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Abstrak :
Penelitian ini membahas mengenai pelaksanaan deseleksi koleksi di Perpustakaan Kementerian Pendidikan dan Kebudayaan RI. Tujuan dari penelitian ini adalah mengetahui alasan yang melatar belakangi dan mengidentifikasi dampak dari pelaksanaan deseleksi koleksi. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif dan jenis penelitian studi kasus. Hasil dari penelitian ini menunjukkan bahwa pelaksanaan deseleksi koleksi di Perpustakaan Kementerian Pendidikan dan Kebudayaan RI dilakukan tanpa memiliki kebijakan khusus yang mengatur keseluruhan prosesnya. Akibatnya pustakawan mengalami hambatan. Namun, para pustakawan yang terlibat mempunyai pengalaman yang cukup memadai dalam hal deseleksi koleksi. Sisi positif deseleksi koleksi yang ditemukan dalam penelitian ini adalah dapat meningkatnya presisi temu kembali dan relevansi koleksi yang dibutuhkan pemustaka. ......This study discussed the collection deselection at the Library of the Ministry of Education and Culture Republic of Indonesia. The purpose of this research is to know the reasons and to identify the impact of collection deselection implementation. This research uses qualitative approach with descriptive method and research type of case study. The results of this study indicate that the implementation of collection deselection in the Library of the Ministry of Education and Culture Republic of Indonesia conducted without having a special policy that regulates the whole process. As a result, librarians experience obstacles. However, the librarians that involved have sufficient experience in collection deselection. The positive side of the collection deselection found in this study is that it can improve the precision of retrieval and the relevance of collections that the user needs.

Abstrak :
[Terpisahnya kelembagaan pengelolaan riset, teknologi dan inovasi dengan institusi pendidikan tinggi dianggap sebagai salah satu penyebab lemahnya hilirisasi produk dari hasil litbang; dan peningkatan daya saing bangsa. Tesis ini menganalisis perubahan strategis penggabungan Kementerian Riset dan Teknologi (Kemenristek) dan Direktorat Jenderal Pendidikan Tinggi (Ditjen Dikti) menjadi Kementerian Riset, Teknologi dan Pendidikan Tinggi (Kemenristekdikti) dan sekaligus menganalisis tipe perubahan tersebut. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan post-positivis. Hasil analisis menunjukkan bahwa perubahan strategis nampak pada proses bisnis Kemenristekdikti. Tantangan yang dihadapi dalam perubahan tersebut yaitu : kekurangan SDM tenaga penunjang, revitalisasi koordinasi LPNK dan perguruan tinggi, penyelarasan program dan konsolidasi anggaran serta perubahan kultur dan tupoksi organisasi dari kementerian non teknis (klaster III) menjadi kementerian teknis (Klaster II). Dikaji dari The Drivers Of Change dan strategi perubahan yang dilaksanakan, perubahan ini baru bersifat transisional. Untuk mensukseskan perubahan, disarankan dengan membentuk tim analisis perubahan untuk mengevaluasi pra dan pasca perubahan serta kesesuaian kinerja yang diharapkan. Saran lain untuk mengatasi tantangan yang dihadapi meliputi: 1) optimalisasi SDM meliputi penyusunan regulasi tupoksi individu, standar penilaian kinerja, dan pengaturan hak dan kewajiban pegawai, 2) penyusunan kebijakan pengaturan pendidikan tinggi dengan model skenario ‘kepentingan publik’ dalam perguruan tinggi, 3) sinergi regulasi universitas-LPNK-industri, 4) sinkronisasi anggaran dan program melaui trilateral meeting stakeholders, 4) perencanaan, monitoring, evaluasi dan pelaporan yang terintegrasi teknologi sistem informasi dan 5) manajemen pengetahuan yang didesain dengan memobilisasi kapitalisasi pengetahuan untuk menjamin kesuksesan proses bisnis Kemenristekdikti. ......Institutional separation of the management of research, technology and innovation with the higher education institution is considered as one of the causes of the weakness in downstream product resulted from research and development and improving the competitiveness of the nation. This thesis analyzes the strategic change merging the Ministry of Research and Technology (Kemenristek) and the Directorate General of Higher Education (Ditjen Dikti) to the Ministry of Research, Technology and Higher Education (Kemenristekdikti) and simultaneously analyze the types of changes. The method used is descriptive qualitative post-positivist approach. The analysis showed that the apparent strategic change in business processes within Kemenristekdikti. Challenges faced in these changes are: a shortage of human resources supporting staff, revitalization of LPNK coordination with colleges and universities, harmonization of program and consolidation of budget as well as culture change and organizational duties of the ministry of non-technical (cluster III) into the technical ministries (Cluster II). Consulted by The Drivers Of Change and strategy changes are implemented, the new transitional changes. To achieve change, it is advisable to form a team to evaluate the analysis of changes in preand post-change as well as the suitability of the expected performance. Another suggestion to address the challenges include: 1) the optimization of human resources includes preparation of regulatory duties of individuals, assessment standards of performance, and setting the rights and obligations of employees, 2) development of policies setting higher education with modeling scenarios 'public interest' in college, 3) synergy regulation of university-LPNK-industry, 4) synchronization of budgets and programs through the trilateral meeting of stakeholders, 4) planning, monitoring, evaluation and reporting of the integrated technologies of information systems and 5) knowledge management which is designed to mobilize the knowledge capitalization to ensure upon the success of business processes Kemenristekdikti., Institutional separation of the management of research, technology and innovation with the higher education institution is considered as one of the causes of the weakness in downstream product resulted from research and development; and improving the competitiveness of the nation. This thesis analyzes the strategic change merging the Ministry of Research and Technology (Kemenristek) and the Directorate General of Higher Education (Ditjen Dikti) to the Ministry of Research, Technology and Higher Education (Kemenristekdikti) and simultaneously analyze the types of changes. The method used is descriptive qualitative post-positivist approach. The analysis showed that the apparent strategic change in business processes within Kemenristekdikti. Challenges faced in these changes are: a shortage of human resources supporting staff, revitalization of LPNK coordination with colleges and universities, harmonization of program and consolidation of budget as well as culture change and organizational duties of the ministry of non-technical (cluster III) into the technical ministries (Cluster II). Consulted by The Drivers Of Change and strategy changes are implemented, the new transitional changes. To achieve change, it is advisable to form a team to evaluate the analysis of changes in preand post-change as well as the suitability of the expected performance. Another suggestion to address the challenges include: 1) the optimization of human resources includes preparation of regulatory duties of individuals, assessment standards of performance, and setting the rights and obligations of employees, 2) development of policies setting higher education with modeling scenarios 'public interest' in college, 3) synergy regulation of university-LPNK-industry, 4) synchronization of budgets and programs through the trilateral meeting of stakeholders, 4) planning, monitoring, evaluation and reporting of the integrated technologies of information systems and 5) knowledge management which is designed to mobilize the knowledge capitalization to ensure upon the success of business processes Kemenristekdikti.]

Abstrak :
ABSTRAK
Penelitian dilatar belakangi oleh terjadinya dualisme kurikulum yang saat ini digunakan dalam pendidikan Indonesia. Terdapat sebagian besar sekolah yang menggunakan KTSP 2006 dan sebagian sekolah yang menggunakan Kurikulum 2013. Kurikulum 2013 disahkan di masa Mendikbud Moh.Nuh yang kemudian diimplementasikan secara serentak pada tahun ajaran 2014/2015. Tiga bulan setelah implemetasi serentak dilakukan, muncul hasil evaluasi Kurikulum 2013. Kemudian terbitlah Permendikbud No.159/2014 Tentang Evaluasi Kurikulum yang pada intinya menjelaskan bahwa evaluasi telah dilaksanakan sehingga pedoman evaluasi pada Permendikbud No.81A/2013 tidak lagi berlaku. Pasca peralihan jabatan, Mendikbud Anies Baswedan melihat keganjilan tersebut dan menugaskan Tim Sebelas untuk meninjau Permendikbud No. 159/2014. Hasilnya mengungkapkan bahwa evaluasi tersebut terburu-buru dan pelaksanaan Kurikulum 2013 terkesan dipaksakan. Oleh sebab itulah diterbitkan Permendikbud No.160/2014 tentang penundaan Kurikulum 2013. Analisa kasus menggunakan konsep Evaluasi dalam Kebijakan Pendidikan Oleh US Committee in Program Evaluation in Education Assembly yang menjelaskan cara ideal melakukan evaluasi pada kebijakan yang menyangkut pendidikan. Konsep Policy Development Framework oleh Meredith Edwards yang memberikan pemaparan tahapan kebijakan publik yang detail dan pokok pertanyaan dalam melakukan studi evaluasi. Penelitian berjenis eksplanatifanalisis dan argumentative. Peneliti melakukan studi lapangan untuk mengumpulkan informasi. Informasi diperoleh dari hasil wawancara dengan pihak terkait di lingkungan Kemendikbud, mencari dokumen terkait di Badan Penelitian dan Pengembangan Kemendikbud, dan menambah informasi pendukung melalui artikel berita di media massa. Penelitian menemukan bahwa terdapat agenda politik yakni untuk membangun warisan kinerja yang dilakukan baik oleh Mendikbud Moh. Nuh maupun Mendikbud Anies Baswedan. Hasil penelitian ini menjelaskan bahwa dalam proses kebijakan publik, tidak berlaku proses tahapan melainkan siklus. Sebab masalah bisa jadi tidak dituliskan dalam hasil evaluasi tapi justru evaluasi itu sendiri adalah awal masalah

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ABSTRACT
The background research is the dualism curriculum which currently used in Indonesian education. There is a majority of schools that use KTSP 2006 and some schools use the Curriculum of 2013. Curriculum 2013 was ratified in the Mendikbud Moh.Nuh period, then it is implemented simultaneously in the academic year 2014/2015. Three months after the implementation is done simultaneously, appeared evaluation results of Curriculum 2013. Then published Permendikbud 159/2014 About the Curriculum Evaluation which basically explains that the evaluation has been carried out so that the evaluation guidelines on Permendikbud No.81A / 2013 are no longer valid. Post-transition office, Education Minister Anies Baswedan identify those anomalies and assign Tim Sebelas to review Permendikbud No. 159/2014. The results reveals that the evaluation results on Permendikbud No.159/2014 was published in a rush and the implementation of Curriculum 2013 somewhat forced to happened. That is why Education Minister Anies Baswedan published Permendikbud 160/2014 about the postponement of Curriculum 2013 implementation. Analysis of this case are using the concept of Policy Evaluation in Education By US Committee in Program Evaluation in Education Assembly which describes the ideal way to evaluate the policies relating to education. The concept of Policy Development Framework by Meredith Edwards which exposure stage of public policy detail and basic questions within an evaluation study. The research is kind of analytical-explanation and argumentative research. Researchers conducted a field study to collect information. Information obtained from interviews with stakeholders in Kemendikbud, seeking documents related Kemendikbud Research and Development Agency, and add some supporting information through news articles in the mass media. The study found that there is a political agenda which is to build a legacy by both the Education Minister Moh. Noh and Education Minister Anies Baswedan. The results of this study explains that in the process of public policy, do not apply stages form but preferably use cycle form. Because the problem may not be written in the results of the evaluation but rather be that evaluation itself is the beginning of the problem