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. 18 July–September 2016

October 2016 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. 18 July–September 2016

Contract AID-497-C-12-00003

Prepared for USAID/Indonesia

Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 Cover Photo: Main photo: Two participants (right and left) at the National Training of Trainers in Mentoring for Facilitators workshop, practicing their mentoring skills and being observed by a project Teacher Training Officer (center). 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).................................... 5 1

PROJECT ROLLOUT, GRANTS, AND PARTNERSHIPS ........................................... 9 1.1 LEVELED READING BOOK PROGRAM ....................................................................................................... 9 1.1.1 Book Storage ....................................................................................................................................................... 9 1.1.2 District Level Planning Workshop.................................................................................................................. 9 1.1.3 Training of Teachers and Principals at Cluster Level ............................................................................ 10 1.1.4 Mentoring of Teachers .................................................................................................................................. 11 1.1.5 Book Distribution ............................................................................................................................................ 11 1.2 PARTNERSHIPS TO SUPPORT READING IMPROVEMENT ........................................................................ 12 1.2.1 US-Indonesia TTI Partnership ...................................................................................................................... 12 1.3 PAPUA AND WEST PAPUA ....................................................................................................................... 12

2

STRENGTHENED INSTRUCTION IN SCHOOLS: TTI DEVELOPMENT ............. 14 2.1 MATERIALS ADAPTATION FOR GOOD PRACTICE SCHOOLS .............................................................. 14 2.2 TTI LAB AND PARTNER SCHOOLS ......................................................................................................... 14 2.2.1 Meeting and Working with Lab and Partner Schools ........................................................................... 14 2.2.2 Mentoring TTI Lab and Partner Schools ................................................................................................... 14 2.3 TEACHER PRACTICUM PROGRAM ........................................................................................................... 16 2.3.1 Developing Improved Teacher Practicums ............................................................................................... 17 2.3.2 Teacher Lab and Partner School Practicum Training ............................................................................ 18 2.4 TTI REVIEW AND PREPARATION MEETING ........................................................................................... 19 2.5 SUPPORT FOR DISSEMINATION IN TTIS ................................................................................................. 20

3 STRENGTHENED INSTRUCTION IN SCHOOLS: WHOLE-SCHOOL DEVELOPMENT ..................................................................................................................... 20 3.1 TRAINING IN MENTORING FOR DISTRICT FACILITATORS ................................................................... 20 3.2 SPECIAL TRAINING FOR SCHOOL PRINCIPALS AND SUPERVISORS ..................................................... 22 3.2.1 Provincial TOT .................................................................................................................................................. 22 3.2.2 District-Level Training .................................................................................................................................... 22 3.3 PROVINCIAL TOT FOR MODULE 3......................................................................................................... 22 3.4 SCHOOL-LEVEL ACTIVITY, COHORT 1 .................................................................................................. 22 3.5 SCHOOL-LEVEL ACTIVITY, COHORT 2 .................................................................................................. 22 3.6 SCHOOL-LEVEL ACTIVITY, COHORT 3 .................................................................................................. 25 3.7 NATIONAL MODEL LITERACY DISTRICT PROGRAM ............................................................................ 27 3.7.1 Model Literacy Districts ................................................................................................................................. 27 3.7.2 List of Madrasah That Have Implemented a “Reading Culture” Program .................................... 27 4

GOVERNANCE, MANAGEMENT, AND LINKAGES ................................................ 28 4.1 TEACHER MANAGEMENT ......................................................................................................................... 28 4.1.1 Implementation of Teacher Deployment (PPG) Policies ....................................................................... 28 4.1.2 Implementation of Continuing Professional Development (CPD) Plans ........................................... 29 4.2 PLANNING FOR ONGOING DISSEMINATION OF GOOD PRACTICE IN SCHOOLS............................ 30 4.2.1 Support for Planning the Dissemination of Good Practice ................................................................... 30 4.2.2 Outcomes .......................................................................................................................................................... 31 4.3 PLANNING FOR DISSEMINATION OF GOOD PRACTICES IN MADRASAH ........................................... 32 4.3.2 MORA Dissemination Planning Stages...................................................................................................... 33 4.4 POLICY STUDIES ......................................................................................................................................... 35 4.4.1 Study of the USAID PRIORITAS Teacher Deployment and Teacher Continuing Professional Development programs ................................................................................................................................................. 35 4.4.2 Teacher Supply and Demand Study .......................................................................................................... 35 4.4.3 A Review of the USAID PRIORITAS TTI Program .................................................................................. 36

USAID PRIORITAS – Quarterly Report No. 18, July–September 2016

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DISSEMINATION OF SCHOOL LEVEL PROGRAMS .............................................. 37

6

TECHNICAL COORDINATION .................................................................................. 39 6.1 COORDINATION WITH THE GOVERNMENT OF INDONESIA (GOI) .................................................. 39

7

COMMUNICATIONS ................................................................................................... 40 7.1 NEWSLETTER ............................................................................................................................................. 40 7.2 PROJECT WEBSITE ..................................................................................................................................... 41 7.3 MEDIA MONITORING ............................................................................................................................... 41 7.4 PROJECT VIDEOS ....................................................................................................................................... 41 7.5 MEDIA BRIEFING ........................................................................................................................................ 42

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GENDER AND INCLUSIVE EDUCATION ................................................................. 43 8.1 GENDER ...................................................................................................................................................... 43 8.2 INCLUSIVE EDUCATION ............................................................................................................................ 43 8.2.1 Kabupaten Banjarnegara.............................................................................................................................. 44 8.2.2 Kabupaten Bantaeng ..................................................................................................................................... 44

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MONITORING AND EVALUATION ........................................................................... 45 9.1 PREPARATION FOR THE FINAL YEARLY MONITORING OF SCHOOLS ................................................ 45 9.2 PREPARATION OF THE REPORT ON TTI ACHIEVEMENTS .................................................................... 46 9.3 COLLECTION OF ROUTINE PROJECT DATA .......................................................................................... 47 9.4 EGRA (EARLY GRADE READING ASSESSMENT) .................................................................................... 47 9.4.1 Grade 1 EGRA ................................................................................................................................................. 47 9.4.2 Grade 3 EGRA ................................................................................................................................................. 47

10 OTHER ACTIVITIES ...................................................................................................... 48 10.1 COP VISIT TO KENYA ...................................................................................................................... 48 10.2 DATA REVOLUTION FOR DEVELOPMENT (DRD) ........................................................................ 48 11 PROJECT MANAGEMENT ........................................................................................... 49 11.1 PROJECT NO-COST EXTENSION .................................................................................................... 49 11.2 NATIONAL PROJECT STAFF MEETING ............................................................................................ 49 11.3 LIMITED FINANCIAL REVIEW ............................................................................................................ 49 11.4 OPERATIONS ..................................................................................................................................... 49 11.4.1 Visits from Home Office Staff ................................................................................................................ 50 12 PLANS FOR QUARTER 19 ........................................................................................... 51 ANNEX 1: PROVINCIAL REPORTS ................................................................................... 52 ANNEX 2: COORDINATION WITH GOI ........................................................................ 102 ANNEX 3: SCHOOL TRAINING CONDUCTED IN QUARTER 18 .............................. 106 ANNEX 4: DISSEMINATION ............................................................................................. 108

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USAID PRIORITAS – Quarterly Report No. 18, July–September, 2016

List of Tables Leveled Reader Training Participants .................................................................................................. 11 Training of Teachers and Principals at Cluster and School Levels ............................................... 11 Book Distribution by Warehouses as of September 30, 2016 ..................................................... 12 Mentoring Program for Lab and Partner Schools, Quarter 18 ..................................................... 15 Teacher Practicum Lab and Partner School Training Workshops for Primary and Junior-Secondary Level, Quarter 18 .................................................................................................. 19 Training of Trainers for the Module for School Principals and Supervisors .............................. 22 Cohort 2 School-Level Training in Module 3 (Primary School—Teaching and Learning) ...... 23 Cohort 2 School-Level Training in Module 3 (Primary School—School-Based Management) ........................................................................................................................................... 23 Cohort 2 School-Level Training in Module 3 (Junior-Secondary School—Teaching and Learning)........................................................................................................................................... 23 Cohort 2 School-Level Training in Module 3 (Junior-Secondary School—School-Based Management) ........................................................................................................................................... 24 Participants in Cohort 2 Whole-School Development Training, by Category ....................... 24 Cohort 3 School-Level Training in Module 3 (Primary School—Teaching and Learning).... 25 Cohort 3 School-Level Training in Module 3 (Primary School—School-Based Management) ........................................................................................................................................... 25 Cohort 3 School-level Training in Module 3 (Junior-Secondary School—School-Based Management) ........................................................................................................................................... 26 Cohort 3 School-Level Training in Module 3 (Junior-Secondary School—Teaching and Learning)........................................................................................................................................... 26 Participants in Cohort 3 Whole-School Development Training, by Category ....................... 26 Outcomes of USAID PRIORITAS Teacher Deployment Program ............................................ 29 Efficiencies in Unit Cost of Training if Delivered in KKG/MGMP .............................................. 29 Schedule for MORA Dissemination Planning .................................................................................. 34 Number of Participants of Dissemination Activities in Quarter 18 by Province.................... 37 Total Number of Participants of Dissemination Activities in 2013–2016 (Quarter 4 to 17), by Province ........................................................................................................... 37 Table Expenditure of Dissemination Activities in Quarter 17 (USD) ....................................... 38 Total Expenditure of Dissemination Activities in 2013–2016 (Quarter 4 to 17 [US $]) ..... 38 Distribution of the National Newsletter, 15th Edition ................................................................. 40 Number of Hits on Project Website in Quarter 10 ..................................................................... 41 Monthly Media Coverage ..................................................................................................................... 41 Enumerators’ Department and Main Occupation .......................................................................... 45 Summary of the Monitoring Results of TTI related Indicators ................................................... 46 Staff – New Hires .................................................................................................................................. 50 Staff – Terminations/Resignations ...................................................................................................... 50 Staff – Total Number ............................................................................................................................ 50 Planned Activities for Quarter 19 ..................................................................................................... 51

List of Figures Figure.1: Participants in Cohort 2 Whole-School Development Training, by Category ......................... 25 Figure.2: Participants in Cohort 3 Whole-School Development Training, by Category ......................... 26 Figure.3: USAID PRIORITAS Partner Districts That Held Local Elections in Late 2015 and Prepared Five-Year Education Development Plans in 2016 .......................................................... 31 Figure.4: Indicative 2017–2021 Budget for Dissemination of Good Practices, by District (in million Indonesian rupiah) ............................................................................................................... 32 Figure.5: Indicative 2017–2021 Budget for 43 Partner Districts, by Program (in million Indonesian rupiah) ............................................................................................................... 32 Figure.6: MORA Strategic Priorities .................................................................................................................... 33


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List of Acronyms, Abbreviations, and Terms ACDP ASEAN BDK BOS COP CPD CSIS DAPODIK DBE DRD EDC EGRA EMIS FKIP FM FSU GB GOI HR IAIN ID IDR IR1 IT Kabupaten Kanwil KKG KKM Kota M&E/ ME Madrasah MGMP MI MIN MOEC MORA MORHE MOU MS MTs NPSN Pendidikan PPG PPG PPL

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Education Sector Analytical & Capacity Development Partnership Association of South East Asian Nations (Brunei Darussalam, Myanmar, Cambodia, Indonesia, Laos, Malaysia, Philippines, Singapore, Thailand, Vietnam) Badan Diklat Keagamaan (MORA training center) Bantuan Operasi Sekolah (Government-allocated School Operational Grants) Chief of Party Continuing Professional Development Centre for Strategic and International Studies Data Pokok Pendidikan, MOEC’s national web-based EMIS Decentralized Basic Education Project Data Revolution for Development Education Development Center Early Grades Reading Assessment Education Management Information System Universitas Syiah Kuala, Aceh frequency modulation (radio) Florida State University Gigabytes Government of Indonesia Human Resources Institut Agama Islam Negeri (State Islamic Institute) indentification Indonesian rupiah Intermediate Result Information Technology District or Regency Kantor Wilayah (Regional Office) Kelompok Kerja Guru (Teacher Working Group-regular primary schools) Kelompok Kerja Madrasah (Madrasah Teacher Working Group) City or Municipality Monitoring and Evaluation Islamic School Local Association of Secondary Teachers (grouped by subject matter) Madrasah Ibtidaiyah Madrasah Ibtidaiyah Negeri (state primary madrasah) Ministry of Education and Culture Ministry of Religious Affairs Ministry for Research, Technology and Higher Education Memorandum of Understanding Microsoft Madrasah Tsanawiyah (Junior-Secondary Islamic School) Nomor Pokok Sekolah Nasional (National school number) Education Penataan & Pemerataan Guru (Equitable Teacher Deployment) Teacher Professional Education Program (one year post-graduate) Petugas Penyuluh Lapangan (Student teacher practicum program)


PRIORITAS RAMS RPJMD RTI SBM SD SDN SK SMP SMPN STTA TBD TOT TPP TTI UIN UM UNESA UNIMED UNM UNNES UNTIRTA UNY UPTD US USAID USD WEI WSD YASUMAT YKW YLAI

Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students Project RTI Assets Management System Rencana Pengembangan Jangka Menengah Daerah (Mid-Term Regional Development Plan) RTI International (trade name for Research Triangle Institute) School-based management Sekolah Dasar (Primary School) Sekolah Dasar Negeri (State Primary School) Surat Kuasa (Official Letter of Authority from Government) Sekolah Menengah Pertama (Junior Secondary School) Sekolah Menengah Pertama Negeri (State Junior-Secondary School) Short-term Technical Assistance To be determined Training of Trainers Teacher professional allowances Teacher Training Institute Universitas Islam Negeri (State Islamic University) Universitas Muhammadiyah Surakarta (State University of Malang) State University of Semarang State University of Medan Universitas Negeri Makassar (State University of Makassar) State University of Semarang Universitas Sultan Ageng Tirtayasa (Sultan Ageng Tirtayasa University) State University of Yogyakarta Sub-district level government office (Unit Pelaksanaan Teknis Daerah) United States United States Agency for International Development United States dollar World Education, Inc. 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 July through September 2016 (quarter 18 of the project).

Key Accomplishments and Activities in Quarter 18 USAID PRIORITAS achieved the following during quarter 18:

Project No-Cost Extension •

A proposal and budget for a no-cost extension to September 2017, with field activities finishing in May 2017, was submitted in July 2016. USAID has indicated that the proposal will be accepted, but formal approval and a contract amendment has not yet been issued.

Leveled Reading Book Program •

All 90 partner districts have now held District Level Planning Workshops for the book program.

•

The percentage of schools having received the training increased from 30% in July 2016 to 83% in September 2016. A total of 37,764 participants from 9,541 schools have now been trained.

•

A total of 10,096 sets of books have now been distributed (83.4% of the number of sets intended for distribution to schools).

Papua Program •

In Wamena, activities conducted by Yayasan Kristen Wamena (Wamena Christian Foundation [YKW]) focused on distribution of the leveled reading books, socialization of the leveled reading book program, and training for teachers from 34 partner schools in using the books.

•

Yayasan Sosial Untuk Masyarakat Terpencil (Social Foundation for Isolated Communities [YASUMAT]) activates also focused on the leveled reading books. Because of adverse travel conditions this quarter, books have been distributed to schools in Yahukimo District in just two clusters: Dekai and Holuwon.

West Papua Program •

Assistance to South Manokwari District continued with strengthening of approaches to monitor and improve teacher attendance, coordination and routine meetings with district facilitators; monitoring and mentoring teachers in using the leveled readers; and monitoring and mentoring of district facilitators for teachers.

Strengthened Instruction in Schools: Teacher Training Institute Development •

Materials, which cover 45 topics across the three key subject areas (literacy, mathematics, and science), were developed for use with Good Practice Schools and will now be used as the


1

content base for Teacher Training Institute (TTI) Module Development for use in the Whole School Development (WSD) program. •

Meetings between TTIs and their lab and partner schools took place in five provinces. The meetings bring together TTI, project, and school staff for the purpose of reviewing training and planning for upcoming training activities.

•

Mentoring for lab and partner schools continued. All provinces are implementing the mentoring program during August through November 2016. The design of the mentoring program was revised to include a more collaborative learning environment and to incorporate a Lesson Study approach.

•

National Training of Teacher Practicums for Primary and Junior Secondary Schools workshops were held in July 2016. At these workshops, lecturers and teachers supervising student-teacher practicums were trained using the materials developed for improved practicums.

•

Provincial training in student-teacher practicums led by facilitators trained at the national training workshops was completed in five provinces.

•

TTI dissemination took place in Central Java and South Sulawesi provinces. These two provinces have been the most active in disseminating programs, driven by supportive management in their respective TTIs.

Strengthened Instruction in Schools: Whole School Development •

Finalization of videos to support mentoring by district facilitators and national training of trainers (TOT) from each province using these materials took place in September 2016. A total of 14 lesson videos have been produced to support the activity.

•

Provincial TOT events were held to prepare facilitators to use the module: Whole-School Development: The role of the Principal and School Supervisor (Modul Pengembangan Sekolah Secara Menyeluruh: Peran Pengawas dan Kepala Sekolah).

•

In Cohort 1 districts, mentoring was provided to teachers to support the implementation of outcomes and learning from the Module 3 training conducted previously.

•

Training at the school level took place in Cohort 2 and 3 districts. The focus was on teachingand-learning components of Module 3. School-level training for teachers in Cohort 3 districts was completed during the quarter.

Governance, Management, and Linkages •

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Following a revision to the work plan for the final period of project intervention, the Governance and Management program has been substantially reduced. All major interventions have been completed. The focus of the program in quarters 18 and 19 is to support the dissemination and sustainability of project interventions and outcomes through the following: −

Providing assistance to districts to integrate plans and policies for ongoing dissemination of good practices, establishing a literacy/reading culture, effective teacher deployment, and continuing professional development into their five-year strategic education sector plans (renstra);

−

Providing assistance to the Ministry of Religious Affairs (MORA) to develop budgeted fiveyear strategic plans (renstra) for ongoing dissemination of good practices at province and district levels; and


−

•

Completing a small number of policy studies and, when opportunities arise, conducting advocacy and policy dialogue at sub-national levels and, in partnership with other donors such as Education Sector Analytical & Capacity Development Partnership (ACDP), at national level.

During quarter 18, the project has provided support and monitoring for the implementation of teacher deployment policies and plans in Cohort 1, 2, and 3 districts; support to integrate plans for continuing professional development and dissemination of good practices into five-year strategic plans—particularly in the 43 districts that have recently conducted local elections and are required to develop plans this year; and support for MORA to develop plans at national, province, and district levels for the ongoing dissemination of good practices in madrasah.

Technical Coordination •

Several key meetings took place that included an informal meeting on August 19, 2016 at the invitation of the Muhammdaiyah organization, with Bapak Muhadjir Effendy, the newly installed Minister for Education and Culture. This meeting provided an opportunity to congratulate the new Minister on his appointment and report briefly on USAID PRIORITAS activities.

•

An important meeting also took place with the Secretariat of the Directorate General for Education. USAID PRIORITAS reported on outcomes of the strategic plans being prepared by districts. Meetings with the Secretariat for the Directorate General of Basic Education and the Ministry of Education and Culture’s (MOEC’s) Research and Development Body (Balitbang) focused on follow-up for the literacy program and leveled readers.

•

A series of consultative meetings with various officials in MORA focused on the Ministry’s efforts to disseminate USAID PRIORITAS good practices to madrasah and the project’s strategy to support their efforts.

•

Coordination continued at provincial and district levels through ongoing technical workshops and routine meetings. This coordination is routine and frequent at all levels of government.

Communications •

The fifteenth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN, was printed and published in quarter 18.

•

The project website promotes project outcomes, such as training modules; videos; newsletters; research studies; good practices; and inspiring stories from teachers, school principals, supervisors, and Regional Education Offices. The number of hits to the website increased from 4,854,351 in quarter 17 to 5,735,741 in quarter 18.

•

A total of 1,362 news items were published in the mass media. The media covered reading programs, continuous professional development, teacher deployment, school-based management, teaching and learning, teacher training institutes, and the reading program.

•

The project communication team produced 21 videos during quarter 18, to support training and advocacy.

Gender and Inclusion •

An instrument to help teachers and principals identify special-needs students has been prepared, together with guidelines for using the instrument; it has been tested in five schools in Banjarnegara (primary school [SD], madrasah ibtidaiyah [MI], and Madrasah Tsanawiyah [MTs]) and revised in accordance with the results.


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•

Inclusive education has been included in the strategic plans and indicative budgets in 21 districts in seven provinces.

Monitoring and Evaluation •

A report on the monitoring of project interventions in TTIs was completed and delivered to USAID.

•

The project monitoring and evaluation team prepared to implement the final round of school monitoring in Cohort 1, 2, and 3 districts. This included training project monitors and government staff in the seven provinces excluding Papua.

•

A baseline Early Grade Reading Assessment (EGRA) was conducted with grade 1 classes in four districts as the start of a program to assess the impact of the leveled reading program. Preparations were also made for endline EGRA to take place in quarter 19 in Cohort 1, 2, and 3 districts.

Dissemination •

During quarter 18, dissemination training activities took place in seven provinces, including training in using leveled reading books for non-partner schools. A total of 37,800 participants from 8,340 schools took part in the training. This was supported by 1.18 million USD of local funding from district, MORA, or school budgets, and 252,321 USD of project funding. Since the start of the project, 171,463 participants from 29,161 schools have taken part in training, benefiting an estimated 6.9 million students. This training has been supported by 6.14 million USD of GOI and school funding and 1.39 million USD of project funding.

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RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY) Program United States Agency for International Development–Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) dimulai pada bulan 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 Juli hingga September 2016 (Triwulan 18 proyek).

Pencapaian Utama pada Triwulan 18 Perpanjangan Proyek tanpa Biaya •

Proposal dan anggaran untuk perpanjangan proyek tanpa biaya hingga September 2017, dengan kegiatan lapangan berakhir pada Mei 2017, telah diserahkan pada Juli 2016. USAID telah mengindikasikan bahwa proposal tersebut akan diterima tapi PRIORITAS belum menerima persetujuan resmi dan amandemen kontrak.

Program buku bacaan berjenjang •

Seluruh 90 kabupaten mitra telah melaksanakan lokakarya perencanaan tingkat kabupaten untuk program buku.

•

Persentase sekolah yang telah menerima pelatihan meningkat dari 30% pada Juli 2016 menjadi 83% pada September 2016. Sebanyak 37.764 peserta dari 9.541 sekolah telah dilatih.

•

Sebanyak 10.096 set buku telah didistribusikan (83.4% dari angka tersebut dimaksudkan untuk distribusi ke sekolah).

Program Papua •

Di Wamena, kegiatan yang dilakukan YKW fokus pada distribusi buku bacaan berjenjang, sosialisasi program buku bacaan berjenjang dan pelatihan guru-guru dari 34 sekolah mitra tentang penggunaan buku.

•

Kegiatan Yasumat juga berfokus pada buku bacaan berjenjang. Karena kondisi perjalanan sulit dilakukan pada triwulan ini, distribusi buku ke sekolah di Yahukimo hanya dilakukan di dua gugus: Dekai dan Holuwon.

Program Papua Barat •

Pendampingan ke Manokwari Selatan berlanjut dengan penguatan pendekatan untuk memonitor dan meningkatkan kehadiran guru, pertemuan koordinasi dan rutin dengan fasilitator daerah, monitor pendampingan guru-guru dalam penggunaan buku bacaan berjenjang, monitor dan pendampingan fasilitator daerah untuk guru.


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Peningkatan Pembelajaran di Sekolah, Pengembangan LPTK •

Materi yang meliputi 45 topik pada tiga area subyek kunci (literasi, matematika dan IPA), dikembangkan untuk penggunaan dengan Sekolah Praktik yang Baik dan akan digunakan sebagai dasar isi untuk Pengembangan Modul LPTK untuk digunakan di program Pengembangan Sekolah Menyeluruh.

•

Pertemuan antara LPTK dan sekolah lab dan mitra dilakukan di lima provinsi. Pertemuanpertemuan tersebut dihadiri staf dari proyek, LPTK, dan sekolah dengan tujuan mereviu pelatihan dan merencanakan kegiatan pelatihan selanjutnya.

•

Pendampingan untuk sekolah lab dan mitra dilanjutkan. Seluruh provinsi melaksanakan program pendampingan antara Agustus dan November 2016. Desain program pendampingan direvisi untuk menyertakan lingkungan pembelajaran yang lebih kolaboratif dan memasukkan pendekatan Lesson Study.

•

Pelatihan nasional dosen pembimbing lapangan (DPL) dan guru pamong untuk meningkatkan kualitas praktik pengalaman lapangan (PPL) mahasiswa LPTK (SD/MI) untuk SD/MI dan SMP/MTs dilakukan di bulan Juli. Pada lokakarya ini dosen dan guru pamong yang mengawasi PPL dilatih dalam penggunaan materi yang dikembangkan untuk praktikum yang lebih baik.

•

Pelatihan tingkat provinsi dalam praktikum guru dipimpin oleh fasilitator yang dilatih di pelatihan tingkat nasional telah diselesaikan di lima provinsi.

•

Diseminasi LPTK dilakukan di Jawa Tengah dan Sulawesi Selatan. Dua provinsi ini telah menjadi provinsi paling aktif dalam diseminasi program, didorong oleh manajemen yang mendukung di masing-masing LPTK.

Peningkatan Pembelajaran di Sekolah, Pengembangan Sekolah Menyeluruh •

Finalisasi video untuk mendukung pendampingan oleh fasilitator daerah dan pelatihan nasional untuk pelatih (ToT) dari setiap provinsi (TOT) menggunakan materi video ini dilakukan di bulan September. Sebanyak 14 video pembelajaran telah diproduksi untuk mendukung aktivitas ini.

•

Pelatihan untuk Pelatih (ToT) tingkat provinsi dilakukan untuk menyiapkan fasilitator untuk menggunakan Modul Pengembangan Sekolah secara Menyeluruh: Peran Pengawas dan Kepala Sekolah.

•

Di Kohor 1 pendampingan kabupaten dilakukan untuk guru untuk mendukung implementasi capaian dan pembelajaran dari pelatihan Modul 3 yang dilakukan sebelumnya.

•

Pelatihan di tingkat sekolah dilakukan di kabupaten Kohor 2 dan 3. Fokus pelatihan pada komponen pembelajaran Modul 3. Pelatihan tingkat sekolah untuk guru di kabupaten Kohor 3 diselesaikan selama triwulan ini.

Tata Kelola, Manajemen dan Keterkaitan •

Melanjutkan revisi rencana kerja untuk periode akhir intervensi proyek, kegiatan program Tata Kelola dan Manajemen telah dikurangi secara substansial. Semua intervensi besar telah diselesaikan. Fokus program di Triwulan 18 dan 19 adalah untuk mendukung diseminasi dan keberlanjutan intervensi proyek dan capaian melalui: o

6

Memberikan dukungan terbatas ke kabupaten untuk mengintegrasikan rencana dan kebijakan diseminasi yang sedang dilakukan terkait praktik yang baik, literasi/budaya baca, penataan dan pemerataan guru dan pengembangan keprofesian berkelanjutan ke dalam rencana strategis pendidikan untuk lima tahun (Renstra),


•

o

Memberikan dukungan terbatas ke Kemenag untuk mengembangkan rencana strategis beranggaran lima tahun (Renstra) terkait diseminasi praktik yang baik di tingkat provinsi dan kabupaten, dan

o

Menyelesaikan sejumlah kecil kajian kebijakan dan, ketika ada kesempatan, melakukan advokasi dan dialog kebijakan pada tingkat sub-nasional dan, menjalin kemitraan dengan donor lain seperti ACDP di tingkat nasional.

Selama Triwulan 18, proyek telah memberikan dukungan terbatas dan monitoring untuk implementasi kebijakan dan rencana penataan dan pemerataan guru di kabupaten-kabupaten Kohor 1, 2 dan 3, dukungan untuk mengintegrasikan rencana pengembangan keprofesian berkelanjutan dan diseminasi praktik yang baik ke dalam rencana strategis lima tahunan – khususnya di 43 kabupaten yang telah melakukan pemilihan kepala daerah dan diharuskan untuk mengembangkan rencana tahun ini, dan dukungan kepada Kemenag untuk mengembangkan rencana di tingkat nasional, provinsi dan kabupaten untuk diseminasi praktik yang baik di madrasah.

Koordinasi Teknis •

Pertemuan-pertemuan kunci diselenggarakan, termasuk pertemuan informal pada tanggal 19 Agustus atas undangan Muhammadiyah dengan Bapak Muhadjir Effendy, Menteri Pendidikan dan Kebudayaan yang baru diangkat. Pertemuan ini membuka kesempatan untuk memberikan selamat pada Mendikbud baru atas pengangkatannya dan melaporkan secara singkat program dan perkembangan USAID PRIORITAS.

•

Pertemuan penting juga dilakukan dengan Sekretariat Direktorat Jenderal Pendidikan. PRIORITAS melaporkan capaian rencana strategis yang sedang disiapkan kabupaten. Pertemuan dengan Sekretariat Direktorat Jenderal Pendidikan Dasar dan Badan Penelitian dan Pengembangan (Balitbang) Kemdikbud berfokus pada tindak lanjut program literasi dan buku bacaan berjenjang.

•

Serangkaian pertemuan konsultatif dengan berbagai pejabat di Kemenag berfokus pada upaya kementerian untuk mendiseminasikan praktik yang baik PRIORITAS ke madrasah, dan strategi proyek untuk mendukung diseminasi.

•

Koordinasi berlanjut pada tingkat provinsi dan kabupaten melalui lokakarya teknis rutin yang terus berlangsung. Koordinasi ini rutin dan sering dilakukan pada seluruh tingkat di pemerintahan. Koordinasi yang intensif ini terlihat pada lampiran laporan ini.

Komunikasi •

Edisi 15 newsletter nasional USAID PRIORITAS, PRIORITAS PENDIDIKAN, dicetak dan diterbitkan pada triwulan ini.

•

Situs proyek mempromosikan capaian proyek seperti modul pelatihan; video; buletin; kajian penelitian; praktik yang baik; kisah menginspirasi dari guru, kepala sekolah, pengawas sekolah dan Dinas Pendidikan Daerah. Jumlah kunjungan (hits) situs meningkat dari 4.854.351 pada Triwulan 17 menjadi 5.735.741 pada Triwulan 18.

•

Sebanyak 1.362 pemberitaan telah diterbitkan di media massa. Media meliput program membaca, pengembangan keprofesian berkelanjutan, penataan dan pemerataan guru, manajemen berbasis sekolah, pembelajaran, dan lembaga pendidikan tenaga kependidikan.

•

Tim komunikasi proyek memproduksi 21 video selama Triwulan 18 untuk mendukung pelatihan dan advokasi.


7

Gender dan Inklusi •

Sebuah instrumen untuk membantu guru dan kepala sekolah mengidentifikasi siswa berkebutuhan khusus telah dipersiapkan bersama dengan panduan untuk penggunaan instrumen, dan telah diujicoba di lima sekolah di Banjarnegara (SD, MI, dan MTs) dan direvisi sesuai dengan hasil.

•

Pendidikan inklusif telah dimasukkan dalam rencana strategis dan anggaran indikatif di 21 kabupaten/kota di tujuh propinsi.

Monitoring dan Evaluasi •

Laporan monitoring intervensi proyek di LPTK telah diselesaikan dan diserahkan kepada USAID.

•

Tim monitoring dan evalusi proyek menyiapkan pelaksanaan monitoring sekolah tahap akhir di kabupaten-kabupaten di Kohor 1, 2 dan 3. Kegiatan ini termasuk pelatihan pengambil data (enumerator) proyek dan staf pemerintah di tujuh provinsi di luar Papua.

•

Sebuah asesmen awal EGRA dilakukan dengan siswa kelas 1 di empat kabupaten untuk menilai dampak program buku bacaan berjenjang. Persiapan juga dilakukan untuk EGRA akhir yang akan dilakukan pada Triwulan 19 di kabupaten-kabupaten Kohor 1, 2 dan 3.

Diseminasi Selama Triwulan 18, kegiatan pelatihan diseminasi dilakukan di tujuh provinsi, termasuk pelatihan dalam pemanfaatan buku bacaan berjenjang untuk sekolah non-mitra proyek. Sebanyak 37.800 peserta dari 8.340 sekolah berpartisipasi dalam pelatihan tersebut. Kegiatan diseminasi ini didukung oleh dana sebesar 1,18 juta USD dari sumber dana kabupaten, Kemenag, atau BOS, dan 252.321 USD dari dana PRIORITAS. Terhitung dari awal proyek, 171.463 peserta dari 29.161 sekolah telah mengikuti pelatihan, memberikan manfaat bagi sekitar 6.9 juta siswa. Pelatihan diseminasi ini didukung oleh 6,14 juta USD dana Pemerintah Indonesia dan BOS dan 1,39 juta USD dari dana proyek.

8


1 PROJECT ROLLOUT, GRANTS, AND PARTNERSHIPS 1.1

Leveled Reading Book Program

Reading is a key skill without which students have very limited access to learning. Improving reading on a global scale is also a high priority of USAID. Activities to improve student skills in reading across the curriculum have been integrated into many aspects of the USAID PRIORITAS program. Among others, the project has worked with MOEC, MORA, provinces, districts and TTIs to: •

Develop a reading culture A teacher at MIN West Medan, North Sumatra, teaching shared reading with a big book. program in project partner districts and schools and provide reading books in partner schools to encourage the program

•

Adapt and develop kits of leveled reading books, working with Yayasan Literasi Anak Indonesia (Indonesian Children’s Literacy Foundation [YLAI]), for the early grade classes

•

Develop training materials to support the use of the leveled readers

•

Provide approximately 13,000 kits to project partner and non-partner schools along with training for teachers and school principals in their use.

Activities this quarter focused on continuing book distribution and conducting training for teachers, principals, and school supervisors. 1.1.1

Book Storage

When the USAID-procured leveled readers arrived in Indonesia, the distribution of the books to the four warehouses outside Jakarta (located in Semarang, Surabaya, Medan, and Makassar) was based on the numbers planned to be distributed to schools in each province. A reserve of books was retained in Jakarta to meet unforeseen needs. These additional books are being used to meet specific needs, including: (1) to be used for the school principal and teacher training (94 sets); (2) to be given to the schools of early grade District Facilitators (118 sets), (3) to be provided for monitoring and evaluation comparison schools, who have not otherwise received the books (39 sets); and (4) to be delivered to EGRA grade 1 control schools after the EGRA has been completed (24 sets). Additional books are being sent from the warehouse in Jakarta to the four warehouses to cover these needs. So far, the extra books have been sent to the Semarang and Surabaya warehouses. The extra books will be sent to the warehouses in Medan and Makassar in October 2016. 1.1.2

District Level Planning Workshop

District Planning Workshops were completed in July 2016. Among the outcomes of the district workshops, some local governments promised to support the book program with cost sharing from


9

the district budget to fund teacher training. Based on the observations of field staff, these district governments are meeting their commitments and have allocated 300 million IDR of 2016 budget funds to fund teacher training in using the leveled reading books. Most of the other district governments have instructed schools to use Bantuan Operasi Sekolah (government-allocated school operational grants [BOS]) to finance the training.

Teachers in Makassar, South Sulawesi, at school level training, practicing the teaching of shared reading using a leveled reading book.

1.1.3

Training of Teachers and Principals at Cluster Level

During quarter 18, teacher training in using the leveled reading books was conducted in most districts in the partner provinces. The percentage of targeted schools that have received the training and the books has increased from 30% in July 2016 to 83% in September 2016. A total of 37,784 participants from 9,490 schools (see Tables 1 and 2 below) have received the training. The categorization of participants is as follows: teachers 77%, school principals 22%, and school supervisors 1%. Of these, 74% of participants are female. Training for teachers in 16 schools in West Papua Province has also been completed. The 112 participants (80% female) consisted of early-grade teachers, principals, and supervisors, with training being held in South Manokwari. Training in Papua has been conducted by YKW for 30 out of 34 partner schools. A total of 78 participants (40% female) participated in the training. Meanwhile, in Yahukimo District, some books have been distributed, but training for the 63 schools managed by YASUMAT in Yahukimo has not yet been implemented because of bad weather and lack of aircraft availability for flights to school locations.

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Leveled Reader Training Participants Teachers M F

PARTICIPANTS Principals Supervisors M F M F

Aceh

159

1,590

238

260

53

North Sumatra

499

4,439

388

819

Banten

221

1,569

158

184

West Java

516

3,218

948

Central Java

1,366

4,856

East Java

1,337

M

TOTAL F

All

24

450

1,874

2,324

92

64

979

5,322

6,301

27

16

406

1,769

2,175

334

34

36

1,498

3,588

5,086

1,170

737

78

42

2,614

5,635

8,249

5,610

1,235

766

60

18

2,632

6,394

9,026

333

3,088

547

449

15

1

895

3,538

4,413

Papua

35

25

12

6

-

-

47

31

78

West Papua

12

82

9

7

1

1

22

90

112

4,478

24,477

4,705

3,562

360

202

28,241

37,784

PROVINCE

South Sulawesi

TOTAL

9,543

Training of Teachers and Principals at Cluster and School Levels CLUSTER

PROVINCE

Targeted

%

Completed

SCHOOLS Targeted

%

Completed

Aceh

105

76

72%

721

550

76%

North Sumatra

236

206

87%

1,710

1,418

83%

Banten

146

117

80%

910

727

80%

West Java

254

206

81%

1,930

1,531

79%

Central Java

250

249

100%

2,104

2,059

98%

East Java

366

315

86%

2,492

2,131

86%

South Sulawesi

208

159

76%

1,314

1,013

77%

16

0

0%

97

45

46%

3

4

133%

16

16

100%

1,584

1,332

84%

11,294

9,490

84%

Papua West Papua TOTAL

1.1.4

Mentoring of Teachers

Project teams in most provinces are starting or preparing to implement teacher mentoring as a follow-up to the training. South Sulawesi began the mentoring program in August 2016. So far, 1,530 teachers (35%) have received mentoring visits to support them in using the leveled readers in 17 school clusters in South Sulawesi. In Aceh, the mentoring began in early September. Mentoring of teachers in Aceh has been conducted in three of the 105 target school clusters (3%), involving 107 early grade teachers, school principals, and school supervisors. 1.1.5

Book Distribution

By the end of September 2016, 10,096 sets of books (83.4% of total books) had been distributed. There was a large increase in book distribution in East Java, increasing from 1% distributed by June 30 to 82.64 % distributed by the end of September 2016. Table 3 shows details of distributions from the five warehouses. The Jakarta warehouse includes reserve stock for the other warehouses.


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Book Distribution by Warehouses as of September 30, 2016

Warehouse

Province

Inbound (# of book sets)

Banten Jakarta

West Java

3,717

1,645

Semarang

Central Java

2,148

Surabaya

East Java

2,535

Aceh North Sumatra

Makassar

South Sulawesi Papua and West Papua

Balance

Percentage distributed

1,241

66.61%

2,130

18

99.16%

2,095

440

82.64%

182

92.42%

123

89.00%

97

Papua

Medan

Distribution by September 30, 2016 734

2,400

620 1,598 1,157

1,300

20

TOTAL 12,100 10,096 2,004 Remarks: There are differences between number and percentage of schools that have received training and the schools that have received books. This difference is because the books were delivered to the school clusters before the teacher training was implemented.

1.2 1.2.1

Partnerships to Support Reading Improvement US-Indonesia TTI Partnership

The partnership between Florida State University (FSU) and the State University of Semarang (UNNES) continued in quarter 18. Preparation for monitoring and evaluation of using the preservice modules in teaching reading was led by Dr. Allison Born from FSU and took place in Semarang on September 13–15. Monitoring will be implemented during quarter 19 in UNNES. Preparations are also underway for the rollout of the pre-service reading modules to the other 16 partner TTIs, which will take place over five days in Yogyakarta from October 21 to 25, 2016.

1.3

Papua and West Papua

During quarter 18, a coordination meeting in South Manokwari, West Papua, brought together stakeholders that included the Bupati, Head of Bappeda, the drafting team of the South Manokwari strategic plan (RPJMD), Head of the Education Office, Secretary of the Education Office, school supervisors, and TTI managers. The meeting focused on including the implementation and dissemination of USAID PRIORITAS programs in the district’s five-year strategic plan (Renstra), an update on the

12

Students at a remote school in Yahukimo taking part in shared reading with a leveled reading book.


drafting/planning process, monitoring of teacher attendance, and an update on progress with USAID PRIORITAS program delivery. Assistance to the district continued with strengthening of approaches to monitor and improve teacher attendance, coordination and routine meetings with district facilitators, monitoring and mentoring teachers in using the leveled readers, and monitoring and mentoring of district facilitators for teachers. In Jayawijaya District in Papua Province, activities conducted by YKW focused on introducing the leveled reading program, distributing the leveled readers, and providing socialization and training in using the leveled readers for teachers from 34 partner schools. YASUMAT activities in Yahukimo District in Papua Province also focused on the leveled readers. Due to adverse conditions this quarter, books have been distributed to schools in just two clusters: Dekai and Holuwon. The main problem causing delays in distribution to other clusters has been bad weather, which has led the local airfreight service to prioritize food delivery and passenger transport. These activities are described in more detail in the provincial report section in Annex 1.


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2 STRENGTHENED INSTRUCTION IN SCHOOLS: TTI DEVELOPMENT USAID PRIORITAS is working to improve the quality of instruction in schools by developing more effective in- and pre-service training programs for teachers and is working to support teacher training providers, specifically TTIs and the District Education Offices, to implement these programs.

2.1

Materials Adaptation for Good Practice Schools

Following the development of materials for the second workshop for Good Practice Schools, USAID requested that no further workshops be carried out with these schools as part of cost-saving measures to fund the project’s no-cost extension. The materials, which cover 45 topics across the three key subject areas, will instead be used as the content base for the newly added national workshop for TTI Module Development. USAID has requested a focus on module design and development to provide effective models that TTIs can continue to use after project closeout. The workshops will be held in quarter 19 and train participants in good practices in designing modules and training, using selected content from the materials developed for Good Practice Schools.

2.2 2.2.1

TTI Lab and Partner Schools Meeting and Working with Lab and Partner Schools

During quarter 18, meetings were held in five provinces between TTIs and their laboratory (lab) and partner schools. A meeting was held in Aceh on July 30, in Banten on July 29, and in Central Java with State University of Yogyakarta (UNY) partner schools on July 29. UNNES and State Islamic University (UIN) Walisongo met with their partner schools on August 9. In East Java, a meeting was held with Surabaya TTI partner schools on July 28 and with State University of Malang (UM) partner schools on July 30. In South Sulawesi, a meeting was held with TTI partner schools on July 28. The meetings provide the opportunity to bring together TTI, project, and school staff to review training and plan for upcoming training activities. Meetings during quarter 18 were focused on updates and follow-up related to the Module 3 A lecturer of Sultan Ageng Tirtayasa University (UNTIRTA) providing mentoring on learning English in training implementation SMPN 7 Serang, Banten. and more detailed preparation for upcoming mentoring activities. 2.2.2

Mentoring TTI Lab and Partner Schools

USAID PRIORITAS is encouraging and supporting partner TTI facilitators with assistance from project staff to provide ongoing mentoring and development of teachers and school management

14


staff in the TTI Lab and Partner School program. The program is developed by the TTI partners, their lab schools, and project staff according to their capacity and needs. The activities are connected to and support the work done during training and meetings with the partner schools. Following a review of the mentoring program in Year 4, it was agreed that revision was needed in the design and implementation of the program to increase quality and effectiveness. Previously, individual lecturers visited schools and individual classrooms a number of times during each quarter, to observe and give feedback to teachers in the lab and partner schools. It was noted that some visits were merely staffroom meetings, without any real focus on observation and feedback. Others were of a more supervisory nature, rather than mentoring and supporting improved teaching and learning. The design of the mentoring program was revised to include a more collaborative learning environment and to incorporate a Lesson Study approach. This revision was made to provide more focus for the mentoring visits and to promote the more sustainable notion of communities of learners. The mentoring program now consists of a cycle of four visits over the period of a month to six weeks. Teachers from the lab schools meet together with lecturers in small subject groups to plan a lesson together. The second meeting allows discussion and refining of the lesson prior to teaching it, with the input of colleagues to provide ideas and feedback. The third session of the cycle sees teachers trying out their lessons in their own classrooms, being observed either by a facilitator or another member of the teaching staff. The fourth meeting brings the teachers back together to discuss their lesson, share the lesson products, reflect on their own performance, and hear feedback from the observers and the group. The cycle is known as Plan-Plan-Do-See. This model is sustainable and one that could easily be implemented during the Teacher Working Group Meetings (KKG/MGMP) that are held regularly in schools and clusters. All provinces will implement the mentoring program between August and November 2016. As each TTI partner will have four meetings in the cycle, the project will facilitate 128 meetings for partnerprimary and junior-secondary lab and partner schools. The schedule for quarter 18 is noted in Table 4 below. Mentoring Program for Lab and Partner Schools, Quarter 18 Province

Schedule

Aceh

September 21–23, 2016

North Sumatra

September 28–30, 2016 September 28–30, 2016 September 20–22, 2016 September 27–29, 2016

Banten

West Java Central Java

September 3, 2016 September 3, 2016 September 22–24, 2016 September 22–24, 2016 September 5–10, 2016 September 5–10, 2016 September 19–21, 2016 September 19–21, 2016 TBD August 20, 2016 August 27, 2016 September 10, 2106

TTI FKIP Unsyiah (#1) UIN Al-Raniry (#1) FKIP Unsyiah (#2) UIN Al-Raniry (#2) UNIMED (#1) UIN- SU (#1) UNIMED (#2) UIN- SU (#2) UNTIRTA(#1) IAIN SMH (#1) UNTIRTA (#2) IAIN SMH (#2) IAIN SMH (#1) UNTIRTA(#1) IAIN SMH (#2) UNTIRTA (#2) TBD UNNES (#1) UNNES (#2) UIN Walisongo (#1)


School Level Primary

Primary

Primary

Junior Secondary

Primary

15

Province

East Java

South Sulawesi

Schedule September 24, 2016 September 16, 2016 September 23, 2016 September 3, 2016 September 17, 2016 August 22, 2016 September 16, 2016 September 17–30, 2016 September 19–30, 2016 August 23, 2016 September 9, 2016 August 20, 2016 September 3, 2016 September 8–23, 2016 September 8–23, 2016 August 27, 2016 September 17, 2016 September 18–30, 2016 August 26, 2016 September 23, 2016 August 27, 2016 September 17, 2016 August 27, 2016 September 17, 2016 September 11–30 August 26, 2016 September 23, 2016 September 3, 2016 September 17, 2016 August 27, 2016 September 17, 2016 September 26–29, 2016 September 3, 2016 September 17, 2016 September 26–28, 2016 September 10, 17, 24, 2016

TTI UIN Walisongo (#2) UNY (#1) UNY (#2) UNNES (#1) UNNES (#2) UIN Walisongo (#1) UIN Walisongo (#2) UNY (#3) UIN Walisongo (#3) UNY (#1) UNY (#2) UNESA (#1) UNESA (#2) UNESA (#3) UNESA (#4) UM (#1) UM (#2) UM (#3) UINSA (#1) UINSA (#2) UNESA(#1) UNESA (#2) UM (#1) UM (#2) UM (#3) UINSA (#1) UNISA (#2) UNM (#1) UNM (#2) UIN Alauddin (#1) UIN Alauddin (#2) UIN Alauddin (#3) UNM (#1) UNM (#2) UNM (#3) UNM & UIN (#1)

School Level

Junior Secondary

Primary

Junior Secondary

Primary

Junior Secondary

Note: #1, #2, #3 = first, second, and third rounds of mentoring.

2.3

Teacher Practicum Program

USAID PRIORITAS is working with partner TTIs to improve the quality and effectiveness of teacher practicum programs. TTIs currently offer practice teaching programs as part of the pre-service component (Praktik Pengalaman Lapangan [PPL] one-semester program) and the one-year post graduate Pendidikan Profesi Guru (PPG) program, consisting of university workshops and practical teaching in schools. At present, some TTIs offer the PPG program and some offer the shorter undergraduate PPL program only. In the next three years, all TTIs will be required to offer PPG programs in an effort to improve the preparation of new teachers for the classroom. The PPG program consists of two parts: (1) a workshop lecture program in the first semester and (2) a school placement for the second semester. The project is assisting the Ministry for Research, Technology, and Higher Education (MORHE) to review current practices and programs offered by partner TTIs and to agree on a program for improving teacher practicums.

16


2.3.1

Developing Improved Teacher Practicums

USAID PRIORITAS is working with heads of practicum departments from partner TTIs, GOI representatives from the MORHE Higher Education Directorate, lecturers, teachers supervising practicum students, consultants, and project staff to develop materials that will improve the effectiveness of the one-semester school experience program for Simulation of a conference between a supervising lecturer, supervising teacher, and student teacher about the progress during a teacher practicum (during the National Training on Teacher student teachers. Materials for Practicums for Primary Schools). the one-semester PPG Workshop program that precedes the practice teaching semester were completed and socialized in the past quarter. The activities associated with the second part of the practicum program, materials for improved teacher practicum, continue this quarter. National training on Teacher Practicums for Primary and Junior Secondary School workshops were held this quarter—on July 20–22 for primary school and on July 24–26 for junior secondary schools in Yogyakarta. The objective of these workshops was to train lecturers and teachers who supervise PPL practicums in how to use the materials developed for improved practicums. Participants for the primary school workshop included 44 lecturers from TTI partners—five primary school level TTI lecturers per province, except for Central Java and East Java, where seven primary level TTI lecturers per province were represented, as well as seven primary school supervising teachers (one per province). A group of 24 student teachers also took part in the workshop. A similar number of participants attended the juniorsecondary school workshop.

Group discussion among participants during the National Training on Teacher Practicums.

During each three-day workshop, primary and junior-secondary supervising lecturers and supervising teachers were trained in the eight units that comprise the Improved Teacher Practicum materials, as noted below:


17

Day 1: •

Reflective Journal

•

Conference

•

School and Classroom Observation

Day 2: •

Guided Teaching

•

Independent Teaching

•

Assessment and Evaluation

•

Preparation of Real Teaching

Day 3: •

Real Teaching

•

Real Practice of a Conference

•

Follow-up Plan.

With a presentation, participants share the results of group discussions during the National Training on Teacher Practicums for Junior-Secondary Schools.

Participants indicated that they were very impressed with the training. They said that the materials met their needs, especially the units on conference-guided teaching and independent teaching. School and classroom observation is not something new for them, but they noted that the methods of support provided by lecturers to student teachers and the detailed information and steps of observation were new and very useful. Team teaching undertaken by participants with student teachers in real classrooms also provided a new experience for the participants. They could learn from each other about lesson plans and real teaching experience that were used for practicing conferencing amongst the teams. Since participants felt that the materials were very useful, they expressed a strong commitment to implementing them in the regular PPL and in the PPL component of PPG. UNM Makassar and UNY Yogyakarta have already conducted dissemination training of the materials to other supervising lecturers, who had not participated in the original training. Following this activity, provincial workshops will introduce the materials to lecturers, supervising teachers, and students and will provide the opportunity for collaboration and practice using the materials in the classroom setting of the partner schools. 2.3.2

Teacher Lab and Partner School Practicum Training Provincial training led by facilitators trained at the national workshop started this project quarter. The aim of these workshops, for both primary and junior secondary schools, is to bring the materials closer to the target audience in the province, with the lecturers, supervising teachers, and students carrying out practicums in partner TTIs.

A mathematics lecturer at UIN Alauddin Makassar, working with students while mentoring in a TTI partner madrasah in Makassar.

18

Participants of this practicum training included 10 supervising lecturers, 10 supervising teachers, and 10 student teachers


per TTI partner. They are being trained using the same units used during the National Training of Teacher Practicum. At the province level, a stronger sense of collaboration is promoted through the activities that continue to reinforce the importance of a connected team effort. A key feature of this training is the attendance of student teachers, who work with lecturers and supervising teachers to A student teacher at UNY, simulating a teaching practice in the Training on Teacher Practicums for UNY partner schools. prepare a lesson for practical teaching. During the practice teaching day, all team members work together in their respective roles: as observers, teachers, and mentors. This concept is new to partner TTIs that currently do not bring together all those involved during the preparation for and implementation of the practicum program. The concept of conferencing has been a popular inclusion in the practicum materials, with positive comments received from all the participants. Three-way discussions between student teachers, supervising teachers, and lecturers has improved communications and understanding, and lecturers have developed an understanding of their role as more than just an evaluator in the process of teacher training. This training took place in five provinces during quarter 18, as shown in Table 5, and will be completed in all the provinces during quarter 19. Teacher Practicum Lab and Partner School Training Workshops for Primary and Junior-Secondary Level, Quarter 18 Province Aceh North Sumatra West Java Central Java South Sulawesi

2.4

Schedule Aug 30–September 1, 2016 September 6–8, 2016 August 29–31, 2016 September 15–17, 2016 September 20–22, 2016 September 27–29, 2016 August 25–27, 2016 (UNY) August 25–27, 2016 (UNY) September 20–22, 2016 September 6–8, 2016

School level Primary Junior Secondary Primary Junior Secondary Primary Junior Secondary Primary Junior Secondary Primary Junior Secondary

TTI Review and Preparation Meeting

The TTI review and preparation meetings provide the project staff with the opportunity to meet with TTI facilitators to review completed activities and prepare for upcoming activities. All provinces held meetings during this quarter. Please see provincial reports in Annex 1 for details.


19

2.5

Support for Dissemination in TTIs

USAID PRIORITAS facilitates the dissemination of project activities and modules using a cost-share arrangement and based on requests from non-partner TTIs. The project also assists requests to train additional teachers and lecturers to increase the numbers trained in a partner school or partner TTI department, thereby strengthening capacity and quality. The project provides facilitators and materials as a response to these requests. The requesting institution meets all other costs associated with the training. During this quarter, dissemination occurred in Central Java and South Sulawesi provinces. These two provinces have been the most active in disseminating programs, driven by supportive management in their respective TTIs. On August 30–September 1, dissemination within UNY shared programs more widely within their institution, and in South Sulawesi, UIN Alaudddin and UNM Makassar carried out dissemination of practicum materials to additional departments in their universities.

3 STRENGTHENED INSTRUCTION IN SCHOOLS: WHOLESCHOOL DEVELOPMENT To support the improvement of in-service teacher training, USAID PRIORITAS works with TTIs, districts, and district facilitators drawn from the ranks of teachers, principals, and supervisors, to develop their capacity to deliver training to teachers, initially in clusters of project partner schools. The focus is on cluster-based training (teacher working groups, known as KKG and MGMP) and whole-school development. Activities include module development, training of trainers (TOT) at the national and provincial level, school-level training delivered to clusters of schools, and in-school mentoring (known in Bahasa Indonesia as “pendampingan”) to support schools and teachers in implementing the results of the class-based training.

3.1

Training in Mentoring for District Facilitators

The project has prepared training videos to increase the mentoring skills of the district and TTI training facilitators, on whom the program relies for its sustainability and further development at district level. The training focuses on classroom observation. There are eight videos for primary schools and six videos for junior secondary schools. TOT participants in the Mentoring Training for District Facilitators, simulating the mentoring of Finalization of the materials teachers before the school visits. and national training of trainers (TOT) occurred in Yogyakarta for three days each for primary schools (September 19–21) and junior secondary schools (September 22–24). The participants included two selected facilitators for each level (primary and junior secondary) from each of the seven project provinces outside Papua and a project Teacher Training Officer from each province. During the training, the

20


participants in the training watched videos of lessons and identified and discussed good practices, as well as those practices that need improving in various teaching areas, including the following areas: •

Lesson introductions

•

Classroom management

•

Questioning and task assignment

•

Students’ written work.

TOT participants in the Mentoring Training for District Facilitators, practicing mentoring teachers in the schools they visited.

The participants then observed real teaching in a TTI partner school in Yogyakarta, to practice in a real situation observing good practices and practices that needed improving, and discussing how to address any issues they find. The training was very positively received by the participants, who were better able to identify good practices and areas for improvement in the videos, where lessons had been compressed and focused, rather than in the classroom, where one can become more easily distracted by unimportant details. The module will be rolled out in each province by the facilitators and staff training at the national level to a small number of facilitators from each district and TTI. These facilitators will subsequently roll out the module to the remaining facilitators in their districts and TTIs.


21

3.2 3.2.1

Special Training for School Principals and Supervisors Provincial TOT

Principals and supervisors of the 13 partner districts in South Sulawesi being trained in effective school supervision in Makassar.

Provincial TOT events were held this quarter to prepare facilitators to use the newly-developed module: “Whole-School Development: The Role of the Principal and School Supervisor” (Modul Pengembangan Sekolah Secara Menyeluruh: Peran Pengawas dan Kepala Sekolah). The TOTs were conducted this quarter in Aceh, North Sumatra, Banten, West Java, Central Java and South Sulawesi (see Table 6). The event is also planned for East Java in October.

Training of Trainers for the Module for School Principals and Supervisors

3.2.2

Province

Schedule

Location

Aceh and North Sumatra Central Java Banten and West Java South Sulawesi East Java

July 16–18, 2016 July 26–28, 2016 August 14–16, 2016 August 28–30, 2016 October 8–9, 2016 (tentative planned)

Medan Yogyakarta Tasikmalaya Pare-pare -

District-Level Training

Training at district level has already been conducted in Aceh Barat Daya District on September 6–7, 2016. Other districts are expected to conduct the training during quarter 19.

3.3

Provincial TOT for Module 3

TOT for Cohort 2 and 3 facilitators in Module 3 (primary and junior-secondary levels) took place in East Java on July 26–30, 2016. A total of 58 participants attended the training from six districts.

3.4

School-Level Activity, Cohort 1

In Cohort 1 districts, mentoring was provided to teachers to support the implementation of outcomes and learning from the Module 3 training previously conducted.

3.5


Training at primary school level in Module 3 took place this quarter in Cohort 2 districts in five provinces as noted in Tables 7 and 8.

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Cohort 2 School-Level Training in Module 3 (Primary School—Teaching and Learning) Province Aceh

District Aceh Barat Daya Pidie Jaya Aceh Tamiang Aceh Utara

Banten

Tangerang Tangerang Selatan Cirebon Tasikmalaya Bekasi Ngawi Pare-pare Takalar Tana Toraja

West Java

East Java South Sulawesi

Schedule Early Grades: August 13–15, 2016 Upper Grades: August 18–20, 2016 Early Grades: September 6–8, 2016 Upper Grades: September 20–22, 2016 Early Grades: September 6–8, 2016 Upper Grades: September 20–22, 2016 Early Grades: September 29– Oct 1, 2016 Upper Grades: October 2–4, 2016 Early Grades: July 28–30, 2016 Upper Grades: August 8–10, 2016 Upper Grades: August 1–3, 2016 Upper Grades: July 20–22, 2016 Upper Grades: July 19–21, 2016 Upper Grades: July 27–29, 2016 Upper Grades: August 11–13, 2016 Upper Grades: July 22–27, 2016 Upper Grades: July 18–20, 2016 Early Grades: July 19–21, 2016

Cohort 2 School-Level Training in Module 3 (Primary School—School-Based Management) Province Aceh Banten

District Aceh Barat Daya Tangerang Selatan Kab. Tangerang Cirebon Kuningan Bekasi Tasikmalaya Lumajang Takalar Bone Toraja Pare-pare

West Java


Schedule August 31–Sept 3, 2016 (2 rounds) August 26–27, 2016 September 5–6, 2016 August 12–13, 2016 August 26–27, 2016 August 25–26, 2016 August 29–Sept 3, 2016 (2 rounds) September 5–6, 2016 August 25–26, 2016 August 25–26, 2016 September 2–6, 2016 (2 rounds) September 7–8, 2016

Only one Cohort 2 district has yet to complete the training in Module 3, namely Aceh Utara, which plans to complete the training on October 2–4. Following the school training, districts are now undertaking mentoring for teachers in Module 3, as a follow-up to the training. Training in Module 3 for junior-secondary schools took place as noted in Tables 9 and 10 below. Cohort 2 School-Level Training in Module 3 (Junior-Secondary School— Teaching and Learning) Province Aceh North Sumatra Banten West Java

Central Java East Java

District Tangerang Selatan Kab. Tangerang Kuningan Tasikmalaya Cirebon Lumajang

Schedule (already completed) (already completed) July 28–30, 2016 August 23–27, 2016 July 18–20, 2016 (Round 2) July 26–28, 2016 July 28–30, 2016 (already completed) July 20–30, 2016


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Province

District Ngawi Bone Takalar Pare-pare Tana Toraja

South Sulawesi

Schedule August 10–15, 2016 (Round 2) July 20–22, 2016 July 27–29, 2016 July 30–August 1, 2016 September 7–9, 2016

Cohort 2 School-Level Training in Module 3 (Junior-Secondary School— School-Based Management) Province Banten West Java

South Sulawesi

District Tangerang Selatan Kab Tangerang Cirebon Kuningan Bekasi Tasikmalaya Pare-pare Bone Takalar

Schedule September 2–3, 2016 September 7–8, 2016 August 19–20, 2016 August 20–23, 2016 August 29–30, 2016 August 31–September 1, 2016 September 5–6, 2016 August 23–24, 2016 August 23–24, 2016

Table 11 and Figure 1 show that 3,782 participants took part in the Cohort 2 school-level teaching and learning and school-based management training and that the majority of participants, 2,562 (over 70%), were teachers. Details of the number of participants by district are noted in Annex 3. Participants in Cohort 2 Whole-School Development Training, by Category Total School Principals Teachers

2,562

School Committees

515

School Supervisors

171

District Education Staff

37

MORA Staff

11

Other District Staff

6

Press

5

Others

9

Grand Total

24

466

3,782


Figure.1: Participants in Cohort 2 Whole-School Development Training, by Category

3.6


Activities in Cohort 3 schools during quarter 18 took place as shown in Tables 12 to 15. Cohort 3 School-Level Training in Module 3 (Primary School—Teaching and Learning) Province East Java

District Jombang Lamongan

Schedule September 7–8, 2016 August 24–25, 2016

Cohort 3 School-Level Training in Module 3 (Primary School—School-Based Management) Province East Java

District Kota Batu Lamongan Jombang Banyuwangi

Schedule Early Grades: July 20–22, 2016 Upper Grades: July 23–25, 2016 Upper Grades: August 10–12, 2016 Upper Grades: July 19–21, 2016 Upper Grades: August 9–11, 2016


25

Cohort 3 School-level Training in Module 3 (Junior-Secondary School— School-Based Management) Province East Java

District Lamongan

Schedule August 14–16, 2016

Cohort 3 School-Level Training in Module 3 (Junior-Secondary School— Teaching and Learning) Province East Java

District Lamongan Jombang Kota Batu Banyuwangi

Schedule July 23–25, 2016 (2 parallel groups) August 20–25, 2016 (2 rounds) September 5–7, 2016 September 8–10, 2016

Table 16 and Figure 2 show that 1,341 participants took part in the Cohort 3 school-level teaching and learning and school-based management training and that the majority of participants, 917 (over 68%), were teachers. Details of the number of participants by district are set out in Annex 3. Participants in Cohort 3 Whole-School Development Training, by Category Total School Principals

165

Teachers

917

School Committees

190

School Supervisors

51

District Education Staff

11

MORA Staff

1

Other District Staff

6

Grand Total

1,341

Figure.2: Participants in Cohort 3 Whole-School Development Training, by Category

26


Training activities in Cohort 3 districts are now complete. The training is now being followed up with in-school mentoring.

3.7

National Model Literacy District Program

In the context of the National Regulation on Character Development (Permendikbud 23/2015), the Director General of Basic Education announced that by the end of 2016, all schools must implement a program of daily silent reading for 15 minutes before commencing the formal learning process. The Directorate General has also nominated a number of districts and provinces to be Students, teachers, and parents in Demak District, Central Java, reading a book together at the declared “model literacy launch of Demak as a model literacy district. regions.” The hope is that these model regions can support other districts and provinces to learn about successful implementation of the regulation. MOEC’s plan to implement the model literacy program has been implemented as described below. 3.7.1

Model Literacy Districts

MOEC has now designated 19 districts as model literacy districts (Kabupaten Model Literasi). Responding to a request from the Director General of Basic Education, USAID PRIORITAS recommended 20 districts from which the 19 districts were selected by MOEC as models. The Director General was particularly impressed with (1) partner schools that have implemented a reading culture program, (2) regulations promulgated by the districts to support the development of a reading culture, (3) budget allocations to support implementation, and (4) the formation of teams to implement a literacy movement program in the districts. On September 9, USAID PRIORITAS was invited to discuss the official certification of model literacy districts during a workshop with the Director General of Basic Education and the School Literacy Movement Team (Tim Gerakan Literasi Sekolah). The programs in each district were discussed during the workshop, along with MOEC’s process of certifying these districts as “model literacy districts” and MOEC’s plan to support the model districts. 3.7.2

List of Madrasah That Have Implemented a “Reading Culture” Program

USAID PRIORITAS has prepared a list of madrasah (MI and MTs) from each district that have implemented a “reading culture” program. The information has been provided to MORA for followup.


27

4 GOVERNANCE, MANAGEMENT, AND LINKAGES Following a revision to the work plan for the final period of project intervention, the Governance and Management program has been substantially reduced. All major interventions have been completed. The focus of the program in quarters 18 and 19 is to support the dissemination and sustainability of project interventions and outcomes by: •

Providing low-level assistance to districts to integrate plans and policies A service provider trained by USAID PRIORITAS facilitating preparation of Education Strategic Plans in Medan, North Sumatra. for ongoing dissemination of good practices, literacy/reading culture, teacher deployment, and continuing professional development into fiveyear strategic education sector plans (renstra);

•

Providing low-level assistance to MORA to develop budgeted five-year strategic plans (renstra) for ongoing dissemination of good practices at province and district levels; and

•

Completing a small number of policy studies and, when opportunities arise, conducting advocacy and policy dialogue at sub-national levels and, in partnership with other donors such as ACDP, at national level.

During this quarter, the project has provided limited support and monitoring for the implementation of teacher deployment policies and plans in Cohort 1, 2 and 3 districts, support to integrate plans for continuing professional development and dissemination of good practices into five-year strategic plans – particularly in the 43 districts which have recently conducted local elections and are required to develop plans this year, and support for MORA to develop plans at national, province and district levels for the ongoing dissemination of good practices in madrasah. Each of these is discussed below.

4.1 4.1.1

Teacher Management Implementation of Teacher Deployment (PPG) Policies

Although the Teacher Deployment activities are now completed, USAID PRIORITAS continues to support policy implementation through district review meetings and occasional consultation and advocacy. During this quarter, the project continued to monitor and support the implementation of policies to improve teacher deployment, including teacher transfers, small school regrouping, and the multi-grade teaching. As illustrated in Table 17, in recent months the numbers of schools merged, multi-grade teaching classrooms created, teachers transferred, and new teachers recruited, based on the PPG analysis, are substantial.

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Outcomes of USAID PRIORITAS Teacher Deployment Program School Mergers Original Resulting number of number of small merged schools schools 526 262

April 2016 September 2016 Increase

Transfers Number of multigrade schools 105

Principals 457

Primary school teachers 4,291

Junior Secondary school teachers 643

Mobile teachers Junior secondary school teachers 735

Recruited teachers Juniorsecondary Primary school school teachers teachers 4,421 1,312

624

305

128

953

5,468

910

829

4,940

1,405

98

43

23

496

1,177

267

93

519

93

As shown in Table 17, in the past five-months, 98 small schools have been merged, making a total of 624 since the PPG program was introduced, and creating 305 merged schools with resulting efficiencies in teacher deployment. An additional 23 primary schools have introduced multi-grade teaching, making a total of 128. Based on the results of the PPG, 1,940 principals and teachers have been transferred between April and September 2016 and some 93 SMP teachers have been appointed as mobile teachers. 4.1.2

Implementation of Continuing Professional Development (CPD) Plans

As a result of project support for planning and budgeting teacher professional development, all districts (Cohort 1, 2, 3, and DBE) have now identified the number of teachers needing to be trained—divided by teacher working groups (KKG and MGMP), and have calculated the most efficient approach to delivery and unit costing and the potential funding from sources within and outside the district budget. As illustrated in Table 18, the unit cost analysis found that, by delivering training in teacher working groups rather than at district level (as is usually the case), districts can reduce their training budget by an average of 37%. Efficiencies in Unit Cost of Training if Delivered in KKG/MGMP

Province

Unit cost of training (in IDR) (per-teacher per-day, assuming a fourday event) District-level KKG/MGMP-level training training

Efficiency (% saving)

Aceh

1,131,850

667,437

41%

North Sumatra

1,513,067

817,033

46%

Banten

1,163,612

730,423

37%

West Java

1,150,534

695,722

40%

Central Java

804,872

703,594

13%


916,474 N/A

494,456 623,596

46% N/A

Grand Total

1,049,151

649,013

37%

Moreover, not only can districts save an average of 37% by holding the training in teacher working groups, but by doing so, they are better able to tap substantial additional funding sources from school BOS funding and individual teacher professional allowances. These approaches, discussed in detail with the partner districts, potentially enable districts to ensure that all teachers receive routine continuing professional development, beginning with the dissemination of USAID PRIORITAS training packages by qualified facilitators. Although this intervention was completed in the previous quarter, USAID PRIORITAS continues to provide a small amount of support to ensure that districts, which prepared strategic education plans (renstra) this year, included the CPD plans and budgets in their strategic plans (see 4.2 below) and


29

to advocate for other districts to revise their renstra and continue to support dissemination and implementation of CPD plans in the future. Ongoing work also involves supporting a number of TTIs, where commitment is strong, to develop their role as “service providers,” in providing ongoing services to districts to help them disseminate good practices and implement CPD plans.

4.2 4.2.1

Planning for Ongoing Dissemination of Good Practice in Schools Support for Planning the Dissemination of Good Practice

Diana Damey Pakpahan, Head of Section of the Policy Planning and Foreign Cooperation Bureau at MOEC, presenting the MOEC strategic plan to help districts in drawing up their strategic education plans in Surabaya, East Java.

As described above, all partner districts completed a comprehensive planning and budgeting program prior to this quarter. This program consisted of a series of activities involving districts, provinces, and national government counterparts, which resulted in draft plans and budgets for districts to disseminate good practices through continuing professional development, matched to TTIs as service providers. To incorporate these plans and indicative budgets within the government planning cycle, province-level workshops were conducted early in this quarter (prior to the work plan revisions). These workshops specifically involved partner districts (Cohort 1, 2, 3, and DBE), where local elections were recently conducted. These districts were selected because they present a significant opportunity to ensure sustainability of the program. By including the dissemination of good practices in medium-term planning (RPJMD) and strategic plans for district education services, the likelihood of ongoing funding and program implementation is greatly increased. The following map (Figure 3) illustrates the distribution of project partner districts that held elections late in 2015 and participated in the planning activity this quarter.

30


Figure.3: USAID PRIORITAS Partner Districts That Held Local Elections in Late 2015 and Prepared Five-Year Education Development Plans in 2016

Participating districts reviewed their draft district education strategic plans (renstra) and integrated programs to disseminate good practices promoted by USAID PRIORITAS into their plans (RPJMD and renstra), specifically: (1) building a reading culture, (2) active learning, (3) school-based management, (4) teacher management (deployment and continuing professional development), and (5) inclusive education. The review was based on results of earlier work, including: •

Introducing more efficient and effective approaches to teacher training (at cluster level)

•

Introducing multi-source funding approaches

•

Synchronizing cross-sectoral planning horizontally (within the district) and vertically (with provincial and national governments).

4.2.2

Outcomes

After reviewing preliminary drafts of their strategic education plans, the 43 participating districts took part in workshops to prepare or update their plans. Post-workshop mentoring was provided to finalize budgets for the dissemination of USAID PRIORITAS good practices. It was found that, by sourcing funds from school budgets (BOS) and individual teacher professional allowances (TPP) the districts can mobilize financing for five years amounting to 1.137 trillion IDR (85.5 million USD). The largest budget was in Medan, with an indicative budget of 121.956 billion IDR, and the lowest was in Tuban with 655 million IDR. Details are as shown in Figure 4.


31

Figure.4: Indicative 2017–2021 Budget for Dissemination of Good Practices, by District (in million Indonesian rupiah)

140000 120000 100000 80000 60000 40000

Tuban

Mojokerto

Soppeng

Purbalingga

Blora

Blitar

Pangkep

Pekalongan

Tana Toraja

Ngawi

Indramayu

Banyuwangi

Kab. Semarang

Purworejo

Kota Cilegon

Humbahas

Pandeglang

Maros

Serdang Bedagai

Demak

Kota Tangsel

Sragen

Wonosobo

Sibolga

Situbondo

Karawang

Tanjung Balai

Tasikmalaya

Serang

Sidoarjo

Labuhan Batu

Toba Samosir

Tebing Tinggi

Tapanuli Selatan

Medan

0

Nias Selatan

20000

Comparing these indicative budgets for the dissemination of good practices for each program, it was found that the budget for continuing professional development and strengthening of KKG/MGMPs was the largest, and inclusive education was the smallest, as shown in Figure 5.

Figure.5: Indicative 2017–2021 Budget for 43 Partner Districts, by Program (in million Indonesian rupiah)

4.3

Planning for Dissemination of Good Practices in Madrasah

A small pilot conducted in East Java with MORA was completed in quarter 16. The pilot focused on three districts: Blitar, Jombang, and Pamekasan, but much of the analysis took place at province level. A program to support dissemination planning and budgeting is thus now being rolled out in all provinces and districts at province level.

32


The approach to support planning for madrasah differs from that in non-Islamic schools. While the school planning is focused on partner districts that held elections in 2015 (because these districts are drawing up medium-term plans for the 2016–2021period), planning for madrasah relates to MORA’s strategic plan (renstra), and particularly the Directorate General of Islamic Education’s plan for the 2015–2019 period. Good practices developed by USAID PRIORITAS are well aligned with the vision and mission of the Directorate General of Islamic Education in the period from the medium-term plan as shown in Figure 6. Figure.6: MORA Strategic Priorities

20052009 Increasing capacity and modernization

4.3.2

20102014 Strengthening service

20152019 Regional competitiveness

20202025 International competitiveness

Mission for Islamic Education, MORA 2015–2019: 1. Improve equitable access to Islamic education; 2. Increase the quality of Islamic education; 3. Increase the relevance and competitiveness of Islamic education; and 4. Improve the governance and management of Islamic education.

MORA Dissemination Planning Stages

The limited program to support planning for dissemination of good practices in madrasah includes the following stages: (1) an audience with the central office of MORA, (2) an audience with the Head of the MORA provincial office (Kanwil), (3) analysis of Education Management Information System (EMIS) data, (4) a workshop for planning and budgeting dissemination programs, and (5) mentoring/follow-up. Until now, activity has focused on the first three of these stages. The final two stages, of the five noted below, will be completed in the coming quarter.

1. Consultation with MORA National Office Coordination meetings were held with MORA’s central office, including (1) The Head of Planning for the Secretariat of the Directorate General of Islamic Education, (2) the Head of the Sub-Directorate for Teachers and Education Personnel, and (3) the Head of the Institutional Section under the Directorate for Madrasah. It was confirmed at this meeting that, starting in 2017, MORA will allocate a budget for the dissemination of good practices in teaching and learning and school-based management of 10 billion IDR to be distributed among 200 KKM (madrasah working groups), which are based in state madrasah and include private madrasah located nearby.

2. Consultation with MORA Provincial Offices (Kanwil) The aim of this consultation was to build a common understanding about the development of madrasah overall at MI and MTs level, as well as to ensure that the district MORA offices are prepared to support planning and implementation of programs to disseminate good practices in teaching in madrasah.


33

3. EMIS Data Analysis EMIS data for the seven partner provinces excluding Papua were obtained from the planning section of MORA’s Directorate-General of Islamic Education, eliminating the need to search the data at the MORA provincial or district offices. The EMIS data were received in Access format and directly converted into MS Excel files, disaggregated by province. The EMIS data analysis for each province is being conducted by the USAID PRIORITAS Jakarta team, with the results sent directly to each provincial team. Where additional analysis is required, this can be conducted by the provincial teams. The EMIS data analysis provides the basis for dissemination planning and budgeting. The aim is to comprehensively map the development needs of madrasah, particularly training needs of teachers, principals, and school supervisors to improve the quality of teaching and learning. The results of this analysis form the basis for planning in the Dissemination Planning Workshops described below.

4. Dissemination Planning Workshops Three-day dissemination planning workshops are planned for each province (see Table 19). The first two have taken place in the final weeks of this quarter in South Sulawesi and East Java, respectively. The aim of the workshops is to bring the district MORA representatives together with the province to produce a draft plan for the dissemination of good practices in madrasah teaching, integrated with potential service providers, such as the MORA training centers (BDK), Islamic TTI, and MORA, as well as the District Education Offices. District Coordinators are taking part in the workshops, along with provincial Whole-School Development Specialists and Governance and Management Specialists. Representatives of the national MORA office are also attending these workshops, to support sustainability and further dissemination.

5. Mentoring/Follow-up The final activity will be conducted in the districts by project specialists and District Coordinators. The aim of the mentoring is to support district MORA offices in finalizing their plans for the dissemination of good practices, integrated into MORA’s District Office and Provincial Office strategic planning and budgeting. Schedule for MORA Dissemination Planning

Province

Consultation with MORA (Kanwil)

Program Stages Dissemination EMIS Data Planning Analysis Workshop

Mentoring/ Follow-up

Aceh

September 27

October 10–12

October 24–26

November 1–4

North Sumatra

October 3

October 3–7

October 12–14

October 17–28

Banten

September 8

September 12–28

October 4–6

October 10–28

West Java

September 5

September 13–16

October 11–13

Central Java

September 22

September 26–30

October 17–20

East Java

September 1–9

September 13–16

September 22–24

South Sulawesi

August 22 and 29

September 5–16

September 27–29

34

October–November (precise dates TBD) October 18– November 18 September 24 – October 14 October 10–28


4.4

Policy studies

Several studies are being conducted during this year. The aim is to obtain maximum value from the outcomes of USAID PRIORITAS interventions, to identify lessons learned and policy implications to support better targeted GOI, USAID, and other donor programs in the future. These studies include: (1) a study of the USAID PRIORITAS Teacher Deployment and Teacher Continuous Professional Development programs; (2) a study to assess the supply and demand for new teachers in coming years; and (3) a review of the USAID PRIORITAS TTI interventions to identify early impacts, lessons learned, and policy implications. The first of these studies on teacher deployment and CPD was completed in the past quarter, and a report was submitted to USAID this quarter. The second study on teacher supply and demand is ongoing and will be completed in the coming quarter. This second study is expected to assist MOEC, MORHE, and TTIs to better plan for teacher training. The third study on the review of TTI interventions was started this quarter and will be completed in the coming quarter. 4.4.1

Study of the USAID PRIORITAS Teacher Deployment and Teacher Continuing Professional Development programs

In 2016, three years after the Teacher Deployment Program began, an independent study was conducted to identify the factors associated with success and lack of success in districts implementing policies to improve teacher deployment as a result of the intervention. This was the main focus of the study. A subsidiary focus considered the Continuing Professional Development planning intervention. However, it was too soon to determine the impact of the intervention. Dr. Hank Healey, a researcher from the RTI International Home Office, who had no association with the Teacher Deployment Program, conducted the study in seven districts located across two provinces: Central Java and South Sulawesi. Eleven success factors were hypothesized. Of these, the four most strongly associated with success were as follows: (1) the degree of high-level district support for the Teacher Deployment Program; (2) cultural differences—the degree of political interference in teacher deployment; (3) the degree to which the affected parties agreed to the policy option selected; and (4) organizational culture, leadership, and internal drive in the district administration. These four factors were to some extent interrelated. In every district where the program met with success, the District Head, the District Education Head and senior officers, and the District Assembly were all in support of it. In every district where the program met with little success, this high level support was absent. Cultural, political, and contextual differences between Central Java and South Sulawesi were found to be significant. The final report on this study was submitted to USAID in July 2016. 4.4.2

Teacher Supply and Demand Study

USAID PRIORITAS has completed the Teacher Deployment Program, known as Penataan dan Pemerataan Guru (PPG) in 50 districts. Thus, the project has mapped teacher deployment in around 15% of primary and junior-secondary schools in Indonesia. As a result of this analysis, it is clear that a substantial oversupply of teachers in Indonesia exists—especially at the junior-secondary level. Meanwhile, improved incomes for teachers, as a result of the teacher certification program, have made teaching a more desirable profession, resulting in an increased demand for places in teacher


35

training institutes (TTI). Partly as a result of this demand, recent years have seen an increase in the number of small independent TTIs. According to MORHE, many of these are poor of quality. In response to a request from MORHE’s Director General of Institutions (Dirjen Kelembagaan), USAID PRIORITAS is conducting a small study to determine (1) demand for new primary school teachers over the next years, and (2) supply of new primary school teachers over the next years, given current conditions. The outcome of this study will enable MORHE to determine numbers required and to regulate TTIs accordingly. The existing teacher deployment analysis is being expanded to address this request. Following initial analysis conducted in the first half of this year, it was decided to limit the study to only primary school teachers, as including junior-secondary teachers will complicate the study, requiring more time and effort than are available. While this study is ongoing, a substantial amount of analysis has already been conducted. The study is considering current teacher numbers and deployment, population trends (predicted growth in student enrollments), current and trending average class size in different provinces and districts, and attrition through teacher retirements over the next years. Preliminary results suggest that, even without improving the efficiency of teacher deployment through policies recommended by USAID PRIORITAS, there may be no need for further primary school teachers to be recruited in the next eight years. In other words, the current supply is sufficient to meet the demand as teachers retire, class sizes continue to decline, and student numbers rise in the near future. Further analysis is underway to verify these findings and to consider the supply side of the equation before results are published. 4.4.3

A Review of the USAID PRIORITAS TTI Program

As a result of a revision to the work plan requested by USAID, the Governance and Management program has been scaled back. As described above, the focus this quarter and in the final period of the project is on providing some mentoring support to strengthen dissemination and sustainability of project interventions. As a result, the Governance and Management Advisor has been tasked to prepare a small number of reports on key USAID PRIORITAS programs to capture lessons learned, describe the interventions, and make recommendations for GOI, USAID, and other donors for future development. The first of these reports consists of a review of the TTI program. While the study is essentially a desk review, bringing together and analyzing existing project documents and monitoring and evaluation (M&E) reports, it will also consider the advice and comments of TTI specialists, consultants, and counterparts. The resulting report, expected to be submitted next quarter, will outline the objective of the program and the project’s response. It will describe the context, focusing on the current state of teacher training in Indonesia, including challenges, and will discuss project outcomes, impact, issues, and lessons learned, with recommendations for the future.

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5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS Table 20 shows that during quarter 18, dissemination in seven provinces involved 37,800 participants (mainly teachers). This included participants in both dissemination of the three project Whole School Development training modules and in leveled reading book training for non-partner schools As in the previous quarters, the dissemination involved more female (69.8%) than male teachers (30.2%). These participants came from 8,340 schools, with the largest number from Aceh, North Sumatra, West Java, and Central Java. The table shows that the average number of participants per school was 4.5. Number of Participants of Dissemination Activities in Quarter 18 by Province Province Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi Grand Total Percentage

Male

Female

(1)

(2)

1,462 1,310 350 2,409 2,211 3,405 278 11,425 30.2%

3,024 4,849 1,274 5,542 3,927 7,013 746 26,375 69.8%

Male + Female (3) 4,486 6,159 1,624 7,951 6,138 10,418 1,024 37,800 100.0%

No. of Schools (4) 713 1,358 403 1,793 1,343 2,472 258 8,340

Participant/ School (5=3:4) 6.3 4.5 4.0 4.4 4.6 4.2 4.0 4.5

Table 21 presents the total number of dissemination activities participants in 2013–2016 (Quarter 4 to 18). During 15 quarters of the project implementation, the number of participants of dissemination activities totaled more than 170 thousands. The percentage of female participants (60.1%) has always been higher than the percentage of male participants (39.9%), with the average participant per school at 5.9. Total Number of Participants of Dissemination Activities in 2013–2016 (Quarter 4 to 18), by Province Province

Male (1)

Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi Yogyakarta Grand Total Percentage

3,379 5,827 5,107 9,865 24,510 14,084 5,477 162 68,410 39.90%

Female (2)

Male + Female (3)

No. of Schools (4)

Participant/ School (5= 3:4)

8,481 17,618 10384 16,086 16,543 21,533 12,330 80 103,053 60.10%

11,860 23,445 15,491 25,951 41,053 35,617 17,807 242 171,463 100.00%

2,424 3,501 2,272 4,807 5,461 6,823 3,857 20 29,161

4.9 6.7 6.8 5.4 7.5 5.2 4.6 12.1 5.9

The project is currently working to get an accurate count of the number of schools participating in the project activities. The number in Column 4 (No. of Schools) in Table 21 is a temporary result, with the final number expected to decrease after cases of double counting, resulting from varying school name spellings, have been identified.


37

Table 22 shows that during quarter 18, the local contribution (mainly from district or school budgets) was 1,178,033 USD (82.4%), with USAID PRIORITAS contributing 252,321 USD (17.6%). Table Expenditure of Dissemination Activities in Quarter 17 (USD) Province

GOI

Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi Grand Total Percentage *) 1 USD = 13.000 IDR

442,850 241,154 60,782 148,820 96,136 151,591 36,700 1,178,033 82.4%

USAID PRIORITAS 18,984 25,524 5,546 52,511 49,302 89,695 10,759 252,321 17.6%

TOTAL 461,834 266,678 66,328 201,331 145,438 241,286 47,459 1,430,354 100.0%

Table 23 shows that during 15 quarters of the project life (2013–2016), the expenditure for dissemination activities totaled almost 7 million USD, with 82.3% in local contributions. Total Expenditure of Dissemination Activities in 2013–2016 (Quarter 4 to 18 [USD]) Province Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi D.I. Yogyakarta Grand Total Percentage

38

GOI 899,517 1,543,652 443,583 708,516 791,910 1,312,240 417,971 25,383 6,142,772 81.6%

USAID PRIORITAS 85,962 160,030 51,689 158,384 455,593 289,698 181,431 4,327 1,387,114 18.4%

TOTAL 985,479 1,703,682 495,272 866,900 1,247,503 1,601,938 599,402 29,710 7,529,886 100.00%


6 TECHNICAL COORDINATION 6.1

Coordination with the Government of Indonesia (GOI)

Coordination with national level ministries, especially MOEC, MORA, and MORHE has been ongoing during this quarter. Key meetings this quarter included an informal meeting on August 19 with Prof. Dr. Muhadjir Effendy, the newly installed Minster of Education and Culture. This meeting was at the invitation of the Muhammadiyah organization, who arranged the meeting, as a number of their schools have been participating in project Chief of Party USAID PRIORITAS, Stuart Weston meeting with the new Minister of activities. It provided an opportunity Mendikbud, Prof Muhadjir Effendy dan Direktur Education and Culture, Prof. Dr. Muhadjir Effendy. to congratulate the new Minister on Program USAID PRIORITAS, Stuart Weston. his appointment and report briefly on USAID PRIORITAS activities. An important meeting also took place with the Secretariat of the Directorate General for Education. USAID PRIORITAS was asked to report on outcomes of the strategic plans being prepared by districts. Meetings with the Secretariat for the Directorate General of Basic Education and MOEC’s Research and Development Body (Balitbang) focused on follow-up for the literacy program and leveled readers. A series of consultative meetings with various officials in MORA focused on the Ministry’s efforts to disseminate USAID PRIORITAS good practices to madrasah and the project’s strategy to support this dissemination. Meanwhile, coordination continued at provincial and district levels through ongoing technical workshops and routine meetings. This coordination is now routine and frequent at all levels of government. The extensive and widespread nature of coordination is reflected in reports included with full details in Annex 2.


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7 COMMUNICATIONS 7.1

Newsletter

The fifteenth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN, was printed and published in quarter 18. The newsletter contains information on many of the project’s activities and good practices, including the following articles: (1) US Deputy Ambassador Observes Use of Leveled Reading Books; (2) Preparing Professional Teachers— MORA-USAID PRIORITAS; (3) Assisting 34 Districts’ Synergy in Education Strategic Plans; (4) How to Develop Teachers Working Groups; (5) TTI Need to Train Teachers through Continuing Professional Development; (6) Remote Schools in Yahukimo Use Leveled Reading Books. Good practices stories from all partner provinces were also included in the newsletter, for example, (1) Special Needs Students Become Fluent Readers; (2) Effective Cooperation for Special Needs between Classroom Teachers and Parents in Inclusive Education at SDN Giwangan; Front page of the national newsletter, PRIORITAS PENDIDIKAN, (3) Learning about Energy with Paper Planes; (4) fifteen edition. There is a Rainbow in My Basin; (4) Simple Seismograph for Learning about Earthquakes; (5) An Experiment to Discover the Best “Tape” Materials; (6) Learning about Adaptation and Natural Selection through an Extinct Butterfly; (7) Inspiring Poetry about Trees; (8) University and Partner Schools Develop Literacy Classes; (9) Proposal for Religious Office to Develop Local Offices to Improve Services; (10) When Writing becomes Exciting; (11) Library Supplies Book Corners; and (12) Sururi, Open Window on the World to Remote Communities. A total of 11,100 copies were published and distributed to key partners and stakeholders in all project provinces, as shown in Table 24. Distribution of the National Newsletter, 15th Edition Province Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi Jakarta Papua West Papua Total

40

Total 1,080 1,790 900 1,450 1,630 2,060 1,550 140 130 370 11,100


7.2

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; inspiring stories from teachers, school principals, supervisors, and the Regional Education Office are uploaded to the website. The number of unique visitors to the website increased from 143,871 in quarter 17 to 162,790 in quarter 18, as shown in Table 25. Number of Hits on Project Website in Quarter 10 Month

Unique Visitors

July 2016 August 2016 September 2016 Total

7.3

48,318 58,988 55,484 162,790

Hits

Bandwidth

1,289,214 2,115,554 2,330,973 5,735,741

76.92 GB 120.96 GB 114.78 GB 312.66 GB

Media Monitoring

During the period of July to September 2016, USAID PRIORITAS activities were published in the mass media, totaling 1,362 news items. The media covered reading programs, continuous professional development, teacher deployment, school-based management, teaching and learning, teacher training institutes, and the reading program. Table 26 shows the total monthly media coverage. Monthly Media Coverage Month July 2016 August 2016 September 2016 Total

7.4

Total Media

Total News Stories

228 212 222 662

425 477 460 1,362

Project Videos

The project communication team produced a total of 21 videos during quarter 18. These are very useful in illustrating the processes and goals that the project is aiming to accomplish. The following videos were produced during quarter 18: •

Training in mentoring for junior-secondary district facilitators (6 videos) −

Learning Math in Daily Life in Grade 8 at MTsN 2 Tangerang

−

Learning English by Writing Narrative Texts in Grade 9 in MTs Al Fauzan

−

Learning Social Studies by Identifying the Earth's Atmosphere Layers in Grade 7 in SMPN 2 Banjarnegara, Central Java

−

Learning Indonesian Language by Writing Text Descriptions in Grade 7 in SMPN 11 Medan, North Sumatra

−

Learning Indonesian Language by Reporting Events in Grade VIII in SMPN 22 Bantimurung, South Sulawesi

−

Learning Science through the Application of Pascal’ Law in Daily Life in Grade VIII in SMPN 3 Cimahi, West Java


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•

Training in mentoring for primary school district facilitators (8 videos) −

Thematic Learning about Buying and Selling in Grade 3 in SDN Garung Wonosobo, Central Java

−

Thematic Learning about Two-Dimensional Shapes in Grade 2 in SDN IKIP, Makassar, South Sulawesi, and SDN Sumbergondo 2, Batu, East Java

−

Thematic Learning about Easy-to-Move Objects and Difficult-to-Move Objects in Grade 2 in SDN Sumbergondo 2, East Java

−

Social Studies about the ASEAN Countries in Grade 6 at SDN Lembah Sabil 2, Aceh

−

Science Learning through Simple Electrical Experiments at SDN Sumberhondo 2, East Java

−

Science Learning by Making a Simple Water Filter in Grade IV SDN 2 Lampahan, Aceh

−

Shared Reading in Grade 2 in SDN Rajamandala Kulon 2, West Java

−

Guided Reading in Grade 2 in MI Al-Fattah, Central Java

•

Video recorded at MOEC of a presentation about Teachers Working Groups (KKG/MGMP) given by speakers from USAID PRIORITAS districts

•

Interactive Reading in Early Grades (Six Videos).

7.5

Media Briefing

USAID PRIORITAS held a media briefing in Wajo and Maros, South Sulawesi. The participants included district facilitators, and journalists from USAID PRIORITAS media partners acted as “resource persons.” The goal was to strengthen the working relationships between district facilitators and the media and improve the ability of district facilitators to write good practice stories to be published in the mass media. Activities carried out during the day and the sources came District facilitators in Wajo learning to write good practice stories for the media. from the local media and communication specialists. The results of these activities include (1) more than 60 articles covering these activities, (2) a schedule for talk shows in Radio FM Maros every month for the district facilitators of Maros, and (3) over 50 articles on good practices for media, newsletters, and good practice books.

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8 GENDER AND INCLUSIVE EDUCATION Developments on the issue of gender and inclusive education in this period are as discussed below.

8.1

Gender

In terms of gender equity and education, several observations that stem from recent monitoring in the field; discussions with district facilitators, principals, and teachers; and observations of the teaching and learning process, are noted as follows: . 1. The basic principles of gender equity have been widely applied in project Gender equality helps bring better academic achievement for both male and female students. partner schools. Within the process of teaching and learning, teachers are giving balanced attention to girls and boys— including an equal opportunity to express their opinions; learning seems to be more gendersensitive; and in terms of toilet facilities, most schools now have separate toilets for girls and boys. 2. Further mentoring is needed for schools (principals, teachers, and school staff) to address gender issues more substantially. This will include ensuring that gender programs are included in school budgets and that planning is gender-responsive so that schools have to consider the needs both of girls and of boys. 3. The Gender Study carried out in quarters 16 and 17, to verify the findings of the team of evaluators from USAID, increased the awareness and understanding of principals and teachers of the importance of implementing gender equity practices in schools so that the talents and abilities of all learners can develop optimally. 4. Decision-making in the school committee seems to be generally democratic, without any gender discrimination—although the majority of school committee chairpersons are still male.

8.2

Inclusive Education

An instrument to help teachers and principals identify special needs students has been prepared, together with guidelines for using the instrument. It has been pilot tested in five schools in Banjarnegara (SD, MI, and MTs) and revised in accordance with the feedback results. Inclusive education has been included in the strategic plans and indicative budgets in a number of districts as follows: •

Banten (Serang, total budget : 1,186.49 million IDR)

•

West Java (Indramayu, Karawang, Tasikmalaya, total budget: 5,401 million IDR)

•

Central Java (Kab. Semarang, Pekalongan, Purbalingga, Sragen, Wonosobo, total budget: 4,775.68 million IDR)

•

East Java (Ngawi, Sidoarjo, Situbondo, Tuban, total budget: 6,594.39 million IDR)


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•

South Sulawesi (Pangkajene Kepu and Tana Toraja, total budget: 2,648 million IDR)

•

North Sumatra (Medan, Nias Selatan, Serdang Bedagai, Sibolga, Tapanuli Selatan, Tebing Tinggi, total budget: 15,607.73 million IDR).

8.2.1

Kabupaten Banjarnegara

Five schools were visited, all of which have special needs students, from two to five slow learners, mentally impaired, physically disabled, and children with learning difficulties and emotional and behavioral needs. Although these schools have not yet been formally nominated as “inclusive” schools, they are all providing special attention to special needs students, and are implementing special programs, such as communicating with parents and providing additional learning time so that the children are not left behind. One of the schools (MTs N2) received a revised budget from MORA with additional funds for inclusive building facilities, to enable access for a physically disabled student. While teachers did not find the instrument difficult to complete, there was a difference between SD/MI teachers and MTs teachers. Some SD/MI teachers asked questions about their understanding of the instrument. There were no such questions from MTs teachers. Once it was explained, the teachers had no problem with the instrument. On other matters, it was noted that some members of the school community continued to smoke in the school area. The Head of Basic Education and SD Curriculum sections, Banjarnegara District, received an award for several schools as an inclusive district and issued a Letter of Authority (Surat Keputusan or SK), nominating a number of schools as inclusive education schools. This nomination was made, although there has been no follow-up yet, and the students have yet to receive special treatment to meet their needs. 8.2.2

Kabupaten Bantaeng

Mapping of the inclusive education program has been completed in three stages: (1) through a desk review, (2) through field observation, and (3) through interviews with key informants and focusgroup discussions. Results are as discussed below. From 10 sample schools, 126 special needs students were identified, with the largest group being slow learners or children with specific learning disabilities (dyslexia, dysgraphia, and dyscalculia), social-emotional issues (10 children), one deaf, one blind, and two with communications problems. Disabled access has been provided. Teachers and school management do not yet seem to have the understanding or skills to cater adequately to special needs students. The common perception of inclusive education is special needs schooling, special teachers and teacher training in how to handle special needs students. There is no evidence yet of the motivation or initiative to develop methods and media to address special needs. Commitment to manage inclusive education is limited to those directly involved, although there is no concrete action as yet. Bappeda has just recently taken the initiative to allocate a budget for inclusive education. In 2016, an additional budget of 200 million IDR was allocated to develop inclusive education, and it is planned to undertake a census of special needs children based by village, to hold a national seminar on inclusive education, and to make a documentary film about this topic.

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9 MONITORING AND EVALUATION During quarter 18, the monitoring and evaluation (ME) team prepared to implement the final round of school monitoring, wrote a report on the achievements of project interventions in TTI, and collected the routine data of project activities. EGRA assessments were conducted to assess the impact of the leveled reading program, along with preparations for endline EGRA to take place next quarter in all cohorts.

9.1

Preparation for the Final Yearly Monitoring of Schools

Beginning in September 2016, the ME team prepared to implement the final yearly monitoring of schools. The first monitoring (baseline) was carried out in Cohort 1 districts in September– December 2012. The baseline was conducted in those same months in 2013 for Cohort 2, and in 2014 for Cohort 3. Thus, the 2016 monitoring round represents the fifth round for Cohort 1, the fourth for Cohort 2, and the third for Cohort 3. The 2016 monitoring covers all aspects (observation of teachers while teaching; interviews with school principals, teachers, and school committees; and student tests) in all samples of partner and comparison schools in 50 districts. Almost all of the enumerators have been involved in the previous rounds of yearly monitoring, and some of them have been involved since baseline surveys. As a result, the refresher training took a relative short time (one-half to two days) and focused on issues/problems found during the previous monitoring rounds and the solutions to these issues. The 2016 monitoring is also intended to provide an opportunity to help strengthen the monitoring skills among the staff of the Dinas Pendidikan and MORA in partner districts. In five provinces (Banten, West Java, Central Java, East Java, and South Sulawesi), the enumerators are mostly school supervisors, school principals, and teachers of both Dinas Pendidikan and MORA schools Thus, the project has helped the District Government in strengthening the monitoring skills of their staff in the project partner districts since the first year of the project. In Aceh, North Sumatra, and West Java, however, most of the enumerators were recruited from the ex-DBE districts. In these three provinces, the project invited two government staff from each of the partner districts (one each from Dinas Pendidikan and MORA) to attend the refresher training for enumerators. Some of these staff may participate in the data collection, which will be carried out in October and November 2016 in seven provinces. Table 27 indicates that 78% of the enumerators are civil servants from the District Education Offices and 22% from the Ministry of Religious Affairs Office. The majority (94%) of the enumerators are teachers, school supervisors, and school principals. Enumerators’ Department and Main Occupation Department District Education Office

Main Occupation Supervisors Principals Teachers

Others

Grand Total

100

78

111

13

302 (78%)

MORA Office

28

15

32

10

85 (22%)

Grand Total

128

93

143

23

%

33.1

24.0


37.0

5.9

387 100

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9.2

Preparation of the Report on TTI Achievements

The report, Assessing the Impact of USAID PRIORITAS Program on Teacher Training Institutes, was written in July 2016. The report summarizes the results of capacity building within the TTIs. The results are based on the data collection for six indicators, which measure the extent to which the following are being implemented or achieved. 1. Active learning strategies implemented by pedagogy lecturers. 2. The use of project training materials by lecturers in pre-service and in-service training. 3. The TTIs offer a more practice-oriented practicum. 4. Student teachers demonstrate good practices in teaching and learning. 5. TTIs function effectively as hubs for continuing professional development. 6. Good Practice Schools are functioning in each district. Table 28 presents the results of the monitoring of five of these indicators (1, 2, 4, 5 and 6). The subindicators for the third indicator have been revised due to changes in the project interventions.1 Summary of the Monitoring Results of TTI related Indicators

Indicator Ref. No*

Indicator

1R10.

Lecturers in TTIs model active learning behavior

1R11

TTIs integrate project training materials and programs into pre-service and in-service teacher education curricula. (Detailed indicator: Number of trained lecturers who use the project’s training materials in pre-service and/or inservice teacher education curricula)

1R12

TTIs offer a more practice-oriented curriculum

Student teachers demonstrate good practices in teaching and learning TTIs function effectively as hubs of professional 1R14 development 1R15 Good Practice Schools are functioning in each district *The reference numbers are copied from the Matrix of Project Indicators. 1R13

Monitoring Results and Year of Data Collection First Second Round Round 41% 64.2% (2013) (2015) Total N of lecturers trained: 1,822; Use of the training materials in pre-service: 1,603 (88%) Use in in-service: 1,111 (61%) (2015) This sub-indicator has been revised. Data will be collected in February 2017 42% 72.8% (2013) (2015) 56.3% 81.3% (2014) (2015) 61% (2015)

As shown in the table above, the timing (year) of data collection has varied greatly. This variance stems from the availability of the respondents in the TTIs, different inception times for the interventions, and revisions made to the project performance sub-indicators. Table 27 does indicate that, overall, good progress has been made for three indicators (1R10, 1R13, and 1R14). In the detailed analysis of the report, however, the percentages fluctuate according to conditions in a number of TTIs. Indicators 1R11 and 1R15 are related wholly to project inputs, therefore a “nil” baseline score has been assumed.

The results of the two previous monitoring rounds of the third indicator (TTIs offer a more practice-oriented practicum) are not included in the table. The data of the revised sub-indicator was not available at the time of the writing of this report. 1

46


9.3

Collection of Routine Project Data

The routine job of the ME team involves working with the District Coordinators and other staff at the provincial level to collect data about the training that is fully and partially supported (dissemination activities) by the project. For dissemination activities, the ME team has been working closely with the Leveled Reading Book project staff in integrating their data into the dissemination database. The integration allows the project to count the number of recipient schools. MOEC provides an ID number for every school nationwide, known as “Nomor Pokok Sekolah Nasional” (NPSN). The ID number has been used by the ME team to identify double-counted schools. Because some recipient schools (about 15%) do not have the NPSN, the head-count of recipient schools had not been fully completed. The ME team is also responsible for inputting the training data into the USAID Training for Information and Results reporting system (TraiNet). The work is ongoing and the inputting of quarter 18 training data will be completed by early October 2016.

9.4 9.4.1

EGRA (Early Grade Reading Assessment) Grade 1 EGRA

Using the same EGRA instrument as in the past, the project conducted additional grade 1 reading assessments to measure the impact of the leveled reading book program. The baseline EGRA was conducted in August 2016, at the beginning of the school year, involving 1,091 students from 47 schools from districts in Aceh Tamiang (in Aceh), Serdang Bedagai (in North Sumatra), Serang (in Banten) and Bantaeng (in South Sulawesi). Sample schools Using EGRA in Serdang Bedagai, North Sumatra. consisted of non-partner book recipients as the “treatment” group and non-partner, non-book recipients as the “control” group. The selection criteria were based on matching characteristics such as location, school size, school type, school faith, and students’ pre-school experience. The same students will be assessed in 2017 towards the end of the academic year. 9.4.2

Grade 3 EGRA

Preparation for all cohorts’ endline EGRA is underway. The national EGRA assessor training and data collection will be conducted in the next quarter.


47

10 Other activities 10.1 COP Visit to Kenya The project’s Chief of Party (COP) attended a conference in Kenya in August that included RTI education project COPs from Asia and Africa and RTI International Education staff. The conference was aimed to share experiences in education development and discuss ongoing ways to work together to further improve the implementation and effectiveness of projects.

10.2 Data Revolution for Development (DRD) In quarter 17 (April 20–21, 2016), RTI hosted a Data Revolution for Development (DRD) workshop at the Centre for Strategic and International Studies (CSIS), Jakarta. As a follow-up to this workshop, RTI plans to conduct the “rapid prototyping” of an integrated and interactive data system to improve transparency and enhance the governance of education and related sectors in Sragen and Serdang Bedagai districts. This activity is fully funded by the RTI International home office. USAID PRIORITAS has helped coordinate this activity, as it will support the project’s objectives of improving the management and governance of basic education in these two partner districts and potentially more broadly. A launching event for the activity took place in Jakarta on September 28. The event was attended by the following participants: •

Vice Regent and Head of Education Office of Sragen District, Central Java

•

Vice Regent and Head of Education Office of Serdang Bedagai District, North Sumatra

•

Evaluation Section Head of Planning and Foreign Cooperation, MOEC

•

Staff of Deputy II for Assessment and Management of Social Issues, Ecology, and Culture Strategy in the President’s Staff Office

The event began with an introduction by Dr. Robin Bush from the RTI Regional Office, who explained the purpose of the DRD and why the two districts were selected for the activity. The introduction was followed by addresses by the Vice Regents of Serdang Bedagai and Sragen. After the speeches, Memoranda of Understanding (MOUs) were signed between RTI and the two districts. On the basis of these speeches and following discussions, expectations of Serdang Bedagai are that data can be made readily available, will be accurate, and can be easily understood by stakeholders for decision making. Sragen explained that data are to be used to facilitate decision making, such as for small school regrouping and distribution of teachers. During the discussion, participants from the districts asked about the follow-up—what will be done by RTI after the signing. They also discussed the source of the data to be analyzed, whether it is confined to Data Pokok Pendidikan (DAPODIK), MOEC’s national web-based EMIS, or if it can include a broader range of data sources, according to the needs of each district. It was agreed that in the near future (early October) the RTI International team will visit the two districts to further strengthen understandings of the need for data and information as a basis for policy development.

48


11 PROJECT MANAGEMENT 11.1 Project No-Cost Extension In response to a request from USAID, a proposal and budget for a no-cost extension were submitted in early July 2016. RTI has proposed that the project should be extended to September 2017, with field activities finishing in May 2017. USAID has indicated that the proposal will be accepted, but formal approval and a contract amendment have not yet been issued.

11.2 National Project Staff Meeting A national project staff meeting took place in Surabaya from August 2–5, 2016. All technical and most operations staff from all the project offices and provinces attended the meeting. The main activities of the meeting concerned discussions and planning related to: •

Planning activities for the remainder of the calendar year 2016, especially the completion of the Whole School Development (WSD) program in Mimy Santika, Education Officer at USAID Indonesia, presenting the USAID Cohort 2 and 3 districts, the teacher Program at the USAID PRIORITAS national staff meeting in Surabaya. practicum program with the TTIs, the implementation of the leveled reading book program, and Cohort 1, 2, and 3 final monitoring rounds, including EGRA and student assessment.

•

The transition to an expected no-cost extension program, including downsizing staffing and activities starting in January 2017.

On the final day, a meeting took place to prepare for a new grade 1 EGRA in four districts, to measure the impact of the leveled reading book program.

11.3 Limited Financial Review A team from USAID implemented a limited financial review of USAID PRIORITAS in May and June 2016. The project received a written report on the team’s findings in July 2016. The project responded in writing to the team’s findings and provided a timeline of remedial activities on a number of outstanding financial and administrative issues. A number of these issues was settled by the end of quarter 18, and the remainder is expected to be settled early in quarter 19.

11.4 Operations The National Office Operations Team has started an operations review of provincial offices. The first review took place this quarter in the provincial offices in Banten and Central Java. The objective of the reviews is to assess the operational processes, focusing on finance, procurement, administration, IT, and HR processes conducted in provincial offices. The team will present the results of the review and provide recommendations to provincial staff in each office. This activity will be implemented in all provincial offices except Papua.


49

During this quarter, Newsletter 15 (Indonesian and English versions), and leveled reading books were distributed to all the provinces. The Jakarta office completed a verification process using the physical asset check list, with the RTI Assets Management System (RAMS) database, in all provincial offices in August–September. This was in follow-up to a recommendation from the USAID Limited Financial Review concerning recording of the project inventory. During this quarter, the HR team managed the recruitment of one new staff member and the resignation of three. Tables 29–31 below show the details. Staff – New Hires Name

Position

Emilia Syadriah

Sr. HR Manager

Organization EDC

Location Jakarta

Starting Date August 1, 2016

Staff – Terminations/Resignations Name Agus Sanjaya D Faurina Desiandi Ayi Nurmalaila

Title

Organization

District Coordinator Temp. Admin Assistant Technical Coordinator

Location

Last Day

RTI

North Sumatra

July 31, 2016

RTI

North Sumatra

September 10, 2016

RTI

Banten

September 30, 2016

Staff – Total Number Province Jakarta Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi Papua Total

Male 20 20 28 13 20 23 28 21 3 176

RTI Female

Male

13 9 10 7 10 9 12 9 2 81

3 3 2 3 3 4 7 3 0 28

EDC Female 5 3 5 3 2 2 1 2 0 23

Male 1 0 2 1 1 0 1 0 0 6

WEI Female 1 1 0 0 0 1 1 1 1 6

Total 43 36 47 27 36 39 50 36 6 320

11.4.1 Visits from Home Office Staff Steven Anzelone, Vice President of EDC, and Alastair Rodd, RTI Home Office Project Manager, visited Indonesia in early August to take part in the National Project Staff Meeting described above and to support planning for the expected project no-cost extension. EDC completed a Project Financial and Compliance Review, carried out by home office Finance Staff during this quarter. EDC’s Center Financial Manager, Ziad Abi Abdallah, visited the project office from August 14 to 27 and carried out an internal review of all EDC operations. Following the completion of the review, a report was provided with results and recommendations for action.

50


12 PLANS FOR QUARTER 19 The main activities planned for Quarter 19 are listed in Table 32 below. Planned Activities for Quarter 19 Project Management • Continue reviews of provincial office operations by Jakarta staff • Conduct first round of staff reductions to take place in December Grants and Partnerships • Roll out pre-service reading modules by FSU and UNNES • Complete YKW and YASUMAT grant activities in Papua Leveled Readers for Early Grades • Have complete teacher training at cluster level for all districts in October. • Have mainly completed mentoring of teachers by the end of quarter 19 Improved School Instruction and Management • Complete training for facilitators (TOT): Principals and Supervisors Module at the province level • Conduct follow-up mentoring in Module 3 for Cohort 3 schools • Support MOEC and MORA to implement reading culture plans with districts Improved Teacher Training • Conduct Key Persons Meeting for Module Development workshop • Conduct National Workshop for TTI Lecturers in Module Development (primary school level) • Conduct National Workshop for TTI Lecturers in Module Development (junior-secondary school level) • Continue teacher practicum and lab and partner school training (primary and junior-secondary school level)(ongoing) • Conduct Key Persons Meeting: Finalizing materials for improved practicum training • Continue mentoring for TTI lab/partner teachers and school principals (primary and juniorsecondary school level) (ongoing) • Continue meeting and working with TTI lab and partner schools (ongoing) • Dissemination of TTI Programs (ongoing) Improved Governance, Management, and Linkages • Complete province-level MORA workshops and follow-up visits to support integration of USAID PRIORITAS dissemination and sustainability programs into five-year plans • Complete study on teacher supply and demand • Complete report on TTI interventions Dissemination Training • Continue in most DBE and USAID PRIORITAS districts Monitoring and Evaluation • Conduct assessor training and data collection for endline EGRA • Support monitoring and evaluation of the leveled reader program • Conduct final round of EGRA, student testing, and data collection in Cohort 1, 2, and 3 schools


51

ANNEX 1: PROVINCIAL REPORTS Provinsi: ACEH Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 22 Agustus 24 Agustus 31 Agustus 6 September

Dengan siapa

Hasil koordinasi

Tim monitoring Diseminasi provinsi (L:20; P:13) Kabid dikdas, kasi kurikulum dan tim disdik Aceh (L:6;P:5) Kasi kurikulum dan tim teknis disdik provinsi (L:3;P:3) Kadisdik Aceh, Kasi Kurikulum (L:4;P:2)

Perencanaan monitoring kegiatan diseminasi dan indikator evaluasi Perencanaan perjalanan dan pembagian peran diseminasi provinsi di 10 kabupaten Peninjauan kembali pengaturan keuangan dan penugasan fasilitator untuk kegiatan diseminasi provinsi USAID PRIORITAS ikut serta pada pameran Hari Pendidikan Daerah ke-57 yang dilaksanakan di Pidie Jaya

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Dengan siapa 1 Juli 12 Agustus

15 Agustus 30 Agustus1September 15 September

Hasil koordinasi

DPRK dan Dinas Pendidikan Bener Meriah (L;7;P:1) Kadis Arsip dan Perpustakaan dan Kasi Perpustakaan Aceh Jaya (L:1;P:2) Wabup, DPRK, Kadisdik dan Kemenag serta kabid Program disdik Bener Meriah (L:8;P:1) DPRK dan Dinas Pendidikan Bener Meriah (L;6;P:1) Disdik dan Bappeda Aceh Utara (L:6;P:1)

Tindak lanjut dana diseminasi pada saat jadwal sidang anggaran untuk disampaikan pada rapat paripurna Kepala Dinas mengizinkan sekolah mitra USAID PRIORITAS untuk meminjam beberapa buku di Kator arsip dan pustaka jika memerlukan buku tambahan bacaan bagi siswa. Dinas pendidikan mengajukan anggaran untuk pembelian buku B3 bagi sekolah yang belum mendapatkan pada anggaran tahun 2017 a) Dana diseminasi Modul 3 sudah dapat digunakan dengan jumlah Rp.171.000.000. b) Diseminasi di laksanakan 2 gelombang dengan jumlah peserta 130 orang guru dari 3 UPTD Rencana diseminasi program sudah tersusun untuk dibahas dan disahkan dalam RAPBD perubahan pada Oktober 2016

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan PAKEM Kohor 2 Modul 3 Jenjang SD/MI: Kabupaten Aceh Barat Daya pada tanggal 13-15 Agustus melaksanakan pelatihan kelas awal & pada tanggal 18-20 Agustus pelatihan kelas tinggi. Peserta berasal dari unsur kepala sekolah, guru, pengawas, staf dinas pendidikan dan kemenag, sebanyak 132 orang (L:31;P:101). Kabupaten Pidie Jaya pada tanggal 6-8 September melaksanakan pelatihan kelas awal & pada tanggal 20-22 September pelatihan kelas tinggi dengan peserta dari unsur kepala sekolah, pengawas dan guru sebanyak 136 orang (L:30;P:106).

Kabupaten Aceh Barat Daya Pidie Jaya 52

Guru LK PR 13 8

87 88

Kepala Sekolah LK PR 11 14

9 18

Pengawas LK PR 5 8

3 0

Lain LK PR 2 0

2 0

Total LK PR 31 0

101 0

Total 132 136


Pelatihan MBS Kohor 2 Modul 3 Jenjang SD/MI: Kabupaten Aceh Barat Daya pada tanggal 31 Agustus -1 September melaksanakan peatihan untuk kelompok 1, dan pada tanggal 2-3 September untuk kelompok 2. Peserta pelatihan berasal dari unsur kepala sekolah, guru, komite sekolah, pengawas, staf dinas pendidikan dan kemenag yang berjumlah 84 orang (L:45;P:39).

Kabupaten Aceh Barat Daya

Guru LK PR 10

Komite sekolah LK PR

27

23

4

Kepala Sekolah LK PR 6

Pengawas LK PR

4

2

Lain LK PR

4

2

2

Total LK PR 45

39

Total 84

PELATIHAN KEPALA SEKOLAH & PENGAWAS Pelatihan kepala sekolah dan pengawas sekolah di kabupaten Aceh Barat Daya diadakan pada tanggal 6-7 September dan diikuti oleh 39 orang peserta (L:23;P:16) dari unsur kepala sekolah, pengawas, staf dinas pendidikan dan kemenag.

Kabupaten Aceh Barat Daya


11

Pengawas LK PR 9

Lain LK PR

5

2

0

Total LK PR 23

16

Total 39

PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3 Pendampingan kohor 1 di Aceh Jaya diadakan pada bulan Juli- September 2016 dengan empat kali pertemuan di KKG Gugus 1 Kr Sabe. Pendekatan Lesson Study dilaksanakan dalam 3 tahap (Plan, Do, See) melibatkan 37 orang (L:4;P:33) dari 8 SMP/MTs.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) RAPAT TINGKAT LPTK Rapat perencanaan fasilitator LPTK pada tanggal 30 Juli dengan 30 fasilitator LPTK diadakan di Banda Aceh. Fasilitator sepakat untuk menggunakan model Lesson Study untuk melakukan mendampingi guru. Satu siklus dengan tiga pertemuan dan pendampingan semester berikutnya dilakukan satu kali kunjungan ke sekolah. Rapat koordinasi dengan sekolah lab dan sekolah mitra LPTK diadakan pada tanggal 31 Juli dan diikuti oleh koordinator LPTK dan kepala sekolah lab/mitra LPTK dengan peserta 31 orang (L:11;P:20). Pada rapat disepakati satu siklus pendampingan untuk perencanaan (mengembangkan rencana pelajaran) yang akan dilakukan dalam kelompok, dan satu siklus mengajar dimana ada guru yang melakukan pembelajaran di kelas, sementara yang lain sebagai pengamat. Refleksi akan dilakukan setelah mengajar. PROGRAM PRAKTIKUM LPTK Pelatihan dosen pembimbing lapangan dan guru pamong untuk PPL mahasiswa LPTK jenjang SD/MI dilaksanakan pada tanggal 30 Agustus -1 September. Pelatihan dihadiri oleh 60 orang peserta (L:10;P:50) dari unsur dosen, guru, dan mahasiswa. Dosen pembimbing lapangan dan guru pamong semakin mengerti peran dan fungsi masing-masing dalam membina mahasiswa praktikan (PPL).


53

Pelatihan dosen pembimbing lapangan dan guru pamong untuk PPL mahasiswa LPTK jenjang SMP/MTs dilaksanakan pada tanggal 6-8 September. Pelatihan dihadiri oleh 53 orang peserta (L:11;P:42) dari unsur dosen, guru, dan mahasiswa. Dosen pembimbing lapangan dan guru pamong semakin mengerti peran dan fungsi masing-masing dalam membina mahasiswa praktikan (PPL).

TATA KELOLA DAN MANAJEMEN DISEMINASI PROGRAM PRAKTIK YANG BAIK Diseminasi kabupaten: Pada triwulan ini beberapa kabupaten telah melakukan diseminasi dan telah membelanjakan sebesar Rp 403.604.700 dengan perincian berikut: Kabupaten Pidie membelanjakan Rp. 327.904.700 untuk pelatihan CTL Modul 1 di SKB Bambi Pidie dalam beberapa gelombang, yakni gelombang I (20-23 Juli), gelombang 2 (25-28 Juli), gelombang 3 (29 Juli -1 Agustus), gelombang 4 (2-5 Agustus), gelombang 5 (6-9 Agustus), dan gelombang 6 (1013 Agustus). Totalnya melibatkan 725 guru dan kepala sekolah (L: 173; P: 552) dengan sumber anggaran lainnya sebesar Rp 205.105.700. Pelatihan PAKEM Modul 1 di Gugus Kembang Tanjong, Pidie (19-22/8 ) melibatkan 122 guru dan kepala sekolah (L: 17; P:105) dengan sumber anggaran lainnya sebesar Rp 71.688.000. Pelatihan CTL Modul 2 di SKB Bambi, Pidie (27-30 Agustus) melibatkan 112 guru dan kepala sekolah (L: 29; P:83) dengan sumber anggaran lainnya sebesar Rp 51.111.000. Kabupaten Aceh Utara membelanjakan Rp. 33.250.000 dari sumber dana lain untuk pelatihan PAKEM Modul 1 di UPTD Muara Batu Aceh Utara (5-8 September) bagi129 guru dan kepala sekolah (L: 19; P:110) dengan sumber anggaran lainnya sebesar Rp 33.250.000. Kabupaten Bireun membelanjakan Rp. 42.450.000 dari sumber dana lain untuk pelatihan CTL Modul 2 di UPTD Peusangan (13-16 Agustus) untuk 97 guru dan kepala sekolah (L: 21; P:76). Diseminasi Provinsi Aceh: Pelatihan PAKEM, CTL dan MBS Jenjang SD serta SMP untuk Modul 1 dilaksanakan serentak di 5 kabupaten pada tanggal 26 – 29 Agustus 2016, yakni di Kabupaten Aceh Barat dengan peserta 208 orang (L:90;P:118), di kabupaten Gayo Lues dengan peserta 237 orang (L:135;P:102), di kabupaten Aceh Tenggara dengan peserta 235 orang (L:119;P:116), di Kota Langsa dengan peserta 240 orang (L:72;P:168), dan di Kota Lhokseumawe dengan peserta 221 orang (L:65;P:156). Di 5 kabupaten lainnya pelatihan diadakan pada tanggal 2 – 5 September 2016, yakni di Kabupaten Aceh Selatan dengan peserta 233 orang (L:116;P:117), di Kabupaten Nagan Raya dengan peserta 241 orang (L:116;P:125), di Kabupaten Simeulue dengan peserta 240 orang (L:142;P:98), di Kabupaten. Singkil dengan peserta 205 orang (L:86;P:119), dan di Kota Subulussalam dengan peserta 221 orang (L:103;P:118). Kegiatan ini merupakan bagian dari diseminasi Provinsi Aceh dengan sumber Anggaran dari APBD Provinsi Aceh total Rp. 16,8 Milyar dengan rincian: setiap kegiatan anggarannya Rp. 128.244.900, setiap kabupaten dialokasikan empat kegiatan (per modul) yaitu MBS SD, MBS SMP, PAKEM, dan CTL, totalnya Rp. 512.979.000 per modul untuk masing-masing kabupaten.

PROGRAM BUKU Pelatihan Buku Bacaan Berjenjang (B3) tingkat sekolah dilaksanakan pada Bulan Juli hingga September 2016 dengan rincian berikut: Kabupaten Aceh Utara melibatkan 76 sekolah dengan total peserta 329 orang (L59;P:270), Kabupaten Bireuen melibatkan 65 sekolah dengan total peserta 274 orang (L:60;P:214), Kabupaten Aceh Jaya melibatkan 19 sekolah dengan total peserta: 92 orang (L:23;P:69), Kabupaten Bener Meriah melibatkan 53 sekolah dengan total peserta 228 orang (L:48;P:180), 54


Kabupaten Aceh Tengah melibatkan 39 sekolah dengan total peserta 187 orang (L:38;P:149), Kabupaten Aceh Barat Daya melibatkan 36 sekolah dengan total peserta 150 orang (L:33;P:117), Kabupaten Pidie melibatkan 72 sekolah dengan total peserta 318 orang (L:44;P:274), Kabupaten Pidie Jaya melibatkan 20 sekolah dengan total peserta 69 orang (L:11;P:58, Kabupaten Aceh Tamiang melibatkan 28 sekolah dengan total peserta 126 orang (L:41;P:85).

KEGIATAN LAIN Rapat perencanaan provinsi dilaksanakan pada tanggal 6-7 Agustus di Aceh Besar dan melibatkan semua staff USAID PRIORITAS Aceh. Tujuan kegiatan untuk mengkaji ulang hasil rapat staf nasional di Surabaya, temuan-temuan di lapangan dan rencana pada tahun ke-lima. Sebagai hasil, setiap DC dan staf teknis telah menyusun rencana kegiatan tahun ke-lima secara bersama, termasuk rencana penugasan staf untuk mendukung diseminasi provinsi Aceh. Kunjungan Project Manager USAID INDONESIA dilakukan pada tanggal 6-8 September bersama Kepala Dinas Pendidikan Provinsi Aceh, Kepala Dinas Pendidikan Pidie Jaya, Wakil Bupati Pidie Jaya, Kepala Dinas Pendidikan Pidie, Kemenag Pidie Jaya dan pimpinan LPTK Unsyiah (Wakil Rektor 1, Dekan dan jajarannya beserta fasilitator LPTK) dan UIN Ar-Raniry (Wakil Rektor 1, Dekan dan jajarannya beserta fasilitator LPTK) untuk mendapatkan tujuan kunjungannya yaitu dampak dari program, komitmen pemangku kepentingan dan sekolah/fasilitator serta mendapatkan gambaran strategi kelanjutan program pada masa yang akan datang (pasca USAID PRIORITAS). Project Manager USAID/Indonesia juga mengunjungi sekolah di Pidie Jaya, pelatihan buku bacaan berjenjang, sekolah mitra LPTK yang sedang ada program PPL dan pelatihan dosen pembimbing PPL dan guru pamong jenjang SMP/MTs. Gerakan Indonesia Membaca (GIM) di Aceh Utara dan Gerakan Pendidikan Pemberdayaan Perempuan Marginal (GP3M) dilaksanakan pada tanggal 7 September di lapangan Lhoksukon Kabupaten Aceh Utara. USAID PRIORITAS terlibat dalam pameran yang memajangkan Buku Bacaan Berjenjang dan penyerahan buku B3 secara simbolis dari Provincial Coordinator kepada Bupati Aceh Utara untuk digunakan oleh sekolah. Pada kegaitan ini, Bupati menginstruksikan jajaran dinas pendidikan untuk memanfaatkan secara maksimal buku hibah USAID tersebut terutama pada sekolah yang terpilih menjadi mitra. Partisipasi PRIORITAS pada Pameran Hardikda Aceh ke 57 pada tanggal 18-19 September berupa pameran pada stan yang diberikan oleh Dinas Pendidikan Provinsi untuk memperlihatkan hasil program selama 4 tahun di Aceh kepada para peserta terutama pemangku kepentingan pendidikan provinsi. Dengan menggunakan ruang sebesar 15X5 meter, stan USAID PRIORITAS menampilkan media pembelajaran, proses belajar dan karya siswa dari sekolah mitra di Pidie Jaya. Stan juga menampilkan simulasi pembelajaran PAKEM, simulasi membaca bersama program B3 dan pojok baca serta foto kegiatan dari seluruh Aceh beserta modul pelatihan. Stan USAID PRIORITAS dikunjungi oleh Gubernur Aceh, Kepala Dinas Pendidikan Provinsi, Kemenag, para Bupati dan mereka melihat langsung demo pembelajaran yang dilakukan oleh siswa. Gubernur berterimakasih atas bantuan USAID untuk meningkatkan mutu pendidikan di Aceh. Pelatihan untuk Monitoring dilaksanakan pada tanggal 26-27 September di Lhokseumawe dengan jumlah peserta 84 orang (L:50;P:34) dari unsur fasilitator, dinas pendiidkan dan kemenag. Tujuannya adalah untuk melatih pengumpulan data bagi enumerator.

RENCANA TRIWULAN DEPAN •

Tingkat sekolah : pelatihan PAKEM dan MBS Modul 3, pelatihan modul kepala sekolah dan pengawas di kohor 1 dan 2, pelatihan Buku Bacaan Berjenjang di 9 kabupaten

•

Tingkat provinsi Aceh: pelatihan Modul 2 dan Modul 3


55

Galeri Foto

Mimy Santika, Project Manager USAID INDONESIA terlibat aktif bersama siswa SDN Simpang Tiga Pidie Jaya saat melakukan kunjungan di kabupaten tersebut (7/9/2016).

Gubernur Aceh, Zaini Abdullah mencoba media pembelajaran Periskop hasil karya siswa di stan USAID PRIORITAS pada Pameran Hari Pendidikan Daerah Aceh (17/9/2016).

Fasilitator sedang melakukan simulasi cara menggunakan buku B3 untuk membaca terbimbing dihadapan peserta Pelatihan Gugus III Simpang Kiri, Aceh Tamiang (31/8/2016).

Kepala Dinas Pendidikan Aceh dan Kakanwil Kemenag Aceh menikmati Membaca Bersama Program B3 bersama siswa pada pameran Hardikda Aceh (17/9/2016).

Wakil Bupati Aceh Barat Daya, Erwanto melakukan penjernihan air dengan media sederhana bersama siswa SDN mitra saat mengunjungi praktik Pelatihan PAKEM Modul 3 (20/8/2016).

56

Provincial Coordinator Aceh menyerahkan satu paket buku B3 kepada Bupati Aceh Utara secara simbolis pada kegiatan Gerakan Indonesia Membaca (7/9/2016).


Provinsi: Sumatera Utara Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 15 Juli 2016

26 Juli 2016

Dengan siapa Sekretaris Dinas Pendidikan Provinsi Sumut, Kabid Dikdas, Kabid PNF, Kasubag Program, Kasi Dikti Kabid Pendidikan Madrasah Kanwil Kemenag Sumut

18 Agustus 2016

Kabid Pendidikan Dasar, Dinas Pendidikan Provinsi Sumut

7 September 2016

Asisten 2 Guberbur Sumut, Kabag Biro Binkemsos, Kasi Pendidikan Binkemsos, Kabid Dikdas Disdiksu, Kabid Badan Perpusda Sumut. Rektor UNIMED Prof. Dr. Syawal Gultom, M.Pd

15 September 2016

Hasil koordinasi Penyusunan Draf Peraturan Gubernur (Pergub)Pendidikan Inklusi. Pasca Deklarasi Pendidikan Inklusi Dinas Pendidikan memastikan implementasi program melalui Pergub. Kanwil Kemenag Sumatera Utara bersama USAID PRIORITAS siap untuk mencanangkan gerakan literasi madrasah. Dinas Pendidikan Sumatera Utara meminta dukungan USAID PRIORITAS untuk menjadikan Sumatera Utara sebagai provinsi literasi. Pemerintah provinsi Sumatera Utara siap untuk mencanangkan Sumatera Utara sebagai provinsi literasi. USAID PRIORITAS diminta untuk mendukung dan mendesain deklarasi literasi, dan grand design program literasi Sumatera Utara. Rektor UNIMED setuju untuk melanjutkan program USAID PRIORITAS setelah proyek berakhir. Rektor juga berkeinginan UNIMED dapat menjadi service provider (SP). Usulan desain pembentukan badan service provider akan dibahas terlebih dahulu dengan para wakil rektor.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Dengan siapa

Hasil koordinasi

13 Juli 2016

Tanggal

Kadis Pendidikan, Kabid Dikdas, Nias Selatan.

13 Juli 2016

Sekretaris Disdik Labura, Kasi Kesiswaan, Koordinator Fasilitator.

15 Juli 2016

Bupati Labuhan Batu Drs. Pangonal Harahap, MM Kasubag Sosbud Bappeda Medan, Kabid Dikdas Disdik Medan. Kadis Pendidikan Tebing, Sekretaris, Kabid Dikdas, kabid PMTK, Kabid Sosbud Bappeda, Kasi SD dan SMP. Kadis Pendidikan, Kabid Sapras (penanggungjawab Renstra) Kadisdik Sergai, Kabid Dikdas, Kasubag Program.

Kadis menyetujui dan meminta penambahan fasilitator daerah untuk perluasan program diseminasi. Seleksi fasilitator harus sesuai dengan standar USAID PRIORITAS. Renstra Pendidikan sudah mengakomodasi program PRIORITAS untuk diseminasi di 8 kecamatan. Renstra juga sudah dikonsultasikan ke DPRD melalui RDP. Bupati mengeluarkan surat edaran terkait dengan Labuhan Batu sebagai kabupaten Literasi. Memastikan draf renstra Pendidikan dimasukkan ke dalam RPJMD.

16 Juli 2016 25 Juli 2016

25 Juli 2016 8 Agustus 2016

15 Agustus 2016

Kabid Dikas Disdik Medan, Kasi Kurikulum SMP, dan Tim

Memastikan anggaran PKB masuk RAPBD. Pencangan Deklarasi gerakan literasi pada 1 Agustus 2016, PAPBD dan BOS untuk diseminasi, Dipastikan program PRIORITAS masuk dalam Renstra Pendidikan. Sergai telah melakukan persiapan dalam rangka kunjungan asesmen dari Dirjend Dikdas Kemendikbud terkait dengan Sergai sebagai ujicoba program literasi nasional. Reviu sinkronisasi renstra Pendidikan


57

Tanggal 29 Agustus 2016 14 September 2016

Dengan siapa

Hasil koordinasi

Percepatan Pembangunan kota Medan Kadis Pendidikan Tanjung Balai, kabid Dikdas, Kasubag Program, Kabid Sosbud Bappeda. Kadis Pendidikan Langkat, kabid Dikdas, KUPT, Kepala sekolah.

Memastikan anggaran PKB dalam RAPBD, memasukkan kegiatan Showcase dalam anggaran, rencana pencanangan kota Literasi, dan memastikan diseminasi dengan anggaran dana BOS. Dinas Pendidikan Langkat menyetujui dan akan menyusun rencana program diseminasi mandiri di seluruh kecamatan dengan menggunakan anggaran BOS.

PELATIHAN ToT TOT untuk kepala sekolah dan pengawas dilaksanakan pada tanggal 17-18 Juli 2016 di Hotel Grand Kanaya Medan. Kegiatan ini diikuti oleh 60 perserta (42 laki-laki dan 18 perempuan) dari 15 kabupaten/kota di Sumatera Utara.

Kabupaten Medan Nisel Labuhanbatu Langkat Tobasa Sergai Labura Humbahas Binjai Deli Serdang Tebing Tinggi Tanjungbalai Taput Tapsel Sibolga

Guru LK PR 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0

Kepala sekolah LK PR 0 1 1 0 1 0 1 0 1 1 1 0 1 1 3 0 1 0 0 0 0 0 1 0 0 0 0 0 2 1

Pengawas LK PR 2 1 2 1 1 1 3 0 1 1 1 2 2 0 0 1 2 0 4 0 4 0 2 1 1 3 4 0 1 0

LPTK LK PR 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

LPMP LK PR 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Dinas Pend LK PR 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Kemenag LK PR 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Lain LK PR 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total LK PR 2 2 2 2 3 1 4 0 2 2 2 2 3 1 3 1 4 0 4 0 4 0 3 1 1 3 4 0 1 3

PELATIHAN KEPALA SEKOLAH DAN PENGAWAS Pelatihan untuk kepala sekolah dan pengawas dilaksanakan pada tangggal 28-29 September 2016 di Hotel Grand Kanaya Medan. Kegiatan ini diikuti oleh 40 peserta dari dua kecamatan Medan Kota dan Medan Amplas.

Kabupaten Medan

Guru LK PR 1



12

Pengawas LK PR 5

Lain LK PR

6

4

1

Total LK PR 20

20

Total 40

LPTK RAPAT REVIU DAN PERENCANAAN FASILITATOR LPTK Rapat Reviu dan Perencanaan ini dilaksanakan pada tanggal 29 Juli 2016. Sebanyak 16 fasilitator LPTK jenjang SD dan SMP hadir dalam kegiatan ini. Rapat mereviu kemajuan pendampingan modul 2, dan implementasi program B3, serta menyusun rencana pendampingan modul 3.

58


PENDAMPINGAN DI SEKOLAH LAB/MITRA LPTK Pendampingan dilaksanakan pada tanggal 21-22 September dan tanggal 27-28 September. Metode pendampingan menggunakan metode lesson study. Sebanyak 12 sekolah lab/mitra LPTK telah didampingi. Pada tanggal 21-22 September 36 guru dari enam sekolah telah didampingi, dan pada tanggal 27-28 September 36 guru dari enam sekolah telah didampingi.

PROGRAM PRAKTIKUM LPTK PELATIHAN PRAKTIKUM GURU JENJANG SD/MI Pelatihan sekolah lab dan praktikum guru tingkat SD dilaksanakan pada tanggal 29 – 30 Agustus 2016 di Hotel Grand Kanaya Medan. Kegiatan ini diikuti 60 peserta (20 laki-laki dan 40 perempuan).

Kabupaten Medan Deli Serdang

Dosen LK PR 8

Guru LK PR

12

1 2

Kepala Sekolah LK PR

4 13

0 0

Pengawas LK PR

0 0

0 0

Mahasiswa LK PR

0 0

9 0

11 0

Total LK PR 18 2

27 13

Total 45 15

PELATIHAN PRAKTIKUM GURU JENJANG SMP/MTS

Pelatihan sekolah lab dan praktikum guru tingkat SMP/MTs dilaksanakan pada tanggal 15 -17 September 2016 di Hotel Grand Kanaya Medan. Kegiatan ini diikuti 60 peserta (14 laki-laki dan 46 perempuan).

Kabupaten Medan Deli Serdang

Dosen LK PR 4 0

Guru LK PR

16 0

3 0


17 0

0 0

Pengawas LK PR

0 0

0 0

Mahasiswa LK PR

0 0

7 0

13 0

Total LK PR 14 0

46 0

Total 60 0

TATA KELOLA DAN MANAJEMEN LOKAKARYA RENSTRA PENDIDIKAN Lokakarya dukungan untuk Renstra Pendidikan dilaksanakan pada tanggal 20-21 Juli 2016 di Hotel Grand Kanaya Medan. Kegiatan ini diikuti peserta sebanyak 38 orang (24 laki-laki dan 14 perempuan) dari 10 kabupaten/kota di Sumatera Utara.

Kabupaten Medan Nisel Labuhanbatu Tobasa Sergai Humbahas Tebing Tinggi Tanjungbalai Sibolga Tapsel Provinsi

LPTK (Fasilitator) LK PR 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

Dinas Pend. LK PR 1 3 1 1 2 1 2 3 1 1 0

2 0 1 2 0 2 1 0 2 2 1

Kantor MenAg LK PR 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

BKD LK PR 0 0 0 0 0 0 0 0 0 0 0


0 0 0 0 0 0 0 0 0 0 0

Bappeda dll LK PR 1 1 1 1 1 0 1 0 0 0 0

1 0 0 0 0 0 0 1 1 0 0

Total LK PR 2 4 2 2 3 1 3 3 1 1 0

3 0 1 2 0 2 1 0 3 2 0

Total 5 4 3 4 3 3 4 4 4 3 1

59

PENDAMPINGAN RENSTRA Pendampingan dilaksanakan di enam daerah yaitu Tobasa (27-28 Juli 2016), Sibolga (23-24 Agustus 2016), Tanjung Balai (30-31 Agustus 2016), Tebing Tinggi (1 Agustus 2016), Humbahas (22-23 September 2016) dan Serdang Bedagai (26-27 September 2016). Kemampuan dan permasalahan tim Renstra tiap daerah yang tidak sama membuat dukungan yang dibutuhkan juga berbeda.

KONSULTASI PUBLIK RENSTRA SIBOLGA Kegiatan ini dilaksanakan pada tanggal 25 Agustus 2016 di Hotel Prima Indah Sibolga yang dibuka oleh Walikota Sibolga. Terhadap paparan Kepala Dinas Pendidikan terkait program-program unggulan dalam Renstra, Walikota percaya akan ada perbaikan mutu pendidikan melalui program-program ini, apalagi didukung USAID Prioritas. Masukan dari pemangku kepentingan pendidikan ditampung di akhir sesi untuk bahan finalisasi Renstra.

KONSULTASI PUBLIK PKB (Pengembangan Keprofesian Berkelanjutan) TAPANULI UTARA Kegiatan konsultasi public PKB berlangsung pada tanggal 21 September 2016 bertempat di Aula Bupati. Forum dibuka oleh Sekretaris Daerah yang dalam sambutannya menekankan bahwa pelaku pendidikan di Tapanuli Utara agar serius bekerja dalam meningkatkan mutu pendidikan termasuk meningkatkan mutu guru dan sekolahnya masing-masing. Kepala Dinas Pendidikan yang memaparkan rencana pelatihan guru dalam konsep PKB dilakukan secara masif dan berkelanjutan serta menjangkau semua guru. Masukan dari peserta ditampung untuk perbaikan rencana PKB tersebut.

EGRA KELAS SATU EGRA SEKOLAH MITRA B3 DAN PEMBANDING Kegiatan EGRA diawali dengan sosialisasi dan koordinasi yang dilaksanakan pada tanggal 10-11 Agustus 2016. Dari kegiatan sosialisasi ini dipastikan Dinas Pendidikan, Kemenag dan sekolah sasaran EGRA kelas satu dapat memahami kegiatan EGRA dan mendukung implementasi EGRA. Kegiatan dilanjutkan dengan Pelatihan Penyegaran bagi asesor pada tanggal 22 Agustus 2016. Sebanyak delapan asesor mengikuti kegiatan ini. Implementasi EGRA dilaksanakan pada tanggal 23-29 Agustus 2016, dengan melibatkan 319 siswa yang diases dari 13 sekolah.

DISEMINASI PROGRAM PRAKTIK YANG BAIK Dimeninasi pada periode ini dilaksanakan di 9 kabupaten/kota: •

Langkat: tujuh pelatihan PAKEM dengan peserta sebanyak 407 orang (115 laki-laki dan 292 perempuan)

•

Tapanuli Selatan: dua pelatihan PAKEM dengan peserta sebanyak 965 orang (203 laki-laki dan 762 perempuan).

•

Tobasa: enam pelatihan (1 PAKEM, 2 CTL, dan 3 MBS) dengan peserta sebanyak 426 orang (167 laki-laki dan 259 perempuan).

•

Tapanuli Utara: empat pelatihan (2 PAKEM dan 2 CTL) dengan peserta sebanyak 300 orang (95 laki-laki dan 205 perempuan).

•

Medan: tiga pelatihan (1 PAKEM dan 2 CTL) dengan peserta sebanyak 124 orang (29 laki-laki dan 95 perempuan).

60


•

Labuhanbatu: enam pelatihan (1 ToT SD, 1 ToT SMP, 1 PAKEM, 1 CTL dan 2 MBS) dengan peserta sebanyak 194 orang (63 laki-laki dan 131 perempuan).

•

Deli Serdang : tujuh pelatihan (1 ToT PAKEM dan 6 CTL) dengan peserta sebanyak 565 orang (107 laki-laki dan 458 perempuan).

•

Sibolga: dua pelatihan (1 PAKEM dan 1 CTL) dengan peserta sebanyak 142 orang ( 20 laki-laki dan 122 perempuan).

•

Humbahas: satu pelatihan CTL dengan peserta sebanyak 60 orang (22 laki-laki dan 38 perempuan).

PROGRAM BUKU Sampai September 2016 kegiatan Pelatihan Guru dan Kepala Sekolah serta Pengawas tingkat gugus untuk Program Membaca sudah dilaksanakan di 15 kabupaten/kota. Jumlah sekolah yang sudah dilatih sebanyak 1.418 sekolah, 206 gugus, total pencapaian 83%. Total peserta yang dilatih sebanyak 6.301 orang yang terdiri dari guru sebanyak 4.938 guru dan 1.207 kepala sekolah serta 156 pengawas. Tujuah kabupaten/kota telah menyelesaikan pelatihan tingkat gugus yakni : Sibolga, Tebing Tinggi, Tapanuli Selatan, Tanjung Balai, Binjai, Langkat, dan Serdang Bedagai.

Rekapitulasi Peserta Yang sudah dilatih PESERTA KAB/KOTA

Jumlah Gugus

Jumlah Sekolah

Guru

Kepala Sekolah

Pengawas

TOTAL

Langkat

19

120

350

111

0

461

Binjai

24

100

308

91

8

407

Medan

19

142

504

83

6

593

Deli Serdang

16

123

583

56

12

651

Tebing Tinggi

10

80

267

80

10

357

Toba Samosir

10

82

279

81

12

372

Tapanuli Utara Humbang Hasundutan Tapanuli Selatan

11

72

240

73

22

335

11

86

258

85

10

353

10

90

303

89

37

429

7

50

246

50

8

304

Serdang Bedagai

23

160

594

159

21

774

Tanjung Balai

10

70

258

70

7

335

Labuhan Batu

16

95

295

38

1

334

Labuhanbatu Utara

14

84

217

88

0

305

7

64

236

53

2

291

207

1,418

4,938

1,207

156

6,301

Sibolga

Nias Selatan TOTAL

KEGIATAN LAIN •

Konsul Amerika Serikat untuk Pulau Sumatera, Bapak Juha P. Salin, mengundang USAID PRIORITAS dan seluruh projek USAID di Pulau Sumatera untuk berbagi informasi dan


61

pengalaman pada 29 Juli 2016 di Hotel Aryaduta Medan. USAID PRIORITAS melaporkan perkembangan proyek. •

Deklarasi Gerakan Budaya Membaca di Tebing Tinggi pada 1 Agustus 2016. Kegiatan berhasil memecahkan rekor MURI untuk katagori menulis pantun terbanyak di Indonesia. USAID PRIORITAS Sumatera Utara mendapat piagam dari MURI sebagai pendukung.

•

Penyerahan buku bacaan berjenjang kepada Dinas Pendidikan Provinsi pada tanggal 18 Agustus 2016 diterima oleh Kepala Bidang Pendidikan Dasar Ibu Erni Mulatsih. Penyerahan yang sama kepada Kanwil Kemenag Sumatera Utara pada tanggal 26 Agustus 2016 diterima langsung oleh Kepala Bidang Pendidikan Madrasah Bapak Soritua Harahap.

•

Penyerahan buku bacaan berjenjang kepada Rektor UINSU pada tanggal 1 September 2016, yang langsung diterima oleh Rektor didampingi dengan Wakil Rektor, Kabag Kerjasama, Dekan Tarbiyah, Kepala Perpustakaan, Wakil Dekan I, dan beberapa dosen UINSU.

•

Pemerintah Provinsi Sumatera Utara berencana untuk mendeklarasikan Sumatera Utara sebagai provinsi literasi. USAID PRIORITAS dilibatkan sebagai pendukung. Rapat persiapan telah berlangsung pada tanggal 1 September dan 11 September 2016.


Tingkat sekolah: pendampingan, monitoring, pelatihan dan pendampingan program B3

•

Tingkat kabupaten: lokakarya diseminasi praktek baik di Kemenag, diseminasi di daerah kabupaten/kota.

•

Tingkat provinsi: deklarasi Literasi Provinsi

•

Tingkat LPTK: Pendampingan Sekolah Lab/Mitra LPTK, diseminasi LPTK

62


Galeri Foto

Asisten Gubernur Sumatera Utara Bidang Kesejahteraan Sosial Zulkarnain, SH mendengar paparan USAID PRIORITAS tentang desain deklarasi Sumut sebagai Provinsi Literasi di Kantor Gubsu (7/9).

Perwakilan Museum Rekor Indonesia-Dunia (MURI) memberikan piagam penghargaan kepada Koordinator Provinsi USAID Sumut Agus Marwan sebagai pendukung deklarasi Gerakan Membaca Tebing Tinggi (1/8.)

Rekor Universitas Islam Negeri Sumatera Utara (UINSU) Prof. Dr. Hasan Asari Nst, MA menerima hibah Buku Bacaan Berjenjang dari USAID PRIORITAS di Kampus UIN SU (1/9).

Megawati Silater, Guru YP Parulian yang akan pesiun setahun lagi, tetap bersemangat mengimplementasikan pembelajaran kontekstual dalam pelajaran IPA di Medan (23/9).

Konsul AS untuk Pulau Sumatera Bapak Juha Salin mengundang implementor pryjek USAID untuk berbagi informasi dan pengalaman di Hotel Aryaduta Medan (29/7).

Staf GMS dan STTA USAID PRIORITAS memfasilitasi penyusunan Rencana Strategis Pendidikan di Hotel Grand Kanaya Medan (29/7).


63

Provinsi: Banten Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 20 Juli 2016

Dengan siapa Sekretaris Dinas Pendidikan Provinsi Banten

8 September 2016

Kanwil Kemenag Provinsi Banten : - Kepala Kanwil - Kabid Pendidikan Madrasah - Kasi Data dan Kelembagaan - Staff Kanwil Kemenag

21 September 2016

Kanwil Kemenag Provinsi Banten - Kepala Kanwil - Kasi Data dan Kelembagaan - Kasubag Perencanaan - Kasi Penma Kabupaten Serang - Kasi Penma Kabupaten Pandeglang - Kasi Penma Kabupaten Tangerang - Kasi Penma. Kota Cilegon - Kasi Penma. Kota Tangerang Selatan

64

Hasil koordinasi Diseminasi pelatihan buku bacaan berjenjang diupayakan masuk dalam anggaran perubahan tahun 2016. Madrasah Expo : 1. USAID PRIORITAS Banten diminta keterlibatannya dalam Madrasah Expo Provinsi Banten yang akan dilaksanakan pada tanggal 22-24 Oktober 2016 2. Agenda kegiatan Madrasah Expo : • Pameran produk unggulan Madrasah Negeri dan Swasta serta Raudhatul Atfal se Provinsi Banten • Talkshow “Pembelajaran dan Manajemen yang Baik” di Madrasah • Peluncuran Gerakan Budaya Baca di Madrasah Provinsi Banten Diseminasi Praktik yang Baik : 1. Program dan anggaran diseminasi praktik yang baik akan disusun dan dilaksanakan oleh Kemenag Kab/Kota disesuaikan dengan anggaran yang dimiliki. 2. Program dan anggaran pendampingan akan dilaksanakan oleh Kanwil Kemenag 3. Pengurus KKG dan MGMP sudah terbentuk di tingkat KKM dan akan disinergikan dengan program diseminasi praktik yang baik. Gerakan Budaya Baca 1. Gerakan Literasi menjadi program prioritas di Madrasah dan akan dipersiapkan program, sarana, anggaran, serta SDM nya. 2. Strategi awal : - Peluncuran Gerakan Budaya Baca pada saat Madrasah Expo - Diadakan kegiatan penilaian budaya literasi madrasah di tingkat Kab/Kota kemudian dilanjutkan di tingkat Provinsi - Ada desain proposal yang masuk ke Dinas Pendidikan Kab/Kota - Penyusunan Dewan Pustaka


Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Dengan siapa 11 Agustus 2016

Hasil koordinasi

Bappeda Kota Tangerang Selatan : - Kabid Sosbud - Kasi Pendidikan Dinas Pendidikan Kota Tangerang Selatan : - Kasubag PEP - Kabid Dikdas - Kasi SD - Kasi Evaluasi dan Monitoring Dinas Pendidikan Kabupaten Serang : - Kabid Pembinaan SMP - Kasi Kurikulum Bidang SMP - Koordinator Pengawas SMP

24 Agustus 2016

1.

Finalisasi Rencana Strategis Dinas Pendidikan kota Tangerang Selatan diselesaikan bulan Agustus – September 2016 Kesesuaian renstra Dinas Pendidikan dengan indikator kinerja renstra Kemdikbud sebanyak 48 indikator. Penjadwalan kelengkapan data penulisan praktik yang baik dalam tata kelola pendidikan (Pedoman Gugus) pada tanggal 15-16 Agustus 2016

2. 3.

1.

Dinas Pendidikan akan menyelenggarakan Pelatihan Budaya Baca dengan anggaran Rp 148 juta (APBD Perubahan Oktober –November 20160) untuk SMP yang sudah replikasi dengan sasaran 100 orang (KS/Guru/Pustakawan) sebagai bentuk penguatan budaya baca dan ditambah dengan kegiatan seremonial atau gebyar semacam pameran dan infaq buku (seperti saat deklarasi buadaya baca). Finalisasi Renstra Dinas Pendidikan bulan Agustus – September 2016

2.

ToT PROVINSI (termasuk program buku) – Pada tanggal 15-16 Agustus 2016 dilaksanakan ToT Pengembangan Sekolah secara menyeluruh: Peran Kepala Sekolah dan Pengawas (modul Kepala Sekolah dan Pengawas Sekolah) di Hotel Santika, Tasikmalaya. Pelaksanaan ToT dilakukan bersama dengan provinsi Jawa Barat. Peserta berjumlah 31 orang (13 laki-laki & 18 perempuan) terdiri atas kepala sekolah (2 orang SD/MI & 5 orang SMP/MTs) dan pengawas (12 orang SD/MI & 9 orang SMP/MTs) mitra yang berasal dari kohor 1, kohor 2 dan ex DBE untuk tingkat SD/MI dan SMP/MTs untuk modul manajemen: kepala sekolah dan pengawas.

Kabupaten Serang Pandeglang Kabupaten Tangerang Tangsel Lebak Cilegon Tangerang

Guru LK PR 0 0 0 0 0 0 0 0 0 0

0 0 0 0

KS LK 0 1 2

PR 1 0 0

0 2 0 1

0 0 0 0

Pengawas LK PR 2 1 2 1 1 1 1 1 2 2

3 1 2 1

LPTK LK PR 0 0 0 0 0 0 0 0 0 0

0 0 0 0

LPMP LK PR 0 0 0 0 0 0 0 0 0 0

0 0 0 0

Dinas Pend LK PR 0 0 0 0 0 0 0 0 0 0

0 0 0 0

Kemenag LK PR 0 0 0 0 0 0 0 0 0 0

0 0 0 0

Lain LK PR 1 0 0 0 0 0 1 0 0 0

0 0 0 0

Total LK PR 2 3 3 2 3 1 2 3 2 1

3 1 2 3

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) – Di kohor 2 berlangsung pelatihan PAKEM modul III tingkat SD/MI yakni pada (1). Pada tanggal 20-22 Juli 2016 dilakukan pelatihan untuk kelas tinggi di Kota Tangerang Selatan. Pelaksanaan pelatihan dibuka oleh Kepala Bidang Pendidikan TK/SD Dinas Pendidikan Tangerang Selatan, H. Didi Sutisna yang dihadiri 64 orang (31 laki-laki & 33 perempuan) di Resto Kampung Anggrek. Fasilitator terdiri dari tujuh orang (1 laki-laki & 6 perempuan). Praktik mengajar dilaksanakan di SDN Jelupang 2, SDN Jelupang 3 dan SDN Kademangan. (2) Di Kabupaten Tangerang pada 28-30 Juli 2016 dilakukan pelatihan untuk kelas awal yang dihadiri oleh total 62 orang (7 laki-laki dan 55 perempuan). Acara


65

yang dilaksanakan di Gedung Islamic Center diikuti 51 guru (5 laki-laki & 46 perempuan); 9 kepala sekolah (2 laki-laki dan 7 perempuan) dan 2 pengawas (0 laki-laki & 2 perempuan). (3). Pada tanggal 8-10 Agustus 2016 dilakukan pelatihan untuk kelas tinggi Kabupaten Tangerang di Gedung Islamic Center. Pelatihan dihadiri oleh 58 orang (17 laki-laki & 41 perempuan terdiri atas 47 guru (13 laki-laki dan 34 perempuan); 7 kepala sekolah (2 laki-laki & 5 perempuan); 2 komite sekolah (2 laki-laki & 0 perempuan) dan 2 pengawas (0 laki-laki & 2 perempuan). Selanjutnya di kohor 2 juga dilaksanakan pelatihan modul III CTL tingkat SMP/MTs yakni (1) Kabupaten Tangerang pada tanggal 25-27 Agustus 2016 dilakukan di Resto Kampung Anggrek. Peserta berjumlah 92 orang (31 laki-laki & 61 perempuan) yang berasal dari 90 guru (29 laki-laki & 61 perempuan); 1 kepala sekolah (1 laki-laki & 0 perempuan) dan 1 pengawas (1 laki-laki & 0 perempuan). (2) Kota Tangerang Selatan pada 27-29 Juli 2016 di Resto Kampung Anggrek. Peserta berjumlah 123 orang (37 laki-laki & 86 perempuan) yang berasal dari 118 guru (35 laki-laki & 83 perempuan) dan 5 kepala sekolah (2 laki-laki & 3 perempuan). Pelatihan sekolah MBS modul III tingkat SD/MI di kohor 2 dilaksanakan sebagai berikut: (1) Kota Tangerang Selatan pada 25-26 Agustus 2016 di Resto Kampung Anggrek yang ditutup oleh Kabid PTK Dindik Tangsel, H. Didi Sutisna. Peserta berjumlah 75 orang (32 laki-laki & 43 perempuan) yang terdiri atas 38 guru (14 laki-laki & 24 perempuan); 14 kepala sekolah (9 laki-laki & 5 perempuan); 20 komite sekolah (8 laki-laki & 12 perempuan); 2 pengawas (0 laki-laki & 2 perempuan) dan 1 wakasek (1 laki-laki & 0 perempuan). (2) Kabupaten Tangerang dilaksanakan pada 5-6 September 2016 di gerdung serba guna Tigaraksa. Peserta berjumlah 58 orang (19 laki-laki & 39 perempuan) yang terdiri atas 37 guru (8 laki-laki & 29 perempuan); 10 kepala sekolah (4 laki-laki & 6 perempuan) dan 11 komite sekolah (7 laki-laki & 4 perempuan). Pelatihan MBS modul III tingkat SMP/MTs di kohor 2 dapat dilaporkan sebagai berikut (1) Kota Tangerang Selatan pada 2-3 September 2016 di Resto Istana Nelayan. Peserta berjumlah 42 orang (20 laki-laki & 22 perempuan) yang terdiri atas 19 guru (8 laki-laki & 11 perempuan); 11 komite sekolah (5 laki-laki & 6 perempuan); 6 kepala sekolah (3 laki-laki & 3 perempuan); 5 pengawas (3 lakilaki & 2 perempuan) dan 1 wakasek (1 laki-laki dan 0 perempuan). (2) Kabupaten Tangerang pada 910 September di gedung Islamic Center. Peserta yang hadir berjumlah 37 orang (24 laki-laki & 13 perempuan) yang terdiri atas 31 guru (19 laki-laki &12 perempuan); 3 Kepala Sekolah (2 laki-laki &1 perempuan) dan 3 komite sekolah (3 laki-laki & 0 perempuan).

Kota/ Kabupaten

Guru LK PR



Pelatihan PAKEM modul III Tangerang 22 28 0 0 selatan Kabupaten 5 46 0 0 Tangerang (kelas awal) Kabupaten 13 34 2 0 Tangerang (kelas tinggi) Pelatihan CTL modul III Kabupaten 29 61 0 0 Tangerang Tangerang 35 83 0 0 Selatan Pelatihan MBS modul III tingkat SD/MI Tangerang 14 24 8 12 Selatan 66

Pengawas LK PR

Lain LK PR

Total LK PR

Total

5

9

0

0

0

0

31

33

64

2

7

0

2

0

0

7

55

62

2

5

0

2

0

0

17

41

58

1

0

1

0

0

0

29

61

90

2

3

0

0

0

0

37

86

123

9

5

0

2

1

0

32

43

75


Kota/ Kabupaten

Guru LK PR



Kabupaten 8 29 7 4 4 Tangerang Pelatihan MBS modul III tingkat SMP/MTs Tangerang 8 11 5 6 3 Selatan Tangerang 24 13 3 0 2

Pengawas LK PR

Lain LK PR

Total LK PR

Total

6

0

0

0

0

19

39

58

3

3

2

1

0

20

22

42

1

0

0

0

0

24

13

37

PENDAMPINGAN SEKOLAH Pendampingan Sekolah SD/MI modul Pembelajaran di kohor 1 baru dilaksanakan di Kabupaten Serang. Periode Agustus – Oktober 2016, fasilitator telah melaksanakan 3-5 kali pendampingan dengan target 10 kali pendampingan melalui metode lesson study. Fasilitator dan peserta pendampingan merencanakan (Plan), menyepakati jadwal, pemodelan oleh fasilitator dan persiapan mengajar pada pertemuan pertama dan kedua. Pada pertemuan ketiga dan selanjutnya, pemodelan (Do) oleh salah satu guru di salah satu sekolah dan yang lain (fasilitator dan guru sekolah lain) menjadi pengamat dan melakukan refleksi (See). Pendampingan dilakaukan bergantian pada setiap guru di sekolahnya masing-masing. Refleksi (See) fasilitator dan guru dilaksanakan terakhir. Ada 16 sekolah mitra dan sekitar 90 orang guru yang sedang dan akan terdampingi.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) RAPAT TINGKAT LPTK Pelaksanaan rapat perencanaan fasilitator LPTK pada tanggal 28 Juli 2016 di Hotel Puri Kayana, Kota Serang dihadiri oleh 31 fasilitator LPTK terdiri atas 14 fasilitator UNTIRTA (5 laki-laki & 9 perempuan) dan 16 fasilitator IAIN SMH (6 laki-laki dan 9 perempuan). Tujuan pertemuan adalah merencanakan pendampingan dan menyusun praktik yang baik. Hasilnya adalah terkumpulnya praktik yang baik tentang LPTK. Pada tanggal 29 Juli 2016 dilaksanakan rapat kerja sekolah mitra LPTK di Hotel Le Dian, Kota Serang dihadiri oleh 58 orang (28 laki-laki & 30 perempuan). Peserta berasal dari 18 sekolah di Kota Serang, Kabupaten Serang dan Kota Cilegon dan 4 fasilitator LPTK (2 fasilitator UNTIRTA & 2 fasilitator IAIN SMH). Acara dibuka oleh Staf Ahli bidang Ekonomi Walikota Serang, Akhman Sarjito. Pertemuan bertujuan merencanakan pendampingan yang dilaksanakan pada bulan September hingga November 2016. PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK Pendampingan dilaksanakan dalam empat tahap yakni kegiatan 1 bertujuan mengidentifikasikan masalah yang dihadapi usai pelatihan, menganalisa dan mempersiapkan persiapan pembelajaran (RPP, LK, media dan evaluasi); kegiatan 2 bertujuan untuk melakukan finalisasi persiapan pembelajaran dan memantapkan simulasi guru model; kegiatan 3 pelaksanaan guru model mempraktikkan pembelajaran sedangkan fasilitator dan guru lain menjadi pengamat, dilanjutkan dengan refleksi dan diskusi; kegiatan 4 melakukan reviu dan refleksi bersama yang diikuti dengan penulisan jurnal dan artikel praktik yang baik. Kegiatan 1 dilaksanakan di empat lokasi berbeda yakni (1) Tanggap 3 September 2016 di SDN 21 Kota Serang, dengan 6 mitra UNTIRTA (SDN 7 Serang, SDN 20 Serang, SDN 21 Serang, SDN Banjar Agung 4, SDN Sumber Agung; SDN Karundang). Total peserta yang hadir adalah 33 guru dan 7 fasilitator UNTIRTA. (2) Pada tanggal 3 September 2016 di MI Jamiyatul Usbuiyah merupakan sekolah mitra IAIN SMH dengan 6 madrasah (MI Jamiyatul Usbuiyah, MIN 1 Serang; MIN 2 Serang; MIN 3 Serang; MIN 1 Cilegon; MI Nurul Fallah Kemuning). Total peserta yang hadir adalah 36 guru


67

dan 7 fasilitator IAIN SMH (3) Pada tanggal 5 September 2016 di MTsN 1 Kota Serang merupakan binaan IAIN SMH dengan mitra 2 MTs (MTsN 1 Serang; MTsN 2 Serang). Total peserta hadir adalah 21 guru dan 6 fasilitator IAIN SMH; (4) Pada tanggal 8 September 2016 di SMPN 7 Kota Serang merupakan binaan UNTIRTA dengan mitra 3 SMP (SMPN 3 Serang, SMPN 6 Serang, SMPN 7 Serang). Total peserta yang hadir adalah 35 guru dan 6 fasilitator UNTIRTA.

TATA KELOLA DAN MANAJEMEN PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB)

1. Lokakarya Penyusunan Rencana Strategis SKPD Pendidikan Hasil dari fasilitasi perencanaan Pengembangan Keprofesian Berkelanjutan (PKB) menjadi bahan dalam pendampingan penyusunan Rencana Strategis (Renstra) SKPD Pendidikan di 4 kabupaten/kota mitra yang baru melaksanakan pemilihan kepala daerah baru yaitu Kabupaten Serang, Kabupaten Pandeglang, Kota Tangerang Selatan, dan Kota Cilegon, dan telah diawali dengan kegiatan Sosialisasi di bulan Juni 2016. Kegiatan ini dilaksanakan selama dua hari yaitu pada tanggal 22-23 Juli 2016 di Hotel Ibis Serpon Tangerang melibatkan 18 peserta yang merupakan pemangku kepentingan dari Bappeda dan Dinas Pendididikan kabupaten/kota khususnya tim perencanaan. Lokakarya ini bertujuan untuk untuk melengkapi rancangan awal draf renstra berdasarkan hasil review draf renstra disesuaikan dengan indikator kinerja renstra Kemdikbud serta mempertajam sasaran strategis dan program/kegiatan yang relevan dengan isu strategis. Hasil dari lokakarya ini menunjukkan bahwa kesesuaian draf rancangan awal renstra pendidikan 4 kabupaten/kota tersebut dengan indikator kinerja renstra Kemdikbud sudah cukup besar yaitu kabupaten Serang 63%, kabupaten Pandeglang 75%, kota Tangerang Selatan 80%, dan kota Cilegon 55%. Selanjutnya hasil pemetaan draf renstra menunjukkan 6 komponen yang merupakan fokus utama program USAID PRIORITAS yaitu (i) diseminasi praktik yang baik dalam pembelajaran, (ii) diseminasi Manajemen Berbasis Sekolah, (iii) literasi/budaya baca, (iv) penataan dan pemerataan guru, (v) penguatan KKG dan MGMP (CPD), serta (vi) pendidikan inklusi, sebagian besar sudah masuk dalam resntra pendidikan baik program, kegiatan, dan anggaran untuk lima tahun atau pagu anggaran indikatif 5 tahun.

2. Pendampingan Finalisasi Penyusunan Rencana Strategis SKPD Pendidikan Sebagai tindak lanjut dari lokakarya penyusunan rencana strategis SKPD Pendidikan adalah pendampingan finalisasi renstra yang dilaksanakan bersama tim perencanaan Dinas Pendidikan baik melalui pertemuan langsung maupun email. Hasil dari pendampingan adalah penajaman pagu anggaran indikatif 6 komponen program utama dalam renstra pendidikan yang ditunjukkan oleh tabel dibawah ini :

Tabel 1. Anggaran Indikatif Diseminasi (dalam jutaan) Program Diseminasi (dalam juta) Guru pembelajar/ Penguatan KKG/MGMP

Kecukupan Guru

Banten

41483

38017

Kota Cilegon

3000

TangSel Pandeglang

Provinsi/ Kab/kota

Serang

68

Literasi /Budaya Baca

Manajemen Berbasis Sekolah

Praktik yang baik pembelajaran

Pendidikan Inklusi

1048

15556

34492

4431.45

135027.45

0

900

800

8900

0

13600

21000

8000

0

0

5900

0

34900

10498

2017

0

1106

5527

0

19148

6985

28000

148

13650

14165

4431.45

67379.45

Total


Provinsi/ Kabupaten Provinsi Serang Pandeglang Tang Sel Cilegon

LPTK (Fasilitator) LK PR 3 0 0 0 0

0 0 0 0 0

Dinas Pend. LK PR 0 3 4 2 4

0 2 0 0 0

Kantor MenAg LK PR 0 0 0 0 0

0 0 0 0 0

BKD LK PR 0 0 0 0 0

0 0 0 0 0

Bappeda dll LK PR 0 0 1 1 0

Total LK PR

0 0 0 0 1

3 3 4 2 4

0 2 1 1 1

Total 3 5 5 3 5

KEGIATAN MONITORING & EVALUASI (LPTK dan Kabupaten) Kegiatan monitoring dan evaluasi di tingkat LPTK yang terlaksana adalah mengumpulkan data dan informasi mengenai mahasiswa praktik pengalaman lapangan (PPL) yang menunjukkan praktik yang baik dalam pembelajaran dan pendampingan oleh guru pamong dan dosen pembimbing dengan metode pengamatan dan wawancara terhadap 10 mahasiswa PPL dari jurusan PGMI IAIN Sultan Maulana Hasanudin Banten. Kegiatan tersebut dilaksanakan pada tanggal 8-12 Agustus 2016 di MIS Ciwaru Kota Serang dan MIN Baros Kabupaten Serang.

DISEMINASI PROGRAM PRAKTIK YANG BAIK Kegiatan pelatihan diseminasi untuk periode ini pada dilaporkan sebagai berikut (1). 26-28 Mei 2016 diseminasi modul 2 PAKEM Kecamatan Muncang, Lebak diikuti oleh total 63 orang (43 laki-laki & 23 perempuan) yang dibiayai PRIORITAS Rp 10.449.000 + APBD/BOS Rp 21.529.000; (2). 20-24 Juli 2016 diseminasi CTL modul 3 SMPN 2 Cilegon diikuti 48 orang (11 laki-laki & 37 perempuan) yang dibiayai PRIORITAS Rp 11.280.000 + APBD/BOS Rp 14.400.000; (3). 21-23 Juli 2016 diseminasi modul CTL SMP Muhammadiyah Cipondoh Kota Tangerang diikuti 47 orang (25 laki-laki & 22 perempuan) dibiayai PRIORITAS Rp 10.680.000 + APBD/BOS Rp 17.625.000; (4). 5-7 September 2016 diseminasi modul CTL SMP Kota Tangerang Selatan diikuti 114 orang (44 laki-laki & 70 perempuan) dibiayai PRIORITAS Rp 20.350.000 + APBD Rp 320.000.000,-

PROGRAM BUKU (Pelatihan pada tingkat sekolah) Pelatihan penggunaan buku bacaan berjenjang dimulai tanggal 28-30 Juli 2016 di Kabupaten Lebak. Tercatat selama periode Juli-September 2016, pelatihan berlangsung di 7 kabupaten/kota yakni Kabupaten Pandeglang, Kabupaten Lebak, Kabupaten Serang, Kota Cilegon, Kota Tangerang Selatan, Kota Tangerang dan Kabupaten Tangerang. Pelatihan diikuti oleh 1022 guru (126 laki-laki & 896 perempuan); 184 kepala sekolah (83 laki-laki & 101 perempuan) dan 22 pengawas (12 laki-laki & 10 perempuan). Dapat dikatakan sudah 60% dari target pelatihan penggunaan buku bacaan berjenjang. Bulan Oktober 2016 diharapkan sudah selesai pelatihan dan mulai dilaksanakan pendampingan.

RENCANA KUARTAL DEPAN •

Tingkat sekolah: pengambilan data akhir, pelatihan dan pendampingan program buku,

•

Tingkat kabupaten: pelatihan kepala sekolah & pengawas tingkat kabupaten/kota, lokakarya diseminasi pembelajaran untuk madrasah, briefing media komunikasi

•

Tingkat LPTK: pelatihan praktikum guru,


69

Galeri Foto

Siswa SD Al Madinah sedang menempelkan hasil kerja di dinding dalam praktik mengajar pelatihan sekolah PAKEM modul III di Tangerang Selatan (22/7).

Hj. Elis Yulaeti M. Pd., Kabid SMP Dindik Kabupaten Serang sedang menyampaikan draf renstra dalam lokakarya penyusunan renstra pendidikan (23/7).

Pengamatan terhadap mahasiswa IAIN SMH Banten yang sedang melakukan praktik pengamalan lapangan kependidikan (PPLK) di MIN Baros, sekolah mitra LPTK (10/8).

Praktik membaca terbimbing dalam pelatihan tingkat gugus buku bacaan berjenjang di SDN Petir 1 Kabupaten Serang (22/8).

Peserta berlatih ketrampilan informasi dalam pelatihan diseminasi modul kontekstual yang diselenggarakan Dindik Tangsel (5/9)

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Pendampingan di SMPN 7 Serang untuk mapel Bahasa Inggris yang dipandu oleh Aisyah, fasilitator UNTIRTA (8/9).


Provinsi: Jawa Barat Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 5 September 2016

Dengan siapa Kepala bidang Madrasah dan Kasi Kelembagaan Kanwil Kemenag Jawa Barat

Hasil koordinasi Kepala Wilayah Kemenag ke depan ingin mengkoordinasikan kantor-kantor kemenag kabupaten/kota untuk mendiseminasikan program PRIORITAS pada madrasah-madrasah.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal

Dengan siapa

11-13 Juli 2016 dan 8 - 12 Agustus 2016

Kepala Bidang Dikmen, Kasubag program, Kasi PMTK, staff PMTK, staff program data Dinas Pendidikan Tasikmalaya, FASILITATOR Pembelajaran dan MBS, Bappeda Tasikmalaya

3 Agustus 2016

Kasi Kurikulum, Kepada Bidang Dikdas dan Staf Kurikulum Dinas Pendidikan Cirebon

23-24 Agustus 2016

Sekretaris Dinas, Bagian Perencanaan, dan Kasi Kurikulum Dikdas, Dinas Pendidikan Indramayu Kepala Kantor Arsip, Perpustakaan dan Penggelolaan Data Elektronik (KAPPDE) Kota Cimahi Kasi Tenaga Teknis Bidang SD Disdik Kabupaten Bekasi

26 Agustus 2016 2 September 2016

07 September 2016

Ketua KKM dan kepala kepala Madrasah se Kabupaten Kuningan

Hasil koordinasi Menyiapkan Juknis pelaksanaan dan implementasi PKB sebagai tindak lanjut dikeluarkannya Panduan Diseminasi Program USAID PRIORITAS oleh Kepala Dinas Pendidikan Tasikmalaya. • Program – program peningkatan mutu USAID PRIORITAS didukung 100% dalam RENSTRA. • Terpilih 40 calon fasilitator SMP terdiri dari guru SMP terbaik dari masing-masing MGMP. • Terpilih 100 calon fasilitator SD terdiri dari 20 pengawas, 40 K3S, 40 ketua KKG/guru. • TOT fasilitator SMP akan dilaksanakan tanggal 22-24 Agustus 2016. • TOT fasilitator SD akan dilaksanakan tanggal 2931 Agustus 2016. Diseminasi program PRIORITAS akan tetap dianggarkan di tahun 2017 dan akan difokuskan pada menambah jumlah fasilitator. •

Kepala KAPPDE meminta satu sekolah yang dapat menjadi rujukan untuk program budaya baca sehingga dapat membawa rombongan Kepala-kepala sekolah lain untuk belajar pengembangan budaya baca. Setelah anggaran APBD untuk pelatihan B3 sempat ditolak oleh dewan, akhirnya dinas pendidikan telah menerima Rencana Anggaran Biaya untuk kegiatan tersebut dengan total anggaran 300 juta rupiah untuk 558 guru SD. Kegiatan akan dilaksanakan pada bulan Oktober 2016 Kepala-kepala madrasah sepakat untuk melaksanakan diseminasi di setiap KKM.

ToT PROVINSI ToT bagi fasilitator jenjang SD/MI dan SMP/MTs Modul bagi Kepala Sekolah dan Pengawas dilaksanakan pada tanggal 15-16 Agustus 2016 bertempat di Hotel Santika Tasikmalaya. Pelatihan ini dihadiri oleh 47 peserta (34L/13P) yang merupakan para fasilitator daerah pilihan dari 7 kabupaten/kota mitra USAID PRIORITAS Jawa Barat dan 5 kabupaten/kota DBE. Hasil yang dicapai dari kegiatan ini adalah para fasilitator daerah telah siap memfasilitasi pengawas dan kepala sekolah di


71

kabupaten/kota dalam hal memperkenalkan pendekatan pelatihan sekolah dengan metode Whole School Development, melakukan pemantauan kemajuan sekolah (pembelajaran, budaya baca, manajemen sekolah, dan peran serta masyarakat) dengan menggunakan instrumen pemantauan, dan merumuskan tindakan berdasarkan hasil pemantauan untuk memajukan sekolah.

Kabupaten

Guru LK PR

Bandung Barat Ciamis Cimahi Bekasi Cirebon Kuningan Tasikmalaya Bogor Garut Indramayu Karawang Sukabumi

-

-

KS LK PR 1 0 0 0 0 1 1 0 0 0 0 1

0 0 0 0 0 0 0 0 0 0 0 0

Pengawas Disdik LK PR 2 3 1 2 4 3 2 2 3 2 2 1

0 1 3 1 0 0 1 2 1 2 1 1

Pengawas Kemenag LK PR 1 0 0 1 0 0 0 0 0 0 1 0

Lainnya LK PR

0 0 0 0 0 0 0 0 0 0 0 0

-

Total LK PR

-

4 3 1 3 4 4 3 2 3 2 3 2

0 1 3 1 0 0 1 2 1 2 1 1

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan sekolah Modul 3 di daerah kohor 2 untuk periode Juli - September 2016 adalah: Jenis Pelatihan

Waktu

Pembelajaran Kelas Tinggi

21-23 Juli

Pembelajaran SMP/MTs (Gugus 1 & 2)

28-30 Juli

MBS SD/MI

10-11 August

12-13 August MBS SMP/MTs

22-23 August

Pembelajaran SMP/MTs

21-23 Juli


27-29 Juli

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Sekolah/Instansi Cirebon MI As-Salafiah Bode, MI Miftahul Muta’alimin, MI NU As-Shobirin, MIN Cangkoak, SDN 1 Cangkoak, SDN 1 Kepunduan, SDN 1 Panembahan, SDN 1 Sindangjawa, SDN 1 Trusmi Kulon, SDN 1 Trusmi Wetan, SDN 2 Balad, SDN 2 Cangkoak, SDN 2 Panembahan, SDN 2 Sindangmekar, SDN 2 Trusmi Wetan, SDN 3 Panembahan, UPT Dukupuntang, UPT Plered, UPTD Klangenan, UPTD Plumbon, Dinas Pendidikan SMPN 1 Dukupuntang, SMPN 2 Sumber, SMPN 3 Sumber, MTsN Cisaat, SMPN 1 Plered, SMPN 2 Plered, SMPN 3 Plered, MTsN Cisaat, Dinas Pendidikan MI NU As-Shobirin, MI Salafiyah Bode, SDN 1 Panembahan, SDN 1 Trusmi Kulon, SDN 1 Trusmi Wetan, SDN 2 Panembahan, SDN 2 Trusmi Wetan, SDN 3 Panembahan, UPT Dukupuntang, UPT Plumbon, UPT Talun, Dinas Pendidikan MI Miftahul Muta’alimin, MIN Sindang Mekar, SDN 1 Cangkoak, SDN 1 Kepunduan, SDN 1 Sindangjawa, SDN 2 Balad, SDN 2 Cangkoak, SDN 2 Sindangmekar SMPN 1 Dukupuntang, SMPN 2 Sumber, SMPN 3 Sumber, MTsN Cisaat, SMPN 1 Plered, SMPN 2 Plered, SMPN 3 Plered, MTsN Cirebon Bekasi SMPN 1 Cikarang Pusat, SMPN 1 Cikarang Selatan, SMPN 2 Cikarang Pusat, SMPN 2 Cikarang Selatan, SMPN 3 Cikarang Pusat, SMPN 3 Cikarang Selatan, MTs Nurul Huda, MTs Serang, MGMP IPS, MGMP Matematika SDN 1 Jayamukti, SDN 2 Jayamukti, SDN 3 Jayamukti, SDN 1 Hegarmukti, SDN 2 Hegarmukti, SDN 3 Hegarmukti, SDIT An-Nur, MIS Al Hidayah Muslim Cendekia, SDN 1 Sukaresmi, SDN 3 Sukaresmi, SDN 5 Sukaresmi, SDN 6 Sukaresmi, MIS 01 Islamiyah, SDIT Ar-Rahman


Jenis Pelatihan MBS SD/MI

Waktu 25-26 August 31 August-1Sep

MBS SMP/MTs (Gugus 2)

29-30 August

Pembelajaran SMP/MTs (Gugus 2)

19-21 Juli

MBS SD/MI

27-28 Juli 29-30 Juli

MBS SMP/MTs

22-23 August

Sekolah/Instansi SDN 1 Jayamukti, SDN 2 Jayamukti, SDN 3 Jayamukti, SDN 1 Hegarmukti, SDN 2 Hegarmukti, SDN 3 Hegarmukti, SDIT An-Nur, UPT Cikarang Pusat, Kemenag SDN 1 Sukaresmi, SDN 3 Sukaresmi, SDN 5 Sukaresmi, SDN 6 Sukaresmi, MIS 01 Islamiyah, MIS At Taqwa, SD Karya Iman, SDIT Ar-Rahman SMPN 1 Cikarang Pusat, SMPN 3 Cikarang Pusat, MTs Nurul Huda, SMPN 1 Cikarang Selatan, SMPN 2 Cikarang Selatan, SMPN 3 Cikarang Selatan, MTsN Serang Kuningan SMPN 1 Cilimus, SMPN 2 Cilimus, SMPN 3 Cilimus, MTsN Sangkanhurip, SMPN 1 Garawangi, SMPN 2 Garawangi, SMPN 1 Sindangagung, MTsN Sindangsari MI PUI 2 Ciwedus, MIN Manis Kidul Jalaksana, SDN 3 Bojong, SDN 1 Cilimus, SDN 4 Bojong, SDN 2 Cilimus, SDN 4 Cilimus, SDN 5 Cilimus MI Cokroaminoto, MI PUI Cikaso, SDN 1 Lengkong, SDN 1 Purwasari, SDN 2 Purwasari, SDN 3 Lengkong, SDN 3 Purwasari, SDN Tembong SMPN 1 Cilimus, SMPN 2 Cilimus, SMPN 3 Cilimus, MTsN Sangkanhurip, SMPN 1 Garawangi, SMPN 2 Garawangi, SMPN 1 Sindangagung, MTsN Sindangsari Tasikmalaya


19-21 Juli

Pembelajaran SMP/MTs

26-28 Juli

MBS SD/MI

29-30 August 2-3 Sep

MBS SMP/MTs (Gugus 1 & 2)

29-30 August

MI Cicarulang, MI Leuwiseeng, MIN Sukaratu, MI Al-Hidayah, SDN 1 Pakemitan, SDN Citatah, SDN 1 Cikunten, SDN 3 Pakemitan, SDN 2 Pakemitan, SDN 4 Pakemitan, SDN 2 Cikunten, SDN 5 Pakemitan, SDN Cintawana, SDN M.Toha, SDN Bugelalis, SDN Sukasenang, UPT Ciawi, UPT Singaparna, Kemenag SMPN 2 Singaparna, SMPN 1 Padakembang, SMPN 1 Mangunreja, MTs Singaparna Cintawana, SMPN 1 Ciawi, SMPN 1 Pagerageung, SMPN Sukaresik, MTsN Pamoyanan MIN Sukaratu, MIS Al-Hidayah, SDN 1 Pakemitan, SDN 2 Pakemitan, SDN 3 Pakemitan, SDN 4 Pakemitan, SDN 5 Pakemitan SDN Bugelalis MI Cicarulang, MI Leuwiseeng, SDN Citatah, SDN 1 Cikunten, SDN 2 Cikunten, SDN Cintawana, SDN M. Toha, SDN Sukasenang, Kemenag SMPN 2 Singaparna, SMPN 1 Padakembang, SMPN 1 Mangunreja, MTsN Singaparna, SMPN 1 Ciawi, SMPN 1 Pagerageung, SMPN 1 Sukaresik, MTsN Pamoyanan, Dinas Pendidikan, Kemenag

Jumlah Peserta Pelatihan Pembelajaran Kelas Tinggi Modul 3 Kohor 2 (Juli-September 2016) Komite Kepala Guru sekolah Sekolah Pengawas Lain Total Kabupaten LK PR LK PR LK PR LK PR LK PR LK PR Total Bekasi 15 29 0 0 10 2 4 0 0 0 29 31 60 Cirebon 24 24 0 0 7 8 3 1 3 0 37 33 70 Tasikmalaya 11 40 0 0 2 8 1 3 0 0 14 51 65 Jumlah Peserta Pelatihan Pembelajaran SMP/MTs Modul 3 Kohor 2 (Juli-September 2016) Cirebon 35 86 0 0 4 4 6 2 2 0 47 92 139 Bekasi 20 47 0 0 0 0 0 0 0 0 20 47 67 Kuningan 22 41 0 0 1 0 0 0 0 0 23 41 64 Tasikmalaya 36 93 0 0 4 2 0 2 0 0 40 97 137 Jumlah Peserta Pelatihan MBS Modul 3 SD/MI Kohor 2 (Juli-September 2016) Cirebon 12 20 30 2 8 8 4 0 2 0 56 30 86 Bekasi 11 22 12 17 11 5 7 1 0 0 41 45 86 Kuningan 17 23 21 10 6 4 0 0 0 0 44 37 81 Tasikmalaya 2 30 3 29 4 10 1 2 0 0 10 71 81


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Jumlah Peserta Pelatihan Pembelajaran Kelas Tinggi Modul 3 Kohor 2 (Juli-September 2016) Komite Kepala Guru sekolah Sekolah Pengawas Lain Total Kabupaten LK PR LK PR LK PR LK PR LK PR LK PR Total Jumlah Peserta Pelatihan MBS Modul 3 SMP/MTs Kohor 2 (Juli-September 2016) Cirebon 9 7 16 0 6 4 4 0 2 0 37 11 48 Bekasi 13 5 12 3 5 2 4 0 0 0 34 10 44 Kuningan 13 6 14 2 3 2 0 0 0 0 30 10 40 Tasikmalaya 11 4 15 0 7 1 0 0 2 2 35 7 42

PENDAMPINGAN SEKOLAH Pendampingan modul 3 SD/MI pada sekolah kohor 1 periode Juli-September 2016 baru menyelesaikan 1 siklus dengan pendekatan lesson study. Sementara pendampingan di daerah kohor 2 baru akan dimulai pada bulan Oktober 2016.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) RAPAT TINGKAT LPTK TTI Facilitator Review and Planning Meeting dilakukan tanggal 28 Juli 2016 (UPI) dan 29 Juli 2016 (UIN) bertempat di kantor USAID PRIORITAS Jabar. Hasil dari pertemuan ini antara lain adalah disepakatinya pelaksanaan mentoring pada sekolah mitra akan dilaksanakan pada bulan OktoberNovember 2016, disepakati juga penjadwalan/pembagian tugas fasilitator dalam mendampingi sekolah/madrasah, dan teridentifikasi topik/tema/judul tulisan praktik yang baik yang dilakukan dalam proses perkuliahan ataupun hasil pendampingan di sekolah mitra. PROGRAM PRAKTIKUM LPTK Program praktikum LPTK (Teacher Practicum for TTI Lab & Partner School) untuk jenjang SMP/MTs dilaksanakan tanggal 6-8 September 2016 dan jenjang SD/MI tanggal 20-22 September 2016 bertempat di Hotel Best Western Bandung. Pelatihan ini diikuti oleh unsur dosen Pembina PPL (Praktik Pengalaman Lapangan), guru pamong, dan mahasiswa PPL. Pelatihan untuk jenjang SMP/MTs diikuti oleh 60 orang (13L / 47P), dibuka oleh Wakil Rektor Bidang Akademis UPI dan jenjang SD/MI diikuti oleh 60 Orang (25L / 35P), dibuka oleh Wakil Dekan Fakultas Tarbiyah dan Keguruan UIN Bandung. Hasil yang dicapai adalah (1) terpahaminya modul pelatihan PPL oleh guru pamong, dosen pembimbing lapangan, dan mahasiswa yang menyiapkan perangkat pembelajaran dan praktik mengajar terbimbing bersama guru pamong, (2) terjadi kolaborasi dan sinergitas antara guru pamong dan dosen pembimbing lapangan dalam program pembimbingan lapangan di sekolah, dan (3) mahasiswa praktikan mampu berkolaborasi dengan guru pamong dalam mempraktikkan mengajar terbimbing, mampu merefleksi, melakukan konferensi, dan menulis jurnal reflektif.

LPTK UPI UIN UPI UIN

74

Jumlah Peserta Pelatihan Jenjang SMP/MTs Dosen Guru Mahasiswa LK PR LK PR LK PR 6 7 1 9 0 12 2 5 1 9 3 5 Jumlah Peserta Jenjang SD/MI 6 4 2 8 4 6 8 2 2 8 3 7

Total 35 25 30 30


TATA KELOLA DAN MANAJEMEN PERENCANAAN STRATEGIS UNTUK DISEMINASI Lokakarya rencana strategis tingkat provinsi dilaksanakan pada tanggal 26-27 Juli 2016 bertempat di Hotel Santika, Cirebon. Lokakarya dihadiri oleh tiga kabupaten, yaitu Tasikmalaya, Indramayu, dan Karawang yang terdiri dari unsur dinas pendidikan, Bappeda, dan DPRD Komisi pendidikan dengan jumlah peserta sebanyak 14 orang (10L / 4P). Hasil yang dicapai pada lokakarya ini adalah: •

Diseminasi praktik baik masuk dalam perencanaan strategis (renstra) dinas pendidikan Kabupaten Karawang, diantaranya penambahan fasilitator pembelajaran aktif, sekolah praktik yang baik, gerakan budaya baca sekolah, dan sekolah inklusi.

•

Diseminasi kegiatan DBE di Indramayu disepakati diganti dengan nomenklatur ToT Fasilitator Daerah Sekolah Praktik Baik (PAKEM-MBS dan Budaya Baca) untuk Jenjang SD dan SMP. Sekolah praktik baik terintegrasi dalam Biaya Operasional Perawatan dan Fasilitasi (BOPF).

•

Diseminasi praktik yang baik masuk dalam perencanaan strategis dinas pendidikan Kabupaten Tasikmalaya, yaitu Guru pembelajar/ Penguatan KKG/MGMP, Kecukupan guru, Literasi /Budaya Baca, Manajemen Berbasis Sekolah, praktik yang baik pembelajaran, Pendidikan Inklusi. Total anggaran untuk kegiatan-kegiatan tersebut adalah 22,5 milyar rupiah.

Kabupaten Karawang Indramayu Tasikmalaya

LPTK LK PR 0 0 0

0 0 0

Dinas Pend. LK PR 3 2 2

1 1 0

Kantor MenAg LK PR 0 0 0

0 0 0

DPRD LK PR 1 1 1

0 0 0

Bappeda dll LK PR 0 0 0

0 1 1

Total LK PR 4 3 3

1 2 1

Total 5 5 4

DISEMINASI PROGRAM PRAKTIK YANG BAIK Pada rentang waktu bulan Juli - September 2016, di Provinsi Jawa Barat telah dilaksanakan 60 kegiatan diseminasi di Kabupaten Bandung Barat, Kota Cimahi, dan Ciamis (wilayah kohor-1); Kabupaten Cirebon, Kuningan dan Tasikmalaya (wilayah kohor-2); serta Kota Bogor, Kabupaten Garut, Indramayu, Karawang, dan Sukabumi (Wilayah DBE). Ruang lingkup kegiatan diseminasi dilaksanakan di tingkat SD/MI dan SMP/MTs mulai dari tingkat kecamatan, KKG/komisariat sampai dengan tingkat kabupaten/kota. Sebanyak 1.447 Sekolah dilibatkan dalam kegiatan tersebut, diantaranya terdiri dari 1.036 SD/MI dan 411 SMP/MTs. Sebanyak 4.268 (1.886 L / 2.382 P) orang guru, kepala sekolah, pengawas dan lainnya hadir sebagai peserta kegiatan diseminasi. Total anggaran sejumlah Rp. 1.770.306.943 telah dibelanjakan pada keseluruhan kegiatan diseminasi tersebut, dengan sumber dana yang berasal dari APBD sejumlah Rp 849.753.943 (48%), dari dana mandiri sejumlah Rp 651.095.000 (37%), dari program USAID PRIORITAS sejumlah Rp 269.458.000 (15%).

PROGRAM BUKU (Pelatihan pada tingkat sekolah) Pencapaian program buku di Jawa Barat sampai dengan bulan September 2016 adalah 206 gugus/KKM dari 254 gugus/KKM penerima bantuan buku telah dilatih dan menerima buku (81%). Pencapaian per kabupaten bisa dilihat pada tabel berikut:


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Gugus Kabupaten

Target

Ciamis Bandung Barat Cimahi Tasikmalaya Kuningan Cirebon Bekasi Sukabumi Indramayu Bogor Karawang Garut TOTAL

Sekolah

Selesai

21 23 14 21 16 21 23 26 23 15 15 36 254

21 23 14 17 16 16 2 26 12 15 15 29 206

%

Target

100% 100% 100% 81% 100% 76% 9% 100% 52% 100% 100% 81% 81%

Selesai

150 140 76 199 112 180 171 218 146 107 169 262 1930

150 140 76 145 112 97 24 218 91 107 169 202 1531

% 100% 100% 100% 73% 100% 54% 14% 100% 62% 100% 100% 77% 79%

Jumlah Peserta Pelatihan B3 Tingkat Gugus di Jawa Barat Periode Juli – September 2016 Guru Daerah Ciamis Bandung Barat Cimahi Tasikmalaya Kuningan Cirebon Bekasi Sukabumi Indramayu Bogor Karawang Garut TOTAL

KS

Ll

Pr

Lk

31 91 24 43 66 28 16 7 53 113 82 60 516

166 519 400 358 339 96 58 31 244 540 439 525 3218

7 582 22 61 38 23 21 18 61 56 71 80 948

Pengawas Pr 4 69 0 64 31 15 3 12 24 39 59 76 334

Lk 0 8 4 13 0 0 1 0 0 1 2 8 34

Pr 0 21 0 7 0 0 1 0 0 1 0 7 36

Total Lk

Pr

38 681 50 117 104 51 38 25 114 170 155 148 1498

170 609 400 429 370 111 62 43 268 580 498 608 3588

TOTAL 208 1290 450 546 474 162 100 68 382 750 653 756 5086

RENCANA TWIWULAN DEPAN •

Tingkat sekolah: pelatihan dan pendampingan B3, pendampingan Modul 3 Kohor 2, pendampingan Modul 3 SD/MI Kohor 1, pengambilan data monitoring akhir

•

Tingkat kabupaten: pelatihan Modul Kepala Sekolah dan Pengawas

•

Tingkat provinsi: lokakarya perencanaan strategis untuk madrasah, lokakarya perencanaan untuk diseminasi

76


Galeri Foto

Ninin Nurwulan (tengah) didampingi tim renstra Indramayu sampaikan persoalan inkonsistensi data antarlembaga pada lokakarya penyusunan renstra pendidikan tingkat provinsi (26/7).

Simulasi penggunaan B3 dilakukan di ruang pelatihan sebelum di sekolah secara nyata, sesi praktik dari pelatihan B3 di SDN Waringinkarya II, Lemah Abang, Karawang (29/8).

Para pengawas susun strategi pengembangan pembelajaran aktif dalam kerangka tugas dan fungsi kepengawasan pada TOT Pengawas dan Kepala Sekolah tingkat Jabar (15/8).

Wakil kelompok sajikan hasil kerja kelompok mengenai strategi pengembangan budaya baca di sekolah dalam kerangka kepengawasan pada TOT Pengawas dan Kepala Sekolah tingkat Jabar (16/8).

Guru pamong, praktikan, dan dosen Pembimbing Lapangan (ki-ka) berdiskusi mempersiapkan perangkat pembelajaran sebelum melakukan praktik mengajar, rangkaian dari pelatihan guru pamong dan dosen pembimbing lapangan PPL mahasiswa LPTK di SMP/MTs (7/9).

Gina dan Aisyah (kedua dan ketiga kanan), siswa kelas 5 SDN Sukarasa 34, jelaskan kepada Lynne Hill bahan dan cara membuat alat peraga paru-paru hasil karya kelompoknya. Sesi praktik pelatihan guru pamong dan dosen pembimbing PPL mahasiswa LPTK di SD/MI (22/9).


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

Dengan siapa

Hasil koordinasi

9 September 2016

Dr. Edy Purwanto, M.Pd. (Wakil Dekan 1, FIP Unnes)

13 September 2016

Prof. Dr. Rustono, M.Hum (Wakil Rektor bidang akademik, Unnes) Kepala Kakanwil Kemenag Jawa Tengah, Kabid Madrasah Kanwil Kemenag Jateng

22 September 2016

Persiapan pelatihan M&E implementasi modul membaca kelas awal kerjasama FSU-Unnes dan Kesiapan ruang dan konfirmasi membuka kegiatan Update kegiatan USAID PRIORITAS dan implementasi kerjasama FSU-Unnes Dukungan Kemenag Jateng terhadap program PKB dan kehadiran perwakilan tim Kemenag dalam reviu renstra PKB

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Dengan siapa 21 Juli 2016

12 Agustus 2016 7 September 2016

Hasil koordinasi

Dinas Dikbudpora (Kasi Kurikulum Dikdas, Kabid Dikdas), fasilitator MBS, Pengawas, dan 6 kepala UPT Kelompok kerja kepala sekolah Wiradesa Pekalongan Kadinas, Kabid dan Kasi Bagian Ketenagaan Dindikpora Demak

Diseminasi Pelatihan MBS tingkat SD-MI di 6 kecamatan yaitu: Kecamatan Purworejo, Kutoarjo, Gebang, Grabag, Purwodadi dan Bener beserta anggaran DPA Pelatihan ALPEKA di SDN 2 Wiradesa Update budaya baca di sekolah yang sudah melaksanakan literasi dan Kepastian pencanangan Kabupaten Literasi

ToT PROVINSI PELATIHAN PENGEMBANGAN SEKOLAH SECARA MENYELURUH TOT (Pelatihan untuk pelatih) pengembangan sekolah secara menyeluruh: peran kepala sekolah dan pengawas yang diselenggarakan oleh USAID PRIORITAS di Hotel Alana Yogyakarta pada tanggal 26-28 Juli 2016. Peserta berasal dari 15 Kabupaten sejumlah 60 orang (L:42, P:18) dengan difasilitasi oleh staf dari USAID PRIORITAS. Di hari terakhir peserta melakukan kunjungan ke sekolah yaitu SDN Golo, SDN Ngoto, SDN Giwangan, SDN Gedongkiwo, SMPN 1 Yogya, SMPN 2 Depok, dan SMPN 3 Sewon. Kabupaten Purworejo Banjarnegara Grobogan Blora Demak Kudus Semarang Boyolali Sragen Karanganyar Jepara Pekalongan Batang Purbalingga Wonosobo

78

Guru LK PR

KS LK

PR 1

1

1 1

2

Pengawas LK PR 3 3 1 4 2 1 3 1 2 2 2 1 1 3 3 2 1 3 1 3 1 3 1 1 1 4

LPTK LK PR

LPMP LK PR

DinPend LK PR

Kemenag LK PR

Lain LK PR

1

Total LK PR 3 3 4 2 3 2 1 2 1 1 4 2 2 1 3 2 3 2 3 3 3 4 2


PELATIHAN KABUPATEN Di tingkat Kabupaten, pelatihan pengembangan sekolah secara menyeluruh: peran kepala sekolah dan pengawas telah dilaksanakan di Kabupaten Pekalongan (20-21 September 2016), Semarang (21-22 September 2016), dan Wonosobo (27-28 September 2016). Kegiatan di Kabupaten Pekalongan dilaksanakan di Hotel Merlin Pekalongan dengan peserta berjumlah 38 orang (L:26,P:12). Di Wonosobo kegiatan dilakukan di Rumah Makan Sari Rasa Wonosobo dengan peserta berjumlah 40 orang (L:17,P:23), dan di Kabupaten Semarang kegiatan dilakukan di Hotel Le Beringin Salatiga sejumlah 40 orang peserta (L:23, P:17). Kegiatan difasilitasi oleh 4 orang fasilitator (L:3,P:1) dan kegiatan hari terakhir berupa pemantuan kemajuan sekolah dilakukan di sekolah mitra di sekitar pelatihan.

PENDAMPINGAN SEKOLAH Pendampingan Pembelajaran SD dan MI: Kegiatan pendampingan pembelajaran pasca pelatihan modul III SD/MI di tingkat sekolah dasar tinggal menyelesaikan satu siklus. Kegiatan di 7 kabupaten mitra dimulai bulan Juli – Oktober 2016. Tempat pendampingan dipusatkan di gugus melalui Kelompok Kerja Guru (KKG) dengan kegiatan Lesson Study. Peserta pendampingan siklus 2 di tiaptiap kabupaten adalah sebagai berikut:

Jumlah guru terdamping No 1 2 3 4 5 6 7

Kabupaten Batang Banjarnegara Purbalingga Semarang Sragen Pekalongan Wonosobo

GK 1 16 16 16 16 17 16 16

GK 2 16 16 16 16 17 16 16

GK 3 16 16 16 16 17 16 16

GK 4 16 16 16 16 17 16 16

GK 5 16 16 16 16 17 16 16

GK 6 16 16 16 16 17 16 16

Jumlah Pendamping Fasilitator Fasilitator Kls Tinggi kls Awal 8 4 8 4 8 4 8 4 8 4 8 4 8 4

Pelaksanaan pendampingan siklus dengan menggunakan lesson study. Rincian tahapan pada siklus 2 sebagai berikut: •

Pertemuan ke-lima membahas tentang Plan (menyusun skenario pembelajaran, menunjuk guru model dan simulasi dengan mengacu pada hasil analisis RPP dan pengamatan praktik mengajar guru model).

•

Pertemuan ke-enam membahas tentang Do (pengamatan pembelajaran dengan RPP yang dibuat kelompok guru model).

•

Pertemuan ke-tujuh membahas Refleksi (melaksanakan refleksi dan evaluasi hasil praktik dan menyusun RPP berdasarkan refleksi dan evaluasi untuk praktik mandiri.

•

Pertemuan ke-delapan membahas penyusunan laporan pendampingan dan praktik yang baik masing-masing fasilitator.

Pendampingan MBS SD dan MI Pada bulan Agustus pendampingan dengan metode Lesson Study memasuki putaran kedua. Sebelum dimulai pendampingan putaran kedua, fasilitator melakukan refleksi pelaksanaan pendampingan putaran pertama. Hasil refleksi menunjukkan pendampingan dengan metode Lesson Study belum semua sesuai dengan yang seharusnya, masih banyak variasi yang dilakukan fasilitator sesuai dengan kondisi lapangan bahkan beberapa fasilitator tetap melakukan pendampingan ke masing masing sekolah secara sendiri sendiri. Pendampingan putaran ke dua masing-masing kabupaten mitra telah mencapai 30%. USAID PRIORITAS – Quarterly Report No. 18, July–September, 2016

79

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) Pertemuan Perencanaan dan Reviu Fasilitator LPTK dilakukan pada tanggal 28 Juli 2016 di Hotel Tjokro Style, Yogyakarta untuk UNY dan tanggal 8 Agustus 2016 di Hotel Neo, Semarang untuk Unnes dan UIN Walisongo. Kegiatan ini diikuti oleh 37 fasilitator SD/MI dan SMP/MTs dari 3 LPTK mitra USAID PRIORITAS. Pertemuan ini membahas rencana kerja LPTK-USAID PRIORITAS Jawa Tengah pada tahun ke-5, menyusun jadwal pendampingan dengan pendekatan lesson study dan rencana pelatihan peningkatan program PPL untuk dosen pembimbing lapangan dan guru pamong sekolah lab dan mitra LPTK. Pertemuan Koordinasi dengan Sekolah Lab dan Sekolah Mitra LPTK Koordinasi dengan sekolah lab dan mitra LPTK dilaksanakan pada tanggal 29 Juli 2016 di Hotel Jogja Plaza, Jogjakarta untuk UNY dan tanggal 9 Agustus 2016 di hotel Novotel, Semarang untuk Unnes dan UIN Walisongo. Kegiatan diikuti oleh 89 peserta (L:56, P:3) dari 20 SD/MI dan 10 SMP/MTs yang terdiri atas kepala sekolah, guru, dan komite sekolah. Pertemuan ini mendiskusikan implementasi program di sekolah, identifikasi tantangan dan solusi, serta membahas rencana kegiatan tahun ke-5. Pada pertemuan ini, penyegaran pembelajaran aktif telah diberikan secara pleno. Bahan ini diambil dari modul pelatihan kepala sekolah dan pengawas. Dengan penyegaran ini para peserta melakukan refleksi implementasi pembelajaran aktif di masing-masing sekolah. Kegiatan diakhiri dengan identifikasi praktik yang baik di masing-masing sekolah untuk ditulis menjadi artikel praktik yang baik.

PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK Pendampingan pembelajaran untuk 30 SD/MI dan SMP/MTs lab dan mitra LPTK Jawa Tengah (Unnes, UIN dan UNY) dilakukan pada periode ini. Pendampingan ini menerapkan metode lesson study yang meliputi plan 1, plan 2, do dan see dalam satu siklus pendampingan. Hingga periode ini, plan 1 dan plan 2 telah dilaksanakan sesuai dengan tabel di bawah ini. Pada plan 1 dan plan 2, peserta menyusun rencana pelaksanaan pembelajaran (RPP) dan perangkat pembelajaran, antara lain lembar kerja siswa, media pembelajaran dan rubrik penilaian. Pada plan 2, masing-masing peserta melakukan finalisasi RPP dan simulasi do (pelaksanaan RPP di kelas).

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Tanggal 23 Agustus 2016 27 Agustus 2016 10 Sep 2016 16 Sep 2016 3 Sep 2016 17 Sep 2016 23 Agustus 2016 9 Sep 2016 23 & 30 Agustus 2016 16 Sep 2016

Jumlah Guru (peserta) L P Total

Jumlah Sekolah

LPTK

Kegiatan

Unnes Unnes UIN UNY Unnes Unnes UIN UIN UNY

PLAN 1- SD PLAN 2- SD PLAN 1- MI PLAN 1- SD PLAN 1- SMP PLAN 2- SMP PLAN 1- MTs PLAN 2- MTs PLAN 1- SMP

7 7 6 7 3 3 3 3 4

9 10 12 5 8 8 12 14 11

30 29 23 30 18 14 25 23 26

39 39 35 35 26 22 37 37 37

UNY

PLAN 2- SMP

4

11

25

36

PROGRAM PRAKTIKUM LPTK Pelatihan praktikum bagi dosen pembimbing lapangan (DPL) dan guru pamong sekolah lab dan mitra UNY dilaksanakan pada tanggal 25 – 27 Agustus 2016 di Hotel Grand Quality, Yogyakarta. Kegiatan dibuka oleh Rektor UNY, Prof. Dr. Rokhmat Wahab dan diikuti oleh 60 orang (L:21, P:39) yang terdiri atas 10 dosen PGSD dan 10 dosen PGSMP dari 5 jurusan (bahasa Indonesia, bahasa Inggris, 80


IPA, IPS dan Matematika) dan 20 guru pamong dari SD dan SMP lab dan mitra UNY serta 20 mahasiswa UNY. Kegiatan ini bertujuan untuk meningkatkan mutu program PPL di UNY dan sekolah lab dan mitra UNY. Peserta sangat antusias mengikuti program ini dan para dosen dan guru pamong berkomitmen untuk menerapkan hasil pelatihan di program PPL berikutnya.

DISEMINASI PADA TINGKAT LPTK Diseminasi modul program praktikum telah dilakukan untuk dosen pembimbing PPL Fakultas Bahasa dan Seni (FBS), UNY dan guru pamong SMP lab dan mitra UNY pada tanggal 30 Agustus – 1 September 2016 di Gedung Lab Musik dan Tari, FBS, UNY. Kegiatan diikuti oleh 38 DPL dan koordinator PPL (L:14, P:24) dari 9 program studi di FBS, yaitu bahasa Indonesia, bahasa Inggris, bahasa Jerman, bahasa Perancis, bahasa Daerah, Seni Rupa, Seni Musik, Seni Tari dan Kriya, 9 guru pamong (L:4, P:5) dan 20 mahasiswa (L:3, P:17). Pelatihan ini bertujuan untuk meningkatkan mutu PPL di FBS, UNY. Konferensi dan praktik pembimbingan adalah dua materi yang paling disukai para peserta dan akan diterapkan dalam pembimbingan PPL masing-masing dosen.

TATA KELOLA DAN MANAJEMEN REVIEW PERENCANAAN STRATEGIS Lokakarya Reviu Rencana Strategis (Renstra) SKPD Dinas Pendidikan Kabupaten dilaksanakan pada tanggal 29-30 Juli 2016 di Hotel Alana Yogyakarta. Lokakarya ini bertujuan untuk mensikronkan antara Renstra Dinas Pendidikan kabupaten dengan Rencana Pembangunan Jangka Menengah Daerah (RPJMD) kabupaten dan Renstra Kementerian Pendidikan dan Kebudayaan. Selain itu, lokakarya juga bertujuan untuk memastikan bahwa program-program USAID PRIORITAS akan berlanjut di kabupaten karena sudah menjadi bagian dalam perencanaan daerah. Kegiatan diikuti oleh 43 orang peserta (L:34, P:9) berasal dari 8 kabupaten dari 10 kabupaten yang mengikuti sosialisasi, dua kabupaten yaitu Boyolali dan Grobogan tidak diundang karena belum mempunyai draft perencanaan sebagai bahan untuk direviu. Tiap-tiap kabupaten mengirimkan 5 (lima) orang peserta terdiri dari unsur dinas pendidikan kabupaten, Bappeda, dan BKD kabupaten. Kabupaten-kabupaten yang mengikuti lokakarya adalah kabupaten Blora, Sragen, Demak, Wonosobo, Purworejo, Semarang, Pekalongan, dan Purbalingga. Pendampingan Kegiatan Reviu Renstra SKPD Dinas Pendidikan Tindak lanjut kegiatan lokakarya di tingkat provinsi dilakukan pendampingan di masing-masing kabupaten yang diikuti oleh tim renstra dinas pendidikan kabupaten. Pendampingan reviu Renstra bertujuan untuk membantu Tim Renstra Dinas Pendidikan agar dapat menyelesaikan dokumen Renstra yang memiliki sinergi dengan perencanaan Kemdikbud, RPJMD kabupaten, dan Renstra Dinas Pendidikan Provinsi. Kabupaten yang mengikuti pedampingan yaitu Kabupaten Blora (24-25 Agustus 2016), Sragen (30-31 Agustus 2016), Demak (1-2 September 2016), Wonosobo (6-7 September 2016), Purworejo (8-9 September 2016); Semarang tanggal (13-14 September 2016; Pekalongan tanggal, 27-28 September 2016; Purbalingga tanggal, 29-30 September 2016.

KEGIATAN MONITORING & EVALUASI (LPTK dan Kabupaten) Kegiatan monitoring dan evaluasi pada periode Juli – September 2016 adalah mempersiapkan enumerator yang akan mengambil data tahunan di tingkat sekolah. Pelatihan di laksanakan di Hotel Jogjakarta Plaza pada tanggal 14 – 16 September 2016 yang di ikuti oleh 69 peserta yang terdiri dari guru (L:8, P:5), Kepala Sekolah (L:21, P:5), dan Pengawas (L:22, P:8). Pelatihan untuk enumerator ini mempunyai tujuan untuk dapat menyamakan persepsi dalam pemahaman serta pengisian instrumen monitoring. Dalam pelatihan ini juga saling memberikan masukan terkait kendala ketika pengambilan


81

data dan solusi yang bisa diberikan, sehingga ke depan dalam pengambilan data tidak lagi mengalami kendala dan mendapatkan data secara rinci dan detail serta akurat.

DISEMINASI PROGRAM PRAKTIK YANG BAIK Diseminasi praktik yang baik bulan Juli-September 2016 tercatat sebanyak 54 kegiatan di 13 kabupaten. Diseminasi tersebut berupa pendampingan program Alpeka BOS, Pelatihan Praktik yang Baik tingkat SD/MI dan SMP/MTs baik dalam pembelajaran maupun manjemen berbasis sekolah dan program penataan dan pemerataan guru (PPG) di Kabupaten Demak. Kegiatan diikuti oleh 2.360 lembaga/institusi dengan peserta sebanyak 4.866 peserta (L:1415, P:1592). Jumlah dana total yang di gunakan sebesar Rp. 1.906.611.675,- terdiri dari dana USAID PRIORITAS sejumlah Rp. 590.306.675,dan dari sumber lain (BOS/nonBOS/APBDK) Rp. 1.316.305.000,-.

PROGRAM BUKU Secara keseluruhan kegiatan Pelatihan Buku Bacaan Berjenjang (B3) sudah mencapai 97 persen lebih. Dari total 2.104 SD/MI dan 8.236 guru dan kepala sekolah yang menjadi target sasaran program di 15 kabupaten di Provinsi Jawa Tengah, dalam periode ini PRIORITAS telah melatih 3.076 orang (L:944, P:2132) terdiri dari 2367 guru (L:518,P:1849), 8 Pengawas (L:3,L:5), dan 701 Kepala Sekolah (L:423,P:278) yang menjadi target program. Pendampingan pasca pelatihan B3 juga telah dimulai pada bulan Agustus 2016 dibeberapa kabupaten mitra

KEGIATAN LAIN Gerakan Literasi Sekolah. Kabupaten Semarang, Demak, dan Wonosobo sedang giat menggerakkan sekolah untuk menjalankan Gerakan Literasi Sekolah (GLS) bekerjasama dengan USAID PRIORITAS. Di Kabupaten Semarang, setelah dideklarasikan pada tanggal 2 Mei 2016 lalu telah disusun Peraturan Bupati tentang GLS yang akan di sosialisasikan pada 26 September 2016. Sementara itu di Kabupaten Demak saat ini sedang disusun Peraturan Bupati tentang GLS dan akan dideklarasikan pada tanggal 29 Sep 2016. Sedangkan di Kabupaten Wonosobo, saat ini sedang disusun Peraturan Bupati GLS dan sedang mencari waktu deklarasi GLS. Diseminasi ALPEKA. Kegiatan pelatihan aplikasi BOS (ALPEKA) untuk tingkat SD dilakukan di Gugus Ahmad Yani Kecamatan Wiradesa Kabupaten Pekalongan (20 Juli 2016) dan Gugus Yos Sudarso & Gugus Sultan Agung Kecamatan Wiradesa Kabupaten Pekalongan (16 Agustus 2016). Untuk kegiatan ALPEKA di Gugus Ahmad Yani diikuti oleh 9 sekolah, serta 20 peserta (L:13, P:7). Untuk pelatihan di Gugus Yos Sudarso & Gugus Ahmad Yani, di ikuti oleh 15 sekolah, serta 25 peserta (L:15, P:10).


Tingkat sekolah: pelatihan kepala sekolah dan pengawas di 7 Kabupaten PRIORITAS, pengambilan data akhir di semua sekolah sampel, pendampingan

•

Tingkat kabupaten: diseminasi di 15 Kabupaten

•

Tingkat provinsi: Penyusunan Rencana Strategis Kementerian Agama Provinsi Jateng

•

Tingkat LPTK: program PPL SD-MI dan SMP-MTs LPTK, diseminasi ke LPTK mitra, program praktikum untuk DPL dan guru Pamong Unnes-UIN Walisongo Semarang

82


Galeri Foto

Praktik mengajar kelas awal di SD lanjan 1 Sumowono (9/9).

Praktikan sedang memfasilitasi siswa membaca terbimbing dengan menggunakan benda nyata pada pelatihan buku bacaan berjenjang di gugus Sunan Kudus MI Muh Wanayasa, Banjarnegara (8/9).

Peserta melakukan diskusi tentang 47 indikator kinerja program Renstra Kemendikbud yang disinkronkan dengan renstra kabupaten dalam pelatihan renstra di Hotel Alana Yogyakarta (29/7).

Peserta pelatihan sedang berdiskusi untuk mengdiagnosis kelebihan dan kekurangan dalam penerapan pembelajaran aktif dan manajemen sekolah dalam pelatihan bagi pelatih pengembangan sekolah secara menyeluruh: peran kepala sekolah dan pengawas program USAID PRIORITAS di hotel Alana Yogyakarta, (28/7)

Arsya Dwi Tarana, Mahasiswa PGSD UNY melakukan simulasi praktik mengajar bersama guru pamong dalam Pelatihan Dosen Pembimbing Lapangan dan Guru Pamong untuk meningkatkan PPL mahasiswa LPTK SD-SMP Mitra LPTK UNY di Hotel Grand Quality Yogyakarta, Sabtu (27/8).

Siswa sedang melakukan penyaringan air dipandu oleh praktikan pelatihan modul 3 diseminasi praktik yang baik di Kecamatan Sragen Kabupaten Sragen (31/8).


83

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

Dengan siapa

8 Agustus 2016

Ketua Satgas Gerakan Literasi Sekolah Kemendikbud Pangesti Wiedarti, Bupati Sidoarjo Saiful Ilah, Kepala Dispendik Kab Sidoarjo Mustain Baladan, Ketua DPRD Kabupaten Sidoarjo Sulamul Hadi Nurmawan, dan Ketua Komisi D Kabupaten Sidoarjo bidang Pendidikan Usman. Deklarasi Kabupaten Literasi di Blitar

1 September 2016

6 September 2016

Hasil koordinasi

Pertemuan multi-stakeholder forum (Ketua Komisi D DPRD, Kepala Dispendik, Kepala Perpustakaan dan Arsip, DKP, BPMPKB, BKD, Bagian Hukum Setda, dan BAPPEDA Kabupaten Sidoarjo.

Komitmen Bupati Saiful Ilah menjadikan Sidoarjo sebagai salah satu model Kabupaten Literasi, serta menyiapkan regulasi dan anggaran.

Dijadikannya sekolah mitra untuk sekolah rujukan literasi. • Pendeklarasian tentang kegiatan literasi pada tingkat kabupaten. Pembentukan Tim Literasi, penyusunan draf SK Tim Literasi dan draf Perbup tentang Literasi. •

ToT Modul 3 MBS SD/MI & SMP/MTs Kohor 2 & 3 Kegiatan dilaksanakan di Hotel Atria Malang pada 27-30 Agustus 2016. Diikuti oleh Fasilitator SD/MI dan SMP/MTs 1 kabupaten Kohor 2 (Ngawi) dan 3 kab/kota Kohor 3 (Banyuwangi, Lamongan, Kota Batu) dengan peserta sebagai berikut: Guru KS Pengawas Total Kabupaten LK PR LK PR LK PR LK PR Ngawi Lumajang Lamongan Jombang Banyuwangi Kota Batu

2

1

2 1

3 2

6

2

2 1

1

2 2

4 2

5 6 3 6 1

2 1 1

9 7 2 6 2 7

1 1 5 7 8 3

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Kegiatan PTS Modul 3 PAKEM, CTL, MBS SD/MI, MBS SMP/MTs dilaksanakan di Kohor 2 (Lumajang, Ngawi) dan 3 (Lamongan, Jombang, Banyuwangi, dan Kota Batu) dengan peserta sebagai berikut:

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NO 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

PTS Modul 3 SD/MI (kelas awal) Modul 3 SD/MI (kelas tinggi) Modul 3 SD/MI (kelas tinggi) Modul 3 SD/MI (kelas tinggi) Modul 3 SD/MI (kelas tinggi) Modul 3 SD/MI (kelas tinggi) Modul 3 SMP/MTs Modul 3 SMP/MTs Gel 1 Modul 3 SMP/MTs Gel 2 Modul 3 SMP/MTs Modul 3 SMP/MTs Modul 3 SMP/MTs Modul 3 SMP/MTs Modul 3 MBS SD/MI Modul 3 MBS SD/MI Modul 3 MBS SD/MI Modul 3 MBS SD/MI Modul 3 MBS SD/MI Modul 3 MBS SD/MI Modul 3 MBS SMP/MTs Modul 3 MBS SMP/MTs Modul 3 MBS SMP/MTs

Tanggal 20-22 Juli 2016 21-23 Juli 2016 23-25 Juli 2016 9-11 Agustus 2016 10-12 Agustus 2016 22-24 Agustus 2016 23-25 Juli 2016 22-24 Agustus 2016 25-27 Agustus 2016 27-29 Agustus 2016 1-3 September 2016 5-7 September 2016 8-10 September 2016 27-28 Agustus 2016 5-6 September 2016 7-9 September 2016 15-16 September 2016 15-16 September 2016 21-22 September 2016 15-16 Agustus 2016 19-20 September 2016 19-20 September 2016

Kab/Kota Kota Batu Jombang Kota Batu Banyuwangi Lamongan Ngawi Lamongan Lumajang Lumajang Jombang Ngawi Kota Batu Banyuwangi Lamongan Lumajang Jombang Ngawi Kota Batu Banyuwangi Lamongan Lumajang Kota Batu

Peserta M=15, F=44, total= 59 M=30, F=45, total=75 M=15, F=45, total=60 M=27, F=37, total=64 M=25, F=47, total=72 M=21, F=41, total=62 M=56, F=73, total=129 M=31, F=46, total=77 M=30, F=47, total=77 M=48, F=75, total=123 M=31, F=59, total=90 M=31, F=108, total=139 M=34, F=46, total=80 M=47, F=51, total=98 M=46, F=36, total=82 M=66, F=43, total=109 M=35, F=44, total=79 M=25, F=50, total=75 M=41, F=39, total=80 M=37, F=12, total=49 M=35, F=20, total=55 M=27, F=19, total=46

Data Peserta PTS PAKEM, CTL, MBS SD/MI, dan MBS SMP/MTs No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

Kab/Kota Kota Batu Jombang Kota Batu Banyuwangi Lamongan Ngawi Lamongan Lumajang Lumajang Jombang Ngawi Kota Batu Banyuwangi Lamongan Lumajang Jombang Ngawi Kota Batu Banyuwangi Lamongan Lumajang Kota Batu

Guru LK PR 8 37 22 42 14 39 16 30 14 34 13 33 49 70 21 44 21 44 48 75 31 59 30 106 34 46 12 26 10 20 16 20 9 23 11 19 10 23 10 6 6 10 9 9

Komite LK PR

Kepala sekolah LK PR 7 7 2 2 1 6 8 7 6 10 7 6 3 1

18 23 19 19 7 21 15 13 10

14 7 13 12 22 11 1 4 7

11 8 16 7 7 10 6 4 7

Pengawas LK PR 6

1

2 1 5 2 3

2 2 3 1

1

2

2 2 13

2 2

1 3

8 7 10 9 7 5 4 4 2

Lain LK PR

3 3

1

2 5 5

4 3 2

1

2 4 5 1

1 1 1

2 7

1

Total LK PR 15 44 30 45 15 45 27 37 25 47 21 41 56 73 31 46 30 47 48 75 31 59 31 108 34 46 47 51 46 36 66 43 35 44 25 50 41 39 37 12 35 20 27 19

Total 59 75 60 64 72 62 129 77 77 123 90 139 80 98 82 109 79 75 80 49 55 46

PENDAMPINGAN SEKOLAH KOHOR 1, 2, dan 3 Program pendampingan sekolah mitra untuk metode Lesson Study (LS) dilakukan pada Agustus hingga Oktober 2016. Kabupaten yang telah melaksanakan pendampingan LS adalah Kohor 1 (Situbondo, Blitar, Madiun, Kabupaten Mojokerto, Pamekasan), Kohor 2 (Lumajang, Ngawi), dan Kohor 3


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(Jombang, Lamongan, Banyuwangi, dan Kota Batu). Pendampingan fokus pada sekolah binaan Kohor 1, 2, dan 3.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) RAPAT TINGKAT LPTK Dua kegiatan yaitu Meetings and Working with TTI Lab and Partner Schools Primary & Secondary dan TTI Facilitator Review Meeting & Planning digabung menjadi satu untuk memfasilitasi komunikasi antara fasilitator dan perwakilan sekolah mitra LPTK. Berikut paparan masing-masing kegiatan:

1) Meetings and Working with TTI Lab dan Partner Schools Primary & Secondary dan TTI Facilitator Review Meeting & Planning UINSA & UNESA di Hotel Santika Premiere Surabaya (28 Juli 2016). Fasilitator yang hadir : UINSA (M=4, F=10, total=14) dan UNESA (M=6, F=4, total=10). Jumlah peserta dari Sek.Lab UINSA (M=10, F=20, total=30) dan UNESA (M=13, F=17, total=30). 2) Meetings and Working with TTI Lab and Partner Schools Primary & Secondary dan TTI Facilitator Review Meeting & Planning UM di Hotel Aria Gajayana, Malang (30 Juli 2016). Jumlah fasilitator yang ikut: UM (M=5, F=6, total=11). Jumlah peserta dari Sek.Lab UM (M=11, F=16, total=27). PENDAMPINGAN SEKOLAH LAB/MITRA LPTK

1) Pendampingan sekolah lab mitra LPTK untuk pembelajaran SD/MI dilaksanakan di Malang untuk mitra UM (3 September 2016), mitra UNESA (20 Agustus 2016 & 2 September 2016) dan UINSA (26 Agustus 2016) dengan peserta sebagai berikut: LPTK UINSA UNESA UM

Guru LK PR 6 3 10

30 33 23

Kepala sekolah LK LK

Pengawas PR LK

2 3

3 1 2

Lain PR LK 8 3 13

Total PR LK 33 4 25

41 37 38

2) Pendampingan sekolah lab mitra LPTK untuk pembelajaran SMP/MTs dilaksanakan di Malang, mitra UM (17 September 2016), mitra UNESA (27 Agustus 2016 & 17 September 2016) dan UINSA (23 September 2016) dengan peserta sebagai berikut: LPTK UINSA UNESA UM

Guru LK PR 26 9 8

34 34 24

Komsek LK PR

Kepala sekolah LK PR

Pengawas LK PR

Lain LK PR

2 1

1

Total LK PR 28 9 9

34 34 25

Total 62 43 34

TATA KELOLA DAN MANAJEMEN LOKAKARYA PERENCANAAN DISEMINASI DENGAN KEMENAG Lokakarya Perencanaan untuk Diseminasi MORA bersama Kemenag Provinsi dan 8 kabupaten/kota yaitu Banyuwangi, Kota Batu, Lamongan, Lumajang, Madiun, Mojokerto, Ngawi, dan Situbondo diadakan di Hotel Alana, Surabaya pada 22-24 September 2016. Kegiatan ini dihadiri Kepala BDK Surabaya Kanwil Kemenag Jatim, Kasie PTK Kanwil Kemenag Provinsi Jatim, Kepala Kemenag, Kasi

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Penma, staf PTK & EMIS, Kepala KKM (MI/MTs) 8 kabupaten/kota dengan jumlah peserta 33 orang (M=26, F=7). KEGIATAN M & E REFRESH PROJECT MONITORING COHORT 1 dilaksanakan di Hotel Royal Tretes View pada 20-22 September 2016. Kegiatan ini dihadiri para enumerator dari 5 kabupaten/kota Kohor 1 sebanyak 56 orang (M=39, F=17) yang terdiri dari unsur guru, kepala sekolah, dan pengawas.

DISEMINASI PROGRAM PRAKITK YANG BAIK Selama Juli hingga September 2016 telah dilaksanakan 18 kegiatan diseminasi di 9 kabupaten/kota (Blitar, Bojonegoro, Nganjuk, Pasuruan, Sampang, Lamongan, Pamekasan, Lumajang, dan Kota Batu). Dana sharing kegiatan dari kabupaten/sekolah sebesar Rp 641 juta. Jumlah peserta 1.548 orang (M=837, F=711) dari 882 sekolah. Diseminasi terbanyak dilakukan untuk program pembelajaran PAKEM dan MBS SD/MI.

PROGRAM BUKU Program Buku Bacaan Berjenjang (B3) untuk sekolah nonmitra saat ini sedang melakukan Pelatihan kepala sekolah dan guru di tingkat gugus yang dimulai sejak Juni hingga Oktober 2016. Pelatihan dilaksanakan secara serentak di 19 kabupaten/kota di Jawa Timur dan telah diikuti oleh 8.869 orang (M=2.608, F=6.261) yang terdiri dari guru (M=1.322, F=5.486), kepala sekolah (M=1.217, F=761) serta para pengawas SD (M=53, F=13). Sampai saat ini, 2.218 sekolah/lembaga sudah memperoleh bantuan paket B3 dari total 2.492 sekolah, yang tersebar di 366 gugus, yang menjadi sasaran program ini.


Tingkat sekolah: pendampingan Lesson Study Modul 3 SD/MI dan SMP/MTs di Lumajang, pelatihan dan pendampingan program B3, pengambilan data akhir (M and E)

•

Tingkat kabupaten: Pendampingan Penetapan SK Bupati tentang Tim Literasi dan Peraturan Bupati tentang Literasi di Kabupaten Sidoarjo, mengawal Perbup PKB dan literasi di Blitar, persiapan Lamongan Sebagai Kabupaten Literasi.

•

Diseminasi Modul 2 dan 3 untuk pembelajaran PAKEM, CTL, MBS SD/MI, dan MBS SMP/MTs di Sidoarjo, Pasuruan, Banyuwangi, Lumajang, Blitar, Situbondo, Mojokerto, Nganjuk, dan Ngawi.

•

Tingkat LPTK: pendampingan sekolah lab dan mitra, praktikum guru di sekolah mitra LPTK, pelatihan doesn dan pengawas dalam praktikum LPTK mitra


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Galeri Foto

Pencanangan Kabupaten Sidoarjo sebagai Kabupaten Literasi oleh Bupati Saiful Ilah. Turut hadir PC USAID PRIORITAS Jatim Silvana Erlina, Ketua Satgas GLS Kemendikbud Pangesti Wiedarti, Ketua DPRD Kabupaten Sidoarjo Sulamul Hadi Nurmawan, Ketua Komisi D Kabupaten Sidoarjo bidang Pendidikan Usman, dan Kepala Dispendik Sidoarjo Mustain Baladan.

Siswa SDN Kalen, Mojokerto, belajar Bahasa Indonesia dengan mengadakan kunjungan ke kantin dan membuat laporan hasil kunjungan.

Kegiatan membaca bersama di SDN Kalipang 1, Blitar.

Spesialis Komunikasi Dian KD menemui siswa berkebutuhan khusus di SDN 3 Rogojampi, Banyuwangi, yang merupakan sekolah inklusi.

PTS Praktik yang Baik untuk MBS Modul 3 SD/MI di Kota Batu.

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Pendampingan sekolah SD/MI lab dan mitra LPTK UM, Malang.


Provinsi: Sulawesi Selatan KOHOR 1 dan 2 Semua kegiatan ToT Provinsi untuk modul 3 pembelajaran dan MBS telah dilaksanakan. ToT modul t Kepala Sekolah & Pengawas dilaksanakan pada tanggal 28 – 30 Agustus 2016 di Kota Parepare. Karena Kabupaten Maros adalah lokasi uji coba modul tersebut, maka tidak lagi diundang pada saat ToT, karena itu ToT ini hanya mengundang 12 daerah mitra (PRIORITAS & Eks DBE). Masing – masing daerah mengutus 4 orang (2 dari SD/MI, 2 SMP/MTs). Jumlah peserta 50 orang termasuk 2 fasilitator dari Maros (36 Lk, 14 Pr).

ToT Provinsi Modul Tambahan untuk Kepala Sekolah dan Pengawas Kabupaten Bantaeng Bone Enrekang Makassar Pangkep Parepare Pinrang Sidrap Soppeng Takalar Tana Toraja Wajo

Pengawas LK PR

1 1

2 0

Dinas Pend LK PR 2 2 3 0 2 4 2 3 4 3 3 4

Lain LK PR

2 1 1 1 1 0 2 1 0 1 1 0

1

TOTAL LK PR 2 3 3 1 3 4 2 3 4 3 3 4

2 1 1 3 1 0 2 1 0 1 1 0

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Periode ini pelatihan tingkat sekolah hanya di kohor 2 (modul 3 Pembelajaran & MBS jenjang SD/MI dan SMP/MTs). Pelatihan pertama dilaksanakan di Tana Toraja tanggal 21 – 23 Juli PAKEM (kelas awal), dengan peserta 79 orang (19 Lk, 60 Pr). Pelatihan dilanjutkan dengan pelatihan CTL Bone tanggal 21 – 23 Juli dengan peserta 121 orang (39 Lk, 82 Pr). Pelatihan PAKEM (kelas tinggi) Parepare diadakan pada tanggal 25 – 27 Juli dengan peserta 88 orang termasuk fasilitator (32 Lk, 56 Pr). Selanjutnya CTL Takalar diadakaan pada tanggal 27 – 29 Juli dengan peserta 112 orang (20 Lk, 92 Pr), dan CTL di Parepare pada tanggal 30 Juli – 1 Agust dengan peserta 129 (40 Lk, 89 Pr). Periode Agustus – September diawali dengan pelatihan MBS SMP/MTs di Bone pada tanggal 23 – 24 Agustus, dengan peserta 52 orang (32 Lk, 20 Pr), dan MBS SD/MI pada tanggal 25 – 26 Agustus dengan peserta 88 orang (51 Lk, 37 Pr). Pelatihan MBS Takalar dilaksanakan paralel SD/MI & SMP/MTs pada tanggal 25 – 25 Agustus dengan peserta SD/MI 97 orang (41 Lk, 56 Pr), dan peserta SMP/MTs 56 orang (29 Lk, 27 Pr), kemudian MBS SD/MI di Toraja Gugus I Makale pada tanggal 2 – 3 September dengan jumlah peserta 46 orang (19 Lk, 27 Pr). Pelatihan MBS SMP/MTs Parepare dilaksanakan pada tanggal 5 – 6 September dengan peserta 64 orang termasuk fasilitator (42 Lk, 22 Pr); dan SD/MI pada tanggal 7 – 8 September dengan jumlah peserta 102 orang (47 Lk, 55 Pr). Pelatihan CTL di Toraja diadakan pada tanggal 7 – 9 September dengan jumlah peserta 128 orang (35 Lk, 93 Pr), dan dilanjutkan dengan pelatihan parallel SD/MI dan MBS SMP/MTs di Toraja gugus 2 Bittuang pada tanggal 22 – 23 September dengan jumlah peserta SMP/MTs 44 orang (25 Lk, 19 Pr), dan SD/MI 42 orang (20 Lk, 22Pr).


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Peserta Pelatihan Modul 3 SD/MI (PAKEM & MBS) Menurut Unsur di Daerah Kohor 2

Kabupaten Bone (MBS) Parepare (PBM) Parepare (MBS) Takalar (MBS) Tana Toraja (PBM) Tana Toraja (MBS)

Guru LK PR 12 15 12 8 6 8

23 38 28 29 54 16

Komite sekolah LK PR 22 0 19 22 0 23

8 0 6 9 0 11

Kepala Sekolah LK PR 10 10 9 5 6 7

6 24 10 12 6 9

Pengawas LK PR 5 3 1 4 5 0

0 4 6 6 0 0

Lain LK PR 2 4 4 2 2 2

0 0 0 0 0 2

Total LK PR 51 32 47 41 19 40

37 56 55 56 60 48

Total 88 88 102 97 79 88

Peserta Pelatihan Modul 3 SMP/MTs (CTL & MBS) Menurut Unsur di Daerah Kohor 2

Kabupaten Bone (PBM) Bone (MBS) Parepare (PBM) Parepare (MBS) Takalar (PBM) Takalar (MBS) Tana Toraja (PBM) Tana Toraja (MBS)

Guru LK PR 24 9 31 10 13 9 32 8

78 10 87 17 84 16 93 9

Komite sekolah LK PR 0 11 0 14 0 13 0 5

0 5 0 2 0 3 0 9

Kepala Sekolah LK PR 6 6 5 9 1 6 3 3

2 2 1 1 2 2 0 1

Pengawas LK PR 9 6 2 6 6 1 0 7

1 2 1 1 6 6 0 0

Lain LK PR 0 0 2 3 0 0 0 2

1 1 0 1 0 0 0 0

Total LK PR 39 32 40 42 20 29 35 25

82 20 89 22 92 27 93 19

Total 121 52 129 64 112 56 128 44

PENDAMPINGAN SEKOLAH KOHOR 1, 2 Dalam periode ini berlangsung pendampingan modul 3 jenjang SD/MI dan SMP/MTs dengan pendekatan lesson study (Plan – Do – See). Di daerah kohor 1 pendampingan dilaksanakan pada SD/MI (Pembelajaran dan MBS). Secara umum proses pendampingan di kohor 1 telah memasuki plan ke 2 (awal putaran 2, masing-masing daerah 5 kali putaran). Kegiatan dalam tahapan ini berfokus pada penyiapan rencana pembelajaran (RPP) dan media untuk pembelajaran dan untuk MBS dilakukan pendampingan kepala sekolah dalam rangka meningkatkan kualitas pendampingan oleh kepala sekolah terhadap guru kelas. Semua sekolah/madrasah mitra telah terdampingi (guru + kepala sekolah). Ratarata sekitar 96 guru (48 kelas awal + 48 kelas tinggi) dan 16 kepala sekolah/madrasah dari 2 gugus mitra telah terdampingi. Untuk daerah kohor 2 hanya kabupaten Bone yang memulai pendampingan pada kegiatan plan 1, dan untuk daerah lainnya, pendampingan akan dilaksanakan pada minggu 1 Oktober.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK Pendampingan terhadap sekolah lab dan mitra LPTK juga sedang berlangsung. Ada sedikit perbedaan tahapan pendampingan untuk lab/mitra LPTK, meskipun juga menggunakan pendekatan lesson study namun tahapannya adalah Plan 1 – Plan 2 – Do – See (tiap putaran). Pendampingan jenjang SD/MI telah memasuki plan 2, sementara jenjang SMP/MTs baru akan memulai Plan 1 (awal Oktober/pekan depan). Plan 1 fokus identifikasi masalah pembelajaran dan manajemen sekolah, dan plan 2 fokus pada finalisasi perangkat pembelajaran, modeling oleh fasilitator, dan simulasi guru model. Jumlah guru yang terdampingi adalah sekitar 76 guru (6 guru per sekolah).

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PROGRAM PRAKTIKUM LPTK Telah dilaksanakan pelatihan praktikum PPL untuk sekolah lab & mitra LPTK jenjang SMP/MTs pada tanggal 6 – 8 September 2016 dengan peserta 60 orang (38 Lk, 22 Pr) dan jenjang SD/MI pada tanggal 20 – 22 September 2016 dengan jumlah peserta 66 orang (31 Lk, 35 Pr). Komposisi peserta adalah 20 dosen pembimbing lapangan (DPL), 20 mahasiswa praktikan (PPL), dan 20 guru pamong. Kegiatan ini berhasil mempraktikan kolaborasi mengajar antara guru pamong dengan mahasiswa praktikan dengan bimbingan dosen. Guru pamong, DPL dan praktikan mengakui bahwa kegiatan ini telah memberikan pencerahan tentang bagaimana pelaksanaan PPL yang lebih efektif. DISEMINASI PADA TINGKAT LTPK Dalam periode ini dua LPTK mitra melaksanakan diseminsi. UIN mendiseminasikan modul praktik pengalaman lapangan (PPL), dan UNM mendiseminasikan gabungan modul 1, 2 & 3 (Pedagogi) untuk para dosen. Diseminasi UIN Alauddin dilaksanakan pada tanggal 30 Juli – 1 Agustus 2016 dengan jumlah peserta 96 orang (80 mahasiswa, 16 dosen pembimbing/tutor) yang berasal 8 Program Studi. Diseminasi UNM dilaksanakan paralel oleh Program Studi PGSD dan Psikologi pada tanggal 29 – 31 Agustus 2016. Jumlah peserta Prodi PGSD 42 orang dosen, dan Prodi Psikologi sebanyak 40 orang dosen. Banyak catatan menarik dari dua kegiatan ini, satu hal yang bisa dituliskan adalah bahwa para dosen Prodi Psikologi mengakui bahwa pelatihan ini sangat penting dan telah memberikan pencerahan tentang strategi pembelajaran efektif meskipun mereka tidak mengajar mahasiswa calon guru. Bahkan di kelas sasaran praktik mengajar terlihat bahwa para mahasiswa sangat antusias dan menikmati proses perkualihan dengan metode pembelajaran kontekstual/aktif. Dekan fakultas Psikologi yang berkeliling memantau para peserta melakukan praktik mengajar mengakui bahwa para mahasiswa sangat menikmati proses pembelajaran para dosen praktik.

TATA KELOLA DAN MANAJEMEN PENATAAN DAN PEMERATAAN GURU KOHOR 1, 2 dan 3 (kalau ada) Pada tanggal 26 – 27 Juli 2016 diadakan Lokakarya Perencanaan Strategis Tingkat Provinsi di hotel M Regency Makassar. Kegiatan ini dimaksudkan untuk mereviu draf Renstra Pendidikan enam daerah, khususnya daerah yang baru melaksanakan Pilkada dan harus menyusun Renstra Pendidikan yang baru. Reviu draf dan revisi Renstra lama diarahkan untuk melihat lima program strategis apakah telah terintegrasi dalam Renstra enam daerah dimaksud. Lima program strategis: diseminasi praktik baik dalam pembelajaran & MBS; diseminasi program literasi/budaya baca; pengelolaan dan penataan guru; program guru pembelajar berbasis KKG/MGMP; dan pendidikan Inklusi. Semua daerah telah mengintegrasikan program tersebut, meskipun nama programnya tidak persis sama karena disesuaikan dengan numenklatur program dan pendanaan yang diatur dalam Permendagri 59 Tahun 2017 tentang Pedoman Pengelolaan Keuangan Daerah. Alokasi anggaran untuk lima program dimaksud meningkat signifikan dari tahun ke tahun. Tahun 2016 kurang lebih sekitar Rp. 1,973 miliar, Tahun 2017 direncanakan sebesar kurang lebih Rp. 9,197 miliar. Hingga tahun 2020 total alokasi dana untuk lima program dimaksud dari enam daerah, direncanakan mencapai sekitar Rp. 38, 806 miliar. Jumlah peserta dimaksud termasuk fasilitator adalah 41 orang (32 Lk, 9 Pr). Dinas Kantor Kabupaten Pend. MenAg Tana Toraja 2 4 0 Provinsi* 4 1 0 0 *) SP dari LPTK mitra, Dinas Pendidikan Provinsi

BKD 0 0 0 0

Bappeda DPRD/dll 0 0 0 0

Lain 0 2 0 5

Total 4 0

6 5

PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) Lokakarya Provinsi Perencanaan Strategis PKB untuk madrasah dilaksanakan pada tanggal 27 – 29 September 2016 di Makassar. Kegiatan ini dimaksudkan untuk merumuskan strategi diseminasi dan


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keberlanjutan program khususnya di lingkungan Kementrerian Agama Provinsi dan di 13 kabupaten/kota mitra. Kegiatan dihadiri secara penuh oleh para kepala Kantor Agama dan beberapa kepala madrasah dari 13 kabupaten/kota. Jumlah peserta 49 orang (41 Lk, 8 Pr). Hal penting bahwa kegiatan ini telah berhasil memfasilitasi diskusi secara langsung antara pihak pengambil kebijakan Kantor Kemenag Provinsi dengan para penyusun anggaran tingkat kabupaten/kota. Para kepala Kantor Kemenag Kabupaten/Kota secara aktif berpartisipasi pada setiap sesi sehingga diksusi lebih produktif. Hasil penting dari kegiatan ini adalah bahwa semua kabupaten/kota telah menyusun rencana diseminasi secara detail dan menetapkan Madrasah Sasaran Program Diseminasi (induk) yang akan memperoleh bantuan pendanaan dari Kementerian Agama RI.

KEGIATAN KOMUNIKASI (MEDIA BRIEFING) Dalam periode ini dilaksanakan Media Briefing di Kabupaten Maros pada tangal 29 Juli dan Kab Wajo pada tangal 1 September 2016. Kegiatan dimaksudkan untuk meningkatkan kemampuan menulis praktik baik pembelajaran dan MBS bagi para fasilitator dan juga untuk meningkatkaan hubungan komunikasi para pelaku pendidikan dengan kalangan media. Karena itu dalam tiap kegiatan ini diundang salah satu wartawan senior untuk memberikan pencerahan tentang teknik membuat tulisan populer yang dapat dimuat di media lokal dan regional. Peserta adalah para fasilitator SD/MI, SMP/MTs, dan beberapa kepala sekolah mitra. Dari kegiatan tersebut dihasilkan beberapa draf tulisan praktik baik pembelajaran dan MBS. Maros menghasilkan sekitar 30 tulisan dan kesepakatan jadwal Talkshow di Radio FM Maros yang akan diisi para fasilitator dan kepala sekolah, sementara Wajo menghasilkan sekitar 35 tulisan.

DISEMINASI PROGRAM PRAKTIK YANG BAIK Hanya beberapa daerah yang melaksanakan diseminasi modul pembelajaran dan MBS dalam periode ini. Hal ini disebabkan oleh frekuensi kegiatan tingkat sekolah dan kabupaten yang cukup padat. Di samping itu, daerah mitra lebih berfokus pada penyelesaian diseminasi program Buku Bacaan Berjenjang (B3).

No

Kabupaten/Kota

Jumlah

Jumlah

Kegiatan

Peserta

1 Bantaeng

5

2 Makassar

3

3 Wajo

2 4

4 Tana Toraja Jumlah Total

14

494

Jumlah Dana (Rp) Sekolah/ USAID Pemda, Lainnya 20,895,000 104,650,000 46,200,000

382,800,000

105

15,999,000

29,400,000

218 1165

38,400,000 121,494,000

131,000,000 647,850,000

348

PROGRAM BUKU Hingga akhir September 2016 total distribusi buku program B3 mencapai 82% (1.080 dari 1.314 paket). Sebanyak 1080 sekolah dan 4755 peserta telah mengikuti pelatihan B3 dengan rincian: guru 3671 orang (362 Lk, 3309 Pr), kepala sekolah 1062 orang (592 Lk, 470 Pr), dan pengawas 22 orang (20 Lk, 2 Pr). Sisa 18% akan diselesaikan pada bulan Oktober 2016. Dari 175 gugus yang telah melaksanakan pelatihan, 103 gugus (59%) telah terdampingi hingga akhir September 2016. Pendampingan gugus lainnya akan dilaksanakan periode Oktober – Desember 2016. Semua gugus ditargetkan terdampingi paling lambat akhir Januari 2017.

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KEGIATAN LAIN Kegiatan spesifik dalam periode ini adalah EGRA kelas 1 yang dilaksanakan di Kabupaten Bantaeng pada tanggal 23 – 27 Agustus 2016. Kegiatan dimaksud melalui beberapa tahapan: 1) sosialisasi tentang tujuan dan strategi EGRA kelas 1 kepada para pemangku kepentingan sekolah sasaran; 2) pelatihan penyegaran tim asesor, tes kemampuan membaca siswa. Kegiatan melibatkan 9 asesor dari kalangan mahasiswa, dosen dan guru. Kegiatan ini menghasilkan data awal tentang kemampuan membaca siswa kelas 1 di 12 sekolah sasaran.

RENCANA KUARTAL DEPAN •

Tingkat sekolah: pendampingan sekolah untuk guru dan kepala sekolah, pengambilan data akhir monitoring,

•

Tingkat kabupaten: pelatihan diseminasi dan pendampingan program B3, pelatihan untuk kepala sekolah dan pengawas, pelatihan diseminasi untuk Module 3 ke seluruh kabupaten/kota, pertemuan koordinasi pemangku kepentingan, pelatihan pendampingan bagi fasilitator

Galeri Foto

Asesor Ilham sedang melakukan asesmen terhadap anak kelas I di salah satu sekolah di Bantaeng (23/8).

Para pengawas dan kepala sekolah dari 13 kabupaten/kota di Sulawesi Selatan sedang dilatih pengawasan dan pembinaan sekolah yang efektif di Parepare (29/8).

Guru mata pelajaran sedang dilatih modul III Pembelajaran SMP, Tana Toraja (1/9).

Nur Salam, Salah seorang dosen Matematika dari UIN Alauddin ikut saat praktikan mengajar di MTS Model Makassar (8/9).


93

Guru sedang ikut pelatihan Buku Bacaan Berjenjang di Sidrap 16/9).

Salah Seorang guru sedang menemani mengajar praktikan di SDN 4 Sudirman Makassar tentang Peta Australia pada pelatihan praktikum LPTK (21/9).

Pembukaan Pelatihan Buku Bacaan Berjenjang di Pinrang dihadiri oleh staf Dinas Pendidikan (22/9).

94

SDN Allakuang Sidrap secara konsisten melaksanakan program budaya baca 15 menit setiap hari Selasa, Rabu dan Kamis. Seringkali orang tua siswa menemani siswa-siswi membaca


Provinsi: Papua Barat Rapat Koordinasi Pada periode Juli – September 2016 Tim USAID PRIORITAS Manokwari Selatan melakukan pertemuan dengan pemangku kepentingan diantaranya Bupati, Ketua Bappeda, Tim Penyusun RPJMD Manokwari Selatan, Kepala Dinas Pendidikan, Sekretaris Dinas Pendidikan, Pengawas sekolah, dan Pengelola STKIP. Rapat berkaitan dengan pembahasan RPJMD, update kegiatan penyusunan Renstra, monitoring kehadiran guru, dan menyampaikan perkembangan program USAID PRIORITAS.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal

Dengan siapa

Hasil koordinasi

9 Agustus 2016

Kepala Dinas Pendidikan Manokwari Selatan Sekretaris Dinas Pendidikan Manokwari Selatan

11 Agustus 2016

Kepala Bappeda dan Tim RPJMD Bappeda

Diskusi tentang hasil kunjungan pengawas terhadap monitoring kehadiran guru. • Sekretaris juga menyampaikan hasil kunjungannya ke sekolah di Oransbari termasuk penunjukan kepala sekolah baru • Komunikasi dan diskusi tentang masukan RPJMD Manokwari Selatan secara tertulis Memberikan masukan terhadap RPJMD Manokwari Selatan yang disampaikan secara tertulis

12 Agustus 2016

Bupati Manokwari Selatan

Diskusi tentang masukan tertulis terhadap RPJMD Manokwari Selatan

15 Agustus 2016

Bupati Manokwari Selatan

Dipanggil menghadap untuk menjelaskan tentang sekolah contoh dan Bupati menyampaikan akan mengundang staf Kemdikbud untuk memberikan pembekalan kepada kepala sekolah dan guru

22 Agustus 2016

Pengawas TK/SD Manokwari Selatan

Diskusi tentang perkembangan monitoring kehadiran guru dan siswa

23 Agustus 2016 24 Agustus 2016 26 Agustus 2016

SD Inpres 37 Ransiki

Pertemuan orangtua siswa oleh kepala sekolah dan komite sekolah Melihat disiminasi B3 di sekolah nonmitra (SD Inpres Nijs Momi Waren). Rencana lokakarya monitoring kehadiran guru dan disepakati tanggal 2 September 2016

29 Agustus 2016

Bersama Pengawas ke sekolah Non Mitra Kepala Dinas, Sekretaris Dinas, dan Bidang Pendidikan Menengah Sekretaris Dinas Pendidikan

30 Agustus 2016

Pengelola STKIP

6 September 2016

Kepala Dinas Pendidikan

•

Tindaklanjut surat undangan lokakarya monitoring kehadiran guru Diskusi tentang pendampingan dosen STKIP ke sekolah mitra STKIP Menyepakati rencana pelatihan pedagogi di minggu terakhir November 2016 Menyampaikan secara lisan tentang hasil lokakarya monitoring kehadiran guru. Disepakati hasil diskusi secara tertulis akan didiskusikan lagi dengan Kepala Dinas, Sekretaris dan Kepala Bidang

Pendampingan Dinas Pendidikan untuk monitoring kehadiran guru dan siswa Kegiatan ini merupakan lanjutan dari kegiatan pendampingan sebelumnya. Beberapa poin kesepakatan di pendampingan sebelumnya sudah mulai dilaksanakan, terutama yang berkaitan dengan penambahan jumlah dan pemberian tugas pengawas. Awalnya pengawas hanya 7 orang, ditambah menjadi 12 orang untuk jenjang dari TK – SMA/SMK. Dari 12 pengawas yang sudah ada, 9 orang sudah menjalankan USAID PRIORITAS – Quarterly Report No. 18, July–September, 2016

95

tugasnya, sedangkan 3 orang diantaranya merupakan “tempat parkir” bagi staf Dinas yang terpaksa dijadikan pengawas namun memiliki kendala fisik. Untuk periode Juli – September dilakukan 3 kali pendampingan Dinas Pendidikan yang berkaitan dengan kehadiran guru dan siswa.

Peserta Pendampingan untuk Monitoring Kehadiran Guru dan Siswa Tanggal

Jumlah

8 - 9 Agustus 2016

7 orang

22 Agustus 2016

6 orang

2 September 2016

5 orang

Peserta Kepala Dinas, Sekretaris Dinas, Kabid Pendidikan Dasar, Kabid Pendidikan Menengah, pengawas Sekretaris Dinas, Kabid Dikmen, Pengawas Pengawas, Staf Pendidikan Dasar dan Menengah

Pembahasan Diskusi terpisah tentang perkembangan kunjungan sekolah oleh pengawas. Menyusun laporan kunjungan pengawas Pembahasan masalah dan solusi kehadiran guru dan siswa

Pertemuan dengan Fasilitator Daerah Pertemuan fasilitator dilaksanakan pada tanggal 2 September 2016 di SD Inpres 37 Ransiki. Pertemuan dilaksanakan bersamaan dengan pendampingan penyusunan Renstra., namun dengan ruang yang terpisah. Tujuan pertemuan adalah untuk memonitor kunjungan fasilitator ke sekolah sekaligus menyepakati jadwal kunjungan berikutnya. Beberapa hasil pendampingan dibahas dalam pertemuan ini termasuk kendala yang dihadapi dalam mendorong peningkatan kualitas pendidikan, seperti rasio guru dan siswa yang masih belum mencukupi terutama di sekolah jauh serta kehadiran guru dan siswa yang masih perlu ditingkatkan. Monitoring Buku Bacaan Berjenjang Fasilitator daerah didukung oleh Tim USAID PRIORITAS sudah memulai melakukan monitoring penggunaan buku bacaan berjenjang. Monitoring difokuskan untuk melihat aktivitas penggunaan B3, menjalankan jadwal literasi di sekolah. Monitoring ini juga melihat penggunaan buku bacaan dukungan USAID PRIORITAS (termasuk buku sumbangan dari Room to Read) yang dibagikan sebelumnya. Sepuluh sekolah sudah mencoba menggunakan B3 dalam mendukung program budaya baca. Hampir semua sekolah menjadwalkan 3 hari dalam seminggu untuk membaca selama 15 menit setiap pagi. Fasilitator yang juga fasilitator dalam pelatihan B3 sudah mengunjungi semua sekolah peserta pelatihan. Bahkan Tim USAID PRIORITAS juga mengunjungi sekolah bukan mitra yang ikut serta dalam pelatihan dan melaksanakannya dengan baik. SD Inpres Nijs di kecamatan Momiwaren bekerjasama dengan SD Inpres 74 Siwi untuk meminjam buku B3 dan digunakan di sekolah ini secara bergantian. Praktik penggunaan buku B3 juga dilakukan di sekolah-sekolah yang menjadi mitra STKIP Muhammadiyah Manokwari. Pembahasan RPJMD Bidang Pendidikan Pembahasan RPJMD Bidang Pendidikan diambil alih oleh Bappeda Manokwari Selatan. Tim USAID PRIORITAS berperan memberikan sumbangan ide dan materi RPJMD yang disampaikan secara tertulis. Tim beberapa kali juga terlibat dalam diskusi dengan Tim Penyusun yang dikoordinir Tim Independent Bappeda atas saran Pemerintah Daerah. Masukan Tim yang diberikan berkaitan dengan kebutuhan data dasar RPJMD Pendidikan, kebijakan strategis yang perlu dipikirkan, langkah strategis, dan alternatif kebijakan. Diskusi juga banyak dilakukan berkaitan dengan formasi guru di masing-masing sekolah secara ideal. 96


Monitoring dan Pendampingan Sekolah oleh Fasilitator Tim USAID PRIORITAS Manokwari Selatan bersama fasilitator mengunjungi sekolah mitra minimal 2 kali selama satu bulan. Dari 10 sekolah mitra, terdapat dua sekolah yang mengalami perlambatan dalam penerapan hasil pelatihan. Sekolah itu adalah SD Inpres 37 Ransiki dan SD Inpres 51 Sabri. Masalah yang dihadapi berasal dari kondisi internal sekolah di antaranya hubungan tidak harmonis antara kepala sekolah dan guru (Sabri) dan kekurangan guru dan ruangan yang sangat akut di SD Inpres 37 Ransiki.

Tabel 3. Frekuensi Kunjungan Fasilitator Daerah ke Sekolah Mitra Periode s/d Juli 2016 No 1 2 3 4 5 6 7 8 9 10

Nama Sekolah

MBS

SD Inpres 37 Ransiki SD Inpres 51 Sabri Ransiki SD Inpres 30 Ransiki SD Inpres 74 Siwi SD Inpres Gaya Baru SD Inpres 08 Oransbari SD YPK Oransbari SD Inpres 09 Oransbari di Margomulyo SD Inpres 54 Oransbari di Muari SD Inpres 71 Watariri Oransbari Jumlah

2 4 2 1 2 2 2 4 2 1 22

Frekuensi Pembelajaran 3 3 2 3 3 2 2 2 2 2 24

B3 1 1 1 1 1 1 1 1 1 1 10

Galeri Foto

Pendampingan Dinas Pendidikan.

Pembelajaran Bahasa Indonesia menggunakan B3 untuk belajar membaca di kelas 2.


97

Pembelajaran kelas awal di SD Inpres Gaya Baru.

Pendampingan Fasilitator kelas awal di SD Inpres Watariri.

Praktik pembelajaran yang mulai berpusat ke siswa di SD Inpres 30 Ransiki.

Taman Baca di SD Inpres Gaya Baru Momi Waren.

Pendampingan Dosen STKIP di sekolah mitra di Manokwari.

98

Pembelajaran di Sekolah Mitra STKIP (SD Inpres Fanindi Manokwari).


Provinsi: Papua Kegiatan USAID PRIORITAS Wamena Rapat Koordinasi Tanggal

Dengan siapa

Hasil

1 July 2016

Kabid Dikdas Dinas Pendidikan Kabupaten Jayawijaya

Penjelasan perkembangan program USAID PRIORITAS yang dilaksanakan oleh Yayasan Kristen wamena (YKW).

15-16 Agustus 2106

Kepala Dinas Pendidikan Kabupaten Jayawijaya, ACDP Papua, Asisten 1 Bupati Jayawijaya, NGO bidang Pendidikan di Jayawijaya

Sosialisasi Bimbingan Penerapan Methodologi Dasar Pendidikan di Kabupaten Jayawijaya.

Kunjungan Sekolah Pada periode ini, Tim USAID PRIORITAS di Wamena mengunjungi 34 sekolah mitra YKW yang ada di Jayawijaya. Kegiatan ini berkaitan dengan monitoring pelaksanaan program YKW di sekolah mitra.

Monitoring Program Monitoring program dilakukan dengan mengadakan diskusi bersama pengelola program di Yasumat dan YKW. Tim USAID PRIORITAS juga memonitor penggunaan Buku Bacaan Berjenjang oleh fasilitator di 15 sekolah mitra YKW dan di 5 sekolah Yasumat di Klaster Puldama Yahukimo.

Kegiatan Yayasan Kristen Wamena (YKW) 1. Praktik Mengajar Buku Bacaan Berjenjang Untuk familiarisasi penggunaan B3, fasilitator yang dilatih untuk penggunaan B3 melakukan praktik mengajar di 5 sekolah di Jayawijaya. Praktik mengajar diikuti juga oleh Tim Yasumat. Praktik mengajar dilaksanakan pada periode 18 – 29 Juli 2016. Praktik ini diharapkan fasilitator akan memiliki kemampuan dalam melatih guru menggunakan B3. Dari praktik mengajar ini para fasilitator juga memiliki kemampuan strategi pelatihan terutama yang berkaitan dengan membaca bersama, metode pengelolaan kelas yang berhubungan dengan B3.

2. Sosialisasi Buku Bacaan Berjenjang Pada tanggal 22 Agustus 2016, Tim YKW dan USAID PRIORITAS melaksanakan sosialisasi B3 kepada Pemerintah Kabupaten Jayawijaya dan pemangku kepentingan pendidikan. Beberapa perwakilan dari Pemerintah Daerah, Dinas Pendidikan, sekolah mitra YKW dan Lembaga Swadaya Masyarakat (LSM) lokal mendapat penjelasan tentang tujuan hibah B3 di Jayawijaya. Bapak Kondar, staf ahli Bupati bidang pendidikan memberikan sebuah pernyataan, “Pemda menyampaikan banyak terima kasih untuk program buku ini khususnya di 34 sekolah. Buku dapat mengisi kesenjangan dimana masih banyak anak kelas 5 yang belum bisa membaca secara mandiri. Buku bacaan berjenjang ini diharapkan dapat membantu mempercepat kemampuan baca dan tulis siswa di sekolah”.

3. Distribusi Buku Bacaan Berjenjang Buku Bacaan Berjenjang tiba di Wamena pada minggu I bulan Agustus 2016 dalam beberapa kali penerbangan dari Jayapura. Buku diterima pertama kali oleh YKW dan Yasumat pada tanggal 3 Agustus 2016.


99

Untuk YKW, distribusi buku dilaksanakan pada tanggal 29 Agustus – 1 September 2016 setelah para guru mendapatkan pelatihan penggunaan B3.

4. Pelatihan untuk Buku Bacaan Berjenjang Untuk YKW, pelatihan penggunaan B3 dilaksanakan di Wamena pada tanggal 23-25 Agustus 2016. Seluruh sekolah mitra (34 sekolah) mengikuti pelatihan ini. Ada beberapa hal yang menarik di pelatihan ini, di antaranya munculnya antusiasme dari guru kelas awal karena buku ini akan banyak membantu percepatan baca dan tulis siswa.

Galeri Foto: YKW

Praktik Mengajar B3 di SD Inpres Megapura familiarisasi fasilitator.

Distribusi B3 di SD Tanah Merah.

Sosilisasi Buku Bacaan Berjenjang untuk Pemerintah Daerah dan Pemangku kepentingan Pendidikan temasuk sekolah mitra.

Pelatihan untuk Buku Bacaan Berjenjang untuk guru dari 34 sekolah mitra YKW.

100


Kegiatan Yasumat Distribusi Buku Bacaan Berjenjang (B3) Buku bacaan berjenjang diterima Yasumat pada minggu I bulan Agustus 2016. Sampai pertengahan September, hanya klaster Dekai dan Holuwon yang terdistribusi. Total sudah ada 15 sekolah yang terdistribusi (Dekai 10 sekolah) dan Holuwon (5 sekolah). Kendala utama lambatnya distribusi ini karena penerbangan tidak membawa serta buku ke sekolah karena lebih mengutamakan bahan makanan dan penumpang. Saat ini pihak Yasumat terus memonitor dan mendorong agar penerbangan (MAF) dapat segera membantu pengiriman ke sekolah. Seluruh buku sudah berada di gudang MAF yang akan diangkut ke sekolah. Lambatnya pengiriman buku ini menyebabkan terlambatnya juga pelatihan untuk tingkat sekolah. Pada bulan Juni 2016, Yasumat telah melaksanakan pelatihan penggunaan buku bacaan berjenjang kepada guru pendamping Yasumat. Pelatihan akan dilakukan per klaster dan diagendalan mulai minggu IV September bagi klaster yang telah menerima kiriman buku dari MAF.

Galeri Foto: Yasumat

Distribusi Buku Bacaan berjenjang.

Pengiriman B3 untuk Klaster Dekai dan Holuwon.


101

ANNEX 2: COORDINATION WITH GOI Hasil Pertemuan Koordinasi dengan Pemangku Kepentingan Pemerintah Indonesia No I 1 A. 1

Tanggal Institusi Agenda dan Hasil Kementerian Pendidikan dan Kebudayaan 19 Agustus 2016, pertemuan diadakan secara informal dengan Bapak Muhadjir Effendy, Menteri Pendidikan dan Kebudayaan untuk menyampaikan selamat atas terpilihnya sebagai Mendikbud dan sekaligus melaporkan kegiatan USAID PRIORITAS. Pak Menteri cukup senang terhadap bantuan USAID PRIORITAS dan menyarankan perlu ada langkah keberlanjutan program. Sekretariat Jenderal 10 Agustus 2016

B. 1 1

Siti Marfuah, MDM Kasubag Evaluasi Program (Eselon 4)

Agenda : Hasil fasilitasi Renstra Kabupaten/Kota Hasil : 1. Kemdikbud akan mengundang USAID PRIORITAS untuk memaparkan hasil pendampingan kabupaten/kota dalam penyusunan Renstra 2. Kemdikbud meminta hasil laporan pendampingan penyusunan Renstra di kabupaten/kota (Proses penyusunan oleh tim GMS) Direktorat Jenderal Pendidikan Dasar dan Menengah Sekretariat Direktorat Jenderal Pendidikan Dasar dan Menengah 19 Juli 2016 Thamrin Abdullah, Agenda : Tindak Lanjut Kabupaten tentang ujicoba program Literasi dan Budaya Baca Sekretaris Ditjendikdasmen Hasil: 1. Perlu data sekolah ujicoba literasi dan budaya baca, karena sasaran program adalah sekolah. 2. USAID PRIORITAS akan melakukan verifikasi ulang untuk mengupdate data kabupaten/kota untuk ujicoba kabupaten literasi dan budaya baca 3. USAID PRIORITAS perlu koordinasi juga dengan Tim Gerakan Literasi Sekolah Catatan : USAID PRIORITAS telah melakukan verifikasi data kabupaten/kota dan daftar sekolah (Dokumen sudah dikirimkan ke Kemdikbud).

102


No C. 1

Tanggal Institusi Agenda dan Hasil Badan Penelitian dan Pengembangan (Balitbang), Pusat Kurikulum dan Perbukuan 1 Agustus Supriyanto, Kepala Bagian Perbukuan Agenda : Buku Berjenjang YLAI 2016 Hasil: 1. Kemdikbud belum mempunyai pengalaman terhadap status buku hasil kerjasama seperti Buku Bacaan Berjenjang, mengingat ini pengalaman pertama bagi Kemdikbud. 2. Buku berjenjang YLAI hanya bisa didisribusikan oleh USAID PRIORITAS. Jika USAID PRIORITAS telah berakhir masa projectnya, YLAI tidak boleh menggunakan logo Pemerintah (Kemdikbud, Kemenag dan Menko PMK). 3. Untuk keberlanjutan distribusi Buku Berjenjang YLAI (jika PROGRAM USAID PRIORITAS telah berakhir), YLAI bisa mengirimkan surat ke Kemdikbud dengan dilampiri surat dukungan dari USAID PRIORITAS atau dari daerah yang sudah menerima manfaat Buku Berjenjang. Catatan : Surat dukungan USAID PRIORITAS untuk buku YLAI sudah dikirimkan ke Kemdikbud dan YLAI 2 16 Supriyanto, Kepala Bagian Perbukuan Agenda : Dukungan Buku Berjenjang YLAI September Hasil: 2016 1. Keinginan untuk Buku YLAI masuk dalam daftar buku Kemdikbud, akan diproses bulan April 2017, mengingat daftar buku untuk Th 2016 sudah selesai proses evaluasi dan sudah dicetak. Surat dukungan dari USAID PRIORITAS akan menjadi pertimbangan. 2. Jika daerah ingin membeli buku dengan sumber APBD dipersilahkan. 3. Kemdikbud berencana akan memasukan buku penulis YLAI masuk dalam tim evaluator. II Kementerian Agama Direktur Jenderal Pendidikan Islam A. Sekretariat Direktorat Jenderal Pendidikan Islam 1 Agustus 2016 Bp. Prof. Isom Agenda : Permintaan Data EMIS Kemeneg Sekretaris Ditjend Penddidikan Islam Hasil : 1. Data diberikan dan dimohon untuk tidak disebarkan dan hanya untuk kepentingan USAID PRIORITAS. 2. Permintaan data dikoordinasikan dengan Bapak Kastolan (Kepala Bagian data dan Perencanaan) Catatan : Data EMIS untuk 7 propinsi mitra sudah diterima dan saat ini dalam proses pengolahan data oleh tim GMS


103

No 2

Tanggal 13 September 2016

Institusi Bapak Kastolan, Kepala Bagian Perencanaan Direktorat Pendidikan Islam, Kemenag

3

15 September 2016

1) Bapak Kastolan, Kabag Perencanaan Ditjendpendis 2) Bp Kidup , Kasubdit P2TK, Direktorat Madrasah 3) dan Pak Faqih , Kasie Subdit Kelembagaan, Direktorat Madrasah

B. 1

2

Direktorat Madrasah 16 Agustus Bp. Syafii, 2016 Kepala Sub Direktorat Pembelajaran dan Kurikulum

1 September 2016

104

1) Bp. Kidup (Kepala Sub Direktorat P2TK) 2) Bp. Syafiudin (Kepala sub Direktorat Kelembagaan) 3) Bp. Faqih (Kepala Seksi Program dan Evaluasi) 4) Bp. Fahmi (Kepala seksi Tenaga Pendidik) 5) Ibu Yani, Kepala Seksi Tenaga Kependidikan

Agenda dan Hasil Agenda : Praktik yang Baik Program USAID PRIORITAS Hasil : 1. Bagian perencanaan akan memasukkan anggaran diseminasi untuk madrasah di 7 propinsi mitra 2. Perlu segera ada rapat koordinasi dengan direktorat teknis madrasah yang akan menjalankan yaitu subdit kelembagaan dan subdit Pembinaan Guru dan Tenaga kependidikan Agenda : Penyusunan Disain Diseminasi dan Keberlanjutan Program USAID PRIORITAS di 7 Propinsi Mitra Hasil : 1. Anggaran untuk diseminasi madrasah akan diberikan melalui hibah KKM (MI Negeri) sebesar kurang lebih 30 Juta yang akan diberikan ke 98 kabupaten/kota mitra USAID PRIORITAS di 7 propinsi mitra. Anggaran sudah dimasukkan dalam perencanan anggaran Th 2017. 2. Disseminasi LPTK akan diberikan hibah ke masing masing LPTK Mitra dan LPTK Konsorsium sebanyak 9 LPTK di 7 propinsi mitra 3. Kemenag akan hadir di setiap acara lokakarya perencanaan madrasah di 7 Propinsi mitra sebagai nara sumber Agenda : Disseminasi Program USAID PRIORITAS Hasil : 1. Anggaran pelatihan di direktorat Th 2016 sudah tidak ada terkena kebijakan pemotongan angagran dan nanti akan dianggarkan kembali dan direncanakan untuk Th 2017. 2. Direktorat minta daftar fasilitator MI dan MTS sebagai calon narasumber untuk pelatihan Th 2017 (jika USAID PRIORITAS sudah berakhir). 3. Untuk diseminasi perlu ada sinkronisasi dan koordinasi dengan direktorat terkait dan badan pelatihan keagamaan. Agenda : Diseminasi dan Exit Strategi untuk keberlanjutan Program PRIORITAS Hasil : 1. Ide untuk diseminasi program USAID PRIORITAS dalam rangka keberlanjutan program telah disetujui untuk Th 2017 2. Grand Design diseminasi perlu disusun dengan benar dan tidak melanggar aturan 3. Ada 2 opsi disain diseminasi pelatihan USAID PRIORITAS di Madrasah yaitu anggaran diberikan ke kantor kabupaten/kota atau anggaran langsung diberikan kepada KKM. Hal ini perlu diskusi dengan Bagian Perencanaan Ditjenpendis, Kemenag. Catatan : USAID PRIORITAS telah berkoordinasi dengan Bagian Perencanaan untuk diseminasi program


Kegiatan USAID PRIORITAS yang dihadiri oleh perwakilan dari Pemerintah Indonesia

No 1

Jenis Kegiatan Lokakarya Perencanaan Diseminasi Praktik yang Baik Kemenag, Sulawesi Selatan

Waktu dan tempat pelaksanaan kegiatan Makassar, 27-29 September 2016

Perwakilan Pemerintah yang hadir Kemdikbud

Kemenag

MenristekDikti

-

Abdullah Faqih Kepala Sub Bagian Evaluasi dan Program, Kelembagaan, Direktorat Madrasah

MenkoPMK

-

-

Lampiran 2: Kegiatan Pemerintah yang dihadiri oleh USAID PRIORITAS No 1

Kementerian Kemdikbud

Waktu dan tempat pelaksanaan kegiatan Jum’at, 9 September 2016 Di Kantor Ditjend dikdasmen

Kegiatan Lokakarya Program Literasi dan Budaya Baca di Kabupaten/Kota

Peran USAID PRIORITAS Nara Sumber dan berbagi praktik kegiatan literasi dan budaya baca kabupaten Aceh Barat Daya

Catatan Lainnya : 1. Perpustakaan Nasional meminta Buku Berjenjang sebanyak 2 exemplar untuk kelengkapan dokumentasi nasional dan sudah dikirimkan melalui bu Woro, Deputy SDM Perpustakaan Nasional.

2. Dalam rangka untuk penyebaran praktik yang baik, USAID PRIORITAS bekerjasama dengan ACDP akan mengisi acara Kopi Darat terkait program yang dilaksanakan proyek.


105

ANNEX 3: SCHOOL TRAINING CONDUCTED IN QUARTER 18 School Training in Module 3 – Cohort 2

Province Aceh Aceh Barat Daya

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

16 15 21 24

50 51 23 16

66 66 44 40

-

-

-

-

Sep 20–22 17 Sep 06–08 13 North Sumatra (No School Level Training) Banten Tangerang Jul 28–30 7 Teaching and Learning Aug 08–10 17 SBM Sep 05–06 19 Tangerang Selatan Teaching and Learning Jul 20–22 31 SBM Aug 25–26 32 West Java Bekasi Teaching and Learning Jul 21–22 29 SBM Aug 31–Sep 01 16 Aug 25–26 25 Cirebon Teaching and Learning Jul 21–23 36 SBM Aug 10–11 29 Aug 12–13 27 Kuningan Teaching and Learning SBM Jul 27–28 22 Jul 29–30 22 Tasikmalaya Teaching and Learning Jul 19–21 14 SBM Aug 29–30 18 Sep 02–03 18 Central Java (No School Level Training) East Java Lumajang Teaching and Learning SBM Sep 05–06 46 Ngawi Teaching and Learning Aug 22–24 21 SBM Sep 15–16 35

51 55

68 68

-

-

-

-

55 41 39

62 58 58

Aug 25–27 Sep 09–10

31 24

61 13

92 37

33 43

64 75

Jul 27–29 Sep 02–03

34 17

80 19

114 36

31 28 17

60 44 42

Jul 21–22 Aug 29–30 -

20 34 -

47 10 -

67 44 -

33 17 13

69 46 40

Jul 28–30 Aug 22–23

51 37

94 11

145 48

19 18

41 40

Jul 19–21 Aug 22–23 -

23 30 -

41 10 -

64 40 -

52 24 23

66 42 41

Jul 26–28 Aug 31–Sep 01 -

40 35 -

97 7 -

137 42 -

36

82

Aug 22–24 Aug 25–27 Sep 19–20

31 30 35

46 47 20

77 77 55

41 44

62 79

Sep 01–03 Sep 27–28

31 32

59 14

90 46

Teaching and Learning SBM

Aug 13–15 Aug 18–20 Aug 31–Sep 01 Sep 02–03

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

Pidie Jaya Teaching and Learning

106


Province South Sulawesi Bone Teaching and Learning SBM Kota Pare-pare Teaching and Learning SBM Takalar Teaching and Learning

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


Aug 25–26

51

36

87

Jul 21–23 Aug 23–24

38 32

81 20

119 52

Jul 25–27 Sep 07–08

26 47

50 55

76 102

Jul 30–Aug 01 Sep 05–06

40 37

89 20

129 57

-

-

-

-

Jul 27–29

18

86

104

SBM

Aug 25–26

34

53

87

Aug 25–26

22

26

48

Tanah Toraja Teaching and Learning SBM

Jul 21–23 Sep 22–23

19 20

60 20

79 40

Sep 07–09 Sep 22–23

35 21

93 19

128 40

767

1,127

1,894

778

1,110

1,888

Total

School Training in Module 3 – Cohort 3 Primary School Training SD/MI Number of Participants Province Date M F Total North Sumatra (No School Level Training) East Java Banyuwangi Teaching and Learning Aug 09–11 27 37 64 SBM Sep 21–22 41 39 80 Jombang Teaching and Learning Jul 21–23 30 45 75 SBM Sep 07–09 66 43 109 Kota Batu Teaching and Learning Jul 23–25 15 45 60 Jul 20–22 15 44 59 SBM Sep 15–16 25 50 75 Lamongan Teaching and Learning Aug 10–12 25 47 72 SBM Aug 27–28 47 51 98 Total

291

401

692



Sep 08–10 Sep 28–29

34 28

46 12

80 40

Aug 27–29 Sep 21–22

48 34

75 9

123 43

Sep 05–07 Sep 19–20

31 27

108 19

139 46

Jul 23–25 Aug 15–16

56 37

73 12

129 49

295

354

649

107

ANNEX 4: DISSEMINATION Participants in Dissemination Activities in Quarter 18 (July–September 2016) Province

District

Aceh

Aceh Barat Aceh Barat Daya Aceh Jaya Aceh Selatan Aceh Singkil Aceh Tamiang Aceh Tengah Aceh Tenggara Aceh Utara Bener Meriah Bireuen Gayo Lues Kota Langsa Kota Lhokseumawe Nagan Raya Pidie Pidie Jaya Simeulue Subussalam Deli Serdang Humbang Hasundutan Kota Binjai Kota Medan Kota Sibolga Labuhan Batu Langkat Nias Selatan Serdang Bedagai Tapanuli Selatan Tapanuli Utara Toba Samosir Kota Cilegon Kota Tangerang Kota Tangerang Selatan Lebak Pandeglang Serang Tangerang Bandung Barat Bekasi Bogor Ciamis Cirebon Garut Indramayu Karawang Kota Bogor Kota Cimahi Kuningan

North Sumatra

Banten

West Java

108

Male

Female

Male+Female

88 23 22 108 86 24 30 113 47 38 63 125 65 65 102 218 10 142 93 156 61 15 38 27 64 158 219 76 203 151 142 28 54 59

115 87 67 111 119 44 157 108 284 172 214 96 159 156 123 740 56 98 118 804 192 120 249 277 238 510 241 494 762 418 544 137 271 141

203 110 89 219 205 68 187 221 331 210 277 221 224 221 225 958 66 240 211 960 253 135 287 304 302 668 460 570 965 569 686 165 325 200

No. of Participants/ Schools 6.2 4.1 4.2 6.4 5.5 4.0 5.3 5.8 5.9 4.6 5.5 5.7 6.6 6.5 6.3 12.9 4.4 6.0 4.5 4.5 4.6 3.6 5.5 4.8 4.9 5.7 5.3 4.7 3.4 4.6 4.8 5.7 6.6 2.0

51 83 45 30 270 52 95 95 157 139 263 155 72 71 378

109 297 189 130 762 86 493 227 365 505 360 500 229 580 692

160 380 234 160 1,032 138 588 322 522 644 623 655 301 651 1,070

3.9 4.5 4.1 3.9 6.0 5.5 9.5 6.4 5.6 5.4 5.8 3.9 1.7 6.7 6.6


Province

Central Java

East Java

South Sulawesi

Grand Total

District

Male

Sukabumi Tasikmalaya Banjarnegara Blora Demak Jepara Karanganyar Kudus Pekalongan Purbalingga Purworejo Semarang Sragen Wonosobo Bangkalan Banyuwangi Blitar Bojonegoro Jombang Kota Batu Kota Mojokerto Lamongan Lumajang Madiun Malang Mojokerto Nganjuk Ngawi Pamekasan Pasuruan Sampang Sidoarjo Situbondo Tuban Bantaeng Makassar Tana Toraja Wajo

54 608 267 40 32 50 81 22 27 425 286 230 571 180 173 127 159 267 138 15 29 297 283 108 31 125 128 97 595 226 245 56 162 144 129 24 78 47 11,425

Female

Male+Female

64 679 570 60 78 112 157 76 17 530 511 431 1,045 340 417 354 528 671 489 121 89 493 471 332 61 367 363 259 213 654 232 224 324 351 401 68 140 137 26,375

118 1,287 837 100 110 162 238 98 44 955 797 661 1,616 520 590 481 687 938 627 136 118 790 754 440 92 492 491 356 808 880 477 280 486 495 530 92 218 184 37,800


No. of Participants/ Schools 3.0 2.5 4.1 4.3 55.0 5.1 2.2 3.3 1.8 5.2 4.3 4.0 6.3 4.0 4.0 4.9 4.3 4.3 4.1 5.9 3.8 4.6 4.2 4.2 4.4 3.8 4.1 4.0 3.5 4.8 4.3 4.1 4.1 4.2 4.9 8.4 6.6 1.8 4.5

109

Expenditure for Dissemination Activities July – September 2016 (in IDR 000s) Province Aceh

Aceh Total North Sumatra

North Sumatra Total Banten

Banten Total West Java

110

District Aceh Barat Aceh Barat Daya Aceh Jaya Aceh Selatan Aceh Singkil Aceh Tamiang Aceh Tengah Aceh Tenggara Aceh Utara Bener Meriah Bireuen Gayo Lues Kota Langsa Kota Lhokseumawe Nagan Raya Pidie Pidie Jaya Simeulue Subussalam Deli Serdang Humbang Hasundutan Kota Binjai Kota Medan Kota Sibolga Labuhan Batu Langkat Nias Selatan Serdang Bedagai Tapanuli Selatan Tapanuli Utara Toba Samosir Cilegon Kota Cilegon Kota Tangerang Kota Tangerang Selatan Lebak Pandeglang Serang Tangerang Tangerang Selatan Bandung Barat Bekasi Ciamis Cirebon Garut Indramayu Karawang Kota Bogor Kota Cimahi Kuningan

GOI 512,980 8,500 7,675 512,980 512,980 9,000 8,400 512,980 44,750 17,325 193,195 512,980 512,980 512,980 512,980 327,905 10,500 512,980 512,980 5,757,046 847,800 57,600 28,000 47,000 182,800 544,850 128,200 73,700 115,800 400,000 294,850 414,400 3,135,000

PRIORITAS 6,000 0 0 6,000 6,000 0 0 6,000 19,400 0 1,500 6,000 6,000 6,000 6,000 165,890 0 6,000 6,000 246,790 84,015 11,034 0 17,303 26,415 0 56,268 0 0 26,730 43,830 66,218 331,812

Total 518,980 8,500 7,675 518,980 518,980 9,000 8,400 518,980 64,150 17,325 194,695 518,980 518,980 518,980 518,980 493,795 10,500 518,980 518,980 6,003,836 931,815 68,634 28,000 64,303 209,215 544,850 184,468 73,700 115,800 426,730 338,680 480,618 3,466,812

36,300 14,400 106,125 320,187 43,160 116,400 77,400 49,800 26,400 790,172 235,180 30,400 40,500 23,640 189,804 54,080 155,500 332,900 130,320 156,400

0 11,280 10,680 20,350 0 29,782 0 0 0 72,092 85,050 6,000 39,430 32,350 61,260 77,488 62,220 67,450 39,950 104,550

36,300 25,680 116,805 340,537 43,160 146,182 77,400 49,800 26,400 862,264 320,230 36,400 79,930 55,990 251,064 131,568 217,720 400,350 170,270 260,950


Province West Java Total Central Java

Central Java Total East Java

East Java Total South Sulawesi

District Sukabumi Tasikmalaya Banjarnegara Blora Demak Jepara Karanganyar Kudus Pekalongan Purbalingga Purworejo Semarang Sragen Wonosobo Bangkalan Banyuwangi Blitar Bojonegoro Jombang Kota Batu Kota Mojokerto Lamongan Lumajang Madiun Malang Mojokerto Nganjuk Ngawi Pamekasan Pasuruan Sampang Sidoarjo Situbondo Tuban Bantaeng Makassar Tana Toraja Wajo

South Sulawesi Total Grand Total In USD (1 USD = 13,000 IDR) %

GOI 160,000 440,134 1,948,858 186,713 11,000 20,000 8,220 32,800 31,000 7,800 188,409 203,916 121,355 331,898 106,655 1,249,766 62,900 58,718 107,160 126,700 74,014 62,550 26,060 122,050 231,600 61,750 115,000 73,750 89,500 43,825 317,950 178,860 79,400 31,550 50,050 74,100 1,987,487 178,100 101,200 132,000 65,800 477,100 15,345,428 1,178,033 82.4%


PRIORITAS 10,290 105,811 691,849 74,012 11,010 18,065 14,000 23,297 18,907 2,520 155,875 75,451 105,915 99,778 42,096 640,926 58,970 51,337 101,940 113,273 69,411 22,780 13,236 104,840 77,850 43,860 0 59,935 52,045 38,364 61,988 93,450 60,949 31,100 50,500 72,805 1,178,633 38,073 15,400 38,400 47,997 139,870 3,301,972 252,321 17.6%

Total 170,290 545,945 2,640,707 260,724 22,010 38,065 22,220 56,097 49,907 10,320 344,284 279,367 227,270 431,676 148,751 1,890,691 121,870 110,055 209,100 239,973 143,425 85,330 39,296 226,890 309,450 105,610 115,000 133,685 141,545 82,189 379,938 272,310 140,349 62,650 100,550 146,905 3,166,120 216,173 116,600 170,400 113,797 616,970 18,647,400 1,430,354 100.0%

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

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