scholarly journals DIKLAT PENGUATAN KEPALA SEKOLAH KECAMATAN TULANGBAWANG GUNA TERWUJUDNYA STUDENT WELLBEING

2021 ◽  
Vol 6 (2) ◽  
pp. 146
Author(s):  
Muhammad Irfan ◽  
Samsul Hadi
Keyword(s):  
Independent Schools ◽  
School Principals ◽  
Student Learning Outcomes ◽  
Education And Training ◽  
School Principal ◽  
Entire Series ◽  
Student Wellbeing ◽  
Training Activities ◽  
Improve Student Learning ◽  
And Training

<p><strong><em>Abstract.</em></strong> <em>Diklat Penguatan Kepala Sekolah aims to improve the competence of school principals in accordance with their duties and functions, and encourage school principals to create independent schools to improve student learning outcomes which lead to the realization of student wellbeing. Diklat Penguatan Kepala Sekolah is held for 71 hours of lessons @ 45 minutes, online via the website: https://sim.tendik.kemdikbud.go.id/penguatanks. Prior to the implementation of the training, participants took the LMS introduction stage by the LMS admin for 6 jp. Training is held for 23 days. The service team consists of three people, namely 1 teacher, 1 LMS admin, and 1 LMS operator. Participants will get a Certificate of Completion of Education and Training (STTPP) with the results according to the predicate, if: (1) have completed the entire series of School Principal Strengthening Training activities, (2) meet at least 95% attendance, and (3) complete all assignments and bill. The implementation of the training to strengthen school principals in Tulang Bawang Regency, Tulang Bawang District was in accordance with the plan. Participants participated in the entire series of training activities enthusiastically and completed all given assignments properly and on time. After carrying out all stages of training to strengthen school principals, the results of the assessment were obtained. Based on the results of the assessment, it was found that all training participants passed and were entitled to a Certificate of Completion of Education and Training (STTPP).</em></p><p><strong><em> </em></strong></p><p><strong>Abstrak.</strong> Diklat Penguatan Kepala Sekolah bertujuan untuk meningkatkan kompetensi kepala sekolah sesuai dengan tugas dan fungsinya, dan mendorong kepala sekolah untuk menciptakan sekolah merdeka demi tercapainya capaian belajar peserta didik yang bermuara pada terwujudnya students wellbeing. Diklat Penguatan Kepala Sekolah diselenggarakan selama 71 jam pelajaran @ 45 menit, secara daring melalui website: https://sim.tendik.kemdikbud.go.id/penguatanks. Sebelum pelaksanaan Diklat, peserta mengikuti tahap pengenalan LMS oleh admin LMS selama 6 jp. Diklat dilaksanakan selama 23 hari. Tim pengabdi terdiri dari tiga orang yaitu 1 pengajar, 1 admin LMS, dan 1 operator LMS.  Peserta akan mendapatkan Surat Tanda Tamat Pendidikan dan Pelatihan (STTPP) dengan hasil capaian sesuai predikat, jika: (1) telah menyelesaikan seluruh rangkaian kegiatan Diklat Penguatan Kepala Sekolah, (2) memenuhi kehadiran minimal 95%, dan (3) menyelesaikan seluruh tugas dan tagihan. Pelaksanaan diklat penguatan kepala sekolah di Kabupaten Tulang Bawang, Kecamatan Tulang Bawang telah sesuai dengan rencana. Peserta mengikuti seluruh rangkaian kegiatan diklat dengan antusias dan menyelesaikan seluruh tugas-tugas yang diberikan secara baik dan tepat waktu. Setelah melaksanakan seluruh tahapan diklat penguatan kepala sekolah, diperoleh hasil penilaian. Berdasarkan hasil penilaian, diperoleh bahwa seluruh peserta diklat dinyatakan lulus dan berhak memperoleh Surat Tanda Tamat Pendidikan dan Pelatihan (STTPP).</p><br /><div id="gtx-trans" style="position: absolute; left: -46px; top: 502px;"> </div>

scholarly journals Teacher’s Readiness in the New Principal Preparation Program (PPP)

2018 ◽  
Vol 2 (2) ◽  
pp. 343
Author(s):  
Ratna Juwita ◽  
Siswandari Siswandari
Keyword(s):  
Time Management ◽  
Principal Preparation ◽  
School Principals ◽  
Education And Training ◽  
School Principal ◽  
Learning Goals ◽  
Learning Readiness ◽  
Principal Candidates ◽  
Principal Preparation Program ◽  
And Training

This descriptive study reports on the learning readiness of teachers in the Indonesia Principal Preparation Programme (PPP). The Republic of Indonesia Ministry of Education and Culture has decreed that school principal candidates are to have school principal certificates before they can be appointed as school principals. The school principal certificate can only be attained by completing the PPP, one of the important stages of which is education and training. As a form of learning, education and training in the PPP demands school principal candidates to exhibit learning readiness. It has long and widely been acknowledged that learning readiness is one of the most important determining factors of success in learning. The PPP itself, in short, is a programme designed to equip teachers with previously determined competencies to enable them to take on the role of school leader and school manager. The PPP consists of several stages, which are: proposal of principal candidates, selection, and education and training. Each stage of the PPP comes with certain requirements. This study focuses on the stage of education and training. The preconditions of this stage determine the success of the process of learning and the achievement of the learning goals. Based on this notion, this paper aims to describe the training readiness of teachers nominated as school principals, with particular regard to their physical, psychological, and material readiness. Further attention is given to proposing possible alternatives to improve PPP training readiness. The method used in this study is the descriptive qualitative method. Data were collected through pre-test and post-test, questionnaires, and document study. Descriptive statistics were employed to analyse the data. The analysis results show that, while teachers’ material readiness for training is relatively high, they lack psychological and physical readiness. Better time management, competent trainers, a contextual curriculum, and a matriculation programme are proposed as alternatives to improve psychological and physical readiness.

scholarly journals Digital Tools as an Enabler for Educational and Training Processes: The Case Study of REFUGEEClassAssistance4 Teachers Project

Proceedings ◽  
2021 ◽  
Vol 74 (1) ◽  
pp. 14
Author(s):  
Ourania Areta ◽  
Karel Van Isacker
Keyword(s):  
Social Interactions ◽  
Education And Training ◽  
Working Environment ◽  
Digital Tools ◽  
Training Process ◽  
Training Activities ◽  
And Training

Digitalization has transformed all aspects of life, from social interactions to the working environment and education, something that accelerated with the emergence of COVID-19. The same stands for education and training activities, where the use of digital tools has been gradually advancing and become merely online because of the virus. This brought forth the need to discuss further the applications, benefits, and challenges of digital tools within the framework of the education and training process, and the need to study examples of successful applications. This study aims to support both these requirements by presenting the case study of REFUGEEClassAssistance4Teachers project and its outcomes.

scholarly journals Evaluasi Program Pendidikan dan Pelatihan Kewirausahaan

2020 ◽  
Vol 5 (6) ◽  
pp. 870
Author(s):  
Chyntia Liliana ◽  
Yari Dwi Kurnaningsih
Keyword(s):  
Qualitative Data ◽  
Evaluation Model ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Business Plans ◽  
Training Activities ◽  
Three Stages ◽  
Quantitative Descriptive ◽  
And Training ◽  
Reaction Level

<p><strong>Abstract:</strong> This study aims to evaluate the entrepreneurship education and training activities program that uses the Kirkpatrick evaluation model. Data collection using questionnaires, observations, interviews and document studies. Data were analyzed in quantitative descriptive qualitative. Qualitative data analysis was carried out through three stages: The results showed that at the reaction level, 85.20% of participants were satisfied with the organization of entrepreneurship education and training. At the learning level, knowledge aspects did not experience a significant increase. In the aspect of attitudes and skills of training participants considered very good. At the behavioral level, 6 people have done business planning and have successfully run their businesses, 5 people have planned businesses, but have not yet started their businesses, while 14 people have not had business plans.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengevaluasi program kegiatan pendidikan dan pelatihan kewirausahaan yang menggunakan model evaluasi Kirkpatrick<em>.</em> Pengumpulan data menggunakan angket, observasi, wawancara, dan studi dokumen. Data dianalisis secara deskriptif kualitatif kuantitatif. Analisis data kualitatif dilakukan melalui tiga tahap, yaitu hasil penelitian menunjukkan bahwa pada level <em>reaction, </em>sebesar 85,20% peserta puas terhadap penyelenggaraan pendidikan dan pelatihan kewirausahaan. Pada level <em>learning</em>, untuk aspek pengetahun tidak mengalami peningkatan yang signifikan. Pada aspek sikap dan keterampilan peserta pelatihan dinilai sangat baik. Pada level <em>behavior</em><em>,</em> enam orang telah melakukan perencanaan usaha dan telah berhasil menjalankan usahanya, lima orang sudah merencanakan usaha, namun belum memulai usahanya, sedangkan 14 orang belum memiliki perencanaan usaha.

scholarly journals L EDUCATION PHYSIQUE ET SPORTIVE : DES VOLONTES ACTEES AUX DEFAILLANCES PRATIQUES

2021 ◽  
Vol 9 (12) ◽  
pp. 201-209
Author(s):  
Par Souleymane Diallo ◽  
Keyword(s):  
Elementary School ◽  
School Principals ◽  
Education And Training ◽  
Study Data ◽  
Fundamental Cycle ◽  
Cognitive Knowledge ◽  
Practice Time ◽  
And Training ◽  
Participatory Observation

Physical and sports education, as well as legislative and pedagogical law, is characterized by its marginalization of which institutional causes are indexed in this study. Data on documentary research, participatory observation and maintenance with resource persons, state of the existence of general inspectors of education and training in EPS, of the deficit of specialty inspectors EPS, from the initial absence of training in STAPS from elementary school inspectors, school principals who do not require the practice of this discipline for the masters candidates in the CAP, principals validating the temporary transfer of hours of EPS in the disciplines of cognitive knowledge, exclusion of motor education in the promotion of quality, lack of adequate space for practice, time jobs and programs that reserve few time and coefficient factors to discipline in the fundamental cycle.

scholarly journals EURADOS education and training activities

2019 ◽  
Vol 39 (4) ◽  
pp. R37-R50
Author(s):  
J G Alves ◽  
E Fantuzzi ◽  
W Rühm ◽  
P Gilvin ◽  
A Vargas ◽  
...  
Keyword(s):  
Education And Training ◽  
Training Activities ◽  
And Training

PENGEMBANGAN KREATIVITAS GURU PENDIDIKAN AGAMA ISLAM MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 4 (2) ◽  
pp. 149-158
Author(s):  
Hilal Mahmud ◽  
St Muzdalifah
Keyword(s):  
Student Learning Outcomes ◽  
School Principal ◽  
Islamic Education ◽  
Education Standards ◽  
National Education ◽  
Teacher Creativity ◽  
Principal Performance ◽  
Professional Guidance ◽  
And Training

This study aims to identify the role of supervisors and the teacher creativity of Islamic Education in the learning process at SMP Negeri 4 Masamba. This type of research is qualitative using interviews, observation, and study documentation in collecting data. The results showed that there were a number of roles carried out by the supervisors of Islamic Education at SMP Negeri 4 Masamba in developing teacher creativity, including: teacher and/ or school principal guidance (directing), monitoring the implementation of National Education Standards, evaluating teacher and principal performance, evaluating the results of the implementation of supervision programs at target schools, professional guidance and training programs for teachers and principals. Teacher creativity is shown in the planning and implementation of learning activities, as well as evaluating student learning outcomes.

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