Kampus Guru Cikal

Cikal Teachers Campus together with the Sidrap Regency Archipelago Learning Teacher Community and the local government of Sidrap Regency held a Learning Teacher Competency Assessment (AKGB). AKGB which is carried out in State Middle Schools 2 Pangsid and State High School 2 These dumplings are followed by 2000 teachers of various levels on Sunday (21/07). Faizal Sehuddin, Head of the District Education and Culture Service. Sidrap said, Previously, the teachers had received a competency assessment through the Teacher Quiz (CCG) which was held at TPN XI in Kab. Sidrap. "CCG is held in groups and participation is an initiative of each teacher so not all teachers know their competency level, Meanwhile, AKGB is given to all formal teachers in Sidrap Regency except for driving teachers whose results are certain to be good," explained Faizal. The results of the AKGB will later become evaluation material and the basis for policies related to increasing teacher competency. Faizal said there would be a mapping of what teacher competencies needed to be improved and maintained in their regions. “We really need an assessment like this, to make it easier to decide what steps need to be taken. Results for each teacher, each sub-district, there must be different levels of competence. Later, we will develop quality improvement programs after mapping them out from this assessment," continued Faizal. The competency measured is pedagogical competency, social competence, professional competence, and personality competence. These four competencies must be possessed by teachers based on GTK Director General Regulation No. 2626 year 2023. Learning Teacher Competency Assessment: Reference for Teacher Self-Development and Government Policy Marsaria Primadonna, chairman of the Cikal Teachers Campus, explain, AKGB is a diagnostic and formative assessment for teachers. As a diagnostic assessment, AKGB can be a reference for self-development. Meanwhile, as a formative assessment, AKGB can be used as training for teachers or prospective teachers to prepare themselves before taking part in various career development selections from the Ministry of Education and Culture, such as the Teacher Competency Test. (UKG), Teacher Professional Education (PPG), and selection of Government Employees with Employment Agreements (PPPK). AKGB also helps local governments prioritize certain teacher competency development programs. "There is a lot of teacher training and many teachers need to improve their competency but the budget is limited. With AKGB, Regional governments can determine priorities according to needs,explained Pima, Marsaria's nickname. "Hopefully more schools or local governments will realize that assessment before determining a learning program is very important. Yes, just like we do with students, assess first then determine the strategy. Thus, what you do will be more effective,” concluded Pima. (Yosi)

Anggayudha Ananda Rasa or familiarly called Aye, Teacher Learning Foundation trainers emphasize the importance of empathy for students when teachers design teaching media. This was conveyed, when he attended the learning session "Creating Teaching Media with Design Thinking and Artificial Intelligence" on Wednesday (4/9) online. Teaching media is needed when students have difficulty understanding material. Therefore, According to Aye, design thinking, which is a human-centered thinking framework, will make it easier for teachers to design teaching media. “What we want to find a solution for is humans, is a student. We're not talking about good laboratories, good school. We focus on the human. That's the fundamental thing we need to understand,” said Aye. Design Thinking Framework There are five steps in design thinking which are divided into two phases. The first phase is empathy, problem definition, and test, then the second phase is ideation and prototype. After the test is carried out, teachers can return to empathy if they feel that the problems that have been formulated are not appropriate. "For example, here, The challenge that you want to solve is that students have difficulty completing fractions. It turned out it wasn't because he couldn't divide but there was a problem at home, so he's stressed. The problem definition can be changed after testing, back to empathy, continue like that rotating in the first phase," explained Aye in a learning session held by the Guru Belajar Foundation with SMBC Indonesia. Ways to Empathize with Students For almost an hour, Aye discusses how teachers can be empathetic. He mentioned, This is indeed the most difficult stage even though it is important. The reason, Teachers usually have big egos as adults dealing with children. “I once invited class students to chat 12. It turns out that some of them can't do the multiplication. So they sleep during my lessons, that's their form of submission or frustration. What's clear is that I know where the problem is,"Aye's story proves the importance of understanding students. He guided the session participants to work on an empathy canvas to make it easier to see students from their eyes. The question that needs to be answered is, (1) who are the students we need to understand, (2) what they usually do, (3) what they see everyday, (4) what they say, (5) what they do, (6) what they hear, (7) what they think and feel, including their worries and desires. Designing Teaching Media with the Help of Artificial Intelligence (AI) Teachers' tough work can now get help from AI, one of them is when you need to get ideas for making teaching media. The formula that can be used is “KTP” which is an abbreviation of “context, objective, command". Context is a condition related to the goal. The more detailed the context is given, the greater the chance that AI will provide the answer we expect. "So if you use the lesson plan canvas, there is a student's condition, student needs, learning objectives, teaching strategies, and supporting teaching media. So, we can input the student's condition to that goal into AI. While strategy and media teach us to make orders to AI,” explained Aye. “We got the students' conditions and needs from the results we explored with empathy. Therefore, the more we empathize, then the teaching media suggested by AI will be increasingly relevant to students' needs,” he concluded. (Yosi)

The Pekalongan City Education Office collaborates with the Teacher Learning Foundation (GBF) and the Pekalongan City Learning Teacher Community held a Learning Teacher Competency Assessment (AKGB) on Saturday (31/08) until Sunday (01/09) at State Vocational School 2 and SMK Negeri 3 Pekalongan City. Totally there 1000 preschool level teacher, SD, and middle school who participated. This means that all teachers in Pekalongan City under the auspices of the Pekalongan City Education Office follow the AKGB. Zainul Hakim, The Head of the Pekalongan City Education Office explained, The results of the assessment will be used as a basis for identifying teacher competency development needs. He said there would be a mapping of what teacher competencies needed to be improved and maintained in their regions. “We really need an assessment like this, to make it easier to decide what steps need to be taken. Results for each teacher, each sub-district, there must be different levels of competence. We analyze the potential and needs of teachers,continued Zainul. Read too: Director General of GTK Appreciates YGB's Support in the Pandemic Era "Later we will develop quality improvement programs after mapping from this assessment. So we took action, When taking a policy there is a clear basis, basically data,he continued. The competency measured is pedagogical competency, social competence, professional competence, and personality competence. These four competencies must be possessed by teachers based on GTK Director General Regulation No. 2626 year 2023. “With the results of this assessment and follow-up, It is hoped that equal distribution of teacher competence in each agency can be realized," said Zainul. Sita, Kraton Kidul Elementary School teacher, one participant said, AKGB became a means for him to understand himself. He hopes, This assessment really has follow-up. “Our word inside, I'm doing questions like a test, However, it is repeatedly stated that this assessment does not determine the fate of our careers as teachers. This is not a competency test, advancement exam, and so on,” explained Sita. "In fact, in the end, I felt like I knew myself better when working on the questions. Especially the personality. Hopefully there will be a continuation after this,he said. Read too: 6000 Teachers Participate in WIT Onboarding: Teachers Can't Stop Learning Marsaria Primadonna, chairman of the Cikal Teachers Campus, one of the YGB units that implements AKGB, explain, AKGB is a diagnostic and formative assessment for teachers. As a diagnostic assessment, AKGB can be a reference for self-development. Meanwhile, as a formative assessment, AKGB can be used as training for teachers or prospective teachers to prepare themselves before taking part in various career development selections from the Ministry of Education and Culture, such as the Teacher Competency Test. (UKG), Teacher Professional Education (PPG), and selection of Government Employees with Employment Agreements (PPPK). AKGB also helps local governments prioritize certain teacher competency development programs. "There is a lot of teacher training and many teachers need to improve their competency but the budget is limited. With AKGB, Regional governments can determine priorities according to needs,explained Pima, Marsaria's nickname. "Hopefully more schools or local governments will realize that assessment before determining a learning program is very important. Yes, just like we do with students, assess first then determine the strategy. Thus, what you do will be more effective,” concluded Pima. (Yosi)

In a series of #PhilanthropyforIndonesia education month campaigns with the Indonesian Philanthropy Association, The Guru Belajar Foundation held a talk show entitled "Supporting Children to Measure Themselves, Create, and Contribute” on Friday (17/05) online. On this occasion Marsaria Primadonna was present, chairman of the Cikal Teachers Campus, and Dedeh Sarinah, students from Prawira Lembang Middle School as resource persons. This talk show emphasizes that work exhibitions are important for children because they are an authentic assessment. The Importance of Pupils Having Works Exhibited Children are important to improve their literacy and numeracy skills because it will affect how they are ready to jump into society. Pima, Marsaria's nickname, suggests that students learn by working to improve this competency. Read too: Teacher Talent: Solutions for the Search for 21st Century Teachers in the Independent Curriculum era, learning by working is facilitated through the Pancasila Student Profile Strengthening Project (P5). “There's a saying, right?, At school we study first and then take exams, In the real world, we test first and then study. Why not just start school?, Children are accustomed to going into society to learn?Pima said. Through the process of creating work, Students will learn to see problems, managing large amounts of information, and design solutions that can overcome them. Children also learn to fail and learn from their mistakes. This process greatly sharpens literacy and numeracy skills. After creating a work, you also need to join a work exhibition. According to Pima, A work exhibition is an authentic way for children to find out their abilities. The reason, with a work exhibition, Children will receive feedback even from people who have never previously been involved in the process of creating a work. Read too: Many students in class, This 5 Steps to Create a Class Agreement to Be Disciplined "This really means authentic from people outside the class, they will give you feedback, It's as if they have fresh eyes so the feedback is fresh. This will be a valuable experience for children to be able to measure their competence,” said Pima. However, Pima reminded us not to fall into misconceptions about work exhibitions. Currently, every school usually holds a work exhibition at the end of the semester but the essence is not achieved because they only compete to look cool and prioritize luxury. Exhibitions of works that match the essence return to the goal, namely measuring children's self-competence. So at work exhibitions, the important thing is that children have space to reflect. They practice communicating their work process and receiving feedback.   Dedeh Sarinah, A friend who dropped out of school became the topic of his work. An example of a student who has meaningful work is Dedeh Sarinah, Prawira Lembang Middle School student. He and his two friends created the "Let's Go to School" project. This project was based on his anxiety about seeing his friends drop out of school. Prawira Lembang Middle School is far from urban areas. Most students have to walk uphill through a bamboo forest to get to school. And for various other reasons, many are not enthusiastic about school. Some resigned and decided to marry young. Neither parents nor children in the area have prioritized school. “From the results of the research of the three of us, Dropping out of school will have a bad impact on my friends, therefore, My friends and I decided to make this problem the topic of the profile project," said Dedeh. Dedeh admitted that he faced challenges when thinking about the solution. How can the method used reach friends and parents and have a long-lasting impact?. He was also worried that his communication would not be received well. “Finally we decided to make simple videos that show the fun and importance of school, then we distribute it to friends. Then when we saw a friend who was starting to lose enthusiasm for school, started skipping class, we are the ones who give encouragement,said Dedeh. The work of Dedeh and his two friends has also been exhibited at the peak work exhibition of the Nusantara X Teachers' Meeting, which was attended by thousands of visitors from various regions. Dedeh said he was happy to join because he learned to present the idea and received various feedback. Apart from that, you also get to know students from other schools. (Yosi)

Classroom management is a challenge that teachers often face; students who are busy talking to themselves, students do not submit assignments, to a messy class. Rules have been made but students often break them. Marsaria Primadonna, chairman of the Cikal Teachers Campus, said, These challenges can be overcome by applying positive discipline. One of the elements is making a class agreement which is now also encouraged to be implemented in the Independent Curriculum era. “By class agreement, Students are fully involved in making dos and don'ts of actions or behavior in the learning process. So a sense of responsibility will grow from within to carry out the agreement,” explained Pima, Marsaria's nickname. This teacher, who has been teaching for more than twenty years, shared his experience in inviting students to discuss to formulate a class agreement. There are five steps that can be a teacher's guide. 1. Discuss the Importance of Class Agreement with Students at this stage, The teacher can throw several trigger questions to the students. Some recommended questions from Pima are "Why is it important to have a collective agreement in class?” “Why it is important for students to be fully involved in making their deals?” “Why it is important to agree?” “Why not just have the teacher make it and then have it approved by the students?"The result of this discussion was a collective agreement that students need to be active when formulating class agreements. 2. Drawing the Ideal Class At the next stage, The teacher invites students to prepare stationery and draw the ideal class. Students can imagine and be creative so that they can imagine if they are disciplined in complying with the agreement, they themselves feel the benefits. “Why draw? Because students at all levels can draw. Although maybe there are some images that are more abstract, It does not matter,Pima said. 3. Brainstorm ideas after drawing, Students are invited to translate their drawings into written points. Different levels will require different interventions. For example, PAUD students may need teacher help to write. “For PAUD teachers or first grade students, for example, the teacher must ask the students, what they draw and write it down. But for a higher level, they will be more independent,” explained Pima. 4. Discussion to Formulate the Next Points of Agreement, Divide students into small groups to start discussion activities. Thus, Students learn to collaborate and begin to realize that there may be points in their desires that do not match those of their friends. The teacher can provide a discussion canvas as a guide so that the discussion runs effectively. Pima explained, The canvas can be made simple by creating a table containing several questions. “What is your dream class like??” “How can we interact well?” “How to create all that?” “How can we as students make our classes safe and comfortable?” “What class agreements need to be in place?” Teachers can create different formats for discussions but make sure they are easy for students to do. 5. Creating a Sentence of Agreement The final step is to formulate a sentence of class agreement. For upper class teachers, You can invite one of the students to lead the discussion. At this level, All input from each team is collected and then discussed. “Nah, There will be lots of points from each group. They can be grouped together or have the same aim, diparaphrase, and made 3-5 positive sentence. Positive sentences, for example, not 'don't eat in class', but rather 'keeping the classroom clean', like that,” explained Pima. According to Pima according to his experience, Fully involving students like this is very helpful so that the learning process can run comfortably. (Yosi)