Pelaksanaan Pembelajaran Jarak Jauh Di Masa Pandemi Covid-19

Penelitian ini dilatar belakangi oleh adanya kondisi pandemi Covid-19 yang berdampak pada ranah pendidikan. Untuk memenuhi hak peserta didik dalam mendapatkan layanan pendidikan, SD Negeri Karangasem baru pertama kali menerapkan pelaksanaan  pembelajaran  jarak jauh, perubahan pola pembelajaran secara tiba-tiba ini menimbulkan berbagai kendala yang harus dihadapi sehingga guru harus melakukan berbagai upaya agar pembelajaran dapat tetap berlangsung meskipun di masa pandemi Covid-19. Jenis penelitian ini adalah kualitatif dengan pendekatan studi kasus yang bertujuan untuk mendiskripsikan pelaksanaan pembelajaran jarak jauh serta mengetahui upaya yang dilakukan guru untuk mengatasi kendala dalam pelaksanaan pembelajaran jarak jauh selama pandemi Covid-19. Hasil penelitian menunjukkan bahwa pembelajaran jarak jauh pada masa pandemi Covid-19 di SD Negeri Karangasem Kabupaten Demak dilaksanakan dengan pola  daring, luring dan home visit. Adapun upaya yang dilakukan guru untuk mengatasi hambatan dalam melaksanakan pembelajaran jarak jauh pada masa pandemi Covid-19 yaitu kembali kepada kebijakan dan kemampuan guru itu sendiri. Hal itu karena sudah menjadi tanggung jawab guru untuk mengelola pembelajaran, termasuk mencari jalan keluar bagi setiap hambatan yang terjadi selama pembelajaran.

Exploring the Contribution of the Head Teacher in School Improvement in a Learning Resource School of Gilgit-Baltistan A Case Study

The study 'Exploring the Contribution of the Head teacher in School Improvement in a Learning Resource School' was conducted in a Learning Resource School (LRS) of Gilgit-Baltistan, with the aim of exploring the strategies school principal uses to involve teachers, parents, students, and community in school improvement. The study was conducted in qualitative paradigm by employing case study method. The participants were selected using purposive sampling. The participants of the study were the head teacher of the school, four teachers (two male and two female), four students (two male and two female), the convener of Village Education Committee (VEC), and the Head of Regional School Development Unit (RSDU). Data were collected using semi-structured interviews, focused group interviews, observation and document analysis. The findings of the study revealed that the school leadership uses various strategies: capacity building of the teaching staff, empowering teachers, and students by assigning them leadership roles, and involving the entire community in school activities for school improvement. Furthermore, the findings also illustrate that mentoring, in-house professional development sessions, reflective practices, lesson observation followed by feedback and making professional development groups (PDGs) of the teachers are being carried out for the teachers' professional development. Furthermore, the findings of the study also revealed that the VEC as a representative body of the community acts as a bridge between the community and the school. Additionally, The VEC also plays a significant role in community mobilization towards school improvement, with an ultimate aim of improvement in students' learning. The study suggests that by the continuous involvement of teachers in professional development activities, involving teachers and students in leadership roles, mobilizing the community through VEC, and networking with other institutions is helpful in school improvement.