prioritizing reform, innovation, and opportunities for...

Quarterly Report No. 18 July–September 2016

October 2016 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International. The contents are the responsibility of RTI International and do not necessarily reflect the views of USAID or the United States Government.

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

Quarterly Report No. 18

July–September 2016

Contract AID-497-C-12-00003

Prepared for

USAID/Indonesia

Prepared by

RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 Cover Photo: Main photo: Two participants (right and left) at the National Training of Trainers in Mentoring for Facilitators workshop, practicing their mentoring skills and being observed by a project Teacher Training Officer (center). RTI International is a registered trademark and a trade name of Research Triangle Institute.

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

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

USAID PRIORITAS – Quarterly Report No. 18, July–September 2016 iii

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

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

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

1 PROJECT ROLLOUT, GRANTS, AND PARTNERSHIPS ........................................... 91.1 LEVELED READING BOOK PROGRAM ....................................................................................................... 9

1.1.1 Book Storage ....................................................................................................................................................... 91.1.2 District Level Planning Workshop .................................................................................................................. 91.1.3 Training of Teachers and Principals at Cluster Level ............................................................................ 101.1.4 Mentoring of Teachers .................................................................................................................................. 111.1.5 Book Distribution ............................................................................................................................................ 11

1.2 PARTNERSHIPS TO SUPPORT READING IMPROVEMENT ........................................................................ 121.2.1 US-Indonesia TTI Partnership ...................................................................................................................... 12

1.3 PAPUA AND WEST PAPUA ....................................................................................................................... 12

2 STRENGTHENED INSTRUCTION IN SCHOOLS: TTI DEVELOPMENT ............. 142.1 MATERIALS ADAPTATION FOR GOOD PRACTICE SCHOOLS .............................................................. 142.2 TTI LAB AND PARTNER SCHOOLS ......................................................................................................... 14

2.2.1 Meeting and Working with Lab and Partner Schools ........................................................................... 142.2.2 Mentoring TTI Lab and Partner Schools ................................................................................................... 14

2.3 TEACHER PRACTICUM PROGRAM ........................................................................................................... 162.3.1 Developing Improved Teacher Practicums ............................................................................................... 172.3.2 Teacher Lab and Partner School Practicum Training ............................................................................ 18

2.4 TTI REVIEW AND PREPARATION MEETING ........................................................................................... 192.5 SUPPORT FOR DISSEMINATION IN TTIS ................................................................................................. 20

3 STRENGTHENED INSTRUCTION IN SCHOOLS: WHOLE-SCHOOL DEVELOPMENT ..................................................................................................................... 20

3.1 TRAINING IN MENTORING FOR DISTRICT FACILITATORS ................................................................... 203.2 SPECIAL TRAINING FOR SCHOOL PRINCIPALS AND SUPERVISORS ..................................................... 22

3.2.1 Provincial TOT .................................................................................................................................................. 223.2.2 District-Level Training .................................................................................................................................... 22

3.3 PROVINCIAL TOT FOR MODULE 3 ......................................................................................................... 223.4 SCHOOL-LEVEL ACTIVITY, COHORT 1 .................................................................................................. 223.5 SCHOOL-LEVEL ACTIVITY, COHORT 2 .................................................................................................. 223.6 SCHOOL-LEVEL ACTIVITY, COHORT 3 .................................................................................................. 253.7 NATIONAL MODEL LITERACY DISTRICT PROGRAM ............................................................................ 27

3.7.1 Model Literacy Districts ................................................................................................................................. 273.7.2 List of Madrasah That Have Implemented a “Reading Culture” Program .................................... 27

4 GOVERNANCE, MANAGEMENT, AND LINKAGES ................................................ 284.1 TEACHER MANAGEMENT ......................................................................................................................... 28

4.1.1 Implementation of Teacher Deployment (PPG) Policies ....................................................................... 284.1.2 Implementation of Continuing Professional Development (CPD) Plans ........................................... 29

4.2 PLANNING FOR ONGOING DISSEMINATION OF GOOD PRACTICE IN SCHOOLS ............................ 304.2.1 Support for Planning the Dissemination of Good Practice ................................................................... 304.2.2 Outcomes .......................................................................................................................................................... 31

4.3 PLANNING FOR DISSEMINATION OF GOOD PRACTICES IN MADRASAH ........................................... 324.3.2 MORA Dissemination Planning Stages ...................................................................................................... 33

4.4 POLICY STUDIES ......................................................................................................................................... 354.4.1 Study of the USAID PRIORITAS Teacher Deployment and Teacher Continuing Professional Development programs ................................................................................................................................................. 354.4.2 Teacher Supply and Demand Study .......................................................................................................... 354.4.3 A Review of the USAID PRIORITAS TTI Program .................................................................................. 36

iv USAID PRIORITAS – Quarterly Report No. 18, July–September, 2016

5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS .............................................. 37

6 TECHNICAL COORDINATION .................................................................................. 396.1 COORDINATION WITH THE GOVERNMENT OF INDONESIA (GOI) .................................................. 39

7 COMMUNICATIONS ................................................................................................... 407.1 NEWSLETTER ............................................................................................................................................. 407.2 PROJECT WEBSITE ..................................................................................................................................... 417.3 MEDIA MONITORING ............................................................................................................................... 417.4 PROJECT VIDEOS ....................................................................................................................................... 417.5 MEDIA BRIEFING ........................................................................................................................................ 42

8 GENDER AND INCLUSIVE EDUCATION ................................................................. 438.1 GENDER ...................................................................................................................................................... 438.2 INCLUSIVE EDUCATION ............................................................................................................................ 43

8.2.1 Kabupaten Banjarnegara .............................................................................................................................. 448.2.2 Kabupaten Bantaeng ..................................................................................................................................... 44

9 MONITORING AND EVALUATION ........................................................................... 459.1 PREPARATION FOR THE FINAL YEARLY MONITORING OF SCHOOLS ................................................ 459.2 PREPARATION OF THE REPORT ON TTI ACHIEVEMENTS .................................................................... 469.3 COLLECTION OF ROUTINE PROJECT DATA .......................................................................................... 479.4 EGRA (EARLY GRADE READING ASSESSMENT) .................................................................................... 47

9.4.1 Grade 1 EGRA ................................................................................................................................................. 479.4.2 Grade 3 EGRA ................................................................................................................................................. 47

10 OTHER ACTIVITIES ...................................................................................................... 4810.1 COP VISIT TO KENYA ...................................................................................................................... 4810.2 DATA REVOLUTION FOR DEVELOPMENT (DRD) ........................................................................ 48

11 PROJECT MANAGEMENT ........................................................................................... 4911.1 PROJECT NO-COST EXTENSION .................................................................................................... 4911.2 NATIONAL PROJECT STAFF MEETING ............................................................................................ 4911.3 LIMITED FINANCIAL REVIEW ............................................................................................................ 4911.4 OPERATIONS ..................................................................................................................................... 49

11.4.1 Visits from Home Office Staff ................................................................................................................ 50

12 PLANS FOR QUARTER 19 ........................................................................................... 51

ANNEX 1: PROVINCIAL REPORTS ................................................................................... 52

ANNEX 2: COORDINATION WITH GOI ........................................................................ 102

ANNEX 3: SCHOOL TRAINING CONDUCTED IN QUARTER 18 .............................. 106

ANNEX 4: DISSEMINATION ............................................................................................. 108

USAID PRIORITAS – Quarterly Report No. 18, July–September 2016 v

List of Tables Leveled Reader Training Participants .................................................................................................. 11 Training of Teachers and Principals at Cluster and School Levels ............................................... 11 Book Distribution by Warehouses as of September 30, 2016 ..................................................... 12 Mentoring Program for Lab and Partner Schools, Quarter 18 ..................................................... 15 Teacher Practicum Lab and Partner School Training Workshops for Primary and

Junior-Secondary Level, Quarter 18 .................................................................................................. 19 Training of Trainers for the Module for School Principals and Supervisors .............................. 22 Cohort 2 School-Level Training in Module 3 (Primary School—Teaching and Learning) ...... 23 Cohort 2 School-Level Training in Module 3 (Primary School—School-Based

Management) ........................................................................................................................................... 23 Cohort 2 School-Level Training in Module 3 (Junior-Secondary School—Teaching

and Learning) ........................................................................................................................................... 23 Cohort 2 School-Level Training in Module 3 (Junior-Secondary School—School-Based Management) ........................................................................................................................................... 24 Participants in Cohort 2 Whole-School Development Training, by Category ....................... 24 Cohort 3 School-Level Training in Module 3 (Primary School—Teaching and Learning) .... 25 Cohort 3 School-Level Training in Module 3 (Primary School—School-Based Management) ........................................................................................................................................... 25 Cohort 3 School-level Training in Module 3 (Junior-Secondary School—School-Based Management) ........................................................................................................................................... 26 Cohort 3 School-Level Training in Module 3 (Junior-Secondary School—Teaching and Learning) ........................................................................................................................................... 26 Participants in Cohort 3 Whole-School Development Training, by Category ....................... 26 Outcomes of USAID PRIORITAS Teacher Deployment Program ............................................ 29 Efficiencies in Unit Cost of Training if Delivered in KKG/MGMP .............................................. 29 Schedule for MORA Dissemination Planning .................................................................................. 34 Number of Participants of Dissemination Activities in Quarter 18 by Province .................... 37 Total Number of Participants of Dissemination Activities in 2013–2016 (Quarter 4 to 17), by Province ........................................................................................................... 37 Table Expenditure of Dissemination Activities in Quarter 17 (USD) ....................................... 38 Total Expenditure of Dissemination Activities in 2013–2016 (Quarter 4 to 17 [US $]) ..... 38 Distribution of the National Newsletter, 15th Edition ................................................................. 40 Number of Hits on Project Website in Quarter 10 ..................................................................... 41 Monthly Media Coverage ..................................................................................................................... 41 Enumerators’ Department and Main Occupation .......................................................................... 45 Summary of the Monitoring Results of TTI related Indicators ................................................... 46 Staff – New Hires .................................................................................................................................. 50 Staff – Terminations/Resignations ...................................................................................................... 50 Staff – Total Number ............................................................................................................................ 50 Planned Activities for Quarter 19 ..................................................................................................... 51

List of Figures Figure.1:Participants in Cohort 2 Whole-School Development Training, by Category ......................... 25Figure.2:Participants in Cohort 3 Whole-School Development Training, by Category ......................... 26Figure.3:USAID PRIORITAS Partner Districts That Held Local Elections in Late 2015 and

Prepared Five-Year Education Development Plans in 2016 .......................................................... 31Figure.4:Indicative 2017–2021 Budget for Dissemination of Good Practices, by District

(in million Indonesian rupiah) ............................................................................................................... 32Figure.5:Indicative 2017–2021 Budget for 43 Partner Districts, by Program

(in million Indonesian rupiah) ............................................................................................................... 32Figure.6:MORA Strategic Priorities .................................................................................................................... 33

vi USAID PRIORITAS – Quarterly Report No. 18, July–September, 2016

List of Acronyms, Abbreviations, and Terms

ACDP Education Sector Analytical & Capacity Development Partnership ASEAN Association of South East Asian Nations (Brunei Darussalam, Myanmar, Cambodia,

Indonesia, Laos, Malaysia, Philippines, Singapore, Thailand, Vietnam) BDK Badan Diklat Keagamaan (MORA training center) BOS Bantuan Operasi Sekolah (Government-allocated School Operational Grants) COP Chief of Party CPD Continuing Professional Development CSIS Centre for Strategic and International Studies DAPODIK Data Pokok Pendidikan, MOEC’s national web-based EMIS DBE Decentralized Basic Education Project DRD Data Revolution for Development EDC Education Development Center EGRA Early Grades Reading Assessment EMIS Education Management Information System FKIP Universitas Syiah Kuala, Aceh FM frequency modulation (radio) FSU Florida State University GB Gigabytes GOI Government of Indonesia HR Human Resources IAIN Institut Agama Islam Negeri (State Islamic Institute) ID indentification IDR Indonesian rupiah IR1 Intermediate Result IT Information Technology Kabupaten District or Regency Kanwil Kantor Wilayah (Regional Office) KKG Kelompok Kerja Guru (Teacher Working Group-regular primary schools) KKM Kelompok Kerja Madrasah (Madrasah Teacher Working Group) Kota City or Municipality M&E/ ME Monitoring and Evaluation Madrasah Islamic School MGMP Local Association of Secondary Teachers (grouped by subject matter) MI Madrasah Ibtidaiyah MIN Madrasah Ibtidaiyah Negeri (state primary madrasah) MOEC Ministry of Education and Culture MORA Ministry of Religious Affairs MORHE Ministry for Research, Technology and Higher Education MOU Memorandum of Understanding MS Microsoft MTs Madrasah Tsanawiyah (Junior-Secondary Islamic School) NPSN Nomor Pokok Sekolah Nasional (National school number) Pendidikan Education PPG Penataan & Pemerataan Guru (Equitable Teacher Deployment) PPG Teacher Professional Education Program (one year post-graduate) PPL Petugas Penyuluh Lapangan (Student teacher practicum program)

USAID PRIORITAS – Quarterly Report No. 18, July–September 2016 vii

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

RAMS RTI Assets Management System RPJMD Rencana Pengembangan Jangka Menengah Daerah (Mid-Term Regional Development Plan) RTI RTI International (trade name for Research Triangle Institute) SBM School-based management SD Sekolah Dasar (Primary School) SDN Sekolah Dasar Negeri (State Primary School) SK Surat Kuasa (Official Letter of Authority from Government) SMP Sekolah Menengah Pertama (Junior Secondary School) SMPN Sekolah Menengah Pertama Negeri (State Junior-Secondary School) STTA Short-term Technical Assistance TBD To be determined TOT Training of Trainers TPP Teacher professional allowances TTI Teacher Training Institute UIN Universitas Islam Negeri (State Islamic University) UM Universitas Muhammadiyah Surakarta (State University of Malang) UNESA State University of Semarang UNIMED State University of Medan UNM Universitas Negeri Makassar (State University of Makassar) UNNES State University of Semarang UNTIRTA Universitas Sultan Ageng Tirtayasa (Sultan Ageng Tirtayasa University) UNY State University of Yogyakarta UPTD Sub-district level government office (Unit Pelaksanaan Teknis Daerah) US United States USAID United States Agency for International Development USD United States dollar WEI World Education, Inc. WSD Whole-school development YASUMAT Yayasan Sosial Untuk Masyarakat Terpencil (Social Foundation for Isolated Communities) YKW Yayasan Kristen Wamena (Wamena Christian Foundation) YLAI Yayasan Literasi Anak Indonesia (Indonesian Children’s Literacy Foundation)

USAID PRIORITAS – Quarterly Report No. 18, July–September 2016 1

EXECUTIVE SUMMARY

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

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

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

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

This report covers the period from July through September 2016 (quarter 18 of the project).

Key Accomplishments and Activities in Quarter 18

USAID PRIORITAS achieved the following during quarter 18:

Project No-Cost Extension

• A proposal and budget for a no-cost extension to September 2017, with field activities finishing in May 2017, was submitted in July 2016. USAID has indicated that the proposal will be accepted, but formal approval and a contract amendment has not yet been issued.

Leveled Reading Book Program

• All 90 partner districts have now held District Level Planning Workshops for the book program.

• The percentage of schools having received the training increased from 30% in July 2016 to 83% in September 2016. A total of 37,764 participants from 9,541 schools have now been trained.

• A total of 10,096 sets of books have now been distributed (83.4% of the number of sets intended for distribution to schools).

Papua Program

• In Wamena, activities conducted by Yayasan Kristen Wamena (Wamena Christian Foundation [YKW]) focused on distribution of the leveled reading books, socialization of the leveled reading book program, and training for teachers from 34 partner schools in using the books.

• Yayasan Sosial Untuk Masyarakat Terpencil (Social Foundation for Isolated Communities [YASUMAT]) activates also focused on the leveled reading books. Because of adverse travel conditions this quarter, books have been distributed to schools in Yahukimo District in just two clusters: Dekai and Holuwon.

West Papua Program

• Assistance to South Manokwari District continued with strengthening of approaches to monitor and improve teacher attendance, coordination and routine meetings with district facilitators; monitoring and mentoring teachers in using the leveled readers; and monitoring and mentoring of district facilitators for teachers.

Strengthened Instruction in Schools: Teacher Training Institute Development

• Materials, which cover 45 topics across the three key subject areas (literacy, mathematics, and science), were developed for use with Good Practice Schools and will now be used as the

2 USAID PRIORITAS – Quarterly Report No. 18, July–September, 2016

content base for Teacher Training Institute (TTI) Module Development for use in the Whole School Development (WSD) program.

• Meetings between TTIs and their lab and partner schools took place in five provinces. The meetings bring together TTI, project, and school staff for the purpose of reviewing training and planning for upcoming training activities.

• Mentoring for lab and partner schools continued. All provinces are implementing the mentoring program during August through November 2016. The design of the mentoring program was revised to include a more collaborative learning environment and to incorporate a Lesson Study approach.

• National Training of Teacher Practicums for Primary and Junior Secondary Schools workshops were held in July 2016. At these workshops, lecturers and teachers supervising student-teacher practicums were trained using the materials developed for improved practicums.

• Provincial training in student-teacher practicums led by facilitators trained at the national training workshops was completed in five provinces.

• TTI dissemination took place in Central Java and South Sulawesi provinces. These two provinces have been the most active in disseminating programs, driven by supportive management in their respective TTIs.

Strengthened Instruction in Schools: Whole School Development

• Finalization of videos to support mentoring by district facilitators and national training of trainers (TOT) from each province using these materials took place in September 2016. A total of 14 lesson videos have been produced to support the activity.

• Provincial TOT events were held to prepare facilitators to use the module: Whole-School Development: The role of the Principal and School Supervisor (Modul Pengembangan Sekolah Secara Menyeluruh: Peran Pengawas dan Kepala Sekolah).

• In Cohort 1 districts, mentoring was provided to teachers to support the implementation of outcomes and learning from the Module 3 training conducted previously.

• Training at the school level took place in Cohort 2 and 3 districts. The focus was on teaching-and-learning components of Module 3. School-level training for teachers in Cohort 3 districts was completed during the quarter.

Governance, Management, and Linkages

• Following a revision to the work plan for the final period of project intervention, the Governance and Management program has been substantially reduced. All major interventions have been completed. The focus of the program in quarters 18 and 19 is to support the dissemination and sustainability of project interventions and outcomes through the following:

− Providing assistance to districts to integrate plans and policies for ongoing dissemination of good practices, establishing a literacy/reading culture, effective teacher deployment, and continuing professional development into their five-year strategic education sector plans (renstra);

− Providing assistance to the Ministry of Religious Affairs (MORA) to develop budgeted five-year strategic plans (renstra) for ongoing dissemination of good practices at province and district levels; and


− Completing a small number of policy studies and, when opportunities arise, conducting advocacy and policy dialogue at sub-national levels and, in partnership with other donors such as Education Sector Analytical & Capacity Development Partnership (ACDP), at national level.

• During quarter 18, the project has provided support and monitoring for the implementation of teacher deployment policies and plans in Cohort 1, 2, and 3 districts; support to integrate plans for continuing professional development and dissemination of good practices into five-year strategic plans—particularly in the 43 districts that have recently conducted local elections and are required to develop plans this year; and support for MORA to develop plans at national, province, and district levels for the ongoing dissemination of good practices in madrasah.

Technical Coordination

• Several key meetings took place that included an informal meeting on August 19, 2016 at the invitation of the Muhammdaiyah organization, with Bapak Muhadjir Effendy, the newly installed Minister for Education and Culture. This meeting provided an opportunity to congratulate the new Minister on his appointment and report briefly on USAID PRIORITAS activities.

• An important meeting also took place with the Secretariat of the Directorate General for Education. USAID PRIORITAS reported on outcomes of the strategic plans being prepared by districts. Meetings with the Secretariat for the Directorate General of Basic Education and the Ministry of Education and Culture’s (MOEC’s) Research and Development Body (Balitbang) focused on follow-up for the literacy program and leveled readers.

• A series of consultative meetings with various officials in MORA focused on the Ministry’s efforts to disseminate USAID PRIORITAS good practices to madrasah and the project’s strategy to support their efforts.

• Coordination continued at provincial and district levels through ongoing technical workshops and routine meetings. This coordination is routine and frequent at all levels of government.

Communications

• The fifteenth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN, was printed and published in quarter 18.

• The project website promotes project outcomes, such as training modules; videos; newsletters; research studies; good practices; and inspiring stories from teachers, school principals, supervisors, and Regional Education Offices. The number of hits to the website increased from 4,854,351 in quarter 17 to 5,735,741 in quarter 18.

• A total of 1,362 news items were published in the mass media. The media covered reading programs, continuous professional development, teacher deployment, school-based management, teaching and learning, teacher training institutes, and the reading program.

• The project communication team produced 21 videos during quarter 18, to support training and advocacy.

Gender and Inclusion

• An instrument to help teachers and principals identify special-needs students has been prepared, together with guidelines for using the instrument; it has been tested in five schools in Banjarnegara (primary school [SD], madrasah ibtidaiyah [MI], and Madrasah Tsanawiyah [MTs]) and revised in accordance with the results.


• Inclusive education has been included in the strategic plans and indicative budgets in 21 districts in seven provinces.

Monitoring and Evaluation

• A report on the monitoring of project interventions in TTIs was completed and delivered to USAID.

• The project monitoring and evaluation team prepared to implement the final round of school monitoring in Cohort 1, 2, and 3 districts. This included training project monitors and government staff in the seven provinces excluding Papua.

• A baseline Early Grade Reading Assessment (EGRA) was conducted with grade 1 classes in four districts as the start of a program to assess the impact of the leveled reading program. Preparations were also made for endline EGRA to take place in quarter 19 in Cohort 1, 2, and 3 districts.

Dissemination

• During quarter 18, dissemination training activities took place in seven provinces, including training in using leveled reading books for non-partner schools. A total of 37,800 participants from 8,340 schools took part in the training. This was supported by 1.18 million USD of local funding from district, MORA, or school budgets, and 252,321 USD of project funding. Since the start of the project, 171,463 participants from 29,161 schools have taken part in training, benefiting an estimated 6.9 million students. This training has been supported by 6.14 million USD of GOI and school funding and 1.39 million USD of project funding.


RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY)

Program 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 (IR1). Hasil menengah (IRs) yang akan dicapai proyek adalah:

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

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

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

Laporan ini mencakup periode bulan Juli hingga September 2016 (Triwulan 18 proyek).

Pencapaian Utama pada Triwulan 18

Perpanjangan Proyek tanpa Biaya

• Proposal dan anggaran untuk perpanjangan proyek tanpa biaya hingga September 2017, dengan kegiatan lapangan berakhir pada Mei 2017, telah diserahkan pada Juli 2016. USAID telah mengindikasikan bahwa proposal tersebut akan diterima tapi PRIORITAS belum menerima persetujuan resmi dan amandemen kontrak.

Program buku bacaan berjenjang

• Seluruh 90 kabupaten mitra telah melaksanakan lokakarya perencanaan tingkat kabupaten untuk program buku.

• Persentase sekolah yang telah menerima pelatihan meningkat dari 30% pada Juli 2016 menjadi 83% pada September 2016. Sebanyak 37.764 peserta dari 9.541sekolah telah dilatih.

• Sebanyak 10.096 set buku telah didistribusikan (83.4% dari angka tersebut dimaksudkan untuk distribusi ke sekolah).

Program Papua

• Di Wamena, kegiatan yang dilakukan YKW fokus pada distribusi buku bacaan berjenjang, sosialisasi program buku bacaan berjenjang dan pelatihan guru-guru dari 34 sekolah mitra tentang penggunaan buku.

• Kegiatan Yasumat juga berfokus pada buku bacaan berjenjang. Karena kondisi perjalanan sulit dilakukan pada triwulan ini, distribusi buku ke sekolah di Yahukimo hanya dilakukan di dua gugus: Dekai dan Holuwon.

Program Papua Barat

• Pendampingan ke Manokwari Selatan berlanjut dengan penguatan pendekatan untuk memonitor dan meningkatkan kehadiran guru, pertemuan koordinasi dan rutin dengan fasilitator daerah, monitor pendampingan guru-guru dalam penggunaan buku bacaan berjenjang, monitor dan pendampingan fasilitator daerah untuk guru.


Peningkatan Pembelajaran di Sekolah, Pengembangan LPTK

• Materi yang meliputi 45 topik pada tiga area subyek kunci (literasi, matematika dan IPA), dikembangkan untuk penggunaan dengan Sekolah Praktik yang Baik dan akan digunakan sebagai dasar isi untuk Pengembangan Modul LPTK untuk digunakan di program Pengembangan Sekolah Menyeluruh.

• Pertemuan antara LPTK dan sekolah lab dan mitra dilakukan di lima provinsi. Pertemuan-pertemuan tersebut dihadiri staf dari proyek, LPTK, dan sekolah dengan tujuan mereviu pelatihan dan merencanakan kegiatan pelatihan selanjutnya.

• Pendampingan untuk sekolah lab dan mitra dilanjutkan. Seluruh provinsi melaksanakan program pendampingan antara Agustus dan November 2016. Desain program pendampingan direvisi untuk menyertakan lingkungan pembelajaran yang lebih kolaboratif dan memasukkan pendekatan Lesson Study.

• Pelatihan nasional dosen pembimbing lapangan (DPL) dan guru pamong untuk meningkatkan kualitas praktik pengalaman lapangan (PPL) mahasiswa LPTK (SD/MI) untuk SD/MI dan SMP/MTs dilakukan di bulan Juli. Pada lokakarya ini dosen dan guru pamong yang mengawasi PPL dilatih dalam penggunaan materi yang dikembangkan untuk praktikum yang lebih baik.

• Pelatihan tingkat provinsi dalam praktikum guru dipimpin oleh fasilitator yang dilatih di pelatihan tingkat nasional telah diselesaikan di lima provinsi.

• Diseminasi LPTK dilakukan di Jawa Tengah dan Sulawesi Selatan. Dua provinsi ini telah menjadi provinsi paling aktif dalam diseminasi program, didorong oleh manajemen yang mendukung di masing-masing LPTK.

Peningkatan Pembelajaran di Sekolah, Pengembangan Sekolah Menyeluruh

• Finalisasi video untuk mendukung pendampingan oleh fasilitator daerah dan pelatihan nasional untuk pelatih (ToT) dari setiap provinsi (TOT) menggunakan materi video ini dilakukan di bulan September. Sebanyak 14 video pembelajaran telah diproduksi untuk mendukung aktivitas ini.

• Pelatihan untuk Pelatih (ToT) tingkat provinsi dilakukan untuk menyiapkan fasilitator untuk menggunakan Modul Pengembangan Sekolah secara Menyeluruh: Peran Pengawas dan Kepala Sekolah.

• Di Kohor 1 pendampingan kabupaten dilakukan untuk guru untuk mendukung implementasi capaian dan pembelajaran dari pelatihan Modul 3 yang dilakukan sebelumnya.

• Pelatihan di tingkat sekolah dilakukan di kabupaten Kohor 2 dan 3. Fokus pelatihan pada komponen pembelajaran Modul 3. Pelatihan tingkat sekolah untuk guru di kabupaten Kohor 3 diselesaikan selama triwulan ini.

Tata Kelola, Manajemen dan Keterkaitan

• Melanjutkan revisi rencana kerja untuk periode akhir intervensi proyek, kegiatan program Tata Kelola dan Manajemen telah dikurangi secara substansial. Semua intervensi besar telah diselesaikan. Fokus program di Triwulan 18 dan 19 adalah untuk mendukung diseminasi dan keberlanjutan intervensi proyek dan capaian melalui:

o Memberikan dukungan terbatas ke kabupaten untuk mengintegrasikan rencana dan kebijakan diseminasi yang sedang dilakukan terkait praktik yang baik, literasi/budaya baca, penataan dan pemerataan guru dan pengembangan keprofesian berkelanjutan ke dalam rencana strategis pendidikan untuk lima tahun (Renstra),


o Memberikan dukungan terbatas ke Kemenag untuk mengembangkan rencana strategis beranggaran lima tahun (Renstra) terkait diseminasi praktik yang baik di tingkat provinsi dan kabupaten, dan

o Menyelesaikan sejumlah kecil kajian kebijakan dan, ketika ada kesempatan, melakukan advokasi dan dialog kebijakan pada tingkat sub-nasional dan, menjalin kemitraan dengan donor lain seperti ACDP di tingkat nasional.

• Selama Triwulan 18, proyek telah memberikan dukungan terbatas dan monitoring untuk implementasi kebijakan dan rencana penataan dan pemerataan guru di kabupaten-kabupaten Kohor 1, 2 dan 3, dukungan untuk mengintegrasikan rencana pengembangan keprofesian berkelanjutan dan diseminasi praktik yang baik ke dalam rencana strategis lima tahunan – khususnya di 43 kabupaten yang telah melakukan pemilihan kepala daerah dan diharuskan untuk mengembangkan rencana tahun ini, dan dukungan kepada Kemenag untuk mengembangkan rencana di tingkat nasional, provinsi dan kabupaten untuk diseminasi praktik yang baik di madrasah.

Koordinasi Teknis

• Pertemuan-pertemuan kunci diselenggarakan, termasuk pertemuan informal pada tanggal 19 Agustus atas undangan Muhammadiyah dengan Bapak Muhadjir Effendy, Menteri Pendidikan dan Kebudayaan yang baru diangkat. Pertemuan ini membuka kesempatan untuk memberikan selamat pada Mendikbud baru atas pengangkatannya dan melaporkan secara singkat program dan perkembangan USAID PRIORITAS.

• Pertemuan penting juga dilakukan dengan Sekretariat Direktorat Jenderal Pendidikan. PRIORITAS melaporkan capaian rencana strategis yang sedang disiapkan kabupaten. Pertemuan dengan Sekretariat Direktorat Jenderal Pendidikan Dasar dan Badan Penelitian dan Pengembangan (Balitbang) Kemdikbud berfokus pada tindak lanjut program literasi dan buku bacaan berjenjang.

• Serangkaian pertemuan konsultatif dengan berbagai pejabat di Kemenag berfokus pada upaya kementerian untuk mendiseminasikan praktik yang baik PRIORITAS ke madrasah, dan strategi proyek untuk mendukung diseminasi.

• Koordinasi berlanjut pada tingkat provinsi dan kabupaten melalui lokakarya teknis rutin yang terus berlangsung. Koordinasi ini rutin dan sering dilakukan pada seluruh tingkat di pemerintahan. Koordinasi yang intensif ini terlihat pada lampiran laporan ini.

Komunikasi

• Edisi 15 newsletter nasional USAID PRIORITAS, PRIORITAS PENDIDIKAN, dicetak dan diterbitkan pada triwulan ini.

• Situs proyek mempromosikan capaian proyek seperti modul pelatihan; video; buletin; kajian penelitian; praktik yang baik; kisah menginspirasi dari guru, kepala sekolah, pengawas sekolah dan Dinas Pendidikan Daerah. Jumlah kunjungan (hits) situs meningkat dari 4.854.351 pada Triwulan 17 menjadi 5.735.741 pada Triwulan 18.

• Sebanyak 1.362 pemberitaan telah diterbitkan di media massa. Media meliput program membaca, pengembangan keprofesian berkelanjutan, penataan dan pemerataan guru, manajemen berbasis sekolah, pembelajaran, dan lembaga pendidikan tenaga kependidikan.

• Tim komunikasi proyek memproduksi 21 video selama Triwulan 18 untuk mendukung pelatihan dan advokasi.


Gender dan Inklusi

• Sebuah instrumen untuk membantu guru dan kepala sekolah mengidentifikasi siswa berkebutuhan khusus telah dipersiapkan bersama dengan panduan untuk penggunaan instrumen, dan telah diujicoba di lima sekolah di Banjarnegara (SD, MI, dan MTs) dan direvisi sesuai dengan hasil.

• Pendidikan inklusif telah dimasukkan dalam rencana strategis dan anggaran indikatif di 21 kabupaten/kota di tujuh propinsi.

Monitoring dan Evaluasi

• Laporan monitoring intervensi proyek di LPTK telah diselesaikan dan diserahkan kepada USAID.

• Tim monitoring dan evalusi proyek menyiapkan pelaksanaan monitoring sekolah tahap akhir di kabupaten-kabupaten di Kohor 1, 2 dan 3. Kegiatan ini termasuk pelatihan pengambil data (enumerator) proyek dan staf pemerintah di tujuh provinsi di luar Papua.

• Sebuah asesmen awal EGRA dilakukan dengan siswa kelas 1 di empat kabupaten untuk menilai dampak program buku bacaan berjenjang. Persiapan juga dilakukan untuk EGRA akhir yang akan dilakukan pada Triwulan 19 di kabupaten-kabupaten Kohor 1, 2 dan 3.

Diseminasi

Selama Triwulan 18, kegiatan pelatihan diseminasi dilakukan di tujuh provinsi, termasuk pelatihan dalam pemanfaatan buku bacaan berjenjang untuk sekolah non-mitra proyek. Sebanyak 37.800 peserta dari 8.340 sekolah berpartisipasi dalam pelatihan tersebut. Kegiatan diseminasi ini didukung oleh dana sebesar 1,18 juta USD dari sumber dana kabupaten, Kemenag, atau BOS, dan 252.321 USD dari dana PRIORITAS. Terhitung dari awal proyek, 171.463 peserta dari 29.161 sekolah telah mengikuti pelatihan, memberikan manfaat bagi sekitar 6.9 juta siswa. Pelatihan diseminasi ini didukung oleh 6,14 juta USD dana Pemerintah Indonesia dan BOS dan 1,39 juta USD dari dana proyek.


1 PROJECT ROLLOUT, GRANTS, AND PARTNERSHIPS

1.1 Leveled Reading Book Program

Reading is a key skill without which students have very limited access to learning. Improving reading on a global scale is also a high priority of USAID. Activities to improve student skills in reading across the curriculum have been integrated into many aspects of the USAID PRIORITAS program. Among others, the project has worked with MOEC, MORA, provinces, districts and TTIs to:

• Develop a reading culture program in project partner districts and schools and provide reading books in partner schools to encourage the program

• Adapt and develop kits of leveled reading books, working with Yayasan Literasi Anak Indonesia (Indonesian Children’s Literacy Foundation [YLAI]), for the early grade classes

• Develop training materials to support the use of the leveled readers

• Provide approximately 13,000 kits to project partner and non-partner schools along with training for teachers and school principals in their use.

Activities this quarter focused on continuing book distribution and conducting training for teachers, principals, and school supervisors.

1.1.1 Book Storage

When the USAID-procured leveled readers arrived in Indonesia, the distribution of the books to the four warehouses outside Jakarta (located in Semarang, Surabaya, Medan, and Makassar) was based on the numbers planned to be distributed to schools in each province. A reserve of books was retained in Jakarta to meet unforeseen needs.

These additional books are being used to meet specific needs, including: (1) to be used for the school principal and teacher training (94 sets); (2) to be given to the schools of early grade District Facilitators (118 sets), (3) to be provided for monitoring and evaluation comparison schools, who have not otherwise received the books (39 sets); and (4) to be delivered to EGRA grade 1 control schools after the EGRA has been completed (24 sets). Additional books are being sent from the warehouse in Jakarta to the four warehouses to cover these needs. So far, the extra books have been sent to the Semarang and Surabaya warehouses. The extra books will be sent to the warehouses in Medan and Makassar in October 2016.

1.1.2 District Level Planning Workshop

District Planning Workshops were completed in July 2016. Among the outcomes of the district workshops, some local governments promised to support the book program with cost sharing from

A teacher at MIN West Medan, North Sumatra, teaching shared reading with a big book.


the district budget to fund teacher training. Based on the observations of field staff, these district governments are meeting their commitments and have allocated 300 million IDR of 2016 budget funds to fund teacher training in using the leveled reading books. Most of the other district governments have instructed schools to use Bantuan Operasi Sekolah (government-allocated school operational grants [BOS]) to finance the training.

Teachers in Makassar, South Sulawesi, at school level training, practicing the teaching of shared reading using a leveled reading book.

1.1.3 Training of Teachers and Principals at Cluster Level

During quarter 18, teacher training in using the leveled reading books was conducted in most districts in the partner provinces. The percentage of targeted schools that have received the training and the books has increased from 30% in July 2016 to 83% in September 2016. A total of 37,784 participants from 9,490 schools (see Tables 1 and 2 below) have received the training. The categorization of participants is as follows: teachers 77%, school principals 22%, and school supervisors 1%. Of these, 74% of participants are female.

Training for teachers in 16 schools in West Papua Province has also been completed. The 112 participants (80% female) consisted of early-grade teachers, principals, and supervisors, with training being held in South Manokwari. Training in Papua has been conducted by YKW for 30 out of 34 partner schools. A total of 78 participants (40% female) participated in the training. Meanwhile, in Yahukimo District, some books have been distributed, but training for the 63 schools managed by YASUMAT in Yahukimo has not yet been implemented because of bad weather and lack of aircraft availability for flights to school locations.


Leveled Reader Training Participants

PROVINCE

PARTICIPANTS Teachers Principals Supervisors TOTAL

M F M F M F M F All Aceh 159 1,590 238 260 53 24 450 1,874 2,324

North Sumatra 499 4,439 388 819 92 64 979 5,322 6,301

Banten 221 1,569 158 184 27 16 406 1,769 2,175

West Java 516 3,218 948 334 34 36 1,498 3,588 5,086

Central Java 1,366 4,856 1,170 737 78 42 2,614 5,635 8,249

East Java 1,337 5,610 1,235 766 60 18 2,632 6,394 9,026

South Sulawesi 333 3,088 547 449 15 1 895 3,538 4,413

Papua 35 25 12 6 - - 47 31 78

West Papua 12 82 9 7 1 1 22 90 112

TOTAL 4,478 24,477 4,705 3,562 360 202 9,543 28,241 37,784

Training of Teachers and Principals at Cluster and School Levels

PROVINCE CLUSTER

% SCHOOLS

% Targeted Completed Targeted Completed

Aceh 105 76 72% 721 550 76%

North Sumatra 236 206 87% 1,710 1,418 83%

Banten 146 117 80% 910 727 80%

West Java 254 206 81% 1,930 1,531 79%

Central Java 250 249 100% 2,104 2,059 98%

East Java 366 315 86% 2,492 2,131 86%

South Sulawesi 208 159 76% 1,314 1,013 77%

Papua 16 0 0% 97 45 46%

West Papua 3 4 133% 16 16 100%

TOTAL 1,584 1,332 84% 11,294 9,490 84%

1.1.4 Mentoring of Teachers

Project teams in most provinces are starting or preparing to implement teacher mentoring as a follow-up to the training. South Sulawesi began the mentoring program in August 2016. So far, 1,530 teachers (35%) have received mentoring visits to support them in using the leveled readers in 17 school clusters in South Sulawesi. In Aceh, the mentoring began in early September. Mentoring of teachers in Aceh has been conducted in three of the 105 target school clusters (3%), involving 107 early grade teachers, school principals, and school supervisors.

1.1.5 Book Distribution

By the end of September 2016, 10,096 sets of books (83.4% of total books) had been distributed. There was a large increase in book distribution in East Java, increasing from 1% distributed by June 30 to 82.64 % distributed by the end of September 2016. Table 3 shows details of distributions from the five warehouses. The Jakarta warehouse includes reserve stock for the other warehouses.


Book Distribution by Warehouses as of September 30, 2016

Warehouse Province Inbound (# of

book sets)

Distribution by September 30,

2016 Balance Percentage distributed

Jakarta Banten

3,717

734

1,241 66.61% West Java 1,645

Papua 97

Semarang Central Java 2,148 2,130 18 99.16%

Surabaya East Java 2,535 2,095 440 82.64%

Medan Aceh

2,400 620

182 92.42% North Sumatra 1,598

Makassar South Sulawesi

1,300 1,157

123 89.00% Papua and West Papua 20

TOTAL 12,100 10,096 2,004 Remarks: There are differences between number and percentage of schools that have received training and the schools that have received books. This difference is because the books were delivered to the school clusters before the teacher training was implemented.

1.2 Partnerships to Support Reading Improvement

1.2.1 US-Indonesia TTI Partnership

The partnership between Florida State University (FSU) and the State University of Semarang (UNNES) continued in quarter 18. Preparation for monitoring and evaluation of using the pre-service modules in teaching reading was led by Dr. Allison Born from FSU and took place in Semarang on September 13–15. Monitoring will be implemented during quarter 19 in UNNES.

Preparations are also underway for the rollout of the pre-service reading modules to the other 16 partner TTIs, which will take place over five days in Yogyakarta from October 21 to 25, 2016.

1.3 Papua and West Papua

During quarter 18, a coordination meeting in South Manokwari, West Papua, brought together stakeholders that included the Bupati, Head of Bappeda, the drafting team of the South Manokwari strategic plan (RPJMD), Head of the Education Office, Secretary of the Education Office, school supervisors, and TTI managers.

The meeting focused on including the implementation and dissemination of USAID PRIORITAS programs in the district’s five-year strategic plan (Renstra), an update on the

Students at a remote school in Yahukimo taking part in shared reading with a leveled

reading book.


drafting/planning process, monitoring of teacher attendance, and an update on progress with USAID PRIORITAS program delivery.

Assistance to the district continued with strengthening of approaches to monitor and improve teacher attendance, coordination and routine meetings with district facilitators, monitoring and mentoring teachers in using the leveled readers, and monitoring and mentoring of district facilitators for teachers.

In Jayawijaya District in Papua Province, activities conducted by YKW focused on introducing the leveled reading program, distributing the leveled readers, and providing socialization and training in using the leveled readers for teachers from 34 partner schools.

YASUMAT activities in Yahukimo District in Papua Province also focused on the leveled readers. Due to adverse conditions this quarter, books have been distributed to schools in just two clusters: Dekai and Holuwon. The main problem causing delays in distribution to other clusters has been bad weather, which has led the local airfreight service to prioritize food delivery and passenger transport.

These activities are described in more detail in the provincial report section in Annex 1.


2 STRENGTHENED INSTRUCTION IN SCHOOLS: TTI DEVELOPMENT

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

2.1 Materials Adaptation for Good Practice Schools

Following the development of materials for the second workshop for Good Practice Schools, USAID requested that no further workshops be carried out with these schools as part of cost-saving measures to fund the project’s no-cost extension.

The materials, which cover 45 topics across the three key subject areas, will instead be used as the content base for the newly added national workshop for TTI Module Development. USAID has requested a focus on module design and development to provide effective models that TTIs can continue to use after project closeout. The workshops will be held in quarter 19 and train participants in good practices in designing modules and training, using selected content from the materials developed for Good Practice Schools.

2.2 TTI Lab and Partner Schools

2.2.1 Meeting and Working with Lab and Partner Schools

During quarter 18, meetings were held in five provinces between TTIs and their laboratory (lab) and partner schools. A meeting was held in Aceh on July 30, in Banten on July 29, and in Central Java with State University of Yogyakarta (UNY) partner schools on July 29. UNNES and State Islamic University (UIN) Walisongo met with their partner schools on August 9. In East Java, a meeting was held with Surabaya TTI partner schools on July 28 and with State University of Malang (UM) partner schools on July 30. In South Sulawesi, a meeting was held with TTI partner schools on July 28.

The meetings provide the opportunity to bring together TTI, project, and school staff to review training and plan for upcoming training activities. Meetings during quarter 18 were focused on updates and follow-up related to the Module 3 training implementation and more detailed preparation for upcoming mentoring activities.

2.2.2 Mentoring TTI Lab and Partner Schools

USAID PRIORITAS is encouraging and supporting partner TTI facilitators with assistance from project staff to provide ongoing mentoring and development of teachers and school management

A lecturer of Sultan Ageng Tirtayasa University (UNTIRTA) providing mentoring on learning English in

SMPN 7 Serang, Banten.


staff in the TTI Lab and Partner School program. The program is developed by the TTI partners, their lab schools, and project staff according to their capacity and needs. The activities are connected to and support the work done during training and meetings with the partner schools.

Following a review of the mentoring program in Year 4, it was agreed that revision was needed in the design and implementation of the program to increase quality and effectiveness. Previously, individual lecturers visited schools and individual classrooms a number of times during each quarter, to observe and give feedback to teachers in the lab and partner schools. It was noted that some visits were merely staffroom meetings, without any real focus on observation and feedback. Others were of a more supervisory nature, rather than mentoring and supporting improved teaching and learning.

The design of the mentoring program was revised to include a more collaborative learning environment and to incorporate a Lesson Study approach. This revision was made to provide more focus for the mentoring visits and to promote the more sustainable notion of communities of learners.

The mentoring program now consists of a cycle of four visits over the period of a month to six weeks. Teachers from the lab schools meet together with lecturers in small subject groups to plan a lesson together. The second meeting allows discussion and refining of the lesson prior to teaching it, with the input of colleagues to provide ideas and feedback. The third session of the cycle sees teachers trying out their lessons in their own classrooms, being observed either by a facilitator or another member of the teaching staff. The fourth meeting brings the teachers back together to discuss their lesson, share the lesson products, reflect on their own performance, and hear feedback from the observers and the group. The cycle is known as Plan-Plan-Do-See. This model is sustainable and one that could easily be implemented during the Teacher Working Group Meetings (KKG/MGMP) that are held regularly in schools and clusters.

All provinces will implement the mentoring program between August and November 2016. As each TTI partner will have four meetings in the cycle, the project will facilitate 128 meetings for partner-primary and junior-secondary lab and partner schools. The schedule for quarter 18 is noted in Table 4 below.

Mentoring Program for Lab and Partner Schools, Quarter 18 Province Schedule TTI School Level

Aceh September 21–23, 2016 September 28–30, 2016 September 28–30, 2016

FKIP Unsyiah (#1) UIN Al-Raniry (#1) FKIP Unsyiah (#2) UIN Al-Raniry (#2)

Primary

North Sumatra September 20–22, 2016 September 27–29, 2016

UNIMED (#1) UIN- SU (#1) UNIMED (#2) UIN- SU (#2)

Primary

Banten

September 3, 2016 September 3, 2016 September 22–24, 2016 September 22–24, 2016

UNTIRTA(#1) IAIN SMH (#1) UNTIRTA (#2) IAIN SMH (#2)

Primary

September 5–10, 2016 September 5–10, 2016 September 19–21, 2016 September 19–21, 2016

IAIN SMH (#1) UNTIRTA(#1) IAIN SMH (#2) UNTIRTA (#2)

Junior Secondary

West Java TBD TBD Central Java August 20, 2016

August 27, 2016 September 10, 2106

UNNES (#1) UNNES (#2) UIN Walisongo (#1)

Primary


Province Schedule TTI School Level September 24, 2016 September 16, 2016 September 23, 2016

UIN Walisongo (#2) UNY (#1) UNY (#2)

September 3, 2016 September 17, 2016 August 22, 2016 September 16, 2016 September 17–30, 2016 September 19–30, 2016 August 23, 2016 September 9, 2016

UNNES (#1) UNNES (#2) UIN Walisongo (#1) UIN Walisongo (#2) UNY (#3) UIN Walisongo (#3) UNY (#1) UNY (#2)

Junior Secondary

East Java August 20, 2016 September 3, 2016 September 8–23, 2016 September 8–23, 2016 August 27, 2016 September 17, 2016 September 18–30, 2016 August 26, 2016 September 23, 2016

UNESA (#1) UNESA (#2) UNESA (#3) UNESA (#4) UM (#1) UM (#2) UM (#3) UINSA (#1) UINSA (#2)

Primary

August 27, 2016 September 17, 2016 August 27, 2016 September 17, 2016 September 11–30 August 26, 2016 September 23, 2016

UNESA(#1) UNESA (#2) UM (#1) UM (#2) UM (#3) UINSA (#1) UNISA (#2)

Junior Secondary

South Sulawesi September 3, 2016 September 17, 2016 August 27, 2016 September 17, 2016 September 26–29, 2016 September 3, 2016 September 17, 2016 September 26–28, 2016

UNM (#1) UNM (#2) UIN Alauddin (#1) UIN Alauddin (#2) UIN Alauddin (#3) UNM (#1) UNM (#2) UNM (#3)

Primary

September 10, 17, 24, 2016 UNM & UIN (#1) Junior Secondary

Note: #1, #2, #3 = first, second, and third rounds of mentoring.

2.3 Teacher Practicum Program

USAID PRIORITAS is working with partner TTIs to improve the quality and effectiveness of teacher practicum programs. TTIs currently offer practice teaching programs as part of the pre-service component (Praktik Pengalaman Lapangan [PPL] one-semester program) and the one-year post graduate Pendidikan Profesi Guru (PPG) program, consisting of university workshops and practical teaching in schools. At present, some TTIs offer the PPG program and some offer the shorter undergraduate PPL program only. In the next three years, all TTIs will be required to offer PPG programs in an effort to improve the preparation of new teachers for the classroom. The PPG program consists of two parts: (1) a workshop lecture program in the first semester and (2) a school placement for the second semester. The project is assisting the Ministry for Research, Technology, and Higher Education (MORHE) to review current practices and programs offered by partner TTIs and to agree on a program for improving teacher practicums.


2.3.1 Developing Improved Teacher Practicums

USAID PRIORITAS is working with heads of practicum departments from partner TTIs, GOI representatives from the MORHE Higher Education Directorate, lecturers, teachers supervising practicum students, consultants, and project staff to develop materials that will improve the effectiveness of the one-semester school experience program for student teachers. Materials for the one-semester PPG

Workshop program that precedes the practice teaching semester were completed and socialized in the past quarter. The activities associated with the second part of the practicum program, materials for improved teacher practicum, continue this quarter.

National training on Teacher Practicums for Primary and Junior Secondary School workshops were held this quarter—on July 20–22 for primary school and on July 24–26 for junior secondary schools in Yogyakarta.

The objective of these workshops was to train lecturers and teachers who supervise PPL practicums in how to use the materials developed for improved practicums.

Participants for the primary school workshop included 44 lecturers from TTI partners—five primary school level TTI lecturers per province, except for Central Java and East Java, where seven primary level TTI lecturers per province were represented, as well as seven primary school supervising teachers (one per province). A group of 24 student teachers also took part in the workshop. A similar number of participants attended the junior-secondary school workshop.

During each three-day workshop, primary and junior-secondary supervising lecturers and supervising teachers were trained in the eight units that comprise the Improved Teacher Practicum materials, as noted below:

Simulation of a conference between a supervising lecturer, supervising teacher, and student

teacher about the progress during a teacher practicum (during the National Training on Teacher Practicums for Primary Schools).

Group discussion among participants during the National Training on Teacher Practicums.


Day 1:

• Reflective Journal

• Conference

• School and Classroom Observation

Day 2:

• Guided Teaching

• Independent Teaching

• Assessment and Evaluation

• Preparation of Real Teaching

Day 3:

• Real Teaching

• Real Practice of a Conference

• Follow-up Plan.

Participants indicated that they were very impressed with the training. They said that the materials met their needs, especially the units on conference-guided teaching and independent teaching. School and classroom observation is not something new for them, but they noted that the methods of support provided by lecturers to student teachers and the detailed information and steps of observation were new and very useful.

Team teaching undertaken by participants with student teachers in real classrooms also provided a new experience for the participants. They could learn from each other about lesson plans and real teaching experience that were used for practicing conferencing amongst the teams.

Since participants felt that the materials were very useful, they expressed a strong commitment to implementing them in the regular PPL and in the PPL component of PPG. UNM Makassar and UNY Yogyakarta have already conducted dissemination training of the materials to other supervising lecturers, who had not participated in the original training.

Following this activity, provincial workshops will introduce the materials to lecturers, supervising teachers, and students and will provide the opportunity for collaboration and practice using the materials in the classroom setting of the partner schools.

2.3.2 Teacher Lab and Partner School Practicum Training

Provincial training led by facilitators trained at the national workshop started this project quarter. The aim of these workshops, for both primary and junior secondary schools, is to bring the materials closer to the target audience in the province, with the lecturers, supervising teachers, and students carrying out practicums in partner TTIs.

Participants of this practicum training included 10 supervising lecturers, 10 supervising teachers, and 10 student teachers

With a presentation, participants share the results of group discussions during the

National Training on Teacher Practicums for Junior-Secondary Schools.

A mathematics lecturer at UIN Alauddin Makassar, working with students

while mentoring in a TTI partner madrasah in Makassar.


per TTI partner. They are being trained using the same units used during the National Training of Teacher Practicum.

At the province level, a stronger sense of collaboration is promoted through the activities that continue to reinforce the importance of a connected team effort. A key feature of this training is the attendance of student teachers, who work with lecturers and supervising teachers to prepare a lesson for

practical teaching. During the practice teaching day, all team members work together in their respective roles: as observers, teachers, and mentors. This concept is new to partner TTIs that currently do not bring together all those involved during the preparation for and implementation of the practicum program.

The concept of conferencing has been a popular inclusion in the practicum materials, with positive comments received from all the participants. Three-way discussions between student teachers, supervising teachers, and lecturers has improved communications and understanding, and lecturers have developed an understanding of their role as more than just an evaluator in the process of teacher training.

This training took place in five provinces during quarter 18, as shown in Table 5, and will be completed in all the provinces during quarter 19.

Teacher Practicum Lab and Partner School Training Workshops for Primary and Junior-Secondary Level, Quarter 18

Province Schedule School level Aceh Aug 30–September 1, 2016 Primary

September 6–8, 2016 Junior Secondary North Sumatra August 29–31, 2016 Primary

September 15–17, 2016 Junior Secondary West Java September 20–22, 2016 Primary

September 27–29, 2016 Junior Secondary Central Java August 25–27, 2016 (UNY) Primary

August 25–27, 2016 (UNY) Junior Secondary South Sulawesi September 20–22, 2016 Primary

September 6–8, 2016 Junior Secondary

2.4 TTI Review and Preparation Meeting

The TTI review and preparation meetings provide the project staff with the opportunity to meet with TTI facilitators to review completed activities and prepare for upcoming activities. All provinces held meetings during this quarter. Please see provincial reports in Annex 1 for details.

A student teacher at UNY, simulating a teaching practice in the Training on Teacher Practicums for UNY

partner schools.


2.5 Support for Dissemination in TTIs

USAID PRIORITAS facilitates the dissemination of project activities and modules using a cost-share arrangement and based on requests from non-partner TTIs. The project also assists requests to train additional teachers and lecturers to increase the numbers trained in a partner school or partner TTI department, thereby strengthening capacity and quality. The project provides facilitators and materials as a response to these requests. The requesting institution meets all other costs associated with the training.

During this quarter, dissemination occurred in Central Java and South Sulawesi provinces. These two provinces have been the most active in disseminating programs, driven by supportive management in their respective TTIs. On August 30–September 1, dissemination within UNY shared programs more widely within their institution, and in South Sulawesi, UIN Alaudddin and UNM Makassar carried out dissemination of practicum materials to additional departments in their universities.

3 STRENGTHENED INSTRUCTION IN SCHOOLS: WHOLE-SCHOOL DEVELOPMENT

To support the improvement of in-service teacher training, USAID PRIORITAS works with TTIs, districts, and district facilitators drawn from the ranks of teachers, principals, and supervisors, to develop their capacity to deliver training to teachers, initially in clusters of project partner schools. The focus is on cluster-based training (teacher working groups, known as KKG and MGMP) and whole-school development. Activities include module development, training of trainers (TOT) at the national and provincial level, school-level training delivered to clusters of schools, and in-school mentoring (known in Bahasa Indonesia as “pendampingan”) to support schools and teachers in implementing the results of the class-based training.

3.1 Training in Mentoring for District Facilitators

The project has prepared training videos to increase the mentoring skills of the district and TTI training facilitators, on whom the program relies for its sustainability and further development at district level. The training focuses on classroom observation. There are eight videos for primary schools and six videos for junior secondary schools.

Finalization of the materials and national training of trainers (TOT) occurred in Yogyakarta for three days each for primary schools (September 19–21) and junior secondary schools (September 22–24). The participants included two selected facilitators for each level (primary and junior secondary) from each of the seven project provinces outside Papua and a project Teacher Training Officer from each province. During the training, the

TOT participants in the Mentoring Training for District Facilitators, simulating the mentoring of

teachers before the school visits.


participants in the training watched videos of lessons and identified and discussed good practices, as well as those practices that need improving in various teaching areas, including the following areas:

• Lesson introductions

• Classroom management

• Questioning and task assignment

• Students’ written work.

The participants then observed real teaching in a TTI partner school in Yogyakarta, to practice in a real situation observing good practices and practices that needed improving, and discussing how to address any issues they find.

The training was very positively received by the participants, who were better able to identify good practices and areas for improvement in the videos, where lessons had been compressed and focused, rather than in the classroom, where one can become more easily distracted by unimportant details.

The module will be rolled out in each province by the facilitators and staff training at the national level to a small number of facilitators from each district and TTI. These facilitators will subsequently roll out the module to the remaining facilitators in their districts and TTIs.

TOT participants in the Mentoring Training for District Facilitators, practicing mentoring teachers in the schools they visited.


3.2 Special Training for School Principals and Supervisors

3.2.1 Provincial TOT

Provincial TOT events were held this quarter to prepare facilitators to use the newly-developed module: “Whole-School Development: The Role of the Principal and School Supervisor” (Modul Pengembangan Sekolah Secara Menyeluruh: Peran Pengawas dan Kepala Sekolah). The TOTs were conducted this quarter in Aceh, North Sumatra, Banten, West Java, Central Java and South Sulawesi (see Table 6). The event is also planned for East Java in October.

Training of Trainers for the Module for School Principals and Supervisors Province Schedule Location

Aceh and North Sumatra July 16–18, 2016 Medan Central Java July 26–28, 2016 Yogyakarta Banten and West Java August 14–16, 2016 Tasikmalaya South Sulawesi August 28–30, 2016 Pare-pare East Java October 8–9, 2016 (tentative planned) -

3.2.2 District-Level Training

Training at district level has already been conducted in Aceh Barat Daya District on September 6–7, 2016. Other districts are expected to conduct the training during quarter 19.

3.3 Provincial TOT for Module 3

TOT for Cohort 2 and 3 facilitators in Module 3 (primary and junior-secondary levels) took place in East Java on July 26–30, 2016. A total of 58 participants attended the training from six districts.

3.4 School-Level Activity, Cohort 1

In Cohort 1 districts, mentoring was provided to teachers to support the implementation of outcomes and learning from the Module 3 training previously conducted.


Training at primary school level in Module 3 took place this quarter in Cohort 2 districts in five provinces as noted in Tables 7 and 8.

Principals and supervisors of the 13 partner districts in South Sulawesi being trained in

effective school supervision in Makassar.


Cohort 2 School-Level Training in Module 3 (Primary School—Teaching and Learning)

Province District Schedule Aceh Aceh Barat Daya Early Grades: August 13–15, 2016

Upper Grades: August 18–20, 2016 Pidie Jaya Early Grades: September 6–8, 2016

Upper Grades: September 20–22, 2016 Aceh Tamiang Early Grades: September 6–8, 2016

Upper Grades: September 20–22, 2016 Aceh Utara Early Grades: September 29– Oct 1, 2016

Upper Grades: October 2–4, 2016 Banten Tangerang Early Grades: July 28–30, 2016

Upper Grades: August 8–10, 2016 Tangerang Selatan Upper Grades: August 1–3, 2016

West Java Cirebon Upper Grades: July 20–22, 2016 Tasikmalaya Upper Grades: July 19–21, 2016 Bekasi Upper Grades: July 27–29, 2016

East Java Ngawi Upper Grades: August 11–13, 2016 South Sulawesi Pare-pare Upper Grades: July 22–27, 2016

Takalar Upper Grades: July 18–20, 2016 Tana Toraja Early Grades: July 19–21, 2016

Cohort 2 School-Level Training in Module 3 (Primary School—School-Based Management)

Province District Schedule Aceh Aceh Barat Daya August 31–Sept 3, 2016 (2 rounds) Banten Tangerang Selatan August 26–27, 2016

Kab. Tangerang September 5–6, 2016 West Java Cirebon August 12–13, 2016

Kuningan August 26–27, 2016 Bekasi August 25–26, 2016 Tasikmalaya August 29–Sept 3, 2016 (2 rounds)

East Java Lumajang September 5–6, 2016 South Sulawesi Takalar August 25–26, 2016

Bone August 25–26, 2016 Toraja September 2–6, 2016 (2 rounds) Pare-pare September 7–8, 2016

Only one Cohort 2 district has yet to complete the training in Module 3, namely Aceh Utara, which plans to complete the training on October 2–4. Following the school training, districts are now undertaking mentoring for teachers in Module 3, as a follow-up to the training.

Training in Module 3 for junior-secondary schools took place as noted in Tables 9 and 10 below.

Cohort 2 School-Level Training in Module 3 (Junior-Secondary School—Teaching and Learning)

Province District Schedule Aceh (already completed) North Sumatra (already completed) Banten Tangerang Selatan July 28–30, 2016

Kab. Tangerang August 23–27, 2016 West Java Kuningan July 18–20, 2016 (Round 2)

Tasikmalaya July 26–28, 2016 Cirebon July 28–30, 2016

Central Java (already completed) East Java Lumajang July 20–30, 2016


Province District Schedule Ngawi August 10–15, 2016 (Round 2)

South Sulawesi Bone July 20–22, 2016 Takalar July 27–29, 2016 Pare-pare July 30–August 1, 2016 Tana Toraja September 7–9, 2016

Cohort 2 School-Level Training in Module 3 (Junior-Secondary School—School-Based Management)

Province District Schedule Banten Tangerang Selatan September 2–3, 2016

Kab Tangerang September 7–8, 2016 West Java Cirebon August 19–20, 2016

Kuningan August 20–23, 2016 Bekasi August 29–30, 2016 Tasikmalaya August 31–September 1, 2016

South Sulawesi Pare-pare September 5–6, 2016 Bone August 23–24, 2016 Takalar August 23–24, 2016

Table 11 and Figure 1 show that 3,782 participants took part in the Cohort 2 school-level teaching and learning and school-based management training and that the majority of participants, 2,562 (over 70%), were teachers. Details of the number of participants by district are noted in Annex 3.

Participants in Cohort 2 Whole-School Development Training, by Category

Total

School Principals 466

Teachers 2,562

School Committees 515

School Supervisors 171

District Education Staff 37

MORA Staff 11

Other District Staff 6

Press 5

Others 9

Grand Total 3,782


Figure.1: Participants in Cohort 2 Whole-School Development Training, by Category


Activities in Cohort 3 schools during quarter 18 took place as shown in Tables 12 to 15.

Cohort 3 School-Level Training in Module 3 (Primary School—Teaching and Learning)

Province District Schedule East Java Jombang September 7–8, 2016 Lamongan August 24–25, 2016

Cohort 3 School-Level Training in Module 3 (Primary School—School-Based Management)

Province District Schedule East Java Kota Batu Early Grades: July 20–22, 2016

Upper Grades: July 23–25, 2016 Lamongan Upper Grades: August 10–12, 2016 Jombang Upper Grades: July 19–21, 2016 Banyuwangi Upper Grades: August 9–11, 2016


Cohort 3 School-level Training in Module 3 (Junior-Secondary School—School-Based Management)

Province District Schedule East Java Lamongan August 14–16, 2016

Cohort 3 School-Level Training in Module 3 (Junior-Secondary School—Teaching and Learning)

Province District Schedule East Java Lamongan July 23–25, 2016 (2 parallel groups)

Jombang August 20–25, 2016 (2 rounds) Kota Batu September 5–7, 2016 Banyuwangi September 8–10, 2016

Table 16 and Figure 2 show that 1,341 participants took part in the Cohort 3 school-level teaching and learning and school-based management training and that the majority of participants, 917 (over 68%), were teachers. Details of the number of participants by district are set out in Annex 3.

Participants in Cohort 3 Whole-School Development Training, by Category

Total

School Principals 165

Teachers 917

School Committees 190

School Supervisors 51

District Education Staff 11

MORA Staff 1

Other District Staff 6

Grand Total 1,341

Figure.2: Participants in Cohort 3 Whole-School Development Training, by Category


Training activities in Cohort 3 districts are now complete. The training is now being followed up with in-school mentoring.

3.7 National Model Literacy District Program

In the context of the National Regulation on Character Development (Permendikbud 23/2015), the Director General of Basic Education announced that by the end of 2016, all schools must implement a program of daily silent reading for 15 minutes before commencing the formal learning process. The Directorate General has also nominated a number of districts and provinces to be declared “model literacy regions.” The hope is that these model regions can support other districts and provinces to learn about successful implementation of the regulation.

MOEC’s plan to implement the model literacy program has been implemented as described below.

3.7.1 Model Literacy Districts

MOEC has now designated 19 districts as model literacy districts (Kabupaten Model Literasi). Responding to a request from the Director General of Basic Education, USAID PRIORITAS recommended 20 districts from which the 19 districts were selected by MOEC as models. The Director General was particularly impressed with (1) partner schools that have implemented a reading culture program, (2) regulations promulgated by the districts to support the development of a reading culture, (3) budget allocations to support implementation, and (4) the formation of teams to implement a literacy movement program in the districts.

On September 9, USAID PRIORITAS was invited to discuss the official certification of model literacy districts during a workshop with the Director General of Basic Education and the School Literacy Movement Team (Tim Gerakan Literasi Sekolah). The programs in each district were discussed during the workshop, along with MOEC’s process of certifying these districts as “model literacy districts” and MOEC’s plan to support the model districts.

3.7.2 List of Madrasah That Have Implemented a “Reading Culture” Program

USAID PRIORITAS has prepared a list of madrasah (MI and MTs) from each district that have implemented a “reading culture” program. The information has been provided to MORA for follow-up.

Students, teachers, and parents in Demak District, Central Java, reading a book together at the

launch of Demak as a model literacy district.


4 GOVERNANCE, MANAGEMENT, AND LINKAGES Following a revision to the work plan for the final period of project intervention, the Governance and Management program has been substantially reduced. All major interventions have been completed. The focus of the program in quarters 18 and 19 is to support the dissemination and sustainability of project interventions and outcomes by:

• Providing low-level assistance to districts to integrate plans and policies for ongoing dissemination of good practices, literacy/reading culture, teacher deployment, and continuing professional development into five-year strategic education sector plans (renstra);

• Providing low-level assistance to MORA to develop budgeted five-year strategic plans (renstra) for ongoing dissemination of good practices at province and district levels; and

• Completing a small number of policy studies and, when opportunities arise, conducting advocacy and policy dialogue at sub-national levels and, in partnership with other donors such as ACDP, at national level.

During this quarter, the project has provided limited support and monitoring for the implementation of teacher deployment policies and plans in Cohort 1, 2 and 3 districts, support to integrate plans for continuing professional development and dissemination of good practices into five-year strategic plans – particularly in the 43 districts which have recently conducted local elections and are required to develop plans this year, and support for MORA to develop plans at national, province and district levels for the ongoing dissemination of good practices in madrasah. Each of these is discussed below.

4.1 Teacher Management

4.1.1 Implementation of Teacher Deployment (PPG) Policies

Although the Teacher Deployment activities are now completed, USAID PRIORITAS continues to support policy implementation through district review meetings and occasional consultation and advocacy. During this quarter, the project continued to monitor and support the implementation of policies to improve teacher deployment, including teacher transfers, small school regrouping, and the multi-grade teaching. As illustrated in Table 17, in recent months the numbers of schools merged, multi-grade teaching classrooms created, teachers transferred, and new teachers recruited, based on the PPG analysis, are substantial.

A service provider trained by USAID PRIORITAS facilitating preparation of Education Strategic

Plans in Medan, North Sumatra.


Outcomes of USAID PRIORITAS Teacher Deployment Program

School Mergers Number of multi-

grade schools

Transfers Mobile

teachers Recruited teachers Original

number of small

schools

Resulting number of

merged schools Principals

Primary school

teachers

Junior Secondary

school teachers

Junior secondary

school teachers

Junior-secondary

school teachers

Primary school

teachers April 2016 526 262 105 457 4,291 643 735 4,421 1,312 September 2016 624 305 128 953 5,468 910 829 4,940 1,405

Increase 98 43 23 496 1,177 267 93 519 93

As shown in Table 17, in the past five-months, 98 small schools have been merged, making a total of 624 since the PPG program was introduced, and creating 305 merged schools with resulting efficiencies in teacher deployment. An additional 23 primary schools have introduced multi-grade teaching, making a total of 128. Based on the results of the PPG, 1,940 principals and teachers have been transferred between April and September 2016 and some 93 SMP teachers have been appointed as mobile teachers.

4.1.2 Implementation of Continuing Professional Development (CPD) Plans

As a result of project support for planning and budgeting teacher professional development, all districts (Cohort 1, 2, 3, and DBE) have now identified the number of teachers needing to be trained—divided by teacher working groups (KKG and MGMP), and have calculated the most efficient approach to delivery and unit costing and the potential funding from sources within and outside the district budget. As illustrated in Table 18, the unit cost analysis found that, by delivering training in teacher working groups rather than at district level (as is usually the case), districts can reduce their training budget by an average of 37%.

Efficiencies in Unit Cost of Training if Delivered in KKG/MGMP

Province

Unit cost of training (in IDR) (per-teacher per-day, assuming a four-

day event) Efficiency (% saving) District-level

training KKG/MGMP-level

training Aceh 1,131,850 667,437 41%

North Sumatra 1,513,067 817,033 46%

Banten 1,163,612 730,423 37%

West Java 1,150,534 695,722 40%

Central Java 804,872 703,594 13%

East Java 916,474 494,456 46% South Sulawesi N/A 623,596 N/A

Grand Total 1,049,151 649,013 37%

Moreover, not only can districts save an average of 37% by holding the training in teacher working groups, but by doing so, they are better able to tap substantial additional funding sources from school BOS funding and individual teacher professional allowances. These approaches, discussed in detail with the partner districts, potentially enable districts to ensure that all teachers receive routine continuing professional development, beginning with the dissemination of USAID PRIORITAS training packages by qualified facilitators.

Although this intervention was completed in the previous quarter, USAID PRIORITAS continues to provide a small amount of support to ensure that districts, which prepared strategic education plans (renstra) this year, included the CPD plans and budgets in their strategic plans (see 4.2 below) and


to advocate for other districts to revise their renstra and continue to support dissemination and implementation of CPD plans in the future. Ongoing work also involves supporting a number of TTIs, where commitment is strong, to develop their role as “service providers,” in providing ongoing services to districts to help them disseminate good practices and implement CPD plans.

4.2 Planning for Ongoing Dissemination of Good Practice in Schools

4.2.1 Support for Planning the Dissemination of Good Practice

As described above, all partner districts completed a comprehensive planning and budgeting program prior to this quarter. This program consisted of a series of activities involving districts, provinces, and national government counterparts, which resulted in draft plans and budgets for districts to disseminate good practices through continuing professional development, matched to TTIs as service providers. To incorporate these plans and indicative budgets within the government planning cycle, province-level workshops were conducted early in this quarter (prior to the work plan revisions).

These workshops specifically involved partner districts (Cohort 1, 2, 3, and DBE), where local elections were recently conducted. These districts were selected because they present a significant opportunity to ensure sustainability of the program. By including the dissemination of good practices in medium-term planning (RPJMD) and strategic plans for district education services, the likelihood of ongoing funding and program implementation is greatly increased.

The following map (Figure 3) illustrates the distribution of project partner districts that held elections late in 2015 and participated in the planning activity this quarter.

Diana Damey Pakpahan, Head of Section of the Policy Planning and Foreign Cooperation Bureau at MOEC, presenting the MOEC strategic plan to help districts in drawing up their strategic education plans in Surabaya, East Java.


Figure.3: USAID PRIORITAS Partner Districts That Held Local Elections in Late 2015 and Prepared Five-Year Education Development Plans in 2016

Participating districts reviewed their draft district education strategic plans (renstra) and integrated programs to disseminate good practices promoted by USAID PRIORITAS into their plans (RPJMD and renstra), specifically: (1) building a reading culture, (2) active learning, (3) school-based management, (4) teacher management (deployment and continuing professional development), and (5) inclusive education. The review was based on results of earlier work, including:

• Introducing more efficient and effective approaches to teacher training (at cluster level)

• Introducing multi-source funding approaches

• Synchronizing cross-sectoral planning horizontally (within the district) and vertically (with provincial and national governments).

4.2.2 Outcomes

After reviewing preliminary drafts of their strategic education plans, the 43 participating districts took part in workshops to prepare or update their plans. Post-workshop mentoring was provided to finalize budgets for the dissemination of USAID PRIORITAS good practices. It was found that, by sourcing funds from school budgets (BOS) and individual teacher professional allowances (TPP) the districts can mobilize financing for five years amounting to 1.137 trillion IDR (85.5 million USD). The largest budget was in Medan, with an indicative budget of 121.956 billion IDR, and the lowest was in Tuban with 655 million IDR. Details are as shown in Figure 4.


Figure.4: Indicative 2017–2021 Budget for Dissemination of Good Practices, by District (in million Indonesian rupiah)

Comparing these indicative budgets for the dissemination of good practices for each program, it was found that the budget for continuing professional development and strengthening of KKG/MGMPs was the largest, and inclusive education was the smallest, as shown in Figure 5.

Figure.5: Indicative 2017–2021 Budget for 43 Partner Districts, by Program (in million Indonesian rupiah)

4.3 Planning for Dissemination of Good Practices in Madrasah

A small pilot conducted in East Java with MORA was completed in quarter 16. The pilot focused on three districts: Blitar, Jombang, and Pamekasan, but much of the analysis took place at province level. A program to support dissemination planning and budgeting is thus now being rolled out in all provinces and districts at province level.

0

20000

40000

60000

80000

100000

120000

140000

Medan

NiasSelatan

TapanuliSelatan

TobaSamosir

TebingTinggi

LabuhanBatu

Serang

Sidoarjo

Tasikmalaya

Karawang

TanjungBalai

Sibolga

Situbondo

Sragen

Wonosobo

KotaTangsel

Demak

Maros

SerdangBedagai

Pandeglang

Humbahas

Purworejo

KotaCilegon

Banyuwangi

Kab.Semarang

Ngawi

Indramayu

TanaToraja

Pekalongan

Pangkep

Blora

Blitar

Soppeng

Purbalingga

Mojokerto

Tuban


The approach to support planning for madrasah differs from that in non-Islamic schools. While the school planning is focused on partner districts that held elections in 2015 (because these districts are drawing up medium-term plans for the 2016–2021period), planning for madrasah relates to MORA’s strategic plan (renstra), and particularly the Directorate General of Islamic Education’s plan for the 2015–2019 period. Good practices developed by USAID PRIORITAS are well aligned with the vision and mission of the Directorate General of Islamic Education in the period from the medium-term plan as shown in Figure 6.

Figure.6: MORA Strategic Priorities

4.3.2 MORA Dissemination Planning Stages

The limited program to support planning for dissemination of good practices in madrasah includes the following stages: (1) an audience with the central office of MORA, (2) an audience with the Head of the MORA provincial office (Kanwil), (3) analysis of Education Management Information System (EMIS) data, (4) a workshop for planning and budgeting dissemination programs, and (5) mentoring/follow-up. Until now, activity has focused on the first three of these stages. The final two stages, of the five noted below, will be completed in the coming quarter.

1. Consultation with MORA National Office

Coordination meetings were held with MORA’s central office, including (1) The Head of Planning for the Secretariat of the Directorate General of Islamic Education, (2) the Head of the Sub-Directorate for Teachers and Education Personnel, and (3) the Head of the Institutional Section under the Directorate for Madrasah. It was confirmed at this meeting that, starting in 2017, MORA will allocate a budget for the dissemination of good practices in teaching and learning and school-based management of 10 billion IDR to be distributed among 200 KKM (madrasah working groups), which are based in state madrasah and include private madrasah located nearby.

2. Consultation with MORA Provincial Offices (Kanwil)

The aim of this consultation was to build a common understanding about the development of madrasah overall at MI and MTs level, as well as to ensure that the district MORA offices are prepared to support planning and implementation of programs to disseminate good practices in teaching in madrasah.

2020-2025 2015-

2019 2010-2014 2005-

2009 Increasingcapacityandmodernization

Strengtheningservice

Regionalcompetitiveness

Internationalcompetitiveness

MissionforIslamicEducation,MORA2015–2019: 1. Improve equitable access to Islamic education; 2. Increase the quality of Islamic education; 3. Increase the relevance and competitiveness of Islamic

education; and 4. Improve the governance and management of Islamic

education.


3. EMIS Data Analysis

EMIS data for the seven partner provinces excluding Papua were obtained from the planning section of MORA’s Directorate-General of Islamic Education, eliminating the need to search the data at the MORA provincial or district offices. The EMIS data were received in Access format and directly converted into MS Excel files, disaggregated by province. The EMIS data analysis for each province is being conducted by the USAID PRIORITAS Jakarta team, with the results sent directly to each provincial team. Where additional analysis is required, this can be conducted by the provincial teams. The EMIS data analysis provides the basis for dissemination planning and budgeting. The aim is to comprehensively map the development needs of madrasah, particularly training needs of teachers, principals, and school supervisors to improve the quality of teaching and learning. The results of this analysis form the basis for planning in the Dissemination Planning Workshops described below.

4. Dissemination Planning Workshops

Three-day dissemination planning workshops are planned for each province (see Table 19). The first two have taken place in the final weeks of this quarter in South Sulawesi and East Java, respectively. The aim of the workshops is to bring the district MORA representatives together with the province to produce a draft plan for the dissemination of good practices in madrasah teaching, integrated with potential service providers, such as the MORA training centers (BDK), Islamic TTI, and MORA, as well as the District Education Offices. District Coordinators are taking part in the workshops, along with provincial Whole-School Development Specialists and Governance and Management Specialists. Representatives of the national MORA office are also attending these workshops, to support sustainability and further dissemination.

5. Mentoring/Follow-up

The final activity will be conducted in the districts by project specialists and District Coordinators. The aim of the mentoring is to support district MORA offices in finalizing their plans for the dissemination of good practices, integrated into MORA’s District Office and Provincial Office strategic planning and budgeting.

Schedule for MORA Dissemination Planning

Province

Program Stages Consultation with MORA

(Kanwil) EMIS Data

Analysis

Dissemination Planning

Workshop Mentoring/ Follow-up

Aceh September 27 October 10–12 October 24–26 November 1–4

North Sumatra October 3 October 3–7 October 12–14 October 17–28

Banten September 8 September 12–28 October 4–6 October 10–28

West Java September 5 September 13–16 October 11–13 October–November (precise dates TBD)

Central Java September 22 September 26–30 October 17–20 October 18– November 18

East Java September 1–9 September 13–16 September 22–24 September 24 – October 14

South Sulawesi August 22 and 29 September 5–16 September 27–29 October 10–28


4.4 Policy studies

Several studies are being conducted during this year. The aim is to obtain maximum value from the outcomes of USAID PRIORITAS interventions, to identify lessons learned and policy implications to support better targeted GOI, USAID, and other donor programs in the future. These studies include: (1) a study of the USAID PRIORITAS Teacher Deployment and Teacher Continuous Professional Development programs; (2) a study to assess the supply and demand for new teachers in coming years; and (3) a review of the USAID PRIORITAS TTI interventions to identify early impacts, lessons learned, and policy implications.

The first of these studies on teacher deployment and CPD was completed in the past quarter, and a report was submitted to USAID this quarter. The second study on teacher supply and demand is ongoing and will be completed in the coming quarter. This second study is expected to assist MOEC, MORHE, and TTIs to better plan for teacher training. The third study on the review of TTI interventions was started this quarter and will be completed in the coming quarter.

4.4.1 Study of the USAID PRIORITAS Teacher Deployment and Teacher Continuing Professional Development programs

In 2016, three years after the Teacher Deployment Program began, an independent study was conducted to identify the factors associated with success and lack of success in districts implementing policies to improve teacher deployment as a result of the intervention. This was the main focus of the study. A subsidiary focus considered the Continuing Professional Development planning intervention. However, it was too soon to determine the impact of the intervention.

Dr. Hank Healey, a researcher from the RTI International Home Office, who had no association with the Teacher Deployment Program, conducted the study in seven districts located across two provinces: Central Java and South Sulawesi.

Eleven success factors were hypothesized. Of these, the four most strongly associated with success were as follows: (1) the degree of high-level district support for the Teacher Deployment Program; (2) cultural differences—the degree of political interference in teacher deployment; (3) the degree to which the affected parties agreed to the policy option selected; and (4) organizational culture, leadership, and internal drive in the district administration. These four factors were to some extent interrelated.

In every district where the program met with success, the District Head, the District Education Head and senior officers, and the District Assembly were all in support of it. In every district where the program met with little success, this high level support was absent. Cultural, political, and contextual differences between Central Java and South Sulawesi were found to be significant.

The final report on this study was submitted to USAID in July 2016.

4.4.2 Teacher Supply and Demand Study

USAID PRIORITAS has completed the Teacher Deployment Program, known as Penataan dan Pemerataan Guru (PPG) in 50 districts. Thus, the project has mapped teacher deployment in around 15% of primary and junior-secondary schools in Indonesia. As a result of this analysis, it is clear that a substantial oversupply of teachers in Indonesia exists—especially at the junior-secondary level. Meanwhile, improved incomes for teachers, as a result of the teacher certification program, have made teaching a more desirable profession, resulting in an increased demand for places in teacher


training institutes (TTI). Partly as a result of this demand, recent years have seen an increase in the number of small independent TTIs. According to MORHE, many of these are poor of quality.

In response to a request from MORHE’s Director General of Institutions (Dirjen Kelembagaan), USAID PRIORITAS is conducting a small study to determine (1) demand for new primary school teachers over the next years, and (2) supply of new primary school teachers over the next years, given current conditions. The outcome of this study will enable MORHE to determine numbers required and to regulate TTIs accordingly. The existing teacher deployment analysis is being expanded to address this request. Following initial analysis conducted in the first half of this year, it was decided to limit the study to only primary school teachers, as including junior-secondary teachers will complicate the study, requiring more time and effort than are available.

While this study is ongoing, a substantial amount of analysis has already been conducted. The study is considering current teacher numbers and deployment, population trends (predicted growth in student enrollments), current and trending average class size in different provinces and districts, and attrition through teacher retirements over the next years. Preliminary results suggest that, even without improving the efficiency of teacher deployment through policies recommended by USAID PRIORITAS, there may be no need for further primary school teachers to be recruited in the next eight years. In other words, the current supply is sufficient to meet the demand as teachers retire, class sizes continue to decline, and student numbers rise in the near future.

Further analysis is underway to verify these findings and to consider the supply side of the equation before results are published.

4.4.3 A Review of the USAID PRIORITAS TTI Program

As a result of a revision to the work plan requested by USAID, the Governance and Management program has been scaled back. As described above, the focus this quarter and in the final period of the project is on providing some mentoring support to strengthen dissemination and sustainability of project interventions. As a result, the Governance and Management Advisor has been tasked to prepare a small number of reports on key USAID PRIORITAS programs to capture lessons learned, describe the interventions, and make recommendations for GOI, USAID, and other donors for future development. The first of these reports consists of a review of the TTI program.

While the study is essentially a desk review, bringing together and analyzing existing project documents and monitoring and evaluation (M&E) reports, it will also consider the advice and comments of TTI specialists, consultants, and counterparts. The resulting report, expected to be submitted next quarter, will outline the objective of the program and the project’s response. It will describe the context, focusing on the current state of teacher training in Indonesia, including challenges, and will discuss project outcomes, impact, issues, and lessons learned, with recommendations for the future.


5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS Table 20 shows that during quarter 18, dissemination in seven provinces involved 37,800 participants (mainly teachers). This included participants in both dissemination of the three project Whole School Development training modules and in leveled reading book training for non-partner schools As in the previous quarters, the dissemination involved more female (69.8%) than male teachers (30.2%). These participants came from 8,340 schools, with the largest number from Aceh, North Sumatra, West Java, and Central Java. The table shows that the average number of participants per school was 4.5.

Number of Participants of Dissemination Activities in Quarter 18 by Province

Province Male Female Male + Female

No. of Schools

Participant/ School

( 1 ) (2) (3) (4) (5=3:4) Aceh 1,462 3,024 4,486 713 6.3 North Sumatra 1,310 4,849 6,159 1,358 4.5 Banten 350 1,274 1,624 403 4.0 West Java 2,409 5,542 7,951 1,793 4.4 Central Java 2,211 3,927 6,138 1,343 4.6 East Java 3,405 7,013 10,418 2,472 4.2 South Sulawesi 278 746 1,024 258 4.0 Grand Total 11,425 26,375 37,800 8,340 4.5 Percentage 30.2% 69.8% 100.0%

Table 21 presents the total number of dissemination activities participants in 2013–2016 (Quarter 4 to 18). During 15 quarters of the project implementation, the number of participants of dissemination activities totaled more than 170 thousands. The percentage of female participants (60.1%) has always been higher than the percentage of male participants (39.9%), with the average participant per school at 5.9.

Total Number of Participants of Dissemination Activities in 2013–2016 (Quarter 4 to 18), by Province

Province Male Female Male + Female

No. of Schools

Participant/ School

(1) (2) (3) (4) (5= 3:4) Aceh 3,379 8,481 11,860 2,424 4.9 North Sumatra 5,827 17,618 23,445 3,501 6.7 Banten 5,107 10384 15,491 2,272 6.8 West Java 9,865 16,086 25,951 4,807 5.4 Central Java 24,510 16,543 41,053 5,461 7.5 East Java 14,084 21,533 35,617 6,823 5.2 South Sulawesi 5,477 12,330 17,807 3,857 4.6 Yogyakarta 162 80 242 20 12.1 Grand Total 68,410 103,053 171,463 29,161 5.9 Percentage 39.90% 60.10% 100.00% The project is currently working to get an accurate count of the number of schools participating in the project activities. The number in Column 4 (No. of Schools) in Table 21 is a temporary result, with the final number expected to decrease after cases of double counting, resulting from varying school name spellings, have been identified.


Table 22 shows that during quarter 18, the local contribution (mainly from district or school budgets) was 1,178,033 USD (82.4%), with USAID PRIORITAS contributing 252,321 USD (17.6%).

Table Expenditure of Dissemination Activities in Quarter 17 (USD)

Province GOI USAID PRIORITAS TOTAL

Aceh 442,850 18,984 461,834 North Sumatra 241,154 25,524 266,678 Banten 60,782 5,546 66,328 West Java 148,820 52,511 201,331 Central Java 96,136 49,302 145,438 East Java 151,591 89,695 241,286 South Sulawesi 36,700 10,759 47,459 Grand Total 1,178,033 252,321 1,430,354 Percentage 82.4% 17.6% 100.0% *) 1 USD = 13.000 IDR

Table 23 shows that during 15 quarters of the project life (2013–2016), the expenditure for dissemination activities totaled almost 7 million USD, with 82.3% in local contributions.

Total Expenditure of Dissemination Activities in 2013–2016 (Quarter 4 to 18 [USD])

Province GOI USAID PRIORITAS TOTAL

Aceh 899,517 85,962 985,479 North Sumatra 1,543,652 160,030 1,703,682 Banten 443,583 51,689 495,272 West Java 708,516 158,384 866,900 Central Java 791,910 455,593 1,247,503 East Java 1,312,240 289,698 1,601,938 South Sulawesi 417,971 181,431 599,402 D.I. Yogyakarta 25,383 4,327 29,710 Grand Total 6,142,772 1,387,114 7,529,886 Percentage 81.6% 18.4% 100.00%


6 TECHNICAL COORDINATION

6.1 Coordination with the Government of Indonesia (GOI)

Coordination with national level ministries, especially MOEC, MORA, and MORHE has been ongoing during this quarter.

Key meetings this quarter included an informal meeting on August 19 with Prof. Dr. Muhadjir Effendy, the newly installed Minster of Education and Culture. This meeting was at the invitation of the Muhammadiyah organization, who arranged the meeting, as a number of their schools have been participating in project activities. It provided an opportunity to congratulate the new Minister on his appointment and report briefly on USAID PRIORITAS activities.

An important meeting also took place with the Secretariat of the Directorate General for Education. USAID PRIORITAS was asked to report on outcomes of the strategic plans being prepared by districts. Meetings with the Secretariat for the Directorate General of Basic Education and MOEC’s Research and Development Body (Balitbang) focused on follow-up for the literacy program and leveled readers.

A series of consultative meetings with various officials in MORA focused on the Ministry’s efforts to disseminate USAID PRIORITAS good practices to madrasah and the project’s strategy to support this dissemination.

Meanwhile, coordination continued at provincial and district levels through ongoing technical workshops and routine meetings. This coordination is now routine and frequent at all levels of government. The extensive and widespread nature of coordination is reflected in reports included with full details in Annex 2.

Chief of Party USAID PRIORITAS, Stuart Weston meeting with the new Minister of

Education and Culture, Prof. Dr. Muhadjir Effendy. Mendikbud,ProfMuhadjirEffendydanDirekturProgramUSAIDPRIORITAS,StuartWeston.


7 COMMUNICATIONS

7.1 Newsletter

The fifteenth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN, was printed and published in quarter 18. The newsletter contains information on many of the project’s activities and good practices, including the following articles: (1) US Deputy Ambassador Observes Use of Leveled Reading Books; (2) Preparing Professional Teachers— MORA-USAID PRIORITAS; (3) Assisting 34 Districts’ Synergy in Education Strategic Plans; (4) How to Develop Teachers Working Groups; (5) TTI Need to Train Teachers through Continuing Professional Development; (6) Remote Schools in Yahukimo Use Leveled Reading Books.

Good practices stories from all partner provinces were also included in the newsletter, for example, (1) Special Needs Students Become Fluent Readers; (2) Effective Cooperation for Special Needs between Classroom Teachers and Parents in Inclusive Education at SDN Giwangan; (3) Learning about Energy with Paper Planes; (4) There is a Rainbow in My Basin; (4) Simple Seismograph for Learning about Earthquakes; (5) An Experiment to Discover the Best “Tape” Materials; (6) Learning about Adaptation and Natural Selection through an Extinct Butterfly; (7) Inspiring Poetry about Trees; (8) University and Partner Schools Develop Literacy Classes; (9) Proposal for Religious Office to Develop Local Offices to Improve Services; (10) When Writing becomes Exciting; (11) Library Supplies Book Corners; and (12) Sururi, Open Window on the World to Remote Communities.

A total of 11,100 copies were published and distributed to key partners and stakeholders in all project provinces, as shown in Table 24.

Distribution of the National Newsletter, 15th Edition Province Total

Aceh 1,080 North Sumatra 1,790 Banten 900 West Java 1,450 Central Java 1,630 East Java 2,060 South Sulawesi 1,550 Jakarta 140 Papua 130 West Papua 370 Total 11,100

Front page of the national newsletter, PRIORITAS PENDIDIKAN,

fifteen edition.


7.2 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, and the Regional Education Office are uploaded to the website. The number of unique visitors to the website increased from 143,871 in quarter 17 to 162,790 in quarter 18, as shown in Table 25.

Number of Hits on Project Website in Quarter 10 Month Unique Visitors Hits Bandwidth

July 2016 48,318 1,289,214 76.92 GB August 2016 58,988 2,115,554 120.96 GB September 2016 55,484 2,330,973 114.78 GB Total 162,790 5,735,741 312.66 GB

7.3 Media Monitoring

During the period of July to September 2016, USAID PRIORITAS activities were published in the mass media, totaling 1,362 news items. The media covered reading programs, continuous professional development, teacher deployment, school-based management, teaching and learning, teacher training institutes, and the reading program. Table 26 shows the total monthly media coverage.

Monthly Media Coverage Month Total Media Total News Stories

July 2016 228 425 August 2016 212 477 September 2016 222 460 Total 662 1,362

7.4 Project Videos

The project communication team produced a total of 21 videos during quarter 18. These are very useful in illustrating the processes and goals that the project is aiming to accomplish. The following videos were produced during quarter 18:

• Training in mentoring for junior-secondary district facilitators (6 videos)

− Learning Math in Daily Life in Grade 8 at MTsN 2 Tangerang

− Learning English by Writing Narrative Texts in Grade 9 in MTs Al Fauzan

− Learning Social Studies by Identifying the Earth's Atmosphere Layers in Grade 7 in SMPN 2 Banjarnegara, Central Java

− Learning Indonesian Language by Writing Text Descriptions in Grade 7 in SMPN 11 Medan, North Sumatra

− Learning Indonesian Language by Reporting Events in Grade VIII in SMPN 22 Bantimurung, South Sulawesi

− Learning Science through the Application of Pascal’ Law in Daily Life in Grade VIII in SMPN 3 Cimahi, West Java


• Training in mentoring for primary school district facilitators (8 videos)

− Thematic Learning about Buying and Selling in Grade 3 in SDN Garung Wonosobo, Central Java

− Thematic Learning about Two-Dimensional Shapes in Grade 2 in SDN IKIP, Makassar, South Sulawesi, and SDN Sumbergondo 2, Batu, East Java

− Thematic Learning about Easy-to-Move Objects and Difficult-to-Move Objects in Grade 2 in SDN Sumbergondo 2, East Java

− Social Studies about the ASEAN Countries in Grade 6 at SDN Lembah Sabil 2, Aceh

− Science Learning through Simple Electrical Experiments at SDN Sumberhondo 2, East Java

− Science Learning by Making a Simple Water Filter in Grade IV SDN 2 Lampahan, Aceh

− Shared Reading in Grade 2 in SDN Rajamandala Kulon 2, West Java

− Guided Reading in Grade 2 in MI Al-Fattah, Central Java

• Video recorded at MOEC of a presentation about Teachers Working Groups (KKG/MGMP) given by speakers from USAID PRIORITAS districts

• Interactive Reading in Early Grades (Six Videos).

7.5 Media Briefing

USAID PRIORITAS held a media briefing in Wajo and Maros, South Sulawesi. The participants included district facilitators, and journalists from USAID PRIORITAS media partners acted as “resource persons.” The goal was to strengthen the working relationships between district facilitators and the media and improve the ability of district facilitators to write good practice stories to be published in the mass media. Activities carried out during the day and the sources came from the local media and communication specialists. The results of these activities include (1) more than 60 articles covering these activities, (2) a schedule for talk shows in Radio FM Maros every month for the district facilitators of Maros, and (3) over 50 articles on good practices for media, newsletters, and good practice books.

District facilitators in Wajo learning to write good practice stories for the media.


8 GENDER AND INCLUSIVE EDUCATION Developments on the issue of gender and inclusive education in this period are as discussed below.

8.1 Gender

In terms of gender equity and education, several observations that stem from recent monitoring in the field; discussions with district facilitators, principals, and teachers; and observations of the teaching and learning process, are noted as follows: .

1. The basic principles of gender equity have been widely applied in project partner schools. Within the process of teaching and learning, teachers are giving balanced attention to girls and boys—including an equal opportunity to express their opinions; learning seems to be more gender-sensitive; and in terms of toilet facilities, most schools now have separate toilets for girls and boys.

2. Further mentoring is needed for schools (principals, teachers, and school staff) to address gender issues more substantially. This will include ensuring that gender programs are included in school budgets and that planning is gender-responsive so that schools have to consider the needs both of girls and of boys.

3. The Gender Study carried out in quarters 16 and 17, to verify the findings of the team of evaluators from USAID, increased the awareness and understanding of principals and teachers of the importance of implementing gender equity practices in schools so that the talents and abilities of all learners can develop optimally.

4. Decision-making in the school committee seems to be generally democratic, without any gender discrimination—although the majority of school committee chairpersons are still male.

8.2 Inclusive Education

An instrument to help teachers and principals identify special needs students has been prepared, together with guidelines for using the instrument. It has been pilot tested in five schools in Banjarnegara (SD, MI, and MTs) and revised in accordance with the feedback results.

Inclusive education has been included in the strategic plans and indicative budgets in a number of districts as follows:

• Banten (Serang, total budget : 1,186.49 million IDR)

• West Java (Indramayu, Karawang, Tasikmalaya, total budget: 5,401 million IDR)

• Central Java (Kab. Semarang, Pekalongan, Purbalingga, Sragen, Wonosobo, total budget: 4,775.68 million IDR)

• East Java (Ngawi, Sidoarjo, Situbondo, Tuban, total budget: 6,594.39 million IDR)

Gender equality helps bring better academic achievement for both male and female students.


• South Sulawesi (Pangkajene Kepu and Tana Toraja, total budget: 2,648 million IDR)

• North Sumatra (Medan, Nias Selatan, Serdang Bedagai, Sibolga, Tapanuli Selatan, Tebing Tinggi, total budget: 15,607.73 million IDR).

8.2.1 Kabupaten Banjarnegara

Five schools were visited, all of which have special needs students, from two to five slow learners, mentally impaired, physically disabled, and children with learning difficulties and emotional and behavioral needs. Although these schools have not yet been formally nominated as “inclusive” schools, they are all providing special attention to special needs students, and are implementing special programs, such as communicating with parents and providing additional learning time so that the children are not left behind. One of the schools (MTs N2) received a revised budget from MORA with additional funds for inclusive building facilities, to enable access for a physically disabled student.

While teachers did not find the instrument difficult to complete, there was a difference between SD/MI teachers and MTs teachers. Some SD/MI teachers asked questions about their understanding of the instrument. There were no such questions from MTs teachers. Once it was explained, the teachers had no problem with the instrument.

On other matters, it was noted that some members of the school community continued to smoke in the school area. The Head of Basic Education and SD Curriculum sections, Banjarnegara District, received an award for several schools as an inclusive district and issued a Letter of Authority (Surat Keputusan or SK), nominating a number of schools as inclusive education schools. This nomination was made, although there has been no follow-up yet, and the students have yet to receive special treatment to meet their needs.

8.2.2 Kabupaten Bantaeng

Mapping of the inclusive education program has been completed in three stages: (1) through a desk review, (2) through field observation, and (3) through interviews with key informants and focus-group discussions. Results are as discussed below.

From 10 sample schools, 126 special needs students were identified, with the largest group being slow learners or children with specific learning disabilities (dyslexia, dysgraphia, and dyscalculia), social-emotional issues (10 children), one deaf, one blind, and two with communications problems. Disabled access has been provided.

Teachers and school management do not yet seem to have the understanding or skills to cater adequately to special needs students. The common perception of inclusive education is special needs schooling, special teachers and teacher training in how to handle special needs students. There is no evidence yet of the motivation or initiative to develop methods and media to address special needs. Commitment to manage inclusive education is limited to those directly involved, although there is no concrete action as yet. Bappeda has just recently taken the initiative to allocate a budget for inclusive education.

In 2016, an additional budget of 200 million IDR was allocated to develop inclusive education, and it is planned to undertake a census of special needs children based by village, to hold a national seminar on inclusive education, and to make a documentary film about this topic.


9 MONITORING AND EVALUATION During quarter 18, the monitoring and evaluation (ME) team prepared to implement the final round of school monitoring, wrote a report on the achievements of project interventions in TTI, and collected the routine data of project activities. EGRA assessments were conducted to assess the impact of the leveled reading program, along with preparations for endline EGRA to take place next quarter in all cohorts.

9.1 Preparation for the Final Yearly Monitoring of Schools

Beginning in September 2016, the ME team prepared to implement the final yearly monitoring of schools. The first monitoring (baseline) was carried out in Cohort 1 districts in September–December 2012. The baseline was conducted in those same months in 2013 for Cohort 2, and in 2014 for Cohort 3. Thus, the 2016 monitoring round represents the fifth round for Cohort 1, the fourth for Cohort 2, and the third for Cohort 3.

The 2016 monitoring covers all aspects (observation of teachers while teaching; interviews with school principals, teachers, and school committees; and student tests) in all samples of partner and comparison schools in 50 districts.

Almost all of the enumerators have been involved in the previous rounds of yearly monitoring, and some of them have been involved since baseline surveys. As a result, the refresher training took a relative short time (one-half to two days) and focused on issues/problems found during the previous monitoring rounds and the solutions to these issues.

The 2016 monitoring is also intended to provide an opportunity to help strengthen the monitoring skills among the staff of the Dinas Pendidikan and MORA in partner districts. In five provinces (Banten, West Java, Central Java, East Java, and South Sulawesi), the enumerators are mostly school supervisors, school principals, and teachers of both Dinas Pendidikan and MORA schools Thus, the project has helped the District Government in strengthening the monitoring skills of their staff in the project partner districts since the first year of the project.

In Aceh, North Sumatra, and West Java, however, most of the enumerators were recruited from the ex-DBE districts. In these three provinces, the project invited two government staff from each of the partner districts (one each from Dinas Pendidikan and MORA) to attend the refresher training for enumerators. Some of these staff may participate in the data collection, which will be carried out in October and November 2016 in seven provinces. Table 27 indicates that 78% of the enumerators are civil servants from the District Education Offices and 22% from the Ministry of Religious Affairs Office. The majority (94%) of the enumerators are teachers, school supervisors, and school principals.

Enumerators’ Department and Main Occupation

Department Main Occupation

Grand Total Supervisors Principals Teachers Others District Education Office 100 78 111 13 302 (78%)

MORA Office 28 15 32 10 85 (22%)

Grand Total 128 93 143 23 387 % 33.1 24.0 37.0 5.9 100


9.2 Preparation of the Report on TTI Achievements

The report, Assessing the Impact of USAID PRIORITAS Program on Teacher Training Institutes, was written in July 2016. The report summarizes the results of capacity building within the TTIs. The results are based on the data collection for six indicators, which measure the extent to which the following are being implemented or achieved.

1. Active learning strategies implemented by pedagogy lecturers.

2. The use of project training materials by lecturers in pre-service and in-service training.

3. The TTIs offer a more practice-oriented practicum.

4. Student teachers demonstrate good practices in teaching and learning.

5. TTIs function effectively as hubs for continuing professional development.

6. Good Practice Schools are functioning in each district.

Table 28 presents the results of the monitoring of five of these indicators (1, 2, 4, 5 and 6). The sub-indicators for the third indicator have been revised due to changes in the project interventions.1

Summary of the Monitoring Results of TTI related Indicators

Indicator Ref. No* Indicator

Monitoring Results and Year of Data Collection

First Round

Second Round

1R10. Lecturers in TTIs model active learning behavior 41% (2013)

64.2% (2015)

1R11

TTIs integrate project training materials and programs into pre-service and in-service teacher education curricula. (Detailed indicator: Number of trained lecturers who use the project’s training materials in pre-service and/or in-service teacher education curricula)

Total N of lecturers trained: 1,822; Use of the training materials in pre-service: 1,603 (88%) Use in in-service: 1,111 (61%) - (2015)

1R12 TTIs offer a more practice-oriented curriculum This sub-indicator has been revised. Data will be collected in February 2017

1R13 Student teachers demonstrate good practices in teaching and learning

42% (2013)

72.8% (2015)

1R14 TTIs function effectively as hubs of professional development

56.3% (2014)

81.3% (2015)

1R15 Good Practice Schools are functioning in each district 61% (2015) *The reference numbers are copied from the Matrix of Project Indicators.

As shown in the table above, the timing (year) of data collection has varied greatly. This variance stems from the availability of the respondents in the TTIs, different inception times for the interventions, and revisions made to the project performance sub-indicators.

Table 27 does indicate that, overall, good progress has been made for three indicators (1R10, 1R13, and 1R14). In the detailed analysis of the report, however, the percentages fluctuate according to conditions in a number of TTIs. Indicators 1R11 and 1R15 are related wholly to project inputs, therefore a “nil” baseline score has been assumed.

1 The results of the two previous monitoring rounds of the third indicator (TTIs offer a more practice-oriented practicum) are not included in the table. The data of the revised sub-indicator was not available at the time of the writing of this report.


9.3 Collection of Routine Project Data

The routine job of the ME team involves working with the District Coordinators and other staff at the provincial level to collect data about the training that is fully and partially supported (dissemination activities) by the project. For dissemination activities, the ME team has been working closely with the Leveled Reading Book project staff in integrating their data into the dissemination database. The integration allows the project to count the number of recipient schools. MOEC provides an ID number for every school nationwide, known as “Nomor Pokok Sekolah Nasional” (NPSN). The ID number has been used by the ME team to identify double-counted schools. Because some recipient schools (about 15%) do not have the NPSN, the head-count of recipient schools had not been fully completed.

The ME team is also responsible for inputting the training data into the USAID Training for Information and Results reporting system (TraiNet). The work is ongoing and the inputting of quarter 18 training data will be completed by early October 2016.

9.4 EGRA (Early Grade Reading Assessment)

9.4.1 Grade 1 EGRA

Using the same EGRA instrument as in the past, the project conducted additional grade 1 reading assessments to measure the impact of the leveled reading book program. The baseline EGRA was conducted in August 2016, at the beginning of the school year, involving 1,091 students from 47 schools from districts in Aceh Tamiang (in Aceh), Serdang Bedagai (in North Sumatra), Serang (in Banten) and Bantaeng (in South Sulawesi). Sample schools consisted of non-partner book recipients as the “treatment” group and non-partner, non-book recipients as the “control” group. The selection criteria were based on matching characteristics such as location, school size, school type, school faith, and students’ pre-school experience. The same students will be assessed in 2017 towards the end of the academic year.

9.4.2 Grade 3 EGRA

Preparation for all cohorts’ endline EGRA is underway. The national EGRA assessor training and data collection will be conducted in the next quarter.

Using EGRA in Serdang Bedagai, North Sumatra.


10 Other activities

10.1 COP Visit to Kenya

The project’s Chief of Party (COP) attended a conference in Kenya in August that included RTI education project COPs from Asia and Africa and RTI International Education staff. The conference was aimed to share experiences in education development and discuss ongoing ways to work together to further improve the implementation and effectiveness of projects.

10.2 Data Revolution for Development (DRD)

In quarter 17 (April 20–21, 2016), RTI hosted a Data Revolution for Development (DRD) workshop at the Centre for Strategic and International Studies (CSIS), Jakarta. As a follow-up to this workshop, RTI plans to conduct the “rapid prototyping” of an integrated and interactive data system to improve transparency and enhance the governance of education and related sectors in Sragen and Serdang Bedagai districts. This activity is fully funded by the RTI International home office.

USAID PRIORITAS has helped coordinate this activity, as it will support the project’s objectives of improving the management and governance of basic education in these two partner districts and potentially more broadly.

A launching event for the activity took place in Jakarta on September 28. The event was attended by the following participants:

• Vice Regent and Head of Education Office of Sragen District, Central Java

• Vice Regent and Head of Education Office of Serdang Bedagai District, North Sumatra

• Evaluation Section Head of Planning and Foreign Cooperation, MOEC

• Staff of Deputy II for Assessment and Management of Social Issues, Ecology, and Culture Strategy in the President’s Staff Office

The event began with an introduction by Dr. Robin Bush from the RTI Regional Office, who explained the purpose of the DRD and why the two districts were selected for the activity. The introduction was followed by addresses by the Vice Regents of Serdang Bedagai and Sragen. After the speeches, Memoranda of Understanding (MOUs) were signed between RTI and the two districts. On the basis of these speeches and following discussions, expectations of Serdang Bedagai are that data can be made readily available, will be accurate, and can be easily understood by stakeholders for decision making. Sragen explained that data are to be used to facilitate decision making, such as for small school regrouping and distribution of teachers.

During the discussion, participants from the districts asked about the follow-up—what will be done by RTI after the signing. They also discussed the source of the data to be analyzed, whether it is confined to Data Pokok Pendidikan (DAPODIK), MOEC’s national web-based EMIS, or if it can include a broader range of data sources, according to the needs of each district. It was agreed that in the near future (early October) the RTI International team will visit the two districts to further strengthen understandings of the need for data and information as a basis for policy development.


11 PROJECT MANAGEMENT

11.1 Project No-Cost Extension

In response to a request from USAID, a proposal and budget for a no-cost extension were submitted in early July 2016. RTI has proposed that the project should be extended to September 2017, with field activities finishing in May 2017. USAID has indicated that the proposal will be accepted, but formal approval and a contract amendment have not yet been issued.

11.2 National Project Staff Meeting

A national project staff meeting took place in Surabaya from August 2–5, 2016. All technical and most operations staff from all the project offices and provinces attended the meeting. The main activities of the meeting concerned discussions and planning related to:

• Planning activities for the remainder of the calendar year 2016, especially the completion of the Whole School Development (WSD) program in Cohort 2 and 3 districts, the teacher practicum program with the TTIs, the implementation of the leveled reading book program, and Cohort 1, 2, and 3 final monitoring rounds, including EGRA and student assessment.

• The transition to an expected no-cost extension program, including downsizing staffing and activities starting in January 2017.

On the final day, a meeting took place to prepare for a new grade 1 EGRA in four districts, to measure the impact of the leveled reading book program.

11.3 Limited Financial Review

A team from USAID implemented a limited financial review of USAID PRIORITAS in May and June 2016. The project received a written report on the team’s findings in July 2016. The project responded in writing to the team’s findings and provided a timeline of remedial activities on a number of outstanding financial and administrative issues. A number of these issues was settled by the end of quarter 18, and the remainder is expected to be settled early in quarter 19.

11.4 Operations

The National Office Operations Team has started an operations review of provincial offices. The first review took place this quarter in the provincial offices in Banten and Central Java. The objective of the reviews is to assess the operational processes, focusing on finance, procurement, administration, IT, and HR processes conducted in provincial offices. The team will present the results of the review and provide recommendations to provincial staff in each office. This activity will be implemented in all provincial offices except Papua.

Mimy Santika, Education Officer at USAID Indonesia, presenting the USAID

Program at the USAID PRIORITAS national staff meeting in Surabaya.


During this quarter, Newsletter 15 (Indonesian and English versions), and leveled reading books were distributed to all the provinces. The Jakarta office completed a verification process using the physical asset check list, with the RTI Assets Management System (RAMS) database, in all provincial offices in August–September. This was in follow-up to a recommendation from the USAID Limited Financial Review concerning recording of the project inventory.

During this quarter, the HR team managed the recruitment of one new staff member and the resignation of three. Tables 29–31 below show the details.

Staff – New Hires Name Position Organization Location Starting Date

Emilia Syadriah Sr. HR Manager EDC Jakarta August 1, 2016

Staff – Terminations/Resignations Name Title Organization Location Last Day

Agus Sanjaya D District Coordinator RTI North Sumatra July 31, 2016

Faurina Desiandi Temp. Admin Assistant RTI North Sumatra September 10, 2016

Ayi Nurmalaila Technical Coordinator RTI Banten September 30, 2016

Staff – Total Number

Province RTI EDC WEI Total Male Female Male Female Male Female Jakarta 20 13 3 5 1 1 43 Aceh 20 9 3 3 0 1 36 North Sumatra 28 10 2 5 2 0 47 Banten 13 7 3 3 1 0 27 West Java 20 10 3 2 1 0 36 Central Java 23 9 4 2 0 1 39 East Java 28 12 7 1 1 1 50 South Sulawesi 21 9 3 2 0 1 36 Papua 3 2 0 0 0 1 6 Total 176 81 28 23 6 6 320

11.4.1 Visits from Home Office Staff

Steven Anzelone, Vice President of EDC, and Alastair Rodd, RTI Home Office Project Manager, visited Indonesia in early August to take part in the National Project Staff Meeting described above and to support planning for the expected project no-cost extension.

EDC completed a Project Financial and Compliance Review, carried out by home office Finance Staff during this quarter. EDC’s Center Financial Manager, Ziad Abi Abdallah, visited the project office from August 14 to 27 and carried out an internal review of all EDC operations. Following the completion of the review, a report was provided with results and recommendations for action.


12 PLANS FOR QUARTER 19 The main activities planned for Quarter 19 are listed in Table 32 below.

Planned Activities for Quarter 19

Project Management

• Continue reviews of provincial office operations by Jakarta staff

• Conduct first round of staff reductions to take place in December Grants and Partnerships

• Roll out pre-service reading modules by FSU and UNNES

• Complete YKW and YASUMAT grant activities in Papua Leveled Readers for Early Grades

• Have complete teacher training at cluster level for all districts in October.

• Have mainly completed mentoring of teachers by the end of quarter 19 Improved School Instruction and Management

• Complete training for facilitators (TOT): Principals and Supervisors Module at the province level

• Conduct follow-up mentoring in Module 3 for Cohort 3 schools

• Support MOEC and MORA to implement reading culture plans with districts Improved Teacher Training

• Conduct Key Persons Meeting for Module Development workshop

• Conduct National Workshop for TTI Lecturers in Module Development (primary school level)

• Conduct National Workshop for TTI Lecturers in Module Development (junior-secondary school level)

• Continue teacher practicum and lab and partner school training (primary and junior-secondary school level)(ongoing)

• Conduct Key Persons Meeting: Finalizing materials for improved practicum training

• Continue mentoring for TTI lab/partner teachers and school principals (primary and junior-secondary school level) (ongoing)

• Continue meeting and working with TTI lab and partner schools (ongoing)

• Dissemination of TTI Programs (ongoing) Improved Governance, Management, and Linkages

• Complete province-level MORA workshops and follow-up visits to support integration of USAID PRIORITAS dissemination and sustainability programs into five-year plans

• Complete study on teacher supply and demand

• Complete report on TTI interventions Dissemination Training

• Continue in most DBE and USAID PRIORITAS districts Monitoring and Evaluation

• Conduct assessor training and data collection for endline EGRA

• Support monitoring and evaluation of the leveled reader program

• Conduct final round of EGRA, student testing, and data collection in Cohort 1, 2, and 3 schools


ANNEX 1: PROVINCIAL REPORTS

Provinsi: ACEH

Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi

Tanggal Dengan siapa Hasil koordinasi 22 Agustus Tim monitoring Diseminasi

provinsi (L:20; P:13) Perencanaan monitoring kegiatan diseminasi dan indikator evaluasi

24 Agustus Kabid dikdas, kasi kurikulum dan tim disdik Aceh (L:6;P:5)

Perencanaan perjalanan dan pembagian peran diseminasi provinsi di 10 kabupaten

31 Agustus Kasi kurikulum dan tim teknis disdik provinsi (L:3;P:3)

Peninjauan kembali pengaturan keuangan dan penugasan fasilitator untuk kegiatan diseminasi provinsi

6 September Kadisdik Aceh, Kasi Kurikulum (L:4;P:2)

USAID PRIORITAS ikut serta pada pameran Hari Pendidikan Daerah ke-57 yang dilaksanakan di Pidie Jaya

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota

Dengan siapa Hasil koordinasi 1 Juli DPRK dan Dinas Pendidikan

Bener Meriah (L;7;P:1) Tindak lanjut dana diseminasi pada saat jadwal sidang anggaran untuk disampaikan pada rapat paripurna

12 Agustus Kadis Arsip dan Perpustakaan dan Kasi Perpustakaan Aceh Jaya (L:1;P:2)

Kepala Dinas mengizinkan sekolah mitra USAID PRIORITAS untuk meminjam beberapa buku di Kator arsip dan pustaka jika memerlukan buku tambahan bacaan bagi siswa.

15 Agustus Wabup, DPRK, Kadisdik dan Kemenag serta kabid Program disdik Bener Meriah (L:8;P:1)

Dinas pendidikan mengajukan anggaran untuk pembelian buku B3 bagi sekolah yang belum mendapatkan pada anggaran tahun 2017

30 Agustus-1September

DPRK dan Dinas Pendidikan Bener Meriah (L;6;P:1)

a) Dana diseminasi Modul 3 sudah dapat digunakan dengan jumlah Rp.171.000.000. b) Diseminasi di laksanakan 2 gelombang dengan jumlah peserta 130 orang guru dari 3 UPTD

15 September Disdik dan Bappeda Aceh Utara (L:6;P:1)

Rencana diseminasi program sudah tersusun untuk dibahas dan disahkan dalam RAPBD perubahan pada Oktober 2016

PELATIHAN SEKOLAH (PAKEM, CTL, MBS)

Pelatihan PAKEM Kohor 2 Modul 3 Jenjang SD/MI: Kabupaten Aceh Barat Daya pada tanggal 13-15 Agustus melaksanakan pelatihan kelas awal & pada tanggal 18-20 Agustus pelatihan kelas tinggi. Peserta berasal dari unsur kepala sekolah, guru, pengawas, staf dinas pendidikan dan kemenag, sebanyak 132 orang (L:31;P:101). Kabupaten Pidie Jaya pada tanggal 6-8 September melaksanakan pelatihan kelas awal & pada tanggal 20-22 September pelatihan kelas tinggi dengan peserta dari unsur kepala sekolah, pengawas dan guru sebanyak 136 orang (L:30;P:106).

Kabupaten Guru

Kepala Sekolah Pengawas Lain Total

Total LK PR LK PR LK PR LK PR LK PR Aceh Barat Daya 13 87 11 9 5 3 2 2 31 101 132 Pidie Jaya 8 88 14 18 8 0 0 0 0 0 136

USAID PRIORITAS – Quarterly Report No. 18, July–September, 2016 53

Pelatihan MBS Kohor 2 Modul 3 Jenjang SD/MI: Kabupaten Aceh Barat Daya pada tanggal 31 Agustus -1 September melaksanakan peatihan untuk kelompok 1, dan pada tanggal 2-3 September untuk kelompok 2. Peserta pelatihan berasal dari unsur kepala sekolah, guru, komite sekolah, pengawas, staf dinas pendidikan dan kemenag yang berjumlah 84 orang (L:45;P:39).

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Aceh Barat Daya 10 27 23 4 6 4 2 4 2 2 45 39 84

PELATIHAN KEPALA SEKOLAH & PENGAWAS

Pelatihan kepala sekolah dan pengawas sekolah di kabupaten Aceh Barat Daya diadakan pada tanggal 6-7 September dan diikuti oleh 39 orang peserta (L:23;P:16) dari unsur kepala sekolah, pengawas, staf dinas pendidikan dan kemenag.

Kabupaten


Total LK PR LK PR LK PR LK PR Aceh Barat Daya 12 11 9 5 2 0 23 16 39

PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3

Pendampingan kohor 1 di Aceh Jaya diadakan pada bulan Juli- September 2016 dengan empat kali pertemuan di KKG Gugus 1 Kr Sabe. Pendekatan Lesson Study dilaksanakan dalam 3 tahap (Plan, Do, See) melibatkan 37 orang (L:4;P:33) dari 8 SMP/MTs.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)

RAPAT TINGKAT LPTK

Rapat perencanaan fasilitator LPTK pada tanggal 30 Juli dengan 30 fasilitator LPTK diadakan di Banda Aceh. Fasilitator sepakat untuk menggunakan model Lesson Study untuk melakukan mendampingi guru. Satu siklus dengan tiga pertemuan dan pendampingan semester berikutnya dilakukan satu kali kunjungan ke sekolah.

Rapat koordinasi dengan sekolah lab dan sekolah mitra LPTK diadakan pada tanggal 31 Juli dan diikuti oleh koordinator LPTK dan kepala sekolah lab/mitra LPTK dengan peserta 31 orang (L:11;P:20). Pada rapat disepakati satu siklus pendampingan untuk perencanaan (mengembangkan rencana pelajaran) yang akan dilakukan dalam kelompok, dan satu siklus mengajar dimana ada guru yang melakukan pembelajaran di kelas, sementara yang lain sebagai pengamat. Refleksi akan dilakukan setelah mengajar.

PROGRAM PRAKTIKUM LPTK

Pelatihan dosen pembimbing lapangan dan guru pamong untuk PPL mahasiswa LPTK jenjang SD/MI dilaksanakan pada tanggal 30 Agustus -1 September. Pelatihan dihadiri oleh 60 orang peserta (L:10;P:50) dari unsur dosen, guru, dan mahasiswa. Dosen pembimbing lapangan dan guru pamong semakin mengerti peran dan fungsi masing-masing dalam membina mahasiswa praktikan (PPL).


Pelatihan dosen pembimbing lapangan dan guru pamong untuk PPL mahasiswa LPTK jenjang SMP/MTs dilaksanakan pada tanggal 6-8 September. Pelatihan dihadiri oleh 53 orang peserta (L:11;P:42) dari unsur dosen, guru, dan mahasiswa. Dosen pembimbing lapangan dan guru pamong semakin mengerti peran dan fungsi masing-masing dalam membina mahasiswa praktikan (PPL).

TATA KELOLA DAN MANAJEMEN

DISEMINASI PROGRAM PRAKTIK YANG BAIK

Diseminasi kabupaten: Pada triwulan ini beberapa kabupaten telah melakukan diseminasi dan telah membelanjakan sebesar Rp 403.604.700 dengan perincian berikut:

Kabupaten Pidie membelanjakan Rp. 327.904.700 untuk pelatihan CTL Modul 1 di SKB Bambi Pidie dalam beberapa gelombang, yakni gelombang I (20-23 Juli), gelombang 2 (25-28 Juli), gelombang 3 (29 Juli -1 Agustus), gelombang 4 (2-5 Agustus), gelombang 5 (6-9 Agustus), dan gelombang 6 (10-13 Agustus). Totalnya melibatkan 725 guru dan kepala sekolah (L: 173; P: 552) dengan sumber anggaran lainnya sebesar Rp 205.105.700. Pelatihan PAKEM Modul 1 di Gugus Kembang Tanjong, Pidie (19-22/8 ) melibatkan 122 guru dan kepala sekolah (L: 17; P:105) dengan sumber anggaran lainnya sebesar Rp 71.688.000. Pelatihan CTL Modul 2 di SKB Bambi, Pidie (27-30 Agustus) melibatkan 112 guru dan kepala sekolah (L: 29; P:83) dengan sumber anggaran lainnya sebesar Rp 51.111.000.

Kabupaten Aceh Utara membelanjakan Rp. 33.250.000 dari sumber dana lain untuk pelatihan PAKEM Modul 1 di UPTD Muara Batu Aceh Utara (5-8 September) bagi129 guru dan kepala sekolah (L: 19; P:110) dengan sumber anggaran lainnya sebesar Rp 33.250.000. Kabupaten Bireun membelanjakan Rp. 42.450.000 dari sumber dana lain untuk pelatihan CTL Modul 2 di UPTD Peusangan (13-16 Agustus) untuk 97 guru dan kepala sekolah (L: 21; P:76).

Diseminasi Provinsi Aceh: Pelatihan PAKEM, CTL dan MBS Jenjang SD serta SMP untuk Modul 1 dilaksanakan serentak di 5 kabupaten pada tanggal 26 – 29 Agustus 2016, yakni di Kabupaten Aceh Barat dengan peserta 208 orang (L:90;P:118), di kabupaten Gayo Lues dengan peserta 237 orang (L:135;P:102), di kabupaten Aceh Tenggara dengan peserta 235 orang (L:119;P:116), di Kota Langsa dengan peserta 240 orang (L:72;P:168), dan di Kota Lhokseumawe dengan peserta 221 orang (L:65;P:156).

Di 5 kabupaten lainnya pelatihan diadakan pada tanggal 2 – 5 September 2016, yakni di Kabupaten Aceh Selatan dengan peserta 233 orang (L:116;P:117), di Kabupaten Nagan Raya dengan peserta 241 orang (L:116;P:125), di Kabupaten Simeulue dengan peserta 240 orang (L:142;P:98), di Kabupaten. Singkil dengan peserta 205 orang (L:86;P:119), dan di Kota Subulussalam dengan peserta 221 orang (L:103;P:118).

Kegiatan ini merupakan bagian dari diseminasi Provinsi Aceh dengan sumber Anggaran dari APBD Provinsi Aceh total Rp. 16,8 Milyar dengan rincian: setiap kegiatan anggarannya Rp. 128.244.900, setiap kabupaten dialokasikan empat kegiatan (per modul) yaitu MBS SD, MBS SMP, PAKEM, dan CTL, totalnya Rp. 512.979.000 per modul untuk masing-masing kabupaten.

PROGRAM BUKU

Pelatihan Buku Bacaan Berjenjang (B3) tingkat sekolah dilaksanakan pada Bulan Juli hingga September 2016 dengan rincian berikut: Kabupaten Aceh Utara melibatkan 76 sekolah dengan total peserta 329 orang (L59;P:270), Kabupaten Bireuen melibatkan 65 sekolah dengan total peserta 274 orang (L:60;P:214), Kabupaten Aceh Jaya melibatkan 19 sekolah dengan total peserta: 92 orang (L:23;P:69), Kabupaten Bener Meriah melibatkan 53 sekolah dengan total peserta 228 orang (L:48;P:180),


Kabupaten Aceh Tengah melibatkan 39 sekolah dengan total peserta 187 orang (L:38;P:149), Kabupaten Aceh Barat Daya melibatkan 36 sekolah dengan total peserta 150 orang (L:33;P:117), Kabupaten Pidie melibatkan 72 sekolah dengan total peserta 318 orang (L:44;P:274), Kabupaten Pidie Jaya melibatkan 20 sekolah dengan total peserta 69 orang (L:11;P:58, Kabupaten Aceh Tamiang melibatkan 28 sekolah dengan total peserta 126 orang (L:41;P:85).

KEGIATAN LAIN

Rapat perencanaan provinsi dilaksanakan pada tanggal 6-7 Agustus di Aceh Besar dan melibatkan semua staff USAID PRIORITAS Aceh. Tujuan kegiatan untuk mengkaji ulang hasil rapat staf nasional di Surabaya, temuan-temuan di lapangan dan rencana pada tahun ke-lima. Sebagai hasil, setiap DC dan staf teknis telah menyusun rencana kegiatan tahun ke-lima secara bersama, termasuk rencana penugasan staf untuk mendukung diseminasi provinsi Aceh.

Kunjungan Project Manager USAID INDONESIA dilakukan pada tanggal 6-8 September bersama Kepala Dinas Pendidikan Provinsi Aceh, Kepala Dinas Pendidikan Pidie Jaya, Wakil Bupati Pidie Jaya, Kepala Dinas Pendidikan Pidie, Kemenag Pidie Jaya dan pimpinan LPTK Unsyiah (Wakil Rektor 1, Dekan dan jajarannya beserta fasilitator LPTK) dan UIN Ar-Raniry (Wakil Rektor 1, Dekan dan jajarannya beserta fasilitator LPTK) untuk mendapatkan tujuan kunjungannya yaitu dampak dari program, komitmen pemangku kepentingan dan sekolah/fasilitator serta mendapatkan gambaran strategi kelanjutan program pada masa yang akan datang (pasca USAID PRIORITAS). Project Manager USAID/Indonesia juga mengunjungi sekolah di Pidie Jaya, pelatihan buku bacaan berjenjang, sekolah mitra LPTK yang sedang ada program PPL dan pelatihan dosen pembimbing PPL dan guru pamong jenjang SMP/MTs.

Gerakan Indonesia Membaca (GIM) di Aceh Utara dan Gerakan Pendidikan Pemberdayaan Perempuan Marginal (GP3M) dilaksanakan pada tanggal 7 September di lapangan Lhoksukon Kabupaten Aceh Utara. USAID PRIORITAS terlibat dalam pameran yang memajangkan Buku Bacaan Berjenjang dan penyerahan buku B3 secara simbolis dari Provincial Coordinator kepada Bupati Aceh Utara untuk digunakan oleh sekolah. Pada kegaitan ini, Bupati menginstruksikan jajaran dinas pendidikan untuk memanfaatkan secara maksimal buku hibah USAID tersebut terutama pada sekolah yang terpilih menjadi mitra.

Partisipasi PRIORITAS pada Pameran Hardikda Aceh ke 57 pada tanggal 18-19 September berupa pameran pada stan yang diberikan oleh Dinas Pendidikan Provinsi untuk memperlihatkan hasil program selama 4 tahun di Aceh kepada para peserta terutama pemangku kepentingan pendidikan provinsi. Dengan menggunakan ruang sebesar 15X5 meter, stan USAID PRIORITAS menampilkan media pembelajaran, proses belajar dan karya siswa dari sekolah mitra di Pidie Jaya. Stan juga menampilkan simulasi pembelajaran PAKEM, simulasi membaca bersama program B3 dan pojok baca serta foto kegiatan dari seluruh Aceh beserta modul pelatihan. Stan USAID PRIORITAS dikunjungi oleh Gubernur Aceh, Kepala Dinas Pendidikan Provinsi, Kemenag, para Bupati dan mereka melihat langsung demo pembelajaran yang dilakukan oleh siswa. Gubernur berterimakasih atas bantuan USAID untuk meningkatkan mutu pendidikan di Aceh.

Pelatihan untuk Monitoring dilaksanakan pada tanggal 26-27 September di Lhokseumawe dengan jumlah peserta 84 orang (L:50;P:34) dari unsur fasilitator, dinas pendiidkan dan kemenag. Tujuannya adalah untuk melatih pengumpulan data bagi enumerator.

RENCANA TRIWULAN DEPAN

• Tingkat sekolah : pelatihan PAKEM dan MBS Modul 3, pelatihan modul kepala sekolah dan pengawas di kohor 1 dan 2, pelatihan Buku Bacaan Berjenjang di 9 kabupaten

• Tingkat provinsi Aceh: pelatihan Modul 2 dan Modul 3


Galeri Foto

Mimy Santika, Project Manager USAID INDONESIA terlibat aktif bersama siswa SDN Simpang Tiga Pidie Jaya saat melakukan kunjungan di kabupaten tersebut

(7/9/2016).

Gubernur Aceh, Zaini Abdullah mencoba media pembelajaran Periskop hasil karya siswa di stan USAID PRIORITAS pada

Pameran Hari Pendidikan Daerah Aceh (17/9/2016).

Fasilitator sedang melakukan simulasi cara menggunakan buku B3 untuk membaca terbimbing dihadapan peserta Pelatihan Gugus III Simpang Kiri, Aceh

Tamiang (31/8/2016).

Kepala Dinas Pendidikan Aceh dan Kakanwil Kemenag Aceh menikmati Membaca Bersama Program B3 bersama siswa

pada pameran Hardikda Aceh (17/9/2016).

Wakil Bupati Aceh Barat Daya, Erwanto melakukan penjernihan air dengan media sederhana bersama siswa SDN mitra saat mengunjungi praktik Pelatihan PAKEM

Modul 3 (20/8/2016).

Provincial Coordinator Aceh menyerahkan satu paket buku B3 kepada Bupati Aceh Utara secara simbolis pada kegiatan

Gerakan Indonesia Membaca (7/9/2016).


Provinsi: Sumatera Utara


Tanggal Dengan siapa Hasil koordinasi 15 Juli 2016 Sekretaris Dinas Pendidikan

Provinsi Sumut, Kabid Dikdas, Kabid PNF, Kasubag Program, Kasi Dikti

Penyusunan Draf Peraturan Gubernur (Pergub)Pendidikan Inklusi. Pasca Deklarasi Pendidikan Inklusi Dinas Pendidikan memastikan implementasi program melalui Pergub.

26 Juli 2016 Kabid Pendidikan Madrasah Kanwil Kemenag Sumut

Kanwil Kemenag Sumatera Utara bersama USAID PRIORITAS siap untuk mencanangkan gerakan literasi madrasah.

18 Agustus 2016

Kabid Pendidikan Dasar, Dinas Pendidikan Provinsi Sumut

Dinas Pendidikan Sumatera Utara meminta dukungan USAID PRIORITAS untuk menjadikan Sumatera Utara sebagai provinsi literasi.

7 September 2016

Asisten 2 Guberbur Sumut, Kabag Biro Binkemsos, Kasi Pendidikan Binkemsos, Kabid Dikdas Disdiksu, Kabid Badan Perpusda Sumut.

Pemerintah provinsi Sumatera Utara siap untuk mencanangkan Sumatera Utara sebagai provinsi literasi. USAID PRIORITAS diminta untuk mendukung dan mendesain deklarasi literasi, dan grand design program literasi Sumatera Utara.

15 September 2016

Rektor UNIMED Prof. Dr. Syawal Gultom, M.Pd

Rektor UNIMED setuju untuk melanjutkan program USAID PRIORITAS setelah proyek berakhir. Rektor juga berkeinginan UNIMED dapat menjadi service provider (SP). Usulan desain pembentukan badan service provider akan dibahas terlebih dahulu dengan para wakil rektor.


Tanggal Dengan siapa Hasil koordinasi 13 Juli 2016 Kadis Pendidikan, Kabid Dikdas,

Nias Selatan. Kadis menyetujui dan meminta penambahan fasilitator daerah untuk perluasan program diseminasi. Seleksi fasilitator harus sesuai dengan standar USAID PRIORITAS.

13 Juli 2016 Sekretaris Disdik Labura, Kasi Kesiswaan, Koordinator Fasilitator.

Renstra Pendidikan sudah mengakomodasi program PRIORITAS untuk diseminasi di 8 kecamatan. Renstra juga sudah dikonsultasikan ke DPRD melalui RDP.

15 Juli 2016 Bupati Labuhan Batu Drs. Pangonal Harahap, MM

Bupati mengeluarkan surat edaran terkait dengan Labuhan Batu sebagai kabupaten Literasi.

16 Juli 2016 Kasubag Sosbud Bappeda Medan, Kabid Dikdas Disdik Medan.

Memastikan draf renstra Pendidikan dimasukkan ke dalam RPJMD.

25 Juli 2016 Kadis Pendidikan Tebing, Sekretaris, Kabid Dikdas, kabid PMTK, Kabid Sosbud Bappeda, Kasi SD dan SMP.

Memastikan anggaran PKB masuk RAPBD. Pencangan Deklarasi gerakan literasi pada 1 Agustus 2016, PAPBD dan BOS untuk diseminasi,

25 Juli 2016 Kadis Pendidikan, Kabid Sapras (penanggungjawab Renstra)

Dipastikan program PRIORITAS masuk dalam Renstra Pendidikan.

8 Agustus 2016 Kadisdik Sergai, Kabid Dikdas, Kasubag Program.

Sergai telah melakukan persiapan dalam rangka kunjungan asesmen dari Dirjend Dikdas Kemendikbud terkait dengan Sergai sebagai ujicoba program literasi nasional.

15 Agustus 2016

Kabid Dikas Disdik Medan, Kasi Kurikulum SMP, dan Tim

Reviu sinkronisasi renstra Pendidikan


Tanggal Dengan siapa Hasil koordinasi Percepatan Pembangunan kota Medan

29 Agustus 2016

Kadis Pendidikan Tanjung Balai, kabid Dikdas, Kasubag Program, Kabid Sosbud Bappeda.

Memastikan anggaran PKB dalam RAPBD, memasukkan kegiatan Showcase dalam anggaran, rencana pencanangan kota Literasi, dan memastikan diseminasi dengan anggaran dana BOS.

14 September 2016

Kadis Pendidikan Langkat, kabid Dikdas, KUPT, Kepala sekolah.

Dinas Pendidikan Langkat menyetujui dan akan menyusun rencana program diseminasi mandiri di seluruh kecamatan dengan menggunakan anggaran BOS.

PELATIHAN ToT

TOT untuk kepala sekolah dan pengawas dilaksanakan pada tanggal 17-18 Juli 2016 di Hotel Grand Kanaya Medan. Kegiatan ini diikuti oleh 60 perserta (42 laki-laki dan 18 perempuan) dari 15 kabupaten/kota di Sumatera Utara.

Kabupaten Guru

Kepala sekolah Pengawas LPTK LPMP

Dinas Pend Kemenag Lain Total

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Medan 0 0 0 1 2 1 0 0 0 0 0 0 0 0 0 0 2 2 Nisel 0 0 1 0 2 1 0 0 0 0 0 0 0 0 0 2 2 Labuhanbatu 0 0 1 0 1 1 0 0 0 0 1 0 0 0 0 3 1 Langkat 0 0 1 0 3 0 0 0 0 0 0 0 0 0 0 0 4 0 Tobasa 0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 2 2 Sergai 0 0 1 0 1 2 0 0 0 0 0 0 0 0 0 0 2 2 Labura 0 0 1 1 2 0 0 0 0 0 0 0 0 0 0 0 3 1 Humbahas 0 0 3 0 0 1 0 0 0 0 0 0 0 0 0 0 3 1 Binjai 1 0 1 0 2 0 0 0 0 0 0 0 0 0 0 0 4 0 Deli Serdang 0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0 4 0 Tebing Tinggi 0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0 4 0 Tanjungbalai 0 0 1 0 2 1 0 0 0 0 0 0 0 0 0 0 3 1 Taput 0 0 0 0 1 3 0 0 0 0 0 0 0 0 0 0 1 3 Tapsel 0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0 4 0 Sibolga 0 0 2 1 1 0 0 0 0 0 0 0 0 0 0 0 1 3

PELATIHAN KEPALA SEKOLAH DAN PENGAWAS

Pelatihan untuk kepala sekolah dan pengawas dilaksanakan pada tangggal 28-29 September 2016 di Hotel Grand Kanaya Medan. Kegiatan ini diikuti oleh 40 peserta dari dua kecamatan Medan Kota dan Medan Amplas.

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Medan 1 11 12 5 6 4 1 20 20 40

LPTK

RAPAT REVIU DAN PERENCANAAN FASILITATOR LPTK

Rapat Reviu dan Perencanaan ini dilaksanakan pada tanggal 29 Juli 2016. Sebanyak 16 fasilitator LPTK jenjang SD dan SMP hadir dalam kegiatan ini. Rapat mereviu kemajuan pendampingan modul 2, dan implementasi program B3, serta menyusun rencana pendampingan modul 3.


PENDAMPINGAN DI SEKOLAH LAB/MITRA LPTK

Pendampingan dilaksanakan pada tanggal 21-22 September dan tanggal 27-28 September. Metode pendampingan menggunakan metode lesson study. Sebanyak 12 sekolah lab/mitra LPTK telah didampingi. Pada tanggal 21-22 September 36 guru dari enam sekolah telah didampingi, dan pada tanggal 27-28 September 36 guru dari enam sekolah telah didampingi.


PELATIHAN PRAKTIKUM GURU JENJANG SD/MI

Pelatihan sekolah lab dan praktikum guru tingkat SD dilaksanakan pada tanggal 29 – 30 Agustus 2016 di Hotel Grand Kanaya Medan. Kegiatan ini diikuti 60 peserta (20 laki-laki dan 40 perempuan).

Kabupaten Dosen Guru

Kepala Sekolah Pengawas Mahasiswa Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Medan 8 12 1 4 0 0 0 0 9 11 18 27 45 Deli Serdang 2 13 0 0 0 0 0 0 2 13 15

PELATIHAN PRAKTIKUM GURU JENJANG SMP/MTS

Pelatihan sekolah lab dan praktikum guru tingkat SMP/MTs dilaksanakan pada tanggal 15 -17 September 2016 di Hotel Grand Kanaya Medan. Kegiatan ini diikuti 60 peserta (14 laki-laki dan 46 perempuan).

Kabupaten Dosen Guru

Kepala Sekolah Pengawas Mahasiswa Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Medan 4 16 3 17 0 0 0 0 7 13 14 46 60 Deli Serdang 0 0 0 0 0 0 0 0 0 0 0 0 0


LOKAKARYA RENSTRA PENDIDIKAN Lokakarya dukungan untuk Renstra Pendidikan dilaksanakan pada tanggal 20-21 Juli 2016 di Hotel Grand Kanaya Medan. Kegiatan ini diikuti peserta sebanyak 38 orang (24 laki-laki dan 14 perempuan) dari 10 kabupaten/kota di Sumatera Utara.

Kabupaten

LPTK (Fasilitator)

Dinas Pend.

Kantor MenAg BKD

Bappeda dll Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Medan 0 0 1 2 0 0 0 0 1 1 2 3 5 Nisel 0 0 3 0 0 0 0 0 1 0 4 0 4 Labuhanbatu 0 0 1 1 0 0 0 0 1 0 2 1 3 Tobasa 0 0 1 2 0 0 0 0 1 0 2 2 4 Sergai 0 0 2 0 0 0 0 0 1 0 3 0 3 Humbahas 0 0 1 2 0 0 0 0 0 0 1 2 3 Tebing Tinggi 0 0 2 1 0 0 0 0 1 0 3 1 4 Tanjungbalai 0 0 3 0 0 0 0 0 0 1 3 0 4 Sibolga 0 0 1 2 0 0 0 0 0 1 1 3 4 Tapsel 0 0 1 2 0 0 0 0 0 0 1 2 3 Provinsi 0 0 0 1 0 0 0 0 0 0 0 0 1


PENDAMPINGAN RENSTRA

Pendampingan dilaksanakan di enam daerah yaitu Tobasa (27-28 Juli 2016), Sibolga (23-24 Agustus 2016), Tanjung Balai (30-31 Agustus 2016), Tebing Tinggi (1 Agustus 2016), Humbahas (22-23 September 2016) dan Serdang Bedagai (26-27 September 2016). Kemampuan dan permasalahan tim Renstra tiap daerah yang tidak sama membuat dukungan yang dibutuhkan juga berbeda.

KONSULTASI PUBLIK RENSTRA

SIBOLGA

Kegiatan ini dilaksanakan pada tanggal 25 Agustus 2016 di Hotel Prima Indah Sibolga yang dibuka oleh Walikota Sibolga. Terhadap paparan Kepala Dinas Pendidikan terkait program-program unggulan dalam Renstra, Walikota percaya akan ada perbaikan mutu pendidikan melalui program-program ini, apalagi didukung USAID Prioritas. Masukan dari pemangku kepentingan pendidikan ditampung di akhir sesi untuk bahan finalisasi Renstra.

KONSULTASI PUBLIK PKB (Pengembangan Keprofesian Berkelanjutan)

TAPANULI UTARA

Kegiatan konsultasi public PKB berlangsung pada tanggal 21 September 2016 bertempat di Aula Bupati. Forum dibuka oleh Sekretaris Daerah yang dalam sambutannya menekankan bahwa pelaku pendidikan di Tapanuli Utara agar serius bekerja dalam meningkatkan mutu pendidikan termasuk meningkatkan mutu guru dan sekolahnya masing-masing. Kepala Dinas Pendidikan yang memaparkan rencana pelatihan guru dalam konsep PKB dilakukan secara masif dan berkelanjutan serta menjangkau semua guru. Masukan dari peserta ditampung untuk perbaikan rencana PKB tersebut.

EGRA KELAS SATU

EGRA SEKOLAH MITRA B3 DAN PEMBANDING

Kegiatan EGRA diawali dengan sosialisasi dan koordinasi yang dilaksanakan pada tanggal 10-11 Agustus 2016. Dari kegiatan sosialisasi ini dipastikan Dinas Pendidikan, Kemenag dan sekolah sasaran EGRA kelas satu dapat memahami kegiatan EGRA dan mendukung implementasi EGRA. Kegiatan dilanjutkan dengan Pelatihan Penyegaran bagi asesor pada tanggal 22 Agustus 2016. Sebanyak delapan asesor mengikuti kegiatan ini. Implementasi EGRA dilaksanakan pada tanggal 23-29 Agustus 2016, dengan melibatkan 319 siswa yang diases dari 13 sekolah.


Dimeninasi pada periode ini dilaksanakan di 9 kabupaten/kota:

• Langkat: tujuh pelatihan PAKEM dengan peserta sebanyak 407 orang (115 laki-laki dan 292 perempuan)

• Tapanuli Selatan: dua pelatihan PAKEM dengan peserta sebanyak 965 orang (203 laki-laki dan 762 perempuan).

• Tobasa: enam pelatihan (1 PAKEM, 2 CTL, dan 3 MBS) dengan peserta sebanyak 426 orang (167 laki-laki dan 259 perempuan).

• Tapanuli Utara: empat pelatihan (2 PAKEM dan 2 CTL) dengan peserta sebanyak 300 orang (95 laki-laki dan 205 perempuan).

• Medan: tiga pelatihan (1 PAKEM dan 2 CTL) dengan peserta sebanyak 124 orang (29 laki-laki dan 95 perempuan).


• Labuhanbatu: enam pelatihan (1 ToT SD, 1 ToT SMP, 1 PAKEM, 1 CTL dan 2 MBS) dengan peserta sebanyak 194 orang (63 laki-laki dan 131 perempuan).

• Deli Serdang : tujuh pelatihan (1 ToT PAKEM dan 6 CTL) dengan peserta sebanyak 565 orang (107 laki-laki dan 458 perempuan).

• Sibolga: dua pelatihan (1 PAKEM dan 1 CTL) dengan peserta sebanyak 142 orang ( 20 laki-laki dan 122 perempuan).

• Humbahas: satu pelatihan CTL dengan peserta sebanyak 60 orang (22 laki-laki dan 38 perempuan).

PROGRAM BUKU

Sampai September 2016 kegiatan Pelatihan Guru dan Kepala Sekolah serta Pengawas tingkat gugus untuk Program Membaca sudah dilaksanakan di 15 kabupaten/kota. Jumlah sekolah yang sudah dilatih sebanyak 1.418 sekolah, 206 gugus, total pencapaian 83%.

Total peserta yang dilatih sebanyak 6.301 orang yang terdiri dari guru sebanyak 4.938 guru dan 1.207 kepala sekolah serta 156 pengawas. Tujuah kabupaten/kota telah menyelesaikan pelatihan tingkat gugus yakni : Sibolga, Tebing Tinggi, Tapanuli Selatan, Tanjung Balai, Binjai, Langkat, dan Serdang Bedagai.

Rekapitulasi Peserta Yang sudah dilatih

KAB/KOTA Jumlah Gugus

Jumlah Sekolah

PESERTA

Guru Kepala Sekolah Pengawas TOTAL

Langkat 19 120 350 111 0 461

Binjai 24 100 308 91 8 407

Medan 19 142 504 83 6 593

Deli Serdang 16 123 583 56 12 651

Tebing Tinggi 10 80 267 80 10 357

Toba Samosir 10 82 279 81 12 372

Tapanuli Utara 11 72 240 73 22 335 Humbang Hasundutan 11 86 258 85 10 353

Tapanuli Selatan 10 90 303 89 37 429

Sibolga 7 50 246 50 8 304

Serdang Bedagai 23 160 594 159 21 774

Tanjung Balai 10 70 258 70 7 335

Labuhan Batu 16 95 295 38 1 334

Labuhanbatu Utara 14 84 217 88 0 305

Nias Selatan 7 64 236 53 2 291

TOTAL 207 1,418 4,938 1,207 156 6,301

KEGIATAN LAIN

• Konsul Amerika Serikat untuk Pulau Sumatera, Bapak Juha P. Salin, mengundang USAID PRIORITAS dan seluruh projek USAID di Pulau Sumatera untuk berbagi informasi dan


pengalaman pada 29 Juli 2016 di Hotel Aryaduta Medan. USAID PRIORITAS melaporkan perkembangan proyek.

• Deklarasi Gerakan Budaya Membaca di Tebing Tinggi pada 1 Agustus 2016. Kegiatan berhasil memecahkan rekor MURI untuk katagori menulis pantun terbanyak di Indonesia. USAID PRIORITAS Sumatera Utara mendapat piagam dari MURI sebagai pendukung.

• Penyerahan buku bacaan berjenjang kepada Dinas Pendidikan Provinsi pada tanggal 18 Agustus 2016 diterima oleh Kepala Bidang Pendidikan Dasar Ibu Erni Mulatsih. Penyerahan yang sama kepada Kanwil Kemenag Sumatera Utara pada tanggal 26 Agustus 2016 diterima langsung oleh Kepala Bidang Pendidikan Madrasah Bapak Soritua Harahap.

• Penyerahan buku bacaan berjenjang kepada Rektor UINSU pada tanggal 1 September 2016, yang langsung diterima oleh Rektor didampingi dengan Wakil Rektor, Kabag Kerjasama, Dekan Tarbiyah, Kepala Perpustakaan, Wakil Dekan I, dan beberapa dosen UINSU.

• Pemerintah Provinsi Sumatera Utara berencana untuk mendeklarasikan Sumatera Utara sebagai provinsi literasi. USAID PRIORITAS dilibatkan sebagai pendukung. Rapat persiapan telah berlangsung pada tanggal 1 September dan 11 September 2016.


• Tingkat sekolah: pendampingan, monitoring, pelatihan dan pendampingan program B3

• Tingkat kabupaten: lokakarya diseminasi praktek baik di Kemenag, diseminasi di daerah kabupaten/kota.

• Tingkat provinsi: deklarasi Literasi Provinsi

• Tingkat LPTK: Pendampingan Sekolah Lab/Mitra LPTK, diseminasi LPTK


Galeri Foto

Asisten Gubernur Sumatera Utara Bidang Kesejahteraan Sosial Zulkarnain, SH mendengar paparan USAID PRIORITAS tentang desain

deklarasi Sumut sebagai Provinsi Literasi di Kantor Gubsu (7/9).

Perwakilan Museum Rekor Indonesia-Dunia (MURI) memberikan piagam penghargaan kepada Koordinator Provinsi USAID Sumut Agus Marwan sebagai pendukung deklarasi Gerakan Membaca Tebing Tinggi (1/8.)

Rekor Universitas Islam Negeri Sumatera Utara (UINSU) Prof. Dr. Hasan Asari Nst, MA menerima hibah Buku Bacaan Berjenjang dari

USAID PRIORITAS di Kampus UIN SU (1/9).

Megawati Silater, Guru YP Parulian yang akan pesiun setahun lagi, tetap bersemangat mengimplementasikan pembelajaran kontekstual dalam

pelajaran IPA di Medan (23/9).

Konsul AS untuk Pulau Sumatera Bapak Juha Salin mengundang implementor pryjek USAID untuk berbagi informasi dan pengalaman

di Hotel Aryaduta Medan (29/7).

Staf GMS dan STTA USAID PRIORITAS memfasilitasi penyusunan Rencana Strategis Pendidikan di Hotel Grand Kanaya Medan (29/7).


Provinsi: Banten


Tanggal Dengan siapa Hasil koordinasi 20 Juli 2016 Sekretaris Dinas Pendidikan

Provinsi Banten Diseminasi pelatihan buku bacaan berjenjang diupayakan masuk dalam anggaran perubahan tahun 2016.

8 September 2016

Kanwil Kemenag Provinsi Banten : - Kepala Kanwil - Kabid Pendidikan Madrasah - Kasi Data dan Kelembagaan - Staff Kanwil Kemenag

Madrasah Expo : 1. USAID PRIORITAS Banten diminta

keterlibatannya dalam Madrasah Expo Provinsi Banten yang akan dilaksanakan pada tanggal 22-24 Oktober 2016

2. Agenda kegiatan Madrasah Expo : • Pameran produk unggulan Madrasah Negeri

dan Swasta serta Raudhatul Atfal se Provinsi Banten

• Talkshow “Pembelajaran dan Manajemen yang Baik” di Madrasah

• Peluncuran Gerakan Budaya Baca di Madrasah Provinsi Banten

21 September 2016

Kanwil Kemenag Provinsi Banten - Kepala Kanwil - Kasi Data dan Kelembagaan - Kasubag Perencanaan - Kasi Penma Kabupaten Serang - Kasi Penma Kabupaten

Pandeglang - Kasi Penma Kabupaten

Tangerang - Kasi Penma. Kota Cilegon - Kasi Penma. Kota Tangerang

Selatan

Diseminasi Praktik yang Baik : 1. Program dan anggaran diseminasi praktik yang

baik akan disusun dan dilaksanakan oleh Kemenag Kab/Kota disesuaikan dengan anggaran yang dimiliki.

2. Program dan anggaran pendampingan akan dilaksanakan oleh Kanwil Kemenag

3. Pengurus KKG dan MGMP sudah terbentuk di tingkat KKM dan akan disinergikan dengan program diseminasi praktik yang baik.

Gerakan Budaya Baca 1. Gerakan Literasi menjadi program prioritas di

Madrasah dan akan dipersiapkan program, sarana, anggaran, serta SDM nya.

2. Strategi awal : - Peluncuran Gerakan Budaya Baca pada saat

Madrasah Expo - Diadakan kegiatan penilaian budaya literasi

madrasah di tingkat Kab/Kota kemudian dilanjutkan di tingkat Provinsi

- Ada desain proposal yang masuk ke Dinas Pendidikan Kab/Kota

- Penyusunan Dewan Pustaka



Dengan siapa Hasil koordinasi 11 Agustus 2016

Bappeda Kota Tangerang Selatan : - Kabid Sosbud - Kasi Pendidikan Dinas Pendidikan Kota Tangerang Selatan : - Kasubag PEP - Kabid Dikdas - Kasi SD - Kasi Evaluasi dan

Monitoring

1. Finalisasi Rencana Strategis Dinas Pendidikan kota Tangerang Selatan diselesaikan bulan Agustus – September 2016

2. Kesesuaian renstra Dinas Pendidikan dengan indikator kinerja renstra Kemdikbud sebanyak 48 indikator.

3. Penjadwalan kelengkapan data penulisan praktik yang baik dalam tata kelola pendidikan (Pedoman Gugus) pada tanggal 15-16 Agustus 2016

24 Agustus 2016

Dinas Pendidikan Kabupaten Serang : - Kabid Pembinaan SMP - Kasi Kurikulum Bidang SMP - Koordinator Pengawas SMP

1. Dinas Pendidikan akan menyelenggarakan Pelatihan Budaya Baca dengan anggaran Rp 148 juta (APBD Perubahan Oktober –November 20160) untuk SMP yang sudah replikasi dengan sasaran 100 orang (KS/Guru/Pustakawan) sebagai bentuk penguatan budaya baca dan ditambah dengan kegiatan seremonial atau gebyar semacam pameran dan infaq buku (seperti saat deklarasi buadaya baca).

2. Finalisasi Renstra Dinas Pendidikan bulan Agustus – September 2016

ToT PROVINSI (termasuk program buku) –

Pada tanggal 15-16 Agustus 2016 dilaksanakan ToT Pengembangan Sekolah secara menyeluruh: Peran Kepala Sekolah dan Pengawas (modul Kepala Sekolah dan Pengawas Sekolah) di Hotel Santika, Tasikmalaya. Pelaksanaan ToT dilakukan bersama dengan provinsi Jawa Barat. Peserta berjumlah 31 orang (13 laki-laki & 18 perempuan) terdiri atas kepala sekolah (2 orang SD/MI & 5 orang SMP/MTs) dan pengawas (12 orang SD/MI & 9 orang SMP/MTs) mitra yang berasal dari kohor 1, kohor 2 dan ex DBE untuk tingkat SD/MI dan SMP/MTs untuk modul manajemen: kepala sekolah dan pengawas.

Kabupaten Guru KS Pengawas LPTK LPMP

Dinas Pend Kemenag Lain Total

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Serang 0 0 0 1 2 1 0 0 0 0 0 0 0 0 1 0 2 3 Pandeglang 0 0 1 0 2 1 0 0 0 0 0 0 0 0 0 0 3 2 Kabupaten Tangerang

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

Tangsel 0 0 0 0 1 3 0 0 0 0 0 0 0 0 1 0 2 3 Lebak 0 0 2 0 1 1 0 0 0 0 0 0 0 0 0 0 3 1 Cilegon 0 0 0 0 2 2 0 0 0 0 0 0 0 0 0 0 2 2 Tangerang 0 0 1 0 2 1 0 0 0 0 0 0 0 0 0 0 1 3

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) –

Di kohor 2 berlangsung pelatihan PAKEM modul III tingkat SD/MI yakni pada (1). Pada tanggal 20-22 Juli 2016 dilakukan pelatihan untuk kelas tinggi di Kota Tangerang Selatan. Pelaksanaan pelatihan dibuka oleh Kepala Bidang Pendidikan TK/SD Dinas Pendidikan Tangerang Selatan, H. Didi Sutisna yang dihadiri 64 orang (31 laki-laki & 33 perempuan) di Resto Kampung Anggrek. Fasilitator terdiri dari tujuh orang (1 laki-laki & 6 perempuan). Praktik mengajar dilaksanakan di SDN Jelupang 2, SDN Jelupang 3 dan SDN Kademangan. (2) Di Kabupaten Tangerang pada 28-30 Juli 2016 dilakukan pelatihan untuk kelas awal yang dihadiri oleh total 62 orang (7 laki-laki dan 55 perempuan). Acara


yang dilaksanakan di Gedung Islamic Center diikuti 51 guru (5 laki-laki & 46 perempuan); 9 kepala sekolah (2 laki-laki dan 7 perempuan) dan 2 pengawas (0 laki-laki & 2 perempuan). (3). Pada tanggal 8-10 Agustus 2016 dilakukan pelatihan untuk kelas tinggi Kabupaten Tangerang di Gedung Islamic Center. Pelatihan dihadiri oleh 58 orang (17 laki-laki & 41 perempuan terdiri atas 47 guru (13 laki-laki dan 34 perempuan); 7 kepala sekolah (2 laki-laki & 5 perempuan); 2 komite sekolah (2 laki-laki & 0 perempuan) dan 2 pengawas (0 laki-laki & 2 perempuan).

Selanjutnya di kohor 2 juga dilaksanakan pelatihan modul III CTL tingkat SMP/MTs yakni (1) Kabupaten Tangerang pada tanggal 25-27 Agustus 2016 dilakukan di Resto Kampung Anggrek. Peserta berjumlah 92 orang (31 laki-laki & 61 perempuan) yang berasal dari 90 guru (29 laki-laki & 61 perempuan); 1 kepala sekolah (1 laki-laki & 0 perempuan) dan 1 pengawas (1 laki-laki & 0 perempuan). (2) Kota Tangerang Selatan pada 27-29 Juli 2016 di Resto Kampung Anggrek. Peserta berjumlah 123 orang (37 laki-laki & 86 perempuan) yang berasal dari 118 guru (35 laki-laki & 83 perempuan) dan 5 kepala sekolah (2 laki-laki & 3 perempuan).

Pelatihan sekolah MBS modul III tingkat SD/MI di kohor 2 dilaksanakan sebagai berikut: (1) Kota Tangerang Selatan pada 25-26 Agustus 2016 di Resto Kampung Anggrek yang ditutup oleh Kabid PTK Dindik Tangsel, H. Didi Sutisna. Peserta berjumlah 75 orang (32 laki-laki & 43 perempuan) yang terdiri atas 38 guru (14 laki-laki & 24 perempuan); 14 kepala sekolah (9 laki-laki & 5 perempuan); 20 komite sekolah (8 laki-laki & 12 perempuan); 2 pengawas (0 laki-laki & 2 perempuan) dan 1 wakasek (1 laki-laki & 0 perempuan). (2) Kabupaten Tangerang dilaksanakan pada 5-6 September 2016 di gerdung serba guna Tigaraksa. Peserta berjumlah 58 orang (19 laki-laki & 39 perempuan) yang terdiri atas 37 guru (8 laki-laki & 29 perempuan); 10 kepala sekolah (4 laki-laki & 6 perempuan) dan 11 komite sekolah (7 laki-laki & 4 perempuan).

Pelatihan MBS modul III tingkat SMP/MTs di kohor 2 dapat dilaporkan sebagai berikut (1) Kota Tangerang Selatan pada 2-3 September 2016 di Resto Istana Nelayan. Peserta berjumlah 42 orang (20 laki-laki & 22 perempuan) yang terdiri atas 19 guru (8 laki-laki & 11 perempuan); 11 komite sekolah (5 laki-laki & 6 perempuan); 6 kepala sekolah (3 laki-laki & 3 perempuan); 5 pengawas (3 laki-laki & 2 perempuan) dan 1 wakasek (1 laki-laki dan 0 perempuan). (2) Kabupaten Tangerang pada 9-10 September di gedung Islamic Center. Peserta yang hadir berjumlah 37 orang (24 laki-laki & 13 perempuan) yang terdiri atas 31 guru (19 laki-laki &12 perempuan); 3 Kepala Sekolah (2 laki-laki &1 perempuan) dan 3 komite sekolah (3 laki-laki & 0 perempuan).

Kota/ Kabupaten

Guru Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Pelatihan PAKEM modul III Tangerang selatan

22 28 0 0 5 9 0 0 0 0 31 33 64

Kabupaten Tangerang (kelas awal)

5 46 0 0 2 7 0 2 0 0 7 55 62

Kabupaten Tangerang (kelas tinggi)

13 34 2 0 2 5 0 2 0 0 17 41 58

Pelatihan CTL modul III Kabupaten Tangerang

29 61 0 0 1 0 1 0 0 0 29 61 90

Tangerang Selatan

35 83 0 0 2 3 0 0 0 0 37 86 123

Pelatihan MBS modul III tingkat SD/MI Tangerang Selatan

14 24 8 12 9 5 0 2 1 0 32 43 75


Kota/ Kabupaten

Guru Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Kabupaten Tangerang

8 29 7 4 4 6 0 0 0 0 19 39 58

Pelatihan MBS modul III tingkat SMP/MTs Tangerang Selatan

8 11 5 6 3 3 3 2 1 0 20 22 42

Tangerang 24 13 3 0 2 1 0 0 0 0 24 13 37

PENDAMPINGAN SEKOLAH

Pendampingan Sekolah SD/MI modul Pembelajaran di kohor 1 baru dilaksanakan di Kabupaten Serang. Periode Agustus – Oktober 2016, fasilitator telah melaksanakan 3-5 kali pendampingan dengan target 10 kali pendampingan melalui metode lesson study. Fasilitator dan peserta pendampingan merencanakan (Plan), menyepakati jadwal, pemodelan oleh fasilitator dan persiapan mengajar pada pertemuan pertama dan kedua. Pada pertemuan ketiga dan selanjutnya, pemodelan (Do) oleh salah satu guru di salah satu sekolah dan yang lain (fasilitator dan guru sekolah lain) menjadi pengamat dan melakukan refleksi (See). Pendampingan dilakaukan bergantian pada setiap guru di sekolahnya masing-masing. Refleksi (See) fasilitator dan guru dilaksanakan terakhir. Ada 16 sekolah mitra dan sekitar 90 orang guru yang sedang dan akan terdampingi.


RAPAT TINGKAT LPTK

Pelaksanaan rapat perencanaan fasilitator LPTK pada tanggal 28 Juli 2016 di Hotel Puri Kayana, Kota Serang dihadiri oleh 31 fasilitator LPTK terdiri atas 14 fasilitator UNTIRTA (5 laki-laki & 9 perempuan) dan 16 fasilitator IAIN SMH (6 laki-laki dan 9 perempuan). Tujuan pertemuan adalah merencanakan pendampingan dan menyusun praktik yang baik. Hasilnya adalah terkumpulnya praktik yang baik tentang LPTK. Pada tanggal 29 Juli 2016 dilaksanakan rapat kerja sekolah mitra LPTK di Hotel Le Dian, Kota Serang dihadiri oleh 58 orang (28 laki-laki & 30 perempuan). Peserta berasal dari 18 sekolah di Kota Serang, Kabupaten Serang dan Kota Cilegon dan 4 fasilitator LPTK (2 fasilitator UNTIRTA & 2 fasilitator IAIN SMH). Acara dibuka oleh Staf Ahli bidang Ekonomi Walikota Serang, Akhman Sarjito. Pertemuan bertujuan merencanakan pendampingan yang dilaksanakan pada bulan September hingga November 2016.

PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK

Pendampingan dilaksanakan dalam empat tahap yakni kegiatan 1 bertujuan mengidentifikasikan masalah yang dihadapi usai pelatihan, menganalisa dan mempersiapkan persiapan pembelajaran (RPP, LK, media dan evaluasi); kegiatan 2 bertujuan untuk melakukan finalisasi persiapan pembelajaran dan memantapkan simulasi guru model; kegiatan 3 pelaksanaan guru model mempraktikkan pembelajaran sedangkan fasilitator dan guru lain menjadi pengamat, dilanjutkan dengan refleksi dan diskusi; kegiatan 4 melakukan reviu dan refleksi bersama yang diikuti dengan penulisan jurnal dan artikel praktik yang baik.

Kegiatan 1 dilaksanakan di empat lokasi berbeda yakni (1) Tanggap 3 September 2016 di SDN 21 Kota Serang, dengan 6 mitra UNTIRTA (SDN 7 Serang, SDN 20 Serang, SDN 21 Serang, SDN Banjar Agung 4, SDN Sumber Agung; SDN Karundang). Total peserta yang hadir adalah 33 guru dan 7 fasilitator UNTIRTA. (2) Pada tanggal 3 September 2016 di MI Jamiyatul Usbuiyah merupakan sekolah mitra IAIN SMH dengan 6 madrasah (MI Jamiyatul Usbuiyah, MIN 1 Serang; MIN 2 Serang; MIN 3 Serang; MIN 1 Cilegon; MI Nurul Fallah Kemuning). Total peserta yang hadir adalah 36 guru


dan 7 fasilitator IAIN SMH (3) Pada tanggal 5 September 2016 di MTsN 1 Kota Serang merupakan binaan IAIN SMH dengan mitra 2 MTs (MTsN 1 Serang; MTsN 2 Serang). Total peserta hadir adalah 21 guru dan 6 fasilitator IAIN SMH; (4) Pada tanggal 8 September 2016 di SMPN 7 Kota Serang merupakan binaan UNTIRTA dengan mitra 3 SMP (SMPN 3 Serang, SMPN 6 Serang, SMPN 7 Serang). Total peserta yang hadir adalah 35 guru dan 6 fasilitator UNTIRTA.


PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB)

1. Lokakarya Penyusunan Rencana Strategis SKPD Pendidikan

Hasil dari fasilitasi perencanaan Pengembangan Keprofesian Berkelanjutan (PKB) menjadi bahan dalam pendampingan penyusunan Rencana Strategis (Renstra) SKPD Pendidikan di 4 kabupaten/kota mitra yang baru melaksanakan pemilihan kepala daerah baru yaitu Kabupaten Serang, Kabupaten Pandeglang, Kota Tangerang Selatan, dan Kota Cilegon, dan telah diawali dengan kegiatan Sosialisasi di bulan Juni 2016. Kegiatan ini dilaksanakan selama dua hari yaitu pada tanggal 22-23 Juli 2016 di Hotel Ibis Serpon Tangerang melibatkan 18 peserta yang merupakan pemangku kepentingan dari Bappeda dan Dinas Pendididikan kabupaten/kota khususnya tim perencanaan.

Lokakarya ini bertujuan untuk untuk melengkapi rancangan awal draf renstra berdasarkan hasil review draf renstra disesuaikan dengan indikator kinerja renstra Kemdikbud serta mempertajam sasaran strategis dan program/kegiatan yang relevan dengan isu strategis. Hasil dari lokakarya ini menunjukkan bahwa kesesuaian draf rancangan awal renstra pendidikan 4 kabupaten/kota tersebut dengan indikator kinerja renstra Kemdikbud sudah cukup besar yaitu kabupaten Serang 63%, kabupaten Pandeglang 75%, kota Tangerang Selatan 80%, dan kota Cilegon 55%. Selanjutnya hasil pemetaan draf renstra menunjukkan 6 komponen yang merupakan fokus utama program USAID PRIORITAS yaitu (i) diseminasi praktik yang baik dalam pembelajaran, (ii) diseminasi Manajemen Berbasis Sekolah, (iii) literasi/budaya baca, (iv) penataan dan pemerataan guru, (v) penguatan KKG dan MGMP (CPD), serta (vi) pendidikan inklusi, sebagian besar sudah masuk dalam resntra pendidikan baik program, kegiatan, dan anggaran untuk lima tahun atau pagu anggaran indikatif 5 tahun.

2. Pendampingan Finalisasi Penyusunan Rencana Strategis SKPD Pendidikan

Sebagai tindak lanjut dari lokakarya penyusunan rencana strategis SKPD Pendidikan adalah pendampingan finalisasi renstra yang dilaksanakan bersama tim perencanaan Dinas Pendidikan baik melalui pertemuan langsung maupun email. Hasil dari pendampingan adalah penajaman pagu anggaran indikatif 6 komponen program utama dalam renstra pendidikan yang ditunjukkan oleh tabel dibawah ini :

Tabel 1. Anggaran Indikatif Diseminasi (dalam jutaan)

Provinsi/ Kab/kota

Program Diseminasi (dalam juta)

Total

Guru pembelajar/ Penguatan

KKG/MGMP Kecukupan

Guru

Literasi /Budaya

Baca

Manajemen Berbasis Sekolah

Praktik yang baik

pembelajaran Pendidikan

Inklusi

Banten 41483 38017 1048 15556 34492 4431.45 135027.45

Kota Cilegon 3000 0 900 800 8900 0 13600

TangSel 21000 8000 0 0 5900 0 34900

Pandeglang 10498 2017 0 1106 5527 0 19148

Serang 6985 28000 148 13650 14165 4431.45 67379.45


Provinsi/ Kabupaten

LPTK (Fasilitator)

Dinas Pend.

Kantor MenAg BKD

Bappeda dll Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Provinsi 3 0 0 0 0 0 0 0 0 0 3 0 3 Serang 0 0 3 2 0 0 0 0 0 0 3 2 5 Pandeglang 0 0 4 0 0 0 0 0 1 0 4 1 5 Tang Sel 0 0 2 0 0 0 0 0 1 0 2 1 3 Cilegon 0 0 4 0 0 0 0 0 0 1 4 1 5

KEGIATAN MONITORING & EVALUASI (LPTK dan Kabupaten)

Kegiatan monitoring dan evaluasi di tingkat LPTK yang terlaksana adalah mengumpulkan data dan informasi mengenai mahasiswa praktik pengalaman lapangan (PPL) yang menunjukkan praktik yang baik dalam pembelajaran dan pendampingan oleh guru pamong dan dosen pembimbing dengan metode pengamatan dan wawancara terhadap 10 mahasiswa PPL dari jurusan PGMI IAIN Sultan Maulana Hasanudin Banten. Kegiatan tersebut dilaksanakan pada tanggal 8-12 Agustus 2016 di MIS Ciwaru Kota Serang dan MIN Baros Kabupaten Serang.


Kegiatan pelatihan diseminasi untuk periode ini pada dilaporkan sebagai berikut (1). 26-28 Mei 2016 diseminasi modul 2 PAKEM Kecamatan Muncang, Lebak diikuti oleh total 63 orang (43 laki-laki & 23 perempuan) yang dibiayai PRIORITAS Rp 10.449.000 + APBD/BOS Rp 21.529.000; (2). 20-24 Juli 2016 diseminasi CTL modul 3 SMPN 2 Cilegon diikuti 48 orang (11 laki-laki & 37 perempuan) yang dibiayai PRIORITAS Rp 11.280.000 + APBD/BOS Rp 14.400.000; (3). 21-23 Juli 2016 diseminasi modul CTL SMP Muhammadiyah Cipondoh Kota Tangerang diikuti 47 orang (25 laki-laki & 22 perempuan) dibiayai PRIORITAS Rp 10.680.000 + APBD/BOS Rp 17.625.000; (4). 5-7 September 2016 diseminasi modul CTL SMP Kota Tangerang Selatan diikuti 114 orang (44 laki-laki & 70 perempuan) dibiayai PRIORITAS Rp 20.350.000 + APBD Rp 320.000.000,-

PROGRAM BUKU (Pelatihan pada tingkat sekolah)

Pelatihan penggunaan buku bacaan berjenjang dimulai tanggal 28-30 Juli 2016 di Kabupaten Lebak. Tercatat selama periode Juli-September 2016, pelatihan berlangsung di 7 kabupaten/kota yakni Kabupaten Pandeglang, Kabupaten Lebak, Kabupaten Serang, Kota Cilegon, Kota Tangerang Selatan, Kota Tangerang dan Kabupaten Tangerang. Pelatihan diikuti oleh 1022 guru (126 laki-laki & 896 perempuan); 184 kepala sekolah (83 laki-laki & 101 perempuan) dan 22 pengawas (12 laki-laki & 10 perempuan). Dapat dikatakan sudah 60% dari target pelatihan penggunaan buku bacaan berjenjang. Bulan Oktober 2016 diharapkan sudah selesai pelatihan dan mulai dilaksanakan pendampingan.

RENCANA KUARTAL DEPAN

• Tingkat sekolah: pengambilan data akhir, pelatihan dan pendampingan program buku,

• Tingkat kabupaten: pelatihan kepala sekolah & pengawas tingkat kabupaten/kota, lokakarya diseminasi pembelajaran untuk madrasah, briefing media komunikasi

• Tingkat LPTK: pelatihan praktikum guru,


Galeri Foto

Siswa SD Al Madinah sedang menempelkan hasil kerja di dinding dalam praktik mengajar pelatihan sekolah PAKEM modul III di Tangerang

Selatan (22/7).

Hj. Elis Yulaeti M. Pd., Kabid SMP Dindik Kabupaten Serang sedang menyampaikan draf renstra dalam lokakarya penyusunan renstra

pendidikan (23/7).

Pengamatan terhadap mahasiswa IAIN SMH Banten yang sedang melakukan praktik pengamalan lapangan kependidikan (PPLK) di MIN

Baros, sekolah mitra LPTK (10/8).

Praktik membaca terbimbing dalam pelatihan tingkat gugus buku bacaan berjenjang di SDN Petir 1 Kabupaten Serang (22/8).

Peserta berlatih ketrampilan informasi dalam pelatihan diseminasi modul kontekstual yang diselenggarakan Dindik Tangsel (5/9)

Pendampingan di SMPN 7 Serang untuk mapel Bahasa Inggris yang dipandu oleh Aisyah, fasilitator UNTIRTA (8/9).


Provinsi: Jawa Barat


Tanggal Dengan siapa Hasil koordinasi 5 September 2016

Kepala bidang Madrasah dan Kasi Kelembagaan Kanwil Kemenag Jawa Barat

Kepala Wilayah Kemenag ke depan ingin mengkoordinasikan kantor-kantor kemenag kabupaten/kota untuk mendiseminasikan program PRIORITAS pada madrasah-madrasah.


Tanggal Dengan siapa Hasil koordinasi 11-13 Juli 2016 dan 8 - 12 Agustus 2016

Kepala Bidang Dikmen, Kasubag program, Kasi PMTK, staff PMTK, staff program data Dinas Pendidikan Tasikmalaya, FASILITATOR Pembelajaran dan MBS, Bappeda Tasikmalaya

• Menyiapkan Juknis pelaksanaan dan implementasi PKB sebagai tindak lanjut dikeluarkannya Panduan Diseminasi Program USAID PRIORITAS oleh Kepala Dinas Pendidikan Tasikmalaya.

• Program – program peningkatan mutu USAID PRIORITAS didukung 100% dalam RENSTRA.

3 Agustus 2016 Kasi Kurikulum, Kepada Bidang Dikdas dan Staf Kurikulum Dinas Pendidikan Cirebon

• Terpilih 40 calon fasilitator SMP terdiri dari guru SMP terbaik dari masing-masing MGMP.

• Terpilih 100 calon fasilitator SD terdiri dari 20 pengawas, 40 K3S, 40 ketua KKG/guru.

• TOT fasilitator SMP akan dilaksanakan tanggal 22-24 Agustus 2016.

• TOT fasilitator SD akan dilaksanakan tanggal 29-31 Agustus 2016.

23-24 Agustus 2016

Sekretaris Dinas, Bagian Perencanaan, dan Kasi Kurikulum Dikdas, Dinas Pendidikan Indramayu

Diseminasi program PRIORITAS akan tetap dianggarkan di tahun 2017 dan akan difokuskan pada menambah jumlah fasilitator.

26 Agustus 2016

Kepala Kantor Arsip, Perpustakaan dan Penggelolaan Data Elektronik (KAPPDE) Kota Cimahi

Kepala KAPPDE meminta satu sekolah yang dapat menjadi rujukan untuk program budaya baca sehingga dapat membawa rombongan Kepala-kepala sekolah lain untuk belajar pengembangan budaya baca.

2 September 2016

Kasi Tenaga Teknis Bidang SD Disdik Kabupaten Bekasi

Setelah anggaran APBD untuk pelatihan B3 sempat ditolak oleh dewan, akhirnya dinas pendidikan telah menerima Rencana Anggaran Biaya untuk kegiatan tersebut dengan total anggaran 300 juta rupiah untuk 558 guru SD. Kegiatan akan dilaksanakan pada bulan Oktober 2016

07 September 2016

Ketua KKM dan kepala kepala Madrasah se Kabupaten Kuningan

Kepala-kepala madrasah sepakat untuk melaksanakan diseminasi di setiap KKM.

ToT PROVINSI

ToT bagi fasilitator jenjang SD/MI dan SMP/MTs Modul bagi Kepala Sekolah dan Pengawas dilaksanakan pada tanggal 15-16 Agustus 2016 bertempat di Hotel Santika Tasikmalaya. Pelatihan ini dihadiri oleh 47 peserta (34L/13P) yang merupakan para fasilitator daerah pilihan dari 7 kabupaten/kota mitra USAID PRIORITAS Jawa Barat dan 5 kabupaten/kota DBE. Hasil yang dicapai dari kegiatan ini adalah para fasilitator daerah telah siap memfasilitasi pengawas dan kepala sekolah di


kabupaten/kota dalam hal memperkenalkan pendekatan pelatihan sekolah dengan metode Whole School Development, melakukan pemantauan kemajuan sekolah (pembelajaran, budaya baca, manajemen sekolah, dan peran serta masyarakat) dengan menggunakan instrumen pemantauan, dan merumuskan tindakan berdasarkan hasil pemantauan untuk memajukan sekolah.

Kabupaten Guru KS

Pengawas Disdik

Pengawas Kemenag Lainnya Total

LK PR LK PR LK PR LK PR LK PR LK PR Bandung Barat - - 1 0 2 0 1 0 - - 4 0 Ciamis - - 0 0 3 1 0 0 - - 3 1 Cimahi - - 0 0 1 3 0 0 - - 1 3 Bekasi - - 0 0 2 1 1 0 - - 3 1 Cirebon - - 0 0 4 0 0 0 - - 4 0 Kuningan - - 1 0 3 0 0 0 - - 4 0 Tasikmalaya - - 1 0 2 1 0 0 - - 3 1 Bogor - - 0 0 2 2 0 0 - - 2 2 Garut - - 0 0 3 1 0 0 - - 3 1 Indramayu - - 0 0 2 2 0 0 - - 2 2 Karawang - - 0 0 2 1 1 0 - - 3 1 Sukabumi - - 1 0 1 1 0 0 - - 2 1


Pelatihan sekolah Modul 3 di daerah kohor 2 untuk periode Juli - September 2016 adalah:

Jenis Pelatihan

Waktu Sekolah/Instansi

Cirebon

Pembelajaran Kelas Tinggi 21-23 Juli

MI As-Salafiah Bode, MI Miftahul Muta’alimin, MI NU As-Shobirin, MIN Cangkoak, SDN 1 Cangkoak, SDN 1 Kepunduan, SDN 1 Panembahan, SDN 1 Sindangjawa, SDN 1 Trusmi Kulon, SDN 1 Trusmi Wetan, SDN 2 Balad, SDN 2 Cangkoak, SDN 2 Panembahan, SDN 2 Sindangmekar, SDN 2 Trusmi Wetan, SDN 3 Panembahan, UPT Dukupuntang, UPT Plered, UPTD Klangenan, UPTD Plumbon, Dinas Pendidikan

Pembelajaran SMP/MTs (Gugus 1 & 2)

28-30 Juli SMPN 1 Dukupuntang, SMPN 2 Sumber, SMPN 3 Sumber, MTsN Cisaat, SMPN 1 Plered, SMPN 2 Plered, SMPN 3 Plered, MTsN Cisaat, Dinas Pendidikan

MBS SD/MI 10-11 August

MI NU As-Shobirin, MI Salafiyah Bode, SDN 1 Panembahan, SDN 1 Trusmi Kulon, SDN 1 Trusmi Wetan, SDN 2 Panembahan, SDN 2 Trusmi Wetan, SDN 3 Panembahan, UPT Dukupuntang, UPT Plumbon, UPT Talun, Dinas Pendidikan

12-13 August MI Miftahul Muta’alimin, MIN Sindang Mekar, SDN 1 Cangkoak, SDN 1 Kepunduan, SDN 1 Sindangjawa, SDN 2 Balad, SDN 2 Cangkoak, SDN 2 Sindangmekar

MBS SMP/MTs 22-23 August SMPN 1 Dukupuntang, SMPN 2 Sumber, SMPN 3 Sumber, MTsN Cisaat, SMPN 1 Plered, SMPN 2 Plered, SMPN 3 Plered, MTsN Cirebon

Bekasi

Pembelajaran SMP/MTs 21-23 Juli

SMPN 1 Cikarang Pusat, SMPN 1 Cikarang Selatan, SMPN 2 Cikarang Pusat, SMPN 2 Cikarang Selatan, SMPN 3 Cikarang Pusat, SMPN 3 Cikarang Selatan, MTs Nurul Huda, MTs Serang, MGMP IPS, MGMP Matematika


SDN 1 Jayamukti, SDN 2 Jayamukti, SDN 3 Jayamukti, SDN 1 Hegarmukti, SDN 2 Hegarmukti, SDN 3 Hegarmukti, SDIT An-Nur, MIS Al Hidayah Muslim Cendekia, SDN 1 Sukaresmi, SDN 3 Sukaresmi, SDN 5 Sukaresmi, SDN 6 Sukaresmi, MIS 01 Islamiyah, SDIT Ar-Rahman


Jenis Pelatihan

Waktu Sekolah/Instansi

MBS SD/MI 25-26 August SDN 1 Jayamukti, SDN 2 Jayamukti, SDN 3 Jayamukti, SDN 1 Hegarmukti, SDN 2 Hegarmukti, SDN 3 Hegarmukti, SDIT An-Nur, UPT Cikarang Pusat, Kemenag

31 August-1Sep SDN 1 Sukaresmi, SDN 3 Sukaresmi, SDN 5 Sukaresmi, SDN 6 Sukaresmi, MIS 01 Islamiyah, MIS At Taqwa, SD Karya Iman, SDIT Ar-Rahman

MBS SMP/MTs (Gugus 2) 29-30 August

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

Kuningan Pembelajaran SMP/MTs (Gugus 2)

19-21 Juli SMPN 1 Cilimus, SMPN 2 Cilimus, SMPN 3 Cilimus, MTsN Sangkanhurip, SMPN 1 Garawangi, SMPN 2 Garawangi, SMPN 1 Sindangagung, MTsN Sindangsari

MBS SD/MI 27-28 Juli MI PUI 2 Ciwedus, MIN Manis Kidul Jalaksana, SDN 3 Bojong, SDN 1 Cilimus, SDN 4 Bojong, SDN 2 Cilimus, SDN 4 Cilimus, SDN 5 Cilimus

29-30 Juli MI Cokroaminoto, MI PUI Cikaso, SDN 1 Lengkong, SDN 1 Purwasari, SDN 2 Purwasari, SDN 3 Lengkong, SDN 3 Purwasari, SDN Tembong

MBS SMP/MTs 22-23 August SMPN 1 Cilimus, SMPN 2 Cilimus, SMPN 3 Cilimus, MTsN Sangkanhurip, SMPN 1 Garawangi, SMPN 2 Garawangi, SMPN 1 Sindangagung, MTsN Sindangsari

Tasikmalaya


MI Cicarulang, MI Leuwiseeng, MIN Sukaratu, MI Al-Hidayah, SDN 1 Pakemitan, SDN Citatah, SDN 1 Cikunten, SDN 3 Pakemitan, SDN 2 Pakemitan, SDN 4 Pakemitan, SDN 2 Cikunten, SDN 5 Pakemitan, SDN Cintawana, SDN M.Toha, SDN Bugelalis, SDN Sukasenang, UPT Ciawi, UPT Singaparna, Kemenag

Pembelajaran SMP/MTs 26-28 Juli

SMPN 2 Singaparna, SMPN 1 Padakembang, SMPN 1 Mangunreja, MTs Singaparna Cintawana, SMPN 1 Ciawi, SMPN 1 Pagerageung, SMPN Sukaresik, MTsN Pamoyanan

MBS SD/MI 29-30 August MIN Sukaratu, MIS Al-Hidayah, SDN 1 Pakemitan, SDN 2 Pakemitan, SDN 3 Pakemitan, SDN 4 Pakemitan, SDN 5 Pakemitan SDN Bugelalis

2-3 Sep MI Cicarulang, MI Leuwiseeng, SDN Citatah, SDN 1 Cikunten, SDN 2 Cikunten, SDN Cintawana, SDN M. Toha, SDN Sukasenang, Kemenag

MBS SMP/MTs (Gugus 1 & 2) 29-30 August

SMPN 2 Singaparna, SMPN 1 Padakembang, SMPN 1 Mangunreja, MTsN Singaparna, SMPN 1 Ciawi, SMPN 1 Pagerageung, SMPN 1 Sukaresik, MTsN Pamoyanan, Dinas Pendidikan, Kemenag

Jumlah Peserta Pelatihan Pembelajaran Kelas Tinggi Modul 3 Kohor 2 (Juli-September 2016)

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Bekasi 15 29 0 0 10 2 4 0 0 0 29 31 60 Cirebon 24 24 0 0 7 8 3 1 3 0 37 33 70 Tasikmalaya 11 40 0 0 2 8 1 3 0 0 14 51 65

Jumlah Peserta Pelatihan Pembelajaran SMP/MTs Modul 3 Kohor 2 (Juli-September 2016) Cirebon 35 86 0 0 4 4 6 2 2 0 47 92 139 Bekasi 20 47 0 0 0 0 0 0 0 0 20 47 67 Kuningan 22 41 0 0 1 0 0 0 0 0 23 41 64 Tasikmalaya 36 93 0 0 4 2 0 2 0 0 40 97 137

Jumlah Peserta Pelatihan MBS Modul 3 SD/MI Kohor 2 (Juli-September 2016) Cirebon 12 20 30 2 8 8 4 0 2 0 56 30 86 Bekasi 11 22 12 17 11 5 7 1 0 0 41 45 86 Kuningan 17 23 21 10 6 4 0 0 0 0 44 37 81 Tasikmalaya 2 30 3 29 4 10 1 2 0 0 10 71 81


Jumlah Peserta Pelatihan Pembelajaran Kelas Tinggi Modul 3 Kohor 2 (Juli-September 2016)

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Jumlah Peserta Pelatihan MBS Modul 3 SMP/MTs Kohor 2 (Juli-September 2016)

Cirebon 9 7 16 0 6 4 4 0 2 0 37 11 48 Bekasi 13 5 12 3 5 2 4 0 0 0 34 10 44 Kuningan 13 6 14 2 3 2 0 0 0 0 30 10 40 Tasikmalaya 11 4 15 0 7 1 0 0 2 2 35 7 42


Pendampingan modul 3 SD/MI pada sekolah kohor 1 periode Juli-September 2016 baru menyelesaikan 1 siklus dengan pendekatan lesson study. Sementara pendampingan di daerah kohor 2 baru akan dimulai pada bulan Oktober 2016.


RAPAT TINGKAT LPTK

TTI Facilitator Review and Planning Meeting dilakukan tanggal 28 Juli 2016 (UPI) dan 29 Juli 2016 (UIN) bertempat di kantor USAID PRIORITAS Jabar. Hasil dari pertemuan ini antara lain adalah disepakatinya pelaksanaan mentoring pada sekolah mitra akan dilaksanakan pada bulan Oktober-November 2016, disepakati juga penjadwalan/pembagian tugas fasilitator dalam mendampingi sekolah/madrasah, dan teridentifikasi topik/tema/judul tulisan praktik yang baik yang dilakukan dalam proses perkuliahan ataupun hasil pendampingan di sekolah mitra.


Program praktikum LPTK (Teacher Practicum for TTI Lab & Partner School) untuk jenjang SMP/MTs dilaksanakan tanggal 6-8 September 2016 dan jenjang SD/MI tanggal 20-22 September 2016 bertempat di Hotel Best Western Bandung. Pelatihan ini diikuti oleh unsur dosen Pembina PPL (Praktik Pengalaman Lapangan), guru pamong, dan mahasiswa PPL. Pelatihan untuk jenjang SMP/MTs diikuti oleh 60 orang (13L / 47P), dibuka oleh Wakil Rektor Bidang Akademis UPI dan jenjang SD/MI diikuti oleh 60 Orang (25L / 35P), dibuka oleh Wakil Dekan Fakultas Tarbiyah dan Keguruan UIN Bandung. Hasil yang dicapai adalah (1) terpahaminya modul pelatihan PPL oleh guru pamong, dosen pembimbing lapangan, dan mahasiswa yang menyiapkan perangkat pembelajaran dan praktik mengajar terbimbing bersama guru pamong, (2) terjadi kolaborasi dan sinergitas antara guru pamong dan dosen pembimbing lapangan dalam program pembimbingan lapangan di sekolah, dan (3) mahasiswa praktikan mampu berkolaborasi dengan guru pamong dalam mempraktikkan mengajar terbimbing, mampu merefleksi, melakukan konferensi, dan menulis jurnal reflektif.

Jumlah Peserta Pelatihan Jenjang SMP/MTs

LPTK Dosen Guru Mahasiswa

Total LK PR LK PR LK PR UPI 6 7 1 9 0 12 35 UIN 2 5 1 9 3 5 25

Jumlah Peserta Jenjang SD/MI UPI 6 4 2 8 4 6 30 UIN 8 2 2 8 3 7 30



PERENCANAAN STRATEGIS UNTUK DISEMINASI

Lokakarya rencana strategis tingkat provinsi dilaksanakan pada tanggal 26-27 Juli 2016 bertempat di Hotel Santika, Cirebon. Lokakarya dihadiri oleh tiga kabupaten, yaitu Tasikmalaya, Indramayu, dan Karawang yang terdiri dari unsur dinas pendidikan, Bappeda, dan DPRD Komisi pendidikan dengan jumlah peserta sebanyak 14 orang (10L / 4P). Hasil yang dicapai pada lokakarya ini adalah:

• Diseminasi praktik baik masuk dalam perencanaan strategis (renstra) dinas pendidikan Kabupaten Karawang, diantaranya penambahan fasilitator pembelajaran aktif, sekolah praktik yang baik, gerakan budaya baca sekolah, dan sekolah inklusi.

• Diseminasi kegiatan DBE di Indramayu disepakati diganti dengan nomenklatur ToT Fasilitator Daerah Sekolah Praktik Baik (PAKEM-MBS dan Budaya Baca) untuk Jenjang SD dan SMP. Sekolah praktik baik terintegrasi dalam Biaya Operasional Perawatan dan Fasilitasi (BOPF).

• Diseminasi praktik yang baik masuk dalam perencanaan strategis dinas pendidikan Kabupaten Tasikmalaya, yaitu Guru pembelajar/ Penguatan KKG/MGMP, Kecukupan guru, Literasi /Budaya Baca, Manajemen Berbasis Sekolah, praktik yang baik pembelajaran, Pendidikan Inklusi. Total anggaran untuk kegiatan-kegiatan tersebut adalah 22,5 milyar rupiah.

Kabupaten LPTK

Dinas Pend.

Kantor MenAg DPRD

Bappeda dll Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Karawang 0 0 3 1 0 0 1 0 0 0 4 1 5 Indramayu 0 0 2 1 0 0 1 0 0 1 3 2 5 Tasikmalaya 0 0 2 0 0 0 1 0 0 1 3 1 4


Pada rentang waktu bulan Juli - September 2016, di Provinsi Jawa Barat telah dilaksanakan 60 kegiatan diseminasi di Kabupaten Bandung Barat, Kota Cimahi, dan Ciamis (wilayah kohor-1); Kabupaten Cirebon, Kuningan dan Tasikmalaya (wilayah kohor-2); serta Kota Bogor, Kabupaten Garut, Indramayu, Karawang, dan Sukabumi (Wilayah DBE). Ruang lingkup kegiatan diseminasi dilaksanakan di tingkat SD/MI dan SMP/MTs mulai dari tingkat kecamatan, KKG/komisariat sampai dengan tingkat kabupaten/kota. Sebanyak 1.447 Sekolah dilibatkan dalam kegiatan tersebut, diantaranya terdiri dari 1.036 SD/MI dan 411 SMP/MTs.

Sebanyak 4.268 (1.886 L / 2.382 P) orang guru, kepala sekolah, pengawas dan lainnya hadir sebagai peserta kegiatan diseminasi. Total anggaran sejumlah Rp. 1.770.306.943 telah dibelanjakan pada keseluruhan kegiatan diseminasi tersebut, dengan sumber dana yang berasal dari APBD sejumlah Rp 849.753.943 (48%), dari dana mandiri sejumlah Rp 651.095.000 (37%), dari program USAID PRIORITAS sejumlah Rp 269.458.000 (15%).

PROGRAM BUKU (Pelatihan pada tingkat sekolah)

Pencapaian program buku di Jawa Barat sampai dengan bulan September 2016 adalah 206 gugus/KKM dari 254 gugus/KKM penerima bantuan buku telah dilatih dan menerima buku (81%). Pencapaian per kabupaten bisa dilihat pada tabel berikut:


Kabupaten Gugus Sekolah

Target Selesai % Target Selesai % Ciamis 21 21 100% 150 150 100% Bandung Barat 23 23 100% 140 140 100% Cimahi 14 14 100% 76 76 100% Tasikmalaya 21 17 81% 199 145 73% Kuningan 16 16 100% 112 112 100% Cirebon 21 16 76% 180 97 54% Bekasi 23 2 9% 171 24 14% Sukabumi 26 26 100% 218 218 100% Indramayu 23 12 52% 146 91 62% Bogor 15 15 100% 107 107 100% Karawang 15 15 100% 169 169 100% Garut 36 29 81% 262 202 77% TOTAL 254 206 81% 1930 1531 79%

Jumlah Peserta Pelatihan B3 Tingkat Gugus di Jawa Barat Periode Juli – September 2016

Daerah Guru KS Pengawas Total

Ll Pr Lk Pr Lk Pr Lk Pr TOTAL Ciamis 31 166 7 4 0 0 38 170 208 Bandung Barat 91 519 582 69 8 21 681 609 1290 Cimahi 24 400 22 0 4 0 50 400 450 Tasikmalaya 43 358 61 64 13 7 117 429 546 Kuningan 66 339 38 31 0 0 104 370 474 Cirebon 28 96 23 15 0 0 51 111 162 Bekasi 16 58 21 3 1 1 38 62 100 Sukabumi 7 31 18 12 0 0 25 43 68 Indramayu 53 244 61 24 0 0 114 268 382 Bogor 113 540 56 39 1 1 170 580 750 Karawang 82 439 71 59 2 0 155 498 653 Garut 60 525 80 76 8 7 148 608 756 TOTAL 516 3218 948 334 34 36 1498 3588 5086

RENCANA TWIWULAN DEPAN

• Tingkat sekolah: pelatihan dan pendampingan B3, pendampingan Modul 3 Kohor 2, pendampingan Modul 3 SD/MI Kohor 1, pengambilan data monitoring akhir

• Tingkat kabupaten: pelatihan Modul Kepala Sekolah dan Pengawas

• Tingkat provinsi: lokakarya perencanaan strategis untuk madrasah, lokakarya perencanaan untuk diseminasi


Galeri Foto

Ninin Nurwulan (tengah) didampingi tim renstra Indramayu sampaikan persoalan inkonsistensi data antarlembaga pada lokakarya penyusunan

renstra pendidikan tingkat provinsi (26/7).

Simulasi penggunaan B3 dilakukan di ruang pelatihan sebelum di sekolah secara nyata, sesi praktik dari pelatihan B3 di SDN Waringinkarya II,

Lemah Abang, Karawang (29/8).

Para pengawas susun strategi pengembangan pembelajaran aktif dalam kerangka tugas dan fungsi kepengawasan pada TOT Pengawas dan Kepala

Sekolah tingkat Jabar (15/8).

Wakil kelompok sajikan hasil kerja kelompok mengenai strategi pengembangan budaya baca di sekolah dalam kerangka kepengawasan

pada TOT Pengawas dan Kepala Sekolah tingkat Jabar (16/8).

Guru pamong, praktikan, dan dosen Pembimbing Lapangan (ki-ka) berdiskusi mempersiapkan perangkat pembelajaran sebelum melakukan praktik

mengajar, rangkaian dari pelatihan guru pamong dan dosen pembimbing lapangan PPL mahasiswa LPTK di SMP/MTs (7/9).

Gina dan Aisyah (kedua dan ketiga kanan), siswa kelas 5 SDN Sukarasa 34, jelaskan kepada Lynne Hill bahan dan cara membuat alat peraga

paru-paru hasil karya kelompoknya. Sesi praktik pelatihan guru pamong dan dosen pembimbing PPL mahasiswa LPTK di SD/MI (22/9).


Provinsi: Jawa Tengah


Tanggal Dengan siapa Hasil koordinasi 9 September 2016

Dr. Edy Purwanto, M.Pd. (Wakil Dekan 1, FIP Unnes)

Persiapan pelatihan M&E implementasi modul membaca kelas awal kerjasama FSU-Unnes dan Kesiapan ruang dan konfirmasi membuka kegiatan

13 September 2016

Prof. Dr. Rustono, M.Hum (Wakil Rektor bidang akademik, Unnes)

Update kegiatan USAID PRIORITAS dan implementasi kerjasama FSU-Unnes

22 September 2016

Kepala Kakanwil Kemenag Jawa Tengah, Kabid Madrasah Kanwil Kemenag Jateng

Dukungan Kemenag Jateng terhadap program PKB dan kehadiran perwakilan tim Kemenag dalam reviu renstra PKB


Dengan siapa Hasil koordinasi 21 Juli 2016 Dinas Dikbudpora (Kasi

Kurikulum Dikdas, Kabid Dikdas), fasilitator MBS, Pengawas, dan 6 kepala UPT

Diseminasi Pelatihan MBS tingkat SD-MI di 6 kecamatan yaitu: Kecamatan Purworejo, Kutoarjo, Gebang, Grabag, Purwodadi dan Bener beserta anggaran DPA

12 Agustus 2016

Kelompok kerja kepala sekolah Wiradesa Pekalongan

Pelatihan ALPEKA di SDN 2 Wiradesa

7 September 2016

Kadinas, Kabid dan Kasi Bagian Ketenagaan Dindikpora Demak

Update budaya baca di sekolah yang sudah melaksanakan literasi dan Kepastian pencanangan Kabupaten Literasi

ToT PROVINSI PELATIHAN PENGEMBANGAN SEKOLAH SECARA MENYELURUH

TOT (Pelatihan untuk pelatih) pengembangan sekolah secara menyeluruh: peran kepala sekolah dan pengawas yang diselenggarakan oleh USAID PRIORITAS di Hotel Alana Yogyakarta pada tanggal 26-28 Juli 2016. Peserta berasal dari 15 Kabupaten sejumlah 60 orang (L:42, P:18) dengan difasilitasi oleh staf dari USAID PRIORITAS. Di hari terakhir peserta melakukan kunjungan ke sekolah yaitu SDN Golo, SDN Ngoto, SDN Giwangan, SDN Gedongkiwo, SMPN 1 Yogya, SMPN 2 Depok, dan SMPN 3 Sewon.

Kabupaten Guru KS Pengawas LPTK LPMP DinPend Kemenag Lain Total

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Purworejo 1 3 3 Banjarnegara 3 1 3 Grobogan 4 4 Blora 1 2 1 2 Demak 3 1 3 Kudus 2 2 2 1 Semarang 2 1 1 2 1 Boyolali 1 3 1 Sragen 1 3 4 2 Karanganyar 1 2 1 2 1 Jepara 3 1 3 2 Pekalongan 3 1 3 2 Batang 3 1 3 3 Purbalingga 2 1 1 3 Wonosobo 4 4 2


PELATIHAN KABUPATEN

Di tingkat Kabupaten, pelatihan pengembangan sekolah secara menyeluruh: peran kepala sekolah dan pengawas telah dilaksanakan di Kabupaten Pekalongan (20-21 September 2016), Semarang (21-22 September 2016), dan Wonosobo (27-28 September 2016). Kegiatan di Kabupaten Pekalongan dilaksanakan di Hotel Merlin Pekalongan dengan peserta berjumlah 38 orang (L:26,P:12). Di Wonosobo kegiatan dilakukan di Rumah Makan Sari Rasa Wonosobo dengan peserta berjumlah 40 orang (L:17,P:23), dan di Kabupaten Semarang kegiatan dilakukan di Hotel Le Beringin Salatiga sejumlah 40 orang peserta (L:23, P:17). Kegiatan difasilitasi oleh 4 orang fasilitator (L:3,P:1) dan kegiatan hari terakhir berupa pemantuan kemajuan sekolah dilakukan di sekolah mitra di sekitar pelatihan.


Pendampingan Pembelajaran SD dan MI: Kegiatan pendampingan pembelajaran pasca pelatihan modul III SD/MI di tingkat sekolah dasar tinggal menyelesaikan satu siklus. Kegiatan di 7 kabupaten mitra dimulai bulan Juli – Oktober 2016. Tempat pendampingan dipusatkan di gugus melalui Kelompok Kerja Guru (KKG) dengan kegiatan Lesson Study. Peserta pendampingan siklus 2 di tiap-tiap kabupaten adalah sebagai berikut:

No Kabupaten

Jumlah guru terdamping Jumlah Pendamping

GK 1 GK 2 GK 3 GK 4 GK 5 GK 6 Fasilitator Kls Tinggi

Fasilitator kls Awal

1 Batang 16 16 16 16 16 16 8 4 2 Banjarnegara 16 16 16 16 16 16 8 4 3 Purbalingga 16 16 16 16 16 16 8 4 4 Semarang 16 16 16 16 16 16 8 4 5 Sragen 17 17 17 17 17 17 8 4 6 Pekalongan 16 16 16 16 16 16 8 4 7 Wonosobo 16 16 16 16 16 16 8 4

Pelaksanaan pendampingan siklus dengan menggunakan lesson study. Rincian tahapan pada siklus 2 sebagai berikut:

• Pertemuan ke-lima membahas tentang Plan (menyusun skenario pembelajaran, menunjuk guru model dan simulasi dengan mengacu pada hasil analisis RPP dan pengamatan praktik mengajar guru model).

• Pertemuan ke-enam membahas tentang Do (pengamatan pembelajaran dengan RPP yang dibuat kelompok guru model).

• Pertemuan ke-tujuh membahas Refleksi (melaksanakan refleksi dan evaluasi hasil praktik dan menyusun RPP berdasarkan refleksi dan evaluasi untuk praktik mandiri.

• Pertemuan ke-delapan membahas penyusunan laporan pendampingan dan praktik yang baik masing-masing fasilitator.

Pendampingan MBS SD dan MI

Pada bulan Agustus pendampingan dengan metode Lesson Study memasuki putaran kedua. Sebelum dimulai pendampingan putaran kedua, fasilitator melakukan refleksi pelaksanaan pendampingan putaran pertama. Hasil refleksi menunjukkan pendampingan dengan metode Lesson Study belum semua sesuai dengan yang seharusnya, masih banyak variasi yang dilakukan fasilitator sesuai dengan kondisi lapangan bahkan beberapa fasilitator tetap melakukan pendampingan ke masing masing sekolah secara sendiri sendiri. Pendampingan putaran ke dua masing-masing kabupaten mitra telah mencapai 30%.



Pertemuan Perencanaan dan Reviu Fasilitator LPTK dilakukan pada tanggal 28 Juli 2016 di Hotel Tjokro Style, Yogyakarta untuk UNY dan tanggal 8 Agustus 2016 di Hotel Neo, Semarang untuk Unnes dan UIN Walisongo. Kegiatan ini diikuti oleh 37 fasilitator SD/MI dan SMP/MTs dari 3 LPTK mitra USAID PRIORITAS. Pertemuan ini membahas rencana kerja LPTK-USAID PRIORITAS Jawa Tengah pada tahun ke-5, menyusun jadwal pendampingan dengan pendekatan lesson study dan rencana pelatihan peningkatan program PPL untuk dosen pembimbing lapangan dan guru pamong sekolah lab dan mitra LPTK.

Pertemuan Koordinasi dengan Sekolah Lab dan Sekolah Mitra LPTK

Koordinasi dengan sekolah lab dan mitra LPTK dilaksanakan pada tanggal 29 Juli 2016 di Hotel Jogja Plaza, Jogjakarta untuk UNY dan tanggal 9 Agustus 2016 di hotel Novotel, Semarang untuk Unnes dan UIN Walisongo. Kegiatan diikuti oleh 89 peserta (L:56, P:3) dari 20 SD/MI dan 10 SMP/MTs yang terdiri atas kepala sekolah, guru, dan komite sekolah. Pertemuan ini mendiskusikan implementasi program di sekolah, identifikasi tantangan dan solusi, serta membahas rencana kegiatan tahun ke-5. Pada pertemuan ini, penyegaran pembelajaran aktif telah diberikan secara pleno. Bahan ini diambil dari modul pelatihan kepala sekolah dan pengawas. Dengan penyegaran ini para peserta melakukan refleksi implementasi pembelajaran aktif di masing-masing sekolah. Kegiatan diakhiri dengan identifikasi praktik yang baik di masing-masing sekolah untuk ditulis menjadi artikel praktik yang baik.


Pendampingan pembelajaran untuk 30 SD/MI dan SMP/MTs lab dan mitra LPTK Jawa Tengah (Unnes, UIN dan UNY) dilakukan pada periode ini. Pendampingan ini menerapkan metode lesson study yang meliputi plan 1, plan 2, do dan see dalam satu siklus pendampingan. Hingga periode ini, plan 1 dan plan 2 telah dilaksanakan sesuai dengan tabel di bawah ini. Pada plan 1 dan plan 2, peserta menyusun rencana pelaksanaan pembelajaran (RPP) dan perangkat pembelajaran, antara lain lembar kerja siswa, media pembelajaran dan rubrik penilaian. Pada plan 2, masing-masing peserta melakukan finalisasi RPP dan simulasi do (pelaksanaan RPP di kelas).

No. Tanggal LPTK Kegiatan Jumlah Sekolah

Jumlah Guru (peserta) L P Total

1. 23 Agustus 2016 Unnes PLAN 1- SD 7 9 30 39 2. 27 Agustus 2016 Unnes PLAN 2- SD 7 10 29 39 3. 10 Sep 2016 UIN PLAN 1- MI 6 12 23 35 4. 16 Sep 2016 UNY PLAN 1- SD 7 5 30 35 5. 3 Sep 2016 Unnes PLAN 1- SMP 3 8 18 26 6. 17 Sep 2016 Unnes PLAN 2- SMP 3 8 14 22 7. 23 Agustus 2016 UIN PLAN 1- MTs 3 12 25 37 8. 9 Sep 2016 UIN PLAN 2- MTs 3 14 23 37 9. 23 & 30 Agustus

2016 UNY PLAN 1- SMP 4 11 26 37

10. 16 Sep 2016 UNY PLAN 2- SMP 4 11 25 36


Pelatihan praktikum bagi dosen pembimbing lapangan (DPL) dan guru pamong sekolah lab dan mitra UNY dilaksanakan pada tanggal 25 – 27 Agustus 2016 di Hotel Grand Quality, Yogyakarta. Kegiatan dibuka oleh Rektor UNY, Prof. Dr. Rokhmat Wahab dan diikuti oleh 60 orang (L:21, P:39) yang terdiri atas 10 dosen PGSD dan 10 dosen PGSMP dari 5 jurusan (bahasa Indonesia, bahasa Inggris,


IPA, IPS dan Matematika) dan 20 guru pamong dari SD dan SMP lab dan mitra UNY serta 20 mahasiswa UNY. Kegiatan ini bertujuan untuk meningkatkan mutu program PPL di UNY dan sekolah lab dan mitra UNY. Peserta sangat antusias mengikuti program ini dan para dosen dan guru pamong berkomitmen untuk menerapkan hasil pelatihan di program PPL berikutnya.

DISEMINASI PADA TINGKAT LPTK

Diseminasi modul program praktikum telah dilakukan untuk dosen pembimbing PPL Fakultas Bahasa dan Seni (FBS), UNY dan guru pamong SMP lab dan mitra UNY pada tanggal 30 Agustus – 1 September 2016 di Gedung Lab Musik dan Tari, FBS, UNY. Kegiatan diikuti oleh 38 DPL dan koordinator PPL (L:14, P:24) dari 9 program studi di FBS, yaitu bahasa Indonesia, bahasa Inggris, bahasa Jerman, bahasa Perancis, bahasa Daerah, Seni Rupa, Seni Musik, Seni Tari dan Kriya, 9 guru pamong (L:4, P:5) dan 20 mahasiswa (L:3, P:17). Pelatihan ini bertujuan untuk meningkatkan mutu PPL di FBS, UNY. Konferensi dan praktik pembimbingan adalah dua materi yang paling disukai para peserta dan akan diterapkan dalam pembimbingan PPL masing-masing dosen.


REVIEW PERENCANAAN STRATEGIS

Lokakarya Reviu Rencana Strategis (Renstra) SKPD Dinas Pendidikan Kabupaten dilaksanakan pada tanggal 29-30 Juli 2016 di Hotel Alana Yogyakarta. Lokakarya ini bertujuan untuk mensikronkan antara Renstra Dinas Pendidikan kabupaten dengan Rencana Pembangunan Jangka Menengah Daerah (RPJMD) kabupaten dan Renstra Kementerian Pendidikan dan Kebudayaan. Selain itu, lokakarya juga bertujuan untuk memastikan bahwa program-program USAID PRIORITAS akan berlanjut di kabupaten karena sudah menjadi bagian dalam perencanaan daerah.

Kegiatan diikuti oleh 43 orang peserta (L:34, P:9) berasal dari 8 kabupaten dari 10 kabupaten yang mengikuti sosialisasi, dua kabupaten yaitu Boyolali dan Grobogan tidak diundang karena belum mempunyai draft perencanaan sebagai bahan untuk direviu. Tiap-tiap kabupaten mengirimkan 5 (lima) orang peserta terdiri dari unsur dinas pendidikan kabupaten, Bappeda, dan BKD kabupaten. Kabupaten-kabupaten yang mengikuti lokakarya adalah kabupaten Blora, Sragen, Demak, Wonosobo, Purworejo, Semarang, Pekalongan, dan Purbalingga.

Pendampingan Kegiatan Reviu Renstra SKPD Dinas Pendidikan

Tindak lanjut kegiatan lokakarya di tingkat provinsi dilakukan pendampingan di masing-masing kabupaten yang diikuti oleh tim renstra dinas pendidikan kabupaten. Pendampingan reviu Renstra bertujuan untuk membantu Tim Renstra Dinas Pendidikan agar dapat menyelesaikan dokumen Renstra yang memiliki sinergi dengan perencanaan Kemdikbud, RPJMD kabupaten, dan Renstra Dinas Pendidikan Provinsi. Kabupaten yang mengikuti pedampingan yaitu Kabupaten Blora (24-25 Agustus 2016), Sragen (30-31 Agustus 2016), Demak (1-2 September 2016), Wonosobo (6-7 September 2016), Purworejo (8-9 September 2016); Semarang tanggal (13-14 September 2016; Pekalongan tanggal, 27-28 September 2016; Purbalingga tanggal, 29-30 September 2016.

KEGIATAN MONITORING & EVALUASI (LPTK dan Kabupaten)

Kegiatan monitoring dan evaluasi pada periode Juli – September 2016 adalah mempersiapkan enumerator yang akan mengambil data tahunan di tingkat sekolah. Pelatihan di laksanakan di Hotel Jogjakarta Plaza pada tanggal 14 – 16 September 2016 yang di ikuti oleh 69 peserta yang terdiri dari guru (L:8, P:5), Kepala Sekolah (L:21, P:5), dan Pengawas (L:22, P:8). Pelatihan untuk enumerator ini mempunyai tujuan untuk dapat menyamakan persepsi dalam pemahaman serta pengisian instrumen monitoring. Dalam pelatihan ini juga saling memberikan masukan terkait kendala ketika pengambilan


data dan solusi yang bisa diberikan, sehingga ke depan dalam pengambilan data tidak lagi mengalami kendala dan mendapatkan data secara rinci dan detail serta akurat.


Diseminasi praktik yang baik bulan Juli-September 2016 tercatat sebanyak 54 kegiatan di 13 kabupaten. Diseminasi tersebut berupa pendampingan program Alpeka BOS, Pelatihan Praktik yang Baik tingkat SD/MI dan SMP/MTs baik dalam pembelajaran maupun manjemen berbasis sekolah dan program penataan dan pemerataan guru (PPG) di Kabupaten Demak. Kegiatan diikuti oleh 2.360 lembaga/institusi dengan peserta sebanyak 4.866 peserta (L:1415, P:1592). Jumlah dana total yang di gunakan sebesar Rp. 1.906.611.675,- terdiri dari dana USAID PRIORITAS sejumlah Rp. 590.306.675,- dan dari sumber lain (BOS/nonBOS/APBDK) Rp. 1.316.305.000,-.

PROGRAM BUKU

Secara keseluruhan kegiatan Pelatihan Buku Bacaan Berjenjang (B3) sudah mencapai 97 persen lebih. Dari total 2.104 SD/MI dan 8.236 guru dan kepala sekolah yang menjadi target sasaran program di 15 kabupaten di Provinsi Jawa Tengah, dalam periode ini PRIORITAS telah melatih 3.076 orang (L:944, P:2132) terdiri dari 2367 guru (L:518,P:1849), 8 Pengawas (L:3,L:5), dan 701 Kepala Sekolah (L:423,P:278) yang menjadi target program. Pendampingan pasca pelatihan B3 juga telah dimulai pada bulan Agustus 2016 dibeberapa kabupaten mitra

KEGIATAN LAIN

Gerakan Literasi Sekolah. Kabupaten Semarang, Demak, dan Wonosobo sedang giat menggerakkan sekolah untuk menjalankan Gerakan Literasi Sekolah (GLS) bekerjasama dengan USAID PRIORITAS. Di Kabupaten Semarang, setelah dideklarasikan pada tanggal 2 Mei 2016 lalu telah disusun Peraturan Bupati tentang GLS yang akan di sosialisasikan pada 26 September 2016. Sementara itu di Kabupaten Demak saat ini sedang disusun Peraturan Bupati tentang GLS dan akan dideklarasikan pada tanggal 29 Sep 2016. Sedangkan di Kabupaten Wonosobo, saat ini sedang disusun Peraturan Bupati GLS dan sedang mencari waktu deklarasi GLS.

Diseminasi ALPEKA. Kegiatan pelatihan aplikasi BOS (ALPEKA) untuk tingkat SD dilakukan di Gugus Ahmad Yani Kecamatan Wiradesa Kabupaten Pekalongan (20 Juli 2016) dan Gugus Yos Sudarso & Gugus Sultan Agung Kecamatan Wiradesa Kabupaten Pekalongan (16 Agustus 2016). Untuk kegiatan ALPEKA di Gugus Ahmad Yani diikuti oleh 9 sekolah, serta 20 peserta (L:13, P:7). Untuk pelatihan di Gugus Yos Sudarso & Gugus Ahmad Yani, di ikuti oleh 15 sekolah, serta 25 peserta (L:15, P:10).


• Tingkat sekolah: pelatihan kepala sekolah dan pengawas di 7 Kabupaten PRIORITAS, pengambilan data akhir di semua sekolah sampel, pendampingan

• Tingkat kabupaten: diseminasi di 15 Kabupaten

• Tingkat provinsi: Penyusunan Rencana Strategis Kementerian Agama Provinsi Jateng

• Tingkat LPTK: program PPL SD-MI dan SMP-MTs LPTK, diseminasi ke LPTK mitra, program praktikum untuk DPL dan guru Pamong Unnes-UIN Walisongo Semarang


Galeri Foto

Praktik mengajar kelas awal di SD lanjan 1 Sumowono (9/9). Praktikan sedang memfasilitasi siswa membaca terbimbing dengan menggunakan benda nyata pada pelatihan buku bacaan berjenjang di

gugus Sunan Kudus MI Muh Wanayasa, Banjarnegara (8/9).

Peserta melakukan diskusi tentang 47 indikator kinerja program Renstra Kemendikbud yang disinkronkan dengan renstra kabupaten dalam

pelatihan renstra di Hotel Alana Yogyakarta (29/7).

Peserta pelatihan sedang berdiskusi untuk mengdiagnosis kelebihan dan kekurangan dalam penerapan pembelajaran aktif dan manajemen sekolah dalam pelatihan bagi pelatih pengembangan sekolah secara menyeluruh: peran kepala sekolah dan pengawas program USAID

PRIORITAS di hotel Alana Yogyakarta, (28/7)

Arsya Dwi Tarana, Mahasiswa PGSD UNY melakukan simulasi praktik mengajar bersama guru pamong dalam Pelatihan Dosen Pembimbing

Lapangan dan Guru Pamong untuk meningkatkan PPL mahasiswa LPTK SD-SMP Mitra LPTK UNY di Hotel Grand Quality Yogyakarta, Sabtu

(27/8).

Siswa sedang melakukan penyaringan air dipandu oleh praktikan pelatihan modul 3 diseminasi praktik yang baik di Kecamatan Sragen

Kabupaten Sragen (31/8).


Provinsi: Jawa Timur


Tanggal Dengan siapa Hasil koordinasi 8 Agustus 2016 Ketua Satgas Gerakan Literasi

Sekolah Kemendikbud Pangesti Wiedarti, Bupati Sidoarjo Saiful Ilah, Kepala Dispendik Kab Sidoarjo Mustain Baladan, Ketua DPRD Kabupaten Sidoarjo Sulamul Hadi Nurmawan, dan Ketua Komisi D Kabupaten Sidoarjo bidang Pendidikan Usman.

Komitmen Bupati Saiful Ilah menjadikan Sidoarjo sebagai salah satu model Kabupaten Literasi, serta menyiapkan regulasi dan anggaran.

1 September 2016

Deklarasi Kabupaten Literasi di Blitar

• Dijadikannya sekolah mitra untuk sekolah rujukan literasi.

• Pendeklarasian tentang kegiatan literasi pada tingkat kabupaten.

6 September 2016

Pertemuan multi-stakeholder forum (Ketua Komisi D DPRD, Kepala Dispendik, Kepala Perpustakaan dan Arsip, DKP, BPMPKB, BKD, Bagian Hukum Setda, dan BAPPEDA Kabupaten Sidoarjo.

Pembentukan Tim Literasi, penyusunan draf SK Tim Literasi dan draf Perbup tentang Literasi.

ToT Modul 3 MBS SD/MI & SMP/MTs Kohor 2 & 3

Kegiatan dilaksanakan di Hotel Atria Malang pada 27-30 Agustus 2016. Diikuti oleh Fasilitator SD/MI dan SMP/MTs 1 kabupaten Kohor 2 (Ngawi) dan 3 kab/kota Kohor 3 (Banyuwangi, Lamongan, Kota Batu) dengan peserta sebagai berikut:

Kabupaten Guru KS Pengawas Total

LK PR LK PR LK PR LK PR Ngawi 2 1 2 5 9 1 Lumajang 1 1 6 7 1 Lamongan 2 3 2 2 5 Jombang 1 2 2 4 3 1 6 7 Banyuwangi 2 2 6 2 8 Kota Batu 6 2 1 1 7 3


Kegiatan PTS Modul 3 PAKEM, CTL, MBS SD/MI, MBS SMP/MTs dilaksanakan di Kohor 2 (Lumajang, Ngawi) dan 3 (Lamongan, Jombang, Banyuwangi, dan Kota Batu) dengan peserta sebagai berikut:


NO PTS Tanggal Kab/Kota Peserta 1. Modul 3 SD/MI (kelas awal) 20-22 Juli 2016 Kota Batu M=15, F=44, total= 59 2. Modul 3 SD/MI (kelas tinggi) 21-23 Juli 2016 Jombang M=30, F=45, total=75 3. Modul 3 SD/MI (kelas tinggi) 23-25 Juli 2016 Kota Batu M=15, F=45, total=60 4. Modul 3 SD/MI (kelas tinggi) 9-11 Agustus 2016 Banyuwangi M=27, F=37, total=64 5. Modul 3 SD/MI (kelas tinggi) 10-12 Agustus 2016 Lamongan M=25, F=47, total=72 6. Modul 3 SD/MI (kelas tinggi) 22-24 Agustus 2016 Ngawi M=21, F=41, total=62 7. Modul 3 SMP/MTs 23-25 Juli 2016 Lamongan M=56, F=73, total=129 8. Modul 3 SMP/MTs Gel 1 22-24 Agustus 2016 Lumajang M=31, F=46, total=77 9. Modul 3 SMP/MTs Gel 2 25-27 Agustus 2016 Lumajang M=30, F=47, total=77 10. Modul 3 SMP/MTs 27-29 Agustus 2016 Jombang M=48, F=75, total=123 11. Modul 3 SMP/MTs 1-3 September 2016 Ngawi M=31, F=59, total=90 12. Modul 3 SMP/MTs 5-7 September 2016 Kota Batu M=31, F=108, total=139 13. Modul 3 SMP/MTs 8-10 September 2016 Banyuwangi M=34, F=46, total=80 14. Modul 3 MBS SD/MI 27-28 Agustus 2016 Lamongan M=47, F=51, total=98 15. Modul 3 MBS SD/MI 5-6 September 2016 Lumajang M=46, F=36, total=82 16. Modul 3 MBS SD/MI 7-9 September 2016 Jombang M=66, F=43, total=109 17. Modul 3 MBS SD/MI 15-16 September 2016 Ngawi M=35, F=44, total=79 18. Modul 3 MBS SD/MI 15-16 September 2016 Kota Batu M=25, F=50, total=75 19. Modul 3 MBS SD/MI 21-22 September 2016 Banyuwangi M=41, F=39, total=80 20. Modul 3 MBS SMP/MTs 15-16 Agustus 2016 Lamongan M=37, F=12, total=49 21. Modul 3 MBS SMP/MTs 19-20 September 2016 Lumajang M=35, F=20, total=55 22. Modul 3 MBS SMP/MTs 19-20 September 2016 Kota Batu M=27, F=19, total=46

Data Peserta PTS PAKEM, CTL, MBS SD/MI, dan MBS SMP/MTs

No Kab/Kota Guru Komite

Kepala sekolah Pengawas Lain Total

Total LK PR LK PR LK PR LK PR LK PR LK PR 1. Kota Batu 8 37 7 7 15 44 59 2. Jombang 22 42 2 2 6 1 30 45 75 3. Kota Batu 14 39 1 6 15 45 60 4. Banyuwangi 16 30 8 7 3 27 37 64 5. Lamongan 14 34 6 10 2 2 3 1 25 47 72 6. Ngawi 13 33 7 6 1 2 21 41 62 7. Lamongan 49 70 5 3 2 56 73 129 8. Lumajang 21 44 3 1 2 1 5 31 46 77 9. Lumajang 21 44 1 3 3 5 30 47 77 10. Jombang 48 75 48 75 123 11. Ngawi 31 59 31 59 90 12. Kota Batu 30 106 1 2 31 108 139 13. Banyuwangi 34 46 34 46 80 14. Lamongan 12 26 18 14 11 8 2 2 4 1 47 51 98 15. Lumajang 10 20 23 7 8 7 2 2 3 46 36 82 16. Jombang 16 20 19 13 16 10 13 2 66 43 109 17. Ngawi 9 23 19 12 7 9 35 44 79 18. Kota Batu 11 19 7 22 7 7 2 25 50 75 19. Banyuwangi 10 23 21 11 10 5 41 39 80 20. Lamongan 10 6 15 1 6 4 4 1 2 37 12 49 21. Lumajang 6 10 13 4 4 4 5 1 7 1 35 20 55 22. Kota Batu 9 9 10 7 7 2 1 1 27 19 46

PENDAMPINGAN SEKOLAH KOHOR 1, 2, dan 3

Program pendampingan sekolah mitra untuk metode Lesson Study (LS) dilakukan pada Agustus hingga Oktober 2016. Kabupaten yang telah melaksanakan pendampingan LS adalah Kohor 1 (Situbondo, Blitar, Madiun, Kabupaten Mojokerto, Pamekasan), Kohor 2 (Lumajang, Ngawi), dan Kohor 3


(Jombang, Lamongan, Banyuwangi, dan Kota Batu). Pendampingan fokus pada sekolah binaan Kohor 1, 2, dan 3.


RAPAT TINGKAT LPTK

Dua kegiatan yaitu Meetings and Working with TTI Lab and Partner Schools Primary & Secondary dan TTI Facilitator Review Meeting & Planning digabung menjadi satu untuk memfasilitasi komunikasi antara fasilitator dan perwakilan sekolah mitra LPTK. Berikut paparan masing-masing kegiatan: 1) Meetings and Working with TTI Lab dan Partner Schools Primary & Secondary dan TTI

Facilitator Review Meeting & Planning UINSA & UNESA di Hotel Santika Premiere Surabaya (28 Juli 2016). Fasilitator yang hadir : UINSA (M=4, F=10, total=14) dan UNESA (M=6, F=4, total=10). Jumlah peserta dari Sek.Lab UINSA (M=10, F=20, total=30) dan UNESA (M=13, F=17, total=30).

2) Meetings and Working with TTI Lab and Partner Schools Primary & Secondary dan TTI Facilitator Review Meeting & Planning UM di Hotel Aria Gajayana, Malang (30 Juli 2016). Jumlah fasilitator yang ikut: UM (M=5, F=6, total=11). Jumlah peserta dari Sek.Lab UM (M=11, F=16, total=27).

PENDAMPINGAN SEKOLAH LAB/MITRA LPTK

1) Pendampingan sekolah lab mitra LPTK untuk pembelajaran SD/MI dilaksanakan di Malang untuk mitra UM (3 September 2016), mitra UNESA (20 Agustus 2016 & 2 September 2016) dan UINSA (26 Agustus 2016) dengan peserta sebagai berikut:

LPTK Guru


LK PR LK LK PR LK PR LK PR LK UINSA 6 30 2 3 8 33 41 UNESA 3 33 1 3 4 37 UM 10 23 3 2 13 25 38

2) Pendampingan sekolah lab mitra LPTK untuk pembelajaran SMP/MTs dilaksanakan di Malang, mitra UM (17 September 2016), mitra UNESA (27 Agustus 2016 & 17 September 2016) dan UINSA (23 September 2016) dengan peserta sebagai berikut:

LPTK Guru Komsek


Total LK PR LK PR LK PR LK PR LK PR LK PR UINSA 26 34 2 28 34 62 UNESA 9 34 9 34 43 UM 8 24 1 1 9 25 34


LOKAKARYA PERENCANAAN DISEMINASI DENGAN KEMENAG

Lokakarya Perencanaan untuk Diseminasi MORA bersama Kemenag Provinsi dan 8 kabupaten/kota yaitu Banyuwangi, Kota Batu, Lamongan, Lumajang, Madiun, Mojokerto, Ngawi, dan Situbondo diadakan di Hotel Alana, Surabaya pada 22-24 September 2016. Kegiatan ini dihadiri Kepala BDK Surabaya Kanwil Kemenag Jatim, Kasie PTK Kanwil Kemenag Provinsi Jatim, Kepala Kemenag, Kasi


Penma, staf PTK & EMIS, Kepala KKM (MI/MTs) 8 kabupaten/kota dengan jumlah peserta 33 orang (M=26, F=7).

KEGIATAN M & E

REFRESH PROJECT MONITORING COHORT 1 dilaksanakan di Hotel Royal Tretes View pada 20-22 September 2016. Kegiatan ini dihadiri para enumerator dari 5 kabupaten/kota Kohor 1 sebanyak 56 orang (M=39, F=17) yang terdiri dari unsur guru, kepala sekolah, dan pengawas.

DISEMINASI PROGRAM PRAKITK YANG BAIK

Selama Juli hingga September 2016 telah dilaksanakan 18 kegiatan diseminasi di 9 kabupaten/kota (Blitar, Bojonegoro, Nganjuk, Pasuruan, Sampang, Lamongan, Pamekasan, Lumajang, dan Kota Batu). Dana sharing kegiatan dari kabupaten/sekolah sebesar Rp 641 juta. Jumlah peserta 1.548 orang (M=837, F=711) dari 882 sekolah. Diseminasi terbanyak dilakukan untuk program pembelajaran PAKEM dan MBS SD/MI.

PROGRAM BUKU

Program Buku Bacaan Berjenjang (B3) untuk sekolah nonmitra saat ini sedang melakukan Pelatihan kepala sekolah dan guru di tingkat gugus yang dimulai sejak Juni hingga Oktober 2016. Pelatihan dilaksanakan secara serentak di 19 kabupaten/kota di Jawa Timur dan telah diikuti oleh 8.869 orang (M=2.608, F=6.261) yang terdiri dari guru (M=1.322, F=5.486), kepala sekolah (M=1.217, F=761) serta para pengawas SD (M=53, F=13). Sampai saat ini, 2.218 sekolah/lembaga sudah memperoleh bantuan paket B3 dari total 2.492 sekolah, yang tersebar di 366 gugus, yang menjadi sasaran program ini.


• Tingkat sekolah: pendampingan Lesson Study Modul 3 SD/MI dan SMP/MTs di Lumajang, pelatihan dan pendampingan program B3, pengambilan data akhir (M and E)

• Tingkat kabupaten: Pendampingan Penetapan SK Bupati tentang Tim Literasi dan Peraturan Bupati tentang Literasi di Kabupaten Sidoarjo, mengawal Perbup PKB dan literasi di Blitar, persiapan Lamongan Sebagai Kabupaten Literasi.

• Diseminasi Modul 2 dan 3 untuk pembelajaran PAKEM, CTL, MBS SD/MI, dan MBS SMP/MTs di Sidoarjo, Pasuruan, Banyuwangi, Lumajang, Blitar, Situbondo, Mojokerto, Nganjuk, dan Ngawi.

• Tingkat LPTK: pendampingan sekolah lab dan mitra, praktikum guru di sekolah mitra LPTK, pelatihan doesn dan pengawas dalam praktikum LPTK mitra


Galeri Foto

Pencanangan Kabupaten Sidoarjo sebagai Kabupaten Literasi oleh Bupati Saiful Ilah. Turut hadir PC USAID PRIORITAS Jatim Silvana Erlina, Ketua Satgas GLS Kemendikbud Pangesti Wiedarti, Ketua DPRD Kabupaten

Sidoarjo Sulamul Hadi Nurmawan, Ketua Komisi D Kabupaten Sidoarjo bidang Pendidikan Usman, dan Kepala Dispendik Sidoarjo Mustain Baladan.

Kegiatan membaca bersama di SDN Kalipang 1, Blitar.

Siswa SDN Kalen, Mojokerto, belajar Bahasa Indonesia dengan mengadakan kunjungan ke kantin dan membuat laporan hasil kunjungan.

Spesialis Komunikasi Dian KD menemui siswa berkebutuhan khusus di SDN 3 Rogojampi, Banyuwangi, yang merupakan sekolah inklusi.

PTS Praktik yang Baik untuk MBS Modul 3 SD/MI di Kota Batu. Pendampingan sekolah SD/MI lab dan mitra LPTK UM, Malang.


Provinsi: Sulawesi Selatan

KOHOR 1 dan 2

Semua kegiatan ToT Provinsi untuk modul 3 pembelajaran dan MBS telah dilaksanakan. ToT modul t Kepala Sekolah & Pengawas dilaksanakan pada tanggal 28 – 30 Agustus 2016 di Kota Parepare. Karena Kabupaten Maros adalah lokasi uji coba modul tersebut, maka tidak lagi diundang pada saat ToT, karena itu ToT ini hanya mengundang 12 daerah mitra (PRIORITAS & Eks DBE). Masing – masing daerah mengutus 4 orang (2 dari SD/MI, 2 SMP/MTs). Jumlah peserta 50 orang termasuk 2 fasilitator dari Maros (36 Lk, 14 Pr).

ToT Provinsi Modul Tambahan untuk Kepala Sekolah dan Pengawas

Kabupaten Pengawas Dinas Pend Lain TOTAL LK PR LK PR LK PR LK PR

Bantaeng 2 2 2 2 Bone 2 1 1 3 1 Enrekang 3 1 3 1 Makassar 1 2 0 1 1 3 Pangkep 1 0 2 1 3 1 Parepare 4 0 4 0 Pinrang 2 2 2 2 Sidrap 3 1 3 1 Soppeng 4 0 4 0 Takalar 3 1 3 1 Tana Toraja 3 1 3 1 Wajo 4 0 4 0


Periode ini pelatihan tingkat sekolah hanya di kohor 2 (modul 3 Pembelajaran & MBS jenjang SD/MI dan SMP/MTs). Pelatihan pertama dilaksanakan di Tana Toraja tanggal 21 – 23 Juli PAKEM (kelas awal), dengan peserta 79 orang (19 Lk, 60 Pr). Pelatihan dilanjutkan dengan pelatihan CTL Bone tanggal 21 – 23 Juli dengan peserta 121 orang (39 Lk, 82 Pr). Pelatihan PAKEM (kelas tinggi) Parepare diadakan pada tanggal 25 – 27 Juli dengan peserta 88 orang termasuk fasilitator (32 Lk, 56 Pr). Selanjutnya CTL Takalar diadakaan pada tanggal 27 – 29 Juli dengan peserta 112 orang (20 Lk, 92 Pr), dan CTL di Parepare pada tanggal 30 Juli – 1 Agust dengan peserta 129 (40 Lk, 89 Pr). Periode Agustus – September diawali dengan pelatihan MBS SMP/MTs di Bone pada tanggal 23 – 24 Agustus, dengan peserta 52 orang (32 Lk, 20 Pr), dan MBS SD/MI pada tanggal 25 – 26 Agustus dengan peserta 88 orang (51 Lk, 37 Pr). Pelatihan MBS Takalar dilaksanakan paralel SD/MI & SMP/MTs pada tanggal 25 – 25 Agustus dengan peserta SD/MI 97 orang (41 Lk, 56 Pr), dan peserta SMP/MTs 56 orang (29 Lk, 27 Pr), kemudian MBS SD/MI di Toraja Gugus I Makale pada tanggal 2 – 3 September dengan jumlah peserta 46 orang (19 Lk, 27 Pr). Pelatihan MBS SMP/MTs Parepare dilaksanakan pada tanggal 5 – 6 September dengan peserta 64 orang termasuk fasilitator (42 Lk, 22 Pr); dan SD/MI pada tanggal 7 – 8 September dengan jumlah peserta 102 orang (47 Lk, 55 Pr). Pelatihan CTL di Toraja diadakan pada tanggal 7 – 9 September dengan jumlah peserta 128 orang (35 Lk, 93 Pr), dan dilanjutkan dengan pelatihan parallel SD/MI dan MBS SMP/MTs di Toraja gugus 2 Bittuang pada tanggal 22 – 23 September dengan jumlah peserta SMP/MTs 44 orang (25 Lk, 19 Pr), dan SD/MI 42 orang (20 Lk, 22Pr).


Peserta Pelatihan Modul 3 SD/MI (PAKEM & MBS) Menurut Unsur di Daerah Kohor 2

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Bone (MBS) 12 23 22 8 10 6 5 0 2 0 51 37 88 Parepare (PBM) 15 38 0 0 10 24 3 4 4 0 32 56 88 Parepare (MBS) 12 28 19 6 9 10 1 6 4 0 47 55 102 Takalar (MBS) 8 29 22 9 5 12 4 6 2 0 41 56 97 Tana Toraja (PBM) 6 54 0 0 6 6 5 0 2 0 19 60 79 Tana Toraja (MBS) 8 16 23 11 7 9 0 0 2 2 40 48 88

Peserta Pelatihan Modul 3 SMP/MTs (CTL & MBS) Menurut Unsur di Daerah Kohor 2

Kabupaten Guru

Komite sekolah


Total LK PR LK PR LK PR LK PR LK PR LK PR Bone (PBM) 24 78 0 0 6 2 9 1 0 1 39 82 121 Bone (MBS) 9 10 11 5 6 2 6 2 0 1 32 20 52 Parepare (PBM) 31 87 0 0 5 1 2 1 2 0 40 89 129 Parepare (MBS) 10 17 14 2 9 1 6 1 3 1 42 22 64 Takalar (PBM) 13 84 0 0 1 2 6 6 0 0 20 92 112 Takalar (MBS) 9 16 13 3 6 2 1 6 0 0 29 27 56 Tana Toraja (PBM) 32 93 0 0 3 0 0 0 0 0 35 93 128 Tana Toraja (MBS) 8 9 5 9 3 1 7 0 2 0 25 19 44

PENDAMPINGAN SEKOLAH KOHOR 1, 2

Dalam periode ini berlangsung pendampingan modul 3 jenjang SD/MI dan SMP/MTs dengan pendekatan lesson study (Plan – Do – See). Di daerah kohor 1 pendampingan dilaksanakan pada SD/MI (Pembelajaran dan MBS). Secara umum proses pendampingan di kohor 1 telah memasuki plan ke 2 (awal putaran 2, masing-masing daerah 5 kali putaran). Kegiatan dalam tahapan ini berfokus pada penyiapan rencana pembelajaran (RPP) dan media untuk pembelajaran dan untuk MBS dilakukan pendampingan kepala sekolah dalam rangka meningkatkan kualitas pendampingan oleh kepala sekolah terhadap guru kelas. Semua sekolah/madrasah mitra telah terdampingi (guru + kepala sekolah). Rata-rata sekitar 96 guru (48 kelas awal + 48 kelas tinggi) dan 16 kepala sekolah/madrasah dari 2 gugus mitra telah terdampingi. Untuk daerah kohor 2 hanya kabupaten Bone yang memulai pendampingan pada kegiatan plan 1, dan untuk daerah lainnya, pendampingan akan dilaksanakan pada minggu 1 Oktober.



Pendampingan terhadap sekolah lab dan mitra LPTK juga sedang berlangsung. Ada sedikit perbedaan tahapan pendampingan untuk lab/mitra LPTK, meskipun juga menggunakan pendekatan lesson study namun tahapannya adalah Plan 1 – Plan 2 – Do – See (tiap putaran). Pendampingan jenjang SD/MI telah memasuki plan 2, sementara jenjang SMP/MTs baru akan memulai Plan 1 (awal Oktober/pekan depan). Plan 1 fokus identifikasi masalah pembelajaran dan manajemen sekolah, dan plan 2 fokus pada finalisasi perangkat pembelajaran, modeling oleh fasilitator, dan simulasi guru model. Jumlah guru yang terdampingi adalah sekitar 76 guru (6 guru per sekolah).



Telah dilaksanakan pelatihan praktikum PPL untuk sekolah lab & mitra LPTK jenjang SMP/MTs pada tanggal 6 – 8 September 2016 dengan peserta 60 orang (38 Lk, 22 Pr) dan jenjang SD/MI pada tanggal 20 – 22 September 2016 dengan jumlah peserta 66 orang (31 Lk, 35 Pr). Komposisi peserta adalah 20 dosen pembimbing lapangan (DPL), 20 mahasiswa praktikan (PPL), dan 20 guru pamong. Kegiatan ini berhasil mempraktikan kolaborasi mengajar antara guru pamong dengan mahasiswa praktikan dengan bimbingan dosen. Guru pamong, DPL dan praktikan mengakui bahwa kegiatan ini telah memberikan pencerahan tentang bagaimana pelaksanaan PPL yang lebih efektif.

DISEMINASI PADA TINGKAT LTPK

Dalam periode ini dua LPTK mitra melaksanakan diseminsi. UIN mendiseminasikan modul praktik pengalaman lapangan (PPL), dan UNM mendiseminasikan gabungan modul 1, 2 & 3 (Pedagogi) untuk para dosen. Diseminasi UIN Alauddin dilaksanakan pada tanggal 30 Juli – 1 Agustus 2016 dengan jumlah peserta 96 orang (80 mahasiswa, 16 dosen pembimbing/tutor) yang berasal 8 Program Studi. Diseminasi UNM dilaksanakan paralel oleh Program Studi PGSD dan Psikologi pada tanggal 29 – 31 Agustus 2016. Jumlah peserta Prodi PGSD 42 orang dosen, dan Prodi Psikologi sebanyak 40 orang dosen. Banyak catatan menarik dari dua kegiatan ini, satu hal yang bisa dituliskan adalah bahwa para dosen Prodi Psikologi mengakui bahwa pelatihan ini sangat penting dan telah memberikan pencerahan tentang strategi pembelajaran efektif meskipun mereka tidak mengajar mahasiswa calon guru. Bahkan di kelas sasaran praktik mengajar terlihat bahwa para mahasiswa sangat antusias dan menikmati proses perkualihan dengan metode pembelajaran kontekstual/aktif. Dekan fakultas Psikologi yang berkeliling memantau para peserta melakukan praktik mengajar mengakui bahwa para mahasiswa sangat menikmati proses pembelajaran para dosen praktik.


PENATAAN DAN PEMERATAAN GURU KOHOR 1, 2 dan 3 (kalau ada)

Pada tanggal 26 – 27 Juli 2016 diadakan Lokakarya Perencanaan Strategis Tingkat Provinsi di hotel M Regency Makassar. Kegiatan ini dimaksudkan untuk mereviu draf Renstra Pendidikan enam daerah, khususnya daerah yang baru melaksanakan Pilkada dan harus menyusun Renstra Pendidikan yang baru. Reviu draf dan revisi Renstra lama diarahkan untuk melihat lima program strategis apakah telah terintegrasi dalam Renstra enam daerah dimaksud. Lima program strategis: diseminasi praktik baik dalam pembelajaran & MBS; diseminasi program literasi/budaya baca; pengelolaan dan penataan guru; program guru pembelajar berbasis KKG/MGMP; dan pendidikan Inklusi. Semua daerah telah mengintegrasikan program tersebut, meskipun nama programnya tidak persis sama karena disesuaikan dengan numenklatur program dan pendanaan yang diatur dalam Permendagri 59 Tahun 2017 tentang Pedoman Pengelolaan Keuangan Daerah. Alokasi anggaran untuk lima program dimaksud meningkat signifikan dari tahun ke tahun. Tahun 2016 kurang lebih sekitar Rp. 1,973 miliar, Tahun 2017 direncanakan sebesar kurang lebih Rp. 9,197 miliar. Hingga tahun 2020 total alokasi dana untuk lima program dimaksud dari enam daerah, direncanakan mencapai sekitar Rp. 38, 806 miliar. Jumlah peserta dimaksud termasuk fasilitator adalah 41 orang (32 Lk, 9 Pr).

Kabupaten Dinas Pend.

Kantor MenAg BKD

Bappeda DPRD/dll Lain Total

Tana Toraja 2 4 0 0 0 0 0 0 2 4 6 Provinsi* 4 1 0 0 0 0 0 0 0 5 0 5

*) SP dari LPTK mitra, Dinas Pendidikan Provinsi

PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB)

Lokakarya Provinsi Perencanaan Strategis PKB untuk madrasah dilaksanakan pada tanggal 27 – 29 September 2016 di Makassar. Kegiatan ini dimaksudkan untuk merumuskan strategi diseminasi dan


keberlanjutan program khususnya di lingkungan Kementrerian Agama Provinsi dan di 13 kabupaten/kota mitra. Kegiatan dihadiri secara penuh oleh para kepala Kantor Agama dan beberapa kepala madrasah dari 13 kabupaten/kota. Jumlah peserta 49 orang (41 Lk, 8 Pr). Hal penting bahwa kegiatan ini telah berhasil memfasilitasi diskusi secara langsung antara pihak pengambil kebijakan Kantor Kemenag Provinsi dengan para penyusun anggaran tingkat kabupaten/kota. Para kepala Kantor Kemenag Kabupaten/Kota secara aktif berpartisipasi pada setiap sesi sehingga diksusi lebih produktif. Hasil penting dari kegiatan ini adalah bahwa semua kabupaten/kota telah menyusun rencana diseminasi secara detail dan menetapkan Madrasah Sasaran Program Diseminasi (induk) yang akan memperoleh bantuan pendanaan dari Kementerian Agama RI.

KEGIATAN KOMUNIKASI (MEDIA BRIEFING)

Dalam periode ini dilaksanakan Media Briefing di Kabupaten Maros pada tangal 29 Juli dan Kab Wajo pada tangal 1 September 2016. Kegiatan dimaksudkan untuk meningkatkan kemampuan menulis praktik baik pembelajaran dan MBS bagi para fasilitator dan juga untuk meningkatkaan hubungan komunikasi para pelaku pendidikan dengan kalangan media. Karena itu dalam tiap kegiatan ini diundang salah satu wartawan senior untuk memberikan pencerahan tentang teknik membuat tulisan populer yang dapat dimuat di media lokal dan regional. Peserta adalah para fasilitator SD/MI, SMP/MTs, dan beberapa kepala sekolah mitra. Dari kegiatan tersebut dihasilkan beberapa draf tulisan praktik baik pembelajaran dan MBS. Maros menghasilkan sekitar 30 tulisan dan kesepakatan jadwal Talkshow di Radio FM Maros yang akan diisi para fasilitator dan kepala sekolah, sementara Wajo menghasilkan sekitar 35 tulisan.


Hanya beberapa daerah yang melaksanakan diseminasi modul pembelajaran dan MBS dalam periode ini. Hal ini disebabkan oleh frekuensi kegiatan tingkat sekolah dan kabupaten yang cukup padat. Di samping itu, daerah mitra lebih berfokus pada penyelesaian diseminasi program Buku Bacaan Berjenjang (B3).

PROGRAM BUKU

Hingga akhir September 2016 total distribusi buku program B3 mencapai 82% (1.080 dari 1.314 paket). Sebanyak 1080 sekolah dan 4755 peserta telah mengikuti pelatihan B3 dengan rincian: guru 3671 orang (362 Lk, 3309 Pr), kepala sekolah 1062 orang (592 Lk, 470 Pr), dan pengawas 22 orang (20 Lk, 2 Pr). Sisa 18% akan diselesaikan pada bulan Oktober 2016. Dari 175 gugus yang telah melaksanakan pelatihan, 103 gugus (59%) telah terdampingi hingga akhir September 2016. Pendampingan gugus lainnya akan dilaksanakan periode Oktober – Desember 2016. Semua gugus ditargetkan terdampingi paling lambat akhir Januari 2017.

USAIDSekolah/

Pemda, Lainnya1 Bantaeng 5 494 20,895,000 104,650,000

2 Makassar 3 348 46,200,000 382,800,000

3 Wajo 2 105 15,999,000 29,400,000

4 Tana Toraja 4 218 38,400,000 131,000,000 Jumlah Total 14 1165 121,494,000 647,850,000

No Kabupaten/KotaJumlah

KegiatanJumlah Peserta

Jumlah Dana (Rp)


KEGIATAN LAIN

Kegiatan spesifik dalam periode ini adalah EGRA kelas 1 yang dilaksanakan di Kabupaten Bantaeng pada tanggal 23 – 27 Agustus 2016. Kegiatan dimaksud melalui beberapa tahapan: 1) sosialisasi tentang tujuan dan strategi EGRA kelas 1 kepada para pemangku kepentingan sekolah sasaran; 2) pelatihan penyegaran tim asesor, tes kemampuan membaca siswa. Kegiatan melibatkan 9 asesor dari kalangan mahasiswa, dosen dan guru. Kegiatan ini menghasilkan data awal tentang kemampuan membaca siswa kelas 1 di 12 sekolah sasaran.

RENCANA KUARTAL DEPAN

• Tingkat sekolah: pendampingan sekolah untuk guru dan kepala sekolah, pengambilan data akhir monitoring,

• Tingkat kabupaten: pelatihan diseminasi dan pendampingan program B3, pelatihan untuk kepala sekolah dan pengawas, pelatihan diseminasi untuk Module 3 ke seluruh kabupaten/kota, pertemuan koordinasi pemangku kepentingan, pelatihan pendampingan bagi fasilitator

Galeri Foto

Asesor Ilham sedang melakukan asesmen terhadap anak kelas I di salah satu sekolah di Bantaeng (23/8).

Para pengawas dan kepala sekolah dari 13 kabupaten/kota di Sulawesi Selatan sedang dilatih pengawasan dan pembinaan sekolah yang efektif

di Parepare (29/8).

Guru mata pelajaran sedang dilatih modul III Pembelajaran SMP, Tana Toraja (1/9).

Nur Salam, Salah seorang dosen Matematika dari UIN Alauddin ikut saat praktikan mengajar di MTS Model Makassar (8/9).


Guru sedang ikut pelatihan Buku Bacaan Berjenjang di Sidrap 16/9). Salah Seorang guru sedang menemani mengajar praktikan di SDN 4 Sudirman Makassar tentang Peta Australia pada pelatihan praktikum

LPTK (21/9).

Pembukaan Pelatihan Buku Bacaan Berjenjang di Pinrang dihadiri oleh staf Dinas Pendidikan (22/9).

SDN Allakuang Sidrap secara konsisten melaksanakan program budaya baca 15 menit setiap hari Selasa, Rabu dan Kamis. Seringkali orang tua

siswa menemani siswa-siswi membaca


Provinsi: Papua Barat

Rapat Koordinasi

Pada periode Juli – September 2016 Tim USAID PRIORITAS Manokwari Selatan melakukan pertemuan dengan pemangku kepentingan diantaranya Bupati, Ketua Bappeda, Tim Penyusun RPJMD Manokwari Selatan, Kepala Dinas Pendidikan, Sekretaris Dinas Pendidikan, Pengawas sekolah, dan Pengelola STKIP.

Rapat berkaitan dengan pembahasan RPJMD, update kegiatan penyusunan Renstra, monitoring kehadiran guru, dan menyampaikan perkembangan program USAID PRIORITAS.


Tanggal Dengan siapa Hasil koordinasi 9 Agustus 2016

Kepala Dinas Pendidikan Manokwari Selatan Sekretaris Dinas Pendidikan Manokwari Selatan

• Diskusi tentang hasil kunjungan pengawas terhadap monitoring kehadiran guru.

• Sekretaris juga menyampaikan hasil kunjungannya ke sekolah di Oransbari termasuk penunjukan kepala sekolah baru

• Komunikasi dan diskusi tentang masukan RPJMD Manokwari Selatan secara tertulis

11 Agustus 2016

Kepala Bappeda dan Tim RPJMD Bappeda

Memberikan masukan terhadap RPJMD Manokwari Selatan yang disampaikan secara tertulis

12 Agustus 2016

Bupati Manokwari Selatan

Diskusi tentang masukan tertulis terhadap RPJMD Manokwari Selatan

15 Agustus 2016

Bupati Manokwari Selatan

Dipanggil menghadap untuk menjelaskan tentang sekolah contoh dan Bupati menyampaikan akan mengundang staf Kemdikbud untuk memberikan pembekalan kepada kepala sekolah dan guru

22 Agustus 2016

Pengawas TK/SD Manokwari Selatan

Diskusi tentang perkembangan monitoring kehadiran guru dan siswa

23 Agustus 2016

SD Inpres 37 Ransiki Pertemuan orangtua siswa oleh kepala sekolah dan komite sekolah

24 Agustus 2016

Bersama Pengawas ke sekolah Non Mitra

Melihat disiminasi B3 di sekolah nonmitra (SD Inpres Nijs Momi Waren).

26 Agustus 2016

Kepala Dinas, Sekretaris Dinas, dan Bidang Pendidikan Menengah

Rencana lokakarya monitoring kehadiran guru dan disepakati tanggal 2 September 2016

29 Agustus 2016

Sekretaris Dinas Pendidikan

Tindaklanjut surat undangan lokakarya monitoring kehadiran guru

30 Agustus 2016

Pengelola STKIP Diskusi tentang pendampingan dosen STKIP ke sekolah mitra STKIP Menyepakati rencana pelatihan pedagogi di minggu terakhir November 2016

6 September 2016

Kepala Dinas Pendidikan Menyampaikan secara lisan tentang hasil lokakarya monitoring kehadiran guru. Disepakati hasil diskusi secara tertulis akan didiskusikan lagi dengan Kepala Dinas, Sekretaris dan Kepala Bidang

Pendampingan Dinas Pendidikan untuk monitoring kehadiran guru dan siswa

Kegiatan ini merupakan lanjutan dari kegiatan pendampingan sebelumnya. Beberapa poin kesepakatan di pendampingan sebelumnya sudah mulai dilaksanakan, terutama yang berkaitan dengan penambahan jumlah dan pemberian tugas pengawas. Awalnya pengawas hanya 7 orang, ditambah menjadi 12 orang untuk jenjang dari TK – SMA/SMK. Dari 12 pengawas yang sudah ada, 9 orang sudah menjalankan


tugasnya, sedangkan 3 orang diantaranya merupakan “tempat parkir” bagi staf Dinas yang terpaksa dijadikan pengawas namun memiliki kendala fisik.

Untuk periode Juli – September dilakukan 3 kali pendampingan Dinas Pendidikan yang berkaitan dengan kehadiran guru dan siswa.

Peserta Pendampingan untuk Monitoring Kehadiran Guru dan Siswa

Tanggal Jumlah Peserta Pembahasan

8 - 9 Agustus 2016 7 orang

Kepala Dinas, Sekretaris Dinas, Kabid Pendidikan Dasar, Kabid Pendidikan Menengah, pengawas

Diskusi terpisah tentang perkembangan kunjungan sekolah oleh pengawas.

22 Agustus 2016 6 orang Sekretaris Dinas, Kabid Dikmen, Pengawas

Menyusun laporan kunjungan pengawas

2 September 2016 5 orang

Pengawas, Staf Pendidikan Dasar dan Menengah

Pembahasan masalah dan solusi kehadiran guru dan siswa

Pertemuan dengan Fasilitator Daerah

Pertemuan fasilitator dilaksanakan pada tanggal 2 September 2016 di SD Inpres 37 Ransiki. Pertemuan dilaksanakan bersamaan dengan pendampingan penyusunan Renstra., namun dengan ruang yang terpisah. Tujuan pertemuan adalah untuk memonitor kunjungan fasilitator ke sekolah sekaligus menyepakati jadwal kunjungan berikutnya.

Beberapa hasil pendampingan dibahas dalam pertemuan ini termasuk kendala yang dihadapi dalam mendorong peningkatan kualitas pendidikan, seperti rasio guru dan siswa yang masih belum mencukupi terutama di sekolah jauh serta kehadiran guru dan siswa yang masih perlu ditingkatkan.

Monitoring Buku Bacaan Berjenjang

Fasilitator daerah didukung oleh Tim USAID PRIORITAS sudah memulai melakukan monitoring penggunaan buku bacaan berjenjang. Monitoring difokuskan untuk melihat aktivitas penggunaan B3, menjalankan jadwal literasi di sekolah. Monitoring ini juga melihat penggunaan buku bacaan dukungan USAID PRIORITAS (termasuk buku sumbangan dari Room to Read) yang dibagikan sebelumnya.

Sepuluh sekolah sudah mencoba menggunakan B3 dalam mendukung program budaya baca. Hampir semua sekolah menjadwalkan 3 hari dalam seminggu untuk membaca selama 15 menit setiap pagi.

Fasilitator yang juga fasilitator dalam pelatihan B3 sudah mengunjungi semua sekolah peserta pelatihan. Bahkan Tim USAID PRIORITAS juga mengunjungi sekolah bukan mitra yang ikut serta dalam pelatihan dan melaksanakannya dengan baik. SD Inpres Nijs di kecamatan Momiwaren bekerjasama dengan SD Inpres 74 Siwi untuk meminjam buku B3 dan digunakan di sekolah ini secara bergantian.

Praktik penggunaan buku B3 juga dilakukan di sekolah-sekolah yang menjadi mitra STKIP Muhammadiyah Manokwari.

Pembahasan RPJMD Bidang Pendidikan

Pembahasan RPJMD Bidang Pendidikan diambil alih oleh Bappeda Manokwari Selatan. Tim USAID PRIORITAS berperan memberikan sumbangan ide dan materi RPJMD yang disampaikan secara tertulis. Tim beberapa kali juga terlibat dalam diskusi dengan Tim Penyusun yang dikoordinir Tim Independent Bappeda atas saran Pemerintah Daerah.

Masukan Tim yang diberikan berkaitan dengan kebutuhan data dasar RPJMD Pendidikan, kebijakan strategis yang perlu dipikirkan, langkah strategis, dan alternatif kebijakan. Diskusi juga banyak dilakukan berkaitan dengan formasi guru di masing-masing sekolah secara ideal.


Monitoring dan Pendampingan Sekolah oleh Fasilitator

Tim USAID PRIORITAS Manokwari Selatan bersama fasilitator mengunjungi sekolah mitra minimal 2 kali selama satu bulan. Dari 10 sekolah mitra, terdapat dua sekolah yang mengalami perlambatan dalam penerapan hasil pelatihan. Sekolah itu adalah SD Inpres 37 Ransiki dan SD Inpres 51 Sabri. Masalah yang dihadapi berasal dari kondisi internal sekolah di antaranya hubungan tidak harmonis antara kepala sekolah dan guru (Sabri) dan kekurangan guru dan ruangan yang sangat akut di SD Inpres 37 Ransiki.

Tabel 3. Frekuensi Kunjungan Fasilitator Daerah ke Sekolah Mitra

Periode s/d Juli 2016

No Nama Sekolah Frekuensi

MBS Pembelajaran B3 1 SD Inpres 37 Ransiki 2 3 1 2 SD Inpres 51 Sabri Ransiki 4 3 1 3 SD Inpres 30 Ransiki 2 2 1 4 SD Inpres 74 Siwi 1 3 1 5 SD Inpres Gaya Baru 2 3 1 6 SD Inpres 08 Oransbari 2 2 1 7 SD YPK Oransbari 2 2 1 8 SD Inpres 09 Oransbari di Margomulyo 4 2 1 9 SD Inpres 54 Oransbari di Muari 2 2 1 10 SD Inpres 71 Watariri Oransbari 1 2 1 Jumlah 22 24 10

Galeri Foto

Pendampingan Dinas Pendidikan. Pembelajaran Bahasa Indonesia menggunakan B3 untuk belajar membaca di kelas 2.


Pembelajaran kelas awal di SD Inpres Gaya Baru. Pendampingan Fasilitator kelas awal di SD Inpres Watariri.

Praktik pembelajaran yang mulai berpusat ke siswa di SD Inpres 30 Ransiki.

Taman Baca di SD Inpres Gaya Baru Momi Waren.

Pendampingan Dosen STKIP di sekolah mitra di Manokwari. Pembelajaran di Sekolah Mitra STKIP (SD Inpres Fanindi Manokwari).


Provinsi: Papua

Kegiatan USAID PRIORITAS Wamena

Rapat Koordinasi

Tanggal Dengan siapa Hasil 1 July 2016 Kabid Dikdas Dinas Pendidikan

Kabupaten Jayawijaya Penjelasan perkembangan program USAID PRIORITAS yang dilaksanakan oleh Yayasan Kristen wamena (YKW).

15-16 Agustus 2106 Kepala Dinas Pendidikan Kabupaten Jayawijaya, ACDP Papua, Asisten 1 Bupati Jayawijaya, NGO bidang Pendidikan di Jayawijaya

Sosialisasi Bimbingan Penerapan Methodologi Dasar Pendidikan di Kabupaten Jayawijaya.

Kunjungan Sekolah

Pada periode ini, Tim USAID PRIORITAS di Wamena mengunjungi 34 sekolah mitra YKW yang ada di Jayawijaya. Kegiatan ini berkaitan dengan monitoring pelaksanaan program YKW di sekolah mitra.

Monitoring Program

Monitoring program dilakukan dengan mengadakan diskusi bersama pengelola program di Yasumat dan YKW. Tim USAID PRIORITAS juga memonitor penggunaan Buku Bacaan Berjenjang oleh fasilitator di 15 sekolah mitra YKW dan di 5 sekolah Yasumat di Klaster Puldama Yahukimo.

Kegiatan Yayasan Kristen Wamena (YKW)

1. Praktik Mengajar Buku Bacaan Berjenjang

Untuk familiarisasi penggunaan B3, fasilitator yang dilatih untuk penggunaan B3 melakukan praktik mengajar di 5 sekolah di Jayawijaya. Praktik mengajar diikuti juga oleh Tim Yasumat.

Praktik mengajar dilaksanakan pada periode 18 – 29 Juli 2016. Praktik ini diharapkan fasilitator akan memiliki kemampuan dalam melatih guru menggunakan B3. Dari praktik mengajar ini para fasilitator juga memiliki kemampuan strategi pelatihan terutama yang berkaitan dengan membaca bersama, metode pengelolaan kelas yang berhubungan dengan B3.

2. Sosialisasi Buku Bacaan Berjenjang

Pada tanggal 22 Agustus 2016, Tim YKW dan USAID PRIORITAS melaksanakan sosialisasi B3 kepada Pemerintah Kabupaten Jayawijaya dan pemangku kepentingan pendidikan. Beberapa perwakilan dari Pemerintah Daerah, Dinas Pendidikan, sekolah mitra YKW dan Lembaga Swadaya Masyarakat (LSM) lokal mendapat penjelasan tentang tujuan hibah B3 di Jayawijaya.

Bapak Kondar, staf ahli Bupati bidang pendidikan memberikan sebuah pernyataan, “Pemda menyampaikan banyak terima kasih untuk program buku ini khususnya di 34 sekolah. Buku dapat mengisi kesenjangan dimana masih banyak anak kelas 5 yang belum bisa membaca secara mandiri. Buku bacaan berjenjang ini diharapkan dapat membantu mempercepat kemampuan baca dan tulis siswa di sekolah”.

3. Distribusi Buku Bacaan Berjenjang

Buku Bacaan Berjenjang tiba di Wamena pada minggu I bulan Agustus 2016 dalam beberapa kali penerbangan dari Jayapura. Buku diterima pertama kali oleh YKW dan Yasumat pada tanggal 3 Agustus 2016.


Untuk YKW, distribusi buku dilaksanakan pada tanggal 29 Agustus – 1 September 2016 setelah para guru mendapatkan pelatihan penggunaan B3.

4. Pelatihan untuk Buku Bacaan Berjenjang

Untuk YKW, pelatihan penggunaan B3 dilaksanakan di Wamena pada tanggal 23-25 Agustus 2016. Seluruh sekolah mitra (34 sekolah) mengikuti pelatihan ini.

Ada beberapa hal yang menarik di pelatihan ini, di antaranya munculnya antusiasme dari guru kelas awal karena buku ini akan banyak membantu percepatan baca dan tulis siswa.

Galeri Foto: YKW

Praktik Mengajar B3 di SD Inpres Megapura familiarisasi fasilitator. Distribusi B3 di SD Tanah Merah.

Sosilisasi Buku Bacaan Berjenjang untuk Pemerintah Daerah dan Pemangku kepentingan Pendidikan temasuk sekolah mitra.

Pelatihan untuk Buku Bacaan Berjenjang untuk guru dari 34 sekolah mitra YKW.


Kegiatan Yasumat

Distribusi Buku Bacaan Berjenjang (B3)

Buku bacaan berjenjang diterima Yasumat pada minggu I bulan Agustus 2016. Sampai pertengahan September, hanya klaster Dekai dan Holuwon yang terdistribusi. Total sudah ada 15 sekolah yang terdistribusi (Dekai 10 sekolah) dan Holuwon (5 sekolah). Kendala utama lambatnya distribusi ini karena penerbangan tidak membawa serta buku ke sekolah karena lebih mengutamakan bahan makanan dan penumpang.

Saat ini pihak Yasumat terus memonitor dan mendorong agar penerbangan (MAF) dapat segera membantu pengiriman ke sekolah. Seluruh buku sudah berada di gudang MAF yang akan diangkut ke sekolah. Lambatnya pengiriman buku ini menyebabkan terlambatnya juga pelatihan untuk tingkat sekolah. Pada bulan Juni 2016, Yasumat telah melaksanakan pelatihan penggunaan buku bacaan berjenjang kepada guru pendamping Yasumat.

Pelatihan akan dilakukan per klaster dan diagendalan mulai minggu IV September bagi klaster yang telah menerima kiriman buku dari MAF.

Galeri Foto: Yasumat

Distribusi Buku Bacaan berjenjang. Pengiriman B3 untuk Klaster Dekai dan Holuwon.


ANNEX 2: COORDINATION WITH GOI

Hasil Pertemuan Koordinasi dengan Pemangku Kepentingan Pemerintah Indonesia

No Tanggal Institusi Agenda dan Hasil I Kementerian Pendidikan dan Kebudayaan

1 19 Agustus 2016, pertemuan diadakan secara informal dengan Bapak Muhadjir Effendy, Menteri Pendidikan dan Kebudayaan untuk menyampaikan selamat atas terpilihnya sebagai Mendikbud dan sekaligus melaporkan kegiatan USAID PRIORITAS. Pak Menteri cukup senang terhadap bantuan USAID PRIORITAS dan menyarankan perlu ada langkah keberlanjutan program.

A. Sekretariat Jenderal 1

10 Agustus 2016

Siti Marfuah, MDM Kasubag Evaluasi Program (Eselon 4)

Agenda : Hasil fasilitasi Renstra Kabupaten/Kota Hasil :

1. Kemdikbud akan mengundang USAID PRIORITAS untuk memaparkan hasil pendampingan kabupaten/kota dalam penyusunan Renstra

2. Kemdikbud meminta hasil laporan pendampingan penyusunan Renstra di kabupaten/kota (Proses penyusunan oleh tim GMS)

B. Direktorat Jenderal Pendidikan Dasar dan Menengah

1 Sekretariat Direktorat Jenderal Pendidikan Dasar dan Menengah 1 19 Juli 2016 Thamrin Abdullah,

Sekretaris Ditjendikdasmen Agenda : Tindak Lanjut Kabupaten tentang ujicoba program Literasi dan Budaya Baca Hasil: 1. Perlu data sekolah ujicoba literasi dan budaya baca, karena sasaran program adalah sekolah. 2. USAID PRIORITAS akan melakukan verifikasi ulang untuk mengupdate data kabupaten/kota untuk

ujicoba kabupaten literasi dan budaya baca 3. USAID PRIORITAS perlu koordinasi juga dengan Tim Gerakan Literasi Sekolah Catatan : USAID PRIORITAS telah melakukan verifikasi data kabupaten/kota dan daftar sekolah (Dokumen sudah dikirimkan ke Kemdikbud).


No Tanggal Institusi Agenda dan Hasil C. Badan Penelitian dan Pengembangan (Balitbang), Pusat Kurikulum dan Perbukuan

1 1 Agustus 2016

Supriyanto, Kepala Bagian Perbukuan Agenda : Buku Berjenjang YLAI Hasil:

1. Kemdikbud belum mempunyai pengalaman terhadap status buku hasil kerjasama seperti Buku Bacaan Berjenjang, mengingat ini pengalaman pertama bagi Kemdikbud.

2. Buku berjenjang YLAI hanya bisa didisribusikan oleh USAID PRIORITAS. Jika USAID PRIORITAS telah berakhir masa projectnya, YLAI tidak boleh menggunakan logo Pemerintah (Kemdikbud, Kemenag dan Menko PMK).

3. Untuk keberlanjutan distribusi Buku Berjenjang YLAI (jika PROGRAM USAID PRIORITAS telah berakhir), YLAI bisa mengirimkan surat ke Kemdikbud dengan dilampiri surat dukungan dari USAID PRIORITAS atau dari daerah yang sudah menerima manfaat Buku Berjenjang.

Catatan : Surat dukungan USAID PRIORITAS untuk buku YLAI sudah dikirimkan ke Kemdikbud dan YLAI

2 16 September 2016

Supriyanto, Kepala Bagian Perbukuan Agenda : Dukungan Buku Berjenjang YLAI Hasil:

1. Keinginan untuk Buku YLAI masuk dalam daftar buku Kemdikbud, akan diproses bulan April 2017, mengingat daftar buku untuk Th 2016 sudah selesai proses evaluasi dan sudah dicetak. Surat dukungan dari USAID PRIORITAS akan menjadi pertimbangan.

2. Jika daerah ingin membeli buku dengan sumber APBD dipersilahkan. 3. Kemdikbud berencana akan memasukan buku penulis YLAI masuk dalam tim evaluator.

II Kementerian Agama Direktur Jenderal Pendidikan Islam A. Sekretariat Direktorat Jenderal Pendidikan Islam 1 Agustus 2016 Bp. Prof. Isom

Sekretaris Ditjend Penddidikan Islam Agenda : Permintaan Data EMIS Kemeneg Hasil :

1. Data diberikan dan dimohon untuk tidak disebarkan dan hanya untuk kepentingan USAID PRIORITAS.

2. Permintaan data dikoordinasikan dengan Bapak Kastolan (Kepala Bagian data dan Perencanaan) Catatan :

Data EMIS untuk 7 propinsi mitra sudah diterima dan saat ini dalam proses pengolahan data oleh tim GMS


No Tanggal Institusi Agenda dan Hasil 2 13

September 2016

Bapak Kastolan, Kepala Bagian Perencanaan Direktorat Pendidikan Islam, Kemenag

Agenda : Praktik yang Baik Program USAID PRIORITAS Hasil :

1. Bagian perencanaan akan memasukkan anggaran diseminasi untuk madrasah di 7 propinsi mitra 2. Perlu segera ada rapat koordinasi dengan direktorat teknis madrasah yang akan menjalankan

yaitu subdit kelembagaan dan subdit Pembinaan Guru dan Tenaga kependidikan 3 15

September 2016

1) Bapak Kastolan, Kabag Perencanaan Ditjendpendis

2) Bp Kidup , Kasubdit P2TK, Direktorat Madrasah

3) dan Pak Faqih , Kasie Subdit Kelembagaan, Direktorat Madrasah

Agenda : Penyusunan Disain Diseminasi dan Keberlanjutan Program USAID PRIORITAS di 7 Propinsi Mitra Hasil : 1. Anggaran untuk diseminasi madrasah akan diberikan melalui hibah KKM (MI Negeri) sebesar kurang

lebih 30 Juta yang akan diberikan ke 98 kabupaten/kota mitra USAID PRIORITAS di 7 propinsi mitra. Anggaran sudah dimasukkan dalam perencanan anggaran Th 2017.

2. Disseminasi LPTK akan diberikan hibah ke masing masing LPTK Mitra dan LPTK Konsorsium sebanyak 9 LPTK di 7 propinsi mitra

3. Kemenag akan hadir di setiap acara lokakarya perencanaan madrasah di 7 Propinsi mitra sebagai nara sumber

B. Direktorat Madrasah 1 16 Agustus

2016 Bp. Syafii, Kepala Sub Direktorat Pembelajaran dan Kurikulum

Agenda : Disseminasi Program USAID PRIORITAS Hasil : 1. Anggaran pelatihan di direktorat Th 2016 sudah tidak ada terkena kebijakan pemotongan angagran

dan nanti akan dianggarkan kembali dan direncanakan untuk Th 2017. 2. Direktorat minta daftar fasilitator MI dan MTS sebagai calon narasumber untuk pelatihan Th 2017

(jika USAID PRIORITAS sudah berakhir). 3. Untuk diseminasi perlu ada sinkronisasi dan koordinasi dengan direktorat terkait dan badan

pelatihan keagamaan. 2 1 September

2016 1) Bp. Kidup (Kepala Sub

Direktorat P2TK) 2) Bp. Syafiudin (Kepala sub

Direktorat Kelembagaan) 3) Bp. Faqih (Kepala Seksi Program

dan Evaluasi) 4) Bp. Fahmi (Kepala seksi Tenaga

Pendidik) 5) Ibu Yani, Kepala Seksi Tenaga Kependidikan

Agenda : Diseminasi dan Exit Strategi untuk keberlanjutan Program PRIORITAS Hasil :

1. Ide untuk diseminasi program USAID PRIORITAS dalam rangka keberlanjutan program telah disetujui untuk Th 2017

2. Grand Design diseminasi perlu disusun dengan benar dan tidak melanggar aturan 3. Ada 2 opsi disain diseminasi pelatihan USAID PRIORITAS di Madrasah yaitu anggaran diberikan ke

kantor kabupaten/kota atau anggaran langsung diberikan kepada KKM. Hal ini perlu diskusi dengan Bagian Perencanaan Ditjenpendis, Kemenag.

Catatan : USAID PRIORITAS telah berkoordinasi dengan Bagian Perencanaan untuk diseminasi program


Kegiatan USAID PRIORITAS yang dihadiri oleh perwakilan dari Pemerintah Indonesia

No Jenis Kegiatan

Waktu dan tempat

pelaksanaan kegiatan

Perwakilan Pemerintah yang hadir

Kemdikbud Kemenag MenristekDikti MenkoPMK

1 Lokakarya Perencanaan Diseminasi Praktik yang Baik Kemenag, Sulawesi Selatan

Makassar, 27-29 September 2016

-

Abdullah Faqih Kepala Sub Bagian Evaluasi dan Program, Kelembagaan, Direktorat Madrasah

-

-

Lampiran 2: Kegiatan Pemerintah yang dihadiri oleh USAID PRIORITAS

No Kementerian Waktu dan tempat pelaksanaan kegiatan Kegiatan Peran USAID PRIORITAS

1 Kemdikbud Jum’at, 9 September 2016 Di Kantor Ditjend dikdasmen

Lokakarya Program Literasi dan Budaya Baca di Kabupaten/Kota

Nara Sumber dan berbagi praktik kegiatan literasi dan budaya baca kabupaten Aceh Barat Daya

Catatan Lainnya :

1. Perpustakaan Nasional meminta Buku Berjenjang sebanyak 2 exemplar untuk kelengkapan dokumentasi nasional dan sudah dikirimkan melalui bu Woro, Deputy SDM Perpustakaan Nasional.

2. Dalam rangka untuk penyebaran praktik yang baik, USAID PRIORITAS bekerjasama dengan ACDP akan mengisi acara Kopi Darat terkait program yang dilaksanakan proyek.


ANNEX 3: SCHOOL TRAINING CONDUCTED IN QUARTER 18

School Training in Module 3 – Cohort 2

Province

Primary School Training SD/MI Secondary School Training SMP/MTs

Date Number of Participants


M F Total M F Total Aceh Aceh Barat Daya

Teaching and Learning Aug 13–15 16 50 66 - - - - Aug 18–20 15 51 66 - - - -

SBM Aug 31–Sep 01 21 23 44 - - - - Sep 02–03 24 16 40 - - - - Pidie Jaya

Teaching and Learning Sep 20–22 17 51 68 - - - - Sep 06–08 13 55 68 - - - -

North Sumatra (No School Level Training) Banten Tangerang

Teaching and Learning Jul 28–30 7 55 62 Aug 25–27 31 61 92

Aug 08–10 17 41 58 - - - - SBM Sep 05–06 19 39 58 Sep 09–10 24 13 37 Tangerang Selatan Teaching and Learning Jul 20–22 31 33 64 Jul 27–29 34 80 114 SBM Aug 25–26 32 43 75 Sep 02–03 17 19 36 West Java Bekasi Teaching and Learning Jul 21–22 29 31 60 Jul 21–22 20 47 67 SBM Aug 31–Sep 01 16 28 44 Aug 29–30 34 10 44 Aug 25–26 25 17 42 - - - - Cirebon Teaching and Learning Jul 21–23 36 33 69 Jul 28–30 51 94 145 SBM Aug 10–11 29 17 46 Aug 22–23 37 11 48 Aug 12–13 27 13 40 Kuningan Teaching and Learning - - - - Jul 19–21 23 41 64 SBM Jul 27–28 22 19 41 Aug 22–23 30 10 40 Jul 29–30 22 18 40 - - - - Tasikmalaya Teaching and Learning Jul 19–21 14 52 66 Jul 26–28 40 97 137 SBM Aug 29–30 18 24 42 Aug 31–Sep 01 35 7 42 Sep 02–03 18 23 41 - - - - Central Java (No School Level Training) East Java Lumajang

Teaching and Learning - - - - Aug 22–24 31 46 77 - - - - Aug 25–27 30 47 77

SBM Sep 05–06 46 36 82 Sep 19–20 35 20 55 Ngawi Teaching and Learning Aug 22–24 21 41 62 Sep 01–03 31 59 90 SBM Sep 15–16 35 44 79 Sep 27–28 32 14 46


Province




M F Total M F Total South Sulawesi Bone Teaching and Learning - - - - Jul 21–23 38 81 119 SBM Aug 25–26 51 36 87 Aug 23–24 32 20 52 Kota Pare-pare Teaching and Learning Jul 25–27 26 50 76 Jul 30–Aug 01 40 89 129 SBM Sep 07–08 47 55 102 Sep 05–06 37 20 57 Takalar Teaching and Learning - - - - Jul 27–29 18 86 104

SBM Aug 25–26 34 53 87 Aug 25–26 22 26 48

Tanah Toraja Teaching and Learning Jul 21–23 19 60 79 Sep 07–09 35 93 128 SBM Sep 22–23 20 20 40 Sep 22–23 21 19 40

Total 767 1,127 1,894 778 1,110 1,888

School Training in Module 3 – Cohort 3

Province




M F Total M F Total North Sumatra (No School Level Training) East Java Banyuwangi Teaching and Learning Aug 09–11 27 37 64 Sep 08–10 34 46 80 SBM Sep 21–22 41 39 80 Sep 28–29 28 12 40 Jombang Teaching and Learning Jul 21–23 30 45 75 Aug 27–29 48 75 123 SBM Sep 07–09 66 43 109 Sep 21–22 34 9 43 Kota Batu Teaching and Learning Jul 23–25 15 45 60 Sep 05–07 31 108 139

Jul 20–22 15 44 59 - - - - SBM Sep 15–16 25 50 75 Sep 19–20 27 19 46 Lamongan Teaching and Learning Aug 10–12 25 47 72 Jul 23–25 56 73 129 SBM Aug 27–28 47 51 98 Aug 15–16 37 12 49 Total 291 401 692 295 354 649


ANNEX 4: DISSEMINATION

Participants in Dissemination Activities in Quarter 18 (July–September 2016) Province District Male Female Male+Female No. of

Participants/ Schools

Aceh Aceh Barat 88 115 203 6.2 Aceh Barat Daya 23 87 110 4.1 Aceh Jaya 22 67 89 4.2 Aceh Selatan 108 111 219 6.4 Aceh Singkil 86 119 205 5.5 Aceh Tamiang 24 44 68 4.0 Aceh Tengah 30 157 187 5.3 Aceh Tenggara 113 108 221 5.8 Aceh Utara 47 284 331 5.9 Bener Meriah 38 172 210 4.6 Bireuen 63 214 277 5.5 Gayo Lues 125 96 221 5.7 Kota Langsa 65 159 224 6.6 Kota Lhokseumawe 65 156 221 6.5 Nagan Raya 102 123 225 6.3 Pidie 218 740 958 12.9 Pidie Jaya 10 56 66 4.4 Simeulue 142 98 240 6.0 Subussalam 93 118 211 4.5

North Sumatra Deli Serdang 156 804 960 4.5 Humbang Hasundutan 61 192 253 4.6 Kota Binjai 15 120 135 3.6 Kota Medan 38 249 287 5.5 Kota Sibolga 27 277 304 4.8 Labuhan Batu 64 238 302 4.9 Langkat 158 510 668 5.7 Nias Selatan 219 241 460 5.3 Serdang Bedagai 76 494 570 4.7 Tapanuli Selatan 203 762 965 3.4 Tapanuli Utara 151 418 569 4.6 Toba Samosir 142 544 686 4.8

Banten Kota Cilegon 28 137 165 5.7 Kota Tangerang 54 271 325 6.6 Kota Tangerang

Selatan 59 141 200 2.0

Lebak 51 109 160 3.9 Pandeglang 83 297 380 4.5 Serang 45 189 234 4.1 Tangerang 30 130 160 3.9

West Java Bandung Barat 270 762 1,032 6.0 Bekasi 52 86 138 5.5 Bogor 95 493 588 9.5 Ciamis 95 227 322 6.4 Cirebon 157 365 522 5.6 Garut 139 505 644 5.4 Indramayu 263 360 623 5.8 Karawang 155 500 655 3.9 Kota Bogor 72 229 301 1.7 Kota Cimahi 71 580 651 6.7 Kuningan 378 692 1,070 6.6


Province District Male Female Male+Female No. of Participants/ Schools

Sukabumi 54 64 118 3.0 Tasikmalaya 608 679 1,287 2.5

Central Java Banjarnegara 267 570 837 4.1 Blora 40 60 100 4.3 Demak 32 78 110 55.0 Jepara 50 112 162 5.1 Karanganyar 81 157 238 2.2 Kudus 22 76 98 3.3 Pekalongan 27 17 44 1.8 Purbalingga 425 530 955 5.2 Purworejo 286 511 797 4.3 Semarang 230 431 661 4.0 Sragen 571 1,045 1,616 6.3 Wonosobo 180 340 520 4.0

East Java Bangkalan 173 417 590 4.0 Banyuwangi 127 354 481 4.9 Blitar 159 528 687 4.3 Bojonegoro 267 671 938 4.3 Jombang 138 489 627 4.1 Kota Batu 15 121 136 5.9 Kota Mojokerto 29 89 118 3.8 Lamongan 297 493 790 4.6 Lumajang 283 471 754 4.2 Madiun 108 332 440 4.2 Malang 31 61 92 4.4 Mojokerto 125 367 492 3.8 Nganjuk 128 363 491 4.1 Ngawi 97 259 356 4.0 Pamekasan 595 213 808 3.5 Pasuruan 226 654 880 4.8 Sampang 245 232 477 4.3 Sidoarjo 56 224 280 4.1 Situbondo 162 324 486 4.1 Tuban 144 351 495 4.2

South Sulawesi Bantaeng 129 401 530 4.9 Makassar 24 68 92 8.4 Tana Toraja 78 140 218 6.6 Wajo 47 137 184 1.8

Grand Total 11,425 26,375 37,800 4.5


Expenditure for Dissemination Activities July – September 2016 (in IDR 000s) Province District GOI PRIORITAS Total

Aceh Aceh Barat 512,980 6,000 518,980 Aceh Barat Daya 8,500 0 8,500 Aceh Jaya 7,675 0 7,675 Aceh Selatan 512,980 6,000 518,980 Aceh Singkil 512,980 6,000 518,980 Aceh Tamiang 9,000 0 9,000 Aceh Tengah 8,400 0 8,400 Aceh Tenggara 512,980 6,000 518,980 Aceh Utara 44,750 19,400 64,150 Bener Meriah 17,325 0 17,325 Bireuen 193,195 1,500 194,695 Gayo Lues 512,980 6,000 518,980 Kota Langsa 512,980 6,000 518,980 Kota Lhokseumawe 512,980 6,000 518,980 Nagan Raya 512,980 6,000 518,980 Pidie 327,905 165,890 493,795 Pidie Jaya 10,500 0 10,500 Simeulue 512,980 6,000 518,980

Subussalam 512,980 6,000 518,980 Aceh Total 5,757,046 246,790 6,003,836 North Sumatra Deli Serdang 847,800 84,015 931,815

Humbang Hasundutan 57,600 11,034 68,634 Kota Binjai 28,000 0 28,000 Kota Medan 47,000 17,303 64,303 Kota Sibolga 182,800 26,415 209,215 Labuhan Batu 544,850 0 544,850 Langkat 128,200 56,268 184,468 Nias Selatan 73,700 0 73,700 Serdang Bedagai 115,800 0 115,800 Tapanuli Selatan 400,000 26,730 426,730 Tapanuli Utara 294,850 43,830 338,680

Toba Samosir 414,400 66,218 480,618 North Sumatra Total

3,135,000 331,812 3,466,812

Banten Cilegon 36,300 0 36,300 Kota Cilegon 14,400 11,280 25,680 Kota Tangerang 106,125 10,680 116,805 Kota Tangerang Selatan 320,187 20,350 340,537 Lebak 43,160 0 43,160 Pandeglang 116,400 29,782 146,182 Serang 77,400 0 77,400 Tangerang 49,800 0 49,800

Tangerang Selatan 26,400 0 26,400 Banten Total 790,172 72,092 862,264 West Java Bandung Barat 235,180 85,050 320,230

Bekasi 30,400 6,000 36,400 Ciamis 40,500 39,430 79,930 Cirebon 23,640 32,350 55,990 Garut 189,804 61,260 251,064 Indramayu 54,080 77,488 131,568 Karawang 155,500 62,220 217,720 Kota Bogor 332,900 67,450 400,350 Kota Cimahi 130,320 39,950 170,270 Kuningan 156,400 104,550 260,950


Province District GOI PRIORITAS Total Sukabumi 160,000 10,290 170,290

Tasikmalaya 440,134 105,811 545,945 West Java Total 1,948,858 691,849 2,640,707 Central Java Banjarnegara 186,713 74,012 260,724

Blora 11,000 11,010 22,010 Demak 20,000 18,065 38,065 Jepara 8,220 14,000 22,220 Karanganyar 32,800 23,297 56,097 Kudus 31,000 18,907 49,907 Pekalongan 7,800 2,520 10,320 Purbalingga 188,409 155,875 344,284 Purworejo 203,916 75,451 279,367 Semarang 121,355 105,915 227,270 Sragen 331,898 99,778 431,676

Wonosobo 106,655 42,096 148,751 Central Java Total 1,249,766 640,926 1,890,691 East Java Bangkalan 62,900 58,970 121,870

Banyuwangi 58,718 51,337 110,055 Blitar 107,160 101,940 209,100 Bojonegoro 126,700 113,273 239,973 Jombang 74,014 69,411 143,425 Kota Batu 62,550 22,780 85,330 Kota Mojokerto 26,060 13,236 39,296 Lamongan 122,050 104,840 226,890 Lumajang 231,600 77,850 309,450 Madiun 61,750 43,860 105,610 Malang 115,000 0 115,000 Mojokerto 73,750 59,935 133,685 Nganjuk 89,500 52,045 141,545 Ngawi 43,825 38,364 82,189 Pamekasan 317,950 61,988 379,938 Pasuruan 178,860 93,450 272,310 Sampang 79,400 60,949 140,349 Sidoarjo 31,550 31,100 62,650 Situbondo 50,050 50,500 100,550

Tuban 74,100 72,805 146,905 East Java Total 1,987,487 1,178,633 3,166,120 South Sulawesi Bantaeng 178,100 38,073 216,173

Makassar 101,200 15,400 116,600 Tana Toraja 132,000 38,400 170,400

Wajo 65,800 47,997 113,797 South Sulawesi Total 477,100 139,870 616,970 Grand Total 15,345,428 3,301,972 18,647,400 In USD (1 USD = 13,000 IDR) 1,178,033 252,321 1,430,354 % 82.4% 17.6% 100.0%

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