THE EFFECT OF THE ACTIVIST TEACHER EDUCATION PROGRAM ON IMPROVING THE QUALITY OF TEACHER EDUCATION

Lilis Kholisoh, Lilis Lismawati, Sutarsana Sutarsana, Depi Kharismawan, Eli Herliana




Abstract

The study aims to show that the idea of self-directed learning is a teacher mobilization program with a view to improving educational standards. The research method for this article is a literature review of twenty journal articles from various sources. Keywords such as “quality of education”, self-learning”, and “teacher driving” were used the search process. As a first step, the aouthors compiled a list of specific questions for each article. The following are the research questions: 1) What is the current picture of the quality of education in Indonesia? 2) What factors influence educational standards? 3) In what ways does the idea of self-study apply to you? The study pindings from the literature review show that educational issues cannot be separated from the teacher’s leadership role. The teacher’s leadership role in promoting the idea of independent learning, Where The Teacher Driving Education Program has six effects that improve the quality of teacher education at SDN 1 Panawangan Ciamis Regency: 1) Increasing student academic achievement, 2) Creating a creative process of Teaching and Learning Activities (KBM), 3) Encouraging educators and education staff to improve competency, 4) Developing student’s abilities holistically, 5) Providing direction and guidance to educators and educational staff to carry out student-centered teaching and learning activities, and 6) As a model and agent of transformation in the world of education

Full Text:

PDF

References

Ainia, D.K., (2020) Merdeka Belajar Dalam Pandangan Ki Hadjar Dewantara Dan Relevansinya Bagi Pengembanagan Pendidikan Karakter. J. Filsafat Indones., 3(3), 95–101.

Atika Wijaya, Moh. Solehatul Mustofa, Fadly Husain, S.R.F.N.K., (2021). Sosialisasi Program Merdeka Belajar dan Guru Penggerak Bagi Guru SMPN 2 Kabupaten Maros. J. Puruhita, 2(1), 46–47.

Farhan, A.; Herliana, F.; Kurnia, N.; Mauliza, F., (2021). The Implementation of “Guru Penggerak” (Organizer Teachers) Concept to Innovation of The Discussion Methods in Thermodynamics Course, 7(1), 1–12.

Baridin., (2018). Pengaruh Kompetensi Guru Dan Strategi Pembelajaran Terhadap Mutu Pendidikan Di Mts Negeri 2 Brebes, 6 (1), 123–144.

Cahyono, H., (2020). Peningkatan Penguasaan Kompetensi Pembelajaran Melalui Pembelajaran Tuntas Dan Tutor Sebaya (Mastery Learning And Peer Tutors), 4(1) Https://Stkipsetiabudhi.E-Journal.Id/Jpd.

Creemers, B., Kyriakides, L., & Antoniou, P. (2013). Teacher professional development for improving quality of teaching. In Teacher Professional Development for Improving Quality of Teaching. https://doi.org/10.1007/978-94-007-5207-8.

Daga, A.T., (2021). Makna Merdeka Belajar dan Penguatan Peran Guru di Sekolah Dasar. Jurnal Education., 7(3), 1075–1090.

Direktur Jenderal Guru dan Tenaga Kependidikan (2021). Buku Pegangan Pendidikan Guru Penggerak. Kementrian Pendidikan dan Kebudayaan., Jakarta.

Fadia, S.; Fitri, N., (2021). Problematika Kualitas Pendidikan di Indonesia, 5, 1617–1620.

Farhan, A.; Herliana, F.; Kurnia, N.; Mauliza, F., (2021). The Implementation of “Guru Penggerak” (Organizer Teachers) Concept to Innovation of The Discussion Methods in Thermodynamics Course, 7(1), 1–12.

Halimah, M.; Solfarina; Langitasari, I., (2020). Identifikasi Kemampuan Guru Sebagai Guru Penggerak di Karesidenan Semarang. J. Profesi Kegur., 6(2), 215–221.

Hasyim Asy’ari, L.M., (2019). Pemetaan dan Peningkatan Mutu Pendidikan pada SMP Bilingual Terpadu Junwangi Krian Sidoarjo Hasyim. J. Kependidikan, 7(1), 111–126.

Ishomuddin, C., & Maula, R. (2022). Analisis Implementasi Kurikulum K-13 di Madrasah. AFKARINA: Jurnal Pendidikan Agama Islam, 7(1).

Jannah, M.; Junaidi, J., (2020). Faktor Penghambat Guru sebagai Fasilitator dalam Pembelajaran Sosiologi di SMAN 2 Batusangkar. J. Sikola J. Kaji. Pendidik. dan Pembelajaran, 1(3), 191–197.

Karyono Setiya Nagri, Muqawim, Radjasa, E.M. Dan R.S., (2020). Menggali Prinsip Dasar Guru Penggerak Melalui Rekonstruksi Pemikiran Nurcholish Madjid. Syntax Idea, 2(9), 7250–7257.

Kementerian Keuangan Republik Indonesia, Informasi Apbn Kita (2018), viewed December 6, 2018. https://www.kemenkeu.go.id/publikasi/apbn-kita/OECD, Pisa 2015 Result in Focus, OECD Better Policies For Better Lives. Accessed December 6, 2018. http://www.oecd.org/pisa/pisa-2015-results-infocus.pdf.

Kementrian Pendidikan dan Kebudayaan, (2020). Peta Jalan Pendidikan Indonesia 2020-2035. Kemdikbud, : 1–74 http://staffnew. uny.ac.id/uploa d/132304482/ lainlain/ buku-peta- jalan-pendidikan-indonesia.pdf.

Multazam, U., (2020). Peran Kepala Sekolah Dalam Meningkatkan Mutu Sekolah. J. Manaj. Pendidik. Islam, 6, 45–69.

Mustagfiroh, S., (2020). Konsep “Merdeka Belajar” Perspektif Aliran Progresivisme di Perguruan Tinggi. J. Stud. Guru dan Pembelajaran, 3(1), 141–147.

Nurokhim, N., (2017). Manajemen Berbasis Sekolah: Solusi Peningkatan Mutu Pendidikan Madrasah. J. Kependidikan, 5(2), 247–260.

Rahmawati, R.; Siraj, A.; Achruh, A., (2021). Hubungan Antara Kompetensi Guru Dan Budaya Sekolah Dengan Kinerja Guru. Idaarah J. Manaj. Pendidik., 5(1), 10.

Satriawan, W.; Santika, I. D.; Naim, A.; Tarbiyah, F.; Raya, B.; Selatan, L.; Timur, L.; et al., (2021). guru penggerak dan transformasi sekolah. J. Kependidikan Islam Vol., 11, 1–12.

Saugadi, B. dan., (2017). Peran Guru Terhadap Mutu Pendidikan. Angew. Chemie Int. Ed. 6(11), 951–952., 8, 5–24. Shobri, M., (2017). Strategi Meningkatkan Mutu Pendidikan Di Madrasah Aliyah Hasan Jufri. CENDEKIA J. Stud. Keislam., 3(1).

Sibagariang, D.; Sihotang, H.; Murniarti, E., (2021). Peran Guru Penggerak Dalam Pendidikan. Jurnal Dinamika Pendidikan., 14(2), 88–99.

Sirait, S., Murniarti, E., & Sihotang, H. (2021). Implementation of Hots-Based Learning and Problem Based Learning during the Pandemic of COVID-19 in SMA Budi Mulia Jakarta. Advances in Social Sciences Research Journal, 8(2), 296-305.

Sistem Pendidikan Nasional., (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Undang. Sist. Pendidik. Nas., 71: https://pmpk.kemdikbud.go.id/assets/docs/UU_2003_ No_20_ _Sistem_ Pendidikan_Nasional.pdf

Supardi. (2015). Sekolah Efektif: Konsep Dasar dan Praktiknya. Jakarta: Remaja Rosdakarya.

Wahid, A., Naemuddin, R., Suhermanto, S., & Wafa, A. (n.d.). Internalisasi Nilai-Nilai Pendidikan Agama di Sekolah: Perspektif Manajemen Pendidikan Islam. Journal of Educational Management Research, 1(2).

Tim Kemdikbudristek., (2020). Rencana Strategis Kementrian Pendidikan dan Kebudayaan 2020-2024. Kementeri. Pendidikan, Kebudayaan, Ris. dan Teknol.: 1–129 https://dikti.kemdikbud.go.id/.

Undang-Undang No 14 tahun 2005 tentang Guru dan Dosen dalahttp://sumberdaya.ristekdikti.go.id/wp-content/uploads/2016/02/uunomor-14-tahun-2005-ttg-guru-dan-dosen.pdf Utami, S., (2019). Meningkatkan Mutu Pendidikan Indonesia Melalui Peningkatan. Pros. Semin. Nas. Pendidik. FKIP, 2(1), 518–527.

Utami, S., (2019). Meningkatkan Mutu Pendidikan Indonesia Melalui Peningkatan. Pros. Semin. Nas. Pendidik. FKIP, 2(1), 518–527.

Wijaya, C.; Nasution, T.; Al Qadri, M.; Fuadi, A.; Anwar, K., (2021). Persepsi Guru RA Ali Mahfudz tentang Kebijakan Sertifikasi Guru dalam Peningkatan Mutu Pendidikan. J. Obs. J. Pendidik. Anak Usia Dini, 6 (2): 738–751.

Zein, M., (2016). Peran guru dalam pengembangan pembelajaran. J. Inspiratif Pendidik., 5(2): 274–285 http://103.55.216.56/ index.php/InspiratifPendidikan/ article/ view/3480.




Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY