Pendampingan Guru BAIK (Belajar, Aspiratif, Inklusif, dan Kontekstual)
DOI:
https://doi.org/10.36312/sasambo.v2i2.213Keywords:
mentoring, BAIK (Learning, Aspiration, Inclusive and Contextual) teacher activitiesAbstract
Program rintisan INOVASI Kemitraan Australia Indonesia menggandeng beberapa Perguruan Tinggi di NTB bekerjasama dengan Kemendikbud, Pemprov NTB, dan Australian Government menyasar 25 sekolah mitra tingkat SD di kabupaten Lombok Utara dan Sumbawa. Tujuan kegiatan PKM untuk meningkatkan kualitas pembelajaran guru-guru SD di kabupaten Lombok Utara. Metode yang digunakan dalam kegiatan ini adalah workshop, pelatihan dan pendampingan. Hasil dari kegiatan ini adalah 1) peserta memahami teknik mengidentifikasi kesulitan belajar siswa dan identifikasi aspirasi siswa, 2) peserta memahami cara menganalisis kesulitan belajar siswa, 3) peserta dapat merancang perangakat pembelajaran berdasarakan kesulitan belajar siswa, dan 4) peserta dapat mengimplementasikan perangkat pemebelajaran yang telah dirancang. Kegiatan pendampingan perlu dilakukan secara kontinu agar guru-guru BAIK benar-benar dapat mengimplemetasikan visi dan misi dari guru BAIK.
Teacher Assistance BAIK (Learning, Aspirational, Inclusive, and Contextual)
Abstract
The Indonesia Indonesia Partnership INNOVATION pilot program has partnered with several Universities in NTB in collaboration with the Ministry of Education and Culture, the NTB Provincial Government and the Australian Government targeting 25 elementary level partner schools in North Lombok and Sumbawa districts. The purpose of PKM activities is to improve the quality of learning of elementary school teachers in North Lombok district. The methods used in this activity are workshops, training and mentoring. The results of this activity are 1) participants understand the techniques of identifying student learning difficulties and identification of students' aspirations, 2) participants understand how to analyze student learning difficulties, 3) participants can design learning tools based on student learning difficulties, and 4) participants can implement learning tools that are has been designed. Mentoring activities need to be carried out continuously so that BAIK teachers can really implement the vision and mission of BAIK teachers.
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