Optimizing Teacher Capacity Building Through MGMP Activities at SMPN 1 Banjarbaru

Guru menjadi pilar dalam pelaksanaan belajar dan pembelajaran di dalam kelas, sebagai elemen terpenting inilah kemampuan para guru dalam melaksanakan pembelajaran juga berimbas terhadap evaluasi dan remedial dari yang dianggap kurang berperan terhadap perkembangan peserta didik. Oleh sebab itu dari MGMP yang dilaksanakan oleh SMPN 1 Banjarbaru untuk meningkatkan kemampuan dan proses evaluasi pembelajaran. Artikel ini bertujuan untuk mendeskripsikan dari perkembangan para guru dalam meningkatkan kemampuan belajar mengajar yang dilaksanakan melalui MGMP di SMPN 1 Banjarbaru. Menggunakan Penelitian Tindakan Sekolah (PTS) dengan metode deskriptif dengan menggunakan siklus-siklus yang telah dilakukan guna menjelaskan hasil temuan, teknik pengumpulan data dengan langkah-langkah berikut 1) Perencanaan Tindakan; 2) Pelaksanaan Tindakan; 3) Pengamatan (Observasi). Hasil temuan 1) menjelaskan bahwa pada siklus 1 masih siklus 1 ke siklus 2, pada siklus 1 ada 3 aspek pengamatan yang belum mencapai persentase 100% dalam beberapa aspek penilaian terlebih ada yang tidak bernilai sama sekali. 2) sementara pada siklus 2 hanya 2 aspek pengamatan yang belum mencapai persentase 100%, sehingga supervisor melakukan evaluasi kepada para guru untuk meningkatkan aspek-aspek tersebut dengan langkah refleksi terhadap kegiatan evaluasi dan remedial yang dilaksanakan dalam MGMP.

Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic

The pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.

PELATIHAN PENINGKATAN KAPASITAS GURU SISWA BERKEBUTUHAN KHUSUS DI SEKOLAH SAYAP IBU BINTARO

Teachers have an important role in the running of educational activities in schools, both regular and special schools. The competence of teachers who teach will greatly determine the achievement of the learning goals given in the ongoing curriculum. With the limited human resources available in the area of children with special needs, there are times when teachers who teach do not have the minimum competence needed to make teaching and learning activities run smoothly, so learning targets become a challenge in itself. Teachers who teach in special schools should also have special competencies to be better prepared to handle and educate Students with Special Needs (SBK). This study used a mixed-method with a group discussion forum, interviews, and questionnaires to get a deeper picture of the competence of teachers at the Sayap Ibu Bintaro Foundation (YSIB). The results showed that there are internal and external factors that affect the competence of teachers at YSIB. Teacher knowledge and skills in behavior management, recognizing SBK characteristics, and communication with SBK still need further development. This results in the teacher's teaching strategy not optimal in their daily lives. Therefore, a form of intervention is needed to improve teacher competence, especially in behavior management, recognizing SBK characteristics, and communication skills with SBK. The intervention was carried out by training "Special Need Teacher Capacity Building". The results of the intervention show that training can improve teacher competence, especially in the cognitive and affective aspects, while the behavioral aspect is not maximal because the opportunity to practice the results of the training is still limited.ABSTRAK:Guru memiliki peran penting dalam berjalannya kegiatan pendidikan di sekolah, baik sekolah reguler maupun sekolah khusus. Kompetensi guru yang mengajar akan menentukan tercapainya tujuan pembelajaran yang diberikan dalam kurikulum yang berjalan. Dengan keterbatasan sumber daya manusia yang tersedia pada area anak berkebutuhan khusus, ada kalanya guru yang mengajar belum memiliki kompetensi minimal yang dibutuhkan guna menunjang kelancaran kegiatan belajar mengajar (KBM), sehingga target pembelajaran menjadi sebuah tantangan tersendiri. Guru yang mengajar di sekolah khusus pun sebaiknya memiliki kompetensi khusus agar siap untuk menangani dan mendidik Siswa Berkebutuhan Khusus (SBK). Penelitian ini menggunakan mixed method dengan forum group discussion, wawancara, dan kuesioner kepada 5 guru dan Kepala Sekolah untuk mendapatkan gambaran yang lebih mendalam terkait dengan kompetensi guru di Yayasan Sayap Ibu Bintaro (YSIB). Hasil penelitian menunjukkan bahwa terdapat faktor internal dan eksternal yang mempengaruhi kompetensi guru di YSIB. Pengetahuan dan keterampilan guru dalam manajemen perilaku, mengenali karakteristik SBK, dan komunikasi dengan SBK masih perlu dikembangkan lebih lanjut. Hal ini berakibat pada strategi mengajar guru belum optimal dalam kesehariannya. Oleh karena itu, diperlukan suatu bentuk intervensi untuk meningkatkan kompetensi guru, terutama dalam manajemen perilaku, mengenal karakteristik SBK, dan keterampilan komunikasi dengan SBK. Intervensi dilakukan dengan pelatihan “Special Need Teacher Capacity Building”. Hasil intervensi menunjukkan bahwa pelatihan dapat meningkatkan kompetensi guru, terutama pada aspek kognitif dan afektif, sedangkan pada aspek perilaku belum terlihat maksimal karena kesempatan untuk mempraktekkan hasil pelatihan masih terbatas

TEACHER CAPACITY BUILDING AS A MEANS OF PROMOTING EDUCATION FOR SUSTAINABLE DEVELOPMENT (Based on UNESCO and UNECE MATERIALS)

The article presents the main proposals and recommendations of UNESCO and the UN Economic Commission for Europe (UNECE), aimed at transforming teacher training systems for education for sustainable development (ESD). Since the planet's natural resources are limited, people must learn to use them rationally and, just as importantly, learn to live together and make responsible decisions so that our actions do not negatively affect other people and future generations. All this should be taught from early childhood. This is what education for sustainable development, led by UNESCO, is aimed at. Studying the possibilities of modern education for achieving the goals of sustainable development has led to the understanding that it only partially meets the requirements and challenges of the time. It is necessary to radically transform traditional educational systems and restructure existing models of teaching both students and teachers themselves. The article presents the theories that education for sustainable development is based on, and presents the recommendations of the Economic Commission for Europe on building the capacity of teachers. The difference between environmental education and ESD is explained. Scientists and the pedagogical community of Russia are faced with the task of more actively developing educational work and promoting ideas about education for sustainable development and starting to translate them into reality. There is also a need for more active participation of UNESCO Chairs in Russia in this process.

The Misconception of Teachers’ and Students’ Knowledge Regarding Puberty in Higher Elementary Education

The Indonesian Adolescent Reproductive Health Survey (Survei Kesehatan Reproduksi Remaja Indonesia-SKRRI)h ighlights the lack of knowledge amongst adolescents regarding puberty. Other studies have identified the limited advice from parents, because parents and teachers frequently opt not to discuss experiences related to adolescent reproductive health. This study aims to understand the perception of teachers and students in higher grades with regards to puberty. The study used a qualitative approach, collecting data via in-depth interviews with teachers and students. There were seven informants, consisting of five teachers and two students studying in grade IV-VI from two schools in North Jakarta. The study shows teachers, as well as students, often had only a limited understanding of puberty and considered it a vulgar subject which should not be discussed. Teacher capacity building is needed regarding the material and delivery methods of puberty content. Keywords: puberty, higher grade, elementary school

Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments

The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school’s needs, while being supported by a more extensive university-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.

School leadership capacity-building: developing country successful case studies

PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;

Information and Communication Technology in Education: Innovations Methods in 21st Century

ICT is emerging as a big stimulating force and there is urgent need to integrate ICT with education because of several opportunities. In view of ICT, education can be classified in four main categories. Emerging challenges for ICT use are related to infrastructure, teacher, capacity-building, technical support, language and content. Cloud computing, e-learning, M-learning, Web 2.0, Simulation are newer examples of way of technologies that can be made integral part of educational institutions at a mass level. “Technology is the non linear tool for accelerated economic growth, and the foundation for the sustained development of the nation.” APJ Abdul Kalam, 2010

LANDASAN AGAMA DALAM PENDIDIKAN PUBERTAS DI SEKOLAH DASAR

Indonesia is experiencing a demographic bonus, and a good education and health situation will determine the quality of human resources so that this situation does not turn into a demographic burden or disaster. The Indonesian Adolescent Reproductive Health Survey shows the in-depth knowledge of adolescents about puberty, whereas adolescence is a golden period that will determine the quality of the next generation. This study aims to get a picture of the perception of teachers and students in particular about puberty and its relation to religion. The approach used is qualitative, data collected by conducting in-depth interviews with teachers, parents, and students. There were ten informants, consisting of teachers, parents, and students from 2 public and religious-based elementary schools in North Jakarta. In general, teachers have low knowledge / understanding of puberty, as well as students' knowledge. Most teachers have the perception that education about puberty in the classroom, according to the curriculum, turns out to be too vulgar so that some information is not conveyed to students. Religion is considered as the most reliable foundation in shaping student behavior. Teachers tend to hand over responsibility to religious teachers to deliver material on puberty, at religiously-based schools specifically mentioned teachers of fiqh. Teacher capacity building is needed regarding the material that must be taught, and it is delivery methods to suit the needs of students and have an impact on improving knowledge and improving behavior.Abstrak. Indonesia sedang mengalami bonus demografi dan situasi pendidikan dan kesehatan yang baik sangat menentukan kualitas sumber daya insani agar situasi ini tidak berbalik menjadi beban atau bencana demografi. Survei Kesehatan Reproduksi Remaja Indonesia memperlihatkan rendahnya pengetahuan remaja tentang pubertas, padahal masa remaja merupakan periode emas yang akan menentukan kualitas generasi berikutnya. Penelitian ini bertujuan mendapatkan gambaran persepsi guru dan peserta didik di khususnya tentang pubertas dan kaitannya dengan agama. Pendekatan yang digunakan yaitu kualitatif, data dikumpulkan dengan melakukan wawancara mendalam kepada guru, orang tua, dan peserta didik. Jumlah informan 10 orang, terdiri dari guru, orang tua, dan peserta didik dari 2 sekolah dasar umum dan berbasis agama di Jakarta Utara. Secara umum guru memiliki pengetahuan/pemahaman yang rendah tentang pubertas, demikian pula pengetahuan peserta didik. Kebanyakan guru memiliki persepsi bahwa edukasi tentang pubertas di kelas sesuai kurikulum ternyata dianggap terlalu vulgar sehingga sebagian informasi tidak disampaikan kepada peserta didik. Agama dianggap sebagai landasan paling diandalkan dalam membentuk perilaku peserta didik. Guru cenderung menyerahkan tanggung jawab kepada guru agama untuk menyampaikan materi tentang pubertas, pada sekolah berbasis agama disebutkan secara spesifik guru fiqih. Dibutuhkan pengembangan kapasitas guru tentang materi yang harus diajarkan dan metode penyampaiannya agar sesuai dengan kebutuhan peserta didik dan berdampak terhadap peningkatan pengetahuan serta perbaikan perilaku.