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All Journal RISTEK : Jurnal Riset, Inovasi, dan Teknologi Kabupaten Batang RISTEK: Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang
Susiati, Eva
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PEMBELAJARAN SOSIAL DAN EMOSIONAL (PENGALAMAN PRAKTIS PENDIDIKAN GURU PENGGERAK) Riswakhyuningsih, Tri; Susiati, Eva; Wulandari; Duryat; Khusnul Fatekhah, Helmi; Kumariyah
RISTEK : Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang Vol 9 No 2 (2025): RISTEK :Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang
Publisher : Bapelitbang Kabupaten Batang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55686/ristek.v9i2.199

Abstract

Social and Emotional Learning (SEL) is the 6th module of 10 modules studied in the education of driving teachers. The purpose of the study was to share SEL experiences. The study was conducted using a qualitative descriptive method. Data sources were SEL modules, independent assignments, group assignments, and reflection journals. Data were collected by reviewing modules, exploring the Learning Management System, and documentation. Data analysis was carried out using triangulation techniques. Learning activities used the flow: starting from oneself, concept exploration, collaboration space, contextual meaning, elaboration of understanding, connections between materials, and real action. Starting from oneself, reflection of one's own experience in facing personal crises, the ability to build positive relationships with others and its influence on learning. Concept exploration, exploration of the importance of SEL, the CASEL framework, and implementation of SEL. Collaboration space, discussing and developing social and emotional competence empowerment program initiatives in schools. Contextual demonstration, demonstrating SEL in learning scenarios. Elaboration of understanding, elaborating understanding of SEL based on full awareness through independent learning and mutual cooperation. Connections between materials, making conclusions and connections between SEL with previous modules. Real action, sharing understanding of SEL implementation. Keywords: Leading Teacher, Leading Teacher Education, Social and Emotional Learning
COACHING UNTUK SUPERVISI AKADEMIK (PENGALAMAN PRAKTIS PENDIDIKAN GURU PENGGERAK) Riswakhyuningsih, Tri; Susiati, Eva; Wulandari; Duryat; Khusnul Fatekhah, Helmi; Kumariyah
RISTEK : Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang Vol 9 No 2 (2025): RISTEK :Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang
Publisher : Bapelitbang Kabupaten Batang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55686/ristek.v9i2.200

Abstract

Coaching for Academic Supervision is the 7th module of 10 modules studied in the education of driving teachers. The purpose of the study is to share coaching experiences for academic supervision. The study was conducted using a qualitative descriptive method. Data sources were coaching modules for academic supervision, independent assignments, group assignments, and reflection journals. Data were collected by reviewing modules, exploring the Learning Management System, and documentation. Data analysis was carried out using triangulation techniques. Learning activities used the flow: starting from oneself, concept exploration, collaboration space, contextual demonstration, elaboration of understanding, connections between materials, and real action. Starting from oneself, reflecting on experiences and feelings when being supervised. Exploration of concepts thinking paradigms and coaching principles, core coaching competencies and TIRTA as the flow of coaching conversations. Collaboration space, practicing coaching conversations with the TIRTA flow. Contextual demonstration, practicing coaching to help develop coachee competencies. Elaboration of understanding, questions and answers and coaching discussions in the realm of academic supervision. Connections between materials, concluding and making reflections. Real action, practicing academic supervision using the coaching thinking paradigm. Keywords: Academic Supervision, Coaching, Leading Teachers, Leading Teacher Education
PEMIMPIN DALAM PENGELOLAAN SUMBER DAYA (PENGALAMAN PRAKTIS PENDIDIKAN GURU PENGGERAK) Riswakhyuningsih, Tri; Susiati, Eva; Wulandari; Duryat; Khusnul Fatekhah, Helmi; Kumariyah
RISTEK : Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang Vol 9 No 2 (2025): RISTEK :Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang
Publisher : Bapelitbang Kabupaten Batang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55686/ristek.v9i2.203

Abstract

Modul "Pemimpin dalam Pengelolaan Sumber Daya" merupakan modul ke-9 dari 10 modul dalam Program Pendidikan Guru Penggerak. Penelitian ini bertujuan membagikan pengalaman pembelajaran dari modul tersebut dengan menggunakan metode deskriptif kualitatif. Sumber data berasal dari modul, tugas mandiri, tugas kelompok, dan jurnal refleksi. Data dikumpulkan melalui telaah modul, eksplorasi Learning Management System, dan dokumentasi, kemudian dianalisis menggunakan teknik triangulasi. Pembelajaran mengikuti alur "MERDEKA" yang terdiri atas: Mulai dari Diri, Eksplorasi Konsep, Ruang Kolaborasi, Demonstrasi Kontekstual, Elaborasi Pemahaman, Koneksi Antar Materi, dan Aksi Nyata. Pada tahap Mulai dari Diri, dilakukan refleksi terhadap faktor-faktor yang memengaruhi ekosistem sekolah dan peran pemimpin. Eksplorasi Konsep mencakup pendekatan berbasis aset dan kekurangan, pemetaan sumber daya dengan pendekatan Asset-Based Community Development (ABCD), serta strategi pengelolaan sumber daya. Di Ruang Kolaborasi, peserta mengidentifikasi dan mempresentasikan pemanfaatan sumber daya secara efektif. Demonstrasi Kontekstual melibatkan analisis visi dan inisiatif perubahan serta refleksi peran pemimpin. Elaborasi Pemahaman dilakukan melalui diskusi dan tanya jawab. Koneksi Antar Materi menghasilkan kesimpulan, dan Aksi Nyata berupa praktik langsung identifikasi sumber daya di sekolah. Berdasarkan pengalaman pembelajaran ini, direkomendasikan agar: (1) implementasi pendekatan ABCD diperluas ke seluruh program guru penggerak untuk optimalisasi pemanfaatan sumber daya sekolah, dan (2) alur pembelajaran "MERDEKA" dapat diadaptasi dalam pengembangan modul-modul lainnya karena terbukti efektif dalam membangun pemahaman holistik
PENGELOLAAN PROGRAM YANG BERDAMPAK POSITIF PADA MURID (PENGALAMAN PRAKTIS PENDIDIKAN GURU PENGGERAK) Riswakhyuningsih, Tri; Susiati, Eva; i, Wulandari; Duryat; Khusnul Fatekhah, Helmi; Kumariyah
RISTEK : Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang Vol 9 No 2 (2025): RISTEK :Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang
Publisher : Bapelitbang Kabupaten Batang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55686/ristek.v9i2.205

Abstract

Program management that has a positive impact on students is the 10th module of 10 modules studied in the education of teacher movers. The purpose of the study is to share learning experiences of program management that has a positive impact on students. The study was conducted using a qualitative descriptive method. Data sources include program management modules that have a positive impact on students, independent assignments, group assignments, and reflection journals. Data were collected by reviewing modules, exploring the Learning Management System, and documentation. Data analysis was carried out using triangulation techniques. Learning activities use the flow: starting from oneself, concept exploration, collaboration space, contextual meaning, elaboration of understanding, connections between materials, and real action. Starting from oneself, reflecting on their past learning experiences. Concept exploration, through reading, discussion, and reflection activities, and constructing understanding. Collaboration space, creating and presenting examples of programs that promote student leadership. Contextual demonstration, creating a program plan that utilizes the BAGJA change management model. Elaboration of understanding, discussion and Q&A with instructors related to learning programs that foster student leadership. Connections between materials, creating a synthesis of understanding about school programs that have an impact on students. Real action, implementing stages B&A based on the BAGJA change initiative model. Keywords: Leading Teachers, Positive Impact, Students, Program Management
PEMBELAJARAN SOSIAL DAN EMOSIONAL (PENGALAMAN PRAKTIS PENDIDIKAN GURU PENGGERAK) Riswakhyuningsih, Tri; Susiati, Eva; Wulandari; Duryat; Khusnul Fatekhah, Helmi; Kumariyah
RISTEK : Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang Vol 9 No 2 (2025): RISTEK :Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang
Publisher : Bapelitbang Kabupaten Batang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55686/ristek.v9i2.199

Abstract

Social and Emotional Learning (SEL) is the 6th module of 10 modules studied in the education of driving teachers. The purpose of the study was to share SEL experiences. The study was conducted using a qualitative descriptive method. Data sources were SEL modules, independent assignments, group assignments, and reflection journals. Data were collected by reviewing modules, exploring the Learning Management System, and documentation. Data analysis was carried out using triangulation techniques. Learning activities used the flow: starting from oneself, concept exploration, collaboration space, contextual meaning, elaboration of understanding, connections between materials, and real action. Starting from oneself, reflection of one's own experience in facing personal crises, the ability to build positive relationships with others and its influence on learning. Concept exploration, exploration of the importance of SEL, the CASEL framework, and implementation of SEL. Collaboration space, discussing and developing social and emotional competence empowerment program initiatives in schools. Contextual demonstration, demonstrating SEL in learning scenarios. Elaboration of understanding, elaborating understanding of SEL based on full awareness through independent learning and mutual cooperation. Connections between materials, making conclusions and connections between SEL with previous modules. Real action, sharing understanding of SEL implementation. Keywords: Leading Teacher, Leading Teacher Education, Social and Emotional Learning
COACHING UNTUK SUPERVISI AKADEMIK (PENGALAMAN PRAKTIS PENDIDIKAN GURU PENGGERAK) Riswakhyuningsih, Tri; Susiati, Eva; Wulandari; Duryat; Khusnul Fatekhah, Helmi; Kumariyah
RISTEK : Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang Vol 9 No 2 (2025): RISTEK :Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang
Publisher : Bapelitbang Kabupaten Batang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55686/ristek.v9i2.200

Abstract

Coaching for Academic Supervision is the 7th module of 10 modules studied in the education of driving teachers. The purpose of the study is to share coaching experiences for academic supervision. The study was conducted using a qualitative descriptive method. Data sources were coaching modules for academic supervision, independent assignments, group assignments, and reflection journals. Data were collected by reviewing modules, exploring the Learning Management System, and documentation. Data analysis was carried out using triangulation techniques. Learning activities used the flow: starting from oneself, concept exploration, collaboration space, contextual demonstration, elaboration of understanding, connections between materials, and real action. Starting from oneself, reflecting on experiences and feelings when being supervised. Exploration of concepts thinking paradigms and coaching principles, core coaching competencies and TIRTA as the flow of coaching conversations. Collaboration space, practicing coaching conversations with the TIRTA flow. Contextual demonstration, practicing coaching to help develop coachee competencies. Elaboration of understanding, questions and answers and coaching discussions in the realm of academic supervision. Connections between materials, concluding and making reflections. Real action, practicing academic supervision using the coaching thinking paradigm. Keywords: Academic Supervision, Coaching, Leading Teachers, Leading Teacher Education
PEMIMPIN DALAM PENGELOLAAN SUMBER DAYA (PENGALAMAN PRAKTIS PENDIDIKAN GURU PENGGERAK) Riswakhyuningsih, Tri; Susiati, Eva; Wulandari; Duryat; Khusnul Fatekhah, Helmi; Kumariyah
RISTEK : Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang Vol 9 No 2 (2025): RISTEK :Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang
Publisher : Bapelitbang Kabupaten Batang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55686/ristek.v9i2.203

Abstract

Modul "Pemimpin dalam Pengelolaan Sumber Daya" merupakan modul ke-9 dari 10 modul dalam Program Pendidikan Guru Penggerak. Penelitian ini bertujuan membagikan pengalaman pembelajaran dari modul tersebut dengan menggunakan metode deskriptif kualitatif. Sumber data berasal dari modul, tugas mandiri, tugas kelompok, dan jurnal refleksi. Data dikumpulkan melalui telaah modul, eksplorasi Learning Management System, dan dokumentasi, kemudian dianalisis menggunakan teknik triangulasi. Pembelajaran mengikuti alur "MERDEKA" yang terdiri atas: Mulai dari Diri, Eksplorasi Konsep, Ruang Kolaborasi, Demonstrasi Kontekstual, Elaborasi Pemahaman, Koneksi Antar Materi, dan Aksi Nyata. Pada tahap Mulai dari Diri, dilakukan refleksi terhadap faktor-faktor yang memengaruhi ekosistem sekolah dan peran pemimpin. Eksplorasi Konsep mencakup pendekatan berbasis aset dan kekurangan, pemetaan sumber daya dengan pendekatan Asset-Based Community Development (ABCD), serta strategi pengelolaan sumber daya. Di Ruang Kolaborasi, peserta mengidentifikasi dan mempresentasikan pemanfaatan sumber daya secara efektif. Demonstrasi Kontekstual melibatkan analisis visi dan inisiatif perubahan serta refleksi peran pemimpin. Elaborasi Pemahaman dilakukan melalui diskusi dan tanya jawab. Koneksi Antar Materi menghasilkan kesimpulan, dan Aksi Nyata berupa praktik langsung identifikasi sumber daya di sekolah. Berdasarkan pengalaman pembelajaran ini, direkomendasikan agar: (1) implementasi pendekatan ABCD diperluas ke seluruh program guru penggerak untuk optimalisasi pemanfaatan sumber daya sekolah, dan (2) alur pembelajaran "MERDEKA" dapat diadaptasi dalam pengembangan modul-modul lainnya karena terbukti efektif dalam membangun pemahaman holistik
PENGELOLAAN PROGRAM YANG BERDAMPAK POSITIF PADA MURID (PENGALAMAN PRAKTIS PENDIDIKAN GURU PENGGERAK) Riswakhyuningsih, Tri; Susiati, Eva; i, Wulandari; Duryat; Khusnul Fatekhah, Helmi; Kumariyah
RISTEK : Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang Vol 9 No 2 (2025): RISTEK :Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang
Publisher : Bapelitbang Kabupaten Batang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55686/ristek.v9i2.205

Abstract

Program management that has a positive impact on students is the 10th module of 10 modules studied in the education of teacher movers. The purpose of the study is to share learning experiences of program management that has a positive impact on students. The study was conducted using a qualitative descriptive method. Data sources include program management modules that have a positive impact on students, independent assignments, group assignments, and reflection journals. Data were collected by reviewing modules, exploring the Learning Management System, and documentation. Data analysis was carried out using triangulation techniques. Learning activities use the flow: starting from oneself, concept exploration, collaboration space, contextual meaning, elaboration of understanding, connections between materials, and real action. Starting from oneself, reflecting on their past learning experiences. Concept exploration, through reading, discussion, and reflection activities, and constructing understanding. Collaboration space, creating and presenting examples of programs that promote student leadership. Contextual demonstration, creating a program plan that utilizes the BAGJA change management model. Elaboration of understanding, discussion and Q&A with instructors related to learning programs that foster student leadership. Connections between materials, creating a synthesis of understanding about school programs that have an impact on students. Real action, implementing stages B&A based on the BAGJA change initiative model. Keywords: Leading Teachers, Positive Impact, Students, Program Management
Co-Authors Duryat i, Wulandari Khusnul Fatekhah, Helmi Kumariyah Riswakhyuningsih, Tri WULANDARI