TEACHING LEARNING NETWORK UNTUK MENINGKATKAN PROFESIONALISME GURU PAUD ERA 4.0
DOI:
https://doi.org/10.31764/jmm.v5i6.5972Keywords:
Teacher Learning Network, Teacher’s Competence.Abstract
Abstrak: Kompetensi guru masih menjadi masalah krusial dalam peningkatan kualitas guru. Uji Kompetensi Guru yang dijadikan tolok ukur kemampuan guru belum sepenuhnya merepresentasikan keadaan guru yang sesungguhnya. Tingginya perolehan nilai uji kompetensi guru, bukan jaminan guru dimaksud menjalakan tugas dan fungsinya sebagai guru dengan profesional. Pengabdian masyarakat yang dilakukan ini bertujuan untuk membentuk teacher learning network yang dapat dijadikan sebagai wadah bagi guru untuk meningkatkan kompetensinya, Kegiatan dilakukan dengan memberi penguatan secara langsung (melalui sosialisasi, penyuluhan, workshop dan pendampingan) dan tidak langsung (melalui diskusi intensif secara online). Mitra strategis selama pelaksanaan pengabdian masyarakat adalah Dinas Pendidikan Kabupaten Lombok Tengah, PGRI Lombok Tengah dan PKG PAUD Lombok Tengah dengan jumlah total 60 orang. Guna mengetahui perkembangan kompetensi guru dilakukan evaluasi setiap satu bulan sekali terkait melalui kegiatan observasi dan wawancara. Hasil akhir dari kegiatan pengabdian masyarakat ini adalah terbentuknya 12 kelompok teacher learning network di Kabupaten Lombok Tengah.
Abstract: Teacher competence is still a crucial problem in improving the quality of teachers. The Teacher Competency Test which is used as a benchmark for the ability of teachers does not fully represent the real teacher’s capability. The high acquisition of teacher competency test scores is not a guarantee that the teacher is meant to carry out his duties and functions as a teacher professionally. This Community Service Program aimed at building The Teacher Learning Network that can be used as a professional forum for teachers to improve their competence. Such activities were carried out directly and indirectly. Direct reinforcement was completely done by providing (massive socialization, counseling, workshop, and mentoring). On the othe hand, indirect reinforcement through intensive online discussions. Strategic partners during the implementation of Community Service were the Education Bureau of Central Lombok Regency, PGRI Lombok Tengah and PKG PAUD of Central Lombok Regency with a total of 60 people. To measure the improvement of teacher’s competence, an evaluation held once a month by having slight observations and deep interviews. Finally, the results of this community service activity were the existence of 12 teacher learning network groups in Central Lombok Regency.
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