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

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

Quarterly Report No. 4 January to March 2013

April 15, 2013 This publication was produced for review by the United States Agency for International Development (USAID). 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.

USAID Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) Quarterly Report No. 4: January to March 2013

Contract AID-497-C-12-00003

Prepared for Lawrence W. Dolan, Ph.D. Education Officer USAID/Indonesia

Prepared by RTI International* 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 *RTI International is a trade name 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.

List of Contents LIST OF TABLES AND CHARTS ......................................................................................... V LIST OF ACRONYMS, ABBREVIATIONS, AND TERMS ................................................ VI EXECUTIVE SUMMARY......................................................................................................... 1 RINGKASAN EKSEKUTIF ...................................................................................................... 5 1

PROJECT PLANNING AND PREPARATION .............................................................. 9 1.1 Administrative Start-up .......................................................................................................................... 9 1.1.1 Project Offices ................................................................................................................................. 9 1.1.2 Staffing ................................................................................................................................................ 9 1.2 Technical Start-up .................................................................................................................................. 10 1.2.1 Collaboration with the National Government of Indonesia ............................................... 10 1.2.2 Collaboration with Provincial and District Level Stakeholders ......................................... 12 1.2.3 Collaboration with Other Donor Agencies ........................................................................... 13 1.2.4 Introductory Meetings with Teacher Training Institutes ..................................................... 13 1.2.5 Selection of District Facilitators ................................................................................................ 14 1.3 Project Modules and Materials ........................................................................................................... 15 1.4 Planning and Review Meetings ............................................................................................................ 16 1.4.1 Training Planning Meeting ........................................................................................................... 16 1.5 Studies....................................................................................................................................................... 16 1.5.1 Gender Analysis Study ................................................................................................................. 16 1.5.2 Inclusive Education Study ............................................................................................................ 17 1.5.3 Teacher Training Institute Situation Analysis ......................................................................... 17 1.5.4 An Assessment of Current Early Grade Reading .................................................................. 17 1.5.5 Assessment of Education in Papua ............................................................................................ 19

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STRENGTHENED INSTRUCTION IN SCHOOLS .................................................... 20 2.1 The Whole-School Development Program ..................................................................................... 20 2.1.1 Study Visits...................................................................................................................................... 20 2.1.2 National Training-of-Trainers for Primary Schools (SD/MI) ............................................... 20 2.1.3 National Training-of-Trainers for Junior Secondary Schools (SMP/MTs) ........................ 22 2.1.4 Training of District Facilitators .................................................................................................. 23 2.2 Building District Capacity to Plan, Manage, and Implement In-service Training ..................... 24

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IMPROVED EDUCATION MANAGEMENT AND GOVERNANCE ........................ 26 3.1 Strengthened Capacity at School Level ............................................................................................ 26 3.1.1 School-based Management .......................................................................................................... 26 3.1.2 School Finance Reporting ............................................................................................................ 26 3.2 More Effective District-Based Management .................................................................................... 27 3.2.1 Updating and Piloting New Approaches .................................................................................. 27 3.2.2 Other District-Level Interventions ........................................................................................... 28

4

EARLY GRADES READING .......................................................................................... 30 4.1 4.2

5

An Assessment of Early Grades Reading in Project Areas .......................................................... 30 Early Grades Reading Program ........................................................................................................... 31

REPORTING AND COMMUNICATION ..................................................................... 33 5.1 Routine Reports ..................................................................................................................................... 33 5.2 Media ......................................................................................................................................................... 33 5.2.1 Newsletter ...................................................................................................................................... 33 5.2.2 Project Website............................................................................................................................. 34 5.2.3 Fact Sheet ........................................................................................................................................ 34

USAID PRIORITAS – Quarterly Report No. 4, January – March 2013

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5.2.4 5.2.5 6

Media Monitoring .......................................................................................................................... 34 Project Videos ................................................................................................................................ 35

MONITORING AND EVALUATION ........................................................................... 36 6.1 Performance Management Plan .......................................................................................................... 36 6.2 Project Data Management System ..................................................................................................... 36 6.3 TraiNet ..................................................................................................................................................... 36 6.4 Baseline Data........................................................................................................................................... 37 6.4.1 Baseline Data for Schools, Districts, TTIs, and Provinces ................................................... 37 6.4.2 An Assessment of Student Performance in Bahasa Indonesia, Mathematics, and Science............................................................................................................................................. 39 6.4.3 An Assessment of Early Grades Reading in Project Areas ................................................. 40 6.5 USAID Indicators ................................................................................................................................... 40

7

OTHER EVENTS ............................................................................................................ 42 7.1 7.2 7.3

8

Meetings with USAID............................................................................................................................ 42 School-based Management Seminar in Cisarua............................................................................... 42 World Bank Seminar ............................................................................................................................. 42

PLANS FOR QUARTER 5 ............................................................................................. 43

ANNEX 1: QUARTER 4 STAFF RECRUITMENT AND MOBILIZATION .................... 44 ANNEX 2: PROVINCIAL REPORTS ................................................................................... 45 ANNEX 3: HIGHER EDUCATION FACILITATORS ........................................................ 90 ANNEX 4: NATIONAL FACILITATORS FOR PRIMARY EDUCATION ....................... 93 ANNEX 5: NATIONAL FACILITATORS FOR JUNIOR SECONDARY EDUCATION .................................................................................................................. 96 ANNEX 6: PLANNED TRAINING OF DISTRICT FACILITATORS IN QUARTER 5 ........................................................................................................................................ 99 ANNEX 7: PARTICIPANTS IN DISTRICT PLANNING WORKSHOPS IN CIMAHI.......................................................................................................................... 100 ANNEX 8: IMPROVING READING IN BASIC EDUCATION IN INDONESIA ........... 101 ANNEX 9: PARTNER SCHOOL AND TTI DATA .......................................................... 105

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List of Tables and Charts Table 1: Table 2: Table 3: Table 4: Table 5: Table 6: Table 7: Table 8: Table 9: Table 10: Table 11: Table 12: Chart 1: Table 13: Table 14: Table 15: Table 16: Chart 2: Table 17: Table 18: Table 19: Table 20: Table 21: Table 22: Table 23:

Short-Term Technical Assistance in Quarter 4 ...................................................................... 9 Meetings with National GOI during Quarter 4..................................................................... 10 National GOI Participants in the Training of Primary Education National Facilitators12 National GOI Participants in the Training of Junior Secondary Education National Facilitators ...................................................................................................................................... 12 Meeting with Donors during Quarter 4 ................................................................................. 13 Introductory Meetings with TTIs during Quarter 4............................................................. 13 District Facilitators Selected in Quarter 4 ............................................................................. 14 Study Visits in Central Java during Quarter 4 ........................................................................ 20 Participants in the Primary Education Training of National Facilitators .......................... 21 Participants in the Junior Secondary Education Training of National Facilitators ......... 22 Dates and Location of the Training of District Facilitators during Quarter 4 ............... 24 Dissemination Conducted during Quarter 4 ......................................................................... 25 Sources of Funding for Dissemination during Quarter 4.................................................... 25 Quarter 4 Activities in Cimahi .................................................................................................. 28 Overall Mean Values and Percentage of Children Scoring Zero on the USAID PRIORITAS EGRA ........................................................................................................................ 30 Distribution of the National Newsletter, Second Edition .................................................. 33 Number of Hits on Project Website in Quarter 4 .............................................................. 34 Types of Mass Media Reporting on the Project .................................................................... 35 Monthly Media Coverage ............................................................................................................ 35 Number of Main Project Beneficiaries, by Group ................................................................ 36 Baseline Survey Results by Project Custom Indicator ......................................................... 38 School Levels and Subjects Assessed in Baseline Student Performance Asessment .... 39 Baseline Results of Student Performance Tests .................................................................... 40 Baseline and Interim Data for USAID Custom and Standard Indicatorsa ....................... 41 Activities for Quarter 5: April to June 2013 ......................................................................... 43


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List of Acronyms, Abbreviations, and Terms ACDP

Analytical and Capacity Development Partnership

ACOR

Alternate Contracting Officer’s Representative

ADB

Asian Development Bank

ADS

Automated Directives Systems

AIDAR

Agency for Development Acquisition Regulation

AKPK

Analisis Keuangan Pendidikan Kabupaten/Kota (district financial analysis)

ALFHE

Active Learning for Higher Education (Former DBE 2 Program)

APK

Gross Participation Rate

AusAID

Australian Agency for International Development

BAN

Badan Akreditasi Nasional (National Accreditation Board)

BAPPEDA

Badan Perencanaan Pembangunan Daerah (Regional Development Planning Board)

BAPPENAS

Badan Perencanaan Pembangunan Nasional (National Development Planning Board)

BEC

Basic Education Capacity (World Bank-funded program)

BERMUTU

Better Education Through Reform Management & Universal Teacher Upgrading Project

BOS

Government allocated School Operational Assistance Funds

BOSP

Biaya Operasional Satuan Pendidikan (School Operational Funding)

BPSDMP-PMP

Agency for Education Human Resource Development

BPTKPU

Balai Pendidik dan Tenaga Kependidikan Pendidikan Umum [local teacher training body]

BTL

Better Teaching and Learning

Bupati

District Council Head

Calistung

Baca Tulis Hitung (Reading, Writing, and Math)

CAR

Classroom Action Research

CCN

Cooperating Country National

CLCC

Creating Learning Communities for Children (UNICEF-UNESCO)

COP

Chief of Party (project position)

COR

Contracting Officer’s Representative

COTR

Contracting Officer's Technical Representative (USAID position)

CSO

Civil Society Organization

CTL

Contextual Teaching and Learning

DAPODIK

Data Pokok Pendidikan (Basic Education Data), MOEC’s national web-based EMIS

DBE

Decentralized Basic Education Project

DC

District Coordinator (project position)

DCOP

Deputy Chief of Party (project position)

Dewan Pendidikan

District Education Council

DF

District Facilitator

DIKNAS

Kementerian Pendidikan Nasional (Ministry of National Education)

DIKTI

Directorate General for Higher Education

Dinas

District or Provincial Government Offices

DPRD

Dewan Perwakilan Rakyat Daerah (Local Legislature)

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DPRD

Dewan Perwakilan Rakyat Daerah (Regional Legislative Assembly)

DVD

Digital versatile disc

EDC

Education Development Center

EFA

Education for All

EGR

Early Grade Reading

EGRA

Early Grade Reading Assessment

EMIS

Education Management Information System

EU

European Union

FGD

Focus Group Discussion

FKIP

Fakultas Keguruan dan Ilmu Pendidikan (Education Faculty)

FSU

Florida State University

FY

Fiscal Year

GB

Gigabyte

GDA

Global Development Alliance

GOI

Government of Indonesia

HELM

Higher Education Leadership and Management Project

HR

Human Resources

ICT

Information and Communication Technology

ICT4E

Information and Communication Technology for Education

IDR

Indonesian rupiah

IELSP

Indonesian English Language Study Program

ILO

International Labor Organization

IR

Intermediate Result

ISO

International Organization for Standardization

IT

Information Technology

ITB

Institute of Technology, Bandung

JICA

Japanese International Co-operation Agency

JSE

Junior Secondary Education

JSS

Junior Secondary School

Kabupaten

District or Regency

KAK

Kerangka Acuan Kerja (Working Agreement)

KINERJA

USAID-funded project in Indonesia

KKG

Kelompok Kerja Guru (Teacher Working Group-secular primary schools)

KKKS

Kelompok Kerja Kepala Sekolah (School Principals Working Group)

KKM

Kelompok Kerja Madrasah (Teacher Working Group-religious schools)

KOPERTIS

Konsortium Perguruan Tinggi Swasta (Private University Consortium)

Kota

City or Municipality

KTI

Kawasan Timur Indonesia (Eastern Indonesia Region)

LAKIP

Annual Performance Accountability Report of Government Agencies

LKI

Lembaga Pendidikan Tinggi Keguruan (a teacher training institution)

LP2KS

Lembaga Pengembagan and Pemberdayaan Kepala Sekolah (Institute for School Principal


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Development and Empowerment) LPM

Lembaga Pengabdian Masyarakat (Community Service Institution)

LPMP

Lembaga Penjaminan Mutu Pendidikan (Provincial Quality Assurance Institute)

LTTA

Long-term Technical Assistance

M&E

Monitoring and Evaluation

MA

Madrasah

Madrasah

Islamic School

MBE

Managing Basic Education Project

MBS

Manajemen Berbasis Sekolah (School-based Management)

MENKO KESRA

Ministry for People’s Welfare

MGMP

Local Association of Secondary Teachers (grouped by subject matter)

MGP-BE

Mainstreaming Good Practices in Basic Education (UNICEF-GOI)

MI

Madrasah Ibtidaiyah (Primary Islamic School)

MKKS

Secondary School Principals’ Working Group

MOEC

Ministry of Education and Culture

MOH

Ministry of Health

MOHA

Ministry of Home Affairs

MONE

Ministry of National Education

MORA

Ministry of Religious Affairs

MSS

Minimum Service Standard same as SPM in Indonesian

MTs

Madrasah Tsanawiyah (Junior Secondary Islamic School)

NGO

Nongovernmental Organization

NUPTK

Education personnel database system

OECD

Organization for Economic Cooperation and Development

OVC

Orphans and Vulnerable Children

P2TK

Directorate of Teacher and Education Personnel of Basic Education

P4TK

Teacher and Education Staff Development and Empowerment Center

PADATIWEB

Former National level EMIS

PAG

Project Advisory Group

PAKEM

Pembelajaran yang Aktif, Efektif dan Menyenangkan (Active, Creative, Joyful, and Effective Learning)

PC

Provincial Coordinator (project position)

PDF

Portable document format

PDMS

Project Data Management System

PDSP

Pusat Data and Statistik Pendidikan (National Education Data and Statistics Center)

PGSD

Primary School Teacher Education Department

PIRS

Performance Indicator Reference Sheets

PISA

Program for International Student Assessment

PLPG

In-Service Teacher Education and Training Program (teacher upgrading unit)

PMP

Performance Management Plan

PMPTK

Directorate of Personnel of Higher Education and of Education and Training

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PPG

Teacher Professional Education Program (one year post-baccalaureate)

PPL

Teaching Practice/Practicum (practice teaching)

PRIORITAS

USAID Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students Project

PS

Primary school

PTA

Parent Teacher Association

PTN

Perguruan Tinggi Negeri (a public institution of higher education)

PTS

Perguruan Tinggi Swasta (a private institution of higher education)

Puspendik

Pusat Pendidikan (National Education Testing Center)

Renja

Rencana Kerja (Annual Education Plan)

RENSTRA

Rencana Strategis (Five-Year Educational Development Plan/District Strategic Plan)

RKAS

Rencana Kerja Anggaran Sekolah (Annual School Budget)

RKS

Rencana Kerja Sekolah (School Work Plans)

RKT

Annual Plan

RTI

RTI International (trade name for Research Triangle Institute)

SBM

School-based Management

SCOPE

Standards-based Observation Protocol for Educators

SD

Sekolah Dasar (Primary School)

SEAMOLEC

The Center of Expertise in Open Distance Learning

SEN

Special Educational Needs

SERASI

Indonesian word for harmony [USAID Democracy and Governance project]

SIMPTK

Personnel Management Information System

SK

Surat Kuasa (Official Letter of Authority from Government)

SK 5 Menteri

Five Minister Edict

SMA

Junior Secondary Schools (Islamic)

SMERU

SMERU Research Institute [Kinerja partner organization]

SMP

Sekolah Menengah Pertama (Junior Secondary School)

SPM

Standar Pelayanan Minimum (Minimum Service Standards)

STEM

Science, Technology, Engineering, and Math

STTA

Short-term Technical Assistance

SU

IAIN Sumatra Utara Medan

TBD

To be determined

TIMSS

Test of International Mathematics and Science Study

TK

Pe-school

TOT

Training of Trainers

TTI

Teacher Training Institute

UIN

Universitas Islam Negeri Sultan Alauddin

UKG

Teacher competency test

UM

Universitas Negeri Malang

UNESA

Universitas Negeri Surabaya

UNICEF

United Nations Children’s Fund


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UNM

Universitas Negeri Makassar

UNNES

Universitas Negeri Semarang

UNY

Universitas Negeri Yogyarkarta

UP

University Partnership

UPI

Universitas Pendidikan Indonesia

US

United States

USA

United States of America

USAID

United States Agency for International Development

USD

United States dollars

USG

United States Government

UT

Universitas Terbuka (Open University)

UWG

University Working Group

Walikota

City Council Head or Mayor

WB

World Bank

WSD

Whole School Development

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EXECUTIVE SUMMARY a)

Overview

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 (IR1-1)



Improved education management and governance (IR1-2)



Strengthened coordination between all levels of the Government of Indonesia (GOI) and education institutions (IR1-3).

This report covers quarter4 of the project: January to March 2013. b)

Key Accomplishments in Quarter 4

PRIORITAS achieved the following results during quarter 4:

c)



Held consultations with staff from 8 different directorates from the National Ministry of Education and Culture (MOEC), including the Vice Minister, and 18 national government staff in project technical activities at the national and provincial level.



Secured the support of national government for a nationwide Early Grades Reading Assessment (EGRA) to be carried out in mid to late 2013.



Successfully worked with local government to select 1,558 local education staff as District Facilitators to support the implementation of the Whole-School Development (WSD) program in their districts.



Tested, finalized, and printed 7.500 copies of the modules for the first round of training for the WSD program.



Trained 273 persons, of whom more than 50% are serving teachers, as National Facilitators with the responsibility to train facilitators in each province.



Completed the training of District Facilitators for primary and junior secondary schools both in USAID PRIORITAS and Decentralized Basic Education project (DBE) districts in 4 provinces.



Assisted in the dissemination of DBE programs and approaches to 2,398 educationists from 1,460 institutions in 6 districts across 4 provinces; leveraging a total of 601,945,000 IDR (61,890 USD) from local partners.



Completed the project deliverable, an Early Grades Reading Assessment, in project areas and submitted the final report to USAID.



Used the results of the EGRA in project areas to design a draft USAID PRIORITAS reading program and shared it with USAID.



Completed the collection of all baseline data and completed a draft of all baseline survey reports.

Planning and Preparation

During quarter 4, several meetings took place between project staff, USAID staff, and senior government officials based at the MOEC. As a result of these meetings, the MOEC agreed to support the implementation of an EGRA administered nationwide at some point in 2013. The


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project also agreed to support the MOEC in the implementation of the new 2013 school curriculum through the WSD program. Introductory meetings were held with all partner Teacher Training Institutes (TTIs) during the quarter under review. The objective of these meetings was to map out intentions and make joint plans for the first year of activities. A total of 277 people from the 16 higher education institutions attended these meetings To ensure both short- and long-term program success, the PRIORITAS training program is supported in its school and district level implementation by teams of District Facilitators (DF) who are local government personnel. To select the most capable facilitators and to develop a sense of local government ownership of the facilitators, during quarter 4 PRIORITAS undertook a joint selection with local government and selected a group of 30 facilitators for each district. A total of 1,558 were identified during the quarter. Over 50% of these are serving teachers. In addition, 131 staff from project partner TTIs were selected to support the DFs and train TTI lab and partner schools. During quarter 4, the three foundation training packages were finalized and used at the National Training of Trainers for Primary School (SD=Sekolah Dasar [secular primary school]/MI=Madrasah Ibtidaiyah [Islamic primary school]) and Junior Secondary School (SMP=Sekolah Menengah Pertama [secular junior secondary school]/MTs=Madrasah Tsanawiyah [Islamic junior secondary school]). Following the training programs, the modules were revised and finalized, and 2,000 copies of the Primary and Junior Secondary packages and 3,000 copies of the Facilitator and Mentoring Guide were printed and delivered directly to the provinces. USAID PRIORITAS completed work on three studies between January and March 2013, continued to work on one further study, and initiated work on one new study designed to provide broad direction for project planning in Papua. Of the three studies submitted to USAID, one was a project deliverable. The project-conducted EGRA showed that most early grades teachers in primary schools in project areas do not have the knowledge and understanding necessary to teach reading effectively, they are not equipped with strategies for teaching reading, and the TTIs are currently not preparing teachers well. Most new primary school teachers enter the workforce almost completely unprepared to teach reading for any grade. d)

Strengthened Instruction in Schools

Following the completion of the modules, quarter 4 saw the start of the rollout of the WSD program. From January 14 to 17, 2013, in Solo, Central Java, the project trained 136 people to be National Facilitators for the primary school WSD program, and from January 28 to February 23, 137 people were trained as National Facilitators for the Junior Secondary School WSD program in Medan, North Sumatra. All training was delivered by project technical staff and short-term technical consultants, and each training was divided into three sections: (1) Teaching and Learning, (2) Schoolbased Management (SBM) and Community Participation, and (3) How to be a Good Facilitator. The national training of trainers was followed up with the provincial training of trainers. The training took place separately for primary and junior secondary schools and was delivered by the trainers from each province who had attended the national training of trainers in Solo and Medan. Training was completed in 4 out of 7 provinces (Banten, West Java, East Java, and South Sulawesi) for PRIORITAS and DBE districts and for primary and junior secondary school. Training in the other 3 provinces will be completed in quarter 5. During quarter 4, USAID PRIORITAS provided assistance to support the dissemination of DBE programs in 6 districts in 4 provinces. A total of 2,395 participants, mostly teachers, from 1,460 institutions were involved in these trainings. A total of 601,945,000 IDR (61,890 USD) was provided

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from local sources to the dissemination programs in quarter 3. The majority of this funding (45.2%) came from districts’ own budgets. e)

Improved Management and Governance

During quarter 4, the training materials for SBM were completed and the first round of training was also completed (as described above). This first round of training on SBM provided an introduction that focused on leadership, transparency, and community participation in the context of school development planning, annual planning, and budgeting. The emphasis was on how to use the government-mandated approaches to school management to improve the quality of teaching and learning. USAID PRIORITAS continued to provide assistance to MOEC to develop a tool for school financial reporting, which will enable schools to: (1) better manage their funds, (2) ensure that their budgeting and spending is in line with the regulations, and (3) generate reports to increase accountability and transparency. The project also continued to provide assistance to Cimahi District to develop a new rencana strategis (District Strategic Plan [RENSTRA]). A series of meetings and workshops, facilitated by project technical staff and attended by 15 district education staff, resulted in a draft strategic plan, based on comprehensive data analysis. Two of the main priorities for this district for the next five years are to increase community interest in reading to improve reading habits and to encourage the development of inclusive education in 34 schools. These are also USAID focus areas. f)

Early Grades Reading

During quarter 4, the project cleaned, analyzed, and interpreted the data collected through the EGRA. The data showed that children in grade 3 in project areas are reading in a fundamental way, with just less than half (47.2%) of the children assessed able to read with 80% comprehension. Very few of the assessed children scored zero on each of the subtasks. The results from the EGRA and the assessment of the teaching of early grade reading led to six areas of recommendations for project interventions, which, it is believed, will lead to measurable improvements and will ultimately help move children forward in their reading. The USAID PRIORITAS project used these recommendations to design and share with USAID a proposal for a comprehensive early grades reading program. g)

Reporting and Communication

USAID PRIORITAS submitted a report covering the third quarter of the project to USAID on January 15, 2013. During quarter 4, the second edition of the national newsletter, PRIORITAS PENDIDIKAN, was published. The newsletter included information on many of the project’s activities and good practices. A total of 7,200 copies were published and distributed to key partners and stakeholders in all project provinces. The number of hits to the project website, http://www.prioritaspendidikan.org, increased from 14,141 in quarter 3 to 112,253 in quarter 4, and the number of unique visitors increased from 654 to 6,610. h)

Monitoring and Evaluation

The design of the Project Data Management System (PDMS) was completed in quarter 3, and the uploading of partner data for the PDMS was completed by the end of quarter 4. The data shows that USAID PRIORITAS is currently directly benefitting a total of 169,658 students and 11,200 teachers


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in basic education and 31,699 teachers in training and 7,673 teacher trainers in higher education settings. In quarter 4, data collection for all project monitoring activities was completed and reports prepared. Baseline data for schools, districts, provinces, and TTIs show that only 15.8% of teachers in partner schools are currently demonstrating good practice in teaching and assessment, as defined by the project. As a result, only one-fifth of all students exhibit positive learning behaviors. Of the principals of partner schools, 13% can be called instructional leaders, and only 10% lead the process of producing a school budget plan in a transparent and participative manner. A significant percentage of teacher trainers model active learning behaviors when training student teachers (40.5%), but few student teachers (1.83%) experience a teaching practicum at schools that is oriented toward good teaching practices. Most district education governments develop and implement plans for the inservice training (69.56%) and collaborate with provincial training providers such as Lembaga Penjaminan Mutu Pendidikan (Provincial Quality Assurance Institute [LPMP]) and TTIs to implement their plan (86.95%). All provincial governments share information about the implementation of education policies and issues and build linkages between education stakeholders at the district and provincial level As part of the baseline data collection, the project undertook its own student performance assessment to measure the impact of the program on student performance. The results show that on most tests both in primary and in junior secondary schools, girls scored higher than boys, average scores in secular schools were higher than in religious schools, and students from state schools also performed better than those in private schools on almost all of the tests. i)

Other Main Activities

A meeting was held on February 20, 2013, with senior USAID PRIORITAS staff; Mitch Kirby, Senior Education Advisor from the USAID Bureau for Asia and the Middle East; the Contracting Officer’s Representative (COR), and the Alternate COR (ACOR) to discuss the project program. This was followed up by a meeting with the Chief of Party (COP) on February 27, 2013, where it was agreed to focus the project’s program more tightly and, in particular, increase the focus on developing students’ reading skills.

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RINGKASAN EKSEKUTIF a)

Ihktisar

Proyek The United States Agency for International Development–Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students atau Mengutamakan Pembaharuan, Inovasi, dan Kesempatan bagi Guru, Tenaga Kependidikan, dan Siswa (USAID PRIORITAS) dimulai pada bulan Mei 2012 dengan tujuan untuk meningkatkan akses pendidikan pendidikan dasar yang berkualitas (IRI). Hasil menengah (IRs) yang akan dicapai proyek adalah: 

Menguatkan pembelajaran di sekolah-sekolah (IRI-1)



Meningkatkan manajemen dan tata kelola pendidikan (IRI-2)



Meningkatkan dukungan koordinasi antara semua tingkat Pemerintah Indonesia dan institusi pendidikan (IRI-3).

Laporan ini mencakupi masa kuartal ke-empat proyek – Januari sampai dengan Maret 2013. b)

Pencapaian Utama pada Kuartal keempat

PRIORITAS mencapai hasil-hasil berikut pada kuartal ke-4:

c)



Melaksanakan konsultasi dengan staf dari 8 direktorat Kementerian Pendidikan dan Kebudayaan, termasuk Wakil Menteri, dan 18 staf pemerintah nasional pada kegiatan teknis proyek di tingkat nasional dan provinsi.



Memperoleh dukungan Pemerintah Pusat untuk program Asesmen Kemampuan Membaca Siswa Kelas Awal (Early Grade Reading Asessment-EGRA) secara nasional untuk dilaksanakan pada pertengahan atau akhir 2013.



Berhasil bekerja dengan Pemerintah Indonesia untuk memilih 1.558 staf pendidikan lokal sebagai Fasilitator Daerah untuk mendukung implementasi program pengembangan sekolah secara menyeluruh di daerah mereka masing-masing.



Menguji, memfinalisasi, dan menyetak 7.500 paket untuk modul pelatihan periode pertama untuk program Pengembangan Sekolah Secara Menyeluruh (Whole School Development).



Melatih 274 peserta, 50% diantaranya merupakan guru, untuk menjadi Fasilitator Provinsi dengan tanggung jawab untuk melatih fasilitator daerah di setiap kabupaten/kota.



Menyelesaikan pelatihan fasilitator daerah untuk SD/MI dan SMP/MTs di daerah PRIORITAS dan DBE di 4 provinsi.



Membantu diseminasi program DBE dan melakukan pendekatan terhadap 2.398 pendidik dari 1.460 institusi di 6 kabupaten di 4 provinsi; memanfaatkan sejumlah dana sebesar Rp. 601.945.000 (US$ 61.890) dari mitra lokal.



Menuntaskan program Asesmen Kemampuan Membaca Siswa Kelas Awal (EGRA) di daerah proyek dan menyampaikan hasil laporannya kepada USAID.



Menggunakan hasil asesmen kemampuan membaca siswa kelas awal di daerah proyek untuk merancang draf program membaca dan memberikannya ke USAID.



Melakukan pengumpulan data awal dan menyelesaikan seluruh draf laporan survei awal.

Perencanaan dan Persiapan

Selama kuartal ke-4, beberapa rapat telah diadakan antara staf proyek, staf USAID dan pejabat pemerintahan senior di Kementerian Pendidikan dan Kebudayaan (Kemdikbud). Hasil dari rapat tersebut adalah, Kemdikbud menyetujui untuk mendukung implementasi Asesmen Kemampuan Membaca Siswa Kelas Awal (EGRA) secara nasional pada tahun 2013. Proyek juga setuju untuk


5

mendukung Kemdikbud dalam implementasi Kurikulum 2013 melalui program Pengembangan Sekolah Secara Meneyeluruh. Rapat Perkenalan diadakan dengan seluruh mitra LPTK pada saat kuartal sedang direviu. Tujuan rapat-rapat tersebut adalah untuk memetakan tujuan dan membuat rencana bersama untuk kegiatan pada tahun pertama. Sejumlah 277 orang dari 16 LPTK menghadiri rapat-rapat tersebut. Untuk memastikan kesuksesan program secara jangka pendek dan jangka panjang, pelatihan program PRIORITAS didukung pada implementasi tingkat sekolah dan kabupaten/kota oleh Fasilitator Daerah (DF) yang merupakan personil pemerintah daerah setempat. Untuk memilih fasilitator yang mampu dan untuk mengembangkan rasa kepemilikan pemerintah setempat kepada fasilitator, semasa kuartal ke-4, PRIORITAS melakukan seleksi bersama pemerintah daerah setempat dan memilih 30 fasilitator untuk masing-masing kabupaten/kota. Sejumlah 1.558 fasilitator dipilih pada kuartal ke-4. Lebih dari 50% adalah guru. 131 staf dari mitra proyek LPTK dipilih untuk mendukung fasilitator daerah dan melatih di laboratorium LPTK dan sekolah-sekolah mitra. Pada Kuartal ke-4, tiga paket pelatihan dasar difinalisasi dan digunakan pada Training of Trainers Nasional untuk SD/MI dan SMP/MTs. Setelah modul program pelatihan direvisi dan difinalisasi dan 2000 paket masing-masing untuk SD dan SMP serta 3500 paket modul Fasilitator dan Pendampingan dicetak dan dikirim langsung ke seluruh provinsi mitra. USAID PRIORITAS meyelesaikan tiga studi pada bulan Januari dan Maret 2013, melanjutkan salah satu studi lanjutan dan memulai salah satu studi baru yang dirancang untuk memberi arahan luas untuk perencanaan proyek di Papua. Dari tiga studi yang diserahkan kepada USAID, satu adalah laporan yang diwajibkan dalam kontrak. Asesmen Kemampuan Membaca pada Siswa Kelas Awal di daerah proyek menunjukan bahwa sebagian besar guru kelas awal di sekolah dasar di wilayah proyek tidak memiliki pengetahuan dan pemahaman yang diperlukan untuk mengajarkan membaca secara efektif dan selanjutnya tidak dilengkapi dengan strategi untuk mengajar membaca dan lembaga pelatihan guru saat ini tidak mempersiapkan guru dengan baik. Guru baru sekolah dasar yang baru memasuki dunia kerja hampir sepenuhnya tidak siap untuk mengajar membaca untuk setiap kelas. d)

Menguatkan Pembelajaran di Sekolah

Setelah pembuatan modul selesai, kuartal ke-4 mulai berjalannya program pengembangan sekolah secara menyeluruh. Antara tanggal 14 sampai dengan 17 Januari di Solo, Jawa Tengah, proyek melatih 137 orang untuk menjadi fasilitator provinsi untuk program pengembangan sekolah secara menyeluruh SD/MI, dan tanggal 28 Februari sampai dengan 5 Februari, 137 orang dilatih sebagai fasilitator nasional untuk program pengembangan sekolah secara menyeluruh SMP/MTs di Medan, Sumatra Utara. Semua pelatihan dilaksanakan oleh staf teknis proyek dan konsultan teknis jangka pendek dan setiap pelatihan dibagi menjadi tiga bagian yaitu (1) Mengajar dan Belajar (2) Manajemen Berbasis Sekolah dan Partisipasi Masyarakat dan (3) Menjadi Fasilitator yang Baik. Training of Trainers nasional dilanjutkan oleh Training of Trainers tingkat provinsi. Pelatihan dilaksanakan di tempat yang berbeda untuk SD/MI dan SMP/MTs dan pelatihan dilakukan oleh pelatih dari setiap provinsi yang menghadiri training of trainers nasional di Solo dan Medan. Pelatihan telah dilaksanakan di 4 dari 7 provinsi (Banten, Jawa Barat, Jawa Timur dan Sulawesi Selatan) untuk kabupaten PRIORITAS dan DBE dan untuk SD/MI dan SMP/MTs. Pelatihan di tiga provinsi lainnya akan dilaksanakan pada kuartal ke-5. Pada kuartal ke-4, USAID PRIORITAS membantu dalam mendukung diseminasi program DBE di 6 kabupaten dan 4 provinsi. 2.395 peserta, banyak dari mereka adalah guru, dari 1.460 institusi ikut serta dalam pelatihan tersebut. Sejumlah Rp. 601.945.000 (US$ 61.890) telah disediakan oleh sumber dana setempat untuk program diseminasi pada kuaral ke-3. Mayoritas dari dana (45,2%) tersebut berasal dari APBD kabupaten/kota.

6


e)

Meningkatkan Manajemen dan Tata Kelola

Pada kuartal ke-4, pembuatan bahan pelatihan Manajemen Berbasis Sekolah telah selesai dan pelatihan periode pertama telah dilaksanakan (seperti yang dijelaskan di atas). Pelatihan periode pertama mengenai manajemen berbasis sekolah memberikan perkenalan dengan fokus pada kepemimpinan, transparansi dan partisipasi masyarakat dalam konteks perencanaan pengembangan sekolah, perencanaan tahunan dan anggaran. Fokus dari pelatihan tersebut adalah bagaimana menggunakan pendekatan-pendekatan yang ditetapkan oleh pemerintah untuk mengelola sekolah untuk meningkatkan kualitas pengajaran dan pembelajaran. USAID PRIORITAS terus memberikan dukungan kepada Kemdikbud untuk mengembangkan alat untuk pelaporan keuangan sekolah yang akan membantu sekolah untuk: (1) lebih baik dalam mengelola dana mereka, (2) memastikan bahwa anggaran dan pengeluaran sesuai dengan regulasi, dan (3) membuat laporan untuk meningkatkan akuntabilitas dan transparansi. Proyek juga terus memberikan bantuan untuk Kota Cimahi dalam mengembangkan Rencana Strategi (RENSTRA). Beberapa rapat dan workshop yang difasilitasi oleh staf teknis proyek dan dihadiri oleh 15 staf pendidikan daerah yang menghasilkan draf rencana strategi, berdasarkan analisa data yang komprehensif. Dua dari prioritas utama untuk daerah ini selama lima tahun ke depan adalah untuk meningkatkan minat masyarakat dalam membaca dan untuk meningkatkan kebiasaan membaca dan untuk mendorong pembelajaran dan pengembangan pendidikan inklusif di 34 sekolah, yang keduanya juga area fokus USAID. f)

Membaca di Kelas Awal

Pada masa kuartal ke-4, proyek telah merapikan, menganalisa dan menginterpretasi data yang dikumpulkan melalui Asesmen Kemampuan Membaca Siswa Kelas Awal (EGRA). Data menunjukan bahwa anak di kelas 3 di daerah proyek yang mampu membaca dengan cara mendasar adalah kurang dari setengah (47,2%) anak yang diases dapat membaca dengan pemahaman sebesar 80% dan sangat sedikit anak yang memiliki nilai nol pada setiap subtugas. Hasil dari EGRA dan asesmen mengajar dan belajar membaca di kelas awal menghasilkan rekomendasi pada enam bidang untuk intervensi proyek, yang diyakini menghasilkan peningkatan yang terukur dan pada akhirnya membantu memajukan kemampuan membaca untuk anak-anak. Proyek USAID PRIORITAS menggunakan rekomendasi tersebut untuk merancang dan memberikan USAID, suatu proposal program komprehensif membaca di kelas awal. g)

Pelaporan dan Komunikasi

USAID PRIORITAS menyerahkan laporan meliputi kuartal ke-tiga proyek kepada USAID pada tanggal 15 Januari. Selama kuartal ke-4, newsletter nasional edisi ke-dua PRIORITAS PENDIDIKAN dipublikasikan. Newsletter mencakupi informasi mengenai banyak kegiatan proyek dan praktik yang baik. Sejumlah 7.200 examplar newsletter telah dicetak dan didistribusikan kepada mitra kunci serta pihak berkepentingan di seluruh provinsi proyek. Jumlah hits pada website http://www/prioritaspendidikan.org meningkat dari 14.141 pada kuartal ke3 meningkat menjadi 465.253 pada kuartal ke-4 dan jumlah pengunjung unik meningkat dari 645 menjadi 6610.


7

h)

Monitoring dan Evaluasi

Rancangan Sistem Manajemen Data Proyek (PDMS) telah diselesaikan pada kuartal ke-3 dan pengunggahan data mitra untuk PDMS telah diselesaikan pada akhir kuartal ke-4. Data menunjukan bahwa USAID PRIORITAS saat ini menjangkau 169.658 siswa dan 11.200 guru di pendidikan dasar dan 31.699 guru pada pelatihan dan 7.673 guru pelatih pada pendidikan tinggi. Pada kuartal ke-4, pengumpulan data untuk seluruh kegiatan monitoring proyek telah dilaksanakan dan laporan telah disiapkan. Data awal untuk sekolah, kabupaten/kota, provinsi dan LPTK menunjukan hanya 15,8% guru pada sekolah mitra yang menunjukan praktik yang baik dalam mengajar dan asesmen yang didefinisikan oleh proyek dan hasilnya, hanya satu dari lima siswa memperlihatkan perilaku belajar yang positif. 13% kepala sekolah (mitra sekolah) dapat disebut sebagai pemimpin pembelajaran tetapi persentase yang lebih rendah (10%) dalam memimpin proses pembuatan anggaran sekolah secara transparan dan partisipatif. Persentase yang signifikan dari pelatih guru mencontoh perilaku pembelajaran aktif dimana melatih guru siswa (40,5%) tetapi sedikit guru siswa (1,83%) mengikuti praktikum mengajar yang berorientasi pada praktik. Sebagian besar pemerintah daerah mengembangkan dan menerapkan rencana untuk pelatihan pra-jabatan (69,56%) dan kolaborasi dengan penyedia pelatihan provinsi seperti LPMP dan LPTK untuk mengimplementasi rencana mereka (86,95%). Seluruh pemerintah provinsi memberikan informasi mengenai impelementasi kebijakan pendidikan dan isu-isu dan membangun keterkaitan antara pemangku kepentingan pada tingkat kabupaten/kota dan provinsi. Sebagai bagian dari pengumpulan data awal, proyek melakukan asesmen kinerja siswa untuk mengukur dampak program pada kinerja siswa. Hasil menunjukan bahwa di SD/MI dan SMP/MTs, pada banyak tes, siswa perempuan memiliki nilai lebih tinggi dibanding siswa laki-laki, nilai rata-rata di sekolah umum lebih tinggi dibanding sekolah agama dan siswa dari sekolah negeri memiliki prestasi lebih baik dibanding siswa dari sekolah swasta pada hampir semua tes. i)

Kegiatan Utama Lainnya

Rapat telah diadakan pada tanggal 20 Februari antara staf proyek senior, Mitch Kirby, Penasehat Senior bidang Pendidikan dari Biro USAID Asia dan Timur Tengah, COR dan ACOR mendiskusikan program proyek. Rapat ini dilanjutkan dengan rapat bersama CoP pada tanggal 27 Februari dimana disetujui fokus program proyek secara sempit dan, pada khususnya, meningkatkan fokus pada mengembangkan kemampuan membaca siswa.

8


1 PROJECT PLANNING AND PREPARATION Quarter 4 saw the project move from the start-up phase with a focus on planning, preparation, and administrative and technical start-up into the implementation stage, with large project activities taking place at the national level and in all provinces. Main accomplishments included the selection and training of national and district facilitators and the completion of the EGRA in project areas.

1.1

Administrative Start-up

During quarter 4, PRIORITAS continued to set up the systems and operations for implementing and managing the project. 1.1.1

Project Offices

Six of the seven provincial offices are operating relatively normally. The four offices in Aceh, Banten, West Java, and Central Java have been renovated, where necessary, and painted and furnished, and all their facilities (Internet, air conditioning, telephones) are fully functioning. The South Sulawesi office is awaiting a power supply upgrade from the state electricity company, while the East Java office is awaiting cleaning following renovation. Both of these offices have furniture, and their facilities are operational. The North Sumatra office is the only office not currently operational. It has been renovated and furnished, but is awaiting a power supply upgrade so that its air conditioning, Internet, and telephones can function fully. The upgrade is expected to be completed by mid-April. 1.1.2

Staffing

The project recruited and mobilized a large number of staff for the national and provincial teams between January and March 2013. A total of 14 staff was hired. Annex 1 provides details of all staff members joining the project between January and March 2013. Two staff members resigned from the project during this quarter. These were the Finance and Grants Manager and the Deputy Chief of Party. Fourteen local short-term technical consultants and one international consultant provided specific expertise to the project during quarter 4 as noted in Table 1. Table 1: Short-Term Technical Assistance in Quarter 4 Name Jiyono Jahja Umar Supriono Subakir Angie Siti Jabez Ojowa Mariya Ulfah Purwi Nuryantini Furaidah Hadi Suwono Supriyono Koes Dirga Prahadi Ferdy Rondonuwu Toto Purwanto Jemmy Manan Auldry Walukow

Position Policy and Stakeholder Consultant Policy and Stakeholder Consultant (EGRA). Policy and Stakeholder Consultant (Technical) Early Grades Consultant Temporary Finance Manager Early Grades Teaching Teacher Teaching Early Grades and Teacher Training Science Teaching and Teacher Management Teacher Management System Design and Programming Specialist Science Teaching Papua Assessment Lead Consultant Papua Assessment Consultant Papua Assessment Consultant


Origin Local Local Local Local International Local Local Local Local Local Local Local Local Local Local

9

1.2

Technical Start-up

Both the project and USAID are committed to cooperating closely with the Government of Indonesia (GOI) at the central, provincial, and district levels. During quarter 4, USAID PRIORITAS continued to hold consultations and collaborate with the GOI at all levels, to introduce the project, assess the relevance and impact of recent policy developments, gain input into project planning, and find areas to support GOI needs. 1.2.1

Collaboration with the National Government of Indonesia

During quarter 4, several meetings took place between project staff, USAID staff, and senior government officials based at the Ministry of Education and Culture (MOEC), the Coordinating Ministry for People’s Welfare (MENKO KESRA), and the Ministry of Religious Affairs (MORA). The key meetings were as noted in Table 2 Table 2: Meetings with National GOI during Quarter 4 Date January 3 and 4

January 8

January 22

Government of Indonesia Stakeholders and Donors

Outcomes

Visit to MOEC Musliar Kasim: Vice Minister of Education and Culture; Syawal Gultom: Director General of the Agency for Education Human Resource Development (BPSDMPPMP); Abi Sujak: Secretary of BPSDMP-PMP; Sumarna Surapranata: Director of Teacher Development in the Directorate of Basic Education Abdullah Alkaff: Expert Staff to MOEC’s Organization and Management Section; Syawal Gultom and team: Head of BPSDMPPMP; Directors and Representatives of the Directorate of Basic Education Teacher Training Center, Curriculum Center, Education Assessment Center Dian Wahyuni and Team: Director of Basic Education Teacher Training Development Centre, MOEC

MOEC’s expressed appreciation for USAID PRIORITAS support for the government’s training program regarding the new curriculum. It was also stressed that collaboration is required to avoid an overlap of training.

January 25

Abi Sujak: Secretary of BPSDMP-PMP; Unifah Roshidi and Team: Head of the Center for Teachers’ Professional Development, BPSDMP-PMP

February 19

Unifah and team: Head of the Center for Teachers’ Professional Development, BPSDMP-PMP; Representatives of the Curriculum Centre, Assessment Centre, and Teacher Training Centre for Bahasa Indonesia Agus Santoso: Deputy Minister for Education and Religion of the Coordinating Ministry for People’s Welfare

February 20

10

MOEC requested a presentation on the USAID PRIORITAS training system, module, and training approach (including thematic approach to early grades) and an explanation on how the project can best support MOEC in anticipation of the change in the new curriculum. Interest was expressed in the implementation of the national EGRA following an introduction and presentation of EGRA and its findings. It was agreed to organize a meeting to gain support from other stakeholders within the ministry (the meeting took place February 19, 2013) Following a request (see January 3 and 4 meeting), the project gave a detailed presentation on the training model. It is anticipated that some good practice approaches and models will be adopted by the government in their training scheme. Support was gained from MOEC for the implementation of EGRA nationally, following a presentation of the project EGRA and its findings. A follow-up meeting was planned for March 1. Agreement was reached on the list of participants from the Central Government and on the dates proposed, i.e., September 14–28, 2013, for the project-facilitated study tour to the USA. Following the meeting, USAID PRIORITAS submitted a list of TTI candidates. Assistance was offered to MENKO KESRA to send out invitations to participants for a meeting to discuss the itinerary of the study tour and logistics preparation. The meeting was scheduled for April 3, 2013.


Date

Government of Indonesia Stakeholders and Donors

February 28

Dian Wahyuni and Team: Head of Teacher Professional Development in Basic Education

March 1

Dian Wahyuni and team: Head of Teacher Professional Development in Basic Education; Representatives Education Assessment Centre and Curriculum Centre

March 9

Toto Suharto: Secretary, Dinas Pendidikan, Cimahi

March 20

Ibrahim Bafadal: Director of Primary Education MOEC

March 27

Sumarna Surapranata: Director of Teacher and Education Personnel for Basic Education

March 28

Didik Suhardi: Director of Junior Secondary Education

Outcomes Informal assistance was requested to determine how best to analyze the teacher competency test (UKG) data. Support was expressed for PRIORITAS to make use of the data for teacher training needs analysis. A follow-up letter has been sent to the Head of the BADAN. A request was passed on from the Secretary of BADAN SDMP, Abi Sujak, in his absence, to ensure that EGRA will facilitate and support the implementation of the upcoming curriculum, whereby the focus is on analytical skills, creative and higher order thinking. Inputs gathered included the following: (a) It was agreed to test grade 3 students. (b) For sampling design, based on MOEC’s design, 4 regional representatives are proposed (east, west, central, and remote areas). (c) School selection consists of three categories (high, middle, and poor performers), based on the national scores for Indonesian language average scores for Bahasa Indonesia, math, and science. (d) Scope of EGRA should include teacher observation, reading environment, and support from school and home. (e) Topics for the reading passages should be taken from the themes in the new curriculum. Information was provided about teacher distribution in Cimahi Education Office and their commitment was confirmed to implement. Coordination with MORA is underway to improve the synergy in implementing the strategic plan (RENSTRA) Agreement was made that a project staff member will occupy space in the MOEC to be jointly selected by MOEC and USAID PRIORITAS. Strong support was expressed for the project’s plan to conduct teacher distribution analysis. A request was made to include project expert staff in relevant activities and access offered to the DAPODIK1 data on teachers and schools, held by the Ministry. Support was expressed for the close technical collaboration that has occurred so far. USAID PRIORITAS received 150 videos and 60 books consisting of sets of comic books, animated videos, and good practice videos on various subjects, including management. USAID PRIORITAS agreed to the Director’s request to share all relevant training material and publication, as well as our technical resources if necessary.

The government’s positive response and eagerness to learn more about good practice in teacher training adopted by the project training was demonstrated through serious participation from 18 staff from various directorates in MOEC and MORA in project activities during quarter 4 as shown in Tables 3 and 4.

1

DAPODIK = Data Pokok Pendidikan (Basic Education Data) [MOEC’s national Web-based EMIS].


11

Table 3: National GOI Participants in the Training of Primary Education National Facilitators NAME

POSITION

INSTITUTION

Jamaluddin

Head of Curriculum Unit, Islamic Basic Education

MORA

Didik Prabangkat

Head of Teaching/Learning Evaluation Division

Directorate of Primary Education, MOEC

Harlan

Head of Subdirectorate for Primary Education

Directorate of Teacher and Education Personnel Development, MOEC

Sukiono

Member of the Development Team


Gunawan Apriliono



Abdul Malik



Adri Warsena

Staff at the Curriculum Center

MOEC

Ranti Widiyanti


MOEC

Christina Tulalessy


MOEC

Table 4: National GOI Participants in the Training of Junior Secondary Education National Facilitators NAME

POSITION

INSTITUTION

Putra Asga Elevri,

Assistant to Head of Teacher Professional Development Center

BPSDMP-PMP, MOEC

Purnomo Hadi

Staff

Directorate of Teacher and Education Personnel of Basic Education (P2TK), MOEC

Santi Ambarukmi

Head of Subdirectorate of Teacher Professional Development

BPSDMP-PMP, MOEC

Juanda Nilsyah

Head of JSS Curriculum Implementation Unit

Directorate of Junior Secondary Education (JSE), MOEC

Drs. Sriyadi

Mathematics Teacher

SMPN 258 Jakarta, member of the Development Team of Directorate of JSE, MOEC

Abdul Malik,

Science Teacher


Bambang Sugiyanto

Bahasa Indonesia Teacher


Yeni Dwi Maria,

English Teacher


Kader Revolusi

Staff

Directorate of Junior Secondary Education, MOEC

Dra. Lili Nurlaili,

Technical staff in the Curriculum Center

MOEC

BPSDMP-PMP=The Agency for Education Human Resource Development; P2TK=Directorate of Teacher and Education Personnel of Basic Education; JSE= Junior Secondary Education; SMPN= State Junior High School

1.2.2

Collaboration with Provincial and District Level Stakeholders

A complete list of key meetings and their outcomes in each province can be found in Annex 2, the Provincial Reports. Many of the meetings that took place in quarter 4 were socialization meetings in partner districts (both new USAID PRIORITAS districts and former DBE partner districts), to introduce the project to district staff and start planning the program of activities to be supported by the project. Participants in these meetings included representatives from District Education Offices, MORA, the Education Council, and school principals and committee members from partner schools. During the meeting, the program, especially the WSD Training program, was explained to and

12


discussed with the participants. In former DBE districts, participants reviewed their plans to disseminate the DBE program. 1.2.3

Collaboration with Other Donor Agencies

During quarter 4, project staff continued to collaborate with other donors working in the field of education. The key meetings are described in Table 5 below. Table 5: Meeting with Donors during Quarter 4 Date February 13

February 21

1.2.4

KINERJA team

Samer Al-Samarrai and Susiana Iskandar and staff World Bank

Outcome The USAID PRIORITAS project shared experience with the Kinerja project and confirmed the appropriateness of the approach taken by PRIORITAS in implementing teacher distribution. The meeting confirmed the approach to be taken by USAID PRIORITAS regarding teacher distribution. A number of policy solutions to problems of uneven teacher distribution were discussed. Possibility of collaboration to approach national policy-makers was raised, particularly in relation to the need for financial incentives for districts to make efficiencies in teacher distribution.

Introductory Meetings with Teacher Training Institutes

Introductory meetings were held with all partner TTIs during the quarter under review. The objective of these meetings was to map out intentions and make joint plans for the first year of activities. A total of 277 people from the 16 higher education institutions attended these meetings as shown in Table 6 below. The large majority of attendees are male (72.2%), reflecting the general composition of staffing at higher education institutions in Indonesia. Table 6: Introductory Meetings with TTIs during Quarter 4 Participants

Male

Female

FKIP – Syiah Kuala University ( Unsyiah)

24

15

9

February 13

Fakultas Tarbiyah IAIN Ar-Raniry

17

10

7

February 13

Universitas Negeri Semarang (UNNES)

38

25

13

February 13

IAIN Walisongo Semarang

26

24

2

Province

Date

Aceh

February 12

Central Java

Partner TTIs

February 14

Universitas Negeri Yogyarkarta ( UNY)

23

13

10

South Sulawesi

February 21

Universitas Negeri Makassar (UNM) Universitas Islam Negeri Sultan Alauddin (UIN)

18 16

16 15

2 1

West Java

February 25

Universitas Pendidikan Indonesia (UPI) Universitas Islam Negeri (UIN) Bandung

15 15

13 10

2 5

Banten

February 26

IAIN Banten Universitas Sultan Agung Tirtayasa (Untirta)

9 14

7 8

2 6

North Sumatra

March 8

Universitas Negeri Medan (Unimed) IAIN Sumatra Utara Medan (SU)

13 14

11 11

2 3

East Java

March 13

Universitas Negeri Surabaya (UNESA) IAIN Surabaya

14 4

11 1

3 3

March 14

Universitas Negeri Malang (UM)

17

10

7

277

200

77

Total


13

The introductory meetings provided an opportunity to formally introduce the USAID PRIORITAS program to partner universities and to present finalized working agreements (Kerangka Acuan Kerja [KAK]) to university representatives. The meetings were well represented by senior TTI staff including Rectors, Vice Rectors, Deans, and lecturers from a variety of education faculties. In North Sumatra, the meeting was officially opened by the US Consul General for Sumatra, Kathryn Crockart. Presentations were given by the senior university representatives, in most cases the Rectors, who all stressed their commitment to the project. The positive contributions made by the DBE program were recognized by many Rectors. Provincial Coordinators presented an overview of the USAID PRIORITAS program and TTI Development Specialists outlined the key components and upcoming program activities. Time was provided during the meeting to discuss program implementation and to plan for upcoming activities. Each meeting also included a question-and-answer session where project and partner university staff could clarify concerns and make suggestions about upcoming activities. The project will facilitate and encourage ongoing communication between TTI provincial partners through regular meetings and future involvement with consortia partners. 1.2.5

Selection of District Facilitators

To ensure both short- and long-term program success, the USAID PRIORITAS training program is supported in its school- and district-level implementation by teams of District Facilitators (DF) who are local government personnel. To select the most capable facilitators and to develop a sense of local government ownership of the facilitators, during quarter 4 USAID PRIORITAS undertook a joint selection with local government and selected groups of a total of 30 facilitators (15 for primary schools and 15 for junior secondary schools) in each district to implement the WSD program. Although the criteria and process of selecting the DF varied slightly in each province, in general, the project worked with local government to find facilitators, who could work both on management and governance and on teaching and learning, possessed a proven willingness to learn and try innovative approaches, and possessed the ability to relate easily with other teachers and educators and to exercise leadership qualities. A total of 1,558 facilitators were selected by the end of quarter 4, the majority of which were teachers, as shown in Table 7. Table 7: District Facilitators Selected in Quarter 4 Province

Teachers F M

School Principals F M

Lecturers F M

Supervisors F M

Administrators F M

Others M

Total

Aceh

78

44

8

29

-

8

4

16

-

2

-

189

PS

30

26

7

17

-

-

1

7

-

2

-

90

JSS

48

18

1

12

-

8

3

9

-

-

-

99

Banten

31

44

3

13

-

-

7

19

-

-

-

117

PS

17

19

2

7

-

-

6

8

-

-

-

59

JSS

14

25

1

6

-

-

1

11

-

-

-

58

Central Java

58

98

27

75

-

-

26

75

-

-

-

359

PS

25

32

17

28

-

-

19

43

-

-

-

164

JSS

33

66

10

47

-

-

7

32

-

-

-

195

49

65

13

56

5

13

7

50

-

2

-

260

PS

36

36

12

42

2

4

7

47

-

1

-

187

JSS

13

29

1

14

3

9

-

3

-

1

-

73

103

86

14

36

-

-

20

35

1

4

-

299

PS

56

34

11

15

-

-

12

18

1

2

-

149

JSS

47

52

3

21

-

-

8

17

2

-

150

40

48

13

18

-

-

3

28

4

1

157

East Java

North Sumatra

South Sulawesi

14

2


Province PS JSS West Java

Teachers 12 9

School Principals 7 8

Lecturers -

Supervisors 2 7

Administrators 2 4

Others 1

Total 52

28

39

6

10

-

-

1

21

-

-

105

46

59

13

14

-

1

5

36

-

3

-

177

PS

25

29

10

8

-

-

5

18

-

1

-

96

JSS

21

30

3

6

-

1

-

18

-

2

-

81

444

91

241

5

22

72

259

3

15

1

1558

1

1558

Grand Total

405 851

332

27

331

18

PS: Primary Schools; JSS: Junior Secondary Schools

A list of DFs by province, district, and level of education has been compiled and will be sent to USAID separately, as the list is very long. Lecturers from partner TTIs were also selected as DFs. Their role will be to support the training of schools at the district level and then to train other pedagogy lecturers in their Institutions and teachers and managers in TTI partner and lab schools. A total of 131 were invited to join the project in quarter 4. A list of names is included in annex 3.

1.3

Project Modules and Materials

During Quarter 4, the three foundation training packages were finalized and used at the National Training of Trainers (TOT) for Primary School (SD/MI) and Junior Secondary School (SMP/MTs). The completed packages are 

Good Practices Training Module for Primary Schools



Good Practices Training Module for Junior Secondary Schools



Facilitator and Mentoring Guide

The content of these modules are described in the PRIORITAS Quarterly Report No. 3. The training packages were piloted during the National Training of Trainers (described in section 2.1). Limited numbers of draft materials were printed for use during these workshops with the aim of using the training to elicit feedback and refine content before final printing. At the conclusion of training each day, facilitators met to discuss the implementation of each unit and identify content and activities that required clarification or improvement. These comments, along with participant feedback, were used to finalize the training package content. One major change to both Primary and Junior Secondary training packages was made at the conclusion of the first TOT. During the practical teaching day of the program (day 6 on the initial schedule), it was evident that the school experience, both in the classroom and as a result of the interaction with school administrators and staff, would be better placed earlier in the program. Completing the teaching and learning component of the training package first would enable all

The covers of the three training modules used in the school training.


15

participants to contextualize their experience and apply it more effectively to the tasks required in the SBM and Community Participation units of the training. As a result of the feedback from facilitators and participants, the order of the training was reversed in the package; teaching and learning units were presented first, followed by SBM and Community Participation. In addition, changes were made to the material on school planning (RKS) to ensure that the focus is on making real changes to school and classroom management to support more effective learning. Participants learn how to develop a reading culture in their schools through school development planning. The process for completion of the training packages involved final revisions of technical material by the project staff, editing and proofreading using outsourced short-term technical assistance (STTA), and procurement for printing of the documents. Two thousand copies of the Primary and Junior Secondary packages and three thousand copies of the Facilitator and Mentoring Guide were printed and delivered directly to the provinces for use during provincial training. Each participant of this training will receive a copy of the relevant training package (Primary or Junior Secondary), which includes a digital versatile disc (DVD) of support material, including videos, PowerPoint presentations, and portable document format (PDF) versions of all units. Provincial training took place throughout March, using the training packages. Feedback on successes and challenges will be obtained through observation and evaluation by facilitators and participants and project technical staff. These materials will also be adapted, repackaged, and used by project TTI partners for dissemination to fellow TTI pedagogy lecturers and consortia partners during quarter 5 of project activities.

1.4 1.4.1

Planning and Review Meetings Training Planning Meeting

A meeting of all USAID PRIORITAS staff involved in the WSD Training program took place on January 3–4, 2013, in Jakarta. It was attended by the TTI Development and Whole School Development Specialist and the Teacher Training Officers from each province, as well as Jakarta school and teacher training staff and consultants. The participants were briefed on the training program and the training modules, and arrangements were made for the implementation of the National TOT, which is described in section 2.1.

1.5

Studies

During quarter 4, USAID PRIORITAS completed work on three main studies, continued to work on one further study, and initiated work on one new study designed to provide broad direction for project planning. All completed studies have been submitted to USAID and the Development Experience Clearing House and are available from the USAID PRIORITAS National Project Office. 1.5.1

Gender Analysis Study

An Indonesian version of a Gender Analysis Study was submitted to USAID in the previous quarter. The English version of the gender study was revised and sent to USAID on March 5, 2013. As the report explains, it is a desk review of existing documents, not specifically looking at USAID PRIORITAS districts, and focuses on schools and students. The project will do a further review of gender issues in relation to PRIORITAS areas, using baseline monitoring and evaluation (M&E) data and, where necessary, gathering more specific information. A short-term technical assistant will be

16


hired to support this task. Meanwhile, the project technical staff will develop a unit to address general gender issues, both at the management and at the learning/teaching levels for education managers as well as teachers as part of the next training module. 1.5.2

Inclusive Education Study

The Inclusive Education Study was submitted to USAID on March 4, 2013. The English translation is being reviewed. Following the submission, PRIORITAS has completed a mapping of inclusive schools within PRIORITAS districts. 1.5.3

Teacher Training Institute Situation Analysis

The TTI Situational Analysis began in Quarter 2 and provided valuable data on a variety of areas related to TTI operations. Initially, the report was only intended to provide a basic snapshot of TTI activities in the areas of programs, curriculum, teaching resources, training methodology, and support centers. However, during quarter 3, as the data was analyzed, it became apparent that a more comprehensive investigation of some areas was necessary to ensure an analysis that could assist in planning and implementing activities with the project TTI partners. During quarter 4, the TTI Development Specialists assisted in the collection of previously incomplete and of additional data required. The project plans to complete and submit the report by the end of April. 1.5.4

An Assessment of Current Early Grade Reading

USAID PRIORITAS has a specific focus on improving reading achievement of children in the early grades of education in Indonesian schools. The project aims to increase the following: 

The proportion of students, who by the end of two grades of primary schooling, demonstrate that they can read and understand the meaning of grade level text; and



The proportion of students who, by the end of the primary cycle, are able to read and demonstrate understanding as defined by a country curriculum, standards, and national experts.

As a first step in achieving these goals, the project gathered data on reading levels in the early grades (see section 4) to identify what the current reading challenges are. Because putting a quality teacher to deliver quality instruction in every classroom is the key to addressing these challenges, the project also conducted an assessment of current pedagogical practices in early grade reading (EGR) in classrooms to better understand how and how well teachers are currently teaching reading to children in the early grades. It is the TTIs that play a critical role in putting a quality teacher in every classroom, so the assessment also examined how well teachers are being prepared to teach reading during their pre-service training programs. The study was completed during the quarter under review and was shared with USAID on March 13, 2013. In current pedagogical practice in early grades reading in Indonesian schools, the assessment shows that very few young children in project areas have a quality teacher who is teaching them to read well or to think about what they are reading. Overall, it was found that: 

Most early grades teachers in primary schools in project areas do not have the knowledge and understanding necessary to teach reading effectively and, furthermore, are not equipped with strategies for teaching reading.


17



Primary school early grades classrooms are not offering “active instruction” in reading nor providing a course on language learning that presents the building blocks of reading in a systematic way.



Established techniques for improving comprehension are not commonly employed, and actually a lack of targeted emphasis on comprehension characterizes current practice.



There are standards for student achievement in reading, but only for numbers of words read. Standards do not exist for fluency or comprehension. Very few teachers know or understand the reading standards they are trying to meet.



Many teachers are not familiar with diagnostic or formative assessment. No standardized tests are available, and all assessments are based purely on a subjective basis.



Age- and grade-level–appropriate readers are generally not available. Schools and classrooms lack a selection of books, and those that are available are not interesting to young children and are generally outdated.

The findings at the school level are not surprising, considering how teachers are currently being trained to teach reading during their initial teacher preparation courses. The results of the assessment show that TTIs are currently not preparing teachers well. Most new primary school teachers enter the workforce almost completely unprepared to teach reading, which related to the following: 

Insufficient time is spent on training new teachers to teach children in the early grades or in reading;



New teachers are not receiving adequate (if any) instruction on how to develop phonemic awareness, phonics, fluency, vocabulary, knowledge, and text comprehension skills in young children.



Faculty members of TTIs have a sophisticated and extensive body of knowledge about education, but very few have any prior experience of teaching reading or language in a primary school classroom.



TTIs do not currently have standards to be met for graduates to be considered an accomplished teacher of reading.



There are few (if any) opportunities for most teachers to engage in continuing professional development activities to improve their instruction in reading.

The conclusions drawn from this study, combined with the EGRA, indicate that the education system in Indonesia needs to make some necessary changes to address the importance of early grade reading. These conclusions highlight a number of priority areas. The results of this assessment led to six domains of recommendations for project interventions, which are believed will lead to measurable improvements and move children forward in their reading. These areas are as follows: 1. Improve classroom instruction: Focus on teaching the teachers to teach reading well by providing a quality in-service teacher training project on EGR and working with TTIs to integrate EGR concepts into primary teacher preparation courses. 2. Encourage reading in the school and community: A two-pronged effort should be made to increase the amount of appropriate reading material in schools and communities and to encourage families to make reading a part of their daily family activity. 3. Develop standards for early grades reading: Work with stakeholders to set goals to monitor students’ progress in reading. Since student achievement standards and teaching standards are two interlocking issues fundamental to the determination of reading outcomes, work with key stakeholders to develop and implement standards for literacy teaching.

18


4. Target project interventions: Consider designing strategies that support the learning needs of certain types of student populations, those of low socio-economic status in rural schools versus urban schools, for example, is a good place to start, especially given the large percentage of rural schools in the project. 5. Advocate for reading: Work with schools, districts, and regional and national governments to review current policies, practices, and resource allocations that may be affecting early grades reading, and to advocate for necessary policy changes to support children’s reading. 6. Conduct further investigations. Conduct further investigations into early grade reading achievement as the project expands into the more remote areas of the country or advocates for dissemination of project reading interventions. The findings and recommendations from this study, combined with EGRA, were used to develop a proposal for a reading program. This program is described in more detail in section 4.2. 1.5.5

Assessment of Education in Papua

USAID PRIORITAS will start to work in Papua Province in the final quarter of 2013. However, given the special difficulties faced in Papua, programs that have been successful in other provinces cannot necessarily be implemented in the same way in Papua Province. During quarter 4, USAID PRIORITAS, therefore, started to undertake a review and assessment of previous, current, and future planned programs in Papua to identify the needs and constraints that must be addressed in a USAID PRIORITAS program in the province. A program for Papua Province will be designed based on this assessment. The assessment started in February 2013 and is being led by STTA. The assessment is expected to be completed in May 2013.


19

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

2.1

The Whole-School Development Program

The WSD program will be delivered to partner schools in the USAID PRIORITAS districts. It consists of a series of activities as follows: 

Study visits to DBE schools exhibiting good practices



Out-of-school training in teaching and learning, SBM, and community participation



Structured mentoring of training participants at cluster and school levels after the training



Exhibitions of the results of the training, and its impact on schools, approximately two months after the training

Following the completion of the modules (see section 1.3), quarter 4 saw the start of the rollout of the WSD program, with a number of study visits taking place and the training of national- and district-level trainers. 2.1.1

Study Visits

Study visits to former DBE districts are an important part in the early stages of the program in the PRIORITAS districts. During these visits, participants from partner schools, school supervisors, and district government staff have the opportunity to visit schools to view innovations implemented as a result of the DBE project and to talk to school and district-level stakeholders. Central Java was the only province to have facilitated study visits during quarter 4. Visits took place as noted in Table 8. Table 8: Study Visits in Central Java during Quarter 4 Dates

District Visiting

District Visited

Number of participants

February 17–19

Purbalingga

Boyolali

98 persons (M: 79; F: 19)

February 19–21

Batang

Purworejo

100 persons (M: 76; F: 24)

February 20–22

Semarang

Purworejo

96 persons (M: 72; F: 24 )

February 27–March 1

Sragen

Kudus

96 persons (M: 70; F: 26 )

February 27–March 1

Banjarnegara

Karanganyar

101 persons (M: 70; F: 31)

Total

2.1.2

491 persons (M: 367; F: 124)

National Training-of-Trainers for Primary Schools (SD/MI)

The TTI Development and Whole School Development Specialist and the Primary School Teacher Training Officers from each province, as well as Jakarta school and teacher training staff and consultants, gathered in Solo on January 13, 2013, to conduct preparations for the National TOT. The training took place from January 14 to 20 and was divided into three sections: 1. School-based Management and Community Participation training – 3 days (January 14–16)

20


2. Teacher Training in PAKEM2 – 3 days (January 17–19) 3. How to be a Good Facilitator – 1 day (January 20) A total of 136 people from seven project provinces participated in the training as shown in Table 9. Participants included 15 provincial facilitators from each province, chosen from among the best facilitators from the DBE districts, and two representatives from the Primary School Teacher Training Departments of each of the 16 partner TTIs. A full list of participants in the training of national facilitators for primary education is included in Annex 4. Table 9: Participants in the Primary Education Training of National Facilitators Teachers

School Principals

M

F

M

F

M

F

M

F

M

F

Total

Aceh

0

5

3

3

4

0

3

1

10

9

19

Banten

2

8

0

0

4

1

2

2

8

11

19

Central Java

4

1

5

1

1

4

2

4

12

10

22

East Java

1

1

3

2

6

2

2

3

12

8

20

North Sumatra

5

4

0

0

5

1

3

1

13

6

19

South Sulawesi

4

4

3

1

2

1

2

2

11

8

19

West Java

6

2

5

1

0

0

2

2

13

5

18

Total

22

25

19

8

22

9

16

15

79

57

136

47(34.5%)

27 (19.8%)

Supervisors

31 (22.7%)

Lecturers

31 (22.7%)

Total

136

Staff from MOEC, in particular the curriculum development center, and MORA also participated (as described in section 1.2.1). The training was opened by a Sub-Director from the Directorate of Primary Education, Didik Prabangkat.

Participants taking part in activities in the Primary Schools National Training of Trainers in Solo in January 2013.

2

PAKEM is the Indonesian term for “Active, Creative, Joyful, and Effective learning,” which is the preferred model of learning in primary school and promoted by the MOEC.


21

The training was delivered by project staff and consultants. Because the staff and consultants came from different backgrounds (DBE1, 2, and 3, and other projects), considerable time was spent both during and after each daily session reflecting on the previous day’s sessions and preparing for the next day’s sessions. A lot of time was needed to ensure that each person had a similar understanding of the material and was able to deliver the training according to the scenario in the modules. On the final day of the PAKEM training, all the participants, including the TTI lecturers and MOEC and MORA staff, took part in practical teaching in primary schools in Karanganyar and Boyolali districts. As a result of the implementation in Solo, considerable refinements were made to the modules. These have been described in section 1.3. 2.1.3

National Training-of-Trainers for Junior Secondary Schools (SMP/MTs)

The training for junior secondary school facilitators followed a similar pattern to the training for primary school facilitators. It took place in Medan, North Sumatra, from January 28 to February 3, 2013. A day’s preparation took place on January 27, with project staff and consultants who would be delivering the training. The training was divided into three sections, with the order of the first two sections reversed compared to the primary school training, for reasons explained in the previous section. 1. Teaching and Learning – 3 days (January 28–30) 2. School-based Management and Community Participation – 3 days (January 31–February 2) 3. How to be a Good Facilitator – 1 day (February 20) As with the primary school training, there were 137 participants from the seven project provinces. Participants included 15 provincial facilitators from each province, chosen from among the best facilitators from the DBE districts, and two representatives from the Junior Secondary Teacher Training Departments of each of the 16 partner TTIs. The majority of the provincial facilitators were teachers (47.5%) and male (63.5%) as shown in Table 10. A list of national facilitators for junior secondary schools can be found in Annex 5. Table 10:

Participants in the Junior Secondary Education Training of National Facilitators

Teachers

School Principals

M

F

M

F

M

F

M

F

M

F

Total

Aceh

6

2

2

3

2

0

2

2

12

7

19

Banten

4

5

3

0

2

1

2

2

11

8

19

Central Java

5

2

5

2

1

0

2

4

13

8

21

East Java

10

4

0

0

0

1

5

1

15

6

21

North Sumatra

7

3

1

0

2

2

2

2

12

7

19

South Sulawesi

4

3

1

2

3

2

3

1

11

8

19

West Java

6

4

2

1

2

0

3

1

13

6

19

22

Supervisors

Lecturers

Total


Total

Teachers

School Principals

42

14

23

65 (47.5%)

8

22 (16%)

Supervisors 12

6

18 (13.2%)

Lecturers 19

13

32 (23.3%)

Total 87

50

137

137

Additional attendees included participants from MOEC from the JSS directorate, the curriculum development center, and the personnel development center. The training was opened by a senior member of staff from the Directorate of Junior Secondary Schools Education, Dr. Juanda. The reversal of the sections worked well. The participants were much livelier than in the primary school training, when implementing the practical teaching in junior secondary schools on the third day in schools in Binjai and Deli Serdang districts, rather than on the sixth day of the training, as was done in the primary school training. The School-based Management and Community Participation training was more focused on supporting changes in teaching and learning, because it followed on directly after the training in teaching and learning. Preparation and feedback sessions took place each afternoon with the trainers to ensure that activities for the next day were well prepared and to receive inputs into the future implementation of the training. As a result of these sessions, some revisions were made to the modules.

Participants taking part in activities in the Junior Secondary Schools National Training-of-Trainers in Medan in late January 2013.

2.1.4

A participant in the training undertaking teaching practice. He is teaching the students in the rice fields.

Training of District Facilitators

The national TOT was followed up by the provincial TOT. The training took place separately for primary and junior secondary schools and was delivered by the trainers from each province who had attended at the national TOT in Solo and Medan. Each training was preceded by a two-day preparation session, which was supported by Jakarta staff or consultants. Participants in each training included 15 DFs selected from among good practitioners in each district and six lecturers from each TTI. The number of participants for both the primary and junior secondary training was the same. The training activities used the same modules and followed exactly the pattern of activities as the national training, taking seven days: 1. Teacher Training in Teaching and Learning – 3 days 2. School-based Management and Community Participation training – 3 days 3. How to be a Good Facilitator – 1 day


23

In provinces with a large number of districts, the training was divided into two sessions, with priority given to the new USAID PRIORITAS districts over the former DBE districts. The training implemented during quarter 4 was conducted as shown in Table 11 below. Table 11:

Dates and Location of the Training of District Facilitators during Quarter 4 Primary School TOT*

Junior Secondary School TOT

Aceh

March 23–29, Banda Aceh

North Sumatra

March 14–20, Medan

Banten

February 28–March 6, South Tangerang

March 20–26, South Tangerang

West Java

March 20–26, Tasikmalaya

March 13–19, Tasikmalaya

Central Java

March 2–9, Solo (PRIORITAS/DBE) March 13–20, Solo (DBE)

East Java

South Sulawesi

February 20–27, Batu (PRIORITAS)

February 23–March 2, Batu (PRIORITAS)

March 23–30, Batu (DBE)

March 16–23, Batu (DBE)

March 11–17, Pare-Pare (PRIORITAS)

March 3–10, Pare-Pare (PRIORITAS) March 13–19, Pare-Pare (DBE)

*PRIORITAS or DBE in parentheses denotes which districts took part in the training. Where no mention is made, both PRIORITAS and DBE districts took part in the training.

A list of dates for the training of DFs planned for quarter 5 is included in Annex 6.

2.2

Building District Capacity to Plan, Manage, and Implement In-service Training

Under Component 1 (Strengthened Instruction in Schools), PRIORITAS is working to create the conditions for districts to be able to independently plan, manage, and allocate funds to deliver better quality in-service training programs to strengthen instruction in schools. During quarter 4, DBE programs were disseminated in 6 districts in 4 provinces (East, West, and Central Java; and Banten). Five of the districts were dissemination districts, while one of these (Mojokerto) was a new USAID PRIORITAS district. A total of 2,398 participants, mostly teachers, from 1,460 institutions (all of them are primary and junior secondary schools) were involved in these dissemination trainings. Although this is a high number of institutions, the average number of participants per institution was low. The project will be working to ensure that greater numbers from each institution take part in dissemination activities in future, to achieve greater impact within the individual institutions. The programs disseminated were varied and came from all of the DBE components, such as Better Teaching and Learning (BTL), School Planning, Curriculum Development, Developing Active Learning with ICT [information and communication technology], Integrated Financial Report, and School Database System. Table 12 shows details of the dissemination training reported in quarter 4.

24


Table 12: Province District

Dissemination Conducted during Quarter 4

Date (2013)

# of Participants

February 7–8

130

50

BTL (DBE 3)

February 13–14

71

30

School Planning (DBE1)

Karanganyar Central Java

February 27–March 1; March 21–23; March 25–27

510

506

Curriculum Development and SBM (DBE1, DBE3)

Bogor West Java

February 5–6

109

8

Developing Active Learning with ICT (DBE2)

Bojonegorto East Java

March 13–16; 22–30

1428

797

Integrated Financial Report (DBE1)

Mojokerto East Java

February 18–22

150

69

School Database System (DBE1)

2,398

1,460

Cilegon Banten Grobogan Central Java

Total in 6 Districts

# of Institutions

Program/Activities

A total of 601,945,000 IDR (61,890 USD) was spent on the dissemination of USAID DBE programs in quarter 4. The amount included 11,655,000 IDR (1.9%), which came from USAID PRIORITAS to support the per diem and transport cost of the facilitators. The remainder came from local sources of funding, and especially from APBD (district budgets) (45.2%) and nongovernment support (51.8%). The nongovernment funding support mainly comes from Airlangga, a prominent school-textbook publisher in Indonesia. It is worth noting that two clusters of schools in Bogor paid the cost of the training from their own budgets. Chart 1:

Sources of Funding for Dissemination during Quarter 4 1.1

1.9

USAID 45.2 51.8

APBD Non Government School Budget


25

3 IMPROVED EDUCATION MANAGEMENT AND GOVERNANCE Weaknesses in teaching and learning in schools are linked to weaknesses in the management and governance of education. Therefore, USAID PRIORITAS is working to improve the effectiveness of management and governance at the school and district level so that the quality improvements in instruction achieved by the project are fully supported and sustained. Activity under Components 2 and 3 in quarter 4 focused on: (1) training of trainers (TOT) in WSD; (2) collaboration with MOEC on school financial reporting; (3) updating of approaches to education data management, finance analysis, and district planning (RENSTRA), and piloting these in West Java; (4) preparation of modules and software for training on teacher distribution; and (5) consultation with MOEC and other donors. Each of these is described below.

3.1 3.1.1

Strengthened Capacity at School Level School-based Management

As part of the WSD program (described in section 1.3), school managers are trained in SBM and supported to carry out their responsibilities for school operations, such as developing school plans, financial planning and reporting, allocating resources, and conducting procurement in a transparent, accountable, and participative way that focus on improving the quality of teaching and learning and on achieving better student outcomes. During quarter 4, the training materials for SBM were completed (see section 1.3) and the first round of training started with the training of national facilitators (see section 2.1.2) and district facilitators (section 2.1.4). This first round of training on SBM provided an introduction that focused on leadership, transparency, and community participation in the context of school development planning, annual planning, and budgeting. The emphasis was placed on how to use the government-mandated approaches to school management to improve the quality of teaching and learning. 3.1.2

School Finance Reporting

In response to a verbal request received from MOEC’s BOS (School Operational Funding) Management Team in November 2012. and a written request from the Director General of Basic Education, received in February 2013, the USAID PRIORITAS team continued to provide assistance to MOEC to develop a tool for school financial reporting. The updated BOS reporting tool is a simple application, based on MOEC’s 2011 version, which was based on an earlier version developed with assistance from DBE. Once completed, the application will be available free on MOEC’s website. It will enable schools to: (1) better manage their funds, (2) ensure that their budgeting and spending is compliant with regulations, and (3) generate reports to increase accountability and transparency. This activity supports the PRIORITAS WSD training package, described above. The software will cover spending of BOS funds, as well as other funds such as provincial, district, and community grants and contributions. The reports that the software will produce include government-required BOS spending reports and reports for the local community. The approach is expected to be mandated by MOEC for use in all primary and junior secondary schools and Madrasah in Indonesia,

26


beginning in July 2013. It will be made available on the MOEC website for all schools and is expected to carry a branding that indicates it is a result of collaboration with USAID PRIORITAS.

3.2 3.2.1

More Effective District-Based Management Updating and Piloting New Approaches

A series of meetings took place with project specialists in education finance, data management, policy, planning, teacher training, and pedagogy in the previous quarter. As a result, during this quarter, a number of DBE tools were updated and new tools were conceptualized, and in some cases developed and piloted. In line with the PRIORITAS focus on improving teacher management and quality, these tools are as follows: (1) teacher training cost analysis, (2) teacher training needs analysis, (3) district and province education finance analysis, (4) teacher distribution, and (5) strategic planning (RENSTRA). Teacher training cost analysis: A draft approach has been developed to enable education managers from districts, provinces, TTIs, and LPMP to determine the unit costs of different approaches to delivering in-service teacher training. The approach uses local cost standards for various items, together with data from focus-group discussion (FGD) with teachers and trainers. Further work will be undertaken later this year to test the approach using data from a partner district; to add a simple analysis of the benefits of different in-service training approaches; and to prepare an accompanying training module and manual. Teacher training needs analysis: This tool has been conceptualized but not yet developed. Initial discussions took place with MOEC’s Teacher Professional Development Center (Pusbangprodik, under the Badan). MOEC has informally requested PRIORITAS to assist in analysis of data collected from the first round of the nation-wide teacher competency assessment (UKG). At the same time, PRIORITAS intends to use the UKG data to help assess teacher training needs in districts. Further development of this tool will take place in consultation with Pusbangprodik. Software applications and training modules and manuals for the training cost and needs analyses will be developed later this year in an integrated manner. It is intended for the two approaches to be implemented together, enabling districts, provinces, TTIs, and LPMP to jointly assess and discuss the relative costs and benefits of training approaches at the same time as discussing training needs in districts. Information on funds available to support training will be provided at the same time as a result of the financial analysis described below. Education finance analysis: The DBE1 approach to district financial analysis, known as Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) was updated this quarter. The new approach is simpler, more user-friendly, and easy to replicate. At the same time, it provides powerful analysis, enabling districts (and potentially provinces) to see clearly where their education funds come from and where they are spent. The key question is: how much discretionary funding is available for programs such as teacher in-service training? The new approach was successfully piloted in Cimahi as part of PRIORITAS’ assistance to this district for strategic planning (RENSTRA) described below. During quarter 4, the USAID PRIORITAS team worked with local consultants to update approaches to analyzing teacher distribution developed by DBE and previously by the World Bank-funded Better Education Through Reform Management and Universal Teacher Upgrading Project (BERMUTU) and United Nations Children’s Fund (UNICEF’s) Mainstreaming Good Practices in Basic Education (MGP-BE). The new approach is adapted to MOEC’s new Education Management Information System (EMIS). In order to analyze teacher deployment needs, data are required on teacher placements and qualifications, student distribution, and school characteristics (number of classrooms,


27

etc.). The DBE1 approach used data from two sources (teacher data from the education personnel database system [NUPTK] and school/student data from PADATIWEB [former national level EMIS]). The new approach uses one source for both data sets (DAPODIK, which supersedes the earlier databases). Consultations were held with the World Bank and also the USAID-funded KINERJA program to discuss their experiences with teacher distribution analysis. Analysis of teacher distribution was included as part of the RENSTRA assistance in Cimahi during this quarter. An integrated module/manual is being developed with supporting video, PowerPoint presentations, and software application. The materials are nearly complete and will be piloted in Blitar District, East Java, in the next quarter, before finalizing and rolling out in all PRIORITAS Cohort 1 districts. 3.2.2

Other District-Level Interventions

Following the election of a new district head in late 2012, PRIORITAS received a request to assist in the development of a new strategic plan for education (RENSTRA) in the district of Cimahi on the outskirts of Bandung. As the preparation of a new RENSTRA requires an analysis of district data, including data on education finance, teachers, schools, and student population trends, the collaboration with Cimahi provided PRIORITAS with the opportunity to develop and pilot updated approaches to teacher distribution analysis and education finance (described above). The same 15 participants attended a series of three workshops, as noted in Table 13 below. Most of these were district education personnel from Cimahi, representing the various sub-dinas and sections of the office, including early childhood, basic education, data management, finance, infrastructure, programs and reporting, and sport and youth affairs. Academic staff from Universitas Pendidikan Indonesia (UPI) in Bandung also took part as a professional apprenticeship. The inclusion of UPI was part of an ongoing effort to strengthen the capacity of this TTI as a provider of consultancy services to districts. The list of participants is included in Annex 7. The following activities took place in Cimahi during quarter 4 over a two-month period between January and March 2013. Table 13: Activity

Quarter 4 Activities in Cimahi Purpose

Socialization Meeting

Conducted a workshop with key personnel from the Education Office to introduce the PRIORITAS approach to improving governance and management at district level, discuss the RENSTRA preparation approach, and confirm agreements on access to required data and personnel.

Mentoring Stage 1

Accessed and updated data on all relevant aspects of education in the district (including early childhood, youth, and sport) and identify strategic issues with Dinas personnel. Conducted a three-day session to clarify the approach to RENSTRA preparation and discuss initial data analysis on education provision.

Workshop I Mentoring Stage 2 Workshop 2 Mentoring Stage 3 Workshop 3 Mentoring Stage 4

28

Follow up data analysis with Dinas personnel. Conducted a three-day session to clarify the vision and mission for education (in line with the policy platform of the new district head), prepare aims, objectives, strategies, and policy statements, and plan programs and activities. Refine and finalize outputs from Workshop 2, access data, and commence financial analysis. Conducted a three-day session to review results of financial analysis, prepare budget estimates for programs, and prepare a monitoring and evaluation (M&E) plan. Completed write-up and formatting of the draft RENSTRA document.


Participants in the Strategic Planning Workshops in Cimahi discuss the vision and mission for education in the district during workshops facilitated by USAID PRIORITAS technical staff.

As a result of this work, the Cimahi District has a draft strategic plan, based on comprehensive data analysis. The main priorities for this district for the next five years are as follows: 

Improving the quality of early childhood services as a whole;



Improving the qualifications and competencies of teachers at all levels;



Increasing community interest in reading, improving reading habits to encourage learning;



Redistributing classroom teachers in primary schools (SD) and subject teachers at secondary schools (SMP and SMA);



Developing inclusive education in 34 schools;



Increasing access to12 years of schooling; and



Providing dissemination of and training on International Organization for Standardization (ISO) standards to all secondary schools (SMP, SMA).

For the final step, Workshop 4, a public consultation will take place when the district has completed internal discussions. Lessons learned from piloting the RENSTRA approach in Cimahi will help improve the manual and approach to assisting other districts.


29

4 EARLY GRADES READING Reading is a fundamental skill for all children. It is also a foundational skill upon which acquisition of other critical skills and knowledge depends. Therefore, USAID PRIORITAS has a specific focus on improving the teaching and assessment of reading, especially in the early grades, and will implement a comprehensive program to support children in project areas to acquire basic literacy skills. In order to design the most effective program, the project has been conducting comprehensive research to better understand: 

How well children in the early grades are reading;



How well teachers are teaching children in the early grades to read; and



How well prepared teachers are to teach children in the early grades to read.

The purpose of this assessment was to obtain data that would provide a clear perspective of early reading development, to identify areas of weakness for project decision making, to design curricular and pedagogical interventions, and to provide baseline data against which the project interventions on early grades reading would be measured. During quarter 4, the project completed the assessment and submitted a design of the proposed early grades reading program for discussion with USAID.

4.1

An Assessment of Early Grades Reading in Project Areas

To assess how well children in project areas are reading, USAID PRIORITAS developed and administered, during quarter 3, an Early Grades Reading Assessment (EGRA), with a sample of 4,223 grade 3 children in 184 schools. The project’s EGRA included 6 subtasks that measure the early reading skills that research has found to be predictive of later reading ability and that can be improved through effective teaching. During quarter 4, the project cleaned, analyzed, and interpreted the data. Table 14 below shows the overall mean values and the percentage of grade 3 children who scored zero for each subtask that was included in the EGRA. Table 14:

Overall Mean Values and Percentage of Children Scoring Zero on the USAID PRIORITAS EGRA Letter Naming

Overall Mean Children scoring Zero

Initial Sounds

Familiar Words

85.69

4.72

70.42

0.50%

8.01%

1.85%

NonWords

35.57 3.69%

Oral Reading Fluency

Reading Comprehension

Listening Comprehension

68.09

3.25

1.52

1.34%

3.31%

16.77%

As this data shows, overall, the children in grade 3 in the project sample could correctly identify, on average, 85.69 letters in one minute. For words in isolation, students in grade 3 correctly read an average of 35.57 invented words and 70.42 real words per minute. For reading connected text, children read, on average, 68.09 words per minute. Their ability to understand what they had read averaged 3.25 out of 5questions (or 65%). Children achieved an average score of 1.52 correct answers out of 3 questions asked (50.6%) in the listening comprehension subtask, which is relatively low compared to the other subtasks and equivalent subtasks in other countries. Less than half (47.2%) of the assessed children were able to read at an 80% comprehension level. Very few assessed children scored zero on each of the subtasks, although as Table 14 shows, the children found the listening comprehension task more challenging than any other.

30


Overall, the findings suggest that children in grade 3 in project areas have well-developed word level skills and can read words in Bahasa Indonesia. However, they cannot always understand what they read. Moreover, they only understand half of what they hear. As almost all classroom learning in Indonesia is dependent on either listening to the teacher talk or reading textbooks and answering questions, the results suggest that children in grade 3 are only learning half of what they should in any of their lessons. This is the challenge for the project. Moreover, a results analysis shows that some subgroups of children in grade 3 are reading at a better level than their peers. 

Children on the island of Java are reading better than children elsewhere.



Children in the post-conflict area of Aceh are reading at lower levels than their national peers.



Girls are outperforming boys on all the subtasks.



Children in rural schools are reading at lower levels than their peers in urban schools.



Children studying in secular schools are doing better with reading than those in religious schools.



Children with access to books at home score higher on all subtasks than those that do not have access to books at home.

However, the most significant predictor of reading achievement found in the study was a child’s participation in pre-school education. By grade 3, children who had attended pre-school were reading with 28% more fluency and 25% better comprehension than children who had not attended. A full report on the EGRA is available from the USAID PRIORITAS National Project Office.

4.2

Early Grades Reading Program

The results from the EGRA and the assessment of the teaching and learning of early grade reading (described in section 1.5.5 above) led to six areas of recommendations for project interventions, which are believed will lead to measurable improvements, and ultimately, will help move children forward in their reading. The USAID PRIORITAS project used these recommendations to design a proposal for a five-item project early grades reading program, discussed below.

1. In‐Service Teacher Training: 

Incorporate training in strategies that are known to be effective in enhancing literacy development in planned training programs for early grade teachers



Train teachers of all subjects and grades to use instructional strategies to develop language and literacy



Provide additional and more comprehensive training for early grade teachers in the teaching of language and literacy, including in developing student comprehension and in catering to individual students’ needs

2. School and Community: 

Work with schools to develop initiatives to improve reading, such as developing explicit school policies for reading, upgrading libraries, creating reading corners, setting up literacy working groups, and developing plans for parents to support students’ reading



Provide an additional day’s training for local government staff, school principals, committees, and parents on how to support improvements in early grade teaching of reading


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3. Improving the Supply of Books to Schools: 

Use budgeted Global Development Alliance (GDA) funds to work with Indonesian publishing houses to expand existing reading materials and to develop collections of attractive reading material suitable for early grades, including both graded and non-graded books that are appealing to beginning and emerging readers.



With additional funding (if available), supply books to selected project partner schools



Conduct workshops with schools to pilot the use of the supplied books, to support improvements in students’ reading.

4. Pre‐Service Teacher Teaching 

Provide training for TTI lecturers in teaching early grade reading



Work with TTIs to develop new curricula and materials for pre-service training programs on EGR, based on good practice for teacher preparation courses on reading



Ensure that courses for all teachers have an emphasis on developing language and literacy.

5. Advocacy 

Focus work with MOEC and MORA and provincial and district governments on reviewing current practices and resources and developing policies and initiatives to support improved student reading, including increasing the amount of time and resources allocated to supporting reading development.

The full proposal was shared with USAID on January 30, 2013, and is included in Annex 8.

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5 REPORTING AND COMMUNICATION 5.1

Routine Reports

Routine reporting systems were established in quarter 2 and followed in quarter 4 to ensure timely and comprehensive technical and narrative reports. USAID PRIORITAS submitted a report to USAID on January 15, 2013, covering quarter 3 of the project. The report summarized project accomplishments between October and December 2012 and highlighted issues and constraints.

5.2 5.2.1

Media Newsletter During quarter 4, the second edition of the national newsletter, PRIORITAS PENDIDIKAN, was published. The newsletter included information on many of the project’s activities and good practices, including the national training of facilitators, the project’s support to the GOI for the 2013 curriculum, the results of the EGRA, and the performance of students in the project- administered tests. Stories from all partner provinces were also included in the newsletter. For example, a story on innovative learning in SDN Lam Isek Aceh Besar described how a house made from plastic trash was used as learning media; MTs Binamu in South Sulawesi was successful in getting an award from the Minister of Religious Affairs for outstanding performance and included an article about the preparation of the Five-Year Educational Development Plan with support from the project.

Front page of the national newsletter, PRIORITAS PENDIDIKAN, second edition.

A total of 7,200 copies were published and distributed to key partners and stakeholders in all project provinces, as

shown in Table 15. Table 15:

Distribution of the National Newsletter, Second Edition Province Aceh Sumatra Utara Banten Jawa Tengah Jawa Barat Jawa Timur Sulawesi Selatan Jakarta Total

Total 600 1,000 525 1,250 900 1,250 1,125 550 7,200


33

5.2.2

Project Website

The project website is used as a medium to disseminate good education practices and innovations developed through USAID PRIORITAS. Project products such as training modules; videos; newsletters; research studies; good practices; inspiring stories from teachers, school principals, supervisors, the Regional Education Office, and the Regional Parliament are uploaded onto the website. The number of hits to the website increased from 14,141 in quarter 3 to 112,253 in quarter 4, and the number of unique visitors increased from 654 to 6,610. Table 16: Month

5.2.3

Number of Hits on Project Website in Quarter 4 Unique Visitors

Hits

Bandwidth

January 2013

1,208

16,765

4.16 GB

February 2013

2,247

39,269

4.11 GB

March 2013

3,155

56,219

8.55 GB

Total

6,610

112,253

Fact Sheet

The project fact sheet was updated in March 2013. The update includes the USAID PRIORITAS address, adding partner regions in the map, and also adding new data and information (activities) on what USAID PRIORITAS has already done and will implement. 5.2.4

Media Monitoring

USAID PRIORITAS activities have been reported in the mass media since the project was officially launched in October 2012, and to date, the project has recorded about 208 examples of the project being reported in the media. As the data in Chart 2 shows, this reporting has mostly been online and in print in newspapers. The reports covered the national and provincial launching, the socialization and study visit to successful schools, trainings for facilitators at the national and provincial levels, as well as cooperation with TTIs. Below, Table 17 Updated USAID PRIORITAS fact sheet, March 2013. shows the total monthly media coverage. This type of coverage is very effective in helping to share information about the project with the public.

34


Chart 2:

Types of Mass Media Reporting on the Project TTI/ Govern‐ ment 32

Print Media 47

Radio 11

Online 118

Table 17: Month July–October 2012

Total Media

Total News

23

29

November 2012

102

120

December 2012

6

7

January 2013

22

22

February 2013

30

38

March 2013

25

29

208

245

Total

5.2.5

Monthly Media Coverage

Project Videos

The project communication team produced several videos during quarter 4. These are very useful in illustrating the processes and goals that the project is aiming to accomplish. The following are videos that were produced during the quarter: 

EGRA Implementation in Seven USAID PRIORITAS Partner Provinces



School-Based Management Implementation in School and Madrasah Success Stories



PAKEM in Primary School/Madrasah and Contextual Learning in Secondary School/Madrasah



Becoming a Good Facilitator



Effective Mentoring

These videos can be viewed at www.prioritaspendidikan.org.


35

6 MONITORING AND EVALUATION Project monitoring and evaluation (M&E) activities are conducted at all levels of the program. They involve ongoing collection and analysis of data in relation to planned activities and established targets over the life of the program. This process will inform management if work is on track and will help facilitate informed management decision-making to improve program efficiency and effectiveness. Periodic evaluations will also be conducted to assess progress and the actual impact of the program against results set forth in the work plan. During quarter 4, USAID PRIORITAS completed the collection and analysis of all partner and baseline data and completed the main project M&E reports.

6.1

Performance Management Plan

Following USAID approval for the project monitoring indicators, the Deputy Chief of Party (DCOP) continued to finalize the Performance Management Plan (PMP), including all the Performance Indicator Reference Sheets (PIRS), during quarter 4. The PMP will be completed and submitted to USAID in mid-quarter 5, following the completion of the baseline data report and subsequent adjustments made to the M&E framework.

6.2

Project Data Management System

The design of the Project Data Management System (PDMS) was completed in quarter 3, and the uploading of partner data for the PDMS was completed by the end of quarter 4. The main beneficiaries (shown in Table 18) shows that USAID PRIORITAS is currently benefitting a total of 169,658 students and 11,200 teachers in basic education settings, as well as 31,699 teachers in training and 7,673 teacher trainers in higher education. Table 18:

Number of Main Project Beneficiaries, by Group

All students All students in religious schools All students in secular schools Students with Special Educational Needs (SEN) All teachers All student teachers Primary education student teachers Student teachers with SEN Teacher training lecturers

Total

Female

169,658 37,327 132,331 929 11, 200 31,699 11,333 0 7,673

84,279 (49.7%) 19,038 (51%) 65,241 (49.4%) 398 (42.8%) 6,974 (62.3%) 23,307 (73.5%) 8,283 (73%) 0 2,871 (37.4%)

Male 85,379 (50.3%) 18,289 (49%) 67.090 (50.6%) 531(58.1%) 4,226 (37.7%) 8,392 (36.5%) 3,050 (27%) 0 4,802 (62.6%)

A summary of the data by school, district, and province and for each TTI can be found in Annex 9. The complete data in the PDMS can be accessed through www.pdms.prioritaspendidikan.org .

6.3

TraiNet

Project M&E specialists entered all data on persons trained through the project during quarter 4 onto the USAID TraiNet database. By the end of quarter 4, the project had trained a total of 2,307 persons.

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6.4

Baseline Data

Between November 2012 and January 2013, the project undertook the first round of monitoring activities in order to (1) assess needs at the start of the project; (2) support the design of specific project interventions; and (3) collect partner and baseline data for each of the indicators against which the impact of project interventions will be measured. Three distinct sets of monitoring activities took place as follows: 1. Baseline monitoring of school, district, and provincial management and teaching and learning at school and teacher-training institution level. 2. An assessment of student performance in Bahasa Indonesia, mathematics, and science (for primary and junior secondary schools). 3. An assessment of early grades reading in project areas. In quarter 4, data collection for each of these monitoring activities was completed and reports prepared. The findings of each of these monitoring activities are reported in three separate volumes and in separate sections below. 6.4.1

Baseline Data for Schools, Districts, TTIs, and Provinces

The collection of baseline data in TTIs, districts, and provinces was completed by the end of January 2013. In February and early March 2013, a review of the accuracy and completeness of the data was carried out by the Jakarta M&E team immediately after receiving it from the provinces. In the event data was incomplete or unclear, the team followed up with data collectors to verify and validate the information. Baseline data on schools, districts, and provincial management, and teaching and learning at school and teacher training institution level, was only collected against 20 of the 39 project custom indicators. Results for the 3 indicators related to student performance are presented in section 6.4.2 below. Baseline data was not collected for 16 of the indicators for various reasons including the following: 

Project interventions for these indicators will not start until later project years, thus the baseline data will be collected in year 2. For example, for project indicator # 2.R4, “Districts use the personnel management tool for improving the efficiency of the education system,” the project tool will not be designed and implemented until year 2.



The timing of the baseline survey meant that some data could not be collected, for example, for project indicator #1.R13, “Student teachers demonstrate good practices in teaching and learning.” Most student teachers had already completed their practicum before October when the baseline survey took place, and therefore, data collectors were unable to observe student teachers in the classroom.

The collected baseline data describes the current conditions in schools, districts, TTI, and provinces and shows that: 

Very few teachers in partner schools are currently demonstrating good practice in teaching and assessment as defined by the project. Overall, only 17.9% of teachers in the early grades are teaching reading well, and 15.8% of all teachers of other subjects demonstrate effective practices. There is almost no evidence that teachers facilitate student learning by using ICT.



As a result, only one-fifth of all students who were observed in partner schools exhibit positive learning behaviors. Although 60% were engaged in their tasks, only 18% were engaged in tasks that required them to use problem solving skills.


37



Of the principals of partner schools, 13% can be called instructional leaders. A lower percentage (10%) led the process of producing school budget plans in a transparent and participative manner. However, over three-quarters of school leaders involve parents or community members in supporting school activities.



More than half of school managers in partner schools (51%) initiated activities to create reading cultures, but these activities consisted mostly in upgrading libraries. Less than 15% of the activities included reading policies in their improvements.



A significant percentage of teacher trainers model active learning behaviors when training student teachers (40.5%). However, very few student teachers (1.83%) experience a teaching practicum at schools that is practice-oriented and prepares them well for entering into the teaching workforce.



Most district education governments already develop and implement plans for the in-service training of their staff (69.56%) and collaborate with provincial training providers, such as LPMP and TTI, to implement their in-service training plan (86.95%). However, although all districts have an EMIS, not all are making effective use of them. Just over half of the districts actually analyze and make use of the data they have.



All provincial governments share information on the implementation of education policies and educational issues and build linkages between education stakeholders at the district and provincial level.

Table 19 shows the overall baseline results by indicator. The results for each indicator are fully explained and detailed in the Baseline Monitoring and Evaluation Report, which is available from the USAID PRIORITAS Jakarta Office. Table 19: #

Baseline Survey Results by Project Custom Indicator Indicator

Baseline Result

1.R1

Teachers demonstrate good practices in teaching and assessment

15.8%

1.R2

Early grades teachers demonstrate good practice in teaching and assessing reading

17.9%

1.R3

Teachers of all subjects support the development and reinforcement of students’ reading skills

12.4%

1.R4

Teachers use ICT to assist students’ progress in learning their subjects

4.3%

1.R5

Students demonstrate positive learning behaviors

20%

1.R6

Early grades reading materials are regularly used

51.8%

1.R10

Lecturers in TTIs model active learning behaviors

40.5%

1.R12

TTIs offer a more practice- oriented practicum

1.R16

Instructional leadership in schools is improving

13%

1.R17

Teacher working groups are more effective and quality training is being provided

35.6%

1.R18

Districts develop and implement a plan for in-service training

69.56%

2.R1

Schools produce annual budgeted plans in a transparent and participative manner

2.R2

Increased parent and community participation in activities which focus on teaching and learning and/or improving the school environment

79.5%

2.R3

Schools’ managers initiate activities to create a school reading culture

50.7%

2.R5

Districts collaborate with provincial in-service training providers to implement their in-service training plana

86.95%

2.R7

Districts and provinces have improved EMIS

21.7%

38

1.83%

9.9%


Indicator

Baseline Result

3.R2

#

Provincial government shares information and recommendations on the implementation of educational policies

6

3.R5

Provincial governments build linkages between education stakeholders at the district and provincial level

7

aFor

development of in-service plans, see IR 1.1 R 22.

In some cases, the baseline data already exceeds the year 1 targets set by the project, and in other cases the baseline data falls far below the target. During quarter 5, the project will need to review and perhaps re-set some of the targets. A draft report on the baseline survey of school, district, and provincial-level management, and teaching and learning at school and at the TTI level was completed by the end of quarter 4 (March 31, 2013) and is being edited at the time of writing this report. 6.4.2

An Assessment of Student Performance in Bahasa Indonesia, Mathematics, and Science

As part of the baseline data collection, the project undertook its own student performance assessment to measure the impact of the program on student performance. The assessment was matched to the objectives of the teacher training program and the national curriculum. Tests were conducted in a total of four partner primary schools and three partner junior secondary schools in each of the 23 PRIORITAS partner districts as shown in Table 20. Table 20:

School Levels and Subjects Assessed in Baseline Student Performance Assessment

Primary Schools (SD and MI) Grade 4: Bahasa Indonesia (Reading and Writing) Grade 4: Mathematics Grade 5: Science

Junior Secondary School (SMP and MTs) Grade 8: Bahasa Indonesia Grade 8: Mathematics Grade 8: Science

The tests were implemented in a similar number of nonpartner primary and junior secondary schools in the same districts, which currently are not planned to be included in project activities. These schools will serve as a comparison group to compare between schools that have and have not received project interventions. The tests will be implemented with the current cohort of students in the above classes in the same schools each year and at the same time of the school year in order to ensure comparability. The tests have been designed to measure key aspects of the impact of the USAID PRIORITAS teacher training program, as reflected in the development of student competencies. The tests measure a range of competencies and use various techniques to measure these, including traditional multiple choice questions, open-ended questions, and essay questions in the language tests. The results of the tests show the following as presented in Table 21.


39

Table 21:

Baseline Results of Student Performance Tests

# 1.R7

Indicator Students’ performance in district/or national examinations improves

Baseline Result Grade 6 Mathematics: 7.09 Grade 6 Science: 7.35 Grade 6 Indonesian: 7.35 Grade 9 Mathematics: 7.41 Grade 9 Science: 7.42 Grade 9 Indonesian: 8.02

1.R8

Performance of students in grades 4 and 5 in reading, writing, mathematics, and science improves

Grade 4 Reading: 42.9% Grade 4 Writing: 41.8% Grade 4 Math: 40.7% Grade 5 Science: 35.6%

1.R9

Performance of students in grade 8 in reading, writing, mathematics, and science improves

Reading: 64.0% Writing: 50.1% Math: 33.9% Science: 38.4%

Based on a detailed analysis of the data, the following are the most salient points: 

In primary school, on all tests, girls scored higher than boys, and considerably so on all tests except mathematics. The scores of children who had attended TK (pre-school) were substantially higher than those who had not. Average scores at SD (secular schools) were considerably higher than at MI (Islamic schools) in all tests. State schools scored better on all the tests with one exception: private schools from the comparison group of schools scored higher than state schools on the mathematics test.



At the junior secondary level, again girls performed considerably better than boys in Indonesian reading and writing tests and slightly better in the mathematics test, as well; whereas boys performed slightly better in the science tests. SMP (secular school) students performed better than MTs (Islamic school) students on most of the tests. Students from state schools also performed better than those in private schools on almost all of the tests.

A detailed report on the results of the student performance assessments was completed during quarter 4 and submitted to USAID. 6.4.3

An Assessment of Early Grades Reading in Project Areas

This assessment is described in detail in section 4 of this report.

6.5

USAID Indicators

The USAID PRIORITAS project collected baseline and interim data on the USAID custom and standard indicators during quarter 4. The results shown by indicator in Table 22 indicate that the project is making good progress towards achieving its targets for year 1.

40


Table 22:

Baseline and Interim Data for USAID Custom and Standard Indicatorsa BASELINE Oct 2012 0

INTERIM Mar 2013 16

# of individuals trained as a result of USG investments involving higher education institutions

0

263

1,100

Teachers/educators trained by the project

# of teachers/educators trained with USG support

0

1,447

5,500

Schools affected

# of schools receiving USG support

0

557

552

Learners reached by the project

# of learners enrolled in USG-supported primary and secondary schools

0

169,658

100,000

Learners with special needs reached by the project

# of opportunities for orphans and vulnerable children (OVC) and special needs children in USG-supported primary and secondary schools

0

929

TBD

Administrators and officials reached by the project

# of administrators and officials trained

0

106

230

School committees reached by the project

# of PTA or similar “school governance structures” supported

0

557

552

INDICATOR Higher education institutions reached by the project

DETAILED INDICATOR # of host country institutions with increased management or institutional capacity as a result of USG Investments involving higher education institutions

Higher education staff trained by the project

Proportion of students who, by the end of two grades of primary schooling, demonstrate that they can read and understand the meaning of grade level text

47.3%

TARGET Oct 2013 16

47.3%

# of standardized learning assessments supported by USG

1

1

1

Primary school students reached by the project

# of learners receiving reading interventions at the primary level

0

75,952

Person hours of in-service training for teachers

Total # of person hours of teachers/educators/teaching assistants who successfully completed in-service training or received intensive coaching or mentoring with USG support

0

81,032

166,000

Person hours of in and pre service training for school principals, administrators, GOI officials

Total # of person hours of administrators and officials successfully trained

0

5,936

15,000

aOnly

shows indicators for which the project has interim data. For all other USAID Custom and Standard Indicators that the project is reporting against, the interim data as of March 2013 remains at 0.


41

7 OTHER EVENTS 7.1

Meetings with USAID

A meeting was held on February 20, 2013, with senior USAID PRIORITAS staff; Mitch Kirby, Senior Education Advisor from the USAID Bureau for Asia and the Middle East; the COR; and ACOR to discuss the project program. This was followed up by a meeting with the COP on February 27, 2013, where it was agreed to focus the project’s program more tightly and, in particular, increase the focus on developing students’ reading skills.

7.2

School-based Management Seminar in Cisarua

The project was invited to send representatives to attend a seminar on SBM, organized by the Directorate of Primary Education of MOEC. The seminar took place in Cisarua from February 26 to March 1, 2013. USAID PRIORITAS was represented by Ujang Sukandi and Supriono Subakir. The directorate is drawing up plans to roll out SBM and active learning training across the country. Discussions took place to confirm that PRIORITAS will coordinate with MOEC to allow support of the government’s objectives and avoid overlap.

7.3

World Bank Seminar

The national Governance and Management team attended a seminar titled “Education Politics: Public Education Expenditure” on March 14, 2013, organized by the World Bank and Paramadina University. Panel members, each of whom gave a presentation, were as follows: 1. Satrio Sumantri Brojonegoro (Institute of Technology, Bandung [ITB]): MOEC’s Finance Management System and Education Program Effectiveness 2. Pedro Cerdan-Infantes (Education Economist: World Bank): Spending More or Spending Better? Improving Education Funding in Indonesia. 3. Mae Chu Chang (World Bank): Teacher Certification in Indonesia 4. Muhammad Abduhzen (Paramadina University): Education Reform

42


8 PLANS FOR QUARTER 5 The main activities planned for quarter five are listed in Table 23. Table 23: Month April

Activities for Quarter 5: April to June 2013 Activity

Estimated Date (s)

Provincial Training of JSS Facilitators (North Sumatra)

April 2–8

Provincial Training of Primary School Facilitators (Aceh)

April 25-May 1

Study Visits by PRIORITAS districts to DBE districts (East Java, South Sulawesi) Teacher Deployment Analysis Pilot (East Java)

April 1–7

National Staff Meeting in Bandung

April 9–12

TTI Consortia Meetings (West, Central, and East Java, and South Sulawesi) District Stakeholder Review and Planning Meetings (Banten, North Sumatra, Central and East Java) Provincial Coordination Meeting (South Sulawesi) Papua Needs Assessment (continuing) May

Provincial Training of JSS Facilitators (Central Java, South May 21–28 Sulawesi) Secondary School Training (West Java) Training of TTI Lab and Partner Schools (South Sulawesi) Study Visits by PRIORITAS districts to DBE districts (Aceh, North Sumatera, Banten, West and East Java) Teacher Deployment Analysis Pilot (East Java – continuing) Papua Needs Assessment (completed)

June

Provincial Training of Primary School Facilitators (South Sulawesi) Internal Training of Staff as Trainers for Teacher Deployment Analysis Provincial Coordination Meeting (North Sumatera) Teacher Deployment Analysis Rollout to Provinces (starts) Pre-selection Activities for Cohort 2 Districts (discussion with USAID and provinces)


43

ANNEX 1: QUARTER 4 STAFF RECRUITMENT AND MOBILIZATION NAME

POSITION

LOCATION

START DATE

Moestafa

Driver

South Sulawesi

07 January 2013

Supatma

Admin Assistant

South Sulawesi

14 January 2013

Nurwari

Provincial Office Manager

North Sumatra

16 January 2013

Kastam Yanto

Office Assistant

West Java

21 January 2013

Suhardi

DC for Tuban & Bojonegoro

East Java

07 February 2013

Aji Waluyo

Driver

West Java

01 March 2013

Eko Prihantono

Driver

East Java

04 March 2013

Lia Yulianingsih

Admin Assistant

Banten

15 March 2013

Betty Sulistina

Operations and Finance Support Manager

Jakarta

2 January 2013

Alfiansyah

Operations Manager – East Java

Sidoarjo – East Java

4 February 2013

Kuntoro Adi Sutikno

Operations Manager – West Java

Bandung – West Java

1 February 2013

Reza Rieuwpassa

Operations Manager – South Sulawesi

Makassar – South Sulawesi

1 February 2013

Yernie Remi F

Operations Manager – North Sumatra

Medan – North Sumatra

15 February 2013

Dewi Susana

Operations Manager – Central Java

Semarang – Central Java

1 March 2013

44


ANNEX 2: PROVINCIAL REPORTS Laporan Provinsi Triwulan Januari - Maret 2013 PROVINSI: ACEH SOSIALISASI Sosialisasi program USAID PRIORITAS Aceh untuk Kabupaten binaan PRIORITAS, yaitu Bener Meriah dan Aceh Jaya telah dilaksanakan. Di Kabupaten Bener Meriah, kegiatan tersebut dilaksanakan di ruang pertemuan Sekdakab pada 30 Januari 2013 dan diikuti oleh 44 peserta: 10 orang (Lk) dari unsur Dinas Pendidikan, Kemenag, staf kantor Bupati, Bappeda, dan DPRK; 34 orang (21Lk+13Pr) dari perwakilan sekolah dan komite sekolah mitra. Fasilitator dari PRIORITAS berjumlah 3 orang (Lk), yaitu G&M Sepecialist, Communication Specialist, dan PC. Selain itu, kegiatan tersebut juga didukung oleh DC (Pr) dan sopir (Lk). Di Kabupaten Aceh Jaya kegiatan tersebut dilaksanakan di aula Sekda pada 21 Februari 2013 diikuti oleh 46 peserta: 10 orang (Lk) dari unsur Dinas Pendidikan, Kemenag, Bappeda, Pemda, staf kantor Bupati, dan DPRK Aceh Jaya serta 36 peserta (21Lk+15Pr) dari unsur kepala sekolah, komite sekolah, dan pengawas sekolah. Baik di Bener Meriah maupun di Aceh Jaya, kegiatan diawali dengan pengarahan dan pembukaan oleh Wakil Bupati kedua kabupaten itu, paparan program USAID PRIORITAS oleh PC, dan khusus di Bener Meriah ada sambutan wakil ketua DPRK Komisi Pendidikan dalam rangka memberikan dukungan atas usaha yang dilakukan USAID PRIORITAS. Setelah pemutaran video tentang praktik baik pembelajaran, kegiatan dilanjutkan dengan diskusi untuk menggali komitmen dan kebutuhan peserta. Kegiatan tersebut dipandu oleh G&M Specialist, Communication Specialist merekam hasil diskusi, dan pada akhir diskusi diberikan penguatan oleh PC PRIORITAS Aceh. Hasil diskusi dalam kegiatan sosialisasi tersebut telah terdata sejumlah isu yang dianggap penting oleh pemangku kepentingan. Isu-isu tersebut, antara lain (a) perlu pelatihan pedagogik untuk meningkatkan kualitas perencanaan, pelaksanaan, dan evaluasi proses pembelajaran; (b) guru kelas awal masih perlu dilatih terus menerus tentang teknik-teknik pengelolaan kelas sehingga mereka mampu mengenali perkembangan siswa secara baik dan dapat melangsungkan pembelajaran secara efektif dan menyenangkan; (c) diperlukan peningkatan kapasitas guru di berbagai tingkat dalam hal penguasaan materi pembelajaran bidang keahliannya masing-masing; (d) semua sekolah sudah tersedia media pembelajaran. Akan tetapi keterampilan guru untuk menggunakannya belum mencukupi, khususnya di SMP/MTs belum banyak guru dapat memanfaatkannya; (e) latihan MBS serta monitoring implementasi MBS masih diperlukan oleh kebanyakan kepala sekolah; (f) perlu ada latihan yang mampu memperkuat guru Bimpen, khususnya di SMP/MTs sehingga mampu mengantisipasi atau menangani berbagai kasus yang terjadi pada siswa, seperti narkoba, malas belajar dan lain-lain; (g) masih perlu peningkatan kuantitas dan kualitas MGMP dan KKG untuk memutakhirkan kemampuan guru sehingga mampu mengikuti tuntutan standar isi, proses, dan standar kelulusan pendidikan yang tecermin dalam kurikulum sekolah; (h) belum ada tenaga laboran yang khusus di SMP/MTs sehingga praktikum IPA belum berjalan lancar.


45

Pada akhir diskusi, semua peserta menyatakan berkomitmen melakukan kerja sama dengan USAID PRIORITAS Aceh dalam rangka meningkatkan mutu pendidikan. Hal ini diperkuat dengan komitmen Wakil Bupati Bener Meriah yang mengajak semua pemangku kepentingan pendidikan untuk mendukung program USAID PRIORITAS. Hal yang hampir sama juga dinyatakan oleh Wakil Ketua DPRK dengan memberikan kesaksian bahwa komisi Pendidikan akan terus menjaga kecukupan anggaran pembangunan pendidikan Kabupaten Bener Meriah sehingga mutu pendidikan dapat meningkat. Wakil Bupati Aceh Jaya memberikan keyakinan pada semua peserta bahwa kebutuhan untuk memutakhirkan kemampuan guru sama seperti kebutuhan latihan pemain bola kaki. Tidak mungkin mereka dapat memenangkan pertandingan tanpa banyak latihan. Pada akhir penyampaian dukungannya, ia mengharapkan semua tenaga kependidikan mengikuti secara sungguh-sungguh latihan yang akan diselenggarakan USAID PRIORITAS.

Wakil Bupati Aceh Jaya, Tgk Maulidi memberikan kata sambutan, dan membuka kegiatan Sosialisasi

Wakil Bupati Bener Meriah, Rusli M. Saleh memberikan kata sambutan, pengarahan dan membuka kegiatan Sosialisasi

Peserta terlibat secara aktif saat diskusi pada Sosialisasi Program USAID PRIORITAS di Kabupaten Aceh Jaya

PC Aceh memperkenalkan USAID PRIORITAS kepada para peserta Sosialisasi

PERTEMUAN AWAL DENGAN LPTK PRIORITAS Aceh telah melaksanakan kegiatan (3.1.3c) Introductory Meetings/Planning Lokakaryas untuk FKIP Universitas Syiah Kuala dan Fakultas Tarbiyah IAIN Ar-Raniry. Lokakarya dengan FKIP dilaksanakan di Hotel Permata Hati Aceh Besar pada 12 Februari 2013 dan diikuti oleh 24 peserta (14Lk+10Pr), dari FKIP, terdiri atas 2 orang Pembantu Dekan, 8 orang Ketua Program Studi, 8 orang Sekretaris Program Studi, 1 orang Ketua Program Praktik (mengajar) Lapangan (PPL), 1 orang alumni peserta adaptation EGRA Lokakarya, dan 4 orang alumni peserta ToT Nasional Fasda. Narasumber dari USAID PRIORITAS berjumlah 7 orang (6Lk+1Pr), yaitu PC, TTI Dev. Specialist, TTO Primary, TTOJS, Governance and Management Specialist, WSD Sepecialist, dan Communication Specialist. Lokakarya dengan Fakultas Tarbiyah IAIN Ar-Raniry juga dilaksanakan di Hotel Permata Hati Aceh Besar pada tanggal 13 Februari 2013 dan diikuti oleh 17 participan (10Lk+7Pr), terdiri atas Pembantu Dekan Bidang Akademik (Lk), 6 Ketua Jurusan (2Lk+4Pr), 5 Sekretaris Jurusan (4Lk+1Pr), Instructional Development Center (Lk), alumni EGRA assessor (Pr), 3 Fasda (alumni ToT Nasional (2Lk+1Pr). Narasumber dari USAID PRIORITAS berjumlah 7 orang (6Lk+1Pr), yaitu PC, TTI Dev. Specialist, TTO Primary, TTO-JS, Governance and Management Specialist, WSD Specialist, dan Communication Specialist.

46


Penyelenggaraan kedua lokakarya itu bertujuan untuk menyesosialisasikan dan menyelaraskan program USAID PRIORITAS dengan kebutuhan FKIP dan Tarbiyah IAIN. Kegiatan yang dimulai pukul 08.30 dan berakhir pukul 14.00 dilaksanakan dalam dua sesi: presentasi dan diskusi. Sesi pertama, pembukaan oleh PC, dilanjutkan dengan presentasi program pengembangan FKIP oleh Pembantu Dekan Bidang Akademik FKIP dan presentasi program pengembangan Fakultas Tarbiyah oleh Pembantu Dekan Bidang Akademik, dan diakhiri dengan presentasi program USAID PRIORITAS oleh TTI Development Specialist. Sesi kedua, peserta dibagi dalam dua kelompok kerja. Kelompok I mendiskusikan masalah kebutuhan SD/MI dan kelompok II mendiskusikan kebutuhan SMP/MTs yang didasarkan pada rencana program pengembangan FKIP dan Fakultas Tarbiyah dikaitkan dengan rencana program USAID PRIORITAS. Masing-masing kelompok itu mendiskusikan tiga hal: (a) program pengembangan mutu yang dikaitkan dengan rencana pengembangan FKIP atau Fakultas Tarbiyah, (b) mengidentifikasi sekolah-sekolah yang layak dijadikan sekolah Lab dan sekolah mitra untuk pelaksanaan PPL FKIP dan Fakultas Tarbiyah; (c) membicarakan wujud kerja sama antarlembaga untuk mendukung peningkatan mutu pendidikan di kedua LPTK tersebut. Hasil lokakarya tersebut secara ringkas disajikan sebagai berikut. Pertama, semua peserta sudah memahami semua rencana program USAID PRIORITAS. Kedua, secara umum telah tersusun rencana pengembangan mutu pembelajaran FKIP dan Fakultas Tarbiyah. Ketiga, sudah terpilih 2 SD dan 2 MI serta 2 SMP dan 2 MTs sebagai sekolah Lab dan telah pula ditetapkan 5 SD dan 5 MI serta 5 SMP dan 5 MTs sebagai sekolah mitra FKIP Unsyiah dan Fakultas Tarbiyah IAIN Ar-Raniry yang akan dibina bersama USAID PRIORITAS Aceh dalam rangka meningkatkan kualitas praktik pengalaman lapangan mahasiswa kedua lembaga dimaksud. Pada akhir kegiatan, peserta diskusi merekomendasikan kepada USAID PRIORITAS agar dapat menyelaraskan programnya dengan pengembangan mutu FKIP dan Fak. Tarbiyah. Kedua lembaga tersebut memiliki rencana pengembangan kurikulum, penyusunan silabus, dan penyusunan rencana kegiatan perkuliahan (RKP), peningkatan kualitas pembelajaran, penguatan kapasitas dosen melaksanakan PTK. Selain itu, meminta PRIORITAS Aceh melakukan koordinasi dengan Dinas Pendidikan dan Kemenag Kota Banda Aceh berkaitan dengan penetapan sekolah lab dan sekolah mitra FKIP dan Fakultas Tarbiyah. Hasil koordinasi itu akan dijadikan dasar oleh FKIP Unsyiah dan Fakultas Tarbiyah IAIN Ar-Raniry menetapkannya sebagai sekolah lab dan sekolah mitra.

Peserta dari FKIP sedang diskusi rencana kerja jangka pendek FKIP

Tim USAID PRIORITAS mendampingi penyusunan perencanaan LPTK

Keseriusan peserta dalam membuat perencanaan kerja


Peserta terlibat aktif dalam diskusi perencanaan i Fakultas Tarbiyah IAIN Ar Raniry

47

PEMILIHAN FASILITATOR DAERAH Fasda merupakan unsur penting dalam memastikan keberhasilan pelaksanaan program USAID PRIORITAS jangka pendek dan jangka panjang, baik di tingkat sekolah maupun di tingkat kabupaten. Tim Fasda ini merupakan personel (PNS) dari pemerintah dengan sasaran utama mampu membantu peemrintah memfasilitasi peningkatan mutu pendidikan dan pembelajaran di sekolah. Oleh karena itu, kegiatan pemilihan Fasda Aceh difokuskan secara khusus menelusuri kemampuan dan sikap calon Fasda tersebut lseleksi bersama dengan unsur pemerintah kabupaten. Fasda dipilih berdasarkan suatu mekanisme yang telah disepakati secara nasional (berkaitan dengan kuntitas; bidang keahlian; kualitas) dan dilaksanakan secara bertahap. Tahap pertama, pemberitahuan dan pendaftaran calon di setiap kabupaten eks mitra DBE dan mitra PRIORITAS dimulai pertengahan Oktober 2012; pendaftaran calon ditutup 8 Februari 2013. Mereka mendaftar dengan cara mengirim permohonan beserta kelengkapan yang disyaratkan ke kantor USAID PRIORITAS Aceh. Setelah seleksi administrasi dilakukan, keseluruhan calon fasililator SD/MI dari 7 kab/kota (Banda Aceh, Aceh Besar, Pidie, Bireuen, Aceh Tengah, Bener Meriah, dan Aceh Jaya) yang mendaftar 213 orang (87Lk+126Pr); calon fasilitator SMP/MTs yang mendaftar 166 orang (73Lk+93Pr). Seleksi dilaksanakan pada tanggal 18—23 Februari di masing-masing kabupaten/kota. Seleksi dilaksanakan oleh suatu tim yang terdiri dari unsur pemerintah (Dinas Pendidikan, Kemenag, DPRK, atau Bappeda) dan unsur USAID PRIORITAS Aceh. Pada saat seleksi (interview dan mempraktikkan keterampilan presentasi), keseluruhan calon fasilitator SD/MI dari tujuh kab/kota yang hadir berjumlah 194 (77Lk+117Pr) dan calon fasilitator SMP/MTs berjumlah 166 (73Lk+93Pr). Dari hasil seleksi di tujuh kabupaten tersebut telah terpilih 105 fasilitator SD/MI terdiri atas 14 fasilitator (4Lk+10Pr) kelas awal ; 14 fasilitator (8Lk+6Pr) mapel Matematika; 14 fasilitator (4Lk+10Pr) mapel Bahasa Indonesia; 14 fasilitator (7Lk+7Pr) mapel IPA; 14 fasilitator mapel IPS (10Lk+4Pr); 35 fasilitator (28Lk+7Pr) Manajemen. Telah juga terpilih 104 fasilitator SMP/MTs (47Lk+57Pr), termasuk di dalamnya 17 fasilitator Provinsi (unsur sekolah dan LPTK). Adapun rinciannya adalah 14 fasilitator (3Lk+11Pr) mapel Bahasa Indonesia; 14 fasilitator (5Lk+9Pr) mapel Bahasa Inggris; 14 fasilitator (7Lk+7Pr) mapel IPA; 14 fasilitator (6Lk+8Pr) mapel IPS; 14 fasilitator (5Lk+9Pr) mapel Matematika; 34 fasilitator (20Lk+15Pr) Manajemen.

Briefing tim sleksi dari Unsur Dinas Pendidikan, Kemenag dan USAID PRIORITAS

48

Salah seorang peserta seleksi memperagakan keterampilan presentasi

Tim USAID PRIORITAS sedang menyeleksi calon Fasda


PELATIHAN FASDA (ToT) PROVINSI Pelatihan ToT Fasda yang dilaporkan dalam laporan ini hanyalah kegiatan ToT SMP/MTs. Kegiatan tersebut terdiri atas kegiatan persiapan ToT dan kegiatan ToT itu sendiri. Kedua kegiatan tersebut dilaksanakan di Hotel The Pade Banda Aceh. Kegiatan persiapan ToT dilaksanakan pada tanggal 21—22 Maret 2013. Kegiatan itu diikuti oleh 17 Fasilitator Provinsi (10Lk+7Pr). Tujuannya adalah memperluas wawasan, meningkatkan kemampuan dan keterampilan Fasda Provinsi sebelum mereka memfasilitasi ToT untuk Fasda Kab/Kota. Dalam kegiatan itu di bahas empat materi pokok: (1) review strategi penyampaian presentasi, (2) pembagian tugas pengampu unit, (3) simulasi: (a) pembelajaran kontekstual, (b) kooperatif, (c) merumuskan pertanyaan tingkat tinggi, (d) menciptakan lengkungan kelas efektif, (e) menulis jurnal, (f) mengoptimalkan kerja MGMP, MBS, PSM, serta (g) menyusun RKS/RKAS, dan (4) simulasi menjadi fasilitator yang baik. Hasilnya adalah kebanyakan peserta sudah mampu dan terampil menjadi fasilitator. Beberapa kekurangan yang ditemukan pada saat simulasi berlangsung, antara lain masih ada bagian dari materi yang belum tersampaikan secara detail. Sementara kegiatan ToT dilaksanakan pada 23—29 Maret 2013. Kegiatan yang difasilitasi oleh 17 fasilitator Provinsi diikuti oleh 100 calon fasilitator SMP/MTs (47Lk+57Pr), termasuk 8 calon dari LPTK. Adapun rinciannya adalah 12 calon fasilitator (3Lk+19Pr) mapel Bahasa Indonesia; 13 calon fasilitator (4Lk+9Pr) mapel Bahasa Inggris; 13 calon fasilitator (6Lk+7Pr) mapel IPA; 12 calon fasilitator (5Lk+7Pr) mapel IPS; 13 calon fasilitator (5Lk+8Pr) mapel Matematika; 29 calon fasilitator (17Lk+12Pr) Manajemen; 8 (6Lk+2Pr) calon fasilitator dari LPTK untuk mendampingi fasilitator mapel IPS, Bahasa Indonesia, Bahasa Inggris, IPA, dan Metematika di kab/kota. Semua peserta telah mengikuti ToT sesuai dengan agenda yang telah ditetapkan tim USAID PRIORITAS Aceh. Ada 10 unit materi pelatihan yang diikuti peserta 7 unit materi telah dikuasai calon hingga dapat dikategorikan sangat baik, tetapi 4 unit materi lainnya, yaitu perumusan pertanyaan tingkat tinggi, menulis jurnal refleksi, menjadi fasilitator yang baik, dan kreativitas menghimpun berbagai sumber daya serta dana hanya dapat dikuasai hingga kategori mencukupi. Selain itu, peserta merasa tidak tertantang dengan materi yang ada dalam modul, kecuali waktu yang tersedia untuk latihan setiap unit kegiatan masih kurang sehingga banyak latihan tidak dapat diselesaikan secara tuntas. Oleh karena itu, disarankan pelatihan di sekolah dapat menggunakan waktu secara cukup, khususnya untuk unit materi perumusan pertanyaan tingkat tinggi.

Kakanwil Kemenag Aceh, Drs Ibnu Sa’adan, M.Pd membuka TOT Fasda Prov Aceh

Keseriusan peserta TOT Fasda Tingkat SMP/MTs di Provinsi Aceh dalam mengikuti pelatihan baik secara Individu maupun secara kelompok.


49

RENCANA KEGIATAN KUARTAL DEPAN (April-Juni 2013) No. 1 2 3 4 5 6 7 8 9

50

Nama Kegiatan Rapat Koordinasi dengan LPMP Persiapan ToT SD/MI ToT SD/MI Rakor dengan Kadisdik Provinsi untuk Penyinergian Program kerja Pertemuan Pemangku kepentingan Provinsi Pertemuan Perencanaan bagi Pemangku kepentingan daerah di 5 Kabupaten eks mitra DBE Penetapan sekolah Lab dan sekolah Mitra bersama Dinas Pendidikan, Kemenag B. Aceh dan FKIP Unsyiah serta IAIN Ar-Raniry Kunjungan Belajar tim cohort 1 PRIORITAS Pertemuan Konsorsium LPTK (Universitas Al-Muslim Bireuen, Unmuha Banda Aceh, dll.

Jadwal

Penanggung Jawab

30 April 16-17 April 18-24 April 15 Mei

G&M Speialist, Muhibbuddin TTO-Primary, Jarnawi TTO-Primary, Jarnawi PC

21 Mei 6—17 Mei 7-8 Mei

PC WSD Specialist, Nuzuli & G&M Specialist, Muhibbuddin TTI Specialist

27—31 Mei 5 – 12 Juni

TTO JSS & TTO Primary TTI Specialist


PROVINSI: SUMATERA UTARA SOSIALISASI & PERENCANAAN BAGI PIMPINAN PENDIDIKAN Medan Kegiatan sosialisasi Program USAID PRIORITAS di Medan pada 20 Februari 2013 dihadiri oleh 67 peserta (25 laki-laki dan 42 perempuan) yang terdiri dari perwakilan dari dinas pendidikan, Kemenag, 30 fasilitator daerah SD/MI dan SMP/MTs dan 24 sekolah mitra. Acara sosialisasi diisi dengan pemaparan tentang rincian program berupa capaian, bentuk kegiatan dan partisipasi pemangku kepentingan. WSD USAID PRIORITAS Sumut, Agus Prayitno, hadir dalam acara sosialisasi yang dibuka resmi oleh Sekretaris Dinas Pendidikan Kota Medan, Murgap Harahap. Labuhan Batu Acara sosialisasi di Aula SKB Labuhan Batu pada 20 Februari 2013 dihadiri oleh 70 peserta (30 laki-laki dan 40 perempuan) yang terdiri dari perwakilan dari dinas pendidikan, Kemenag, 30 fasilitator daerah SD/MI dan SMP/MTs dan 24 perwakilan sekolah mitra. Acara sosialisasi diisi dengan pemaparan tentang rincian program berupa capaian, bentuk kegiatan dan partisipasi pemangku kepentingan. PC USAID PRIORITAS Sumut, Agus Marwan, hadir dalam acara sosialisasi. Nias Selatan

Kadis Pendidikan Labuhan Batu, Drs.H.Iskandar, MPd menyampaikan sambutan didampingi PC USAID PRIORITAS Sumut, Agus Marwan dan Kasi Mapenda Kemenag Labuhan Batu Drs. H. Syafiruddin Harahap, MA

Kegiatan sosialisasi di Nias Selatan diadakan di Kantor Dinas Pendidikan di Teluk Dalam pada 26 Februari 2013 dan dihadiri 62 peserta ( 25 perempuan dan 37 laki-laki) yang terdiri dari perwakilan dari dinas pendidikan, Kemenag, 30 fasilitator daerah SD/MI dan SMP/MTs dan 24 sekolah mitra. Acara sosialisasi diisi dengan pemaparan tentang detail program berupa capaian, bentuk kegiatan dan partisipasi pemangku kepentingan. Monev Specialist USAID PRIORITAS Sumut, Hariadi, hadir dalam acara sosialisasi yang dibuka oleh sekretaris dinas pendidikan, Markus Sarumaha, S.Pd. PERTEMUAN AWAL DENGAN LPTK Pertemuan awal dengan LPTK pada tanggal 8 Maret 2013 di Hotel Grand Angkasa, Medan dihadiri oleh 42 peserta (27 laki-laki dan 15 perempuan). Juga menghadiri pertemuan adalah Konsul AS untuk Pulau Sumatera, Kathryn A. Crockart, Rektor Universitas Negeri Medan (Unimed) Prof. Dr. Ibnu Hajar Damanik, MS, Rektor IAIN KAK. Teachers Training Adviser USAID Sumatera Utara Prof. Dr. Nur A Fadhil Lubis, MA, Teacher PRIORITAS menyerahkan Kerangkangka Acuan Kerjasama (KAK) kepada Rektor Unimed dan Training Adviser USAID PRIORITAS Lynne Hill dan PC Rektor IAIN disaksikan Konsul AS untu Pulau SUMUT Agus Marwan. Kedua rektor memberikan Sumatra dan PC USAID PRIORITAS Sumut dukungan penuh untuk kerjasama antara Unimed, IAIN Sumatera Utara dan USAID


51

PRIORITAS. Keduanya mengatakan bahwa kerjasama ini merupakan kerjasama strategis untuk meningkatkan layanan pendidikan bermutu. Konsul AS meminta kedua belah pihak, baik USAID PRIORITAS dan LPTK mengambil manfaat sebesar-besarnya dari kerjasama ini. Pertemuan diakhiri dengan konferensi press yang diikuti 13 media massa. RAPAT KOORDINASI ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi Tingkat Provinsi Tanggal

Dengan siapa

Hasil koordinasi

7 Februari 2013

Kadis Pendidikan Provinsi Sumatera Utara, Drs. Mohammad Zein, MSi

 

Disdisksu mendukung program USAID PRIORITAS. Staf teknis Disdiksu akan dilibatkan dalam pelatihan/kegiatan USAID PRIORITAS.

PEMILIHAN FASILITATOR DAERAH Medan Pemilihan fasda untuk tingkat SD/MI berlangsung pada tanggal 21- 22 Januari 2013 dan untuk SMP/MTs berlangsung pada tanggal 23-25 Januari 2013. Kedua seleksi dilaksanakan di kantor Dinas Pendidikan Kota Medan. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kementerian Agama. Binjai Pemilihan fasda untuk tingkat SD/MI dan SMP/MTs berlangsung pada tanggal 9 – 18 Januari 2013. Kedua seleksi dilaksanakan di ruang pertemuan Malioboro, Binjai. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kementerian Agama. Deli Serdang Pemilihan fasda untuk tingkat SD/MI dan SMP/MTs berlangsung pada 20 – 29 Januari 2013. Kedua seleksi dilaksanakan di aula SMP N 1 Lubuk Pakam, Deli Serdang. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kementerian Agama. Tebing Tinggi Pemilihan fasda untuk tingkat SD/MI berlangsung pada tanggal 12-15 Januari 2013 dan untuk SMP berlangsung 16-18 Januari 2013. Kedua seleksi dilaksanakan di SMP Negeri 1 Kota Tebing Tinggi. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kementerian Agama. Tanjungbalai Pemilihan fasda untuk tingkat SD/MI berlangsung pada 28-30 Januari 2013 dan untuk SMP/MTs berlangsung pada 21 – 23 Januari 2013. Kedua seleksi dilaksanakan di kantor dinas pendidikan kota Tanjungabalai. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kementerian Agama.

52


Labuhan Batu

Kandidat Fasda mengikuti interview yang dilakukan Kabid SMP, Irwan Dan Mapenda (Kemenang) Safirudin MPD dan Agus Marwan, PC USAID PRIORITAS Sumut.

Pemilihan fasda untuk tingkat SD/MI berlangsung pada 15-70 Januari 2013 dan untuk SMP/MTs berlangsung pada 19-21 Januari 2013. Kedua seleksi dilaksanakan di Aula SKB Labuhan Batu. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kementerian Agama. Tapanuli Utara

Pemilihan fasda untuk tingkat SD/MI berlangsung pada 28 – 30 Januari 2013 dan untuk SMP/MTs berlangsung pada 21 – 23 Januari 2013. Kedua seleksi dilaksanakan di Aula St. Maria, Tarutung, Tapanuli Utara. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kementerian Agama. Sibolga Pemilihan fasda untuk tingkat SD/MI berlangsung pada 21-23 Januari 2013 dan untuk SMP/MTs berlangsung pada 7-9 Februari 2013. Kedua seleksi dilaksanakan di Aula SMAN 1, Sibolga. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kementerian Agama. Tapanuli Selatan Pemilihan fasda untuk tingkat SD/MI berlangsung pada 4-6 Kandidat Fasda mengikuti interview dengan diknas, kemenag dan USAID Februari 2013 dan untuk SMP/MTs berlangsung pada 28-30 PRIORITAS Januari 2013. Kedua seleksi dilaksanakan di Aula MTs Swasta Darul Mursyidi Sialogo, Tapanuli Selatan. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kementerian Agama. Nias Selatan Pemilihan fasda untuk tingkat SD/MI dan SMP/MTs berlangsung pada 22 – 25 Januari 2013. Kedua seleksi dilaksanakan di kantor USAID PRIORITAS Nias Selatan di Teluk Dalam. Proses seleksi melibatkan USAID PRIORITAS, Dinas Pendidikan dan Kementerian Agama. LPTK dan LPMP Proses pemilihan fasilitator dilakukan dengan mengirimkan surat permintaan resmi kepada LPTK (Universitas Negeri Medan/Unimed dan IAIN Sumatera Utara) dan LPMP. Pada tanggal 7 Januari 2012, kedua rektor menunjuk seorang narahubung dari tiap LPTK untuk memilih fasilitator. Setelah itu narahubung mengirimkan nama-nama kepada USAID PRIORITAS. LPMP mengirim nama fasda melalui surat resmi nomor 2040/J19/LL/2013 tertanggal 21 Februari 2013. REKAPITULASI FASDA BERDASARKAN DAERAH No

Kabupaten/kota

SD/MI Laki-laki

1

Medan

8

2

Labuhan Batu

3

Nias Selatan

Perempuan

SMP/MTs Laki-Laki

Perempuan

7

7

8

7

8

11

4

5

10

11

4


53

No

SD/MI Laki-laki

Kabupaten/kota

4

Tanjungbalai

5

5

Tebing Tinggi

6

Binjai

7

Deli Serdang

8

Tapanuli Utara

9

Tapanuli Selatan

10 11 12

Fasilitator LPMP

Perempuan

SMP/MTs Laki-Laki

Perempuan

10

8

7

7

8

9

6

5

10

9

6

4

11

7

8

11

4

9

6

10

5

11

4

Sibolga

8

7

8

7

Fasda LPTK

9

5

7

7

Total

2

0

2

0

81

85

99

67

PELATIHAN FASDA (ToT) Provinsi ToT Provinsi SD/MI Sebanyak 168 fasilitator daerah (Fasda) mengikuti ToT Fasilitator Daerah Praktik yang Baik Tingkat SD/MI Provinsi Sumatera Utara yang dilaksanakan pada 14 – 21 Maret 2013 di Siantar Hotel, Pematang Siantar. Kegiatan dibagi menjadi tiga bagian. Persiapan dimulai dari 11-13 Maret 2013 dan ToT PAKEM pada 14 – 16 Maret 2013 dan praktik mengajar pada 16 Maret 203 di Tebing Tinggi. Materi MBS disampaikan 17 – 20 Maret 2013 di Siantar Hotel, Tebing Tinggi. Pelatihan dibuka secara resmi oleh Wakil Walikota Tebing Tinggi H. Irham Taufik, SH, MAP.

Wakil Walikota Tebing Tinggi, H. Irham Taufik, SH, MAP membuka Pelatihan Daerah untuk Fasilitator Pratik yang Baik Tingkat Sekolah Dasar (SD) dan Madrasah Ibtidaiyah (MI) Provinsi Sumatera Utara di Siantar Hotel, Pematang Siantar (14/3). Hadir dalam pembukaan Kadis Pendidikan Kota Tebing Tinggi, Drs. Pardamean Siregar, M.Si, Kasi Kurikulum Mapenda Kanwil Kemenag Provsu, Drs. Dahyar, Kabid Dikdas Disdiksu Drs. Henry Siregar, MPd, Wakil Walikota Tebing Tinggi, H. Irham Taufik, SH, MAP, Whole School Development (WSD) Adviser USAID PRIORITAS Handoko, Kasi Supervisi & Monitoring Kanwil Kemenag Provsu DR. Azizah Nasution, PC USAID PRIORITAS Sumut Agus Marwan.

JUMLAH PESERTA TOT PROVINSI UNTUK SD/MI Kabupaten Medan Labuhan Batu Nias Selatan Tanjungbalai Tebing Tinggi Binjai Deli Serdang Tapanuli Utara Tapanuli Selatan Sibolga LPMP uNIMED IAIN Disdiksu Kemenag Prov

54

Guru LK PR 4 6 4 5 2 8 4 6 4 6 2 8 2 8 6 2 3 3 7 5 0 0 0 0 0 0 0 0 0 0 38 57

KS LK 1 1 1 0 2 3 0 1 3 1 0 0 0 0 0 13

PR 1 1 1 2 1 2 0 0 1 2 0 0 0 0 0 11

Pengawas LK PR 2 1 2 1 1 1 1 2 2 0 2 4 4 0 0 0 0 0 0 18

3 2 0 0 0 0 0 0 0 10

LPTK LK PR 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 3 2 2 3 0 0 0 0 5 7

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 0 0

Dinas Pend LK PR 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 1 0 1 0 3 0

Kemenag 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 1 0

Lain LK 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0


PR 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

KEGIATAN LAIN Studi Gender USAID USAID PRIORITAS Sumatera Utara memfasilitasi studi gender yang dilakukan oleh USAID pada Jumat, 22 Februari 2013 di Kantor Dinas Pendidikan Provinsi Sumatera Utara. Sebanyak 8 narasumber yang berasal dari Dinas Pendidikan Provinsi Sumatera Utara, Kantor Kemenag Provinsi Sumatera Utara, Universitas Negeri Medan (Unimed), IAIN Sumatera Utara, Dewan Pendidikan Provinsi Sumatera Utara dan LPMP Sumatera Utara berpartisipasi dalam FGD (Focus Group Discussion) yang dipandu USAID. RAPAT REVIU DAN PERENCANAAN KAB/KOTA Tapanuli Seletan Rapat berlangsung pada 4 Maret 2013 di Aula KPN Budi Luhur, Padangsidempuan. Rapat diikuti oleh Kepala Dinas Pendidikan, Kepala Bappeda, Kasi. Mapenda Kemenag, Dewan Pendidikan, Kepala Sekolah daerah sasaran diseminasi dan Pengawas sekolah daerah sasaran diseminasi. Peserta sudah mendapatkan pemahaman tentang program USAID PRIORITAS dan strategi diseminasi program DBE Bupati Tapsel H. Syahrul M. Pasaribu yang Untuk tingkat SMP/MTs akan melaksanakan diseminasi diwaliki Kepala Bappeda Tapsel membuka mandiri di 4 lokasi (SMPN 1 Angkola Timur, SMPN 3 rapat reviu dan perencanaan. Sipirok, SMPN 1 Marancar & SMPN 1 Sayur Matinggi) yang melibatkan 134 orang guru pada bulan Mei 2013. Tingkat SD/MI akan melibatkan 200 orang guru. Pelaksanaan setelah UN di 5 kecamatan yaitu Kec. Sipirok, Kec. Angkola Timur, Kec. Batangtoru, Kec. Marancar & Kec. Sayur Matinggi) Tapanuli Utara Rapat berlangsung pada 5 Maret 2013 di aula Hotel Gory, Tarutung, Tapanuli Utara. 47 peserta dari dinas pendidikan, Kemenag dan Bappeda berpartisipasi. Rapat dibuka oleh Kepala Dinas Pendidikan yang diwakili oleh Kabid Disdakmen, Drs. Saut Panjaitan. Tiga keputusan strategis yang dihasilkan adalah: 1) mendukung pelaksanaan diseminasi program USAID-DBE, 2)mengalokasikan Rp. 300 juta untuk diseminasi program USAID-DBE dan 3) setelah implementasi diseminasi diharapkan ada laporan perkembangan dan pencapaian. RENCANA KE DEPAN 

ToT Provinsi untuk SMP/MTs di Pematang Siantar pada 2 – 8 April 2013.



Rapat reviu dan perencanaan di Binjai, Deli Serdang, Tebing Tinggi, Tanjungbali dan Sibolga pada 22 – 26 April 2013.



Kunjungan sekolah pada awal Mei minggu ke-1.



Rapat reviu dan perencanaan provinsi pada minggu ke 1 bulan Juni 2013



Rapat konsorsium LPTK minggu ke-3 Mei 2013


55

PROVINSI: BANTEN SOSIALISASI (KAB. PANDEGLANG & KAB. SERANG) Sosialisasi program USAID PRIORITAS Banten di Kabupaten Pandeglang dilakukan pada tanggal 21 Februari 2013 bertempat di Aula Wisma PKPRI Kab. Pandeglang, dihadiri para pemangku kepentingan diantaranya; Drs. Hendri MII (Kabid SMP Dinas Pendidikan), Warso, M.Pd. (Kasi Kurikulum SMP Dinas Pendidikan), Sutoto, M.Si. (Kasi Kurikulum SD Dinas Pendidikan), H. Misra, M.Si (Ka Mapenda Kemenag), Abdurrahman (BAPPEDA). Total Peserta Sosialisasi Kab. Pandeglang sebanyak 44 orang laki-laki dan 23 orang perempuan.

Pembukaan Acara Sosialisasi

Peserta dari unsur fasilitator daerah terpilih dan stake holder.

Pihak Daerah menyambut baik dan sepakat mendukung program USAID PRIORITAS Banten agar bisa terlaksana di daerah serta kecamatan non mitra melalui program replikasi. Di Kabupaten Serang, acara sosialisasi diselenggarakan di Aula PMI Kabupaten pada tanggal 25 Februari 2013. Acara dibuka oleh Kabid Pelaksana SMP, Bpk. H. Sarjudin M.Pd. Hadir dalam acara tersebut adalah 47 orang undangan (31 laki-laki, 16 perempuan) yang terdiri dari guru, pengawas, kepala sekolah, dan perwakilan dari dinas dan kemenag. Acara berisi penyampaian presentasi program USAID PRIORITAS yang diberikan oleh Bpk. Rifki Rosyad (PC), Ahmad Prasetyo (WSD), Syihabuddin (TTO), dan John Pahamzah (TTI). Utamanya, pemaparan ini mendeskriprikan bentuk bantuan apa saja yang termasuk dalam asistensi teknis yang bisa diberikan oleh USAID PRIORITAS Banten kepada mitra pendidikan di Kabupaten Serang. Pemaparan ini juga menghadirkan pemutaran video untuk menunjukkan praktik yang baik yang bisa dihasilkan melalui pelaksanaan program USAID PRIORITAS yang telah dihasilkan melalui pelaksanaan DBE 1, 2, dan 3. Di akhir acara, perwakilan dari Dinas Pendidikan dan Kebudayaan Kabupaten dan Kantor Kemenag Kabupaten menyatakan dukungan mereka terhadap pelaksanaan program USAID PRIORITAS di masa mendatang.

56


Peserta Sosialisasi menunjukkan antusiasme saat Bpk. Ahmad Prasetyo mengajak berinteraksi lebih intens

Bpk. Syihabuddin mendengarkan secara seksama pertanyaan yang diajukan oleh peserta mengenai program USAID PRIORITAS

PERTEMUAN AWAL DENGAN LPTK Pertemuan awal LPTK dilakukan di Ruang Pertemuan Hotel Mahadria Lantai III Kota Serang pada tanggal 26 Februari 2013, pukul 08.30 WIB s.d. 12.30 WIB.

Para undangan dari 2 LPTK di Provinsi Banten, yaitu Universitas Sultan Ageng Tirtayasa (Untirta) dan IAIN Sultan Maulana Hasanuddin tengah menyimak pemaparan mengenai USAID PRIORITAS

Para undangan yang hadir dalam acara Pertemuan Awal dengan LPTK ini adalah pejabat rektorat Untirta dan IAIN Sultan Maulana Hasanuddin, para dosen yang mengikuti TOT Nasional SD/MI di Solo dan SMP/MTs di Medan.

Selain itu ada perwakilan dari Dinas Pendidikan Provinsi Banten dan Kepala Kanwil Kemenag Propinsi Banten. Total peserta sebanyak 27 orang peserta, dengan perincian 18 laki-laki dan 9 perempuan. Pemaparan singkat mengenai program diikuti oleh testimoni dari dosen yang mengikuti TOT SD/MI di Solo, Ibu Anita, S.Si., M.Pd. dari IAIN “SMH” Banten dan dosen yang mengikuti TOT SMP/MTs di Medan Ibu Siti Aisah, S.Pd., M.Hum dari Untirta. Acara dilanjutkan dengan diskusi yang membahas tentang agenda dan program dari USAID Para undangan menyempatkan diri berfoto bersama usai acara. PRIORITAS BANTEN terutama rencana kegiatan Semoga kebersamaan ini akan terus berlanjut yang berkaitan dengan LPTK. Diskusi diwarnai dengan pertanyaan dari peserta tentang kegiatan nyata bagi Sekolah Laboratorium dan Sekolah Praktik sebagai Mitra LPTK. Hasil capaian yang penting adalah bahwa LPTK memiliki komitmen yang tinggi untuk bekerjasama dengan USAID PRIORITAS sesuai dengan KAK yang telah ditandatangani dan bertekad untuk mensukseskan dan berpartisipasi aktif dalam program USAID PRIORITAS seperti pelatihan dosen LPTK mitra dan konsorsium, pembinaan sekolah mitra LPTK dan sekolah laboratorium LPTK.


57

LPTK juga menyatakan dengan gamblang bahwa semua personil yang terlibat dari LPTK dan yang direkomendasikan untuk mengikuti semua kegiatan USAID PRIORITAS dari LPTK adalah legal dan resmi. Mereka bersepakat untuk meningkatkan mutu dan kualitas pembelajaran baik in-service mau pre-service dan mahasiswa LPTK sebagai calon guru dan pembinaan sekolah sebagai mitra LPTK dan siap terlibat dan dilibatkan dalam pelatihan dan pendampingan sekolah. Mereka memohon bantuan atau dukungan USAID PRIORITAS untuk memperkuat laboratorium pendidikan atau micro teaching baik dari segi perangkat keras maupun perangkat lunak yang terkini. PEMILIHAN FASILITATOR DAERAH Pemilihan fasilitator dilakukan secara bertahap di setiap daerah Prioritas, Kabupaten Serang dan Pandeglang dan Derah DBE, Kota Cilegon, Kota Tangerang dan Kabupaten Lebak. Untuk setiap daerah proses seleksi berlangsung selama dua hari. Hari pertama mempelajari dokumen CV masing masing calon dan membuat catatan kecil dari CV tersebut. Hari kedua dilakukan wawancara dengan mengacu kepada daftar pertanyaan yang sudah disiapkan. Wawancara dilakukan dengan tujuan untuk mengungkap kompetensi yang dimiliki calon fasilitator. Pewawancara terdiri dari perwakilan LPTK dalam hal ini Dekan atau Pembantu Dekan Fakultas Pendidikan UNTIRA dan Fakultas Tarbiyah IAIN SMH, Perwakilan Dinas Pendidikan dan Kemenag Kabupaten/Kota, dan staf teknis PRIORITAS. Sejumlah 66 orang Fasilitator Daerah (fasda) untuk tingkat SD/MI dan 60 untuk tingkat SMP/MTs dari 5 wilayah dampingan telah terpilih (sumber: absen peserta). Pemilihan fasda berturut-turut dilaksanakan di Serang (23 Januari), Pandeglang (7 Februari), Lebak (12 Februari), Cilegon (13 Februari), dan Tangerang (14 Februari 2013). Tim Panelis terdiri dari Dinas Pendidikan, Kementerian Agama, Perguruan Tinggi (IAIN SMH Banten & UNTIRTA) jumlah : 6 orang laki-laki dan 3 orang perempuan. Fasilitator Daerah Terpilih TINGKAT DASAR Kabupaten/Kota Laki Pandeglang 4 Serang 5 Lebak 11 Cilegon 6 Tangerang 9 TOTAL 35

Perempuan 8 5 2 6 4 25

Fasilitator Daerah Terpilih TINGKAT MENENGAH PERTAMA Perempuan Kabupaten/Kota Laki Pandeglang 10 2 Serang 9 5 Lebak 8 3 Cilegon 7 2 Tangerang 9 4 TOTAL 43 16

58


Seorang calon fasda memeragakan proses pembelajaran di kelas saat seleksi di Kabupaten Pandeglang

Seorang calon fasda dari mapel matematika tengah memeragakan cara sederhana untuk menjelaskan pecahan saat seleksi di Kabupaten Lebak

Saat seleksi di Kota Cilegon, seorang calon fasda mengajak tim seleksi untuk menyegarkan tubuh

Para calon fasda Kota Tangerang tengah menanti panggilan seleksi

PELATIHAN FASDA (ToT) Provinsi TOT untuk SD/MI tingkat propinsi dilaksanakan pada tanggal 28 Febriari - 6 Maret 2013, dan persiapannya dilakukan pada tanggal 26-27 Februari. Sementara TOT untuk SMP/MTs dilaksanakan pada tanggal 21-27 Maret 2013 dengan persiapan pada tanggal 19-20 Maret 2013. Kedua kegiatan ini dilaksanakan di tempat yang sama yaitu di Fame Hotel Paramount Serpong, Tangerang Selatan. Hadir dalam acara TOT ini peserta calon fasilitator yang berasal dari unsur guru, pengawas, kepala sekolah, dosen IAIN dan UNTIRTA, LPMP, staf dinas pendidikan, staf kemenag dari seluruh kabupaten kota, staf dinas dan kemenag propinsi. Acara pembukaan TOT tingkat propinsi ini dibuka oleh perwakilan pemegang kepentingan propinsi, dari Kantor Wilayah Kementrian Agama Propinsi Banten. Secara rinci daftar peserta adalah sebagai berikut: ToT Provinsi TINGKAT DASAR Kabupaten/ Kota

Pandeglang Serang Lebak Cilegon Tangerang Provinsi Total

Guru LK PR

3 4 6 4 3 20

5 4 1 4 3 17

KS LK

PR

1 3 1 2 7

2 2

Pengawas LK PR

1 2 1 4 8

1 1 1 2 1 6

LPTK LK PR

7 7

Dinas Pend LK PR

LPMP LK PR

5 5

2 2


1 1

1 1 1 3

Kemenag LK PR

-

1 1 1 3

Lain LK PR

1 1

59

-

-

ToT Provinsi TINGKAT MENENGAH PERTAMA Kabupaten/ Kota

Pandeglang Serang Lebak Cilegon Tangerang Provinsi Total

Guru LK PR

7 4 4 4 6 25

2 5 2 2 3 14

KS LK

PR

1 3 2 6

1 1

Pengawas LK PR

2 4 1 3 1 11

1 1

LPTK LK PR

Dinas Pend LK PR

LPMP LK PR

-

-

-

-

7 7

5 5

1 1

1 1

1 1

Kemenag LK PR

1 1 2

1 1 1 1 1 5

Lain LK PR

-

KEGIATAN LAIN 1. District review meeting di Kota Tangerang tanggal 28 Maret 2013, dengan hasil sebagai berikut: Rencana Diseminasi (Hasil dari Lokakarya Perencanaan dengan pemangku kepentingan Kota Tangerang pada 28 Maret 2013) 

Lokakarya MBS tingkat MKKS SMP Kota Tangerang pada 15 – 20 Mei 2013



Lokakarya MBS tingkat K3S SD Kota Tangerang pada Juni 2013



Lokakarya Pengawas tingkat Kemenag Kota Tangerang



Pelatihan PAKEM – MBS tingkat kota Tangerang (Diknas APBD 2014)

RENCANA KUARTAL DEPAN

60



District review meeting di Kota Cilegon pada 4 April 2013 dan Kabupaten Lebak pada 18 April 2013.



Study Visit 20-24 Mei atau 27-31 Mei 2013 alternatif Kabupaten Garut.


1 1

-

PROVINSI: JAWA BARAT SOSIALISASI

Walikota Cimahi sedang memberikan sambutan dan membuka secara resmi kegiatan Sosialisasi Program USAID PRIORITAS

Sosialisasi Program USAID PRIORITAS untuk daerah cohort 1 dilaksanakan pada tanggal berikut: 26 Februari 2013 di Kabupaten Ciamis dan dibuka oleh Kepala Dinas Pendidikan, tanggal 27 Februari 2013 di Kabupaten Bandung Barat dibuka oleh Kepala Dinas Pendidikan, dan 28 Februari 2013 di Kota Cimahi dibuka oleh Wakil Walikota. Peserta yang hadir terdiri dari kepala sekolah mitra USAID PRIORITAS, pengawas sekolah, unsur dinas pendidikan, kantor kemenag, Bappeda, DPRD, Dewan Pendidikan, PGRI, UPTD mitra, dan fasilitator daerah. Di Ciamis kurang lebih dihadiri oleh 72 orang (53 laki-laki dan 19 perempuan), di Bandung Barat dihadiri oleh 70 Orang (41 laki-laki dan 29 perempuan), dan di Cimahi dihadiri oleh 65 orang (33 laki-laki dan 32 perempuan).

Acara sosialisasi terdiri dari pemutaran video pembelajaran dan MBS, penjelasan program USAID PRIORITAS dan bentuk dukungan yang akan Kepala Dinas Pendidikan Kabupaten Bandung Barat diberikan, sambutan dan pembukaan oleh didampingi oleh Kepala Dewan Pendidikan sedang memberikan arahan kepada peserta soialisasi perwakilan pemerintah daerah, penjelasan tentang rencana kegiatan, diskusi, penutupan. Secara umum, beberapa hal penting yang dihasilkan dari diskusi adalah: (1) jadwal untuk studi visit akan diupayakan untuk ditinjau kembali karena ada beberapa madrasah yang berbenturan dengan kegiatan lain; (2) daerah akan menambahkan kuota peserta pelatihan di tingkat sekolah dengan dana mandiri sekolah ataupun dari APBD; (3) di Bandung Barat, beberapa sekolah mitra mengalami Peserta sosialisasi di Ciamis sedang menyimak penjelasan keterbatasan guru, dikhawatirkan akan mengganggu tentang program USAID PRIORITAS yang disampaikan oleh PC Jawa Barat kelancaran program ini, USAID PRIORITAS akan berupaya memberikan masukan kepada dinas pendidikan untuk memeratakan guru minimal di 2 kecamatan mitra USAID PRIORITAS; (4) beberapa kepala sekolah masih beranggapan bahwa selama ini kendala yang dihadapi untuk melaksanakan proses pembelajaran PAKEM adalah keterbatasan media/alat pembelajaran; (5) fasilitator daerah sudah siap untuk mengikuti TOT di tingkat provinsi.


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PERTEMUAN AWAL DENGAN LPTK Pada tanggal 25 Februari 2013, Tim USAID PRIORITAS melaksanakan pertemuan awal dengan LPTK mitra, yaitu UPI dan UIN. Kegiatan dilaksanakan di Hotel Banana Inn Bandung dan dihadiri oleh sekitar 28 orang terdiri dari Pembantu Rektor I UPI, Ketua LPPM UPI, Sekretaris LPPM UPI, Dekan FIP UPI, Dekan FPMIPA UPI, Dekan FPBS UPI, Ketua Jurusan Bahasan Indonesia UPI, Ketua Jurusan Pendidikan Matematika UPI, Ketua Jurusan Pendidikan IPA UPI, Ketua Jurusan Pendidikan Biologi UPI, Dekan FTK UIN, Pembantu Dekan I UIN, Ketua Prodi Kimia UIN, Ketua Prodi Biologi UIN, Ketua Jurusan PGMI UIN, Ketua Jurusan Bahasa Inggris UIN, Ketua Microteaching dan PPL UIN, Ketua P2K UIN, Ketua Jurusan MIPA UIN, Ketua Prodi Matematika UIN, Ketua Prodi Fisika UIN, dan Peserta TOT Nasional. Pembukaan dan Penjelasan Program USAID PRIORITAS disampaikan oleh PC Jawa Barat dilanjutkan dengan penjelasan program yang telah dan akan dilaksanakan USAID PRIORITAS bersama LPTK UPI dan UIN oleh TTI Development Specialist. Pada kegiatan ini juga diserahkan KAK oleh TTI Advisor USAID PRIORITAS kepada perwakilan UPI dan UIN. Selanjutnya pihak UPI dan UIN memaparkan tentang Kegiatan Pengembangan Pembelajaran Tenaga Pendidikan di UPI dan UIN Bandung. Terakhir dilakukan diskusi, beberapa hasil diskusi antara lain adalah:

62



Kriteria pemilihan sekolah mitra LPTK/Lab school, yaitu (a) Sekolah/Madrasah yang cukup baik. (Akreditasi B); (b) Sekolah/Madrasah berkomitment tinggi melaksanakan Program; (c) Tempat PPL, (Daftar sekolah akan diberikan UPI dan UIN ke PRIORITAS; (d) Sekolah/Madrasah belum menikmati Program bantuan; (e) Status sekolah: Negeri atau Swasta; (f) Lokasi: tidak berjauhan dengan LPTK; (g) Sekolah/Madrasah laboratorium yang menjadi binaan LPTK.



Jumlah Sekolah/Madrasah akan diusulkan lebih lanjut oleh LPTK kepada PRIORITAS.



Masukan-masukan terhadap muatan-muatan yang harus ada dalam modul Membaca, IPA, Bahasa, dan Matematika adalah meningkatkan kemampuan fonologis, pembiasaan show and tell, penguatan pada hands-on activity, Pemanfatan Media/Metode yang sesuai dengan materi (Kontekstual – bersumber pada lingkungan sekitar), Penguatan pada Inquiry, dan Integrasi karakter dalam Mata Pelajaran pada Modul.



Masukan terhadap penguatan PPG/PPL adalah bersinergi dengan Prodi-Prodi yang mengadakan PPG, pelatihan untuk guru pamong di sekolah/Madrasah mitra LPTK, membuat pola bimbingan yang efektif, komptensi menjadi Pendamping yang baik bagi Guru Pamong sekolah/madrasah mitra, dan keseragaman langkah-langkah persiapan pembelajaran.



Masing-masing LPTK setelah pertemuan awal ini mempunyai tugas membuat daftar sekolah/Madrasah mitra LPTK berdasar kriteria yang telah didiskusikan dan mengidentifikasi LPTK anggota konsorsium dimana masing-masing LPTK mempunyai anggota 3 LPTK mitra.


PEMILIHAN FASILITATOR DAERAH Pemilihan fasilitator daerah pada cohort 1 diawali dengan membentuk tim seleksi daerah yang terdiri dari 5 orang berasal dari unsur dinas pendidikan dan 2 orang dari kantor kemenag. Tim seleksi daerah dan tim USAID PRIORITAS melakukan seleksi fasilitator dengan tahapan sebagai berikut (1) penyusunan long list; (2) penyusunan short list; (3) wawancara dan penetapan. Tahap 1 dan 2 dilaksanakan dalam rentang waktu Januari-awal Februari. Tahap ketiga dilaksanakan pada tanggal 12 Februari 2013 di Ciamis, 13 Februari 2013 di Bandung Barat, dan 14 Februari 2013 di Cimahi. Berdasarkan hasil seleksi tersebut terpilih fasilitator daerah sejumlah dalam tabel di bawah: Jumlah Fasilitator SD/MI Pembelajaran MBS Daerah Ciamis Bandung Barat Cimahi

L 5 5 6

P 5 5 4

L 3 3 2

Jumlah Fasilitator SMP/MTs Pembelajaran MBS

P 2 2 3

L 5 6 5

P 5 4 5

L 4 5 3

P 1 0 2

PELATIHAN FASDA (ToT) Provinsi Pelatihan Fasda di tingkat provinsi dilakukan pada tanggal 11-17 Maret 2013 untuk jenjang SMP/MTs dan 20-26 Maret 2013 untuk jenjang SD/MI dan dibuka oleh Sekretaris Dinas Pendidikan Provinsi Jawa Barat. ToT dilaksanakan di Hotel Santika Tasikmalaya. Peserta yang dilatih untuk jenjang SMP berjumlah 137 orang (94 laki-laki dan 43 perempuan) dan untuk jenjang SD berjumlah 136 orang (79 laki-laki dan 57 perempuan). Peserta terdiri dari unsur kepala sekolah, guru, pengawas, UPI, UIN, LPMP, P4TK IPA, Balai Pelatihan Pendidik dan Tenaga Kependidikan Pendidikan Umum (BPPTK-PU) Jawa Barat, dan Kanwil Kemenag Jawa Barat. Untuk efektifitas, pelaksanaan pelatihan dibagi dalam 2 kelas, yaitu kelas PRIORITAS (peserta dari 3 daerah PRIORITAS) dan kelas DBE (6 daerah DBE, UPI, UIN, LPMP, P4TK IPA, BPPTK-PU Jawa Barat, dan Kanwil Kemenag Jawa Barat).

Kabupaten

Ciamis Bandung Barat Cimahi Indramayu Subang Bogor Karawang Garut Sukabumi Provinsi

Guru LK PR

KS LK

PR

Pengawas LK PR

LPTK LK PR

Dinas Pend LK PR

LPMP LK PR

Kemena g LK PR

P4TK IPA LK PR

8 10

9 8

3 2

3 1

6 7

1 2

-

-

-

-

-

-

-

-

-

-

10 7 11 6 9 7 13 -

10 4 4 12 5 8 5 -

3 2 2

3 2 2 2 1 1 1 -

3 10 7 2 2 5 4 -

1 1 1 1 1 -

1 15

9

1

1

2 1 2

-

1

1

2

-

5 2 2 -


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KEGIATAN LAIN Penyusunan Renstra Dinas Pendidikan Kota Cimahi

Mark Heyward dari USAID PRIORITAS sedang memberikan penjelasan tentang harmonisasi kegiatan antar bidang

Kepala Dinas Pendidikan Kota Cimahi sedang memberikan arahan kepada timnya terkait dengan rencana tindak lanjut workshop.

Tujuan dari fasilitasi penyusunan renstra ini adalah (1) penguatan kapasitas tim data Dinas Pendidikan untuk melakukan analisis data pendidikan (Lembar Individu Sekolah dan NUPTK) melalui Sistem Informasi Manajamemen Pendidikan Kabupaten/Kota(SIMP-K); (2) peningkatan dan Penguatan kapasitas Tim Perumus Renstra (TPR) dalam analisis data untuk pengambilan kebijakan; dan (3) penguatan kapasitas Tim Perumus Renstra (TPR) dalam merumuskan visi – mis – tujuan – sasaran – strategi – kebijakan – program - kegiatanpendanaannya (pembiayaan indikatif) dan monitoring evaluasi. Untuk mencapai tujuan di atas, Tim USAID PRIORITAS melakukan (1) serangkaian lokakarya peningkatan dan penguatan kapasitas berkaitan dengan subtansi dan tahapan penyusunan renstra; (2) melakukan pendampingan kepada Tim Penyusun Renstra (kerja mandiri). Lokakarya pertama dilaksanakan pada tanggal 21-23 Januari 2013, lokakarya kedua dilaksanakan pada tanggal 6-8 Februari 2013, dan lokakarya ketiga dilaksanakan pada tanggal 6-8 Maret 2013. Jumlah peserta yang terlibat dalam setiap lokakarya kurang lebih 13 orang yang terdiri dari Kepala Dinas, Sekretaris Dinas, Bidang Dikmen, Bidang Dikdas, Bidang PAUDNI, Bidang Pemuda dan Olahraga, Subbag Program, Subbag Keuangan, Subbag Kepegawaian. Hasil yang dicapai adalah tingkat kesadaran personil dinas pendidikan terhadap ketersediaan dan keakuratan data dalam menyusun perencanaan/kebijakan lebih baik, mampu melakukan analisis layanan berbasis pada data, merumuskan visi, misi, dan tujuan dilakukan secara partisipatif dengan melibatkan semua bidang di lingkungan dinas pendidikan, terjadi keterbukaan antara bidang-bidang, dan draft dokumen renstra dinas pendidikan Kota Cimahi.

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Diseminasi Developing Active Learning with ICT (DALI) dan Reading Program Dalam rangka meningkatkan kemampuan sekolah dalam menggunakan ICT dalam pembelajaran dan terampil menggunakan berbagai sumber belajar untuk meningkatkan minat baca siswa maka mantan MTT DBE2 Kota Bogor yang dipindahtugaskan ke gugus non-binaan DBE berinisiatif untuk mendiseminasikan program DBE2 pada sekolah-sekolah di gugus tersebut. Peserta sedang mempresentasikan hasil temuannya (praktek model stasiun pembelajaran) Pada tanggal 5-6 Februari 2013, gugus tersebut menyelenggarakan pelatihan Developing Active Learning with ICT (DALI) dan Reading Program kepada 8 sekolah. Peserta berjumlah 24 orang laki-laki dan 85 orang perempuan, terdiri dari Kepala Sekolah, guru, pengawas, MKKS, PGRI. Fasilitator kegiatan ini adalah fasilitator DBE2, dan staf USAID PRIORITAS. Biaya kegiatan bersumber dari sekolah dengan total sebesar Rp 6.500.000. Hasil yang dicapai dari kegiatan ini adalah kepala sekolah dan guru menjadi lebih terampil dan percaya diri menggunakan ICT dalam pembelajaran di kelas dan memperoleh PAKEM program membaca untuk meningkatkan minat baca siswa. Musrenbang Tingkat Kota Bogor dan Pameran Hasil-hasil Pembangunan Kota Bogor USAID PRIORITAS Jawa Barat diundang oleh Bappeda Kota Bogor untuk berpartisipasi dalam kegiatan Musrenbang tingkat kota dan Pameran Hasil-hasil Pembangunan Kota Bogor. Musrenbang dan pameran dilaksanakan pada tanggal 14 Maret 2013 di Aula Rapat I Balai Kota Bogor. Hasil dari mengikuti kegiatan musrenbang tersebut adalah dapat teridentifikasinya rencana program 2014 yang beririsan dengan PRIORITAS, yaitu (1) Program Diseminasi Pengembangan DBE123 (2) Pemberdayaan Komite Sekolah (3) Updating BOSP (4) Bintek RKS. Pajangan pameran meliputi modul-modul pelatihan USAID PRIORITAS, buku-buku praktik yang baik SMP/MTs, buku-buku PAKEM SD/MI, Renstra Kota Bogor, buku-buku DBE (BOSP, AKPK, dll.), newsletter PRIORITAS PENDIDIKAN, newsletter PRIORITASkeun, factsheet, sejumlah karya siswa dan guru sebagai wujud dampak program DBE. Pengunjung stan USAID PRIORITAS meliputi Wakil Walikota, Sekda, Ketua DPRD, SKPD, dan para peserta musyawarah. Pada pelaksanaan pameran melibatkan juga 2 orang guru dan SMPN 8 Bogor dan 1 orang siswa yang membantu menjelaskan kepada para pengunjung. Pengumpulan Data Baseline Instrumen 9 Pengumpulan data baseline bertujuan untuk mengumpulkan data instrumen 9 yaitu pengamatan mahasiswa pada saat praktik mengajar di sekolah (kelas). Mahasiswa yang diamati berasal dari salah satu LPTK mitra (Universitas Pendidikan Indonesia) berjumlah 10


65

orang dengan rincian 2 orang dari jurusan Matematika, 2 orang dari jurusan IPA (Fisika dan Biologi), 2 orang dari jurusan B. Indonesia, dan 4 orang dari Prodi PGSD. Pengumpulan data dilaksanakan pada tanggal 13 dan 14 Maret 2013 oleh 4 orang enumerator dan 1 orang staf USAID PRIORITAS Jabar. Forum OPD Jawa Barat Dinas Pendidikan Provinsi Jawa Barat mengundang USAID PRIORITAS Jawa Barat untuk mengikuti kegiatan Forum OPD. Tujuan dari kegiatan tersebut adalah untuk menampung semua aspirasi dan masukan pada program-program prioritas pendidikan di Jawa Barat. Kegiatan dilaksanakan pada tanggal 19 Maret 2013 bertempat di Hotel Puri Khatulistiwa Jatinangor dengan mengundang 40 unsur terdiri dari Bappeda se-Jawa Barat (26 kab/kota), Kemenag se-Jawa Barat, dan Dinas Pendidikan se-Jawa Barat dan sisanya pemangku kepentingan pendidikan Jawa Barat. Beberapa rencana program 2014 yang beririsan dengan PRIORITAS adalah Pemberdayaan Gugus Sekolah Dasar di Jawa Barat, TOT Guru Matematika dan IPA, Penguatan gugus KKG tingkat Provinsi, Penguatan MGMP SMP tingkat Provinsi, Pembinaan Manajerial Kepala Sekolah SD dan SMP SSN, Menyelenggarakan pelatihan pendidik, tenaga kependidikan TK, SD, SMP dan SMA di Jawa Barat dan diseminasi lesson study (PHKI) di Jawa Barat. RENCANA KUARTAL DEPAN Kegiatan yang akan dilakukan periode April – Juni 2013 adalah: 

Lokakarya kepemimpinan



Studi Visit kelompok SMP: Cimahi: 29 April – 1 Mei 2013

–

Ciamis: 6 – 8 Mei 2013

–

KBB: 1 – 3 Mei 2013



Pemantapan DF sebelum melatih di tingkat sekolah



Pelatihan di tingkat sekolah jenjang SMP/MTs:



66

–

–

Cimahi: 6 – 8 Mei 2013 (Pembelajaran); 9-11 Mei 2013 (MBS)

–

Ciamis: 21 – 23 Mei 2013 (Pembelajaran di Kecamatan Sindangkasih); 28 – 30 Mei (Pembelajaran di Kecamatan Banjarsari)

–

Bandung Barat: Mei 2013

Collaborative planning meeting dengan daerah DBE dalam rangka sinkronisasi Renja 2014 dengan diseminasi DBE


PROVINSI: JAWA TENGAH SOSIALISASI Sosialisasi Kabupaten Mitra USAID PRIORITAS dilaksanakan mulai dari Kabupaten Bantang (21/1), Sragen (22/1), Purbalingga (30/1), Banjarnegara (30/1), dan terakhir di Kabupaten Semarang (31/1). Unsur-unsur yang diundang meliputi Bupati, Assisten 3 dan Humas, Kepala DPRD, Ketua Dewan Pendidikan, Dinas Pendidikan (Kepala Dinas, Kaseksi Dikdas, Kaseksi Tendik, Kaseksi SD, dan Kaseksi SMP), Kemenag (Kepala Kantor Kemenag dan Mapenda), Kepala Bappeda, Kepala UPTD kecamatan Mitra, Koordinator Pengawas SD/MI dan SMP/MTs, Fasilitator Daerah SD/MI dan SMP/MTs, Kepala Sekolah mitra SD/MI dan SMP/MTs, Organisasi Kemasyarakatan (NU dan Muhammadiyah), serta Media. Dari lima kabupaten Mitra, tiga diantaranya dihadiri oleh bupati, yaitu Bupati Semarang H. Mundjirin, Bupati Banjarnegara Sutedjo Slamet Utomo, Bupati Sragen Agus Fatchur Rahman, sedang dua lainnya diwakili Wakil Bupati Batang H. Soetadi, dan Sekretaris Daerah Kabupaten Purbalingga Imam Subijakto. Jumlah peserta masing-masing kabupaten yaitu Bantang 85 orang (67 laki-laki dan 18 perempuan), Banjarnegara 95 orang (65 laki-laki dan 30 Perempuan), Sragen 83 orang (46 laki-laki dan 37 Perempuan), Semarang 77 orang (53 laki-laki dan 24 Perempuan), dan Purbalingga 86 orang (73 laki-laki dan 13 Perempuan). Secara umum acara dimulai dengan pembukaan, kemudian dilanjutkan sambutan dari Kepala Dinas Pendidikan dan sambutan dari Kordinator Provinsi Jawa Tengah. Setelah itu dilanjutkan dengan Sambutan dari Bupati/ yang mewakili. Setelah sambutan, acara dilanjutkan dengan sosialisasi dan diskusi terbuka. Acara dimulai pukul 9 pagi dan diakhiri pukul 12 siang. Poin penting yang didapat dari pelaksanaan acara ini yaitu 1) Kepala Daerah dan pemangku kepentingan daerah memberikan dukungan penuh terhadap USAID PRIORITAS, 2) Kepala daerah berpesan kepada pemangku kepentingan daerah untuk mengalokasikan dana tersendiri dan/atau memberikan dukungan non teknis semisal surat edaran untuk program deseminasi ke kecamatan lain selain mitra, 3) Kepala daerah dan pemangku kepentingan mengetahui secara rinci program PRIORITAS dan sudah memiliki gambaran apa saja yang akan dilakukan bersama dengan USAID PRIORITAS selama kerjasama berlangsung.

2

1

4

Kepala Daerah dan Pemangku kepentingan saat Sosialisasi:, Bupati Banjarnegara Sutedjo S. Utomo (ft. 1),Wakil Bupati Batang H. Soetadi (ft. 2), Bupati Sragen Agus F. Rahman (ft. 3), dan (ft. 4) 3 Koordinator Provinsi Jawa Tengah Nurkolis, Sekretaris Daerah Kabupaten Purbalingga Imam Subijakto, dan Kadispora Kabupaten Purbalingga Iskhak, Bupati Semarang H. Mundjirin (ft.5)


5

67

PERTEMUAN AWAL DENGAN LPTK Pertemuan awal dengan LPTK dimulai dari Universitas Negeri Semarang (UNNES) dan IAIN Walisongo tanggal 13 Februari 2013 dan dilanjutkan ke Universitas Negeri Yogyakarta (UNY) tanggal 14 Februari 2013. Peserta pertemuan sebanyak 47 orang per universitas terdiri dari Rektor, Pembantu Rektor, Ketua Senat, Para Dekan, Direktur Kantor Internasional, para Dekan, para Kaprodi (PGSD, MIPA, FIP dan Bahasa), Dosen yang menjadi fasilitator, dan staff. Dari USAID PRIORITAS yang hadir yaitu Stuart Weston (Direktur PRIORITAS), Alastair Rodd (RTI), Nurkolis (PC), Hari Riyadi (GMS), Ajar Budi Kuncoro (TTIDS), dan Anang Ainur Roziqin (CS). Rektor UNNES dan IAIN Walisongo yang rencananya datang dalam acara namun tidak bisa hadir karena acara mendadak sehingga diwakilkan kepada Pembantu Rektor IV Prof. Dr. Fathur Rokhman, M.Hum. dan Dr. Sholihan MA. Sedangkan untuk UNY, Prof Rachmat Wahab Rektor UNY hadir langsung dalam acara. Acara dimulai dengan pembukaan dan dilanjutkan sambutan dari Direktur USAID PRIORITAS Stuart Weston yang memaparkan secara singkat program USAID PRIORITAS. Acara dilanjutkan dengan kesan dosen yang mengikuti program DBE dan ToT Nasional PAKEM dan MBS untuk tingkat SD/MI dan SMP/MTs. Setelah selesai kesan dosen, acara dilanjutkan dengan sambutan dari Rektor dan/atau Pembantu Rektor IV sekaligus penyerahan Kerangka Acuan Kerjasama (KAK) dari USAID PRIORITAS kepada PR IV UNNES dan IAIN Walisongo. Sedangkan untuk UNY penandatanganan dan penyerahan KAK dilaksanakan langsung dalam sosialisasi antara Stuart Weston dan Rektor UNY. Untuk memberikan gambaran tentang program ditayangkan video program USAID PRIORITAS dan kemitraannya. Acara dilanjutkan dengan paparan program USAID PRIORITAS di Jawa Tengah oleh Provincial Coordinator Dr. Nurkolis, MM. Paparan program tersebut dilanjutkan dengan diskusi yang tanggapannya sangat positif dari peserta. Capaian penting dari kegiatan, yaitu 1) Para dosen peserta ToT nasional MBS dan PAKEM untuk tingkat SD/MI dan SMP/MTs menyatakan bahwa modul dan pendekatan pelatihan USAID PRIORITAS sangat bagus dan sangat bermanfaat serta perlu dikembangkan di universitas dan LPTK yang lain, 2) LPTK berterima kasih dan bangga bisa menjadi mitra USAID PRIORITAS, 3) LPTK mitra siap untuk mengimplementasikan dan mengembangkan program USAID PRIORITAS dan siap untuk resource sharing (tempat, fasilitas, sumber daya manusia, dan dana), 4) LPTK siap untuk membentuk dan mengembangkan konsorsium.

Pembantu Rektor IV UNNES menunjukkan KAK didampingi Stuart Weston dan Prof. Ani Rusilowati

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Provincial Coordinator, Dr. Nurkolis, MM memaparkan program USAID PRIORITAS Jawa Tengah

Stuart Weston bersama-sama Rektor UNY, Pembantu Rektor II, dan Alastair Rodd


RAPAT KOORDINASI ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi Tingkat Provinsi: Tanggal - 7/2/2013

Dengan siapa  Staf Rektorat, Staf PR IV, dan Humas IAIN dan Unnes  Staf Rektorat, Staf PR IV, Humas, dan Kantor Kerjasama Internasional UNY

- 8/2/2013

Hasil koordinasi Sosialisasi program, penandatanganan KAK, dan pertemuan awal di IAIN, UNNES dan UNY siapkan dilaksanakan

Rapat Koordinasi Tingkat Kabupaten Kabupaten Banjar negara Sragen Purba lingga

Tanggal 14/2/2013 15/2/2013 7/2/2013, 13/2/2013 15/2/2013 14/2/2013 -

Semarang - 04/2/2013 - 19/2/2013 - 26/2/2013 Batang

- 14-15/2013 -

Dengan siapa Kasi Kurikulum, Kasi Kurikulum Sekmen dan Kemenag; Kasi Mapenda Kasubag. Perencanaan & Staf, Kasi TK-SD Staf Mapenda, Kasi SMP, Bappeda, bag Hukum, Humas, Sekwan, Dewan Pendidikan, KS SDN Gringging 1 Kabid Tendik, Kabid Dikdas, Kasi Tendik, Kasubag Keuangan, Kasi Mapenda, Kabid Pemerintahan& Kesra BAPPEDA, Sekretaris Dewan Pendidikan, Kepala Sekolah/ Madrasah Mitra, Komite Sekolah Mitra, DF Dewanto (Kasubag Tata Pemerintahan), Khabib Sholeh (Kabid Pemsosbud Bappeda), ohmad (Kasi Kurikulum SD) dan Ari Susilo (Kasi Kurikulum SMP), Mukadi (Sekretaris Dinas Pendidikan), Thoha (Plt Kasi Mapenda) Kasi SD, Kabid TK-SD, Kasi SMP, Kabid Dikmenum, Perenc. Disdikpora, Kasi Mapenda, Bappeda, Humas Pemda, Dewan Pendidikan, Media Wawasan, Kepala Sekolah Mitra dan Komite Sekolah Mitra, District Facilitator

Hasil koordinasi - Studi visit siap dilaksanakan - Peserta TOT DF siap berangkat - Study visit siap dilaksanakan - Peserta TOT DF siap diberangkatkan - Study visit siap dilaksanakan - Peserta TOT DF siap diberangkatkan

- KAK siap ditandatangani Bupati, Pemda akan mengirimkan surat pemberitahuan ditujukan ke DPRD dan Kemdagri, Study visit siap dilaksanakan, Peserta TOT DF siap diberangkatkan - Study visit siap dilaksanakan dan Peserta TOT DF siap diberangkatkan

PEMILIHAN FASILITATOR DAERAH Seleksi Fasilitator Daerah (Fasda) di Jawa Tengah dilaksanakan di tujuh kabupaten karena dua kabupaten mitra yaitu Purworejo dan Boyolali memilih kembali Fasda Baru di luar dari fasda ex DBE. Proses pemilihan dilaksanakan selama 3 hari perkabupaten dengan rincian 1 hari untuk kegiatan rapat koordinasi tentang teknis pemilihan Fasda, 1 hari untuk pemilihan Fasda SD/MI, dan 1 hari untuk pemilihan fasda SMP/MTs. Pendaftaran peserta seleksi Fasda melalui Dinas Pendidikan dan Kantor Kemenag setempat dengan menyerahkan curriculum vitae dan format persetujuan atasan. Tim penyeleksi berasal dari unsur Dinas Pendidikan 2 orang, Kantor Kemenag 1 orang, Bappeda 1 orang, Dewan Pendidikan 1 orang, dan USAID PRIORITAS 2 orang yaitu seorang Specialist dan District Coordinator (DC) setempat. Kegiatan seleksi diawali dengan menyeleksi curriculum vitae pendaftar dilanjutkan dengan wawancara bagi peserta yang secara administratif memenuhi syarat. Seleksi terbagi menjadi dua tahap, tahap pertama mengisi kuesioner yang sudah disediakan dilanjutkan dengan tahap kedua yaitu wawancara. Untuk menyamakan persepsi dibuatlah panduan pemberian skor terhadap jawaban peserta. Komponen-komponen yang di skor meliputi; latar belakang pendidikan dan pelatihan yang pernah diikuti, pengalaman bekerja,


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aspek wawasan, aspek komitmen, dan aspek penggunaan IT untuk pembelajaran. Hasil pemilihan Fasda dari 13 kabupaten yaitu terpilihnya 390 orang fasiitator daerah dengan perincian 269 laki-laki dan 121 perempuan terdiri dari 30 orang per-kabupaten (15 orang fasda SD/MI dan 15 orang fasda SMP/MTs). Kendala-kendala yang dihadapi selama pelaksanaan, yaitu pertama, satu hari mewawancarai kurang lebih 30 orang dengan system panel cukup berat. Kedua, tidak meratanya jumlah peserta per mata pelajaran, ada yang satu mapel hanya diikuti 1 orang, sementara lainnya cukup banyak. Faktor yang mendukung kegiatan seleksi fasda yaitu motivasi dan semangat peserta seleksi sangat bagus mereka sangat ingin menjadi fasilitator di program USAID PRIORITAS. STUDI BANDING Studi banding (kunjungan belajar) dilaksanakan oleh pemangku kepentingan lima kabupaten mitra. Unsur yang terlibat yaitu LPTK mitra, pemangku kepentingan Provinsi, Dinas Pendidikan, DPRD, Kemenag, Setda baik Provinsi maupun Kabupaten, LPTK, Humas, Bappeda, Bagian Hukum, Pengawas, Kepala Sekolah, Komite Sekolah, dan Wartawan. Peserta dalam kunjungan belajar sejumlah 491 orang (L: 367 ; P: 124) dari 5 kabupaten mitra yakni Kabupaten Sragen, Semarang, Batang, Banjarnegara dan Purbalingga. Sekolah mitra DBE yang dikunjungi sebanyak 21 sekolah yang tersebar di Kabupaten Purworejo, Boyolali, Karanganyar, dan Kudus. Capaian dari kunjungan belajar antara lain; 1) peserta memperoleh gambaran nyata peranserta masyarakat dalam membantu sekolah baik daya maupun dana; 2) peserta semakin memahami bagaimana penerapan MBS secara nyata; 3) peserta memahami cara kerja dan tanggung jawab sebagai Fasilitator Daerah, 4) peserta melihat dan memahami secara nyata proses pembelajaran PAKEM, dan 5) pemangku kepentingan/peserta sudah memiliki gambaran dan rencana tindak lanjut yang akan dijalankan selama program berjalan. Adapun jadwal kunjungan belajar sebagai berikut.

Tanggal 17-19 Februari 2013

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Kabupaten Asal dan Tujuan Purbalingga ke Boyolali

19-21 Februari 2013

Batang ke Purworejo

20-22 Februari 2013

Semarang ke Purworejo

27 Feb1 Maret 2013 27 Feb1 Maret 2013

Sragen ke Kudus Banjarnegara ke Karanganyar

Keterangan Peserta sejumlah 98 orang (L: 79 P: 19) terdiri dari unsur LPTK, Dinas Pendidikan Propinsi, DPRD , Bappeda, Humas, Hukum, Wartawan, Dinas Pendidikan,Kemenag, Pengawas,Kepala Sekolah, Komite sekolah Peserta sejumlah 100 orang (L: 76; P : 24) terdiri dari unsur LPTK, Dinas Pendidikan Propinsi, Sekda Propinsi, DPRD , Bappeda, Humas, Hukum, Wartawan, Dinas Pendidikan,Kemenag, Pengawas,Kepala Sekolah, Komite sekolah Peserta sejumlah 96 orang (L: 72 ; P: 24 ) terdiri dari unsur LPTK, Dinas Pendidikan Propinsi, Sekda Propinsi, DPRD , Bappeda, Humas, Hukum, Wartawan, Dinas Pendidikan,Kemenag, Pengawas,Kepala Sekolah, Komite sekolah Peserta sejumlah 96 orang (L: 70 , P: 26 ) terdiri dari unsur LPTK, Setda Propinsi DPRD , Bappeda, Humas, Hukum, Wartawan, Dinas Pendidikan,Kemenag, Pengawas,Kepala Sekolah, Komite sekolah Peserta sejumlah 101 orang (L: 70 ; P : 31) terdiri dari unsur DPRD , Bappeda, Humas, Hukum, Wartawan, Dinas Pendidikan,Kemenag, Pengawas,Kepala Sekolah, Komite sekolah


PELATIHAN FASDA (ToT SD-MI) Provinsi Kegiatan ToT MBS-PAKEM SD/MI di Provinsi Jawa Tengah dilaksanakan 2 gelombang. Gelombang 1 dilaksanakan pada tanggal 2 – 9 Maret 2013 di Hotel Aston Yogyakarta. Peserta berasal dari Kabupaten Batang, Semarang, Purbalingga, Boyolali, Blora dan Grobogan. Untuk gelombang 2 dilaksanakan pada tanggal 13 – 20 Maret 2013 di Hotel Sunan Solo dengan peserta berasal dari Kabupaten Banjarnegara, Sragen, Demak, Jepara, Kudus, Karanganyar dan Purworejo. Peserta ToT berasal dari unsur Fasda yang berjumlah 195 orang, fasilitator LPTK berjumlah 24 orang, unsur LPMP Jateng 2 orang, dan P4TK Matematika Yogyakarta 2 orang. Fasilitator Provinsi terdiri dari unsur LPTK (UNNES, UNY dan IAIN Walisongo) berjumlah 6 orang dosen, dari unsur pengawas berjumlah 5 orang, Kepala Sekolah 6 orang dan dari guru sejumlah 6 orang fasilitator. Perincian jumlah partisipan seperti terlihat dalam tabel di bawah. Kabupaten Batang Jepara Kudus Demak Semarang Boyolali Grobogan Blora Sragen Karanganyar Purbalingga Purworejo Banjarnegara Lain-lain Jumlah

Guru L P 5 3 2 8 1 0 7 3 1 2 0 0 5 0 5 4 1 4 3 1 5 4 1 0 3 1 39 30

KS L P 2 1 2 0 5 2 0 0 3 2 3 1 3 1 1 1 1 4 4 3 3 1 3 2 5 1 35 19

Pengawas L P 3 1 2 1 5 2 3 2 6 1 7 4 2 4 3 1 3 2 3 1 1 1 8 1 4 1 50 22

LPMP L P 1 1 1 1

UNNES L P

2 2

6 6

UNY L P

2 2

6 6

IAIN WS L P

4 4

4 4

P4TK L P

2 2

0

Jumlah 15 15 15 15 15 15 15 15 15 15 15 15 15 28 223

KEGIATAN LAIN: a. Pendataan Sekolah Mitra yang Menerima Siswa Berkebutuhan Khusus Kegiatan pendataan dilakukan pada bulan Januari 2013. Pengumpulan data dilakukan oleh para Distric Coordinator dikoordinasikan oleh ME Specialist di kabupaten mitra. Tujuan kegiatan yakni memperoleh gambaran sekolah mitra yang menerima anak berkebutuhan khusus. Dari 121 sekolah mitra SD/MI dan SMP/MTs, sebanyak 23 SD/MI dan 5 SMP/MTs menerima anak berkebutuhan khusus. Dari sejumlah sekolah tersebut hanya 1 sekolah SMP (SMPN 4 Sragen) yang mempunyai SK sebagai sekolah inklusif, sedangkan yang lain hanya sebagai sekolah yang menerima anak berkebutuhan khusus tanpa ada SK dari Pemda/Dinas Pendidikan. b. Deseminasi Program DBE 1 di Kabupaten Grobogan. Kegiatan deseminasi dilakukan pada tanggal 13-14 Fabruari 2013 berupa pelatihan Rencana Kerja Tahunan (RKT) dan Rencana Kegiatan dan Anggaran Sekolah (RKAS) di Aula Dinas Kesehatan Kabupaten Grobogan. Kegiatan diikuti oleh 30 orang Kepala Sekolah/Madrasah,


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30 orang guru dari 28 SD dan 2 MI, 13 orang pengawas TK/SD, dan 1 orang Pengawas PAI dari Kecamatan Kedungjati, Kecamatan Karangrayung, dan Kecamatan Tangungharjo. Pelatihan dilaksanakan bekerjasama dengan Plan Indonesia sebagai lanjutan dari pelatihan Penyusunan Rencana Kerja Sekolah/Madrasah yang dilaksanakan pada bulan September 2012 di Hotel Griya Laksana Purwodadi Grobogan. Dana yang dialokasikan sebesar Rp35 juta berasal dari Plan Indonesia. Pelatihan difasilitasi dan didampingi oleh para fasilitator eks DBE 1, yaitu Ibu Wahyu Ekowati Pengawas TK/SD Kecamatan Wirosari, Ibu Sri Hani dan Ibu Istanti dari Kabupaten Boyolali. Tindaklanjut kegiatan berupa penyusunan dokumen RKT dan RKAS yang mengacu pada dokumen RKS Tahun 2013-2017 yang telah disusun oleh sekolahsekolah. Lebih lanjut penyusunan didampingi oleh pengawas dari masing-masing kecamatan yang bersangkutan agar dokumen RKT Tahun 2013-2014 selesai pada Mei 2013. Foto kiri: Sukarno, Pengawas TK/SD Kec. Tanggungharjo, aktif mendampingi sekolahsekolah di bawah binaannya. Foto kanan. Contoh Dokumen RKS versi DBE 1 yang disusun oleh salah satu sekolah hasil pelatihan pada bulan September 2012.

c. Pelatihan Pengembangan Kurikulum Pendidikan Karakter dan MBS di Karanganyar Tujuan dari pelatihan yaitu meningkatkan pemahaman kepala sekolah dan guru tentang Pendidikan Karakter dan MBS (grand design) serta untuk meningkatkan kemampuan guru dan kepala sekolah dalam membuat kurikulum yang mengintegrasikan pendidikan karakter. Kegiatan dilaksanakan dalam 3 tahap yaitu tahap I hari Rabu - Jumat, 27 Februari – 1 Maret 2013 (3 Kelas), tahap 2 Rabu – Jumat, 20 – 22 Maret 2013 (3 kelas), dan tahap 3 hari Rabu – Jumat, 25 – 27 Maret 2013 (2 Kelas). Waktu pelaksanaan pukul 07.30 – 14.00 WIB bertempat di SMA Muhammadyah 1 Karanganyar. Jumlah peserta dalam pelatihan sebanyak 30 orang Kepala sekolah dan Guru per kecamatan, sehingga total peserta adalah 510 orang dari 17 Kecamatan. Anggaran sejumlah Rp85 juta bersumber dari APBD II. Hasil pelaksanaan acara yaitu peserta mampu menguasai PAKEM dan telah mengaplikasikan pendidikan karakter dalam pembelajaran di sekolahnya. RENCANA KUARTAL DEPAN

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

Pertemuan kolaborasi dan diseminasi di Kabupaten DBE



TOT PAKEM dan MBS untuk DF SMP-MTs di 13 kabupaten



Pelatihan PAKEM dan MBS di tingkat sekolah di 5 kabupaten



Pembentukan Konsorsium LPTK



Pertemuan Konsorsium LPTK


PROVINSI: JAWA TIMUR SOSIALISASI Sosialisai Program USAID PRIORITAS telah dilakukan di Jatim di 5 kab mitra USAIDPRIORITAS yaitu Kab. Situbondo dan Kab. Madiun (11 Februari 2013); Kab. Pamekasan dan Kab. Mojokerto (12 Februari 2013) serta Kab. Blitar (14 Februari 2013) seperti pada tabel berikut: Tanggal 11 Februari 2013

Kabupaten Kab. Situbondo

Tempat Aula Dharma Wanita Kab. Situbondo

Peserta 70 orang yang terdiri dari Dinas Pendidikan (Kabid Dikdas, Kasi SMP, Kasi TK/SD, 24 KS Mitra, UPTD, Pengawas TK/SD, Pengawas SMP dan 30 calon fasilitator daerah), Kemenag (Kasi Mapenda, Pengawas PPAI), DPRD, Dewan Pendidikan, Bappeda (Kabid Sosbud), dan BKD (Kabid Diklat).

11 Februari 2013

Kab. Madiun

Aula Dinas Pendidikan Kab. Madiun

12 Februari 2013

Kab. Mojokerto

Aula Dinas Pendidikan Kab. Mojokerto

65 orang (L=39, P=26) yang terdiri dari kepala sekolah mitra, 30 calon fasilitator, Dinas Pendidikan (Kepala Dinas, Kabid TK/SD dan Kabid Dikmenum, Kasie Kurikulum, Program dan Pelaporan), kantor Kemenag (Mapenda), dan perwakilan Bappeda, BKD, Dewan Pendidikan. 58 orang yang terdiri dari kepala sekolah mitra, 30 calon fasilitator, Dinas Pendidikan (Kepala Dinas, Sekretaris, Kabid Dikdas, Kabid Dikmen, Kabid Sungram, Kabid Ketenagaan, Kabid Penganggaran), kantor Kemenag (Mapenda), dan perwakilan Bappeda, BPPKP, Dewan Pendidikan. 52 orang (L=40, P=12) terdiri dari Stakeholder Dinas Pendidikan dan Kemenag (Kasek,Pengawas, Guru Perwakilan Sekolah SD/MI dan SMP/MTs) dan 30 calon fasda

12 Februari 2013

Kab. Pamekasan

SDN Bugih 1 Pamekasan

Hasil yang dicapai Calon fasda bersama-sama dengan pejabat Dispendik dan Kemenag menyusun rencana kerja kabupaten.  Diharapkan kegiatan tidak mengganggu kalender pendidikan terutama pelaksanaan Unas  Butuh dukungan DPRD untuk menyepakati persetujuan dana diseminasi di tahun ke-2 Seluruh stakeholder terkait mendukung pelaksanaan Program USAID PRIORITAS hingga 5 tahun kedepan 

Adanya pemahaman peserta tentang Program USAID PRIORITAS dan dukungan mereka untuk kegiatankegiatan program ke depan. Adanya dukungan dari peserta untuk mensukseskan program USAID PRIORITAS DPRD  DPRD sangat mendukung Program USAID PRIORITAS  Agenda kegiatan USAID PRIORITAS sebaiknya disesuaikan dengan agenda kegiatan dinas agar tidak saling mengganggu  Calon fasda yang dimutasi agar ditinjau ulang sehingga tidak mengganggu kegiatan USAID PRIORITAS  Setahun mendatang diharapkan ada evaluasi bersama Dewan Pendidikan  Ada keseragaman pemahaman kegiatan ini antara USAID dan Pemkab Pamekasan  Bagaimana kedepan PROGRAM USAID PRIORITAS ini setelah ditinggal  Dewan Pendidikan mendukung Program ini karena ini sangat membantu dalam peningkatan


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Tanggal

14 Februari 2013

Kabupaten

Kab. Blitar

Tempat

Hotel Tugu Blitar

Peserta

60 orang peserta yang terdiri dari kepala sekolah mitra, 30 calon fasilitator, Dinas Pendidikan (Kabid Dikdas, Kabid Dikmen), kantor Kemenag (Mapenda), dan perwakilan Bappeda, DPRD, Dewan Pendidikan.

Hasil yang dicapai Sumber Daya Guru BKD  Setiap kegiatan bagaimana proses perijinan dari Kepala Sekolah  Bagaimana Fasda bila meninggalkan kedinasan terlalu lama.  Bappeda  Masalah pendanaan akan lihat nanti sampai sejauh mana Progaram ini berjalan, sehingga masalah dana Diseminasi tahun ke dua, akan kita bicarakan nanti Dinas Pendidikan  Untuk kelancaran bersama dalam kegiatan ini diharap ada semacam pertemuan dalam rangka mendukung supaya Progaram berjalan dengan baik yaitu duduk bersama antara cabang Dinas, Pengawas, Kasek dan Guru  Terdapat pemahaman tentang program USAID PRIORITAS  Terpilihnya Fasilitator kabupaten berikut mapel yang diampu.  Adanya komitmen bersama tentang program USAID PRIORITAS

Dari kiri-kanan: Sosialisasi di Kab. Situbondo; Tanya jawab peserta pada sosialisasi di Kab. Mojokerto; sosialisasi di Kab. Blitar; sosialisasi di Kab. Madiun

SOSIALISASI DAN TAWARAN PROGRAM BERSAMA TTI Pelaksanaan Sosialisasi dan Tawaran Program Kerjasama bersama TTI untuk 3 LPTK Mitra PRIORITAS (UNESA, IAIN, UM) telah selesai dilaksanakan. Untuk UNESA dan IAIN pertemuan dilakukan bersama di ruang Rektorat UNESA pada tanggal 13 Maret 2013, dihadiri oleh para Kajur (PGSD, MIPA, FIS, FBS) dan fasilitator dari unsur dosen, dengan total peserta 19 orang (L:13, P:6). Turut hadir juga Pembantu Rektor 1 IAIN, Bapak Syamsul Huda dan Rektor UNESA Bapak Muchlas Samani yang sekaligus membuka kegiatan tersebut. Beliau sangat berterima kasih dengan kerjasama ini dan berharap ke depan program LPTK dan PRIORITAS sinkron dan tidak saling bersinggungan. UNESA dan IAIN akan memberikan support maksimal sesuai dengan kebutuhan. Penanggung jawab dari kegiatan ini adalah Bapak A. Asari sebagai TTI specialist.

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Sedangkan pertemuan untuk UM dilakukan tanggal 14 Maret 2013 di ruang Sidang Rektorat UM yang di hadiri sebanyak 17 peserta (L:10, P:7) dari unsur fasilitator/dosen, para Kajur/perwakilan (PGSD, FMIPA, FIS, FBS, LP3 dan Unit PPL. Acara ini dibuka oleh Pembantu Rektor 4 Bapak I Wayan Dasna, dalam hal ini beliau sebagai contact person (nara hubung) program kerjasama PRIORITAS di UM. Beliau sangat berterima kasih dengan adanya program kerjasama ini dan sangat menyambut baik pelatihan untuk para dosen UM sebagai fasilitator, beliau berharap dosen yang sudah dilatih dapat mendiseminasikan kepada rekan dosen lainnya di kampus dan memberikan masukan ke pihak universitas. Usulan juga disampaikan agar melibatkan guru pamong dan dosen pembimbing serta sharing materi dan panduan pelatihan PRIORITAS. Selain itu ada beberapa respon dari dosen yang meminta untuk difasilitasi pendidikan inklusi, memanfaatkan teknologi dan informasi dengan jaringan dosen pembelajaran dan komunikasi jarak jauh tanpa mengeluarkan biaya banyak, serta usulan dari Kepala Unit PPL Ibu Andjani yang memberikan penawaran melibatkan mahasiswa PPL untuk di tempatkan di sekolah mitra PRIORITAS.

Suasana pertemuan di ruang Rektorat Unesa, dihadiri Rektor didampingi PC dan spesialis TTI

Pertemuan di ruang Sidang Rektorat UM, Bapak Wayan (PR4) membuka acara didampingi oleh PC PRIORITAS.

BASELINE DATA LPTK Pelaksanaan Baseline Data tahap 2 telah selesai dilaksanakan di 3 LPTK Mitra PRIORITAS, yaitu Universitas Negeri Surabaya (UNESA) tanggal 14 Januari, IAIN Sunan Ampel tanggal 15 Januari dan Universitas Negeri Malang (UM) tanggal 22 Januari 2013. Baseline tingkat LPTK ini di fokuskan pada 2 instrumen yaitu wawancara pembelajaran di kelas (interaksi dosen USAID PRIORITAS – Quarterly Report No. 4, January – March 2013

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dengan mahasiswa/sebaliknya) dan wawancara dengan mahasiswa yang sudah selesai melaksanakan PPL. Responden baseline terdiri dari mahasiswa jurusan PGSD, Pendidikan IPA, Matematika dan Bahasa Indonesia, dengan setiap jurusan diikuti oleh 6 mahasiswa, kecuali PGSD ada 12 mahasiswa (2 kelompok), sehingga total responden mahasiswa di setiap kampus sebanyak 30 orang. Sedangkan untuk IAIN Sunan Ampel, karena tidak memiliki jurusan IPA dan Bahasa Indonesia, maka kelompok jurusan tersebut sebagai gantinya di tambahkan lagi dengan jurusan PGSD/MI. Wawancara dilakukan oleh 5 DC PRIORITAS di setiap kelompok, dengan penanggung jawab kegiatan adalah M&E Specialist. Baseline ini bertujuan untuk mengidentifikasi seberapa jauh tingkat pembelajaran yang dilakukan oleh dosen pedagogik terhadap mahasiswa ataupun sebaliknya dan untuk mendapatkan informasi tentang apa saja yang sudah dilakukan mahasiswa selama PPL di sekolah. Hasil dari baseline ini akan dijadikan bahan analisis untuk dijadikan dasar dalam menentukan langkah kerjasama dengan mitra LPTK selama 5 tahun ke depan.

Baseline data LPTK di UNESA (kiri) dan IAIN Sunan Ampel (kanan)

Monev Mahasiswa PPL Tanggal 25-26 Maret 2013 dilaksanakan pengamatan untuk mahasiswa Universitas Negeri Malang yang sedang melakukan PPL di SMPN 2 Malang dan SMPN 9 Malang. Pengamatan dilakukan pada mahasiswa jurusan IPA, Matematika dan Bahasa Indonesia dengan sampel masing-masing sekolah 1 orang untuk setiap mapel, sehingga total responden yang diamati sebanyak 6 mahasiswa. PPL jurusan PGSD pada tingkat Sekolah Dasar masih belum ada, namun diperkirakan akan dilakasnakan pada bulan Juli-September 2013, termasuk dari UNESA dan IAIN Sunan Ampel Surabaya.

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RAPAT KOORDINASI ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi Tingkat Provinsi Tanggal 28 Februari 2013

Dengan siapa Pertemuan dengan Kasubag Keuangan dan Staf Anggaran Dinas Pendidikan Provinsi Jatim

Hasil koordinasi Anggaran tahun 2013 untuk Tim Teknis Tk. Provinsi telah disahkan oleh Pemprov Jatim dan akan digunakan untuk kegiatan penunjang USAID PRIORITAS mulai di awal triwulan kedua. Jumlah anggaran belum dipaparkan secara rinci. Berdasarkan rincian DPA kegiatannya seperti tertuang dalam draft SK Gubernur yaitu meliputi: 1. Monitoring dan evaluasi Program USAID PRIORITAS di kabupaten program 2. Rapat-rapat koordinasi dalam perencanaan, pelaksanaan dan monev di dinas pendidikan provinsi 3. Pelaksanaan sosialisasi dan bimtek untuk guru, kepala sekolah dan pengawas diluar kabupaten USAID PRIORITAS (diklat tidak ada di dinas pendidikan tetapi di badan diklat apabila > 4 hari pelatihan. Temuan dan kendala: 1. Hasil pecermaatan antara drafk SK Gub dan DPA adalah: jumlah tim teknis berisi eselon II (2 orang), eselon III (>5 orang) dan eselon IV (>5 orang) dan lintas SKPD. Sedangkan dalam DPA hanya eselon II (1 orang), eselon II (2 orang) dan eselon IV (5 orang), sisanya non PNS dan PNS non enselon. Jika mereka melakukan monev bersama, maka Dindikprov akan kesulitan mencairkan keuangannya karena tidak semua SKPD dalam Tim Teknis terbayar dalam melakukan monev. Draft SK Gub dan draft RKA sebenarnya disusun bersamaan yaitu sekitar bulan Oktober 2012, hanya saja tidak ada koordinasi antara bidang satu dengan lainnya. Sehingga solusi sementara ada perubahan draft lagi atau menunggu perubahan anggaran bulan September 2013. 2. Dalam bimtek/pelatihan tersebut ada 5 angkatan dan setiap angkatan 30 orang yang terdiri dari guru, kepala sekolah dan pengawas (diluar kabupaten USAID PRIORITAS), namun masalahnya jumlah hari bimtek untuk provinsi maksimal 3 hari, sehingga terdapat kesulitaan jika akan melakukan pelatihan bersama USAID PRIORITAS yang rata-rata pelatihannya sekitar 1 minggu dengan jumlah lumpsum, akomodasi dan transport peserta juga sangat berbeda dengan program USAID PRIORITAS. Sebagai contoh untuk lumpsum diluar akomodasi dan transport peserta di Dindikprov mendapatkan Rp 350 000/hr dipotong pajak, untuk nara sumber kegiatan maka Dindikprov juga menganggarkan narasumber sekitar 3- 5 juta per kegiatan tergantung keprofesionalannya. Solusi sementara: Dindikprov akan melakukan bimtek sendiri dan program USAID PRIORITAS menyediakan master modul, dan pencarian nara sumber (menggunakan Service Provider/LPTK), hanya waktu dimampatkan 2-3 hari per bimtek.


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Tanggal

Dengan siapa

Hasil koordinasi 3. Dalam kegiatan monev sebaiknya dilakukan rapat koordinasi terlebih dahulu, karena dalam draft SK Gub beban anggaran berada di Dindikprov, sedangkan yang melakukan monev adalah 5 SKPD yang berbeda. 4. Bagian Keuangan Dindikprov merasa tertinggal dengan kegiatan USAID PRIORITAS. Hal ini dikarenakan adanya misskomunikasi di internal Dindikprov. Solusi sementara di waktu mendatang semua kegiatan yang direncanakan akan disampaikan ke Dindikprov melalui Kepala Dinas dan dikawal hingga sampai bidang dan sub bag terkait, sehingga pihak terkait dapat mengetahuinya.

Rapat Koordinasi Tingkat Kabupaten/kota Tanggal 7-8 Februari 2013

Dengan siapa Kepala Dinas Pendidikan Kab Tuban dan Bojonegoro

Hasil koordinasi 



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 27 Maret 2013

Kepala Dinas Pendidikan Kabupaten Blitar, Para Kabid dan Kasubbag

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Sosialisasi Program USAID PRIORITAS dan pemilihan district fasilitator di Kab. Tuban dan Bojonegoro. Pengenalan DC yang akan bertugas di Kab. Tuban dan Bojonegoro. Diskusi terkait perencanaan Koordinasi Tim USAID PRIORITAS dengan Kepala penganggaran untuk Dispora Kab. Tuban pada 7 Februari 2013 diseminasi Program USAID DBE di Bojonegoro. Permohonan ijin penugasan District Fasilitator untuk mengikuti kegiatan-kegiatan pelatihan yang dilaksanakan oleh USAID PRIORITAS Persiapan koordinasi untuk ujicoba pelaksanaan Perencanaan dan Penataan Guru PNS (PPGP), Kabupaten Blitar terpilih sebagai pilot project Bapak Adri (MGS) akan bertemu dengan Kepala Dinas, Kabid Dikdas, Kabid Dikmen, Kabid Ketenagaan, Kasubbag Program dan Laporan untuk membicarakan persiapan pelaksanaan sosialisasi PPGP yang akan dilaksanakan pada tanggal 2 atau 3 April, termasuk persiapan kebutuhan data yang akan digunakan untuk PPGP. Pada pelaksanaan sosialisasi rencananya akan melibatkan unsur Dinas Pendidikan, Kemenag, BKD, Dewan Pendidikan, DPRD Komisi D, Perwakilan Kepala Sekolah, Guru dan Pengawas


PEMILIHAN FASILITATOR DAERAH Proses pemilihan fasilitator sosialisasinya sudah dilakukan oleh Tim USAID PRIORITAS Provinsi pada saat pemilihan sekolah dan audiensi yang dilakukan di seluruh kabupaten mitra sejak Oktober 2012. Pemilihan fasda kemudian ditindaklanjuti oleh District Coordinator dengan menggandeng stakeholder terkait yang terdiri dari Dinas Pendidikan dan Kemenag pada Bulan Desember 2012. Beberapa syarat yang berlaku dalam pemilihan calon fasda adalah kompeten, memiliki komitmen yang tinggi dan waktu untuk mengikuti seluruh kegiatan USAID PRIORITAS. Pada Bulan Januari-Februari 2013 setiap kabupaten membentuk tim seleksi yang melibatkan Dinas Pendidikan yang terdiri dari Kabid TK/SD, Kabid Dikmenum, Kabid Ketenagaan, Kabid Penyusunan Anggaran; dan Kemenag dari unsur Mapenda. Calon fasda kemudian mengirimkan CV kepada tim seleksi untuk kemudian dilakukan interview bersama. Atas usulan tim seleksi, DC kemudian memilih calon fasda yang meliputi 15 orang dari SD/MI dan 15 orang dari SMP/MTs yang terdiri dari unsur guru kelas awal, guru mata pelajaran Bahasa Indonesia, guru mata pelajaran Matematika, guru mata pelajaran IPA, guru mata pelajaran IPS, guru mata pelajaran Bahasa Inggris dan kepala sekolah/pengawas yang memahami MBS dan menguasai mapel. Hambatan dan solusi dalam pemilihan fasda: 1. Di Kab. Situbondo, fasda yang dipilih oleh Kemenag Kab. Situbondo ternyata kualifikasinya belum memenuhi kriteria yang diharapkan oleh USAID PRIORITAS sehingga sampai dengan saat ini belum ada calon fasda dari Kemenag. 2. Di Kab. Blitar, fasda dari unsur pengawas ada yang kurang kompetensinya saat dilakukan praktik mengajar sehingga akan digantikan oleh calon fasda yang lebih kompeten. 3. Di Kab. Pamekasan, beberapa fasda justru berasal dari kecamatan non mitra dan ada yang dari SMU/SMK. Namun setelah dijelaskan oleh DC, calon fasda SMU/SMK sudah diganti dengan calon fasda SMP/MTs. 4. Pemilihan calon fasda untuk Mitra DBE memanfaatkan SDM yang pernah terlibat dalam program DBE dan tetap memiliki komitmen yang tinggi. 5. Selama pemilihan calon fasda beberapa kali memang terjadi bongkar pasang calon fasda, dengan harapan USAID PRIORITAS akan mendapatkan calon fasda yang terbaik dari setiap kabupaten. PELATIHAN FASDA (ToT) Provinsi Pelatihan Fasda (ToT) untuk SD/MI Mitra USAID PRIORITAS Provinsi Jatim Pelatihan Fasda ToT untuk SD/MI Provinsi Jatim khusus untuk mitra USAID PRIORITAS di 5 Kabupaten (Kab. Mojokerto, Madiun, Blitar, Situbondo, Pamekasan) telah dilaksanakan di Hotel Royal Orchid Batu pada 20-27 Februari 2013. Pelatihan ini diikuti oleh 92 peserta (L=52, P=40) terdiri dari guru (L=14, P=23), kepala sekolah (L=12, P=4), pengawas SD (L=11, P=6) dan PPAI (L=3, P=1), ditambah peserta dosen dari 3 LPTK (Unesa, UM, IAIN) sebagai calon fasilitator (L=12, P=6).


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Kabupaten Kab. Mojokerto Madiun Blitar Situbondo Pamekasan UNESA UM IAIN Sunan Ampel

Guru LK PR 2 6 3 7 3 5 2 4 4 1

KS LK 2 2 1 4 3

PR 1 2 1

Pengawas LK PR 2 2 2 3 1 3 4 -

LPTK LK PR 5 4 3

1 2 3

LPMP LK PR -

-

Dinas Pend LK PR -

-

Kemenag (PPAI) LK PR 1 1 1 1 -

Lain LK PR

Kegiatan yang berlangsung selama 6 hari ini dibuka langsung oleh Kepala Bidang Pendidikan Biro Administrasi Kemasyarakatan Sekretaris Daerah Provinsi Jatim Bpk. Drs. Bambang Haryono, M. Si. Kegiatan ini adalah sebagai tindak lanjut dari ToT Nasional yang dilaksanakan di Solo pada bulan Januari 2013. Peserta adalah dari Fasda yang nantinya akan menyampaikan kepada para stakeholder pendidikan di kabupaten Mitra Prioritas. Kegiatan pelatihan ini dilatih oleh fasilitator provinsi yang telah mengikuti ToT Nasional. Dalam kegiatan pelatihan ini, selain pelatihan yang dilakukan di hotel, peserta juga melakukan praktik mengajar di sekolah dasar di wilayah Kota Batu meliputi: SDK Sang Timur, SDN Ngaglik 01, SDN Punten 01, SD Muhammadyah 4, MI MIftahul Ulum, SDN Sisir 05, SDN Beji 01 dan SDN Junrejo 01. Kegiatan ditutup oleh Ibu Nurul Rahmawati, Staff Biro Administrasi Kemasyarakatan Sekretaris Daerah Provinsi Jatim. Hasil yang dicapai dari ToT untuk SD/MI ini: 1. Kegiatan ini dilaksanakan selama 7 hari berturut-turut, namun peserta tetap semangat dan senang menjalani, ini bukti bahwa kegiatan dan strategi yang diterapkan sangat efektif 2. Kreatifitas fasilitator dalam memberikan materi membuat peserta tidak bosan dan merasa nyaman mengikuti kegiatan 3. Dalam praktik mengajar, banyak sekali hasil kerja siswa yang layak untuk menjadi contoh 4. Peserta yang dari unsur kepala sekolah dan Pengawas menyampaikan bahwa mereka telah sekian lama tidak mengajar, bingung dan khawatir apa yang akan terjadi bila harus mengajar lagi dan bagaimana jika pembelajaran tidak berjalan lancar, apalagi ini siswa yang baru saja dikenal. Ternyata setelah mengikuti praktik mengajar disekolah, yang terjadi sungguh luar biasa, pembelajaranya sangat bagus dan berjalan sangat lancar. Peserta pun mendapatkan pengalaman yang sangat bermanfaat untuk diaplikasikan di kabupaten masing-masing. 5. Peserta dari dosen juga menyampaikan keraguannya mengajar di SD. Setelah mempraktikkan mengajar di sekolah memang sedikit aneh dan berbeda, namun semua berjalan baik dan ternyata mereka mengakui tanggung jawab yang besar saat mengajar di SD meskipun hasilnya menyenangkan.

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Peserta melakukan diskusi didampingi Fasilitator Provinsi (kiri); Praktik mengajar oleh salah satu peserta di SDN Junrejo 01 (tengah); hasil karya siswa yang dipamerkan pada pelatihan (kanan).

Rencana Tindak Lanjut: 1. Kabupaten Mitra USAID PRIORITAS telah menyusun jadwal kegiatan sebagai rencana tindak lanjut kabupaten yang akan mulai dilakukan pada April – Desember 2013. 2. Setiap kabupaten akan menjadwalkan pertemuan rutin calon fasda yang akan dilakukan maksimal sebulan sekali bertempat di Dinas Pendidikan. 3. Kegiatan lanjutan yang dilakukan di setiap kabupaten akan menyesuaikan dengan kalender pendidikan dan tidak mengganggu jadwal UNAS. Pelatihan Fasda (ToT) untuk SMP/MTs USAID PRIORITAS Provinsi Jatim Pelatihan Fasda ToT untuk SMP/MTs Provinsi Jatim khusus untuk mitra USAID PRIORITAS di 5 Kabupaten (Kab. Mojokerto, Madiun, Blitar, Situbondo, Pamekasan) telah dilaksanakan di Hotel Royal Orchid Batu pada 23 Februari – 2 Maret 2013. Pelatihan ini diikuti oleh 87 peserta (L=67, P=20). Dalam kegiatan pelatihan ini, selain pelatihan yang dilakukan di hotel, peserta juga melakukan praktik mengajar di SMP di wilayah Kota Malang meliputi: SMPN 1, SMPN 4 dan SMPN 13. Rencana Tindak Lanjut: 1. Kabupaten Mitra USAID PRIORITAS telah menyusun jadwal kegiatan sebagai rencana tindak lanjut kabupaten yang akan mulai dilakukan pada April – Desember 2013. 2. Setiap kabupaten akan menjadwalkan pertemuan rutin calon fasda yang akan dilakukan maksimal sebulan sekali bertempat di Dinas Pendidikan. 3. Kegiatan lanjutan yang dilakukan di setiap kabupaten akan menyesuaikan dengan kalender pendidikan dan tidak mengganggu jadwal UNAS.

Peserta melakukan diskusi kelompok (kiri); salah satu peserta melakukan praktik mengajar di SMPN 13 Malang (tengah); hasil diskusi kelompok Tulip dipajang (kanan).


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Pelatihan Fasda (ToT) untuk SD/MI Mitra USAID DBE Provinsi Jatim ToT fasda untuk SD/MI Mitra Ex DBE sebanyak 8 Kabupaten (Bangkalan, Sampang, Sidoarjo, Pasuruan, Tuban, Bojonegoro, Nganjuk dan Kota Mojokerto) telah selesai dilaksanakan pada tanggal 16-23 Maret di Club Bunga Butik Resort dengan diikuti sebanyak 107 peserta (L:70, P:37) yang terdiri dari Pengawas, Kepala Sekolah dan Guru. Kegiatan ini di buka oleh Ibu Silvana sebagai Koordinator Provinsi wilayah Jawa Timur dan dalam pelaksanaannya di fasilitasi oleh fasilitator provinsi, didampingi oleh Spesialis Provinsi (TTO SD, SMP dan WSD). Dalam kegiatan pelatihan dilakukan di hotel, peserta juga melakukan praktik mengajar di sekolah dasar di wilayah Kota Batu meliputi: SDK Sang Timur, SDN Tulungrejo 01, SDN Punten 01, SDN Punten 2, SD Muhammadyah 4, MI Bustanul Ulum, SDN Sisir 1, SDN Sisir 05, SDN Beji 01 dan SDN Junrejo 01. Kegiatan ditutup oleh Ibu Nurul Rahmawati, Staff Biro Administrasi Kemasyarakatan Sekretaris Daerah Provinsi Jatim. Hasil yang di dapatkan peserta dari pelatihan ini adalah refresh pemahaman peserta tentang PAKEM mulai dari scenario pembelajaran, memilih teman, menyusun Kompentensi Dasar, materi inti, sumber belajar dan RPP. Pengalaman mengajar di kelas tinggi dengan tema, strategi mengelola dan memaksimalkan kegiatan KKG. Refresh pemahaman materi MBS, menyusun Rencana Kerja Tahunan Sekolah dengan melibatkan kepala sekolah, guru, komsek dan pengawas. Program, kegiatan dan pendanaa di susun bersama-sama serta saling adanya transparansi dan akuntabel. Tindak lanjut dari kegiatan ini adalah peserta menyusun jadwal kegiatan dan melakukan advokasi untuk daerah masing-masing, yaitu mendiseminasikan program PRIORITAS, dengan menggunakan dana APBD, Mandiri Sekolah ataupun dengan pihak ke tiga/mitra.

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Dari kiri ke kanan: diskusi kelompok peserta PAKEM, presentasi hasil kerja kelompok, dan praktik mengajar di salah satu sekolah, yaitu MI Bustanul Ulum serta diskusi kelompok MBS dalam penyusunan Rencana Kerja Sekolah. Pelatihan Fasda (ToT) untuk SMP/MTs Mitra USAID DBE Provinsi Jatim ToT fasda untuk SMP/MTs Mitra Ex DBE sebanyak 8 Kabupaten (Bangkalan, Sampang, Sidoarjo, Pasuruan, Tuban, Bojonegoro, Nganjuk dan Kota Mojokerto) saat ini sedang berjalan dari tanggal 23 - 30 Maret di Hotel Orchids dengan diikuti sebanyak 113 peserta (L:77, P:36) yang terdiri dari Pengawas, Kepala Sekolah, Guru dan calon fasilitator dari Unesa. Praktik mengajar dilakukan di SMP wilayah Kota Malang, yaitu SMPN 1, SMPN 4, SMPN 9 dan SMPN 12. Tindak lanjut dari kegiatan ini adalah peserta menyusun jadwal kegiatan dan melakukan advokasi untuk daerah masing-masing, yaitu mendiseminasikan program PRIORITAS, dengan menggunakan dana APBD, Mandiri Sekolah ataupun dengan pihak ke tiga/mitra.

Atas dari kiri ke kanan: Suasana kelompok kerja mapel Matematika, presentasi hasil diskusi kelompok mapel Bahasa Indonesia dan salah satu hasil karya kelompok mapel IPA.

KEGIATAN LAIN

RENCANA KUARTAL DEPAN Rencana kerja USAID PRIORITAS Jatim untuk quarterly April-Juni 2013 meliputi NO 1

2 3 4

KEGIATAN Studi banding dari mitra USAID PRIORITAS ke mitra USAID DBE  Kab. Situbondo akan berkunjung ke Kab. Sidoarjo  Kab. Pamekasan akan berkunjung ke Kab. Sidoarjo  Kab. Blitar akan berkunjung ke Kab. Pasuruan  Kab. Mojokerto akan berkunjung ke Kab. Pasuruan  Kab. Madiun akan berkunjung ke Nganjuk Pelatihan tingkat sekolah di Kabupaten mitra USAID PRIORITAS District Planning and review meeting Kabupaten mitra USAID DBE Training Pedagogy Lectures for Primary & Secondary

JADWAL Maret – Juli 2013

April – Agustus 2013 April – Mei 2013 April – Mei 2013


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PROVINSI: SULAWESI SELATAN SOSIALISASI Sosialisasi program USAID PRIORITAS telah dilaksanakan di 3 kabupaten PRIORITAS yaitu: Maros, Bantaeng, dan Wajo. Sosialisasi di kabupaten Maros dilaksanakan pada tanggal 20 Februari 2013, dihadiri oleh 66 orang peserta (15 perempuan dan 51 laki-laki). Selanjutnya sosialisasi di Kabupaten Bantaeng dilaksanakan pada tangal 13 Maret 2013, dihadiri oleh 71 orang (31 Bupati Wajo Drs. H Andi Baharuddin Unru, MM, berjabat tangan dengan para Fasda perempuan, 40 laki-laki). setelah menyampaikan pidato Sosialisasi dan Pengukuhan Fasda program USAID PRIORITAS Kabu Sosialisasi terakhir dilaksanakan di Kabupaten Wajo pada tanggal 16 Maret 2013, dihadiri oleh 78 orang (21 perempuan dan 57 laki-laki). Unsur-unsur yang terlibat terdiri dari Bupati (di kabupaten Wajo, Bupati mengukuhkan/melantik secara resmi Fasilitator Daerah (Fasda) program USAID PRIORITAS), sementara di Kabupaten Bantaeng dan Maros, Bupati diwakili Asisten II Bidang Pemerintahan dan Kesra. Juga hadir Ketua Komisi Bidang Pendidikan dari DPRD, Ketua Dewan Pendidikan, Kepala Dinas Pendidikan, Kepala Bappeda, Kepala Kantor Kemenag, Kepala BKD, Kepala UPTD/KCD mitra (di Wajo bahkan dihadiri oleh 3 orang Camat gugus mitra), Koordinator Pengawas, Kepala Sekolah, dan para Fasda jenjang SD/MI. Hasil penting dari kegiatan tersebut adalah bahwa pemegang kepentingan kabupaten mitra menyambut antusias program USAID PRIORITAS, dan menyatakan akan memberikan dukungan penuh dalam implementasinya. Di samping itu para pemangku kepentingan tingkat sekolah menyampaikan agar kegiatan tingkat sekolah segera dilaksanakan agar dampak dan manfaatnya dapat segera dirasakan dalam proses pembelajaran. Ketua komisi A DPRD Kabupaten Bantaeng akan memperjuangkan agar ada alokasi anggaran dalam APBD Kabupaten Bantaeng Tahun 2014 untuk pengadaan kendaraan operasional (sepeda motor) untuk Fasda program USAID PRIORITAS. Pertemuan dengan pemangku kepentingan Kabupaten DBE bertujuan untuk menjelaskan secara rinci program dan menkoordinasikan rencana diseminasi yang akan dilaksanakan di daerah tersebut. Pertemuan dilaksanakan di beberapa kabupaten/kota, yaitu: Luwu, Palopo, Soppeng, Pinrang, dan Jeneponto. Sosialisasi di Kabupaten Luwu dilaksanakan pada tanggal 30 Januari 2013, dihadiri oleh 21 orang (7 perempuan, 14 laki-laki), di Kota Palopo dilaksanakan pada tanggal 31 Januari 2013 dihadiri 21 orang (6 perempuan, 15 laki-laki). Di Kabupaten Soppeng dilaksanakan pada tanggal 6 Maret 2013 , dihadiri 25 orang (5 perempuan, 20 lakilaki), kemudian di Kabupaten Pinrang dilaksanakan pada tanggal 7 Maret 2013, dihadiri oleh 30 orang (1 perempuan, 29 laki-laki) di Kabupaten Jeneponto dilaksanakan pada tanggal 13 Maret 2013, dihadiri oleh 31 orang (9 perempuan, 22 laki-laki). Unsur-unsur yang terlibat antara lain: DPRD, Dewan Pendidikan, Bappeda, Kepala Dinas Pendidikan, Kepala Kemenag,

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DPPKAD, Kepala UPTD/KCD, Kepala Sekolah, Koordinator pengawas, guru dan para ketua gugus. Kegiatan di Jeneponto dihadiri langsung oleh Bupati. Dalam sambutannya beliau menegaskan bahwa diseminasi program DBE wajib dilaksanakan. Sementara itu di Kabupaten Pinrang, kegiatan dimaksud dihadiri oleh semua kepala UPTD, dan umumnya berkomitmen akan melaksanakan diseminasi program tingkat sekolah di wilayahnya masing-masing. Hal penting adalah bahwa semua kabupaten terkait mengalokasikan anggaran diseminasi dalam APBD tahun 2013, jumlahnya bervariasi, dan kegiatannya juga bervariasi, namun umumnya kegiatan tingkat sekolah. Pertemuan juga diadakan di Kabupaten Sidrap pada tanggal 26 Maret 2013, di kabupaten Enrekang tanggal 27 Maret 2013, dan Pangkajene dan Kepulauan pada tanggal 28 Maret 2013. Kegiatan di Sidrap dihadiri kepala Dinas Pendidikan dan Kepala Kemenag, serta di buka oleh Asisten 1 Bidang Pemerintahan dan salah seorang anggota DPRD dari Komisi yang membidangi Pendidikan. Di Enrekang hanya kepala Sekretaris Kota Palopo menyampaikan sambutan pada Dinas Pendidikan, sementara di Pangkep Pertemuan Stakeholders Kota Palopo, hadir Kepala Bappeda (ujung Kiri), anggota DPRD (dua dari kiri), dan Kepala Dinas (Pangkajene dan Kepulauan) dihadiri dan dibuka Pendidikan (kedua dari kanan). oleh Bupati, Ketua Komisi B yang membidangi Pendidikan. Catatan penting dari 3 pertemuan tersebut adalah bahwa semua menyambut sangat antusias dukungan diseminasi dari program PRIORITAS, dan menyatakan komitmen untuk melakukan diseminasi baik dengan alokasi dana dalam APBD maupun dana BOS sekolah. Bupati Pangkep berjanji akan mengalokasikan dana tambahan dalam APBD perubahan tahun ini. Kabupaten Enrekang telah mengalokasikan dana dalam APBD 2013 untuk diseminasi program DBE, sementara Kabupaten Sidrap Kepala Dinas Pendidikan dan Kemenag berjanji akan berkoordinasi dengan Kepala UPTD dan Kepala Sekolah untuk mengoptimalkan Dana BOS. Untuk Kota Makassar direncanakan pada awal April. PERTEMUAN AWAL DENGAN LPTK Pada tanggal 21 Februari 2013 di Hotel Lamacca Makassar dilaksanakan pertemuan awal dengan LPTK Mitra yang dimaksudkan untuk memperkenalkan secara rinci program USAID PRIORITAS. Kegiatan dimaksud dihadiri 35 orang (4 perempuan, 31 laki-laki) serta Lynne Hill (Teaching and Learning Advisor) dan Pudji Agustine sebagai perwakilan EDC Jakarta. Kegiatan dibuka secara resmi oleh Rektor Universitas

Lynne Hill menyerahkan secara resmi KAK Kepada Rektor UNM (paling kiri) dan dan Dekan Fakultas Tarbiyah dan Kependidikan UIN Alauddin.


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Negeri Makassar (UNM), dan ditutup oleh Rektor Uneversitas Islam Negeri (UIN) Alauddin Makassar. Capaian penting dari kegiatan ini adalah bahwa pihak UNM dan UIN Alauddin menyambut baik dan akan memanfaatkan secara optimal kerjasama ini untuk perbaikan mutu proses pembelajaran di internal kampus, mutu pelaksanaan praktik mahasiswa calon guru, dan peningkatan mutu pembelajaran di sekolah mitranya. Direktur Pendidikan dan Latihan Profesi Guru (PLPG) UNM berjanji akan memfasilitasi pelatihan bagi semua dosen yang menjadi asesor PLPG, sehingga pelaksanaan kegiatan dimaksud menggunakan pembelajaran aktif dan kontekstual. Pihak UIN menyampaikan permohonan agar pelatihan dosen tidak hanya untuk 5 mata pelajaran utama dalam Ujian Nasional, namun semua mata pelajaran yang diajarkan pada jenjang SD/MI dan SMP/MTs. PEMILIHAN FASILITATOR DAERAH Pemilihan fasilitator daerah (Fasda) dilakukan pendekatan berbeda antara kabupaten PRIORITAS dan kabupaten/kota DBE dalam pelaksanaan seleksi Fasda. Seleksi di kabupaten PRIORITAS dilaksanakan oleh Tim Provinsi (staf PRIORITAS dan utusan LPTK), dan dibantu oleh Tim Kabupaten (Dinas Pendidikan, Kemenag, dan Dewan Pendidikan). Sementara untuk kabupaten/kota DBE dilakukan oleh para District Coordinator (DC) bersama Dinas Pendidikan dan Kemenag masing-masing kabupaten. Seleksi di kabupaten PRIORITAS dilaksanakan masing-masing: Kabupaten Maros pada tanggal 12 – 13 Februari 2013, Kabupaten Wajo pada tanggal 13 – 14 Februari 2013, dan di Kabupaten Bantaeng dilaksanakan pada 12 – 15 Februari 2013 (lebih lama karena dirangkaikan dengan pertemuan calon Fasda Kabupaten Jeneponto pada tanggal 12 Februari dan seleksi dokumen calon Fasda Bantaeng pada tanggal 13 Februari di Bantaeng). Secara umum kegiatan ini melalui beberapa tahapan yaitu: pendaftaran calon Fasda yang difasilitasi oleh Dinas Pendidikan dan Kemenag Kabupaten, perumusan dan konsultasi kriteria calon fasda (dimana sebelum interviu didiskusikan terlebih dahulu dengan pihak kabupaten tentang calon yang memenuhi kriteria berdasarkan dokumen yang diserahkan pada Bapak Sulaiman Saat (anggota Tim dari UIN), didampingi Kabid Dikdas Dinas pendaftaran), seleksi dokumen/ Pendidikan, Kasie Mapenda Kemenag (paling kiri) melakukan interviu salah satu portofolio calon Fasda, dan interviu calon Fasda di Kabupaten Maros. serta Uji Kompetensi pemecahan masalah dalam pembelajaran. Namun untuk kabupaten/ kota DBE hanya melalui 2 tahapan utama yaitu: pendaftaran dan seleksi dokumen/ portofolio calon Fasda. Sebagian besar pendaftar di daerah DBE adalah para eks DF dan MTT program DBE. Seleksi calon Fasilitator dari LPTK dilaksanakan langsung oleh TTI-DS berkoordinasi dengan Dekan Fakultas PGSD UNM dan Ketua Program Studi PGMI UIN Alauddin untuk jenjang SD/MI, sementara untuk Fasilitator Mata Pelajaran, koordinasi langsung dilakukan dengan para ketua Jurusan/Program Studi di masing-masing LPTK Mitra.

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Hal penting adalah bahwa pelibatan tim LPTK telah memberikan kontribusi signifikan dalam tahapan uji kompotensi dan interviu peserta. Sementara itu, pelibatan Tim kabupaten telah membantu terlaksananya proses seleksi secara objektif, transparan dan partisipatif, dimana pihak kabupaten ikut melakukan interviu dan bertanggung jawab dalam penetapan kelulusan. Hal ini lebih memberi jaminan terpilihnya orang – orang terbaik dan berkomitmen tinggi, disamping juga mendapat dukungan langsung dari atasannya. Tabel 1: Hasil Seleksi Fasda Kabupaten dan LPTK Mitra Kabupaten/kota Maros Wajo Bantaeng Jeneponto Makassar Pangkep Pinrang Sidrap Enrekang Soppeng Luwu Palopo LPTK UNM LPTK UIN

Jenis kelamin Perempuan Laki-laki 13 17 9 21 14 16 11 19 18 12 9 21 14 17 6 24 14 16 14 16 17 13 15 15 5 11 5 11

Total 30 30 30 30 30 30 31 30 30 30 30 30 18 18

STUDI BANDING Kunjungan sekolah direncanakan akan dilaksanakan secara serentak dari 3 kabupaten PRIORITAS (Maros, Bantaeng, dan Wajo) pada tanggal 5-6 April 2013. Kabupaten yang akan dikunjugi adalah Kabupaten Pinrang dan Sidrap. PELATIHAN FASDA (ToT) Provinsi

Bapak Baharuddin, S.Pd, M.Si salah seorang Kepala Sekolah SD dari Bantaeng praktek mengajar di SDN 79 Mattiro Bulu di Kabupaten Pinrang.

Dengan pertimbangan bahwa jumlah peserta cukup banyak dari 12 daerah mitra (9 DBE + 3 PRIORITAS), maka pelaksanaan TOT dilakukan secara bertahap (2 gelombang) untuk tiap jenjang. Gelombang I meliputi: 3 kabupaten PRIORITAS (Maros, Wajo, Bantaeng), dan 4 kabupaten DBE (Jeneponto, Enrekang, Pangkep, dan Luwu). Disamping itu karena pertimbangan pelaksanaan Ujian Nasional jenjang SMP/MTs lebih awal dari SD/MI, maka TOT Fasda


87

untuk jenjang SMP/MTs dilaksanakan pada tanggal 4 – 10 Maret 2013. TOT untuk Fasda jenjang SD/MI dilaksanakan pada tanggal 18 – 24 Maret 2013. Kedua kegiatan dilaksanakan di Hotel Parewisata dan Delima Sari di Kota Parepare. Unsur-unsur yang terlibat adalah: Guru, Kepala Sekolah, Pengawas, beberapa dosen dari LPTK mitra (UNM dan UIN), dan beberapa orang undangan kehormatan dari Dinas Pendidikan Provinsi dan Kabupaten, Kantor Kemenag Provinsi dan Kabupaten, LPMP, Kepala KCD/UPTD gugus mitra di kabupaten PRIORITAS. Beberapa catatan: peserta sangat antusias mengikuti setiap sesi; proses penyajian unit per unit berjalan sangat dinamis; sebagian besar peserta aktif dalam diskusi kelompok; hasil analisis dari formulir eveluasi kegiatan menunjukkan bahwa sebagian peserta telah memahami materi yang disajikan dan bahwa semua materi sangat bermanfaat dalam melaksanakan tugas mengajar di Salah Seorang Peserta ToT SMP/MTs sedang mempraktekkan pembelajaran kontekstual di SMP Negeri Pancarijang di Kabupaten Sidrap. kelas. Catatan penting lainnya, bahwa semua peserta sangat antusias mempersiapkan materi ajar, melakukan prakik mengajar, termasuk para pengawas, kepala sekolah, para dosen dari LPTK mitra, dan bahkan para kepala UPTD/KCD juga ada yang terlibat mengajar.

Kabupaten Bantaeng Maros Wajo Jeneponto Enrekang Pangkep Luwu Provinsi LPTK UNM LPTK UIN

Guru LK PR 5 11 10 8 9 7 11 5 7 10 8 8 7 14

KS LK 3 6 3 2 2 6

PR 5 5 3 3 2 2

Pengawas LK PR 6 3 1 5 6 1 8 2 8 2 2

LPTK LK PR

LPMP LK PR

1 11 11

Dinas Pend LK PR 2 1 2 1 3 2 1 1 1 1

Kemenag LK PR 1 1 1

Lain LK PR

1 1 1 1

5 5

KEGIATAN LAIN Meskipun merupakan kegiatan tambahan, kegiatan Penyegaran Fasilitator Nasional (Fasnas) sangat penting dalam persiapan pelaksanaan TOT Provinsi. Hasil refleksi dari TOT SD/MI di Solo dan TOT SMP/MTs di Medan menunjukkan bahwa masih ada beberapa unit dalam Modul yang belum dipahami secara tuntas oleh para fasilitator. Terkait hal tersebut, maka perlu dilaksanakan pendalaman Modul dan simulasi penyajian setiap unit oleh masing-masing pengampu unit pada tanggal 25 – 26 Februari di Hotel Amaris Makassar. Kegiatan ini melibatkan semua anggota Tim Fasnas SD/MI dan SMP/MTs, baik dari kabupaten/kota mitra maupun dari LPTK. Jumlah peserta sebanyak 38 orang (17 Perempuan, 21 Laki-laki).

88


Para Fasilitator SMP/MTs nampak serius mendalami unit-unit yang akan diampunya

Pak Thalib Fasilitator SD/MI melakukan simulasi Unit Pembelajaran PAKEM

RENCANA KUARTAL DEPAN 

Kunjungan sekolah serentak oleh 3 kabupaten PRIORITAS direncanakan pada awal April



Pertemuan Koordinasi Provinsi direncanakan pada pertengahan April



Pelatihan provinsi tentang Instrumen Analisis Biaya Guru direncanakan akhir April



Pelatihan untuk sekolah mitra dan sekolah lab LPTK tingkat dasar dan menengah pertama direncanakan Mei - Juni



ToT Provinsi Jenjang SD/MI gelombang II direncanakan awal Juni, dan SMP/MTs gelombang II minggu II Mei


89

ANNEX 3: HIGHER EDUCATION FACILITATORS NAME NORTH SUMATRA Drs. Khairul Anwar, M.Pd Drs. Ramli Sitorus, M.Pd Dra. Mastiana Ritonga, M.Pd Dr. Syamsidar Tanjung, M.Si Drs. Triharsono, M.Pd Drs. Daitin Tarigan, MP.d Drs. Akden Manihuruk, MPd Drs. Abdul Mhyi Batubara, M.Sc Drs. Henry Fauza, M.Pd Tarwiyah, M.Pd Drs. Isran Rasyid Karo-Karo Surbaki, Rosdiana Dalimunthe, S.Pd, M.Pd M. Rizky Ismail, SPd.I Fitry Yusdiana, SPd.I Drs. Abdul Mhyi Batubara, M.Sc Drs. Abror, M.Pd

SEX

LOCATION

POSITION

SUBJECT

INSTITUTE

L L P P L L L L L L L

LPTK LPTK LPTK LPTK LPTK LPTK LPTK LPTK LPTK LPTK LPTK

dosen dosen dosen dosen dosen dosen dosen dosen dosen dosen dosen

Kelas awal Matematika B. Indonesia IPS IPA Matematika Matematika Kelas awal IPS Matematika IPA

Universitas Negeri Medan Universitas Negeri Medan Universitas Negeri Medan Universitas Negeri Medan Universitas Negeri Medan Universitas Negeri Medan Universitas Negeri Medan IAIN Sumatra Utara IAIN Sumatra Utara IAIN Sumatra Utara IAIN Sumatra Utara

p L L L L

LPTK LPTK LPTK LPTK LPMP

dosen dosen dosen Dosen Widyaswara

B. Indonesia B. Indonesia IPS Kelas awal Kelas Awal

Ezra Jhemiyanta, M.Pd

L

LPMP

Widyaswara

IPA SD

Drs. Daitin Tarigan, M.Pd Dra. Inayah Hanum, M.Pd Drs. Ali Norman Hutabarat, M.Si Dr. Sri Minda Murni, M.S Dr. Mahyubi M.Hum Dra. Sri Yunita, MPd Fibri Rakhmawati, M.Si Drs. Irwan Nasution, M.Sc Maslatif Dwi Purnomo, M.Hum EAST JAVA Taufik, M.Pd Dra .Hj. Liliek Channa AW, M. Ag Agus Prasetyo, M.Pd Umi Hanifah, M.Pd.I Mohammad Thohir, M.Pd Nur Fitriatin, P.Hd Dr. Erny Roesminingsih, M.Pd. Drs. Budiyono, M.Pd. Drs. Purwanto, M.Pd. Drs. Masengut Sukidi, M.Pd. Dr. Soetjipto, M.S. Ganes Gunamsyah, S.Pd., M.Pd Dra. Sri Harmini, S.Pd, M.Pd

L P L P L P P L L

LPTK LPTK LPTK LPTK LPTK LPTK LPTK LPTK LPTK

dosen dosen dosen dosen dosen dosen dosen dosen dosen

Matematika B. Indonesia IPS Bhs. Inggris B. Indonesia IPS Matematika IPS Bhs. Inggris

IAIN Sumatra Utara IAIN Sumatra Utara IAIN Sumatra Utara IAIN Sumatra Utara LPMP Provinsi Sumatra Utara LPMP Provinsi Sumatra Utara Universitas Neger Medan Universitas Neger Medan Universitas Neger Medan Universitas Neger Medan Universitas Neger Medan Universitas Neger Medan IAIN Sumatra Utara IAIN Sumatra Utara IAIN Sumatra Utara

P P L P L L P L L L L L P

Surabaya Surabaya Surabaya Surabaya Surabaya Surabaya Surabaya Surabaya Surabaya Surabaya Surabaya Surabaya Malang

Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen

IAIN Sunan Ampel IAIN Sunan Ampel IAIN Sunan Ampel IAIN Sunan Ampel IAIN Sunan Ampel IAIN Sunan Ampel UNESA UNESA UNESA UNESA UNESA UNESA UM

Dra. Wiwik Dwi Hastuti, S.Pd, M.Pd

P

Malang

Dosen

MBS - IPS Kelas Awal Matematika B. Indonesia IPA IPS MBS - IPS Kelas Awal Matematika B.Indonesia IPA IPS MBS Matematika Kelas Awal

Drs. H. Tumardi, S.Pd, M.Pd Drs. H. Sjafruddin A.R, S.Pd, M.Pd

L L

Malang Malang

Dosen Dosen

Matematika B. Indonesia

UM UM

90


UM

NAME Drs. Heru Agus Triwidjaya, M.Pd Drs. Toha Mashudi, S.Pd, M.Pd Drs. Nur Kholis. P,Hd Ahmad Lubab, M.Si Dr. Asep Abbas Abdullah, M.Pd Chairati Saleh, S.Ag.M.Ed Taufik, M.Pd.I Afida Safriani,S.Ag,MA Dr. Ahmad Yusuf Sobri, S.Sos, M.Pd Lathiful Anwar, S.Si, M.Sc Dr. Heri Suwignyo, M.Pd Drs. Sutarman, M.Pd Dr. I Nyoman Ruja, S.U Siti Muniroh, S.Pd, M.A WEST JAVA Yayan Carlian, M.Pd. Hj. Ade Yeti, S.Pd.,M.M.Pd., M.Si. Drs. H. Asis Saefuddin, M.Si. Dr. Badrudin, M.Ag. Dra. H. Tuti Hayati, M.Pd Dra. Juariah, M.Pd. Sandi Budi Irawan, M.Pd Drs.Sufyani Prabawanto,M.Ed. Drs. Nana Djumhana, M.Pd Dra. Tatat Hartati, Phd Dr. Dharma Kesuma, M.Pd. Dr. H. Babang Robandi, M.Pd Drs. Eep Saeful Rojab Fansuri, M.Pd. DR.Acep Nurlaeli Erly Cahya Ade Sunawan, M.Pd Dra. Hj. Wati Susilawati, M.Pd. Iyon Maryono, M.Pmat. Dra. Hj. Cucu Zenab Subarkah, M.Pd. Sumiyati Saadah, M.Si. Anugrah Imani, M.Pd. Dian Ekawati, M.Pd. Drs. H.Ma'mur Saadie, M.Pd Drs. H Kholid A. Harras, M.Pd Dra. Elah Nurlaelah, M.Si Drs. Endang Dedi, M.Si Dr. Parsaoran Siahaan, M.Pd Dr. Bambang Supriatno, M.Si Mastur Burhanudin Evi Sofiat Dida Hamidah Arief Husein

SEX L L L L L P L P L

LOCATION Malang Malang Surabaya Surabaya Surabaya Surabaya Surabaya Surabaya Malang

POSITION Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen

SUBJECT IPA IPS MBS Matematika B. Indonesia IPA IPS Bahasa Inggris MBS - IPS

INSTITUTE UM UM IAIN Sunan Ampel IAIN Sunan Ampel IAIN Sunan Ampel IAIN Sunan Ampel IAIN Sunan Ampel IAIN Sunan Ampel UM

L L L L P

Malang Malang Malang Malang Malang

Dosen Dosen Dosen Dosen Dosen

Matematika B. Indonesia IPA IPS Bahasa Inggris

UM UM UM UM UM

L P L L P P L L L P L L L

Jabar Jabar Jabar Jabar Jabar Jabar Jabar Jabar Jabar Jabar Jabar Jabar Provinsi

Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Widyaiswara

Matematika Matematika IPA IPA B. Inggris B. Inggris B. Indonesia B. Indonesia Matematika Matematika Fisika Biologi -

UIN Bandung UIN Bandung UIN Bandung UIN Bandung UIN Bandung UIN Bandung UPI Bandung UPI Bandung UPI Bandung UPI Bandung UPI Bandung UPI Bandung BPTKPU

L L L P L P

Provinsi Provinsi Provinsi Jabar Jabar Jabar

Staf Staf Widyaiswara Dosen Dosen Dosen

Matematika Matematika IPA

Kemenag P4TK IPA LPMP UIN Bandung UIN Bandung UIN Bandung

P L P L L P L L L L P P L

Jabar Jabar Jabar Jabar Jabar Jabar Jabar Jabar Jabar Provinsi Provinsi Provinsi Provinsi

Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Widyaiswara Staf Widyaiswara Staf

IPA B. Inggris B. Inggris B. Indonesia B. Indonesia Matematika Matematika Fisika Biologi -

UIN Bandung UIN Bandung UIN Bandung UPI Bandung UPI Bandung UPI Bandung UPI Bandung UPI Bandung UPI Bandung BPPTKPU Kemenag LPMP P4TK IPA


91

NAME ACEH Drs. Adnan M.Pd Drs. Fauzi Dra. Rosma Elly Dra. Hasmiana Hs Drs. Muslem Fitriah, S. Ag. Wati Oviana, Mp.d Nida Jarmita, M.Pd Andriansyah, M.S.Ed. Dr. Saifullah, M.Ag. Dr. H. Ramli Abdullah, M.Pd. Drs. M. Duskri, M.Kes Subhayni, S.Pd., M.Pd. Drs. Soewarno, M.Si. Drs. Rusman, M.Si. Drs. M. Nasir Basyah, M.Pd SOUTH SULAWESI Drs.Thamrin Tayeb,M.Si Jamilah,S.Si Umar Sulaiman,M.Pd M.Shabir U,M.Ag Drs.Suddin Bani,M.Ag Dra.Hj.Sitti Syamsudduha,M.Pd Drs.Sulaiman Saat, M.Pd. Dra.A.Halimah,M.Pd Dr. Hasaruddin Hafid,M.Ed Dr.Andi Makkasau,M.Si Drs.Amir Pada,M.Pd. Dr. Sulastriningsi Jumingin,M.Hum Syamsiah,S.Pd,M.Pd Syaidiman,S.Pd,M.Pd Prof.Dr.H.Patta Bundu,M.Ed Widya Karmila Sari Achmad, S.Pd,M.Pd Dra. Hajerah, M.Si Dr. Alimuddin, M.Si Drs. Abdullah, M.Hum Dr. Hj. Johar Amir, M.Hum Dr. Ratmawaty, T.,M.Pd. Drs. Muh Jasri Djangi, M.Si Drs H. Bernard, M.Si. Rafiqah, S.Si. M.Pd Sitti Hasmiah Mustamin, M.Pd. Drs. Hamsiah Djafar, M.Hum Dra. St. Azisah, M.Ed.St.,Ph.D.

92

SEX

LOCATION

POSITION

SUBJECT

INSTITUTE

L L P P L P P P L L L L L L L L

Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh Banda Aceh

Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen

Bhs. Indonesia Matematika Kelas Awal IPS/ BK IPS/Fiqih Kelas Awal IPA/Kimia Matematika B. Inggris IPA/Fisika IPA/Kimia Matematika B. Indonesia IPA/Fisika IPA/Kimia IPS/PPKNn

FKIP/PGSD FKIP/PGSD FKIP/PGSD FKIP/PGSD F.Tarbiyah/PGMI F.Tarbiyah/PGMI F.Tarbiyah/PGMI F.Tarbiyah/PGMI Fakultas Tarbiyah IAIN Fakultas Tarbiyah IAIN Fakultas Tarbiyah IAIN Fakultas Tarbiyah IAIN FKIP Unsyiah FKIP Unsyiah FKIP Unsyiah FKIP Unsyiah

L P L L L P L P L L L P P L L P

Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar

Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen

Matematika IPA IPS B.Indonesia Kelas Awal MBS

UIN UIN UIN UIN UIN UIN UIN UIN UNM UNM UNM UNM UNM UNM UNM UNM

P L L L P L L L L P L

Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar Makassar

Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen Dosen

Matematika IPA IPS B.Indonesia Kelas Awal MBS

UNM UNM UNM UNM UNM UNM UNM UIN UIN UIN UIN


ANNEX 4: NATIONAL FACILITATORS FOR PRIMARY EDUCATION NAME ACEH Sri Elly Hirma Sushanti Tadriana Mujiana Linda Wardani Rosmeidar Misdar Mukhtar Abdullah Sarniati Yusmanita Masnur Ummiyani Hamdani Amiruddin Yansahriddin AlKari Linda Victoria, S.Si, M.Sc Drs Bukhari, M.Pd Mawardi, S.Ag Syahidan Nurdin, M.Pd NORTH SUMATRA Roslin Siallagan, SPd, MPd Suharni, SPd, MPd Maddian Lubis, SPd Ahmad Jais, SPd Darwin Siregar, SPd, MPd Makmur Hasibuan, SPd Irwansyah, SPd, MPd Nusyamsiah, SPd Gisler Simanullang, SPd Marudut Sihombing, Ssi Sujud Imron Butar-Butar Sondang Sianturi Evi Yustinah Pardede Zumain Dra. Mastiana Ritonga, M.Pd Drs Ramli Sitorus, MPd Drs. Abdul Muhyi Batubara, Drs Henry Fauza, MPd SOUTH SULAWESI Salma, SPd Hj.Herlina Iddas.S.Pd Neti, SPd Muhammad Tahir, S.Pd.SD Muh. Abrar Usman, SPd,

GENDER

POSITION

INSTITUTION

P P P P P P L L P L P L L L L P L L L

Kepala Sekolah Guru Guru Guru Guru Kepala Sekolah Kasi TK SD Pengawas Guru Kepala Sekolah Kepala Sekolah Kepala Sekolah Pengawas Kepala Sekolah Pengawas PGSD PGSD PGMI PGMI

Dinas pendidikan Dinas pendidikan Kemenag Kemenag Dinas pendidikan Dinas pendidikan Dinas pendidikan Dinas pendidikan Dinas pendidikan Dinas pendidikan Kemenag Dinas pendidikan Dinas pendidikan Kemenag Dinas pendidikan Unsyiah Unsyiah IAIN Ar-Raniry IAIN Ar-Raniry

P P L L L L L P L L L L P P L P L L L

Guru Guru Guru Guru Guru Pengawas TK SD Guru Guru Pengawas Guru Pengawas Madrasah Pengawas Sekolah Pengawas Sekolah Guru Pengawas Sekolah TTI representative Dosen TTI representative Dosen

SDN 104242 Lubuk Pakam SDN 101801 Deli Tua SDN 100140 Aek Nabara Tobotan SDN 132405 Tj Balai SDN 081240 Sibolga Dinas Pendidikan SDN. 164330 Padang Hilir Kemenag Dinas Pendidikan SD Tri Ratna Kemenag Dinas Pendidikan Dinas Pendidikan SDN 081240 Dinas Pendidikan UNIMED UNIMED IAIN IAIN

P P P L L

Guru Guru Kepala Sekolah Guru Kepala Sekolah

SD Negeri 14 Bonto-Bonto UPTD Pend. Kec. Tamalanrea SDN 39 Cakke SD 161 Karya, Kab. Soppeng SDN 166 Mattiro Bulu, Kab. Pinrang


93

NAME Samsuddin Syam, S.Pd Abdul Talib, S.Pd, M.Pd Zakaria T,S.Pd Mas'Ati,S.Pd Muh.Kadri Karim,S.Pd Mukhtar, SPd Idham, SPd, Msi Dra.Hj.Muthmainnah,M.Pd H.Nasaruddin,S.Pd;M.Pd Reski Rasyid, SPd Prof. Dr. H. Patta Bundu, MEd Widya Karmila Sari, SPd, MPd Drs Sulaiman Saat, MPd Dra. Andi Halimah, MPd BANTEN Drs. Bambang Sugianto, M.Pd Nani Muryati, S.Pd Halimatus Sa'diyah, M.Pd Ponijo, M.Pd H. Suherman, S.Pd Yati Suwaryati, S.Pd Dra. Zaity Musafiroh Eutik Sobariah, S.Pd Nining Asikah Masyhudi, M.Pd Restiningsih, M.Pd Luda Sofiah Ari Hasan Ansori Asep Muhlis Lahudin, S.Pd Siti Umiyati, S.Pd Anita S.S, M.Pd Shobri, S. Kom, MM Ujang Jamaludin, S.Pd, Msi, MPd Ade Husnul M. Kom CENTRAL JAVA Suyati, S.Pd, M.Pd Abdul Hamid, S.Ag, M.Pd.I Mas'udah, S.Pd Dra. Srihani, M.Pd Dra. Sri Istanti, M.Pd Narto, SPd.M.Pd Sri Anjasmoro Retno Siti Alfiah, S.Pd Sularto, S.Pd Amir Udin, S.Pd Drs Agus Siswanto, M.Pd Gani, S.Pd Ahmad Fadli, S.Pd.I, M.Pd.I Heru Winarno Warsono, S.Pd

94

GENDER L L L P L L L P L L L P L P

POSITION Kepala Sekolah Guru Guru Guru Guru Pengawas Pengawas Pengawas Guru Kepala Sekolah PGSD PGSD PGMI PGMI

INSTITUTION SD Muhammadiyah 2 Mamajang SDN NO. 13 Alu 1 SDN 11 SDN 166 Laburawang SDN Mamajang II Dinas Pendidikan Dinas Dikmudora Dinas Pendidikan SDN 1/2 Pangkajene SDN 76 Mattirobulu UNM UNM UIN Alauddin UIN Alauddin

L P P L L P P P P L P P L L P P L L

Pengawas Guru Guru Pengawas Guru Guru Pengawas Guru Guru Pengawas Guru Guru Pengawas Guru Guru Dosen Dosen Dosen

UPTD Kec. Kragilan SD N Sumampir MIN Tangerang Pengawas UPTD Ciruas SD N Pandeglang 4 SD N Mekarsari 3 Citeras Kemenag Kota SDN Cikoneng 1 Mandalawangi SD N Ciruas 2 Pengawas UPTD Menes SD N Sukasari Tangerang SD N Tegal Jetak Kemenag Kab. Pandeglang SD N Blok I SD N 2 Citeras Rangkasbitung IAIN IAIN UNTIRTA

P

Dosen

UNTIRTA

P L P P P L P P L L L L L L L

Pengawas TK/SD Pengawas PAI Pengawas TK/SD Pengawas TK/SD Pengawas TK/SD Kepala Sekolah Kepala Madrasah Guru Kepala Sekolah Kepala Sekolah Kepala Sekolah Guru Guru Guru Guru

UPTD Dikpora Kec. Wonosalam KUA Kec. Demak, Kab. Demak UPTD Dikpora Kec. Demak UPTD Dikdas LS . Kec. Banyudono, UPTD Dikdas dan LS Kec. Boyolali, SDN 3 Rejosari, Grobogan MI YATPI Getasrejo, Grobogan SDN 1 Dorang, Kec. Nalumsari SDN 2 Setrakalangan SDN 2 Tugu, SDN 1 Jatipura, Karanganyar SDN Gedongsari, Banjarejo MI NU Mafatihul Ulum Sidorekso SDN 2 Nangsri, Kec. Kebakkramat SDN 1 Mlaran, Gebang


NAME Sunarto, S.Pd Saminanto, S.Ag., M.Sc Dra Hartati, M.Pd Dra Umar Samadi, M.Pd Sayyidatul Fadlillah, M.Pd Unik Ambawati, M.Pd Rahayu Condro Murti, M.Si EAST JAVA Maria Ulfa Sundari Jeni Tri Sulisjayanti, S.Pd, MM Drs. Mundi Hartono, M.Pd Ismail Sujoko Drs. Yusuf Afendy, M.Pd.I Sunardi Muri Endang Sunarijati Heri Wawasto Suwardi Sucipto Bambang Udyono Sunarijah, S.Pd, MM, MP.d DR. Evi Fatimatur Rusydiyah, DR. Eni Purwati, Drs. Budiyono Sudiman, S.Pd, Drs. I wayan Putu Sutama, Dra. Lilik Bintartik, M.Pd WEST JAVA Siti Nurmi, S.Pd. Ngatijan, S.Pd, M.Pd. Drs. Suparman Wahyu Winardi, S.Pd Lusiyono Sag Haryati Empu Saepudin Ujang Heriyadi Heriyadi Ahmad Winarya, S.Pd. Imas Suhaedah Wawan Sopyan, M.Pd. Mega Achdisty Nurdiana Tintin Surtini Basuki Drs. Iik Nurulpaik, Drs. H. Khaeruddin Kurniawan, M.pd Prof. Dr. Hj. Rahayu Kariadinata, M.Pd. Dr. Ara Hidayat, M.Pd.

GENDER L L P L P P P

POSITION Kepala Sekolah Dosen PGMI Dosen PGSD Dosen PGSD UNNES Dosen Fak. Tarbiyah Dosen PGSD UNY Dosen PGSD UNY

INSTITUTION SDN 3 Rejasa, Madukara IAIN Walisongo UNNES UNNES Semarang IAIN Walisanga Semarang Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta

P P P L L L L L L P L L L L P P P L L P

Guru Kepala Sekolah Pengawas Sekolah Pengawas Sekolah Kepala Sekolah Guru PPAI Pengawas Sekolah Kepala Sekolah Kepala Sekolah Pengawas Sekolah Kepala Sekolah Pengawas Sekolah Pengawas Sekolah Pengawas Sekolah Dosen PGMI Dosen Pendidikan Bahasa Arab Dosen PGSD-FIP Dosen PGSD-FIP Dosen PGSD-FIP

SDN Kebon Dalem Mojokerto SDN Mlaten 1 Kalitidu Kab. Dinas Pendidikan Kab. Sidoarjo Dinas Dikpora Kab. Tuban SDN Socorejo Kabupaten Tuban SDN Kemayoran 1 Bangkalan Kemenag Kab. Bojonegoro Dinas Dikpora Kab. Nganjuk SDN Tobo Kec. Merakuak SDN Miji 4 Kabupaten Mojokerto Dinas Dikpora Kab. Bangkalan SDN Ngemplak 2 Baureno Dinas Dikpora Kota Mojokerto Dinas Dikpora Kab. Nganjuk Dinas P&K Kota Mojokerto IAIN Sunan Ampel IAIN Sunan Ampel UNESA UM Malang UM Malang

P

Guru

L L L L P L L L P L L L L L L

Kepala Sekolah Kepala Sekolah Guru Guru Kepala Sekolah Kepala Sekolah Guru Kepala Sekolah Guru Guru Guru Kepala Sekolah Guru Dosen Dosen

UPI UPI

P

Dosen

UIN

L

Dosen

UIN


95

ANNEX 5: NATIONAL FACILITATORS FOR JUNIOR SECONDARY EDUCATION NAME ACEH Rusydi, S.Pd. Affilinda, S.Pd. Mulyadi A., S.Pd. Sulaiman, S.Pd. Muhammad Isa, S.Pd Suryati, S.Pd. Drs. Teuku Husni, M.Pd. Ratna Zahara, S.Pd. Adi Darma, S.Pd., M.Pd. Nur Elmi, S.Si. Drs. Mudir M. Isa Muliawati, S.Si. Muhardi, S.Pd., M.Pd. Saifullah, S.Pd. Marzuki, S.Pd., M.Pd. Dra. Erni Maidiyah, M.Pd. Mawardi, S.Pd., M.A. Muslich Hidayat, M.Si. Nur Akmaliyah, M.A. NORTH SUMATRA Latib S.Pd M. Husni Thamrin Dra. Jumiem Risma Simbolon Mhd. Erman Sikumbang Syamsul Agus, S.Pd Asmawati, S.Pd Lia Windari, S.Pd Sunarno, S.Pd Warsi'in, S.Pd Drs. Osman Nadapdap Konfrontini Purba, S.Pd Binsar Lapender Purnawanto, S.Pd Gokman Pakpahan, S.Pd Dra. Inayah Hanum, M.Pd Drs. Ali Nurman Hutabarat, M.Si Fibri Rakhmawati, M.Si Drs. Irwan Nasution, M. Sc WEST JAVA Jojo Suwarjo, S.Pd. Drs. Gunawan, M.M.Pd. Kusnadi, spd msi Iwan Ridwan, S.Pd. Dra. Hera Sri Mudzakkir, M.Pd. Eneng Erliani, S.Pd.

96

SEX

POSITION

INSTITUTION

L P L L L P L P L P L P L L L P L L P

Guru Kepala Sekolah Guru Guru Guru Kepala Sekolah Guru Guru Guru Guru Pengawas Kepala Sekolah Kepala Sekolah Kepala Sekolah Pengawas Dosen Dosen Dosen Dosen

Bahasa Inggris SMPN 1 B Aceh SMPN 1 Kuta Baro Aceh Besar SMPN 1 Darul Imarah SMPN 5 Seulimum Aceh Besar SMPN 1 Peukan Bada/SMA Unggul Ali Hasymi SMPN 1 Lhoknga Aceh Besar SMPN 2 Sigli SMPN3 Seulimum A7 Besar SMPN 2 Lembah Seulawah Aceh Besar SMPN 1 Peukan Bada Aceh Besar Banda Aceh SMP Fajar Hidayah Aceh Besar SMPN 1 P Bada, A. Besar SMPN 3 Ingin Jaya Aceh Besar FKIP Universitas Syiah Kuala FKIP Universitas Syiah Kuala IAIN Ar-Raniry Banda Aceh IAIN Ar-Raniry Banda Aceh

L L P P L L P P L L L P L L L P L P L

Pengawas Guru Koordinator Pengawas Kepala Sekolah Guru Guru Guru Guru Guru Pengawas Guru Guru Guru Guru Dosen Dosen Dosen Dosen

Dikmenum SMAN 5 (Mantan SDC DBE1 Binjai) Diknas Tebing Tinggi Diknas Sibolga SMPN 1 SMPN 10 Binjai SMAN 7 Binjai MTsN Binjai SMPN 1 T.Morawa SMPN 11 Binjai SMP Dinas Deli Serdang SMPN 1 Binjai SMPN 5 GAROGA Taput SMPN 1 Tebing Tinggi SMPN 1 Tarutung UNIMED UNIMED IAIN Sumatra Utara IAIN Sumatra Utara

L P L L P P

Guru Kepala Sekolah Guru Kepala Sekolah Guru Guru

SMPN 1 Pelabuhanratu SMPN 1 Warungkiara Sukabumi SMPN 4 Tarogong Kidul SMPN 2 Cisewu Garut MAN 1 Garut SMPN 4 Tarogong Kidul


NAME Endang Suryana, M.Pd. Hj. Wati Rosanah Rukasim, S.Pd H. Mulyana Surya Atmaja, S.Pd. Istiqomah Salamah, S.Ag. Drs. Mochamad Soleh Drs. Trisno Widodo Sri Hartati, S.Pd., M.Pd. Odik Suharyadi, M.M. Drs. Yudi Dirgantara, M.Pd. Drs. H. Sajidin, S.Perp. M.Pd. Dra. Yulia Rahmawati, M.Si. Drs. H. Asep Syarif Hidayat, M.Si. BANTEN Etty Mutianingsih Widiawati Anas Subarnas Drs. Mutik Margawati Drs. Hasanudin Dudung Rukmana, S.Pd Rusmita, S.Pd SYAMSURI ROHBIYAH CASWANI MUSABIKHIN HERRY SUBIYANTO DIDIK KUSWINARTO NIKY NOBERTA ABDUS SUBHAN JAYANI Dr. Fitri Hilmiyati, M.Ed MUHAMMAD RIFQI RIJAL, S.SI, Fakhrudin, M.Pd Siti Aisah CENTRAL JAVA Supartinah, S.Pd Drs. Giyanto (MBS) Dra. Sri Hari Dra. Sri Lestari, M.Pd (MBS) Yadi Suyanto, S.Pd Suyono, S.IP., S.Pd Dra. Endang Wuryandari, M.Pd. Pujito, S.Pd Drs. Muh. Yasin, M.Pd (MBS) Abdul Rochim, S.Pd., M.Pd Drs. Tukimin, M.Pd. (MBS) P5 Eddy Widodo, S.Pd., M.Pd Drs. Agus Wiwoho, M.Pd Gati Wibowo, S.E, M.M. (MBS) Agus Suprapto, S.Pd., M.M Prof. Dr. Ani Rusilowati, M.Pd

SEX L P L L P L L P L L L P L

POSITION Pengawas Kepala Sekolah Guru Guru Guru Pengawas Guru Guru Guru Dosen Dosen Dosen Dosen

INSTITUTION Dinas Pendidikan Kab. Garut SMPN Satu Atap 1 Krangkeng Indramayu SMPN 2 Cipunagara Subang SMPN 2 Rawamerta Karawang MTs Al Ahliyah Karawang Disdikpora Kab. Karawang SMPN 11 Bogor SMPN 8 Bogor SMPN 1 Bogor UIN Bandung UIN Bandung LPPM UPI Bandung UPI Bandung

P P L P L L P L P L L L L P L P L L P

Guru Guru Kepala Sekolah Guru Guru Guru Guru Guru Guru Guru Pengawas Pengawas Kepala Sekolah Pengawas Kepala Sekolah Pembantu Dekan 1 Dosen Dosen Dosen

SMP N 2 Cilegon MTs N Model Pasir Sukarakyat, Lebak SMPN 1 Bojong, Kab. Pandeglang SMPN 7 Cilegon MTs N Model Kadulisung, Pandeglang SMPN 1 Cilegon SMPN 1 Ciruas SMPN 7 Cilegon SMPN2 Cilegon SMPN 4 Tangerang Diknas Kab. Pandeglang Diknas Kota Tangerang SMP N 2 Cirinten, Rangkas Diknas Cilegon SMPN Satu Atap 2, Kalanganyar,Lebak IAIN SMH Banten IAIN SMH Banten UNTIRTA UNTIRTA

P L P P L L P L L L L L L L L P

Guru Guru Guru Kepala Sekolah Guru Guru Kepala Sekolah Guru Pengawas Guru Kepala MTS Kepala Sekolah Kepala Sekolah Kepala Sekolah Kepala Sekolah Dosen

SMPN 1 Karanganyar SMPN 1 Karangpandan, Karanganyar SMP N 1 Karangtengah SMP N 3 Mojogedang SMPN 1 Purwodadi SMP 2 Kudus SMP N 2 Jumantono SMPN 2 Jekulo, Kudus Dinas Pendidikan Kab Purworejo SMPN 1 Kudus MTs N Tinawas Nodosari Boyolali SMPN 7 Purwodadi SMPN 8 Purworejo SMPN 1 Wirosari SMP N 1 Kradenan, Grobogan UNNES Jateng


97

NAME Muh. Sholeh S.Pd., M.Pd Atik Rahmawati, S.Ag., M.Pd Ahmad Muthohar, S.Ag., M.Ag Dra. Endang Listyani, M.S Esti Swastika Sari, S.Pd., M.Hum. EAST JAVA Amrullah Khumi Laila Drs. Akhmad Junaidi Nanang Syafi’I, S.Pd Drs. Rinto Wahyu Widodo Erminingsih Dwi Indah Sri Astutik, S.Pd Yasdi Dra. Endang Sulistiyah Agus Nurbaktiono, S.Pd Drs. Hartoyo, M.Pd Drs. Achmad Lutfi, M.M M. Maksum Daud M, M.Pd Dr. Mohamad Sjafiuddin, M.Pd Dr. Ani Kadarwati, M.Pd Drs. Eddy Budiono, M.Pd Drs. Sugianto, M.Si Dr. Heny Subandiyah, M.Pd Drs. Arifin Rahman, M.Si Dr. Kuseiri, M.Pd Dr. Dzo'ul Milal, M.Pd SOUTH SULAWESI Hj. Luliwidiastuty, S.Pd. M.Si Drs. Sirajuddin, M.Pd Indrayana, S.Pd. M.Pd Dra. Arniati Rasyid Drs. Orban, M.Pd. Muhammad Nasir, S.Pd. M.Pd. Budiman, S.Pd. M.Pd Nuraedah, S.Ag Mansyur Eppe, S.Pd, M.Pd Syafruddin Syafar, SPd Drs. Nur Alim, M.Pd Hasmawati, S.Pd Dra. Hj. Nasrah, M.Pd.I Sandang, S.Pd. M.Si Nurshiam, S.Pd Drs. H. Berhard, M.Si Dr. Hj. Mardiana, M. Hum Nursalam, S.Pd., M.Si Drs. Muh Jasri Djangi, M.Si

98

SEX L P L P P

POSITION Dosen Dosen Dosen Dosen Dosen

INSTITUTION UNNES Jateng IAIN Walisongo Semarang Jateng IAIN Walisongo Semarang UNY DIY UNY DIY

L P L L L P P L P L L L L L P L L P L L L

Guru Guru Guru Guru Guru Guru Guru Guru Guru Guru Guru Guru Guru Guru Pengawas Dosen Dosen Dosen Dosen Dosen Dosen

SMPN 5 Bojonegoro SMPN 1 Prigen - Pasuruan SMPN 2 Wonoayu - Sidoarjo SMPN 4 Tuban SMPN 1 Winongan Pasuruan SMPN 1 Kapas - Bojonegoro SMPN 4 Sidoarjo MTs Al Rosyid Dander - Bojonegoro SMP 1 Purwoasri - Pasuruan SMPN 3 Kertosono - Nganjuk SMPN 3 Sidoarjo SMPN 5 Sidoarjo SMPN 2 Loceret - Nganjuk MTs Roudotul Ulum - Sampang Dinas Pendidikan Kabupaten Sidoarjo UM Malang UM Malang UNESA Surabaya UNESA Surabaya IAIN Sunan Ampel Surabaya IAIN Sunan Ampel Surabaya

P L P P L L L P L L L P P L P L P L L

Pengawas Pengawas Pengawas Guru Kepala Sekolah Guru Guru Kepala Sekolah Guru Guru Pengawas Guru Kepala Sekolah Pengawas Guru Dosen Dosen Dosen Dosen

Pengawas Diknas Pinrang Pengawas Diknas Pinrang Pengawas Diknas Pinrang Guru SMPN 1 Makassar SMPN 4 Tamalate Jeneponto SMPN 20 Makassar SMPN 1 Tallu LimpoE Sidrap MTSN Binamu Jeneponto SMPN 1 Pangkajene Pangkep SMPN 5 Marioriwawo Soppeng Pengawas Diknas Soppeng SMPN 33 Makassar SMP YP PGRI Makassar Pengawas Diknas Soppeng SMPN 36 Makassar UNM Makassar UIN Alauddin Makassar UIN Alauddin Makassar UNM Makassar


ANNEX 6: PLANNED TRAINING OF DISTRICT FACILITATORS IN QUARTER 5 Province

Junior Secondary School TOT

Aceh

April 25–May 1, Banda Aceh

North Sumatra

April 2–8, Medan

Central Java

May 1–18, Yogyakarta (PRIORITAS/DBE) May 21–28, Solo (DBE)


99

ANNEX 7: PARTICIPANTS IN DISTRICT PLANNING WORKSHOPS IN CIMAHI #

Name

Sex

Institutional & Region

Position

1

TATA WIKANTA, SH.,M.Si

M

Disdikpora Cimahi

Kepala Dinas

2

Drs. H.ACE HERMAWAN

M

Disdikpora Cimahi

Sekretaris Dinas

3

Dra. YULIA FITRI MULYATI

F

Disdikpora Cimahi

Kabid PNFI

4

SRI RUSMIYATI, S.Pd

F

Disdikpora Cimahi

Kasubbag Program dan Pelaporan

5

HERISWAN TOM R., SE., MM.

M

Disdikpora Cimahi

Kasubbag Keuangan

6

N. TUTI HERAWATI, SH.

F

Disdikpora Cimahi

Kasi PAUD

7

DEDEN HERDIANA, S.Pd.

M

Disdikpora Cimahi

Kasi Pemuda

8

NANANG, S.Pd

M

Disdikpora Cimahi

Kasi Olahraga

9

EDI SETIADI, S.Pd, MM.

M

Disdikpora Cimahi

Kasi Sarana Prasarana Dikdas

10

ERVIN NARTO, S.Pd., MM.

M

Disdikpora Cimahi

Kasi Kesiswaan Dikmen

11

YADI FERIADI HIDAYAT, S.IP.

M

Disdikpora Cimahi

Fungsional Umum Disdikpora

12

BAMBANG RONI SUJANA

M

Disdikpora Cimahi


13

HERRY MULYAWAN, S.Pd

M

Disdikpora Cimahi


14

JAJANG KUSNENDAR

M

UPI

Dosen / Service Provider

15

IIK NURULPAIK

M

UPI

Dosen / Service Provider

100


ANNEX 8: IMPROVING READING IN BASIC EDUCATION IN INDONESIA Below is a brief summary of how USAID PRIORITAS might address improving early grade reading and language and literacy more generally. Activities which are already planned are in black type. Activities which would need additional funding are in red type. A more detailed summary of the problems and proposed activities to address these problems in included is the following pages. In-Service Teacher Training: Through the planned project in-service training program: 

Incorporate training in strategies that are known to be effective in enhancing literacy development in planned training programs for early grade teachers



Train teachers of all subjects and grades to use instructional strategies to develop language and literacy

Provide additional training for early grade teachers: 

Provide additional and more comprehensive training for early grade teachers in the teaching of language and literacy including developing student comprehension and catering for individual student needs

School and Community: Through the planned school management and community participation training: 

Work with schools to develop initiatives to improve reading such as explicit school policies for reading, upgrading libraries, creating reading corners, setting up literacy working groups, developing schemes for parents to support students’ reading

Linked to the proposed additional teacher training (above): 

Provide an additional day’s training for local government staff, school principals, committees and parents on how to support improvements in early grade teaching of reading

Improving the Supply of Books to Schools: 

Use budgeted GDA funds to work with Indonesian publishing houses to expand existing, and develop collections of attractive reading material suitable for early grade, including both graded and non-graded books which are appealing to beginning and emerging readers.



With additional funding (if available), supply books to selected project partner schools



Run workshops with schools to pilot the use to support improvements in students’ reading

Teacher Teaching Institutes: Through existing program with TTIs 

Training for TTI lecturers in teaching early grade reading



Working with TTI to develop new curricula and materials for pre-service training programs on EGR based on good practice for teacher preparation courses on reading



Ensuring that courses for all teachers have an emphasis on developing language and literacy

Advocacy 



101

These recommendations area compilation of ideas from USAID PRIORITAS senior staff and are based on the findings of the EGRA survey, observation in schools, interviews at TTIs and reviews of GOI policy. PROBLEM

OBJECTIVE

PROJECT ACTIVITIES

Early grade teachers are limited in their understanding of how children learn to read and their strategies in teaching students to read. Specific problems which need to be addressed include:  Early grade students have limited oral language proficiency which is having a negative impact on their early reading skills  Early grade students show limited ability to attach meaning to what they are reading  Reading is taught as an isolated decoding exercise and is not embedded in a literacy context where the focus of literacy is communicating for meaning. Teachers do not teach all the necessary components of literacy.  Teachers fail to address the reading growth of identified groups of students (repeaters, non-Indonesian speakers, children with special educational needs, lower SES)

Teachers of early grade have a thorough understanding of a range of effective strategies and know when, why and how to apply them. They have also mastered strategies focused on:  Improving children’s oral language proficiency  Improve children’s ability to understand what they are reading  Increase teachers awareness and abilities to cater for different levels of reading and language abilities

Through the project in-service training program:  Train teachers in EGR strategies that are known to be effective in enhancing literacy development  Train teachers of all subjects to use instructional strategies focusing on interaction between students in order to develop early oral abilities  Train teachers to use formal and explicit comprehension strategies through the projects’ primary school teacher training program  Provide training for teachers which focuses on the importance and interrelated nature of all language components: reading, writing, listening and speaking  Training on differentiated learning for students with special needs.

Only teachers in Indonesian language are seen as responsible for literacy (reading) development

Teachers of all subjects and grades are aware of and involved in developing students’ language and literacy skills



Train teachers of all subjects and grades through the projects’ in-service training program to understand the importance of literacy and provide them with ideas on how they can promote reading and other language skills through their teaching

Teachers have limited strategies to assess children’s/reading, they do not record assessments and do not the results of assessment to plan for learning

Improve the assessment of early grade reading in schools



Training in-service teachers on (a) different types of assessment techniques (b) how to keep records of assessments and (c) how to use assessments to plan for further learning

Develop the management and use of reading resources in schools and their communities and increase the amount of time allocated to reading



Existing School-based Management (SBM) and Community Participation training will work with schools to develop initiatives to improve reading such as explicit school policies for reading, upgrading libraries, creating reading corners, setting up literacy working groups Adapt existing SBM and teacher training programs to encourage the allocation of more time in- and outside school hours to reading and to increase the variety of activities during such times

TEACHERS

SCHOOL AND COMMUNITY While it is GOI policy to promote a ‘reading culture’ few schools do anything specific to address the issue. Students are not given enough time for sustained reading practice in schools.



102


PROBLEM

OBJECTIVE

PROJECT ACTIVITIES

Parents have little knowledge and understanding of how to appropriately support children’s’ reading development

Increase parental and community support children’s reading growth







School libraries and book corners often do not exist or are poorly managed and used

Libraries and book corners are well managed and used and become attractive places where students go by choice to browse books, read for pleasure, seek information and complete learning assignments individually and in groups.





Through existing SBM and Community Participation training work with schools on how to engage parents and the community in schemes to support student reading, such as ‘home reading schemes’ Ensure School Committee/Parent representation and involvement in all inservice teacher training related to early grade reading and literacy to ensure understanding and continued support for program development at school level. Through training encourage parents to work as volunteers to support reading initiatives in schools. Provide training and mentoring to schools to develop libraries as learning hubs, incorporating books, ICT and a range of other reading materials Work with schools to develop and pilot open library schemes, class book sets, rotating reading corners, mobile libraries, parent librarian rosters, home reading schemes, book week events, "readathons" and the like.

IMPROVING THE SUPPLY OF BOOKS TO SCHOOLS The supply of appropriate age and grade level reading books is severely limited, which limits children’s opportunities for sustained reading practice in schools and therefore their reading growth.

Increase the availability of graded reading books to schools and students







Using budgeted GDA funds work with Indonesian publishing houses to expand existing, and develop collections of attractive reading material suitable for early grade, including both graded and non-graded books which are appealing to beginning and emerging readers. Dependent on the availability of funding, supply books to selected project partner schools and pilot their use to support improvements in students’ reading Provide support for pre-service teachers to write and publish reading material (local culture, thematic, storytelling based) as part of their assessment program when taking new pre-service reading programs. This will assist in building the numbers of suitable reading materials for early grade readers.

TEACHER TRAINING INSTITUTES Teachers are not adequately prepared to teach early grade reading during their pre-service training programs, few have received specific training on how to teach reading to children in the early grade

Institute pre-service teacher training programs in early grade reading so that teachers are better prepared to teach early grade reading in schools

 

Training for TTI lecturers in teaching early grade reading Working with TTI to develop new curricula and materials for pre-service training programs on EGR based on good practice for teacher preparation courses on reading


103

PROBLEM

OBJECTIVE

PROJECT ACTIVITIES

There are few (if any) clear and measurable reading benchmarks for early grade reading so teachers are unaware of

Develop benchmarks so that teachers can systematically examine a student’s strengths and weakness on reading in order to develop instructional goals



Work with TTI and provincial GOI to develop and implement a set of provincial benchmarks for early grade reading which sets out the knowledge, skills and understanding in reading which children of different ages and maturities are expected to have at the end of each key stage of the early grade (end of semester and grade)

Literacy is generally only considered in the context of training for Bahasa Indonesia and early grade.

Understanding and skills relating to learning reading are incorporated into teacher training in all subjects.



Incorporate an awareness of the role of all teachers in promoting literacy into training programs for all subjects in TTIs

Teacher Training Institutes do not make use of existing ICT capacity to improve the teaching programs on offer, for the lecturers or the preservice students, including in the area of the improvement of reading and literacy skills.

ICT programs taken by preservice teachers include using ICT to improve the quality of reading and literacy programs in early grade and primary schools.



Project ICT program to focus on using ICT to assist in reading and literacy acquisition through inclusion of strategies and activities to design reading materials, develop online digital reading libraries, simple programs to assist early learners with basic reading skills, simple online assessment recording, audio books, etc.

Government policies, the curriculum and textbooks, are weak in supporting the development of students’ reading

Increase awareness of the importance of early grade reading at central and local levels in order to advocate for policy change to support children’s reading




Children who do not attend preschool education show significantly lower reading development than children who did

Increase children’s participation in pre-school education



Promote awareness of the importance of preschool education through work with GOI, schools and other donors.

The reading growth of identified groups of students (repeaters, nonIndonesian speakers, children with special educational needs, lower SES)

Increase school and district level support for children who face more difficulties in developing early literacy skills



Work with schools and districts to more closely examine how specific groups of children are being supported to develop their reading skills

104


ADVOCACY

ANNEX 9: PARTNER SCHOOL AND TTI DATA Primary Schools

No A A.I. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. A.2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

B B.I. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Province/District/School Name Aceh Aceh Jaya SDN 1 Calang SDN 2 Calang SDN 3 Calang SDN 4 Calang SDN 4 Krueng Sabe MIN Dayah Baro MIS Cendikia Panton Makmur SDN 1 Teunom SDN 11 Teunom SDN 12 Teunom SDN 13 Teunom SDN 2 Teunom SDN 4 Teunom SDN 5 Teunom SDN 8 Teunom MIN Seunebok Padang MIN Teunom Total Aceh Jaya Bener Meriah SDN Hakim Wih Ilang SDN Pondok Gajah SDN Remang Ketike SDN Suku Wih Ilang MIN Kota Makmur (Bathin Baru) MIN Lewajadi SDN 1 Lampahan SDN 2 Lampahan SDN 4 Lampahan SDN Bukit Mulie SDN Cekal SDN Tunyang MIN Blang Rongka MIN Lampahan MIN Sukadamai District Total Province Total Sumatra Utara Labuhan Batu SDN 112167 Bilah Hulu SDN 114377 Bilah Hulu SDN 116879 Bilah Hulu SDN 117469 Bilah Hulu SDN 118252 Bilah Hulu SD Al-Ittihad Aek Nabara Bilah Hulu MI Raudhatul Uluum Bilah Hulu MIN Sigambal Rantau Selatan MIN Urung Kompas Rantau Selatan SDN 112134 Rantau Utara SDN 112143 Rantau Utara SDN 112162 Rantau Utara SDN 114375 Rantau Utara SDN 115530 Rantau Utara

Sub District

Type of School State/ SD/MI Private

Total Number of Students M

F

Total Number of Teachers

T

M

F

T

Krueng Sabee Krueng Sabee Krueng Sabee Krueng Sabee Krueng Sabee Krueng Sabee Krueng Sabee Teunom Teunom Teunom Teunom Teunom Teunom Teunom Teunom Teunom Teunom

SD SD SD SD SD MI MI SD SD SD SD SD SD SD SD MI MI

State State State State State State Private State State State State State State State State State State

62 110 49 21 48 97 9 32 10 37 20 60 128 28 25 16 43 795

69 99 54 18 81 103 7 40 12 29 16 58 108 32 22 19 20 787

131 209 103 39 129 200 16 72 22 66 36 118 236 60 47 35 63 1.582

1 3 4 2 1 1 0 0 4 2 2 3 4 1 4 0 5 37

8 7 8 11 8 12 3 10 4 8 6 7 10 10 3 12 8 135

9 10 12 13 9 13 3 10 8 10 8 10 14 11 7 12 13 172

Bandar Bandar Bandar Bandar

SD SD SD SD

State State State State

72 108 28 42

64 93 45 52

136 201 73 94

5 2 1 3

9 12 12 12

14 14 13 15

Bandar Bandar Timang Gajah Timang Gajah Timang Gajah Timang Gajah Timang Gajah Timang Gajah Timang Gajah Timang Gajah Timang Gajah

MI MI SD SD SD SD SD SD MI MI MI

State State State State State State State State State State State

38 77 52 155 99 55 76 88 52 46 72 1,060 1,855

37 69 56 148 59 41 70 68 55 43 64 964 1,751

75 146 108 303 158 96 146 156 107 89 136 2,024 3,606

2 6 1 4 2 3 2 2 2 1 6 42 79

18 11 12 19 13 11 11 12 15 17 18 202 337

20 17 13 23 15 14 13 14 17 18 24 244 416

Bilah Hulu Bilah Hulu Bilah Hulu Bilah Hulu Bilah Hulu

SD SD SD SD SD

State State State State State

65 80 80 89 98

61 78 102 82 114

126 158 182 171 212

1 3 3 4 2

7 9 7 5 10

8 12 10 9 12

Bilah Hulu

SD

Private

46

70

116

2

5

7

Bilah Hulu Rantau Selatan

MI MI

Private State

177 136

171 124

348 260

1 3

10 20

11 23

Rantau Selatan Rantau Utara Rantau Utara Rantau Utara Rantau Utara Rantau Utara

MI SD SD SD SD SD

State State State State State State

202 278 303 123 187 188

200 284 257 147 215 166

402 562 560 270 402 354

7 3 4 0 2 1

17 18 17 16 17 16

24 21 21 16 19 17


105

No 15. 16. 17. B.2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. B.3. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

106

Province/District/School Name SD Budis Jayanti Rantau Utara SD Muhammadiyah 7 Rantau Utara MIN Padang Bulan Rantau Utara Medan, Kota SDN 060837 Medan Barat SDN 060840 Medan Barat SDN 060843 Medan Barat SDN 060849 Medan Barat SDN 066651 Medan Barat SD Karya Bakti Medan Barat SD Muhammadiyah 11 Medan Barat MIN Medan Barat SDN 060913 Medan Tembung SDN 064037 Medan Tembung SDN 064973 Medan Tembung SDN 064976 Medan Tembung SDN 067240 Medan Tembung MIN Medan Tembung, Jl Pertiwi MIN Medan, Medan Tembung MI Mustafawiyah Medan Tembung,jl taut ujung Nias Selatan SDN 071212 Sifaoroasi Gomo SDN 071213 Hiliana'a Gomo SDN 071216 Lahusa Idano Tae Gomo SDN 071223 Orahili Gomo SDN 076089 Hilimbowo Gomo SDN 076708 Tanonikoo Gomo SDN 077787 Lawa-Lawa Luo Gomo SDN 071122 Teluk Dalam SDN 074071 Bawodobara Teluk Dalam SDN 075071 Hiligeho Teluk Dalam SDN 076103 Bawoza'ua Teluk Dalam SDN 076726 Hilinifaoso Teluk Dalam SDN 076728 bawolowalani Teluk Dalam SDN 078356 HIlitobara Teluk Dalam SDN 078525 Dharma Caraka Teluk Dalam MIN Teluk Dalam Nias Selatan Total North Sumatra Total

Sub District



F


T

M

F

T

Rantau Utara

SD

Private

196

245

441

0

13

13

Rantau Utara

SD

Private

85

84

169

4

7

11

Rantau Utara

MI

State

236 2569

182 2582

418 5151

7 47

16 210

23 257

Medan Barat Medan Barat Medan Barat Medan Barat Medan Barat Medan Barat

SD SD SD SD SD SD

State State State State State Private

160 64 513 406 56 193

126 50 490 410 28 181

286 114 1003 816 84 374

3 1 5 3 1 6

11 9 33 24 7 11

14 10 38 27 8 17

Medan Barat Medan Barat

SD MI

Private State

130 256

146 232

276 488

2 5

13 20

15 25

Medan Tembung

SD

State

190

233

423

2

18

20

Medan Tembung

SD

State

325

311

636

1

19

20

Medan Tembung

SD

State

133

138

271

1

12

13

Medan Tembung

SD

State

184

214

398

0

14

14

Medan Tembung

SD

State

246

274

520

5

17

22

Medan Tembung Medan Tembung

MI MI

State State

277 492

276 600

553 1092

8 17

24 38

32 55

Medan Tembung

MI

Private

91 3,716

66 3,775

157 7,491

4 64

8 278

12 342

Gomo Gomo

SD SD

State State

234 45

193 30

427 75

4 6

28 2

32 8

Gomo Gomo

SD SD

State State

50 124

45 118

95 242

6 6

4 10

10 16

Gomo

SD

State

125

115

240

7

4

11

Gomo

SD

State

90

77

167

5

5

10

Gomo Teluk Dalam

SD SD

State State

59 218

69 202

128 420

4 5

8 17

12 22

Teluk Dalam

SD

State

151

140

291

8

13

21

Teluk Dalam

SD

State

105

99

204

3

12

15

Teluk Dalam

SD

State

106

106

212

5

10

15

Teluk Dalam

SD

State

68

77

145

2

17

19

Teluk Dalam

SD

State

61

63

124

4

3

7

Teluk Dalam

SD

State

161

153

314

2

17

19

Teluk Dalam Teluk Dalam

SD MI

State State

122 101 1,820 8,105

90 116 1,693 8,050

212 217 3,513 16,155

0 15 82 193

11 22 183 671

11 37 265 864


No

Province/District/School Name

C C.1. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Banten Pandeglang SDN Bojong 1 SDN Bojong 2 SDN Bojong 3 SDN Bojong 4 SDN Bojong 5 SDN Mekarsari 1 MI MA Dahu Mekarsari MI Sukamaju SDN Gunungsari 1 SDN Gunungsari 2 SDN Kurung Kambing 1 SDN Kurung Kambing 3 SDN Kurung Kambing 4 SDN Mandalasari 1 MIN Model Mandalawangi MI Darul Huda Waru

C.2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Serang SDN Ciruas 2 SDN Ciruas 4 SDN Kadikaran SDN Priuk SDN Tegal Jetak SDN IT Khaerunas MI Al Khaeriyah Karanganyar MI Al Khaeriyah Kejaban SDN Cilengsir SDN Kadumanggu SDN Kampung Baru SDN Negarapadang SDN Petir 2 SDN Seuat MI Nurul Falah Kubang MI Sholatiyah Serang District Total Banten Total

D D.1. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

West Java Bandung Barat SDN 1 Rancairung SDN 5 Rancairung SDN 1 Budigalih SDN 4 Rancairung SDN Maroko SDN Mekarasih MI Sukaguna MI Tembongsari SDN 1 Rajamandala SDN 2 Rajamandala SDN 3 Rajamandala SDN 4 Rajamandala SDN Nyomplong SDN Rancabentang MI Al-Hikmah Cipatat MI Syamsudin Cipatat Bandung Barat Total Ciamis SDN 1 Sindangsari SDN 1 Sukasari SDN 2 Sindangsari SDN 2 Sukasari

D.2. 1. 2. 3. 4.

Sub District


Total Number of Students


M

F

T

M

F

T

Bojong Bojong Bojong Bojong Bojong Bojong Bojong Bojong Mandalawangi Mandalawangi Mandalawangi Mandalawangi Mandalawangi Mandalawangi Mandalawangi Mandalawangi

SD SD SD SD SD SD MI MI SD SD SD SD SD SD MI MI

State State State State State State Private Private State State State State State State State Private

51 90 47 88 91 64 156 71 86 152 46 74 38 92 144 75 1,365

49 69 46 72 92 70 128 58 99 133 42 83 31 77 126 67 1,242

100 159 93 160 183 134 284 129 185 285 88 157 69 169 270 142 2,607

4 3 2 6 5 4 6 3 5 5 6 3 5 7 12 6 82

7 9 8 7 5 6 7 8 5 8 6 7 4 3 24 8 122

11 12 10 13 10 10 13 11 10 13 12 10 9 10 36 14 204

Ciruas Ciruas Ciruas Ciruas Ciruas Ciruas Ciruas Ciruas Petir Petir Petir Petir Petir Petir Petir Petir


State State State State State Private Private Private State State State State State State Private Private

275 311 135 150 256 149 90 91 218 121 125 156 133 281 146 170 2,807 4,172

230 336 106 159 245 114 82 106 198 122 121 139 139 238 142 152 2,629 3,871

505 647 241 309 501 263 172 197 416 243 246 295 272 519 288 322 5,436 8,043

4 2 4 3 5 4 3 4 2 7 6 5 5 14 3 8 79 161

13 26 8 9 13 13 6 9 8 4 3 7 6 1 9 9 144 266

17 28 12 12 18 17 9 13 10 11 9 12 11 15 12 17 223 427

Cihampelas Cihampelas Cihampelas Cihampelas Cihampelas Cihampelas Cihampelas Cihampelas Cipatat Cipatat Cipatat Cipatat Cipatat Cipatat Cipatat Cipatat


State State State State State State Private Private State State State State State State Private Private

98 103 125 116 113 157 42 86 192 388 209 165 94 111 115 113 2,227

94 94 95 82 107 126 35 104 195 357 194 146 96 85 100 99 2,009

192 197 220 198 220 283 77 190 387 745 403 311 190 196 215 212 4,236

4 4 5 5 7 8 4 1 2 11 7 5 6 4 7 4 84

9 8 6 8 8 8 5 10 11 16 10 7 5 8 5 7 131

13 12 11 13 15 16 9 11 13 27 17 12 11 12 12 11 215

Banjarsari Banjarsari Banjarsari Banjarsari

SD SD SD SD


113 106 85 83

94 88 62 86

207 194 147 169

3 4 5 2

8 7 5 7

11 11 10 9


107

No 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. D.3. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

E E.1. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. E.2. 1. 2. 3. 4. 5. 6. 7. 8. 9.

108

Province/District/School Name SDN 3 Sindangsari SDN 3 Sukasari MI Cibadak MI Sindangtawang SDN 1 Sukamanah SDN 1 Sukaraja SDN 2 Sukamanah SDN 2 Sukaraja SDN 3 Sukamanah SDN 3 Sukaraja MI Gunung Cupu MI Kalangari Ciamis Total Cimahi SDN Cibodas 2 SDN Cibodas 3 SDN Utama 6 SDN Utama Mandiri 1 SDN Budhi Asih SDN Budhi Karya SDN Sosial 1 SDN Sosial 2 MI Cahaya MI Nurul Islam MI PUI Cimahi SDN Cibabat 5 SDN Cibabat Mandiri 2 SDN Cibabat Mandiri 4 SDN Cibabat Mandiri 5 MI Asih Putra Cimahi District Total West Java Total Central Java Banjarnegara SDN 1 Kutabanjarnegara SDN 1 Semarang SDN 2 Kutabanjarnegara SDN 2 Semarang SDN 3 Kutabanjarnegara SD Kristen Debora MI Al Fatah Parakancanggah MI Muhammadiyah Karangtengah SDN 1 Candiwulan SDN 1 Kertayasa SDN 1 Panggisari SDN 2 Candiwulan SDN 2 Panggisari SDN Blimbing MI Al Ma'arif 01 Kertayasa MI Al Ma'arif Blimbing Banjarnegara Total Batang SDN Karangasem 04 SDN Karangasem 06 SDN Karangasem 07 SDN Karangasem 10 SDN Karangasem 12 SDN Karangasem 13 MI Muhammadiyah Karangasem MI Wahid Hasyim Kalisalak SDN Karanganyar 01

Sub District Banjarsari Banjarsari Banjarsari Banjarsari Sindangkasih Sindangkasih Sindangkasih Sindangkasih Sindangkasih Sindangkasih Sindangkasih Sindangkasih

Type of School State/ SD/MI Private SD State SD State MI Private MI Private SD State SD State SD State SD State SD State SD State MI Private MI Private

Cimahi Selatan Cimahi Selatan Cimahi Selatan Cimahi Selatan Cimahi Tengah Cimahi Tengah Cimahi Tengah Cimahi Tengah Cimahi Tengah Cimahi Tengah Cimahi Tengah Cimahi Utara Cimahi Utara Cimahi Utara Cimahi Utara Cimahi Utara

SD SD SD SD SD SD SD SD MI MI MI SD SD SD SD MI

Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara

Total Number of Students F


M 107 203 92 121 90 76 71 62 93 114 100 56 1,572

T 206 358 207 243 174 155 142 121 168 201 189 118 2,999

M

99 155 115 122 84 79 71 59 75 87 89 62 1,427

3 15 4 5 5 2 6 4 7 4 4 3 76

F 9 18 7 8 7 9 7 7 8 6 4 7 124

T 12 33 11 13 12 11 13 11 15 10 8 10 200

State State State State State State State State Private Private Private State State State State Private

136 172 242 373 128 273 300 214 92 82 146 174 400 209 356 280 3,577 7,376

134 134 229 398 142 298 192 206 87 70 114 129 408 239 282 292 3,354 6,790

270 306 471 771 270 571 492 420 179 152 260 303 808 448 638 572 6,931 14,166

3 8 1 9 0 4 2 4 4 2 14 6 11 6 4 17 95 255

7 5 12 24 11 18 15 13 6 7 1 6 16 12 18 22 193 448

10 13 13 33 11 22 17 17 10 9 15 12 27 18 22 39 288 703

SD SD SD SD SD SD MI

State State State State State Private Private

137 112 62 87 159 64 120

131 134 40 77 161 47 115

268 246 102 164 320 111 235

2 4 3 1 3 5 4

10 5 8 7 15 4 9

12 9 11 8 18 9 13

Banjarnegara Mandiraja Mandiraja Mandiraja Mandiraja Mandiraja Mandiraja Mandiraja Mandiraja

MI SD SD SD SD SD SD MI MI

Private State State State State State State Private Private

87 79 113 84 51 39 85 98 65 1,442

103 58 85 71 44 46 56 82 57 1,307

190 137 198 155 95 85 141 180 122 2,749

2 2 4 0 2 2 2 2 3 41

7 6 6 7 6 5 7 5 4 111

9 8 10 7 8 7 9 7 7 152

Batang Batang Batang Batang Batang Batang

SD SD SD SD SD SD

State State State State State State

95 71 143 48 157 62

87 78 111 52 130 59

182 149 254 100 287 121

0 3 4 1 3 3

8 6 7 8 8 5

8 9 11 9 11 8

Batang Batang Reban

MI MI SD

Private Private State

33 42 69

20 40 54

53 82 123

4 5 5

5 4 3

9 9 8


No 10. 11. 12. 13. 14. 15. 16. E.3. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. E.4. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. E.5. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Province/District/School Name SDN Padomasan 02 SDN Polodoro SDN Sojomerto 01 SDN Sukomangli 01 SDN Sukomangli 02 MI Islamiyah Reban MI Islamiyah Sojomerto Batang Total Purbalingga SDN 1 Cipaku SDN 1 Karangkemiri SDN 1 Kemangkon SDN 1 Panican SDN 2 Kemangkon SDN 2 Panican SDN 1 Bakulan MI Ma'arif NU Mejasem MI Muhammadiyah Toyareka SDN 1 Mangunegara SDN 1 Selaganggeng SDN 2 Mrebet SDN 2 Selaganggeng SDN 1 Mrebet MI Ma'arif NU 02 Tangkisan MI Ma'arif NU Sindang Purbalingga Total Semarang (Kab) SDN Bumen SDN Jubelan 1 SDN Lanjan 1 SDN Mendongan SDN Sumowono 1 SDN Sumowono 2 MI Darussalam MI Miftahul Ulum SDN 1 Tengaran SDN 2-3 Tengaran SDN Klero 1 SDN Klero 2 SDN Tegalrejo 01 MI Klero MI Tahdhibul Banin Tegalrejo MI Tengaran Semarang (Kab) Total Sragen SDN Banyurip 1 SDN Banyurip 2 SDN Banyurip 3 SDN Gringging 1 SDN Gringging 2 SDN Gringging 3 SDN Gringging 4 MI Muhammadiyah Banaran MI Muhammadiyah Karanganyar SDN Karangtengah 1 SDN Karangtengah 3 SDN Karangupit 1 SDN Karangupit 3 SDN Karangupit 4 SDN Tangkil 1 SDN Tangkil 3 SDN Tangkil 4 Sragen Total

Sub District Reban Reban Reban Reban Reban Reban Reban

Type of School State/ SD/MI Private SD State SD State SD State SD State SD State MI Private MI Private

Kemangkon Kemangkon Kemangkon Kemangkon Kemangkon Kemangkon Kemangkon Kemangkon Kemangkon Mrebet Mrebet Mrebet Mrebet Mrebet Mrebet Mrebet

SD SD SD SD SD SD SD MI MI SD SD SD SD SD MI MI

Sumowono Sumowono Sumowono Sumowono Sumowono Sumowono Sumowono Sumowono Tengaran Tengaran Tengaran Tengaran Tengaran Tengaran Tengaran Tengaran


F

Total Number of Teachers F

T

28 32 109 37 44 36 45 1,051

27 54 84 38 49 42 32 957

55 86 193 75 93 78 77 2,008

2 6 3 4 6 4 6 59

7 5 7 6 5 3 5 92

9 11 10 10 11 7 11 151

State State State State State State State Private Private State State State State State Private Private

105 79 47 118 91 46 92 53 70 109 105 56 113 83 48 59 1,274

99 76 30 122 74 39 96 48 72 95 93 61 108 94 58 73 1,238

204 155 77 240 165 85 188 101 142 204 198 117 221 177 106 132 2,512

5 4 4 4 5 3 3 5 3 5 4 3 4 5 4 4 65

5 5 7 7 4 8 11 5 7 8 7 5 6 5 5 5 100

10 9 11 11 9 11 14 10 10 13 11 8 10 10 9 9 165

SD SD SD SD SD SD MI MI SD SD SD SD SD MI MI MI

State State State State State State Private Private State State State State State Private Private Private

41 65 79 61 21 94 72 57 125 109 150 100 65 77 41 69 1,226

27 67 63 49 27 97 52 49 120 69 150 108 63 59 30 53 1,083

68 132 142 110 48 191 124 106 245 178 300 208 128 136 71 122 2,309

5 3 6 7 5 5 5 3 5 3 5 6 2 4 4 3 71

5 7 3 5 5 7 4 5 7 9 8 4 7 6 4 6 92

10 10 9 12 10 12 9 8 12 12 13 10 9 10 8 9 163

Sambungmacan Sambungmacan Sambungmacan Sambungmacan Sambungmacan Sambungmacan Sambungmacan Sambungmacan

SD SD SD SD SD SD SD MI

State State State State State State State Private

53 32 61 67 60 57 54 63

45 39 38 50 75 42 52 55

98 71 99 117 135 99 106 118

5 6 4 3 5 4 4 2

6 5 6 7 6 5 5 5

11 11 10 10 11 9 9 7

Sambungmacan Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen

MI SD SD SD SD SD SD SD SD

Private State State State State State State State State

61 50 124 109 91 34 100 93 56 1,165

39 39 88 106 90 41 87 86 40 1,012

100 89 212 215 181 75 187 179 96 2,177

6 5 2 6 6 4 2 3 4 71

6 6 11 7 4 5 9 9 7 109

12 11 13 13 10 9 11 12 11 180


T

M

109

No

F F.1. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. F.2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. F.3. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. F.4. 1. 2. 3.

110

Province/District/School Name Central Java Total East Java Blitar (Kab) SDN Bacem 01 SDN Bacem 02 SDN Bacem 03 SDN Bacem 04 SDN Kebonduren 01 SDN Kebonduren 02 SDN Kebonduren 03 SDIT Al Kautsar Kebonduren MI MISRIU Kebonduren MI Plus Ma'arif NU SDN Kalipang 01 SDN Kalipang 02 SDN Kalipang 03 SDN Kalipang 04 SDN Kedungbunder 01 SDN Sutojayan 01 SDN Sutojayan 02 SDI Aisyiyah MI Miftahul Huda Kedungbunder Blitar (Kab) Total Madiun (Kab) SDN Jatisari 01 SDN Jatisari 02 SDN Jatisari 03 SDN Purworejo 03 SDN Sumberejo 01 SDN Sumberejo 02 MI Miftahul Khoirot MI Sailul Ulum Pagotan SDN Bangunsari 01 SDN Bangunsari 02 SDN Bangunsari 03 SDN Krajan 01 SDN Krajan 02 SDN Ngampel 01 MI Muhammadiyah MI PSM Sukosari Madiun (Kab) Total Mojokerto (Kab) SDN Kalen SDN Kedunggede I SDN Kedunggede II SDN Mojokarang SDN Segunung I MI Bahrul Ulum Talok MI Miftahul Ulum Mojokarang SDN Kemlagi II SDN Mojodadi SDN Mojodowo SDN Mojowono SDN Pandankrajan I SDN Pandankrajan II MI Bahrul Ulum MI Miftahul Ulum Mojokerto (Kab) Total Pamekasan SDN Galis I SDN Konang II SDN Konang III

Sub District




M 6,158

F 5,597

T 11,755

M 307

F 504

T 811

Ponggok Ponggok Ponggok Ponggok Ponggok Ponggok Ponggok Ponggok Ponggok Ponggok Sutojayan Sutojayan Sutojayan Sutojayan Sutojayan Sutojayan Sutojayan Sutojayan

SD SD SD SD SD SD SD SD MI MI SD SD SD SD SD SD SD SD

State State State State State State State Private Private Private State State State State State State State Private

63 72 34 93 150 85 82 29 110 86 264 62 102 40 55 99 33 76

62 54 31 103 134 51 92 33 114 99 320 57 115 41 28 77 32 57

125 126 65 196 284 136 174 62 224 185 584 119 217 81 83 176 65 133

5 4 2 1 4 1 3 3 7 2 11 4 3 2 3 3 1 2

4 6 6 11 12 9 5 10 9 8 22 9 11 12 8 13 8 6

9 10 8 12 16 10 8 13 16 10 33 13 14 14 11 16 9 8

Sutojayan

MI

Private

119 1,654

136 1,636

255 3,290

7 68

12 181

19 249

Geger Geger Geger Geger Geger Geger Geger Geger Mejayan Mejayan Mejayan Mejayan Mejayan Mejayan Mejayan Wonoasri



42 87 43 84 43 34 77 132 77 138 56 51 98 89 46 101 1,198

35 77 41 95 38 43 80 143 75 148 44 57 102 57 43 102 1,180

77 164 84 179 81 77 157 275 152 286 100 108 200 146 89 203 2,378

3 1 3 2 4 3 3 10 4 3 4 5 5 4 1 3 58

6 9 8 8 6 7 8 9 8 8 6 6 11 6 8 6 120

9 10 11 10 10 10 11 19 12 11 10 11 16 10 9 9 178

Dlanggu Dlanggu Dlanggu Dlanggu Dlanggu Dlanggu Dlanggu Kemlagi Kemlagi Kemlagi Kemlagi Kemlagi Kemlagi Kemlagi Kemlagi

SD SD SD SD SD MI MI SD SD SD SD SD SD MI MI

State State State State State Private Private State State State State State State Private Private

145 89 36 89 114 57 192 75 61 93 83 29 56 58 155 1,332

152 94 50 72 98 65 147 81 68 85 66 30 48 54 142 1,252

297 183 86 161 212 122 339 156 129 178 149 59 104 112 297 2,584

10 6 8 6 2 5 4 1 8 6 5 8 6 4 6 85

24 9 4 9 13 8 9 11 5 5 7 3 7 9 9 132

34 15 12 15 15 13 13 12 13 11 12 11 13 13 15 217

Galis Galis Galis

SD SD SD

State State State

58 78 53

61 60 44

119 138 97

11 6 10

7 5 7

18 11 17


No 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. F.5. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

G G.1. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. G.2. 1. 2. 3. 4. 5. 6. 7.

Province/District/School Name SDN Konang IV SDN Tobungan I SDN Tobungan II MIN Konang MIS Tarbiyatul Islamiyah Konang SDN Pademawu Barat II SDN Pademawu Timur II SDN Pademawu Timur IV SDN Pademawu Timur V SDN Tanjung I SDN Tanjung IV MI Miftahul Ulum Pademawu Timur MI Nurul Hasan Jarin Pamekasan Total Situbondo SDN 2 Bloro SDN 2 Kalimas SDN 3 Besuki SDN 7 Besuki SDN 1 Bloro SDN Langkap MI Al Hikmatul Islamiyah MI Darul Hikmah Al Fatiniyah SDN 10 Kilensari SDN 2 Kilensari SDN 3 Kilensari SDN 5 Kilensari SDN 8 Kilensari SDN 9 Kilensari MI Jauharul Ulum MI Miftahul Huda Situbondo Total East Java Total Sulawesi Selatan Bantaeng SDN 10 Pasorongi SDN 17 Ujung Labbu SD Inpres Lasepang SD Inpres Tappanjeng SD Negeri 9 Lembang SDN 7 Letta MIS Guppi Bulu-Bulu SDN 11 Sarroanging SDN 3 Libboa SDN 63 Bonto Jonga SD Inpres Kampung Parang SD Inpres Pullauweng SD Inpres Sarrea MIS Nurul Azma MIS Ma'arif Bakaraya MIS Borongkapala Bantaeng Total Maros SDN 1 Pakalu I SDN 12 Pakalli I SDN 120 Parangki SDN 15 Jawi-Jawi SD Inpres 105 Alatengae SD Inpres 173 Mangngai MIS Darul Rasyidin

Sub District Galis Galis Galis Galis

Type of School State/ SD/MI Private SD State SD State SD State MI State

Galis Pademawu Pademawu Pademawu Pademawu Pademawu Pademawu

MI SD SD SD SD SD SD

Pademawu Pademawu

Total Number of Students M 39 63 85 106

29 61 81 94

68 124 166 200

9 7 9 7

9 12 5 15

T 18 19 14 22

Private State State State State State State

42 113 137 39 45 63 49

35 85 105 53 76 50 44

77 198 242 92 121 113 93

9 3 15 7 8 5 7

7 6 14 8 7 4 10

16 9 29 15 15 9 17

MI MI

Private Private

34 40 1,044

28 26 932

62 66 1,976

8 14 135

6 5 127

14 19 262

Besuki Besuki Besuki Besuki Besuki Besuki Besuki Besuki Panarukan Panarukan Panarukan Panarukan Panarukan Panarukan Panarukan Situbondo



83 51 164 117 82 102 84 59 69 57 86 88 86 48 31 53 1,260 6,488

62 69 152 90 60 116 59 80 71 51 118 67 69 45 34 53 1,196 6,196

145 120 316 207 142 218 143 139 140 108 204 155 155 93 65 106 2,456 1,2684

3 4 7 4 5 7 6 1 8 10 10 7 7 6 3 2 90 436

11 10 11 6 9 9 5 11 13 7 9 12 11 18 5 10 157 717

14 14 18 10 14 16 11 12 21 17 19 19 18 24 8 12 247 1,153

Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Eremerasa Eremerasa Eremerasa Eremerasa Eremerasa Eremerasa Eremerasa Pajukukang Tompobulu

SD SD SD SD SD SD MI SD SD SD SD SD SD MI MI MI

State State State State State State Private State State State State State State Private Private Private

78 86 136 260 153 202 44 125 76 78 157 115 43 47 54 33 1,687

74 86 138 246 111 185 35 130 69 67 157 127 37 63 47 45 1,617

152 172 274 506 264 387 79 255 145 145 314 242 80 110 101 78 3,304

5 4 4 6 3 3 6 5 8 6 10 8 1 1 6 5 81

14 13 11 24 19 20 14 15 9 4 15 16 9 11 12 13 219

19 17 15 30 22 23 20 20 17 10 25 24 10 12 18 18 300

Bantimurung Bantimurung Bantimurung Bantimurung Bantimurung Bantimurung Bantimurung

SD SD SD SD SD SD MI

State State State State State State Private

130 96 126 138 102 109 62

97 81 119 145 89 87 57

227 177 245 283 191 196 119

6 4 8 4 3 6 4

10 10 10 14 9 7 6

16 14 18 18 12 13 10


F


T

M

F

111

No 8. 9. 10. 11. 12. 13. 14. 15. 16. G.3. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

112

Province/District/School Name MIS JII Bantimurung MIN Maros Baru SDN 180 Pappandangan SDN 21 Sanggalea SDN 241 Perumnas Tumalia SDN 39 Kassi SD Inpres 111 Polejiwa SD Inpres 154 Tumalia MIS Ainus Syamsi Maros Total Wajo SDN 190 Ballere SDN 191 Ballere SDN 234 Inrello SDN 320 Ballere SDN 321 Ballere SDN 412 Inrello SDN 414 Keera MIS As'adiyah 272 Pallipu MIS As'adiyah 3 Sengkang SDN 13 Lapongkoda SDN 14 Lapongkoda SDN 213 Lapongkoda SDN 6 Lapongkoda SD Muhammadiyah MIS As'adiyah 45 Sura'e MIS Muhammadiyah Wajo South Sulawesi Total Grand Total

Sub District Bantimurung Maros Baru Turikale Turikale Turikale Turikale Turikale Turikale Turikale

Type of School State/ SD/MI Private MI Private MI State SD State SD State SD State SD State SD State SD State MI Private

Keera Keera Keera Keera Keera Keera Keera Tanasitolo Tanasitolo Tempe Tempe Tempe Tempe Tempe Tempe Tempe

SD SD SD SD SD SD SD MI MI SD SD SD SD SD MI MI

State State State State State State State Private Private State State State State Private Private Private



M

F

T

41 144 97 262 136 139 94 152 81 1,909

44 149 93 276 133 127 90 133 72 1,792

85 293 190 538 269 266 184 285 153 3,701

2 3 2 3 4 2 1 3 2 57

7 17 8 19 13 12 13 9 12 176

9 20 10 22 17 14 14 12 14 233

77 165 68 143 74 182 42 81 40 90 29 66 28 61 36 71 117 260 76 162 41 96 350 705 54 126 36 80 81 157 47 93 1,196 2,538 4,605 9,543 36,860 75,952

4 4 3 3 4 3 3 4 3 2 4 9 1 3 3 1 54 192 1623

4 5 7 6 5 4 5 9 10 8 7 22 8 9 9 12 130 525 3468

8 9 10 9 9 7 8 13 13 10 11 31 9 12 12 13 184 717 5091

88 75 108 39 50 37 33 35 143 86 55 355 72 44 76 46 1,342 4,938 39,092

M

F

T


Junior Secondary Schools

No

Province/District/School Name

A A.I. 1.

Aceh Aceh Jaya MTsN Calang

2. 3. 4. 5. 6. 7. 8.

MTsN Teunom SMPN 1 Indra Jaya SMPN 1 Sampoinet SMPN 1 Teunom MTsN Lamno SMPN 1 Jaya SMPN 1 Krueng Sabee Total Aceh Jaya Bener Meriah MTsN Janarata MTsS Blang Rongka SMPN 3 Bandar SMPN 1 Bukit SMPN 4 Timang Gajah MTsN Lampahan SMPN 2 Bandar SMPN 2 Timang Gajah District Total Province Total

A.2. 1. 2. 3. 4. 5. 6. 7. 8.

B B.I. 1. 2. 3. 4. 5.

8.

N. Sumatra Labuhan Batu MTs Al-Ittihad Bilah Hulu SMPN 2 Bilah Hulu SMPN 3 Bilah Hulu SMP Metodis Bilah Hulu MTsN 1 Rantau Utara SMP Bhayangkari Rantau Utara SMPN 1 Rantau Utara SMP Muhammadiyah Rantau Utara

B.2. 1. 2. 3. 4. 5. 6. 7. 8.

Medan, Kota SMP Pertiwi Medan SMPN 7 Medan SMPN 11 Medan SMPN 16 Medan SMPN 27 Medan SMPN 35 Medan MTsN 2 Medan SMPN 17 Medan

B.3. 1. 2. 3. 4.

Nias Selatan SMPN 2 Gomo SMPN 3 Gomo SMPN 1 Gomo SMP BNKP Teluk Dalam SMP Bintang Laut Teluk Dalam SMPN 1 Teluk Dalam MTsN Teluk Dalam SMPN 5 Dharma Caraka Teluk Dalam Nias Selatan Total N. Sumatra Total

6. 7.

5. 6. 7. 8.


Type of School


SD/MI

State/ Private

Krueng Sabee

MTs

State

93

118

211

8

13

21

Teunom Indra Jaya Sampoiniet Teunom Jaya Jaya Krueng Sabee

MTs SMP SMP SMP MTs SMP SMP

State State State State State State State

103 81 53 105 115 139 73 762

116 53 34 135 145 136 55 792

219 134 87 240 260 275 128 1554

13 9 5 4 7 11 5 62

12 11 8 19 17 22 14 116

25 20 13 23 24 33 19 178

Bandar Timang Gajah Bandar Bukit Timang Gajah Timang Gajah Bandar Timang Gajah

MTs MTs SMP SMP SMP MTs SMP SMP

State Private State State State State State State

136 59 34 171 36 156 130 186 908 1,670

133 52 36 185 32 176 112 177 903 1,695

269 111 70 356 68 332 242 363 1811 3,365

7 5 3 7 6 6 8 8 50 112

18 13 20 24 14 25 25 25 164 280

25 18 23 31 20 31 33 33 214 392

Bilah Hulu Bilah Hulu Bilah Hulu Bilah Hulu Rantau Utara

MTs SMP SMP SMP MTs

Private State State Private State

316 167 122 201 348

283 149 110 202 574

599 316 232 403 922

21 11 10 5 36

18 14 8 19 37

39 25 18 24 73

Rantau Utara Rantau Utara

SMP SMP

Private State

117 379

115 463

232 842

4 13

15 35

19 48

Rantau Utara

SMP

Private

114 1,764

114 2,010

228 3,774

10 110

9 155

19 265

Medan Barat Medan Barat Medan Barat Medan Barat Medan Tembung Medan Tembung Medan Tembung Medan Tembung

SMP SMP SMP SMP SMP SMP MTs SMP

Private State State State State State State State

439 425 513 398 443 425 431 465 3,539

419 432 759 410 477 399 572 493 3,961

858 857 1272 808 920 824 1003 958 7,500

23 11 10 9 14 14 17 15 113

10 48 39 40 47 34 59 48 325

33 59 49 49 61 48 76 63 438

Gomo Gomo Gomo Teluk Dalam

SMP SMP SMP SMP

State State State Private

163 146 336 160

165 118 402 158

328 264 738 318

16 6 21 11

6 9 24 7

22 15 45 18

Teluk Dalam Teluk Dalam Teluk Dalam

SMP SMP MTs

Private State State

326 263 59

322 367 34

648 630 93

8 7 9

9 27 3

17 34 12

Teluk Dalam

SMP

State

82 1,535 6,838

93 1,659 7,630

175 3,194 14,468

3 81 304

18 103 583

21 184 887

Sub District

M

F


T

M

F

T

113

No C C.1. 1. 2. 3. 4. 5. 6. 7. 8. C.2. 1. 2. 3. 4. 5. 6. 7. 8.

D D.1. 1. 2. 3. 4. 5. 6. 7. 8. D.2. 1. 2. 3. 4. 5. 6. 7. 8. D.3. 1. 2. 3. 4. 5. 6. 7. 8.

E E.1. 1. 2. 3. 4.

114

Province/District/School Name Banten Pandeglang MTs Darul Huda Pusat Pari MTs Riyadul Mubtadiin Pasir Jambu SMP N 2 Bojong SMPN 2 Mandalawangi SMP Daar El Falah MTs Mathlaul AnwarBojong SMP N 1 Bojong SMPN 1 Mandalawangi Pandeglang Total Serang MTs Nurul Falah Pasanggrahan MTs Nurul Falah Rego Padasuka MTsN Ciruas SMPN Ciruas 1 SMPN 1 Petir MTs Al Khaeriyah Kejaban SMPN Ciruas 2 SMPN 2 Petir Serang District Total Banten Total West Java Bandung Barat MTs Al-Mukhtariyah SMPN Pataruman SMP Al-Hikmah Cipatat SMPN 3 Cipatat SMPN 2 Cihampelas MTsN Cihampelas SMPN 1 Cihampelas SMPN 1 Cipatat Bandung Barat Total Ciamis MTsN Wanayasa SMPN 2 Cikoneng SMPN 1 Banjarsari SMPN 3 Banjarasari SMPN 1 Cikoneng MTsN Sindangkasih SMPN 1 Sindangkasih SMPN 2 Banjarsari Ciamis Total Cimahi MTs Nurul Falah SMPN 11 Cimahi SMPN 2 Cimahi SMPN 6 Cimahi SMPN 8 Cimahi MTsN Sukasari SMPN 5 Cimahi SMPN 3 Cimahi Cimahi District Total West Java Total Central Java Banjarnegara MTs Ma'arif Mandiraja SMPN 2 Banjarnegara SMPN 5 Banjarnegara SMPN 1 Purwaraja Klampok

Sub District

Type of School



Mandalawangi

MTs

Private

125

110

235

11

16

27

Bojong Bojong Mandalawangi Mandalawangi Bojong Bojong Mandalawangi

MTs SMP SMP SMP MTs SMP SMP

Private State State Private Private State State

60 79 234 223 147 234 376 1,478

55 74 225 164 136 243 392 1,399

115 153 459 387 283 477 768 2,877

10 8 16 20 12 12 19 108

3 3 12 17 4 14 14 83

13 11 28 37 16 26 33 191

Petir

MTs

Private

121

123

244

11

7

18

Petir Ciruas Ciruas Petir Ciruas Ciruas Petir

MTs MTs SMP SMP MTs SMP SMP

Private State State State Private State State

142 336 501 482 186 429 336 2,533 4,011

176 475 531 440 169 492 315 2,721 4,120

318 811 1032 922 355 921 651 5,254 8,131

25 19 18 18 13 17 19 140 248

7 24 33 19 13 20 11 134 217

32 43 51 37 26 37 30 274 465

Cipatat Cihampelas Cipatat Cipatat Cihampelas Cihampelas Cihampelas Cipatat

MTs SMP SMP SMP SMP MTs SMP SMP

Private State Private State State State State State

648 108 240 271 280 291 441 456 2,735

914 153 183 223 225 296 525 560 3,079

1562 261 423 494 505 587 966 1016 5,814

49 5 17 12 13 21 19 15 151

29 11 12 14 18 14 28 27 153

78 16 29 26 31 35 47 42 304

Banjarsari Sindangkasih Banjarsari Banjarsari Sindangkasih Sindangkasih Sindangkasih Banjarsari


State State State State State State State State

335 229 425 233 401 314 178 298 2,413

350 187 504 240 502 322 141 254 2,500

685 416 929 473 903 636 319 552 4,913

15 15 19 13 16 15 11 15 119

21 17 21 4 26 18 9 14 130

36 32 40 17 42 33 20 29 249

Cimahi Tengah Cimahi Utara Cimahi Tengah Cimahi Tengah Cimahi Selatan Cimahi Selatan Cimahi Utara Cimahi Tengah



313 232 659 499 420 533 561 619 3836 8,984

293 239 689 546 406 636 603 743 4155 9,734

606 471 1348 1045 826 1169 1164 1362 7991 18,718

19 5 18 27 29 21 12 12 143 413

31 13 58 55 38 33 45 55 328 611

50 18 76 82 67 54 57 67 471 1,024

Mandiraja Banjarnegara Banjarnegara Mandiraja

MTs SMP SMP SMP

Private State State State

224 315 397 350

271 346 335 412

495 661 732 762

10 19 18 18

16 18 19 19

26 37 37 37


No 5. 6. 7. 8. E.2. 1. 2. 3. 4. 5. 6. 7. 8. E.3. 1. 2. 3. 4. 5. 6. 7. 8. E.4. 1. 2. 3. 4. 5. 6. 7. 8. E.5. 1. 2. 3. 4. 5. 6. 7. 8.

F F.1. 1. 2. 3. 4. 5. 6. 7. 8. F.2. 1. 2. 3.

Province/District/School Name SMPN 2 Mandiraja MTsN 2 Banjarnegara SMPN 1 Mandiraja SMP Tamansiswa Banjarnegara Banjarnegara Total Batang MTs NU 01 Batang MTsN Subah SMPN 7 Batang SMPN 8 Batang SMPN 9 Batang SMPN 1 Subah SMPN 2 Subah SMPN 3 Subah Batang Total Purbalingga SMPN 1 Kemangkon SMPN 3 Kemangkon SMPN 2 Mrebet SMPN 3 Mrebet MTs Ma'arif NU 08 Panican SMPN 2 Kemangkon SMPN 1 Mrebet MTs Al - Mujahadah Mrebet Purbalingga Total Semarang (Kab) SMPN 1 Sumowono SMPN 2 Sumowono SMPN 2 Tengaran SMPN 3 Tengaran SMP Islam Sudirman Sumowono SMP IT Nurul Islam Tengaran MTs Al Manar Bener MTs Nuril Huda Sumowono Semarang (Kab) Total Sragen SMPN 1 Tanon SMPN 2 Sambungmacan SMPN 2 Tanon SMPN 3 Sragen SMPN 4 Sragen SMPN 6 Sragen MTsN Sragen MTsN Tanon Sragen Total Central Java Total East Java Blitar (Kab) SMPN 1 Sanankulon SMPN 1 Selopuro SMPN 2 Ponggok SMPN 3 Ponggok SMPN 3 Srengat SMPN Kanigoro MTsN Jambewangi MTsN Langkapan Srengat Blitar (Kab) Total Madiun (Kab) SMPN 2 Balerejo SMPN 2 Dagangan SMPN 2 Geger

Total Number of Students 383 434 817 334 355 689 357 428 785

Total Number of Teachers 22 20 42 14 15 29 23 23 46

Sub District Mandiraja Banjarnegara Mandiraja

Type of School SMP State MTs State SMP State

Banjarnegara

SMP

Private

88 2,448

58 2,639

146 5,087

2 126

9 139

11 265

Batang Subah Batang Batang Batang Subah Subah Subah

MTs MTs SMP SMP SMP SMP SMP SMP


85 229 328 219 219 316 218 66 1,680

106 240 246 194 293 317 200 44 1,640

191 469 574 413 512 633 418 110 3,320

10 16 7 9 13 16 11 4 86

9 14 19 16 10 16 14 9 107

19 30 26 25 23 32 25 13 193

Kemangkon Kemangkon Mrebet Mrebet Kemangkon Kemangkon Mrebet Mrebet

SMP SMP SMP SMP MTs SMP SMP MTs

State State State State Private State State Private

339 174 271 225 145 225 398 62 1,839

360 128 287 223 115 175 440 66 1,794

699 302 558 448 260 400 838 128 3,633

17 7 14 7 8 14 14 6 87

21 15 15 18 8 9 18 4 108

38 22 29 25 16 23 32 10 195

Sumowono Sumowono Tengaran Tengaran

SMP SMP SMP SMP


243 166 449 214

331 170 476 184

574 336 925 398

13 13 19 14

12 9 31 10

25 22 50 24

Sumowono

SMP

Private

173

142

315

8

10

18

Tengaran Tengaran Sumowono

SMP MTs MTs

Private Private Private

228 61 96 1,630

281 89 126 1,799

509 150 222 3,429

20 5 9 101

19 11 6 108

39 16 15 209

Tanon Sambungmacan Tanon Sragen Sragen Sragen Sragen Tanon

SMP SMP SMP SMP SMP SMP MTs MTs


321 214 340 367 328 367 524 421 2,882 10,479

314 183 361 287 365 424 468 434 2,836 10,708

635 397 701 654 693 791 992 855 5,718 21,187

26 16 15 21 20 22 23 29 172 572

15 10 22 23 27 26 31 28 182 644

41 26 37 44 47 48 54 57 354 1,216

Sanankulon Selopuro Ponggok Ponggok Srengat Kanigoro Sanankulon Srengat



318 419 392 325 312 452 323 262 2,803

255 341 390 330 232 438 438 276 2,700

573 760 782 655 544 890 761 538 5,503

14 27 27 14 27 28 20 16 173

28 25 16 24 16 28 34 23 194

42 52 43 38 43 56 54 39 367

Balerejo Dagangan Geger

SMP SMP SMP

State State State

264 127 278

220 119 213

484 246 491

16 14 18

23 10 14

39 24 32


115

No 4. 5. 6. 7. 8. F.3. 1. 2. 3. 4. 5. 6. 7. 8. F.4. 1. 2. 3. 4. 5. 6. 7. 8. F.5. 1. 2. 3. 4. 5. 6. 7. 8.

G G.1. 1. 2. 3. 4. 5. 6. 7. 8. G.2. 1. 2. 3. 4. 5. 6. 7. 8. G.3. 1. 2. 3. 4.

116

Province/District/School Name SMPN 3 Geger SMPN 3 Mejayan SMPN 4 Mejayan MTs Al Basmalah MTs Sabilith Thohirin Madiun (Kab) Total Mojokerto (Kab) SMP Gedeg SMPN 1 Gedeg SMPN 1 Kemlagi SMPN 1 Puri SMPN 2 Dlanggu SMPN 2 Gedeg MTs Bustanul Ulum MTs Manba'ul Ulum Mojokerto (Kab) Total Pamekasan SMPN 1 Galis SMPN 1 Larangan SMPN 1 Pademawu SMPN 2 Larangan SMPN 2 Pademawu SMPN 3 Pademawu MTs Miftahul Qulub MTsN Pademawu Pamekasan Total Situbondo SMPN 1 Besuki SMPN 1 Jatibanteng SMPN 1 Mlandingan SMPN 1 Suboh SMPN 2 Panarukan SMPN 3 Panarukan MTs Al Falah MTs Nurul Wafa Situbondo Total East Java Total South Sulawes Bantaeng SMPN 1 Gantarang Keke SMPN 1 Eremerasa SMPN 1 Pajukukang SMPN 1 Sinoa SMPN 1 Tompo Bulu SMPN 3 Bissapu MTs Ma’arif Panaikang MTs Muhammadiyah Bantaeng Bantaeng Total Maros SMP IT Al-Islah SMPN 1 Turikale SMPN 10 Bantimurung SMPN 22 Bantimurung SMPN 4 Bantimurung MTs DDI Alliritengngae MTs Hj. Haniah MTSN Turikale Maros Total Wajo SMPN 1 Keera SMPN 2 Keera SMPN 3 Sengkang SMPN 4 Sengkang

Total Number of Students 79 80 159 336 210 546 296 265 561 61 40 101 47 42 89 1,488 1,189 2,677

Total Number of Teachers 6 11 17 11 26 37 11 17 28 10 7 17 7 4 11 93 112 205

Private State State State State State Private Private

199 376 392 322 322 361 102 88 2,162

164 383 363 434 213 319 153 100 2,129

363 759 755 756 535 680 255 188 4,291

12 23 18 16 10 17 16 14 126

15 29 24 28 19 24 11 13 163

27 52 42 44 29 41 27 27 289


State State State State State State Private State

233 440 393 265 298 160 151 288 2,228

206 325 365 189 204 108 232 276 1,905

439 765 758 454 502 268 383 564 4,133

21 34 38 15 15 13 23 12 171

24 20 13 20 25 13 16 13 144

45 54 51 35 40 26 39 25 315

Besuki Jatibanteng Mlandingan Suboh Panarukan Panarukan Bungatan Besuki


State State State State State State Private Private

271 166 224 352 130 175 28 84 1,430 10,111

186 111 114 313 121 150 37 98 1,130 9,053

457 277 338 665 251 325 65 182 2,560 19,164

16 11 15 15 16 10 10 15 108 671

16 9 11 23 1 13 7 5 85 698

32 20 26 38 17 23 17 20 193 1,369

Pajukukkang Eremerasa Pajukukkang Sinoa Tompo Bulu Bissapu Bissapu

SMP SMP SMP SMP SMP SMP MTs

State State State State State State Private

89 196 236 109 142 306 81

79 278 292 143 171 403 71

168 474 528 252 313 709 152

9 15 12 9 11 17 11

14 24 20 12 22 29 11

23 39 32 21 33 46 22

Bantaeng

MTs

Private

85 1,244

109 1,546

194 2,790

6 90

15 147

21 237

Turikale Turikale Bantimurung Bantimurung Bantimurung Bantimurung Bantimurung Turikale

SMP SMP SMP SMP SMP MTs MTs MTs

Private State State State State Private Private State

152 575 129 192 398 78 237 117 1,878

110 674 144 197 421 60 95 111 1,812

262 1249 273 389 819 138 332 228 3,690

19 17 7 12 11 11 19 13 109

11 42 18 9 33 19 16 23 171

30 59 25 21 44 30 35 36 280

Keera Keera Tempe Tempe

SMP SMP SMP SMP


162 71 163 181

184 81 177 183

346 152 340 364

5 5 9 14

11 9 35 22

16 14 44 36

Sub District Geger Mejayan Mejayan Mejayan Geger

Type of School SMP State SMP State SMP State MTs Private MTs Private

Gedeg Gedeg Kemlagi Puri Dlanggu Gedeg Dlanggu Kemlagi


Galis Galis Pademawu Larangan Pademawu Pademawu Larangan Pademawu


No 5. 6. 7. 8.

Province/District/School Name SMPN 5 Sengkang MTs As'adiyah No. 2 Bontouse MTs As'adiyah Putera 1 MTs As'adiyah Puteri 1 Wajo South Sulawesi Total Grand Total

Sub District Tempe

Type of School SMP State

Tanasitolo Tempe Tempe

MTs MTs MTs

Private Private Private

Total Number of Students 56 64 120 73 366 0 1,072 4,194 46,287

92 0 340 1,121 4,479 47,419

165 366 340 2,193 8,673 93,706

Total Number of Teachers 4 12 16 9 27 11 84 283 2,603

14 23 29 155 473 3,506

23 50 40 239 756 6,109

Teacher Training Institutions Institutions

# of Students

# of Lecturers

Status

M

F

Total

M

F

Total

Universitas Syiah Kuala

State

314

1,913

2,227

91

47

138

IAIN Ar-Raniry

State

159

1,035

1,194

36

32

68

Universitas Sultan Agung Tirtayasa

State

916

1,402

2,318

46

50

96

IAIN Banten

State

81

290

371

6

3

9

Universitas Pendidikan Indonesia

State

311

1,535

1,846

111

70

181

Universitas Islam Negeri Bandung

State

166

1,067

1,233

16

13

29

Universitas Negeri Semarang

State

825

2,975

3,800

90

76

166

IAIN Walisongo Semarang

State

144

801

945

17

28

45

Universitas Negeri Yogyakarta

State

658

1,898

2,556

64

71

135

Universitas Negeri Surabaya

State

440

1,926

2,366

103

111

214

Universitas Negeri Malang

State

704

1,464

2,168

99

60

159

IAIN Surabaya

State

145

442

587

24

16

40

Universitas Negeri Makasar

State

438

1,079

1,517

125

76

201

Universitas Islam Negeri Sultan Allaudin

State

273

981

1,254

20

14

34

Universitas Negeri Medan

State

424

3,681

4,105

174

124

298

IAIN Sumatra Utara

State

180

818

998

17

16

33

6,178

23,307

29,485

1,039

807

1,846

Total

* Four Departments are: Primary School Teacher Training (PGSD/MI), Mathematics, Science and Bahasa Indonesia


117

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