In Dompu, one of INOVASI’s six partner districts in NTB, teachers and principals have been engaged in a pilot that aims to develop their capacity and quality of teaching and learning. Using a ‘local solutions to local problems’ approach, the Guru BAIK pilot (BAIK meaning Learning, Aspirational, Inclusive, and Contextual) is now underway, supporting teachers to develop and test solutions to learning problems they face in the classroom.
Just last week, a total of 32 primary school teachers in Pajo sub-district attended the final workshop of the Guru BAIK pilot, focused on the development of learning assessment strategies, and analysis and reflection of the pilot process and results. These topics formed Guru BAIK components four and five.
The workshop was the final in a series over the course of the pilot, geared to improve teacher ability and thus literacy and numeracy skills of early grade students in Dompu. In order to improve the quality of learning in the classroom, teachers must understand the abilities and challenges that students face. To strengthen this understanding, the teacher must assess both the classroom learning scenarios, the learning process, and student learning outcomes, to determine learning methods and materials that are effective and suitable.
This final pilot activity held at primary school 11 in Pajo was facilitated by local facilitators who had been selected and trained by INOVASI. During the session, participants practised using assessment strategies to examine the development, needs, and challenges faced by students. Assessment is key in developing learning scenarios that are appropriate to student conditions, so that the learning process can run effectively – and so that teachers can adjust their teaching as needed.
Participants were divided into five groups and discussed case studies that explored differences between teachers who did assessment and those who did not. It was identified that teachers who carried out assessment could more easily identify issues with student learning development. This knowledge then helped them determine appropriate follow up and improvement plans for the student.
On the other hand, for those teachers who did not conduct assessment, it was clear that their lesson plans were not developed with a clear understanding of student challenges in mind. Ultimately, this meant that they were unable to use the plan to effectively address and solve learning problems in the classroom. They were also unable to develop students’ abilities.
At all stages of the process, teachers were encouraged to refine, reflect and analyse, in order to ensure improvements were captured in the follow up activity plan.
Representative of Dompu District Education Office, Supriyadi, M.Pd, expressed his support of the Guru BAIK pilot.
“The Education Office hopes and will try to continue this activity in other clusters and Teachers Working Group.”
Read the earlier Guru BAIK workshops (component one and two) here.
Read the earlier Guru BAIK workshops (component three) here.