Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 313 EDUCATION AND LEVELED TRAINING MANAGEMENT OF BASIC LEVELS IN NETWORK TO IMPROVE THE COMPETENCE OF PAUD TEACHERS (Case Study at PP PAUD and DIKMAS West Java) Taufik RahmanIKIP Siliwangirachmanopick@gmail.com ABSTRACTThe Center Education Development for Early Childhood and EducationSociety (PP PAUD and Dikmas) West Java has programmed Education andLeveled Training Basic level in Network. The activity to improve thecompetence of three levels of PAUD educators (caregivers, mentoringteachers and PAUD teachers) in a continuously and tiered. Supporting theoryof this study is the management concept, training, network learning dancompetency PAUD teachers. The research methodology in this study isdescriptive qualitative approach post facto. The data obtained throughanalysis of documents and interviews the promoter, supervisors, a mentor,administrator and alumni of Education and Training. The subject is Fivepeople consisting of the promoter, supervisors, a mentor, administrator andalumni of Education and Training. Based on the analysis of data anddiscussion of research results obtained the following data: (1) planningleveled Training on Basic Level in the Network which is done with thepreparation of design, preparation of learning tools, the design of thenetwork in the network Content Management Network and LearningManagement Network; (2) Implementation of the leveled Training on Baselevel in the Network using three main strategies, that is ; learning face-to-faceonline, tutorials online learning and independent learning; (3) Evaluation ofLeveled Training on Basic Level in the Network is divided into two parts, theevaluation results include (a) cognitive, (b) affective (c) psychomotor, andprogram evaluation. Recommendations the organizers to increase servercapacity, improve the Content Management Network and LearningManagement Network, develop Advanced leveled Training in networks toimprove the competence of PAUD teachers and develop other education andtraining online. As for the supervisors and mentors to be given moreintensive enrichment of the mastery of content training, mastery of learningoperation using IT in the network, and completing of SOP assignments as asupervisors and mentor. Keyword : Management, Training on network, PAUD teachers INTRODUCTIONEarlychildhood is the most important age to child development,called the Golden age.Early childhood is a period that needs to be treated as early as possible, this periodwhere the child's brain experiences the fastest development in the history of life. Thisperiod starts from the fetus in the womb until the age of 6 years. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 314 Early childhood occurs from the age of 3-6 years. At this time according to Osborn,White, and Bloom (in Apriana, 2009, page ?)"Child cognitive development has beenreached 50% when the child has 4 years old, 80% when the child has 8 years old dan100% when the child has 18 years old. The study further strengthened the opinions ofprevious experts, regarding the existence of a sensitive age or golden age in earlychildhood. One of the important efforts to boost the quality of PAUD is to improve thequality of educators and education personnel.To support the improvement of service quality that is relevant to the demands of thesociety in an effort to improve quality and service to PAUD educators, The CenterEducation Development for Early Childhood and Education Society (PP PAUD andDikmas) West Java has programmed various training courses for PAUD educators. ThePAUD educator training activity aims to improve the competence of three levels ofPAUD educators (caregivers, mentoring teachers and PAUD teachers) in a continuousand tiered. The training includes basic training, advanced training and masterlytraining. Basic training is intended to prepare educators as caregivers with minimalcompetencies, advanced training is intended to prepare competent educators asmentoring teachers and masterly training is intended to prepare competent teachers asPAUD teachers.The basic training program with modes in the network is organized with the aim ofproviding education and training services that can be accessed from the residence of thetraining participants (PAUD educators) without having to spend funds onaccommodation and transportation to the training center. In addition, participants didnot have to leave teaching assignments because learning was adjusted according to theavailability of training participants' free time. Learning in the network is more efficientin terms of the budget with output having the same quality as regular learning whenwell designed by optimizing the support of institutions, educators, and trainingparticipants. (Linn, 1996; Burton, 2003; Markova, Glazkova, & Zaborova, 2017).According to Robbins, Stephen P, (2001: 282) Training meant formal training that wasplanned in advanced and had a structured format. This shows that the training meanthere is formal training that is carefully planned and has a structured training format.Referring to the conditions that have been stated above relating to Management ofEducation and Training at the Basic Level in the Network, the management of theEducation and Training program is an important activity to be considered in supportingthe success and development of the Education and Training program.Atas dasar latar belakang masalah tersebut di atas , penulis tertarik untuk melakukanpenelitian atau kajian secara ilmiah tentang Manajemen Pendidikan Dan Pelatihan(Diklat) Berjenjang Tingkat Dasar Dalam Jaringan (Daring) untuk MeningkatkanKompetensi Guru PAUD.On the background of the above problems, the authors are interested in research orscientific studies on Management of Education and Leveled Training on Basic Level ofNetworking (Online) to Improve the Competency of PAUD Teachers. METHODThis study uses descriptive method with a qualitative approach. The data collectiontechniques used in this study are through interview techniques, literature studies, anddocumentation studies Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 315 RESULTS AND DISCUSSION a. Educational Planning and Leveled Training base level in Networks to Improve the Competency of PAUD TeachersPlanning is an important factor in the Education and Training program. Before the basiclevel of training program in the network is carried out, needs are identified first. Thepurpose of the identification is to show the development of the competency needs ofeducators PAUD related to the challenges facing the world today. In addition,identification was also carried out to shoe the difference in PTK abilities, earlycompetencies of PAUD educators before receiving training.Waterson (1965) in Djudju Sudjana (2000; 61) argues that "in essence planning is aconscious, organized, and continuous effort to choose the best alternative from a someof alternative actions to achieve the goal".After identifying, then the design of the Level Training on basic level in the Network isprepared based on the results of the analysis of identification in the field. This designproduces a quality program that suits the needs of participants. The statement is inaccordance with Soebagio Atmodiwirio (2002: 56) The design of the Education andTraining program is the process of planning the sequence of activities of the Diklatcomponent which is a unified whole of the program.The purpose of Level Training on basic level in the Network itself is to prepareprospective young teachers to have the minimum competencies needed to carry outtheir duties as PAUD educators.The learning method used in the Level Training on basic level in the Network is alecture with questions and answers, discussions, demonstrations, tutorials, fieldworkand training approaches. The adragogy approach (learning approach for adults) is theapproach that best suits the teaching and learning processTo support the success of Leveled Training in Basic Level program in the Network, themanager / instructor must refer to the Basic Level of Curriculum and syllabus in theNetwork. The curriculum has been prepared by the Directorate of Teachers andEducation Personnel and then developed and adapted to modal patterns in the network.Content of Leveled Training on Basic Level in the Network includes 1 PAUD policymaterial and 9 young companion competency materials. Presentation of LeveledTraining on Basic Level in the Network is done through online face-to-facesynchronous - learning interactions at the same time as using video converence,asynchronous online tutorials - learning interactions at the same time through learningactivities that have been provided electronically, and independently on an outsidenetwork.The media and teaching materials used consist of modules, display materials,assignment sheets, instrument formats and evaluation sheets. The media and teachingmaterials are uploaded in a network that can be downloaded by participants.In accordance with the opinion of Soebagio Atmodiwirio (2002: 216-219) the role of theeducation and training media is to improve, support or direct the participants' attentionabout the skills or knowledge of the lessons being presented. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 316 Components involved in the technical implementation of Basic Level Tiered Training inthe Network are; Resource person, supervisor, mentor and admin. To support theimplementation of Leveled Training on Basic level in the Network, an implementationguide book, registration guide and manual book are compiled.Prospective Basic Level Graduates in this Network are PAUD Teachers who do not havea competency certificate as a young teacher. The recruitment of students was carriedout in collaboration with the district / city education offices and partner organizationsat the provincial and regional levels (HIMPAUDI, IGTKI and IGRA).The facilities used include communication devices consisting of laptop / PC, tablet,handphone with certain applications. And for infrastructure using CMS (ContentManagement Network) and LMS (Learning Management Network) devices. CMS issoftware that is used to add or manipulate (change) the contents of a website. Itsfunction is for the management of the content of Leveled Training on Basic Level inNetwork which is formatted in electronic form and then planted on the specified server.LMS is a software application for '' online '' activities, electronic learning programs (e-learning programs), and training content. The function of the LMS for managing theimplementation of Leveled Training on Basic Level in the Network starting fromregistration to post test. b. Implementation of Leveled Training on Basic Level in Networks to Improve Competency of PAUD TeachersImplementation is carried out with a total load of 258 jp, 48 hours online face-to-facestudy and online tutorials and 210 hours of independent activities. The learning placeused by participants is not binding on the location where the participant is located. Canbe done anywhere according to the needs of the important participants there is anetwork connection connected to the internet. According to Anisah (1995: 44)implementation is an activity to realize a plan to be a real action in order to achieve thegoals that have been set effectively and efficientlyLearning strategies in the implementation of Leveled Training on Basic Level in theNetwork are carried out as follows; registration, verification of participants by admin,pretest, download and upload modules, face to face online, online tutorials, post-testsand independent activities. In accordance with the opinion of Soebagio Atmodiwirio(2002: 184) suggests that learning strategies are a specific type of approach to conveyinformation and activities that support the completion of specific goals.The result of Leveled Training on Basic Level in Network are determined based on thecompleteness of the participants in following the stages and criteria that have beendetermined including; Pretest, attendance, activeness submit or answer questions indiscussion, assignment values 9 material, posttest, report scores and independentactivities. c. Evaluation of Leveled Training on Basic Level in Networks to Improve the Competency of PAUD TeachersEvaluations conducted in Leveled Training on Basic Level in the Network are dividedinto 2 parts, that is evaluation of results, program evaluation. As stated by OemarHamalik (2000: 120) divides evaluation into three parts, that is evaluation of results, Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 317 program evaluation and impact evaluation. Results evaluation includes an assessmentof aspects of knowledge, aspects of attitudes and skills. 1. Evaluation of Results 1) Cognitive AspectsThe Leveled Training on Basic Leveln the Network program provides newknowledge for participants, participants can understand and apply the basicconcepts of PAUD in teaching. Have knowledge of operations in education, nurture,care and protection of early childhood after attending Leveled Training on BasicLevel in this Network. The participants also have knowledge of how to recognizeChildren with Special Needs? 2) Psychomotor aspectsAble to carry out some tasks in education, nurture, care and protection of earlychildhood in accordance with work procedures. Understand and apply care skills,nutrition and early childhood health. Understand and apply the methods of earlychildhood learning through playing in PAUD learning 3) Affective AspectsHaving the ability to cooperate and communicate with family / parents andcolleagues. Understand and apply the concepts of ethics and character in PAUDteaching. Having the ability in planning and evaluating PAUD teaching. 2. Program EvaluationThe purpose of Leveled Training on Basic Level in the Network has been wellachieved one of the indicators has been to capture 6,968 PAUD teachers, teach 4,957people, complete 2,185 people and 600 PAUD teachers who have completed thelearning program that has followed the competency test conducted by theCompetency Certification Institute (LSK) and 456 of them were declared competent.The expected results from the Leveled Training on Basic Level program are theincrease in the minimum competency of the teacher, as a young companion teacherthrough network teaching.The advantages of this Leveled Training on Basic Level program include the numberof targets that are more and can be reached nationally, can be accessed by variousmedia connected to the internet, Time and place of learning are more flexible, thecost of organizing is more effective and efficient.Constraints faced in the implementation of Online Diklatsar is that the internetconnection is not smooth, computer or laptop devices or handphones are not inaccordance with the specifications needed and the ability to use the device(computer / laptop / handphone) and access the network is not good enough,environmental support (school management, institution, and community).The Quality Control Process in the Leveled Training on Basic Level in Network iscarried out by involving the inspector and supervisors, whose job is to ensure thequality of the training process that takes place in their respective regions, throughonline and offline processes.The follow-up to the post-training program is to provide assistance to the trainingalumni to take a competency test, both those carried out using grants andindependent funds from participants. The steps of this activity are as follows. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 318 Submitting candidates for competency test participants to the Competency TestPlace (TUK), the TUK submits an application to the Competency CertificationInstitute (LSK) to conduct testing; then the implementation of the competency testby LSK in TUK. CONCLUSIONThe conclusions of this study are as follows: (1) planning of Leveled Training on BasicLevel in Networking which is carried out by designing, designing learning tools,designing networks in the Content Management Network network and LearningManagement Network; (2) The implementation of Leveled Training on Basic Level inthe Network uses three main strategies, that is online face-to-face learning, onlinetutorial learning and independent learning; (3) Evaluation of the Training Level of BasicLevel in the Network is divided into two parts, the results of evaluation include (a)cognitive, (b) affective, (c) psychomotor and program evaluation. BIBLIOGRAPHYSudjana. D. (2000). Pendidikan Luar Sekolah Wawasan Sejarah Perkembangan FalsafahTeori Pendukung Asas. Bandung: Falah production_____(2000). Manajemen Program Pendidikan untuk Pendidikan Luar Sekolah danPengembangan Sumberdaya Manusia.. Bandung: Falah productionHamalik, Oemar. (2000). 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