PEMBERDAYAAN GURU DALAM PENGEMBANGAN PRESTASI SISWA

Abstract

Implementation of the assessment is still an obstacle at the level of implementing in schools, one of them
for Progressive Bumi Shalawat high school teachers, especially in making plans for the development of
student achievement, both at national and international levels. The superiority of this high school is
under the auspices of Pesantren Bumi Shalawat so that the empowerment of managers or teachers in
developing student achievement will complement the quality of students with academic-spiritual character.
The problem to be solved is the difficulty of teachers in developing and implementing instruments for
developing student achievement. Targets or goals to be achieved are 1) increasing partner understanding
of student achievement, 2) developing student achievement development guidelines 3) partner response
during the process of partner empowerment activities. Broadly speaking the method in this activity is
divided into three phases. The first phase is the preparation phase. At this stage, the preparation of
materials, instruments and examples of assessment will be carried out when implementing activities
through FGDs between partners and PKM Unesa's team. The second phase is the implementation of
activities that will be carried out through the provision of information, modeling, and practice by participants
to compile instruments for assessing student achievement development and practice of using instruments
that have been prepared (through workshops on student achievement grids). In the third phase, a
workshop on the preparation of evaluation instruments and a follow-up to improve student performance
was held and continued with evaluation and feedback on the things needed in this implementation activity.
Data obtained in this activity are instruments for developing student achievement, test results and
questionnaire responses of trainees analyzed descriptively quantitative and descriptive qualitative. The
results achieved were: 1) Participants have been able to compile student achievement programs and guide
student achievement development through focus group discussion (FGD) forums; 2) Participants have
been able to compile an achievement grid based on achievement that is targeted for the next five years
based on achievements that have been previously achieved; and 3) The instrument for evaluating and
following up on improvements made to students' achievements has been prepared by the participants. The
posttest results obtained that partners have experienced increased understanding of student achievement
with high grades. The participants' responses during the mentoring category were good.