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Prioritizing Reform, Innovation, and Opportunities
for Reaching Indonesia’s Teachers, Administrators,
and Students (USAID PRIORITAS)
Quarterly Report No. 13
April–June 2015
July 2015
This publication was produced for review by the United States Agency for International Development.
It was prepared by RTI International. The contents are the responsibility of RTI International and do
not necessarily reflect the views of USAID or the United States Government.
Prioritizing Reform, Innovation, and Opportunities
for Reaching Indonesia’s Teachers, Administrators,
and Students (USAID PRIORITAS)
Quarterly Report No. 13
Contract AID-497-C-12-00003
April–June 2015
Prepared for
USAID/Indonesia
Prepared by
RTI International
3040 Cornwallis Road
Post Office Box 12194
Research Triangle Park, NC 27709-2194
RTI International is a trade name for Research Triangle Insitute.
The authors’ views expressed in this publication do not necessarily reflect the views of the United
States Agency for International Development or the United States Government.
Table of Contents
LIST OF ACRONYMS, ABBREVIATIONS, AND TERMS ................................................ III
EXECUTIVE SUMMARY......................................................................................................... 1
RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY) ................................... 5
1
1.1
1.2
1.3
1.4
PROJECT MANAGEMENT ......................................................................................... 9
YEAR 4 WORK PLAN ................................................................................................................................... 9
CONTRACT AMENDMENT .......................................................................................................................... 9
OPERATIONS ................................................................................................................................................ 9
HUMAN RESOURCES.................................................................................................................................. 10
2
PROJECT ROLLOUT, GRANTS AND PARTNERSHIPS ...................................... 11
2.1 LEVELED READING BOOKS ....................................................................................................................... 11
2.1.1
Revision of the Leveled Reading Books .................................................................................................... 11
2.1.2
GOI Approval of the Leveled Reading Books .......................................................................................... 11
2.1.3
Procurement of the Leveled Reading Books............................................................................................ 12
2.1.4
Room to Read.................................................................................................................................................. 12
2.2 PAPUA PROGRAMS ..................................................................................................................................... 12
2.2.1
Papua Province ................................................................................................................................................ 12
2.2.2
West Papua Province .................................................................................................................................... 13
2.3 US-INDONESIA TTI PARTNERSHIP .......................................................................................................... 14
3
INSTRUCTION IN SCHOOLS................................................................................. 15
3.1 TTI MODULE DEVELOPMENT ................................................................................................................... 15
3.1.1
Pre-Service Teacher Training Curricula and Materials Development .............................................. 15
3.2 TTI LAB AND PARTNER SCHOOLS .......................................................................................................... 15
3.2.1
Meeting and Working with Lab and Partner Schools .......................................................................... 15
3.2.2
Mentoring TTI Lab and Partner Schools .................................................................................................. 16
3.3 GOOD PRACTICE SCHOOLS PROGRAM ................................................................................................. 16
3.3.1
Selection of Good Practice Schools Cohort 2 .......................................................................................... 17
3.3.2
Workshops with Good Practice Schools, Cohort 1................................................................................ 17
3.3.3
Review Meetings with Good Practice Schools ......................................................................................... 17
3.4 CLASSROOM ACTION RESEARCH ............................................................................................................ 17
3.4.1
Classroom Action Research Review Meeting .......................................................................................... 19
3.5 TEACHER PRACTICUM PROGRAM............................................................................................................ 19
3.5.1
TTI Teacher Practicum National Review Meeting ................................................................................ 20
3.6 DEVELOPING TTIS AS STRATEGIC BUSINESS PLANNERS ....................................................................... 21
3.6.1
TTI Strategic Business Planning Workshop............................................................................................. 22
3.7 TTI SHOWCASE MEETINGS ...................................................................................................................... 23
3.8 PROVINCIAL UNIVERSITY CONSORTIA MEETINGS ................................................................................ 23
3.9 SHORT COURSES FOR TTI LECTURERS THROUGH THE USAID PRESTASI PROGRAM................... 24
3.10 SUPPORT FOR DISSEMINATION IN TTIS .................................................................................................. 24
3.11 USAID MISSION DIRECTOR’S VISIT TO CIMAHI, WEST JAVA .............................................................. 24
3.12 WHOLE-SCHOOL DEVELOPMENT (WSD) ............................................................................................. 25
3.12.1 Training in Module 1 for Cohort 3 Districts ........................................................................................... 25
3.12.2 Training in Module 2 for Cohort 2 Districts ........................................................................................... 25
3.12.3 Book Distribution to Cohort 2 Schools ..................................................................................................... 26
3.12.4 Preparation for Module 3 for Primary Schools ...................................................................................... 27
USAID PRIORITAS – Quarterly Report No. 13, April- June 2015
iii
3.12.5
3.12.6
National Training of Trainers, Module 3 for Primary Schools ........................................................... 28
Provincial Training of Trainers for Whole-School Development, Module 3 for
Junior-Secondary Schools .............................................................................................................................. 29
4
GOVERNANCE, MANAGEMENT, AND LINKAGES ........................................... 30
4.1 TEACHER DEPLOYMENT............................................................................................................................ 30
4.1.1
Teacher Deployment in Cohort 1 Districts ............................................................................................. 30
4.1.2
4.1.3
4.1.4
Teacher Deployment in Madrasah ........................................................................................................... 32
4.1.5
Teacher Deployment Cost-Benefit Analysis............................................................................................. 32
4.2 STRATEGIC PLANNING FOR DISSEMINATION (CONTINUING PROFESSIONAL DEVELOPMENT,
OR PKB) ...................................................................................................................................................... 34
4.2.1
Manual and Software Preparation ............................................................................................................ 35
4.2.2
National Workshop (Review and Preparation Meeting) ..................................................................... 37
4.2.3
Linking Strategic Planning for PKB with TTIs.......................................................................................... 38
4.2.4
Training and Transfer of Training Needs Analysis Tool to MOEC ................................................... 38
5
DISSEMINATION OF SCHOOL LEVEL PROGRAMS .......................................... 40
6
6.1
6.2
TECHNICAL COORDINATION ............................................................................. 42
COORDINATION WITH THE GOVERNMENT OF INDONESIA (GOI) ................................................... 42
SUMMARY OF MEETINGS WITH GOI ....................................................................................................... 42
7.1
7.2
7.3
7.4
7.5
7.6
COMMUNICATIONS................................................................................................ 44
NEWSLETTER .............................................................................................................................................. 44
PROJECT WEBSITE ...................................................................................................................................... 45
MEDIA MONITORING ................................................................................................................................ 45
PROJECT VIDEOS ........................................................................................................................................ 45
MODULE LAYOUT ...................................................................................................................................... 46
FACTSHEET.................................................................................................................................................. 46
7
8
GENDER AND INCLUSION .................................................................................... 47
9
MONITORING AND EVALUATION ...................................................................... 49
MIDLINE REPORTS OF COHORT 1 ........................................................................................................... 49
REPORTS OF COHORT 2, COHORT 3, AND TTI LAB SCHOOLS......................................................... 49
REPORT OF STUDENT ASSESSMENT OF COHORT 3 DISTRICTS AND TTI LAB SCHOOLS................ 50
REPORTS OF MONITORING AT TTI, DISTRICT, AND PROVINCIAL LEVEL .......................................... 51
PREPARATION FOR THE BASELINE SURVEY IN SOUTH MANOKWARI ................................................. 51
9.1
9.2
9.3
9.4
9.5
10
PLANS FOR QUARTER 14....................................................................................... 52
ANNEX 1: PROVINCIAL REPORTS ................................................................................... 53
ANNEX 2: PAPUA PROGRAM EVALUATION ............................................................... 101
ANNEX 3: POLICY OUTCOMES FOR TEACHER DEPLOYMENT (PPG) .................. 103
ANNEX 4: WSD TRAINING CONDUCTED IN QUARTER 13 ..................................... 105
ANNEX 5: DETAILED DISSEMINATION DATA FOR QUARTER 13 .......................... 108
iv
USAID PRIORITAS – Quarterly Report No. 13, April–June, 2015
List of Tables
Staff—New Hires...................................................................................................................................... 10
Staff—Resignations ................................................................................................................................... 10
Staff—Total Number ............................................................................................................................... 10
Training of TTI Pedagogy Lecturers in Curricula and Materials, Quarter 13 ............................ 15
Meeting and Working with Lab and Partner Schools in Quarter 13 ........................................... 16
Selection of Good Practice Schools Cohort 2 .................................................................................. 17
Classroom Action Research Working Meeting (Workshop 3)..................................................... 18
TTI Showcase Meetings Held during Quarter 13 ............................................................................. 23
Number of Children’s Literature Books Distributed to Partner Schools .................................. 26
Participants in the Module 3 Preparation for Training of Trainers (Module 3) ...................... 27
Participants in the Preparation for Training of Trainers, Module 3 for Primary
Teachers.................................................................................................................................................... 28
Participants in the Training of Trainers, Module 3 for Primary School Teachers .................. 28
Provincial Training of Trainers, Module 3 for Junior-Secondary School Teachers ................ 29
Number of Participants of Dissemination Activities in Quarter 13, by Province ................... 40
Total Number of Participants of Dissemination Activities in 2013–2015 (Quarters 4
to 13), by Province ................................................................................................................................. 40
Expenditure of Dissemination Activities in Quarter 13 (USD)................................................... 41
Total Expenditure of Dissemination Activities in 2013–2015 (Quarters 4 to 13) in
USD ............................................................................................................................................................ 41
Distribution of the National Newsletter, Tenth Edition .............................................................. 44
Number of Hits on Project Website in Quarter 13 ...................................................................... 45
Monthly Media Coverage ..................................................................................................................... 45
A Summary of Baseline and Second Round Monitoring of Cohort 2, 3, and TTI Lab
Schools ...................................................................................................................................................... 50
Activities for Quarter 14 ...................................................................................................................... 52
List of Figures
Figure 1: Whole-School Development for Cohort 3 District Partner Schools ......................................... 25
Figure 2: Whole-School Development for Cohort 2 District Partner Schools ......................................... 26
Figure 3: Financial Benefit from Policy Recommendations to Address Shortages of Primary
Teachers in Each District over 10 Years............................................................................................ 33
Figure 4: Developing a Strategic Plan for Dissemination (PKB) ..................................................................... 37
v
List of Acronyms, Abbreviations, and Terms
ACDP
BAST
BOS
BPKP
BSNP
Bupati
CAR
COR
CTL
DAPODIK
DBE
DIKTIS MORA
DIPA
EDC
EGRA
EMIS
FSU
GB
GBK
GOI
IAIN
IDR
IR
IT
JSS
Kabupaten
KAK
KINERJA
KKG
KKM
Kota
LAI
LPMP
M&E
Madrasah
MBS
ME
Menko PMK
MGMP
MI
MOEC
MORA
MORHE
MTs
NGO
PAKEM
Perbup
PESAT
PGMI
PGSD
PKB
Education Sector Analytical and Capacity Development Partnership
Berita Acara Serah Terima (required by GOI for project registration)
Bantuan Operasi Sekolah (Government-allocated School Operational Grants)
Buku Pembelajaran Kontekstual Papua (Papua-contextualized Text Book)
Badan Standar Nasional Pendidikan (National Education Standards Body)
District Head
Classroom Action Research
Contracting Officer’s Representative
Contextual Teaching and Learning
Data Pokok Pendidikan, MOEC’s national web-based EMIS
Decentralized Basic Education Project
Directorate for Higher Education, Ministry of Religious Affairs
province level MORA budget
Education Development Center
Early Grades Reading Assessment
Education Management Information System
Florida State University
gigabytes
Guru Bimbingan Khusus (special needs guidance teacher)
Government of Indonesia
Institut Agama Islam Negeri (State Islamic Institute)
Indonesian rupiah
Intermediate Result
Information Technology
Junior-Secondary School
district or regency
Kerangka Acuan Kerja (Cooperative Agreement Framework)
USAID-funded project to improve public service delivery in Indonesia
Kelompok Kerja Guru (Teacher Working Group—secular primary schools)
Kelompok Kerja Madrasah (Teacher Working Group-religious schools)
City or Municipality
Literasi Anak Indonesia
Lembaga Penjaminan Mutu Pendidikan (Provincial Quality Assurance Institute)
Monitoring and Evaluation (also ME)
Islamic School
Manajemen Berbasis Sekolah (School-Based Management)
Monitoring and Evaluation (also M&E)
Coordinating Ministry for Human Development and Culture
Local Association of Secondary Teachers (grouped by subject matter)
Madrasah Ibtidayah (religious primary school)
Ministry of Education and Culture
Ministry of Religious Affairs
Ministry for Research and Higher Education
Madrasah Tsanawiyah (Junior Secondary Islamic School)
nongovernmental organization
Pembelajaran yang Aktif, Efektif dan Menyenangkan (Active, Effective, Creative, and
Enjoyable Learning)
Peraturan Bupati (District Head decree)
Christian Foundation for Community Development
Pendidikan Guru Madrasah Ibtidiayah (Primary Madrasah Teacher Education)
Pendidikan Guru Sekolah Dasar (Primary School Teacher Education)
Pengembangan Keprofesian Berkelanjutan (Continuous Professional Development)
iii
PKG
PP
PPG
PPG
PPI
PPL
PPMP
PPPPTK
PRESTASI
PRIORITAS
Renstra
RPP
RTI
RTL
S1
SD
SDN
SMA
SMK
SMP
SMPN
STKIP
STTA
TORs
TOT
TPP
TTI
UIN
UKG
UM
UN
UNESA
UNICEF
UNIMED
UNM
UNNES
UNY
UPI
US
USAID
USD
WE
WSD
YASUMAT
YKW
YLAI
iv
Peniliaan Kinjerja Guru (Teacher Performance Appraisal)
Penataran Pemerintah (Government Regulation)
Penataan & Pemerataan Guru (Equitable Teacher Deployment)
Teacher Professional Education Program (one year post-graduate)
Program Pendidikan Individu (Individual Education Program)
Petugus Penyuluh Lapangan (Student teacher practicum program)
Pusat Penjaminan Mutu Pendidikan (Center for Education Quality Assurance – this is the
national center for the province-level LPMP)
Pusat Pengembangan Profesi Pendidik dan Tenaga Kependidikan (Center for Professional
Development of Teachers and Education Personnel)
Program to Extend Scholarships and Training to Achieve Sustainable Impacts (USAIDfunded project)
Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers,
Administrators, and Students Project
Rencana Strategis (Five-Year Educational Development Plan)
Rencana Pelatihan (lesson plan)
RTI International (trade name for Research Triangle Institute)
Rencana Tindak Lanjut (follow-up plan).
Sarjana 1 (Bachelor Degree)
Sekolah Dasar (Primary School)
Sekolah Dasar Negeri (State Primary School)
Sekolah Menengah Atas (Senior Secondary School)
Sekolah Menengah Kejuruan (Vocational Secondary School)
Sekolah Menengah Pertama (Junior Secondary School)
Sekolah Menengah Pertama Negeri (State Junior Secondary School)
Sekolah Tinggi Keguruan dan Ilmu Pendidikan (Teacher Training College)
short-term technical assistance
Terms of Reference
training of trainers
Tunjangan Profesi Pendidik (teacher professional allowance).
Teacher Training Institute
Universitas Islam Negeri (State Islamic University)
Ujian Kompetensi Guru (Teacher Competency Assessment)
Universitas Muhammadiyah Surakarta (State University of Malang)
Ujian Nasional (national examination)
State University of Semarang
United Nations Childrens Fund
State University of Medan
Universitas Negeri Makassar (State University of Makassar)
State University of Semarang
State University of Yogyakarta
Universitas Pendidikan Indonesia (Education University of Indonesia)
United States
United States Agency for International Development
United States dollar
World Education
Whole School Development
Yayasan Sosial Untuk Masyarakat Terpencil (Social Foundation for Isolated Communities)
Yayasan Kristen Wamena (Wamena Christian Foundation)
Yayasan Literasi Anak Indonesia (Indonesian Children’s Literacy Foundation)
EXECUTIVE SUMMARY
The United States Agency for International Development–Prioritizing Reform, Innovation, and
Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS)
project began in May 2012 with the aim of achieving expanded access to quality basic
education (IR1). The intermediate results (IRs) that the project aims to achieve are as follows:
•
strengthened instruction in schools in targeted districts (IR1-1)
•
improved education management and governance in targeted schools (IR1-2)
•
strengthened coordination between all levels of the Government of Indonesia (GOI) and
education institutions (IR1-3).
This report covers the period from April through June 2015 (quarter 13 of the project).
Key Activities and Accomplishments in Quarter 13
Project Management
•
The project’s finalized work plan for Year 4 (May 1, 2015–April 30, 2016) was prepared and
submitted to USAID on June 22, 2015.
•
Recruitment and procurement were initiated to support (1) the additional leveled reader book
procurement and training program, and (2) the West Papua program.
Leveled Reader Program
•
Final revision of the leveled reading books and the accompanying teachers’ guidebooks and
student workbooks was completed.
•
The project received approval from GOI to distribute the books both to partner and nonpartner schools in project areas.
Papua Program
•
The initial one-year grant agreements with Yayasan Kristen Wamena (Wamena Christian
Foundation [YKW]) and Yayasan Sosial Untuk Masyarakat Terpencil (Social Foundation for
Isolated Communities [YASUMAT]) ended in April 2015, but both received a no-cost extension
until May 2015. Both YKW and YASUMAT then proposed cost extensions for a further year,
from June 2015–May 2016. To date, only the YASUMAT grant for the second-year program was
approved and has started in June 2015.
•
Mobilization for the West Papua program has begun. An office space has been selected, and, the
Papua Coordinator is relocating from Waimena to Ransiki. Recruitment for specialist and
support staff is underway. Preparations for the provincial launching and district socialization
events, to take place in the first week of July, are complete.
Other Grants and Partnerships
•
The partnership between Florida State University (FSU) and the State University of Semarang
(UNNES) continued. Two consultants from FSU visited Indonesia in mid-May 2015 to organize
activities with UNNES lecturers.
USAID PRIORITAS – Quarterly Report No. 13, April–June 2015
1
Strengthened Instruction in Schools, Teacher Training Institute Development
•
Training of Teacher Training Institute (TTI) pedagogy lecturers in curricula and materials took
place in six provinces this quarter. Participants explored materials for four subjects, Early Grades
Reading, Literacy, Math, and Science, followed by participation in practical application of the
materials.
•
Meetings were held between partner TTIs and their lab and partner schools to review outcomes
of the training conducted in the past quarter and to plan for upcoming activities.
•
Teams in Aceh, North Sumatra, Banten, Central Java, East Java, and South Sulawesi provinces
conducted mentoring visits with primary and junior secondary TTI lab and partner schools to
support implementation of good practices this quarter.
•
Selection of Good Practice Schools for Cohort 2 districts was completed.
•
The first round of additional training provided for all Cohort 1 Good Practice Schools was
completed
•
TTI Action Research teams in Aceh, Banten, West Java and Central Java completed the third and
final Provincial Research Meeting workshop.
•
A National Classroom Action Research (CAR) Review Meeting was held in Jakarta to reflect on
the results of CAR that was conducted in schools and to finalize CAR reports.
•
A National TTI Teacher Practicum Review Meeting held in May in Yogyakarta was the first in a
series of activities and workshops held to improve the quality of pre-service practicum
experiences for students, teachers, and lecturers.
•
The first TTI Strategic Business Planning workshop was held in Jakarta in June, attended by
representatives of 16 TTI partners, GOI staff, consultants, and project staff.
•
Nine TTI showcase meetings took place this quarter to provide a forum for sharing progress,
success, and outcomes from project training, workshops, and activities. The events included
displays from partner universities and lab and partner schools.
•
Meetings for TTI partners and their consortia members were held in West Java, Central Java,
and South Sulawesi.
Strengthened Instruction in Schools, Whole School Development
•
From Cohort 2 and 3 schools, a total of 6,116 teachers, principals, and supervisors were trained.
•
For partner schools in Cohort 2, a total of 72,000 children’s library books (150 books per
school) were distributed to support the development of a reading culture in schools.
•
Following completion of Training Module 3 for Primary Schools, a national Training of Trainers
(TOT), attended by 148 participants, took place using the module in Bandung in late May. The
module includes training in the use and management of the leveled reading books developed
with YLAI.
•
TOT for Module 3 for Teaching and Learning in junior secondary schools was held in the
provinces of Aceh, Banten, West Java, Central Java, East Java, and South Sulawesi. The TOT for
School-Based Management took place in West Java, Banten, and Central Java.
Governance, Management, and Linkages
•
The teacher deployment (PPG) program has been completed in all Cohort 1 and Cohort 2
districts. The program is currently underway in Cohort 3 districts.
2
•
Most of the 23 Cohort 1 and several Cohort 2 districts are already implementing new
approaches to redistribute teachers more evenly to align with the needs identified in the PPG
process. The main five approaches of the PPG process include (1) school mergers, (2) multigrade classes, (3) teacher transfers, (4) retraining and reassigning teachers to new subjects or
levels, (5) mobile teachers, and (6) strengthening the role and status of non-civil servant
teachers.
•
Following consultation with the Ministry of Religious Affairs (MORA), preparations are underway
for a small study on teacher deployment in madrasah in three districts in East Java.
•
A cost-benefit analysis has been completed on the teacher deployment (PPG) results for Cohort
1 districts. The study shows that the benefit or savings derived from the combination of policies
is around IDR 234 trillion (approximately USD 18 billion) over 10 years, or IDR 23 trillion per
year.
•
Following a review of the Continuous Professional Development (PKB) planning program
implemented in three districts in Central Java, the approach has been simplified to focus on
mapping of teachers according to subjects, levels, and teacher working groups (KKG and MGMP)
and two financial analyses—unit price analysis and training funding analysis. Preparation of
software and revised manuals was completed during quarter 13.
•
A national workshop was held in Yogyakarta in June to introduce the updated PKB program to
93 participants, including project specialists and “service providers” from partner TTIs in every
province, who will act as consultants to facilitate district interventions.
•
Responding to a request from the Ministry of Education and Culture’s (MOEC’s) Teacher
Professional Development Center (Pusbangprodik), the previous materials and software for
teacher training needs analysis were handed over to MOEC. Two training events were
conducted, both fully funded by MOEC.
Technical Coordination with GOI
•
A series of meetings took place this quarter with senior officials from various directorates and
centers in MOEC and MORA. Notable results of this coordination included obtaining approvals
to distribute the leveled readers together with ministry endorsements.
•
Following discussions with MORA, it was agreed to conduct a study on teacher deployment in
madrasah.
•
Senior officials from MORA and MOEC participated in a range of project activities, including TTI
showcase events and PKB workshops.
Communications
•
The tenth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN,
was printed and published this quarter. A total of 11,100 copies were distributed to key partners
and stakeholders in all project provinces.
•
The number of hits to the project Website increased from 1,308,419 in quarter 12 to 1,428,028
in quarter 13.
•
A total of 1,096 news items about project activities was published in the mass media this
quarter. Among others, the media covered the national training for primary trainers in Module 3,
TTI showcase events, the USAID Mission Director visit to partner schools in West Java, and the
classroom action research workshop.
3
•
The project Communications team produced 10 videos this quarter, along with a factsheet for
Papua and a layout for the new Module 3 for primary schools, which is divided into three
separate parts: Early Grades Reading, Upper Grades Learning, and School-Based Management.
Gender and Inclusion
•
USAID PRIORITAS held a fifth round of training on curriculum and inclusive education in
Lumajang in early April. Training in inclusive education for special needs guidance teachers (GBK)
also took place in Bireun District, Aceh in late April. Both activities were funded by the districts,
in the latter case with support from the province.
•
Consultations on the development of inclusive education with the Provincial Education Office of
North Sumatra and the District of Medan City took place in June.
Monitoring and Evaluation
•
Three volumes of mid-line monitoring reports in a sample of partner and comparison schools of
23 Cohort 1 districts were completed and submitted to USAID in quarter 13. The three
volumes include (1) school level monitoring; (2) results of an assessment of student performance
in Bahasa Indonesia, Mathematics, and Science; and (3) results of the Early Grade Reading
Assessment (EGRA).
Dissemination
•
During quarter 13, dissemination training activities took place in seven provinces. A total of
6,331 participants from 1,765 schools took part in the training. This was supported by USD
324,292 of local funding from district, MORA, or school budgets, and USD 71,522 of project
funding. Since the start of the project, 64,366 participants from 15,328 schools have taken part in
training benefiting an estimated 3.8 million students. This has been supported by USD 2.3 million
of government and school funding and USD 508,275 of project funding.
4
RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY)
Proyek United States Agency for International Development Prioritizing Reform, Innovation, and
Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS)
dimulai pada Mei 2012 dengan tujuan meningkatkan akses pendidikan dasar yang berkualitas
(IR1). Hasil menengah (IRs) yang akan dicapai proyek adalah:
•
Meningkatnya pembelajaran di sekolah pada daerah mitra (IRI-1).
•
Meningkatnya manajemen dan tata kelola pendidikan di sekolah mitra (IRI-2).
•
Menguatnya dukungan koordinasi antarsemua jenjang pemerintah Indonesia dengan institusi
pendidikan (IRI-3).
Laporan ini mencakup periode bulan April hingga Juni 2015 (triwulan 13 proyek).
Pencapaian Utama pada Triwulan 13
Manajemen Proyek
• Rencana kerja Proyek untuk tahun ke-4 telah selesai dan disampaikan ke USAID. Tahun keempat
proyek berlangsung mulai 1 Mei 2015 sampai 30 April 2016.
•
Perekrutan dan pengadaan barang telah dimulai untuk mendukung (1) pengadaan dan pelatihan
untuk program tambahan buku bacaan berjenjang dan (2) program Papua Barat.
Program Buku Bacaan Berjenjang
•
Revisi final dari buku bacaan berjenjang dan buku panduan guru dan buku kegiatan siswa telah
diselesaikan.
•
Proyek ini memperoleh persetujuan dari Pemerintah Indonesia untuk distribusi buku baik ke
sekolah mitra dan non-mitra di daerah mitra proyek.
Program Papua
•
Perjanjian hibah satu tahun dengan YKW dan Yasumat telah berakhir pada April 2015 tapi
diperpanjang tanpa biaya tambahan sampai bulan Mei 2016. Baik YKW dan Yasumat kemudian
mengajukan perpanjangan hibah untuk setahun ke depan mulai Juni 2015 sampai Mei 2016. Sejauh
ini hanya hibah Yasumat untuk tahun kedua program yang telah disetujui dan dimulai pada Juni
2015.
•
Mobilisasi untuk program Papua Barat dimulai. Ruang kantor telah dipilih. Koordinator direlokasi
dari Waimena ke Ransiki. Rekrutmen untuk staf spesialis dan staf pendukung sedang dilakukan.
Persiapan untuk peluncuran provinsi dan acara sosialisasi kabupaten yang dilakukan pada minggu
pertama Juli telah diselesaikan.
Hibah dan kemitraan lainnya
•
Kemitraan antara Florida State University (FSU) dan Universitas Negeri Semarang (UNNES)
berlanjut. Dua konsultan dari FSU mengunjungi Indonesia pada pertengahan Mei 2015 untuk
melaksanakan lokakarya dengan dosen-dosen UNNES.
Peningkatan Pembelajaran di Sekolah, Pengembangan LPTK
•
Pelatihan Dosen Pedagogi LPTK tentang kurikulum dan materi dilakukan di enam provinsi pada
triwulan ini. Para peserta membahas materi untuk empat mata pelajaran, Membaca Kelas Awal,
Literasi, Matematika, Ilmu Pengetahuan dan diikuti partisipasi dalam aplikasi praktis materi.
5
•
Pertemuan dilakukan antara LPTK dan sekolah lab dan mitra untuk mereviu hasil dari pelatihan
yang dilakukan pada triwulan lalu dan rencana untuk aktifitas ke depan.
•
Tim di Aceh, Sumatera Utara, Banten, Jawa Tengah, Jawa Timur dan Sulawesi Utara melakukan
pendampingan SD/MI dan SMP/MTs yang menjadi sekolah lab dan mitra LPTK untuk mendukung
implementasi praktik yang baik pada triwulan ini.
•
Pemilihan sekolah praktik yang baik untuk daerah kabupaten kohor 2 telah selesai.
•
Tahap pertama dari pelatihan tambahan yang diberikan untuk seluruh Sekolah Praktik yang Baik
di kohor 1 telah selesai.
•
Tim Penelitian Tindakan Kelas (PTK) LPTK di Aceh, Banten, Jawa Barat dan Jawa Tengah
menyelesaikan lokakarya pertemuan PTK yang ketiga dan terakhir tingkat provinsi.
•
Pertemuan Reviu Nasional Penelitian Tindakan Kelas diadakan di Jakarta untuk merefleksikan
hasil dari Penelitian Tindakan Kelas (PTK) yang dilakukan di sekolah-sekolah dan untuk finalisasi
laporan PTK.
•
Pertemuan Reviu Nasional Praktikum Guru LPTK yang diadakan pada bulan Mei di Yogyakarta
merupakan pertemuan pertama dari serangkaian kegiatan dan lokakarya untuk meningkatkan
kualitas pengalaman praktikum LPTK untuk siswa, guru dan dosen.
•
Lokakarya Perencanaan Bisnis Strategis LPTK yang pertama diadakan di Jakarta pada bulan Juni
2015. Lokakarya dihadiri oleh perwakilan dari 16 LPTK mitra, perwakilan Pemerintah Indonesia,
konsultan dan staf proyek.
•
Sembilan pertemuan unjuk karya praktik yang baik tingkat LPTK dilaksanakan pada triwulan ini
untuk menyediakan forum untuk berbagi kemajuan, keberhasilan dan hasil dari pelatihan,
lokakarya dan kegiatan projyk. Acara-acara tersebut juga menampilkan pameran praktik yang baik
dari universitas mitra, serta sekolah lab dan sekolah mitra.
•
Pertemuan untuk LPTK mitra dan anggota konsorsium dilakukan di Jawa Barat, Jawa Tengah dan
Sulawesi Selatan.
Peningkatan Pembelajaran di Sekolah, Pengembangan Sekolah Menyeluruh
•
Selama triwulan ke-13, sebanyak 6.116 guru, kepala sekolah dan pengawas dari sekolah mitra di
daerah Kohor 2 dan 3 mengikuti pelatihan.
•
Sebanyak 72.000 buku bacaan (150 buku per sekolah) untuk anak-anak didistribusikan ke seluruh
sekolah mitra Kohor 2 untuk mendukung pengembangan budaya baca di sekolah.
•
Setelah penyelesaian Pelatihan Modul 3 untuk SD/MI, pelatihan nasional untuk pelatih yang
dihadiri oleh 148 peserta diadakan di Bandung pada akhir bulan Mei. Modul-modul ini termsuk
pelatihan dalam penggunaan dan manajemen buku bacaan berjenjang yang dikembangkan oleh
YLAI.
•
Pelatihan untuk Pelatih (TOT) Modul 3 untuk Pembelajaran di SMP/MTs dilaksanakan di Aceh,
Banten, Jawa Barat, Jawa Tengah, Jawa Timur dan Sulawesi Selatan. TOT untuk Manajemen
Berbasis Sekolah diadakan di Jawa Barat, Banten dan Jawa Tengah
Tata Kelola, Manajemen dan Keterkaitan
•
Program penataan dan pemerataan guru telah dilakukan di seluruh daerah Kohor 1 dan 2.
Program ini sedang dilakukan di Kohor 3.
•
Sebagian besar dari 23 daerah Kohor 1 dan beberapa daerah Kohor 2 telah
mengimplementasikan pendekatan baru untuk mendistribusikan guru lebih merata sesuai dengan
kebutuhan yang diidentifikasi dalam proses penataan dan pemerataan guru. Lima pendekatan
utama termasuk: (1) penggabungan sekolah, (2) kelas rangkap, (3) transfer guru, (4) pelatihan
6
ulang dan penugasan ulang guru ke mata pelajaran baru atau kelas baru, (5) guru berpindah
mengajar, dan (6) penguatan peran dan status guru non PNS.
•
Setelah konsultasi dengan Kementerian Agama, persiapan sedang dilakukan untuk kajian kecil
mengenai penataan dan pemerataan guru di madrasah di tiga kabupaten di Jawa Timur.
•
Analisa keuntungan biaya tentang hasil penataan dan pemerataan guru (PPG) untuk Kohor 1 telah
diselesaikan. Hasil kajian menunjukkan penghematan yang dihasilkan dari kombinasi kebijakan
mencapai IDR 234 triliun (sekitar USD 18 milyar) selama 10 tahun, atau IDR 23 triliun per tahun.
•
Setelah reviu program perencanaan Pengembangan Keprofesian Berkelanjutan (PKB)
diimplementasikan di tiga kabupaten di Jawa Tengah, pendekatan telah disederhanakan untuk
fokus pada pemetaan guru menurut mata pelajaran, kelas dan kelompok kerja guru (KKG dan
MGMP) dan dua analisa keuangan – analisa harga unit dan analisa pembiayaan pelatihan. Persiapan
perangkat lunak and manual yang direvisi telah dilakukan pada triwulan ini.
•
Lokakarya nasional diadakan di Yogyakarta pada Juni untuk memperkenalkan program terkini
pada 93 partisipan termasuk spesialis proyek dan ‘service providers’ dari LPTK mitra di setiap
provinsi, yang akan bertindak sebagai konsultan untuk memfasilitasi intervensi kabupaten.
•
Merespon permintaan dari Pusat Pengembangan Program Profesi Pendidik Kemdikbud
(Pusbangprodik), bahan dan perangkat lunak sebelumnya untuk analisis kebutuhan pelatihan guru
diserahkan ke Kemdikbud. Dua acara pelatihan telah dilakukan, keduanya dibiayai penuh oleh
Kemdikbud.
Koordinasi Teknis dengan Pemerintah Indonesia
•
Serangkaian pertemuan dengan pejabat senior dari berbagai direktorat dan lembaga di Kemenag
dan Kemdikbud dilakukan pada triwulan ini. Hasil dari koordinasi ini antara lain, terutama,
mendapatkan persetujuan untuk mendistribusikan buku bacaan berjenjang dengan persetujuan
kementerian.
•
Telah disepakati bahwa Kemenag melaksanakan kajian penataan dan pemerataan guru.
•
Pejabat senior dari Kementerian Agama dan Kementerian Pendidikan dan Kebudayaan
berpartisipasi dalam sejumlah aktifitas proyek termasuk acara unjuk karya praktik yang baik di
LPTK dan lokakarya PKB.
Komunikasi
•
Newsletter Nasional Edisi 10, PRIORITAS PENDIDIKAN, dicetak dan diterbitkan pada triwulan
ini. Sebanyak 11.100 eksemplar telah didistribusikan pada mitra kunci dan pemangku kepentingan
di seluruh provinsi proyek.
•
Jumlah pengunjung situs proyek meningkat dari 1.308.419 di Triwulan 12 menjadi 1.428.028 di
Triwulan 13, dan bandwidth meningkat dari 195,89 GB menjadi 196,47GB.
•
Sejumlah 1.096 pemberitaan tentang kegiatan proyek diterbitkan di media massa pada triwulan
ini. Di antaranya, peliputan pelatihan nasional Modul 3 untuk pelatih SD/MI, acara unjuk karya
praktik yang baik di LPTK, kunjungan Direktur Misi USAID ke sekolah mitra di Jawa Barat dan
lokakarya penelitian tindakan kelas.
•
Tim komunikasi proyek memproduksi 10 video pada triwulan ini serta lembar informasi Papua
Barat dan layout Modul 3 untuk SD/MI, yang dibagi menjadi tiga modul terpisah: Membaca Kelas
Awal, Pembelajaran Kelas Tinggi dan Manajemen Berbasis Sekolah.
Gender dan Inklusi
•
USAID PRIORITAS melakukan pelatihan tahap kelima tentang tentang kurikulum dan pendidikan
inklusi di Lumajang. Pelatihan pendidikan inklusi untuk guru pembimbing anak berkebutuhan
7
khusus (GBK) juga dilakukan di Kabupaten Bireun, Aceh. Kedua aktifitas dibiayai oleh kabupaten,
untuk Bireun juga dengan dukungan provinsi.
•
Konsultasi tentang pengembangan pendidikan inklusi dengan Dinas Pendidikan Provinsi Sumatera
Utara dan Kota Medan dilakukan pada bulan Juni.
Monitoring dan Evaluasi
•
Tiga volume laporan monitoring midline pada sampel sekolah mitra dan sekolah pembanding dari
23 kabupaten Kohor 1 telah diselesaikan dan laporan telah disampaikan pada USAID. Tiga
volume ini terdiri dari monitoring tingkat sekolah, hasil penilaian kinerja siswa dalam mata
pelajaran Bahasa Indonesia, Matematika dan Ilmu Pengetahuan, dan hasil penilaian membaca kelas
awal (EGRA).
Diseminasi
•
Selama triwulan ini, kegiatan diseminasi dilakukan di tujuh provinsi. Sebanyak 6.331 peserta dari
1.765 sekolah berpartisipasi dalam pelatihan. Kegiatan diseminasi ini didukung oleh pendanaan
lokal dari kabupaten, Kementerian Agama atau anggaran sekolah senilai USD 324.292, dan
pendanaan proyek sebesar USD 71.522. Sejak awal proyek, sebanyak 64.366 peserta dari 15.328
sekolah telah ikut serta dalam pelatihan yang memberikan dampak positif pada sekitar 3,8 juta
siswa. Kegiatan ini didukung oleh pendanaan pemerintah dan sekolah senilai USD 2,3 juta dan
pendanaan proyek sebesar USD 508.275.
8
1 PROJECT MANAGEMENT
1.1
Year 4 Work Plan
During quarter 13, project staff prepared the Year 4 Work Plan and submitted it to USAID. The
fourth project year spans the period from May 1, 2015, to April 30, 2016. Work plan preparation
involved a series of meetings with technical and senior project management staff that included a
three-day meeting in Jakarta on April 7–9, 2015. The meeting was also attended by the provincial
coordinators and TTI development specialists, as well as the USAID COR. A draft version of the
work plan was submitted to USAID towards the end of April. Subsequently, a number of revisions
were made and a final version of the plan was submitted to USAID on June 22, 2015.
1.2
Contract Amendment
USAID PRIORITAS Contract Modification 9 was finalized on May 18, 2015. The modification added
an additional USD 4.52 million to the contract to support an additional program. This additional
program is intended to distribute over 12,000 packages of leveled reading books to non-partner
schools in the 90 USAID PRIORITAS and DBE partner districts and to train the school principals and
early grade teachers of the schools in managing and using these books. The modification also
confirmed a number of smaller changes to the project statement of work, which had already been
agreed between USAID and the project.
To avoid confusion, it should be noted that the project will also be procuring over 1,000 similar
packages of leveled reading books to distribute to project partner schools. The revision,
procurement, and distribution of leveled reading books is described in more detail in section 2.1.
1.3
Operations
The procurement and distribution of books (not leveled reading books) for primary and secondary
school level for the Module 2 training for partner schools in the Cohort 2 districts was completed
by the end of May 2015. The reading books have been distributed to 480 schools in seven provinces.
The major ongoing procurement process is now in the printing and packaging phase for the leveled
reading books, which the project will provide to partner schools in the 50 cohort 1, 2, and 3
districts and the TTI partner schools. The copyright for these books is mainly held by Yayasan Literasi
Anak Indonesia (YLAI). We expect to complete the printing and packaging by October 2015.
USAID PRIORITAS has received approval for a new procurement list, including for the leveled
reading book program, to distribute over 12,000 packages of leveled reading books to non-partner
schools, as described in section 1.2. As a result, the project is in the process of procuring new
laptops and other office equipment for staff who will be involved in this program.
USAID PRIORITAS has begun to identify logistics companies to support the storage and distribution
of books for the additional book program. Additional space is being prepared in all provincial offices
for the new project team, who will focus on the book distribution and training. One of the provincial
offices, West Java, has completed the procurement process for adding space at the current office
building. For more details of the leveled reader programs see section 2.1.
The project has also successfully procured a new office building for the West Papua Office, which is
located in Ransiki District in South Manokwari.
9
Currently, the project is renovating the Jakarta office to provide additional workstations for the new
staff, who will manage the Leveled Reading Book Program. The renovation, which involves the
redesign of meeting rooms, will add 11 workstations to accommodate new staff. Renovation is
scheduled to be finished by mid-July 2015.
1.4
Human Resources
As a result of project Contract Modification 9, RTI, the Education Development Center (EDC), and
World Education (WE) have started to move all their staff to indefinite term contracts to replace
their previous temporary contracts. This will mean that staff become entitled to severance pay at the
end of the project.
During quarter 13, USAID PRIORITAS recruited eight additional staff, including the Program
Manager for the leveled reading book program. The Human Resources team has started to process
the recruitment of an additional 68 staff members for the leveled reading book program, but this has
been put on hold because of unexpected delays in book delivery. Five additional staff for the
program in Papua and West Papua are currently being recruited. One staff member from RTI
resigned during this period. Tables 1–3 below provide details about staff movement.
Name
Baharuddin
Tifa Asrianti
Dwi Ananta
Pranowo
Rahmat Hidayat
Andi Wibowo
Rohmat Hidayat
Mutmainnah
Krishna
Prawirawinata
Name
Rd. Lukmanul Hakim
Province/Office
Jakarta
Aceh
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
Papua
Total
10
Staff—New Hires
Organization
Position
Driver
Communication and
Program Specialist
Communication Assistant
Administrative Assistant
Administrative Assistant
M&E and Performance
Evaluation Specialist
Junior Accountant
Program Manager, Leveled
Reading Book Program
Title
IT Manager
RTI
28
21
27
16
19
23
27
19
2
182
Location
Starting Date
RTI
RTI
South Sulawesi
Jakarta
April 1, 2015
April 6, 2015
RTI
Jakarta
April 13, 2015
RTI
RTI
RTI
Banten
Central Java
Banten
May 11, 2015
June 1, 2015
June 1, 2015
RTI
RTI
Central Java
Jakarta
June 3, 2015
June 22, 2015
Staff—Resignations
Organization
Location
RTI
Jakarta
Staff—Total Number
EDC
WE
7
5
8
5
5
5
7
5
0
47
2
1
2
1
1
1
2
1
0
11
Last Day
April 20, 2015
Total
37
27
37
22
25
29
36
25
2
240
2 PROJECT ROLLOUT, GRANTS AND PARTNERSHIPS
2.1
Leveled Reading Books
2.1.1
Revision of the Leveled Reading Books
During quarter 13, the revision of the leveled reading books and the accompanying teachers’
guidebooks and student workbooks was completed. The project also received approval from GOI to
distribute the books to both partner and non-partner schools in project areas.
Activities during the quarter included:
•
Holding a second review workshop in Bali on April 15–17 to review the changes that had been
made to the books following the first review meeting in February, 2015.
•
Conducting a second teacher training module development workshop in Bali on April 18–20 to
finalize the content and to prepare for the National TOT at the end of May, 2015.
The participants in these workshops
representatives from MOEC and MORA.
2.1.2
included
GOI Approval of the Leveled Reading
Books
Activities continued during the quarter to gain GOI
approval for and endorsement of the leveled reading
books. The Director-General of Basic Education at
MOEC had expressed his support for the revision and
distribution of the reading books at a meeting in January
2015. A team of GOI personnel, including
representatives of the Curriculum Development and
Book Center, the Language Center, the Primary School
Directorate and the Teacher Professional Development
Center of MOEC, as well as a representative of MORA,
were included in the book revision and training module
development activities.
Back cover of a leveled reading book, with GOI logos.
When the books and training modules were nearing
completion, senior project management held a second meeting on May 13 with the DirectorGeneral of Basic Education, who recommended that the books should undergo a more formal
approval process involving the National Education Standards Body (BSNP) and the Curriculum
Development and Book Center.
A meeting was subsequently held with the Secretary of the BSNP and the Head of the Curriculum
Development and Book Center on May 22. The Secretary of the BSNP attended the National
Training of Trainers in Bandung on May 26–30. The Minister of Education and Culture’s special staff
member, Mr. Ahmad Rizali, then convened a further meeting on June 3 that included the Secretary
of the BSNP and representatives of the Curriculum Development and Book Center, who finally gave
MOEC’s endorsement to distribute the leveled reading books. In the meeting, it was recommended
that:
•
A list of GOI staff involved in the book revision should be included inside the back cover of each
leveled reading book; and
11
•
The MOEC logo should be placed on the back cover of each book.
Following this meeting with MOEC, further meetings were held with MORA and the Coordinating
Ministry for Human Development and Culture (Menko PMK) to inform them of developments and
to gain permission to include their logos on the backs of the books.
By the end of the quarter, the books had been finalized and were ready to be sent to the printers.
2.1.3
Procurement of the Leveled Reading Books
The leveled reading books will be procured under two separate mechanisms:
1. The project will procure over 1,000 packages of the books to distribute to project partner schools
and TTIs. Specifications for bidding on the printing and packaging of these books were prepared
during the quarter, and printing companies were invited to bid. The bidding process is expected
to be completed early in quarter 14.
2. USAID has already contracted a printer to prepare over 12,000 packages of the books that the
project will then distribute to non-partner schools in the project districts.
Each package of books includes eight copies of 75 separate titles arranged in six levels, a number of
“big” books for the teacher to read in front of the class, and a set of six teachers’ guidebooks and
student workbooks. Training of teachers and school principals from project partner schools in the
use of the books is expected to begin in September 2015, with delivery of the book packages to the
schools occurring at the end of the training. The training of teachers and school principals from nonpartner schools is expected to start in early 2016.
2.1.4
Room to Read
The project held further discussions with Room to Read on June 9 to explore the possibility of using
training materials about managing and using school libraries in Good Practice Schools. The materials
are being designed for use in Indonesian schools, and a review of the materials with Room to Read is
planned early in quarter 14.
2.2
2.2.1
Papua Programs
Papua Province
Activities under the Fixed Obligation Grants to two Christian NGOs/foundations in Papua
Province—Yayasan Kristen Wamena (YKW) and Yayasan Sosial Untuk Masyarakat Terpencil
(YASUMAT), which began in April 2014, continued during quarter 13. During this period, the USAID
PRIORITAS program in Papua came to the end of the first year of activities. The following activities
took place during quarter 13.
Training of Trainers (TOT) Phase 4: YKW implemented the fourth in a series of TOT for
program trainers and mentors in March 2015, while YASUMAT implemented their TOT in April
2015. YASUMAT’s TOT was based around direct practice in the field, where their training
facilitators assisted the training participants in implementing their practice in schools. This practical
training was followed by an evaluation of the training facilitators’ performance.
Arrangements for the Second Year Program: The initial one-year grant agreements with
YKW and YASUMAT ended in April 2015, but the agreements for both organizations were
extended at no cost until May 2015 Both YKW and YASUMAT then proposed cost extensions for a
12
further year, from June 2015–May 2016. However, to date only the YASUMAT grant for the secondyear program has been approved. The new grant came into operation in June 2015. Under this new
grant, YASUMAT will increase the number of partner schools from 53 to 63 schools, in seven
subdistricts in the highlands of Yahukimo District. Meanwhile, YKW’s proposal has not yet been
approved because of some restructuring and personnel changes within the organization.
School Visits: During the quarter, the USAID PRIORITAS technical coordinator visited 12 schools
in Jayawijaya with YKW training facilitators. The technical coordinator monitored how the YKW
team of training facilitators was mentoring teachers and checked that the program was still being
conducted as planned in the schools. The result of the monitoring found that the program was still
operating satisfactorily. The visit findings were discussed with YKW management.
Review Milestone No. 6: The final report of the first-year program with YKW and YASUMAT
was submitted to USAID PRIORITAS in May, 2015, who then paid their final invoices at the end of
May 2015. YKW’s and YASUMAT’s monitoring of student progress shows significant improvement
in the reading and math abilities of early grade students both in Jayawijaya and Yahukimo districts.
This improvement is evident from the results of student tests in reading letters; in reading simple
sentences; and in completing addition, subtraction, and multiplication tasks. For example, students’
ability to read letters in one minute has improved by over 100%. Results are included in Annex 2.
Meetings and Other Activities: USAID PRIORITAS participated in a meeting on Mother Tongue
Use in Papua. The meeting took place at Universitas Cendrawasih Jayapura, on April 21. Participants
included education stakeholders from Papua and West Papua. At the meeting, the Education Sector
Analytical and Capacity Development Partnership (ACDP) gave a presentation on the results of
mother tongue research in Papua.
On June 11, USAID PRIORITAS facilitated a meeting between USAID KINERJA and the Papua
Provincial Education Office in Jayapura. USAID KINERJA intends to develop an educational quality
improvement program in Jayapura, Kota Jayapura, Jayawijaya, and Mimika districts.
2.2.2
West Papua Province
Following discussions with USAID and stakeholders in the province, plans for a program to improve
the quality of basic education in South Manokwari District and in the TTI, STKIP Muhammadiyah,
Manokwari, were finalized this quarter and incorporated into the USAID PRIORITAS Year 4 Work
Plan.
In early May, a small team from the national project office took part in a visit to West Papua to
discuss and finalize the Working Agreements (KAK) for the district and the TTI. The visit also
served to make preparations for launching events to be held in the first week of July, and to discuss
selection of schools and facilitators and various mobilization matters, including the procurement of a
new office facility in Ransiki. During quarter 13, the Papua program coordinator, Mr. Sudarsono
conducted a number of visits to facilitate project mobilization. He will be relocating from Wamena in
Papua Province to Ransiki in South Manokwari to coordinate the West Papua program.
As a result of these visits and activities, a provincial launching event is scheduled for July 1 in
Manokwari, to be followed by an introductory “socialization” activity on July 2 in Ransiki.
Recruitment is under way for a Whole-School Development specialist to support the program in
Ransiki, along with office and support staff. Activities will begin in the next quarter with a study visit
for facilitators and stakeholders from South Manokwari District and STKIP Muhammadiyah to
project schools and other sites in South Sulawesi.
13
2.3
US-Indonesia TTI Partnership
The partnership between Florida State
University (FSU) and the State University
of Semarang (UNNES) continued during
quarter 13. Two consultants, Marion
Fesmire and Norma Evans, from FSU
visited Indonesia in mid-May 2015 to
organize activities with UNNES lecturers.
A workshop took place at the Novotel,
Semarang, between May 13 and 17, 2015.
UNNES lecturers responsible for
language and language methodology
courses, lecturers from satellite colleges,
teachers from the UNNES lab school, as
Dr. Marion Fesmire of Florida State University (FSU) showing an example of
well as teacher supervisors were invited
media that can be used in early grade literacy learning during the literacy
to attend. The workshop focused
workshop held in cooperation between FSU and the State University of Semarang
(UNNES).
primarily on increasing participants’
awareness of current research on how children learn to read and write, as well as how to translate
this research into practice in the primary classroom. The workshop also engaged participants in a
discussion of modifications or additions that could be made to existing pre-service courses to ensure
that future student teachers are better equipped to implement research-based literacy practices in
their classrooms.
Following the workshop, UNNES lecturers worked with the FSU staff on May 22, 2015, to identify
the resources they would like to develop to enhance their existing courses and the research
questions they would like to explore. They also developed an action plan that will ensure that the
resources are ready for piloting by September 2015.
Four deliverables were established for the workshop:
1. Identify the literacy-based topics to integrate into existing courses
2. Identify the supplementary resources needed to address those topics effectively
3. Develop an action plan that would result in draft versions of those supplementary resources
being produced by August 1, 2015
4. Identify the key literacy-related research questions they would like to explore in the coming
year.
All four deliverables were accomplished partly or fully during the workshop. For deliverable 3, the
date for the development of the draft versions of the supplementary materials has been extended to
August 30, 2015. For deliverable 4, initial research questions have been identified and will be refined
during August 2015 working sessions.
Given the limited English language skills of the participants, all PowerPoint presentations, handouts,
and research summaries were translated into Bahasa Indonesia and placed in a drop box (along with
the original English versions and video clips) so participants could access them. It is anticipated that
this rich trove of materials will serve as primary resource documents for the development of
supplementary materials for the UNNES pre-service program.
The next activity will be a workshop for the lecturers led by Marion Fesmire and Norma Evans in
August 2015, to complete and pilot the supplementary resources being produced by the lecturers.
14
3 INSTRUCTION IN SCHOOLS
USAID PRIORITAS is working to improve the quality of instruction in schools by developing more
effective in- and pre-service training programs for teachers and is working to support teacher
training providers, specifically TTIs and the District Education Offices, to implement these programs.
3.1
3.1.1
TTI Module Development
Pre-Service Teacher Training Curricula and Materials Development
USAID PRIORITAS has worked with
lecturers from partner TTIs to develop
specific pre-service materials to enrich and
strengthen course content in selected areas
of early grades literacy, mathematics and
science. During Year 3 of the project, specific
support materials were developed for early
grade
reading
and
literacy,
upper
primary/junior secondary literacy, primary
mathematics, and primary science. The four
packages of resource materials were
developed in consultation and collaboration
Two lecturers presenting the results of their discussions during training of
with university partners. The materials will be
pedagogy lecturers in curricula and materials in Pare-Pare, South Sulawesi,
in April 2015
used by lecturers to strengthen current
course content. Many of the lecturers have already included units or activities in existing pre-service
lecture programs.
Training of TTI Pedagogy Lecturers in Curricula and Materials took place in six provinces this
quarter (see Table 4). The 80 participants in each province included lecturers from the relevant
departments of the Primary School Teacher Education (PGSD) and Primary Madrasah Teacher
Education (PGMI) and were supported by resource persons, consultants, and project staff. The
participants explored materials for the four subjects, working through the content presented for
each unit, followed by participation in the practical application of the materials.
Training of TTI Pedagogy Lecturers in Curricula and Materials, Quarter 13
Province
2015 Schedule
Location
Aceh
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
3.2
3.2.1
March 31–April 2
May 11–13
April 23–25
Completed in quarter 12
April 24–26
April 16–18
April 16–18
Banda Aceh
Medan
Serang
Bandung
Yogyakarta
Batu
Pare-Pare
TTI Lab and Partner Schools
Meeting and Working with Lab and Partner Schools
Training of TTI Lab and Partner schools in Module 2 was completed during quarter 12. During
quarter 13, the project facilitated eight meetings between TTIs and their Lab and Partner schools, as
15
shown in Table 5. The meetings provide the opportunity to bring together TTI and project and
school staff for the purpose of reviewing training and planning for upcoming training activities. The
project facilitates these ongoing meetings four times per year. See the provincial reports in Annex 1
for further details.
Meeting and Working with Lab and Partner Schools in Quarter 13
Province
2015 Schedule
Location
April 8
May 12
Aceh
North Sumatra
No meeting in quarter 13
Banten
West Java
April 15
Serang
No meeting in quarter 13
Central Java
East Java
South Sulawesi
3.2.2
Banda Aceh
April 13
April 14
May 23
May 25
Semarang
Yogyakarta
Surabaya
Malang
April 6
Makassar
Mentoring TTI Lab and Partner Schools
USAID PRIORITAS continues to encourage and support partner TTI facilitators with assistance from
project staff to provide ongoing mentoring and development of teachers and school management
staff in the TTI lab and partner school program. The program is developed by the TTI partners, their
lab schools, and project staff according to the capacity and needs of their partners. The activities are
connected and support the work done during training and meetings with the partner schools.
During quarter 13, Aceh, North Sumatra, Banten, Central Java, East Java, and South Sulawesi
completed mentoring visits with primary and junior secondary TTI lab and partner schools.
TTI Teaching-and-Learning facilitators provide technical assistance for teachers in developing lesson
plans and in how to implement them in the classroom. Facilitators also assist teachers in conducting
reflection and peer observation and in improving their lesson plan based on inputs from peer
teachers and from facilitators. School-Based Management TTI facilitators provide technical support
for school principals and school committees in developing and improving school work plans and
school budget plans and how to implement these effectively.
Mentoring of TTI lab and partner schools will be ongoing during 2015.
3.3
Good Practice Schools Program
The Good Practice Schools are those project partner schools that have been selected for their
progress towards improvement and overall whole-school development. They are good examples of
change in action and provide a focal point in each district for sharing and exemplifying good practices
in teaching and learning, school-based management, and community participation. The Good Practice
Schools also provide provincial TTIs and their student teachers with places where effective teaching
and learning and school management can be observed as well as a supportive environment for
student teachers when completing their teaching practice in the field.
16
3.3.1
Selection of Good Practice Schools Cohort 2
During quarter 13, selection of Good Practice Schools for Cohort 2 districts continued as shown in
Table 6. Those schools that show the most evidence of implementing new and improved practices in
teaching and learning and school-based management are selected from a shortlist, using projectbased criteria for selection of Cohort 1 schools. The selection process involves project staff, TTI
facilitators, and representatives from the district education office, including principals, supervisors,
and other senior district staff. An average of four schools per district is selected, representing
primary and junior secondary, government and madrasah project schools, where possible. The
primary criterion for selection is evidence of school improvement. In some districts, there may be
fewer schools selected if evidence of school improvement is not seen at the time of evaluation.
Aceh
Province
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
Selection of Good Practice Schools Cohort 2
2015 Schedule
Location
April 23–24
April 15–16
April 23–24
March 20–April 1
April 8–9
April 15–17
April 16–17
April 9–10
April 7–8
Aceh Barat Daya
Langkat
Tobasa
Cirebon
Tasikmalaya
Kuningan
Bekasi
Wonosobo
Ngawi
All provinces have now completed selection of Good Practice Schools in Cohort 2.
3.3.2
Workshops with Good Practice Schools, Cohort 1
During quarter 13, East Java completed their workshops with Good Practice Schools on April 13–15,
2015, in Surabaya. The training for primary and junior secondary schools was held concurrently. See
the provincial reports in Annex 1 for further details. This concludes the first round of additional
training provided for all Cohort 1 Good Practice Schools.
3.3.3
Review Meetings with Good Practice Schools
South Sulawesi completed their review meetings with Good Practice Schools in Maros on April 19–
20, in Bantaeng on April 22–23, and in Wajo on April 27–28 this quarter. See provincial reports in
Annex 1 for further details.
3.4
Classroom Action Research
TTI Classroom Action Research (CAR) teams in Aceh, Banten, West Java, and Central Java
completed the third and final provincial research meeting workshop during quarter 13, as noted in
Table 7.
17
Classroom Action Research Working Meeting (Workshop 3)
Province
2015 Schedule
Location
Aceh
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
March 31–April 2
April 10–12
April 10–12
April 23–25
Banda Aceh
Tangerang
Bandung
Semarang
The third provincial CAR workshop
focused on data analysis, reflection on the
second cycle of CAR, and writing the final
draft of the CAR report. The CAR teams
conducted quantitative and qualitative data
analysis. Most teachers faced difficulties in
developing
relevant
and
effective
instruments for data collection and in
collecting and analyzing qualitative data.
Writing a structured CAR report was also
a challenge for teachers. With technical
support from TTI lecturers in their CAR
Lecturers and teachers drafting their final report during the Third Provincial
CAR workshop in Aceh in April 2015.
team, the teachers developed appropriate
instruments and produced a structured final draft report.
Collaboration among teachers and lecturers in conducting CAR was mutually beneficial. For
example, a teacher from SD Kalibanteng Kidul 2 Semarang in Central Java commented that in the
first provincial workshop, he was struggling to develop an instrument to collect the data required.
Fortunately, an UNNES lecturer in his CAR team could provide guidance and technical support so
that the teacher was able to successfully develop the instrument. In turn, the UNNES lecturer also
benefited by learning from the teacher how to develop an appropriate lesson plan and implement it
in the classroom. The lecturer could also directly observe the teacher in the classroom, which the
lecturer felt was very important for her to increase familiarity with and to understand the teachingand-learning processes in a real classroom context. The hope is that this kind of collaboration will be
continued and expanded to more teachers and lecturers.
18
3.4.1
Classroom Action Research Review Meeting
The CAR National Review Meeting was held
on June 22–25, 2015, in Jakarta. The objectives
of this meeting were to share and reflect on
the results of CAR that have been conducted
in schools and to finalize the CAR report. All
final reports will be printed and distributed to
TTI and lab and partner schools. These can be
used as a reference for teachers and lecturers
to support further CAR. This two-and-a-half
day CAR meeting was attended by one
lecturer and one teacher per CAR team; a
representative from MOEC’s professional
development center, Pusbangprodik; technical
staff; and consultants and key persons.
Prof. Dr. Hari Amirullah, a representative from Pusbangprodik-MOEC,
giving a presentation on government guidelines for CAR implementation
and on credit points for CAR.
In a plenary session on day 1 of the meeting,
Prof. Dr. Hari Amirullah, a representative from Pusbangprodik, gave a presentation about
government guidelines for CAR implementation and the awarding of salary credit points for CAR to
the implementers. Following his presentation, key persons gave a presentation about government
guidelines on the CAR report (structure, format, and content). These presentation guidelines were
then used by CAR teams to write the final reports. In the afternoon, participants were divided into
four groups (primary literacy, junior-secondary literacy, science, and math). In each group, all
participants shared their experiences and reflections on CAR implementation.
On day 2, with support from key persons, all participants wrote drafts of their CAR final report and
presented the draft within their respective groups. After receiving feedback from their groups during
the presentation, participants wrote their final report. On day 3, representatives of primary literacy,
junior-secondary literacy, math, and science groups gave presentations to all meeting participants
about their final reports, including setting of the CAR, objectives, results and reflection of CAR
implementation in Cycle 1 and Cycle 2, data analysis, consultation, and recommendations. Following
the presentations, Prof. Dr. Hari Amirullah provided comments about the USAID PRIORITAS CAR
program and the final reports. He commented that the teachers in the USAID PRIORITAS CAR
program are fortunate because this was a rare and golden opportunity for them to collaborate with
lecturers in conducting CAR. He expressed sincere appreciation to USAID PRIORITAS for helping
to build the CAR culture with the main objective of improving the quality of teaching-and-learning in
the classroom. Regarding the CAR implementation and final reports, he indicated that these are
already in accordance with the government guidelines and can be proposed for credit points.
However, he expects that teachers and lecturers are not merely pursuing credit points. The main
objective of CAR should remain that of improving teaching-and-learning quality.
3.5
Teacher Practicum Program
USAID PRIORITAS is working with partner TTIs to improve the quality and effectiveness of teacher
practicum programs. TTIs currently offer practice teaching programs as part of the one-semester
pre-service component (Student-Teacher Practicum [PPL]) program and the one-year post-graduate
(Teacher Professional Education [PPG]) program, consisting of university workshops and practical
teaching in schools. At present, some TTIs offer the PPG program, while some offer the shorter
undergraduate PPL program only. In the next three years, all TTIs will be required to offer PPG
19
programs in an effort to improve the preparation of new teachers for the classroom. USAID
PRIORITAS will assist TTIs to review current practices and programs offered by partner TTIs and to
agree on a program for improving the practicums.
Areas to consider for improvement include course structure and content; identification and
assessment of student competencies aligned with MOEC and Ministry for Research and Higher
Education (MORHE) requirements; capacity for lecturers to use observation, reflection, and
coaching skills when supervising student teachers; and subject teaching requirement tasks such as
planning a thematic unit of work and teaching reading and literacy in primary and junior secondary
school.
Based on the needs assessed during an initial National Review Meeting, USAID PRIORITAS will work
with partner TTIs to develop materials to support a structured program for practicum experience,
including clear and sequenced requirements for student teachers and for assessment and guidance
for supervising teachers. Training of supervising teachers is an essential component for improved
school practicum programs.
3.5.1
TTI Teacher Practicum National Review Meeting
The TTI Teacher Practicum National Review Meeting was the first in a series of activities and
workshops to improve the quality of pre-service practicum experiences for students, teachers and
lecturers. The meeting was held on May 21–23, 2015, in Yogyakarta.
The objectives of this meeting were to review existing Teacher Practicum programs (PPL and PPG)
in partner universities, to discuss the strengths and weaknesses of existing programs, and to decide
with the project’s partners which key areas require focus for assistance and improvement. The
findings from this meeting will inform the development of support materials and activities that can be
used by all partner universities to strengthen current programs.
The meeting was attended by two
lecturers from each partner TTI,
responsible for the practice teaching
(PPL and PPG) programs at their
university. The meeting also included
14 supervising teachers from seven
provinces to provide viewpoints and
opinions on the current practicum
programs in operation.
On day 1 of the workshop, each TTI
representative gave a presentation
about the structure and content of
current
teacher
preparation
Representatives from TTI partners giving presentations about the PPG and PPL
programs. Those TTIs who currently
implemented at their universities during the Teacher Practicum National Review Meeting
have a PPG (one-year post-graduate)
held in May 2015 in Yogyakarta.
program presented an overview of
their programs, while those TTIs that do not yet have a PPG program provided information about
the PPL for the Bachelor (S1) education degree. According to government directives, over the next
three years, the PPL component of the S1 degree will be phased out.
In general, the presentations described the structural and administrative requirements of the PPL
and PPG program, regulations for number of visits, the workshop and practice teaching structure,
and government guidelines for PPG programs. However, little was presented in relation to the
20
content for student teachers, and there was no evidence of a progression of expectations for
student teachers over the course of the program, nor for introduction of particular skills and
competencies expected of beginning teachers. Little guidance seems to exist in demonstrating
subject-specific skills, developing sequences of work, and carrying out general classroom
management. Lecturer observation is generally carried out between three and five times during the
practice teaching period, using the same observation sheet that is actually an assessment sheet.
There is little focus on and no development of particular skills and strategies over the course of the
practicum experience. Lesson planning is the only real focus, and many of the other skills that are
necessary to prepare teachers are not addressed.
During day 2, the participants discussed their programs and presentations in groups, reviewing the
strengths and weaknesses of the current programs. The workshop program, which is carried out in
the TTI for one semester, does not have a strong link to the practice program, and observation and
feedback from the lecturers was an area identified as a weakness in current programs. The groups
discussed such issues, and supervising teachers provided their perspective to the university lecturers.
On the final day, results were shared with all groups, materials collected, and key persons identified
for working to define the topics for materials development in the upcoming provincial workshops. A
key persons meeting, which will be held to decide the final topics for further development and to
plan for the provincial materials development workshops, will follow this workshop.
Because of the differences in the way most TTIs manage their practicum programs, it was decided to
approach the assistance by developing topics that could be useful in any program, PPG, PPL and as
workshop components.
Topics that may be included in the materials address the role of the supervising lecturer (lesson
observation, feedback, and assessment), the role of the supervising teacher (sequencing of tasks and
competencies to be developed during the practicum), classroom competencies for student teachers,
reflection, feedback and assessment for student teachers, and content-specific subject development.
The units for materials development will be decided at a key persons meeting during quarter 14.
3.6
Developing TTIs as Strategic Business Planners
During the first three years of the project, USAID PRIORITAS has been working with individuals
from partner TTIs and Provincial Quality Assurance Institutes (LPMPs) to develop their capacity as
“service providers”—essentially facilitators who are able to provide a training program to meet
identified needs, or consultancy services to facilitate data analysis, financial analysis, or education
planning at district and province level, and to support policy development in areas such as teacher
distribution, school planning, and teacher training needs identification.
During Year 4, the project is working with partner TTIs to help them develop plans and approaches
consistent with the concept of being a service provider. Two workshops are being held to develop
the concept of TTIs acting in a more entrepreneurial, strategic, and business-like way to fulfill this
role. These Strategic Business Planning workshops focus on:
•
Developing understandings of the role of a service provider in a competitive and quality-oriented
environment
•
Understanding good practices in training, consultancy, and service delivery
•
Applying approaches to strategic planning and business models that are appropriate for TTIs
(including examples of good practice).
21
3.6.1
TTI Strategic Business
Planning Workshop
The first TTI Strategic Business
Planning workshop was held in
Jakarta on June 3–5 and was
attended by representatives of 16
TTI
partners,
GOI
staff,
consultants, and project staff. The
attendance of high-level staff from
the ministries was evidence of
their interest and support for
improved service provision in the
provinces and districts.
From left to right: Director of Higher Education MORA, Inspector General of MOEC, Secretary
General of MORHE, and Chief of Party USAID PRIORITAS giving presentations during the TTI
Strategic Business Plan Workshop in Jakarta in June 2015.
As a new director of the
Directorate for Higher Education (DIKTIS), MORA, Prof. Amsal Bachtiar was not familiar with the
work of the project. He had, however, received some information from his staff outlining technical
support from USAID PRIORITAS for TTIs under MORA. He expressed appreciation for USAID
PRIORITAS programs and offered to provide support in working with TTIs under MORA. To build
understanding on the role of the service provider in a competitive and quality-oriented market, the
project’s Governance and Management Advisor gave a presentation about TTI business strategy:
opportunities, type of services, potential clients and donors, and good practices in several countries.
Professor Muchlas Samani shared the experiences of the State University of Surabaya (UNESA) as a
service provider in collaboration with other institutions, followed by presentations from 16 TTI
partners about their experiences as service providers. Following the presentations, participants
discussed the opportunities and challenges involved in developing a role for TTIs as service
providers. All agreed that one of the biggest challenges involves institutionalizing the collaboration of
the TTI with government institutions. TTI partners have many opportunities to provide training and
consultation in the areas of Active, Effective, and Enjoyable Learning/Contextual Teaching and
Learning (PAKEM/CTL), School-Based Management (MBS), Continuous Professional Development
(PKB), Teacher Deployment (PPG), Classroom Action Research, and Strategic Education Planning,
but not the institutional framework to do so effectively.
At the end of the session, participants developed general plans for their TTIs as service providers
and agreed to develop more detailed individual institutional plans during the provincial workshops to
be conducted between August and November 2015.
22
3.7
TTI Showcase Meetings
TTI showcase meetings for nine
TTIs took place during quarter 13,
as shown in Table 8. These
meetings provide a forum for
sharing progress, success, and
outcomes from project training,
workshops and activities. The
events included displays from
partner universities and lab and
partner schools. These displays
provided examples of improved
teacher planning and professional
development and examples of
student work illustrating inquiryA student of an UNNES partner school (SMPN 7 Semarang) talking to visitors during the
based, active learning approaches.
TTI showcase meeting in Semarang, Central Java, in April 2015
Talk shows, including panels
representing TTIs, district education office staff, and central government education representatives,
highlighted progress made and discussed issues and challenges faced in improving education quality
and delivery to students in schools and universities.
The showcase meetings have proved popular with the central government ministries and were well
represented with attendees from the upper echelons of these ministries.
Province
Aceh
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
TTI Showcase Meetings Held during Quarter 13
Schedule
Location
April 14–15
May 12–13
To be completed
To be completed.
April 17–18
April 20–22
June 5–6
May 11–12
U Syiah Kuala and UIN Ar-Raniry
UNIMED and UIN SU Medan
UNNES Semarang
UNY Yogyakarta
UM Malang
UNM & UIN Alauddin Makassar
Please see provincial reports in Annex 1 for further details on each TTI showcase. Banten, West
Java, and East Java (UNESA and UIN Sunan Ampel) will complete their showcases in the upcoming
quarter.
3.8
Provincial University Consortia Meetings
Meetings for TTI partners and their consortia members were held in West Java on April 18, in
Central Java on April 20, and in South Sulawesi on May 30 during quarter 13. The meetings provide a
venue for bringing together all program partners to share progress, discuss dissemination and plan
for future activities. Please see provincial report for further details.
23
3.9
Short Courses for TTI Lecturers through the USAID PRESTASI Program
USAID PRIORITAS staff continued to support the selection process for the proposed Program to
Extend Scholarships and Training to Achieve Sustainable Impacts (PRESTASI) University Connect
program. During quarter 13, USAID PRIORITAS partner universities were invited to submit a
shortlist of suitable candidates for the first round of the practicum-focused program of study. The
first cohort will focus on primary practicum programs and draw lecturers from the PGSD
department, especially those involved in PPL and PPG programs. Project staff, including Jakarta staff
and TTI Coordinators, assisted PRESTASI in facilitating the completion and submission of the
application forms. From a shortlist of five persons from each TTI, three will be selected by
PRESTASI, based on their ability to meet the study program criteria. PRESTASI are currently making
the final selections for the program.
On June 4, the USAID PRIORITAS Senior Education Specialist participated in a selection panel for
general PRESTASI scholarship applicants at the Morrissey Hotel, Menteng, Jakarta.
3.10 Support for Dissemination in TTIs
USAID PRIORITAS facilitates the dissemination of project activities using a cost-share arrangement
on request from non-partner TTIs. The project also supports requests to train additional teachers
and lecturers to increase the numbers trained in a school or TTI department, thereby strengthening
capacity and quality. The project provides facilitators and materials on request. The requesting
institution meets all other costs associated with the training. During quarter 13, West Java
completed dissemination training for STKIP Muhammadyah in Kuningan. Please see provincial reports
in Annex 1 for further details.
3.11 USAID Mission Director’s
Visit to Cimahi, West Java
On June 10, 2015, Andrew Sisson, USAID
Indonesia Mission Director, visited SMPN
3 Cimahi and Indonesia Education
University (UPI), which are USAID
PRIORITAS program partners in West
Java. In SMPN 3 Cimahi, Sisson observed
seventh and eighth graders conducting
his visit to SMPN3 Cimahi on June 10, USAID Indonesia Mission Director
science experiments. Sisson was impressed During
Andrew Sisson talking with eighth graders who are conducting experiments in
with the lessons in the school. The
measuring blood pressure.
students were learning in small groups,
using inquiry-based learning and holding discussions, while the teacher facilitated the students to be
actively involved in the lesson activities.
In UPI, Sisson had dialogs with lecturers and UPI officials. Prof. Dr. Asep Kadarohman, the Dean of
the Faculty of Mathematics and Natural Science at UPI, said that, since working with USAID
PRIORITAS, the university had seen significant improvement in lecturers' performance in delivering
their lectures. According to Prof. Asep, the lecturers paid more attention to detail and had become
more practical in preparing students to become teachers.
24
3.12 Whole-School Development (WSD)
During quarter 13, training activities were implemented in Cohort 1, 2, and 3 districts as described
below. A total of 6,116 teachers, principals, and supervisors from Cohort 2 and 3 district partner
schools were trained. In addition, children’s library books were distributed to all partner schools in
Cohort 2.
3.12.1 Training in Module 1 for Cohort 3 Districts
During quarter 13, Module 1 (whole-school development) training of partner schools in the seven
Cohort 3 districts—three in North Sumatra and four in East Java—was completed. A total of 2,154
participants were trained. Participant categories are shown in Figure 1. The vast majority, 1,490
persons—almost 70% of the participants, were teachers. Details of the training, by district, are
included in Annex 4.
Figure 1:
Whole-School Development for Cohort 3 District Partner Schools
3.12.2 Training in Module 2 for Cohort 2 Districts
Following the showcase activities in the previous quarter (quarter 12), schools in Cohort 2 districts
received Module 2 (whole-school development) training, which took place in 18 of the 20 districts in
six provinces (all provinces except Central Java).
A total of 3,962 participants were trained. Participant categories are shown in Figure 2. The vast
majority, 2,843 persons—just over 70% of the participants, were teachers. Details of the training, by
district, are included in Annex 4.
25
Whole-School Development for Cohort 2 District Partner Schools
Figure 2:
All Cohort 2 districts have now completed the training in Module 2 for both teaching-and-learning
and school-based management.
3.12.3 Book Distribution to Cohort 2 Schools
In addition to the Module training, and to support literacy and stimulate the development of a
reading culture that is being promoted in partner schools through the teaching-and-learning and
school-based management training, a set of 150 books have been provided to each Cohort 2 partner
school (primary and junior-secondary). In all, some 72,000 copies of children’s literature books were
distributed to Cohort 2 partner schools. The books, supplied by Gramedia book distributors, were
similar to those supplied to Cohort 1 schools in the previous year. Books are expected to be
supplied to Cohort 3 schools later this year.
In Central Java, Cohort 2 training was implemented in the previous quarter, and their books were
sent directly to the schools there. Details about the book distribution are presented in Table 9.
Number of Children’s Literature Books Distributed to Partner Schools
Aceh
Province
Schools
Junior-Secondary
Primary (SD/MI)*
(SMP/MTs)**
Total
9,600
4,800
14,400
North Sumatra
4,800
2,400
7,200
Banten
4,800
2,400
7,200
West Java
9,600
4,800
14,400
Central Java
4,800
2,400
7,200
East Java
4,800
2,400
7,200
South Sulawesi
9,600
4,800
14,400
48,000
24,000
72,000
TOTAL
*SD = sekolah dasar (primary school); MI = madrasah ibtidayah (religious primary school);
**SMP = sekolah menengah pertama (junior secondary school); MTs = madrasah tsanawiyah (religious junior secondary school)
26
3.12.4 Preparation for Module 3 for Primary Schools
On April 10–13, a second workshop was
held at the Hotel Swiss Bell in Sanur,
Bali to prepare literacy units for early
grade teachers for inclusion in the WSD
Module 3. Representatives from
Yayasan Literasi Anak Indonesia (YLAI)
and selected USAID PRIORITAS
facilitators and team members
participated in the event.
The workshop efforts resulted in
production of a module for early
grades, which, while simple, includes
complete and clear information. In
addition to the module, the workshop
produced additional required tools and
materials such as the book design for
early grades and PowerPoint presentation slides.
Preparation training on Module 3 for primary schools in Jakarta.
A workshop to prepare for the national training of trainers (TOT) for Module 3 for primary schools
(SD/MI) was held at the Grand Kemang Hotel, South Jakarta, on May 5–8, 2015. Participants included
18 facilitators for the teaching-and-learning units (7 for early grades and 11 for upper grades) and 9
facilitators for school-based management (MBS). Participants were supported by project technical
staff and included consultants and TTI lecturers. The selected facilitators served as the module
writers. One group of participants focused on the early grades and included three representatives of
YLAI, one USAID PRIORITAS specialist, three consultants, and one TTI representative. A second
group focused on the upper grades of the primary school and included three TTI representatives,
two staff members, and one consultant. A third group focused on school-based management and
included four staff members.
Details about the participant categories are shown in Table 10.
Participants in the Module 3 Preparation for Training of Trainers (Module 3)
School-Based
Early Grades
Upper Grades
Management
TOTAL
Category
Male Female
Male
Female Male Female Male Female
Teachers
Principals
Supervisors
(Pengawas)
Curriculum Head
(Dinas)
TOTAL
0
0
5
1
4
2
2
1
0
2
0
0
4
4
7
2
0
1
1
0
2
5
3
6
0
0
1
0
0
0
1
0
0
7
8
3
4
5
12
15
Preparation for the national TOT to prepare provincial facilitators to train district facilitators on
Module 3 for primary schools took place in Jakarta on May 6–8. Those participating in the
preparation workshop included the module writers and prospective national facilitators and cofacilitators for Module 3. The provinces sent representatives for early grades, for upper grades, and
for school-based management, as shown in Table 11.
27
Participants in the Preparation for Training of Trainers, Module 3 for
Primary Teachers
Co-Facilitators
Co-Facilitators
for Teachingfor TeachingSchool-Based
and-Learning,
and-Learning,
Management
Province/Participants
Upper Grades
Early Grades
Facilitators
Aceh
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
Module writers and training facilitators
TOTAL
1
2
0
1
2
3
2
17
28
1
1
1
1
1
1
1
12
19
1
2
1
1
2
2
1
12
22
3.12.5 National Training of Trainers, Module 3 for Primary Schools
The national TOT for Module 3 SD/MI took place on May 25–30 in Bandung. A total of 148
participants attended the training, as shown in Table 12.
Participants in the Training of Trainers, Module 3 for Primary School
Teachers
Participants for
Participants for
Teaching-andTeaching-andSchool-Based
Learning, Upper
Learning, Early
Management
Province/Participants
Grades
Grades
Participants
Aceh
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
TTI representatives
GOI representatives
Total
9
9
10
8
9
9
8
6
3
71
5
4
4
4
6
5
4
6
2
40
4
5
4
4
5
5
4
6
0
37
Workshop participants were asked to complete evaluation forms at the end of the training. Results
were most encouraging for the teaching-and-learning units. Some 90% of participants rated the
material as extremely beneficial (10% rated it as “beneficial”), and 100% of participants agreed that
most or nearly all of the training reflected active learning principles. In addition, 91% indicated that
they thought the facilitators had either mastered or strongly mastered the material.
Evaluation results were similar for the school-based management units. All participants rated the
material and training as either beneficial or very beneficial. As for the special material for facilitators,
11% of participants indicated that the unit on providing assistance with lesson study was good, while
89% indicated that the materials were very clear and well understood. Similarly, for the material on
management of teacher working groups (KKG), 6% of participants indicated that the unit provided
considerable value, and 94% that the material was very clear and well understood.
28
3.12.6 Provincial Training of Trainers for Whole-School Development, Module 3 for
Junior-Secondary Schools
Six provinces (all except North Sumatra) have
started to implement the TOT for Module 3, in
which a total of 604 facilitators were trained by
those who attended the national TOT in
February and March in Makassar. These
facilitators will subsequently conduct the
training for schools in each district. For the
junior-secondary schools, the teaching-andlearning training is taking place at separate times
than the school-based management (MBS)
training. Some of the training included both
USAID PRIORITAS Cohort 1 and DBE districts.
Participants TOT Module 3 for junior Secondary in West Java, reviewing
In Central and East Java, the training was divided
the implementation of Module I and II at school.
into two sets because of the number of districts
involved. These provincial TOT events were also attended by six participants from each partner TTI
in each province (five for the teaching-and-learning and one for the school-based management
material). More details on the implementation of the provincial TOT are shown in Table 13.
Provincial Training of Trainers, Module 3 for Junior-Secondary School
Teachers
Secondary School Training SMP/MTs
Number of Participants
Province
Date
M
F
Total
Aceh
Banten
West Java
Central Java
East Java
South Sulawesi
Total
May 27–30
May 13–16 (teaching and learning)
May 17–19 (MBS)
May 15–18 (MBS)
May 20–23 (MBS)
Jun 7–10 (teaching and learning)
19
23
18
52
28
41
44
28
29
37
47
366
39
19
5
21
10
16
22
16
27
28
35
238
58
42
23
73
38
57
66
44
56
65
82
604
29
4 GOVERNANCE, MANAGEMENT, AND LINKAGES
In addition to the school-based management training described above, activities under Components
2 and 3 in this quarter focused on two main programs: (1) Teacher Deployment (PPG), and (2)
Strategic Planning for Dissemination and Continuous Professional Development (PKB). These
activities are described below.
4.1
Teacher Deployment
4.1.1
Teacher Deployment in Cohort 1 Districts
Currently, most of the 23 Cohort 1 districts
are already implementing new approaches to
redistribute teachers more evenly in
alignment with the needs identified in the
PPG process.
The policy solutions adopted to implement
redistribution vary among districts according
to the local context, but there are some
common patterns across districts, both
within and among provinces. These
commonalities can be grouped into five
Education stakeholders performing risk analysis PPG and policy
implementation strategy in Kuningan, West Java.
approaches: (1) school mergers, (2) multigrade classes, (3) teacher transfers,
(4) retraining and reassigning teachers to new subjects or levels, (5) mobile teachers, and (6)
strengthening the role and status of non-civil servant teachers.
Ten districts have now developed local regulations to support improved teacher deployment. The
numbers are expected to increase over time as policies are being implemented in coming months
and years. The following steps have been taken:
•
135 schools have been merged, resulting in 66 merged schools.
•
1,661 primary school teachers and 180 junior-secondary school teachers have been transferred
from overstaffed to understaffed schools.
•
180 primary school teachers and 19 junior-secondary school teachers have been redeployed
from teaching one subject to teaching another or to become class teachers.
•
31 primary school subject teachers and 151 junior-secondary teachers have been assigned to
teach in more than one school (mobile or “itinerant” teachers).
•
1,151 primary school contract teachers and 229 junior-secondary school contract teachers have
been appointed as civil servants to meet shortages.
•
54 schools are implementing or are soon to combine classes and implement multi-grade
methodologies. (All of these are in Blitar. Several other districts are planning to implement multigrade methodologies, as well.)
Annex 3 describes the policy outcomes for teacher deployment to date, by district.
Blitar and Ciamis districts have begun implementing multi-grade teaching, while Wajo and Bantaeng
districts are preparing to implement the approach. Meanwhile, Semarang District is conducting a
30
comparative study on the multi-grade teaching in Blitar District, where implementation of this
method is most advanced.
USAID PRIORITAS staff conducted a brief visit to Blitar to monitor a pilot program that introduces
multi-grade teaching in Blitar. This pilot program is fully funded by the district. As a result of the visit,
the following factors were identified as keys to success in implementing multi-grade approaches:
careful school selection, based on teacher deployment analysis, isolation factors, and support within
the school for the program; regulatory support within the district; good quality training for teachers
that is followed up by in-school mentoring; socializing of the program to local community to gain
local ownership and support; use of assistant teachers where appropriate; incentives for teachers;
and stable school leadership.
The case study also identified a number of issues and concerns associated with the implementation
of multi-grade teaching. Although there appears to be little problem with the technical aspects of
teaching and classroom management, the need to prepare integrated lesson plans creates a heavy
workload for teachers, especially in the first year.
Mentoring activities continue in these Cohort 1 districts in the form of review meetings to ensure
that the formulated policies can be implemented in the field, as well as advocating for the overall
objectives of teacher deployment.
4.1.2
The 20 districts in Cohort 2 have all completed the teacher deployment program, including holding
multi-stakeholder forums (MSF) to engage in public consultation on the outcomes of the analysis and
recommended policies. All except the two Banten cohort 2 districts have also conducted an
implementation workshop. These two Banten districts are preparing for the implementation
workshop that will be held next quarter.
The policy outcomes in Cohort 2 districts are somewhat varied. One policy solution is the retraining and re-deployment of non-civil servant teachers as teachers. This approach is being managed
in two ways. In the district of Kuningan, it is being done through the induction program. Civil
servants, who are not teachers but have a basic S1 degree, can join an induction program for two
years, after which they can became a teacher. Meanwhile, in Ngawi, non-civil servant teachers, who
do not yet hold a degree, are being supported to obtain an education degree, aligned with the
identified needs for teachers. Once qualified, they can be appointed as civil-servant teachers.
Mentoring activities in Cohort 2 districts are focusing on assistance to prepare for and follow up on
implementation workshops and for drafting local regulations to support the implementation of
teacher deployment policies.
4.1.3
All seven districts in the two provinces in Cohort 3 are conducting the teacher deployment
program. In North Sumatra Province, three districts have finished the first and second workshops
(data analysis and policy analysis), while the four districts in East Java Province have completed the
first workshop (analysis of teacher distribution) and will follow up with the second workshop next
quarter.
31
4.1.4
Teacher Deployment in Madrasah
Although MORA is a signatory to the Five-Minister Edict that requires the redistribution of teachers
among schools and madrasah, the ministry faces a number of constraints in implementing Equitable
Teacher Deployment (PPG) in madrasah.
There are several issues to address. First, most madrasah are private schools, where MORA has
limited control over teachers and the madrasah operation. Second, the capacity of MORA to manage
data at district level is also very limited. As a result, reliable data are unavailable, thus limiting policy
solutions. For example, it is not simple to transfer teachers from one madrasah to another unless
the madrasah are managed by the same foundation (yayasan) or the teachers are civil servants in one
of the few state madrasah. For this reason, the teacher deployment program has not yet been
implemented in madrasah. The exception are the districts in Aceh Province, where the District
Heads (Bupatis) requested that madrasah be included in the Cohort 1 and 2 district PPG. Because
Aceh has only a small number of madrasah, it was possible to collect the data manually and apply a
different analysis tool.
Following consultation with MORA, a small study will be conducted on PPG in madrasah. During
quarter 13, a second meeting was held with the MORA Director of Madrasah with a follow-up
meeting with technical staff from the ministry. At the meeting, it was agreed that USAID PRIORITAS
would conduct the small PPG study in three districts in East Java Province. Discussions have also
started with the provincial MORA office in East Java.
USAID PRIORITAS has also participated in a series of meetings with consultants working on an
Education Sector Analytical and Capacity Development Partnership (ACDP) study to provide input
into MORA’s “Grand Design” for quality improvement of madrasah. The results of this study include
a recommendation that MORA adopt the USAID PRIORITAS approach to PPG.
Early in the next quarter, USAID PRIORITAS will jointly select the three districts with MORA. Using
an adapted PPG approach, and working with partners from TTI (Islamic institutes), and MORA, the
project will then proceed to collect the data on teachers, students, and madrasah that are required
to conduct a mapping exercise. Based on the mapping, a report will be prepared to include policy
recommendations for MORA at the national level. The results of the study will be reported to
MORA in a national workshop. It is anticipated that these results will provide input to MORA in
preparing their Grand Design for improving madrasah quality.
During quarter 13, the following have been achieved with MORA:
•
Building a shared commitment with MORA’s Director of Madrasah and Director General of
Islamic Education
•
Forming a technical team from both parties at the national level
•
Determining East Java Province as the pilot province for the PPG study
•
Assessing the availability and quality of data for analysis in a number of districts
•
Identifying data availability for madrasah and teachers in several districts in East Java
•
Holding a Technical team meeting to discuss the implementation of the equitable teacher
deployment program (PPG), as well as establish the pilot districts in East Java.
4.1.5
Teacher Deployment Cost-Benefit Analysis
A financial analysis comparing the costs and benefits of implementing the PPG policies discussed
above with those of hiring new teachers to meet the shortages, based on the current number of
classes (the standard solution), was completed this quarter. A subsample of 18 districts from Cohort
32
1 was included in the analysis, those for which data were available at the time of the study. The
potential savings of implementing the PPG policies are substantial, as shown in Figure 3 below, which
represents savings only in terms of primary school teachers. The average benefit over 10years for
districts is calculated to be approximately IDR 430million, or USD 3.3 million. 1
Name of District
Figure 3:
Financial Benefit from Policy Recommendations to Address Shortages of
Primary Teachers in Each District over 10 Years
Sragen
Batang
Situbondo
Pamekasan
Ngawi
Madiun
Blitar
Labuhan Batu
Nias Selatan
Medan
Serang
Pandeglang
Bantaeng
Wajo
Maros
Kuningan
Ciamis
Bandung Barat
610
348
638
311
181
711
724
124
346
491
823
496
12
581
621
675
871
777
0
100
200
300
400
500
600
700
Benefit in IDR (billions)
800
900
1,000
As shown in Figure 3, above, the value of net benefits varies between the districts. This variation is
affected by two factors: (1) the size of the teacher shortage and (2) the number of policy options
taken. For example, the net benefit to Bantaeng is relatively small (only about IDR 12.3 billion for 10
years) because the shortage of primary school teachers is relatively small (only 222), and only two
policies are recommended, one of which is the appointment of honorary teachers as civil servants
(93%). In comparison, Ngawi has exactly the same shortage of teachers as Bantaeng (222 teachers),
but due to the greater number of policy options taken, the net benefits in Ngawi far outweigh those
in Bantaeng.
The latest data from MOEC show that Indonesia currently has a shortage of 412,509 primary school
teachers nationwide (Ministry of Education and Culture, 2015). This figure is based on the number of
primary classes and the requirement for one civil-servant teacher per class. If this shortage is met
only by appointing new civil servants teachers, the cost of salaries and allowances over 10 years will
be IDR 346 trillion (approximately USD 26,600 million). This cost will be even higher if the
government and schools still have to pay for the excess of teachers (civil servants and non-civil
servants) that exists because of uneven and inefficient distribution.
1
US dollar figures are based on an approximate exchange rate of IDR 13,000 to USD1 that is current at the
time of this writing.
33
Extrapolating from the results in the 18 districts described above, the net benefits will be huge if the
shortage of primary school teachers is addressed through a combination of policies as described.
The benefit or savings derived from the combination of these policies is around IDR 234 trillion
(approximately USD18,000 million) over 10 years, or IDR 23 trillion per year. In other words, the
cost of the mixed policy solutions proposed is IDR 112 trillion (approximately USD 8,600 million)
over 10 years, which is IDR 234 trillion (USD 18,000 million) less than the conventional solution of
hiring new teachers through civil service appointments.
The full report on results of the teacher deployment program in Cohort 1 districts, which was
presented in draft form at a national policy forum in October 2014, is now being updated with this
new information, along with cost-benefit analysis for junior-secondary teacher deployment. A more
concise yet comprehensive version of the report is currently being prepared. Additional policy briefs
are also envisaged. These are expected to be completed during the coming six months.
4.2
Strategic Planning for Dissemination (Continuing Professional
Development, or PKB)
The project continues to support
districts in planning, budgeting, and
implementation of programs to
disseminate training developed under
the USAID PRIORITAS project. This
is the third (in some cases fourth)
year the project has assisted districts
with planning for dissemination.
Building on this annual planning and
budgeting, plus results of teacher
deployment and finance analysis,
beginning in the coming quarter, the
project will support districts and
provinces to prepare longer term
strategic plans.
Dr. Musta'in, Head of Sidoarjo District Education Office, provides examples of good
practice in managing the ongoing professional development of teachers in his district.
Using a five-year strategic planning approach, this will help all districts and provinces to plan and
implement programs to disseminate USAID PRIORITAS training modules to all teachers. The
province-level events will include representatives of all USAID PRIORITAS partner districts and
former DBE districts to encourage wider dissemination.
Where there is demand, the program may also lead to policy development to support continuous
professional development and sustainability of project outcomes. For example, this may include
national, provincial, or district policies to ensure that (1) teacher working groups (KKG, MGMP,
KKM) are sustained and are used effectively for teacher professional development, (2) training
facilitators receive recognition for time spent delivering training to colleagues, and (3) training
facilitators are recognized within the system and are able to continue to provide leadership and
support professional development.
This strategic approach builds on and enhances annual dissemination planning in a number of ways
by:
•
34
shifting the focus from annual to multi-year planning and from project co-funded dissemination
to 100% district and province funding;
•
promoting the efficient and effective use of teacher working groups (KKG and MGMP and the
equivalent for madrasah) as a forum for continuous professional development;
•
including results of the teacher deployment analysis (PPG) to help districts address needs
identified for teacher retraining (e.g., mismatched teachers, multi-grade solutions);
•
including TTI and LPMP to support implementation and better link USAID PRIORITAS programs
with these partner institutions;
•
promoting sustainability and ongoing project impact beyond the five-year USAID PRIORITAS
implementation period; and
•
linking explicitly to MOEC’s continuous professional development (PKB) program, mandated in
the national five-year development plan, by providing greater leverage for more funding and
better planning and by supporting policy links between district, province, and national levels.
Modules for PKB planning have now been implemented in three districts in Central Java. The
approach has been simplified, based on a review of this experience. The training needs analysis
component has been cut, and the focus is now more on planning and less on analysis. It is based
more on responding to district needs and supporting dissemination of the USAID PRIORITAS
training, thus lighter and simpler to implement, making it more likely to be disseminated to other
districts.
The new approach to training needs analysis assumes that all teachers should receive training on an
ongoing basis, as outlined in the PKB Guidelines issued by MOEC. This analysis is now based on
mapping of teachers according to subjects, levels, and teacher working groups (KKG and MGMP).
The mapping uses MOEC’s national Web-based Education Management Information System
(DAPODIK) and districts’ data on KKG/MGMP, names of teachers already trained in the USAID
PRIORITAS modules, and qualified facilitators.
Similarly, other analysis tools developed and used in Central Java have been simplified. These include
the two financial analyses—unit price analysis and training funding analysis—and the approach to
policy and planning for continuous professional development.
4.2.1
Manual and Software Preparation
Based on the outcome described above, guidebooks, modules, and software have all been simplified.
Guidelines and supporting materials: The new guidelines and supporting materials that were
developed during quarter 13, are as follows:
•
Book 1: General Guidelines for Strategic Planning of PKB. This book is a guide for national and
provincial teams to draft Terms of Reference (TORs) for each activity in the program. It
comprises the following sections: (1) rationale, (2) goals, (3) outputs, (4) phases of activity,
(5) background reading, (6) duration, and (7) participants.
•
Book 2: Mapping Teacher Training Needs. This book explains how to identify the needs for
teacher training that is based on existing data (DAPODIK) and how to present a summary of
the training needs in each district, based on numbers in each KKG and MGMP. To do this
quickly, the project team has developed a simple application, using the already familiar
Microsoft Excel software.
•
Book 3: Training Unit Price Analysis. This book explains how to determine the cost, perteacher per-day, for training, using local cost assumptions. The unit price is based on delivery
of training at two levels: (1) training at the district level, which is generally intended for
training facilitators (TOT), and (2) training at the KKG and MGMP level.
35
•
Book 4: Training Funding Analysis. This book identifies the appropriate posts/cost codes for
education funding derived from the district budget formats, which may be used to fund inservice teacher training. It also explains how to determine the proportion of education
funding in the budget and the proportion of funding used to finance education training. In
addition, the book explains how to determine potential funding for training, including from
sources outside the budget, such as government-allocated school operational grants (BOS)
and teacher professional allowance (TPP).
•
Book 5: Strategic Planning for PKB. This book covers three subtopics: (1) analysis of the
districts’ current planning documents, especially the Education Strategic Plan (Renstra); (2)
development of a strategic plan based on the analysis of the teacher training needs, unit
price, and potential funding for training, and (3) integration of the strategic plan for PKB into
regional planning, especially in the Renstra or at least in the Annual Plan (Renja) for the
coming planning year.
Software for training needs
analysis mapping: To simplify
the process of training needs
analysis,
the
project
team
developed a simple Microsoft
Excel application that uses data
already available: (1) results of
teacher deployment mapping
(PPG) that uses DAPODIK data,
downloaded
from
MOEC’s
website; (2) data on training of
partner
schools
from
the
Monitoring and Evaluation (ME)
Specialist; (3) dissemination data,
also in the ME system; and (4)
Home page of the PKB Software.
data from the districts on the
structure of the cluster system for primary school teacher working groups (KKG) and the “rayon”
(area) grouping system for junior-secondary teacher working groups (MGMP).
In DBE districts and others that have not completed the PPG teacher deployment program, the
DAPODIK data can be analyzed using the PPG application in preparation for the data analysis
workshop. This is expected to require around two days for a specialist, district coordinator, or
service provider to work with partners in the District Education Office.
Analysis of the teacher deployment data reveals the number of primary teachers divided into KKG
working group, and the number of junior-secondary subject teachers per MGMP. The data on
training in partner and dissemination schools reveal the number of teachers who have been trained
in the USAID PRIORITAS modules. Results of these analyses reveal the number of teachers, per
working group, who need to be trained with the existing modules.
A small workshop was held in Serang, Banten, on May 26–27 to test the software for training needs
analysis, using data from Banten and working with service providers from partner TTIs in this
province.
Strategic planning for dissemination (PKB) for madrasah teachers: The above training
needs analysis mapping approach is being modified to accommodate planning and budgeting for
training of madrasah teachers. Around 20% of children in Indonesia are educated in Islamic
madrasah. The project intends to include MORA in the PKB strategic planning workshops.
36
Although in a few cases district governments include madrasah teachers in training programs funded
and managed by the district, this practice is relatively uncommon. The conditions for madrasah are
different than those for secular schools. Madrasah fall under the auspices of MORA, a centralized
government ministry, and are thus not the responsibility of the districts. Most madrasah are private
schools, where madrasah teachers are usually non-civil servants. MORA uses a data management,
budgeting, and planning system for madrasah that is different than what is used for schools under
MOEC auspices. Nonetheless, madrasah teachers also have a need and a right to participate in
continuing professional development (PKB), and MORA supports this approach.
A number of adjustments are required to the PKB approach, however, to enable MORA’s provincial
or district regional offices to prepare a strategic plan and budget for dissemination of training to
madrasah teachers. Adjustments are required for (1) the training needs analysis (using data from
MORA’s database on teacher deployment, known as EMIS), (2) the unit cost analysis (using cost
assumptions from MORA), (3) the training funding analysis (using data from the province-level
MORA budget, known as DIPA), and (4) the planning process (to integrate planning for
dissemination/PKB into MORA’s provincial strategic plan).
Work is currently underway to make these adjustments in consultation with service providers from
the Islamic TTIs (State Islamic Institute [IAIN] and State Islamic University [UIN]) and officials from
MORA in the provinces. This work is expected to be completed over the coming quarter, in parallel
with the start of workshops, analysis, and planning in some provinces.
4.2.2
National Workshop (Review and Preparation Meeting)
As explained in the Year 4 Work Plan, the program to support districts and MORA with strategic
planning for dissemination (referred to as Continuing Professional Development or PKB) consists of
several activities as illustrated in Figure 4 below.
Figure 4:
Developing a Strategic Plan for Dissemination (PKB)
Review and Preparation
Meeting (1)
Mentoring Data
Collection
Good Practices of District
Planning
Analysis and Planning
Workshop (2)
District Strategic Planning
Meeting (3)
Mentoring to Finalize
Plans
Provincial Strategic Planning (4)
Multi-stakeholder Forum (MSF)
(5)
Mentoring Preparation
of MSF
37
A national workshop was held in Yogyakarta on June 3–5 to introduce the updated program to
project specialists (provincial coordinators, governance and management specialists, and wholeschool development specialists) and “service providers” from partner TTIs in every province, who
act as consultants to facilitate district interventions. The event was attended by 93 participants from
eight provinces, including Papua.
The workshop started with presentations on national policy for PKB by representatives of MOEC
and MORA. Following these presentations, senior officials from two partner districts gave
presentations on the successful approaches taken in their districts to the dissemination of USAID
PRIORITAS training. The five books described above were then presented and explained.
Participants completed exercises using worksheets and the software provided to analyze data
obtained from sample districts in each province. Meanwhile, the TTI service providers from Islamic
institutions (UIN and IAIN) formed a separate group to discuss issues related to the ongoing
professional development for madrasah teachers under MORA.
The workshop was very interesting in that, in addition to discussion of the material presented by
facilitators, participants provided much input on the approaches and content of dissemination
programs in districts. Based on the results of routine evaluations of each completed activity, the
presentations will be further improved.
To implement the activities outlined in Figure 4, above, all provinces have devised a schedule and
follow-up plan. The program will begin in all provinces during the coming quarter.
4.2.3
Linking Strategic Planning for PKB with TTIs
Based on the analysis of training needs, it is possible for USAID PRIORITAS to only meet a fraction
of the need for teacher training. To fill the void, USAID PRIORITAS is supporting TTIs to develop
strategic business plans and develop a new role as service providers, especially in providing training
for teachers. The workshops being held to support this program were described above in
section 3.6 of this report. To strengthen the link between districts, provinces, MORA, and TTIs in
this context, representatives of partner TTIs, who have been involved in the strategic planning
workshops, will also participate in activities 1, 2, and 4, as noted in Figure 4, above.
4.2.4
Training and Transfer of Training Needs Analysis Tool to MOEC
As part of the approach to strategic planning for PKB, implemented in the three districts in Central
Java, USAID PRIORITAS developed and used a software application that analyzed results of MOEC’s
Teacher Competency Test (UKG) and National Examination (UN) in each district. The tool used a
simple Microsoft Excel approach to produce a profile of the training needs for teachers in each
district, focusing on sub-competencies, both pedagogical and “professional” (meaning subject
knowledge). The aim was to thus identify priority training needs for teachers in the district.
Based on evaluation of the program in Central Java, it was decided not to continue with this
approach for two main reasons: (1) it was felt that all teachers can benefit from dissemination of
basic training, such as that embodied in the USAID PRIORITAS Modules, hence there is little
purpose in attempting to identify more specific training needs in the first instance; and (2) the validity
of the data is questionable. For example, the UKG test is conducted online and only measures
teachers’ ability to respond to multiple choice questions more so than testing their competency as a
teacher.
Nonetheless, MOEC is committed to continuing with the UKG and the related teacher performance
appraisal approach known as PKG, and regards these as key elements in the effort to improve the
38
quality of teachers, and ultimately of education. For this reason, MOEC, and particularly the Center
for Teacher Professional Development (Pusbangprodik), values highly the approach to analysis that
USAID PRIORITAS has developed. MOEC’s and Pusbangprodik’s own approaches to analyzing UKG
results are all based on data aggregated at national level and thus provide little of value to districts
looking for a tool to assess teacher training needs. For these reasons, MOEC requested USAID
PRIORITAS to provide training in the use of the software application; the project agreed to do so
and to hand the application over to Pusbangprodik.
Two training events were conducted in this regard, both fully funded by MOEC:
•
Training for developers of Teacher Performance Appraisal (PKG) training modules took place on
May 4, at Hotel Yasmin, Karawaci Tangerang.
•
Training for LPMP trainers, from all provinces, took place on May 20, at the Center for
Professional Development of Teachers and Education Personnel (PPPPTK), Jasamani Parung.
39
5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS
Table 14 shows that during quarter 13, dissemination of school level programs to seven provinces
involved 6,331 participants (mainly teachers). The training was spread across 30 districts, details of
which are included in Annex 5. As in the previous quarters, the dissemination involved more female
(62.4%) than male teachers (37.6%). These participants came from 1,765 schools, with the largest
number coming from East Java, Central Java, and North Sumatra. The average number of participants
per school was 3.6.
Number of Participants of Dissemination Activities in Quarter 13, by
Province
Male +
N of
Participant/
Province
Male
Female
Female
Schools
School
(1)
(2)
(3)
(4)
(5= 3:4)
Aceh
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
Grand Total
Percentage
63
407
195
171
471
879
197
2,383
37.6%
242
801
377
336
601
1,193
398
3,948
62.4%
305
1,208
572
507
1,072
2,072
595
6,331
100.0%
78
265
150
127
301
732
112
1,765
3.9
4.6
3.8
4.0
3.6
2.8
5.3
3.6
The following Table 15 presents the total number of participants in dissemination training from
2013–2015 (quarters 4 to 13). During these 10 quarters of project implementation, the total number
of dissemination activities participants was more than 64,000. The proportion of female participants
(60.6%) was higher than male participants (39.4%), and the average participant per school was 4.2%.
Total Number of Participants of Dissemination Activities in 2013–2015
(Quarters 4 to 13), by Province
Male +
N of
Participant/
Province
Male
Female
Female
Schools
School
(1)
(2)
(3)
(4)
(5= 3:4)
Aceh
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
D.I. Yogyakarta
Grand Total
Percentage
762
2,369
2,197
3,364
6,076
7,295
3,173
95
25,331
39.4%
2,011
5,527
4,783
4,085
8,331
8,249
5,941
108
39,035
60.6%
2,773
7,896
6,980
7,449
14,407
15,544
9,114
203
64,366
100.0%
622
1,935
1,493
2,173
2,962
3,699
2,418
26
15,328
4.5
4.1
4.7
3.4
4.9
4.2
3.8
7.8
4.2
Table 16 shows that during quarter 13, the local contribution (mainly from district or school budget)
was USD 324,922 (81.9%) and USAID PRIORITAS’ contribution was USD 71,522 (18.1%).
40
Expenditure of Dissemination Activities in Quarter 13 (USD)
Province
Aceh
GOI
USAID
PRIORITAS
TOTAL
16,041
1,120
17,161
122,837
21,677
144,514
Banten
38,946
0
38,946
West Java
18,684
5,574
24,257
North Sumatra
Central Java
22,910
22,906
45,816
East Java
87,315
13,918
101,233
South Sulawesi
17,559
6,327
23,886
Grand Total
324,292
71,522
395,813
Percentage
81.9%
18.1%
100.0%
Table 17 shows that during 10 quarters (quarters 4–13) of the life of the project, between 2013–
2015, the total expenditure of dissemination activities was more than USD 2.8 million, of which over
USD 2.3 million (81.9%) was local contributions.
Total Expenditure of Dissemination Activities in 2013–2015
(Quarters 4 to 13) in USD
Province
GOI
USAID
PRIORITAS
TOTAL
Aceh
111,253
21,673
132,925
North Sumatra
679,164
113,768
792,932
Banten
134,674
13,524
148,199
West Java
285,799
39,054
324,853
Central Java
272,508
147,486
419,993
East Java
586,988
79,709
666,697
South Sulawesi
205,390
88,735
294,125
D.I. Yogyakarta
25,157
4,327
29,484
2,300,933
508,275
2,809,208
Grand Total
Percentage
81.9%
18.1%
100.0%
Details of dissemination activities by district are provided in Annex 5.
41
6 TECHNICAL COORDINATION
6.1
Coordination with the Government of Indonesia (GOI)
During quarter 13, USAID PRIORITAS continued to collaborate with the GOI at all national,
provincial, and district levels through technical workshops and meetings. A number of meetings were
held with national GOI counterparts. The focus of most meetings was to increase the coordination
between the project and the Directorates and relevant agencies in MOEC and MORA. This
coordination is now routine and frequent at all levels of government.
6.2
Summary of Meetings with GOI
Directorate General of Basic Education (MOEC). Meetings were held with Mr. Hamid
Muhammad, Director General of Basic Education on May 13 and 28. Discussion focused on the
approval process for the leveled readers; giving a general report on USAID PRIORITAS’ progress to
date; the preparation and signing of a document, “Berita Acara Serah Terima” (BAST), required by
GOI for project registration purposes; and general coordination and information sharing.
Meetings also took place with Mr. Ibrahim Bafadal, Director of Primary School Education, on May 27
and June 17. Mr. Ibrahim subsequently gave a presentation at the TTI Showcase in Malang on June 6.
The leveled readers were also discussed.
Center for Teacher Professional Development (MOEC). A series of meetings was held with
Ms. Dian Wahyuni and Mr. Temu Ismail from MOEC’s Center for Teacher Professional
Development, Pusbangprodik (April 17, May 27, and June 17). Discussions covered training in, and
handover of, the Training Needs Analysis Tool developed by USAID PRIORITAS, along with
coordination for the USAID PRIORITAS PKB Program. Ms. Dian subsequently gave a presentation at
the National Preparation and Review Meeting for the PKB program in Yogyakarta on June 3.
USAID PRIORITAS took part in workshops conducted by Pusbangprodik in Cimahi, Maros, and
Tanggerang Selatan in June. The workshops provided an opportunity for district facilitators to share
relevant units from Module 3 (school-based management), which train principals and supervisors for
their role in supporting teacher professional development through supervision.
Center for Education Quality Assurance (MOEC). A series of meetings took place with
representatives of MOEC’s Center for Education Quality Assurance (Pusat Penjaminan Mutu
Pendidikan or PPMP). The project met with Ms. Anis Muktiani on May 19 to discuss USAID
PRIORITAS’ support for the Center’s Quality Assurance Roadshow. Subsequently, USAID
PRIORITAS provided materials and gave a presentation at a roadshow event, attended by
representatives of 33 provincial LPMPs in North Sumatra on May 23.
Meetings were held with Mr. Bastari, Head of PPMP, and colleagues from PPMP and the National
Education Standards Body (BSNP) on May 20 and 22 to discuss MOEC’s endorsement of the leveled
readers. A meeting took place on June 8 with Mr. Ferry Yulimarino and Ms. Anis to discuss
dissemination of Module 3 by the PPMP on June 13–16.
Subsequently, USAID PRIORITAS supported a PPMP workshop by providing a Module 3 Seminar Kit
and 14 facilitators to support training in teaching-and-learning and school-based management. A
foreword to the Module, showing MOEC endorsement by the Head of PPMP, has now been added
to Module 3.
42
Special Staff (MOEC). The Minster for Education and Culture’s Special Staff member, Mr. Ahmad
Rizali, met with USAID PRIORITAS on May 18 and June 3 to discuss the leveled readers and ministry
endorsement. Mr. Rizali also participated in the launching of the program in Papua on July 1.
Inspectorate General (MOEC). A meeting took place with the Inspector General, Mr. Haryono
Umar, in May, to discuss regulations and financial management implications related to the role of
TTIs as service providers. Mr. Haryono subsequently attended the project’s national workshop on
Strategic Planning for TTIs as Service Providers and gave a presentation on this topic.
Directorate General for Islamic Education (MORA). On April 15, a meeting was held with
Prof. Amsal Bahtiar, Director of Islamic Higher Education, to discuss the TTI showcase program.
MORA was well represented in a number of events this quarter, including the TTI showcase events
and the Review and Preparation Workshop for PKB in Yogyakarta, which are described elsewhere in
the report.
Meetings took place with Prof. Nurkholis, Director of Madrasah Education, on May 22 and June 8 to
discuss (1) the teacher deployment program (PPG) and plans to conduct a pilot study for PPG with
MORA, and (2) the strategic planning for dissemination (PKB) program. A follow-up meeting was
held on 23 June with Mr. Kidup Supriadi, Head of the Personnel Section (Kepala sub Bagian P2TK) to
discuss technical details for the study. Meanwhile, USAID PRIORITAS met again with Mr. Nurkholis
on June 17 to discuss the leveled readers and gain his endorsement of the books.
Coordinating Ministry for Human Resource Development and Culture. A meeting was
held on June 10 with Dr. Femmy Eka Kartika Putri, Assistant Deputy for Basic Education, Early
Childhood Education and Community Education, to discuss endorsement of the leveled readers.
43
7 COMMUNICATIONS
7.1
Newsletter
The tenth edition of the USAID PRIORITAS
national newsletter, PRIORITAS PENDIDIKAN,
was printed and published in quarter 13. The
newsletter contains information on many of the
project’s activities and good practices, including
Module 3 Training, showcases of schools’
success, seeing the changes in Papuan Schools,
and publishing leveled reading books that match
children’s reading abilities.
Good practices stories from all partner provinces
were also included in the newsletter. Articles
include, for example, a story about students of
SMPN Takalar, South Sulawesi, who made a
battery from a bitter melon fruit; about the
changing
culture
from
memorizing
to
understanding book content in SDN Konang 2
Galis Pamekasan, East Java; and about how
students learn about the food chain using twine
in SMPN 2 Depok, Yogyakarta. The newsletter
features stories about school-based management
by writing about how parents’ groups support
Front page of the national newsletter, PRIORITAS PENDIDIKAN, tenth
the quality of learning at SMPN 1 Pagerageung
edition.
Tasikmalaya, West Java, while including a story
about teacher deployment with an article about the merging of small schools to support education
quality improvement in Pandeglang District, Banten, and how Wonosobo has redeployed 499
primary school teachers.
A total of 11,100 copies were published and distributed to key partners and stakeholders in all
project provinces, as shown in Table 18.
Distribution of the National Newsletter, Tenth Edition
Province
Aceh
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
Jakarta
Papua
West Papua
Total
44
Total
1,275
1,725
825
1,650
1,350
2,150
1,725
200
100
100
11,100
7.2
Project Website
The project Website is used as a medium to disseminate good practices and education innovations
developed by USAID PRIORITAS. Project products such as training modules; videos; newsletters;
research studies; good practices; inspiring stories from teachers, school principals, supervisors, the
Regional Education Office, and the Regional Parliament are uploaded onto the Website. Table 19
shows that the number of hits to the Website increased from 1,308,419 in quarter 12 to 1,428,028 in
quarter 13.
Number of Hits on Project Website in Quarter 13
Month
Apr 2015
May 2015
June 2015
Total
7.3
Unique
Visitors
Hits
15,315
15,671
13,385
44,371
Bandwidth
471,349
514,699
441,980
1,428,028
72.62 GB
66.65 GB
57.20 GB
Media Monitoring
During the period of April to June 2015, a total of 1,096 news items about USAID PRIORITAS
activities were published in the mass media. Among others, the media covered the national training
for primary trainers in Module 3, TTI showcase events, and the USAID Mission Director’s visit to
USAID PRIORITAS partner schools in West Java. Below, Table 20 shows the total monthly media
coverage.
Monthly Media Coverage
Month
April
May
June
Total
7.4
Total Media
Total News
184
167
159
510
407
359
330
1,096
Project Videos
The project Communications team produced 10 videos during quarter 13. These videos are very
useful in illustrating the processes and goals that the project is aiming to accomplish. The following
videos were produced during quarter 13:
1. Guided reading in early grades at SDN Kesiman 16 Denpasar, Bali
2. Guided reading in early grades at Dyatmika School, Bali
3. Shared reading in early grades at SDN Kesiman 16, Denpasar, Bali
4. Shared reading in early grades at Dyatmika School, Bali
5. Reading assessment in early grades at Dyatmika School, Bali
6. Reading assessment in early grades at SDN Kesiman 16, Denpasar, Bali
7. Independent reading in early grades at Dyatmika School, Bali
8. Active learning in science at SDN Utama Mandiri 1, Cimahi, West Java
9. Principal supervision in the assessment of teacher primary performance
10. Project overview for West Papua.
45
7.5
Module Layout
The project Communications team completed layout of the Training for PKB Module and for
Module 3 for primary schools, which is divided into three separate modules: (1) Early Grades
Reading, (2) Upper Grades Learning, and (3) School-Based Management. These were completed
quickly by the Communications team, so that technical staff were able to directly review the work
before the modules were printed.
The three primary school training modules.
7.6
Factsheet
The Communications team has also created a special fact
sheet on West Papua, which will be one of USAID
PRIORITAS’ partner provinces as of July 2015.
West Papua Fact Sheet
46
8 GENDER AND INCLUSION
Work to integrate gender and
inclusion perspectives into all
project activities continued this
quarter with a number of activities,
as described below.
Training in Lumajang. The fifth
round of the training activity on
curriculum and inclusive education
took place in Lumajang from March
31 to April 2. The training was
conducted by the Lumajang
District Education Office. As with
Training inclusive education in Lumajang.
the previous three rounds of
training, USAID PRIORITAS material on inclusive education was delivered on the first day while the
subsequent two days were used to introduce curriculum documents from the Education Office.
Training participants included teachers and representatives of the local Teacher Activity Center.
A number of USAID PRIORITAS-trained district facilitators took part in the training and were
prominent in interaction in the class discussions, because they are already familiar with the USAID
PRIORITAS training modules.
Grade 4 special needs student achieves success. A grade 4 special needs student in Lumajang
District had transferred several times to different schools; however, this student still could not pass
the requirements to move up a grade. Once it was discovered that the child suffered from sight and
hearing disabilities, the class teacher moved him to sit at the front near the teacher's desk so he
could more clearly observe the teacher lips. Since then, the child has progressed very well and his
academic achievement is now in the top ten of the class. This demonstrates that teachers are
becoming more aware of the need to take students' individual needs into account, a result of USAID
PRIORITAS’ and other programs’ work with teachers.
Training in Bireun. Training in inclusive education for special needs guidance teachers took place
in Bireun District, Aceh, from April 27 to 29. The purpose of this training was to increase the
capacity of these guidance teachers to provide services aligned with the needs of special needs
students. The training was attended by 25 teachers (24 women and one man), from 22 regular
schools and 3 special schools. The training was facilitated by the USAID PRIORITAS Gender and
Inclusion Specialist and a district facilitator from Southwest Aceh. The training addressed the
following topics:
•
Understanding learners with special needs
•
Characteristics of learners with special needs
•
Increasing the sensitivity and cooperation of stakeholders
•
Inclusive classroom management
•
Flexible and accommodating teaching-and-learning strategies
•
Learning media for special needs students
•
The Individual Education Program system for special needs students
•
Preparation and practice for teaching in inclusive education schools.
47
During the training, participatory training methods were adopted to help participants better
understand and adhere to the spirit of the material. In addition, the teaching practice in inclusive
schools with special-needs students provided participants with real and practical experience.
Results of the overall training evaluation were good; however, many participants asked for the
Individual Education Program material to be deepened, because it is very important for basic
teaching-and-learning activities. Post-test results from training participants after the training were
significantly higher than the pre-test results, which pleased the Bireun Education Office officials. They
indicated that they greatly appreciated this training.
The inclusive education training was funded by the Bireun District Education Office with
dissemination funds provided by the Aceh Provincial Education Office as a reward for the district.
Bireun is ranked as the best inclusive education provider district in Aceh.
Gender and inclusion in Module 3. At the TOT for Module 3, primary schools, held in Bandung,
the integration of gender and individual differences in learning was evident despite there being no
specific unit on these issues. This was particularly evident in participants’ lesson plans (RPP) and
follow-up action plans (RTL). Based on observation of the training, some facilitators still need to
improve their gender sensitivity in the facilitation process. This observation was shared with the
participants.
Consultations in Medan. A meeting to discuss the development of inclusive education with the
Provincial Education Office of North Sumatra and the District of Medan City took place on June 23
in Medan. The Head of Primary Education and representatives of Medan Province attended.
Important notes from the meeting are as follows:
•
The North Sumatra Provincial Education Department has been consistent and serious in its
commitment to develop inclusive education. The province is ready with a proposal that will be
submitted to MOEC and plans to declare North Sumatra an inclusive education province.
•
The Dinas has prepared the draft of a Governor’s Regulation on the implementation of inclusive
education.
•
An Inclusive Education Working Group is being established to coordinate the implementation of
inclusive education in North Sumatra.
•
An event is planned to socialize the inclusive education program to all districts.
•
A number of USAID PRIORITAS partner schools will be selected to participate in a pilot
inclusive education program, because these schools are already receiving training and assistance
and are, therefore, relatively well prepared.
•
A plan is being prepared to provide training for principals and teachers.
The project team in North Sumatra is now working with the Provincial Education Office to follow
up on the meeting and implement the decisions listed above. The USAID PRIORITAS team is
planning for an audience with the Governor of North Sumatra in the near future.
48
9 MONITORING AND EVALUATION
9.1
Midline Reports of Cohort 1
During quarter 13, the M&E team finalized three volumes of midline monitoring reports 2 in a sample
of partner and comparison schools of 23 Cohort 1 districts. Volume 1 presents the results of three
rounds of monitoring (2012, 2013, and 2014) at the school level. The progress of 13 school-level
indicators both in partner and in comparison schools were presented and compared. Volume 2
presents the assessment results of student performance in Bahasa Indonesia, Mathematics, and
Science, and Volume 3 presents the results of the Early Grade Reading Assessment (EGRA). The
student assessments and EGRA were conducted in 2012 and 2014. The documents were submitted
to USAID in electronic form on April 28, 2015.
9.2
Reports of Cohort 2, Cohort 3, and TTI Lab Schools
The M&E team completed the second round of school-level monitoring in 20 Cohort 2 districts and
in 16 TTI Lab Schools. The baseline of school-level project indicators in seven Cohort 3 districts
were also collected and analyzed. The results of the monitoring in Cohort 2, Cohort 3, and TTI Lab
Schools are presented in Table 21. The first round of monitoring of Cohort 2 districts covered the
sample of both partner and comparison schools; the second round only covered partner schools.
The monitoring of Cohort 3 and TTI Lab Schools covers only partner schools; there are no
comparison schools for these groups. For this reason, Table 21 only presents the partner school
results. A short report of these three groups of schools is currently in preparation.
The following present some important findings noted in Table 21.
1. The TTI Lab Schools have the highest baseline results in most of the 10 school-level indicators,
followed by Cohort 2 schools. Cohort 3 schools have the lowest. The results could be partly
explained by some of the TTI Lab School teachers having had training from the project before
the baseline data collection took place, while the Cohort 2 and Cohort 3 teachers had not. In
addition, most of TTI Lab Schools are located in urban areas, while Cohort 2 and 3 schools are
found both in urban and rural areas.
2. Comparing the first (baseline) and second round monitoring, both Cohort 2 and TTI Lab Schools
achieved significant improvement in all 10 school-level indicators. The improvement in Teachingand-Learning indicators (1R1, 1R2, 1R3, 1R5, 1R6) in Cohort 2 was extremely high. As an
example, the percentage for 1R1 Indicator (Teachers demonstrate good practice in teaching and
assessment) increased more than three-fold, from 16.6% to 68.6%.
3. The improvement against Management and Governance indicators (1R16, 2R1, 2R2, 2R3) was
also significant in both Cohort 2 and TTI Lab Schools, but not as high as in Teaching-andLearning indicators. As an example, the percentage of instructional leadership increased from
6.4% to 13.8% in Cohort 2 and from 16.3% to 21.4% in TTI Lab Schools. This could be partly
explained by the stringent criteria of the indicator. To meet the criteria of instructional leader,
the principal should conduct regular meetings at least once a month, provide regular monitoring
2
The titles of the three reports are: (1). Third Round Monitoring Report, Volume 1: Assessing the Impact of
the USAID PRIORITAS Program on Schools in Cohort 1 Districts; (2). Midline Monitoring Report, Volume 2:
Assessing the Impact of USAID PRIORITAS Program on Student Performance in Bahasa Indonesia,
Mathematics, and Science in Cohort 1 Partner Districts; and (3). Midline Monitoring Report, Volume 3: An
Assessment of Early Grade Reading – How Well Children Are Reading in Cohort 1 Districts.
49
and mentoring in the class, evaluate teachers, organize or allow teachers to participate in
professional development activities, and provide the resources so that learning can take place.
4. The results for secular schools were higher than those for madrasah in most of the indicators,
during both the baseline and second monitoring.
A Summary of Baseline and Second Round Monitoring of Cohort 2, 3, and
TTI Lab Schools
Cohort 2
Partner
Schools
Indicator
1.R1
1.R2
1.R3
1 R5
1 R6
1R8a
IR8b
IR9
IR16
2 R1
2 R2
2 R3
9.3
Year
Teachers demonstrate good practices in
teaching and assessment
Early grades teachers demonstrate good
practice in teaching and assessing reading
Teachers of all subjects support the
development and reinforcement of
students’ reading skills
Total:
Primary:
JSS:
Total:
Primary:
JSS:
Students demonstrate positive learning
Total:
behaviors
Primary:
JSS:
Early grades reading materials are regularly used
Early grades students demonstrate that they can read
and understand the meaning of grade-level text
Performance of grade 4 students in
Reading:
reading, writing, and mathematics, and
Writing:
grade 5 students in science improves
Math:
Science:
Performance of students in grade 8 in
Reading:
reading, writing, mathematics, and
Writing:
science improves
Math:
Science:
Instructional leadership in schools is
Total:
improving
Primary:
JSS:
Schools produce annual budgeted plans
Total:
in a transparent and participative manner
Primary:
JSS:
Increased parent and community participation in
activities which focus on teaching and learning and/or
improving the school environment (primary school
only)
School managers initiate activities to
Total:
create a school reading culture
Primary:
JSS:
Cohort 3
Partner
Schools
TTI
Lab and
Partner
Schools
2013
16.6%
16.9%
16.1%
15.0%
2014
68.6%
71.6%
64.3%
69.8%
2014
19.0%
20.2%
17.5%
5.3%
2014
42.5%
45.1%
38.5%
26.0%
2015
66.0%
72.0%
57.1%
56.6%
16.4%
16.9%
15.6%
22.8%
21.9%
23.9%
30.0%
55.6%
38.1%
41.1%
33.9%
74.2%
74.2%
74.3%
61.6%
8.2%
9.5%
6.3%
15.6%
20.2%
9.5%
31.6%
75.3%
32.5%
31.3%
34.4%
62.1%
58.3%
67.7%
38.5%
55.4%
40.7%
41.6%
39.9%
80.4%
80.8%
79.8%
53.0%
47.1%
46.2%
48.9%
43.3%
69.8%
49.0%
42.9%
47.3%
25.0%
29.2%
18.8%
22.5%
18.8%
28.1%
43.8%
21.4%
23.8%
17.9%
30.0%
31.0%
28.6%
52.4%
56.3%
58.3%
53.1%
77.1%
73.8%
82.1%
37.1%
38.7%
39.2%
33.8%
65.6%
49.1%
34.0%
39.1%
6.1%
7.5%
5.0%
18.6%
17.5%
20.0%
27.5%
13.8%
17.5%
8.7%
30.4%
33.8%
25.9%
66.3%
42.1%
35.6%
47.8%
38.5%
70.4%
47.2%
35.8%
46.2%
8.2%
10.7%
4.8%
12.2%
10.7%
14.3%
42.9%
42.1%
46.3%
36.7%
65.2%
76.3%
50.0%
14.3%
10.7%
19.0%
Report of Student Assessment of Cohort 3 Districts and TTI Lab Schools
The student assessment of Cohort 3 districts and TTI Lab Schools had been completed. Assessment
results are being analyzed and a summary report is currently being drafted.
50
9.4
Reports of Monitoring at TTI, District, and Provincial Level
The most current monitoring results at the TTI, district, and provincial level are not available at this
time because many of the indicators have undergone significant changes after the first monitoring in
2012. Monitoring has been conducted since 2013 using the new and revised indicators at the TTI,
district, and provincial level. However, a number of challenges were encountered, mainly related to
data availability. In the meantime, with the support of the project Provincial Specialists, most of the
issues have been resolved. Data collection of the indicator results is currently ongoing in seven
provinces, and the results will be reported in quarter 14.
9.5
Preparation for the Baseline Survey in South Manokwari
A baseline monitoring survey is scheduled for mid-August 2015 in South Manokwari. The monitoring
process will apply two similar methods. For non-remote schools, the standard project monitoring
instruments will be used with some modifications, while in remote schools the monitoring
instruments of YKW will be applied.
51
10 PLANS FOR QUARTER 14
The main activities planned for quarter 14 are listed in Table 22 below.
Activities for Quarter 14
Project Management
Hold national project planning and review meeting
Project Rollout
Launch West Papua program and begin project implementation
Improved School Instruction and Management
Start provincial TOTs for Module 3, primary level
Start training of Cohort 1 primary schools in Module 3, including the use of leveled readers
Continue training Cohort 1 junior secondary schools in Module 3
Conduct school level mentoring in districts in all cohorts
Improved Teacher Training
Conduct Materials Adaptation Workshop for TTI, Module 3
Conduct TTI Strategic Business Planning Workshop (province)
Conduct review meetings with Good Practice Schools (province)
Develop TTI Teacher Practicum (province)
Support dissemination training for TTIs (province)
Improved Governance, Management, and Linkages
Conduct Teacher Deployment (PPG) implementation and follow-up meetings in Cohort 1 and 2
Complete Teacher Deployment (PPG) analysis and Policy Workshops in Cohort 3
Begin Teacher Deployment (PPG) pilot for madrasah with MORA (East Java)
Complete update of national Teacher Deployment (PPG) Report
Begin Strategic Dissemination Planning (PKB) including District Finance Analysis workshops in all
provinces
Dissemination Training
Continue in most USAID PRIORITAS Cohort 1 and 2 and DBE districts
Monitoring and Evaluation
Conduct baseline survey in West Papua
Complete Monitoring of TTIs and Cohort 1 and 2 district and province level activities
52
ANNEX 1: PROVINCIAL REPORTS
Provinsi: ACEH
RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN
YANG PENTING
Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten
Tanggal
29 April
Dengan siapa
Dikmen, Kasi Kurtendis,Kabid
Program, Kepala BKPP Aceh
Utara
13 Mei
Bupati Aceh Utara
3 Juni
Kadisdik, sekdis dan para kabid
Aceh Tengah (L;6;P:1)
Disdik, kemenag, Fasda, guru dan
kepala sekolah Kab. Aceh Barat
Daya
9-10 Juni
22-23 Juni
24,27,29 Juni
Disdik, kemenag, fasilitator, guru
dan kepala sekolah (Kab. Aceh
Utara
Rapat Fasda MBS (24/6) Kab. Pidie
Jaya, (276) Kab Aceh Utara, dan
(29/6) Kab. Aceh Tamiang
24 Juni
Sekda, disdik, kemenag, BKD,
DPRD, pemangku kepentingan
lainnya
26 Juni
Sekda, disdik, kemenag, BKD,
lainnya
29 Juni
Bupati, disdik, kemenag, BKD,
lainnya
30 Juni
Rapat Sekolah Praktik Baik di Kab.
Aceh Tamiang bersama kepsek,
guru dan komite GPS (L:13;P:19)
Hasil koordinasi
Merencanakan pelaksanaan diseminasi modul I dalam
anggaran tahun 2016 untuk sekolah non-mitra yang ada
di Kabupaten Aceh Utara dengan pembagian wilayah
barat dan tengah. Kepala BKPP akan melakukan mutasi
guru berdasarkan analisis data PPG.
Bupati bersedia hadir dan membuka kegiatan pelatihan
MBS tingkat sekolah jenjang SMP/MTs.
Jadwal pelaksanan diseminasi untuk SD/MI sudah
ditentukan pada bulan Agustus 2015
Disepakati beberapa judul buku hibah yang isi ceritanya
belum layak dibaca oleh siswa jenjang SD-SMP karena
mengandung tulisan yang kurang sopan dan gambar yang
bisa menimbulkan sikap dan prilaku yang tidak pantas.
Buku yang tidak layak baca di kembalikan ke USAID
PRIORITAS.
Mengenai seleksi dan evaluasi buku hibah. Hasil sama
seperti di atas.
Fasilitator MBS memahami pendampingan dengan lesson
study dan diharapkan dapat melaksanakan pendampingan
sekolah mitra secara terfokus, terstruktur, optimal, dan
adanya jadwal pendampingan yang implementatif.
Peran pengawas akan dioptimalkan untuk melakukan
pendampingan dan mendorong sekolah
mengimplementasikan hasil pelatihan di sekolah. Dinas
pendidikan akan melakukan kunjungan mendadak ke
sekolah-sekolah mitra untuk mendorong dan melihat
perubahan.
UPTD Dinas Pendidikan melakukan pertemuan dengan
sekolah mitra untuk mendorong mereka
mengimplementasikan hasil pelatihan secara menyeluruh.
UPTD melakukan pengawasan pada sekolah mitra dan
optimalkan pendampingan bersama PRIORITAS.
Disepakati beberapa judul buku hibah yang isi ceritanya
belum layak dibaca oleh siswa jenjang SD-SMP seperti
mengandung tulisan yang kurang sopan dan gambar yang
bisa menimbulkan sikap dan prilaku yang tidak pantas.
Buku yang tidak layak baca di kembalikan ke USAID
PRIORITAS.
Sebagian besar sekolah masih perlu meningkatkan
kemampuan guru mereka tentang literasi dan bekerja
secara ilmiah untuk proses belajar mengajar. Untuk MBS,
beberapa sekolah masih perlu meningkatkan kemampuan
mengembangkan RKS dan PSM.
53
KOHOR 1, 2 dan 3
Pelatihan untuk Pelatih (ToT) Modul 3 Kohor 1 dan DBE Jenjang SMP/MTs Tingkat
Provinsi diadakan di Banda Aceh pada tanggal 27-30 Mei. Peserta terdiri dari Fasilitator Kabupaten
Aceh Jaya, Bener Meriah (Kohor 1), Kabupaten Pidie, Bireuen, Aceh Tengah (DBE), Dosen LPTK dan
LPMP berjumlah 58 orang (L:19 ;P:39).
Komponen
Fasda Kohor 1
Fasda DBE
LPTK
LPMP
Aceh Jaya
LK
PR
4
6
-
Bener
Meriah
LK
PR
3
6
-
Aceh
Tengah
LK
PR
1
8
-
Bireuen
LK PR
2
8
-
Pidie
LK
PR
5
6
-
LPTK
LK
PR
5
4
-
LPMP
LK
PR
0
1
Total
LK PR
7
12
7
22
5
4
0
1
PELATIHAN SEKOLAH (PAKEM, CTL, MBS)
Pelatihan MBS Kohor 2 Modul 2 Jenjang SD/MI di Kabupaten Aceh Barat Daya diadakan pada
tanggal 1-4 April. Peserta pelatihan terdiri dari kepala sekolah, guru, pengawas dan komite sebanyak
82 orang (L:42;P:40). Pelatihan di Aceh Tamiang diadakan pada tanggal 30 April – 1 Mei dengan
jumlah 91 orang (L:36;P:55).
Kabupaten
Abdya
A.Tamiang
Guru
LK
PR
11
23
5
29
Komite
sekolah
LK
PR
22
8
22
12
Kepala
Sekolah
LK
PR
4
7
6
11
Pengawas
LK
PR
5
2
1
3
Lain
LK
PR
0
0
2
0
Total
LK PR
42
40
36
55
Total
82
91
Pelatihan MBS Kohor 2 Modul 2 Jenjang SMP/MTs dihadiri oleh kepala sekolah, guru,
pengawas dan komite sekolah. Untuk Aceh Tamiang, pelatihan diadakan pada tanggal 10-11 April
dengan 50 peserta (L:33;P:17 ), untuk Kabupaten Pidie Jaya pada tanggal 20-21 Mei dengan 48 orang
(L:36;P:12 ) dan untuk Kabupaten Aceh Utara pada tanggal 22-23 Mei dengan 48 orang (L:33;P:15 ).
Kabupaten
A Tamiang
Pidie Jaya
A. Utara
Guru
LK
PR
6
10
9
8
9
12
Komite
sekolah
LK
PR
15
1
14
2
6
1
Kepala
Sekolah
LK
PR
6
2
6
1
6
1
Pengawas
LK
PR
4
4
5
1
1
0
Lain
LK
PR
2
0
2
0
11
1
Total
LK PR
33
17
36
12
33
15
Total
50
48
48
Pelatihan CTL Kohor 2 Modul 2 diharidi oleh kepala sekolah, guru dan pengawas. Pelatihan
diadakan di Kabupaten Aceh Utara pada tanggal 1-8 April dengan peserta 108 orang (L:27;P:81) dan
di Kabupaten Pidie Jaya pada tanggal 8-15 April dengan peserta 120 orang (L:22;P:98 ).
Kabupaten
A Utara
Pidie Jaya
Guru
LK
PR
24
80
16
96
Kepala
Sekolah
LK
PR
2
1
3
1
Pengawas
LK
PR
1
0
3
1
Total
LK PR
27
81
22
98
Total
108
120
Pelatihan PAKEM Kohor 2 Modul 2 dihadiri oleh kepala sekolah, guru, pengawas dan staf dinas
pendidian. Pelatihan di Aceh Tamiang diadakan pada tanggal 8-16 April dengan 122 peserta
(L:109;P:13 ).
54
Kabupaten
A Tamiang
Guru
LK
PR
6
96
Kepala
Sekolah
LK
PR
6
9
Pengawas
LK
PR
0
3
Lainnya
LK
PR
1
1
Total
LK
PR
13
109
Total
122
UNJUK KARYA KABUPATEN KOHOR 2
Unjuk karya di Kabupaten Aceh Barat Daya pada tanggal 23 April dibuka oleh Sekreatris Daerah
Aceh Barat Daya dan dihadiri oleh pemangku kepentingan pendidikan dengan total peserta 204
(L:115;P:89). Unjuk karya memamerkan praktik yang baik dari sekolah mitra berupa media-media
pembelajaran hasil karya siswa dan guru. Tujuannya agar praktik baik itu dapat disebarluaskan dan
dicontoh untuk dipraktikkan oleh dan di sekolah lain. Secara keseluruhan, pemerintah kabupaten
berkomitmen melakukan penyebarluasan praktik yang baik ke sekolah lainnya.
LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)
RAPAT KERJA DENGAN SEKOLAH LAB AND SEKOLAH MITRA LPTK
(Meeting and working with TTI Lab and Partner schools)
Rapat kerja dengan sekolah lab dan mitra LPTK diadakan pada tanggal 8 April dan diikuti oleh
koordinator LPTK dan kepala sekolah lab/mitra LPTK. Dalam pertemuan tersebut, masing-masing
sekolah melaporkan kemajuan pendampingan. Ada beberapa masalah terkait jadwal pendampingan
karena fasilitator mengubah jadwal pendampingan secara tiba-tiba sehingga guru harus menyesuaikan
jadwal pendampingannya. Masalah lain yang dihadapi sekolah adalah kesulitan untuk mengatur waktu
dengan beberapa komite sekolah untuk pendampingan MBS. Secara umum, para guru merasakan
pendampingan membantu mereka banyak dalam mengembangkan RRP dan mengajar di kelas. Dibahas
juga persiapan untuk unjuk karya LPTK dan sekolah yang akan melakukan demonstrasi pada acara
unjuk karya. Pembahasan kegiatan unjuk karya dilanjutkan pada tanggal 12 Mei. Sekolah menyarankan
unjuk karya dilaksanakan dua hari untuk memberikan lebih banyak kesempatan bagi sekolah lain dan
masyarakat untuk melihat kemajuan di LPTK dan mitra sekolah. Unjuk karya LPTK juga dapat
memberikan informasi kepada mahasiswa dan dosen tentang apa yang terjadi di sekolah. Sekolah
mitra LPTK melaporkan telah menerima hibah buku bacaan dan beberapa buku telah dibaca oleh
siswa. Beberapa guru memberikan tugas membaca bagi siswa dan kemudian membuat ringkasan buku.
Dalam pertemuan ini, peserta dibagi menjadi tiga kelompok: kelompok SD, MI, dan kelompok SMP/
MTs. Setiap kelompok mengembangkan rencana program membaca di sekolah. Hasil diskusi
kelompok dipresentasikan dan didiskusikan dengan kelompok lain, misalnya: jadwal bagi siswa untuk
membaca di perpustakaan, tugas bagi siswa untuk membuat sinopsis buku/cerita, 30 menit waktu
membaca pada setiap hari Sabtu.
PELATIHAN PEMBELAJARAN DAN MBS UNTUK DOSEN PEDAGOGI (LPTK
MITRA DAN KONSORSIUM)
Pelatihan pedagogi LPTK mitra dan konsorsium yang dilaksanakan di Banda Aceh pada tanggal 22-24
April melibatkan 77 peserta dosen dari FKIP Unsyiah, Tarbiyah UIN Ar-Raniry, FKIP Almuslim, FKIP
Jabal Ghafur, FKIP Serambi Mekkah dan Tarbiyah Universitas Muhammadiyah. Pelatihan difasilitasi
oleh fasilitator LPTK dengan bantuan fasilitator LPTK nasional dari UNES Semarang, UIN Walisongo
Semarang, UNY Yogyakarta dan Unsyiah Banda Aceh.
55
Jumlah dosen yang
dilatih
LK
PR
8
9
1
14
5
6
8
3
8
4
1
10
Nama LPTK
FKIP Unsyiah
Tarbiyah UIN Ar-Raniry
FKIP Almuslim
FKIP Jabal Ghafur
FKIP Serambi Mekkah
Tarbiyah Univ. Muhammadiyah.
PENELITIAN TINDAKAN KELAS
Penelitian tindakan kelas tahap 3 (final) berlangsung pada tanggal 2-3 April dengan melibatkan 4
dosen FKIP Universitas Syiah Kuala, 4 dosen FITK UIN Ar-Raniry, dan 8 guru sekolah lab/mitra
LPTK. Hasilnya adalah akan dilakukan penelitian bersama antara dosen dan guru berkaitan dengan
penelitian literasi dasar dengan topik-topik: (1) "Peningkatan Kemampuan Membaca Pemahaman
Siswa Kelas III SD Negeri 54 Kota Banda Aceh melalui Penggunaan Media Big Book"; (2) Penelitian
Literasi Sekunder: "Peningkatan Kemampuan Membaca Teks Eksplanasi Siswa Kelas VII SMPN 8 Kota
Banda Aceh melalui Metode SQ3R";(3) Penelitian Matematika Sekunder: "Penerapan PBL untuk
Meningkatkan Kemampuan Komunikasi Matematis Siswa dalam Pemecahan Masalah di Kelas IX
SMPN 8 Banda Aceh"; (4) Penelitian Ilmu Dasar: "Peningkatan Keterampilan Proses Sains dalam
Pembelajaran melalui Penerapan Investigasi Kelompok Siswa Kelas VI MIN Rukoh Kota Banda Aceh".
UNJUK KARYA LPTK
Unjuk karya LPTK di Auditorium Ali Hasjmy UIN Ar Raniry Banda Aceh berlangsung pada tanggal 16
April 2015. Peserta yang hadir berjumlah 182, antara lain Rektor UIN Ar-Raniry, Pembantu Rektor
Syiah Kuala Univertsity, Rektor dari konsorsium universitas (Universitas Almuslim, Universitas Jabal
Ghafur, Universitas Serambi Mekkah, Dan Universitas Muhammadiyah), Perwakilan Kemendikbud
Jakarta, Perwakilan dari Biro KTLN Jakarta, Dinas Pendidikan Kota Banda Aceh, Kemenag Kota
Banda Aceh, Dekan FKIP Unsyiah, Wakil Dekan FKIP Unsyiah, Wakil Dekan FTK Tabiyah, fasilitator
LPTK dan fasilitator provinsi, peserta dari sekolah lab dan mitra, dosen dan mahasiswa dari Unsyiah
dan UIN Ar-Raniry.
Kegiatan yang dibuka oleh Rektor UIN Ar Raniry menampilkan 16 stan sekolah serta 2 stan LPTK
mitra dan USAID PRIORITAS. Dalam kegiatan tersebut demonstrasi media pembelajaran dilakukan
oleh siswa dari MIN Lambaro, MIN Rukoh, MTsN Rukoh, MTsN Model Banda Aceh, SMPN 1 Banda
Aceh, mahasiswa FKIP Unsyiah dan FTK UIN Ar-Raniry. Selanjutnya kegiatan talkshow tentang
dampak Program PRIORITAS untuk meningkatkan kualitas pembelajaran di sekolah / madrasah dan
TTIs" dengan nara sumber dosen FKIP Unsyiah, dosen dari FTK UIN Ar-Raniry, seorang guru SD,
dan SMP. Topik talkshow kedua adalah dukungan LPTK untuk meningkatkan kualitas sekolah /
madrasah dengan nara sumber Dekan FKIP Unsyiah, Pembantu Dekan FTK UIN dari Ar-Raniry, dan
perwakilan dari Kemendikbud Jakarta. Hasilnya LPTK akan menjaga hubungan dengan sekolah mitra
dan terus bekerja sama dengan pemerintah daerah untuk pemeliharaan kualitas belajar mengajar di
sekolah laboratorium/ mitra.
TATA KELOLA DAN MANAJEMEN
PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN 2
Lokakarya Implementasi Pemerataan Guru telah dilakukan di semua kabupaten kohor 2di Aceh, yakni
di Aceh Barat Daya pada tanggal 11-13 Mei, di Tamiang pada tanggal 19-21 Mei, di Aceh Utara pada
tanggal 26-28 Mei, dan di Pidie Jaya pada tanggal 9-11 Juni. Lokakarya bertujuan menyusun
perencanaan implementasi pemerataan guru pada tingkat sekolah berdasarkan hasil pemetaan
56
distribusi guru yang dilakukan sebelumnya. Di Aceh Barat Daya kegiatan ini diikuti oleh 24 peserta
(L:20; P:4), di Tamiang 28 peserta (L:26; P:2), di Aceh Utara 30 peserta (L:29; P:1), dan di Pidie Jaya
20 peserta (L:16; P:4). Berdasarkan hasil yang dapat dicapai direkomendasikan masih perlunya proses
pendampingan penyusunan dokumen perencanaan tersebut.
Kabupaten
Abdya
Tamiang
Aceh Utara
Pidie Jaya
LPTK
LK
0
0
0
0
PR
0
0
0
0
Dinas
Pend.
LK
PR
17
3
20
1
24
1
11
3
Kantor
Menenag
LK
PR
3
1
6
1
5
0
5
0
BKD
LK
PR
0
0
0
0
0
0
0
1
Bappeda
dll
LK
PR
0
0
0
0
0
0
0
0
Total
LK PR
20
4
24
4
29
1
16
4
Total
24
28
30
20
DISEMINASI PROGRAM PRAKTIK YANG BAIK
Diseminasi dilaksanakan di Kabupaten Bireuen, Pidie (DBE) dan Aceh Jaya (Kohor 1). Pelatihan
PAKEM di Bireuen pada tanggal 5-7 Mei melibatkan 60 peserta (L:12;P:48) dengan sumber anggaran
lainnya: Rp. 18.000.000,-. Pelatihan CTL di Kabupaten Bireuen pada tanggal 4-6 Juni melibatkan 44
peserta (L:13;P:31) dengan sumber anggaran lainnya Rp. 36.000.000,-. Pelatihan PAKEM di Pidie pada
tanggal 28-30 April melibatkan 69 peserta (L:11;P:58) dengan sumber anggaran BOS: Rp. 40.240.000,Dukungan KKG di Aceh Jaya untuk kelas awal dan 4 mapel pada tanggal 6-17 April melibatkan 107
peserta (L:26;P:81) dengan sumber anggaran BOS Rp. 53.248.000,-. Pelatihan PAKEM Gugus 2, UPTD
Wil.6 Glumpang Tiga, Kab Pidie (5-8/6) melibatkan 54 peserta (L:6;P:48) dengan sumber dana BOS
Rp. 40.240.000.-. Total diseminasi di 3 kabupaten melibatkan 334 peserta (L:68;P:266) dengan total
anggaran BOS dan lainnya Rp. 187.728.000,KEGIATAN LAIN
Pelatihan Penyusunan Perangkat Pembelajaran Bagi Guru Bimbingan Khusus (GBK)
tingkat SD Kabupaten Bireuen (27-29/4) terlibat guru SD inklusif dan SDLB sebanyak 25 orang
(L:1;P:24). Tujuan untuk memahami karakteristik peserta didik ABK dan cara penanganan ABK di
sekolah, mengembangkan dan mengasah sensitivitas terhadap penanganan ABK di sekolah inklusi,
memahami manajemen kelas inklusi, strategi KBM yang mudah serta akomodatif serta dapat
mengembangkan RPP dan PPI pembelajaran serta penggunaan media pembelajaran bagi ABK di kelas.
Hasil: peserta siap sedia menjadi agen inklusif di sekolah secara aktif. Sumber anggaran kegiatan ini
dari APBD sebesar Rp. 45.000.000,-.
USAID PRIORITAS mendapat kepercayaan dari Dinas Pendidikan Aceh Jaya untuk mengisi stan Dinas
Pendidikan pada kegiatan Pameran dan Festival Budaya HUT Kabupaten Aceh Jaya ke-13 di
Aceh Jaya pada tanggal 12-17 April. PRIORITAS menampilkan media pembelajaran hasil karya
fasilitator, guru dan siswa sekolah mitra di Aceh Jaya seperti teropong bumi, alat deteksi uang palsu,
kincir angin sederhana, deteksi gempa dan tsunami serta buku besar sebagai media membaca bagi
siswa kelas awal tingkat SD.
RENCANA KUARTAL DEPAN
•
Tingkat provinsi: Rapat staf proyek tingkat provinsi, Pelatihan untuk pelatih (ToT) Modul 3
jenjang SD/MI
•
Tingkat kabupaten: Rapat pesrsiapan dan kaji ulang PKB tingkat provinsi dan kabupaten
•
Tingkat sekolah: Pelatihan sekolah (Modul 3): PAKEM, CTL, MBS kohor 1 dan DBE, Pertemuan
kaji ulang sekolah praktik yang baik kohor 1 dan 2
•
LPTK: Lokakarya pengembangan program praktikum guru, pelatihan Modul 3 sekolah lab dan
mitra LPTK, Penelitian Tindakan Kelas
57
Galeri Foto
Rektor UIN Ar Raniry bermain titik koordinat kartesius bersama siswa
MIN Rukoh saat kegiatan unjuk karya LPTK di UIN (16/4).
Sekda, kadisdik dan kakankemenag Abdya memperhatikan RKS salah
satu sekolah saat kegiatan unjuk karya Aceh Barat Daya(23/4).
Bupati menguji teropong bumi pada stan USAID PRIORITAS dan Dinas
Pendidikan didampingi wakil bupati dan muspika pada Pameran Aceh
Jaya (12/4).
Bardan Sahidi dari DPRD Provinsi Aceh mengunjungi ToT Modul 3
SMP/MTs dan melihat hasil kerja salah satu kelompok (27/5).
Bupati Aceh Utara menyaksikan pajangan kegiatan sekolah dalam
pelatihan MBS tingkat sekolah jenjang SMP/MTs di Aceh Utara (22/5).
Perwakilan sekolah, kemenag dan dinas pendidikan di Aceh Utara sedang
menyeleksi buku layak baca untuk anak sebelum dihibahkan ke sekolah
dalam Rapat Koordinasi Pemanku Kepentingan (22/6).
58
Provinsi: Sumatera Utara
Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi
Tanggal
20 April
Dengan siapa
Gubernur Sumatera Utara
Hasil koordinasi
Gubernur telah menerima laporan tahunan dan berjanji
terus mendukung program.
15 Juni
Kabag pendidikan dan sosial kantor
Gubernur, Ketua Komisi E DPRD
Sumut, Dinas Pendidikan, Kemenag,
Bappeda, BKD, Dewan Pendidikan,
PGRI, UNIMED, UINSU.
Perencanaan diseminasi program pelatihan melalui Dinas
Pendidikan. Dan penjajakan kerjasama untuk pendidikan
inklusi dengan Dinas Pendidikan.
17 Juni
Rektor UNIMED yang baru
Bapak Prof. Dr. Syawal Gultom, M.Pd
Rektor sangat mendukung dan akan terus meningkatkan
kerjasama dengan PRIORITAS. Rektor akan melakukan
diseminasi kepada dosen-dosen lain dan berencana untuk
memperbanyak fasilitator dari UNIMED.
23 Juni
Kabid Dikdas Dinas Pendidikan
Provinsi Sumut
Akan beraudiensi ke Gubernur terkait rencana Deklarasi
Sekolah Inklusi, Pergub Sekolah Inklusi, dan memilih
sekolah mitra PRIORITAS sebagai sekolah pilot Inklusi
oleh Dinas Pendidikan Sumut.
Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota
Tanggal
7 April
Dengan siapa
Kepala Dinas Pendidikan, Staf Diknas,
Fasda, Pengawas dan Kepsek Kota
Tebing Tinggi
Kepala Dinas Pendidikan, Staf Diknas,
Fasda, Pengawas dan Kepsek Kota
Tanjung Balai
Bupati, Kadis Pendidikan, Sekretaris,
Kabid, Kasubag Program Kabupaten
Labuhan Batu
Hasil koordinasi
Anggaran diseminasi melalui PAPBD 2015 dan akan
dimasukkan melalui APBD 2016 sebesar 850 juta.
6 Mei
Sekda dan Dinas Pendidikan Kab.
Labuhanbatu Utara
Sekda menyetujui untuk pengalokasian anggaran diseminasi
di tahun 2015 melalui PAPBD.
15 Mei
Dinas Pendidikan dan Bappeda
Serdang Bedagai.
19 Mei
Kepala Dinas Pendidikan, Kabid
Tendik, Kasubag Program dan staff
Kabupaten Toba Samosir.
Bappeda, Diknas, BKD, Kemenag,
KUPT, Pengawas, PGRI, Kepsek,
Fasda Kota Medan.
Kabid Dikdas, Tim PPG Kabupaten
Tapanuli Utara.
Dinas Pendidikan dan Bappeda akan mengalokasikan
anggaran diseminasi melalui PAPBD 2015. Bappeda
mendorong rencana diseminasi dilakukan di SMA/SMK
/MA melalui APBD.
Diknas akan melakukan diseminasi PPG pada bulan Juni
2015 dan diseminasi kepemimpinan kepala sekolah pada
bulan Juli 2015 dengan melibatkan 50 kepsek.
Terumuskannya rekomendasi percepatan peningkatan
mutu guru di kota Medan. Dan perluasan diseminasi
pelatihan melalui dana BOS.
Terumuskannya bahan materi presentasi praktik yang baik
PPG Tapanuli Utara yang akan dipresentasikan
dalam pertemuan pemangku kepentingan pendidikan di
tingkat provinsi.
Diknas dan Kemenag sangat mendukung implementasi
pendampingan. Tersusunnya jadwal pendampingan ke
sekolah-sekolah.
9 April
1 Mei
9 Juni
12 Juni
16 Juni
Kadis Diknas, Kemenag, Pengawas,
Fasda, Kepsek Kabupaten Humbang
Hasundutan.
Angaran diseminasi melalui PAPBD 2015 dan melalui APBD
2016 sebesar 750 juta.
Menetapkan agenda Gerakan Budaya Membaca
Kabupaten Labuhan Batu pada tanggal 20 Mei. Bupati
bersedia hadir dalam kegiatan tersebut
59
KOHOR 1, 2 dan 3
ToT Modul 2 untuk Kohor 2 SD/MI dan SMP/MTs dilaksanakan pada 13 – 18 April 2015 di Hotel
Grand Swissbell, Medan. Peserta pelatihan untuk SD/MI sebanyak 30 orang. Sedangkan peserta
SMP/MTs sebanyak 30 orang. Pelatihan dibuka oleh Kepala Kanwil Kementerian Agama Provinsi
Sumatera Utara Bapak Drs. H. Tohar Banyoangin, MA.
Rekap Peserta SD/MI
Kabupaten
Langkat
Tobasa
Langkat
Tobasa
Guru
LK PR
3
6
6
4
4
3
6
7
LK
1
1
KS
2
2
PR
1
3
0
0
Pengawas
LPTK
LPMP
LK
PR
LK PR LK PR
3
1
0
0
0
0
1
0
0
0
0
0
Rekap peserta SMP/MTs
3
0
0
0
0
0
3
0
0
0
0
0
Dinas
Pend
LK PR
0
0
0
0
0
0
Kemenag
LK
PR
0
0
0
0
0
0
0
0
0
0
Lain
LK PR
0
0
0
0
0
0
0
0
Total
LK PR
7
8
8
7
9
8
6
7
Kohor 3 Modul 1 PAKEM: Pelatihan di Serdang Bedagai (Sergai) dilaksanakan di 2 kecamatan yaitu
Perbaungan dan Sei Rampah pada 16- 81 April 2015 dengan jumlah peserta 118 orang. Pelatihan di
Labuhanbatu Utara (Labura) dilaksanakan di kecamatan Kuala Hulu dan NA IX-X pada 4- 6 Mei 2015
dengan jumlah peserta 109 orang.
Rekap Peserta Pelatihan PAKEM SD/MI
Kabupaten
Sergai
Labura
Guru
LK
PR
6
87
8
86
Komite
sekolah
LK PR
0
0
Kepala
Sekolah
LK PR
5
11
7
8
Pengawas
LK
PR
1
5
Lain
LK PR
1
0
Total
LK
PR
17
101
15
94
Total
118
109
MBS SD: Pelatihan di Serdang Bedagai (Sergai) dilaksanakan di 2 kecamatan yaitu Perbaungan pada
23-25 April dan Sei Rampah pada 27 – 29 April dengan jumlah peserta 79 orang. Pelatihan di
Labuhanbatu Utara (Labura) dilaksanakan di kecamatan Kuala Hulu pada 21 – 23 Mei dan di NA IX-X
pada 11-13 Me dengan jumlah peserta 67 orang dan di Humbang Hasundutan (Humbahas)
dilaksanakan di Kecamatan Doloksanggul pada 30 Maret – 1 April dan di Lintong Ni Huta pada 7-9
April dengan jumlah peserta 87 orang.
Rekap Peserta Pelatihan MBS SD/MI
Kabupaten
Sergai
Labura
Humbahas
Guru
LK
PR
6
29
5
29
8
5
Komite
sekolah
LK
PR
19
9
18
9
10
8
Kepala
Sekolah
LK
PR
2
9
5
10
7
10
Pengawas
LK
PR
2
3
0
0
0
0
Lain
LK
PR
0
1
0
0
0
0
Total
LK PR
29
50
19
48
35
42
Total
79
67
87
CTL SMP/MTs: Pelatihan dilaksanakan di Serdang Bedagai (Sergai) dan Labuhanbatu Utara (Labura)
dengan pendekatan kecamatan. Di Sergai dilaksanakan di kecamatan 2 kecamatan yaitu Perbaungan
pada 16 – 19 April 2015 dan Sei Rampah pada 20 - 22 April 2015 dengan jumlah peserta 88 orang
(35 laki-laki dan 53 perempuan). Di Labura dilaksanakan di SMA Negeri 1 Kuala Hulu dengan jumlah
peserta 119 orang (45 laki-laki dan 74 perempuan).
60
Rekap Peserta Pelatihan CTL SMP/MTs
Kabupaten
Sergai
Labura
LK
28
40
Guru
PR
33
72
Komite
sekolah
LK PR
0
0
0
0
Kepala
Sekolah
LK PR
3
0
5
2
Pengawas
LK
PR
3
2
0
0
Lain
LK PR
1
0
0
0
Total
LK
PR
35
53
45
74
Total
88
119
MBS SD: Pelatihan dilaksanakan di Serdang Bedagai (Sergai) padatanggal 27-29 April dengan peserta
41 orang. Di Labuhanbatu Utara (Labura), pelatihan diadakan pada tanggal 21-23 Mei dengan 38
peserta dan di Humbahas pada 30 Maret – 2 April dengan peserta 40 orang.
Rekap Peserta Pelatihan MBS SMP/MTs
Kabupaten
Sergai
Labura
Humbahas
Komite
sekolah
LK
PR
10
4
10
5
12
3
Guru
LK
PR
11
10
3
13
12
5
Kepala
Sekolah
LK
PR
3
1
5
2
7
0
Pengawas
LK
PR
1
1
0
0
0
0
Lain
LK
PR
0
0
0
0
0
1
Total
LK PR
25
15
18
20
31
9
Total
41
38
40
Kohor 2 Modul 2
CTL : Pelatihan dilaksanakan di Langkat dan Toba Samosir dengan pendekatan kecamatan. Di Langkat
pelatihan dilaksanakan di Stabat dan Tanjungpura pada 27 – 30 Mei 2015 dengan peserta sebanyak
107 orang (31 laki-laki dan 76 perempuan). Di Tobasa pelatihan dilaksanakan dikecamatan Balige dan
Laguboti pada 3-6 Juni 2015 dengan peserta sebanyak 98 orang (21 laki-laki dan 77 perempuan).
Rekap Peserta Pelatihan CTL SMP/MTs
Kabupaten
Langkat
Tobasa
LK
26
14
Guru
PR
75
77
Komite
sekolah
LK PR
0
0
0
0
Kepala
Sekolah
LK PR
2
1
6
0
Pengawas
LK
PR
2
0
0
0
Lain
LK PR
1
0
1
0
Total
LK
PR
31
76
21
77
Total
107
98
PENDAMPINGAN KOHOR 3
Pendampingan di Humbang Hasundutan dilaksanakan pada tanggal 16 Juni 2015 dengan melibatkan
peserta SD sebanyak 37 orang (22 laki-laki dan 15 Perempuan) dan peserta SMP sebanyak 53 orang
(19 laki-laki dan 34 perempuan). Lokakarya ini telah menghasilkan perencanaan pendampingan ke
sekolah-sekolah.
KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 2
Kegiatan seleksi sekolah praktik yang baik dilaksanakan di 2 kabupaten kohor 2 yakni di Langkat dan
Toba Samosir. Kegiatan di Tobasa dilaksanakan pada tanggal 23-24 April 2015 dan di Langkat pada
tanggal 15-16 April 2015. Dari seleksi ini telah ditetapkan 8 sekolah sebagai sekolah praktik yang baik
sebagai berikut:
61
Nama Sekolah
MIN Perdamaian Stabat
SDN 050728 Tanjung Pura
SDN 050659 Stabat
SMPN 2 Tanjung Pura
SD Swasta 1 HKBP Balige
SD 173524 Balige
SDN 173549 Laguboti
SMP Swasta Budhi Dharma
Balige
Alamat
Jl. Jenderal Sudirman, Stabat, Langkat
Jl. Bambu Runcing, Tanjung Pura, Langkat
Jl. Wampu, Stabat, Langkat
Jl. Pemuda, Tanjung Pura, Langkat
Jl. DS. GHM Siahaan No. 4 Balige, Tobasa
Jl. DR. T.D. Pardede Balige, Tobasa
Jl. Siraja Deang Toruan, Laguboti, Tobasa
Jl. Pastor Sybrandus Van Rossum
Soposurung, Balige, Tobasa
Nama Kepala Sekolah
Drs. M. Saidi Rambe
Afifah, S.Pd
Isnaini, S.Pd
Senio, S.Pd
Pestaria Sianturi, S.Pd
Nurnilam Simbolon, S.Pd
Marusaha Hutahaean, S.Pd
Frater Urbanud Takasi
Unjuk karya di Toba Samosi dilaksanakan pada tanggal 22 April 2015 di Aula Hotel Sere Nauli, Toba
Samosir. Kegiatan ini dihadiri oleh Bapak Ahmad Rizali, Staff Khusus Menteri Pendidikan dan
Kebudayaan, Direktur Program USAID PRIORITAS Bapak Stuart Weston dan Plt. Bupati Tobasa
Bapak Liberty Pasaribu. Bapak Ahmad Rizali memberi nilai 100 atas keberhasilan implementasi
program USAID PRIORITAS di Tobasa.
PELATIHAN PEMBELAJARAN DAN MBS UNTUK DOSEN PEGADOGI (LPTL
Kegiatan ini dilaksanakan pada tanggal 31 Maret – 2 April 2015 di Hotel Asean International dan
diikuti oleh 81 peserta (27 laki-laki dan 54 perempuan). Pelatihan dibuka oleh Wakil Rektor I
Universitas Negeri Medan (Unimed) Bapak Prof. Dr. Khairil Ansari, M.Pd.
Nama LPTK
Universitas Negeri Medan
Universitas Islam Negeri (UIN) Sumatera Utara
Universitas Muhammadiyah Sumatera Utara (UMSU)
Universitas Muslim Nusantara Al-Washliyah (UMN)
Universitas HKBP Nommensen
Universitas Sisingamangaraja XII Tapanuli
Jumlah dosen yang dilatih
LK
PR
5
20
4
19
5
4
4
4
6
2
3
5
UNJUK KARYA LPTK
Unjuk karya LPTK dilaksanakan pada tanggal 13 Mei 2015 di Ballroom Hotel Aryaduta, Medan.
Peserta sebanyak 172 orang berasal dari 2 LPTK mitra, 4 LPTK konsorsium, 18 sekolah mitra LPTK
dan pemangku kepentingan pendidikan. Kegiatan ini dihadiri oleh pejabat kunci di Sumatera Utara,
antara lain Kepala BPSDMPMP Kemendikbud Prof. Dr. Syawal Gultom, M.Pd, Ketua Kopertis
Wilayah I Bapak Prof. Dr. Dian Armanto, M.Pd dan Konsul AS untuk Pulau Sumatra Bapak Y Robert
Ewing.
PENATAAN DAN PEMERATAAN GURU KOHOR 1, 2 dan 3
Kohor 2
Konsultasi Publik PPG di Kabupaten Toba Samosir dilaksanakan pada tanggal 9 April 2015 di
Hotel Serenauli, Balige, dihadiri oleh sekitar 40 peserta dari jajaran Dinas Pendidikan, Bappeda, BKD,
DPRD dan pemangku kepentingan pendidikan lainnya. Hasilnya adalah:
1. Pengusulan penerimaan PNS guru SD ke Pemerintah Pusat agar dapat dipenuhi dalam waktu 2-3
tahun, namun tetap melihat formasi penerimaan PNS per tahun.
62
2. Pengalihan tugas kelebihan guru non-PNS di SMP ke jenjang SD, setelah lolos seleksi ulang.
3. Penempatan guru PNS K2 yang sudah lulus seleksi sesuai dengan kebutuhan sekolah yang
kekurangan guru.
4. Menugaskan guru yang yang bertugas di SD yang sangat kekurangan untuk melakukan
pembelajaran kelas rangkap atau merekrut guru honor.
5. Bekerjasama dengan UNIMED agar guru SD dididik dalam Program Sarjana Kependidikan bagi
Guru dalam Jabatan (PSKGJ).
6. Bekerjasama dengan Universitas Terbuka agar guru SD dididik dalam Pendidikan Guru Sekolah
Dasar (PGSD).
7. Melakukan penggabungan sekolah yang berdekatan (jarak maksimal 7 KM).
Diseminasi pendampingan 1 analisis data PPG di Tobasa : Kegiatan berlangsung pada tanggal
18 Juni 2015 dan diikuti oleh operator Dapodik kabupaten, semua operator UPTD dan sebagian
operator sekolah.
Kohor 3
Lokakarya1 analisis data penataan guru : kegiatan dilaksanakan di Parapat pada tanggal 6-8
April 2015 untuk 3 kabupaten mitra (Serdang Bedagai, Labuhanbatu Utara dan tambahan kabupaten
diseminasi yaitu Tapanuli Utara). Selain ketua Tim PPG kabupaten, hadir staf data (operator Dapodik)
yang melakukan analisis kekurangan dan kelebihan guru menggunakan perangkat lunak SIMDIKDAS.
Pelatihan ini juga difasilitasi oleh Service Provider dari LPMP, UNIMED dan IAIN.
Pendampingan 2 & 3 analisis data penataan guru : kegiatan PPG dilanjutkan dengan
pendampingan. Kegiatan ini dilaksanakan di kantor Dinas Pendidikan kabupaten pada tanggal 8-9 April
dan tanggal 21-22 Mei di Serdang Bedagai, tanggal 28-29 April dan 12-13 Mei di Labuhanbatu Utara
dan tanggal 23-24 April dan 14-15 Mei di Tapanuli Utara.
Lokakarya 2 analisis kebijakan penataan dan pemerataan guru: kegiatan ini dilaksanakan
pada tanggal 26-28 Mei 2015 di Hotel Horison, Pematangsiantar. Kegiatan ini menghasilkan
kesepakatan rumusan isu strategis yang dihasilkan berdasar analisis data dan merumuskan alternatif
kebijakan dengan formulasi yang tepat.
Kabupaten
Sergai
Labura
Langkat
LPTK
Taput
LPTK
LK
PR
0
0
0
0
0
0
4
1
0
0
Dinas
Pend.
LK
PR
3
0
4
0
1
0
0
0
2
0
Kantor
MenAg
LK
PR
0
0
0
0
0
0
0
0
0
0
BKD
LK
PR
0
0
1
0
0
0
0
0
0
0
Bappeda
dll
LK
PR
0
0
0
0
0
0
0
0
0
0
Total
LK PR
3
0
4
1
1
0
4
1
2
0
Total
3
5
1
5
2
Medan: Sebanyak 11 kegiatan diseminasi (3 tingkat SD dan 8 tingkat SMP) dilaksanakan dengan
menggunakan BOS (Biaya Operasional Sekolah). Kegiatan ini melibatkan 731 peserta (186 laki-laki
dan 545 perempuan).
Deli Serdang: Sebanyak 4 kegiatan diseminasi MBS, PAKEM, dan CTL melibatkan 319 peserta (125
laki-laki dan 194 perempuan).
Tapanuli Utara: Sebanyak 2 kegiatan diseminasi PAKEM dan CTL diikuti oleh 101 peserta (31 lakilaki dan 70 perempuan).
63
Sibolga: Satu kegiatan diseminasi PAKEM melibatkan 120 peserta (22 laki-laki dan 88 perempuan).
PPG di Taput: Diseminasi PPG dilakukan pada tanggal 21 Mei 2015 dengan melibatkan 4 orang
peserta (3 laki-laki dan 1 perempuan).
Labuhan Batu: Akselerasi/Diseminasi studi banding ke Bandung, ToT Fasilitator tambahan untuk
SD dan SMP dengan melibatkan 56 peserta (31 laki-laki dan 25 perempuan).
Diseminasi pengenalan SIMDIKDAS ke Dinas Pendidikan Provsu : Kegiatan diikuti 17 orang
peserta (10 laki-laki dan 7 perempuan) dari bagian data di Dinas Pendidikan Provinsi Sumatera Utara,
baik di Dikdas, Program maupun Dikmenti. Kegiatan ini bertujuan mengenalkan perangkat lunak yang
dapat menggabungkan data sekolah dan guru yang diambil dari data Dapodik.
KEGIATAN LAIN
Seminar Pendidikan Internasional di UIN SU: Koordinator Provinsi PRIORITAS Bapak Agus
Marwan bersama Wakil Konsul AS untuk Pulau Sumatra Bapak Trevor Olson menjadi pembicara
dalam seminar internasional tentang pendidikan yang digelar UIN Sumatera Utara pada 17 April 2015.
Peluncuran Gerakan Budaya Membaca di Labuhanbatu: Koordinator Provinsi PRIORITAS
Bapak Agus Marwan bersama Bupati Labuhanbatu Tigor Panusunan Siregar meluncurkan gerakan
membaca pada 20 Mei 2015. Peluncuran ini diikuti 5000 siswa SD, SMP dan SMA.
Road show PMP di Sumut: Koordinator Provinsi PRIORITAS Bapak Agus Marwan menjadi
narasumber dalam Roadshow PMP kemendikbud pada 25 Mei 2015 di Unimed.
Perayaan Kemerdekaan AS Bersama Duta Besar: Communication Specialist Bapak Erix
Hutasoit menghadiri Perayaan Kemerdekaan AS bersama Duta Besar AS Bapak Robert Blake di
Hotel JW Marriot Medan pada 3 Juni 2015.
Pemaparan Proyek Perubahan Model Pengembangan Kapasitas Pengawas oleh Kepala
kanwil Kemenag Sumut di kantor Kanwil Kemenag Sumut pada 30 Juni 2015.
•
Tingat provinsi: ToT Modul 3 Jenjang SD/MI, SMP/MTS kohor 1 dan daerah DBE, lokakarya I
Reviu PKB tingkat provinsi
•
Tingkat kabupaten: pendampingan implementasi kebijakan PPG kohor 1, Lokakarya implementasi
kebijakan PPG kohor 2, konsultasi publik PPG kohor 3
•
Tingkat sekolah: pelatihan sekolah Modul 2 kohor 2, pendampingan Modul 1 kohor 3, Modul 2,
kohor 2
•
LPTK: lokakarya 1 dan 2 program praktikum LPTK, adaptasi materi Modul 3 untuk LPTK,
lokakarya strategi bisnis LPTK, pertemuan konsorsium LPTK, studi banding sekolah praktik yang
baik kohor 2, pelatihan diseminasi bagi dosen padagogi untuk Kopertis Wilayah Sumut, adaptasi
materi untuk sekolah praktik yang baik kohor.
64
Galeri Foto
Siswa SMP N 16 Medan menjelaskan kepada Staf Khusus
Mendikbud Ibu Agnes Tuti tentang cara menemukan rumus
banyangan pada acara Roadshow Penjaminan Mutu di Unimed
(25/5).
Siswa SMP Swasta Al-Azhar mengajak Konsul AS untuk P. Sumatra Bapak
Robert Ewing melakukan uji borax pada makanan dalam Showcase LPTK di
Medan (13/5).
Ketua Komisi E DPRD Sumut Bapak Efendi Panjaitan memimpin
rapat tindak lanjut koordinasi tingkat provinsi di Soechi Hotel
(15/6).
Koordinator Provinsi USAID PRIORITAS Sumut Bapak Agus Marwan dan
Muspida Labuhanbatu, membaca senyap bersama 5000 siswa di
Labuhanbatu (20/5).
Staff Khusus Mendikbud Bapak Ahmad Rizali membantu siswa SD
Negeri Balige menemukan rumus prisma segi empat dalam Unjuk
Karya Tobasa (22/4).
500 mahasiswa dari beberapa LPTK mendengarkan presentasi Koordinator
Provinsi USAID PRIORITAS Sumut Bapak Agus Marwan tentang peningkatan
mutu di Sumatra Utara (17/4).
65
Provinsi: Banten
RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN
YANG PENTING
Tanggal
20 April
Dengan siapa
Rektor IAIN SMH Banten
12 Mei
Dinas Pendidikan Provinsi Banten :
Kabid Dikdas
•
•
•
•
Hasil koordinasi
Koordinasi mengenai TTI Strategic Planning business
Rencana diseminasi kepada dosen-dosen non mitra
Koordinasi jadwal ToT Putaran II CTL- PAKEM - MBS
Koordinasi jadwal kegiatan pertemuan pemangku
kepentingan provinsi (Dinas Pendidikan, Bappeda,
BKD, Kanwil Kemenag, Universitas/LPTK)
Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/Kota
Tanggal
1 April
Dengan siapa
Dinas Pendidikan Kota Tangerang
• Kabid Dikdas,
• Kepala SMPN 4 Kota Tangerang
2 April
Dinas Pendidikan Kabupaten
Tangerang :
• Sekretaris Dinas
• Kabid PTK Dinas
• Kasubag Perencanaan
Kemenag Kabupaten Tangerang : Staf
Bidang Pendidikan Madrasah (Penma)
Tangerang
• Kabid PTK
Tangerang
• Sekretaris Dinas
• Kabid Yanmas Bappeda
Kabupaten Tangerang :
• Sekretaris Dinas,
• Kabid PTK,
• Kasubag Perencanaan,
Kabupaten Tangerang :
• Sekretaris Daerah
• Kabid PTK
• Kabid Data BKD
8 April
16 April
7 May
8 May
12 May
66
Dinas Pendidikan Kota Tangerang
Selatan
• Kabid PTK
• Kasi Evaluasi dan Kinerja PTK
• Kasubag Umum
Hasil koordinasi
• Koordinasi dan penjadwalan pelaksanaan District
Planning and Review Meeting Kota Tangerang
• Koordinasi persiapan pelaksanaan replikasi CTL
Modul 2 SMPN 4 Kota Tangerang dan SMPN 7 Kota
Tangerang
• Koordinasi dan persiapan konsultasi publik Hasil
Analisis Penataan dan Pemerataan Guru (PPG)
• Koordinasi pelaksaan pelatihan CTL-PAKEM-MBS
Putaran II bagi sekolah mitra
• Finalisasi draf presentasi/paparan hasil analisis
penataan dan pemerataan guru (PPG)
• Koordinasi dan persiapan audiensi dengan Sekretaris
Daerah tentang kegiatan konsultasi publik Penataan
dan Pemerataan Guru (PPG)
• Audiensi dengan Sekda dan Bappeda hasil analisis
penataan dan pemerataan guru (PPG) yang telah
dilaksanakan Kabupaten Tangerang bekerjasama
dengan PRIORITAS
• Pembahasan teknis acara Konsultasi Publik PPG pada
tanggal 11 May 2015
• Sinkronisasi data kembali dengan Kabid Data BKD
Analisis Penataan dan Pemerataan Guru (PPG) Kota
Tangerang Selatan
Tanggal
20 May
Dengan siapa
Pemkot Kota Tangerang :
•
Walikota Tangerang Selatan
16 Juni
Pandeglang :
• Kepala Dinas Pendidikan
Kabupaten Tangerang
Hasil koordinasi
• Penyampaian laporan kemajuan kerjasama USAID
Prioritas dengan Dinas Pendidikan Kota Tangerang
Selatan
• Penyampaian hasil analisis Penataan dan Pemerataan
Guru (PPG) Kota Tangerang Selatan
• Pemahasan teknis pelaksanaan Konsultasi Publik Kota
Tangerang Selatan
• Penyampaian kemajuan program dan pembahasan
jadwal kegiatan tingkat sekolah dan kabupaten
• Koordinasi jadwal pengumpulan data Monitoring dan
Evaluasi provinsi dan kabupaten/kota mitra
• Koordinasi program Pengembangan Keprofesian
Berkelanjutan (PKB) yang akan segera berjalan di
bulan Juli 2015.
KOHOR 1 dan 2
ToT PROVINSI – Pelatihan untuk Pelatih Modul II: Praktik yang Baik dalam
Pembelajaran dan Manajemen Sekolah tingkat SMP/MTs untuk Kohor 1 & Ex DBE
Pada tanggal 13-16 Mei 2015 Provinsi Banten menyelenggarakan ToT provinsi tingkat SMP/MTs
praktik yang baik dalam pembelajaran untuk kohor 1 dan ex DBE di Hotel Soll Marina, Serpong.
Terdapat 42 peserta dari Kohor 1 (Kabupaten Pandeglang & Kabupaten Serang) dan Ex DBE (Kota
Tangerang, Kota Cilegon dan Kabupaten Lebak) yang hadir dalam pelatihan CTL, yakni 8 dosen LPTK
(UNTIRTA & IAIN SMH) dan sisanya 34 guru. Pelatihan difasilitasi oleh 10 orang fasilitator, 4 laki-laki
dan 6 perempuan.
Pada tanggal 17 Mei, Provinsi Banten juga menggelar ToT Provinsi tingkat SMP/MTs praktik yang baik
dalam manajemen sekolah untuk kohor 1 dan ex DBE di Hotel Soll Marina. Ada 25 peserta yang
hadir, 20 laki-laki dan 5 perempuan, terdiri atas 3 dosen LPTK (IAIN SMH & UNTIRTA), 8 kepala
sekolah, 1 guru, 8 pengawas, 2 staf Disdindik, 1 staf Kemenag, 2 lainnya. Pelatihan ini berjalan lancar
dan difasilitasi oleh 9 fasilitator, 7 laki-laki dan 2 perempuan.
Kab/ Kota
Kota
Tangerang
Kab. Lebak
Kota Cilegon
Kab. Serang
Kab.
Pandeglang
Prov Banten
Guru
LK PR
6
3
LK
3
KS
PR
0
Pengawas
LK
PR
1
0
LPTK
LK PR
0
0
LPMP
LK PR
0
0
Dinas
Pend
LK PR
1
0
Kemenag
LK
PR
1
0
Lain
LK PR
0
0
Total
LK PR
10
3
4
4
2
3
0
4
7
2
2
0
1
1
1
0
0
0
1
3
1
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
7
7
5
6
2
4
7
2
0
0
0
0
0
0
5
6
0
1
0
0
0
0
1
1
7
8
Selama periode April – Juni 2015 terdapat pelatihan sekolah modul II yang dilaksanakan di kohor 2
yang meliputi Kota Tangerang Selatan dan Kabupaten Tangerang. Tingkat SD/MI pelatihan PAKEM
Kota Tangerang Selatan dilaksanakan di Restoran Remaja Kuring pada tanggal 25-28 April 2015, total
85 orang (23 laki-laki, 52 perempuan) sedangkan di Kabupaten Tangerang dilaksanakan pada tanggal
10-13 Mei 2015 di Gedung Islamic Center dengan total peserta 112 (39 laki-laki dan 73 perempuan).
Di tingkat SMP/MTs pelatihan CTL di Kota Tangerang Selatan berlangsung pada 10-13 April 2015 di
Graha Balai Vila Pamullang dengan total 95 (34 laki-laki dan 61 perempuan). Di Kabupaten Tangerang
67
pelatihan CTL dilaksanakan di Gedung Serba Guna 18-21 April 2015 dengan total 106 peserta (40
laki-laki dan 66 perempuan).
Pelatihan MBS modul II juga dilaksanakan di Kohor 2 yang meliputi Kota Tangerang Selatan dan
Kabupaten Tangerang. Tingkat SD/MI Kota Tangerang Selatan dilaksanakan di Restoran Remaja
Kuring pada tanggal 11-12 Mei 2015 yang dihadiri 62 peserta (23 laki-laki dan 39 perempuan) dan
Kabupaten Tangerang dilaksanakan pada 8-9 Juni 2015 di Gedung Islamic Center dengan total peserta
66 orang (34 laki-laki dan 32 perempuan). Tingkat SMP/MTs Kota Tangerang Selatan pelatihan
dilaksanakan di Restoran Kampung Anggrek pada tanggal 3-4 Juni 2015 dengan total 40 peserta (15
laki-laki dan 25 perempuan) dan Kabupaten Tangerang pelatihan dilaksanakan di Gedung Islamic
Center pada tanggal 12-13 Juni 2015 dengan total peserta 33 orang, (21 laki-laki dan 33 perempuan).
Guru
LK
PR
Kabupaten
PAKEM
Tangsel
17
Tangerang
33
CTL
Tangsel
34
Tangerang
35
MBS SD/MI
Tangsel
8
Tangerang
17
MBS SMP/MTs
Tangsel
4
Tangerang
8
Komite
sekolah
LK
PR
Kepala
Sekolah
LK
PR
Pengawas
LK
PR
Lain
LK
PR
Total
LK PR
Total
53
59
0
0
0
0
5
5
8
9
1
2
1
2
0
1
0
0
23
42
52
70
85
112
59
66
0
0
0
0
1
2
0
1
0
1
0
1
0
0
1
0
35
38
60
68
95
106
26
23
9
10
10
5
5
4
2
4
1
1
1
1
0
1
0
0
23
34
39
32
62
66
13
7
8
9
8
2
2
2
3
1
1
1
1
1
0
1
0
1
15
21
25
12
40
33
PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3.
Pendampingan sekolah Kabupaten Pandeglang dilakukan pada bulan April – Mei 2015, sementara di
Kabupetan Serang mulai Januari – Mei 2015 (tergantung jadwal yang mereka buat disesuaikan dengan
kesiapan sekolah).
Mekanisme pendampingan diantaranya melalui kegiatan KKG, K3S untuk tingkat SD/MI, forum MGMP
Sekolah/ Kecamatan, MKKS/MKKM untuk tingkat SMP/MTs. MI dan MTs Mitra diundang untuk hadir
pada kegiatan KKG/KKM.
Di dalam forum kegiatan tersebut dibuat kelas/ kelompok berdasarkan bidang/ mapel masing-masing
agar diskusi berjalan efektif, fasilitator dan peserta terdamping leluasa bertukar informasi keberhasilan
dan kendala penerapan hasil pelatihan.
Untuk tingkat SD/MI dan SMP/MTs pendampingan juga dilakukan di kegiatan KBM reguler, artinya ada
kesepakatan waktu antara fasilitator dan guru/sekolah terdamping yang kemudian diinformasikan ke
district coordinator.
Untuk Kabupaten Pandeglang dan Kabupaten Serang semua sekolah mitra terlibat dalam
pendampingan yang terdiri dari :
•
24 sekolah mitra (12 tingkat SD, 6 tingkat MI, 5 tingkat SMP dan 3 tingkat MTs)
•
Jumlah guru dan kepala sekolah yang terdampingi di Kabupaten Pandeglang sebanyak122 orang
guru, 24 kepala sekolah sementara di Kabupaten Serang sebanyak 166 orang guru dan 24 kepala
sekolah.
68
KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1 DAN 2
Provinsi Banten berhasil menyelenggarakan seleksi sekolah praktik yang baik untuk kohor 2. Acara
seleksi ini melibatkan tim penilai berasal dari perwakilan USAID PRIORITAS, LPTK, Dinas Pendidikan
dan Kantor Kemenag pada tanggal 16-20 Maret 2015 di Kota Tangerang Selatan dan Kabupaten
Tangerang. Di Kota Tangerang Selatan ada 11 sekolah mitra yang dikunjungi dengan hasil akhir
merekomendasikan 4 sekolah yang terpilih yakni, SD Islam Al-Amanah, SDN 1 Kademangan, SMPN
15 Tangerang Selatan dan MTs Pembangunan Nurul Islam. Untuk Kabupaten Tangerang, tim penilai
berkunjung ke 9 sekolah mitra dengan hasil akhir merekomendasikan 4 sekolah terbaik yakni, MI Al
Husein Tigaraksa, SDN Cempaka 3, MTsN Tigaraksa dan SMPN 3 Tigaraksa.
RAPAT TINGKAT LPTK
Pada tanggal 6 April 2015 dilaksanakan rapat kerja dengan fasilitator LPTK di RM S. Rizky yang
dihadiri oleh 33 orang (14 laki-laki & 19 perempuan). Pertemuan untuk membahas rencana unjuk
karya LPTK dan rencana pendampingan untuk sekolah lab & mitra LPTK. Hasil pertemuan tersebut
menyusun mekanisme dan periode pendampingan di sekolah lab & mitra LPTK.
Pelaksanaan rapat kerja dengan sekolah lab dan mitra LPTK Provinsi Banten dilaksanakan pada tanggal
15 April 2015 di Hotel Le Dian, Serang. Acara tersebut dihadiri oleh 15 perwakilan sekolah mitra
dari 18 sekolah lab & mitra LPTK. Tiga sekolah yang tidak hadir yakni, MIN Kopo, MIN Cisaat
Padarincang dan MI Nurul Falah Kemuning. Di akhir pertemuan setiap sekolah menyusun rencana
kegiatan dari periode Mei hingga September 2015 sebagai tindak lanjut dari review implementasi
pelatihan seperti pengadaan buku bacaan, lomba minat baca, pojok baca, replikasi pelatihan PAKEM &
CTL.
Pelatihan tentang Buku Sumber untuk Dosen LPTK: Pembelajaran Literasi, IPA dan Matematika
Provinsi Banten dilaksanakan selama tiga hari pada tanggal 11-13 Mei 2015 di Hotel Le Dian, Serang.
Pelatihan difasilitasi oleh 20 fasilitator terlatih, fasilitator IPA (6 orang), fasilitator literasi SD/MI (5
orang), fasilitator literasi SMP/MTs (5 orang) dan fasilitator matematika (4 orang), pelatihan berjalan
lancar. Total peserta ada 73 dosen, 43 perempuan dan 30 laki-laki. Mereka mengampu IPA SD/MI ada
17 dosen Literasi SD/MI (9 perempuan, 8 laki-laki); 16 dosen Literasi SMP/MTs (13 perempuan, 3
laki-laki); 20 dosen (6 perempuan, 14 laki-laki); 20 dosen Matematika SD/MI (15 perempuan, 5 lakilaki).
Nama LPTK
IAIN SMH Banten
UNTIRTA
UNBAJA
UNMA
UNIVERSITAS MUHAMMADIYAH TANGERANG
STKIP Setia Budhi Rangkas Bitung
Jumlah dosen yang
dilatih
LK
PR
11
11
9
14
0
5
4
4
2
6
3
3
69
Pada tanggal 11 April 2015 dilaksanakan rapat kerja yang ketiga untuk membahas proposal Penelitian
Tindakan Kelas (PTK/CAR) di Hotel Santika, Tangerang Selatan. Acara berlangsung selama tiga hari
dengan tujuan untuk menganalisis temuan data pada siklus dua dan mengkaji format laporan
penelitian. Ada 16 orang dosen dan guru (9 perempuan dan 7 laki-laki) yang terlibat dan dibagi
menjadi empat tim yakni satu tim literasi SD, satu tim literasi MTs, satu tim matematika MI dan satu
tim IPA SMP. Setiap tim terdiri atas dua dosen dan dua guru. Mereka berasal dari IAIN SMH Banten
(4 orang), UNTIRTA (4 orang), MIN Langon Cilegon (2 orang), SD Negeri Sumber Agung Kota
Serang (1 orang), MTsN Kota Serang (1 orang) dan SMPN 6 Kota Serang (2 orang).
UNJUK KARYA LPTK
Unjuk Karya LPTK beserta sekolah mitra akan dilaksanakan pada tanggal 19 Agustus 2015.
1.
Pendampingan ke-4 dan ke-5
Pendampingan ke-4 dan ke-5 masih terus dilaksanakan sebagai tindak lanjut dari lokakarya Analisis
Kebijakan Penataan dan Pemerataan Guru (PPG). Kegiatan pendampingan 5 lanjutan Kabupaten
Tangerang dilaksanakan tanggal 24-25 Maret 2015, melibatkan 7 anggota tim perumus kebijakan, 4
service provider, serta staff USAID PRIORITAS. Kegiatan ini dilanjutkan pendampingan pada tanggal 16
April 2015. Di Kota Tangerang Selatan pendampingan 4 dan 5 dilaksanakan tanggal 26 Maret 2015
melibatkan 3 anggota tim perumus kebijakan, 4 service provider dan staff USAID Priroitas, kemudian
dilanjutkan pada tanggal 28 April 2015 yang melibatkan 5 orang perumus kebijakan dan Dinas
Pendidikan dan Bappeda Kota Tangerang Selatan. Hasil pendampingan 4 dan 5 adalah pematangan
rumusan alternatif-alternatif kebijakan sesuai kriteria yang telah disepakati berdasarkan isu strategis
yang telah dirumuskan sebelumnya sebagai hasil workshop 1 dan 2 dan dilanjutkan pematangan bahan
paparan yang akan disampaikan dalam konsultasi publik penataan dan pemerataan guru baik di
Kabupaten Tangerang maupun di Kota Tangerang Selatan.
2.
Konsultasi Publik
Hasil analisis penataan dan pemerataan guru baik ringkasan olah data, rumusan isu strategi dan
alternative kebijakan dalam penataan dan pemerataan guru di Kabupaten Tangerang dan Kota
Tangerang Selatan dipaparkan kepada pemangku kepentingan pendidikan untuk mendapatkan umpan
balik dan memperkuat dukungan warga (publik) masyarakat guna peningktan kualitas kebijakan yang
diambil oleh pemerintah daerah dalam program penataan dan pemerataan guru.
Konsultasi publik dilaksanakan di Kabupaten Tangerang pada tanggal 11 Mei 2015 di Ruang Rapat
Wareng Kantor Bupati Kabupaten Tangerang dengan melibatkan 43 peserta. Kegiatan ini dibuka oleh
Sekretaris Daerah Kabupaten Tangerang dan hasilnya antara lain Pemda Kabupaten Tangerang
berkomitmen untuk melaksanakan hasil analisis penataan dan pemerataan guru dan hasil rekomendasi
akan dijadikan sebagai dasar revisi RPJMD – RKPD – dan APBD (anggaran).
Konsultasi publik penataan dan pemerataan guru di Kota Tangerang Selatan dilaksanakan pada tanggal
21 Mei 2015 bertempat di Ruang Rapat Kantor Walikota Tangerang Selatan dan dihadiri sebanyak 37
peserta. Hasil dari kegiatan ini adalah komitmen dari pemerintah kota Tangerang Selatan untuk
melaksanakan hasil analisis dan ditindaklanjuti untuk menjadi bahan dalam revisi renstra maupun
penyusunan renstra akan datang.
70
LPTK
Dinas
Kantor
(Fasilitator)
Pend.
MenAg
Kabupaten
LK
PR
LK
PR
LK
PR
Pendampingan 4 Pasca WS 2 Analisis Kebijakan
Tangerang
0
0
0
0
0
0
Tangsel
4
0
3
0
0
0
Pendampingan 5 - Pasca WS 2 Analisis Kebijakan
Tangerang
4
0
6
1
0
0
Tangsel
0
0
4
0
0
0
Konsultasi Publik
Tangerang
3
0
20
7
0
1
Tangsel
4
0
18
6
0
0
BKD
LK
PR
Bappeda
dll
LK
PR
Total
LK PR
Total
0
0
0
0
0
0
0
0
0
7
0
0
0
7
0
0
0
0
0
1
0
0
10
5
1
0
11
5
2
1
1
0
6
7
4
1
31
30
12
7
43
37
Selama periode April – Juni 2015 ada 9 kegiatan diseminasi di berbagai kabupaten/kota yakni (1)
Replikasi PAKEM Gugus 1 Kec. Bojong Pandeglang tanggal 29-31 Maret 2015 diikuti oleh 47 orang
didanai oleh BOS sebesar Rp 2.000.000; (2) Replikasi CTL SMPN 4 & SMPN 7 Kota Tangerang 9-10
April 2015 dengan total peserta 90 orang yang didanai oleh BOS sebesar Rp 16.920.000; (3) Replikasi
PAKEM Gugus 3 Kota Tangerang dilaksanakan pada tanggal 27-30 April 2015 diikuti oleh 77 orang
yang didanai oleh BOS sebesar Rp 15.000.000. (4) Replikasi KKM MI Rempoa Kec.Ciputat Timur
Kota Tangsel pada tanggal 6-7 Mei 2015 diikuti oleh 51 orang yang didanai oleh BOS sebesar Rp
9.740.000. (5) Replikasi PAKEM UPT Kramatwatu Kab Serang pada tanggal 11-13 Mei 2015 dengan
total peserta 45 orang dan didanai BOS sebesar Rp 13.200.000 (6) Replikasi CTL & PAKEM PMPTK
DinDik Cilegon 2015 pada tanggal 18-19 Mei 2015 diikuti oleh 52 orang dengan didanai APBD senilai
Rp 50.000.000. (7) Replikasi MBS PMPTK DinDik Cilegon 2015 pada tanggal 25-26 Mei 2015 diikuti
oleh 102 orang dan dibiayai APBD dengan total biaya Rp 150.000.000. (8) Replikasi CTL PMPTK
DinDik Cilegon 2015 pada tanggal 10-11 Juni 2015 diikuti oleh 44 orang dan didanai APBD sebesar
Rp 50.000.000. (9) Replikasi CTL MTsN Ciwandan 2015 yang dilaksanakan pada 11-14 Juni 2015
diikuti oleh 45 orang dan didanai BOS sebesar Rp 15.000.000.
•
Tingkat provinsi: Pelatihan untuk Pelatih Modul III tingkat SD/MI, Rapat Kerja Staf Provinsi Banten
•
Tingkat kabupaten: Lokakarya Pengembangan Keprofesian Berkelanjutan
•
LPTK: Unjuk Karya LPTK, Lokakarya Perencanaan Strategi Bisnis LPTK, Diseminasi di STKIP
Setia Budhi Rangkas Bitung, mitra LPTK
71
Galeri Foto
Perwakilan dari Kemenag Kota Tangsel sedang mengamati
pembelajaran di SDN Kademangan 1.
Praktik mengajar matematika pelatihan CTL modul II di SMPN 20.
Imelda, guru SDN Muncul 1 sedang melakukan praktik mengajar di
SDN Jelupang 2, Serpong Utara.
Asep Sahrudin, M.Pd., Dosen UNMA yang menjadi salah satu peserta
sedang melakukan simulasi pembelajaran matematika tentang teori
bilangan pada pelatihan buku sumber untuk dosen LPTK.
Iskandar Mirsad, Sekda Pemkab Tangerang hadir membuka konsultasi
publik di Kabupaten Tangerang.
Rosita Nuraeni S.Pd., guru bahasa inggris SMPN 1 Bojong Kabupaten
Pandeglang (pertama dari kanan) sedang berdiskusi dalam kelompok
guru mapel bahasa inggris dalam Pelatihan untuk Pelatih tingkat SMP
(CTL).
72
Provinsi: Jawa Barat
Tanggal
29 Mei
Dengan siapa
Kasubag Program Dinas Pendidikan
Kabupaten Tasikmalaya
6 April
Kasi Pendidikan Madrasah Kota Bogor
21 April
Kepala Kemenag, Kasi Pendidkan Madrasah,
Kepala MTs Negeri Sindangkasih Ciamis
16, 19,
dan 21
Juni
Utomo, M.M.Pd (Kasie Kurikulum dan
Kesiswaan Sukabumi)
Ujang Heryadi, S.Pd (Fasda Sukabumi)
Hj. Neneng Nuryati, S.Ag.M.MPd (Fasda
Sukabumi)
Asep Durachman (Fasda Sukabumi)
1 Juni
Kepala SDN 2 Rajamandala KBB, Fasda
Pembelajaran SD/MI, Fasda MBS SMP/MTS
17-18
Juni
Dinas Pendidikan KBB, Kepala UPT
Pendidikan Cipatat, Fasda pembelajaran SD,
Fasda MBS SD, Pengawas, Kepala sekolah
SDN 2 Rajamandala, semua guru SDN 2
Rajamandala
Hasil koordinasi
Diseminasi dan budaya baca untuk Kabupaten
Tasikmalaya masuk dalam APBD perubahan sebesar 1
Milyar rupiah dan PRIORITAS diminta untuk
membantu dalam mendetilkan penggunaan anggaran.
Menyepakati diseminasi pelatihan Modul 1 CTL (13-15
April) & PAKEM (16-18 April) bagi MI & MTs se-Kota
Bogor.
Rencana diseminasi untuk MTs KKM Cijeunjing dan
Ciamis.
• Diseminasi pembelajaran dan MBS akan fokus pada
sekolah di Kecamatan Cisaat yang disiapkan untuk
percontohan.
• Kegiatan diseminasi dilakukan dalam 2 gelombang,
yaitu PAKEM 1; 25-27 dan 29 Jun, PAKEM 2 : Juli
2015, dan MBS; 30 – 1 Juni 2015.
• Anggaran APBD sebesar Rp. 400.000.000,digunakan untuk kegiatan pelatihan, pendampingan
dan pameran.
• Peserta : 40 Sekolah yang ada di Kecamatan Cisaat
o PAKEM 1 : 3 Guru x 40 Sekolah + 3 Pengawas
o PAKEM 2 : 3 Guru x 40 Sekolah
o MBS 1 : 3 (Kepsek, Komite dan Guru) x 40
Sekolah = 120 orang
• Mempersiapakn SDN 2 Rajamandala menjadi wakil
Kabupaten Bandung Barat dalam perlombaan
sekolah berbudaya mutu.
• Mempersiapkan SDN 2 Rajamandala untuk
mengikuti perlombaan Sekolah berbudaya mutu
tingkat nasional setelah menang di tingkat provinsi.
KOHOR 1, 2 dan 3
ToT PROVINSI MODUL 3 SMP/MTs
ToT Modul 3 bagi para fasilitator daerah SMP/MTs kohor 1 dan DBE dilaksanakan pada tanggal 11-14
Mei 2015 untuk pembelajaran dan 15-18 Mei 2015 untuk MBS di Hotel Swissbell, Cirebon. TOT
pembelajaran dibuka oleh perwakilan Dinas Pendidikan Provinsi Jawa Barat, yaitu widyaiswara dari
Balai Pelatihan Tenaga Kependidikan-Pendidikan Umum Provinsi Jawa Barat (BPTKPU) sedangkan
TOT MBS dibuka oleh kepala BPTKPU. TOT pembelajaran diihadiri oleh 73 Orang dan TOT MBS
dihadiri oleh 38 orang. Setelah mengikuti TOT, peserta pelatihan pembelajaran menyadari bahwa
sebenarnya anak-anak mampu membuat suatu tulisan yang panjang dan detil. Selama ini anak kurang
diberi kesempatan dan diarahkan oleh gurunya.
73
Jumlah Peserta ToT Provinsi Modul 3 Pembelajaran SMP/MTs Daerah Kohor 1
Dinas
Guru
KS
Pengawas Pend
Kemenag Lain
Total
Kabupaten
LK PR LK PR LK
PR
LK PR LK PR LK PR LK PR
Cimahi
2
5
0
0
0
0
0
0
0
0
0
0
2
5
Bandung Barat
6
2
0
0
1
0
0
0
0
0
0
0
7
2
Ciamis
3
3
0
0
0
0
0
0
0
0
0
0
3
3
Jawa Barat
0
0
0
0
0
0
1
0
1
0
6
1
8
1
Jumlah Peserta ToT Provinsi Modul 3 MBS SMP/MTs Daerah Kohor 1
Cimahi
0
2
0
0
1
0
0
0
0
0
0
0
1
2
Bandung Barat
0
0
1
0
2
0
0
0
0
0
0
0
3
0
Ciamis
0
0
1
1
1
0
0
0
0
0
0
0
2
1
Jawa Barat
0
0
0
0
0
0
3
2
0
1
3
1
6
4
Jumlah Peserta ToT Provinsi Modul 3 Pembelajaran SMP/MTs Daerah DBE
8
0
0
0
0
0
0
0
0
0
0
0
8
0
Sukabumi
6
0
0
0
0
0
0
0
0
0
0
0
6
0
Bogor
3
5
0
0
1
1
0
0
0
0
0
0
4
6
Karawang
5
2
0
0
1
1
0
0
0
0
0
0
6
3
Indramayu
1
0
0
0
7
1
0
0
0
0
0
0
8
1
Jumlah Peserta ToT Provinsi Modul 3 MBS SMP/MTs Daerah DBE
0
0
0
0
4
0
0
0
0
0
0
0
4
0
Sukabumi
0
0
1
0
2
0
0
0
0
0
0
0
3
0
Bogor
2
2
0
1
0
0
0
0
0
0
0
0
2
3
Karawang
0
0
1
0
4
0
0
0
0
0
0
0
5
0
Indramayu
0
0
0
0
2
0
0
0
0
0
0
0
2
0
Pelatihan sekolah Modul 2 di daerah kohor 2 untuk periode April - Juni 2015 adalah:
Jenis Pelatihan
Pembelajaran
SMP/MTs
Tanggal
8-11 April
(gugus 1)
20-23 April
(gugus 2)
Pembelajaran
SD/MI
30 Maret – 2
April (gugus
2)
MBS SD/MI
5 – 6 Mei
(gugus 1)
23-24 Juni
(gugus 2)
MBS SMP/MTs
74
11-12 Juni
Sekolah/Instansi
Tasikmalaya
MTsN Singaparna, SMPN 1 Singaparna, SMPN 1 Padakembang,
SMPN 1 Tanjungjaya, SMPN 2 Mangunreja, SMPN 2 Singaparna,
SMPN 1 Mangunreja, MGMP IPA, MGMP Bahasa Indonesia,
MGMP Bahasa Inggris
MTsN Pamoyanan, SMPN 1 Ciawi, SMPN 1 Pagerageung, SMPN
1 Sukaresik, MGMP Matematika, MGMP IPA, MGMP IPS, MGMP
Bahasa Inggris
MI Al-Hidayah, MI Cicarulang, MI Leuwiseeng, MIN Sukaratu,
SDN 1 Cikunten, SDN 1 Pakemitan, SDN 2 Cikunten, SDN 2
Pakemitan, SDN 3 Pakemitan, SDN 4 Pakemitan, SDN 5
Pakemitan, SDN Bugelalis, SDN Cintawana, SDN Citatah, SDN
Muhammad Toha, SDN Sukasenang
MI Cicarulang, MI Leuwiseeng, SDN Citatah, SDN 1 Cikunten,
SDN 2 Cikunten, SDN Cintawana, SDN Muhammad Toha, SDN
Sukasenang, UPTD Kec. Singaparna
SDN 1 Pakemitan, SDN 2 Pakemitan, SDN 3 Pakemitan, SDN 4
Pakemitan, SDN 5 Pakemitan, SDN Bugelalis, MIN Sukaratu, MI
Al-Hidayah
MTsN Pamoyanan, MTsN Singaparna, SMPN 1 Ciawi, SMPN 1
Mangunreja, SMPN 1 Padakembang, SMPN 1 Pagerageung, SMPN
1 Sukaresik, SMPN 2 Singaparna, SMPN 3 Salawu, SMPN 4
Manonjaya
Jenis Pelatihan
Tanggal
Pembelajaran
SMP/MTs
20-23 April
(cluster 2)
Pembelajaran
SD/MI
26-29 April
(cluster 1)
4 - 7 Mei
(cluster 2)
MBS SD/MI
6 – 7 Juni
(cluster 1)
12 – 13 Juni
(cluster 2)
MBS SMP/MTs
1 – 2 April
(cluster 1)
19 – 20 Mei
(cluster 2)
Pembelajaran
SMP/MTs
18-21 April
(cluster 1)
19 – 22 Mei
(cluster 2)
8-11 April
(cluster 1)
Pembelajaran
SD/MI
10-13 Mei
(cluster 2)
11-12 Juni
(cluster 1)
Pembelajaran
SMP/MTs
30 Maret – 2
April (cluster
1)
21-24 April
(cluster 2)
Pembelajaran
SD/MI
8-11 April
(cluster 1)
5 - 8 Mei
(cluster 2)
Sekolah/Instansi
Kuningan
SMPN 1 Garawangi, SMPN 2 Garawangi, SMPN 1 Sindangagung,
MTsN Sindangsari
MGMP Kec. Kuningan
MI PUI Ciwedus 2, MIN Manis Kidul, SDN 1 Cilimus, SDN 2
Cilimus, SDN 3 Bojong, SDN 4 Bojong, SDN 4 Cilimus
SDN 5 Cilimus
MI Cokroaminoto, MI PUI, SDN 1 Lengkong, SDN 1 Purwasari,
SDN 2 Purwasari, SDN 3 Lengkong, SDN 3 Purwasari, SDN
Tembong, Kementerian Agama Kab. Kuningan
MI PUI Ciwedus 2, MIN Manis Kidul, SDN 1 Cilimus, SDN 2
Cilimus, SDN 3 Bojong, SDN 4 Bojong, SDN 4 Cilimus
SDN 5 Cilimus, UPTD Pendidikan kec. Cilimus
MI Cokroaminoto, MI PUI, SDN 1 Lengkong, SDN 1 Purwasari,
SDN 2 Purwasari, SDN 3 Lengkong, SDN 3 Purwasari, SDN
Tembong, Kementerian Agama, UPTD Kec. Garawangi
MTsN Sangkanhurip, SMPN 1 Cilimus, SMPN 2 Cilimus, SMPN 3
Cilimus
MTsN Sindangsari, SMPN 1 Garawangi, SMPN 1 Sindangagung,
SMPN 2 Garawangi
Cirebon
MTsN Cirebon 2, MTsN Cisaat, SMPN 1 Dukupuntang, SMPN 1
Plered, SMPN 2 Plered, SMPN 2 Sumber, SMPN 3 Plered, SMPN
3 Sumber, Dinas Pendidikan
MI As-Salafiah Bode, MI As-Shobirin Gombang, MI Miftahul
Mutaalimin, MIN Sindangmekar, SDN 1 Cangkoak
SDN 1 Kepunduan, SDN 1 Panembahan
SDN 1 Sindangjawa, SDN 1 Trusmi Kulon
SDN 1 Trusmi Wetan, SDN 2 Balad, SDN 2 Cangkoak, SDN 2
Panembahan
SDN 2 Sindangmekar, SDN 2 Trusmi Wetan, SDN 3
Panembahan, Dinas Pendidikan
MTsN Cisaat, SMPN 1 Dukupuntang, SMPN 2 Sumber, SMPN
3 Sumber
Bekasi
MTsN Serang, SMPN 1 Cikarang Selatan
SMPN 2 Cikarang Selatan, SMPN 3 Cikarang Selatan, SMPN 1
Cikarang Pusat, SMPN 2 Cikarang Pusat
SMPN 3 Cikarang Pusat, Dinas Pendidikan / Pengawas
MTs Nurul Huda, MTsN Serang, SMPN 1 Cikarang Pusat,
SMPN 1 Cikarang Selatan, SMPN 2 Cikarang Pusat, SMPN 2
Cikarang Selatan, SMPN 2 Cikarang Utara, SMPN 3 Cikarang
Pusat, SMPN 3 Cikarang Selatan
MI At-Taqwa, MI Al-Islamiyah, MI Al-Hidayah, SDIT An-Nur,
SDIT Ar-Rahman, SDN Hegarmukti 1, SDN Hegarmukti 2,
SDN Hegarmukti 3, SDN Jayamukti 1, SDN Jayamukti 2, SDN
Jayamukti 3, SDN Karya Iman, SDN Sukadami, SDN Sukaresmi
1, SDN Sukaresmi 3, SDN Sukaresmi 4, SDN Sukaresmi 5,
SDN Sukaresmi 6, UPTD Cikarang Pusat, UPTD CIkarang
Selatan
MI At-Taqwa, MI Al-Islamiyah, MI Al-Hidayah, SDIT An-Nur,
SDIT Ar-Rahman, SDN Hegarmukti 1, SDN Hegarmukti 2,
SDN Hegarmukti 3, SDN Jayamukti 1, SDN Jayamukti 2, SDN
Jayamukti 3, SDN Karya Iman, SDN Sukaresmi 1, SDN
Sukaresmi 3, SDN Sukaresmi 5, SDN Sukaresmi 6, SD IT Sains
Al-Farabi UPTD Cikarang Pusat, UPTD CIkarang Selatan
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Jumlah Peserta Pelatihan Pembelajaran SD/MI Modul 2 Kohor 2 (April-Juni 2015)
Komite
Kepala
Guru
sekolah
Sekolah
Pengawas
Lain
Total
Kabupaten LK
PR
LK
PR
LK
PR
LK
PR
LK
PR LK PR
Total
Tasikmalaya
10
44
0
0
2
2
0
0
0
0
12
46
58
Kuningan
21
79
0
0
6
5
1
0
0
0
28
84
112
Cirebon
30
70
0
0
8
6
5
0
1
0
44
76
120
Bekasi
27
84
0
0
10
3
3
1
1
0
41
88
129
Jumlah Peserta Pelatihan Pembelajaran SMP/MTs Modul 2 Kohor 2 (April-Juni 2015)
Tasikmalaya
30
84
0
0
1
0
0
0
1
3
32
87
119
Kuningan
25
33
0
0
0
0
0
0
0
4
25
37
62
Cirebon
40
84
0
0
3
3
2
2
0
0
45
89
134
Bekasi
47
84
0
0
3
4
1
1
0
0
51
89
140
Jumlah Peserta Pelatihan MBS SD/MI Modul 2 Kohor 2 (April-Juni 2015)
Tasikmalaya
7
28
27
4
3
11
2
0
1
0
40
43
83
Kuningan
20
24
25
4
4
2
2
1
0
0
51
31
82
Jumlah Peserta Pelatihan MBS SMP/MTs Modul 2 Kohor 2 (April-Juni 2015)
Tasikmalaya
14
5
14
0
6
2
0
0
0
0
34
7
41
Kuningan
18
5
12
2
1
0
0
0
0
0
31
7
38
Cirebon
8
1
6
0
3
1
1
0
0
0
18
2
20
PENDAMPINGAN SEKOLAH MODUL 2 KOHOR 2: akan dilakukan pada triwulan depan.
SELEKSI SEKOLAH PRAKTIK YANG BAIK KOHOR 2: Setelah melakukan serangkaian
proses seleksi pada bulan Maret maka sekolah yang terpilih menjadi sekolah praktik yang baik adalah:
Cirebon
Tasikmalaya
Bekasi
Kuningan
MIN Sindangmekar, SDN 2 Cangkoak, MTsN Cisaat, SMPN 2 Sumber
SDN 3 Pakemitan, MIN Sukaratu, SMPN 1 Pagerageung, MTsN Singaparna-Cintawana.
MIS At-Taqwa, SDN Hegar Mukti 02, SMPN 1 Cikarang Selatan, MTsN Serang, Cikarang
Selatan
MIS Cokroaminoto, SDN 1 Cilimus, SMPN 1 Cilimus, MTsN Sangkanhurip
PELATIHAN DOSEN PEDAGOGI: PELATIHAN DOSEN TENTANG KURIKULUM
DAN MATERI
Pelatihan dilaksanakan pada tanggal 21-25 April 2015 bertempat di Hotel Amarosa Bandung dan
dihadiri oleh 47 orang terdiri atas peserta dari Ciamis (11 orang), Cimahi (11 orang), Bandung Barat
(11 orang), fasilitator SD/MI (3 orang), fasilitator SMP/MTs (5) orang, dan staf kunci SD/MI 1 orang
dan staf kunci SMP/MTs 5 orang. Hasil dari pelatihan ini adalah dosen LPTK terampil untuk
menggunakan buku sumber yang terdiri atas: Literasi SD, Literasi SMP, Matematika SD, dan IPA SD.
Peserta juga membuat rencana tindak lanjut penggunaan buku sumber tersebut dalam perkuliahan.
Kegiatan penelitian tindakan kelas adalah melakukan rapat kerja yang ketiga yang dilaksanakan pada
tanggal 10-12 April 2015 bertempat di Hotel Novotel Bandung. Pertemuan diikuti oleh 19 orang yang
terdiri atas tim literasi SD 4 orang, tim literasi SMP 4 orang, tim Mapel Matematika 4 orang, tim
Mapel IPA 4 orang, dan 3 orang kunci. Hasil dari rapat kerja ketiga adalah menganalisis data
kuantitatif dan kualitatif siklus 2, merefleksi terhadap hasil dan tindakan siklus 2, dan draf laporan
PTK.
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RAPAT KONSORSIUM
Rapat konsorsium dilaksanakan pada tanggal 18 April 2015 bertempat di Hotel Aston Tropicana
Bandung dan dihadiri oleh 20 orang peserta yang berasal dari UPI (4 orang), UIN (4 orang), UNPAS
(3 orang), UNINUS (3 orang), STAI Siliwangi (3 orang), dan IAID Ciamis (3 orang). Hasil dari rapat
ini adalah terinformasikannya program kemitraan yang jelas antara USAID PRIORITAS-LPTK dan
konsorsium, teragendakannya program PRIORITAS tahun ke-4 dan rencana tindak lanjut oleh setiap
LPTK untuk 6 bulan ke depan.
RAPA REVIU FASILITATOR LPTK
Rapat dengan para fasilitator LPTK dilaksanakan pada tanggal 12 Juni 2015 untuk UPI dan 15 Juni
2015 untuk UIN bertempat di kampus masing-masing. Rapat dihadiri oleh 10 orang fasilitator UPI dan
12 orang fasilitator UIN. Hasil yang didapatkan dari rapat ini adalah para fasilitator mendapatkan
gambaran tentang mekanisme pendampingan modul 2 kepada sekolah mitra LPTK dan mengetahui
sekolah mana yang akan didampingi.
PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN 2
Kegiatan penataan dan pemerataan guru di daerah Kohor 1 adalah rapat reviu di Bandung Barat
tanggal 26 Mei di Hotel Mason Pine, Kabupaten Bandung Barat. Kegiatan dihadiri oleh 19 orang
(16L/3P) yang terdiri dari perwakilan dari Disdikpora, BKD dan BAPPEDA KBB, UPI, UPT Cipatat
dan Padalarang, dan juga beberapa perwakilan dari SDN 2 Rajamandala , SMPN 1 Batujajar, SMPN 1
Cihampelas, dan SMPN 1 Ngamprah. Pemangku kepentingan yang di wakili oleh K3S, MKKS, guru
mendesak segera dibuatkan payung hukum Penataan dan Pemerataan Guru, sehingga lalulintas jam
mengajar ditangani oleh pihak terkait bukan di tingkat satuan pendidikan.
Rapat reviu di Cimahi tanggal 29 Mei 2015 di Hotel Simply Valore, Cimahi, dihadiri oleh 16 orang
(12L/4P) yang terdiri dari perwakilan Disdikpora, BKD, dan BAPPEDA kota Cimahi, dan beberapa
perwakilan dari 3 SDN Budhi Karya, SDN Cibabat Mandiri 1, SDN Melong Mandiri 1 dan SMPN 6
Cimahi. Bappeda telah mengembangkan sistim pendataan online berbasis geografis untuk penataan dan
pemerataan guru. Guru yang melakukan alih fungsi didorong untuk melakukan S1 kedua melalui
skema PPG atau SKKT.
Rapat reviu di Ciamis tanggal 28 Mei 2015 bertempat di Aula Pemda dihadiri oleh 12 orang (12L).
Unsur undangan yang hadir terdiri dari Perwakilan Disdikbud, BKD, dan BAPPEDA kab. Ciamis, dan
beberapa perwakilan dari UPTD, Guru dan Kepala Sekolah. Hasilnya adalah: 1) Kepala Dinas
mendukung implementasi kebijakan PPG di Kabupaten Ciamis, 2) Kelas rangkap menjadi solusi
‘darurat’ efektif bagi sekolah-sekolah kecil terpencil.
Untuk kohor 2, lokakarya implementasi PPG di Kuningan diselenggarakan pada tanggal 20 Mei 2015
bertempat di Aula UPTD Kramat Mulya Kuningan. Lokakarya dihadiri oleh 58 orang (46L/12P) yang
terdiri dari perwakilan dari Disdikpora, Kemenag dan BKD kab. Kuningan, perwakilan dari 4 UPT
Pendidikan kecamatan Maleber, UPT Pendidikan kecamatan Subang, UPT Pendidikan kecamatan
Selajambe, UPT Pendidikan kecataman Cilimus, media, dan perwakilan dari 18 SD dan 4 SMP.
Hasilnya adalah:
1. Penempatan CPNS Kategori 2 pada Sekolah yang kekurangan guru kelas, yaitu 228 orang.
2. Mobile Teacher bagi guru-guru yang kekurangan jam mengajar, yaitu SMPN 1 Mandi Rancan. B.
Inggris ke Pasawahan dan IPS dengan Jalaksana 1, SMPN 2 Kramatmulya : guru pertanian pindah
ke SMKN 1, (kategori 2), guru SMA Ciwaru Ke Cibingbin, guru SMA Luragung Ke Cibingbin.
77
Penggabungan lanjutan sebagai upaya menata kelembagaan pada sekolah-sekolah kecil dengan
pertimbangan jarak, pensiun kepala sekolah, periodisasi kepala sekolah, dan yang paling penting tidak
mencederai hak anak untuk bersekolah.
Lokakarya Implementasi PPG di Bekasi dilaksanakan pada tanggal 17 Juni 2015 di Hotel Snatika
Cikarang dan dihadiri oleh 45 orang (37L/8P). Hadirin undangan terdiri dari Kepala Dinas Pendidikan,
Kabid PTK Dikdas, Kasubbag Kepegawaian, Kabid Formasi dan Penempatan BKD, BP2KAD, Bappeda,
Korwas SD, Korwas SMP, 23 UPTD, kepala SMPN 1 Ciabrusah, kepala SMPN 1 Cikarang Barat,
kepala SMPN 4 Cibitung, kepala SMPN 3 Cikarang Selatan, kepala SMPN 1 Tambun Selatan, kepala
SMPN 6 Cikarang Utara. Hasilnya adalah: 1) Menerapkan PPDB online untuk sekolah yang jumlah
siswanya lebih dari 40 per rombel. 2) Dalam upaya pengendalian guru honor, tahun Anggaran 2016,
pengadaan guru honor melalui skema Perjanjian Kerja antara KPA (UPTD) dengan guru honor.
Lokakarya Implementasi PPG di Cirebon diselenggarakan pada tanggal 25 Juni 2015 di Hotel Patrajasa
Cirebon dan dihadiri oleh 49 orang (34L/15P). Unsur undangan yang hadir terdiri dari perwakilan
Didikpora, Bappeda, dan BKPPD Kabupaten Cirebon dan masing-masing Perwakilan dari 40 UPTD.
Hasilnya adalah:
•
Potensi penggabungan sekolah dasar satu hamparan mempertimbangkan data pensiun kepala
sekolah, data sekolah kecil satu hamparan.
•
Kebijakan PPDB terutama pada sekolah satu hamparan harus mengacu pada standar (minimal
siswa 1 : 20), dengan dukungan dilakukan pelatihan peningkatan mutu kepala sekolah
(manajemen) dan guru (metode pengajaran).
•
Kontrak Kinerja melalui lelang jabatan calon kepala sekolah dalam rangka peningkatan dan
pemerataan mutu sekolah.
•
Potensi Pembelajaran kelas rangkap bisa di lakukan di sekolah kecil terpencil yang kekurangan
guru (termasuk guru honor).
•
Moratorium guru honor di SD-SMP Negeri.
Potensi pembangunan RKB bagi sekolah gemuk (sesuai standar) dengan syarat memiliki lahan dan
sertifikat PEMDA.
Pada rentang waktu bulan April-Juni 2015, di Provinsi Jawa Barat telah dilaksanakan 9 kegiatan
diseminasi, 6 kegiatan di kota Bogor , 1 kegiatan di kabupaten Kuningan, 1 kegiatan di kabupaten
Sukabumi dan 1 kegiatan di kabupaten Cirebon. Ruang lingkup kegiatan diseminasi dilaksanakan di
tingkat SD/MI dan SMP/MTs mulai dari tingkat wilayah kecamatan, komisariat sampai dengan tingkat
kabupaten/kota. Sebanyak 264 Sekolah dilibatkan dalam kegiatan tersebut, diantaranya terdiri dari
199 SD/MI dan 65 SMP/MTs.
Sebanyak 739 (250 L/489 P) orang guru dan kepala sekolah hadir sebagai peserta kegiatan diseminasi.
Total anggaran sejumlah Rp 368.108.250 telah dibelanjakan pada keseluruhan kegiatan diseminasi
tersebut, dengan sumber dana yang berasal dari APBD sejumlah Rp 236.912.500 (65 %), berasal dari
BOS sejumlah Rp. 59.240.000 (16 %), dan berasal dari program PRIOTIRAS sejumlah Rp. 66.955.750
(18%).
KEGIATAN LAIN
Kunjungan Direktur USAID Indonesia ke SMPN 3 Cimahi
Dalam rangka melihat langsung dampak dari program USAID PRIORITAS, Direktur USAID Indonesia,
Andrew Sisson mengunjungi SMPN 3 Cimahi pada tanggal 10 Juni 2015. Andrew mengunjungi 2 kelas,
yaitu kelas 7 dan kelas 8 yang sedang melakukan pembelajaran IPA. Anak-anak terlihat belajar IPA
78
dengan penuh suka cita dan sangat aktif. Tidak ada kesan dari anak-anak bahwa belajar IPA itu susah.
Semua anak antusias melakukan percobaan dan Andrew berkesempatan untuk melakukan dialog
langsung dengan siswa.
•
Tingkat provinsi: TOT Modul 3 untuk SD/MI, monitoring provinsi ke daerah
•
Tingkat kabupaten: rapat dan persiapan Program PKB
•
Tingkat sekolah: pelatihan Modul 3 kohor 1, pendampingan modul 2 kohor 2
•
LPTK: studi banding kohor 2, pertemuan dengan sekolah praktik yang baik kohor 1, lokakarya
praktikum LPTK
Galeri Foto
Direktur Misi USAID Andrew Sisson berdialog dengan kelompok siswa
yang bereksperimen mengukur tekanan zat cair pada sistem peredaran
darah (10/6).
Hevina siswa kelas 7 SMPN 3 Cimahi berdialog dengan Andrew Sisson
didampingi Tata Wikanta (paling kanan) Plt Kepala Dinas Pendidikan
Kota Cimahi, Jawa Barat (10/6).
Eep Saeful Rojab, widiyaiswara BPTK-PU Disdik Jabar (tengah) terlibat
aktif dalam sesi-sesi TOT Modul 3 SMP/MTs tingkat Jawa Barat (11/5).
Peserta TOT Modul 3 SMP/MTs tengah mengkaji ulang tingkat
keberhasilan implementasi Modul 2 di sekolah (11/5).
79
Pemangku kepentingan pendidikan Kuningan melakukan analisis risiko
kebijakan PPG dan menyusun strategi implmentasi kebijakan (20/5).
80
Rochim Sutisna (kanan), Kepala Disdikbud Bekasi, paparkan faktafakta guru yang melatari perlunya kebijakan distribusi guru (16/6).
Provinsi: Jawa Tengah
RAPAT KOORDINASI, REVIU, PERENCANAN ATAU PERTEMUAN LAIN
YANG PENTING
Tanggal
7-9 April
Dengan siapa
Kabid PPTK, Kasi PPTK Dikdas, Kasi PPTK Dikmen,
dan Staf Perencanaan dari 35 Kab/Kota di Jawa
Tengah
Hasil koordinasi
Terselenggaranya pelatihan pengolahan
data PTKdan PKB
8 April
Setda dan Biro Kerja Sama Luar Negeri Pemerintah
Provinsi Jateng
Kabid PPTK dan Kasi Peningkatan Mutu Dikdas
Disdik Prov Jateng
Kerjasama dengan donor luar nageri
semakin baik.
Ikutsertanya staf Disdikprov dalam
ToT 3 Provinsi (PBM & MBS)
12-13 Mei
Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten
Tanggal
2 April
Dengan siapa
Kadindikbud Semarang dan staf Dindikbud
9 April
10 April
Kasi Mapenda Kabupaten Batang
Fasilitator Daerah, Pengawas TK/SD, Dinas
Dikpora, Kakankemenag,
Kasi Pendikan Agama Kabupaten Grobogan
dan fasilitator daerah.
Kasi Kurikulum Sekmen Wonosobo,
fasilitator, kepala sekolah, dan guru.
Kepala UPTD, Fasilitator SD-MI, dan
Pengawas Kecamatan Gebang Purworejo.
Staf Program Perencanaan Disdikpora
Batang
29 Mei
8 Mei
7 Juni
4 Juni
Hasil koordinasi
Terselenggaranya implementasi kebijakan PPG
tentang rasio guru dan rombel.
Diseminasi MI di Kabupaten Batang
Terpilihnya sekolah praktik yang baik di
Kabupaten Wonosobo.
Madrasah Kemenag melakukan diseminasi
pada semester 1.
Rencana tindak lanjut kemajuan sekolah 4
bulan ke depan di Kab Banjarnegara.
Terselenggaranya diseminasi PAKEM modul 2
tanggal 8-11 Juni 2015
Terealisasinya diseminasi modul 1-2 SD/SMP
awal pelajaran baru 2015/2016.
KOHOR 1 DAN 2
ToT PROVINSI : ToT Modul 3 Pembelajaran Jenjang SMP dan MTs
TOT Provinsi Modul 3 pembelajaran di Jawa Tengah dilaksanakan dalam dua kelompok. Pertama,
kelompok kabupaten PRIORITAS kohor-1 ditambah kabupaten DBE (Karanganyar). Kegiatan
dilaksanakan di Hotel New Spahire Yogyakarta pada tanggal 14-19 Mei 2015. Jumlah peserta dalam
pelatihan tersebut yaitu 57 orang (L:41, P:16). Selain Kabupaten mitra, peserta juga berasal dari LPTK
mitra yaitu, UIN Walisongo, Universitas Negeri Yogyakarta, LPMP Jawa Tengah, dan P4TK
Matematika Yogyakarta. Adapun peserta pelatihan sebagai berikut:
Kabupaten
Sragen
Batang
Banjarnegara
Purbalingga
Semarang
UIN WS
UNY
LPMP Jateng
P4TKMat Yk
Karanganyar
Dindikprov
Purworejo
Guru
LK
PR
4
2
6
1
3
4
7
1
LK
1
KS
PR
Pengawas
LK
PR
LPTK
LK PR
LPMP
LK PR
Dinas P
LK PR
1
1
1
6
1
2
2
2
1
1
7
1
1
1
Kemenag
LK
PR
Lain
LK PR
Total
LK PR
5
2
7
1
3
5
7
1
7
1
2
2
2
1
1
7
1
1
1
81
Kedua, pelatihan provinsi modul 3 pembelajaran jenjang SMP dan MTs kelompok kabupaten DBE juga
dilaksanakan di Hotel New Spahire Yogyakarta, 23-26 Mei 2015. Peserta dalam kegiatan tersebut
sebanyak 66 orang (L:44, P:22). Praktik mengajar dilaksanakan di SMPN 1 Yogyakarta dan SMPN 5
Sleman. Peserta TOT kelompok I1 sebagai berikut:
Kabupaten
Jepara
Demak
Kudus
Blora
Grobogan
Boyolali
Purworejo
Karanganyar
Purbalingga
UNNES
UNY
Guru
LK
PR
3
5
2
4
2
6
2
4
1
1
3
3
4
1
1
LK
3
1
2
1
2
3
1
KS
PR
Pengawas
LK
PR
LPTK
LK PR
LPMP
LK PR
Dinas P
LK PR
Kemenag
LK PR
Lain
LK PR
1
1
1
1
1
1
3
2
Total
LK PR
6
7
2
6
2
7
2
6
2
4
4
5
4
1
1
1
1
3
2
TOT Modul 3 Manajemen Jenjang SMP dan MTs
Pelatihan terlaksana pada tanggal 20-23 Mei 2015 bertempat di New Saphir Hotel, Yogyakarta.
Kegiatan diawali dengan penguatan fasilitator dan persiapan pelatihan pada tanggal 18-19 Mei 2015.
Kegiatan diikuti 44 orang peserta (L:28, P:16) dari Kabupaten Purbalingga, Banjarnegara, Batang,
Semarang, Sragen, Blora, Grobogan, Purworejo, koordinator kabupaten, wakil dinas pendidikan
provinsi, kementerian agama provinsi, LPMP, P4TK, LPTK Unnes, UIN Walisongo dan UNY.
Kegiatan difasilitasi oleh 5 orang fasilitator pembelajaran pada hari pertama dan 10 fasilitator MBS
pada hari selanjutnya.
Kabupaten
Banjarnegara
Batang
Blora
Grobogan
Purbalingga
Purworejo
Semarang
Sragen
Prov Jateng
Unnes
UNY
UIN WS
P4TK
Guru
LK
PR
LK
2
1
2
3
1
KS
PR
1
2
Pengawas
LK
PR
2
1
2
2
1
2
1
5
1
3
2
LPTK
LK PR
LPMP
LK PR
1
Dinas P
LK PR
1
Kemenag
LK PR
1
1
4
1
1
Lain*)
LK PR
Total
LK PR
4
1
2
3
2
4
4
6
1
3
2
2
2
1
1
4
1
1
PELATIHAN SEKOLAH (PAKEM, CTL, MBS) (Modul 3 Bulan Agustus)
PENDAMPINGAN SEKOLAH KOHOR 1 DAN 2: Pendampingan pembelajaran modul 2 di
kabupaten kohor 1 di setiap sekolah berjalan antara rentang 50%-70%. Karena pada bulan Juni - Juli
ada ujian nasional dan kegiatan Ramadhan, kegiatan selanjutnya dilanjutkan pada bulan Agustus sampai
dengan September. Di kabupaten kohor 2, pendampingan sekolah modul 2 baru berjalan antara 3045%.
Pendampingan SMP/MTs dilaksanakan dalam siklus: (pre) paparan rencana kegiatan dan penyusunan
jadwal pendampingan, (plan) pertemuan mgmps dan penyempurnaan rencana pembelajaran, (do)
observasi pembelajaran di kelas, (see/reflection and plan) refleksi pembelajaran dan diskusi
penyempurnaan rencana pembelajaran, dan (do) observasi pembelajaran di kelas, dan seterusnya
sebagaimana siklus lesson study.
82
Jenjang SD/MI tiap pendampingan berisi: pertemuan tingkat KKG untuk mendiskusikan materi
pendampingan dan jadwal pendampingan di sekolah, fasda bersama guru menyusun RPP, fasda
mengamati pembelajaran dan melakukan evaluasi serta refleksi, menyusun RPP berdasarkan refleksi
pada pembelajaran sebelumnya, dan terakhir fasda mengamati pembelajaran dan melakukan evaluasi
serta refleksi serta menentukan materi untuk pembelajaran mandiri.
Untuk manajemen sekolah, pendampingan periode ke-2 difokuskan pada penyusunan RKT/RKAS
tahun berjalan, menumbuhkan dan mengelola budaya baca, pemanfaatan dana BOS untuk menunjang
pembelajaran, supervisi kepala sekolah, dan meningkatkan kerjasama dengan PSM. Capaian setiap
kabupaten sebagai berikut; Kabupaten Purbalingga 50-75%, Banjarnegara 100%, Batang 50%,
Semarang 100%, Sragen 70%, Wonosobo 40%, dan Pekalongan 50%.
Pendampingan diawali dengan lokakarya pendampingan yang dilakukan di setiap kabupaten, dengan
diikuti unsur UPTD, staf dinas pendidikan, staf kantor kementrian agama kabupaten, pengawas,
Kepala sekolah mitra dan non mitra, juga unsur BKD dan Bappeda. Jumlah sekolah yang didampingi
pada jenjang SD/MI sebanyak 113 SD/MI dan 56 SMP/MTs dari kabupaten mitra kohor 1 dan kohor 2.
KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1 (tidak ada)
UNJUK KARYA KABUPATEN KOHOR 2 (QR 12)
RAPAT TINGKAT LPTK
1. Pertemuan konsorsium telah dilaksanakan di Wisma MM UGM pada tanggal 20 April 2015.
Kegiatan tersebut diikuti oleh 3 LPTK mitra (UNY, Unnes dan UIN Walisongo) dan 4 LPTK
konsorsia dengan jumlah peserta sebanyak 19 orang (L:12, P:7). Tema pertemuan ini adalah
kerjasama antar LPTK dalam mengembangkan inovasi pembelajaran di sekolah dan perkuliahan.
Narasumber yang datang yaitu Prof. Zamzani (Dekan FBS UNY), Prof. Sukestiyarno (Wakil
Rektor IV Unnes) dan Ahmad Muthohar, MA (Wakil Dekan II FITK, UIN Walisongo). Hasil
pertemuan menyepakati untuk melakukan kerjasama di bidang penelitian bersama. Unnes akan
menginisiasi pertemuan untuk menindaklajuti rencana kerjasama antara LPTK tersebut. Dalam
pertemuan juga diusulkan agar USAID PRIORITAS dapat memfasilitasi pelatihan yang dituntut
dalam standar perguruan tinggi sesuai dengan kurikulum Kerangka Kualifikasi Nasional Indonesia
(KKNI).
2. Pertemuan koordinasi dengan FMIPA Unnes telah dilakukan pada tanggal 14 dan 16 April 2015 di
ruang sidang FMIPA Unnes. Kegiatan ini diikuti oleh Dekan FMIPA beserta panitia Lomba Inovasi
Alat Peraga dan Praktikum MIPA Nasional (Linpranas). Kegiatan tersebut merupakan koordinasi
kegiatan lomba dan unjuk karya sekolah mitra Unnes. Rincian jadwal dan pembagian tugas di
masing-masing kegiatan telah disepakati dalam pertemuan itu.
Rapat kerja dengan sekolah lab dan mitra LPTK dilakukan pada tanggal 13 April 2015 untuk mitra
Unnes dan UIN Walisongo, sedangkan tanggal 14 April 2015 untuk mitra UNY. Pertemuan diikuti
oleh 20 SD/MI dan 10 SMP/MTs mitra Unnes, UIN dan UNY. Kegiatan difokuskan pada persiapan
unjuk karya sekolah mitra Unnes dan UNY. Bersama para fasilitator dan staf, setiap sekolah
mengecek kembali persiapan unjuk karya dan penampil. Untuk madrasah mitra UIN Walisongo, tim
sekolah mendiskusikan tantangan implementasi program di sekolah dan pendampingan para dosen
fasilitator.
83
PELATIHAN SEKOLAH LAB DAN MITRA LPTK (PAKEM, CTL, MBS) (sudah
selesai)
PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK
Sebanyak 9 SMP/MTs mitra UNY, Unnes dan UIN Walisongo telah menerima pendampingan
sebanyak 2-3 kali untuk tiga mata pelajaran yaitu IPA, bahasa Inggris, dan Matematika. Sementara 5
SD/MI dari mitra UNY, Unnes dan UIN Walisongo telah menerima pendampingan antara 2-5 kali.
Mekanisme yang dilakukan seperti di kabupaten kohor 1 dan 2 di atas.
PELATIHAN PEMBELAJARAN DAN MBS UNTUK DOSEN PEGADOGI (LPTK
MITRA DAN KONSORSIUM) (sudah selesai)
PENELITIAN TINDAKAN KELAS (PTK)
Pertemuan ketiga penelitian tindakan kelas (PTK) dilaksanakan tanggal 23-25 April 2015 di Hotel
Aston, Semarang. Kegiatan diikuti oleh 6 tim PTK dari 6 sekolah lab dan mitra LPTK (Unnes, UIN
Walisongo, dan UNY) yang masing-masing diwakili 2 tim. Jumlah peserta yaitu sebanyak 24 orang
(L:8, P:16). Pada pertemuan ini, fokus dari tim yaitu menuliskan laporan PTK. Semua tim telah
menyelesaikan draft pertama laporan dan telah mendapatakn masukan dari orang kunci. Selanjutnya
dalan Rencana Tindak Lanjut (RTL), tim tersebut menyempurnakan laporan PTK dan menyerahkan
kepada keyperson pada tanggal 5 Mei 2015 untuk mendapatkan masukan dari orang/staf kunci.
UNJUK KARYA LPTK
Unjuk karya sekolah lab dan mitra Unnes dilaksanakan ada tanggal 18 April 2015 di Kampus Unnes
Sekaran, Semarang. Kegiatan ini diikuti oleh perwakilan 10 SD/SMP mitra LPTK dan dilaksanakan
bersama dengan Lomba Inovasi Praktikum dan Alat Peraga MIPA Nasional. Setiap sekolah
menampilkan hasil pembelajaran dan MBS sebagai dampak pelatihan USAID PRIORITAS. Kegiatan
dibuka oleh Rektor Unnes, Prof. Dr. Fathur Rokhman, M. Hum. Rektor berkesempatan melakukan
kunjungan ke setiap stan sekolah dan melakukan wawancara dengan siswa dan guru. Karya yang
ditampilkan pada unjuk karya meliputi karya siswa, media pembelajaran beserta RPP, dan dokumen
perencanaan sekolah.
Unjuk karya yang kedua yaitu dilaksanakan oleh 11 SD/SMP lab dan mitra pada tanggal 20-22 April
2015 di GOR UNY. Unjuk karya dilaksanakan bersamaan dengan pameran Dies Natalis UNY ke 51
dan dibuka secara resmi oleh Rektor UNY Prof. Dr. Rokhmat Wahab, M.Pd.,MA. Setelah pembukaan
Rektor berkeliling mengunjungi stan sekolah mitra USAID PRIORITAS-UNY dan LPTK mitra
konsorsia. Di setiap stan Rektor melakukan interview dengan para siswa dan guru serta meminta
siswa untuk melakukan demonstrasi alat peraga atau hasil karya yang ditampilkan.
SELEKSI SEKOLAH PRAKTIK YANG BAIK (GPS) KOHOR 2
Verifikasi 10 calon sekolah praktik yang baik di Kabupaten Wonosobo dilakukan pada tanggal 9 -10
April 2015. Kegiatan dilakukan oleh tim yang terdiri atas 14 orang dari USAID PRIORITAS, fasilitator
dari UNY dan UIN Walisongo, fasilitator daerah, pengawas dari dinas pendidikan dan Kemenag.
Verifikasi dilakukan melalui observasi pembelajaran, manajemen sekolah, wawancara dengan guru,
kepala sekolah, komite sekolah, dan paguyuban kelas. Hasilnya, di Kabupaten Wonosobo terpilih
emapt sekolah yaitu, SDN 1 Garung, MI Muhammadiyah Kertek, SMP Ma'arif Mlandi, dan SMP
Muhammadiyah Kertek.
PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN KOHOR 2
Salah satu kebijakan Kabupaten Pekalongan dalam rangka penataan dan pemerataan guru (PPG)
adalah menggabungkan 66 SD Negeri menjadi 33 SD Negeri. Kebijakan ini didukung dengan
Keputusan Bupati Pekalongan nomor 420/61 Tahun 2014 tentang Penggabungan Sekolah Dasar
84
Negeri di Kabupaten Pekalongan. Kebijakan tersebut akan diimplementasikan mulai 1 Juli 2015,
Karena itu, kegiatan pertemuan reviu yang diadakan pada 27 Mei 2015 bertujuan menghimpun
masukan-masukan dari para Kepala UPTD Pendidikan dan pengawas SD Negeri. Informasi dari para
peserta pertemuan reviu sangat penting untuk mengantisipasi masalah-masalah yang muncul dalam
implementasi.
LPTK
Kabupaten
Pekalongan
LK
PR
Dindik
LK
33
PR
7
Kemang
LK
PR
BKD
LK
1
PR
Bappeda
LK
PR
Total
LK
34
PR
7
Total
41
PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) DAN KEUANGAN
PENDIDIKAN
Sebagai tindak lanjut kegiatan lokakarya 2 pengembangan keprofesian berkelanjutan (PKB),
dilaksanakan pendampingan tahap 1 dan 2 di masing-masing kabupaten (Purbalingga, Banjarnegara,
Batang). Pendampingan diikuti oleh tim PKB kabupaten yang terdiri dari tim PKB dari Dinas
Pendidikan, BKD, Bappeda, dan DPPKAD. Pendampingan bertujuan melengkapi data dan menajamkan
analisis. Unsur yang dibahas dalam pendampingan adalah: hasil pemetaan guru yang akan dilatih,
penghitungan satuan biaya pelatihan, potensi sumber dana pelatihan, dan perencanaan strategis
program PKB. Pendampingan tahap 1 di tiga kabupaten dilaksanakan pada tanggal 22-30 Mei 2015
sedangkan tahap 2 dilaksanakan pada 08-16 Juni 2016.
MONITORING DAN EVALUASI
Kegiatan monitoring dan evaluasi pada triwulan ini meliputi pengambilan data di sekolah mitra LPTK
dan LPTK mitra. Data yang dikumpulkan antara lain berupa pengamatan pembelajaran dan data
manajemen sekolah. Kegiatan dilakukan pada tanggal 30 Maret, 1, 6, dan 14 April 2015. Kegiatan yang
kedua yaitu pengambilan data tentang pembelajaran aktif di LPTK. Cara yang dilakukan yaitu dengan
diskusi bersama mahasiswa dari PGSD/MI, Mapel Matematika, Bahasa Indonesia, dan IPA. Kegiatan
dilakukan pada tanggal 17, 23, 24 Juni 2015 di universitas masing-masing.
Terdapat 9 kabupaten yang melaksanakan diseminasi pada rentang bulan April-Juni 2015, yaitu
Kabupaten Banjarnegara, Jepara, Karanganyar, Kota Surakarta, Kudus, Purbalingga, Purworejo,
Sragen, dan Wonosobo. Jumlah kegiatan diseminasi sebanyak 17 kegiatan dengan perincian;
pembelajaran SD/MI sebanyak 8 kegiatan, pembelajaran SMP/MTs sebanyak 6 kegiatan, dan MBS
sejumlah 3 kegiatan. Kegiatan diseminasi diikuti oleh 1.118 peserta (L: 503, P:615), yang berasal dari
315 lembaga. Sumber pendanaan berasal dana non USAID PRIORITAS (BOS/Non
BOS/MGMP/KKG/APBD dan lainnya) sebanyak Rp. 274.924.500. dan dari USAID PRIORITAS
sebesar Rp. 549.792.725.
KEGIATAN LAIN
Pada tanggal 21-24 Juni 2015 USAID PRIORITAS Jawa Tengah membantu Kementerian Pendidikan
dan Kebudayaan untuk menyelenggarakan pendampingan kelompok kerja guru (KKG) dan PKB di
Hotel Santika Semarang. Sasaran kegiatan ini adalah para guru, kepala sekolah, pengawas sekolah,
kepada bidang PTK Dinas Pendidikan Kabupaten Semarang, dan BKD Kabupaten Semarang. Total
peserta berjumlah 22 orang termasuk dari Dinas Pendidikan Kabupaten Semarang, Dinas Pendidikan
Provinsi Jawa Tengah, BKD Provinsi Jawa Tengah, dan LPMP Provinsi Jawa Tengah. Sebagai fasilitator
selain dari Kementerian Pendidikan adalah LPMP Provinsi Jawa Tengah dan USAID Prioritas Jawa
Tengah. Kegiatan ini bertujuan ini untuk memberikan penguatan kepada peserta dalam melaksanakan
Penilaian Kinerja Guru (PKG).
85
•
Tingkat provinsi: TOT 3 SD/MI dan SMP/MTs Pembelajaran dan MBS Kohor 2, dan kabupaten
DBE
•
Tingkat kabupaten: Provincial Strategic Planning Workshop (PKB), Uji publik PKB, implementasi PKB
•
Tingkat sekolah: Pelatihan pembelajaran dan MBS modul 3 SD/MI, SMP-MTs.
•
LPTK: Pertemuan Reviu sekolah praktik yang baik, pelatihan sekolah lab dan sekolah mitra LPTK.
Galeri Foto
Pendampingan Lokakarya 2 pengembangan keprofesian berkelanjutan di
Kabupaten Purbalingga (10/6).
Rektor Unnes, Prof. Fathur Rahman memeriksa Kas Bank Mini di stan
pameran SMPN 12 Semarang, dalam unjuk karya sekolah mitra Unnes
(18/4).
Rektor UNY, Prof. Rohmat Wahab mencoba alat pendeteksi tsunami di
stan sekolah mitra UNY dalam unjuk karya sekolah mitra UNY (21/4).
Siswa sedang mengenal sumber daya alam yang dapat diperbarui
dengan membuat batu bata. Kegiatan tersebut dalam praktik mengajar
diseminasi Kalikajar Wonosobo (24/4).
Praktikan diseminasi Kabupaten Wonosobo mengajak siswa
menghafalkan nama binatang dalam bahasa Inggris dengan memakai
media ular tangga (11/5).
Enumerator, Nur Jannah memandu Focus Group Discussion (FGD)
dengan mahasiswa matematika Unnes pada forum monitoring dan
evaluasi di LPTK (24/6).
86
Provinsi: Jawa Timur
Tanggal
11 & 18 Mei
Dengan siapa
Kasie Kelembagaan dan staff
Kemenag Provinsi Jatim
Hasil koordinasi
Kesepakatan daerah PKB dan persiapan data EMIS
Tanggal
1 Juni
Dengan siapa
Staff Dinas Pendidikan dan
operator dapodik Kota Batu
Hasil koordinasi
Sosialisasi program PPG ,Pengumpulan data dapodik
SD & SMP se-Kota Batu
6 April
Dispendik Labuhanbatu dan
Blitar
Koordinasi bersama persiapan kunjungan sekolah
mitra Labuhanbatu ke Blitar
20-21 April
Dispendik Kab Blitar
Untuk melihat kendala, tantangan dan faktor
penunjang keberhasilan inovasi pembelajaran kelas
rangkap.
15 Mei
Bupati, Bappeda, Dispendik dan
Kemenang Kab Madiun
Membahas APBD 2015 untuk diseminasi yang
rencananya untuk September-November 2015
KOHOR 1, 2 dan 3
ToT PROVINSI
ToT Provinsi Modul 3 CTL SMP/MTs Kohor 1 dan DBE Gelombang 1 dilaksanakan di Malang
pada 24-27 Mei 2015 diikuti oleh mitra Kohor 1 (Madiun, Blitar, Kab Mojokerto, Pamekasan,
Situbondo) dan DBE Gelombang 1 (Sampang):
Kabupaten
Madiun
Blitar
Kab
Mojokerto
Pamekasan
Situbondo
Sampang
Jatim
Guru
LK PR
4
5
2
2
5
4
2
3
8
5
4
2
KS
LK PR
1
1
Pengawas
LK
PR
LPTK
LK PR
LPMP
LK PR
1
1
3
3
Dinas
Pend
LK PR
Kemenag
LK PR
Lain
LK PR
Total
LK PR
4
5
3
4
5
4
2
4
8
3
ToT Provinsi Modul 3 CTL SMP/MTs DBE Gelombang 2 dilaksanakan di Malang pada 7-10 Juni
2015 diikuti oleh mitra DBE Gelombang 2 (Sidoarjo, Bojonegoro, Nganjuk, Pasuruan, Kota
Mojokerto, Tuban):
87
5
4
2
3
Kabupaten
Sidoarjo
Bojonegoro
Nganjuk
Kota
Mojokerto
Tuban
Pasuruan
Jatim
Guru
LK PR
3
4
5
4
2
6
6
3
8
5
1
1
KS
LK PR
1
1
1
1
1
Pengawas
LK
PR
2
LPTK
LK PR
LPMP
LK PR
Dinas
Pend
LK PR
Kemenag
LK PR
Lain
LK PR
Total
LK PR
5
4
5
5
3
7
6
3
8
7
1
3
6
Tanggal
kegiatan
Nama Kegiatan
4-7 April
Pelatihan CTL SMP/MTs Modul 2 Gugus 1 Kec Lumajang
8-11 April
Pelatihan CTL SMP/MTs Modul 2 Gugus 2 Kec Sukodono
22-23 April
Pelatihan MBS SMP/MTs Modul 2 Gugus Lumajang & Sukodono
26-27 Mei
Pelatihan MBS SD/MI Modul 2 Gugus 1 Kec Lumajang
28-29 Mei
Pelatihan MBS SD/MI Modul 2 Gugus 1 Kec Sukodono
Ngawi/kohor 2
1-4 April
Pelatihan PAKEM SD/MI Modul 2
10-13 Mei
Pelatihan CTL SMP/MTs Modul 2 Gelombang 1
18-21 Mei
Pelatihan CTL SMP/MTs Modul 2, Gelombang 2
26-27 Mei
Pelatihan MBS SMP/MTs Modul 2
3-4 Juni
Pelatihan MBS SD/MI Modul 2 Gelombang 1
5-6 Juni
Pelatihan modul 1 untuk Kohor 3 di Kota Batu – Modul 1
Kota Batu/kohor 3
8-10 April
Pelatihan PAKEM SD/MI Modul 1 Gelombang 1
14-16 April
15-17 April
Pelatihan CTL SMP/MTs Modul 1
21-23 April
24-26 April
27-29 April
Lamongan/kohor 3
11-13 April
14-16 April
18-20 April
Pelatihan CTL SMP/MTs Modul 1
22-24 April
28-30 April
26-28 April
Pelatihan modul 1 untuk Kohor 3 di Kabupaten Jombang :
Jombang/kohor 3
30 Maret-1 April
31 Maret-2 April
4-6 April
5-7 April
6-8 April
9-11 April
12-15 April
Banyuwangi/kohor 3
4-6 April
7-9 April
12-14 April
Pelatihan MBS SD/MI Modul 1 Gelombang 1 & 2
11-13 April
Pelatihan CTL SMP/MTs Modul 1 Gelombang 1 & 2
15-17 April
Pelatihan MBS SMP/MTs Modul 1 Gelombang 1 & 2
Kabupaten/kohor
Lumajang/kohor 2
88
1
2
PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3
Pendampingan di Kabupaten Madiun (Kohor 1) dilakukan di 2 gugus yakni Mejayan dan Geger
sejumlah 24 sekolah di kelas 1-5 karena kelas 6 persiapan menghadapi ujian nasional.
Pendampingan di Kab Ngawi (Kohor 2) dilaksanakan di SD/MI dan SMP/MTs dengan temuan
sebagai berikut:
•
Peran paguyuban kelas mulai muncul, misalnya : adanya kesadaran orang tua siswa untuk
membantu sarana belajar siswa seperti buku – buku bacaan, pengadaan LCD.
•
Program budaya baca mulai tumbuh di setiap sekolah. Terdapat jam dan hari – hari khusus untuk
membaca di hampir seluruh sekolah mitra.
•
Alat/media untuk kegiatan pembelajaran sudah dianggarkan dalam RKAS.
•
Para guru sudah memanfaatkan lingkungan sekolah sebagai sumber belajar.
Peluncuran Budaya Baca di sekolah mitra SMPN 05 Kabupaten Lumajang dilakukan pada
12 Mei 2015. Pemerintah Kabupaten Lumajang juga meluncurkan Program “Gemar Membaca”
disemua sekolah dan semua jenjang. Kegiatan ini merupakan kerjasama dengan Kepala Perpustakaan
Nasional RI, Kepala Badan Perpustakaan dan Kearsipan Propinsi Jawa Timur, dan Kepala Badan
Perpustakaan Daerah Kabupaten Lumajang,
Kegiatan dilaksanakan di Surabaya untuk UINSA dan UNESA (23 Mei 2015) dan Malang untuk UM
(25 Mei 2015). Kegiatan ini difasilitasi oleh 14 fasilitator dari UNESA (6), UIN (2) dan UM (6).
Pesertanya sebagai berikut:
LPTK
UINSA
UM
UNESA
Guru
LK
PR
7
10
7
9
8
12
Komsek
LK
PR
3
1
2
1
3
1
Kepala
Sekolah
LK
PR
3
3
4
3
2
2
Pengawas
LK
PR
-
Lain
LK
PR
-
Total
LK PR
-
Total
27
26
28
LOKAKARYA SEKOLAH PRAKTIK YANG BAIK
Lokakarya dilaksanakan pada 13-15 April 2015 di Hotel Santika Premier Surabaya dengan 48 peserta
untuk tingkat SD/Mi, dan 70 untuk tingkat SMP/MTs. Sedangkan fasilitator yang terlibat adalah 8
orang dari UIN SA, UNESA dan UM untuk tingkat SD/MI dan 10 orang dari UM, UNNES, UIN SA
dan UNESA untuk SMP/MTs.
Pendampingan selama bulan April-Juni melibatkan: 10 SMP/MTs dan 24 SD/MI. Jumlah fasilitator yang
terlibat berjumlah 43 dari UINSA (16), UM (16) dan UNESA (11).
Lokakarya PTK ke-3 dilakukan pada tanggal 27-29 Maret 2015 di Hotel Aria – Malang. Telah
diselesaikan analisis data siklus 1 dan 2, serta penyusunan draf laporan PTK. PTK diikuti oleh peserta
dari UINSA (4), MI Badrus Salam (2), MTs Wachid Hasyim (2), UNESA (4), SDN Wiyung (2), SMPN
21 (2), UM (4), SMP Lab UM (2) dan SDN Percobaan 2 (2).
89
PELATIHAN DOSEN PEDAGOGI
Dilaksanakan pada tanggal 24-26 April di Hotel Purnama Batu, diikuti oleh 105 dosen (M:45, F:60)
dari UM Malang, UNESA, UIN SA dan Konsorsia, yaitu: IAIN Tulungagung, IKIP PGRI Madiun, STAIN
Ponorogo, UNIPA, UNMUH Sidoarjo, UNP Kediri.
SELEKSI SEKOLAH PRAKTIK YANG BAIK KOHOR 2
Seleksi sekolah praktik yang baik kohor 2 dilakukan di Lumajang pada tanggal 30 Maret – 1 April 2015
dan di Ngawi pada tanggal 16-18 April 2015. Berikut adalah daftar sekolah terpilih:
Kabupaten
Lumajang
Ngawi
Nama kepala
sekolah
Dra.Hj.Suwarti Yani
Fatimah,M Pd.
Mashuri, S.Pd.I
Nama sekolah
SDN Kutorenon 01
Sukodono
MI Nurul Huda
Lumajang
SMPN 04 Lumajang
Alamat
Jl. Kedondong No.24 Kutorenon, Sukodono
Lumajang
Jl. Cempaka 60 Jogotrunan, Lumajang
MTs Al Fauzan
JL. Letnan Kolonel Slamet Wardoyo, RT.01,
RW.01, Labruk Lor, Kec. Lumajang
Desa Guyung, Kec. Gerih, Kab. Ngawi
Jl. Raya Ngawi Madiun, Desa Tambakromo, Kec.
Geneng, Kab. Ngawi
JL. Raya Kwadungan Simo, Kwadungan, Kec.
Ngawi, Kab. Ngawi
Jl. Geneng Kendal KM 17 Randusongo, Kec.
Gerih, Kab. Ngawi
Jalan Jend. Basuki Rakhmad No. 45 Lumajang
SD Negeri Guyung 2
SD Negeri Tambakromo
1
SMP Negeri 1
Kwadungan
MTs Negeri Geneng
Dra. Ghoniyul
Khusnah, M.Pd
Nur Ifadah, SH.,MA
Drs. Suparman, M.Pd
Dra. Sutarti, M.Pd
Dra. Suharti, M.Pd.
Drs. Sunarto, M.Pd
UNJUK KARYA LPTK UM MALANG
Dilaksanakan di Hotel Swissbelin Malang pada 6 Juni 2015 dengan hadirin 100 orang dan narasumber
dari Kementrian RistekDikti (1 orang), Kemendikbud (3 orang), Menko PMP (1), Kepala Dinas
Pendidikan Kota Malang, COP USAID PRIORITAS Stuart Weston, dan Lynne Hill. Pimpinan UM
Malang yang hadir adalah Wakil Rektor II dan Dekan FMIPA. Kakandepag Kota Malang juga ikut hadir
dalam kegiatan tersebut.
Lokakarya 1 Analisa Data PPG dilaksanakan di Hotel Savana Malang tanggal 10-12 Juni 2015,
diikuti oleh Kabid PTK, Kasubag Sungram, Tim Dapodik, Tim Data Dikdas/PTK, dan Tim Data BKD,
total 22 orang dari kabupaten Kohor 3. Kegiatan tersebut untuk menyusun draft hasil analisa data
dan isu strategis pemetaan dan pemerataan guru di daerah.
Kabupaten
Banyuwangi
Batu
Jombang
Lamongan
Jatim LPMP
90
LPTK
LK
PR
Dinas
Pend.
LK PR
3
1
4
4
3
1
Kantor
MenAg
LK PR
BKD
LK PR
1
1
1
1
Bappeda
dll
LK
PR
Total
LK
PR
4
1
5
5
4
1
2
0
Total
5
5
5
5
2
PPG Kabupaten DBE, Kohor 1, 2, dan 3 meliputi rapat koordinasi pemangku kepentingan,
pendampingan, konsultasi publik, monitor implementasi PKR, pelatihan SIMDIKDAS, dan sosialisasi
PPG untuk Kohor 3.
Kabupaten
Banyuwangi (Kohor 3)
Pasuruan (DBE)
Ngawi (Kohor 2)
Blitar (Kohor 1)
Blitar (Kohor 1)
Lumajang (Kohor 2)
Lamongan (kohor 3)
Lumajang (Kohor 2)
Batu (Kohor 3)
Lamongan (Kohor 3)
Situbondo (Kohor 1)
Tanggal
11-13 April 2015
15 April 2015
21-22 April 2015
22-23 April 2015
27 April 2015
5-7 Mei 2015
20 Mei 2015
21 Mei 2015
25 Mei 2015
26 Mei 2015
28-29 Mei 2015
6 Juni 2015
8 Juni 2015
Kegiatan
Sosialisasi PPG
Rapat koordinasi
Pendampingan konsultasi publik
Monitor implementasi PKR
Sosialisasi PPG Kohor 3
Pelatihan SIMDIKDAS
Pendampingan PPG Kohor 3
Forum uji publik
Pengumpulan data PPG
Total
LK PR
19
2
9
17
11
2
3
1
19
2
7
17
25
15
6
18
16
1
6
5
6
1
35
10
Total
21
26
13
4
21
120
8
23
30
21
7
53
26
MONITORING DAN EVALUASI di LPTK
Pelaksanaan monitor di UNESA dan UIN Sunan Ampel tanggal 21 Mei 2015 dilakukan dengan metode
FGD mahasiswa untuk mendapatkan informasi praktik perkuliahan yang baik di LPTK pada jurusan
PGSD, IPA, matematika, Bahasa Indonesia dan Bahasa Inggris. Tanggal 25 Mei – 11 Juni 2015
wawancara untuk mendapatkan data dalam kuesioner LPTK, yang dilakukan oleh enumerator
dosen/TTI Koordinator. Sasaran wawancara adalah rektor, dekan, atau kepala jurusan.
Pada bulan Juni sedang dilakukan monitor data sekolah praktk yang baik oleh koordinator kabupaten
kohor 1 dan 2. Data yang diambil sebanyak 24 sekolah praktik yang baik dari 6 kabupaten.
Diseminasi di Kabupaten Bangkalan: Pelatihan Modul II MBS SD Kabupaten Bangkalan bagi 270
peserta (L:139, P131) didanai APBD 2015 Dinas Pendidikan, bertempat di Gedung Merdeka.
Diseminasi pelatihan tahap I SD/MI dilakukan pada tanggal 22-23 April untuk 90 orang kepala sekolah,
diseminasi pelatihan tahap II SD/MI pada tanggal 27-28 April 2015 untuk 90 orang kepala sekolah, dan
diseminasi tahap III SD/MI pada tanggal 29-30 April 2015 untuk 90 orang kepala sekolah.
Diseminasi di Kabupaten Blitar
a. Diseminasi aplikasi Simdikdas Dispendik Kab Blitar pada 7-8 Mei dan diikuti oleh 124 peserta
yang terdiri dari operator Dapodik UPTD dan perwakilan sekolah-sekolah inti se-Kab Blitar.
b. Diseminasi PAKEM Modul 1 dan 2 dilaksanakan pada 11-14 Juni dan diikuti oleh 54 lembaga dari
22 kecamatan.
c. Diseminasi inovasi PAKEM kelas rangkap dilaksanakan pada 15-17 Juni dan diikuti oleh 54
lembaga dari 22 kecamatan.
Diseminasi MBS di Kabupaten Bojonegoro dengan biaya APDB Rp150 juta dilaksanakan tanggal
15-16 Juni di GOR Sekolah Model Terpadu untuk sekolah inti dari 28 Kecamatan dengan total
peserta 95 orang (L: 60, P:35).
Kabupaten Situbondo membentuk fasilitator lapis 2 melalui program diseminasi tingkat kabupaten
didanai APBD. Kegiatan diseminasi sebagai berikut: pembelajaran SD/MI (11-15 April) untuk 50
91
peserta, MBS 25 orang, CTL SMP (18-20 Mei) untuk 15 peserta dan MBS untuk 25 orang, dan sub
rayon 2, sub rayon 3, sub rayon 4 dan 5.
Diseminasi di Kabupaten Mojokerto PAKEM 1 pada 6-8 April 2015 untuk 47 orang dan PAKEM
ke dua pada tanggal 6-8 Mei 2015 untuk 63 orang dari 8 MI.
Diseminasi di Kabupaten Pasuruan: Modul 2 untuk CTL SMP/MTs, 3 gelombang. (1) KKM
Kecamatan Bangil & Wonorejo, 1-4 April 2015; (2) KKM Wonorejo & Pohjentrek, 7-10 April 2015;
(3) KKM MTsN Pohjentrek & Rejoso, 16-19 April 2015. Menggunakan dana BOS dengan total Rp.
80.225.000, dan diikuti peserta sebanyak 219 guru (M: 118, F:101).
KEGIATAN LAIN
Kunjungan Dispendik Kabupaten Labuhanbatu Sumut ke Kabupaten Blitar dilakukan pada
tanggal 7-9 April 2015. Sekolah yang dikunjungi adalah SMPN 1 Sanankulon, SMPN 3 Srengat dan
MTsN Kambewangi. Tujuannya adalah untuk melihat pelaksanaan praktik-praktik yang baik di sekolah
tersebut dan berdialog dengan jajaran staf Dispendik Kabupaten Blitar.
Kunjungan Dispendik Kabupaten Semarang Jateng ke Kabupaten Blitar dengan tujuan
yang sama dilakukan pada 10-11 April 2015. Sekolah sekolah yang dikunjungi : SDN Sumberasri 6,
dan SDN Gadungan 3.
•
Tingkat provinsi: ToT Modul 3 PAKEM SD/MI dan MBS SMP/MTs
•
Tingkat kabupaten: Rapat strategis untuk diseminasi (PKB)
•
Tingkat sekolah: Pelatihan Sekolah Modul 3 kohor 1 jenjang SMP/MTs, pendampingan PAKEM,
CTL dan MBS di kohor 2 Modul 2 dan kohor 3 Modul 1
•
LPTK: Rapat kerja dengan sekolah lab/mitra LPTK, rapat reviu dan persiapan tahap 1 dengan
fasilitator LPTK, Rapat LPTK konsorsium provinsi, Unjuk Karya LPTK, pelatihan sekolah
lab/mitra LPTK, lokakarya perencaan bisnis LPTK.
Galeri Foto
Siswa SDN Bareng 3 memperagakan karyanya “Misteri Perkalian” di
depan COP pada kegiatan showcase LPTK di Malang (6/6).
92
Mahasiswa FMIPA UM memperagakan perubahan gesekan menjadi
panas pada kegiatan showcase LPTK di Malang (6/6).
Peserta pelatihan sedang menyusun RPP dalam persiapan praktik
mengajar pada Diseminasi PAKEM di Kab Blitar (11-14 /6)
Penyerahan Buku Bantuan Program Budaya Baca pada Pelatihan Modul
II MBS SD/MI Kab. Lumajang (28 -29/5).
Peserta pelatihan sekolah MBS SD/MI di Kab Lamongan saat
mengerjakan tugas kelompok.
Praktik mengajar di MTsN Junrejo Batu pada ToT Modul 3 CTL
SMP/MTs (7-10 /6).
Kepala Dinas Pendidikan Kota Batu mengamati pajangan kelompok saat
pelatihan sekolah PKEM SD/MI di Hotel Purnama.
Peserta mempresentasikan hasil kerja kelompok pada diseminasi
Pelatihan Modul II MBS SD Kabupaten Bangkalan (29-30/4).
93
Provinsi: Sulawesi Selatan
RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN
YANG PENTING
Kegiatan koordinasi dan pertemuan dengan pemangkku kepentingan dilakukan untuk menindaklanjuti
beberapa kegiatan sebelumnya, khususnnya rekomendasi dari rapat reviu dan perencanaan kabupaten
(DPRM) yang telah dilaksanakan di beberapa daerah.
Tanggal
17 April
Dengan siapa
Wakil Bupati Bone
21 April
Kepala Dinas Pendidikan,
Sekretaris Bapped kabupaten
Sidrap
22 April
Bupati Toraja,
Kepala Dinas Pendidikan dan
Kabid dalam lingkup Dinas
Pendidikan
11 Juni
Bupati Bone dan Wakil Bupati,
membicarakan tentang tindak
lanjut kebijakan PPG
13 Juni
Kabid Sosbud Bappeda, Kabid
Dikdas, Kasie PTK dan
beberapa Kepala UPTD di
Kantor Bappeda Bantaeng.
Hasil koordinasi
• Wakil Bupati menganggap perlu pendampingan intensif
untuk membantu penyusunan rencana jangka panjang
pembangunan pendidikan Bone
• Dalam jangka pendek Wakil Bupati akan menginstruksikan
kepada Dinas Pendidikan agar mengkoordinasikan dengan
semua UPTD untuk menyusun rencana diseminasi secara
menyeluruh pada semua SD dan SMP di Bone.
• Kepala Dinas Pendidikan menyetujui perlunya dilakukan
monev hasil diseminasi dan Bappeda akan memberikan
dukungan, dan menyatakan kesiapannya untuk
mengalokasikan anggaran Monev di Bappeda
• Disepakati akan dilakukan diskusi lanjutan untuk membahas
instrument monev akan digunakan
• Bupati menyatakan dukungan penuh untuk
mengimplementasikan kebijakan PPG yang akan
direkomendasikan oleh konsultasi Publik PPG nantinya
• Bupati menyetujui untuk menerbitkan Perbup bila hal
tersebut diperlukan untuk mendukung implementasi
kebijakan PPG yang direkomendasikan oleh konsultasi
publik nantinya
• Bupati dan Wakil Bupati menyetujui pelaksanaan
penggabungan sekolah secara bertahap
• Wakil Bupati meminta Tim PRIORITAS mendampingi
Dinas Pendidikan untuk menyusun petunjuk teknis
pelaksanaan penggabungan dan penentuan kriteria yang
diprioritaskan untuk penggabungan tahap I
• Telah disepakati untuk melaksanakan TOT semua
pengawas jenjang SD dan SMP karena Monev akan
mengoptimalkan pengawas
• Bappeda telah menyiapkan anggaran untuk kegiatan TOT
pengawas SD dan SMP
• Kabid Dikdas akan menkoordinasikan penyiapan peserta
dan penyiapan tempat pelatihan.
KOHOR 1, 2 dan 3
ToT PROVINSI
Pada tanggal 19 – 22 Mei 2015 dilaksanakan ToT modul 3 jenjang SMP/MTs untuk fasda
pembelajaran. Pesertanya berasal dari daerah kohor 1 (kabupaten Bantaeng, Maros, Wajo), tiga
daerah eks DBE (Kabupaten Pinrang, Sidrap, dan Soppeng), LPTK mitra (UNM, UIN Alauddin), dan
LPMP. Juga diundang perwakilan kabupaten dari Dinas Pendidikan dan Kemenag. Jumlah peserta
adalah 82 orang (47 laki-laki, 35 perempuan). ToT fasda pembelajaran dan fasilitator MBS
dilaksanakan secara terpisah. ToT untuk fasilitator MBS baru akan dilaksanakan pada tanggal 28 Juni –
1 Juli 2015 (akan dilaporkan pada QR 14). Tabel berikut memuat rincian peserta.
94
Daftar Peserta ToT Modul 3 (Pembelajaran) Jenjang SMP/MTs Gelombang I
Kabupaten
Bantaeng
Maros
Wajo
UNM
UIN
LPMP
Pinrang
Sidrap
Soppeng
Guru
LK PR
3
6
6
3
5
1
LK
0
0
1
KS
Pengawas
LK
PR
1
1
2
0
1
1
PR
1
0
0
LPTK
LK PR
3
0
4
6
2
1
1
5
3
0
0
0
1
1
1
2
1
1
1
0
LPMP
LK PR
Dinas
Pend
LK PR
0
0
0
0
1
0
Kemenag
LK
PR
0
0
0
0
1
0
Lain
LK PR
0
0
0
0
0
0
Total
LK PR
4
8
8
3
9
2
3
3
0
4
3
2
3
4
3
2
DAERAH Eks DBE
1
1
0
0
0
1
0
0
0
0
0
1
0
0
0
0
0
0
9
8
3
2
3
8
Dalam periode ini pelatihan sekolah dilaksanakan di daerah kohor 2 menggunakan modul 2
pembelajaran dan MBS dengan jadwal berikut:
Tanggal
30 Maret – 2
April
13-14 April
22-25 April
26-27 April
27-28 April
29-30 April
12-15 Mei
19-20 Mei
20-21 Mei
9-10 Juni
12-13 Juni
Kabupaten
Pare-pare
Jenis pelatihan
CTL
Pare-pare
Toraja
Pare-pare
Takalar
Takalar
TanaToraja
Bone
Bone
Tana Toraja
Tana Toraja
MBS SMP/MTs
PAKEM SD/MI
MBS SD/MI
MBS SMP/MTs
MBS SD/MI
CTL
MBS SMP/MTs
MBS SD/MI
MBS SD/MI
MBS SMP/MTs
Daftar Peserta Pelatihan Sekolah Jenjang SD/MI Menurut Komponen Peserta
Kabupaten
Parepare (MBS)
Takalar (MBS)
Bone (MBS)
Tana Toraja (PAKEM)
Tana Toraja (MBS)
Total
Guru
LK
PR
9
33
9
27
14
25
20
74
11
21
63
180
Komite
sekolah
LK
PR
17
9
20
9
20
9
0
0
16
13
73
40
Kepala
Sekolah
LK
PR
6
3
5
10
10
6
8
4
6
7
35
30
Pengawas
LK
PR
4
4
5
2
6
3
3
2
0
0
18
11
Lain
LK
PR
6
3
1
0
2
1
2
0
1
0
12
4
Total
LK
PR
42
52
40
48
52
44
33
80
34
41
201
265
Total
94
88
96
113
75
466
Daftar Peserta Pelatihan Sekolah Jenjang SMP/MTs Menurut Komponen Peserta
Guru
Kabupaten
Parepare (MBS)
Takalar (CTL)
Takalar (MBS)
Bone (MBS)
Tana Toraja (CTL)
Tana Toraja (MBS)
Total
LK
10
19
11
8
48
11
107
PR
9
91
7
9
63
7
186
Komite
sekolah
LK
16
0
10
15
0
10
51
PR
0
0
3
2
0
4
9
Kepala
Sekolah
LK
4
4
5
7
4
8
32
PR
1
3
2
1
1
1
9
Pengawas
LK
4
5
3
6
5
2
25
PR
4
3
3
0
1
0
11
Lain
LK
2
0
1
0
0
3
6
PR
2
2
2
0
0
0
6
Total
LK
36
24
30
36
57
34
217
PR
16
99
16
12
65
12
220
Total
52
123
46
48
122
46
437
95
PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3
Kegiatan pendampingan untuk periode ini hanya dilakukan di daerah kohor 1 karena frekuensi
pendampingan cukup tinggi pada periode sebelumnya, maka dalam periode ini intensitas berkurang
signifikan. Pendampingan dilakakukan di semua sekolah mitra 16 SD/MI dan 8 SMP/MTs.
Pendampingan yang dilakukan di tingkat KKG dan MGMP kemudian pendampingan langsung di kelas.
Unsur-unsur yang terlibat dalam kegiatan tersebut: para guru yang telah mengikuti pelatihan, kepala
sekolah dan pengawas. Untuk pembelajaran dilakukan masih terkait dengan: review RPP, penggunaan
media dan LK, sementara untuk MBS antara lain: strategi yang dilakukan kepala sekolah dalam
mengembangkan kepemimpinan pembelajaran, budaya baca, serta penganggaran untuk pembelajaran.
Sebagia besar sekolah mitra di kohor 1 dan guru telah menunjukkan kemajuan signifikan sebagai
dampak dari implementasi modul 2.
Dalam periode ini dilaksanakan rapat reviu dengan sekolah praktik yang baik di daerah kohor 1.
Kegiatan berawal di Maros pada tanggal 18 April, dilanjutkan di Bantaeng pada tanggal 23 April, dan
terakhir di Wajo pada tanggal 28 April. Unsur yang terlibat adalah kepala sekolah, guru, pengawas,
perwakilan dari Dinas Pendidikan dan Kantor Kemenag kabupaten, dan fasilitator pendamping dari
LPTK mitra. Kegiatan ini berfokus pada evaluasi perkembangan sekolah khususnya terkait kemajuan
yang telah dicapai dan tantangan atau masalah yang dihadapi. Hasilnya adalah adanya rencana kerja
pendampingan ke depan: mekanisme dan aspek yang perlu penguatan ke depan; rekomendasi
penguatan peran komite sekolah, pengawas dan pemangku kepentingan kabupaten dalam mendukung
peningkatan kinerja guru dan kepala sekolah praktik yang baik.
Tiga daerah Kohor 2 telah melaksanakan unjuk karya pada periode sebelumnya, karena itu dalam
periode hanya Kabupaten Bone yang melakukan kegiatan dimaksud. Unjuk karya di Bone dilaksanakan
pada tanggal 20 April 2015. Kegiatan ini dihadiri oleh Wakil Bupati; staf khusus Menteri Pendidikan
dan Kebudayaan; utusan Menko PMK, utusan Kementerian Agama; bahkan utusan Sekretariat
Negara. Semua pejabat Dinas Kabupaten Bone (kepala dinas hingga para kabid), semua kepala UPTD,
pengawas dan beberapa kepala sekolah. Jumlah peserta yang mengunjungi kegiatan dimaksud
diperkirakan lebih 700 orang namun yang mengisi daftar hadir 607 orang. Beberapa unjuk karya siswa
mendapat apresiasi tinggi dari Wakil Bupati dan utusan dari kantor kementerian Jakarta, antara lain:
penyulingan air laut menjadi air tawar (IPA); pengembangan racun serangga ramah lingkungan (IPA);
dan kegiatan produksi berbasis keunggulan local (IPS). Kegiatan showcase ini telah memotivasi para
kepala sekolah non mitra untuk melakukan diseminasi, karena itu diperkirakan perminataan
diseminasi akan meningkat signifikan di Kabupaen Bone.
RAPAT TINGKAT LPTK
Pada tanggal 13 Mei di hotel Swiss-bell Inn Makasar dilaksanakan rapat konsosium provinsi. Kegiatan
ini dihadiri beberapa rektor/pembantu rektor atau dekan dari LPTK Mitra. Kegiatan ini membahas
beberapa isu, antara lain: peningkatan kualitas pendampingan guru sekolah mitra LPTK khususnya
pelaksanaan PTK; strategi pelaksanaan PPL; dan penerapan strategi pembelajaran aktif/kontekstual di
kampus. Beberapa hal yang disepakati antara lain: LPTK mitra dan anggota konsorsianya perlu
mengembangkan PPL kolabaratif lintas LPTK; perluasan pelatihan PTK bagi dosen LPTK mitra dan
anggota konsorsium dan bila memungkinkan dilaksanakan PTK kolabarasi antara dosen dan
mahasiswa; para dosen di LPTK mitra dan konsorsia menerapkan pembelajaran aktif, kontekstual dan
kooperatif dalam perkuliahan.
96
Pada tanggal 6 April 2015 dilaksanakan kegiatan rapat kerja dengan sekolah lab dan mita LPTK.
Kegiatan ini dimaksudkan melihat perkembangan yang telah dicapai oleh sekolah mitra dan lab LPTK,
namun isu utama yang didiskusikan adalah bagaimana kesiapan sekolah mitra dan lab LPTK untuk
mengikuti unjuk karya. Terkait hal tersebut, maka dalam pertemuan ini disepakati perlunya
pendampingan khusus dan pembagian tugas masing-masing fasilitator LPTK, dimana setiap fasilitator
secara perseorangan masing-masing bertanggung jawab terhadap 1 atau 2 sekolah. Unsur yang hadir
dalam pertemuan dimaksud adalah kepala sekolah, guru, komite sekolah dan fasilitator pendamping
dari LPTK mitra.
LOKAKARYA PERENCANAAN STRATEGI BISNIS LPTK (TTI Strategic Business
Planning Workshop)
Akan dilaksanakan pada periode Juli – September 2015.
PELATIHAN SEKOLAH LAB/MITRA LPTK (PAKEM, CTL, MBS)
Telah dilaksanakan pada periode sebelumnya.
Menjelang pelaksanaan unjuk karya LPTK, sekolah lab dan mitra LPTK, para fasilitator LPTK
melakukan pendampingan ke semua sekolah mitranya. Pendampingan fokus pada karya siswa sebagai
hasil pembelajaran dan media pembelajaran. Disamping itu juga pendampingan kepala sekolah terkait
dengan pemantapan RKS dan RKT sekolah dan strategi penggalangan peran serta masyarakat (PSM)
yang potensial untuk dioptimalkan kepala sekolah dan komite sekolah. Dalam pendampingan ini juga
melakukan penguatan inovasi pembelajaran yang dapat ditampilkan pada unjuk karya LPTK.
Pelatihan pembelajaran dan MBS untuk dosen pedagogi telah dilaksanakan pada periode sebelumnya.
Dalam periode ini dilaksanakan pelatihan bagi dosen pedagogi tentang kurikulum dan materi pada
tanggal 15 – 18 April 2015 di Parepare. Peserta dari kegiatan ini adalah para dosen dari LPTK Mitra
dan LPTK Konsorsium. Jumlah peserta yang mengikuti kegiatan dimaksud adalah 75 orang (40 lakilaki, 35 perempuan). Kegiatan dimaksud difasilitasi oleh fasilitator LPTK, ditambah satu orang
narasumber dari UIN Walisongo Jawa Tengah.
UNM
UIN Alauddin
UNISMUH Makassar
UMPAR Parepare
UNCP Palopo
IAIN Palopo
Nama LPTK
Jumlah dosen yang
dilatih
LK
PR
20
17
5
10
10
2
1
1
2
2
2
3
Telah dilaksanakan pada periode sebelumnya.
UNJUK KARYA LPTK
Kegiatan unjuk karya LPTK, sekolah mitra dan lab, serta LPTK anggota Konsorsium dilaksanakan
pada tanggal 12 Mei 2015 di Gedung Pinisi UNM. Kegiatan ini dihadiri oleh para rector LPTK Mitra
97
dan anggota konsorsia, serta perwakilan khusus (staf khusus menteri) Pendidikan Tinggi dan Riset,
Staf Khusus Menteri Pendidikan dan Kebudayaan, dan perwakilan Menteri Koordinator Pembangunan
Manusia dan Kebudayaan, serta perwakilan dari Kementerian Agama. Kegiatan dimaksud juga dihadiri
Wakil Gubernur Sulawesi Selatan sekaligus membuka secara resmi kegiatan tersebut. Diperkirakan
sekitar kurang lebih 500 orang mengunjungi dan menghadiri kegiatan dimaksud, namun yang mengisi
daftar hadir hanya 239 orang (119 laki-laki, 120 perempuan). Para utusan dari beberapa kantor
kementerian menyatakan sangat terkesan dengan unjuk karya siswa dan mahasiswa dalam kegiatan
tersebut, bahkan para utusan khusus akan memfasilitasai pertemuan dengan para menteri terkait
dengan USAID PRIORITAS untuk membicarakan dukungan kebijakan yang diperlukan dalam rangka
diseminasi program USAID PRIORITAS ke LPTK lainnya.
Dalam periode ini kegiatan PPG focus persiapan dan pelaksanaan Konsultasi Publik di daerah Kohor
2. Kegiatan Konsultasi Publik PPG dimulai di Kota Parepare pada tanggal 8 April dengan jumlah
peserta 31 orang (26 laki-laki, 5 perempuan); selanjutnya Kabupaten Takalar pada tanggal 14 April
dengan jumlah peserta 40 orang (29 laki-laki, 11 perempuan); kemudian Kabupaten Tana Toraja pada
tanggal 23 April dan jumlah peserta 54 orang (48 laki-laki, 6 perempuan); dan terakhir Kabupaten
Bone pada tanggal 28 Mei 2015 yang dihadiri 41 orang peserta (32 laki-laki, 9 perempuan). Unsur –
unsur yang hadir antara lain: Wakil Bupati, Sekretaris Kabupaten, DPRD, Dewan Pendidikan, PGRI,
Bappeda, BKD, Dinas Pendidikan, Kemenag, UPTD, Kepala Sekolah, Guru. Kegiatan ini dimaksudkan
untuk mensosialisasikan dan mendiskusikan berbagai alternative kebijakan yang memungkinkan
dilaksanakan oleh Pemerintah Daerah dalam melakukan penataan dan pemerataan guru pada jenjang
SD dan SMP. Kegiatan ini telah menghasilkan rekomendasi kebijakan, dimana secara umum mengarah
kepada distribusi guru dan penggabungan sekolah. Tabel berikut memuat rincian peserta.
Kabupaten
Bone
Parepare
Tana Toraja
Takalar
LPTK*)
LK
PR
1
0
1
0
2
0
1
1
Dinas
Pend.
LK
PR
23
7
17
3
38
3
21
4
Kantor
MenAg
LK
PR
1
0
1
2
2
1
1
1
BKD
LK
PR
0
2
1
0
1
1
1
2
Bappeda
dll
LK
PR
7
0
6
0
5
1
5
3
Total
LK PR
32
9
26
5
48
6
29
11
Total
41
31
54
40
PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) DAN KEUANGAN
PENDIDIKAN
Akan dilaksanakan pada periode berikut.
Tidak banyak daerah yang melakukan diseminasi dalam periode ini. Hal tersebut disebabkan oleh
tingginya kesibukan sekolah menghadapi Ujian Nasional serta libur sekolah.
Jumlah
Peserta
Enrekang
2
120
20.300.000
35.040.000
Bantaeng
2
253
37.940.000
78.430.000
Wajo
Jumlah Total
1
118
5
491
6.087.000
64.327.000
65.000.000
178.470.000
Kabupaten/Kota
98
Jumlah Dana (Rp)
Sekolah/ Pemda,
USAID
Lainnya
Jumlah
Kegiatan
•
Tingkat provinsi: ToT Modul III SD/MI
•
Tingkat kabupaten: program PKB: rapat koordinasi, lokakarya analisis dan perencanaan PKB
•
Tingkat sekolah: pelatihan Module kohor 1 SD and SMP, pendampingan bagi kohor 2
•
LPTK: Lokakarya Rencana Bisnis/strategi LPTK, studi banding sekolah praktik yang baik kohor 2,
pengembangan program praktikum, rapat kerja dengan sekolah lab/mitra LPTK.
Galeri Foto
Wakil Bupati Bone, Ambo Dalle memberikan arahan tentang pentingnya
penggabungan sekolah di Bone di hadapan para kepala sekolah, pengawas dan
pemangku kepentingan pendidikan yang lain, pada kegiatan Konsultasi Publik
Penataan dan pemerataan guru di Gedung PGRI Kabupaten Bone (28/5).
Pembukaan Pelatihan Modul II Pembelajaran SD/MI di Tana Toraja dilakukan oleh
Bapak Samuel Tandirerung (tengah), Ketua Komisi I Pendidikan DPRD Tana Toraja.
Pelatihan di Makale dilaksanakan di Hotel Pantan.
Unjuk Karya LPTK mitra PRIORITAS dibuka oleh Wakil Gubernur Sulsel, Agus
Arifin Numang dan disaksikan oleh Staf Khusus Menristek Dikti bapak Abdul
Wahid Maktub, dan Rektor UNiversitas Negeri Makassar Prof. Dr. Arismunandar
MPd.
Para guru SMP sedang melakukan praktik pembelajaran di Sekolah, salah satunya di
SMP Katolik Tana Toraja.
99
Hasil percobaan oleh empat anak enam SD inpres 12/79 Toro Bone mengubah
air laut menjadi air tawar disaksikan oleh Wakil Bupati Bone, Ambo Dalle pada
program Pameran Pendidikan USAID PRIORITAS yang diadakan di aula Islamic
Center Kabupaten Bone (20/4).
100
Peserta Kepala Sekolah, Guru, komite dan pengawas saling belajar tentang kemajuan
sekolah masing-masing dengan cara kunjung karya pada Pelatihan Modul II Praktik yang
Baik Manajemen Berbasis Sekolah Takalar tanggal 27 – 28 April 2015 di Gedung PKK
Takalar.
ANNEX 2: PAPUA PROGRAM EVALUATION
The Increase in Average Scores of Students* after One Year of Training in Reading,
Writing, and Mathematics in Jayawijaya
Skills
B2: Writing Skill
B4. Reading Skills
M3. Mathematics
B2: Writing Skill
B4. Reading Skills
M3. Mathematics
B2: Writing Skill
B4. Reading Skills
M3. Mathematics
2014
Grade 1
0.9
2.1
3.3
Grade 2
2.5
11
11.5
Grade 3
3.8
25.5
18.2
Jayawijaya
2015
Grade 2
3
11.8
15.3
Grade 3
4.5
29.5
25.3
Grade 4
5
39.8
32.7
% Increase
228%
458%
368%
82%
168%
121%
32%
56%
80%
Test Method
Writing
Teacher reads five words, one at a time. The score is the average number of words
correctly written by students. In higher grades, each word has more letters.
Reading
The number of words a student can read in one minute
Mathematics
The total number of simple adding and subtracting questions that can be completed
by a student in one minute
*The same students were tested during baseline (2014) and endline (2015).
When they were in Grade 1 in 2014, they were in Grade 2 in 2015.
101
The Baseline and Endline Results of Reading, Writing, and
Mathematics Tests in Yahukimo (Number of Schools = 9)
Test
Description of Tests
Baseline
Endline
B1: Knowledge of the
letter
Students are given a list of nine clusters of letters. Each
cluster has four different letters. (For example, a, k, I, s.)
Students are requested to identify a certain letter (For
example k). The scores are the average number of letters
the students correctly identified in the nine clusters.
3.87
4.33
B2: Writing words
The teacher reads five words, one at a time. After
reading one word, the teacher asks the students to write
down the word. The scores are the average number of
words the students have correctly written.
1.79
3.15
B3: Reading letters
Students are given a table containing 100 letters and
asked to read them. The scores are the average number
of letters correctly read by the students in one minute.
0.39
2.86
B4: Reading words
Students are given a table of 100 words. The scores are
the average number of words correctly read by the
students in one minute.
0.03
2.46
M1: Knowledge of the
number
Students are given a list of nine clusters of numbers. Each
cluster has four different numbers. (For example, 1, 3, 5,
2.) Students are requested to circle a certain number (for
example 1). The number in the next column is the
average number of numbers the students have correctly
identified/circled in the nine clusters.
2.4
3.4
M2: Use of Number
Students are given a list of pictures of 10 different objects
with different quantities. For example: five pigs, seven
chicks, three butterflies, four mice, six bags, ten books,
nine T-shirts, eight birds, and two guitars. The students
are requested to write the number of each of the
subjects. For example 5, 7, etc. The scores are the
average correct numbers the students have written for
each of the ten objects.
2.8
3.0
M3: Adding,
subtracting,
multiplication
The test has 90 items: 30 each for adding, subtracting,
and multiplication. The scores in the right column are the
average correct answers.
0.1
1.4
102
ANNEX 3: POLICY OUTCOMES FOR TEACHER DEPLOYMENT
(PPG)
MultiRegrouping* grade*
District
Transfer**
SD
Before After
Re-assigned**
SMP
SD
SMP
Mobile
Teacher**
SD
SMP
Recruit contract
teachers K2**
SD
SMP
Explanation/Policy instrument
Central Java
Kab.
Semarang
25
12
Kab. Sragen
19
9
Kab.
Pekalongan
66
33
45
4
Kab.
Wonosobo
453
23
Kab. Batang
16
Keputusan Bupati Semarang No.
900/0413/2014
Penetapan Penggabungan Sekolah
Dasar Negeri di Kabupaten
Semarang
Keputusan Bupati Sragen Nomor
900/442/002/ 2014
Penggabungan Sekolah Dasar
Negeri Kabupaten Sragen Tahun
2014
Keputusan Bupati Pekalongan
Nomor 420/61 Tahun 2014
Penggabungan, Perubahan Nomor,
Status, Nama dan Relokasi serta
Penutupnan Sekolah Dasar Negeri
di Kabupaten Pekalongan Tahun
2014
Pemindahan dan Penataan Pegawai
Negeri Sipil Non Struktural di
Lingkungan Pemerintah Kabupaten
Pekalongan
Pemindahan 35 Guru Sekolah Dasar
Negei dan 4 Guru Sekolah
Menengah Pertama Negeri
Keputusan Bupati Wonosobo
Nomor : 824/0001/ BKD/2015
Penunjukkan / Pemindahan
Pegawai Negeri Sipil dalam wilayah
Pemerintah Kabupaten Wonosobo
Keputusan Bupati Batang Nomor :
824/10/2015
Pemindahan Pegawai Negeri Sipil di
lingkungan Pemerintah Kabupaten
Batang
East Java
Kab.
Pamekasan
43
Moratorium mutasi guru ke
wilayah selatan
98
Kab. Blitar
Pengangkatan 98 orangCPNS dari
K2 ke Wilayah utara dan selatan
4
Baru dilaksanakan pada 4 sekolah
untuk percontohan multigrade
50
Kab.
Sitobondo
Sedang dalam tahap persiapan
350
45
Proses pengangkatan K2 masih
pending, menunggu persetujuan
anggara di DPRD
103
MultiRegrouping* grade*
District
Kab. Ngawi
Before After
25
Transfer**
SD
Re-assigned**
SMP
SD
104
SMP
Mobile
Teacher**
SD
SMP
Recruit contract
teachers K2**
SD
SMP
Explanation/Policy instrument
Struktural PNS dialih fungsikan
menjadi guru SD dan SMP Mutasi
guru TK ke SD 52 guru; dari SMP ke
SD 182 guru; SMA ke SD 25 guru;
SMK ke SD 2 guru
West Java
Kota Cimahi
39
Kab. Bandung
Barat
Kab. Ciamis
19
Kab.
Kuningan
18
Keputusan Wallikota CImahi No.
816/kep.199-Disdikpora/2014 23
Mei 2014
Alih tugas Pegawai Negeri Sipil
Fungsional Guru dari Guru Bahasa
Inggris Tingkat SD menjadi guru
kelas tingkat SD
61
46 guru mengikuti pelatihan
multigrade, setiap kecamatan
mengirimkan wakil 2 orang
Aceh
Kab. Bener
Meriah
48
40
235
43
19
Alih fungsi PNS dari non guru ke
guru
28
Perabutan Bupari Bener Meriah No.
07 Tahun 2014
Tentang penataan dan pemerataan
guru di lingkungan pemerintah
Kabupaten Bener Meriah
Peraturan bupati untuk pentaan
dan pemertaan guru baru keluar.
Kab. Aceh
Jaya
South Sulawesi
Kab.
Bantaeng
Berdasarkan Nota Dinas Kepala
Dinas Pendidikan Kab. Bantaeng
Kab. Maros
Peraturan Bupati baru keluar,
Perbup Kabupaten Maros no.
61/2014 tentang penataan dan
penataan guru PNS di Kabupaten
Maros
North Sumatra
Kab. Labuhan
Batu
Banten
Kab. Serang
Kab.
Pandeglang
TOTAL
104
135
54
15
5
456
20
28
4
252
23
70
18
54 1661
180
31
25
283
Transfer between schools
Transfer between sub-districts
420
184
37
180
19
31
151 1151
Transfer between schools
Transfer between sub-districts
229
ANNEX 4: WSD TRAINING CONDUCTED IN QUARTER 13
School Training in Module 1 – Cohort 3
Primary School Training SD/MI
Date
M
F
Total
Province
North Sumatra
Humbang Hasundutan
MBS
Mar 30–Apr 1
Apr 7–9
Serdang Bedagai
PAKEM/CTL
Apr 16–18
Apr 20–22
MBS
Apr 23–25
Apr 27–29
Labuhanbatu Utara
May 4–6
PAKEM/CTL
(Kec. NA IX–X)
May 4–6
(Kec. Kualu
Hulu)
May 11–13
MBS
(Kec. NA IX–X)
May 21–23
(Kec. Kualu
Hulu)
East Java
Banyuwangi
PAKEM/CTL
Apr 4–6
Apr 7–9
MBS
–
Kota Batu
PAKEM/CTL
Apr 8–10
Apr 14–16
MBS
Apr 24–26
Apr 27–29
Lamongan
PAKEM/CTL
Apr 8–13
Apr 14–16
MBS
Apr 22–24
Apr 28–30
Jombang
PAKEM/CTL
Apr 1–4
Apr 4–6
MBS
Apr 7–9
Apr 10–12
TOTAL
Date
M
F
Total
15
20
25
17
40
37
–
Mar 30–1 Apr
–
31
–
9
–
40
11
6
18
11
43
58
17
33
54
64
35
44
Apr 16–18
Apr 20–22
Apr 27–29
18
17
25
29
24
16
47
41
41
9
46
55
May 13–15
45
74
119
6
48
54
–
–
–
–
18
22
40
May 21–23
18
20
38
10
26
36
–
–
–
–
22
22
–
44
32
–
66
54
–
Apr 11–13
56
73
129
Apr 15–17
36
13
49
14
26
26
17
39
41
18
23
53
67
44
40
Apr 15–17
32
108
140
Apr 21–23
34
16
50
25
16
31
22
43
46
20
21
68
62
51
43
Apr 18–20
–
Apr 25–27
–
55
–
38
–
73
–
11
–
128
–
49
–
13
20
25
22
425
27
36
18
20
763
40
56
43
42
1188
Mar 31–Apr 2
–
Apr 13–15
–
18
–
40
–
463
30
–
7
–
503
48
–
47
–
966
105
School Training in Module 2 – Cohort 2
Province
Aceh
Aceh Barat Daya
MBS
Aceh Tamiang
PAKEM/CTL
MBS
Aceh Utara
PAKEM/CTL
MBS
Pidie Jaya
PAKEM/CTL
MBS
North Sumatra
Langkat
PAKEM/CTL
Date
M
F
Total
Apr 1–2
Apr 3–4
20
22
23
17
43
39
–
–
–
–
–
–
–
–
Apr 8–11
Apr 13–16
Apr 30–May 1
9
4
36
52
57
55
61
61
91
–
–
Apr 10–11
–
–
33
–
–
17
–
–
50
–
–
–
–
–
–
–
–
–
–
–
–
Apr 1–4
Apr 5–8
May 22–23
15
12
33
43
38
15
58
50
48
–
–
–
–
–
–
–
–
–
–
–
–
Apr 8–11
Apr 12–15
May 20–21
10
12
36
57
41
12
67
53
48
–
–
–
–
9
37
46
22
39
61
–
–
–
12
45
57
9
32
41
MBS
Toba Samosir
–
–
–
–
PAKEM/CTL
–
–
–
–
MBS
106
May 27–30
(Stabat)
May 27–30
(Tanjungpura)
–
Jun 3–6
(Balige)
Jun 3–6
(Laguboti)
–
–
–
23
23
62
39
85
62
Apr 10–13
Jun 3–4
35
15
59
25
94
40
40
34
72
32
112
66
Apr 18–21
Jun 12–13
40
19
70
11
110
30
12
47
59
May 5–6
19
21
40
Apr 8–11
Apr 20–23
Jun 11–12
14
18
34
48
39
7
62
57
41
Apr 26–29
May 4–7
Jun 6–7
Jun 12–13
13
15
23
28
43
41
18
13
56
56
41
41
Apr 20–23
–
Apr 1–2
May 19–20
27
–
17
14
37
–
2
5
64
–
19
19
MBS
–
Banten
Kota Tangerang Selatan
PAKEM/CTL
Apr 25–28
MBS
May 11–12
Tangerang
PAKEM/CTL
May 10–13
MBS
Jun 8–9
West Java
Tasikmalaya
PAKEM/CTL
Mar 30–Apr 2
MBS
Kuningan
PAKEM/CTL
Date
M
F
Total
Date
M
F
Total
Province
Cirebon
PAKEM/CTL
MBS
Bekasi
PAKEM/CTL
MBS
East Java
Kabupaten Lumajang
PAKEM/CTL
MBS
Kabupaten Ngawi
PAKEM/CTL
MBS
South Sulawesi
Kota Pare–Pare
MBS
Takalar
PAKEM/CTL
MBS
Bone
MBS
Date
M
F
Total
Apr 8–11
May 10–13
–
22
22
–
38
38
–
60
60
–
Apr 18–21
May 19–22
Jun 11–12
22
23
18
45
44
2
67
67
20
Apr 8–11
May 4–8
–
21
20
–
42
45
–
63
65
–
Mar 29–Apr 2
Apr 20–24
–
27
22
–
39
45
–
66
67
–
–
–
May 26–27
May 28–29
–
–
27
29
–
–
18
19
–
–
45
48
Apr 4–7
Apr 8–11
Apr 22–23
–
25
21
33
–
39
40
18
–
64
61
51
–
Apr 1–4
Jun 3–4
Jun 5–6
19
28
24
37
15
19
56
43
43
May 19–21
May 26–27
–
9
40
–
41
8
–
50
48
–
Apr 27–28
42
52
94
Apr 11–14
36
16
52
–
Apr 27–28
Apr 29–30
–
25
15
–
20
28
–
45
43
Mar 30–Apr 2
Apr 27–28
24
29
93
15
117
44
May 20–21
May 21–22
26
23
22
20
48
43
May 19–20
36
12
48
14
30
44
25
20
45
19
50
69
32
45
77
20
13
730
19
22
1126
39
35
1856
23
11
892
7
6
1214
30
17
2106
Tana Toraja
PAKEM/CTL
MBS
TOTAL
Apr 22–25
(Gugus Bittuang)
Apr 22–25
(Gugus Makale)
Jun 9–10
Jun 12–13
May 12–15
(Gugus Bittuang)
May 12–15
(Gugus Makale)
Jun 9–10
Jun 12–13
107
ANNEX 5: DETAILED DISSEMINATION DATA FOR QUARTER 13
1. Participants in Dissemination Activities, by Gender, in Quarter 13
(April–June 2015)
District
Aceh
Aceh Jaya
26
81
107
Bireuen
26
103
129
Pidie
11
58
69
Cilegon, Kota
97
187
284
Serang, Kab.
71
98
169
Tangerang, Kota
27
92
119
Bogor
62
153
215
Cirebon
28
53
81
Kuningan
34
37
71
Sukabumi
47
93
140
Banjarnegara
17
42
59
Jepara
24
18
42
Karanganyar
15
37
52
Banten
West Java
Central Java
Surakarta, Kota
East Java
South Sulawesi
Grand Total
Percentage
108
Male
Female
Male +
Female
Province
8
18
26
Kudus
56
83
139
Purbalingga
31
20
51
Purworejo
57
90
147
Sragen
119
74
193
Wonosobo
144
219
363
Bangkalan
139
131
270
Blitar
276
363
639
Bojonegoro
60
35
95
Mojokerto
35
48
83
Nganjuk
25
39
64
Pasuruan
118
101
219
Sidoarjo
143
397
540
Situbondo
83
79
162
Bantaeng
76
281
357
Enrekang
42
78
120
Wajo
79
39
118
1,976
3,147
5,123
38.6%
61.4%
100.0%
2. Participants of the Dissemination Activities, per School, in Quarter 13
(April–June 2015)
No. of
Participants
No. of
Schools
Participant/
Schools
Aceh Jaya
107
19
5.6
Bireuen
129
46
2.8
69
13
5.3
Cilegon, Kota
284
103
2.8
Serang, Kab.
169
25
6.8
Tangerang, Kota
119
22
5.4
Bogor
215
101
2.1
Province
Aceh
District
Pidie
Banten
West Java
Central Java
Cirebon
81
4
20.3
Kuningan
71
17
4.2
Sukabumi
140
5
28.0
Banjarnegara
59
11
5.4
Jepara
42
1
42.0
Karanganyar
52
1
52.0
Surakarta, Kota
26
23
1.1
139
72
1.9
Purbalingga
51
17
3.0
Purworejo
147
55
2.7
Sragen
193
8
24.1
Wonosobo
363
113
3.2
Bangkalan
270
240
1.1
Blitar
639
201
3.2
Bojonegoro
95
32
3.0
Mojokerto
83
19
4.4
Nganjuk
64
1
64.0
Pasuruan
219
96
2.3
Sidoarjo
540
80
6.8
Situbondo
162
63
2.6
Bantaeng
357
51
7.0
Enrekang
120
20
6.0
Kudus
East Java
South Sulawesi
Wajo
Grand Total
118
41
2.9
5,123
1,500
3.4
109
3. Expenditure for Dissemination Activities April–June 2015 (in IDR .000)
USAID
PRIORITAS
GOI
13,440
192,488
Aceh Jaya
0
53,248
Bireuen
0
99,000
13,440
40,240
0
467,352
Cilegon, Kota
0
265,000
Serang, Kab.
0
163,200
Tangerang, Kota
0
39,152
West Java
66,883
224,206
Bogor
48,321
95,456
Cirebon
5,727
12,150
Kuningan
7,300
20,000
Sukabumi
5,535
96,600
274,868
274,925
Banjarnegara
20,620
14,750
Jepara
12,665
23,850
9,154
6,900
Surakarta, Kota
22,180
26,177
Kudus
29,457
19,250
Purbalingga
12,171
12,198
Purworejo
35,100
23,840
Sragen
43,351
59,000
Wonosobo
90,171
88,960
167,020
1,047,779
Province/District
Aceh
Pidie
Banten
Central Java
Karanganyar
East Java
Bangkalan
9,600
225,000
Blitar
27,700
330,000
Bojonegoro
11,730
205,094
0
31,200
Mojokerto Kab.
Nganjuk
4,800
8,000
0
80,225
Sidoarjo
66,990
106,260
Situbondo
46,200
62,000
Pasuruan
South Sulawesi
75,927
210,710
Bantaeng
49,540
110,670
Enrekang
20,300
35,040
6,087
65,000
598,138
2,417,460
49,845
201,455
Wajo
Grand Total
In USD (=Rp.12,000)
Percentage
110
19.8%
80.2%

File - usaid prioritas

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