Mengubah iklim akademik di perbatasan: studi pendampingan bagi pendidik di wilayah Entikong

Abstract

Abstrak

Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan meningkatkan kualitas pendidikan di wilayah perbatasan Entikong, yang menghadapi tantangan dalam layanan pembelajaran, beban mengajar, dan kepemimpinan akademik. Masalah utama yang diidentifikasi adalah rendahnya kualitas proses pembelajaran akibat keterbatasan sumber daya dan dukungan akademik. PKM ini dilakukan melalui kerja sama antara perguruan tinggi dan sekolah di Entikong, melibatkan 55 peserta, terdiri dari guru, dosen, dan mahasiswa di lingkup STKIP wilayah Entikong. Kegiatan berfokus pada tiga aspek utama: layanan pembelajaran, beban mengajar, dan kepemimpinan akademik. Metode yang digunakan meliputi pendampingan intensif, pelatihan guru, pengembangan materi ajar berbasis konteks lokal, dan pemanfaatan teknologi pembelajaran. Selain itu, dilakukan penguatan kapasitas kepala sekolah dalam kepemimpinan dan manajemen pendidikan. Hasil kegiatan menunjukkan peningkatan kualitas pembelajaran dengan meningkatnya kompetensi guru dalam menerapkan pembelajaran berbasis teknologi. Beban kerja guru juga lebih terkelola, sehingga perhatian kepada siswa meningkat. Dari sisi kepemimpinan akademik, terdapat peningkatan partisipasi kepala sekolah dalam pengelolaan kegiatan pendidikan. Secara deskriptif kualitatif, para peserta menyatakan model pendampingan membantu memahami strategi pembelajaran yang lebih efektif. Secara kuantitatif, terdapat peningkatan partisipasi aktif guru selama proses pendampingan. Model pendampingan ini terbukti fleksibel dan dapat diterapkan dalam konteks pendidikan lainnya, sehingga dapat menjadi model alternatif dalam pengembangan pendidikan di wilayah perbatasan.

Kata kunci: iklim akademik; pengabdian Masyarakat; model pendampingan

Abstract

This Community Service Program (PKM) aims to improve the quality of education in the border area of Entikong, which faces challenges related to teaching services, teachers' workload, and academic leadership. The main problem identified is the suboptimal learning process caused by limited resources and academic support. The PKM is conducted through collaboration between higher education institutions and schools in Entikong, involving 55 respondents, including teachers, lecturers, and students from STKIP Entikong. The program focuses on three main aspects: teaching services, teachers' workload, and academic leadership. The methods employed include intensive mentoring, teacher training, the development of contextually relevant teaching materials, and the integration of technology into the learning process. Additionally, the program enhances the capacity of school principals in leadership and educational management. The results indicate an improvement in teaching quality, as evidenced by increased teacher competence in implementing technology-based learning. The teachers' workload has become more manageable, allowing them to give better attention to students. Regarding academic leadership, there is an increase in school principals' participation in managing educational activities. Qualitatively, participants reported that the adapted mentoring model has assisted them in understanding and applying more effective teaching strategies. Quantitatively, there was a 30% increase in active teacher participation during the mentoring process. This mentoring model has proven to be flexible and adaptable to various educational contexts, making it a promising alternative for educational development in border areas.

Keywords: academic climate; community service; mentoring model