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Quarterly Report No. 20 January - March 2017

April 2017 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. 20

January – March 2017

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 Photos: The National Literacy Event at MOEC held on March 20, 2017, with [main photo] Peter Cronin, Director of the USAID Indonesia Education Office giving certificates signed by the Ministry of Education and Culture to a number of Heads of USAID PRIORITAS partner districts. 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. 20, January–March 2017 iii

Table of Contents LIST OF ACRONYMS, ABBREVIATIONS, AND TERMS ................................................. VIEXECUTIVE SUMMARY ......................................................................................................... 1RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY) .................................... 51 READING BOOK PROGRAM, GRANTS, AND PARTNERSHIPS ....................... 9

1.1 LEVELED READING BOOK PROGRAM ....................................................................................................... 91.1.1 Book Storage and Distribution ....................................................................................................................... 91.1.2 Training and Mentoring of Teachers and Principals at Cluster Level ............................................... 101.1.3 Dissemination of the Leveled Reading Book Program .......................................................................... 101.1.4 Developing Big Books ..................................................................................................................................... 111.1.5 Impact of the Reading Program .................................................................................................................. 11

1.2 UNITED STATES-INDONESIA TTI PARTNERSHIP ................................................................................... 121.3 PAPUA AND WEST PAPUA ....................................................................................................................... 13

1.3.1 West Papua Update ...................................................................................................................................... 131.3.2 West Papua Program Review ...................................................................................................................... 131.3.3 Papua Update .................................................................................................................................................. 14

2 STRENGTHENED INSTRUCTION IN SCHOOLS: TTI DEVELOPMENT ....... 172.1 KEY PERSONS MEETING FOR FINALIZATION OF MODULE DEVELOPMENT ....................................... 172.2 KEY PERSONS MEETING: FINALIZING MATERIALS FOR IMPROVED TEACHER PRACTICUM TRAINING

..................................................................................................................................................................... 192.3 MEETING OF TTI PARTNERS: UNIVERSITIES, CONSORTIA PARTNERS, FACILITATORS, AND LAB

AND PARTNER SCHOOLS ......................................................................................................................... 192.4 MEETING WITH USAID PRESTASI ........................................................................................................ 22

3 STRENGTHENED INSTRUCTION IN SCHOOLS: WHOLE-SCHOOL DEVELOPMENT ....................................................................................................... 23

3.1 PROVINCIAL TRAINING OF TRAINERS IN MODULE 4 AND MENTORING .......................................... 233.2 DISTRICT TRAINING OF DISTRICT FACILITATORS IN MODULE 4 AND MENTORING ...................... 263.3 IMPLEMENTATION OF MODULE 4 AT SCHOOL AND CLUSTER LEVEL ................................................ 273.4 OTHER DISTRICT LEVEL ACTIVITIES ........................................................................................................ 273.5 NATIONAL LITERACY AWARDS FOR USAID PRIORITAS DISTRICTS .............................................. 27

4 GOVERNANCE, MANAGEMENT, AND LINKAGES .......................................... 294.1 POLICY IMPLEMENTATION IN DISTRICTS ............................................................................................... 294.2 BUDGETING FOR DISSEMINATION IN DISTRICT BUDGETS (APBD 2017) ......................................... 294.3 NATIONAL CONSULTATION MEETING, MINISTRY FOR EDUCATION AND CULTURE, 2017 .......... 304.4 DEVELOPMENT OF REGION-BASED TECHNICAL EDUCATION STANDARDS ..................................... 314.5 POLICY STUDIES ........................................................................................................................................ 32

4.5.1 A Review of the USAID PRIORITAS TTI Program .................................................................................. 334.5.2 Teacher Supply and Demand Study .......................................................................................................... 33

5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS ......................................... 356 COORDINATION WITH THE GOVERNMENT OF INDONESIA (GOI) ......... 37

6.1 MEMORANDUM OF ASSISTANCE ............................................................................................................. 376.2 MOEC CONSULTATION MEETINGS ....................................................................................................... 376.3 GENERAL COORDINATION ACTIVITIES ................................................................................................. 37

7 COMMUNICATIONS ............................................................................................... 387.1 NEWSLETTER ............................................................................................................................................. 387.2 PROJECT WEBSITE ..................................................................................................................................... 397.3 MEDIA MONITORING ............................................................................................................................... 397.4 PROJECT VIDEOS ....................................................................................................................................... 407.5 GOOD PRACTICES BOOKS ...................................................................................................................... 40

iv USAID PRIORITAS – Quarterly Report No. 20, January–March 2017

8 MONITORING AND EVALUATION ..................................................................... 418.1 CONDUCTING THIRD ROUND OF MONITORING OF THE LAB AND PARTNER SCHOOLS ............. 418.2 PREPARING THE FINAL REPORT OF SCHOOL MONITORING IN COHORT 1, COHORT 2, AND

COHORT 3 DISTRICTS .............................................................................................................................. 439 EXTERNAL USAID PRIORITAS IMPACT EVALUATION ................................. 4610 OTHER ACTIVITIES ................................................................................................ 47

10.1 USAID MISSION DIRECTOR AND US CONSUL IN SURABAYA VISIT SOUTH SULAWESI .................. 4711 PROJECT MANAGEMENT AND CLOSEOUT ..................................................... 48

11.1 PROJECT COORDINATION AND PLANNING MEETING ........................................................................ 4811.2 PROJECT CLOSEOUT PREPARATION ....................................................................................................... 4811.3 PROJECT STAFFING ................................................................................................................................... 48

12 PLANS FOR QUARTER 21 ...................................................................................... 50ANNEX 1: PROVINCIAL REPORTS .................................................................................... 51ANNEX 2: DETAILS OF TESTS USED BY YKW AND YASUMAT IN PAPUA ............ 95ANNEX 3: COORDINATION WITH GOI .......................................................................... 96ANNEX 4: DISSEMINATION ............................................................................................... 99ANNEX 5: STAFF TERMINATIONS ................................................................................. 102

USAID PRIORITAS – Quarterly Report No. 20, January–March 2017 v

List of Tables Table 1: List of Teacher Training Modules in Early Grade Reading ............................................................. 12Table 2: Monitoring Results in YKW Partner Schools in Jayawijaya District ............................................ 15Table 3: Results of the Reading, Writing, and Mathematics Tests in Jayawijaya District ........................ 16Table 4: Meeting of TTI Partners: Universities, Consortia Partners, Facilitators, and Lab and Partner

Schools ..................................................................................................................................................... 19Table 5: Participants in Provincial Training-of-Trainers in Module 4 and Mentoring ............................... 23Table 6: Participants in Provincial TOT by Position ........................................................................................ 24Table 7: District Training of District Facilitators .............................................................................................. 26Table 8: List of Districts Receiving the National Literacy Award ................................................................. 28Table 9: 2017 District Budget Allocations for Dissemination of USAID PRIORITAS Programs,

Central Java and Banten (in millions of Indonesian rupiah) .......................................................... 30Table 10: 2017 MORA Budget Allocations for Dissemination of USAID PRIORITAS Programs,

Banten Province (in Indonesian rupiah) ............................................................................................ 30Table 11: Number of Participants of Dissemination Activities in Quarter 20, by Province ................... 35Table 12: Total Number of Participants of Dissemination Activities in 2013–2017 (Quarter 4 to 20),

by Province .............................................................................................................................................. 35Table 13: Expenditure of Dissemination Activities in Quarter 20 (USD) .................................................. 36Table 14: Total Expenditure of Dissemination Activities in 2013–2016 (Quarter 4 to 20, in USD) ... 36Table 15: Distribution of the National Newsletter, Sixteenth Edition ........................................................ 39Table 16: Number of Hits on Project Website in Quarter 10 ..................................................................... 39Table 17: Monthly Media Coverage ..................................................................................................................... 39Table 18: The Number of Enumerators for TTI Lab School Monitoring, by Profession ........................ 41Table 19: Time Schedule for the TTI Lab School Monitoring in 2017 ........................................................ 41Table 20: Number of Teachers Observed and Interviewed, by Province (Primary) ............................... 42Table 21: Number of Teachers Observed and Interviewed, by Province (JSS)......................................... 42Table 22: Number of Primary School Students Tested in Bahasa Indonesia, Mathematics. and Science

.................................................................................................................................................................... 42Table 23: Number of Junior-Secondary School Students Tested in Bahasa Indonesia, Mathematics,

and Science .............................................................................................................................................. 43Table 24: Total Number of Schools Monitored in 2016. ............................................................................... 43Table 25: Summary of the Baseline, the Midline, and the Endline of School Monitoring Results in

Cohort 1, 2, and 3 Partner Districts ................................................................................................. 44Table 26: Short Term Technical Assistance Hire ............................................................................................. 49Table 27: Staff Transfers ......................................................................................................................................... 49

List of Figures Figure.1:Participants in Provincial TOT by Position ....................................................................................... 24Figure.2:Alignment of Planning Indicators between Districts and MOEC, 2015–2019 .......................... 32

vi USAID PRIORITAS – Quarterly Report No. 20, January–March 2017

List of Acronyms, Abbreviations, and Terms

ACDP Education Sector Analytical & Capacity Development Partnership B1–4 Number sections of the reading tests BDK Badan Diklat Keagamaan (MORA training center) BOS Government allocated school operational assistance funds BPKP Papua Contextual Textbooks CAHASI Catatan Harian Siswa (student diary) CAR Classroom Action Research COP Chief of Party COR Contracting Officer’s Representative CPD Continuing professional development [for teachers] CV Curriculum Vitae DBE Decentralized Basic Education Project DCOP Deputy Chief of Party DFAT Department of Foreign Affairs and Trade [Australian] DPRD Dewan Perwakilan Rakyat Daerah (local or regional legislative assembly) EDC Education Development Center EGRA Early Grades Reading Assessment EMIS Education Management Information System FGD Focus Group Discussion FSU Florida State University GB Gigabytes GLS Gerakan Literasi Sekolah GOI Government of Indonesia HR Human resources IAIN Institut Agama Islam Negeri (State Islamic Institute) IDR Indonesian Rupiah IR1 Intermediate Result IT Information technology JSS Junior-secondary school KKG Kelompok Kerja Guru (Teacher Working Group-regular primary schools) KKM Kelompok Kerja Madrasah (Madrasah Teacher Working Group) Kota City or Municipality KSI Knowledge Sector Initiative LFR Limited Financial Review LPMP Lembaga Penjamin Mutu Pendidikan (teacher training centers) LPK Lembaga Pendidikan Tenaga Kependidikan [institute of teachers’ education] M1–3 Number sections of the mathematics tests M&E Monitoring and Evaluation Madrasah Islamic School MBM Manajamen Berbasis Madrasah MENKO KESRA/PMK Coordinating Ministry for People’s Welfare MGMP Local Association of Secondary Teachers (grouped by subject matter) MI Madrasah Ibtidaiyah MOA Memorandum of Agreement MOU Memorandum of Understanding MOEC Ministry of Education and Culture MORA Ministry of Religious Affairs MORHE Ministry for Research, Technology and Higher Education MSI Management Systems International MTs Madrasah Tsanawiyah (Junior-Secondary Islamic School) NGO Nongovernmental Organization Pendidikan Education PGSD Primary School Teacher Education Department PIP Program Indonesia Pintar (Smart Indonesia Program) POM Performance Operation Monitoring PPG Penataan & Pemerataan Guru (Equitable Teacher Deployment)

USAID PRIORITAS – Quarterly Report No. 20, January–March 2017 vii

PPG Teacher Professional Education Program (one year post-graduate) PPL Petugas Penyuluh Lapangan (Student teacher practicum program) PRESTASI Progam to Extend Scholarships and Training to Achieve Sustainable Impacts [USAID] PRIORITAS Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers,

Administrators, and Students Project RAMS RTI Assets Management System RTI RTI International SAS Structural, Analytical, Synthetic [teaching approach] SBM School-based management SD Sekolah Dasar (Primary School) SDN Sekolah Dasar Negeri (State Primary School) SMA Sekolah Menegah Atas (senior-secondary school SMK Sekolah Menengah Kejuruan (senior-secondary school) SMP Sekolah Menengah Pertama (junior-secondary school) STTA Short-Term Technical Assistance TOT Training of Trainers TTI Teacher Training Institute TTO Teacher Training Officer UIN Universitas Islam Negeri (State Islamic University) UINSA State Islamic University Sunan Ampel, Surabaya UIN-SU State Islamic University – North Sumatra UM Universitas Muhammadiyah Surakarta (State University of Malang) UNESA State University of Semarang UNIMED State University of Medan UNNES State University of Semarang UNY State University of Yogyakarta US United States USAID United States Agency for International Development USD United States dollar 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. 20, January–March 2017 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 January through March 2017 (quarter 20 of the project).

Key Accomplishments and Activities in Quarter 20

USAID PRIORITAS achieved the following during quarter 20:

Leveled Reading Book Program

• By the end of March 2017, the project completed training of teachers and principals for 12,002 non-partner schools in 90 districts in seven provinces and for 113 schools in Papua and West Papua. A total of 48,905 teachers, principals, and supervisors were trained in using the books. The training was facilitated by 672 district facilitators and was followed by mentoring, which has now been completed in all nine provinces.

• At least 12 partner districts have allocated funds from the district budget (APBD) or government allocated school operational assistance funds (BOS) for disseminating the reading program. Several District Education Offices have instructed schools to use BOS funds for financing teacher training and procuring leveled reading books.

• The use of “Big Books” in learning reading through the leveled reading book program has inspired teachers in several districts to develop their own, locally appropriate, Big Books.

Papua Program

• The Yayasan Kristen Wamena (Wamena Christian Foundation [YKW]) program in Jayawijaya finished in December 2016 at the end of quarter 19, and the grant was closed early in quarter 20.

• The results of student tests in reading and mathematics indicate that considerable improvement was made compared with the previous year in grades 1 and 2 in all the tests.

• Yayasan Sosial Untuk Masyarakat Terpencil (Social Foundation for Isolated Communities [YASUMAT]) completed training and mentoring of teachers in all 63 partner schools in seven clusters, to support them in using the Papua Contextual Textbooks (BPKP) and the leveled reading books.

• A showcase meeting by YASUMAT was held in Dekai and attended by teachers, school principals, religious leaders, the secretary of the district education office, and members of the local parliament; the showcase included displays of students’ and teachers’ work and presentations showing the impact of the USAID-funded program on schools, teachers, and students.

• An endline monitoring survey was implemented in 14 schools in seven clusters; the results of this survey will be reported in the next quarterly report.

2 USAID PRIORITAS – Quarterly Report No. 20, January–March 2017

West Papua Program

• The program finished at the end of February 2017.

• During quarter 20, a meeting was held with senior local government officials, including the district head and the head of the education office in South Manokwari, to report on the USAID PRIORITAS activities and to discuss the government’s follow-up action.

• A final meeting with the district training facilitators took place to make plans for continued mentoring of teachers and other activities after the end of the project program.

• Of the 16 project partner schools in South Manokwari (10 schools) and Manokwari (six TTI partner schools), final school monitoring indicated that eight schools demonstrated very good progress in teaching and learning and school management, six schools showed some progress, and only two schools failed to show progress.

Strengthened Instruction in Schools: Teacher Training Institute Development

• Teacher Training Institute (TTI) lecturers completed Teacher Training Module 4, focusing on literacy, mathematics, and science (primary and junior secondary level).

• A key persons meeting was conducted to finalize the materials for the Improved Teacher Practicum Training module. During the two-day meeting, three TTI Facilitators and two short-term technical assistance (STTA) consultants completed all eight units (including PowerPoint presentations, training booklets, and worksheets).

• All provinces held a final meeting for project partner universities and other stakeholders, including consortia university partners, project TTI facilitators, lab and partner schools, and district education office representatives to share experiences and reinforce the sustainability of program activities after the project ends.

• Representatives from the USAID Progam to Extend Scholarships and Training to Achieve Sustainable Impacts (PRESTASI) met with USAID PRIORITAS project staff to discuss opportunities for a follow-up program for lecturers of project partner universities. It was agreed that Classroom Action Research (CAR) was a popular and worthwhile area of capacity building that would be beneficial to partner universities. Design of a follow-on program, to be implemented by PRESTASI, has already started.

Strengthened Instruction in Schools: Whole School Development

• Training in Module 4 and Mentoring for 296 district facilitators from 50 partner districts took place in seven project provinces during quarter 20. The activity consisted of two discrete parts: (1) training in Module 4, focusing on subject content and teaching methodologies, took place over two days and was delivered by trainers from the TTIs, who had helped to prepare the module; and (2) training in Mentoring, over a period of 1.5 days, was delivered by district training facilitators, who had been trained previously at a training-of-trainers session held in September 2016.

• The rollout of the Module 4 and Mentoring training to the remaining facilitators in the partner districts was completed in 31 districts during quarter 20.

National Literacy Awards

• The Ministry of Education and Culture (MOEC) invited the heads of 19 USAID PRIORITAS partner districts, with good examples of literacy programs, to take part in an event at MOEC on March 20, 2017, at which each district was awarded a certificate of appreciation signed by the Minister of Education.


Governance, Management, and Linkages

• During quarter 20, the project (Provincial Specialists assisted by District Coordinators) began identifying the allocations for dissemination of good practices in each district’s budget (APBD) for 2017.

• USAID PRIORITAS was invited to participate in MOEC’s annual National Consultation Meeting in January 2017.

• USAID PRIORITAS took part in a meeting in February 2017, called by MOEC’s Expert Staff on Central and Regional Relations, to discuss the development of region-based education indicators. The purpose of the meeting was to boost the quality of education in the regions.

• A study to assess the supply and demand for new teachers in coming years was completed and discussed with the Ministry for Research, Technology and Higher Education (MORHE) in March 2017.

• Copies of the USAID PRIORITAS book, Good Practices in Teacher Management, was distributed to 525 Heads of District Education Offices and 34 Heads of Provincial Education Offices, as well as to several officials from MOEC’s Directorate General of Personnel.

Technical Coordination

• A Memorandum of Understanding (MOU) between USAID and MOEC, which formalizes the relationship between the two institutions, was signed in February–March by the USAID Mission Director, Erin McKee, and the Director General of Primary and Secondary Education, Hamid Muhammad, Ph.D.

• Coordination has continued at provincial and district levels through ongoing technical workshops and routine meetings.

Communications

• The sixteenth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN, was published in quarter 20.

• 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 decreased from 6,466,031 in quarter 19 to 4,739,086 in quarter 20, but the number of unique visitors rose from 177,377 to 219,025.

• A total of 1,354 news items were published in the mass media. The media covered reading programs, continuing professional development (CPD), teacher deployment, school-based management, teaching and learning, teacher training institutes, and the reading program.

• The project communication team produced 17 videos during quarter 20, to support training and advocacy.

• Two “good practices” books were produced during quarter 20: (1) Good Practices Book on Teacher Governance; and (2) Good Practices Book on Teacher Training and Integration between TTIs and Schools.

Monitoring and Evaluation (M&E)

• Endline monitoring of TTI partner schools was conducted in a total monitoring sample of 80 schools: 48 primary and 32 junior-secondary (3 primary and 2 junior-secondary schools per TTI).


The monitoring included classroom observation, interviews with school principals and committee members, and student assessments in Bahasa Indonesia, mathematics, and science.

• An endline Early Grade Reading Assessment (EGRA) was conducted in the same sample of 80 schools. Results of the monitoring and EGRA will be available during the next quarter.

• The final monitoring data from the schools in the Cohort 1, 2, and 3 partner districts have been processed and analyzed. The following present some general analysis results:

o The overall trend in the three cohorts shows that steady improvement has taken place in all 13 school-related indicators in the three cohorts. The biggest improvement occurred from baseline to midline. A more modest improvement has taken place from midline to endline, but not as impressive as the increase from baseline to midline.

o The biggest improvement was noted for the teaching and learning indicators, while a modest but steady increase took place for the school leadership, management, and governance indicators.

o Although improvement was noted among comparison schools, their level of improvement was not as high and consistent as in the partner schools.

o The achievements of schools in Cohort 3 districts have been outstanding. The Cohort 3 achievement within two years (2014–2016) at endline was very close (even higher in some cases) to the Cohort 1 achievement in four years (2012–2016) and Cohort 2 achievement in three years (2013–2016). That the Cohort 3 districts applied to join the project may have contributed to that outstanding performance.

Dissemination

• During quarter 20, dissemination training activities took place in seven provinces, including training in using leveled reading books for nonpartner schools. A total of 17,042 participants from 4,230 schools took part in the training. This was supported by 406,267 USD of local funding from district, MORA, or school budgets, and 104,903 USD of project funding. Since the start of the project, 232,679 participants from 34,715 schools have taken part in training, benefiting over 8.2 million students. This training has been supported by 8.05 million USD of GOI and school funding and 1.63 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 Januari hingga Maret 2017 (Triwulan 20 proyek).

Pencapaian Utama dan Kegiatan di Triwulan 20

USAID PRIORITAS telah mencapai hal-hal di bawah ini selama triwulan 20:

Program Buku Bacaan Berjenjang

• Sampai akhir Maret 2017 pelatihan guru dan kepala sekolah dilaksanakan untuk 12.002 sekolah non-mitra di 90 kabupaten/kota di tujuh provinsi dan untuk 113 sekolah di Papua dan Papua Barat. Sebanyak 48.905 guru, kepala sekolah, dan pengawas sekolah dilatih untuk penggunaan buku. Pelatihan ini difasilitasi oleh 672 fasilitator daerah dan telah ditindaklanjuti dengan pendampingan, yang telah diselesaikan di seluruh sembilan provinsi.

• Paling sedikit ada 12 kabupaten mitra yang telah mengalokasikan anggaran dari anggaran pendapatan dan belanja daerah (APBD) atau bantuan operasional sekolah (BOS) untuk mendiseminasikan program membaca. Beberapa Dinas Pendidikan Daerah telah menginstruksikan sekolah untuk menggunakan dana BOS untuk membiayai pelatihan guru dan pengadaan buku bacaan berjenjang.

• Penggunaan ‘Buku Besar’ dalam pembelajaran membaca melalui program buku bacaan telah menginspirasi para guru di beberapa kabupaten untuk mengembangkan Buku Besar yang sesuai dengan budaya lokal.

Program Papua

• Program Yayasan Kristen Wamena (YKW) di Jayawijaya berakhir pada bulan Desember 2016 di akhir triwulan 19 dan hibah ditutup lebih awal di triwulan 20.

• Hasil dari tes siswa dalam membaca dan matematika menunjukkan bahwa peningkatan yang cukup baik telah terjadi dibandingkan dengan tahun sebelumnya di kelas 1 dan 2 di seluruh tes.

• Yayasan Sosial untuk Masyarakat Terpencil (YASUMAT) menyelesaikan pelatihan dan pendampingan guru di seluruh 63 sekolah mitra di tujuh gugus untuk mendukung guru dalam menggunakan buku panduan kontekstual papua (BPKP) dan buku bacaan berjenjang

• Kegiatan unjuk karya praktik yang baik (showcase meeting) oleh YASUMAT diadakan di Dekai dan dihadiri oleh guru, kepala sekolah, pimpinan agama, sekretaris dinas pendidikan daerah dan anggota DPRD; unjuk karya tersebut menampilkan karya siswa, karya guru dan presentasi yang menunjukkan dampak program yang didanai oleh USAID pada sekolah, guru dan siswa

• Survei monitoring tahap akhir telah dilaksanakan di 14 sekolah di tujuh gugus; hasil dari survei tersebut akan dilaporkan dalam laporan triwulan berikutnya.


Program Papua Barat

• Program berakhir pada akhir Februari 2017.

• Selama triwulan 20 sebuah pertemuan dilakukan dengan pejabat senior pemerintah daerah, termasuk bupati dan kepala dinas pendidikan daerah di Manokwari Selatan untuk menyampaikan kegiatan USAID PRIORITAS dan membahas tindak lanjut oleh pemerintah.

• Pertemuan terakhir dengan fasilitato daerarh dilakukan untuk membuat rencana pendampingan lanjutan bagi guru dan kegiatan lain setelah program USAID PRIORITAS berakhir.

• Hasil monitoring sekolah akhir menunjukkan bahwa dari 16 sekolah mitra proyek di Manokwari Selatan (10 sekolah) dan Manokwari (enam sekolah mitra LPTK), delapan sekolah menunjukkan perkembangan sangat baik dalam pembelajaran dan manajemen sekolah, enam sekolah menunjukkan beberapa perkembangan dan hanya dua sekolah yang gagal menunjukkan perkembangan.

Peningkatan Pembelajaran di Sekolah, Pengembangan LPTK

• Dosen Lembaga Pendidikan Tenaga Kependidikan (LPTK) menyelesaikan pelatihan guru Modul 4 berfokus pada literasi, matematika dan IPA/IPS (tingkat SD dan SMP).

• Sebuah pertemuan staf kunci dilakukan untuk menyelesaikan Module Materi untuk Peningkatan Praktikum Guru. Selama pertemuan dua hari tersebut, tiga fasilitator LPTK dan dua konsultan STTA menyelesaikan seluruh delapan unit (termasuk presentasi power point, teks, dan lembar kerja).

• Seluruh provinsi mengadakan pertemuan penutupan untuk LPTK mitra proyek dan pemangku kepentingan lainnya, termasuk LPTK konsorsium mitra, fasilitator LPTK, sekolah lab dan sekolah mitra dan perwakilan dinas pendidikan daerah untuk berbagi pengalaman dan menguatkan keberlanjutan kegiatan program setelah proyek berakhir.

• USAID PRESTASI bertemu dengan USAID PRIORITAS untuk membahas peluang untuk program tindak lanjut bagi dosen universitas mitra proyek. Telah disepakati bersama bahwa Penelitian Tindakan Kelas (Classroom Action Research/CAR) merupakan wilayah peningkatan kapasitas yang populer dan bermanfaat yang akan berguna bagi universitas mitra. Desain program tindak lanjut yang akan diimplementasikan PRESTASI ini telah dimulai.

Peningkatan Pembelajaran di Sekolah, Pengembangan Sekolah Menyeluruh

• Pelatihan bagi 296 fasilitator daerah dari 50 kabupaten mitra terkait Modul 4 dan Pendampingan dilakukan di tujuh provinsi mitra proyek selama Triwulan 20. Kegiatan ini terbagi dua bagian terpisah (a) pelatihan Modul 4 dengan fokus pada konten mata pelajaran dan metodologi pembelajaran dilakukan dalam dua hari dan diberikan oleh para pelatih dari LPTK, yang telah membantu menyiapkan modul; dan (b) pelatihan dalam pendampingan berlangsung selama 1.5 hari, diberikan oleh fasilitator pelatihan daerah, yang telah dilatih sebelumnya dalam Pelatihan untuk Pelatih pada bulan September 2016.

• Pelaksanaan pelatihan Modul 4 dan pendampingan untuk fasilitator lainnya di kabupaten mitra diselesaikan di 31 kabupaten selama triwulan 20.

Penghargaan Literasi Nasional

• Kementerian Pendidikan dan Kebudayaan (Kemendikbud) mengundang bupati dari 19 kabupaten mitra USAID PRIORITAS dengan program literasi yang baik untuk berpartisipasi di acara di Kemendikbud pada tanggal 20 Maret 2017 di mana setiap kabupaten menerima sertifikat penghargaan yang ditandatangani Menteri Pendidikan dan Kebudayaan.


Tata Kelola, Manajemen, dan Keterkaitan

• Selama triwulan 20, proyek (Spesialis Provinsi didampingi Koordinator Kabupaten) mulai mengidentifikasi alokasi anggaran untuk diseminasi praktik yang baik di APBD 2017 kabupaten mitra.

• USAID PRIORITAS diundang untuk berpartisipasi dalam Pertemuan Rembuk Nasional Kemendikbud pada bulan Januari 2017.

• USAID PRIORITAS berpartisipasi dalam pertemuan pada Februari 2017, diundang oleh Staf Ahli Kemendikbud untuk Hubungan Pusat dan Daerah, untuk mendiskusikan pengembangan indikator pendidikan berbasis daerah. Tujuan pertemuan ini adalah untuk mendorong kualitas pendidikan di daerah.

• Sebuah studi untuk menilai suplai dan kebutuhan untuk guru baru di tahun mendatang telah selesai dan didiskusikan dengan Kemenristekdikti pada bulan Maret 2017.

• Buku USAID PRIORITAS, Praktik yang Baik dalam Tata Kelola Guru telah dibagikan ke 525 Kepala Dinas Pendidikan Kabupaten, dan 34 Kepala Dinas Pendidikan Provinsi, serta beberapa pejabat dari Direktorat Jenderal Guru dan Tenaga Kependidikan Kemendikbud.

Koordinasi Teknis

• Sebuah Nota Kesepahaman (Memorandum of Agreement/MOA) antara USAID dan Kemendikbud, yang meresmikan hubungan antara dua institusi, telah ditandatangani pada bulan Februari-Maret oleh Direktur Misi USAID, Erin McKee dan Direktur Jenderal Pendidikan Dasar dan Menengah, Hamid Muhammad Ph.D.

• Koordinasi telah dilanjutkan di tingkat provinsi dan kabupaten melalui lokakarya teknis yang sedang berjalan dan pertemuan rutin.

Komunikasi

• Edisi 16 PRIORITAS PENDIDIKAN, buletin nasional USAID PRIORITAS, diterbitkan pada triwulan 20.

• Situs proyek mendiseminasikan capaian proyek seperti modul pelatihan; video; buletin; kajian penelitian; praktik yang baik; dan kisah menginspirasi dari guru, kepala sekolah, pengawas dan Dinas Pendidikan Daerah. Jumlah kunjungan ke situs menurun dari 6.466.031 di triwulan 19 menjadi 4.739.086 di triwulan 20, tetapi jumlah pengunjung unik meningkat dari 177.377 menjadi 219.025.

• Sebanyak 1.354 pemberitaan telah diterbitkan di media massa. Media massa meliput program membaca, pengembangan keprofesian berkelanjutan, penataan dan pemerataan guru, manajemen berbasis sekolah, pembelajaran, dan lembaga pendidikan tenaga kependidikan.

• Tim komunikasi menghasilkan 17 video selama triwulan 20 untuk mendukung pelatihan dan advokasi.

• Dua buku praktik yang baik dicetak selama Triwulan 20, yakni tentang (a) Buku Praktik yang Baik tentang Tata Kelola Guru; dan (b) Buku Praktik yang Baik tentang Pelatihan Guru dan Integrasi antara LPTK dan Sekolah.

Monitoring dan Evaluasi (M&E)

• Monitoring sekolah mitra LPTK tahap akhir dilakukan terhadap sebanyak 80 sekolah sampel: 48 SD/MI dan 32 SMP/MTs (3 SD/MI dan 2 SMP/MTs per LPTK). Monitoring termasuk observasi kelas, wawancara dengan kepala sekolah dan anggota komite sekolah, dan asesmen siswa untuk mata pelajaran Bahasa Indonesia, matematika dan IPA/IPS.


• Penilaian Kemampuan Membaca Kelas Awal (EGRA) tahap akhir telah dilakukan di sekolah sampel yang sama. Hasil dari monitoring dan EGRA akan tersedia pada triwulan berikutnya.

• Data monitoring akhir dari sekolah di kohor 1, 2 dan 3 kabupaten mitra telah diproses dan dianalisa. Berikut ini adalah beberapa hasil umum:

- Trend keseluruhan di tiga kohor menunjukkan peningkatan yang stabil di semua 13 indikator terkait sekolah di ketiga kohor. Peningkatan terbesar terjadi antara tahap awal (baseline) ke tahap menengah (midline). Peningkatan yang lebih kecil juga terjadi antara tahap menengah ke tahap akhir, tapi tidak sebesar peningkatan dari tahap awal ke tahap menengah.

- Peningkatan terbesar terdapat pada indikator pembelajaran sementara peningkatan yang kecil tapi stabil terjadi pada indikator kepemimpinan sekolah, manajemen dan tata kelola.

- Terdapat peningkatan pada sekolah pembanding, tapi tingkat kenaikannya tidak setinggi dan tidak sekonsisten peningkatan pada sekolah mitra.

- Pencapaian sekolah di kabupaten Kohor 3 mengagumkan. Dalam dua tahun (2014-2016), pencapaian Kohor 3 dalam tahap akhir sangat dekat (bahkan lebih tinggi di beberapa kasus) dengan pencapaian Kohor 1 dalam empat tahun (2012-2016) dan Kohor 2 dalam tiga tahun (2013-2016). Bahwa kabupaten Kohor 3 meminta untuk bergabung dalam proyek mungkin berkontribusi terhadap kinerja mengagumkan ini.

Diseminasi

• Selama triwulan 20, kegiatan pelatihan diseminasi dilakukan di tujuh provinsi, termasuk pelatihan tentang penggunaan buku bacaan berjenjang untuk sekolah non-mitra. Sebanyak 17.042 peserta dari 4.230 sekolah ikut serta dalam pelatihan. Kegiatan ini didukung oleh pembiayaan lokal sebesar USD 406.267 juta dari kabupaten, Kemenag dan BOS, dan dana proyek sebesar USD 104.903. Terhitung dari awal proyek, sebanyak 232.679 peserta dari 34.715 sekolah telah mengikuti pelatihan, memberikan manfaat bagi lebih dari 8,2 juta siswa. Pelatihan ini telah didukung dengan dana Pemerintah Indonesia dan BOS sebesar USD 8,05 juta dan dana proyek sebesar USD 1,63 juta.


1 READING BOOK PROGRAM, 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 using the leveled readers; and

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

The main program was completed during quarter 20, with a small amount of training and mentoring taking place, and the termination of leases on storage facilities for the books. The sections below include a number of stories demonstrating the impact of the program.

1.1.1 Book Storage and Distribution

In January 2017, the leases of the four warehouses in Semarang, Surabaya, Medan, and Makassar, where the leveled reading books had been stored, were terminated. By the end of March 2017, a total of 12,076 out of 12,100 sets of Leveled Reading Books (99.8%) had been distributed to target schools and district facilitators (to support training). The remaining 24 sets of books for Grade 1 EGRA comparison schools will be distributed in May 2017. (For further details on book distribution and recipients, please refer to section 1.3 Book Distribution in the quarter 19 report.)

Leveled reading books in a bookcase in SD Mariso, Makassar,

South Sulawesi.


1.1.2 Training and Mentoring of Teachers and Principals at Cluster Level

By end of March 2017, training of teachers and principals had taken place for 12,002 non-partner schools in 90 districts in seven provinces, and for 113 schools in Papua and West Papua. A total of 46,089 teachers, principals, and supervisors had been trained in using the books. The training was facilitated by 672 district facilitators; of which 32% are male and 68% are female. The training was followed by mentoring, which has now been completed in all nine provinces.

1.1.3 Dissemination of the Leveled Reading Book Program

A number of partner districts have allocated funds from the district budget (APBD) or government allocated school operational funds (BOS) for disseminating the reading program. Several District Education Offices have instructed schools to use BOS funds for financing teacher training and procuring leveled reading books. Districts that have set aside funds to support the reading program include the following:

• Lumajang District, East Java, has conducted training for primary school teachers. A total of 1,705 teachers (69% female and 31% male) from 425 primary schools (336 Sekolah Dasar [SD] and 89 Madrasah Ibtidaiyah [MI]) were trained in March 2017. The total allocations of funds were 515.5 million Indonesian rupiah (IDR) from the 2017 district budget.

• The Batu Education Office, East Java, provided 270 million IDR from the 2017 district budget to provide leveled reading books to 40 primary schools and conduct training for teachers in those schools.

• Mojokerto District, East Java, funded training for 1,230 teachers from 410 primary schools (private and public schools) funded by the 2017 district budget. The government of Mojokerto District will continue to provide 2,050 million IDR per year for 2017–2021 for disseminating the reading program.

• Medan City and the District of Toba Samosir in North Sumatra ordered schools to allocate BOS funding for dissemination of the reading program this year (2017). It will continue the program for a further four years, supported by district budget funding.

• Aceh Tamiang District Government, Aceh Province, provided 2016 district budget funds for training for early grade teachers, school principals, and supervisors from 48 schools. Mentoring of teachers started in March 2017.

• Bireun District, Aceh Province, provided 600 million IDR from the 2016 district budget for providing books and teacher training. The training is scheduled to start in early May 2017.

• North Aceh District, Aceh Province, has allocated a total of 120 million IDR for teacher training. The training will be conducted in June 2017.

• District budget and BOS funding have also been provided for teacher training in the district of Lebak and in Tangerang City in Banten and the districts of Bekasi and Karawang in West Java.

Mentoring activities in the implementation of guided reading at SDN

Tobungan 1, Pamekasan, East Java.


1.1.4 Developing Big Books

The use of “Big Books” in learning reading through the leveled reading book program has inspired teachers in different districts to develop their own locally nuanced Big Books. Some Big Book details include the following:

• Five school clusters in Sragen District, Central Java, have developed 15 Big Books;

• Eight school clusters in Karanganyar District, Central Java, have developed 28 Big Books;

• A teacher at SDN 2 Trigonco in Situbondo District, East Java, developed a number of Big Books that have been printed and distributed to several other schools in the district.

• Teachers in Indramayu and Cirebon have also developed several Big Books.

1.1.5 Impact of the Reading Program

This report section includes several short reports from the field about the impact of the leveled reading book program.

A simple survey conducted by the project District Coordinator and Program Assistant, together with a school supervisor in Aceh Tamiang District, Aceh Province, showed that after five months using leveled reading books, the reading ability of 70% of grade 1 students, who had not attended kindergarten, showed considerable improvement.

In Tasikmalaya, West Java, an Acehnese girl who attends SD Al Ruzhan Manonjaya could not read at the end of grade 1 and had very low self-confidence. In grade 2, facilitated by her teacher using guided reading, the student’s skills and confidence improved. She was even able to demonstrate her reading skills in front of the class.

In South Sulawesi, early grade teachers showed their creativity. They developed a method using Catatan Harian Siswa (CAHASI) or student diary. The innovative use of CAHASI aims to build literacy skills and to familiarize students with critical thinking. Teachers’ observations show that students’ reading skills and attitudes toward reading have changed in a positive way. Students involved in CAHASI now love reading, help their friends with reading difficulties, and can read more fluently.

Papua and West Papua

In Papua and West Papua, leveled books are playing an important role in improving reading. “We use the Papua Contextual books to teach early grade students. For slow learners, we use leveled

A grade 1 teacher at SDN 2 Trigonco Situbondo, East Java, uses a

big book she has made to teach shared reading.

A teacher in South Manokwari, using a big book she has made to teach the students to

read.


reading books,” notes a grade 1 teacher. A grade 2 student in SD Inpres 62 Gaya Baru, Manokwari Selatan, exclaims, “Now I can read. I can tell the stories I read in front of the class.”

Teachers in West Papua have also developed Big Books to use in their lessons, as can be seen in the adjacent photograph.

1.2 United States-Indonesia TTI Partnership

RTI International contracted Florida State University (FSU) to assist the State University of Semarang (UNNES) in embedding training in how to teach literacy, and reading in particular, in its pre-service teacher training courses. As a result of technical support provided during 2015 and 2016, UNNES lecturers have developed and field-tested 12 modules to support the implementation of a research-based course of effective early literacy instructional practices for pre-service teachers. A list of course modules is provided in Table 1.

Table 1: List of Teacher Training Modules in Early Grade Reading No Unit 1 Introduction to Reading

2 Oral Language

3 Phonological Awareness

4 Concepts of Print and Alphabetical Awareness

5 Word Reading

6 Fluency

7 Vocabulary

8 Comprehension

9 Independent Reading

10 Writing

11 Developing Literacy Skills Using the SAS (Structural, Analytical, Synthetic) Approach

12 Literacy Skills Within a Thematic Approach

The modules in Bahasa Indonesia have been completed and published electronically and have been disseminated to all the project partner TTIs, as reported in the quarter 19 report. The English version of the modules is almost complete and will be uploaded to the Development Experience Clearinghouse after they are finalized.

Cover of an Early Grade Reading teacher training

module in Bahasa Indonesia, developed by FSU and UNNES.


1.3 Papua and West Papua

1.3.1 West Papua Update

The program in West Papua finished at the end of February 2017. During January and February, several activities took place to prepare for closing the program. These activities included the following:

• A meeting with senior local government officials, including the district head and the head of the education office in South Manokwari, to report on USAID PRIORITAS activities and to discuss follow-up action by the government. The local government promised to continue to support district training facilitators in their training and mentoring of teachers to improve the quality of teaching and learning.

• A final meeting with the district training facilitators took place on January 27, 2017, to make plans for continued mentoring of teachers and other activities after the end of the program.

Monitoring took place prior to the end of the program and will be reported in detail in the final report about the West Papua program, which is currently being prepared. The monitoring indicates that of the 16 project partner schools in South Manokwari (10 schools) and Manokwari (six TTI partner schools), eight schools demonstrated very good progress in teaching and learning and school management, six schools showed some progress, and only two schools failed to show progress.

Project equipment and materials were handed over to the district education office and SMA1 Ransiki on February 17, 2017, in compliance with USAID approval of project equipment disposal.

1.3.2 West Papua Program Review

USAID PRIORITAS conducted the pilot program in West Papua over a period of 18 months, commencing mid-2015. The pilot program aimed to improve the quality of basic education at the primary level in the newly established district of South Manokwari, in collaboration with the TTI, STKIP Muhammadiyah, Manokwari. A comprehensive review conducted this quarter found that the pilot was remarkably successful in achieving changes in partner schools in the district. This change is attributed in large part to the strong support and “championship” of the program by the Head of the District Education Office.

As a result of the project intervention and district support, partner schools in South Manokwari are now fully staffed and have been refurbished with additional classrooms constructed to accommodate the students enrolled. Attendance has improved, both for teachers and students, and changes have been made to classroom learning and school management.

Many problems remain, including the quality of teachers, school supervision and district management, school leadership, and community participation. An Early Grades Reading Assessment (EGRA) conducted in September 2015 and again in November 2016, showed that the level of literacy among West Papuan children is extremely low compared to other Indonesian provinces. The children scored around 80% lower on most sub-tasks than their peers in other provinces. The exception was the

Students in a South Manokwari primary school using the Papua

contextual textbooks (BPKP), following teacher training supported by the project.


listening sub-task, on which the children scored much higher, underscoring the fact that West Papua has a strong culture of oral literacy culture and a weak culture of written literacy.

The results also indicated a substantial improvement in literacy among grade 3 students, which can reasonably be attributed to changes in classroom practice, school management, and district-level teacher management, brought about by the pilot intervention. Also of interest is that the level of improvement was greater for boys than for girls. While the girls had scored higher on average than the boys in both years, the gap was less evident in 2016 than in 2015.

Initial training in active learning and school-based management took place for the 10 partner schools in South Manokwari in November 2015. The leveled reader program was introduced to these same schools in April–June 2016. Both of these training events were followed up with a series of mentoring visits, in which facilitators worked with teachers and supported the implementation of good practices in their schools. Training for teachers in the use of the Papua Contextual Textbooks (BPKP) was conducted in October 2016.

Between the baseline EGRA conducted in September 2015 and the endline EGRA conducted in November 2016, the teachers in these schools thus had time to learn and adopt new practices in teaching and learning, with a major focus on literacy. School and class management had also improved, resulting in better attendance of both teachers and students , and more attention was paid to individual students, including boys, who may have been somewhat overlooked by teachers in the past.

Aside from the direct impact of USAID PRIORITAS’ training, mentoring, and provision of books, the work with the district, with the strong support of the Head of the District Education Office, clearly had an impact. Most significant in this context is having enough teachers in the schools. Prior to the USAID PRIORITAS pilot, many of the schools were understaffed, attendance was poor, and classrooms were often unattended. The District Education Office Head prioritized staffing of the project partner schools to ensure that the pilot was fully supported, that every school had a full complement of teachers, and that every class was staffed.

The study found that the likelihood of ongoing dissemination and sustainability of project outcomes is high, especially in the district, where commitment is strong in the local government. Lessons learned and recommendations for the future are summarized in a report on this review, to be submitted to USAID in the coming quarter.

1.3.3 Papua Update

a) Yayasan Kristen Wamena (Wamena Christian Foundation—YKW) in Jayawijaya District

The YKW program in Jayawijaya finished in December 2016 at the end of quarter 19, and the grant was closed early in quarter 20. The results of the monitoring of YKW partner schools have been received and are summarized below.

The general results of monitoring in YKW partner schools are shown in Table 2. Section A confirms that the number of

Presentations by primary students to show impact of USAID PRIORITAS program at the showcase in

Wamena, Papua.


trainers and teachers trained were at least in line with the proposals on which the grants were based. Section B records the distribution and use of the BPKP and shows that the vast majority of schools and teachers were using the books and teaching aids aligned with expectations. School attendance also increased in line with targets as shown in Section C of Table 2. Section D sums up student progress in reading, writing, and mathematics during the grants period. These performance improvements are provided in more detail in Table 3, further below.

Table 2: Monitoring Results in YKW Partner Schools in Jayawijaya District

Objective/Indicator

Target for Year 1

Schools

Target for Year 2 Schools

Achievement

Achieved Year 1

Schools

Achieved Year 2

Schools

A. Strengthening Teachers' Teaching Skills

Baseline data collected 100% 100%

Number of trainers trained 15 15

Number of teachers trained 68 127*

Number of teachers receiving mentoring 68 75

Trained teachers take a student attendance register each day 70% 60% 80% 60%

Teachers trained to use the BPKP standard tests 70% 60% 70% 60%

B. The Use of the Papua Contextual Textbooks (BPKP) increases

Books distributed to schools 100% 100% 100% 100%

Teachers trained to use the BPKP books 70% 60% 80% 60%

Teachers trained to use the teaching aids 70% 60% 80% 60%

Teachers trained to record what they have taught in class 70% 60% 80% 60%

Students in partner schools use the BPKP books 80% 60% 80% 60%

C. Student Attendance at School Increases

The number of students present at school increases

20% 10% 20% 10%

D. Student Performance in Reading, Writing, and Math improves

Average percentage increase in reading and writing in partner schools 30% 20% 155% 160%

Average percentage increase in basic number operations (math) in partner schools 30% 20% 95% 218%

* The number of teachers trained includes teachers from classes other than grades 1 and 2, as well as some dissemination schools.

b) Impact on Student Performance

YKW designed tests to measure student performance in reading, writing, and basic number operations in mathematics: four tests are for reading and writing and three tests for mathematics. Details of the tests are provided in Annex 2. These tests have been used both by YKW and YASUMAT to measure student progress.

The tests were administered by YKW to a total sample of 360 students in 12 schools in Jayawijaya District. The tests were given to the same sample of students at an interval of approximately one year, by which time the students had graduated to the next grade. For example, the baseline grade 1 tests in 2014 were administered while the students were in grade 1, while the endline test in 2015 took place when the students had graduated to grade 2.


The results for the YKW partner schools in Jayawijaya District are shown in Table 3.

Table 3: Results of the Reading, Writing, and Mathematics Tests in Jayawijaya District

No. Test

Grade 1 Grade 2 Grade 3 2015

baseline 2016

endline 2015

baseline 2016

endline 2015

baseline 2016

endline B1 Letter Recognition 1.5 7.6 2.9 8.8 4.8 9.3 B2 Word Dictation 0.3 2.8 1.1 4 0.3 7 B3 Letter Reading 0.2 2.6 0.5 4.1 1.7 5.8 B4 Word Reading 0 0.5 0 0.9 0.2 2.5

M1 Number Recognition 2.2 8.4 3.6 9.2 5.5 9.7 M2 Counting Objects 2.8 16.5 8.5 18.6 10.6 19.7 M3 Addition, Subtraction 0 2 0.2 1.4 0.3 2.3

Note: B1-4 refer to the numbers of the reading tests, and M1-3 to the numbers of the mathematics tests, which are explained in more detail in Annex 2.

It is not surprising that the students showed progress on all the tests over the period of approximately a year. Because the tests were given to the same cohort of students, and there was no control group against which to compare their results, it is not immediately evident whether the students showed better than average progress as a result of the YKW interventions. However, if the results of the endline test of the grades 1 and 2 students, when they reached grades 2, and 3 respectively are compared with the baseline scores of the grades 2 and 3 students, there are clear signs of progress. On every test, the endline scores of grade 1 students were well above the baseline scores of grade 2 students in the same schools. The same applies to grades 2 and 3 students. The endline scores of the grade 2 students, when they had reached grade 3, are considerably higher than the baseline scores of grade 3 students from the previous year before project interventions.

c) Yayasan Untuk Masyarakat Terpencil (Foundation for Remote Communities—YASUMAT) Activities in Yahukimo District.

The YASUMAT grants period was extended at no extra cost until March 31, 2017, due to unavoidable delays in implementing the planned program. Activities implemented during quarter 20 thus included the following:

• Training of 56 teachers from 23 schools in three clusters in using the leveled reading books distributed by the project;

• Mentoring of teachers in all 63 partner schools in seven clusters to support them in using the BPKP and the leveled reading books;

• Holding a showcase meeting in Dekai on March 2, 2017, attended by teachers, school principals, religious leaders, the secretary of the District Education Office, and members of the local parliament; the showcase included displays of students’ and teachers’ work and presentations showing the impact of the USAID-funded program on the schools, teachers, and students.

• Implementing an endline monitoring survey in 14 schools in seven clusters, the results of which will be reported in the next quarterly report.

The above 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 Key Persons Meeting for Finalization of Module Development

Following the Module 4 development workshop during quarter 19, USAID PRIORITAS technical staff discussed the review of the draft materials with the Chief of Party, Deputy Chief of Party, and Teaching/Learning Advisor. Module 4 materials include units covering content and process in Primary Math, Primary Science, Primary Literacy, Junior Secondary Math, Junior Secondary Science, and Junior Secondary Literacy. The materials were edited by a small team during a meeting held on January 9–10, 2017, in the USAID PRIORITAS Jakarta office, based on discussion and resulting feedback from TTI lecturers during the National workshop. The team consisted of technical staff and key persons, who finalized all units for use in the provincial training.

The topics selected for this module focused on common misconceptions in teaching particular topics, skills, or strategies, and in the case of the early grades reading material, introduced new concepts in reading skills and assessment.

The fourth and final in-service module package consists of the following topics:

Primary Mathematics

• Unit 1. Garis Tinggi Segitiga (Height of Triangles) • Unit 2. Pecahan (Fractions) • Unit 3. Bilangan Bulat (Whole Numbers) • Unit 4. Nilai Tempat (Place Value) • Unit 5. Bangun Datar (Two-Dimensional Shapes) • Unit 6. Kesebangunan (Congruency and Similarity)

Junior Secondary Mathematics:

• Unit 1. Luas Segitiga (Area of Triangles) • Unit 2. Operasi Bilagan Bulat (Operations of Whole Numbers) • Unit 3. Persamaan Garis (Linear Equations) • Unit 4. Pembagian Pecahan (Division of Fractions) • Unit 5. Statistika (Statistics) • Unit 6. Bentuk Aljabar (Algebra)

Front page of Module 4 cover for Early Grade Reading in Primary

Schools.


Primary Science:

• Unit 1. Tata Surya (Solar System) • Unit 2. Struktur Fungsi Tumbuhan (Structure

and Function of Plants) • Unit 3. Energi dan Perubahannya (Energy and

Change) • Unit 4. Pernafasan pada Manusia (Human

Respiration) • Unit 5. Listrik dan Magnet (Electricity and

Magnets) • Unit 6. Perkembangbiakan Tumbuhan (Plant

Reproduction)

Junior Secondary Science:

• Unit 1. Pesawat Sederhana Dalam Kehidupan (Simple Tools in Daily Life)

• Unit 2. Listrik Dalam Kehidupan (Electricity in Daily Life))

• Unit 3. Melihat Keindahan Dunia (Observing the Beauty of the World)

• Unit 4. Adaptasi Makhluk Hidup Terhadap Perubahan Suhu (Living Things: Adaptation to Temperature Change)

• Unit 5. Energy untuk Kehidupan (Energy for Living) • Unit 6. Getaran, Gelombang, Bunyi, dan Sistem Sonar (Vibration, Waves, Sounds, and the Sonar

System)

Primary Literacy:

• Unit 1. Kesadaran Fonologis (Phonological Awareness) • Unit 2. Membacakan Cerita (Read Aloud) • Unit 3. Penilaian Membaca (Running Record Assessments) • Unit 4. Ketrampilan Menulis (Writing Skills) • Unit 5. Penilaian Menulis (Writing Assessment) • Unit 6. Pemilihan Bacaan (Reading Materials Selection/Text Leveling)

Junior Secondary Literacy:

• Unit 1. Memahami Teks Berbasis Fakta (Understanding Factual Text) • Unit 2. Memahami Teks Berbasis Fiksi (Understanding Fictional Text) • Unit 3. Strategi Mengajarkan MembacaTeks Berbasis Fakta (Teaching Strategies for Reading Factual

Text) • Unit 4. Strategi Mengajarkan MembacaTeks Berbasis Fiksi (Teaching Strategies for Reading Fictional

Text) • Unit 5. Pembelajaran Menulis Teks Berbasis Fakta (Teaching Strategies for Writing Factual Text) • Unit 6. Pembelajaran Menulis Teks Berbasis Fiksi (Teaching Strategies for Writing Fictional Text)

These units were used in the training of district facilitators in each of the provinces in late February 2017. This training is described in more detail in Section 3.1

Front page of Module 4 cover for Science in Junior-Secondary Schools.


2.2 Key Persons Meeting: Finalizing Materials for Improved Teacher Practicum Training

The National Training of Improved Teacher Practicum workshop was conducted in July 2016, followed by Provincial Teacher Lab and Partner School Practicum Trainings during quarters 18 and 19. Partner universities worked with their lab and partner schools to introduce materials that provide a focus for improved practicum experiences, particularly encouraging the closer collaboration of the university lecturers and supervising teachers in delivering the practicum program.

During the training, lecturers and teachers gave feedback and valuable input related to improving the quality of the materials. A key persons meeting was conducted on January 18–19, 2017, at the USAID PRIORITAS office to accommodate relevant feedback and to finalize the materials for the Improved Teacher Practicum Training Module. During the two-day meeting, three TTI facilitators and two STTA consultants completed all eight units (including PowerPoint presentations, training booklets, and worksheets). The unit topics are as follows:

Unit 1. Reflective Journal Unit 2. Conference Unit 3. School Observation Unit 4. Guided Teaching Unit 5. Independent Teaching Unit 6. Preparation and Real Teaching Unit 7. Teacher Practicum (PPL) Evaluation Unit 8. Follow-Up Plan

The final version of the materials has been distributed to the relevant project partners and stakeholders.

2.3 Meeting of TTI Partners: Universities, Consortia Partners, Facilitators, and Lab and Partner Schools

During quarter 20, all provinces held a final meeting for project partner universities and all stakeholders, including consortia university partners, project TTI facilitators, lab and partner schools, and district education office representatives. The Teaching and Learning Advisor attended all meetings. The meetings were held on the following dates as noted in Table 4.

Table 4: Meeting of TTI Partners: Universities, Consortia Partners, Facilitators, and Lab and Partner Schools

Province Dates Aceh February 1, 2017 North Sumatra February 3, 2017 Banten January 30, 2017 West Java February 14, 2017 Central Java February 6, 2017 East Java February 20, 2017 South Sulawesi February 23, 2017

The meetings were well attended, with over 100 participants at most events. Partner universities and consortia were represented by their rectors, where possible; vice rectors; and other senior staff. Representatives from lab and partner schools and from district education offices, both MOEC and MORA, were in attendance. All available project TTI facilitators were also in attendance. The objectives of the meetings were


• to share the good practices from schools, TTI, and consortia partners;

• to facilitate and continue to strengthen the professional relationships between the project TTIs, the consortia partners, and lab schools; and

• to discuss sustainability of program activities after the project ends.

The meetings generally followed the same agenda. The opening ceremony included an overview of the project program and activities completed over the past four-and-a-half years, presented by project staff.

The next session included a sharing of experiences by each of the project partners: lecturers, consortia partner universities, lab school teachers, and student teachers. These sessions used videos and presentations to share some of the many activities and teaching and learning events that took place over the lifetime of the project. The lecturers shared their

progress in making learning more student centered in their lecture program delivery and the impact that project materials have made on lecture program design. A number of lecturers described the collaboration and learning, which was experienced by all members of the Classroom Action Research (CAR) team, and how the process had complemented and improved understanding both for lecturers and teachers. Lecturers and teachers discussed the usefulness of the Practicum materials in assisting both parties to provide an improved program for student-teacher preparation.

It was most pleasing to see partner universities adopting and adapting training and materials related to improved reading programs. In East Java, UIN Sunan Ampel has developed their own set of leveled readers, comprising seven levels andcontaining seven titles in each level, based on the leveled reading materials introduced by the project. UIN Sunan Ampel has also developed an Android application for the mobile telephone, “Ayo Membaca,” to assist teachers in tracking books read by

students and to provide information related to reading assessment. This university has also developed a complete 16-week PPL program (teacher preparation program) based on information gained by lecturers during their visit to Michigan State University as part of the PRESTASI program.

A number of provinces held demonstration lessons in active learning by student teachers, and some included examples of active learning from lab and partner school teachers and students. Senior university staff were invited to comment on the model lessons.

Teaching and Learning Advisor, Lynne Hill, presenting an award to

UNNES, a TTI partner of USAID PRIORITAS.

Vice-Rector of UIN Ar-Raniry (Prof. Dr. Syamsul Rijal) giving a speech for the opening ceremony at the Aceh Provincial TTI Meeting.


All provinces included time for group discussions related to sustainability of activities after project closure.

Several partner universities signed letters of commitment, partnership, and MOUs with their consortia and lab and partner schools during the meeting. In Central Java, for example, a partnership agreement was signed between the District Education Office and the Education faculty to extend the collaboration beyond the USAID PRIORITAS program. Also, the lab and partner schools of UIN Walisongo

signed a collaboration with the Science and Technology faculty and Teacher Training faculty of the university to continue the programs.

Ideas for sustainability were discussed in various groups: among partners and consortia members, Lembaga Pendidikan Tenaga Kependidikan ([LPTK)] or Institute of Teachers’ Education) facilitators, and principals and teachers from lab schools, university partners, and district education offices.

The groups discussed what was important, achievable, and affordable to sustain activities, and each drew up action plans accordingly. A number of LPTKs wish to establish a small center of coordination in their university to manage activities with lab and partner schools and district education requests for in-service teacher training. All partners wished to continue the successful mentoring program between the university and their lab and partner schools, using the existing KKG/ MGMP programs, funded by BOS and TTI budgets. Continuing collaborative classroom-based action research was mentioned by partners, and a number wished to develop further the notion

of being a service provider to district education offices. Two university partners discussed forming alumni associations, and in Central Java, the group has already created a social media group and appointed a coordinator.

During the meeting, a book of best practices in teaching and learning for LPTK was presented to the partners and consortia, as well as certificates of appreciation for all partners, consortia, facilitators, and lab schools.

All meetings closed with appreciation expressed to USAID by rectors and vice-rectors for their participation in the USAID PRIORITAS program, and all are hoping for some type of follow-on project to continue to strengthen the quality of pre-service teacher education in their institutions and across Indonesia.

Leaders of TTIs in East Java holding Certificates of Appreciation from USAID

PRIORITAS.

The principal of SDN 101774 TTI Lab School Medan delivering her

testimony about progress in her school during the meeting with USAID PRIORITAS partners.


2.4 Meeting with USAID PRESTASI

During quarter 20, USAID PRESTASI Chief of Party, Randall Martin, and three staff met with project staff to discuss opportunities for a follow-up program for lecturers of project partner universities. It was agreed that CAR was a popular and worthwhile area of capacity building that would be beneficial to partner universities. The USAID PRIORITAS CAR program was successful, not only for promoting collaboration between lecturers and teachers, but also for improving the quality of CAR findings, improving the CAR cycle, data analysis, and learning innovations. Because of time limitations, the project activity did not support scientific writing skills and the development of academic journal articles, which is a necessary part of the research. Lecturers wish to improve their personal journal writing capacity, as well as support both student teachers and teachers, who must produce academic research papers required as part of their course and for accreditation. CAR is very important for TTI lecturers, and collaboration with the Directorate of Learning–MORHE is needed for effectiveness and sustainability of the program. Since the Director of Learning–MORHE also participated in the University Connect program at Michigan State University, such collaboration will be mutually beneficial. On completion of the Scientific Writing Training program of USAID PRESTASI, the Directorate of Learning–MORHE is expected to adopt it and disseminate to other non-partner TTIs. This follow-up program will be proposed to USAID for review.


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 Provincial Training of Trainers in Module 4 and Mentoring

Training of district facilitators in Module 4 and Mentoring took place in all provinces during quarter 20. The activity consisted of two discrete parts:

1. Training in Module 4 focusing on subject content and teaching methodologies took place over two days and was delivered by trainers from the TTIs, who had helped to prepare the module.

2. Training in Mentoring, delivered by district training facilitators who had been trained previously in September 2016 in Yogyakarta, took place over one-and-a-half days.

The training was conducted with district facilitators from 50 partner districts in seven provinces. Participants included three district facilitators for primary school level (Primary Literacy, Primary Science, Primary Math), and three district facilitators for junior-secondary school level (Junior-Secondary Literacy, Junior-Secondary Math, Junior-Secondary Science), from each of the districts represented. Table 5 shows the dates and number of participants in the training for each province.

Table 5: Participants in Provincial Training-of-Trainers in Module 4 and Mentoring

Province Primary School Training Junior-Secondary School Training

Date Number of Participants

Date Number of Participants

M F Total M F Total Aceh Feb 22–25 11 8 19 Feb 22–25 10 9 19

North Sumatra Feb 21–22 8 14 22 Feb 21–22 10 13 23

Banten Feb 16–20 7 4 11 Feb 16–20 7 4 11

West Java Feb 20–24 12 8 20 Feb 20–24 10 9 19

Central Java Feb 20–24 11 8 19 Feb 20–24 14 6 20

East Java Feb 22–25 19 13 32 Feb 22–25 21 10 31

South Sulawesi Feb 15–20 10 15 25 Feb 1–20 15 10 25

Total 78 70 148 87 61 148

A Teacher Training Specialist for junior-secondary school, assisting participants in a

mathematics group during the Module 4 TOT in Banten.


Table 6 and Figure 1 show the distribution of the 296 total training participants by position. Teachers constituted the largest group of participants trained.

Table 6: Participants in Provincial TOT by Position

Position Total

School Principals 53

Teachers 217

School Supervisors 19

MORA Staff 1

Lecturer/University Staff 6

Total 296

Figure.1: Participants in Provincial TOT by Position

a) Training in Module 4

The objective of this training activity was to strengthen the capacity of facilitators in concepts and content in the subject areas of Primary Literacy, Primary Math, Primary Science, Junior Secondary Literacy, Junior Secondary Math, and Junior Secondary Science. During the training, participants were divided into six groups corresponding to the six subject areas. Each group explored and clarified several misconceptions in concepts and skills that have been applied by teachers in the classroom. The titles of the training units can be found in Section 2.1 above.

During the training, participants in the Primary Literacy group were introduced to new reading skills and strategies such as phonemic awareness, read aloud techniques, keeping running records of student progress, and text levelling. The skill of phonemic awareness, an important skill necessary in learning to read, has not previously been a focus in Indonesian literacy development. The participants found this skill challenging. Many of the participants struggled to focus on, and make the sounds of the letters, as the traditional method of teaching reading in Indonesia moves quickly from naming letters to syllabification. The inability of students to hear and identify the sounds of the language was also shown


in below average scores on EGRA tests. As shown during the workshop and on EGRA test scores, the concept of phonemic awareness is one that requires further development for teachers and students.

The general feedback from participants was that the materials were very important and met their needs. Participants identified their preference for the more focused approach to content and application, rather than general pedagogy issues, expressing the wish for more of this type of training. They expressed the hope that following projects will train teachers in content as well as in effective teaching and learning strategies.

b) Training in Mentoring for District Facilitators

The participants in the training in Mentoring for district facilitators were the same as those for Module 4. The training aimed 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 participants were divided into two groups: for primary schools and junior secondary schools.

The training focused primarily on classroom observation. On the first day of the training, the participants watched and discussed videos of teaching and learning. The primary school level participants watched a total of eight videos and analyzed six of them (a thematic video; and social studies, science, and Bahasa; and 2 videos on literacy). The junior secondary school participants analyzed 4 videos (math, science, and 2 videos on Bahasa Indonesia). They also watched a further two videos on English and social studies without discussing them.

Participants identified and discussed good practices in the lessons they observed, as well as those practices that need improving in various teaching areas, including:

• The lesson introduction

• Classroom management

• Questioning and task assignment

• Students’ written work.

At the end of day one, the participants practiced giving feedback to teachers during mentoring, to improve the teaching and learning processes.

On the second day of mentoring training, the participants observed real teaching in a project partner school, to practice in a real situation observing and identifying good practices and practices that needed improving, as well as discussing how to address any issues they found.

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.


3.2 District Training of District Facilitators in Module 4 and Mentoring

Following the provincial TOT, which was attended by only three participants from primary schools and three participants from junior secondary schools in each district, the participants were to share the training with other district facilitators and teachers. This sharing has been taking place in most cases through a series of district facilitator meetings. However, in some districts, the junior secondary school training has been delivered directly through the teachers working groups (MGMP).

Table 7 shows the status of the Module 4 and Mentoring training in the 50 USAID PRIORITAS partner districts. The activities were completed in March 2017 in 31 districts and will be completed in the remaining 11 districts in April 2017.

Table 7: District Training of District Facilitators Province District Status

Aceh Pidie Jaya Completed March 2017 Aceh Tamiang Completed March 2017 Bener Meriah Completed March 2017 Aceh Barat Daya Completed March 2017 Aceh Jaya Completed March 2017 Aceh Utara Started March – to be completed April 2017

North Sumatra Toba Samosir Completed March 2017 Humbahas Completed March 2017 Medan Completed March 2017 Nias Selatan Completed March 2017 Langkat Scheduled April 2017 Sergai Started March – to be completed April 2017 Labuhanbatu Utara Scheduled April 2017 Labuan Batu Completed March 2017

Banten Pandeglang Completed March 2017 Kab. Tangerang Completed March 2017 Tangerang Selatan Scheduled April 2017 Kab. Serang Completed March 2017

West Java Ciamis Completed March 2017 Tasikmalaya Completed March 2017 Kuningan Completed March 2017 Bekasi Completed March 2017 Cirebon Completed March 2017 Bandung Barat Completed March 2017 Cimahi Completed March 2017

The participants are enthusiastic about a science experiment during a meeting of district training facilitators, to train them in Module 4 and Mentoring in Lamongan, East Java.


Province District Status Central Java Purbalingga Completed March 2017

Banjarnegara Completed March 2017 Wonosobo Completed March 2017 Pekalongan Completed March 2017 Batang Completed March 2017 Semarang Completed March 2017 Sragen Completed March 2017

East Java Blitar Completed March 2017 Pamekasan Completed March 2017 Kab Mojokerto Started March – to be completed April 2017 Situbondo Completed March 2017 Madiun Completed March 2017 Lumajang Completed March 2017 Ngawi Completed March 2017 Banyuwangi Completed March 2017 Lamongan Completed March 2017 Jombang Completed March 2017 Kota Batu Started March – to be completed April 2017

South Sulawesi Bone Completed March 2017 Takalar Completed March 2017 Maros Completed March 2017 Bantaeng Started March – to be completed April 2017 Pare-pare Scheduled April 2017 Tana Toraja Scheduled April 2017 Wajo Scheduled April 2017

3.3 Implementation of Module 4 at School and Cluster Level

Both Module 4, which consisted of a large number of units, and the videos used in the Mentoring training, were designed to be used as a unit or a video at a time during teachers’ working group meetings (KKG and MGMP) over a period of months. District facilitators are also encouraged to make their own videos of lessons to use as discussion material in teachers working group meetings.

3.4 Other District Level Activities

Other district level activities continuing with project support during quarter 20 include:

• Mentoring of teachers in a few districts through the KKG and MGMP to follow up on Module 3 training; and

• Dissemination of project teacher and school principal training to additional non-project schools (reported in more detail in Section 5).

3.5 National Literacy Awards for USAID PRIORITAS Districts

To support the literacy program being implemented by MOEC and at the request of the ministry, USAID PRIORITAS selected 19 of its partner districts with good examples of literacy programs and provided MOEC with details of each district’s program. The National School Literacy Organisation formed by the ministry assessed the 19 districts and ranked 10 of them as “very good” and the remaining nine districts as “good.”

MOEC then invited the Heads of the 19 districts and the Heads of their Education Offices to Jakarta to take part in an event at MOEC on March 20, 2017, at which each district was awarded a certificate


of appreciation signed by the Minister of Education. Table 8 shows the list of districts receiving the award.

Table 8: List of Districts Receiving the National Literacy Award No. Province District Ranking

1 Aceh Aceh Barat Daya Good 2 Aceh Bireun Very Good 3 North Sumatra Labuhanbatu Good 4 North Sumatra Serdang Bedagai Very Good 5 Banten Serang Good 6 Banten Kabupaten Tangerang Good 7 West Java Tasikmalaya Very Good 8 West Java Cimahi Very Good 9 West Java Bandung Barat Very Good 10 Central Java Banjarnegara Good 11 Central Java Demak Good 12 Central Java Sragen Good 13 East Java Lumajang Very Good 14 East Java Sidoarjo Very Good 15 East Java Banyuwangi Good 16 East Java Blitar Very Good 17 South Sulawesi Wajo Good 18 South Sulawesi Sidenreng Rappang (Sidrap) Very Good 19 South Sulawesi Maros Very Good

The award event was hosted by the Director-General of Basic and Secondary Education, Hamid Muhammad Ph.D., who made a speech at the ceremony praising the achievements of the districts and their schools and hoping that these achievements would serve as an example and motivation to other districts and schools. He then presented the awards to the districts classed as “very good.” The USAID Education Office Director, Dr. Peter Cronin, made a speech on behalf of USAID in which he expressed appreciation of the excellent cooperation between the Government of Indonesia (GOI), USAID, and the project. He also presented the awards to the districts classed as “good.”

A primary school student from SD Allakuang, Sidrap, South Sulawesi, and two junior secondary school students from Lumajang, East Java, gave presentations about the literacy programs in their schools. The presentations were very well received by the participants in the event. Representatives of seven districts, mainly District Heads, one from each partner province, then joined a panel to explain about the literacy program in their districts.

District heads and mayors receive the USAID Prioritas Literacy Award for their commitment to supporting and implementing a reading culture in

schools.


4 GOVERNANCE, MANAGEMENT, AND LINKAGES The focus of the Governance and Management program in quarter 20 was to support the dissemination and sustainability of project interventions and outcomes through:

1. Monitoring the implementation of district and MORA policies and plans relating to the dissemination and sustainability of good practices developed under USAID PRIORITAS; and

2. Policy dialogue and advocacy at national and sub-national levels.

During this quarter, the project monitored the development of budgeted annual plans, based on five-year strategic plans (renstra) prepared the previous year. These plans focus on dissemination and sustainability of USAID PRIORITAS programs in annual district and MORA budgets. At the same time, the project continued to advocate for dissemination and sustainability of good practices at the district level.

A number of policy studies were completed this quarter. USAID PRIORITAS also took part in key planning and policy discussions at the national level. Each of these is discussed below.

4.1 Policy Implementation in Districts

Support for districts and for MORA with the Teacher Deployment Program and planning for CPD finished in 2016. Monitoring the development of policy implementation continues. To date, 48 district regulations have been promulgated as a result of USAID PRIORITAS interventions: 33 regulations about teacher deployment in partner districts, seven regulations about CPD, and eight regulations about literacy and reading culture. These include the following new regulations:

• Blora Bupati Decree No. 25, 2016, on the Implementation of Continuing Professional Development for Teachers in Blora Region.

• Purbalingga Bupati Regulation No. 2, 2016, on Mentoring and Continuing Professional Development for Teachers and Education Personnel.

• Aceh Tamiang Bupati Decree No. 5, 2016, on Mentoring and Continuing Professional Development for Teachers and Education Personnel.

• Aceh Tamiang Bupati Regulation No. 6, 2016, concerning restructuring and equal distribution of teachers in Aceh Tamiang District.

4.2 Budgeting for Dissemination in District Budgets (APBD 2017)

As a follow-up to the workshop on dissemination of good practices conducted in quarter 18, project partner districts, which had held elections in 2015, prepared indicative budgets for the five principal USAID PRIORITAS programs: active learning, school-based management, teacher management (including teacher deployment and CPD), literacy/reading culture, and inclusive education. The indicative budget for the 2017–2021 period in these 37 districts amounted to 1.13 trillion IDR (approximately 87 million USD).

During quarter 20, the project (Provincial Specialists assisted by District Coordinators) began identifying the allocations for dissemination of good practices in each district’s budget (APBD) for 2017. Budget allocations for districts in Central Java and Banten are reported in Table 9 below; other provinces’ budgets are still in process.


Table 9: 2017 District Budget Allocations for Dissemination of USAID PRIORITAS Programs, Central Java and Banten (in millions of Indonesian rupiah)

Province and

Districts

Dissemination of Training in

Active Learning

Teacher Management

Literacy/ Reading Culture

Dissemination of Training in School-Based Management

Inclusive Education Total

Central Java Karanganyar 235.00 500.00 4,068.25 468.16 – 5,271.41 Boyolali 365.00 – – – – 365.00 Semarang 37.21 40.81 3,956.13 59.29 177.55 4,270.99 Purbalingga 140.00 – – – – 140.00 Wonosobo – – – 75.00 100.00 175.00 Sragen 4,067.13 645.00 315.00 603.47 386.00 6,016.60 Blora 100.00 – – – – 100.00 Pekalongan 737.00 – – 1,674.00 54.00 2,465.00 Grobogan – – – – 163.10 163.10 Purworejo 310.43 – 1,767.64 44.64 – 2,122.72 Banjarnegara 300.00 100.00 350.00 280.00 – 1,030.00

Banten Serang 2,482.16 50.00 – 486.73 – 3,018.89 Pandeglang 1,500.00 50.00 – 1,050.00 – 2,600.00 Tangerang Selatan – – – – – – Cilegon 700.00 – – 160.00 – 860.00 Kab. Tangerang 84.99 – – – – 84.99 Lebak 1,911.00 – 200.00 729.68 – 2,840.68

Total 12,969.92 1,385.81 10,657.02 5,630.97 880.65 31,524.37

During the previous quarter, USAID PRIORITAS completed a program of support for MORA to plan and budget for dissemination training to reach all madrasah in partner districts. This support included workshops at national and provincial levels and follow-up mentoring at the district level. The national level workshop was fully funded by MORA. Monitoring of MORA 2017 budget allocations in each district for dissemination of USAID PRIORITAS programs also began this quarter. Table 10 below, shows the 2017 allocations for districts in Banten Province.

Table 10: 2017 MORA Budget Allocations for Dissemination of USAID PRIORITAS Programs, Banten Province (in Indonesian rupiah)

District

Dissemination of Training in Active

Learning

Dissemination of Training in School-Based Management

Literacy/ Reading Culture Total

Serang 144,000,000 144,000,000 Pandeglang 181,650,000 181,650,000 90,825,000 454,125,000 Tangerang 988,000,000 988,000,000 Tangerang Selatan

89,200,000 68,400,000 157,600,000

Lebak 787,030,400 251,524,800 1,038,555,200 Cilegon 293,970,000 86,430,000 380,400,000 Kota Tangerang 1,470,000,000 245,000,000 1,715,000,000 Total 3,953,850,400 833,004,800 90,825,000 4,877,680,200

4.3 National Consultation Meeting, Ministry for Education and Culture, 2017

USAID PRIORITAS was invited to participate in MOEC’s annual National Consultation Meeting, known as “Rembuk Nasional,” on January 26–27, 2017. The Rembuk Nasional is a meeting held annually in January to formulate plans and a policy agenda for the coming year (for implementation of the annual work plan, which had been prepared in the previous year). USAID PRIORITAS representatives took part in two types of activities: an education exhibition and a commission meeting.


a) Education Exhibition

USAID PRIORITAS books on good practices in active learning, school-based management, and teacher management were on display at the exhibition, as well as training modules and various guidebooks.

Copies of the USAID PRIORITAS book, Good Practices in Teacher Management, was distributed to 525 Heads of District Education Offices and 34 Heads of Provincial Education Offices, as well as to several officials from MOEC’s Directorate General of Personnel.

Other good practice books (Active Learning and School-Based Management), along with training modules and guidelines, were handed out at the close of the meeting, as only a limited number were available.

b) Commission Meetings

The proceedings of the Rembuk Nasional were divided into three commissions as noted below.

Commission 1: Improvement of Educational Equity Services, with sub-themes:

• Improving Implementation of the Smart Indonesia Program (Program Indonesia Pintar or PIP) • Developing Education and Culture for the Remote Areas

Commission 2: Quality, Relevance, and Competitiveness, with the sub-themes:

• Implementation of the 2013 Curriculum • Strengthening Character Education • Improving Indonesia’s Competitiveness through Vocational Education and Training • Quality Improvement and Management of Teachers and Education Personnel • Strengthening the Assessment System

Commission 3: Strengthening the Governance of Education and Culture, with sub-themes:

• Strengthening the Central and Regional Synergy in the Implementation of Law No.23/2014 on Education and Culture

• Institutional Strengthening and Governance of Education.

A representative of USAID PRIORITAS took part in the Commission 2 sessions on Quality Improvement and Management of Teachers and Education Personnel and gave important input based on the experience, outcomes, and lessons learned from USAID PRIORITAS.

4.4 Development of Region-Based Technical Education Standards

USAID PRIORITAS took part in a meeting on February 21, 2017, called by MOEC’s Expert Staff on Central and Regional Relations, to discuss the development of region-based education indicators. The purpose of the meeting was to boost the quality of education in the regions, to address the quality gap between the schools within regions and between regions, as well as the diversity of local characteristics in different areas.

As part of the formal planning process for the education sector, each level of government (central, provincial, and district) prepares five-year strategic plans that include indicators for the success of each program. It is important that the indicators in these plans are well aligned between each level, to ensure coordination of policy and programs and, thereby, overall efficiency and effectiveness within the education system. A substantial misalignment would suggest a poorly coordinated policy and planning framework, with resulting inefficiencies and ineffectiveness in policy implementation. Meanwhile, it is expected that districts and provinces will include some indicators specific to their context, reflecting local needs and priorities.


USAID PRIORITAS mapped the indicators for education in 37 partner districts that had held local elections in 2015. The results of the mapping revealed three items of interest:

1. A significant variation originally existed in the alignment of MOEC’s national indicators with district indicators. This variation ranged from between 15% to 77%, with an average of 32% (meaning about one-third of district indicators were aligned with national indicators).

2. Following the USAID PRIORITAS workshop in these districts, the indicator alignment increased to an average of 55%, with a range of 25% to 85% (as in Figure 2 below).

3. Some districts have produced region-specific indicators, such as illiteracy levels, provision of local scholarships, and transition rates from primary to secondary education.

The USAID PRIORITAS experience in mapping and improving the alignment of planning indicators between districts and the center proved very valuable as input to MOEC’s effort to develop region-based education indicators and education standards.

Figure.2: Alignment of Planning Indicators between Districts and MOEC, 2015–2019

4.5 Policy Studies

Several policy studies are being conducted during the final project period. These add to earlier studies conducted, which included Collaborative District Capacity Assessments (2012, 2013, and 2014), a study on the Role of the Province in Education Management (2012), a study of Teacher Deployment in Cohort 1 Districts (2015), and a study of the USAID PRIORITAS Teacher Deployment and Teacher Continuing Professional Development (CPD) Programs (2016).

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The aim of these studies 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. Studies completed this quarter include the following:

1. A review of the USAID PRIORITAS TTI interventions to identify early impacts, lessons learned, and policy implications was completed this quarter and discussed with USAID and project personnel at the national team meeting in February.

2. A study to assess the supply and demand for new teachers in coming years was completed and discussed with MORHE on March 20, 2017.

3. A review of the pilot program in West Papua was also completed this quarter.

Final reports on these three studies will be submitted to USAID in the coming quarter. Each of these is discussed below.

4.5.1 A Review of the USAID PRIORITAS TTI Program

This substantial TTI Program review was completed in the previous quarter. The study investigated the TTI program, bringing together and analyzing existing project documents and M&E reports, and providing data on facilitators and participants,\. information on TTI partnerships with districts and other agencies; and the advice and comments of TTI specialists, consultants, and counterparts.

A presentation on the review was given to USAID and project personnel at the national team meeting in February. Key outcomes, lessons learned, and recommendations for the future were discussed. Through discussion with field staff, it became evident that the number of training participants had been somewhat underreported. This problem arose due to inconsistent designation of activities and training events in field offices. As a result, a thorough review of the training data was conducted. According to the latest updated project data, USAID PRIORITAS has trained a total of 3,180 participants in the TTI program. This includes 1,431 lecturers from partner TTIs; a further 268 facilitators, who are lecturers from the same partner TTIs; 947 lecturers from consortia TTIs; and 52 non-academic staff (mainly trainers from MOEC’s teacher-training centers, known as LPMP, and supervising teachers from lab and partner schools). Including the facilitators, a total of 1,699 lecturers were thus trained from the 16 partner TTIs. This total does not include the approximately 2,000 lecturers and others trained in TTI-funded and co-funded dissemination activities.

The final report is being edited and will be submitted next quarter. The report outlines the objective of the program and the project’s response. It describes the context, focusing on the current state of teacher training in Indonesia, including challenges, and discusses project outcomes, impact, issues, and lessons learned, with recommendations for the future.

4.5.2 Teacher Supply and Demand Study

USAID PRIORITAS completed the Teacher Deployment program, known as Penataan dan Pemerataan Guru (PPG) in 50 districts in 2015. 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 became clear that a substantial oversupply of teachers exists in Indonesia. However, a disparity exists between the supply of primary and the supply of secondary level teachers, with an undersupply in the former and an oversupply in the latter.


Improved incomes for teachers as a result of the teacher certification program have made teaching a more desirable profession, and there is increased demand for places in teacher training institutes (TTI). Partly as a result of this, recent years have seen an increase in the number of small independent TTIs. According to MORHE, many of these are of poor quality.

In response to a request from MORHE’s Director General of Institutions (Dirjen Kelembagaan), USAID PRIORITAS undertook a small study to determine (1) the demand for new primary school teachers over the coming years, and (2) the supply of new primary school teachers over the coming years, given current conditions.

The Supply and Demand study considered 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 coming years. To determine trends in supply, the study looked at current and projected enrollments in Primary School Teacher Education Department (PGSD) programs across the country, along with completion rates. The study found that, based on these trends, an undersupply of teachers is expected for primary schools over the coming eight years. Results were disaggregated by region. Although efforts to improve the efficiency of teacher deployment can somewhat mitigate the undersupply, it will still be evident. Undersupply mitigation efforts include merging small schools, creating multi-grade classes, and redeploying subject teachers that are surplus to current requirements.

This Supply and Demand study was completed during quarter 20 and results were presented to MORHE’s Director of Higher Education—Institutional Development (Direktur Pengembangan Kelembagaan Pendidikan Tinggi) on March 20, 2017. The response was very enthusiastic. The results of this study will enable MORHE to determine numbers of new primary school teachers required and to regulate TTIs accordingly. The Director indicated that he will use the study findings as a basis for policy (particularly limiting approvals for new TTIs in Java in the immediate future) and, further, that he intends to commission a follow-up study, fully-funded by MORHE, using the same methodology to assess supply of, and demand for, subject-based teachers in junior- and senior-secondary schools (SMP, SMA, and SMK).

Front page of the Teacher Supply and Demand Study.


5 DISSEMINATION OF SCHOOL LEVEL PROGRAMS Table 11 shows that during quarter 20, dissemination in seven provinces involved 17,042 participants (mainly teachers). As in the previous quarters, the dissemination involved more female (59.2%) than male teachers (40.8%). These participants came from 4,230 schools, with the largest number coming from West Java, Central Java, and East Java. The table also shows that the average number of participants per school is 4.0.

Table 11: Number of Participants of Dissemination Activities in Quarter 20, by Province

Province Male Female

Male + Female

No. of Schools

Participant/ School

(1) (2) (3) (4) (5=3:4) Aceh 55 291 346 41 8.4 North Sumatra 105 384 489 80 6.1 Banten 130 251 381 126 3.0 West Java 2,457 2,917 5,374 1,340 4.0 Central Java 1,618 2,144 3,762 1,146 3.3 East Java 2,159 3,141 5,300 1,120 4.7 South Sulawesi 433 957 1,390 377 3.7 Grand Total 6,957 10,085 17,042 4,230 4.0 Percentage 40.8% 59.2% 100.0%

The following Table 12 presents the total number of participants between 2013 and 2017 (quarters 4 to 20). During 17 quarters of project implementation, the total number of participants of dissemination activities amounts to more than 230 thousand. The percentage of female participants (65.3%) has always been higher than the percentage of male participants (34.7%), and the average number of participants per school is 6.7.

Table 12: Total Number of Participants of Dissemination Activities in 2013–2017 (Quarter 4 to 20), by Province

Province Male Female

Male + Female

No. of Schools

Participant/ School

(1) (2) (3) (4) (5=3:4) Aceh 5,752 13,911 19,663 2,487 7.9 North Sumatra 8,779 28,946 37,725 3,975 9.5 Banten 5,939 12,782 18,721 2,583 7.2 West Java 13,956 21,880 35,836 6,269 5.7 Central Java 20,281 30,046 50,327 7,022 7.2 East Java 19,331 29,527 48,858 8,027 6.1 South Sulawesi 6,603 14,704 21,307 4,268 5.0 D.I. Yogyakarta 162 80 242 84 2.9 Grand Total 80,803 151,876 232,679 34,715 6.7 Percentage 34.7% 65.3% 100.00%

The project is continuing to work on an accurate head-count of the number of schools participating in project activities. In Table 12, the number noted in column 4 (No. of Schools) is the temporary result of this head count. This number is expected to decline in the future, since the cases of one school recorded with two different spellings are still being identified.

Table 13 shows that during quarter 20, the local contribution (mainly from district or school budget) was 406,267 USD (79.5%) and USAID PRIORITAS contributed 104,903 USD (20.5%).


Table 13: Expenditure of Dissemination Activities in Quarter 20 (USD)

Province GOI USAID PRIORITAS TOTAL

Aceh 17,997 0 17,997 North Sumatra 35,885 0 35,885 Banten 26,745 3,531 30,276 West Java 86,748 14,423 101,171 Central Java 85,131 31,407 116,538 East Java 129,882 43,881 173,763 South Sulawesi 23,879 11,661 35,540 Grand Total 406,267 104,903 511,170 Percentage 79.5% 20.5% 100.0%

*) 1 USD = 13.000 IDR

Table 14 shows that during 17 quarters of the project life (2013–2017), the total expenditure for dissemination activities has been more than 9.68 million USD, of which 83.2% consists of local contributions.

Table 14: Total Expenditure of Dissemination Activities in 2013–2016 (Quarter 4 to 20, in USD)

Province GOI USAID PRIORITAS TOTAL

Aceh 1,710,323 108,936 1,819,259 North Sumatra 1,830,024 202,522 2,032,546 Banten 546,289 62,317 608,606 West Java 962,229 197,466 1,159,695 Central Java 886,915 490,069 1,376,984 East Java 1,620,290 357,580 1,977,870 South Sulawesi 471,284 208,007 679,291 D.I. Yogyakarta 25,383 4,327 29,710 Grand Total 8,052,737 1,631,224 9,683,961 Percentage 83.2% 16.8% 100.0%

Details of dissemination by district are included in Annex 4.


6 COORDINATION WITH THE GOVERNMENT OF INDONESIA (GOI)

Coordination with national level ministries, especially MOEC, MORA, and MORHE, has been ongoing during quarter 20.

6.1 Memorandum of Assistance

A Memorandum of Understanding (MOU) between USAID and MOEC, which formalizes the relationship between the two institutions, was signed in February–March by the USAID Mission Director, Erin McKee, and the Director General of Primary and Secondary Education, Hamid Muhammad Ph.D. This MOU replaces the former Assistance Agreement between USAID and the Coordinating Ministry for People’s Welfare (MENKO KESRA/PMK) and supports the legal basis for project activities in the country.

6.2 MOEC Consultation Meetings

As reported in Sections 4.3 and 4.4, USAID PRIORITAS took part in two MOEC consultation meetings at the ministry’s invitation. These meetings were as follows:

1. USAID PRIORITAS was invited to participated in MOEC’s annual National Consultation Meeting, known as “Rembuk Nasional,” on January 26–27, 2017. The Rembuk Nasional is a meeting held annually in January to formulate plans and a policy agenda for the coming year (for implementation of the annual work plan, which was prepared in the previous year).

2. USAID PRIORITAS took part in a meeting on February 21, 2017, called by MOEC’s Expert Staff on Central and Regional Relations, to discuss the development of region-based education indicators. The purpose of the meeting was to boost the quality of education in the regions, to address the quality gap between the schools within regions and between regions, as well as the diversity of local characteristics in different areas.

6.3 General Coordination Activities

Meanwhile, coordination continued at the 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 detailed reports included in Annex 3.


7 COMMUNICATIONS

7.1 Newsletter

The sixteenth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN, was printed and published in quarter 20. The newsletter contains articles with information on many of the project’s activities and good practices, including: (1) The Ministry of Education and Culture Presents Literacy Awards to 19 USAID PRIORITAS Partner Districts; (2) Progress in Partner Schools; (3) Jeff Cohen, Director for Strategic Planning from the USAID Asia Bureau, visits SDN Sumbergondo 2, Batu, and the State Islamic University of Sunan Ampel in Surabaya; (4) Collaboration between Mentoring Lecturers and Teacher Tutors Results in Quality Practicums for Trainee Teachers; (5) Students Conducting Teaching Practicums Using Active Learning; (6) Facilitators Mentoring Teachers to Improve the Quality of Teaching and Learning; (7) Good Practices Books on Teacher Training Institutes, Teacher Deployment, Active Learning, School-Based Management, and Reading Culture; (8) Bring Trainee Teachers Closer to Schools and Create a Literacy Program; (9) Module 4 Strengthens Teachers’ Mastery of Material and Methods; (10) Training on the Role of Principals and Supervisors Helps Implement Whole-School Development.

Articles describing good practices observed in the field include: (1) Changes in Primary Schools in Makassar; (2) Active Learning and Scientific Literacy; (3) A “Learning Paradise” at SDN Bakaran Batu; (3) Developing Creative Students while Studying the Indonesian Language; (4) Transparency and Accountability: The Keys to Mobilizing Community Funds for Learning and Development at MI Sumurrejo; (5) SDN 2 Lembah Sabil, a Village School with National Achievement; (6) Madrasah Becomes an Example to Others; (7) UNY Builds on the USAID PRIORITAS Program; (8) Bring Trainee Teachers Closer to Schools and Create a Literacy Program; (9) Showcase for Papuan Students’ Skills in the 3 “Rs”; (10) Friends of the Library Make SDN Temas 1 National Champion. (11) Three Literacy Programs in Perbaungan.

A total of 11,100 copies were published and distributed to key partners and stakeholders in all project provinces, as shown in Table 15.

Front page of the national newsletter, PRIORITAS

PENDIDIKAN, sixteenth edition.


Table 15: Distribution of the National Newsletter, Sixteenth 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

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 onto the website. The number of unique visitors to the website increased from 177,377 in quarter 19 to 219,025 in quarter 20 as shown in Table 16.

Table 16: Number of Hits on Project Website in Quarter 10 Month Unique Visitors Hits Bandwidth

January 2017 63,660 1,608,508 86.14 GB February 2017 64,942 1,433,144 70.24 GB March 2017 90,423 1,697,434 81.94 GB Total 219,025 4,739,086 238.32 GB

7.3 Media Monitoring

During the period of January to March 2017, USAID PRIORITAS activities were published in the mass media, totaling 1,354 news items. The media covered reading programs, CPD, teacher deployment, school-based management, teaching and learning, teacher training institutes, and the reading program. Table 17 shows the total monthly media coverage.

Table 17: Monthly Media Coverage Month Total Media Total News

January 2017 239 437 February 2017 190 314 March 2017 309 603

Total 738 1,354


7.4 Project Videos

The project communication team produced a total of 17 videos during quarter 20, as shown below:

• Literacy for Early Grades: Phonological awareness, shared writing, modeled writing, and reading assessment.

• Videos for Module 4 for Primary Schools (5 videos)

• Teaching Text-Based Fact and Fiction: Videos for Module 4 for Junior-Secondary Schools (2 videos)

• USAID Prioritas Literacy Award (2 videos)

• Program and Impact of USAID PRIORITAS in Teacher Training Institutes (videos made by each province – 8 videos)

These videos are very useful in illustrating the processes and goals that the project is aiming to accomplish.

7.5 Good Practices Books

The project communication team has compiled and formatted books on good practices, focusing on impacts of the USAID PRIORITAS program. The books document the experiences of lecturers, teachers, student-teachers, and the staff of the Education Office in implementing the outcomes of USAID PRIORITAS’ training and mentoring programs. The following two good practices books were produced during quarter 20:

1. Good Practices Book on Teacher Governance

2. Good Practices Book on Teacher Training and Integration between TTIs and Schools.

Examples of front pages of the “good practice” books on teacher governance and teacher training and on

integration between TTIs and schools.


8 MONITORING AND EVALUATION During quarter 20, the monitoring and evaluation (M&E) team has implemented two main activities:

1. Conducted the third round of monitoring in the TTI lab and partner schools; and

2. Prepared the final report of school monitoring in Cohort 1, Cohort 2, and Cohort 3 districts.

8.1 Conducting Third Round of Monitoring of the Lab and Partner Schools

The project is working together with 16 TTIs in the seven provinces, excluding Papua, in building the capacity to provide better quality of instruction. A part of the joint undertaking is to include 144 TTI partner schools (nine per TTI: six primary and three junior-secondary) in the project intervention.

Beginning in 2014, the first baseline monitoring was conducted in a sample of five schools (three primary and two junior-secondary schools from each of the 16 TTIs). The total monitoring sample for 16 TTIs consisted of 80 schools: 48 primary schools and 32 junior-secondary schools. The second monitoring round was conducted in 2015, and the third monitoring round (final or endline) was conducted in February–March 2017. The monitoring methodology is the same as was applied for the school monitoring in the 50 USAID PRIORITAS partner districts in terms of aspects covered, instruments used for data collection, and analysis methods applied.

In 2017, the data collection was carried out by 82 enumerators, comprising school supervisors, principals, and teachers. Most of these 82 were also enumerators for data collection in the sample schools of partner districts. Only in Aceh were six enumerators selected from among the project’s provincial staff, and another six were new graduates from the TTI in Banda Aceh. (Table 18).

Table 18: The Number of Enumerators for TTI Lab School Monitoring, by Profession Supervisors Principals Teachers Others Subtotal Aceh - - - 12* 12 North Sumatra 1 1 4 - 6 Banten 1 2 6 1 10 West Java 5 1 3 - 9 Central Java 13 8 3 - 24 East Java 4 6 5 - 15 South Sulawesi 1 3 2 6

Total 25 18 24 15 82 *Team of Enumerators in Aceh comprised six PRIORITAS staff and six new graduates from the TTI.

The monitoring took three to five days in each province. In Central Java, the monitoring was conducted in two separate periods of time because the original schedule was revised due to the availability of the sample schools. (Table 19)

Table 19: Time Schedule for the TTI Lab School Monitoring in 2017

No. of TTIs No. of Sample

Schools Start End Aceh 2 10 February 14 February 17 North Sumatra 2 10 February 20 February 24 Banten 2 10 February 28 March 3 West Java 2 10 March 1 March 3 Central Java* 3 15 February 21-22 March 7-8 East Java 3 15 February 20 February 23 South Sulawesi 2 10 March 1 March 07 Total 16 80 *Central Java had two periods of data collection.


During the monitoring, teaching observation and interviews were conducted in the early grade classes and also in the higher grades (grade 4, grade 5, and grade 8). The total number of teachers observed and interviewed in primary and junior-secondary schools is presented in Tables 20 and 21.

Table 20: Number of Teachers Observed and Interviewed, by Province (Primary)

Province No. of TTI No. of Sample

Schools Early Grade

Teachers Grades 4 & 5

Teachers Aceh 2 6 12 18 North Sumatra 2 6 12 18 Banten 2 6 12 18 West Java 2 6 12 18 Central Java 3 9 18 27 East Java 3 9 18 27 South Sulawesi 2 6 12 18 Total 16 48 96 144

Table 21: Number of Teachers Observed and Interviewed, by Province (JSS)

Province No. of TTI No. of Sample

Schools Grade 8 Teachers Aceh 2 4 12 North Sumatra 2 4 12 Banten 2 4 12 West Java 2 4 12 Central Java 3 6 18 East Java 3 6 18 South Sulawesi 2 4 12 Total 16 32 96

During the monitoring, the students in grade 4 and grade 5 (primary) and in grade 8 (Junior Secondary) were also tested in Bahasa Indonesia (reading and writing), mathematics, and science. The total number of students tested in each of the subjects is 5,331 (Tables 22 and 23).

Table 22: Number of Primary School Students Tested in Bahasa Indonesia, Mathematics. and Science

Province

Bahasa Indonesia Mathematics Science Total Reading Writing

M F M F M F M F M F Aceh 47 56 47 56 41 65 44 76 179 253 North Sumatra 53 51 53 51 52 48 53 67 211 217 Banten 47 46 47 46 39 56 45 39 178 187 West Java 30 56 30 56 30 54 42 47 132 213 Central Java 63 80 63 80 74 76 134 113 334 349 East Java 66 65 66 65 56 70 62 72 250 272 South Sulawesi 52 40 52 40 45 36 59 59 208 175 Total 358 394 358 394 337 405 439 473 1,492 1,666


Table 23: Number of Junior-Secondary School Students Tested in Bahasa Indonesia, Mathematics, and Science

Province

Bahasa Indonesia

Mathematics Science Total Reading Writing M F M F M F M F M F

Aceh 30 39 30 39 24 46 22 52 106 176 North Sumatra 32 43 32 43 28 52 39 42 131 180

Banten 36 42 36 42 33 44 31 29 136 157

West Java 12 39 12 39 26 25 27 24 77 127 Central Java 51 73 51 73 58 65 56 61 216 272

East Java 41 43 41 43 44 40 40 64 166 190 South Sulawesi 25 33 25 33 28 31 34 30 112 127

Total 227 312 227 312 241 303 249 302 944 1,229

The monitoring data are being processed and analyzed, and the summary results of the three monitoring rounds (2014, 2015, and 2017) in TTI partner schools (baseline, midline, and endline) will be reported in May 2017.

8.2 Preparing the Final Report of School Monitoring in Cohort 1, Cohort 2, and Cohort 3 Districts

The final school level monitoring was conducted from September to December 2016. The monitoring covered all 638 samples of partner and comparison schools in 50 partner districts (Table 24).

Table 24: Total Number of Schools Monitored in 2016.

Partner Schools Comparison Schools Grand Total Cohort 1 157 157 314

Cohort 2 135 140 275

Cohort 3 49 0 49

Grand Total 341 297 638

The monitoring data has been processed and analyzed. Table 25 presents the preliminary results of the baseline, midline, and endline of the school monitoring. Some general results are noted as follows:

• The overall trend in the three cohorts shows that steady improvements were taking place for all 13 school-related indicators in the three cohorts. The biggest improvement took place from baseline to midline. Modest improvement was still taking place from midline to endline, but not as impressive as the improvement from baseline to midline had been.

• The biggest improvement was in the teaching and learning indicators (1R1, 1R2, 1R3, 1R6), while modest but steady increase took place for school leadership, management, and governance indicators (1R16, 2R1, 2R2).

• Although improvement was noted among comparison schools, their level of improvement was neither as high nor as steady as in the partner schools.

• The achievements of schools in Cohort 3 districts have been outstanding. The Cohort 3 achievement within two years (2014–2016) at endline was very close (even higher in some cases) to the Cohort 1 achievement in four years (2012–2016) and Cohort 2 achievement in three years (2013–2016). That the Cohort 3 districts applied and voluntarily joined the project may have contributed to that outstanding performance.


Table 25: Summary of the Baseline, the Midline, and the Endline of School Monitoring Results in Cohort 1, 2, and 3 Partner Districts

Indicator Partner Schools Comparison Schools Baseline Midline Endline Baseline Midline Endline

Year of monitoring Cohort 1

Cohort 2 Cohort 3

2012 2013 2014

2014 2015 2015

2016 2016 2016

2012 2013 2014

2014 2015 2015

2016 2016 2016

1.R1 Teachers demonstrate good practices in teaching and assessment

Cohort 1 21.6% 59.6% 79.9% 27.7% 29.1% 40.1% Cohort 2 16.6% 75.9% 85.9% 19.2% 42.3% 42.0% Cohort 3 19.0% 85.0% 86.4% 1.R2 Early grades teachers

demonstrate good practices in teaching and assessing reading

Cohort 1 13.0% 66.8% 87.6% 15.8% 38.5% 44.9% Cohort 2 15.2% 77.5% 80.0% 15.6% 35.0% 49.4% Cohort 3 5.4% 67.9% 85.7% 1.R3 Teachers of all subjects support

the development and reinforcement of students’ reading skills

Cohort 1 8.7% 48.4% 71.5% 12.5% 31.1% 37.8% Cohort 2 16.4% 53.7% 67.4% 20.7% 30.2% 39.9% Cohort 3 8.2% 57.8% 69.4% 1 R5 Students demonstrate positive

learning behaviors

Cohort 1 16.8% 81.3% 89.2% 22.9% 52.9% 58.6% Cohort 2 22.7% 80.7% 88.1% 28.0% 52.8% 53.0% Cohort 3 15.6% 82.3% 87.8% 1 R6 Early grades reading materials are

regularly used

Cohort 1 21.7% 50.0% 64.0% 23.4% 39.1% 41.6% Cohort 2 30.4% 59.4% 63.1% 28.8% 41.9% 46.8% Cohort 3 30.4% 41.1% 57.1% 1R8a Early grade students demonstrate

that they can read and understand the meaning of grade-level text

Cohort 1 50.2% 71.1% 72.9% 44.0% 67.9% 67.0% Cohort 2 55.6% 72.8% 74.1% 52.1% 65.7% 69.7% Cohort 3 75.3% 78.1% 1R8b Performance of grade 4 students

in reading, writing, and mathematics, and grade 5 students in science improves:

Cohort I: Reading: 43.2% 47.3% 56.1% 41.0% 43.7% 48.0% Writing: 41.8% 44.6% 52.2% 39.5% 40.3% 42.9% Mathematics: 40.9% 44.5% 52.4% 40.3% 42.9% 47.9% Science: 35.8% 43.1% 49.6% 33.0% 40.0% 41.9% Cohort 2: Reading: 37.1% 53.4% 55.2% 36.9% 48.9% 50.0% Writing: 38.7% 47.1% 45.3% 33.5% 39.9% 37.2% Mathematics: 39.2% 47.0% 53.1% 36.9% 42.4% 47.0% Science: 33.8% 42.0% 48.4% 33.4% 39.6% 41.0% Cohort 3: Reading: 42.1% 55.9% Writing: 35.6% 50.4% Mathematics: 47.8% 55.3% Science: 38.2% 49.1%


Indicator Partner Schools Comparison Schools IR9 Performance of students in grade

8 in reading, writing, mathematics, and science improves:

Cohort I: Reading: 64.0% 70.0% 72.7% 66.0% 67.6% 69.1% Writing: 50.0% 52.3% 59.2% 47.0% 46.7% 53.1% Mathematics: 28.9% 36.8% 55.3% 27.1% 34.1% 48.5% Science: 41.1% 43.9% 45.7% 39.6% 42.6% 42.6% Cohort 2: Reading: 66.0% 69.6% 74.2% 63.7% 68.6% 71.1% Writing: 49.6% 49.8% 58.2% 43.4% 46.7% 50.2% Mathematics: 33.9% 38.1% 44.1% 32.3% 35.4% 36.8% Science: 38.9% 42.1% 48.9% 36.3% 41.1% 42.6% Cohort 3: Reading: 70.6% 72.4% Writing: 47.3% 57.9% Mathematics: 35.8% 43.4% Science: 46.0% 51.3% IR16 Instructional leadership in schools

is improving Cohort 1 7.5% 19.7% 27.4% 13.0% 15.9% 18.5% Cohort 2 6.4% 24.8% 30.4% 5.7% 12.1% 12.9% Cohort 3 8.2% 10.2% 32.7% 2 R1 Schools produce annual budgeted

plans in a transparent and participative manner

Cohort 1 14.9% 26.1% 54.8% 19.9% 25.2% 41.4% Cohort 2 18.6% 42.3% 57.8% 20.0% 33.6% 41.4% Cohort 3 12.2% 30.6% 55.1% 2 R2 Increased parent and community

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

Cohort 1 27.2% 65.6% 84.8% 30.4% 44.3% 66.3% Cohort 2 27.5% 71.3% 85.0% 35.0% 42.5% 56.3% Cohort 3 42.9% 60.7% 78.6% 2 R3 Schools managers initiate

activities to create a school reading culture

Cohort 1 24.8% 78.3% 96.8% 29.2% 50.3% 67.5% Cohort 2 42.1% 87.6% 97.8% 41.4% 52.9% 72.1% Cohort 3 14.3% 73.5% 91.8% 1R17 Teachers working groups are

more effective

Cohort 1 32.4% 51.3% 60.5% 35.6% 47.1% 47.4% Cohort 2 36.8% 50.4% 49.1% 45.9% 43.0% 41.8% Cohort 3 50.0% 43.8%


9 EXTERNAL USAID PRIORITAS IMPACT EVALUATION USAID has contracted Management Systems International (MSI) to conduct a final impact evaluation of the USAID PRIORITAS project. The evaluation team started work in March 2017 and is expected to complete a report on their evaluation by June 2017.

Project staff had a meeting with a number of members of MSI staff and the evaluation team and with USAID in February 2017 to discuss preparations for the evaluation. Following this meeting, USAID PRIORITAS shared relevant reports and other documents with the evaluation team.

Further meetings between project staff and the evaluation team were held in early March to (1) brief the team on project activities; and (2) support their preparations for field data collection.

The evaluation team have been visiting project sites in four provinces (North Sumatra, Central Java, East Java, and South Sulawesi) during the latter part of March 2017. The visits will be completed in early April. Project staff at provincial and district levels have been supporting the evaluation team in arranging and implementing their field data collection.

On their return from their field visits, it is expected that the MSI evaluation team will hold further meetings with project staff from the Jakarta office to discuss their findings and obtain further information.


10 OTHER ACTIVITIES

10.1 USAID Mission Director and US Consul in Surabaya Visit South Sulawesi

On January 26, 2017, USAID Indonesia Mission Director, Erin McKee, and American Consul General in Surabaya, Heather Variava, visited USAID PRIORITAS partner schools in Makassar and Maros, South Sulawesi, to see the impact of the USAID PRIORITAS program following almost five years of working with local governments, TTIs, and schools. "It's wonderful to see how excited the children in these schools are about what they're learning, and how proud their teachers are to use the new skills they've learned! The many improvements at these schools, and our other USAID partner schools, show that implementing active learning and school-based management has created better quality education for thousands of students,” USAID Mission Director McKee said.

The Consul General and the Mission Director observed classes, talked to teachers and administrators, and met several members of the school committees who are actively involved in classroom support for teachers. “The communities around the schools are actively involved in classes to help teachers deliver better teaching. These schools have shown strong commitment to improving the quality of teaching, and their results demonstrate their success,” Consul General Variava said.

The American Consul General in Surabaya, Heather Variava, invites students

from MIN Maros Baru to do guided reading using leveled reading books.

USAID Indonesia Mission Director, Erin McKee, invites students at SDN Gunung Sari 1 Makassar to read together using a big book that makes students more enthusiastic about learning to read. She also watched a student teacher from the State University of Makassar engaging in teaching

practice in the classroom.


11 PROJECT MANAGEMENT AND CLOSEOUT

11.1 Project Coordination and Planning Meeting

A project planning and coordination meeting was held in Yogyakarta on February 7–9, 2017. Most staff who would be remaining with the project from March onwards attended the meeting. The USAID Contracting Officer’s Representative (COR), the Vice President of the International Education section of RTI International, and the RTI Project Administrator also attended the meeting. The main business of the meeting included

• discussing and preparing for remaining project activities; and

• making preparations for project closeout.

A staff development session was also held to support staff in their search for future employment following the end of the project.

11.2 Project Closeout Preparation

Preparations for project closeout have already started, and by the end of quarter 20, the project staff will have been reduced by over 50% compared with the previous quarter, as detailed in the next section of this report.

A Project Closeout Plan was sent to USAID in February 2017, covering the technical and operational closeout of the project. Project activities are planned to end in May 2017, and all provincial project offices are planned to be closed by July 2017. The Jakarta office will close in September 2017.

A plan for disposal of project equipment and materials in Papua, West Papua, and Bali (Yayasan Literasi Anak Indonesia – YLAI) was submitted to USAID and approved in February 2017. The equipment and materials have already been disposed of to the approved recipients.

The project is currently working on a disposal plan for equipment and materials in the other seven project provinces and Jakarta. This plan is expected to be submitted for approval to USAID in early April 2017.

A meeting with the provincial coordinator and office managers from the seven remaining project provinces will be held on April 5–6, 2017, to discuss further the technical and operational closeout of the project.

11.3 Project Staffing

USAID PRIORITAS has released 168 staff, transferred two staff in the period January to March 2017, and hired one person on a short term technical assistance (STTA) contract. One staff member passed away in January 2017. Staff exit processes have proceeded smoothly and severance pay has been paid, based on government regulation, to those staff entitled to it.

To prepare the staff after finishing their work with USAID PRIORITAS, the HR team conducted CV writing and interview training for all current USAID PRIORITAS staff during the national staff meeting at Yogyakarta in February.

Tables 26 and 27 below show the detail related to STTA hire and staff transfers.


Table 26: Short Term Technical Assistance Hire Name Title Location Starting Date Harry Christian Abel Support for Papua Grantees Papua February 20, 2017

Table 27: Staff Transfers Name Title From To Starting Date Fachriza Provincial IT Specialist Banten North Sumatera March 1, 2017

Asril Darmawan Driver Banten Jakarta March 1, 2017

A list of the staff who have left the project during quarter 20 is included in Annex 5.


12 PLANS FOR QUARTER 21 The main technical activities planned for quarter 21 are as follows:

1. Complete roll-out of training of district training facilitators in Module 4 and Mentoring (April 2017)

2. Conduct grade 1 EGRA in four districts in four provinces (April 2017)

3. Provide continuing support for dissemination of USAID PRIORITAS training (ongoing)

4. Finalize publication and complete distribution of remaining four Good Practices Books

5. Conduct project closeout meetings with district and provincial stakeholders (April–May 2017)

6. Complete the Cohort 1, 2, and 3 district and TTI partner school final monitoring and EGRA reports (April–May 2017)

7. Continue to conduct meetings with national ministries to support strengthened policy linkages and policy development, based on lessons learned from USAID PRIORITAS (ongoing)

Preparations for project closeout will continue during quarter 21 and include:

• Submitting to USAID for approval a property and materials disposal plan covering the seven remaining project provinces and the Jakarta office (April)

• Transferring property located in the provinces to approved recipients (June-July)

• Closing the project offices in Aceh, North Sumatra, Banten, and Central Java (June).


ANNEX 1: PROVINCIAL REPORTS

Provinsi: ACEH

RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN YANG PENTING

Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi

Tanggal Dengan siapa Hasil koordinasi 24 Februari 2017

Rektor dan Dekan FKIP Universitas Syiah Kuala

Rektor dan Dekan akan melaksanakan pembentukan Service Provider “Unit Pengembangan Layanan Pendidikan” dibawah koordinasi Lembaga Pengembangan Pendidikan dan Penjaminan Mutu Unsyiah

3 Maret 2017 Kakanwil Kementerian Agama Aceh

Kanwil Kemenag Aceh akan melakukan transfer dana diseminasi praktik yang baik di madrasah Rp. 50 juta per kabupaten.

22 Maret 2017 Dekan, Wakil Dekan, dan EDC FTK UIN Ar Raniry

Rektor (melalui Dekan) sudah menyetujui pembentukan Service Provider melanjutkan program USAID PRIORITAS dan melanjutkan LPTK Konsorsium melalui Pusat Studi Pengembangan Layanan Pendidikan (PSPLP). FTK sudah menyediakan tempat (ruangan ukuran 9X9 M) sebagai sekretariat PSPLP. Pusat studi ini akan melibatkan fasilitator dari konsorsium LPTK.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota

Dengan siapa Hasil koordinasi 6 Januari 2017 Kabid. Dikdas, fasilitator buku

berjenjang, Kepala UPTD, perwakilan kepala sekolah jenjang SD Kab. Aceh Utara

Komitmen melanjutkan program buku berjenjang dan pengalokasian dana untuk penyebaran program buku berjenjang ke sekolah lainnya

10 Januari 2017 Kasi Kurikulum, Korwas, seluruh kepala UPTD Kab. Bener Meriah

Pengaktifan KKG dan MGMP; pengawas akan melakukan evaluasi pemanfaatan Buku Bacaan Berjenjang

23 Januari 2017 Kemenag Kab. Aceh Jaya Perencanaan diseminasi praktik yang baik di madrasah yang terintegrasi

25 Januari 2017 Fasilitator SD & SMP, Kepala Kemenag, Sekretaris Dinas Pendidikan Kab. Bireuen

Menyusun rencana pendampingan mandiri oleh sekolah dan diseminasi

26 Januari 2017 Kemenag Kab. Bireuen Perencanaan diseminasi praktik yang baik di madrasah yang terintegrasi

1 Februari 2017 Majelis Pendidikan Daerah Kab. Bener Meriah

Melaporkan pelaksanaan program buku dan advokasi untuk mendapatkan anggaran 2017 bagi sekolah yang belum tersentuh program buku

6 Februari 2017 Perwakilan fasilitator pembelajaran & MBS jenjang SD/SMP, fasilitator buku, Kepala Dinas Pendidikan, Kabid. Dikdas Dinas Pendidikan Kab. Aceh Utara

Melanjutkan beberapa program USAID PRIORITAS melalui dana APBD dan mandiri termasuk kegiatan KKG dan MGMP yang dananya telah dianggarkan oleh Dinas Pendidikan.

20 Februari 2017

Kemenag Kab.Aceh Barat Daya Perencanaan diseminasi praktik yang baik di madrasah akan terintegrasi dengan sumber perencanaan lainnya di Kemenag.


Dengan siapa Hasil koordinasi 10 Maret 2017 Kemenag Kab.Bener Meriah Perencanaan diseminasi Kemenag di madrasah

KOHOR 1, 2 dan 3

ToT Modul 4 tingkat provinsi dilaksanakan di Banda Aceh pada tanggal 22-23 Februari yang dihadiri oleh 19 fasilitator SD/MI dan 19 fasilitator SMP/MTs dari 6 kabupaten mitra.

Fasilitator Jenjang SD/MI Fasilitator jenjang SMP/MTs

Kabupaten Guru KS Total

LK PR LK PR LK PR Aceh Barat Daya

1 0 2 0 3 0

Aceh Jaya 2 0 1 0 3 0 Pidie Jaya 1 1 1 0 2 1 Bener Meriah 0 3 0 0 0 3 Aceh Utara 1 2 0 0 1 2 Aceh Tamiang 2 1 0 0 2 1


LK PR LK PR LK PR Aceh Barat Daya

2 1 0 0 2 1

Aceh Jaya 2 2 0 0 2 2 Pidie Jaya 1 2 0 0 1 2 Bener Meriah 1 1 1 0 2 1 Aceh Utara 1 1 1 0 2 1 Aceh Tamiang 1 2 0 0 1 2

PERTEMUAN FASILITATOR DAERAH untuk ToT Modul 4 dan Pendampingan dilaksanakan di Kabupaten Pidie Jaya pada tanggal 11-13 Maret, di Kabuapten Aceh Tamiang pada tanggal 13-15 Maret, di Kabuapten Bener Meriah dan Kabupaten Aceh Barat Daya pada tanggal 15-17 Maret, di Kabuapten Aceh Jaya pada tanggal 21-23 Maret dan di Aceh Utara pada tanggal 29-31 Maret. ToT tingkat kabupaten untuk jenjang SD/MI dan SMP/MTs dilaksanakan selama 3 hari, yaitu setelah pembukaan oleh pejabat dinas pendidikan dilanjutkan hari pertama, pelatihan Modul 4 untuk Unit 1, Unit 2, Unit 3, dan Unit 4 (Literasi, Matematika dan IPA); hari ke-dua, pelatihan Unit 5, Unit 6 dan peer teaching; serta hari ke-tiga, penyampaian materi Pendampingan dan refleksi hasil. Di Kabupaten Pidie Jaya dan Aceh Tamiang, kegiatan dibuka secara langsung oleh Kepala Dinas Pendidikan. ToT di kabupaten Bener Meriah dibuka oleh Sekretaris Dinas Pendidikan. Jumlah fasilitator yang terlibat adalah sebagai berikut: Kabupaten Pidie Jaya 38 peserta (L:14;P:24), Kabupaten Aceh Tamiang 33 peserta (L:14;P:19), Kabupaten Bener Meriah 24 peserta (L:10;P:14), Kabupaten Aceh Barat Daya 23 peserta (L:15;P:8), Kab. Aceh Jaya 18 peserta (L:7;P:11), dan Aceh Utara sebanyak 33 peserta (L:18;P:15).

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)

RAPAT TINGKAT LPTK

Rapat konsorsium LPTK dilaksanakan di Banda Aceh pada tanggal 1 Februari dengan 2 universitas mitra dan 4 universitas konsorsium. Rapat dihadiri oleh rektor, wakil rektor, dekan, wakil dekan, dan fasilitator LPTK, sekolah lab/mitra dan dinas pendidikan serta kemenag, dengan total peserta sebanyak 110 orang (L:45;P:65). LPTK mitra bersedia untuk melanjutkan praktik yang baik program PRIORITAS dengan membentuk Pusat Layanan Pendidikan Dasar dan Menengan di Universitas Syiah Kuala dan Pusat Studi dan Pengembangan Layanan Pendidikan di UIN Ar Raniry. Service Provider ini akan melibatkan fasilitator LPTK untuk pengembangan modul dan pelatihan-pelatihan seperti yang telah dilakukan bersama PRIORITAS.

Rapat perencanaan fasilitator LPTK dan rapat koordinasi dengan sekolah lab dan sekolah mitra LPTK dilaksanakan pada tempat yang sama setelah konsorsium LPTK di Banda Aceh pada tanggal1 Februari dengan melibatkan seluruh sekolah lab mitra LPTK (12 SD/MI dan 6 SMP/MTs) dan fasiitator LPTK. Pada rapat, LPTK dan sekolah lab/mitra menghasilkan beberapa kesepakatan yaitu, pertemuan rutin antara fasilitator LPTK dan sekolah; LPTK akan terus bekerja sama dengan sekolah-sekolah lab/mitra; fasilitator LPTK membantu pelatihan di KKG atau MGMP dengan menggunakan


anggaran sekolah atau BOS; melakukan pelatihan atau FGD untuk e-learning dengan menggunakan anggaran dari pemerintah daerah (hibah); fasilitator LPTK bersedia tetap melakukan pendampingan yang akan didanai oleh TTI dan BOS; tetap melakukan kolaborasi untuk kegiatan penelitian tindakan kelas: LPTK akan mengalokasikan sejumlah dana untuk pelatihan guru pembimbing PPL; LPTK membentuk lembaga service provider untuk kesinambungan program PRIORITAS.

MONITORING & EVALUASI LPTK

Monitoring Sekolah LPTK

Kegiatan monitoring dilaksanakan di Banda Aceh dan Aceh Besar. Kegiatan diawali dengan pelatihan penyegaran pada tanggal 13 Februari 2017 terhadap 12 orang enumerator di kantor USAID-PRIORITAS Aceh. Selanjutnya pada tanggal 14, 16 dan 17 Februari 2017 dilaksanakan pengumpulan data di 6 sekolah SD/MI dan 4 sekolah SMP/MTs. Pengumpulan data ini meliputi tes terhadap siswa, pengamatan kelas dan wawancara guru serta kepala sekolah sampel mitra LPTK UNSYIAH dan UIN-Arraniry.

Monitoring EGRA LPTK.

Monitoring EGRA ini dilaksanakan di Banda Aceh dan Aceh Besar pada tanggal 28 Februari - 2 Maret 2017. Kegiatan ini dilaksanakan untuk monitoring tahap akhir di 6 sekolah (3 SD dan 3 MI) pada siswa kelas 2 sekolah sampel mitra LPTK UNSYIAH dan UIN-Arraniry.

DISEMINASI PROGRAM PRAKTIK YANG BAIK

Pada bulan Januari hingga Maret 2017 diseminasi hanya dilakukan di Kabupaten Pidie dengan total alokasi biaya diseminasi sebesar Rp. 233.962.600,- dana mandiri, rinciannya sbb: Diseminasi Modul 2 SD/MI untuk UPTD Kota Sigli, Kab Pidie (26 Januari -4 Februari) di UPTD Sigli melibatkan 31 SD dengan total 251 peserta (L:32;P:219) dari unsur guru dan kepala sekolah dengan dana mandiri sebesar Rp. 168.161.600,-.Diseminasi Modul 3 SMP/MTs untuk UPTD Tangse, Kab Pidie (26-29/3) di MGMP SMP 1 Tangse melibatkan 10 SMP dengan total 95 peserta (L:23;P:72) dari unsur guru dengan dana mandiri sebesar Rp. 65.801.000,-.

PROGRAM BUKU (Pelatihan dan pendampingan pada tingkat sekolah)

pendampingan bulan Januari pada delapan kabupaten di 51 gugus, melibatkan 332 sekolah yaitu Aceh Utara (43 sekolah) dengan peserta berjumlah 139 (L:25;P:114); Bireuen (38 sekolah) dengan peserta berjumlah 135 (L:18;P:117); Aceh Jaya (19 sekolah) dengan peserta berjumlah 51 (L:7;P:44); Bener Meriah (39 sekolah) dengan peserta berjumlah 92 (L:12;P:80); Aceh Barat Daya (25 sekolah) dengan peserta berjumlah 73 (L:16;P:57); Pidie (110 sekolah) dengan peserta berjumlah 441(L:48;P:393); Pidie Jaya (20 sekolah) dengan peserta berjumlah 70 (L:8;P:62); dan Aceh Tengah (38 sekolah) dengan peserta berjumlah 128 (L:29;P:99). Peserta pendampingan terdiri dari guru kelas awal, kepala sekolah, ketua gugus, pengawas sekolah dan UPTD.

RENCANA TRIWULAN DEPAN

• EGRA Kelas 1 di Aceh Tamiang

• Pertemuan koordinasi tingkat provinsi dan kabupaten

• Rapat penutupan


GALERI FOTO

Wakil Rektor 4 Universitas Syiah Kuala menerima Penghargaan dari USAID PRIORITAS pada Pertemuan LPTK Konsorsia di Banda Aceh.

Fasilitator LPTK dan sekolah lab/mitra menyusun rencana strategi keberlanjutan praktik baik yang telah berlangsung selama ini untuk

tetap terlaksana pasca program PRIORITAS.

Kepala Dinas Pendidikan Pidie Jaya menyaksikan para peserta/fasilitator berdiskusi merencanakan pembelajaran aktif di KKG/MGMP saat

Pelatihan Modul 4 Kab. Pidie Jaya.

Tim PRIORITAS melaksanakan FGD dengan Rektor dan Dekan FKIP Universitas Syiah Kuala dengan agenda utama pembentukan service

provider keberlanjutan program PRIORITAS di Aceh.

Para fasilitator menguji katrol sederhana untuk pembelajaran IPA jenjang SMPMTs pada ToT Provinsi Modul 4.

Merancang media pembelajaran sederhana tentang sistem pernafasan manusia menggunakan botol, balon dan sedotan, pembelajaran aktif ini akan diterapkan di SD-MI (ToT Provinsi

Modul 4).


Provinsi SUMATERA UTARA

RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN YANG PENTING


Tanggal Dengan siapa Hasil koordinasi 19 Januari 2017 Sekretaris Daerah Prov. Sumut,

kepala BKD Sumut, dan Kabag Pendidikan Biro Binsos.

Laporan tahunan program telah diterima oleh Sekda, dan Pak Sekda akan terus berkomitmen mendukung program. Sekda meminta BKD Sumut untuk melakukan PPG bagi guru-guru SMA/SMK dengan model yang dikembangkan oleh PRIORITAS.

3 Februari 2017 Kepala Kanwil Kemenag Sumut. Laporan tahunan program telah diterima oleh pak Kakanwil Kemenag, dan kemenag akan mendorong madrasah untuk mengembangkan literasi di madrasah.

6 Februari 2017 Rektor UNIMED Rektor telah menerima laporan tahunan, dan rektor akan membahas dan memastikan kembali penetapan SK Lembaga Service Provider di UNIMED.

6 Februari 2017 Kepala Dinas Pendidikan Prov. Sumut dan Kabid SMK

Kadis telah menerima laporan tahunan, dan merencanakan pengembangan pelatihan dengan modul PRIORITAS untuk guru-guru SMA/SMK.

16 Februari 2017

Kepala Seksi Pendidikan Bidang Sosbud BAPPEDA Sumut

Bappeda telah menerima laporan tahunan, dan tetap mendukung PRIORITAS.

16 Februari 2017

Pimpinan PT. DOW Indonesia Medan

PT. DOW Indonesia menawarkan anggaran untuk program CSR sebesar 20.000 dollar US. Telah disepakati program itu untuk kegiatan Deklarasi Literasi Provinsi dan Pelatihan Gerakan Literasi Sekolah di Medan.


Dengan siapa Hasil koordinasi 11 Januari 2017 Plt Kadis Pendidikan Tobasa,

Kabid Tendik, dan Kasubbag Program

Dinas Pendidikan Tobasa sudah menganggarkan dana sebesar Rp 1.850.000.000 untuk mendiseminasikan program USAID PRIORITAS selama tahun 2017, diantaranya adalah Diseminasi Modul 3 SD dan SMP, Pendampingan, Pelatihan Pengembangan Sekolah secara Menyeluruh, Loakakarya Keberhasilan

3 Februari 2017 Kepala Dinas Pendidikan Nias Selatan yang baru

Memastikan agar program diseminasi yang telah dirumuskan dalam renstra Pendidikan Nias Selatan dapat diwujudkan.

14 Februari 2017

Bupati Labuhanbatu Utara dan Kepala Dinas Pendidikan.

Bupati dan Kepala Dinas telah berkomitmen untuk memperluas program melalui penambahan fasilitator daerah dan pengalokasian anggaran untuk perluasan program di tahun 2017 ini.

10 Maret 2017 Kepala Kantor Perpustakaan Daerah Kab. Tapanuli Utara beserta staf.

Kepala Perpustakaan mendukung USAID PRIORITAS untuk pengembangan minat baca anak melalui kegiatan Gelar Buku yang dilaksanakan setiap Minggu pagi, dan bersedia menghadirkan mobil pustaka keliling ke sekolah-sekolah yang direkomendasikan USAID PRIORITAS untuk pengembangan budaya baca di sekolah.


Dengan siapa Hasil koordinasi 10 Maret 2017 Kepala Dinas Pendidikan Kota

Medan yang baru, kabid Dikdas, Kasie Kurikulum SMP.

Kadis yang baru Bapak Hasan Basri akan lebih berkomitmen mendukung program PRIORITAS. Koordinasi ini juga menghasilkan rencana Deklarasi Literasi kota Medan yang akan dilaksanakan pada bulan Mei 2017.

14 Maret 2017 Bupati Serdang Bedagai dan Kepala Dinas Pendidikan.

Bupati dan Kadis siap hadir dan menjadi narasumber dalam kegiatan Anugerah Literasi dengan anggaran dari pemerintah daerah sendiri.

15 Maret 2017 Bupati Labuhan Batu dan Kepala Dinas Pendidikan.

Bupati dan Kadis siap hadir dalam kegiatan anugerah literasi dengan biaya dari pemerintah daerah sendiri.

30 Maret 2017 Kepala Kantor Kemenag Langkat

Disepakati penambahan fasilitator dari Kemenag Langkat, dan rencana di ToT kan pada tengah April 2017.

KOHOR 1, 2 dan 3

TOT MODUL 4 & PENDAMPINGAN Tingkat Provinsi

Pelatihan ToT SD/MI dan SMP/MTs dilaksanakan secara paralel pada tanggal 21 – 22 Februari 2007 untuk modul 4 dan 23-24 Febuari 2017 untuk pendampingan. Semua kegiatan dilaksanakan di Hotel Polonia Medan. Kegiatan ini dibuka oleh Kepala Dinas Pendidikan Provinsi Sumatera Utara yang diwakili oleh Kabid SMK Ibu Dra. Rosmawaty Nadeak, M.Pd. Kegiatan di tingkat SD/MI diikuti oleh 22 orang peserta (8 laki-laki dan14 perempuan) dan tingkat SMP/MTs diikuti oleh 23 orang peserta (10 laki-laki dan 13 perempuan).

Peserta ToT Modul 4 & Pendampingan 4 SD/MI

Peserta ToT Modul 4 & Pendampingan SMP/MTs

Kabupaten

Guru KS Total LK

PR

LK

PR

LK

PR

Medan 1 1 0 0 1 1 Nisel 0 3 0 0 0 3 Labuhanbatu 1 1 0 0 1 1 Tobasa 0 2 1 0 1 2 Langkat 1 1 1 0 1 2 Sergai 0 3 0 0 0 3 Labura 2 1 0 0 2 1 Humbahas 1 1 1 0 2 1

Kabupaten

Guru KS Total LK

PR

LK

PR

LK

PR

Medan 0 3 0 0 0 3 Nisel 3 0 0 0 3 0 Labuhanbatu 1 1 0 0 1 1 Tobasa 2 1 1 0 2 1 Langkat 2 1 1 0 2 1 Sergai 2 1 0 0 2 1 Labura 3 0 0 0 3 0 Humbahas 0 3 1 0 0 3

Pelatihan untuk Pelatih Tingkat Kabupaten/Kota dilaksanakan di kabupaten mitra sebagai berikut:

Tobasa: Tingkat SD/MI dilaksanakan pada tanggal 14 – 16 Maret 2017 di Aula SMK 4 Laguboti dengan 17 orang peserta (5 laki-laki dan 12 perempuan). Tingkat SMP/MTs dilaksanakan pada tanggal 28 Februari – 2 Maret 2017 di Aula SMK 4 Laguboti dengan 14 orang peserta (4 laki-laki dan 10 perempuan).

Humbahas: Tingkat SD/MI dilaksanakan pada tanggal 21– 23 Maret 2017 di Aula SMK 1 Doloksanggul dengan 18 orang peserta (7 laki-laki dan 11 perempuan). Tingkat SMP/MTs dilaksanakan pada tanggal 21– 23 Maret 2017 di Aula SMK 1 Doloksanggul dengan 5 orang peserta (2 laki-laki dan 3 perempuan).

Medan: Tingkat SD/MI dilaksanakan pada tanggal 21-23 Maret 2017 di kantor USAID PRIORITAS Medan dengan 12 orang peserta (5 laki-laki dan 7 perempuan). Tingkat SMP/MTs dilaksanakan pada


tanggal 21-23 Maret 2017 di kantor USAID PRIORITAS Medan dengan 12 orang (6 laki-laki dan 6 perempuan).

Nias Selatan: Tingkat SD/MI dilaksanakan pada tanggal 16-18 Maret 2017 di Toko Djamil Beng dengan diikuti oleh 10 orang peserta (7 laki-laki dan 3 perempuan). Pada tanggal dan tempat yang sama juga dilaksanakan untuk tingkat SMP/MTs dengan jumlah peserta sebanyak 8 orang (6 laki-laki dan 2 perempuan).

Langkat: Tingkat SD/MI dilaksanakan pada 20-22 Maret 2017 di kantor DC dengan diikuti oleh 15 orang peserta (6 laki-laki dan 9 perempuan). Pada tanggal dan tempat yang sama juga dilakanakan untuk tingkat SMP/MTs dengan jumlah peserta sebanyak 7 orang (4 laki-laki dan 3 perempuan).

Labuhan Batu: Tingkat SD/MI dilaksanakan pada 29-31 Maret 2017 di Aula KNPI dengan diikuti oleh 13 orang peserta (6 laki-laki dan 7 perempuan). Pada tanggal dan tempat yang sama juga dilakanakan untuk tingkat SMP/MTs dengan jumlah peserta sebanyak 14 orang (9 laki-laki dan 5 perempuan).

Serdang Bedagai: Tingkat SD/MI dilaksanakan pada 30 Maret – 1 April 2017 di Ruang Rapat Kantor KCD Sei Rampah dengan diikuti oleh 13 orang peserta (7 laki-laki dan 6 perempuan).

RAPAT KOORDINASI PEMANGKU KEPENTINGAN

Langkat: Kegiatan koordinasi ini dilakukan pada tanggal 24 Januari 2017 bertempat di Aula Kemenag Langkat dengan dibuka langsung oleh Kepala Kantor Kemenag Langkat. Kegiatan ini dihadiri oleh 44 orang (30 laki-laki dan 14 perempuan).

Binjai: Kegiatan dilaksanakan pada tanggal 31 Januari 2017 bertempat di aula kantor kemenag Binjai dengan dibuka langsung oleh kepala kantor kemenag Binjai. Kegiatan ini diikuti oleh peserta sebanyak 33 orang (15 laki-laki dan 19 perempuan).

Kegiatan ini dilakukan untuk membantu Kemenag Langkat dan Binjai dalam mempersiapkan pelaksanaan diseminasi mandiri praktik yang baik dalam pembelajaran dan manajemen sekolah tingkat MI dan MTs melalui modul-modul USAID PRIORITAS. Selain itu kegiatan ini juga membantu memfasilitasi Kemenag untuk dapat merencanakan alokasi penggunaan hibah kemenag bagi KKM (Kelompok Kerja Madrasah) yang telah dipilih untuk peningkatan kompetensi guru madrasah. Hal lainnya adalah untuk mendorong Kemenag untuk dapat memiliki rencana peningkatan kompetensi bagi guru melalui program keprofesian berkelanjutan bagi guru-guru madrasah.

PERTEMUAN FASILITATOR KABUPATEN

Kegiatan ini adalah untuk meninjau dan merefleksi pelaksanaan pendampingan sekolah MBS modul 3 sekaligus persiapan pelaksanaan pengambilan data akhir sekolah (Instrumen monitoring kemajuan sekolah MBS) baik tingkat SD/MI dan SMP/MTs. Kegiatan ini diikuti oleh seluruh fasilitator MBS tingkat SD/MI dan SMP/MTs. Tanggal pelaksanaan kegiatan ini di delapan kabupaten mitra kohor 1, 2, dan 3 adalah sebagai berikut:

Kab/Kota Tanggal Lokasi kegiatan Medan 10-Jan-17 Kantor USAID PRIORITAS Sumut Langkat 11-Jan-17 Kantor Dewan Pendidikan Serdang Bedagai 12-Jan-17 RM. Cindelaras Sei Rampah Labuhanbatu 13-Jan-17 Kantor KNPI Labuhanbatu Utara 14-Jan-17 SMPN 1 Kualuh Selatan Toba Samosir 18-Jan-17 SMKN 1 Balige Humbang Hasundutan 19-Jan-17 SMPN 1 Dolok Sanggul Nias Selatan 26-Jan-17 RM. Pelabuhan Teluk Dalam



RAPAT TINGKAT LPTK (Rapat konsorsium LPTK, rapat perencanaan fasilitator LPTK dan rakor dengan sekolah lab dan sekolah mitra LPTK)

Kegiatan in dilaksanakan pada tanggal 2 Februari 2017 di Hotel Four Points Medan dan diikuti oleh 84 orang yang terdiri dari 32 orang fasilitator LPTK, 20 perwakilan LPTK Konsorsia, 54 orang sekolah mitra dan 6 orang dari pemda/media. Kegiatan dibuka oleh Wakil Rektor I Unimed Bapak Prof. Dr. Abdul Hamid K, M.Pd dan ditutup oleh Rektor UINSU Bapak Prof. Dr. Saidurrahman, M.Ag. Kedua LPTK sepakat untuk meneruskan program USAID PRIORITAS baik diinternal dan diluar LPTK. Kedua LPTK akan membentuk lembaga service provider untuk melaksanakan rencana tidak lanjut itu. Begitu juga LPTK konsorsia dan sekolah Lab, akan meneruskan program diinternal masing-masing.

MONITORING & EVALUASI SEKOLAH LAB LPTK

Kegiatan Monitoring dan Evaluasi terhadap sekolah mitra LPTK dilakukan pada tanggal 20-24 Februari 2017. Pelaksanaannya melibatkan beberapa orang fasilitator yang telah terlatih dan berpengalaman. Sekolah yang menjadi sampel Monev tetap sama setiap tahunnya, yakni 6 SD/MI dan 4 SMP/MTs. Nama sekolah adalah berikut: 1. SDN 105288 Sei Rotan 2. SDN 106812 Bandar Klippa 3. SDN 101774 Sampali 4. MI Madinatussalam Sei Rotan 5. MI Nurul Fadhilah Bandar Setia 6. MI Hidayatussalam Bandar Klippa 7. SMP Al-Azhar Medan Johor 8. SMPN 3 Medan 9. MTs Lab IAIN-SU Medan 10. MTs PAB 1 Helvetia EGRA Sekolah Lab LPTK dilaksanakan pada tanggal 27 Februari - 1 Maret 2017 pada SD sampel yang sama.

Monitoring Sekolah EGRA kelas 1

Monitoring penggunaan buku di sekolah EGRA kelas 1 dilakukan sebanyak 3 tahap yaitu tahap pertama dilakukan pada tanggal 26,27 dan 30 Januari 2017, tahap kedua dilakukan pada tanggal 3-4 Maret 2017 dan tahap terakhir akan dilakukan pada bulan April 2017.

Pengamatan dan wawancara dilakukan di sekolah sampel EGRA penerima buku Kabupaten Serdang Bedagai. Tujuannya untuk mendapat informasi tentang pemanfaatan buku bacaan berjenjang di Kelas 1. Informasi yang dikumpulkan berkaitan dengan penggunaan dan pengelolaan buku.


Toba Samosir : Enam pelatihan yang terdiri dari MBS Modul 3 SD, PAKEM Modul 2, PAKEM Modul 3, CTL Modul 3 dan ToT SD Modul 3. Peserta sebanyak 344 orang (92 laki-laki dan 252 perempuan).

Medan: Tiga pelatihan yang terdiri dari 2 pelatihan PAKEM Modul 2, dan 1 pelatihan MBS modul 1. Dengan peserta sebanyak 219 orang (22 laki-laki dan 197 perempuan).

Langkat: Satu pelatihan PAKEM Modul 1, dengan jumlah peserta sebanyak 59 orang (14 laki-laki dan 45 perempuan).


PROGRAM BUKU (Pelatihan dan Pendampingan)

Sampai dengan bulan Februari 2017, kegiatan pelatihan guru dan kepala sekolah serta pengawas tingkat gugus untuk Program Buku sudah dilaksanakan di 15 kabupaten/kota. Jumlah sekolah yang sudah dilatih sebanyak 1.710 sekolah, 243 gugus, total pencapaian 100%. Total peserta yang dilatih sebanyak 7.716 orang yang terdiri dari guru sebanyak 6.091 guru dan 1.426 kepala sekolah serta 199 pengawas. Pelatihan tingkat gugus untuk 106 sekolah tambahan seluruhnya sudah selesai.

Untuk kegiatan pendampingan sampai dengan bulan Februari 2017, total capaian pendampingan sampai saat ini sebanyak 100%. Dengan jumlah 1.710 sekolah 243 gugus, 4.701 guru, 1.426 kepala sekolah, 193 pengawas.

KEGIATAN LAIN

• UIN Sumatera Utara menggelar mini seminar internasional dengan topik melanjutkan program USAID PRIORITAS. seminar dilaksanakan di gedung Rektor UIN SU pada 22 Februari 2016. Direktur Program USAID PRIORITAS diundang sebagai narasumber.

• Pada 14 Maret 2017 melakukan pembuatan video interview dengan Bupati Sergai Bapak Soekirman untuk film pengatar dalam acara Anugerah Literasi Prioritas di Jakarta.

• Pada 15 Maret 2017 bersama Bupati Sergai Bapak Soekirman melihat implementasi program literasi di SMP N 3 Perbaungan.


• EGRA kelas 1 di sekolah buku

• Rencana pelatihan dan distribusi buku untuk sekolah pembanding EGRA kelas 1

• Rapat fasilitator

• Pelatihan diseminasi

• Rapat penutupan


GALERI FOTO

Koordinator Provinsi Sumut Agus Marwan memberikan laporan tahun 2017 kepada Sekdaprovsu Bapak Hasban Ritongan.

Koordinator Provinsi Sumut Agus Marwan memberikan laporan tahun 2017 kepada Rektor Unimed Bapak Prof Dr Syawal Gultom, M.Pd.

UINSU menggelar seminar mini internasional dengan topik

melanjutkan program USAID PRIORITAS. Koordinator Provinsi Sumut Agus Marwan memberikan laporan tahun

2017 kepada Kadis Pendidikan Provsu Bapak Dr. Arsyad Lubis.

Dosen UIN SU Dr. Farida Repelita mendemonstrasikan praktik yang baik dalam perkuliahan bahasa Inggris sebagai dampak dari program

USAID PRIORITRAS.

Direktur Program USAID PRIORITAS Stuart Weston mengunjungi SD Islam Terpadu Siti Hajar untuk melihat pemanfaatan Buku Bacaan

Berjenjang.


Provinsi BANTEN



Tanggal Dengan siapa Hasil koordinasi 16 Januari 2017 Sekretaris Perpustakaan Daerah

Provinsi Banten • Penyerahan paket buku berjenjang untuk koleksi

perpustakaan daerah Provinsi Banten. • Perpustakaan daerah akan menyusun rencana

pelatihan penggunaan buku berjenjang dan diusulkan di perubahan anggaran tahun 2017

17 Januari 2017 Kepala Bidang PMPTK Dinas Pendidikan Provinsi Banten

• Penyerahan paket buku berjenjang untuk Dinas Pendidikan Provinsi Banten

• Perencanaan diseminasi praktik baik melalui bidang PMPTK akan diusulkan dalam perubahan APBD tahun 2017

21 Maret 2017 Kepala Kantor Bahasa Banten • Rencana kunjungan ke sekolah mitra USAID Prioritas untuk melihat model dan praktik yang baik budaya baca dan gerakan literasi sekolah.


Tanggal Dengan siapa Hasil koordinasi 10 Januari 2017 Kota Cilegon :

• Kepala Bidang PMPTK Dinas Pendidikan Kota Cilegon

• Kepala Bidang Sosial Budaya Bappeda Kota Cilegon

• Dokumen Renstra Pendidikan 2016-2021 dan APBD 2016 masih dalam finalisasi dan belum disahkan mengingat adanya perubahan SOTK dan pergantian atau rotasi pejabat daerah.

• Diseminasi praktik baik untuk SD dan SMP masih akan dilanjutkan di triwulan kedua anggaran.

11 Januari 2017 Kabupaten Serang : • Kepala Dinas Pendidikan • Kabid Pembinaan SMP inas

Pendidikan • Kasi Kurikulum Bidang SMP

Koordinator Pengawas SMP

• Dokumen Renstra Pendidikan 2016-2021 dan APBD 2016 masih dalam finalisasi dan belum disahkan mengingat adanya perubahan SOTK dan pergantian atau rotasi pejabat daerah.

• Kegiatan penutupan program di Kabupaten Serang dilaksanakan bulan April 2017

27 Februari 2017

Kabupaten Serang : • Kabid Pembinaan Bidang

SMP • Kasi Kurikulum Bidang

Pembinaan SMP • Koordinator Pengawas SMP

• Diseminasi praktik baik pembelajaran dan MBS untuk SMP akan dilanjutkan di triwulan ketiga dan keempat anggaran.

KOHOR 1, 2 dan 3

ToT PROVINSI. Di Provinsi Banten, ToT modul 4 dan pendampingan dilaksanakan pada tanggal 16-20 Februari 2017 di Hotel Fame, Tangerang. Kegiatan ini dihadiri oleh 32 peserta yang terdiri atas dosen, guru, kepala sekolah dan pengawas. ToT ini diikuti oleh satu fasilitator per mapel per kabupaten/kota. Pada ToT ini, fasilitator dilatih untuk SD/MI, literasi kelas awal, IPA, matematika sedangkan tingkat SMP/MTs IPA, matematike dan Bahasa Indonesia. Praktik mengajar pada hari terakhir diadakan di SDN Jelupang 2 dan SMPN 8 Tangerang Selatan. Tabel di bawah memuat rincian peserta pelatihan.


Kabupaten Guru KS Pengawas LPTK Total

LK PR LK PR LK PR LK PR LK PR Pandeglang 3 1 2 0 1 0 0 0 6 1 Serang 3 2 1 0 0 0 0 0 4 2 Tangerang 3 3 0 0 0 0 0 0 3 3 Tangerang Selatan 3 3 0 1 0 0 0 0 3 4 LPTK 0 0 0 0 0 0 1 5 1 5

PERTEMUAN FASILITATOR – Pelatihan Modul 4 dan Pendampingan

Format pelatihan disisipkan dalam pertemuan fasilitator yang dilakukan di tingkat kabupaten/kota. Setelah dilatih di pertemuan fasilitator, mereka akan melatih di sekolah secara swadana. Kabupaten Serang sudah melaksanakan pada tanggal 10-11dan 18 Maret 2017 di SDN Ciruas 4 untuk tingkat SD/MI dan dihadiri 13 orang dan didampingi oleh 8 orang. Tingkat SMP/MTs dilakukan pada tanggal 17-18 dan 25 Maret 2017 di MTs Nurul Falah Pesanggarahan. Pelatihan ini dihadiri oleh 14 orang dan didampingi 10 orang.

Kabupaten

Guru Komite sekolah

Kepala Sekolah Pengawas Lain Total

Total LK PR LK PR LK PR LK PR LK PR LK PR Tingkat SD/MI Serang 1 5 0 0 2 1 3 1 0 0 6 7 13 Tingkat SMP/MTs Serang 2 7 0 1 0 0 0 0 4 0 6 8 14

PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3

Metode pendampingan dilaksanakan di tingkat KKG dalam model lesson study melalui Plan, Do dan See. Pelaksanaannya dibagi dalam dua kelompok besar yakni kelas awal lebih pada literasi dan penggunaan buku bacaan berjenjang, dan kelas tinggi berbasis pada mapel. Pada tahap 1 Plan, semua mapel berkumpul, peserta menyusun RPP dan tema yang akan dibahas lebih dalam yang akan dipersiapkan pertemuan berikutnya sekaligus menentukan satu orang guru model. Tahap 2 Do, sesuai kelompoknya berkumpul di sekolah yang sudah ditentukan untuk kemudian guru model melakukan praktik mengajar. Tahap 3 See yakni evaluasi praktik mengajar, dengan menganalisis kelemahan dan kelebihan dengan metode yang telah dibuat bersama. Ini satu skema dalam pelaksanaan pendampingan, tetapi metode yang dikembangkan oleh masing-masing sangat variatif, tergantung kesepakatan masing-masing gugus. Rerata jumlah guru yang hadir di gugus 20-30 orang. Di Kabupaten Serang pendampingan sudah berakhir di bulan November 2016 lalu. Pendampingan di Kabupaten Tangerang dilaksanakan pada bulan Januari-Maret 2017. Kota Tangerang Selatan juga selesai dilakukan. Pendampingan di Kabupaten Pandeglang sudah mulai dilaksanakan sejak Desember 2016 di tingkat SD/MI yang meliabtkan 14 kepala sekolah, 84 guru dan di tingkat SMP/MTs 14 kepala sekolah dan 80 guru.


RAPAT TINGKAT LPTK

Pertemuan rapat kerja sekolah lab dan mitra LPTK, rapat perencanaan fasilitator LPTK dan rapat konsorsium LPTK berlangsung secara bersamaan pada tanggal 30 Januari 2017 di Hotel Le Dian, Kota Serang. Inti ketiga kegiatan ini adalah berbagi praktik yang baik dari sekolah lab mitra, menyepakati keberlanjutan praktik baik di LPTK dan bedah buku praktik baik tentang LPTK. Acara ini dibuka Rektor IAIN SMH Banten.


Peserta untuk rapat koordinasi sekolah lab mitra LPTK berjumlah 42 orang, terdiri atas 6 kepala sekolah, 36 guru; rapat fasilitator LPTK dihadiri oleh 26 dosen; dan rapat konsorsium LPTK dihadiri oleh 21 orang terdiri atas 6 guru, 10 dosen, satu staf Dinas Pendidikan Provinsi, satu staf Kemenag Provinsi; tiga rektor/ketua LPTK.


Kegiatan monitoring dan evaluasi per tahun di tingkat sekolah Lab & Mitra LPTK UNTIRTA dan IAIN SMH Banten dilaksanakan pada tanggal 28 Februari – 3 Maret 2017. Jumlah sampel sekolah adalah 10 yang terdiri dari 6 SD/MI dan 4 SMP/MTS. Kegiatan pengumpulan data tersebut berjalan dengan baik. Selanjutnya, kegiatan EGRA di sekolah mitra LPTK dilaksanakan pada tanggal 2-4 Maret 2017 di Kabupaten Serang dan Kota Serang. Masing-masing sekolah terdapat 24 siswa, 12 laki-laki dan 12 perempuan, yang berpartisipasi dalam asesmen kelas awal tersebut.


Kegiatan diseminasi praktik baik dapat dilaporkan sebagai berikut: (1) Tanggal 30 Januari – 1 Februari 2017 untuk modul CTL KKM Cikeusal MTsN 3 di Serang dengan 40 orang (25 wanita; 15 pria) dan biaya PRIORITAS Rp 5.743.552 dan biaya APBD Rp 30.000.000,- (2) Tanggal 8-10 Februari 2017 untuk diseminasi modul CTL KKM Ciruas MTsN 1 di Serang dengan 43 orang (31 wanita; 12 pria) dan biaya PRIORITAS Rp 5.743.552 dan APBD Rp 30.458.000.-


Pada periode Januari – Maret 2017, pendampingan program buku di sekolah mitra dilakukan dengan metode pendampingan seperti di sekolah USAID PRIORITAS yakni tahap Plan, Do, dan See. Pendampingan dilakukan di tingkat gugus yang diikuti sekitar 20 guru kelas awal. Pendampingan berhasil dilaksanakan di 142 gugus yang tersebar di tujuh kabupaten/kota yakni Lebak, Pandeglang, Kabupaten Serang, Kota Cilegon, Kota Tangerang, Kabupaten Tangerang dan Kota Tangerang Selatan. Data pendampingan mencakup 910 SD/MI dan 2.118 orang (1.604 wanita; 514 pria) terdiri atas 1.758 guru (1.388 wanita; 370 pria), 343 kepala sekolah (212 wanita; 131 pria), 17 pengawas sekolah (4 wanita; 13 pria).

Program buku juga sudah menyelesaikan melakukan semua pelatihaan di 7 kabupaten/kota yang tersebar di 170 gugus yang mencakup 1.027 SD/MI dengan total 4.624 orang yang terdiri dari 3.825 guru (3.306 wanita; 519 pria), 734 kepala sekolah (386 wanita; 348 pria) dan 65 pengawas sekolah (30 wanita; 35 pria). Total buku yang didistribusikan adalah 1.027 paket.


• Pertemuan fasilitator untuk Modul 4 dan Pendampingan di Kabupaten Tangerang, Kota Tangerang Selatan dan Kabupaten Pandeglang

• Pertemuan penutupan program tingkat kabupaten

• Pertemuan penutupan program tingkat provinsi


GALERI FOTO

Rektor IAIN SMH Banten membuka secara resmi pertemuan mitra LPTK tingkat provinsi (Januari 2017).

Pendampingan sekolah mitra program buku di bulan Januari 2017.

Ujang Sukandi sedang mendampingi peserta kelompok matematika dalam ToT modul 4 dan pendampingan di bulan Februari 2017.

Pengambilan data ME di sekolah mitra LPTK dengan mengamati SMPN 3 Kota Serang di bulan Februari 2017.

Pertemuan fasilitator untuk modul 4 & pendampingan di Kabupaten Serang di bulan Maret 2017.

Siswa SDN Banjar Agung 4, sekolah mitra LPTK tampak sedang menggambar sementara siswa lain berpartisipasi dalam EGRA di

bulan Maret 2017.


Provinsi JAWA BARAT



Tanggal Dengan siapa Hasil koordinasi 24 Januari 2017

Dinas pendidikan provinsi Kepala LPMP dan WI, Kasi Madrasah Kanwil, Bappeda provinsi Bidang Sosbud, Biro Pelayanan Pengembangan Sosial, Kasubbag pendidikan Biro Pemerintahan dan Kerjasama, Bagian Kerjasama luar negeri, P4TK – IPA Kepala BDK dan Kasi Diklat Kemenag

• LPMP, P4TK-IPA dan Balai Diklat Keagamaan berkomitmen untuk melanjutkan praktik baik USAID PRIORITAS.

• Dinas Pendidikan provinsi mendukung keberlanjutan melalui dana hibah/bansos bagi kabupaten yang memerlukan dukungan dalam melakukan diseminasi.

• Kanwil kemenag, melalui DIPA PUSAT sudah menganggarkan block grant ke KKM.


Tanggal Dengan siapa Hasil koordinasi 10-11 Januari 2017

Indramayu Kasie Kurikulum Pembinaan SD, Kasie Penmad, Kemenag Indramayu, Kasubag Perencanaan Disdik, Staff Kemenag, Ketua KKM MI, Fasda SD/MI, Kabid Pembinaan SMP, Kasie Kurikulum Pembinaan SMP, Komisi B, DPRD Kab. Indramayu, Ketua MGMP Indramayu, Fasda SMP/MTs

• DPRD telah mengusulkan anggaran peningkatan mutu sebesar 600 juta rupiah dalam APBD 2017. Anggaran ini akan digunakan untuk mendiseminasikan modul-modul PRIORITAS.

18 Januari 2017 Ciamis Kepala Dinas Pendidikan, Kabid SD, Kabid Ketenagaan, Pengawas SD dan SMP, UPTD, KKG, MGMP, Kepala Kemenag, Kasi Madrasah

• Keberlanjutan program akan diarahkan melalui KKG dan MGMP.

• UPTD Sindangkasih akan mendiseminasikan semua modul ke semua sekolah yang berada di wilayahnya.

• KKM MI dan MTs dalam waktu dekat akan melakukan diseminasi modul 2 USAID PRIORITAS.

19 Januari 2017 Ciamis Kabid SD (baru) dan kepala UPTD Kec. Sindangkasih

• Kabid SD sangat mengapresiasi dampak yang sudah terjadi di sekolah mitra setelah kunjungan ke sekolah mitra.

• Kabid SD mendorong kepala UPTD Kec. Sindangkasih untuk melakukan diseminasi di sekolah non-mitra Kec. Sindangkasih.

1 Februari 2017 Cirebon Kasie Kurikulum Pembinaan SD, staff disdik, & YLAI

• TOT B3 bagi fasilitator baru sebanyak 90 orang.

• Pelatihan buku berjenjang bagi 2700 guru dari 900 sekolah akan dilaksanakan pada bulan Juni 2017 dengan sumber pendanaan dari APBD 2017.

• Pengadaan buku diserahkan pada masing-masing gugus dengan pembiayaan mandiri.


Tanggal Dengan siapa Hasil koordinasi 2 Februari 2017 Indramayu

Kasie Kurikulum Pembinaan SD dan staf

Anggaran 200 juta rupiah dari APBD 2017 akan digunakan untuk ToT Modul 2, Diseminasi MBS, dan Pelatihan Pemantauan Sekolah untuk pengawas SD.

16 Februari 2017

Bekasi Sekretaris dinas pendidikan, Kabid SMP, Kabid SD, Kasi PTK, Staff Disdik, Pengawas, Fasilitator SD dan SMP

Dengan APBD 2017 semua guru jenjang Sekolah Dasar di 23 gugus akan dilatih.

17 Februari 2017

Cirebon Dinas Pendidikan, Kementerian Agama

• Diseminasi pembelajaran untuk MGMP Matematika, MGMP IPA, dan Bahasa Indonesia akan dilaksanakan dalam bulan Maret-April

• Diseminasi pembelajaran untuk UPTD Weru dan SD Al Farabi akan dilaksanakan dalam bulan Maret-April

Rapat penutupan rencananya akan dilaksanakan di SMPN 2 Sumber.

17 Februari 2017

Bogor Kasie GTK SMP Disdik, Staf Sosbud Bappeda, Kasie Madrasah, Fasilitator

• Dinas Pendidikan Kota Bogor akan mediseminasikan modul 2 & 3 kepada 500 guru melalui APBD 2017 sebesar 300 juta rupiah.

28 Februari 2017

Cimahi Kabid SD, Kabid SMP, Kasi GTK, Kasubbag program, staf Dinas Pendidikan

• Dinas Pendidikan akan melatihkan Modul 4 kepada 560 guru SD melalui APBD 2017.

• Rencana kegiatan disdik yang bersinergi dengan program USAID PRIORITAS antara lain adalah pelatihan peningkatan mutu guru, pelatihan MBS, pelatihan komite sekolah, pengadaan buku perpustakaan di sekolah untuk mendukung kegiatan literasi, pelatihan inklusif, kegiatan pemetaan dan pemerataan guru.

KOHOR 1, 2 dan 3

ToT PROVINSI MODUL 4 DAN PENDAMPINGAN. ToT untuk jenjang SD/MI dan SMP/MTs dilaksanakan pada tanggal 21-24 Februari 2017 bertempat di Hotel Brits Kabupaten Karawang. Kegiatan ini diikuti oleh 48 orang yang merupakan fasilitator daerah mata pelajaran Bahasa Indonesia/Kelas Awal, IPA, dan Matematika dari 7 daerah mitra USAID PRIORITAS di Jawa Barat. Adapun unsur peserta terdiri dari kepala sekolah, guru, dan pengawas. Setelah mengikuti pelatihan ini, para peserta akan berbagi hasilnya kepada fasilitator daerah lainnya di masing-masing kabupaten. Selanjutnya, fasilitator daerah akan melatih guru-guru melalui forum KKG dan MGMP.


Jumlah Peserta Pelatihan Modul 4 dan Pendampingan Jenjang SD/MI


LK PR LK PR LK PR LK PR LK PR Cimahi 0 2 1 0 - - - - 1 2 Bandung Barat 1 1 - - 0 1 - - 1 2 Ciamis - - 1 1 - - - - 1 1 Bekasi 2 1 - - 1 0 - - 3 1 Cirebon 1 1 1 0 2 0 - - 4 1 Kuningan 1 0 0 1 1 0 2 1 Tasikmalaya 2 0 0 1 - - - - 2 1 Bandung - - - - - - 1 1 1 1 TOTAL 7 5 3 3 4 1 1 1 15 10

Jumlah Peserta Pelatihan Modul 4 dan Pendampingan Jenjang SMP/MTs


LK PR LK PR LK PR LK PR LK PR Cimahi 1 1 0 1 - - - - 1 2 Bandung Barat 2 1 0 0 - - - - 2 1 Ciamis 1 2 0 0 - - - - 1 2 Bekasi 1 1 0 0 - - - - 1 1 Cirebon 1 1 0 0 - - - - 1 1 Kuningan 2 1 0 0 - - - - 2 1 Tasikmalaya 1 2 0 0 - - - - 1 2 Bandung - - - - - - 2 2 2 2 TOTAL 9 9 0 1 0 0 2 2 11 12

PERTEMUAN FASILITATOR – Modul 4 dan Pendampingan.

Pembahasan Modul 4 dilaksanakan selama 2 hari untuk modul SD/MI diikuti oleh semua fasilitator baik pembelajaran maupun MBS sedangkan untuk modul SMP/MTs hanya diikuti oleh fasilitator pembelajaran mapel IPA, Math, Bahasa Indonesia, dan MBS. Sementara untuk pembahasan Modul Pendampingan baik SD/MI maupun SMP/MTs dilaksanakan selama 1 hari diikuti oleh semua fasilitator daerah. Jadwal pelaksanaan pertemuan fasilitator jenjang SD/MI dan SMP/MTs adalah sebagai berikut:

Kabupaten Tanggal Tempat

Jumlah Peserta SD/MI

Jumlah Peserta

SMP/MTs L P L P

Ciamis 9-11 Maret 2017 Aula Kemenag Kab. Ciamis 5 6 7 6 Tasikmalaya 9-11 Maret 2017 Aula Padakembang, Kab.

Tasikmalaya 4 7 6 8

Kuningan 14-16 Maret 2017 Aula SKB Kab. Kuningan 10 7 7 8 Bekasi 10, 11, 13 Maret 2017 Aula SMPN 1 Cikarang

Selatan 5 6 8 5

Cirebon 16-18 Maret 2017 SMPN 1 Sumber, Kab. Cirebon

- - 8 3

29-31 Maret 2017 SMPN 1 Sumber, Kab. Cirebon

10 2 - -

Bandung Barat 29-31 Maret 2017 GedungPGRICipatat 9 4 Cimahi 22-24 Maret 2017 Aula PKG Cimahi Tengah,

Cimahi 6 9 8 7


Rencana tindak lanjut dari pertemuan fasilitator di masing-masing kabupaten adalah sebagai berikut: Cimahi • Diseminasi Modul 4 melalui KKG Mitra di Gugus Amir Mahmud Kec. Cimahi Tengah, Gugus KI H.

Zaenal Mustofa Kec. Cimahi Utara, Gugus Maskoen Soemadiredja Kec. Cimahi Selatan mulai bulan Juli 2017 dimulai bulan Juli-Agustus 2017.

• Diseminasi Modul 4 melalui KKG di Gugus K.H. Noer Ali Kec. Cimahi Utara, Gugus Dipati Ukur Kec. Cimahi Tengah, Gugus Ibrahim Adjie Kec. Cimahi Selatan yang akan dimulai bulan April – Mei 2017.

• Diseminasi Modul Pendampingan melalui KKMI Kota Cimahi pada bulan Mei 2017. • Diseminasi Modul 4 melalui MGMP tingkat KKM MTsN Kota Cimahi dilaksanakan pada bulan Mei 2017 • Diseminasi Modul 4 melalaui MGMP Bahasa Indonesia, MGMP IPA, dan MGMP Matematika Kota Cimahi

mulai bulan April - Mei 2017. • Diseminasi Modul Pendampingan melalui MGMP B. Inggris pada bulan Mei 2017 Bandung Barat • Diseminasi Modul 4 melalui KKG Mitra di Gugus 1 Mekarasih Kec. Cihampelas dan KKG Mitra di Gugus

II Rajamandala Kec. Cipatat mulai bulan Juli 2017. • Diseminasi Modul 4 melalui KKG di Gugus 6 Citatah Kecamatan Cipatat mulai bulan Agustus 2017. • Diseminasi Modul 4 melalui KKM Ka. Bandung Barat dan KKM (MTs) Kec. Cipatat dilaksanakan mulai

bulan April - Agustus 2017. • Diseminasi Modul 4 melalaui MGMP Matematika Gugus II, MGMP IPA Gugus IV, MGMP B. Indonesia

Gugus IV pada bulan Juli 2017. • Diseminasi Modul Pendampingan di MGMP IPS Gugus I dan Gugus IV KBB pada bulan Juli 2017. Ciamis • Diseminasi Modul 4 Mapel Matematika SD/MI di KKG dimulai pada awal bulan April 2017 secara rutin. • Fasilitator akan melatih Modul 4 kepada fasilitator B3 dan akan mendiseminasikan di KKG dimulai pada

awal bulan Mei 2017 secara rutin. • Diseminasi Modul 4 Mapel IPA SD/MI di KKG pada minggu pertama bulan April. • Diseminasi Modul 4 di MGMP Kecamatan Banjarsari, Lakbok dan Purwadadi pada tanggal 7-8 April 2017. Tasikmalaya • Diseminasi modul 4 di KKG PAI Kec Ciawi (22 Maret), KKG PAI Kec Singaparna (5 April), KKG PAI

Kec. Sukaresik dan pagerageung (3 Mei), KKG Singaparna dan Ciawi sepanjang akhir bulan Maret – April.

• Diseminasi Modul 4 di MGMP tingkat Kabupaten Tasikmalaya pada bulan Mei • Diseminasi Modul 4 di tingkat MGMP sekolah dilaksanakan mulai pertengahan Maret sampai awal April. • Diseminasi Modul 4 melalui MGMP tingkat KKM MTsN 2 Tasikmalaya (Pamoyanan) dilaksanakan pada

bulan April – Mei. • Diseminasi Modul 4 melalui MGMP Bahasa Indonesia tingkat KKM MTsN 10 Kab. Tasikmalaya

(singaparna-cintawana) pada bulan April. • Diseminasi Modul 4 di tingkat MGMP wilayah Ciawi dan Singaparna pada bulan April. Kuningan • Diseminasi Modul 4 Kelas Awal di Kec. Darma, Kec. Kadugede, Kec. Cigugur, Kec. Kuningan, Kec.

Kramatmulya, Kec. Sindangagung, Kec. Lebakwangi, Kec. Luragung, dan Kec. Cibingbin melalui KKG dalam rentang bulan April – September 2017.

• Diseminasi Modul 4 pada SD/MI Mitra Kec. Cilimus dan Kec. Garawangi melalui KKG setiap minggu mulai bulan April – September 2017.

• Diseminasi Modul 4 pada SMP/MTs Mitra Kec. Cilimus melalui forum MGMP mulai bulan Agustus – September 2017.

• Diseminasi Modul 4 SMP/MTs melalui Forum MGMP Kab. Kuningan pada bulan September 2017. Cirebon • Diseminasi Modul 4 melalaui MGMP Bahasa Indonesia kepada Guru kelas VII dan calon IK K-13 pada

minggu kedua bulan April 2017 • Diseminasi Modul 4 melalui MGMP Matematika mulai bulan April - Mei 2017. • Diseminasi Modul 4 melalui MGMP IPA mulai akhir bulan Maret – Mei 2017. • Desiminasi Modul 4 di KKG Kec. Palimanan, Kec. Sumber, Kec. Weru, Kec. Plered, dan Kec. Plumbon

pada bulan April – Mei 2017.


Bekasi • Modul 4 Matematika akan didiseminasikan secara mandiri di MGMP setiap hari rabu per unit mulai bulan

agustus 2017. • Modul 4 IPA dan B. Indonesia akan didiseminasikan secara mandiri di MGMP hari senin per unit mulai

bulan agustus 2017 • Modul 4 SD akan didiseminasikan di KKG mitra gugus II kec. Cikarang Pusat dan gugus III Kec. Cikarang

selatan mulai bulan agustus 2017. LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)


Rapat tingkat LPTK dilaksanakan pada tanggal 14 Februari 2017 bertempat di Hotel Holiday Inn Bandung. Rapat ini merupakan penutupan kegiatan USAID PRIORITAS tingkat LPTK yang dihadiri oleh Rektor UPI dan Wakil Dekan Tarbiyah UIN Bandung. Secara keseluruhan rapat diikuti oleh 105 peserta (L:50, dan P:55) yang terdiri dari unsur LPTK (UPI dan UIN beserta konsorsianya), Kantor Kementerian Agama kota Bandung, sekolah mitra UPI, dan Madrasah mitra UIN.

Pada rapat ini, UPI dan UIN beserta konsorsia menyatakan komitmen kuat secara tertulis untuk merawat dan menyebarluaskan praktik baik sebagai dampak program USAID di LPTK maupun di sekolah/madrasah. Pernyataan tersebut ditandatangani oleh Rektor UPI, Rektor UIN, Rektor UNINUS, Rektor UNPAS, Rektor IAID, dan Ketua STAI Siliwangi.


EGRA untuk sekolah lab/mitra UPI dan UIN dilaksanakan pada tanggal 16-18 Februari 2017. Para assessor mengikuti pelatihan penyegaran terlebih dulu sehari sebelum pengambilan data. EGRA dilakukan terhadap anak-anak kelas 2 di SDN Sukarasa, SDN Isola, SD Lab School UPI, MIN 1 Kota Bandung, MIS Al-Misbah, dan MIN 2 Kota Bandung.

Pengambilan data tahunan di sekolah mitra UPI dan UIN dilaksanakan pada tanggal 1-3 Maret 2017 oleh para enumerator yang dipilih dari fasilitator daerah DBE. Satu hari sebelum pengumpulan data, para enumerator mengikuti pelatihan penyegaran terlebih dulu. Pengumpulan data dilakukan di SDN Sukarasa, SDN Isola, SD Lab School UPI, SMPN 12 Bandung, SMP Lab School UPI, MIN I Kota Bandung (dulu MIN Cicendo), MIS Al Misbah, MIN 2 Kota Bandung, MTsN 2 Kota Bandung, MTsS Kifayatul Achyar


Pada rentang waktu bulan Januari – Maret 2017, di Provinsi Jawa Barat telah dilaksanakan 78 kegiatan diseminasi di Kabupaten Bandung Barat, Ciamis dan Kota Cimahi (wilayah kohor 1); Kabupaten Bekasi, Cirebon, Kuningan dan Tasikmalaya (wilayah kohor 2); Kota Bogor, Kabupaten Garut, Sukbumi dan Indramayu (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. Lebih dari 1239 sekolah dilibatkan dalam kegiatan tersebut, diantaranya terdiri dari 982 SD/MI dan 257 SMP/MTs.

Sebanyak 5.847 orang (2.625 L / 3.222 P) guru, kepala sekolah, pengawas dan lainnya hadir sebagai peserta kegiatan diseminasi. Pada tabel dibawah ini dapat dilihat perinciaan sumber anggaran yang digunakan dalam kegiatan diseminasi.


Kab./Kota PRIORITAS BOS APBD

TOTAL (Rp) Rupiah % Rupiah % Rupiah %

Bandung Barat 50,400,000 28% 130,100,000 72% 0 0% 180,500,000 Bekasi 15,750,000 5% 37,000,000 12% 251,000,000 83% 303,750,000 Bogor 7,000,000 11% 10,000,000 16% 45,000,000 73% 62,000,000 Ciamis 29,050,000 12% 212,250,000 88% 0 0% 241,300,000 Cimahi 5,250,000 17% 25,000,000 83% 0 0% 30,250,000 Cirebon 8,400,000 11% 70,000,000 89% 0 0% 78,400,000 Garut 16,100,000 14% 97,550,000 86% 0 0% 113,650,000 Indramayu 4,200,000 23% 14,000,000 77% 0 0% 18,200,000 Kuningan 53,800,000 22% 156,000,000 64% 33,000,000 14% 242,800,000 Tasikmalaya 12,600,000 13% 86,032,580 87% 0 0% 98,632,580 Sukabumi 8,400,000 11% 67,000,000 89% 0 0% 75,400,000 Grand Total 210,950,000 15% 904,932,580 63% 329,000,000 23% 1,444,882,580

TOT Fasilitator Tambahan

Dalam rentang Januari – Maret 2017, ada beberapa kabupaten/kota yang menyelenggarakan TOT bagi fasilitator daerah baru, yaitu Kabupaten Ciamis, Indramayu dan Kuningan. Sasarannya adalah di setiap kecamatan mempunyai fasilitator daerah yang nanti akan memfasilitasi pelatihan di tingkat KKG/MGMP/Rayon.

Jumlah Fasilitator Tambahan yang Telah Mengikuti TOT Modul PRIORITAS Periode Januari – Maret 2017

Kabupaten/Kota ∑ Fasilitator Pembelajaran SD/MI

∑ Fasilitator Pembelajaran SMP/MTs

L P L P Kuningan 106 45 - - Indramayu 75 36 - - Ciamis - - 30 54


Pelatihan buku bacaan berjenjang bagi 1.930 sekolah penerima bantuan telah selesai dilaksanakan di 12 kabupaten/kota provinsi Jawa Barat dengan total guru/kepala sekolah/pengawas yang dilatih sebanyak 9.255 orang. Pendampingan bagi 253 gugus penerima bantuan pun telah selesai dilaksanakan dengan jumlah guru/kepala sekolah/pengawas yang didampingi sebanyak 5.666 orang.

KEGIATAN LAIN

Sosialisasi Modul 1-4 kepada widyaiswara Balai Diklat Kemenag Provinsi Jawa Barat – Kegiatan ini merupakan tindak lanjut dari rapat koordinasi pada tanggal 24 Januari 2017. Sosialisasi dilaksanakan pada tanggal 2 Maret 2017 yang diikuti oleh 39 orang Widyaiswara. Tindak lanjut dari sosialisasi ini, balai diklat akan mengkaji lebih lanjut modul dan membantu kanwil kemenag Jabar dalam mengimplementasikan block grant DIPA pusat melatih guru-guru madrasah di KKM menggunakan modul-modul PRIORITAS.

Kunjungan Executive Vice President, International Development RTI ke Sekolah Mitra di Cimahi – Dalam rangka melihat langsung dampak program PRIORITAS, Wakil Presiden RTI, Paul Weisenfeld mengunjungi SDN Utama Mandiri 1 Kota Cimahi pada tanggal 21 Maret 2017. Paul sangat terkesan dengan kemajuan di sekolah ini. Tampak proses pembelajaran yang aktif, manajemen sekolah yang sangat mendukung proses pembelajaran, komite sekolah dan orangtua berpartisipasi aktif mendukung manajemen dan pembelajaran di sekolah, serta kegiatan budaya baca yang baik. Pada


kesempatan ini, Kabid Dikdas berkomitmen untuk terus melanjutkan program PRIORITAS di Kota Cimahi.

Sosialisasi Sekolah Model LPMP – USAID PRIORITAS Jawa Barat diundang oleh LPMP Provinsi Jawa Barat untuk mengikuti kegiatan ini yang dilaksanakan pada tanggal 16-18 Maret 2017 bertempat di LPMP Provinsi Jawa Barat. Peserta berjumlah 92 orang yang terdiri dari unsur dinas pendidikan se-Jawa Barat (Kabid SD/SMP, Kasi Kurikulum/Kelembagaan, Pengawas), Pengawas Balai (SMA/SMK), USAID PRIORITAS, GIZ, STKIP, dan UPI. Beberapa hal yang dihasilkan dari kegiatan ini adalah (1) LPMP hanya menyentuh penjaminan 8 standar, tidak masuk pada tataran teknis (penyediaan modul-modul pelatihan) sehingga memberikan kebebasan bagi fasda di daerah untuk mengambil materi dari sumber manapun termasuk materi-materi USAID PRIORITAS; (2) LPMP tidak menentukan instrumen Monev khusus sehingga sekolah dan fasilitator dapat mengembangkan instrumen sendiri termasuk instrumen PRIORITAS.


• Tingkat Kabupaten: diseminasi, penutupan program

• Tingkat Provinsi: rapat penutupan program

GALERI FOTO

Rektor UPI Furqon, PhD dan Wakil Dekan FTK UIN Bandung Dr Aan Hasanah MEd serahkan dokumen pernyataan komitmen keberlanjutan yang telah ditandatanganinya

kepada Koordinator USAID PRIORITAS Jawa Barat Erna Irnawati (14/2).

Wakil Bupati Kuningan Dede Sembada meresmikan Masjid Sekolah Mitra USAID PRIORITAS SMPN 1 Cilimus, Al

Barkah, yang dibangun atas bantuan PSM (6/2).

Pertemuan koordinasi pemangku kepentingan Kota Bogor dihadiri staf Disdik dan Kemenag (17/2).

Kelompok IPA melakukan percobaan untuk mengembangkan konsep IPA pada TOT Modul 4 dan

Pendampingan tingkat provinsi yang dipusatkan di Karawang (22/2).


Para widyaiswara Balai Diklat Kemenag (BDK) Jabar tengah menyimak penjelasan modul-modul USAID PRIORITAS dan tehnik memfasilitasinya (3/3). Ini bagian dari rencana BDK

mendiseminasikan program USAID PRIORITAS.

Para guru di Cirebon ini tampak asyik mengikuti pelatihan guru yang merupakan diseminasi program USAID

PRIORITAS (14/3).

Kabupaten Tasikmalaya, Bandung Barat, dan Kota Cimahi menerima Anugerah Literasi Prioritas dari Kemdikbud RI atas komitmen dan pencapaian program budaya baca (20/3).

Wakil Presiden Eksekutif Pembangunan Internasional RTI International Paul Weisenfeld kunjungi SDN Utama Mandiri

1 Kota Cimahi (21/3).


Provinsi JAWA TENGAH



Tanggal Dengan siapa Hasil koordinasi 1 Februari 2017 Wakil Rektor 4 Unnes Prof

Sukestiyarno, dan Dekan FIP Unnes,Prof. Fakhruddin MPd

Disepakatinya kerjasama MoU antara FIP dengan Dinas Pendidikan Kota Semarang tentang tindak lanjut program PRIORITAS

2 Februari 2017 Dekan FITK Dr Raharjo dan Dekan Saintek UIN Walisongo Dr Ruswan

Disepakatinya MoU tentang tindak lanjut program PRIORITAS antara FITK, Saintek dengan sekolah mitra

3 Februari 2017 Rektor UIN Walisongo Prof Muhibbin

Kesediaan hadir dan memberikan briefing keberlanjutan program PRIORITAS

28 Februari 2017 dan 1 Maret 2017

Kasi Pemengembangan Pendidik dan Tenaga Kependidikan Kemenag Jateng (Bpk. Muizzudin dan Tim)

Disepakatinya bantuan diseminasi, dan penjadwalan pelatihan PAKEM dan MBS Kemenag Provinsi Jawa Tengah


Tanggal Dengan siapa Hasil koordinasi 17 Januari 2017 Kasi Mapenda Kemenag, MKKS

MTs, DF SMP Disepakatinya ToT MGMP MTs di Banjarnegara

18 Januari 2017 Bagain Program, Kasi PPTK Disdikbud Kab. Pekalongan

Diseminasi modul Kepala Sekolah dan Pengawas di Pekalongan

19 Januari 2017 Kadinas, kemenag, Fasda Purworejo

Disepakatinya diseminasi MGMP SMP, Diseminasi PAkEm Kec Loano.

28 Januari 2017 Kasi PTK Dindik Kudus Disepakatinya diseminasi 7 Kecamatan di Kudus 3 Februari 2017 Kadinas Pendidikan Blora, KKG

dan MGMP Disepakatinya implementasi pengembangan keprofesian berkelanjutan di Kabupaten Blora

3 Maret 2017 Kasi kurikulum SD Dindik dan Fasda MBS Sragen

Disepakatinya diseminasi MBS di Sragen

KOHOR 1, 2 dan 3

ToT PROVINSI - TOT Modul 4 dan Pendampingan untuk SD/MI dan SMP/MTs Pelaksanaan ToT Modul 4 pada tanggal 21 – 22 Februari 2017 dan TOT Pendampingan Pembelajaran dilaksanakan pada tanggal 23 – 24 Februari 2017. Kedua kegiatan ToT dilaksanakan di Jogjakarta Plaza Hotel, Yogyakarta. Peserta berasal dari unsur fasilitator daerah dari tujuh kabupaten mitra di Jawa Tengah. Setiap daerah mengirimkan fasilitator sebanyak enam orang sehingga jumlah peserta dalam pelatihan ini sebanyak 39 orang (L:25, P:14). Fasilitator Modul 4 terdiri dari dosen UNY, Unnes serta UIN Walisongo. Fasilitator pendampingan berasal dari fasilitator daerah. Praktik pengamatan dilakukan di SD Giwangan dan SMP 1 Yogyakarta pada tanggal 24 Februari 2017.



LK PR LK PR LK PR Banjarnegara 2 2 1 3 2 Batang 2 1 2 1 4 2 Pekalongan 3 1 1 4 1 Purbalingga 3 3 3 3 Semarang 2 1 3 5 1 Sragen 2 3 2 3 Wonosobo 2 2 2 4 2

PERTEMUAN FASILITATOR – Modul 4 dan Pendampingan

Penyebarluasan hasil TOT modul 4 dan Pendampingan kepada fasilitator yang tidak mengikuti TOT provinsi di kabupaten dilaksanakan melalui pertemuan fasilitator daerah. Waktu yang diperlukan untuk kegiatan tersebut tiga hari, terdiri dari dua hari untuk penyebarluasan modul 4 dan satu hari untuk materi pendampingan.

Format pertemuannya untuk fasilitator SD/MI adalah semua mapel diberikan kepada semua peserta (fasilitator pembelajaran dan fasilitator MBS). Alokasi waktu yang dibiayai PRIORITAS adalah tiga hari dengan dana pertemuan fasilitator. Selain materi umum, materi lainnya dipilih sesuai dengan kebutuhan. Unit lain yang belum diberikan dalam kegiatan Rapat Fasilitator akan diberikan melalui KKG. Untuk fasilitator SMP/MTs, dilaksanakan sesuai dengan mata pelajaran masing-masing fasilitator dalam forum MGMP. Penyebarluasan hasil TOT Modul Pendampingan SMP/MTs dilaksanakan seperti jadwal di bawah.

No Kabupaten SD/MI SMP/MTs

Tanggal Tempat Peserta Tanggal Tempat Peserta 1 Purbalingga 15–17

Maret Hotel Owabong 18 (L:11, P:7) 17 Mrt Htl Owabong 15 (L:14,

P:1) 2 Banjarnegara 16-18

Maret Wisma PGRI 16 (L:12, P:4) 24 Maret PGRI

3 Wonosobo 7-9 Maret RM Sari Rasa 16 (L:11, P:5) 9 Mrt RM Sari Rasa 14 (L:9, P:5) 4 Pekalongan 16-18

Maret Hotel Marlin, Wiradesa

16 (L:12,P:4) 18 Mrt Htl Marlin, wiradesa

12 (L:8,P:4)

5 Batang 22 -24 Maret

RM Tirta Sari Limpung

17 (L:12,P:5) 16 Maret RM Kuluasri 3 Siwatu, Wonotunggal

14 (L:10,P:4)

6 Semarang 14 & 17-18 Maret

Aula Dewan Pendidikan, Aula UPTD Tengaran

28 (L:13,P:15) 24 Maret SMP Negeri 1 Ungaran

13 (L:9,P:5)

7 Sragen 17-19 Maret

Wisma Fajar Indah,Tawang mangu

15 (3L;12P) Juli 2017 MGMP SMP Belum



Kegiatan pertemuan ini dilaksanakan di dua tempat yaitu di Yogyakarta dan Semarang. Untuk pertemuan sekolah-sekolah mitra UNY dan fasilitator UNY dilaksanakan pada tanggal 24 Januari 2017 di Hotel Platinum, Yogyakarta. Kegiatan ini diikuti oleh peserta dari unsur Kabid Pendidikan Dasar (Kabupaten Sleman, Bantul, Kulon Progo, dan Kota Yogyakarta), Kepala SD/SMP, guru SD/SMP dan


Ketua Komite SD/SMP Mitra UNY serta 16 Fasilitator dari UNY. Total peserta sebanyak 37 orang (L:22, P:15). Acara di hadiri oleh Rektor UNY Prof Rochmad Wahab.

Untuk pertemuan sekolah mitra Unnes dan UIN Walisongo Semarang dilaksanakan bersamaan dengan pertemuan fasilitator dan pertemuan LPTK anggota Konsorsium. Kegiatan ini dilaksanakan pada tanggal 6 Februari 2017 bertempat di Hotel Novotel Semarang. Kegiatan diikuti oleh fasilitator Unnes dan UIN Walisongo, perwakilan sekolah/madrasah mitra baik MI/SD atau SMP/MTs sebanyak 3 orang (kepala sekolah/madarasah, guru, dan komite), Kepala Dinas Pendidikan Kota Semarang dan Kepala Kementerian Agama Kota Semarang.

Dalam acara pertemuan konsorsium, dihadiri oleh perwakilan dari LPTK mitra dan konsorsia yaitu Unnes, UIN Walisongo, UNY, UPGRIS, UKSW Salatiga, STAIN Pekalongan, IAIN Purwokerto, dan UNS Surakarta. Perwakilan masing-masing LPTK dari unsur Rektor, Kepala LP3/LPMP dan Dekan Fakultas Ilmu Pendidikan.

Hasil dari kegiatan pertemuan ini adalah telah dirumuskannya rencana tindak lanjut program USAID PRIORITAS di sekolah/madrasah mitra serta di LPTK. Di Semarang FITK UIN Walisongo, Fakultas Saintek dan FIP Unnes telah bersepakat dengan sekolah mitra dan Dinas Pendidikan Kota Semarang melalui penerbitan MoU kerjasama tindak lanjut program PRIORITAS.


Kegiatan pengambilan data tahunan untuk sekolah mitra LPTK dilaksanakan pada tanggal 21 - 22 Februari 2017 untuk mitra Unnes dan UIN Walisongo. Sedangkan untuk sekolah mitra UNY di laksanakan pada tanggal 7 – 8 Maret 2017. Pengambilan data tahunan ini antara lain mengambil data di tingkat SMP/MTs pengamatan pembelajaran dan tes siswa di kelas VIII. Selain itu wawancara dengan kepala sekolah dan komite sekolah.

Di tingkat SD/MI dilakukan pengamatan pembelajaran di kelas awal dan kelas tinggi, juga dilakukan tes siswa di kelas 4 (bahasa Indonesia dan Matematika), dan kelas 5 (IPA). Selain itu, dilakukan juga wawancara dengan kepala sekolah dan komite sekolah. Pengambilan data tahunan sekolah mitra LPTK di lakukan oleh enumerator yang berasal dari fasilitator daerah kabupaten mitra USAID PRIORITAS. Enumerator yang terlibat terdiri dari pengawas sebanyak 13 orang, kepala sekolah sebanyak delapan orang, dan guru sebanyak tiga orang. Sekolah sampel yang diambil sebanyak 15 sekolah terdiri dari 6 SD, 3 MI, 4 SMP, dan 2 MTs.

Early Grade Reading Assesment

Pertemuan assessor untuk penyegaran dan koordinasi dilaksanakan pada tanggal 13 Februari 2017 bertempat di Kantor USAID PRIORITAS Jawa Tengah. Yang hadir pada acara tersebut adalah seluruh asesor yang terlibat dalam pengambilan data di sekolah dan madrasah lab LPTK UIN, UNNES dan UNY. Kegiatan pengambilan data dilakukan pada, 14-18 Februari, dan 25 Februari 2017. Sekolah sampel sebanyak 9 sekolah terdiri dari 3 SD, 3 MI di Semarang dan 3 SD di Yogyakarta.

TATA KELOLA DAN MANAJEMEN

PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) DI MADRASAH

Pada 16 Maret 2017 dilakukan sosialisasi Peraturan Bupati PKB di Kabupaten Blora yang telah difasilitasi oleh USAID PRIORITAS Jawa Tengah sejak pertengahan tahun 2016. Kegiatan yang dilaksanakan di Aula Dinas Pendidikan Kabupaten Blora itu dihadiri oleh 32 peserta (L27, P:5). Hasil kegiatan berupa kesepakatan peserta untuk mengimplementasikan Perbub PKB untuk meningkatkan kompetensi pendidik dan tenaga kependidikan dalam rangka meningkatkan kualitas pendidikan di Kabupaten Blora.



Kegiatan diseminasi telah dilakukan oleh 1266 institusi di 15 kabupaten di Jawa Tengah dengan jumlah kegiatan sebanyak 58 kegiatan. Diseminasi ini diikuti oleh 4.135 orang (L:1790, P:2345) dengan total anggaran sebanyak Rp 1.514.994.960. Dana tersebut meliputi dana dari USAID PRIORITAS sebanyak Rp. 408.297.460 dan dari sumber lain sejumlah Rp. 1.106.697.500. Materi diseminasi yaitu dari Modul 1, 2, 3, dan 4 serta modul kepala sekolah dan pengawas.

Pada tanggal 08 - 10 Maret 2017 dan 15-17 Maret 2017 Kantor Kementerian Agama Provinsi Jawa Tengah juga mendiseminasikan program untuk materi pembelajaran dan manajemen bertempat di Hotel Grasia, Semarang. Kegiatan ini diikuti unsur guru sejumlah 40 orang, kepala madrasah 40 orang, dan pengawas 40 orang dari 35 kabupaten di Jawa Tengah.


• Pertemuan fasilitator kabupaten untuk pelatihan modul 4 dan pendampingan di tingkat kabupaten

• Penutupan program di kabupaten DBE dan kabupaten PRIORITAS

• Penutupan program di tingkat provinsi

• Penyerahan aset proyek ke pemangku kepentingan pendidikan tingkat sekolah, kabupaten, dan provinsi.

GALERI FOTO

Dekan FIP Unnes menandatangani kesepakatan dengan Dinas Pendidikan Kota Semarang disaksikan oleh Wakil Rektor 4 Prof Sukestiyarno,

Teaching Learning Advisor Lynne Hill dan PC Jateng Dr Nurkolis MM dalam pertemuan mitra LPTK (6/2).

Peserta pelatihan bagi pelatih modul 4 melakukan percobaan Ingenhouze dengan tanaman hydrilla untuk membuktikan

fotosintesis menghasilkan oksigen pada pembelajran IPA di SMP (24/2).

Peserta pelatihan bagi pelatih modul pendampingan melakukan Pengamatan Pembelajaran di SD Negeri Giwangan Yogyakarta (24/2).

Siswa dan guru MIN Sumurrejo sedang membaca di dekat pajangan buku depan kelas.


Enumerator Monitoring dan Evaluasi sekolah mitra LPTK sedang melihat hasil produk siswa dalam pembelajaran di SDN Beringin 2 Semarang

(20/3).

Peserta diseminasi modul 4 dari Kementerian Agama Provinsi Jawa Tengah melakukan simulasi pembelajaran aktif dengan

menggunakan media sederhana (10/3).


Provinsi JAWA TIMUR

RAPAT KOORDINASI, REVIU, PERENCANA ATAU PERTEMUAN LAIN YANG PENTING


Tanggal Dengan siapa Hasil koordinasi 31 Januari 2017 Bappeda Jatim & lembaga donor

di Jatim Koordinasi dan melaporkan kegiatan yang sudah dilaksanakan oleh lembaga donor mitra pembangunan di Jatim termasuk USAID PRIORITAS

KOHOR 1, 2 dan 3

ToT PROVINSI

ToT modul 4 dan ToT Modul Pendampingan untuk SD/MI dan SMP/MTs dilaksanakan secara paralel mulai tanggal 22-25 Februari 2017. Kegiatan yang dilaksanakan di Malang diikuti oleh 62 peserta fasilitator dari 11 kabupaten/kota mitra Kohor 1, 2, dan 3 dengan sembilan fasilitator dari UM, UNESA, dan UINSA. Adapun peserta sebagai berikut:

Kabupaten Guru KS Pengawas

LK PR LK PR LK PR Blitar 2 3 1 Madiun 3 1 1 Mojokerto 2 3 Pamekasan 2 3 1 Situbondo 2 1 1 1 1 Ngawi 2 2 2 Lumajang 2 1 1 Lamongan 1 3 2 Banyuwangi 4 1 1 Kota Batu 2 4 Jombang 5 1


Pertemuan fasilitator untuk mendiseminasikan modul 4 dan pendampingan telah dan akan dilaksanakan di 11 kabupaten/kota dengan rincian sebagai berikut: NO KAB/KOTA TINGKAT SD/MI SMP/MTs Kohor 1 1 Blitar SD/MI 9-11 Maret 17 30 Maret-1 April 17 2 Pamekasan SD/MI 21-23 Maret 17 8-10 April 17 3 Kab Mojokerto SD/MI 30 Maret-1 April 17 3-5 April 17 4 Situbondo SD/MI 13-15 Maret 17 16-18 Maret 17 5 Madiun SD/MI 6-8 Maret 17 29-31 Maret 17 Kohor 2 6 Lumajang SD/MI 16-18 Maret 17 29-31 Maret 17 7 Ngawi SD/MI 13-15 Maret 17 16-18 Maret 17 Kohor 3 8 Banyuwangi SD/MI 20-22 Maret 17 23-25 Maret 17 9 Lamongan SD/MI 07, 14-15 Maret 17 16-18 Maret 17 10 Jombang SD/MI 16-18 Maret 17 23-25 Maret 17


NO KAB/KOTA TINGKAT SD/MI SMP/MTs 11 Kota Batu SD/MI 13-14 & 20 Maret 17 21-22 & 31 Maret 17



Rapat koordinasi dengan sekolah lab/mitra LPTK dilaksanakan bersamaan dengan rapat dengan fasilitator LPTK di masing-masing LPTK, yakni pada tanggal 20 Januari 2017 di UINSA, Surabaya, pada tanggal 21 Januari 2017 di UNESA dan tanggal 27 Januari 2017 di UM. Peserta rapat dari sekolah lab/mitra LPTK berbagi pengalaman sukses dan tantangan yang mereka hadapi dalam melaksanakan pelatihan. Sekolah telah banyak mengalami perubahan positif terkait pembelajaran dan manajemen sekolah. Sekolah mitra/lab berkomitmen akan melanjutkan praktik yang baik dengan dukungan dari LPTK. Fasilitator juga berkomitmen untuk terus memberikan dukungan yang dibutuhkan oleh sekolah lab/mitra yang telah mereka bina.

Rapat konsorsium LPTK provinsi diadakan di Malang pada tanggal 20 Februari 2017. Rapat yang dihadiri oleh peserta dari LPTK mitra (UINSA, UM dan UNESA) dan konsorsium saling berbagi pengalaman sukses dan tantangan yang dihadapi dalam pelaksanaan program USAID PRIORITAS. LPTK mitra dan konsorsium menyetujui untuk melakukan diseminasi program praktik yang baik dan memperkuat hubungan antara LPTK mitra dan konsorsium dengan sekolah mitra mereka.


Pelaksanaan kegiatan monitoring dan evaluasi ke-3 di sekolah lab dan mitra di tiga LPTK Jawa Timur (UM Malang, UNESA Surabaya dan UIN Sunan Ampel) dilaksanakan pada tanggal 20-23 Februari 2017. Sehari sebelum pelaksanaan dilakukan persiapan tanggal 19 Februari 2017 di Hotel Amaris Malang yang diikuti oleh 15 orang enumerator dari unsur pengawas, kepala sekolah dan guru.

Monev dilaksanakan di 15 sampel sekolah mitra 3 LPTK, yaitu 9 SD/MI dan 6 SMP/MTs. Pengambilan data dilakukan oleh 15 enumerator. Sekolah menyambut baik dengan adanya pelaksanaan monev ini dan berharap dapat memberikan hasil dan kontribusi yang sangat baik terhadap perkembangan program PRIORITAS bersama sekolah.

EGRA

Kegiatan EGRA di sekolah mitra LPTK diadakan untuk mengetahui kemampuan membaca anak di kelas awal di sembilan lembaga sekolah/madrasah yang menjadi sekolah mitra/sekolah lab mitra LPTK dengan siswa kelas II (dua) sebagai sasaran dari EGRA LPTK. Pelaksanaan pada tanggal 20-24 Februari 2017 di tiga sekolah mitra UNESA Surabaya, tiga sekolah mitra UINSA Surabaya, dan tiga sekolah mitra UM Malang.


Selama periode Januari hingga Maret 2017 telah dilaksanakan 57 kegiatan diseminasi di 13 kabupaten/kota (Blitar, Bojonegoro, Nganjuk, Ngawi, Pasuruan, Sampang, Lamongan, Sidoarjo, Madiun, Lumajang, Mojokerto, Tuban dan Kota Batu). Dana sharing kegiatan dari kabupaten/sekolah sebesar Rp 1.5 Milyar. Jumlah peserta 4.896 orang (M=1.995, F=2.901) berasal dari 1.043 sekolah. Diseminasi dilakukan untuk program pembelajaran PAKEM SD/MI, CTL SMP/MTs dan MBS SD/MI.


Kabupaten/Kota

Jml Diseminasi

Dana Sharing Kab (APBD, BOS,

Mandiri) Jml

Sekolah

Peserta

L P Total Blitar 2 42.600.000 21 28 96 124

Bojonegoro 4 59.000.000 87 142 153 295

Nganjuk 8 167.150.000 200 327 542 869

Ngawi 3 57.100.000 48 106 150 256

Pasuruan 3 43.800.000 209 65 152 217

Sampang 1 2.500.000 19 64 36 100

Sidoarjo 5 58.200.000 27 103 198 301

Lamongan 13 213,000,000 213 518 553 1071

Madiun 4 256.000.000 66 197 276 473

Lumajang 3 450.000.000 42 170 166 336

Mojokerto 8 171.320.000 90 221 430 651

Tuban 1 13.800.000 9 20 67 87

Batu 2 50.000.000 12 34 82 116

Total 57 1.584.470.000 1043 1995 2901 4896


Setelah pelatihan buku berjenjang di tingkat gugus dilakukan, maka rencana tindak lanjut untuk masing-masing peserta adalah melakukan implementasi membaca bersama dan terbimbing di lembaga masing-masing. Setelah implementasi dilakukan, selanjutnya para fasilitator diberikan kesempatan untuk melakukan pendampingan ke gugus dan KKM. Selama bulan November 2016 – Februari 2017, jumlah gugus yang terdampingi adalah 358 gugus. Jumlah sekolah yang terdampingi 1.659 lembaga. Dan jumlah kepala sekolah, guru dan pengawas yang terdampingi adalah 6.430 orang.

Selain itu masih ada satu kegiatan diseminasi tambahan program buku di Kecamatan Modo Kabupaten Lamongan yang dilaksanakan pada tanggal 13-14 Februari 2017. Kegiatan ini murni didanai dari BOS sebesar Rp. 9.500.000,- dan diikuti tujuh kepala sekolah dan 21 guru yang berasal dari tujuh SD Kec. Modo.

KEGIATAN LAIN

• Pameran Buku Murah oleh Dinas Pendidikan Kota Batu dengan merangkul Gramedia & Mini Showcase USAID PRIORITAS dilakukan pada 8-12 Februari 2017 dengan tujuan menumbuhkan dan meningkatkan budaya baca di Kota Batu dalam rangka menuju “Batu Kota Literasi”

• Kegiatan mini workshop tentang budaya baca bekerjasama antara USAID PRIORITAS, Gramedia, Kompas, UINSA, dan Badan Perpustakaan Kota Surabaya pada tanggal 25 Maret 2017. Kegiatan ini diikuti 120 peserta dari taman bacaan masyarakat (TBM) Surabaya.


• Rapat fasilitator untuk ToT Modul 4 bagi beberapa kabupaten

• Penutupan program di 19 kabupaten/kota dan provinsi

• Diseminasi modul 3 jenjang SD dan SMP


GALERI FOTO

Kegiatan praktik pendampingan di SDN Penanggungan Malang pada kegiatan ToT Modul 4 pada 22-25 Februari 2017.

Evi Fatimaturrusydyah perwakilan dari UINSA memaparkan pengembangan kegiatan di UINSA hasil dari pelatihan bersama USAID PRIORITAS pada

kegiatan Rapat Konsorsium LPTK 20 Februari 2017.

Kegiatan EGRA di MI H Ali Surabaya salah satu sekolah mitra UINSA.

Bursa buku murah yang diadakan oleh Dispendik Kota Batu bekerjasama dengan USAID PRIORITAS & Gramedia untuk meningkatkan minat baca di

Batu.

Rapat fasilitator untuk diseminasi modul 4 dan pendampingan di Kab Lamongan. Peserta antusias melakukan percobaan IPA.

Kegiatan pendampingan dalam pelaksanaan membaca terbimbing SDN Tobungan 1 Kelas 2 di Pamekasan.


Kegiatan budaya baca sudah berimbas di SDN non mitra di kab Blitar.

Diseminasi modul 1 CTL yang dilaksanakan di SMPN 2 Waru Sidoarjo.


Provinsi SULAWESI SELATAN

RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN YANG PENTING


Tanggal Dengan siapa Hasil koordinasi 20 Februari PR 4 UNM PR 4 UNM siap menyatakan komitmen untuk

melanjutkan dan mengembangkan praktik praktik baik di tingkat LPTK.

21 Februari Rektor, PR dan fasilitator dari UIN

Rektor UIN Alauddin dan jajarannya, khususnya Fakultas Tarbiyah akan melanjutkan diseminasi internal dan melanjutkan pembinaan terhadap sekolah mitra dan madrasah lainnya di Sulawesi Selatan. Akan melanjutkan pelatihan bagi para mahasiswa PPL sebelum ditugaskan melakukan PPL di madrasah.


Dengan siapa Hasil koordinasi Januari Bupati & Dinas Pendidikan

Maros Fasilitator Maros

• Bupati Maros berkomitmen untuk meneruskan penyebarluasan praktik baik dari program USAID PRIORITAS

• Bupati Maros berkomitmen untuk mendukung dan mengembangkan Maros sebagai kabupaten literasi

• Bupati Maros menyatakan kesiapannya untuk mendampingi Direktur Misi USAID & Konjen Amerika (Surabaya) dalam kunjungannya ke Maros.

2 Februari DPRD, Kadis Pendidikan, Kepala Kemenag, Kepala UPTD, para kepala sekolah mitra, koordinator KKG/MGMP, fasilitator Kab. Bantaeng

• DPRD menegaskan memberikan dukungan keberlanjutan praktik baik dan meminta agar Dinas Pendidikan terus menyebarluaskan prkatik praktik baik dari program USAID PRIORITAS

• Para Kepala UPTD dan kepala sekolah mitra serta koordinator KKG mitra berkomitmen melanjutkan praktik baik di sekolah dan menjadikan materi modul USAID PRIORITAS sebagai materi di KKG/MGMP.

3 Februari Kabid Dikdas Dinas Pendidikan dan Kepala UPTD Kec Batulappa, Kab Pinrang

Kabid Dikdas akan melanjutkan diseminasi modul 3 pembelajaran dan MBS. Semua kegiatan diseminasi yang telah direncanakan akan dilakukan secara mandiri. Kepala UPTD Kec Batulappa akan terus mengawal terus implementasi program buku di sekolah penerima bantuan buku di wilayahnya dan mendorong agar materi dari Modul USAID PRIORITAS menjadi materi di KKG.

KOHOR 1, 2 dan 3

ToT PROVINSI – Modul 4 and Pendampingan.

Pelatihan bagi pelatih (ToT) Modul 4 dan Pendampingan dilaksanakan di Remcy Makassar pada tanggal 18 – 20 Februari 2017. Peserta pelatihan Modul 4 adalah fasilitator dari tujuh daerah mitra PRIORITAS. Kegiatan dimaksud difasilitasi fasilitator LPTK. Pelatihan modul pendampingan difasilitasi facilitator


daearh dan didampingi oleh fasiltator LPTK. Jumlah peserta sebanyak 50 orang termasuk fasilitator LPTK (25 Lk, 25 Pr). Rincian peserta masing-masing daerah adalah sebagai berikut.

Peserta ToT Provinsi Modul 4 dan Pendampingan Jenjang SMP/MTs

Kabupaten Guru KS Pengawas LPTK

Dinas Pend Kemenag Lain Total

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Bantaeng 1 2 0 0 0 0 0 0 0 1 0 0 1 2 Bone 3 1 0 0 0 0 0 0 0 0 0 0 3 1 Maros 1 2 0 0 0 0 0 0 0 0 0 0 1 2 Parepare 1 1 1 0 0 0 0 0 0 0 0 0 2 1 Takalar 2 1 0 0 0 0 0 0 0 0 0 0 2 1 Tana Toraja 1 1 0 1 0 0 0 0 0 0 0 0 1 2 Wajo 2 0 1 0 0 0 0 0 0 0 0 0 3 0 LPTK 2 1 2 1

Peserta ToT Provinsi Modul 4 dan Pendampingan Jenjang SD/MI

Kabupaten Guru KS Pengawas LPTK

Dinas Pend Kemenag Lain Total

LK PR LK PR LK PR LK PR LK PR LK PR LK PR LK PR Bantaeng 0 2 0 0 0 0 0 0 0 1 0 0 0 3 Bone 1 2 0 0 0 0 0 0 0 0 0 0 1 2 Maros 0 1 2 1 0 0 0 0 0 0 0 0 2 2 Parepare 0 1 0 1 0 1 0 0 0 0 0 0 0 3 Takalar 2 1 0 0 0 0 0 0 0 0 0 0 2 1 Tana Toraja 0 2 0 1 0 0 0 0 0 0 0 0 0 3 Wajo 2 0 0 1 0 0 0 0 0 0 0 0 2 1 LPTK 3 0 3 0


Sosialisasi Modul 4 dan Pendampingan tingkat kabupaten/kota dilakukan pada pertemuan fasilitator selama tiga hari. Kegiatan ini dilaksanakan secara paralel antara jenjang SD/MI dan SMP/MTs di lokasi yang berbeda. Jenjang SD/MI dibagi dua kelompok yaitu kelas awal (semua unit dibahas) dan kelas tinggi (3 unit Matematika dan 3 unit IPA berdasarkan kesepakatan peserta). Jenjang SMP/MTs dibagi tiga kelompok berdasarkan mata pelajaran (Matematika, IPA, dan Bahasa Indonesia). Secara khusus di Bone jenjang SMP/MTs ada tambahan kelompok Bahasa Inggris dengan unit-unit yang disusun oleh fasilitator Bahasa Inggris.

Sosialisasi Modul 4 dan Pendampingan telah dilaksanakan di dua kabupaten (Bone & Takalar). Kegiatan di Bone jenjang SMP/MTs dilaksanakan pada tanggal 19 – 21 Maret di SMPN 2 Watampone, dengan peserta 17 orang (11 Lk, 6 Pr), dan jenjang SD/MI pada tanggal 20 – 22 Maret di SDN 24 Macanang Watampone dengan peserta 28 orang (11 Lk, 17 Pr). Sosialisasi di Kabupaten Takalar dilaksanakan pada tanggal 22 – 24 Maret di Gedung PGR Takalar. Jumlah peserta jenjang SMP/MTs adalah 24 orang (8 Lk, 16 Pr), dan jenjang SD/MI adalah 17 orang (5 Lk, 12 Pr). Selain fasilitator, juga diundang beberapa guru inti dari KKG dan MGMP dengan dana mandiri. Kegiatan selanjutnya dilaksanakan di Maros tanggal 28 – 30 Maret, jumlah peserta jenjang SD/MI 26 orang (13 Lk, 13 Pr), peserta SMP/MTs 14 orang (9 Lk, 5 Pr). Peserta jenjang lebih kecil untuk mata pelajaran Bahasa Indonesia akan langsung dilaksanakan di MGMP dengan dana Mandiri. Bantaeng 30 Maret – 1 April. Parepare, Tana Toraja, dan Wajo akan dilaksanakan pada awal April. Semua peserta mengakui bahwa Modul 4 sangat dibutuhkan oleh guru. Modul Pendampingan sangat diperlukan oleh kepala sekolah dan pengawas.




Satu-satunya kegiatan LPTK dalam periode ini adalah acara penutupan yang menggabungkan tiga kegiatan sekaligus: pertemuan konsorsium LPTK provinsi, pertemuan dengan sekolah lab/mitra LPTK, dan pertemuan dengan fasiltiator LPTK. Kegiatan dimaksud dilaksanakan pada tanggal 27 Februari 2017 di Hotel Swiss Bell Inn Makassar. Jumlah peserta berdasarkan daftar hadir adalah 117 orang (63 Lk, 54 Pr). Peserta rapat adalah para rektor, pembantu rektor, dekan, pejabat lainnya dari UNM, UIN Alauddin, Unismuh Makassar, Umpar Parepare, UNCP Palopo, IAIN Palopo. Dari sekolah Lab & Mitra LPTK hadir para kepala sekolah, komite sekolah dan guru. Peserta lainnya adalah fasilitator LPTK, mahasiswa, dan siswa yang mempresentasikan praktik baik dan inovasi pembelajaran yang telah lakukan di kelasnya masing-masing. Pertemuan para rektor/pejabat LPTK telah menghasilkan rencana strategis tindak lanjut praktik baik di tingkat LPTK, sekolah Lab dan Mitra LPTK.


Monitoring dan evaluasi sekolah mitra LPTK dilaksanakan pada bulan Februari dan Maret 2017. Kegiatan EGRA dilaksanakan terlebih dahulu, yaitu: penyegaran tim asessor EGRA pada tangggal 22 Februari dan dilanjutkan dengan pengambilan data di enam sekolah pada tanggal 23 – 25 Februari 2017. Sekolah dan madrasah sasaran EGRA adalah: SDN II, III, IV, dan MI Al Abrar, MI Darul Hikmah, serta MI Yaspi Sambungjawa. Kegiatan M&E dimulai dengan penyegaran tim enumerator pada tanggal 27 Februari, dan pengambilan data sekolah pada tanggal 1 – 4 Maret & 6 Maret 2017. Sekolah sasaran M&E untuk jenjang SD/MI sama dengan sekolah sasaran EGRA, ditambah dua SMP (SMPN 26 & 27), serta MTs (Balang-Balang Gowa & Madani Alauddin).


Dalam periode ini, kegatan diseminasi dilaksanakan di delapan daerah dengan total peserta mencapai 1.830 orang (guru, kepala sekolah dan komite). Dukungan dana dari USAID mencapai Rp 206.946.000, sementara dana dari Pemda/sekolah mencapai Rp 386.000.000. Beberapa daerah lainnya tidak mengadakan diseminasi karena padatnya kegiatan tingkat sekolah sehingga kesulitan mengatur waktu, dan ada daerah yang baru akan melaksanakan diseminasi pada bulan April 2017.


Kegiatan pelatihan dan pendampingan sekolah penerima buku bacaan berjenjang telah selesai pada periode sebelumnya. Dalam bulan Januari – Februari 2017 beberapa daerah, gugus melaksanakan

USAID Sekolah/Pemda,Lainnya

1 Bone 4 214 36,000,000 64,200,0002 Enrekang 2 114 14,620,000 33,000,0003 Maros 2 200 20,300,000 53,000,0004 Pangkep 3 175 25,272,000 28,325,0005 Pinrang 7 572 40,500,000 103,300,0006 Sidrap 4 152 20,800,000 30,400,0007 Wajo 2 132 22,804,000 31,750,000

JumlahTotal 24 1559 180,296,000 343,975,000

No Kabupaten/Kota JumlahKegiatan

JumlahPeserta

JumlahDana(Rp)


pelatihan dan pendampingan secara mandiri. Bahkan beberapa fasilitator melakukan monitoring mandiri untuk melihat dampak dan hasil penerapan program buku di sekolah. Beberapa daerah yang secara konsisten melakukan pelatihan dan pendampingan mandiri: Pinrang, Maros, Bone, Takalar, Wajo, Soppeng, dan Makassar. Salah satu praktik baik yang dilakukan di beberapa sekolah dan daerah adalah lahirnya tutor sebaya dari siswa sekelas, serta pelatihan dan pendampingan mandiri tingkat KKG oleh fasilitator secara sukarela.

KEGIATAN LAIN

Kunjungan Direkur Misi USAID Indonesia & KonJen Amerika Wilayah Timur

Pada tanggal 26 Januari 2017, Direktur Misi USAID Indonesia dan Konjen Amerika Wilayah Timur (Surabaya) melakukan kunjungan ke Sulawesi Selatan. Kegiatan dimaksud dalam rangka melihat secara langsung perkembangan dan dampak program USAID PRIORITAS khususnya dalam aspek pembelajaran. Untuk melihat hal dimaksud, tim Direktur Misi USAID mengunjungi SDN Gunungsari 1 Makassar yang merupakan mitra UNM (LPTK), dan MIN Maros Baru sebagai salah satu madrasah mitra USAID PRIORITAS di Kabupaten Maros. Dalam kegiatan dimaksud Direktur Misi USAID Konjen Amerika Wilayah Timur melakukan kunjungan kelas untuk melihat proses pembelajaran kelas tinggi dan penerapan buku bacaan berjenjang di kelas awal. Di MIN Maros Baru, Direktur Misi USAID bahkan mempraktikkan penggunaan buku besar dan Konjen mempraktikan metode membaca terbimbing.

Media Briefing Kota Makassar

Untuk meningkatkan hubungan dan kerjasama antara media dengan pihak sekolah, pada tanggal 30 Januari 2017 dilaksanakan Media Briefing bagi fasilitator Kota Makassar. Kegiatan tersebut menghadirkan beberapa wartawan dari media cetak, eletronik dan media online. Kegiatan ini menghasilkan kesepakatan bahwa pihak media akan meliput setiap praktik baik dan kegiatan inovatif di tingkat sekolah apabila ada permintaan dari pihak sekolah. Bahkan RRI Makassar menyiapkan jadwal dialog interaktif setiap bulannya kepada para guru, kepala sekolah yang ingin berbagi praktik baik melalui radio. RRI juga menyatakan kesiapannnya untuk melakukan peliputan langsung atau report on the spot bila ada kegiatan inspiratif yang dilakukan pihak sekolah.

Monitoring Penerapan Buku Berjenjang di Sekolah Sasaran Program di Kabupaten Bantaeng

Kegiatan dimaksud dilaksanakan oleh DC Kabupaten Bantaeng terkait dengan pelaksanaan EGRA kelas I di beberapa sekolah penerima program buku di Kabupaten Bantaeng. Kegiatan dimaksud telah dilaksanakan dua kali. Monitoring pertama dilaksanakan pada tanggal 29 – 31 Januari 2017, dan monitoring kedua pada tanggal 24 – 28 Februari 2017. Selanjutnya akan dilaksanakan monitoring ketiga pada akhir Maret ini. Monitoring dilaksanakan di enam sekolah sebagai sampel yaitu: MIS Jampea, SDN 49 Erasayya, SDN 38 Janna-Jannayya, SDN 31 Marowa, SDN 48 Kaloling, dan SD Inpres Layoa. Hasil dari dua monitoring pertama menunjukkan bahwa penggunaan buku bacaan berjenjang cukup intensif di masing-masing sekolah, dan strategi membaca yang banyak digunakan guru adalah membaca terbimbing dan membaca bersama.

Monitoring Dampak Program USAID PRIORITAS di Sulawesi Selatan oleh Tim Monitoring dan Evaluasi Independen USAID

Tim independen dari USAID melaksanakan berkunjung ke beberapa sekolah terpilih untuk mengevaluasi dampak program USAID PRIORITAS. Daerah sasaran adalah: Makassar yaitu LPTK mitra (UNM, UIN Alauddin) dan madrasah mitra UIN Alauddin (MIS AL Abrar, MTsn Model Makassar) pada tanggal 13-14 Maret; Kabupaten Maros pada tanggal 15 – 16 Maret; Kota Parepare pada tanggal 17 dan 20 Maret; dan Kabupaten Pinrang pada tanggal 21-22 Maret 2017.



• EGRA Kelas 1 sekolah penerima bantuan buku bacaan berjenjang

• Pertemuan (sosialisas) Modul 4 dan Pendampingan: Parepare, Tana Toraja dan Wajo

• Diseminasi terbatas program tingkat sekolah di beberapa kabupaten/kota

• Penutupan program di daerah PRIORITAS, Eks DBE & Provinsi

GALERI FOTO

Jamaruddin, Provincial Coordinator USAID PRIORITAS Sulawesi Selatan, memfasilitasi pemangku kepentingan dalam membuat draf rancangan kebijakan

terkait literasi pada FSD Literasi (25/1).

Ancha Hardiansya, Eks pemimpin redaksi Makassar terkini, sebagai nara sumber, memberikan kiat-kiat menulis bagi para peserta pada

Pelatihan Citizen Reporter Makassar (30/1).

Erin McKee Direktur Misi USAID sedang mempraktikkan penggunaan buku besar di SD Gunungsari 1 Makassar (26/1).

Konjen Amerika (Surabaya) mempraktikkan membaca terbimbing disaksikan oleh Bupari Maros H. Hatta Rahman, COP USAID

PRIORITAS (26/1).


Mahasiswa UNM tampil menunjukkan alat peraga matematika yang memudahkan siswa melakukan operasi perkalian pada pertemuan penutupan

program LPTK (27/2).

Raden Dunbar (tengah) sedang melakukan wawancara dengan pihak sekolah terkait dengan manajemen dan pembelajarannya di Maros

(15/3).

Salah seorang peserta mempraktikkan konsep penentuan letak bilangan dalam pembelajaran Matematika (19/3).

Fasilitator kelas awal sedang memfasilitasi penggunaan buku bacaan berjenjang kepada peserta (22/3).


Provinsi PAPUA BARAT

Rapat Koordinasi

Pada periode Januari – Februari 2017, Tim USAID PRIORITAS Manokwari Selatan melakukan pertemuan dengan pemangku kepentingan pendidikan, antara lain Bupati, Wakil Bupati, ketua Bappeda dan Jajaran Pejabat Dinas Pendidkan Kabupaten Manokwari Selatan. Rapat juga dilaksanakan dengan Kepala Dinas Pendidikan Kabupaten Manokwari dan pimpinan STKIP Muhammadiyah Manokwari.

Rapat berkaitan dengan penyampaian perkembangan program di sekolah mitra USAID PRIORITAS serta rencana berakhirnya program USAID PRIORITAS di Manokwari dan Manokwari Selatan, Papua Barat.

Tim USAID PRIORITAS menjelaskan secara rinci berakhirnya kerjasama ini serta catatan-catatan yang diharapkan dilanjutkan oleh Pemda dan STKIP.

Di Manokwari Selatan, Tim USAID lebih banyak memberikan catatan tentang pentingnya fokus Dinas Pendidikan dan Pemerintah Kabupaten untuk melanjutkan peningkatan kualitas kemampuan membaca, menulis dan berhitung serta budaya baca. Sangat penting bahwa kebijakan pembiayaan pendidikan lebih mendukung upaya rintisan pembelajaran yang menyenangkan serta kemampuan baca tulis hitung siswa kelas awal.

Bupati dan Kepala Dinas Pendidikan memberikan harapan bahwa program USAID PRIORITAS akan dilanjutkan oleh pemda dengan terus menggunakan fasilitator yang telah dibina oleh program USAID PRIORITAS di Manokwari Selatan. Surat Keputausan Bupati akan dikeluarkan untuk memayungi para fasilsitator dalam membimbing sekolah dampingan.

Jadwal Rapat Koordinasi

Tanggal Dengan siapa Agenda dan hasil koordinasi 10 Januari 2017 Wakil Bupati

Kepala Dinas Pendidikan Diskusi tentang: 1. Progress program USAID PRIORITAS 2. Penyampaian informasi terhadap pembukaan SD kecil di

lokasi yang membutuhkan 3. Rencana penutupan kantor USAID PRIORITAS

17 Januari 2017 Bupati Manokwari Selatan

Penyampaian progress program serta rencana penutupan kantor

22 Januari & 19 Pebruari 2017

Ketua Bappeda Diskusi tentang perkembangan program USAID PRIORITAS di Manokwari Selatan

16, 27 Januari & 17 Pebruari 2017

Dinas Pendidikan Diskusi penutupan program dan penyerahan asset USAID PRIORITAS

19 Januari 2017 Kepala Dinas Pendidikan Kabupaten Manokwari

Progres program di sekolah mitra STKIP dan rencana penutupan program di Papua Barat

20 Januai 2017 Ketua STKIP dan Ketua Program PGSD

Tindak lanjut program setelah berakhirnya program kerjasama

Pertemuan Fasilitator

Pertemuan fasilitator dilaksanakan pada tanggal 27 Januari, 2017 di kantor USAID PRIORITAS Ransiki. Sepuluh orang hadir dalam pertemuan ini yang membahas tentang hasil pendampingan di sekolah dan rencana tindaklanjut program di sekolah masing-masing dan gugus pasca berakhirnya kerjasama dengan USAID PRIORITAS.


Perpisahan Fasilitator dan Staf Dinas Pendidikan dengan USAID PRIORITAS

Perpisahan dilaksanakan di SD Inpres 62 Gaya Baru Momi Waren. Perpisahan dihadiri oleh Kepala Dinas Pendidikan Manokwari Selatan, Sekretaris Dinas Pendidikan, enam kepala sekolah mitra, semua faasilitator Manokwari Selatan, dan tiga kepala sekolah dan guru dari SD yang berada di gugus Momi Waren.

Perpisahan ini merupakan ajang studi banding dari sekolah mitra USAID PRIORITAS ke sekolah yang telah dianggap sebagai sekolah yang melaksanakan program paling baik. Para “tamu” diajak untuk mengamati proses belajar mengajar di sekolah ini.

Peserta perpisahan berkumpul di taman baca untuk mendiskusikan rencana ke depan pasca berakhirnya program. Kepala Dinas dan Tim USAID PRIORITAS memberikan ulasan tentang program yang telah dilaksanakan serta harapan di masa depan.

Monitoring sekolah mitra

Monitoring dilaksanakan untuk seluruh sekolah di Manokwari Selatan dan mitra STKIP Muhammadiyah di kota Manokwari. Monitoring juga dimanfaatkan untuk pamitan secara resmi dari Tim USAID PRIORITAS di Papua Barat. Ada beberapa catatan penting dalam monitoring ini, terutama yang berkaitan dengan kondisi sekolah yang telah berubah sangat baik, cukup dan tidak berubah.

Status perkembangan sekolah Mitra USAID PRIORITAS

No Kabupaten Sangat

Baik Cukup Baik

Tidak Berubah Keterangan

1 Manokwari Selatan 5 4 1 SD Inpres Sabri tidak berubah

2 Manokwari (Mitra STKIP Muhammadiyah) 3 2 1 SD Inpres 13 Arfai tidak

berubah 8 6 2

Indikator penilaian didasarkan oleh persiapan pembelajaran, aktivitas pembelajaran yang menyenangkan, tingkat kehadiran guru dan penataan ruang kelas.

Monitoring kehadiran guru

Untuk melihat perubahan kehadiran guru pada awal dan akhir program, Tim USAID PRIORITAS melakukan kunjungan sekolah. Monitoring dilakukan dengan melihat absen kehadiran guru periode Juli – November 2016 serta mendata kehadiran guru saat kunjungan dilaksanakan.

Status Kehadiran Guru pada Saat Kunjungan Survey

Kabupaten Jumlah Guru

Jumlah Guru tdk Hadir Alasan tidak Hadir

Lk Pr Lk Pr Sakit Ijin Alpa Manokwari Selatan 43 61 9 4 2 7 5

Manokwari 31 116 3 7 3 3 5

Analisa lengkap kehadiran guru sedang dipersiapkan oleh tim M&E.


Serah terima asset

Secara resmi sebagian besar aset milik USAID PRIORITAS Papua Barat diserahkan kepada Dinas Pendidikan dan SMA Negeri 1 Ransiki. Penyerahan dilakukan pada tanggal 17 Pebruari 2017 di Kantor USAID PRIORITAS Ransiki.

Aset diserahkan kepada Kepala Dinas Pendidikan yang mewakili Dinas Pendidikan serta kepala SMA Negeri 1 Ransiki yang mewakili SMA.

GALERI FOTO

Pembiasaan budaya baca diantaranya bekerjasama dengan Perpustakaan Noken Papua.

Penggunaan buku besar karya guru. Pembelajaran yang menyenangkan di sekolah Mitra STKIP Manokwari.

Belajar menggunakan BPKP. Kemampuan menulis siswa kelas 1 yang mulai meningkat.


Acara perpisahan dengan Dinas Pendidikan dan fasilitator.


PAPUA

Penutupan Program Hibah di Yayasan Kristen Wamena dan YASUMAT PAPUA

Program kerjasama hibah kepada YKW telah berakhir pada 31 Desember 2016. Program kerjasama hibah kepada YASUMAT diperpanjang hingga bulan Maret 2017 untuk menyelesaikan beberapa kegiatan. Penyebab keterlambatan pelaksanaan program antara lain karena faktor cuaca yang mengakibatkan penerbangan dari Wamena ke Klaster Program YASUMAT tidak bisa dilaksanakan. Penerbangan perinttis sebagai satu-satunya alternatif menuju lokasi program tidak bisa dilaksanakan.

Kegiatan YASUMAT

Pada bulan Januari – Pebruari 2017, Tim YASUMAT melaksanakan kegiatan berikut: A. pendampingan sekolah (tujuh Klaster), B. Pelatihan guru tahap II program buku berjenjang, C. monitoring akhir, dan D. Showcase Yasumat di Dekai Yahukimo.

Pendampingan Sekolah ( tujuh klaster)

Pendampingan 63 Sekolah yang ada di 7 Klaster masih tetap dilaksanakan untuk membantu guru dalam mengajar siswa dalam menggunakan BPKP dan Buku Bacaan Berjenjang. Pendampingan ini masih terus berlangsung sampai penutupan hibah Yasumat yang akan berakhir pada bulan maret 2017.

Pelatihan Guru tahap II Buku Bacaan Berjenjang

Kegiatan untuk Klaster Nalca, Klaster Ninia, Klaster Puldama, Klaster Lolat sudah terlaksana sejak bulan November 2016. Pelatihan guru tahap II Buku Bacaan Berjenjang dilaksanakan mulai tanggal 3 – 23 january 2017 di Klaster Soba, Klaster Holuwon, Klaster Dekai. Kegiatan ini dihadiri oleh 14 guru perempuan dan 42 guru laki-laki. Jumlah peserta kegiatan dari Klaster Soba, Dekai, Holuwon adalah sebagai berikut:

No Klaster

Jumlah Sekolah

Mitra Jumlah Peserta

Sekolah Diseminasi

Total sekolah yang

di latih 1 Soba 5 16 1 6 2 Dekai 13 26 2 15 3 Holuwon 5 14 2 7

Monitoring akhir

Kegiatan monitoring akhir telah dilaksanakan di tujuh klaster yang melibatkan 14 sekolah mitra Yasumat. Namun demikian, data masih tertahan di klaster karena gangguan cuaca.

Showcase Yasumat

Kegiatan Showcase dilaksanakan di Dekai pada tanggal 2 maret 2017. Kegiatan ini dihadiri oleh guru, kepala sekolah, tokoh agama, sekertaris dinas pendidikan yahukimo, DPRD yahukimo. Tujuan dari kegiatan ini adalah untuk menunjukkan hasil karya para guru dan murid kepada pemerintah, organisasi non-pemerintah, dan masyarakat umum yang berkecimpung dalam dunia pendidikan.

Penyerahan Aset USAID PRIORITAS Wamena

Sebagian besar aset USAID PRIORITAS akan diserahkan kepada Dinas Pendidikan Kabupaten Jayawijaya dan pihak Yayasan penerima hibah (YKW dan YASUMAT).


GALERI FOTO

Pendampingan di SD Inpres Nalca. Pelatihan guru tahap 2 buku berjenjang di klaster Soba.

Showcase Yasumat 2017.


ANNEX 2: DETAILS OF TESTS USED BY YKW AND YASUMAT IN PAPUA

Details of the reading, writing, and mathematics tests used by YKW and YASUMAT.

Student Skill Description of Tests

B1: Letter Name Knowledge

Students are given a list of nine clusters of letters. Each cluster has four different letters (for example, a, k, I, s). Students are requested to identify a certain letter (for example k). The number in the next column is the average number of letters correctly identified in the nine clusters by the students.

B2: Writing the Word Spoken by the Teacher

The teacher reads five words, one at a time. After reading one word, the teacher asks the students to write down the word. The number in the next column is the average number of words correctly written by students

B3: Reading the Letters Students are given a table containing 100 letters and asked to read them. The number in the next column is the average number of letters correctly read by the students in one minute.

B4: Oral Reading Frequency Students are given a table of 100 words. The number in the next column is the average number of words correctly read by the students in one minute.

M1: Number Name Knowledge

Students are given a list of nine clusters of numbers. Each cluster has four different numbers (for example, 1, 3, 5, 2). Students are requested to circle a certain number (for example 1). The number in the next column is the average number of the number correctly identified/circled in the nine clusters by the students.

M2: Use of Numbers

Students are given a list of pictures of 10 different objects with different quantities (for example: five pigs, seven chicks, three butterflies, four mice, six bags, ten books, nine T-shirts, eight birds, and two guitars). The students are requested to write the number of each of the objects (for example 5, 7, etc.). The numbers in the next columns are the average correct numbers given by the students to each of the 10 objects.

M3: Addition and Subtraction The total number of simple adding and subtracting tests that could be completed by a student in one minute.

96 USAID PRIORITAS – Quarterly Report No. 20, Januar–March 2017

ANNEX 3: COORDINATION WITH GOI

Hasil Pertemuan Koordinasi dengan Pemangku Kepentingan Pemerintah Indonesia

No Tanggal Institusi Agenda dan Hasil I Kementerian Pendidikan dan Kebudayaan

A Sekretariat Jenderal 1 9, 18, 26 Januari

2017 1. Bp. Yaya Sutarya, Kepala

Seksi Bagian Amerika Eropa

2. Ibu Bunga 3. Ibu Endah Wulandari,

Kepala Bidang Kerjasama Luar Negeri

Agenda: Memerorandum of Agreement (MOA) antara USAID Indonesia dengan Ditjendikdasmen, Kemdikbud Hasil: 1. Mendukung adanya MOA antara USAID Indonesia dengan Ditjendikdasmen 2. Draf MOA akan segera dibahas di internal Biro KLN 3. Akhirnya MOA ditandatangani pada tanggal 28 Februari oleh Kemdikbud dan

tanggal 13 Februari oleh USAID Indonesia. B Direktorat Jenderal Pendidikan Dasar dan Menengah

B.1 Sekretariat Direktorat Jenderal Pendidikan Dasar dan Menengah

1 19 Januari 2017 1) Thamrin Abdullah, Sekretaris Ditjendikdasmen

2) Ketua dan Tim Gerakan Literasi Sekolah (GLS)

Agenda: Tindaklanjut Penetapan Kab/Kota Budaya Baca Mitra USAID PRIORITAS Hasil: 1. Perlu diklarifikasi kembali data yang sudah ada 2. Menunggu hasil penilaian dari tim GLS 3. Diusulkan menjadi Adi Literasi, masih didiskusikan dengan Kemendagri dan GLN

Kemdikbud. 2 14 Februari 2017 Thamrin Abdullah,

Sekretaris Ditjendikdasmen Agenda: Mendiskusikan Tindaklanjut USAID PRIORITAS untuk bisa kerjasama dengan Dirjendikdasmen yang dituangkan dalam sebuah dokumen MOU, atau TA atau MOA.

USAID PRIORITAS – Quarterly Report No. 20, January-March 2017 97

No Tanggal Institusi Agenda dan Hasil 3 8 Maret 2017 Tim GLS Ditjendikdasmen Agenda: Persiapan Rencana Pemberian Anugerah Literasi

Hasil: 1. Fokus pemberian anugerah hanya fokus ke Kab/Kota Mitra USAID PRIORITAS 2. Acara pemberian penghargaan diberikan pada hari Senin, 20 Maret 2017 jam

10.00 di Gedung A 3. Rencananya pada hari Minggu, 19 Maret di TVRI akan diselenggarakan talkshow

dengan menumpang acara “Nyanyi 80an. 4 13 Maret 2017 Tim GLS Ditjendikdasmen Agenda: Progress Persiapan Penganugerahan Kab Literasi

Hasil: Pembagian tugas masing masing Institusi Kemdikbud dan USAID PRIORITAS

5 16 Maret 2017 Tim GLS Ditjendikdasmen Agenda: Finalisasi Kegiatan Penganugerahan Kab Literasi Hasil: 1. Pelaksanaan Kegiatan Talkshow di TVRI, Minggu 19 Maret 2017 Pkl. 21.00 (peserta

kumpul 19.30) 2. Pelaksanaan Kegiatan Pemberian Sertifikat hari Senin, 20 Maret 2017 di Gedung

Kemdikbud pada jam 10.00. Acara akan dihadiri oleh Dirjend Dikdasmen dan para Pejabat di internal Ditjendikdasmen dan Direktorat terkait Literasi.

II Kementerian Agama A. Direktur Jenderal Pendidikan Islam 1 Direktorat Madrasah

1 24 Maret 2017 Biltizer Bachtiar, Kepala Seksi Sub Direktorat Kelembagaan

Agenda: Dissseminasi Manajemen Berbasis Madrasah (MBM) Hasil: 1. Kemenag akan mengadakan kegiatan TOT MBM untuk 33 propinsi di 2 wilayah

yaitu wilayah barat (pertengahan bulan April di Bogor) dan wilayah timur (awal bulan Mei 2017 di Bali).

2. Jumlah peserta masing masing 3 peserta setiap Propinsi (Kasie Madrasah, kepala madrasah dan pengawas)

3. USAID PRIORITAS diminta untuk menjadi nara sumber TOT terutama di wilayah barat dan menyediakan modul elektronik.


No Tanggal Institusi Agenda dan Hasil III Kementerian Ristek dan Pendidikan Tinggi 1 20 Maret 2017 Bp. Ridwan

Direktur Kelembagaan Dikti, Agenda: Presentasi hasil studi Supply Demand untuk pendidikan dasar Hasi : Kemristekdikti akan menggunakan hasil studi yang dilakukan oleh USAID

PRIORITAS khususnya untuk kebijakan PGSD.

Kegiatan Pemerintah yang dihadiri oleh USAID PRIORITAS

No Kementerian Kegiatan Waktu dan tempat

pelaksanaan kegiatan

Peran USAID PRIORITAS

1 Kemdikbud Rembuk Nasional 26-27 Januari 2017 Peserta stand pameran

2 Kemdikbud Lokakarya Pengembangan Stardar Teknis Pendidikan Berbasis Wilayah

21 Februari 2017 Peserta

3 USAID Kinerja Workshop “Policy Recommendations for Scaling Up Public Service Innovation.”

21-22 Februari 2017 Peserta

4 Kemdikbud TOT untuk Fasilitator K-13 Direktorat SD 7-10 Maret 2017 Peserta 5 Kemdikbud Anugerah Literasi Prioritas

Kab/Kota Mitra USAID PRIORITAS 19-20 Maret 2017 Kerjasama kemitraan

secara Teknis dan substantif

Catatan Penting: 1. MOA (Memorandum of Agreement) antara Ditjendikdasmen Kemdikbud dan USAID Indonesia tentang perpanjangan Program USAID

PRIORITAS sampai dengan bulan September 2017 telah ditandatangani secara sirkulasi oleh Kemdikbud pada tanggal 28 Februari 2017 dan oleh USAID Indonesia pada tanggal 13 Maret 2017.

2. Sembilan belas (19) Kabupaten/Kota mitra USAID PRIORITAS telah ditetapkan sebagai kabupaten literasi oleh Kemdikbud melalui SK Penetapan Direktur Jenderal Pendidikan Dasar dan Menengah, Kementerian Pendidikan dan Kebudayaan No. 209/D/KEP/BS/2017 tentang Penetapan 19 Kabupaten/Kota Literasi Mitra USAID PRIORITAS.

3. Kemenag akan melakukan diseminasi Manajamen Berbasis Madrasah (MBM) untuk 33 propinsi yang akan diselenggarakan di 2 wilayah yaitu Wilayah Barat (minggu ke 1-2 bulan April 2017) dan Wilayah Timur (minggu ke 2-3 bulan Mei 2017)

4. Kemenag akan menyelenggarakan Focus Group Discussion (FGD) khusus untuk menyusun program disiminasi LPTK dengan mengundang fasilitator dari IAIN mitra USAID PRIORITAS. Direncanakan akan diselenggarakan pada bulan April minggu ke 2-3, 2017.


ANNEX 4: DISSEMINATION

Participants in Dissemination Activities in Quarter 20 (January–March 2017)

Province District Male Female Male+Female No. of Schools

No. of Participants/ Schools

Aceh Pidie 55 291 346 41 8.4 North Sumatra Medan 14 194 208 26 8.0

Toba Samosir 91 190 281 54 5.2 Banten Cilegon 17 39 56 6 9.3

Serang 113 212 325 120 2.7 West Java Bandung Barat 347 635 982 54 18.2

Bekasi 743 489 1,232 634 1.9 Bogor 88 123 211 36 5.9 Ciamis 136 251 387 85 4.6 Cimahi 28 62 90 4 22.5 Cirebon 60 145 205 81 2.5 Garut 118 122 240 62 3.9 Indramayu 22 77 99 23 4.3 Kuningan 604 725 1,329 245 5.4 Sukabumi 51 15 66 35 1.9 Tasikmalaya 260 273 533 81 6.6

Central Java Banjarnegara 122 199 321 73 4.4 Batang 39 6 45 27 1.7 Blora 42 88 130 55 2.4 Demak 86 82 168 8 21.0 Grobogan 70 86 156 31 5.0 Jepara 136 261 397 55 7.2 Karanganyar 41 38 79 30 2.6 Kudus 83 133 216 30 7.2 Pekalongan 262 120 382 375 1.0 Central Java Province 70 14 84 78 1.1 Purbalingga 150 258 408 94 4.3 Purworejo 26 54 80 28 2.9 Semarang 197 317 514 97 5.3 Sragen 84 225 309 49 6.3 Wonosobo 210 263 473 116 4.1

East Java Batu 34 82 116 12 9.7 Blitar 28 96 124 21 5.9 Bojonegoro 142 153 295 87 3.4 Lamongan 607 668 1,275 240 5.3 Lumajang 170 166 336 42 8.0 Madiun 197 276 473 65 7.3 Mojokerto 217 427 644 81 8.0 Nganjuk 390 643 1,033 224 4.6 Ngawi 99 149 248 46 5.4 Pasuruan 65 152 217 187 1.2 Sampang 63 35 98 18 5.4 Sidoarjo 73 166 239 27 8.9 Tuban 74 128 202 70 2.9

South Sulawesi Bone 62 152 214 80 2.7 Enrekang 23 91 114 26 4.4 Maros 44 142 186 26 7.2 Pangkajene Kepulauan 59 116 175 52 3.4 Pinrang 235 418 653 180 3.6 Wajo 10 38 48 13 3.7

Grand Tota 6,957 10,085 17,042 4,230 4.0


Expenditure for Dissemination Activities January–March 2017 (in 000 IDR)

Province District GOI

(in IDR) PRIORITAS

(in IDR) Total

(in IDR) Aceh Pidie 233,963 0 233,963 Aceh Total 233,963 0 233,963 North Sumatra Medan 51,500 0 51,500

Toba Samosir 415,000 0 415,000 North Sumatra Total 466,500 0 466,500 Banten Cilegon 19,125 5,508 24,633

Serang 328,565 40,390 368,955 Banten Total 347,690 45,897 393,587 West Java Bandung Barat 87,400 37,800 125,200

Bekasi 288,000 15,750 303,750 Bogor 55,000 7,000 62,000 Ciamis 184,750 24,850 209,600 Cimahi 25,000 5,250 30,250 Cirebon 70,000 8,400 78,400 Garut 61,540 9,450 70,990 Indramayu 14,000 4,200 18,200 Kuningan 189,000 53,800 242,800 Sukabumi 22,333 3,150 25,483 Tasikmalaya 130,699 17,850 148,549

West Java Total 1,127,723 187,500 1,315,223 Central Java Banjarnegara 52,065 50,967 103,032

Batang 18,000 4,498 22,498 Blora 23,380 15,135 38,515 Demak 48,800 43,650 92,450 Grobogan 46,800 14,935 61,735 Jepara 82,900 51,232 134,132 Karanganyar 21,000 12,230 33,230 Kudus 75,400 51,000 126,400 Pekalongan 89,200 24,350 113,550 Central Java Province 236,860 0 236,860 Purbalingga 108,537 22,252 130,788 Purworejo 22,400 11,603 34,003 Semarang 103,106 37,800 140,906 Sragen 42,300 30,433 72,733 Wonosobo 135,950 38,212 174,162

Central Java Total 1,106,698 408,297 1,514,995 East Java Batu 50,000 11,700 61,700

Blitar 42,600 18,000 60,600 Bojonegoro 59,000 32,850 91,850 Lamongan 255,200 122,850 378,050 Lumajang 450,000 0 450,000 Madiun 256,000 41,850 297,850 Mojokerto 171,320 89,550 260,870 Nganjuk 205,550 112,500 318,050 Ngawi 57,100 36,000 93,100 Pasuruan 43,800 29,250 73,050 Sampang 2,500 13,200 15,700 Sidoarjo 58,200 42,450 100,650 Tuban 37,200 20,250 57,450

East Java Total 1,688,470 570,450 2,258,920


Province District GOI

(in IDR) PRIORITAS

(in IDR) Total

(in IDR) South Sulawesi Bone 64,200 36,000 100,200

Enrekang 33,000 14,620 47,620 Maros 53,000 20,300 73,300 Pangkep 28,325 25,272 53,597 Pinrang 118,900 45,900 164,800 Wajo 13,000 9,504 22,504

South Sulawesi Total 310,425 151,596 462,021 Grand Total 5,281,468 1,363,741 6,645,208 In USD (=13,000 IDR) 406,267 104,903 511,170 % 79.5% 20.5% 100.0%

102 USAID PRIORITAS – Quarterly Report No. 20, January-March 2017

ANNEX 5: STAFF TERMINATIONS

No. Name Title Organization Location Last Day 1. Andi Irmahaerani District Coordinator RTI South Sulawesi January 31, 2017 2. Habibillah Pohan District Coordinator RTI North Sumatra January 31, 2017 3. Monita Primastiwi Junior Accountant RTI Central Java January 31, 2017 4. Amanda Litania Helmi Administrative Assistant RTI North Sumatra January 31, 2017 5. Mulyadi Nurdin Junior Accountant RTI South Sulawesi January 31, 2017 6. Ali Santonius Tampubolon District Coordinator RTI North Sumatra January 31, 2017 7. Sri Wahyuni District Coordinator RTI Aceh January 31, 2017 8. Halwiyah District Coordinator RTI South Sulawesi January 31, 2017 9. Desi Mulyana District Coordinator RTI Banten January 31, 2017 10. Hidayatul Firdaus District Coordinator RTI West Java January 31, 2017 11. Vita Novianti District Coordinator RTI East Java January 31, 2017 12. Bukhari Junior Accountant RTI Aceh January 31, 2017 13. Asep Iryanto District Coordinator RTI West Java January 31, 2017 14. Dona Agustina Zulkifli Administrative Assistant RTI West Java January 31, 2017 15. Yumalinda Dasarona Administrative Assistant RTI Papua January 31, 2017 16. Rizky Iman Hermawan Administrative Assistant RTI North Sumatra January 31, 2017 17. Marudut Sihombing District Coordinator RTI North Sumatra January 31, 2017 18. Dedi Sofyan District Coordinator RTI North Sumatra January 31, 2017 19. Megawaty Rosmaita Tarigan Junior Accountant RTI North Sumatra January 31, 2017 20. Anik Supriyaningsih Administrative Assistant RTI East Java January 31, 2017 21. Teresia Khatarina Pasaribu Junior Accountant RTI East Java January 31, 2017 22. Muhammad Fuadi Provincial M&E and Performance Evaluation Specialist RTI East Java January 31, 2017 23. Faradilla Sahfitri Junior Accountant RTI Aceh January 31, 2017 24. Sandra Pratiwi Administrative Assistant RTI Jakarta January 31, 2017 25. Syaifulloh District Coordinator RTI East Java January 31, 2017 26. Tjut Yunisna Administrative Assistant RTI Aceh January 31, 2017 27. Herawati District Coordinator RTI Aceh January 31, 2017 28. Abdul Fatah Fanani District Coordinator RTI East Java January 31, 2017 29. Ade Irman Susanto District Coordinator RTI East Java January 31, 2017 30. Harry Christian Abel Technical Coordinator RTI Papua January 31, 2017 31. Dini Suhardini Junior Accountant RTI West Java January 31, 2017

USAID PRIORITAS – Quarterly Report No. 19, October–December 2016 103

No. Name Title Organization Location Last Day 32. Ilham Lahiya Administrative Officer RTI Jakarta January 31, 2017 33. Susilawaty Program Assistant RTI North Sumatra January 31, 2017 34. Eko Feriyanto Driver RTI Jakarta January 31, 2017 35. Arief Prasetyo Prayogi Administrative Assistant EDC East Java January 31, 2017 36. Ely Mey Linda Junior Accountant RTI West Java February 15, 2017 37. Naf'an Tarihoran TTI Development Specialist EDC Banten February 16, 2017 38. M. Khadafi Provincial IT Specialist RTI Aceh February 28, 2017 39. Abdul Rahman Patta Provincial IT Specialist RTI South Sulawesi February 28, 2017 40. Handrino Juliansyah Provincial IT Specialist RTI North Sumatra February 28, 2017 41. Hamsah Technical Coordinator RTI South Sulawesi February 28, 2017 42. Asrul Anwar Technical Coordinator RTI North Sumatra February 28, 2017 43. Muslem Daud Technical Coordinator RTI Aceh February 28, 2017 44. Marlina Simarmata Technical Coordinator RTI East Java February 28, 2017 45. Eman Sulaeman Technical Coordinator RTI West Java February 28, 2017 46. Djuneidi Saripurnawan Technical Coordinator RTI Central Java February 28, 2017 47. Dede Surya Bakti Driver RTI North Sumatra February 28, 2017 48. Sayed Siddiq Driver RTI Aceh February 28, 2017 49. Aji Waluyo Driver RTI West Java February 28, 2017 50. Mahmuddin Driver RTI South Sulawesi February 28, 2017 51. Sudarsono Technical Advisor RTI Papua February 28, 2017 52. Hamidah Administrative Assistant RTI Aceh February 28, 2017 53. Elia Nurhayati Administrative Assistant RTI Banten February 28, 2017 54. Andy Wibowo Administrative Assistant RTI Central Java February 28, 2017 55. Riris Suprihatin Administrative Assistant RTI East Java February 28, 2017 56. Nisa Permata Sari Administrative Assistant RTI Jakarta February 28, 2017 57. Maria Ulfa Administrative Assistant RTI North Sumatra February 28, 2017 58. Nita Herita Administrative Assistant RTI West Java February 28, 2017 59. Ali Gazali Logistic Officer RTI East Java February 28, 2017 60. Nabawi Madjid Logistic Officer RTI Central Java February 28, 2017 61. Dedy Ampulembang Logistic Officer RTI South Sulawesi February 28, 2017 62. Yulianto Sihombing Logistic Officer RTI Jakarta February 28, 2017 63. Imelda Jostein Junior Accountant RTI South Sulawesi February 28, 2017 64. KH Purwono Yunianto Program Assistant RTI Central Java February 28, 2017 65. Widi Wahyudi Program Assistant RTI Central Java February 28, 2017 66. Ari Purnomo Aji Program Assistant RTI Central Java February 28, 2017 67. Dinurichwan Program Assistant RTI Central Java February 28, 2017

104 USAID PRIORITAS – Quarterly Report No. 20, January-March 2017

No. Name Title Organization Location Last Day 68. Arvian Aji Susetio Program Assistant RTI Central Java February 28, 2017 69. Kholilah Program Assistant RTI Central Java February 28, 2017 70. Totok Widodo Program Assistant RTI East Java February 28, 2017 71. Ika Wijayanti Program Assistant RTI Central Java February 28, 2017 72. Mustawa Program Assistant RTI Aceh February 28, 2017 73. Arief Hidayatullah Program Assistant RTI East Java February 28, 2017 74. Said Ridha Program Assistant RTI Aceh February 28, 2017 75. Abdul Syukur Program Assistant RTI South Sulawesi February 28, 2017 76. Taufiq Dwi Kusuma Program Assistant RTI East Java February 28, 2017 77. Haedar Ahmad Program Assistant RTI South Sulawesi February 28, 2017 78. Adham Badaruzzaman Program Assistant RTI East Java February 28, 2017 79. Yuyun Qomari Purnomo Sidi Program Assistant RTI East Java February 28, 2017 80. Vanji Dwi Prasetyo Program Assistant RTI Banten February 28, 2017 81. Irma Nurhayati Program Assistant RTI Banten February 28, 2017 82. Abdillah Muh. Irfan Program Assistant RTI West Java February 28, 2017 83. Cahyana Program Assistant RTI West Java February 28, 2017 84. Cahyo Budi Santoso Program Assistant RTI West Java February 28, 2017 85. Siti Azizah Namirah Program Assistant RTI West Java February 28, 2017 86. Munawir Program Assistant RTI South Sulawesi February 28, 2017 87. Chairul Musca Program Assistant RTI Aceh February 28, 2017 88. Muhammad Idris Program Assistant RTI Aceh February 28, 2017 89. Sulaiman Program Assistant RTI South Sulawesi February 28, 2017 90. Marjo Situmorang Program Assistant RTI North Sumatra February 28, 2017 91. Ratna Sari Widaly Program Assistant RTI North Sumatra February 28, 2017 92. Sesuaikan Nehe Program Assistant RTI North Sumatra February 28, 2017 93. Sofian Adly Program Assistant RTI North Sumatra February 28, 2017 94. T. Firdausinnazar Program Assistant RTI North Sumatra February 28, 2017 95. Tabita Silitonga Program Assistant RTI North Sumatra February 28, 2017 96. Nanang Khoirul Alfan Program Assistant RTI East Java February 28, 2017 97. Syerly Ade Kuntho Program Assistant RTI East Java February 28, 2017 98. Imran Program Assistant RTI Aceh February 28, 2017 99. Slamet Rahmat Hariyanto Program Assistant RTI East Java February 28, 2017 100. Nur Arif Jaya Program Assistant RTI North Sumatra February 28, 2017 101. Ova Huzaefah Program Assistant RTI West Java February 28, 2017 102. Muhammad Agus Program Assistant RTI South Sulawesi February 28, 2017 103. Lukman Nulhakim Program Assistant RTI Banten February 28, 2017

USAID PRIORITAS – Quarterly Report No. 19, October–December 2016 105

No. Name Title Organization Location Last Day 104. Sudarman Program Assistant RTI South Sulawesi February 28, 2017 105. Hartono Salfiyunianto Program Assistant RTI East Java February 28, 2017 106. Deni Nurzaman Program Assistant RTI West Java February 28, 2017 107. Al Fadhir Program Assistant RTI Aceh February 28, 2017 108. Lukas Sanoy Office Assistant RTI Papua February 28, 2017 109. Purwadi Prihandoko Office Assistant RTI North Sumatra February 28, 2017 110. Ismail TTI Development Specialist EDC Aceh February 28, 2017 111. Ely Djulia TTI Development Specialist EDC North Sumatra February 28, 2017 112. Yeti Heryati TTI Development Specialist EDC West Java February 28, 2017 113. Nensilianti Saila TTI Development Specialist EDC South Sulawesi February 28, 2017 114. Rahmah Operations Manager EDC Aceh February 28, 2017 115. Yernie Fahlianti Remi Operations Manager EDC North Sumatra February 28, 2017 116. Dewi Susana Operations Manager EDC Central Java February 28, 2017 117. Nur Kholis TTI Development Specialist EDC East Java February 28, 2017 118. Afifuddin TTI Development Specialist EDC Central Java February 28, 2017 119. Bagio Kurniawan Operations Manager EDC East Java February 28, 2017 120. Debora Karunia Accountant EDC Jakarta February 28, 2017 121. T. Medy Nugraha Operations Manager EDC West Java February 28, 2017 122. Avryana Administrative Assistant EDC Jakarta February 28, 2017 123. Asni Abbas Administrative Assistant RTI South Sulawesi March 5, 2017 124. R. Ahmad Sarjita TTO Primary EDC Central Java March 17, 2017 125. Seno Muhamad Daud TTO Primary EDC West Java March 17, 2017 126. Khundhori Muhammad TTO Primary EDC East Java March 17, 2017 127. Fina Khillah Fathinah Junior Accountant RTI East Java March 31, 2017 128. Nurhamida Ritonga Junior Accountant RTI North Sumatra March 31, 2017 129. Khrisnayani Prawirawinata Program Manager RTI Jakarta March 31, 2017

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