EDUCATION INNOVATION MODEL WITH STRATEGY IMPLEMENTATION OF THE "DARE TO BE DIFFERENT" CONCEPT

In the face of rapid and complex and unpredictable changes in life, educational innovation must be an important and critical priority because education is still the main support for improving the quality of human resources. The educational innovation model in the Indonesian Ministry of Education and Culture still tends to be more dominant in using a “top-down model” strategy, namely educational innovation developed from above by policy makers from the central level, to be implemented imperatively down to the lowest level of educational institutions. This will dull the creativity of the teaching staff and education staff. Thus, educational innovation should be balanced with a "bottom-up model" strategy, namely a model of educational innovation developed from below, which originates from the creativity of education personnel and educational staff in each educational institution implemented as an effort to improve the quality of education delivery. In order for educational innovation to run faster than other changes, it is necessary to look for more powerful models and strategies through various scientific approaches. The educational innovation model with a strategy of implementing the concept of "Dare to be different" is a concept used to motivate education providers to carry out educational innovations by not contradicting existing educational innovation models and strategies. This model focuses more on internalizing the enthusiasm for educational innovation, especially by educators. Dare to be different means daring to be different, so start with the word dare which stands for the words dream, attitude, relationship, and excellence.

[287] Development. The latest changes and innovations made by the government are replacing PP No. 19 of 2005 to PP No. 32 of 213 andChanging the KTSP curriculum (curriculum 2006) to the 2013 curriculum, which was later moratorium for evaluation, and now changed to the National Curriculum (Kurnas).
How to make educational innovation experience continuous progress (continues progress), it is necessary to find solutions and strategies that are oriented towards internalizing the spirit and work ethic of educational actors in various, pathways, and levels of educational institutions. Educational innovation must be carried out in a structured, systematic, massive, orderly, safe and successful manner.
Structured means that it must be pursued through an organized system in an efficient and effective organizational structure and work procedure (SOTK) which is equivalent to the low cost high impact theory, with limited capital (energy, time, cost) but produces a large and wide impact. Systematic means that there is clarity of work stages in terms of goals, targets, targets, strategies, and evaluations, in the form of a system that can be used as a guide for everyone involved in educational innovation activities. Massive means that educational innovation must mobilize and utilize all resources (human, money, material, etc.) to actively participate so that educational innovation becomes the interest of all parties. Orderly means obeying principles, working based on rules and regulations that apply as a juridical aspect in education starting from the 1945 Constitution, Laws, PPs, Kepres, Kepmen, up to the rules of educational institutions at the executive level. Safe means that it does not cause noise and disorderly implementation of education. Success means being marked by various successes in educational innovations that are measured objectively and scientifically.

Innovation Concept
Innovation comes from the Latin word, innovation which means renewal and change. The verb is innovo which means to renew and change. Innovation is a new change that leads to improvement; which is different or different from the previous one, which is done on purpose and plan (not by chance). The word "innovation" (English) is often translated as anything new or renewal (Hamijoyo, 1996), but some have made the word innovation become the Indonesian word is "innovation". Innovation is sometimes used to express discovery, because new things are the results of discoveries. The word invention is also often used to translate the words from the English language "discovery" Vol. 2, Issue. 2, June 2021E-ISSN: 2746 [288] and "invention". There is also a link between the meaning innovation and modernization, because they both discuss reform efforts.
In order not to confuse readers and to broaden their horizons and clarify the meaning of educational innovation, it is necessary to first discuss the meaning of discovery, invention, and innovation. The three terms in Indonesian can be interpreted as "discovery", which means the discovery of something new, it may be something. The new one has been around for a long time, but then it is only discovered or known, or maybe something new was really not there before or not yet found, because for certain purposes something really new is made, even by using discovery or invention.
Discovery is the discovery of something that actually found objects or things that already exist, but are not yet known to people. For example, the discovery of the American continent. Actually, the American continent has been around for a long time, but it was only discovered by Columbus in 1492, then it is said that Columbus discovered the American continent, meaning that Columbus was the first European to encounter the American continent. Invention is the discovery of something completely new, meaning that The results of human creations, objects or things that were encountered really didn't exist before, then they were held with new creations. For example, the discovery of learning theories, educational theories, techniques for making plastic goods, fashion clothes, and so on. Of course the emergence of ideas or creativity based on observations, experiences, from things that already exist, but the form he finds is really new.
Innovation is an idea, item, event, method that is felt or observed as something new to a person or group of people (society), whether it is in the form of invention or discovery. This is in line with the opinion of Donald P. Ely (1982) which states "An innovation is an idea for accomplishing some social recognition and in a new way or for a means of accomplishing some social", and the opinion of Zaltman, Duncan, (1977: 12 ) which states "An innovation is any idea, practice, or material artifact perceived to be new by the relevant unit of adopt. The innovation is the change object. A change is the altera in the structure of a system that requires or could be required relearning on the part of the actor (s) in response to a situation. The requirements of the situation often involve a res to a new requirement is an inventive process producing an invention. However, all innovations, since not everything an individual or formal or informal group adopt is perceived as new ". So innovation can be defined as an idea, item, event, method that is felt or observed as something new to a person or group of people (society), whether it is the result of an invention or a coverage. Innovation is held to achieve certain goals or to solve a particular problem.
According to Hamidjojo, quoted by Abdulhak (2002), educational innovation is "a change that is new and qualitatively different from the previous one and is deliberately made to increase the ability to achieve certain goals, including in the field of education".
Innovation is not just a change from one state to another. In changes that are classified as innovation, in addition to new ones, there must be an element of intent, an element of quality that is better than before and is directed at increasing various abilities to achieve the expected goals. Educational innovation is innovation in the field of education or innovation to solve educational problems. Educational innovation is basically a change or brilliant thinking in the field of education which is characterized by new things or in the form of certain educational practices or in the form of a product of a result of thought and technology applied through certain stages that are believed and intended to solve educational problems which arise and improve a state of education or a certain educational process that occurs in society.

Educational Innovation Model
In general, there are two educational innovation models, namely: a. Top-down models, namely educational innovations created by certain parties as leaders / superiors that are applied to subordinates; as well as educational innovations undertaken by the Ministry of National Education so far; b. The bottom-up model is an innovation model that is sourced and created from below and implemented as an effort to improve the delivery and quality of education.

Educational Innovation Goals
According to Hamidjojo (1974) the main objective of innovation is to increase the resources of manpower, money and facilities, including organizational structures and procedures. The purpose of educational innovation is to increase the efficiency, relevance, quality and effectiveness of facilities as well as the maximum number of students with the greatest possible educational outcome (according to the criteria for the needs of students, society and development) by using resources, energy, money, tools and time the smallest thing.
Systematically, the direction of the aims of Indonesia's educational innovation are: a. Catch up with various lags from various advances in science and technology, so that ultimately education in Indonesia is increasingly running parallel to these advances. b. Endeavor to carry out education in every type, track and level that can serve every citizen equally and fairly.
c. Reforming the Indonesian education system to be more efficient and effective, respecting national culture, smooth and perfect policy information systems, strengthening national identity and awareness, fostering a community to love to learn, attracting students' interest, and producing many graduates who are really needed in various fields jobs that exist in people's lives.

The concept of Dare to be Different
Dare to be different, can be interpreted as being brave to be different, or a courage to be extraordinary. From verb DARE can be created as an acronym for: Dream, Attitude, Relationship, and Excellence. How to make educational innovation successful, the following steps must be used: 1) Dream means dreams, aspirations, desires, goals, goals that will be achieved by a person or group of people in an organization, like a football player will be eager to bring the ball to the target / goal in order to set a winning goal. Dreams are desires that are very, very coveted and must come true regardless of the risk. With dreams, all activities will be filled with extraordinary enthusiasm.
2) Attitude, which means attitude, which is a person's tendency to a problem, or a person's perspective on every life problem and life they face. Attitudes are divided into two, namely positive attitudes and negative attitudes. Positive attitudes tend to focus more on the positive things of a problem so that it creates pleasure and calmness, while negative attitudes tend to focus more on negative things, shortcomings, ugliness, which creates dislike and weakens the spirit of work.
3) Relationship, meaning connectivity, relations, networking, or friendship. With whom we make relationships and work together will determine our success in the future. 4. Excellence, which means perfection, especially in chasing dreams, you don't need to wait for everything to be completely complete, ready and perfect. The most important thing is to straighten your intentions, complete your efforts, and trust in Allah SWT. 4) Different, means different, applying a principle if not better make it different so that you will be noticed by other people.
Dream has extraordinary power, wise people say the characteristic of a human being is having a dream, dream that has power, dream is your compass, dream develops your potential, dream helps organize your priority, dream adds value to the job, dream helps design future. Because of that, take care and take care of your dreams, beware of your dream thieves who are usually the people closest to you and seem to love you. If you follow the clockwise direction you will not change much, if you want to change fast forward and safe, follow the direction of your compass needle.

Strategy for Implementing the Concept of "Dare To Be Different" in Educational
Innovation Any educational innovation model will be very effective if it starts with a strategy of implementing the concept of "Dare To Be Different". Educational innovation must have clear goals, goals and objectives. The dream of educational innovation must be made with the following criteria: Big, valuable, and smart (specific, measurable, achievable, rationable, and time limited). Big and valuable dreams will generate great enthusiasm and value from the actors of educational innovation. Dreams in educational innovation are hopes or desires that are very coveted and must come true regardless of the risk.
Therefore, a good dream besides being big and valuable, must meet the following criteria: 1) Specific means specific, clear indicators of achievement, can be quantified; 2) Measurable, meaning the level of achievement can be measured; 3) Achievable, meaning that the dream is likely to be achieved; 4) Rationable, which means that the dream is reasonable or rational, not grandiose, not an empty wishful thinking; and 5) Time limited, meaning that the dream has the required duration of clarity, there is certainty when it will be achieved. This smart dream is what will leverage the enthusiasm of educators and educational institutions in carrying out educational innovations, both at the planning stage, during implementation, as well as in the hold on evaluation and follow-up.
After the dream, educators and education personnel who are involved in educational innovation must be ensured to have a positive attitude towards educational innovation. There are quantification results of various factors that support the success of educational innovation, by means of quantification if A = 1, B = 2, C = 3, etc. Z = 26, it turns out that the factor: Luck = 47 %, Love = 53%, Money = 72%, Knowledge = 96%, Leadership = 97%, Hard Work = 98%, and apparently Attitude = 100%. This means that the 100% determinant factor contributing to the success of educational innovation is the attitude.
Attitude is everyone's emotional intelligence as a determinant of success.
Attitudes are: the "forerunner" of our true self, the root is in the mind, but the fruit comes out; Our best friend or worst enemy; More honest and more consistent than our words; External views based on past experiences; That which attracts others to us or drives them away; Never satisfied before stated; Our past librarian; Our present spokesperson; even like our future prophet.
If a positive attitude is embedded in innovators, a work atmosphere that is fun, full of optimism, full of beauty, full of hope and far from despair at work, will be accompanied by a race of gratitude for any educational innovation activities that have been carried out. It is different if a negative attitude is embedded, it can be ascertained that educational innovation will stop and fail because what is seen by educational innovation actors are deficiencies, obstacles, threats, and other negative things, this will give rise to hatred and dislike at work, even it can leads to depression and indifference.
According to Widayatun, TR (1999: 223)  b) The defense function of the ego This function is related to Sigmund Freud's theory, which explains that this attitude "defends" the individual against unpleasant or threatening information, otherwise he must face it. c) Value expression function Some attitudes are held by a person because they embody the core values and self-concept. We all think of ourselves as this or that kind of person (whether or not they really are is another matter); by having a certain attitude that presumption is supported.

d) Knowledge function
We must be able to understand and organize the world around us. An attitude that can help this function allows the individual to organize and shape some aspects of his experience.
After attitude, then relationship implementation strategy, meaning that with whom we have to establish relationships and cooperation in implementing educational innovation, without the right relationship it is impossible for educational innovation to succeed. Building mutually beneficial relationships and cooperation (win-win solutions) with all education stakeholders will be able to accelerate the achievement of educational innovation goals.
Relationship is a relationship that occurs between one or more. In the process of educational innovation, relationship cannot be avoided, given that they support each other. The relationship in question is the relationship between educational institutions and educational implementers, the relationship between the program and program implementers, the relationship between the curriculum and curriculum implementers and so on. In other words, relationship is a relationship or relationship that supports the achievement of educational innovation. Relationship in the educational innovation process refers to the relationships or factors driving the creation of educational innovation. In other words, an innovation will not be successful if it is not supported by other factors.
According to a survey of interested experts, a person's success in society is 15% determined by intelligence, skills and technology, the remaining 85% is determined by how he builds relationships or relationships with various parties that are needed. Based on the results of research from the Stanford Research Institute, that the sale of a product is only 12.5% determined by knowledge and 87.5% determined by the ability to deal with other people. In Islamic business, it is known as friendship, with friendship there will be relationships based on high trust and affection, this friendship can also be used in educational innovation.
There are several things that must be considered in making a relationship, including: 1. With whom we have a relationship (with whom we have a relationship; 2. Repare your ears to hear); 3. Give others the chance to speak (Give others the opportunity to talk); 4. Ignore weaknes use kindness (Ignore weaknesses, take advantage of kindness); 5. Love and kindness (affection and kindness); 6. Attitude and hospitality (polite and kindness); 7 Thankfulness and rewards (gratitude and appreciation) 8.
Consider the wright words (Consider the right words), and 8. Integrity (Integrity, the suitability of words and deeds, the character of honesty, which causes a high level of trust in a person. from other parties These eight aspects should really be used as guidelines in building relationships by educational innovation actors at various levels of educational institutions. Excel can be interpreted as perfection, excellence, the best quality. When we measure the peak of the success of educational innovation as something excelent, it is Vol. 2, Issue. 2, June 2021E-ISSN: 2746 necessary to pay attention to the following guidelines: 1. Excellence is not money (Perfection is not talking about money); 2. Excellence is not determined by situation (Perfection is not determined by circumstances); 3. Excellence doesn't mean to have all (Perfection doesn't mean having everything); 4. Road to excelence (the long road to perfection). Different, can be interpreted differently in a positive way, so that it becomes people's attention, make a difference if it can't be better. By implementing the dare to be different concept strategy, educational innovation should run successfully. Education will experience changes and renewal. The difference is, if there is an element of intent in the renewal. The equation is that both have new or different elements from before.
Educational reform itself is a change that is new and qualitatively different from what was before it and deliberately attempts to increase the ability to achieve certain goals in education.
To clearly understand the difference between innovation and change, we can see the definition expressed by Nichols (1983: 4): "Change referencing to" continuous reapraisal and improvement of existing practice which can be considered as part of the normal activity… .. while Innovation Refer to…. Idea, subject or practice as new by an individual or individuals, which is intended to bring about improvement in relation to desired objectives, which is fundamental in nature and which is planned and deliberate. Nichols emphasizes the difference between change (change) and innovation (innovation) as he said above, that change refers to the continuity of assessment, interpretation and hope in improving the implementation of existing education which is considered a normal part of activity. , the object or practice of something new by a person or group of people who intends to improve the expected goals.
Wojowasito, (1992) states: "Everything that is new or renewal is called innovation in Indonesian called innovation". Innovation is an idea, item, event, method that is felt or observed as something new, for a person or group of people (society). Innovation is held to achieve certain goals or to solve a particular problem. Innovation is sometimes also used to express discovery, because the novelty is the result of discovery. The word invention is also often used to translate the English words "discovery" and "invention".

Education System Innovation in Indonesia
The innovation of the education system in Indonesia is carried out using a juridical to improve the quality and competitiveness of the nation. If we look at the contents of PP No. 32 of 2013, it appears that the changes made are more likely to be related to articles related to curriculum and learning (graduate competency standards, content standards, process standards, and assessment standards). This can be seen clearly by the insertion of CHAPTER XIA which specifically contains articles regulating the curriculum.
Several articles in PP. 19 of 2005 which was deleted also seems to better illustrate the consequences of the contents of the articles as outlined in this CHAPTER XIA.
Meanwhile, for articles relating to the standards of educators and education personnel, standard of facilities and infrastructure, management standards, and standard of financing, essentially there do not seem to be many significant changes. strategy, and one of these national education development strategies is "development and implementation of a competency-based curriculum." Article 35 of Law Number 20 of 2003 also stipulates that "National education standards are used as a reference for curriculum development, education personnel, facilities and infrastructure, management, and financing." Furthermore, in the explanation of Article 35 it is stated that "graduate competence is a qualification of the ability of graduates. which includes attitudes, knowledge, and skills in accordance with agreed national standards. " In essence, Law Number 20 of 2003 concerning the National Education System in Article 1 Paragraph (1) states that "Education is a conscious and planned effort to create an atmosphere of learning and the learning process so that students actively develop their potential to have religious spiritual power. self-control, personality, intelligence, noble character, and skills needed by him, society, nation and state.
The dialogue about changing the curriculum from the KTSP Curriculum to the 2013 Curriculum raises questions about teacher professionalism. Curriculum changes since Indonesia's 11th independence have followed the same pattern of flowing from top to bottom. From the concept it flows downward and must be implemented in schools by the teachers. This change is in fact contrary to the nature of education, which is a practical theoretical science. This means that education is a process that is implemented in the field or in the classroom and from this process it will provide input to changing concepts. Therefore the failure of a curriculum concept lies in the implementation of teachers in the field. It is not surprising that various failures in curriculum improvement are blamed or lies on the responsibility of the teachers. The success of the 2013 Curriculum will lie with the teachers and not with anyone else. The development of the 2013 curriculum is continuously being carried out and has now changed to the National Curriculum (Kurnas). In addition, at the tertiary level that has LPTKs (Educational Personnel Education Institutions) such as IKIP, FKIP, STKIP, a systematic review of the LPTK curriculum is based on the KKNI (Indonesian National Qualification Framework).

C. Conclusion
Educational innovation is a necessity in facing life changes in various aspects that are getting faster and more complicated and difficult to predict. Educational innovation must be oriented towards improving the quality of education in all its aspects, based on the low cost high impact theory, with the lowest possible cost but having a broader impact.
Educational innovation tends to be successful if a structured, systematic, massive, orderly, safe and successful approach is applied. The educational innovation model in the Indonesian Ministry of Education and Culture tends to be more dominant in using the "top-down model" strategy, namely educational innovations developed from above to the ministerial level. This should be balanced with a "bottom-up model" strategy, namely a model of educational innovation developed from below, which originates from the creativity of education personnel and educational staff in each educational institution implemented as an effort to improve the quality of education delivery. In order for educational innovation to run faster than other changes, it is necessary to look for more powerful models and strategies through various scientific approaches. The educational innovation model with a strategy of implementing the concept of "Dare to be different" is a concept used to motivate education providers to carry out educational innovations by not contradicting existing educational innovation models and strategies. This model focuses more on internalizing the enthusiasm for educational innovation, especially by educators. Dare to be different means daring to be different, so start with the word dare which stands for the words' dream, attitude, relationship, and excellence.
Create big, valuable, and smart dreams in order to create a strong work ethic in educational innovation, instill a positive attitude in educational innovation actors, build relationships and cooperation with various parties as needed, and achieve perfection or excellence from educational innovations that have been made. Educational innovation in Indonesia is carried out with a juridical approach and a curriculum development approach, which is applied in all types, pathways and levels of education. LPTK curriculum innovations continue, the last one is based on KKNI (Indonesian National Qualifications Framework).