Umasih (46), lecturer of History, Faculty of Social Science, Jakarta State University (FIS UNJ), has achieved a doctoral title on history of Faculty of Humanities, University of Indonesia (FIB UI), , because she could defend her dissertation on the UI senate public assessment on Thursday (7/31). The ceremony was lead by the Faculty of Humanities Dean, Dr. Bambang Wibawarta. The dissertation that was proposed titled The Role of Social Science Teacher for High and Senior High School (SMP-SMA) in Nine Provinces in Indonesia, During New Order Era 1966-1998. The promoter for the dissertation was Prof.Dr.R.Z. Leirissa, while the co-promoter was Dr. Anhar Gonggong and Prof.Dr. Soedijarto, MA. Whereas the assessors were Dr. Prijanto Wibowo, Dr. Saleh A. Djamhari, Prof.Dr. Asmawi Zainul dan Prof.Dr. I. Ketut Surajaya.
In her explanation, Umasih claimed that during Old Order to New Order teacher brigade became the source of the source of influence competition, in which many politics parties competed each other to gain more influences until the point that they could not increase their teaching quality. The new order policies were concentrated at the point where teachers could do their job based on the decided curriculum. Teachers had not been given the opportunities to express their ideas and creativities. On the other hand, the prosperosity of the teacher had never become government’s concern.
These were the reasons for the lack of teacher’s quality at that period that leads to the lack of the students’ quality. Furthermore, since 1970 only a few of people interested to become teachers. From the research and interviewed that had been conducted to teaches in nine provinces (DKI Jakarta, West Java, East Java, West Sumatera, South Sumatera, West Nusa Tenggara, Kalimantan Selatan, South Sulawesi and North Sulawesi), respondents claimed that the government never paid enough attention on the teachers’ prosperosity. Based on the research, the right efforts to increase the quality of teachers were through the promotion of their prosperous and the awareness of teachers’ competency, not the competency of the curriculum.