PENDAMPINGAN PENGEMBANGAN KOMPETENSI GURU PADA PAUD DUTA BINA BHUANA SCHOOL

Christiani Endah Poerwati, I Made Elia Cahaya, Ni Made Ayu Suryaningsih

Abstract


ABSTRAK
PAUD Duta Bina Bhuana merupakan lembaga pendidikan yang memastikan anak memiliki kesiapan dalam memasuki jenjang pendidikan selanjutnya. Pendidik memiliki peran yang sangat krusial dalam mencapai tujuan tersebut, agar dapat memberikan layanan yang optimal. Namun berdasarkan hasil observasi dan wawancara, ditemukan adanya permasalahan terkait kompetensi guru, yakni: 1) pengembangan perencanaan pembelajaran (penentuan tema dan sub tema) anak usia dini; 2) penerapan metode pembelajaran inovatif pada proses pembelajaran anak usia dini, dan 3) pembuatan dan penggunaan alat peraga edukatif dalam proses pembelajaran anak usia dini. Pelaksanaan pendampingan dilakukan melalui pembimbingan secara daring serta workshop secara langsung (luring). Indikator keberhasilan program pendampingan ini, dapat dilihat dari antusias guru selama mengikuti program serta adanya peningkatan kompetensi guru. Melalui kegiatan ini, dapat disimpulkan bahwa terjadi peningkatan terhadap: 1) kemampuan mitra dalam menyusun perencanaan pembelajaran memperoleh nilai rata-rata 85 dengan kategori sangat baik, 2) kemampuan mitra dalam mengaplikasikan metode inovatif memperoleh rata-rata 85 dengan kategori sangat baik dan 3) kemampuan mitra dalam membuat dan menggunakan APE dalam proses pembelajaran memperoleh rata-rata 87 dengan kategori sangat baik
Kata kunci: Pendampingan, Kompetensi Guru, PAUD Duta Bina Bhuana
ABSTRACT
PAUD Duta Bina Bhuana is an educational institution that ensures children are prepared to enter the next level of education. Educators play crucial roles in achieving these goals, in order to provide optimal services. However, based on the results of observations and interviews, the authors found that there were problems related to teacher competence, namely: 1) development of learning planning (determination of themes and sub themes) for early childhood; 2) the application of innovative learning methods in the early childhood learning process, and 3) the manufacture and use of educational teaching aids in the early childhood learning process. The implementation of mentoring is carried out through online mentoring and in-person workshops (offline). Indicators of the success of this mentoring program can be seen from the enthusiasm of teachers during the program as well as an increase in teacher competence. Through this activity, it can be concluded that there was an increase in: 1) the ability of partners in preparing lesson plans obtained an average score of 85 in the very good category, 2) the ability of partners in applying innovative methods obtained an average of 85 in the very good category, and 3) the ability of partners in applying innovative methods to obtain an average of 85 in the very good category. partners in making and using educational teaching aids in the learning process obtained an average of 87 in the very good category.
Keywords: Mentoring, Teacher Competence, Early Childhood Education

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