The Archipelago’s Traditional Music Collective Management Institute Protects the Archipelago’s Traditional Music as an Object of Cultural Advancement

Establishing a Collective Management Institute (LMK) for Nusantara Traditional Music, which focuses on developing Nusantara music, is one of the government’s ways to protect traditional Nusantara music as an object of cultural advancement.

In addition, data collection and registration of Intellectual Property Rights (HAKI) as a form of protection for traditional Indonesian music and the introduction of traditional music to elementary school children through subjects on art are the government’s way of protecting traditional Indonesian music.

In August 2021, the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) held a pre-congress session to establish the Nusantara Traditional Music Collective Management Institute (LMK) to develop and monitor the development of Nusantara traditional music.

With the existence of the Traditional Music LMK, it is hoped that in the future it will accommodate patent protection for creators, players, and producers of traditional Indonesian music.

The mechanism for collecting data on traditional music is getting better organized, so that it not only helps traditional musicians and preserves traditional culture but also advances it.

The holding of the pre-congress session for the establishment of the Nusantara Tradition Music LMK is in line with the spirit of the Law of the Republic of Indonesia Number 5 of 2017 concerning the Advancement of Culture.

Where the government facilitates the recording and documentation of traditional music of the archipelago as part of the object of cultural advancement.

Some of the results of the pre-congress session of the Archipelago Traditional Music LMK, among others, carried out data collection and registration of intellectual property rights or copyright of traditional music of the archipelago to the Ministry of Law and Human Rights (Kemenkum and HAM).

This IPR registration will be facilitated by the Archipelago Music Tradition LMK.

Another result of the pre-congress session is that traditional music at home and abroad will be developed for data collection to the Kemendikbudristek Database and the Ministry of Law and Human Rights.

Furthermore, to socialize LMK Nusantara Tradition Music to local governments and other stakeholders.

One of the interesting results of the pre-congress was the integration of traditional music of the archipelago in the basic education system by making the subjects of art (music) of the archipelago tradition a part and the main lesson with adequate proportions.

The production and provision of traditional Nusantara music learning materials in formal and informal education, from early childhood to general education (SD, SMP, and SMA), as well as for children with special needs will be facilitated by the Nusantara Tradition Music Institute.

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The purpose of this integration is to introduce traditional music of the archipelago to elementary school children so as to foster a sense of love for the culture of the archipelago in Indonesia.

In addition, another goal is to reduce the culture-based education ecosystem and integrate the formal, informal, and cultural education systems as the actual model of the Independent Learning concept.

Furthermore, this integration process is to instill values ​​of love for Nusantara culture for children at the basic education level and reduce the consumption of gadgets to optimize mental, physical, and psychomotor functions, as well as support creativity.

In this way, LMK of Nusantara Tradition Music has the task of providing debriefing for music teachers, especially in mastering cross-cultural insights into Indonesian traditional music.

In addition, it also facilitates and empowers the maestro of traditional music of the archipelago and involves them actively in the realm of traditional music in each of the ethnic cultural locations of the archipelago.

The formation of the Nusantara Tradition Music LMK is also encouraged to be able to compile the LMK code of ethics in the field of songs and/or music, provide recommendations to the Minister to impose sanctions for violations of the code of ethics by LMK management, establish systems and procedures for calculating royalty payments by users to LMKs.

establish procedures for distributing royalties and the amount of royalties for creators, copyright holders, and related rights owners, as well as mediate copyright disputes and related owner rights.

Education Unit Accreditation Instrument (IASP) 2020 Measuring the Quality Map of Education Units in Indonesia with Performance Indicators

The world of education in Indonesia still has several problems that need to be improved, one of which is the variation in the quality of education, both between regions, levels, and types of education.

The quality of the education unit is the conformity between the implementation of the education unit with the National Education Standards (SNP), or with the components determined by the education unit itself based on the vision and needs of the stakeholders.

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The education quality standard set by the government is different from the standard implemented by the education unit.

The standards used by most schools are far below the standards set by the government.

As a result, the quality of graduates produced by educational units has not met the expected standards.

Accreditation is an activity to assess the feasibility of programs and/or educational units based on predetermined criteria, as stated in Law no. 20 of 2003 concerning the National Education System, article 1 paragraph 22.

The school/madrasah accreditation system that has been in effect until 2019 has not been able to describe the substance of the actual quality of education units.

The assessment of the feasibility of schools/madrasahs is based on the aspect of meeting national education standards and tends to be administrative in nature, so that in terms of utilizing the results of accreditation, it is still not satisfactory.

There is a change in the paradigm of school/madrasah accreditation from a compliance-based paradigm to a performance-based paradigm, bringing a series of changes to accreditation instruments and methods of implementing accreditation.

The latest accreditation instrument, both compliance-based and performance-based, is named the 2020 Education Unit Accreditation Instrument (IASP2020).

IASP2020 has been stipulated in the Decree of the Minister of Education and Culture, RI Number 1005/P/2020 concerning Criteria and Instruments for Accreditation of Primary and Secondary Education.

The performance assessment of education units in the IASP2020 is focused on four main components, namely the quality of graduates, the learning process, the quality of teachers, and school management, assuming that the quality of graduates is the result of the learning process, the quality of teachers, supported by effective school/madrasah management and efficient.

The IASP2020 framework emphasizes the measurement of performance indicators rather than compliance with administrative requirements indicators (compliance indicators).

The education quality map using IASP2020 shows that the majority of education units are accredited B.

The SMA level has better quality than other levels, while the SD level has the lowest quality. Compared to SMA and MA, SMK has the lowest percentage of A accreditation ratings for secondary education.

The profile of the percentage of obtaining accreditation ratings using IASP2020 is still relatively the same as the results of previous years.

However, this cannot be concluded as a whole because the sample conducted in 2020 was only around 5,000 schools/madrasahs out of 50,000 schools/madrasah targets for accreditation.

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In addition to varying between levels, the results of accreditation also vary between provinces.

This shows that the quality of education is strongly influenced by the role and attention of local governments to the world of education. Some of the obstacles in equalizing the quality of education, among others, are caused by differences in geographical conditions, the community’s economy, and regional income.

One solution to reduce disparities in quality between regions, especially those caused by limited access to information on learning materials, is to develop an online teacher community portal.

The measurement results of the four quality components of the IASP2020 show that, nationally, among the four quality components, it is the teacher quality component that has the lowest average score but the largest inter-provincial variation.

In IASP2020, the statement items are distinguished between core items and specific items.

Core points are statement items that are studied the same for all levels of education, while specificity items are items that are used for certain levels.

The results of the item analysis conclude that the communication skills of SD/MI students are still low, the majority still do not utilize ICT, and critical thinking and problem solving skills are also still low.

Another thing that also needs to be improved is the motivation of teachers to carry out professional development.

The majority of SMKs only hold student competency certification by schools, not from the Professional Certificate Institute (LSP).

The management of production units/business centers/technoparks that are still not good in Vocational High Schools must also be a concern in vocational training, because the challenges of professionalism in the world of work are getting higher.

Another problem in SMK/MAK is that the results of competency training or internships in the world of work have not been implemented properly in the learning process.

To describe a more comprehensive quality map between provinces, levels and types of schools based on IASP2020, additional targets for accreditation results are still needed in the following years.

In addition, preparation for accreditation must be done better, especially preparation in order to improve the competence of assessors in using IASP2020 correctly.

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