Developing a Crash Training Program

Rohmat Mulyana & Muhibbin Syah

Abstract

The Crash Training Program (CTP) was organized by a committee of Madrasah Development Center (MDC) of West Java. It was aimed at improving teaching learning process at Madrasah Tsanawiyah (MTs) and targeted to the teachers of mathematics, natural science, and English languge (the teachers of MNE). During three months period of time, the CTP was completed by four important parallel stages i.e. participant recruitment, intensive lecture, distance learning, and intensive workshop. Using a number of indicators for measuring the attainment of this training, it was clear that most of the efforts for improving teachers' ability in mastering teaching materials, methods of teaching, and evaluation techniques was obviously achieved. For this reason, the CTP now has been regarded as an effective training model for increasing the quality of teaching learning process in madrasah, particularly at Madrasah Tsanawiyah (MTs) in the West Java Province.

A. Introduction
The enactment of the National Educational Act Number 20/2003 asserted that Madrasah Tsanawiyah (MTs) is a general junior high school run by the Ministry Religious Affairs (MORA) of the Republic of Indonesia. Therefore, the curriculum and qualification for teachers at Madrasah Tsanawiyah are the same as those of the junior high school called Sekolah Menengah Pertama (SMP) run by the Ministry of National Education of the Republic of Indonesia.

However, almost all teachers who teach mathematics, natural science, and English (MNE) at Madrasah Tsanawiyahs in West Java Province are believed to have been incompetent. Most of them are not thought to be as professional as the MNE teachers at SMP. Therefore, it is essential that Madrasah Development Center (MDC) conduct a crash training program on the teaching-learning process for the MNE teachers at Madrasah Tsanawiyah available in every district of West Java Province.

B. Objectives and Targeted Participants
1. Objectives

General Objective
The general objective of the crash program is to increase the MNE teachers’ professionalism of MTs chiefly in implementing innovative teaching-learning process.

Specific Objectives
After the completion of the crash program, the MNE teachers are expected to:
1) master teaching materials in accordance with the characteristic of their subject matter;
2) develop teaching models in certain phases of the MNE teaching-learning process through collaborative work with related experts;
3) write an academic report concerning the implemented teaching-learning process through cyclical and reflective analysis.

Related to this, the MNE teachers of the Madrasah Tsanawiyah who have completed the crash training program will have sound professionalism that enable them to be promoted as tutors and advocators for the similar training programs for Madrasah teachers in the future.

2. Targeted Participants
The participants are the mathematics, natural science, and English teachers of state and private Madrasah Tsanawiyah available in West Java Province who pass the selection conducted by an independent team that consists of LAPIS/AusAID staff, the committee of West Java Madrasah Development Center (MDC), and the expert from institute for teacher training (LPTK).

C. Implementation Strategy

1. Preparation
There are two stages of preparation, i.e. administrative preparation and academic one. Activities concerning administrative preparation are: developing a proposal, discussing the proposal with some relevant experts, finishing and sending the proposal to LAPIS/AusAID institution. Meanwhile, activities related to the academic preparation are conducting meetings with the experts and senior educational officials to discuss the followings:
1) criteria of participant selection;
2) guideline for realizing the crash training program; and
3) guideline for both in-classroom training and field work;
4) various techniques of evaluation during and after attending the program.

2. Criteria for Selection
The participants will be the mathematics, natural science, and English teachers of state and private Madrasah Tsanawiyahs. The number of the participants of each field of study is 30 teachers. So that, the participants are 90 teachers all together. The criteria set-up for the participant is that he or she:
1) has been teaching at Madrasah Tsanawiyah at least 2 years;
2) is given a recommendation by Madrasah Tsanawiyah principal;
3) is not older than 45 years;
4) has at least a Diploma degree on his or her field of study.

In addition to those criteria, it is considered that the gender equality for taking training opportunity be another important aspect of participants selection.

a. Administrative Selection
In collaboration with LAPIS/AusAID staff and university experts, the committee carries out activities as follows:
1) prospective participants recruitment;
2) prospective participants verification;
3) assessing prospective participants’ files and sending letters of appointment to those who
are eligible to attend an academic-subject matter related test.

b. Academic Selection
The selection will be conducted by an independent and collaborative team legalized by the head of West Java Office of Ministry of Religious Affairs. As for activities within the academic selection are as follows:
1) developing test materials (i.e. content of each subject matters, teaching models and
classroom observation);
2) verifying and multiplying the test materials;
3) implementing the test at the closest places or districts to the prospective participants;
4) evaluating the test result and stipulating participants proportion for each project region
(district);
5) handing in the list of participants to the chief of LAPIS/AusAID institution, to the principal
of West Java office of MORA, and to the Director of Directorate of Madrasah.

The academic selection is directed to two targets. They are: 1) to rank prospective participants according to their academic performance order (the best, better, and good); 2) to identify concepts available in subjects that are not mastered by the prospective participants, so that the crash training program may be carried out properly.

3. Implementation

a. Curriculum
There are six components available in the curriculum, i.e:
1) Fields of study (mathematics, Natural science, and English language) in accordance with the curriculum
of Madrasah Tsanawiyah (45%);
2) Broadening perspective of fields of study through some teaching models (10%);
3) Teaching models simulation including innovating students learning activity (10%);
4) Constructing lesson plan for subsequent term (15%);
5) Constructing test materials and mastering evaluation techniques (10% );
6) Classroom administration and report (10%).

b. Course Contents
The course contents are compiled in the module of: 1) mathematics; 2) natural science; 3) English. These modules consist of: syllabus, core materials, individual assignment, the way to learn, and the system of measurement for each course.

Furthermore, the participants are given study guidance book and quality control card to make a determined effort to succeed their participation in the crash training program. The quality control card is utilized to monitor academic activities done by the participants; for examples: their attendance, their individual and group tasks, and so on.

c. Teaching-learning Process

1) Intensive Lecture
The first phase of the crash training concerning the teaching-learning covered in the program is intensive lecture. During this lecture, the participants are oriented or directed towards the understanding of the aims of the crash training program and other interests related to the teaching-learning process carried out in the program. And, to anticipate the variety of raw input (different background of participants), it is essential that a specific matriculation is intended to attain an academic standard required for attending the specific courses (i.e. mathematics, natural science, and English) which are taught in the training program. Elaborating the six curriculum components as mentioned above are also conducted through various teaching learning activities including its academic test (mid-term evaluation). All the processes of intensive lecture are taken in the terms of 5 days in-class training.

2) Distance Learning
The second phase of the crash training is distance learning. It is carried out by the participants after attending intensive lecturer. With respect to this, the participants are assigned to study the modules and to apply the knowledge in teaching process at their respective Madrasah Tsanawiyah. Besides, it is strongly suggested that they do their various individual assignments like answering course question, trying out a models, making resume of the course, and so forth. During the phase, three times tutorials are conducted in a nearest place from the participants’ homes and they discuss the progress of their teaching activity with invited academic advisor.

3) Intensive Workshop
The last step is intensive workshop which is held on after completing distance learning. The lecture is administered in Bandung. This workshop especially is aimed at performing teaching activity progress which has been conducted by participants in their respective Madrasah Tsanawiyahs. There are some techniques and methods utilized in each intensive workshop, i.e.: a) face to face tutorial/enrichment; b) teaching learning report and its discussion; (c) teaching simulation and its discussion; and c) final evaluation. A two days intensive workshop will be administered for this step.

4. Criteria for Evaluation
The success of the program attended by the participants is stipulated by the grades of: a) attendance in all training sessions, b) individual assignment; c) mid-term evaluation; d) final evaluation; and e) teacher’s scientific essay accompanied by his/her classroom practice report.

Hence, to get a certificate a participant must reach an achievement with a minimum grade of 60 (maximum grade is 100). The details of grade related to the achievement predicate are as follows:
a. From 60 to 67 (fair);
b. From 68 to 74 (good);
c. From 75 to 100 (very good/ excellent).

As for the components assessed and their percentages are designed as follows:
a. Full attendance in all training sessions (20%);
b. Accomplishment of the tasks related to the tutorials (15%);
c. Cumulative performance of every stage of evaluation (15%);
d. Middle test of training (20%);
e. Final exam of training (30%).

With respect to the guidance previously mentioned, a lecturer of LPTK or an instructor who works for the sake of the lecturer guides and gives an academic advice to a group of participants. In this regard, the academic advisor gives the committee a report concerning academic performance or achievement of the participants.

D. Facilities for Participants
The participants of the training program are given various kinds of facilities as follows:
1. Participant identity card;
2. Module relevant to the participant;
3. Material and tool for practice;
4. Quality control card;
5. Academic handbook;
6. Study guidance book;
7. Transportation fare for attending participant selection, intensive lecture, and workshop
8. Individual assignment expenses;
9. Pocket money for attending crash training.

E. Monitoring and Evaluation
Both internal and external monitoring and evaluation are necessarily conducted three times at the most, i.e. at the initial, during, and at the end of the crash program. In line with this, monitoring is particularly done by:
1. An independent team from LAPIS/AusAID staff;
2. A team from West Java MORA/MDC provincial office;
3. The committee and the Institute for Teacher Training (LPTK).

F. Training Outputs
This part explains the attainment of Crash Training Program (CTP) indicators that have been achieved after the training. Therefore, the explanation reflects the result of training quantitatively and qualitatively. Quantitative data is presented in percentage, and mean average, meanwhile qualitative one is described in general tendency of participant in doing their works. To make analysis easier to understand, quantitative data are placed as primary data, meanwhile quantitative one are used for secondary data that verify the quantitative analysis.

1. The Attainment of Output 1

The Statement of Output 1
The participants have ability to master teaching materials in accordance with the characteristic of their subject matter.

Indicator 1
At least 80% of participants are expected to increasing ability in mastering teaching material. It is proved by improving score test from pre-test to post-test.

Attainments
Based on the comparison of pre-test and post-test score, it can be explained that 92% participant have increased their ability in mastering teaching materials after CTP training. The percentage is showed by mean score of each group that 87% English teachers, 93% natural science teachers, and 97% mathematics teachers have got some improvement of their knowledge on teaching materials of their field. It means that the output 1 that asserts at least 80% of participant are expected to increasing ability in mastering teaching material can be achieved.

Indicator 2
Participants are able to implement their ability in mastering teaching material to students during the distance learning.

Attainments
According to the result of analysis on distance learning, it can be exposed that generally the participants have a good ability to implement their knowledge on teaching learning process. The positive inclination of participants’ ability was supported by some progressive development of them during the implementation of the distance learning that was organized for two months. Of the analysis, it was clear that mean scores of each group were more than passing grade score (mean = 60). In more detail information, it could be explained that of all participants the mean score was showed by M = 69,5. This score consisted of M = 70 for English teachers, M = 70 for natural science teachers, and M = 69 for mathematics teachers. Based on the result, it might be said that the indicator 2 that asserted the participant ability in implementing their knowledge of teaching materials into teaching learning process during distance learning could be achieved.

2. The attainment of Output 2
The Statement of Output 2
The participants have ability to develop teaching models in certain phases of the MNE teaching-learning process through collaborative work with related experts

Indicator 1
Participants are able to plan innovative student learning activity in classroom based on their subjects (match, science, English) by using interactive methodology.

Attainments
This indicator is relatively difficult to identify because it concerned with many things that can be regarded as new idea in learning innovation. Otherwise, one of the characteristics of the attainment is able to be explained by two data categories, namely: (1) the data of mean score of participant creativity and innovation in preparing their teaching task, and (2) the data of mean score of participants’ ability in creating conducive classroom interaction.

According to final analysis of participants’ creativity and innovation in teaching preparation, it can be said that most of the participants have good creativity and innovation for supporting their teaching. English language group attained mean score (M) = 71, natural science group got M = 72, and mathematics group achieved M = 72. Meanwhile their ability in creating conducive classroom interaction could be identified through mean score of the aspect during the phase of distance learning (DL) that revealed by M = 68,33 in DL-1, M = 68,67 in DL-2, M= 77,33 in DL-3, and M = 68,67 in DL-4. Based on the score, it was clear that the effort of improving the participants’ ability to plan and to implement innovative learning activity was able to be achieved.

Indicator 2
Participants are able to make lesson plan and can implement at classroom

Attainments
One of important aspects that continuously observed in this crash training is the participants’ ability in preparing lesson plan. The participants were guided by expert when they arranged teaching preparation. This process actually has been applied since the initial stage of training in which each participant created some model of lesson plan when they followed intensive lecture session. Based on the final assessment of participants’ ability in preparing lesson plan, their score showed an expected attainment. The mean score (M) of this aspect is 70,4. It means that most of the participants performed good ability in preparing their teaching job through lesson plan paper. The tendency also was verified by qualitative data obtained from principals that mentioned good ability in preparing lesson plan. As the previous indicators, this indicator was relatively achieved.

Indicator 3
Participants are able to make test material for students based on their subjects (mathematics, natural science, and English) and can be implemented to students.

Attainments
To measure this indicator, the average score of evaluation development of the participants can be put as our consideration. The average score was computed from the assessment result made by monitoring team during distance learning. Based on the result of assessment, the ability of participant in developing learning evaluation was able to be stated that most of them were having the ability. Their ability was reflected by means score (M) = 69. The score included M = 73 for English Language group, M = 67 for natural science group, and M = 67 for mathematics group. In another word, the highest score was achieved by majority of participants of English group, meanwhile the participants of natural science and mathematics group gained the same average score. It could also be concluded that the participants’ ability in constructing test materials was able to be achieved.

3. The Attainment of Output 3
The Statement of Output 3
The participants have ability to write academic report concerning the implemented teaching-learning process through cyclical and reflective analysis

Indicator
At least 80 % participants are able to present academic report in portfolio model related to teaching and learning process

Attainment
The ability of participant in performing academic report through portfolio model has significantly increased. Although many participants regarded the portfolio as model that made them quite busy, 89% of them performed good work on it. This percentage actually made up the average of participant performance as long as they worked in distance learning session. The way to compute it was done by determining a passing grade for their score in which 60 in the lowest score and 100 in the highest one. For the participants who got lower score than 60, they were not included in the computation. Based on the percentage, it could be said that the ability of participants in writing academic report by using portfolio model are able to be attained. But, looking from their ability in performing cyclical analysis, it was obvious that most of them still needed more improvement. It also meant that the tradition of applying classroom action research was not popular among the teachers of Madrasah Tsanawiyah. ***