C-NAR: Best Practice Tindakan Pembimbingan Berkelanjutan  PPL PPG Prajabatan Universitas Negeri Medan

Faisal Faisal

doi:10.24036/jippsd.v5i1.112932

C-NAR: Best Practice Tindakan Pembimbingan Berkelanjutan PPL PPG Prajabatan Universitas Negeri Medan

Faisal Faisal⁽¹⁾,
(1) Universitas Negeri Medan

Indonesia

Corresponding Author

DOI : https://doi.org/10.24036/jippsd.v5i1.112932

Full Text:

Language : idn

Abstract

Abstract

This study aims to describe the implementation of the continuous mentoring process as an effort to produce students, Field Supervisors (DPL), and Civil Service Teachers (GP) who are reflective in the implementation of PPL PPG Prajabatan at UNIMED. The type of research used is Collaborative Nested Action Research (C-NAR). In its implementation, in addition to guiding and being directly involved in Class Action Research (PTK) conducted by students, DPL and GP also conduct Guidance Action Research (PTB) to find the best sustainable ways or innovations in carrying out mentoring. The results showed that through the C-NAR, students, DPL, and GP PPG Prajabatan have succeeded in carrying out various continuous improvements in mentoring, among others. (1) exemplifying interactive learning patterns by GP virtually even though they are not from partner schools, (2) developing supplementary learning tools in the form of interactive teaching materials, interactive media, interactive worksheets, and interactive quizzes as interactive learning resources for students, and (3 ) facilitate parents with guidebooks for using supplementary teaching materials so that they are helpful in guiding students to study at home.

Keywords

C-NAR, PPG Prajabatan, reflektif, continuous improvement

References

Handayani, T., Nurmalisa, Y., & Halim, A. (2019). Persepsi Mahasiswa Program Studi PPKn Universitas Lampung terhadap Program Pendidikan Profesi Guru (PPG) Prajabatan. Jurnal Kultur Demokrasi, 8(2).

Hotimah, H. (2017). Strategi Pendidikan Profesi Guru (PPG) UNESA dalam Mengembangkan Kompetensi Pedagogik dan Profesional Peserta PPG Pasca SM-3T. Kajian Moral dan Kewarganegaraan, 5(01).

Mariati, M. (2021, March). Analisis Faktor Penghambat dan Penunjang Pelaksanaan Pembelajaran dalam Jaringan (Daring) pada Mahasiswa PPG dalam Jabatan Mapel Akuntansi dan Keuangan Universitas Muhammadiyah Sumatera Utara. In Scenario (Seminar of Social Sciences Engineering and Humaniora) (pp. 348-359).

Muhroji, M. (2014). Model Pengelolaan Program Pengalaman Lapangan Program Studi Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Surakarta (Doctoral Dissertation, Universitas Muhammadiyah Surakarta).

Mujianto, G., & Sudjalil, S. (2020). Pengelolaan kelas pada Praktik Pengalaman Lapangan (PPL) Pendidikan Profesi Guru (PPG) Prajabatan Bidang Studi Bahasa Indonesia di SMA Negeri 7 Malang. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya (e-Journal), 6(2).

Mustaqim, M. (2017). Restorasi Praktek Pengalaman Lapangan (Studi Inovasi Manajemen Kurikulum PPL melalui Kolaborasi Pendekatan Craft, Competency, dan Reflective Model). EduTech, 16(2), 170188.

Pangestika, R. R., & Alfarisa, F. (2015). Pendidikan Profesi Guru (PPG): Strategi Pengembangan Profesionalitas Guru dan Peningkatan Mutu Pendidikan Indonesia. In Makalah Prosiding Seminar Nasional (Vol. 9).

Peraturan Pemerintah Nomor 19 Tahun 2017 tentang Perubahan atas Peraturan Pemerintah Nomor 74 Tahun 2008 tentang Guru.

Quddus, A. (2019). Implementasi Technological Pedagogical Content Knowledge (TPACK) dalam Pendidikan Profesi Guru (PPG) PAI LPTK UIN Mataram. Jurnal Tatsqif, 17(2), 213-230.

Sunaryo, H., Zuriah, N., & Handayani, T. (2020). Kesiapan Mahasiswa Pendidikan Profesi Guru (PPG) Dalam-Jabatan untuk Menempuh Program Praktik Pengalaman Lapangan. Jurnal Pendidikan Profesi Guru, 1(1), 29-38.

Undang-undang Nomor 12 Tahun 2012 tentang Pendidikan Tinggi.

Undang-undang Nomor 14 Tahun 2005 tentang Guru dan Dosen.

Undang-undang Nomor 20 Tahun 2003 pasal 3 tentang Sistem Pendidikan Nasional.