INTRODUCTION
Each school must have a School Development Plan (RPS) which is based on the potential of the school, the school's vision and mission, and aligned with local and central government policy. RPS should be prepared to involve all components of the school and stakeholders (school committee). Unfortunately, many RPS is structured and less perfunctory touch on fundamental issues facing the school. As a result, the education process in schools takes place as a routine ritual that does not differ from year to year. Schools in the country still limits the size of the success of the number of students who passed the National Exam, and or non-academic and academic achievement through the championship ever achieved by the students. However, lack of touch on the problems faced by students in teaching and learning activities, problems and difficulties faced by teachers as implementers of teaching, and less able to provide education to accommodate the disparity in students' abilities and interests.
Being a
creative teacher was not easy. Need to struggle and sacrifice. In fact, you may
be experiencing an agony in advance that will bring you to the peak of
happiness and fame. Creative teacher is never satisfied with what is in him. He
continued to study and study until his death. For him, finding something new in
terms of learning is something that must be searched and then distributed to
other teacher friends. Not easy to do, but this is where the challenge if we
want to continue learning introspection in which we are doing in school. Strive
to constantly improve its performance as a teacher with a class action
continues to conduct research (PTK) in order to improve the quality of
teaching. Try as much as possible to empower what the school for you to use to
support your learning. If later you find a tool or a medium of learning that
helps you deliver material to students with a quick brain, then you must prove
that the media in advance by PTK.
By doing
your PTK will be a creative teacher. In the PTK that you would get
self-reflection that you do through the cycles that you are doing yourself
until you feel confident that you are doing has been successful. Qualitative
research tends to word-based, such as interviews, whereas quantitative research
tend to be based on figures such as test scores.
Action
Research in the classroom or PTK is an essential guide for all creative
teachers who are interested in doing research in the classroom. The author
gives an easy to follow approach that can help teachers improve their
professional practice and evaluate the needs of pupils at the school. There are
many practical tips and examples of action research projects of various types
of schools that make PTK as a textbook for teachers and student teacher.
Being a
creative teacher should be able to examine. Researching in its own class so
that the quality of learning more qualified. Many of the problems that you can
carefully, a lot of problems to look for a solution soon. PTK through you will
get the new secrets of the realm of science education that you can develop into
something meaningful in learning activities. Any activity you do must be
properly recorded and observed with peers so that what you do in PTK completely
new solutions in learning at school that led to the improvement of education
quality.
Do not let yourself become complainers and teachers continue to complain because you are not creative. Let's create a repertoire of new science teachers to be creative. If it was not our own is the creative teacher, who will?
Do not let yourself become complainers and teachers continue to complain because you are not creative. Let's create a repertoire of new science teachers to be creative. If it was not our own is the creative teacher, who will?
Here
will lift the discourse of the School-Based Research (SBR) as a model of school
development, and the likely pattern of development in the country, the impact
and benefits to be gained by application of the SBR.
CONTENTS
History
Teacher Involvement in Research
What is a
School-Based Research? This term may be new in Indonesia, but in some developed
countries, this term has been introduced since the 1980s-1990s. In essence,
this concept has a hidden target is to build the spirit and culture of research
among teachers.
The
concept of School-Based Research stems from two main components, namely,
teachers and research activities. The idea to involve teachers in the educational
and research activities in curriculum development has been campaigned by some
education experts, such as Lawrence Stenhouse in the 1960s-1970s, a British
education expert, in the 1980s Jean Rudduck and Donald McIntyre in the 1990s
(both of Cambridge ). The concept of research among teachers as presented by
Stenhouse, had begun even earlier in Japan. Kenkyuu Jugyou term or that are
universally known as Lesson Study has been ongoing in the early Meiji era of
the 1900s. In those years, many educational boards in Japan, which has
organized a Seminar on Lesson Study, which was then called as Jugyou hihyo kai
(The meeting to Criticism Lesson). Before the model jugyou kenkyuu (lesson
study), the term jugyou hihyo (criticism lesson) was first introduced in the 1890s.
If explored further, teaching model developed on an ongoing basis through
research stems from the idea of Pestalozzi (1800) about teaching science in
elementary arithmetic, known as the "object lesson". Pestalozzi
theories and concepts used in Japan in the 1872 era, the next all school
teachers in Japan at that time was obliged to adopt the "object
lesson". Furthermore, as a form of application and development of object
lesson, introduced criticism and a model lesson by lesson guide book written by
Edward Sheldon (1871), a school principal in New York State Normal School
(school teacher). The book is also used in the school teacher in Japan.
Criticism lesson and the lesson was the forerunner model of lesson study.
Criticism is similar to the micro teaching lesson, while the model lesson is
teacher-led class professionals, and participants were asked to give a record
of teaching models. Sheldon suggests four important things to be criticized in
that teaching, materials, methods, teachers and students. Points of criticism
towards the teacher, for example, class management, how to stand, the language
used, etc., all of which became the concepts that gave birth to jugyou kenkyuu
or lesson study that we know today. School teacher in Tokyo in 1883 initiated the
concept of jugyou kenkyuu, the class teacher to observe other teachers, and
since then spread to all schools in Japan, and in the 1960's are set as
mandatory in the strategy of in-service training for teachers in Japan .
Currently, jugyou kenkyuu has become a tradition in schools in Japan.
Thus the involvement of teachers in educational research in schools is not new in some countries. But, from the historical overview above, we can understand that making research / research as a tradition or culture in schools takes a long time.
Thus the involvement of teachers in educational research in schools is not new in some countries. But, from the historical overview above, we can understand that making research / research as a tradition or culture in schools takes a long time.
Definitions
and Scope of School-Based Research
Research-Based
School term should be distinguished from the School of Research (SR). In the
concept of SR, the student becomes the theme of the main motor of scientific
research in accordance with the subjects gained.
The SBR
concept puts teachers and school officials as the main motor of the study.
Research themes developed in the SBR are matters relating to school issues,
improvement of teaching and learning services, development of new policies,
efforts to increase motivation to learn, develop an egalitarian education,
etc..
Both the
concept of SBR and SR, both have the same spirit, that is to civilize the study
in the school environment. Therefore, in its implementation, they can walk hand
in hand, harmony and mutual support.
If the
concept of an ideal school and developed a limited research on secondary
education, as research skills and research methods generally taught at the high
school level, the concept of School-Based Research can be applied at all levels
of education. Because SBR is the concept of school development, the SBR can be
the umbrella of research activities at the school, and SR is a component.
Implementation of School-Based Research
Implementation of School-Based Research
Research-Based
School Development activities should be organized as a comprehensive and
supported by all the civitas school including parents and community leaders
around. To be able to apply the concept of SBR, teachers and students as the
main motor to be prepared as a researcher, with the ability and the provision
of basic sciences to conduct research. Some alternative steps to begin
implementation of SBR concept is as follows:
1.
Socialization
activities for teachers. Because the teaching load of teachers is quite
burdensome, then the effort to invite teachers to do research not an easy job.
Therefore, the policy required the principal to provide space and time for
teachers to carry out research.
2.
Appointment
of Responsible Person / Coordinator. In the early stages, the principal may designate
a Responsible Person / Coordinator of Research Development (R & D School)
were selected from among the teachers, the main criteria, the candidate must
have the desire, passion, and commitment to develop schools through research.
In advanced stages, with a school autonomy, the principal can make PJ concerned
as Deputy Head of School School of Development Studies, following research
activities have started to show results.
3.
Formation of the R & D. Coordinator who
has been appointed at number 2, with the direction of the principals can begin
preparing the R & D School, selected from among the teachers. Student
representatives can be included in the team.
4.
Mapping
the Issues. Efforts to map the potential and the limitations / lack of school
can be done with a little research by a team, or request the participation of
teachers, students and parents through a survey method. The results of the
mapping problem to be solved and then sorted by priority, and announced to the
teachers, students and parents through written notice (letter, bulletin, or
Mading).
5.
School of Planning Research Advancement. From
the results of the number 4, Team Plan / Proposal School Competitive Research
conducted within a specified period (one year, two or three years).
6.
Implementation
of the School of Research Activities. To carry out research activities, R &
D team can break the school excellent research into several smaller research
will be done by a special team from among teachers and students. Wherever
possible, research activities are not undertaken solely by the R & D,
except at the initial stage only, or in the event of a deadlock to move
teachers.
7.
Submission of research results. The research
results presented in writing and verbally to all schools civitas, and follow up
activities based on research results are formulated, and subsequently
established as policy by the school principal.
8.
Sustainable Development Research. After the
results of applied research for some time, its implementation needs to be
evaluated, and subsequently developed into a new research again. In turns and
slowly, teachers, students, and parents may be involved in ongoing research
activities at the school.
9.
Dissemination of Results Development of SBR.
Information about the success of SBR development program needs to be
disseminated to outside parties. Therefore, R & D team can assess
scientific forums, and choose the one that is suitable to present the results
of the research school, and or make a written report to be published in
scientific journal or other print media. Publications can also be done in the
form of printed books.
Research activities at the school, both by teachers and students should prioritize cooperation. Through research collaboration, teachers and students will be able to learn many of the values of openness and develop verbal skills needed in everyday life, both in school and outside the school environment.
Research activities at the school, both by teachers and students should prioritize cooperation. Through research collaboration, teachers and students will be able to learn many of the values of openness and develop verbal skills needed in everyday life, both in school and outside the school environment.
CONCLUSION
Research-Based
School Development is a concept that proved to be a solution to the problems of
education in some developed countries. Implementation begins with a simple
research activities conducted by teachers, with themes that are also simple,
but oriented towards the improvement of educational services in schools.
Teacher research activities in Indonesia which has been started with the Class
Action Research is a much-needed capital in the development of research-based
school. Through PTK, teachers are familiar with the activities and
problem-solving approach to learning and teaching with research. However, PTK
is not sufficient as a basis for developing the school as a small scale. Need
to develop a sustainable research is solving problems in school education.
SBR development
should be followed up with the involvement of universities as research
partners, PGRI as partners exchange information and scientific forum of
teachers, and the Office of P and K as an advocate for the legality and
funding. SBR activities will only be going well, if all parties are committed
and in the same way about the training process and what the ultimate purpose of
education.
Refference:
Postingan
