data Warehouse, etc.)

Dampak Positif dari Inisiatif Pengelolaan Pengetahuan
(KM) yang Efektif dan Fokus
 Improve support for gaining new business and retaining /
growing current client revenues:
 Better understanding of our clients, markets and industries
 Fact-based contents in providing better and faster support for
strategic decision-making
 More efficient process
 Value propositions
Leadership
Concerns
Market
Leadership
 Quality Process:
 Increase service quality
 Drive learning & improvement in key processes
 Quality of Service Delivery:
 Improve support to accelerate problem-solving
 Reduce yield loss in the delivery of recommendations
 Compress cycle time, lead time to delivery
Process
Excellence
 Improve support for gaining new business and retaining /
growing current client revenues:
 Better understanding of our clients, markets and industries
 Fact-based contents in providing better and faster support for
strategic decision-making
 More efficient process
 Value propositions
Middle
Management
Concerns
Leadership
Concerns
• Encourage people to learn and share
• Grow & accelerate individual competencies
• Catch up with organizational standards
• Attract new hires wanting to grow their skills rapidly
 Quality Process:
 Increase service quality
 Drive learning & improvement in key processes
 Quality of Service Delivery:
 Improve support to accelerate problem-solving
 Reduce yield loss in the delivery of recommendations
 Compress cycle time, lead time to delivery
Process
Excellence
Sustainable
Resources
Staff
Concerns

21

School
Konsep Pendidikan berbasis Sekolah yang
disederhanakan
Unique
Characteristics
School
Curriculum Learning
Materials
Students
Infrastructures
Teachers
School is an Organization where
Values and Knowledge are
Transferred and Exchanged…
… as a start-point of the people’s
lifetime process in becoming a valued
member of the society.

Alih Pengetahuan yang Dilakukan dalam Proses Pendidikan
berbasis Sekolah akan Lebih Mudah dengan Adanya Klasifikasi
Proses dan Orientasi Konten agar Lebih Terarah dan Terukur
Cognitive Psycho-motor Affective
Dirangkum dari berbagai sumber
Cognitive
Cognitive
•Remembering
•Understanding
•Applying
•Analyzing
•Evaluating
•Creating
Psycho-motor
•Observing
•Imitating
•Practicing
•Adapting
Affective
•Receiving
•Responding
•Valuing
•Organizing
•Internalizing /
Characterization
Psycho-
motor
AffectiveTaksonomi proses dan orientasi konten pendidikan yang diciptakan
Bloom (1956) menjadi rujukan atas orientasi pendidikan di hampir
seluruh negara di dunia. Revisi taksonomi Bloom yang digagas 45
tahun kemudian (2001) hanya mengubah klasifikasi sub-proses yang
tidak mengubah struktur rangkaian gagasannya.
Faktual
Konseptual
Prosedural
Meta-kognitif

Dalam Pelaksanaannya, Proses Pendidikan berbasis Sekolah
Bertujuan untuk Membentuk Karakter Peserta Didik yang
Diharapkan sesuai Nilai yang Diyakini dalam Masyarakat
Cognitive Psycho-motor Affective
•Remembering
•Understanding
•Applying
•Analyzing
•Evaluating
•Creating
•Observing
•Imitating
•Practicing
•Adapting
•Receiving
•Responding
•Valuing
•Organizing
•Internalizing /
Characterization
Brain-based
“Theoretical”
Learning
Action-oriented
Experiential
Learning
Value-based
Attitude &
Behavior
Expected
Result
•Learning materials
•Examination, etc.
•Role play
•Simulation
•Practicum
•Drill, etc.
•Individual assessment
•Dialogue & discussions
•Empowerment
•Exemplaries & “role model”
•Code of Conduct
•“Stick & carrot”
Knowledge Building Character Building
Curriculum, Syllabus, Teaching methods, etc.
Interpersonal skills
• Leading,
• Negotiating
• Compromising
• Facilitating
• Communicating
• Emphaty, etc.

Di sisi lain, Meningkatnya Tantangan untuk Bertahan Hidup
dalam Dunia yang “Menyempit” dan Semakin Terbatasnya
Sumber Daya Mensyaratkan Tingginya Kemampuan Beradaptasi
Gagasan Triplization dari
Prof. Cheng*) menghadirkan
sebuah paradigma baru
pendidikan, yaitu
Kecerdasan Majemuk yang
Kontekstual (Contextualized
Multiple Intelligence / CMI)
*) Professor – Hong Kong Institute of Education
Gagasan Triplization dari
Prof. Cheng*) menghadirkan
sebuah paradigma baru
pendidikan, yaitu
Kecerdasan Majemuk yang
Kontekstual (Contextualized
Multiple Intelligence / CMI)

Kebutuhan Pergeseran Paradigma dalam Pengembangan Kurikulum
(menurut Triplization)
Traditional Curriculum Paradigm
To equip students with the necessary
knowledge and skills to survive a local
community or meet the manpower needs of a
society in the economic and social
developments.
Aims
New Curriculum Paradigm
To develop students as CMI citizens who will
creatively contribute to the formation of a
society and a global village with multiple
developments in technological, economic,
social, political, cultural, and learning aspects.
Aims
To equip students with the necessary
knowledge and skills to survive a local
community or meet the manpower needs of a
society in the economic and social
developments.
To deliver the subject matters’ knowledge
Focus
Structure
To develop students as CMI citizens who will
creatively contribute to the formation of a
society and a global village with multiple
developments in technological, economic,
social, political, cultural, and learning aspects.
• To develop students’ Contextualized
Multiple Intelligence (CMI)
• Triplization ability for life-long self-learning
• Based on the characteristics of
development of CMI and the maximizing of
opportunities for students’ individualized,
localized, and globalized learning;
• The structure is often hybrid, integrative,
and interactive with the support of IT,
networking, local and global exposure, and
field experience and virtual reality;
• Globalized, localized & individualized
curriculum content
Focus
Structure
• Based on the structure of subject
knowledge and the needs for same
standard contents and same arrangements
for the same age group;
• The structure is often linear, step by step,
and age dependent
• Based on the characteristics of
development of CMI and the maximizing of
opportunities for students’ individualized,
localized, and globalized learning;
• The structure is often hybrid, integrative,
and interactive with the support of IT,
networking, local and global exposure, and
field experience and virtual reality;
• Globalized, localized & individualized
curriculum content

Kebutuhan Pergeseran Paradigma dalam Pendidikan berbasis
Sekolah (menurutTriplization)
Traditional Paradigm
• Student is the Follower of Teacher
• Standard Programs
• Absorbing Knowledge
• Receiving Process
• Focus on How to Gain
• External Rewarding
Reproduced (Factory Model)
New Paradigm
Invidualized
• As a facilitating place for students
learning and development
• Multiple intelligence school
• Individualized schooling style
• Place for curiosity in learning
• Open process
• Sharing joy
• Student is the Follower of Teacher
• Standard Programs
• Absorbing Knowledge
• Receiving Process
• Focus on How to Gain
• External Rewarding
Site-bounded
Localized & Globalized
• As a facilitating place for students
learning and development
• Multiple intelligence school
• Individualized schooling style
• Place for curiosity in learning
• Open process
• Sharing joy
• Coupled with multiple sources
• Community and parental
involvement
• Networked schooling
• Word-class schooling
• Unlimited opportunities for learning
• Local and international outlook
• As a world-class and networked school
• Teacher-Based Learning
• Separated Learning
• Fixed Period and Within Institution
• Limited Opportunities
• Site-Bounded Learning
• Mainly Institution-based Experiences
• Coupled with multiple sources
• Community and parental
involvement
• Networked schooling
• Word-class schooling
• Unlimited opportunities for learning
• Local and international outlook
• As a world-class and networked school

Apakah Kurikulum 2013 telah berorientasi
proses sesuai Revised Taxonomy dari Bloom dan
gagasan Triplization dari Cheng?
Apakah Kurikulum 2013 telah berorientasi
proses sesuai Revised Taxonomy dari Bloom dan
gagasan Triplization dari Cheng?
28

Alasan Pengembangan Kurikulum
Tantangan Masa Depan
• Globalisasi: WTO, ASEAN Community, APEC,
CAFTA
• Masalah lingkungan hidup
• Kemajuan teknologi informasi
• Konvergensi ilmu dan teknologi
• Ekonomi berbasis pengetahuan
• Kebangkitan industri kreatif dan budaya
• Pergeseran kekuatan ekonomi dunia
• Pengaruh dan imbas teknosains
• Mutu, investasi dan transformasi pada sektor
pendidikan
• Hasil TIMSS dan PISA
Kompetensi Masa Depan
• Kemampuan berkomunikasi
• Kemampuan berpikir jernih dan kritis
• Kemampuan mempertimbangkan segi moral suatu
permasalahan
• Kemampuan menjadi warga negara yang efektif
• Kemampuan mencoba untuk mengerti dan toleran
terhadap pandangan yang berbeda
• Kemampuan hidup dalam masyarakat yang mengglobal
• Memiliki minat luas mengenai hidup
• Memiliki kesiapan untuk bekerja
• Memiliki kecerdasan sesuai dengan bakat / minatnya
• Globalisasi: WTO, ASEAN Community, APEC,
CAFTA
• Masalah lingkungan hidup
• Kemajuan teknologi informasi
• Konvergensi ilmu dan teknologi
• Ekonomi berbasis pengetahuan
• Kebangkitan industri kreatif dan budaya
• Pergeseran kekuatan ekonomi dunia
• Pengaruh dan imbas teknosains
• Mutu, investasi dan transformasi pada sektor
pendidikan
• Hasil TIMSS dan PISA
• Kemampuan berkomunikasi
• Kemampuan berpikir jernih dan kritis
• Kemampuan mempertimbangkan segi moral suatu
permasalahan
• Kemampuan menjadi warga negara yang efektif
• Kemampuan mencoba untuk mengerti dan toleran
terhadap pandangan yang berbeda
• Kemampuan hidup dalam masyarakat yang mengglobal
• Memiliki minat luas mengenai hidup
• Memiliki kesiapan untuk bekerja
• Memiliki kecerdasan sesuai dengan bakat / minatnya
Fenomena Negatif yang Mengemuka Persepsi Masyarakat
 Perkelahian pelajar
 Narkoba
 Korupsi
 Plagiarisme
 Kecurangan dalam Ujian (Contek, Kerpek..)
 Gejolak masyarakat (social unrest)
• Terlalu menitikberatkan pada aspek kognitif
• Beban siswa terlalu berat
• Kurang bermuatan karakter
Sumber: Kemendikbud (2013)

A. Kompetensi Lulusan
1 Berkarakter mulia
2 Keterampilan yang relevan
3 Pengetahuan-pengetahuan terkait
Konsep Ideal
A. Kompetensi Lulusan
1 Sikap belum mencerminkan karakter
mulia
2 Keterampilan belum sesuai kebutuhan
Kondisi Saat Ini (Kurikulum 2006)
Analisis Kesenjangan Kurikulum (1) Sumber: Kemendikbud (2013)
3 Pengetahuan-pengetahuan terkait
B. Materi Pembelajaran
1 Relevan dengan kompetensi yang
dibutuhkan
2 Materi esensial
3 Sesuai dengan tingkat perkembangan
anak
B. Materi Pembelajaran
1 Belum relevan dengan kompetensi yang
dibutuhkan
2 Beban belajar terlalu berat
3 Terlalu luas, kurang mendalam
3 Pengetahuan-pengetahuan lepas
Sesuai dengan tingkat perkembangan
anak
C. Proses Pembelajaran
1 Berpusat pada peserta didik (student
centered active learning)
2 Sifat pembelajaran yang kontekstual
3 Buku teks memuat materi dan proses
pembelajaran, sistem penilaian serta
kompetensi yang diharapkan
C. Proses Pembelajaran
1 Berpusat pada guru (teacher centered
learning)
2 Sifat pembelajaran yang berorientasi
pada buku teks
3 Buku teks hanya memuat materi
bahasan

Analisis Kesenjangan Kurikulum (2)
Konsep Ideal
31
D. Penilaian
1 Menekankan aspek kognitif, afektif,
psikomotorik secara proporsional
2 Penilaian test dan portofolio saling
melengkapi
D. Penilaian
1 Menekankan aspek kognitif
2 Test menjadi cara penilaian yang
dominan
Kondisi Saat Ini (Kurikulum 2006)
F. Pengelolaan Kurikulum
1 Pemerintah Pusat dan Daerah memiliki
kendali kualitas dalam pelaksanaan
kurikulum di tingkat satuan pendidikan
F. Pengelolaan Kurikulum
1 Satuan pendidikan mempunyai
kebebasan dalam pengelolaan kurikulum
Penilaian test dan portofolio saling
melengkapi
Test menjadi cara penilaian yang
dominan
31
E. Pendidik dan Tenaga Kependidikan
1 Memenuhi kompetensi profesi,
pedagogi, sosial, dan personal
2 Motivasi mengajar
E. Pendidik dan Tenaga Kependidikan
1 Memenuhi kompetensi profesi saja
2 Fokus pada ukuran kinerja PTK
Pemerintah Pusat dan Daerah memiliki
kendali kualitas dalam pelaksanaan
kurikulum di tingkat satuan pendidikan
2 Satuan pendidikan mampu menyusun
kurikulum dengan mempertimbangkan
kondisi satuan pendidikan, kebutuhan
peserta didik, dan potensi daerah
3 Pemerintah menyiapkan semua
komponen kurikulum sampai buku teks
dan pedoman
Satuan pendidikan mempunyai
kebebasan dalam pengelolaan kurikulum
2 Masih terdapat kecenderungan satuan
pendidikan menyusun kurikulum tanpa
mempertimbangkan kondisi satuan
pendidikan, kebutuhan peserta didik,
dan potensi daerah
3 Pemerintah hanya menyiapkan sampai
standar isi mata pelajaran

Strategi Peningkatan Efektivitas Pembelajaran
Iklim akademik,
budaya
sekolah/
kampus, ....
Pembelajaran yang mengedepankan
pengalaman personal melalui observasi
(Menyimak, Melihat, Membaca,
Mendengar), asosiasi, bertanya,
menyimpulkan, mengkomunikasikan,
....
Sistem Nilai:
-Universal
-Nasional
-Lokal
Efektivitas
Pemahaman
Efektivitas
Interaksi
Efektivitas
Penyerapan
Transformasi
Nilai
Iklim akademik,
budaya
sekolah/
kampus, ....
Pembelajaran yang mengedepankan
pengalaman personal melalui observasi
(Menyimak, Melihat, Membaca,
Mendengar), asosiasi, bertanya,
menyimpulkan, mengkomunikasikan,
....
Manajemen dan
Kepemimpinan
Penilaian
berdasarkan
proses dan hasil
pekerjaan serta
kemampuan
menilai sendiri
Kesinambungan
Pembelajaran
secara horisontal
dan vertikal

Kurikulum sebagai Integrator
Sistem Nilai, Pengetahuan dan Keterampilan
Watak / Perilaku
Kolektif
Sistem Nilai
Kompetensi:
• Sikap
• Keterampilan
• Pengetahuan
Pengetahuan&
Keterampilan
Aktualisasi
(Action)
Internalisasi
(Reflection)
Watak/
Perilaku
Individu
Kurikulum
Pembelajaran
Pengetahuan&
Keterampilan
Kurikulum
PTK dan dukungan lain: SarPras,...
-Peduli
-Produktif
-Bertangggung jawab
-...

Kerangka Kerja Pengembangan Kurikulum
PesertaDidik
Pembelajaran
Lulusanyang
Kompeten
Pribadi beriman, bertakwa, berakhlak mulia
Pembelajar yang Sukses
Individu yang Percaya Diri
WN yang Bertanggung Jawab
*tidak pernah berhenti belajarPsikologi Pedagogi Sosio-eko-kultural
Manajemendan
Kepemimpinan
IklimAkademikdan
BudayaSatdik
Kesiapan:
-Fisik
-Emosional
-Intelektual
- Spiritual
PesertaDidik
Lulusanyang
Kompeten
Kurikulum
(SKL, Struktur Kurikulum, Standar-standar: Isi, Proses, dan Penilaian)
WN yang Bertanggung Jawab
Kontributor Peradaban yang Efektif
Kebutuhan:
-Individu
-Masyarakat, Bangsa, Negara, Dunia
-Peradaban
Kelayakan:
-Materi
-Metode Penyampaian
-Metode Penilaian Sumber: Kemendikbud (2013)
Manajemendan
Kepemimpinan
IklimAkademikdan
BudayaSatdik
Kurikulum
(SKL, Struktur Kurikulum, Standar-standar: Isi, Proses, dan Penilaian)
Buku Pegangan (Buku Babon)
(Buku Pegangan Siswa, Buku Pegangan Guru)
Rumusan Kompetensi Guru dan Penyiapan Guru

Pertimbangan dalam Perumusan
Standar Kompetensi Lulusan
Dunia (Peradaban) Global
Negara Meta-
kognitif
Negara
Sosial-Ekonomi-Budaya
Sat
Pendidikan
Keluarga
Peserta
Didik
Konseptual
Prosedural
Meta-
kognitif
Sat
Pendidikan
Konteks Konten
Faktual
Konseptual

DOMAIN Elemen SD SMP SMA-SMK
SIKAP
Proses
Menerima + Menanggapi + Menghargai + Menghayati + Mengamalkan
Individu
BERIMAN, BERAKHLAK MULIA (JUJUR, DISIPLIN, TANGGUNG JAWAB, PEDULI,
SANTUN), RASA INGIN TAHU, ESTETIKA, PERCAYA DIRI, MOTIVASI INTERNAL
STANDAR KOMPETENSI LULUSAN (SKL) - RINCI
Sosial TOLERANSI, GOTONG ROYONG, KERJASAMA, DAN MUSYAWARAH
Alam POLA HIDUP SEHAT, RAMAH LINGKUNGAN, PATRIOTIK, DAN CINTA PERDAMAIAN
KETERAMPILAN
Proses Mengamati + Menanya + Mencoba + Mengolah + Menyaji + Menalar + Mencipta
Abstrak MEMBACA, MENULIS, MENGHITUNG, MENGGAMBAR, MENGARANG
Konkret
MENGGUNAKAN, MENGURAI, MERANGKAI, MEMODIFIKASI, MEMBUAT,
MENCIPTA
Proses Mengetahui + Memahami + Menerapkan + Menganalisa + Mengevaluasi
PENGETAHUAN
Proses Mengetahui + Memahami + Menerapkan + Menganalisa + Mengevaluasi
Obyek ILMU PENGETAHUAN, TEKNOLOGI, SENI, DAN BUDAYA
Subyek MANUSIA, BANGSA, NEGARA, TANAH AIR, DAN DUNIA
Gradasi antar Satuan Pendidikan memperhatikan:
1. Perkembangan psikologis anak
2. Lingkup dan kedalaman materi
3. Kesinambungan
4. Fungsi satuan pendidikan
5. Lingkungan

IKLIM DAN BUDAYA SEKOLAH
Sistem Implementasi Kurikulum
KURIKULUM
Sarana
Prasarana Lulusan yang
Kompeten
Pendidik dan
Tenaga
Kependidikan
MANAJEMEN DAN KEPEMIMPINAN

Penguatan peran Pemerintah
dalam pembinaan dan
pengawasan
Penguatan peran Pemerintah
dalam pembinaan dan
pengawasan
Kesesuaian kompetensi pendidik
dan tenaga kependidikan dengan
kurikulum yang diajarkan dan buku
teks yang dipergunakan
Faktor Pendukung Keberhasilan Implementasi Kurikulum
KURIKULUMKURIKULUM
PesertaDidik
Lulusanyang
Kompeten
KURIKULUM
PesertaDidik
38
Penguatan
manajemen dan
budaya sekolah
Penguatan
manajemen dan
budaya sekolah
Ketersediaan buku sebagai bahan ajar dan sumber belajar yang:
• Mengintegrasikan keempat standar pembentuk kurikulum
• Sesuai dengan model interaksi pembelajaran
• Sesuai dengan model pembelajaran berbasis pengalaman
individu dan berbasis deduktif
• Mendukung efektivitas sistem pendidikan

Pengembangan Guru
Mindset:
 Perubahan paradigma, dari konten
menuju kompetensi
 Persepsi tentang peserta didik
 Persepsi tentang belajar
 Persepsi tentang fungsi penilaianSkills
GURUGURU
Mindset:
 Perubahan paradigma, dari konten
menuju kompetensi
 Persepsi tentang peserta didik
 Persepsi tentang belajar
 Persepsi tentang fungsi penilaianSkills
Budaya Kerja
Uji Kompetensi, Penilaian
Kinerja, dan Pembinaan
Keprofesionalan
Berkelanjutan
GURU
Pelindungan dan
Karir GuruKode Etik Guru

Secara Konsep, Konten dan Konteks, Kurikulum 2013 telah
mengadopsi orientasi pendidikan berbasis sekolah sesuai
Revised Taxonomy dari Bloom dan juga Triplization dari Cheng.
Konten yang padat, kompleksitas konten dan konteks,
membuat Kemendiknas menitik-beratkan pada pengembangan
guru sebagai faktor utama keberhasilan implementasi dan
operasionalisasi Kurikulum 2013.
Bagaimana Knowledge Management dapat membantu Guru
dan Sekolah agar sukses menerapkan Kurikulum 2013?
40

41

Tantangan Kurikulum 2013 bagi Guru dan Sekolah
Tantangan bagi Guru
• Menjadi Fasilitator dan mengembangkan
metode belajar yang partisipatif
• Menggali keingintahuan dan mendorong
kebebasan berekspresi peserta didik
• Terlibat aktif dalam pengembangan
budaya berbagi pengetahuan
• Terlibat aktif dalam jaringan komunitas
praktisi (Community of Practice)
• Penuh inisiatif dalam pengembangan
mata pelajaran (resourceful with the
learning subject matter)
• Mampu menjadi model pembelajaran
sepanjang hayat (Life-long Learning)
• Peduli dan mudah beradaptasi dengan
hal-hal atau permasalahan lokal, Nasional
dan dunia.
Tantangan bagi Sekolah
• Penyesuaian proses kerja (business
process) sekolah agar para guru mampu /
berdaya menjadi fasilitator yang
mengembangkan metode belajar siswa
secara partisipatif
• Menyelenggarakan forum-forum diskusi,
workshop, atau pelatihan dalam hal, a.l.:
• Pendalaman aspek substansi mata-
ajar (subject matter)
• Pendalaman cara komunikasi dan
penyampaian subject matter
• Peningkatan awareness & motivasi,
baik untuk diri sendiri & peserta didik
• Pengenalan alat bantu teknologi untuk
pengayaan materi & penyampaiannya.
• Menyediakan infrastruktur baik fisik
maupun alat bantu teknologi.
dan dunia.
secara partisipatif
dan dunia.
secara partisipatif

Dengan metode pendekatan Zack, Knowledge Management mampu
memastikan kebutuhan pengetahuan yang harus dimiliki pendidik,
termasuk kebutuhan pendukung yang harus disediakan Sekolah (atau
Komunitas Sekolah), agar sukses menerapkan Kurikulum 2013
Penerapan Kurikulum
2013
Penerapan Kurikulum
2006
Kapasitas Sekolah
dan Guru – yang
Diharapkan
Kapasitas Sekolah
dan Guru – Saat ini
Knowledge GapStrategy Gap Gaps to be fulfilled
Penerapan Kurikulum
2006
Kapasitas Sekolah
dan Guru – Saat ini
Strategic Management Framework Knowledge Management Framework

Kerangka Kerja Operasional KM (KM Operational Framework)
dalam rangka Pengembangan Kapasitas Pendidik agar sukses
menerapkan Kurikulum 2013
Pemetaan Proses KBM dan Inisiatif
Penyesuaian yang Dibutuhkan untuk
menyukseskan penerapan Kurikulum 2013
Pemetaan Obyek Pengetahuan yang Mengalir
dalam setiap Mata-rantai Proses Kerja KBM
Pemetaan SDM, Jaringan Kerja, Organisasi,
dan Budaya Kerja yang Dibutuhkan
Pemetaan Infrastruktur dan Alat-bantu
Teknologi yang Dibutuhkan

Strategic
Plan
Strategic
Plan
Lesson
Plan
Program
Execution
Evaluation
Review
Penerapan Knowledge Management diawali dengan pemetaan
Proses Kerja (Business Process Mapping) dari Kegiatan Belajar-
Mengajar (KBM) yang dilakukan di Sekolah
ILUSTRASI
Strategic
Plan
Lesson
Plan
Evaluation
Review
Strategic
Plan
Lesson
Plan
Program
Execution
Evaluation
Review
Daily / Weekly
Improvement
Monthly / Quarterly
Improvement
Program
Execution
Monthly / Quarterly
Improvement
Semester / Yearly
Improvement

Business Process Sekolah tadi dipetakan dengan obyek pengetahuan yang
mengalir dalam setiap mata rantai proses untuk menjadi landasan dalam
penyusunan klasifikasi pengetahuan (Taxonomy)
Teaching &
Curriculum
• Students’
achievement
records
ILUSTRASI Strategic
Plan
Lesson Plan
Program
Execution
Evaluation
Review
Teaching &
Curriculum
Teaching &
Curriculum
Student Matters
& Activities
Student Matters
& Activities
Personnel /
Administrative
Personnel /
Administrative
• Yearly based
evaluation of
School
Achievements
• Academic Roster
• Annual Program /
Strategic Theme
• Job Descriptions
• Professional
Development Plan
Each Subject Matter
• Curriculum
• Syllabus
• Lesson Plan
• Target
• Resources
• Activity Plan
• Monitoring of
students’ academic
achievements
• Monitoring of
students’ social
activities
• Students’
achievement
records
• Monitoring of
teachers’ activities
& performance
• Teachers’
performance
records
Marketing /
Business
Development
Marketing /
Business
Development
Personnel /
Administrative
Personnel /
Administrative
• Job Descriptions
• Professional
Development Plan
• Marketing Campaign
• Potential Students
Database
• Monitoring of
teachers’ activities
& performance
• Teachers’
performance
records
Dengan dimilikinya Peta Pengetahuan berbasis Proses (Process-based Knowledge Map) ini, Sekolah (atau Komunitas
Sekolah) memiliki kemampuan untuk mengelola pengetahuannya dengan lebih baik; mengetahui dengan pasti apa saja
obyek pengetahuan yang dibutuhkan dan telah dimiliki, apa saja yang belum tersedia, serta mengklasifikasikannya.

Pengetahuan untuk Pengembangan Kapasitas Guru agar sukses menjalankan
Kurikulum 2013, justru exist dalam proses KBM itu sendiri. Dokumentasi
proses KBM tersebut menjadi INPUT untuk Knowledge Management yang
menjadi Lessons Learned
KURIKULUM TrendsAturan Perundang-undangan Benchmark Rujukan lain (Bank Soal, dll)
External Knowledge Enrichment
ILUSTRASI
KURIKULUM TrendsAturan Perundang-undangan Benchmark Rujukan lain (Bank Soal, dll)
Knowledge Management Platform
TeachingKnowledgeFlow
Mata Pelajaran ABC Mata Pelajaran DEF … Mata Pelajaran XYZ…
Internal Knowledge Sources
Kelas
#1
Kelas
#2
Kelas
#12…
Kelas
#1
Kelas
#2
Kelas
#12…
Kelas
#1
Kelas
#2
Kelas
#12…
Laporan, Studi Kasus, Analisis,
Rekomendasi
Laporan, Studi Kasus, Analisis,
Rekomendasi
Pembakuan proses pendokumentasian obyek pengetahuan yang tercipta dalam KBM akan menjamin ketersediaan
obyek pengetahuan sesuai dengan peta pengetahuan yang didefinisikan sebelumnya. Walaupun sebagian besar
kebutuhan obyek pengetahuan akan berasal dari internal, pengayaan dari sumber-sumber eksternal tetap dibutuhkan
demi menjamin obyektivitas, benchmark kualitas dan terbukanya wawasan setiap pendidik.

Empat Jenis Konten KM
Foundation Framework
& Infrastructure
(internal)
 Leadership
 People & Culture
 CVs & Competence Map
 Practices & Interests
 “Stick & carrot”
 Community Networks
 Hierarchical structures
 Structure, jobs &
workload analysis
 Internal operation issues
 Continuous improvement
 Technology
 Process-based Data &
 Information Workflow
 Collaboration & Portals
 Performance Measurement
Research & Fact-based Analysis
Enrichment (external)
 Navigation – Assistance locating
resources available through the whole
knowledgebases / KM systems
 Research – Primary & secondary
research abstracted, synthesized, and
packaged into customized reports
 Analysis – Thorough evaluation
of the related issues and
special topics
 Competitive Intelligence –
In-depth research and analysis of leading
indicators, education practice trends, and
other potential / external threats
Organization
Strategy Alignment
& Infrastructure
(internal)
 Leadership
workload analysis
 Technology
Factor (Input)
Conditions
special topics
Demand
Conditions
* Adopted from Prof. Michael Porter’s Diamond Model of Competitiveness (1990)
& Infrastructure
(internal)
 Leadership
workload analysis
 Technology
 Knowledge for Stakeholders
(Association, Universities, Partners, etc.)
 Thought Leadership publications for public
Related and
Supporting Groups
special topics

Komunitas adalah Penentu Kesuksesan Inisiatif KM
Mathematics Community
Social Sciences Community
Knowledge Network
Natural Sciences Community
ILUSTRASI
Knowledge Network
Inisiatif KM Komunitas Sekolah
Knowledge Network Coordinator
Knowledge Network
Knowledge Network
Teachers Community (KKG)
Subject Matters
Job Clusters / Attribute
School Mgmt Community (KKKS)
Knowledge NetworkKnowledge Network
Knowledge Network
Selain obyek pengetahuan dari proses baku internal, Best Practice KM juga membutuhkan obyek pengetahuan yang
berasal dari Jaringan Kerja berbasis Komunitas Praktisi (Knowledge Network – Community of Practice)

Chief Knowledge Officer
 Champion KM initiatives
 Lead KM Organisation
 Ensure alignment of KM with business needs
 Improve awareness and acceptance of KM
Executive Sponsor
 Sponsor KM
 Guide firm-wide
knowledge strategy
 Promote continuous
improvement of KM
process
 Champion Knowledge
sharing culture
Knowledge Services
 Oversee the knowledgebase catalog
 Conduct Research & Analysis
searches for colleagues
 Maintain physical libraries
KM Operation Unit
Aktor yang Berperan dalam Inisiatif KM
ILLUSTRATION
Knowledge Infrastructure
 Design and maintain the KM
System & Architecture
 Maintain and manage the data
structure within the KM
environment
 Configure, maintain and optimise
Search Engine
 Support and maintain system
infrastructure
Chief Knowledge Officer
 Champion KM initiatives
 Lead KM Organisation
 Ensure alignment of KM with business needs
 Improve awareness and acceptance of KM
Executive Sponsor
 Sponsor KM
 Guide firm-wide
knowledge strategy
 Promote continuous
improvement of KM
process
 Champion Knowledge
sharing culture
Community Network Coordinator
 Oversee KM process in assigned Subject
Matter Group and/or Job Cluster Group
 Promote involvement of Knowledge
Champions and SMSs from Networks
 Support KM in the Networks
 Monitor compliance with the KM process
 Communicate the value of KM
Knowledge Services
 Oversee the knowledgebase catalog
 Conduct Research & Analysis
searches for colleagues
 Maintain physical libraries
CoP Leader
 Monitor and support the KM process from
within the Service Line / Industry Group
 Coordinate SMEs / SMSs
 Act as a role model to promote a
knowledge sharing culture
Community of Practice (CoP)
Knowledge Champion /
Subject Matter Experts
 Proactively contribute and validate
knowledgebase content for the
Community
 Provide technical expertise to
approve standards
 Review and update best practices
Knowledge Infrastructure
 Design and maintain the KM
System & Architecture
 Maintain and manage the data
structure within the KM
environment
 Configure, maintain and optimise
Search Engine
 Support and maintain system
infrastructure
Knowledge Deployment
 Help users navigate knowledgebases and
quickly locate knowledge
 Provide helpdesk support for the KM
process
 Measure User Satisfaction of the KM
content and the KM process
 Promote and facilitate the KM process
throughout the firm
 Coordinate and conduct KM training
Knowledge Workers
 Utilize Knowledge Objects
 Enhance & contribute knowledge Objects
 Promote Knowledge Sharing
Knowledge Champion /
Subject Matter Experts
 Proactively contribute and validate
knowledgebase content for the
Community
 Provide technical expertise to
approve standards
 Review and update best practices
User Community

Kebutuhan Infrastruktur Teknologi untuk KM
 Content – Appropriate
content & taxonomy
necessary to support all
aspects of knowledge
needs within the
organization are available
 People–
Appropriate resources
needed to support all
aspects of Knowledge
Management are available
 Technology –
Appropriate tools (DBs,
platforms, etc.) necessary
to support all aspects of
Architecture exist
Submission Review Storage Retrieval
there is a standard
approach for
collecting
knowledge content
from the
community
there is a standard
approach & time
frame for reviewing
& filtering
knowledge content
there is a standard
approach to
categorize or
taxonomy of the
knowledge objects
there is a known
mechanism to
assist community
members in
retrieving
knowledge objects
ILLUSTRATION ACQUISITION VALUE ADD DEPLOY & REUSE
content & taxonomy
needs within the
 People–
 Technology –
Architecture exist
there is a standard
approach for
collecting
knowledge content
from the
community
there is a standard
approach & time
frame for reviewing
& filtering
knowledge content
there is a standard
approach to
categorize or
taxonomy of the
knowledge objects
there is a known
mechanism to
assist community
members in
retrieving
knowledge objects
the culture is
receptive to
knowledge sharing
a Subject Matter
Expert / Specialist
(SME / SMS) is
available to add value
and filter content
a Community
Knowledge
Manager ensures
the storage of
appropriate
content
community is
educated and
aware of how to
find appropriate
content
content & taxonomy
needs within the
 People–
 Technology –
Architecture exist
What tools are
used to support
the submission
of documents?
What tools are
used to support
the review of
submitted
documents?
What tools are
used to support
the storage of
appropriate
content?
What tools are
used to support the
retrieval of content
by community
members?

Contoh Pengukuran Kinerja KM dengan menggunakan perspektif
Balanced Scorecard yang berorientasi non-profit
To achieve our vision and win the constituent
hearts how should we appear to them?
CUSTOMER PERSPECTIVE
ILLUSTRATIONTo achieve our vision and win the constituent
hearts how should we appear to them?
To satisfy our constituents, what business
processes must we excel at?
INTERNAL PERSPECTIVE
LEARNING & GROWTH PERSPECTIVE
To succeed financially, how should we plan,
execute & accountable to our funder?
FINANCIAL PERSPECTIVE
To achieve our vision, how will we sustain our
ability to change and improve?
LEARNING & GROWTH PERSPECTIVE

SUMMARY
Inisiatif KM untuk Peningkatan Kualitas Guru
dalam rangka menyukseskan penerapan
Kurikulum 2013
SUMMARY
Inisiatif KM untuk Peningkatan Kualitas Guru
dalam rangka menyukseskan penerapan
Kurikulum 2013
53

• Materi pelatihan guru
• Pengayaan materi ajar
• FAQ
• Panduan kerja (juklak / juknis)
• Newsletter / publikasi internal
• Rujukan teknis (how-to)
INPUT
Akuisisi Obyek Pengetahuan
PROCESSING
Penyimpanan & Pengolahan Obyek Pengetahuan
INTERNAL
OUTPUT
Penyajian &Penggunaan Ulang
STATIS DINAMIS
• Aturan perundang-
undangan
• Kurikulum
• Rujukan-rujukan
baku, dll.
PENYIMPANAN PENYAJIAN / PACKAGING
INTERNAL
• Studi kasus
• Notulensi rapat
• Hasil-hasil pekerjaan
• Hasil-hasil review
• Shared knowledge
Berbasis Penugasan
Setiap mata pelajaran/ tingkat
• Eksekusi program KBM
• Lesson plan
• Strategic plan
• Materi pelatihan guru
• Pengayaan materi ajar
• FAQ
• Panduan kerja (juklak / juknis)
• Newsletter / publikasi internal
• Rujukan teknis (how-to)
• Website
• Artikel / Thought Leadership
• Usulan penyempurnaan
Kurikulum / aturan, dlsbg.
EKSTERNAL
• Aturan perundang-
undangan
• Kurikulum
• Rujukan-rujukan
baku, dll.
ANALYSIS REKOMENDASI
VALUE ADDING
EKSTERNAL
PENGGUNAAN ULANG
• Navigasi / bantuan riset
• Penelusuran
• Search Engine
• Pelatihan pengunaan teknologi,
dll.
• Studi kasus
• Notulensi rapat
• Hasil-hasil pekerjaan
• Hasil-hasil review
• Shared knowledgeVoluntary-based
Setiap mata pelajaran/ tingkat
• Eksekusi program KBM
• Lesson plan
• Strategic plan
• Studi kasus
• Thought Leadership
Knowledge Network /
Community of Practice
TAXONOMY/KlasifikasiKonten
ANALYSIS REKOMENDASI
• Navigasi / bantuan riset
• Penelusuran
• Search Engine
• Pelatihan pengunaan teknologi,
dll.
PENGUKURAN KINERJA /
MONITORING & EVALUASI
• Sanitization
• Analisis kualitatif
• Analisis
kuantitatif
• Dimensional
reports
• Rekomendasi praktek
yang baik (good
practice)
• Rekomendasi proses
• Rekomendasi
penilaian kinerja, dll.
Knowledge Network /
Community of Practice
• Kelompok Kerja Guru (KKG)
• Kelompok Kerja Kepsek
(KKKS)
• Kelompok kewilayahan
Pengayaan Rujukan
• Aturan perundang-undangan
• Rujukan luar negeri
TAXONOMY/KlasifikasiKonten

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