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Documente Cultură
INTRODUCTION .................................................................................................. 7
1.1 Background.................................................................................................. 8
1.2 Objectives .................................................................................................. 10
1.3 Scope ........................................................................................................... 11
1.4 The Expected Results............................................................................ 12
1.5 Method........................................................................................................ 13
DESCRIPTION OF OBJECT .............................................................................21
2.1 Legal Basis of KIAT Guru ..................................................................... 22
2.2. Activity Overview .................................................................................. 33
KIAT GURU IMPLEMENTATION ..................................................................41
3.1 Context of Area ........................................................................................ 42
3.1.1 Geographic and Population ........................................................ 42
3.1.2 Economic Social and Cultural .................................................... 45
3.1.3 Government ..................................................................................... 47
3.1.4 The Condition of Education ....................................................... 48
3.2 KIAT Guru Performance ...................................................................... 56
3.2.1 KIAT Guru Implementing Organizations .............................. 56
3.2.2 Ketapang Regency ......................................................................... 61
3.2.2.1 The Process of Facilitation ................................................. 61
3.2.2.2 Output ........................................................................................ 69
3.2.2.3 Outcome .................................................................................... 82
3.2.3 Keerom Regency ............................................................................ 87
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3.2.3.1 Facilitation Process............................................................... 88
3.2.3.2 Output ........................................................................................ 90
3.2.3.3 Outcomes .................................................................................. 99
3.2.4 Kaimana Regency........................................................................ 109
3.2.4.1 The Process of Facilitation .............................................. 109
3.2.4.2. Output .................................................................................... 115
3.2.4.3. Outcome ................................................................................ 122
COMPARATIVE ANALYSIS OF KIAT GURU AND EFFECTIVENESS.. 130
4.1. KIAT Gurus Effectiveness ............................................................... 131
4.2 Determining Factors .......................................................................... 136
MONITORING AND EVALUATION SYSTEM ........................................... 151
5.1 KIAT Guru Monitoring and Evaluation System ....................... 152
5.2 Development of Monitoring and Evaluation Instruments .. 156
RECOMMENDED POLICIES ......................................................................... 162
BIBLIOGRAPHY.............................................................................................. 168
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LIST OF TABLE
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ABREVIATION AND ACRONYM
1. APBN : The National Budget/Anggaran Pendapatan dan
Belanja Negara
2. ADD : Village Fund Budget/Anggaran Dana Desa
3. APBD : The Regional Budgeting/Anggaran Pendapatan dan
Belanja Daerah
4. ASER : Annual Status of Education Report
5. ATM : Automated Teller Machine/Anjungan Tunai Mandiri
6. Bappeda : Local Development Planning Agency/Badan
Perencanaan dan Pembangunan Daerah
7. BEG : Behavior Experiment Game
8. BERMUTU : Better Education Through Reformed Management and
Universal Teacher Upgrading
9. BK3 : Financial Assistance for Kampong/Bantuan Keuangan
Kepada Kampung
10. CPNS : Candidates for Civil Servants/Calon Pegawai Negeri
Sipil
11. CPPS/PSKK : Center for Population and Policy Studies/Pusat Studi
Kependudukan dan Kebijakan
12. Dapodik : Data Pokok Pendidikan
13. DD : Village Fund/Dana Desa
14. DPKAD : Office of Financial Management and Asset/Dinas
Pengelola Keuangan dan Aset Daerah
15. DPRD : Regional People's Representative Assembly/Dewan
Perwakilan Rakyat Daerah
16. EGRA : The Early Grade Reading Assessment
17. Fascam : Subdistrict Facilitator/Fasilitator Kecamatan
18. FLP : Education Service Forum /Forum Layanan Pendidikan
19. GMU/UGM : Gadjah Mada University/Universitas Gadjah Mada
20. HP KIAT Guru : Hand Phone Kinerja dan Akuntabilitas Guru
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21. KIAT Guru : Teacher Performent and Accountability/Kinerja dan
Akuntabilitas Guru
22. Korda : Regional Coordinating/Koordinasi Daerah
23. Korkab : Regency Coordinator/Koordinator Kabupaten
24. KTSP : Education Unit Level Curriculum/Kurikulum Tingkat
Satuan Pendidikan
25. LGAU/SKPD : Local Government Apparatus Unit/Satuan Kerja
Perangkat Daerah
26. MoU : Memorandum of Understanding
27. NGO/LSM : Non-Governmental Organization/Lembaga Swadaya
Masyarakat
28. Perbup : Regents Regulations/Peraturan Bupati
29. PGRI : Teacher Association of The Republic of
Indonesia/Persatuan Guru Republik Indonesia
30. PIRLS : Progress In International Reading Literacy Study
31. PISA : Programme for International Student Assessment
32. PLN : National Electricity Company/Perusahaan Listrik
Negara
33. PNPM : Nasional Programme for Community
Empowerment/Program Nasional Pemberdayaan
Masyarakat
34. PNS : Civil Servants/Pegawai Negeri Sipil
35. PR : Home Work/Pekerjaan Rumah
36. RT : Neighborhood Association/Rukun Tetangga
37. SA/KL : Service Agreement/Kesepakatan Layanan
38. SAF/FPL : Service Assessment Form/Formulir Penilaian
Layanan
39. SD : Elementary School/Sekolah Dasar
40. SDM : Human Resources/Sumber Daya Masyarakat
41. SDN : Public Elementary School/Sekolah Dasar Negeri
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42. SK : Decree/Surat Keputusan
43. SLA : Student Learning Assessment
44. SMA : High School/Sekolah Menengah Atas
45. SMERU : Social Monitoring and Early Response Unit
46. SMK : Vocational High School/Sekolah Menengah Kejuruan
47. SMP : Junior High School/Sekolah Menengah Pertama
48. SMS : Short Massage Service
49. SUC/KPL : Service Users Committee/Komite Pengguna Layanan
50. Tamsil : Allowances for Remote Areas /Tambahan
Penghasilan
51. TAS : Teacher Absent Survey
52. Tim Korda : Regional Coordinating Team /Tim Koordinasi Daerah
53. TIMMS : Trends In International Mathematics and Science
Study
54. TNI : National Army/Tentara Nasional Indonesia
55. TNP2K : The National Team for The Acceleration of Poverty
Reduction/Tim Nasional Percepatan Penanggulangan
Kemiskinan
56. UPPK : Educational Service Unit of Sub District/Unit
Pelayanan Pendidikan Kecamatan
57. WA : WhatsApp Application
58. Wantimpres : President Advisory Council/Dewan Pertimbangan
Presiden
59. YPK : Christian Education Foundation/Yayasan Pendidikan
Kristen
60. YPPK : Education Foundation and Catholic
Schooling/Yayasan Pendidikan dan Persekolahan
Katolik
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INTRODUCTION
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8
1 Introduction
KIAT Guru ( Teacher Perfomence and Accountability)
1.1 Background
The pre-trial of KIAT Guru (Teacher Performance and
Accountability) is designed to improve the quality of educational
services. The methods used to achieve the goal are to try implementing
some approaches which involve society participation, improvement on
mechanism and transparency of teachers allowance payment, and
correlate teachers allowance payment with the availability and quality
of educational services. The fact that the amount of budget allocated for
the education sector continues rising becomes the main ground of the
KIAT Guru pre-trial initiated by TNP2K (The National Team for The
Acceleration of Poverty Reduction). Since 2009, budget allocated for the
education sector has comprised 20% of the APBN (The National Budget).
The most significant direct impact due to the increasing budget for the
last three years is the rise on teachers welfare. In addition to receiving
monthly salary, a teacher also gets some facilities such as allowance for
teacher certification and other allowances. If a teacher teaches in a
remote area, teacher will also get remote area allowance/compensation.
Therefore, it is seen that a teacher has adequate salary to improve their
welfare.
Although the welfare of teachers has increased, students learning
achievement does not show significant improvement. The results of
TIMMS (Trends In International Mathematics and Science Study) and
PIRLS (Progress In International Reading Literacy Study) test
administered on Grade 8 students in 2007 and 2009 showed a decrease.
The result of PISA (Programme for International Student Assessment)
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Final Report
12
Final Report
14
Qualitative
In-depth 9 Schools/Villages 267
FGD 9 Schools/Villages 92
Student Learning
Assessment 31 Schools 743
Behavioral Experiment
9 Schools/Villages 135
Game
Teacher Absence Survey 31 Schools 30
Quantitative
Students Parents 31 Schools/Villages 142
Teachers 31 Schools/Villages 105
Headmasters 31 Schools/Villages 31
The Head of the Village 29 Village 29
Source: PSKK UGM, 2015
The first visit was made in January-February 2015. During this
visit the data were collected through qualitative method, SLA, and BEG in
nine schools scattered in three regencies. Only three schools in each
regency were visited. The second visit was made in March-April 2015
involving all the schools (31 schools). All the five instruments were used
to collect the data during this visit. The nine villages visited earlier were
treated with TAS and quantitative method in addition to qualitative
instrument. However, nine village is not got SLA and BEG instrument
because it was given at the first visit. Meanwhile, other villages were
treated with SLA, quantitative instrument, and TAS. Two of the villages
were also treated with BEG. The third visit was made in May-June 2015
in the nine villages that were firstly visited. The instruments used
comprise qualitative method, quantitative method, and TAS.
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procedures are also conducted for schools with less than 24 students, all
students sampled.
Another instrument is Behavioral Experiment Game. This
instrument is used to observe the decision making process conducted by
the community. With this game, social cohesion among the members of
the community can also be observed. In relation to KIAT Guru, this game
can be used to measure how far the society perceives education as an
essential aspect and are willing to sacrifice to enhance the quality of
educational service.
Behavioral experiment game can be performed in two methods;
paper pencil method and simulator version. These two methods share
similar rules. The main rules are the number of participant must be a
multiple of 4, the minimum member of BEG team is 3 people (instructor,
facilitator, input provider). The two methods also have the same game
play. The main difference lies on the tools used. In Paper and Pencil
Method, the participants must be able to read, write and count because
they will write and count by themselves the column of keep, give, and
total coin in the form. Meanwhile, in the simulator version, the
participants do not have to be able to read, write, and count because all
stages will be performed by using coins.
Regarding the participants, the initial plan is that each BEG
consists of 24 people. However, prior to the teams first field visit, the
members of team agreed that the number of participant for each BEG
should be 16 people. This decision is taken after the team considered the
result of three BEG pre-trial tests conducted in Gunung Kidul, Barru, and
Jember. The results showed some difficulties in finding participants. In
Final Report
any case in which the number of participant is less than 16 people and
does not reach the multiple of 4, the scenario used is to form some groups
with 4 participants and some with 3 participants.
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9
22
2 Deskripsi Obyek
KIAT Guru ( Teacher Perfomence and Accountability)
Meanwhile in Ketapang Regency, the same rule has been issued in June
2014 by declaring Perbup No. 12 of 2014 concerning the Implementation
KIAT Guru ( Teacher Perfomence and Accountability)
2. SD = Elementary School
3. SDN = Public Elementary School
4. SD Inpres = Elementary School built under a crash program initiated by
Soehartos Era
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criteria for the residents to be the members of KPL, and the duties and
responsibilities
KIAT Guru ( Teacher Perfomence and Accountability)
zone allowance (Article 12) Perbup No 3 of 2014 , and the calculation for
the amount of allowances is as presented in Table 4.
The calculation of percentage of the amount of zone allowance
(Kaimana regency) and remote area allowance (Ketapang and Keerom
regency) on components of service quality group (D) is paid to teachers
based on the result of assessment from KPL. The calculation is done by
basing the total formula of teachers monthly score and multiplying it
with the maximum total score that is obtained within a month. For
example, the total monthly score of the teachers of 2 is multiplied with
the total maximum score of 10, and therefore the percentage of amount
of the zone or remote area allowance is 20 percent.
With this payment mechanism, it is possible that there is
remaining of remote area or zone allowances that were not paid. The
Perbup regulating the policy of accountability improvement and
education services stated that allowance for remote areas or zone
allowance that were not paid can be returned to the local treasury in
accordance with the legislation.
The amount of allowance remote area and zone allowance are
different. In Ketapang regency, based on SK No. 197 / DISDIK-A.2 / 2015,
all PNS teachers enlisted in the SK of allowance for remote area, receive
Rp.400.000,00 / month which is paid per semester. Therefore, every six
months a teachers receive an allowance of Rp. 2,400,000,00. For
accompanying the implementation of the payment, the Chairman of
Education Department issued Form Letter Of 2015 (Surat Edaran Kepala
Dinas Pendidikan 2015) concerning the Administrative Management of
Teachers and Education Personnel Attendance at the School
participating in the KIAT Guru Pre-trial. This is because the allowance is
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1
Ineffective to support the implementation of trial. Eight months after the
establishment, The head of executive team who is the head of the office of education
and teaching as well is substituted by Public Administration Assistant of the
Regional Secretariat (Assistant II) through Regent Decree Number 11 of 2015.
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1. Regency Mapping
Final Report
Village-Level Activities
Village-level activities are facilitated by the Fascam. The activities
are meetings of three main groups: initial meetings, regular monthly
meetings, and service agreement amendment. The initial meetings are
divided into two meetings. Each meeting has its own target outcomes.
Here is an explanation for each stage of the meeting.
1. Initial Meetings
The series of initial meetings will involve the target village
community, group of service provider, and group of service users.
The series of initial meetings include these programs.
a. Village Mapping
The target outcomes are: (1) the recent record of the
population classified according to sex and age, (2) the recent
record of the teachers, (3) the map of the local public figures,
(4) the preliminary record on the obstacles of education
service in the village, (5) the record of preliminary
information on the community involvement in the village
education activities.
b. Village Meetings with Adults
The target outcomes are: (1) the establishment of the
involved figures in and the schedule of the activities, (2) the
record of public figures in each hamlet, (3) the establishment
of the people in charge of organizing the meetings and
providing refreshment, (4) the adjustment of the data based
on participant's suggestions.
Final Report
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KIAT Guru
KIAT Guru ( Teacher Perfomence and Accountability)
3 Implementation
3.1 Context of Area
3.1.1 Geographic and Population
The villages, which are geographically studied, are located in
remote areas, there are even certain villages located on the border. Based
on the topography, there are villages which are locaed on the topography
of the terrain and hills, like the villages of Kaimana Regency. The studied
villages also can be distinguished by their distances to the centre of
activity in district level. There are villages located close to the capital
district as Nanga Tayap and Titi Baru village in Ketapang regency. The
time needed to reach the villages is no more than 15 minutes from the
capital district by using a motor vehicle. Other villages located far from
the capital district which is between 2 KM or more. The villages in
Ketapang regency can be reached by using two-wheeled vehicles, but
more secure when using four-wheeled vehicles of double gardan types.
While the villages in Kaimana regency must be reached by water
vehicles. While villages in Keerom regency can be reached by using a
motor vehicle or four-wheeled vehicles. Special for Kibay and Skofro
village in Keerom regency, the villages are accessible with the use of
motor vehicles or four-wheeled vehicles, but peoplee have to pay
attention to security aspects. Two villages are directly adjacent to other
countries (Papua New Guinea) and in Kibay village, military surveillance
are conducted tight enough against separatist activities.
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gather. Likewise people of Ampas and Kibay village mostly work in the
garden itself, hunt, and gather.
People life in villages of Kaimana regency is slightly different.
Community life in villages in Kaimana district is slightly different. The
46
fisheries sector is more developed than food crops. Most of the people
who live around the coast utilize the waters existing as the main source
KIAT Guru ( Teacher Perfomence and Accountability)
of life. Marine products such as fish used to meet their daily food needs.
However, there are also people around the coast who depend on the crop
or farm as in Wanggita village. The condition of water territorial around
Wanggita village is muddy due to the influence of the tides, making it
impossible for local people to go to sea.
In almost all villages in Ketapang, Keerom and Kaimana Regency,
access to schools, especially elementary schools, is not too difficult.
People can easily reach the school because it is not too far from their
houses. People just need to walk or ride motorboats to reach the school.
For schools with higher level can be found in the capital sub district or
the capital district, but the schools are far enough from the villages. This
condition sometimes makes people reluctant to send their children to the
school in higher level. For higher level schools can be found the capital
sub district a short distance from the village. This sometimes makes
people reluctant to send their children to the next level. Even if there are
people who send their children to the higher level school usually leave
their children to relatives or family who live in the capital sub district as
Ketapang and Keerom Regency. If they do not have relatives or family,
parents have to rent a residence for their children during their children
study such as those in Ketapang Regency. Parents have to incur
additional costs of living in order to educate their children at a higher
level.
In terms of access to the facilities of prayer such as churches and
mosques, in almost all studied villages, there is no significant problem. In
contrast, the facility in communication through mobile phones and
electricity are clasified to be difficult. Mobile phone signals are only
found in some point and not too strong, even in some villages like in
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Final Report
50
When a teacher do not come to school or attend a class, students are left
without any assignment. Only rarely did another teacher substitute the
KIAT Guru ( Teacher Perfomence and Accountability)
and (3) write and a mathematic test to assess their ability to recognize
(1) numbers, (2) perform calculation comprising addition, subtraction,
multiplication, and division. In the language test students were not asked
to write a sentence or a paragraph. For example, the students are given
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picture and they are asked to mention information related to the picture.
Another example is that the students are given three jumbled words and
KIAT Guru ( Teacher Perfomence and Accountability)
2
Second graders should have been able to read a paragraph consisting of 15-20
sentences, understand a paragraph/text as well as sentences beginning with an
upper/lower case and punctuations (quotation mark, period, comma, question mark,
and exclamation mark). Second graders should have also been able to write with
appropriate cases (upper/lower), write a short story, logical sentences, and questions.
55
SDN Kibay is located in Kibay Village. This village is located in the farthest part of
Arso Timur District, 14 KM from the district capital. SDN Kibay only started its academic
activity on 5 January 2015, two years after thisschool was closed.
SDN Kibay was established in 2009, built by the Education Office of Keerom
Regency. In 2010 theconstruction was finished and it began its academic activity. Initially,
this school was a small school with onlytwo classrooms. There were only two teachers
teaching at this school, one of which was also the school principal. The two teachers were
native Papuans, one of which was Kibay resident. Kibay community complained that
these teachers spend most of their time down town rather than teaching in the village
school. The principal was deemed not transparent in terms of schools fund management.
The principal was then rotated and the school had a new principal in 2011.
This new principal did not made significant changes as his work performance was
considered poor. The community was suspicious that the principal was not being honest
regarding the schools fund. The other teacher decided to be absent from teaching
because he was disappointed with the principal. As a result all academic activity at this
school stopped completely. Children with the age of the third graders and above moved
to another school outside their village. There were several schools to choose from. These
schools were located in Yetty Village, Wembi Village, and PNG. The nearest village was
14KM away from Kibay Village and children had to walk to school every day. This made
the villagers angry and they destroyed the teacher boarding house at the school, closed
the school, and looted its desks and chairs.
Final Report
involved in discussing and setting up the budget plan but in the budget
spending not all of the teachers were informed.
KIAT Guru ( Teacher Perfomence and Accountability)
are two Fascam in each regency. Fascam has a primary duty to facilitate
the implementation of KIAT Guru. Fascam stays in a district and comes
to village when doing the activities. Although the placement of Fascam in
a sub district is less effective to establish closer relationship with society
or target activities, this method is very strategic. In a sub district, Fascam
prepares the activities well because he/she is able to access stores and
copy centres. Fascam, further, gives a report about the activities and
makes much easier coordination with Korkab due to communication
access with an excellent signal. However, the work load of Fascam is less
proportional. Some Fascams have harder work load than any other
Fascams. In Ketapang Regency, there is Fascam handles 4 schools while
another Fascam is responsible for 6 schools. In Keerom Regency, the
proportion of work field between one Fascam and others is 5:6 schools.
In Kaimana Regency, the proportion is 4:6 schools. Division of working
area based on administration area in district level accelerates the
implementation of activities. However, it becomes less proportional
compared to other districts. It becomes more visible if the school
distribution and area condition between two districts are different.
Besides, the coverage of working area that Fascam has is quite large. One
Fascam is in charge of 4-5 schools, and another Fascam handles 6
schools. The area condition which refers to the distance between one
school (village) and another school (village) is quite wide.
The average time spent to reach the area using motor vehicles is
approximately 2-3 hours from the district capital where Fascam lives
such as in Ketapang and Keerom Regency. In these areas, Fascam needs
Final Report
Fascam does not attend the meeting without prior notice to society. In
Keerom Regency, society has prepared locations and food, but Fascam
does not come. This incident depletes the level of society trust to Fascam
and KIAT Guru activities.
To maintain the continuity of activities achievement, it is
necessary to strengthen implementing organizations in district/village
levels. It is not recommended to appoint and then substitute Fascam. The
substitution of Fascam weakens the achievement of the activities and
increases budget to educate and train Fascam. The adaptation of new
Fascam with the geographical condition and societys custom and culture
also takes longer time. The appointment of new Fascam confuses society,
students parents and schools as the targets of the activities. The new
Fascam performs activities that former Fascam had conducted. It occurs
in Kaimana Regency. A new Fascam must redo some stages of the activity
from the beginning because information transfer does not run well.
Activities that a former Fascam had facilities do not follow the procedure.
It is also difficult to identify achievement that society has gained because
the members of KPL are inactive, and they do not admit that they do not
involve in KPL.
Communication and coordination between implementing
organization in village/district level (Fascam) and implementing
organization in regency (Korkab) is well established. Coordination in
which Fascam and Korkab meet in regency is regularly performed once
a month. Moreover, coordination is also conducted by telephone, short
messages, and social media such as group WA (WhatsApp Application).
Korkab also performs regular supervision. Supervision is done when
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some important events take place, for example the formation of KPL, the
compilation of suggestion, monthly meeting and amendment meeting.
3.2.2 Ketapang Regency
Generally, the pre-trial of KIAT Guru in Ketapang Regency was
conducted according to the guidance with some modification in it. In the
application of pre-trial, Fascam has a chance to improve and decide what
strategies are proper to apply in each activity. The preliminary results of
KIAT Guru which includes the establishment of KPL, agreement of the
service agreement, regular and amendment meeting, and the payment of
allowance, have also been accomplished in here. The details of
implementation, result, and the difference from before, especially in
Siantau Raya Village (SDN 10 Nanga Tayap), Beringin Rayo Village (SDN
07 Tumbang Titi) and Patebang Jaya Village (SDN 14 Tumbang Titi) are
described below.
3.2.2.1 The Process of Facilitation
According to the administration and facilitation zone in Ketapang
Regency, the pre-trial of KIAT Guru is divided into 2 zones, which are
regency and district or Community. The activities in District/Community
proceed first, as Fascam arrived earlier in District level. Meanwhile,
Korkab arrived in the location a week after, as the administrative
preparation in Regency including the a memorandum of cooperation
between TNP2K and the Authority of Ketapang Regency have been done,
and Korkab can work directly after that. The facilitation for KIAT Guru
office has also been prepared by Bappeda. Tim Korda and the
Final Report
coordinator of the Work Area has been teamed up along with the location
of the pre-trial that has been decided as well. These will help Korkab to
start the program at ease.
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teach for more than one week. Regarding the payment of allowance
which is also the subject of discussion in the meeting, it is also responded
quickly by Tim Korda. In this case, the Treasurer of Local Revenue and
Finance Office (Dinas Pendidikan and Dinas Pendapatan dan Keuangan
64
Daerah) are able to afford the payment of allowances for teachers within
3 - 4 days. Short payment settlement can be done if the person in charge
KIAT Guru ( Teacher Perfomence and Accountability)
presence data can be received on time. KPL stated that they are able to
deliver the data to sub district if they are provided with transportation
fee. Meanwhile UPPK (Educational Service Unit of Sub District) which is
also the part of Tim Korda has limited human resources and
transportation. The person in charge of UPPK are a few, even UPPK in
Tumbang Titi have no persons in charge, and the process of data
collection from the pre-trial school is difficult to execute. The person in
charge also has no vehicles that are particularly needed to reach the pre-
trial school in the location with difficult access.
Nevertheless, the mechanism of allowance payment regularly has
been accomplished. The only problem is the allowance payment in the
early of the year, January-February 2015, which has not been maximized.
The payment faces political activities in the District, in which Local
Government and DPRD (Regional People's Representative Council) have
not arranged the fund until the early of the year. This affects the whole
fund in Ketapang Regency, which means the fund cannot be proposed,
including the fund for allowance payment for the teacher in pre-trial
location. The payment for January-February 2015 can finally be realized
in March 2015, after DPRD has decided the amendment of funds. This
problem is beyond KIAT Guru authority, and therefore Korkab and Tim
Korda cannot do anything but wait until Local Government (The
Executive) and DPRD decide the amendment of funds. After that, the
paymeny can be realized regularly, in which the payment for March 2015
was paid in April 2015. The other important thing to note is that KIAT
Guru has implemented the payment mechanism through transfer. This
Final Report
There are only some activities that proceed in subdistrict, for instance,
the socialization meeting of KIAT Guru, the drawing of the group, the
introduction of HP KIAT Camera. These activities involve the
representative of the pre-trial schools and each community, and
therefore it is proper to hold these in District. The activities in District
mostly involve Korkab, Fascam, and also the representative of Tim
Korda. In addition, it also involves a member of KIAT Guru Team from
Jakarta.
The implementation of the activities in the community is mostly
initiated by Fascam. The target is the alumni, students, their parents,
public residents, teachers and headmasters. Fascam applies various
approaches to each target. Alumni and students facilitation is further
called as children group, which uses approaches for instances games,
group study, drawing, children gallery, and education films. These
strategies are applied by Fascam as they are able to make the target close
to the activities. However, these strategies are not always effective to
reach the purpose, for example obtaining the depiction of alumni and
students problems and wishes, as the quality of the participation has an
important role in this. In SDN 14 Tumbang Titi in Patebang Jaya, the
students are actively participate and give responds and share their
opinions, so that the games are mostly used as the approach. Meanwhile
in SDN 10 Nanga Tayap in Siantau Raya, the children are less active in
sharing their opinions verbally, and drawing is used as the effective
approach. The parents, public residents, teachers, and headmasters,
which are called as adults group is facilitated using participation as the
approach. They are expected to actively share opinions and give
67
activities to the local public figure who was the target of the pre-activity
or meeting. This strategy is effective as it is become the media to socialize
and communicate the purpose of the activity. Therefore, the target public
figure can participate in the activity actively. There is also another
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because the facilitation for the location with this problem is not the same
with the others. The facilitation needs a longer process and more
intensive approach, because the result of study found that community for
instance, religious group, arts and media, are still forming, and therefore
their existence has not been acknowledged yet. The institution of formal
education freely runs the curriculum without being controlled by the
community especially the processes inside that are related to public
interest.
It is important for all elements to understand about the
importance of target placement in the facilitation process with balanced
manner. The KIAT Guru targets are divided into two: (1) the users of
services consisting of the community, parents, alumni and students, and
(2) the service provider who are the headmasters and teachers. Putting
the target in balance proportion does not only consider the
representation of each element or composition by gender, but also the
balance of proportion of the substance of activities. It is important to
prevent mistrust or distrust among the target group which can disrupt
the activities.
3.2.2.2 Output
Generally, all activities and the planned targets in three
communities namely Siantau Raya, Beringin Rayo and Patebang Jaya are
accomplished well. There is only one activity that has not been done until
the end of the study, which is the amendment meeting in the Beringin
Rayo. For the information, the activities in the communities include
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The target that satisfies Korkab and Fascam is the KPL monthly
meeting. The meeting acts as an evidence of how KPL performs its
supervisory functions. During the meeting, the members of KPL discuss
and assess the indicators of service agreements, including the presence
of the teachers. The ability of KPL is also proved by the confirmation
process of the assessment results of the school. Schools responses to the
results of the KPL assessment are diverse. There are teachers who
accepted the result because they admitted that they still cannot fulfill all
service agreement, but there are also teachers who do not accept the
results of the assessment, especially about the presence, as it happened
in SDN 07 Tumbang Titi.
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One of the teachers in SDN 07 Tumbang Titi did not accept Service
Users Committee assessment. The teacher denied the statement that he
was absent without explanation. He said that he was ill that time and had
asked for permission to the headmaster via SMS. Service Users Committee
cannot accept this, because in accordance with the procedure, if the
teacher is going to be absent, the permission must be provided in a letter
and signed by the headmaster, not just via SMS or telephone.
At that time, the teacher does not write permission, and the teachers
in SDN 07 Tumbang Titi still do not know about the requirement of
written permission if they are absent. The headmaster of SDN 07
Tumbang Titi has not informed the requirement to the teachers. When
the socialization related to the regulation in sub district was held, the
headmaster came late and missed the session that explains the regulation
for the teacher who absent. Therefore, this information is not described
to the teachers at the school.
The conflict between the members of the Service Users Committee and
one of the teachers is quite serious and causes teacher and members of
the Service Users Committee hold the grudge for 2 weeks. The chief of the
community who is expected to act as a mediator cannot do much. The role
of the chief is not optimal in the mediation process, because the
involvement of KIAT Guru Team is refused by the school. The school
assumes that the chief have no right to interfere in the internal affairs of
the school, because chief has no structural relationship with the school.
The rejection makes the positions and the mediation by the chief is not
working.
facilitation ability. The meeting brought together the two target groups,
which are the consumers and service providers. There is potential
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community which can also act as a mediator. The result of the meeting is
the service agreement.
KIAT Guru ( Teacher Perfomence and Accountability)
accordance with local conditions that follow the social principles, and the
people are accustomed to participate in communities. The various
KIAT Guru ( Teacher Perfomence and Accountability)
have been previously queued on the riverbank. Teachers also often asked
to pray his blessing if there are people who hold a celebration or the
people have a certain errand. Teachers positioned as the chairman or
board in community level activities.
The patron-client relationships between teachers and the
community has been formed for long and become stable because they
both give and receive. The concept of KIAT Guru which involves
residents participation is indicated against the existing social structure.
Furthermore, the study found in the field that a member KPL feels
uncomfortable to carry out the supervision or assessment to the
teachers. KPL worried about those tasks as they feel inferior to the
teacher and not comparable in terms of education and knowledge.
Are we deserved to perform monitoring, while we are only
ordinary people who have lower education background than
the teachers that we supervise.
(Member of KPL in Siantau Raya, 2015)
Is this our reward to the person who taught us? Can our
existence probably cut their allowances?
(Member of KPL in Siantau Raya, 2015)
The people have become more critical, and the women are
KIAT Guru ( Teacher Perfomence and Accountability)
longer time. Teacher must gather students and ask their help to record
his/her presence. This condition happens in Siantau Raya. Then, the
camera will be used another teacher to do similar activity. Thus, class
teacher gets the last opportunity, so he/she records activities that
happen later that day compared to other teachers who get chance to
record first. It becomes complaints for teachers because HP KIAT
Camerarecords show as if teachers came late to the school. Thus, it do
not represent the actual condition.
Schools often state their objection about the mechanism of
existing electronic supervision because this method disturbs teaching
and learning activities and tends to give negative impacts on teachers.
Teachers have to start the lesson late because they have to set the
recorder first. The use of electronic attendance also has a negative effect
for teachers, particularly about their image and the amount of allowance.
The differences of time measurement between manual and electronic
attendances lead to an assumption of KPL that teachers do not come and
go on time. Thus, it influences the amount of allowance which will be
received. Teachers also worry that the differences of time measurement
between manual and electronic attendance will give them negative
image in the eyes of Education Department. The office will perceive them
as teachers with bad working performance.
In SDN 07 Tumbang Titi, the use of phone camera in KIAT Guru
becomes more ineffective due to disputes between KPL and Teachers.
KPL-Teacher dispute (see table 1) ends the use of phone camera.
Although in May 2015, HP KIAT Camera was kept in school, the
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distribution chain. UPPK must take the note for teachers in regency. The
distance from a district and regency becomes the reason why UPPK is
late to take these letters. UPPK never provides specific time to take the
letters in the regency. UPPK takes the letter while attending an event and
having official duties in regency. Regency never provide budget for UPPK
to take promissory notes. After UPPK takes the promissory notes,
headmaster must take those letters from district office and give them to
teachers. Like UPPK, headmaster will take the letter when having to
attend any event because going to district office spends much money.
Teachers perform two methods to check or find out whether
allowance has been paid: (1) teachers who coincidentally go to district
will check allowance payment by using ATM or going to a bank. This
teacher will inform other teachers. However, this method is not quite
effective because it depends on teachers who go to district. It is also
possible for other teachers to not receive payment yet. One of teachers in
SDN 14 Tumbang Titi has found out that allowance is paid in different
period from other teachers. This teacher says that a few days after
getting information from another teacher related to the payment of
allowance, she/he checks the personal account and finds out that the
allowance has not been received. Another method is (2) by directly
asking Korkab or Fascam by using SMS or making phone call. The idea of
asking allowance payment to Korkab or Fascam begins when teachers in
district or other location have sufficient communication network.
At the end of the activity, amendment meeting has been
conducted in Siantau Raya and Patebang Jaya Villages. This activity
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SDN 07 Tumbang Titi, this record was previously given at the end of
month attached to study report book, so parents were unable to know
daily development of their children. In SDN 10 Nanga Tayap, there was
no log book. Notes in a log book serve as an effective communication
media because parents use to feel reluctant to directly ask the teachers.
On the other hand, teachers also never provide information to students
parents.
Parents of students in SDN 10 Nanga Tayap and SDN 07 Tumbang
Titi prepare breakfast for their children before they go to school.
Although parents have prepared breakfast, children refuse eating their
meal. Children do not get accustomed to eating breakfast that parents
have prepared. Instead, they buy foods sold near the school. Parents
begin reminding their children to study, asking lesson that children study
in school, and trying to reduce physical punishment. In SDN 10 Nanga
Tayap, library use is maximized to increase students insight and
knowledge. Teachers also give additional lesson time for 4th, 5th, and 6th
grade students.
In Patebang Jaya, parents admit that teachers and headmaster
become more active in teaching after the implementation of KIAT Guru.
The change in teachers behavior is related to the substitution of
headmaster. Before the substitution, the condition remained the same in
which teachers were absent from the school. The educational service in
SDN 14 Tumbang Titi is also better after KIAT Guru is initiated and the
headmaster is substituted. Now, school has already has lesson schedule
for students. Previously, students had no structure time table and
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to criticize and demand for something to school. They also seek for the
teachers mistakes, not only related to teaching process but also personal
life.
In the opinion of teachers, society should stay away from
interfering duties and internal affairs of the school. Teachers have
become aware of their obligations and society does not have to tell them.
More frequent complaints and demand from society make teachers feel
uncomfortable in teaching. One of teachers admits that complaints from
society are proven to be annoying. This teacher feels offended when
someone ask why the teacher has not gone to school, and it is already at
noon. This teacher argues that it is improper for the member of society
to ask about the teachers duties due to his position as a teacher. It means
this teacher has already known the duties. If the teacher gets offended
because of someones complaints, it shows that the teacher does not
realize the mistake that has been committed.
3.2.3 Keerom Regency
The implementation of KIAT Guru in Keerom regency has been
going well according to the guideline. However, the rapid dynamic of the
society urges immediate modification. The pre-trial facilitation of KIAT
Guru is implemented both at the level of regency and village. There are
11 schools located in ten villages as the target for KIAT Guru pre-trial.
However, this report focuses its discussion on three villages. They are SD
YPK Pikere in Ujung Karang village, SDN Kibay in Kibay Village, and SDN
Inpres Ampas in Ampas village. This sub-chapter will only discuss the
facilitation in the level of regency, village or school, its output, outcome,
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secretariat or SKPD office. Korkab was also coordinating with anyone via
phone when necessary. During the activity, not all of Tim Korda members
were actively coordinating with Korkab and Fascam. Unfortunately, not
all of Tim Korda members could always keep up with target schools.
Therefore, Korkab team was actively reporting the situation of the
facilitation and discussed anything with Tim Korda if necessary.
During the facilitation process, Korkab and Fascam were based in
the regency capital. They went in and out in doing their duty from the
capital to the village. Korkab and Fascam did not stay in the target village
for very long. The road from the capital to the village was very dangerous
at dark. Therefore, Korkab and Fascam returned to the capital right
before dark. There is a policy for the use of motorcycles and Fascam
Korkab for field operations. The use of cars is flexible, can be used Korkab
when monitoring field. Fascam can also use the car as at the time of
mobilization to basecamp, or when the road to the village is not passable
by motorcycle. In certain moments, Fascam also stayed in the target
village. Ideally, Fascam was supposed to stay in the village for a longer
period of time in order to create a social bond with the local. Therefore,
Fascam would be able to find out the change of the dynamics after the
facilitation was carried out and solve any problem immediately.
Unfortunately, Fascam was unable to stay in the village for very long due
to the designed schedule and savety issues.
A facilitation must be totally completed before moving to another
school as dictated by the schedule. In other words, the duration of
facilitation in each school was limited. The cell phone network available
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triggered by the fact that each target village was located miles apart and
the team needed to spend the time effectively. In the process, Korkab
modified the children meeting. The meeting to discuss the childrens
wish and agreement was conducted once. The alumni meeting was
unable to be organized since the high school was located outside the
target village. During the first visit, the facilitator went in and out from
the village due the security issues. In the second visit, Fascam continued
the facilitation more effectively by staying in the village. Finally, KIAT
Guru team continued the facilitation to another village in the third visit.
Regarding to the report, Fascam was responsible to make a report
to Korkab. Afterward, Korkab would forward it to KIAT Guru team.
Moreover, Korkab also reported every progress of the facilitation to Tim
Tim Korda through a meeting or by sending the progress report.
During the facilitation, Fascam in Arso Timur resigned and caused
an absence in the team after the first contract was finished. To fulfill the
absence, Korkab with Fascam in Waris cooperated to complete the
facilitation in Arso Timur while the activity in Waris ceased momentarily.
The activity in Waris was continued after Fascam has recovered its
absence.
3.2.3.2 Output
KIAT Guru activity in the regency has accomplished several
achievements. First, the Government of Keerom Regency approved KIAT
Guru pre-trial in their region. Keerom Regent with TNP2K agreed the
MoA on 2013 regarding the KIAT Guru pre-trial in Keerom Regency. This
agreement was effective since 2014 until the end of July 2015 in Arso
Timur subdistrict and Waris subdistrict. According to the Regent Decree
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was intervened by the key figures of the village. Even after KPL was
established, it was ineffective. Moreover, not all of the KPL members
understood their duty and responsibility. Even after KPL establishment,
those key figures demanded an incentive. On March 2014 KPL started its
work. Different from Ampas Village, the progress of KIAT Guru
facilitation in Kibay Village started a little slower. The KPL was
established in the end of February 2015. However, the establishing
process was going relatively better than in Ampas village. The selection
of KPL members was going through the meeting mechanism and was
attended by the people who were active in every activity organized by
the village. The members were selected through voting. During its
progress between April and May 2015, KPL was still ineffective since the
members had not understood their duty and responsibility. As what
happened in Kibay Village, although the establishment of KPL had
involved the people, only those who live near the school were invited.
This means that the people generally had not understood KIAT Guru
activity. KIAT Guru activity in Ujung Karang Village was running slowly
due to the conflict between the school and one of the KPL members.
However, the conflict was mediated and solved by the second assistant
of Keerom Regent. The school and KPL openly apologized and promised
not to cause any conflict for the sake of the students.
The second achievement was the formulation of Service
Agreement in the three villages. The content of the agreement were
mostly the same, especially about the teachers attendance, child abuse,
and breakfast provision for children. Meanwhile, not all of the villages
included homework and student report book in the agreements.
However, teachers attendance at school was present in all three
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record using camera was started after the camera was handed to the
school. By using this camera, the teachers were required to take a picture
with their students at the beginning and the end of class. Meanwhile, in
Kibay Village the use HP KIAT Camera was obstructed by the absence of
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KPL members and the lack of power to recharge the cell phone. In Ujung
Karang Village, the manual and electronic presence was effective
KIAT Guru ( Teacher Perfomence and Accountability)
momentarily due to the low battery of the cell phone. This happened
either because the user forgot to recharge its battery or there was a lack
of electric power. The case occurred in this village was that the battery
could not be recharged since there was no fuel to turn on the generator.
Moreover, the HP KIAT Camera user was not trained enough to handle
problems that might occurred to the cell phone.
Meanwhile, the allowance payment in three villages was delayed.
This was not caused by KIAT Guru but by the unfinished discussion on
the regional budgeting. The allowance was going to be given in June
2015. According to one of the teachers in Kibay Village, they (the
teachers) were promised to receive the money in June 2015. He said that
the money would be the accumulated allowances from January to June
and the amount would not be similar to the amount that they should
receive. The allowance was given in accumulated manner and it was not
the mechanism KIAT Guru program had proposed. This was because
KIAT Guru facilitation had not reached the phase where a meeting would
be held to discuss amendment and allowance payment in accordance
with KIAT Guru mechanism.
3.2.3.3 Outcomes
The village which showed significant changes was Ujung Karang
village. At first, SD YPK Pikere rejected KIAT Guru and even had a conflict
with the KPL. During the third visit, the school and KPL held a meeting as
a mediation attended by the Regents Second Assistant. This meeting
became an opportunity for both sides to evaluate themselves. Ujung
Karang Village also had monthly meetings to verify the teachers
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The peoples concern about their children education and the support by
the stake holders of the village became the supporting factor for KPL in
Ujung Karang Village to conduct its activity.
Parents support for the KIAT Guru activity was growing as the
Service Commitment was being fulfilled. One of the examples was two
parents who were willing to prepare breakfast to their children.
According to the principal, there had been changes since the program
started in Kibay Village. Parents showed their support by encouraging
and reminding their children to always go to school. The parents also
participated more than the teacher in the communal work held at the
school and they paid more attention to the teachers. This was explained
by the school principal and a village official.
and complete their duties before the KIAT Guru program was initiated.
The following is what a teacher expressed.
There isnt much change from the parents, the children
listen their teachers more than to their parents; you
should take a bath tomorrow and they would do it the
following day. That shows that they listen to us more. Its
normal if we punish them, but not physically. The
parents might be a little cruel to their children. What is
wrong stays wrong. But at school we always give the
students a chance before the punishment comes. We will
first reprimand the students if they make mistakes. The
parents must be working very hard for their family and
their jobs may not be permanent. (Teacher of SDN
Kibay, E, 2015)
Kibay Village not yet show any significant change. KPL in Kibay
was formed slower than the other two villages. The KPL in Kibay did not
show good performance and the members of KPL did not understand
how to operate the camera. The lack of infrastructural support for KIAT
Gurus HP KIAT Camera made it useless. KPL members rarely visited the
school. On the other hand, the teachers always attended their classes full
time. Unfortunately, there was a problem with the teachers salary and
allowance payment. However, the village head gave a little attention to
the teachers and the KPL members. With the disbursement of Financial
Assistance for Kampong (BK3 (Bantuan Keuangan Kepada Kampung)),
the village head could give some incentive to the teachers and KPL
members although they had not worked very well.
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Ampas Village as the first village that had KPL was still facing the
same problem as when the KPL was just established. The issue on
incentive was still unresolved that the KPL members decided to abandon
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their duties. The community was used to getting paid for any program
where they participated. The emphasis that KIAT Guru originated from
KIAT Guru ( Teacher Perfomence and Accountability)
the central government was interpreted that the program would involve
giving incentive to them. Therefore, it was very difficult to ask their
participation for voluntary activities. For the example, communal work
could not be organized the community would not receive any money
from doing it.
This situation was getting worse that the Fascam did not
immediately manage an internal KPL meeting and hand new KIAT Guru
cameras to the schools for a reason that the KPL did not do its duty
consistently. During the last visit, the KPL still did not work yet and
monthly meeting of FPL recapitulation had not been held. Mediation
between the Fascam and the KPL should have been the most prioritized
agenda so that rejection against the KIAT Guru did not happen and
banners rejection of KIAT Guru.
An improvement could be identified from the teachers in Ampas
Village. They now stayed longer in the village, no longer went downtown
often, but still started the teaching and ended the class early. For the
native teachers, rituals related to family tradition and indigenous land
rights remained their priority thus neglecting their teaching
responsibility.
Another obvious improvement could be identified in Ujung
Karang village with the implementation of the flag ceremony every
Monday. The teachers' attendance also increased and in the verification
result of the FPL showed that all teachers in SD YPK Pikere were scored
above 60 percent.
In Ujung Karang village, a conflict between the school headmaster
and the KPL had been solved. The school headmaster considered the KPL
officious to the school and disrespectful while in school. The KPL was not
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before they become civil servants). Another conflict was the lack of
clarity regarding the rights of the teachers who had served for six months
but they still had not received salary. Meanwhile, based on recapitulation
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of the manual attendance record of the school and of the KPL, teachers
have fulfilled their responsibility.
KIAT Guru ( Teacher Perfomence and Accountability)
society to study until the college level with a hope that they would come
back and build Ampas Village. However, the village chief's concern is not
KIAT Guru ( Teacher Perfomence and Accountability)
Often, the students do not attend the tutorial class because they would
still be in the farm. This causes the lack of language proficiency because
they do not speak the Indonesian language on the daily basis. Easy access
and high cultural relationship with people from Papua New Guinea have
made the Kibay villagers able to speak two languages, Indonesian and
Fijin. It is understandable if the Kibay children do not yet master the
Indonesian language.
To unravel the education problems in the village, the village head
of Kibay who concerns with education has an idea to build a boarding
school for Kibay children and children from the surrounding areas.
Realizing it, the chief has provided land for the construction of the school.
In his perspective, the boarding school will benefit both the teachers and
the students. The teachers will live in the school complex so that they do
not need to go downtown often and the students will be well supervised.
This is because the students will find it hard to skip the class with reasons
of going to farm or helping parents.
The condition in Kibay Village shows some improvements after
SDN Kibay reopened and thanks to the commitment on education by
Keerom Regent. The spirit of the children to learn and the sincerity of the
teachers to teach bring positive influence on the society. People start
participating to help build and repair the school, to support their children
attending school every day, and to provide breakfast for their children.
The society also pays attention to the teachers by providing refreshment.
The effort is related to their high expectation so that the teachers will
stay teaching and do not leave Kibay Village as before.
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resigned.
On March 2015, the new Korkab started the duty. But in the
beginning, the coordinator only worked alone for both the village and the
regency. This became quite a burden for the coordinator especially due
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during the first two months of the assignment, the coordinator still could
not let the facilitator to work on itself since the facilitator only had two
days training in Jakarta although the facilitator and coordinator were
supposedly be trained for two weeks. This difference affected the
facilitator in carrying out the duty on the field. As the result, both
coordinator and facilitator needed to carry out their duty simultaneously
on April and May, which was actually very ineffective. But this strategy
was actually to anticipate the error that might be caused by the new
facilitator that would ended up wasting more time. On the other hand,
the regency coordinator seemed to have learned from the error caused
by the previous facilitator team although the new facilitator must bear
the consequences.
The error and inaccuracy of the facilitation process by the
previous team caused the current facilitation to progress slowly. The
main error of the previous facilitation was the skipped phase of the
student/alumni meeting, especially to make the service agreement and
service measurement form. In Kaimana case, the group of primary school
alumni was replaced by primary school student due the limited alumni
in each village. Actually, the previous facilitator team has organized a
meeting with the student group. Unfortunately, it was just to map out the
education problem from the student perspective. On the other hand, the
meeting with the student group to formulate the student version of
service agreement and service measurement form was not organized by
the previous facilitator team. Actually, the facilitation guide requires that
the formulation of the Service Agreement and Service Assessment Form
must be conducted through five phase of meetings. The first is the
meeting with the service provider to discuss the service provider version
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carried out since the new team found the phases carried out in previous
year were not following the procedure. Moreover, the coordinator
believed that one of KIAT Guru goal in these pro-pilot phases is to
experiment all the instruments that will be implemented in the pilot
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communication only reached those who attended the meeting and only
few of them who could grasp the business discussed in the meeting.
Meanwhile, most of the people even did not realize that KIAT Guru
activity had been running with its facilitator in the village. To make
things worse, the length between gaps of each meetings also make KIAT
Guru activity left no impression to the society. This circumstance might
be dilemmatic for the facilitators. The team needed to fulfill the target in
each village within a relatively limited time. Moreover, the geographical
and social-cultural condition in each village did not support the program
to reach its ideal result.
For the process going on in the regency, the communication has
been conducted right before KIAT Guru was started. The communication
is also to learn the possibility for Kaimana Regency to become a test
location for KIAT Guru. After Kaiman Regence has been confirmed as the
test location, then the Regional Coordinating Team (Tim Korda) is
formed. Tim Korda consisted of 11 members from various agencies. All
of them are sufficient to represent the involvement of the related
agencies such as Department of Education, Bappeda, Department of
Regional; Employment and Secretariat Finance, Department of
Secretariat of Legal Bureau, DPKAD, and PGRI (Teacher Association of
The Republic of Indonesia). By involving Tim Korda member from each
institution, they could play their role according to their capacity and
structural authority given by the related institution. Although during its
implementation, there are only few of Tim Korda members who actively
participated in the program. Therefore, the absent member did not know
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anything about what was going on within the team and KIAT Guru in
general.
Tim Korda members from the Department of Education were the
most active members in KIAT Guru activity both technically and
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budget of TNP2K to fund KIAT Guru in 2015 also supported Tim Korda
activity like funding the assignment of Tim Korda member to the target
village. Substantially means that they also actively reviewed the draft
that would be the document for KIAT Guru for Kaimana Regency and the
papers that would be authorized as the Regent Policy. Usually, the draft
is made by Central TNP2K Team which will be reviewed by the Regent
and Department of Education. The review is to match the draft content
with the context of condition existing in Kaimana Regency. After it is
reviewed by the Department of Education, it will be reviewed for its legal
protection by the Department of Legal and Legislation of Regional
Secretariat before it is legalized by the Regent. This part should be done
by Tim Korda member from the Legal Bureau. Unfortunately, they did
not play their role as much as they did not enough much concern for KIAT
Guru. In several meetings that involved Tim Korda, they were absent.
During the making of last decree, the Technical Guide Decree, they did
not seem to fully support the process. The draft of the decree was actually
submitted last April, but until the following month the decree had not
been signed by the Regent. In the end, the decree was signed by another
member of Tim Korda from the Department of Employment and Finance
who submitted the decree to the regent themselves.
The member from Legal Bureau is not the only one who was
absent from the duty. The member from Bappeda, DPKAD, and PGRI
were also absent from their duty in KIAT Guru. The misunderstanding by
some member was quickly followed by the other members who had no
serious concern regarding KIAT Guru. The absent members also thought
that they had no significant role in education, especially when the role
did not significantly support the members daily line of work. At this rate,
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accomplishments have been made in the regency and the village. These
accomplishments are not accordingly the end of the program for there
are still some stages to pass through. At least, the present
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regent decrees issued in the last ten months are such a decree on the
establishment of the Regional Coordinating Team, a decree on the
selection of ten pilot schools along with the treatment group, and a
decree on the technical guidance for pre-trial and error. The issue of
these decrees proves the commitment of Kaimana Regency Government
in supporting the KIAT Guru Program as well as in providing legal basis
to the activities.
The first accomplishment in the regency is the allocation of 2015
regional budget to fund the activities, belonged to the KIAT Guru
Program, which are managed by Tim Korda. The fund is labeled as the
Operational Fund, with an amount of Rp118,000,000.00. By this fund,
Tim Korda can make a visit to pilot schools. The fund is mainly spent for
the expensive transportation cost and the logistics of the visiting Tim
Korda. However, there is a tendency that not all Tim Korda members
could make a visit. Only several of the members have the chance. In
addition, the information regarding the fund allocation is not usually
known by all the members. One of Tim Korda member had once involved
in the facilitating team's activities refuses to be involved in any village
visit until now. The person argues that Tim Korda suffered financial loss
during the visits. The refreshment allocation was cut for the visit is
considered an absence in the office. Meanwhile, the facilitating team did
not help any fund for them. In 2014, the regional budget had yet allocated
so it was reasonable that protests aroused from Tim Korda. Recently,
such a budget has been allocated. Therefore, if Tim Korda members still
refuse to be involved in a visit, there must have been a
miscommunication among them. The facilitating team may have
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not be able to start working because the regent decree has not been
issued and they has not yet got any training as promised by the
facilitating team earlier in the establishment of KPL. Until now, the
training has not been done so that all KPL members cannot begin
working. Meanwhile, the promise regarding the regent decree leads to
expectations on salary and incentive for KPL. Therefore, the facilitating
team needs to clarify so that KPL not assuming that they are deceived.
The second accomplishment is the formulation of the Service
Agreement and the Service Assessment Form (FPL). In several villages,
the Service Agreement and the Service Agreement Form have been made.
The Service Agreement contains Promise of the Teacher and Promise of
the Student's Parents. However, its formulation did not involve the
students/graduates as defined in the previous subsection. On the other
hand, the formulation of the Promise of the Teacher did not involve or
involved only a small number of local people in several villages. For
example in Namatota, the formulation of the Promise of the Teacher only
involved the school headmaster and the facilitating team. Teachers were
not involved at all in the formulation of the Promise of the Teacher
because they were out of town then. The formulated Promise of the
Teacher subsequently does not reflect the aspiration of all the teachers.
As a result, it was even biased because there was a heated conflict
between the school headmaster and the teachers. Meanwhile, in Rafa
where there is a school with only a headmaster and a teacher, there is an
indication the Promise of the Teacher was formulated by the facilitating
team after consulting the school headmaster. It was based the confession
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Meanwhile, the Service Assessment Form (FPL) has not yet been
used until now to assess the teachers even though the indicators have
KIAT Guru ( Teacher Perfomence and Accountability)
been formulated. It is also correlated with the role of KPL which has not
functioned in all villages. In several villages, such as Bofuwer and Rafa,
KPL still trains to assess the teachers using indicators in FPL. However,
the assessment focus on the training is limited to one indicator, which is
the presence of the teacher, whereas there are still more indicators
within FPL necessary to be understood by KPL to know how to assess.
The third accomplishment is the Manual Attendance List and the
electronic monitoring mechanism. Since January 2015, the Manual
Attendance List has been applied in all schools. The Education
Department has also sent circular letters twice to all pilot schools to
implement the Manual Attendance List. By the implementation of the
Manual Attendance List, starting from January 2015 the calculation on
the zone allowance to pay will be based on the Manual Attendance List.
In most of pilot schools, the implementation of the Manual Attendance
List could run well. The schools have submitted the Manual Attendance
to the Education Department on time each month so that the payment of
the zone allowance for the first three months could be paid on time too.
Nevertheless, there are several schools which still do not
understand the function and the usage of the Manual Attendance List.
The school headmasters argued that the facilitating team did not explain
it to them when handed it to the schools. Eventually, the Manual
Attendance List was not used, and the schools uised the regular
attendance list instead. This is the attendance list that was submitted to
the Education Department. One thing that disappointed the school
headmasters is that the Education Department never warned them each
month they submitted the wrong attendance list nor suggested them to
use the Manual Attendance List. It impacts that the schools have not yet
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received the zone allowance payment for the first three months because
they have not submitted the Manual Attendance List. In this case, there
are different understandings on the instruction among the schools since
other schools can understand the instruction well. The facilitating team
therefore should immediately clarify the misunderstanding and end the
confusion of the schools so that the same case does not happen in the
upcoming three months.
For the electronic monitoring mechanism, it has begun to operate
in several schools after the HP KIAT Camera were handed to the school
parties. However, there are several schools complain about problems
encountering the device. E.g. four teachers, two of them are civil servants,
in SD Inpres Bofuwer are not identified in the camera. In SD YPK
Sawatawera, two additional names who do not belong to the school
appear on the school camera. Related to its usage, KPL has not yet taken
the photographs of the teachers in several schools. It is correlated with
the role of KPL which has not yet begun to work. The photographs of the
teachers are taken by the students or by the teachers themselves in turn.
Results of the electronic monitoring have not been used as the
basis for calculating the zone allowance. The payment of the zone
allowance still refers to the Manual Attendance List. Even so, the cut
mechanism has not followed the suggested KIAT Guru mechanism. The
cut mechanism still refers to the mechanism of the regency zone
allowance which is two percent cut per absence. According to the
facilitating team, this happens because not all schools apply the
suggested electronic monitoring mechanism. Therefore, it is unfair that
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several schools have already applied the KIAT Guru mechanism while the
remainders have not. Whenever all schools are ready, with the cameras
are implemented, KPL starts working, FPL starts running, the payment
of the zone allowance based on the KIAT Guru mechanism can also be
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2015.
Since the KIAT Guru mechanism has not yet fully implemented, it
is difficult yet too early to assess which of the treatment groups could
well be applied in Kaimana. The Service Assessment Form cannot yet be
implemented so that the effectiveness of the treatment group D cannot
yet be measured. This also applies to the treatment group C because the
results from the electronic monitoring mechanism have not yet been
used to determine the amount of the allowance. For the villages with a
mini-treatment (a treatment by forming village cadres replacing the
district facilitator for it does not work well), it cannot be measured which
of the facilitations by the district facilitator or by the village cadres is
more effective. This happens because three villages are under the mini-
treatment with one village still without the village cadres. Meanwhile, in
one village the cadres have just been appointed so that they have not
started working yet. Another village, namely Namatota, has reshuffled
the cadres three times instead. While the first two villages have not yet
begun working, the latter village cadres only once helped the district
facilitator work on the facilitation. Therefore, the effectiveness of the
village cadres' performance cannot be measured.
3.2.4.3. Outcome
In a short span of time, it is still too early to talk about the
improvement on a large scale, let alone the KIAT Guru mechanism has
not fully functioned in Kaimana Regency. Nevertheless, small
improvements can be identified regarding the KIAT Guru activities. The
improvements in the school parties include the increase in teachers'
attendance. One the one hand, some teachers claimed the increase is due
to financial factor. The given financial factor is a threat of cutting the zone
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From the parent and society parties, by the presence of the KIAT
Guru activities, several parents say their concern on their children's
KIAT Guru ( Teacher Perfomence and Accountability)
In general, KPL has not performed its function and its role as
defined in mechanism of the KIA Guru activities. The monthly meeting
has just been conducted in Bofuwer and Rafa, but there is no further
meeting of KPL members. Communication among KPL members to
discuss the KIAT Guru activities has never happened. Several KPL
members seems not understanding their duties, particularly the
responsibility to hold monthly meeting to assess FPL. So far, KPL
members tended to be passive waiting for direction from the head of KPL
or the facilitating team. They admitted to only oversee the schools at a
glance. Communication with the school party was also done by the head
of KPL. The head of KPL admitted KPL has not yet worked well because
of the members' external duties. In addition, KPL still needs assistance
from the facilitating team to perform well.
In Namatota, KPL has not come into office so there is no such
improvement in any of KPL. KPL has not come into office is primarily
caused by the facilitating team that has not communicated to KPL and
has not decided the continuation of the established KPL members. KPL
members argued they are still waiting for the arrival of the KIAT Guru
facilitator to train and to explain the mechanism to execute the tasks of
KPL members. Almost all KPL members said they are ready to perform
the task as KPL for the sake of the children's education in the Namatota
Village. However, some KPL members also openly said they are willing
to work if the regent decree, as promised by the facilitating team earlier,
is already issued. Demand on the regent decree implies that KPL
members expects incentives or simply reward from the Kaimana
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YPK Namatota. KPL members do not know yet that the facilitating team
manage to reelect and reshuffle the composition of KPL members, let
KIAT Guru ( Teacher Perfomence and Accountability)
take their children to their plantation or the forest for 1-2 days. Even
when the harvest time for nutmeg comes in April and October, parents
can bring their children to the forest for 1 week or more until all nutmeg
are harvested. This makes students stop attending school for days.
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However, the community expresses that during the harvest season the
school frequently have holidays. This is because during these months the
KIAT Guru ( Teacher Perfomence and Accountability)
teachers who often go to the city. This is because people understand that
teachers have rights, such as money that they receive each semester.
However, the existence of KIAT Guru has made the people and parents
more aware of education issues. At the very least, people have begun to
feel the need to ensure that teachers remain in school and teach their
children. This certainly can be a benefit or capital for the development of
the next KIAT Guru. However, the biggest challenge for this program is
how to extend the participation of people and parents beyond their
activity of supervising teachers attendance and reporting education-
related problems to the Education Department. This means how to
promote the of the community and parents to assist and make sure that
school children learn at home and to create a conducive situation for
these children to learn.
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COMPARATIVE ANALYSIS OF KIAT
GURU AND EFFECTIVENESS
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Comparative Analysis
4 of KIAT Guru and
Effectiveness
4.1. KIAT Gurus Effectiveness
Effectiveness is correlated with the fulfillment of the intended
purposes, and an activity is considered effective when the activity
successfully achieves the objectives that have been determined. The
following is an account of the effectiveness of the facilitation
implementation in each school and the most effective treatment mode in
each village. In the KIAT Guru pre-trials, dissimilarities between schools
or villages are observable when seen from the process, output, and
outcome of the activity in relation with treatments of the schools during
the pre-trials. Treatments of the schools, whether it be A, B, C, and D,
when seen from certain research location will result in similar, or even
different, output and outcome.
Pre-trial in SDN 10 Nanga Tayap Ketapang Regency with
treatment C was effectively conducted. On the other hand, in Keerom
Regency, the treatment conducted effectively was treatment D in SD YPK
Pikere. Execution of the pre-trial in SDN 10 Nanga Tayap was effective
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there were KPL members who were active and considered prominent in
the village. One of the KPL members was the chief of the hamlet, who was
KIAT Guru ( Teacher Perfomence and Accountability)
Fascam position. Thirdly, KPL had not started working because of their
lack of understanding of the duties and responsibilities of KPL, and
because they had to go to the farm to find food.
Good *
Medium *
Poor *
Source: Qualitative Data, 2014
Notes: = Level of effectiveness treatment
* = Activity Progress
The facilitation of model schools which shows poor effectiveness
is the one in SDN 14 Tumbang Titi Ketapang Regency and SDN Inpress
Ampas. The KIAT Guru pre-trial in SDN 14 Tumbang Titi was not effective
due to several factors. First, the conflicts that occurred in the school. This
situation hindered the facilitation. Second, facilitation could not be
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At the village level, the main figure contributing in KIAT Guru was
the village headman, as observed in SDN 10 Nanga Tayap, SDN 07
Tumbang Titi and SDN Kibay. The village headman helped and provided
facilities to determine participants that would be invited to the meetings
and in the invitation distribution. At SDN 07 Tumbang Titi, the village
headman always socialized KIAT Guru in every meeting he had with his
community. This was a very effective method to advertise KIAT Guru in
the community. On the other hand, what happened in Kibay Village was
that, in addition to providing moral supports, the village headman also
provided material supports. The village headman paid incentives to 5
KPL members who actively performed their task of collecting attendance
lists at the schools.
Other than the village headman, traditional leaders, community
leaders, chiefs of the hamlets and headmasters were also important in
the implementation of KIAT Guru. Community leaders and chiefs of the
hamlets were involved in the discussion process, giving ideas and
suggestions regarding the activitys schedule, and providing
accommodations, meals/snacks in the meetings, accommodation
facilities for Fascam and Korkab. Headmasters were involved by means
of giving opinions, ideas, data and information required by
Fascam/Korkab, providing facilities in the form of meeting rooms or
venues for the meetings with teachers.
Other than the personages who positively participated in the
implementation of KIAT Guru, there were also personages who hindered
this implementation. These personages were of the members of the
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community and the school. However, most of them were people working
at the schools, namely the teachers. Generally, the headmasters
normatively declared their support for KIAT Guru, but the teachers
outspokenly expressed their objections to KIAT Guru. Usually the
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activity. Fascam has invited children to learn and play together or watch
films together. It is done without disturbing the goals or targets of the
KIAT Guru activity.
c. Positive Response From The Community
Parents and community responded KIAT Guru positively. Parent
felt enlightened by KIAT Guru as trey had become aware of the
importance of education for their children. They also become aware of
their right as parent including the right to know how their children were
doing at school. In addition, the community had also started to some
participation. It can be seen from the number of participants present in
the village mapping session, which is more than 20 people. It is even
higher in Patebang Jaya Village, which is 50 people. Other than that, the
participation of the people can be observed from the contribution in
stating their suggestions, opinions, or questions in the KIAT Guru
meetings. One of the things which are observable is is the KPLs
participation in the monthly meetings and amendments. In the monthly
meetings in SD Inpres Ampas Keerom, for example, the members of KPL
asked about the assessment of the teachers form, which is as follows.
this one, Sir, Ibu Yustina, has been absent for 6 days.
What grade should we give her then? (Monthly Meeting
Observation in KPL Ampas, 2015)
In the amendment meetings, the peoples participation is visible
through the suggestions that have been offered. In Siantau Raya Village,
one of the students parents suggested that it was needed to add an
indicator on the parents form. The said suggestion is the need for
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education, and thus the capacity and confidence of the society livens up.
Technically, building the societys participation to do the
supervision is translated into a series of activities as explained
previously. KIAT Guru attempts to develop the critical awareness of the
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3
According to one of the Korda members, the teachers who are placed in rural schools
only survived two or three months. After that they proposed a transfer for the reason
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of family matters and not being able to endure living in the rural areas. The reasons are
understandable because there is no electricity, there is limited interaction with the
people from outside the areas, there is no public bathrooms, and according to the Korda
members the most understandable reason is cultural and religious differences. The
teachers who are assigned there are Moslem Javanese people, while the indigenous
people are the Dayak tribe consisting of Christians/Catholics.
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spied upon, teachers who always sought his guilt, and teacher who
played off with the public.
KPL for example, as one of the output of implementation of KIAT
Guru still needed to be stabilized. Although it had been formed, but its
effectiveness still needed to be reinforced. The success in forming KPL
should be appreciated, because building community participation in a
certain activity was not easy. People in remote villages have limited
source of income. It was hard to ask people in remote village to leave
their jobs to participate in some activity without any rewards. However,
in reality, making people participate in the activities of KIAT Guru
through KPL could be realized. This was an achievement which was quite
encouraging. Currently, some challenges or obstacles which were
encountered in carrying out the task in supervising monitoring were:
1. KPL were not comfortable / hesitate / worried / shy / felt to be
inferior to perform supervisory duties. Feelings of uncomfortable
was actually related to (a) sense of inferiority because of
educational side of KPL was not comparable with teacher
education, (b) the monitoring can decrease the teachers
additional income. In this case, the reinforcement the MPA could
be directed by building a better understanding that society had
their own rights to get involved in an attempt to improve
educational services, including monitoring. Seeing from the
confidence aspect, it seemed that KPL had improved a lot, because
of the facilitation process. KPL could submit proposals and
problems which happened in an elementary school, but it could
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who were not related to the main activities. This condition became less
effective because Fascam did not always stand by in the pilot area.
Information of KIAT Guru was not delivered to the public as a whole.
While people involved were not always the same. This case could cause
different understanding among members of society and could lead to less
effective implementation.
Participants who attended at the beginning of the event and was
not present at the next meeting would probably were not invited in the
nest meetings, because the determination of the participants who would
be invited were based on data from participants who attended the
previous meeting. Participants who did not attend would not be able to
follow the development of the activities, because it was impossible for
him to attend events or meetings without an invitation. Participants who
were not invited would feel uncomfortable or shy to come, although they
have a great interest and curiosity. This would reduce the number of
potential members in the activities.
Transfer of information about KIAT Guru from participants who
had attended the activities to people around did not always happen. In
line with that, people who did not participate, they also did not have
initiative to ask or find out about the activities. The results was there
were not many people who know the activities of KIAT Guru, except the
people involved. If Fascam stayed in the pilot village, then Fascam would
have enough time to interact with the community. Through these
interactions, Fascam could deliver to the public about the activities of
KIAT Guru either formally or not.
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Data in the field also indicated the need for the presence of
Fascam in pilot village. As an example of the lack of facilitation for a
prolonged period after the establishment of KPL, causing schools to
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doubt and asked what kind of contributions which KPL had done. The
schools were dubious about KPL function because since it was formed by
KIAT Guru ( Teacher Perfomence and Accountability)
Fascam, KPL did not perform any the activities in a long time.
"Why should there are two committees, like school
committees and user committees, if they are inactive?"
(Principal of pilot SDN in Ketapang, 2015)
based on its portion and tupoksi. For example, Department of Law was
much involved in the drafting activities of legal umbrella. However, the
thing which had to be noted was the need of consolidation for Tim Korda
related to the commitment/attention/sense of ownership to the
activities. Tim Korda was generally do care and make serious attempt
when they are discussing about KIAT Guru, but
their concern was sometimes stuck in the discussion forum. After the
meeting ended, there were not many things they could remember,
including the result of the meeting. While the things which are needed to
be followed up had not become inisiatives. Korkab had to remind and
became the time keeper for each Techical Team.
Acknowledged or not, there is only in small portion of work which
had to be handled by Tim Korda. Many tasks or main jobs are the
responsibility of each Tim Korda. Those tasks were attached as functional
which demand job roles and responsibilities. Automatically, attention,
energy and, thoughts were much devoted to perform such duties and
functions. KIAT Guru became additional work that was charged to some
SKPDs. It caused the concentration and attention to the activities was
unsustainable. It appeared when Tim Korda were still having a meeting.
They were so serious in discussing the activities, but after the meeting
ended, they returned to the routine tasks of their own work units.
g. Repetitive mechanism of form assessment
The assessment of teacher service carried out by KPL monthly.
Every single of services is always assessed monthly. KPL was maybe
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Monitoring and
KIAT Guru ( Teacher Perfomence and Accountability)
5 Evaluation System
5.1 KIAT Guru Monitoring and Evaluation System
In general, the aim of KIAT guru pre-trial is to improve
educational services by experimenting with several approaches
encompassing community involvement, mechanism reparation, and
transparency of the payments of teachers allowance and making the
existence and quality of educational services the basis of these payments,
especially in remote areas. This activity is based on the findings
indicating that the quality of education in remote areas is still a cause for
concern, especially regarding the ability of students of the corresponding
school age. One of the reasons for this is the teachers attendance, which
is still not at its optimum level for practicing the teaching and learning
process in the classroom although the budget for education and teachers
welfare is sufficient. The government has allocated a large amount of
money for the budget, including incentives for teachers working in
remote areas. However, apparently this policy has yet able to motivate
teachers to carry out their duties to the fullest. Based on this ground, the
purpose of the KIAT Guru activity is to encourage teachers to carry out
their duties effectively using approaches based on community
involvement. The widely used method is by increasing the communitys
involvement in improving educational services and supervision of
teachers. In addition to the aforementioned methods is by making the
existence or quality of the services given by teachers the basis of the
allowance paid to SD teachers working in remote areas.
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and Fascam are directly responsible for the effectivity of the Service User
Committee in performing its functions.
At the activity substance level, monitoring of the teachers is
performed using several models as cited from the KIAT Guru Regional
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and agency, when not associated with the amount of allowance, can
increase teachers attendance. In Group C, allowance is paid regularly
each month. On the other hand, there is a service agreement. The amount
of allowance will be decided based on teachers attendance. The success
indicator is determined by whether or not the existence of community
involvement, social sanctions from the community and agency, and the
use of electronic device in monitoring, when used as the basis of the
allowance payment, will be able to promote the increase in teachers
attendance. In Group D, allowance is paid regularly each month, there is
a service agreement, and the allowance is paid based on teachers
attendance and service quality. The success indicator is determined by
whether or not the community involvement, social sanctions,
communitys assessment of teachers service quality, when used as the
basis of the amount of allowance, will be able to increase teachers
attendance.
5.2 Development of Monitoring and Evaluation Instruments
Prior to developing monev instruments, there must be a clear
explanation on the key independent variables divided into two groups,
namely the variable content and variable context (Table 13). Variable
content is the variable originated from the terms and design of the
program that have been determined based on the approved regulations
or guidelines. This variable comprises of the following sub-variables:
stages of activity, quality of personnel that consist of Korkab and Fascam,
quality of the points of agreement, the use of electronic technology,
method of assistance and coordination. On the other hand, variable
context comprises of the following sub-variables: geographic situation,
availability and quality of transportation, availability and quality of
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158
Variables Contexts
Geographic Teachers Teaching
situation motivation intensity
Korda and Intensity of
Fascams Korda and
motivation Fascams
visits
Availability Locations Problem-
and quality of accessibility solving speed
transportation
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learning transfer of
process knowledge
KIAT Guru ( Teacher Perfomence and Accountability)
process
Communitys Communitys KPLs
socio-cultural participation commitment
character Acceptance of Activities in
(cultural the activity meetings
values, level of Understanding
education and of the activity
health) Parents Students
awareness of attendance
education
Communitys Communitys KPLs
socio- participation commitment
economic
capacity
(occupations
and level of
financial
welfare)
Security The comfort of Frequency of
condition the teaching teaching and
(separatism and learning learning
issues, process process
criminality)
Political Amount of Teaching
support (the teachers attendance
role of incentive
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participation of KPL.
RECOMMENDED POLICIES
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6 Recommended Policies
This section elaborates a number of recommended policies for the
improvement of KIAT Guru, especially the program that is prepared for
trials in other areas as replications of the pre-trials conducted in the
three regencies, Ketapang, Keerom, and Kaimana. These
recommendations are divided into several categories that are
organization structure, management of activity phases, mentoring
strategies, and monitoring and evaluation.
1. Organization Structure
a. The organization established at regency level should not have too
many members. The required structure relies more on the
organizations flexibility to respond to education-related issues in
remote areas. Therefore, the form of the organization will be more
like a task force or a forum headed by the regent himself. The regent
as the head of the organization is highly recommended because the
issue on education in remote areas is very complex that it is
categorized as a crisis. Therefore, the policies made in response to
this should always be placed in the framework of policy in crises. The
task force members should include the head of Bappeda, head of
Education Department, and head of Revenue Office. The main duty of
this task force is to formulate policies and organize one sector to
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The presence of FLP and the village cadre(s) is the effort to ensure
that this program will be sustainable in the future.
e. FLP must be the authority in decision making to address various
education-related issues in its area. These issues usually require
quick responses. To support its activities, the allocation of village
fund that will be disbursed by the government can be allocated to
support FLP activities in the future.
2. Activity Management
a. The management of phases of every activity has to be made as
simple as possible by considering various limitations in terms of
human resources, geography, economy, and other socio-culture
obstacles
b. There has to be an alignment between management model and
activity design from the treatment groups (treatment A, B, C, or
D). Important factors that should be considered to create such an
alignment are FLPs functions and authorities, geographical
conditions, the peoples characteristics and their socio-culture
and economic capacity, condition of education facilities, teachers
and the principals commitment, and fund availability at village
level (DD (Dana Desa/Village Fund) or ADD (Anggaran Dana
Desa/Village Fund Budget).
c. The important phases is the assessment, dissemination of
assessment result and KIAT Guru plan, FLP establishment,
formulation of service agreement, monev, and allowance
payment.
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and learn with the community while assisting the target school
and the teachers to actively interact with the community.
b. To deal with boredom that can be experienced by a Fascam, it is
better to form two teams. These teams will alternate in
performing the Fascam duty within a certain period of time.
c. Fascam and village cadre(s) have to act independently and
professionally in accordance to the given mandate. Maintaining a
good relationship with the service providers and users is
essential. Contacts with regency government has to be facilitated
by Korkab.
d. Fascam should not take the role as a problem solver. This role
must be given to the village cadre(s). Fascams duty is to assist the
cadre(s) in solving problems and be partner in discussions.
4. Monitoring and Evaluation (Monev)
a. A monev has to be made in accordance with the treatment groups
with the essential elements in each treatment group. These
elements are teachers attendance, students attendance, and the
effective teaching and learning activity.
b. At regency level, monev should be done by a forum or a task force
headed by a regent. At village level, monev should be done by FLP.
The result of the monev should be submitted to the forum or task
force at the regency level.
c. The monev should be done at the end of every semester and
facilitated by Korkab and Fascam
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9
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Bupati Kaimana. 2014. Surat Keputusan Nomor 421/176/X/2014
Tentang Penetapan Sekolah Peserta Pra Uji Coba
Kebijakan Peningkatan kuntabilitas dan Pelayanan
Pendidikan di Daerah Terpencil. Pemerintah
Kabupaten Kaimana.
(Decree of Kaimana Regent Number
421/176/DIKNAS/2014 Regarding the
Establishment of Schools Participating in the Pre
Trial of Policy on the Improvement of Education
Accountability and Service in Remote Areas)
Bupati Keerom. 2015. Surat Keputusan Nomor 11 Tahun 2015 Tentang
Amandemen Pembentukan Tim Koordinasi
Pelaksanaan Pra Uji Coba Kebijakan Peningkatan
Akuntabilitas dan Pelayanan Pendidikan.
Pemerintah Kabupaten Keerom.
(Decree of Keerom Regent Number 11 Year 2015
Regarding the Amendment of Coordinating Team
Establishment for the Implementation of the Pre
Trial of Policy on the Improvement of Education
Accountability and Service)
Bupati Keerom. 2015. Surat Keputusan Nomor 25 Tahun 2015 Tentang
Petunjuk Teknis Pelaksanaan Pra Uji Coba
Kebijakan Peningkatan Akuntabilitas dan
Pelayanan Pendidikan. Pemerintah Kabupaten
Keerom.
9
(Decree of Keerom Regent Number 25 Year 2015
Regarding the Technical Guideline of the
Implementation of the Pre Trial of Policy on the
Improvement of Education Accountability and
Service)
Bupati Keerom. 2014. Nota Kesepakatan Bersama Nomor:
02/TNP2K/03/2014 dan Nomor:
20/104/BUP/2014 Tentang Pra Uji Coba Kebijakan
Peningkatan Akuntabilitas dan Pelayanan
Pendidikan. Pemerintah Kabupaten Keerom
(MoA Between National Team of Poverty
Reduction Acceleration and Regency Government
of Keerom, Papua Province Regarding the Trial of
Policy on the Improvement of Education
Accountability and Service)
Bupati Keerom. 2014. Peraturan Bupati Nomor 4 Tahun 2014 Tentang
Pelaksanaan Pra Uji Coba Kebijakan Peningkatan
Akuntabilitas dan Pelayanan Pendidikan di Daerah
Terpencil. Pemerintah Kabupaten Keerom
(Regulation of Keerom Regent Number 4 Year
2014 Regarding the Implementation of the Pre
Trial of Policy on the Improvement of Education
Accountability and Service in Remote Areas)
Bupati Keerom. 2014. Surat Keputusan Keerom Nomor 42 Tahun 2014
Tentang Pembentukan Tim Koordinasi Pelaksanaan
Pra Uji Coba Kebijakan Peningkatan Akuntabilitas
dan Pelayanan Pendidikan. Pemerintah Kabupaten
Keerom.
(Decree of Keerom Regent Number 42 Year 2014
Regarding the Establishment of Coordinating
Team for the Implementation of the Pre Trial of
Policy on the Improvement of Education
Accountability and Service)
9
Bupati Keerom. 2014. Surat Keputusan Nomor 132 Tahun 2014 Tentang
Penetapan Kelompok Perlakuan Sekolah Peserta
Pra Uji Coba Kebijakan Peningkatan Akuntabilitas
dan Pelayanan Pendidikan di Daerah Terpencil.
Pemerintah Kabupaten Keerom.
(Decree of Keerom Regent Number 132 Year 2014
Regarding the Establishment of Treatment Groups
among Schools Participating in the Pre Trial of
Policy on the Improvement of Education
Accountability and Service in Remote Areas)
Bupati Keerom. 2014. Surat Keputusan Nomor 133 Tahun 2014 Tentang
Penetapan Sekolah Peserta Pra Uji Coba Kebijakan
Peningkatan Akuntabilitas dan Pelayanan
Pendidikan di Daerah Terpencil. Pemerintah
Kabupaten Keerom.
(Decree of Keerom Regent Number 133 Year 2014
Regarding the Establishment of Schools
Participating in the Pre Trial of Policy on the
Improvement of Education Accountability and
Service in Remote Areas)
Bupati Keerom. 2013. Surat Keputusan Nomor 24 Tahun 2013 Tentang
Penetapan Wilayah Pelayanan Khusus (Pinggiran,
Perbatasan, Terpencil, dan Terisolasi/Sangat
Terpencil). Pemerintah Kabupaten Keerom.
(Decree of Keerom Regent Number 24 Year 2013
Regarding the Establishment of Special Service Area
on Periphery, Borders, Remote, and
Isolated/Extremely Remote)
9
Bupati Keerom. 2013. Peraturan Bupati Nomor 2C Tahun 2013 Lampiran
II Tentang Tambahan Penghasilan Bagi Pendidik
dan Tenaga Kependidikan yang Bertugas di Daerah
Khusus. Pemerintah Kabupaten Keerom.
(Regulation of Keerom Regent Number 2C Year
2013 Attachment II Regarding Additional Salary
for Teachers and Support Staff who Work in
Special Area)
Bupati Ketapang. 2015. Surat Keputusan Nomor 304/DISDIK-C1/2015
Tentang Petunjuk Teknis Pelaksanaan Pra Uji Coba
Kebijakan Peningkatan Akuntabilitas dan
Pelayanan Pendidikan. Ketapang
(Decree of Ketapang Regent Number 304/DISDIK-
C1/2015 Regarding the Technical Guideline of the
Implementation of the Trial of Policy on the
Improvement of Education Accountability and
Service)
Bupati Ketapang. 2015. Surat Keputusan Nomor 197/DISDIK-A.2/2015
Tentang Tambahan Penghasilan Bagi Pendidik dan
Tenaga Kependidikan yang Bertugas di Daerah
Khusus. Ketapang.
(Decree of Ketapang Regent Number 197/DISDIK-
A/2015 Regarding Additional Salary for Teachers
and Support Staff who Work in Special Area)
Bupati Ketapang. 2014. Nota Kesepakatan Bersama Nomor:
02/TNP2K/03/2014 dan Nomor:
800/00474/DIKNAS/KT.1 Tentang Pra Uji Coba
Kebijakan Peningkatan Akuntabilitas dan
Pelayanan Pendidikan. Pemerintah Kabupaten
Ketapang
9
(MoA Between National Team of Poverty
Reduction Acceleration and Regency Government
of Ketapang, West Kalimantan Province Regarding
the Pre Trial of Policy on the Improvement of
Education Accountability and Service)
Bupati Ketapang. 2014. Peraturan Bupati Nomor 12 Tahun 2014 Tentang
Pelaksanaan Pra Uji Coba Kebijakan Peningkatan
Akuntabilitas dan Pelayanan Pendidikan di Daerah
Terpencil. Pemerintah Kabupaten Ketapang.
(Regulation of Ketapang Regent Number 12 Year
2014 Regarding the Implementation of the Pre Trial
of Policy on the Improvement of Education
Accountability and Service in Remote Areas)
Bupati Ketapang. 2014. Surat Keputusan Nomor 336/BAPPEDA-C/2014
Tentang Pembentukan Tim Koordinasi Pelaksanaan
Pra Uji Coba Kebijakan Peningkatan Akuntabilitas
dan Pelayanan Pendidikan. Pemerintah Kabupaten
Ketapang.
(Decree of Ketapang Regent Number
336/BAPPEDA-C/2014 Regarding the
Establishment of Coordinating Team for
Implementation of the Pre Trial of Policy on the
Improvement of Education Accountability and
Service)
Bupati Ketapang. 2014. Surat Keputusan Nomor 710/DIKNAS/2014
Tentang Penetapan Sekolah Peserta Pra Uji Coba
Kebijakan Peningkatan Akuntabilitas dan
Pelayanan Pendidikan di Daerah Terpencil.
Pemerintah Kabupaten Ketapang.
9
(Decree of Ketapang Regent Number
710/DIKNAS/2014 Regarding the Establishment
of Schools Participating in the Pre Trial of Policy on
the Improvement of Education Accountability and
Service in Remote Areas)
Kepala Dinas Pendidikan dan Pengajaran Kabupaten Keerom. 2014.
Petunjuk Teknis Tentang Pemberian Tambahan
Penghasilan Bagi Pendidik dan Tenaga
Kependidikan yang Bertugas di Daerah Khusus.
Pemerintah Kabupaten Keerom
(Technical Guideline for the Payment of Additional
Salary for Teachers and Support Staff who Work in
Special Area 2014)
Mc Kenzie, Philip. 2014. Studi Ketidakhadiran Guru di Indonesia. Jakarta:
Analytical and Capacity Development Partnership
(ACDP).
(Teachers Absenteeism Study in Indonesia)
Tim Kiat Guru-TNP2K. 2014. Panduan Bagi Tim Daerah Kiat Guru dalam
Memfasilitasi Pertemuan Pra Uji Coba Kinerja dan
Akuntabilitas Guru (KIAT Guru). Jakarta.
(Guideline for KIAT Guru Regional Team in
Facilitating a Meeting for Pre-trial of Teachers
Performance and Accountability)
Toyamah, Nina, dkk. 2010. Teacher Absenteeism and Remote Area
Allowance Baseline Survey. Jakarta: SMERU
Research Institute.
9
Annex 1: Description of Kiat Guru Pre Pilot Schools
A. Ketapang Regency
SDN 30 Nanga Tayap (public elementary school 30 Naga Tayap)
is located in Mendauk Sub-village, Nanga Tayap Village, Nanga Tayap
District, Ketapang Regency. The elementary school is about 1.5 KM from
the main road Nanga Tayap-Central Kalimantan. The position of the
school is precisely on the the entrance of Mendauk Sub-village, quite
close to the district center and relatively easy to access.
SDN 38 Nanga Tayap (public elementary school 38 Naga Tayap)
is located in Sei Pandan Sub-village, Siantau Raya Village, Nanga Tayap
District, Ketapang Regency. In the rainy season, it needs to use a
tandem-axle vehicle to reach the elementary school since the road
condition is very muddy. The traveling time from the district center to
SDN 38 Nanga Tayap is about 4 hours.
SDN 10 Nanga Tayap (public elementary school 10 Naga Tayap)
is located in Siantau Sub-village, Siantau Raya Village, Nanga Tayap
District, Ketapang Regency. The school is only 10 KM from SDN 38
Nanga Tayap. The school location is deeper into the oil palm plantations
and the access road is narrow, only as wide as the width of a car. The
condition of the road is worse than the road to SDN 38 Nanga Tayap.
SDN 12 Tumbang Titi (public elementary school 12 Tumbang
Titi) is located in Pamuatan Batu Sub-village, Nanga Kelampai Village,
Tumbang Titi District, Ketapang Regency. The village can be reached by
road from Sungai Melayu. The distance is about 21 KM from the district
center. The access road is reasonably good.
9
SDN 07 Tumbang Titi (public elementary school 07 Tumbang
Titi) is located in Riam Jaya Sub-village (Sub-village 2), Beringin Rayo
Village, Tumbang Titi District, Ketapang Regency. The school is at the
threshold of the upper Pesaguhan river and can be faster to reach by the
path through the woods with a narrow path condition. Traveling by 4-
wheeled vehicle will have to take a detour through an acacia logging
companys site and through Nanga Tayap District. The traveling time
may take 3-4 hours.
SDN 14 Tumbang Titi (public elementary school 14 Tumbang
Titi) is located in Patebang Sub-village, Patebang Jaya Village, Tumbang
Titi District, Ketapang Regency. The school is 21 KM from the district
center. Access to the school is still a dirt road and difficult to pass by
using vehicles. The traveling time by using a 4-wheel vehicle may take
about 3 hours drive.
SDN 20 Tumbang Titi (public elementary school 20 Tumbang
Titi) is located in Kute Belian Sub-village, Titi Baru Village, Tumbang Titi
District, Ketapang Regency. The village is a division of Tumbang Titi
Village in 2006, which is the administrative centre of Tumbang Titi
District. Access to Titi Baru Village is paved and in good condition. Titi
Baru Village is only 2 KM from the district center. To reach SDN 20, it is
still about 7 KM from the village hall with narrow road access and can
only be traversed by using a 2-wheel vehicle. The condition of road is a
damaged dirt road between the rubber and oil palm plantations. The
travel time takes around 20 minutes
9
SDN 33 Nanga Tayap (public elementary school 33 Nanga Tayap)
is located in Cali Sub-village, Pangkalan Teluk Village, Nanga Tayap
District, Ketapang Regency. The village is at the very tip of the Nanga
Tayap District. The road condition is a damaged dirt road with potholes.
To reach the village, it takes 3-4 hours drive from the district center by
using 4-wheel vehicles. The road condition to the village is a dirt road
with deep potholes. During the rainy season the road condition is much
worse and very muddy
SDN 26 Tumbang Titi (public elementary school 26 Tumbang
Titi) is located in Sub-village III, Pemuatan Jaya Village, Tumbang Titi
District, Ketapang Regency. Access to reach the village is better than to
the other villages in Tumbang Titi District and Nanga Tayap District.
Pemuatan Jaya Village can be reached within a 2-3 hours drive.
SD 27 Tumbang Titi (public elementary school 27 Tumbang Titi)
is located in Lembawang Sub-village, Belaban Tujuh Village, Tumbang
Titi District, Ketapang Regency. Belaban Tujuh Village is located next to
Pamuatan Jaya Village with the relatively same travel time as to reach
the village.
B. Keerom Regency
SDN Ampas (Ampas public elementary school) is located in
Ampas Village, Waris District, Keerom Regency. The village can be
reached within 1 hour from the capital city of Keerom Regency. There
are four-wheeled public transportations available passing accross
Ampas Village although only at certain times. Road access to reach
Ampas village is well paved with winding and climbing conditions. Some
road segments are prone to landslides and muddy.
9
SDN Kibay (Kibay public elementary school) is located in Kibay
Village, Arso Timur District, Keerom Regency. The village is located at
the easternmost tip of Arso Timur District. Kibay Village is directly
bordered by Papua New Guinea to the east, only bordered by a shallow
river named Kali Asin. The access for vehicle is difficult with the
condition of gravel road since it is still a new opened road. It has to pass
through oil palm plantations which are sometimes muddy to reach Kibay
Village so that the travel time takes longer for a 60 KM distance from the
regency capital
SD YPK Pikere (an elementary school managed by Educational
Foundation for Christians) is located in Ujung Karang Village, Arso Timur
District, Keerom Regency. The village is developed and has good and
wide road access since the existence of oil palm company. Ujung Karang
Village may be reached about 2 hours drive from the regency capital.
There is no public transportation passing by, however, in the regency
capital there are many available private vehicles which can be rented,
instead.
SD YPPK Kenandega (an elementary school managed by Catholic
Education and Schooling Foundation) is located in Kallifam Village,
Waris District, Keerom Regency. The school is located at the end of
Kalifam Village road. Kalifam Village is about 90 KM from the capital of
Keerom Regency. To reach Kalifam Village it will take about 3 hours
using a 4-wheel vehicle. The access road has been paved, but some road
segments are damaged by landslides.
SD YPPK Pulboa is located in Kalipau Sub-village, Yuwainda
Village, Waris District, Keerom Regency. Yuwainda Village is located on
Trans Papua Waris-Ubrub road. Access to the village is quite good, The
road is widely built and paved, however, the condition is just the same
as in Kalifam Village since both villages are located close to each other
9
SDN Inpres Bompai (Presidential Instruction for public
elementary school) is located in Bompai Sub-village, Kalimo Village,
Waris District, Keerom Regency. Bompai Sub-village is at the confluence
of Kalibom River and Kalipai River so the Sub-village is named Bompai.
The school is located in the middle of sub-village and the available road
is paved. To Kalimo Village will only take 1 hour from Yuwainda Village
and the access to the village is easy and good.
SD YPPK Epinosa is located in the same village with SDN Inpres
Bompai. The school is precisely located in the middle of Kalimo Sub-
village and constructed in the middle of residential areas. However, the
elementary school is quite far to reach from two other sub-villages in the
Kalimo Village, Waris District. Kalimo Village is on Trans Papua Senggi-
Waris road
SD Inpres Kriku is located in Kriku Village, Arso Timur District,
Keerom Regency. The travel time from the regency capital is about 2
hours by using a 4- wheel vehicle. The taken route is passing through
palm oil plantations on a narrow and bumpy macadam road. Teaching
and learning activity in Kriku Village once was stopped for 2 years due
to teacher absenteeism.
SD YPK Skofro is located in Skofro Village, Arso Timur District,
Keerom Regency. To reach Skofro Village it will take 2 hours from the
regency capital. Skofro Village is next to Kriku Village and directly
bordered by Papua New Guinea to the east. Access to reach Skofro
Village is quite good by using the same route as the route to reach Kriku
Village.
SD YPK Sangke is located in Sangke Village, Arso Timur District,
Keerom Regency. The village is about 40 KM from the regency capital
and it takes about 2 hours drive. Sangke Village is easily accessible
though most of the streets are still macadam narrow roads and many
trees and plants grow along the sides of the road.
9
SD YPK Mahanaim Yetty is located in Yetty Village, Arso Timur
District, Keerom Regency. Yetty Village is the administrative centre of
Arso Timur and far enough from the regency capital. The distance from
the regency capital to Yetty Village is about 44,5 KM which can be
reached within 2 hours by using a 4- wheel vehicle. The road to reach the
village is quite wide yet still a macadam road with potholes.
C. Kaimana Regency
SD YPK Namatota is located in Namatota Village, Kaimana
District, Kaimana Regency. The distance from Kaimana Regency Capital
to Namatota Village is about 21 KM and it can only
be reached by using boat / motorboat with the traveling time of about
one hour by using 80 HP engine.
SD Inpres Bofuwer is located in Wanggita Village, Teluk Arguni
Atas District, Kaimana Regency. Wanggita Village is a division of Bofuwer
Village. Teluk Arguni Atas District lies in the west of Kaimana Regency
Capital with the distance of about 80 kilometers. A motorboat should be
used to reach the school with the traveling time of abut 3 hours by using
80 HP engine. SD YPK Sawatawera is located in Rafa Village, Teluk
Arguni Atas District, Kaimana Regency. Rafa Village was formed after the
relocation of Sawatawera Village from Sefenum Island to the mainland.
Rafa Village is about 18 KM from the district center with the traveling
time of 30 minutes by using motorboat. To reach the settlement it needs
to continue on walking 2 KM. If the river water is at high tide level, a
small motorboat may go up to the settlement through the small river
which flows dividing the forest. Rafa Village can be reached from
Bofuwer Village by using a 4- wheel vehicle.
SD YPK Lobo is located in Lobo Village, Kaimana District, Kaimana
Regency. The village is at the seaside, in the east of Kaimana Regency
Capital with a distance of about 40 KM. From Kaimana Regency Capital
to Lobo Village, it can only be reach by sea for about 3-5 hours.
9
SD Inpres Foroma Jaya is located in Murano Village, Kaimana
District, Kaimana Regency. The distance from regency capital to the
village is about 26 KM, however, it can only be reached by motorboat and
it takes about 2-3 hours. The school is the one and only elementary
school in the village.
SD Inpres Mai Mai is located in Mai Mai Village, Kaimana District,
Kaimana Regency. The distance from regency capital is about 17 KM and
it can only be reached by motorboat and it takes about 1-2 hours. The
school is the one and only elementary school in Mai Mai Village.
SDN Mahua is located in Feternu Village, Teluk Arguni Atas
District, Kaimana Regency. The village is a small island called Mahua.
When the village was relocated, the elementary school was moved to
Feternu Village which lies precisely at the seaside and the distance is
only 4 KM. The distance from regency capital to the village is about 75
km and it can only be reached by using a boat or a motorboat as the
transportation and it takes about 3-5 hours. The distance from the center
of Teluk Arguni Atas District to Feternu Village is about 5 KM by crossing
the waters of Arguni Gulf.
SD Inpres Fudima is located in Fudima Village, Teluk Arguni Atas
District, Kaimana Regency. From Kaimana Regency Capital to reach
Fudima Village, it can be reached by using boat or longboat with 40 HP
engine for about 2-3 hours. From the pier of Fudima, the trip continues
on foot about 1 KM to reach settlements. The elementary school is the
one and only school in the village. SD Inpres Tugarni is located in Bayeda
Village, Teluk Arguni Atas District, Kaimana Regency. Bayeda Village is a
division of Tugarni Village can be reached within a travel time of about
4-5 from the regency capital.
9
SD YPK Tiwara is located in Tiwara Village, Teluk Arguni Atas
District, Kaimana Regency. Tiwara Village can be reached within 2-3
hours from the regency capital. The small village is the waters and it can
only be reached by sea with 80 HP engine.
Of 3 regencies as research areas of KIAT Guru, the average of
selected schools are located in rural areas and borders. All villages with
selected elementary schools are in the category of village with minimum
public facilities and the signal from Base Transceiver Station is too weak
to cover. the average of schools are built in the middle of settlement and
the children go to school on foot. There is no public transport operating
to or within the village. In general schools in Ketapang Regency have to
be reached by using a tandem-axle vehicle since the road condition tends
to be very muddy For all schools in Kaimana it has to use a motorboat to
reach the villages. Schools in Keerom are relatively easy to reach by road
with four-wheeled vehicles.
The provided schools in the villages are quite easy to reach by the
children, for instence in Kaimana Regency. The average of settlements
are in the small islands at the seaside. However, this condition is
contrary to the position of teachers who have difficulty to get into the
village and out of the village as the islands are prone to the high seas and
rolling waves. To go to villages in Kaimana, people have to be good at
forecasting the weather and time. To reaches the villages located in
Teluk Arguni Atas area, it is strongly influenced by the high and low tide
of sea water. Rafa and Fudima are two of the most difficult villages to
reach. The type of boat also greatly affects the ability to safely reach the
villages especially in Kaimana District which is in the waters of the open
sea. The situation will be getting worse during high seas and rolling
waves.
9
In Ketapang the difficulties deeply felt in reaching the school is
due to rough terrain which must be traversed and thus it requires a long
travel time. Both Nanga Tayap District and Tumbang Titi District have
the same road condition. In almost all villages, the access roads are
muddy which it requires to use a tandem-axle vehicle to reach them.
Moreover in rainy season, the tandem-axle vehicle is the best choice
which can be used to reach the school. SDN 30 Nanga Tayap located in
Mendauk Sub-village is a school with the most accessible location from
the regency capital, however, there is no available electricity network in
the village. SD 10 Nanga Tayap and SD 14 Tumbang Titi are examples of
the most inaccessible schools. Another example is SDN 33 Nanga Tayap,
to reach the village, there is no settlement along the way through yet
there is only forests and plantations of palm oil, rubber, and mahogany,
instead.
In Keerom Regency some children living in the sub-villages far
from the school have to walk about 30 minutes because there is no public
transportation into and within the villages. The elementary school
becomes the one and only formal education facility in the village with all
the existing limitations and public facilities which are not properly
provided yet in the village. There are 2 elementary schools in Arso Timur
District which have not delivered the teaching and learning activities for
2 years. This makes the children have to travel further to go to the
available school in the nearby village.
All villages in Keerom can be reached by road using a 4- wheel
vehicle. On some road segments, there are landslides frequently
occurring and vehicles should turn back. There is no available electricity
network in the villages in Keerom Regency and the condition at night is
quite vulnerable because of the darkness. For such reason, traveling at
night shoulb be avoided. In Keerom Regency, the most difficult village to
reach is Kibay Village. Although the village is not far from the center of
Arso Timur District however the village is located at the end of the
district and the access to the village is still a newly opened road with the
condition of slippery gravel macadam. In villages in Waris District, the
road access is relatively better and paved.
9
Annex 2 : Regulation of KIAT Guru Pre-trial
9
Annex 3 : The coordinating teams in the pre-trial regencies of KIAT Guru
Table 15. The Coordinating Teams in the pre-trial regencies of KIAT Guru
Members Ketapang Regency Keerom Regency Kaimana Regency
Coordinating Supervisor : Regent Regional Secretary Chairperson : Regent
Committee
Coordinator : Vice Regent Vice Chairperson : Vice Regent
Member : Head of Regional Member : Head of Regional
House of Representatives House of
Representatives
Person(s) in Regional Secretary Chairperson : Head of Regional Regional Secretary
Charge Development
Planning Agency
Members : 1. Head of Regional
Agency of
Finance and
Asset
Organizer
2. Regency Inspector
Executive Chairperson : Head of Regional Chairperson : Assistant of Chairperson : Head of Education Office
committee Development Planning Agency General
Vice Chairperson : Head of Regional
Administration
Vice Chairperson : Head of Development
of Regional
Education Office Planning Agency
Secretariat
Secretary : Secretary of Secretary I : Head of Organization
Members :
Education Office and Finance of
1. Head of Legal and Legislation Regional Secretariat
Members:
of Regional Secretariat
Secretary II : Head of Management
1. Head of Finance Division 2. Secretary of Head of
and Infrastructure
of Regional Secretariat Regional Development
Section of Elementary
2. Secretary of Regional Planning Agency
Education Division,
Development Planning 3. Head of Program Subdivision
Education Office
Agency of Teaching and Learning
3. Head of Legal of Regional Office Members:
Secretariat 4. Head of Budgeting of
1. Regional Officer for Finance and
4. Head of HRD of Education Regional Agency of Finance
Asset Management
Office and Asset Organizer
2. Head of Legal Bureu of Regional
5. Head of Government and 5. Head of Socio-culture
Secretariat
Socio-culture Division of Division of Regional
3. Elementary School Supervisor at
Regional Development Development Planning
Teluk Arguni Atas Sub District
Planning Agency Agency
4. Head of Finance Subdivision of
6. Camat/Head of Tumbang
Education Office
Titi Sub District
5. Education Office Staff
7. Camat/Head of Nanga
6. Teacher Association of the
Tayap Sub District
Republic of Indonesia (PGRI)
9
Anex 4: Activitiess Pictures
9
2). Quantitative Activitiess Pictures
9
3). Teacher Absence Survey Activitiess Pictures
9
4). Student Learning Assessment Activitiess Pictures