The quality of education in Indonesia generally still was becoming homework that was not yet finished. The low level of the quality of our education could be seen from: (1) the HDI data (Human Development Index) in 2005, where Indonesia occupied the level 110 from 117 countries that were surveyed. (2) the IEA Report (International Educational Achievement) mentioned the capacity read the student the Indonesian PRIMARY SCHOOL was in the place 38 from 39 countries that in the survey, and (3) the PISA Data (Programmed for International Student Assessment) in 2003, placed the academic quality of the IPA field in the level 38, whereas the mathematical field and the capacity read occupied the level 39 from 41 countries that in the survey.
Various steps were followed by the government to improve the quality of our education, among them the changing frequency of the educational curriculum of each changing time the minister, programmed him the National Standard school and the International Standard, the ICT program was to the program increased by him the value of the National Exam of the passing. But this step still met kebuntuan or to be precise did not yet have the big benefit in boosting up our education.

THE PROBLEM
Why was our education still being buried? The problem actually not was located to the educational curriculum that often changed each changing time the minister, not in the increase program in the quality of the school/the quality of education went through SNSI that uptil now became the Depdiknas policy target, and not also was located in the Nasional value of the Exam that always increased each year that precisely to polemic between the government and the community. According to the writer of the most important problem in fact was to be located in was not owned by him standard competence or did not yet satisfy him the teacher's professionalism as the symbol of profession idealism, as that was entrusted in No. UU 14 in 2005 about the teacher and the lecturer.

THE TEACHER'S PROFESSIONALISM
Bambang Sudibyo (Mendiknas-2004), had proclaimed that “pekerjaan the teacher was as the profession as in the case of the doctor, the reporter and the profession lainnya”. Like the doctor then the teacher then in demanded had competence and the academic capacity that were adequate in carrying out his profession. Not everyone could act as the doctor because menyangut the safety someone, in spite of that with the teacher's profession: not everyone could act as the teacher because meyangkut the nation's future. still the number of teachers taught was not in accordance with the background of education or kelimuan him was one of the real proof not terstandar him the quality of the educator. According to Sumargi, (1996) “Profesionalisme the teacher and the educational power did still not satisfy especially in the matter of his scientific field. For example the teacher Biology could teach Chemistry or Physics. Or the teacher IPS could teach the Indonesia” Language.
Seen from the feasibility spectacles pembelajaran could be was said did not have problems, but from the completeness spectacles or the demand of the curriculum possibly the concept pegajaran him became the ray, ngambang, and was not directed because of might be material that was taught to the student was limited by what in knew the teacher then. This condition that encouraged the teacher developed the concept of the origin taught and mengugurkan the task, without wanting to know the curriculum target that was programed.
According to the writer, the weakness of the teacher was (1) Still many teachers who had an unprofessional attitude as being not owned by him the creative and innovative spirit in sending lesson material, the frequency of the teacher extended-extended time studying-taught, or situational the teacher who felt confused and was not yet ready to teach. (2) Most teachers felt Most teachers was enough scientifically that has they could in the classroom, so as the teaching program that increased would always like that and will continue to like that, in fact the development of SCIENCE AND TECHNOLOGY of each kind of time always changed in the calculation of the second, in spite of that with the demand of the student's competence of each kind of time always increased together with the development of information technology. This weakness that escorted the teachers to gagap towards technology and knowledge that up to date. (3) Most teachers taught without the program that was clear on the basis of them felt memorized apart from the head against material that would in delivered. This view that made the teacher taught not systematize and far from the method of thinking analytical that his tips will have an impact on the decline in the studying interest of the student.
Idealism and the constructive commitment of the teacher's profession were the key to the answer from the problem of education that in faced uptil now. The implementation of No. UU 14 in 2005 became strongest hope in boosting up education to the side of that more went up, so as to be able to equate himself with the other country, like the year era set where Indonesian education was far more better from Malaysia. According to the writer, apart from the educational qualification, the teacher's professionalism could in saw from: (1) the height of the feeling of responsibility and the teacher's commitment in developing high-quality education; (2) the existence of the will and the teacher's seriousness to develop the educational potential or basic competence in accordance with the demand of SCIENCE AND TECHNOLOGY; (3) the capacity to think analytical, systematic and had an active attitude, creative as well as innovative in developing the educational program; and (4) the capacity to develop the studying concept was significant, interesting and pleasant by making use of the sophistication of information technology.

The quality of education in Indonesia generally still was becoming homework that was not yet finished. The low level of the quality of our education could be seen from: (1) the HDI data (Human Development Index) in 2005, where Indonesia occupied the level 110 from 117 countries that were surveyed. (2) the IEA Report (International Educational Achievement) mentioned the capacity read the student the Indonesian PRIMARY SCHOOL was in the place 38 from 39 countries that in the survey, and (3) the PISA Data (Programmed for International Student Assessment) in 2003, placed the academic quality of the IPA field in the level 38, whereas the mathematical field and the capacity read occupied the level 39 from 41 countries that in the survey.
Various steps were followed by the government to improve the quality of our education, among them the changing frequency of the educational curriculum of each changing time the minister, programmed him the National Standard school and the International Standard, the ICT program was to the program increased by him the value of the National Exam of the passing. But this step still met kebuntuan or to be precise did not yet have the big benefit in boosting up our education.

THE PROBLEM
Why was our education still being buried? The problem actually not was located to the educational curriculum that often changed each changing time the minister, not in the increase program in the quality of the school/the quality of education went through SNSI that uptil now became the Depdiknas policy target, and not also was located in the Nasional value of the Exam that always increased each year that precisely to polemic between the government and the community. According to the writer of the most important problem in fact was to be located in was not owned by him standard competence or did not yet satisfy him the teacher's professionalism as the symbol of profession idealism, as that was entrusted in No. UU 14 in 2005 about the teacher and the lecturer.

THE TEACHER'S PROFESSIONALISM
Bambang Sudibyo (Mendiknas-2004), had proclaimed that “pekerjaan the teacher was as the profession as in the case of the doctor, the reporter and the profession lainnya”. Like the doctor then the teacher then in demanded had competence and the academic capacity that were adequate in carrying out his profession. Not everyone could act as the doctor because menyangut the safety someone, in spite of that with the teacher's profession: not everyone could act as the teacher because meyangkut the nation's future. still the number of teachers taught was not in accordance with the background of education or kelimuan him was one of the real proof not terstandar him the quality of the educator. According to Sumargi, (1996) “Profesionalisme the teacher and the educational power did still not satisfy especially in the matter of his scientific field. For example the teacher Biology could teach Chemistry or Physics. Or the teacher IPS could teach the Indonesia” Language.
Seen from the feasibility spectacles pembelajaran could be was said did not have problems, but from the completeness spectacles or the demand of the curriculum possibly the concept pegajaran him became the ray, ngambang, and was not directed because of might be material that was taught to the student was limited by what in knew the teacher then. This condition that encouraged the teacher developed the concept of the origin taught and mengugurkan the task, without wanting to know the curriculum target that was programed.
According to the writer, the weakness of the teacher was (1) Still many teachers who had an unprofessional attitude as being not owned by him the creative and innovative spirit in sending lesson material, the frequency of the teacher extended-extended time studying-taught, or situational the teacher who felt confused and was not yet ready to teach. (2) Most teachers felt Most teachers was enough scientifically that has they could in the classroom, so as the teaching program that increased would always like that and will continue to like that, in fact the development of SCIENCE AND TECHNOLOGY of each kind of time always changed in the calculation of the second, in spite of that with the demand of the student's competence of each kind of time always increased together with the development of information technology. This weakness that escorted the teachers to gagap towards technology and knowledge that up to date. (3) Most teachers taught without the program that was clear on the basis of them felt memorized apart from the head against material that would in delivered. This view that made the teacher taught not systematize and far from the method of thinking analytical that his tips will have an impact on the decline in the studying interest of the student.
Idealism and the constructive commitment of the teacher's profession were the key to the answer from the problem of education that in faced uptil now. The implementation of No. UU 14 in 2005 became strongest hope in boosting up education to the side of that more went up, so as to be able to equate himself with the other country, like the year era set where Indonesian education was far more better from Malaysia. According to the writer, apart from the educational qualification, the teacher's professionalism could in saw from: (1) the height of the feeling of responsibility and the teacher's commitment in developing high-quality education; (2) the existence of the will and the teacher's seriousness to develop the educational potential or basic competence in accordance with the demand of SCIENCE AND TECHNOLOGY; (3) the capacity to think analytical, systematic and had an active attitude, creative as well as innovative in developing the educational program; and (4) the capacity to develop the studying concept was significant, interesting and pleasant by making use of the sophistication of information technology.