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All Journal Jurnal Pengabdian Masyarakat Bidang Sains dan Teknologi Ludi Litterarri
Widelmina K. Demena
Sekolah Tinggi Keguruan Dan Ilmu Pendidikan Biak
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Coaching And Mentoring Models In Increasing The Capacity Of Novice Elementary School Teachers Widelmina K. Demena; Nasri Indra Padang; August Lewaherilla
Ludi Litterarri Vol. 2 No. 2 (2025): Ludi Literarri - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/r9x7sz56

Abstract

Beginning elementary school teachers face complex challenges when entering the workforce, particularly in classroom management, curriculum adaptation, and meeting professional expectations. Despite possessing theoretical knowledge from higher education, limited practical experience often undermines self-confidence and potentially hinders the quality of learning. This situation emphasizes the need for systematic professional mentoring to ensure a more effective transition to the workforce. Coaching and mentoring have emerged as relevant strategies capable of bridging the gap between theory and practice. Coaching focuses on reflective empowerment through structured dialogue, while mentoring emphasizes the transfer of professional skills and values from senior teachers to beginning teachers. The integrated application of both creates synergy in strengthening teacher capacity across cognitive, affective, and practical aspects. This literature review examines the effectiveness of coaching and mentoring as models for continuous professional development. The analysis shows that these strategies not only improve instructional skills but also strengthen beginning teachers' professional identity, foster a collaborative culture in schools, and positively impact student learning outcomes. With appropriate policy support, coaching and mentoring can be strategic instruments for improving the quality of elementary education. Therefore, the integration of these two approaches should be viewed as a long-term investment in teacher capacity building and achieving national education goals
Pelatihan Literasi Baca Tulis dan Numerasi dengan Pendekatan Kontekstual Berbasis Kearifan Lokal Bagi Calon Guru SD STKIP Biak Nasri Indra Padang; Widelmina K. Demena; Imanuel Keys Obet Worumboi
ABDIKAN: Jurnal Pengabdian Masyarakat Bidang Sains dan Teknologi Vol. 4 No. 3 (2025): Agustus 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/abdikan.v4i3.6320

Abstract

Literacy training activities in reading, writing, and numeracy as a confirmation solution in facing the challenges of the world of work. Especially in the field of global and competitive education that requires prospective teachers to have the ability (Higher Order Thinking Skills) and professionalism. This training was held face-to-face starting on May 21-23, 2025 in the Elementary School Teacher Education Study Program Classroom at the Biak Teacher Training and Education College Campus. Involving 5 literacy facilitators and numeracy and 39 students of the Elementary School Teacher Education Study Program as participants. This training aims to equip students with the principles and values ​​​​of becoming prospective teachers, understanding related to literacy materials based on local wisdom and the potential for innovative and creative teaching skills. This training method uses interactive lectures, demonstrations and simulations.  The three-day activity included (1) an introduction to the urgency and components of literacy and numeracy materials, (2) studying core literacy and numeracy materials and teaching strategies, and (3) continuing discussion of literacy and numeracy teaching materials and strategies. Based on observations and surveys, the majority of students did not understand the role of a teacher's values ​​and principles, had minimal knowledge of literacy and numeracy, and lacked optimal teaching skills strategies. However, the output of this activity showed a significant increase in understanding, enthusiasm, and participation of PSGD students, especially during discussion sessions, demonstrations, and teaching simulations. This activity is expected to be the first step in fostering awareness and readiness of the younger generation to face global challenges adaptively and competitively and improve the quality of their values ​​as teachers. It also serves as a foundation for further training to be more optimal, intensive, and sustainable in supporting the work readiness of PGSD students.
Co-Authors August Lewaherilla Imanuel Keys Obet Worumboi Nasri Indra Padang