This brief presentation describes what we have learned about teacher professional development in Indonesia from a literature review. After that using the key findings in the body of knowledge of teacher education, I situate 5 cases of teacher professional development programs in Indonesia. These key findings about what makes a good and effective professional development highlights not only the key features but also the importance of having a clear PD pedagogy (theory of action). Some suggestions are proposed towards the end about how to conduct teacher professional development in Indonesian context.
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
This presentation is a brief intro of Teaching methods ,applicable to most of the school subjects. It is helpful to students, teachers, teacher educators. etc
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
This presentation is a brief intro of Teaching methods ,applicable to most of the school subjects. It is helpful to students, teachers, teacher educators. etc
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
EFFORTS TO IMPROVE STUDENT LEARNING ACTIVITIES THROUGH COOPERATIVE INTEGRATED...M. Ifaldi Sidik
This research aims to improve students’ learning activities in Economics subject through “Cooperative Integrated Reading and Comprehension” (CIRC) learning model to the second grade of social students (XI IIS) in senior high school SMAN 1 Tanjung Raya. This research (PTK) is done in SMAN 1 Tanjung Raya during the first semester in July to December, with 30 XI IIS students as the subjects of research. The research is done in two periods. The data is gathered through observation sheets, interview and test that is analyzed using percentage and quantitative analysis. The result of this research is there is an increase in students’ learning activities when they are praised by giving a thumb up, a gift or a praising word.
NISHTHA through DIKSHA for CPD of Teachers: A Study of Technology Integration...Dr. Vinod Kumar Kanvaria
National Conference on NEP 2020: Towards Transforming Teacher Education (NCNEPTE2020)
A Paper Presentation at RIE (NCERT), Bhubaneswar on 25 February, 2022
Dr. Vinod Kumar Kanvaria & Ms. Vaishali Dubey
Transformasi Pendidikan Guru Indonesia, Transformasi LPTKIwan Syahril
Pendidikan Guru menentukan kualitas guru. Semakin baik pendidikan guru dalam sebuah sistem pendidikan, maka akan semakin baik pula kualitas guru-gurunya. Pendidikan Guru harus dilihat secara komprehensif, dari hulu ke hilir. Pendidikan Guru harus dilihat secara integratif, berkaitan dengan semua komponen dalam sistem pendidikan.
Dalam presentasi ini, saya merekomendasikan beberapa usulan untuk transformasi LPTK (Lembaga Pendidikan Tenaga Kependidikan) sebagai institusi utama dalam pendidikan guru di Indonesia. Ada 5 hal yang saya sorot, yaitu:
1. Visi Kualitas untuk Guru Indonesia dan Pendidikan Guru Indonesia sesuai Kodrat Zaman
2. Rencana Pengembangan Pendidikan Guru Indonesia Jangka Panjang berdasarkan visi kualitas dan konstruksi keilmuan terkini dan relevan
3. Disposisi LPTK dan komunitas LPTK menjadi berorientasi ilmiah-profesional, menjauhi feodalistik dan mentalitas PNS
4. Fokus pada pengembangan kapasitas secara berkelanjutan (bukan pada akuntabilitas regulasi berorientasi “compliance”) dilandasi komitmen dan kerja keras untuk terus menerus belajar
5. Kolaborasi antara universitas, calon guru/guru, dan sekolah dalam pendidikan calon guru dan guru
How Can ESL/EFL Teacher Education Improve the Education Quality of, and Trans...Iwan Syahril
The quality of teachers cannot exceed the quality of their teacher education programs and their teacher educators! We should start from teacher education when we want to improve teacher and teaching quality. In the International Conference on Language and Language Teaching 2018, I propose the idea of interdisciplinary teacher education initiated by Second/Foreign Language Teacher Education. With its strong emphasis on English language mastery and the recent development in multiliteracies and Content and Language Integrated Learning, L2/EFL Teacher Education can be the pioneers for interdisciplinary teacher education especially in developing nations. Teachers in this program can have the qualifications to teach not only English, but also other subjects such as science, social studies, math, arts, or technology, etc. Teachers educated in an interdisciplinary way will much more likely to have the capacity to think and teach in an interdisciplinary way too. It is what we need for the 21st century society. Education and educators must rise with the occasion!
Sejarah Guru dan Pendidikan Guru di Indonesia dari Zaman ke ZamanIwan Syahril
Pendidikan guru menentukan kualitas guru. Semakin baik pendidikan guru sebuah sistem, semakin baik kualitas guru-gurunya. Fondasi pendidikan guru di awal kemerdekaan Indonesia lebih kuat untuk guru sekolah dasar dibanding sekolah menengah. Sejumlah orang Indonesia, walaupun jumlahnya sangat kecil, mendapat pendidikan guru SD yang sangat baik di zaman Belanda. Namun hampir tdk ada yg mendapat pendidikan guru utk menjadi guru di sekolah menengah. Karena itu di awal kemerdekaan, Indonesia membentuk fondasi pendidikan guru utk sekolah menengah dengan visi yg sangat progresif untuk masa itu: pendidikan guru setingkat universitas. Berdirilah Perguruan Tinggi Pendidikan Guru (PTPG) tahun 1954.
Sayangnya, pendidikan guru terganggu dinamika politik, baik di masa Orde Lama & Orde Baru. Di masa Orde Lama, seperti halnya organisasi guru, pendidikan guru pun terpengaruh dinamika pro & anti komunis, sehingga terpecah dua. IKIP (Institut Keguruan dan Ilmu Pendidikan) adalah hasil kesepakatan penyatuan 2 aliran lembaga pendidikan guru tsb, yg difasilitasi oleh Presiden Sukarno. Data statistik menunjukkan sekitar 50% atau lebih sekolah guru beserta siswa & gurunya hilang karena revolusi 1960an. Akibatnya, di awal Orde Baru terjadi kekurangan guru & pendidik guru yg signifikan.
Di masa Orde Baru, Presiden Suharto melakukan depolitisasi dan menuntut mono-loyalitas semua guru & pendidik di sekolah guru. Semuanya harus masuk partai pemerintah Golongan Karya. Budaya PNS mulai menggantikan budaya profesional, sehingga terjadi de-profesionalisasi guru & pendidikan guru. Selain itu, pendidikan guru dilakukan serba darurat, super cepat utk memenuhi pemesanan rekrutmen massal ratusan ribu guru di sekolah dasar & sekolah menengah. Mutu pun semakin menurun, semakin menjauh dr budaya profesional dan budaya intelektual. Ini diperparah dengan proliferasi lembaga pendidikan guru swasta yg umumnya tdk bermutu baik.
Ketika SPG dihapus th 1989, menurut saya, terjadi pemutusan keahlian & legasi tradisi pendidikan keguruan yg baik dari zaman Belanda. Guru-guru SPG tdk langsung mendapat tempat di IKIP karena kualifikasi pendidikan mereka blm bisa menjadi dosen.
Sementara itu banyak kalangan menyangsikan kualitas lulusan IKIP terutama karena mereka tdk dianggap menguasai ilmu pelajaran yang diampunya. Sekolah pendidikan guru jg banyak menerapkan “kurikulum fleksibel” sejak tahun 1980an karena hanya 50%-60% lulusannya yg terserap menjadi guru. Di akhir tahun 1990an, mulailah IKIP menjadi universitas, dg harapan terjadi penguatan penguasaan konten dari calon-calon guru di IKIP. Sayangnya hingga sekarang, masalah ini tampaknya belum terselesaikan.
Orde reformasi dg desentralisasinya menuntut penataan ulang pengelolaan guru & pendidikan guru, & hingga saat ini masih perlu penyempurnaan di sana sini. Sertifikasi guru, sebuah terobosan masif & mahal utk peningkatan kualitas guru & pendidikan guru Indonesia, belum terlihat dampaknya terhadap kualitas pendidikan Indonesia.
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...Iwan Syahril
Workshop ini bertujuan untuk mempelajari komponen-komponen dalam learning outcomes dalam penyusunan kurikulum program studi di perguruan tinggi dan mengaplikasikannya dalam penulisan silabus (Rencana Pembelajaran Semester - RPS) dan lesson plan (Satuan Acara Pembelajaran - SAP).
Filsafat Pendidikan, Pengajaran, dan Kebudayaan Ki Hajar DewantaraIwan Syahril
Ki Hajar Dewantara, Bapak Pendidikan Indonesia, memiliki banyak pemikiran tentang masalah-masalah pendidikan, pengajaran dan kebudayaan. DI presentasi ini saya mencoba menelaah secara filosofis dan mencari benang merah percikan-percikan pemikiran Ki Hajar Dewantara dari teks-teks yang langsung ditulis oleh beliau semasa hidupnya. Ada 3 kerangka utama yang saya tangkap yang mewarnai keseluruhan pemikiran Ki Hajar Dewantara, yaitu: 1) Kodrat Keadaan (Alam & Zaman); 2) Asas Tri-Kon - kontinuitet, konvergensi, konsentris; 3) Budi Pekerti (bulatnya cipta-rasa-karsa yang menghasilkan tenaga). Jika diperas lagi, esensi filosofi pemikiran beliau, menurut saya dari bacaan teks-teks tulisan beliau, adalah perubahan yang dinamis, yang dinamikanya ibarat sistem tata surya.
Pembelajaran, Tanggung Jawab, & Profesionalisme: Sebuah Rekomendasi Kebijakan...Iwan Syahril
Narasi tanggung jawab (akuntablitas) dalam pendidikan Indonesia didominasi oleh narasi tata kelola yang baik (good governance), seperti: transparansi, partisipasi publik, dan mekanisme pertanggungjawaban. Narasi ini melupakan hal yang paling utama dalam sistem pendidikan apa saja: pembelajaran dan pengajaran di dalam kelas. Seolah-olah, dengan tata kelola yang baik, otomatis akan terjadi pembelajaran dan pengajaran yang baik. Makalah yang saya sampaikan (ada di Academic.edu dan Research Gate) memaparkan kompleksitas akuntablitas, termasuk paradoks akuntabilitas dan pelajaran berharga tentang penerapan kebijakan akuntablitas di konteks internasional. Yang paling utama, pembelajaran dan pengajaran yang berkualitas harus menjadi tujuan utama dalam sebuah sistem akuntablitas apapun. Hal ini hanya akan tercapai jika semua pemangku kepentingan berkomitmen menjalankan model akuntabiltas profesional (professional accountability). Untuk makalah presentasi, silahkan email: iwan.syahril@sampoernauniversity.ac.id
A case study of preservice teacher development using korthagen's three level ...Iwan Syahril
Using Korthagen’s (2010) three-level teacher learning model, I conducted a qualitative study addressing a central question: What factors contribute to preservice teacher development of knowledge about teaching during field experiences? Data were collected through interviews, supplemented by observation videos and document analysis. The findings show that participants showed some progress in their knowledge about teaching, which could be attributed to the opportunity to reflect on practice in their university-based courses during their field experience program. Moreover, there seemed to be a difference in the level of the development of knowledge about teaching between the two study participants. This difference could be attributed to subject matter mastery, good instructional support, having more diverse coursework, and having a disposition to focus on students. This study suggests that teacher education should provide experiences in which needs and Gestalts are triggered and elaborated, and preservice teachers are given opportunities to reflect on those experiences.
Computational Thinking in Teaching and LearningIwan Syahril
In a nutshell, computational thinking is a way of solving problems, designing systems, and understanding human behavior. Drawing on concepts fundamental to computer science, computational thinking is a way to reimagine education, learning, and teaching. It is still at a developing stage, and starting to gain popularity in STEM education.
At its very core, writing is a technology to extend our communication to the future. With the advancement of technology, including the digital one, it does not mean writing is getting any easier. Still, to write well, one needs to be good at: determining the purpose, understanding the audience, writing clear content, and obtaining credibility. Still, with digital tools, the "process writing approach" is relevant. This is true for communicative and academic writing, either at elementary, intermediate, or advanced level.
Key Elements in An Accountability SystemIwan Syahril
The four key elements in education accountability are: meaningful learning, professional accountability, resource accountability, and continuous improvement. The implications for an education system are:
1) A common vision of learning must be agreed upon;
2) A political commitment is needed to deliver this vision to ALL students;
3) All elements in the education system must be designed, aligned, and/or modified, based on this vision of learning.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Teacher Professional Development in Indonesia: What Have Learned So Far?
1. Teacher Professional Development in Indonesia:
What have we learned so far?
Dr. Iwan Syahril
Assistant Professor of Teacher Education and Education Policy
Sampoerna University, Indonesia
Presented at the Workshop EFForTS (Ecological and Socioeconomic Functions of Tropical Lowland Rain
Forest Transformation System): Land Use Change-Research and Its Potential for Indonesian Teacher
Education, Bogor, Indonesia, 15-16 October, 2018
!1
2. AGENDA
• PART 1
Lessons learned from Teacher
Professional Development in
Indonesia
• PART 2
Lessons learned from the body of
knowledge of teacher education on
teacher professional development
• PART 3
Suggestions for EFForTS
!2Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
3. 4 Phases in Teacher Education
PRE-SERVICE
PHASE
INDUCTION
PHASE
IN-SERVICE
PHASE
(Professional Development)
PRE-TRAINING
PHASE
Psychoanalytical account
Evolutionary account
Socialization account
MAINSTREAM VIEW MOSTLY IGNORED FRAGMENTEDUNSEEN/FORGOTTEN
!3
My focus
Source: Feimen-Nemser, S. (2012). Teachers as learners. Cambridge, MA: Harvard Education Press.
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
4. Teacher Professional
Development (TPD)
in Indonesia: General Notes
• Indonesia has had a strong tradition in TPD since the 1970s (Bachtiar, 2016).
• PD MODELS: Mostly top-down, removed from teachers’ practice and classroom contexts,
cascade system
• LACK OF EFFECTIVENESS
• One-off seminars and in-service short courses in cascade fashion are not effective modes
in Indonesia (Chang, 2014; Joni, 2000; Saito, Harun, Kuboki, & Tachibana, 2006; Van den
Berg & Wilardjo, as cited in Thair & Treagust, 2003).
• Teacher upgrading through teacher certification (2006-now). Teacher certification does
not improve student achievement (Chang, 2014) and has more likely become a symbol of
credential rather than the real competences of teachers (Suryadi et al., 2017)
!4Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
5. Why lack of effectiveness?
• The problem of learning. Reform ideas are too complex for teachers. They never learned
those ideas before as a student and when attending preservice education. Yet, learning time
was too short (Thair & Treagust, 2003).
• The problem of teaching/instructors. PD Instructors did not have the (secondary)
classroom teaching experience (Thair & Treagust, 2003).
Also: “the ivory tower and the swampy lowlands.”
• The problem of enactment (Kennedy, 1999, 2016). Teachers have weak content knowledge
(Rahman et al., 2015), weak pedagogical content knowledge (Harjanto et al., 2017)
• The problem of sensemaking. Indonesian teachers have a strong civil servant identity
and mindset* (Bjork, 2005; Syahril, 2016). (*obedience, loyalty, following orders religiously,
and devaluing expertise)
• The problem of coherence. A difference of the orientation between PD, curriculum, and
assessment (Thair & Treagust, 2003). The orientation of most schools and teachers in
Indonesia: having students pass national exams (especially for secondary schools), or
following a prescribed centralized curriculum.
• The problem of governance. Decentralization may have decreased teacher effort because
local authorities may have performed worse (or no better) than the central government (Leer,
2016).
!5Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
6. Case 1: PKG — Pemantapan Kerja Guru
(Strengthening the work of teachers),
1980-1996
• During the 1980s and 1990s, the PKG project was
the single largest teacher professional development
program in the world (Monk & Dillon, as cited in
Thair & Treagust, 2003).
• What is PKG?
Inducting teachers into the concept of using
student-centred learning that encouraged open
communication with students and their active
participation in classroom and laboratory activities.
• Approach: From teachers, for teachers, by
teachers.
!6Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
7. • In-On Service Model
• Selected teachers were provided quality training overseas.
• These teachers develop training materials and induct teachers at the provincial level using “in-on” (in-
service & on-service) system for 16 weeks. There were usually 50 participants.
• 2 weeks prior to the start of the semester: the first in-service residential program
• 6 weeks during the semester: the first on-service program — pre- & post observation discussions,
observations, demonstration lessons by instructors, weekly Saturday meetings
• 2 weeks after: the second in-service residential program
• 6 weeks after: the second on-service program — pre- & post observation discussions, observations,
demonstration lessons by instructors, weekly Saturday meetings
• Twice-yearly national evaluation and preparation workshops held over three weeks.
New instructors were trained.
• Effectiveness. Earlier model was successful, later model was not (Thair & Treagust, 2003).
• What happened towards the end? Funding from the World Bank got reduced and finally ended.
PKG’s quality was compromised.
In-service 1
On-service 1
In-service 2
On-service 2
!7Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
8. Case 2:
Lesson Study,
2000s-now
• Lesson study is a form of PD in which teachers open
their lessons to others for observation and reflection
(Saito et al., 2006). It has been gaining attention in
Indonesia since early 2000s (Pereira, 2016).
• Collaborative approach. School teachers and
university faculty members: 1) jointly developed
lesson plans; 2) implemented these plans in the
classroom; and 3) reflected on the lessons afterwards
(3 stages)
• How?
‣ Trainings: principals, supervisors, facilitators.
‣ Lesson study: subject-based lesson study, school-
based lesson study
‣ Evaluation and dissemination
!8Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
9. • Results (1): a stronger sense of ownership of PD and greater
sustainability from all stakeholders (Hendayana et al, 2012)
• Results (2) — Changes in three aspects (Saito et al., 2006):
1. a change in the academic basis of lessons by closely working with
university faculty members
2. a change in the structure of the lesson by the introduction of
experiments or manual activities and discussions
3. a change in the reactions of students during the lesson.
• Results (3) — Challenges in two aspects (Saito et al., 2006):
• A narrowed interest in probing the learning processes of the students, in
comparison with focusing on teaching methodologies more generally.
• The necessity to involve the entire school in lesson study.
!9Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
10. Case 3: PMRI, 2000s-now
(Pendidikan Matematika
Realistik Indonesia —
Indonesian Realistic
Mathematics Education)
• A movement to reform mathematics education in
Indonesia, with a bottom-up implementation approach
(Sembiring, Hadi, & Dolk, 2008)
• In the concept of RME students should be given
opportunity to develop their reasoning and logic
through exposure of real life or contextual problems.
(Hadi, 2002)
• Elements of its bottom-up strategy are:
1) Capacity building of the PMRI team and
strengthening the ITEs by working closely together with
teachers in pre-service and in-service teacher training;
2) Developing teaching materials based on classroom
experience and classroom research;
3) Establishing an expanding network of local PMRI
resource centers at each participating ITE, as starting-
points for further dissemination.
Dr. Sutarto Hadi
!10Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
11. • How PD is conducted in PMRI? The IndoMath model:
1. Two one-day workshops: participants were given opportunity
to learn RME
2. Two times classroom practice: participants worked in a
collaborative way with a school colleague (observing each
other lesson), and gained experiences of RME teaching using
RME exemplary lesson materials
3. Two half-days reflection meetings: participants shared their
experiences from lesson practice, discussed the results, and
received feedback from the trainer.
• According to Ekawati and Kohar (2016) PD in PMRI is successful
because:
1. Teachers are active learners;
2. PD facilitates teachers in designing and implementing PMRI
lesson using their own product;
3. There are sustainable follow-up workshops to strengthen
mathematics teachers’ community in developing PMRI
materials.
The IndoMath PD model
!11Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
12. Case 4: Online/Blended, 2010s-now
• The number of teachers in Indonesia is beyond the capacity of the PD providers (Sari, 2012;
Widodo, et al., 2011). One of alternative solutions to the current problems is using ICT to
support teachers PD.
• Advantages: 1) teachers do not have to leave classrooms; 2) flexibility to learn; 3) internet is
provided in many parts of Indonesia; 4) collaboration with other teachers and experts online.
• Effective blended learning depends on the cognitive, teaching and social presence:
• Cognitive presence is a process where participants construct, explore, resolve, and
confirm meanings through collaboration and reflection.
• Teaching presence: instructional design, facilitation
• Social presence is briefly defined as students’ participation.
!12Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
13. Case 5: Kampus Guru Cikal,
2016-now
• Kelompok Guru Belajar — KGB
(Learning Teachers Communities)
• Enhancing through technology and social media
• A movement — a change of mindset!
—> from, for, and by teachers
• Bottom-up approach, teachers’ empowerment
(intrinsic motivation). PD model:
• Discovery: finding relevant issues to study, online
and offline forums
• Dialectic: structured learning activities, offline and
online
• Do: implement learning supported by coach
• Dissemination: share and publish results with
others
• 2016-2018: 145 regions, almost 8,000 members
!13Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
14. Desimone (2009)—Reviewing extensive TPD literature, she
proposes a conceptual framework with 5 critical features:
✓Content focus — focus on subject matter content and how
students learn that content
✓Active learning — Opportunities for teachers to engage in
active learning
✓Coherence — consistent with teachers’ knowledge and
beliefs and with state reforms and policies
✓Duration — No agreement about the “tipping point” for
duration, suggests for activities spread over a semester (or
intense summer institutes with follow-up during the semester)
and include 20 hours or more of contact time.
✓Collective Participation — participation of teachers from the
same school, grade, or department, or professional learning
communities
Dr. Laura M. Desimone
!14Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
15. Where are the Indonesian PD cases situated within the body of knowledge of teacher education?
Critical features of
Teacher Professional
Development
(Desimone, 2009)
PKG
(1980s-1990s)
Lesson Study
(2000s-now)
PMRI
(2000s-now)
Online/Dual Mode
(2010s-now)
KGC
(2016-now)
Content focus Yes Yes Yes Yes No
Active Learning Yes Yes Yes Depends Yes
Coherence No Yes No Depends Yes
Duration Yes Yes Depends Yes Depends
Collective
participation
Yes Yes Yes Depends Yes
Special features
from, for, by teachers;
focusing on active
learning (student-
centered learning)
collaboration, reflection
deep conceptual basis, a
movement, difficulty in
developing curricular
materials
can reach remote
regions, cost reduction
from, for, by teachers; a
movement, empowering
teachers, intrinsic
motivation
!15Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
16. • Design features do not say much about
PD’s underlying theories of action!
• A PD’s theory of action includes two
elements:
a. A main idea that teachers should
learn
b. A strategy for helping teachers
enact that idea within their own
ongoing systems of practice.
Dr. Mary M. Kennedy
Review of Educational Research,
March, 2016
!16Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
17. PD Program Content — What do teachers need to learn?
1. Portraying curriculum content in a way that enables naive minds to comprehend it.
2. Containing student behavior.
3. Enlisting student participation.
4. Exposing students’ thinking.
PD Pedagogy — How does a PD facilitate the enactment of PD ideas into a
teacher’s system of practice?
1. Prescription: PD programs explicitly describe or demonstrate what they believe is
the best way for teachers to address a particular teaching problem.
2. Strategies: PD programs convey a specific goal that teachers should strive for
and then provide a collection of illustrative practices that will achieve that goal.
The practices themselves can be just as procedurally detailed as prescriptions, but
they differ in that they are accompanied by a rationale that helps teachers
understand when and why they should implement these strategies.
3. Insights. PD programs can foster new insights by raising provocative questions
that force teachers to reexamine familiar events and come to see them differently.
4. Body of knowledge. PD presents a body of knowledge that may not explicitly
imply any particular action.
!17Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
20. How does professional development improve teaching?
Suggestions for EFForTS
• The key role of motivation. PD is more effective when participation is voluntary
and teachers are motivated to learn (choose to participate in PD).
Avoid —> “Attendance is mandatory but learning is not.”
• For content feature — do not focus exclusively on content knowledge.
• Collective participation feature — pay attention to the the content and the
nature of the intellectual work
• Duration feature appears to be less effective when combined with prescriptive
messages, but more effective when messages provide strategies or insights.
• PD plans learning over time, basing on the slow and incremental way in which
teachers incorporate new ideas into their ongoing practices.
!20Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
21. • Coaches. Coaches are effective depending on how they try to facilitate
enactment. Coaches in more effective programs collaborated with teachers on
lesson planning, providing a model of strategic planning.
• Facilitators. PD is more effective when PD is facilitated by providers with long
histories of working with teachers, are very familiar with teachers and with the
problems they face, and based their programs on their own personal experience
and expertise.
• PD is more effective when it is not competing with other PD programs.
• Impact research follows teachers at least one year after PD ends.
• “We need to ensure that PD promotes real learning rather than merely adding
more noise to their working environment” (Kennedy, 2016).
!21
How does professional development improve teaching?
Suggestions for EFForTS
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
22. References
• Bactiar. (2016). Indonesian EFL Teachers’ Perceptions of the Influence and Role of Professional Development and Teacher Study Groups on Teachers’
Self-Efficacy: A Mixed Methods Study (Doctoral Dissertation). Retrieved from http://www.easybib.com/guides/citation-guides/apa-format/how-to-
cite-a-thesis-dissertation-apa/
• Bjork, C. (2005). Indonesian education: Teachers, schools, and central bureaucracy. New York, NY: Routledge.
• Chang, M. C., Shaeffer, S., Al-Sammarrai, S., Ragatz, A. B., de Ree, J., & Stevenson, R. (2014). Teacher reform in Indonesia: The role of politics and
evidence in policy making. Retrieved from https://openknowledge.worldbank.org/bitstream/handle/10986/16355/9780821398296.pdf?sequence=1
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures.
Educational Researcher, 38, 181-199.
• Ekawati, S., & Kohar, A. W. (2016). Innovative teacher professional development within PMRI in Indonesia. International Journal of Innovation in
Science and Mathematics Education, 24(5), 1-13.
• Feimen-Nemser, S. (2012). Teachers as learners. Cambridge, MA: Harvard Education Press.
• Hadi, S. (2002). Effective teacher professional development for the implementation of realistic mathematics education in Indonesia (Doctoral
Dissertation). Retrieved from https://research.utwente.nl/en/publications/effective-teacher-professional-development-for-the-implementation.
• Harjanto, I., Lie, A., Wihardini, D., Pryor, L., & Wilson, M. (2017). Community-based teacher professional development in remote areas in Indonesia.
Journal of Education for Teaching, DOI: 10.1080/02607476.2017.1415515.
• Hendayana, S., Supriatna, A., & Imansyah, H. (2012). Continuing teacher professional development in Indonesia under SISTTEMS. Retrieved from
https://www.academia.edu/8276122/Continuing_Teacher_Professional_Development_in_Indonesia_under_SISTTEMS.
• Joni R. T. (2000) Indonesia, in P. Morris & J. Williamson (Eds), Teacher education in the Asia–Pacific region, pp. 75–106. New York, NY: Falmer Press.
• Kennedy, M. M. (1999). The role of preservice teacher education. In L. Darling- Hammond & G. Sykes (Eds.), Teaching as the learning profession:
Handbook of policy and practice (pp. 54–85). San Francisco, CA: Jossey Bass.
!22Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
23. References
• Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980.
• Leer, J. (2016). After the Big Bang: Estimating the effects of decentralization on educational outcomes in Indonesia through a difference-in-
differences analysis. International Journal of Educational Development, 49, 80–90.
• Pereira, J. D. (2016). School improvement as localized policy: A review of the educational leadership and teacher development literature in
Indonesia and Malaysia. Retrieved from http://www.headfoundation.org/papers/2016_-
_3)_School_Improvement_as_Localized_Policy_A_Review_of_the_Ed_Leadership_and_Teacher_Dvlpmnt_Lit_in_Indonesia.pdf
• Rahman, B., Abdurrahman, A., Kadaryanto, B., & Rusminto, N. E. (2015). Teacher-based scaffolding as a teacher professional development
program in Indonesia. Australian Journal of Teacher Education, 40(11), 67-78.
• Saito, E., Harun, I., Kuboki I., & Tachibana, H. (2006). Indonesian lesson study in practice: case study of Indonesian mathematics and science
teacher education project. Journal of In-Service Education, 32(4), 171-184.
• Sari, E. R. (2012). Teacher professional development in an online learning community: A case study in Indonesia (Doctoral Dissertation).
Retrieved from https://ro.ecu.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1470&context=theses.
• Sembiring, R. K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. ZDM Mathematics
Education, 40, 927–939.
• Suryadi, A., Rasjidi, U., & Budimansyah, D. (2017). Does teaching licensure boost student learning? Indonesia’s Answer. The New Educational
Review, 49, 261-270.
• Syahril, I. (2016). The Indonesian teacher certification policy: A case study of policy sense-making (Doctoral Dissertation). East Lansing, MI:
Michigan State University.
• Thair, M., & Treagust, D. F. (2003). A brief history of a science teacher professional development initiative in Indonesia and the implications for
centralised teacher development. International Journal of Educational Development, 23, 201–213.
!23Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018