Dari Pelatihan ke Karya: Pendampingan Intensif Penyusunan Laporan PTK Berbasis Daring di Sekolah Dasar Afirmasi Sumatera

Maria Ulfa; Budiono Budiono; Eva Oktaviana; Nur Hasanah

doi:10.30640/cakrawala.v5i4.8207

Authors

Maria Ulfa Sekolah Tinggi Keguruan Dan Ilmu Pendidikan Kusuma Negara
Budiono Budiono Sekolah Tinggi Keguruan Dan Ilmu Pendidikan Kusuma Negara
Eva Oktaviana Sekolah Tinggi Keguruan Dan Ilmu Pendidikan Kusuma Negara
Nur Hasanah Sekolah Tinggi Keguruan Dan Ilmu Pendidikan Kusuma Negara

DOI:

https://doi.org/10.30640/cakrawala.v5i4.8207

Keywords:

Classroom Action Research, Elementary School Teachers, Online Mentoring, Recognition of Prior Learning, Scientific Writing Skills

Abstract

The upgrading of qualifications of teachers in elementary schools in affirmation areas (remote, underdeveloped, and frontier areas) through the Recognition of Prior Learning (RPL) path continues to be challenged due to the insufficient scientific publication literacy among teachers. The current community service activity sought to evaluate the effectiveness of online mentoring to accelerate the writing of Classroom Action Research (CAR) report preparation for 57 teachers of elementary schools who are involved in the process of RPL in Sumatera. The mentoring program took place for four months through online coaching and clinics, involving both synchronous mentoring using Zoom as well as asynchronous mentoring, and two evaluation seminars. The results of this program show that there is improvement in CAR methodology knowledge from 38.6% to 96.5%, and the skills of formulating research problems and titles from 42.1% to 100%. All of the 57 teachers who participated in this mentoring program succeeded in preparing CAR report draft and publish them at the proceeding of national seminar. Clinical mentoring is shown to be effective in alleviating academic anxiety, increasing self-efficacy, and improving scholarly work capability.

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