Introduction
Quality education unit, supported by the profile of a qualified
principal. Of course, not only the profile looks good and quality, but also
performance according to the five competencies required must be owned by a
principal.
A qualified principal is a principal who is able to manage leadership
functions as a good manager, leader, supervisor, and partner with colleagues in
advancing the school.
The headmaster's leadership is the benchmark for the success of the
school in achieving the quality of learning and school progress. Did (Permendikbud, 2018), The principal is a teacher who gets an
additional task to lead and manage the education unit. Next (Nasional, 2007)
stated that a principal must have five competencies, namely, personality,
managerial, entrepreneurial, supervision and social competencies.
The implementation
of the competencies that must be possessed is mentoring and training conducted
by the principal to teachers and tendik in the pandidikan unit. Mentoring can be done using effective
coaching and mentoring techniques.
As a guideline for
conducting activities a principal can be guided by the results of analysis of
quality report data of the previous year. Starting from analyzing indicators
that still need improvement in graduation standards, then linked to content
standards, processes and assessments. So based on the analysis and described in
accordance with the description in the quality indicator book (dan Kebudayaan, 2017), then the principal develops a program of activities, ranging from
planning, implementation, monitoring evaluation and follow-up plan.
Based on the
analysis of quality report from (Paud, 2019), by referring to four standards namely, SKL, Content, Process and
assessment, obtained data that indicators that need improvement that is on the
skills of learners thinking critically and creatively. Memedomani (Paud, 2019) i.e. curriculum under special conditions, it
relates to the application of interactive learning models and the use of media,
especially in pandemic times, where students must learn from home.
Referring to the
results of the analysis and adapted to the learning conditions in this
pandemic, the author took the title on this activity is "Improving Teacher
Competence Using SAC Media in the Pandemic Period Through Coaching
Techniques"
To carry out this
activity, the author uses coaching techniques by utilizing the resources in the
school, namely District Instructors and senior teachers who have the competence
to do coaching 1 person. So the implementation of
coaching will be conducted by three coaches against nine teachers (coachee), in accordance with the results of the previous
year's supervision analysis.
The coching technique was chosen, because according to the Schultz
(Sulastiana, Sulistiobudi, & El Hami,
2017) describe mentoring with good techniques and approaches can optimize a
person's performance, which considers the individual's ability whether the
ability is innately born or obtained from the results of learning. Next (Bowker et al., 2018) stated that
coaching is a coaching activity that is able to stimulate one's motivation in
doing the maximum work.
Based on the above
statement, the author takes steps of coaching techniques to streamline the
mentoring process by the coach to the coachee, so
that the desired teacher competency improvement is realized. In the implementation
of this coaching occurs more intensive mentoring from coach to coachee, so it is more efficient and guidance material is
also absorbed more maximally.
Next, the coaching
techniques selected in the leadership project plan to improve the pedagogical
competence of teachers in applying the learning model using smart aplication creator (SAC) media adjust to the current
pandemic situation. Learning is done from home, online methods with various
methods that can be accessed by teachers and students (Aditya & Fitri Qomariyah, 2020).
METHOD
Data collection techniques are conducted by means of observations,
interviews, and tones also that use questionnaires and disseminated through google
form so as not to violate the protocol of covid-19 (Sugiyono, 2017).
Success indicators are measured through the results of the
recapitulation of instruments filled in cycles 1 and 2 during the activity. The activity is said to be successful in the
event of an increase from cycle 1 to cycle 2 and obtains a value with a good
minimum category (Arikunto, 2010). The scoring and scoring criteria are in accordance with the following
table 1:
Table 1
Scoring Criteria, source; RTL reading materials CKS training
|
Number (Quantitative)
|
Letter (qualicative)
|
Description
|
|
86 – 100
|
A
|
Excellent/very
adequate
|
|
71 – 85,99
|
B
|
Good/adequate
|
|
56 – 70,99
|
C
|
Sufficient/adequate
|
|
< 56
|
D
|
Insufficient/inadequate
|
RESULTS AND DISCUSSIONS
A. Improving teacher competence
To see the improvement of teacher competence, it is done through
observation of the implementation of learning and the effectiveness of media
use. Both instruments are given and
filled by coaches and teachers who carry out learning. The results obtained are
then recaptured and the achievements are expressed in percent.
Based on the observations of the implementation of learning conducted
by teachers, data obtained as contained in table 1 follows:
Table 1
Recapitulation of
observation results of learning implementation
|
No
|
Responden
|
Average value in
percent
|
|
Cycle 1
|
Cycle 2
|
|
1
|
Responden 1
|
75.00
|
86.46
|
|
2
|
Responden 2
|
78.13
|
83.33
|
|
3
|
Responden 3
|
82.29
|
93.75
|
|
4
|
Responden 4
|
71.88
|
88.54
|
|
5
|
Responden 5
|
75.00
|
97.92
|
|
6
|
Responden 6
|
79.17
|
95.83
|
|
7
|
Responden 7
|
73.96
|
93.75
|
|
8
|
Responden 8
|
76.04
|
82.29
|
|
9
|
Responden 9
|
77.08
|
91.67
|
|
Average total
|
76,50
|
90,39
|
Based on the data from the table above, it can be explained that the
implementation of learning conducted by teachers has been good and improved
even better in cycle 2. The improvements obtained by each teacher can be seen
in diagram 1 Following:
Diagraml 1
Improved
implementation of learning cycles 1 and 2
From the diagram above, it is clear that the improvement of the
implementation of learning conducted by teachers from cycles 1 and 2. This
shows that treatmen given to teachers through
coaching techniques in order to improve pedagogical competence are successful.
Based on the effectiveness of media use
The effectiveness or use of media during learning can be seen through activities
that occur in teachers and students. In addition, the effectiveness of media
use can also be felt by teachers who carry out the learning.
The assessment is done by filling the instrument done by the teacher
after carrying out the learning process using the media. Based on the results
of the assessment through the instrument, data is obtained as in table 2 below:
Table 2
Recapitulation of
observations on the effectiveness of media use
|
No
|
Responden
|
Average value in
percent
|
|
Cycle 1
|
Cycle 2
|
|
1
|
Responden 1
|
62.50
|
90.00
|
|
2
|
Responden 2
|
65.00
|
95.00
|
|
3
|
Responden 3
|
65.00
|
85.00
|
|
4
|
Responden 4
|
65.00
|
72.50
|
|
5
|
Responden 5
|
72.50
|
87.50
|
|
6
|
Responden 6
|
75.00
|
92.50
|
|
7
|
Responden 7
|
70.00
|
90.00
|
|
8
|
Responden 8
|
70.00
|
90.00
|
|
9
|
Responden 9
|
70.00
|
72.50
|
|
Average total
|
68,33
|
86,11
|
The average value in percenta Based on the
data obtained, it can be explained that the use of SAC media is able to
motivate students to do activities during the learning process. This means that
with the learning media used by teachers during the online learning process,
students become more active and respond to what the teacher describes.
Overall the media used by teachers can streamline learning in providing
a constructive learning experience for students. Online learning conducted by
teachers, can motivate students to follow the learning through the media used.
Because the SAC media used can be applied directly to the learner's android, so
that if they still do not understand the material during the learning, they can
repeat it offline at home.
The increased use of this medium from cycles 1 and 2 can be seen more clearly
in the following diagram 2:
Diagraml 2
Improved effectiveness of media use cycles 1 and 2
Based on the diagram above, we can explain that the increase in the
effectiveness of media use from cycle 1 k2 cycle 2 is quite significant.
although there are some classes that have improved slightly, this is due to
technical influences such as unstable networks when online learning is
conducted. Or also caused by power outages during learning.
B. Improved activity results
Assessment of the results of activities is carried out by coaches or
CKS who observe learning. However, in this case the assessment is only done by
the coach to the teacher who is matched during the learning implementation
process. This is because the coach who has done the mentoring starts from
cycles 1 and 2. So the coach is better able to see the indicators that must be
mastered by the teacher (coachee). Thus the assessment
is expected to be more objective.
The recapituation results are described in
table 3 as follows:
Table 3
Recapitulation of
observations on the results of teacher activities
|
No
|
Responden
|
Average value in
percent
|
|
Cycle 1
|
Cycle 2
|
|
1
|
Responden 1
|
75.00
|
82.50
|
|
2
|
Responden 2
|
70.00
|
85.00
|
|
3
|
Responden 3
|
70.00
|
92.50
|
|
4
|
Responden 4
|
60.00
|
82.50
|
|
5
|
Responden 5
|
87.50
|
95.00
|
|
6
|
Responden 6
|
60.00
|
97.50
|
|
7
|
Responden 7
|
77.50
|
95.00
|
|
8
|
Responden 8
|
85.00
|
87.50
|
|
9
|
Responden 9
|
82.50
|
92.50
|
|
Average total
|
74,17
|
90,00
|
Based on the above acquisitions, it can be concluded that the
implementation of learning activities conducted by teachers increased from
cycle 1 to cycle 2. It also indicates that the implementation of coaching
conducted by coaches towards coaches is really able to motivate teachers in
improving their pedagogical competence.
The average score obtained by all respondents already shows an
excellent category. This achievement shows that the activities carried out are
running very well and smoothly.
This improvement can also be described in diagram 3 below:
Diagraml 3
Improved results
of cycle activities 1 and 2
C. Improved student achievement
The improvement of student achievement is measured through instruments
filled by prospective principals. The filling of this instrument is based on
observations made by prospective principals to the learning process conducted by
teachers. Observation takes precedence over the changes shown by learners
during the learning process from cycles 1 and 2.
Based on the recapitulation of the values obtained by the dataon table 4 as follows:
Table 4
Recapitulation of
observations on improving student achievement
|
No
|
Responden
|
Average value in percent
|
|
Cycle 1
|
Cycle 2
|
|
1
|
Responden 1
|
70.00
|
90.00
|
|
2
|
Responden 2
|
70.00
|
85.00
|
|
3
|
Responden 3
|
70.00
|
87.50
|
|
4
|
Responden 4
|
70.00
|
87.50
|
|
5
|
Responden 5
|
75.00
|
92.50
|
|
6
|
Responden 6
|
77.50
|
92.50
|
|
7
|
Responden 7
|
75.00
|
90.00
|
|
8
|
Responden 8
|
70.00
|
87.50
|
|
9
|
Responden 9
|
70.00
|
87.50
|
|
Average total
|
71,94
|
88,89
|
Based on the table above, it appears that in the cycle 1 learner has
not shown any outstanding achievements. from the activities performed by students
during the learning process. This is because students are not familiar with the
learning experience and the use of media in online learning this time.
Usually students get online learning from teachers through WA group or
telegram group. Where teachers provide material in the form of modules or power
points, but there is less interaction between teachers and students and between
teachers and the media used.
Online learning conducted on this leadership project plan is through
virtual face-to-face using zoom meetings. The use of virtual face-to-face
online learning media through zoom meetings is done to be seen the activities
and interactions of students during the learning process.
Through the strengthening of coaching and the use of SAC media in the 2nd
cycle, there is an increase in student achievement. Students have begun to
adapt to the online techniques performed by teachers and the use of SAC media
that makes them curious. They seem enthusiastic in following the learning,
moreover they can also share screen and comment on their friends directly,
although it should be limited by the screen.
This improvement
can also be seen in diagram 4 below:
Diagraml 4
Improved student
achievement cycles 1 and 2
D. Competency improvement of prospective principals
The improvement of
the headmaster's competence is seen from the results of teacher assessment and tendik on instruments based on the lowest AKPK implemented
in cycles 1 and 2. The increase in values from cycle recapitulation results 1
and 2 can be seen in table 5 below:
Table 5
Recapitulation of
observations on improving the competence of prospective principals
|
No
|
Responden
|
Average value in
percent
|
|
Cycle 1
|
Cycle 2
|
|
1
|
Responden 1
|
92.5
|
95
|
|
2
|
Responden 2
|
97.5
|
100.00
|
|
3
|
Responden 3
|
97.5
|
97.5
|
|
4
|
Responden 4
|
92.5
|
100
|
|
5
|
Responden 5
|
97.5
|
97.5
|
|
6
|
Responden 6
|
87.5
|
95
|
|
7
|
Responden 7
|
95
|
92.5
|
|
8
|
Responden 8
|
97.5
|
97.5
|
|
9
|
Responden 9
|
82.5
|
85
|
|
Average total
|
93.33
|
95.56
|
Based on the results of the above instrument scores, the competence of
prospective principals has identified that prospective principals have
excellent competencies, and improved in cycle 2.
When viewed the assessment of each respondent, there are some values
that do not increase. This means that the competence of prospective principals
from cycles 1 and 2 has not improved. This is a motivation for prospective
principals to continue to upgrade themselves and improve their self-quality.
The improvement that occurs in cycle 1 and cycle 2 is also an
indicator, that the activities of this leadership project plan, are able to
provide the best experience to prospective principals in improving their
competence.
The cooperation of the coach who provides maximum guidance, and the
sincerity of the coachee is guided to improve his
pedagogical competence. From the good and inspiring character shown by all
colleagues involved in this activity, it is the best experience in improving
the competence of prospective principals.
The improvement of the competency of prospective principals is more
clearly shown in diagram 5 below:
Diagraml 5
Improved
achievement of prospective principals in cycles 1 and 2
E. Achievement of student
wellbeing
The assessment of student wellbeing achievement is taken from the
instrument given by the student pekada in a sample,
which is 10% of the number of students involved in the leadership project plan
activities that have been carried out. The total number of students who
participated in the activity was about 250 students, namely from 9 rombel who received treatment in accordance with the
activities of the leadership project plan made. Thus, the number of students
sampled is about 25 people. In the implementation of this activity, because the
number of rombel who participated is 9 rombel, then the number of students who were sampled is 3
people perrombel, so the number becomes 27 people (Enco Mulyasa, 2003).
Assessment of student wellbeing achievements is conducted on two
aspects, namely; 1) on the aspect of improving student wellbeing judging by the
class achievements performed by each teacher, 2) judging by the achievements of
the indicators by each student.
The results of the recapitulation of student wellbeing achievement
cycles 1 and 2 can be seen in the following tables 6 and 7:
Table 6
Rekapitulasi hasil pengamatan terhadap peningkatan capaian student wellbeing berdasarkan
kelas
|
No
|
Class
|
Average value in
percent
|
|
Cycle 1
|
Cycle 2
|
|
1
|
Teacher 1
|
66.67
|
70.83
|
|
2
|
Teacher 2
|
55.00
|
65.00
|
|
3
|
Teacher 3
|
70.00
|
75.00
|
|
4
|
Teacher 4
|
66.67
|
67.50
|
|
5
|
Teacher 5
|
75.00
|
79.17
|
|
6
|
Teacher 6
|
68.33
|
67.50
|
|
7
|
Teacher 7
|
76.67
|
73.33
|
|
8
|
Teacher 8
|
67.50
|
73.33
|
|
9
|
Teacher 9
|
63.33
|
63.33
|
|
Average total
|
67,69
|
70,55
|
Based on the data above, in general there is an increase in student
wellbeing achievements. The improvement has not shown that the learning has not
provided happiness to the students to the maximum. This is certainly influenced
by several factors that accompany online learning (H. E. Mulyasa, 2017).
An overview of student wellbeing improvements can also be illustrated
in diagram 6 below:
Diagraml 6
Improved student
wellbeing achievements in cycles 1 and 2
Based on the achievement of the indicator, the increase in student
wellbeing can be seen in table 7 below:
Table 7
Recapitulation of
observations on improved student wellbeing achievements based on indicators
|
No
|
Indicators
|
Average value in
percent
|
|
Cycle 1
|
Siklus 2
|
|
1
|
Indicators 1
|
85.18
|
92.50
|
|
2
|
Indicators 2
|
85.18
|
92.50
|
|
3
|
Indicators 3
|
92.50
|
85.18
|
|
4
|
Indicators 4
|
48.15
|
66.67
|
|
5
|
Indicators 5
|
85.18
|
85.18
|
|
6
|
Indicators 6
|
96.29
|
85.18
|
|
7
|
Indicators 7
|
81.48
|
85.18
|
|
8
|
Indicators 8
|
85.18
|
92.50
|
|
9
|
Indicators 9
|
88.88
|
85.18
|
|
10
|
Indicators 10
|
70.37
|
85.80
|
|
Average total
|
81.84
|
85.59
|
Based on the data above, then we can see the increase in student
wellbeing achievements from cycle 1 to cycle 2 shows a good predicate. It is
also a guide for the author that the activities of the leadership project plan
carried out are able to improve student wellbeing (student happiness).
This improvement can also be seen in diagram 7 below:
Diagraml 7
Improved student
wellbeing achievements of cycle innovators 1 and 2
F. Reflection
According to (Nugraha, Widodo, & Riandi, 2020), Reflection
activities can help and facilitate for the development of quality improvement
activities. Reflections on the activities of this leadership project plan are
carried out to see the quality and improvement that occur in the activities carried
out in cycles 1 and 2.
Reflections on this activity are carried out on five measured aspects,
namely:
1) Improving teacher competence
Based on the improvement of teacher competence conducted based on
observations of the implementation of learning conducted by teachers and the
effectiveness of the use of media used by teachers in the online learning
process.
Measurements made on both aspects through instruments in the form of
questionnaires are distributed to coaches and teachers who are matched itself.
Therefore, based on the results of recapitulation obtained data as contained in
table 4.8 follows:
Table 8
Average
improvement of pedagogical competency of 1st and 2nd cycle teachers
|
Indicators
|
Average
|
|
Cycle 1
|
Cycle 2
|
|
Observation of learning
|
76,50
|
90,39
|
|
Effectiveness of media use
|
68,33
|
86,11
|
|
Average
|
72,42
|
88,25
|
From the table above, it can be concluded that, there is an improvement
in teacher competence, namely from the average of the two aspects in cycle 1 of
72.42 changed to an average of 88.25 in the 2nd cycle. It also proves that the
innovation chosen by prospective principals is able to improve the pedagogical
competence of teachers according to the goals they want to achieve.
This improvement is not yet maximal, because in the implementation of
learning bayak aspects that become inhibitory
factors, such as the readiness of both parties, namely students and teachers.
Readiness in question is readiness in the online learning process. Supervision
and management of students is not maximal because students and teachers are in
different spaces.
Especially on the effectiveness of the use of media in online learning
does need to be maximized, interaction between learners and the media used must
be splashed by teachers. Teachers must have a surefire way to provide strong
encouragement and motivation in order for students to interact with the media. Thus the achievement of learning objectives can also be
optimized.
2) Based on the results of the
activities
The assessment of the results of the leadership project plan activities
is also carried out through the results of the recapitulation of instruments
filled by the coach to the activities carried out by the teacher who is
matched.
The results were compared between cycles 1 and 2, to see if this activity
did succeed in improving the ability of teachers who are matched in the implementation
of learning. The results obtained can be seen in table 9 below:
Table 9
Average increase
in rpk activity results in cycles 1 and 2
|
Achievement indicators
|
Average
|
|
Cycle 1
|
Cycle 2
|
|
Results of activities
|
74,17
|
90,00
|
Based on the data in the table, it can be seen that there was an
increase in the results of activities conducted by teachers from an average of
74.17 in cycle 1 increased to an average of 90.00 in the 2nd siklu. It also indicates that the leadership project plan
activities carried out successfully achieved the objectives according to the
selected innovation plan.
Coaching activities conducted are able to improve the pedagogical
competence of teachers in carrying out learning. Especially in online learning,
teachers are also able to maximize the implementation of learning so that
students can learn well. Limitations during the implementation of learning can
be minimized by the pedagogical ability of good teachers as well.
So, in this case the competence of teachers in implementing interactive
learning models using SAC media is improved.
3) Based on student achievements
Measurement of student achievement improvement is also done by filling
in instruments to see the activities of students during the online learning
process.
This measurement is done by prospective principals by filling
instruments in cycles 1 and 2. This measurement aims to assess the development
of learners' activities in learning using mediaSAC on
interactive learning models used by teachers.
The results of the assessment of student achievement improvement can be
seen in table 10 below:
Table 10
Average
improvement in student achievement cycles 1 and 2
|
Achievement indicators
|
Average
|
|
cycle 1
|
cycle 2
|
|
Improved student achievement
|
71,94
|
88,89
|
Based on the table above, it can also be said that the achievement of
learners increased from an average of 71.94 in cycle 1 to 88.89 in the 2nd
cycle. It is also an indicator of the success of RPK activities carried out.
The achievement of students increased marked by the increasing positive
activity of each student in following the learning process.
If in the use of media more maximally, by reducing various obstacles
such as the internet network syabil, or schools have
adequate online learning facilities, then the achievement of learners can be
further improved.
The use of media that can be directly applied to students' android is
one effective way to shorten the distance between teachers and students,
especially in online learning, where teachers and students conduct learning
activities from home.
4) Based on the improvement of
competency of prospective principals in accordance with the lowest AKPK score
The results of competency improvement of prospective principals based
on the lowest AKPK scores, can be seen in table 11 below:
Table 11
Average competency
improvement in CKS cycles 1 and 2
|
Achievement indicators
|
Average
|
|
Cycle 1
|
Cycle 2
|
|
Improvement of competency of
prospective principals based on AKPK
|
93,33
|
95,56
|
From the table above, the improvement of the competence of prospective
principals can also be seen from the results of recapitulation of 1st and 2nd
cycle instruments. Based on the results monev found
that the average in cycle 1 is 93.33 increased to an average of 95.56 in cycle
2.
This improvement shows that prospective principals can learn well with
mentors in improving knowledge and skills in accordance with the competencies
they want to improve.
The results also showed that the innovation chosen was able to provide
valuable experience to prospective principals in improving their competence.
The value of novelty is very much in accordance with the learning
during the pandemic. This means that prospective principals are able to find
and develop ideas to choose innovation as a way out in the current situation.
The experience gained and balanced by the great support of every
component in the school, ranging from principals, teachers and students and tendik involved, provides a great opportunity for
prospective principals in understanding every indicator that is part of
improving their competence.
5) Based on student wellbeing
achievements
Based on the results of recapitulation and monev
conducted, data obtained that the average achievement of student wellbeing in
cycle 1 and cycle 2 as follows:
a) Based on class achievements
Table 12
Average increase
in student wellbeing achievement per cycle class 1 and 2
|
Achievement indicators
|
Average
|
|
Cycle 1
|
Cycle 2
|
|
Improved achievements by class
|
67,69
|
70,55
|
Based on the data above, in general there is an increase in student
wellbeing achievements, but it has not shown a significant increase. Cycle 1 is
67.69 and becomes 70.55 on cycle 2.
This fact shows that the activities of the innovation plan that is
carried out need a more in-depth evaluation, especially the study of obstacles
and inhibitory factors in the implementation. By knowing the various
disruptions that will accompany the implementation of this activity, then we
will be ready with solutions to minimize the disruption.
Several factors can be an influence on these achievements. Partly
because the learning is done online. then access a stable network,
uninterrupted electricity network and ownership of online tools or technology
in learners and teachers.
b) Based on indicator
achievements per student
Table 13
Average increase
in student wellbeing achievements of cycle innovators 1 and 2
|
Achievement indicators
|
Average
|
|
Cycle 1
|
Cycle 2
|
|
|
Improved achievements based on
indicators
|
81,84
|
85,59
|
|
Based on the
achievement of the indicator there is a better increase, namely in cycle 1
reached an average of 81.84 and increased to 85.59 in the 2nd cycle.
The increase from
cycle 1 to 2 is not very high, but when viewed from the pandemic situation and
the limited facilities that students have, fun learning can continue.
Follow-up of all
achievements obtained is, conducting advanced coaching and more intensive
individually for teachers who still do not get satisfactory grades.
On the effectiveness
of media use for example, follow-up plans were carried out on teachers in
classes that had a score of 72.50, which is a class guided by respondents 4 and
9. The value obtained has entered the category of adequate, but when compared
to the achievement of other respondents can still be increased. The follow-up
is to provide more intensive guidance individually, so that the use of media
can be maximized.
Next on student
wellbeing achievements measured by class achievements. the average grade is
still in the sufficient category. This means that learning that favors students
still needs to be improved. Every teacher should be able to improve his
pedagogical competence in terms of how to provide the best service for students
in obtaining a good learning experience. They can learn with pleasure, not be
depressed and enjoy the process of gaining that learning experience from start
to finish.
This condition
requires patience and perseverance from every teacher. The action that can be
done is to practice more and want to get mentoring through further coaching
individually.
CONCLUSION
Based on the
results of the Leadership Project Plan (RPK) activities in the school itself
and Competency Improvement (PK) in the internship school, it can be concluded
as follows: 1) Rpk activities conducted by
prospective principals in their own schools run well and smoothly. 2) Mentoring
through coaching techniques is able to improve; 1) pedagogical competence of
teachers from 72.42 with good category, increased to 88.25 with excellent
category; 2) the results of coaching activities from 74.17 with good categories
increased to 90.00 with a very good category; 3) the performance of students
from 71.94 with good categories increased to 88.89 with excellent categories,
and 4) increased the competence of prospective principals based on AKPK from
93.33 with excellent categories, improving even better to 95.56 with excellent
categories. 3) Especially on student wellbeing achievements, there is still
need to be improvement with more intensive actions, measurement of student wellbing is done from two aspects, namely; 1) class
achievement with an average of 67.69 with enough categories in cycle 1 to an
average of 70.55 with enough categories in cycle 2. This means that the
increase is insignificant; 2) for the achievement of the predictor in each
student measured in a sample obtained an average of 81.84 with a good category
in cycle 1, increased to an average of 85.59 with a good category. This also
means that achievements for student wellbeing still need to be improved with
more intensive action.
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