For more than 20 years, KKGs and MGMPs (teachers working groups) have provided forums for teachers to improve their competency. However, many KKG/MGMP groups are dormant or inactive. Two local facilitators from USAID PRIORITAS shared their experience of bringing KKGs and MGMPs to life at an education discussion media event (“Kopi Darat”) with the theme "What's The News About Teachers Working Groups?" hosted by the Research and Development Agency from MOEC and ACDP (Analytical and Capacity Development Partnership) in Jakarta (8/6).
JAKARTA – KKGs and MGMPs, which implement a variety of activities to address the needs of teachers to improve their competencies, need to make teachers interested in attending regular meetings and have an impact on improving the quality of learning in the classroom. These teachers working groups are also a place to share the experiences of successful teaching and learning, and to solve problems teachers are encountering. Through these forums, teachers can learn from the experiences of their fellow teachers.
These observations were made by Wahyuning Widhiati, the secretary of the English teachers' MGMP in Banjarnegara, Central Java, and Subagyo, a Primary School Supervisor who supports the primary school teachers working groups (KKGs) in Taman Subdistrict, Sidoarjo. Both are USAID PRIORITAS Teaching and Learning Training Facilitators who train and mentor teachers and school principals, as part of the strategy of making good use of KKG/MGMP forums.
Subagyo stated that KKGs generally used to be gathering places for teachers to chat and eat together, and were just used for social gatherings. With the arrival of the USAID PRIORITAS program, the continuous professional development program (PKB), and support from policies that were enacted in Sidoarjo District Regulation No. 38/2013 on Sustainable Professional Development for Teachers and Education Personnel, he took the initiative to empower KKGs.
"One of the stipulations of District Regulation No.38/2013 requires teachers to set aside 5% of their professional teacher's allowance for the purposes of increasing their competency. This is an opportunity for me to encourage teachers to improve those competencies which are associated with the continuous professional development program by making use of USAID PRIORITAS whose
activities are implemented in the KKG," he said.
At Subagyo's initiative, good practices in teaching and learning have been disseminated to school principals and teachers; the training needs of teachers were identified in coordination with the district education office, the school principals' working groups and local training facilitators from USAID PRIORITAS in order to schedule teacher training activities on an ongoing basis at KKGs. "The impact of running the KKGs in a better way have included teachers implementing a greater variety of teaching and learning methods, running more creative classes, and students' work being more varied and displayed on the classroom walls," said Subagyo.
Wahyuning revealed that the meetings of the English teachers' MGMP have become very popular, because there is always training on new things that can be put into practice and are suited to the needs of teachers. The regular meetings of the English teachers' MGMP are held every Tuesday and have topical themes.
"The impact of MGMPs activities, have included writing competitions for scientific papers in Banjarnegara District. Now, many more English teachers take part in these activities, which were previously dominated by Math and Science teachers. Indeed, an English teacher recently became winner of a competition on classroom action research and there were several other outstanding teachers in 2016. In addition, lively social media have developed, with people posting about teaching and learning in the classroom. That is another forum where teachers share their experiences with others," said Wahyuning. (Anw/Tif)