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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.

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

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

2 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

3 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 An Assessment of Early Grades Reading in Project Areas .......................................................... 30 4.2 Early Grades Reading Program ........................................................................................................... 31

5 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

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

5.2.4 Media Monitoring .......................................................................................................................... 34 5.2.5 Project Videos ................................................................................................................................ 35

6 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 Meetings with USAID ............................................................................................................................ 42 7.2 School-based Management Seminar in Cisarua............................................................................... 42 7.3 World Bank Seminar ............................................................................................................................. 42

8 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

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

List of Tables and Charts Table 1: Short-Term Technical Assistance in Quarter 4 ...................................................................... 9 Table 2: Meetings with National GOI during Quarter 4 ..................................................................... 10 Table 3: National GOI Participants in the Training of Primary Education National Facilitators12 Table 4: National GOI Participants in the Training of Junior Secondary Education National

Facilitators ...................................................................................................................................... 12 Table 5: Meeting with Donors during Quarter 4 ................................................................................. 13 Table 6: Introductory Meetings with TTIs during Quarter 4............................................................. 13 Table 7: District Facilitators Selected in Quarter 4 ............................................................................. 14 Table 8: Study Visits in Central Java during Quarter 4 ........................................................................ 20 Table 9: Participants in the Primary Education Training of National Facilitators .......................... 21 Table 10: Participants in the Junior Secondary Education Training of National Facilitators ......... 22 Table 11: Dates and Location of the Training of District Facilitators during Quarter 4 ............... 24 Table 12: Dissemination Conducted during Quarter 4 ......................................................................... 25 Chart 1: Sources of Funding for Dissemination during Quarter 4 .................................................... 25 Table 13: Quarter 4 Activities in Cimahi .................................................................................................. 28 Table 14: Overall Mean Values and Percentage of Children Scoring Zero on the USAID

PRIORITAS EGRA ........................................................................................................................ 30 Table 15: Distribution of the National Newsletter, Second Edition .................................................. 33 Table 16: Number of Hits on Project Website in Quarter 4 .............................................................. 34 Chart 2: Types of Mass Media Reporting on the Project .................................................................... 35 Table 17: Monthly Media Coverage ............................................................................................................ 35 Table 18: Number of Main Project Beneficiaries, by Group ................................................................ 36 Table 19: Baseline Survey Results by Project Custom Indicator ......................................................... 38 Table 20: School Levels and Subjects Assessed in Baseline Student Performance Asessment .... 39 Table 21: Baseline Results of Student Performance Tests .................................................................... 40 Table 22: Baseline and Interim Data for USAID Custom and Standard Indicatorsa ....................... 41 Table 23: Activities for Quarter 5: April to June 2013 ......................................................................... 43

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

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)

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

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

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

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

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

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

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

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

USAID PRIORITAS – Quarterly Report No. 4, January – March 2013 1

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:

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.

c) 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

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

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) School-based 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


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


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 in-service 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.


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:

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.

c) 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


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.


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 ke-3 meningkat menjadi 465.253 pada kuartal ke-4 dan jumlah pengunjung unik meningkat dari 645 menjadi 6610.


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.


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 Position Origin Jiyono Policy and Stakeholder Consultant Local Jahja Umar Policy and Stakeholder Consultant (EGRA). Local Supriono Subakir Policy and Stakeholder Consultant (Technical) Local Angie Siti Early Grades Consultant Local Jabez Ojowa Temporary Finance Manager International Mariya Ulfah Early Grades Teaching Local Purwi Nuryantini Teacher Teaching Local Furaidah Early Grades and Teacher Training Local Hadi Suwono Science Teaching and Teacher Management Local Supriyono Koes Teacher Management Local Dirga Prahadi System Design and Programming Specialist Local Ferdy Rondonuwu Science Teaching Local Toto Purwanto Papua Assessment Lead Consultant Local Jemmy Manan Papua Assessment Consultant Local Auldry Walukow Papua Assessment Consultant Local


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 Government of Indonesia Stakeholders and Donors

Outcomes

January 3 and 4

Visit to MOEC Musliar Kasim: Vice Minister of Education and Culture; Syawal Gultom: Director General of the Agency for Education Human Resource Development (BPSDMP-PMP); Abi Sujak: Secretary of BPSDMP-PMP; Sumarna Surapranata: Director of Teacher Development in the Directorate of Basic Education

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 8 Abdullah Alkaff: Expert Staff to MOEC’s Organization and Management Section; Syawal Gultom and team: Head of BPSDMP-PMP; Directors and Representatives of the Directorate of Basic Education Teacher Training Center, Curriculum Center, Education Assessment Center

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.

January 22 Dian Wahyuni and Team: Director of Basic Education Teacher Training Development Centre, MOEC

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)

January 25 Abi Sujak: Secretary of BPSDMP-PMP; Unifah Roshidi and Team: Head of the Center for Teachers’ Professional Development, BPSDMP-PMP

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.

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

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.

February 20 Agus Santoso: Deputy Minister for Education and Religion of the Coordinating Ministry for People’s Welfare

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

Outcomes

February 28 Dian Wahyuni and Team: Head of Teacher Professional Development in Basic Education

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.

March 1 Dian Wahyuni and team: Head of Teacher Professional Development in Basic Education; Representatives Education Assessment Centre and Curriculum Centre

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.

March 9 Toto Suharto: Secretary, Dinas Pendidikan, Cimahi

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)

March 20 Ibrahim Bafadal: Director of Primary Education MOEC

Agreement was made that a project staff member will occupy space in the MOEC to be jointly selected by MOEC and USAID PRIORITAS.

March 27 Sumarna Surapranata: Director of Teacher and Education Personnel for Basic Education

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.

March 28 Didik Suhardi: Director of Junior Secondary Education

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].


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 Directorate of Primary Education, MOEC

Gunawan Apriliono Member of the Development Team Directorate of Primary Education, MOEC

Abdul Malik Member of the Development Team Directorate of Primary Education, MOEC

Adri Warsena Staff at the Curriculum Center MOEC

Ranti Widiyanti Staff at the Curriculum Center MOEC

Christina Tulalessy Staff at the Curriculum Center 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 SMPN 8 Jakarta, member of the Development Team of Directorate of JSE, MOEC

Bambang Sugiyanto Bahasa Indonesia Teacher SMPN 8 Jakarta, member of the Development Team of Directorate of JSE, MOEC

Yeni Dwi Maria, English Teacher SMPN 1 Jakarta, member of the Development Team of Directorate of JSE, MOEC

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


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 Outcome February 13 KINERJA team The USAID PRIORITAS project shared experience with the

Kinerja project and confirmed the appropriateness of the approach taken by PRIORITAS in implementing teacher distribution.

February 21 Samer Al-Samarrai and Susiana Iskandar and staff World Bank

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.

1.2.4 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

Province Date Partner TTIs Partici-pants Male Female

Aceh February 12 FKIP – Syiah Kuala University ( Unsyiah) 24 15 9

February 13 Fakultas Tarbiyah IAIN Ar-Raniry 17 10 7

Central Java February 13 Universitas Negeri Semarang (UNNES) 38 25 13

February 13 IAIN Walisongo Semarang 26 24 2

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

Total 277 200 77


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 School Principals Lecturers Supervisors Administrators Others Total

F M F M F M F M F M M

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

East Java 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

North Sumatra 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

South Sulawesi 40 48 13 18 - - 3 28 2 4 1 157


Province Teachers School Principals Lecturers Supervisors Administrators Others Total PS 12 9 7 8 - - 2 7 2 4 1 52

JSS 28 39 6 10 - - 1 21 - - 105

West Java 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

Grand Total 405 444 91 241 5 22 72 259 3 15 1 1558

851 332 27 331 18 1 1558

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.


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 Planning and Review Meetings

1.4.1 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


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.


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.


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.


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 491 persons (M: 367; F: 124)

2.1.2 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)


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 Supervisors Lecturers Total

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%) 31 (22.7%) 31 (22.7%) 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.


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


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


Teachers School


Total 42 23 14 8 12 6 19 13 87 50 137

65 (47.5%) 22 (16%) 18 (13.2%) 32 (23.3%) 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.

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

2.1.4 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


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 February 20–27, Batu (PRIORITAS) February 23–March 2, Batu (PRIORITAS)

March 23–30, Batu (DBE) March 16–23, Batu (DBE)

South Sulawesi 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.


Table 12: Dissemination Conducted during Quarter 4

Province District Date (2013)

# of Participants # of Institutions Program/Activities

Cilegon Banten

February 7–8 130 50 BTL (DBE 3)

Grobogan Central Java

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)

Total in 6 Districts 2,398 1,460

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

1.9

45.251.8

1.1

USAID

APBD

Non Government

School Budget


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 Strengthened Capacity at School Level

3.1.1 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,


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 More Effective District-Based Management

3.2.1 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,


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: Quarter 4 Activities in Cimahi

Activity 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.

Workshop I

Conducted a three-day session to clarify the approach to RENSTRA preparation and discuss initial data analysis on education provision.

Mentoring Stage 2 Follow up data analysis with Dinas personnel. Workshop 2 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.

Mentoring Stage 3 Refine and finalize outputs from Workshop 2, access data, and commence financial analysis.

Workshop 3 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.

Mentoring Stage 4 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.


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 Initial

Sounds Familiar Words

Non- Words

Oral Reading Fluency

Reading Compre- hension

Listening Compre-hension

Overall Mean

85.69 4.72 70.42 35.57 68.09 3.25 1.52

Children scoring Zero

0.50% 8.01% 1.85% 3.69% 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.


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


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.


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 Media

5.2.1 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.

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 Total

Aceh 600 Sumatra Utara 1,000 Banten 525 Jawa Tengah 1,250 Jawa Barat 900 Jawa Timur 1,250 Sulawesi Selatan 1,125 Jakarta 550 Total 7,200

Front page of the national newsletter, PRIORITAS

PENDIDIKAN, second edition.


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: Number of Hits on Project Website in Quarter 4

Month 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

5.2.3 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 shows the total monthly media coverage. This type of coverage is very effective in helping to share information about the project with the public.

Updated USAID PRIORITAS fact sheet, March 2013.


Chart 2: Types of Mass Media Reporting on the Project

Table 17: Monthly Media Coverage

Month Total Media Total News July–October 2012 23 29

November 2012 102 120

December 2012 6 7

January 2013 22 22

February 2013 30 38

March 2013 25 29

Total 208 245

5.2.5 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.

Print Media 47

Online118

TTI/ Govern‐ment32

Radio11


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 Total Female Male

All students 169,658 84,279 (49.7%) 85,379 (50.3%)

All students in religious schools 37,327 19,038 (51%) 18,289 (49%)

All students in secular schools 132,331 65,241 (49.4%) 67.090 (50.6%)

Students with Special Educational Needs (SEN) 929 398 (42.8%) 531(58.1%)

All teachers 11, 200 6,974 (62.3%) 4,226 (37.7%)

All student teachers 31,699 23,307 (73.5%) 8,392 (36.5%)

Primary education student teachers 11,333 8,283 (73%) 3,050 (27%)

Student teachers with SEN 0 0 0

Teacher training lecturers 7,673 2,871 (37.4%) 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.


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.


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 1.83%

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

9.9%

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%


# 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) Junior Secondary School (SMP and MTs)

Grade 4: Bahasa Indonesia (Reading and Writing) Grade 4: Mathematics Grade 5: Science

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.


Table 21: Baseline Results of Student Performance Tests # Indicator Baseline Result

1.R7 Students’ performance in district/or national examinations improves 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.


Table 22: Baseline and Interim Data for USAID Custom and Standard Indicatorsa

INDICATOR DETAILED INDICATOR BASELINE Oct 2012

INTERIM Mar 2013

TARGET Oct 2013

Higher education institutions reached by the project

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

0 16 16

Higher education staff trained by the project

# 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

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% 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.


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


8 PLANS FOR QUARTER 5

The main activities planned for quarter five are listed in Table 23.

Table 23: Activities for Quarter 5: April to June 2013 Month Activity Estimated Date (s)

April Provincial Training of JSS Facilitators (North Sumatra)

Provincial Training of Primary School Facilitators (Aceh)

Study Visits by PRIORITAS districts to DBE districts (East Java, South Sulawesi)

Teacher Deployment Analysis Pilot (East Java)

National Staff Meeting in Bandung

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)

April 2–8

April 25-May 1 April 1–7 April 9–12

May Provincial Training of JSS Facilitators (Central Java, South 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)

May 21–28

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)


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


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.


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, TTO-JS, 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.


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


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

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.


RENCANA KEGIATAN KUARTAL DEPAN (April-Juni 2013)

No. Nama Kegiatan Jadwal Penanggung Jawab 1 Rapat Koordinasi dengan LPMP 30 April G&M Speialist, Muhibbuddin 2 Persiapan ToT SD/MI 16-17 April TTO-Primary, Jarnawi 3 ToT SD/MI 18-24 April TTO-Primary, Jarnawi 4 Rakor dengan Kadisdik Provinsi untuk Penyinergian

Program kerja 15 Mei PC

5 Pertemuan Pemangku kepentingan Provinsi 21 Mei PC 6 Pertemuan Perencanaan bagi Pemangku kepentingan

daerah di 5 Kabupaten eks mitra DBE 6—17 Mei WSD Specialist, Nuzuli & G&M

Specialist, Muhibbuddin 7 Penetapan sekolah Lab dan sekolah Mitra bersama

Dinas Pendidikan, Kemenag B. Aceh dan FKIP Unsyiah serta IAIN Ar-Raniry

7-8 Mei TTI Specialist

8 Kunjungan Belajar tim cohort 1 PRIORITAS 27—31 Mei TTO JSS & TTO Primary 9 Pertemuan Konsorsium LPTK (Universitas Al-Muslim

Bireuen, Unmuha Banda Aceh, dll. 5 – 12 Juni 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

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 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 Sumatera Utara Prof. Dr. Nur A Fadhil Lubis, MA, Teacher Training Adviser USAID PRIORITAS Lynne Hill dan PC SUMUT Agus Marwan. Kedua rektor memberikan

dukungan penuh untuk kerjasama antara Unimed, IAIN Sumatera Utara dan USAID

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

KAK. Teachers Training Adviser USAID PRIORITAS menyerahkan Kerangkangka Acuan Kerjasama (KAK) kepada Rektor Unimed dan Rektor IAIN disaksikan Konsul AS untu Pulau Sumatra dan PC USAID PRIORITAS Sumut


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.


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.


Labuhan Batu

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 Februari 2013 dan untuk SMP/MTs berlangsung pada 28-30 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 SMP/MTs Laki-laki Perempuan Laki-Laki Perempuan

1 Medan 8 7 7 8

2 Labuhan Batu 7 8 11 4

3 Nias Selatan 5 10 11 4

Kandidat Fasda mengikuti interview yang dilakukan Kabid

SMP, Irwan Dan Mapenda (Kemenang) Safirudin MPD

dan Agus Marwan, PC USAID PRIORITAS Sumut.

Kandidat Fasda mengikuti interview dengan diknas, kemenag dan USAID

PRIORITAS


No Kabupaten/kota SD/MI SMP/MTs Laki-laki Perempuan Laki-Laki Perempuan

4 Tanjungbalai 5 10 8 7

5 Tebing Tinggi 7 8 9 6

6 Binjai 5 10 9 6

7 Deli Serdang 4 11 7 8

8 Tapanuli Utara 11 4 9 6

9 Tapanuli Selatan 10 5 11 4

10 Sibolga 8 7 8 7

11 Fasda LPTK 9 5 7 7

12 Fasilitator LPMP 2 0 2 0

Total 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.

JUMLAH PESERTA TOT PROVINSI UNTUK SD/MI

Kabupaten Guru KS Pengawas LPTK LPMP Dinas Pend Kemenag Lain LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR

Medan 4 6 1 1 2 1 0 0 0 0 0 0 0 0 0 Labuhan Batu 4 5 1 1 2 1 0 0 0 0 1 0 0 0 0 0 Nias Selatan 2 8 1 1 1 1 0 0 0 0 0 0 1 0 0 0 Tanjungbalai 4 6 0 2 1 2 0 0 0 0 0 0 0 0 0 0 Tebing Tinggi 4 6 2 1 2 0 0 0 0 0 0 0 0 0 0 0 Binjai 2 8 3 2 0 0 0 0 0 0 0 0 0 0 Deli Serdang 2 8 0 0 2 3 0 0 0 0 0 0 0 0 0 0 Tapanuli Utara 6 2 1 0 4 2 0 0 0 0 0 0 0 0 0 0 Tapanuli Selatan 3 3 3 1 4 0 0 0 0 0 0 0 0 0 0 0 Sibolga 7 5 1 2 0 0 0 0 0 0 0 0 0 0 0 0 LPMP 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 uNIMED 0 0 0 0 0 0 3 2 0 0 0 0 0 0 0 0 IAIN 0 0 0 0 0 0 2 3 0 0 0 0 0 0 0 0 Disdiksu 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 Kemenag Prov 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 38 57 13 11 18 10 5 7 0 0 3 0 1 0 0 0

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.


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 Untuk tingkat SMP/MTs akan melaksanakan diseminasi mandiri di 4 lokasi (SMPN 1 Angkola Timur, SMPN 3 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

Bupati Tapsel H. Syahrul M. Pasaribu yang diwaliki Kepala Bappeda Tapsel membuka

rapat reviu dan perencanaan.


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.


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 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 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 PRIORITAS BANTEN terutama rencana kegiatan 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.

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 menyempatkan diri berfoto bersama usai acara. Semoga kebersamaan ini akan terus berlanjut


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 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 Perempuan Pandeglang 4 8 Serang 5 5 Lebak 11 2 Cilegon 6 6 Tangerang 9 4 TOTAL 35 25

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


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


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

Guru KS Pengawas LPTK LPMP Dinas Pend Kemenag Lain

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Pandeglang 3 5 - 2 1 1 - - - - - - 1 - - - Serang 4 4 1 - - 1 - - - - 1 - - - - - Lebak 6 1 3 - 2 1 - - - - 1 - - - - - Cilegon 4 4 1 - 1 2 - - - - - - - 1 - - Tangerang 3 3 2 - 4 1 - - - - 1 - 1 - - - Provinsi - - - - - - 7 5 2 1 - - 1 - - - Total 20 17 7 2 8 6 7 5 2 1 3 - 3 1 - -


ToT Provinsi TINGKAT MENENGAH PERTAMA

Kabupaten/ Kota

Guru KS Pengawas LPTK LPMP Dinas Pend Kemenag Lain

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Pandeglang 7 2 - - 2 - - - - - 1 - 1 - - - Serang 4 5 1 - 4 - - 1 1 - - - Lebak 4 2 3 1 1 - - - - - - - 1 - - - Cilegon 4 2 - - 3 - - - - - - - 1 - - - Tangerang 6 3 2 - 1 1 - - - - - 1 1 - 1 - Provinsi - - - - - - 7 5 1 1 - - - - - - Total 25 14 6 1 11 1 7 5 1 1 1 2 5 - 1 -

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

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.


PROVINSI: JAWA BARAT

SOSIALISASI

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 diberikan, sambutan dan pembukaan oleh 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 keterbatasan guru, dikhawatirkan akan mengganggu 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.

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

PRIORITAS

Kepala Dinas Pendidikan Kabupaten Bandung Barat didampingi oleh Kepala Dewan Pendidikan sedang

memberikan arahan kepada peserta soialisasi

Peserta sosialisasi di Ciamis sedang menyimak penjelasan tentang program USAID PRIORITAS yang disampaikan oleh

PC Jawa Barat



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:

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 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:

Daerah

Jumlah Fasilitator SD/MI Jumlah Fasilitator SMP/MTs

Pembelajaran MBS Pembelajaran MBS

L P L P L P L P Ciamis 5 5 3 2 5 5 4 1 Bandung Barat 5 5 3 2 6 4 5 0 Cimahi 6 4 2 3 5 5 3 2


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 Guru KS Pengawas LPTK LPMP

Dinas Pend

Kemenag

P4TK IPA

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR

Ciamis 8 9 3 3 6 1 - - - - - - - - - - Bandung Barat

10 8 2 1 7 2 - - - - - - - - - -

Cimahi 10 10 3 3 3 1 - - - - - - - - - - Indramayu 7 4 2 2 10 - 1 - - - 2 - - - - - Subang 11 4 2 2 7 1 - - - - 1 - - - - - Bogor 6 12 2 2 1 - - - - - - - - - - Karawang 9 5 5 1 2 1 - - - - - - - - - - Garut 7 8 2 1 5 1 - - - - - - - - - - Sukabumi 13 5 2 1 4 - - - - - - - - - - - Provinsi - - - - - - 15 9 1 1 2 - 1 1 2 -


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 - kegiatan-pendanaannya (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.


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. 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

Peserta sedang mempresentasikan hasil temuannya (praktek model stasiun pembelajaran)


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.


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:

– 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.

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) Koordinator Provinsi Jawa Tengah Nurkolis, Sekretaris Daerah Kabupaten Purbalingga Imam Subijakto, dan Kadispora Kabupaten Purbalingga Iskhak, Bupati Semarang H. Mundjirin (ft.5)

1 3 5

2 4



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

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 Tingkat Provinsi: Tanggal Dengan siapa Hasil koordinasi

- 7/2/2013

- 8/2/2013

Staf Rektorat, Staf PR IV, dan Humas IAIN dan Unnes

Staf Rektorat, Staf PR IV, Humas, dan Kantor Kerjasama Internasional UNY

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

Rapat Koordinasi Tingkat Kabupaten

Kabupaten Tanggal Dengan siapa Hasil koordinasi Banjar negara

- 14/2/2013

- 15/2/2013

- Kasi Kurikulum, Kasi Kurikulum Sekmen dan Kemenag; Kasi Mapenda

- Kasubag. Perencanaan & Staf, Kasi TK-SD

- Studi visit siap dilaksanakan - Peserta TOT DF siap berangkat

Sragen - 7/2/2013, - 13/2/2013 - 15/2/2013

- Staf Mapenda, Kasi SMP, Bappeda, bag Hukum, Humas, Sekwan, Dewan Pendidikan, KS SDN Gringging 1

- Study visit siap dilaksanakan - Peserta TOT DF siap diberangkatkan

Purba lingga

- 14/2/2013 - 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

- Study visit siap dilaksanakan - Peserta TOT DF siap diberangkatkan

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

- 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)

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

Batang - 14-15/2013

- 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

- Study visit siap dilaksanakan dan Peserta TOT DF siap diberangkatkan


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,


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

Kabupaten Asal dan Tujuan Keterangan

17-19 Februari 2013

Purbalingga ke Boyolali

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

19-21 Februari 2013

Batang ke Purworejo

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

20-22 Februari 2013

Semarang ke Purworejo

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

27 Feb- 1 Maret 2013

Sragen ke Kudus

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

27 Feb- 1 Maret 2013

Banjarnegara ke Karanganyar

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 Guru KS Pengawas LPMP UNNES UNY IAIN WS P4TK

Jumlah L P L P L P L P L P L P L P L P Batang 5 3 2 1 3 1 - - 15 Jepara 2 8 2 0 2 1 - - 15 Kudus 1 0 5 2 5 2 - - 15 Demak 7 3 0 0 3 2 - - 15 Semarang 1 2 3 2 6 1 - - 15 Boyolali 0 0 3 1 7 4 - - 15 Grobogan 5 0 3 1 2 4 - - 15 Blora 5 4 1 1 3 1 - - 15 Sragen 1 4 1 4 3 2 - - 15 Karanganyar 3 1 4 3 3 1 - - 15 Purbalingga 5 4 3 1 1 1 - - 15 Purworejo 1 0 3 2 8 1 - - 15 Banjarnegara 3 1 5 1 4 1 - - 15 Lain-lain - - - - - - 1 1 2 6 2 6 4 4 2 - 28 Jumlah 39 30 35 19 50 22 1 1 2 6 2 6 4 4 2 0 223

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,


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 sekolah-sekolah. 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 sekolah-sekolah 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.


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 Kabupaten Tempat Peserta Hasil yang dicapai 11 Februari 2013

Kab. Situbondo

Aula Dharma Wanita Kab. Situbondo

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).

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

11 Februari 2013

Kab. Madiun Aula Dinas Pendidikan Kab. Madiun

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.

Seluruh stakeholder terkait mendukung pelaksanaan Program USAID PRIORITAS hingga 5 tahun kedepan

12 Februari 2013

Kab. Mojokerto

Aula Dinas Pendidikan Kab. Mojokerto

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.

Adanya pemahaman peserta tentang Program USAID PRIORITAS dan dukungan mereka untuk kegiatan-kegiatan program ke depan.

Adanya dukungan dari peserta untuk mensukseskan program USAID PRIORITAS

12 Februari 2013

Kab. Pamekasan

SDN Bugih 1 Pamekasan

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

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


Tanggal Kabupaten Tempat Peserta 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

14 Februari 2013

Kab. Blitar Hotel Tugu Blitar

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.

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.


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


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.



Rapat Koordinasi Tingkat Provinsi

Tanggal Dengan siapa Hasil koordinasi 28 Februari 2013

Pertemuan dengan Kasubag Keuangan dan Staf Anggaran Dinas Pendidikan Provinsi Jatim

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.


Koordinasi Tim USAID PRIORITAS dengan Kepala Dispora Kab. Tuban pada 7 Februari 2013

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 Dengan siapa Hasil koordinasi 7-8 Februari 2013

Kepala Dinas Pendidikan Kab Tuban dan Bojonegoro

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 penganggaran untuk diseminasi Program USAID DBE di Bojonegoro.

Permohonan ijin penugasan District Fasilitator untuk mengikuti kegiatan-kegiatan pelatihan yang dilaksanakan oleh USAID PRIORITAS

27 Maret 2013

Kepala Dinas Pendidikan Kabupaten Blitar, Para Kabid dan Kasubbag

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



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) 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).



Dinas Pend

Kemenag (PPAI) Lain

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Kab. Mojokerto 2 6 2 - 2 - 1 1 Madiun 3 7 2 - 2 - - - - - - - 1 - - - Blitar 3 5 1 1 2 3 - - - - - - - - - - Situbondo 2 4 4 2 1 3 - - - - - - - - - - Pamekasan 4 1 3 1 4 - - - - - - - 1 - - - UNESA 5 1 UM 4 2 IAIN Sunan Ampel 3 3

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.


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

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


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.


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.

KEGIATAN LAIN


Rencana kerja USAID PRIORITAS Jatim untuk quarterly April-Juni 2013 meliputi NO KEGIATAN JADWAL 1 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

Maret – Juli 2013

2 Pelatihan tingkat sekolah di Kabupaten mitra USAID PRIORITAS

April – Agustus 2013

3 District Planning and review meeting Kabupaten mitra USAID DBE

April – Mei 2013

4 Training Pedagogy Lectures for Primary & Secondary April – Mei 2013

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.


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 perempuan, 40 laki-laki). 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 laki-laki), 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,

Bupati Wajo Drs. H Andi Baharuddin Unru, MM, berjabat tangan dengan para Fasda setelah menyampaikan pidato Sosialisasi dan Pengukuhan Fasda program USAID

PRIORITAS Kabu


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 Dinas Pendidikan, sementara di Pangkep (Pangkajene dan Kepulauan) dihadiri dan dibuka 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.


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

Sekretaris Kota Palopo menyampaikan sambutan pada Pertemuan Stakeholders Kota Palopo, hadir Kepala Bappeda (ujung Kiri), anggota DPRD (dua dari kiri), dan Kepala Dinas

Pendidikan (kedua dari kanan).

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


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 (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 pendaftaran), seleksi dokumen/ portofolio calon Fasda, dan interviu

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.

Bapak Sulaiman Saat (anggota Tim dari UIN), didampingi Kabid Dikdas Dinas Pendidikan, Kasie Mapenda Kemenag (paling kiri) melakukan interviu salah satu

calon Fasda di Kabupaten Maros.


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 Jenis kelamin

Total Perempuan Laki-laki Maros 13 17 30 Wajo 9 21 30 Bantaeng 14 16 30 Jeneponto 11 19 30 Makassar 18 12 30 Pangkep 9 21 30 Pinrang 14 17 31 Sidrap 6 24 30 Enrekang 14 16 30 Soppeng 14 16 30 Luwu 17 13 30 Palopo 15 15 30 LPTK UNM 5 11 18 LPTK UIN 5 11 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.


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

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


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 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.


Dinas Pend Kemenag Lain

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Bantaeng 5 11 3 5 6 2 1 1 Maros 10 8 6 3 1 2 1 1 Wajo 9 7 3 5 5 3 1 Jeneponto 11 5 2 3 6 1 2 Enrekang 7 10 3 8 2 1 1 Pangkep 8 8 2 2 8 1 1 Luwu 7 14 6 2 2 2 1 1 1 Provinsi 1 1 LPTK UNM 11 5 LPTK UIN 11 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).

Salah Seorang Peserta ToT SMP/MTs sedang mempraktekkan pembelajaran kontekstual di SMP Negeri Pancarijang di Kabupaten Sidrap.


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

Pak Thalib Fasilitator SD/MI melakukan simulasi Unit Pembelajaran PAKEM


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


ANNEX 3: HIGHER EDUCATION FACILITATORS NAME SEX LOCATION POSITION SUBJECT INSTITUTE

NORTH SUMATRA

Drs. Khairul Anwar, M.Pd L LPTK dosen Kelas awal Universitas Negeri Medan

Drs. Ramli Sitorus, M.Pd L LPTK dosen Matematika Universitas Negeri Medan

Dra. Mastiana Ritonga, M.Pd P LPTK dosen B. Indonesia Universitas Negeri Medan

Dr. Syamsidar Tanjung, M.Si P LPTK dosen IPS Universitas Negeri Medan

Drs. Triharsono, M.Pd L LPTK dosen IPA Universitas Negeri Medan

Drs. Daitin Tarigan, MP.d L LPTK dosen Matematika Universitas Negeri Medan

Drs. Akden Manihuruk, MPd L LPTK dosen Matematika Universitas Negeri Medan

Drs. Abdul Mhyi Batubara, M.Sc L LPTK dosen Kelas awal IAIN Sumatra Utara

Drs. Henry Fauza, M.Pd L LPTK dosen IPS IAIN Sumatra Utara

Tarwiyah, M.Pd L LPTK dosen Matematika IAIN Sumatra Utara

Drs. Isran Rasyid Karo-Karo Surbaki,

L LPTK dosen IPA IAIN Sumatra Utara

Rosdiana Dalimunthe, S.Pd, M.Pd p LPTK dosen B. Indonesia IAIN Sumatra Utara

M. Rizky Ismail, SPd.I L LPTK dosen B. Indonesia IAIN Sumatra Utara

Fitry Yusdiana, SPd.I L LPTK dosen IPS IAIN Sumatra Utara

Drs. Abdul Mhyi Batubara, M.Sc L LPTK Dosen Kelas awal IAIN Sumatra Utara

Drs. Abror, M.Pd L LPMP Widyaswara Kelas Awal LPMP Provinsi Sumatra Utara

Ezra Jhemiyanta, M.Pd L LPMP Widyaswara IPA SD LPMP Provinsi Sumatra Utara

Drs. Daitin Tarigan, M.Pd L LPTK dosen Matematika Universitas Neger Medan

Dra. Inayah Hanum, M.Pd P LPTK dosen B. Indonesia Universitas Neger Medan

Drs. Ali Norman Hutabarat, M.Si L LPTK dosen IPS Universitas Neger Medan

Dr. Sri Minda Murni, M.S P LPTK dosen Bhs. Inggris Universitas Neger Medan

Dr. Mahyubi M.Hum L LPTK dosen B. Indonesia Universitas Neger Medan

Dra. Sri Yunita, MPd P LPTK dosen IPS Universitas Neger Medan

Fibri Rakhmawati, M.Si P LPTK dosen Matematika IAIN Sumatra Utara

Drs. Irwan Nasution, M.Sc L LPTK dosen IPS IAIN Sumatra Utara

Maslatif Dwi Purnomo, M.Hum L LPTK dosen Bhs. Inggris IAIN Sumatra Utara

EAST JAVA

Taufik, M.Pd P Surabaya Dosen MBS - IPS IAIN Sunan Ampel

Dra .Hj. Liliek Channa AW, M. Ag P Surabaya Dosen Kelas Awal IAIN Sunan Ampel

Agus Prasetyo, M.Pd L Surabaya Dosen Matematika IAIN Sunan Ampel

Umi Hanifah, M.Pd.I P Surabaya Dosen B. Indonesia IAIN Sunan Ampel

Mohammad Thohir, M.Pd L Surabaya Dosen IPA IAIN Sunan Ampel

Nur Fitriatin, P.Hd L Surabaya Dosen IPS IAIN Sunan Ampel

Dr. Erny Roesminingsih, M.Pd. P Surabaya Dosen MBS - IPS UNESA

Drs. Budiyono, M.Pd. L Surabaya Dosen Kelas Awal UNESA

Drs. Purwanto, M.Pd. L Surabaya Dosen Matematika UNESA

Drs. Masengut Sukidi, M.Pd. L Surabaya Dosen B.Indonesia UNESA

Dr. Soetjipto, M.S. L Surabaya Dosen IPA UNESA

Ganes Gunamsyah, S.Pd., M.Pd L Surabaya Dosen IPS UNESA

Dra. Sri Harmini, S.Pd, M.Pd P Malang Dosen MBS - Matematika

UM

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

P Malang Dosen Kelas Awal UM

Drs. H. Tumardi, S.Pd, M.Pd L Malang Dosen Matematika UM

Drs. H. Sjafruddin A.R, S.Pd, M.Pd L Malang Dosen B. Indonesia UM


NAME SEX LOCATION POSITION SUBJECT INSTITUTE

Drs. Heru Agus Triwidjaya, M.Pd L Malang Dosen IPA UM

Drs. Toha Mashudi, S.Pd, M.Pd L Malang Dosen IPS UM

Drs. Nur Kholis. P,Hd L Surabaya Dosen MBS IAIN Sunan Ampel

Ahmad Lubab, M.Si L Surabaya Dosen Matematika IAIN Sunan Ampel

Dr. Asep Abbas Abdullah, M.Pd L Surabaya Dosen B. Indonesia IAIN Sunan Ampel

Chairati Saleh, S.Ag.M.Ed P Surabaya Dosen IPA IAIN Sunan Ampel

Taufik, M.Pd.I L Surabaya Dosen IPS IAIN Sunan Ampel

Afida Safriani,S.Ag,MA P Surabaya Dosen Bahasa Inggris IAIN Sunan Ampel

Dr. Ahmad Yusuf Sobri, S.Sos, M.Pd

L Malang Dosen MBS - IPS UM

Lathiful Anwar, S.Si, M.Sc L Malang Dosen Matematika UM

Dr. Heri Suwignyo, M.Pd L Malang Dosen B. Indonesia UM

Drs. Sutarman, M.Pd L Malang Dosen IPA UM

Dr. I Nyoman Ruja, S.U L Malang Dosen IPS UM

Siti Muniroh, S.Pd, M.A P Malang Dosen Bahasa Inggris UM

WEST JAVA

Yayan Carlian, M.Pd. L Jabar Dosen Matematika UIN Bandung

Hj. Ade Yeti, S.Pd.,M.M.Pd., M.Si. P Jabar Dosen Matematika UIN Bandung

Drs. H. Asis Saefuddin, M.Si. L Jabar Dosen IPA UIN Bandung

Dr. Badrudin, M.Ag. L Jabar Dosen IPA UIN Bandung

Dra. H. Tuti Hayati, M.Pd P Jabar Dosen B. Inggris UIN Bandung

Dra. Juariah, M.Pd. P Jabar Dosen B. Inggris UIN Bandung

Sandi Budi Irawan, M.Pd L Jabar Dosen B. Indonesia UPI Bandung

Drs.Sufyani Prabawanto,M.Ed. L Jabar Dosen B. Indonesia UPI Bandung

Drs. Nana Djumhana, M.Pd L Jabar Dosen Matematika UPI Bandung

Dra. Tatat Hartati, Phd P Jabar Dosen Matematika UPI Bandung

Dr. Dharma Kesuma, M.Pd. L Jabar Dosen Fisika UPI Bandung

Dr. H. Babang Robandi, M.Pd L Jabar Dosen Biologi UPI Bandung

Drs. Eep Saeful Rojab Fansuri, M.Pd.

L Provinsi Widyaiswara - BPTKPU

DR.Acep Nurlaeli L Provinsi Staf Kemenag

Erly Cahya L Provinsi Staf P4TK IPA

Ade Sunawan, M.Pd L Provinsi Widyaiswara - LPMP

Dra. Hj. Wati Susilawati, M.Pd. P Jabar Dosen Matematika UIN Bandung

Iyon Maryono, M.Pmat. L Jabar Dosen Matematika UIN Bandung

Dra. Hj. Cucu Zenab Subarkah, M.Pd.

P Jabar Dosen IPA UIN Bandung

Sumiyati Saadah, M.Si. P Jabar Dosen IPA UIN Bandung

Anugrah Imani, M.Pd. L Jabar Dosen B. Inggris UIN Bandung

Dian Ekawati, M.Pd. P Jabar Dosen B. Inggris UIN Bandung

Drs. H.Ma'mur Saadie, M.Pd L Jabar Dosen B. Indonesia UPI Bandung

Drs. H Kholid A. Harras, M.Pd L Jabar Dosen B. Indonesia UPI Bandung

Dra. Elah Nurlaelah, M.Si P Jabar Dosen Matematika UPI Bandung

Drs. Endang Dedi, M.Si L Jabar Dosen Matematika UPI Bandung

Dr. Parsaoran Siahaan, M.Pd L Jabar Dosen Fisika UPI Bandung

Dr. Bambang Supriatno, M.Si L Jabar Dosen Biologi UPI Bandung

Mastur Burhanudin L Provinsi Widyaiswara - BPPTKPU

Evi Sofiat P Provinsi Staf - Kemenag

Dida Hamidah P Provinsi Widyaiswara - LPMP

Arief Husein L Provinsi Staf - P4TK IPA


NAME SEX LOCATION POSITION SUBJECT INSTITUTE

ACEH

Drs. Adnan M.Pd L Banda Aceh Dosen Bhs. Indonesia FKIP/PGSD

Drs. Fauzi L Banda Aceh Dosen Matematika FKIP/PGSD

Dra. Rosma Elly P Banda Aceh Dosen Kelas Awal FKIP/PGSD

Dra. Hasmiana Hs P Banda Aceh Dosen IPS/ BK FKIP/PGSD

Drs. Muslem L Banda Aceh Dosen IPS/Fiqih F.Tarbiyah/PGMI

Fitriah, S. Ag. P Banda Aceh Dosen Kelas Awal F.Tarbiyah/PGMI

Wati Oviana, Mp.d P Banda Aceh Dosen IPA/Kimia F.Tarbiyah/PGMI

Nida Jarmita, M.Pd P Banda Aceh Dosen Matematika F.Tarbiyah/PGMI

Andriansyah, M.S.Ed. L Banda Aceh Dosen B. Inggris Fakultas Tarbiyah IAIN

Dr. Saifullah, M.Ag. L Banda Aceh Dosen IPA/Fisika Fakultas Tarbiyah IAIN

Dr. H. Ramli Abdullah, M.Pd. L Banda Aceh Dosen IPA/Kimia Fakultas Tarbiyah IAIN

Drs. M. Duskri, M.Kes L Banda Aceh Dosen Matematika Fakultas Tarbiyah IAIN

Subhayni, S.Pd., M.Pd. L Banda Aceh Dosen B. Indonesia FKIP Unsyiah

Drs. Soewarno, M.Si. L Banda Aceh Dosen IPA/Fisika FKIP Unsyiah

Drs. Rusman, M.Si. L Banda Aceh Dosen IPA/Kimia FKIP Unsyiah

Drs. M. Nasir Basyah, M.Pd L Banda Aceh Dosen IPS/PPKNn FKIP Unsyiah

SOUTH SULAWESI

Drs.Thamrin Tayeb,M.Si L Makassar Dosen Matematika UIN

Jamilah,S.Si P Makassar Dosen IPA UIN

Umar Sulaiman,M.Pd L Makassar Dosen IPS UIN

M.Shabir U,M.Ag L Makassar Dosen B.Indonesia UIN

Drs.Suddin Bani,M.Ag L Makassar Dosen Kelas Awal UIN

Dra.Hj.Sitti Syamsudduha,M.Pd P Makassar Dosen MBS UIN

Drs.Sulaiman Saat, M.Pd. L Makassar Dosen UIN

Dra.A.Halimah,M.Pd P Makassar Dosen UIN

Dr. Hasaruddin Hafid,M.Ed L Makassar Dosen Matematika UNM

Dr.Andi Makkasau,M.Si L Makassar Dosen IPA UNM

Drs.Amir Pada,M.Pd. L Makassar Dosen IPS UNM

Dr. Sulastriningsi Jumingin,M.Hum P Makassar Dosen B.Indonesia UNM

Syamsiah,S.Pd,M.Pd P Makassar Dosen Kelas Awal UNM

Syaidiman,S.Pd,M.Pd L Makassar Dosen MBS UNM

Prof.Dr.H.Patta Bundu,M.Ed L Makassar Dosen UNM

Widya Karmila Sari Achmad, S.Pd,M.Pd

P Makassar Dosen UNM

Dra. Hajerah, M.Si P Makassar Dosen UNM

Dr. Alimuddin, M.Si L Makassar Dosen UNM

Drs. Abdullah, M.Hum L Makassar Dosen UNM

Dr. Hj. Johar Amir, M.Hum L Makassar Dosen UNM

Dr. Ratmawaty, T.,M.Pd. P Makassar Dosen UNM

Drs. Muh Jasri Djangi, M.Si L Makassar Dosen UNM

Drs H. Bernard, M.Si. L Makassar Dosen UNM

Rafiqah, S.Si. M.Pd L Makassar Dosen UIN

Sitti Hasmiah Mustamin, M.Pd. L Makassar Dosen UIN

Drs. Hamsiah Djafar, M.Hum P Makassar Dosen UIN

Dra. St. Azisah, M.Ed.St.,Ph.D. L Makassar Dosen UIN


ANNEX 4: NATIONAL FACILITATORS FOR PRIMARY EDUCATION

NAME GENDER POSITION INSTITUTION

ACEH

Sri Elly P Kepala Sekolah Dinas pendidikan

Hirma Sushanti P Guru Dinas pendidikan

Tadriana P Guru Kemenag

Mujiana P Guru Kemenag

Linda Wardani P Guru Dinas pendidikan

Rosmeidar P Kepala Sekolah Dinas pendidikan

Misdar L Kasi TK SD Dinas pendidikan

Mukhtar Abdullah L Pengawas Dinas pendidikan

Sarniati Yusmanita P Guru Dinas pendidikan

Masnur L Kepala Sekolah Dinas pendidikan

Ummiyani P Kepala Sekolah Kemenag

Hamdani L Kepala Sekolah Dinas pendidikan

Amiruddin L Pengawas Dinas pendidikan

Yansahriddin L Kepala Sekolah Kemenag

AlKari L Pengawas Dinas pendidikan

Linda Victoria, S.Si, M.Sc P PGSD Unsyiah

Drs Bukhari, M.Pd L PGSD Unsyiah

Mawardi, S.Ag L PGMI IAIN Ar-Raniry

Syahidan Nurdin, M.Pd L PGMI IAIN Ar-Raniry

NORTH SUMATRA

Roslin Siallagan, SPd, MPd P Guru SDN 104242 Lubuk Pakam

Suharni, SPd, MPd P Guru SDN 101801 Deli Tua

Maddian Lubis, SPd L Guru SDN 100140 Aek Nabara Tobotan

Ahmad Jais, SPd L Guru SDN 132405 Tj Balai

Darwin Siregar, SPd, MPd L Guru SDN 081240 Sibolga

Makmur Hasibuan, SPd L Pengawas TK SD Dinas Pendidikan

Irwansyah, SPd, MPd L Guru SDN. 164330 Padang Hilir

Nusyamsiah, SPd P Guru Kemenag

Gisler Simanullang, SPd L Pengawas Dinas Pendidikan

Marudut Sihombing, Ssi L Guru SD Tri Ratna

Sujud L Pengawas Madrasah Kemenag

Imron Butar-Butar L Pengawas Sekolah Dinas Pendidikan

Sondang Sianturi P Pengawas Sekolah Dinas Pendidikan

Evi Yustinah Pardede P Guru SDN 081240

Zumain L Pengawas Sekolah Dinas Pendidikan

Dra. Mastiana Ritonga, M.Pd P TTI representative UNIMED

Drs Ramli Sitorus, MPd L Dosen UNIMED

Drs. Abdul Muhyi Batubara, L TTI representative IAIN

Drs Henry Fauza, MPd L Dosen IAIN

SOUTH SULAWESI

Salma, SPd P Guru SD Negeri 14 Bonto-Bonto

Hj.Herlina Iddas.S.Pd P Guru UPTD Pend. Kec. Tamalanrea

Neti, SPd P Kepala Sekolah SDN 39 Cakke

Muhammad Tahir, S.Pd.SD L Guru SD 161 Karya, Kab. Soppeng

Muh. Abrar Usman, SPd, L Kepala Sekolah SDN 166 Mattiro Bulu, Kab. Pinrang



Samsuddin Syam, S.Pd L Kepala Sekolah SD Muhammadiyah 2 Mamajang

Abdul Talib, S.Pd, M.Pd L Guru SDN NO. 13 Alu 1

Zakaria T,S.Pd L Guru SDN 11

Mas'Ati,S.Pd P Guru SDN 166 Laburawang

Muh.Kadri Karim,S.Pd L Guru SDN Mamajang II

Mukhtar, SPd L Pengawas Dinas Pendidikan

Idham, SPd, Msi L Pengawas Dinas Dikmudora

Dra.Hj.Muthmainnah,M.Pd P Pengawas Dinas Pendidikan

H.Nasaruddin,S.Pd;M.Pd L Guru SDN 1/2 Pangkajene

Reski Rasyid, SPd L Kepala Sekolah SDN 76 Mattirobulu

Prof. Dr. H. Patta Bundu, MEd L PGSD UNM

Widya Karmila Sari, SPd, MPd P PGSD UNM

Drs Sulaiman Saat, MPd L PGMI UIN Alauddin

Dra. Andi Halimah, MPd P PGMI UIN Alauddin

BANTEN

Drs. Bambang Sugianto, M.Pd L Pengawas UPTD Kec. Kragilan

Nani Muryati, S.Pd P Guru SD N Sumampir

Halimatus Sa'diyah, M.Pd P Guru MIN Tangerang

Ponijo, M.Pd L Pengawas Pengawas UPTD Ciruas

H. Suherman, S.Pd L Guru SD N Pandeglang 4

Yati Suwaryati, S.Pd P Guru SD N Mekarsari 3 Citeras

Dra. Zaity Musafiroh P Pengawas Kemenag Kota

Eutik Sobariah, S.Pd P Guru SDN Cikoneng 1 Mandalawangi

Nining Asikah P Guru SD N Ciruas 2

Masyhudi, M.Pd L Pengawas Pengawas UPTD Menes

Restiningsih, M.Pd P Guru SD N Sukasari Tangerang

Luda Sofiah P Guru SD N Tegal Jetak

Ari Hasan Ansori L Pengawas Kemenag Kab. Pandeglang

Asep Muhlis Lahudin, S.Pd L Guru SD N Blok I

Siti Umiyati, S.Pd P Guru SD N 2 Citeras Rangkasbitung

Anita S.S, M.Pd P Dosen IAIN

Shobri, S. Kom, MM L Dosen IAIN

Ujang Jamaludin, S.Pd, Msi, MPd

L Dosen UNTIRTA

Ade Husnul M. Kom P Dosen UNTIRTA

CENTRAL JAVA

Suyati, S.Pd, M.Pd P Pengawas TK/SD UPTD Dikpora Kec. Wonosalam

Abdul Hamid, S.Ag, M.Pd.I L Pengawas PAI KUA Kec. Demak, Kab. Demak

Mas'udah, S.Pd P Pengawas TK/SD UPTD Dikpora Kec. Demak

Dra. Srihani, M.Pd P Pengawas TK/SD UPTD Dikdas LS . Kec. Banyudono,

Dra. Sri Istanti, M.Pd P Pengawas TK/SD UPTD Dikdas dan LS Kec. Boyolali,

Narto, SPd.M.Pd L Kepala Sekolah SDN 3 Rejosari, Grobogan

Sri Anjasmoro Retno P Kepala Madrasah MI YATPI Getasrejo, Grobogan

Siti Alfiah, S.Pd P Guru SDN 1 Dorang, Kec. Nalumsari

Sularto, S.Pd L Kepala Sekolah SDN 2 Setrakalangan

Amir Udin, S.Pd L Kepala Sekolah SDN 2 Tugu,

Drs Agus Siswanto, M.Pd L Kepala Sekolah SDN 1 Jatipura, Karanganyar

Gani, S.Pd L Guru SDN Gedongsari, Banjarejo

Ahmad Fadli, S.Pd.I, M.Pd.I L Guru MI NU Mafatihul Ulum Sidorekso

Heru Winarno L Guru SDN 2 Nangsri, Kec. Kebakkramat

Warsono, S.Pd L Guru SDN 1 Mlaran, Gebang



Sunarto, S.Pd L Kepala Sekolah SDN 3 Rejasa, Madukara

Saminanto, S.Ag., M.Sc L Dosen PGMI IAIN Walisongo

Dra Hartati, M.Pd P Dosen PGSD UNNES

Dra Umar Samadi, M.Pd L Dosen PGSD UNNES UNNES Semarang

Sayyidatul Fadlillah, M.Pd P Dosen Fak. Tarbiyah IAIN Walisanga Semarang

Unik Ambawati, M.Pd P Dosen PGSD UNY Universitas Negeri Yogyakarta

Rahayu Condro Murti, M.Si P Dosen PGSD UNY Universitas Negeri Yogyakarta

EAST JAVA

Maria Ulfa P Guru SDN Kebon Dalem Mojokerto

Sundari P Kepala Sekolah SDN Mlaten 1 Kalitidu Kab.

Jeni Tri Sulisjayanti, S.Pd, MM P Pengawas Sekolah Dinas Pendidikan Kab. Sidoarjo

Drs. Mundi Hartono, M.Pd L Pengawas Sekolah Dinas Dikpora Kab. Tuban

Ismail L Kepala Sekolah SDN Socorejo Kabupaten Tuban

Sujoko L Guru SDN Kemayoran 1 Bangkalan

Drs. Yusuf Afendy, M.Pd.I L PPAI Kemenag Kab. Bojonegoro

Sunardi L Pengawas Sekolah Dinas Dikpora Kab. Nganjuk

Muri L Kepala Sekolah SDN Tobo Kec. Merakuak

Endang Sunarijati P Kepala Sekolah SDN Miji 4 Kabupaten Mojokerto

Heri Wawasto L Pengawas Sekolah Dinas Dikpora Kab. Bangkalan

Suwardi L Kepala Sekolah SDN Ngemplak 2 Baureno

Sucipto L Pengawas Sekolah Dinas Dikpora Kota Mojokerto

Bambang Udyono L Pengawas Sekolah Dinas Dikpora Kab. Nganjuk

Sunarijah, S.Pd, MM, MP.d P Pengawas Sekolah Dinas P&K Kota Mojokerto

DR. Evi Fatimatur Rusydiyah, P Dosen PGMI IAIN Sunan Ampel

DR. Eni Purwati, P Dosen Pendidikan Bahasa Arab IAIN Sunan Ampel

Drs. Budiyono Sudiman, S.Pd, L Dosen PGSD-FIP UNESA

Drs. I wayan Putu Sutama, L Dosen PGSD-FIP UM Malang

Dra. Lilik Bintartik, M.Pd P Dosen PGSD-FIP UM Malang

WEST JAVA

Siti Nurmi, S.Pd. Ngatijan, S.Pd, M.Pd.

P Guru

Drs. Suparman L Kepala Sekolah

Wahyu Winardi, S.Pd L Kepala Sekolah

Lusiyono Sag L Guru

Haryati L Guru

Empu Saepudin P Kepala Sekolah

Ujang Heriyadi L Kepala Sekolah

Heriyadi L Guru

Ahmad Winarya, S.Pd. L Kepala Sekolah

Imas Suhaedah P Guru

Wawan Sopyan, M.Pd. L Guru

Mega Achdisty Nurdiana L Guru

Tintin Surtini L Kepala Sekolah

Basuki L Guru

Drs. Iik Nurulpaik, L Dosen UPI

Drs. H. Khaeruddin Kurniawan, M.pd

L Dosen UPI

Prof. Dr. Hj. Rahayu Kariadinata, M.Pd.

P Dosen UIN

Dr. Ara Hidayat, M.Pd. L Dosen UIN


ANNEX 5: NATIONAL FACILITATORS FOR JUNIOR SECONDARY EDUCATION

NAME SEX POSITION INSTITUTION

ACEH

Rusydi, S.Pd. L Guru Bahasa Inggris SMPN 1 B Aceh

Affilinda, S.Pd. P Kepala Sekolah SMPN 1 Kuta Baro Aceh Besar

Mulyadi A., S.Pd. L Guru SMPN 1 Darul Imarah

Sulaiman, S.Pd. L Guru SMPN 5 Seulimum Aceh Besar

Muhammad Isa, S.Pd L Guru SMPN 1 Peukan Bada/SMA Unggul Ali Hasymi

Suryati, S.Pd. P Kepala Sekolah SMPN 1 Lhoknga Aceh Besar

Drs. Teuku Husni, M.Pd. L Guru SMPN 2 Sigli

Ratna Zahara, S.Pd. P Guru SMPN3 Seulimum A7 Besar

Adi Darma, S.Pd., M.Pd. L Guru SMPN 2 Lembah Seulawah Aceh Besar

Nur Elmi, S.Si. P Guru SMPN 1 Peukan Bada Aceh Besar

Drs. Mudir M. Isa L Pengawas Banda Aceh

Muliawati, S.Si. P Kepala Sekolah SMP Fajar Hidayah Aceh Besar

Muhardi, S.Pd., M.Pd. L Kepala Sekolah SMPN 1 P Bada, A. Besar

Saifullah, S.Pd. L Kepala Sekolah SMPN 3 Ingin Jaya

Marzuki, S.Pd., M.Pd. L Pengawas Aceh Besar

Dra. Erni Maidiyah, M.Pd. P Dosen FKIP Universitas Syiah Kuala

Mawardi, S.Pd., M.A. L Dosen FKIP Universitas Syiah Kuala

Muslich Hidayat, M.Si. L Dosen IAIN Ar-Raniry Banda Aceh

Nur Akmaliyah, M.A. P Dosen IAIN Ar-Raniry Banda Aceh

NORTH SUMATRA

Latib S.Pd L Pengawas Dikmenum

M. Husni Thamrin L Guru SMAN 5 (Mantan SDC DBE1 Binjai)

Dra. Jumiem P Koordinator Diknas Tebing Tinggi

Risma Simbolon P Pengawas Diknas Sibolga

Mhd. Erman Sikumbang L Kepala Sekolah SMPN 1

Syamsul Agus, S.Pd L Guru SMPN 10 Binjai

Asmawati, S.Pd P Guru SMAN 7 Binjai

Lia Windari, S.Pd P Guru MTsN Binjai

Sunarno, S.Pd L Guru SMPN 1 T.Morawa

Warsi'in, S.Pd L Guru SMPN 11 Binjai

Drs. Osman Nadapdap L Pengawas SMP Dinas Deli Serdang

Konfrontini Purba, S.Pd P Guru SMPN 1 Binjai

Binsar Lapender L Guru SMPN 5 GAROGA Taput

Purnawanto, S.Pd L Guru SMPN 1 Tebing Tinggi

Gokman Pakpahan, S.Pd L Guru SMPN 1 Tarutung

Dra. Inayah Hanum, M.Pd P Dosen UNIMED

Drs. Ali Nurman Hutabarat, M.Si L Dosen UNIMED

Fibri Rakhmawati, M.Si P Dosen IAIN Sumatra Utara

Drs. Irwan Nasution, M. Sc L Dosen IAIN Sumatra Utara

WEST JAVA

Jojo Suwarjo, S.Pd. L Guru SMPN 1 Pelabuhanratu

Drs. Gunawan, M.M.Pd. P Kepala Sekolah SMPN 1 Warungkiara Sukabumi

Kusnadi, spd msi L Guru SMPN 4 Tarogong Kidul

Iwan Ridwan, S.Pd. L Kepala Sekolah SMPN 2 Cisewu Garut

Dra. Hera Sri Mudzakkir, M.Pd. P Guru MAN 1 Garut

Eneng Erliani, S.Pd. P Guru SMPN 4 Tarogong Kidul



Endang Suryana, M.Pd. L Pengawas Dinas Pendidikan Kab. Garut

Hj. Wati Rosanah P Kepala Sekolah SMPN Satu Atap 1 Krangkeng Indramayu

Rukasim, S.Pd L Guru SMPN 2 Cipunagara Subang

H. Mulyana Surya Atmaja, S.Pd. L Guru SMPN 2 Rawamerta Karawang

Istiqomah Salamah, S.Ag. P Guru MTs Al Ahliyah Karawang

Drs. Mochamad Soleh L Pengawas Disdikpora Kab. Karawang

Drs. Trisno Widodo L Guru SMPN 11 Bogor

Sri Hartati, S.Pd., M.Pd. P Guru SMPN 8 Bogor

Odik Suharyadi, M.M. L Guru SMPN 1 Bogor

Drs. Yudi Dirgantara, M.Pd. L Dosen UIN Bandung

Drs. H. Sajidin, S.Perp. M.Pd. L Dosen UIN Bandung

Dra. Yulia Rahmawati, M.Si. P Dosen LPPM UPI Bandung

Drs. H. Asep Syarif Hidayat, M.Si. L Dosen UPI Bandung

BANTEN

Etty Mutianingsih P Guru SMP N 2 Cilegon

Widiawati P Guru MTs N Model Pasir Sukarakyat, Lebak

Anas Subarnas L Kepala Sekolah SMPN 1 Bojong, Kab. Pandeglang

Drs. Mutik Margawati P Guru SMPN 7 Cilegon

Drs. Hasanudin L Guru MTs N Model Kadulisung, Pandeglang

Dudung Rukmana, S.Pd L Guru SMPN 1 Cilegon

Rusmita, S.Pd P Guru SMPN 1 Ciruas

SYAMSURI L Guru SMPN 7 Cilegon

ROHBIYAH P Guru SMPN2 Cilegon

CASWANI L Guru SMPN 4 Tangerang

MUSABIKHIN L Pengawas Diknas Kab. Pandeglang

HERRY SUBIYANTO L Pengawas Diknas Kota Tangerang

DIDIK KUSWINARTO L Kepala Sekolah SMP N 2 Cirinten, Rangkas

NIKY NOBERTA P Pengawas Diknas Cilegon

ABDUS SUBHAN JAYANI L Kepala Sekolah SMPN Satu Atap 2, Kalanganyar,Lebak

Dr. Fitri Hilmiyati, M.Ed P Pembantu Dekan 1 IAIN SMH Banten

MUHAMMAD RIFQI RIJAL, S.SI, L Dosen IAIN SMH Banten

Fakhrudin, M.Pd L Dosen UNTIRTA

Siti Aisah P Dosen UNTIRTA

CENTRAL JAVA

Supartinah, S.Pd P Guru SMPN 1 Karanganyar

Drs. Giyanto (MBS) L Guru SMPN 1 Karangpandan, Karanganyar

Dra. Sri Hari P Guru SMP N 1 Karangtengah

Dra. Sri Lestari, M.Pd (MBS) P Kepala Sekolah SMP N 3 Mojogedang

Yadi Suyanto, S.Pd L Guru SMPN 1 Purwodadi

Suyono, S.IP., S.Pd L Guru SMP 2 Kudus

Dra. Endang Wuryandari, M.Pd. P Kepala Sekolah SMP N 2 Jumantono

Pujito, S.Pd L Guru SMPN 2 Jekulo, Kudus

Drs. Muh. Yasin, M.Pd (MBS) L Pengawas Dinas Pendidikan Kab Purworejo

Abdul Rochim, S.Pd., M.Pd L Guru SMPN 1 Kudus

Drs. Tukimin, M.Pd. (MBS) P5 L Kepala MTS MTs N Tinawas Nodosari Boyolali

Eddy Widodo, S.Pd., M.Pd L Kepala Sekolah SMPN 7 Purwodadi

Drs. Agus Wiwoho, M.Pd L Kepala Sekolah SMPN 8 Purworejo

Gati Wibowo, S.E, M.M. (MBS) L Kepala Sekolah SMPN 1 Wirosari

Agus Suprapto, S.Pd., M.M L Kepala Sekolah SMP N 1 Kradenan, Grobogan

Prof. Dr. Ani Rusilowati, M.Pd P Dosen UNNES Jateng



Muh. Sholeh S.Pd., M.Pd L Dosen UNNES Jateng

Atik Rahmawati, S.Ag., M.Pd P Dosen IAIN Walisongo Semarang Jateng

Ahmad Muthohar, S.Ag., M.Ag L Dosen IAIN Walisongo Semarang

Dra. Endang Listyani, M.S P Dosen UNY DIY

Esti Swastika Sari, S.Pd., M.Hum. P Dosen UNY DIY

EAST JAVA

Amrullah L Guru SMPN 5 Bojonegoro

Khumi Laila P Guru SMPN 1 Prigen - Pasuruan

Drs. Akhmad Junaidi L Guru SMPN 2 Wonoayu - Sidoarjo

Nanang Syafi’I, S.Pd L Guru SMPN 4 Tuban

Drs. Rinto Wahyu Widodo L Guru SMPN 1 Winongan Pasuruan

Erminingsih P Guru SMPN 1 Kapas - Bojonegoro

Dwi Indah Sri Astutik, S.Pd P Guru SMPN 4 Sidoarjo

Yasdi L Guru MTs Al Rosyid Dander - Bojonegoro

Dra. Endang Sulistiyah P Guru SMP 1 Purwoasri - Pasuruan

Agus Nurbaktiono, S.Pd L Guru SMPN 3 Kertosono - Nganjuk

Drs. Hartoyo, M.Pd L Guru SMPN 3 Sidoarjo

Drs. Achmad Lutfi, M.M L Guru SMPN 5 Sidoarjo

M. Maksum Daud M, M.Pd L Guru SMPN 2 Loceret - Nganjuk

Dr. Mohamad Sjafiuddin, M.Pd L Guru MTs Roudotul Ulum - Sampang

Dr. Ani Kadarwati, M.Pd P Pengawas Dinas Pendidikan Kabupaten Sidoarjo

Drs. Eddy Budiono, M.Pd L Dosen UM Malang

Drs. Sugianto, M.Si L Dosen UM Malang

Dr. Heny Subandiyah, M.Pd P Dosen UNESA Surabaya

Drs. Arifin Rahman, M.Si L Dosen UNESA Surabaya

Dr. Kuseiri, M.Pd L Dosen IAIN Sunan Ampel Surabaya

Dr. Dzo'ul Milal, M.Pd L Dosen IAIN Sunan Ampel Surabaya

SOUTH SULAWESI

Hj. Luliwidiastuty, S.Pd. M.Si P Pengawas Pengawas Diknas Pinrang

Drs. Sirajuddin, M.Pd L Pengawas Pengawas Diknas Pinrang

Indrayana, S.Pd. M.Pd P Pengawas Pengawas Diknas Pinrang

Dra. Arniati Rasyid P Guru Guru SMPN 1 Makassar

Drs. Orban, M.Pd. L Kepala Sekolah SMPN 4 Tamalate Jeneponto

Muhammad Nasir, S.Pd. M.Pd. L Guru SMPN 20 Makassar

Budiman, S.Pd. M.Pd L Guru SMPN 1 Tallu LimpoE Sidrap

Nuraedah, S.Ag P Kepala Sekolah MTSN Binamu Jeneponto

Mansyur Eppe, S.Pd, M.Pd L Guru SMPN 1 Pangkajene Pangkep

Syafruddin Syafar, SPd L Guru SMPN 5 Marioriwawo Soppeng

Drs. Nur Alim, M.Pd L Pengawas Pengawas Diknas Soppeng

Hasmawati, S.Pd P Guru SMPN 33 Makassar

Dra. Hj. Nasrah, M.Pd.I P Kepala Sekolah SMP YP PGRI Makassar

Sandang, S.Pd. M.Si L Pengawas Pengawas Diknas Soppeng

Nurshiam, S.Pd P Guru SMPN 36 Makassar

Drs. H. Berhard, M.Si L Dosen UNM Makassar

Dr. Hj. Mardiana, M. Hum P Dosen UIN Alauddin Makassar

Nursalam, S.Pd., M.Si L Dosen UIN Alauddin Makassar

Drs. Muh Jasri Djangi, M.Si L Dosen 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)


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 Fungsional Umum Disdikpora

13 HERRY MULYAWAN, S.Pd M Disdikpora Cimahi Fungsional Umum Disdikpora

14 JAJANG KUSNENDAR M UPI Dosen / Service Provider

15 IIK NURULPAIK M UPI Dosen / Service Provider


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

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.


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

TEACHERS

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 inter-related 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

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.

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


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

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 in-service 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.

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.

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


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 pre-service students, including in the area of the improvement of reading and literacy skills.

ICT programs taken by pre-service 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.

ADVOCACY

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

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.

Children who do not attend pre-school 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, non-Indonesian 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


ANNEX 9: PARTNER SCHOOL AND TTI DATA

Primary Schools

No Province/District/School

Name Sub District

Type of School Total Number of

Students Total Number of

Teachers

SD/MI State/ Private M F T M F T

A Aceh A.I. Aceh Jaya 1. SDN 1 Calang Krueng Sabee SD State 62 69 131 1 8 9 2. SDN 2 Calang Krueng Sabee SD State 110 99 209 3 7 10 3. SDN 3 Calang Krueng Sabee SD State 49 54 103 4 8 12 4. SDN 4 Calang Krueng Sabee SD State 21 18 39 2 11 13 5. SDN 4 Krueng Sabe Krueng Sabee SD State 48 81 129 1 8 9 6. MIN Dayah Baro Krueng Sabee MI State 97 103 200 1 12 13 7. MIS Cendikia Panton Makmur Krueng Sabee MI Private 9 7 16 0 3 3 8. SDN 1 Teunom Teunom SD State 32 40 72 0 10 10 9. SDN 11 Teunom Teunom SD State 10 12 22 4 4 8 10. SDN 12 Teunom Teunom SD State 37 29 66 2 8 10 11. SDN 13 Teunom Teunom SD State 20 16 36 2 6 8 12. SDN 2 Teunom Teunom SD State 60 58 118 3 7 10 13. SDN 4 Teunom Teunom SD State 128 108 236 4 10 14 14. SDN 5 Teunom Teunom SD State 28 32 60 1 10 11 15. SDN 8 Teunom Teunom SD State 25 22 47 4 3 7 16. MIN Seunebok Padang Teunom MI State 16 19 35 0 12 12 17. MIN Teunom Teunom MI State 43 20 63 5 8 13 Total Aceh Jaya 795 787 1.582 37 135 172 A.2. Bener Meriah 1. SDN Hakim Wih Ilang Bandar SD State 72 64 136 5 9 14 2. SDN Pondok Gajah Bandar SD State 108 93 201 2 12 14 3. SDN Remang Ketike Bandar SD State 28 45 73 1 12 13 4. SDN Suku Wih Ilang Bandar SD State 42 52 94 3 12 15

5. MIN Kota Makmur (Bathin Baru) Bandar MI State 38 37 75 2 18 20

6. MIN Lewajadi Bandar MI State 77 69 146 6 11 17 7. SDN 1 Lampahan Timang Gajah SD State 52 56 108 1 12 13 8. SDN 2 Lampahan Timang Gajah SD State 155 148 303 4 19 23 9. SDN 4 Lampahan Timang Gajah SD State 99 59 158 2 13 15 10. SDN Bukit Mulie Timang Gajah SD State 55 41 96 3 11 14 11. SDN Cekal Timang Gajah SD State 76 70 146 2 11 13 12. SDN Tunyang Timang Gajah SD State 88 68 156 2 12 14 13. MIN Blang Rongka Timang Gajah MI State 52 55 107 2 15 17 14. MIN Lampahan Timang Gajah MI State 46 43 89 1 17 18 15. MIN Sukadamai Timang Gajah MI State 72 64 136 6 18 24 District Total 1,060 964 2,024 42 202 244 Province Total 1,855 1,751 3,606 79 337 416

B Sumatra Utara B.I. Labuhan Batu 1. SDN 112167 Bilah Hulu Bilah Hulu SD State 65 61 126 1 7 8 2. SDN 114377 Bilah Hulu Bilah Hulu SD State 80 78 158 3 9 12 3. SDN 116879 Bilah Hulu Bilah Hulu SD State 80 102 182 3 7 10 4. SDN 117469 Bilah Hulu Bilah Hulu SD State 89 82 171 4 5 9 5. SDN 118252 Bilah Hulu Bilah Hulu SD State 98 114 212 2 10 12

6. SD Al-Ittihad Aek Nabara Bilah Hulu Bilah Hulu SD Private 46 70 116 2 5 7

7. MI Raudhatul Uluum Bilah Hulu Bilah Hulu MI Private 177 171 348 1 10 11

8. MIN Sigambal Rantau Selatan Rantau Selatan MI State 136 124 260 3 20 23

9. MIN Urung Kompas Rantau Selatan Rantau Selatan MI State 202 200 402 7 17 24

10. SDN 112134 Rantau Utara Rantau Utara SD State 278 284 562 3 18 21 11. SDN 112143 Rantau Utara Rantau Utara SD State 303 257 560 4 17 21 12. SDN 112162 Rantau Utara Rantau Utara SD State 123 147 270 0 16 16 13. SDN 114375 Rantau Utara Rantau Utara SD State 187 215 402 2 17 19 14. SDN 115530 Rantau Utara Rantau Utara SD State 188 166 354 1 16 17



Name Sub District



Teachers


15. SD Budis Jayanti Rantau Utara Rantau Utara SD Private 196 245 441 0 13 13

16. SD Muhammadiyah 7 Rantau Utara Rantau Utara SD Private 85 84 169 4 7 11

17. MIN Padang Bulan Rantau Utara Rantau Utara MI State 236 182 418 7 16 23

2569 2582 5151 47 210 257 B.2. Medan, Kota 1. SDN 060837 Medan Barat Medan Barat SD State 160 126 286 3 11 14 2. SDN 060840 Medan Barat Medan Barat SD State 64 50 114 1 9 10 3. SDN 060843 Medan Barat Medan Barat SD State 513 490 1003 5 33 38 4. SDN 060849 Medan Barat Medan Barat SD State 406 410 816 3 24 27 5. SDN 066651 Medan Barat Medan Barat SD State 56 28 84 1 7 8 6. SD Karya Bakti Medan Barat Medan Barat SD Private 193 181 374 6 11 17

7. SD Muhammadiyah 11 Medan Barat Medan Barat SD Private 130 146 276 2 13 15

8. MIN Medan Barat Medan Barat MI State 256 232 488 5 20 25

9. SDN 060913 Medan Tembung Medan Tembung SD State 190 233 423 2 18 20





14. MIN Medan Tembung, Jl Pertiwi Medan Tembung MI State 277 276 553 8 24 32

15. MIN Medan, Medan Tembung Medan Tembung MI State 492 600 1092 17 38 55

16. MI Mustafawiyah Medan Tembung,jl taut ujung Medan Tembung MI Private 91 66 157 4 8 12

3,716 3,775 7,491 64 278 342 B.3. Nias Selatan

1. SDN 071212 Sifaoroasi Gomo Gomo SD State 234 193 427 4 28 32

2. SDN 071213 Hiliana'a Gomo Gomo SD State 45 30 75 6 2 8

3. SDN 071216 Lahusa Idano Tae Gomo Gomo SD State 50 45 95 6 4 10

4. SDN 071223 Orahili Gomo Gomo SD State 124 118 242 6 10 16

5. SDN 076089 Hilimbowo Gomo Gomo SD State 125 115 240 7 4 11

6. SDN 076708 Tanonikoo Gomo Gomo SD State 90 77 167 5 5 10

7. SDN 077787 Lawa-Lawa Luo Gomo Gomo SD State 59 69 128 4 8 12

8. SDN 071122 Teluk Dalam Teluk Dalam SD State 218 202 420 5 17 22

9. SDN 074071 Bawodobara Teluk Dalam Teluk Dalam SD State 151 140 291 8 13 21

10. SDN 075071 Hiligeho Teluk Dalam Teluk Dalam SD State 105 99 204 3 12 15

11. SDN 076103 Bawoza'ua Teluk Dalam Teluk Dalam SD State 106 106 212 5 10 15

12. SDN 076726 Hilinifaoso Teluk Dalam Teluk Dalam SD State 68 77 145 2 17 19

13. SDN 076728 bawolowalani Teluk Dalam Teluk Dalam SD State 61 63 124 4 3 7

14. SDN 078356 HIlitobara Teluk Dalam Teluk Dalam SD State 161 153 314 2 17 19

15. SDN 078525 Dharma Caraka Teluk Dalam Teluk Dalam SD State 122 90 212 0 11 11

16. MIN Teluk Dalam Teluk Dalam MI State 101 116 217 15 22 37 Nias Selatan Total 1,820 1,693 3,513 82 183 265 North Sumatra Total 8,105 8,050 16,155 193 671 864



Name Sub District



Teachers


C Banten C.1. Pandeglang 1. SDN Bojong 1 Bojong SD State 51 49 100 4 7 11 2. SDN Bojong 2 Bojong SD State 90 69 159 3 9 12 3. SDN Bojong 3 Bojong SD State 47 46 93 2 8 10 4. SDN Bojong 4 Bojong SD State 88 72 160 6 7 13 5. SDN Bojong 5 Bojong SD State 91 92 183 5 5 10 6. SDN Mekarsari 1 Bojong SD State 64 70 134 4 6 10 7. MI MA Dahu Mekarsari Bojong MI Private 156 128 284 6 7 13 8. MI Sukamaju Bojong MI Private 71 58 129 3 8 11 9. SDN Gunungsari 1 Mandalawangi SD State 86 99 185 5 5 10 10. SDN Gunungsari 2 Mandalawangi SD State 152 133 285 5 8 13 11. SDN Kurung Kambing 1 Mandalawangi SD State 46 42 88 6 6 12 12. SDN Kurung Kambing 3 Mandalawangi SD State 74 83 157 3 7 10 13. SDN Kurung Kambing 4 Mandalawangi SD State 38 31 69 5 4 9 14. SDN Mandalasari 1 Mandalawangi SD State 92 77 169 7 3 10 15. MIN Model Mandalawangi Mandalawangi MI State 144 126 270 12 24 36 16. MI Darul Huda Waru Mandalawangi MI Private 75 67 142 6 8 14 1,365 1,242 2,607 82 122 204 C.2. Serang 1. SDN Ciruas 2 Ciruas SD State 275 230 505 4 13 17 2. SDN Ciruas 4 Ciruas SD State 311 336 647 2 26 28 3. SDN Kadikaran Ciruas SD State 135 106 241 4 8 12 4. SDN Priuk Ciruas SD State 150 159 309 3 9 12 5. SDN Tegal Jetak Ciruas SD State 256 245 501 5 13 18 6. SDN IT Khaerunas Ciruas SD Private 149 114 263 4 13 17 7. MI Al Khaeriyah Karanganyar Ciruas MI Private 90 82 172 3 6 9 8. MI Al Khaeriyah Kejaban Ciruas MI Private 91 106 197 4 9 13 9. SDN Cilengsir Petir SD State 218 198 416 2 8 10 10. SDN Kadumanggu Petir SD State 121 122 243 7 4 11 11. SDN Kampung Baru Petir SD State 125 121 246 6 3 9 12. SDN Negarapadang Petir SD State 156 139 295 5 7 12 13. SDN Petir 2 Petir SD State 133 139 272 5 6 11 14. SDN Seuat Petir SD State 281 238 519 14 1 15 15. MI Nurul Falah Kubang Petir MI Private 146 142 288 3 9 12 16. MI Sholatiyah Petir MI Private 170 152 322 8 9 17 Serang District Total 2,807 2,629 5,436 79 144 223 Banten Total 4,172 3,871 8,043 161 266 427

D West Java D.1. Bandung Barat 1. SDN 1 Rancairung Cihampelas SD State 98 94 192 4 9 13 2. SDN 5 Rancairung Cihampelas SD State 103 94 197 4 8 12 3. SDN 1 Budigalih Cihampelas SD State 125 95 220 5 6 11 4. SDN 4 Rancairung Cihampelas SD State 116 82 198 5 8 13 5. SDN Maroko Cihampelas SD State 113 107 220 7 8 15 6. SDN Mekarasih Cihampelas SD State 157 126 283 8 8 16 7. MI Sukaguna Cihampelas MI Private 42 35 77 4 5 9 8. MI Tembongsari Cihampelas MI Private 86 104 190 1 10 11 9. SDN 1 Rajamandala Cipatat SD State 192 195 387 2 11 13 10. SDN 2 Rajamandala Cipatat SD State 388 357 745 11 16 27 11. SDN 3 Rajamandala Cipatat SD State 209 194 403 7 10 17 12. SDN 4 Rajamandala Cipatat SD State 165 146 311 5 7 12 13. SDN Nyomplong Cipatat SD State 94 96 190 6 5 11 14. SDN Rancabentang Cipatat SD State 111 85 196 4 8 12 15. MI Al-Hikmah Cipatat Cipatat MI Private 115 100 215 7 5 12 16. MI Syamsudin Cipatat Cipatat MI Private 113 99 212 4 7 11 Bandung Barat Total 2,227 2,009 4,236 84 131 215 D.2. Ciamis 1. SDN 1 Sindangsari Banjarsari SD State 113 94 207 3 8 11 2. SDN 1 Sukasari Banjarsari SD State 106 88 194 4 7 11 3. SDN 2 Sindangsari Banjarsari SD State 85 62 147 5 5 10 4. SDN 2 Sukasari Banjarsari SD State 83 86 169 2 7 9



Name Sub District



Teachers


5. SDN 3 Sindangsari Banjarsari SD State 107 99 206 3 9 12 6. SDN 3 Sukasari Banjarsari SD State 203 155 358 15 18 33 7. MI Cibadak Banjarsari MI Private 92 115 207 4 7 11 8. MI Sindangtawang Banjarsari MI Private 121 122 243 5 8 13 9. SDN 1 Sukamanah Sindangkasih SD State 90 84 174 5 7 12 10. SDN 1 Sukaraja Sindangkasih SD State 76 79 155 2 9 11 11. SDN 2 Sukamanah Sindangkasih SD State 71 71 142 6 7 13 12. SDN 2 Sukaraja Sindangkasih SD State 62 59 121 4 7 11 13. SDN 3 Sukamanah Sindangkasih SD State 93 75 168 7 8 15 14. SDN 3 Sukaraja Sindangkasih SD State 114 87 201 4 6 10 15. MI Gunung Cupu Sindangkasih MI Private 100 89 189 4 4 8 16. MI Kalangari Sindangkasih MI Private 56 62 118 3 7 10 Ciamis Total 1,572 1,427 2,999 76 124 200 D.3. Cimahi 1. SDN Cibodas 2 Cimahi Selatan SD State 136 134 270 3 7 10 2. SDN Cibodas 3 Cimahi Selatan SD State 172 134 306 8 5 13 3. SDN Utama 6 Cimahi Selatan SD State 242 229 471 1 12 13 4. SDN Utama Mandiri 1 Cimahi Selatan SD State 373 398 771 9 24 33 5. SDN Budhi Asih Cimahi Tengah SD State 128 142 270 0 11 11 6. SDN Budhi Karya Cimahi Tengah SD State 273 298 571 4 18 22 7. SDN Sosial 1 Cimahi Tengah SD State 300 192 492 2 15 17 8. SDN Sosial 2 Cimahi Tengah SD State 214 206 420 4 13 17 9. MI Cahaya Cimahi Tengah MI Private 92 87 179 4 6 10 10. MI Nurul Islam Cimahi Tengah MI Private 82 70 152 2 7 9 11. MI PUI Cimahi Cimahi Tengah MI Private 146 114 260 14 1 15 12. SDN Cibabat 5 Cimahi Utara SD State 174 129 303 6 6 12 13. SDN Cibabat Mandiri 2 Cimahi Utara SD State 400 408 808 11 16 27 14. SDN Cibabat Mandiri 4 Cimahi Utara SD State 209 239 448 6 12 18 15. SDN Cibabat Mandiri 5 Cimahi Utara SD State 356 282 638 4 18 22 16. MI Asih Putra Cimahi Utara MI Private 280 292 572 17 22 39 Cimahi District Total 3,577 3,354 6,931 95 193 288 West Java Total 7,376 6,790 14,166 255 448 703

E Central Java E.1. Banjarnegara 1. SDN 1 Kutabanjarnegara Banjarnegara SD State 137 131 268 2 10 12 2. SDN 1 Semarang Banjarnegara SD State 112 134 246 4 5 9 3. SDN 2 Kutabanjarnegara Banjarnegara SD State 62 40 102 3 8 11 4. SDN 2 Semarang Banjarnegara SD State 87 77 164 1 7 8 5. SDN 3 Kutabanjarnegara Banjarnegara SD State 159 161 320 3 15 18 6. SD Kristen Debora Banjarnegara SD Private 64 47 111 5 4 9 7. MI Al Fatah Parakancanggah Banjarnegara MI Private 120 115 235 4 9 13

8. MI Muhammadiyah Karangtengah Banjarnegara MI Private 87 103 190 2 7 9

9. SDN 1 Candiwulan Mandiraja SD State 79 58 137 2 6 8 10. SDN 1 Kertayasa Mandiraja SD State 113 85 198 4 6 10 11. SDN 1 Panggisari Mandiraja SD State 84 71 155 0 7 7 12. SDN 2 Candiwulan Mandiraja SD State 51 44 95 2 6 8 13. SDN 2 Panggisari Mandiraja SD State 39 46 85 2 5 7 14. SDN Blimbing Mandiraja SD State 85 56 141 2 7 9 15. MI Al Ma'arif 01 Kertayasa Mandiraja MI Private 98 82 180 2 5 7 16. MI Al Ma'arif Blimbing Mandiraja MI Private 65 57 122 3 4 7 Banjarnegara Total 1,442 1,307 2,749 41 111 152 E.2. Batang 1. SDN Karangasem 04 Batang SD State 95 87 182 0 8 8 2. SDN Karangasem 06 Batang SD State 71 78 149 3 6 9 3. SDN Karangasem 07 Batang SD State 143 111 254 4 7 11 4. SDN Karangasem 10 Batang SD State 48 52 100 1 8 9 5. SDN Karangasem 12 Batang SD State 157 130 287 3 8 11 6. SDN Karangasem 13 Batang SD State 62 59 121 3 5 8

7. MI Muhammadiyah Karangasem Batang MI Private 33 20 53 4 5 9

8. MI Wahid Hasyim Kalisalak Batang MI Private 42 40 82 5 4 9 9. SDN Karanganyar 01 Reban SD State 69 54 123 5 3 8



Name Sub District



Teachers


10. SDN Padomasan 02 Reban SD State 28 27 55 2 7 9 11. SDN Polodoro Reban SD State 32 54 86 6 5 11 12. SDN Sojomerto 01 Reban SD State 109 84 193 3 7 10 13. SDN Sukomangli 01 Reban SD State 37 38 75 4 6 10 14. SDN Sukomangli 02 Reban SD State 44 49 93 6 5 11 15. MI Islamiyah Reban Reban MI Private 36 42 78 4 3 7 16. MI Islamiyah Sojomerto Reban MI Private 45 32 77 6 5 11 Batang Total 1,051 957 2,008 59 92 151 E.3. Purbalingga 1. SDN 1 Cipaku Kemangkon SD State 105 99 204 5 5 10 2. SDN 1 Karangkemiri Kemangkon SD State 79 76 155 4 5 9 3. SDN 1 Kemangkon Kemangkon SD State 47 30 77 4 7 11 4. SDN 1 Panican Kemangkon SD State 118 122 240 4 7 11 5. SDN 2 Kemangkon Kemangkon SD State 91 74 165 5 4 9 6. SDN 2 Panican Kemangkon SD State 46 39 85 3 8 11 7. SDN 1 Bakulan Kemangkon SD State 92 96 188 3 11 14 8. MI Ma'arif NU Mejasem Kemangkon MI Private 53 48 101 5 5 10 9. MI Muhammadiyah Toyareka Kemangkon MI Private 70 72 142 3 7 10 10. SDN 1 Mangunegara Mrebet SD State 109 95 204 5 8 13 11. SDN 1 Selaganggeng Mrebet SD State 105 93 198 4 7 11 12. SDN 2 Mrebet Mrebet SD State 56 61 117 3 5 8 13. SDN 2 Selaganggeng Mrebet SD State 113 108 221 4 6 10 14. SDN 1 Mrebet Mrebet SD State 83 94 177 5 5 10 15. MI Ma'arif NU 02 Tangkisan Mrebet MI Private 48 58 106 4 5 9 16. MI Ma'arif NU Sindang Mrebet MI Private 59 73 132 4 5 9 Purbalingga Total 1,274 1,238 2,512 65 100 165 E.4. Semarang (Kab) 1. SDN Bumen Sumowono SD State 41 27 68 5 5 10 2. SDN Jubelan 1 Sumowono SD State 65 67 132 3 7 10 3. SDN Lanjan 1 Sumowono SD State 79 63 142 6 3 9 4. SDN Mendongan Sumowono SD State 61 49 110 7 5 12 5. SDN Sumowono 1 Sumowono SD State 21 27 48 5 5 10 6. SDN Sumowono 2 Sumowono SD State 94 97 191 5 7 12 7. MI Darussalam Sumowono MI Private 72 52 124 5 4 9 8. MI Miftahul Ulum Sumowono MI Private 57 49 106 3 5 8 9. SDN 1 Tengaran Tengaran SD State 125 120 245 5 7 12 10. SDN 2-3 Tengaran Tengaran SD State 109 69 178 3 9 12 11. SDN Klero 1 Tengaran SD State 150 150 300 5 8 13 12. SDN Klero 2 Tengaran SD State 100 108 208 6 4 10 13. SDN Tegalrejo 01 Tengaran SD State 65 63 128 2 7 9 14. MI Klero Tengaran MI Private 77 59 136 4 6 10 15. MI Tahdhibul Banin Tegalrejo Tengaran MI Private 41 30 71 4 4 8 16. MI Tengaran Tengaran MI Private 69 53 122 3 6 9 Semarang (Kab) Total 1,226 1,083 2,309 71 92 163 E.5. Sragen 1. SDN Banyurip 1 Sambungmacan SD State 53 45 98 5 6 11 2. SDN Banyurip 2 Sambungmacan SD State 32 39 71 6 5 11 3. SDN Banyurip 3 Sambungmacan SD State 61 38 99 4 6 10 4. SDN Gringging 1 Sambungmacan SD State 67 50 117 3 7 10 5. SDN Gringging 2 Sambungmacan SD State 60 75 135 5 6 11 6. SDN Gringging 3 Sambungmacan SD State 57 42 99 4 5 9 7. SDN Gringging 4 Sambungmacan SD State 54 52 106 4 5 9 8. MI Muhammadiyah Banaran Sambungmacan MI Private 63 55 118 2 5 7

9. MI Muhammadiyah Karanganyar Sambungmacan MI Private 61 39 100 6 6 12

10. SDN Karangtengah 1 Sragen SD State 50 39 89 5 6 11 11. SDN Karangtengah 3 Sragen SD State 124 88 212 2 11 13 12. SDN Karangupit 1 Sragen SD State 109 106 215 6 7 13 13. SDN Karangupit 3 Sragen SD State 91 90 181 6 4 10 14. SDN Karangupit 4 Sragen SD State 34 41 75 4 5 9 15. SDN Tangkil 1 Sragen SD State 100 87 187 2 9 11 16. SDN Tangkil 3 Sragen SD State 93 86 179 3 9 12 17. SDN Tangkil 4 Sragen SD State 56 40 96 4 7 11 Sragen Total 1,165 1,012 2,177 71 109 180



Name Sub District



Teachers


Central Java Total 6,158 5,597 11,755 307 504 811

F East Java F.1. Blitar (Kab) 1. SDN Bacem 01 Ponggok SD State 63 62 125 5 4 9 2. SDN Bacem 02 Ponggok SD State 72 54 126 4 6 10 3. SDN Bacem 03 Ponggok SD State 34 31 65 2 6 8 4. SDN Bacem 04 Ponggok SD State 93 103 196 1 11 12 5. SDN Kebonduren 01 Ponggok SD State 150 134 284 4 12 16 6. SDN Kebonduren 02 Ponggok SD State 85 51 136 1 9 10 7. SDN Kebonduren 03 Ponggok SD State 82 92 174 3 5 8 8. SDIT Al Kautsar Kebonduren Ponggok SD Private 29 33 62 3 10 13 9. MI MISRIU Kebonduren Ponggok MI Private 110 114 224 7 9 16 10. MI Plus Ma'arif NU Ponggok MI Private 86 99 185 2 8 10 11. SDN Kalipang 01 Sutojayan SD State 264 320 584 11 22 33 12. SDN Kalipang 02 Sutojayan SD State 62 57 119 4 9 13 13. SDN Kalipang 03 Sutojayan SD State 102 115 217 3 11 14 14. SDN Kalipang 04 Sutojayan SD State 40 41 81 2 12 14 15. SDN Kedungbunder 01 Sutojayan SD State 55 28 83 3 8 11 16. SDN Sutojayan 01 Sutojayan SD State 99 77 176 3 13 16 17. SDN Sutojayan 02 Sutojayan SD State 33 32 65 1 8 9 18. SDI Aisyiyah Sutojayan SD Private 76 57 133 2 6 8

19. MI Miftahul Huda Kedungbunder Sutojayan MI Private 119 136 255 7 12 19

Blitar (Kab) Total 1,654 1,636 3,290 68 181 249 F.2. Madiun (Kab) 1. SDN Jatisari 01 Geger SD State 42 35 77 3 6 9 2. SDN Jatisari 02 Geger SD State 87 77 164 1 9 10 3. SDN Jatisari 03 Geger SD State 43 41 84 3 8 11 4. SDN Purworejo 03 Geger SD State 84 95 179 2 8 10 5. SDN Sumberejo 01 Geger SD State 43 38 81 4 6 10 6. SDN Sumberejo 02 Geger SD State 34 43 77 3 7 10 7. MI Miftahul Khoirot Geger MI Private 77 80 157 3 8 11 8. MI Sailul Ulum Pagotan Geger MI Private 132 143 275 10 9 19 9. SDN Bangunsari 01 Mejayan SD State 77 75 152 4 8 12 10. SDN Bangunsari 02 Mejayan SD State 138 148 286 3 8 11 11. SDN Bangunsari 03 Mejayan SD State 56 44 100 4 6 10 12. SDN Krajan 01 Mejayan SD State 51 57 108 5 6 11 13. SDN Krajan 02 Mejayan SD State 98 102 200 5 11 16 14. SDN Ngampel 01 Mejayan SD State 89 57 146 4 6 10 15. MI Muhammadiyah Mejayan MI Private 46 43 89 1 8 9 16. MI PSM Sukosari Wonoasri MI Private 101 102 203 3 6 9 Madiun (Kab) Total 1,198 1,180 2,378 58 120 178 F.3. Mojokerto (Kab) 1. SDN Kalen Dlanggu SD State 145 152 297 10 24 34 2. SDN Kedunggede I Dlanggu SD State 89 94 183 6 9 15 3. SDN Kedunggede II Dlanggu SD State 36 50 86 8 4 12 4. SDN Mojokarang Dlanggu SD State 89 72 161 6 9 15 5. SDN Segunung I Dlanggu SD State 114 98 212 2 13 15 6. MI Bahrul Ulum Talok Dlanggu MI Private 57 65 122 5 8 13 7. MI Miftahul Ulum Mojokarang Dlanggu MI Private 192 147 339 4 9 13 8. SDN Kemlagi II Kemlagi SD State 75 81 156 1 11 12 9. SDN Mojodadi Kemlagi SD State 61 68 129 8 5 13 10. SDN Mojodowo Kemlagi SD State 93 85 178 6 5 11 11. SDN Mojowono Kemlagi SD State 83 66 149 5 7 12 12. SDN Pandankrajan I Kemlagi SD State 29 30 59 8 3 11 13. SDN Pandankrajan II Kemlagi SD State 56 48 104 6 7 13 14. MI Bahrul Ulum Kemlagi MI Private 58 54 112 4 9 13 15. MI Miftahul Ulum Kemlagi MI Private 155 142 297 6 9 15 Mojokerto (Kab) Total 1,332 1,252 2,584 85 132 217 F.4. Pamekasan 1. SDN Galis I Galis SD State 58 61 119 11 7 18 2. SDN Konang II Galis SD State 78 60 138 6 5 11 3. SDN Konang III Galis SD State 53 44 97 10 7 17



Name Sub District



Teachers


4. SDN Konang IV Galis SD State 39 29 68 9 9 18 5. SDN Tobungan I Galis SD State 63 61 124 7 12 19 6. SDN Tobungan II Galis SD State 85 81 166 9 5 14 7. MIN Konang Galis MI State 106 94 200 7 15 22

8. MIS Tarbiyatul Islamiyah Konang Galis MI Private 42 35 77 9 7 16

9. SDN Pademawu Barat II Pademawu SD State 113 85 198 3 6 9 10. SDN Pademawu Timur II Pademawu SD State 137 105 242 15 14 29 11. SDN Pademawu Timur IV Pademawu SD State 39 53 92 7 8 15 12. SDN Pademawu Timur V Pademawu SD State 45 76 121 8 7 15 13. SDN Tanjung I Pademawu SD State 63 50 113 5 4 9 14. SDN Tanjung IV Pademawu SD State 49 44 93 7 10 17

15. MI Miftahul Ulum Pademawu Timur Pademawu MI Private 34 28 62 8 6 14

16. MI Nurul Hasan Jarin Pademawu MI Private 40 26 66 14 5 19 Pamekasan Total 1,044 932 1,976 135 127 262 F.5. Situbondo 1. SDN 2 Bloro Besuki SD State 83 62 145 3 11 14 2. SDN 2 Kalimas Besuki SD State 51 69 120 4 10 14 3. SDN 3 Besuki Besuki SD State 164 152 316 7 11 18 4. SDN 7 Besuki Besuki SD State 117 90 207 4 6 10 5. SDN 1 Bloro Besuki SD State 82 60 142 5 9 14 6. SDN Langkap Besuki SD State 102 116 218 7 9 16 7. MI Al Hikmatul Islamiyah Besuki MI Private 84 59 143 6 5 11 8. MI Darul Hikmah Al Fatiniyah Besuki MI Private 59 80 139 1 11 12 9. SDN 10 Kilensari Panarukan SD State 69 71 140 8 13 21 10. SDN 2 Kilensari Panarukan SD State 57 51 108 10 7 17 11. SDN 3 Kilensari Panarukan SD State 86 118 204 10 9 19 12. SDN 5 Kilensari Panarukan SD State 88 67 155 7 12 19 13. SDN 8 Kilensari Panarukan SD State 86 69 155 7 11 18 14. SDN 9 Kilensari Panarukan SD State 48 45 93 6 18 24 15. MI Jauharul Ulum Panarukan MI Private 31 34 65 3 5 8 16. MI Miftahul Huda Situbondo MI Private 53 53 106 2 10 12 Situbondo Total 1,260 1,196 2,456 90 157 247 East Java Total 6,488 6,196 1,2684 436 717 1,153

G Sulawesi Selatan G.1. Bantaeng 1. SDN 10 Pasorongi Bantaeng SD State 78 74 152 5 14 19 2. SDN 17 Ujung Labbu Bantaeng SD State 86 86 172 4 13 17 3. SD Inpres Lasepang Bantaeng SD State 136 138 274 4 11 15 4. SD Inpres Tappanjeng Bantaeng SD State 260 246 506 6 24 30 5. SD Negeri 9 Lembang Bantaeng SD State 153 111 264 3 19 22 6. SDN 7 Letta Bantaeng SD State 202 185 387 3 20 23 7. MIS Guppi Bulu-Bulu Bantaeng MI Private 44 35 79 6 14 20 8. SDN 11 Sarroanging Eremerasa SD State 125 130 255 5 15 20 9. SDN 3 Libboa Eremerasa SD State 76 69 145 8 9 17 10. SDN 63 Bonto Jonga Eremerasa SD State 78 67 145 6 4 10 11. SD Inpres Kampung Parang Eremerasa SD State 157 157 314 10 15 25 12. SD Inpres Pullauweng Eremerasa SD State 115 127 242 8 16 24 13. SD Inpres Sarrea Eremerasa SD State 43 37 80 1 9 10 14. MIS Nurul Azma Eremerasa MI Private 47 63 110 1 11 12 15. MIS Ma'arif Bakaraya Pajukukang MI Private 54 47 101 6 12 18 16. MIS Borongkapala Tompobulu MI Private 33 45 78 5 13 18 Bantaeng Total 1,687 1,617 3,304 81 219 300 G.2. Maros 1. SDN 1 Pakalu I Bantimurung SD State 130 97 227 6 10 16 2. SDN 12 Pakalli I Bantimurung SD State 96 81 177 4 10 14 3. SDN 120 Parangki Bantimurung SD State 126 119 245 8 10 18 4. SDN 15 Jawi-Jawi Bantimurung SD State 138 145 283 4 14 18 5. SD Inpres 105 Alatengae Bantimurung SD State 102 89 191 3 9 12 6. SD Inpres 173 Mangngai Bantimurung SD State 109 87 196 6 7 13 7. MIS Darul Rasyidin Bantimurung MI Private 62 57 119 4 6 10



Name Sub District



Teachers


8. MIS JII Bantimurung Bantimurung MI Private 41 44 85 2 7 9 9. MIN Maros Baru Maros Baru MI State 144 149 293 3 17 20 10. SDN 180 Pappandangan Turikale SD State 97 93 190 2 8 10 11. SDN 21 Sanggalea Turikale SD State 262 276 538 3 19 22 12. SDN 241 Perumnas Tumalia Turikale SD State 136 133 269 4 13 17 13. SDN 39 Kassi Turikale SD State 139 127 266 2 12 14 14. SD Inpres 111 Polejiwa Turikale SD State 94 90 184 1 13 14 15. SD Inpres 154 Tumalia Turikale SD State 152 133 285 3 9 12 16. MIS Ainus Syamsi Turikale MI Private 81 72 153 2 12 14 Maros Total 1,909 1,792 3,701 57 176 233 G.3. Wajo 1. SDN 190 Ballere Keera SD State 88 77 165 4 4 8 2. SDN 191 Ballere Keera SD State 75 68 143 4 5 9 3. SDN 234 Inrello Keera SD State 108 74 182 3 7 10 4. SDN 320 Ballere Keera SD State 39 42 81 3 6 9 5. SDN 321 Ballere Keera SD State 50 40 90 4 5 9 6. SDN 412 Inrello Keera SD State 37 29 66 3 4 7 7. SDN 414 Keera Keera SD State 33 28 61 3 5 8 8. MIS As'adiyah 272 Pallipu Tanasitolo MI Private 35 36 71 4 9 13 9. MIS As'adiyah 3 Sengkang Tanasitolo MI Private 143 117 260 3 10 13 10. SDN 13 Lapongkoda Tempe SD State 86 76 162 2 8 10 11. SDN 14 Lapongkoda Tempe SD State 55 41 96 4 7 11 12. SDN 213 Lapongkoda Tempe SD State 355 350 705 9 22 31 13. SDN 6 Lapongkoda Tempe SD State 72 54 126 1 8 9 14. SD Muhammadiyah Tempe SD Private 44 36 80 3 9 12 15. MIS As'adiyah 45 Sura'e Tempe MI Private 76 81 157 3 9 12 16. MIS Muhammadiyah Tempe MI Private 46 47 93 1 12 13 Wajo 1,342 1,196 2,538 54 130 184 South Sulawesi Total 4,938 4,605 9,543 192 525 717 Grand Total 39,092 36,860 75,952 1623 3468 5091


Junior Secondary Schools


Name Sub District



Teachers

SD/MI State/

Private M F T M F T

A Aceh A.I. Aceh Jaya 1. MTsN Calang Krueng Sabee MTs State 93 118 211 8 13 21

2. MTsN Teunom Teunom MTs State 103 116 219 13 12 25 3. SMPN 1 Indra Jaya Indra Jaya SMP State 81 53 134 9 11 20 4. SMPN 1 Sampoinet Sampoiniet SMP State 53 34 87 5 8 13 5. SMPN 1 Teunom Teunom SMP State 105 135 240 4 19 23 6. MTsN Lamno Jaya MTs State 115 145 260 7 17 24 7. SMPN 1 Jaya Jaya SMP State 139 136 275 11 22 33 8. SMPN 1 Krueng Sabee Krueng Sabee SMP State 73 55 128 5 14 19 Total Aceh Jaya 762 792 1554 62 116 178 A.2. Bener Meriah 1. MTsN Janarata Bandar MTs State 136 133 269 7 18 25 2. MTsS Blang Rongka Timang Gajah MTs Private 59 52 111 5 13 18 3. SMPN 3 Bandar Bandar SMP State 34 36 70 3 20 23 4. SMPN 1 Bukit Bukit SMP State 171 185 356 7 24 31 5. SMPN 4 Timang Gajah Timang Gajah SMP State 36 32 68 6 14 20 6. MTsN Lampahan Timang Gajah MTs State 156 176 332 6 25 31 7. SMPN 2 Bandar Bandar SMP State 130 112 242 8 25 33 8. SMPN 2 Timang Gajah Timang Gajah SMP State 186 177 363 8 25 33 District Total 908 903 1811 50 164 214 Province Total 1,670 1,695 3,365 112 280 392

B N. Sumatra B.I. Labuhan Batu 1. MTs Al-Ittihad Bilah Hulu Bilah Hulu MTs Private 316 283 599 21 18 39 2. SMPN 2 Bilah Hulu Bilah Hulu SMP State 167 149 316 11 14 25 3. SMPN 3 Bilah Hulu Bilah Hulu SMP State 122 110 232 10 8 18 4. SMP Metodis Bilah Hulu Bilah Hulu SMP Private 201 202 403 5 19 24 5. MTsN 1 Rantau Utara Rantau Utara MTs State 348 574 922 36 37 73

6. SMP Bhayangkari Rantau Utara Rantau Utara SMP Private 117 115 232 4 15 19

7. SMPN 1 Rantau Utara Rantau Utara SMP State 379 463 842 13 35 48

8. SMP Muhammadiyah Rantau Utara Rantau Utara SMP Private 114 114 228 10 9 19

1,764 2,010 3,774 110 155 265 B.2. Medan, Kota 1. SMP Pertiwi Medan Medan Barat SMP Private 439 419 858 23 10 33 2. SMPN 7 Medan Medan Barat SMP State 425 432 857 11 48 59 3. SMPN 11 Medan Medan Barat SMP State 513 759 1272 10 39 49 4. SMPN 16 Medan Medan Barat SMP State 398 410 808 9 40 49 5. SMPN 27 Medan Medan Tembung SMP State 443 477 920 14 47 61 6. SMPN 35 Medan Medan Tembung SMP State 425 399 824 14 34 48 7. MTsN 2 Medan Medan Tembung MTs State 431 572 1003 17 59 76 8. SMPN 17 Medan Medan Tembung SMP State 465 493 958 15 48 63 3,539 3,961 7,500 113 325 438 B.3. Nias Selatan 1. SMPN 2 Gomo Gomo SMP State 163 165 328 16 6 22 2. SMPN 3 Gomo Gomo SMP State 146 118 264 6 9 15 3. SMPN 1 Gomo Gomo SMP State 336 402 738 21 24 45 4. SMP BNKP Teluk Dalam Teluk Dalam SMP Private 160 158 318 11 7 18

5. SMP Bintang Laut Teluk Dalam Teluk Dalam SMP Private 326 322 648 8 9 17

6. SMPN 1 Teluk Dalam Teluk Dalam SMP State 263 367 630 7 27 34 7. MTsN Teluk Dalam Teluk Dalam MTs State 59 34 93 9 3 12

8. SMPN 5 Dharma Caraka Teluk Dalam Teluk Dalam SMP State 82 93 175 3 18 21

Nias Selatan Total 1,535 1,659 3,194 81 103 184 N. Sumatra Total 6,838 7,630 14,468 304 583 887



Name Sub District Type of School Total Number of


Teachers

C Banten C.1. Pandeglang 1. MTs Darul Huda Pusat Pari Mandalawangi MTs Private 125 110 235 11 16 27

2. MTs Riyadul Mubtadiin Pasir Jambu Bojong MTs Private 60 55 115 10 3 13

3. SMP N 2 Bojong Bojong SMP State 79 74 153 8 3 11 4. SMPN 2 Mandalawangi Mandalawangi SMP State 234 225 459 16 12 28 5. SMP Daar El Falah Mandalawangi SMP Private 223 164 387 20 17 37 6. MTs Mathlaul AnwarBojong Bojong MTs Private 147 136 283 12 4 16 7. SMP N 1 Bojong Bojong SMP State 234 243 477 12 14 26 8. SMPN 1 Mandalawangi Mandalawangi SMP State 376 392 768 19 14 33 Pandeglang Total 1,478 1,399 2,877 108 83 191 C.2. Serang

1. MTs Nurul Falah Pasanggrahan Petir MTs Private 121 123 244 11 7 18

2. MTs Nurul Falah Rego Padasuka Petir MTs Private 142 176 318 25 7 32

3. MTsN Ciruas Ciruas MTs State 336 475 811 19 24 43 4. SMPN Ciruas 1 Ciruas SMP State 501 531 1032 18 33 51 5. SMPN 1 Petir Petir SMP State 482 440 922 18 19 37 6. MTs Al Khaeriyah Kejaban Ciruas MTs Private 186 169 355 13 13 26 7. SMPN Ciruas 2 Ciruas SMP State 429 492 921 17 20 37 8. SMPN 2 Petir Petir SMP State 336 315 651 19 11 30 Serang District Total 2,533 2,721 5,254 140 134 274 Banten Total 4,011 4,120 8,131 248 217 465

D West Java D.1. Bandung Barat 1. MTs Al-Mukhtariyah Cipatat MTs Private 648 914 1562 49 29 78 2. SMPN Pataruman Cihampelas SMP State 108 153 261 5 11 16 3. SMP Al-Hikmah Cipatat Cipatat SMP Private 240 183 423 17 12 29 4. SMPN 3 Cipatat Cipatat SMP State 271 223 494 12 14 26 5. SMPN 2 Cihampelas Cihampelas SMP State 280 225 505 13 18 31 6. MTsN Cihampelas Cihampelas MTs State 291 296 587 21 14 35 7. SMPN 1 Cihampelas Cihampelas SMP State 441 525 966 19 28 47 8. SMPN 1 Cipatat Cipatat SMP State 456 560 1016 15 27 42 Bandung Barat Total 2,735 3,079 5,814 151 153 304 D.2. Ciamis 1. MTsN Wanayasa Banjarsari MTs State 335 350 685 15 21 36 2. SMPN 2 Cikoneng Sindangkasih SMP State 229 187 416 15 17 32 3. SMPN 1 Banjarsari Banjarsari SMP State 425 504 929 19 21 40 4. SMPN 3 Banjarasari Banjarsari SMP State 233 240 473 13 4 17 5. SMPN 1 Cikoneng Sindangkasih SMP State 401 502 903 16 26 42 6. MTsN Sindangkasih Sindangkasih MTs State 314 322 636 15 18 33 7. SMPN 1 Sindangkasih Sindangkasih SMP State 178 141 319 11 9 20 8. SMPN 2 Banjarsari Banjarsari SMP State 298 254 552 15 14 29 Ciamis Total 2,413 2,500 4,913 119 130 249 D.3. Cimahi 1. MTs Nurul Falah Cimahi Tengah MTs Private 313 293 606 19 31 50 2. SMPN 11 Cimahi Cimahi Utara SMP State 232 239 471 5 13 18 3. SMPN 2 Cimahi Cimahi Tengah SMP State 659 689 1348 18 58 76 4. SMPN 6 Cimahi Cimahi Tengah SMP State 499 546 1045 27 55 82 5. SMPN 8 Cimahi Cimahi Selatan SMP State 420 406 826 29 38 67 6. MTsN Sukasari Cimahi Selatan MTs State 533 636 1169 21 33 54 7. SMPN 5 Cimahi Cimahi Utara SMP State 561 603 1164 12 45 57 8. SMPN 3 Cimahi Cimahi Tengah SMP State 619 743 1362 12 55 67 Cimahi District Total 3836 4155 7991 143 328 471 West Java Total 8,984 9,734 18,718 413 611 1,024

E Central Java E.1. Banjarnegara 1. MTs Ma'arif Mandiraja Mandiraja MTs Private 224 271 495 10 16 26 2. SMPN 2 Banjarnegara Banjarnegara SMP State 315 346 661 19 18 37 3. SMPN 5 Banjarnegara Banjarnegara SMP State 397 335 732 18 19 37 4. SMPN 1 Purwaraja Klampok Mandiraja SMP State 350 412 762 18 19 37





Teachers 5. SMPN 2 Mandiraja Mandiraja SMP State 383 434 817 22 20 42 6. MTsN 2 Banjarnegara Banjarnegara MTs State 334 355 689 14 15 29 7. SMPN 1 Mandiraja Mandiraja SMP State 357 428 785 23 23 46

8. SMP Tamansiswa Banjarnegara Banjarnegara SMP Private 88 58 146 2 9 11

Banjarnegara Total 2,448 2,639 5,087 126 139 265 E.2. Batang 1. MTs NU 01 Batang Batang MTs Private 85 106 191 10 9 19 2. MTsN Subah Subah MTs State 229 240 469 16 14 30 3. SMPN 7 Batang Batang SMP State 328 246 574 7 19 26 4. SMPN 8 Batang Batang SMP State 219 194 413 9 16 25 5. SMPN 9 Batang Batang SMP State 219 293 512 13 10 23 6. SMPN 1 Subah Subah SMP State 316 317 633 16 16 32 7. SMPN 2 Subah Subah SMP State 218 200 418 11 14 25 8. SMPN 3 Subah Subah SMP State 66 44 110 4 9 13 Batang Total 1,680 1,640 3,320 86 107 193 E.3. Purbalingga 1. SMPN 1 Kemangkon Kemangkon SMP State 339 360 699 17 21 38 2. SMPN 3 Kemangkon Kemangkon SMP State 174 128 302 7 15 22 3. SMPN 2 Mrebet Mrebet SMP State 271 287 558 14 15 29 4. SMPN 3 Mrebet Mrebet SMP State 225 223 448 7 18 25 5. MTs Ma'arif NU 08 Panican Kemangkon MTs Private 145 115 260 8 8 16 6. SMPN 2 Kemangkon Kemangkon SMP State 225 175 400 14 9 23 7. SMPN 1 Mrebet Mrebet SMP State 398 440 838 14 18 32 8. MTs Al - Mujahadah Mrebet Mrebet MTs Private 62 66 128 6 4 10 Purbalingga Total 1,839 1,794 3,633 87 108 195 E.4. Semarang (Kab) 1. SMPN 1 Sumowono Sumowono SMP State 243 331 574 13 12 25 2. SMPN 2 Sumowono Sumowono SMP State 166 170 336 13 9 22 3. SMPN 2 Tengaran Tengaran SMP State 449 476 925 19 31 50 4. SMPN 3 Tengaran Tengaran SMP State 214 184 398 14 10 24

5. SMP Islam Sudirman Sumowono Sumowono SMP Private 173 142 315 8 10 18

6. SMP IT Nurul Islam Tengaran Tengaran SMP Private 228 281 509 20 19 39

7. MTs Al Manar Bener Tengaran MTs Private 61 89 150 5 11 16 8. MTs Nuril Huda Sumowono Sumowono MTs Private 96 126 222 9 6 15 Semarang (Kab) Total 1,630 1,799 3,429 101 108 209 E.5. Sragen 1. SMPN 1 Tanon Tanon SMP State 321 314 635 26 15 41 2. SMPN 2 Sambungmacan Sambungmacan SMP State 214 183 397 16 10 26 3. SMPN 2 Tanon Tanon SMP State 340 361 701 15 22 37 4. SMPN 3 Sragen Sragen SMP State 367 287 654 21 23 44 5. SMPN 4 Sragen Sragen SMP State 328 365 693 20 27 47 6. SMPN 6 Sragen Sragen SMP State 367 424 791 22 26 48 7. MTsN Sragen Sragen MTs State 524 468 992 23 31 54 8. MTsN Tanon Tanon MTs State 421 434 855 29 28 57 Sragen Total 2,882 2,836 5,718 172 182 354 Central Java Total 10,479 10,708 21,187 572 644 1,216

F East Java F.1. Blitar (Kab) 1. SMPN 1 Sanankulon Sanankulon SMP State 318 255 573 14 28 42 2. SMPN 1 Selopuro Selopuro SMP State 419 341 760 27 25 52 3. SMPN 2 Ponggok Ponggok SMP State 392 390 782 27 16 43 4. SMPN 3 Ponggok Ponggok SMP State 325 330 655 14 24 38 5. SMPN 3 Srengat Srengat SMP State 312 232 544 27 16 43 6. SMPN Kanigoro Kanigoro SMP State 452 438 890 28 28 56 7. MTsN Jambewangi Sanankulon MTs State 323 438 761 20 34 54 8. MTsN Langkapan Srengat Srengat MTs State 262 276 538 16 23 39 Blitar (Kab) Total 2,803 2,700 5,503 173 194 367 F.2. Madiun (Kab) 1. SMPN 2 Balerejo Balerejo SMP State 264 220 484 16 23 39 2. SMPN 2 Dagangan Dagangan SMP State 127 119 246 14 10 24 3. SMPN 2 Geger Geger SMP State 278 213 491 18 14 32





Teachers 4. SMPN 3 Geger Geger SMP State 79 80 159 6 11 17 5. SMPN 3 Mejayan Mejayan SMP State 336 210 546 11 26 37 6. SMPN 4 Mejayan Mejayan SMP State 296 265 561 11 17 28 7. MTs Al Basmalah Mejayan MTs Private 61 40 101 10 7 17 8. MTs Sabilith Thohirin Geger MTs Private 47 42 89 7 4 11 Madiun (Kab) Total 1,488 1,189 2,677 93 112 205 F.3. Mojokerto (Kab) 1. SMP Gedeg Gedeg SMP Private 199 164 363 12 15 27 2. SMPN 1 Gedeg Gedeg SMP State 376 383 759 23 29 52 3. SMPN 1 Kemlagi Kemlagi SMP State 392 363 755 18 24 42 4. SMPN 1 Puri Puri SMP State 322 434 756 16 28 44 5. SMPN 2 Dlanggu Dlanggu SMP State 322 213 535 10 19 29 6. SMPN 2 Gedeg Gedeg SMP State 361 319 680 17 24 41 7. MTs Bustanul Ulum Dlanggu MTs Private 102 153 255 16 11 27 8. MTs Manba'ul Ulum Kemlagi MTs Private 88 100 188 14 13 27 Mojokerto (Kab) Total 2,162 2,129 4,291 126 163 289 F.4. Pamekasan 1. SMPN 1 Galis Galis SMP State 233 206 439 21 24 45 2. SMPN 1 Larangan Galis SMP State 440 325 765 34 20 54 3. SMPN 1 Pademawu Pademawu SMP State 393 365 758 38 13 51 4. SMPN 2 Larangan Larangan SMP State 265 189 454 15 20 35 5. SMPN 2 Pademawu Pademawu SMP State 298 204 502 15 25 40 6. SMPN 3 Pademawu Pademawu SMP State 160 108 268 13 13 26 7. MTs Miftahul Qulub Larangan MTs Private 151 232 383 23 16 39 8. MTsN Pademawu Pademawu MTs State 288 276 564 12 13 25 Pamekasan Total 2,228 1,905 4,133 171 144 315 F.5. Situbondo 1. SMPN 1 Besuki Besuki SMP State 271 186 457 16 16 32 2. SMPN 1 Jatibanteng Jatibanteng SMP State 166 111 277 11 9 20 3. SMPN 1 Mlandingan Mlandingan SMP State 224 114 338 15 11 26 4. SMPN 1 Suboh Suboh SMP State 352 313 665 15 23 38 5. SMPN 2 Panarukan Panarukan SMP State 130 121 251 16 1 17 6. SMPN 3 Panarukan Panarukan SMP State 175 150 325 10 13 23 7. MTs Al Falah Bungatan MTs Private 28 37 65 10 7 17 8. MTs Nurul Wafa Besuki MTs Private 84 98 182 15 5 20 Situbondo Total 1,430 1,130 2,560 108 85 193 East Java Total 10,111 9,053 19,164 671 698 1,369

G South Sulawes G.1. Bantaeng 1. SMPN 1 Gantarang Keke Pajukukkang SMP State 89 79 168 9 14 23 2. SMPN 1 Eremerasa Eremerasa SMP State 196 278 474 15 24 39 3. SMPN 1 Pajukukang Pajukukkang SMP State 236 292 528 12 20 32 4. SMPN 1 Sinoa Sinoa SMP State 109 143 252 9 12 21 5. SMPN 1 Tompo Bulu Tompo Bulu SMP State 142 171 313 11 22 33 6. SMPN 3 Bissapu Bissapu SMP State 306 403 709 17 29 46 7. MTs Ma’arif Panaikang Bissapu MTs Private 81 71 152 11 11 22

8. MTs Muhammadiyah Bantaeng Bantaeng MTs Private 85 109 194 6 15 21

Bantaeng Total 1,244 1,546 2,790 90 147 237 G.2. Maros 1. SMP IT Al-Islah Turikale SMP Private 152 110 262 19 11 30 2. SMPN 1 Turikale Turikale SMP State 575 674 1249 17 42 59 3. SMPN 10 Bantimurung Bantimurung SMP State 129 144 273 7 18 25 4. SMPN 22 Bantimurung Bantimurung SMP State 192 197 389 12 9 21 5. SMPN 4 Bantimurung Bantimurung SMP State 398 421 819 11 33 44 6. MTs DDI Alliritengngae Bantimurung MTs Private 78 60 138 11 19 30 7. MTs Hj. Haniah Bantimurung MTs Private 237 95 332 19 16 35 8. MTSN Turikale Turikale MTs State 117 111 228 13 23 36 Maros Total 1,878 1,812 3,690 109 171 280 G.3. Wajo 1. SMPN 1 Keera Keera SMP State 162 184 346 5 11 16 2. SMPN 2 Keera Keera SMP State 71 81 152 5 9 14 3. SMPN 3 Sengkang Tempe SMP State 163 177 340 9 35 44 4. SMPN 4 Sengkang Tempe SMP State 181 183 364 14 22 36





Teachers 5. SMPN 5 Sengkang Tempe SMP State 56 64 120 4 12 16

6. MTs As'adiyah No. 2 Bontouse Tanasitolo MTs Private 73 92 165 9 14 23

7. MTs As'adiyah Putera 1 Tempe MTs Private 366 0 366 27 23 50 8. MTs As'adiyah Puteri 1 Tempe MTs Private 0 340 340 11 29 40 Wajo 1,072 1,121 2,193 84 155 239 South Sulawesi Total 4,194 4,479 8,673 283 473 756 Grand Total 46,287 47,419 93,706 2,603 3,506 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

Total 6,178 23,307 29,485 1,039 807 1,846

* Four Departments are: Primary School Teacher Training (PGSD/MI), Mathematics, Science and Bahasa Indonesia

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