PEMBERDAYAAN GURU DALAM PENGEMBANGAN PRESTASI SISWA

Abstract

Implementation of the assessment is still an obstacle at the level of implementing in schools, one of them for Progressive Bumi Shalawat high school teachers, especially in making plans for the development of student achievement, both at national and international levels. The superiority of this high school is under the auspices of Pesantren Bumi Shalawat so that the empowerment of managers or teachers in developing student achievement will complement the quality of students with academic-spiritual character. The problem to be solved is the difficulty of teachers in developing and implementing instruments for developing student achievement. Targets or goals to be achieved are 1) increasing partner understanding of student achievement, 2) developing student achievement development guidelines 3) partner response during the process of partner empowerment activities. Broadly speaking the method in this activity is divided into three phases. The first phase is the preparation phase. At this stage, the preparation of materials, instruments and examples of assessment will be carried out when implementing activities through FGDs between partners and PKM Unesa's team. The second phase is the implementation of activities that will be carried out through the provision of information, modeling, and practice by participants to compile instruments for assessing student achievement development and practice of using instruments that have been prepared (through workshops on student achievement grids). In the third phase, a workshop on the preparation of evaluation instruments and a follow-up to improve student performance was held and continued with evaluation and feedback on the things needed in this implementation activity. Data obtained in this activity are instruments for developing student achievement, test results and questionnaire responses of trainees analyzed descriptively quantitative and descriptive qualitative. The results achieved were: 1) Participants have been able to compile student achievement programs and guide student achievement development through focus group discussion (FGD) forums; 2) Participants have been able to compile an achievement grid based on achievement that is targeted for the next five years based on achievements that have been previously achieved; and 3) The instrument for evaluating and following up on improvements made to students' achievements has been prepared by the participants. The posttest results obtained that partners have experienced increased understanding of student achievement with high grades. The participants' responses during the mentoring category were good.