Education Personnel Teacher Affirmation Program Paper

Education Personnel Teacher Affirmation Program Paper CHAPTER I INTRODUCTION 1.1 Background Education is one of the efforts made to improve the quality of a country's human resources. Various supporting aspects are needed so that education can produce the best effect. The existence of educational units (educational institutions) with a conducive atmosphere, active involvement of parents, public awareness to participate in developing education, industry involvement, professional organizations having a large contribution, and optimal government support are the seven elements of the educational ecosystem that support educational success. As a result, the first paradigm for national education development is education for all, which means that education must be obtained by every Indonesian regardless of age, gender, location or time constraints. The government ensures that students with physical, mental, economic, social and geographical limitations are equalized. Everyone can grow as a result of education in this way. Second, lifelong education, which is defined as a process that lasts from birth to death and is carried out in an open system that allows students to complete programs throughout the educational pathway at their own pace. Third, education as a movement that combines all the country's potential and community participation to achieve optimal results. Fourth, education produces students, meaning that education treats, supports and advances students as subjects in the learning process, thereby producing people who enjoy learning and can adapt and respond well to difficulties. Fifth, education forms character in the sense that it is directed at acculturation, empowerment and personality formation in accordance with the character of the Indonesian nation. Sixth, schools are fun and function as ecosystems where humans and their environment depend on each other. Seventh, education fosters culture in the sense that it is a process of humanizing individuals to be cultured and civilized in order to support the identity and character of the Indonesian nation. The success of national education is greatly influenced by educators and education personnel. Thus, educators and teachers are expected to be able to provide high quality and widely available educational services. The role of teachers from the past until now remains very necessary. Therefore, it is necessary to pay more attention to teachers, especially teachers specifically for 3T areas (Frontier, Remote, Disadvantaged). The Ministry of Education and Culture designed policies regarding five affirmation programs which were implemented to overcome the problem of teacher shortages and improve education services. Affirmation here means policies that give privileges to certain groups. CHAPTER II DISCUSSION 2.1 Frontline Teachers (GGD) A. Frontline Teacher Program (GGD) The GGD program is a synergistic program between the Ministry of Research, Technology and Higher Education (Kemristekdikti), and the Ministry of State Apparatus Empowerment and Bureaucratic Reform (KemenPANRB) which appreciates graduates who have careers as civil servant teachers in 3T (Frontier, Outermost and Disadvantaged) areas. . The GGD program is also the government's effort to equalize access to education in Indonesia and as an innovative breakthrough to meet the shortage of educational personnel in the 3T area by empowering existing schools and teachers. As we know, education is a system consisting of several interrelated components. The main components in education are school principals and teachers. The task of the school principal is to manage the school by designing and implementing a clear, directed and orderly education management concept so that the school can run well. Meanwhile, the task of a teacher is that he is required to make an optimal contribution to achieving the learning achievements of his students. Due to the lack of educational staff components in the 3T area with limited teacher conditions, teachers are the only source of learning, and the Learning Implementation Plan (RPP) made by teachers in the 3T area is considered to be still of low quality, therefore it is necessary to hold a GGD program This is equalization of education in the 3T area. The aim of this program is to distribute education evenly to remote 3T (Frontier, Outermost and Disadvantaged) areas in Indonesia. The GGD program is expected to be able to build quality human resources (HR) for all the nation's children without exception (Fitriyani et al. 2020). B. The Role of Frontline Teachers (GGD) The 10 roles of teachers as leaders are: (1) providing resources. Teachers share educational and career resources with each other; (2) learning practitioners (teaching specialists), fellow teachers supporting each other in implementing effective learning strategies and finding appropriate learning methods for students; (3) curriculum experts, teachers need to understand content standards in relation to other components and ensure consistent curriculum implementation in schools; (4) classroom support, experienced teachers observe learning activities carried out by new teachers and provide feedback. Blasé's research shows that teachers need to work together to improve their own effective learning; (5) teachers as facilitators in learning (learning facilitators), teachers who facilitate other people to improve the learning process. The model begins by identifying student learning needs, teacher knowledge and skill levels; (6) mentor, teachers advise each other when old teachers become role models for new teachers; (7) head teacher (head teacher). As principal, he was a member of development committees and teams, supporting initiatives and developing the school's vision; (8) data trainer. Teachers can use existing data to analyze information to strengthen learning; (9) catalyze change (catalyst change). Teachers can be catalysts for change and visionaries “never satisfied with good status but always looking for a better way”; and (10) students (learners). Teachers need to always update their knowledge to continue to improve. Optimizing the role of GGD in helping to manage and develop the school in which it is assigned to become an effective school is related to (1) School principal, (2) Partner teachers, (3) Students (4) Parents/community, and (5) Fellow GGD. In more detail, the five GGD roles that need to be improved will be described in the following section (Rivalina 2016). 1) The role of GGD in assisting the principal's duties School principals can assign and optimize the role of GGD in the school where they are assigned to monitor and ensure that learning activities run well. Due to the lack of GGD teaching hours, GGD fills in empty lesson hours or replaces teachers who are unable to teach. After that, many problems were discovered at these two schools. GGD helps school principals identify problems that exist at school and in the school environment. For example, problems related to students, teachers, learning (models and strategies), facilities, and parents/community. Next, GGD and partner teachers looked for alternatives to present to the director as a presentation/report, then GGD began designing activity after activity based on these alternatives. This design includes (1) Training, seminars or group discussions to improve teacher skills in the field of learning, (2) Analysis of learning models and strategies that are relevant and interesting for students to improve learning outcomes and inspire them to learn, and (3) designing programs specifically, providing advice to parents/community about the vision, mission and importance of their children's education. To achieve more optimal problem solving results and identify solutions, school principals must monitor GGD. Academically, GGD has met the requirements to become a teacher. However, in terms of experience, GGD still needs guidance and training, especially homeroom teachers. GGD's success in carrying out its mission cannot be separated from the competent leadership of the school principal. The school principal is the main driver who must make changes by prioritizing existing resources. Furthermore, the principal's leadership is also one of the many factors shown to determine the effectiveness of a school. 2) GGD's role is related to partner teachers The role of GGD that needs to be improved in relation to partner teachers (PNS teachers or honorary teachers at the school where GGD works) can be described as follows. First, teachers have almost no opportunity to undergo training, so they tend to teach conventionally. Regarding these findings, GGD discussed with partner teachers to find alternative solutions. Discussion material can include the development of learning content/media, learning methods, IT for learning, understanding the curriculum and developing lesson plans. Discussions can be held internally/FGD periodically under the supervision of the Principal. If FGDs are held regularly in schools, teachers will automatically be trained to identify and understand problems around them, as well as have logical thinking, quick decision making, initiative, communication skills and develop self-confidence. Second, GGD facilitates the development of the potential of partner teachers. This form of activity is more about sharing knowledge with other teachers. Developing the potential of partner teachers can also be done by inviting resource providers (motivators). Third, GGD can help partner teachers find material for discussion by uploading it to the Internet. In addition, it simulates the use of ICT in the school where the child is assigned for learning purposes. Fourth, GGD together with partner teachers select and implement a learning model based on learning resources that suit existing students. GGD and its partner teachers do not have to force themselves to be able to teach everything to students. A pleasant learning atmosphere that does not burden students can influence student learning achievement. For example, the use of learning strategies (1) cooperative learning methods with a small number of students, (2) active learning is not too heavy for students, but diverse learning (presentations). , discussion, question and answer, demonstration, etc.), as well as organization (autonomy, pairs, groups). Fifth, GGD with other teacher partners can design the development of individual student potential. For example, assess students as often as possible to understand their different learning needs, group students according to their abilities, plan learning according to their abilities, and increase the level of tutoring. GGD and partner teachers can develop students' creativity and independent learning. For example, by asking students to present and write simple essays about their interests, ideals and daily life experiences, both inside and outside school. 3) The role of GGD in relation to students The role of GGD that needs to be improved in relation to students can be described as follows. First, research findings reveal that students tend to have low motivation in studying and going to school. In this regard, GGD and partner teachers should allocate more time to interact with students outside school hours. For example, in (1) extracurricular activities which aim to provide skills and character education, (2) tutoring for students or additional lessons when students are absent. Second, both GGD and partner teachers stimulate students to be inspired to study more diligently and attend school through the application of innovative learning models. For example, by using ICT, learning through Educational TV, or other interesting learning programs from the Internet, YouTube or games. GGD and partner teachers can provide opportunities for students to use ICT tools for independent learning. For example, students are given the task of making videos about life activities in the neighborhood where they live using a cellphone or camera. The aim is to foster curiosity and develop critical thinking. Another form of learning development that can attract students' attention is the application of the principle of 'learning while playing'. Learn outside the classroom by using the environment as a learning resource for all subjects. Third, GGD and partner teachers facilitate students to get used to reading before starting to study. Preschool reading is assigned to facilitate and help students understand teacher explanations and shape what they read with the author's intent (Heick, 2015). To develop students' reading habits, GGD publishes stories/literary works from famous figures in various fields of life (education, research, discovery, technology and religion) and promotes the slogan "not a day goes by without reading". Then, GGD and partner teachers assigned students to read books for 1 month. Each student is expected to read a book with a different title. After one month, they were asked to write down the contents of the books they read using their own words. Next, students are asked to tell the story in class in turn. This method will develop writing skills, memory, curiosity, share knowledge and information quickly, and develop students' character (soft skills). Based on a study in the US, it was found that 80% of the success a person achieves is due to supporting their soft skills. 4) The role of GGD for parents / society The role of GGD requires increasing compared to parents/community as follows. Research findings reveal that parents/community do not encourage their children in school. As part of this, schools must build good relationships with parents/community through a curriculum designed by GGD, partner teachers and directors. This activity can be carried out in the form of socialization/consultation through formal meetings or individual approaches. These activities take the form of communicating the school's vision and mission, information about students' educational developments, encouraging children to study at home and special learning moments for students that cannot be missed. The parent/community meeting will automatically show the seriousness of the school and teachers in educating their children. Hopefully this step by step activity can change the views of parents/society about the importance of caring for children. Apart from that, it is hoped that parents/community will adapt more easily to the demands of the times which will ultimately bring changes to the development of their region. On the other hand, parents/community members who are successful in certain fields can become speakers at special events. For example, sharing experiences, knowledge, skills with students in developing entrepreneurship and life skills. 5) The role of GGD in relation to other GGDs GGD's role needs to be improved compared to other GGDs as follows, GGD's versatile role in being able to develop the school where he is assigned to become an Exchange is the hope of all parties, for Mr. GGD he must always work together in the form of regular meetings, face to face and online (using WhatsApp and email). GGD has designed and compiled a special work program to improve skills and share information, teaching experience, learning resources, knowledge, expertise and skills with other GGDs. Other GGDs may lead group discussions on new topics that can generate ideas that lead to continued growth of the school where they teach. C. Educational component Three important components of education are schools that are able to (1) create a conducive learning environment to allow students to learn at their own pace, level and learning needs; (2) develop students' skills, such as problem solving, creative and critical thinking, and independent learning. Along with these skills, students must be able to process information from various learning media. Then, when taking a test, students must be able to recall the information they read and studied; and (3) obtain essential/great values, such as: truth, idealism, heroism, perfection and constant progress. These values must be developed in students through learning activities that refer to books (stories, biographies of great and famous people). Based on the opinions of several experts regarding the components of education stated above, we conclude that teachers are the driving force of education in schools. Therefore, teachers must have several roles. Apart from having a sense of care, concern and love for the environment, teachers also have a role in creating a conducive environment, to develop the potential of themselves and their students. The teacher's function is not only to convey knowledge but also to shape the student's personality and character (human spirit). Another educational component that can also influence school quality to improve student achievement is the concept of effective schools introduced by Ronald Edmons. This concept developed and reformed the basic education system in America. The other components are as follows: (1) the school must have strong instructional leadership, (2) the school must have a clear and focused mission, (3) the school has an atmosphere of high expectations to be successful (climate of high expectations for success), (4) schools must have a neat and orderly environment, (5) schools through teachers must monitor student progress regularly (frequent monitoring of student progress ), (6) schools must provide adequate opportunities for students to learn and practice (opportunity to learn and student time on task), (7) schools must create positive relationships between home and school (positive homeschool relations). Furthermore, Ruth C. Calman formulated the characteristics of SE based on the results of Reynolds and Teddlie's research and the results of Teddlie and Stringfield's research, namely (1) strong and effective principal leader leadership, (2) sustainable focus on teaching and learning (sustained focus on instruction and learning), (3) positive and safe school culture and climate (safe and positive school climate and culture), (4) high expectations for all students and teachers (high expectations for all students and staff), (5) effective use of student achievement data (effective use of student achievement data), (6) teaching practice, (7) productive parent involvement, and (8) teacher skill development. 2.2 Skills Certification Program and Educator Certification for SMA/Vocational School Teachers (Dual Skills Program) D. Dual Skills Program (For SMA/SMK Teachers) • Definition of Dual Skills Program This is one of the projects of the Ministry of Education and Culture (Kemendikbud) in implementing the national revitalization program. This program was initiated due to the lack of productive teaching staff in vocational schools, so a dual expertise program was formed to enable normative teachers to obtain certification as productive teachers. Before obtaining expertise certification, training participants will be faced with 5 implementation stages. The Professional Certification Institute (LSP) issues certificates after obtaining a license from the National Professional Certification Agency (BNSP). The dual skills program is implemented for 12 months. • Dual Skills Program Objectives Aims to improve and deepen the material for training participants, as well as carry out skills competency certification in accordance with the skills package being attended. Teaching staff who have been certified as normative teachers will not lose their professional allowance if they participate in this program. Apart from that, this program can help teachers fulfill their teaching hours. Then, for private school teachers, it could be an opportunity to start a new skills program at the vocational school where they teach. • Implementation Phase of the Dual Skills Program There are five stages that will be implemented in the dual skills program, including: 1) ON-1 stage, where participants will be given basic introductory material for vocational competencies, and independent study with modules over a period of 12 weeks. 2) Stage IN-1, where participants will be given material for preparing learning tools and continuing the material through modules over a period of 8 weeks. 3) ON-2 stage, where participants will do a teaching internship as a productive teacher in the classroom (SMK), and in a workshop or laboratory, as well as independent learning through modules for a period of 12 weeks. 4) Stage IN-2, namely participants will receive material reinforcement, skill competency sharpening and competency testing by LSP for a period of 2 weeks. 5) The final stage is that participants will undergo a work internship in industry for a period of 2 months