Summary of "Webinar Menyongsong Sekolah Model Implementasi PM KSPSTK"
Purpose and overall message
- Purpose: socialize and prepare principals, school supervisors, and education staff for the Ministry’s “model school” program that pilots and demonstrates implementation of Pembelajaran Mendalam (PM — in‑depth learning) and KKA (coding / artificial intelligence).
- Rationale: link recent hardware investments (interactive panels, laptops, connectivity) with strengthened “software” — teacher competency, learning design, leadership, and school ecosystems — to accelerate education quality and character formation.
- Targets: rapid scale‑up in 2026 (aiming to increase implementation by ~36% with a 50% coverage target for 2026) and 100% implementation target by 2028.
What a Model School is
A model school is a designated pilot and benchmark school that:
- Demonstrates how PM and KKA are implemented in practice.
- Acts as a learning center / reference and “influencer” for neighboring schools (cluster/work‑group dissemination).
- Innovates and shares good practices, learning resources, and concrete classroom examples.
Candidate selection
- Schools are proposed by local Education Offices or development partners (not by independent school application).
- Minimum accreditation B is a stated criterion; education performance data is also reviewed.
Key findings and challenges from evaluation
- Progress to date: high completion rates for training targets (large numbers of teachers and principals trained; some coding training targets reported near 97% attainment).
- Major challenges:
- Mindset and misconceptions (e.g., coding requires advanced math; AI is always correct or will replace teachers).
- Practical applicability of KKA materials across diverse contexts — need for unplugged/offline approaches at many primary and remote schools.
- Infrastructure gaps (electricity, internet) persist in some regions but are not the only barrier.
Implementation modalities for KKA (coding & AI)
Three modalities depending on local readiness:
- Online — for areas with stable electricity and internet.
- Offline (with devices) — resources embedded on devices / interactive panels when internet is unreliable.
- Unplugged (no devices) — computational thinking, logic, and algorithms taught without electronic devices; essential where electricity/internet are unavailable.
Pedagogical note: adapt tools and tasks to students’ character and context; prefer unplugged approaches for early grades where appropriate.
Selection, timeline, and mentoring (high level)
- Outreach & proposal stage (Jan–Mar): local governments and partners submit recommendations.
- Selection/determination (March): central screening (administrative + substantive).
- Technical guidance & intensive mentoring (March–June): support by central directorates and UPTs.
- Monitoring / evaluation (July–Nov): clinical monitoring and formative evaluation for continuous improvement.
- Cluster rollout / scaling continues through 2026 with evaluation toward 2028 goals.
Capacity building and teacher development methodology
TET (Tutor Experimental Training) / experimental teacher training cycle:
- Short, practical modules (3–4 hour packages for core concepts) with repeated cycles of practice, reflection, and refinement (target: repeated at least 6 times/year in 2026).
- Empower existing training graduates as local facilitators (estimated ~15,000 facilitators needed).
- Use cluster / working group structures (KKG, MGMP, KKKS) to scale peer learning and coaching.
Teaching resources: subject‑specific PM guidance is being prepared to help teachers apply in‑depth learning across disciplines (math, language, civics, etc.).
Monitoring, assessment, and quality assurance
- Roles: central directorates, UPTs (provincial technical units), district/city Education Offices, and development partners all have roles in mentoring, facilitation, funding, and reporting.
- Monitoring approach: clinical, formative monitoring focused on problem identification and immediate remediation; summative evaluation models are still evolving.
- Data & reporting: encourage data‑driven management at the school level for planning and resource allocation.
Leadership roles and competencies
Principals — three core roles:
- Learning leader: enable academic supervision, coaching, and ensure curriculum relevance.
- Manager: use data‑driven planning, manage resources and HR, and use budgets (BOS) efficiently.
- Ecosystem developer: build collaboration with community, universities, and parents; create a safe, inclusive school culture.
Supervisors:
- Monitor, assess, coach, and escalate issues to cluster level.
- Act as coach/mentor during lessons: observe, give feedback, facilitate reflection, and share solutions across clusters.
- Proposed regulatory strengthening to institutionalize monitoring/coaching tasks.
Pedagogical guidance and coaching priorities
- PM principles: mindful, meaningful, joyful — coaching should focus on deeper learning experiences, student agency, reflection, and problem solving rather than superficial “icebreaker” activities.
- KKA coaching: correct misconceptions, use unplugged methods where necessary, increase complexity progressively, and ensure teachers understand AI limitations and biases.
Regulatory and policy anchors
- The program aligns with several ministerial regulations and guidelines (including guidance for PM and KKA).
- A joint circular on flag ceremonies and student pledges was mentioned (nationalism / civic culture emphasis).
- Emphasis on using official ministry channels and UPTs as primary information sources to avoid misinformation.
Operational and practical points (Q&A highlights)
- Independent school proposals: not accepted; proposals should come via Education Office or recognized partners.
- State vs private schools: both can be proposed if they meet criteria and are recommended.
- Facilitator continuity: previously trained facilitators will continue roles in model school mentoring.
- Testing of candidate schools: no formal “tests”; administrative and substantive screening followed by verification during mentoring.
- Model school period: program timeline references 2025–2030 regulations; continuity preferred for effective mentoring, although principal transfers are governed by local Education Office policies.
- Dapodik (school data) registration: important for proposals and inclusion; coordinate with the local Education Office.
Practical action items
For Education Offices (proposal role)
- Identify candidate schools meeting criteria (accreditation B, participation in PM/KKA training, education report scores).
- Submit recommendations through official ministry channels.
- Appoint local facilitators and allocate BOS/funding for cluster activities and mentoring logistics.
For school leadership (preparing to be model / adopt practices)
- Ensure teachers complete PM and KKA training; appoint focal teachers.
- Build learning resources and subject‑specific PM lesson plans using ministry guidance.
- Adopt appropriate KKA modality (online/offline/unplugged) based on infrastructure and student profile.
- Create data‑driven plans and participate in cluster mentoring/coaching cycles.
For supervisors
- Conduct regular classroom observations, provide formative feedback, and escalate to cluster level when needed.
- Promote reflection cycles and document good practices for sharing.
For teachers
- Use short PM modules and repeat experimental cycles (try–reflect–revise).
- Use unplugged/low‑tech approaches when devices are unavailable.
- Address misconceptions about coding and AI; design age‑appropriate tasks.
Other themes and messages
- Nationalism & civic formation: flag ceremonies and student pledges are promoted to maintain civic values; a proposed joint circular with other ministries will formalize some elements.
- Importance of accurate information: stakeholders are asked to rely on official ministry sources and UPTs.
- Whole‑ecosystem approach: families, schools, communities, and social media all contribute to education — use social media constructively.
Named speakers and organizing bodies
- Moderator: Anisa Nurmalia
- Directorate representatives and presenters:
- Eni Susilawati — Head of Sub‑Directorate PKPP (represented Director Iwan Junaidi)
- Iwan Junaidi — Director, Directorate of School Principals, School Supervisors, and Education Personnel
- Ma’ruf L. Rumi — Special Staff (Susikdasmen) for Communication and Media
- Muhammad Abdu / Abduh (Dr.) — Expert Staff for Educational Technology (main presenter on school readiness, KKA modalities, selection/timeline)
- Subandi (Subtiar) — Head of the Learning, Awards and Welfare Team, KSPSTK Directorate (presenter on leadership competencies and supervisory roles)
- Q&A participants (examples): Ilah Armilah (SMPN 4 Bukit Kemuning), Altinatara (Dikmen supervisor, East Sumba), Ais Lesmini Juanda (SMP Negeri 5 Gunung Halu), Rita Naluita (TKIT An‑Nahal)
- Organizer: Directorate of KSPSTK (Direktorat Sekolah Kepala, Pengawas Sekolah, dan Tenaga Kependidikan)
- Other referenced bodies: central directorates and UPTs (DG of GTK, PAUD/DASMEN, vocational directorates, UPT‑BPMP, BBGTK, vocational centers, etc.)
Concise takeaway: The “model school” program is a centrally guided, cluster‑based strategy to create exemplar schools that demonstrate practical, scalable models of in‑depth learning and coding/AI education. Success depends on clear selection via Education Offices, sustained mentoring, repeated teacher practice cycles, adaptive modalities (including unplugged), strong leadership by principals and supervisors, and coordinated support from UPTs and local governments.
Category
Educational
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