Concept And Strategies Of Innovation

CONCEPT AND STRATEGIES OF INNOVATION A. Basic Concept of Innovation In the Big Indonesian Dictionary, 'innovation' means the introduction or introduction of new things; renewal; new discoveries that are different from those that already exist or have been known before; elements that have undergone renewal in modern language. Then in the Oxford dictionary it is explained that innovation is "introducing something new or a change from what exists now, a new practice or change in an existing method" (Z. Arifin, 2011: 294). Meanwhile, Zainal Arifin (2011: 294) explains several expert opinions related to the definition of 'Innovation', including the following. a. Roges (1983) stated that 'Innovation' is an idea, practice or object that is considered new by individuals or other recipient units". b. Miles (1973) said 'Innovation' is something that is deliberate, new, a special change that is considered more effective in realizing the goals of a system. c. Center for Educational Research and Innovation (1969) stated that 'Innovation' is an effort to make changes in the education system that is consciously and purposefully carried out to improve the existing system. d. Noel and Nichols (1983) stated that 'Innovation' is a change in one component of the education system that aims to improve certain aspects of the system as a whole. e. Ibrahim in Subandiyah (1992) stated that 'Innovation' is a discovery that can be an idea, item, event, method that is observed as something new for a person or group of people (society). From the explanation above, it can be concluded that 'Innovation' is a conscious and systematic effort made to find, produce and introduce ideas or ideas for renewal or better changes as a way out to overcome problems that occur. So 'Curriculum Innovation' is an action or effort to obtain ideas/concepts for renewal or changes related to the curriculum system so that the implementation of learning in education can be even better. Innovation is closely related to the terms Invention and Discovery. Invention means the discovery of something completely new as a result of human words, while Discovery is the discovery of something (an object that actually existed before). Innovation can be said to be a deliberate effort that is done qualitatively differently to produce something different. So in carrying out curriculum innovation, it is not only an action to add or add elements to each component of education, but also an action to rearrange the type and structure of the curriculum, content and time standards, material delivery methods, and assessment systems in order to achieve better quality which is a concrete action of curriculum innovation. In addition, curriculum innovation is a planned and deliberate action that is not based on coincidence or just a hobby. Because this curriculum innovation action is related to many people, there needs to be a strong reason so that the results obtained are in accordance with what is expected. Although every result of curriculum innovation is not always good, this innovation action must still be carried out scientifically. So that everything can be said to be an innovation if it has been tested both in theory and practice. In the book Concept and Model of Curriculum Development: Concept, Theory, Principles, Procedures, Components, Approaches, Models, Evaluation & Innovation by Z. Arifin (2011: 296) several objectives of curriculum innovation are explained, namely as follows. a) More equal learning opportunities. b) There is harmony between learning activities and curriculum objectives. c) Curriculum implementation becomes more efficient and effective. d) Respecting regional/local culture. e) The growth of attitudes, interests and motivation to learn of students. f) The distribution of interesting and enjoyable curriculum packages for all parties, easily obtained. g) Fulfillment of the need for quality educated and trained personnel. As for the characteristics of the innovation action itself, namely there is something according to the perception of the recipient, created intentionally, aims to improve the existing system and the goodness of the innovation can be demonstrated (Z. Arifin, 2011: 296). This is different from Rogers (1983) who explained that innovation actions have the following characteristics. a) Having relative advantages, is the level used to measure whether an innovation is better than the previous idea or not. b) Equivalence, is the level to which an innovation is consistent with existing values. c) Paying attention to past experiences and the needs of potential adopters. d) Complexity, is the level to which an innovation is seen as difficult to understand and use. e) Trialability is the level to which an innovation can be tried within certain limits. f) Observability is the level to which the results of an innovation can be observed by others (Z. Arifin, 2011: 296). B. Types of Innovation Curriculum innovation is divided into two types, as explained by Z. Arifin (2011: 297) on the basis that in the implementation of curriculum innovation cannot be separated from the implementer of the innovation itself. So the two types of curriculum innovation are. a. Top-Down Innovation, is an innovation that is deliberately created by superiors as an effort to improve the quality of education or equal opportunities to obtain education or as an effort to increase efficiency and so on. The application and implementation are aimed at subordinates by inviting, encouraging, and even forcing what the creator thinks is good for the interests of his subordinates and subordinates do not have the authority to reject its implementation. The success of the application and implementation of innovation depends on the attitude shown by the innovator or administrator as a policy maker. Examples of this curriculum innovation carried out by the national education department in Indonesia, include CBSA, mentor teachers, small schools, modular teaching systems, distance learning systems, and others (Z. Arifin, 2011: 297). b. Button-Up Innovation, is an innovation that is made based on ideas, thoughts, creations, school, teacher or community initiatives. This type of innovation is rarely done in Indonesia, because the existing education system tends to be centralistic (Z. Arifin, 2011: 297). C. Types of Innovation Strategies Chin and Benne in Kennedy (1987) put forward three innovation strategies, namely Power Coercive (Coercive Strategy), Rational Empiric (Empirical Rational), and Normative-Reeducative (Normatively Repeated Education). (Z. Arifin, 2011: 297). a) Power Coercive (Coercive Strategy), a strategy based on power is a pattern of innovation that is very contrary to the rules of innovation itself. This strategy tends to force the will, ideas, and thoughts unilaterally without considering the conditions and circumstances and the actual situation to implement the innovation. However, it cannot be denied that through the influence of very strong power, it will be easier to implement new ideas and changes according to the will and thoughts of the creator of the innovation. b) Rational Empiric, a strategy with the assumption that humans are able to use their logical minds so that they will act rationally. So the connection is, an innovator is tasked with demonstrating his innovation using the best and valid methods to provide benefits to its users. Like in schools, teachers create strategies and teaching methods that they think are in accordance with common sense, related to the situation and conditions, not based on the teacher's experience. c) Normative-Reeducative, this strategy is based on the thoughts of education experts, such as Sigmund Freud, John Dewey, Kurt Leuwis, and several other experts (Cece Wijaya, et al., 1991) who emphasize how clients understand the problem of renewal, such as changes in attitudes, skills, and values related to humans. For example, in implementing improvements to the learning system in schools, teachers as implementers of innovation repeatedly implement these changes in accordance with educational principles.