Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia s Teachers, Administrators, and Students (USAID PRIORITAS)

Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS)

Quarterly Report No. 11 October–December 2014 January 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. 11

Contract AID-497-C-12-00003 October–December 2014 Prepared for USAID/Indonesia

Prepared by RTI International* 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 USA *RTI International is a registered trademark and a trade name of research Triangle Institute

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 ................................................ VI EXECUTIVE SUMMARY......................................................................................................... 1 RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY) ................................... 4 1

PROJECT MANAGEMENT ................................................................................. 7 1.1 STAFFING ................................................................................................................................................. 7 1.1.1 Recruitment and Resignations ........................................................................................................... 7 1.1.2 Training Facilitator STTA ................................................................................................................... 7 1.2 PROVINCIAL COORDINATOR MEETING ............................................................................................. 7 1.3 SUPPORT VISITS TO PROVINCIAL OFFICES .......................................................................................... 7 1.4 PROJECT OPERATIONS .......................................................................................................................... 8 1.5 EDC PROJECT MANAGEMENT ............................................................................................................. 8

2 2.1 2.2 2.2.1 2.2.2 2.3 2.3.1 2.3.2

PROJECT ROLLOUT ........................................................................................... 8 COHORT 3 DISTRICTS ........................................................................................................................... 8 PAPUA PROGRAMS ............................................................................................................................... 11 Papua Province .................................................................................................................................... 11 Program Development in West Papua Province ........................................................................ 12 OTHER GRANTS AND PARTNERSHIPS ............................................................................................... 14 US-Indonesia TTI Partnership ......................................................................................................... 14 Improving the Supply of Books to Schools .................................................................................. 15

3.1 3.1.1 3.1.2 3.2 3.3 3.3.1 3.3.2 3.3.3 3.4 3.4.1 3.4.2 3.5 3.6 3.6.1 3.6.2 3.6.3 3.7

STRENGTHENED INSTRUCTION IN SCHOOLS ........................................ 16 TTI MODULE DEVELOPMENT ............................................................................................................. 16 Training Pedagogy Lecturers from TTI and Provincial Consortia Partners ......................... 16 Pre-Service Teacher Training Curricula and Materials Development. .................................. 16 PROVINCIAL UNIVERSITY CONSORTIA MEETINGS .......................................................................... 17 WORKING WITH TTI LAB AND PARTNER SCHOOLS ..................................................................... 18 Training of TTI Lab and Partner Schools ...................................................................................... 18 Meeting and Working with Lab and Partner Schools ................................................................ 19 Mentoring TTI Lab and Partner Schools....................................................................................... 19 GOOD PRACTICE SCHOOLS PROGRAM............................................................................................ 19 Visits to Good Practice Schools: .................................................................................................... 20 National TOT for Good Practices Schools Workshop ............................................................ 21 CLASSROOM ACTION RESEARCH ...................................................................................................... 22 WHOLE-SCHOOL DEVELOPMENT (WSD) PROGRAM .................................................................... 23 Changes to WSD Training Module 2 ............................................................................................ 23 Development of WSD Training Module 3 ................................................................................... 24 Whole-School Development Training for Schools .................................................................... 24 MEETINGS WITH THE USAID PRESTASI PROGRAM ...................................................................... 24

4.1 4.1.1 4.1.2 4.1.3 4.1.4

GOVERNANCE, MANAGEMENT, AND LINKAGES .................................... 25 TEACHER DEPLOYMENT PROGRAM ................................................................................................... 25 Cohort 1 Districts ............................................................................................................................. 25 Cohort 2 Districts ............................................................................................................................. 26 Provincial Teacher Deployment Workshops .............................................................................. 26 National Teacher Deployment Policy Dialogue.......................................................................... 27

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4

USAID PRIORITAS – Quarterly Report No. 11, October–December 2014

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4.2 4.3 5

PLANNING FOR CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) OF TEACHERS ............. 28 DISSEMINATION PLANNING WORKSHOPS ....................................................................................... 30 DISSEMINATION OF SCHOOL LEVEL PROGRAMS................................... 31

6 6.1

TECHNICAL COORDINATION ...................................................................... 33 COORDINATION WITH THE GOVERNMENT OF INDONESIA ......................................................... 33

7.1 7.1.1 7.1.2 7.1.3 7.1.4 7.1.5 7.1.6 7.1.7

COMMUNICATIONS ........................................................................................ 34 MEDIA .................................................................................................................................................... 34 Newsletter ........................................................................................................................................... 34 Project Website.................................................................................................................................. 34 Media Monitoring ............................................................................................................................... 35 Project Videos ..................................................................................................................................... 35 Module and Policy Brief Layout ...................................................................................................... 35 Media Briefing...................................................................................................................................... 36 Collaboration with Siap Belajar....................................................................................................... 36

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8

MONITORING AND EVALUATION............................................................... 38 8.1 IMPLEMENTATION OF ANNUAL MONITORING IN COHORT 1, 2, AND 3 DISTRICTS ................. 38 8.2 EARLY GRADE READING ASSESSMENT .............................................................................................. 40 8.2.1 EGRA Assessor Training .................................................................................................................. 40 8.2.2 EGRA Data Collection ...................................................................................................................... 41 8.3 ANALYSIS AND REPORTING OF DATA .............................................................................................. 42

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PLANS FOR QUARTER 12 ............................................................................... 43

ANNEX 1: PROVINCIAL REPORTS ................................................................................... 45 ANNEX 2: STAFFING CHANGES DURING QUARTER 11 .......................................... 109 ANNEX 3: FLORIDA STATE UNIVERSITY NEEDS ASSESSMENT ON THE TEACHING OF READING.............................................................................. 111 ANNEX 4: WHOLE SCHOOL TRAINING IN MODULE 2 ............................................ 114 ANNEX 5: PARTICIPANTS IN THE NATIONAL TEACHER DEPLOYMENT POLICY FORUM .............................................................................................................. 118 ANNEX 6: COORDINATION MEETINGS WITH GOI STAKEHOLDERS DURING QUARTER 11 .................................................................................................... 119 ANNEX 7: PRELIMINARY RESULTS OF COHORT 1 DISTRICT MONITORING ..... 122 ANNEX 8: DISSEMINATION DATA ................................................................................ 128

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List of Tables Table 1: Staff Based in Project Office (including district coordinators) ............................................... 7 Table 2: TTI Lab and Partner School Training Completed during Quarter 11 ................................ 18 Table 3: Study Visits to Good Practice Schools in Other Districts in Quarter 11 ......................... 20 Table 4: Teacher Deployment Program Implementation in Cohort 2 Districts .............................. 26 Table 5: List of Provincial Dissemination Meetings ................................................................................. 31 Table 6: Number of Participants in Dissemination Activities in Quarter 11, by Province ............ 31 Table 7: Total Number of Participants in Dissemination Activities 2013–2014 (Quarter 4 to 11), by Province ....................................................................................................... 32 Table 8: Expenditure on Dissemination Activities in Quarter 11........................................................ 32 Table 9: Total Expenditure on Dissemination Activities 2013–2014 (Quarter 4 to 11 in USD) ...................................................................................................................................................... 33 Table 10: Distribution of the National Newsletter, Eighth Edition ..................................................... 34 Table 11: Number of Hits on Project Website in Quarter 11 ............................................................ 35 Table 12: Monthly Media Coverage ............................................................................................................ 35 Table 13: The Coverage of Samples of Schools, by Cohorts and Monitoring Subjects ................. 39 Table 14: EGRA Assessor Training Participants ...................................................................................... 41 Table 15: Number of Grade 3 Students Assessed through EGRA in Cohort 1 and 3 ................... 41 Table 16: Preliminary Results of School Monitoring in the Cohort 1 Districts ............................... 42 Table 17: Main Activities for Quarter 12 .................................................................................................. 43

List of Figures Figure.1: Figure.2:

Conceptual Framework for CPD Planning Program........................................................ 29 Implementation of CPD Planning Program......................................................................... 30


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List of Acronyms, Abbreviations, and Terms ACDP ACOR BADORA BAPPEDA BKD BPKAD BPKP CCN COP COR CPD CS DAPODIK DAPODIKDAS DBE DC Dewan Pendidikan DF DFAT DIKTI DIKTIS EDC EDNSBS EGRA EMIS EPRA FSU GB GBDT GOI ICT ICARE IR IT JSS Kabupaten KKG Kota LPMP M&E Madrasah MBS MI MENKO PMK MGMP MOEC MOHA MORA MSS MTs NGO

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Analytical and Capacity Development Partnership (Australian Aid and EU-funded program) Alternate Contracting Officer’s Representative GOI Tax Department Badan Perencanaan Pembangunan Daerah (Regional Development Planning Board) Regional Personnel Bodies Regional Finance and Asset Management Board Buku Pembelajaran Kontekstual Papua (Papua-contextualized Text Book) Cooperating Country National Chief of Party (project position) Contracting Officer’s Representative Continuous Professional Development Comparison School Data Pokok Pendidikan, MOEC’s national web-based EMIS subset of basic education data Decentralized Basic Education Project District Coordinator District Education Council District Facilitator Department of Foreign Affairs and Trade [Australia] Higher Education Directorate General, MOEC Islamic Higher Education Directorate General, MORA Education Development Center National Education Standards Based Schools Early Grades Reading Assessment Education Management Information System Education Policy Research in Aceh Province Florida State University Gigabyte Guru Bantu Daerah Terpencil (Remote Area Teacher Aide) Government of Indonesia Information & Communication Technology Introduction, Connection, Application, Review, Extension Intermediate Result Information Technology Junior Secondary School District or Regency (Kab.) Kelompok Kerja Guru (Teacher Working Group-regular primary schools) City or Municipality Lembaga Penjaminan Mutu Pendidikan (Provincial Quality Assurance Institute) Monitoring and Evaluation Islamic School Manajemen Berbasis Sekolah (School-Based Management) Madrasah Ibtidaiyah (Islamic Primary School) Coordinating Ministry for Community Empowerment and Culture (formerly MENKO KESRA) Subject Teacher Working Group (secondary schools) Ministry of Education and Culture Ministry of Home Affairs Ministry of Religious Affairs Minimum Service Standards Madrasah Tsanawiyah (Junior Secondary Islamic School) Nongovernmental organization


P2TK PADAMU PADATIWEB PC PESAT PKB PKG PMP PPG PPMP PRESTASI PRIORITAS PROREP PS R&D Renja RFP RTI SBM SD SIMDIKDAS SMP SP SPM STKIP STTA TBD TKPPA TNA TOR TOT TTI TTO UIN UKG UM UN UNICEF UNIMED UNM UNTIRTA UNY UPI UPTD USAID USD WSD YASUMAT YKW YLAI

Pembinaan Pendidik dan Tenaga Kependidikan Dasar (Development of Teachers and Educational Personnel) Pangkalan Data Penjaminan Mutu Pendidikan (Education Quality Assurance Data Set) Pusat Data Informasi Web (redundant online EMIS system) Provincial Coordinator (project position) Pengembangan Swadaya Masyarakat (Foundation for the Development of Community SelfSufficiency) Pengembangan Keprofesian Berkelanjutan (Continuous Professional Development) Teacher Performance Appraisal Pembinaan Sumberdaya Manusia dan Penjaminan Mutu Pendidikan (Teacher Training and Quality Assurance Section) Penataan and Pemerataan Guru (Equitable Teacher Deployment) Pusat Penjaminan Mutu Pendidikan (Center for Education Quality Assurance–this is the national center for the province-level LPMP) USAID Program to Extend Scholarships and Training to Achieve Sustainable Impacts Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students Project [USAID PRIORITAS] USAID Program Representasi project Partner School Research and development District Work Plan Request for Proposal RTI International (trade name for Research Triangle Institute) School-Based Management Sekolah Dasar (Primary School) Sistem Informasi Manajemen Pendidikan Dasar (Basic Education Information Management System) Sekolah Menengah Pertama (Junior Secondary School) Service provider Standar Pelayanan Minimal (Minimum Service Standards) a Wamena Teacher Training College (operated by YKW) Short-term technical assistance/Short-term technical assistants To be determined Tim Koordinasi Pengembangan Pendidikan Aceh (Aceh Education Development Coordination Team) Training Needs Analysis Terms of Reference Training of Trainers Teacher Training Institute Teacher Training Officer State Islamic University Teacher Competency Assessment Universitas Negeri Malang National Student Examination United Nations Children’s Fund University of Medan Universitas Negeri Makassar Sultan Ageng Tirtayasa University Universitas Negeri Yogyakarta Universitas Pendidikan Indonesia Unit Pelaksanaan Teknik Daerah (Sub-district Education Office) United States Agency for International Development United States dollar 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)


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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 October through December 2014 (quarter 11 of the project).

Key Activities and Accomplishments in Quarter 10 USAID PRIORITAS’ main activities and achievements during quarter 11 include the following: Project Management 

USAID PRIORITAS operations staff from the national office visited all the provincial offices during quarter 11. The objective of these visits was to learn about and discuss the challenges and problems that provincial offices face when implementing project activities.

Program Rollout 

Activities started in seven Cohort 3 districts in North Sumatra and East Java.



The process of selecting potential partners in West Papua Province continued, including visits to and meetings with potential partners. It is proposed that USAID PRIORITAS should work with the West Papua Provincial Government in a program focused on improving primary education in South Manokwari District.

Papua Program 

Activities in Papua reached milestone 4, including further training of trainers (TOT) and training for partner schools in Yahukimo District. A number of non-partner schools also joined in the training activities of their own accord.

Other Grants and Partnerships Two new USAID PRIORITAS partnerships started to operate this quarter: 

A United States-Indonesia Teacher Training Institute (TTI) partnership between Florida State University (FSU) and the State University of Semarang (UNNES) was begun, to develop the teaching of reading courses for students.



A partnership between the project and Yayasan Literasi Anak Indonesia (YLAI) was begun, to revise leveled reading books as well as training materials for teachers in how to use these books. The materials will be used in the USAID PRIORITAS program.

Strengthened Instruction in Schools 

Materials developed for Module 2 Whole-School Development (WSD) in-service training, and adapted for TTI pre-service use, have been introduced in TTIs in four provinces during this quarter.



For use in TTIs and partner districts, the project has developed drafts of a further four packages of training materials on (1) Early Grades Reading and Literacy; (2) Upper Primary


1

School/Junior Secondary School Literacy, (3) Primary School Mathematics, and (4) Primary School Science. 

Central Java held a TTI consortia meeting for their three university partners and consortia representatives.



The second round of training for TTI Lab and Partner Schools continued across all provinces, using the WSD in-service Module 2 materials for primary and junior secondary school teaching and learning and school-based management (SBM). Participants included principals, teachers, school committee members and representatives from District Education Offices, including school supervisors.



North Sumatra and Central Java completed mentoring visits to primary and junior secondary TTI lab and partner schools. Teaching and Learning TTI training facilitators provided technical assistance for teachers in developing lesson plans and how to implement them in the classroom.



Four provinces (North Sumatra, Banten, Central Java, and East Java) completed study visits for their Good Practice Schools to schools in other provinces. The participants were divided into two groups, primary and junior secondary, and they visited, on average, two schools in a district.



A Classroom Action Research (CAR) program started with 32 research teams, each consisting of four persons: one TTI lecturer from a practice teaching department, one TTI project training facilitator, and two teachers from a selected TTI lab or partner school. The investigations will be simple and practical and will provide a model that can be used both in pre-service and in-service teacher education programs.



Because the GOI postponed the implementation of the new 2013 curriculum, and on the advice of the Ministry of Education and Culture (MOEC), USAID PRIORITAS has made generally small revisions to the project’s second WSD training module to ensure its compatibility with both the 2006 and 2013 curricula and to avoid any confusion for teachers.



Development of a third WSD training module started during quarter 11. The module builds on modules 1 and 2 and aims to build the capacity of training facilitators to sustain development after the project has finished. It does this mainly by encouraging facilitators and teachers to observe, analyze, and improve their teaching and management practices.



All 23 Cohort 1 districts implemented training for teachers, school principals, and committee members from partner schools using Module 2.



A total of 4,212 participants from Cohort 1 district partner schools, TTIs, and TTI Lab and Partner schools took part in the primary school Active, Joyful, Creative and Effective Learning (PAKEM) and SBM training, and 3,222 participants took part in the juniorsecondary school Contextual Teaching and Learning (CTL) and SBM training.

Governance, Management, and Linkages

2



The Teacher Deployment Program (PPG) has continued, including conducting policy implementation workshops in Cohort 1 districts, rolling out the program in Cohort 2 districts, and supporting dissemination to non-partner districts.



A National Policy Forum on Teacher Deployment, attended by the Director General of Basic Education, MOEC, and senior district officials, took place in Jakarta on October, 14, 2014. The aim of the workshop was to present and discuss results of the teacher deployment work conducted in 23 Cohort 1 districts, to share good practices, and to raise the policy issues for discussion at the national level.




USAID PRIORITAS has been working with MOEC’s Center for Teacher Professional Development (Pusbangprodik) to design a program to help districts and provinces plan for professional development for teachers. The program is currently being implemented in three districts in Central Java.

Technical Coordination 

A number of meetings have been held with high-level national GOI counterparts from the MOEC and the Ministry of Religious Affairs (MORA), to jointly plan and coordinate the USAID PRIORITAS program with their programs.



A meeting of all USAID projects under MENKO PMK (formerly MENKO KESRA) was held at the ministry on December 9 and attended by representatives of the various ministries involved in the projects, including MOEC, MORA, and the newly formed Ministry of Research, Technology and Higher Education.

Communications 

The eighth edition of the project’s national newsletter, PRIORITAS PENDIDIKAN, was published, highlighting good practices developed under the project.



The number of hits to the website increased from 633,645 in quarter 10 to 1,048,797 in quarter 11, and the number of unique visitors increased from 43,840 to 71,857.



A total of 745 stories concerning USAID PRIORITAS activities were published in the mass media. The media stories covered teacher deployment, district facilitator training, continuous professional development, media briefing workshops and good practice stories from USAID PRIORITAS partner schools.



The project’s Communications team produced videos on “Good practices in Teacher Deployment in Bener Meriah, Aceh, and Blitar, East Java” and “The Early Grade Reading Assessment (EGRA).”



The following modules and briefing materials were also produced: “Adaptation Material for Good Practices School (Primary and Junior Secondary)” and a “Teacher Deployment Policy Brief.”

Monitoring and Evaluation 

In Cohort 1 districts, the project conducted the complete package of school monitoring (covering classroom observation, student tests, EGRA, and interviews with principals, both in partner and in comparison schools). A baseline monitoring using the same package was implemented in the three Cohort 3 districts in North Sumatra.



In Cohort 2 districts, the school monitoring was limited to classroom observation and interviews with principals of partner schools to assess progress in changing practices



Preliminary results from the Cohort 1 and 2 monitoring show good progress on indicators of changes in practice in teaching and learning and school-based management.

Dissemination 

Dissemination activities were supported in all provinces. These activities involved 16,514 participants (mainly teachers) from 4,469 schools (four times more than in the previous quarter). The local contribution, mainly from district or school budgets, for the expenditure of the dissemination activities was 529,637 USD (79%), and USAID PRIORITAS contributed 137,945 USD (21%). This was also an almost fourfold increase over the previous quarter.


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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 Oktober hingga Desember 2014 (triwulan 11 proyek).

Pencapaian Utama pada Triwulan 11 Capaian utama USAID PRIORITAS selama triwulan 11 adalah sebagai berikut: Manajemen Proyek 

Staf Operations USAID PRIORITAS dari kantor nasional melakukan kunjungan ke kantor provinsi pada triwulan 11. Tujuan dari kunjungan ini adalah untuk mempelajari dan membahas tantangan dan masalah yang dihadapi saat melaksanakan kegiatan proyek.

Peluncuran Proyek 

Kegiatan telah dimulai di tujuh kabupaten kohor 3 di Sumatra Utara dan Jawa Timur.



Proses pemilihan mitra di Provinsi Papua Barat berlanjut pada triwulan 11, termasuk kunjungan dan pertemuan dengan mitra yang memiliki potensi untuk menjadi mitra proyek. USAID PRIORITAS dianjurkan untuk berkerja sama dengan Pemerintah Provinsi Papua Barat dalam program yang berfokus pada peningkatan mutu pendidikan sekolah dasar di Manokwari Selatan.

Program Papua 

Kegiatan di Papua telah mencapai 4 target termasuk lanjutan pelatihan untuk pelatih, dan pelatihan untuk sekolah mitra di Kabupaten Yahukimo. Sejumlah sekolah non-mitra juga ikut serta dalam kegiatan pelatihan atas keinginan mereka.

Hibah dan Kerja Sama Lainnya Pada triwulan 11, dua kemitraan USAID PRIORITAS baru telah dimulai: 

Kemitraan LPTK Amerika-Indonesia antara Florida State University (FSU) dan Universitas Negeri Semarang (UNNES) untuk mengembangkan program membaca bagi siswa.



Kemitraan antara proyek dan Yayasan Literasi Anak Indonesia (YLAI) untuk merevisi buku bacaan dan materi pelatihan untuk guru dalam penggunaan buku. Buku bacaan ini akan digunakan dalam program USAID PRIORITAS.

Peningkatan Pembelajaran di Sekolah 

Materi yang dikembangkan untuk modul 2 pelatihan pengembangan sekolah secara menyeluruh telah diadaptasi untuk LPTK dan diperkenalkan di LPTK di empat provinsi pada triwulan 11.



Proyek telah mengembangkan draf untuk empat paket materi pelatihan yang akan digunakan di LPTK dan daerah mitra, yaitu Literasi dan Membaca di Kelas Awal; Literasi di Sekolah Dasar/Sekolah Menegah Pertama, Matematika di Sekolah Dasar dan IPA di Sekolah Dasar.

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

Jawa Tengah mengadakan pertemuan konsorsium LPTK untuk tiga mitra universitas mereka dan perwakilan konsorsium LPTK.



Pelatihan putaran kedua untuk sekolah lab dan sekolah mitra LPTK berlanjut di seluruh provinsi. Pelatihan menggunakan Modul 2 untuk Pembelajaran dan Manajemen Berbasis Sekolah di Sekolah Dasar dan Sekolah Menengah Pertama. Peserta yang mengikuti pelatihan adalah kepala sekolah, guru, komite sekolah, pengawas sekolah serta perwakilan dari Dinas Pendidikan daerah dan Kemenag.



Provinsi Sumatra Utara dan Jawa tengah telah melakukan pendampingan di sekolah lab dan mitra LPTK Sekolah Dasar dan Sekolah Menengah Pertama. Fasilitator pelatihan pembelajaran LPTK memberikan bantuan teknis untuk guru dalam mengembangkan rencana pelaksanan pembelajaran dan dalam pelaksanaannya di kelas.



Empat provinsi (Sumatra Utara, Banten, Jawa Tengah dan Jawa Timur) melakukan kunjungan studi banding ke sekolah praktik yang baik ke sekolah di provinsi lain. Peserta dibagi menjadi dua; Sekolah Dasar dan Sekolah Menengah Pertama dan mereka mengunjungi rata-rata sebanyak dua sekolah di satu kabupaten.



Program Penelitian Tindakan Kelas (CAR) diawali dengan pertemuan 32 tim peneliti yang masing—masing tim terdiri dari 4 orang, yakni satu dosen LPTK dari departemen pembelajaran, satu fasilitator pelatihan LPTK dan dua guru terpilih dari sekolah lab dan sekolah mitra LPTK. Penelitiannya akan sangat sederhana, praktis dan memberikan model yang dapat digunakan oleh program pendidikan guru pra dan dalam jabatan.



Sehubungan dengan penundaan implementasi Kurikulum 2013 oleh pemerintah Indonesia dan sesuai arahan dari Kemdikbud, USAID PRIORITAS telah melakukan sedikit revisi secara umum pada modul 2 Pengembangan Sekolah Secara Menyeluruh untuk memastikan agar isi modul pelatihan dapat digunakan dengan kurikulum 2006 dan kurikulum 2013 untuk mencegah kebingungan bagi guru.



Pengembangan modul 3 Pengembangan Sekolah Secara Menyeluruh (WSD) telah dimulai pada triwulan 11. Modul dikembangkan dari modul 1 dan 2 dan bertujuan untuk membangun kapasitas pelatihan fasilitator dalam megembangkan suatu keberlanjutan setelah proyek selesai. Ini dilakukan dengan mendorong fasilitator dan guru untuk melakukan observasi, analisa dan memperbaiki praktik mengajar dan manajemen mereka.



Seluruh 23 kabupaten/kota Kohor 1 menyelenggarakan pelatihan untuk guru, kepala sekolah, dan komite sekolah dari sekolah mitra menggunakan Modul 2.



Sejumlah 4.212 peserta dari Kohor I sekolah mitra, LPTK dan sekolah lab dan mitra LPTK ikutserta dalam pelatihan Pembelajaran Aktif dan Manajemen Berbasis Sekolah (MBS) di sekolah/madrasah dasar dan 3.222 peserta dalam pelatihan Pembelajaran Kontekstual dan Manajemen Berbasis Sekolah di sekolah lanjutan pertama.

Tata Kelola, Manajemen, dan Koordinasi 

Program Penataan dan Pemerataan guru berlanjut. Kegitannya termasuk penyelenggaraan lokakarya implementasi kebijakan di kabupaten kohor 1, meluncurkan program di kabupaten Kohor 2, dan mendukung kegiatan diseminasi di kabupaten/kota non-mitra.



Forum Kebijakan Nasional: Penataan dan Pemerataan Guru yang diadakan di Jakarta pada tanggal 14 Oktober 2014 dihadiri oleh Direktur Jenderal Pendidikan Dasar Kemdikbud dan pejabat pemerintah daerah. Tujuan dari lokakarya adalah untuk mempresentasikan dan melakukan diskusi tentang hasil dari kegiatan penataan dan pemerataan guru di 23 kabupaten Kohor 1, berbagi praktik yang baik dan untuk mengangkat isu kebijakan untuk didiskusikan pada tingkat nasional.


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

USAID PRIORITAS bekerja sama dengan Pusat Pengembangan Profesi Pendidik (Pusbangprodik) dalam merancang program untuk membantu rencana kabupaten dan provinsi untuk pengembangan profesi guru. Saat ini, kegiatan sedang berlangsung di tiga kabupaten di Jawa Tengah.

Koordinasi Teknis 

Serangkaian rapat perencanaan dan koordinasi program dilakukan bersama pejabat tinggi mitra pemerintah Indonesia dari Kementerian Pendidikan dan Kebudayaan (Kemdikbud) dan Kementerian Agama (Kemenag).



Rapat dengan seluruh proyek USAID dibawah MENKO PMK (sebelumnya MENKO KESRA) dilaksanakan di kantor MENKO PMK pada tanggal 9 Desember 2014. Rapat ini dihadiri oleh perwakilan dari berbagai kementerian yang terlibat termasuk Kemdikbud, Kemenag dan Kementerian Penelitian, Teknologi dan Pendidikan Tinggi yang baru dibentuk.

Komunikasi 

Buletin nasional, PRIORITAS PENDIDIKAN edisi kedelapan, yang meliput praktik yang baik yang dikembangkan oleh proyek telah terbit.



Jumlah hit pada situs meningkat dari 633.645 pada triwulan 10 menjadi 1.048.797 pada Triwulan 11, dan jumlah pengunjung unik meningkat dari 43.840 menjadi 71.857.



Sebanyak 745 berita kegiatan USAID PRIORITAS dilaporkan media massa pada triwulan ini. Kegiatan yang diliput termasuk penataan dan pemerataan guru, pelatihan fasilitator daerah, pengembangan profesi yang berkelanjutan, media briefing, dan cerita praktik yang baik dari sekolah mitra USAID PRIORITAS.



Tim proyek komunikasi telah mengembangkan video ‘Praktik yang Baik dalam Penataan dan Pemerataan Guru di Bener Meriah, Aceh, dan Blitar, Jawa Timur’ dan ‘Asesmen Membaca di Kelas Awal (EGRA)’.



Modul dan naskah kebijakan yang telah diproduksi termasuk ‘Materi Adaptasi untuk Sekolah Praktik yang Baik (Sekolah Dasar dan Sekolah Menengah Pertama)’ dan ‘Naskah Kebijakan Penataan dan Pemerataan Guru’.

Monitoring dan Evaluasi 

Pada kabupaten/kota Kohor 1, proyek melaksanakan pemonitoran sekolah secara komprehensif (mencakupi observasi kelas, asesmen kinerja siswa, penilaian membaca kelas awal (EGRA) dan wawancara dengan kepala sekolah dengan sekolah mitra dan sekolah pembanding). Kegiatan survei awal mengunakan instrumen yang sama dilakukan di tiga kabupaten kohor 3 di Sumatera Utara.



Pada kabupaten/kota Kohor 2, kegiatan monitor sekolah hanya meliput observasi kelas dan wawancara dengan kepala sekolah sekolah mitra untuk mengkaji perkembangan pada perubahan praktik di sekolah.



Hasil awal dari pemonitoran kohor 1 dan 2 menunjukan hasil perkembangan yang baik pada indikator perubahan praktik pembelajaran dan manajemen sekolah.

Diseminasi 

Kegiatan diseminasi didukung di seluruh provinsi. Kegiatan diseminasi melibatkan 16.514 peserta (kebanyakan guru) dari 4.469 sekolah (jumlah ini hampir empat kali lebih besar dari triwulan sebelumnya). Pendanaan dari daerah yang terutama berasal dari anggaran kabupaten atau sekolah berjumlah USD 529.637 (79%), sedangkan pendanaan dari proyek adalah 137,945 USD (21%). Jumlah ini menunjukkan peningkatan hampir empat kali dari pada triwulan sebelumnya.

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1 PROJECT MANAGEMENT 1.1

Staffing

1.1.1

Recruitment and Resignations

USAID PRIORITAS has completed the recruitment of 24 staff during quarter 11, including some staff moving between positions, mainly to support Cohort 3 districts. Four additional short-term technical assistants (STTA) have also been hired. Ten staff, seven from RTI and three from the Education Development Center (EDC), have resigned in this period. Details of the changes are listed in Annex 2. Currently, the project has 221 staff. The number of staff based in each project office is noted in Table 1. Table 1: Staff Based in Project Office (including district coordinators) Province

Male

Female

Total

Jakarta

22

13

35

Aceh

15

12

27

North Sumatra

23

8

31

Banten

14

6

20

West Java

17

8

25

Central Java

17

8

25

East Java

20

11

31

South Sulawesi

17

8

25

Papua

1

1

2

Total

146

75

221

1.1.2

Training Facilitator STTA

In November 2014, the project Human Resources (HR) management team started processing the extension of all District Training Facilitator contracts for Cohort 1 and DBE districts and partner TTIs. This process is still ongoing at the end of the quarter.

1.2

Provincial Coordinator Meeting

A meeting of provincial coordinators was held in Jakarta on October 13, 2014, to review progress in project implementation and discuss a number of technical and operational issues that had arisen.

1.3

Support Visits to Provincial Offices

USAID PRIORITAS operations staff from the national office visited all the provincial offices during quarter 11. The objective of these visits was to learn about and discuss the challenges and problems that provincial offices face when implementing project activities. In addition, the visits were also intended to strengthen communication and coordination between the Jakarta national office and the provincial offices.


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The Operations team visiting the provincial offices included the National Operations Manager, the Finance Manager, the Office Manager, and the accountants. The national Operations team met with all the provincial offices staff and had discussions related to the challenges and problems of project implementation. Common issues that provincial offices faced concerned the facilitator payment process and communication and coordination of functions between the provincial offices and the national office. All discussion results have been reported to the USAID PRIORITAS senior management and will be discussed at an upcoming project staff meeting in mid-January 2015 in Bali.

1.4

Project Operations

The project has extended the office lease period until April 30, 2017, for the Aceh, South Sulawesi, Central Java, West Java, and Banten provincial offices. For the North Sumatra office, the project has extended the office lease only for one year, while considering renting a bigger office that is more suitable for the growing number of staff. The project has completed the installation of emergency generators in the Banda Aceh and Medan offices. The generators have been tested and function well to support the offices. With IT team support, the project has completed procurement and delivery of laptops for new staff. In a number of provinces, the IT team has also supported EGRA implementation. The project is now waiting for the police numbers and police registration documents as the final stage in the procurement process for five project cars. The cars are expected to be released by the police department at the end of December 2014. The project has organized a shipment plan with PT Toyota Astra Motor to deliver the cars to the relevant provincial offices. The Operations team has also completed procurement and delivery of books for Cohort 1 district and TTI partner schools to support the Module 2 WSD training.

1.5

EDC Project Management

The Teaching and Learning Advisor visited the EDC home offices in Washington, DC, and Boston, MA, from November 18–25, 2014. The purpose of the visit was to discuss and review finance, HR, operational, and technical issues. Recommendations for action were agreed upon for budget, finance, and staffing issues.

2 PROJECT ROLLOUT 2.1

Cohort 3 Districts

Seven Cohort 3 partner districts were selected, spread across two provinces, bringing the number of new partner districts under the USAID PRIORITAS project to a total of 50 districts. The seven selected districts are as follows: 

In North Sumatra: Labuhan Batu Utara, Serdang Bedagai, and Humbang Hasundutan



In East Java: Lamongan, Jombang, Batu, and Banyuwangi.

The following activities have taken place during quarter 11 in those districts:

8



District Training Facilitators selection



Early Grade Reading Assessment in a sample of partner schools.


North Sumatra has also implemented the following activities in its Cohort 3 districts: 

Program orientation for district and partner school stakeholders



Baseline monitoring, including student assessments in Bahasa Indonesia, mathematics, and science, in a sample of partner schools.

A map of project partners, including those in the Cohort 3 districts, is included on the next page.


9

10


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 at the start of April 2014, continued during quarter 11. During the quarter, the program reached Milestone 4. Quarter 11 activities are discussed below. a)

Training of Trainers (TOT) Phase III The TOT Phase III was a follow-up training of trainers in which 14 trainers from YKW and YASUMAT participated. The training was held in YKW’s training hall over a period of five days from December 8–13, 2014. The training material focused on sharing and discussing the trainers’ assistance experiences in schools. b)

Teacher from a Dekai school, using a Papua Contextual Book.

c)

YASUMAT Teachers Training

YASUMAT teacher training for partner schools was held for the Dekai school cluster from November 19–29, 2014. Twenty-five teachers from 11 schools around Dekai in Yahukimo District participated in the training. The schools comprised five partner schools and six dissemination schools. The training took place later than originally planned because of the unavailability of seats on airplanes to Dekai, Yahukimo.

Meeting with UNICEF

A meeting was held to discuss the planned activities of various education development partners active in Jayawijaya District in the Papuan highlands and to reach agreement on the choice of partner schools for each organization. Meeting participants included the USAID PRIORITAS Program Coordinator and the United Nations Children’s Fund (UNICEF) Program Manager in Jayawijaya. Unfortunately, World Vision Indonesia (WVI) was unable to join the meeting. The meeting resulted in an agreement among the three education partners about the schools with which they will work. WVI plans to work with nine elementary schools directly in Wamena; YKW, funded by USAID PRIORITAS, will work in 20 schools in adjacent areas just outside Wamena; and UNICEF will work in 22 of 60 schools in remoter parts of Jayawijaya District. Thus, the schools chosen will be different for each organization, avoiding overlap. d)

School Visits

During quarter 11, the USAID PRIORITAS program coordinator visited eight YKW partner schools in Jayawijaya and three YASUMAT partner schools in Yahukimo. The aim of school visits was to monitor the program implementation by both partner foundations (YKW and YASUMAT). Most of the schools had accepted the program offered. However, one of the eight schools visited in Jayawijaya had decided to decline to participate in the program, while the rest of the schools were


11

doing well in implementing the program. This finding has been reported to YKW, and the replacement of the school that is not participating will occur as soon as possible. e)

Additional Activities

ACDP and Papua Provincial Education Office Workshop The Analytical and Capacity Development Partnership (ACDP) and Papua Provincial Education Office workshop, held on October 1, 2014, in Jayapura, served as a forum to discuss two items. The first involved presenting ACDP study results about obstacles to education in remote areas in Papua. The second involved formulating operational recommendations for educational development in Papua. Facilitating a USAID and USAID PRIORITAS Visit to West Papua During this period, the USAID PRIORITAS Program Coordinator arranged and took part in a visit to West Papua, which included representatives of USAID Indonesia and the USAID PRIORITAS Chief of Party (COP). The visit resulted in a proposed program plan, which has been discussed with education stakeholders in West Papua (see Section 2.2.2). 2.2.2

Program Development in West Papua Province

The process of selecting potential partners in West Papua Province continued in quarter 11. Following the receipt of a report on potential partners from the USAID PRIORITAS Technical Coordinator, the Head of the USAID Indonesia Education Office and the USAID PRIORITAS COP visited West Papua onOctober 26-31, 2014, and were accompanied by the project’s Technical Coordinator. The team made visits to: 

The West Papua Provincial Education Office



The South Manokwari District Education Office and a number of primary schools in the district



STKIP Muhammadiyah Manokwari



The Foundation for the Development of Community Self-Sufficiency (PESAT) in South Manokwari.

Larry Dolan, Director of the USAID Indonesia Education Office (left), and Stuart Weston, Chief of Party USAID PRIORITAS (right), in discussions with Assistant II and the Head of the Education Office South Manokwari, District, West Papua, on November 27, 2014.

Following the visit, it was proposed that USAID PRIORITAS should work with the West Papua Provincial Government in a program focused on improving primary education in South Manokwari, to develop models of good practices that can then be disseminated to other districts. The intervention program is proposed to cover three main areas: 1. Support for the South Manokwari District Education Office in: a. Collecting and analyzing school data

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b. Conducting an assessment of the causes of high teacher and student absenteeism rates in the district c. Drawing up plans, budgets, and regulations to address issues that include: i. Improving teacher distribution ii. Recruiting more teachers from the local community to address teacher shortages iii. Identifying ways of addressing teacher and student absenteeism iv. Upgrading the skills of teachers through teacher training programs in cooperation with STKIP Muhammadiyah Manokwari and the PESAT Foundation, including the training of trainers from the STKIP, PESAT, and local schools in teaching and learning and schoolbased management to build local capacity v. Incorporating these activities and budgets into the District Education Strategic Plan d. Implementing the District Education Office’s plans. 2. Support for STKIP Muhammdiyah Manokwari teacher pre-service and upgrading programs in the district, including: a. Training and other activities (including study visits to USAID PRIORITAS partners in South Sulawesi) for STKIP Muhammadiyah lecturers and teachers delivering and supervising the delivery of teacher pre-service and upgrading programs, to improve their skills and knowledge b. Placing students undertaking teaching practice in schools in South Manokwari. 3. Direct support through training and other activities for a number of primary schools (15–20 schools) in South Manokwari, which are currently functioning or have the potential and commitment to function, r to improve: a. The quality of teaching, especially of reading b. The quality of school management c. Community support for the schools. This intervention program should be preceded by a needs analysis to identify those schools that would benefit from the program and to confirm the design of the program itself, which should be matched to local needs. Training materials may include adapted (where necessary) USAID PRIORITAS Whole-School Development Training Modules and the YKW Papua contextual textbooks. USAID PRIORITAS invited four of the key stakeholders from West Papua to Jakarta to a meeting with project management and technical staff and the USAID Contracting Officer’s Representative (COR) to discuss these proposals. The stakeholders were as follows: 1. Edison Ompe (West Papua Provincial Education Office) 2. Abdul Rosik Manan (Director of STKIP Muhammadiyah

Larry Dowlance (USAID Indonesia) and Stuart Weston (COP, USAID PRIORITAS) visiting a school in South Manokwari, West Papua, on November 28, 2014.


13

Manokwari) 3. Arongear (Head of the District Education Office, South Manokwari) 4. Max Tiwey (Head of the PESAT Foundation in West Papua). At the meeting, the proposed program was agreed in principle. A team of technical experts from the project will visit West Papua in February to undertake a more detailed needs assessment and make more detailed proposals for project interventions in the province.

2.3

Other Grants and Partnerships

During quarter 11, two new USAID PRIORITAS partnerships started to operate: (1) a US-Indonesia TTI Partnership between Florida State University (FSU) and the State University of Semarang (UNNES); and (2) a partnership between the project and Yayasan Literasi Anak Indonesia (YLAI), to revise leveled reading books and training materials for teachers for use in the USAID PRIORITAS program. 2.3.1

US-Indonesia TTI Partnership

FSU was selected to implement the partnership and, following a contract amendment by USAID, a sub-contract between RTI and FSU was signed in early September 2014 to enable FSU to implement the TTI partnership. The partnership between the two teacher training universities is intended to:

a)



Develop curricula and courses for pre- and in-service teacher training in developing reading and literacy, especially in the early grades;



Develop and pilot supporting training and classroom materials; and



Roll out these courses and materials to other TTIs.

Activities/Accomplishments during the Quarter:

Signing: This quarter, October–December 2014, was FSU’s first full quarter with the project. The contract for the US-Indonesia Teacher Training Institute Partnership (TTIP) was officially signed between the FSU Learning Services Institute (LSI) and RTI in September 2014. Partner Institute Selection: Partner selection was the first TTIP activity. The selection of the partner TTI was carried out in Indonesia by the USAID PRIORITAS staff, with input from FSU consultants. UNNES was selected as the partner institute to work with FSU and USAID PRIORITAS on the project, as its position as a leading TTI and its enthusiasm for the project suggest it will be able to take a leadership role in improving the teaching of reading in Indonesia. Needs Assessment: After the selection of UNNES, FSU and USAID PRIORITAS project staff decided that the needs assessment could be conducted in November 2014, as UNNES staff would be available to work with FSU consultants. The needs assessment proceeded in three phases. Phase 1–Tallahassee: FSU consultants proposed a draft schedule of needs assessment activities to USAID PRIORITAS staff, which were conveyed to UNNES staff, and a schedule was agreed upon. FSU sent draft data collections instruments to USAID PRIORITAS staff for feedback and refinement. The FSU team reviewed relevant project and UNNES documents as well as the EGRA study results. The needs assessment was conceived as more of a “ground truthing” exercise to verify existing, experience-based assumptions on the state of reading education and teacher training in teaching reading, gathered over the course of USAID PRIORITAS, rather than a full research study.

14


Phase 2–Indonesia: FSU staff, Drs. Young Suk Kim and Helen Boyle, traveled to Indonesia, arriving November 15 and 17, respectively. Dr. Jeffrey Milligan, Director of FSU’s Learning Systems Institute, was in Indonesia on another project and participated in initial meetings with both USAID PRIORITAS and UNNES. Kim, Boyle, and Milligan traveled to Semarang on November 18,, 2014, and spent two and a-half days in Semarang, meeting colleagues, explaining the project, conducting interviews, holding focus groups discussions, and making classroom observations (both at the TTI and at two local schools) as part of the needs assessment. The final half day was devoted to planning future activities. Phase 3–Needs Assessment Report/Results: The needs assessment report was completed by the end of December 2014. Essentially, the findings indicate that two classes at UNNES do contain some content for teaching reading. However, approaches to teaching reading are presented in a theoretical way and little attention is devoted to practical skills for future teachers. The UNNES classes use active, student-centered approaches in their classes. Finally, the five main components of reading (phonemic awareness, alphabetics, vocabulary, fluency, and comprehension) are in some cases addressed, but are not taught systematically within the curriculum for future early grade teachers of reading in Bahasa Indonesia. UNNES has indicated that it is interested in establishing an early grade reading certificate program. Classroom observations and interviews (in two schools) indicated that teachers in early grade classrooms do indeed try to implement student centered methods, but that reading is taught largely through recitation, repetition, and copying. (See the attached PowerPoint in Annex 3 for a more detailed summary of the findings.) b)

Challenges

Currently, the main challenge is distance, in that FSU and UNNES faculty are not able to work together face-to-face on a daily basis. The project has established a mutual folder via the Dropbox application that FSU will begin to populate with suggested readings aboutthe five skills of reading. FSU is in the process of hiring a project assistant in Tallahassee; finding a Bahasa Indonesia speaker with some background in education is a bit challenging, but should be addressed by the start of the next semester (January 2015). c)

Future Plans

UNNES and FSU agreed to hold a “faculty development seminar” in February 2015; the seminar will focus on introducing research and teaching methods focused on the five reading skills (phonemic awareness, alphabetics, vocabulary, fluency, and comprehension). 2.3.2 a)

Improving the Supply of Books to Schools

Yayasan Literasi Anak Indonesia (YLAI)

During quarter 11, USAID PRIORITAS negotiated, received USAID approval for, and signed a fixed obligation grant agreement with YLAI, valued at approximately US$200,000. This agreement came into operation on December 15, 2014, and will be for one year. It covers the following activities: 

Reviewing the 75 titles of leveled readers that YLAI has developed, to assess their suitability for use more widely across Indonesia, including identifying any changes needed;


Selecting books for schools in Bener Meriah, Aceh.

15



Revising the readers to incorporate the changes identified;



Reviewing and adapting YLAI training materials for teachers and school principals in how to use the books;



Producing pilot versions of the revised books for use in training the training facilitators in USAID PRIORITAS partner districts and TTIs;



Supporting the implementation of training for training facilitators at the national and provincial levels.

Following the training of the training facilitators, the books will be finalized and USAID PRIORITAS will purchase sets of the books to be distributed to district and TTI partner schools, where school staff will be trained in their use with the developed materials. USAID PRIORITAS has already informed MOEC of the proposed activity, and on December 24, 2014, received the verbal approval of the Director General of Basic Education, Hamid Mohammad. The project will ensure the full involvement of the Ministry and MORA in the activities under the grant.

3 STRENGTHENED 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 District Education Offices, to implement these programs.

3.1 3.1.1

TTI Module Development Training Pedagogy Lecturers from TTI and Provincial Consortia Partners

Following the completion of the Review and Preparation Workshop for Training Pedagogy Lecturers in Yogyakarta during quarter 10, project staff and facilitators have started training lecturers at partner and consortia universities. Materials developed for Module 2 Whole-School Development in-service training, and adapted for TTI pre-service use, have been introduced in four provinces during quarter 11. Aceh, North Sumatra, Banten, and South Sulawesi have completed training using the Primary, JuniorSecondary, and School-Based Management materials, completing a total of 12 workshops associated with this activity. A total of 292 participants took part in the primary school Active, Joyful, Creative and Effective Learning (PAKEM) and SBM training, and 165 participants in the junior-secondary school Contextual Teaching and Learning (CTL) and SBM training. Details of the training by province are included in Annex 4. West Java, Central Java, and East Java will complete the training during quarter 12. Detailed reports of these activities can be found in the provincial reports section in Annex 1. 3.1.2

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 Grade Literacy, Mathematics, and Science. During Year 2 of the project, specific support materials were developed for Early Grade and Primary Literacy, Junior Secondary Mathematics, and Junior Secondary Science. The three packages of resource materials were developed in consultation and collaboration with 16


university partners. The materials have been used by lecturers to strengthen current course content, and many have included units or activities in existing pre-service lecture programs. In Year 3, the project has developed a further four packages of training materials: Early Grades Reading and Literacy; Upper Primary/Junior Secondary Literacy, Primary Mathematics, and Primary Science. The initial meeting for the development of these materials was held in quarter 10 on August 26-28, 2014, in Jakarta. Following this meeting, the design and implementation of writing workshops was finalized, and provincial teams met for a series of workshops to develop draft materials, assisted by selected training facilitators, consultants, and project staff. The module writing was divided between provinces, with province teams electing to focus on the development of particular subject materials. The allocation of subject materials was as follows: 

Primary Literacy and Junior Secondary Literacy: Banten, Central Java, and West Java



Primary Mathematics: South Sulawesi and East Java



Primary Science: Aceh and North Sumatra.

During this quarter, a total of 17 three-day workshops, involving 350 persons, were completed to develop the first draft of the materials for the four packages. Please see the provincial reports in Annex 1 for further details of these workshops. A meeting of key persons, including curriculum key persons, as well as selected TTI facilitators, consultants, and project staff, was held in Surabaya on December 4–6, 2014, to review, consolidate, and edit the pre-service curriculum materials, in preparation for the national review and socialization of the materials. The National Review of Teacher Training Curricula and Materials Workshop was held December 16–18, 2014, in Jakarta. This workshop presented the results of the curriculum materials packages, socialized the materials, and engaged participants in simulations of suggested approaches and activities. The workshop included 128 TTI participants, organized into four groups: Primary Literacy, Junior Secondary Literacy, Primary Science, and Primary Mathematics. The participants were enthusiastic and very active in discussion and simulation. Useful feedback was received to improve the relevance of the content and strategies to be implemented for TTI students. The participants stated that the materials were very useful as references for TTI lecturers, containing many practical ideas, with “not too much theory.” Participants gave a strong commitment to integrate the materials into their lectures and to share them with their colleagues. During the next quarter, the materials will be proofread, formatted, and printed for final distribution during provincial workshops.

3.2

Provincial University Consortia Meetings

During the quarter, Central Java held a TTI consortia meeting for their three university partners and consortia representatives. Please see the provincial report in Annex 1 for further details.


17

3.3

Working with TTI Lab and Partner Schools

3.3.1

Training of TTI Lab and Partner Schools

During quarter 11, training at TTI Lab and Partner Schools continued across all provinces. This is the second round of training, using the Whole-School Development in-service Module 2 materials for Primary, Junior Secondary, and School-Based Management during this quarter. Participants included principals, teachers, school committee members, and representatives from District Education Offices, including school supervisors. The training sought to affirm that effective teaching and learning, efficient and responsive school-based management, and the support of the school committee are all necessary for effective change. Training schedules were determined by the availability of TTI facilitator staff and by the partner schools’ programs. Lecturers trained as trainers for both primary and junior secondary schools were trained in two components: (1) Good Practices in Teaching and Learning (PAKEM) for Primary School and Contextual Teaching and Learning (CTL) for Junior Secondary School and (2) School-Based Management. A total of 26 workshops for lab and partner schools were completed in quarter 11.

Lecturers from UIN Sultan Maulan Hasanudin doing teaching practice in school during Training of TTI Lab and Partner Schools.

Table 2: TTI Lab and Partner School Training Completed during Quarter 11 Training for Training for TTI Lab and Partner School– TTI Lab and Partner School– Province Primary Schools Junior Secondary Schools Aceh

October 15–18 ( PAKEM) November 12–13 ( MBS)

October 29–November 1 ( CTL) November 12–13 ( MBS)

North Sumatra

October 28–31 ( PAKEM) November 10–11 ( MBS)

October 31–November 2 ( CTL) November 10–11 ( MBS)

Banten

November 2–5 ( PAKEM) November 28–29 ( MBS)

November 15–18 ( CTL) November 28–29 ( MBS)

West Java

October 28–31 ( PAKEM ) (UPI) November 8–11 ( PAKEM) (UIN) November 16–17 ( MBS) ( UPI and UIN)

October 28–31 (CTL) (UPI) November 8–11 ( CTL) (UIN) November 16–17 ( MBS) (UPI and UIN)

Central Java

October 10–13 ( PAKEM) ( UNNES and IAIN) November 3–4 ( MBS) ( UNY) November 27–28 (MBS) ( UNNES and IAIN)

October 17–20 ( (CTL) ( UNNES and IAIN) November 3–4 ( MBS) (UNY) November 27–28 ( MBS) ( UNNES and IAIN)

East Java

Planned for January 2015

Planned for January 2015

South Sulawesi

October 8–9 ( PAKEM) ( MBS)

September 29–October 2 ( CTL)

A total of 866 participants took part in the primary school Active, Joyful, Creative, and Effective Learning (PAKEM) and SBM training, and 717 participants in the junior-secondary school Contextual

18


Teaching and Learning (CTL) and SBM training. Details of the training by province are included in Annex 4. 3.3.2

Meeting and Working with Lab and Partner Schools

During quarter 11, Central Java and East Java facilitated one-day meetings with TTI Lab and Partner schools. Central Java facilitated a meeting with UNNES and IAAN Walisongo in Semarang on November 11. Meetings were also held on November 24 with UNESA and IAIN Sunan Ampel in Surabaya, and on November 26 at UM Malang. The meetings provide the opportunity to bring together TTI, project, and school staff for the purpose of reviewing and planning for upcoming training activities. The project facilitates these ongoing meetings four times per year. See the provincial reports for further details. 3.3.3

Mentoring TTI Lab and Partner Schools

USAID PRIORITAS encourages and supports partner TTI facilitators with assistance from project staff to provide ongoing mentoring and development of teachers and school management staff taking part in the TTI Lab and Partner School Program. The mentoring 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 with and support the work done during training and meetings with the partner schools. During this quarter, North Sumatra and Central Java completed mentoring visits to primary and junior secondary TTI lab and partner schools. Teaching and Learning TTI facilitators provided technical assistance for teachers in developing lesson plans and in how to implement them in the classroom. They also facilitated teachers to conduct reflections on their teaching, to conduct peer observation of lessons, and to improve their lesson plans based on inputs from peer-teachers and from the mentoring facilitators. School-Based Management TTI Facilitators provided technical support for school principals and school committees in developing and improving their School Work Plans and School Budget Plan and advising them on how to implement them effectively. Mentoring of TTI Lab and Partner schools will be ongoing during 2015.

3.4

Good Practice Schools Program

The Good Practice Schools are those project partner schools that have been selected for their progress towards improvement of overall WSD, following training by the project. 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, schoolbased management, and community participation. On average, there are four schools in each district, representing primary and junior secondary, secular and madrasah schools. The Good Practice schools Angie Anggari, a project consultant, reviewing the work of the participants in training of training facilitators for good practice also provide provincial TTIs and their student schools. teachers with places where effective teaching and learning and school-based management can be observed. In addition, they offer a supportive environment for student teachers when completing their teaching practice in the field. USAID PRIORITAS – Quarterly Report No. 11, October–December 2014

19

To recognize the value of these schools and promote their continued growth, many Good Practice Schools have engaged in study visits to another district or province to discuss, observe, and share best practices with other project schools. They are also taking part in an enhanced provincial workshop program, which provides additional training in best practice teaching and learning pedagogy and subject-specific content strengthening. 3.4.1

Visits to Good Practice Schools:

Teachers from good practice schools in West Bandung, West Java, observing a lesson at SDN 023895 Bijai, North Sumatra, during a study visit.

During this quarter, four provinces (North Sumatra, Banten, Central Java, and East Java) completed study visits for their Good Practice Schools, as shown in Table 3. The main objectives of the visits were to share knowledge and experiences of good practices in implementing teaching and learning, school-based management, and community participation. The participants were divided into two groups, primary and junior secondary, and they visited on average two schools in each district. Opportunities were also provided for discussion with local education office representatives and the schools themselves to share best practices and gain new ideas.

Participants of the study visits included representatives from Good Practice Schools (school principals, teachers, and school committees), District Education Office staff, District MORA staff, District Facilitators, TTI Facilitators, and USAID PRIORITAS staff. Table 3: Study Visits to Good Practice Schools in Other Districts in Quarter 11 Province

Visited schools in

Date

North Sumatra

Central Java: Banjarnegara and Purworejo districts

October14–18

Banten

North Sumatra: Medan and Deli Serdang districts

November 23–26

Central Java

South Sulawesi: Maros and Makassar districts

October 27–30

East Java

South Sulawesi: Maros, Sidrap, Pinrang, and Pare-Pare districts

October 19–23

Participants of the study visits not only shared good practices but also obtained inspiration to implement the good practices in their schools. This inspiration was evidenced in their action plan for follow-up activities, which were developed on the last day of the workshop. The District Education and MORA offices also showed their commitment to support the implementation of good practices that they have learned. See the provincial reports for further details of these visits. All provinces have now completed this activity.

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3.4.2

National TOT for Good Practices Schools Workshop

The process of developing a workshop program to extend and enrich good practices in this selected group of schools started last quarter. A National Materials Development Workshop took place in September (quarter 10), followed by a finalization of materials workshop for a smaller group of key persons. A three-day workshop program was developed, which included additional support and practical activities to enhance the teaching of reading and literacy, mathematics, and science. The materials in this workshop are expected to reinforce and extend good practices introduced in the Whole-School Development modules. The ideas and activities can be used by the Good Practice Schools to provide professional development opportunities to others in their school and to surrounding schools in their district. During quarter 11, a National Training of Trainers (TOT) workshop was held to inform and train facilitators in using the workshop package. The workshop was held December 1–3, 2014 in Surabaya. The participants included 30 TTI Training Facilitators for primary schools and 38 TTI Training Facilitators for junior secondary schools. The workshop provided explanations of and training in the use of the specific material content and how to deliver training for teachers and principals of Good Practice Schools. Discussions and simulations of each unit were conducted during the training so that all TTIs lecturers preparing a “Big Book” for teaching literacy in a good practice school. participants felt confident and were ready to facilitate provincial training. The following Materials for Primary Good Practice Schools consisting of 5 units will be used for the provincial workshop implementation: UNIT 1: Building Literacy Habits UNIT 2: Big Books UNIT 3: Reading Strategies UNIT 4: Portfolios for Assessment UNIT 5: Follow-Up Activity Plan The Materials for Junior Secondary Good Practice Schools consists of 5 units: UNIT 1: Building Literacy Habits UNIT 2: Portfolio for Assessment UNIT 3: Using a Scientific/Enquiry-Based Approach in the Teaching and Learning of Indonesian, English, Science, Social Science, and Mathematics UNIT 4: Using Effective Worksheets for Indonesian, English, Science, Social Science, and Mathematics. UNIT 5: o

Bahasa Indonesia: Understanding Types of Texts

o

English: Understanding English Text

o

Science: Analyzing Science Curricula and Effective Teaching and Learning Strategies

o

Social Science: Developing Questioning Skills in Social Science Teaching and Learning

o

Mathematics: Problem Solving


21

Provincial training for Cohort 1 Good Practice Schools will be rolled out during quarters 12 and 13 in 2015. The program will be completed in provincial cluster groups, to facilitate delivery and effective implementation.

3.5

Classroom Action Research

Classroom Action Research (CAR) is a popular method of research and professional development at Indonesian universities. Lecturers undertake scholarly CAR for academic publication and advancement; student teachers undertake CAR as part of pre-service practicum requirements. The GOI are supportive and wishing to promote CAR as a method for teacher professional development that can be widely undertaken by individuals and groups of teachers to improve practice through informed investigation. CAR undertaken by teams of TTI lecturers and teachers and supported by project facilitators and staff has been recognized as a way to promote linkages between the TTIs, their student teachers, and their practice teaching schools. Bringing TTI lecturers into schools is an ongoing necessity, to ensure they connect with real life situations in classrooms and that they benefit from a better understanding of teaching and learning issues that teachers face daily. An identified need involves helping teachers promote improvement in the CAR training in Bandung, West Java classroom by assisting them to identify learning issues, to collect information, and to plan interventions based on data collected. Another identified need involves making CAR programs relevant and effective for student teachers during practice teaching. The USAID PRIORITAS CAR program is designed to address these needs. The CAR program started during quarter 11, with a Key Persons meeting on October 1, 2014, to determine the technical and operational pre-requisites for undertaking this extended program. The aim underpinning the design of this activity is placing classroom teachers at the center of the investigation, supported by TTI lecturers and facilitators. The investigations will be simple and practical and provide a model that can be used in both pre-service and in-service programs. The CAR research teams consist of four persons: one TTI lecturer from a practice teaching department, one TTI project facilitator, and two teachers from a selected TTI lab or partner school. The two teachers are from the same grade level and will work together to complete the research activity. Each TTI partner university has selected two teams for the program, and these teams met for the Initial Meeting on October 22–24, 2014, in Yogyakarta. A total of 128 CAR team members took part in the initial meeting, participating both as a member of their team and working on their identified subject. During this three-day meeting, project staff discussed the aims and goals of this activity, the suggested model of action research to be undertaken, and the possible topics for investigation. All teams were encouraged to choose to research a classroom-based question related to the project subject foci of either literacy, mathematics, or science. Fifty percent of all provincial teams were encouraged to undertake investigation in the area of reading and literacy to meet project focus requirements. Teams spent two days discussing and refining possible questions for investigation, with assistance from consultants and project staff. Developing effective questions that are concise, reasonable, and able to be investigated successfully was the focus of assistance by technical staff. 22


Examples of proposed CAR investigations. Science: 1. How to use authentic assessment with mentoring and conference feedback to improve the science process skills of grade 8 students. 2. How to improve science process skills through the application of cooperative group investigation with grade 7 students. Mathematics: 1. The application of problem-based learning approaches to improve problem solving skills in daily life (contextual) for grade 8 students 2. The application of differentiated tasks to improve student achievement in grade 6 mathematics. Primary Literacy: 1. How to improve the reading comprehension skills of grade 5 students by using Big Book media. 2. The use of reading corners to improve the reading motivation of early grade students. Junior Secondary Literacy: 1. How to improve the reading comprehension skills of grade 8 students using biography texts. 2. How to improve reading comprehension skills of grade 7 students using descriptive texts. The refinement of questions, data collection instruments, planning for classroom intervention, data analysis, and interpreting findings will be decided during provincial workshop meetings, which will provide opportunities for teams, consultants, and project staff to assist and monitor progress. These workshops will take place during quarters 11, 12, and 13. It is proposed that the data collection and draft findings will be completed by May 2015, to allow time for revision and preparation for presentation of results. A national conference to share findings from this activity is planned for August 2015.

3.6 3.6.1

Whole-School Development (WSD) Program Changes to WSD Training Module 2

The second WSD training module for primary and junior secondary school levels, which was rolled out in 2014, focuses on good practices in teaching and learning, school management, and community participation. MOEC adopted the module to support its implementation of the new 2013 Curriculum. However, the new government installed in late 2014 has postponed the implementation of the new curriculum in most schools and advised them to continue with or revert to the earlier 2006 Curriculum. On the advice of MOEC, USAID PRIORITAS has made generally small revisions to the module to ensure its compatibility both with the 2006 and the 2013 curricula and to avoid any confusion for teachers. The revised modules were completed in late December and will be used in the TOT in Cohort 2 districts in Aceh and Central Java in early January 2015. The project will conduct workshops in each province during quarter 12, to provide updates on these revisions for those Cohort 1 district and TTI training facilitators, who have already been trained in using the modules.


23

3.6.2

Development of WSD Training Module 3

Development of a third WSD training module started during quarter 11. The module builds on modules 1 and 2 and aims to build the capacity of training facilitators to sustain development after the project has finished. It does this mainly by encouraging facilitators and teachers to observe, analyze, and improve their teaching practices. The main units of the module are as follows: Teaching and Learning UNIT 1: Overview of USAID PRIORITAS Monitoring UNIT 2: Review of the Results Module 2 UNIT 3: Authentic Assessment UNIT 4: Developing Subject Knowledge - 4a: Finding Information and Writing Reports - 4b: Mathematics in Real Life - 4c: Using Leveled Readers in the Early Grades UNIT 5: Student Portfolios: What and Why?

UNIT 6: Lesson Preparation and Teaching Practice UNIT 7: Making Follow-up Plans

School Management and Community Participation UNIT 1: Overview of USAID PRIORITAS Monitoring UNIT 2: Review School Progress on SBM UNIT 3: Discussing the Follow-up of the Teacher Training UNIT 4: Managing a Reading Culture Development Program

UNIT 5 Improving the Quality of Schools - 5a: Active Listening - 5b1: Role of the Principal - 5b2: Role of the Teacher - 5b3: Role of the School Committee - 5c: Sharing Discussion Results UNIT 6: Making School-Based Management Follow-up Plans UNIT 7: Sustainable Professional Development through KKGs and MGMPs

Note: KKG = Teacher Working Group (regular primary schools); MGMP = Subject Teacher Working Group (secondary schools).

Training focus for early grade primary teachers will be on using the YLAI leveled readers, which will be provided to schools at the end of the training. The module for junior secondary schools will be completed in January and ready for use in a National Training of Trainers session in February 2015. The module for primary schools will be completed later, as the content for early grades teachers will be developed jointly with YLAI under the fixed obligation grant activities described in Section 2.3.2. 3.6.3 a)

Whole-School Development Training for Schools Cohort 1 District Training in Module 2

Following the WSD refresher training, district facilitators from the Cohort 1 districts continued to implement training for teachers, school principals, and committee members from partner schools using Module 2. During quarter 11, training was implemented in all 23 Cohort 1 districts and two DBE districts, which are implementing the junior secondary school training program. A total of 3,054 participants took part in the primary school Active, Joyful, Creative and Effective Learning (PAKEM) and SBM training, and 2,340 participants in the junior secondary school Contextual Teaching and Learning (CTL) and SBM training. Details of the training by district are included in Annex 4.

3.7

Meetings with the USAID PRESTASI Program

USAID PRIORITAS staff had two meetings with staff from the USAID Program to Extend Scholarships and Training to Achieve Sustainable Impacts (PRESTASI), which organizes and funds 24


courses in the United States. The first meeting was at the USAID PRIORITAS project office, where PRESTASI staff met with the USAID PRIORITAS COP to discuss the possibility of organizing short courses for TTI lecturers. The second meeting took place at the Shangri-La Hotel on December 18 and was attended by the USAID PRESTASI Contracting Officer’s Representative (COR), Alternate Contracting Officer’s Representative (ACOR), and COP; USAID PRIORITAS staff; and representatives of the USAID PRIORITAS partner TTIs, to gain further input into the kinds of courses which might be organized. Following the meeting, USAID PRIORITAS drafted a brief proposal, which has been sent to the USAID PRESTASI project.

4 GOVERNANCE, MANAGEMENT, AND LINKAGES Activities under Components 2 and 3 in this quarter focused on two main programs: (1) Teacher Deployment, and (2) Planning for Continuous Professional Development (CPD), which includes a training needs analysis and education finance analysis. Each of these is described below.

4.1

Teacher Deployment Program

The teacher deployment program, known as Penataan dan Pemerataan Guru (PPG), assists districts to map their teacher deployment; identify problems, such as poorly served and over-served schools; and make policies and plans to address these issues in compliance with current government regulations. The materials for this program include modules for each step, a software application, and supporting documents and guidelines for software implementation and use. The materials were released for use by other donors, as Andrew Sisson, Mission Director USAID Indonesia (center); Hamid Muhammad, Director General of Basic Education MOEC (right); and Stuart Weston, COP well as by service providers and project USAID PRIORITAS (left), answering media questions at a press conference at the National Policy Workshop in Jakarta in October 2014. personnel during a National Policy Dialogue Workshop, which took place in October (see below). During this quarter, work has continued on teacher deployment, including conducting policy implementation workshops in Cohort 1 districts, rolling out the program in Cohort 2 districts, and supporting dissemination. Each of these is described below. 4.1.1

Cohort 1 Districts

All 23 Cohort 1 districts completed the mapping of teacher deployment, policy analysis, and public consultations in the previous quarters. The next stage involves implementing policies in compliance with the recommendations resulting from the public consultation. At this stage, the districts are encouraged to develop legal instruments to support effective and sustainable policy implementation. Districts are currently completing this process.


25

4.1.2

Cohort 2 Districts

Mapping of teacher distribution has now been completed in 20 Cohort 2 districts and two former DBE districts as part of a dissemination program. The next step is to complete the policy analysis based on the mapping. The analysis takes place in the second workshop in each district. Five provinces have conducted the workshops, namely Aceh, North Sumatra, West Java, Central Java, and East Java. The two remaining provinces, Banten and South Sulawesi, will conduct the workshops in January 2015. Details are provided in Table 4. Table 4: Teacher Deployment Program Implementation in Cohort 2 Districts Number of Districts

Orientation Activity

Workshop 1

Aceh

4

Completed

Completed

Completed

North Sumatra

4*

Completed

Completed

Completed

Banten

2

Completed

Completed

Scheduled for January 2015

West Java

4

Completed

Completed

Completed

Central Java

2

Completed

Completed

Completed

East Java

2

Completed

Completed

Completed

South Sulawesi

4

Completed

Completed

Scheduled for January 2015

Province

Workshop 2

* Includes two dissemination districts (ex-DBE districts).

4.1.3

Provincial Teacher Deployment Workshops

With the workshop conducted in North Sumatra on October 2, province-level teacher deployment program (PPG) workshops have now been implemented in all seven partner provinces. These workshops have provided the opportunity for Cohort 1 districts to share the results of their teacher deployment mapping and policy development, and to discuss the role of the province in supporting teacher redistribution. As reported in the past quarter, both in Aceh and North Sumatra, the provinces have taken a proactive role in disseminating PPG across all districts. In Aceh, this has involved cross-donor coordination with the DFAT-funded Education Policy Research in Aceh Province (EPRA) project, along with ACDP and coordinated by the Aceh Education Development Coordination team (TKPPA). In North Sumatra, the program is supported by the Research and Development (R&D) section of the Provincial Government of North Sumatra. This approach and initial results from North Sumatra have since been shared in Jakarta at a national workshop for provincial R&D offices.

26


4.1.4

National Teacher Deployment Policy Dialogue

A National Policy Forum on Teacher Deployment took place in Jakarta on October, 14, 2014. The aim of the workshop was to present and discuss results of the teacher deployment work conducted in 23 Cohort 1 districts, to share good practices, and to raise the policy issues for discussion at the national level. The workshop was attended by 109 participants, consisting of District Heads (Bupati and Mayors) and Heads of Stakeholders from USAID PRIORITAS partner presenting good practices about District Education Offices, as well as teacher deployment. Heads of the Provincial Education Offices, and representatives of MORA, MOEC, Ministry of Home Affairs, USAID, and other donors and donor-funded programs, as well as USAID PRIORITAS staff from Jakarta and the provinces. The Director General of Basic Education opened the event, on behalf of the Minister of Education and Culture, and also gave a presentation on the need for teacher deployment to be addressed. The opening was followed by remarks from the USAID PRIORITAS COP and the USAID Mission Director. The workshop consisted mainly of two discussion panels in which government representatives, first from districts and second from the central government, presented the results of their mapping and policy work in a “talk show” format. The first session highlighted the successful implementation of teacher deployment policies at district level and featured the following: 

the Head of the District Education Office, Semarang District, focusing on regrouping/merger of schools;



the Head of the District Education Office, Ciamis District, focusing on mobile teachers;



the Head of Bener Meriah District, focusing on teacher transfers; and



the Vice-Head of Blitar District, focusing on multi-grade teaching in small schools.

The second panel, which focused on central policy on teacher deployment, featured the following: 

the Director of Governance from the Directorate General of Regional Autonomy, Ministry of Home Affairs (MOHA), and



the Head of the Sub-Directorate of Teachers and Education Personnel, Directorate of Madrasah Education, from the Directorate General of Islamic Education, MORA.

In addition to the two panel discussions, the workshop included an afternoon session on the approach, modules, guidebook, and software for the analysis of teacher distribution and policy analysis. Sessions were presented by project personnel and a representative of MOEC’s data management section. Annex 5 explains the composition of the participant group for this activity.


27

4.2

Planning for Continuous Professional Development (CPD) of Teachers

Continuous Profession Development (CPD) of teachers is a key to improving and maintaining quality in education systems. In Indonesia, MOEC has adopted this approach under the title Pengembangan Keprofesian Berkelanjutan (PKB). The intention is to assess each individual teacher through an online competency-based assessment (UKG) and in-school performance appraisal (PKG). Based on results, teachers are designated as either beginning, early, medium, or advanced teachers, and professional development programs should be designed accordingly.

Continuous Professional Development Analysis socialization program at Semarang, Central Java.

The UKG and PKG mechanisms have been implemented, or in the case of PKG, partially implemented. However, a number of problems exist in the national approach: (1) the implementation of UKG and PKG have been somewhat problematic; (2) the capacity of the Ministry to provide professional development for all teachers (through LPMP, P4TK, and potentially online delivery)1 is a very long way from meeting the needs; (3) lessons learned and established good practice in professional development suggest that teachers learn best in school-based or cluster programs, rather than individualized instruction, such as is suggested by the national approach; and (4) potential funding for professional development is located in province and district budgets (and in MORA for madrasah teachers); meanwhile, the national MOEC does not have control over these funds. Teacher training provided by provinces and districts is generally not based on needs assessments or linked to the new national system. There is also a move to use teacher performance appraisal (PKG) results in a summative way, to determine professional allowances and career opportunities. Unfortunately, experience suggests that this is likely to seriously compromise the validity of results and render the appraisals ineffective as a formative tool for professional development. USAID PRIORITAS has been working with MOEC’s Center for Teacher Professional Development (Pusbangprodik), which is responsible for the UKG and PKG programs, to design a program to address these issues and help districts and provinces plan for professional development of teachers. The approach uses results of UKG, PKG, and national examinations for students (UN) to help identify teacher training needs in each district. This picture is enriched through focus-group discussions (FGD) and supported by financial analysis to determine unit costs of training in each district and funds available through annual budgets. Based on this analysis, the program intends to work with districts, provinces, LPMP, and universities to design and implement continuous professional development programs for teachers in each district, and which align with district, provincial, and national priorities, as well as identified needs. The approach is well-aligned to the work in Component 1, as the training modules developed under USAID PRIORITAS for schools are likely to be well-suited to meeting the needs identified and the approaches advocated.

LPMP = Lembaga Penjaminan Mutu Pendidikan (Provincial Quality Assurance Institute); P2TK = Pembinaan Pendidik dan Tenaga Kependidikan Dasar (Development of Teachers and Educational Personnel). 1

28


The CPD Planning Approach is illustrated in Figure 1. Conceptual Framework for CPD Planning Program

Agree on aim and approach to Continuous Professional Development (CPD) Planning

Training Unit Cost Analysis Map of training needs

Training Needs Analysis Analysis of funding for teacher training

Approach to CPD Policy Analysis

Education Funding Policy

Public consultation

Policy implementation design

Training program design

Cost-benefit analysis for training

Workshop II

Introduce framework for analysis of teacher training needs

Focus Group Discussion

Workshop I

Figure.1:

Introduce good practice in training

One of the planning principles for this approach is to avoid collecting new data and instead to use existing data and strengthen the government’s data systems. While recognizing the limitations of the existing data, the project has decided, nonetheless, to use it. The Training Needs Analysis (TNA) uses results of (1) Teacher Competency Testing (UKG), (2) Teacher Performance Appraisal (PKG), and the National Examination (UN). The CPD Planning Approach has been designed as four modules, each consisting of several units. The aim, as with the previous Teacher Deployment Program, is to build capacity through training, while at the same time conducting analysis using real data to produce concrete policy and planning outcomes. The four modules are as follows: 

Module 1: Training Needs Analysis



Module 2: Training Unit Cost Analysis



Module 3: Training Funding Analysis



Module 4: Continuous Professional Development Policy Analysis

While the first three modules can each be applied as a stand-alone, they are intended to be implemented in an integrated way in Workshop 1. The fourth module is based on outputs from the first three and is intended to be implemented in Workshop 2. The recommended approach, illustrated below, is to involve a number of districts from a province, together with the provincial administration, LPMP, and associated TTI, to gain efficiencies in delivery and to increase coordination and synergy in planning between districts, levels, and components in the system.


29

Figure.2: Activity #1 (district)

Workshop #1 (province) Mentoring (district)

Workshop#2 (province)

Mentoring (district)

Implementation of CPD Planning Program

Consultation/Socialization (Audiensi) Confirming access to data (including finance data)

Module 1 i Training Needs Analysis

Module 2 Training Unit Cost Analysis

Focus Group Discussions

Module 3 Training Finance Analysis

Input and Analysis Data

Module 4 Continuous Professional Development Policy Analysis

Preparation for Public Consultation

Activity #2 (district)

Public Consultation

Workshop 1, covering Training Needs Analysis, Unit Cost Analysis, and Analysis of Training Funding, was conducted from November 17–20 in Magelang, Central Java. Three districts took part, Batang, Banjarnegara, and Purbalingga, along with the Central Java Provincial Education Department, the Central Java LPMP, and two partner TTIs (UNNES and UNY). Modules 1, 2, and 3 are now being refined based on feedback from this workshop. The project has encountered a challenge in gaining access to the data required. The UKG data is available at district level, but only in aggregated form. While districts should be entitled to download the data (using a password unique to each district), the system has proven to be problematic. Meanwhile, although the central Ministry agreed to provide the data for each USAID PRIORITAS partner district, this has not yet been realized. There are confidentiality issues involved in giving access to data that identifies individual teachers by name; however, use of data by name is not necessary for the CPD Planning Approach. These problems are currently being worked through by revising the data analysis approach and coordinating both with the Personnel Body of MOEC and the district governments. Module 4 (Continuous Professional Development Policy Analysis) is in the final development phase. The draft module has been written by a team of developers and is currently under review. It is expected to be ready for implementation in the Cohort 1 districts in Central Java in January. Meanwhile data analysis, based on the revisions to the first modules and refinement of the software, is underway in the Central Java districts with partners from the TTI and the districts. This analysis is also expected to be completed in January.

4.3

Dissemination Planning Workshops

District dissemination planning workshops took place in all districts earlier in 2014. Similar provincelevel workshops were conducted in three provinces in the past quarter (Banten, West Java, and East Java). Provincial Planning Workshops took place in North Sumatra in quarter 11 and are scheduled for the remaining three provinces in quarter 12. 30


The workshops were aimed to facilitate districts and provinces in planning and budgeting for the dissemination of USAID PRIORITAS programs. In particular, this workshop activity aimed to: (1) share the experiences of success and good practices in changing approaches to teaching and learning, education management, and governance, between the districts (and the province); (2) facilitate the synchronization of planning between project programs and activities of the Education Offices/MORA through revisions to the 2014 budget and planning for 2015; and (3) to plan the dissemination of good practices, both in learning and in management as a sustainability strategy. Table 5 below, lists the events. More details can be found in the provincial reports in Annex 1. Table 5: List of Provincial Dissemination Meetings Province

Place

Aceh North Sumatra Banten

Banda Aceh Medan Serang

Planned January 2015 October 3, 2014 September 9, 2014

Date

West Java Central Java

Bandung Semarang

July 16–17, 2014 Planned February 10, 2015

East Java South Sulawesi

Surabaya Makassar

April 29, 2014 Planned February 2015

5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS Table 6 shows that during quarter 11, dissemination in seven provinces involved 16,514 participants (mainly teachers). As in the previous quarters, the dissemination involved more female (59.3%) than male teachers (40.7%). These participants came from 4,469 schools, with the largest number from East Java and Central Java. This was an almost fourfold increase from the previous quarter and reflects a number of factors, including the use of USAID PRIORITAS materials to support rollout of the 2013 curriculum and increasing dissemination in Cohort 1 USAID PRIORITAS districts. The table shows that the average number of participants per school was 3.7. Table 6: Number of Participants in Dissemination Activities in Quarter 11, by Province Province

Male

Female

Male and Female

Number of Schools

Participant/ School

(1)

(2)

(3)

(4)

Aceh

189

433

622

166

3.7

North Sumatra

655

1,307

1,962

381

5.1

Banten

173

590

763

356

2.1

West Java

1,395

1,152

2,547

553

4.6

Central Java

1,519

2,492

4,011

889

4.5

East Java

1,659

1,421

3,080

1,415

2.2

South Sulawesi

1,033

2,293

3,326

683

4.9

D.I. Yogyakarta

95

108

203

26

7.8

6,718

9,796

16,514

4,469

3.7

Grand Total Percentage

40.7%

59.3%

(5= 3:4)

100%


31

The following Table 7 presents the total number of participants in dissemination training from 2013 through 2014 (quarters 4 to 11). During these eight quarters of project implementation, all dissemination activities reached over 50,000 participants. The number of female participants (60.5%) was higher than the number of male participants (39.5%), and the average number of participants per school was 4.6. Table 7: Total Number of Participants in Dissemination Activities 2013–2014 (Quarter 4 to 11), by Province Province

Male

Female

Male and Female

Number of Schools

Participant/ School

(1)

(2)

(3)

(4)

641

1,525

2,166

388

5.6

North Sumatra

1,772

4,509

6,281

1427

4.4

Banten

1,879

4,158

6,037

1244

4.9

West Java

3,048

3,569

6,617

1866

3.5

Central Java

3,948

5,740

9,688

1794

5.4

East Java

6,281

6,559

12,840

2883

4.5

South Sulawesi

2,337

4,439

6,776

1397

4.9

D.I. Yogyakarta

95

108

203

26

7.8

20,001

30,607

50,608

1,1025

4.6

Aceh


39.50%

60.50%

(5= 3:4)

100.00%

Table 8 shows that during quarter 11, the local financial contribution to dissemination training (mainly from district or school budgets) was 529,637 USD (79.3%); USAID PRIORITAS contributed 137,945 USD (20.7%). This was a near fourfold increase on the previous quarter. Table 8: Expenditure on Dissemination Activities in Quarter 11 Province

GOI

USAID PRIORITAS

TOTAL (USD)

Aceh

16,851

0

16,851

North Sumatra

69,565

21,693

91,258

132,752

10,663

143,415

75,535

48,277

123,812

127,450

25,544

152,994

South Sulawesi

82,328

27,442

109,770

D.I. Yogyakarta

25,157

4,327

29,484

529,637

137,945

667,582

West Java Central Java East Java


79.3%

20.7%

100.0%

Table 9 shows that through eight quarters of the project (2013–2014), the total expenditure on dissemination activities was more than 2 million USD, of which 83% was local contribution.

32


Table 9: Total Expenditure on Dissemination Activities 2013–2014 (Quarter 4 to 11 in USD) Province Aceh

GOI

USAID PRIORITAS

TOTAL

65,303

17,615

82,918

481,160

87,335

568,495

90,707

13,524

104,231

West Java

257,992

30,956

288,948

Central Java

163,733

86,541

250,274

East Java

486,202

59,750

545,952

South Sulawesi

144,030

57,058

201,088

D.I. Yogyakarta

25,157

4,327

29,484

1,714,284

357,106

2,071,390

North Sumatra Banten


82.8%

17.2%

100.0%

For more details, please see Annex 8.

6 TECHNICAL COORDINATION 6.1

Coordination with the Government of Indonesia

A meeting of all USAID projects under MENKO PMK was held at the ministry on December 9. Representatives of USAID PRIORITAS and of the various ministries involved in the projects, including MOEC, MORA, and the newly formed Ministry of Research, Technology and Higher Education, attended. USAID gave presentations about its various projects, while GOI participants gave feedback on their involvement with the projects. During quarter 11, USAID PRIORITAS has continued to collaborate with the GOI at all national, provincial, and district levels through technical workshops and meetings. A number of meetings have been 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. The meetings are reported in full in Annex 6. Front page newsletter PRIORITAS PENDIDIKAN, eighth edition.


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7 COMMUNICATIONS 7.1 7.1.1

Media Newsletter

The eighth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN, was printed and published in quarter 11. The newsletter contains information on many of the project’s activities and good practices, including preparing good practice schools, providing books to partner schools, briefing the media, mapping continuous professional development, having MOEC and USAID PRIORITAS work together to strengthen National Education Standard Based Schools (EDNSBS), and training teachers in remote schools in Yahukimo, Papua. Good practices stories from all partner provinces were also included in the newsletter. For example, a story on SMPN 5 Cimahi, West Java, introduced creative work in English language classes. Another piece was about the Semarang District Head, who issued regulations to merge schools. One story described active lectures in Syiah Kuala University (Unsyiah) in Aceh that explored the writing potential of the students through active lecturing techniques. Other stories described encouraging parents in Papua to care about the education of their children, a school that partnered with agriculture companies, a remote school implementing SBM and active learning, and providing teachers for children with special needs using funds from parents. Another story featured SMP Raudlatul Jannah Cilegon, which developed a reading culture that encouraged students to produce their own books. A total of 10,175 copies of PRIORITAS PENDIDIKAN were published and distributed to key partners and stakeholders in all project provinces, as shown in Table 10. Table 10: Distribution of the National Newsletter, Eighth Edition Province Aceh

1,275

North Sumatra

1,275

Banten

7.1.2

Total

825

West Java

1,650

Central Java

1,350

East Java

1,675

South Sulawesi

1,725

Jakarta

300

Papua

100

Total

10,175

Project Website

The project website is used as a medium to disseminate good education practices and innovations developed by USAID PRIORITAS. Project products such as training modules; videos; newsletters; research studies; good practices; and inspiring stories from teachers, school principals, supervisors, the Regional Education Office, and the Regional Parliament are uploaded on to the website. The 34


number of hits to the website increased from 633,645 in quarter 10 to 1,048,797 in quarter 11, and the number of unique visitors increased from 43,840 to 71,857. Data on the use of the project website are shown in Table 11. Table 11: Number of Hits on Project Website in Quarter 11 Month

Hits

Bandwidth

October 2014

20,311

322,817

59.62 GB

November 2014

23,070

367,898

52.45 GB

December 2014

28,476

358,082

56.04 GB

71,857

1,048,797

Total

7.1.3

Unique Visitors

Media Monitoring

During the period of October to December 2014, a total of 745 stories concerning USAID PRIORITAS activities were published in the mass media. The media stories covered teacher deployment, district facilitator training, continuous professional development, media briefing workshops, and good practices from USAID PRIORITAS partner schools. Below, Table 12 shows the total monthly media coverage. Table 12: Monthly Media Coverage Month

7.1.4

Total Number of Media Reporting

Total Number of News Stories

October

157

325

November

117

201

December

121

219

Total

395

745

Project Videos

The project communication team produced videos during quarter 11. These videos are very useful in illustrating the processes and goals that the project is aiming to accomplish, especially about good practices in reading programs. The following are videos that were produced during quarter 11: 

Good practices in teacher deployment in Bener Meriah, Aceh, and Blitar, East Java



The Early Grade Reading Assessment (EGRA)

7.1.5

Module and Policy Brief Layout

The project Communications team designed and laid out training modules for good practice schools and a teacher deployment policy brief. The layout for all the modules was done by the Communications team so that the process was more efficient. This allowed the technical staff to review the materials before printing. The following modules were produced during quarter 11: 

Adaptation of Material for Good Practice Schools (Primary)


35



Adaptation of Material for Good Practice Schools (Junior Secondary)



Teacher Deployment Policy Brief

Selection of publications during quarter 11 (left to right): (1) Adapted Materials for Good Practice Schools SD/MI, (2) Adapted Materials for Good Practice Schools SMP/MTs, (3) Teacher Deployment Policy Brief

7.1.6

Media Briefing

Aceh was the last province to hold a media briefing. The briefing aimed to help journalists understand the implementation of good practices in teaching and learning and SBM, as well as to enhance good relations between USAID PRIORITAS and the media. Following the briefing, reporters who took part suggested forming an education reporter forum for journalists to help them access educational information and engage in the activities of USAID PRIORITAS. 7.1.7

Collaboration with Siap Belajar

Aceh journalists presenting their group discussion at the media briefing in Banda Aceh.

To strengthen the dissemination of good practices, USAID PRIORITAS is working with Siap Belajar. Siap Belajar is an educational online medium that also has a print edition. After the media briefing in West Java, Siap Belajar has been keen to disseminate the good practices of USAID PRIORITAS. Siap Belajar made a special menu for USAID PRIORITAS content, such as training modules, stories of good practices, and videos. This cooperation has been very positive and will aid in disseminating program information after USAID PRIORITAS has ended. Products and stories of good practices achieved under USAID PRIORITAS will remain accessible to the public through siapbelajar.com.

36


Siap Belajar print edition

Siap Belajar website


37

8 MONITORING AND EVALUATION During quarter 11 (October to December 2014), the Monitoring and Evaluation (M&E) team conducted three activities: 1. Annual monitoring 2. Processing the statistics of activities in the project and dissemination districts 3. Updating the TraiNet statistics

8.1

Implementation of Annual Monitoring in Cohort 1, 2, and 3 Districts

USAID PRIORITAS’ annual monitoring is carried out in two major time frames: monitoring of partner district schools is conducted between September and December, while monitoring of TTI Lab Schools and district and province management and coordination is conducted between January and June. This timeframe has applied since 2012. The 2014 annual monitoring process, especially focusing on schools, is mostly the same as the monitoring conducted in 2012 and 2013. As in the earlier years, the monitoring was conducted between September and December 2014. The sampling of partner schools was the same: the data collection was conducted in the same schools visited during the baseline survey. The instruments used were mostly the same: only minor changes were made. The 2014 monitoring, however, had a larger coverage: 50 districts, with the addition of seven new districts of Cohort 3 (three in North Sumatra and four in East Java). In 2012, the monitoring was conducted in 23 Cohort 1 districts. In 2013, with the addition of 20 districts of Cohort 2, the monitoring was conducted in 43 districts. The coverage of comparison schools in 2014, however, was limited to Cohort 1 districts, and no monitoring of comparison schools was undertaken in Cohort 2 and Cohort 3 schools. Table 13, below, presents an overview of the coverage of the sample schools in the three cohorts and the focus of monitoring conducted. In Cohort 1 districts, the complete package of school monitoring (covering classroom observation, student tests, early grade reading assessments (EGRAs), and interviews with principals in both partner and comparison schools) was conducted in 2012 and in 2014. In 2013, student tests were not conducted in Cohort 1, as it was decided that the results of the project intervention on student performance should be assessed in alternating years. In Cohort 2 districts, the same complete coverage of school monitoring was conducted in 2013. In 2014, monitoring of Cohort 2 was mostly to assess the progress and outputs of project interventions; therefore, it was limited to classroom observations and interviews with principals of partner schools. No data collection was conducted in comparison schools. The student tests were also not conducted in 2014, for the same reason. In Cohort 3 districts, the same complete coverage of school monitoring including student assessment and EGRA was conducted in October 2014. There are no comparison schools in Cohort 3, as it was agreed with USAID that the comparison schools in the 43 districts of Cohort 1 and 2 will be sufficient for validating the results and impact of the project interventions in partner and nonpartner schools.

38


Table 13: The Coverage of Samples of Schools, by Cohorts and Monitoring Subjects Partner School and Comparison School (PS&CS) or Partner School Only (PS) 2012

2013

2014

Observing teachers teaching early grades

PS+CS

PS+CS

PS+CS

Observing teachers teaching grades 4, 5, and 8

PS+CS

PS+CS

PS+CS

Group interviews with principals, senior teachers, and school committee members

PS+CS

PS+CS

PS+CS

Student tests on math, science, and Indonesian language

PS+CS

PS+CS

Early Grades Reading Assessment (EGRA)

PS+CS

PS+CS

Monitoring Subjects Cohort 1 (23 districts) – started in 2012

Cohort 2 (+20 districts) – started in 2013 Observing teachers teaching early grades

PS+CS

PS

Observing teachers teaching grades 4, 5, and 8

PS+CS

PS


PS+CS

PS


PS+CS

EGRA

PS+CS

Cohort 3 (+7 districts) – started in 2014 Observing teachers teaching early grades

PS

Observing teacher teaching grades 4, 5, and 8

PS


PS


PS

EGRA

PS

TTI Lab Schools – Started in Jan 2014 Observing teacher teaching early grades

PS

Observing teacher teaching grades 4, 5, and 8

PS


PS


PS

EGRA

PS

The annual monitoring has been implemented three times since 2012. A good monitoring system seems to have been developed, starting with the recruitment and training of data collectors, data collection, data input and data transfer from the provinces to Jakarta, data processing and analysis, and report writing. This is clearly evident from the fact that most of the monitoring activities outlined in the quarter 10 report were implemented as planned. To avoid repeating the same statistics presented in quarter 10 M&E report section, the following are some anecdotes of the 2014 annual monitoring that need attention. a)

The Data Collectors

In 2012, the Data Collection team members were composed of a mix of principals, teachers, lecturers, and university students. In 2013, the M&E team, after consultation with their colleagues in the provinces, decided that the data collectors should be recruited from the pool of District USAID PRIORITAS – Quarterly Report No. 11, October–December 2014

39

(training) Facilitators (DFs), with preference given to those who had previous experience in data collection. The same strategy was applied in the 2014 annual monitoring. Since there is a tendency in all provinces to select the “best” DFs—those who actually had worked with the project and as facilitators in project’s training activities—the number of days they could work as data collectors was very limited. Besides, these DFs were civil servants, with primary responsibility as school principals, teachers, and school supervisors. As an example, during data collection in Sragen, three data collectors could only work until noon because they had to attend the training organized by the Sragen District Government in Solo. b)

The Time Schedule

Monitoring went mostly as planned in quarter 11 except in Aceh Jaya, where the data collection in school was postponed for about two weeks because of heavy rain and a landslide that cut the road from Banda Aceh to Aceh Jaya. c)

Withdrawal from the Sample

Prior to the data collection, a package of 50 books was distributed to each of the comparison schools in all provinces. The data collectors reported that this has led to data collection teams’ being better received during their visits to the comparison schools, but has not prevented the withdrawal of some comparison schools from participation in the annual monitoring (four schools in Central Java and one school in Aceh Jaya). Since the percentage of uncooperative comparison schools is very small (less than 1%), it will not affect the overall results of the monitoring. d)

Data Processing

A new MS Access data entry format for classroom observation and interviews with principals was offered to the M&E teams in provinces as an alternative to the earlier MS Excel format. All seven provinces used the Access format, which has contributed to faster data transfer from the provinces to Jakarta. The Excel data entry format was still used for the results of the student assessment. e)

Data Analysis

Data of classroom observations and interviews of principals have been analyzed. Graphs presenting preliminary data on the main indicators of school monitoring in Cohort 1 and Cohort 2 districts are available and included as Annex 7 to this report. The analysis is ongoing on the student assessment.

8.2 8.2.1

Early Grade Reading Assessment EGRA Assessor Training

Following the EGRA Adaptation workshop conducted in September, the EGRA Assessor workshop was conducted from October 8 to 11 for 82 assessors, 12 supervisors, and 8 coordinators from the seven partner provinces (see Table 14). This time, the training used only Tangerine; no paper instruments were used. Assessors were university lecturers, student teachers, teachers, and principals. About half of the assessors were new; therefore, they were paired up with experienced assessors during training. The instrument prepared during the adaptation workshop was further put to test with more than 240 students from three former DBE primary schools (SD Kebon Pedas 1, 3, and 5) in Bogor. Besides testing the instrument, the pilot test allowed assessors to practice behaviors that make students feel comfortable. It helped assessors establish a friendly rapport and a well-organized testing area and gave them practice using Tangerine. Following the pilot test, test

40


items were analyzed and minor revisions made to the instrument. This finalized version was used for the EGRA data collection at schools in Cohort 1 and Cohort 3.

Province

Table 14: EGRA Assessor Training Participants Number of Number of Number of Field Assessors Supervisors Coordinators

Aceh

9

1

1

North Sumatra

13

2

1

Banten

10

2

1

8

1

1

Central Java

14

2

1

East Java

19

2

1

9

2

2

82

12

8

West Java

South Sulawesi Total

8.2.2

EGRA Data Collection

EGRA data were collected during the period of October 21 to November 30, 2014. A total of 4,063 students (51.2% boys and 48.8% girls) in 181 partner and comparison schools in Cohort 1 and 651 students (49.3% boys and 50.7% girls) in 28 partner schools in Cohort 3 participated in the assessment as illustrated in Table 15 below. No comparison schools in Cohort 3 were used because it was agreed that there were sufficient data about comparison schools from Cohorts 1 and 2. In addition, there are only seven districts in two provinces in Cohort 3, which make a small sample size. The EGRA schools were the same as those in which other M&E activities were implemented. Table 15: Number of Grade 3 Students Assessed through EGRA in Cohort 1 and 3 Cohort 1 Cohort 3 Cohort 1 Number Number Cohort Number Number Cohort and 3 Province of Boys of Girls 1 Total of Boys of Girls 3 Total Total Aceh

156

152

308

-

-

-

308

North Sumatra

275

266

541

140

148

288

829

Banten

179

185

364

-

-

-

364

West Java

289

276

565

-

-

-

565

Central Java

484

420

904

-

-

-

904

East Java

420

444

864

181

182

363

1,227

South Sulawesi

276

241

517

-

-

-

517

2,079

1,984

4,063

321

330

651

4,714

Overall Total

Typically, one day was allocated for provincial refresher training to prepare and to go over the main points of EGRA implementation procedures prior to data collection at schools. To ensure quality standards, each provincial refresher training was supported by one national EGRA staff member, who also participated in data collection in the first school and a reflection session following the first school data collection to discuss feedback. Each team of EGRA assessors was accompanied by a supervisor and/or coordinator. Data were uploaded on a daily basis. All data were collected using Tangerine on the Samsung and Nexus tablets.


41

8.3

Analysis and Reporting of Data

The data from the monitoring in the 50 Cohort 1, 2, and 3 districts have been collected and are currently being analyzed by project M&E staff. It is expected that the results of the monitoring in February 2015. Priority is being given to reporting the monitoring of the 23 Cohort 1 districts, which also included the EGRA and student assessments in Bahasa Indonesia, mathematics, and science. It is planned to have these data ready early in the midterm project evaluation, which will start in January 2015, to give an idea of the impact of the project on districts, schools, and students. Below, Table 16 presents preliminary results of the indicators related to classroom observation in the 23 Cohort 1 districts. These show good progress on most of the indicators. Table 16: Preliminary Results of School Monitoring in the Cohort 1 Districts Indicator 1.R1

1.R2 1.R3

1 R5

1 R6 1R8a 1R8b

IR9

IR16

42

Teachers demonstrate good practices in teaching and assessment Primary: JSS: Early grades teachers demonstrate good practice in teaching and assessing reading Teachers of all subjects support the development and reinforcement of students’ reading skills Primary: JSS: Students demonstrate positive learning behaviors Primary: JSS: Early grades reading materials are regularly used Early grade students demonstrate that they can read and understand the meaning of grade-level text Performance of grade 4 students in reading, writing, and mathematics, and grade 5 students in science improves Reading: Writing: Mathematics: Science: Performance of students in grade 8 in reading, writing, mathematics, and science improves: Reading: Writing: Mathematics: Science Instructional leadership in schools is improving Primary: JSS:

Partner Schools 2012 2013 2014

Comparison Schools 2012 2013 2014

23.9% 18.4%

58.3% 50.4%

64.3% 60.9%

26.8% 28.5%

22.6% 17.3%

27.2% 33.6%

13.0%

47.3%

66.5%

16.0%

20.1%

37.7%

8.7% 8.7%

42.5% 38.6%

55.7% 42.0%

10.9% 14.5%

27.7% 21.8%

29.0% 30.4%

16.7% 16.9% 21.7%

74.6% 77.6% 43.5%

83.8% 84.8% 50.0%

19.9% 26.6% 24.3%

36.5% 34.7% 39.7%

52.1% 53.6% 39.4%

47.3%

Currently being analyzed

43.1% 42.5% 40.6% 35.5%

47.1% 44.4% 43.7% 42.3%

41.1% 39.8% 40.7% 33.0%

44.1% 40.0% 43.1% 40.5%

63.9% 50.4% 33.4% 38.6%

69.7% 52.5% 43.8% 42.3%

65.9% 47.4% 32.6% 38.2%

68.0% 46.9% 40.7% 40.6%

35.6% 26.9%

10.9% 15.9%

10.9% 2.9%

19.6% 7.2%

Currently being analyzed

15.2% 8.7%

25.0% 23.4%


Indicator 2 R1

2 R2

2 R3

Schools produce annual budgeted plans in a transparent and participative manner Primary: JSS: Increased parent and community participation in activities that focus on teaching and learning and/or improving the school environment (primary schools only) School managers initiate activities to create a school reading culture Primary: JSS:

Partner Schools 2012 2013 2014

Comparison Schools 2012 2013 2014

17.4% 11.6% 27.2%

26.1% 30.4% 26.1%

22.2% 32.8% 65.6%

14.1% 27.5% 30.4%

19.6% 20.3% 19.6%

23.9 26.6% 44.3%

30.4% 17.4%

75.0% 50.7%

82.2% 73.1%

33.7% 23.2%

58.7 % 43.5%

61.4% 35.9%

A graphical presentation of these indicators is included in Annex 7.

9 PLANS FOR QUARTER 12 The main activities planned for quarter 12 are listed in Table 17 below. Table 17: Main Activities for Quarter 12 Project Rollout 

Prepare program for West Papua

Improved School Instruction and Management - Cohort 1 Districts 

Continue onsite mentoring in schools



Conduct dissemination program in some districts

- Cohort 2 Districts 

Implement training of District Facilitators in Module 2



Continue onsite mentoring in schools

- Cohort 3 Districts 

Complete socialization of project program



Conduct study visits to good practice schools and districts



Implement training of District Facilitators in Module 1

Improved Teacher Training 

Develop Training Modules for WSD Round 3



Train pedagogy lecturers (continued)



Selection of Good Practice Schools Cohort 2



Provincial workshops for Good Practice Schools (Cohort 1)



Train TTI Lab and Partner Schools ( continued)



Conduct Provincial Consortia Meetings (continued)


43

Improved Governance, Management, and Linkages 

Complete financial analysis for national report on teacher deployment and finalize report for publication



Coordinate with the USAID PROREP (Program Representasi) project to advocate for national policy on teacher deployment



Continue to support policy formulation for teacher deployment in Cohort 1 districts



Complete multi-stakeholder policy forums for teacher deployment in Cohort 2



Conduct policy implementation workshops for teacher deployment in Cohort 2



Complete Teacher Professional Development Analysis in selected districts (Central Java)



Begin rollout of Teacher Professional Development Analysis Program (including district and provincial Education Finance Analysis)



Complete capacity assessment for Cohort 3 districts



Conduct provincial and district planning and coordination meetings to support dissemination

Dissemination Training 

Continue in most DBE and USAID PRIORITAS Cohort 1 districts

Monitoring and Evaluation 

44

Implement TTI and district level monitoring


ANNEX 1: PROVINCIAL REPORTS Provinsi: ACEH Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten Tanggal 1 Oktober

Dengan siapa Pertemuan Fasilitator daerah SMP/MTs Bener Meriah

Hasil koordinasi Persiapan pelatihan tingkat sekolah.

18-19 Oktober

Kabid Dikdas, kemenag, kepsek, guru SMP/MTs di Aceh Jaya (L:16; P:15)

Terpilihnya buku yang dihibahkan kepada sekolah.

22 Oktober

Korwas Disdikpora Aceh Utara

Korwas mengetahui kegiatan monitor dan ikut serta dalam pendampingan pemonitoran.

29 Oktober

Kadis, Kasi Kepegawaian, Kasi Dapodik, Kabid Dikmen Aceh Utara (L: 3 , P:1)

Akan dibentuk persatuan fasilitator daerah Aceh Utara dalam Forum Fasilitator daerah.

3 November

Wakil bupati Bener Meriah, Sekda, Ka. Kemenag, Ka. Disdik, Fasilitator daerah dan tim Monitor & Evaluasi

Diketahuinya jadwal M/E untuk Kohor 1. Wabup intruksikan kepada disdik dan Kemenag untuk memonitor pembelajaran, manajemen kinerja guru dan kepala sekolah pada sekolah mitra USAID PRIORITAS.

Wali murid, komite, pengawas, UPTD dan Datok SDN Tualang Cut Aceh Tamiang (L:10;P:15)

Transparansi dana BOS

Kadis pendidikan, Kabid Dikdas Ace Utara (L:2)

Dinas pendidikan mengetahui tentang pengunduran diri seorang fasilitator daerah dan membuat surat rekomendasi pergantian fasilitator daerah.

Ka. Dinas Pendidikan Pidie, Kepsek dan guru (L;9;P:1)

Disepakati akan bertemu lagi untuk menyusun rencana pembuatan video pembelajaran Inklusif dan melakukan kunjungan ke sekolah inklusif yang terpilih.

Ka. Disdik, Sekdis dan staf disdik Kab. Bener Meriah

Data PPG - USAID PRIORITAS akan disampaikan dalam acara rapat koordinasi disdik se-Indonesia bersama kementrian pendidikan di Lombok.

Sekdis, Kabid Dikmen, Kabid Dikdas Kab. Aceh Utara (L:3)

Dinas pendidikan akan berkunjung ke sekolah mitra untuk melihat perubahan yang terjadi di sekolah.

Kakan Kemenag Bener Meriah dan staf

Kemenag akan mengundang fasilitator daerah dan kepala sekolah mitra USAID PRIORITAS untuk evaluasi kegiatan yang sudah di laksanakan.

Kasi Kurikulum Disdik, fasilitator daerah, guru dan kepsek SD/MI dan SMP/MTs Bener Meriah

Terpilihnya buku yang dihibahkan kepada sekolah.

8 November

25 November

26 November

26 November

2 Desember 4 Desember

4-5 Desember


45

Tanggal 5 Desember

Dengan siapa Kabid Dikdas dan Kasi Dapodik Kab. Aceh Utara(L:2)

Hasil koordinasi Pelatihan Modul 1 di UPTD Syamtalira Aron dan Lhoksukon direncana melalui dana dari APBK dan Otsus.

17 Desember

Kepsek, guru, Fasilitator daerah sekolah mitra SMP/MTs Kab. Bireuen (L:8;P:18)

Terpilihnya buku yang dihibahkan kepada sekolah

20 Desember

Kepsek, guru, Fasilitator daerah sekolah mitra SMP/MTs Kab. Pidie (L:19;P:12)

Terpilihnya buku yang dihibahkan kepada sekolah

KOHOR 1 DAN 2 PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Persiapan pelatihan CTL Modul II tingkat sekolah Kabupaten Bener Meriah Kohor 1 dilaksanakan di Bener Meriah pada tanggal 11-12 Oktober. Pelatihan dilaksanakan pada tanggal 13-16 Oktober untuk kelompok 1 dan tanggal 17-20 Oktober untuk kelompok 2. Peserta berjumlah 89 orang (L: 18;P:71) dari 8 SMP/MTs mitra yang terdiri dari guru, kepala sekolah dan pengawas. Kegiatan dibuka oleh Wakil Bupati Bener Meriah. Pelatihan CTL Modul II tingkat sekolah Kabupaten Pidie Kohor 1 Kabupaten mitra DBE (khusus Aceh) dilaksanakan di Sigli pada tanggal 5-8 November untuk kelompok 1 dan 9-12 November untuk kelompok 2. Persiapan dilakukan pada tanggal 3-4 November. Peserta pelatihan berjumlah123 orang (L: 25;P:98) dari 8 SMP/MTs mitra yang terdiri dari guru, kepala sekolah dan pengawas. Pelatihan CTL Modul II tingkat sekolah Kabupaten Bireuen Kohor 1 Kabupaten mitra DBE (khusus Aceh) dilaksanakan di Bireuen pada tanggal 26-29 November untuk kelompok 1 dan 1-4 Desember untuk kelompok 2. Peserta berjumlah 121 orang (L: 15;P:106) dari 8 SMP/MTs mitra. Unsur peserta adlaah guru, kepala sekolah dan pengawas. Persiapan pelatihan diadakan pada tanggal 24-25 November. Kepala Guru Sekolah Pengawas Lain Total Kabupaten LK PR LK PR LK PR LK PR LK PR Total Bireuen

11

106

1

0

3

0

0

0

15

106

121

Pidie

18

94

2

0

4

1

1

3

25

98

123

Bener Meriah

15

70

0

0

3

1

0

0

18

71

89

Pelatihan PAKEM Modul 2 Kabupaten Aceh Jaya kelompok 1I dilaksanakan pada tanggal 1518 Oktober di aula SMPN 1 Calang;. Total peserta (guru dan kepala sekolah) berjumlah 51 orang (L:7;P:44). Kepala Guru sekolah Total Kabupaten LK PR LK PR LK PR Total Aceh Jaya

6

44

1

0

7

44

51

Pelatihan MBS Modul II tingkat sekolah SD/MI Kabupaten Aceh Jaya kohor 1 dilaksanakan pada tanggal 26-27 November untuk gelombang 1 di Tenom dan tanggal 28-29 November untuk

46


gelombang 2 di Krueng Sabe. Peserta yang terdiri dari guru, kepala sekolah, komite sekolah dan pengawas berjumlah 65 orang (L:25 ;P:40).

Kabupaten Aceh Jaya

Guru LK PR 10

31

Komite sekolah LK PR 11

Kepala Sekolah LK PR

1

3

Pengawa s LK PR

8

1

0

Total LK PR 25

40

Total 65

Pelatihan MBS Modul II tingkat sekolah SMP/MTs Kabupaten Aceh Jaya kohor 1 dilaksanakan di Calang pada tanggal 22-23/10. Peserta yang berjumlah 34 orang (L:16 ;P:18) berasal dari 8 SMP/MTs mitra. Peserta terdiri dari guru, kepala sekolah, komite sekolah dan pengawas. Kegiatan dibuka oleh Kakan Kemenag Aceh Jaya. Pelatihan MBS Modul II tingkat sekolah SMP/MTs Kabupaten Bener Meriah kohor 1 dilaksanakan di Bener Meriah pada tanggal 5-6 Desember. Peserta berjumlah 38 orang (L: 21; P:17) berasal dari 8 SMP/MTs mitra. Peserta terdiri dari guru, kepala sekolah, komite sekolah dan pengawas. Kegiatan dibuka oleh Kakan Kemenag Bener Meriah.

Kabupaten Aceh Jaya Bener Meriah

Guru LK PR

Komite sekolah LK PR


Pengawa s LK PR

Total LK PR

Total

4

10

6

4

2

4

4

0

16

18

34

10

15

8

0

3

2

0

0

0

0

38

Pelatihan MBS Modul II tingkat sekolah SMP/MTs Kabupaten Bireuen, eks program DBE (khusus Aceh) dilaksanakan di Bireuen pada tanggal 18-19 Desember. Peserta berjumlah 37 orang (L: 25; P:12) berasal dari 8 SMP/MTs mitra dan 1 orang dari unsur dinas. Unsur peserta terdiri dari staf dinas, kepala dan wakil kepala sekolah, dan komite sekolah. Kegiatan dibuka oleh Kasie SMP Bireuen.

Kabupaten

Guru LK PR

Bireuen

13

10


0

Kepala Sekolah LK PR 4

Pengawas LK PR

0

0

1

Lainnya LK PR 1

1

Total LK PR 25

Total

12

37

Pelatihan MBS Modul II tingkat sekolah SMP/MTs Kabupaten Pidie, eks program DBE (khusus Aceh) dilaksanakan di aula Saka Café, Sigli pada tanggal 22-23 Desember. Peserta yang berjumlah 40 orang (L: 22; P:18) berasal dari 8 SMP/MTs mitra dan 1 orang dari unsur dinas. Unsur peserta adalah staf dinas, kepala sekolah/wakil, dan komite sekolah. Kegiatan dibuka oleh Kadisdik Kabupaten Pidie.

Kabupaten Pidie

Staf Dinas LK PR 0

1


5


1

Wakil kepala sekolah LK PR 9


11

Total LK PR 22

18

Tota l 40

47

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) PENELITIAN TINDAKAN KELAS (PTK) PTK dilaksanakan pada tanggal 27 – 29 November 2014 di Banda Aceh dan diikuti oleh 16 peserta (L:6 ;P:10 ) yaitu 4 dosen FKIP Universitas Syiah Kuala, 4 dosen FITK UIN Ar-Raniry dan 8 guru dari sekolah lab/sekolah mitra LPTK. Hasil pertemuan adalah sebagai berikut: Dosen semakin mudah bekerjasama dengan guru sekolah lab/mitra dan PTK menghasilkan 4 tim PTK berdasarkan topik, yaitu: 1) Peningkatan kemampuan membaca pemahaman siswa kelas III SD Negeri 54 Kota Banda Aceh melalui penggunaan media Big Book (Literasi SD/MI); 2) Peningkatan kemampuan membaca teks eksplanasi siswa kelas VII SMPN 8 Kota Banda Aceh melalui metode SQ3R (Literasi SMP/MTs); 3) Penerapan PBL untuk meningkatkan kemampuan komunikasi matematis siswa dalam pemecahan masalah di kelas VIII MTsN Rukoh Banda Aceh (Matematika SMP/MTs); 4) Peningkatan keterampilan proses sains dalam pembelajaran melalui penerapan investigasi kelompok siswa kelas VI MIN Rukoh Kota Banda Aceh (Sains SD/MI). PELATIHAN DAN PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB/MITRA LPTK Pelatihan Pembelajaran (PAKEM) Modul II untuk SD/MI lab/mitra LPTK dilakukan pada tanggal 15-18 Oktober di Banda Aceh. Pesertanya yang berjumlah 86 (L:9 ; P:77) terdiri dari kepala sekolah, guru dan pengawas dari 6 SD (mitra FKIP Unsyiah) dan 6 MI (mitra FTK UIN Ar Raniry). Pelatihan Pembelajaran (CTL) Modul II untuk SMP/MTs lab/mitra LPTK dilakukan pada tanggal 29 Oktober -1 November di Banda Aceh. Peserta yang berjumlah 86 (L:5 ; P:81) terdiri dari kepala sekolah, guru, dan pengawas dari 3 SMP (mitra FKIP Unsyiah) dan dari 3 MTs (mitra FTK UIN Ar Raniry).

Jenjang

Guru LK PR

SD/MI

4

72

SMP/MTs

5

79


4

Pengawas LK PR

Total LK PR

Total

1

1

9

77

86

0

2

5

81

86

Pelatihan MBS Modul II untuk SD/MI lab/mitra LPTK dilaksanakan pada tanggal 12-13 November di Banda Aceh. Peserta yang berjumlah 55 (L:21 ;P:34) terdiri dari kepala sekolah, guru dan pengawas dari 6 SD (mitra FKIP Unsyiah) dan 6 MI (mitra FTK UIN Ar Raniry). Pelatihan MBS Modul II untuk SMP/MTs lab/mitra LPTK dilaksanakan pada tanggal 12-13 November di Banda Aceh. Peserta berjumlah 30 (L:15 ;P:15) terdiri dari kepala sekolah, guru dan pengawas dari 3 SMP (mitra FKIP Unsyiah) dan 3 MTs (mitra FTK UIN Ar Raniry).

Jenjang

Guru LK PR



Pengawas LK PR

Total LK PR

Total

SD/MI

7

22

10

7

4

5

0

0

21

34

55

SMP/MTs

6

12

4

1

4

0

1

2

15

15

30

PELATIHAN KURIKULUM DAN MATERI BAGI DOSEN LPTK Pelatihan Kurikulum dan Materi bagi Dosen LPTK (Sains SD/MI) diselenggarakan di Banda Aceh dalam tiga lokakarya, yakni lokakarya 1 pada tanggal 8–10 Oktober, lokakarya 2 pada tanggal 48


12–14 November, dan lokakarya 3 pada tanggal 24–26 November. Pelatihan dihadiri oleh 12 peserta seperti di tabel berikut: LPTK/lembaga

Posisi

LK

PR

Total

UNY Yogyakarta

Dosen/narasumber

2

0

2

Unsyiah

Dosen/narasumber

0

1

1

Unsyiah

Dosen/peserta

1

2

3

UIN Ar Raniry

Dosen/peserta

1

2

3

MIN Merduati, BA

Guru

1

SDN 54, BA

Guru

1

SDN 1, BA

Guru

1

Peserta berhasil mengembangkan draf modul sebagai berikut: Unit 1: ”Karakteristik IPA”, Unit 2 : “Mari Berhemat Energi”, Unit 3 :” Pembelajaran IPA di Sekolah Dasar” , Unit 4 : “Keajaiban Listrik dan Magnet “, Unit 5 : “Literasi dalam Sains di Sekolah Dasar” dan Unit 6 : ”Meneropong Alam Semesta”. PELATIHAN BAGI DOSEN PEDAGOGI LPTK Pelatihan Pedagogi bagi dosen LPTK (SD/MI) dilaksanakan pada tanggal 19-21 November di Banda Aceh untuk 38 peserta (L:13 ;P:25 ) dengan peserta sebagai berikut: LPTK

Posisi

LK

PR

Total

Unsyiah

Dosen/ peserta

4

7

11

UIN Ar Raniry

Dosen/ peserta

3

7

10

Univ. Muhammadiyah

Dosen/ peserta

0

5

5

Univ. Jabal Ghafur

Dosen/ peserta

4

2

6

Univ. Al Muslim

Dosen/ peserta

2

4

6

13

25

38

Total

Pelatihan Pedagogi bagi dosen LPTK (SMP/MTs) dilaksanakan pada tanggal 20-22 November di Banda Aceh dan diikuti oleh 57 peserta (L:19 ;P:38) dengan rincian sebagai berikut: LPTK

Posisi

LK

PR

Total

Unsyiah

Dosen/ peserta

7

11

18

UIN Ar Raniry

Dosen/ peserta

5

14

19

Univ. Muhammadiyah

Dosen/ peserta

1

5

6

Univ, Jabal Ghafur

Dosen/ peserta

3

4

7

Univ. Al Muslim

Dosen/ peserta

3

4

7

19

38

57

Total

Pelatihan MBS bagi dosen LPTK diselenggarakan pada tanggal 10-11 Desember di Banda Aceh dan diikuti oleh 44 peserta (L:20 ;P:24 ) dengan rincian sebagai berikut:


49

LPTK

Posisi

LK

PR

Total

Unsyiah

Dosen/ peserta

6

8

14

UIN Ar Raniry

Dosen/ peserta

6

7

13

Univ. Muhammadiyah

Dosen/ peserta

0

3

3

Univ, Jabal Ghafur

Dosen/ peserta

6

1

7

Univ. Al Muslim

Dosen/ peserta

2

5

7

20

24

44

Total

PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN KOHOR 2 Pendampingan 4 dan 5 PPG (Kohor 2) diadakan pada tanggal 3-6 November di Kabupaten Aceh Utara; pada tanggal 15-18 Desember di Kabupaten Aceh Barat Daya dan pada tanggal 23-24 Desember dan tanggal 29-30 Desember di Aceh Tamiang. Semua pendampingan melibatkan staf dinas pendidikan dan kemenag. Tujuan pendampingan adalah untuk kaji ulang data dan analisis isu strategis distribusi guru, kaji ulang alternatif kebijakan PPG dan merancang implementasi kebijakan PPG. Pendampingan menghasilkan data pemetaan guru yang akurat; tersusunnya rumusan isu-isu strategis tentang PPG; tersusunnya rumusan kebijakan PPG dan tersusunnya racangan implementasi PPG.

Kabupaten

LPTK (Calon Fasilitator) LK PR

Dinas Pend. LK PR

Kantor MenAg LK PR

Total LK PR

Total

Aceh Utara

0

0

5

0

3

0

8

0

8

Aceh Tamiang

0

0

5

0

2

1

7

1

8

Aceh Barat Daya

0

0

4

1

3

0

7

1

8

DISEMINASI PROGRAM PRAKTIK YANG BAIK Diseminasi Peningkatan kapasitas guru melalaui KKG Kabupaten Aceh Jaya dilaksanakan pada tanggal 2-5 November dan dihadiri oleh 359 guru (L:110; P:249) dari 20 gugus KKG (rata-rata sekitar 20 peserta per gugus). Sumber anggaran dana dari otsus migas Aceh sebesar Rp.105.725.000,Diseminasi Peningkatan kapasitas guru melalaui KKG dan MGMP Kabupaten Aceh Jaya dilakukan pada tanggal 4-6 November dengan 400 peserta guru KKG (L:106;P:294) dari 20 gugus (sekitar 20 peserta per gugus). Sumber anggaran dana dari otsus migas Aceh sebesar Rp.96.484.104,Diseminasi CTL Modul 1 di Kabupaten Aceh Barat Daya. (11–14/11) Jumlah peserta 91 orang (L:25 ;P:66) terdiri dari guru mapel IPA, Matematika, Bahas Ingeris dan Bahasa Indonesia dari 20 SMP di Kabupaten tersebut. Sumber anggaran dana Otsus Migas Aceh Rp.150.000.000,Diseminasi PAKEM Modul 1 di Kabupaten Aceh Barat Daya. (3–5 /11) Jumlah peserta 320 orang (L:84 ;P:236) terdiri dari guru mapel IPA, Matematika dan Bahas Indonesia dari 105 SD di Kabupaten tersebut. Kegiatan dilakasanakan pada 3 lokasi berbeda. Sumber anggaran dana Otsus Migas Aceh Rp. 329.880.000,-

50


Diseminasi Pelatihan CTL Modul II Tingkat Sekolah Kabupaten Aceh Besar, Kabupaten mitra eks DBE dilakukan pada tanggal 19-22 November yang didahului dengan satu hari persiapan. Peserta pelatihan adalah 96 guru dan kepala sekolah (L: 17;P:79) yang berasal dari 16 SMP. Sumber anggaran dari dana BOS sebesar Rp. 55.000.000,-. Diseminasi MGMP di Aceh Barat Daya (IPS, Matematika Dan Bahasa Indonesia) dilaksanakan pada tanggal 4-5 November dan 26 November dan diikuti oleh peserta 96 orang (L:35;P:61). Sumber dana Otsus Migas Rp. 13.800.000,Diseminasi Pelatihan CTL Modul II Tingkat Sekolah Kabupaten Pidie dilakukan pada tanggal 20 November -7 Desember. Pelatihan diikuti oleh 300 orang guru(L: 51;P:249) dan berfokus pada pemantapan K-13. Sumber anggaran dari APBD sebesar Rp. 384.000.000,-.

KEGIATAN LAIN Pelatihan Pendidikan Inklusif di Bireun pada tanggal 28–30 November diikuti oleh 66 (L:7;P: 59) Guru Bimbingan Khusus (GBK) se-Kabupaten Bireun. Tujuan kegiatan adalah untuk meningkatkan pengetahuan guru tentang bagaimana model penyelenggaraan program pendidikan bagi ABK (Anak Berkebutuhan Khusus) yang dipadukan bersama anak-anak normal di sekolah reguler dengan kurikulum yang sama. Peserta dilatih tentang hal berikut: landasan dan konsep pendidikan inklusif, melayani perbedaan individual dalam pembelajaran, gender di sekolah, mekanisme identifikasi, asesmen dan penempatan peserta didik berkebutuhan khusus (ABK), profil peserta didik berkebutuhan khusus (ABK), manajemen kelas inklusif, sistem pembelajaran ABK (PPI = Program Pembelajaran Individu) dan kerjasama sekolah, orang tua, dan masyarakat. Kegiatan dibuka oleh Kepala dinas pendidikan Bireuen. Pada tahun 2015, Pemda Bireuen menempatkan anggaran untuk pengembangan pendidikan inklusif sebesar 250 juta rupiah. Pelatihan Pengambilan data Baseline dan Evaluasi Program Kohor 2 dilakukan pada tanggal 15 -16 Oktober di Banda Ace dengan 48 peserta (L:27; P:21). Dengan pelatihan, tenaga enumerator terampil mengisi data hasil simulasi ke dalam instrumen dan terampil mengentri data yang ada dalam instrumen untuk dijadikan dasar pelaporan kegiatan serta siap untuk melakukan pengambilan data di lapangan. Pengumpulan data kohor 1 dan 2 dilakukan pada tanggal 20-22 Oktober di Aceh Barat Daya, tanggal 23-25 Oktober di Pidie Jaya, pada tanggal 27-29 Oktober di Aceh Utara, tanggal 30 Oktober 1 November di Aceh Tamiang, tanggal 4-7 November di Bener Meriah dan tanggal 7-11 November di Aceh Jaya. Kegiatan bertujuan untuk mengumpulkan data proses pembelajaran melalui pengamatan guru mengajar di dalam kelas sekolah mitra dan mengumpulkan data pendukung peningkatan mutu pendidikan melalui wawancara dengan sekolah (kepala sekolah, guru dan komite), KKG, MGMP, dan unsur Dinas Pendidikan serta unsur Kemenag Kabupaten. Hasilnya adalah terkumpulnya semua data dan Tim enumerator akan melakukan verifikasi data yang akan dilanjutkan dengan data entry form. Rapat Staf dan Perencanaan Tingkat Provinsi di Sabang pada tanggal 10-11 Desember diikuti oleh seluruh staf Provinsi. Hasilnya adalah sebagai berikut: semua DC segera mendorong kegiatan diseminasi; DC akan selalu mengunjungi sekolah mengidentifikasi kemajuan sekolah dari berbagai aspek dan unsur sekolah; advokasi program dengan pejabat level kabupaten dan berbagai pemangku kepentingan lainnya; konsolidasi kegiatan dilapangan dan provinsi serta menyusun rencana kerja kwartal pertama tahun 2015. USAID PRIORITAS ikut serta pada Pekan Pendidikan Aceh Jaya yang diadakan pada tanggal 16-19 Desember. Stan USAID PRIORITAS menampilkan media pembelajaran bagi guru dan siswa yang merupakan hasil dari pelatihan yang diperoleh fasilitator daerah dan sekolah mitra seperti alat deteksi banjir (oleh siswa kelas 5 MIN Teunom), alat detekti tsunami, media ular tangga, kura-kura


51

pintar, alat keseimbangan, konsep perkalian bagi siswa kelas awal dan lain-lain. Selain memamerkan hasil karya siswa dan guru dalam bentuk pembelajaran ditampilkan juga permainan tebak tanggal lahir dan area sudut baca. Media Briefing praktik yang baik dalam pembelajaran dan manajemen sekolah dilaksanakan di Banda Aceh pada tanggal 22-23 Desember dan diikuti oleh 17 media. Tujuan kegiatan adalah meningkatkan kerjasama antara program USAID PRIORITAS dan media yang selama ini melakukan peliputan kegiatan USAID PRIORITAS, meningkatkan kapasitas wartawan tentang praktik yang baik dalam pembelajaran dan manajemen sekolah sesuai implementasi Kurikulum dan memberikan informasi kepada media tentang keterlbatan LPTK dalam mengembangan tenaga pengajarnya. Setelah kegiatan, wartawan/media memahami pembelajaran dan manajemen sekolah yang sedang dikembangkan oleh USAID PRIORITAS terutama saat media melakukan kunjungan ke MIN Mesjid Raya Banda Aceh untuk melihat langsung aktifitas pembelajaran. Kegiatan ini ditutup oleh Kepala Dinas Pendidikan Provinsi Aceh dan dihadiri oleh DOC (Development Outreach and Communication Specialist) USAID INDONESIA.

RENCANA KUARTAL DEPAN

52



Pelatihan untuk Pelatih Modul 2 kabupaten kohor 2 (SD/MI dan SMP/MTs)



Pelatihan tingkat sekolah Modul 2 di kabupaten kohor 2 (SD/MI dan SMP/MTs)



Pendampingan dan uji publik PPG di kabupaten kohor 2



Lokakarya kaji ulang dan perencanaan tingkat kabupaten kohor 1 dan kohor 2



Pelatihan MBS tingkat sekolah di kabupaten kohor 2 (SD/MI dan SMP/MTs)



Unjuk karya tingkat kabupaten kohor 2


Galeri Foto

Peserta pelatihan melakukan pembelajaran stantifik pada pelatihan CTL sekolah lap/mitra LPTK di Banda Aceh.

Komite sekolah bersama kepala sekolah dan guru merencanakan program sekolah pada pelatihan MBS Modul II di Bener Meriah.

Peserta memperhatikan pajangan pada pelatihan diseminasi CTL Modul II di Kabupaten Pidie.

Fasilitator daerah, Dinas Pendidikan, Kemenag dan pihak sekolah melakukan penyeleksian buku sebelum dibagikan ke sekolah di Bener Meriah.

Awak Media mempresentasikan hasil kerja kelompoknya dalam kegiatan “Media Briefing” Praktik yang baik dalam pembelajaran dan MBS di Banda Aceh.

Bupati Aceh Jaya memperhatikan demo yang dilakukan fasilitator daerah terhadap media pembelajaran sederhana pada stand USAID PRIORITAS dalam kegiatan Pameran Pendidikan Aceh Jaya.


53

Provinsi: Sumatera Utara Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 8 Oktober

Dengan siapa Rosmawati Nadeak Kabag Sosial & Pendidikan, Biro Binsos kantor Gubernur Sumut, Unggul Sitanggang Kasi Biro Binsos

Hasil koordinasi Menyusun rencana Rakor PPG tingkat Provinsi sebagai tindak lanjut dari Lokakarya PPG tingkat Provinsi. Biro Binsos Kantor Gubernur Sumut akan memfasilitasi rencana kegiatan Rakor PPG tingkat Provinsi.

25 November

Drs. H. Tohar Bayoangin, M.Ag, Kepala Kantor Wilayah Kemenag Prov. Sumut

Sebagai Kepala Kanwil Kemenag Sumut yang baru, Pak Tohar sudah mendapatkan informasi perkembangan program. Kemenag berkeinginan melakukan diseminasi program melalui anggaran DIPA.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal 15 Oktober

Dengan siapa Walikota Binjai, Kepala Disdik, Bappeda Kota Binjai

Hasil koordinasi Merevisi anggaran diseminasi dan merencanakan perluasan diseminasi

24 Oktober

Kasubag Program dan Staf Disdik Deli Serdang

Telah didesain secara bersama strategi dan tahapan pelaksanaan Penyusunan Renstra Pendidikan Kab. Deli Serdang. Lokakarya I Penyusunan Renstra telah terjadwal.

4 November

Kepala Dinas, Kasubag Program, Kasie SD & SMP, Staf Kasubag Program Disdik Labuhan Batu.

Telah dirumuskan rencana showcase Akselerasi untuk 3 kec. non mitra pada tanggal 12 Desember, dan rencana pelatihan akselerasi dgn anggaran APBD 2014.

6 November

Ketua DPRD, Wakil ketua DPRD, Komisi Pendidikan DPRD, dan Anggota DPRD Kab. Nias Selatan

DPRD Nias Selatan mendukung program, dan akan membahas rencana anggaran diseminasi program USAID PRIORITAS untuk tahun 2015.

11 November

Kepala Dinas, Kabid Dikdas, Kasubag Program Disdik Kab. Toba Samosir

Telah direncanakan pelatihan diseminasi dengan anggaran 400 juta dari APBD 2014 dengan melibatkan 40 sekolah dari 14 kecamatan.

13 November

Kepala Dinas, Kabid Dikdas, Kasubag Program & Bendahara Disdik Serdang Bedagai

Telah disepakati pelaksanaan pelatihan diseminasi dengan anggaran APBD 2014 sebesar 370 juta untuk 24 sekolah di 2 kecamatan non mitra.

15-16 Desember

Dinas Pendidikan, Bappeda, Kemenag, Fasilitator daerah, kepala sekolah, pengawas, guru.

Rapat melalui sarasehan ini telah menghasilkan rumusan refleksi dari implementasi program USAID PRIORITAS, dan rumusan rencana penguatan program.

54


KOHOR 1 PELATIHAN SEKOLAH MODUL 2 Medan : Pelatihan PAKEM SD/MI dan CTL SMP/MTs dilaksanakan dengan pendekatan gugus/kecamatan. Pelatihan untuk Medan Tembung dilakukan pada 7 – 10 Oktober 2014. Pelatihan dibuka oleh Walikota Medan Bapak Dzulmi Eldin. Kedua pelatihan ini dilaksanakan di Hotel Karibia, Medan. Pelatihan MBS untuk SD/MI dan SMP MTs dilaksanakan juga dengan pendekatan kecamatan. Pelatihan untuk kecamatan Medan Barat dilaksanakan pada tanggal 20-21 Oktober 2014 dan untuk Medan Tembung pada tanggal 22-23 Oktober 2014 di Hotel Miyana, Medan. Nias Selatan: Pelatihan PAKEM SD/MI dan CTL SMP/MTs dilaksanakan secara paralel dengan pendekatan gugus/kecamatan dan dilaksanakan pada 4-7 November 2014 untuk Kecamatan Teluk Dalam dan tanggal 8-11 November 2014 untuk Kecamatan Gomo. Pelatihan dibuka oleh Sekretaris Daerah dan dihadiri Kepala Dinas Pendidikan Nias Selatan dan Direktur Program USAID PRIORITAS. Pelatihan MBS untuk SD/MI dilaksanakan pada 18-19 November 2014 dan dilanjutkan pada 20-21 November 2014 untuk MBS jenjang SMP/MTs di Hotel Yonnas Teluk Dalam. Labuhan Batu: Pelatihan PAKEM SD/MI dan CTL SMP/MTs dilaksanakan secara paralel dengan pendekatan gugus/kecamatan dan dilaksanakan pada 1-4 Desember 2014 untuk gugus Rantau Utara dan 5-8 Desember 2014 untuk Gugus Bilah Hulu. Pelatihan dibuka oleh Kepala Dinas Pendidikan Labuhan Batu. Pelatihan MBS untuk SD/MI dilaksanakan pada 13-14 Desember 2014 dan dilanjutkan pada 15-16 Desember 2014 untuk MBS jenjang SMP/MTs di Platinum Rantau Prapat. Pelatihan dibuka oleh Bupati Labuhan Batu Bapak dr. Tigor Panusunan Siregar, Sp.PD dan didampingi oleh Kepala Dinas Pendidikan. Selain membuka, Bupati juga secara simbolik menyerahkan hibah buku dari USAID PRIORITAS untuk sekolah mitra.

Rangkuman jumlah peserta pelatihan sekolah Modul 2, Kohor 1 Pelatihan/ Kabupaten

Guru LK PR



Pengawa s LK PR

Lain LK PR

Total LK PR

Total

PAKEM Medan Tembung

7

42

-

-

1

5

2

4

-

2

10

53

63

CTL Medan Tembung

6

43

-

-

-

2

5

6

-

-

11

51

62

MBS SD/MI Medan Barat

4

15

5

6

2

6

1

4

-

-

12

31

43

MBS SD/MI Medan Tembung

3

15

7

8

2

4

2

4

-

1

14

32

46

MBS SMP/MTs Medan

4

17

5

5

1

2

10

8

-

-

20

32

52

PAKEM Teluk Dalam

6

47

-

-

4

3

1

-

-

-

11

50

61

22

20

-

-

4

1

-

-

1

-

27

21

48

9

28

-

-

-

1

-

-

-

1

9

30

39

22

14

-

-

2

-

-

-

1

-

25

14

39

MBS SD/MI Teluk Dalam

9

9

15

3

4

4

2

-

-

1

30

17

47

MBS SD/MI Gomo

18

4

8

-

5

-

-

-

1

-

32

4

36

MBS SMP/MTs Nias

10

7

12

-

4

1

1

-

-

1

31

10

41

PAKEM Gomo CTL Teluk Dalam CTL Gomo


55

Pelatihan/ Kabupaten

Guru LK PR



Pengawa s LK PR

Lain LK PR

Total LK PR

Total

Selatan PAKEM Rantau Utara

2

46

-

-

-

-

-

-

-

-

2

46

48

PAKEM Bilah Hulu

5

42

-

-

2

4

4

1

-

2

11

49

60

CTL Rantau Utara

5

25

-

-

-

-

-

-

-

-

5

25

30

15

19

-

-

-

-

-

-

-

-

15

19

34

MBS SD/MI Rantau Utara

2

19

9

6

4

4

1

-

-

2

16

31

47

MBS SD/MI Bilah Hulu

3

16

10

2

1

6

1

-

-

-

15

24

39

MBS SMP/MTs Labuhan Batu

9

9

10

-

4

-

-

1

1

3

11

26

37

CTL Bilah Hulu

KOHOR 2 PENDAMPINGAN SEKOLAH Pelatihan modul I di daerah kohor 2 ditindaklanjut dengan pendampingan di sekolah mitra. Untuk guru, fasilitator daerah membantu merancang , mengimplementasikan dan mengevaluasi model-model PAKEM dan CTL. Untuk kepala sekolah, fasilitator membantu merancang program sekolah yang berbasis pada mutu. Pendampingan kohor 2 ini telah dilaksanakan pada bulan Oktober-November 2014 setelah sekolah mendapatkan pelatihan.

KOHOR 3 SOSIALISASI PROGRAM PRIORITAS DAN PENANDATANGANAN KAK Serdang Bedagai : Kegiatan sosialisasi dilaksanakan pada tanggal 11 November 2014 di Kantor Bupati Sergai dan dibuka oleh Bupati Sergai Ir. H. Soekirman. Kegiatan ini juga diikuti dengan penandatangan KAK (Kerangka Acuan Kerjasama). Labuhanbatu Utara : sosialisasi dilaksanakan pada tanggal 12 November 2014 di Hotel Grand Labura. Kegiatan dibuka oleh Wakil Bupati Labura H. Minan Pasaribu,SH,MM. Keesokan harinya tanggal 13 November 2014, kegiatan dilanjutkan dengan penandatangan KAK di Kantor Bupati Labura. Humbang Hasundutan: sosialisasi dilaksanakan pada tanggal 14 November 2014 di Aula Kantor Bupati Humbahas. Kegiatan dibuka oleh Sekretaris Daerah Humbahas Saul Situmorang, MSi. Kegiatan ini juga diikuti dengan penandatangan KAK (Kerangka Acuan Kerjasama). SELEKSI SEKOLAH DAN FASILITATOR KOHOR 3 Seleksi Fasilitator daerah : Seleksi fasilitator daerah dilaksanakan pada tanggal 7-9 Oktober 2014 di Sergai, dan secara paralel tanggal 14-16 Oktober 2014 di Labura dan Humbahas. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kemenag. Proses seleksi didahului dengan seleksi berkas dan wawancara. Telah diseleksi masing-masing 30 fasilitator daerah dari setiap kabupatennya. Seleksi Sekolah : Seleksi sekolah berlangsung secara paralel pada tanggal 9-11 September di masing-masing kabupaten mitra kohor 3. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kemenag. Proses seleksi dimulai dengan penjelasan kriteria, pengajuan kandidat mitra, kunjungan lapangan, penandatanganan fakta integritas dan pleno persetujuan sekolah mitra.

56


LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) LOKAKARYA ADAPTASI MATERI/MODUL PELATIHAN SEKOLAH UNTUK LPTK : Lokakarya pengembangan kurikulum dan materi untuk LPTK (IPA SD) pada tanggal 1-3 Oktober 2014 bertempat di Hotel Santika Dyandra Medan dan diikuti oleh 11 peserta. Kegiatan ini dilanjutkan dengan Lokakarya tahap 2 yang dilaksanakan pada 12-14 November 2014 bertempat di Hotel Grand Angkasa yang diikuti oleh 11 peserta, dan dilanjutkan dengan tahap 3 yang dilaksanakan pada 27-29 November 2014 bertempat di Hotel Grand Angkasa yang diikuti oleh 12 peserta. PELATIHAN PEDAGOGY BAGI DOSEN LPTK : Pelatihan pedagogy dosen LPTK untuk pembelajaran SD/MI diikuti oleh 33 peserta dan pelatihan pembelajaran SMP/MTs dikuti 47 peserta. Kedua pelatihan dilaksanakan pada 19-21 November 2014 di Hotel Grand Serela Medan. Sedangkan pelatihan untuk MBS diikuti 47 peserta pada 26-27 November 2014 di Hotel Swiss Bell Medan. PENELITIAN TINDAKAN KELAS (PTK) : Lokakarya 1 PTK yang dilaksanakan pada tanggal 27-29 November 2014 bertempat di Hotel Grand Angkasa dan diikuti oleh 14 peserta. PELATIHAN DAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK: Pelatihan Pembelajaran untuk sekolah lab/mitra LPTK dilaksanakan secara pararel. Untuk tingkat SD/MI, pelatihan diadakan pada tanggal 28-31 Oktober di Grand Kanaya dan diikuti 82 peserta. Sedangkan untuk tingkat SMP/MTS pelatihan diikuti oleh 84 peserta dan diadakan di Hotel Emerald Garden. Pelatihan MBS untuk sekolah lab/mitra LPTK dilaksanakan secara pararel. Untuk tingkat SD/MI dilaksanana pada 10-11 November 2014 di Hotel Swissbell dan diikuti 61 peserta, sedangkan untuk jenjang SMP/MTs diikuti oleh 27 peserta di tempat yang sama.

Rangkuman jumlah peserta kegiatan LPTK No

Kegiatan

1

Pengembangan Kurikulum dan Materi untuk LPTK (IPA SD Tahap 1)

2

Peserta L P

Total

4

7

11

Studi banding ke sekolah praktik yang baik di Jawa Tengah

34

26

60

3

Pelatihan sekolah lab & mitra LPTK, tingkat SD, Module 2

9

52

61

4

Pelatihan sekolah lab & mitra LPTK, tingkat SMP, Module 2

24

60

84

5

Pelatihan sekolah lab & mitra LPTK, tingkat SD, MBS Module 2

22

39

61

6

Pelatihan sekolah lab & mitra LPTK, tingkat SMP, MBS Module 2

10

20

30

7


4

7

11

8

Pelatihan bagi dosen pedagogi LPTK, tingkat SD, Module 2

13

18

31

9

Pelatihan bagi dosen pedagogi LPTK, tingkat SMP, Module 2

21

26

47

10

Pelatihan bagi dosen pedagogi LPTK, tingkat SD, MBS, Module 2

17

30

47

11


4

8

12

12

Lokakarya 1: Penelitian Tindakan Kelas

2

14

16

MONITORING DAN EVALUASI Kegiatan monitoring dan evaluasi dilakukan untuk menilai dampak intervensi program. Kegiatan ini dilaksanakan di tingkat kabupaten/kota dan LPTK. Kegiatan monitor ini menggunakan metode observasi, tes siswa, wawancara dan focus group discussion (FGD). Di kohor 1 dan 2, monitoring


57

difokuskan untuk mendapatkan dampak program. Sedangkan monitoring di kohor 3 ditujukan sebagai data awal (baseline)

Kegiatan Monitoring dan Evaluasi di Provinsi Sumatera Utara No

Kabupaten/Kota

Jadwal

No

Kabupaten/kota

Jadwal

1

Medan

24-29 November 2014

6

Sergai

6-11 Oktober 14

2

Labuhanbatu

1-6 Desember 14

7

Labura

13-18 Oktober 14

3

Nias Selatan

1-6 Desember 14

8

Humbahas

20-24 Oktober 14

4

Langkat

3-8 November 14

9

Unimed

9-14 Februari 15

5

Toba Samosir

10-15 November 14

10

IAIN Sumut

9-14 Februari15

EARLY GRADE READING ASSESMENT (PENILAIAN KEMAMPUAN MEMBACA DI KELAS AWAL) EGRA ditujukan untuk mendapatkan gambaran tentang kemampuan siswa SD di kelas awal dalam bidang membaca. Melalui penilaian ini, akan terlihat kekuatan dan kelemahan membaca siswa.

Kegiatan EGRA di Provinsi Sumatera Utara Kabupaten

Jadwal

Jumlah sekolah

Medan

24-29 November 2014

8 SD

Labuhanbatu

10-15 November 2014

8 SD

Nias Selatan

17-22 November 2014

8 SD

Serdang Bedagai

20-25 Oktober 2014

4 SD

Labuhanbatu Utara

27 Oktober– 1 November 2014

4 SD

Humbang Hasundutan

11-12 November 2014

4 SD

PROGRAM PENATAAN DAN PEMERATAAN GURU (PPG) Lokakarya Kebijakan PPG Provinsi Sumatera Utara : Lokakarya dilaksanakan sehari pada 2 Oktober 2014. Lokakarya dihadiri 63 orang peserta dari pemangku kepentingan provinsi dan kabupaten mitra. Hasil dari lokakarya menghasilkan komitmen daerah mitra untuk melakukan diseminasi PPG dan komitmen provinsi untuk menindaklanjuti hasil pemetaan guru ke level provinsi dan penyebarluasan ke kabupaten lain. Tercatat ada 9 kabupaten yang menyatakan komitmen dengan jumlah dana 470 juta. Kohor1 Implementasi PPG di Kohor-1 : Kabupaten Labuhanbatu sudah melakukan implementasi kebijakan PPG, sementara Kota Medan dan Nias Selatan masih belum mengimplementasikan. Hal ini dikarenakan belum ada kebijakan yang resmi dikeluarkan Pemda terkait PPG ini. Pergantian Kepala Dinas Pendidikan dan Tim PPG di 2 daerah ini menjadi salah satu penyebabnya. Direncanakan dalam waktu dekat akan dilaksanakan sosialisasi kembali hasil pemetaan guru yang sudah dilaksanakan, termasuk menggandeng dukungan pemangku kepentingan khususnya Bappeda dan DPRD.

58


Kohor 2 Pendampingan-4 dan pendampingan-5 di Tobasa dan Langkat : Pendampingan-4 kepada Tim PPG kabupaten telah dilaksanakan di Tobasa dan Langkat. Pendampingan difasilitasi fasilitator provinsi G & M dari Unimed, IAIN dan LPMP. Di Tobasa kegiatan PPG dilanjutkan dengan Pendampingan-5 untuk penyusunan laporan PPG dan juga penyiapan Konsultasi Publik.

DISEMINASI PROGRAM PRAKTIK YANG BAIK Sebanyak 10 kabupaten melaksanakan 40 kegiatan diseminasi (Binjai 2 kegiatan, Labuhanbatu 5 kegiatan, Medan 2 kegiatan, Serdang Bebagai 4 kegiatan, Tanjungbalai 4 kegiatan, Tapanuli Selatan 4 kegiatan, Tapanuli Utara 8 kegiatan, Tebing Tinggi 3 kegiatan dan Tobasa 7 kegiatan). Seluruh kegiatan diikuti oleh 1.932 peserta yang berasal dari staf dinas pendidikan, staf kementerian agama, pengawas, kepala sekolah dan guru.

LOKAKARYA DISEMINASI TINGKAT PROVINSI Sepuluh kabupaten/kota mitra USAID PRIORITAS di Sumut (Medan, Langkat, Binjai, Deli Serdang, Tebing Tinggi, Tanjungbalai, Labuhanbatu, Tapanuli Utara, Tapanuli Selatan, Sibolga dan Nias Selatan) sepakat melakukan program perluasan (diseminasi). Total rencana anggaran untuk diseminasi dari 10 kab/kota tersebut sebesar Rp. 20,115,618,700 yg bersumber dari APBD dan BOS. Rencana ini merupakan hasil Lokakarya Diseminasi tingkat provinsi yang dilaksanakan pada 3-4 Oktober 2014 di Hotel Aryaduta, Medan.

KEGIATAN LAIN Pertemuan dengan Rachel Cooke Deputi Direktur untuk Kantor Urusan Asia Tenggara Kementrian Luar Negeri Amerika Serikat: Pertemuan dilaksanakan pada tanggal 2 Oktober 2014. Rachel Cooke didampingi oleh Konsulat AS Robert Ewing, Deputy Konsulat Trevor Oslon dan Staf Konsulat Rachma. Selain dari USAID PRIORITAS yang hadir, pertemuan juga dihadiri oleh perwakilan dari HELM, EMAS, IWASH, ICED. Rachel Cooke bergembira mendengarkan geliat dan dinamika program-program USAID di Sumatera Utara, khususnya USAID PRIORITAS yang telah diperluas melalui program diseminasi dengan budget dari APBD. Lokakarya-1 dan 2 Penyusunan Renstra Dinas Pendidikan Kabupaten Deli Serdang: Lokakarya I dilaksanakan 27-30 Oktober dengan melibatkan 100 orang lebih peserta dari Dinas Pendidikan dan pihak sekolah setiap jenjang. Lokakarya berhasil mengidentifikasi isu strategis pendidikan dan sasaran untuk kebutuhan penyusunan Renstra periode 2015-2019. Adapun yang memfasilitasi kegiatan ini adalah GMS dan 4 fasilitator provinsi G & M dari Unimed. Lokakarya 2 dilaksanakan 14-16 Desember 2014 yang melibatkan 40 orang yang dipilih dari setiap kelompok yang dibentuk pada lokakarya sebelumnya. Seminar Potret Pendidikan di Sumatera Utara : Seminar dilaksanakan oleh Senat Mahasiswa Universitas Negeri Medan pada tanggal 5 Desember 2014 di Ruang VIP Gedung Serbaguna. USAID PRIORITAS diundang menjadi salah satu narasumber dari seminar ini. Seminar diikuti 200 mahasiswa semester akhir di Unimed. Peringatan 10 Tahun Tsunami : Peringatan ini dilaksanakan oleh Kantor Konsulat Amerika Serikat (AS) untuk Pulau Sumatera dan Dewan Pimpinan Pusat Aceh Sepakat di Gedung Aceh Sepakat, Medan pada tanggal 22 Desember 2014. Hadir Konsul AS Bapak Robert Ewing, Wakil Gubenur Sumatera Utara Bapak T. Erry Nuradi dan Walikota Medan Bapak T. Dzulmi Eldin. USAID PRIORITAS diundang oleh Konsulat untuk mengikuti kegiatan ini.


59

RENCANA KUARTAL DEPAN 

Kohor 3: studi banding, sosialisasi PPG, pelatihan sekolah



Lokakarya Pendampingan di Labuhan Batu, Teluk Dalam dan Gomo



Lokakarya Keberhasilan/unjuk karya program untuk kohor 2 Langkat dan Tobasa



ToT Provinsi SD/MI dan SMP/MTs Modul 1 untuk kohor 3, dan Modul 2 untuk kohor 2



Lokakarya penelitian tindakan kelas tahap 2 dan 3



Lokakarya untuk sekolah praktik yang baik



Pendampingan sekolah lab/mitra LPTK

Galeri Foto

Siwa sedang membaca alat tes EGRA di SDN 060843 Medan.

Bupati Labuhanbatu Tigor Panusunan Siregar menyerahkan buku kepada perwakilan 24 sekolah mitra USAID PRIORITAS di Labuhanbatu. USIAD PRIORITAS mempromosikan budaya membaca untuk meningkatkan mutu pendidikan dasar.

Ketua Komite SMP N 1 Medan Ir. H. Chaidir Ritonga, MM mendukung usaha USAID PRIORITAS membantu SMP N 1 Medan meningkatkan mutu. USAID PRIORITAS memfasilitas pelatihan contextual teaching and learning (CTL) selama lima hari bagi guru SMP Negeri 1 Medan.

Jamal Husein peserta kunjungan belajar dari Dinas Pendidikan Kota Medan mengamati cara belajar matematika di SMPN 19 Purworejo. Di sekolah ini matematika diajarkan dengan gembira dan menggunakan media dari barang bekas pakai.

60


Dr Mutsyuhito Solin, M.Pd, fasilitator G & M USAID PRIROITAS memfasilitasi pembuatan rencana strategis Dinas Pendidikan Kabupaten Deli Serdang di Soechi International Hotel.

Tim monitoring dan evaluasi melakukan pengamatan pembelajaran di SD Swasta HKBP 1 Kecamatan Balige, Toba Samosir.


61

Provinsi: Banten Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 27 Oktober

Dengan siapa Kanwil Kemenag : 

8 Desember

Hasil koordinasi 

Koordinasi awal dan sosialisasi program USAID PRIORITAS Kepada Kepala Kanwil Kemenag Provinsi Banten yang baru



Dukungan Kepala Kanwil Kemenag terhadap program USAID PRIORITAS



Rencana diseminasi Modul MBS dan Praktik Pembelajaran yang Baik untuk pengawas Kemenag seluruh Banten



Koordinasi rutin dengan Dinas Pendidikan Provinsi



Penyampaian Laporan Tahunan USAID Prioritas



Koordinasi rencana diseminasi MBS untuk seluruh provinsi dengan dana pendamping Dinas Pendidikan Provinsi



Koordinasi rencana pelatihan guru inklusif yang diajukan Yayasan Cinta Kasih Kota Tangerang

Kepala Kanwil Kemenag Provinsi Banten

Sekretaris Dinas Pendidikan Provinsi Banten

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal 10 Desember

11 Desember

Dengan siapa Dinas Pendidikan Kabupaten Tangerang : 

Sekretaris Dinas Pendidikan





Kasubag Program dan Perencanaan

Koordinasi tentang progres implementasi program secara umum



Diskusi penyikapan penundaan Kurikulum 13



Kabid SMP





Kasi Kurikulum SMP



Diskusi implementasi MBS di sekolah mitra dan rencana untuk review RKS, RKT dan RKAS di beberapa sekolah

Ka UPTD Tigaraksa





Ka UPTD Cisoka

Kordinasi dan persiapan District Showcase yang akan diselenggarakan tanggal 3 Februari 2015



Koordinasi tentang progres implementasi program secara umum dengan Sekretaris Dinas dan Kasubag Perencanaan dan Program yang baru



Diskusi penyikapan penundaan Kurikulum 13



Koordinasi tentang KAK antara USAID Prioritas dengan Pemkot Tangerang



Koordinasi dan sosialiasi diseminasi/diseminasi di lingkungan Kemenag

Dinas Pendidikan Kota Tangerang : 

Sekretaris Dinas Pendidikan



Kasi Kurikulum SMP

Kemenag Kota Tangerang : 

62

Hasil koordinasi

Kasi Mapendais


KOHOR 1 DAN 2 PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan sekolah CTL putaran 2 di Kabupaten Serang dilaksanakan tanggal 26-29 September 2014 di D’Wiza Resto & Café, Serang. Pelatihan diikuti oleh 108 peserta dari 8 SMP/MTs mitra dan undangan. Pelatihan sekolah PAKEM putaran 2 Kabupaten Serang dilaksanakan tanggal 20-23 Oktober 2014 di D’Wiza Resto & Café, Serang. Pelatihan diikuti oleh 113 peserta dari 16 SD/MI mitra dan undangan. Pelatihan sekolah MBS putaran 2 Kabupaten Serang tingkat SMP/MTs dilaksanakan tanggal 14-15 November 2014 di D’Wiza Resto & Café, Serang. Pelatihan diikuti oleh 42 peserta dari 8 SMP/MTs mitra dan undangan. Pelatihan sekolah MBS putaran 2 Kabupaten Serang tingkat SD/MI dilaksanakan tanggal 16-17 November 2014 di D’Wiza Resto & Café, Serang. Pelatihan diikuti oleh 80 peserta dari 16 SD/MI mitra dan undangan. Pelatihan sekolah CTL putaran 2 Kabupaten Pandeglang dilaksanakan tanggal 24-27 Oktober 2014 di Hotel S’Rizky, Pandeglang. Pelatihan diikuti oleh 119 peserta dari 8 SMP/MTs mitra dan undangan Pelatihan sekolah PAKEM putaran 2 Kabupaten Pandeglang dilaksanakan tanggal 7-10 November 2014 di Hotel S’Rizky, Pandeglang. Pelatihan diikuti oleh 112 peserta dari 16 SMP/MTs mitra dan undangan. Pelatihan sekolah MBS putaran 2 Kabupaten Pandeglang tingkat SMP/MTs dilaksanakan tanggal November 2014 di Hotel S’Rizky, Pandeglang. Pelatihan diikuti oleh 41 peserta dari 8 SMP/MTs mitra dan undangan. Pelatiekolah MBS putaran 2 Kabupaten Pandeglang tingkat SD/MI dilaksanakan tanggal November 2014 di Hotel S’Rizky, Pandeglang. Pelatihan diikuti oleh 81 peserta dari 16 SD/MI mitra dan undangan.

Guru Kabupaten

Komite sekolah

Kepala Sekolah

Pengawa s

LK

PR

LK

PR

LK

PR

LK

Serang (SD/MI)

26

68

0

0

12

3

3

1

0

Serang (SMP/MTs)

50

51

0

0

2

1

2

2

8

25

21

8

12

3

3

Serang MBS SMP/MTs

12

6

13

1

5

1

Pandeglang (SD/MI)

18

76

0

0

8

Pandeglang (SMP/MTs)

48

63

0

0

Pandeglang MBS SD/MI

11

21

29

Pandeglang MBS SMP/MTs

13

3

16

Serang MBS SD/MI

Total LK

PR

Total

0

41

72

113

0

0

54

54

108

0

0

0

44

36

80

4

0

0

0

34

8

42

8

0

0

2

0

28

84

112

8

0

0

0

2

0

56

63

119

3

8

8

0

0

1

0

49

32

81

0

8

0

0

0

1

0

38

3

41


PR

Lain L P K R

63

STUDI BANDING OLEH SEKOLAH PRAKTIK YANG BAIK KOHOR 1 Studi banding untuk sekolah Praktik yang Baik dilaksanakan pada tanggal 24-25 November 2014. Rombongan mengunjungi 8 (delapan) sekolah, yaitu: SDN 101900 dan 104242 Kab. Deli Serdang, SDN 060843 Kota Medan, MIN Medan Barat, SMPN 2 Lubuk Pakam Deli Serdang, SMPN 3 Tanjung Morawa Deli Serdang, SMPN 16 Kota Medan, dan MTsN 2 Kota Medan. Sejumlah praktik yang baik yang bisa didiseminasi adalah: (1) Adanya pengawas mapel di Deli Serdang; (2) Pendataan jam mengajar guru PNS; (3) Penerbitan SK tugas mengajar di sekolah lain bagi guru yang kekurangan jam mengajar; (4) Sosialisasi pembentukan komite sekolah dan komite kelas.

Tanggal

Kabupaten Asal

Kabupaten Tujuan

Peserta (LK/PR)

24 November 2014

Serang & Pandeglang

Deli Serdang

Pejabat Dinas, Kemenag, Pengawas, kepala sekolah & madrasah, guru, komite, dosen LPTK (L:30; P:12)

25 November 2014

Serang & Pandeglang

Medan & Medan Barat

Pejabat Dinas, Kemenag, Pengawas, kepala sekolah & madrasah, guru, komite, dan dosen LPTK (L:30 ; P:12)

PENDAMPINGAN SEKOLAH KOHOR 2 Pendampingan di Kabupaten Tangerang berlangsung sejak bulan Agustus sampai dengan Desember. Mekanismenya adalah fasilitator daerah pembelajaran (10 orang) masing-masing memberikan 20 kali pendampingan untuk sekolah mitra, totalnya menjadi 200 sesi pendampingan. Untuk tingkat SD/MI, 200 sesi pendampingan ini dibagi untuk 16 SD/MI mitra. Sementara untuk tingkat SMP/MTs, fasilitator dibagi untuk 8 SMP/MTs mitra. Fasilitator daerah MBS yang berjumlah 5 orang masing-masing memberikan 20 kali pendampingan untuk sekolah mitra, totalnya menjadi 100 sesi pendampingan. Untuk tingkat SD/MI, 100 sesi pendampingan ini dibagi untuk 16 SD/MI mitra. Sementara untuk tingkat SMP/MTs, fasilitator dibagi untuk 8 SMP/MTs mitra. Jadi satu sekolah mitra bisa memperoleh 12-13 kali pendampingan dalam bidang pembelajaran dan 6-7 kali pendampingan dalam bidang MBS.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) RAPAT TINGKAT LPTK Rapat tingkat LPTK dilaksanakan pada tanggal 3 Oktober 2014 di S’Rizky Serang. Rapat ini mengevaluasi kinerja para fasilitator dari LPTK. Rapat diikuti oleh 34 dosen/fasilitator (L:20/P:14). RAPAT KERJA DENGAN SEKOLAH LAB AND SEKOLAH MITRA LPTK (Meeting and working with TTI Lab and Partner schools) Diselenggarakan pada tanggal 6 Oktober 2014 di Ledian Hotel, Serang. Peserta berjumlah 45 orang dari 15 sekolah mitra LPTK. Mereka adalah kepala sekolah, kepala madrasah, guru, dan anggota komite sekolah. LOKAKARYA ADAPTASI MATERI/MODUL PELATIHAN SEKOLAH UNTUK LPTK Kegiatan lokakarya pengembangan kurikulum dan materi untuk LPTK tahap kedua (bekerja sama dengan tim Jawa Barat) dilaksanakan di Hotel Ara Tangerang tanggal 1-3 November 2014. Acara ini melibatkan 30 orang termasuk yang berperan sebagai konsultan serta fasilitator. 64


LPTK

Posisi

LK

PR

Total

IAIN SMH

Fasilitator & Peserta

0

6

6

Untirta


1

5

6

UPI Bandung


4

3

7

UIN Bandung

Fasilitator

1

0

1

Unnes

Peserta

1

0

1

SD/MI/SMP/MTsN

Guru/fasilitator

1

7

8

PENELITIAN TINDAKAN KELAS Penelitian tindakan kelas di Provinsi Banten dilaksanakan tanggal 19-21 Desember 2014. Pesertanya 16 orang dosen dan guru (8 dosen & 8 guru; L:5/P:11).

PELATIHAN DAN PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK Pelatihan PAKEM untuk sekolah lab/mitra LPTK Banten diselenggarakan tanggal 2-5 November 2014 di Hotel Ledian Serang. Peserta berjumlah 83 guru & 5 dosen LPTK (L:34/P:54), dengan 13 Fasilitator (L:4/P:9) gabungan dari LPTK dan non-LPTK. Pelatihan CTL untuk sekolah lab/mitra LPTK Banten diselenggarakan tanggal 15-18 November 2014 di Ratu Hotel Bidakara, Serang. Peserta berjumlah 76 guru & 4 dosen LPTK (L:19/P:61), dengan 11 Fasilitator (L:4/P:7) gabungan LPTK dan non-LPTK. Pelatihan MBS untuk sekolah lab/mitra LPTK Banten untuk SD/MI dan SMP/MTs dilaksanakan bersamaan pada tanggal 13-14 Desember 2014 di Hotel Ledian, Serang. Peserta MBS Primary berjumlah 38 orang guru, kepala sekolah dan madrasah, serta anggota komite sekolah (L:24/P:14). Peserta pelatihan MBS SMP/MTs berjumlah 43 yang terdiri dari kepala sekolah dan madrasah, guru, serta komite sekolah (L:31/P:12).

Komsek LK PR


Pelatihan

Guru LK PR

Pengawas LK PR

Lain LK PR

Total LK PR

PAKEM

32

51

0

0

0

0

0

0

2

3

34

54

88

CTL

19

57

0

0

0

0

0

0

0

4

19

61

80

MBS PS

8

8

8

1

5

5

1

0

2

0

24

14

38

MBS JSS

11

8

14

2

4

1

1

0

1

1

31

12

43

Total

PELATIHAN BAGI DOSEN PEDAGOGI LPTK Pelatihan MBS bagi dosen pedagogi LPTK berlangsung pada tanggal 28-29 Oktober 2014 di Hotel Ibis, Tangerang. Peserta terdiri dari 48 orang dosen pedagogi dari 5 LPTK anggota konsorsium di Banten.


65

LPTK

Posisi

LK

PR

Total

Untirta

Peserta

10

0

10

IAIN SMH

Peserta

2

8

10

STKIP Setia Budhi

Peserta

3

4

7

Unbaja

Peserta

1

6

7

Unma

Peserta

6

2

8

PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN KOHOR 2 Lokakarya 1: Analisis data PPG kohor 2 di Banten dilaksanakan pada tanggal 8-10 Oktober 2014 di Hotel Ratu Bidakara, Serang. Acara dibuka oleh Sekdis Pendidikan Provinsi Banten, Drs. Rukman Teddy MpdI. Ada 3 hal mengemuka dalam pertemuan ini: (1) pemerintah provinsi sangat mendukung program PPG yang difasilitasi oleh USAID PRIORITAS; (2) jumlah guru di Banten pada umumnya sudah cukup, namun penyebarannya belum merata; (3) Program PPG di kohor 1 dan 2 dapat memberikan gambaran pemetaan distribusi guru yang terkini. LPTK (Calon Fasilitator) Kabupaten LK PR

Dinas Pend. LK PR

Kantor MenAg LK PR

BKD LK PR

Bappeda Dll LK PR

Total LK PR

Total

Tangerang

0

0

3

1

1

0

1

0

2

0

7

1

8

Kota Tangsel

0

0

2

0

0

1

0

0

1

0

3

1

4

Lokakarya implementasi kebijakan PPG juga dilaksanakan di Kabupaten Pandeglang pada tanggal 7-8 November 2014 di Hotel S’Rizky. Pada hari pertama, Dinas Pendidikan Kabupaten diwakili oleh Kasi Kurikulum SMP, Warso MPd. Di hari kedua, Kadis Pendidikan, Drs. Dadan Tafif Danial MPd menghadiri sendiri acaranya. Poin penting dalam diskusi ini adalah (1) Upaya distribusi guru akan terus dilaksanakan oleh Dinas Pendidikan; (2) Mutasi PNS dikelola oleh BKD; (3) Untuk mendukung upaya regrup sekolah kecil, perlu ada kebijakan khusus; (4) Kepala UPTD perlu aktif mendukung PPG. UPTD, Pengawas, Kepsek Kabupaten LK PR Pandeglang

38

3

Dinas Pend. LK PR 3

1

Kantor MenAg LK PR 0

0

BKD LK PR 1

0

Bappeda Dll LK PR 0

0

Total LK PR 42

4

Total 46

DISEMINASI PROGRAM PRAKTIK YANG BAIK Kabupaten Serang - Diseminasi CTL SMP Dinas Pendidikan Kabupaten Serang dilaksanakan pada tanggal 17-20 Oktober 2014 berlokasi di D’Wiza Resto, Serang. Peserta berjumlah 142 guru dan kepala sekolah (L:54/P:88). Diseminasi PAKEM KKG Kecamatan Petir diadakan pada tanggal 27-30 November 2014 di MI Nurul Falah Pasanggrahan. Peserta berjumlah 45 guru dari 9 MI di kecamatan tersebut (L:11/P:34). 66


Kabupaten Pandeglang - Diseminasi di SDN Cipicung 1, Kabupaten Pandeglang dilakukan pada tanggal 24-26 November 2014. Diseminasi ini diikuti oleh 150 guru dari semua SDN di 3 kecamatan: Patia, Pagelaran, dan Cikedal. Praktik mengajar 3 sekolah dilaksanakan di sekitar desa Cipicung, yaitu SDN 1 Cipicung, SD Karya Utama 1, dan SD Karya Utama 2. Diseminasi MBS K3S Kecamatan Mandalawangi, Pandeglang diadakan pada tanggal 15-17 November 2014 di KPRI Kagum Kecamatan Mandalawangi. Peserta berjumlah 40 kepala sekolah dari seluruh kecamatan. Biaya penyelenggaraan total adalah Rp 5 juta. Diseminasi PAKEM Gugus 3 Kabupaten Pandeglang diadakan pada tanggal 19-21 November 2014 di SDN Pandeglang 7. Peserta berjumlah 50 guru dari SDN Pandeglang 7, 9, dan 11. Biaya penyelenggaraan sekitar Rp 9 juta. Diseminasi PAKEM Gugus 2 Majasari Kabupaten Pandeglang diadakan pada tanggal 22-24 November 2014 di SDN Karaton 2. Peserta sebanyak 54 guru berasal dari SDN Keraton 1, 2, 3, 4, dan 5. Kepala UPTD Kecamatan Majasari yang membuka acara mengatakan bahwa sekolah perlu melakukan pembelajaran seperti ini setiap hari. Kabupaten Lebak - Diseminasi di KKM MIN Wantisari, Kabupaten Lebak berlangsung pada tanggal 1-3 November 2014 dan diikuti oleh 150 guru dan kepala madrasah dari 2 Kecamatan, Cikulur dan Warunggunung. Kota Cilegon – Diseminasi CTL SMPN 3 Cilegon dilaksanakan pada tanggal 13-15 Oktober 2014 dan diikuti oleh 40 orang guru (L:8/P:32). Diseminasi CTL MGMP IPS SMP Kota Cilegon dilaksanakan pada tanggal 3-6 November 2014 di SMPN 3 Kota Cilegon, dengan peserta 36 guru dari 18 SMPN dan swasta (L:4/P:32). Diseminasi MBS, PAKEM, dan CTL Dinas Pendidikan Kota Cilegon diadakan pada tanggal 19-20 November 2014 di Restoran Bintang Laguna, Kota Cilegon, dengan peserta kepala sekolah, bendahara sekolah, dan guru. Kota Serang – Diseminasi CTL SMPN 19 Kota Serang pada tanggal 11-13 November 2014 diikuti oleh 1 Kepala Sekolah dan 32 guru (L:9/P:22).


Unjuk karya tingkat kabupaten di Kabupaten Tangerang dan Kota Tangerang Selatan



Pendampingan untuk program PPG di daerah kohor 2: Kabupaten Tangerang dan Kota Tangerang Selatan


67

Galeri Foto:

Suasana praktik mengajar di SMPN 1 Petir, Kabupaten Serang. Pelatihan CTL putaran 2 di Kabupaten Serang berlangsung tanggal 2629 September 2014.

Di saat praktik mengajar IPA, siswa SDN Kurungkambing 1 Kabupaten Pandeglang diajak untuk mengamati lingkungan di luar kelas. Pelatihan PAKEM putaran 2 di Kabupaten Pandeglang berlangsung 7-10 November 2014.

Suasana praktik mengajar di SMPN 7 Kota Serang, mitra UNTIRTA, pada pelatihan CTL untuk dosen pedagogi LPTK yang berlangsung tanggal 15-18 November 2014.

Sebanyak 150 guru dan kepala madrasah di Kecamatan Cikulur dan Warunggunung terlibat acara diseminasi PAKEM yang diselenggarakan oleh KKM MIN Wantisari, Lebak, 1-3 November 2014.

Kunjungan belajar dari sekolah-sekolah praktik yang baik Provinsi Banten ke Provinsi Sumatera Utara berlangsung tanggal 24-25 November 2014.

Pemangku kepentingan program Penataan dan Pemerataan Guru (PPG) Kabupaten Pandeglang berkumpul pada tanggal 7-8 November 2014 untuk membahas implementasi program.

68


Provinsi: Jawa Barat Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal

Dengan siapa

Hasil koordinasi

13 Oktober

Kepala Dinas Pendidikan, sekdis, dan Kasubag Program Dinas Pendidikan Kabupaten Tasikmalaya



BKPLD (BKD) akan menggunakan data dari dinas pendidikan sebagai dasar pengambilan/ pengangkatan tenaga PNS.

18 Oktober

Kasi Kursis SD Dinas Pendidikan Kabupaten Sukabumi



Dinas Pendidikan tahun 2015 akan menggunakan instrumen monev program USAID PRIORITAS dalam mengevaluasi program diseminasi di Kecamatan Cisaat.



Diseminasi akan dilakukan pada akhir Oktober – November di kecamatan Caringin, Kebonpedes, dan Nagrag.

7-8 Oktober

Dinas Pendidikan Kab. Karawang, yaitu Kadisdik, Ketua MKKS SMA, Panitia WS BOSP, Kasie bidang SMP



Mempersiapkan pelaksanaan diseminasi penghitungan Biaya Operasional Satuan Pendidikan (BOSP). Hasil dari penghitungan BOSP ini akan menjadi dasar untuk mengevaluasi nilai BOSDA Kabupaten Karawang.

28 Oktober

Kepala Kementerian Agama dan Kasie Madrasah Kab. Kuningan



Kepala mendukung program diseminasi di KKM Kementerian Agama Kabupaten Kuningan.

14 November

Dinas pendidikan Tasikmalaya: Kepala Dinas, Sekdis, Kabid Dikmen, Kabid Dikdas, Kasubag Program, Kasubag kepegawaian, Kasi SD, Kabid Sertifikasi, Staf Dapodik.



Kebijakan PPG akan dituangkan dalam bentuk PERDA.



Dinas Pendidikan akan melakukan pertemuan khusus kepada seluruh kepala sekolah dan perwakilan guru sekolah mitra untuk menguatkan komitmennya sebagai sekolah mitra yang akan menjadi percontohan di kabupaten.

KOHOR 1 DAN 2 PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan sekolah Modul 2 di daerah kohor 1 untuk periode Oktober-Desember 2014 adalah:

Kabupaten Ciamis

Jenis Pelatihan

Waktu

MBS SD/MI

1-2 Oktober (Sindangkasih)

MBS SMP/MTs

8-9 Oktober (Sindangkasih)

Unsur Peserta

Sekolah/Instansi

Kepala Sekolah, Guru, Komite Sekolah, pengawas

MI Gunung Cupu, MI Kalangari, SDN 1 Sukamanah, SDN 1 Sukaraja, SDN 2 Sukamanah, SDN 2 Sukaraja, SDN 3 Sukamanah, SDN 3 Sukaraja


MTsN Sindangkasih, SMPN 1 Cikoneng, SMPN 1 Sindangkasih, dan SMPN 2 Cikoneng

69

Kabupaten

Bandung Barat

Cimahi

70

Jenis Pelatihan

Waktu

Unsur Peserta

Sekolah/Instansi

Kepala Sekolah, Guru, Pengawas

SDN 1 Sukasari, SDN 2 Sukasari, SDN 3 Sukasari, SDN 1 Sindangsari, SDN 2 Sindangsari, SDN 3 Sindangsari, MI PUI Cibadak, MI Sindangtawang

Pembelajaran SD/MI

21-24 Oktober (Banjarsari)

Pembelajaran SMP/MTs

28-31 Oktober (Banjarsari)

MBS SD/MI

4-5 November (Banjarsari)

MBS SMP/MTs

6-7 November (Banjarsari)

Pembelajaran SD/MI

8-11 Oktober (Cipatat)


1-4 Oktober (Cipatat)

SMPN 1 Cipatat, SMPN 3 Cipatat, SMP Alhikmah, MTs Al-Mukhtariyah

15-18 Oktober (Cihampelas)

SMPN 1 Cihampelas, SMPN 2 Cihampelas, SMP Pataruman, MTs N rongga

MBS SD/MI

5-6 Desember (Cihampelas)

MBS SMP/MTs

16-17 Desember


21-24 Oktober

SMPN 1 Banjarsari, SMPN 2 Banjarsari, SDN 3 Banjarsari, MTs N Wanayasa Kepala Sekolah, Guru, Komite Sekolah, pengawas

SDN 1 Sukasari, SDN 2 Sukasari, SDN 3 Sukasari, SDN 1 Sindangsari, SDN 2 Sindangsari, SDN 3 Sindangsari, MI PUI Cibadak, MI Sindangtawang SMPN 1 Banjarsari, SMPN 2 Banjarsari, SDN 3 Banjarsari, MTs N Wanayasa

Kepala Sekolah, Guru, pengawas

Kepala Sekolah, Guru, Komite Sekolah, Pengawas

MI Al-Hikmah Cipatat, MI Syamsudin Cipatat, SDN 1 Rajamandala, SDN 2 Rajamandala, SDN 3 Rajamandala, SDN 4 Rajamandala, SDN Nyomplong, SDN Rancabentang

MI Sukaguna, MI Tembongsari, SDN 1 Budigalih, SDN 1 Rancairung, SDN 4 Rancairung, SDN 5 Rancairung, SDN Maroko, SDN Mekarasih, SMPN 1 Cihampelas, SMPN 2 Cihampelas, SMP Pataruman, MTs N rongga SMPN 1 Cipatat, SMPN 3 Cipatat, SMP Alhikmah, MTs Al-Mukhtariyah

Kepala Sekolah, Guru, Pengawas

SMPN 2 Cimahi, SMPN 3 Cimahi, SMPN 5 Cimahi, SMPN 6 Cimahi, SMPN 8 Cimahi, SMPN 11 Cimahi, MTsN Sukasari, MTs Nurul Falah


Jenis Pelatihan

Kabupaten

Waktu

Unsur Peserta

Sekolah/Instansi

Pembelajaran SD/MI

28-31 Oktober

SDN Cibabat Mandiri 2, SDN Cibabat Mandiri 4, SDN Cibabat Mandiri 5, SDN Cibabat 5, SDN Budhi Karya, SDN Budi Asih, SDN Sosial 1, SDN Sosial 2, SDN Utama Mandiri 1, SDN Utama 6, SDN Cibodas 2, SDN Cibodas 3, MI Asih Putera, MI PUI – Cimahi, MI Nurul Islam, MI Cahaya

MBS SMP/MTs

12-13 November

MBS SD/MI

12-13 November (cluster 1)

SDN Cibabat Mandiri 2, SDN Cibabat Mandiri 4, SDN Cibabat Mandiri 5, SDN Cibabat 5, MI Asih Putera, MI Cahaya, MI PUI – Cimahi, MI Nurul Islam,

MBS SD/MI

19-20 November (Cluster 2)

SDN Utama Mandiri 1, SDN Utama 6, SDN Cibodas 2, SDN Cibodas 3, SDN Budhi Karya, SDN Budi Asih, SDN Sosial 1, SDN Sosial 1.

Kepala Sekolah, Guru, Komite Sekolah, Pengawas, K3S, MKKS

SMPN 2 Cimahi, SMPN 3 Cimahi, SMPN 5 Cimahi, SMPN 6 Cimahi, SMPN 8 Cimahi, SMPN 11 Cimahi, MTsN Sukasari, MTs Nurul Falah

Jumlah Peserta Pelatihan Pembelajaran SD/MI Modul 2 Kohor 1

Kabupaten

Guru LK PR


Pengawas LK PR

Lain LK PR

Total LK PR

Total

Ciamis

9

39

4

-

2

-

-

-

15

41

56

Bandung Barat

7

43

4

5

1

1

-

-

12

49

61

10

86

4

11

-

1

-

-

14

98

112

Cimahi

Jumlah Peserta Pelatihan Pembelajaran SMP/MTs Modul 2 Kohor 1 Kepala Sekolah LK PR

Kabupaten

Guru LK PR

Pengawas LK PR

Lain LK PR

Ciamis

17

39

4

-

-

-

-

-

21

39

60

Bandung Barat

22

35

1

2

1

1

-

-

24

38

62

Cimahi

20

105

4

-

2

-

-

1

26

106

132


Total LK PR

Total

71

Jumlah Peserta Pelatihan MBS SD/MI Modul 2 Kohor 1

Kabupaten Ciamis

Guru LK PR


15

22

11

3

2

-

26

3

-

-

54

28

82

7

28

6

8

3

1

27

4

1

0

44

41

85

14

22

6

13

-

1

16

15

-

1

36

52

88

Bandung Barat Cimahi

Pengawas LK PR

Komite Sekolah LK PR

LainLain LK PR

Total LK PR

Total

Jumlah Peserta Pelatihan MBS SMP/MTs Modul 2 Kohor 1 Kepala Sekolah LK PR

Pengawas LK PR


Lainlain LK PR

Kabupaten

Guru LK PR

Total LK PR

Ciamis

17

4

6

-

-

-

14

-

-

-

37

4

41

Bandung Barat

14

4

4

2

1

3

12

3

-

-

31

12

43

Cimahi

10

8

5

1

-

-

12

3

-

-

27

12

39

Total

PENDAMPINGAN SEKOLAH KOHOR 1 DAN 2 Pendampingan sekolah kohor 1 untuk modul 2 akan dilaksanakan pada awal semester kedua tahun ajaran 2014/2015. Pendampingan sekolah kohor 2 untuk pembelajaran modul 1 pada periode Oktober – Desember 2014 telah masuk pada tahap pengelolaan kelas termasuk penataan tempat duduk, penyusunan/reviu RPP dan LK, pelaksanaan team teaching, pelaksanaan solo teaching, dan pengelolaan pajangan hasil karya siswa. Adapun pendampingan MBS telah melakukan pemetaan dokumen, pembentukan Tim Pengembang Sekolah (TPS), revisi RKS/RKT, sinkronisasi program, penyusunan RKT dan anggaran, mendorong peran serta masyarakat dan praktik transparansi dengan cara memajang anggaran sekolah. Kabupaten Cirebon

Pendampingan Pembelajaran 216 guru SD/MI dan SMP/MTs mitra 60 guru non mitra melalui KKG dan MGMP

Tasikmalaya

216 guru SD/MI dan SMP/MTs mitra 16 guru non mitra melalui KKG

Pendampingan MBS 72 orang kepala sekolah dan komite sekolah mitra

72 orang kepala sekolah dan komite sekolah mitra

Bekasi

199 guru SD/MI dan SMP/MTs mitra

120 orang kepala sekolah dan komite sekolah

Kuningan

216 guru SD/MI dan SMP/MTs mitra

48 orang kepala sekolah dan komite sekolah

75 guru non mitra dalam KKG dan MGMS

72


LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) LOKAKARYA ADAPTASI MATERI/MODUL PELATIHAN SEKOLAH UNTUK LPTK Dalam rangka mengembangkan bahan ajar untuk memberi pengayaan dan penguatan materi ajar dan strategi perkuliahan pada pembelajaran literasi kelas SD/MI dan SMP/MTs dan mendisain perangkat pembelajaran/perkuliahan berdasarkan bahan ajar yang dikembangkan maka USAID PRIORITAS mengadakan Lokakarya 1 Pengembangan Kurikulum dan Materi untuk LPTK dengan topic tentang Literasi Kelas Awal dan kelas 4-9. Lokakarya dilaksanakan pada tanggal 13-15 Oktober 2014 bertempat di Hotel Aston Tropicana, Bandung. Hadir pada acara ini 21 orang dosen dan 9 orang guru dari Jawa Tengah, Banten dan Jawa Barat. LPTK/Sekolah

Posisi

LK

PR

IAIN "SMH" Banten

Dosen

2

3

5

Untirta Banten

Dosen

2

4

6

UNESA

Dosen

1

1

UNES

Dosen

1

UIN Bandung

Dosen

1

1

2

UPI

Dosen

4

2

6

SDN Sumber Agung Serang

Guru

1

1

SDN Cileungsir Serang

Guru

1

1

MIN langon, Cilegon

Guru

1

1

SD Tulus Kartika Bandung

Guru

1

1

MIN 1 Cicendo Bandung

Guru

1

1

SMPN 6 Kota Serang Banten

Guru

1

1

MTs Negeri Serang

Guru

1

1

SMP Lab UPI

Guru

1

1

MTsN Bandung

Guru

1

1

JUMLAH

Total

1

30

PENELITIAN TINDAKAN KELAS USAID PRIORITAS mendorong dosen LPTK secara kolaboratif bersama-sama dengan guru melakukan Penelitian Tindakan Kelas (PTK). Diharapkan kegiatan ini dapat mengembangkan budaya literasi di kalangan dosen dan guru. Subjek PTK adalah literasi SD, literasi SMP, Sains SMP, dan Matematika SMP. Pada pertemuan pertama, peserta akan mempertajam pertanyaan PTK, menyusun instrumen, dan membuat langkah rinci PTK. Kegiatan tersebut dilaksanakan di Hotel Horizon Bandung pada tanggal 19 – 21 Desember 2014 dengan jumlah peserta sebagai berikut:


73

Subjek Literasi SD

Literasi SMP

IPA MTs

Matematika MTs

JUMLAH

Peserta

Instansi

LK PR

Tatat Hartati

UPI

X

Effy Mulyasari

UPI

X

Caryani

SDN Sukarasa

X

Lilis

SDN Sukarasa

X

Vismaya

UPI

X

Kosasih

UPI

Mala Komalasari

SMP Lab UPI Bandung

X

Rika Seftiani

SMP Lab UPI Bandung

X

Ade Yeti

UIN SGD Bandung

X

Ida Farida

UIN SGD Bandung

X

Tendi Setiadi

MTsN 2 Cicaheum Bandung

X

Kurniawan


X

Iyon Maryono

UIN SGD Bandung

X

Juariah

UIN SGD Bandung

X

Aan Nurjanah


X

Ida Weti


X

X

4

12

PELATIHAN DAN PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK Pelatihan PAKEM/CTL bagi sekolah lab/mitra LPTK baik jenjang SD/MI maupun SMP/MTs bertujuan membantu guru mengimplementasikan pembelajaran yang aktif dan kreatif sehingga PBM menjadi sangat bermakna. Siswa dapat menggali potensi yang melekat dalam dirinya. Agar proses tersebut berjalan maksimal, dibutuhkan dukungan pihak manajemen sekolah. Dengan demikian pelatihan MBS diharapkan menjadi pemantik para manajer sekolah untuk memberikan dukungan pada PBM secara optimal. Peserta pelatihan PAKEM/CTL adalah kepala sekolah/madrasah dan guru. Sedangkan peserta pelatihan MBS adalah kepala sekolah/madrasah, guru, dan komite sekolah. Pada periode OktoberDesember 2014, pelatihan sekolah lab/ mitra LPTK Modul 2 dilaksanakan di Jawa Barat dengan rincian berikut:

74


Jenis Pelatihan

Tempat

Waktu

Jumlah Peserta

Pembelajaran SD (UPI)

Hotel Banana Inn, Bandung

28-31 Oktober

LK: 6

PR: 31

Pembelajaran SMP (UPI)

Hotel Banana Inn, Bandung

28-31 Oktober

LK: 5

PR: 28

Pembelajaran MI (UIN)

Hotel Park, Bandung

9-12 November

LK: 16

PR: 19

Pembelajaran MTs (UIN)

Hotel Park, Bandung

9-12 November

LK: 8

PR: 33

MBS SD (UPI)

Hotel D’Java Bandung

4-5 Desember

LK: 8

PR: 11

MBS SMP (UPI)

Hotel D’Java Bandung

4-5 Desember

LK: 9

PR: 12

MBS MI (UIN)

Park Hotel, Bandung

24-25 Desember

LK: 7

PR: 9

MBS MTs (UIN)

Park Hotel, Bandung

24-25 Desember

LK: 11

PR: 10

Jumlah Peserta Pelatihan Pembelajaran Sekolah Lab/Mitra LPTK jenjang SD/MI Guru Kepala Sekolah Pengawas Lain Total LPTK LK PR LK PR LK PR LK PR LK PR Total UPI

4

30

1

-

-

-

1

1

6

31

37

UIN

15

17

1

2

-

-

-

-

16

19

35

Jumlah Peserta Pelatihan Pembelajaran Sekolah Lab/Mitra LPTK jenjang SMP/MTs Guru Kepala Sekolah Pengawas Lain Total LPTK LK PR LK PR LK PR LK PR LK PR Total UPI

5

28

-

-

-

-

-

-

5

28

33

UIN

8

33

-

-

-

-

-

-

8

33

41

Jumlah Peserta Pelatihan MBS Sekolah Lab/Mitra LPTK jenjang SD/MI Guru LPTK LK PR



UPI

4

4

1

3

2

3

UIN

2

3

2

3

2

2

Pengawas Lain Total LK PR LK PR LK PR Total -

-

1

1

8

11

19

1

1

7

9

16

Jumlah Peserta Pelatihan MBS Sekolah Lab/Mitra LPTK jenjang SMP/MTs Guru LPTK LK PR



UPI

5

11

2

-

1

1

UIN

5

9

2

-

4

1

Pengawas Lain Total LK PR LK PR LK PR Total -


-

1

-

9

12

21

11

10

21

75

PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN KOHOR 2 Pendampingan 2 Tindak lanjut dari pelaksanaan Lokakarya Analisis Data PPG bagi daerah kohor 2 adalah pendampingan kepada tim data masing-masing dinas pendidikan untuk menyempurnakan dan memvalidasi data sehingga dapat digunakan untuk menyusun alternative-alternatif kebijakan PPG. Daerah Kab. Bekasi

Kab. Kuningan

Kab. Tasikmalaya

Kab. Cirebon

Waktu Pendampingan 16-17 Oktober 2014

21-22 Oktober 2014

23-24 Oktober 2014

28-29 Oktober 2014

Unsur yang Didampingi

Hasil Pendampingan

Kasubbag program, Kasubbag Kepegawaian, kabid PTK, Kasi Kurikulum, Pelaksana SD, Pelaksana SMP, Staf DAPODIK



Tim Bekasi masih harus menyelesaian data SD untuk 3 Kecamatan dan data SMP sebanyak 113 sekolah.



Isu yang sudah mulai muncul adalah sekolah kecil, kekurangan guru kelas PNS, kekurangan guru mata pelajaran, dan angka pension cukup tinggi.

Sekretaris Dinas Pendidikan, Kasubbag Program, Kasubbag Kepegawaian, Kasi kurikulum, Staf DAPODIK, Staf BKD



Data yang belum masuk hanya tinggal 2 SMP Negeri masih harus melakukan cleaning kualitas data karena masih ditemukan beberapa guru yang duplikat dan mengajar di beberapa sekolah dengan mapel yang sama.



Isu yang sudah muncul adalah sekolah kecil, kekurangan guru kelas, kelebihan guru agama dan IPS yang lainnya kekurangan.

Sekretaris Dinas Pendidikan, Kasubbag Program, Kasi kurikulum, Kabid Mutasi BKD, Kasi Mutasi BKD, Staf DAPODIK, Staf BKD



Terdapat data dari 3 kecamatan yang masih harus di update



Isu yang sudah muncul adalah sekolah kecil, kelebihan guru B. Inggris dan IPS yang lainnya kekurangan.

Sekretaris Dinas, Kasi Mutasi BKD, Kasubbag Program, Kasi Kesiswaan, Kasi Kurikulum, Staf DAPODIK



Dinas Pendidikan akan mengupayakan pemenuhan sisa data, yaitu Data Sekolah dari 18 UPTD+ melengkapi Kecamatan Sumber dan SMP swasta



Isu yang mulai muncul adalah sekolah kecil, Anak Usia Sekolah 7-12 tahun cenderung menurun setiap tahunnya, angka pension cukup tinggi.

Lokakarya 2: ANALISIS KEBIJAKAN Tindak lanjut dari pendampingan ke-2 PPG di masing-masing kabupaten kohor 2 adalah para pengambil kebijakan dari 4 daerah kohor 2 berkumpul bersama untuk mengikuti Lokakarya Analisis Kebijakan PPG. Lokakarya ini diselenggarakan pada tanggal 25-27 November 2014 di Bandung. Hadir dari kabupaten kohor 2 sebanyak 33 Orang yang terdiri dari unsur Pimpinan (Kepala Dinas/Sekretaris Dinas), Kabid Dikdas, Kabid Dikmen, Kabid PTK, Kasubbag Kepegawaian, Bidang Sosial Budaya Bappeda, Bidang Mutasi BKD, Kasubbag Program, Kasi Mapenda Kemenag, dan Staf DAPODIK. Lokakarya dihadiri juga oleh Kepala Dinas Pendidikan Provinsi Jawa Barat. 76


Hasil yang dicapai dari lokakarya ini adalah masing-masing daerah telah berhasil merumuskan alternative kebijakan untuk menjawab isu strategis terpilih. Beberapa kebijakan tersebut antara lain adalah dorongan alih fungsi bagi pegawai struktural ke fungsional guru yang mengambil studi lanjut pendidikan (akta IV), sinkronisasi Kebijakan Dinas Pendidikan dan Kementrian Agama Tentang Penugasan Guru Agama dan Kelembagaan (Ijin Operasional), optimalisasi 24 jam mengajar bagi guru PNS (mobile teacher), optimalisasi penempatan Kategori 2, insentif optimalisasi jam mengajar bagi guru honor, penataan distribusi siswa, melalui PPDB, penggabungan bagi sekolah-sekolah kecil yang lokasinya berdekatan, dan pembelajaran kelas rangkap bagi sekolah kecil terpencil.

Kabupaten

Dinas Pend. LK PR

Kantor MenAg LK PR

BKD LK PR

Bappeda dll LK PR

Total LK PR

Total

Bekasi

8

-

1

-

-

-

-

-

9

-

9

Cirebon

5

1

-

-

-

-

1

-

6

1

7

Kuningan

4

3

1

-

1

-

-

-

6

3

9

Tasikmalaya

4

2

-

-

1

-

1

-

6

2

8

DISEMINASI PROGRAM PRAKTIK YANG BAIK Pada rentang waktu bulan Oktober –Desember 2014, di provinsi Jawa Barat telah dilaksanakan 31 kegiatan diseminasi di 8 Kabupaten yang meliputi kabupaten Ciamis, Garut, Kuningan, Sukabumi, Indramayu, Bandung Barat, Subang, dan Karawang. Ruang lingkup kegiatan tersebut mulai dari tingkat gugus, kecamatan, sampai dengan ditingkat kabupaten. Sebanyak 938 Sekolah dan institusi pendidikan dilibatkan dalam kegiatan tersebut, diantaranya terdiri dari 427 SD/MI dan 511 SMP/MTs, dan 2.711 orang guru dan kepala sekolah hadir sebagai peserta kegiatan diseminasi (1.469 L / 1.242 P). Sebanyak Rp 2.017.141.722 telah dibelanjakan pada keseluruhan kegiatan diseminasi tersebut, dengan sumber dana yang berasal dari APBD sejumlah Rp 1.579.855.000 (78%), yakni dari BOS sejumlah Rp. 281.960.822 (14%), dan dari program USAID Prioritas sejumlah Rp. 155.325.900 (8%).

MONITORING DAN EVALUASI KOHOR 2 Monitoring dan Evaluasi di daerah kohor 2 telah dilaksanakan pada tanggal 7-9 Oktober di Tasikmalaya, 14-16 Oktober di Kuningan, 21-23 Oktober di Cirebon, dan 28-30 Oktober di Bekasi oleh para enumerator yang terdiri dari para fasilitator yang berasal dari daerah DBE. Kegiatan monitor dilakukan terhadap 16 SD/MI mitra, 12 SMP/MTs mitra, KKG, dan MGMP yang tersebar di 4 daerah tersebut.

MONITORING DAN EVALUASI KOHOR 1 Monitoring dan Evaluasi di daerah kohor 1 telah dilaksanakan pada tanggal 11-14 November di Ciamis, 18-21 November di Bandung Barat, dan 26-29 November di Cimahi oleh para enumerator yang terdiri dari para DF yang berasal dari daerah DBE. Monitoring dilakukan terhadap 12 SD/MI mitra, 9 SMP/MTs mitra, 12 SD/MI pembanding, 9 SMP/MTs Pembanding, KKG, dan MGMP yang tersebar di 3 daerah tersebut. Kegiatan monitori di Cimahi diikuti pula oleh staf dari PPMP dan LPMP provinsi Jawa Barat. Mohamad Rolland Zakaria, Analis Pemetaan Mutu Pendidikan Dasar (PPMP) melihat bahwa sepanjang proses pembelajaran, siswa sangat aktif bekerja berkelompok, guru menjadi fasilitator yang tidak hanya ceramah tetapi memberikan stimulasi-stimulasi yang penting bagi pembentukan kerangka berpikir anak.


77

EGRA KOHOR 1 EGRA dilaksanakan di 3 daerah kohor 1, yaitu Cimahi pada tanggal 20-23 Oktober 2014, Ciamis pada tanggal 29-30 Oktober, dan Bandung Barat pada tanggal 7-8 November 2014. Di masing-masing daerah diambil 4 sekolah mitra dan 4 sekolah pembanding sebagai sampel penilaian. EGRA dilakukan terhadap anak-anak kelas 3 dengan jumlah 24 anak per sekolah.

Pelatihan Penyusunan ALPEKA (Aplikasi Penyusunan Keuangan BOS) dan RKAS Pada tanggal 12 Desember 2014 Dinas Pendidikan Kota Cimahi menyelenggarakan pelatihan penyusunan ALPEKA dan RKAS bagi operator BOS SD, SMP, dan SLB. Pelatihan ini menggunakan dana APBD. USAID PRIORITAS mengirimkan 1 orang narasumber yaitu GMS dan merekomendasikan 1 orang fasilitator daerah. Pelatihan diikuti oleh 116 orang (SD), 5 orang (SLB), dan 34 orang (SMP).


Showcase di daerah kohor 2, TOT fasilitator daerah kohor 2 modul 2



Pelatihan sekolah Modul 2 kohor 2



Monitoring sekolah mitra LPTK, LPTK mitra



Konsultasi Publik PPG di daerah Kohor 2



Pelatihan bagi dosen pedagogi dan MBS: SD dan SMP



Pendampingan Modul 2 kepada sekolah mitra di daerah kohor 1.

Galeri Foto:

Siswa SMPN 1 Cipatat mengikuti proses belajar sesi real teaching pelatihan modul 2 di Bandung Barat (4/10).

78

Berbagi hasil kerja kelompok pada pelatihan sekolah modul 2 di Banjarsari Ciamis (27/10).


Guru mitra UPI rancang skenario pembelajaran inovemberatif pada pelatihan sekolah lab dan mitra UPI (31/10).

Ledi Albarado, siswa SDN 1 Sindangsari, Banjarsari, Ciamis, tengah mengikuti asesmen EGRA (29/10).

Siswa MI Al-Misbah, madrasah binaan UIN, lakukan percobaan, sesi real teaching pelatihan modul 2 (19/11).

Bagi Apas, Kasubag Kepegawaian Disdik Bekasi, PPG efektif bila ada dukungan politik dan kerelaan guru terdampak (27/11).

Mohamad Rolland Zakaria, analis Pemetaan Mutu Pendidikan Dasar (PPMP) Kemendikbud RI, mengamati proses pembelajaran di SDN Cibabat mandiri 2 Cimahi (26/11).

Bupati Bandung Barat menyampaikan terima kasih kepada USAID atas hibah buku dan kemitraan pada program USAID PRIORITAS (1/12).


79

Provinsi: Jawa Tengah Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal

Dengan siapa

Hasil koordinasi

7-8 Oktober



Kadinas dan Sekdin Pendidikan Provinsi Jawa Tengah



Kesediaan hadir pada acara PPG Nasional di Jakarta tanggal 14 Oktober 2014.

15-16 Oktober



Kadinas Pendidikan, Kasi PPTK Dikdas, dan BKD Provinsi



Kesediaan mengirim 2 orang pada Lokakarya 2 PPG di Semarang tanggal 21-25 Oktober 2014.



Kasi PPTK Dikdas, dan BKD Provinsi





Kasi Peningkatan Mutu Dikdas dan BKD Provinsi

Kesediaan mengirim 3 orang pada Pelatihan penyegaran TOT 1 PKB Guru, Semarang tanggal 6-7 November.



Kesediaan mengirim 3 orang dalam Lokakarya 1 PKB Guru di Magelang tanggal 17-20 November.

29 Oktober 11 November

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten Tanggal 06 Oktober

24 Oktober 9 Oktober 3 November 28 November 9 Desember

15 Desember

Dengan siapa 

   


Kesepakatan diseminasi di UPTD Kecamatan Ambarawa, UPTD Kecamatan Ungaran Barat, Aula KPRI Beringin dan UPTD Kecamatan Tengaran.



Proposal PPG kepada Kemdikbud sudah jadi dan siap untuk dikirim.



Disepakatinya diseminasi di Kabupaten Batang.

Subag Perencanaan Disdikpora Kab. Batang



Koordinasi Dengan Dinas Dikpora

Penetapan diseminasi di Kabupaten Purbalingga pada tanggal 26 – 29 November 2014



Perencanaan Disdikpora, BKD, UP2KP, dan DPRD

Narasumber dan talkshow lokakarya implementasi PPG Kabupaten Batang siap dilaksanakan.



Hasil analisis PPG siap untuk disampaikan kepada Bupati Wonosobo.



DPPKAD akan membantu dalam pengelolan aset SD hasil penggabungan.

Sekretaris Dinas Pendidikan dan Fasilitator daerah Kabid SD Dinas P & K



Kabid SMP, TK/SD, Kasi Ketenagaan TK/SD Dinas Dikpora, Kabid Mutasi BKD.



Bapak Triyono (DPPKAD Kabupaten Semarang)

KOHOR 1 DAN 2 PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan tingkat sekolah pada jenjang SD/MI dan SMP/MTs dilakukan di 4 kabupaten. Peserta pelatihan PAKEM dan CTL berasal dari unsur guru, kepala sekolah, pengawas, staf dinas pendidikan, dan Kemenag. Sedang untuk pelatihan MBS, peserta berasal dari unsur kepala sekolah, komite, dan guru. Perincian pelaksanaan untuk masing-masing kabupaten sebagai berikut. 1. Kabupaten Batang Di kabupaten Batang pelatihan CTL SMP/MTs dilaksanakan pada tanggal 30 September – 3 Oktober 2014 di Hotel Dewi Ratih Batang dengan peserta sejumlah 50 orang (L:18, P:32). Untuk pelatihan 80


MBS jenjang SD/MI dilaksanakan dalam dua tahap. Tahap pertama dilaksanakan pada tangggal 17 – 18 Oktober 2014 di Gedung Koperasi Nastiti, Kecamatan Reban dengan peserta sejumlah 40 orang (L:26,P:14). Tahap dua dilaksanakan tanggal 22 – 23 Oktober 2014 di Hotel Dewi ratih dengan diikuti oleh 41 orang peserta (L:24; P:17). Pada jenjang SMP/MTs, pelatihan MBS terlaksana tanggal 17 - 18 Oktober 2014 di Hotel Dewi Ratih dengan peserta sejumlah 41 orang (L:32, P:9). 2. Kabupaten Purbalingga Pelatihan PAKEM SD/MI di Purbalingga dilaksanakan dua kali yaitu tanggal 8 – 11 Oktober 2014 dan 13 – 16 Oktober 2014 di Hotel Owabong Purbalingga. Peserta sejumlah 60 orang (L:26,P:34) dan 59 orang (L:19,P:40). Untuk pelatihan MBS jenjang SD/MI tahap pertama dilaksanakan pada tangggal 17 – 18 Oktober 2014 dengan peserta sejumlah 44 orang (L:32, P:12). Sedang tahap dua dilaksanakan pada tanggal 19 – 20 Oktober 2014 dengan peserta sejumlah 40 orang (L:28, P:12). 3. Kabupaten Semarang Pelatihan MBS di Kabupaten Semarang jenjang SD/MI dilaksanakan dua tahap. Pelatihan tahap pertama dilaksanakan pada tangggal 8 - 9 Oktober 2014 di Wisma Comm Inn Bandungan. Peserta sejumlah 40 orang (L:24, P:16). Pelatihan tahap dua dilaksanakan pada tanggal 10 – 11 Oktober 2014 di Le Beringin Hotel, Salatiga diikuti peserta sejumlah 41 orang (L:26; P:15). Pelatihan MBS jenjang SMP/MTs terlaksana pada tanggal 15 – 16 Oktober 2014 di Hotel Le Beringin Salatiga dengan peserta sejumlah 40 orang (L:25, P:15). 4. Kabupaten Banjarnegara Sekolah mitra di Kabupaten Banjarnegara melaksanakan pelatihan CTL dan MBS di Gedung PGRI Banjarnegara. Pelatihan CTL SMP/MTs dilaksanakan tanggal 10-13 Oktober 2014 dengan jumlah peserta 63 orang (L:25, P:38). Pelatihan MBS modul 2 jenjang SMP/MTs dilaksanakan pada tanggal 15 – 16 Oktober 2014 dan diikuti oleh 40 orang peserta (L:26, P:14). 5. Sragen Pelatihan CTL jenjang SMP/MTs dilaksanakan pada tanggal 6-9 Oktober dan 17-20 Oktober 2014. Bertempat di Badan Diklat Sragen yang diikuti oleh 61 orang (L:26, P:41) dan 47 orang peserta (L:22, P:25). Untuk pelatihan MBS modul 2 jenjang SMP/MTs terlaksana pada tanggal 23 - 24 Oktober 2014 di Badan Diklat Sragen. Peserta pelatihan berjumlah 42 orang peserta (L:39, P:3).

Pelatihan PAKEM jenjang SD/MI

Kabupaten

Guru LK PR

Purbalingga

29


66

Kepala sekolah LK PR 10

17

Pengawas LK PR 3

1

Lain LK PR 2

Total LK PR 45

74

Total 119

Pelatihan CTL jenjang SMP/MTs Komite sekolah LK PR

Kepala sekolah LK PR

Kabupaten

Guru LK PR

Batang

14

30

3

Banjarnegara

24

38

1

Sragen

45

65

1

Pengawas LK PR

Lain LK PR

1

1


1

1

Total LK PR

Total

18

32

50

25

38

63

46

66

112

81

Pelatihan MBS jenjang SD/MI

Kabupaten

Guru LK PR


Kepala sekolah LK PR

Batang

14

24

28

4

7

3

1

Purbalingga

14

18

15

17

10

4

2

Semarang

15

19

27

5

8

6

Pengawas LK PR 1

Lain LK PR 3

1

Total LK PR

Total

50

31

81

44

40

84

50

31

76

Pelatihan MBS jenjang SMP/MTs

Kabupaten

Guru LK PR


Batang

15

2

14

Banjarnegara

10

9

13

5

11

14

15

2

14

Semarang Sragen

Kepala sekolah LK PR 8

1

2

3

3

2

5

2

8

1

Pengawas LK PR

Lain LK PR

2

1 2

Total LK PR

Total

39

3

41

26

14

40

25

15

40

39

3

42

KUNJUNGAN BELAJAR SEKOLAH PRAKTIK YANG BAIK KOHOR 1 Kunjungan belajar sekolah praktik yang baik dari lima kabupaten kohor 1 dilaksanakan pada tanggal 27-30 Oktober 2014. Kegiatan tersebut diikuti oleh 99 orang peserta (L:65, P:34) dari berbagai unsur sebagaimana dalam tabel. Peserta mengunjungi 2 SD/MI dan 2 SMP/MTs di Kabupaten Maros dan di Kota Makassar mengunjungi 3 SD/MI dan 2 SMP/MTs. Fokus kunjungan adalah melihat dan mempelajari implementasi pembelajaran di kelas, manajamen dan partisipasi masyarakat di sekolah/madrasah. Peserta belajar banyak hal, khususnya pengelolaan program budaya baca dan peran serta orang tua siswa. Tanggal

Kabupaten Asal

27-30 Oktober

Purbalingga, Banjarnegara, Semarang, Batang dan Sragen

Kabupaten Tujuan Maros dan Kota Makasar

Peserta (LK/PR) Kepala/Sekretaris Dinas/Kasi Dikpora (L:4, P:1), Kasi Pendidikan Madrasah (L:5; P:0), Kepala sekolah/madrasah (L:10, P:9), Guru (L:19, P:19), Komsek (L:18, P:1), Pengawas/Fasilitator daerah (L:7, P:3), dan Dosen LPTK (L: 2, P:1)

PENDAMPINGAN SEKOLAH KOHOR 1 DAN 2 Pendampingan sekolah mitra di kohor 1 dan 2 (7 kabupaten) telah selesai dilaksanakan. Untuk pendampingan modul 2 bagi kohor 2 rencananya akan dimulai pada bulan januari 2015. ToT modul 2 bagi fasilitator kabupaten kohor 2 akan dilaksanakan pula pada Januari 2015.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) RAPAT TINGKAT LPTK Pada kuarter ini, dua pertemuan telah dilakukan. Pertama, pertemuan dengan koordinator SD Lab Unnes pada tanggal 10 September 2014. Pertemuan tersebut dilaksanakan di kantor USAID 82


PRIORITAS Semarang dan menghasilkan kesepakatan rencana diseminasi. Pertemuan kedua dilakukan di kantor internasional Unnes. Membahas persiapan kunjungan tim Florida State University (FSU) berkaitan dengan kerjasama Unnes dengan FSU dalam pengembangan program membaca kelas awal. Tanggal

Dengan siapa

Hasil koordinasi

10 September

Dr. Sri Sulistyorini, M.Pd. Koordinator SD Lab Unnes

Rencana diseminasi pelatihan modul 2 pembelajaran untuk SD lab Unnes

6 November

Dr. Janauarius (Direktur International Office Unnes) dan jajaran IO Unnes, Suseno, MA. Dra. Hartati, M.Pd. dan Prof. Ani R

Persiapan kunjungan tim dari Florida State University (FSU) dan pembagian tugas saat kunjungan

RAPAT KERJA DENGAN SEKOLAH LAB AND SEKOLAH MITRA LPTK Rapat kerja dengan sekolah lab dan mitra UNY dilaksanakan pada tanggal 10 Oktober 2014 di Wisma MM UGM, Yogyakarta. Kegiatan diikuti oleh 7 SD dan 4 SMP lab dan mitra UNY. Setiap sekolah diwakili oleh 3 orang, yaitu kepala sekolah, 1 orang guru, dan 1 orang komite. Dalam kegiatan, didiskusikan tindak lanjut pelatihan modul 2 (pembelajaran dan MBS) dan implementasi program USAID PRIORITAS.

PERTEMUAN, REVIU DAN PERSIAPAN UNTUK FASILITATOR LPTK Pertemuan fasilitator LPTK telah dilakukan dimasing-masing universitas, baik UNY (1 September 2014 di Hotel LPP Yogyakarta), Unnes (10 September 2014 di kantor USAID PRIORITAS Semarang), dan UIN Walisongo (12 September 2014 di Rumah Makan Selera Sambel). Kegiatan tersebut diikuti oleh semua fasilitator LPTK baik pembelajaran maupun MBS dan bertujuan untuk mereviu implementasi program USAID PRIORITAS dan sosialisasi rencana kerja Oktober – Desember 2014.

PERTEMUAN KONSORSIUM LPTK Pertemuan konsorsiuam LPTK Jawa Tengah dilakukan pada tanggal 12 November 2014 dan diikuti oleh tiga LPTK mitra dan lima anggota konsorsium LPTK. Masing-masing LPTK diwakili oleh tiga dosen. Enam perwakilan dosen berbagi implementasi program USAID PRIORITAS diperkuliahan dan pembimbingan mahasiswa. Rektor UNY, Prof. Rochmad Wahab berbagi pengalaman kunjungan ke Amerika dan pembelajaran yang bisa diterapkan di Indonesia.

PENGEMBANGAN BUKU SUMBER TAHAP 2 Provinsi Jawa Tengah, Banten, dan Jawa Barat telah mengembangkan literasi SD/MI dan literasi SMP/MTs secara bertahap. Tim Jawa Tengah telah mengembangkan tiga dari enam unit yaitu unit 1 (pembelajaran literasi yang efektif), unit 2 (program membaca), dan unit 4 (bengkel membaca dan bengkel menulis) untuk kelompok literasi SD/MI dan dua dari enam unit yaitu unit 3 (media literasi) dan 6 (budaya literasi) untuk kelompok literasi SMP/MTs. Kegiatan tersebut diikuti oleh 17 orang peserta (L:4,P:13) terdiri dari 12 orang dosen tiga LPTK mitra (Unnes, UIN Walisongo, UNY) dan 5 orang guru. Kegiatan

Tanggal

Tempat

Hasil Lokakarya

Lokakarya 1

2 – 4 Oktober

Hotel The Sunan, Surakarta

Draft pertama unit 1, 2 dan 4 buku sumber literasi SD/MI dan unit 3 dan 6 buku sumber literasi SMP/MTs dan rencana uji coba di sekolah

Lokakarya 2

7 – 9 November

Hotel Aston, Semarang

Draft kedua unit 1, 2 dan 4 buku sumber literasi SD/MI dan unit 3 dan 6 buku sumber literasi SMP/MTs


83

Kegiatan Lokakarya 3

Tanggal 22 – 24 November

Tempat

Hasil Lokakarya

Hotel Horison, Semarang

Draft final unit 1, 2 dan 4 buku sember literasi SD/MI dan unit 3 dan 6 buku sumber literasi SMP/MTs

PENELITIAN TINDAKAN KELAS (PTK) Lokakarya PTK dilaksanakan pada tanggal 12-14 Desember 2014 di hotel Crystal Lotus Yogyakarta. Peserta berasal dari unsur dosen mitra LPTK dan guru di sekolah mitra LPTK sejumlah 20 orang (L:6, P:14). Hasil lokakarya tersebut berupa 3 judul PTK tentang literasi di SD dan SMP, 2 judul PTK Matematika (SD dan SMP) dan IPA.

PELATIHAN DAN PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK Pelatihan PAKEM modul 2 sekolah lab dan mitra LPTK Pelatihan PAKEM SD/MI modul 2 di sekolah lab dan mitra LPTK dilaksanakan pada tanggal 17-20 Oktober 2014 untuk mitra Unnes dan UIN Walisongo di Hotel Horison Semarang. Kegiatan tersebut diikuti oleh 86 orang peserta (L:35, P:51).

LPTK Unnes & IAIN WS

Guru LK PR 26

46

Komsek LK PR 0

0

Kepsek LK PR 7

5

Pengawa s LK PR 0

0

Lain LK PR 2

0

Total LK PR 35

51

Total 86

Pelatihan CTL modul 2 sekolah lab dan mitra LPTK Pelatihan CTL modul 2 di SMP/MTs sekolah lab dan mitra Unnes dan UIN Walisongo dilaksanakan pada tanggal 17-20 Oktober 2014 di Hotel Aston, Semarang. Kegiatan tersebut diikuti oleh 10 SMP/MTs lab dan mitra dengan jumlah peserta 65 orang (L:30, P:35).

LPTK Unnes & IAIN WS

Guru LK PR 26

35

Komsek LK PR 0

0

Kepsek LK PR 2

0

Pengawa s LK PR 2

0

Lain LK PR 0

0

Total LK PR 30

35

Total 65

Pelatihan MBS SD/MI modul 2 sekolah lab dan mitra LPTK Pelatihan MBS modul 2 di sekolah lab dan mitra LPTK telah dilaksanakan pada tanggal 5 – 6 November 2014 di Hotel Ibis Style, Yogyakarta untuk mitra UNY dan tanggal 19-20 November 2014 di Hotel Horison, Semarang untuk mitra Unnes dan UIN Walisongo. Kegiatan tersebut diikuti oleh 19 SD/MI lab dan mitra ketiga LPTK dan SD Lab Unnes. Detail peserta dapat dilihat pada tabel di bawah.

LPTK UNY Unnes & IAIN WS 84

Guru LK PR

Komsek LK PR

Kepsek LK PR

Pengawas LK PR

Lain LK PR

Total LK PR

Total

5

13

10

3

2

3

3

2

5

1

25

22

47

14

12

16

3

7

5

0

0

3

3

40

23

63


Pelatihan MBS SMP/MTs modul 2 sekolah lab dan mitra LPTK Pelatihan MBS modul 2 di SMP/MTs sekolah lab dan mitra LPTK telah dilaksanakan pada tanggal 5 – 6 November 2014 di Hotel Ibis Style, Yogyakarta untuk mitra UNY dan tanggal 19-20 November 2014 di Hotel Horison, Semarang untuk mitra Unnes dan UIN Walisongo. Kegiatan ini diikuti oleh 10 SMP/MTs lab dan mitra ketiga LPTK. Detail peserta dapat dilihat pada tabel di bawah.

LPTK

Guru LK PR

Komsek LK PR

Kepsek LK PR

Pengawa s LK PR

Lain LK PR

Total LK PR

Total

UNY

5

4

7

7

3

0

0

0

0

0

15

4

19

Unnes & IAIN WS

7

5

6

3

5

0

2

2

0

0

20

10

30

PENATAAN DAN PEMERATAAN GURU KOHOR 2 Program penataan dan penataan guru (PPG) Kabupaten Pekalongan dan Wonosobo meliputi kegiatan lokakarya 2 dengan fokus pada penyusunan kebijakan PPG. Kegiatan dilaksanakan pada 22-24 Oktober 2014 di Hotel Horison Semarang. Peserta berjumlah 19 orang (L:16, P:3) dari tim teknis dan tim pengambil kebijakan masing-masing kabupaten. Tujuannya adalah agar tim mampu merumuskan, memilih, dan menyusun formula altenatif kebijakan yang tepat. Setelah tersusun alternatif kebijakan, kegiatan PPG selanjutnya yaitu melakukan lokakarya konsultasi publik di Pekalongan pada tanggal 9 Desember 2014 dan Kabupaten Wonosobo 9 Desember 2014 di gedung Pemuda Pekalongan dan Rumah Makan Sari Rasa Wonosobo. Selain konsultasi publik, pada tanggal 2 Oktober 2014 dilakukan kegiatan sosialisasi Peraturan Bupati Semarang tentang penggabungan sekolah di Hotel Le Bringin Salatiga. Dalam kegiatan tersebut seluruh pemangku kepentingan pendidikan hadir terutama yang terdampak oleh Perbub tersebut. Kegiatan serupa juga dilakukan di Batang, yaitu tanggal 3 Desember 2014 di Hotel Dewi Ratih. Yang berbeda adalah materi yang disampaikan terkait dengan implementasi tim analisis yang dibentuk oleh Bupati Batang. Hadir dalam kegiatan tersebut pemangku kepentingan pendidikan di Kabupaten Batang dan unsur lembaga non pemerintahan dilingkungan Pemkab Batang. Unsur yang terlibat ada pada tabel berikut. DinPend. KanMenAg Kabupaten LK PR LK PR Wonosobo

11

1

Pekalongan

12

Batang Semarang

2

BKD LK PR

Bappeda dll LK PR

Total LK PR

Total

2

4

19

1

20

5

2

7

21

6

26

33

8

1

33

19

2

13

4

47

14

61

25

6

58

25

83

PENGEMBANGAN KEPROFESIAN GURU KOHOR 1 DAN KOHOR 2 Kegiatan sosialisasi program pengembangan keprofesian berkelanjutan guru (PKB guru) diawali dengan kegiatan sosialisasi kepada pemangku kepentingan pendidikan Kabupaten Batang, Purbalingga, dan Banjarnegara. Kegiatan konsultasi bertujuan untuk memperoleh dukungan dari pemangku kepentingan pendidikan. Kegiatan selanjutnya adalah penyegaran kepada Sevice Provider (SP) sebagai


85

fasilitator program PKB Guru pada tanggal 6-7 November 2014 di Semarang yang diikuti oleh 9 orang SP dan 3 orang perwakilan dari LPTK dan LPMP. Kegiatan selanjutnya adalag lokakarya 1 analisis data yang dilaksanakan pada tanggal 18-20 November 2014 di Magelang dengan diikuti tim dari tiga kabupaten berjumlah 30 orang (L:21, P:9). Tim terdiri dari unsur dinas pendidikan, BKD, Bappeda, dan DPPKAD. Kegiatan tersebut bertujuan agar tim kabupaten mampu menganalisis kebutuhan pelatihan guru berdasarkan data PKG, UKG, dan UN serta mampu menganalisis keuangan pendidikan kabupaten dan mampu menghitung kebutuhan biaya pelatihan bagi guru. Data keuangan berasal dari APBD Kabupaten dan belanja sektor pendidikan tiga tahun terakhir.

MONITORING DAN EVALUASI Pengambilan data tingkat sekolah tahun 2014 untuk kohor 1 memasuki tahap ke 3 sedangkan kohor 2 memasuki tahap 2. Sebelum melaksanakan pengambilan data, setiap kabupaten mitra mengirimkan 10 fasilitator daerah untuk dilatih pada tanggal 20 – 21 Oktober 2014 di Hotel Sunan Solo dan diikuti oleh 70 fasilitator daerah. Pengambilan data dilakukan oleh fasilitator daerah kabupaten asal. Data yang diambil untuk kohor 1 berupa wawancara kepala sekolah, pengamatan mengajar, dan tes siswa. Sedangkan untuk Kohor 2 tanpa tes siswa. Kabupaten Tanggal

Total

Purbalingga 10-15 November

Banjarnegara 10-15 November

Batang 3-8 November

Semarang 17-22 November

Sragen 17-22 November

Pekalongan 4-6 November

Wonosobo 13-15 November

LK

8

7

8

8

6

6

10

PR

2

3

2

2

4

4

0

10

10

10

10

10

10

10

ToT

EGRA KOHOR 1 PUTARAN 2 Pengambilan data kemampuan membaca (EGRA) di kelas III SD/MI dilakukan di lima kabupaten kohor 1 secara bertahap. Dimulai pada tanggal 4-6 November 2014 di Kabupaten Semarang (7 SD/MI), 7-8 November 2014 di Kabupaten Sragen (7 SD/MI). 10-11 November 2014 di Kabupaten Banjarnegara (8 SD/MI), 12-13 November 2014 di Kabupaten Purbalingga (8 SD/MI), dan 14-15 November 2014 di Kabupaten Batang (8 SD/MI). Tim EGRA yang terdiri dari 1 koordinator, 4 supervisor, 12 asesor dan 4 pengelola ruang tunggu. Asesmen dilakukan pada 24 anak (L:12,P:12) di 39 SD/MI 5 kabupaten kohor 1.

LOKAKARYA PENDAMPINGAN MODUL 2 Lokakarya pendampingan modul 2 untuk kabupaten kohor 1 dilakukan bertahap di mulai dari Kabupaten Batang pada tanggal 18 desember 2014, Purbalingga tanggal 22 Desember 2014, Banjarnegara tanggal 23 Desember 2014, Sragen tanggal 29 Desember 2014, dan Semarang tanggal 29 Desember 2014. Peserta berasal dari unsur dinas pendidikan, Kemenag, Kepala UPTD, kepala sekolah mitra, guru, dan fasilitator daerah. Detil peserta ada pada lampiran 17.

DISEMINASI PROGRAM PRAKTIK YANG BAIK Diseminasi Penataan dan Pemerataan Guru (PPG) Kabupaten Blora telah berhasil memetakan guru dalam diseminasi PPG. Kegiatan diawali dengan lokakarya 1 dan 2 dengan didampingi oleh service provider dari Universitas PGRI Semarang. Pada tanggal 3 Desember 2014 hasil analisis tim PPG dilaporkan kepada Bupati Blora, Djoko Nugroho.

86


Bupati menyatakan mendukung dan meminta untuk ditindaklanjuti oleh Dinas Pendidikan, BKD, dan Bappeda. Pada tanggal 4 Desember 2014, hasil analisis dipaparkan dalam konsultasi publik pada pemangku kepentingan pendidikan yang dihadiri oleh 81 orang (L:65, P:16). Tindaklanjut kegiatan berupa pembuatan Peraturan Bupati dan Peraturan daerah terkait PPG. Diseminasi Pembelajaran, MBS, dan Alpeka Diseminasi Pembelajaran (PAKEM/ CTL) dan Manajemen Berbasis Sekolah (MBS) rentang bulan Oktober–Desember 2014 dilaksanakan oleh 1.319 lembaga yang tersebar di Jawa Tengah dan Yogyakarta. Di Yogyakarta kegiatan dideseminasikan oleh Kementerian Agama Yogyakarta. Total peserta yang dilatih sebanyak 5.232 orang peserta (L:2022, P:3210). Untuk pendanaan, jumlah seluruhnya sebesar Rp. 1.958.023.092. Dana tersebut berasal dari USAID PRIORITAS Rp. 658.389.083 (34%) dan Non PRIORITAS Rp. 1.299.634.009 (66%). Selain diseminasi MBS dan Pembelajaran, dilakukan pula diseminasi softwere BOS khususnya Alpeka. Kegiatan dilaksanakan di Kabupaten Purbalingga tanggal 21-24 Desember 2014. Peserta berjumlah 934 orang berasal dari 467 SDN yang diwakili oleh kepala sekolah dan bendahara BOS seKabupaten Purbalingga. Kegiatan dilaksanakan dalam tiga gelombang dan didampingi oleh 6 orang fasilitator.

KEGIATAN LAIN Media Briefing Kegiatan media briefing dilaksanakan pada 19-10 Oktober 2014 di Hotel Sunan Surakarta. Kegiatan ini bertujuan untuk memberikan gambaran tentang program USAID PRIORITAS dan membina hubungan yang baik dengan media yang selama ini telah mendukung penyebaran praktik yang baik program USAID PRIORITAS. Peserta berjumlah 18 orang (L:17,P:1). Hasil dari media briefing tersebut yaitu media akan lebih intens dalam meyebarkan praktik yang baik dari USAID PRIORITAS.


TOT modul 2 fasilitator daerah untuk kabupaten mitra kohor 2 dan pelatihan tingkat sekolah modul 2 kabupaten mitra kohor 2.



TOT 2 PKB Guru, Lokakarya 2 PKB Guru (3 kabupaten) dan pendampingan.



Showcase kabupaten di mitra kohor 2, showcaase tingkat provinsi di Mitra Kohor 2 (bersama Unnes), dan showcase tingkat provinsi untuk madrasah mitra kohor 1 (bersama UIN WS).



Lokakarya diseminasi tingkat provinsi untuk kabupaten DBE dan Kabupaten kohor 1 dan 2



Diseminasi MBS, PAKEM/CTL, dan PPG.



Pelatihan pedagogi untuk dosen dan manajemen sekolah.



Lokakarya sekolah praktik yang baik dan lokakarya 2 penelitian tindakan kelas.



Reviu dan pertemuan sekolah praktik yang baik, serta monitoring dan evaluasi LPTK.


87

Galeri Foto

Ibu Siyamsih, praktikan diseminasi modul 2 melakukan pembelajaran kelas awal di SDN Jubelan 1 Sumowono, Semarang (19/12).

Pengawas SD Kec. Mrebet aktif, Bapak Suparman, S.Pd. aktif dalam pelatihan Pelatihan Diseminasi MTs Ma'arif NU Kabupaten Purbalingga (27/10).

Kelompok Bahasa Inggris dalam Pelatihan Modul 2 CTL SMP/MTs Batang sedang diskusi alur pembelajaran efektif (2/10).

Kepala Bagian Hukum Pemkab Semarang memaparkan Perbub tentang Penggabungan SDN kepada pemangku kepentingan di Kabupaten Semarang (2/10).

Pada diseminasi modul 2 Kementerian Agama Wilayah Yogyakarta, peserta mempresentasikan hasil pekerjaan kelompok kepada peserta yang lain (19/11).

Tim Penataan dan Pemerataan Guru mempresentasikan hasil analisis dan rekomendasi kepada Bupati Blora (3/12).

88


Provinsi: Jawa Timur Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 16 Oktober

Dengan siapa Bappeda Lembaga donor se-Jatim

4 November

Hasil koordinasi Merumuskan SOP dan program kerja Forum Kemitraan Pembangunan Jatim

Bappeda 38 Kab/Kota dan



Regulasi Perencanaan dan Kebijakan Pemerintah

Lembaga donor se-Jatim



dalam penyusunan program lembaga internasional



Implementasi Kerjasama Kemitraan Pembangunan di Jawa Timur

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal 2 Oktober

Dengan siapa 1. Wakil Bupati 2. Staf Ahli Bupati 3. Kabid Sosbud Bappeda 4. Sekretaris BKD 5. Dinas Pendidikan (Kabid. Dikdas, Kabid. Dikmen) 6. Ka UPTD mitra dan imbas 7. Perwakilan kepala sekolah mitra dan imbas 8. Kasi Pendma Kemenag

Hasil koordinasi Bappeda mendukung mendukung kegiatan Program USAID PRIORITAS, dan memberikan anggaran untuk Monev Program Tahun 2015 pada Dispendik untuk: a. Peningkatan Mutu Pendidikan Dasar, antara lain: diseminasi PAKEM, CTL, MBS dengan jumlah Anggaran Rp 100 juta. b. Melibatkan pengawas & PPAI dalam setiap kegiatan di tingkat sekolah. c. Pelibatan madrasah2 di bawah Kemenag dalam program2 pengembangan kualitas pendidikan. d. Memperhatikan keberlanjutan kegiatan2 USAID PRIORITAS dalam Master Plan Pendidikan Kabupaten Mojokerto.

9. Ketua dan pengurus Dewan Pendidikan

KOHOR 1 DAN 2 ToT PROVINSI SD/MI Bagi Fasilitator daerah DBE dan Kohor 2 (Modul 2) Kegiatan ToT SD/MI Modul 2 untuk fasilitator daerah DBE gelombang 2 (Bojonegoro, Nganjuk, Sampang) dan kohor 2 (Lumajang dan Ngawi) dilaksanakan di Santika Premiere Hotel Surabaya pada tanggal 19-22 Oktober 2014. Kegiatan juga diikuti oleh 2 peserta dari Yayasan Keuskupan Malang (2 orang) yang akan melakukan diseminasi mandiri di sekolah-sekolah dibawah yayasan di wilayah Indonesia Timur. Fasilitator provinsi yang terlibat sebanyak 10 orang. Praktik mengajar diadakan di sekolah mitra USAID DBE di Kabupaten Sidoarjo yakni: SDN Sedatigede 2, SDN Pabean 1, SD Hangtuah X Juanda. Rincian Peserta ToT PAKEM SD/MI untuk DBE dan Kohor 2 (Modul2):


89

Pengawa s

LPTK L P K R

LPMP L P K R

Dinas Pend L P K R

2

0

0

0

0

2

5

0

0

0

0

0

2

2

1

0

0

0

5

0

0

0

0

0

1

1

0

0

0

0

2

3

4

3

3

1

Madiun

0

1

0

0

0

Provinsi

0

0

0

0

0

Kabupate n

Guru L P K R

KS L K

P R

LK

PR

Lumajang

0

0

4

4

6

Nganjuk

1

2

1

5

Bojonegoro

0

1

2

Sampang

7

3

Keuskupan Malang

0

Ngawi

Kemena g

Lain L K PR

Total LK

PR

LK

PR

0

0

0

0

0

12

6

1

0

1

0

0

0

9

7

0

2

0

1

0

0

0

7

4

0

0

1

0

1

0

0

0

14

3

0

0

0

0

0

0

0

0

0

1

1

0

0

0

0

1

0

0

0

0

0

10

7

0

0

0

0

0

0

0

0

0

0

0

0

1

0

0

0

0

0

0

0

1

0

1

0

2

0

ToT PROVINSI SMP/MTs bagi Fasilitator daerah DBE dan Kohor 2 (Modul 2) Kegiatan ToT SMP/MTs Modul 2 untuk fasilitator daerah DBE Gelombang 2 (Bojonegoro, Nganjuk, Sampang) dan Kohor 2 (Lumajang dan Ngawi) dilaksanakan di Garden Palace Hotel Surabaya pada tanggal 25-31 Oktober 2014. Kegiatan juga diikuti oleh 2 peserta dari Yayasan Keuskupan Malang (2 orang) yang akan melakukan diseminasi mandiri di sekolah-sekolah dibawah yayasan di wilayah Indonesia Timur. Praktik mengajar dilaksanakan di sekolah mitra USAID DBE di Kab Sidoarjo yakni: SMPN 2 Sedati, SMPN 3 Sidoarjo dan SMPN 5 Sidoarjo. Rincian Peserta ToT CTL SMP/MTs untuk DBE dan Kohor 2 (Modul2): Dinas Guru KS Pengawas LPTK LPMP Pend Kemenag Lain Total LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Lumajang

3

5

0

3

4

1

0

0

0

0

2

0

0

0

0

0

9

9

Nganjuk

4

4

4

2

2

0

0

0

0

0

1

0

0

0

0

0

11

6

Bojonegoro

5

3

4

0

2

0

0

0

0

0

2

0

0

1

0

0

13

4

Sampang

6

2

3

0

4

0

0

0

0

0

2

0

1

0

0

0

16

2

Keuskupan Malang

1

0

1

0

0

0

0

0

0

0

0

0

0

0

0

0

2

0

Ngawi

2

3

4

3

3

0

0

0

0

0

0

0

0

0

0

0

9

6

Provinsi

0

0

0

0

0

0

0

0

0

0

0

0

0

0

1

0

1

0

ToT PROVINSI MBS untuk SD/MI & SMP/MTs Bagi Fasilitator daerah DBE dan Kohor 2 (Modul 2) Kegiatan ToT MBS untuk SD/MI dan SMP/MTs Modul 2 bagi fasilitator daerah DBE Gelombang 2 (Bojonegoro, Nganjuk, Sampang) dan Kohor 2 (Lumajang dan Ngawi) dilaksanakan di Hotel Bumi Surabaya secara berkelanjutan pada 3-5 November 2014 (SD/MI) dan 6-8 November 2014 (SMP/MTs). Kegiatan juga diikuti masing-masing oleh 2 peserta dari Yayasan Keuskupan Malang (2 orang) yang sudah mengikuti pelatihan PAKEM maupun CTL.

90


Rincian Peserta ToT MBS SD/MI untuk DBE dan Kohor 2 (Modul2): Dinas Guru KS Pengawas LPTK LPMP Pend Kemenag Lain Total Kabupaten LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Lumajang

0

0

4

4

6

2

0

0

0

0

2

0

0

0

0

0

12

6

Nganjuk

1

2

2

4

6

0

0

0

0

0

1

0

0

0

0

0

10

6

Bojonegoro

0

1

2

4

6

1

0

0

0

0

0

0

1

0

0

0

9

6

Sampang

7

3

5

0

0

0

0

0

0

0

2

0

1

0

0

0

15

3

Keuskupan Malang

0

1

0

1

0

0

0

0

0

0

0

0

0

0

0

0

0

2

Ngawi

2

3

3

4

3

1

0

0

0

0

0

0

0

0

0

0

8

8

Madiun

0

1

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

1

Mojokerto

0

0

1

1

0

0

0

0

0

0

0

0

0

0

0

0

1

1

Blitar

0

0

0

0

0

1

0

0

0

0

0

0

0

0

0

0

0

1

Provinsi

0

0

0

0

0

0

0

0

0

0

0

0

1

0

1

0

2

0

Daftar Peserta ToT MBS SMP/MTs untuk DBE dan Kohor 2 (Modul2): Dinas Guru KS Pengawas LPTK LPMP Pend Kemenag Lain Total Kabupaten LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Lumajang

3

5

0

3

3

1

0

0

0

0

2

0

1

0

0

0

9

9

Nganjuk

4

4

4

2

1

0

0

0

0

0

2

0

1

0

0

0

12

6

Bojonegoro

6

3

4

0

2

0

0

0

0

0

2

0

0

1

0

0

14

4

Sampang

6

2

3

0

5

0

0

0

0

0

2

0

0

0

0

0

16

2

Keuskupan Malang

1

0

1

0

0

0

0

0

0

0

0

0

0

0

0

0

2

0

Ngawi

7

3

3

0

3

0

0

0

0

0

1

0

1

0

0

0

15

3

Provinsi

0

0

0

0

0

0

0

0

0

0

0

0

1

0

0

0

1

0

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan sekolah PAKEM, CTL, MBS untuk SD/MI dan SMP/MTs dilaksanakan dengan jadwal sebagai berikut: JUMLAH NAMA KEGIATAN TANGGAL KAB PESERTA MBS SD

1-2 Oktober 2014

Blitar-Sutojayan

49 orang

MBS SD

9-10 Oktober 2014

Blitar-Ponggok

50 orang

MBS SMP

8-9 Oktober 2014

Pamekasan-Pademawu & Galis

47 orang

PAKEM

11-14 Oktober 2014

Mojokerto Dlanggu

64 orang

MBS SD

14-15 Oktober 2014

Situbondo Panarukan

52 orang

MBS SD

16-17 Oktober 2014

Situbondo Besuki

48 orang


91

NAMA KEGIATAN

TANGGAL

JUMLAH PESERTA

KAB

MBS SD

24-25 Oktober 2014

Pamekasan-Galis

40 orang

PAKEM

28-31 Oktober 2014

Mojokerto-Kemlagi

62 orang

MBS SD

26-27 Oktober 2014

Pamekasan-Pademawu

40 orang

MBS SMP

22-23 November 2014

Mojokerto-Kemlagi

53 orang

MBS SMP

20-21 November 2014

Situbondo-Besuki & Panarukan

53 orang

MBS SMP

29-30 November 2014

Blitar-Sutojayan dan Ponggok

47orang

MBS SD

15-16 Desember 2014

Madiun-Mejayan

44 orang

MBS SD

17-18 Desember 2014

Madiun-Geger

40 orang

MBS SD

17-18 Desember 2014

Mojokerto-Dlanggu dan Kemlagi

80 orang

PAKEM SD

8-11 Oktober 2014

Madiun – Mejayan dan Geger

116 orang

Rincian jumlah peserta adalah sebagai berikut: Kabupate n

Kegiatan

Blitar

MBS SD Sutojayan

Blitar

Guru LK PR

Komsek LK PR


Pengawa s LK PR

Lain LK PR

Total LK PR

Total

4

14

19

8

0

0

2

2

0

0

25

24

49

MBS SD Blitar Ponggok

10

11

15

5

7

2

0

0

0

0

32

18

50

Pamekasan

MBS SMP

13

3

14

2

7

1

6

0

1

0

41

6

47

Mojokerto

PAKEM SD Dlanggu

17

36

0

0

3

2

4

2

0

0

24

40

64

Situbondo

MBS SD Panarukan

7

9

13

3

6

3

3

4

4

0

33

19

52

Situbondo

MBS SD Besuki

8

8

10

6

8

2

3

0

3

0

32

16

48

Pamekasan

MBS SD Pamekasan Galis

8

8

16

0

6

2

0

0

0

0

30

10

40

Mojokerto

PAKEM SD Kemlagi

19

30

0

0

5

1

5

0

2

0

31

31

62

Pamekasan

MBS SD Pamekasan Pademawu

11

5

16

0

8

0

0

0

0

0

35

5

40

Madiun

MBS SD Madiun Mejayan

5

10

9

8

4

4

2

2

0

0

20

24

44

Mojokerto

MBS SD Dlanggu dan Kemlagi

16

15

23

3

9

4

5

2

3

0

56

24

80

Mojokerto

MBS SMP Kemlagi

5

10

11

6

6

4

4

2

2

3

28

25

53

Situbondo

MBS SMP Besuki & Panarukan

7

9

14

2

8

0

9

1

3

0

41

12

53

Blitar

MBS SMP Sutojayan dan Ponggok

12

7

15

1

5

1

3

1

3

0

38

9

47

Madiun

MBS SD Mejayan

5

10

9

8

4

4

2

2

0

0

20

24

44

92


Kabupate n

Kegiatan

Madiun

MBS SD Madiun Geger

Madiun

PAKEM SD Mejayan dan Geger

Guru LK PR

Komsek LK PR


Pengawa s LK PR

Lain LK PR

Total LK PR

Total

3

13

14

2

3

5

0

0

0

0

20

20

40

26

71

0

0

10

4

1

0

4

0

41

75

116

STUDI BANDING OLEH SEKOLAH PRAKTIK YANG BAIK KOHOR 1 Studi banding oleh sekolah praktik yang baik kohor 1 ke Sulawesi Selatan dilaksanakan pada tanggal 19-22 Oktober 2014 dengan jumlah peserta sebanyak 92 orang (F=27, M=65) dari unsur dinas pendidikan, pengawas, kepala sekolah, guru, komite sekolah, dan LPTK mitra. Tanggal Kabupaten Asal Kabupaten Tujuan Peserta (LK/PR) 19-22 Oktober

Mojokerto, Madiun, Blitar, Pamekasan, Situbondo, LPTK

Sulsel (Kota Pare-pare, Sidrap, Pinrang, Maros)

Mojokerto (F=9, M=8) Madiun (F=2, M=15) Blitar (F=5, M=14) Pamekasan (F=2, M=16) Situbondo (F=8, M=10) LPTK (F=1, M=2)

PENDAMPINGAN SEKOLAH KOHOR 1 Pendampingan KKG dan MGMP di Kabupaten Blitar dilakukan pada tanggal 7-18 November 2014 terhadap SMPN 1 Kanigoro, SMPN 1 Ponggok, MTsN Langkapan, SDN Kebonduren 1, SDN kebonduren 3, MI Kedungbunder, dan SDN Kalipang 3. Pendampingan pembelajaran dan MBS di Kabupaten Situbondo dilaksanakan pada tanggal 3-20 November 2014 terhadap SDN 3 Kilensari, SDN 9 Kilensari, SDN 7 Besuki, MI Al Hikmatul Islamiyah, SMPN 2 Panarukan, SMPN 3 Panarukan, dan MTs Nurul Wafa.

KOHOR 3 SOSIALISASI PROGRAM PRIORITAS DAN PENANDATANGANAN KAK Tanggal 10 November

Dengan siapa

Hasil koordinasi

Ibu Mistin (Kadis)



KAK sudah disetujui dan disusun dalam draf Bahasa Inggris

Bp Rais (Kabid PTK/Dikmen)



Dokumen asesmen awal Kota Batu, berisi: Kota Batu menganggarkan peningkatan mutu pendidik dan kepala sekolah, peningkatan kualifikasi pendidik, peningkatan KKG dan MGMP, dan sebagainya.



Dokumen asesmen awal sudah selesai isinya: Jombang sudah menjalankan PPG sejak 2012 dan retensi kepala sekolah dan guru terjadi, bahkan Dindik di PTUNKan, pemetaan kompentensi guru SD sudah dilakukan, terdapat program PRODEP (LPMP dan AUSAID), Analisis data menggunakan Lembar Individu sekolah



Dokumen KAK sudah selesai dibahas perubahan tidak substansial dan diserahkan kembali ke Tim Kerjasama Pemerintah Daerah.

Ibu Alik (Kasi Kurikulum) 11 November

Bp Muntholiph (Kadis) Bp Prie (Kabid Dikdas) Bp Agus (Kasi Kur. SMP)


93

Tanggal

Dengan siapa

27 November

Ibu Lusi (Bappeda)



Ibu Sumiati dan Bp Purnomo (Dindik)

Draf KAK sudah selesai untuk Bahasa Indonesia, sedangkan Bahasa Inggris dimintakan USAID Prioritas yang menyusun.



Terdapat 2 bentuk kerjasama yaitu Nota Kesepakatan bersifat umum yang akan ditandatangani antara COP dan Bupati dan Nota Kesepakatan teknis yang ditandatangani oleh PC dan Kepala Dinas Pendidikan.



Dokumen asesmen awal sudah selesai, berisi antara lain: kebutuhan daerah untuk difasilitasi penataan dan pemerataan guru, koordinasi antar SKPD berjalan baik dan sebaliknya dengan SKPD Provinsi, hanya menunggu instruksi, dan sebagainya.



Dokumen asesmen awal telah selesai, antara lain: Kab. Lamongan membutuhkan membutuhkan paparan awal ke Dinas Pendidikan tentang metode pelaksanaan PPG



KAK Lamongan sudah ditandatangani Bupati dan COP

3 Desember

Kabid Dikdas

Hasil koordinasi

Kabid Dikmen

SELEKSI SEKOLAH DAN FASILITATOR KOHOR 3 Seleksi sekolah Kohor 3 telah dilakukan pada September-Oktober 2014 dan seleksi 15 fasilitator daerah SD/Mid an 15 fasilitator SMP/MTs pada bulan Desember. Sosialisasi untuk semua kabupaten akan dilakukan pada bulan Januari.

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 dilaksanakan pada tanggal 24 November 2014 di Hotel Santika Premiere Gubeng Surabaya dan diikuti oleh sekolah lab mitra UNESA Surabaya (6 SD dan 4 SMP) dan UIN Sunan Ampel (6 MI dan 3 MTs). Rapat denga sekolah lab mitra UM Malang diadakan pada tanggal 26 November 2014 di Hotel Swiss-Bellin Malang dan diikuti oleh 6 SD dan 3 SMP. Tujuan kegiatan ini adalah melakukan koordinasi dan menyusun jadwal. PENELITIAN TINDAKAN KELAS Penelitian tindakan kelas (PTK) dilaksanakan pada tanggal 28-30 November 2014 di Hotel Santika Premiere Gubeng yang diikuti oleh 5 orang kunci (M=4; F=1) dan 24 orang narasumber (M=12, F=12) yang diikuti oleh LPTK UNESA Surabaya, UIN Sunan Ampel Surabaya, Universitas Negeri Malang, SDN Wiyung Surabaya, SMP Lab UNESA, MI Badrus Salam, MTs Wachid Hasyim, SDN Bareng 3 Malang, SDN Percobaan 2 Malang. Peserta menyelesaikan penyusunan materi (RPP, Instrumen observasi, dan instrumen penilaian), dan jadwal pelaksanaan penelitian putaran pertama, yaitu pada bulan Januari 2015.

PELATIHAN KURIKULUM DAN MATERI BAGI DOSEN LPTK Pre-Service Teacher Training Curricula & Material Lokakarya 1, 2 dan 3 Tiga lokakarya pengembangan kurikulum dan materi bagi LPTK dilaksanakan pada 9-11 Oktober, 7-9 November dan 7-9 November 2014 di Hotel Santika Jemursari Surabaya. Hasil draft 3-final kurikulum dan materi telah diselesaikan dan siap untuk difinalisasi dalam pertemuan nasional. Pesertanya sebagai berikut:

94


LPTK

Posisi

LK

PR

Total

1

1

2

2

2

1

2

UIN SA Surabaya

Narasumber

UNESA Surabaya

Narasumber

Univ Negeri Malang

Narasumber

1

UPI Bandung

Key Person

1

UNY Yogya

Key Person

UNESA Surabaya

Key Person

1

1

Univ Negeri Malang

Key Person

1

1

MI Raudlatul Banat

Narasumber

1

1

SD Lab UNESA

Narasumber

1

1

SDN Bareng 3 Malang

Narasumber

1

1

1 1

1

PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN KOHOR 2 Lokakarya PPG kohor: 2 Analisis DAPODIK untuk PPG Tanggal 15-18 Oktober 2014 di Hotel Swissbellin, Makassar

Dengan siapa

Hasil Lokakarya

1.

Sekretaris Dindik

a)

2.

Kasi Kurikulum SMP

3.

Kasi Mutasi BKD

4.

Staf Dikdas

5.

Staf Dikmen

Kab. Lumajang data Dapodik sudah terkumpul 95%, sedangkan data Dapodik Kab. Ngawi sebanyak 90%.

b) Uji coba running dengan SIMDIKDAS 509b dengan menggunakan data Kota Pare-Pare karena jumlah data sedikit dan sudah lengkap (3 Kecamatan), hasil generate file berupa Excel diolah melalui Pivot Table untuk menghitung sebaran sekolah, kecukupan dan kelebihan PTK jenjang SD dan SMP, Batas Usia Pensiun PTK, Beban mengajar PTK, dan sebagainya. c)

Kabupaten Lumajang dan Kabupaten Ngawi melakukan hal yang sama, diperoleh informasi Kab. Lumajang untuk jenjang SD kekurangan GK PNS, PM PAI PNS dan GM PJOK PNS. Namun dengan keterlibatan GTT terdapat kelebihan guru.

d) Kab. Lumajang Jenjang SMP terdapat kekurangan GM PNS (a.l. Matematika, Bahasa Indonesia, B. Inggris)

Pesertanya sebagai berikut: LPTK (Calon Fasilitator) Kabupaten LK PR

Dinas Pend. LK PR

e)

Kab. Ngawi belum selesai.

f)

Perlu dilakukan pendampingan untuk menajamkan analisis data agar lebih akurat.

Kantor MenAg LK PR

BKD LK PR

Bappeda dll LK PR

Total LK PR

Total

Ngawi

0

0

3

0

0

0

1

0

0

0

4

0

4

Lumajang

0

0

5

0

0

0

1

0

0

0

6

0

6


95

District Planning & Review Meeting (DPRM) di Kabupaten Mojokerto dan Situbondo Tanggal

Dengan siapa

Hasil koordinasi

2 Oktober

1.

Wakil Bupati

di Pemkab Mojokerto

2.

Staf Ahli Bupati

3.

Kabid Sosbud Bappeda

Bappeda mendukung mendukung kegiatan Program USAID PRIORITAS, dan memberikan anggaran untuk Monev Program Tahun 2015 pada Dispendik untuk:

4.

Sekretaris BKD

d.

5.

Dinas Pendidikan (Kabid. Dikdas, Kabid. Dikmen)

Peningkatan Mutu Pendidikan Dasar, antara lain: diseminasi PAKEM, CTL, MBS dengan jumlah Anggaran Rp 100 juta

6.

Ka UPTD mitra dan imbas

e.

Melibatkan pengawas & PPAI dalam setiap kegiatan di tingkat sekolah

7.

Perwakilan kepala sekolah mitra dan imbas

f.

8.

Kasi PendMA Kemenag

Pelibatan madrasah2 di bawah Kemenag dalam program2 pengembangan kualitas pendidikan

9.

Ketua dan pengurus Dewan Pendidikan

d.

Memperhatikan keberlanjutan kegiatan2 USAID PRIORITAS dalam master Plan Pendidikan Kabupaten Mojokerto

26-27 November

1.

di Ruang Pertemuan Bupati Pemkab Situbondo

Bappeda: Kepala dan Kabid Sosbud

2.

BKD: Kepala dan Kabid Mutasi

3.

Sekretaris DPPKAD

4.

Dinas Pendidikan: Kabid. Dikdas, Kabid Dikmen, Kasubag Anggaran

5.

Ka UPTD mitra dan imbas

6.

Korwas SD dan SMP

7.

Perwakilan guru mitra dan imbas

8.

Fasilitator daerah SD dan SMP = 8 orang

Program Tahun 2015 a.

Bappeda dan BKD akan mendukung program pengangkatan Guru Kotrak namun menunggu PP ASN dan alokasi anggaran sangat terbatas apabila menggunakan anggaran JASMAS DPRD akan mendapatkan tantangan baru dari DPRD.

b.

Terdapat beberapa mata anggaran yang bisa bersama-sama diisi oleh USAID PRIORITAS dengan APBD Tahun 2015 (terdapat 6 mata anggaran di Program Wajar Dikdas 9 Tahun), sedangkan untuk PAK 2015 perlu menyusun model di beberapa wilayah kerja.

Penyusunan Formulasi Kebijakan Program Penataan dan Pemerataan Guru (PPG) Kohor 2 Kegiatan dilaksanakan pada 16-19 Desember 2014 di Malang yang diikuti oleh 20 peserta Kohor 2 yang terdiri dari sekretaris dinas pendidikan, kabid dikdas/dikmen dinas pendidikan, kabag mutasi BKD, kasubag penyusunan anggaran dinas pendidikan, kabid sosbud Bappeda, dan tim data dinas pendidikan. Tujuan kegiatan adalah menyusun alternatif, formulasi, penetapan kebijakan PPG, dan rencana tindak lanjut implementasinya di Kohor 2.

96


DISEMINASI PROGRAM PRAKTIK YANG BAIK Kegiatan diseminasi dilakukan di beberapa kabupaten dengan perincian sebagai berikut: Kabupaten Mojokerto

Kota Mojokerto Pamekasan

Sidoarjo

Tuban

Pasuruan

Bojonegoro

Blitar

Pelatihan PAKEM Modul I MBS Modul 1 SD PAKEM Modul 2 PAKEM Modul 2 Pakem Modul 2 Pakem Modul 2 CTL Modul 2 CTL Modul 2 PAKEM Modul 2 PAKEM Modul 2 untuk 19 SLB MBS Modul 2 SMP CTL Modul 2 untuk 19 SLB ALPEKA MTs ALPEKA MTs PAKEM Modul 2 MBS Modul 2 SD CTL Modul 2 CTL Modul 2 CTL Modul 2 MBS Modul 2 SD/MI MBS Modul 2 SD/MI MBS Modul 2 SD/MI MBS Modul 2 SD/MI MBS Modul 2 SD/MI MBS Modul 2 SD/MI MBS Modul 2 SD/MI PAKEM Modul 2 PAKEM Modul 2 PAKEM Modul 2

Tanggal 10-12 November

lk

Peserta pr 12 30

Total Peserta 42

Dana APBD

Dana Gugus 22.000.000

14-16 November

24

11

35

20.000.000

18-29 November

46

72

118

75.000.000

27 – 30 Oktober

290

182

472

31 Okt – 3 November 4 – 7 November

260.000.000

31 Okt – 3 November 4 – 7 November 8 – 10 Oktober

86

97

183

14

40

54

13 – 17 Oktober

14

76

90

35.000.000

13 – 14 Oktober

35

18

53

40.000.000

13 – 17 Oktober

35

18

53

25.000.000

6.000.000

1 – 2 Oktober

32

9

41

2.500.000

2.500.000

6 – 7 Oktober

30

9

39

2.500.000

2.500.000

13 – 16 Oktober

33

27

60

60.000.000

21 – 22 Oktober

42

21

63

40.000.000

13 – 16 Oktober 27 – 30 Oktober 3 – 6 November

33 38 43

27 12 7

60 50 50

11.000.000 11.200.000 11.000.000

17 – 18 Oktober

38

7

45

7.500.000

22 – 23 Oktober

36

7

43

7.500.000

31 Okt – 1 November 7 – 8 November

31

9

40

7.500.000

40

5

45

7.500.000

14 – 15 November

36

8

44

7.500.000

21 – 22 November

35

8

43

7.500.000

8 – 9 Desember

35

3

38

7.500.000

13 – 15 November

54

47

101

24 – 27 November

46

62

108

16 – 18 Oktober

63

135

198


8.500.000 13.000.000

81.000.000 90.000.000 150.000.000

97

Kabupaten Lumajang

Bangkalan

Pelatihan PAKEM Modul I untuk 25 MI CTL Modul I MTs MBS Modul I SD/MI MBS Modul I SMP/MTs MBS Modul 2 SD PAKEM Modul 2 (Bagi KS) PAKEM Modul 2 (Bagi KS) PAKEM Modul 2 (bagi Pengawas)

Tanggal 11 – 13 November

lk

Peserta pr 57 68

Total Peserta 125

Dana APBD 50.000.000

15 – 17 November

46

54

100

50.000.000

18 – 20 November

60

65

125

50.000.000

24 – 26 November

44

56

100

50.000.000

22 – 23 Okt 2014

46

36

82

265.000.000

29 Okt – 1 November

69

66

135

3 – 6 November

74

61

135

10 – 13 November

57

33

90

1674

1386

TOTAL

3060

1.251.000.000

Dana Gugus

235.200.000

KEGIATAN LAIN Early Grade Reading Asessment (EGRA) Kohor 1 dan Kohor 3 EGRA 2014 dilakukan di kabupaten kohor 1 dan kohor 3 pada tanggal 13 – 29 Nopember 2014. Data EGRA diambil di 39 sekolah kohor 1, masing-masing kabupaten 4 sekolah mitra dan 4 sekolah pembanding, kecuali di Pamekasan hanya 7 sekolah. Di kohor 3, hanya empat sekolah mitra yang diambil data EGRAnya, total sekolah 16. Terdapat 19 orang asesor dalam kegiatan ini yang terdiri dari guru, dan mahasiswa dari Universitas Negeri Malang, Universitas Islam Negeri Surabaya dan Universitas Negeri Surabaya. Jumlah anak yang diasess di kohor 1 dan kohor 3 adalah 1.228 siswa (L:601, P:627). Monitoring dan Dukungan terhadap Sekolah Inklusi di Kab Blitar Kegiatan ini dilakukan pada 27-28 Oktober 2014 oleh staf Jakarta di SDN Kalipang 2, SDN Suruhwadang 2, MTsN Langkapan dan berkoordinasi dengan Dispendik Kab Blitar (Kepala Dinas, Kasi kesiswaan TK/SD, Kasi Pengendali mutu Dikmen). Hasil dari kegiatan ini, akan ada koordinasi dengan seluruh kepala sekolah oleh Dinas Pendidikan sebagai tindak lanjut dan penyusunan strategi sekolah inklusi bersama. Studi Banding LPMP Sumatera Barat ke SMPN 2 Sedati Sidoarjo Sebanyak 20 rombongan LPMP dari Sumatera Barat mengunjungi sekolah mitra USAID DBE yakni SMPN 2 Sedati Sidoarjo. Kunjungan yang dilakukan pada 6 November 2014 untuk melihat secara langsung pembelajaran CTL dan penerapan MBS di sekolah ini. Mereka mengunjungi setiap kelas, mengikuti pembelajaran dan melakukan wawancara dengan guru. Monitoring dan Evaluasi Kohor 1 Pelatihan untuk pelaksanaan monitor dan evaluasi kohor 1 untuk tahun ke 3 dilaksanakan pada tanggal 11-13 November 2014. Peserta enumerator terdiri dari 60 orang yakni guru (L:15, P:9), kepala sekolah (L:9, P:2) dan pengawas (L:17, P:8) dari kabupaten Blitar, Madiun, Mojokerto, Situbondo dan Pamekasan. Pelaksanaan Monev-3 dilaksanakan pada tanggal 24-27 November 2014

98


meliputi 35 sekolah mitra dan 35 sekolah pembanding SD/MI. Pada pelaksanaan Monev tersebut, turut ikut serta dan belajar mengamati 5 orang tim dari PPMP Jakarta. Sosialisasi Monitoring dan Evaluasi Kohor 3 Pada tanggal 16 – 19 Desember 2014 dilaksanakan sosialisasi untuk pelaksaan survei awal untuk kohor 3 yang meliputi Kabupaten Banyuwangi, Kota Batu, Jombang dan Lamongan. Peserta yang hadir adalah kepala sekolah sasaran (4 SD/MI dan 3 SMP/ MTs) serta KKG dan MGMP untuk mata pelajaran Bahasa Indonesia, matematika dan IPA. Pengambilan data survey awal di sekolah tersebut akan diadakan pada bulan Januari.


Kohor 1: lokakarya untuk sekolah praktik yang baik dan rapat kerja, reviu implementasi PKR & Inklusi Blitar



Kohor 2: PPG Multi stakeholder forum, pelatihan sekolah tingkat dasar dan lanjutan pertama, District Showcase Ngawi dan Lumajang



Kohor 3: Sosialisasi Program, monev, ToT Fasilitator (SD dan SMP)



LPTK: Pelatihan sekolah lab/mitra LPTK tingkat dasar dan lanjutan pertama; Rapat kerja Penelitian Tindakan Kelas, pelatihan bagi dosen pedagogi tingkat dasar dan lanjutan pertama dalam pembelajaran dan MBS



Rapat tinjauan dan perencanaan kabupaten (Blitar; Situbondo; Madiun; Mojokerto; Ngawi)

Galeri Foto

Pelaksanaan EGRA di MI Miftahul Huda Situbondo pada 14 November 2014.

Salah satu kelompok sedang melakukan diskusi pada ToT Modul 2 untuk SD/MI untuk DBE gelombang 2 dan Kohor 2 di Surabaya 18-22 Oktober 2014.

Kelompok Kab Bojonegoro sedang menyusun alokasi dana BOS pada pelatihan MBS untuk SMP/MTs untuk DBE gel 2 dan Kohor 2 di Surabaya 6-8 November.

Salah satu kelompok berdiskusi pada diseminasi yang digelar di UPTD Kec. Proppo Pamekasan pada 4-7 November 2014.


99

Suasana pembelajaran di SDN Kalipang3 Blitar saat dilakukan pendampingan.

Pengawas UPTD Pacet, Bp. Mulyadi MPd sedang praktek mengajar kelas awal dalam pelatihan Modul 2 untuk SD/MI di Kec Dlanggu Mojokerto pada 14 Oktober 2014

Para guru SLB saat mengikuti diseminasi untuk sekolah SLB di Sidoarjo pada 13-17 Oktober 2014.

Narasumber dan key person sedang berdiskusi pada kegiatan Penelitian Tindakan Kelas pada 28-30 November 2014 di Surabaya.

100


Provinsi: Sulawesi Selatan Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal 3

5 Desember

Dengan siapa Kepala Dinas Pendidikan dan Kabid Program dan Perencanaan

Tim PPG, Sekretaris dan Kepala Dinas Kabupaten Maros


Dinas Pendidikan segera menyiapkan Peraturan Bupati Tindak Lanjut Program PPG



Kepala Dinas Pendidikan akan segera menyiapkan SK Tim Monev Pendidikan yang akan melakukan monitor secara mandiri terhadap implementasi program USAID PRIORITAS



Dinas Pendidikan akan mengupayakan alokasi anggaran dalam APBD 2015 untuk TOT bagi fasilitator tambahan (Fasilitator daerah APBD).



Dinas Pendidikan akan melakukan reviu akhir untuk berdasarkan masukan dari Bagian Hukum (telah 3 kali reviu) dan segera menyiapkan draf final untuk disampaikan kepada Bupati untuk ditandatangani.

KOHOR 1 DAN 2 TOT Provinsi Modul 2 bagi fasilitator daerah Kohor 1 dan LPTK mitra telah dilaksanakan dan dilaporkan pada Lapoarn Triwulan 10.

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan modul 2 di daerah kohor 1 khususnya unit pembelajaran PAKEM dan CTL dilaksanakan di Maros dan Wajo (sisa angkatan II di Gugus 2) pada periode sebelumnya. Namun di Kabupaten Bantaeng baru dilaksanakan pada bulan Oktober, yaitu pelatihan PAKEM (SD/MI) pada tanggal 13 – 16 Oktober di gedung PGRI Bantaeng, dihadiri oleh 115 (25 laki-laki, 90 perempuan) kepala sekolah, pengawas dan guru. Pelatihan CTL SMP/MTs di tempat yang sama pada tanggal 21 – 24 Oktober 2014 dihadiri oleh 108 orang (34 laki-laki, 74 perempuan) yang terdiri dari kepala sekolah, guru dan pengawas jenjang SMP/MTs. Selanjutnya pelatihan MBS dilaksanakan secara paralel SD/MI dan SMP/MTs dalam 2 angkatan di Aula Kantor Dinas Pendidikan Kabupaten Bantaeng. Pesertanya adalah para kepala sekolah, ketua/anggota komite, guru dan pengawas. Angkatan I dilaksanakan pada tanggal 17 – 18 November 2014 dengan peserta 68 orang (29 laki-laki, 39 perempuan). Angkatan II dilaksanakan pada tanggal 20 – 21 November 2014 dengan peserta 64 orang (37 laki-laki, 27 perempuan). Kabupaten Maros berfokus pada pelatihan MBS, kegiatan dilaksanakan secara parallel jenjang SD/MI dan SMP/MTs, dibagi 2 angkatan. Angkatan I dilaksanakan tanggal 10 – 11 November 2014 di Hotel Afiat Maros. Peserta terdiri dari Kepala Sekolah, Guru, Pengawas, Komite Sekolah dan perwakilan dari Dinas Pendidikan dan Kemenag Kabupaten Maros. Jumlah peserta 68 orang (35 laki-laki, 33 perempuan). Angkatan II dilaksanakan pada tanggal 13 – 14 November 2014 di tempat yang sama, jumlah peserta 65 orang (38 laki-laki, 27 perempuan). Kabupaten Wajo melanjutkan pelatihan pembelajaran PAKEM dan CTL angkatan II di gugus 2 dan pelatihan MBS SD/MI dan SMP/MTs. Pelatihan PAKEM SD/MI dilaksanakan di SMPN 1 Keera tanggal 18 – 21 Oktober 2014. Jumlah peserta 52 orang (17 laki-laki, 35 perempuan). Pelatihan CTL SMP/MTs dilaksanakan secara parallel dengan SD/MI di Aula Kantor Kecamatan Keera. Jumlah peserta 51 orang (18 laki-laki, 33 perempuan). Selanjutnya pelatihan MBS SD/MI dan SMP/MTs Angkatan I dilaksanakan di ruang Pola Kantor Bupati Wajo pada tanggal 28 – 29 Oktober 2014. Jumlah peserta 85 orang (39 laki-laki, 46


101

perempuan). Angkatan II gugus 2 (Aula Kantor camat Keera) dilaksanakan pada tanggal 4 – 5 November 2014. Jumlah peserta 50 orang (32 laki-laki, 18 perempuan).

Kabupaten

Guru LK PR

Komsek LK PR


Pengawas LK PR

Lain LK PR

Total LK PR

Total

Maros MBS SD/MI (I & II)

5

27

23

9

9

7

4

2

3

0

44

45

89

MBS SMP/MTs (I & II)

6

10

14

2

6

2

3

1

0

0

29

15

44

Bantaeng PAKEM SD/MI

17

78

0

0

4

7

1

4

3

1

25

90

115

CTL SMP/MTs

32

72

0

0

2

1

1

0

0

0

35

73

108

MBS SD/MI (I & II)

10

29

18

6

10

7

1

2

1

0

40

44

84

9

8

11

4

5

1

3

4

2

1

30

18

48


Wajo PAKEM SD/MI (Ak II)

9

35

0

0

5

0

2

0

1

0

17

35

52

CTL SMP/MTs (Ak II)

13

31

0

0

3

0

2

0

0

2

18

33

51

MBS SD/MI (I & II)

11

36

18

2

8

5

4

1

1

0

42

44

86


10

15

6

1

6

2

7

2

0

0

29

20

49

STUDI BANDING OLEH SEKOLAH PRAKTIK YANG BAIK KOHOR 1 Study banding telah dilaksanakan pada periode sebelumnya. Namun, dalam periode ini Provinsi Sulawesi Selatan mendapatkan kunjungan Tim studi banding dari Provinsi Jawa Timur pada tanggal 20 – 22 Oktober 2014 yang berkunjung ke Kabupaten Pinrang, Sidrap, Kota Parepare dan Kabupaten Maros. Kemudian dari Provinsi Jawa Tengah pada tanggal 27 – 29 Oktober 2014, yang berkunjung ke Kabupaten Maros dan Kota Makassar.

PENDAMPINGAN SEKOLAH KOHOR 1 DAN 2 Dalam periode ini pendampingan hanya dilakukan di daerah kohor 2 yaitu pendampingan implementasi modul 1. Secara umum semua sekolah dan guru yang telah mengikuti pelatihan telah memperoleh pendampingan baik pada tingkatl sekolah maupun pada KKG dan MGMP. Hingga bulan desember, jumlah kunjungan fasilitator daerah ke sekolah, termasuk di tingkat KKG dan MGMP mencapai 15 kali. Tahapan utama pendampingan pembelajaran yaitu: pertemuan tingkat KKG; penyusunan perangkat pembelajaran; implementasi di kelas, dan pertemuan KKG (refleksi, evaluasi, dan RTL). Pendampingan MBS meliputi tahapan: pertemuan K3S, MKKS (pembentukan KKRKS); Penyusunan/reviu RKT/RKAS; Inisiasi pembentukan tim pengembang mutu sekolah; penerapan praktik transparansi dan akuntabilitas publik; restrukturisasi komite sekolah; mendorong partisipasi masyarakat. Hasil pendampingan: secara umum setiap guru terdampingi telah menyusun dan mengimplementasikan perangkat pembelajaran yang jelas; secara umum sekolah mitra telah memiliki RKS, RKT dan RKAS berdasarkan sistematika yang telah dilatihkan.

102


LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) RAPAT REVIU DENGAN SEKOLAH PRAKTIK YANG BAIK (Review Meetings with Good Practices Schools Primary and Secondary) Sebagai tindak lanjut dari kegiatan kunjungan belajar ke Jawa Timur pada bulan September 2014 dimana pada akhir kunjungan masing-masing sekolah menyusun rencana tindak lanjut, maka pada tanggal 30 Desember 2014 dilaksanakan rapat reviu perkembangan sekolah praktik baik di Kabupaten Maros. Kegiatan ini dimaksudkan untuk mereviu apa yang telah dilaksanakan dari RTL kunjungan belajar ke Jatim. Kegiatan ini juga dimaksudkan mendiskusikan masalah/hambatan yang dihadapi di lapangan, apa yang telah dilakukan untuk mengatasi masalah, dan sekaligus berbagi pengalaman. Jumlah peserta 50 orang (17 orang, 33 perempuan) yang terdiri dari Kepala UPTD, pengawas (Dinas Pendidikan, Kemenag); kepala sekolah; guru, komite, dan beberapa fasilitator daerah pendamping. PENGEMBANGAN BUKU SUMBER TAHAP 1- 3 Provinsi Sulawesi Selatan mengembangkan buku sumber mata pelajaran Matematika. Kegiatan tersebut telah dilaksanakan sampai pada tahapan 3 di Hotel Same Makassar. Draf final buku sumber matematika telah dihasilkan. Ketiga lokakarya dilaksanakan pada tanggal 17 – 19 Oktober, 11 – 13 November, dan 24 – 26 November 2014. Lokakarya dihadiri oleh peserta yang sama berjumlah 11 orang (7 laki-laki, 4 perempuan). Peserta adalah dosen (UNS, UNM, UIN Alauddin Makassar), guru dari sekolah lab dan mitra LPTK (SDN Kompleks IKIP, SDN Sudirman III, MIN Banta-Bantaeng, dan MIN Madani Alauddin). PENELITIAN TINDAKAN KELAS Lokakarya 1 PTK diadakan pada tanggal 17 – 20 November 2014 di Hotel M Regency Makassar. Jumlah peserta 12 orang (3 laki-laki, 9 perempuan) dan terdiri dari 6 dosen (UNM dan UIN Alauddin), dan 6 orang guru (SMPN 2 Makassar, MTsN Balang-Balang Gowa, dan SDN Gunung Sari I Makassar). Kegiatan ini telah menghasilkan kesepakatan tentang strategi PTK, rancangan tahapan pelaksanaan PTK dalam pembelajara, dan instrumen yang akan digunakan. PELATIHAN DAN PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK Dalam periode ini pelatihan untuk sekolah lab dan mitra LPTK adalah pelatihan MBS, Pelatihan PAKEM dan CTL Modul 2 telah dilaksanakan pada periode sebelumnya. Pelatihan MBS Modul 2 dilaksanakan secara paralel untuk SD/MI dan SMP/MTs di Hotel D Maleo Makassar pada tanggal 8 – 9 Oktober 2014. Peserta terdiri dari para kepala sekolah, komite, pengawas, dan utusan UPPL dari LPTK mitra. Jumlah peserta jenjang SD/MI 88 orang (31orang laki-laki, 57 perempuan). Peserta jenjang SMP/MTs berjumlah 38 orang (24 laki-laki, 14 perempuan), termasuk peserta dari UPPL LPTK Mitra.

Kabupaten

Guru LK PR

Komsek LK PR


Pengawas LK PR

Lain LK PR

Total LK PR

Total

Makassar SD/MI

10

31

11

12

3

8

3

4

0

0

27

55

82

SMP/MTs

8

2

3

0

2

0

3

4

0

0

16

6

22

Gowa SD/MI

2

1

2

0

0

1

0

0

0

0

4

2

6

SMP/MTs

2

1

3

1

1

1

0

3

0

0

6

6

12


103

Komsek LK PR


Lain LK PR

Total LK PR

UNM

2

0

2

0

2

UIN

0

2

0

2

2

Kabupaten

Guru LK PR

Pengawas LK PR

Total

PELATIHAN BAGI DOSEN PEDAGOGI LPTK Pelatihan Pedagogi bagi dosen LPTK mitra dan anggota konsorsium jenjang PGSD/PGMI dan mata pelajaran jenjang SMP/MTs dilaksanakan secara paralel di hotel Grand Star dan Delimasari Parepare pada tanggal 1 – 4 November 2014. Peserta untuk jenjang PGSD/PGMI berjumlah 37 orang (20 laki – laki, 17 perempuan). Jumlah peserta untuk dosen mata pelajaran jenjang SMP/MTs adalah 61 orang (36 laki –laki, 25 perempuan). Pelatihan Pedagogi MBS dilaksanakan pada tanggal 23 – 24 November 2014 dengan jumlah peserta 50 orang (38 laki-laki, 12 perempuan). Satu catatan menarik “para peserta menemukan bahwa konsep dan teori yang telah berkembang sedemikian pesat di Perguruan Tinggi tidak begitu mudah diadaptasikan di tingkat sekolah, karena itu program USAID PRIORITAS telah menjembatani hal tersebut antara LPTK dan sekolah. LPTK UNM (Mitra)

UIN Alauddin (Mitra)

Unismuh Makassar (Konsorsia)

UMPAR Parepare (Konsorsia)

Univ Cokro Palopo (Konsorsia)

STAIN Palopo (Konsorsia)

STAIN Bone (Konsorsia)

104

Posisi

LK

PR

Total

SD

Peserta

13

11

24

SMP

Peserta

13

7

20

MBS

Peserta

21

5

26

Fasilitator

10

7

17

MI

Peserta

4

2

6

MTs

Peserta

3

5

8

MBS

Peserta

3

2

5

Fasilitator

9

3

12

SD

Peserta

1

4

5

SMP

Peserta

5

3

8

MBS

Peserta

4

0

4

SMP

Peserta

3

5

8

MBS

Peserta

2

2

4

SMP

Peserta

6

4

10

MBS

Peserta

2

2

4

MI

Peserta

2

0

2

MTs

Peserta

3

1

4

MBS

Peserta

3

0

3

SMP

Peserta

3

0

3

MBS

Peserta

3

0

3


PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN KOHOR 2 Kegiatan PPG dalam periode ini pendampingan dan Lokakarya 1 Analisis data kohor 2. Pendampingan di daerah kohor 1 dimaksudkan untuk pendalaman dan reviu draf kebijakan yang akan disampaikan dalam Lokakarya Implementasi Kebijakan. Pendampingan di daerah kohor 2 dilaksanakan untuk penyiapan dan analisis data secara mendalam, merumuskan isu-isu strategis dan merumuskan berbagai alternative kebijakan. Pendampingan kohor 1: Wajo pada tanggal 2 Oktober 2014 dengan peserta 10 orang (7 laki-laki, 3 perempuan), dan Bantaeng tanggal 31 Oktober – 1 November 2014 dengan peserta 6 orang (5 laki-laki, 1 perempuan). Pendampingan Kohor 2: Tana Toraja pada tanggal 9 – 10 Oktober 2014, peserta 7 orang (4 laki-laki, 3 perempuan). Selanjutnya tanggal 16 – 18 Oktober 2014 dilaksanakan Lokakarya 1 Analisis Data untuk daerah Kohor 2 di Hotel Swissbell In Makassar dengan peserta 44 orang (30 laki-laki, 14 perempuan). Kegiatan ini juga melibatkan 2 daerah dari Jatim yaitu Kabupaten Ngawi dan Lumajang. Lokakarya 1 dilanjutkan dengan pendampingan 2: Takalar pada tanggal 11 – 12 November 2014, jumlah peserta 6 orang (5 laki-laki, 1 perempuan), dilaksanakan secara paralel dengan Parepapre, peserta 6 orang (2 laki-laki, 4 perempuan), Bone pada tanggal 13 – 14 November 2014, jumlah peserta 7 orang (5 laki-laki, 2 perempuan), dan Tana Toraja pada tanggal 17 – 18 November 2014, jumlah peserta 6 orang (3 laki-laki, 3 perempuan). Pendampingan kedua di Parepare tanggal 9 – 10 Desember 2014, jumlah peserta 7 orang (2 laki-laki, 5 perempuan). Pendampingan dan lokakarya melibatkan tim data dan pemangku kepentingan dari Dinas Pendidikan, Kemenag, BKD, dan Bappeda masing-masing kabupaten. Pendampingan ke 2 di Bone dilakukan pada tanggal 30 – 31 Desember 2014. Kegiatan ini dilakukan untuk penyempurnaan data sehingga pesertanya adalah para operator data SD dan SMP. Reviu sekaligus perbaikan data SD dilaksanakan tanggal 30 Des dan SMP 31 Desember. Jumlah peserta SD 29 orang (16 laki-laki, 13 perempuan) merupakan operator tingkat UPTD, dan SMP 82 orang (46 lakilaki, 36 perempuan). Segala biaya untuk operator SMP ditanggung oleh Dinas Pendidikan.

Kabupaten, Kota/LPTK

Calon Fasilitator/ SP LK PR

Dinas Pend. LK PR

Kantor MenAg LK PR

BKD LK PR

Bappeda Dll LK PR

Total LK PR

Total

UNM

3

1

3

1

4

UIN Alauddin

2

0

2

0

2

UIN Surabaya

1

0

1

0

1

Bone

4

0

2

0

1

0

1

0

8

0

8

Parepare

2

3

0

1

1

0

0

0

3

4

7

Takalar

5

0

0

2

1

0

0

0

6

2

8

Tana Toraja

2

3

0

1

0

1

0

0

2

5

7

Ngawi

3

0

0

0

1

0

0

0

4

0

4

Lumajang

5

0

0

0

1

0

0

0

6

0

6

MONITORING &EVALUASI (MONEV) DAN EGRA Kegiatan Oktober Bantaeng Parepare

Monev ketiga untuk kohor 1 dan kedua untuk kohor 2 telah dilaksanakan pada bulan – November 2014. Monev daerah kohor 1 diawali di Maros tanggal 16 – 18 Oktober; 3 – 5 November, dan Wajo 13 – 15 November. Selanjutnya untuk kohor 2 diawali di paralel dengan Takalar tanggal 20 – 22 November, dan Bone paralel dengan Tana Toraja


105

pada tanggal 27 – 29 November 2014. Tim enumerator sebanyak 19 orang (dosen, kepala sekolah, pengawas, guru, lainnya) terbagi 2 tim sehingga kegiatan dapat dilaksanakan secara paralel. Semua data Monev telah dikirim ke Jakarta. Hasil analisis awal menunjukkan bahwa sebagian besar sekolah mitra mengalami kemajuan signifikan. Kegiatan EGRA hanya dilaksanakan pada kohor 1 (Maros, Bantaeng, Wajo). Di Maros dilaksanakan tanggal 6 – 8 November, Bantaeng tanggal 20 – 22 November, dan terakhir di Wajo tanggal 27 – 29 November 2014. Tim assessor berjumlah 9 orang (dosen, kepala sekolah, guru, mahasiswa). Tim assessor dibantu 2 orang fasilitator daerah di masing-masing kabupaten. Kegiatan berjalan lancar meskipun ada masalah dan hambatan namun tetap bisa diatasi oleh Tim. Data dan laporan kegiatan telah dikirimkan ke kantor Jakarta.

DISEMINASI PROGRAM PRAKTIK YANG BAIK Dalam periode ini diseminasi di beberapa kabupaten cukup massif khususnya di kabupaten Maros, Wajo sidrap, Enrekang, dan Soppeng. Diseminasi juga telah dilaksanakan di kab Tana Toraja dan Bone (kohor 2). Diseminasi di Maros berlangsung hingga tanggal 30 Desember 2014, meskipun beberapa kegiatan dilaksanakan secara paralel di 3 tempat yang berbeda sehingga tim fasilitator kabupaten Maros dibagi menjadi 3 tim agar dapat menangani kegiatan tersebut. Beberapa daerah lainnya tidak tidak bisa menjadwalkannya diseminasi karena padatnya jadwal pelatihan kurikulum 2013 bulan Oktober – November 2014. Berikut daftar diseminasi masing-masing kabupaten:

No

Kabupaten/Kota

1 Makassar 2 Maros 3 Sidrap 4 Soppeng 5 Enrekang 6 Wajo 7 Toraja 8 Jeneponto 9 Bantaeng 10 Bone Jumlah Total

Jumlah Dana (Rp)

Jumlah Kegiatan

Jumlah Sekolah

Jumlah Peserta

USAID

7 21 14 7 3 4 7 1 1 1 66

59 367 210 95 43 81 62 21 17 1 956

280 1194 875 352 166 367 340 101 100 35 3810

62,215,000 109,325,000 38,926,450 48,710,000 24,978,991 42,710,151 57,679,994 8,507,814 6,197,250 8,280,000 407,530,650

Sekolah/ Pemda 52,050,000 580,500,000 87,500,000 40,500,000 47,120,000 147,200,000 177,600,000 25,000,000 30,000,000 7,000,000 1,194,470,000

KEGIATAN LAIN Pada tanggal 16 – 17 Desember 2014 Dinas Pendidikan Kabupaten Bone mengadakan seleksi calon fasilitator mandiri untuk jenjang SD/MI. Proses seleksi tersebut diserahkan sepenuhnya kepada tim USAID PRIORITAS. Tim seleksi terdiri dari Hamsah (STTA), Fadiah Mahmud (WSD), Syaiful Jihad (TTO-JS) dan Nurhasirah (DC Bone). Tim seleksi dibagi 2 kelompok, masing-masing bertugas untuk melakukan interviu, penilaian kompetensi memfasilitasi dan mengajar tiap calon berdasarkan instrument yang telah digunakan seleksi fasilitator daerah sebelumnya. Terseleksi 45 orang calon fasilitator mandiri jenjang SD/MI yang akan digunakan oleh Pemda Bone untuk memfasilitasi diseminasi Modul PAKEM di 27 Kecamatan di Kabupaten Bone. Awal tahun 2015 juga akan dilaksanakan seleksi calon fasilitator mandiri jenjang SMP/MTs, 45 orang akan dipilih menjadi fasilitator mandiri. Mulai tahun depan Kabupaten Bone akan memiliki 90 orang fasilitator mandiri, 45 orang jenjang SD/MI dan 45 orang SMP/MTs. Pada tanggal 24 Desember 2014 dilaksanakan 106


pertemuan fasilitaotr Kota Parepare di Kantor UPTD soreang Parepare. Kegiatan ini diisi dengan penguatan kemampuan menulis praktik yang baik bagi para fasilitator daerah. Jumlah peserta 28 orang (13 laki-laki, 15 perempuan). kegiatan difasilitasi oleh Hamsah (STTA). Pada tanggal 17 Desember 2014 juga dilaksanakan seleksi dan verifikasi tambahan fasilitator daerah Kabupaten Tanah Toraja. Interviu dan praktik mengajar dilakukan di SDN 183 Bittuang. Tim verifikasi Jamaruddin (PC) dan Amir Mallarangan (TTO – PS). Terpilih 4 calon fasilitator daerah jenjang SD/MI dan 4 calon fasilitator daerah SMP/MTs.


Pertemuan tinjauan dan perencanaan kabupaten



PPG: Pendampingan PPG Kohor 1 & 2; Lokakarya 2 PPG Kohor 2 ”Analisis Kebijakan”; Lokakarya Implementasi Kebijakan PPG daerah Kohor 1



Lokakarya Sosialisasi Program Pengembangan Keprofesian Berkelanjutan Guru (PKBG)



TOT Modul 2 bagi fasilitator daerah daerah kohor2 Jenjang SD/MI & SMP/MTs



Unjuk Karya Hasil daerah kohor 2 serta sekolah Lab dan Mitra LPTK



LPTK: Pertemuan konsorsium provinsi LTPK mira dengan anggota konsorsium; rapat kerja dengan LPTK, Pendampingan sekolah lab dan mitra LPTK; Penelitian Tindakan Kelas Lokakarya 2 & 3, pengembangan kurikulim dan materi untuk LPTK (matematika, IPA dan Literasi kelas tinggi SD dan SMP)



Pelatihan Modul 2 tingkat sekolah daerah kohor 2



Diseminasi Modul 2 di daerah kohor 2 dan eks DBE, LPTK mitra dan konsorsium



Rapat peninjauan dengan sekolah praktik yang baik kohor 1 dan lokakarya bagi sekolah praktik yang baik tingkat provinsi



Tingkat provinsi: Rapat koordinasi pemangku kepentingan provinsi; lokakarya perencanaan diseminasi tingkat provinsi

Galeri Foto

Pelatihan sekolah lab/mitra LPTK: Peserta dari SDN Sudirman IV mempresentasikan RTL.

Pelatihan Pembelajaran modul II, Bantaeng: Peserta membahas alur pembelajaran efektif.


107

Penataan dan Pemerataan Guru: Supriyadi Torro, fasilitator M & M menyampaikan tujuan dan Fokus Lokakarya 1, yakni Analisis Data.

Pelatihan Manajemen Berbasis Sekolah (Modul II), Maros: Peserta memperlihatkan hasil evaluasi terhadap penerapan Modul I di sekolahnya.

Pelatihan Manajemen Berbasis Sekolah, Wajo: Peserta membahas kegiatan kepala sekolah dalam pengelolaan anggaran.

Dukungan LPTK terhadap diseminasi pada pelatihan sekolah lab/mitra LPTK:La Sunra, fasilitator Bahasa Indonesia menjelaskan literasi.

Salah seorang siswa SMP 3 Majauleng Wajo melakukan tes mata pelajaran matematika dalam Monev program USAID PRIORITAS.

EGRA: Pak Misbah sedang melakukan asesmen terhadap salah seorang siswa SDN 7 Letta Bantaeng.

108


ANNEX 2: Staffing Changes during Quarter 11 1. RTI Staffing Changes New CCN Staff Hires Name Marudut Sihombing

Position District Coordinator Humbang Hasundutan District Coordinator Labuhan Batu Utara Governance Management Specialist for Data Early Grades/Primary School Teacher Learning Specialist Accountant DC Serdang Bedagai Junior Accountant Provincial Governance Management Specialist M&E and Performance Evaluation Specialist Administrative Assistant District Coordinator Jombang Junior Accountant DC Madiun Administrative Assistant Junior Accountant Administrative Assistant Administrative Assistant Administrative Assistant

Location North Sumatra

Starting Date Oct. 6, 2014

North Sumatra

Oct. 6, 2014

Jakarta

Oct. 22, 2014

Jakarta

Oct. 22, 2014

Jakarta North Sumatra North Sumatra East Java

Nov. 3, 2014 Nov. 3, 2014 Nov. 17, 2014 Nov. 19, 2014

East Java

Dec. 1, 2014

East Java East Java East Java East Java West Java Aceh Aceh Jakarta Jakarta

Dec. 1, 2014 Dec. 1, 2014 Dec. 1, 2014 Dec. 1, 2014 Dec. 1, 2014 Dec. 1, 2014 Dec. 2, 2014 Dec. 8, 2014 Dec. 8, 2014

Name Edi Priyono

Title STTA for Education Finance

Location

Starting Date

Jakarta

Nov. 26, 2014

Hadi Kuswoyo

STTA for Communication Assistant

East Java

Nov. 28, 2014

Eka Dalanta

STTA for Communication Assistant

North Sumatra

Dec. 1, 2014

M. Ikhyar

STTA for Liaison with Local Government

North Sumatra

Dec. 8, 2014

Title DC Pidie Junior Accountant DC Taput, Tapsel, Sibolga DC Kota Medan DC Madiun

Location Aceh West Java North Sumatra North Sumatra East Java

Last Day Nov. 6, 2014 Nov. 28, 2014 Dec. 19, 2014 Dec. 23, 2014 Dec. 26, 2014

DC Pasuruan dan Sidoarjo Provincial Communication Specialist

East Java Banten

Dec. 31, 2014 Dec. 31, 2014

Dedi Sofyan Irvan Josua Sibarani Juprianto Sumarto Abdul Firman Megawaty Rosmaita T. Lutfi Firdausi M. Fuadi Anik S. Syaifulloh Theresia Khatarina Wasis Jatmiko Kristina Ayningtyas Faradilla Shahfitri Cut Yunisna Roy Jekson P Herawaty

New STTA Hires

Terminations and Resignations Name Rusnaini T. Medy Nugraha Adi W. Sinaga Yusriwiati Cahyadi Widi Wahyono Khundori Muhammad Nico Hermanu


109

2. EDC Staffing Changes New CCN Hires Name

Position

Location

Starting Date

Seno Muhammad Daud

TTO–Primary

West Java

Nov. 3, 2014

T. Medy Nugraha

Operations Manager

West Java

Dec. 1, 2014

Halim Simatupang

TTO–Primary

North Sumatra

Dec. 1, 2014

Sri Minda Murni

TTO–JSS

North Sumatra

Dec. 1, 2014

Khaerudin Kurniawan

TTI Development Specialist

West Java

Dec. 15, 2014

Mukhsan Hudi

TTO–Primary

East Java

Dec. 15, 2014

Terminations and Resignations Name

Position

Location

Effective Date

Juprianto

TTO – Primary

East Java

Oct. 21, 2014

John Pahamzah


Banten

Oct. 10, 2014

Chaerul Rochman


West Java

Oct. 31, 2014

110


29/12/14&

ANNEX 3: Florida State University Needs Assessment on the Teaching of Reading Initial Impressions from Observations and Focus Groups !

Public school, Grade 1—teacher tried very hard to implement 2013; praying etc. Teacher used microphone; my family and my extended family were themes; method—read out loud and asked students to repeat; teacher reads line by line and asks student to repeat; divided into four groups; each group reads one line; sing a song and ask questions; the questions were related to the song not the reading; four students come to front and read aloud; teacher kept two students in front who did not read well; asked one student (other student) to read story aloud; teacher enthusiastic; students less so. Teacher gave homework to students to read text but then copied it on board. More checking homework than focusing on meaning of story. Did not model in beginning but did it later in lesson.

!

Lots of oral reading; teacher reads the text and students read aloud; repetition for an hour and 20 minutes; teacher did try to help struggling readers; teacher pointed out syllables (not letters); lesson long; no small group instruction; majority not engaged when one student is doing something; ambient noise in classroom; use of text—teacher copied text from book onto board; modeled; teacher did not use textbook; used board instead.

Needs Assessment REMAINING STEPS

Continued…

Continued… Lab School, grade 1: Interesting that the teacher asked students to open page 100; the teacher explained what 100 means; teacher started to ask questions—what the page is all about, what do you see on the page. Did not start with story; there is a text on the page and the teacher tried to model reading but she read it not giving it expression or intonation; students repeat line by line; not good model of enunciation, pace, stress. Teacher asked them to read aloud as a class; when to individual students when she saw they had difficulties; teacher focused on one group and the rest of the class was not paying attention. How did teacher help when she was with one student—pointed out text (letter by letter) and then read it; tested content of text by asking them questions; students did role play in pairs; did not pair students by proximity; not really role play; class management problem; students active; struggling readers said they could not read; rules during role play—listen while friends are speaking, etc. Students did know rules. Teacher announced her thinking on grades and stars. Drew on home life and related it to dialogue; giving rewards—teacher did not praise reading; gave praise when students came forward in pairs; teacher did not give model for how to read well; only repeating; expression of teacher not friendly enough for first grade.

!

!

Read aloud activity; the activity was the teacher modeling the reading and then the students read the text in classical and then the teacher picked a student to read (who could read fluently); but teacher did not give attention to struggling reader; teacher did ask struggling reader to read but did not really provide guidance— gave grade based on fluency without guidance; during read aloud, teacher teach intonation and fluency; needed to focus on more areas; thematic teaching (subjects integrated by theme); Ibo Ida found something good; song focused on reading comprehension; teacher tried to make student read aloud the song and then sing it; after they sing it the teacher used a reading comprehension strategy, asking questions of what happened in the song.

Continued… !

!

2nd grade public school—lesson disconnected; observations on environment then questions about plants; did not put picture up well for students to see; students read off board; she did not really model the reading; teacher read and then one by one students read the text….circulated Lab school 2nd grade—used homemade book; lion and mouse (big book); read story with expression; used intonation, expression, pointed to words as she read; she then had pupils read parts of the story using pointers; teacher gave stars; students back to seats; students answered questions about story; comprehension questions; connected story to five principles of Indonesia. Teacher did not focus on good intonation and stress and did make students listen to their colleagues.

!

Continued… !

! ! ! ! !

!


The way they conceptualized spelling; when they say spelling instruction —letter sound corresopondence, orthography, etc. Here speling was really showing words and spelling orally Management kept coming up; Forgot everything from university; could not remember methods from UNNES (lab school teachers) Kindergarten—prominent—all learned in kindergarten; more drilling and time were remediation techniques All said they are not ready enough to teach EGR; wanted more methods; all wanted more practical experience Different training programs produced different quality graduates; first grade teacher from UNNES and 2nd grade one from IKIP PGRI; UNNES teacher did well with management; better than the other grads and the content better; materials and class management better. Teaching a letter—not have to teach a letter as kids should know this from KG; did not hve materials to parse words to letters; not enough time;

111

1&

Output from needs assessment

Needs Assessment Activities !

! ! !

!

!

Reviewing the TTI’s program of study-- language courses, curriculum and instructional methods—in terms of what are the program strengths and whether there are any course content gaps relative to current research on best practice with regard to early grade reading curriculum, instruction and assessment. Reviewing what methods and approaches early grade teachers currently use in their classrooms Soliciting the ideas and opinions of relevant actors (TTI faculty and early grade teachers, Ministry officials , etc.) Sharing with TTI partner examples and analysis of pre-service reading program curricula and course offerings from FSU and other universities (which the TTI will help to identify) Sharing and analyzing well-recognized early grade reading degrees and/or certificate requirements to aid the TTI in assessing its own program Demonstrating the importance of ongoing familiarity with relevant literature on best practice in early grade reading.

112

Recommendations for next steps

!

Division of task relative to typing up notes/data;

!

Email correspondence between FSU point person and UNNES point person for needs assessment report.

Processes and Procedures to Organize Work !

Email list

!

FSU and UNNES designated point people

!

Working groups?

!

Prioritas communication

!

Monthly meetings?

!

Monthly activity reports (informal—over email)?

FSU AND UNNES

!

Quarterly reports—joint reporting

NOVEMBER 20 2014

!

Local consultant

!

Local translator

Principles of Collaboration, Activity 2:

!

!

Method:

Post-Needs Assessment

!

Report based on data collected during needs assessment visit to UNNES

Due by December 31, 2014

Pre-Planning for Activity 2

!

!

Partnership: The curricula, courses, training and classroom materials need to be thoroughly “owned” by UNNESS faculty, given their leadership role in the project;

Best Practice: Reading and writing draw on complex cognitive processes, and thus multiple skills contribute to the development of reading and writing. Research in the past three decades has informed that explicit and systematic instruction on the following components is crucial and necessary for successful literacy acquisition: !

Phonological awareness

!

Alphabetics (Phonics)

!

Oral language and Vocabulary

!

Reading fluency

!

Listening and Reading Comprehension and

!

Writing

Activity 2: Flexible Program of Study

1 References 1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, 2. MA: MIT Press. 3. Kim, Y.-S., Petscher, Y., Foorman, B. & Zhou, C. (2010). The contributions of phonological awareness and letter-name knowledge to letter sound acquisition - A crossclassified multilevel model approach. Journal of Educational Psychology, 102, 313-326. 4. National Institute of Child Health and Human Development: National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development. 5. National Research Council. (1998). Preventing reading difficulties in young children. 6. National Academy Press: Washington, D.C. 7. Pearson, P. D. & Gallagher, M. C. (1983). The Instruction of Reading Comprehension. 8. Contemporary Educational Psychology, 8, 317-344. DOI: 10.1016/0361-476X (83)90019-X 9. Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. 10. Cambridge, MA: Harvard University Press.

!

A critical and guiding consideration for the successful production of Deliverable 2 is to come to a shared understanding not only of the desired program content, in terms of knowledge and skills, but of the sequence of “learning experiences” (coursework and practica) that a student-teacher needs to effectively master the program content and become an effective early grade reading teacher.

!

Through an initial workshop for Deliverable 2 in February 2015 we will: 1) establish an agreed upon process and timeline for the work and 2) discuss and lay out curricular content and sequence (some of which the needs analysis will have already addressed) for the program.


2&

29/12/14&

Continued… !

!

!

In order to maximize what exists now and add value, we propose a modular approach to the enhancement of the existing program. Looking at the curricular outline, we will identify with the TTI where there need to be additional module development to enhance or “complete” an existing course and where new courses need to be developed.

Activity 2 Due: July 31, 2015 Methods: !

Faculty Development Seminars (February 2015, etc.)

!

Working groups

!

Examples of technical support that FSU can provide under Deliverable 2 include:

Modules whether added on to existing courses or combined to form new courses, the modules can be used in multiple ways that give the TTI flexibility in designing or redesigning its degree/certificate programs. Indeed, a combination of modules can be offered to lead to a certificate or a specialization in early grade reading, adding prestige to early grade teaching within the teaching profession. Modules can be combined to constitute a full course specificially on early grade reading, if desired.


!

Sharing of basic early grade reading bibliographies for consultation

!

Providing important articles and reports on reading topics from a variety of sources and institutions including links to existing online resources (e.g. videos, training components, etc.)

!

Reading discussion groups (online and via Skype) to discuss articles and reports

!

Sharing course syllabi and course descriptions from other institutions in the US and elsewhere, for reference

!

Collaboratively creating templates for curriculum development and course design purposes

!

Providing online, mini-workshops on specific, requested topic areas (i.e. teaching phonological awareness or “vocabulary development strategies for first graders”)

!

Virtual Q&A sessions with experts on requested topics(i.e. the integration of technology in teacher training programs or assessing student teacher performance in the practicum)

113

3&

ANNEX 4: Whole School Training in Module 2 Whole School Development Training for Cohort 1 District in Module 2

Province Aceh Bireuen PAKEM/CTL MBS Pidie

Primary School Training SD/MI Number of Participants Date M F Total

Nov 26–29 Dec 18–19

MBS Bener Meriah

Nias Selatan PAKEM/CTL MBS Labuhan Batu PAKEM/CTL MBS Banten Serang PAKEM/CTL MBS Pandeglang PAKEM/CTL MBS West Java Ciamis PAKEM/CTL MBS Bandung Barat PAKEM/CTL MBS Cimahi

114

106 12

121 37

25

98

123

22

18

40

18

71

89

21

17

38

Oct 22–23

16

18

34

Oct 7–10

11

51

62

Oct 20–21

20

32

52

Nov 4–7 Nov 8–11 Nov 20–21 -

9 25 31

30 14 10

39 39 41

Nov 13–16 & 17–20 Dec 5–6

PAKEM/CTL

MBS

15 25

Nov 5–8 & 9–12 Dec 22–23

PAKEM/CTL

MBS Aceh Jaya PAKEM/CTL MBS North Sumatra Medan PAKEM/CTL

Secondary School Training SMP/MTs Number of Participants Date M F Total

Oct 15–18 Nov 26–27 & 28–29

7 25

44 40

51 65

Oct 7–10 Oct 7–10 Oct 20–21 Oct 22–23

10 11 12 14

53 50 31 32

63 61 43 46

Nov 4–7

27

21

48

Nov 18–19 Nov 18–19

30 32

17 4

47 36

Dec 1–4 Dec 5–8 Dec 13–14 Dec 13–14

2 11 16 15

46 49 31 24

48 60 47 39

Dec 1–4 Dec 5–8 Dec 15–16

5 15 11

25 19 26

30 34 37

Oct 20–23 Nov 16–17

41 44

72 36

113 80

Sept 26–29 Nov 4–5

54 34

54 8

108 42

Nov 7–10 Nov 11-13

28 49

84 32

112 81

Oct 24–27 Nov 14–16

56 38

63 3

119 41

Oct 21–24 Oct 1–2

15 54

41 28

56 82

Oct 28–31 Oct 8–9

21 37

39 4

60 41

Oct 8–11 Dec 5–6

12 44

49 41

61 85

Oct 1–4 Dec 16–17

24 31

38 12

62 43


Province PAKEM/CTL MBS Central Java Batang

Primary School Training SD/MI Number of Participants Date M F Total Oct 21–24 14 98 112 Nov 12–13 & 19-20 36 52 88

PAKEM/CTL MBS Purbalingga PAKEM/CTL MBS Semarang PAKEM/CTL MBS

Oct 17–18 Oct 22–23

26 24

14 17

40 41

Oct 8–11 Oct 13–16 Oct 17–18 Oct 19–20

26 19 32 28

34 40 12 12

60 59 44 40

Oct 8–9 Oct 10–11

24 26

16 15

40 41

Banjarnegara PAKEM/CTL MBS Sragen PAKEM/CTL MBS East Java Blitar PAKEM/CTL MBS Madiun PAKEM/CTL MBS Mojokerto PAKEM/CTL MBS Pamekasan PAKEM/CTL MBS Situbondo PAKEM/CTL MBS South Sulawesi Bantaeng PAKEM/CTL MBS Maros PAKEM/CTL

Secondary School Training SMP/MTs Number of Participants Date M F Total Oct 28–31 26 106 132 Nov 12–13 27 12 39

Sept 30– Oct 3 Oct 17–18

18

32

50

32

9

41

Oct 15–16

25

15

40

Oct 10–13 Oct 15–16

25 26

38 14

63 40

Oct 6–9 Oct 17–20 Oct 23–24

26 22 39

41 25 3

67 47 42

Nov 29–30

38

9

47

Nov 22–23

28

25

53

Oct 1–2 Oct 9–10

25 32

24 18

49 50

Oct 8–11 Des 15–16 Des 17–18

41 20 20

75 24 20

116 44 40

Oct 11–14 Oct 28–31 Dec 17-18

24 31 56

40 31 24

64 62 80

Oct 24–25 Oct 26–27

30 35

10 5

40 40

Oct 8–9

41

6

47

Oct 15–16 Oct 16–17

33 32

19 16

52 48

Nov 20–21

29

15

44

Oct 13–16 Nov 17–18

35 40

90 44

125 84

Oct 21–24 Nov 20–21

34 30

74 18

108 48


115

Province MBS Wajo PAKEM/CTL MBS TOTAL

116

Primary School Training SD/MI Number of Participants Date M F Total Nov 10–11 44 45 89 Nov 13–14 29 15 44 Oct 18–21 Oct 28–29

17 42 1,340

35 44 1,714

52 86 3,054

Secondary School Training SMP/MTs Number of Participants Date M F Total

Oct 18–21 Nov 4–5

18 29 1,077

33 20 1,263

51 49 2,340


TTI Labs and Partner School Training in Module 2 Primary School Training SD/MI Number of Participants M F Total

Province Aceh

Date

PAKEM/CTL

Oct 15–18

9

77

86

MBS Nov 12–13 North Sumatra PAKEM/CTL Oct 28–31 MBS Nov 10–11 Banten PAKEM/CTL Nov 2–5 MBS Dec 13–14 West Java PAKEM/CTL Oct 28–31 Nov 9–12 MBS Dec 4–5 Dec 24–25 Central Java PAKEM/CTL Oct 17–20 MBS UNY Nov 5–6 MBS UNNES Nov 19–20 & IAIN WS East Java PAKEM/CTL MBS April 23–25 South Sulawesi MBS Oct 8–9 TOTAL

21

34

9 22

Secondary School Training SMP/MTs Number of Participants Date M F Total 5

81

86

55

Oct 29–Nov 1 Nov 12–13

15

15

30

52 39

61 61

Oct 28–31 Nov 10–11

24 10

60 20

84 30

34 24

54 14

88 38

Nov 15–18 Dec 13 -14

19 31

61 12

80 43

6 16 8 7

31 19 11 9

37 35 19 16

Oct 28–31 Nov 9–12 Dec 4–5 Dec 24–25

5 8 9 11

28 33 12 10

33 41 21 21

35 25

51 22

86 47

Oct 17–20 Nov 5–6

30 15

35 4

65 19

40

23

63

Nov 19–20

20

10

30

47

39

86

April 17-19 June 4-6

24 30

32 10

56 40

Oct 8–9

31

57

88

334

532

866

24

14

38

280

437

717

TTI Pedagogy Lecturer Training in Module 2

Province Date Aceh PAKEM/CTL Nov 19–21 MBS Dec 10–11 North Sumatra PAKEM/CTL MBS Banten MBS Oct 28–29 South Sulawesi PAKEM/CTL Nov 1–4 MBS Nov 23–24 TOTAL

Primary School Training SD/MI Number of Participants M F Total 13 20

25 24

38 44

13 17

18 30

31 47

22

20

42

20 38

17 15

143

149

Secondary School Training SMP/MTs Number of Participants Date M F Total 19

38

57

21

26

47

37 53

36

25

61

292

76

89

165


Nov 20–22

117

ANNEX 5: Participants in the National Teacher Deployment Policy Forum October 14, 2014, Sultan Hotel, Jakarta Participants

Number

Districts

48

Provinces

9

MOEC NGOs/donors Media Presenters USAID Indonesia USAID PRIORITAS representatives  Provincial offices  Jakarta office  STTA Total

118

8 4 9 11 4

Explanation District heads, city mayors, and representatives of education offices Representatives of Education Offices and Provincial Governments

MOEC, MOHA, MORA, Bupati

15 8 3 109


ANNEX 6: Coordination Meetings with GOI Stakeholders during Quarter 11 Date A.

Institution/Person

Agenda and Output

Ministry of Education and Culture

Directorate General of Basic Education October 4, 2014

Hamid Muhammad, Director-General of Basic Education

Agenda: Supporting National Teacher Deployment Policy Dialog Output: 1) Invitations to the National Policy Dialogue were signed by the Director-General of Basic Education. 2) Pak Hamid was the keynote speaker and opened the workshop on teacher deployment. Agenda: USAID PRIORITAS staff attended a seminar at MOEC on the minimum service standards. Agenda: Met with the Director-General to discuss the leveled reader program

December 11, 2014

December 24, 2014

Output: The director-general expressed his support for the program. Directorate of Teachers and Development Personnel October 6, 2014

1. Bp. Drs. Bambang Soesilo, MSi , Head of Junior Secondary School Section

Agenda: National Teacher Deployment Policy Dialogue and Resource Person Output: Pak Bambang agreed to be the moderator at the Dialog.

The Agency of Human Resources Development on Education and Culture and Education Quality Assurance I. Center for Education Quality Assurance (PPMP) 1. Bp. Bastari, Head of PPMP October 21, 2014 2. Bp. Fery Yulmarino, Head of Basic Education, Quality Assurance Section 3. Ibu Anies Muktiani Head of Sub-Section of Basic Education Quality Assurance 1. Ibu Anies Muktiani October 23, 2014 Head of Sub-Section of Basic Education Quality Assurance

October 27, 2014

1. Bp. Fery Yulmarino, 2. Ibu Anies Muktiani 3. Team Teknis

Agenda: Education Innovation Program with RTI Output: LPMP staff were given an explanation of the USAID PRIORITAS program. They were asked to support the effort to improve the quality of basic education. Agenda: Disseminating monitoring and evaluation (M&E) instruments Output: The Ministry will use instruments for M&E designed by USAID PRIORITAS to monitor national standard schools. The project will offer training in the use of the instruments. Agenda: Capacity building for M&E Output: USAID PRIORITAS will offer capacity building training in M&E of schools to a technical team from the PPMP MOEC.


119

Date

Institution/Person

Agenda and Output

November 4–8, 2014

Agenda: Capacity building training in M&E for 33 LPMPs in Pontianak, Kalimantan Barat. Output: USAID PRIORITAS presented an M&E design for schools to 33 LPMPs. PPMP will use adapted M&E instruments in the national standard schools. Agenda: M&E for partner schools

November 24–30, 2014

Output: MOEC was involved in the school M&E in three districts in East Java and one district in West Java (Cimahi). 2. Center for the Improvement of the Education Profession (Pusbangprodik) October 31, 2014 Dian Wahyuni SH,M.Ed, Agenda: Resource person for review module and TOT for Head of Section for Improvement of training needs analysis the Education Profession for Basic Education Output: Staff attended the review of the module for the training needs analysis and became resource persons at the TOT. October 20–23, Agenda: Review Training Needs Analysis Module and training 2014 of trainers in Semarang Output : MOEC sent a resource person and one participant Agenda: Training Needs Analysis workshop in Magelang

November 17–20, 2014 November 20–27, 2014 December 10, 2014

Dian Wahyuni SH, M.Ed., Head of Section for Improvement of Education Profession for Basic Education and Bapak Temu Ismail, Sub-Head of Section

120

Output: MOEC sent one resource person. Agenda : USAID PRIORITAS staff attended a workshop for National Teachers’ Day. Agenda: Requested data on the teacher competency assessment and related matters for project partner schools piloting the 2013 curriculum Plans to make a video on teacher professional development and interview with Pak Syawal Output: Data received as requested. Ministry staff ready to become resource persons in the professional development video. The program will be drawn up.


Date B.

Institution/Person

Agenda and Output

Ministry of Religious Affairs

Directorate-General of Islamic Education 1. Directorate of Madrasah Education Bapak Syafii, Head of Sub-Directorate for Teachers and Development Personnel December 9, 2014

Prof. Dr. Nurkholis Director of Madrasah Education

Agenda: Support for various USAID PRIORITAS governance and management activities Output: Expressed the Directorate’s full support and became resource person at several activities. Agenda: Support for the Teacher Deployment, Training Needs Analysis and Continuous Professional Development activities from MORA Output: MORA will support the seven partner provinces of USAID PRIORITAS in selecting one or two districts to become pilots for the teacher deployment program in Madrasah.

C.

Ministry of Home Affairs

Directorate of Autonomous Region October 6, 2014

October 7, 2014

October 29–30, 2014

Dr. Kurniasih, SH, M.Si., Director of Local Government Affairs II

Prof. Dr. Djoeharmansyah Djohan Director-General for Autonomous Region.

Agenda: Becoming a resource person at the National Teacher Deployment Dialogue workshop Output: The director of local government affairs became a resource person at the workshop. Agenda: Sending a resource person to the National Teacher Deployment Dialogue workshop Nara Sumber Output: The Director of Local Government Affairs was delegated to become a resource person at the workshop. Agenda: USAID PRIORITAS staff attended a workshop on education to prepare for the introduction of the Asian Economic Area in 2015.


121

ANNEX 7: Preliminary Results of Cohort 1 District Monitoring 1R1. Percentage of Teachers Demonstrating Good Practices in Teaching and Assessment

122


IR2. Percentage of Early Grade Teachers Demonstrating Good Practices in Teaching and Assessing Reading

1R3. Percentage of Teachers Supporting the Development of Students’ Reading Skills


123

1R3. Percentage of Teachers Supporting the Development of Students’ Reading Skills, by School Level and Treatment Group

1R5. Percentage of Classrooms in Which Students Demonstrated Positive Learning Behaviors

124


1R5. Percentage of Classrooms in Which Students Demonstrated Positive Learning Behaviors, by School Level

IR6. Percentage of Early Grade Classes in Which Reading Materials Are Regularly Used


125

1R16. Percentage of Schools in Which Principals Met the Criteria for Instructional Leadership, by Treatment Group

2R1. Percentage of Schools That Produce Annual Budget Plans in a Transparent and Participative Manner

126


2R2. Percentage of Schools That Involve Parents in Teaching and Learning and Improving School Environment (Primary Schools Only)

2R3. Percentage of Schools in Which Managers Initiated Activities to Create Reading Culture


127

ANNEX 8: Dissemination Data Occupation of the Dissemination Participants, by Province School Principals

School Supervisors

Aceh North Sumatra Banten West Java Central Java

343 132 558 257

35 45 1

622 1,385 628 1,897 3,705

East Java South Sulawesi D.I. Yogyakarta Grand Total

796 384 4 2,474

261 4 43 389

1,901 2,814 156 13,108

Province

Percentage

128

15.0%

2.4%

Teachers

79.4%

School Committee Members 167 42 48 122 124 503

3.0%

Others

Grand Total

32 3 5 -

622 1,962 763 2,547 4,011

40

3,080 3,326 203 16,514

0.2%

100.0%


Total Number of Dissemination Participants in Quarter 11, by Region and Gender Province Aceh Aceh Total North Sumatra

District Aceh Jaya Binjai Labuhan Batu Medan Serdang Bedagai Sibolga Tanjung Balai Tapanuli Selatan Tapanuli Utara Tebing Tinggi Toba Samosir

North Sumatra Total Banten Kota Cilegon Kota Serang Serang Banten Total West Java Bandung Barat Ciamis Garut Indramayu Karawang Kuningan Subang Sukabumi West Java Total Central Java Banjarnegara Batang Blora Boyolali Demak Grobogan Jepara Karanganyar Kudus Purbalingga Purworejo Semarang Sragen Central Java Total East Java Bangkalan Blitar Bojonegoro

Male

Female

Male & Female

Number of Schools

Number of Participants/ Number of Schools 3.7 3.7 3.2 6.5 18.7 12.1 5.2 3.3 2.6 9.5 1.8 7.2

189 189 17 122 20 133 24 28 23 129 49 110

433 433 79 120 92 195 74 102 130 155 98 262

622 622 96 242 112 328 98 130 153 284 147 372

166 166 30 37 6 27 19 40 59 30 81 52

655 153 11 9 173 203 82 113 405 22 56 113 401 1,395 92 44 194 42 18 284 53 24 215 116 26 202 209

1,307 533 34 23 590 242 85 139 255 3 30 73 325 1,152 185 46 394 43 32 425 124 32 553 148 12 415 83

1,962 686 45 32 763 445 167 252 660 25 86 186 726 2,547 277 90 588 85 50 709 177 56 768 264 38 617 292

381 346 9 1 356 129 32 37 53 6 75 63 158 553 75 28 228 83 2 82 24 2 82 58 2 185 41

5.1 2.0 5.0 32.0 2.1 3.4 5.2 6.8 12.5 4.2 1.1 3.0 4.6 4.6 3.7 3.2 2.6 1.0 25.0 8.6 7.4 28.0 9.4 4.6 19.0 3.3 7.1

1,519 301 63 100

2,492 229 135 109

4,011 530 198 209

892 207 43 203

4.5 2.6 4.6 1.0


129

Province

District Lumajang Mojokerto Pamekasan Pasuruan Sampang Sidoarjo Tuban

East Java Total South Sulawesi

Bantaeng Bone Enrekang Jeneponto Makassar Maros Sidrap Soppeng Tana Toraja

South Sulawesi Total D.I. Yogyakarta Yogyakarta D.I. Yogyakarta Total Grand Total

130

Male

Female

Male & Female

207 79 285 378 91 80 75 1,659 31 9 42 36 48 301 205 126 235

243 123 228 75 51 180 48 1,421 69 26 115 65 193 729 670 192 234

450 202 513 453 142 260 123 3,080 100 35 157 101 241 1,030 875 318 469

45 66 267 431 64 43 46 1,415 14 1 32 16 49 251 209 73 38

Number of Participants/ Number of Schools 10.0 3.1 1.9 1.1 2.2 6.0 2.7 2.2 7.1 35.0 4.9 6.3 4.9 4.1 4.2 4.4 12.3

1,033 95 95 6,718

2,293 108 108 9,796

3,326 203 203 16,514

683 26 26 4,469

4.9 7.8 7.8 3.7

Number of Schools


Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia s Teachers, Administrators, and Students (USAID PRIORITAS)

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