Efektivitas Pengelolaan Kegiatan Kelompok Kerja Guru (Kkg) Di Kecamatan Rembang Kabupaten Purbalingga

Abstract

AbstrakPenelitian ini bertujuan untuk mendapatkan gambaran tentang peserta, pembina, materi, kegiatan, dan sarana/prasarana terhadap keefektifan pengelolaan Kegiatan Kelompok Kerja Guru di UPT Dinas Pendidikan Kecamatan Rembang, Purbalingga. Data yang digunakan didapat dari kuisioner yang dibagikan kepada 303 responden. Kuisioner meliputi pertanyaan-pertanyaan mengenai peserta, pembina, materi, kegiatan, dan sarana/prasarana terhadap efektivitas pengelolaan Kelompok Kerja Guru di UPT Dinas Pendidikan Kecamatan Rembang, Purbalingga. Alat analisis yang digunakan adalah uji instrumen (validitas, dan reliabilitas) dan analisis deskriptif kuantitatif. Dari hasil analisis di atas dapat disimpulkan bahwa komponen peserta 96% sangat efektif, 4,0% efektif. Komponen pembina 81,8% sangat efektif, 18,2% efektif. Komponen materi 80,5% sangat efektif, 19,5% efektif. Komponen kegiatan 96,7% sangat efektif, 3,3% efektif. Komponen sarana/prasarana 90,8% sangat efektif, 9,2% efektif. Kata kunci: efektivitas, kegiatan kelompok kerja (KKG) THE EFFECTIVENESS OF MANAGING KEGIATAN KELOMPOK KERJA GURU (KKG) IN REMBANG SUB-DISTRICT, PURBALINGGA DISTRICT AbstractThis research aimed to obtain the description concerning participants, superintendent, materials, activities, and facilities/infrastructure on the effectiveness of the management of Kelompok Kerja Guru (KKG)/Teacher Working Group activities in UPT Dinas Pendidikan (Sub-district Education Office) of Rembang Sub-district, Purbalingga. The data were collected by using questionnaires distributed to 303 respondents. The questionnaires involved questions participants, coaches, materials, activities, and facilities /infrastructure on the effectiveness of the management of KKG activities in UPT Dinas Pendidikan Rembang Sub-district, Purbalingga. The analysis instruments adopted comprised instrument test (validitity, and reliability) analisis deskriptif kuantitatif. Based on the analysis, it could be concluded that the component of participants is 96% very effective, 4% effective. Component of superintendent is 81.8% very effective, and 18.2% effective. The component of materials is 80,5 very effective, 19.5% effective. The component of activities is 96.7% very effective, 3.3% effective. The component of facilities/infrastructure is 90.8%, and 9.2% effective. Keywords: effectiveness, kegiatan kelompok kerja (KKG) PENDAHULUANPosisi guru dalam dunia pendidikan adalah sebagai garda terdepan dan sentral terlaksananya proses pembelajaran. Berkaitan dengan mutu pendidikan berarti juga akan membicarakan guru, baik itu yang berkaitan dengan kinerja, totalitas, dedikasi, maupun loyalitas sebagai seorang pendidik dan pencetak bekalbekal sumber daya manusia (SDM), termasuk konsekuensi guru profesional yakni harus memiliki sertifikat pendidik.

Improve the Teachers’ Skill in Design Learning Trough the Empowering of MGMP and the Performance Motivate

“…Thus teachers who are given material on instructional design have gained some of the basic knowledge needed, with this basic knowledge making it easier for them to master the material that the teacher will present. Also in line with the research results of Suprijanto, E. and Arikunto, S. (2016) which examined the effectiveness of the management of teacher working group (KKG) activities in terms of, a) participant components, b) development components, c) material components, d) components activities and e) infrastructure components. He got the results that to see the effectiveness of an institution such as KKG, MGMP, KKKS and KKPS, it can be examined from these 5 (five) components.…”

Education in The Period of Adult Development and Its Implications on Education

“…In this case, learners are not only given the opportunity to express opinions and ideas of thought in enriching learning resources and experiences, but also participate emotionally in learning, such as attitudes and behaviors to support and be responsible in achieving learning success. In order to realize the intellectual and emotional involvement of students, then in the implementation of adult education it is necessary to apply participatory planning, which includes students in formulating learning plans, so that learning programs and objectives can be adjusted to their needs (Suprijanto & Arikunto, 2016).…”

“…In children's schools, learning goals are not fully determined before the implementation of learning exercises, but in adult training, learning goals can be adjusted, which means that teachers and students can decide together as needed which is considered more important for adults study meeting. On this premise, Suprijanto states that the reason for adult teaching lies in the purpose of learning whose approach is heavier on expanding capacity and pragmatic abilities in the most limited opportunities to meet their daily needs (Suprijanto & Arikunto, 2016).…”

The Implementation of Primary Teachers' Forum and Its Impact Based on Teachers' Perception

“…Teacher competency must continue to be developed to improve the quality of education. Efforts to improve the quality of education minimally select and select teachers through competency testing towards the selection of professional teachers (Suprijanto & Arikunto, 2016). Professional teachers will be able to engage their students maximally in the learning process so as to produce quality and quality learning.…”