Teacher Working Group Research Articles

Implementation of the Trilingual Handbook and Anti-Bullying Action for Teacher Working Group in Enrekang City

Implementation of the Trilingual Handbook and Anti-Bullying Action for Teacher Working Group in Enrekang City

Increasing Teacher Competence in Developing Learning Plans and Teaching and Learning Effectiveness in Primary Schools Through Teacher Working Group (KKG)

<p class="TableParagraph">Kelompok Kerja Guru (KKG) adalah salah satu upaya untuk meningkatkan kompetensi guru melalui kegiatan kolaboratif antar guru dalam diskusi, refleksi, dan pembelajaran bersama. Penelitian ini bertujuan untuk mengeksplorasi dan menganalisis bagaimana Kelompok Kerja Guru (KKG) dapat berkontribusi dalam peningkatan kompetensi guru dalam penyusunan rancangan pembelajaran dan efektivitas proses belajar mengajar di sekolah dasar. Metode penelitian ini menggunakan teknik analisis deskriptif kualitatif dengan pendekatan <em>library research</em>. Penelitian ini dilakukan melalui studi literatur yang melibatkan identifikasi topik, pengumpulan sumber-sumber relevan, evaluasi kritis literatur, dan penyusunan ringkasan temuan untuk memberikan gambaran komprehensif mengenai subjek yang diteliti. Hasil penelitian ini yaitu menunjukan KKG memiliki peran yang signifikan dalam peningkatan kompetensi guru di tingkat sekolah dasar. KKG sangat efektif untuk meningkatkan kompetensi guru dalam peyusunan RPP yang baik dan benar, Selain itu melalui KKG, guru dapat meningkatkan kualitas pengajaran, mengembangkan ketrampilan kepemimpinan, mendiskusikan perubahan dalam kurikulum, mendorong kolaborasi antar guru di sekolah, memberikan masukan dan umpan balik konstruktif dan meningkatkan pengetahuan. Simpulan dari penelitian ini yaitu KKG dapat meningkatkan kompetensi guru dalam menyusun rancangan pembelajaran dan dapat meningkatkan efektivitas proses belajar mengajar.</p>

Key factors for successful implementation of the independent curriculum: examining teacher readiness

The Merdeka Curriculum that prioritizes student autonomy in the learning process was chosen as a solution to overcome the learning crisis exacerbated by the Covid-19 pandemic. However, the implementation of this curriculum faces challenges, especially related to teacher readiness. This study aims to analyze factors that affect teacher readiness in implementing the "Merdeka" curriculum, including teacher understanding of curriculum steps, lesson plan readiness, and supporting and inhibiting factors. This research uses a qualitative approach with a case study design involving grade 1 to 6 teachers who have implemented the "Merdeka" curriculum. Data were collected through interviews, observation, and documentation, and analyzed using inductive models. The results of the study explained that although teachers have a good understanding of the seven steps in implementing the curriculum, there are still challenges in realizing planned learning due to the dominance of lecture teaching styles. Several inhibiting factors were identified, including lack of pedagogic competence, limited facilities and infrastructure, and insufficient number of teachers. On the other hand, supporting factors such as school funding, teacher working groups, and collaboration among teachers have been shown to contribute to successful implementation. The implications of this study emphasize the need for targeted professional development programs, adequate funding and infrastructure support, and the value of collaboration among teachers.

Exploring the effectiveness of the Merdeka curriculum in promoting effective learning practices

The urgency of this research stems from the need to adapt educational curricula to the evolving demands of post-pandemic learning environments. This study aims to explore the implementation of the Merdeka Curriculum (Curriculum Merdeka Belajar) at SDN Bolo 01, focusing on how teacher practices support the achievement of effective learning. By generating insights into the operationalization of the curriculum and identifying strategies to overcome implementation challenges, this research seeks to provide practical recommendations for elementary schools transitioning to the Merdeka This qualitative case study was conducted at SDN Bolo 01, Madiun Regency, East Java, Indonesia. Data were collected through interviews with school principals, classroom teachers, students, and parents, as well as observations and focus group discussions. The data were analyzed using an inductive model to generate themes and interpret The results indicate that SDN Bolo 01 has made significant efforts to implement innovative, student-centered learning practices aligned with the Merdeka Curriculum, such as Project-Based Learning accommodating the Pancasila Student Profile. However, challenges were identified, including teachers' limited experience and references, students' difficulty concentrating, parents' struggles in assisting learning at home, and classroom management issues in Islamic Religious Education. Efforts to address these challenges include teacher working group activities, independent training, parent mentoring, extra lessons for students, and coordination among Islamic Religious Education teachers. This study provides an in-depth qualitative exploration of the implementation of the Merdeka Curriculum in a specific elementary school context, focusing on how teacher practices support effective learning. By identifying strategies to overcome implementation challenges, this research offers practical insights for schools transitioning to the Merdeka Curriculum.

Analysis of problems in planning and organizing independent curriculum in madrasah ibtidaiyah: teacher's perspective

The Merdeka Curriculum, as the latest innovation in the world of Indonesian education, raises a number of problems in the process of implementing it in Madrasah Ibtidaiyah, especially for teachers. This article analyzes the problems that arise, especially related to curriculum planning and organization. The method used is a descriptive survey, data were collected from teachers at Madrasah Ibtidaiyah Negeri 2 Trenggalek. The results showed that the majority of respondents had a lack of understanding of the independent curriculum, difficulties in preparing documents and learning tools for the independent curriculum, inadequate facilities and infrastructure. Lack of participation in intensive training and technical guidance results in a lack of understanding of the substance of the curriculum being the main factor behind this problem. In the face of these challenges, a number of alternative solutions were proposed, including intensive training, comparative studies, teacher working groups, and improved technological facilities and infrastructure

Impact of Socialization and Technical Guidance Program on Implementation of Independent Curriculum Independently

An analysis of the impact of the socialization and technical guidance program for Implementation of Independent Curriculum Independently was conducted to encourage the operationalization of educational units, particularly teachers, to access, learn, complete, and adapt teaching materials available on Platform Merdeka Mengajar (PMM) This involves using and utilizing the results of minimum competency assessments in class to design meaningful learning. The methods employed in this community service are socialization programs/in-service training and technical guidance/in-service training for Implementation of Independent Curriculum Independently. In-service training is an activity aimed at increasing the quality of educational personnel in performing their duties as professional teachers, particularly in utilizing Information and Communication Technology (ICT) for learning, such as adapting PMM to use and utilize the results of minimum competency assessments in class to design meaningful learning. The findings of this community service program include a participant satisfaction survey, where forums for teachers such as teacher working groups have successfully emphasized teaching focused on students' learning achievements (teaching at the right level). Teachers have been able to conduct formative assessments at the beginning of the learning process to assess students' learning achievements. In conclusion, Implementation of Independent Curriculum Independently is reflected in formulating learning outcomes, becoming learning objectives, and ways to achieve these learning objectives. This is demonstrated during the community service workshop, where teachers have successfully adapted to PMM by using and utilizing the results of minimum competency assessments in class to design meaningful learning.

Scientific Writing Training for Elementary School Teachers, Jaka Sanga Teacher Working Group, Karanganyar Regency

This service was carried out to improve the skills of writing scientific papers for SD KKG Jaka Sanga teachers, Karanganyar Regency. It is time for teachers to have the ability to write scientific papers which can ultimately be published in journals or proceedings. Not understanding the stages in writing scientific work is quite worrying. Thus, this service is very important to be carried out, especially by the Indonesian Language Education Master's Study Program, Veteran Bangun Nusantara Sukoharjo University Postgraduate Program as a study program that has a concentration on language and literature development, as well as in terms of education. These service partners are teachers at SD KKG Jaka Sanga, Karanganyar Regency, who do not yet have the ability to write scientific articles or scientific works that are suitable for publication in journals/proceedings, so it is necessary to provide training in scientific writing skills. Developing skills in writing scientific papers to be able to publish them in a journal or proceedings is very necessary for instructors or teachers to improve their competence. Activities in this training can be divided into stages, namely: embedding information (encoding), integrating information into understanding (decoding), recording information (storing), training information through simulations (rehearsal), and learning information (learning). Based on the flow of the method above, it can be concluded that the method for implementing this activity includes: lecture, practice, simulation, and use of creative materials. Keywords: Training, Writing, Scientific Work, Publications, Teacher

Analysis of The Implementation program Numeracy Literacy for Teacher Working Groups in Building a Literate Culture

Analysis of The Implementation program Numeracy Literacy for Teacher Working Groups in Building a Literate Culture

Problematika Penerapan Kurikulum Merdeka Belajar di SD Negeri 060826 Kec. Medan Area

The implementation of teaching and learning activities in Indonesia is guided by the Curriculum. The curriculum is developed and refined in line with the rapid development of science and technology and the evolution of society. In the conditions of the COVID-19 pandemic, major changes have occurred in the world of education, especially in Indonesia, with a shift from direct learning in classrooms to distance education based on digital technology. The aim of this research is to analyze the effect of implementing the Independent Curriculum at SDN 060826 Kec. Medan Area. Through this approach, it is hoped to obtain a clearer picture of the effectiveness of the curriculum in improving the quality of education as well as identifying obstacles and opportunities that arise in its implementation. This research uses a descriptive qualitative method to analyze the effect of implementing the Merdeka Curriculum at SDN 060826 Kec. Medan Area. Research conducted by researchers at SDN 060826 Kec. Medan Area, it can be seen that they always regularly attend training from both the principal and teachers and to strengthen teachers' understanding of the Independent Learning Curriculum, teachers always hold monthly meetings with the Teacher Working Group (KKG) to resolve various problems related to the Independent Learning Curriculum. as well as to increase teacher competence in the process of teaching and learning activities.

KESULITAN GURU DALAM MENGEMBANGKAN PERANGKAT PEMBELAJARAN (MODUL AJAR) KURIKULUM MERDEKA DI SEKOLAH DASAR

The aim of this research is to describe the problems or difficulties faced by teachers in developing learning instrumention in the merdeka curriculum. This research method uses qualitative research, a type of library research. The object of this research is the learning intrumentation in the merdeka curriculum developed by the teacher. The teaching module is a new language from the Lesson Plan (RPP) which has significant differences. The teaching module has three components, namely general information components, core components and attachments. Each component has further development, but the core components are the components of developing learning outcomes (CP), learning objectives (TP), learning objective flow (ATP) which become difficulties for teachers in developing teaching modules. In solving problems experienced by teachers when developing learning instrumentation, teachers must take part in any activities held regarding the merdeka curriculum, such as seminars, workshops, Teacher Working Groups (KKG), Subject Teachers' Conferences (MGMP), or look for information on books, articles , magazines, as well as the official website owned by the merdeka curriculum.

The Influence of Supervision by the Principal and Motivation on the Performance of Elementary School Teachers During Pandemic

Online learning is promoted as a learning solution in elementary schools during the Covid 19 pandemic. Teachers are required to be able to adapt and improve performance progressively for the optimization of learning with the support of supervision and work motivation. This study aims to analyze the effect of supervision by school principals and work motivation on the performance of elementary school teachers during the Covid 19 pandemic. This research is a quantitative research with a correlational survey involving 125 samples of elementary school teachers in the Cluster I Singawinata Teacher Working Group of Purwakarta district, West Java, Indonesia. The results showed that supervision by the principal (X1) had a significant effect on teacher performance (Y). Then work motivation (X2) has a significant effect on teacher performance (Y). And finally, supervision by the principal (X1) and work motivation (X2) have a significant effect on the performance of elementary school teachers (Y) by 46.5%. School principals need to increase supervision to teachers continuously and systematically so that teachers have the motivation to improve their competence so that they can show good performance in improving the quality of learning during the Covid 19 pandemic.

Training Chemistry Teachers' Understanding in Creating Learning Evaluation Media Using the Wordwall Application

This community service activity aims to assist chemistry teachers in the Banjar Regency Chemistry Teachers Working Group (MGMP) in developing learning evaluation materials. This training aims to improve the quality of learning in the Independent Curriculum for chemistry teachers in creating learning evaluations using Wordwall. Based on the questionnaire results filled out by MGMP chemistry teachers in the Banjar Regency, it was found that 50% of teachers stated that they were skilled enough in using technology in preparing learning evaluation materials. The methods in this activity are divided into three stages: pre-implementation, implementation, and post-implementation. Considering this condition, the community service team needs to address the problems teachers face by conducting training on preparing IT-based teaching materials held at SMAN 1 Martapura with two offline meetings attended by 21 teachers. Based on the training results, there was an improvement in teachers' understanding of creating interactive evaluation materials using Wordwall, and teachers' responses to the activity showed a good category. The interactive evaluation products produced can be used to assist the chemistry learning process.

Exploration of PAI Teacher Challenges and Opportunities; Case Study of Implementation The Independent Learning Curriculum, In East Lombok Elementary Schools

Education in Indonesia is experiencing a significant transformation, one of the concrete steps in dealing with this development is the implementation of the Independent Learning Curriculum. The Independent Learning Curriculum carries the principle of inclusivity and views every child as an individual who has unique potential, however it still has several challenges and opportunities for Islamic religious education teachers. This study focuses on the challenges of Islamic religious education teachers in implementing, knowing opportunities for teachers and analysing the role of the independent learning curriculum in learning Islamic religious education in elementary schools. The method in this research is a case study using a qualitative design with a phenomenological approach. Data collection techniques use semi-structured interviews, observation and documentation techniques. Data sources are PAI teachers, school principals and PAI Teacher Working Groups in 32 elementary schools in East Lombok. Thematic analysis is used to analysis the extent to which curriculum implementation can be implemented. The results of the research identified several challenges faced by PAI teachers, including adapting student-focused learning approaches, limited resources and infrastructure and strengthening curriculum evaluation. Other findings include opportunities for PAI teachers to utilize technology, increase student engagement, collaboration between subjects for cross-disciplinary learning and an emphasis on developing student skills. In conclusion, PAI teachers need to strive to align PAI learning with curriculum vision and principles that include student-based, contextual and collaborative learning. Meanwhile, opportunities that can be exploited include making PAI learning more interesting, relevant and collaborative and PAI teachers being able to utilize the role of the independent learning curriculum as an opportunity to improve the quality of Islamic religious education in elementary schools, helping students understand religious values and teachings, and being able to support character education efforts based on moral values.

Sosialisasi Teori Dan Microteaching Penerapan Pmr Dalam Kooperatif Tipe STAD SMP Negeri 7 Padangsidimpuan

The partners of this Community Service Program are students from SMP Negeri 7 Padangsidimpuan. The partners' problems are as follows: 1) Students' difficulty in understanding mathematics subjects, 2) Students' low interest in studying mathematics, 3) Students' perspective which considers learning mathematics to be difficult and boring, 4) Low ability and skills of some teachers in presenting teaching material as interesting as possible and 5) Students' economic limitations to take part in tutoring in terms of studying mathematics material outside of school. To address these problems, we are interested in holding a Community Partnership Program (PKM) in the field of educational services. This program will help students face and solve problems related to learning mathematics. Therefore, students in the process of learning activities need study guidance by experts to overcome problems related to learning mathematics. Thus, this activity was carried out as an effort to erase the impression that mathematics is a difficult and boring lesson (Math Phobia) so that it becomes an easy and fun lesson (Math is Fun). It is hoped that all programs implemented will lead to improving mathematics learning outcomes.
 The results achieved through this activity were the formation of a teacher working group (KKG) with 2 to 5 members each, based on the distribution of teaching class levels. The teachers' knowledge and skills regarding cooperative learning models combined with mathematical approaches have increased from the "fair" to "good" category.

PERAN KEPALA MADRASAH DALAM MENGEMBANGKAN KOMPETENSI SOSIAL GURU

This study aims to determine the role of Madrasah Principal as an innovator in improving the social competence of teachers, the efforts made and the inhibiting factors found in Madrasah Ibtidaiyah Ikhwanul Muslimin Bojonggede, Bogor Regency. This research uses a qualitative approach with data collection techniques through interviews, observation and documentation. The subject of this research is the Head of Madrasah, with sources deputy Head of Madrasah, teachers and supervisors of Madrasah Ibtidaiyah Bojonggede Bogor Regency. The results showed that the role of Madrasah head in developing teachers' social competence is as an innovator in every learning activity through innovation or renewal that follows the development of learning technology and information. Efforts made by the Head of Madrasah Ibtidaiyah Ikhwanul Muslimin Bogor Regency in improving the performance of PAI teachers include including teachers in teacher working groups and subject teacher deliberation forums with the costs incurred being the obligation of the school to bear it. Factors inhibiting the role of Madrasah Principal as a manager in improving teacher competence include bureaucratic factors, budget, infrastructure, communication, teacher motivation.

Pedagogical Competency, Teacher Work Groups, and Motivation: Their Influence on Teaching Performance in State Elementary Schools

Pedagogical Competency, Teacher Work Groups, and Motivation: Their Influence on Teaching Performance in State Elementary Schools

An Exploratory Study of Undergraduate Nursing Students' Experiences of Group Work in Block Model Teaching.

The study's aim was to examine students' perceptions of group work taught in a block model in the first unit of an undergraduate nursing program. The study used a qualitative descriptive design with open-ended questions. Data from 27 students were analyzed using thematic analysis. Three main themes emerged from the data: 1) unmet expectations, 2) cognitive and metacognitive strategies (subtheme, reflection), and 3) engagement. The benefits and challenges associated with group work using the block model are highlighted, along with implications for education, practice, and further research.

Two-Year Evaluation of AKMI (Indonesian Madrasah Competency Assessment) Implementation at Islamic Elementary School (Madrasah Ibtidaiyah)

The Indonesian Madrasah Competency Assessment/Asesmen Kompetensi Minimum Indonesia (AKMI) is a form of assessment developed in schools under the auspices of the Ministry of Religious Affairs which refers to PISA (Programme for International Student Assessment) and the National Assessment (AN) system. This research aims to examine the improvement in AKMI results for Madrasah Ibtidaiyah/Islamic Elementary School (MI) students in 2021 and 2022. The approach used is quantitative descriptive and analyzed in percentage form at each level of proficiency. The author also conducted a Focus Group Discussion (FGD) in 2022 with several teachers in the AKMI Follow-up Instructor Candidate class. The results showed a shift in higher proficiency levels in all types of literacy: reading literacy, scientific literacy, numeracy literacy, and socio-cultural literacy. The increase in proficiency levels in these four types of literacy is influenced by massive Continuous Professional Development/Pengembangan Kompetensi Keberlanjutan (PKB) carried out through teacher working groups (KKG–MGMP/MGBK), working groups of madrasah heads, Kriteria Kelulusan Minimum/Graduate Minimum Criteria (KKM) and supervisory working groups (Pokjawas). In addition, the increase occurred due to the Technical Guidance/Bimbingan Teknis (BIMTEK) follow-up of AKMI results for MI teachers. Through this activity, BIMTEK participants can increase their knowledge about literacy

Understanding of disaster preparedness by elementary school teachers and directions for counseling guidance services in elementary schools

Understanding of disaster preparedness includes knowledge and mastery of the efforts that can be taken to anticipate or reduce disaster risk. The purpose of the study is to analyze the understanding of disaster preparedness by elementary school teachers and the direction of counseling and guidance services in elementary schools. This study uses a descriptive method with a quantitative approach. The research instrument is the scale of understanding disaster preparedness and a questionnaire on the direction of Guidance and Counseling services. The study population was elementary school teachers in the Teacher Working Group (KKG) Pringgondani Group Coordinator of the Education Unit (Korsatpen) Banyumanik District, amounting to 35 people. Sampling through total sampling technique so that the entire population becomes the research sample. Data analysis was carried out using descriptive statistics. The results showed that elementary school teachers at the KKG Pringgondani Group Korsatpen Banyumanik District had a high level of understanding of disaster preparedness. The implementation of Guidance and Counseling services in elementary schools is aimed at assisting students in realizing disaster preparedness through basic service components, individualized planning and specialization services, responsive services, and support system. The results of the study are expected to be used as material for student learning activities to realize an understanding of disaster preparedness by elementary school teachers through Guidance and Counseling services in elementary schools and their service program components.

Pelatihan Integrasi Media Pembelajaran Dalam Pelaksanaan Pembelajaran Guru Sekolah Dasar Kecamatan Banawa

The Community Service Program (PKM) aims to enhance the competence of elementary school teachers in the Teacher Working Group (KKG) Gugus 3 Dian Pertiwi, Banawa, using interactive learning platforms Quizizz and Kahoot. Involving five lecturers from the English Education program and two students from the Faculty of Teacher Training and Education at Tadulako University, this training was attended by 30 teachers. The activity introduces and improves teachers' skills in integrating educational technology into the Free Learning curriculum. Training methods include presentations, demonstrations, hands-on practice, and Q&A sessions, allowing teachers to understand, design, and implement interactive quizzes in their teaching. Evaluation and feedback indicate a significant improvement in teachers' understanding and confidence in using both platforms. The training also facilitates collaboration among teachers and the development of individual action plans for implementation in the classroom. The results show that the training successfully enhances teachers' ability to integrate interactive educational technology, which is expected to impact student engagement and understanding in the learning process positively