ANALISIS EFEKTIVITAS PROGRAM SEKOLAH PENGGERAK TERHADAP PENINGKATAN KOMPETENSI PENGETAHUAN DAN PRAKTEK PEMBELAJARAN PROFESIONAL GURU

Abstract

The aim of this study is to analyze the effectiveness of the Mobilization School
Program in increasing the competency knowledge and practice of teacher professional
learning and its implementation.
This study uses a combined method (mixed method) of an unbalanced type
(concurrent embedded design). Quantitative method as the primary method. The
population and sample are the teachers of the Elementary batch 1 Sekolah Penggerak
in the City of Bima-NTB using the sampling technique purposive sampling. Samples
were taken from grade 1,2,4,5 teachers, PAI and PJOK teachers from SDIT Insan
Kamil, SDN 28 Melayu and SDN 5 Rabangodu Utara totaling 40 teachers.
Quantitative data collection methods with questionnaires and statistical analysis using
correlation product moment. Qualitative data were taken by observation, interview and
documentation techniques.
The results of the quantitative research found that the effectiveness of
increasing Teacher Knowledge Competence was 88.3% and 89.59% Teacher
Professional Learning Practice Competency. According to the Ministry of Home Affairs' effectiveness standard, if the effectiveness ratio is above 80%, it is said to be
very effective. The results of this study were strengthened by qualitative research
through interviews, namely teachers becoming guru penggerak, winning various
events, becoming professional coach, increasing student learning outcomes as seen
from the results of education report cards increasing, students being enthusiastic and
active in learning and the development of a positive culture, etc. And implementation
of the Sekolah Penggerak Program in the form of strengthening becoming a
professional coach in the form of 1. Workshops, 2. Intensive mentoring (Coaching), 3.
Utilization of the “Merdeka Mengajar” Platform (PMM).
So it was concluded that the Sekolah Penggerak Program was very effective in
increasing the Knowledge Competence and Professional Learning Practices of
teachers.