Prioritizing Reform, Innovation, and Opportunities
for Reaching Indonesia’s Teachers, Administrators,
and Students (USAID PRIORITAS)
1 3
2 Photographs from USAID PRIORITAS District Showcase Meetings in (1) West Bandung, West Java; (2) Maros, South Sulawesi; and (3) Batang,
Central Java, to present the results of training in the Cohort 1 districts.
Quarterly Report No. 8
January–March 2014
April 2014
This publication was produced for review by the United States Agency for International Development.
It was prepared by RTI International. The contents are the reszponsibility 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. 8
Contract AID-497-C-12-00003
January–March 2014
Prepared for
USAID/Indonesia
Prepared by
RTI International
3040 Cornwallis Road
Post Office Box 12194
Research Triangle Park, NC 27709-2194 USA
The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Table of Contents
LIST OF TABLES ............................................................................................................................................. V LIST OF FIGURES ........................................................................................................................................... V LIST OF ACRONYMS, ABBREVIATIONS, AND TERMS ..................................................................................... VI EXECUTIVE SUMMARY ................................................................................................................................. 1 RINGKASAN UTAMA .................................................................................................................................... 4 1 PROJECT MANAGEMENT ................................................................................................................. 7 1.1 1.2 1.3 1.4 1.5 1.6 2 SCOPE OF WORK ........................................................................................................................................... 7 INFORMATION TECHNOLOGY ........................................................................................................................... 7 PROCUREMENT ............................................................................................................................................. 7 PERSONNEL MANAGEMENT ............................................................................................................................. 7 STAFF PROJECT AND PLANNING WORKSHOP ....................................................................................................... 9 VISIT BY RTI’S PRESIDENT AND IDG EXECUTIVE VICE‐PRESIDENT ............................................................................ 9 PROJECT ROLLOUT ........................................................................................................................ 10 2.1.1 USAID PRIORITAS and DBE Districts ........................................................................................ 10 2.1.2 Papua Grants ........................................................................................................................... 10 2.2 GLOBAL DEVELOPMENT ALLIANCE (GDA) ........................................................................................................ 11 2.2.1 US‐Indonesia TTI Partnership .................................................................................................. 11 2.2.2 Improving the Supply of Books to Schools .............................................................................. 11 3 STRENGTHENED INSTRUCTION IN SCHOOLS .................................................................................. 12 3.1 THE WHOLE‐SCHOOL DEVELOPMENT PROGRAM ............................................................................................... 12 3.1.1 Completion of Training Materials and Round 2 National Training of Trainers ....................... 12 3.1.2 National Training of Trainers for Round 2 of Whole‐School Development ............................ 13 3.2 DISTRICT SHOWCASE MEETINGS IN COHORT 1 DISTRICTS .................................................................................... 16 3.2.2 Training of Trainers for Cohort 2 Districts ............................................................................... 17 3.2.3 Training of Partner Schools in Cohort 2 Districts .................................................................... 18 3.3 TRAINING PEDAGOGY LECTURERS IN PRE‐SERVICE CURRICULA AND MATERIALS ...................................................... 20 3.4 PROVINCIAL TTI CONSORTIA MEETINGS .......................................................................................................... 21 3.5 STUDY VISITS TO DBE DISTRICTS OF TTI LAB AND PARTNER SCHOOLS ................................................................... 22 3.6 TRAINING OF TTI LAB AND PARTNER SCHOOLS .................................................................................................. 23 3.7 MEETING AND WORKING WITH TTI LAB AND PARTNER SCHOOLS. ........................................................................ 25 3.8 GOOD PRACTICE SCHOOLS PROGRAM ............................................................................................................. 26 4 GOVERNANCE, MANAGEMENT, AND LINKAGES ............................................................................ 27 4.1 TEACHER DEPLOYMENT COHORT 1 ................................................................................................................. 27 4.1.1 Teacher Distribution Mapping Results .................................................................................... 27 4.1.2 Policy Recommendations for Teacher Deployment ................................................................ 29 4.1.3 PPG Policy Implementation Cohort 1 ...................................................................................... 30 4.1.4 District PPG Reports ................................................................................................................ 30 4.1.5 Service Provider (SP) Evaluation ............................................................................................. 31 4.2 PREPARATION FOR TEACHER DEPLOYMENT (PPG) COHORT 2 .............................................................................. 32 4.2.1 Review of PPG Materials ......................................................................................................... 32 4.2.2 Guidelines for PPG .................................................................................................................. 32 USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
iii
4.2.3 Technical Guidelines for DAPODIK Data Analysis .................................................................... 32 4.2.4 National Workshop and Training of Trainers .......................................................................... 32 4.2.5 Provincial Training of Trainers (Refresher Workshop) ............................................................ 33 4.2.6 Preparation of PPG Activity Schedules .................................................................................... 33 4.3 STUDIES .................................................................................................................................................... 33 4.3.1 Cohort 2 District Capacity Assessment.................................................................................... 33 4.3.2 Preliminary Study on Training Needs Analysis (TNA) .............................................................. 34 4.4 SCHOOL FINANCE REPORTING (ALPEKA) ........................................................................................................ 35 4.5 DISSEMINATION OF DISTRICT LEVEL PROGRAMS ................................................................................................ 36 5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS ............................................................................ 37 6 TECHNICAL COORDINATION WITH GOI .......................................................................................... 38 7 COMMUNICATIONS ...................................................................................................................... 40 7.1 MEDIA ...................................................................................................................................................... 40 7.1.1 Newsletter ............................................................................................................................... 40 7.1.2 Project Website ....................................................................................................................... 41 7.1.3 Media Monitoring ................................................................................................................... 41 7.1.4 Project Videos ......................................................................................................................... 41 7.1.5 Module Layout ........................................................................................................................ 42 8 DISSEMINATION STUDY ................................................................................................................ 42 9 MONITORING AND EVALUATION .................................................................................................. 43 9.1 EARLY GRADE READING (EGRA) IN TTI LAB AND PARTNER SCHOOLS .................................................................... 43 9.2 PREPARATION OF COHORT 1 SCHOOL MONITORING REPORT ............................................................................... 44 9.3 RESULTS OF SCHOOL MONITORING IN COHORT 2 DISTRICTS ................................................................................ 45 9.3.1 Results of Teacher Observations and Interviews with Principals (Volume 1) ......................... 45 9.3.2 Results of Student Tests (Volume 2) ....................................................................................... 46 9.3.3 Results of the Early Grade Reading Assessment (Volume 3) .................................................. 48 9.4 MONITORING OF TTI LAB SCHOOLS ................................................................................................................ 49 9.5 MONITORING OF PARTNER TTIS ..................................................................................................................... 50 9.6 MONITORING OF PARTNER DISTRICTS AND PROVINCES ....................................................................................... 50 10 PLANS FOR QUARTER 9 ................................................................................................................. 52 ANNEX 1: PROVINCIAL REPORTS ................................................................................................................ 53 ANNEX 2: DISSEMINATION ........................................................................................................................ 107 iv
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
List of Tables
Table 1: Newly Hired Staff ........................................................................................................................... 7 Table 2: Short‐Term Technical Assistance (STTA) ....................................................................................... 8 Table 3: Staff Termination and Resignation ................................................................................................ 8 Table 4: Staff Movement ............................................................................................................................. 8 Table 5: Total Number of Staff, by Office .................................................................................................... 8 Table 6: USAID PRIORITAS Cohort 1 District Showcase Meetings ............................................................. 17 Table 7: Training of Trainers in Cohort 2 (Module 1—Whole School Development) ................................ 18 Table 8: School Training in Cohort 2 (Module 1—Whole School Development) ...................................... 18 Table 9: Participants in School Training, Quarter 8 ................................................................................... 19 Table 10: Participants in TTI Lab and Partner School Training .................................................................. 23 Table 11: TTI Lab and Partner Schools Trained in Quarter 8 ..................................................................... 24 Table 12: District PPG Reports (as of March 2014) ................................................................................... 30 Table 13: Level of SP Participation in PPG Activities ................................................................................. 31 Table 14: Schedule of “Refresher” Training on PPG for Service Providers ............................................... 33 Table 15: Participants in Dissemination Activities in Quarter 8 (January–March 2014) ........................... 37 Table 16: Coordination Meetings with National GOI during Quarter 8 .................................................... 38 Table 17: Distribution of the National Newsletter, Fifth Edition .............................................................. 40 Table 18: Number of Hits on Project Website in Quarter 8 ...................................................................... 41 Table 19: Monthly Media Coverage .......................................................................................................... 41 Table 20: EGRA Schedule for TTI Partner Schools ..................................................................................... 43 Table 21: Activities for Quarter 9 .............................................................................................................. 52 List of Figures
Figure.1: Figure.2: Figure.3: Figure.4: Figure.5: Figure.6: Maps of USAID PRIORITAS Cohort 1, Cohort 2, and DBE Partner Districts ............................. 10 Participants in School Training, Quarter 8 .............................................................................. 20 Participants in TTI Lab and Partner School Training ................................................................ 24 Adequacy of Class Teacher Provision in Cohort 1 Districts ..................................................... 28 Ratio of Students to Number of Classes and Teachers (Primary Schools–SD, Cohort 1) ........ 29 MOEC’s Teacher Appraisal Model ........................................................................................... 35 USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
v
List of Acronyms, Abbreviations, and Terms
ALPEKA
APBD
BAPPEDA
BAPPENAS
BERMUTU
BKD
BOS
BOSP
Bupati
COP
COR
CTL
DAPODIK
DBE
DC
DCOP
Dewan Pendidikan
DF
Dinas
DPRD
EDC
EGRA
EMIS
EU
FKIP
FY
GDA
GOI
IAID
IAIN
IDG
IR
IT
JSE
JSS
Kabupaten
MENKO KESRA
KKG
KKKS
KKM
KLN
Kota
LPMP
vi
Aplikasi Laporan Pertanggungjawaban Keuangan BOS Tingkat Sekolah (School Level
Finance (BOS) Reporting Application)
District Budget
Badan Perencanaan Pembangunan Daerah (Regional Development Planning Board)
Badan Perencanaan Pembangunan Nasional (National Development Planning Board)
Better Education through Reform Management and Universal Teacher Upgrading Project
Regional Personnel Bodies
Government allocated School Operational Assistance Funds
Biaya Operasional Satuan Pendidikan (School Operational Funding)
District Council Head
Chief of Party (project position)
Contracting Officer’s Representative
Contextual Teaching and Learning
Data Pokok Pendidikan, MOEC’s national web-based EMIS
Decentralized Basic Education Project
District Coordinator (project position)
Deputy Chief of Party (project position)
District Education Council
District Facilitator
District or Provincial Government Offices
Dewan Perwakilan Rakyat Daerah (Local Legislature)
Education Development Center
Early Grade Reading Assessment
Education Management Information System
European Union
Fakultas Keguruan dan Ilmu Pendidikan (Education Faculty)
Fiscal Year
Global Development Alliance
Government of Indonesia
Islamic Religious College
State Islamic Institute
International Development Group
Intermediate Result
Information Technology
Junior Secondary Education
Junior Secondary School
District or Regency (abbreviated as Kab.)
Coordinating Ministry for People’s Welfare
Kelompok Kerja Guru (Teacher Working Group-secular primary schools)
Kelompok Kerja Kepala Sekolah (School Principals Working Group)
Kelompok Kerja Madrasah (Teacher Working Group-religious schools)
Office of International Cooperation at MOEC
City or Municipality
Lembaga Penjaminan Mutu Pendidikan (Provincial Quality Assurance Institute)
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
M&E
Madrasah
MBS
MGMP
MI
MKKS
MOEC
MORA
MOU
MT
NGO
P4TK
PAKEM
PC
PGRI
PLPG
PNS
PPG
PPG
PPL
PRIORITAS
Renstra
RKAS
RKS
RKT
RTI
SBM
SD
SIMDIKDAS
SK 5 Menteri
SK
SMP
SOW
SP
STAI
STAIN
STKIP
STTA
TK
TNA
TOT
TTI
TTO
UIN
UKSW
UM
Monitoring and Evaluation
Islamic School
Manajemen Berbasis Sekolah (School Based Management)
Subject Teachers Working Groups (for Junior Secondary Schools)
Madrasah Ibtidaiyah (Primary Islamic School)
Secondary School Principals’ Working Group
Ministry of Education and Culture
Ministry of Religious Affairs
Memorandum of Understanding
Madrasah Tsanawiyah (Junior Secondary Islamic School)
Nongovernmental Organization
Teacher and Education Staff Development and Empowerment Center
Pembelajaran yang Aktif, Efektif dan Menyenangkan (Active, Effective and Enjoyable
Learning)
Provincial Coordinator (project position)
Teacher Union
In-Service Teacher Education and Training Program (teacher upgrading unit)
civil servants
Teacher Deployment Program (Penataan dan Pemerataan Guru)
Teacher Professional Education Program (one year post-baccalaureate)
Teaching Practice/Practicum (practice teaching)
Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers,
Administrators, and Students Project
Rencana Strategis (Five-Year Educational Development Plan)
Rencana Kerja Anggaran Sekolah (Annual School Budget)
Rencana Kerja Sekolah (School Work Plans)
Annual Plan
RTI International (trade name for Research Triangle Institute)
School-Based Management
Sekolah Dasar (Primary School)
Basic Education Data Management System
Five Minister Edict
Surat Kuasa (Official Letter of Authority from Government)
Sekolah Menengah Pertama (Junior Secondary School)
scope of work
Service Provider
Sekolah Tinggi Agama Islam (Islamic Tertiary Education Institute)
State Islamic Tertiary Education Institute
Sekolah Tinggi Keguruan Ilmu Pendidikan (Tertiary Teacher Education)
Short-term Technical Assistance
Kindergarten
Training Needs Analysis
Training of Trainers
Teacher Training Institute
Teacher Training Officer
State Islamic University
Universitas Kristen Satya Wacana
Universitas Negeri Malang
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
vii
UMN
UMS
UMSU
UNBAJA
UNESA
UNIMED
UNM
UNNES
UNS
UNTIRTA
UNY
UPI
UPTK
US
USA
USAID
USD
Walikota
WSD
YASUMAT
YKW
viii
Universitas Muslim Nusantara
Universitas Muhammadiyah Surakarta
Universitas Muhammadiyah Sumatra Utara
Universitas Banten Jaya
Universitas Negeri Surabaya
Universitas Negeri Medan (Medan State University)
Universitas Negeri Makassar
Universitas Negeri Semarang
Universitas Negeri Sebelas Maret
Universitas SultanAgeng Tirtayasa
Universitas Negeri Yogyakarta
Universitas Pendidikan Indonesia
Sub-district office
United States
United States of America
United States Agency for International Development
United States dollar
City Council Head or Mayor
Whole-School Development
Yayasan Sosial Untuk Masyarakat Terpencil (NGO)
Yayasan Kristen Wamena, Wamena Christian Foundation
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
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).
On July 12, 2013 USAID issued a revised scope of work (SOW) for the project. Subsequently, a
revised SOW for the contract between USAID and RTI International (RTI) was signed on November
1, 2013. This report describes activities and achievements with reference to this contract.
The report covers the period from January through March 2014 (quarter 8 of the project).
Key Accomplishments in Quarter 8
USAID PRIORITAS achieved the following during quarter 8:
Project Management

Finalized grant agreements with two partner nongovernmental organizations (NGOs) for the
Papua program in two districts: Jayawijaya and Yahukimo. The agreements were approved by
USAID in March, and a staff member has been appointed to work with the two foundations,
which will implement the program: Yayasan Kristen Wamena (YKW) and Yayasan Sosial
Untuk Masyarakat Terpencil (YASUMAT).

Conducted a series of high-level meetings with the Ministry of Education and Culture
(MOEC) and national partners, as well as with partner teacher training institutes (TTIs), to
further improve coordination in project planning and implementation.

Hosted a visit from RTI’s President and the International Development Group’s (IDG’s)
Executive Vice President.

Discussed plans with USAID for possible Global Development Alliance (GDA) partnerships:
(1) United States-Indonesia TTI partnership to develop literacy programs, (2) partnership
with Indonesian publishers for to develop school reading books and provide them to project
schools.
Strengthened Instruction in Schools

Completed national-level training of provincial facilitators in the second module for training
schools in whole-school development (WSD) this quarter. A total of over 280 training
facilitators were trained over seven days in Bandung (for primary schools) and in Makassar
(for junior secondary schools. The Makassar training was opened by the Vice Minister of
Education and Culture, Prof. Dr. Musliar Kasim, and a presentation was given by the
Director of Basic Education, Prof. Dr. Ibrahim Bafadal.

Trained Cohort 2 district facilitators and partner school staff in teaching-and-learning
practices and school-based management (SBM). A total of 3,729 participants completed the
school-level training this quarter. Most of those trained were teachers, but 321 school
principals, 213 school committee members, and 164 school supervisors also took part in the
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
1
training, as well as a considerable number of staff from the District Education and Religious
Affairs Offices and the partner TTIs.

Held district showcase meetings in 16 Cohort 1 districts at which project achievements
were shared with stakeholders and dissemination was encouraged. The showcases in the
remaining seven districts and all the seven provincial level showcase meetings are scheduled
for next quarter.

Trained approximately 80 TTI lecturers in the use of Pre-service Curriculum Resource
Material Modules for Primary Reading and Literacy, Junior Secondary Mathematics and Junior
Secondary Science.

Held meetings between provincial TTI partners and their consortia members in Banda Aceh,
Aceh Province; and in Medan, North Sumatra Province, to discuss the USAID PRIORITAS
TTI program.

Completed study visits for staff and stakeholders of the project TTI laboratory and partner
schools from Banten and East Java provinces. The purpose of these visits was to provide
firsthand experience of effective WSD in action.

Trained 715 teachers, school principals, and committee members, along with the associated
university staff of TTI laboratory and partner schools in Banten, West Java, Central Java, and
East Java in teaching-and-learning practices, SBM, and community participation, to develop
examples of good practice schools, where effective SBM, student-centered teaching-andlearning practices, and effective contributions from the school community are evident.
Governance, Management, and Linkages

Completed the main phase of the USAID PRIORITAS Teacher Deployment Program in all
but two Cohort 1 districts this quarter. (Two Banten districts are expected to complete the
program in the next quarter).Of the 23 Cohort 1 districts, 21 completed their analysis of
teacher deployment and policy recommendations to address uneven distribution of teachers.
This analysis and the recommendations were discussed in multi-stakeholder forums and at
public consultation events.

Reported that all districts in East Java are now using the School-Level Finance Reporting
Application (ALPEKA), developed by MOEC and USAID PRIORITAS for Governmentallocated School Operational Assistance Funds (BOS) management and reporting.

Continued consultations with MOEC and the new European Union (EU)-funded project,
which will provide grants to 110 districts to help them achieve minimum service standards in
basic education.

Developed plans for the next major intervention at district and province levels, planned for
Year 3, Training Needs and Cost Analysis and Development of School Training Plans.

Started dissemination of the Teacher Deployment Program (PPG) in one district.
Communications
2

Published the fifth edition of the national newsletter, PRIORITAS PENDIDIKAN; the sixth
edition is being finalized for printing

Recorded 286,706 hits to the project website in quarter 8, and a total of 16,548 unique
visitors. The used bandwidth increased from 35.56 GB in quarter 7 to 96.37 GB in quarter 8

Made available through mass media, USAID PRIORITAS activities were published in a total of
292 news items. Most of the content concerned the second National Training-of-Trainers in
Teaching-and-Learning and SBM, showcasing good practices of district partners,
implementing the teacher deployment program, and conducting schools visits
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014

Produced 12 instructional videos, which were mainly to support the Module 2 Teacher,
SBM, and Community Participation Training in partner schools.
Monitoring and Evaluation, including Early Grade Reading Assessment (EGRA)

Completed three Baseline Monitoring Reports for the 20 Cohort 2 districts and submitted
to USAID. These reports include the following:
o
o
o
Volume 1: Assessing the Impact of the USAID PRIORITAS Program on Schools in
Cohort 2 Districts
Volume 2: Assessing the Impact of the USAID PRIORITAS Program on Student
Performance in Bahasa Indonesia, Mathematics, and Science (for Primary and Junior
Secondary Schools) in Cohort 2 Districts
Volume 3: An Assessment of Early Grade Reading (EGRA)—How Well Children are
Reading in Cohort 2 Districts.

Concluded that the EGRA findings for Cohort 2 draw the same conclusions as the Cohort 1
findings: that children in grade 3 in this sample have well-developed reading skills; however,
many of the children do not understand much of what they read or hear in the Bahasa
Indonesia language. More than half (53.9%) of the students assessed were able to read with
80% comprehension.

Conducted baseline monitoring, including EGRA with grade 2 students and student
assessments at grade levels 4, 5, and 8 in 80 lab and partner schools of the 16 partner TTIs
in the seven partner provinces, using the same instruments as for USAID PRIORITAS
Cohorts 1 and 2 schools. EGRA was implemented in 48 primary schools, with 24 students
sampled from each school.
Dissemination

Supported dissemination activities in three provinces. These activities involved 4,200
participants, including 3,240 participants from 947 schools in 13 project-assisted districts.
That is an average of 3.4 participants per school. Approximately 90% of the participants
were teachers. Local expenditure from local government and schools amounted to
USD 132,703, while project support was USD 21,987. This means that project funds were
leveraged by more than six times.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
3
RINGKASAN UTAMA
Proyek The United States Agency for International Development Prioritizing Reform, Innovation,
and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID
PRIORITAS) dimulai pada bulan Mei 2012 dengan tujuan meningkatkan akses pendidikan dasar yang
berkualitas. Hasil menengah (Intermediate Results) yang akan dicapai proyek adalah:

Meningkatnya pembelajaran di sekolah pada daerah mitra (IR I-1)

Meningkatnya manajemen dan tata kelola pendidikan di sekolah mitra (IR I-2)

Menguatnya dukungan koordinasi antar semua jenjang Pemerintah Indonesia dengan institusi
pendidikan (IR I-3).
Pada tanggal 12 Juli 2013, USAID melakukan revisi Ruang Lingkup Kerja proyek. Selanjutnya, revisi
Ruang Lingkup Kerja untuk kontrak antara USAID dan RTI ditandatangani pada tanggal 1 November
2013. Laporan triwulan ini menggambarkan kegiatan dan capaian berdasarkan kontrak yang telah
direvisi tersebut.
Laporan ini mencakup periode bulan Januari hingga Maret 2014 (Triwulan 8 proyek).
Pencapaian Utama pada Triwulan 8
USAID PRIORITAS telah mencapai beberapa hal berikut selama Triwulan 8:
Manajemen Proyek

Menyelesaikan perjanjian dana hibah dengan dua mitra Lembaga Swadaya Masyarakat (LSM)
untuk program Papua di dua kabupaten: Jayawijaya dan Yahukimo. Perjanjian tersebut telah
disetujui oleh USAID pada bulan Maret dan satu staf PRIORITAS telah direkrut untuk
berkerja dengan Lembaga yang berbasis di Wamena yang akan mengimplementasikan
program: Yayasan Kristen Wamena (YKW) dan Yayasan Sosial Untuk Masyarakat Terpencil
(YASUMAT).

Melaksanakan serangkaian rapat tingkat tinggi dengan Kemendikbud dan mitra nasional, serta
mitra LPTK, untuk lebih meningkatkan koordinasi dalam perencanaan dan implementasi
proyek.

Menerima kunjungan Presiden RTI dan Wakil Presiden RTI dari International Development
Group (IDG).

Membahas rencana dengan USAID mengenai kemungkinan kerjasama dengan Global
Development Alliance (GDA): (1) Kemitraan LPTK Indonesia-Amerika Serikat untuk
mengembangkan program membaca, (2) Kemitraan dengan penerbit Indonesia untuk
penyediaan buku bacaan ke sekolah.
Peningkatan Pembelajaran di Sekolah

4
Penyelenggaraan pelatihan tingkat nasional Modul kedua dalam pengembangan sekolah secara
menyeluruh telah diadakan pada triwulan ini. Lebih dari 280 fasilitator telah dilatih selama
tujuh hari di Bandung (untuk tingkat SD/MI) dan tujuh hari di Makassar (untuk SMP).
Pelatihan di Makassar dibuka oleh Wakil Menteri Kementerian Pendidikan dan Kebudayaan,
Prof. Dr. Musliar Kasim dan presentasi diberikan oleh Direktur Pendidikan Dasar, Prof. Dr.
Ibrahim Bafadal.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014

Melatih fasilitator kabupaten, sekolah, gugus pembelajaran, dalam pembelajaran dan
manajemen berbasis sekolah kohor 2. Sejumlah 3.729 peserta mengikuti pelatihan tingkat
sekolah pada triwulan ini. Sebagian besar dari mereka adalah guru, yang lain terdiri dari 321
kepala sekolah, 213 komite sekolah dan 164 pengawas sekolah serta staf yang jumlahnya
cukup signifikan dari Kantor Dinas Pendidikan, Kementerian Agama dan Universitas.

Menyelenggarakan pameran pendidikan tingkat kabupaten di 16 kabupaten kohor 1. Pada
kesempatan ini, proyek berbagi capaian dengan pemangku kepentingan dan mendorong
kegiatan diseminasi. Pameran di tujuh kabupaten lain dan pameran tingkat provinsi telah
dijadwalkan pada triwulan berikutnya.

Melatih sekitar 80 dosen LPTK dalam penggunaan Materi Ajar Kurikulum Membaca dan
Literasi untuk SD, Matematika untuk SMP dan IPA untuk SMP.

Melaksanakan rapat dengan mitra LPTK dan anggota konsorsium di Banda Aceh, Aceh dan
Medan, Sumatra Utara untuk membahas program LPTK USAID PRIORITAS.

Telah melakukan kunjungan studi bagi para staf dan pemangku kepentingan sekolah lab dan
sekolah mitra LPTK dari provinsi Banten dan Jawa Timur. Tujuan dari kunjungan tersebut
adalah untuk memberikan pengalaman langsung dalam pengembangan sekolah secara
menyeluruh secara riil.

Melatih 715 guru, kepala sekolah dan komite sekolah dan staf universitas terkait dari sekolah
lab dan mitra di Banten, Jawa Barat, Jawa Tengah dan Jawa Timur dalam pembelajaran,
manajemen berbasis sekolah dan partisipasi masyarakat untuk mengembangkan contoh
sekolah yang melaksanakan praktik yang baik, di mana tedapat bukti yang jelas dalam
manajemen berbasis sekolah yang efektif, pembelajaran berpusat pada siswa dan kontribusi
yang efektif dari komunitas sekolah.
Tata Kelola, Manajemen dan Keterkaitan

Menyelesaikan fase utama Penataan dan Pemerataan Guru (PPG) USAID PRIORITAS di
seluruh provinsi kecuali dua kabupaten/kota kohor 1 pada triwulan ini. (Kabupaten/kota di
Banten diharapkan akan menyelesaikannya pada triwulan berikutnya). 21 dari 23
kabupaten/kota telah menyelesaikan analisis PPG dan rekomendasi kebijakan untuk
menyampaikan pemerataan guru yang tidak imbang. Analisis dan rekomendasi tersebut
didiskusikan pada forum multi-pemangku kepentingan, kegiatan konsultasi publik.

Melaporkan bahwa seluruh kabupaten di Jawa Timur telah menggunakan ALPEKA yang
dikembangkan oleh Kemdikbud dan USAID PRIORITAS untuk mengelolaan BOS dan
pelaporan tingkat sekolah.

Konsultasi yang berkelanjutan dengan Kemdikbud dan dengan proyek baru yang didanai oleh
Uni Eropa, yang telah menyediakan hibah pada 110 kabupaten/kota untuk membantu mereka
dalam mencapai standar pelayanan minimum (SPM) dalam pendidikan dasar.

Mengembangkan rencana untuk intervensi utama selanjutnya pada tingkat kabupaten-provinsi,
membuat perencanaan tahun ke-3, termasuk Analisa Kebutuhan dan Biaya Pelatihan Guru.

Memulai kegiatan diseminasi program PPG di satu kabupaten/kota.
Komunikasi

Menerbitkan buletin nasional, PRIORITAS PENDIDIKAN, edisi lima; edisi ke-enam saat ini
sedang dalam persiapan.

Merekam sejumlah 286.706 hits pada situs dalam Triwulan 8, dan 16.548 pengunjung unik.
Pengunaan bandwith yang digunakan naik dari 35,56 GB pada Triwulan 7 menjadi 96,37 GB.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
5

Kegiatan USAID PRIORITAS telah diliput dalam 292 artikel berita di media massa. Banyak
dari konten berita meliputi pelatihan fasilitator tingkat nasional kedua dalam pembelajaran
dan manajemen, pameran praktik yang baik di daerah mitra, program penataan dan
pemerataan guru, dan kunjungan sekolah.

Membuat 12 video pembelajaran untuk mendukung Modul 2 bagi pelatihan guru, MBS dan
patisipasi masyarakat.
Pemonitoran dan Evaluasi, termasuk Asesmen Membaca Kelas Awal (EGRA)

Menyelesaikan Laporan Pengumpulan Data Awal bagi 20 Kabupaten kohor 2 dan
memberikan laporan tersebut kepada USAID. Laporan tersebut adalah:
o
Volume I: Mengkaji Dampak Program USAID PRIORITAS di Sekolah di Kabupaten
Kohor 2
o
Volume 2: Mengkaji Dampak Program USAID PRIORITAS tentang Kinerja Siswa dalam
Mata Pelajaran Bahasa Indonesia, Matematika dan IPA (untuk SD dan SMP) di Kabupaten
Kohor 2.
o
Volume 3: Asesmen Membaca di Kelas Awal (EGRA). Seberapa Baik Kemampuan
Membaca Siswa?

Temuan EGRA menyimpulkan hal yang sama dengan temuan pada kohor I: anak kelas 3 yang
disampel pada umumnya memiliki keterampilan membaca dengan baik; akan tetapi, banyak
siswa tidak mengerti apa yang mereka baca atau dengar dalam Bahasa Indonesia. Lebih dari
setengah (53,9%) siswa yang diases dapat membaca dengan 80% pemahaman.

Melakukan pengumpulan data awal termasuk EGRA dengan siswa kelas 2 dan asesmen pada
kelas 4, 5, dan 8 di sekolah lab dan mitra di seluruh 16 mitra LPTK di tujuh provinsi
menggunakan instrumen yang sama dengan sekolah PRIORITAS kohor 1 dan 2. EGRA telah
diimplementasikan di 48 sekolah dan melibatkan sebanyak 24 siswa sampel dari setiap
sekolah.
Diseminasi

6
Mendukung kegiatan diseminasi di tiga provinsi. Kegiatan diseminasi melibatkan 4.200
peserta, termasuk 3.240 peserta dari 947 sekolah di 13 kabuaten yang dibantu oleh proyek.
Terdapat rata-rata 3.4 peserta dari satu sekolah. Sekitar 90% dari peserta merupakan guru.
Pendanaan dari pemerintah lokal dan sekolah adalah sejumlah USD 132.703, sementara
pengeluaran dari proyek adalah USD 21.987. Ini artinya pemerintah mengeluarkan dana lebih
dari 6 kali dari pengeluaran proyek.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
1 PROJECT MANAGEMENT
1.1
Scope of Work
On July 12, 2013, USAID issued a revised SOW for the project. Subsequently, a revised SOW for
the contract between USAID and RTI was signed on November 1, 2013. This report describes
activities and achievements with reference to this contract and covers the period from January
through March 2014 (Quarter 8 of the project).
1.2
Information Technology
In this quarter, USAID PRIORITAS completed the installation of the encryption software for 191
computers in all eight offices (Jakarta, plus seven provincial offices). Of these, 25% are remote users
(district coordinators). The software installation is aimed to increase the data security for project
users. The USAID PRIORITAS Information Technology (IT) Team has also completed updates and
security checks for all computers.
1.3
Procurement
During this quarter, USAID PRIORITAS completed the procurement process for portable and
desktop computers for new staff, including for Cohort 2 staff, and also the procurement of video
cameras. The purchase of project vehicles via the Government of Indonesia’s (GOI’s) Duty Free
facility is not yet complete. In early January 2014, an Office Memo (Nota Dinas) was issued by the
Coordinating Ministry of People’s Welfare (Kemenkokesra) for purchasing five vehicles via the Duty
free facilities. Discussions are continuing between RTI and Toyota concerning the purchase of the
vehicles. While the process is being finalized, the project has extended the rental car contracts for all
the project offices to support their operations and program activities.
1.4
Personnel Management
The recruitment of District Coordinators has now been completed in Aceh. A number of other
recruitments, due to staff resignations, have also been completed. Tables 1-5 provide details.
Table 1: Newly Hired Staff
Name
Position
Organization
Location
Starting Date
Anwar Suhut
District Coordinator
RTI
North Sumatra
January 2, 2014
Yusrizal A
District Coordinator
RTI
Aceh
January 2, 2014
Cut Rahmawati
District Coordinator
RTI
Aceh
January 2, 2014
Ibnu Surahman
M&E & Performance
Evaluation Specialist
RTI
Jakarta
January 6, 2014
Erni
District Coordinator
RTI
South Sulawesi
February 3, 2014
Bagio Kurniawan
Operations Manager
EDC
East Java
February 17, 2014
Oktin Catur Palupi
Provincial Governance &
Management Specialist
RTI
Banten
February 24, 2014
Yusriwiaty
District Coordinator
RTI
North Sumatra
February 24, 2014
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
7
Name
Position
Organization
Location
Starting Date
Ferdiand Rahmadya
Provincial M&E &
Performance Specialist
RTI
Banten
March 3, 2014
Rd. Lukmanul Hakim
IT Manager
RTI
Jakarta
March 10, 2014
Asih Amurahati
Accountant
EDC
Central Java
March 24, 2014
Table 2: Short-Term Technical Assistance (STTA)
Name
Title
Organization
Location
Contract Dates
Teguh Triwiyanto
Teacher Distribution
Specialist
RTI
East Java
March 6 to
December 31, 2014
Jajang Kusnandar
Teacher Distribution
Specialist
RTI
West Java
March 24 to
December 31, 2014
Ziad Abi Abdallah
Finance Analyst
EDC
Jakarta
February 15 to
March 5, 2014
Table 3: Staff Termination and Resignation
Name
Position
Organization
Location
Effective Date
Hasanuddin
District Coordinator
RTI
South Sulawesi
January 20, 2014
M. Samsir Gamang
District Coordinator
RTI
South Sulawesi
January 20, 2014
Kamaluddin Pane
District Coordinator
RTI
North Sumatra
January 31, 2014
Bagio Kurniawan
Junior Accountant
RTI
East Java
February 15, 2014
S. Rahno Arko
IT Manager
RTI
Jakarta
March 21, 2014
Parapat Gultom
TTI Development
Specialist
EDC
North Sumatra
March 15, 2014
Table 4: Staff Movement
Name
Position
Organization
Location
Movement to
Effective Date
Alfiansyah
Operation Manager
EDC
East Java
West Java
February 17, 2014
Table 5: Total Number of Staff, by Office
Province
Male
Female
Total
Jakarta
16
13
29
Aceh
15
9
24
North Sumatra
18
6
24
Banten
15
5
20
West Java
18
6
24
Central Java
18
7
25
East Java
17
7
24
South Sulawesi
16
8
24
133
61
194
Total
8
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
1.5
Staff Project and Planning Workshop
A three-day staff project and planning workshop was held in Yogyakarta on January 8–10, 2014. All
staff involved in technical, management, financial and administrative implementation of the USAID
PRIORITAS project attended this event, which was convened to:

Review program implementation over the previous six months;

Discuss and resolve technical, logistical, and financial issues related to program
implementation;

Clarify roles and responsibilities of staff in carrying out the program; and

Plan the program for the upcoming 4–6 months’ period.
On the first day of the workshop, a meeting for all staff was held to discuss both technical and nontechnical issues. The second day was taken up with discussions in groups, mainly according to
project function, to ensure that the staff understood the program and their role in its
implementation. The third day included a session in provincial groups to plan the future program in
each province. The USAID Contracting Officer’s Representative (COR) was present for the duration
of the workshop.
1.6
Visit by RTI’s President and IDG Executive Vice-President
The President of RTI International, Wayne Holden, and
the Executive Vice-President of the International
Development Group (IDG), Aaron Williams, visited
Indonesia on February 16–22, 2014. They met with
senior RTI management staff and with staff working on
all the RTI projects in Indonesia. During a visit to
Makassar in South Sulawesi, they spent approximately
two hours visiting two schools in the city: SD
Mamajang 2, a state primary school; and SMP YPP PGRI,
a private junior secondary school. Both schools were
former DBE partner schools.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
During the visit to SMP YPP PGRI in Makassar, South
Sulawesi, on February 19, 2014, a grade 9 student asked
RTI President Wayne Holden in English, “How do you
become successful?” This was a challenging question, which
he continued to debate on the way back to the hotel, where
he was staying!
9
2 PROJECT ROLLOUT
2.1.1
USAID PRIORITAS and DBE Districts
In Year 1, a first cohort of 23 USAID PRIORITAS partner districts had been selected in the seven
partner provinces. In Year 2, activities are continuing in these districts. USAID PRIORITAS has also
provided support to 46 former DBE districts to encourage dissemination of good practices
developed under the DBE project and to leverage the capacity built within these districts, to support
implementation in the Cohort 1 USAID PRIORITAS districts. In Year 2, a second cohort of 20
districts was selected. Activities commenced in these 20 districts during quarter 7 (see Figure 1).
Figure.1:
2.1.2
Maps of USAID PRIORITAS Cohort 1, Cohort 2, and DBE Partner Districts
Papua Grants
USAID approved Fixed Obligation Grants to two Christian NGOs in Papua Province—Yayasan
Kristen Wamena (YKW) and Yayasan Sosial Untuk Masyarakat Terpencil (YASUMAT)—in March
2014. The two NGOs had been preparing proposals since the latter half of 2013. An initial meeting
was held with USAID, the two NGOs, and project staff during quarter 7 to review the NGOs’ draft
grant proposals and budgets. Following that meeting, the revised proposals were sent to USAID in
January 2014. USAID reviewed the documents and provided additional feedback, which was
subsequently incorporated into the proposals. On February 10–14, 2014, the USAID PRIORITAS
Operations and Finance Managers went to the YKW and YASUMAT offices in the town of Wamena
10
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
in the Papuan highlands for a pre-award visit. During the visit, they assessed the two NGOs’ capacity
to implement the grant-funded programs.
Following the visit, the final proposals were submitted to USAID, and were approved in March. A
meeting was held in the USAID PRIORITAS office in Jakarta on March 26–27, 2014, to discuss the
grant agreements with two representatives of each organization and to finalize the grant agreements.
It is expected that the agreements will become operational on April 1, 2014.
RTI has recruited a Technical Coordinator to be located in the YKW office in Wamena, to support
and monitor the implementation of the grants programs. RTI plans to appoint an Administrative and
Finance Assistant to provide additional support for this task.
2.2
Global Development Alliance (GDA)
During this quarter, USAID PRIORITAS met with USAID staff to discuss two potential GDA
activities: establishing a US-Indonesia TTI Partnership and improving the supply of books to schools.
2.2.1
US-Indonesia TTI Partnership
A statement of work for establishing a US-Indonesia TTI partnership has been agreed with USAID.
USAID PRIORITAS will identify a US teacher training institution with a strong record in teacher
training and materials development related to reading and literacy, especially in the early grades. The
project will also identify one of the partner Indonesian TTIs with the potential to become a leader in
reading and literacy development. The partnership between the two teacher training universities is
intended to:

Develop curricula and courses for pre- and in-service teacher training in developing reading and
literacy, especially in the early grades;

Develop and pilot supporting training and classroom materials; and

Roll out these course and materials to other TTIs.
The selection of the US teacher training institution has been delayed because of RTI’s concerns over
the willingness of potential partners to co-fund the activities. Following a meeting with USAID on
March 12, it was agreed that RTI would try to find potential partners who might be willing to cofund, but without co-funding being a pre-condition, and report results to USAID in the next quarter.
2.2.2
Improving the Supply of Books to Schools
USAID PRIORITAS has drawn up a statement of work, which has been approved by USAID, to work
with Indonesian publishing houses to expand existing and develop new collections of attractive
reading materials suitable for early grades, including both graded and non-graded books that would
be appealing to beginning and emerging readers. The activity will use templates of books, which have
been developed by the Education Development Center (EDC), to develop new reading books for
the Indonesian market.
It is hoped that this activity will attract sufficient co-funding to be a full GDA partnership. The
project is in the process of appointing a consultant as a short-term technical assistant (STTA), to
initiate the development of the GDA partnership.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
11
3 STRENGTHENED INSTRUCTION IN SCHOOLS
USAID PRIORITAS is working to improve the quality of instruction in schools by developing more
effective in- and pre-service training programs for teachers and is working to support teacher
training providers, specifically in TTIs and District Education Offices, to implement these programs.
3.1
The Whole-School Development Program
The WSD program is being delivered to partner
schools in the USAID PRIORITAS districts. It
consists of a series of activities as follows:

Study visits to DBE schools that exhibit
good practices

Cluster-based training in teaching-andlearning,
SBM,
and
community
participation

Structured mentoring of training
participants at the cluster and school
levels after the training

Showcases of the results of the training
and its impact on schools approximately
two months after the training.
3.1.1
Vice Director of the USAID Education Office, Dr. Larry Dolan, (far
right) and MOEC and USAID PRIORITAS staff visiting a school in
Maros, South Sulawesi (20/3).
Completion of Training Materials and Round 2 National Training of Trainers
The second set of materials (Module 2)
for WSD was completed this quarter.
The training materials focus primarily
on reading across the curriculum, both
from a teaching-and-learning and a
management perspective.
Material for the first component of
Module 2 focuses particularly on
deepening understanding of the issues
previously covered in the Round 1
training and on how teachers can
improve students' reading ability. The
emphasis of material for the second
component, SBM, is on how schools can
Cover of Module 2 for Primary and Junior Secondary School training.
support
learning
with
resource
management (human resources, facilities, equipment, and funds), as well as how better school
management can promote a reading culture in schools—how it can support a reading program in the
classroom, across the school, and in the community.
In addition, Module 2 incorporates two special units in the teaching and learning component: Unit 4,
Addressing Individual Differences in Learning; and Unit 7, Gender in Education. Unit 4 discusses the
diversity of learners in the classroom: some children are quick to understand new material and
completing tasks, some are slower. Both types of learners have special needs and need a different
12
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
approach. In this unit, participants discuss various strategies to cater to individual differences in
learning, so that each child can comfortably keep up with the learning process and can develop his or
her full potential.
In Unit 7, Gender in Education, participants are expected to develop an understanding that “gender”
is not only concerned about women, but about women and men, girls and boys. Through this unit,
participants are asked to identify gender issues in schools, how they affect the learning process,
teaching materials, activities, and facilities in the school, and what efforts have been made to
overcome related problems and to plan ahead to create a gender-responsive school. The aim is that
participants implement these approaches in their own schools.
Most of the Module 2 design and writing took place in quarter 7. During a workshop held on January
20–22 in Jakarta, the module writers gathered to finalize the units. All materials, including the
training module, PowerPoint presentations, worksheets, and videos, were reviewed and finalized at
this workshop.
3.1.2
National Training of Trainers for Round 2 of Whole-School Development
During this quarter, two major national training workshops were conducted to train provincial
facilitators in the second set (Module 2) of training materials for primary schools (secular and
religious [SD/MI]) and junior secondary schools (secular and religious [SMP MTs]). The seven-day
event for junior secondary school trainers was held from February 26 to March 4 in Bandung and for
primary school trainers from March 19 to 25 in Makassar. Over 280 participants attended the two
events. In the coming quarter, events are planned to train the district facilitators in each Cohort 1
district, ahead of school-cluster level training and subsequent school mentoring.
a)
Preparation for Round 2 of the National Training of Trainers (TOT)
On February 5–7, 2014, USAID PRIORITAS held a workshop in Yogyakarta in preparation for the
upcoming national training workshops. During the workshop, facilitators were prepared to deliver
each unit of the training. The workshop was attended by the module writers’ team, provincial
specialists from each province (Teacher Training Officers [TTO], WSD), and six facilitators from
each province: two facilitators for primary teaching and learning, two facilitators for junior secondary
school teaching and learning, and two SBM facilitators. In addition to discussing the content of the
module and presentation materials, each facilitator practiced delivery of the units that they were to
deliver in the national workshops. The workshop also discussed provincial TOT implementation
scenarios and requirements for logistics, equipment, and materials.
b)
Implementation of Round 2 of the National TOT for Junior Secondary Schools
The national TOT for junior secondary schools
was held in Bandung, West Java, from February
26 to March 4. The event was opened by Dr.
Djuandanilsyah of MOEC’s Junior Secondary
School Directorate. A total of 137 facilitators
participated—105 district facilitators (15 from
each province) and 32 from the TTIs (two from
each of the project’s partner TTIs). Also
attending were one representative from the
Ministry of Religious Affairs (MORA), and 10
from MOEC. In all, a total of 148 attended the
TOT.
Moh Najid (left), USAID PRIORITAS East Java Teacher Training
Officer, facilitating a discussion among the participants in a small
group at the TOT in Banding in late February 2014.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
13
The TOT covered the following topics:
Teaching and Learning Units
1. Reviewing the Results of the Module 1 Training in Teaching and Learning
2. Managing Learning Effectively
3. Understanding the 2013 Curriculum
4. Addressing Individual Differences in Learning
5. High Level Questioning and Worksheets
6. Authentic Assessment
7. Gender in Education
8. Literacy Across the Curriculum (Indonesian Language, Mathematics, Science, Social Studies,
and English)
9. Preparation and Teaching Practice
10. Follow-up Planning
School-Based Management Units
1. Review of School's Progress (since the Module 1 Training)
2. Reporting on Implementation of the Module 2 Training in Teaching and Learning
3. Instructional Leadership
4. Developing a Reading Culture Program
5. Managing a Reading Culture Program
6. Developing a Budget to Support Learning Programs in the School
7. Follow-up Planning
c)
Evaluation of Round 2 of the National TOT for Junior Secondary Schools
Evaluation of the training focused on both the management of the training and the learning
outcomes. Specifically, the evaluation assessed perceptions of participants about the following
matters:
1. The extent to which the training and materials will benefit them in everyday tasks;
2. The extent to which training materials increase participants' understanding of Active
Learning and School Management;
3. The extent to which the training process reflected an Active Learning approach, the
approach that is recommended for implementation in schools;
4. The extent to which the training activities support participants' understanding of the
material;
5. The extent to which the training process provided participants with an overview of how the
training can be implemented in the classroom, in the schools, and in the context of school
management;
6. The extent to which facilitators have mastered and understand the training materials.
Evaluation results showed that 98% of participants regarded the training materials as useful or very
useful. Some 95% of participants reported that they understood or “really understood” the active
learning materials, and 97% understood or “really understood” the materials about school
management.
14
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Some 97% of participants stated that most or almost all activities in the training reflected Active
Learning principles. In addition to reflecting Active Learning principles, participants felt that the
activities and tasks in the training had helped them to understand the training materials. This was
stated by some 96% of participants.
In connection with the management or implementation of training in the area of active learning in
the classroom, as well as in the SBM, more than 92% of participants stated that the training process
provided a clear picture—or very clear picture—of how to implement new practices in future.
In line with the responses above, some 89% of participants stated that the presenters had mastered
the training materials.
d)
Implementation of Round 2 of the National TOT for Primary Schools
Deputy Minister of Education and Culture, Prof. Musliar Kasim (left), and Director of Basic Education, Prof. Dr. Ibrahim Bafadal (right), at the opening
of the Module 2 TOT for primary schools in Makassar on March 18, 2014.
The Module 2 TOT for primary schools took place in
Makassar over seven days from March18 to 25, 2014.
The event was opened by the Deputy Minister of
Education and Culture, Prof. Dr. Musliar Kasim, and a
presentation was given by the Director of Basic
Education, Prof. Dr. Ibrahim Bafadal. A total of 137
facilitators attended—105 district facilitators (15 from
each province) and 32 from the TTIs (two from each
of the project’s partner TTIs). Also attending were six
representatives from MOEC, one representative from
MORA, and 10 from the Lembaga Penjaminan Mutu
Pendidikan (Provincial Quality Assurance Institute
[LPMP]) in South Sulawesi. In all, a total of 154
attended the TOT. The TOT training materials were
similar to those that had been used for the junior
secondary school training, but adjusted for use in
primary schools.
e)
Above: Participants in the TOT in Makassar in March
2014 have made “Big Books” for use in practical
teaching with early grade students.
Below: Practical teaching in schools during the TOT in
Makassar in March 2014.
Evaluation of Round 2 of the National
TOT for Primary Schools
According to the TOT evaluation, 98% of participants
assessed that the material was beneficial or very
beneficial, and 98% reported that they believed the
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
15
facilitators had mastered the material. Aside from that, 100% of participants reported that they
understood or “understood well” the training materials delivered.
Not less than 95% of participants commented that most or almost all activities in the training
reflected Active Learning principles. Apart from reflecting Active Learning, the activities and tasks
had reportedly helped them to understand the training materials. This perception was reported by
92% of the participants.
3.2
District Showcase Meetings in Cohort 1 Districts
The school principals, teachers, and committee
members in partner schools in the 23 Cohort 1 USAID
PRIORITAS partner districts received training in
teaching and learning, school management, and
community participation between August and October
2013. This training was followed by mentoring by the
district facilitators through the teachers working groups
(KKG, MGMP), and at individual school and classroom
levels.
During quarter 8, 16 of the 23 districts held District
Showcase Meetings to demonstrate the impact of the
training and mentoring on their schools. These meetings
took place over a morning or a whole day, and the
venue was, in most cases, a prominent location such as
the District Head’s Auditorium (Pendopo).
At these showcase events, each of the 24 partner
schools in each district made a display of students’ work,
teaching aids, and school and teaching plans, which have
resulted from the training. A program of activities took
place, which included presentations of practical teaching
activities by students, and presentations and talk shows
involving school principals, committee members, school
supervisors, and District Education and MORA Office
staff. The showcase meetings were opened by the District
Head or other senior district personnel and attended by
other senior district staff, including representatives of
the District Education and Religious Affairs Offices, the
local parliament, and education council. The school
principals, teachers, and many students from the partner
schools attended, as did representatives of other nonpartner schools. MOEC and MORA representatives
from Jakarta and from the provincial government
attended many of the showcase meetings.
Top: Junior secondary school students from Bandung
Barat at their District Showcase Meeting on February 17,
demonstrating a measuring wheel they had made while
working on diameters of circles.
Middle: A group of students from SMPN 1 Turikale in
Maros District, South Sulawesi, at the District Showcase
Meeting on February 20, in front of their school’s display.
Bottom: A grade 6 student from Batang District at the
The showcases were an effective means of
District Showcase Meeting on March 13, talking about a
demonstrating the impact of the program to district,
stethoscope she had made and how it works.
provincial, and national government stakeholders. There
was considerable demand from non-partner schools present at the meetings to receive training
16
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
similar to that given to the partner schools. Many districts made public commitments at the meetings
to fund dissemination of the program to non-partner schools.
The schedule of showcase conducted during quarter 8 is shown in Table 6.
Table 6: USAID PRIORITAS Cohort 1 District Showcase Meetings
Province
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
District
2014 Quarter 8 Schedule
Kabupaten Labuhan Batu
Thursday, March 6
Kabupaten Nias Selatan
Thursday, February 20
Kabupaten Serang
Thursday, March 27
Kabupaten Bandung Barat
Monday, February 17
Kabupaten Ciamis
Wednesday, February 19
Cimahi
Monday, February 10
Kabupaten Banjarnegara
Thursday, March 6
Kabupaten Batang
Thursday, March 13
Kabupaten Purbalingga
Tuesday, March 4
Kabupaten Sragen
Wednesday, March 5
Kabupaten Semarang
Tuesday, March 11
Kabupaten Pamekasan
Tuesday, March 11
Kabupaten Situbondo
Monday, March 24
Kabupaten Mojokerto
Wednesday, March 12
Kabupaten Maros
Thursday, February 20
Kabupaten Wajo
Thursday, March 6
The district showcase meetings in the other seven Cohort 1 districts will take place in quarter 9.
3.2.2
Training of Trainers for Cohort 2 Districts
During this quarter, 14 training events were conducted to prepare newly-appointed district
facilitators in Cohort 2 districts to deliver training for schools (primary and junior secondary) in the
first module of WSD The training took place at province level in each province. Overall, 773
participants attended, as shown in Table 7. USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
17
Table 7: Training of Trainers in Cohort 2 (Module 1—Whole School Development)
Province
Aceh
North Sumatra
Banten
West Java
Central Java
East Java
South Sulawesi
Total
3.2.3
TOT SD/MI
Number of
Participants
Date
M
F
Total
30 Jan–5 Feb
33
33
66
11–17 Feb
38
34
72
8–15 March
16
14
30
16–22 Jan
40
25
65
16–22 Jan
26
6
32
26 Jan–2 Feb
25
15
40
19–26 Jan
27
56
83
205
183
388
TOT SMP/MTs
Number of
Participants
Date
M
F
Total
13–19 Feb
37
31
68
11–17 Feb
44
30
74
15–21 Feb
14
16
30
16–22 Jan
41
27
68
16–22 Jan
22
9
31
26 Jan–2 Feb
21
13
34
22–29 Jan
41
39
80
220
165
385
Training of Partner Schools in Cohort 2 Districts
Following on from the province-level Training of Trainers, school-level training (SD/MI and
SMP/MTs) in active learning and school-based management commenced in all seven provinces with
the exception of Aceh, as shown in Table 8.
Table 8: School Training in Cohort 2 (Module 1—Whole School Development)
Province
North Sumatra
Kab. Langkat
School Training SD/MI
Number of
Participants
Date
M
F
Total
School Training SMP/MTs
Number of
Participants
Date
M
F
Total
10–12 Mar 2014
16
101
117
10–12 Mar 2014
47
71
118
13–15 Mar 2014
41
42
83
13–15 Mar 2014
36
8
44
28–30 Jan 2014
(2 activities)
99
99
198
18–20 Jan 2014
(2 activities)
64
61
125
17–19 Mar 2014
16
39
55
10–12 Mar 2014
25
40
65
24–26 Mar 2014
11
44
55
11–13 Mar 2014
35
30
65
11–13 Mar 2014
Banten
Serang
West Java
Kuningan
Bekasi
Tasikmalaya
Cirebon
Central Java
Pekalongan
Wonosobo
18
17
35
52
17–19 Mar 2014
24
45
69
-
-
-
-
17–19 Mar 2014
41
85
126
-
-
-
-
18–20 Mar 2014
20
40
60
10–12 Mar 2014
31
54
85
13–15 Mar 2014
60
90
150
22–24 Feb 2014
42
78
120
8–10 Mar 2014
28
31
59
1–3 Mar 2014
23
37
60
14–16 Mar 2014
30
14
44
10–12 Mar 2014
25
18
43
-
-
-
-
14–16 Mar 2014
27
16
43
-
-
-
-
6–8 Mar 2014
17
40
57
45
56
101
15–17 Mar 2014
20
35
55
28
11
39
8–10 Mar 2014
(2 activities)
11–13 Mar 2014
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Province
East Java
Kab. Lumajang
Kab. Ngawi
School Training SD/MI
Number of
Participants
Date
M
F
Total
School Training SMP/MTs
Number of
Participants
Date
M
F
Total
19–21 Feb 2014
19
44
63
19–21 Feb 2014
33
35
68
22–24 Feb 2014
19
44
63
22–24 Feb 2014
27
41
68
11–13 Mar 2014
56
36
92
11–13 Mar 2014
33
17
50
2–4 Mar 2014
15
45
60
19–21 Mar 2014
15
43
58
-
-
-
5–7 Mar 2014
-
18
42
60
-
-
-
-
18–20 Feb 2014
55
81
136
-
-
-
-
14–16 Mar 2014
33
13
46
25–27 Feb 2014
19
102
121
18–20 Feb 2014
34
93
127
13–15 Mar 2014
38
50
88
13–15 Mar 2014
27
18
45
58
59
117
South Sulawesi
Bone
Takalar
Tana Toraja
13–15 Mar 2014
31
89
120
Parepare
Total
13–15 Mar 2014
32
632
91
1,181
123
1,813
17–19 Mar 2014
(2 activities)
13–15 Mar 2014
47
845
89
1,071
136
1,916
Tables 8 above and 9 below show that a total of 3,729 participants completed the school-level
training this quarter. Figure 2 shows that most of these were teachers, but 321 school principals,
213 school committee members, and 164 school supervisors also took part in the training, as well as
a considerable number of staff from the District Education and Religious Affairs offices and the
partner TTIs.
Table 9: Participants in School Training, Quarter 8
Participant Type
Total
School Principals
Teachers
School Committee Members
School Supervisors
MORA Staff
District Education Staff
TTI Lecturers
Others
321
2,886
213
164
13
53
74
5
Grand Total
3,729
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
19
Figure.2:
Participants in School Training, Quarter 8
Post-training mentoring. Following the class-based training, district facilitators provide mentoring
for participants in classrooms, schools, and clusters through the teachers’ and school principals’
working groups (KKG, MGMP, KKKS, and MKKS). The aim is to support them in implementing the
skills and knowledge acquired in training. Mentoring for schools in Cohort 2 districts will start in all
provinces next quarter.
3.3
Training Pedagogy Lecturers in Pre-Service Curricula and Materials
Following the completion of the Pre-service Curriculum Resource Material Modules for Primary
Reading and Literacy, Junior Secondary Mathematics, and Junior Secondary Science in quarter 7,
workshops were held in all provinces in quarter 8 to train lecturers and selected consortia partners
in the use of the materials. A total of approximately 80 lecturers from partner and consortia
member universities attended the training held in February. Training was held in each of the partner
provinces.
All partner provinces received training in all three resource material modules, which were developed
by selected provincial teams. The use of key persons to facilitate the training ensured the quality and
consistency of workshops across the provinces. The key persons consisted of expert university staff
and consultants who were instrumental in the development of their subject module.
The resource materials were introduced, explored, and implemented through activity sessions that
linked theory to practice. The aim of the materials was to strengthen content knowledge of selected
topics in teaching reading, mathematics, and science, and most importantly, to show how this
knowledge could be practically applied in the pre-service program. Some groups explored the
activities in a two-layer fashion: (1) lecturer to student-teacher and (2) student-teacher/teacher to
classroom.
The workshop consisted of an overview of the materials and explored the possible usage in a variety
of situations, including for lecturers, pre-service practicum training, and school-based in-service
20
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
training programs. The facilitators
selected a number of units to model
and simulate, emphasizing the links
between the knowledge developed and
the practical application through
problem-based or inquiry approaches.
Participants were actively involved in
trying out the activities and considering
how these could enrich their current
lecture program.
Details of participant evaluation and
feedback can be found in provincial
reports; however, overall, the following
comments are reflective of the
evaluations given by participants:
Big Book simulation activity during the West Java Literacy Pre-Service Curriculum
Materials workshop held in Bandung in February 2014.

In a number of provinces, 100% of participants felt the materials linked theory to practice for
student teachers and lecturers.

Participants believed the format of the material will make it easier to integrate into courses
and training programs.

A high percentage of participants felt the material introduced new information that was
practical for lecturers, especially the Reading and Literacy materials.

The material was highly rated for its use in a variety of courses, such as the practicum
program.

Participants would recommend the use of this material to others.
Feedback and suggestions for improvement from the participants were noted by the key persons and
will be incorporated into the final version of the published module.
3.4
Provincial TTI Consortia Meetings
Meetings between provincial TTI
partners and their consortia
members were held in Banda
Aceh, Aceh Province, and in
Medan, North Sumatra Province,
in quarter 8.
The meeting in Banda Aceh was
conducted on January 29 at the
Grand Naggroe Hotel, Banda
Aceh. It was attended by 25
leaders from the TTI consortia
members in Aceh, including the
Rector and Dean of the
Education
Department
of
UNSYIAH;
the
Rector
of
Almuslim University; the Dean of
the
Education
Department
The Dean of FKIP UNSYIAH (Dr. Djufri, M. Si.) shared his experiences of the study visit to
the U.S. at the Aceh TTI consortia meeting on January 29 in Banda Aceh.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
21
(Tarbiyah), Muhammadiyah University; program directors of IAIN Ar-Raniry; and teaching practice
coordinators and lecturers.
The meeting was opened by the Rector of UNSYIAH and was followed by a presentation by the
Dean of the Education Department, UNSYIAH, on the USAID PRIORITAS Education Policy
Workshop in the U.S. He expressed the belief that Aceh could adopt several activities and
components of the U.S. education system, such as effective management, the strong commitment of
teachers, active learning, research activities and observation by students, appreciation to students,
and scientific information displayed on the classroom walls.
The Rector of UNSYIAH emphasized that all education stakeholders in Aceh, especially TTI partners
and consortia of USAID PRIORITAS, have responsibilities and a strong commitment to improve
education quality in Aceh.
In this meeting, TTI partners and consortia also presented brief progress reports related to USAID
PRIORITAS programs. All reported that they were very pleased with USAID PRIORITAS programs
because the trainings were seen as very important and met their needs. Lecturers learned about
active learning from USAID PRIORITAS facilitators and, as a follow up, they have already
implemented new strategies in their classes, which students enjoyed. They proposed that more
lecturers be trained by USAID PRIORITAS. In this meeting, participants also discussed how to
improve the quality of practice teaching (PPL) and hoped that USAID PRIORITAS could support its
improvement and effectiveness.
In North Sumatra, the meeting was held on March 11 in the Aryaduta Hotel, Medan. It was attended
by 20 representatives from all TTI partners (UNIMED and IAIN Sumatra Utara) and consortia
(University of HKBP Nomensen, University of Muhamadiyah, University of Muslim Nusantara Al
Wasliyah, University of Sisingamangaraja XII Tapanuli). The Rector of IAIN North Sumatra, Prof. Dr.
Nur Fadhl Lubis, MA, presented “How to Become a Professional Lecturer,” while Prof. Dr. Ibnu
Hajar Damanik (Rector of UNIMED) gave a presentation on “The Challenges of the University in the
Future.” The Dean of the Engineering Faculty, UNIMED, (Prof. Dr. Abdul Hamid), who participated
in the Education Policy Workshop in the U.S., gave a presentation on “Learning Systems in U.S.
Education.”
Group discussions focused on the successful implementation strategies of USAID PRIORITAS
programs in the TTIs and a dissemination strategy for USAID PRIORITAS programs in the TTIs.
Recommendations included conducting training for TTI lecturers who have not yet taken part in
project activities, mentoring for trained TTI lecturers, and incorporating active learning into microteaching and practicum teaching (PPL) programs.
Recommendations for dissemination included: requiring students who conduct micro-teaching and
practicum teaching to implement active learning, expanding implementation of active learning for the
one-year post-graduate practice teaching programs and In-Service Teacher Education and Training
Programs (PLPG), and programming active learning as a main activity of community services.
3.5
Study Visits to DBE Districts of TTI Lab and Partner Schools
During this quarter, Banten and East Java completed study visits for staff and stakeholders of the
project TTI lab and partner schools on January 15 and March 17, respectively. The purpose of these
visits was to provide firsthand experience of effective WSD in action. Participants varied according
to the provincial organization and included teachers and school principals from each of the TTI lab
and partner schools, TTI staff, District Education Office representatives, district supervisors, and
project staff.
22
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
In these study visits, teachers and
school principals heard lessons
learned about the implementation of
teaching and learning and effective
SBM school-based management from
former DBE school partners. All
participants stated that this study visit
was very useful and very important.
They believe that their schools will be
able to implement active learning and
improved SBM after receiving training
from USAID PRIORITAS. The study visit program is now
completed in every province.
3.6
Representatives of partner schools from the State University of Malang, East Java, in
discussion withwith teachers of SDN Hang Tuah 10 Sedati, Sidoarjo during a study
visit to the school on March 17, 2014.
Training of TTI Lab and Partner Schools
During this quarter, training of TTI lab and
partner schools took place in Banten, West
Java, Central Java, and East Java. The aim of
this program is to develop examples of good
practice schools, where effective SBM,
student-centered teaching and learning, and
effective contributions from the school
community are evident. The schools will
provide model settings for teacher
practicum activities and be used as focal
points for later program activities, such as
practicum interventions and classroom
action research.
Teachers from MI Miftahul Falah, who are giving a presentation about the
group discussion result at the TTI lab and partner schools training in
Bandung, West Java, in March 2014.
As shown in Table 10, the 715 participants
in this training included partner TTI
lecturers and teachers, principals and school committee members from the lab and partner schools,
and invited members from the District Education Office, MOEC, and MORA. Figure 3 shows that
the participants included teachers and lecturers in almost equal proportion.
Table 10: Participants in TTI Lab and Partner School Training
Participant Type
Total
School Principals
Teachers
School Committees
School Supervisors
District Education Staff
TTI Lecturers
Others
59
300
84
7
6
257
2
Grand Total
715
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
23
Figure.3:
Participants in TTI Lab and Partner School Training
Training of the TTI lab and partner schools’ staff used the appropriate Round 1 USAID PRIORITAS
in-service training modules (Module 1) for primary and junior secondary school teacher training and
for SBM. The training program replicated that received by all project partner schools. The training
facilitators included TTI lecturers and supporting project staff. The training informed school
principals, teachers, and school committees about the importance of WSD for successful school
development, and included practical teaching in the classroom by the participants.
Training participants in all four provinces were very enthusiastic and showed a strong commitment
to implement what they had learned in the training on returning to their schools. This was evidenced
in their follow-up activity plans that were developed jointly by teachers, principals, and school
committees during the final day of the training.
All the TTI partner universities, apart from the State University of Malang, have now completed the
first round of training. A list of the partner schools trained is listed in Table 11.
Table 11: TTI Lab and Partner Schools Trained in Quarter 8
Banten
UNTIRTA
IAIN ( SMH)
24
Primary Schools
Junior Secondary Schools
SDN 7 Kota Serang
SDN 20 Kota Serang
SDN Banjar Agung 4 Kota Serang
SDN Sumber Agung
SDN 21 Kota Serang
SDN Karundang 1
MIN Langon
MIN Baros
MIN Kopo
MI Jamiyatu Utsbuiyah
MI Nurul Falah Kemuning
MI Padarincang
SMPN 6 Kota Serang
SMPN 7 Kota Serang
SMPN 3 Kota Serang
MTsN Kota Serang
MTsN Curung
MTs Padarincang
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
West Java
UPI Bandung
UIN Bandung
Central Java
UNNES
IAIN Walisongo
UNY
East Java
UNESA
IAIN
3.7
Primary Schools
Junior Secondary Schools
SDN Kayuambon 1
SDN Cirateun Kota Bandung
SDN Lab UPI Bandung
SDN Isola Kota Bandung
SDN Gegerkalong Girang
SDN Sukarasa Kota Bandung
SMPN 12
SMP Lab UPI
SMPN 3
MIN Cicendo Kota Bandung
MIN 2 Margasari Kota Bandung
MIS Abdurrahman Kota Bandung
MIS Al Misbah Kota Bandung
MIS Miftahulfalah Kota Bandung
MIS Naelushibyan Kota Bandung
MTsN 2 Bandung
MTs Ar-Rosyidiyah
MTs Kifayatul Achyar
SDN Kalibantengkidul 01
SDN Ngaliyan 01
SDN Tambakaji 04
SDN Ngaliyan 03
SDN Sekaran 01
SDN Beringin 02
MI Nurul Islam
MI Negeri Sumurrejo
MI Miftakhul Akhlaqiyah
MI Darul Ulum
MI Walisongo
MI Miftahus Sibyan
SDN Gedongkiwo
SDN Ngotho
SDN Kiyaran 2
SDN Gembongan
SDN Golo
SDN Karangjati
SDN Giwangan
SMPN 13 Semarang
SMPN 7 Semarang
SMPN 12 Semarang
SDN Jeruk 1
SDN Jeruk 2
SDN Lidah Wetan 2
SDN Babatan 1
SDN Wiyung
MI Raidiati Banat
MI H. Achmad Ali
MI Muhammadiyah 23
MI Badrus Salam
MI Darunnajah
MINU Ngingas Waru
SMPN 21 Surabaya
SMPN 28 Surabaya
SMP Muhammadiyah 6
MTs N 02 Semarang
MTs Darul Ulum Semarang
MTs Al Asror
SMPN 2 Depok, Sleman
SMPN 5 Sleman
SMPN 3 Sewon
SMPN 1 Yogyakarta
MTs Al-Fatich
MTs Wachid Hasyim
MTs Hasyim Asy’ari
Meeting and Working with TTI Lab and Partner Schools.
USAID PRIORITAS is supporting ongoing meetings and mentoring of TTI lab and partner schools to
ensure continued progress and to support identified needs following the first round of training.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
25
These meetings provide the opportunity for TTI partners and their schools to promote the
development of action plans and activities for implementing TTI activities, training, and sharing of
results. The one-day meetings assist schools in developing their roles and capacity in implementing
improved teacher practicum programs and better teaching and learning techniques. During Year 3 of
the program, practicum and classroom action research programs will begin, and the partner and lab
schools will be the focal point of these activities.
This quarter, Aceh and South
Sulawesi completed their first
meetings with TTI partners
and lab schools. On February
24, university partners met in
Aceh to discuss the role and
relationships
with
their
partner and lab schools and
worked on a mentoring
schedule that will involve
lecturers visiting and working
with teachers in their
respective partner schools.
The meeting was attended by
44 persons, including school
Group discussion at the meeting of TTI lab and partner schools in Aceh on February 24, 2014.
principals
and
teacher
representatives from lab and partner schools, representatives from the university partners, and local
education office stakeholders.
In South Sulawesi, the meeting was held in Makassar on March 17 and attended by 10 facilitators
from UNM and UIN Makassar, along with 54 representatives from their partner SD, MI, SMP, and
MTs. Each school was represented by the school principal, a teacher, and a member of the school
committee. At this meeting, TTI facilitators and staff of the TTI lab and partner schools developed an
action plan for ongoing mentoring. The schools agreed to provide a budget for their teachers to
participate in the mentoring activities.
3.8
Good Practice Schools Program
Good practice schools in USAID PRIORITAS districts will provide a hub for improved pre-service
and in-service teacher professional development at the local level. These schools will emerge from
trained partner schools in the Cohort 1 and 2 districts that show strong evidence of embracing
reform and that display a commitment and willingness for school improvement. The good practice
schools will perform multiple functions as centers for professional development and as examples of
effective schools, where active teaching and learning practices, SBM, and community participation are
evident. Activities such as teacher working group (KKG and MGMP) meetings, in-service teacher
training, and pre-service practice teaching programs can be carried out in these schools, providing an
effective context for continued school improvement in the district. Good practice schools can also
host visits from other schools, both from inside and form outside of the district, to provide concrete
examples of effective WSD. The selected schools will be supported by the project’s TTI and district
facilitators to ensure continued growth.
Following the completion of school level training of Cohort 1 schools and clusters in quarter 7, the
selection of good practice schools will take place in the coming quarter. The selection will involve a
three-step process: nomination, verification, and selection. District showcase meetings will be used
26
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
where possible to begin the identification process. Those schools that show promise through
evidenced commitment and adoption of good practice will be considered for nomination. A meeting
of stakeholders, including project, TTI, and district education staff, will discuss and nominate schools
according to agreed-upon criteria. The school and classroom environment, teaching and learning
practices, school leadership, and community participation will be considered in the nomination
process. The number of nominated schools is not set, but will be decided according to the number
of schools that display effective WSD.
Following the nomination process, verification of the school selection will be conducted by a team
that includes the District Coordinator, district facilitators, and project staff. The same criteria used
for the nomination of the school will be used in the verification process. The selection process will
be completed during a meeting of the original nomination team, taking into account the information
gathered during the verification of schools.
All provinces are currently preparing for nomination of good practice schools in the coming quarter.
Selection of these schools will take place, where possible, before the end of the coming quarter.
4 GOVERNANCE, MANAGEMENT, AND LINKAGES
Activities under Components 2 and 3 in this quarter focused on: (1) teacher deployment,
(2) collaboration with MOEC on school financial reporting, (3) preparation for the Teacher Inservice Training Planning program (to include training needs analysis), (4) participation in district
showcase events, and (5) preparation for dissemination of SBM and district-level programs (PPG and
strategic planning) in DBE districts. Each of these is described below. In addition, the Governance
and Management team conducted collaborative district capacity assessments in Cohort 2 districts,
reported above, in Section1.
4.1
Teacher Deployment Cohort 1
The teacher deployment program, known as Penataan dan Pemerataan Guru (PPG) assists districts to
map their teacher deployment; identify problems, such as poorly served schools and over-served
schools; and make policies and plans to address these issues in line with current government
regulations.
4.1.1
Teacher Distribution Mapping Results
The mapping of teacher distribution was successfully completed in all 23 Cohort 1 districts by the
end of January 2014. Results for 21 of these 23 districts have been analyzed at the national level.
(Two districts in Aceh have not yet been analyzed, because the district level analysis was not based
on the national government database, DAPODIK.) The national analysis shows that the distribution
of teachers is uneven among schools, within districts, and among districts. The results are illustrated
in Figure 4 below.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
27
Figure.4:
Adequacy of Class Teacher Provision in Cohort 1 Districts
Adequacy of teacher provision. The requirement for number of teachers is based on the
National Education Standards of one teacher per class in primary schools and 24 teaching periods
per week for junior secondary school teachers. Teacher provision is measured separately for
tenured civil servants (PNS) and for non-tenured (non-civil servant-PNS) teachers, hired directly by
schools. The Figure 4 graph above shows the adequacy of teacher provision in primary schools
(SD), including both PNS and non-PNS, based on these National Education Standards. As shown, the
range is large, with Pandeglang District showing an excess of over 350 teachers and Medan City a
deficit of nearly 300 teachers.
As illustrated in Figure 5 below, the teacher requirement, based on the standards of one teacher
per class in primary and one teacher for 24 lessons in junior-secondary, is artificially high, as many
schools have small classes and small teacher-student ratios. If classes were larger (closer to the
Minimum Service Standards of 32 for primary and 36 for junior secondary schools1), then the
requirement for teachers would be much less. Overall, Indonesia has a substantial excess of
teachers. The nationally aggregated ratio of students to teachers is 16:1.
Class size. Based on analysis of the distribution of schools by the number of students in this sample
of 21 districts, more than half (57%) of Indonesian schools have classes with less than 20 students.
According to the National Education Standards, the ideal class size for primary schools is 20–28
students and the Minimum Service Standard is 32 students. Furthermore, some 13% of schools have
an average class size of less than 10 students.
Student-teacher ratio. The ratio of students to teachers in primary schools, including class
teachers and subject teachers (Religion and Physical Education), is even more surprising. In nearly
three-quarters (73%) of schools in partner districts, the student-to-teacher ratio is less than 20.
Moreover, some 26% of schools have a student-teacher ratio of less than 10.
1
Note that the National Education Standards (Standar Nasional Pendidikan [SNP]) are different from the
Minimum Service Standards. SNP is 28 for primary classes and 32 for junior secondary classes.
28
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Figure.5:
Ratio of Students to Number of Classes and Teachers
(Primary Schools–SD, Cohort 1)
4.1.2
Policy Recommendations for Teacher Deployment
In addition to mapping teacher distribution, USAID PRIORITAS assisted districts to develop policy
options to address the issues highlighted, and to discuss these in multi-stakeholder policy
workshops. As described, the need for teachers illustrated above results from standard formulae
based on the number of teachers required per school/class in primary schools and the number of
teaching lessons required per teacher in junior secondary schools. Most policy recommendations
were related to reducing the need for teachers (demand side) rather than increasing teacher
availability (supply side). This is in part because it is very difficult to increase availability at the
moment, considering that 60% of the districts face restrictions imposed by the national government
on increasing the number of public servants. The policy recommendations to reduce the need for
teachers include the following:
1. Regrouping small schools and schools co-located on a shared campus
2. Use of multi-grade teaching
3. Use of mobile teachers (teachers teach in more than one school)
4. Optimization of teaching hours in junior secondary schools
5. Redistribution of teachers from schools with excess teachers to schools that lack teachers
6. Re-tasking junior secondary teachers from a subject that is oversupplied with teachers to an
under-supplied subject. This requires provision for re-training.
The results are also being analyzed at the province level, for presentation and discussion in policy
forums at the province level in the coming quarter. In some cases, discussions will take place in
conjunction with provincial showcase events; in other cases, they will be arranged as separate
events. The role of the province can be important where adjacent districts have an over- and undersupply of teachers, respectively. In such cases, the province can facilitate the reassignment of
teachers from one district to another.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
29
In addition, a national level report is currently being prepared on these results. The intention is to
present the results in a national government stakeholder forum and discuss national policy options
with decision makers and national officials at an appropriate time.
4.1.3
PPG Policy Implementation Cohort 1
In January 2014, the USAID PRIORITAS work plan and budget was adjusted to allow for an
additional activity in the PPG program. It was agreed that a small amount of further facilitation and
assistance to districts will greatly improve the validity of data analysis, the feasibility of policy
implementation, and the likelihood that policies to improve teacher distribution will be implemented.
A National Workshop was held on February 17–20, 2014, to review progress and results of the PPG
program in Cohort 1, and to discuss the proposed PPG implementation workshop. The workshop
was attended by project personnel from the Jakarta office and all provinces, together with service
provider personnel from TTI in all provinces. Presentations were given by officials from MOEC’s
national web-based EMIS (DAPODIK) team and the Badan, the department within MOEC
responsible for management of teachers and education personnel. Subsequently, it was agreed that
the PPG policy implementation activity will include three stages: (1) preparation, (2) implementation
workshops, and (3) mentoring. New modules and materials have been prepared.
The preparatory phase activity was carried out in the districts of Semarang on March 12–13 and
Sragen on March 25–26. Follow-up PPG Policy Implementation Workshops and mentoring are
scheduled for early in the coming quarter.
4.1.4
District PPG Reports
District PPG Reports are currently being completed. These reports will be submitted to each district
and will also form a part of the national database on teacher distribution. In addition, they will
provide input into the national analysis currently being undertaken. To date, reports have been
completed for 11 of the 23 Cohort 1 districts (48%) as shown in Table 12.
Table 12: District PPG Reports (as of March 2014)
Number of
Districts
Reports
Completed
Aceh
2
0
North Sumatra
3
1
Banten
2
0
West Java
3
1
Final
Central Java
5
5
Final
East Java
5
1
Final
South Sulawesi
3
3
Draft
23
11
Province
Total
Status
Final
Twelve districts are still in the process of preparing reports. We expect that all reports will be
completed by late April 2014.
30
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
4.1.5
Service Provider (SP) Evaluation
Since the commencement of activities with districts, USAID PRIORITAS has been working with
facilitators from partner TTIs to develop them as “service providers.” This development is a key
sustainability strategy. Ultimately, the universities and their personnel will take on the role of
delivering and facilitating the programs developed under the project for districts and provinces. This
role change is already happening with programs developed under DBE1 and it is beginning to happen
with USAID PRIORITAS programs, such as PPG and ALPEKA, which are being disseminated to nontarget districts.
Service provider personnel were involved in all steps of the implementation of PPG in Cohort 1
districts. The intention is that they “learn on the job.” By attending and participating in training
events and in program implementation in the districts, they learn the methodologies and approaches
required. They can then replicate these in new districts.
Prior to continuing with Cohort 2 districts, USAID PRIORITAS conducted an evaluation of these
service provider personnel, who were evaluated on two aspects: (1) the level of participation and (2)
capacity to implement the program independently.
Based on the level of participation as shown in Table 13, a majority of the SP (60%) were
categorized as active or very active. Approximately one-quarter of them (27%) were categorized as
having a low or very low level of participation. There are several reasons for the low participation of
this group: besides being generally busy with commitments at the university, some were unable to
participate in the PPG activities due to conflicts with Teacher Education and Professional Training
(PLPG) activities conducted by the TTIs.
Table 13: Level of SP Participation in PPG Activities
Level of Participation
Number of SP
Percentage
Very active
26
43.3
Active
10
16.7
Adequate participation
8
13.3
Low participation
8
13.3
Very low participation
8
13.3
60
100.0
Total
Those service provider personnel assessed as very low participators will no longer take part in the
PPG program, whereas those with low or adequate levels of participation were evaluated by
provincial Governance and Management Specialists according to their levels of independence and
commitment. Based on this evaluation, the majority will be invited to continue their involvement
with the program in Cohort 2.
Also based on this evaluation, a number of service provider personnel were selected as “nationallevel” SP, similar in status to the national facilitators (or “fasnas”) for school-level programs. These
personnel will be used to support the rollout of PPG across provinces and especially to support the
dissemination of PPG to non-target districts where demand exists. Two SP, with strong experience
under DBE1 and USAID PRIORITAS, have also been appointed as short-term technical assistants
(STTA) to support the rollout. In this way, personnel from TTI can begin to see a career path in
development, commencing as a participant, progressing to becoming a service provider facilitator at
the district-province level, then to national-level service provider facilitator, and finally to becoming a
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
31
short-term or long-term consultant. While these types of consultants are currently hired by the
project, ultimately, it is expected that they will be hired by government.
4.2
Preparation for Teacher Deployment (PPG) Cohort 2
Following the rollout of PPG in Cohort 1 districts, the program has now been reviewed and
preparations undertaken for finalization and publishing of materials and rollout in Cohort 2 districts.
4.2.1
Review of PPG Materials
A review of the tools for facilitating PPG was conducted with the aim of improving the quality of the
program, based on the experience from Cohort 1. This review included the guidelines, modules,
materials, presentations and films, software, and worksheets. An initial review was conducted by a
small team of specialists from Jakarta, West Java, and Central Java. Following this initial review, the
materials were discussed again at the National Workshop held in February. As a result of this
process, the modules and materials are improved—better structured, simpler, and easier to follow.
The modules and guides are now being finalized with formatting, layout, and typographical
arrangement for printing.
4.2.2
Guidelines for PPG
The results of PPG in Cohort 1 varied among provinces, not only due to the characteristics of each
region, but also due to varying understandings of the module and materials. To address the diversity
of understandings, a Technical Guide for PPG has been prepared. The guide will be used by specialists,
service providers, and government partners in Cohort 2 and dissemination districts. It is a slim
booklet that will accompany the training modules, materials, and software.
This guide covers the PPG stages in simple terms: (1) perception, (2) mentoring, (3) data analysis and
policy analysis workshops, (4) public consultation, and (5) policy formulation and implementation
workshops. The guide is designed in such a way that it is easy to understand and guides the PPG
practitioner in the field.
4.2.3
Technical Guidelines for DAPODIK Data Analysis
A technical guidebook has also been prepared to assist specialists and service provider personnel
who support the use of the DAPODIK software application for data analysis. The guidebook is
structured to guide users through each stage of PPG, specifically related to data processing. The
stages are as follows: downloading the data from the DAPODIK server, importing the data into the
Basic Education Data Management System (SIMDIKDAS) software application, conducting analysis,
and presenting the data graphically in several alternative ways. This technical guide is a supplement to
the PPG modules.
4.2.4
National Workshop and Training of Trainers
The National Workshop and TOT, mentioned above, took place in Jakarta on February 17–20. The
aims were to: (1) conduct a review of PPG presentations, modules, and materials and evaluate the
implementation of PPG in Cohort 1 district; (2) introduce the PPG guide and manual for data
analysis to national facilitators; and (3) share experiences in facilitating PPG in the district, including
the dissemination of PPG in a former DBE district.
32
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
The workshop was attended by 27 participants, which included national-level service providers,
national and provincial specialists, and STTAs and stakeholders from MOEC and USAID. Two
speakers from MOEC gave presentations: Dr. Sumarno, from MOEC’s Directorate of Basic
Education P2TK, presented on the national policy about mapping and equitable distribution of
teachers, and Dr. Supriyatno, a staff member of MOEC’s Basic Education Directorate General
Secretariat, presented on the use of DAPODIK.
4.2.5
Provincial Training of Trainers (Refresher Workshop)
Provincial level TOTs or “refresher activities” were also conducted for provincial-level service
providers, who did not attend the National TOT in Jakarta. These events was held in each province
and facilitated by national facilitators. The purpose of the provincial TOTs was to introduce the new
approach for the Policy Implementation Workshop, developments in the use of DAPODIK for PPG,
and the technical guides described above, as well as some minor revisions to the modules,
presentations, and materials. Workshops were held as noted in Table 14.
Table 14: Schedule of “Refresher” Training on PPG for Service Providers
4.2.6
Province
TOT Schedule
Aceh
March 6–7
North Sumatra
March 25–27
Banten
March 17
West Java
March 20–21
Central Java
Planned April 8–9
East Java
March 27–28
South Sulawesi
March 27–28
Preparation of PPG Activity Schedules
All provinces have now prepared plans for the rollout of PPG activities in Cohort 2 districts. The
schedules include the full sequence of activities ranging from the initial Persamaan Persepsi (or
socialization) event, mentoring, Workshops 1 and 2, up to five visits to provide assistance, and
concluding with the pubic consultation, preparation of reports, and Policy Implementation
Workshops. The activities are planned to take place between now and October.
4.3
Studies
A number of studies are currently being completed: a national level analysis of PPG results from
Cohort 1, a capacity assessment of Cohort 2 districts, and a preliminary study on teacher training
needs analysis–as currently undertaken by government bodies in provinces and districts. The first of
these studies was described above in section 4.1.1. The second two are described below in sections
4.3.1 and 4.3.2. All of these studies are expected to be completed in the coming quarter.
4.3.1
Cohort 2 District Capacity Assessment
The collaborative assessment of district capacity to support and manage education has been
completed in all districts in Cohort 2. The assessment focused particularly on (1) the role of the
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
33
districts in teacher management and quality improvement and (2) coordination between levels and
agencies in the management and governance of education. The results have been reported to
districts and were compiled in Jakarta in early March. An analysis of these results is underway at the
national level and will be completed in the coming quarter.
Preliminary results obtained from the analysis show that most districts have programs to improve
the quality of education delivery, both in terms of improving the quality of teachers and principals, as
well as in terms of teacher deployment (PPG). The effectiveness of these programs is varied but
generally weak. Meanwhile, some, but not all, districts and provinces provide financial support for
schools through a Local School Operational Assistance (BOSDA) program. This is important, as
studies conducted under the DBE1 program showed that the national per-capita School Operational
Assistance (BOS) grants are insufficient for schools to meet minimum service standards.
Inter-agency cooperation in the governance and management of education would benefit from
strengthening. Nearly all districts reported that the only cooperation was between the Education
Office and the Personnel Office (BKD). The role of the Education Board (Dewan Pendidikan) is still
weak. In some districts the Board of Education rarely meets with the District Education Office. The
role of the province is still very weak, and many district programs require synchronization between
the province and the district. USAID PRIORITAS will focus on this area with the coming program
that is designed to improve province and district coordination for planning of teacher in-service
training programs (see section 4.3.2 below).
4.3.2
Preliminary Study on Training Needs Analysis (TNA)
USAID PRIORITAS is preparing for a second major intervention at the province-district level, to
start with a pilot in the coming project year. The intervention will assist districts and provinces to
plan and budget for teacher in-service training. The approach to information-based planning will be
integrated and will employ user-friendly methods for training needs analysis, training cost-benefit
analysis, and district/province education finance analysis. Work has already been undertaken to
develop methodologies for district and province education finance analysis, based on the earlier
DBE1 approaches, and unit cost analysis for teacher in-service training.
Training needs analysis will form part of the overall approach, enabling districts and provinces to
develop plans based on identified needs of teachers, along with strategic priorities of the system such
as the implementation of the 2013 Curriculum (and associated active learning pedagogies) and SBM.
The approach to training needs analysis will be similar to that used for PPG, in the sense that it
draws on good practices and lessons learned from international and Indonesian experience,
synchronized with relevant government regulations in Indonesia. This is an effective approach,
because it is based on prior learning and proven methodologies. Moreover, explicitly aligning the
intervention with regulations supports sustainability, take-up, and dissemination, because it situates
the intervention within a clear legal framework, ensuring that the approach is mandated for
provinces, districts, and schools.
To support the development of this program, a preliminary study on current practices in teacher
training needs analysis (TNA) is being conducted. The study aims to identify current practices in
TNA, ranging from implementation at the central level (Pusbangprodik, the Centre for Development
and Empowerment of Teachers and Education Personnel [P4TK], Malang), provincial level (the LPMP
and Provincial Education Office in East Java and South Sulawesi), and at district, schools, and schoolcluster level (Madiun, East Java, and Wajo, South Sulawesi). International experience will also be
surveyed.
34
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Initial findings identified several good practices at the national level that were developed under the
World-Bank funded BERMUTU Project. Through BERMUTU, MOEC developed the concept of
Continuous Professional Development (PKB), one aspect of which is the training needs analysis
developed in collaboration with P4TK, LPMP, and District Education Offices. This model is shown in
Figure 6 (in Bahasa Indonesia). Teacher training under BERMUTU always began with a needs
assessment. Moreover, the needs assessment was conducted at the cluster level, through KKG and
MGMPs. This good practice has been followed up by MOEC with a grant scheme. The TNA study is
expected to be finalized and a report submitted in the coming quarter.
Figure.6:
MOEC’s Teacher Appraisal Model
Source: Book 1. Continuing Professional Development, Ministry of Education and Culture, 2012.
4.4
School Finance Reporting (ALPEKA)
In late 2012, MOEC requested
the assistance of USAID
PRIORITAS to prepare a
software application that helps
schools to produce financial
reports, including mandated
reports for national per-capita
school funds (known as BOS).
This was a follow-on from the
earlier DBE1 assistance. Since
then, the project has been
working with MOEC’s national
BOS team to develop and
Front page of ALPEKA software.
disseminate the application,
now called Aplikasi Laporan
Pertanggungjawaban Keuangan BOS Tingkat Sekolah (ALPEKA). It is a relatively simple, user-friendly
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
35
application, using an Excel platform to produce reports on school funding and spending from all
sources.
The new software has been available for free download from the MOEC BOS website since the past
quarter. It is recommended by MOEC for use in every school in the country. The website address is
as follows: http://bos.kemdikbud.go.id/home/artikel/11. The software has been protected to prevent
people from tampering with it. It is clearly labelled as free and mandated for use by MOEC. The
support of USAID PRIORITAS in developing the software is also acknowledged on the software. It is
mandated for use in all schools (SD and SMP) in Indonesia.
A number of districts have indicated that they have adopted ALPEKA as the official software for
management and reporting of BOS funds at the school level. All districts in East Java, for example,
are now using ALPEKA for the BOS management and reporting at the school level.
A small number of glitches in ALPEKA were detected after schools used it. These glitches can be
categorized as two types: (1) user error when inputting data, and (2) a small error in the writing
program. The second error has already been corrected and improvements have been made to the
technical guidelines and software to reduce the chance for mistakes in data inputting. USAID
PRIORITAS is providing ongoing support to MOEC to ensure that the software functions properly.
Whenever improvements are needed, the project still provides technical assistance to make changes
to the software.
Although ALPEKA is intended to be “stand-alone,” many districts have requested support with
training in using the software. Generally a half-day training event is sufficient. Over the previous two
quarters, USAID PRIORITAS provided assistance to MOEC and to some provinces and districts with
training in the software’s use. This training was initially conducted for BOS managers and then for
technical teams from all districts. However, as the demand has increased, the project is no longer
providing this type of assistance directly. Instead, the project now recommends qualified service
provider personnel and district facilitators, who provinces and districts can hire directly to provide
training. In order to assist in this process and to ensure that USAID PRIORITAS partner schools are
familiar with the software, all WSD specialists were trained at the TOT in Makassar on March 25 in
using ALPEKA. In the coming quarter, they will provide simple training in the software to all district
facilitators, through routine coordination meetings at the district level.
ALPEKA improves financial management and transparency in schools by reducing the opportunity for
double accounting and similar forms of low-level corruption. As a national program potentially
impacting every school in the country, the effect of this intervention is very significant.
4.5
Dissemination of District Level Programs
During the previous year, a number of district level interventions were disseminated in former DBE
districts. However, due to limited project resources, USAID PRIORITAS had to limit the number of
districts they agreed to support with major programs such as strategic planning (renstra).
For example, a number of former DBE and other non-target districts have already requested
assistance with PPG. The project’s general approach to this has been to wait until the first round
(Cohort 1) of PPG was completed, and service provider personnel are prepared to support PPG,
before agreeing to provide limited support for dissemination. Notwithstanding this, one former-DBE
district in West Java (Karawang) completed PPG late in 2014. In November–December, the District
Education Office in Kabupaten Karawang disseminated the PPG program. The steps and process
used were faithful to the USAID PRIORITAS model. Support from the project was limited to sending
a trained service provider from the partner university, UPI, to conduct the training and to facilitate
the process.
36
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Several more non-target districts have budgeted and are planning to complete PPG with district
funding in quarter 9. This includes Kota Bogor and Subang District in West Java, which are DBE
districts.
Where USAID PRIORITAS is able to respond positively to these requests, the project will assist by
providing recommended service provider personnel as facilitators, access to all materials, and
monitoring and back-up technical support for the facilitators. Districts will fund all participant and
associated costs, and in some cases, they will also fund some SP costs.
5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS
Table 15 shows that dissemination activities took place in 13 individual districts in three provinces,
as well as a provincial activity in East Java for non-project districts. The activities involved 4,200
participants. This total includes 3,240 participants from 947 schools in the project-supported
districts, which averages to 3.4 participants per school. Approximately 90% of the participants were
teachers. Local expenditure from local government and schools amounted to USD 132,703, while
project support was USD 21,987. This means that project funds were leveraged over six times.
Further detailed data on dissemination can be found in Annex 2.
Table 15: Participants in Dissemination Activities in Quarter 8 (January–March 2014)
Province
Aceh
East Java
West Java
Grand Total
%
District
Aceh Besar
Aceh Tengah
Bireuen
Pidie
Bangkalan
Madiun
Pasuruan
Sidoarjo
Nganjuk
Kota Mojokerto
Multiple Districts*
Situbondo
Karawang
Bogor
Male
2
51
26
8
80
56
168
13
19
26
455
80
461
142
1,587
37.7%
Female
36
63
86
32
157
28
482
170
34
20
505
18
722
260
2,613
62.3%
Total
38
114
112
40
237
84
650
183
53
46
960
98
1,183
402
4,200
100%
*Dissemination was organized by the Provincial Office of Education with participants from multiple districts.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
37
6 TECHNICAL COORDINATION WITH GOI
During quarter 8, USAID PRIORITAS has continued to collaborate with the GOI all national,
provincial, and district levels through technical workshops and meetings. A number of meetings have
been held with national GOI counterparts, as reported below. The focus of most meetings was to
increase the coordination between the project and the Directorates and relevant agencies in MOEC
and MORA. Table 16 gives a summary of the meetings.
Table 16: Coordination Meetings with National GOI during Quarter 8
Date
Institution
Outcomes
Directorate General for Basic Education, MOEC
February 13, 2014
Bp. Hamid Muhammad,
Director General for Basic
Education, MOEC
Agenda : Progress Report:
1. Pak Hamid indicated that he is ready to be the focal
point for USAID PRIORITAS in MOEC, as suggested
by MOEC’s planning bureau.
2. Pak Hamid expressed interest in attending the
provincial showcase in Central Java in April.
Directorate for Junior Secondary Schools, MOEC
February 19, 2014
Ibu Mudjiyem, Head of
Learning Sub-division,
Directorate of Junior
Secondary Schools,
Agenda : Planning for the JSS-level TOT in Bandung and
showcase meetings:
The Directorate indicated that it would support the
project by giving a presentation for the TOT opening in
Bandung. The Directorate also undertook to send
technical staff to participate in the TOT in Bandung. In
addition, the Directorate offered support by agreeing to
participate in district level showcase events.
Directorate for Primary Schools
February 13 & 18,
March 14, 2014
BP Didik Prabangkat,
Head of Learning Subdivision, Directorate of
Primary Education, MOEC
Ibu Dewi Fauziah Utama,
Head of Curriculum
Section, Directorate of
Primary Education, MOEC
Agenda : Planning for District Showcase Meetings and the
primary school TOT in Makassar:
1. Support with participation of the Directorate in
district showcase meetings.
2. Participation of the Director in the opening of the
primary school-level TOT in Makassar and
participation of Directorate technical staff in the
event.
Planning Division for of Basic Education, Secretariat of Directorate General for Basic Education,
MOEC
January 29, 2014
Supriyatno, Head of Data
and Information,
Directorate General of
Basic Education, MOEC
Agenda: Making use of basic education data (DAPODIK):
MOEC responded positively indicating that USAID
PRIORITAS is already make good use of DAPODIK for
PPG. In response to a request from MOEC, USAID
PRIORITAS sent the data format for PPG used in the
districts.
Directorate General of Higher Education
Directorate of Teachers and Education Personnel
March18, 2014
38
Pak Supriyanto, Director
of Development of
Teachers and Education
Personnel, MOEC
Agenda : National Workshop for TTI:
Confirmed support for the national TTI workshop by
providing a meeting room at the Higher Education
Building.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Date
Institution
Outcomes
General Secretary
Bureau of Planning and International Cooperation
January 25, 2014
February 7, 2014
Bp. Rekso dan Ibu May,
Technical staff of the
Office of International
Cooperation, MOEC
Agenda : Technical cooperation with MOEC:
As suggested by KLN (Office of International
Cooperation, MOEC), USAID PRIORITAS sent a letter to
the Office of International Cooperation on January 27,
2014, to provide a basis for discussion with MOEC’s
General Secretary concerning the need for routine
coordination and synchronization of programs to follow.
Amero, Bp. Medi dan Pak
Rekso, Head of Subdivision for America and
Europe and Technical
Team of the Office of
International Cooperation
Agenda : Program cooperation (Follow-up to the letter
from USAID PRIORITAS):
It was suggested that a Technical Agreement between
USAID PRIORITAS and MOEC (Secretariat of
Directorate General for Basic Education) would be
appropriate. The technical agreement is still pending for
the extension of the MOU between USAID and
Kemenkokesra.
The Agency of Human Resources Development on Education and Culture and Education Quality
Assurance
Center for Education Quality Assurance
January 28, February
10, March 4, 6, & 26,
2014
Bp. Dr. Bastari, Head of
Center for Education
Quality Assurance
Agenda : Synchronization of the program and technical
coordination for the following training programs:
1. In line with a request from PPMP, USAID PRIORITAS
sent a list of names of schools and district facilitators
to help PPMP select schools for support from their
own program.
2. The participation of PPMP technical staff in the TOTs
in Bandung and Makassar.
3. Use of USAID PRIORITAS training modules and
national facilitators by GOI for LPMP training, to be
delivered by PPMP.
4. Technical assistance from USAID PRIORITAS for the
implementation of Stage I Training (April 3–5, 2014)
for participants drawn from Section Heads of MOEC
and province-level supervisors (pengawas) (a total of
60 persons). Stage II training is proposed for April 2126, 2014, with the following participants: LPMP,
teachers, and school heads from 33 provinces,
totaling 148 persons.
Center for Development of Teachers Profession in Basic Education
January 28, 2014
Ibu Dian Wahyuni, Head
of Center for
Development of Teachers
Profession in Basic
Education, MOEC
Agenda: Curriculum Training for USAID PRIORITAS
facilitators:
A list of USAID PRIORITAS national and provincial
facilitators was sent to Pusbangprodik so that they can be
trained by MOEC and become certified national
instructors in the 2013 Curriculum.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
39
7 COMMUNICATIONS
7.1
7.1.1
Media
Newsletter
The fifth edition of the national newsletter, PRIORITAS
PENDIDIKAN, was published in quarter 8. This latest
newsletter includes information on many of the project’s
activities and good practices, including the second
National Training of Trainers in teaching and learning
practices and management for primary and junior
secondary school facilitators, the Deputy Ministry of
Education and Culture’s presentation and appreciation of
the training, especially as it is aligned with the 2013
Curriculum, and the good practice showcase events in
partner districts.
Stories from all partner provinces were also included in
the newsletter. For example, a story about MI Asih
Putera, Cimahi, West Java, focused on the many
strategies being undertaken to develop a reading culture
for their students; dissemination of the ALPEKA
software by the East Java Education Office to help
schools prepare school operational fund reports; and
SMP Bintang Laut, North Sumatra, using the USAID
PRIORITAS program for improving the quality of teaching and learning and management in their
school.
A total of 10,150 copies were published and distributed to key partners and stakeholders in all
project provinces, as shown in Table 17 below.
Table 17: Distribution of the National Newsletter, Fifth Edition
Province
Total
Aceh
1,275
North Sumatra
1,275
Banten
40
825
West Java
1,650
Central Java
1,350
East Java
1,650
South Sulawesi
1,725
Jakarta
400
Total
10,150
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
7.1.2
Project Website
The project website is used as a medium to disseminate good education practices and innovations
developed by USAID PRIORITAS. Project products such as training modules; videos; newsletters;
research studies; good practices; inspiring stories from teachers, school principals, supervisors, the
Regional Education Office, and the Regional Parliament are uploaded onto the website. Table 18
shows that a total of 286,706 hits to the website were recorded in quarter 8, and the number of
unique visitors was 16,548. The bandwidth use increased from 35.56 GB in quarter 7 to 96.37 GB in
quarter 8. Much content on the website is being utilized by visitors, so this shows a significant
increase.
Table 18: Number of Hits on Project Website in Quarter 8
Month
Unique
Visitors
Bandwidth
January 2014
4,549
75,917
11.97 GB
February 2014
4,787
73,947
9.53 GB
March 2014
7,212
136,842
74.87 GB
16,548
286,706
96.37 GB
Total
7.1.3
Hits
Media Monitoring
For the period of January to March 2014, USAID PRIORITAS activities were published in a total of
306 news items in the mass media. Most of the content concerned the second National Training of
Trainers in teaching and learning and management, showcasing good practices in district partners,
the teacher deployment program, and school visits. Table 19, below, shows the total monthly
media coverage. This type of coverage is very effective in disseminating information about the
project to the general public.
Table 19: Monthly Media Coverage
7.1.4
Month
Total Media
Total News
January
57
88
February
55
83
March
84
121
Total
196
292
Project Videos
The project communication team produced 12 videos during quarter 8. These are very useful in
illustrating the processes and goals that the project is aiming to accomplish, especially relating to
good practices in reading programs. The following videos were produced this quarter:

Effective Learning Management in Primary and Junior Secondary Schools (4 videos)

Integrated Thematic Learning in Primary Schools and the Scientific Approach in Social
Science in Junior Secondary Schools (2 videos)

Differentiated Learning in Primary and Junior Secondary Schools (4 videos)

Gender Problems in Primary and Junior Secondary Schools
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
41

Developing a Reading Culture in Schools

Instructional Leadership

School Budgeting to Support Learning
7.1.5
Module Layout
The project Communication Team also prepared templates for the layout of the school training
modules and the curriculum enrichment books for the TTIs. This was done by the Communication
Team so that the layout process can be completed faster, making it easier for technical staff to be
able to directly review the materials, and so that they can be printed quickly. The following modules
were produced during quarter 8:

Module II for Primary Schools.

Module II for Junior Secondary Schools.

Early Grades Literacy Module for TTIs

Mathematics in the Junior Secondary School Module for TTIs

Science in the Junior Secondary School Module for TTIs
8 Dissemination Study
USAID PRIORITAS made preparations for the implementation of a study of the dissemination of
program activities. The international consultant, who will lead the study, visited Jakarta in midJanuary for approximately 10 days to plan out the study and make other preparations. The study will
be implemented between April and June 2014 and will:
42
1.
Review studies and reports of dissemination and sustainability in Indonesian education,
especially those undertaken by the DBE projects
2.
Assess the extent to which the recommendations of these reports and studies have been
taken into account in implementing the USAID PRIORITAS programs
3.
Review a sample of plans by DBE districts taking part in USAID PRIORITAS to disseminate
DBE and USAID PRIORITAS programs, to assess their likely effectiveness
4.
Review which programs have been disseminated, to what extent, and how far dissemination
has been in line with USAID PRIORITAS guidelines and lessons learned from the DBE
studies
5.
Analyze the sources of funding for dissemination activities
6.
Monitor a sample of dissemination sites; assess the effectiveness of the dissemination
programs and their sustainability and to what extent i they have successfully created good
practices or changes in the dissemination areas
7.
Identify challenges and lessons learned in implementing dissemination strategies used in DBE
and USAID PRIORITAS districts.
8.
Make recommendations to USAID PRIORITAS to guide future dissemination and
sustainability of project programs.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
9 MONITORING AND EVALUATION
9.1
Early Grade Reading (EGRA) in TTI Lab and Partner Schools
Early grade reading assessment
(EGRA) was conducted between
February 26 and March 28 in all 16
partner TTIs in the seven partner
provinces. The design was the same
as for USAID PRIORITAS Cohorts
1 and 2 schools, in which 24
students were to be assessed from
each school. There were a total of
48 schools, which equates to half
the number of TTI lab and partner
schools.
The same EGRA instruments used
for Cohort 1 and 2 schools were Implementng EGRA in MIS Nurul Fadhilah, a partner school of the State University of
also used with these students, Medan, North Sumatra. (March 2014)
except the instruments were used
with grade 2 students as opposed to grade 3. This was done because the assessment was undertaken
in the second semester, and most of the schools, being from TTI partner schools, were located in
the city or semi-urban areas. To measure the impact of the project’s intervention, the next
assessment will need to be implemented with the same grade students at the same time of the year.
Table 20 shows the schedule of the EGRA implementation.
Table 20: EGRA Schedule for TTI Partner Schools
Province
EGRA Data Collection
Aceh
February 25–27
North Sumatra
March 18–21
Banten
March 27–28
West Java
March 26–28
Central Java
March 15, 18–20, & 27
East Java
March 11–15
South Sulawesi
March 8, 10–11
The assessment was conducted by the same enumerators who are experienced and have been
trained and are familiar in using the instruments. In all the provinces, a one-day preparation training
was carried out prior to the data collection. The assessment results will be reported next quarter.
During quarter 8 (January to March 2014), the Monitoring and Evaluation (M&E) Team conducted
the following activities:
1. Writing up the results of school monitoring in Cohort 1 districts
2. Writing up the results of school monitoring in Cohort 2 districts (baseline)
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
43
3. Preparation and implementation of data collection in TTI lab schools
4. Data collection in partner TTIs
5. Data collection at districts and provinces.
Each of these is described below.
9.2
Preparation of Cohort 1 School Monitoring Report
The report on Cohort 1 monitoring was completed at the end of March 2014. The report presents
the achievements of the project by comparing the results of the first monitoring (baseline in 2012)
and the second monitoring (progress monitoring in 2013) in 23 districts. The main findings are as
follows:
1. In 2012, about one-fifth of the teachers in partner schools met the indicator for teachers
demonstrating good practice in teaching and assessment. After one year, the percentage
more than doubled to 55%.
2. Percentages increased for teachers in four of the criteria for this indicator (physical
organization of the classroom, use of different groupings when working with students, asking nonrecall questions, and move around and help students). The percentages, however, declined in
two criteria (use of varied learning approaches and use of tools to gather data about student
achievements).
3. There has been a 12% increase in the indicator for early grade teachers who demonstrate
good practice in teaching and assessing reading (from 35% to 47%). Nineteen specific
activities related to teaching early grades were observed during the data collection to gain an
accurate estimate for this indicator. The percentages of teachers where evidence of the
good practices was observed increased in all specific activities, including those that had been
implemented by relatively few teachers during the baseline, such as “ask students to make
stories based on pictures presented to them” and “keep necessary progress records of student
reading.”
4. Less than 10% of teachers in both primary and junior secondary schools met the criteria of
supporting the development of student reading skills during the first monitoring. There was a
fivefold increase in the second monitoring. An increase was observed in all four criteria for
this indicator, including two criteria (“provide different types of materials for students to read
other than textbook” and “discuss new words and concepts in texts”), which had been
implemented by less than 10% of teachers in the baseline observations.
5. The percentage of classrooms with students showing positive learning behavior increased
significantly from 16.8% at the first monitoring to 73% in the second monitoring. Most likely,
the improvements were influenced by changes in teachers’ teaching practices, as intended.
6. The percentage of schools which met the criteria of regularly using early grade reading
materials also increased from 24% in the first monitoring to 44% in the second monitoring.
The increase of percentages was found in both criteria for this indicator: “have a regular
reading period” increased from 43% to 90% and “allow students to take reading books home to
read” increased modestly from 35% to 47%.
7. Only 7% of the principals met the indicator for being effective instructional leaders during
the first monitoring. The percentage increased to 27% in the second monitoring. Two of the
four criteria for this indicator, organizing professional development for teachers and providing
learning to take place” were met by most principals. However, relatively few “hold monthly
44
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
meetings with teachers to discuss curricular matters or make regular visits to classes.” There is
thus room for improvement in these areas.
8. Only a few of the schools produced annual budgeted plans in a transparent manner: 9% in
the baseline survey. This remained at the same level during the first monitoring. This is likely
because the SBM training began in September 2013, one month before the first monitoring.
Therefore, the school managers have had little time to practice what they had learned.
9. About a quarter of schools (26%) were found to have parents involved in school-related
activities. The percentage doubled in the second monitoring (50%). The parents are mostly
involved in “extra-curricular and environment related activities,” but very few in “helping teachers
in the class-rooms” such as working as substitute teachers, helping with the student practicum,
or as resource person. The parents were also involved in specific initiatives such as health
related programs: very few were involved in gender, and almost none with inclusive
education.
10. A total of 25% of school managers had already initiated activities to develop a reading
culture in the first monitoring. This figure increased to 65% in the second monitoring. The
main activities implemented in schools included: “up-grade the library, use funds to purchase
age-appropriate reading materials, establish reading corners, set aside specific reading times during
class-hours.” The percentages were relatively lower for activities that need to be
implemented outside the schools, where parents and community could be involved, such as
“establish reading clubs, involve parents in reading activities, and set up system for home-based
reading.”
11. The second monitoring showed significant increases in percentages for all school-related
indicators in partner schools. The comparison schools also showed percentage increases in
some of the indicators, but not as high as for partner schools. In a few other indicators, the
percentages in comparison schools dropped.
12. In the first monitoring, the performance of religious schools (madrasah) was usually lower
than for regular schools. None of the principals in religious schools met the criteria for the
indicator of instructional leadership. During the second monitoring, however, there was a
significant increase in percentages for all school-related indicators in religious schools, both
at primary (MI) and secondary level (MTs). The increases were similar to those in secular
schools.
9.3
Results of School Monitoring in Cohort 2 Districts
The first monitoring (baseline) for Cohort 2 is reported in three separate volumes. These were
submitted to USAID at the end of March 2014.

Volume 1 presents the results of observation of teachers’ classes in grades 4, 5, and 8, as
well as of interviews with principals and coordinators of the Teachers Working Group
(KKG).

Volume 2 presents the results of students’ tests in Mathematics and Bahasa Indonesia in
grades 4 and 8, and in Science in grade 5 and 8.

Volume 3 presents the results of the Early Grade Reading Assessment (EGRA).
9.3.1

Results of Teacher Observations and Interviews with Principals (Volume 1)
Very few teachers in Cohort 2 partner schools demonstrated good practice in teaching and
assessment, as defined by the project. Overall, only 15% of early grades teachers were
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
45
teaching reading well, and only 9.3% of all teachers of other subjects demonstrated effective
practices.

Only about one-fifth (22.6%) of all students observed in partner schools met the indicator
for exhibiting positive learning behaviors. The following are the percentages of three criteria
for this indicator. Although 62% were generally engaged in their tasks, and 40% undertake
activities that require them to use problem solving skills, only 28% of classes demonstrated
that students had the chance to express their ideas and opinions in class.

Only 16% of partner school principals can be described as being instructional leaders. The
majority of principals was found to be good in organizing professional development for
teachers and in providing learning to take place, but relatively few were found to hold
monthly meetings with teachers to discuss curricular matters or make regular visits to
classes.

Only 8.6% of principals were found to have led the process of producing a budgeted school
plan in a transparent and participative manner. However, over a quarter (27.5%) of school
leaders reportedly involved parents or community members in supporting school activities.

About half of the school managers in partner schools (42.1%) have initiated activities to
create a reading culture, but this is mostly focused on upgrading libraries to meet the
National Minimum Service Standards. About one-third (33%) have included a reading
program in their school improvement plans, but only 8% involve parents in systematic
reading activities with their child.
9.3.2
Results of Student Tests (Volume 2)
The main findings of student testing in Cohort 2 schools are as follows:
Primary Level:
46

Grade 4 Bahasa Indonesia Test: The average score for all schools in the Grade 4 Bahasa
Indonesia test was 37% for reading and 36.1% for writing. The reading test scores were
similar for partner and comparison schools, whereas scores for writing in partner schools
were substantially higher than in comparison schools (38.7% compared to 33.5%). Some 13%
of children in partner schools and 20% of children in comparison schools wrote nothing. It is
evident that many grade 4 children in USAID PRIORITAS schools have difficulty in
comprehending meaning in what they read and in communicating ideas in a coherent and
legible manner.

Grade 4 Mathematics Test: The overall average score was 39.2% for partner schools
and 36.9% in comparison schools for the grade 4 Mathematics test. Areas in which students
had particular difficulties included recognizing the value of both decimal and simple fractions
and operations with decimal fractions. Students also scored very low on questions that
required problem solving and creativity in their answers.

Grade 5 Science Test: In the grade 5 Science test, the overall average score was 33.6%.
There was little difference in scores between partner and comparison schools. Children
found the traditional format of questioning (with multiple choice answers) in Section A
easier than in Section B, which required them to make deductions and apply concepts that
they have learned.

Comparisons between Different Groups: Girls scored higher than boys on all tests,
considerably so in all tests except Science. The scores for children who had previously
attended TK (kindergarten) were substantially higher than for those who had not. From
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
observations at school level, it appears that many children who have attended TK enter
primary school already having mastered some of the basics of literacy and numeracy, which
gives them a significant advantage, and which is sustained over the length of their school
career.

Average scores at SD were considerably higher than at MI in all tests for the partner
districts, but in the comparison districts, scores in reading and writing for the MI were
considerably higher than the SD, and only slightly lower in mathematics and science.
Historically, madrasahs have tended to underperform in comparison with secular schools on
these tests, and the reason for the apparent over-performance of MI on these tests is not
evident from the data collected. Private schools performed better on most tests than state
schools. The majority of these private schools were madrasah, which suggests that the MI
selected to take part in the assessment were among the better endowed madrasah, possibly
managed by well-funded foundations. The number of private schools was, in any case, small:
24 schools or 15% of the sample, which may reduce the significance of the figures for private
schools.

Differences between Schools and Districts: The schools initially selected as USAID
PRIORITAS partner schools, and then chosen from among these schools to take part in the
student assessment, were not intended as a representative sample of the schools in each
district. There were large differences in scores among schools.
Junior Secondary Level

Bahasa Indonesia Test: The average scores in Bahasa Indonesia reading and writing tests
were 64.9% and 46.6%, respectively. Comparison schools scored slightly higher, on average,
than partner schools on the reading comprehension test, while partner schools scored
higher on the writing test. The highest quartile of students in partner schools scored 87% on
the reading test and the lowest quartile 40%, while the highest quartile scored 74% and the
lowest 23% on the writing test. Between 23% and 35% of students scored poorly or very
poorly in the writing test in terms of the ability to write in sentences, the quality of ideas,
spelling and punctuation, and handwriting. Almost 50% had difficulty writing in paragraphs.

Mathematics Test: The scores on the mathematics test were relatively low (on average
only 33.1% of the possible score), which reflects the difficulty students had answering
questions with an emphasis on understanding, and questions requiring an ability to apply
concepts. Partner schools scored on average slightly higher than comparison schools.
Students found considerable difficulty with questions that involved problem solving, which
had to be worked out in two or more stages (i.e., solving one part of the problem first and
then using the answer from that part of the problem to solve the whole problem).

Science Test: The average overall score in the test was 37.6%, with partner schools
scoring higher than comparison schools. Students were relatively weak in all areas, but
especially so where they had to reason or make deductions from data. They also seem not
to have acquired measuring skills through practical work. For example, they had difficulty in
reading measurements of a ruler, reading weight scales, and measuring cylinders. They also
had a weak knowledge of technical terms and difficulty in applying concepts to everyday
situations.

Comparisons between Different Groups: Girls performed considerably better than
boys in the Bahasa Indonesia reading and writing tests and in the mathematics test, whereas
there was little difference between boys and girls in the science test. SMP students
performed better than MTs students in the partner schools on all tests, while MTs students
performed better than SMP students in the comparison schools. The comparisons between
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
47
public and private schools produced mixed results, with no clear overall difference between
the two. Only 14 schools (12% of the sample) were private schools.

9.3.3
Differences between Schools: There were wide differences in average scores between
schools in every subject, indicating that students are learning much better in some schools
than in others. In some cases, there will be mitigating social and economic circumstances.
However, it is noticeable that many schools rate relatively well in one subject and poorly or
very poorly in another. This indicates variable quality in the teaching within the same school.
Results of the Early Grade Reading Assessment (Volume 3)
Overall, the findings draw the same conclusions as the Cohort 1 findings: that children in grade 3 in
this sample have well-developed reading skills; however, some of the children do not always
understand everything they read or hear in the Bahasa Indonesia2 language.
The results of the sampled schools show some sub-groups of children outperforming others in
comparison with their grade 3 peers, including:

Sampled children on the island of Java are reading at a better level than their peers
elsewhere.

Children in Aceh Province are reading at lower levels than their peers in other provinces.

Girls in the sampled schools are significantly outperforming the boys on all subtasks.

Children in the rural schools are reading at lower levels than their peers in urban schools.

Children in project partner schools are significantly outperforming students in the nonpartner schools, although more of the partner schools are urban than the non-project
schools.

Children with access to books at home score higher on all subtasks than those that do not
have access to books at home.
The most striking difference in average subtask scores in the study was for students reporting having
attended preschool. The students in the sampled schools who had attended preschool scored, on
average, 20.5 words per minute higher in oral reading fluency and 17 words per minute higher in
familiar word reading than those students who had not attended preschool.
One study result, which is less consistent with results from other studies and education research,
shows that students in the sample scored better when they indicated no parent support for their
studies. However, the results and conclusions of this study (Cohort 2) closely match the ones from
the Cohort 1 study. One way to interpret this is to look at the actual item. The wording of the item
may have had some children identify they were not receiving help at home, when in fact, they were.
How well teachers are teaching reading in the early grades
The project also conducted classroom observations and interviews with grade 1 and 2 teachers in
the same 160 schools where EGRA data were collected, to see how they taught reading. A total of
320 teachers were observed and interviewed. Additionally, focus group discussions with principals
and parents were also held to find out how schools and parents supported reading.
The results of classroom observations showed the following: only 15.5% of the teachers observed
met five out of six criteria for teaching well; about the same percentage (15%) of the classrooms
The terms “Indonesian language” and “Bahasa Indonesia” are used interchangeably throughout this document and mean
the same thing.
2
48
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
observed had a reading corner; only 24.7% of teachers were observed to be checking students’
comprehension while reading, with most teachers asking questions about the content of the text
(46.3%), compared to retelling (19.4%) and predicting (10.9%).
Of the schools assessed, almost three-quarters (73.7%) said they had a school plan that supported
reading, although the kind of support was largely limited to purchasing non-textbook reading
materials. A lower percentage (13.7%) of schools reported having set up a system for home-based,
parent-child reading activities.
How the project is addressing the EGRA findings
The results of the project’s Cohort 1 EGRA have been used as a basis to strengthen project
activities in reading and to advocate for the host government institutions, schools, community, and
parents to develop a culture that supports children’s reading through the following programs:
Component 1: Improve the quality and relevance of teaching and learning in schools through
pre- and in-service training. The project will work with partner TTIs to develop new curricula
and teaching resources on reading and train TTI lecturers in teaching early grade reading. For inservice teacher training programs, the project will provide additional and more comprehensive
training for teachers at all grade levels in instructional strategies to develop language and literacy
in all grades, not only early grades.
Component 2: Develop better management and governance in schools and districts. The
project will work with partner districts to develop policies on reading and to allocate funds to
procure reading books for schools. The school management training will also address ways to
support improvements in early grade teaching of reading, as well as promotion of reading culture
and development of reading facilities.
Component 3: Support better coordination within and between schools, TTIs, and
government at all levels. The project will increase the focus of its work with MOEC, MORA,
provincial/district governments, and TTIs on reviewing current practices and resources and
developing policies and initiatives to support improved student reading, including increasing the
amount of time and resources allocated to supporting reading development.
Apart from the above, using the budgeted Global Development Alliance (GDA) funding, the project
will also promote the United States–Indonesia TTI Partnership to develop, pilot, and roll out
curricula and courses for pre- and in-service teacher training in developing reading and literacy,
especially in the early grades.
Another proposed activity using the budgeted GDA funds is to work with Indonesian publishing
houses to improve the supply of books to partner schools.
9.4
Monitoring of TTI Lab Schools
Monitoring was conducted in 80 TTI lab and partner schools. These consist of 48 primary and 32
junior secondary schools. The preparation (selection of schools, selection and training of data
collectors) took place in February, while the data collection began in early March and is expected to
be completed by mid-April. The monitoring results are expected to be reported in early May 2014.
The design of the monitoring is the same as for monitoring of partner schools. This covers the
teachers’ observation in early grades and in grades 4, 5, and 8. For each TTI, a sample of three
primary schools and two junior-secondary schools have been selected. The principals are also
interviewed regarding school management.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
49
The monitoring in lab schools also uses the same instruments: the observation schedule for teachers,
questionnaire for principals, and tests for mathematics, science, and Indonesian language.
9.5
Monitoring of Partner TTIs
The monitoring at TTI level focuses on four indicators:
1. TTI lecturers as a model of active learning (Indicator 1R10),
2. TTI emphasis on more practice-oriented practicum (1R12),
3. Student teachers’ capacity and skills to demonstrate good practice in teaching and learning
(1R13), and
4. The function of the TTI as hubs for continuing professional development (1R14).
Monitoring of these four indicators was delayed for two main reasons: (1) significant changes were
made to the indicators, both in terms of criteria and methods for data collection; (2) during the
second monitoring (October to December 2013), the number of districts to be covered (43) was
almost twice as many as at the time of the first monitoring (initial baseline, 23). At that time, it was
decided that the first phase of the first monitoring would focus on schools, while other monitoring
would be postponed until the first quarter of 2014.
The monitoring status for each of the four TTI indicators is now as follows:

TTI lecturers as model of active learning behavior: The methodology used to collect data in the
first monitoring was group discussion, with four to five students taking the same course
offered by the same lecturer as in the previous semester. The students assessed the teaching
methods/strategies based on criteria set for this indicator. Subsequently, in July 2013, it was
decided that the monitoring of lecturers should use the same observation methodology as
used for the primary and junior secondary school teachers.

Emphasis on more practice oriented practicum is a new indicator. During the first monitoring in
2012, the emphasis on a more practice-oriented practicum was monitored through
interviews with student teachers who had just completed their teaching practices. In the
new revised indicator, it is monitored through interviews with TTI managers.

Student teacher capacity to demonstrate good practice in teaching and learning: The schedule of
student teachers’ teaching practice in schools varies among TTIs. Observation results are
available from TTIs in five provinces (Aceh, North Sumatra, West Java, Central Java, and East
Java). Data collection in Banten and South Sulawesi is planned for early April.

TTIs function as hubs for continuing professional development: Originally, the project aimed to
focus on selected centers at each TTI for further collaboration. However, after surveying
the TTIs, it was realized that the arrangement for centers within the TTIs vary a great deal.
It was decided that the focus will be on the TTI, rather than on “centers” within the
universities.
As a result of these major changes in the criteria and methods for measuring the indicators, the data
that are being collected in quarter 8 are effectively the baseline data.
9.6
Monitoring of Partner Districts and Provinces
Monitoring at district level focuses on four indicators:
1. The use of the teacher deployment tool for improving the efficiency of education (2R4);
50
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
2. The development of needs-based, in-service training plans and collaboration with provincial
training providers to implement these plans (2R5);
3. The districts’ use of financial analysis to allocate more resources to quality improvement;
and
4. The districts have better reading programs.
The monitoring at province level focuses on four indicators related to coordination:
1. The provincial government coordinates the management and provision of teacher
professional development (3R1);
2. The provincial government channels funds for teacher professional development (3R2);
3. The provincial government develops public policies and plans for improvement in education
(3R3); and
4. National, provincial, and district governments have better policies and plans to improve
education (3R4).
All the district and provincial level indicators described above are the results of major revisions of
the earlier ones. Therefore, the baseline data from 2012 related to partner districts and provinces
are no longer relevant, and the monitoring in districts and provinces that is currently underway will
be considered as the baseline survey.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
51
10 PLANS FOR QUARTER 9
The main activities planned for quarter 9 are listed in Table 21 below.
Table 21: Activities for Quarter 9
Project Management
Complete Work Plan for Year 3
Improved School Instruction and Management
Cohort 1 Districts
Train District Facilitators at provincial level in use of the round 2 modules
Start round 2 school-level training in clusters
Conduct dissemination program in some districts
Hold district showcases in seven remaining districts
Select good practice schools
Cohort 2 Districts
Train District Facilitators at provincial level in use of the round 1 modules
Conduct school training in Module 1
Papua Start-Up
Draft detailed work plan
Select partner schools
Train trainers and mentors
Socialize to local government
Hold program launch
Improved Teacher Training
Conduct workshops with good practice schools
Hold materials adaptation workshops for TTIs
Train pedagogy lecturers
Mentor TTI lab and partner schools
Hold TTI Practicum National Review meeting (initial workshop)
Provincial Coordination
Hold provincial showcase meetings
Hold provincial policy meetings
Improved Governance, Management, and Linkages
Conduct Teacher Deployment Implementation Workshops in Cohort 1
Start rollout of Teacher Deployment Training in Cohort 2
Dissemination Training in DBE Districts
Continue in most DBE districts
Monitoring and Evaluation
Complete the monitoring report of TTI lab and partner districts
Studies
Implement Dissemination Study
52
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
ANNEX 1: PROVINCIAL REPORTS
Provinsi: ACEH
RAPAT KOORDINASI, REVIU, PERENCANAAN
Tanggal
Dengan siapa
15 & 16 Januari
Bupati Aceh Utara, Disdikpora,
Kemenag dan jajarannya
Semua pihak mengetahui keberadaan DC dan saling
memberikan informasi untuk peningkatan mutu
pendidikan di Aceh utara.
16 & 24 Januari
Wakil Bupati Pidie Jaya,
Disdikpora, Kemenag dan
jajarannya
Semua pihak mengetahui keberadaan DC dan saling
memberikan informasi untuk peningkatan mutu
pendidikan di Pidie Jaya.
17 Januari
Dinas Pendidikan dan kepala
sekolah mitra di Aceh Tamiang
Mendukung pelaksanaan program agar dapat melatih
guru yang memiliki mental dalam mengajar dan
mengusai bahan pembelajaran.
27, 28 Januari
dan
Dinas pendidikan, Kemenag dan
fasilitator daerah Aceh Barat
Daya, Pidie Jaya dan Aceh Utara
Pembekalan kepada fasilitator daerah dan persiapan
pelatihan fasilitator daerah tingkat provinsi.
29, 31 Januari
dan 1 Februari
Fasilitator daerah dan sekolah
mitra di Bener Meriah, Banda
Aceh, dan Aceh Besar
Disepakatinya jadwal pendampingan.
11 Februari
Kepala sekolah dari Kelompok
Kerja Kepala sekolah dan guru
di SD 4 Inti Calang – Aceh Jaya
Pengaktifkan kembali KKG dan peremajaan komite
sekolah.
12 Februari
Dinas Pendidikan, kepala
sekolah, 3 kepala bidang dinas
pendidikan, kepala sekolah SD
dan SMP Kabupaten Aceh Besar
Kepala sekolah diharap dapat manfaatkan program
Diseminasi yang dibantu PRIORITAS dengan Sumber
dana BOS.
7 Maret dan 10
Maret
Dinas Pendidikan, Kemenag,
Fasilitator daerah dan sekolah
mitra di Pidie Jaya, Aceh Barat
Daya dan Aceh Utara
Dukungan Dinas Pendidikan dan Kemenag untuk
kegiatan kunjungan belajar dan pengarahan teknis
kunjungan.
14 Maret
Dinas Pendidikan, Kemenag,
Fasilitator daerah dan seluruh
sekolah mitra Aceh Besar
Dinas dan Kemenag mendorong kembali sekolah
mitra untuk memperkuat komitmen sebagai sekolah
binaan.
20 Maret
Kasi SMP dan kemenag Kasi
PAIS dan Mapenda Aceh Utara,
Fasilitator daerah, Guru,
Komite sekolah, Kepala sekolah
Aplikasi RTL di sekolah dari hasil kunjungan belajar.
21 Maret
Dinas Pendidikan, Kemenag,
Fasilitator daerah, dan kepala
sekolah mitra Aceh Jaya
Dinas Pendidikan dan Kemenag mendorong kepala
sekolah mitra mengimplementasikan keterampilan
pedagogik dan MBS yang diperoleh dalam pelatihan
yang dibantu USAID PRIORITAS sehingga mempu
memperlihatkan ciri sekolah efektif.
11 Februari
Hasil koordinasi
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
53
SOSIALISASI PROGRAM PRIORITAS, PROGRAM PPG DAN ASESMEN
KABUPATEN KOHOR 2
Sosialisasi dan Asesmen di Kabupaten Pidie Jaya dilaksanakan pada tanggal 27 Januari di Aula Bupati
dengan peserta sejumlah 27 orang (L:24;P:3). Di Kabupaten Aceh Tamiang, sosialisasi dan asesmen
dilakukan pada tanggal 30 Januari di Aula Bupati dengan peseta 23 orang (L:21;P:2). Hasilnya adalah
sebagai berikut: (a) Tersampaikannya program kerja pada pemangku kepentingan, (b)
teridentifikasinya kebutuhan pengembangan kapasitas satuan pendidikan dan dinas pendidikan
kabupaten, dan (c) teridentifikasinya sistem koordinasi dinas pendidikan kabupaten secara horizontal
dan vertical. (d) Teridentifikasinya kebutuhan pengembangan kapasitas satuan pendidikan dan dinas
pendidikan kabupaten yang relevan dengan program USAID PRIORITAS, terutama program
Pemetaan dan Pemerataan Guru (PPG).
SELEKSI FASILITATOR DAERAH KOHOR 2
Penyeleksian fasilitator di daerah kohor 2 dilakukan bersama dengan Dinas Pendidikan dan Kemenag
pada tanggal 21-23 Januari secara paralel di 4 Kabupaten. Hasilnya adalah terpilihnya 15 fasilitator
daerah SD/MI dan 15 fasilitator daerah SMP/MTs dari masing-masing dari 4 kabupaten mitra kohor 2.
Calon fasilitator daerah yang diseleksi adalah sebagai berikut: Aceh Utara tingkat SMP 34 orang
(L:20;P:14), SD 31 orang (L:13;P:18), Aceh Barat Daya SD dan SMP 71 orang (L:42;P:29), Aceh
Tamiang tingkat SMP 48 orang (L:24;P:24), tingkat SD 65 orang (L:29;P:36) dan Pidie Jaya SMP
berjumlah 39 orang (L: 24; 15) dan SD/MI 37 Orang (L:11;P:26).
KUNJUNGAN BELAJAR KOHOR 2
Kunjungan belajar dilaksanakan di Kota Medan, Binjai dan Lubuk Pakam untuk jenjang SD/MI pada
tanggal 11 Maret dan SMP/MTs pada tanggal 13 Maret. Sekolah yang dikunjungi adalah: SDN 0202566
Binjai, SDN 023895 Binjai, SDN 024767 Binjai, SDN 060843 Medan Barat, SDN 060849 Medan
Barat, MIN Binjai, MIN Medan Barat, MIN Medan Tembung, SMPN 16 Medan Barat, SMPN 27 Medan
Barat, SMPN 2 Lubuk Pakam, dan MTSN 2 Medan. Hasilnya adalah peserta mendapatkan
pengetahuan baru tentang penerapan pembelajaran dan manajemen sekolah serta partisipasi
masyarakat dan ide-ide baru untuk menerapkan di sekolahnya.
Kabupaten
Dinas
Pendidikan
LK
PR
Kemenag
LK
PR
Kepala
sekolah
LK PR
Guru
Komite
Lainnya
Total
LK
PR
LK
PR
LK
PR
LK
PR
Total
Pidie Jaya
1
0
1
0
14
12
14
30
22
2
6
2
58
46
104
Aceh Utara
0
0
1
0
23
6
21
26
24
0
2
0
71
32
103
Aceh Tamiang
1
0
1
0
13
15
16
34
22
3
1
1
54
53
107
Aceh Barat
Daya
1
0
1
0
18
8
24
25
20
2
1
0
65
35
100
PENDAMPINGAN
Pendampingan siklus 1 Kabupaten Aceh Jaya dilaksanakan pada tanggal 4 Februari - 17 Maret 2014
pada 15 SD, 3 MI, 5 SMP, 2 MTs. Pendampingan siklus 2 di Kabupaten Bener Meriah dilaksanakan
pada tanggal 2 Januari – 30 Maret 2014 pada10 SD, 5 MI, 5 SMP, 3 MTs. Hasil yang dicapai adalah
penyusunan jam minggu efektif, penyusunan RPP dan lembar kerja siswa yang baik, simulasi peer
teaching di KKG/MGMP, pendampingan di sekolah langsung & model pembelajaran dari fasilitator
54
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
daerah, menyusun RKS & RKT yang sesuai dengan 8 standar dan penyusunan pengelolaan anggaran
sekolah.
PELATIHAN TINGKAT PROVINSI KOHOR 2
Pelatihan tingkat provinsi untuk fasilitator daerah SD/MI dilaksanakan pada tanggal 30 Januari – 5
Februari di Banda Aceh. Pesertanya adalah fasilitator daerah terpilih dari 4 kabupaten mitra kohor 2
yaitu 66 orang. Hasilnya adalah telah terlatihnya modul 1 PAKEM & MBS serta fasilitator menjadi
lebih efektif. Tingkat partisipasi peserta dalam kegiatan ToT di kelas ataupun saat praktik mengajar
sebagian baik dan sebagian yang lain cukup baik.
Pelatihan tingkat provinsi untuk fasilitator daerah SMP/MTs dilaksanakan pada tanggal 13–19 Februari
dan dihadiri oleh fasilitator daerah terpilih dari 4 Kabupaten mitra kohor 2 yaitu 68 orang. Hasilnya
adalah telah terlatihnya modul 1 CTL & MBS serta fasilitator menjadi lebih efektif. Tingkat partisipasi
peserta dalam kegiatan ToT di kelas ataupun saat praktik mengajar cukup baik.
Kepala
sekolah
LK PR
Tingkat
SD/MI
SMP/MTs
Kepala
madrasah
LK
PR
Guru
Pengawas
LK
PR
LK
PR
Total
LK
Total
PR
12
7
1
0
17
25
3
1
33
33
66
8
4
1
0
24
24
4
3
37
31
68
PELATIHAN MATERI AJAR SAINS, MATEMATIKA, DAN LITERASI
PENDIDIKAN DASAR UNTUK DOSEN LPTK
Pelatihan bagi dosen LPTK dalam kurikulum dan materi ajar diselenggarakan pada tanggal 18-20
Februari di Banda Aceh. Pelatihan dihadiri oleh peserta dari 2 LPTK mitra dan 2 LPTK anggota
konsorsium. Hasilnya adalaah tersosialisasinya buku sumber kepada dosen LPTK dan telah dilatihnya
dosen tentang cara penggunaan buku sumber tersebut dalam pembelajaran di LPTK (masing-masing
20 orang dosen untuk setiap materi ajar Sains, Matematika dan Literasi. Beberapa topik/unit
dimodelkan oleh fasilitator dan unit/topik lainnya disimulasi oleh peserta pelatihan. Secara individu
peserta membuat rencana tindak lanjut: (1) Peserta menentukan unit/topik dari buku sumber untuk
diimplementasikan ke mata kuliah tertentu di LPTK. (2) Peserta membuat rencana kegiatan yang akan
dilakukan untuk 3 bulan kedepan.
Peserta
Dosen LPTK
Unsyiah
LK
PR
9
13
UIN Ar
Raniry
LK PR
8
12
Muhammadiyah
LK
PR
0
6
Al Muslim
Total
LK
PR
LK
PR
5
7
22
38
Total
60
PERTEMUAN LPTK DAN SEKOLAH MITRA
Pertemuan dengan sekolah lab dan mitra LPTK dilaksanakan pada tanggal 24 Februari di Banda Aceh
dan diikuti oleh Dekan FKIP Unsyiah, Dekan Tarbiyah UIN Ar Raniry, dosen, perwakilan dari Dinas
Pendidikan, Kemenag dan kepala sekolah mitra. Hasilnya adalah disusunnya rencana pendampingan
pembelajaran dan MBS untuk semua sekolah mitra LPTK SD/MI dan SMP/MTs dengan sejumlah 68
guru SD/MI dan 90 SMP/MTs yang akan didampingi. Juga disepakati pelaksanaan pengumpulan data
awal (baseline) EGRA dan M&E untuk sekolah mitra LPTK.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
55
Dekan
Peserta
Dosen
LK
PR
LK
PR
2
0
16
8
Kepala
Sekolah
LK PR
8
Guru
Lainnya
LK
PR
LK
2
2
2
6
Total
PR
1
LK
30
Total
PR
17
47
EGRA SEKOLAH MITRA LPTK PROVINSI ACEH
EGRA sekolah mitra LPTK Aceh dilaksanakan dari tanggal 25 hingga 27 Februari 2014 di enam
sekolah mitra LPTK: SDN 1 Banda Aceh, SDN 16 Banda Aceh, SDN 54 Banda Aceh, MIN Banda
Aceh, MIN Merduati Banda Aceh, dan MIN Lambaro Aceh Besar mitra LPTK Unsyiah dan UIN ArRaniry Banda Aceh. Pengambilan data dilakukan oleh dua orang perwakilan LPTK (Unsyiah dan UIN
Ar Raniry) dan lima orang perwakilan kepala sekolah/guru.
PERTEMUAN KONSORSIUM PROVINSI
Pertemuan konsorsium provinsi dilaksanakan pada tanggal 29 Januari di Banda Aceh. Peserta yang 23
orang (L:18;P:5) terdiri dari unsur rektor, dekan, direktur, ketua jurusan dari 4 LPTK mitra. Kegiatan
dibuka oleh Rektor Univ. Syiah Kuala. Hasil yang diperoleh adalah berbagi pengalaman dari kunjungan
lokakarya kebijakan pendidikan di Amerika oleh Dekan FKIP Unsyiah, terlaporkannya kemajuan
Program USAID PRIORITAS, berbagi manfaat yang dirasakan dari Program PRIORITAS oleh masingmasing LPTK dan rencana program diseminasi serta terusulnya rencana usaha peningkatan mutu PPL.
Pembelajaran: melalui kerjasama dengan jurusan/program studi, PRIORITAS sebaiknya memonitor
rencana tindak lanjut (RTL) dari peserta pelatihan secepat mungkin setelah pelatihan dilaksanakan.
KEGIATAN TATA KELOLA DAN MANAJEMEN TINGKAT KABUPATEN
PENATAAN DAN PEMERATAAN GURU
Konsultasi Draf Peraturan Bupati (Perbup) tentang PPG dilakukan pada tanggal 3 Januari di
Kabupaten Bener Meriah. Dan diikuti oleh 16 orang (L:15;P:1). Hasilnya adalah dipublikasikan draf
Perbup kepada pemangku kepentingan pendidikan dan terealisasinya revisi draf tahap 1. Implementasi
PPG Kabupaten Bener Meriah dilaksanakan pada tanggal 6-7 Februari dengan 7 peserta (L:7;P:0).
Hasilnya adalah diperolehnya data hasil reviu berdasarkan masukan dari konsultasi tabel dan data
untuk persiapan implementasi PPG dalam Draft Peraturan Bupati (Perbub).
DISEMINASI TINGKAT KABUPATEN
Selama periode Januari-Maret 2014, total jumlah sekolah yang didiseminasi oleh pemerintah daerah
adalah 31 (4 SMP, 20 SD, dan 7 MI). Total peserta yang mengikuti diseminasi adalah 315 (L: 172; P:
143). Total dana yang telah digunakan adalah Rp 172.428.500,- Perincian dana dirangkum di tabel di
bawah.
56
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Tanggal
Kabupaten
Jenis
program
diseminasi
Sumber
dana BOS
Total peserta
26-28
Januari
Bireuen, SMPN I Jeumpa,
CTL
32 orang (L:13;P:19)/ 1 SMP
36.346.000,-
22-24
Februari
Bireuen, Gusus V MI Jangka
Kemenag
PAKEM
56 orang (L:34;P:22)/ 7 MI
14.800.000,-
24-26
Februari
Aceh Tengah, Gugus 1
Kebayakan
PAKEM
56 orang (L:34;P:22)/ 7 SD
16.746.000,-
24-26
Februari
Aceh Tengah, Gugus 1 Bintang
PAKEM
28 orang (L:9;P:19)/ 7 SD
16.746.000,-
25-27
Februari
Pidie, SDN Inti Titeu UPTD
Pendidikan Wilayah 8 Sakti
PAKEM
29 orang (L:9;P:19)/ 6 SD
18.000.000,-
27-29
Februari
Aceh Tengah, Gugus 1
Kebayakan
MBS
29 orang (L:17;P:12)/ 7 SD
16.746.000,-
27-29
Februari
Aceh Tengah, Gugus 1 Bintang
MBS
29 orang (L:21;P:8)/ 7 SD
16.746.000,-
6-8 Maret
Bireuen, MGMP Subrayon 4
Peusangan
CTL
56 orang (L:34;P:22)/ 3 SMP
36.298.500,-
25-27
Maret
Aceh Besar, MIN Gugus Pagar
Air
PAKEM
38 orang (L:2; P36) 5 MIN
10.000.000,-
Total
182.428.500
KEGIATAN LAIN
Pertemuan internal staf kantor provinsi diadakan pada tanggal 21 Februari di kantor Aceh diikuti oleh
seluruh staf teknis, operasi dan DC. Pada pertemuan dilakukan kaji ulang kegiatan yang telah
terlaksana, berbagi pengalaman kegiatan di lapangan, memperkuat koordinasi dan tersusunnya
perencanaan 3 bulanan.
RENCANA KUARTAL DEPAN

Pelatihan tingkat SD/MI dan SMP/MTs kohor 2 (4 kabupaten)

Pertemuan unjuk karya praktik yang baik di 2 kabupaten

Pemilihan sekolah praktik yang baik di 2 kabupaten
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
57
Galeri Foto
Diskusi sesama guru dalam kunjungan belajar kohor 2 SDMI 11 Maret
14 di SDN 060843 Medan Barat
Diskusi antara guru dan kepala sekolah dalam kunjungan belajar kohor
2 SMPMTS 13 Maret 14 di MTsN 2 Tembung Medan
Praktik mengajar di sekolah dalam ToT fasilitator daerah SD/MI Provinsi
29 Jan - 5 Feb 14 di Banda Aceh
Pemanfaatan lantai ruangan pelatihan dalam ToT fasilitator daerah
SMP/MTs Provinsi 12-19 Feb 14 di Banda Aceh
Kelompok Penyelenggara Pendidikan mengisi form asesmen pada
Asesmen dan PPG Aceh Tamiang
Fasilitator daerah mendampingi sekolah dalam penyusunan RKS dalam
kegiatan pendampingan
58
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Pembukaan pertemuan konsosium LPTK oleh Rektor Universitas Syiah
Kuala
Pembukaan ToT fasilitator daerah provinsi oleh Kepala Dinas
Pendidikan Aceh
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
59
Provinsi: Sumatera Utara
RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN
YANG PENTING
Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi
Tanggal
3 Februari
2014, di LPMP
Sumut
Dengan siapa
Hasil koordinasi
Kepala LPMP Sumatera Utara,
koordinator widyaiswara,
widyaiswara dan staf.
Meminta LPMP untuk melibatkan fasilitator daerah
USAID PRIORITAS dalam pelatihan Kurikulum
2013.
Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota
Tanggal
Dengan siapa
Hasil koordinasi
15 Januari 2014,
Kantor
PRIORITAS
Kepala Dinas Pendidikan Binjai,
fasilitator daerah dan kepala
sekolah

Disepakati akan melatih guru SD/MI dan
SMP/MTs dengan dana BOS pada pelatihan
diseminasi. (Dalam pelaksanaan, 457 peserta
dilatih)

Disepakati setelah pelatihan, staf Dinas
pendidikan dan fasilitator daerah melakukan
pemonitoran penerapan di sekolah. Proyek
sedang menunggu laporannya.
30 Januari 2014
di Kantor
Walikota Binjai
Walikota, Sekda, PC, Kadis, DC

Pak walikota menyetujui rencana kegiatan
pelatihan guru, dan akan hadir membuka acara
(Realisasinya 457 guru dilatih, dan acara dibuka
oleh walikota)
3 Januari 2014
di Kantor
PRIORITAS
Medan
Kasubag Program Dinas
Pendidikan Deli Serdang, Staf 2
orang

Menyepakati kegiatan diseminasi APBD tahun
2014 yang meliputi pelatihan ditingkat sekolah,
PPG, AKPK dan Renstra Pendidikan

Menyepakati PRIORITAS memfasilitasi audiensi
Pemkab Deli Serdang dengan Konsulat Amerika.
25 Februari
2014 di Kantor
Wakil Bupati,
Stabat Langkat
Wakil Bupati dan Sekretaris
Dinas Pendidikan

Menyampaikan perkembangan program

Meminta Pak Wakil Bupati membuka pelatihan
sekolah pada tgl 10 maret 2014. Pak Wakil
Bupati hadir membuka pelatihan.
SOSIALISASI PROGRAM PRIORITAS KOHOR 2
Sosialisasi program berlangsung pada tanggal 16 Januari 2014 di Balige, Tobasa. Kegiatan ini diikuti
oleh 80 peserta yang terdiri atas perwakilan dari Dinas Pendidikan, Kementerian Agama, Kepala UPT,
kepala sekolah mitra. Peserta mendapatkan gambaran program USAID PRIORITAS dan memberikan
dukungan.
60
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
STUDI BANDING KOHOR 2
Langkat: Studi banding ke Deli Serdang dilaksanakan pada tanggal 22 Januari 2014. Sebanyak 95
peserta mengunjungi 5 sekolah yang terdiri dari 1 SMP, 1 MTs dan 3 SDN. Setelah kunjungan sekolah,
peserta melakukan diskusi dengan pemangku kepentingan Deli Serdang yang dipimpin oleh Sekretaris
Daerah Drs. Asrin Naim.
Tobasa: Studi banding ke Binjai dilakukan pada tanggal 23 Januari 2014. Sebanyak 90 peserta
mengunjungi 5 sekolah yang terdiri dari 1 SMP, 1 MTs, I MIN dan 2 SDN. Setelah kunjungan sekolah,
peserta melakukan diskusi dengan pemangku kepentingan Binjai yang dipimpin Staff Ahli Walikota
Binjai Bidang Pembangunan Amran Matondang.
Aceh : Studi banding Tim Provinsi Aceh ke Sumatera Utara diselenggarakan pada tanggal 11 Maret
2014. Tim SD dari 4 kabupaten/kota di Aceh berkunjung ke sekolah di Medan dan Binjai. Tanggal 13
Maret tim SMP Provinsi Aceh berkunjung ke Medan dan Deli Serdang. Selain kunjungan ke sekolah,
kegiatan diskusi dan berbagi pengalaman juga dilaksanakan antara pemangku kepentingan dari Aceh
dengan Dinas Pendidikan Deli Serdang dan Dinas Pendidikan Kota Medan.
ToT PROVINSI FASILITATOR DAERAH KOHOR 2 (PAKEM, CTL, MBS)
Pelatihan berlangsung pada tanggal 11- 16 Februari 2014 di Hotel Grand Kanaya Medan. Pelatihan
diikuti oleh mitra kohor 2 yaitu Langkat dan Toba Samosir (Tobasa) ditambah fasilitator daerah baru
dari mitra kohor 1 yaitu Medan, Labuhan Batu dan Nias Selatan.
Peserta Pelatihan PAKEM untuk SD/MI
Kabupaten
Guru
Kepala
sekolah
LK PR
LK
PR
Langkat
5
5
2
Tobasa
5
5
Medan
1
Nisel
Labuhan Batu
Pengawas
LK
PR
1
2
1
2
1
0
0
1
0
0
LPTK
LK
PR
LPMP
LK
PR
Dinas
Pend
LK PR
Kemenag
LK
PR
Lain
LK
PR
Total
LK
PR
0
9
6
2
0
8
7
1
1
1
2
3
0
0
0
0
0
1
0
0
0
0
0
0
Peserta Pelatihan CTL untuk SMP/MTs
Kabupaten
Guru
Kepala
sekolah
LK PR
LK
PR
Langkat
4
6
2
Tobasa
4
6
Medan
0
Nisel
0Labuhan
Batu
Pengawas
LK
PR
0
3
2
1
1
0
2
0
0
1
LPTK
LK
PR
LPMP
LK
PR
Dinas
Pend
LK PR
Kemenag
PR
Lain
LK
PR
Total
LK
PR
0
9
9
2
0
8
7
0
1
0
1
1
0
0
2
0
4
0
0
0
0
0
0
1
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
LK
61
Peserta Pelatihan MBS untuk SD/MI
Kabupaten
Kepala
sekolah
LK PR
Guru
LK
PR
Langkat
5
5
2
Tobasa
5
5
Medan
1
Nisel
0Labuhan
Batu
Pengawas
LK
PR
1
2
1
2
1
0
0
1
0
0
LPTK
LK
LPMP
PR
LK
PR
Dinas
Pend
LK PR
Kemenag
LK
Lain
PR
LK
PR
Total
LK
PR
0
9
6
2
0
8
7
1
1
1
2
2
0
0
0
0
0
1
0
0
0
0
0
0
Peserta Pelatihan MBS untuk SMP/MTs
Kabupaten
Kepala
sekolah
LK PR
Guru
LK
PR
Langkat
4
6
2
Tobasa
4
6
Medan
0
Nisel
0Labuhan
Batu
Pengawas
LK
PR
0
3
2
1
1
0
2
0
0
1
LPTK
LK
LPMP
PR
LK
PR
Dinas
Pend
LK PR
Kemenag
LK
Lain
PR
LK
PR
Total
LK
PR
0
6
9
2
0
8
7
0
1
0
0
2
0
0
1
0
3
0
0
0
0
0
0
1
PELATIHAN SEKOLAH
Langkat: Pelatihan PAKEM dan CTL dilaksanakan pada tanggal 10-12 Maret 2014, dan pelatihan
MBS pada tanggal 13-15 Maret 2014. Pelatihan dilaksanakan di Aula Sekolah YAPIM Stabat dan diikuti
oleh sekolah mitra. Pelatihan sekolah mendapat perhatian serius dari Wakil Bupati Langkat Drs. H.
Sulistianto, MSi dan Kepala Dinas Pendidikan Langkat, Drs. Sujarmo yang hadir membuka kegiatan
pelatihan dan meninjau langsung kegiatan dari kelas ke kelas.
Peserta Pelatihan MBS untuk SMP/MTs
Kabupaten
Langkat
Guru
Komite
sekolah
LK
PR
Kepala
Sekolah
LK
PR
Pengawas
LK
PR
6
90
0
0
6
8
1
CTL/MTs
36
71
0
0
5
0
MBS SD/MI
13
31
18
1
7
MBS
SMP/MTs
15
7
9
0
6
PAKEM
SD/MI
LK
PR
Lain
Total
Total
LK
PR
LK
PR
3
3
0
16
101
117
5
0
1
0
47
71
118
8
1
2
2
0
41
41
83
1
5
0
1
0
36
8
44
KEGIATAN TATA KELOLA DAN MANAJEMEN TINGKAT KABUPATEN
PENATAAN DAN PEMERATAAN GURU
Medan : Audiensi dan konsultasi hasil analisis data dan alternatif kebijakan PPG kota Medan dengan
Sekretaris Daerah dan sekaligus Plt. Kepala Dinas Pendidikan, Ir. Syaiful Bahri, dilaksanakan pada
tanggal 30 Januari 2014 di Kantor Walikota Medan.
62
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Peserta Audensi/Konsultasi Hasil PPG
Kabupaten
LPTK
(Calon
Fasilitator)
LK
PR
Medan
1
0
Dinas
Pend.
Kantor
MenAg
Bappeda
dll
BKD
LK
PR
LK
PR
1
0
0
0
LK
0
Total
Total
PR
LK
PR
LK
PR
0
1
1
3
1
4
LPTK
PELATIHAN KURIKULUM DAN MATERI BAGI DOSEN LPTK
Pelatihan kurikulum dan materi bagi dosen LPTK untuk Matematika, IPA dan Membaca diikuti oleh 64
peserta (Matematika 17 orang, IPA 20 orang dan Membaca 27 Orang). Pelatihan dilaksanakan pada
tanggal 11- 13 Februari 2014 di Hotel Grand Angkasa Medan. Peserta pelatihan berasal dari 6 LPTK
konsorsium yaitu Universitas Negeri Medan (Unimed), IAIN Sumatera Utara, Universitas
Muhammadyah Sumatera Utara (UMSU), Universitas Muslim Nusantara Al-Waslyah (UMN),
Universitas HKBP Nommensen (UNH) dan Universitas Sisingamangaraja Tapanuli Utara (UNITA).
PETEMUAN KONSOSIUM LPTK
Telah dilaksanakan pertemuan konsorsium LPTK pada tanggal 11 Maret 2014 bertempat di Hotel
Aryaduta Medan. Kegiatan konsorsium diikuti oleh 20 orang peserta dari 2 LPTK mitra dan
perwakilan dari anggota konsorsium UMSU, UNITA, UNM, Universtias HKBP Nomensen. Kegiatan
diawali dengan pengantar oleh koordinator provinsi (PC) dan dilanjutkan dengan presentasi oleh
Rektor IAIN Sumatera Utara, Prof. Dr. Nur Ahmad Fahdil Lubis, MSCs tentang menjadi dosen
professional dan presentasi Rektor Universitas Negeri Medan (Unimed) Prof. Dr. Ibnu Hajar
Damanik, MS tentang pengelolaan LPTK yang profesional.
DISEMINASI TINGKAT DISTRIK
Binjai. Lokakarya pendidikan untuk memperkuat praktik PAKEM dan CTL di Binjai
dilaksanakandalam enam gelombang di Aula SMPN 5 Binjai dengan peserta sebanyak 457 orang.
Lokakarya dibuka oleh Walikota Binjai H. Idaham, SH, MSi.
Gelombang
Tanggal
Lokasi
Peserta
I
18 – 20 Februari 2014
Aula SMPN 5 Binjai
77
II
25 – 27 Februari 2014
Aula SMPN 5 Binjai
75
III
3-5 Maret 2014
Aula SMPN 5 Binjai
77
IV
6 – 8 Maret 2014
Aula SMPN 5 Binjai
75
V
10 – 12 Maret 2014
Aula SMPN 5 Binjai
75
VI
13 – 15 Maret
Aula SMPN 5 Binjai
78
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
63
UNJUK KARYA PRAKTIK YANG BAIK KOHOR 1
Nias Selatan: Kegiatan lokakarya unjuk karya praktik yang baik dilaksanakan pada tanggal 20
Februari 2014 bertempat di Aula Paroki di Teluk Dalam, Nias Selatan. Bupati Drs. Idealisman Dachi
hadir dalam kegiatan tersebut, dan beliau sangat terkesan dengan presentasi anak-anak SD dan SMP.
Bupati setelah memberikan pidato pembukaan masih mendengarkan presentasi dari guru dan kepala
sekolah dan dilanjutkan dengan kunjungan ke setiap stan pameran sekolah. Selain dari SKPD di Nias
Selatan, kegiatan unjuk karya ini juga dihadiri oleh Kepala Dinas Pendidikan Gunung Sitoli Dr. Sadieli
Telaumbanua, M.Pd.
Labuhan Batu: Kegiatan dilaksanakanpada tanggal 6 Maret 2014 bertempat di Ballroom Hotel
Suzuya, Rantau Prapat. Bupati Dr. Tigor Panusunan Siregar, Sp.PD dan Istri Dr. Hj. Fitria Laia Sp.THT
menghadiri kegiatan dari awal hingga siang hari. Selain melihat presentasi para siswa, Bupati juga
mengunjungi 3 sekolah mitra USAID PRIORITAS. Bupati dan istri sangat terkesan dengan perubahan
di kelas. Setelah kunjungan sekolah, Bupati melakukan kunjungan ke stan pameran dari setiap sekolah.
Selain 24 sekolah, juga terdapat stan pameran dari 2 sekolah akepala sekolahelerasi/diseminasi.
KEGIATAN LAIN
AUDIENSI DENGAN KONSULAT AS
PRIORITAS memfasilitasi audiensi antara Pemerintah Kabupaten Deli Serdang dengan Konsulat US
pada tanggal 21 Januari 2014 bertempat di Kantor Konsulat US. Tim Pemerintah Kabupaten Deli
Serdang di ketuai oleh Kepala Bappeda. Turut hadir pada acara ini adalah Kepala Dinas Pendidikan,
Sekretaris, Kasubag Program Dinas Pendidikan, Kepala Bidang Dinas Kesehatan dan Direktur Rumah
Sakit Umum Deli Serdang.
RENCANA KUARTAL DEPAN
64

Lokakarya unjuk karya praktik yang baik progam USAID PRIORITAS di Kota Medan.

Lokakarya unjuk karya praktik yang baik program USAID PRIORITAS di Provinsi
Sumatera Utara.

Pelatihan sekolah Praktik yang Baik tingkat SD/MI untuk mitra kohor 2

Pelatihan sekolah Praktik yang Baik tingkat SMP/MTs untuk mitra kohor 2

Pelatihan ToT Fasilitator Modul 2 untuk mitra kohor 1

Reversing service provider PPG

Lokakarya Implementasi PPG

Sosialisasi PPG untuk mitra kohor 2 ditambah Deli Serdang dan Binjai

Lokakarya analisis data PPG untuk mitra kohor 2 ditambah Deli Serdang dan Binjai

Lokakarya kebijakan PPG untuk mitra kohor 2 ditambah Deli Serdang dan Binjai
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Galeri Foto
Peserta ToT fasilitator daerah kohor 2 melakukan praktik mengajar di
SMPN 16 Medan
Peserta pelatihan untuk dosen LPTK dalam kurikulum dan bahan ajar
mengujicobakan bahan ajar yang dikembangkan USAID PRIORITAS.
Rektor Unimed Prof.Dr. Ibnu Hajar Damanik, MS menyampaikan materi
tentang pengelolaan LPTK yang profesional dalam Pertemuan Konsorium
Provinsi di Hotel Grand Angkasa Medan.
Bupati Nias Selatan Drs. Idealisman Dachi dan Koordinator USAID
PRIORITAS Sumatera Utara Agus Marwan mencoba menggunakan
media belajar murah untuk matematika dalam Lokakarya Unjuk
Karya Praktik yang Baik di Nias Selatan.
Delegasi Deli Serdang yang dipimpin Kepala Bapeda Ir H Irman Dj
Oemar Msi bertemu dengan Konsul AS untul Pulau Sumatera untuk
mengembangkan program kerjasama
Bupati Labuhan Batu Dr. Tigor Panusunan Siregar, Sp.PD dan
Koordinator USAID PRIORITAS Sumatera Utara melihat langsung
praktik PAKEM di SD mitra USAID PRIORITAS di Labuhan Batu.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
65
Tim PPG bertemu dengan Sekda Kota Medan Ir. Syaiful Bahri untuk
menyampaikan perkembangan implementasi PPG.
Peserta kunjungan belajar dari Langkat melihat praktik CLT di SMPN
1 Tanjungmorawa, Deli Serdang.
66
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Provinsi: Banten
RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN
YANG PENTING
Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota
Tanggal
Dengan siapa
Hasil koordinasi
23 Januari 2014
Bupati Serang
Bupati Serang bersedia mendukung kegiatan USAID
PRIORITAS dalam meningkatkan kualitas pendidikan
dasar di Kabupaten Serang. Selain melalui pelatihan
tenaga pengajar dan manajemen sekolah, Bupati juga
mendukung upaya USAID PRIORITAS dalam
membantu menyusun kebijakan penataan dan
pemerataan guru.
24 Februari
2014
Bupati Pandeglang
Bupati Pandeglang menyatakan perlunya peningkatan
kompetensi tanaga pengajar di tingkat SD/MI dan
SMP/MTs. Beliau mendukung penuh langkah USAID
PRIORITAS yang berupaya meningkatkan kualitas
pendidikan dasara dengan melatih tenaga pengajar
dalam pembelajaran dan manajemen sekolah. Beliau
juga mengapresiasi upaya USAID PRIORITAS yang
membantu pemerintah kabupaten dalam menata dan
memeratakan jumlah guru berkualitas.
4 Maret 2014
Kepala Dinas Pandeglang dan
jajarannya
Kepala Dinas Pandeglang menyatakan mendukung
sepenuhnya kegiatan USAID PRIORITAS dan
memberikan kesempatan untuk menggunakan
Pendopo Kabupaten sebagai lokasi penyelenggaraan
Unjuk Karya.
6 Maret 2014
Kepala Dinas Serang dan
jajarannya
Kepala Dinas Serang menyatakan dukungannya
terhadap rencana USAID PRIORITAS Banten
menyelenggarakan Unjuk Karya Kabupaten Serang
yang sedianya diagendakan pada tanggal 27 Maret
2014
KOHOR 2
SOSIALISASI PROGRAM PRIORITAS KOHOR 2
Sosialisasi Program di daerah kohor 2, Kabupaten Tangerang dan Kota Tangerang Selatan, baru akan
dilaksanakanpada tanggal 3 dan 15 April 2014.
ASESMEN KABUPATEN KOHOR 2
Asesmen Kabupaten Tangerang dan Kota Tangerang Selatan sebagai daerah mitra kohor 2
dilaksanakan pada tanggal 15 dan 16 Januari 2014. Dalam pertemuan tersebut, USAID PRIORITAS
Banten mengundang sejumlah perwakilan dari dari Bappeda, Dinas Pendidikan, Kantor Kemenag,
DPRD, dan Dewan Pendidikan.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
67
SELEKSI FASILITATOR DAERAH KOHOR 2
Sejumlah 60 fasilitator daerah telah dipilih dalam acara seleksi fasilitator daerah kohor 2 yang
diselenggarakan pada tanggal 29 Januari 2014 di kantor Dinas Kabupaten Tangerang dan tanggal 30
Januari di MAN Insan Cendekia, Kota Tangerang Selatan.
KUNJUNGAN BELAJAR KOHOR 2
Kunjungan belajar untuk daerah kohor 2 baru akan dilaksanakan pada bulan April 2014.
ToT PROVINSI BAGI FASILITATOR DAERAH KOHOR 2 (PAKEM, CTL, MBS)
ToT Fasilitator daerah kohor 2 (Kabupaten Tangerang dan Kota Tangerang Selatan) untuk tingkat
SMP/MTs dilaksanakan pada tanggal 15-21 Februari 2014. ToT untuk tingkat SD/MI dilaksanakan
sebulan kemudian pada tanggal 8-15 Maret 2014.
Guru
Kabupaten
Tangerang
Kota
Tangsel
Kepala
sekolah
LK PR
LK
PR
10
10
1
7
13
2
Pengawas
LPTK
LPMP
Dinas
Pend
LK PR
LK
PR
LK
PR
LK
PR
1
5
3
0
0
0
0
0
2
4
2
0
0
0
0
0
Kemenag
Lain
Total
LK
PR
LK
PR
LK
PR
0
0
0
0
0
16
14
0
0
0
0
0
13
17
PELATIHAN TINGKAT SEKOLAH (PAKEM, CTL, MBS) KOHOR 2 of the aro
and the app following up on a data that are in the ad in all of the one that of the
office on the people of all in the the the Vienna in the
Pelatihan tingkat sekolah di daerah kohor 2 belum dilaksanakan. Di Kabupaten Tangerang,
rencananya pelatihan ini akan dilaksanakan pada bulan Mei 2014. Di Kota Tangsel belum ada tanggal.
KOHOR 1:
UNJUK KARYA PRAKTIK YANG BAIK KOHOR 1, TINGKAT DAERAH
Unjuk Karya Praktik yang Baik Tingkat Daerah atau District Showcase dilaksanakan pada tanggal 27
Maret 2014 untuk Kabupaten Serang, dan tanggal 1 April 2014 untuk Kabupaten Pandeglang.
UNJUK KARYA PRAKTIK YANG BAIK KOHOR 1, TINGKAT PROVINSI
Unjuk Karya Praktik yang Baik Tingkat Provinsi atau Provincial Showcase masih dalam tahap rencana.
Sejauh ini tanggal yang akan kami komunikasikan kepada para pemangku kepentingan di daerah adalah
16 atau 17 April 2014.
PEMILIHAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1
Pemilihan sekolah praktik yang baik baru akan dilaksanakan setelah penyelenggaraan Unjuk Karya
Praktk yang Baik tingkat daerah.
PENATAAN DAN PEMERATAAN GURU (PPG) KOHOR 1
1. Sosialisasi/Penyamaan Persepsi
Kegiatan sosialisasi/penyamaan persepsi PPG untuk Kabupaten Serang dilaksanakan pada tanggal
16 Agustus 2013 yang dhadiri oleh Wakil Bupati Serang, Hj. Ratu Tatu Chasanah. Di Kabupaten
Pandeglang kegiatan ini dilaksanakan pada tanggal 4 Juli 2013 di Aula Bappeda Kabupaten
68
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Pandeglang. Komponen peserta yang hadir di dua kegiatan tersebut antara lain dari unsur DPRD,
Bappeda, Dinas Pendidikan, BKD, Kantor Kementerian Agama, Dewan Pendidikan, perwakilan
pengawas, kepala sekolah dan guru dari sekolah mitra, PGRI, LSM pendidikan, dan media. Capaian
kegiatan ini sesuai dengan tujuannya yaitu komitmen bersama antara USAID PRIORITAS dengan
Kabupaten Serang dan Pandeglang sebagai mitra dalam melaksanakan penataan dan pemerataan
guru, serta meningkatkan kesadaran akan pentingnya data dasar sebagai pengambilan kebijakan.
2. Pendampingan 1
Di Kabupaten Serang kegiatan pendampingan 1 dilaksanakan pada tanggal 17 Juli 2013 dan di
Kabupaten Pandeglang pada tanggal 19 Juli 2013. Kegiatan itu menghasilkan Tim Teknis Analisis
Data atau Tim Pokja PPG masing-masing Kabupaten serta tersedianya data yang siap dianalisis
terdiri dari data DAPODIK masing-masing sekolah dan APBD sektor pendidikan Kabupaten
Serang dan Pandeglang 3 tahun terakhir sebagai bahan/materi Lokakarya 1.
Tim Pokja Analisis Data Kabupaten Serang terdiri dari Kasi Sosbud Bapeda, Kasi Kelembagaan
BKD dan dari Dinas Pendidikan terdiri dari staf Bidang TK/SD, Staf Pembinaan SMP, Staf
Kelompok Kerja Data pendidikan, dan staf bidang Kepegawaian. Sedangkan di Kabupaten
Pandeglang, anggota Tim Analisis Data beranggotakan 7 orang dari unsur Kepala sub-bidang Sosial
budaya, Kasi Kurikulum TK/SD, Staff Perencanaan Dinas, staf Kelompok Kerja Data Pendidikan
Dinas, Kepala sub-bidang Fungsional Badan Kepegawaian Daerah.
3. Lokakarya 1
Pelaksanaan Lokakarya 1 ini dilaksanakan bersama dengan kabupaten mitra lain di Provinsi Jawa
Barat pada tanggal 27-28 Juli 2013 di Lembang dan diikuti oleh 13 peserta yang merupakan Tim
Analisis Data (Tim Pokja PPG) dari masing-masing Kabupaten serta 5 orang penyedia layanan.
Dalam Lokakarya I ini, sesuai tujuannya, masing-masing kabupaten memetakan distribusi guru
secara rinci dan merumuskan isu-isu strategis berdasarkan hasil analisis data yang telah disiapkan
pada saat pendampingan 1. Keluaran dari lokakarya ini adalah peta kecukupan (kelebihan dan
kekurangan) guru antar mata pelajaran, antar sekolah dalam kecamatan, dan antar sekolah antar
kecamatan, serta isu-isu strategis distribusi guru di Kabupaten Serang dan Kabupaten Pandeglang.
4. Pendampingan 2
Kegiatan pendampingan 2 dilaksanakan di masing-masing kabupaten, untuk mendampingi Tim
Teknis Analisis Data dalam pemutakhiran data, analisis data, dan identifikasi isu-isu strategis yang
telah dirumuskan dalam Lokakarya 1. Di Kabupaten Serang kegiatan pendampingan 2
dilaksanakan pada tanggal 4 dan 10 September 2013 dan melibatkan 9 orang peserta. Sedangkan
di Kabupaten Pandeglang, pendampingan 2 dilaksanakan pada tanggal 21 dan 26 Agustus 2013
dengan melibatkan 7 orang peserta.
5. Lokakarya 2
Kegiatan lokakarya 2 diselenggarakan secara bersama untuk Kabupaten Pandeglang dan Serang
bertempat di Hotel Fiducia, Tangerang, selama dua hari, 29-31 Oktober 2013. Kegitan ini
melibatkan 3 orang penyedia layanan dari LPTK dan 17 peserta yang merupakan tim perumus
kebijakan (Dinas Pendidikan, BKD, Bappeda, dan Kemenag) Kabupaten Serang dan Pandeglang.
Lokakarya 2 lanjutan diselenggarakan pada tanggal 10-12 Desember 2013 bertempat di Hotel
Fame Tangerang dan diikuti oleh 11 peserta dan 5 orang penyedia layanan.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
69
Lokakarya 2 ini membahas peta distribusi guru secara rinci dan merumuskan isu-isu strategis
berdasarkan hasil analisis data untuk penataan dan pemerataan guru.
6. Pendampingan 3 dan 4 (Pasca Lokakarya 2)
Sebagai tindak lanjut dari lokakarya 2, kegiatan pendampingan 3 di Kabupaten Serang dilaksanakan
di kantor Dinas Pendidikan pada tanggal 26 November 2013 dengan melibatkan 6 anggota tim
perumus kebijakan dan 1 orang penyedia layanan. Pendampingan juga dilakukan pada tanggal 27
November 2013 dan melibatkan 7 anggota tim dan 1 orang penyedia layanan serta staf USAID
PRIORITAS. Kegiatan dilanjutkan dengan pendampingan 4 pada tanggal 5 Desember 2013 dengan
melibatkan 6 anggota tim.
Di kabupaten Pandeglang pendampingan 3 dilaksanakan pada tanggal 22 November 2013 dengan
melibatkan 7 anggota tim perumus kebijakan dan 1 orang penyedia jasa. Kegiatan pada tanggal 28
November 2014 melibatkan 5 anggota tim serta staf USAID PRIORITAS. Pendampingan 4
dilaksanakan pada tanggal 6 Desember 2013 dengan melibatkan 7 anggota tim. Hasil
pendampingan 3 ini antara lain adalah rumusan opsi-opsi kebijakan berdasarkan isu strategis yang
telah dipilih pada lokakarya 1 berdasarkan kriteria yang telah disepakati dan rumusan
rekomendasi kebijakan sebagai bahan konsultasi publik.
7. Konsultasi Publik
Kabupaten Serang melaksanakan Konsultasi Publik pada tanggal 23 Januari 2014 bertempat di
Ruang Rapat Sekretariat Daerah Kabupaten Serang dan diikuti oleh 30 peserta dan melibatkan 3
orang penyedia layanan. Untuk Kabupaten Pandeglang, konsultasi publik kabupaten dilaksanakan
tanggal 24 Februari 2014 bertempat di Ruang Rapat Bupati Pandeglang dan dihadiri oleh 60
peserta.
Capaian dari konsultasi publik berupa masukan dari pemangku kepentingan pendidikan masingmasing kabupaten terhadap isu-isu strategis dan rekomendasi kebijakan PPG yang telah
dirumuskan serta komitmen bersama untuk mengimplementasikan.
Kabupaten
LPTK (Calon
Fasilitator/SP)
LK
PR
Dinas
Pend.
LK PR
Kantor
MenAg
LK PR
BKD
LK
PR
Bappeda
Dll
LK PR
Total
Total
LK
PR
Serang
6
0
14
1
0
0
1
0
4
1
25
2
27
Pandeglang
6
0
29
2
1
0
1
0
22
5
59
7
66
LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)
PELATIHAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK
1. Pelatihan pembelajaran aktif untuk tingkat SMP bagi sekolah lab dan sekolah mitra LPTK
dilaksanakan di Hotel Ratu Bidakara pada tanggal 18-20 Januari 2014. Pelatihan ini dibuka
secara resmi oleh TTI DS Banten John Pahamzah. Pelatihan ini difasilitasi oleh 5 orang
fasilitator dari Untirta dan 5 orang fasilitator lainnya berasal dari IAIN ‘SMH” Banten. Peserta
yang dilatih yaitu sebanyak 76 orang dengan rincian perempuan 49 orang dan laki-laki 27
orang.
70
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
2. Pelatihan MBS tingkat SMP bagi sekolah lab dan sekolah mitra LPTK dilaksanakan di Hotel
Ratu Bidakara pada tanggal 22-24 Januari 2014. Kegiatan ini dibuka secara resmi oleh Dekan
FKIP Untirta Drs. H. Suherman, M.Pd. Fasilitator dalam pelatihan ini berasal dari Untirta
sebanyak 1 orang dan dari IAIN ‘SMH” Banten sebanyak 5 orang. Peserta yang dilatih
sebanyak 50 orang dengan rincian peserta perempuan 13 dan peserta laki-laki 37. Peserta
dari LPTK lainnya terdiri dari 1 perempuan dan 3 laki-laki.
3. Pelatihan PAKEM untuk tingkat dasar bagi sekolah lab dan sekolah mitra LPTK dilaksanakan
di Hotel Ratu Bidakara pada tanggal 28-30 Januari 2104. Fasilitator dalam pelatihan ini berasal
dari Untirta 5 orang dan dari IAIN ‘SMH” Banten sebanyak 5 orang. Peserta yang dilatih yaitu
sebanyak 72 peserta dengan rincian 43 peserta perempuan dan 29 peserta laki-laki.
4. Pelatihan MBS untuk tingkat dasar bagi sekolah lab dan sekolah mitra LPTK dilaksanakan di
Hotel Ratu Bidakara pada tanggal 2-4 Februari, 2104. Kegiatan ini dibuka secara resmi oleh
TTI DS Banten John Pahamzah. Fasilitator dalam pelatihan ini berasal dari Untirta 3 orang
dan dari IAIN ‘SMH” Banten sebanyak 3 orang. Peserta yang dilatih yaitu sebanyak 63 orang
dengan rincian 19 perempuan dan 44 laki-laki.
Data Untuk Rangkaian Pelatihan PAKEM, CTL, dan MBS Sekolah Mitra LPTK:
Guru
Kabupaten
Serang
LK
PR
74
98
Komite
sekolah/
KomMas
LK
PR
23
6
Kepala
sekolah/
KepMas
LK
PR
10
5
Pengawas
Lain
Total
Total
LK
16
PR
LK
PR
LK
PR
6
13
13
136
128
260
PELATIHAN KURIKULUM DAN MATERI BAGI DOSEN LPTK
Pelatihan kurikulum dan materi bagi dosen LPTK dilaksanakandi Hotel Ratu Bidakara Serang Banten
pada tanggal 16-18 Februari 2104. Kegiatan ini dibuka secara resmi oleh Dekan FTK IAIN “SMH”
Banten Dr. Naf’an Tarihoran, M.Hum. Tujuan pelatihan adalah untuk melatih dosen LPTK mitra dan
konsorsium mengenai materi dan bahan ajar Literasi, Matematika, dan IPA dari LPTK mitra yakni
FKIP Untirta dan IAIN “SMH” Banten dan dari LPTK konsorsium yaitu UNBAJA Kota Serang,
UNMA Pandeglang, UMT Kota Tangerang, dan STKIP Setiabudi Rangkasbitung Lebak.
Pelatihan ini difasilitasi oleh 9 fasilitator, 5 perempuan dan 4 laki-laki, dan didukung oleh berbagai staf
proyek dan konsultan yakni Ujang Sukandi (Jakarta), Parapat Gultom (sumatera Utara), Nugrahety
(UNNES Semarang), Erman (UNESA Surabaya), Hepsi Nindiasari, Herwan dan Enggar Utari (Untirta),
Fitri Hilmiyati (IAIN “SMH” Banten) dan Yayu Heryatun (IAIN “SMH” Banten). Peserta pelatihan ini
adalah dosen LPTK mitra yaitu FKIP Untirta dan FTK IAIN “SMH” Banten dan dosen dari LPTK
konsorsium yaitu UNBAJA Kota Serang, UNMA Kabupaten Pandelang, UMT Kota Tangerang, dan
STKIP Setiabudhi Rangkasbitung Kabupaten Lebak dengan total peserta sebanyak 53 peserta, 29
perempuan dan 24 laki-laki.
DISEMINASI TINGKAT KABUPATEN
Kegiatan replikasi di Kota Cilegon dilaksanakan menjelang akhir bulan Desember 2013. Replikasi
pelatihan modul PAKEM dan CTL program PRIORITAS untuk angkatan 1 dilaksanakan pada tanggal
26 – 27 Desember 2013 dan Angkatan 2 pada tanggal 28 – 29 Desember 2013 di Kantor
Kementerian Agama Kota Cilegon.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
71
Acara ini dibuka secara oleh Kepala Kantor Kementerian Agama, Drs. H. Ubik Baehaqie, M.Si.
Peserta terdiri dari perwakilan guru dan kepala sekolah yang berada di lingkungan Kementerian
Agama Kota Cilegon. Jumlah peserta yang ikut serta dalam pelatihan ini sebanyak 279 guru, kepala
madrasah dan wakil, dengan rincian berikut:
1. Angkatan 1 L:62, P:84, Total: 146 peserta guru MI dan MTs
2. Angkatan 2 L:33, P:43, Total: 76 peserta guru MI, MTs dan MA dan L:43, P:14, Total: 57
peserta kepala madrasah/wakil MI, MTs dan MA
Secara keseluruhan kegiatan berjalan dengan lancar dan seluruh peserta terlibat dengan aktif dan
semangat dari awal hingga akhir. Beberapa komentar peserta termasuk “pelatihan yang
menyenangkan”, “baik untuk diterapkan”, “tidak ada waktu untuk mengantuk”. Masing-masing
kegiatan difasilitasi oleh 8 orang untuk setiap angkatannya. Total pendanaan DIPA adalah Rp
60.000.000,Dalam kurun waktu Januari-Maret 2014, di Provinsi Banten dilaksanakan 2 (dua) kegiatan replikasi di
Kota Cilegon dan di Kota Tangerang. Kegiatan replikasi pelatihan Modul CTL PRIORITAS di Kota
Cilegon dilaksanakan pada tanggal 15 – 16 Januari 2014 di Restoran Bintang Laguna Kota Cilegon.
Acara dibuka oleh Kepala Kantor Kementerian Agama, Drs. H. Ubik Baehaqie, M.Si yang mendukung
peningkatan mutu pendidikan dalam sambutannya yang terkutip sebagai berikut: “Bukan soal
instrumen, tetapi bagaimana anak merasakan begitu mudah untuk belajar bersama. Sehingga mudahmudahan kalau anak merasa mudah untuk belajar, maka insya Allah peningkatan mutu dan prestasi
anak didik akan lebih baik. Kita punya harapan besar bahwa ke depan akan memiliki guru-guru yang
berkualitas.” Peserta terdiri dari unsur guru yang berada di lingkungan Kementerian Agama Kota
Cilegon. Jumlah peserta yang ikut serta dalam pelatihan ini sebanyak 293 guru, dengan total 293
(L:133, P:160). Pelatihan ditangani oleh fasilitator sebanyak 16 yang bekerja secara simultan.
Pendanaan dari DIPA sebesar Rp.80.000.000,Di Kota Tangerang, replikasi dilaksanakan di Yayasan Perguruan Islam At Taqwa Kota Tangerang,
pada tanggal 22 – 24 Februari 2014. Acara ini dibuka pada tanggal 22 Februari 2014 oleh Ketua
Yayasan Perguruan Islam At Taqwa, Kota Tangerang, Drs. Habibullah Djamhuri, M.Ag. Peserta terdiri
dari 61 guru dan staf tenaga umum (L:25, P:38) serta 2 orang Kepala Madrasah (Perempuan).
Pelatihan ini diselenggarakan dengan dana dari DIPA sebesar Rp 20.000.000,-
RENCANA KUARTAL DEPAN
Kegiatan yang direncanakan untuk kuartal depan (April – Juni 2014) adalah sebagai berikut:
72

Unjuk karya di Pandeglang

Sosialisasi program di kohor 2

Studi banding kohor 2

Seleksi sekolah praktik yang baik

Unjuk karya tingkat provinsi

ToT Module 2 bagi fasilitator daerah provinsi kohor 1

Pelatihan sekolah kohor 2 Modul 1

Pelatihan sekolah kohor 1 Modul 2

Lokakarya dan pendampingan PPG
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Galeri Foto:
Asesmen kohor 2 - Asesmen untuk 2 daerah kohor 2, Kabupaten
Tangerang dan Kota Tangerang Selatan, dilaksanakan secara berurutan
pada tanggal 15 dan 16 Januari 2014.
Seleksi fasilitator daerah kohor 2 – 30 orang terpilih menjadi fasilitator
daerah masing-masing di Kabupaten Tangerang dan di Kota tangerang
Selatan.
ToT fasilitator daerah kohor 2 tingkat provinsi – Para fasilitator daerah
yang telah terpilih menjalani pelatihan selama 7 hari penuh. Mereka
sangat bersemangat mengikuti pelatihan.
Penataan dan Pemerataan Guru – Bupati Pandeglang, H. Erwan Kurtubi
(ketiga dari kanan), mendukung penuh upaya penataan dan
pemerataan guru demi peningkatan kualitas pendidikan dasar di
wilayahnya.
Pelatihan sekolah mitra LPTK – sebanyak 261 guru, kepala sekolah, dan
komite sekolah dari 18 sekolah dan madrasah mitra Untirta dan IAIN
“SMH” mendapat pelatihan PAKEM, CTL, dan MBS.
Pelatihan kurikulum dan materi bagi dosen LPTK – 53 dosen dari 4
perguruan tinggi mitra Untirta dan IAIN “SMH” yang tergabung dalam
konsorsium mendapatkan pelatihan kurikulum dan materi pembelajaran
yang sesuai dengan Kurikulum 2013.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
73
Provinsi: Jawa Barat
RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN
YANG PENTING
Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi
Tanggal
Dengan siapa
6 Januari 2014
6 Maret 2014
Hasil koordinasi
Dinas Pendidikan, LPMP, dan
P4TK
Dinas Pendidikan, Biro
Otonomi dan Kerjasama, Biro
Pelayanan Sosial

Usulan dari USAID PRIORITAS kepada
LPMP agar fasilitator daerah proyek
diikutkan dalam pelatihan menjadi calon
instruktur national K-13.

Sebagai tindak lanjut, sesuai permintaan dari
LPMP, USAID PRIORITAS mengirim daftar
peserta pelatihan dan daftar fasilitator
daerah ke LPMP

Dipahami bersama oleh peserta diskusi
bahwa fokus pelatihan USAID PRIORITAS
adalah pada standar proses dan penilaian
Hasil diskusi menyepakati beberapa hal terkait
dengan showcase di tingkat provinsi:

Showcase akan diselenggarakan tanggal 30
April 2014 bertempat di kantor Dinas
Pendidikan Provinsi Jawa Barat.

Pemprov meminta daerah non mitra
diundang semua
Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota
Tanggal
Dengan siapa
Hasil koordinasi
27 Februari
2014
Kasubag Program Dinas
Pendidikan Subang
Dinas Pendidikan meminta fasilitasi diseminasi
Renstra dan PPG kepada USAID PRIORITAS
12 Maret 2014
Kepala Dinas, Sekdis, Kabid
Dikdas, Kabid PAUDNI, Kasi
Kurikulum, Kasi Kesiswaan, ,
Kasi Kurikulum Dikmen,
Kemenag dan DF

Anggaran diseminasi program USAID
PRIORITAS telah masuk dalam sistem
APBD sehingga di tahun 2014 ini dan 2015
terdapat 200 juta rupiah untuk kegiatan
diseminasi

Permintaan fasilitasi diseminasi Renstra dan
PPG

Bappeda mendorong Dinas Pendidikan
supaya program kegiatan mutu masuk dan
mewarnai RPJMD dalam Perencanaan
Strategis SKPD Dinas Pendidikan.

Ciamis memiliki bidang baru, yaitu
MUTENDIK (mutu tenaga pendidikan) yang
akan beririsan banyak dengan USAID
PRIORITAS. Terdapat sekitar 17 kegiatan
18-19 Maret
74
Kepala Dinas Pendidikan,
Kepala Bidang Pendidikan,
Kemenag, Kabid Sosbud
Bappeda, DF SD, DF SMP
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Tanggal
Dengan siapa
Hasil koordinasi
peningkatan mutu yang dapat diiriskan
dengan USAID PRIORITAS, diantaranya:
Diklat KKG, Diklat MGMP, Diklat Gemar
Membaca

Ada kajian/wacana, membuat sekolah
rujukan di kecamatan Ciamis dengan
memanfaatkan fasilitator daerah.

Rencana lokakarya pengelolaan sekolah kecil
untuk tiga kecamatan.
KOHOR 2
STUDI BANDING KOHOR 2
Dalam rangka mendapatkan gambaran tentang praktik yang baik hasil dari pelaksanaan PAKEM/CTL
serta MBS di sekolah maka daerah mitra kohor 2 melakukan studi banding ke Kota Cimahi pada
tanggal 5, 6, 12, dan 14 Februari 2014. Peserta yang mengikuti studi banding terdiri dari unsur kepala
sekolah, guru, komite sekolah, pengawas, kepala UPTD, dinas pendidikan, kantor kemenag, Bappeda,
dewan pendidikan, dan fasilitator daerah. Peserta dibagi-bagi dalam kelompok untuk mengunjungi 1
sekolah. Total sekolah yang dikunjungi adalah 1 MI, 5 SD, 1 MTs, dan 2 SMP. Setelah melakukan
kunjungan ke sekolah, semua peserta meminta agar USAID PRIORITAS segera melatih sekolah mitra.
Tanggal
Kabupaten Asal
Kabupaten Tujuan
Peserta (LK/PR)
5 Februari
Tasikmalaya
Cimahi
LK: 59, PR: 50
6 Februari
Bekasi
Cimahi
LK: 75, PR: 33
12 Februari
Cirebon
Cimahi
LK: 82, PR: 28
14 Februari
Kuningan
Cimahi
LK: 71, PR: 38
ToT PROVINSI UNTUK FASILITATOR DAERAH KOHOR 2 (PAKEM, CTL,
MBS)
Dalam rangka meningkatkan kompetensi fasilitator daerah dalam manajemen, pembelajaran, dan
teknik fasilitasi serta menyiapkan fasilitator untuk melatih dan mendampingi di tingkat sekolah maka
dilaksanakan ToT untuk fasilitator daerah kohor 2 pada tanggal 16-22 Januari 2014 bertempat di
Hotel Panorama, Lembang, Bandung Barat. Total peserta yang mengikuti pelatihan adalah 125 orang
yang terdiri dari fasilitator daerah SD/MI, fasilitator SMP/MTs, unsur dinas pendidikan provinsi, LPMP,
dan kanwil kemenag. Menurut peserta, pelatihan yang diselenggarakan USAID PRIORITAS sangat
mudah dicerna dan dipahami dibandingkan dengan pelatihan-pelatihan yang pernah peserta ikuti
sebelumnya.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
75
Guru
Kabupaten
Kepala
sekolah
LK PR
LK
PR
Cirebon
9
6
4
Kuningan
9
6
Tasikmalaya
6
Bekasi
Jawa Barat
Pengawas
LPTK
LPMP
Dinas
Pend
LK PR
LK
PR
LK
PR
LK
PR
0
11
0
0
0
0
0
0
5
3
6
1
0
0
0
0
12
3
3
2
4
0
0
0
11
9
4
0
3
3
0
0
0
0
0
0
0
0
0
0
Kemenag
Lain
Total
LK
PR
LK
PR
LK
PR
0
0
0
0
0
24
6
0
0
0
0
0
0
20
10
0
0
0
0
0
0
0
11
19
0
0
0
0
0
0
0
0
18
12
0
0
2
0
0
0
3
0
5
0
TOTAL
78
47
PELATIHAN TINGKAT SEKOLAH (PAKEM, CTL, MBS) KOHOR 2
Pelaksanaan pelatihan tingkat sekolah kohor 2 di Jawa Barat periode Januari - Maret 2014 adalah
sebagai berikut:
Kabupaten
Kuningan
Jenis Pelatihan
Pembelajaran
SMP/MTs
Tasikmalaya
76
10-12 Maret 2014
(Cilimus)
Unsur Peserta
Kepala Sekolah,
Guru, Pengawas,
Disdik, dan
Kemenag
Sekolah/Instansi
SMPN 1 Cilimus, SMPN 2 Cilimus,
SMPN 3 Cilimus, MTsN Sangkanhurip
11-13 Maret 2014
(Garawangi)
SMPN 1 Garawangi, SMPN 2
Garawangi, SMPN 1 Jalaksana, MTsN
Sindangsari
17-19 Maret 2014
(Cilimus)
SDN 1 Cilimus, SDN 2 Cilimus, SDN
4 Cilimus, SDN 5 Cilimus, SDN 3
Bojong, SDN 4 Bojong, MI PUI
Ciwedus 2, MIN Manis Kidul
24-26 Maret 2014
(Garawangi)
SDN 1 Lengkong, SDN 3 Lengkong,
SDN Tembong, SDN 1 Purwasari,
SDN 2 Purwasari, SDN 3 Purwasari,
MI Cokroaminoto, MI PUI Cikaso
Pembelajaran SD/MI
11 – 13 Maret
2014 (Cikarang
Pusat)
SDN Jayamukti 1, SDN Jayamukti 2,
SDN Jayamukti 3, SDN Hegarmukti1,
SDN Hegarmukti 2, SDN Hegarmukti
3, SDIT An Nuur, MIS Al Hidayah
Muslim Cendekia
Pembelajaran
SMP/MTs
17-19 Maret 2014
(Cikarang Pusat &
Cikarang Selatan)
SMPN 1 Cikarang Pusat, SMPN 2
Cikarang Pusat, SMPN 3 Cikarang
Pusat, MTs Nurul Huda, SMPN 1
Cikarang Selatan, SMPN 2 Cikarang
Selatan, SMPN 3 Cikarang Selatan,
MTSN Serang
Pembelajaran
SMP/MTs
17-19 Maret 2014
(Singaparna)
SMPN 2 Singaparna, SMPN 1
Mangunreja, SMPN 1 Padakembang,
MTsN Singaparna
18-20 Maret 2014
(Ciawi)
SMPN 1 Ciawi, SMPN Sukaresik,
SMPN Pagerageung, MTsN
Pamoyanan
Pembelajaran SD/MI
Bekasi
Waktu
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Kabupaten
Cirebon
Jenis Pelatihan
Waktu
Unsur Peserta
Pembelajaran SD/MI
10-12 Maret 2014
(Plered &
Dukuhpuntang)
Sekolah/Instansi
SDN 1 Panembahan, SDN 2
Panembahan, SDN 3 Panembahan,
SDN 1 Trusmi Wetan,
SDN 2 Trusmi Wetan, SDN 1 Trusmi
Kulon, MI As Salafiah Bode Kec.
Plumbon, MI As Shobirin Gombang
Kec. Plumbon, SDN 1 Cangkoak,
SDN 2 Cangkoak, SDN 1
Sindangjawa, SDN 2 Sindangmekar,
SDN 2 Balad, SDN 1 Kepunduan,
MIN Sindangmekar, MI Miftahul
Mutaalimin Balad
Pembelajaran
SMP/MTs
Guru
Kabupaten
13-15 Maret 2014
(Plered &
Dukuhpuntang)
Komite
sekolah
LK PR
Kepala
Sekolah
LK PR
LK
PR
Kuningan
64
105
-
-
9
Bekasi
47
119
-
-
Tasikmalaya
38
81
-
Cirebon
91
186
-
SMPN 1 Plered, SMPN 2 Plered,
SMPN 3 Plered, MTsN Cirebon 2
Kec. Weru, SMPN 1 Dukupuntang,
SMPN 2 Sumber, Kec. Sumber, SMPN
3 Sumber, Kec. Sumber, MTsN Cisaat
Pengawas
Dinas
Pendidikan
LK
PR
LK
PR
4
3
-
-
8
3
2
1
-
3
1
-
-
16
11
6
Lain
Total
Total
LK
PR
LK
PR
-
-
-
76
109
185
-
-
-
-
57
123
180
3
-
-
-
-
41
85
126
-
5
3
-
-
118
200
318
KOHOR 1:
UNJUK KARYA PRAKTIK YANG BAIK KOHOR 1 TINGKAT DAERAH
Kota Cimahi melaksanakan unjuk karya pada tanggal 10 Februari 2014 bertempat di SMPN 3 Kota
CImahi dengan dihadiri oleh Walikota Cimahi. Unjuk karya di Kabupaten Bandung Barat dilaksanakan
pada tanggal 17 Februari 2014 bertempat di kantor Bupati, dihadiri oleh Wakil Bupati. Kabupaten
Ciamis melaksanakan unjuk karya pada tanggal 19 Februari 2014 bertempat di Gedung Koperasi,
dihadiri oleh Wakil Bupati. Peserta yang hadir kurang lebih sekitar 200 orang di tiap kabupaten.
Pemangku kepentingan di daerah terlihat memiliki program USAID PRIORITAS karena kepala daerah,
kepala dinas pendidikan/kemenag, pengawas sekolah, kepala sekolah, komite sekolah, dan guru
bergerak secara all-out untuk menyukseskan kegiatan ini. Semua sekolah mitra benar-benar
merasakan adanya perubahan dan manfaat. Beberapa siswa mengatakan bahwa pembelajaran sekarang
lebih enak, lebih menyenangkan, pelajaran jadi mudah dimengerti, tidak bosan di kelas, dan nilai
ulangan pun mengalami peningkatan. Masing-masing kepala daerah menyampaikan komitmennya untuk
mendiseminasikan program USAID PRIORITAS ini kepada sekolah-sekolah non mitra secara
bertahap.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
77
Jumlah dan Unsur Peserta Unjuk Karya kohor 1
Unsur Peserta
Ciamis
LK
PR
Kabupaten/Kota
Kabupaten Bandung
Cimahi
Barat
LK
PR
LK
PR
Total
LK
Total
PR
1
-
-
-
-
-
1
0
1
25
40
22
44
30
49
77
133
210
Kepala Dinas
1
-
1
-
-
-
2
0
2
Kepala Kemenag
1
-
-
-
-
-
1
0
1
22
8
14
15
15
13
51
36
87
3
-
-
-
2
-
5
0
5
Komite Sekolah
23
1
17
6
22
2
62
9
71
Lainnya
35
37
22
54
33
56
90
147
237
Pengawas
8
2
4
1
7
2
19
5
24
Rektor
-
1
-
-
-
-
0
1
1
Staf atau pejabat Bappeda
1
-
-
1
1
-
2
1
3
Staf Dinas
4
3
1
15
7
22
8
30
Staf Kemenag
2
1
1
2
5
2
8
5
13
staf/pejabat BKD
1
-
1
-
-
-
2
0
2
Pejabat Universitas (kajur,
dekan, dll)
-
-
1
-
-
-
1
0
1
Anggota/Ketua DPRD
-
-
-
-
1
-
1
0
1
Dosen
-
-
-
-
1
-
1
0
1
127
90
86
124
132
131
345
345
690
Anggota/Ketua Dewan
Pendidikan
Guru
Kepala Sekolah
Kepala UPTD
Total
217
210
263
PENATAAN DAN PEMERATAAN GURU KOHOR 1
Konsultasi public PPG di Kota Cimahi dilaksanakan pada tanggal 7 Februari 2014. Kegiatan ini dihadiri
oleh Wakil Walikota dari awal acara sampai dengan selesai. Peserta yang hadir berjumlah 19 orang
terdiri dari BKD, Bappeda, Sekretaris Dinas Pendidikan, Kepala bidang pendidikan dasar, Kasubbag
Program, dan perwakilan sekolah (pengawas, kepala sekolah, guru). Wakil Walikota menyampaikan
bahwa guru mengajar jangan hanya sekedar memenuhi jam mengajar. Hasil dari konsultasi public
adalah tim PPG akan menindaklanjuti isu PPG dengan membuat Peraturan Walikota mengenai
Penataan dan Pemerataan Guru. Sementara menunggu peraturan tersebut maka akan dikeluarkan
Surat Keputusan Kepala DInas untuk Implementasi Penataan untuk memenuhi 24 jam tatap muka.
78
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Kabupaten
Dinas
Pend.
LK PR
Cimahi
6
Kantor
Kemenag
LK PR
7
-
-
BKD
LK
PR
-
-
Bappeda
dll
LK PR
1
Kepala
Sekolah
LK PR
Pengawas
LK
PR
3
2
-
-
Guru
Total
Total
LK
PR
LK
PR
-
-
10
9
-
LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)
PELATIHAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK
Pada periode Januari –Maret 2014, pelatihan sekolah mitra LPTK yang dilaksanakan di Jawa Barat
adalah:
Jenis Pelatihan
Tempat
Pembelajaran SD (UPI)
Waktu
Hotel Banana Inn, Bandung
Jumlah Peserta
25-27 Jan 2014
LK: 8
PR: 37
Pembelajaran SMP
(UPI)
Hotel Banana Inn, Bandung
Pembelajaran MI (UIN)
Hotel Bali Word, Bandung
25-27 Jan 2014
LK: 11
PR: 33
18-20 Feb 2014
LK: 14
PR: 28
Pembelajaran MTs
(UIN)
Hotel Bali Word, Bandung
MBS SD/MI
Hotel Banana Inn
18-20 Feb 2014
LK: 10
PR: 33
13-15 Maret 2014
LK: 30
PR: 18
MBS SMP/MTs
Hotel Banana Inn
13-15 Maret 2014
LK: 27
PR: 10
LPTK
Guru
Komite sekolah
LK
PR
Kepala sekolah
LK
PR
LK
PR
UPI
25
75
13
3
4
UIN
32
64
14
3
6
Pengawas
Lain
Total
Total
LK
PR
LK
PR
LK
PR
7
3
0
0
1
45
86
131
3
2
0
0
0
54
70
124
PELATIHAN KURIKULUM DAN MATERI BAGI DOSEN LPTK
Pelatihan kurikulum dan materi bagi dosen LPTK dilaksanakan pada tanggal 21-24 Februari 2014
bertempat di Hotel Pesona Bamboe, Lembang, Bandung Barat. Peserta yang mengikuti terdiri dari
laki-laki 27 orang dan perempuan 25 orang.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
79
19
LPTK
Laki-Laki
Perempuan
Jumlah
IAID Ciamis
4
4
8
STAI Siliwangi
Cimahi
2
1
3
UIN Bandung
1
5
6
UNINUS Bandung
6
5
11
UNPAS Bandung
3
2
5
UPI Bandung
11
8
19
Jumlah
27
25
52
DISEMINASI TINGKAT DISTRIK
Sepanjang bulan Januari-Maret 2014, daerah DBE yang melaksanakan diseminasi adalah Karawang dan
Kota Bogor. Karawang mendiseminasikan melalui KKG dan MGMP di 17 kecamatan. Jumlah peserta
yang dilatih melalui kegiatan diseminasi ini adalah 1.589 orang yang terdiri dari 603 orang laki-laki dan
986 orang perempuan. Jumlah dana yang berasal dari APBD adalah Rp. 280.800.000,- sedangkan
jumlah dana yang berasal dari mandiri sekolah adalah Rp112.620.000,- Di Kabupaten lainnya tidak ada
diseminasi karena anggarannya belum tersedia pada periode ini.
KEGIATAN LAIN
EGRA Sekolah Mitra UPI dan UIN
EGRA terhadap sekolah mitra UPI dan UIN dilaksanakan pada tanggal 26-28 Maret 2014. Sekolah
yang diases terdiri dari MIN 2 Margasari, MIN Cicendo, MI Al-Misbah, SD Isola, SD Lab School UPI,
dan SD Sukarasa. EGRA dilakukan oleh asesor yang telah melakukan EGRA di daerah mitra
PRIORITAS.
Monitor Awal Sekolah Mitra UPI dan UIN
Pengambilan data awal terhadap sekolah mitra UPI dan UIN dilaksanakan pada tanggal 18-19 Maret
2014. Sekolah yang disurvei adalah SDN Isola, SD Lab School UPI, SMPN 12 Bandung, SMP Lab
School UPI, MI Al Misbah, MIN 2 Margasari, MTs Kifayatul Achyar, dan MTsN 2 Kota Bandung.
Terdapat 2 sekolah sampel yang tidak bisa disurvei pada tanggal tersebut, yaitu SDN Sukarasa dan
MIN Cicendo karena sedang melaksanakan UTS. Kedua sekolah tersebut akan diambil datanya pada
awal April sesuai dengan kesepakatan dengan kepala sekolah masing-masing. Pengambilan data
dilakukan oleh enumerator yang berasal dari fasilitator daerah DBE yang juga menjadi enumerator
pada kegiatan pemonitoran di daerah mitra PRIORITAS.
RENCANA KUARTAL DEPAN
Kegiatan yang direncanakan untuk kuartal depan (April – Juni 2014) adalah sebagai berikut:
80

Pelatihan tingkat sekolah kohor 2

Unjuk karya Provinsi

TOT fasilitator daerah kohor 1 Modul 2

PPG kohor 2

Rapat perencanaan dan reviu kabupaten
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014

Rapat dengan sekolah lab dan sekolah mitra LPTK

Diskusi Kebijakan PPG di tingkat provinsi
Galeri Foto:
Peserta TOT calon fasilitator daerah kohor 2 tengah aktif menyusun
skenario belajar.
Siswa bermain peran saat belajar IPS, bagian dari praktik mengajar
pada TOT calon fasilitator daerah kohor 2.
Saat studi banding ke Cimahi, para guru dari Cirebon, Tasikmalaya,
Kuningan, dan Bekasi mendapati siswa sedang aktif belajar di kelas/luar
kelas.
Ki-ka: Wali Kota, Kadisdikpora, kepala sekolah dan Asda I Kota Cimahi
didampingi Erna Irnawati mengunjungi seluruh stan pameran sekolah
mitra saat unjuk karya di Kota Cimahi.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
81
Betapa bangga Wakil Bupati Bandung Barat dan Stuart saat didaulat
oleh siswa SDN Rajamandala 2 yang sangat percaya diri ini untuk
mencoba hasil karya mereka pada simulasi pembelajaran, bagian dari
rangkaian unjuk karya di Bandung Barat.
Rangkaian unjuk karya di kabupaten Ciamis:



82
Bupati dan PC meninjau stan pameran
Siswa menjelaskan kepada PC proses belajar dengan alat peraga
dan menjelaskan hasil karyanya
Siswa tengah belajar mewawancarai Bupati dan Kepala
Kabupaten Ciamis.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Provinsi: Jawa Tengah
RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN
YANG PENTING
Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi
Tanggal
Dengan siapa
3-13 Maret
2014
Dinas Pendidikan, Bappeda,
Kemenag, Setda, Dewan
Pendidikan Provinsi, dan LPTK
Hasil koordinasi
Pemangku kepentingan mengetahui perkembangan
program di 5 kabupaten mitra USAID PRIORITAS
kohor 1.
Rapat Koordinasi/Reviu/Perencanaan di LPTK
Tanggal
Dengan siapa
Hasil koordinasi
6-7 Januari dan 4
Februari 2014
Contact person dan fasilitator
UNY, UNNES, dan IAIN
Walisongo
Disepakatinya tempat, jadwal, undangan, dan peserta
pelatihan sekolah lab/mitra UNY, UNNES, dan IAIN
Walisongo
Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten
Tanggal
Dengan siapa
Hasil koordinasi
15-Jan-14
Kadinas Pendidikan, Aminudin Kasi
Kurikulum SD, Kabid SMP Kabupaten
Semarang
Dinas Pendidikan siap mendampingi program PPG
dan unjuk karya siap dilaksanakan di Kabupaten
Semarang
20 Jan 2014
Kasi SD, Kasi SMP, Kabid Dikdas,
Dinas Dikpora Karangayar
Pendanaan diseminasi terkomunikasikan dan
pengajuan diseminasi PPG dari Dinas Dikpora
23 Januari
2014
Fasilitator daerah SD, MI, SMP, MTS
dan kepala Sekolah Mitra di
Banjarnegara
Terkoordinasinya hasil evaluasi program USAID
PRIORITAS Banjarnegara
24 Januari
2014
Fasilitator Daerah dan Kepala Bidang
Tenaga Pendidikan Kabupaten
Purbalingga
Masukan-masukan dari pendampingan tersampaikan
untuk di tindaklanjuti oleh Dinas pendidikan dan
unjuk karya siap dilaksanakan di Purbalingga
11 Februari
2014
Dinas pendidikan, fasilitator daerah
dan kepala sekolah mitra Kabupaten
Semarang
Terpetakannya capaian program di kabupaten
Semarang
10 Maret
2014
Kepala Disdikpora Kabuaten Batang
Kepala Dinas mendukung unjuk karya dan akan
mengalokasikan sejumlah dana pendamping.
KOHOR 2
TOT FASILITATOR DAERAH KABUPATEN KOHOR 2
Pelatihan untuk fasilitator modul 1 untuk kabupaten kohor 2 diselenggarakan di Hotel Solo Paragon,
Surakarta pada tanggal 16-22 Januari 2014. Peserta berasal dari unsur fasilitator daerah dari 2
kabupaten mitra kohor 2 yaitu Kabupaten Pekalongan dan Kabupaten Wonosobo. Selain fasilitator
dari kedua kabupaten tersebut, terdapat fasilitator dari kabupaten Sragen, Purworejo dan
Banjarnegara yang mengikuti pelatihan karena ada pergantian fasilitator daerah sehingga total peserta
berjumlah 63 orang (L:43, P:30).
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
83
Kabupaten
Guru
LK
PR
Kepala
sekolah
LK
PR
Pengawas
LK
PR
Pekalongan
13
4
5
1
1
Wonosobo
8
4
4
5
9
Sragen
1
Banjarnegara
Purworejo
1
1
6
LPTK
LK
LPMP
LK
LK
19
PR
Dinas
Pendidikan
LK
PR
Kemenag
LK
PR
Total
Total
LK
PR
19
19
11
30
21
21
21
9
30
1
1
1
1
1
1
1
1
1
1
1
1
PELATIHAN TINGKAT SEKOLAH (PAKEM, CTL, MBS)
Kabupaten Pekalongan
Pelatihan PAKEM tingkat SD/MI di Kabupaten Pekalongan dilaksanakan dalam 2 tahap, tahap 1 pada
tanggal 22 – 24 Februari 2014 dan tahap 2 pada tanggal 28 Februari – 2 Maret 2014 di Gedung
Pemuda Kecamatan Kajen. Tahap 1 adalah untuk kepala sekolah/madrasah dan guru kelas 1, 2, dan 3
Kecamatan Wiradesa dan guru kelas 4, 5, dan 6 dan kepala sekolah/madrasah Kecamatan Kajen.
Tahap 2 adalah untuk guru kelas 4, 5 dan 6 dan kepala sekolah/madrasah Kecamatan Wiradesa dan
guru kelas 1, 2, dan 3 dan kepala sekolah/madrasah Kecamatan Kajen. Peserta tahap 1 terdiri dari 59
orang (L:15, P:44) dan tahap 2 berjumlah 60 orang (L:23, P:37). Unsur yang terlibat berasal dari guru,
kepala sekolah, pengawas dan staf dinas pendidikan/kemenag.
Pelatihan CTL tingkat sekolah di Kabupaten Pekalongan dilaksanakan dalam dua kelompok.
Kelompok 1 diadakan pada tanggal 22-24 Februari 2014 di Aula SMKN 1 Kedungwuni Pekalongan
dengan diikuti oleh 61 orang (L:34, P:27). Kelompok 2 dilaksanakan pada tanggal 8-10 Maret 2014
bertempat di Gedung Pemuda Kecamatan Kajen. Pelatihan diikuti oleh 59 orang (L:31, P:28).
Pelatihan MBS untuk jenjang SD/MI dilaksanakan dalam 2 tahap. Tahap 1 diadakan pada tanggal 10 –
12 Maret 2014 bertempat di Aula SMKN 1 Kedungwuni dan diikuti oleh 44 orang (L:25, P:19).
Tahap 2 dilaksanakan pada tanggal 14–16 Maret 2014 bertempat di Aula Kemenag Kabupaten
Pekalongan. Peserta dalam kegiatan ini sejumlah 43 orang (L:27, P:16). Pelatihan MBS tingkat
SMP/MTs dilaksanakan pada tanggal 14–16 Maret 2014 di Gedung Pemuda Kabupaten Pekalongan.
Kegiatan tersebut diikuti oleh 44 orang (L:30, P:14) peserta.
Kabupaten Wonosobo
Pelatihan PAKEM jenjang SD/MI di Kabupaten Wonosobo dilaksanakan dalam 2 tahap. Tahap 1
dilaksanakan pada tanggal 6–8 Maret 2014, tahap 2 dilaksanakan pada tanggal 15–17 Maret 2014 di
Rumah Makan Sari Rasa, Wonosobo. Peserta tahap 1 berjumlah 57 orang (L:17, P:40) dan tahap 2
berjumlah 55 (L:20, P:35).
Pelatihan CTL jenjang SMP/MTs di Kabupaten Wonosobo bagi 101 orang (L:45, P:56) dilaksanakan
pada tanggal 8-10 Maret 2014 di Rumah Makan Sari Rasa Wonosobo. Praktik mengajar dilaksanakan
di SMPN 1 Garung, MTs Ma’arif Garung, SMPN 1 Kertek, dan MTs Ma’arif Kertek Wonosobo.
Pelatihan MBS tingkat SMP/MTs dilaksanakan pada tanggal 11-13 Maret 2014 di RM Sari Rasa
Kabupaten Wonosobo. Kegiatan diikuti oleh 39 orang (L:28, P:11). Pelatihan untuk jenjang SD/MI
dilaksanakan pada 29-31 Maret 2014 untuk tahap 1 dengan jumlah peserta 41 orang (L:27, P:14) dan
tanggal 3-5 April untuk tahap 2.
84
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
PAKEM SD/MI
Kabupaten
Guru
LK
PR
Komite
sekolah
LK PR
Kepala
sekolah
LK
PR
Pengawas
LK
Pekalongan-1
10
38
5
2
1
Pekalongan-2
13
35
6
2
2
Wonosobo 1
8
38
6
2
1
Wonosobo 2
15
33
3
2
PR
1
Lain
LK
Total
PR
1
LK
1
Total
PR
17
42
59
2
23
37
60
2
17
40
57
2
20
35
55
CTL SMP/MTs
Kabupaten
Guru
LK
PR
Komite
sekolah
LK PR
Kepala
sekolah
LK
PR
Pekalongan-1
21
33
4
Pekalongan-2
23
29
2
Wonosobo
42
56
3
Pengawas
LK
1
2
PR
1
2
Lain
LK
Total
PR
LK
Total
PR
1
27
34
61
1
28
31
59
45
56
101
MBS SD/MI dan SMP/MTs
Kabupaten
Guru
LK
PR
Komite
sekolah
LK PR
Pekalongan
SD/MI 1
21
12
Pekalongan
SD/MI 2
5
11
14
Pekalongan
SMP/MTs
5
11
16
Wonosobo
SMP/MTs
6
8
14
Wonosobo
SD/MI
3
13
15
Kepala
sekolah
LK
PR
Pengawas
LK
4
4
5
2
1
5
2
1
2
6
-
7
2
PR
Lain
LK
Total
PR
LK
3
Total
PR
25
19
44
27
16
43
3
30
14
44
1
2
28
11
39
1
2
27
14
41
2
1
1
KOHOR 1:
UNJUK KARYA (SHOWCASE) PRAKTIK YANG BAIK KOHOR 1 TINGKAT
DAERAH
Unjuk karya praktik yang baik program USAID PRIORITAS di 5 kabupaten Prioritas dilaksanakan
secara bergantian dan masing-masing dilakukan dalam 2 hari yaitu, satu hari untuk persiapan dan satu
hari untuk pelaksanaan acara. Peserta berasal dari unsur Bupati, BKD, Bappeda, DPRD, Dewan
Pendidikan, PGRI, Sekretariat Daerah, Dinas Pendidikan dan jajarannya, Kementrian Agama dan
jajarannya, forum guru, fasilitator daerah, dan sekolah mitra.
Di Kabupaten Purbalingga kegiatan unjuk karya dilaksanakan pada tanggal 3-4 Maret 2014 di Aula
Bupati Purbalingga dan dihadiri oleh 205 orang (L:77, P:128). Di Kabupaten Sragen unjuk rasa
diadakan pada tanggal 4-5 Maret 2014 di Gedung Kartini. Jumlah peserta dalam pameran berjumlah
249 orang (L:149, P:100). Di Kabupaten Banjarnegara pelaksanaan diadakan di Gedung Wanita
Kabupaten Banjarnegara pada tanggal 5-6 Maret 2014 dengan diikuti oleh 222 orang (L:121, P:101).
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
85
Di Kabupaten Semarang diadakan pada tanggal 10-11 Maret 2014 dan diikuti oleh 220 orang (L:131,
P:89) di Griya Robusta Kopi. Di Kabupaten Batang unjuk karya diadakan pada tanggal 12-13 Maret di
Aula Bupati Batang dan diikuti oleh 233 orang peserta (L:121, P:111).
Selain dihadiri oleh pemangku kepentingan kabupaten untuk karya di Jawa Tengah juga dihadiri oleh
pemangku kepentingan provinsi dan nasional seperti dari Dinas Pendidikan Provinsi, Bappada
Provinsi, Biro Kerjasama Luar Negeri, Biro Humas, Kantor Kementrian Agama, UNNES, IAIN
Walisongo, IKIP PGRI Semarang, Universitas Katolik Satya Wacana Salatiga, STAIN Pekalongan, dan
STAIN Purwokerto, serta dari Kementrian Pendidikan dan Kebudayaan Jakarta.
UNJUK KARYA PRAKTIK YANG BAIK KOHOR 1 TINGKAT PROVINSI
(direncanakan bulan April atau Mei 2014)
PEMILIHAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1
Pemilihan sekolah praktik yang baik diawali dengan pemilihan nominasi sekolah dan akan dilanjutkan
dengan verifikasi ke sekolah serta penetapan sekolah praktik yang baik. Pada tahap ini, pemilihan
nominasi sekolah praktik yang baik telah selesai dilakukan. Di masing-masing kabupaten, 6 SD/MI dan
4 SMP/MTs telah dinominasikan untuk menjadi sekolah praktik yang baik.
PENATAAN DAN PEMERATAAN GURU KOHOR 1
Kegiatan Konsultasi Publik Program Penataan dan Pemerataan Guru dilaksanakandi Kabupaten Sragen
pada tanggal 16-17 Januari 2014 di Ruang Krida Manggala Kabupaten Sragen dan Kabupaten
Purbalingga pada tanggal 22-23 Januari 2014 di Aula Bupati Kabupaten Purbalingga. Hasil kegiatan ini
yaitu pemangku kepentingan di kabupaten telah mengetahui, mendukung, dan memberikan alternatif
kebijakan yang bisa dilakukan untuk menata dan memeratakan guru.
Sebagai tindak lanjut dari kegiatan Konsultasi Publik PPG dilaksanakanlah kegiatan Pra-lokakarya
Penyusunan Rancangan Implementasi Kebijakan PPG. Kegiatan dilaksanakan di Kabupaten Semarang
pada tanggal 12-13 Maret 2014 dan di Kabupaten Sragen pada tanggal 18-19 Maret 2014. Tujuan
kegiatan tersebut yaitu untuk penguatan kapasitas Tim Kebijakan PPG kabupaten. Hasil dari
implementasi ini kabupaten telah mendapatkan pemetaan secara rinci sekolah mana yang akan
melakukan alternatif kebijakan seperti pada kebijakan penggabungan sekolah.
Kabupaten
LPTK
Dinas
Pend.
LK
PR
LK
PR
Sragen
1
0
8
Purbalingga
1
1
11
Bappeda
BKD
LK
PR
LK
2
1
0
1
2
2
0
3
Lainnya
PR
Total
Total
LK
PR
LK
PR
0
3
5
13
6
21
0
5
0
21
2
25
LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)
PELATIHAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK
Pelatihan PAKEM bagi sekolah mitra UNY dilaksanakan pada tanggal 24–27 Januari 2014 di Gedung
FIP UNY dan untuk sekolah mitra UNNES dan IAIN Walisongo dilaksanakan pada tanggal 15 – 17
Februari 2013 di Hotel Gumaya Semarang. Kegiatan di UNY diikuti oleh 7 SD dengan jumlah peserta
55 orang (L:12, P: 43) dan di Semarang diikuti oleh 6 madrasah dan 6 sekolah dasar dengan jumlah
peserta 89 orang (L:31, P:58).
86
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Pelatihan CTL bagi mitra UNY dilaksanakan pada tanggal 25-27 Januari 2014 di Ruang Seminar FBS
UNY dengan peserta 54 orang (L:21, P:33). Pelatihan CTL bagi sekolah/madrasah mitra UNNES dan
IAIN Walisongo diadakan pada tanggal 15-17 Februari 2014 di Hotel Gumaya Semarang dengan
peserta 78 orang (L:34, P:44).
Pelatihan MBS sekolah mitra LPTK UNY baik SD dan SMP dilaksanakan pada tanggal 10 – 12 Februari
2014 di Fakultas Bahasa Sastra UNY dan diikuti oleh 37 orang (L:20, P:17) sedangkan peserta SMP
sebanyak 20 orang (L:17, P:3). Pelatihan MBS sekolah mitra LPTK UNNES dan IAIN Walisongo
Semarang baik SD/MI dan SMP/MTs diselenggarakan pada tanggal 22 – 24 Februari 2014 di Hotel
Gumaya Semarang dan diikuti oleh 60 orang (L:22, P:38) dan sebanyak 32 orang (L:25, P:7) peserta
SMP/MTs.
PAKEM SD/MI UNY, Unnes, dan IAIN Walisongo.
LPTK
UNY
Unnes & IAIN
Walisongo
Guru
Komite
sekolah
LK PR
Kepala
sekolah
LK PR
Pengawas
LK
Lain
PR
LK
Total
PR
LK
Total
LK
PR
PR
6
36
-
-
4
3
-
4
2
-
12
43
55
21
51
-
-
6
6
2
1
2
-
31
58
89
CTL SMP/MTs UNY, Unnes, dan IAIN Walisongo.
LPTK
Guru
LK
PR
Komite
sekolah
LK
PR
Kepala
sekolah
LK PR
UNY
15
32
3
Unnes & IAIN
Walisongo
30
43
4
Pengawas
LK
1
PR
2
Lain
LK
Total
PR
1
1
Total
LK
PR
21
33
54
34
44
78
MBS SD/MI dan SMP/MTs UNY, Unnes, dan IAIN Walisongo
LPTK
Guru
LK
PR
Komite
sekolah
LK
PR
UNY SD
4
10
10
UNY SMP
7
2
7
Unnes & IAIN
Walisongo
SD/MI
11
13
18
Unnes & IAIN
Walisongo
SMP/MTs
3
4
13
3
Kepala
sekolah
LK PR
Pengawas
LK
PR
Lain
Total
Total
LK
PR
LK
PR
4
3
1
-
1
1
20
17
37
3
1
-
-
-
-
17
3
20
3
6
5
1
1
2
-
38
22
60
2
6
1
1
25
7
32
2
PELATIHAN KURIKULUM DAN MATERI BAGI DOSEN LPTK
Pada tanggal 20-22 Februari 2014 dilaksanakan pelatihan dosen LPTK dalam kurikulum dan materi
pembelajaran di Hotel Grand Artos, Magelang yang diikuti oleh 84 peserta (L:35, P: 49) dari 8 LPTK
mitra dan anggota konsorsium. Berikut adalah rincian peserta pelatihan.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
87
IAIN
Walisogo
IKIP
PGRI
STAIN
Pekalongan
STAIN
Purwketo
UKEPALA
SEKOLAHW
Salatiga
Unnes
UNY
UNS
Total
LK
6
1
1
-
1
3
5
-
17
PR
1
1
1
2
1
1
1
2
10
LK
5
1
-
-
2
5
4
3
20
PR
5
1
-
-
-
1
2
2
11
LK
5
2
-
-
1
1
3
-
12
PR
2
2
1
-
1
2
3
3
14
24
8
3
2
6
13
18
10
84
Mapel
Literasi
Science
Mat
Total
MONITORING DAN EVALUASI KOHOR 2
Tim Monitor telah melakukan pengambilan data untuk tingkat kabupaten mitra baik kohor 1 maupun
kohor 2 yang dilakukan antara tanggal 16 Januari – 17 Februari 2014. Data yang diambil antara lain
jumlah siswa, rombongan belajar, guru, APK, APM, APS, dan data APBD. Kegiatan lain yaitu
pengambilan data awal pada sekolah mitra LPTK (UNNES, IAIN Walisongo, dan UNY) dengan
mengambil sampel 5 sekolah untuk tiap LPTK (3 SD/MI dan 2 SMP/MTs) dengan total 15 sekolah
sampel.
Pengambilan data dilakukan melalui wawancara dengan kepala sekolah, guru, komite
sekolah, dan melalui pengamatan terhadap guru yang sedang mengajar, dan tes siswa kelas IV dan V
untuk tingkat SD/MI serta kelas VIII untuk tingkat SMP/MTs. Tes dan pengamatan pembelajaran
dilakukan untuk mapel IPA, Matematika, dan Bahasa Indonesia.
KUNJUNGAN PEMANGKU KEPENTINGAN KE KABUPATEN PRIORITAS
Kunjungan pemangku eepentingan provinsi dilakukan pada tanggal 3-13 Maret 2014. Rangkaian
kegiatan setiap kabupaten dilaksanakan dalam 2 hari. Pada hari pertama tim pemangku kepentingan
yang telah dibekali instrumen pengamatan dibagi menjadi 2 rombongan sesuai dengan jumlah
kecamatan dan mengunjungi 2 sekolah/madrasah, sehingga total dalam sehari ada 4 sekolah/madrasah
yang dikunjungi. Pada hari kedua tim pemangku kepentingan provinsi mengikuti rangkaian acara unjuk
karya sampai selesai. Jumlah pemangku kepentingan yang mengikuti rangkaian acara berjumlah 21
orang (L:13, P:8) dengan pembagian berikut: Kabupaten Purbalingga 3-4 Maret 2014 sejumlah 3
orang, Sragen 4-5 Maret 2014 sejumlah 6 orang, Banjarnegara 5-6 Maret 2014 sejumlah 3 orang,
Semarang 10-11 Maret 2014 sejumlah 4 orang, dan Batang 12-13 Maret 2014 sejumlah 5 orang.
DISEMINASI TINGKAT DISTRIK
Kegiatan diseminasi dari bulan Januari sampai Maret 2014 di Provinsi Jawa Tengah tercatat sebanyak
6 kali kegiatan, dengan rincian 2 kali di Kabupaten Demak, 2 kali di Purworejo, 1 kali di Jepara, dan 1
kali Grobogan. Kegiatan berupa pelatihan praktik yang baik dalam pembelajaran, baik SD/MI maupun
SMP/MTs. Total peserta yang mengikuti kegiatan adalah 590 orang (L:284, P:306) yang berasal dari
unsur guru, kepala sekolah, komite, pengawas, UPTD, dan staf Dinas Dindikpora dan Kemenag.
Jumlah dana untuk 6 kali kegiatan tersebut adalah sebesar Rp. 124.325.000 dengan rincian: BOS
sebanyak Rp. 45.530.000, Non BOS/Mandiri sebesar Rp. 19.500.000, dan USAID PRIORITAS
sejumlah Rp. 59.295.000.
RENCANA KUARTAL DEPAN
88

Unjuk Karya tingkat provinsi Jawa Tengah

Lokakarya PPG tingkat provinsi Jawa Tengah
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014

Implementasi kebijakan PPG di 5 kabupaten kohor 1

TOT, pelatihan dan pendampingan PPG di 2 kabupaten kohor 2

TOT fasilitator daerah Pakem/CTL dan MBS modul 2

Pelatihan kabupaten/sekolah untuk Pakem/CTL dan MBS mudul 2 di 5 kabupaten kohor 1

Pendampingan Pakem/CTL dan MBS modul 1 di 2 kabupaten kohor 2

Diseminasi di kabupaten DBE dan kabupaten kohor 1
Galeri Foto
Peserta pelatihan PAKEM untuk sekolah lab/mitra UNNES dan IAIN
Walisongo berdiskusi, Jumat, (14/2)
Siswa MI Sojomerto berinterasi dengan Wakil Bupati Batang dan COP
USAID PRIORITAS untuk menguji aliran listrik pada acara Unjuk Karya
di Kabupaten Batang, Kamis (13/3)
Salah satu kelompok IPA sedang melakukan percobaan ketika simulasi,
Kamis (20/2)
Siswa MI Mrebet Purbalingga memamerkan alat GABILBASING secara
interaktif pada unjuk karya di Purbalingga, Selasa (4/3).
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
89
Drs Ashari, Kabid Tendik Dindik Purbalingga memaparkan hasil analisis
data di hadapan Bupati dan pemangku kepentingan pada Konsultasi
Publik Penataan dan Pemerataan Guru, Rabu (22/1)
Salah satu guru kelas awal peserta pelatihan PAKEM sedang praktik
mengajar di Kelas Awal SDN Jengkol 2 Wonosobo, Sabtu (8/3)
Ibu Agustanti, Kepala SMPN 3 Garung sedang memaparkan hasil kerja
kelompoknya pada pelatihan MBS di Wonosobo, Selasa (11/3)
Kelompok Mapel Bahasa Inggris sedang menempel hasil karyanya pada
pelatihan CTL di Wonosobo, Sabtu (8/3)
90
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Provinsi: Jawa Timur
RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN
YANG PENTING
Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi
Tanggal
Dengan siapa
Hasil koordinasi
21 Januari 2014
Sekretaris Dinas Pendidikan
Provinsi Jawa Timur, Sucipto
Membahas teknis kegiatan unjuk karya provinsi dan
melaporkan pelaksanaan kegiatan USAID PRIORITAS
Jawa Timur
21 Februari
2014
Bappeda Jawa Timur, Pemprov
Jawa Timur Biro Kerjasama, 8
lembaga donor di Jawa Timur
Persiapan lokakarya kemitraan pembangunan Jawa
Timur bersama 38 Kabupaten/Kota se-Jawa Timur
25 Februari
2014
Bappeda Jawa Timur, Pemprov
Jawa Timur Biro Kerjasama, 38
Bappeda kabupaten/kota, 8
lembaga donor di Jawa Timur
Lokakarya kemitraan pembangunan Jawa Timur
bersama 38 Kabupaten/Kota se-Jawa Timur
menghasilkan kesepakatan bahwa Bappeda Jawa
Timur akan memfasilitasi kabupaten/kota yang ingin
melakukan diseminasi Program USAID PRIORITAS
Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota
Tanggal
18 Maret 2014
Dengan siapa
GMS bertemu dengan Tim
Teknis Kabupaten Lumajang.
Hasil koordinasi
Koordinasi dan persiapan Sosialisasi program
penataan dan pemerataan guru (PPGP) berbasis
pendataan Kabupaten Lumajang pada tanggal 1 April
2014.
STUDI BANDING KOHOR 2
Studi banding kohor 2 dari kabupaten Lumajang dan Ngawi ke Kabupaten Sidoarjo dilaksanakan pada
tanggal 12-13 Februari 2014. Sekolah yang dikunjungi adalah SDN Sedati Gede 2, SD Hang Tuah 10,
SMPN 4 Sidoarjo, SMPN 5 Sidoarjo dan MTs Nurul Huda.
Tanggal
12-13 Februari 2014
Kabupaten Asal
Lumajang & Ngawi
Kabupaten Tujuan
Sidoarjo
Peserta (LK/PR)
Lumajang L: 72, P:26;
Ngawi L:74, P:23
ToT PROVINSI FASILITATOR DAERAH KOHOR 2 (PAKEM, CTL, MBS)
TOT fasilitator daerah kohor 2 untuk Lumajang dan Ngawi dilaksanakan pada tanggal 26 Januari – 2
Februari 2014 di Hotel Purnama Batu dengan total peserta 74 orang (L:46, P:28).
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
91
Fasilitator daerah SD/MI:
Guru
Kabupaten
LK
PR
Kepala
sekolah
LK PR
Lumajang
Ngawi
2
3
Madiun
Pengawas
LK
PR
2
4
4
5
4
3
4
1
LPTK
LK
LPMP
PR
LK
PR
Dinas
Pend
LK PR
Kemenag
LK
1
PR
Lain
LK
PR
1
1
Total
LK
PR
11
6
11
6
1
Situbondo
1
1
2
2
1
3
Fasilitator daerah SMP/MTs:
Guru
Kabupaten
Kepala
sekolah
LK PR
LK
PR
Lumajang
3
5
0
Ngawi
7
3
3
Blitar
1
Mojokerto
1
Pengawas
LK
PR
2
1
3
LPTK
LK
LPMP
PR
LK
PR
2
Dinas
Pend
LK PR
Kemenag
LK
PR
Lain
LK
PR
Total
LK
PR
1
6
9
1
13
3
1
1
1
1
PELATIHAN TINGKAT SEKOLAH (PAKEM, CTL, MBS) KOHOR 2
Kabupaten Lumajang:
1. Pelatihan PAKEM SD/MI Kecamatan Sukodono, 19-21 Februari 2014
2. Pelatiahan PAKEM SD/MI Kecamatan Lumajang, 22-24 Februari 2014
3. Pelatihan MBS SD/MI, 11-13 Maret 2014
4. Pelatihan CTL SMP/MTs Kecamatan Sukodono, 19-21 Februari 2014
5. Pelatihan CTL SMP/MTs Kecamatan Lumajang, 22-24 Februari 2014
6. Pelatihan MBS SMP/MTs, 11-13 Maret 2014
Kabupaten Ngawi:
1. Pelatihan PAKEM SD/MI Kecamatan Gerih, 2-4 Maret 2014
2. Pelatihan PAKEM SD/MI Kecamatan Geneng, 5-7 Maret 2014
3. Pelatihan CTL SMP/MTs Kecamatan Geneng, 19-21 Maret 2014
Peserta Kabupaten Lumajang:
Guru
Kabupaten
Komite
sekolah
LK PR
Kepala
Sekolah
LK PR
LK
PR
PAKEM SD/MI
Kec. Sukodono
7
39
4
4
PAKEM SD/MI
Kec. Lumajang
5
42
7
MBS SD/MI
9
23
12
CTL SMP/MTs
Kec. Sukodono
26
CTL SMP/MTs
Kec. Lumajang
MBS SMP/MTs
Pengawas
Lain
Total
Total
LK
PR
4
19
44
63
1
4
19
44
63
4
2
5
56
36
92
34
4
1
3
33
35
68
21
39
4
1
2
1
27
41
68
7
9
4
2
2
2
33
17
50
26
15
6
1
5
PR
LK
4
1
1
3
4
3
LK
PR
2
92
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Peserta Kabupaten Ngawi:
Guru
Kabupaten
Komite
sekolah
LK PR
Kepala
Sekolah
LK PR
Pengawas
Lain
Total
Total
LK
PR
LK
PAKEM SD/MI
Kecamatan
Gerih
8
42
3
3
3
PAKEM SD/MI
Kecamatan
Geneng
11
38
5
2
1
CTL SMP/MTs
Kecamatan
Geneng
12
43
PR
LK
2
1
LK
PR
1
15
45
60
1
18
42
60
15
43
58
2
PR
0
KOHOR 1:
UNJUK KARYA PRAKTIK YANG BAIK KOHOR 1, TINGKAT DAERAH
Kabupaten Pamekasan
Kegiatan unjuk karya di Kabupaten Pamekasan dilaksanakan pada tanggal 11 Maret 2014 yang dihadiri
langsung oleh Bupati Pamekasan. Kegiatan ini juga diikuti dengan unjuk karya 24 sekolah mitra dan
gugus. Bupatei Pamekasan mengutarakan apresiasi beliau terhadap USAID PRIORITAS yang sudah
membentuk dan melatih fasilitator daerah sebagai aset daerah yang sangat bermanfaat.
Kabupaten Mojokerto
Unjuk karya praktik yang baik di Kabupaten Mojokerta diselenggarakan di gedung serba guna
Fabupaten Mojokerto pada tanggal 12 Maret 2014 dengan menghadirkan hasil karya dari 23 sekolah
mitra USAID PRIORITAS. Acara pameran dihadiri oleh Bupati Mojokerto Bapak Mustofa Kemal
Pasha serta Wakil Bupati Mojokerto Ibu Choirunnisa beserta 9 orang kepala dan pejabat SKPD.
Dalam sambutannya Bupati Mojokerto menyampaikan apresiasi yang tinggi terhadap kerjasama antara
USAID PRIORITAS
Kabupaten Situbondo
Pameran pendidikan di Situbondo dilaksanakan di Gedung Bhayangkara pada tanggal 24 Maret 2014.
Kegiatan ini dibuka langsung oleh Bupati Situbondo beserta jajaran SKPD terkait.
PENATAAN DAN PEMERATAAN GURU KOHOR 1
Sosialisasi PPGP Kabupaten Pamekasan dilaksanakan pada tanggal 13 Januari 2014 bertempat di Aula
PKK kabupaten. Kegiatan ini dihadiri dan dibuka oleh Bupati Pamekasan yang menyatakan bahwa
PPGP ini sangat membantu jajarannya dalam rangka pemerataan guru sesuai dnegan Surat Keputusan
Bersama (SKB) 5 Menteri.
Kabupaten
Pamekasan
LPTK
(Calon
Fasilitator)
LK
PR
Dinas
Pendidikan
LK
14
PR
4
Kantor
Kemenag
LK
BKD
Bappeda
dll
PR
LK
PR
LK
1
1
1
9
PR
Total
Total
keseluruhan
LK
PR
24
6
30
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
93
LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)
PELATIHAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK
Serangkaian kegiatan pelatihan dilaksanakan oleh LPTK UIN Sunan Ampel yang di ikuti oleh 5 MI dan
3 MTs dengan rincian sebagai berikut: 1) pelatihan PAKEM MI pada tanggal 19-21 Januari 2014 di
Hotel Santika Premiere; 2) pelatihan CTL MTs pada tanggal 19-21 Januari 2014 di Hotel Santika
Premiere; 3) pelatihan MBS pada tanggal 19-21 Januari 2014 di Hotel Equator. Adapun 5 MI yang
mengikuti pelatihan yaitu: MI Badrussalam, MI H. Achmad Ali, MI Roudlatul Banat dan MINU Ngingas
Waru. Sedangkan dari MTs yaitu: MTs Al Fatich, MTs Hasyim Asy’ari dan MTs Wachid Hasyim.
Guru
Kabupaten
LK
PR
PAKEM
7
CTL
MBS
Komite
sekolah
LK
PR
Kepala
Sekolah
LK
PR
Pengawas
Lain
Total
Total
LK
PR
19
7
19
26
7
17
7
17
24
5
6
20
10
30
9
1
5
LK
PR
2
LK
PR
1
1
PELATIHAN KURIKULUM DAN MATERI BAGI DOSEN LPTK
Pelatihan kurikulum dan materi bagi dosen LPTK (Matematika, IPA dan literasi) diselenggarakan di
Batu pada tanggal 1-6 Februari 2014. Kegiatan pelatihan ini diikuti oleh 10 LPTK mitra USAID
PRIORITAS Jawa Timur dan konsorsiumnya. Daftar peserta adalah sebagai berikut:
No
TTI
Dosen
Perempuan
Lakilaki
Total
1.
IAIN Tulungagung
5
3
8
2.
IKIP PGRI Madiun
2
6
8
3.
STAIN Ponorogo
2
2
4
4.
UIN Surabaya
4
4
8
5.
UMSIDA Sidoarjo
3
7
10
6.
UNEJ Jember
7
5
12
7.
UNESA Surabaya
1
5
6
8.
UNIPA Surabaya
4
6
10
9.
Universitas Negeri
Malang
6
6
12
10.
UNP Kediri
4
2
6
38
46
84
Total
94
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
STUDI BANDING SEKOLAH LAB DAN SEKOLAH MITRA UM MALANG
Sebanyak 27 peserta dari 6 SD dan 3 SMP sekolah lab dan sekolah mitra UM Malang melakukan studi
banding ke sekolah mitra USAID PRIORITAS di Sidoarjo. Kunjungan ke SDN Sedatigede 2, SD
Hangtuah X dan SMPN 5 Sidoarjo dilaksanakan pada tanggal 16-17 Maret 2014 dengan peserta
kunjungan dari unsur guru, kepala sekolah dan komite. Sekolah-sekolah lab dan sekolah mitra UM
Malang terdiri dari: SD Lab UM Malang, SDN Penanggungan Malang, SDN Percobaan 2 Malang, SDN
Bareng 3 Malang, SDN Sumbersari 3 Malang, SDN Pisangcandi Malang, SMP Lab UM Malang, SMPN 4
Malang, dan SMPN 18 Malang.
Guru
Komite
sekolah
LK
PR
Kabupaten
LK
PR
5
7
Sekolah Lab
Mitra UM
7
Kepala
Sekolah
LK
PR
1
4
Pengawas
Lain
Total
Total
LK
PR
2
LK
PR
LK
PR
2
0
18
10
28
PEMONITORAN SEKOLAH LAB MITRA LPTK
Persiapan tim monitor dilaksanakan pada tanggal 3 Maret 2014 di Hotel Ibis Malang dan diikuti oleh
15 Enumerator (L:13,P2) yang terdiri dari unsur Pengawas, Kepala Sekolah dan Guru. Persiapan
dilanjutkan dengan pelaksanaan pengumpulan data awal di sekolah Lab dan sekolah mitra LTPK pada
tanggal 4-6 Maret 2014 (UM Malang, UNESA, UIN Sunan Ampel). Setiap LPTK diambil sampel
sebanyak 3 SD/MI dan 2 SMP/MTs. Finalisasi pemasukan data dan validasi data dari hasil pengamatan
kelas dan wawancara di sekolah dilakukan pada tanggal 7 Maret.
EGRA SEKOLAH LAB DAN SEKOLAH MITRA LPTK
Asesmen keterampilan membaca di kelas awal bagi sekolah lab dan sekolah mita LPTK dilaksanakan
pada tanggal 11-15 Maret 2014. Masing-masing LPTK menunjuk 3 sekolah lab mitra yang akan
digunakan sebagai EGRA. Persiapan oleh tim asesor dilakukan pada tanggal 10 Maret 2014. Adapun
daftar sekolahnya sebagai berikut:
LPTK
UM Malang
UNESA Surabaya
UIN Sunan Ampel Sby
SEKOLAH LAB/MITRA
WAKTU PELAKSANAAN EGRA
SD Lab UM
11 Maret 2014
SDN Pisangcandi
11 Maret 2014
SDN Sumbersari 3
12 Maret 2014
SDN Wiyung
13 Maret 2014
SDN Babatan 1
13 Maret 2014
SD Lab UNESA
14 Maret 2014
MI H. Achmad Ali
14 Maret 2014
MI Roudlatul Banat
15 Maret 2014
MINU Ngingas
15 Maret 2014
DISEMINASI TINGKAT KABUPATEN
Tabel di bawah memuat kegiatan diseminasi di Jawa Timur. Tidak semua informasi tentang sumber
dana dan jumlah dana terkumpul pada waktu laporan ini disusun.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
95
Kabupaten
Bangkalan
Tanggal
Progam
Target
Laki
Perempuan
Total
Sumber
danan
Jumlah
dana
27-12
Februari (5
gelombang)
PAKEM
5 gugus
sekolah
10
92
102
KKKS
40.000.000
16-18
Januari
CTL
MTsN
70
65
135
KKKM
75.000.000
Sidoarjo
11-22
Januari (2
gelombang)
PAKEM
KKG
Waru
13
170
183
Nganjuk
18-20
Januari
CTL
SMPN 1
Loceret
19
34
53
BOS
10.490.000
Pasuruan
3-5
Februari
CTL
MTs
Hidayatun
Nasyiin
Pasrepan
19
49
68
Mapenda,
Kemenag
N/A
Gempol
4-13
Februari (2
gelombang)
PAKEM
KKGP MI
40
67
107
N/A
Pasuruan
18
Februari –
6 Maret (2
gelombang)
PAKEM
KKGP MI
Kecamatan
Rembang
22
91
113
N/A
Pasuruan
25-27
Februari
PAKEM
KKGP MI
Kecamatan
Pandaan
9
32
41
N/A
Pasuruan
11-20
Maret (2
gelombang)
PAKEM
KKGP MI
Kecamatan
Sukorejo
30
83
133
N/A
Pasuruan
12-20
Maret (2
gelombang)
PAKRM
KKG
Gugus 1
Grati
18
65
83
N/A
N/A
Lokakarya Pengelola BOS SMP di Kab Madiun
Pada tanggal 14-15 Maret 2014 Dinas Pendidikan Kabupaten Madiun mengadakan pengelola BOS
dengan agenda utama pelatihan penggunaan ALPEKA. Kegiatan ini dipandu oleh DC Kabupaten
Madiun. Peserta lokakarya terdiri dari kepala sekolah dan bendahara (L=35, P=39) dari 37 SMP di
Kabupaten Madiun.
DISEMINASI TINGKAT PROVINSI
Diseminasi ALPEKA BOS oleh Dinas Pendidikan Provinsi Jawa Timur
Diseminasi ALPEKA BOS oleh Dinas Pendidikan Provinsi Jawa Timur dilakukan dalam dua putaran.
Putaran pertama pada tanggal 10-14 Februari 2014 bagi 8 kabupaten untuk jenjang SD. Dalam
putaran pertama ini terdapat 4 angkatan, setiap angkatan terdapat 2 kabupaten yang masing-masing
60 orang yang terdiri dari Manajer BOS Kabupaten, kepala sekolah SD, bendahara BOS
SD/Operator. Sedangkan putaran kedua dilakukan pada tanggal 18-22 Maret 2014 dengan peserta
pelatihan terpilah dalam 4 angkatan. Peserta pelatihan berjumlah 480 orang.( L= 179 , Pr =301 ) dari
96
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Kabupaten Madiun, Kabupaten Ngawi, Kabupaten Tuban, Kabupaten Magetan, Kabupaten Kediri,
Kota Kediri, Kabupaten Trenggalek dan Kabupaten Tulungangung.
KEGIATAN LAIN
Studi Banding Dinas Pendidikan Kabupaten Pamekasan ke Purworejo Terkait
Implementasi PPGP
Dinas Pendidikan Kabupaten Pamekasan melakukan kunjungan ke Purworejo untuk melihat langsung
implementasi PPGP dan kebijakannya di Kabupaten Purworejo. Kegiatan ini dilaksanakan pada tanggal
28 Februari 2014 dan diikuti oleh 27 orang (L=21, P=6) staf.
Studi Banding Gugus 2 Kecamatan Galis, Kabupaten Pamekasan ke SDN Sedatigede 2
Sidoarjo
Rombongan Gugus 2 Kecamatan Galis dari Kabupaten Pamekasan melakukan studi banding ke
sekolah mitra USAID PRIORITAS di Sidoarjo yakni SDN Sedatigede 2 Sidoarjo pada tanggal 25
Februari. Kegiatan ini diselenggarakan dengan biaya mandiri dan diikuti oleh 30 orang peserta (L 13,
P 17).
Studi Banding SDN Kutorenon 2, Kabupaten Lumajang ke SDN Tanjunganom Nganjuk
Rombongan SDN Kutorenon 2 Kabupaten Lumajang melakukan studi banding ke sekolah mitra
USAID PRIORITAS di Nganjuk yakni SDN Tanjunganom Nganjuk pada tanggal 3 Februari 2014.
Sebanyak 33 (L:15 P:18) orang yang terdiri dari unsur guru, kepala sekolah, komite dan paguyuban
mengikuti kegiatan ini.
RENCANA KUARTAL DEPAN

Unjuk karya di Kabupaten Blitar dan Madiun

Unjuk karya Provinsi Jawa Timur

ToT Modul 2 untuk Kohor 1
Galeri Foto
Siswa MI H. Achmad Ali (sekolah mitra UIN Sunan Ampel Sby) asyik
mewarnai dan membaca buku pasca EGRA.
Salah seorang peserta sedang melakukan simulasi praktik mengajar
pada diseminasi PAKEM KKGP MI di Kec. Pandaan, Pasuruan
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
97
Salah satu penampilan simulasi pembelajaran sekolah mitra dalam unjuk
karya di Kab. Pamekasan.
Bupati Kab. Mojokerto tertarik dengan newsletter dan modul-modul
yang diterbitkan oleh USAID PRIORITAS dalam pameran pendidikan di
Kab. Mojokerto.
Kabid Dikmen Kab. Ngawi Bpk Istamar (paling kanan) antusias mengikuti
ToT Fasilitator daerah Kohor 2. Tampak beliau sedang memberikan
komentar pada hasil karya peserta lainnya.
Peserta pelatihan CTL di Kab Ngawi sedang memajang hasil karya dan
mendengarkan penjelasan dari salah satu fasilitator daerah.
Cahyadi (DC Kab Madiun) yang menjadi salah satu fasilitator, sedang
membimbing peserta dalam pelatihan BOS online jenjang SD yang didanai
oleh Dispendik Provinsi Jawa Timur.
Agus Nurbaktiono (Fasilitator daerah) sedang memandu siswa dalam
praktik mengajar diseminasi CTL di Kab Nganjuk.
98
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
Provinsi: Sulawesi Selatan
RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN
YANG PENTING
Rapat Koordinasi/Reviu/Perencanaan Kabupaten Bantaeng
Tanggal
18 Maret 2014
Dengan siapa
Wakil Bupati, Kepala Dinas
Pendidikan, Kepala Kemenag,
DPKAD, Ketua Dewan
Pendidikan, Kepala UPTD,
Kepala Sekolah Mitra, Fasilitator
Daerah. Jumlah peserta 70
orang (28 perempuan, 42 lakilaki)
Hasil koordinasi

Pelaksanaan unjuk karya Kabupaten Bantaeng
akan dilaksanakan pada tanggal 3 April 2014.
Terkait hal tersebut para fasilitator daerah
masih memerlukan pendampingan tambahan ke
sekolah mitra

Karena keterbatasan anggaran, maka diseminasi
program di lingkup Dinas Pendidikan
diharapkan lebih mengoptimalkan dana sekolah,
namun di lingkup Kemenag akan ada dukungan
dana untuk diseminasi yang sebagian akan
dialokasikan dari DIPA Kantor Kemenag

Dinas Pendidikan dan Kemenag sepakat untuk
bekerjasama dalam pelaksanaan supervisi
sekolah (kepala sekolah dan guru) di lingkungan
Kemenag khususnya bantuan pengawas mata
pelajaran ke madrasah yang memang tidak
memiliki pengawas mata pelajaran umum.

Dinas Pendidikan meminta dukungan teknis
dari USAID PRIORITAS dalam hal penyiapan
kerangka kebijakan Penataan dan Pemerataan
Guru (PPG)
KOHOR 2
ASESMEN KABUPATEN KOHOR 2
Pelaksanaan asesmen kapasitas 4 daerah mitra kohor 2 di mulai dari Kabupaten Bone pada tanggal 4
– 5 Februari, kemudian Takalar 6 – 7 Februari, dilanjutkan di Parepare pada tanggal 11 – 12 Februari,
dan terahir di Kabupaten Tana Toraja pada tanggal 13-14 Februari 2014. Pendekatan yang digunakan
adalah FGD (focus group discussion) yang dibagi dalam 2 kelompok: 1) Kelompok Penyelenggara
Pendidikan yang dihadiri dari unsur Dinas Pendidikan (kepala, sekretaris, kasubag program, kepala
bidang, kepala sekolah, pengawas, ketua MKKS, operator DAPODIK) dan unsur Kantor Kementerian
Agama (kepala madrasah, pengawas, ketua MKKM, operator EMIS); dan 2) Kelompok Pendukung
Penyelenggara Pendidikan yang dihadiri dari unsur DPRD (ketua, ketua/wakil ketua/Anggota Komisi
“Pendididikan”), Bappeda (kepala, kepala bidang), BKD (sekretaris, kepala bidang), dan Dewan
Pendidikan (ketua, wakil ketua). Beberapa temuan penting: a) pelaksanaan kegiatan pelatihan di KKGMGMP belum efektif; b) umumnya daerah telah melakukan PPG namun masih dengan analisis
sederhana; c) koordinasi antara Dinas Pendidikan dengan Kantor Kementerian Agama, DPRD,
Bappeda, BKD, DPRD, dan Dewan Pendidikan masih bersifat insidentil/tidak terjadwal; d) rata-rata
daerah telah memiliki sekolah inklusif (kecuali di Tana Toraja), ada beasiswa dan dana operasional
dari provinsi, kabupaten/kota menyiapkan Guru Pendamping Khusus (GPK) namun komptensi belum
memadai; dan e) semua daerah telah menerapkan MBS berupa PAKEM maupun PSM, namun belum
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
99
makepala sekolahimal karena ketidakberlanjutan pelatihan dari kerjasama dengan lembaga donor lain
sebelumnya.
STUDI BANDING KOHOR 2
Tanggal
Kabupaten Asal
Kabupaten Tujuan
Peserta (LK/PR)
11 Februari 2014
Bone
Soppeng: SDN 1
Lamappoleware, SDN 23
Tanete, 166 Laburawung,
SDN 139 Tokabbong,
SMPN 3 Watangsoppeng,
dan MTsN Takkalalla
Peserta 87 orang (62 lakilaki, 25 perempuan). Unsur
yang terlibat: Kepala Dinas,
Kasubag TU Kemenag,
Bappeda, Ketua PGRI,
Kepala UPTD, LPTK
(anggota consortia),
pengawas, kepala sekolah,
komite, guru, dan fasilitator
daerah
13 Februari 2014
Takalar
Jeneponto: SDN 153
Pallantikang, SDN 122
Tamarunang, SMPN 4
Tamalatea, MTsN 1 Binamu
Peserta 99 orang (56 lakilaki, 43 orang perempuan).
Unsur yang terlibat: DPRD,
Kabid Dikdas, Kepala
Kemenag, Ketua Dewan
Pendidikan, Kepala KCD,
pengawas, kepala sekolah,
guru, komite sekolah, dan
Fasilitator daerah
15 Februari 2014
Parepare
Pinrang & Sidrap: SDN 76
dan 166 Mattiro Bulu
Pinrang, dan SMPN 1 Tellu
Limpoe Sidrap
Peserta 95 orang (71 lakilaki, 24 perempuan). Unsur
yang terlibat: DPRD
Sekretaris dan Kabid Dikdas
Dinas Pendidikan, Kemenag,
Bappeda, Kepala UPTD,
pengawas, kepala sekolah,
komite sekolah dan guru
22 Februari 2014
Tana Toraja
Enrekang: SDN 39 Cakke,
SDN 119 Belalang, dan
SMPN 1 Enrekang
Peserta 108 orang (73 lakilaki, 35 perempuan). Unsur
yang terlibat: DPRD, Dinas
Pendidikan, Kemenag,
Bappeda, PGRI, UPTD,
pengawas, kepala sekolah,
guru dan komite sekolah.
Beberapa hal yang dicapai dari studi banding, antara lain: a) para peserta menyatakan memperoleh
pengalaman nyata tentang penerapan metode pembelajaran aktif dan kontekstual serta MBS terutama
dalam hal pengembangan partisipasi masyarakat, transparansi dan akuntabilitas pengelolaan keuangan
sekolah; b) sebagian sekolah jenjang SMP/MTs telah menerapkan moving class berdasarkan contoh
yang dilihat pada sekolah yang dikunjungi; c) beberapa kepala sekolah merencanakan akan melakukan
kunjungan secara mandiri dan akan mengajak seluruh gurunya untuk berkunjung kembali ke sekolah
di daerah ekepala sekolah DBE. Kepala Kemenag Tana Toraja merencanakan akan mengajak seluruh
madrasah untuk melakukan studi banding kembali ke Enrekang.
100
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
ToT PROVINSI FASILITATOR DAERAH KOHOR 2 (PAKEM, CTL, MBS) eight
ToT Fasilitator Daerah kohor 2 yaitu: Kabupaten Bone, Takalar, Tana Toraja dan Kota Parepare
telah dilaksanakan di Hotel Horison Makassar. Untuk jenjang SD/MI ToT dilaksanakan pada tanggal
19 – 26 Januari 2014 untuk 68 orang fasilitator daerah (35 perempuan, 33 laki-laki), dan jenjang
SMP/MTs dilaksanakan pada tanggal 22 – 29 Januari 2014 untuk 68 orang peserta (26 perempuan, 42
laki-laki). Pada ToT SD/MI dihadiri dan dibuka oleh Kepala Dinas Pendidikan Provinsi, juga dihadiri
oleh perwakilan LPMP dan Kemenag Provinsi Sulawesi Selatan. Diakhir sesi semua peserta
menyatakan komitmen untuk mengimplementasikan metode pembelajaran aktif dan MBS di
sekolahnya masing-masing.
Guru
Kabupaten
Kepala
sekolah
LK PR
LK
PR
Bone
5
6
8
Parepare
5
9
Takalar
7
Tana Toraja
8
Pengawas
LPTK
LPMP
Dinas
Pend
LK PR
LK
PR
LK
PR
LK
PR
3
6
2
0
0
0
0
3
7
7
2
0
0
0
0
0
10
5
4
2
2
0
0
0
9
4
4
3
2
0
0
0
Kemenag
Lain
Total
LK
PR
LK
PR
LK
PR
0
1
0
0
0
23
11
3
0
1
0
0
0
18
16
0
3
0
0
1
0
0
17
17
0
1
0
2
0
0
0
18
15
PELATIHAN TINGKAT SEKOLAH (PAKEM, CTL, MBS) KOHOR 2
Tindaklanjut dari ToT tingkat provinsi telah dilakukan melalui pelatihan tingkat sekolah di 4 daerah
mitra kohor 2. Tindaklanjut ini diawali dengan pelatihan CTL SMP/MTs Kabupaten Takalar dan Bone
pada tanggal 18 – 20 Februari 2014. Pelatihan sekolah untuk jenjang SD dan SMP sudah selesai di
Takalar, namun bagi kabupaten lain, pelatihan akan berlanjut di triwulan berikut. Tabel berikut
memuat information tentang pelatihan yang dilaksanakan pada triwulan 8.
Pelatihan Sekolah (PAKEM,CTL,MBS) Tingkat SD/MI Kohor 2
Kabupaten
Bone
Tanggal
Pelatihan
Komite
sekolah
LK PR
Guru
Kepala
Sekolah
LK PR
LK
PR
-
-
-
-
-
-
-
-
11
91
0
0
5
7
3
9
27
22
7
4
10
-
-
25-27 Feb
PAKEM
13-15 Mar
MBS
Tana Toraja
13-15 Mar
PAKEM
22
82
0
0
5
Pare-Pare
13-15 Mar
PAKEM
17
81
0
0
7
Takalar
Pengawas
LK
Lain
PR
LK
Total
PR
-
LK
Total
PR
-
0
0
0
3
1
19
102
121
3
5
1
38
50
88
7
2
0
2
0
31
89
120
7
4
2
4
1
32
91
123
Pelatihan Sekolah (PAKEM,CTL,MBS) Tingkat SMP/MTs Kohor 2
Kabupaten
Tanggal
Pelatihan
Guru
LK
PR
18-20 Feb
CTL
42
80
14-16 Mar
MBS
11
5
18-20 Feb
PAKEM
28
86
13-15 Mar
MBS
10
11
Tana Toraja
17-19 Mar
CTL
51
58
Pare-Pare
13-15 Mar
CTL
36
84
Bone
Takalar
Komite
sekolah
LK PR
Kepala
Sekolah
LK PR
5
11
11
0
5
2
0
Pengawas
LK
PR
8
1
Lain
LK
Total
PR
LK
Total
PR
55
81
136
33
13
46
5
3
6
3
3
3
2
0
2
34
93
127
4
2
2
2
0
1
27
18
45
4
1
3
0
58
59
117
6
2
5
3
47
89
136
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
0
0
101
KOHOR 1:
UNJUK KARYA PRAKTIK YANG BAIK KOHOR 1, TINGKAT DAERAH
Dari 3 daerah kohor 1, telah dilaksanakan show case (unjuk karya) di Kabupaten Maros pada tanggal
20 Februari dan di Wajo pada tanggal 6 Maret 2014. Unjuk karya di Maros diperkirakan dihadiri oleh
sekitar 1200 orang (yang mengisi daftar hadir sekitar 300 orang). Peserta terdiri dari berbagai unsur,
antara lain: Bupati, Sekda, Kepala Dinas, Bappeda, DPKAD, Kemenag, UPTD (semua kepala UPTD),
pengawas, kepala sekolah, guru, Kkomite sekolah, siswa. Unjuk karya di Kabupaten Wajo dihadiri
sekitar 446 orang (yang tercatat pada daftar kehadiran), meskipun pada sesi siang masih banyak
peserta yang berkunjung hingga pukul 18.30. Para peserta sangat antusias, cukup banyak karya siswa
hasil pembelajaran yang dipamerkan. Secara umum sekolah mitra telah menunjukkan perubahan
signifikan dan telah menerapkan pembelajaran PAKEM dan CTL meskipun di beberapa sekolah belum
optimal. Catatan penting dari unjuk karya di 2 daerah tersebut adalah adanya tanggapan yang sangat
positif dari Pemerintah daerah, Dinas Pendidikan, Kemenag, UPTD dan sekolah non-mitra. Dinas
Pendidikan Kabupaten Maros merencanakan akan melaksanakan unjuk karya mandiri, dan beberapa
sekolah non-mitra telah melakukan studi banding ke sekolah mitra pasca unjuk karya.
PENATAAN DAN PEMERATAAN GURU KOHOR 1
Rangkaian kegiatan PPG di 3 daerah kohor 1 telah dilaksanakan. Kegiatan Uji Publik di aula Pendopo
Kantor Bupati Maros pada tanggal 16 Januari 2014 merupakan kegiatan terakhir. Kegiatan tersebut
dibuka oleh Bupati Maros yang diwakili oleh Drs. Eka Mustafa Asisten 2. Dalam sambutannya beliau
mengatakan tujuan utama penataan dan pemerataan guru adalah untuk mengatur kembali kebutuhan
guru pada setiap satuan pendidikan. Kegiatan ini dihadiri oleh 23 orang (3 perempuan, 23 laki-laki),
diantaranya: Kepala Bappeda Maros Ir. H. Dainuri, MM, Kepala BKD Maros, Drs. Arwan Malik,
Kepala kemenag Maros, Drs. H. Syamsuddin, ketua Dewan pendidikan Drs. H. Abd Azis Zakariyah,
Dinas pendidikan dan unsur media di kota Maros.
Kabupaten
Maros
LPTK
(Calon
Fasilitator)
LK
PR
0
0
Dinas
Pendidikan
LK
5
PR
1
Kantor
MenAg
LK
3
PR
BKD
LK
3
PR
Bappeda
dll
LK
PR
Lain
Total
LK
PR
9
2
1
LK
21
PR
3
LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)
PELATIHAN KURIKULUM DAN MATERI BAGI DOSEN LPTK
Sebagai tindaklanjut dari penyusunan kurikulum dan materi pembelajaran Matematika, IPA dan
Literasi untuk pembelajaran di LPTK, pada tanggal 12 -14 Februari 2014 dilaksanakan pelatihan bagi
dosen LPTK mitra dan anggota konsorsiumnya. Jumlah peserta adalah 45 orang (29 perempuan, 16
laki-laki) yang terdiri dari para dosen dari 5 LPTK (UNM, UIN, UMPAR, UNCOK, STAIN BONE).
Pelatihan ini dimaksudkan untuk meningkatkan pemahaman para dosen yang mengampuh mata kuliah
tersebut terhadap modul (buku) yang telah disusun oleh Tim USAID PRIORITAS yang melibatkan
beberapa dosen dari LPTK mitra. Pelatihan ini juga dimaksudkan dapat meningkatkan penguasaan
metodologi pembelajaran dan kreatifitas para dosen dalam pembelajaran 3 mata pelajaran tersebut.
Dalam sesi testimoni beberapa peserta diberi kesempatan untuk menyampaikan kesannya (Kelompok
Literasy: Dr. Rustan, M.Hum. dari STAIN Palopo, Group IPA: Prof. Dr. Nurhayati, M.Si dari UNM,
dan Kelompok Matematika: Nasrullah, S.Pd., M.Pd. dari UNM yang termasuk salah seorang penyusun
buku). Mereka mengungkapkan apresiasinya, rasa senang, dan menganggap kegiatan ini merupakan
102
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
kegiatan akademik yang sangat bermanfaat khususnya buat dosen dan selayaknya untuk
ditindaklanjuti.
RAPAT DAN KERJASAMA DENGAN SEKOLAH LAB/MITRA LPTK
Untuk meningkatkan kualitas kemitraan antara LPTK mitra dengan sekolah lab/mitra, maka pada
tanggal 17 Maret dilaksanakan pertemuan dan kerjabersama antara LPTK dan sekolah mitranya.
Kegiatan ini menghasilkan kesepakatan antara LPTK dengan sekolah mitranya tentang strategi dan
penjadwalan pendampingan terhadap guru dan kepala sekolah yang telah mengikuti pelatihan
pembelajaran dan MBS. Kedua pihak juga sepakat tentang pentingnya meningkatkan kualitas
kemitraan terutama dalam perbaikan mutu pembelajaran, PPL dan relevansi metode pembelajaran
bagi mahasiswa calon guru dan kebutuhan pembelajaran di sekolah mitra. Jumlah peserta yang
mengikuti kegiatan adalah 65 orang (33 perempuan, 32 laki-laki) dari unsur guru, kepala sekolah, dan
komite sekolah, dan para dosen (fasilitator) dari UNM Makassar dan UIN Alauddin Makassar.
PENGAMBILAN DATA AWAL PADA SEKOLAH LAB/MITRA LPTK
Untuk memperoleh gambaran tingkat kemampuan membaca siswa di sekolah lab/mitra LPTK, maka
pada tanggal 8 – 11 Maret dilaksanakan EGRA dengan siswa kelas 2 di 6 sekolah lab/mitra LPTK,
yakni 3 sekolah mitra UNM (SDN Sudirman II, III, IV), dan 3 sekolah mitra UIN Alauddin Makassar
(MI Yaspi Sambungjawa, MI Al Abrar, MI Darul Hikmah). Tim Asesor terdiri dari 4 mahasiswa dan 2
dosen yang mewakili masing-masing LPTK mitra. Pengumpulan data awal di sekolah lab/mitra LPTK
dilaksanakan pada tanggal pada 10 – 14 Maret 2014, kemudian dilanjutkan pada tanggal 17 Maret
2014.
Pengambilan data di tingkat dasar dan lanjutan pertama dilaksanakan di 10 sekolah lab/mitra LPTK, 6
dari jenjang SD/MI, dan untuk jenjang SMP/MTs dilaksanakan di SMPN 26 dan SMPN 27 Makassar,
serta MTsN Balang-Balang dan MTs Madani Pao-Pao Kabupaten Gowa. Dari 2 kegiatan tersebut
diperoleh data tentang tingkat kemampuan membaca siswa kelas 2 (EGRA), dan gambaran suasana
pembelajaran dan tingkat pemahaman siswa terhadap mata pelajaran Matematika, IPA, dan Bahasa
Indonesia.
DISEMINASI TINGKAT KABUPATEN
Kegiatan diseminasi program USAID PRIORITAS terus berlangsung di beberapa kabupaten mitra eks
DBE yaitu: Pinrang, Enrekang, Soppeng, Pangkep, Sidrap dan Makassar. Kabupaten Maros mitra
PRIORITAS kohor 1 juga telah melaksanakan diseminasi mandiri program CTL dan MBS untuk
jenjang SMP dengan dukungan dana dari APBD. Beberapa kegiatan belum bisa dilaporkan karena
masih sedang berlangsung pada saat laporan ini dibuat, misalnya diseminasi PAKEM di Kabupaten
Pinrang di 2 kecamatan (Suppa dan Lanrisang) secara paralel dari tanggal 27 – 29 Maret 2014, target
peserta 160 guru, 34 Kepala Sekolah dan 8 Pengawas. Kabupaten Enrekang dan Jeneponto
merencanakan memulai kegiatan pada bulan April 2014. Berikut adalah tabel kegiatan diseminasi di
beberapa daerah yang telah diverifikasi.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
103
DAFTAR KEGIATAN DISEMINASI PERIODE JANUARI – MARET 2014
No
Kabupaten
Kegiatan
Tempat
Jumlah
Sekolah
Jumlah
Peserta
Jumlah
Dana (Rp)
1
Soppeng
Diseminasi Modul PAKEM V
SDN 275 Jampuserenge
9
52
4,025,000
2
Soppeng
Diseminasi Modul PAKEM VI
SDN 44 Sekkanyili
6
34
4,025,000
3
Soppeng
Diseminasi Modul PAKEM VII
SDN 7 Salutonga
9
30
4,025,000
4
Soppeng
Diseminasi Modul PAKEM VIII
SDN 17 Bila
7
35
4,025,000
5
Soppeng
Diseminasi Modul PAKEM IX
SDN 23 Tanete
7
30
4,025,000
6
Soppeng
Diseminasi Modul PAKEM X
SDN 223 Lapine
8
44
4,025,000
7
Soppeng
Diseminasi Modul PAKEM XI
SDN 168 Kessing
8
32
4,025,000
54
257
28,175,000
8
Makassar
Diseminase PAKEM
SDN Tamalanrea 1
12
60
6,000,000
9
Pinrang
Diseminasi Modul MBS
SDN 184 Batulappa
13
47
4,700,000
10
Pinrang
Diseminasi Modul MBS
SDN 286 Pinrang
16
42
4,200,000
11
Pinrang
Diseminasi Modul MBS
UPTD Kec. Sawitto
15
46
4,600,000
44
135
TOTAL SOPPENG
TOTAL PINRANG
13,500,000
13
Sidrap
Diseminasi Modul MBS
SDN 1 Bilokka
19
59
5,800,000
14
Sidrap
Diseminasi Modul MBS
SDN 1 Amparita
16
48
4,800,000
15
Sidrap
Diseminasi Modul MBS
SDN 1 Arawa
24
73
7,300,000
16
Sidrap
Diseminasi Modul MBS
SDN 11 Pangsid
26
78
7,800,000
85
258
25,700,000
69,330,000
TOTAL SIDRAP
17
Maros
Diseminasi Modul MBS
SMPN 1 Turikale
40
120
18
Pangkep
Diseminasi Modul MBS
SDN 5/33 Mattoangin
10
31
11,955,000
19
Pangkep
Diseminasi Modul MBS
SDN 5/33 Mattoangin
10
36
11,502,500
20
Pangkep
Diseminasi Modul MBS
SDN 5/33 Mattoangin
Total Sulsel
11
44
235
900
11,955,000
178,117,500
*) dana bersumber dari dana sekolah dan APBD khususnya Kab Maros
KEGIATAN LAIN
Dalam periode ini ada dua kegiatan yang dapat dikategorikan sebagai kegiatan khusus. Pertama,
kunjungan Presiden dan Wakil Presiden RTI pada tanggal 19 Februari 2014 ke sekolah mitra daerah
eks DBE, yaitu SDN Mamajang II dan SD INPRES Bertingkat Mamajang III, serta SMP YP PGRI
Makassar. Kedua, Kunjungan Tim USAID Indonesia (Larry dan Bu Mimy), perwakilan Kementerian
Pendidikan dan Kebudayaan Indonesia (Bu Santi dan Pak Feri), Tim USAID PRIORITAS (COP,
DCOP, TLA, dan GMA) pada tanggal 20 Maret 2014 ke sekolah mitra di Maros. Sekolah yang
dikunjungi adalah SDN 39 Kassi, SDN 111 Polejiwa, dan SMPN 4 Bantimurung Kabupaten Maros.
Kunjungan tersebut telah memotivasi warga sekolah untuk terus memperbaiki kualitas proses
pembelajarannya dan manajemen serta tata kelola di sekolahnya agar tetap menjadi sekolah yang
layak menjadi sumber belajar bagi sekolah lainnya.
RENCANA KUARTAL DEPAN
104

Pelatihan PAKEM dan MBS Jenjang SD/MI bagi sekolah mitra di Kabupaten Bone

Pelatihan MBS jenjang SD/MI dan SMP/MTs bagi sekolah mitra di Kota Parepare

Seleksi sekolah praktik yang baik di daerah kohor 1
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014

Unjuk karya praktik yang baik dalam pembelajaran dan MBS sekolah mitra di Kabupaten
Bantaeng

Pelatihan MBS jenjang SD/MI dan SMP/MTs bagi sekolah mitra di Kabupaten Tana Toraja

ToT Modul 2 bagi fasilitator daerah jenjang SD/MI dari daerah mitra kohor 1

Sosialisasi program PPG di daerah mitra kohor 2 (Bone, Parepare, Takalar, Tana Toraja)

Pendampingan bagi guru dan kepala sekolah mitra di daerah kohor 2

Rapat perencanaan dan peninjauan tingkat kabupaten di Maros dan Wajo

ToT Modul 2 bagi fasilitator daerah jenjang SMP/MTs dari daerah mitra kohor I

Lokakarya unjuk karya tingkat provinsi

ToT Modul 2 bagi fasilitator daerah jenjang SD/MI daerah mitra eks DBE

ToT Modul 2 bagi fasilitator daerah jenjang SMP/MTs daerah mitra eks DBE
Galeri Foto
Kepala Dinas Pendidikan Provinsi Sulawesi Selatan menyaksikan PC PRIORITAS
memukul gong sebagai tanda pembukaan TOT SD/MI dan SMP/MTs bagi
Fasilitator daerah dari daerah mitra kohor 2
Di stan SMPN1 Turikale, Bupati Maros mendapatkan penjelasan tentang volume
kerucut.
Di salah satu stan Pameran, dokter cilik memeriksa detak jantung istri Bupati
(6/3)
Salah satu peserta pelatihan PAKEM berdiskusi dengan siswa pada praktik
mengajar di SDN 05 Parepare.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
105
COP PRIORITAS Stuart Weston berkunjung ke Maros untuk menyaksikan unjuk
karya kabupaten.
Salah satu assesor sedang mengases kemampuan membaca anak
Larry Dolan (USAID Indonesia), dan Feiny Sentosa (DCOP) sedang mengamati dan
berdiskusi dengan siswa SDN 39 Kassi Maros.
Ibu Mimi Santika (USAID Indonesia) ikut tertawa pada anak yang salah
mengucapkan waktu presentasi di SDN 39 Kassi.
106
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
ANNEX 2: DISSEMINATION
Table 2-1
Participants in Dissemination Activities in Quarter 8 (January–
March 2014)
Province
Aceh
East Java
West Java
District
Aceh Besar
Aceh Tengah
Bireuen
Pidie
Bangkalan
Madiun
Pasuruan
Sidoarjo
Nganjuk
Kota Mojokerto
Multiple Districts*
Situbondo
Karawang
Bogor
Male
2
51
26
8
80
56
168
13
19
26
455
80
461
142
1,587
37.7%
Grand Total
%
Female
36
63
86
32
157
28
482
170
34
20
505
18
722
260
2,613
62.3%
Total
38
114
112
40
237
84
650
183
53
46
960
98
1,183
402
4,200
100%
*Dissemination was organized by Provincial Office of Education with participants from multiple districts.
Table 2-2
Occupation of the Participants by Province
Province
Teacher
Principal
Head of UPTD*
School Committee
Supervisor
Office of Education Staff
Other
Total
Aceh
73.0%
15.6%
1.2%
8.4%
1.8%
0.0%
0.0%
100%
East Java
88.2%
2.8%
0.3%
0.0%
2.1%
4.0%
2.6%
100%
West Java
96.8%
1.6%
0.0%
0.0%
1.7%
0.0%
0.0%
100%
Grand Total
90.4%
3.3%
0.3%
0.6%
1.9%
2.1%
1.4%
100%
*Technical unit within the District Office of Education. In dissemination activities, they are mostly Head of the Sub-district Office of
Education.
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014
107
Table 2-3
2014*
Participants per School of the Dissemination Activities Jan–March
Province
District
Aceh
Aceh Besar
Aceh Tengah
Bireuen
Pidie
Bangkalan
Madiun
Pasuruan
Sidoarjo
Nganjuk
Kota Mojokerto
Situbondo
Karawang
Bogor
East Java
West Java
No. of
Participants
38
114
112
40
237
84
650
183
53
46
98
1,183
402
3,240
No. of Schools
5
21
27
6
148
37
101
34
1
12
27
514
14
947
Participant/
Schools
7.6
5.4
4.1
6.7
1.6
2.3
6.4
5.4
53.0
3.8
3.6
2.3
29.0
3.4
Grand Total
* The calculation does not include data from disseminations organized by the province and attended by school principals and teachers but the
number of schools where they are coming from was not available at this time.
Table 2-4
Expenditure for Dissemination Activities Jan-March 2014 (in Rp.000)
Province/District
Aceh
Aceh Besar
Aceh Tengah
Bireuen
Pidie
East Java
Bangkalan
Kota Mojokerto
Madiun
Nganjuk
Pasuruan
Provinsi Jatim
Sidoarjo
Situbondo
West Java
Bogor
Karawang
Grand Total
In US$ (=Rp.11,500)
%
108
USAID PRIORITAS
64,101
6,915
24,840
21,585
10,761
113,505
30,525
2,460
0
4,125
49,000
7,920
18,000
1,475
75,250
17,500
57,750
252,856
21,987
14.2
GOI
183,629
11,200
66,984
87,445
18,000
949,040
115,000
12,000
30,000
10,490
78,700
672,000
27,450
3,400
393,420
112,620
280,800
1,526,089
132,703
85.8
USAID PRIORITAS – Quarterly Report No. 8, January–March 2014

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