Plans Teacher Competency Model Development Through Collaboration Between Higher
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competence. This program is supported by the Chairman of MGMPs West Java district through training and coaching program listed below Table 2.
Table 2 Typesof Training and Development Requirements
By Master Arts and Culture MGMPs
No. Types of Program
CityRegency
Bandung Bandung
Barat Garut Subang Ciamis
Suka- bumi
Kuning- an
Cianjur Kara-
wang
1 Socialization of Curriculum 2013
v v
v v
v v
v v
v 2
Workshop on Art and Culture Learning method
v v
v v
v v
v v
v 3
Material Development v
v v
v v
v v
v v
4 Action Research
v v
v v
v v
v v
v 5
Training on Traditional Music v
6 Test and Learning Evalution Model
v v
v v
v v
v v
v 7
Learning Media development v
v v
v v
v v
v v
8 Workshop on craft batik, keramik
v v
v v
v v
v v
9 training workshop on Music
v v
10 Workshop on Traditional Dance
v v
11 Teater Artlongser
v 12
Scientific Writing v
v v
v v
v v
v v
13 FLS2N Teachers Training
v Resource: Interview to the head of MGMP of Art and Culture, 28
th
March 2013
Table 2 shows the material needed teachers and MGMPs through collaboration with courses in the colleges. Socialization curriculum in 2013 is required by all teachers in the
district town. Approach and workshop materials on Cultural Arts teaching methods, development of teaching materials, instructional media development, and the development
of arts and culture learning evaluation tools are also required by all teachers, and training and field craft art workshops batik, ceramics. This condition is in line with the demands in
the field that most teachers who teach the subject of the Art and Culture of West Java mostly background instead Arts Education.
The findings are presented in the table above are the real facts on the ground. On the basis of the needs of the planned development of a model art teacher cultural competency
development in Java designed Baratakan through the stages:
a. To coordinate with the management MGMPs Cultural Arts at the provincial and
districtcity;
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b. To coordinate with the Department of Education districtcity;
c. Identify needs in accordance with the information obtained from the field;
d. Set objectives and competencies of coaching to be conducted;
e. Develop models, materials, media and evaluation tools;
f. Schedule and personnel who will be involved;
g. Carrying out development activities;
h. Evaluation of the program or activity, and
i. Follow-up program that will be implemented.
Coaching model plan is in line with the Direktorat Profesi Pendidik 2010: 14-16 before determining that the program of activities that will be used in the implementation of KKG
menu or MGMPs begins with the following: 1 Analysis need for increased teacher competence as a member of KKG or MGMPs which include professional competence,
pedagogical, and social personality; 2 The results of the needs analysis compiled program priorities as outlined in the annual and semester schedule; 3 There are three types of
programs that can be designed for activities in KKG and MGMPs, the general program, the core program consisting of regular programs and program development and supporting the
program. The program includes detailed a number of activities for each meeting; 4 Program needs analysis results poured in schedule of meetings for the year and at least the 12
activities as outlined in the 12 meetings in a year, and is made possible programs and activities organized by Team Specialcaretaker, but after the program and activities to
materialize, it needs to be communicated by the Special Teamscaretaker to all members of the group.
Of the two models lies in the problem of planning the implementation of organizational mechanisms. Teacher coaching competency models developed by the cultural arts program
of study undertaken on the initiative of courses in realizing community service, while the model of the activities carried out by MGMPs usually begins initiative to mengeleng
chairman or member is mandated activities.
2. Implementation of Teacher Competency Model Development Through Collaboration Between Universities with Arts MGMPs
Implementation model of coaching competence of teachers through collaboration between universities and MGMPs Cultural Arts is one of the alternative offer that may be
made by the college to carry out their work through community service activities. It is realized considering the model of coaching competence of teachers by the government
through the Education Quality Assurance Agency LPMP in the form MGMPs empowerment program in Elementary and Secondary Education level junior and senior in its
implementation has not been touched all walks of teachers because of the number of
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teachers that
much so
not all
teachers have
limited opportunities.
Availability of block-grant funds disbursed by the government to assist teachers in developing and implementing a variety of programs and activities related to the educational
process in particular the learning process and manajamen has not been utilized by MGMP. A one of contributing factor is the lack of insight and initiative of the chairman and members
of the MGMPs to play its role.
T aditio all , the tea hi g ole has ee o e of u tu i g a d de elopi g stude ts
pote tial. Ho e e , tea he s o k toda o p ises a o ple i of a ious fa to s that include teaching; learning new information and skills; keeping abreast of technological
innovations and dealing with students, parents and the community. These are demanding roles and there are growing concerns about teacher well-being and competence. Pillay,
Goddard, and Wilss, 2005.
Implementation model of coaching competence of teachers through collaboration between universities course of study with MGMPs Cultural Arts in West Java, on the basis
of partnership both disciplines. Owned course is one of the strengths and potential that can be exploited in order to develop competence Arts teacher.
Forms of collaboration that can be done by a program of study with MGMPs include: 1 preparation of training materials and forms required by the teacher; 2 Determination of the
time and place of execution; 3 Determination of cost of implementation; 4 Determination of resource persons who will be involved.
Development and career coaching profession and teachers can be implemented through various forms of education and training training and non-training Danim, 2010: 30.
Implementation of the coaching model of teacher competence through collaborative programs with MGMPs done in the form of activities:
a. Seminar: Discussing the orientation and nature of the problem of learning Arts and
Culture; b.
Workshop: Developing implementation plan RPP, Constructing TOD proposal; Development of innovative learning model in the field of arts culture, strategymethod
approach of Cultural Art, instructional media development, development of learning resources, the development of an evaluation tool, analyzing learning outcomes;
c. FGD: Discussing the issues and look for alternative solutions in the Cultural Arts learning,
provide an opportunity for teachers to share their experiences and give each other support and feedback;
d. Simulation: Displays the results of the process penciptan artwork, such as integrated arts
learning model.
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e. Research: Research to do is classroom action research or other experimental research is
to improve the quality of learning. According to the chairman of the board MGMPs districtscities in West Java, there are a
number of obstacles in implementing teacher training, among others: a.
Cultural background art teacher who comes not from arts disciplines visual, music and dance
b. Availability of resource persons to conduct activities seen as less
c. Type of training that is the or etically less desirable teacher, the teacher is more
interested in training that is practical. d.
Location teachers are scattered in various areas to difficult to collect teacher e.
Opportunity for participants to follow the activities are limited by quota f.
Supportpermission from the principal limited