Pendampingan Lokakarya Ke-1 Program Pendidikan Guru Penggerak Angkatan 8 Kota Mataram

Eliska Juliangkary (Universitas Pendidikan Mandalika)
Ade Kurniawan (Universitas Pendidikan Mandalika)
Sanapiah Sanapiah (Universitas Pendidikan Mandalika)
Pujilestari Pujilestari (Universitas Pendidikan Mandalika)
Sri Yuliyanti (Universitas Pendidikan Mandalika)

Sasambo: Jurnal Abdimas (Journal of Community Service)
Vol. 6 No. 4 (2024): November

Program Pendidikan Guru Penggerak (PGP) berperan krusial dalam meningkatkan efektivitas pengajaran dan hasil belajar siswa. Kegiatan pengabdian ini bertujuan mendukung 19 Calon Guru Penggerak (CGP) dalam memahami, mengidentifikasi posisi, serta merencanakan pengembangan kompetensi mereka. Tujuan utama pengabdian ini adalah memastikan CGP memiliki pemahaman komprehensif tentang alur PGP, peran tim pendukung, serta kompetensi yang diharapkan dari lulusan. Pelaksanaan dilakukan melalui lokakarya dengan metode presentasi, diskusi interaktif, evaluasi formatif, dan refleksi bersama. Hasil menunjukkan bahwa 89% CGP berhasil meningkatkan pemahaman, sementara 85% peserta merancang rencana pengembangan diri sebagai Guru Penggerak. Meskipun tantangan seperti keterbatasan waktu dan akses internet dihadapi, program ini tetap berhasil mendukung pertumbuhan profesional CGP. Kesimpulannya, pengabdian ini menekankan pentingnya investasi dalam pelatihan guru untuk meningkatkan pendidikan berkualitas dan hasil belajar siswa.   Workshop Mentoring to Enhance Teacher Competence in the 8th Cohort of the Teacher Leadership Program in Mataram City.  The Teacher Leadership Program (PGP) plays a crucial role in improving teaching effectiveness and student learning outcomes. This community service activity aimed to support 19 prospective Teacher Leaders (CGP) in understanding, identifying their position, and planning their competence development. The main objective was to ensure that CGP have a comprehensive understanding of the PGP structure, the roles of the support team, and the expected competencies of graduates. The program was delivered through workshops involving presentations, interactive discussions, formative evaluations, and joint reflections. Results showed that 89% of CGP improved their understanding, while 85% successfully developed their personal growth plans as Teacher Leaders. Despite challenges such as limited time and internet access, the program effectively supported CGP’s professional development. In conclusion, this activity highlights the importance of investing in teacher training to enhance education quality and student learning outcomes.