January 2024

The end of the semester is a tiring time for teachers. The reason, they have a lot of work to do, such as creating an assessment rubric, check student assignments, to write a report. Marsaria Primadonna, chairman of the Cikal Teachers Campus, explain, There are ways to prevent teacher workload from piling up at the end of the semester, namely with backward design. This method also helps so that teachers do not focus on teaching but on learning. “Backward design is reverse designing the process that we used to do in the past. So let's first identify the goal, after that, design the summative assessment and assessment rubric first, new activity,explained Pima, Marsaria's nickname. Teachers often get confused when carrying out assessments. The reason, there are learning objectives that apparently have not been supported by the activities that have been carried out. In the end, the teacher suddenly makes an inappropriate assessment. 3 Step Backward Design Based on his experience teaching almost 20 year, Pima said, backward design really helps him in the process of designing learning. For example, at the end of the semester, he is ready with the assessment rubric so he doesn't need to worry about report cards. Following are the three backward design steps that Pima does. Identification of Goals In the process of designing traditional learning, Teachers usually write down a number of learning activities in advance. However, in backward design, identification of learning objectives must be established at the beginning. “At this level, the teacher thinks, at the end later, The goal is what students can do? Understanding what students want to have within themselves? What competencies? Or what final condition you want to achieve?explained Pima. Designing the Next Assessment, Teachers need to design assessments as evidence and reflection on whether students have achieved their goals. Because it is material for reflection, So the assessment that is designed is not only a summative assessment, but also formative assessment. “Formative assessment focuses on feedback and is carried out periodically throughout the semester. This assessment helps teachers and students to find out the extent of student learning success in achieving goals,” explained Pima. Meanwhile, when designing a summative assessment, Teachers need to understand that this assessment is not only limited to written exams. There are many activities to assess student learning success, for example making a project. Planning Learning Activities Usually this step is done by the teacher first, then in backward design is the final step. Taking into account student needs, Teachers can choose learning activities that can support students in achieving their learning goals. "By planning learning using this method, will make it easier for teachers to create meaningful learning activities according to student needs, and teachers become calmer in carrying out careful planning,” concluded Pima. (Yosi)

Today's schools often demand that their teachers have the capabilities of 21st century teachers. However, Most prospective teachers think wrongly, thought that this ability was only related to the use of technology. Lisna Nurjanah, young teacher who currently teaches at the Independent Student School, explain, 21st century teachers are actually not only related to the use of technology. However, how is a teacher who not only teaches, rather than being a lifelong learner. “Teachers help children learn. Children are the nation's next generation, later they will become great people. If I don't keep learning, how can help them?said Lisna. He only got this new perspective after participating in the Teacher Talent program at the Cikal Teachers Campus at the end of last year. Lisna added, A teacher who is a lifelong learner is a teacher who is free to learn. “I once made a mistake that made students uncomfortable studying in class. This certainly affects learning outcomes. Nah, if I don't study, How can I know if it's wrong and fix it," he said. Principles of 21st Century Teachers There are three principles possessed by 21st century teachers, namely commitment to goals, independent of the method, and consistently reflect. According to Lisna, Teachers often focus on making learning fun and using cool technology until they forget the purpose of the learning. 21st century teachers should be able to plan meaningful learning strategies. Even though it is fun, it does not change the learning objectives that were set at the beginning. Furthermore, independent of the method. Teaching is not an easy profession because each student has their own character and interests. To find the right learning strategy there will of course be many challenges faced. In facing challenges, the self-reliant 21st century teacher looks for ways instead of complaining. Third, consistently reflect. Lisna admitted, before taking Teacher Talent Certification, He rarely invites students to reflect. Not only that, The questions that Lisna asked tended not to be triggering. “In the past, I asked students to reflect, I'm just asking, how do you feel today, what we have learned. It's not consistent every day,” he said. "Now, I invite students to discuss. What is good about our learning process?, what hasn't happened and what we need to improve. I'll ask too, the knowledge we learned today, What is it useful for our friends?, create the environment around us,he continued. Lisna hoped, More and more young teachers are equipped with competencies as 21st century teachers. Thus, he is sure, education in Indonesia will get better. (Yosi)

The Cikal Teachers Campus held a final reflection session for Teacher Talent participants on Tuesday (5/12/2023) online. Teacher Talent is a collaboration program between the Cikal Teachers Campus and Karier.Mu. This program aims to match schools with the best prospective 21st century teachers. Prospective teachers who have passed the Teacher Talent certification are guaranteed to have good pedagogical skills, freedom to learn, and advanced digital capabilities. Currently there are several schools that are Teacher Talent partners, including Cikal School, Independent Student School, Growing Schools, and the Indonesian Core Quantum School. “Teacher Talent has helped Cikal School find prospective teachers who meet their needs, "that is according to the profile of a 21st century teacher," said Nabila Dwitya, Human Resources Officer of Cikal Lebak Bulus School. “Teacher candidates who come are ready to work in schools, so that it is easier to adapt and implement their teaching methods in the classroom according to the curriculum in Cikal," continued Nabila. He hopes that Teacher Talent will continue to support increasing the competency of prospective teachers and young teachers. Thus, Schools don't need to worry when they need teachers. Lisna Nurjanah, one of the young teachers, disclose, He changed a lot after joining Teacher Talent. When hearing about 21st century teachers for the first time, he counted, is an expression for teachers who master technology for learning. But apparently, 21st century teachers are teachers with the principle of freedom of learning. Teachers who are free to learn are able to involve their students in implementing learning goals, give students a choice, and reflect. “In the past, I asked students to reflect, I'm just asking, how do you feel today, what we have learned. It's not consistent every day. After studying at Teacher Talent, I can give trigger questions that can really get students to reflect,Lisna explained. Lisna now always invites students to discuss, what is good and what is lacking in the learning process, to what benefits this knowledge will have for the surrounding environment. He added, Teaching is not an easy profession. Each student has their own character and interests. Therefore, Appropriate learning strategies are needed that suit students' needs. “I have also made mistakes that made students uncomfortable studying in class. This certainly affects learning outcomes. But I have changed that since joining this program,said Lisna. Lisna said, He is now a teacher who can create fun learning strategies and stay focused on learning objectives. He also continues to increase his sensitivity to student needs to ensure his students are comfortable learning in class. “Taking part in Teacher Talent gave me a new perspective on seeing children. Children are the nation's next generation, later they will become great people. If I don't keep learning, how can help them?” concluded Lisna, who is currently a teacher at the Independent Students School. (YOSI/DR) — Want your school to be helped in getting the best teacher talent? Or you want to ensure that teachers at your school are competent as the 21st century teachers that students need? Contact us wa.me/6285727921343.

Kampus Guru Cikal (kg bw) holding a Learning Teacher Competency Assessment (AKGB) for Aletheia Christian Middle School, Jember, on Saturday (2/12). AKGB is an assessment to determine the level of teacher competency according to Director General Regulation No. 2626 year 2023 about the Teacher Competency Model. The four competencies measured are pedagogical competencies, personality competence, social competence, and professional competence. AKGB participants will work on various questions in a situational judgment test format. They were accompanied by guides and operators who had previously been provided with training by KGC. After attending AKGB, Participants will receive a charter containing the level of achievement of each competency and feedback. “Schools or local governments can register their teachers to take part in the AKGB as a tool to map teacher competency levels, so that it can be used to design competency development programs that are relevant and impactful,” explained Marsaria Primadonna, head of KGC. The initiation of this program stemmed from two concerns the KGC had regarding teacher training. First, Teachers often take part in training but it does not have an impact on improving the quality of learning. Often this is because their participation in training is only aimed at fulfilling administrative requirements rather than precise learning needs. Second, Schools and local governments have limited budgets. Therefore, for the proper use of funds, schools and the government need credible data as a basis for program procurement. "To answer the anxiety, So the AKGB results have four principles, namely differentiation of recommendations arranged according to competency level, learning recommendations as opportunities and support for teachers, focus on impact, not just input, and systemic. Systemic means that recommendations are effective when done simultaneously, not just at the individual level,” explained Pima, Marsaria's nickname. Johannes Prasetyo, executive secretary of the Aletheia Indonesia Christian Foundation (Aletheia Christian School), say, The school has received feedback from the AKGB results. The results of the assessment are currently being followed up with the school leadership team. “For the principal, AKGB can be a consideration in coaching and mentoring. For teachers, AKGB can be a reflection to develop one's capacity as a teacher,said Joe, Johannes called. Sustainable teacher capacity building comes from appropriate development programs. Joe hopes, In the future, the quality of learning in schools can increase as a result of improving the quality of teachers. “The aim of Aletheia Christian School is to develop human resources through education. We realize, we must provide access to quality education. Quality education requires competent teachers, qualified,” concluded Joe. (Yosi)

Directorate General of Teachers and Education Personnel (Dirjen GTK) The Ministry of Education and Culture visited schools supported by the Teacher Learning Foundation (YGB) in Purwakarta on Thursday (30/11). The visit was to ensure that assistance with the implementation of the Independent Curriculum by development partners was going well. The Director General of GTK visited two schools, namely SD Yos Sudarso Purwakarta and SMP Talenta. The two schools under the auspices of the Holy Cross Foundation received YGB assistance during the pandemic. Sakinah, Representatives of the Director General of GTK appreciated YGB for supporting schools to create an independent learning ecosystem. Especially during a pandemic, YGB has played a role in the implementation of the Independent Curriculum. “What did YGB do during the pandemic, in the School Against Corona program and Independent Learning Leaders as development partners. The implementation of the Independent Curriculum to overcome the pandemic has been very good," he said. "Our hope, in year 2024 YGB as a development partner can continue to support the implementation of the Independent Curriculum. YGB's role is to support the government in refreshing the Independent Curriculum,Sakinah continued. During the pandemic, YGB has several programs that help teachers and educational units, including School Against Corona (SLC) and Independent Learning Leaders (PMB). Andreas, YGB representatives during the visit, explain, Both programs accompany educators with modules and joint learning sessions. SLC and PMB participants are not limited to those two schools, but there are many schools in various areas. Both programs aim to improve teacher competency, especially distance teaching competency. “Many teachers and educational units have felt the benefits of the training provided by YGB, such as the Independent Learning Teacher and Independent Learning Leader modules. This was also conveyed by Mr. Stevanus and Mr. Agus as heads of Yos Sudarso Elementary School and Talenta Middle School,said Andreas. Andreas explained, YGB is also active in inviting various teacher communities to discuss the Independent Curriculum. This includes the Indonesian Educators Meeting program, Learning Teacher Newspaper, and Learning Leader Letter. Apart from being a development partner, YGB, through its Independent Leadership Campus unit, also offers school assistance, namely the Curriculum Ready program. Some of the learning agendas in this intensive program include the Project for Strengthening the Pancasila Student Profile, differentiated learning, designing curriculum for the operationalization of educational units, and others. (YOSHI/MA)