prioritaspendidikan.org · 2015. 8. 12. · quarterly report no. 13 . april–june 2015 . july 2015...

Quarterly Report No. 13

April–June 2015

July 2015

This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International. The contents are the responsibility of RTI International and do not necessarily reflect the views of USAID or the United States Government.

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

Quarterly Report No. 13

Contract AID-497-C-12-00003

April–June 2015

Prepared for

USAID/Indonesia

Prepared by

RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194

RTI International is a trade name for Research Triangle Insitute.

The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

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

USAID PRIORITAS – Quarterly Report No. 13, April- June 2015 iii

Table of Contents LIST OF ACRONYMS, ABBREVIATIONS, AND TERMS ................................................ III

EXECUTIVE SUMMARY......................................................................................................... 1

RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY) ................................... 5

1 PROJECT MANAGEMENT ......................................................................................... 9 1.1 YEAR 4 WORK PLAN ................................................................................................................................... 9 1.2 CONTRACT AMENDMENT .......................................................................................................................... 9 1.3 OPERATIONS ................................................................................................................................................ 9 1.4 HUMAN RESOURCES .................................................................................................................................. 10

2 PROJECT ROLLOUT, GRANTS AND PARTNERSHIPS ...................................... 11 2.1 LEVELED READING BOOKS ....................................................................................................................... 11

2.1.1 Revision of the Leveled Reading Books .................................................................................................... 11 2.1.2 GOI Approval of the Leveled Reading Books .......................................................................................... 11 2.1.3 Procurement of the Leveled Reading Books............................................................................................ 12 2.1.4 Room to Read .................................................................................................................................................. 12

2.2 PAPUA PROGRAMS ..................................................................................................................................... 12 2.2.1 Papua Province ................................................................................................................................................ 12 2.2.2 West Papua Province .................................................................................................................................... 13

2.3 US-INDONESIA TTI PARTNERSHIP .......................................................................................................... 14

3 INSTRUCTION IN SCHOOLS................................................................................. 15 3.1 TTI MODULE DEVELOPMENT ................................................................................................................... 15

3.1.1 Pre-Service Teacher Training Curricula and Materials Development .............................................. 15 3.2 TTI LAB AND PARTNER SCHOOLS .......................................................................................................... 15

3.2.1 Meeting and Working with Lab and Partner Schools .......................................................................... 15 3.2.2 Mentoring TTI Lab and Partner Schools .................................................................................................. 16

3.3 GOOD PRACTICE SCHOOLS PROGRAM ................................................................................................. 16 3.3.1 Selection of Good Practice Schools Cohort 2 .......................................................................................... 17 3.3.2 Workshops with Good Practice Schools, Cohort 1 ................................................................................ 17 3.3.3 Review Meetings with Good Practice Schools ......................................................................................... 17

3.4 CLASSROOM ACTION RESEARCH ............................................................................................................ 17 3.4.1 Classroom Action Research Review Meeting .......................................................................................... 19

3.5 TEACHER PRACTICUM PROGRAM ............................................................................................................ 19 3.5.1 TTI Teacher Practicum National Review Meeting ................................................................................ 20

3.6 DEVELOPING TTIS AS STRATEGIC BUSINESS PLANNERS ....................................................................... 21 3.6.1 TTI Strategic Business Planning Workshop ............................................................................................. 22

3.7 TTI SHOWCASE MEETINGS ...................................................................................................................... 23 3.8 PROVINCIAL UNIVERSITY CONSORTIA MEETINGS ................................................................................ 23 3.9 SHORT COURSES FOR TTI LECTURERS THROUGH THE USAID PRESTASI PROGRAM ................... 24 3.10 SUPPORT FOR DISSEMINATION IN TTIS .................................................................................................. 24 3.11 USAID MISSION DIRECTOR’S VISIT TO CIMAHI, WEST JAVA .............................................................. 24 3.12 WHOLE-SCHOOL DEVELOPMENT (WSD) ............................................................................................. 25

3.12.1 Training in Module 1 for Cohort 3 Districts ........................................................................................... 25 3.12.2 Training in Module 2 for Cohort 2 Districts ........................................................................................... 25 3.12.3 Book Distribution to Cohort 2 Schools ..................................................................................................... 26 3.12.4 Preparation for Module 3 for Primary Schools ...................................................................................... 27

iv USAID PRIORITAS – Quarterly Report No. 13, April–June, 2015

3.12.5 National Training of Trainers, Module 3 for Primary Schools ........................................................... 28 3.12.6 Provincial Training of Trainers for Whole-School Development, Module 3 for

Junior-Secondary Schools .............................................................................................................................. 29

4 GOVERNANCE, MANAGEMENT, AND LINKAGES ........................................... 30 4.1 TEACHER DEPLOYMENT ............................................................................................................................ 30

4.1.1 Teacher Deployment in Cohort 1 Districts ............................................................................................. 30 4.1.2 Teacher Deployment in Cohort 2 Districts ............................................................................................. 31 4.1.3 Teacher Deployment in Cohort 3 Districts ............................................................................................. 31 4.1.4 Teacher Deployment in Madrasah ........................................................................................................... 32 4.1.5 Teacher Deployment Cost-Benefit Analysis ............................................................................................. 32

4.2 STRATEGIC PLANNING FOR DISSEMINATION (CONTINUING PROFESSIONAL DEVELOPMENT, OR PKB) ...................................................................................................................................................... 34

4.2.1 Manual and Software Preparation ............................................................................................................ 35 4.2.2 National Workshop (Review and Preparation Meeting) ..................................................................... 37 4.2.3 Linking Strategic Planning for PKB with TTIs .......................................................................................... 38 4.2.4 Training and Transfer of Training Needs Analysis Tool to MOEC ................................................... 38

5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS .......................................... 40

6 TECHNICAL COORDINATION ............................................................................. 42 6.1 COORDINATION WITH THE GOVERNMENT OF INDONESIA (GOI) ................................................... 42 6.2 SUMMARY OF MEETINGS WITH GOI ....................................................................................................... 42

7 COMMUNICATIONS ................................................................................................ 44 7.1 NEWSLETTER .............................................................................................................................................. 44 7.2 PROJECT WEBSITE ...................................................................................................................................... 45 7.3 MEDIA MONITORING ................................................................................................................................ 45 7.4 PROJECT VIDEOS ........................................................................................................................................ 45 7.5 MODULE LAYOUT ...................................................................................................................................... 46 7.6 FACTSHEET .................................................................................................................................................. 46

8 GENDER AND INCLUSION .................................................................................... 47

9 MONITORING AND EVALUATION ...................................................................... 49 9.1 MIDLINE REPORTS OF COHORT 1 ........................................................................................................... 49 9.2 REPORTS OF COHORT 2, COHORT 3, AND TTI LAB SCHOOLS ......................................................... 49 9.3 REPORT OF STUDENT ASSESSMENT OF COHORT 3 DISTRICTS AND TTI LAB SCHOOLS................ 50 9.4 REPORTS OF MONITORING AT TTI, DISTRICT, AND PROVINCIAL LEVEL .......................................... 51 9.5 PREPARATION FOR THE BASELINE SURVEY IN SOUTH MANOKWARI ................................................. 51

10 PLANS FOR QUARTER 14 ....................................................................................... 52

ANNEX 1: PROVINCIAL REPORTS ................................................................................... 53

ANNEX 2: PAPUA PROGRAM EVALUATION ............................................................... 101

ANNEX 3: POLICY OUTCOMES FOR TEACHER DEPLOYMENT (PPG) .................. 103

ANNEX 4: WSD TRAINING CONDUCTED IN QUARTER 13 ..................................... 105

ANNEX 5: DETAILED DISSEMINATION DATA FOR QUARTER 13 .......................... 108

USAID PRIORITAS – Quarterly Report No. 13, April- June 2015 v

List of Tables

Staff—New Hires...................................................................................................................................... 10

Staff—Resignations ................................................................................................................................... 10

Staff—Total Number ............................................................................................................................... 10

Training of TTI Pedagogy Lecturers in Curricula and Materials, Quarter 13 ............................ 15

Meeting and Working with Lab and Partner Schools in Quarter 13 ........................................... 16

Selection of Good Practice Schools Cohort 2 .................................................................................. 17

Classroom Action Research Working Meeting (Workshop 3)..................................................... 18

TTI Showcase Meetings Held during Quarter 13 ............................................................................. 23

Number of Children’s Literature Books Distributed to Partner Schools .................................. 26

Participants in the Module 3 Preparation for Training of Trainers (Module 3) ...................... 27

Participants in the Preparation for Training of Trainers, Module 3 for Primary Teachers.................................................................................................................................................... 28

Participants in the Training of Trainers, Module 3 for Primary School Teachers .................. 28

Provincial Training of Trainers, Module 3 for Junior-Secondary School Teachers ................ 29

Number of Participants of Dissemination Activities in Quarter 13, by Province ................... 40

Total Number of Participants of Dissemination Activities in 2013–2015 (Quarters 4 to 13), by Province ................................................................................................................................. 40

Expenditure of Dissemination Activities in Quarter 13 (USD) ................................................... 41

Total Expenditure of Dissemination Activities in 2013–2015 (Quarters 4 to 13) in USD ............................................................................................................................................................ 41

Distribution of the National Newsletter, Tenth Edition .............................................................. 44

Number of Hits on Project Website in Quarter 13 ...................................................................... 45

Monthly Media Coverage ..................................................................................................................... 45

A Summary of Baseline and Second Round Monitoring of Cohort 2, 3, and TTI Lab Schools ...................................................................................................................................................... 50

Activities for Quarter 14 ...................................................................................................................... 52

List of Figures

Figure 1: Whole-School Development for Cohort 3 District Partner Schools ......................................... 25

Figure 2: Whole-School Development for Cohort 2 District Partner Schools ......................................... 26

Figure 3: Financial Benefit from Policy Recommendations to Address Shortages of Primary Teachers in Each District over 10 Years............................................................................................ 33

Figure 4: Developing a Strategic Plan for Dissemination (PKB) ..................................................................... 37

USAID PRIORITAS – Quarterly Report No. 13, April- June 2015 iii

List of Acronyms, Abbreviations, and Terms

ACDP Education Sector Analytical and Capacity Development Partnership BAST Berita Acara Serah Terima (required by GOI for project registration) BOS Bantuan Operasi Sekolah (Government-allocated School Operational Grants) BPKP Buku Pembelajaran Kontekstual Papua (Papua-contextualized Text Book) BSNP Badan Standar Nasional Pendidikan (National Education Standards Body) Bupati District Head CAR Classroom Action Research COR Contracting Officer’s Representative CTL Contextual Teaching and Learning DAPODIK Data Pokok Pendidikan, MOEC’s national web-based EMIS DBE Decentralized Basic Education Project DIKTIS MORA Directorate for Higher Education, Ministry of Religious Affairs DIPA province level MORA budget EDC Education Development Center EGRA Early Grades Reading Assessment EMIS Education Management Information System FSU Florida State University GB gigabytes GBK Guru Bimbingan Khusus (special needs guidance teacher) GOI Government of Indonesia IAIN Institut Agama Islam Negeri (State Islamic Institute) IDR Indonesian rupiah IR Intermediate Result IT Information Technology JSS Junior-Secondary School Kabupaten district or regency KAK Kerangka Acuan Kerja (Cooperative Agreement Framework) KINERJA USAID-funded project to improve public service delivery in Indonesia KKG Kelompok Kerja Guru (Teacher Working Group—secular primary schools) KKM Kelompok Kerja Madrasah (Teacher Working Group-religious schools) Kota City or Municipality LAI Literasi Anak Indonesia LPMP Lembaga Penjaminan Mutu Pendidikan (Provincial Quality Assurance Institute) M&E Monitoring and Evaluation (also ME) Madrasah Islamic School MBS Manajemen Berbasis Sekolah (School-Based Management) ME Monitoring and Evaluation (also M&E) Menko PMK Coordinating Ministry for Human Development and Culture MGMP Local Association of Secondary Teachers (grouped by subject matter) MI Madrasah Ibtidayah (religious primary school) MOEC Ministry of Education and Culture MORA Ministry of Religious Affairs MORHE Ministry for Research and Higher Education MTs Madrasah Tsanawiyah (Junior Secondary Islamic School) NGO nongovernmental organization PAKEM Pembelajaran yang Aktif, Efektif dan Menyenangkan (Active, Effective, Creative, and

Enjoyable Learning) Perbup Peraturan Bupati (District Head decree) PESAT Christian Foundation for Community Development PGMI Pendidikan Guru Madrasah Ibtidiayah (Primary Madrasah Teacher Education) PGSD Pendidikan Guru Sekolah Dasar (Primary School Teacher Education) PKB Pengembangan Keprofesian Berkelanjutan (Continuous Professional Development)

iv USAID PRIORITAS – Quarterly Report No. 13, April–June, 2015

PKG Peniliaan Kinjerja Guru (Teacher Performance Appraisal) PP Penataran Pemerintah (Government Regulation) PPG Penataan & Pemerataan Guru (Equitable Teacher Deployment) PPG Teacher Professional Education Program (one year post-graduate) PPI Program Pendidikan Individu (Individual Education Program) PPL Petugus Penyuluh Lapangan (Student teacher practicum program) PPMP Pusat Penjaminan Mutu Pendidikan (Center for Education Quality Assurance – this is the

national center for the province-level LPMP) PPPPTK Pusat Pengembangan Profesi Pendidik dan Tenaga Kependidikan (Center for Professional

Development of Teachers and Education Personnel) PRESTASI Program to Extend Scholarships and Training to Achieve Sustainable Impacts (USAID-

funded project) PRIORITAS Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers,

Administrators, and Students Project Renstra Rencana Strategis (Five-Year Educational Development Plan) RPP Rencana Pelatihan (lesson plan) RTI RTI International (trade name for Research Triangle Institute) RTL Rencana Tindak Lanjut (follow-up plan). S1 Sarjana 1 (Bachelor Degree) SD Sekolah Dasar (Primary School) SDN Sekolah Dasar Negeri (State Primary School) SMA Sekolah Menengah Atas (Senior Secondary School) SMK Sekolah Menengah Kejuruan (Vocational Secondary School) SMP Sekolah Menengah Pertama (Junior Secondary School) SMPN Sekolah Menengah Pertama Negeri (State Junior Secondary School) STKIP Sekolah Tinggi Keguruan dan Ilmu Pendidikan (Teacher Training College) STTA short-term technical assistance TORs Terms of Reference TOT training of trainers TPP Tunjangan Profesi Pendidik (teacher professional allowance). TTI Teacher Training Institute UIN Universitas Islam Negeri (State Islamic University) UKG Ujian Kompetensi Guru (Teacher Competency Assessment) UM Universitas Muhammadiyah Surakarta (State University of Malang) UN Ujian Nasional (national examination) UNESA State University of Semarang UNICEF United Nations Childrens Fund UNIMED State University of Medan UNM Universitas Negeri Makassar (State University of Makassar) UNNES State University of Semarang UNY State University of Yogyakarta UPI Universitas Pendidikan Indonesia (Education University of Indonesia) US United States USAID United States Agency for International Development USD United States dollar WE World Education WSD Whole School Development YASUMAT Yayasan Sosial Untuk Masyarakat Terpencil (Social Foundation for Isolated Communities) YKW Yayasan Kristen Wamena (Wamena Christian Foundation) YLAI Yayasan Literasi Anak Indonesia (Indonesian Children’s Literacy Foundation)

USAID PRIORITAS – Quarterly Report No. 13, April–June 2015 1

EXECUTIVE SUMMARY

The United States Agency for International Development–Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) project began in May 2012 with the aim of achieving expanded access to quality basic education (IR1). The intermediate results (IRs) that the project aims to achieve are as follows:

• strengthened instruction in schools in targeted districts (IR1-1)

• improved education management and governance in targeted schools (IR1-2)

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

This report covers the period from April through June 2015 (quarter 13 of the project).

Key Activities and Accomplishments in Quarter 13

Project Management

• The project’s finalized work plan for Year 4 (May 1, 2015–April 30, 2016) was prepared and submitted to USAID on June 22, 2015.

• Recruitment and procurement were initiated to support (1) the additional leveled reader book procurement and training program, and (2) the West Papua program.

Leveled Reader Program

• Final revision of the leveled reading books and the accompanying teachers’ guidebooks and student workbooks was completed.

• The project received approval from GOI to distribute the books both to partner and non-partner schools in project areas.

Papua Program

• The initial one-year grant agreements with Yayasan Kristen Wamena (Wamena Christian Foundation [YKW]) and Yayasan Sosial Untuk Masyarakat Terpencil (Social Foundation for Isolated Communities [YASUMAT]) ended in April 2015, but both received a no-cost extension until May 2015. Both YKW and YASUMAT then proposed cost extensions for a further year, from June 2015–May 2016. To date, only the YASUMAT grant for the second-year program was approved and has started in June 2015.

• Mobilization for the West Papua program has begun. An office space has been selected, and, the Papua Coordinator is relocating from Waimena to Ransiki. Recruitment for specialist and support staff is underway. Preparations for the provincial launching and district socialization events, to take place in the first week of July, are complete.

Other Grants and Partnerships

• The partnership between Florida State University (FSU) and the State University of Semarang (UNNES) continued. Two consultants from FSU visited Indonesia in mid-May 2015 to organize activities with UNNES lecturers.

2 USAID PRIORITAS – Quarterly Report No. 13, April–June, 2015

Strengthened Instruction in Schools, Teacher Training Institute Development

• Training of Teacher Training Institute (TTI) pedagogy lecturers in curricula and materials took place in six provinces this quarter. Participants explored materials for four subjects, Early Grades Reading, Literacy, Math, and Science, followed by participation in practical application of the materials.

• Meetings were held between partner TTIs and their lab and partner schools to review outcomes of the training conducted in the past quarter and to plan for upcoming activities.

• Teams in Aceh, North Sumatra, Banten, Central Java, East Java, and South Sulawesi provinces conducted mentoring visits with primary and junior secondary TTI lab and partner schools to support implementation of good practices this quarter.

• Selection of Good Practice Schools for Cohort 2 districts was completed.

• The first round of additional training provided for all Cohort 1 Good Practice Schools was completed

• TTI Action Research teams in Aceh, Banten, West Java and Central Java completed the third and final Provincial Research Meeting workshop.

• A National Classroom Action Research (CAR) Review Meeting was held in Jakarta to reflect on the results of CAR that was conducted in schools and to finalize CAR reports.

• A National TTI Teacher Practicum Review Meeting held in May in Yogyakarta was the first in a series of activities and workshops held to improve the quality of pre-service practicum experiences for students, teachers, and lecturers.

• The first TTI Strategic Business Planning workshop was held in Jakarta in June, attended by representatives of 16 TTI partners, GOI staff, consultants, and project staff.

• Nine TTI showcase meetings took place this quarter to provide a forum for sharing progress, success, and outcomes from project training, workshops, and activities. The events included displays from partner universities and lab and partner schools.

• Meetings for TTI partners and their consortia members were held in West Java, Central Java, and South Sulawesi.

Strengthened Instruction in Schools, Whole School Development

• From Cohort 2 and 3 schools, a total of 6,116 teachers, principals, and supervisors were trained.

• For partner schools in Cohort 2, a total of 72,000 children’s library books (150 books per school) were distributed to support the development of a reading culture in schools.

• Following completion of Training Module 3 for Primary Schools, a national Training of Trainers (TOT), attended by 148 participants, took place using the module in Bandung in late May. The module includes training in the use and management of the leveled reading books developed with YLAI.

• TOT for Module 3 for Teaching and Learning in junior secondary schools was held in the provinces of Aceh, Banten, West Java, Central Java, East Java, and South Sulawesi. The TOT for School-Based Management took place in West Java, Banten, and Central Java.

Governance, Management, and Linkages

• The teacher deployment (PPG) program has been completed in all Cohort 1 and Cohort 2 districts. The program is currently underway in Cohort 3 districts.


• Most of the 23 Cohort 1 and several Cohort 2 districts are already implementing new approaches to redistribute teachers more evenly to align with the needs identified in the PPG process. The main five approaches of the PPG process include (1) school mergers, (2) multi-grade classes, (3) teacher transfers, (4) retraining and reassigning teachers to new subjects or levels, (5) mobile teachers, and (6) strengthening the role and status of non-civil servant teachers.

• Following consultation with the Ministry of Religious Affairs (MORA), preparations are underway for a small study on teacher deployment in madrasah in three districts in East Java.

• A cost-benefit analysis has been completed on the teacher deployment (PPG) results for Cohort 1 districts. The study shows that the benefit or savings derived from the combination of policies is around IDR 234 trillion (approximately USD 18 billion) over 10 years, or IDR 23 trillion per year.

• Following a review of the Continuous Professional Development (PKB) planning program implemented in three districts in Central Java, the approach has been simplified to focus on mapping of teachers according to subjects, levels, and teacher working groups (KKG and MGMP) and two financial analyses—unit price analysis and training funding analysis. Preparation of software and revised manuals was completed during quarter 13.

• A national workshop was held in Yogyakarta in June to introduce the updated PKB program to 93 participants, including project specialists and “service providers” from partner TTIs in every province, who will act as consultants to facilitate district interventions.

• Responding to a request from the Ministry of Education and Culture’s (MOEC’s) Teacher Professional Development Center (Pusbangprodik), the previous materials and software for teacher training needs analysis were handed over to MOEC. Two training events were conducted, both fully funded by MOEC.

Technical Coordination with GOI

• A series of meetings took place this quarter with senior officials from various directorates and centers in MOEC and MORA. Notable results of this coordination included obtaining approvals to distribute the leveled readers together with ministry endorsements.

• Following discussions with MORA, it was agreed to conduct a study on teacher deployment in madrasah.

• Senior officials from MORA and MOEC participated in a range of project activities, including TTI showcase events and PKB workshops.

Communications

• The tenth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN, was printed and published this quarter. A total of 11,100 copies were distributed to key partners and stakeholders in all project provinces.

• The number of hits to the project Website increased from 1,308,419 in quarter 12 to 1,428,028 in quarter 13.

• A total of 1,096 news items about project activities was published in the mass media this quarter. Among others, the media covered the national training for primary trainers in Module 3, TTI showcase events, the USAID Mission Director visit to partner schools in West Java, and the classroom action research workshop.


• The project Communications team produced 10 videos this quarter, along with a factsheet for Papua and a layout for the new Module 3 for primary schools, which is divided into three separate parts: Early Grades Reading, Upper Grades Learning, and School-Based Management.

Gender and Inclusion

• USAID PRIORITAS held a fifth round of training on curriculum and inclusive education in Lumajang in early April. Training in inclusive education for special needs guidance teachers (GBK) also took place in Bireun District, Aceh in late April. Both activities were funded by the districts, in the latter case with support from the province.

• Consultations on the development of inclusive education with the Provincial Education Office of North Sumatra and the District of Medan City took place in June.

Monitoring and Evaluation

• Three volumes of mid-line monitoring reports in a sample of partner and comparison schools of 23 Cohort 1 districts were completed and submitted to USAID in quarter 13. The three volumes include (1) school level monitoring; (2) results of an assessment of student performance in Bahasa Indonesia, Mathematics, and Science; and (3) results of the Early Grade Reading Assessment (EGRA).

Dissemination

• During quarter 13, dissemination training activities took place in seven provinces. A total of 6,331 participants from 1,765 schools took part in the training. This was supported by USD 324,292 of local funding from district, MORA, or school budgets, and USD 71,522 of project funding. Since the start of the project, 64,366 participants from 15,328 schools have taken part in training benefiting an estimated 3.8 million students. This has been supported by USD 2.3 million of government and school funding and USD 508,275 of project funding.


RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY)

Proyek United States Agency for International Development Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) dimulai pada Mei 2012 dengan tujuan meningkatkan akses pendidikan dasar yang berkualitas (IR1). Hasil menengah (IRs) yang akan dicapai proyek adalah:

• Meningkatnya pembelajaran di sekolah pada daerah mitra (IRI-1).

• Meningkatnya manajemen dan tata kelola pendidikan di sekolah mitra (IRI-2).

• Menguatnya dukungan koordinasi antarsemua jenjang pemerintah Indonesia dengan institusi pendidikan (IRI-3).

Laporan ini mencakup periode bulan April hingga Juni 2015 (triwulan 13 proyek).

Pencapaian Utama pada Triwulan 13

Manajemen Proyek • Rencana kerja Proyek untuk tahun ke-4 telah selesai dan disampaikan ke USAID. Tahun keempat

proyek berlangsung mulai 1 Mei 2015 sampai 30 April 2016.

• Perekrutan dan pengadaan barang telah dimulai untuk mendukung (1) pengadaan dan pelatihan untuk program tambahan buku bacaan berjenjang dan (2) program Papua Barat.

Program Buku Bacaan Berjenjang

• Revisi final dari buku bacaan berjenjang dan buku panduan guru dan buku kegiatan siswa telah diselesaikan.

• Proyek ini memperoleh persetujuan dari Pemerintah Indonesia untuk distribusi buku baik ke sekolah mitra dan non-mitra di daerah mitra proyek.

Program Papua

• Perjanjian hibah satu tahun dengan YKW dan Yasumat telah berakhir pada April 2015 tapi diperpanjang tanpa biaya tambahan sampai bulan Mei 2016. Baik YKW dan Yasumat kemudian mengajukan perpanjangan hibah untuk setahun ke depan mulai Juni 2015 sampai Mei 2016. Sejauh ini hanya hibah Yasumat untuk tahun kedua program yang telah disetujui dan dimulai pada Juni 2015.

• Mobilisasi untuk program Papua Barat dimulai. Ruang kantor telah dipilih. Koordinator direlokasi dari Waimena ke Ransiki. Rekrutmen untuk staf spesialis dan staf pendukung sedang dilakukan. Persiapan untuk peluncuran provinsi dan acara sosialisasi kabupaten yang dilakukan pada minggu pertama Juli telah diselesaikan.

Hibah dan kemitraan lainnya

• Kemitraan antara Florida State University (FSU) dan Universitas Negeri Semarang (UNNES) berlanjut. Dua konsultan dari FSU mengunjungi Indonesia pada pertengahan Mei 2015 untuk melaksanakan lokakarya dengan dosen-dosen UNNES.

Peningkatan Pembelajaran di Sekolah, Pengembangan LPTK

• Pelatihan Dosen Pedagogi LPTK tentang kurikulum dan materi dilakukan di enam provinsi pada triwulan ini. Para peserta membahas materi untuk empat mata pelajaran, Membaca Kelas Awal, Literasi, Matematika, Ilmu Pengetahuan dan diikuti partisipasi dalam aplikasi praktis materi.


• Pertemuan dilakukan antara LPTK dan sekolah lab dan mitra untuk mereviu hasil dari pelatihan yang dilakukan pada triwulan lalu dan rencana untuk aktifitas ke depan.

• Tim di Aceh, Sumatera Utara, Banten, Jawa Tengah, Jawa Timur dan Sulawesi Utara melakukan pendampingan SD/MI dan SMP/MTs yang menjadi sekolah lab dan mitra LPTK untuk mendukung implementasi praktik yang baik pada triwulan ini.

• Pemilihan sekolah praktik yang baik untuk daerah kabupaten kohor 2 telah selesai.

• Tahap pertama dari pelatihan tambahan yang diberikan untuk seluruh Sekolah Praktik yang Baik di kohor 1 telah selesai.

• Tim Penelitian Tindakan Kelas (PTK) LPTK di Aceh, Banten, Jawa Barat dan Jawa Tengah menyelesaikan lokakarya pertemuan PTK yang ketiga dan terakhir tingkat provinsi.

• Pertemuan Reviu Nasional Penelitian Tindakan Kelas diadakan di Jakarta untuk merefleksikan hasil dari Penelitian Tindakan Kelas (PTK) yang dilakukan di sekolah-sekolah dan untuk finalisasi laporan PTK.

• Pertemuan Reviu Nasional Praktikum Guru LPTK yang diadakan pada bulan Mei di Yogyakarta merupakan pertemuan pertama dari serangkaian kegiatan dan lokakarya untuk meningkatkan kualitas pengalaman praktikum LPTK untuk siswa, guru dan dosen.

• Lokakarya Perencanaan Bisnis Strategis LPTK yang pertama diadakan di Jakarta pada bulan Juni 2015. Lokakarya dihadiri oleh perwakilan dari 16 LPTK mitra, perwakilan Pemerintah Indonesia, konsultan dan staf proyek.

• Sembilan pertemuan unjuk karya praktik yang baik tingkat LPTK dilaksanakan pada triwulan ini untuk menyediakan forum untuk berbagi kemajuan, keberhasilan dan hasil dari pelatihan, lokakarya dan kegiatan projyk. Acara-acara tersebut juga menampilkan pameran praktik yang baik dari universitas mitra, serta sekolah lab dan sekolah mitra.

• Pertemuan untuk LPTK mitra dan anggota konsorsium dilakukan di Jawa Barat, Jawa Tengah dan Sulawesi Selatan.

Peningkatan Pembelajaran di Sekolah, Pengembangan Sekolah Menyeluruh

• Selama triwulan ke-13, sebanyak 6.116 guru, kepala sekolah dan pengawas dari sekolah mitra di daerah Kohor 2 dan 3 mengikuti pelatihan.

• Sebanyak 72.000 buku bacaan (150 buku per sekolah) untuk anak-anak didistribusikan ke seluruh sekolah mitra Kohor 2 untuk mendukung pengembangan budaya baca di sekolah.

• Setelah penyelesaian Pelatihan Modul 3 untuk SD/MI, pelatihan nasional untuk pelatih yang dihadiri oleh 148 peserta diadakan di Bandung pada akhir bulan Mei. Modul-modul ini termsuk pelatihan dalam penggunaan dan manajemen buku bacaan berjenjang yang dikembangkan oleh YLAI.

• Pelatihan untuk Pelatih (TOT) Modul 3 untuk Pembelajaran di SMP/MTs dilaksanakan di Aceh, Banten, Jawa Barat, Jawa Tengah, Jawa Timur dan Sulawesi Selatan. TOT untuk Manajemen Berbasis Sekolah diadakan di Jawa Barat, Banten dan Jawa Tengah

Tata Kelola, Manajemen dan Keterkaitan

• Program penataan dan pemerataan guru telah dilakukan di seluruh daerah Kohor 1 dan 2. Program ini sedang dilakukan di Kohor 3.

• Sebagian besar dari 23 daerah Kohor 1 dan beberapa daerah Kohor 2 telah mengimplementasikan pendekatan baru untuk mendistribusikan guru lebih merata sesuai dengan kebutuhan yang diidentifikasi dalam proses penataan dan pemerataan guru. Lima pendekatan utama termasuk: (1) penggabungan sekolah, (2) kelas rangkap, (3) transfer guru, (4) pelatihan


ulang dan penugasan ulang guru ke mata pelajaran baru atau kelas baru, (5) guru berpindah mengajar, dan (6) penguatan peran dan status guru non PNS.

• Setelah konsultasi dengan Kementerian Agama, persiapan sedang dilakukan untuk kajian kecil mengenai penataan dan pemerataan guru di madrasah di tiga kabupaten di Jawa Timur.

• Analisa keuntungan biaya tentang hasil penataan dan pemerataan guru (PPG) untuk Kohor 1 telah diselesaikan. Hasil kajian menunjukkan penghematan yang dihasilkan dari kombinasi kebijakan mencapai IDR 234 triliun (sekitar USD 18 milyar) selama 10 tahun, atau IDR 23 triliun per tahun.

• Setelah reviu program perencanaan Pengembangan Keprofesian Berkelanjutan (PKB) diimplementasikan di tiga kabupaten di Jawa Tengah, pendekatan telah disederhanakan untuk fokus pada pemetaan guru menurut mata pelajaran, kelas dan kelompok kerja guru (KKG dan MGMP) dan dua analisa keuangan – analisa harga unit dan analisa pembiayaan pelatihan. Persiapan perangkat lunak and manual yang direvisi telah dilakukan pada triwulan ini.

• Lokakarya nasional diadakan di Yogyakarta pada Juni untuk memperkenalkan program terkini pada 93 partisipan termasuk spesialis proyek dan ‘service providers’ dari LPTK mitra di setiap provinsi, yang akan bertindak sebagai konsultan untuk memfasilitasi intervensi kabupaten.

• Merespon permintaan dari Pusat Pengembangan Program Profesi Pendidik Kemdikbud (Pusbangprodik), bahan dan perangkat lunak sebelumnya untuk analisis kebutuhan pelatihan guru diserahkan ke Kemdikbud. Dua acara pelatihan telah dilakukan, keduanya dibiayai penuh oleh Kemdikbud.

Koordinasi Teknis dengan Pemerintah Indonesia

• Serangkaian pertemuan dengan pejabat senior dari berbagai direktorat dan lembaga di Kemenag dan Kemdikbud dilakukan pada triwulan ini. Hasil dari koordinasi ini antara lain, terutama, mendapatkan persetujuan untuk mendistribusikan buku bacaan berjenjang dengan persetujuan kementerian.

• Telah disepakati bahwa Kemenag melaksanakan kajian penataan dan pemerataan guru.

• Pejabat senior dari Kementerian Agama dan Kementerian Pendidikan dan Kebudayaan berpartisipasi dalam sejumlah aktifitas proyek termasuk acara unjuk karya praktik yang baik di LPTK dan lokakarya PKB.

Komunikasi

• Newsletter Nasional Edisi 10, PRIORITAS PENDIDIKAN, dicetak dan diterbitkan pada triwulan ini. Sebanyak 11.100 eksemplar telah didistribusikan pada mitra kunci dan pemangku kepentingan di seluruh provinsi proyek.

• Jumlah pengunjung situs proyek meningkat dari 1.308.419 di Triwulan 12 menjadi 1.428.028 di Triwulan 13, dan bandwidth meningkat dari 195,89 GB menjadi 196,47GB.

• Sejumlah 1.096 pemberitaan tentang kegiatan proyek diterbitkan di media massa pada triwulan ini. Di antaranya, peliputan pelatihan nasional Modul 3 untuk pelatih SD/MI, acara unjuk karya praktik yang baik di LPTK, kunjungan Direktur Misi USAID ke sekolah mitra di Jawa Barat dan lokakarya penelitian tindakan kelas.

• Tim komunikasi proyek memproduksi 10 video pada triwulan ini serta lembar informasi Papua Barat dan layout Modul 3 untuk SD/MI, yang dibagi menjadi tiga modul terpisah: Membaca Kelas Awal, Pembelajaran Kelas Tinggi dan Manajemen Berbasis Sekolah.

Gender dan Inklusi

• USAID PRIORITAS melakukan pelatihan tahap kelima tentang tentang kurikulum dan pendidikan inklusi di Lumajang. Pelatihan pendidikan inklusi untuk guru pembimbing anak berkebutuhan


khusus (GBK) juga dilakukan di Kabupaten Bireun, Aceh. Kedua aktifitas dibiayai oleh kabupaten, untuk Bireun juga dengan dukungan provinsi.

• Konsultasi tentang pengembangan pendidikan inklusi dengan Dinas Pendidikan Provinsi Sumatera Utara dan Kota Medan dilakukan pada bulan Juni.

Monitoring dan Evaluasi

• Tiga volume laporan monitoring midline pada sampel sekolah mitra dan sekolah pembanding dari 23 kabupaten Kohor 1 telah diselesaikan dan laporan telah disampaikan pada USAID. Tiga volume ini terdiri dari monitoring tingkat sekolah, hasil penilaian kinerja siswa dalam mata pelajaran Bahasa Indonesia, Matematika dan Ilmu Pengetahuan, dan hasil penilaian membaca kelas awal (EGRA).

Diseminasi

• Selama triwulan ini, kegiatan diseminasi dilakukan di tujuh provinsi. Sebanyak 6.331 peserta dari 1.765 sekolah berpartisipasi dalam pelatihan. Kegiatan diseminasi ini didukung oleh pendanaan lokal dari kabupaten, Kementerian Agama atau anggaran sekolah senilai USD 324.292, dan pendanaan proyek sebesar USD 71.522. Sejak awal proyek, sebanyak 64.366 peserta dari 15.328 sekolah telah ikut serta dalam pelatihan yang memberikan dampak positif pada sekitar 3,8 juta siswa. Kegiatan ini didukung oleh pendanaan pemerintah dan sekolah senilai USD 2,3 juta dan pendanaan proyek sebesar USD 508.275.


1 PROJECT MANAGEMENT

1.1 Year 4 Work Plan

During quarter 13, project staff prepared the Year 4 Work Plan and submitted it to USAID. The fourth project year spans the period from May 1, 2015, to April 30, 2016. Work plan preparation involved a series of meetings with technical and senior project management staff that included a three-day meeting in Jakarta on April 7–9, 2015. The meeting was also attended by the provincial coordinators and TTI development specialists, as well as the USAID COR. A draft version of the work plan was submitted to USAID towards the end of April. Subsequently, a number of revisions were made and a final version of the plan was submitted to USAID on June 22, 2015.

1.2 Contract Amendment

USAID PRIORITAS Contract Modification 9 was finalized on May 18, 2015. The modification added an additional USD 4.52 million to the contract to support an additional program. This additional program is intended to distribute over 12,000 packages of leveled reading books to non-partner schools in the 90 USAID PRIORITAS and DBE partner districts and to train the school principals and early grade teachers of the schools in managing and using these books. The modification also confirmed a number of smaller changes to the project statement of work, which had already been agreed between USAID and the project.

To avoid confusion, it should be noted that the project will also be procuring over 1,000 similar packages of leveled reading books to distribute to project partner schools. The revision, procurement, and distribution of leveled reading books is described in more detail in section 2.1.

1.3 Operations

The procurement and distribution of books (not leveled reading books) for primary and secondary school level for the Module 2 training for partner schools in the Cohort 2 districts was completed by the end of May 2015. The reading books have been distributed to 480 schools in seven provinces.

The major ongoing procurement process is now in the printing and packaging phase for the leveled reading books, which the project will provide to partner schools in the 50 cohort 1, 2, and 3 districts and the TTI partner schools. The copyright for these books is mainly held by Yayasan Literasi Anak Indonesia (YLAI). We expect to complete the printing and packaging by October 2015.

USAID PRIORITAS has received approval for a new procurement list, including for the leveled reading book program, to distribute over 12,000 packages of leveled reading books to non-partner schools, as described in section 1.2. As a result, the project is in the process of procuring new laptops and other office equipment for staff who will be involved in this program.

USAID PRIORITAS has begun to identify logistics companies to support the storage and distribution of books for the additional book program. Additional space is being prepared in all provincial offices for the new project team, who will focus on the book distribution and training. One of the provincial offices, West Java, has completed the procurement process for adding space at the current office building. For more details of the leveled reader programs see section 2.1.

The project has also successfully procured a new office building for the West Papua Office, which is located in Ransiki District in South Manokwari.


Currently, the project is renovating the Jakarta office to provide additional workstations for the new staff, who will manage the Leveled Reading Book Program. The renovation, which involves the redesign of meeting rooms, will add 11 workstations to accommodate new staff. Renovation is scheduled to be finished by mid-July 2015.

1.4 Human Resources

As a result of project Contract Modification 9, RTI, the Education Development Center (EDC), and World Education (WE) have started to move all their staff to indefinite term contracts to replace their previous temporary contracts. This will mean that staff become entitled to severance pay at the end of the project.

During quarter 13, USAID PRIORITAS recruited eight additional staff, including the Program Manager for the leveled reading book program. The Human Resources team has started to process the recruitment of an additional 68 staff members for the leveled reading book program, but this has been put on hold because of unexpected delays in book delivery. Five additional staff for the program in Papua and West Papua are currently being recruited. One staff member from RTI resigned during this period. Tables 1–3 below provide details about staff movement.

Staff—New Hires Name Position Organization Location Starting Date

Baharuddin Driver RTI South Sulawesi April 1, 2015 Tifa Asrianti Communication and

Program Specialist RTI Jakarta April 6, 2015

Dwi Ananta Pranowo

Communication Assistant RTI Jakarta April 13, 2015

Rahmat Hidayat Administrative Assistant RTI Banten May 11, 2015 Andi Wibowo Administrative Assistant RTI Central Java June 1, 2015 Rohmat Hidayat M&E and Performance

Evaluation Specialist RTI Banten June 1, 2015

Mutmainnah Junior Accountant RTI Central Java June 3, 2015 Krishna Prawirawinata

Program Manager, Leveled Reading Book Program

RTI Jakarta June 22, 2015

Staff—Resignations Name Title Organization Location Last Day

Rd. Lukmanul Hakim IT Manager RTI Jakarta April 20, 2015

Staff—Total Number Province/Office RTI EDC WE Total Jakarta 28 7 2 37 Aceh 21 5 1 27 North Sumatra 27 8 2 37 Banten 16 5 1 22 West Java 19 5 1 25 Central Java 23 5 1 29 East Java 27 7 2 36 South Sulawesi 19 5 1 25 Papua 2 0 0 2 Total 182 47 11 240


2 PROJECT ROLLOUT, GRANTS AND PARTNERSHIPS

2.1 Leveled Reading Books

2.1.1 Revision of the Leveled Reading Books

During quarter 13, the revision of the leveled reading books and the accompanying teachers’ guidebooks and student workbooks was completed. The project also received approval from GOI to distribute the books to both partner and non-partner schools in project areas.

Activities during the quarter included:

• Holding a second review workshop in Bali on April 15–17 to review the changes that had been made to the books following the first review meeting in February, 2015.

• Conducting a second teacher training module development workshop in Bali on April 18–20 to finalize the content and to prepare for the National TOT at the end of May, 2015.

The participants in these workshops included representatives from MOEC and MORA.

2.1.2 GOI Approval of the Leveled Reading Books

Activities continued during the quarter to gain GOI approval for and endorsement of the leveled reading books. The Director-General of Basic Education at MOEC had expressed his support for the revision and distribution of the reading books at a meeting in January 2015. A team of GOI personnel, including representatives of the Curriculum Development and Book Center, the Language Center, the Primary School Directorate and the Teacher Professional Development Center of MOEC, as well as a representative of MORA, were included in the book revision and training module development activities.

When the books and training modules were nearing completion, senior project management held a second meeting on May 13 with the Director-General of Basic Education, who recommended that the books should undergo a more formal approval process involving the National Education Standards Body (BSNP) and the Curriculum Development and Book Center.

A meeting was subsequently held with the Secretary of the BSNP and the Head of the Curriculum Development and Book Center on May 22. The Secretary of the BSNP attended the National Training of Trainers in Bandung on May 26–30. The Minister of Education and Culture’s special staff member, Mr. Ahmad Rizali, then convened a further meeting on June 3 that included the Secretary of the BSNP and representatives of the Curriculum Development and Book Center, who finally gave MOEC’s endorsement to distribute the leveled reading books. In the meeting, it was recommended that:

• A list of GOI staff involved in the book revision should be included inside the back cover of each leveled reading book; and

Back cover of a leveled reading book, with GOI logos.


• The MOEC logo should be placed on the back cover of each book.

Following this meeting with MOEC, further meetings were held with MORA and the Coordinating Ministry for Human Development and Culture (Menko PMK) to inform them of developments and to gain permission to include their logos on the backs of the books.

By the end of the quarter, the books had been finalized and were ready to be sent to the printers.

2.1.3 Procurement of the Leveled Reading Books

The leveled reading books will be procured under two separate mechanisms:

1. The project will procure over 1,000 packages of the books to distribute to project partner schools and TTIs. Specifications for bidding on the printing and packaging of these books were prepared during the quarter, and printing companies were invited to bid. The bidding process is expected to be completed early in quarter 14.

2. USAID has already contracted a printer to prepare over 12,000 packages of the books that the project will then distribute to non-partner schools in the project districts.

Each package of books includes eight copies of 75 separate titles arranged in six levels, a number of “big” books for the teacher to read in front of the class, and a set of six teachers’ guidebooks and student workbooks. Training of teachers and school principals from project partner schools in the use of the books is expected to begin in September 2015, with delivery of the book packages to the schools occurring at the end of the training. The training of teachers and school principals from non-partner schools is expected to start in early 2016.

2.1.4 Room to Read

The project held further discussions with Room to Read on June 9 to explore the possibility of using training materials about managing and using school libraries in Good Practice Schools. The materials are being designed for use in Indonesian schools, and a review of the materials with Room to Read is planned early in quarter 14.

2.2 Papua Programs

2.2.1 Papua Province

Activities under the Fixed Obligation Grants to two Christian NGOs/foundations in Papua Province—Yayasan Kristen Wamena (YKW) and Yayasan Sosial Untuk Masyarakat Terpencil (YASUMAT), which began in April 2014, continued during quarter 13. During this period, the USAID PRIORITAS program in Papua came to the end of the first year of activities. The following activities took place during quarter 13.

Training of Trainers (TOT) Phase 4: YKW implemented the fourth in a series of TOT for program trainers and mentors in March 2015, while YASUMAT implemented their TOT in April 2015. YASUMAT’s TOT was based around direct practice in the field, where their training facilitators assisted the training participants in implementing their practice in schools. This practical training was followed by an evaluation of the training facilitators’ performance.

Arrangements for the Second Year Program: The initial one-year grant agreements with YKW and YASUMAT ended in April 2015, but the agreements for both organizations were extended at no cost until May 2015 Both YKW and YASUMAT then proposed cost extensions for a


further year, from June 2015–May 2016. However, to date only the YASUMAT grant for the second-year program has been approved. The new grant came into operation in June 2015. Under this new grant, YASUMAT will increase the number of partner schools from 53 to 63 schools, in seven subdistricts in the highlands of Yahukimo District. Meanwhile, YKW’s proposal has not yet been approved because of some restructuring and personnel changes within the organization.

School Visits: During the quarter, the USAID PRIORITAS technical coordinator visited 12 schools in Jayawijaya with YKW training facilitators. The technical coordinator monitored how the YKW team of training facilitators was mentoring teachers and checked that the program was still being conducted as planned in the schools. The result of the monitoring found that the program was still operating satisfactorily. The visit findings were discussed with YKW management.

Review Milestone No. 6: The final report of the first-year program with YKW and YASUMAT was submitted to USAID PRIORITAS in May, 2015, who then paid their final invoices at the end of May 2015. YKW’s and YASUMAT’s monitoring of student progress shows significant improvement in the reading and math abilities of early grade students both in Jayawijaya and Yahukimo districts. This improvement is evident from the results of student tests in reading letters; in reading simple sentences; and in completing addition, subtraction, and multiplication tasks. For example, students’ ability to read letters in one minute has improved by over 100%. Results are included in Annex 2.

Meetings and Other Activities: USAID PRIORITAS participated in a meeting on Mother Tongue Use in Papua. The meeting took place at Universitas Cendrawasih Jayapura, on April 21. Participants included education stakeholders from Papua and West Papua. At the meeting, the Education Sector Analytical and Capacity Development Partnership (ACDP) gave a presentation on the results of mother tongue research in Papua.

On June 11, USAID PRIORITAS facilitated a meeting between USAID KINERJA and the Papua Provincial Education Office in Jayapura. USAID KINERJA intends to develop an educational quality improvement program in Jayapura, Kota Jayapura, Jayawijaya, and Mimika districts.

2.2.2 West Papua Province

Following discussions with USAID and stakeholders in the province, plans for a program to improve the quality of basic education in South Manokwari District and in the TTI, STKIP Muhammadiyah, Manokwari, were finalized this quarter and incorporated into the USAID PRIORITAS Year 4 Work Plan.

In early May, a small team from the national project office took part in a visit to West Papua to discuss and finalize the Working Agreements (KAK) for the district and the TTI. The visit also served to make preparations for launching events to be held in the first week of July, and to discuss selection of schools and facilitators and various mobilization matters, including the procurement of a new office facility in Ransiki. During quarter 13, the Papua program coordinator, Mr. Sudarsono conducted a number of visits to facilitate project mobilization. He will be relocating from Wamena in Papua Province to Ransiki in South Manokwari to coordinate the West Papua program.

As a result of these visits and activities, a provincial launching event is scheduled for July 1 in Manokwari, to be followed by an introductory “socialization” activity on July 2 in Ransiki. Recruitment is under way for a Whole-School Development specialist to support the program in Ransiki, along with office and support staff. Activities will begin in the next quarter with a study visit for facilitators and stakeholders from South Manokwari District and STKIP Muhammadiyah to project schools and other sites in South Sulawesi.


2.3 US-Indonesia TTI Partnership

The partnership between Florida State University (FSU) and the State University of Semarang (UNNES) continued during quarter 13. Two consultants, Marion Fesmire and Norma Evans, from FSU visited Indonesia in mid-May 2015 to organize activities with UNNES lecturers.

A workshop took place at the Novotel, Semarang, between May 13 and 17, 2015. UNNES lecturers responsible for language and language methodology courses, lecturers from satellite colleges, teachers from the UNNES lab school, as well as teacher supervisors were invited to attend. The workshop focused primarily on increasing participants’

awareness of current research on how children learn to read and write, as well as how to translate this research into practice in the primary classroom. The workshop also engaged participants in a discussion of modifications or additions that could be made to existing pre-service courses to ensure that future student teachers are better equipped to implement research-based literacy practices in their classrooms.

Following the workshop, UNNES lecturers worked with the FSU staff on May 22, 2015, to identify the resources they would like to develop to enhance their existing courses and the research questions they would like to explore. They also developed an action plan that will ensure that the resources are ready for piloting by September 2015.

Four deliverables were established for the workshop:

1. Identify the literacy-based topics to integrate into existing courses

2. Identify the supplementary resources needed to address those topics effectively

3. Develop an action plan that would result in draft versions of those supplementary resources being produced by August 1, 2015

4. Identify the key literacy-related research questions they would like to explore in the coming year.

All four deliverables were accomplished partly or fully during the workshop. For deliverable 3, the date for the development of the draft versions of the supplementary materials has been extended to August 30, 2015. For deliverable 4, initial research questions have been identified and will be refined during August 2015 working sessions.

Given the limited English language skills of the participants, all PowerPoint presentations, handouts, and research summaries were translated into Bahasa Indonesia and placed in a drop box (along with the original English versions and video clips) so participants could access them. It is anticipated that this rich trove of materials will serve as primary resource documents for the development of supplementary materials for the UNNES pre-service program.

The next activity will be a workshop for the lecturers led by Marion Fesmire and Norma Evans in August 2015, to complete and pilot the supplementary resources being produced by the lecturers.

Dr. Marion Fesmire of Florida State University (FSU) showing an example of media that can be used in early grade literacy learning during the literacy

workshop held in cooperation between FSU and the State University of Semarang (UNNES).


3 INSTRUCTION IN SCHOOLS

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

3.1 TTI Module Development

3.1.1 Pre-Service Teacher Training Curricula and Materials Development

USAID PRIORITAS has worked with lecturers from partner TTIs to develop specific pre-service materials to enrich and strengthen course content in selected areas of early grades literacy, mathematics and science. During Year 3 of the project, specific support materials were developed for early grade reading and literacy, upper primary/junior secondary literacy, primary mathematics, and primary science. The four packages of resource materials were developed in consultation and collaboration with university partners. The materials will be used by lecturers to strengthen current course content. Many of the lecturers have already included units or activities in existing pre-service lecture programs.

Training of TTI Pedagogy Lecturers in Curricula and Materials took place in six provinces this quarter (see Table 4). The 80 participants in each province included lecturers from the relevant departments of the Primary School Teacher Education (PGSD) and Primary Madrasah Teacher Education (PGMI) and were supported by resource persons, consultants, and project staff. The participants explored materials for the four subjects, working through the content presented for each unit, followed by participation in the practical application of the materials.

Training of TTI Pedagogy Lecturers in Curricula and Materials, Quarter 13 Province 2015 Schedule Location

Aceh March 31–April 2 Banda Aceh North Sumatra May 11–13 Medan Banten April 23–25 Serang West Java Completed in quarter 12 Bandung Central Java April 24–26 Yogyakarta East Java April 16–18 Batu South Sulawesi April 16–18 Pare-Pare

3.2 TTI Lab and Partner Schools

3.2.1 Meeting and Working with Lab and Partner Schools

Training of TTI Lab and Partner schools in Module 2 was completed during quarter 12. During quarter 13, the project facilitated eight meetings between TTIs and their Lab and Partner schools, as

Two lecturers presenting the results of their discussions during training of pedagogy lecturers in curricula and materials in Pare-Pare, South Sulawesi,

in April 2015


shown in Table 5. The meetings provide the opportunity to bring together TTI and project and school staff for the purpose of reviewing training and planning for upcoming training activities. The project facilitates these ongoing meetings four times per year. See the provincial reports in Annex 1 for further details.

Meeting and Working with Lab and Partner Schools in Quarter 13 Province 2015 Schedule Location

Aceh April 8 May 12 Banda Aceh

North Sumatra No meeting in quarter 13

Banten April 15 Serang

West Java No meeting in quarter 13

Central Java April 13 April 14

Semarang Yogyakarta

East Java May 23 May 25

Surabaya Malang

South Sulawesi April 6 Makassar

3.2.2 Mentoring TTI Lab and Partner Schools

USAID PRIORITAS continues to encourage and support partner TTI facilitators with assistance from project staff to provide ongoing mentoring and development of teachers and school management staff in the TTI lab and partner school program. The program is developed by the TTI partners, their lab schools, and project staff according to the capacity and needs of their partners. The activities are connected and support the work done during training and meetings with the partner schools.

During quarter 13, Aceh, North Sumatra, Banten, Central Java, East Java, and South Sulawesi completed mentoring visits with primary and junior secondary TTI lab and partner schools.

TTI Teaching-and-Learning facilitators provide technical assistance for teachers in developing lesson plans and in how to implement them in the classroom. Facilitators also assist teachers in conducting reflection and peer observation and in improving their lesson plan based on inputs from peer teachers and from facilitators. School-Based Management TTI facilitators provide technical support for school principals and school committees in developing and improving school work plans and school budget plans and how to implement these effectively.

Mentoring of TTI lab and partner schools will be ongoing during 2015.

3.3 Good Practice Schools Program

The Good Practice Schools are those project partner schools that have been selected for their progress towards improvement and overall whole-school development. They are good examples of change in action and provide a focal point in each district for sharing and exemplifying good practices in teaching and learning, school-based management, and community participation. The Good Practice Schools also provide provincial TTIs and their student teachers with places where effective teaching and learning and school management can be observed as well as a supportive environment for student teachers when completing their teaching practice in the field.


3.3.1 Selection of Good Practice Schools Cohort 2

During quarter 13, selection of Good Practice Schools for Cohort 2 districts continued as shown in Table 6. Those schools that show the most evidence of implementing new and improved practices in teaching and learning and school-based management are selected from a shortlist, using project-based criteria for selection of Cohort 1 schools. The selection process involves project staff, TTI facilitators, and representatives from the district education office, including principals, supervisors, and other senior district staff. An average of four schools per district is selected, representing primary and junior secondary, government and madrasah project schools, where possible. The primary criterion for selection is evidence of school improvement. In some districts, there may be fewer schools selected if evidence of school improvement is not seen at the time of evaluation.

Selection of Good Practice Schools Cohort 2 Province 2015 Schedule Location

Aceh April 23–24 Aceh Barat Daya

North Sumatra April 15–16 April 23–24

Langkat Tobasa

Banten Completed in quarter 12

West Java

March 20–April 1 April 8–9

April 15–17 April 16–17

Cirebon Tasikmalaya Kuningan

Bekasi Central Java April 9–10 Wonosobo East Java April 7–8 Ngawi South Sulawesi Completed in quarter 12

All provinces have now completed selection of Good Practice Schools in Cohort 2.

3.3.2 Workshops with Good Practice Schools, Cohort 1

During quarter 13, East Java completed their workshops with Good Practice Schools on April 13–15, 2015, in Surabaya. The training for primary and junior secondary schools was held concurrently. See the provincial reports in Annex 1 for further details. This concludes the first round of additional training provided for all Cohort 1 Good Practice Schools.

3.3.3 Review Meetings with Good Practice Schools

South Sulawesi completed their review meetings with Good Practice Schools in Maros on April 19–20, in Bantaeng on April 22–23, and in Wajo on April 27–28 this quarter. See provincial reports in Annex 1 for further details.

3.4 Classroom Action Research

TTI Classroom Action Research (CAR) teams in Aceh, Banten, West Java, and Central Java completed the third and final provincial research meeting workshop during quarter 13, as noted in Table 7.


Classroom Action Research Working Meeting (Workshop 3) Province 2015 Schedule Location

Aceh March 31–April 2 Banda Aceh North Sumatra Completed in quarter 12 Banten April 10–12 Tangerang West Java April 10–12 Bandung Central Java April 23–25 Semarang East Java Completed in quarter 12 South Sulawesi Completed in quarter 12

The third provincial CAR workshop focused on data analysis, reflection on the second cycle of CAR, and writing the final draft of the CAR report. The CAR teams conducted quantitative and qualitative data analysis. Most teachers faced difficulties in developing relevant and effective instruments for data collection and in collecting and analyzing qualitative data. Writing a structured CAR report was also a challenge for teachers. With technical support from TTI lecturers in their CAR team, the teachers developed appropriate instruments and produced a structured final draft report.

Collaboration among teachers and lecturers in conducting CAR was mutually beneficial. For example, a teacher from SD Kalibanteng Kidul 2 Semarang in Central Java commented that in the first provincial workshop, he was struggling to develop an instrument to collect the data required. Fortunately, an UNNES lecturer in his CAR team could provide guidance and technical support so that the teacher was able to successfully develop the instrument. In turn, the UNNES lecturer also benefited by learning from the teacher how to develop an appropriate lesson plan and implement it in the classroom. The lecturer could also directly observe the teacher in the classroom, which the lecturer felt was very important for her to increase familiarity with and to understand the teaching-and-learning processes in a real classroom context. The hope is that this kind of collaboration will be continued and expanded to more teachers and lecturers.

Lecturers and teachers drafting their final report during the Third Provincial CAR workshop in Aceh in April 2015.


3.4.1 Classroom Action Research Review Meeting

The CAR National Review Meeting was held on June 22–25, 2015, in Jakarta. The objectives of this meeting were to share and reflect on the results of CAR that have been conducted in schools and to finalize the CAR report. All final reports will be printed and distributed to TTI and lab and partner schools. These can be used as a reference for teachers and lecturers to support further CAR. This two-and-a-half day CAR meeting was attended by one lecturer and one teacher per CAR team; a representative from MOEC’s professional development center, Pusbangprodik; technical staff; and consultants and key persons.

In a plenary session on day 1 of the meeting, Prof. Dr. Hari Amirullah, a representative from Pusbangprodik, gave a presentation about government guidelines for CAR implementation and the awarding of salary credit points for CAR to the implementers. Following his presentation, key persons gave a presentation about government guidelines on the CAR report (structure, format, and content). These presentation guidelines were then used by CAR teams to write the final reports. In the afternoon, participants were divided into four groups (primary literacy, junior-secondary literacy, science, and math). In each group, all participants shared their experiences and reflections on CAR implementation.

On day 2, with support from key persons, all participants wrote drafts of their CAR final report and presented the draft within their respective groups. After receiving feedback from their groups during the presentation, participants wrote their final report. On day 3, representatives of primary literacy, junior-secondary literacy, math, and science groups gave presentations to all meeting participants about their final reports, including setting of the CAR, objectives, results and reflection of CAR implementation in Cycle 1 and Cycle 2, data analysis, consultation, and recommendations. Following the presentations, Prof. Dr. Hari Amirullah provided comments about the USAID PRIORITAS CAR program and the final reports. He commented that the teachers in the USAID PRIORITAS CAR program are fortunate because this was a rare and golden opportunity for them to collaborate with lecturers in conducting CAR. He expressed sincere appreciation to USAID PRIORITAS for helping to build the CAR culture with the main objective of improving the quality of teaching-and-learning in the classroom. Regarding the CAR implementation and final reports, he indicated that these are already in accordance with the government guidelines and can be proposed for credit points. However, he expects that teachers and lecturers are not merely pursuing credit points. The main objective of CAR should remain that of improving teaching-and-learning quality.

3.5 Teacher Practicum Program

USAID PRIORITAS is working with partner TTIs to improve the quality and effectiveness of teacher practicum programs. TTIs currently offer practice teaching programs as part of the one-semester pre-service component (Student-Teacher Practicum [PPL]) program and the one-year post-graduate (Teacher Professional Education [PPG]) program, consisting of university workshops and practical teaching in schools. At present, some TTIs offer the PPG program, while some offer the shorter undergraduate PPL program only. In the next three years, all TTIs will be required to offer PPG

Prof. Dr. Hari Amirullah, a representative from Pusbangprodik-MOEC, giving a presentation on government guidelines for CAR implementation

and on credit points for CAR.


programs in an effort to improve the preparation of new teachers for the classroom. USAID PRIORITAS will assist TTIs to review current practices and programs offered by partner TTIs and to agree on a program for improving the practicums.

Areas to consider for improvement include course structure and content; identification and assessment of student competencies aligned with MOEC and Ministry for Research and Higher Education (MORHE) requirements; capacity for lecturers to use observation, reflection, and coaching skills when supervising student teachers; and subject teaching requirement tasks such as planning a thematic unit of work and teaching reading and literacy in primary and junior secondary school.

Based on the needs assessed during an initial National Review Meeting, USAID PRIORITAS will work with partner TTIs to develop materials to support a structured program for practicum experience, including clear and sequenced requirements for student teachers and for assessment and guidance for supervising teachers. Training of supervising teachers is an essential component for improved school practicum programs.

3.5.1 TTI Teacher Practicum National Review Meeting

The TTI Teacher Practicum National Review Meeting was the first in a series of activities and workshops to improve the quality of pre-service practicum experiences for students, teachers and lecturers. The meeting was held on May 21–23, 2015, in Yogyakarta.

The objectives of this meeting were to review existing Teacher Practicum programs (PPL and PPG) in partner universities, to discuss the strengths and weaknesses of existing programs, and to decide with the project’s partners which key areas require focus for assistance and improvement. The findings from this meeting will inform the development of support materials and activities that can be used by all partner universities to strengthen current programs.

The meeting was attended by two lecturers from each partner TTI, responsible for the practice teaching (PPL and PPG) programs at their university. The meeting also included 14 supervising teachers from seven provinces to provide viewpoints and opinions on the current practicum programs in operation.

On day 1 of the workshop, each TTI representative gave a presentation about the structure and content of current teacher preparation programs. Those TTIs who currently have a PPG (one-year post-graduate) program presented an overview of their programs, while those TTIs that do not yet have a PPG program provided information about the PPL for the Bachelor (S1) education degree. According to government directives, over the next three years, the PPL component of the S1 degree will be phased out.

In general, the presentations described the structural and administrative requirements of the PPL and PPG program, regulations for number of visits, the workshop and practice teaching structure, and government guidelines for PPG programs. However, little was presented in relation to the

Representatives from TTI partners giving presentations about the PPG and PPL implemented at their universities during the Teacher Practicum National Review Meeting

held in May 2015 in Yogyakarta.


content for student teachers, and there was no evidence of a progression of expectations for student teachers over the course of the program, nor for introduction of particular skills and competencies expected of beginning teachers. Little guidance seems to exist in demonstrating subject-specific skills, developing sequences of work, and carrying out general classroom management. Lecturer observation is generally carried out between three and five times during the practice teaching period, using the same observation sheet that is actually an assessment sheet. There is little focus on and no development of particular skills and strategies over the course of the practicum experience. Lesson planning is the only real focus, and many of the other skills that are necessary to prepare teachers are not addressed.

During day 2, the participants discussed their programs and presentations in groups, reviewing the strengths and weaknesses of the current programs. The workshop program, which is carried out in the TTI for one semester, does not have a strong link to the practice program, and observation and feedback from the lecturers was an area identified as a weakness in current programs. The groups discussed such issues, and supervising teachers provided their perspective to the university lecturers.

On the final day, results were shared with all groups, materials collected, and key persons identified for working to define the topics for materials development in the upcoming provincial workshops. A key persons meeting, which will be held to decide the final topics for further development and to plan for the provincial materials development workshops, will follow this workshop.

Because of the differences in the way most TTIs manage their practicum programs, it was decided to approach the assistance by developing topics that could be useful in any program, PPG, PPL and as workshop components.

Topics that may be included in the materials address the role of the supervising lecturer (lesson observation, feedback, and assessment), the role of the supervising teacher (sequencing of tasks and competencies to be developed during the practicum), classroom competencies for student teachers, reflection, feedback and assessment for student teachers, and content-specific subject development. The units for materials development will be decided at a key persons meeting during quarter 14.

3.6 Developing TTIs as Strategic Business Planners

During the first three years of the project, USAID PRIORITAS has been working with individuals from partner TTIs and Provincial Quality Assurance Institutes (LPMPs) to develop their capacity as “service providers”—essentially facilitators who are able to provide a training program to meet identified needs, or consultancy services to facilitate data analysis, financial analysis, or education planning at district and province level, and to support policy development in areas such as teacher distribution, school planning, and teacher training needs identification.

During Year 4, the project is working with partner TTIs to help them develop plans and approaches consistent with the concept of being a service provider. Two workshops are being held to develop the concept of TTIs acting in a more entrepreneurial, strategic, and business-like way to fulfill this role. These Strategic Business Planning workshops focus on:

• Developing understandings of the role of a service provider in a competitive and quality-oriented environment

• Understanding good practices in training, consultancy, and service delivery

• Applying approaches to strategic planning and business models that are appropriate for TTIs (including examples of good practice).


3.6.1 TTI Strategic Business Planning Workshop

The first TTI Strategic Business Planning workshop was held in Jakarta on June 3–5 and was attended by representatives of 16 TTI partners, GOI staff, consultants, and project staff. The attendance of high-level staff from the ministries was evidence of their interest and support for improved service provision in the provinces and districts.

As a new director of the Directorate for Higher Education (DIKTIS), MORA, Prof. Amsal Bachtiar was not familiar with the work of the project. He had, however, received some information from his staff outlining technical support from USAID PRIORITAS for TTIs under MORA. He expressed appreciation for USAID PRIORITAS programs and offered to provide support in working with TTIs under MORA. To build understanding on the role of the service provider in a competitive and quality-oriented market, the project’s Governance and Management Advisor gave a presentation about TTI business strategy: opportunities, type of services, potential clients and donors, and good practices in several countries.

Professor Muchlas Samani shared the experiences of the State University of Surabaya (UNESA) as a service provider in collaboration with other institutions, followed by presentations from 16 TTI partners about their experiences as service providers. Following the presentations, participants discussed the opportunities and challenges involved in developing a role for TTIs as service providers. All agreed that one of the biggest challenges involves institutionalizing the collaboration of the TTI with government institutions. TTI partners have many opportunities to provide training and consultation in the areas of Active, Effective, and Enjoyable Learning/Contextual Teaching and Learning (PAKEM/CTL), School-Based Management (MBS), Continuous Professional Development (PKB), Teacher Deployment (PPG), Classroom Action Research, and Strategic Education Planning, but not the institutional framework to do so effectively.

At the end of the session, participants developed general plans for their TTIs as service providers and agreed to develop more detailed individual institutional plans during the provincial workshops to be conducted between August and November 2015.

From left to right: Director of Higher Education MORA, Inspector General of MOEC, Secretary General of MORHE, and Chief of Party USAID PRIORITAS giving presentations during the TTI

Strategic Business Plan Workshop in Jakarta in June 2015.


3.7 TTI Showcase Meetings

TTI showcase meetings for nine TTIs took place during quarter 13, as shown in Table 8. These meetings provide a forum for sharing progress, success, and outcomes from project training, workshops and activities. The events included displays from partner universities and lab and partner schools. These displays provided examples of improved teacher planning and professional development and examples of student work illustrating inquiry-based, active learning approaches. Talk shows, including panels representing TTIs, district education office staff, and central government education representatives, highlighted progress made and discussed issues and challenges faced in improving education quality and delivery to students in schools and universities.

The showcase meetings have proved popular with the central government ministries and were well represented with attendees from the upper echelons of these ministries.

TTI Showcase Meetings Held during Quarter 13 Province Schedule Location

Aceh April 14–15 U Syiah Kuala and UIN Ar-Raniry North Sumatra May 12–13 UNIMED and UIN SU Medan Banten To be completed West Java To be completed. Central Java April 17–18

April 20–22 UNNES Semarang UNY Yogyakarta

East Java June 5–6 UM Malang South Sulawesi May 11–12 UNM & UIN Alauddin Makassar

Please see provincial reports in Annex 1 for further details on each TTI showcase. Banten, West Java, and East Java (UNESA and UIN Sunan Ampel) will complete their showcases in the upcoming quarter.

3.8 Provincial University Consortia Meetings

Meetings for TTI partners and their consortia members were held in West Java on April 18, in Central Java on April 20, and in South Sulawesi on May 30 during quarter 13. The meetings provide a venue for bringing together all program partners to share progress, discuss dissemination and plan for future activities. Please see provincial report for further details.

A student of an UNNES partner school (SMPN 7 Semarang) talking to visitors during the TTI showcase meeting in Semarang, Central Java, in April 2015


3.9 Short Courses for TTI Lecturers through the USAID PRESTASI Program

USAID PRIORITAS staff continued to support the selection process for the proposed Program to Extend Scholarships and Training to Achieve Sustainable Impacts (PRESTASI) University Connect program. During quarter 13, USAID PRIORITAS partner universities were invited to submit a shortlist of suitable candidates for the first round of the practicum-focused program of study. The first cohort will focus on primary practicum programs and draw lecturers from the PGSD department, especially those involved in PPL and PPG programs. Project staff, including Jakarta staff and TTI Coordinators, assisted PRESTASI in facilitating the completion and submission of the application forms. From a shortlist of five persons from each TTI, three will be selected by PRESTASI, based on their ability to meet the study program criteria. PRESTASI are currently making the final selections for the program.

On June 4, the USAID PRIORITAS Senior Education Specialist participated in a selection panel for general PRESTASI scholarship applicants at the Morrissey Hotel, Menteng, Jakarta.

3.10 Support for Dissemination in TTIs

USAID PRIORITAS facilitates the dissemination of project activities using a cost-share arrangement on request from non-partner TTIs. The project also supports requests to train additional teachers and lecturers to increase the numbers trained in a school or TTI department, thereby strengthening capacity and quality. The project provides facilitators and materials on request. The requesting institution meets all other costs associated with the training. During quarter 13, West Java completed dissemination training for STKIP Muhammadyah in Kuningan. Please see provincial reports in Annex 1 for further details.

3.11 USAID Mission Director’s Visit to Cimahi, West Java

On June 10, 2015, Andrew Sisson, USAID Indonesia Mission Director, visited SMPN 3 Cimahi and Indonesia Education University (UPI), which are USAID PRIORITAS program partners in West Java. In SMPN 3 Cimahi, Sisson observed seventh and eighth graders conducting science experiments. Sisson was impressed with the lessons in the school. The students were learning in small groups, using inquiry-based learning and holding discussions, while the teacher facilitated the students to be actively involved in the lesson activities.

In UPI, Sisson had dialogs with lecturers and UPI officials. Prof. Dr. Asep Kadarohman, the Dean of the Faculty of Mathematics and Natural Science at UPI, said that, since working with USAID PRIORITAS, the university had seen significant improvement in lecturers' performance in delivering their lectures. According to Prof. Asep, the lecturers paid more attention to detail and had become more practical in preparing students to become teachers.

During his visit to SMPN3 Cimahi on June 10, USAID Indonesia Mission Director Andrew Sisson talking with eighth graders who are conducting experiments in

measuring blood pressure.


3.12 Whole-School Development (WSD)

During quarter 13, training activities were implemented in Cohort 1, 2, and 3 districts as described below. A total of 6,116 teachers, principals, and supervisors from Cohort 2 and 3 district partner schools were trained. In addition, children’s library books were distributed to all partner schools in Cohort 2.

3.12.1 Training in Module 1 for Cohort 3 Districts

During quarter 13, Module 1 (whole-school development) training of partner schools in the seven Cohort 3 districts—three in North Sumatra and four in East Java—was completed. A total of 2,154 participants were trained. Participant categories are shown in Figure 1. The vast majority, 1,490 persons—almost 70% of the participants, were teachers. Details of the training, by district, are included in Annex 4.

Figure 1: Whole-School Development for Cohort 3 District Partner Schools

3.12.2 Training in Module 2 for Cohort 2 Districts

Following the showcase activities in the previous quarter (quarter 12), schools in Cohort 2 districts received Module 2 (whole-school development) training, which took place in 18 of the 20 districts in six provinces (all provinces except Central Java).

A total of 3,962 participants were trained. Participant categories are shown in Figure 2. The vast majority, 2,843 persons—just over 70% of the participants, were teachers. Details of the training, by district, are included in Annex 4.


Figure 2: Whole-School Development for Cohort 2 District Partner Schools

All Cohort 2 districts have now completed the training in Module 2 for both teaching-and-learning and school-based management.

3.12.3 Book Distribution to Cohort 2 Schools

In addition to the Module training, and to support literacy and stimulate the development of a reading culture that is being promoted in partner schools through the teaching-and-learning and school-based management training, a set of 150 books have been provided to each Cohort 2 partner school (primary and junior-secondary). In all, some 72,000 copies of children’s literature books were distributed to Cohort 2 partner schools. The books, supplied by Gramedia book distributors, were similar to those supplied to Cohort 1 schools in the previous year. Books are expected to be supplied to Cohort 3 schools later this year.

In Central Java, Cohort 2 training was implemented in the previous quarter, and their books were sent directly to the schools there. Details about the book distribution are presented in Table 9.

Number of Children’s Literature Books Distributed to Partner Schools

Province

Schools

Total Primary (SD/MI)* Junior-Secondary

(SMP/MTs)** Aceh 9,600 4,800 14,400 North Sumatra 4,800 2,400 7,200 Banten 4,800 2,400 7,200 West Java 9,600 4,800 14,400 Central Java 4,800 2,400 7,200 East Java 4,800 2,400 7,200 South Sulawesi 9,600 4,800 14,400

TOTAL 48,000 24,000 72,000 *SD = sekolah dasar (primary school); MI = madrasah ibtidayah (religious primary school); **SMP = sekolah menengah pertama (junior secondary school); MTs = madrasah tsanawiyah (religious junior secondary school)


3.12.4 Preparation for Module 3 for Primary Schools

On April 10–13, a second workshop was held at the Hotel Swiss Bell in Sanur, Bali to prepare literacy units for early grade teachers for inclusion in the WSD Module 3. Representatives from Yayasan Literasi Anak Indonesia (YLAI) and selected USAID PRIORITAS facilitators and team members participated in the event.

The workshop efforts resulted in production of a module for early grades, which, while simple, includes complete and clear information. In addition to the module, the workshop produced additional required tools and materials such as the book design for early grades and PowerPoint presentation slides.

A workshop to prepare for the national training of trainers (TOT) for Module 3 for primary schools (SD/MI) was held at the Grand Kemang Hotel, South Jakarta, on May 5–8, 2015. Participants included 18 facilitators for the teaching-and-learning units (7 for early grades and 11 for upper grades) and 9 facilitators for school-based management (MBS). Participants were supported by project technical staff and included consultants and TTI lecturers. The selected facilitators served as the module writers. One group of participants focused on the early grades and included three representatives of YLAI, one USAID PRIORITAS specialist, three consultants, and one TTI representative. A second group focused on the upper grades of the primary school and included three TTI representatives, two staff members, and one consultant. A third group focused on school-based management and included four staff members.

Details about the participant categories are shown in Table 10.

Participants in the Module 3 Preparation for Training of Trainers (Module 3)

Category Early Grades Upper Grades

School-Based Management TOTAL

Male Female Male Female Male Female Male Female Teachers 0 5 4 2 0 0 4 7 Principals 0 1 2 1 2 0 4 2 Supervisors (Pengawas) 0 1 1 0 2 5 3 6

Curriculum Head (Dinas) 0 0 1 0 0 0 1 0

TOTAL 0 7 8 3 4 5 12 15

Preparation for the national TOT to prepare provincial facilitators to train district facilitators on Module 3 for primary schools took place in Jakarta on May 6–8. Those participating in the preparation workshop included the module writers and prospective national facilitators and co-facilitators for Module 3. The provinces sent representatives for early grades, for upper grades, and for school-based management, as shown in Table 11.

Preparation training on Module 3 for primary schools in Jakarta.


Participants in the Preparation for Training of Trainers, Module 3 for Primary Teachers

Province/Participants

Co-Facilitators for Teaching-and-Learning, Upper Grades

Co-Facilitators for Teaching-and-Learning, Early Grades

School-Based Management Facilitators

Aceh 1 1 1 North Sumatra 2 1 2 Banten 0 1 1 West Java 1 1 1 Central Java 2 1 2 East Java 3 1 2 South Sulawesi 2 1 1 Module writers and training facilitators 17 12 12 TOTAL 28 19 22

3.12.5 National Training of Trainers, Module 3 for Primary Schools

The national TOT for Module 3 SD/MI took place on May 25–30 in Bandung. A total of 148 participants attended the training, as shown in Table 12.

Participants in the Training of Trainers, Module 3 for Primary School Teachers

Province/Participants

Participants for Teaching-and-

Learning, Upper Grades

Participants for Teaching-and-Learning, Early

Grades

School-Based Management Participants

Aceh 9 5 4 North Sumatra 9 4 5 Banten 10 4 4 West Java 8 4 4 Central Java 9 6 5 East Java 9 5 5 South Sulawesi 8 4 4 TTI representatives 6 6 6 GOI representatives 3 2 0 Total 71 40 37

Workshop participants were asked to complete evaluation forms at the end of the training. Results were most encouraging for the teaching-and-learning units. Some 90% of participants rated the material as extremely beneficial (10% rated it as “beneficial”), and 100% of participants agreed that most or nearly all of the training reflected active learning principles. In addition, 91% indicated that they thought the facilitators had either mastered or strongly mastered the material.

Evaluation results were similar for the school-based management units. All participants rated the material and training as either beneficial or very beneficial. As for the special material for facilitators, 11% of participants indicated that the unit on providing assistance with lesson study was good, while 89% indicated that the materials were very clear and well understood. Similarly, for the material on management of teacher working groups (KKG), 6% of participants indicated that the unit provided considerable value, and 94% that the material was very clear and well understood.


3.12.6 Provincial Training of Trainers for Whole-School Development, Module 3 for Junior-Secondary Schools

Six provinces (all except North Sumatra) have started to implement the TOT for Module 3, in which a total of 604 facilitators were trained by those who attended the national TOT in February and March in Makassar. These facilitators will subsequently conduct the training for schools in each district. For the junior-secondary schools, the teaching-and-learning training is taking place at separate times than the school-based management (MBS) training. Some of the training included both USAID PRIORITAS Cohort 1 and DBE districts. In Central and East Java, the training was divided into two sets because of the number of districts involved. These provincial TOT events were also attended by six participants from each partner TTI in each province (five for the teaching-and-learning and one for the school-based management material). More details on the implementation of the provincial TOT are shown in Table 13.

Provincial Training of Trainers, Module 3 for Junior-Secondary School Teachers

Province

Secondary School Training SMP/MTs

Date Number of Participants M F Total

Aceh May 27–30 19 39 58 Banten May 13–16 (teaching and learning) 23 19 42 May 17–19 (MBS) 18 5 23 West Java May 11–14 (teaching and learning) 52 21 73 May 15–18 (MBS) 28 10 38 Central Java May 16–19 (teaching and learning) 41 16 57 May 23–26 (teaching and learning) 44 22 66 May 20–23 (MBS) 28 16 44 East Java May 24–27 (teaching and learning) 29 27 56 Jun 7–10 (teaching and learning) 37 28 65 South Sulawesi May 19–22 (teaching and learning) 47 35 82 Total 366 238 604

Participants TOT Module 3 for junior Secondary in West Java, reviewing the implementation of Module I and II at school.


4 GOVERNANCE, MANAGEMENT, AND LINKAGES

In addition to the school-based management training described above, activities under Components 2 and 3 in this quarter focused on two main programs: (1) Teacher Deployment (PPG), and (2) Strategic Planning for Dissemination and Continuous Professional Development (PKB). These activities are described below.

4.1 Teacher Deployment

4.1.1 Teacher Deployment in Cohort 1 Districts

Currently, most of the 23 Cohort 1 districts are already implementing new approaches to redistribute teachers more evenly in alignment with the needs identified in the PPG process.

The policy solutions adopted to implement redistribution vary among districts according to the local context, but there are some common patterns across districts, both within and among provinces. These commonalities can be grouped into five approaches: (1) school mergers, (2) multi-grade classes, (3) teacher transfers, (4) retraining and reassigning teachers to new subjects or levels, (5) mobile teachers, and (6) strengthening the role and status of non-civil servant teachers.

Ten districts have now developed local regulations to support improved teacher deployment. The numbers are expected to increase over time as policies are being implemented in coming months and years. The following steps have been taken:

• 135 schools have been merged, resulting in 66 merged schools.

• 1,661 primary school teachers and 180 junior-secondary school teachers have been transferred from overstaffed to understaffed schools.

• 180 primary school teachers and 19 junior-secondary school teachers have been redeployed from teaching one subject to teaching another or to become class teachers.

• 31 primary school subject teachers and 151 junior-secondary teachers have been assigned to teach in more than one school (mobile or “itinerant” teachers).

• 1,151 primary school contract teachers and 229 junior-secondary school contract teachers have been appointed as civil servants to meet shortages.

• 54 schools are implementing or are soon to combine classes and implement multi-grade methodologies. (All of these are in Blitar. Several other districts are planning to implement multi-grade methodologies, as well.)

Annex 3 describes the policy outcomes for teacher deployment to date, by district.

Blitar and Ciamis districts have begun implementing multi-grade teaching, while Wajo and Bantaeng districts are preparing to implement the approach. Meanwhile, Semarang District is conducting a

Education stakeholders performing risk analysis PPG and policy implementation strategy in Kuningan, West Java.


comparative study on the multi-grade teaching in Blitar District, where implementation of this method is most advanced.

USAID PRIORITAS staff conducted a brief visit to Blitar to monitor a pilot program that introduces multi-grade teaching in Blitar. This pilot program is fully funded by the district. As a result of the visit, the following factors were identified as keys to success in implementing multi-grade approaches: careful school selection, based on teacher deployment analysis, isolation factors, and support within the school for the program; regulatory support within the district; good quality training for teachers that is followed up by in-school mentoring; socializing of the program to local community to gain local ownership and support; use of assistant teachers where appropriate; incentives for teachers; and stable school leadership.

The case study also identified a number of issues and concerns associated with the implementation of multi-grade teaching. Although there appears to be little problem with the technical aspects of teaching and classroom management, the need to prepare integrated lesson plans creates a heavy workload for teachers, especially in the first year.

Mentoring activities continue in these Cohort 1 districts in the form of review meetings to ensure that the formulated policies can be implemented in the field, as well as advocating for the overall objectives of teacher deployment.


The 20 districts in Cohort 2 have all completed the teacher deployment program, including holding multi-stakeholder forums (MSF) to engage in public consultation on the outcomes of the analysis and recommended policies. All except the two Banten cohort 2 districts have also conducted an implementation workshop. These two Banten districts are preparing for the implementation workshop that will be held next quarter.

The policy outcomes in Cohort 2 districts are somewhat varied. One policy solution is the re-training and re-deployment of non-civil servant teachers as teachers. This approach is being managed in two ways. In the district of Kuningan, it is being done through the induction program. Civil servants, who are not teachers but have a basic S1 degree, can join an induction program for two years, after which they can became a teacher. Meanwhile, in Ngawi, non-civil servant teachers, who do not yet hold a degree, are being supported to obtain an education degree, aligned with the identified needs for teachers. Once qualified, they can be appointed as civil-servant teachers.

Mentoring activities in Cohort 2 districts are focusing on assistance to prepare for and follow up on implementation workshops and for drafting local regulations to support the implementation of teacher deployment policies.


All seven districts in the two provinces in Cohort 3 are conducting the teacher deployment program. In North Sumatra Province, three districts have finished the first and second workshops (data analysis and policy analysis), while the four districts in East Java Province have completed the first workshop (analysis of teacher distribution) and will follow up with the second workshop next quarter.


4.1.4 Teacher Deployment in Madrasah

Although MORA is a signatory to the Five-Minister Edict that requires the redistribution of teachers among schools and madrasah, the ministry faces a number of constraints in implementing Equitable Teacher Deployment (PPG) in madrasah.

There are several issues to address. First, most madrasah are private schools, where MORA has limited control over teachers and the madrasah operation. Second, the capacity of MORA to manage data at district level is also very limited. As a result, reliable data are unavailable, thus limiting policy solutions. For example, it is not simple to transfer teachers from one madrasah to another unless the madrasah are managed by the same foundation (yayasan) or the teachers are civil servants in one of the few state madrasah. For this reason, the teacher deployment program has not yet been implemented in madrasah. The exception are the districts in Aceh Province, where the District Heads (Bupatis) requested that madrasah be included in the Cohort 1 and 2 district PPG. Because Aceh has only a small number of madrasah, it was possible to collect the data manually and apply a different analysis tool.

Following consultation with MORA, a small study will be conducted on PPG in madrasah. During quarter 13, a second meeting was held with the MORA Director of Madrasah with a follow-up meeting with technical staff from the ministry. At the meeting, it was agreed that USAID PRIORITAS would conduct the small PPG study in three districts in East Java Province. Discussions have also started with the provincial MORA office in East Java.

USAID PRIORITAS has also participated in a series of meetings with consultants working on an Education Sector Analytical and Capacity Development Partnership (ACDP) study to provide input into MORA’s “Grand Design” for quality improvement of madrasah. The results of this study include a recommendation that MORA adopt the USAID PRIORITAS approach to PPG.

Early in the next quarter, USAID PRIORITAS will jointly select the three districts with MORA. Using an adapted PPG approach, and working with partners from TTI (Islamic institutes), and MORA, the project will then proceed to collect the data on teachers, students, and madrasah that are required to conduct a mapping exercise. Based on the mapping, a report will be prepared to include policy recommendations for MORA at the national level. The results of the study will be reported to MORA in a national workshop. It is anticipated that these results will provide input to MORA in preparing their Grand Design for improving madrasah quality.

During quarter 13, the following have been achieved with MORA:

• Building a shared commitment with MORA’s Director of Madrasah and Director General of Islamic Education

• Forming a technical team from both parties at the national level

• Determining East Java Province as the pilot province for the PPG study

• Assessing the availability and quality of data for analysis in a number of districts

• Identifying data availability for madrasah and teachers in several districts in East Java

• Holding a Technical team meeting to discuss the implementation of the equitable teacher deployment program (PPG), as well as establish the pilot districts in East Java.

4.1.5 Teacher Deployment Cost-Benefit Analysis

A financial analysis comparing the costs and benefits of implementing the PPG policies discussed above with those of hiring new teachers to meet the shortages, based on the current number of classes (the standard solution), was completed this quarter. A subsample of 18 districts from Cohort


1 was included in the analysis, those for which data were available at the time of the study. The potential savings of implementing the PPG policies are substantial, as shown in Figure 3 below, which represents savings only in terms of primary school teachers. The average benefit over 10years for districts is calculated to be approximately IDR 430million, or USD 3.3 million.1

Figure 3: Financial Benefit from Policy Recommendations to Address Shortages of Primary Teachers in Each District over 10 Years

As shown in Figure 3, above, the value of net benefits varies between the districts. This variation is affected by two factors: (1) the size of the teacher shortage and (2) the number of policy options taken. For example, the net benefit to Bantaeng is relatively small (only about IDR 12.3 billion for 10 years) because the shortage of primary school teachers is relatively small (only 222), and only two policies are recommended, one of which is the appointment of honorary teachers as civil servants (93%). In comparison, Ngawi has exactly the same shortage of teachers as Bantaeng (222 teachers), but due to the greater number of policy options taken, the net benefits in Ngawi far outweigh those in Bantaeng.

The latest data from MOEC show that Indonesia currently has a shortage of 412,509 primary school teachers nationwide (Ministry of Education and Culture, 2015). This figure is based on the number of primary classes and the requirement for one civil-servant teacher per class. If this shortage is met only by appointing new civil servants teachers, the cost of salaries and allowances over 10 years will be IDR 346 trillion (approximately USD 26,600 million). This cost will be even higher if the government and schools still have to pay for the excess of teachers (civil servants and non-civil servants) that exists because of uneven and inefficient distribution.

1 US dollar figures are based on an approximate exchange rate of IDR 13,000 to USD1 that is current at the time of this writing.

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Benefit in IDR (billions)

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Extrapolating from the results in the 18 districts described above, the net benefits will be huge if the shortage of primary school teachers is addressed through a combination of policies as described. The benefit or savings derived from the combination of these policies is around IDR 234 trillion (approximately USD18,000 million) over 10 years, or IDR 23 trillion per year. In other words, the cost of the mixed policy solutions proposed is IDR 112 trillion (approximately USD 8,600 million) over 10 years, which is IDR 234 trillion (USD 18,000 million) less than the conventional solution of hiring new teachers through civil service appointments.

The full report on results of the teacher deployment program in Cohort 1 districts, which was presented in draft form at a national policy forum in October 2014, is now being updated with this new information, along with cost-benefit analysis for junior-secondary teacher deployment. A more concise yet comprehensive version of the report is currently being prepared. Additional policy briefs are also envisaged. These are expected to be completed during the coming six months.

4.2 Strategic Planning for Dissemination (Continuing Professional Development, or PKB)

The project continues to support districts in planning, budgeting, and implementation of programs to disseminate training developed under the USAID PRIORITAS project. This is the third (in some cases fourth) year the project has assisted districts with planning for dissemination. Building on this annual planning and budgeting, plus results of teacher deployment and finance analysis, beginning in the coming quarter, the project will support districts and provinces to prepare longer term strategic plans.

Using a five-year strategic planning approach, this will help all districts and provinces to plan and implement programs to disseminate USAID PRIORITAS training modules to all teachers. The province-level events will include representatives of all USAID PRIORITAS partner districts and former DBE districts to encourage wider dissemination.

Where there is demand, the program may also lead to policy development to support continuous professional development and sustainability of project outcomes. For example, this may include national, provincial, or district policies to ensure that (1) teacher working groups (KKG, MGMP, KKM) are sustained and are used effectively for teacher professional development, (2) training facilitators receive recognition for time spent delivering training to colleagues, and (3) training facilitators are recognized within the system and are able to continue to provide leadership and support professional development.

This strategic approach builds on and enhances annual dissemination planning in a number of ways by:

• shifting the focus from annual to multi-year planning and from project co-funded dissemination to 100% district and province funding;

Dr. Musta'in, Head of Sidoarjo District Education Office, provides examples of good practice in managing the ongoing professional development of teachers in his district.


• promoting the efficient and effective use of teacher working groups (KKG and MGMP and the equivalent for madrasah) as a forum for continuous professional development;

• including results of the teacher deployment analysis (PPG) to help districts address needs identified for teacher retraining (e.g., mismatched teachers, multi-grade solutions);

• including TTI and LPMP to support implementation and better link USAID PRIORITAS programs with these partner institutions;

• promoting sustainability and ongoing project impact beyond the five-year USAID PRIORITAS implementation period; and

• linking explicitly to MOEC’s continuous professional development (PKB) program, mandated in the national five-year development plan, by providing greater leverage for more funding and better planning and by supporting policy links between district, province, and national levels.

Modules for PKB planning have now been implemented in three districts in Central Java. The approach has been simplified, based on a review of this experience. The training needs analysis component has been cut, and the focus is now more on planning and less on analysis. It is based more on responding to district needs and supporting dissemination of the USAID PRIORITAS training, thus lighter and simpler to implement, making it more likely to be disseminated to other districts.

The new approach to training needs analysis assumes that all teachers should receive training on an ongoing basis, as outlined in the PKB Guidelines issued by MOEC. This analysis is now based on mapping of teachers according to subjects, levels, and teacher working groups (KKG and MGMP). The mapping uses MOEC’s national Web-based Education Management Information System (DAPODIK) and districts’ data on KKG/MGMP, names of teachers already trained in the USAID PRIORITAS modules, and qualified facilitators.

Similarly, other analysis tools developed and used in Central Java have been simplified. These include the two financial analyses—unit price analysis and training funding analysis—and the approach to policy and planning for continuous professional development.

4.2.1 Manual and Software Preparation

Based on the outcome described above, guidebooks, modules, and software have all been simplified.

Guidelines and supporting materials: The new guidelines and supporting materials that were developed during quarter 13, are as follows:

• Book 1: General Guidelines for Strategic Planning of PKB. This book is a guide for national and provincial teams to draft Terms of Reference (TORs) for each activity in the program. It comprises the following sections: (1) rationale, (2) goals, (3) outputs, (4) phases of activity, (5) background reading, (6) duration, and (7) participants.

• Book 2: Mapping Teacher Training Needs. This book explains how to identify the needs for teacher training that is based on existing data (DAPODIK) and how to present a summary of the training needs in each district, based on numbers in each KKG and MGMP. To do this quickly, the project team has developed a simple application, using the already familiar Microsoft Excel software.

• Book 3: Training Unit Price Analysis. This book explains how to determine the cost, per-teacher per-day, for training, using local cost assumptions. The unit price is based on delivery of training at two levels: (1) training at the district level, which is generally intended for training facilitators (TOT), and (2) training at the KKG and MGMP level.


• Book 4: Training Funding Analysis. This book identifies the appropriate posts/cost codes for education funding derived from the district budget formats, which may be used to fund in-service teacher training. It also explains how to determine the proportion of education funding in the budget and the proportion of funding used to finance education training. In addition, the book explains how to determine potential funding for training, including from sources outside the budget, such as government-allocated school operational grants (BOS) and teacher professional allowance (TPP).

• Book 5: Strategic Planning for PKB. This book covers three subtopics: (1) analysis of the districts’ current planning documents, especially the Education Strategic Plan (Renstra); (2) development of a strategic plan based on the analysis of the teacher training needs, unit price, and potential funding for training, and (3) integration of the strategic plan for PKB into regional planning, especially in the Renstra or at least in the Annual Plan (Renja) for the coming planning year.

Software for training needs analysis mapping: To simplify the process of training needs analysis, the project team developed a simple Microsoft Excel application that uses data already available: (1) results of teacher deployment mapping (PPG) that uses DAPODIK data, downloaded from MOEC’s website; (2) data on training of partner schools from the Monitoring and Evaluation (ME) Specialist; (3) dissemination data, also in the ME system; and (4) data from the districts on the structure of the cluster system for primary school teacher working groups (KKG) and the “rayon” (area) grouping system for junior-secondary teacher working groups (MGMP).

In DBE districts and others that have not completed the PPG teacher deployment program, the DAPODIK data can be analyzed using the PPG application in preparation for the data analysis workshop. This is expected to require around two days for a specialist, district coordinator, or service provider to work with partners in the District Education Office.

Analysis of the teacher deployment data reveals the number of primary teachers divided into KKG working group, and the number of junior-secondary subject teachers per MGMP. The data on training in partner and dissemination schools reveal the number of teachers who have been trained in the USAID PRIORITAS modules. Results of these analyses reveal the number of teachers, per working group, who need to be trained with the existing modules.

A small workshop was held in Serang, Banten, on May 26–27 to test the software for training needs analysis, using data from Banten and working with service providers from partner TTIs in this province.

Strategic planning for dissemination (PKB) for madrasah teachers: The above training needs analysis mapping approach is being modified to accommodate planning and budgeting for training of madrasah teachers. Around 20% of children in Indonesia are educated in Islamic madrasah. The project intends to include MORA in the PKB strategic planning workshops.

Home page of the PKB Software.


Although in a few cases district governments include madrasah teachers in training programs funded and managed by the district, this practice is relatively uncommon. The conditions for madrasah are different than those for secular schools. Madrasah fall under the auspices of MORA, a centralized government ministry, and are thus not the responsibility of the districts. Most madrasah are private schools, where madrasah teachers are usually non-civil servants. MORA uses a data management, budgeting, and planning system for madrasah that is different than what is used for schools under MOEC auspices. Nonetheless, madrasah teachers also have a need and a right to participate in continuing professional development (PKB), and MORA supports this approach.

A number of adjustments are required to the PKB approach, however, to enable MORA’s provincial or district regional offices to prepare a strategic plan and budget for dissemination of training to madrasah teachers. Adjustments are required for (1) the training needs analysis (using data from MORA’s database on teacher deployment, known as EMIS), (2) the unit cost analysis (using cost assumptions from MORA), (3) the training funding analysis (using data from the province-level MORA budget, known as DIPA), and (4) the planning process (to integrate planning for dissemination/PKB into MORA’s provincial strategic plan).

Work is currently underway to make these adjustments in consultation with service providers from the Islamic TTIs (State Islamic Institute [IAIN] and State Islamic University [UIN]) and officials from MORA in the provinces. This work is expected to be completed over the coming quarter, in parallel with the start of workshops, analysis, and planning in some provinces.

4.2.2 National Workshop (Review and Preparation Meeting)

As explained in the Year 4 Work Plan, the program to support districts and MORA with strategic planning for dissemination (referred to as Continuing Professional Development or PKB) consists of several activities as illustrated in Figure 4 below.

Figure 4: Developing a Strategic Plan for Dissemination (PKB)

Mentoring Preparation of MSF

Review and Preparation Meeting (1)

Analysis and Planning Workshop (2)

District Strategic Planning Meeting (3)

Provincial Strategic Planning (4)

Multi-stakeholder Forum (MSF) (5)

Mentoring Data Collection

Mentoring to Finalize Plans

Good Practices of District Planning


A national workshop was held in Yogyakarta on June 3–5 to introduce the updated program to project specialists (provincial coordinators, governance and management specialists, and whole-school development specialists) and “service providers” from partner TTIs in every province, who act as consultants to facilitate district interventions. The event was attended by 93 participants from eight provinces, including Papua.

The workshop started with presentations on national policy for PKB by representatives of MOEC and MORA. Following these presentations, senior officials from two partner districts gave presentations on the successful approaches taken in their districts to the dissemination of USAID PRIORITAS training. The five books described above were then presented and explained. Participants completed exercises using worksheets and the software provided to analyze data obtained from sample districts in each province. Meanwhile, the TTI service providers from Islamic institutions (UIN and IAIN) formed a separate group to discuss issues related to the ongoing professional development for madrasah teachers under MORA.

The workshop was very interesting in that, in addition to discussion of the material presented by facilitators, participants provided much input on the approaches and content of dissemination programs in districts. Based on the results of routine evaluations of each completed activity, the presentations will be further improved.

To implement the activities outlined in Figure 4, above, all provinces have devised a schedule and follow-up plan. The program will begin in all provinces during the coming quarter.

4.2.3 Linking Strategic Planning for PKB with TTIs

Based on the analysis of training needs, it is possible for USAID PRIORITAS to only meet a fraction of the need for teacher training. To fill the void, USAID PRIORITAS is supporting TTIs to develop strategic business plans and develop a new role as service providers, especially in providing training for teachers. The workshops being held to support this program were described above in section 3.6 of this report. To strengthen the link between districts, provinces, MORA, and TTIs in this context, representatives of partner TTIs, who have been involved in the strategic planning workshops, will also participate in activities 1, 2, and 4, as noted in Figure 4, above.

4.2.4 Training and Transfer of Training Needs Analysis Tool to MOEC

As part of the approach to strategic planning for PKB, implemented in the three districts in Central Java, USAID PRIORITAS developed and used a software application that analyzed results of MOEC’s Teacher Competency Test (UKG) and National Examination (UN) in each district. The tool used a simple Microsoft Excel approach to produce a profile of the training needs for teachers in each district, focusing on sub-competencies, both pedagogical and “professional” (meaning subject knowledge). The aim was to thus identify priority training needs for teachers in the district.

Based on evaluation of the program in Central Java, it was decided not to continue with this approach for two main reasons: (1) it was felt that all teachers can benefit from dissemination of basic training, such as that embodied in the USAID PRIORITAS Modules, hence there is little purpose in attempting to identify more specific training needs in the first instance; and (2) the validity of the data is questionable. For example, the UKG test is conducted online and only measures teachers’ ability to respond to multiple choice questions more so than testing their competency as a teacher.

Nonetheless, MOEC is committed to continuing with the UKG and the related teacher performance appraisal approach known as PKG, and regards these as key elements in the effort to improve the


quality of teachers, and ultimately of education. For this reason, MOEC, and particularly the Center for Teacher Professional Development (Pusbangprodik), values highly the approach to analysis that USAID PRIORITAS has developed. MOEC’s and Pusbangprodik’s own approaches to analyzing UKG results are all based on data aggregated at national level and thus provide little of value to districts looking for a tool to assess teacher training needs. For these reasons, MOEC requested USAID PRIORITAS to provide training in the use of the software application; the project agreed to do so and to hand the application over to Pusbangprodik.

Two training events were conducted in this regard, both fully funded by MOEC:

• Training for developers of Teacher Performance Appraisal (PKG) training modules took place on May 4, at Hotel Yasmin, Karawaci Tangerang.

• Training for LPMP trainers, from all provinces, took place on May 20, at the Center for Professional Development of Teachers and Education Personnel (PPPPTK), Jasamani Parung.


5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS

Table 14 shows that during quarter 13, dissemination of school level programs to seven provinces involved 6,331 participants (mainly teachers). The training was spread across 30 districts, details of which are included in Annex 5. As in the previous quarters, the dissemination involved more female (62.4%) than male teachers (37.6%). These participants came from 1,765 schools, with the largest number coming from East Java, Central Java, and North Sumatra. The average number of participants per school was 3.6.

Number of Participants of Dissemination Activities in Quarter 13, by Province

Province Male Female Male + Female

N of Schools

Participant/ School

(1) (2) (3) (4) (5= 3:4) Aceh 63 242 305 78 3.9 North Sumatra 407 801 1,208 265 4.6 Banten 195 377 572 150 3.8 West Java 171 336 507 127 4.0 Central Java 471 601 1,072 301 3.6 East Java 879 1,193 2,072 732 2.8 South Sulawesi 197 398 595 112 5.3 Grand Total 2,383 3,948 6,331 1,765 3.6 Percentage 37.6% 62.4% 100.0%

The following Table 15 presents the total number of participants in dissemination training from 2013–2015 (quarters 4 to 13). During these 10 quarters of project implementation, the total number of dissemination activities participants was more than 64,000. The proportion of female participants (60.6%) was higher than male participants (39.4%), and the average participant per school was 4.2%.

Total Number of Participants of Dissemination Activities in 2013–2015 (Quarters 4 to 13), by Province

Province Male Female Male + Female

N of Schools

Participant/ School

(1) (2) (3) (4) (5= 3:4) Aceh 762 2,011 2,773 622 4.5 North Sumatra 2,369 5,527 7,896 1,935 4.1 Banten 2,197 4,783 6,980 1,493 4.7 West Java 3,364 4,085 7,449 2,173 3.4 Central Java 6,076 8,331 14,407 2,962 4.9 East Java 7,295 8,249 15,544 3,699 4.2 South Sulawesi 3,173 5,941 9,114 2,418 3.8 D.I. Yogyakarta 95 108 203 26 7.8 Grand Total 25,331 39,035 64,366 15,328 4.2 Percentage 39.4% 60.6% 100.0%

Table 16 shows that during quarter 13, the local contribution (mainly from district or school budget) was USD 324,922 (81.9%) and USAID PRIORITAS’ contribution was USD 71,522 (18.1%).


Expenditure of Dissemination Activities in Quarter 13 (USD)

Province GOI USAID

PRIORITAS TOTAL Aceh 16,041 1,120 17,161

North Sumatra 122,837 21,677 144,514

Banten 38,946 0 38,946

West Java 18,684 5,574 24,257

Central Java 22,910 22,906 45,816

East Java 87,315 13,918 101,233

South Sulawesi 17,559 6,327 23,886

Grand Total 324,292 71,522 395,813 Percentage 81.9% 18.1% 100.0%

Table 17 shows that during 10 quarters (quarters 4–13) of the life of the project, between 2013–2015, the total expenditure of dissemination activities was more than USD 2.8 million, of which over USD 2.3 million (81.9%) was local contributions.

Total Expenditure of Dissemination Activities in 2013–2015 (Quarters 4 to 13) in USD

Province GOI USAID

PRIORITAS TOTAL Aceh 111,253 21,673 132,925

North Sumatra 679,164 113,768 792,932

Banten 134,674 13,524 148,199

West Java 285,799 39,054 324,853

Central Java 272,508 147,486 419,993

East Java 586,988 79,709 666,697

South Sulawesi 205,390 88,735 294,125

D.I. Yogyakarta 25,157 4,327 29,484

Grand Total 2,300,933 508,275 2,809,208 Percentage 81.9% 18.1% 100.0%

Details of dissemination activities by district are provided in Annex 5.


6 TECHNICAL COORDINATION

6.1 Coordination with the Government of Indonesia (GOI)

During quarter 13, USAID PRIORITAS continued to collaborate with the GOI at all national, provincial, and district levels through technical workshops and meetings. A number of meetings were held with national GOI counterparts. The focus of most meetings was to increase the coordination between the project and the Directorates and relevant agencies in MOEC and MORA. This coordination is now routine and frequent at all levels of government.

6.2 Summary of Meetings with GOI

Directorate General of Basic Education (MOEC). Meetings were held with Mr. Hamid Muhammad, Director General of Basic Education on May 13 and 28. Discussion focused on the approval process for the leveled readers; giving a general report on USAID PRIORITAS’ progress to date; the preparation and signing of a document, “Berita Acara Serah Terima” (BAST), required by GOI for project registration purposes; and general coordination and information sharing.

Meetings also took place with Mr. Ibrahim Bafadal, Director of Primary School Education, on May 27 and June 17. Mr. Ibrahim subsequently gave a presentation at the TTI Showcase in Malang on June 6. The leveled readers were also discussed.

Center for Teacher Professional Development (MOEC). A series of meetings was held with Ms. Dian Wahyuni and Mr. Temu Ismail from MOEC’s Center for Teacher Professional Development, Pusbangprodik (April 17, May 27, and June 17). Discussions covered training in, and handover of, the Training Needs Analysis Tool developed by USAID PRIORITAS, along with coordination for the USAID PRIORITAS PKB Program. Ms. Dian subsequently gave a presentation at the National Preparation and Review Meeting for the PKB program in Yogyakarta on June 3.

USAID PRIORITAS took part in workshops conducted by Pusbangprodik in Cimahi, Maros, and Tanggerang Selatan in June. The workshops provided an opportunity for district facilitators to share relevant units from Module 3 (school-based management), which train principals and supervisors for their role in supporting teacher professional development through supervision.

Center for Education Quality Assurance (MOEC). A series of meetings took place with representatives of MOEC’s Center for Education Quality Assurance (Pusat Penjaminan Mutu Pendidikan or PPMP). The project met with Ms. Anis Muktiani on May 19 to discuss USAID PRIORITAS’ support for the Center’s Quality Assurance Roadshow. Subsequently, USAID PRIORITAS provided materials and gave a presentation at a roadshow event, attended by representatives of 33 provincial LPMPs in North Sumatra on May 23.

Meetings were held with Mr. Bastari, Head of PPMP, and colleagues from PPMP and the National Education Standards Body (BSNP) on May 20 and 22 to discuss MOEC’s endorsement of the leveled readers. A meeting took place on June 8 with Mr. Ferry Yulimarino and Ms. Anis to discuss dissemination of Module 3 by the PPMP on June 13–16.

Subsequently, USAID PRIORITAS supported a PPMP workshop by providing a Module 3 Seminar Kit and 14 facilitators to support training in teaching-and-learning and school-based management. A foreword to the Module, showing MOEC endorsement by the Head of PPMP, has now been added to Module 3.


Special Staff (MOEC). The Minster for Education and Culture’s Special Staff member, Mr. Ahmad Rizali, met with USAID PRIORITAS on May 18 and June 3 to discuss the leveled readers and ministry endorsement. Mr. Rizali also participated in the launching of the program in Papua on July 1.

Inspectorate General (MOEC). A meeting took place with the Inspector General, Mr. Haryono Umar, in May, to discuss regulations and financial management implications related to the role of TTIs as service providers. Mr. Haryono subsequently attended the project’s national workshop on Strategic Planning for TTIs as Service Providers and gave a presentation on this topic.

Directorate General for Islamic Education (MORA). On April 15, a meeting was held with Prof. Amsal Bahtiar, Director of Islamic Higher Education, to discuss the TTI showcase program. MORA was well represented in a number of events this quarter, including the TTI showcase events and the Review and Preparation Workshop for PKB in Yogyakarta, which are described elsewhere in the report.

Meetings took place with Prof. Nurkholis, Director of Madrasah Education, on May 22 and June 8 to discuss (1) the teacher deployment program (PPG) and plans to conduct a pilot study for PPG with MORA, and (2) the strategic planning for dissemination (PKB) program. A follow-up meeting was held on 23 June with Mr. Kidup Supriadi, Head of the Personnel Section (Kepala sub Bagian P2TK) to discuss technical details for the study. Meanwhile, USAID PRIORITAS met again with Mr. Nurkholis on June 17 to discuss the leveled readers and gain his endorsement of the books.

Coordinating Ministry for Human Resource Development and Culture. A meeting was held on June 10 with Dr. Femmy Eka Kartika Putri, Assistant Deputy for Basic Education, Early Childhood Education and Community Education, to discuss endorsement of the leveled readers.


7 COMMUNICATIONS

7.1 Newsletter

The tenth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN, was printed and published in quarter 13. The newsletter contains information on many of the project’s activities and good practices, including Module 3 Training, showcases of schools’ success, seeing the changes in Papuan Schools, and publishing leveled reading books that match children’s reading abilities.

Good practices stories from all partner provinces were also included in the newsletter. Articles include, for example, a story about students of SMPN Takalar, South Sulawesi, who made a battery from a bitter melon fruit; about the changing culture from memorizing to understanding book content in SDN Konang 2 Galis Pamekasan, East Java; and about how students learn about the food chain using twine in SMPN 2 Depok, Yogyakarta. The newsletter features stories about school-based management by writing about how parents’ groups support the quality of learning at SMPN 1 Pagerageung Tasikmalaya, West Java, while including a story

about teacher deployment with an article about the merging of small schools to support education quality improvement in Pandeglang District, Banten, and how Wonosobo has redeployed 499 primary school teachers.

A total of 11,100 copies were published and distributed to key partners and stakeholders in all project provinces, as shown in Table 18.

Distribution of the National Newsletter, Tenth Edition Province Total

Aceh 1,275 North Sumatra 1,725 Banten 825 West Java 1,650 Central Java 1,350 East Java 2,150 South Sulawesi 1,725 Jakarta 200 Papua 100 West Papua 100 Total 11,100

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


7.2 Project Website

The project Website is used as a medium to disseminate good practices and education innovations developed by USAID PRIORITAS. Project products such as training modules; videos; newsletters; research studies; good practices; inspiring stories from teachers, school principals, supervisors, the Regional Education Office, and the Regional Parliament are uploaded onto the Website. Table 19 shows that the number of hits to the Website increased from 1,308,419 in quarter 12 to 1,428,028 in quarter 13.

Number of Hits on Project Website in Quarter 13

Month Unique Visitors Hits Bandwidth

Apr 2015 15,315 471,349 72.62 GB May 2015 15,671 514,699 66.65 GB June 2015 13,385 441,980 57.20 GB Total 44,371 1,428,028

7.3 Media Monitoring

During the period of April to June 2015, a total of 1,096 news items about USAID PRIORITAS activities were published in the mass media. Among others, the media covered the national training for primary trainers in Module 3, TTI showcase events, and the USAID Mission Director’s visit to USAID PRIORITAS partner schools in West Java. Below, Table 20 shows the total monthly media coverage.

Monthly Media Coverage Month Total Media Total News

April 184 407 May 167 359 June 159 330 Total 510 1,096

7.4 Project Videos

The project Communications team produced 10 videos during quarter 13. These videos are very useful in illustrating the processes and goals that the project is aiming to accomplish. The following videos were produced during quarter 13:

1. Guided reading in early grades at SDN Kesiman 16 Denpasar, Bali

2. Guided reading in early grades at Dyatmika School, Bali

3. Shared reading in early grades at SDN Kesiman 16, Denpasar, Bali

4. Shared reading in early grades at Dyatmika School, Bali

5. Reading assessment in early grades at Dyatmika School, Bali

6. Reading assessment in early grades at SDN Kesiman 16, Denpasar, Bali

7. Independent reading in early grades at Dyatmika School, Bali

8. Active learning in science at SDN Utama Mandiri 1, Cimahi, West Java

9. Principal supervision in the assessment of teacher primary performance

10. Project overview for West Papua.


7.5 Module Layout

The project Communications team completed layout of the Training for PKB Module and for Module 3 for primary schools, which is divided into three separate modules: (1) Early Grades Reading, (2) Upper Grades Learning, and (3) School-Based Management. These were completed quickly by the Communications team, so that technical staff were able to directly review the work before the modules were printed.

The three primary school training modules.

7.6 Factsheet

The Communications team has also created a special fact sheet on West Papua, which will be one of USAID PRIORITAS’ partner provinces as of July 2015.

West Papua Fact Sheet


8 GENDER AND INCLUSION

Work to integrate gender and inclusion perspectives into all project activities continued this quarter with a number of activities, as described below.

Training in Lumajang. The fifth round of the training activity on curriculum and inclusive education took place in Lumajang from March 31 to April 2. The training was conducted by the Lumajang District Education Office. As with the previous three rounds of training, USAID PRIORITAS material on inclusive education was delivered on the first day while the subsequent two days were used to introduce curriculum documents from the Education Office. Training participants included teachers and representatives of the local Teacher Activity Center.

A number of USAID PRIORITAS-trained district facilitators took part in the training and were prominent in interaction in the class discussions, because they are already familiar with the USAID PRIORITAS training modules.

Grade 4 special needs student achieves success. A grade 4 special needs student in Lumajang District had transferred several times to different schools; however, this student still could not pass the requirements to move up a grade. Once it was discovered that the child suffered from sight and hearing disabilities, the class teacher moved him to sit at the front near the teacher's desk so he could more clearly observe the teacher lips. Since then, the child has progressed very well and his academic achievement is now in the top ten of the class. This demonstrates that teachers are becoming more aware of the need to take students' individual needs into account, a result of USAID PRIORITAS’ and other programs’ work with teachers.

Training in Bireun. Training in inclusive education for special needs guidance teachers took place in Bireun District, Aceh, from April 27 to 29. The purpose of this training was to increase the capacity of these guidance teachers to provide services aligned with the needs of special needs students. The training was attended by 25 teachers (24 women and one man), from 22 regular schools and 3 special schools. The training was facilitated by the USAID PRIORITAS Gender and Inclusion Specialist and a district facilitator from Southwest Aceh. The training addressed the following topics:

• Understanding learners with special needs

• Characteristics of learners with special needs

• Increasing the sensitivity and cooperation of stakeholders

• Inclusive classroom management

• Flexible and accommodating teaching-and-learning strategies

• Learning media for special needs students

• The Individual Education Program system for special needs students

• Preparation and practice for teaching in inclusive education schools.

Training inclusive education in Lumajang.


During the training, participatory training methods were adopted to help participants better understand and adhere to the spirit of the material. In addition, the teaching practice in inclusive schools with special-needs students provided participants with real and practical experience.

Results of the overall training evaluation were good; however, many participants asked for the Individual Education Program material to be deepened, because it is very important for basic teaching-and-learning activities. Post-test results from training participants after the training were significantly higher than the pre-test results, which pleased the Bireun Education Office officials. They indicated that they greatly appreciated this training.

The inclusive education training was funded by the Bireun District Education Office with dissemination funds provided by the Aceh Provincial Education Office as a reward for the district. Bireun is ranked as the best inclusive education provider district in Aceh.

Gender and inclusion in Module 3. At the TOT for Module 3, primary schools, held in Bandung, the integration of gender and individual differences in learning was evident despite there being no specific unit on these issues. This was particularly evident in participants’ lesson plans (RPP) and follow-up action plans (RTL). Based on observation of the training, some facilitators still need to improve their gender sensitivity in the facilitation process. This observation was shared with the participants.

Consultations in Medan. A meeting to discuss the development of inclusive education with the Provincial Education Office of North Sumatra and the District of Medan City took place on June 23 in Medan. The Head of Primary Education and representatives of Medan Province attended. Important notes from the meeting are as follows:

• The North Sumatra Provincial Education Department has been consistent and serious in its commitment to develop inclusive education. The province is ready with a proposal that will be submitted to MOEC and plans to declare North Sumatra an inclusive education province.

• The Dinas has prepared the draft of a Governor’s Regulation on the implementation of inclusive education.

• An Inclusive Education Working Group is being established to coordinate the implementation of inclusive education in North Sumatra.

• An event is planned to socialize the inclusive education program to all districts.

• A number of USAID PRIORITAS partner schools will be selected to participate in a pilot inclusive education program, because these schools are already receiving training and assistance and are, therefore, relatively well prepared.

• A plan is being prepared to provide training for principals and teachers.

The project team in North Sumatra is now working with the Provincial Education Office to follow up on the meeting and implement the decisions listed above. The USAID PRIORITAS team is planning for an audience with the Governor of North Sumatra in the near future.


9 MONITORING AND EVALUATION

9.1 Midline Reports of Cohort 1

During quarter 13, the M&E team finalized three volumes of midline monitoring reports2 in a sample of partner and comparison schools of 23 Cohort 1 districts. Volume 1 presents the results of three rounds of monitoring (2012, 2013, and 2014) at the school level. The progress of 13 school-level indicators both in partner and in comparison schools were presented and compared. Volume 2 presents the assessment results of student performance in Bahasa Indonesia, Mathematics, and Science, and Volume 3 presents the results of the Early Grade Reading Assessment (EGRA). The student assessments and EGRA were conducted in 2012 and 2014. The documents were submitted to USAID in electronic form on April 28, 2015.

9.2 Reports of Cohort 2, Cohort 3, and TTI Lab Schools

The M&E team completed the second round of school-level monitoring in 20 Cohort 2 districts and in 16 TTI Lab Schools. The baseline of school-level project indicators in seven Cohort 3 districts were also collected and analyzed. The results of the monitoring in Cohort 2, Cohort 3, and TTI Lab Schools are presented in Table 21. The first round of monitoring of Cohort 2 districts covered the sample of both partner and comparison schools; the second round only covered partner schools. The monitoring of Cohort 3 and TTI Lab Schools covers only partner schools; there are no comparison schools for these groups. For this reason, Table 21 only presents the partner school results. A short report of these three groups of schools is currently in preparation.

The following present some important findings noted in Table 21.

1. The TTI Lab Schools have the highest baseline results in most of the 10 school-level indicators, followed by Cohort 2 schools. Cohort 3 schools have the lowest. The results could be partly explained by some of the TTI Lab School teachers having had training from the project before the baseline data collection took place, while the Cohort 2 and Cohort 3 teachers had not. In addition, most of TTI Lab Schools are located in urban areas, while Cohort 2 and 3 schools are found both in urban and rural areas.

2. Comparing the first (baseline) and second round monitoring, both Cohort 2 and TTI Lab Schools achieved significant improvement in all 10 school-level indicators. The improvement in Teaching-and-Learning indicators (1R1, 1R2, 1R3, 1R5, 1R6) in Cohort 2 was extremely high. As an example, the percentage for 1R1 Indicator (Teachers demonstrate good practice in teaching and assessment) increased more than three-fold, from 16.6% to 68.6%.

3. The improvement against Management and Governance indicators (1R16, 2R1, 2R2, 2R3) was also significant in both Cohort 2 and TTI Lab Schools, but not as high as in Teaching-and-Learning indicators. As an example, the percentage of instructional leadership increased from 6.4% to 13.8% in Cohort 2 and from 16.3% to 21.4% in TTI Lab Schools. This could be partly explained by the stringent criteria of the indicator. To meet the criteria of instructional leader, the principal should conduct regular meetings at least once a month, provide regular monitoring

2 The titles of the three reports are: (1). Third Round Monitoring Report, Volume 1: Assessing the Impact of the USAID PRIORITAS Program on Schools in Cohort 1 Districts; (2). Midline Monitoring Report, Volume 2: Assessing the Impact of USAID PRIORITAS Program on Student Performance in Bahasa Indonesia, Mathematics, and Science in Cohort 1 Partner Districts; and (3). Midline Monitoring Report, Volume 3: An Assessment of Early Grade Reading – How Well Children Are Reading in Cohort 1 Districts.


and mentoring in the class, evaluate teachers, organize or allow teachers to participate in professional development activities, and provide the resources so that learning can take place.

4. The results for secular schools were higher than those for madrasah in most of the indicators, during both the baseline and second monitoring.

A Summary of Baseline and Second Round Monitoring of Cohort 2, 3, and TTI Lab Schools

Indicator Cohort 2 Partner Schools

Cohort 3 Partner Schools

TTI Lab and Partner Schools

Year

2013 2014 2014 2014 2015

1.R1 Teachers demonstrate good practices in teaching and assessment

Total: 16.6% 68.6% 19.0% 42.5% 66.0% Primary: 16.9% 71.6% 20.2% 45.1% 72.0% JSS: 16.1% 64.3% 17.5% 38.5% 57.1% 1.R2 Early grades teachers demonstrate good

practice in teaching and assessing reading 15.0% 69.8% 5.3% 26.0% 56.6%

1.R3 Teachers of all subjects support the development and reinforcement of students’ reading skills

Total: 16.4% 38.1% 8.2% 32.5% 40.7% Primary: 16.9% 41.1% 9.5% 31.3% 41.6% JSS: 15.6% 33.9% 6.3% 34.4% 39.9% 1 R5 Students demonstrate positive learning

behaviors Total: 22.8% 74.2% 15.6% 62.1% 80.4%

Primary: 21.9% 74.2% 20.2% 58.3% 80.8% JSS: 23.9% 74.3% 9.5% 67.7% 79.8% 1 R6 Early grades reading materials are regularly used 30.0% 61.6% 31.6% 38.5% 53.0% 1R8a Early grades students demonstrate that they can read

and understand the meaning of grade-level text 55.6% 75.3% 55.4%

IR8b Performance of grade 4 students in reading, writing, and mathematics, and grade 5 students in science improves

Reading: 37.1% 42.1% 47.1% Writing: 38.7% 35.6% 46.2% Math: 39.2% 47.8% 48.9% Science: 33.8% 38.5% 43.3% IR9 Performance of students in grade 8 in

reading, writing, mathematics, and science improves

Reading: 65.6% 70.4% 69.8% Writing: 49.1% 47.2% 49.0% Math: 34.0% 35.8% 42.9% Science: 39.1% 46.2% 47.3% IR16 Instructional leadership in schools is

improving Total: 6.1% 13.8% 8.2% 25.0% 21.4%

Primary: 7.5% 17.5% 10.7% 29.2% 23.8% JSS: 5.0% 8.7% 4.8% 18.8% 17.9% 2 R1 Schools produce annual budgeted plans

in a transparent and participative manner Total: 18.6% 30.4% 12.2% 22.5% 30.0%

Primary: 17.5% 33.8% 10.7% 18.8% 31.0% JSS: 20.0% 25.9% 14.3% 28.1% 28.6% 2 R2 Increased parent and community participation in

activities which focus on teaching and learning and/or improving the school environment (primary school only)

27.5% 66.3% 42.9% 43.8% 52.4%

2 R3 School managers initiate activities to create a school reading culture

Total: 42.1% 65.2% 14.3% 56.3% 77.1% Primary: 46.3% 76.3% 10.7% 58.3% 73.8% JSS: 36.7% 50.0% 19.0% 53.1% 82.1%

9.3 Report of Student Assessment of Cohort 3 Districts and TTI Lab Schools

The student assessment of Cohort 3 districts and TTI Lab Schools had been completed. Assessment results are being analyzed and a summary report is currently being drafted.


9.4 Reports of Monitoring at TTI, District, and Provincial Level

The most current monitoring results at the TTI, district, and provincial level are not available at this time because many of the indicators have undergone significant changes after the first monitoring in 2012. Monitoring has been conducted since 2013 using the new and revised indicators at the TTI, district, and provincial level. However, a number of challenges were encountered, mainly related to data availability. In the meantime, with the support of the project Provincial Specialists, most of the issues have been resolved. Data collection of the indicator results is currently ongoing in seven provinces, and the results will be reported in quarter 14.

9.5 Preparation for the Baseline Survey in South Manokwari

A baseline monitoring survey is scheduled for mid-August 2015 in South Manokwari. The monitoring process will apply two similar methods. For non-remote schools, the standard project monitoring instruments will be used with some modifications, while in remote schools the monitoring instruments of YKW will be applied.


10 PLANS FOR QUARTER 14 The main activities planned for quarter 14 are listed in Table 22 below.

Activities for Quarter 14

Project Management

Hold national project planning and review meeting

Project Rollout

Launch West Papua program and begin project implementation

Improved School Instruction and Management

Start provincial TOTs for Module 3, primary level

Start training of Cohort 1 primary schools in Module 3, including the use of leveled readers

Continue training Cohort 1 junior secondary schools in Module 3

Conduct school level mentoring in districts in all cohorts

Improved Teacher Training

Conduct Materials Adaptation Workshop for TTI, Module 3

Conduct TTI Strategic Business Planning Workshop (province)

Conduct review meetings with Good Practice Schools (province)

Develop TTI Teacher Practicum (province)

Support dissemination training for TTIs (province)

Improved Governance, Management, and Linkages

Conduct Teacher Deployment (PPG) implementation and follow-up meetings in Cohort 1 and 2

Complete Teacher Deployment (PPG) analysis and Policy Workshops in Cohort 3

Begin Teacher Deployment (PPG) pilot for madrasah with MORA (East Java)

Complete update of national Teacher Deployment (PPG) Report

Begin Strategic Dissemination Planning (PKB) including District Finance Analysis workshops in all provinces

Dissemination Training

Continue in most USAID PRIORITAS Cohort 1 and 2 and DBE districts

Monitoring and Evaluation

Conduct baseline survey in West Papua

Complete Monitoring of TTIs and Cohort 1 and 2 district and province level activities


ANNEX 1: PROVINCIAL REPORTS

Provinsi: ACEH

RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN YANG PENTING

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten

Tanggal Dengan siapa Hasil koordinasi 29 April Dikmen, Kasi Kurtendis,Kabid

Program, Kepala BKPP Aceh Utara

Merencanakan pelaksanaan diseminasi modul I dalam anggaran tahun 2016 untuk sekolah non-mitra yang ada di Kabupaten Aceh Utara dengan pembagian wilayah barat dan tengah. Kepala BKPP akan melakukan mutasi guru berdasarkan analisis data PPG.

13 Mei Bupati Aceh Utara Bupati bersedia hadir dan membuka kegiatan pelatihan MBS tingkat sekolah jenjang SMP/MTs.

3 Juni Kadisdik, sekdis dan para kabid Aceh Tengah (L;6;P:1)

Jadwal pelaksanan diseminasi untuk SD/MI sudah ditentukan pada bulan Agustus 2015

9-10 Juni Disdik, kemenag, Fasda, guru dan kepala sekolah Kab. Aceh Barat Daya

Disepakati beberapa judul buku hibah yang isi ceritanya belum layak dibaca oleh siswa jenjang SD-SMP karena mengandung tulisan yang kurang sopan dan gambar yang bisa menimbulkan sikap dan prilaku yang tidak pantas. Buku yang tidak layak baca di kembalikan ke USAID PRIORITAS.

22-23 Juni Disdik, kemenag, fasilitator, guru dan kepala sekolah (Kab. Aceh Utara

Mengenai seleksi dan evaluasi buku hibah. Hasil sama seperti di atas.

24,27,29 Juni Rapat Fasda MBS (24/6) Kab. Pidie Jaya, (276) Kab Aceh Utara, dan (29/6) Kab. Aceh Tamiang

Fasilitator MBS memahami pendampingan dengan lesson study dan diharapkan dapat melaksanakan pendampingan sekolah mitra secara terfokus, terstruktur, optimal, dan adanya jadwal pendampingan yang implementatif.

24 Juni Sekda, disdik, kemenag, BKD, DPRD, pemangku kepentingan lainnya

Peran pengawas akan dioptimalkan untuk melakukan pendampingan dan mendorong sekolah mengimplementasikan hasil pelatihan di sekolah. Dinas pendidikan akan melakukan kunjungan mendadak ke sekolah-sekolah mitra untuk mendorong dan melihat perubahan.

26 Juni Sekda, disdik, kemenag, BKD, DPRD, pemangku kepentingan lainnya

UPTD Dinas Pendidikan melakukan pertemuan dengan sekolah mitra untuk mendorong mereka mengimplementasikan hasil pelatihan secara menyeluruh. UPTD melakukan pengawasan pada sekolah mitra dan optimalkan pendampingan bersama PRIORITAS.

29 Juni Bupati, disdik, kemenag, BKD, DPRD, pemangku kepentingan lainnya

Disepakati beberapa judul buku hibah yang isi ceritanya belum layak dibaca oleh siswa jenjang SD-SMP seperti mengandung tulisan yang kurang sopan dan gambar yang bisa menimbulkan sikap dan prilaku yang tidak pantas. Buku yang tidak layak baca di kembalikan ke USAID PRIORITAS.

30 Juni Rapat Sekolah Praktik Baik di Kab. Aceh Tamiang bersama kepsek, guru dan komite GPS (L:13;P:19)

Sebagian besar sekolah masih perlu meningkatkan kemampuan guru mereka tentang literasi dan bekerja secara ilmiah untuk proses belajar mengajar. Untuk MBS, beberapa sekolah masih perlu meningkatkan kemampuan mengembangkan RKS dan PSM.


KOHOR 1, 2 dan 3

Pelatihan untuk Pelatih (ToT) Modul 3 Kohor 1 dan DBE Jenjang SMP/MTs Tingkat Provinsi diadakan di Banda Aceh pada tanggal 27-30 Mei. Peserta terdiri dari Fasilitator Kabupaten Aceh Jaya, Bener Meriah (Kohor 1), Kabupaten Pidie, Bireuen, Aceh Tengah (DBE), Dosen LPTK dan LPMP berjumlah 58 orang (L:19 ;P:39).

Komponen Aceh Jaya

Bener Meriah

Aceh Tengah Bireuen Pidie LPTK LPMP Total

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Fasda Kohor 1 4 6 3 6 - - - - - - - - - - 7 12 Fasda DBE - - - - 1 8 2 8 5 6 - - - - 7 22 LPTK - - - - - - - - - - 5 4 - - 5 4 LPMP - - - - - - - - - - - - 0 1 0 1

PELATIHAN SEKOLAH (PAKEM, CTL, MBS)

Pelatihan MBS Kohor 2 Modul 2 Jenjang SD/MI di Kabupaten Aceh Barat Daya diadakan pada tanggal 1-4 April. Peserta pelatihan terdiri dari kepala sekolah, guru, pengawas dan komite sebanyak 82 orang (L:42;P:40). Pelatihan di Aceh Tamiang diadakan pada tanggal 30 April – 1 Mei dengan jumlah 91 orang (L:36;P:55).

Kabupaten Guru

Komite sekolah

Kepala Sekolah Pengawas Lain Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Abdya 11 23 22 8 4 7 5 2 0 0 42 40 82 A.Tamiang 5 29 22 12 6 11 1 3 2 0 36 55 91

Pelatihan MBS Kohor 2 Modul 2 Jenjang SMP/MTs dihadiri oleh kepala sekolah, guru, pengawas dan komite sekolah. Untuk Aceh Tamiang, pelatihan diadakan pada tanggal 10-11 April dengan 50 peserta (L:33;P:17 ), untuk Kabupaten Pidie Jaya pada tanggal 20-21 Mei dengan 48 orang (L:36;P:12 ) dan untuk Kabupaten Aceh Utara pada tanggal 22-23 Mei dengan 48 orang (L:33;P:15 ).

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR A Tamiang 6 10 15 1 6 2 4 4 2 0 33 17 50 Pidie Jaya 9 8 14 2 6 1 5 1 2 0 36 12 48 A. Utara 9 12 6 1 6 1 1 0 11 1 33 15 48

Pelatihan CTL Kohor 2 Modul 2 diharidi oleh kepala sekolah, guru dan pengawas. Pelatihan diadakan di Kabupaten Aceh Utara pada tanggal 1-8 April dengan peserta 108 orang (L:27;P:81) dan di Kabupaten Pidie Jaya pada tanggal 8-15 April dengan peserta 120 orang (L:22;P:98 ).

Kabupaten Guru

Kepala Sekolah Pengawas Total

Total LK PR LK PR LK PR LK PR A Utara 24 80 2 1 1 0 27 81 108 Pidie Jaya 16 96 3 1 3 1 22 98 120

Pelatihan PAKEM Kohor 2 Modul 2 dihadiri oleh kepala sekolah, guru, pengawas dan staf dinas pendidian. Pelatihan di Aceh Tamiang diadakan pada tanggal 8-16 April dengan 122 peserta (L:109;P:13 ).


Kabupaten Guru

Kepala Sekolah Pengawas Lainnya Total

Total LK PR LK PR LK PR LK PR LK PR A Tamiang 6 96 6 9 0 3 1 1 13 109 122

UNJUK KARYA KABUPATEN KOHOR 2

Unjuk karya di Kabupaten Aceh Barat Daya pada tanggal 23 April dibuka oleh Sekreatris Daerah Aceh Barat Daya dan dihadiri oleh pemangku kepentingan pendidikan dengan total peserta 204 (L:115;P:89). Unjuk karya memamerkan praktik yang baik dari sekolah mitra berupa media-media pembelajaran hasil karya siswa dan guru. Tujuannya agar praktik baik itu dapat disebarluaskan dan dicontoh untuk dipraktikkan oleh dan di sekolah lain. Secara keseluruhan, pemerintah kabupaten berkomitmen melakukan penyebarluasan praktik yang baik ke sekolah lainnya.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)

RAPAT KERJA DENGAN SEKOLAH LAB AND SEKOLAH MITRA LPTK (Meeting and working with TTI Lab and Partner schools)

Rapat kerja dengan sekolah lab dan mitra LPTK diadakan pada tanggal 8 April dan diikuti oleh koordinator LPTK dan kepala sekolah lab/mitra LPTK. Dalam pertemuan tersebut, masing-masing sekolah melaporkan kemajuan pendampingan. Ada beberapa masalah terkait jadwal pendampingan karena fasilitator mengubah jadwal pendampingan secara tiba-tiba sehingga guru harus menyesuaikan jadwal pendampingannya. Masalah lain yang dihadapi sekolah adalah kesulitan untuk mengatur waktu dengan beberapa komite sekolah untuk pendampingan MBS. Secara umum, para guru merasakan pendampingan membantu mereka banyak dalam mengembangkan RRP dan mengajar di kelas. Dibahas juga persiapan untuk unjuk karya LPTK dan sekolah yang akan melakukan demonstrasi pada acara unjuk karya. Pembahasan kegiatan unjuk karya dilanjutkan pada tanggal 12 Mei. Sekolah menyarankan unjuk karya dilaksanakan dua hari untuk memberikan lebih banyak kesempatan bagi sekolah lain dan masyarakat untuk melihat kemajuan di LPTK dan mitra sekolah. Unjuk karya LPTK juga dapat memberikan informasi kepada mahasiswa dan dosen tentang apa yang terjadi di sekolah. Sekolah mitra LPTK melaporkan telah menerima hibah buku bacaan dan beberapa buku telah dibaca oleh siswa. Beberapa guru memberikan tugas membaca bagi siswa dan kemudian membuat ringkasan buku. Dalam pertemuan ini, peserta dibagi menjadi tiga kelompok: kelompok SD, MI, dan kelompok SMP/ MTs. Setiap kelompok mengembangkan rencana program membaca di sekolah. Hasil diskusi kelompok dipresentasikan dan didiskusikan dengan kelompok lain, misalnya: jadwal bagi siswa untuk membaca di perpustakaan, tugas bagi siswa untuk membuat sinopsis buku/cerita, 30 menit waktu membaca pada setiap hari Sabtu.

PELATIHAN PEMBELAJARAN DAN MBS UNTUK DOSEN PEDAGOGI (LPTK MITRA DAN KONSORSIUM)

Pelatihan pedagogi LPTK mitra dan konsorsium yang dilaksanakan di Banda Aceh pada tanggal 22-24 April melibatkan 77 peserta dosen dari FKIP Unsyiah, Tarbiyah UIN Ar-Raniry, FKIP Almuslim, FKIP Jabal Ghafur, FKIP Serambi Mekkah dan Tarbiyah Universitas Muhammadiyah. Pelatihan difasilitasi oleh fasilitator LPTK dengan bantuan fasilitator LPTK nasional dari UNES Semarang, UIN Walisongo Semarang, UNY Yogyakarta dan Unsyiah Banda Aceh.


Nama LPTK

Jumlah dosen yang dilatih

LK PR FKIP Unsyiah 8 9 Tarbiyah UIN Ar-Raniry 1 14 FKIP Almuslim 5 6 FKIP Jabal Ghafur 8 3 FKIP Serambi Mekkah 8 4 Tarbiyah Univ. Muhammadiyah. 1 10

PENELITIAN TINDAKAN KELAS

Penelitian tindakan kelas tahap 3 (final) berlangsung pada tanggal 2-3 April dengan melibatkan 4 dosen FKIP Universitas Syiah Kuala, 4 dosen FITK UIN Ar-Raniry, dan 8 guru sekolah lab/mitra LPTK. Hasilnya adalah akan dilakukan penelitian bersama antara dosen dan guru berkaitan dengan penelitian literasi dasar dengan topik-topik: (1) "Peningkatan Kemampuan Membaca Pemahaman Siswa Kelas III SD Negeri 54 Kota Banda Aceh melalui Penggunaan Media Big Book"; (2) Penelitian Literasi Sekunder: "Peningkatan Kemampuan Membaca Teks Eksplanasi Siswa Kelas VII SMPN 8 Kota Banda Aceh melalui Metode SQ3R";(3) Penelitian Matematika Sekunder: "Penerapan PBL untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa dalam Pemecahan Masalah di Kelas IX SMPN 8 Banda Aceh"; (4) Penelitian Ilmu Dasar: "Peningkatan Keterampilan Proses Sains dalam Pembelajaran melalui Penerapan Investigasi Kelompok Siswa Kelas VI MIN Rukoh Kota Banda Aceh".

UNJUK KARYA LPTK

Unjuk karya LPTK di Auditorium Ali Hasjmy UIN Ar Raniry Banda Aceh berlangsung pada tanggal 16 April 2015. Peserta yang hadir berjumlah 182, antara lain Rektor UIN Ar-Raniry, Pembantu Rektor Syiah Kuala Univertsity, Rektor dari konsorsium universitas (Universitas Almuslim, Universitas Jabal Ghafur, Universitas Serambi Mekkah, Dan Universitas Muhammadiyah), Perwakilan Kemendikbud Jakarta, Perwakilan dari Biro KTLN Jakarta, Dinas Pendidikan Kota Banda Aceh, Kemenag Kota Banda Aceh, Dekan FKIP Unsyiah, Wakil Dekan FKIP Unsyiah, Wakil Dekan FTK Tabiyah, fasilitator LPTK dan fasilitator provinsi, peserta dari sekolah lab dan mitra, dosen dan mahasiswa dari Unsyiah dan UIN Ar-Raniry.

Kegiatan yang dibuka oleh Rektor UIN Ar Raniry menampilkan 16 stan sekolah serta 2 stan LPTK mitra dan USAID PRIORITAS. Dalam kegiatan tersebut demonstrasi media pembelajaran dilakukan oleh siswa dari MIN Lambaro, MIN Rukoh, MTsN Rukoh, MTsN Model Banda Aceh, SMPN 1 Banda Aceh, mahasiswa FKIP Unsyiah dan FTK UIN Ar-Raniry. Selanjutnya kegiatan talkshow tentang dampak Program PRIORITAS untuk meningkatkan kualitas pembelajaran di sekolah / madrasah dan TTIs" dengan nara sumber dosen FKIP Unsyiah, dosen dari FTK UIN Ar-Raniry, seorang guru SD, dan SMP. Topik talkshow kedua adalah dukungan LPTK untuk meningkatkan kualitas sekolah / madrasah dengan nara sumber Dekan FKIP Unsyiah, Pembantu Dekan FTK UIN dari Ar-Raniry, dan perwakilan dari Kemendikbud Jakarta. Hasilnya LPTK akan menjaga hubungan dengan sekolah mitra dan terus bekerja sama dengan pemerintah daerah untuk pemeliharaan kualitas belajar mengajar di sekolah laboratorium/ mitra.

TATA KELOLA DAN MANAJEMEN

PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN 2

Lokakarya Implementasi Pemerataan Guru telah dilakukan di semua kabupaten kohor 2di Aceh, yakni di Aceh Barat Daya pada tanggal 11-13 Mei, di Tamiang pada tanggal 19-21 Mei, di Aceh Utara pada tanggal 26-28 Mei, dan di Pidie Jaya pada tanggal 9-11 Juni. Lokakarya bertujuan menyusun perencanaan implementasi pemerataan guru pada tingkat sekolah berdasarkan hasil pemetaan


distribusi guru yang dilakukan sebelumnya. Di Aceh Barat Daya kegiatan ini diikuti oleh 24 peserta (L:20; P:4), di Tamiang 28 peserta (L:26; P:2), di Aceh Utara 30 peserta (L:29; P:1), dan di Pidie Jaya 20 peserta (L:16; P:4). Berdasarkan hasil yang dapat dicapai direkomendasikan masih perlunya proses pendampingan penyusunan dokumen perencanaan tersebut.

Kabupaten LPTK

Dinas Pend.

Kantor Menenag BKD

Bappeda dll Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Abdya 0 0 17 3 3 1 0 0 0 0 20 4 24 Tamiang 0 0 20 1 6 1 0 0 0 0 24 4 28 Aceh Utara 0 0 24 1 5 0 0 0 0 0 29 1 30 Pidie Jaya 0 0 11 3 5 0 0 1 0 0 16 4 20

DISEMINASI PROGRAM PRAKTIK YANG BAIK

Diseminasi dilaksanakan di Kabupaten Bireuen, Pidie (DBE) dan Aceh Jaya (Kohor 1). Pelatihan PAKEM di Bireuen pada tanggal 5-7 Mei melibatkan 60 peserta (L:12;P:48) dengan sumber anggaran lainnya: Rp. 18.000.000,-. Pelatihan CTL di Kabupaten Bireuen pada tanggal 4-6 Juni melibatkan 44 peserta (L:13;P:31) dengan sumber anggaran lainnya Rp. 36.000.000,-. Pelatihan PAKEM di Pidie pada tanggal 28-30 April melibatkan 69 peserta (L:11;P:58) dengan sumber anggaran BOS: Rp. 40.240.000,-Dukungan KKG di Aceh Jaya untuk kelas awal dan 4 mapel pada tanggal 6-17 April melibatkan 107 peserta (L:26;P:81) dengan sumber anggaran BOS Rp. 53.248.000,-. Pelatihan PAKEM Gugus 2, UPTD Wil.6 Glumpang Tiga, Kab Pidie (5-8/6) melibatkan 54 peserta (L:6;P:48) dengan sumber dana BOS Rp. 40.240.000.-. Total diseminasi di 3 kabupaten melibatkan 334 peserta (L:68;P:266) dengan total anggaran BOS dan lainnya Rp. 187.728.000,-

KEGIATAN LAIN

Pelatihan Penyusunan Perangkat Pembelajaran Bagi Guru Bimbingan Khusus (GBK) tingkat SD Kabupaten Bireuen (27-29/4) terlibat guru SD inklusif dan SDLB sebanyak 25 orang (L:1;P:24). Tujuan untuk memahami karakteristik peserta didik ABK dan cara penanganan ABK di sekolah, mengembangkan dan mengasah sensitivitas terhadap penanganan ABK di sekolah inklusi, memahami manajemen kelas inklusi, strategi KBM yang mudah serta akomodatif serta dapat mengembangkan RPP dan PPI pembelajaran serta penggunaan media pembelajaran bagi ABK di kelas. Hasil: peserta siap sedia menjadi agen inklusif di sekolah secara aktif. Sumber anggaran kegiatan ini dari APBD sebesar Rp. 45.000.000,-.

USAID PRIORITAS mendapat kepercayaan dari Dinas Pendidikan Aceh Jaya untuk mengisi stan Dinas Pendidikan pada kegiatan Pameran dan Festival Budaya HUT Kabupaten Aceh Jaya ke-13 di Aceh Jaya pada tanggal 12-17 April. PRIORITAS menampilkan media pembelajaran hasil karya fasilitator, guru dan siswa sekolah mitra di Aceh Jaya seperti teropong bumi, alat deteksi uang palsu, kincir angin sederhana, deteksi gempa dan tsunami serta buku besar sebagai media membaca bagi siswa kelas awal tingkat SD.

RENCANA KUARTAL DEPAN

• Tingkat provinsi: Rapat staf proyek tingkat provinsi, Pelatihan untuk pelatih (ToT) Modul 3 jenjang SD/MI

• Tingkat kabupaten: Rapat pesrsiapan dan kaji ulang PKB tingkat provinsi dan kabupaten

• Tingkat sekolah: Pelatihan sekolah (Modul 3): PAKEM, CTL, MBS kohor 1 dan DBE, Pertemuan kaji ulang sekolah praktik yang baik kohor 1 dan 2

• LPTK: Lokakarya pengembangan program praktikum guru, pelatihan Modul 3 sekolah lab dan mitra LPTK, Penelitian Tindakan Kelas


Galeri Foto

Rektor UIN Ar Raniry bermain titik koordinat kartesius bersama siswa MIN Rukoh saat kegiatan unjuk karya LPTK di UIN (16/4).

Sekda, kadisdik dan kakankemenag Abdya memperhatikan RKS salah satu sekolah saat kegiatan unjuk karya Aceh Barat Daya(23/4).

Bupati menguji teropong bumi pada stan USAID PRIORITAS dan Dinas Pendidikan didampingi wakil bupati dan muspika pada Pameran Aceh

Jaya (12/4).

Bardan Sahidi dari DPRD Provinsi Aceh mengunjungi ToT Modul 3 SMP/MTs dan melihat hasil kerja salah satu kelompok (27/5).

Bupati Aceh Utara menyaksikan pajangan kegiatan sekolah dalam pelatihan MBS tingkat sekolah jenjang SMP/MTs di Aceh Utara (22/5).

Perwakilan sekolah, kemenag dan dinas pendidikan di Aceh Utara sedang menyeleksi buku layak baca untuk anak sebelum dihibahkan ke sekolah

dalam Rapat Koordinasi Pemanku Kepentingan (22/6).


Provinsi: Sumatera Utara

Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi

Tanggal Dengan siapa Hasil koordinasi 20 April Gubernur Sumatera Utara Gubernur telah menerima laporan tahunan dan berjanji

terus mendukung program.

15 Juni Kabag pendidikan dan sosial kantor Gubernur, Ketua Komisi E DPRD Sumut, Dinas Pendidikan, Kemenag, Bappeda, BKD, Dewan Pendidikan, PGRI, UNIMED, UINSU.

Perencanaan diseminasi program pelatihan melalui Dinas Pendidikan. Dan penjajakan kerjasama untuk pendidikan inklusi dengan Dinas Pendidikan.

17 Juni Rektor UNIMED yang baru Bapak Prof. Dr. Syawal Gultom, M.Pd

Rektor sangat mendukung dan akan terus meningkatkan kerjasama dengan PRIORITAS. Rektor akan melakukan diseminasi kepada dosen-dosen lain dan berencana untuk memperbanyak fasilitator dari UNIMED.

23 Juni Kabid Dikdas Dinas Pendidikan Provinsi Sumut

Akan beraudiensi ke Gubernur terkait rencana Deklarasi Sekolah Inklusi, Pergub Sekolah Inklusi, dan memilih sekolah mitra PRIORITAS sebagai sekolah pilot Inklusi oleh Dinas Pendidikan Sumut.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota

Tanggal Dengan siapa Hasil koordinasi 7 April Kepala Dinas Pendidikan, Staf Diknas,

Fasda, Pengawas dan Kepsek Kota Tebing Tinggi

Anggaran diseminasi melalui PAPBD 2015 dan akan dimasukkan melalui APBD 2016 sebesar 850 juta.

9 April Kepala Dinas Pendidikan, Staf Diknas, Fasda, Pengawas dan Kepsek Kota Tanjung Balai

Angaran diseminasi melalui PAPBD 2015 dan melalui APBD 2016 sebesar 750 juta.

1 Mei Bupati, Kadis Pendidikan, Sekretaris, Kabid, Kasubag Program Kabupaten Labuhan Batu

Menetapkan agenda Gerakan Budaya Membaca Kabupaten Labuhan Batu pada tanggal 20 Mei. Bupati bersedia hadir dalam kegiatan tersebut

6 Mei Sekda dan Dinas Pendidikan Kab. Labuhanbatu Utara

Sekda menyetujui untuk pengalokasian anggaran diseminasi di tahun 2015 melalui PAPBD.

15 Mei Dinas Pendidikan dan Bappeda Serdang Bedagai.

Dinas Pendidikan dan Bappeda akan mengalokasikan anggaran diseminasi melalui PAPBD 2015. Bappeda mendorong rencana diseminasi dilakukan di SMA/SMK /MA melalui APBD.

19 Mei Kepala Dinas Pendidikan, Kabid Tendik, Kasubag Program dan staff Kabupaten Toba Samosir.

Diknas akan melakukan diseminasi PPG pada bulan Juni 2015 dan diseminasi kepemimpinan kepala sekolah pada bulan Juli 2015 dengan melibatkan 50 kepsek.

9 Juni Bappeda, Diknas, BKD, Kemenag, KUPT, Pengawas, PGRI, Kepsek, Fasda Kota Medan.

Terumuskannya rekomendasi percepatan peningkatan mutu guru di kota Medan. Dan perluasan diseminasi pelatihan melalui dana BOS.

12 Juni Kabid Dikdas, Tim PPG Kabupaten Tapanuli Utara.

Terumuskannya bahan materi presentasi praktik yang baik PPG Tapanuli Utara yang akan dipresentasikan dalam pertemuan pemangku kepentingan pendidikan di tingkat provinsi.

16 Juni Kadis Diknas, Kemenag, Pengawas, Fasda, Kepsek Kabupaten Humbang Hasundutan.

Diknas dan Kemenag sangat mendukung implementasi pendampingan. Tersusunnya jadwal pendampingan ke sekolah-sekolah.


KOHOR 1, 2 dan 3

ToT Modul 2 untuk Kohor 2 SD/MI dan SMP/MTs dilaksanakan pada 13 – 18 April 2015 di Hotel Grand Swissbell, Medan. Peserta pelatihan untuk SD/MI sebanyak 30 orang. Sedangkan peserta SMP/MTs sebanyak 30 orang. Pelatihan dibuka oleh Kepala Kanwil Kementerian Agama Provinsi Sumatera Utara Bapak Drs. H. Tohar Banyoangin, MA.

Rekap Peserta SD/MI

Kabupaten Guru KS Pengawas LPTK LPMP

Dinas Pend Kemenag Lain Total

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Langkat 3 6 1 1 3 1 0 0 0 0 0 0 0 0 0 0 7 8 Tobasa 6 4 1 3 1 0 0 0 0 0 0 0 0 0 0 0 8 7

Rekap peserta SMP/MTs Langkat 4 6 2 0 3 0 0 0 0 0 0 0 0 0 0 0 9 6 Tobasa 3 7 2 0 3 0 0 0 0 0 0 0 0 0 0 0 8 7


Kohor 3 Modul 1 PAKEM: Pelatihan di Serdang Bedagai (Sergai) dilaksanakan di 2 kecamatan yaitu Perbaungan dan Sei Rampah pada 16- 81 April 2015 dengan jumlah peserta 118 orang. Pelatihan di Labuhanbatu Utara (Labura) dilaksanakan di kecamatan Kuala Hulu dan NA IX-X pada 4- 6 Mei 2015 dengan jumlah peserta 109 orang.

Rekap Peserta Pelatihan PAKEM SD/MI

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Sergai 6 87 0 0 5 11 1 5 1 0 17 101 118 Labura 8 86 7 8 15 94 109

MBS SD: Pelatihan di Serdang Bedagai (Sergai) dilaksanakan di 2 kecamatan yaitu Perbaungan pada 23-25 April dan Sei Rampah pada 27 – 29 April dengan jumlah peserta 79 orang. Pelatihan di Labuhanbatu Utara (Labura) dilaksanakan di kecamatan Kuala Hulu pada 21 – 23 Mei dan di NA IX-X pada 11-13 Me dengan jumlah peserta 67 orang dan di Humbang Hasundutan (Humbahas) dilaksanakan di Kecamatan Doloksanggul pada 30 Maret – 1 April dan di Lintong Ni Huta pada 7-9 April dengan jumlah peserta 87 orang.

Rekap Peserta Pelatihan MBS SD/MI

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Sergai 6 29 19 9 2 9 2 3 0 1 29 50 79 Labura 5 29 18 9 5 10 0 0 0 0 19 48 67 Humbahas 8 5 10 8 7 10 0 0 0 0 35 42 87

CTL SMP/MTs: Pelatihan dilaksanakan di Serdang Bedagai (Sergai) dan Labuhanbatu Utara (Labura) dengan pendekatan kecamatan. Di Sergai dilaksanakan di kecamatan 2 kecamatan yaitu Perbaungan pada 16 – 19 April 2015 dan Sei Rampah pada 20 - 22 April 2015 dengan jumlah peserta 88 orang (35 laki-laki dan 53 perempuan). Di Labura dilaksanakan di SMA Negeri 1 Kuala Hulu dengan jumlah peserta 119 orang (45 laki-laki dan 74 perempuan).


Rekap Peserta Pelatihan CTL SMP/MTs

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Sergai 28 33 0 0 3 0 3 2 1 0 35 53 88 Labura 40 72 0 0 5 2 0 0 0 0 45 74 119

MBS SD: Pelatihan dilaksanakan di Serdang Bedagai (Sergai) padatanggal 27-29 April dengan peserta 41 orang. Di Labuhanbatu Utara (Labura), pelatihan diadakan pada tanggal 21-23 Mei dengan 38 peserta dan di Humbahas pada 30 Maret – 2 April dengan peserta 40 orang.

Rekap Peserta Pelatihan MBS SMP/MTs

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Sergai 11 10 10 4 3 1 1 1 0 0 25 15 41 Labura 3 13 10 5 5 2 0 0 0 0 18 20 38 Humbahas 12 5 12 3 7 0 0 0 0 1 31 9 40

Kohor 2 Modul 2

CTL : Pelatihan dilaksanakan di Langkat dan Toba Samosir dengan pendekatan kecamatan. Di Langkat pelatihan dilaksanakan di Stabat dan Tanjungpura pada 27 – 30 Mei 2015 dengan peserta sebanyak 107 orang (31 laki-laki dan 76 perempuan). Di Tobasa pelatihan dilaksanakan dikecamatan Balige dan Laguboti pada 3-6 Juni 2015 dengan peserta sebanyak 98 orang (21 laki-laki dan 77 perempuan).

Rekap Peserta Pelatihan CTL SMP/MTs

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Langkat 26 75 0 0 2 1 2 0 1 0 31 76 107 Tobasa 14 77 0 0 6 0 0 0 1 0 21 77 98

PENDAMPINGAN KOHOR 3

Pendampingan di Humbang Hasundutan dilaksanakan pada tanggal 16 Juni 2015 dengan melibatkan peserta SD sebanyak 37 orang (22 laki-laki dan 15 Perempuan) dan peserta SMP sebanyak 53 orang (19 laki-laki dan 34 perempuan). Lokakarya ini telah menghasilkan perencanaan pendampingan ke sekolah-sekolah.

KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 2

Kegiatan seleksi sekolah praktik yang baik dilaksanakan di 2 kabupaten kohor 2 yakni di Langkat dan Toba Samosir. Kegiatan di Tobasa dilaksanakan pada tanggal 23-24 April 2015 dan di Langkat pada tanggal 15-16 April 2015. Dari seleksi ini telah ditetapkan 8 sekolah sebagai sekolah praktik yang baik sebagai berikut:


Nama Sekolah Alamat Nama Kepala Sekolah MIN Perdamaian Stabat Jl. Jenderal Sudirman, Stabat, Langkat Drs. M. Saidi Rambe SDN 050728 Tanjung Pura Jl. Bambu Runcing, Tanjung Pura, Langkat Afifah, S.Pd SDN 050659 Stabat Jl. Wampu, Stabat, Langkat Isnaini, S.Pd SMPN 2 Tanjung Pura Jl. Pemuda, Tanjung Pura, Langkat Senio, S.Pd SD Swasta 1 HKBP Balige Jl. DS. GHM Siahaan No. 4 Balige, Tobasa Pestaria Sianturi, S.Pd SD 173524 Balige Jl. DR. T.D. Pardede Balige, Tobasa Nurnilam Simbolon, S.Pd SDN 173549 Laguboti Jl. Siraja Deang Toruan, Laguboti, Tobasa Marusaha Hutahaean, S.Pd SMP Swasta Budhi Dharma Balige

Jl. Pastor Sybrandus Van Rossum Soposurung, Balige, Tobasa

Frater Urbanud Takasi


Unjuk karya di Toba Samosi dilaksanakan pada tanggal 22 April 2015 di Aula Hotel Sere Nauli, Toba Samosir. Kegiatan ini dihadiri oleh Bapak Ahmad Rizali, Staff Khusus Menteri Pendidikan dan Kebudayaan, Direktur Program USAID PRIORITAS Bapak Stuart Weston dan Plt. Bupati Tobasa Bapak Liberty Pasaribu. Bapak Ahmad Rizali memberi nilai 100 atas keberhasilan implementasi program USAID PRIORITAS di Tobasa.


PELATIHAN PEMBELAJARAN DAN MBS UNTUK DOSEN PEGADOGI (LPTL MITRA DAN KONSORSIUM)

Kegiatan ini dilaksanakan pada tanggal 31 Maret – 2 April 2015 di Hotel Asean International dan diikuti oleh 81 peserta (27 laki-laki dan 54 perempuan). Pelatihan dibuka oleh Wakil Rektor I Universitas Negeri Medan (Unimed) Bapak Prof. Dr. Khairil Ansari, M.Pd.

Nama LPTK Jumlah dosen yang dilatih

LK PR Universitas Negeri Medan 5 20 Universitas Islam Negeri (UIN) Sumatera Utara 4 19 Universitas Muhammadiyah Sumatera Utara (UMSU) 5 4 Universitas Muslim Nusantara Al-Washliyah (UMN) 4 4 Universitas HKBP Nommensen 6 2 Universitas Sisingamangaraja XII Tapanuli 3 5

UNJUK KARYA LPTK

Unjuk karya LPTK dilaksanakan pada tanggal 13 Mei 2015 di Ballroom Hotel Aryaduta, Medan. Peserta sebanyak 172 orang berasal dari 2 LPTK mitra, 4 LPTK konsorsium, 18 sekolah mitra LPTK dan pemangku kepentingan pendidikan. Kegiatan ini dihadiri oleh pejabat kunci di Sumatera Utara, antara lain Kepala BPSDMPMP Kemendikbud Prof. Dr. Syawal Gultom, M.Pd, Ketua Kopertis Wilayah I Bapak Prof. Dr. Dian Armanto, M.Pd dan Konsul AS untuk Pulau Sumatra Bapak Y Robert Ewing.


PENATAAN DAN PEMERATAAN GURU KOHOR 1, 2 dan 3

Kohor 2

Konsultasi Publik PPG di Kabupaten Toba Samosir dilaksanakan pada tanggal 9 April 2015 di Hotel Serenauli, Balige, dihadiri oleh sekitar 40 peserta dari jajaran Dinas Pendidikan, Bappeda, BKD, DPRD dan pemangku kepentingan pendidikan lainnya. Hasilnya adalah:

1. Pengusulan penerimaan PNS guru SD ke Pemerintah Pusat agar dapat dipenuhi dalam waktu 2-3 tahun, namun tetap melihat formasi penerimaan PNS per tahun.


2. Pengalihan tugas kelebihan guru non-PNS di SMP ke jenjang SD, setelah lolos seleksi ulang.

3. Penempatan guru PNS K2 yang sudah lulus seleksi sesuai dengan kebutuhan sekolah yang kekurangan guru.

4. Menugaskan guru yang yang bertugas di SD yang sangat kekurangan untuk melakukan pembelajaran kelas rangkap atau merekrut guru honor.

5. Bekerjasama dengan UNIMED agar guru SD dididik dalam Program Sarjana Kependidikan bagi Guru dalam Jabatan (PSKGJ).

6. Bekerjasama dengan Universitas Terbuka agar guru SD dididik dalam Pendidikan Guru Sekolah Dasar (PGSD).

7. Melakukan penggabungan sekolah yang berdekatan (jarak maksimal 7 KM).

Diseminasi pendampingan 1 analisis data PPG di Tobasa : Kegiatan berlangsung pada tanggal 18 Juni 2015 dan diikuti oleh operator Dapodik kabupaten, semua operator UPTD dan sebagian operator sekolah.

Kohor 3

Lokakarya1 analisis data penataan guru : kegiatan dilaksanakan di Parapat pada tanggal 6-8 April 2015 untuk 3 kabupaten mitra (Serdang Bedagai, Labuhanbatu Utara dan tambahan kabupaten diseminasi yaitu Tapanuli Utara). Selain ketua Tim PPG kabupaten, hadir staf data (operator Dapodik) yang melakukan analisis kekurangan dan kelebihan guru menggunakan perangkat lunak SIMDIKDAS. Pelatihan ini juga difasilitasi oleh Service Provider dari LPMP, UNIMED dan IAIN.

Pendampingan 2 & 3 analisis data penataan guru : kegiatan PPG dilanjutkan dengan pendampingan. Kegiatan ini dilaksanakan di kantor Dinas Pendidikan kabupaten pada tanggal 8-9 April dan tanggal 21-22 Mei di Serdang Bedagai, tanggal 28-29 April dan 12-13 Mei di Labuhanbatu Utara dan tanggal 23-24 April dan 14-15 Mei di Tapanuli Utara.

Lokakarya 2 analisis kebijakan penataan dan pemerataan guru: kegiatan ini dilaksanakan pada tanggal 26-28 Mei 2015 di Hotel Horison, Pematangsiantar. Kegiatan ini menghasilkan kesepakatan rumusan isu strategis yang dihasilkan berdasar analisis data dan merumuskan alternatif kebijakan dengan formulasi yang tepat.

Kabupaten LPTK

Dinas Pend.

Kantor MenAg BKD

Bappeda dll Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Sergai 0 0 3 0 0 0 0 0 0 0 3 0 3 Labura 0 0 4 0 0 0 1 0 0 0 4 1 5 Langkat 0 0 1 0 0 0 0 0 0 0 1 0 1 LPTK 4 1 0 0 0 0 0 0 0 0 4 1 5 Taput 0 0 2 0 0 0 0 0 0 0 2 0 2


Medan: Sebanyak 11 kegiatan diseminasi (3 tingkat SD dan 8 tingkat SMP) dilaksanakan dengan menggunakan BOS (Biaya Operasional Sekolah). Kegiatan ini melibatkan 731 peserta (186 laki-laki dan 545 perempuan).

Deli Serdang: Sebanyak 4 kegiatan diseminasi MBS, PAKEM, dan CTL melibatkan 319 peserta (125 laki-laki dan 194 perempuan).

Tapanuli Utara: Sebanyak 2 kegiatan diseminasi PAKEM dan CTL diikuti oleh 101 peserta (31 laki-laki dan 70 perempuan).


Sibolga: Satu kegiatan diseminasi PAKEM melibatkan 120 peserta (22 laki-laki dan 88 perempuan).

PPG di Taput: Diseminasi PPG dilakukan pada tanggal 21 Mei 2015 dengan melibatkan 4 orang peserta (3 laki-laki dan 1 perempuan).

Labuhan Batu: Akselerasi/Diseminasi studi banding ke Bandung, ToT Fasilitator tambahan untuk SD dan SMP dengan melibatkan 56 peserta (31 laki-laki dan 25 perempuan).

Diseminasi pengenalan SIMDIKDAS ke Dinas Pendidikan Provsu : Kegiatan diikuti 17 orang peserta (10 laki-laki dan 7 perempuan) dari bagian data di Dinas Pendidikan Provinsi Sumatera Utara, baik di Dikdas, Program maupun Dikmenti. Kegiatan ini bertujuan mengenalkan perangkat lunak yang dapat menggabungkan data sekolah dan guru yang diambil dari data Dapodik.

KEGIATAN LAIN

Seminar Pendidikan Internasional di UIN SU: Koordinator Provinsi PRIORITAS Bapak Agus Marwan bersama Wakil Konsul AS untuk Pulau Sumatra Bapak Trevor Olson menjadi pembicara dalam seminar internasional tentang pendidikan yang digelar UIN Sumatera Utara pada 17 April 2015.

Peluncuran Gerakan Budaya Membaca di Labuhanbatu: Koordinator Provinsi PRIORITAS Bapak Agus Marwan bersama Bupati Labuhanbatu Tigor Panusunan Siregar meluncurkan gerakan membaca pada 20 Mei 2015. Peluncuran ini diikuti 5000 siswa SD, SMP dan SMA.

Road show PMP di Sumut: Koordinator Provinsi PRIORITAS Bapak Agus Marwan menjadi narasumber dalam Roadshow PMP kemendikbud pada 25 Mei 2015 di Unimed.

Perayaan Kemerdekaan AS Bersama Duta Besar: Communication Specialist Bapak Erix Hutasoit menghadiri Perayaan Kemerdekaan AS bersama Duta Besar AS Bapak Robert Blake di Hotel JW Marriot Medan pada 3 Juni 2015.

Pemaparan Proyek Perubahan Model Pengembangan Kapasitas Pengawas oleh Kepala kanwil Kemenag Sumut di kantor Kanwil Kemenag Sumut pada 30 Juni 2015.


• Tingat provinsi: ToT Modul 3 Jenjang SD/MI, SMP/MTS kohor 1 dan daerah DBE, lokakarya I Reviu PKB tingkat provinsi

• Tingkat kabupaten: pendampingan implementasi kebijakan PPG kohor 1, Lokakarya implementasi kebijakan PPG kohor 2, konsultasi publik PPG kohor 3

• Tingkat sekolah: pelatihan sekolah Modul 2 kohor 2, pendampingan Modul 1 kohor 3, Modul 2, kohor 2

• LPTK: lokakarya 1 dan 2 program praktikum LPTK, adaptasi materi Modul 3 untuk LPTK, lokakarya strategi bisnis LPTK, pertemuan konsorsium LPTK, studi banding sekolah praktik yang baik kohor 2, pelatihan diseminasi bagi dosen padagogi untuk Kopertis Wilayah Sumut, adaptasi materi untuk sekolah praktik yang baik kohor.


Galeri Foto

Siswa SMP N 16 Medan menjelaskan kepada Staf Khusus Mendikbud Ibu Agnes Tuti tentang cara menemukan rumus

banyangan pada acara Roadshow Penjaminan Mutu di Unimed (25/5).

Siswa SMP Swasta Al-Azhar mengajak Konsul AS untuk P. Sumatra Bapak Robert Ewing melakukan uji borax pada makanan dalam Showcase LPTK di

Medan (13/5).

Ketua Komisi E DPRD Sumut Bapak Efendi Panjaitan memimpin rapat tindak lanjut koordinasi tingkat provinsi di Soechi Hotel

(15/6).

Koordinator Provinsi USAID PRIORITAS Sumut Bapak Agus Marwan dan Muspida Labuhanbatu, membaca senyap bersama 5000 siswa di

Labuhanbatu (20/5).

Staff Khusus Mendikbud Bapak Ahmad Rizali membantu siswa SD Negeri Balige menemukan rumus prisma segi empat dalam Unjuk

Karya Tobasa (22/4).

500 mahasiswa dari beberapa LPTK mendengarkan presentasi Koordinator Provinsi USAID PRIORITAS Sumut Bapak Agus Marwan tentang peningkatan

mutu di Sumatra Utara (17/4).


Provinsi: Banten

RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN YANG PENTING


Tanggal Dengan siapa Hasil koordinasi 20 April Rektor IAIN SMH Banten • Koordinasi mengenai TTI Strategic Planning business

• Rencana diseminasi kepada dosen-dosen non mitra 12 Mei Dinas Pendidikan Provinsi Banten :

Kabid Dikdas • Koordinasi jadwal ToT Putaran II CTL- PAKEM - MBS • Koordinasi jadwal kegiatan pertemuan pemangku

kepentingan provinsi (Dinas Pendidikan, Bappeda, BKD, Kanwil Kemenag, Universitas/LPTK)

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/Kota

Tanggal Dengan siapa Hasil koordinasi 1 April Dinas Pendidikan Kota Tangerang

• Kabid Dikdas, • Kepala SMPN 4 Kota Tangerang

• Koordinasi dan penjadwalan pelaksanaan District Planning and Review Meeting Kota Tangerang

• Koordinasi persiapan pelaksanaan replikasi CTL Modul 2 SMPN 4 Kota Tangerang dan SMPN 7 Kota Tangerang

2 April Dinas Pendidikan Kabupaten Tangerang : • Sekretaris Dinas • Kabid PTK Dinas • Kasubag Perencanaan Kemenag Kabupaten Tangerang : Staf Bidang Pendidikan Madrasah (Penma)

• Koordinasi dan persiapan konsultasi publik Hasil Analisis Penataan dan Pemerataan Guru (PPG)

• Koordinasi pelaksaan pelatihan CTL-PAKEM-MBS Putaran II bagi sekolah mitra

8 April Dinas Pendidikan Kabupaten Tangerang • Kabid PTK • Kasubag Perencanaan


16 April Dinas Pendidikan Kabupaten Tangerang • Sekretaris Dinas • Kasubag Perencanaan • Kabid Yanmas Bappeda


• Finalisasi draf presentasi/paparan hasil analisis penataan dan pemerataan guru (PPG)

7 May Kabupaten Tangerang : • Sekretaris Dinas, • Kabid PTK, • Kasubag Perencanaan, • Kabid Yanmas Bappeda

• Koordinasi dan persiapan audiensi dengan Sekretaris Daerah tentang kegiatan konsultasi publik Penataan dan Pemerataan Guru (PPG)


8 May Kabupaten Tangerang : • Sekretaris Daerah • Kabid Yanmas Bappeda • Kabid PTK • Kasubag Perencanaan • Kabid Data BKD

• Audiensi dengan Sekda dan Bappeda hasil analisis penataan dan pemerataan guru (PPG) yang telah dilaksanakan Kabupaten Tangerang bekerjasama dengan PRIORITAS

• Pembahasan teknis acara Konsultasi Publik PPG pada tanggal 11 May 2015

• Sinkronisasi data kembali dengan Kabid Data BKD 12 May Dinas Pendidikan Kota Tangerang

Selatan • Kabid PTK • Kasi Evaluasi dan Kinerja PTK • Kasubag Umum

• Koordinasi dan persiapan konsultasi publik Hasil Analisis Penataan dan Pemerataan Guru (PPG) Kota Tangerang Selatan



Tanggal Dengan siapa Hasil koordinasi 20 May Pemkot Kota Tangerang :

• Walikota Tangerang Selatan • Penyampaian laporan kemajuan kerjasama USAID

Prioritas dengan Dinas Pendidikan Kota Tangerang Selatan

• Penyampaian hasil analisis Penataan dan Pemerataan Guru (PPG) Kota Tangerang Selatan

• Pemahasan teknis pelaksanaan Konsultasi Publik Kota Tangerang Selatan

16 Juni Dinas Pendidikan Kabupaten Pandeglang : • Kepala Dinas Pendidikan

Kabupaten Tangerang

• Penyampaian kemajuan program dan pembahasan jadwal kegiatan tingkat sekolah dan kabupaten

• Koordinasi jadwal pengumpulan data Monitoring dan Evaluasi provinsi dan kabupaten/kota mitra

• Koordinasi program Pengembangan Keprofesian Berkelanjutan (PKB) yang akan segera berjalan di bulan Juli 2015.

KOHOR 1 dan 2

ToT PROVINSI – Pelatihan untuk Pelatih Modul II: Praktik yang Baik dalam Pembelajaran dan Manajemen Sekolah tingkat SMP/MTs untuk Kohor 1 & Ex DBE

Pada tanggal 13-16 Mei 2015 Provinsi Banten menyelenggarakan ToT provinsi tingkat SMP/MTs praktik yang baik dalam pembelajaran untuk kohor 1 dan ex DBE di Hotel Soll Marina, Serpong. Terdapat 42 peserta dari Kohor 1 (Kabupaten Pandeglang & Kabupaten Serang) dan Ex DBE (Kota Tangerang, Kota Cilegon dan Kabupaten Lebak) yang hadir dalam pelatihan CTL, yakni 8 dosen LPTK (UNTIRTA & IAIN SMH) dan sisanya 34 guru. Pelatihan difasilitasi oleh 10 orang fasilitator, 4 laki-laki dan 6 perempuan.

Pada tanggal 17 Mei, Provinsi Banten juga menggelar ToT Provinsi tingkat SMP/MTs praktik yang baik dalam manajemen sekolah untuk kohor 1 dan ex DBE di Hotel Soll Marina. Ada 25 peserta yang hadir, 20 laki-laki dan 5 perempuan, terdiri atas 3 dosen LPTK (IAIN SMH & UNTIRTA), 8 kepala sekolah, 1 guru, 8 pengawas, 2 staf Disdindik, 1 staf Kemenag, 2 lainnya. Pelatihan ini berjalan lancar dan difasilitasi oleh 9 fasilitator, 7 laki-laki dan 2 perempuan.

Kab/ Kota Guru KS

Penga-was LPTK LPMP


LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Kota Tangerang

6 3 3 0 1 0 0 0 0 0 1 0 1 0 0 0 10 3

Kab. Lebak 4 0 2 1 1 0 0 0 0 0 0 0 0 0 0 0 7 2 Kota Cilegon 4 4 0 0 3 0 0 0 0 0 0 0 0 0 0 0 7 4 Kab. Serang 2 7 1 0 1 0 0 0 0 0 1 0 0 0 0 0 5 7 Kab. Pandeglang

3 2 1 0 2 0 0 0 0 0 0 0 0 0 0 0 6 2

Prov Banten 0 0 0 0 0 0 5 6 0 1 0 0 0 0 1 1 7 8


Selama periode April – Juni 2015 terdapat pelatihan sekolah modul II yang dilaksanakan di kohor 2 yang meliputi Kota Tangerang Selatan dan Kabupaten Tangerang. Tingkat SD/MI pelatihan PAKEM Kota Tangerang Selatan dilaksanakan di Restoran Remaja Kuring pada tanggal 25-28 April 2015, total 85 orang (23 laki-laki, 52 perempuan) sedangkan di Kabupaten Tangerang dilaksanakan pada tanggal 10-13 Mei 2015 di Gedung Islamic Center dengan total peserta 112 (39 laki-laki dan 73 perempuan). Di tingkat SMP/MTs pelatihan CTL di Kota Tangerang Selatan berlangsung pada 10-13 April 2015 di Graha Balai Vila Pamullang dengan total 95 (34 laki-laki dan 61 perempuan). Di Kabupaten Tangerang


pelatihan CTL dilaksanakan di Gedung Serba Guna 18-21 April 2015 dengan total 106 peserta (40 laki-laki dan 66 perempuan).

Pelatihan MBS modul II juga dilaksanakan di Kohor 2 yang meliputi Kota Tangerang Selatan dan Kabupaten Tangerang. Tingkat SD/MI Kota Tangerang Selatan dilaksanakan di Restoran Remaja Kuring pada tanggal 11-12 Mei 2015 yang dihadiri 62 peserta (23 laki-laki dan 39 perempuan) dan Kabupaten Tangerang dilaksanakan pada 8-9 Juni 2015 di Gedung Islamic Center dengan total peserta 66 orang (34 laki-laki dan 32 perempuan). Tingkat SMP/MTs Kota Tangerang Selatan pelatihan dilaksanakan di Restoran Kampung Anggrek pada tanggal 3-4 Juni 2015 dengan total 40 peserta (15 laki-laki dan 25 perempuan) dan Kabupaten Tangerang pelatihan dilaksanakan di Gedung Islamic Center pada tanggal 12-13 Juni 2015 dengan total peserta 33 orang, (21 laki-laki dan 33 perempuan).

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR PAKEM Tangsel 17 53 0 0 5 8 1 1 0 0 23 52 85 Tangerang 33 59 0 0 5 9 2 2 1 0 42 70 112 CTL Tangsel 34 59 0 0 1 0 0 0 0 1 35 60 95 Tangerang 35 66 0 0 2 1 1 1 0 0 38 68 106 MBS SD/MI Tangsel 8 26 9 10 5 2 1 1 0 0 23 39 62 Tangerang 17 23 10 5 4 4 1 1 1 0 34 32 66 MBS SMP/MTs Tangsel 4 13 8 8 2 3 1 1 0 0 15 25 40 Tangerang 8 7 9 2 2 1 1 1 1 1 21 12 33

PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3.

Pendampingan sekolah Kabupaten Pandeglang dilakukan pada bulan April – Mei 2015, sementara di Kabupetan Serang mulai Januari – Mei 2015 (tergantung jadwal yang mereka buat disesuaikan dengan kesiapan sekolah).

Mekanisme pendampingan diantaranya melalui kegiatan KKG, K3S untuk tingkat SD/MI, forum MGMP Sekolah/ Kecamatan, MKKS/MKKM untuk tingkat SMP/MTs. MI dan MTs Mitra diundang untuk hadir pada kegiatan KKG/KKM.

Di dalam forum kegiatan tersebut dibuat kelas/ kelompok berdasarkan bidang/ mapel masing-masing agar diskusi berjalan efektif, fasilitator dan peserta terdamping leluasa bertukar informasi keberhasilan dan kendala penerapan hasil pelatihan.

Untuk tingkat SD/MI dan SMP/MTs pendampingan juga dilakukan di kegiatan KBM reguler, artinya ada kesepakatan waktu antara fasilitator dan guru/sekolah terdamping yang kemudian diinformasikan ke district coordinator.

Untuk Kabupaten Pandeglang dan Kabupaten Serang semua sekolah mitra terlibat dalam pendampingan yang terdiri dari :

• 24 sekolah mitra (12 tingkat SD, 6 tingkat MI, 5 tingkat SMP dan 3 tingkat MTs)

• Jumlah guru dan kepala sekolah yang terdampingi di Kabupaten Pandeglang sebanyak122 orang guru, 24 kepala sekolah sementara di Kabupaten Serang sebanyak 166 orang guru dan 24 kepala sekolah.


KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1 DAN 2

Provinsi Banten berhasil menyelenggarakan seleksi sekolah praktik yang baik untuk kohor 2. Acara seleksi ini melibatkan tim penilai berasal dari perwakilan USAID PRIORITAS, LPTK, Dinas Pendidikan dan Kantor Kemenag pada tanggal 16-20 Maret 2015 di Kota Tangerang Selatan dan Kabupaten Tangerang. Di Kota Tangerang Selatan ada 11 sekolah mitra yang dikunjungi dengan hasil akhir merekomendasikan 4 sekolah yang terpilih yakni, SD Islam Al-Amanah, SDN 1 Kademangan, SMPN 15 Tangerang Selatan dan MTs Pembangunan Nurul Islam. Untuk Kabupaten Tangerang, tim penilai berkunjung ke 9 sekolah mitra dengan hasil akhir merekomendasikan 4 sekolah terbaik yakni, MI Al Husein Tigaraksa, SDN Cempaka 3, MTsN Tigaraksa dan SMPN 3 Tigaraksa.


RAPAT TINGKAT LPTK

Pada tanggal 6 April 2015 dilaksanakan rapat kerja dengan fasilitator LPTK di RM S. Rizky yang dihadiri oleh 33 orang (14 laki-laki & 19 perempuan). Pertemuan untuk membahas rencana unjuk karya LPTK dan rencana pendampingan untuk sekolah lab & mitra LPTK. Hasil pertemuan tersebut menyusun mekanisme dan periode pendampingan di sekolah lab & mitra LPTK.


Pelaksanaan rapat kerja dengan sekolah lab dan mitra LPTK Provinsi Banten dilaksanakan pada tanggal 15 April 2015 di Hotel Le Dian, Serang. Acara tersebut dihadiri oleh 15 perwakilan sekolah mitra dari 18 sekolah lab & mitra LPTK. Tiga sekolah yang tidak hadir yakni, MIN Kopo, MIN Cisaat Padarincang dan MI Nurul Falah Kemuning. Di akhir pertemuan setiap sekolah menyusun rencana kegiatan dari periode Mei hingga September 2015 sebagai tindak lanjut dari review implementasi pelatihan seperti pengadaan buku bacaan, lomba minat baca, pojok baca, replikasi pelatihan PAKEM & CTL.


Pelatihan tentang Buku Sumber untuk Dosen LPTK: Pembelajaran Literasi, IPA dan Matematika Provinsi Banten dilaksanakan selama tiga hari pada tanggal 11-13 Mei 2015 di Hotel Le Dian, Serang. Pelatihan difasilitasi oleh 20 fasilitator terlatih, fasilitator IPA (6 orang), fasilitator literasi SD/MI (5 orang), fasilitator literasi SMP/MTs (5 orang) dan fasilitator matematika (4 orang), pelatihan berjalan lancar. Total peserta ada 73 dosen, 43 perempuan dan 30 laki-laki. Mereka mengampu IPA SD/MI ada 17 dosen Literasi SD/MI (9 perempuan, 8 laki-laki); 16 dosen Literasi SMP/MTs (13 perempuan, 3 laki-laki); 20 dosen (6 perempuan, 14 laki-laki); 20 dosen Matematika SD/MI (15 perempuan, 5 laki-laki).

Nama LPTK


LK PR IAIN SMH Banten 11 11 UNTIRTA 9 14 UNBAJA 0 5 UNMA 4 4 UNIVERSITAS MUHAMMADIYAH TANGERANG 2 6 STKIP Setia Budhi Rangkas Bitung 3 3



Pada tanggal 11 April 2015 dilaksanakan rapat kerja yang ketiga untuk membahas proposal Penelitian Tindakan Kelas (PTK/CAR) di Hotel Santika, Tangerang Selatan. Acara berlangsung selama tiga hari dengan tujuan untuk menganalisis temuan data pada siklus dua dan mengkaji format laporan penelitian. Ada 16 orang dosen dan guru (9 perempuan dan 7 laki-laki) yang terlibat dan dibagi menjadi empat tim yakni satu tim literasi SD, satu tim literasi MTs, satu tim matematika MI dan satu tim IPA SMP. Setiap tim terdiri atas dua dosen dan dua guru. Mereka berasal dari IAIN SMH Banten (4 orang), UNTIRTA (4 orang), MIN Langon Cilegon (2 orang), SD Negeri Sumber Agung Kota Serang (1 orang), MTsN Kota Serang (1 orang) dan SMPN 6 Kota Serang (2 orang).

UNJUK KARYA LPTK

Unjuk Karya LPTK beserta sekolah mitra akan dilaksanakan pada tanggal 19 Agustus 2015.



1. Pendampingan ke-4 dan ke-5

Pendampingan ke-4 dan ke-5 masih terus dilaksanakan sebagai tindak lanjut dari lokakarya Analisis Kebijakan Penataan dan Pemerataan Guru (PPG). Kegiatan pendampingan 5 lanjutan Kabupaten Tangerang dilaksanakan tanggal 24-25 Maret 2015, melibatkan 7 anggota tim perumus kebijakan, 4 service provider, serta staff USAID PRIORITAS. Kegiatan ini dilanjutkan pendampingan pada tanggal 16 April 2015. Di Kota Tangerang Selatan pendampingan 4 dan 5 dilaksanakan tanggal 26 Maret 2015 melibatkan 3 anggota tim perumus kebijakan, 4 service provider dan staff USAID Priroitas, kemudian dilanjutkan pada tanggal 28 April 2015 yang melibatkan 5 orang perumus kebijakan dan Dinas Pendidikan dan Bappeda Kota Tangerang Selatan. Hasil pendampingan 4 dan 5 adalah pematangan rumusan alternatif-alternatif kebijakan sesuai kriteria yang telah disepakati berdasarkan isu strategis yang telah dirumuskan sebelumnya sebagai hasil workshop 1 dan 2 dan dilanjutkan pematangan bahan paparan yang akan disampaikan dalam konsultasi publik penataan dan pemerataan guru baik di Kabupaten Tangerang maupun di Kota Tangerang Selatan.

2. Konsultasi Publik

Hasil analisis penataan dan pemerataan guru baik ringkasan olah data, rumusan isu strategi dan alternative kebijakan dalam penataan dan pemerataan guru di Kabupaten Tangerang dan Kota Tangerang Selatan dipaparkan kepada pemangku kepentingan pendidikan untuk mendapatkan umpan balik dan memperkuat dukungan warga (publik) masyarakat guna peningktan kualitas kebijakan yang diambil oleh pemerintah daerah dalam program penataan dan pemerataan guru.

Konsultasi publik dilaksanakan di Kabupaten Tangerang pada tanggal 11 Mei 2015 di Ruang Rapat Wareng Kantor Bupati Kabupaten Tangerang dengan melibatkan 43 peserta. Kegiatan ini dibuka oleh Sekretaris Daerah Kabupaten Tangerang dan hasilnya antara lain Pemda Kabupaten Tangerang berkomitmen untuk melaksanakan hasil analisis penataan dan pemerataan guru dan hasil rekomendasi akan dijadikan sebagai dasar revisi RPJMD – RKPD – dan APBD (anggaran).

Konsultasi publik penataan dan pemerataan guru di Kota Tangerang Selatan dilaksanakan pada tanggal 21 Mei 2015 bertempat di Ruang Rapat Kantor Walikota Tangerang Selatan dan dihadiri sebanyak 37 peserta. Hasil dari kegiatan ini adalah komitmen dari pemerintah kota Tangerang Selatan untuk melaksanakan hasil analisis dan ditindaklanjuti untuk menjadi bahan dalam revisi renstra maupun penyusunan renstra akan datang.


Kabupaten

LPTK (Fasilitator)

Dinas Pend.

Kantor MenAg BKD

Bappeda dll Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Pendampingan 4 Pasca WS 2 Analisis Kebijakan Tangerang 0 0 0 0 0 0 0 0 0 0 0 0 0 Tangsel 4 0 3 0 0 0 0 0 0 0 7 0 7 Pendampingan 5 - Pasca WS 2 Analisis Kebijakan Tangerang 4 0 6 1 0 0 0 0 0 0 10 1 11 Tangsel 0 0 4 0 0 0 0 0 1 0 5 0 5 Konsultasi Publik Tangerang 3 0 20 7 0 1 2 1 6 4 31 12 43 Tangsel 4 0 18 6 0 0 1 0 7 1 30 7 37


Selama periode April – Juni 2015 ada 9 kegiatan diseminasi di berbagai kabupaten/kota yakni (1) Replikasi PAKEM Gugus 1 Kec. Bojong Pandeglang tanggal 29-31 Maret 2015 diikuti oleh 47 orang didanai oleh BOS sebesar Rp 2.000.000; (2) Replikasi CTL SMPN 4 & SMPN 7 Kota Tangerang 9-10 April 2015 dengan total peserta 90 orang yang didanai oleh BOS sebesar Rp 16.920.000; (3) Replikasi PAKEM Gugus 3 Kota Tangerang dilaksanakan pada tanggal 27-30 April 2015 diikuti oleh 77 orang yang didanai oleh BOS sebesar Rp 15.000.000. (4) Replikasi KKM MI Rempoa Kec.Ciputat Timur Kota Tangsel pada tanggal 6-7 Mei 2015 diikuti oleh 51 orang yang didanai oleh BOS sebesar Rp 9.740.000. (5) Replikasi PAKEM UPT Kramatwatu Kab Serang pada tanggal 11-13 Mei 2015 dengan total peserta 45 orang dan didanai BOS sebesar Rp 13.200.000 (6) Replikasi CTL & PAKEM PMPTK DinDik Cilegon 2015 pada tanggal 18-19 Mei 2015 diikuti oleh 52 orang dengan didanai APBD senilai Rp 50.000.000. (7) Replikasi MBS PMPTK DinDik Cilegon 2015 pada tanggal 25-26 Mei 2015 diikuti oleh 102 orang dan dibiayai APBD dengan total biaya Rp 150.000.000. (8) Replikasi CTL PMPTK DinDik Cilegon 2015 pada tanggal 10-11 Juni 2015 diikuti oleh 44 orang dan didanai APBD sebesar Rp 50.000.000. (9) Replikasi CTL MTsN Ciwandan 2015 yang dilaksanakan pada 11-14 Juni 2015 diikuti oleh 45 orang dan didanai BOS sebesar Rp 15.000.000.


• Tingkat provinsi: Pelatihan untuk Pelatih Modul III tingkat SD/MI, Rapat Kerja Staf Provinsi Banten

• Tingkat kabupaten: Lokakarya Pengembangan Keprofesian Berkelanjutan

• LPTK: Unjuk Karya LPTK, Lokakarya Perencanaan Strategi Bisnis LPTK, Diseminasi di STKIP Setia Budhi Rangkas Bitung, mitra LPTK


Galeri Foto

Perwakilan dari Kemenag Kota Tangsel sedang mengamati pembelajaran di SDN Kademangan 1.

Praktik mengajar matematika pelatihan CTL modul II di SMPN 20.

Imelda, guru SDN Muncul 1 sedang melakukan praktik mengajar di SDN Jelupang 2, Serpong Utara.

Asep Sahrudin, M.Pd., Dosen UNMA yang menjadi salah satu peserta sedang melakukan simulasi pembelajaran matematika tentang teori

bilangan pada pelatihan buku sumber untuk dosen LPTK.

Iskandar Mirsad, Sekda Pemkab Tangerang hadir membuka konsultasi publik di Kabupaten Tangerang.

Rosita Nuraeni S.Pd., guru bahasa inggris SMPN 1 Bojong Kabupaten Pandeglang (pertama dari kanan) sedang berdiskusi dalam kelompok guru mapel bahasa inggris dalam Pelatihan untuk Pelatih tingkat SMP

(CTL).


Provinsi: Jawa Barat


Tanggal Dengan siapa Hasil koordinasi 29 Mei Kasubag Program Dinas Pendidikan

Kabupaten Tasikmalaya Diseminasi dan budaya baca untuk Kabupaten Tasikmalaya masuk dalam APBD perubahan sebesar 1 Milyar rupiah dan PRIORITAS diminta untuk membantu dalam mendetilkan penggunaan anggaran.

6 April Kasi Pendidikan Madrasah Kota Bogor Menyepakati diseminasi pelatihan Modul 1 CTL (13-15 April) & PAKEM (16-18 April) bagi MI & MTs se-Kota Bogor.

21 April Kepala Kemenag, Kasi Pendidkan Madrasah, Kepala MTs Negeri Sindangkasih Ciamis

Rencana diseminasi untuk MTs KKM Cijeunjing dan Ciamis.

16, 19, dan 21 Juni

Utomo, M.M.Pd (Kasie Kurikulum dan Kesiswaan Sukabumi) Ujang Heryadi, S.Pd (Fasda Sukabumi) Hj. Neneng Nuryati, S.Ag.M.MPd (Fasda Sukabumi) Asep Durachman (Fasda Sukabumi)

• Diseminasi pembelajaran dan MBS akan fokus pada sekolah di Kecamatan Cisaat yang disiapkan untuk percontohan.

• Kegiatan diseminasi dilakukan dalam 2 gelombang, yaitu PAKEM 1; 25-27 dan 29 Jun, PAKEM 2 : Juli 2015, dan MBS; 30 – 1 Juni 2015.

• Anggaran APBD sebesar Rp. 400.000.000,- digunakan untuk kegiatan pelatihan, pendampingan dan pameran.

• Peserta : 40 Sekolah yang ada di Kecamatan Cisaat o PAKEM 1 : 3 Guru x 40 Sekolah + 3 Pengawas o PAKEM 2 : 3 Guru x 40 Sekolah o MBS 1 : 3 (Kepsek, Komite dan Guru) x 40

Sekolah = 120 orang 1 Juni Kepala SDN 2 Rajamandala KBB, Fasda

Pembelajaran SD/MI, Fasda MBS SMP/MTS • Mempersiapakn SDN 2 Rajamandala menjadi wakil

Kabupaten Bandung Barat dalam perlombaan sekolah berbudaya mutu.

17-18 Juni

Dinas Pendidikan KBB, Kepala UPT Pendidikan Cipatat, Fasda pembelajaran SD, Fasda MBS SD, Pengawas, Kepala sekolah SDN 2 Rajamandala, semua guru SDN 2 Rajamandala

• Mempersiapkan SDN 2 Rajamandala untuk mengikuti perlombaan Sekolah berbudaya mutu tingkat nasional setelah menang di tingkat provinsi.

KOHOR 1, 2 dan 3

ToT PROVINSI MODUL 3 SMP/MTs

ToT Modul 3 bagi para fasilitator daerah SMP/MTs kohor 1 dan DBE dilaksanakan pada tanggal 11-14 Mei 2015 untuk pembelajaran dan 15-18 Mei 2015 untuk MBS di Hotel Swissbell, Cirebon. TOT pembelajaran dibuka oleh perwakilan Dinas Pendidikan Provinsi Jawa Barat, yaitu widyaiswara dari Balai Pelatihan Tenaga Kependidikan-Pendidikan Umum Provinsi Jawa Barat (BPTKPU) sedangkan TOT MBS dibuka oleh kepala BPTKPU. TOT pembelajaran diihadiri oleh 73 Orang dan TOT MBS dihadiri oleh 38 orang. Setelah mengikuti TOT, peserta pelatihan pembelajaran menyadari bahwa sebenarnya anak-anak mampu membuat suatu tulisan yang panjang dan detil. Selama ini anak kurang diberi kesempatan dan diarahkan oleh gurunya.


Jumlah Peserta ToT Provinsi Modul 3 Pembelajaran SMP/MTs Daerah Kohor 1

Kabupaten Guru KS Pengawas


LK PR LK PR LK PR LK PR LK PR LK PR LK PR Cimahi 2 5 0 0 0 0 0 0 0 0 0 0 2 5 Bandung Barat 6 2 0 0 1 0 0 0 0 0 0 0 7 2 Ciamis 3 3 0 0 0 0 0 0 0 0 0 0 3 3 Jawa Barat 0 0 0 0 0 0 1 0 1 0 6 1 8 1

Jumlah Peserta ToT Provinsi Modul 3 MBS SMP/MTs Daerah Kohor 1 Cimahi 0 2 0 0 1 0 0 0 0 0 0 0 1 2 Bandung Barat 0 0 1 0 2 0 0 0 0 0 0 0 3 0 Ciamis 0 0 1 1 1 0 0 0 0 0 0 0 2 1 Jawa Barat 0 0 0 0 0 0 3 2 0 1 3 1 6 4

Jumlah Peserta ToT Provinsi Modul 3 Pembelajaran SMP/MTs Daerah DBE 8 0 0 0 0 0 0 0 0 0 0 0 8 0 Sukabumi 6 0 0 0 0 0 0 0 0 0 0 0 6 0 Bogor 3 5 0 0 1 1 0 0 0 0 0 0 4 6 Karawang 5 2 0 0 1 1 0 0 0 0 0 0 6 3 Indramayu 1 0 0 0 7 1 0 0 0 0 0 0 8 1

Jumlah Peserta ToT Provinsi Modul 3 MBS SMP/MTs Daerah DBE 0 0 0 0 4 0 0 0 0 0 0 0 4 0 Sukabumi 0 0 1 0 2 0 0 0 0 0 0 0 3 0 Bogor 2 2 0 1 0 0 0 0 0 0 0 0 2 3 Karawang 0 0 1 0 4 0 0 0 0 0 0 0 5 0 Indramayu 0 0 0 0 2 0 0 0 0 0 0 0 2 0


Pelatihan sekolah Modul 2 di daerah kohor 2 untuk periode April - Juni 2015 adalah:

Jenis Pelatihan Tanggal Sekolah/Instansi Tasikmalaya

Pembelajaran SMP/MTs

8-11 April (gugus 1)

MTsN Singaparna, SMPN 1 Singaparna, SMPN 1 Padakembang, SMPN 1 Tanjungjaya, SMPN 2 Mangunreja, SMPN 2 Singaparna, SMPN 1 Mangunreja, MGMP IPA, MGMP Bahasa Indonesia, MGMP Bahasa Inggris

20-23 April (gugus 2)

MTsN Pamoyanan, SMPN 1 Ciawi, SMPN 1 Pagerageung, SMPN 1 Sukaresik, MGMP Matematika, MGMP IPA, MGMP IPS, MGMP Bahasa Inggris

Pembelajaran SD/MI

30 Maret – 2 April (gugus 2)

MI Al-Hidayah, MI Cicarulang, MI Leuwiseeng, MIN Sukaratu, SDN 1 Cikunten, SDN 1 Pakemitan, SDN 2 Cikunten, SDN 2 Pakemitan, SDN 3 Pakemitan, SDN 4 Pakemitan, SDN 5 Pakemitan, SDN Bugelalis, SDN Cintawana, SDN Citatah, SDN Muhammad Toha, SDN Sukasenang

MBS SD/MI 5 – 6 Mei (gugus 1)

MI Cicarulang, MI Leuwiseeng, SDN Citatah, SDN 1 Cikunten, SDN 2 Cikunten, SDN Cintawana, SDN Muhammad Toha, SDN Sukasenang, UPTD Kec. Singaparna

23-24 Juni (gugus 2)

SDN 1 Pakemitan, SDN 2 Pakemitan, SDN 3 Pakemitan, SDN 4 Pakemitan, SDN 5 Pakemitan, SDN Bugelalis, MIN Sukaratu, MI Al-Hidayah

MBS SMP/MTs 11-12 Juni MTsN Pamoyanan, MTsN Singaparna, SMPN 1 Ciawi, SMPN 1 Mangunreja, SMPN 1 Padakembang, SMPN 1 Pagerageung, SMPN 1 Sukaresik, SMPN 2 Singaparna, SMPN 3 Salawu, SMPN 4 Manonjaya


Jenis Pelatihan Tanggal Sekolah/Instansi Kuningan


20-23 April (cluster 2)

SMPN 1 Garawangi, SMPN 2 Garawangi, SMPN 1 Sindangagung, MTsN Sindangsari MGMP Kec. Kuningan

Pembelajaran SD/MI


MI PUI Ciwedus 2, MIN Manis Kidul, SDN 1 Cilimus, SDN 2 Cilimus, SDN 3 Bojong, SDN 4 Bojong, SDN 4 Cilimus SDN 5 Cilimus

4 - 7 Mei (cluster 2)

MI Cokroaminoto, MI PUI, SDN 1 Lengkong, SDN 1 Purwasari, SDN 2 Purwasari, SDN 3 Lengkong, SDN 3 Purwasari, SDN Tembong, Kementerian Agama Kab. Kuningan

MBS SD/MI 6 – 7 Juni (cluster 1)

MI PUI Ciwedus 2, MIN Manis Kidul, SDN 1 Cilimus, SDN 2 Cilimus, SDN 3 Bojong, SDN 4 Bojong, SDN 4 Cilimus SDN 5 Cilimus, UPTD Pendidikan kec. Cilimus

12 – 13 Juni (cluster 2)

MI Cokroaminoto, MI PUI, SDN 1 Lengkong, SDN 1 Purwasari, SDN 2 Purwasari, SDN 3 Lengkong, SDN 3 Purwasari, SDN Tembong, Kementerian Agama, UPTD Kec. Garawangi

MBS SMP/MTs 1 – 2 April (cluster 1)

MTsN Sangkanhurip, SMPN 1 Cilimus, SMPN 2 Cilimus, SMPN 3 Cilimus

19 – 20 Mei (cluster 2)

MTsN Sindangsari, SMPN 1 Garawangi, SMPN 1 Sindangagung, SMPN 2 Garawangi

Cirebon



MTsN Cirebon 2, MTsN Cisaat, SMPN 1 Dukupuntang, SMPN 1 Plered, SMPN 2 Plered, SMPN 2 Sumber, SMPN 3 Plered, SMPN 3 Sumber, Dinas Pendidikan

19 – 22 Mei (cluster 2)

Pembelajaran SD/MI


MI As-Salafiah Bode, MI As-Shobirin Gombang, MI Miftahul Mutaalimin, MIN Sindangmekar, SDN 1 Cangkoak SDN 1 Kepunduan, SDN 1 Panembahan SDN 1 Sindangjawa, SDN 1 Trusmi Kulon SDN 1 Trusmi Wetan, SDN 2 Balad, SDN 2 Cangkoak, SDN 2 Panembahan SDN 2 Sindangmekar, SDN 2 Trusmi Wetan, SDN 3 Panembahan, Dinas Pendidikan

10-13 Mei (cluster 2)

11-12 Juni (cluster 1)

MTsN Cisaat, SMPN 1 Dukupuntang, SMPN 2 Sumber, SMPN 3 Sumber

Bekasi Pembelajaran SMP/MTs

30 Maret – 2 April (cluster 1)

MTsN Serang, SMPN 1 Cikarang Selatan SMPN 2 Cikarang Selatan, SMPN 3 Cikarang Selatan, SMPN 1 Cikarang Pusat, SMPN 2 Cikarang Pusat SMPN 3 Cikarang Pusat, Dinas Pendidikan / Pengawas


MTs Nurul Huda, MTsN Serang, SMPN 1 Cikarang Pusat, SMPN 1 Cikarang Selatan, SMPN 2 Cikarang Pusat, SMPN 2 Cikarang Selatan, SMPN 2 Cikarang Utara, SMPN 3 Cikarang Pusat, SMPN 3 Cikarang Selatan

Pembelajaran SD/MI


MI At-Taqwa, MI Al-Islamiyah, MI Al-Hidayah, SDIT An-Nur, SDIT Ar-Rahman, SDN Hegarmukti 1, SDN Hegarmukti 2, SDN Hegarmukti 3, SDN Jayamukti 1, SDN Jayamukti 2, SDN Jayamukti 3, SDN Karya Iman, SDN Sukadami, SDN Sukaresmi 1, SDN Sukaresmi 3, SDN Sukaresmi 4, SDN Sukaresmi 5, SDN Sukaresmi 6, UPTD Cikarang Pusat, UPTD CIkarang Selatan

5 - 8 Mei (cluster 2)

MI At-Taqwa, MI Al-Islamiyah, MI Al-Hidayah, SDIT An-Nur, SDIT Ar-Rahman, SDN Hegarmukti 1, SDN Hegarmukti 2, SDN Hegarmukti 3, SDN Jayamukti 1, SDN Jayamukti 2, SDN Jayamukti 3, SDN Karya Iman, SDN Sukaresmi 1, SDN Sukaresmi 3, SDN Sukaresmi 5, SDN Sukaresmi 6, SD IT Sains Al-Farabi UPTD Cikarang Pusat, UPTD CIkarang Selatan


Jumlah Peserta Pelatihan Pembelajaran SD/MI Modul 2 Kohor 2 (April-Juni 2015)

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Tasikmalaya 10 44 0 0 2 2 0 0 0 0 12 46 58 Kuningan 21 79 0 0 6 5 1 0 0 0 28 84 112 Cirebon 30 70 0 0 8 6 5 0 1 0 44 76 120 Bekasi 27 84 0 0 10 3 3 1 1 0 41 88 129

Jumlah Peserta Pelatihan Pembelajaran SMP/MTs Modul 2 Kohor 2 (April-Juni 2015) Tasikmalaya 30 84 0 0 1 0 0 0 1 3 32 87 119 Kuningan 25 33 0 0 0 0 0 0 0 4 25 37 62 Cirebon 40 84 0 0 3 3 2 2 0 0 45 89 134 Bekasi 47 84 0 0 3 4 1 1 0 0 51 89 140

Jumlah Peserta Pelatihan MBS SD/MI Modul 2 Kohor 2 (April-Juni 2015) Tasikmalaya 7 28 27 4 3 11 2 0 1 0 40 43 83 Kuningan 20 24 25 4 4 2 2 1 0 0 51 31 82

Jumlah Peserta Pelatihan MBS SMP/MTs Modul 2 Kohor 2 (April-Juni 2015) Tasikmalaya 14 5 14 0 6 2 0 0 0 0 34 7 41 Kuningan 18 5 12 2 1 0 0 0 0 0 31 7 38 Cirebon 8 1 6 0 3 1 1 0 0 0 18 2 20 PENDAMPINGAN SEKOLAH MODUL 2 KOHOR 2: akan dilakukan pada triwulan depan.


SELEKSI SEKOLAH PRAKTIK YANG BAIK KOHOR 2: Setelah melakukan serangkaian proses seleksi pada bulan Maret maka sekolah yang terpilih menjadi sekolah praktik yang baik adalah: Cirebon MIN Sindangmekar, SDN 2 Cangkoak, MTsN Cisaat, SMPN 2 Sumber Tasikmalaya SDN 3 Pakemitan, MIN Sukaratu, SMPN 1 Pagerageung, MTsN Singaparna-Cintawana. Bekasi MIS At-Taqwa, SDN Hegar Mukti 02, SMPN 1 Cikarang Selatan, MTsN Serang, Cikarang

Selatan Kuningan MIS Cokroaminoto, SDN 1 Cilimus, SMPN 1 Cilimus, MTsN Sangkanhurip

PELATIHAN DOSEN PEDAGOGI: PELATIHAN DOSEN TENTANG KURIKULUM DAN MATERI

Pelatihan dilaksanakan pada tanggal 21-25 April 2015 bertempat di Hotel Amarosa Bandung dan dihadiri oleh 47 orang terdiri atas peserta dari Ciamis (11 orang), Cimahi (11 orang), Bandung Barat (11 orang), fasilitator SD/MI (3 orang), fasilitator SMP/MTs (5) orang, dan staf kunci SD/MI 1 orang dan staf kunci SMP/MTs 5 orang. Hasil dari pelatihan ini adalah dosen LPTK terampil untuk menggunakan buku sumber yang terdiri atas: Literasi SD, Literasi SMP, Matematika SD, dan IPA SD. Peserta juga membuat rencana tindak lanjut penggunaan buku sumber tersebut dalam perkuliahan.


Kegiatan penelitian tindakan kelas adalah melakukan rapat kerja yang ketiga yang dilaksanakan pada tanggal 10-12 April 2015 bertempat di Hotel Novotel Bandung. Pertemuan diikuti oleh 19 orang yang terdiri atas tim literasi SD 4 orang, tim literasi SMP 4 orang, tim Mapel Matematika 4 orang, tim Mapel IPA 4 orang, dan 3 orang kunci. Hasil dari rapat kerja ketiga adalah menganalisis data kuantitatif dan kualitatif siklus 2, merefleksi terhadap hasil dan tindakan siklus 2, dan draf laporan PTK.


RAPAT KONSORSIUM

Rapat konsorsium dilaksanakan pada tanggal 18 April 2015 bertempat di Hotel Aston Tropicana Bandung dan dihadiri oleh 20 orang peserta yang berasal dari UPI (4 orang), UIN (4 orang), UNPAS (3 orang), UNINUS (3 orang), STAI Siliwangi (3 orang), dan IAID Ciamis (3 orang). Hasil dari rapat ini adalah terinformasikannya program kemitraan yang jelas antara USAID PRIORITAS-LPTK dan konsorsium, teragendakannya program PRIORITAS tahun ke-4 dan rencana tindak lanjut oleh setiap LPTK untuk 6 bulan ke depan.

RAPA REVIU FASILITATOR LPTK

Rapat dengan para fasilitator LPTK dilaksanakan pada tanggal 12 Juni 2015 untuk UPI dan 15 Juni 2015 untuk UIN bertempat di kampus masing-masing. Rapat dihadiri oleh 10 orang fasilitator UPI dan 12 orang fasilitator UIN. Hasil yang didapatkan dari rapat ini adalah para fasilitator mendapatkan gambaran tentang mekanisme pendampingan modul 2 kepada sekolah mitra LPTK dan mengetahui sekolah mana yang akan didampingi.


PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN 2

Kegiatan penataan dan pemerataan guru di daerah Kohor 1 adalah rapat reviu di Bandung Barat tanggal 26 Mei di Hotel Mason Pine, Kabupaten Bandung Barat. Kegiatan dihadiri oleh 19 orang (16L/3P) yang terdiri dari perwakilan dari Disdikpora, BKD dan BAPPEDA KBB, UPI, UPT Cipatat dan Padalarang, dan juga beberapa perwakilan dari SDN 2 Rajamandala , SMPN 1 Batujajar, SMPN 1 Cihampelas, dan SMPN 1 Ngamprah. Pemangku kepentingan yang di wakili oleh K3S, MKKS, guru mendesak segera dibuatkan payung hukum Penataan dan Pemerataan Guru, sehingga lalulintas jam mengajar ditangani oleh pihak terkait bukan di tingkat satuan pendidikan.

Rapat reviu di Cimahi tanggal 29 Mei 2015 di Hotel Simply Valore, Cimahi, dihadiri oleh 16 orang (12L/4P) yang terdiri dari perwakilan Disdikpora, BKD, dan BAPPEDA kota Cimahi, dan beberapa perwakilan dari 3 SDN Budhi Karya, SDN Cibabat Mandiri 1, SDN Melong Mandiri 1 dan SMPN 6 Cimahi. Bappeda telah mengembangkan sistim pendataan online berbasis geografis untuk penataan dan pemerataan guru. Guru yang melakukan alih fungsi didorong untuk melakukan S1 kedua melalui skema PPG atau SKKT.

Rapat reviu di Ciamis tanggal 28 Mei 2015 bertempat di Aula Pemda dihadiri oleh 12 orang (12L). Unsur undangan yang hadir terdiri dari Perwakilan Disdikbud, BKD, dan BAPPEDA kab. Ciamis, dan beberapa perwakilan dari UPTD, Guru dan Kepala Sekolah. Hasilnya adalah: 1) Kepala Dinas mendukung implementasi kebijakan PPG di Kabupaten Ciamis, 2) Kelas rangkap menjadi solusi ‘darurat’ efektif bagi sekolah-sekolah kecil terpencil.

Untuk kohor 2, lokakarya implementasi PPG di Kuningan diselenggarakan pada tanggal 20 Mei 2015 bertempat di Aula UPTD Kramat Mulya Kuningan. Lokakarya dihadiri oleh 58 orang (46L/12P) yang terdiri dari perwakilan dari Disdikpora, Kemenag dan BKD kab. Kuningan, perwakilan dari 4 UPT Pendidikan kecamatan Maleber, UPT Pendidikan kecamatan Subang, UPT Pendidikan kecamatan Selajambe, UPT Pendidikan kecataman Cilimus, media, dan perwakilan dari 18 SD dan 4 SMP. Hasilnya adalah:

1. Penempatan CPNS Kategori 2 pada Sekolah yang kekurangan guru kelas, yaitu 228 orang.

2. Mobile Teacher bagi guru-guru yang kekurangan jam mengajar, yaitu SMPN 1 Mandi Rancan. B. Inggris ke Pasawahan dan IPS dengan Jalaksana 1, SMPN 2 Kramatmulya : guru pertanian pindah ke SMKN 1, (kategori 2), guru SMA Ciwaru Ke Cibingbin, guru SMA Luragung Ke Cibingbin.


Penggabungan lanjutan sebagai upaya menata kelembagaan pada sekolah-sekolah kecil dengan pertimbangan jarak, pensiun kepala sekolah, periodisasi kepala sekolah, dan yang paling penting tidak mencederai hak anak untuk bersekolah.

Lokakarya Implementasi PPG di Bekasi dilaksanakan pada tanggal 17 Juni 2015 di Hotel Snatika Cikarang dan dihadiri oleh 45 orang (37L/8P). Hadirin undangan terdiri dari Kepala Dinas Pendidikan, Kabid PTK Dikdas, Kasubbag Kepegawaian, Kabid Formasi dan Penempatan BKD, BP2KAD, Bappeda, Korwas SD, Korwas SMP, 23 UPTD, kepala SMPN 1 Ciabrusah, kepala SMPN 1 Cikarang Barat, kepala SMPN 4 Cibitung, kepala SMPN 3 Cikarang Selatan, kepala SMPN 1 Tambun Selatan, kepala SMPN 6 Cikarang Utara. Hasilnya adalah: 1) Menerapkan PPDB online untuk sekolah yang jumlah siswanya lebih dari 40 per rombel. 2) Dalam upaya pengendalian guru honor, tahun Anggaran 2016, pengadaan guru honor melalui skema Perjanjian Kerja antara KPA (UPTD) dengan guru honor.

Lokakarya Implementasi PPG di Cirebon diselenggarakan pada tanggal 25 Juni 2015 di Hotel Patrajasa Cirebon dan dihadiri oleh 49 orang (34L/15P). Unsur undangan yang hadir terdiri dari perwakilan Didikpora, Bappeda, dan BKPPD Kabupaten Cirebon dan masing-masing Perwakilan dari 40 UPTD. Hasilnya adalah:

• Potensi penggabungan sekolah dasar satu hamparan mempertimbangkan data pensiun kepala sekolah, data sekolah kecil satu hamparan.

• Kebijakan PPDB terutama pada sekolah satu hamparan harus mengacu pada standar (minimal siswa 1 : 20), dengan dukungan dilakukan pelatihan peningkatan mutu kepala sekolah (manajemen) dan guru (metode pengajaran).

• Kontrak Kinerja melalui lelang jabatan calon kepala sekolah dalam rangka peningkatan dan pemerataan mutu sekolah.

• Potensi Pembelajaran kelas rangkap bisa di lakukan di sekolah kecil terpencil yang kekurangan guru (termasuk guru honor).

• Moratorium guru honor di SD-SMP Negeri.

Potensi pembangunan RKB bagi sekolah gemuk (sesuai standar) dengan syarat memiliki lahan dan sertifikat PEMDA.


Pada rentang waktu bulan April-Juni 2015, di Provinsi Jawa Barat telah dilaksanakan 9 kegiatan diseminasi, 6 kegiatan di kota Bogor , 1 kegiatan di kabupaten Kuningan, 1 kegiatan di kabupaten Sukabumi dan 1 kegiatan di kabupaten Cirebon. Ruang lingkup kegiatan diseminasi dilaksanakan di tingkat SD/MI dan SMP/MTs mulai dari tingkat wilayah kecamatan, komisariat sampai dengan tingkat kabupaten/kota. Sebanyak 264 Sekolah dilibatkan dalam kegiatan tersebut, diantaranya terdiri dari 199 SD/MI dan 65 SMP/MTs.

Sebanyak 739 (250 L/489 P) orang guru dan kepala sekolah hadir sebagai peserta kegiatan diseminasi. Total anggaran sejumlah Rp 368.108.250 telah dibelanjakan pada keseluruhan kegiatan diseminasi tersebut, dengan sumber dana yang berasal dari APBD sejumlah Rp 236.912.500 (65 %), berasal dari BOS sejumlah Rp. 59.240.000 (16 %), dan berasal dari program PRIOTIRAS sejumlah Rp. 66.955.750 (18%).

KEGIATAN LAIN

Kunjungan Direktur USAID Indonesia ke SMPN 3 Cimahi

Dalam rangka melihat langsung dampak dari program USAID PRIORITAS, Direktur USAID Indonesia, Andrew Sisson mengunjungi SMPN 3 Cimahi pada tanggal 10 Juni 2015. Andrew mengunjungi 2 kelas, yaitu kelas 7 dan kelas 8 yang sedang melakukan pembelajaran IPA. Anak-anak terlihat belajar IPA


dengan penuh suka cita dan sangat aktif. Tidak ada kesan dari anak-anak bahwa belajar IPA itu susah. Semua anak antusias melakukan percobaan dan Andrew berkesempatan untuk melakukan dialog langsung dengan siswa.


• Tingkat provinsi: TOT Modul 3 untuk SD/MI, monitoring provinsi ke daerah

• Tingkat kabupaten: rapat dan persiapan Program PKB

• Tingkat sekolah: pelatihan Modul 3 kohor 1, pendampingan modul 2 kohor 2

• LPTK: studi banding kohor 2, pertemuan dengan sekolah praktik yang baik kohor 1, lokakarya praktikum LPTK

Galeri Foto

Direktur Misi USAID Andrew Sisson berdialog dengan kelompok siswa yang bereksperimen mengukur tekanan zat cair pada sistem peredaran

darah (10/6).

Hevina siswa kelas 7 SMPN 3 Cimahi berdialog dengan Andrew Sisson didampingi Tata Wikanta (paling kanan) Plt Kepala Dinas Pendidikan

Kota Cimahi, Jawa Barat (10/6).

Eep Saeful Rojab, widiyaiswara BPTK-PU Disdik Jabar (tengah) terlibat aktif dalam sesi-sesi TOT Modul 3 SMP/MTs tingkat Jawa Barat (11/5).

Peserta TOT Modul 3 SMP/MTs tengah mengkaji ulang tingkat keberhasilan implementasi Modul 2 di sekolah (11/5).


Pemangku kepentingan pendidikan Kuningan melakukan analisis risiko kebijakan PPG dan menyusun strategi implmentasi kebijakan (20/5).

Rochim Sutisna (kanan), Kepala Disdikbud Bekasi, paparkan fakta-fakta guru yang melatari perlunya kebijakan distribusi guru (16/6).


Provinsi: Jawa Tengah

RAPAT KOORDINASI, REVIU, PERENCANAN ATAU PERTEMUAN LAIN YANG PENTING


Tanggal Dengan siapa Hasil koordinasi 7-9 April Kabid PPTK, Kasi PPTK Dikdas, Kasi PPTK Dikmen,

dan Staf Perencanaan dari 35 Kab/Kota di Jawa Tengah

Terselenggaranya pelatihan pengolahan data PTKdan PKB

8 April Setda dan Biro Kerja Sama Luar Negeri Pemerintah Provinsi Jateng

Kerjasama dengan donor luar nageri semakin baik.

12-13 Mei Kabid PPTK dan Kasi Peningkatan Mutu Dikdas Disdik Prov Jateng

Ikutsertanya staf Disdikprov dalam ToT 3 Provinsi (PBM & MBS)

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten

Tanggal Dengan siapa Hasil koordinasi 2 April Kadindikbud Semarang dan staf Dindikbud Terselenggaranya implementasi kebijakan PPG

tentang rasio guru dan rombel. 9 April Kasi Mapenda Kabupaten Batang Diseminasi MI di Kabupaten Batang 10 April Fasilitator Daerah, Pengawas TK/SD, Dinas

Dikpora, Kakankemenag, Terpilihnya sekolah praktik yang baik di Kabupaten Wonosobo.

29 Mei Kasi Pendikan Agama Kabupaten Grobogan dan fasilitator daerah.

Madrasah Kemenag melakukan diseminasi pada semester 1.

8 Mei Kasi Kurikulum Sekmen Wonosobo, fasilitator, kepala sekolah, dan guru.

Rencana tindak lanjut kemajuan sekolah 4 bulan ke depan di Kab Banjarnegara.

7 Juni Kepala UPTD, Fasilitator SD-MI, dan Pengawas Kecamatan Gebang Purworejo.

Terselenggaranya diseminasi PAKEM modul 2 tanggal 8-11 Juni 2015

4 Juni Staf Program Perencanaan Disdikpora Batang

Terealisasinya diseminasi modul 1-2 SD/SMP awal pelajaran baru 2015/2016.

KOHOR 1 DAN 2

ToT PROVINSI : ToT Modul 3 Pembelajaran Jenjang SMP dan MTs

TOT Provinsi Modul 3 pembelajaran di Jawa Tengah dilaksanakan dalam dua kelompok. Pertama, kelompok kabupaten PRIORITAS kohor-1 ditambah kabupaten DBE (Karanganyar). Kegiatan dilaksanakan di Hotel New Spahire Yogyakarta pada tanggal 14-19 Mei 2015. Jumlah peserta dalam pelatihan tersebut yaitu 57 orang (L:41, P:16). Selain Kabupaten mitra, peserta juga berasal dari LPTK mitra yaitu, UIN Walisongo, Universitas Negeri Yogyakarta, LPMP Jawa Tengah, dan P4TK Matematika Yogyakarta. Adapun peserta pelatihan sebagai berikut:

Kabupaten Guru KS Pengawas LPTK LPMP Dinas P Kemenag Lain Total

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Sragen 4 2 1 5 2 Batang 6 1 1 7 1 Banjarnegara 3 4 1 3 5 Purbalingga 7 1 7 1 Semarang 1 6 1 7 1 UIN WS 2 2 UNY 2 2 2 2 LPMP Jateng 1 1 P4TKMat Yk 1 1 Karanganyar 7 1 7 1 Dindikprov 1 1 Purworejo 1 1


Kedua, pelatihan provinsi modul 3 pembelajaran jenjang SMP dan MTs kelompok kabupaten DBE juga dilaksanakan di Hotel New Spahire Yogyakarta, 23-26 Mei 2015. Peserta dalam kegiatan tersebut sebanyak 66 orang (L:44, P:22). Praktik mengajar dilaksanakan di SMPN 1 Yogyakarta dan SMPN 5 Sleman. Peserta TOT kelompok I1 sebagai berikut:

Kabupaten Guru KS Pengawas LPTK LPMP Dinas P Kemenag Lain Total

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Jepara 3 3 6 Demak 5 2 1 1 7 2 Kudus 4 2 2 6 2 Blora 6 2 1 7 2 Grobogan 4 1 2 1 6 2 Boyolali 1 3 3 1 4 4 Purworejo 3 4 1 1 5 4 Karanganyar 1 1 1 1 Purbalingga 1 1 UNNES 1 3 1 3 UNY 2 2

TOT Modul 3 Manajemen Jenjang SMP dan MTs

Pelatihan terlaksana pada tanggal 20-23 Mei 2015 bertempat di New Saphir Hotel, Yogyakarta. Kegiatan diawali dengan penguatan fasilitator dan persiapan pelatihan pada tanggal 18-19 Mei 2015. Kegiatan diikuti 44 orang peserta (L:28, P:16) dari Kabupaten Purbalingga, Banjarnegara, Batang, Semarang, Sragen, Blora, Grobogan, Purworejo, koordinator kabupaten, wakil dinas pendidikan provinsi, kementerian agama provinsi, LPMP, P4TK, LPTK Unnes, UIN Walisongo dan UNY. Kegiatan difasilitasi oleh 5 orang fasilitator pembelajaran pada hari pertama dan 10 fasilitator MBS pada hari selanjutnya.

Kabupaten Guru KS Pengawas LPTK LPMP Dinas P Kemenag Lain*) Total

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Banjarnegara 2 2 4 Batang 1 2 1 2 Blora 1 1 2 1 3 2 Grobogan 2 2 4 Purbalingga 3 1 4 Purworejo 1 5 6 Semarang 1 3 1 3 Sragen 2 2 2 2 Prov Jateng 1 1 1 2 1 Unnes 1 1 UNY 4 4 UIN WS 1 1 P4TK 1 1

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) (Modul 3 Bulan Agustus)

PENDAMPINGAN SEKOLAH KOHOR 1 DAN 2: Pendampingan pembelajaran modul 2 di kabupaten kohor 1 di setiap sekolah berjalan antara rentang 50%-70%. Karena pada bulan Juni - Juli ada ujian nasional dan kegiatan Ramadhan, kegiatan selanjutnya dilanjutkan pada bulan Agustus sampai dengan September. Di kabupaten kohor 2, pendampingan sekolah modul 2 baru berjalan antara 30-45%.

Pendampingan SMP/MTs dilaksanakan dalam siklus: (pre) paparan rencana kegiatan dan penyusunan jadwal pendampingan, (plan) pertemuan mgmps dan penyempurnaan rencana pembelajaran, (do) observasi pembelajaran di kelas, (see/reflection and plan) refleksi pembelajaran dan diskusi penyempurnaan rencana pembelajaran, dan (do) observasi pembelajaran di kelas, dan seterusnya sebagaimana siklus lesson study.


Jenjang SD/MI tiap pendampingan berisi: pertemuan tingkat KKG untuk mendiskusikan materi pendampingan dan jadwal pendampingan di sekolah, fasda bersama guru menyusun RPP, fasda mengamati pembelajaran dan melakukan evaluasi serta refleksi, menyusun RPP berdasarkan refleksi pada pembelajaran sebelumnya, dan terakhir fasda mengamati pembelajaran dan melakukan evaluasi serta refleksi serta menentukan materi untuk pembelajaran mandiri.

Untuk manajemen sekolah, pendampingan periode ke-2 difokuskan pada penyusunan RKT/RKAS tahun berjalan, menumbuhkan dan mengelola budaya baca, pemanfaatan dana BOS untuk menunjang pembelajaran, supervisi kepala sekolah, dan meningkatkan kerjasama dengan PSM. Capaian setiap kabupaten sebagai berikut; Kabupaten Purbalingga 50-75%, Banjarnegara 100%, Batang 50%, Semarang 100%, Sragen 70%, Wonosobo 40%, dan Pekalongan 50%.

Pendampingan diawali dengan lokakarya pendampingan yang dilakukan di setiap kabupaten, dengan diikuti unsur UPTD, staf dinas pendidikan, staf kantor kementrian agama kabupaten, pengawas, Kepala sekolah mitra dan non mitra, juga unsur BKD dan Bappeda. Jumlah sekolah yang didampingi pada jenjang SD/MI sebanyak 113 SD/MI dan 56 SMP/MTs dari kabupaten mitra kohor 1 dan kohor 2.

KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1 (tidak ada) UNJUK KARYA KABUPATEN KOHOR 2 (QR 12)

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) RAPAT TINGKAT LPTK

1. Pertemuan konsorsium telah dilaksanakan di Wisma MM UGM pada tanggal 20 April 2015. Kegiatan tersebut diikuti oleh 3 LPTK mitra (UNY, Unnes dan UIN Walisongo) dan 4 LPTK konsorsia dengan jumlah peserta sebanyak 19 orang (L:12, P:7). Tema pertemuan ini adalah kerjasama antar LPTK dalam mengembangkan inovasi pembelajaran di sekolah dan perkuliahan. Narasumber yang datang yaitu Prof. Zamzani (Dekan FBS UNY), Prof. Sukestiyarno (Wakil Rektor IV Unnes) dan Ahmad Muthohar, MA (Wakil Dekan II FITK, UIN Walisongo). Hasil pertemuan menyepakati untuk melakukan kerjasama di bidang penelitian bersama. Unnes akan menginisiasi pertemuan untuk menindaklajuti rencana kerjasama antara LPTK tersebut. Dalam pertemuan juga diusulkan agar USAID PRIORITAS dapat memfasilitasi pelatihan yang dituntut dalam standar perguruan tinggi sesuai dengan kurikulum Kerangka Kualifikasi Nasional Indonesia (KKNI).

2. Pertemuan koordinasi dengan FMIPA Unnes telah dilakukan pada tanggal 14 dan 16 April 2015 di ruang sidang FMIPA Unnes. Kegiatan ini diikuti oleh Dekan FMIPA beserta panitia Lomba Inovasi Alat Peraga dan Praktikum MIPA Nasional (Linpranas). Kegiatan tersebut merupakan koordinasi kegiatan lomba dan unjuk karya sekolah mitra Unnes. Rincian jadwal dan pembagian tugas di masing-masing kegiatan telah disepakati dalam pertemuan itu.


Rapat kerja dengan sekolah lab dan mitra LPTK dilakukan pada tanggal 13 April 2015 untuk mitra Unnes dan UIN Walisongo, sedangkan tanggal 14 April 2015 untuk mitra UNY. Pertemuan diikuti oleh 20 SD/MI dan 10 SMP/MTs mitra Unnes, UIN dan UNY. Kegiatan difokuskan pada persiapan unjuk karya sekolah mitra Unnes dan UNY. Bersama para fasilitator dan staf, setiap sekolah mengecek kembali persiapan unjuk karya dan penampil. Untuk madrasah mitra UIN Walisongo, tim sekolah mendiskusikan tantangan implementasi program di sekolah dan pendampingan para dosen fasilitator.


PELATIHAN SEKOLAH LAB DAN MITRA LPTK (PAKEM, CTL, MBS) (sudah selesai)

PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK

Sebanyak 9 SMP/MTs mitra UNY, Unnes dan UIN Walisongo telah menerima pendampingan sebanyak 2-3 kali untuk tiga mata pelajaran yaitu IPA, bahasa Inggris, dan Matematika. Sementara 5 SD/MI dari mitra UNY, Unnes dan UIN Walisongo telah menerima pendampingan antara 2-5 kali. Mekanisme yang dilakukan seperti di kabupaten kohor 1 dan 2 di atas.

PELATIHAN PEMBELAJARAN DAN MBS UNTUK DOSEN PEGADOGI (LPTK MITRA DAN KONSORSIUM) (sudah selesai)

PENELITIAN TINDAKAN KELAS (PTK)

Pertemuan ketiga penelitian tindakan kelas (PTK) dilaksanakan tanggal 23-25 April 2015 di Hotel Aston, Semarang. Kegiatan diikuti oleh 6 tim PTK dari 6 sekolah lab dan mitra LPTK (Unnes, UIN Walisongo, dan UNY) yang masing-masing diwakili 2 tim. Jumlah peserta yaitu sebanyak 24 orang (L:8, P:16). Pada pertemuan ini, fokus dari tim yaitu menuliskan laporan PTK. Semua tim telah menyelesaikan draft pertama laporan dan telah mendapatakn masukan dari orang kunci. Selanjutnya dalan Rencana Tindak Lanjut (RTL), tim tersebut menyempurnakan laporan PTK dan menyerahkan kepada keyperson pada tanggal 5 Mei 2015 untuk mendapatkan masukan dari orang/staf kunci.

UNJUK KARYA LPTK

Unjuk karya sekolah lab dan mitra Unnes dilaksanakan ada tanggal 18 April 2015 di Kampus Unnes Sekaran, Semarang. Kegiatan ini diikuti oleh perwakilan 10 SD/SMP mitra LPTK dan dilaksanakan bersama dengan Lomba Inovasi Praktikum dan Alat Peraga MIPA Nasional. Setiap sekolah menampilkan hasil pembelajaran dan MBS sebagai dampak pelatihan USAID PRIORITAS. Kegiatan dibuka oleh Rektor Unnes, Prof. Dr. Fathur Rokhman, M. Hum. Rektor berkesempatan melakukan kunjungan ke setiap stan sekolah dan melakukan wawancara dengan siswa dan guru. Karya yang ditampilkan pada unjuk karya meliputi karya siswa, media pembelajaran beserta RPP, dan dokumen perencanaan sekolah.

Unjuk karya yang kedua yaitu dilaksanakan oleh 11 SD/SMP lab dan mitra pada tanggal 20-22 April 2015 di GOR UNY. Unjuk karya dilaksanakan bersamaan dengan pameran Dies Natalis UNY ke 51 dan dibuka secara resmi oleh Rektor UNY Prof. Dr. Rokhmat Wahab, M.Pd.,MA. Setelah pembukaan Rektor berkeliling mengunjungi stan sekolah mitra USAID PRIORITAS-UNY dan LPTK mitra konsorsia. Di setiap stan Rektor melakukan interview dengan para siswa dan guru serta meminta siswa untuk melakukan demonstrasi alat peraga atau hasil karya yang ditampilkan.

SELEKSI SEKOLAH PRAKTIK YANG BAIK (GPS) KOHOR 2

Verifikasi 10 calon sekolah praktik yang baik di Kabupaten Wonosobo dilakukan pada tanggal 9 -10 April 2015. Kegiatan dilakukan oleh tim yang terdiri atas 14 orang dari USAID PRIORITAS, fasilitator dari UNY dan UIN Walisongo, fasilitator daerah, pengawas dari dinas pendidikan dan Kemenag. Verifikasi dilakukan melalui observasi pembelajaran, manajemen sekolah, wawancara dengan guru, kepala sekolah, komite sekolah, dan paguyuban kelas. Hasilnya, di Kabupaten Wonosobo terpilih emapt sekolah yaitu, SDN 1 Garung, MI Muhammadiyah Kertek, SMP Ma'arif Mlandi, dan SMP Muhammadiyah Kertek.

PENATAAN DAN PEMERATAAN GURU KOHOR 1 DAN KOHOR 2

Salah satu kebijakan Kabupaten Pekalongan dalam rangka penataan dan pemerataan guru (PPG) adalah menggabungkan 66 SD Negeri menjadi 33 SD Negeri. Kebijakan ini didukung dengan Keputusan Bupati Pekalongan nomor 420/61 Tahun 2014 tentang Penggabungan Sekolah Dasar


Negeri di Kabupaten Pekalongan. Kebijakan tersebut akan diimplementasikan mulai 1 Juli 2015, Karena itu, kegiatan pertemuan reviu yang diadakan pada 27 Mei 2015 bertujuan menghimpun masukan-masukan dari para Kepala UPTD Pendidikan dan pengawas SD Negeri. Informasi dari para peserta pertemuan reviu sangat penting untuk mengantisipasi masalah-masalah yang muncul dalam implementasi.

Kabupaten LPTK Dindik Kemang BKD Bappeda Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Pekalongan 33 7 1 34 7 41

PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) DAN KEUANGAN PENDIDIKAN

Sebagai tindak lanjut kegiatan lokakarya 2 pengembangan keprofesian berkelanjutan (PKB), dilaksanakan pendampingan tahap 1 dan 2 di masing-masing kabupaten (Purbalingga, Banjarnegara, Batang). Pendampingan diikuti oleh tim PKB kabupaten yang terdiri dari tim PKB dari Dinas Pendidikan, BKD, Bappeda, dan DPPKAD. Pendampingan bertujuan melengkapi data dan menajamkan analisis. Unsur yang dibahas dalam pendampingan adalah: hasil pemetaan guru yang akan dilatih, penghitungan satuan biaya pelatihan, potensi sumber dana pelatihan, dan perencanaan strategis program PKB. Pendampingan tahap 1 di tiga kabupaten dilaksanakan pada tanggal 22-30 Mei 2015 sedangkan tahap 2 dilaksanakan pada 08-16 Juni 2016.

MONITORING DAN EVALUASI

Kegiatan monitoring dan evaluasi pada triwulan ini meliputi pengambilan data di sekolah mitra LPTK dan LPTK mitra. Data yang dikumpulkan antara lain berupa pengamatan pembelajaran dan data manajemen sekolah. Kegiatan dilakukan pada tanggal 30 Maret, 1, 6, dan 14 April 2015. Kegiatan yang kedua yaitu pengambilan data tentang pembelajaran aktif di LPTK. Cara yang dilakukan yaitu dengan diskusi bersama mahasiswa dari PGSD/MI, Mapel Matematika, Bahasa Indonesia, dan IPA. Kegiatan dilakukan pada tanggal 17, 23, 24 Juni 2015 di universitas masing-masing.


Terdapat 9 kabupaten yang melaksanakan diseminasi pada rentang bulan April-Juni 2015, yaitu Kabupaten Banjarnegara, Jepara, Karanganyar, Kota Surakarta, Kudus, Purbalingga, Purworejo, Sragen, dan Wonosobo. Jumlah kegiatan diseminasi sebanyak 17 kegiatan dengan perincian; pembelajaran SD/MI sebanyak 8 kegiatan, pembelajaran SMP/MTs sebanyak 6 kegiatan, dan MBS sejumlah 3 kegiatan. Kegiatan diseminasi diikuti oleh 1.118 peserta (L: 503, P:615), yang berasal dari 315 lembaga. Sumber pendanaan berasal dana non USAID PRIORITAS (BOS/Non BOS/MGMP/KKG/APBD dan lainnya) sebanyak Rp. 274.924.500. dan dari USAID PRIORITAS sebesar Rp. 549.792.725.

KEGIATAN LAIN

Pada tanggal 21-24 Juni 2015 USAID PRIORITAS Jawa Tengah membantu Kementerian Pendidikan dan Kebudayaan untuk menyelenggarakan pendampingan kelompok kerja guru (KKG) dan PKB di Hotel Santika Semarang. Sasaran kegiatan ini adalah para guru, kepala sekolah, pengawas sekolah, kepada bidang PTK Dinas Pendidikan Kabupaten Semarang, dan BKD Kabupaten Semarang. Total peserta berjumlah 22 orang termasuk dari Dinas Pendidikan Kabupaten Semarang, Dinas Pendidikan Provinsi Jawa Tengah, BKD Provinsi Jawa Tengah, dan LPMP Provinsi Jawa Tengah. Sebagai fasilitator selain dari Kementerian Pendidikan adalah LPMP Provinsi Jawa Tengah dan USAID Prioritas Jawa Tengah. Kegiatan ini bertujuan ini untuk memberikan penguatan kepada peserta dalam melaksanakan Penilaian Kinerja Guru (PKG).



• Tingkat provinsi: TOT 3 SD/MI dan SMP/MTs Pembelajaran dan MBS Kohor 2, dan kabupaten DBE

• Tingkat kabupaten: Provincial Strategic Planning Workshop (PKB), Uji publik PKB, implementasi PKB

• Tingkat sekolah: Pelatihan pembelajaran dan MBS modul 3 SD/MI, SMP-MTs.

• LPTK: Pertemuan Reviu sekolah praktik yang baik, pelatihan sekolah lab dan sekolah mitra LPTK.

Galeri Foto

Pendampingan Lokakarya 2 pengembangan keprofesian berkelanjutan di Kabupaten Purbalingga (10/6).

Rektor Unnes, Prof. Fathur Rahman memeriksa Kas Bank Mini di stan pameran SMPN 12 Semarang, dalam unjuk karya sekolah mitra Unnes

(18/4).

Rektor UNY, Prof. Rohmat Wahab mencoba alat pendeteksi tsunami di stan sekolah mitra UNY dalam unjuk karya sekolah mitra UNY (21/4).

Siswa sedang mengenal sumber daya alam yang dapat diperbarui dengan membuat batu bata. Kegiatan tersebut dalam praktik mengajar

diseminasi Kalikajar Wonosobo (24/4).

Praktikan diseminasi Kabupaten Wonosobo mengajak siswa menghafalkan nama binatang dalam bahasa Inggris dengan memakai

media ular tangga (11/5).

Enumerator, Nur Jannah memandu Focus Group Discussion (FGD) dengan mahasiswa matematika Unnes pada forum monitoring dan

evaluasi di LPTK (24/6).


Provinsi: Jawa Timur


Tanggal Dengan siapa Hasil koordinasi 11 & 18 Mei Kasie Kelembagaan dan staff

Kemenag Provinsi Jatim Kesepakatan daerah PKB dan persiapan data EMIS


Tanggal Dengan siapa Hasil koordinasi 1 Juni Staff Dinas Pendidikan dan

operator dapodik Kota Batu Sosialisasi program PPG ,Pengumpulan data dapodik SD & SMP se-Kota Batu

6 April Dispendik Labuhanbatu dan Blitar

Koordinasi bersama persiapan kunjungan sekolah mitra Labuhanbatu ke Blitar

20-21 April Dispendik Kab Blitar Untuk melihat kendala, tantangan dan faktor penunjang keberhasilan inovasi pembelajaran kelas rangkap.

15 Mei Bupati, Bappeda, Dispendik dan Kemenang Kab Madiun

Membahas APBD 2015 untuk diseminasi yang rencananya untuk September-November 2015

KOHOR 1, 2 dan 3

ToT PROVINSI

ToT Provinsi Modul 3 CTL SMP/MTs Kohor 1 dan DBE Gelombang 1 dilaksanakan di Malang pada 24-27 Mei 2015 diikuti oleh mitra Kohor 1 (Madiun, Blitar, Kab Mojokerto, Pamekasan, Situbondo) dan DBE Gelombang 1 (Sampang):



LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Madiun 4 5 4 5 Blitar 2 2 1 1 1 3 4 Kab Mojokerto

5 4 5 4

Pamekasan 2 5 2 5 Situbondo 3 4 1 4 4 Sampang 8 2 8 2 Jatim 3 3 3 3

ToT Provinsi Modul 3 CTL SMP/MTs DBE Gelombang 2 dilaksanakan di Malang pada 7-10 Juni 2015 diikuti oleh mitra DBE Gelombang 2 (Sidoarjo, Bojonegoro, Nganjuk, Pasuruan, Kota Mojokerto, Tuban):




LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Sidoarjo 3 4 2 5 4 Bojonegoro 5 4 1 5 5 Nganjuk 2 6 1 1 3 7 Kota Mojokerto

6 3 6 3

Tuban 8 1 8 1 Pasuruan 5 1 1 1 1 7 2 Jatim 3 6


Kabupaten/kohor Tanggal kegiatan Nama Kegiatan

Lumajang/kohor 2 4-7 April Pelatihan CTL SMP/MTs Modul 2 Gugus 1 Kec Lumajang 8-11 April Pelatihan CTL SMP/MTs Modul 2 Gugus 2 Kec Sukodono 22-23 April Pelatihan MBS SMP/MTs Modul 2 Gugus Lumajang & Sukodono 26-27 Mei Pelatihan MBS SD/MI Modul 2 Gugus 1 Kec Lumajang 28-29 Mei Pelatihan MBS SD/MI Modul 2 Gugus 1 Kec Sukodono

Ngawi/kohor 2 1-4 April Pelatihan PAKEM SD/MI Modul 2 10-13 Mei Pelatihan CTL SMP/MTs Modul 2 Gelombang 1 18-21 Mei Pelatihan CTL SMP/MTs Modul 2, Gelombang 2 26-27 Mei Pelatihan MBS SMP/MTs Modul 2 3-4 Juni Pelatihan MBS SD/MI Modul 2 Gelombang 1 5-6 Juni Pelatihan MBS SD/MI Modul 2 Gelombang 2

Pelatihan modul 1 untuk Kohor 3 di Kota Batu – Modul 1 Kota Batu/kohor 3 8-10 April Pelatihan PAKEM SD/MI Modul 1 Gelombang 1

14-16 April Pelatihan PAKEM SD/MI Modul 1 Gelombang 2 15-17 April Pelatihan CTL SMP/MTs Modul 1 21-23 April Pelatihan MBS SMP/MTs Modul 1 24-26 April Pelatihan MBS SD/MI Modul 1 Gelombang 1 27-29 April Pelatihan MBS SD/MI Modul 1 Gelombang 2

Lamongan/kohor 3 11-13 April Pelatihan PAKEM SD/MI Modul 1 Gelombang 1 14-16 April Pelatihan PAKEM SD/MI Modul 1 Gelombang 2 18-20 April Pelatihan CTL SMP/MTs Modul 1 22-24 April Pelatihan MBS SD/MI Modul 1 Gelombang 1 28-30 April Pelatihan MBS SD/MI Modul 1 Gelombang 2 26-28 April Pelatihan MBS SMP/MTs Modul 1

Pelatihan modul 1 untuk Kohor 3 di Kabupaten Jombang : Jombang/kohor 3 30 Maret-1 April Pelatihan CTL SMP/MTs Modul 1 Gelombang 1

31 Maret-2 April Pelatihan PAKEM SD/MI Modul 1 Gelombang 2 4-6 April Pelatihan PAKEM SD/MI Modul 1 Gelombang 2 5-7 April Pelatihan CTL SMP/MTs Modul 1 Gelombang 2 6-8 April Pelatihan MBS SD/MI Modul 1 Gelombang 2 9-11 April Pelatihan MBS SD/MI Modul 1 Gelombang 2 12-15 April Pelatihan MBS SMP/MTs Modul 1

Banyuwangi/kohor 3 4-6 April Pelatihan PAKEM SD/MI Modul 1 Gelombang 1 7-9 April Pelatihan PAKEM SD/MI Modul 1 Gelombang 2 12-14 April Pelatihan MBS SD/MI Modul 1 Gelombang 1 & 2 11-13 April Pelatihan CTL SMP/MTs Modul 1 Gelombang 1 & 2

15-17 April Pelatihan MBS SMP/MTs Modul 1 Gelombang 1 & 2


PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3

Pendampingan di Kabupaten Madiun (Kohor 1) dilakukan di 2 gugus yakni Mejayan dan Geger sejumlah 24 sekolah di kelas 1-5 karena kelas 6 persiapan menghadapi ujian nasional.

Pendampingan di Kab Ngawi (Kohor 2) dilaksanakan di SD/MI dan SMP/MTs dengan temuan sebagai berikut:

• Peran paguyuban kelas mulai muncul, misalnya : adanya kesadaran orang tua siswa untuk membantu sarana belajar siswa seperti buku – buku bacaan, pengadaan LCD.

• Program budaya baca mulai tumbuh di setiap sekolah. Terdapat jam dan hari – hari khusus untuk membaca di hampir seluruh sekolah mitra.

• Alat/media untuk kegiatan pembelajaran sudah dianggarkan dalam RKAS.

• Para guru sudah memanfaatkan lingkungan sekolah sebagai sumber belajar.


Peluncuran Budaya Baca di sekolah mitra SMPN 05 Kabupaten Lumajang dilakukan pada 12 Mei 2015. Pemerintah Kabupaten Lumajang juga meluncurkan Program “Gemar Membaca” disemua sekolah dan semua jenjang. Kegiatan ini merupakan kerjasama dengan Kepala Perpustakaan Nasional RI, Kepala Badan Perpustakaan dan Kearsipan Propinsi Jawa Timur, dan Kepala Badan Perpustakaan Daerah Kabupaten Lumajang,



Kegiatan dilaksanakan di Surabaya untuk UINSA dan UNESA (23 Mei 2015) dan Malang untuk UM (25 Mei 2015). Kegiatan ini difasilitasi oleh 14 fasilitator dari UNESA (6), UIN (2) dan UM (6). Pesertanya sebagai berikut:

LPTK Guru Komsek


Total LK PR LK PR LK PR LK PR LK PR LK PR UINSA 7 10 3 1 3 3 - - - - - - 27 UM 7 9 2 1 4 3 - - - - - - 26 UNESA 8 12 3 1 2 2 - - - - - - 28

LOKAKARYA SEKOLAH PRAKTIK YANG BAIK

Lokakarya dilaksanakan pada 13-15 April 2015 di Hotel Santika Premier Surabaya dengan 48 peserta untuk tingkat SD/Mi, dan 70 untuk tingkat SMP/MTs. Sedangkan fasilitator yang terlibat adalah 8 orang dari UIN SA, UNESA dan UM untuk tingkat SD/MI dan 10 orang dari UM, UNNES, UIN SA dan UNESA untuk SMP/MTs.


Pendampingan selama bulan April-Juni melibatkan: 10 SMP/MTs dan 24 SD/MI. Jumlah fasilitator yang terlibat berjumlah 43 dari UINSA (16), UM (16) dan UNESA (11).


Lokakarya PTK ke-3 dilakukan pada tanggal 27-29 Maret 2015 di Hotel Aria – Malang. Telah diselesaikan analisis data siklus 1 dan 2, serta penyusunan draf laporan PTK. PTK diikuti oleh peserta dari UINSA (4), MI Badrus Salam (2), MTs Wachid Hasyim (2), UNESA (4), SDN Wiyung (2), SMPN 21 (2), UM (4), SMP Lab UM (2) dan SDN Percobaan 2 (2).


PELATIHAN DOSEN PEDAGOGI

Dilaksanakan pada tanggal 24-26 April di Hotel Purnama Batu, diikuti oleh 105 dosen (M:45, F:60) dari UM Malang, UNESA, UIN SA dan Konsorsia, yaitu: IAIN Tulungagung, IKIP PGRI Madiun, STAIN Ponorogo, UNIPA, UNMUH Sidoarjo, UNP Kediri.

SELEKSI SEKOLAH PRAKTIK YANG BAIK KOHOR 2

Seleksi sekolah praktik yang baik kohor 2 dilakukan di Lumajang pada tanggal 30 Maret – 1 April 2015 dan di Ngawi pada tanggal 16-18 April 2015. Berikut adalah daftar sekolah terpilih:

Kabupaten Nama sekolah Alamat Nama kepala

sekolah Lumajang SDN Kutorenon 01

Sukodono Jl. Kedondong No.24 Kutorenon, Sukodono Lumajang

Dra.Hj.Suwarti Yani Fatimah,M Pd.

MI Nurul Huda Lumajang

Jl. Cempaka 60 Jogotrunan, Lumajang Mashuri, S.Pd.I

SMPN 04 Lumajang Jalan Jend. Basuki Rakhmad No. 45 Lumajang Dra. Ghoniyul Khusnah, M.Pd

MTs Al Fauzan JL. Letnan Kolonel Slamet Wardoyo, RT.01, RW.01, Labruk Lor, Kec. Lumajang

Nur Ifadah, SH.,MA

Ngawi SD Negeri Guyung 2 Desa Guyung, Kec. Gerih, Kab. Ngawi Drs. Suparman, M.Pd SD Negeri Tambakromo

1 Jl. Raya Ngawi Madiun, Desa Tambakromo, Kec. Geneng, Kab. Ngawi

Dra. Sutarti, M.Pd

SMP Negeri 1 Kwadungan

JL. Raya Kwadungan Simo, Kwadungan, Kec. Ngawi, Kab. Ngawi

Dra. Suharti, M.Pd.

MTs Negeri Geneng Jl. Geneng Kendal KM 17 Randusongo, Kec. Gerih, Kab. Ngawi

Drs. Sunarto, M.Pd

UNJUK KARYA LPTK UM MALANG

Dilaksanakan di Hotel Swissbelin Malang pada 6 Juni 2015 dengan hadirin 100 orang dan narasumber dari Kementrian RistekDikti (1 orang), Kemendikbud (3 orang), Menko PMP (1), Kepala Dinas Pendidikan Kota Malang, COP USAID PRIORITAS Stuart Weston, dan Lynne Hill. Pimpinan UM Malang yang hadir adalah Wakil Rektor II dan Dekan FMIPA. Kakandepag Kota Malang juga ikut hadir dalam kegiatan tersebut.



Lokakarya 1 Analisa Data PPG dilaksanakan di Hotel Savana Malang tanggal 10-12 Juni 2015, diikuti oleh Kabid PTK, Kasubag Sungram, Tim Dapodik, Tim Data Dikdas/PTK, dan Tim Data BKD, total 22 orang dari kabupaten Kohor 3. Kegiatan tersebut untuk menyusun draft hasil analisa data dan isu strategis pemetaan dan pemerataan guru di daerah.

Kabupaten LPTK

Dinas Pend.

Kantor MenAg BKD

Bappeda dll Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Banyuwangi 3 1 1 4 1 5 Batu 4 1 5 5 Jombang 4 1 5 5 Lamongan 3 1 1 4 1 5 Jatim LPMP 2 0 2


PPG Kabupaten DBE, Kohor 1, 2, dan 3 meliputi rapat koordinasi pemangku kepentingan, pendampingan, konsultasi publik, monitor implementasi PKR, pelatihan SIMDIKDAS, dan sosialisasi PPG untuk Kohor 3.

Kabupaten Tanggal Kegiatan Total

Total LK PR Banyuwangi (Kohor 3) 11-13 April 2015 Sosialisasi PPG 19 2 21 Pasuruan (DBE) 15 April 2015 Rapat koordinasi 9 17 26 Ngawi (Kohor 2) 21-22 April 2015 Pendampingan konsultasi publik 11 2 13 Blitar (Kohor 1) 22-23 April 2015 Monitor implementasi PKR 3 1 4 Banyuwangi (Kohor 3) 27 April 2015 Sosialisasi PPG Kohor 3 19 2 21 Blitar (Kohor 1) 5-7 Mei 2015 Pelatihan SIMDIKDAS 120 Lumajang (Kohor 2) 20 Mei 2015 Pendampingan konsultasi publik 7 1 8 Lamongan (kohor 3) 21 Mei 2015 Sosialisasi PPG Kohor 3 17 6 23 Lumajang (Kohor 2) 25 Mei 2015 Pendampingan konsultasi publik 25 5 30 Batu (Kohor 3) 26 Mei 2015 Sosialisasi PPG Kohor 3 15 6 21 Lamongan (Kohor 3) 28-29 Mei 2015 Pendampingan PPG Kohor 3 6 1 7 Situbondo (Kohor 1) 6 Juni 2015 Forum uji publik 18 35 53 Banyuwangi (Kohor 3) 8 Juni 2015 Pengumpulan data PPG 16 10 26

MONITORING DAN EVALUASI di LPTK

Pelaksanaan monitor di UNESA dan UIN Sunan Ampel tanggal 21 Mei 2015 dilakukan dengan metode FGD mahasiswa untuk mendapatkan informasi praktik perkuliahan yang baik di LPTK pada jurusan PGSD, IPA, matematika, Bahasa Indonesia dan Bahasa Inggris. Tanggal 25 Mei – 11 Juni 2015 wawancara untuk mendapatkan data dalam kuesioner LPTK, yang dilakukan oleh enumerator dosen/TTI Koordinator. Sasaran wawancara adalah rektor, dekan, atau kepala jurusan.

Pada bulan Juni sedang dilakukan monitor data sekolah praktk yang baik oleh koordinator kabupaten kohor 1 dan 2. Data yang diambil sebanyak 24 sekolah praktik yang baik dari 6 kabupaten.


Diseminasi di Kabupaten Bangkalan: Pelatihan Modul II MBS SD Kabupaten Bangkalan bagi 270 peserta (L:139, P131) didanai APBD 2015 Dinas Pendidikan, bertempat di Gedung Merdeka. Diseminasi pelatihan tahap I SD/MI dilakukan pada tanggal 22-23 April untuk 90 orang kepala sekolah, diseminasi pelatihan tahap II SD/MI pada tanggal 27-28 April 2015 untuk 90 orang kepala sekolah, dan diseminasi tahap III SD/MI pada tanggal 29-30 April 2015 untuk 90 orang kepala sekolah.

Diseminasi di Kabupaten Blitar

a. Diseminasi aplikasi Simdikdas Dispendik Kab Blitar pada 7-8 Mei dan diikuti oleh 124 peserta yang terdiri dari operator Dapodik UPTD dan perwakilan sekolah-sekolah inti se-Kab Blitar.

b. Diseminasi PAKEM Modul 1 dan 2 dilaksanakan pada 11-14 Juni dan diikuti oleh 54 lembaga dari 22 kecamatan.

c. Diseminasi inovasi PAKEM kelas rangkap dilaksanakan pada 15-17 Juni dan diikuti oleh 54 lembaga dari 22 kecamatan.

Diseminasi MBS di Kabupaten Bojonegoro dengan biaya APDB Rp150 juta dilaksanakan tanggal 15-16 Juni di GOR Sekolah Model Terpadu untuk sekolah inti dari 28 Kecamatan dengan total peserta 95 orang (L: 60, P:35).

Kabupaten Situbondo membentuk fasilitator lapis 2 melalui program diseminasi tingkat kabupaten didanai APBD. Kegiatan diseminasi sebagai berikut: pembelajaran SD/MI (11-15 April) untuk 50


peserta, MBS 25 orang, CTL SMP (18-20 Mei) untuk 15 peserta dan MBS untuk 25 orang, dan sub rayon 2, sub rayon 3, sub rayon 4 dan 5.

Diseminasi di Kabupaten Mojokerto PAKEM 1 pada 6-8 April 2015 untuk 47 orang dan PAKEM ke dua pada tanggal 6-8 Mei 2015 untuk 63 orang dari 8 MI.

Diseminasi di Kabupaten Pasuruan: Modul 2 untuk CTL SMP/MTs, 3 gelombang. (1) KKM Kecamatan Bangil & Wonorejo, 1-4 April 2015; (2) KKM Wonorejo & Pohjentrek, 7-10 April 2015; (3) KKM MTsN Pohjentrek & Rejoso, 16-19 April 2015. Menggunakan dana BOS dengan total Rp. 80.225.000, dan diikuti peserta sebanyak 219 guru (M: 118, F:101).

KEGIATAN LAIN

Kunjungan Dispendik Kabupaten Labuhanbatu Sumut ke Kabupaten Blitar dilakukan pada tanggal 7-9 April 2015. Sekolah yang dikunjungi adalah SMPN 1 Sanankulon, SMPN 3 Srengat dan MTsN Kambewangi. Tujuannya adalah untuk melihat pelaksanaan praktik-praktik yang baik di sekolah tersebut dan berdialog dengan jajaran staf Dispendik Kabupaten Blitar.

Kunjungan Dispendik Kabupaten Semarang Jateng ke Kabupaten Blitar dengan tujuan yang sama dilakukan pada 10-11 April 2015. Sekolah sekolah yang dikunjungi : SDN Sumberasri 6, dan SDN Gadungan 3.


• Tingkat provinsi: ToT Modul 3 PAKEM SD/MI dan MBS SMP/MTs

• Tingkat kabupaten: Rapat strategis untuk diseminasi (PKB)

• Tingkat sekolah: Pelatihan Sekolah Modul 3 kohor 1 jenjang SMP/MTs, pendampingan PAKEM, CTL dan MBS di kohor 2 Modul 2 dan kohor 3 Modul 1

• LPTK: Rapat kerja dengan sekolah lab/mitra LPTK, rapat reviu dan persiapan tahap 1 dengan fasilitator LPTK, Rapat LPTK konsorsium provinsi, Unjuk Karya LPTK, pelatihan sekolah lab/mitra LPTK, lokakarya perencaan bisnis LPTK.

Galeri Foto

Siswa SDN Bareng 3 memperagakan karyanya “Misteri Perkalian” di depan COP pada kegiatan showcase LPTK di Malang (6/6).

Mahasiswa FMIPA UM memperagakan perubahan gesekan menjadi panas pada kegiatan showcase LPTK di Malang (6/6).


Peserta pelatihan sedang menyusun RPP dalam persiapan praktik mengajar pada Diseminasi PAKEM di Kab Blitar (11-14 /6)

Penyerahan Buku Bantuan Program Budaya Baca pada Pelatihan Modul II MBS SD/MI Kab. Lumajang (28 -29/5).

Peserta pelatihan sekolah MBS SD/MI di Kab Lamongan saat mengerjakan tugas kelompok.

Praktik mengajar di MTsN Junrejo Batu pada ToT Modul 3 CTL SMP/MTs (7-10 /6).

Kepala Dinas Pendidikan Kota Batu mengamati pajangan kelompok saat pelatihan sekolah PKEM SD/MI di Hotel Purnama.

Peserta mempresentasikan hasil kerja kelompok pada diseminasi Pelatihan Modul II MBS SD Kabupaten Bangkalan (29-30/4).


Provinsi: Sulawesi Selatan

RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN YANG PENTING

Kegiatan koordinasi dan pertemuan dengan pemangkku kepentingan dilakukan untuk menindaklanjuti beberapa kegiatan sebelumnya, khususnnya rekomendasi dari rapat reviu dan perencanaan kabupaten (DPRM) yang telah dilaksanakan di beberapa daerah.


Tanggal Dengan siapa Hasil koordinasi 17 April Wakil Bupati Bone • Wakil Bupati menganggap perlu pendampingan intensif

untuk membantu penyusunan rencana jangka panjang pembangunan pendidikan Bone

• Dalam jangka pendek Wakil Bupati akan menginstruksikan kepada Dinas Pendidikan agar mengkoordinasikan dengan semua UPTD untuk menyusun rencana diseminasi secara menyeluruh pada semua SD dan SMP di Bone.

21 April Kepala Dinas Pendidikan, Sekretaris Bapped kabupaten Sidrap

• Kepala Dinas Pendidikan menyetujui perlunya dilakukan monev hasil diseminasi dan Bappeda akan memberikan dukungan, dan menyatakan kesiapannya untuk mengalokasikan anggaran Monev di Bappeda

• Disepakati akan dilakukan diskusi lanjutan untuk membahas instrument monev akan digunakan

22 April Bupati Toraja, Kepala Dinas Pendidikan dan Kabid dalam lingkup Dinas Pendidikan

• Bupati menyatakan dukungan penuh untuk mengimplementasikan kebijakan PPG yang akan direkomendasikan oleh konsultasi Publik PPG nantinya

• Bupati menyetujui untuk menerbitkan Perbup bila hal tersebut diperlukan untuk mendukung implementasi kebijakan PPG yang direkomendasikan oleh konsultasi publik nantinya

11 Juni Bupati Bone dan Wakil Bupati, membicarakan tentang tindak lanjut kebijakan PPG

• Bupati dan Wakil Bupati menyetujui pelaksanaan penggabungan sekolah secara bertahap

• Wakil Bupati meminta Tim PRIORITAS mendampingi Dinas Pendidikan untuk menyusun petunjuk teknis pelaksanaan penggabungan dan penentuan kriteria yang diprioritaskan untuk penggabungan tahap I

13 Juni Kabid Sosbud Bappeda, Kabid Dikdas, Kasie PTK dan beberapa Kepala UPTD di Kantor Bappeda Bantaeng.

• Telah disepakati untuk melaksanakan TOT semua pengawas jenjang SD dan SMP karena Monev akan mengoptimalkan pengawas

• Bappeda telah menyiapkan anggaran untuk kegiatan TOT pengawas SD dan SMP

• Kabid Dikdas akan menkoordinasikan penyiapan peserta dan penyiapan tempat pelatihan.

KOHOR 1, 2 dan 3

ToT PROVINSI

Pada tanggal 19 – 22 Mei 2015 dilaksanakan ToT modul 3 jenjang SMP/MTs untuk fasda pembelajaran. Pesertanya berasal dari daerah kohor 1 (kabupaten Bantaeng, Maros, Wajo), tiga daerah eks DBE (Kabupaten Pinrang, Sidrap, dan Soppeng), LPTK mitra (UNM, UIN Alauddin), dan LPMP. Juga diundang perwakilan kabupaten dari Dinas Pendidikan dan Kemenag. Jumlah peserta adalah 82 orang (47 laki-laki, 35 perempuan). ToT fasda pembelajaran dan fasilitator MBS dilaksanakan secara terpisah. ToT untuk fasilitator MBS baru akan dilaksanakan pada tanggal 28 Juni – 1 Juli 2015 (akan dilaporkan pada QR 14). Tabel berikut memuat rincian peserta.


Daftar Peserta ToT Modul 3 (Pembelajaran) Jenjang SMP/MTs Gelombang I



LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Bantaeng 3 6 0 1 1 1 0 0 0 0 0 0 4 8 Maros 6 3 0 0 2 0 0 0 0 0 0 0 8 3 Wajo 5 1 1 0 1 1 1 0 1 0 0 0 9 2 UNM 3 3 3 3 UIN 0 4 0 4 LPMP 3 2 3 2

DAERAH Eks DBE Pinrang 4 1 3 0 1 1 1 0 0 0 0 0 9 2 Sidrap 6 1 0 1 2 1 1 0 0 0 0 0 8 3 Soppeng 2 5 0 1 1 0 0 1 0 1 0 0 3 8


Dalam periode ini pelatihan sekolah dilaksanakan di daerah kohor 2 menggunakan modul 2 pembelajaran dan MBS dengan jadwal berikut:

Tanggal Kabupaten Jenis pelatihan 30 Maret – 2 April

Pare-pare CTL

13-14 April Pare-pare MBS SMP/MTs 22-25 April Toraja PAKEM SD/MI 26-27 April Pare-pare MBS SD/MI 27-28 April Takalar MBS SMP/MTs 29-30 April Takalar MBS SD/MI 12-15 Mei TanaToraja CTL 19-20 Mei Bone MBS SMP/MTs 20-21 Mei Bone MBS SD/MI 9-10 Juni Tana Toraja MBS SD/MI 12-13 Juni Tana Toraja MBS SMP/MTs

Daftar Peserta Pelatihan Sekolah Jenjang SD/MI Menurut Komponen Peserta

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Parepare (MBS) 9 33 17 9 6 3 4 4 6 3 42 52 94 Takalar (MBS) 9 27 20 9 5 10 5 2 1 0 40 48 88 Bone (MBS) 14 25 20 9 10 6 6 3 2 1 52 44 96 Tana Toraja (PAKEM) 20 74 0 0 8 4 3 2 2 0 33 80 113 Tana Toraja (MBS) 11 21 16 13 6 7 0 0 1 0 34 41 75 Total 63 180 73 40 35 30 18 11 12 4 201 265 466

Daftar Peserta Pelatihan Sekolah Jenjang SMP/MTs Menurut Komponen Peserta

Kabupaten

Guru Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Parepare (MBS) 10 9 16 0 4 1 4 4 2 2 36 16 52 Takalar (CTL) 19 91 0 0 4 3 5 3 0 2 24 99 123 Takalar (MBS) 11 7 10 3 5 2 3 3 1 2 30 16 46 Bone (MBS) 8 9 15 2 7 1 6 0 0 0 36 12 48 Tana Toraja (CTL) 48 63 0 0 4 1 5 1 0 0 57 65 122 Tana Toraja (MBS) 11 7 10 4 8 1 2 0 3 0 34 12 46 Total 107 186 51 9 32 9 25 11 6 6 217 220 437


PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3

Kegiatan pendampingan untuk periode ini hanya dilakukan di daerah kohor 1 karena frekuensi pendampingan cukup tinggi pada periode sebelumnya, maka dalam periode ini intensitas berkurang signifikan. Pendampingan dilakakukan di semua sekolah mitra 16 SD/MI dan 8 SMP/MTs. Pendampingan yang dilakukan di tingkat KKG dan MGMP kemudian pendampingan langsung di kelas. Unsur-unsur yang terlibat dalam kegiatan tersebut: para guru yang telah mengikuti pelatihan, kepala sekolah dan pengawas. Untuk pembelajaran dilakukan masih terkait dengan: review RPP, penggunaan media dan LK, sementara untuk MBS antara lain: strategi yang dilakukan kepala sekolah dalam mengembangkan kepemimpinan pembelajaran, budaya baca, serta penganggaran untuk pembelajaran. Sebagia besar sekolah mitra di kohor 1 dan guru telah menunjukkan kemajuan signifikan sebagai dampak dari implementasi modul 2.


Dalam periode ini dilaksanakan rapat reviu dengan sekolah praktik yang baik di daerah kohor 1. Kegiatan berawal di Maros pada tanggal 18 April, dilanjutkan di Bantaeng pada tanggal 23 April, dan terakhir di Wajo pada tanggal 28 April. Unsur yang terlibat adalah kepala sekolah, guru, pengawas, perwakilan dari Dinas Pendidikan dan Kantor Kemenag kabupaten, dan fasilitator pendamping dari LPTK mitra. Kegiatan ini berfokus pada evaluasi perkembangan sekolah khususnya terkait kemajuan yang telah dicapai dan tantangan atau masalah yang dihadapi. Hasilnya adalah adanya rencana kerja pendampingan ke depan: mekanisme dan aspek yang perlu penguatan ke depan; rekomendasi penguatan peran komite sekolah, pengawas dan pemangku kepentingan kabupaten dalam mendukung peningkatan kinerja guru dan kepala sekolah praktik yang baik.


Tiga daerah Kohor 2 telah melaksanakan unjuk karya pada periode sebelumnya, karena itu dalam periode hanya Kabupaten Bone yang melakukan kegiatan dimaksud. Unjuk karya di Bone dilaksanakan pada tanggal 20 April 2015. Kegiatan ini dihadiri oleh Wakil Bupati; staf khusus Menteri Pendidikan dan Kebudayaan; utusan Menko PMK, utusan Kementerian Agama; bahkan utusan Sekretariat Negara. Semua pejabat Dinas Kabupaten Bone (kepala dinas hingga para kabid), semua kepala UPTD, pengawas dan beberapa kepala sekolah. Jumlah peserta yang mengunjungi kegiatan dimaksud diperkirakan lebih 700 orang namun yang mengisi daftar hadir 607 orang. Beberapa unjuk karya siswa mendapat apresiasi tinggi dari Wakil Bupati dan utusan dari kantor kementerian Jakarta, antara lain: penyulingan air laut menjadi air tawar (IPA); pengembangan racun serangga ramah lingkungan (IPA); dan kegiatan produksi berbasis keunggulan local (IPS). Kegiatan showcase ini telah memotivasi para kepala sekolah non mitra untuk melakukan diseminasi, karena itu diperkirakan perminataan diseminasi akan meningkat signifikan di Kabupaen Bone.


RAPAT TINGKAT LPTK

Pada tanggal 13 Mei di hotel Swiss-bell Inn Makasar dilaksanakan rapat konsosium provinsi. Kegiatan ini dihadiri beberapa rektor/pembantu rektor atau dekan dari LPTK Mitra. Kegiatan ini membahas beberapa isu, antara lain: peningkatan kualitas pendampingan guru sekolah mitra LPTK khususnya pelaksanaan PTK; strategi pelaksanaan PPL; dan penerapan strategi pembelajaran aktif/kontekstual di kampus. Beberapa hal yang disepakati antara lain: LPTK mitra dan anggota konsorsianya perlu mengembangkan PPL kolabaratif lintas LPTK; perluasan pelatihan PTK bagi dosen LPTK mitra dan anggota konsorsium dan bila memungkinkan dilaksanakan PTK kolabarasi antara dosen dan mahasiswa; para dosen di LPTK mitra dan konsorsia menerapkan pembelajaran aktif, kontekstual dan kooperatif dalam perkuliahan.



Pada tanggal 6 April 2015 dilaksanakan kegiatan rapat kerja dengan sekolah lab dan mita LPTK. Kegiatan ini dimaksudkan melihat perkembangan yang telah dicapai oleh sekolah mitra dan lab LPTK, namun isu utama yang didiskusikan adalah bagaimana kesiapan sekolah mitra dan lab LPTK untuk mengikuti unjuk karya. Terkait hal tersebut, maka dalam pertemuan ini disepakati perlunya pendampingan khusus dan pembagian tugas masing-masing fasilitator LPTK, dimana setiap fasilitator secara perseorangan masing-masing bertanggung jawab terhadap 1 atau 2 sekolah. Unsur yang hadir dalam pertemuan dimaksud adalah kepala sekolah, guru, komite sekolah dan fasilitator pendamping dari LPTK mitra.

LOKAKARYA PERENCANAAN STRATEGI BISNIS LPTK (TTI Strategic Business Planning Workshop)

Akan dilaksanakan pada periode Juli – September 2015.

PELATIHAN SEKOLAH LAB/MITRA LPTK (PAKEM, CTL, MBS)

Telah dilaksanakan pada periode sebelumnya.


Menjelang pelaksanaan unjuk karya LPTK, sekolah lab dan mitra LPTK, para fasilitator LPTK melakukan pendampingan ke semua sekolah mitranya. Pendampingan fokus pada karya siswa sebagai hasil pembelajaran dan media pembelajaran. Disamping itu juga pendampingan kepala sekolah terkait dengan pemantapan RKS dan RKT sekolah dan strategi penggalangan peran serta masyarakat (PSM) yang potensial untuk dioptimalkan kepala sekolah dan komite sekolah. Dalam pendampingan ini juga melakukan penguatan inovasi pembelajaran yang dapat ditampilkan pada unjuk karya LPTK.


Pelatihan pembelajaran dan MBS untuk dosen pedagogi telah dilaksanakan pada periode sebelumnya. Dalam periode ini dilaksanakan pelatihan bagi dosen pedagogi tentang kurikulum dan materi pada tanggal 15 – 18 April 2015 di Parepare. Peserta dari kegiatan ini adalah para dosen dari LPTK Mitra dan LPTK Konsorsium. Jumlah peserta yang mengikuti kegiatan dimaksud adalah 75 orang (40 laki-laki, 35 perempuan). Kegiatan dimaksud difasilitasi oleh fasilitator LPTK, ditambah satu orang narasumber dari UIN Walisongo Jawa Tengah.

Nama LPTK


LK PR UNM 20 17 UIN Alauddin 5 10 UNISMUH Makassar 10 2 UMPAR Parepare 1 1 UNCP Palopo 2 2 IAIN Palopo 2 3


Telah dilaksanakan pada periode sebelumnya.

UNJUK KARYA LPTK

Kegiatan unjuk karya LPTK, sekolah mitra dan lab, serta LPTK anggota Konsorsium dilaksanakan pada tanggal 12 Mei 2015 di Gedung Pinisi UNM. Kegiatan ini dihadiri oleh para rector LPTK Mitra


dan anggota konsorsia, serta perwakilan khusus (staf khusus menteri) Pendidikan Tinggi dan Riset, Staf Khusus Menteri Pendidikan dan Kebudayaan, dan perwakilan Menteri Koordinator Pembangunan Manusia dan Kebudayaan, serta perwakilan dari Kementerian Agama. Kegiatan dimaksud juga dihadiri Wakil Gubernur Sulawesi Selatan sekaligus membuka secara resmi kegiatan tersebut. Diperkirakan sekitar kurang lebih 500 orang mengunjungi dan menghadiri kegiatan dimaksud, namun yang mengisi daftar hadir hanya 239 orang (119 laki-laki, 120 perempuan). Para utusan dari beberapa kantor kementerian menyatakan sangat terkesan dengan unjuk karya siswa dan mahasiswa dalam kegiatan tersebut, bahkan para utusan khusus akan memfasilitasai pertemuan dengan para menteri terkait dengan USAID PRIORITAS untuk membicarakan dukungan kebijakan yang diperlukan dalam rangka diseminasi program USAID PRIORITAS ke LPTK lainnya.



Dalam periode ini kegiatan PPG focus persiapan dan pelaksanaan Konsultasi Publik di daerah Kohor 2. Kegiatan Konsultasi Publik PPG dimulai di Kota Parepare pada tanggal 8 April dengan jumlah peserta 31 orang (26 laki-laki, 5 perempuan); selanjutnya Kabupaten Takalar pada tanggal 14 April dengan jumlah peserta 40 orang (29 laki-laki, 11 perempuan); kemudian Kabupaten Tana Toraja pada tanggal 23 April dan jumlah peserta 54 orang (48 laki-laki, 6 perempuan); dan terakhir Kabupaten Bone pada tanggal 28 Mei 2015 yang dihadiri 41 orang peserta (32 laki-laki, 9 perempuan). Unsur – unsur yang hadir antara lain: Wakil Bupati, Sekretaris Kabupaten, DPRD, Dewan Pendidikan, PGRI, Bappeda, BKD, Dinas Pendidikan, Kemenag, UPTD, Kepala Sekolah, Guru. Kegiatan ini dimaksudkan untuk mensosialisasikan dan mendiskusikan berbagai alternative kebijakan yang memungkinkan dilaksanakan oleh Pemerintah Daerah dalam melakukan penataan dan pemerataan guru pada jenjang SD dan SMP. Kegiatan ini telah menghasilkan rekomendasi kebijakan, dimana secara umum mengarah kepada distribusi guru dan penggabungan sekolah. Tabel berikut memuat rincian peserta.

Kabupaten LPTK*)

Dinas Pend.

Kantor MenAg BKD

Bappeda dll Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Bone 1 0 23 7 1 0 0 2 7 0 32 9 41 Parepare 1 0 17 3 1 2 1 0 6 0 26 5 31 Tana Toraja 2 0 38 3 2 1 1 1 5 1 48 6 54 Takalar 1 1 21 4 1 1 1 2 5 3 29 11 40

PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) DAN KEUANGAN PENDIDIKAN

Akan dilaksanakan pada periode berikut.


Tidak banyak daerah yang melakukan diseminasi dalam periode ini. Hal tersebut disebabkan oleh tingginya kesibukan sekolah menghadapi Ujian Nasional serta libur sekolah.

Kabupaten/Kota Jumlah

Kegiatan Jumlah Peserta

Jumlah Dana (Rp)

USAID Sekolah/ Pemda,

Lainnya

Enrekang 2 120 20.300.000 35.040.000

Bantaeng 2 253 37.940.000 78.430.000

Wajo 1 118 6.087.000 65.000.000 Jumlah Total 5 491 64.327.000 178.470.000



• Tingkat provinsi: ToT Modul III SD/MI

• Tingkat kabupaten: program PKB: rapat koordinasi, lokakarya analisis dan perencanaan PKB

• Tingkat sekolah: pelatihan Module kohor 1 SD and SMP, pendampingan bagi kohor 2

• LPTK: Lokakarya Rencana Bisnis/strategi LPTK, studi banding sekolah praktik yang baik kohor 2, pengembangan program praktikum, rapat kerja dengan sekolah lab/mitra LPTK.

Galeri Foto

Wakil Bupati Bone, Ambo Dalle memberikan arahan tentang pentingnya penggabungan sekolah di Bone di hadapan para kepala sekolah, pengawas dan pemangku kepentingan pendidikan yang lain, pada kegiatan Konsultasi Publik

Penataan dan pemerataan guru di Gedung PGRI Kabupaten Bone (28/5).

Pembukaan Pelatihan Modul II Pembelajaran SD/MI di Tana Toraja dilakukan oleh Bapak Samuel Tandirerung (tengah), Ketua Komisi I Pendidikan DPRD Tana Toraja.

Pelatihan di Makale dilaksanakan di Hotel Pantan.

Unjuk Karya LPTK mitra PRIORITAS dibuka oleh Wakil Gubernur Sulsel, Agus Arifin Numang dan disaksikan oleh Staf Khusus Menristek Dikti bapak Abdul

Wahid Maktub, dan Rektor UNiversitas Negeri Makassar Prof. Dr. Arismunandar MPd.

Para guru SMP sedang melakukan praktik pembelajaran di Sekolah, salah satunya di SMP Katolik Tana Toraja.


Hasil percobaan oleh empat anak enam SD inpres 12/79 Toro Bone mengubah air laut menjadi air tawar disaksikan oleh Wakil Bupati Bone, Ambo Dalle pada program Pameran Pendidikan USAID PRIORITAS yang diadakan di aula Islamic

Center Kabupaten Bone (20/4).

Peserta Kepala Sekolah, Guru, komite dan pengawas saling belajar tentang kemajuan sekolah masing-masing dengan cara kunjung karya pada Pelatihan Modul II Praktik yang Baik Manajemen Berbasis Sekolah Takalar tanggal 27 – 28 April 2015 di Gedung PKK

Takalar.


ANNEX 2: PAPUA PROGRAM EVALUATION The Increase in Average Scores of Students* after One Year of Training in Reading, Writing, and Mathematics in Jayawijaya

Skills

Jayawijaya 2014 2015 % Increase

Grade 1 Grade 2 B2: Writing Skill 0.9 3 228% B4. Reading Skills 2.1 11.8 458% M3. Mathematics 3.3 15.3 368% Grade 2 Grade 3 B2: Writing Skill 2.5 4.5 82% B4. Reading Skills 11 29.5 168% M3. Mathematics 11.5 25.3 121% Grade 3 Grade 4 B2: Writing Skill 3.8 5 32% B4. Reading Skills 25.5 39.8 56% M3. Mathematics 18.2 32.7 80%

Test Method

Writing Teacher reads five words, one at a time. The score is the average number of words correctly written by students. In higher grades, each word has more letters.

Reading The number of words a student can read in one minute

Mathematics The total number of simple adding and subtracting questions that can be completed by a student in one minute

*The same students were tested during baseline (2014) and endline (2015).

When they were in Grade 1 in 2014, they were in Grade 2 in 2015. When they were in Grade 2 in 2014, they were in Grade 3 in 2015. When they were in Grade 3 in 2014, they were in Grade 4 in 2015.


The Baseline and Endline Results of Reading, Writing, and Mathematics Tests in Yahukimo (Number of Schools = 9)

Test Description of Tests Baseline Endline

B1: Knowledge of the letter

Students are given a list of nine clusters of letters. Each cluster has four different letters. (For example, a, k, I, s.) Students are requested to identify a certain letter (For example k). The scores are the average number of letters the students correctly identified in the nine clusters.

3.87 4.33

B2: Writing words

The teacher reads five words, one at a time. After reading one word, the teacher asks the students to write down the word. The scores are the average number of words the students have correctly written.

1.79 3.15

B3: Reading letters Students are given a table containing 100 letters and asked to read them. The scores are the average number of letters correctly read by the students in one minute.

0.39 2.86

B4: Reading words Students are given a table of 100 words. The scores are the average number of words correctly read by the students in one minute.

0.03 2.46

M1: Knowledge of the number

Students are given a list of nine clusters of numbers. Each cluster has four different numbers. (For example, 1, 3, 5, 2.) Students are requested to circle a certain number (for example 1). The number in the next column is the average number of numbers the students have correctly identified/circled in the nine clusters.

2.4 3.4

M2: Use of Number

Students are given a list of pictures of 10 different objects with different quantities. For example: five pigs, seven chicks, three butterflies, four mice, six bags, ten books, nine T-shirts, eight birds, and two guitars. The students are requested to write the number of each of the subjects. For example 5, 7, etc. The scores are the average correct numbers the students have written for each of the ten objects.

2.8 3.0

M3: Adding, subtracting, multiplication

The test has 90 items: 30 each for adding, subtracting, and multiplication. The scores in the right column are the average correct answers.

0.1 1.4


ANNEX 3: POLICY OUTCOMES FOR TEACHER DEPLOYMENT (PPG)

District

Regrouping* Multi-grade* Transfer** Re-assigned**

Mobile Teacher**

Recruit contract teachers K2**

Explanation/Policy instrument Before After

SD SMP SD SMP SD SMP SD SMP

Central Java

Kab. Semarang

25 12 Keputusan Bupati Semarang No. 900/0413/2014 Penetapan Penggabungan Sekolah Dasar Negeri di Kabupaten Semarang

Kab. Sragen 19 9 Keputusan Bupati Sragen Nomor 900/442/002/ 2014 Penggabungan Sekolah Dasar Negeri Kabupaten Sragen Tahun 2014

Kab. Pekalongan

66 33 45 4 Keputusan Bupati Pekalongan Nomor 420/61 Tahun 2014 Penggabungan, Perubahan Nomor, Status, Nama dan Relokasi serta Penutupnan Sekolah Dasar Negeri di Kabupaten Pekalongan Tahun 2014

Pemindahan dan Penataan Pegawai Negeri Sipil Non Struktural di Lingkungan Pemerintah Kabupaten Pekalongan Pemindahan 35 Guru Sekolah Dasar Negei dan 4 Guru Sekolah Menengah Pertama Negeri

Kab. Wonosobo

453 23 Keputusan Bupati Wonosobo Nomor : 824/0001/ BKD/2015 Penunjukkan / Pemindahan Pegawai Negeri Sipil dalam wilayah Pemerintah Kabupaten Wonosobo

Kab. Batang 16 Keputusan Bupati Batang Nomor : 824/10/2015 Pemindahan Pegawai Negeri Sipil di lingkungan Pemerintah Kabupaten Batang

East Java Kab. Pamekasan

43 Moratorium mutasi guru ke wilayah selatan

98 Pengangkatan 98 orangCPNS dari K2 ke Wilayah utara dan selatan

Kab. Blitar 4 Baru dilaksanakan pada 4 sekolah untuk percontohan multigrade

50 Sedang dalam tahap persiapan

Kab. Sitobondo

350 45 Proses pengangkatan K2 masih pending, menunggu persetujuan anggara di DPRD


District

Regrouping* Multi-grade* Transfer** Re-assigned**

Mobile Teacher**

Recruit contract teachers K2**

Explanation/Policy instrument Before After

SD SMP SD SMP SD SMP SD SMP Kab. Ngawi 25 104 Struktural PNS dialih fungsikan

menjadi guru SD dan SMP Mutasi guru TK ke SD 52 guru; dari SMP ke SD 182 guru; SMA ke SD 25 guru; SMK ke SD 2 guru

West Java

Kota Cimahi 39 Keputusan Wallikota CImahi No. 816/kep.199-Disdikpora/2014 23 Mei 2014 Alih tugas Pegawai Negeri Sipil Fungsional Guru dari Guru Bahasa Inggris Tingkat SD menjadi guru kelas tingkat SD

Kab. Bandung Barat

19 61

Kab. Ciamis 46 guru mengikuti pelatihan multigrade, setiap kecamatan mengirimkan wakil 2 orang

Kab. Kuningan

18 19 Alih fungsi PNS dari non guru ke guru

Aceh Kab. Bener Meriah

48 40 28 Perabutan Bupari Bener Meriah No. 07 Tahun 2014 Tentang penataan dan pemerataan guru di lingkungan pemerintah Kabupaten Bener Meriah

Kab. Aceh Jaya

Peraturan bupati untuk pentaan dan pemertaan guru baru keluar.

South Sulawesi Kab. Bantaeng

235 43 Berdasarkan Nota Dinas Kepala Dinas Pendidikan Kab. Bantaeng

Kab. Maros Peraturan Bupati baru keluar, Perbup Kabupaten Maros no. 61/2014 tentang penataan dan penataan guru PNS di Kabupaten Maros

North Sumatra Kab. Labuhan Batu

15 5 31 25

Banten Kab. Serang 456 20 283 Transfer between schools

28 4 Transfer between sub-districts

Kab. Pandeglang

252 23 420 184 Transfer between schools

70 18 37 Transfer between sub-districts

TOTAL 135 54 54 1661 180 180 19 31 151 1151 229


ANNEX 4: WSD TRAINING CONDUCTED IN QUARTER 13 School Training in Module 1 – Cohort 3

Province

Primary School Training SD/MI Secondary School Training SMP/MTs

Date Number of Participants


M F Total M F Total North Sumatra Humbang Hasundutan MBS Mar 30–Apr 1 15 25 40 – – – – Apr 7–9 20 17 37 Mar 30–1 Apr 31 9 40 Serdang Bedagai PAKEM/CTL Apr 16–18 11 43 54 Apr 16–18 18 29 47 Apr 20–22 6 58 64 Apr 20–22 17 24 41 MBS Apr 23–25 18 17 35 Apr 27–29 25 16 41 Apr 27–29 11 33 44 Labuhanbatu Utara

PAKEM/CTL May 4–6

(Kec. NA IX–X) 9 46 55 May 13–15 45 74 119

May 4–6

(Kec. Kualu Hulu)

6 48 54 – – – –

MBS May 11–13

(Kec. NA IX–X) 18 22 40 May 21–23 18 20 38

May 21–23 (Kec. Kualu

Hulu) 10 26 36 – – – –

East Java Banyuwangi PAKEM/CTL Apr 4–6 22 44 66 Apr 11–13 56 73 129 Apr 7–9 22 32 54 MBS – – – – Apr 15–17 36 13 49 Kota Batu PAKEM/CTL Apr 8–10 14 39 53 Apr 15–17 32 108 140 Apr 14–16 26 41 67 MBS Apr 24–26 26 18 44 Apr 21–23 34 16 50 Apr 27–29 17 23 40 Lamongan PAKEM/CTL Apr 8–13 25 43 68 Apr 18–20 55 73 128 Apr 14–16 16 46 62 – – – – MBS Apr 22–24 31 20 51 Apr 25–27 38 11 49 Apr 28–30 22 21 43 – – – – Jombang PAKEM/CTL Apr 1–4 13 27 40 Mar 31–Apr 2 18 30 48 Apr 4–6 20 36 56 – – – – MBS Apr 7–9 25 18 43 Apr 13–15 40 7 47 Apr 10–12 22 20 42 – – – – TOTAL 425 763 1188 463 503 966


School Training in Module 2 – Cohort 2

Province Primary School Training SD/MI Secondary School Training SMP/MTs



M F Total M F Total Aceh Aceh Barat Daya MBS Apr 1–2 20 23 43 – – – – Apr 3–4 22 17 39 – – – – Aceh Tamiang PAKEM/CTL Apr 8–11 9 52 61 – – – – Apr 13–16 4 57 61 – – – – MBS Apr 30–May 1 36 55 91 Apr 10–11 33 17 50 Aceh Utara PAKEM/CTL – – – – Apr 1–4 15 43 58 – – – – Apr 5–8 12 38 50 MBS – – – – May 22–23 33 15 48 Pidie Jaya PAKEM/CTL – – – – Apr 8–11 10 57 67 – – – – Apr 12–15 12 41 53 MBS – – – – May 20–21 36 12 48 North Sumatra Langkat

PAKEM/CTL – – – – May 27–30 (Stabat)

9 37 46

May 27–30 (Tanjungpura)

22 39 61

MBS – – – – – – – – Toba Samosir

PAKEM/CTL – – – – Jun 3–6 (Balige)

12 45 57

Jun 3–6

(Laguboti) 9 32 41

MBS – – – – Banten Kota Tangerang Selatan PAKEM/CTL Apr 25–28 23 62 85 Apr 10–13 35 59 94 MBS May 11–12 23 39 62 Jun 3–4 15 25 40 Tangerang PAKEM/CTL May 10–13 40 72 112 Apr 18–21 40 70 110 MBS Jun 8–9 34 32 66 Jun 12–13 19 11 30 West Java Tasikmalaya PAKEM/CTL Mar 30–Apr 2 12 47 59 Apr 8–11 14 48 62 Apr 20–23 18 39 57 MBS May 5–6 19 21 40 Jun 11–12 34 7 41 Kuningan PAKEM/CTL Apr 26–29 13 43 56 Apr 20–23 27 37 64 May 4–7 15 41 56 – – – – MBS Jun 6–7 23 18 41 Apr 1–2 17 2 19 Jun 12–13 28 13 41 May 19–20 14 5 19


Province Primary School Training SD/MI Secondary School Training SMP/MTs



M F Total M F Total Cirebon PAKEM/CTL Apr 8–11 22 38 60 Apr 18–21 22 45 67 May 10–13 22 38 60 May 19–22 23 44 67 MBS – – – – Jun 11–12 18 2 20 Bekasi PAKEM/CTL Apr 8–11 21 42 63 Mar 29–Apr 2 27 39 66 May 4–8 20 45 65 Apr 20–24 22 45 67 MBS – – – – – – – – East Java Kabupaten Lumajang PAKEM/CTL – – – – Apr 4–7 25 39 64 – – – – Apr 8–11 21 40 61 MBS May 26–27 27 18 45 Apr 22–23 33 18 51 May 28–29 29 19 48 – – – – Kabupaten Ngawi PAKEM/CTL Apr 1–4 19 37 56 May 19–21 9 41 50 MBS Jun 3–4 28 15 43 May 26–27 40 8 48 Jun 5–6 24 19 43 – – – – South Sulawesi Kota Pare–Pare MBS Apr 27–28 42 52 94 Apr 11–14 36 16 52 Takalar PAKEM/CTL – – – – Mar 30–Apr 2 24 93 117 MBS Apr 27–28 25 20 45 Apr 27–28 29 15 44 Apr 29–30 15 28 43 Bone MBS May 20–21 26 22 48 May 19–20 36 12 48 May 21–22 23 20 43 Tana Toraja

PAKEM/CTL Apr 22–25

(Gugus Bittuang) 14 30 44

May 12–15 (Gugus Bittuang)

25 20 45

Apr 22–25

(Gugus Makale) 19 50 69

May 12–15 (Gugus Makale)

32 45 77

MBS Jun 9–10 20 19 39 Jun 9–10 23 7 30 Jun 12–13 13 22 35 Jun 12–13 11 6 17 TOTAL 730 1126 1856 892 1214 2106


ANNEX 5: DETAILED DISSEMINATION DATA FOR QUARTER 13

1. Participants in Dissemination Activities, by Gender, in Quarter 13 (April–June 2015)

Province District Male Female Male + Female

Aceh Aceh Jaya 26 81 107

Bireuen 26 103 129

Pidie 11 58 69

Banten Cilegon, Kota 97 187 284

Serang, Kab. 71 98 169

Tangerang, Kota 27 92 119

West Java Bogor 62 153 215

Cirebon 28 53 81

Kuningan 34 37 71

Sukabumi 47 93 140

Central Java Banjarnegara 17 42 59

Jepara 24 18 42

Karanganyar 15 37 52

Surakarta, Kota 8 18 26

Kudus 56 83 139

Purbalingga 31 20 51

Purworejo 57 90 147

Sragen 119 74 193

Wonosobo 144 219 363

East Java Bangkalan 139 131 270

Blitar 276 363 639

Bojonegoro 60 35 95

Mojokerto 35 48 83

Nganjuk 25 39 64

Pasuruan 118 101 219

Sidoarjo 143 397 540

Situbondo 83 79 162

South Sulawesi Bantaeng 76 281 357

Enrekang 42 78 120

Wajo 79 39 118

Grand Total

1,976 3,147 5,123 Percentage 38.6% 61.4% 100.0%


2. Participants of the Dissemination Activities, per School, in Quarter 13 (April–June 2015)

Province District No. of

Participants No. of

Schools Participant/

Schools Aceh Aceh Jaya 107 19 5.6

Bireuen 129 46 2.8

Pidie 69 13 5.3

Banten Cilegon, Kota 284 103 2.8

Serang, Kab. 169 25 6.8

Tangerang, Kota 119 22 5.4

West Java Bogor 215 101 2.1

Cirebon 81 4 20.3

Kuningan 71 17 4.2

Sukabumi 140 5 28.0

Central Java Banjarnegara 59 11 5.4

Jepara 42 1 42.0

Karanganyar 52 1 52.0

Surakarta, Kota 26 23 1.1

Kudus 139 72 1.9

Purbalingga 51 17 3.0

Purworejo 147 55 2.7

Sragen 193 8 24.1

Wonosobo 363 113 3.2

East Java Bangkalan 270 240 1.1

Blitar 639 201 3.2

Bojonegoro 95 32 3.0

Mojokerto 83 19 4.4

Nganjuk 64 1 64.0

Pasuruan 219 96 2.3

Sidoarjo 540 80 6.8

Situbondo 162 63 2.6

South Sulawesi Bantaeng 357 51 7.0

Enrekang 120 20 6.0

Wajo 118 41 2.9

Grand Total

5,123 1,500 3.4


3. Expenditure for Dissemination Activities April–June 2015 (in IDR .000)

Province/District USAID

PRIORITAS GOI Aceh 13,440 192,488

Aceh Jaya 0 53,248

Bireuen 0 99,000

Pidie 13,440 40,240

Banten 0 467,352 Cilegon, Kota 0 265,000

Serang, Kab. 0 163,200

Tangerang, Kota 0 39,152

West Java 66,883 224,206 Bogor 48,321 95,456

Cirebon 5,727 12,150

Kuningan 7,300 20,000

Sukabumi 5,535 96,600

Central Java 274,868 274,925 Banjarnegara 20,620 14,750

Jepara 12,665 23,850

Karanganyar 9,154 6,900

Surakarta, Kota 22,180 26,177

Kudus 29,457 19,250

Purbalingga 12,171 12,198

Purworejo 35,100 23,840

Sragen 43,351 59,000

Wonosobo 90,171 88,960

East Java 167,020 1,047,779 Bangkalan 9,600 225,000

Blitar 27,700 330,000

Bojonegoro 11,730 205,094

Mojokerto Kab. 0 31,200

Nganjuk 4,800 8,000

Pasuruan 0 80,225

Sidoarjo 66,990 106,260

Situbondo 46,200 62,000

South Sulawesi 75,927 210,710 Bantaeng 49,540 110,670

Enrekang 20,300 35,040

Wajo 6,087 65,000

Grand Total 598,138 2,417,460 In USD (=Rp.12,000) 49,845 201,455 Percentage 19.8% 80.2%

prioritaspendidikan.org · 2015. 8. 12. · quarterly report no. 13 . april–june 2015 . july 2015...

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