Qualitative Analysis Report KIAT Guru

TABLE OF CONTENTS
INTRODUCTION .................................................................................................. 7
1.1 Background.................................................................................................. 8
1.2 Objectives .................................................................................................. 10
1.3 Scope ........................................................................................................... 11
1.4 The Expected Results............................................................................ 12
1.5 Method........................................................................................................ 13
DESCRIPTION OF OBJECT .............................................................................21
2.1 Legal Basis of KIAT Guru ..................................................................... 22
2.2. Activity Overview .................................................................................. 33
KIAT GURU IMPLEMENTATION ..................................................................41
3.1 Context of Area ........................................................................................ 42
3.1.1 Geographic and Population ........................................................ 42
3.1.2 Economic Social and Cultural .................................................... 45
3.1.3 Government ..................................................................................... 47
3.1.4 The Condition of Education ....................................................... 48
3.2 KIAT Guru Performance ...................................................................... 56
3.2.1 KIAT Guru Implementing Organizations .............................. 56
3.2.2 Ketapang Regency ......................................................................... 61
3.2.2.1 The Process of Facilitation ................................................. 61
3.2.2.2 Output ........................................................................................ 69
3.2.2.3 Outcome .................................................................................... 82
3.2.3 Keerom Regency ............................................................................ 87
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3.2.3.1 Facilitation Process............................................................... 88
3.2.3.2 Output ........................................................................................ 90
3.2.3.3 Outcomes .................................................................................. 99
3.2.4 Kaimana Regency........................................................................ 109
3.2.4.1 The Process of Facilitation .............................................. 109
3.2.4.2. Output .................................................................................... 115
3.2.4.3. Outcome ................................................................................ 122
COMPARATIVE ANALYSIS OF KIAT GURU AND EFFECTIVENESS.. 130
4.1. KIAT Gurus Effectiveness ............................................................... 131
4.2 Determining Factors .......................................................................... 136
MONITORING AND EVALUATION SYSTEM ........................................... 151
5.1 KIAT Guru Monitoring and Evaluation System ....................... 152
5.2 Development of Monitoring and Evaluation Instruments .. 156
RECOMMENDED POLICIES ......................................................................... 162
BIBLIOGRAPHY.............................................................................................. 168
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LIST OF TABLE
Table 1. Target Areas for KIAT Guru Pre-trial ................................................. 12

Table 2. List of KIAT Guru Research Samples .................................................. 14
Table 3. The Pre-trial Schools According to Treatment Group ................. 25
Table 4. The Percentage of Teachers Attendance Associated with the
Percentage of the Allowance for Remote Area, in Regency of
Keerom and Ketapang ........................................................................... 29
Table 5. The Amount of the Remote Area Allowance in Keerom Regency
........................................................................................................................ 31
Table 6. The Amount of Zone Allowance in Kaimana Regency ................. 32
Table 7. Population in Nine Villages of Pilot Activities ................................ 44
Table 8. The Number of Teachers and Students in the Participating
Schools in Keerom Regency and Kaimana Regency .................. 50
Table 9. The Number of Teachers and students in Participating Schools
in Ketapang Regency.............................................................................. 51
Table 10. The Level of Teachers Absenteeism ............................................... 52
Table 11. Effectiveness of KIAT Guru Implementation seen from the
Process, Output, and Outcome ........................................................ 134
Table 12. Treatment Models ................................................................................ 154
Table 13. Determinant Analysis in Establishing KIAT Guru Performance
Monev Indicators in 3 Regencies ................................................... 158
Table 14. Regulation of KIAT Guru Pre-trial in 3 Regencies ................... 184
Table 15. The Coordinating Teams in the pre-trial regencies of KIAT Guru
..................................................................................................................... 185
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ABREVIATION AND ACRONYM
1. APBN : The National Budget/Anggaran Pendapatan dan
Belanja Negara
2. ADD : Village Fund Budget/Anggaran Dana Desa
3. APBD : The Regional Budgeting/Anggaran Pendapatan dan
Belanja Daerah
4. ASER : Annual Status of Education Report
5. ATM : Automated Teller Machine/Anjungan Tunai Mandiri
6. Bappeda : Local Development Planning Agency/Badan
Perencanaan dan Pembangunan Daerah
7. BEG : Behavior Experiment Game
8. BERMUTU : Better Education Through Reformed Management and
Universal Teacher Upgrading
9. BK3 : Financial Assistance for Kampong/Bantuan Keuangan
Kepada Kampung
10. CPNS : Candidates for Civil Servants/Calon Pegawai Negeri
Sipil
11. CPPS/PSKK : Center for Population and Policy Studies/Pusat Studi
Kependudukan dan Kebijakan
12. Dapodik : Data Pokok Pendidikan
13. DD : Village Fund/Dana Desa
14. DPKAD : Office of Financial Management and Asset/Dinas
Pengelola Keuangan dan Aset Daerah
15. DPRD : Regional People's Representative Assembly/Dewan
Perwakilan Rakyat Daerah
16. EGRA : The Early Grade Reading Assessment
17. Fascam : Subdistrict Facilitator/Fasilitator Kecamatan
18. FLP : Education Service Forum /Forum Layanan Pendidikan
19. GMU/UGM : Gadjah Mada University/Universitas Gadjah Mada
20. HP KIAT Guru : Hand Phone Kinerja dan Akuntabilitas Guru
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21. KIAT Guru : Teacher Performent and Accountability/Kinerja dan
Akuntabilitas Guru
22. Korda : Regional Coordinating/Koordinasi Daerah
23. Korkab : Regency Coordinator/Koordinator Kabupaten
24. KTSP : Education Unit Level Curriculum/Kurikulum Tingkat
Satuan Pendidikan
25. LGAU/SKPD : Local Government Apparatus Unit/Satuan Kerja
Perangkat Daerah
26. MoU : Memorandum of Understanding
27. NGO/LSM : Non-Governmental Organization/Lembaga Swadaya
Masyarakat
28. Perbup : Regents Regulations/Peraturan Bupati
29. PGRI : Teacher Association of The Republic of
Indonesia/Persatuan Guru Republik Indonesia
30. PIRLS : Progress In International Reading Literacy Study
31. PISA : Programme for International Student Assessment
32. PLN : National Electricity Company/Perusahaan Listrik
Negara
33. PNPM : Nasional Programme for Community
Empowerment/Program Nasional Pemberdayaan
Masyarakat
34. PNS : Civil Servants/Pegawai Negeri Sipil
35. PR : Home Work/Pekerjaan Rumah
36. RT : Neighborhood Association/Rukun Tetangga
37. SA/KL : Service Agreement/Kesepakatan Layanan
38. SAF/FPL : Service Assessment Form/Formulir Penilaian
Layanan
39. SD : Elementary School/Sekolah Dasar
40. SDM : Human Resources/Sumber Daya Masyarakat
41. SDN : Public Elementary School/Sekolah Dasar Negeri
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42. SK : Decree/Surat Keputusan
43. SLA : Student Learning Assessment
44. SMA : High School/Sekolah Menengah Atas
45. SMERU : Social Monitoring and Early Response Unit
46. SMK : Vocational High School/Sekolah Menengah Kejuruan
47. SMP : Junior High School/Sekolah Menengah Pertama
48. SMS : Short Massage Service
49. SUC/KPL : Service Users Committee/Komite Pengguna Layanan
50. Tamsil : Allowances for Remote Areas /Tambahan
Penghasilan
51. TAS : Teacher Absent Survey
52. Tim Korda : Regional Coordinating Team /Tim Koordinasi Daerah
53. TIMMS : Trends In International Mathematics and Science
Study
54. TNI : National Army/Tentara Nasional Indonesia
55. TNP2K : The National Team for The Acceleration of Poverty
Reduction/Tim Nasional Percepatan Penanggulangan
Kemiskinan
56. UPPK : Educational Service Unit of Sub District/Unit
Pelayanan Pendidikan Kecamatan
57. WA : WhatsApp Application
58. Wantimpres : President Advisory Council/Dewan Pertimbangan
Presiden
59. YPK : Christian Education Foundation/Yayasan Pendidikan
Kristen
60. YPPK : Education Foundation and Catholic
Schooling/Yayasan Pendidikan dan Persekolahan
Katolik
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INTRODUCTION
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8
1 Introduction
KIAT Guru ( Teacher Perfomence and Accountability)
1.1 Background
The pre-trial of KIAT Guru (Teacher Performance and
Accountability) is designed to improve the quality of educational
services. The methods used to achieve the goal are to try implementing
some approaches which involve society participation, improvement on
mechanism and transparency of teachers allowance payment, and
correlate teachers allowance payment with the availability and quality
of educational services. The fact that the amount of budget allocated for
the education sector continues rising becomes the main ground of the
KIAT Guru pre-trial initiated by TNP2K (The National Team for The
Acceleration of Poverty Reduction). Since 2009, budget allocated for the
education sector has comprised 20% of the APBN (The National Budget).
The most significant direct impact due to the increasing budget for the
last three years is the rise on teachers welfare. In addition to receiving
monthly salary, a teacher also gets some facilities such as allowance for
teacher certification and other allowances. If a teacher teaches in a
remote area, teacher will also get remote area allowance/compensation.
Therefore, it is seen that a teacher has adequate salary to improve their
welfare.
Although the welfare of teachers has increased, students learning
achievement does not show significant improvement. The results of
TIMMS (Trends In International Mathematics and Science Study) and
PIRLS (Progress In International Reading Literacy Study) test
administered on Grade 8 students in 2007 and 2009 showed a decrease.
The result of PISA (Programme for International Student Assessment)
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performed on 15-year old students also showed a similar result. The

level of teachers absenteeism in school exacerbates the condition,
particularly in a remote area. The result of SMERU (Social Monitoring
and Early Respons Unit) survey which was conducted in 2010 reveals
that the level of teacher absenteeism in remote areas is higher (24.4%)
than the national average (15%). What becomes more concerning is the
fact that absenteeism is done by teachers who receive special allowance.
31.5 percent of teachers who get special allowance is absent from work.
This rate is higher than the absenteeism rate of teachers who do not get
any special allowance (25.4%).
Considering this fact, TNP2K needs to perform the improvement
on the effectiveness and accountability of education budget allocated for
teachers. This program aims at realizing better educational service and
achievement. By initiating KIAT Guru, TNP2K tests a pre-trial on some
mechanisms about the payment of teacher allowance. The pre-trial was
conducted in three regencies, Ketapang, Keerom, and Kaimana. Pre-trial
has begun since September 2014, and it needs reviews on several aspects
such as target achievement, activity effectiveness, obstacles and
problems in the implementation, and prevailing changes. Thus, a study
on the implementation of pre-trial is a must.
A study on KIAT Guru Pre-trial is performed three times, those
are, in the beginning of the activities, in the middle, and at the end of KIAT
Guru. The main purpose of a study in the beginning of this activity is to
documenting of facilitation process between user group and service
provider group in the attempt at formulating Kesepakatan Layanan
(KL)/Service Agreement (SA), Formulir Penilaian Layanan
Final Report
(FPL)/Service Assessment Form (SAF), and Komite Pengguna Layanan

(KPL)/ Service Users Committee (SUC)). A study performed in the middle
of KIAT Guru aims at documenting the process of information seeking,
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discussion, and decision making in KPLs monthly meeting. The main

agenda of this meeting is associated with the electronic supervision on
teachers presence, teacher assessment by using FPL and the mechanism

of regular teachers allowance payment. At the end of KIAT Guru, a study
is performed to document evaluation process that users and service
providers groups have initiated that is related to the existing activities,
particularly agreement amendment, FPL and decision making about the
use of remaining additional budget allocated for teachers salary.
1.2 Objectives
The main goal of this study is to collect important data related to
activities in KIAT Guru pre-trial. Further, this study has several specific
objectives as follows.
a. To document the realization of main activities implemented in
KIAT Guru pre-trial
b. To dig out the underlying causes, reasons, mechanism, process
and changes which influence the level of stakeholders supports
and participation in KIAT Guru activities.
c. To provide suggestions for the development of facilitation model
design and activities in KIAT Guru for the next stage.
The targets of this study include.
a. The recipients of activities in the service provider levels called as
service providers are (1) Regional Coordinating Team (Tim
Korda) (2) Elementary School of each district where pre-trial is
performed.
b. The recipients of activities in the community levels called as
service users are (1) alumni of elementary schools, (2) students
of elementary schools, (3) studentss parents, (4) Service Users
Commite (KPL), (5) Head of Village, (6) Cadre Village.
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c. Parties which perform the activities, are (1) Regency Coordinator

(Korkab), (2) Subdistrict Facilitator (Fascam).
1.3 Scope
The efforts to improve education service embedded in KIAT Guru
are initiated by performing pre-trials through several approaches. These
approaches comprise the involvement of society participation, the
improvement of mechanism and transparency of teachers allowance
payment, and the establishment of relevant correlation between
teachers allowance payment with the availability and quality of
educational services. KIAT Guru is designed in two phases, Pre-Pilot
Phase and Pilot Phase. Pre-Pilot Phase is conducted in one academic year,
that is, academic year 2014/2015. Pilot Phase is planned to be completed
in 2 years, in academic year 2015/2016 and academic year 2016/2017.
Pre-Pilot Phase of KIAT Guru is performed in 31 elementary schools
located in 3 regencies; Kaimana, Keerom and Ketapang (Table 1). This
phase focuses on the development of the mechanism and intervention
devices. It also includes the research used in Pilot Phase which consists
of 400 schools in 6-9 regencies.
Final Report
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Table 1. Target Areas for KIAT Guru Pre-trial

Kabupaten Ketapang Kabupaten Keerom Kabupaten Kaimana

SDN 10 Nanga Tayap SDN Inpres Ampas SD YPK Namatota
SDN 07 Tumbang Titi SDN Kibay SD Inpres Bofuwer
SDN 14 Tumbang Titi SD YPK Pikere SD YPK Sawatawera
SDN 30 Nanga Tayap SD Inpres Bompai SD YPK Lobo
SDN 33 Nanga Tayap SD YPPK Pulboa SD Inpres Mai Mai
SDN 38 Nanga Tayap SD YPPK Kenandega SD Inpres Foromajaya
SDN 27 Tumbang Titi SD YPPK Sangke SD Inpres Tugarni
SDN 12 Tumbang Titi SD YPK Mahanaim Yetty SDN Fudima
SDN 20 Tumbang Titi SD Inpres Kriku SDN Mahua
SDN 26 Tumbang Titi SD YPPK Epinosa SD YPK Tiwara
SD YPK Skrofro
Source: PSKK UGM, 2015
Notes:
1. SD = Elementary School
2. SDN = Public Elementary School
3. SD Inpres = Elementary School built through a crash program initiated by the
government in Soehartos era.
4. YPK = Christian Education Foundation
5. YPPK = Education Foundation and Catholic schooling
1.4 The Expected Results
The data collection related to activities in KIAT Guru Pre-trial is
expected to provide the following results:
a. The documentation of the realization of main activities implemented
in KIAT Guru Pre-trial.
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b. The discovery of the underlying causes, reasons, mechanism, process

and changes which influence the level of stakeholders supports and
participation in KIAT Guru activities.
c. Provision of suggestions for the development of facilitation model
design and activities in KIAT Guru.
1.5 Method
KIAT Guru involves five research methods, namely qualitative
method, quantitative method, Student Learning Assessment (SLA),
Behavior Experiment Game (BEG), and Teacher Absence Survey (TAS).
These five instruments are designed and implemented in three visits.
The table below shows the achievement result.
Final Report
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Table 2. List of KIAT Guru Research Samples
Methods of Data Collection Locations Respondents

Qualitative
In-depth 9 Schools/Villages 267
FGD 9 Schools/Villages 92
Student Learning
Assessment 31 Schools 743
Behavioral Experiment
9 Schools/Villages 135
Game
Teacher Absence Survey 31 Schools 30
Quantitative
Students Parents 31 Schools/Villages 142
Teachers 31 Schools/Villages 105
Headmasters 31 Schools/Villages 31
The Head of the Village 29 Village 29
Source: PSKK UGM, 2015
The first visit was made in January-February 2015. During this
visit the data were collected through qualitative method, SLA, and BEG in
nine schools scattered in three regencies. Only three schools in each
regency were visited. The second visit was made in March-April 2015
involving all the schools (31 schools). All the five instruments were used
to collect the data during this visit. The nine villages visited earlier were
treated with TAS and quantitative method in addition to qualitative
instrument. However, nine village is not got SLA and BEG instrument
because it was given at the first visit. Meanwhile, other villages were
treated with SLA, quantitative instrument, and TAS. Two of the villages
were also treated with BEG. The third visit was made in May-June 2015
in the nine villages that were firstly visited. The instruments used
comprise qualitative method, quantitative method, and TAS.
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Qualitative instrument aims at 1) documenting the realization

of main activities which KIAT Guru Team implemented, 2) finding
reasons, causes, mechanism, process and either stated or implied
behavior changes which underlay the levels of supports and
participation from stakeholders of KIAT Guru particularly service users
and providers in the activities of KIAT Guru, and 3) giving input about
the development of design and activities in KIAT Guru. The targets of the
qualitative instrument consisted of (1) Regional Coordinating Team, (2)
Regency Coordinator (Korkab), (3) Subdistrict Facilitator (Fascam), (4)
Village Cadres, (5) Headmaster, (6) Teachers, (7) Service User
Committee (KPL), (8) Students Parents, (9) Alumni, and (10)
Elementary School students.
Qualitative research is performed in three stages, and each stage
focuses on different activities documentation. In the first visitation,
documentation focuses on the facilitation process of service users and
providers group to produce three outputs comprising Kesepakatan
Layanan (KL)/Service Agreement (SA), Formulir Penilaian Layanan
(FPL)/Service Assessment Form (SAF), and Komite Pengguna Layanan
(KPL)/Service Users Committee (SUC). In the second visitation,
documentation puts an emphasis on the process of information
searching, discussion, and decision making in the monthly meeting
which is conducted by Komite Pengguna Layanan (Service Users
Committee). Discussion and decision making in this monthly meeting
have main agenda on some aspects such as the electronic supervision of
teachers presence, teacher assessment using Service Assessment Form,
and mechanism of regular teacher allowance payment. At the end of KIAT
Final Report
Guru activities, the study aims at documenting evaluation process done

by service users and providers groups related to the existing activities
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particularly agreement amendment, FPL and decision making about the

use of remaining additional budget allocated for teachers salary.
Student Learning Assessment instrument (SLA) is used to

quickly map the students ability in coping with the 2006 curriculum.
This instrument is constructed for Indonesian and Mathematics. For each
subject the instrument is designed as two assessment phases, diagnostic
test and evaluation. The first test is a quick test administered to assess
students basic ability. The second test is a follow-up test designed based
the result of the first test. Evaluation test is performed to assess students
learning ability more deeply. ASER (Annual Status of Education
Report)/UWEZO (a test used to measure the literacy and numeracy skill
of 6-16 year old children implemented in Kenya, Uganda, and Tanzania)
and Books4Papua are used as the framework of the instrument. In the
case of the Indonesian test, its questions are adapted from EGRA (The
Early Grade Reading Assessment) /PNPM Generasi (a Nationwide
community Program to plan and implement activities improving the
health of children and their mothers and access to elementary and
secondary education) and BERMUTU (Better Education Through
Reformed Management and Universal Teacher Upgrading). For the
Mathematics test, the questions in the test are adapted from
ASER/UWEZO/PNPM Generasi/BERMUTU/TIMSS.
The targets of SLA instrument are students of 31 schools. Four
students in each class are selected as the samples and, therefore, there
are 24 samples in each school for the pre-trial. The sampling is done
through systematic random sampling by considering the ratio between
male and female students. For classes with less than four students, all of
them are selected as samples. In order to meet the quota of samples in
each class, then the addition of a sample of school children with a range
of age (age group) of a class that has not fulfilled its quota. These two
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procedures are also conducted for schools with less than 24 students, all
students sampled.
Another instrument is Behavioral Experiment Game. This
instrument is used to observe the decision making process conducted by
the community. With this game, social cohesion among the members of
the community can also be observed. In relation to KIAT Guru, this game
can be used to measure how far the society perceives education as an
essential aspect and are willing to sacrifice to enhance the quality of
educational service.
Behavioral experiment game can be performed in two methods;
paper pencil method and simulator version. These two methods share
similar rules. The main rules are the number of participant must be a
multiple of 4, the minimum member of BEG team is 3 people (instructor,
facilitator, input provider). The two methods also have the same game
play. The main difference lies on the tools used. In Paper and Pencil
Method, the participants must be able to read, write and count because
they will write and count by themselves the column of keep, give, and
total coin in the form. Meanwhile, in the simulator version, the
participants do not have to be able to read, write, and count because all
stages will be performed by using coins.
Regarding the participants, the initial plan is that each BEG
consists of 24 people. However, prior to the teams first field visit, the
members of team agreed that the number of participant for each BEG
should be 16 people. This decision is taken after the team considered the
result of three BEG pre-trial tests conducted in Gunung Kidul, Barru, and
Jember. The results showed some difficulties in finding participants. In
Final Report
any case in which the number of participant is less than 16 people and
does not reach the multiple of 4, the scenario used is to form some groups
with 4 participants and some with 3 participants.
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Related to the number of rounds, paper pencil method and

simulator version have significant differences. Performance test consists
of 8 rounds while paper pencil method consists of only 6 rounds. In paper

pencil method, there are 3 rounds without punishment and 3 rounds
with punishment. The punishment session is the opportunity for another
participant to punish another group member who takes other group
members coins. To take coins from another group member, a participant
must give coins she/he has. This game will reveal how big the sacrifices
the participants do for an improvement process.
From each round, there will be two rounds which serve as
references. In simulator version, the two reference rounds are taken
between round 1-4 and round 5-8. In paper pencil method, two reference
rounds are taken between round 1-3 and round 4-6. The rounds are
randomly chosen. The total coins from 2 rounds chosen at the end of the
event can be exchanged with a particular reward. One coin can be
exchanged with goods valued at Rp. 5.000,00
The next instrument utilized is Teacher Absence Survey. This
instrument is utilized to discover the level of teachers absenteeism. The
instrument is implemented without giving prior notice to the targeted
schools. This was to prevent the headmasters from giving instruction to
all teachers to come to school when the survey team comes to these
schools. Without prior notice, this instrument is hoped to be able to
portray the real situation in these schools.
This survey is done by observing the situation of classes of 1st
grade to the 6th grade. This observation is necessary to measure teacher
presence and activities that a teacher and students perform in the class.
This instrument requires written record on data about teachers who
teach in a school, teachers who must attend the activities of TAS,
teachers revenue including salary and allowance, and data on students.
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In addition to observation, the team also meets some parties such as

administration staffs and teachers who understand data on school
administration in order to complete data required by instruments.
Quantitative instrument is in the form of a questionnaire which
contains structured questions. This questionnaire is given for some
respondents; those are, questionnaire for the Head of the Village,
questionnaire for headmaster, questionnaire for teachers, and
questionnaire for students parents. The questionnaire for the Head of
the Village is useful to gain data related to certain village such as data on
the residents, the condition of village security, the condition of
infrastructure, transportation means that society can access, and health
and education facilities in the village.
The questionnaire for headmaster is intended to obtain data on
school level such teaching experience and training that headmaster has
experienced, information about school, knowledge of headmaster about
School Committee and KPL, the relationship between headmaster and
students parents, information on students and teachers evaluation,
school budget data and the information about headmasters revenue. The
questionnaire for teachers is distributed to find the individual data of
teachers. The data include teaching learning activities that teachers
undergo, the information on teacher presence, the relationship between
teachers and headmaster as well as students parents, the knowledge of
teachers on School Committee and KPL, teachers knowledge on
monitoring and evaluation process in school, and information about
teachers salary.
Final Report
The main objective of questionnaire for students parents is to dig

out several important data as follows: children involvement in working
field, perception on household welfare, information and perception of
parents about the education of their children, parents participation in
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education, the knowledge of parents on School Committee and KPL,

perception and expectation of parents on education, the information of
money spent for education, parents participation in social activities,

social capital, household riches and the condition of house where they
live.
Each type of questionnaire will be used to collect the data in each
village. In the second visit the targets for the quantitative survey for each
village comprise one village head, one headmaster, four teachers, and
four parents or guardians. One of the parents should be the one with a
child or children at elementary-school-age but they do not go to school.
The students parents should be those whose children participate in
Student Learning Assessment.
In the third visit a number of different questionnaires will be used
to collect the data in the nine schools. These questionnaires are the ones
for headmaster, teachers, and students parents. The targets of
quantitative survey for each village comprise one headmaster, one
teachers, and two parents or guardians. One of the parents should be the
one with a child or children at elementary-school-age but they do not go
to school. Headmasters who have been interviewed during the second
visit will not be interviewed in this third visit. The teachers and parents
in this visit must be different from the ones during the second visit. In
other words, the same respondents cannot be interviewed in two
different visits.
DESCRIPTION OF OBJECT
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2 Deskripsi Obyek
2.1 Legal Basis of KIAT Guru

The pre-trial of KIAT Guru has been conducted based on the
Memorandum of Understanding between TNP2K and the Authority of
Number:03TNP2K032014
Ketapang Regency ( ), the Authority of Keerom
Number800/00474/DIKNAS/KT.1
Regency ( ), The Authority of Kaimana Regency
Number420/104/BUP/2014
( Number400/482/2014
) on the Policies on Improving Accountability and
Educational Services. The regulations involve the implementation of the
guideline or reference for the test of accountability improvement and
education services in remote areas. One dictum is the need for an early
review to support the pre-trial. The concerning review of the study
involves public education services in remote areas to reevaluate the
policies that have been made by the relevant government. The public
assessment of the review is expected to provide input for definition and
criteria of remote area and also additional allowance for teachers in
remote areas. The review also includes the pre-trials of several
mechanisms that are expected to improve educational services in remote
areas as in the following way.
1. The improvement the mechanism of additional allowance payment to
be properly met the criteria, delivered to the right target, in the right
amount, and on time
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2. The involvement of the society in the arrangement of service

agreement, the provision of support, and the supervision of
educational services implementation
3. Electronics supervision mechanism for the linkage of supplementary
payments with the presence of educational services performed by
teachers in remote schools where teachers are tasked
4. The linkage the payment of additional revenue with the quality of
educational services performed by teachers in remote schools where
teachers are tasked with using a mechanism based on the results of
scorecards by community monitoring
5. The establishment of a mechanism so that if the existence or quality
of service of teachers referred to in number 3 and number 4 did not
reach the standards prescribed, then the unpaid additional income
can be used to improve education services in remote schools where
the teachers are tasked.
Pre-trial Phase
In May 2014, two different Regents regulations (Perbup) were
stipulated in Keerom Regency (Perbup No. 4 of 2014) and Kaimana
Regency (Perbup No. 3 of 2014). These Perbup concern the
Implementation of the Improvement of Accountability and Educational
Services Pre-trial in Remote Areas. This Perbup regulates in more details
of coverage and the pre-trial of some mechanisms that are expected to
improve educational services in remote areas. It is mentioned in the
Perbup that in addition to the public review, some of the activities also
need to be done in the pre-trial, including public surveys, surveys of
Final Report
teachers attendance, assessment of students learning outcomes,

implementation of the four types of treatment groups and informing the
results of activities to the public in which the pre-trial schools located.
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Meanwhile in Ketapang Regency, the same rule has been issued in June
2014 by declaring Perbup No. 12 of 2014 concerning the Implementation
of Accountability Improvement and Education Services in Remote Areas.

Related to the mechanism of implementation, in Chapter III of
Perbup No. 3 of 2014 and Chapter IV Perbup No. 4 of 2014, it is explained
that there are several phase of activities in the implementation. First, the
determination of participating schools is conducted in random
transparently, which was witnessed by representatives of the
participating schools, communities, and local government. The result of
this process is the election of the participant schools according to
treatment group as in the following table.
25
Table 3. The Pre-trial Schools According to Treatment Group
Kabupaten Ketapang Kabupaten Keerom Kabupaten Kaimana

SDN 10 Nanga Tayap SDN Inpres Ampas SD YPK Namatota
(C - Full) (C - Full) (C - Mini)
SDN 07 Tumbang Titi SDN Kibay SD Inpres Bofuwer
(B - Full) (C - Full) (D - Full)
SDN 14 Tumbang Titi SD YPK Pikere SD YPK Sawatawera
(C - Full) (D) (C - Full)
SDN 30 Nanga Tayap SD Inpres Bompai SD YPK Lobo
(D - Full) (B - Full) (D - Full)
SDN 33 Nanga Tayap SD YPPK Pulboa SD Inpres Mai Mai
(A) (D - Mini) (A)
SDN 38 Nanga Tayap SD YPPK Kenandega SD Inpres Foromajaya
(D - Mini) (D - Mini) (B - Full)
SDN 27 Tumbang Titi SD YPPK Sangke SD Inpres Tugarni
(A) (B - Mini) (A)
SDN 12 Tumbang Titi SD YPK Mahanaim Yetty SDN Fudima
(C - Mini) (A) (B - Mini)
SDN 20 Tumbang Titi SD Inpres Kriku SDN Mahua
(D - Full) (C - Full) (D - Full)
SDN 26 Tumbang Titi SD YPPK Epinosa SD YPK Tiwara
(D - Mini) (A) (C - Mini)
SD YPK Skrofro
(D - Mini)
Source: SK Bupati Ketapang No 710/DIKNAS/2014; SK Bupati Keerom No 133
Year 2014; SK Bupati Kaimana No 421/176/X/2014
Notes:
1. SK = decree
Final Report
2. SD = Elementary School
3. SDN = Public Elementary School
4. SD Inpres = Elementary School built under a crash program initiated by
Soehartos Era
26
5. YPK = Christian Education Foundation

6. YPPK = Education Foundation and Catholic schooling
Group A is the one with the treatment component that consists of

regular payments. Group B is the ne the one with treatment component
that consists of regular payments and also community involvement.
Meanwhile, group C is provided with treatment component that consists
of regular payments, community involvement, and payments based on
service availability, and the group D receives the treatment component
that consists of the payment of regular benefits, community involvement
and payments based on the quality of service.
Components of regular payments for group A in Kaimana Regency
is adapted to the payment mechanism of allowance zone (Article 6),
while in Ketapang and Keerom Regency it is adapted to allowance
payment mechanism of remote areas (Article 6). The components of
regular payments are applied to all participating schools based on the
results of group drawing (Table 3).
The component of community involvement in school participants
which receive the treatment B is proceeded by: (i) establishing the
Committee of Service Users (KPL) which provides support and
supervision for the implementation of education services in school
participants, (ii) facilitating the arrangement of service agreements
between the providers and services stakeholder, (iii) facilitating the
Assessment Service Form (FPL) arrangement by KPL to provide monthly
assessment of the attendance and quality of each teachers service, (iv)
trying out some electronics mechanisms that can be used KPL to
supervise teachers daily attendance, (v) facilitating KPL monthly
meetings to discuss the results of the electronics supervision, (vi)
transferring the results of the electronics supervision to SKPD (Local
27
Government Apparatus Unit) and sharing the results to the community

around the school participants every month. Meanwhile, the components
of the payment based on the existence of service at the school that
receive the treatment C require all teachers to use electronics
supervision to record the attendance and absence every day. The result
of this supervision is linked to the zone allowance payment in Kaimana
Regency, and allowance payment for remote area in Regency of Keerom
and Ketapang. The components of payments based on the quality of the
service is proceeded by linking the payment of the zone allowance (for
Kaimana Regency), and the remote area allowance (for regency of
Keerom and Ketapang) with the quality of service of teachers, which is
calculated by the KPL.
The next phase is the facilitation which is divided into facilitation
for treatment group A, treatment group B, C, and D. According to SK
Bupati Ketapang No. 304 / DISDIK-C1 / 2015, SK Bupati Keerom No. 25
of 2015, and SK Bupati Kaimana No. 420 / 87 / IV / 2015, facilitation for
group A is aimed to the principals. Meanwhile the facilitation for group
B, C and D is done by involving the community participation and
developing a system of electronic surveillance. Group A facilitation is
only concerning the description of treatment group, the mechanism of
filling and sending the attendance list, and the allowances payment for
remote areas regularly. Facilitation for group B, C, and D includes:
1. The arrangement of service agreement between the provider and the
users
2. The establishment of KPL that has a role in providing support and
Final Report
supervision for the implementation of education services. The

establishment of KPL is done through various phase in community
meetings. Things that were agreed in the community meeting are the
28
criteria for the residents to be the members of KPL, and the duties and
responsibilities
3. The facilitation of FPL arrangement which will be used by KPL for

monthly assessment towards the existence and quality of each
teachers service
4. The facilitation of KPL monthly meeting to discuss the results of
electronic surveillance and approve the score for every teacher that
will be included in the FPL
5. The transfer of electronic surveillance and FPL's results to the Dinas
Pendidikan (Education Department)
The next phase is the supervision by KPL which is conducted in
two methods; the electronic surveillance and the quality assessment of
teachers service. The electronic surveillance is done by requiring all
teachers in the pre-trial schools to record their attendance at the school
every day. The result of this method is collected and summarized every
two weeks. On the other hands, the quality assessment is carried out
once a month, on the 30th or 31st date or no later than the next 2 months.
The phase after this is the payment of additional allowance, the
submission of the results of monitoring, and the evaluation. According to
the manual of pre-trial implementation, the evaluation in the final phase
of activities consists of:
1. The revision of the service agreement and the use of FPL if necessary.
2. The evaluation of KPLs activity, including the roles and functions of
KPL.
3. Special case for treatment group C and D; reallocation of the rest of the
allowances for remote areas or zones allowances for improvement of
educational services, especially for the poor quality services.
29
The Mechanism of Allowance Payment

The Perbup regulating the Implementation of Accountability
Improvement and Education Services Pre-trial in Remote Areas in the
three regencies also involves the calculation and mechanism of the
allowance payment. In Keerom and Ketapang regency, the amount of
allowances for remote area according to the component of service group
(C) is paid based on the percentage of teachers attendance of teachers
that is proven by the result of electronic surveillance. The amount of the
allowance received by teachers in participating schools is calculated by
multiplying the percentage of their attendance with the amount of the
allowance for remote areas. The percentage of teachers attendance
related with the amount of allowances for remote areas (for Keerom and
Ketapang regency), and zone allowances (for Kaimana regency) that is
received by the teachers in participating schools are presented as
follows.
Table 4. The Percentage of Teachers Attendance Associated with the
Percentage of the Allowance for Remote Area, in Regency of Keerom and
Ketapang
Percentage of Attendance Percentage of the Allowance
(in percent) for Remote Area
(in percent)
Below 60 a month 0
60-79 a month 60
80-94 a month 80
95-100 a month 100
Final Report
Source: Perbup No 12 of 2014 Ketapang Regency,

Perbup No 3 of 2014 Keerom Regency
30
Meanwhile in Kaimana regency, the calculation is done in which

the percentage of teachers attendance is associated with the amount of
zone allowance (Article 12) Perbup No 3 of 2014 , and the calculation for
the amount of allowances is as presented in Table 4.
The calculation of percentage of the amount of zone allowance
(Kaimana regency) and remote area allowance (Ketapang and Keerom
regency) on components of service quality group (D) is paid to teachers
based on the result of assessment from KPL. The calculation is done by
basing the total formula of teachers monthly score and multiplying it
with the maximum total score that is obtained within a month. For
example, the total monthly score of the teachers of 2 is multiplied with
the total maximum score of 10, and therefore the percentage of amount
of the zone or remote area allowance is 20 percent.
With this payment mechanism, it is possible that there is
remaining of remote area or zone allowances that were not paid. The
Perbup regulating the policy of accountability improvement and
education services stated that allowance for remote areas or zone
allowance that were not paid can be returned to the local treasury in
accordance with the legislation.
The amount of allowance remote area and zone allowance are
different. In Ketapang regency, based on SK No. 197 / DISDIK-A.2 / 2015,
all PNS teachers enlisted in the SK of allowance for remote area, receive
Rp.400.000,00 / month which is paid per semester. Therefore, every six
months a teachers receive an allowance of Rp. 2,400,000,00. For
accompanying the implementation of the payment, the Chairman of
Education Department issued Form Letter Of 2015 (Surat Edaran Kepala
Dinas Pendidikan 2015) concerning the Administrative Management of
Teachers and Education Personnel Attendance at the School
participating in the KIAT Guru Pre-trial. This is because the allowance is
31
given according to teachers attendance. Meanwhile in Keerom Regency,

the allowance for remote area is based on the Perbup No. 2C of 2013 in
which the detail is presented in the following table.
Table 5. The Amount of the Remote Area Allowance in Keerom Regency

No The Type of Aditional Allowance
Educator and Status (Each Person/ Effective Month)
Education
Resource
1. Educator Borderline Remote Area Extremely
Remote Area
a. Teacher PNS Rp. 2.500.000,00 Rp. 5.000.000,00 Rp. 7.500.000,00
b. Contract Non Rp. 1.000.000,00 RP. 3.500.000,00 Rp. 6.000.000,00
employee PNS
2 Educational
Staffs
a. Supervisor PNS Rp. 2.500.000,00 Rp. 5.000.000,00 Rp. 7.500.000,00
b. Administrator PNS Rp. 1.000.000,00 Rp. 1.500.000,00 Rp. 2.000.000,00
Source: Appendix II of Perbup Keerom No 2C of 2013
In Kaimana, the zone allowance is given based on the mechanism
which is in accordance with the SK Bupati No. 900/4 / I / 2015. The
regulation states that the payment of zone allowances is given no later
than 15th date of each month with the amount varying for each zone. The
following table shows the Zone Allowances for each zone in Kaimana
regency.
Final Report
32
Table 6. The Amount of Zone Allowance in Kaimana Regency

No Zone Zone Allowance Zone Allowance for

for PNS Teacher Contracted Teacher
1. Zone I Rp. 2.500.000,00 Rp. 900.000,00
2. Zone II Rp. 1.750.000,00 Rp. 700.000,00
3. Zone III Rp. 1.300.000,00 Rp. 600.000,00
4. Zone IV Rp. 1.000.000,00 Rp. 500.000,00
5. Zone V Rp. 500.000,00 Rp. 400.000,00
Source: Appendix of, Perbup Kaimana No. 900/4/I of 2015
Organization Hierarchy and Job Description
Regarding the pre-trial, the regent policy on the improvement of
accountability and education services mandated the establishment of the
Regency Coordinating Team (Tim Korda). The establishment of Tim
Korda in Kaimana Regency was defined by Regent Decree No
420/87/IV/2014 several weeks after the signing of a memorandum of
cooperation with TNP2K, whereas in Keerom Regency Tim Korda was
defined by the Regent Decree Number 42 of 2014 which was amended
by Regent Decree Number 11 Year 20151. In Ketapang, there is a slight
difference that the establishment of Tim Korda is based on the Decree
Bappeda Number 336/BAPPEDA-C/2014.
1
Ineffective to support the implementation of trial. Eight months after the
establishment, The head of executive team who is the head of the office of education
and teaching as well is substituted by Public Administration Assistant of the
Regional Secretariat (Assistant II) through Regent Decree Number 11 of 2015.
33
Tim Korda structurally consists of steering committee, person-in-

charge, executive committee, and technical committee. The steering
committee is responsible to direct and establish policies, to supervise
and monitor the implementation of the cooperation, to provide advice on
problem solving of the implementation of the cooperation. The person-
in-charge is responsible to lead the implementation of the directives or
tasks assigned by the steering committee, to supervise the executive
committee in order that the directives and tasks can be done on purpose,
and to report the results and the obstacles of the implementation to the
steering committee.
The executive committee is responsible (i) to facilitate the
collection and the compilation of materials, data, and information
necessary for the preparation of a variety of regional regulations, (ii) to
be actively involved in planning, implementing, coordinating,
controlling, monitoring, and evaluating the activities. Technical
committee is responsible (i) to prepare a variety of regional regulations
to support the implementation of the activities, (ii) to prepare a variety
of technical guidelines and operational instructions, (iii) to assist the
implementation of the executive tasks, and (iv) to implement the
secretarial duties and other duties assigned by the executive committee.
In Kaimana Regency, the organization hierarchy of Tim Korda only
includes a manager, a person-in-chief, and executive committee. In
practice, the executive committee has the same responsibilities with the
technical team in Ketapang as well as Keerom.
2.2. Activity Overview
Final Report
The KIAT Guru is an initiative by TNP2K to improve the education

services by trying out some approaches that involve community
participation, mechanism improvement and teacher's allowance
34
payment transparency, and relating the teacher's allowance payment to

existence and quality of educational services. This KIAT Guru is in line
with a variety of legislations. The legislations can be grouped into three.

1. Legislations on the state's obligation in ensuring teachers to
provide education services. It includes:
a) Legislation on types of income and allowance for
teachers,
b) Legislation on awards and sanctions for teachers,
c) Legislation on budgeting and payment of teacher's
salary and allowance
2. Legislations on civil right for education and children right for
protection against violence at school or school environment.
It includes:
a) Legislation that guarantees the right of citizens to
education,
b) Legislation that guarantees community involvement in
planning, implementing, monitoring, and evaluating
the education services,
c) Legislation that guarantees the right of children for
protection at school or school environment.
3. Memorandum of Understanding (MoA) and Local Government
Regulation on The pre-trial of KIAT Guru.
In practice, KIAT Guru applies several approaches. These
approaches are expected to improve the availability and quality of
education services in remote areas. The approaches consist of these.
1. The provision of regular allowance by improving
transparency and payment mechanism of the allowance for
35
the right target, the right amount, and on time to teachers

working in remote areas,
2. The involvement of local community to support and monitor
teachers working in remote areas by establishing Service
Agreement and Assessment Form of the Services,
3. The allowance payment based on the presence and the quality
of teachers by relating the amount of payment to the presence
or the quality of services of the teachers,
4. Unless the point three not achieved, the mechanism to
improve the education services by allocating the rest of
unpaid teacher's allowance to improve education services of
the school with teachers lacking performance.
In outline, the KIAT Guru activities consist of activities in regency
level and activities in village level. The former is held by Regency
Coordinator (Korkab), while the latter is held by Subdistrict Facilitator
(Fascam). In practice, Korkab and Fascam cooperate and collaborate. In
regency or village level, each party has a stage of activities which must
be done as follows.
Regency-Level Activities
Regency-level activities include regency-level and district-level
meetings facilitated by Korkab. The meetings discuss the regency
mapping, regency-level dissemination, meet Tim Korda, and randomize
in district-level the participating schools.
1. Regency Mapping
Final Report
This activity is necessary for the implementation of the regency-

level dissemination. The goal of this activity is to obtain
preliminary information about public figures playing roles in
36
elementary education services. Therefore, Korkab maps the

formal stakeholders and the staffs of the local government as well
as the non-formal stakeholders playing roles in the given regency

such as religious and traditional leaders. The target outcomes are:
(1) the record on the latest data of teachers in the target villages
following the record by regency government, (2) the map of the
public figures in the regency, (3) the record of preliminary
information on the obstacles of education services in the target
villages.
2. Regency-Level Dissemination
The target outcomes are: (1) the dissemination of the KIAT Guru
Program to the regency stakeholders, (2) the agreement on action
mechanism of the Regional Coordination Team, (3) the agreement
on the KIAT Guru office and other support with the regional
government.
3. Tim Korda Meeting
The target outcomes are: (1) the periodical/regular supervision
of the implementation of the KIAT Guru activities by Tim Korda,
(2) the problem-solving of obstacles encountered during the
implementation of the KIAT Guru Program by Tim Korda, (3) the
agreement on the allocation of the rest of the unpaid allowance to
schools on the pre pilot groups C & D, (4) the agreement on the
other supportive facilities with the regional government.
4. District-Level Participating School Randomization
The target outcomes are: (1) the selection of the participating
schools based on four types of treatment, (2) the draft
arrangement of the regent decree containing the selection of the
target schools based on the given four types of treatment.
37
Village-Level Activities
Village-level activities are facilitated by the Fascam. The activities
are meetings of three main groups: initial meetings, regular monthly
meetings, and service agreement amendment. The initial meetings are
divided into two meetings. Each meeting has its own target outcomes.
Here is an explanation for each stage of the meeting.
1. Initial Meetings
The series of initial meetings will involve the target village
community, group of service provider, and group of service users.
The series of initial meetings include these programs.
a. Village Mapping
The target outcomes are: (1) the recent record of the
population classified according to sex and age, (2) the recent
record of the teachers, (3) the map of the local public figures,
(4) the preliminary record on the obstacles of education
service in the village, (5) the record of preliminary
information on the community involvement in the village
education activities.
b. Village Meetings with Adults
The target outcomes are: (1) the establishment of the
involved figures in and the schedule of the activities, (2) the
record of public figures in each hamlet, (3) the establishment
of the people in charge of organizing the meetings and
providing refreshment, (4) the adjustment of the data based
on participant's suggestions.
Final Report
c. Village Meetings with Children

The target outcomes are: (1) the record on children of
elementary school graduates to be involved in the upcoming
38
activities and the establishment of the schedule of the

activities, (2) the establishment of the people in charge of
organizing the meetings and providing refreshment, (3) the

adjustment on the village mapping information based on the
children's suggestions.
d. Meetings with Service Providers to Map Obstacles of
Education Service
The target outcomes are: (1) the map of challenges for
education service in the village according to the service
providers, (2) the map of personal obstacles of the teachers
and school headmaster in the education service (according to
the status of civil servant, potential civil servant, contractual,
and honorary).
e. Meetings with Service Providers to Compose Service
Agreement and Assessment Form
The target outcomes are: (1) the service agreement according
to the service providers, (2) the service assessment form
according to the service providers
f. Meetings with Service Users of Adults to Map Obstacles of
Education Service
The target outcome is the map of education service obstacles
in the given village in line with the presence and the quality
of service according to service providers.
g. Meetings with Service Users of Adults to Compose Service
Agreement and Assessment Form
The target outcomes are (1) the service agreement according
to service users, (2) the assessment form according to service
users.
39
h. Meetings with Service Users of Children of Elementary

School Graduates to Map Obstacles of Education Service
The target outcome is the map of education service obstacles
in the given village in line with the presence and the quality
of service according to service users of children of elementary
school graduates.
i. Meetings with Service Users of Children of Elementary
School Graduates to Compose Service Agreement and
Assessment Form
to service users of children of elementary school graduates,
(2) the service assessment form according to service users of
children of elementary school graduates.
j. Meetings to Incorporate Service Agreement with Teacher
Service Assessment Form from Service Users of Adults and
Children of Elementary School Graduates
to service providers, (2) the assessment form according to
service providers.
k. Meetings with Service Providers and Service Users to Reach
Service Agreement and Teacher Service Assessment Form
The target outcomes are: (1) the joint service agreement, (2)
the joint service assessment form, (3) the dissemination of
the electronics control device and the service user committee
(KPL).
Final Report
l. Meetings to Establish Service User Committee

The target outcomes are: (1) the establishment of the
members of service user committee, (2) the establishment of
40
people in charge of a given job and supervision schedule of the

members of the service user committee.
2. Regular Monthly Meetings

The target outcomes are: (1) the teacher service assessment form,
(2) the recapitulation of the presence ratings.
3. Meetings to Amend Service Agreement
The target outcomes are: (1) the evaluation and revision of the
service agreement and assessment form, (2) the agreement to
allocate the rest of the allowance, (3) the agreement on the
governance monitoring of the allocation of the rest of unpaid
allowance.
KIAT GURU IMPLEMENTATION
9
42
KIAT Guru
3 Implementation
3.1 Context of Area
3.1.1 Geographic and Population
The villages, which are geographically studied, are located in
remote areas, there are even certain villages located on the border. Based
on the topography, there are villages which are locaed on the topography
of the terrain and hills, like the villages of Kaimana Regency. The studied
villages also can be distinguished by their distances to the centre of
activity in district level. There are villages located close to the capital
district as Nanga Tayap and Titi Baru village in Ketapang regency. The
time needed to reach the villages is no more than 15 minutes from the
capital district by using a motor vehicle. Other villages located far from
the capital district which is between 2 KM or more. The villages in
Ketapang regency can be reached by using two-wheeled vehicles, but
more secure when using four-wheeled vehicles of double gardan types.
While the villages in Kaimana regency must be reached by water
vehicles. While villages in Keerom regency can be reached by using a
motor vehicle or four-wheeled vehicles. Special for Kibay and Skofro
village in Keerom regency, the villages are accessible with the use of
motor vehicles or four-wheeled vehicles, but peoplee have to pay
attention to security aspects. Two villages are directly adjacent to other
countries (Papua New Guinea) and in Kibay village, military surveillance
are conducted tight enough against separatist activities.
43
The distance among the studied villages were far enough in

avarage from the regency which is more than 20 KM. Pangkalan Teluk
villange of Ketapang regency is estimated to be the farthest village which
is over 180 KM. The villages can be reached by four-wheeled vehicles and
it takes approximately 8-9 hours. The nearest village to the regency is
Ujung Karang village of Keerom Regency. The travel time from Ujung
Karang village of Keerom Regency takes about 2 hours by using a motor
vehicle.
Administratively, the studued villages studied are divided into
several hamlets (for Ketapang Regency) and into several RTs
(Neighborhood Association) (for Keerom and Kaimana Regency) which
are about two to five hamlets / RTs. In Ketapang Regency, the average
number of hamlets for each village are about two to three hamlets. While
in Keerom and Kaimana Regency, there are about two to three RT for
each village. The villages are inhabited by multi-religious and
ethnic/tribal society. There are people who embrace Christianity,
Catholic, Islam and Confucianism. For villages in Ketapang mostly
inhabited by Christian or Catholic society, as in the village of Patebang
Jaya and Beringin Rayo. Whereas, in Keerom regency can be found in
almost every village. In Kaimana regency, its villagers largely embrace
Christian. They can be found in the village of Rafa, Lobo, Murano and Mai
Mai. However, there are some villages whose inhabitants largely
embraced Islam as found in Namatota, Fudima, and Mahua. Based on the
race / ethnicity, people living in villages of Ketapang Regency generally
derived from the Dayaks and Malays, while the villages in Keerom and
Final Report
Kaimana Regency generally come from the original tribes of Papua.

Although they have different religions and tribes but people in those
villanges can coexist.
44
The total population in each village is relativey low which is not

more than 1.000 (Table 7). Special for in Siantau Raya village, Ketapang
Regency, its population is quite high when compared to other villages as

pilot activities sites, reaching 2,046. Although there are differences in
terms of the number, but population distribution pattern is relatively the
same. Population is concentrated in one village or RT in which there is a
pilot elementary school. For example, in Siantau village, the population
is concentrated in Siantau hamlet, in Namatota village, population is
concentrated in the main village of Namatota in which there is a pilot
elementary schools.
Table 7. Population in Nine Villages of Pilot Activities
Regencies Villages Men Women Total

Ketapang 1. Beringin Rayo 471 470 941
2. Siantau Raya 1.033 1.013 2.046
3. Patebang Jaya 641 355 286
Keerom 1. Ampas 377 187 190
2. Kibay * * *
3. Pikere 177 171 348
Kaimana 1. Namatota * * 533
2. Wanggita * * *
3. Rafa * * 222
Source: The Prime Data, 2015
Note: *data not available
45
3.1.2 Economic Social and Cultural

Socio-economic conditions of society can be seen from the level of
education and employment. People in the studied villages have a varied
background. However, most of them are elementary school graduates.
Middle and high-educated inhabitants are not many. The amount can be
counted on fingers. People who have a good educational background,
such as high school or college graduates usually have a profession or a
better job. They work as teachers, technicians or security of companies.
While people whose educational background are elementary school
graduates and even those who have not completed their education at the
primary level, are generally working in the agricultural sector. They
work on a self-owned agricultural land to cultivate various crops such as
rice, vegetables, rubber and oil palm. Such types of plants can be found
in the villages of Ketapang Regency.
Agriculture in villages of Ketapang regency is well developed,
especially in the village of Beringin Rayo and Petabang Jaya. People
develop agriculture with simple ways ranging from seeding to harvest.
There is no irrigation system. Communities rely on rain to irrigate the
fields or gardens. There are large plantations managed by private
company in Beringin Rayo and Siantau Raya that give local communities
alternative jobs. Most people work as laborers in the private company.
Large plantations which are managed by private company can also be
found in Ujung Karang village. Most people of Ujung Karang who are
immigrants work in the plantations are managing oil fields. While native
Ujung Karang generally work in their garden/plantation, hunt, and
Final Report
gather. Likewise people of Ampas and Kibay village mostly work in the
garden itself, hunt, and gather.
People life in villages of Kaimana regency is slightly different.
Community life in villages in Kaimana district is slightly different. The
46
fisheries sector is more developed than food crops. Most of the people
who live around the coast utilize the waters existing as the main source
of life. Marine products such as fish used to meet their daily food needs.
However, there are also people around the coast who depend on the crop
or farm as in Wanggita village. The condition of water territorial around
Wanggita village is muddy due to the influence of the tides, making it
impossible for local people to go to sea.
In almost all villages in Ketapang, Keerom and Kaimana Regency,
access to schools, especially elementary schools, is not too difficult.
People can easily reach the school because it is not too far from their
houses. People just need to walk or ride motorboats to reach the school.
For schools with higher level can be found in the capital sub district or
the capital district, but the schools are far enough from the villages. This
condition sometimes makes people reluctant to send their children to the
school in higher level. For higher level schools can be found the capital
sub district a short distance from the village. This sometimes makes
people reluctant to send their children to the next level. Even if there are
people who send their children to the higher level school usually leave
their children to relatives or family who live in the capital sub district as
Ketapang and Keerom Regency. If they do not have relatives or family,
parents have to rent a residence for their children during their children
study such as those in Ketapang Regency. Parents have to incur
additional costs of living in order to educate their children at a higher
level.
In terms of access to the facilities of prayer such as churches and
mosques, in almost all studied villages, there is no significant problem. In
contrast, the facility in communication through mobile phones and
electricity are clasified to be difficult. Mobile phone signals are only
found in some point and not too strong, even in some villages like in
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Kaimana, Ketapang and also in Keerom regency, there is no

communication signal at all.
3.1.3 Government
Institutions at village level which can be encountered are in the
form of government institutions. The institution classified as less active.
Village offices are not open to provide service every day. People tend to
immediately come to the head of villages house to do some bussiness on
care of the population administration documents or other documents
such as doing some bussiness on cooperative membership. It is so
because the distance between the residnces and the village office is far.
The head of village occasionally comes to his or her office in a week.
In the political field, over the past years, the condition of villages
of Ketapang, Kaimana, and Keerom Regency are different from each
other. In the political field, over the past years, villages in Ketapang
Regency, Kaimana and Keerom conditions are different. In Ketapang
Regency, public enthusiasm for village elections is quite high. There are
some people who run for the chief of village. The candidates of the chief
of village actively convey his or her vision and mission both when they
meet in a forum of community meeting or when they meet in person in
the street or in residents; houses. High public enthusiasm for village
elections found in Keerom Regency. People choose the chief of village by
looking at the program plans made by the candidates. There was once a
case, a candidate could get many votes from the local people because of
the programs which he had, which was about education-related issues.
Apart from the program plan, the community in Keerom Regency also
Final Report
consider fam (tribe) in choosing the chief of village. A candidate who

comes from a large fam tend to get a lot of votes.
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3.1.4 The Condition of Education

The condition of education in the research sites can be viewed
from various aspects. In terms of infrastructure, all schools already have

school building, classrooms, teacher rooms, and principal room. In
Keerom some schools do not have teacher/principal room. However,
some schools do not have a room for their library. There are schools that
use teachers room for the library, such as SDN 33 Nanga Tayap. There
are also schools that actually have a room for their library but it has not
been utilized for there have not been books in the library. Therefore, this
room has been converted into a teacher room, such as in SDN 14
Tumbang Titi. Meanwhile, there are schools that already have a library
separated from other rooms, such as SD Inpres Ampas, SDN 07 Tumbang
Titi, and SDN 10 Nanga Tayap.
In average, the each of the participating school has six classrooms.
Their quality or condition varies but in general each classroom is
equipped with teachers desk and chair, students desks and chairs, as
well as a black board. Each classroom is well-lighted and has good air
circulation as it has enough windows. These classrooms has wooden
floor as those Ketapang Regency, Keerom Regency, and Kaimana
Regency. There are several schools that have concrete floor, such as SDN
Inpres Ampas and SDN 20 Tumbang Titi.
Some schools in the research sites provide boarding house for
teachers but its condition is not very good. In Beringin Rayo Village the
boarding house for teachers have not been used for a long time because
it is not in a good condition. In average each school has one boarding
house but some schools have two boarding houses, such as SD YPK
Pikere. In general these houses teachers of the principle live in these
boarding houses.
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In terms of the number of teachers, there are schools that have

low number of teachers, such as SD YPPK Sangke, SD YPK Skofro, SD YPK
Sawatawera, SD Inpres Fudima, and SDN 30 Nanga Tayap. In these
schools there are only 2-3 teachers that have to teach students of first
grade until sixth grade. In practice each teacher has to teach more than
one class at the same hour. At the beginning of a class a teacher may just
give assignment to a class and move to another class to teach a subject.
When the teacher gives an assignment for this class, he/she moves to the
previous class to review or discuss the assignment he/she has given
earlier. This process will go on until the end of the school hour.
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50
Table 8. The Number of Teachers and Students in the

Participating Schools in Keerom Regency and Kaimana Regency
No School Number Number No School Number Number

of of of of
Teachers Students Teachers Students
SD YPPK SD Inpres
1 2 20 11 3 40
Sangke Fudima
SD YPK
2 2 33 12 6 53
Skofro SDN Mahua
SD YPK SD YPK
3 4 54 13 2 53
Yetty Sawatawera
SD Inpres SD Inpres
4 8 78 14 8 74
Ampas Foromajaya
SDN Kibay SD Inpres
5 6 89 15 9 86
Bofuwer
SD Epinose SD YPK
6 7 99 16 4 88
Tiwara
SD Bompai SD YPK
7 6 107 17 4 106
Namatota
SD YPPK SD Inpres
8 12 113 18 5 117
Pulboa Mai Mai
SD YPK SD Inpres
9 5 114 19 6 147
Pikere Tugarni
SD YPPK SD YPK
10 13 155 20 6 231
Kenandega Lobo
11 SD Inpres
2 -
Kriku
Source: PSKK, 2015
There are schools that already have adequate number of teachers,
such as Sekolah-sekolah lainnya seperti SD Inpres Ampas, SDN Kibay, SD
Epinose, SD Bompai, SD YPPK Pulboa, SD YPPK Kenandega, SDN Mahua,
SD Inpres Foromajaya, SD Inpres Bofuwer, SD Inpres Tugarni, and SD
YPK Lobo. There are six or more teachers who teach in each of these
51
schools. Therefore, it is very unlikely that a teacher would teach more

than one class at the same hour. This situation is also found in most of
the participating schools in Ketapang Regency. Almost all of the schools
in this regency have at least six teachers for each school, except SDN 20
Tumbang Titi, SDN 30 Nanga Tayap dan SDN 33 Nanga Tayap.
The number of students in the participating schools can also vary.
SDN Tumbang Titi in Ketapang regency has the highest number of
students, which is 189 students. In Keerom Regency SD YPPK Kenandega
has the highest number of students, which is 155 students.
Table 9. The Number of Teachers and students in Participating
Schools in Ketapang Regency
School Number Number
of of
Teachers Students
SDN 20 Tumbang Titi 4 23
SDN 30 Nanga Tayap 3 37
Source: PSKK, 2015
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In terms of teachers attendance, this study found that in average

teachers in the participating schools often come late and do not attend
the class. Teachers never held make-up classes for the missed classes.
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When a teacher do not come to school or attend a class, students are left
without any assignment. Only rarely did another teacher substitute the
absent teacher. This happened because present teachers were not

always able to substitute the absent teachers. As an example, when there
are only two teachers present, they will find difficulties to teach all of the
six classes.
The survey in this study also found that teachers absenteeism at
school reached 30.63% and their absenteeism in classes was 24.27%.
The highest percentage of teachers absenteeism at school was found in
Keerom regency (40.49%). This means that when the survey was
conducted, there were 40.49% teachers who were absent (Table 9).
Based on the information gathering done by the principals, it was found
that this absenteeism was caused by the distance between schools and
teachers houses, nature condition, personal reasons, and duty-related
reasons.
Table 10. The Level of Teachers Absenteeism
Ketapang Kaimana Keerom Total
Teachers 26,37 25,03 40,49 30,63
absent at
school
Teachers 32,02 15,42 25,38 24,27
absent in
class
Source: PSKK, 2015
The figures of teachers absenteeism in class in the participating
school vary. There are schools with 30% teachers absenteeism; there
are schools with 50% teachers absenteeism and even there are some
schools with 100% teachers absenteeism (see attachment). These
figures are considered high when compared with SMERUs study
53
conducted to 111 public elementary schools and 36 private elementary

schools in 10 Indonesias provinces. Most of these schools had not more
than 25% of teachers absenteeism. However, this comparison can be
arguable since SMERUs study was conducted in schools of urban areas.
Nevertheless, the study that was conducted in 2002/2003 found that
there was no clear pattern or correlation betweenthe level of
development and the level of teachers absenteeism. Java that is
considered well developed compared with other provinces has the level
of teachers absenteeism, which is only slightly different from less-
developed provinces. Therefore, teachers absenteeism can correlate to
many factors other than geographical factor. This was also true for the
sites of this study. Although geographically all of the participating
schools are located in remote areas, there are schools located near the
district capitals. Although located near the capitals means that the
schools are accessible by motorized vehicles, bicycle, or foot, the level of
teachers absenteeism in these schools was found high, such as in SDN 30
Nanga Tayap (reaching 100%).
Teachers absenteeism can influence the students learning
capacity. The absent teachers would surely decrease the students
learning hours, especially when there are no make-up classes. As a result,
the students mastery or capacity will not improve according to the
stages set in the curriculum. To gather information on this issue, this
study also involved administering test for first grade students until six
grade students. This test comprised a language test assessing the
students ability to (1) recognize letters, (2) read sentences/paragraphs,
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and (3) write and a mathematic test to assess their ability to recognize
(1) numbers, (2) perform calculation comprising addition, subtraction,
multiplication, and division. In the language test students were not asked
to write a sentence or a paragraph. For example, the students are given
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picture and they are asked to mention information related to the picture.
Another example is that the students are given three jumbled words and
they are asked to put them in order

In general, the result of the language test is not satisfactory. In
lower grades (first, second, and third), there were students who were not
yet able to recognize numbers. Meanwhile, in upper grades (fourth, fifth,
and sixth), there were students that actually belonged to the second
grade in terms of skills. Although the number of such students was not
high, this needs attention from stakeholders in order to improve this
situation.2 Its also shows that students language proficiency varies.
However, the numbers in line with the continuum should not be that
high. In the first grade the percentage reached 40%, in the second grade
it reached 30%. Grade 4,5, and 6 had more than 15%, while grade 6
almost reached 30%.
In relation to mathematical skills, such as addition, subtraction,

multiplication, and division they varied. Students addition skill is in
general better than their subtraction, multiplication, and division skill
although there were 45% of second graders whose mathematical skill
was similar to that of the first graders and there were 25% of the third
2
Second graders should have been able to read a paragraph consisting of 15-20
sentences, understand a paragraph/text as well as sentences beginning with an
upper/lower case and punctuations (quotation mark, period, comma, question mark,
and exclamation mark). Second graders should have also been able to write with
appropriate cases (upper/lower), write a short story, logical sentences, and questions.
55
graders with mathematical skill similar to that of the first graders.

However, there were 30% of the first graders whose mathematical skill
was similar to that of the second graders.
Box 1. Case in Keerom Regency
SDN Kibay is located in Kibay Village. This village is located in the farthest part of
Arso Timur District, 14 KM from the district capital. SDN Kibay only started its academic
activity on 5 January 2015, two years after thisschool was closed.
SDN Kibay was established in 2009, built by the Education Office of Keerom
Regency. In 2010 theconstruction was finished and it began its academic activity. Initially,
this school was a small school with onlytwo classrooms. There were only two teachers
teaching at this school, one of which was also the school principal. The two teachers were
native Papuans, one of which was Kibay resident. Kibay community complained that
these teachers spend most of their time down town rather than teaching in the village
school. The principal was deemed not transparent in terms of schools fund management.
The principal was then rotated and the school had a new principal in 2011.
This new principal did not made significant changes as his work performance was
considered poor. The community was suspicious that the principal was not being honest
regarding the schools fund. The other teacher decided to be absent from teaching
because he was disappointed with the principal. As a result all academic activity at this
school stopped completely. Children with the age of the third graders and above moved
to another school outside their village. There were several schools to choose from. These
schools were located in Yetty Village, Wembi Village, and PNG. The nearest village was
14KM away from Kibay Village and children had to walk to school every day. This made
the villagers angry and they destroyed the teacher boarding house at the school, closed
the school, and looted its desks and chairs.
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In terms of budget spending transparency, this study found that

in average the participating schools were not transparent in using the
schools money. Generally, the management of the school fund was only
known by the principle and the treasury. In practice, teachers were
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involved in discussing and setting up the budget plan but in the budget
spending not all of the teachers were informed.
3.2 KIAT Guru Performance

3.2.1 KIAT Guru Implementing Organizations
Based on organizational structure, KIAT Guru Implementing
Organization has fulfilled the provision established in all levels ranging
from regency to village level. In the regency level, there is a Korkab
whose main duty is to coordinate the activities of KIAT Guru with local
government. This coordinator belongs to Tim Korda together with a
Fascam who implement the activities in the district and village level. The
main concern lies on assigning Korkab. The substitution of a Korkab
either in the beginning or during the activities of KIAT Guru results in
less effective implementation and achievement of targeted activities.
The placement of Korkab in regency level equipped with office
facilities in a Local Government Apparatus Unit (SKPD (Satuan Kerja
Perangkat Daerah) becomes a strategic method for the implementation
of KIAT Guru. Korkab will establish coordination and communication
with Tim Korda more easily. The information about the development of
activities will be explained directly when both parties meet each other in
the level of local government and involve in coordination meeting. The
development can also be explained in a written report. Regarding the
quality of Korkab, Tim Korda admits that there is no doubt about the
capability and loyalty of Korkab, Korkab works well and establishes a
good relationship with Tim Korda. Further, Korkab is willing to help
staffs and SKPD officers aside from the activities of KIAT Guru without
neglecting the achievements of main activities.
In the district and village level, there is one Fascam. For each
regency, there are two districts which serve as test locations; thus, there
57
are two Fascam in each regency. Fascam has a primary duty to facilitate
the implementation of KIAT Guru. Fascam stays in a district and comes
to village when doing the activities. Although the placement of Fascam in
a sub district is less effective to establish closer relationship with society
or target activities, this method is very strategic. In a sub district, Fascam
prepares the activities well because he/she is able to access stores and
copy centres. Fascam, further, gives a report about the activities and
makes much easier coordination with Korkab due to communication
access with an excellent signal. However, the work load of Fascam is less
proportional. Some Fascams have harder work load than any other
Fascams. In Ketapang Regency, there is Fascam handles 4 schools while
another Fascam is responsible for 6 schools. In Keerom Regency, the
proportion of work field between one Fascam and others is 5:6 schools.
In Kaimana Regency, the proportion is 4:6 schools. Division of working
area based on administration area in district level accelerates the
implementation of activities. However, it becomes less proportional
compared to other districts. It becomes more visible if the school
distribution and area condition between two districts are different.
Besides, the coverage of working area that Fascam has is quite large. One
Fascam is in charge of 4-5 schools, and another Fascam handles 6
schools. The area condition which refers to the distance between one
school (village) and another school (village) is quite wide.
The average time spent to reach the area using motor vehicles is
approximately 2-3 hours from the district capital where Fascam lives
such as in Ketapang and Keerom Regency. In these areas, Fascam needs
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to manage the implementation of the activity well, prepare

himself/herself and arrive at the location before the activities begin
especially for remote locations such as villages located in Ketapang,
Kaimana and Keerom Regency. Fascam must have proper vehicle, so the
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safety and security of Fascam is guaranteed. The implication of this

condition is the necessity to put more concern on budget spent for
transportation to reach the locations, to be more precise in Kaimana

Regency where water transportation becomes the main access.
The implication on additional budget for the implementation of
activities must be anticipated from the beginning of the program. The
dynamics of society as the activity target in each district is different.
Thus, it sometimes leads to the increasing budget allocated for the
activities. For example, in Keerom and Kaimana Regency, society
mobilization in each activity is sometimes hard to do. The society does
not attend the meeting that has been scheduled for many reasons, for
instance, they are busy fishing, hunting, and gathering as well as
attending funeral ceremony. As a result, Fascam who has arrived at the
village is unable to do the activities. Fascam must come the other day to
perform the postponed activities. This condition increases budget for
activities. The dynamics in particular place is inevitably, especially for
remote areas with inadequate access and very limited communication
network.
Fascam takes the position as the most important aspect in the
implementation of activities. Fascam has an excellent ability to facilitate.
In addition, Fascam is able to guide and facilitate any activities which
involve society, parents, and schools as the targets. Fascam also upholds
tightly the participatory principles in any activities, encourages the
target and takes a part in activities. Nevertheless, during the process,
those ideals will not be easily realized in each village. The quality of
society participation in each village stands in different level, so Fascam
must be creative and innovative. Fascam applies different facilitation
approach techniques. In Ketapang Regency, for instance, Fascam initiates
a regular meeting for society and students parents especially mothers.
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This meeting is designed for mothers based on specific themes, such as

knitting meeting, cooking meeting, and so on depending on the
activities. In this meeting, all mothers do productive activities, exchange
knowledge and skills, and assist their children in studying. Fascam
establishes a good relationship with children who become the target of
the activities. Fascam is used to encouraging children to study, play, and
watch educational movies together. The interaction makes children feel
comfortable, so they never hesitate to deliver their opinion. Similar
phenomenon also happens in Keerom Regency where Fascam sets good
communication with students in schools as the target by learning and
playing football together.
There is no reason to doubt the ability of Fascam in setting
communication and relationship with targets of the activities. Either
society or students parents who frequently create direct interactions
with Fascam admit that they know Fascam well. Fascam has well-
mannered behavior, puts a respect on society, and shows love and
affection to children. One aspect to be improved is the strict regulation
on the responsibility of Fascam to explain the substance of activities to
society. It is expected that Fascam does not provide any explanation on
other matters beyond the responsibilities. This is important to prevent
disharmonious relationship between society and students parents and
schools. In addition, it also prevents all involving parties to have greater
expectation. In Keerom Regency, Fascam promises KPL a project as the
incentive source for KPL. Fascam is also required to take a neutral
position. It means that Fascam does not incline to support society,
Final Report
students parents and schools.

Fascam prepares well-planned activities and involves society or
society leaders in planning some matters such as place arrangement,
consumption, and participants who will be invited. Fascam must arrive
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at location prior to the due date of activities implementation. Sometimes,

Fascam has arrived one day before. There are some exceptions in which
Fascam does not attend the meeting without prior notice to society. In
Keerom Regency, society has prepared locations and food, but Fascam
does not come. This incident depletes the level of society trust to Fascam
and KIAT Guru activities.
To maintain the continuity of activities achievement, it is
necessary to strengthen implementing organizations in district/village
levels. It is not recommended to appoint and then substitute Fascam. The
substitution of Fascam weakens the achievement of the activities and
increases budget to educate and train Fascam. The adaptation of new
Fascam with the geographical condition and societys custom and culture
also takes longer time. The appointment of new Fascam confuses society,
students parents and schools as the targets of the activities. The new
Fascam performs activities that former Fascam had conducted. It occurs
in Kaimana Regency. A new Fascam must redo some stages of the activity
from the beginning because information transfer does not run well.
Activities that a former Fascam had facilities do not follow the procedure.
It is also difficult to identify achievement that society has gained because
the members of KPL are inactive, and they do not admit that they do not
involve in KPL.
Communication and coordination between implementing
organization in village/district level (Fascam) and implementing
organization in regency (Korkab) is well established. Coordination in
which Fascam and Korkab meet in regency is regularly performed once
a month. Moreover, coordination is also conducted by telephone, short
messages, and social media such as group WA (WhatsApp Application).
Korkab also performs regular supervision. Supervision is done when
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some important events take place, for example the formation of KPL, the
compilation of suggestion, monthly meeting and amendment meeting.
3.2.2 Ketapang Regency
Generally, the pre-trial of KIAT Guru in Ketapang Regency was
conducted according to the guidance with some modification in it. In the
application of pre-trial, Fascam has a chance to improve and decide what
strategies are proper to apply in each activity. The preliminary results of
KIAT Guru which includes the establishment of KPL, agreement of the
service agreement, regular and amendment meeting, and the payment of
allowance, have also been accomplished in here. The details of
implementation, result, and the difference from before, especially in
Siantau Raya Village (SDN 10 Nanga Tayap), Beringin Rayo Village (SDN
07 Tumbang Titi) and Patebang Jaya Village (SDN 14 Tumbang Titi) are
described below.
3.2.2.1 The Process of Facilitation
According to the administration and facilitation zone in Ketapang
Regency, the pre-trial of KIAT Guru is divided into 2 zones, which are
regency and district or Community. The activities in District/Community
proceed first, as Fascam arrived earlier in District level. Meanwhile,
Korkab arrived in the location a week after, as the administrative
preparation in Regency including the a memorandum of cooperation
between TNP2K and the Authority of Ketapang Regency have been done,
and Korkab can work directly after that. The facilitation for KIAT Guru
office has also been prepared by Bappeda. Tim Korda and the
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coordinator of the Work Area has been teamed up along with the location
of the pre-trial that has been decided as well. These will help Korkab to
start the program at ease.
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Korkab starts the program with mapping the key stakeholders

who will be involved and support or even facilitate the requirements of
KIAT Guru implementation. This strategy is effective for activity

implementation, especially with the tight schedule. The communication
and coordination with Tim Korda in the early activities are mostly done
informally via phone, SMS or personal meeting. The formal coordination
which includes the whole Tim Korda participants is started in January
2015. Korkab considered that the coordination is important and the
frequency of the meeting can be adapted according to the
implementation of KIAT Guru.
Tim Korda has participated well in the activities. The strategy
which Korkab implemented by giving Tim Korda task and order properly
according to what KIAT Guru needs was running effectively. Each
participant from Tim Korda has their own portion of participation. For
example, Dinas Pendidikan (Education Department ) is involved in
drawing groups, facilitation of data regarding school, teachers and
students that KIAT Guru Team, and following the arrangement process
of the service agreement. The Advocate Team is involved in the
facilitation and administration of the regulation or legal protection for
KIAT Guru implementation. The treasurer of Education Department
participates in the administration of allowance payment for the teachers.
Meanwhile, Bappeda has been participated in the early activity, which is
the preparation, and in the end of activity for monitoring. The
participation of Tim Korda is mostly as a facilitator, not the main actor.
The preparation of regulation script and the recapitulation of allowance
for the teacher have been arranged by KIAT Guru Team.
The important thing to note is the fact that Tim Korda has not
been initiative yet. During the program, Korkab acts as the driving force
for Tim Korda, and therefore this team has not been empowered. The
63
transfer of information from Korkab to Tim Korda or vice versa has

already been occurred, for instance, transfer knowledge about the
importance of teacher attendance for support student achievment, effect
of physical punishment on the development of non-physical, mechanism
of the service agreement and the purpose of the service agreement, and
also the monitoring mechanism of presence through HP KIAT Camera,
however, there is not an initiative or a simple question concerning the
progress of the KIAT Guru. As Korkab stated bellow:
I would be glad if someone did that (asking when the
meeting will be), or even call me by phone, and ask how
is this. (Korkab Ketapang, 2015)
kalau ada yang begitu (menanyakan kapan pertemuan

lagi) misalnya sampai menepon aku, tanya ini
bagaimana, wah senang sekali aku (Korkab Ketapang,
2015)
However, Tim Korda always responds the result of meeting or
coordination meeting. The team also pays attention to the information or
the progress of KIAT Guru implementation. It is shown by the mutation
policy for the headmaster in the location of program whose performance
is extremely bad. For example, the headmaster who has less attendance
in the school, and cause the managerial and teaching activities did not
work properly. The other example is Tim Korda became concerned on
the mechanisms for giving permission for teachers, as according to the
coordination meetings, there are teachers who ask permission not to
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teach for more than one week. Regarding the payment of allowance
which is also the subject of discussion in the meeting, it is also responded
quickly by Tim Korda. In this case, the Treasurer of Local Revenue and
Finance Office (Dinas Pendidikan and Dinas Pendapatan dan Keuangan
64
Daerah) are able to afford the payment of allowances for teachers within
3 - 4 days. Short payment settlement can be done if the person in charge
to sign the document is available in the counter.

KIAT Guru that runs the pre-trial for payment mechanism of
allowance based on the presence and the service agreement can be
implemented properly. Korkab and Fascam keep the implementation of
the activities planned and as scheduled so that the payment of allowance
can be done regularly, but still considering the dynamics in the
community and related bureaucracy (SKPD). One side of Korkab
monitors the process of allowance payment carefully. The related data
for instance teacher attendance recapitulation is always monitored to be
accepted in Regency (administrative assistant) every the end of the
month. To ensure the process works properly, Korkab coordinates
intensively with Fascam. The data collected by the schools were then
taken by Fascam along with facilitation. The process is somewhat less
practical because it is highly dependent on the presence of Fascam.
However, it is the only way that is most likely possible as sending data
directly (on-line) through HP KIAT Camera cannot be done. It is not only
because of the network, the infrastructure (KIAT camera) is also not
ready for all the pre-trial schools. There are HP KIAT Camera which are
incorrectly set, for example, the teacher's name is not in the camera.
There is also a camera with open system settings that allows others to
access applications in the camera to be used out of shooting purposes.
Being proactive is realistically needs to be used because the
mechanism of giving the data by the school or KPL to the person in charge
is not clear. The school authority considered that the distance from the
school to where Fascam lives in sub district is far enough, while they have
personal errand in the school and it is only possible to go to sub district
if there is a certain task. In this case, it is difficult to make sure that the
65
presence data can be received on time. KPL stated that they are able to
deliver the data to sub district if they are provided with transportation
fee. Meanwhile UPPK (Educational Service Unit of Sub District) which is
also the part of Tim Korda has limited human resources and
transportation. The person in charge of UPPK are a few, even UPPK in
Tumbang Titi have no persons in charge, and the process of data
collection from the pre-trial school is difficult to execute. The person in
charge also has no vehicles that are particularly needed to reach the pre-
trial school in the location with difficult access.
Nevertheless, the mechanism of allowance payment regularly has
been accomplished. The only problem is the allowance payment in the
early of the year, January-February 2015, which has not been maximized.
The payment faces political activities in the District, in which Local
Government and DPRD (Regional People's Representative Council) have
not arranged the fund until the early of the year. This affects the whole
fund in Ketapang Regency, which means the fund cannot be proposed,
including the fund for allowance payment for the teacher in pre-trial
location. The payment for January-February 2015 can finally be realized
in March 2015, after DPRD has decided the amendment of funds. This
problem is beyond KIAT Guru authority, and therefore Korkab and Tim
Korda cannot do anything but wait until Local Government (The
Executive) and DPRD decide the amendment of funds. After that, the
paymeny can be realized regularly, in which the payment for March 2015
was paid in April 2015. The other important thing to note is that KIAT
Guru has implemented the payment mechanism through transfer. This
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strategy effectively shows the accountability and transparency of

payment management, and prevents UPPK or schools cut the allowance.
There are many the activities that proceed in the Sub District or
the community. In fact, the main activities of KIAT Guru is in community,
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while the Sub District is the territory of the Community of pre-trial

schools, the location where Fascam lives, and the location of UPPK Office.
There are only some activities that proceed in subdistrict, for instance,
the socialization meeting of KIAT Guru, the drawing of the group, the
introduction of HP KIAT Camera. These activities involve the
representative of the pre-trial schools and each community, and
therefore it is proper to hold these in District. The activities in District
mostly involve Korkab, Fascam, and also the representative of Tim
Korda. In addition, it also involves a member of KIAT Guru Team from
Jakarta.
The implementation of the activities in the community is mostly
initiated by Fascam. The target is the alumni, students, their parents,
public residents, teachers and headmasters. Fascam applies various
approaches to each target. Alumni and students facilitation is further
called as children group, which uses approaches for instances games,
group study, drawing, children gallery, and education films. These
strategies are applied by Fascam as they are able to make the target close
to the activities. However, these strategies are not always effective to
reach the purpose, for example obtaining the depiction of alumni and
students problems and wishes, as the quality of the participation has an
important role in this. In SDN 14 Tumbang Titi in Patebang Jaya, the
students are actively participate and give responds and share their
opinions, so that the games are mostly used as the approach. Meanwhile
in SDN 10 Nanga Tayap in Siantau Raya, the children are less active in
sharing their opinions verbally, and drawing is used as the effective
approach. The parents, public residents, teachers, and headmasters,
which are called as adults group is facilitated using participation as the
approach. They are expected to actively share opinions and give
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suggestions directly and be involved in group discussion facilitated by

Fascam.
The phase of implementation in community is proceeded not
equally the same. Fascam has the authority to implement the activity
with considering the result. This means Fascam can modify each phase
of implementation according to prevailing condition in the field. This
enables Fascam to innovate themselves. The modification of the activity
which is found in the field is the establishment of FPL (Service
Assessment Form) that only involves teachers and parents. The children
are not involved as they are substantially considered cannot follow the
activity. Fascam also found that in the meeting which involves adults and
children, the children are tend to passive and only watch the discussion.
The other modification is that Fascam does not involve the alumni in
KIAT Guru Activity as in SDN 10 Nanga Tayap in Siantau Raya. This is
done as previously when the alumni is involved in the activity in other
communities, they are dominate the activity and the children became
passive, not to mention that the children are the main target of the
activity.
In the facilitation, Fascam applies various strategies with
considering the prevailing condition. Regarding the problem of
synchronizing schedule among the participants, Fascam applied
additional time to enhance the comprehension of materials. For example:
(i) in the community meeting, Fascam started to point out the plan of the
KPL establishment, (ii) in the grouping suggestion meeting, Fascam
established the KPL. The other strategy is pointing out the plan of
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activities to the local public figure who was the target of the pre-activity
or meeting. This strategy is effective as it is become the media to socialize
and communicate the purpose of the activity. Therefore, the target public
figure can participate in the activity actively. There is also another
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advantage in which the target can deliver positive opinions in the

meeting forum. Regarding the continuation of the activity, Fascam
applies knowledge and skill transfer strategy to the public figure. In

certain meeting, for instance, amendment, Fascam drives the KPL
chairperson to take more roles. The chairperson not only has to attend
every meeting, but also monitor and lead the meeting with the material
given by Fascam previously.
The other strategy is finishing every phase of activity in all work
area in sequence with considering the geographical position of the
location. Fascam of Nanga Tayap includes 4 communities in the work
area, while the Fascam of Tumbang Titi includes 6 villages. The
communities are located in various distances, in which one is close to
another, while the other is far away. Due to this condition, Fascam
finishes every phase of the activity in all communities in sequence. For
the communities located close one another, the activities proceed in the
same day but different time. The number of communities is sometimes
problematic for Fascam, but it does not affect the progress of the
activities. Under the command of Korkab, the Fascam are willingly help
one another to finish the program and reach the activity target including
the community or school that is beyond their work area. Korkab also help
the facilitation in the community. The distribution of task in this
implementation can be considered as working properly.
The facilitation of KIAT Guru needs to consider the problem
context in the location. Some location has a problem with the absence of
the teachers. The people complained about the teachers who are often
absent, and the students do not get the materials, and also the
headmasters poor management. The communication between the
schools and the people are not working properly and less harmonious.
The problems that exist before KIAT Guru come, need to be considered,
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because the facilitation for the location with this problem is not the same
with the others. The facilitation needs a longer process and more
intensive approach, because the result of study found that community for
instance, religious group, arts and media, are still forming, and therefore
their existence has not been acknowledged yet. The institution of formal
education freely runs the curriculum without being controlled by the
community especially the processes inside that are related to public
interest.
It is important for all elements to understand about the
importance of target placement in the facilitation process with balanced
manner. The KIAT Guru targets are divided into two: (1) the users of
services consisting of the community, parents, alumni and students, and
(2) the service provider who are the headmasters and teachers. Putting
the target in balance proportion does not only consider the
representation of each element or composition by gender, but also the
balance of proportion of the substance of activities. It is important to
prevent mistrust or distrust among the target group which can disrupt
the activities.
3.2.2.2 Output
Generally, all activities and the planned targets in three
communities namely Siantau Raya, Beringin Rayo and Patebang Jaya are
accomplished well. There is only one activity that has not been done until
the end of the study, which is the amendment meeting in the Beringin
Rayo. For the information, the activities in the communities include
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overviewing the problems, the arrangement of the service agreement,

FPL establishment, KPL establishment, monitoring teachers attendance
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through manual attendance and HP KIAT Camera, KPL monthly meetings

and amendment meeting.
The target that satisfies Korkab and Fascam is the KPL monthly
meeting. The meeting acts as an evidence of how KPL performs its
supervisory functions. During the meeting, the members of KPL discuss
and assess the indicators of service agreements, including the presence
of the teachers. The ability of KPL is also proved by the confirmation
process of the assessment results of the school. Schools responses to the
results of the KPL assessment are diverse. There are teachers who
accepted the result because they admitted that they still cannot fulfill all
service agreement, but there are also teachers who do not accept the
results of the assessment, especially about the presence, as it happened
in SDN 07 Tumbang Titi.
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Other target that also satisfies Korkab and Fascam is the

incorporation meeting and the arrangement of the service agreement.
Group meeting has its own challenges because it requires Fascams
Box 2. Case in Ketapang regency
One of the teachers in SDN 07 Tumbang Titi did not accept Service
Users Committee assessment. The teacher denied the statement that he
was absent without explanation. He said that he was ill that time and had
asked for permission to the headmaster via SMS. Service Users Committee
cannot accept this, because in accordance with the procedure, if the
teacher is going to be absent, the permission must be provided in a letter
and signed by the headmaster, not just via SMS or telephone.
At that time, the teacher does not write permission, and the teachers
in SDN 07 Tumbang Titi still do not know about the requirement of
written permission if they are absent. The headmaster of SDN 07
Tumbang Titi has not informed the requirement to the teachers. When
the socialization related to the regulation in sub district was held, the
headmaster came late and missed the session that explains the regulation
for the teacher who absent. Therefore, this information is not described
to the teachers at the school.
The conflict between the members of the Service Users Committee and
one of the teachers is quite serious and causes teacher and members of
the Service Users Committee hold the grudge for 2 weeks. The chief of the
community who is expected to act as a mediator cannot do much. The role
of the chief is not optimal in the mediation process, because the
involvement of KIAT Guru Team is refused by the school. The school
assumes that the chief have no right to interfere in the internal affairs of
the school, because chief has no structural relationship with the school.
The rejection makes the positions and the mediation by the chief is not
working.
facilitation ability. The meeting brought together the two target groups,
which are the consumers and service providers. There is potential
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conflict due to disagreements between the two groups, so that Fascam is

not only required to facilitate the interests of both parties, but also
mediate when the atmosphere of the forum rises due to the difference of
opinion, though the meeting is actually also attended by the chief of the
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community which can also act as a mediator. The result of the meeting is
the service agreement.
The arrangement of the service agreement can be said as the

major achievement that can be seen at the beginning of the activities. The
service agreement is a basic implementation of KIAT Guru which later is
followed by other supporting components, for instance, KPL, attendance
monitoring and KPL monthly meetings. The study found that the service
agreements in three communities can be arranged by accommodating
the suggestions from the children, alumni, parents, public residents and
teachers. The service agreement consists of some points of which are
summarized all suggestion from the various elements. Two important
things driven by Fascam to be enlisted in the agreement is the presence
of teachers and violence against children. Service agreements arranged
in three communities have also included those two important issues.
For the result of other activities, for instance, the establishment of
KPL, FPL arrangement, teacher attendance monitoring using manual and
electronic attendance recorder, and the amendments meeting can be
said to be well done. However, the graphical diagram shows the
fluctuations of progress in each community. In Siantau Raya (SDN 10
Nanga Tayap), it shows a consistent improvement compared with two
other communities. Although this study also found some resistance from
one of the teachers from the beginning of the program, it does not affect
the result of activities. This can be considered as confounding variable,
and if this variable is taken out, it will be a positive effect for the activities.
The point that needs to be concerned further is the fact that one
of the teachers who refused the program. This rejection is regardless to
the relevance of KIAT Guru with the problems that occurred. This means
that there are cases of teacher absence in SDN 10 Nanga Tayap. The
teacher objected to the monitoring mechanism adopted by KIAT Guru
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which involves the assessment by KPL. Although subsequently the

objection is a matter of KPLs education background which is below
average and not compatible with teachers education background, but
main issue of the resistance is concerning the presence. The teachers are
often absent at the school because there are additional tasks to fill the
dapodik ( Education Database ) or elementary education principal data.
This additional task can only be performed in the area that has an
adequate internet access. The teacher may be absent from teaching for
days to perform this tasks.
Meanwhile, the result activity in Patebang Jaya (SDN 14 Tumbang
Titi) shows a slower progress than the two other communities. In the
first study visit in January and February 2015, for example, this location
is still in examining the problem phase, while two other communities had
formed the KPL. The study found that implementation of KIAT Guru in
Patebang Jaya (SDN 14 Tumbang Titi) needs more attention. Fascam
finds difficult to implement KIAT Guru, although in the end all the
activities can be accomplished. In the beginning of activities, KIAT Guru
seemed to be a fresh air for the Patebang Jaya residents because it is very
relevant to existing problems. The residents have been tired of the
teachers absenteeism, which causes the students cannot properly study
in the class. Even the people were going to complain about this problem
to Dinas Pendidikan but unfortunately it did not happen. Through KIAT
Guru, the people expected that the existing problem can be solved.
KIAT Guru arrives in Patebang Jaya in SDN 14 Tumbang Titi when
relationship between the school and the community as well as the
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relationships between principals and teachers are not harmonious. It

needs more attention as the consequences of the more time needed to
achieve the targets of activities. KIAT Guru seems trapped in the middle
of the problems that already exist. Fascam requires more energy to
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implement each phase of activity because there is distrust among the

target participants. The public does not fully trust the teachers and
headmaster because they rarely attend teaching and learning activities

and there is teaching malpractice. The teachers also do not trust the
leadership of the new headmaster, as there has been no effort from the
new headmaster to perform managerial tasks significantly since he held
the position. He also often absent so that the principal is considered not
be able to lead, which affects to the absence of the teachers in the
classroom. The study also found an indication that the former school
headmaster who became the center of the school and affected the
teachers' mistrust towards the new one.
In Beringin Rayo (SDN 07 Tumbang Titi), KIAT Guru is helped by
the key actors, for instance, the chief of community who has concerns in
education. Before KIAT Guru proceeds, the chief had monitored the
teachers attendance at SDN 07 Tumbang Titi. The chiefs wife checked
the teacher attendance list every weekday, and it is not difficult for her
to do that as she always come to the school cafeteria. The attendance list
is later known as communitys attendance list because it is managed and
stored by the chief. The chief is very supportive to KIAT Guru when it
proceeds. His active participation in each KIAT Guru activity proves how
he is very concerned. He also facilitates the election of KPL members
when none of the participants were willing to be elected as the members
in meeting the establishment of the KPL.
KIAT Guru in Beringin Rayo also received support from the
community and the school. The people are quite enthusiastic, and
welcome to the program. This enthusiasm is shown by the number of
participants that attend the meeting of the examining the problem. The
teachers also give positive response, as they the program and willing to
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participate in any activity. This support from various elements facilitates

the achievement of the activity target.
In the middle of the program, exactly after the formation of the
KPL, this study found the vulnerability of the reached target. In Siantau
Raya and Beringin Rayo, there are doubts concerning the function and
existence of the KPL. Since it is established by Fascam, there has been no
real activity conducted. The school considers the KPL does not work, and
it is not much different from the existing school committees. KPL itself
has not been active since there has not been strengthening from Fascam.
Though during its establishment Fascam has explained the function, they
are general ones and KPL did not know the task that have to be done
technically.
KPL becomes active after Fascam strengthened it, approximately
one to two months after the formation. The existence of KPL is
strengthened through SK or the chiefs decree. After that, KPL begins to
understand the tasks that have to be carried out. One of them is holding
a monthly meeting, which discuss the evaluation of indicators of the
service agreement. KPL discuss any points of service agreement and give
a score to each item according to the data. The study found that KPL has
successfully organized this meeting.
The formal format in organizing the KPL monthly meeting has not
been decided, but there is no difference in terms of substance that is
discussed. The monthly meeting runs with the chairman of the KPL
divide tasks to all members to make an assessment. In Patebang Jaya,
there is one member of the KPL who is in charge holding a teachers
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assessment form. In Siantau Raya, there is division of the group to assess

the points of agreement. The distribution of the tasks to each member
does not mean giving all the responsibility to one person. All the
decisions, including the scoring is done through discussions. It is in
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accordance with local conditions that follow the social principles, and the
people are accustomed to participate in communities. The various
processes of making decision related to the public interest involves the

chied of community automatically become the personification of the
society. KIAT Guru brings forward the concept of community
participation in accordance with local conditions. This is reflected in the
establishment of KPL in Siantau Raya and Patebang Jaya which are led by
the local chief. The people that become members of KPL can participate
and take on the role under the coordination of local chief whom also the
chairman of KPL.
The concept of communal participation becomes a bit constrained
when faced against the social structure. Three communities in the study
area, the knowledge about the structure and social class have been
existed for quite a long time. People understand the division of classes in
the order of their life that is based on the socio-economic structure.
Upper class was occupied by people who work as employees, teachers,
civil servants (PNS), as they have a permanent and formal work. They
have a better life because it is supported by a regular income so that basic
needs can be fulfilled adequately. The next class consists of ordinary
people, workers and farmers, which have a condition that is contrary
with the upper class category.
The pattern of inter-category relations in the social structure in
the three communities is patron-client. The lower class requires the
support from the upper class, in the form of aid or loan money. In return,
the upper class gained the full trust from the lower classes. The cultural
perspective of the community has been attached to a presumption that a
teacher is a person who should be respected and appreciated. Teachers
are always foremost in any case, for example in a fish shops, the
fishermen will choose the best fish for teachers although many residents
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have been previously queued on the riverbank. Teachers also often asked
to pray his blessing if there are people who hold a celebration or the
people have a certain errand. Teachers positioned as the chairman or
board in community level activities.
The patron-client relationships between teachers and the
community has been formed for long and become stable because they
both give and receive. The concept of KIAT Guru which involves
residents participation is indicated against the existing social structure.
Furthermore, the study found in the field that a member KPL feels
uncomfortable to carry out the supervision or assessment to the
teachers. KPL worried about those tasks as they feel inferior to the
teacher and not comparable in terms of education and knowledge.
Are we deserved to perform monitoring, while we are only
ordinary people who have lower education background than
the teachers that we supervise.
(Member of KPL in Siantau Raya, 2015)
Is this our reward to the person who taught us? Can our
existence probably cut their allowances?
(Member of KPL in Siantau Raya, 2015)
The teachers themselves are not fully ready to participate in the

concept introduced by KIAT Guru. The concept seemed to eliminate the
teacher's position in the social structure. Teachers are no longer a
revered figure because it was always being watched and spied on by
people or KPL. People have become more willing to express their
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opinions or criticize the teacher and it is considered as the loss of public

trust in the teacher.
I only went to the shop and it feels uneasy though. It is as if
youre being spied by the whole society.
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(Teacher in Siantau Raya, 2015)
The people have become more critical, and the women are
often gathered, became satiric and talking about personal

errand. I feel uneasy to go out.
(Teacher in Patebang Jaya, 2015)
Id better not receiveing something (allowance) than

having a bad reputation among the society because of
considered absent, though in fact KPL did not know the
reason of my absence.
(Teacher in Patebang Jaya, 2015)
The Siantau residents were my students. They shouldnt do

this to me as the reward.
(Teacher in Siantau Raya, 2015)
HP KIAT Camera as the tool to record teachers attendance have
been underutilized because of the inadequate electricity power plant.
Three villages where the pre-trial is conducted do not have power plant
installed by PLN (National Electricity Company). People in Siantau Raya
Village and Patebang Jaya for example use generator or oil to produce
lights. People in Beringin Rayo Village, in addition to generator and oil
lamps, some people use solar cell as the power source. Generally, people
use generator in certain hours or during the party/meeting. Normally,
people tend to use oil lamp or solar cell to minimize expenditure used for
generator. This condition influences the recharging of HP KIAT Camera,
so this camera is not always ready to be used every day to record
teachers attendance.
Every school where pre-trial is performed only gets one camera
used interchangeably to record teachers attendance. Although recording
process only spends several minutes, the operation of camera spends
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longer time. Teacher must gather students and ask their help to record
his/her presence. This condition happens in Siantau Raya. Then, the
camera will be used another teacher to do similar activity. Thus, class
teacher gets the last opportunity, so he/she records activities that
happen later that day compared to other teachers who get chance to
record first. It becomes complaints for teachers because HP KIAT
Camerarecords show as if teachers came late to the school. Thus, it do
not represent the actual condition.
Schools often state their objection about the mechanism of
existing electronic supervision because this method disturbs teaching
and learning activities and tends to give negative impacts on teachers.
Teachers have to start the lesson late because they have to set the
recorder first. The use of electronic attendance also has a negative effect
for teachers, particularly about their image and the amount of allowance.
The differences of time measurement between manual and electronic
attendances lead to an assumption of KPL that teachers do not come and
go on time. Thus, it influences the amount of allowance which will be
received. Teachers also worry that the differences of time measurement
between manual and electronic attendance will give them negative
image in the eyes of Education Department. The office will perceive them
as teachers with bad working performance.
In SDN 07 Tumbang Titi, the use of phone camera in KIAT Guru
becomes more ineffective due to disputes between KPL and Teachers.
KPL-Teacher dispute (see table 1) ends the use of phone camera.
Although in May 2015, HP KIAT Camera was kept in school, the
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headmaster forbids teachers to use and touch it. Teachers is believed to

destroy the harmonious relationship between school and society.
Moreover, its use is so complicated and disturbs learning process. In SDN
14 Tumbang Titi, the use of camera is not effective because camera
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setting opens. It enables teacher to access other applications for another

purpose.
Allowance payment based on attendance has been implemented

in schools where pre-trial is performed. This achievement is important
because it becomes the main point of KIAT Gurus objectives. In the
beginning of year, allowance has not been regularly paid. However, in
the third month and next months, allowance is given on a regular basis.
Payment also considers teacher absence. Teachers who do not have full
attendance record will get less allowance. Teachers never complain
about the lateness of payment in the beginning of the year that is in
January-February 2015. They have been getting accustomed to receiving
allowance in accumulation system. It means that allowance for January
to June will be receive at the end of the semester or allowance for July to
December will be received at the end of academic year. The payment is
performed by UPPK. Teachers are not ready to follow the mechanism of
regular allowance payment (every month). They complains how it is
difficult to observe allowance payment because ATM facility and bank
are only located in district. Teachers must go to district to check
allowance payment. It seems so difficult because these teachers must
spend money and prepare time to check the payment, so it will not
disturb their teaching schedule. They also worry that they have spend
money and energy, but the payment has not been transferred.
KIAT Guru has provided a promissory note. This note is letter that
Education Department has issued, and it contains information or notice
about allowance payment. However, this letter is not effective because it
is not able to give information to teachers quickly. Teachers receive this
promissory note after a month, a quite long period to receive a letter.
According to Secretary of Education Department, teachers receive a
promissory note after a long time due to the length of a letters
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distribution chain. UPPK must take the note for teachers in regency. The
distance from a district and regency becomes the reason why UPPK is
late to take these letters. UPPK never provides specific time to take the
letters in the regency. UPPK takes the letter while attending an event and
having official duties in regency. Regency never provide budget for UPPK
to take promissory notes. After UPPK takes the promissory notes,
headmaster must take those letters from district office and give them to
teachers. Like UPPK, headmaster will take the letter when having to
attend any event because going to district office spends much money.
Teachers perform two methods to check or find out whether
allowance has been paid: (1) teachers who coincidentally go to district
will check allowance payment by using ATM or going to a bank. This
teacher will inform other teachers. However, this method is not quite
effective because it depends on teachers who go to district. It is also
possible for other teachers to not receive payment yet. One of teachers in
SDN 14 Tumbang Titi has found out that allowance is paid in different
period from other teachers. This teacher says that a few days after
getting information from another teacher related to the payment of
allowance, she/he checks the personal account and finds out that the
allowance has not been received. Another method is (2) by directly
asking Korkab or Fascam by using SMS or making phone call. The idea of
asking allowance payment to Korkab or Fascam begins when teachers in
district or other location have sufficient communication network.
At the end of the activity, amendment meeting has been
conducted in Siantau Raya and Patebang Jaya Villages. This activity
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seems to be effective to discuss and evaluate points on service

agreement, FPL assessment point, and assessment indicator for
headmaster. This event which is attended by KPL, teachers, headmasters,
society leader/religion leader, students parents succeeds in formulating
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the use of remaining budget in allowance reduction. The similar event

also happens in Siantau Raya. The participation of the participant is quite
good. It is obvious since the meeting is attended by 24 people. The

participants have active involvement to deliver opinion, criticize values
in FPL, and suggest for adding assessment indicator.
3.2.2.3 Outcome
KIAT Guru has provided positive changes in society and teachers.
These changes can be obviously observed in Siantau Raya and Beringin
Rayo Village, but it is quite a bit hard for to identify these changes in
Patebang Jaya. The substitution of headmaster in SDN 14 Tumbang Titi
(Patebang Jaya Village) causes the difficulty in determining why changes
happen. These changes occur due to the implementation of KIAT Guru or
the new headmaster. In other words, the intervention of Education
Departments policy to change headmaster makes Patebang Jaya an
exception.
Recently, teachers in SDN 10 Nanga Tayap and SDN 07 Tumbang
Titi come to school actively and earlier compared to previous period. The
level of teachers attendance increases and gives positive effect to
learning motivation of the students. In SDN 07 Tumbang Titi, students
have more spirits to come to school. Parents no longer ask their children
to fields during school hours. Previously, students were lazy to come to
school because their teacher seldom came school. Now, every time their
teacher is unable to teach, students will have assignment or lesson from
another teacher as the substitution. Thus, these students feel they do not
come to school in vain.
Another positive change is the established communication
between teachers and students parents through a log book. Parents
know and observe the development of learning result from a log book. In
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SDN 07 Tumbang Titi, this record was previously given at the end of
month attached to study report book, so parents were unable to know
daily development of their children. In SDN 10 Nanga Tayap, there was
no log book. Notes in a log book serve as an effective communication
media because parents use to feel reluctant to directly ask the teachers.
On the other hand, teachers also never provide information to students
parents.
Parents of students in SDN 10 Nanga Tayap and SDN 07 Tumbang
Titi prepare breakfast for their children before they go to school.
Although parents have prepared breakfast, children refuse eating their
meal. Children do not get accustomed to eating breakfast that parents
have prepared. Instead, they buy foods sold near the school. Parents
begin reminding their children to study, asking lesson that children study
in school, and trying to reduce physical punishment. In SDN 10 Nanga
Tayap, library use is maximized to increase students insight and
knowledge. Teachers also give additional lesson time for 4th, 5th, and 6th
grade students.
In Patebang Jaya, parents admit that teachers and headmaster
become more active in teaching after the implementation of KIAT Guru.
The change in teachers behavior is related to the substitution of
headmaster. Before the substitution, the condition remained the same in
which teachers were absent from the school. The educational service in
SDN 14 Tumbang Titi is also better after KIAT Guru is initiated and the
headmaster is substituted. Now, school has already has lesson schedule
for students. Previously, students had no structure time table and
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sometimes learnt mathematics only. With this schedule, parents hope

that students are able to prepare lesson at home, so they have more
maximum absorption on the material.
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Communication between schools and parents has established

after KIAT Guru. Change in communication results from the rising
awareness of society that the improvement of education quality needs

the active participation from the parents. This awareness is established
from meetings that KIAT Guru Team has initiated. Agreement on service
also requires parents to pay more attention to their children. The Head
of the Village informs that KIAT Guru leads to better communication
between school and society. Recently, school and society have initiated
communication concerning education improvement in elementary
schools. Schools is also willing to receive some suggestion from the
society.
Previously, society and school never established good
communication, even they avoid each other. Society feel irritated
because teachers never come to school. Meanwhile, school never admits
to do mistake and do not want to be blamed. The anxiety from society
never comes into surface and is directly delivered to schools. It only
becomes the source of public discussion because the teachers of SDN 14
Tumbang Titi are so defensive when other parties tell them about
societys true feeling. Sometimes teachers feel offended when someone
scolds them. They do not feel hesitate to bring this matter to customary
law. Teachers punish a member of society who scolds them due to the
argument that this person interferes personal matter and authority of
teacher at schools. Even though society never directly reveals this
problem, teachers know that they keep their anxiety inside. As a result,
teachers feel uncomfortable to teach. The society worries that teachers
will get offended and uncomfortable, so both parties avoid to
communicate each other.
After the initiation of KIAT Guru, parents and schools start
meeting to discuss the effort to improve the quality of educational
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service in SDN 14 Tumbang Titi. The meeting between schools and

parents is initiated by KIAT Guru Team. After the examination, students
must show their result to parents. After parents give their signature on
the examination paper, students hand in the paper to teachers.
Previously, this process was never conducted, so parents do not the
result of their childrens learning process. Parents never ask, and their
children never tell them. Before the program, parents only knew the
learning result and the development of their children when receiving
grade repot. This signing process is expected to enable parents to
observe the result and development of their childrens learning process
regularly.
Parents admit that they are happy with the process of giving
signature on their childrens examination paper because they know the
result and development of their childrens learning process. According to
parents, this method can be the alternative for shaping communication
between parents and school. Sometimes, parents feel reluctant to
directly ask teachers.
Physical punishment that teachers give to students have less
frequent. Now, students never complain that teachers give them physical
punishment. Before the program, students often told their parents that
teachers punished them for trivial reasons. Students complained that
teacher often pinched or twisted their ears just because these students
were unable to do the task or answer the question from teachers.
KIAT Guru provides an alternative for communication means in
the form of suggestion and complaints box. Recently, this box is placed in
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front of the office of Village Head. According to parents, it is less suitable

to place suggestion box in the office of Village Head because they worry
that people will complain about service that the office of Village Head,
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not educational service. Parents think it would be more effective if the

box is placed at the school.
Service users also realize that changes related to teachers work

performance in SDN 14 Tumbang Titi does mainly result from
supervision mechanism and service agreement. Instead, the main reason
for this change is the substitution of headmaster. Prior to the substitution
of headmaster, teachers often neglected their main duty to teach
students. Teachers argued that they often left the school because former
headmaster was not assertive and seldom came to school. They have an
analogy to describe this condition
the snakes tail always follows wherever the head moves
The expression carries the meaning that subordinates always
follow the footstep and performance of their superior. Further, this
expression implies that teachers do not want to be blamed for their
abseenteeism in SDN 14 Tumbang Titi. Teachers wants to make
headmaster as the scapegoat for their mistake.
UPPK implies that the substitution of headmaster in SDN 14
Tumbang Titi is the embodiment of commitment on KIAT Guru. UPPK
believes its reputation will be in jeopardy if regency and central
Education Department s find out poor performance of a particular
school. This poor performance directly affects UPPK because UPPK
serves as the supervisor which directly observes the schools Since UPPK
tries to establish good reputation, it decided to substitute the
headmaster of SDN 14 Tumbang Titi.
Although this program positive impacts to service users and
stakeholders in Education Department, teachers disagree that KIAT Guru
contributes positive effects. According to teachers, however, KIAT Guru
brings negative effect for schools. After the initiation of KIAT Guru,
society is even braver to be outspoken to schools. Society never hesitates
87
to criticize and demand for something to school. They also seek for the
teachers mistakes, not only related to teaching process but also personal
life.
In the opinion of teachers, society should stay away from
interfering duties and internal affairs of the school. Teachers have
become aware of their obligations and society does not have to tell them.
More frequent complaints and demand from society make teachers feel
uncomfortable in teaching. One of teachers admits that complaints from
society are proven to be annoying. This teacher feels offended when
someone ask why the teacher has not gone to school, and it is already at
noon. This teacher argues that it is improper for the member of society
to ask about the teachers duties due to his position as a teacher. It means
this teacher has already known the duties. If the teacher gets offended
because of someones complaints, it shows that the teacher does not
realize the mistake that has been committed.
3.2.3 Keerom Regency
The implementation of KIAT Guru in Keerom regency has been
going well according to the guideline. However, the rapid dynamic of the
society urges immediate modification. The pre-trial facilitation of KIAT
Guru is implemented both at the level of regency and village. There are
11 schools located in ten villages as the target for KIAT Guru pre-trial.
However, this report focuses its discussion on three villages. They are SD
YPK Pikere in Ujung Karang village, SDN Kibay in Kibay Village, and SDN
Inpres Ampas in Ampas village. This sub-chapter will only discuss the
facilitation in the level of regency, village or school, its output, outcome,
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and the people participation in each target village.

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3.2.3.1 Facilitation Process

The implementation of KIAT Guru I Keerom Regency began with
the MoA signing between TNP2K with Keerom Regency Government in

2014. Afterward, the Regional Coordinating Team (Tim Korda) was
formed. Moreover, KIAT Guru team also placed a Regency Coordinator
(Korkab), two Subdistrict Facilitator (Fascam), and an administration
staff for East Arso subdistrict and Waris subdistrict. Korkab and Fascam
are responsible for the implementation of KIAT Guru in eleven target
schools.
In the beginning, Korkab needed to approach the member of Tim
Korda. For about a month, Korkab was finally able to communicate well
with Tim Korda. It seemed that Tim Korda member hasnt fully grasped
the idee of KIAT Guru especially there are a lot of Tim Korda member do
not understand their task in KIAT Guru. Most of Tim Korda member often
to stay in Abepura because of high intensity meeting and SKPD
coordination. In this situation, Korkab must maintain its communication
to explain Tim Korda about the Tim Kordas role and the substance of
KIAT Guru. This approach worked after Korkab mapped out who can
cooperate in this activity.
According to the term of KIAT Guru, Tim Kordas duty is to
support KIAT Guru facilitation in eleven schools located in Keerom
Regency. The supporting action is implemented by lending a room at
SMK (Vocational High School) 1 Arso as the secretariat for regional KIAT
Guru. The secretariat strengthened the communication and coordination
between Tim Korda and the executor of KIAT Guru in Keerom Regency.
Moreover, the cell phone network and internet also improved the
communication and coordination for KIAT Guru activity.
At the regency level, Korkab was proactive by coordinating KIAT
Guru with Tim Korda. Both sides were coordinating inside Tim Korda
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secretariat or SKPD office. Korkab was also coordinating with anyone via
phone when necessary. During the activity, not all of Tim Korda members
were actively coordinating with Korkab and Fascam. Unfortunately, not
all of Tim Korda members could always keep up with target schools.
Therefore, Korkab team was actively reporting the situation of the
facilitation and discussed anything with Tim Korda if necessary.
During the facilitation process, Korkab and Fascam were based in
the regency capital. They went in and out in doing their duty from the
capital to the village. Korkab and Fascam did not stay in the target village
for very long. The road from the capital to the village was very dangerous
at dark. Therefore, Korkab and Fascam returned to the capital right
before dark. There is a policy for the use of motorcycles and Fascam
Korkab for field operations. The use of cars is flexible, can be used Korkab
when monitoring field. Fascam can also use the car as at the time of
mobilization to basecamp, or when the road to the village is not passable
by motorcycle. In certain moments, Fascam also stayed in the target
village. Ideally, Fascam was supposed to stay in the village for a longer
period of time in order to create a social bond with the local. Therefore,
Fascam would be able to find out the change of the dynamics after the
facilitation was carried out and solve any problem immediately.
Unfortunately, Fascam was unable to stay in the village for very long due
to the designed schedule and savety issues.
A facilitation must be totally completed before moving to another
school as dictated by the schedule. In other words, the duration of
facilitation in each school was limited. The cell phone network available
Final Report
in the school was very limited. Hence, it affected the coordination

between Korkab and Fascam. This problem also made both Korkab and
Fascam always stick to the schedule. Korkab and Fascam also
coordinated to each other when Korkab visited Fascams target school.
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In the fourth month, Korkab modified the activity by finishing the

facilitation in each village in less than two weeks. This innovation was
triggered by the fact that each target village was located miles apart and
the team needed to spend the time effectively. In the process, Korkab
modified the children meeting. The meeting to discuss the childrens
wish and agreement was conducted once. The alumni meeting was
unable to be organized since the high school was located outside the
target village. During the first visit, the facilitator went in and out from
the village due the security issues. In the second visit, Fascam continued
the facilitation more effectively by staying in the village. Finally, KIAT
Guru team continued the facilitation to another village in the third visit.
Regarding to the report, Fascam was responsible to make a report
to Korkab. Afterward, Korkab would forward it to KIAT Guru team.
Moreover, Korkab also reported every progress of the facilitation to Tim
Tim Korda through a meeting or by sending the progress report.
During the facilitation, Fascam in Arso Timur resigned and caused
an absence in the team after the first contract was finished. To fulfill the
absence, Korkab with Fascam in Waris cooperated to complete the
facilitation in Arso Timur while the activity in Waris ceased momentarily.
The activity in Waris was continued after Fascam has recovered its
absence.
3.2.3.2 Output
KIAT Guru activity in the regency has accomplished several
achievements. First, the Government of Keerom Regency approved KIAT
Guru pre-trial in their region. Keerom Regent with TNP2K agreed the
MoA on 2013 regarding the KIAT Guru pre-trial in Keerom Regency. This
agreement was effective since 2014 until the end of July 2015 in Arso
Timur subdistrict and Waris subdistrict. According to the Regent Decree
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No. 24 of 2013 on the Establishment of Special Service District by

considering the region condition (remote, bordered, isolated), then the
two pre-trial districts were included as the area close to the borderline.
Pre-trial in Keerom Regency was conducted in six primary schools in
Arso Timur Subdistrict and five in Waris subdistrict.
The second is the establishment of Regional Coordinating Team
(Tim Korda) followed by the Regent Decree No. 42 year 2014 on The
Establishment of The Coordinating Team for Policy of Accountability and
Education Service Improvement. The third is Keerom Regent Decree No.
133 year 2014 on the Establishment of Participating Schools in of
Accountability and Education Improvement in Remote Area. The fourth
is the participation of several Tim Korda in the debriefing at and visit to
the target schools. They also participated in solving problems arose in
the pre-trial sited. This debriefing can be found in the Report of MoA
from the participating schools expressed in the Regent Decree. Some of
the schools initially disagreed, but after the presentation of KIAT Guru,
they changed their mind. This was because they were present in the
debriefing session and they participated when the participating schools
were selected through drawing. Fifth, the second assistant of Keerom
Regent was appointed head of program executive replacing the head of
Education Office. This change was meant for Tim Kordas activities to run
more actively and to the maximum. The Second Assistant had an
initiative to start a meeting to evaluate the visits to the target schools.
The sixth achievement was the initiation of work meeting and the visit of
Tim Korda members to the target schools. Unfortunately, these visits
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were accidental and unscheduled regularly. The visit by the Regents

second assistant was quite effective in resolving problems that occurred
at the target schools.
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Generally, KIAT Guru at regency level has made good

achievement. However, there are some homework to do. After a Tim
Korda was formed, there should have been an explanation of each

members duties and the substance of KIAT Guru needs to be re-
explained to the members. This was because not all Tim Korda members
understood the progress of the ongoing KIAT Guru.
In order to determine the treatment groups for the KIAT Guru
pre-trial, the selection of the eleven elementary schools was conducted
through drawing. The random selection was conducted twice in two pre-
trial locations. The selection was conducted in the district office of Waris
Subdistrict on 30 October 2014 and Arso Timur Subdistrict on 31
October 2014. Through the selection, SD YPK Pikere received D Full
treatment and SDN Kibay received C Full treatment. The treatment was
approved by Keerom Regent based on Keerom Regent Decree No.132 of
2014 on 4 December 2014.
After each school received a different treatment for its facilitation,
Fascam started the facilitation. According to KIAT Guru pre-trial
guideline, the facilitation for each village must go through three
meetings. The first was the meeting that involves the people in the
village, service provider group, and service user group. The second was
the routine monthly meeting. The third was the meeting to discuss the
amendment of service agreement. The meetings in each village are
explained as follows:
The pre-trial of KIAT Guru in SDN Inpres Ampas in Ampas village
was started in 2014. This school received C treatment, which means that
the allowance will be paid regularly and there will be a Service
Agreement and electronic supervision in the activity decided through a
drawing. The activity was started with several meetings. According to the
meeting guide, there should be a preliminary meeting to map out the
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village followed by the routine monthly meeting and amendment

meeting. Unfortunately, at the target group the meeting was more
recognized as the debriefing attended by some villagers. The second
meeting was the meeting between Fascam and the children. The third
meeting was the meeting between Fascam and parents. The fourth
meeting is the meeting between Fascam and teachers. Then, the fifth
meeting discussed the Service Agreement. Moreover, there was still a
meeting with the future members of KPL in the village head house. From
the first into the last meeting, the participants were invited verbally.
While according to the people and teachers, it would have been more
polite if the participants had been invited with a written invitation.
Nevertheless, the phases in Ampas Village had been running according
to the schedule, in which the Service Agreement could be completed in
January 2015. In organizing the debriefing, Fascam sometimes ignored
the procedure in order to improvise with the real situation in the field.
Meanwhile, the meetings at SDN Kibay were organized according
to the procedure. However, due the relatively short time for the
debriefing, the people barely grasped the idea of KIAT Guru activity. The
debriefing at SD YPK Pikere was organized according to the guide book.
Unfortunately, the meeting was only attended by the people who lived
near the school, while the meeting was intended for everyone. Pikere
Village was populated with the locals and immigrants. However, KIAT
Guru activity was not able to motivate the locals involvement since they
were very apathetic. The limited amount of time also made the
facilitators unable to invite the peoples active participation. In addition,
Final Report
the service providers, the principal and teachers of SD YPK Pikere.

During the three visits by PSKK (Center for Population and Policy
Studies) UGM team in the three target villages, the achievements in each
village could be mapped. The first achievement is the establishment of
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KPL. KPL in Ampas Village was established on December 2014. The

process to establish this committee, although through a forum or voting,
was intervened by the key figures of the village. Even after KPL was
established, it was ineffective. Moreover, not all of the KPL members
understood their duty and responsibility. Even after KPL establishment,
those key figures demanded an incentive. On March 2014 KPL started its
work. Different from Ampas Village, the progress of KIAT Guru
facilitation in Kibay Village started a little slower. The KPL was
established in the end of February 2015. However, the establishing
process was going relatively better than in Ampas village. The selection
of KPL members was going through the meeting mechanism and was
attended by the people who were active in every activity organized by
the village. The members were selected through voting. During its
progress between April and May 2015, KPL was still ineffective since the
members had not understood their duty and responsibility. As what
happened in Kibay Village, although the establishment of KPL had
involved the people, only those who live near the school were invited.
This means that the people generally had not understood KIAT Guru
activity. KIAT Guru activity in Ujung Karang Village was running slowly
due to the conflict between the school and one of the KPL members.
However, the conflict was mediated and solved by the second assistant
of Keerom Regent. The school and KPL openly apologized and promised
not to cause any conflict for the sake of the students.
The second achievement was the formulation of Service
Agreement in the three villages. The content of the agreement were
mostly the same, especially about the teachers attendance, child abuse,
and breakfast provision for children. Meanwhile, not all of the villages
included homework and student report book in the agreements.
However, teachers attendance at school was present in all three
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agreements. The point about teachers punctuality became the first

indicator in the agreement and weighed two pints. The points about the
teachers must not abuse their students and giving homework or
remedial sessions were also present in all of the agreements. Meanwhile,
agreements on the teachers responsibility to prevent students from
playing on the streets, requirement for teachers to live in the village, and
teachers duty pay attention to the students sports activity were not
present in the agreements of some villages.
One of the issues that was discussed was child abuse. This
reduction or elimination of child abuse was included in the Service
Agreement of the three villages. Although it was difficult to be practiced,
this point was still included in the agreement of Ampas Village. The same
point was also included in the agreement of Kibay Village although some
villagers were disagreeing during the discussion. According to the
custom and habit of the people in Kibay Village, abusing children as a
punishment is acceptable. They beat the children in order to make them
wary and obedient as what the local saying says there is gold on the tip
of the rattan stick. In other words, abuse would bring good for the
children. This saying sticks to the peoples mind and has become the
basic rule in educating and taking care of their children.
Moreover, there are some teachers who abused their students as
punishment. According to two teachers, there were two points in their
service commitment that were not in accordance with the agreement.
Those teachers were referring to the second point stating that teachers
were not allowed use corporal punishment. This point was going through
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a long heated debate before it was finally approved. Supposedly, a service

commitment must be agreed by both sides, but this was what happened
in the case of Kibay village. One of the teachers said that the villagers
96
allowed the teachers use corporal punishment when necessary as quoted

from the following interview.
One of the commitment point is not in accordance with

the agreement. In the service commitment we are
required to punish the students when necessary, but
they changed it. As I see in point C, teachers are no longer
allowed to punish the student while actually in our last
meeting we agreed that punishment is required. The
votes were dominated by the parents and they agreed
that teachers could give corporal punishment when a
student commits a violation, but now I see that teachers
are not allowed to use any corporal punishment against
students, if Im not mistaken. Ah.this is not in line with
the initial agreement. We want to discuss it but the rule
has already there. (Teacher of SDN Kibay, 2015).
The same case also happened in Ujung Karang Village although
the no-abuse agreement had been agreed. In the making of the Service
Agreement, it turned out that the people objected with this point. The
teachers even argued that the students would become impolite and
naughty if there was no corporal punishment imposed. At the same time,
some parents agreed with it. This situation shows that the content of the
Service Agreement should have been understood by every participant in
the meeting so that they would be able to grasp the essence of each point
stated in the agreement. In this case, it was evident that the culture had
a strong influence on how people decide or do something. Giving
corporal punishment has been the habit of the people of the three
villages so that it has become a part of their culture. When it comes to
changing this habit, Fascam should give an understanding as to why this
habit must be stopped. Fascam must be able to approach the teachers
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and the community persistently to assure them about the impending

impact of the abuse.
The third achievement is the Service Assessment Form (FPL). FPL
contains KPLs scoring/assessment on the points agreed in the Service
Agreement. One of KPL function is to assess through observations on the
implementation of service agreement between the service provider and
service user. In Ampas Village, the FPL pointed out that teachers
attendance became the most important issue. It even becomes the
prioritized assessment point. Since FPL emphasized its scoring too much
on the teachers attendance, KPL seemed to overlook the other points
that must also be assessed. Meanwhile, a facilitation in Kibay Village
about the FPL was also organized. The training to fill the FPL was also
conducted. However, the scoring and verification activity was getting a
bit slower since not all of the KPL members worked actively and some of
them still had difficulties in literacy. These two activities were also
organized in Ujung Karang Village. KPL prioritized its assessment on the
teachers attendance since it was considered essential while the fact in
the field showed that the other points were overlooked due to this
emphasis. One of the KPL members in Ujung Karang stated that other
indicators in the Service Agreement were difficult to assess since they
can be considered private. The verification of teachers attendance was
conducted in this village.
The next achievement is teachers attendance record, both
manual and electronic by using HP KIAT Camera. In Ampas Village,
manual attendance recording was conducted. The electronic attendance
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record using camera was started after the camera was handed to the
school. By using this camera, the teachers were required to take a picture
with their students at the beginning and the end of class. Meanwhile, in
Kibay Village the use HP KIAT Camera was obstructed by the absence of
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KPL members and the lack of power to recharge the cell phone. In Ujung
Karang Village, the manual and electronic presence was effective
although it temporarily stopped due to the absence of KPL members.

During the monthly meeting in Kibay Village the teachers
attendance was recapitulated. Some differences were found in the
attendance record of May 2015. The problem did not only lie on the poor
coordination among KPL members, but also on the electronic
supervision. In May 2015 the cell phone was unable to be used due the
low battery. The head of KPL in Kibay Village argued that they did not
fuel to turn on the generator so they could not recharge the cell phone.
The lack of electricity in Kibay Village prevented the optimum utilization
of the electronic supervision during the first week. In the following week,
KPL only used the manual attendance record conducted by some KPL
members who were actively visited the target schools.
The use of HP KIAT Camera in SD YPK Pikere started on February
2015. It was once stopped on March 2015 because needed some repair
and it was returned to TNP2K team. At present, KPL can conduct
electronic attendance record with a newly given HP KIAT Cameraunit.
The use of HP KIAT Camera started on May 2015 after a meeting
attended by KPL members, representatives from SD YPK Pikere, TNP2K
team, and Regents Second Assistant on 17 April 2015. The meeting
discussed the mediation and debriefing of the use of HP KIAT Camera for
KIAT Guru by TNP2K team.
Generally, the C full treatment and D full treatment were
supervised through manual and electronic attendance record. The
manual supervision through manual attendance record worked better
than the electronic supervision. The electronic supervision by using HP
KIAT Camera was not very effective since the battery was not regularly
recharged. Therefore, the electronic attendance record once stopped
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momentarily due to the low battery of the cell phone. This happened
either because the user forgot to recharge its battery or there was a lack
of electric power. The case occurred in this village was that the battery
could not be recharged since there was no fuel to turn on the generator.
Moreover, the HP KIAT Camera user was not trained enough to handle
problems that might occurred to the cell phone.
Meanwhile, the allowance payment in three villages was delayed.
This was not caused by KIAT Guru but by the unfinished discussion on
the regional budgeting. The allowance was going to be given in June
2015. According to one of the teachers in Kibay Village, they (the
teachers) were promised to receive the money in June 2015. He said that
the money would be the accumulated allowances from January to June
and the amount would not be similar to the amount that they should
receive. The allowance was given in accumulated manner and it was not
the mechanism KIAT Guru program had proposed. This was because
KIAT Guru facilitation had not reached the phase where a meeting would
be held to discuss amendment and allowance payment in accordance
with KIAT Guru mechanism.
3.2.3.3 Outcomes
The village which showed significant changes was Ujung Karang
village. At first, SD YPK Pikere rejected KIAT Guru and even had a conflict
with the KPL. During the third visit, the school and KPL held a meeting as
a mediation attended by the Regents Second Assistant. This meeting
became an opportunity for both sides to evaluate themselves. Ujung
Karang Village also had monthly meetings to verify the teachers
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attendance. The KPL of Ujung Karang Village was consistent enough in

carrying out the duty regardless their absent members and internal
conflict that resulted some members to quit. The turnover of KPL
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members became Korkabs agenda. Moreover, there was a plan to

involve the people from other hamlets, especially the native residents.
The peoples concern about their children education and the support by
the stake holders of the village became the supporting factor for KPL in
Ujung Karang Village to conduct its activity.
Parents support for the KIAT Guru activity was growing as the
Service Commitment was being fulfilled. One of the examples was two
parents who were willing to prepare breakfast to their children.
According to the principal, there had been changes since the program
started in Kibay Village. Parents showed their support by encouraging
and reminding their children to always go to school. The parents also
participated more than the teacher in the communal work held at the
school and they paid more attention to the teachers. This was explained
by the school principal and a village official.
The way parents support KIAT Guru is by encouraging

their children to always go to school, joining the
communal work at school, and occasionally coming to
school asking how their children are doing the teachers,
thats it. (Principal of SDN Kibay, 2015)
Parents encourage their children to always go to school

and learn. (Official of Kibay Village, C, 2015)
However, according to some teachers at SDN Kibay, the changes

shown by the parents actions were not effective and tended to be
meaningless. The students attended classes because they look up to their
teachers. The students also listen to their teachers more than to their
parents. The HP KIAT Camera of KIAT Guru did not give much impact on
the teachers in SDN Kibay. The teachers had always attended the class
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and complete their duties before the KIAT Guru program was initiated.
The following is what a teacher expressed.
There isnt much change from the parents, the children
listen their teachers more than to their parents; you
should take a bath tomorrow and they would do it the
following day. That shows that they listen to us more. Its
normal if we punish them, but not physically. The
parents might be a little cruel to their children. What is
wrong stays wrong. But at school we always give the
students a chance before the punishment comes. We will
first reprimand the students if they make mistakes. The
parents must be working very hard for their family and
their jobs may not be permanent. (Teacher of SDN
Kibay, E, 2015)
Kibay Village not yet show any significant change. KPL in Kibay
was formed slower than the other two villages. The KPL in Kibay did not
show good performance and the members of KPL did not understand
how to operate the camera. The lack of infrastructural support for KIAT
Gurus HP KIAT Camera made it useless. KPL members rarely visited the
school. On the other hand, the teachers always attended their classes full
time. Unfortunately, there was a problem with the teachers salary and
allowance payment. However, the village head gave a little attention to
the teachers and the KPL members. With the disbursement of Financial
Assistance for Kampong (BK3 (Bantuan Keuangan Kepada Kampung)),
the village head could give some incentive to the teachers and KPL
members although they had not worked very well.
Final Report
Ampas Village as the first village that had KPL was still facing the
same problem as when the KPL was just established. The issue on
incentive was still unresolved that the KPL members decided to abandon
102
their duties. The community was used to getting paid for any program
where they participated. The emphasis that KIAT Guru originated from
the central government was interpreted that the program would involve
giving incentive to them. Therefore, it was very difficult to ask their
participation for voluntary activities. For the example, communal work
could not be organized the community would not receive any money
from doing it.
This situation was getting worse that the Fascam did not
immediately manage an internal KPL meeting and hand new KIAT Guru
cameras to the schools for a reason that the KPL did not do its duty
consistently. During the last visit, the KPL still did not work yet and
monthly meeting of FPL recapitulation had not been held. Mediation
between the Fascam and the KPL should have been the most prioritized
agenda so that rejection against the KIAT Guru did not happen and
banners rejection of KIAT Guru.
An improvement could be identified from the teachers in Ampas
Village. They now stayed longer in the village, no longer went downtown
often, but still started the teaching and ended the class early. For the
native teachers, rituals related to family tradition and indigenous land
rights remained their priority thus neglecting their teaching
responsibility.
Another obvious improvement could be identified in Ujung
Karang village with the implementation of the flag ceremony every
Monday. The teachers' attendance also increased and in the verification
result of the FPL showed that all teachers in SD YPK Pikere were scored
above 60 percent.
In Ujung Karang village, a conflict between the school headmaster
and the KPL had been solved. The school headmaster considered the KPL
officious to the school and disrespectful while in school. The KPL was not
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considered worthy enough to oversee teachers with higher education.

Mediation between the school and the KPL held by the Regent Second
Assistant had improved the relationship between both parties. The
school headmaster suggested to the KPL to consider the involvement of
indigenous people in the KPL membership. This suggestion was accepted
and put into consideration by the KPL. In addition, during the KIAT Guru
program, an internal conflict also happened among the KPL members.
This conflict was triggered by the change in management structure by
the addition of a new position, a coordinator, where previously only a
chairman. One member was appointed a chairman but then replaced by
another person without notice. Another internal KPL conflict was that
some members complained that the KPL duties were too demanding that
they neglected their farms. There was also a conflict that had long been
existed in Ujung Karang Village before the introduction of KIAT Guru. The
appointment of new school headmaster of SD YPK Pikere led teachers
who had long been teaching there to have to accept their resignation
without notice by the headmaster. The conflict was getting worse when
the resigning teacher was elected as the KPL coordinator. This conflict
between the school headmaster and the KPL coordinator significantly
hampered the progress of KIAT Guru activities.
In Kibay Village, the conflict was not caused by the KIAT Guru. It
emerged when several teachers thought that the headmaster was unfair
to fellow teachers. Some teachers were still not given a clear employment
status, while some others who taught in other schools in the town
already had the status of honorer (a status given to teachers usually
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before they become civil servants). Another conflict was the lack of
clarity regarding the rights of the teachers who had served for six months
but they still had not received salary. Meanwhile, based on recapitulation
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of the manual attendance record of the school and of the KPL, teachers
have fulfilled their responsibility.
In Ampas, the misunderstanding emerged among the Fascam and

the KPL. The KPL considered the Fascam had made empty promises that
it was too busy in another village so that it cannot meet the KPL soon.
Another conflict was between the teachers and the headmaster. Changes
in teacher status from regency honorer to school honorer made the
teacher-headmaster relationship worse.
Assessment by several informants regarding the school
facilitation conducted by the KIAT Guru team that is suitable for the
social condition in Keerom was expressed by the school headmaster of
SD YPK Pikere. The headmaster suggested that a school with C treatment
is suitable for KIAT Guru. The teacher attendance based on the electronic
monitoring was considered reliable. Assessing it on the D treatment by
the presence of KPL was considered interfering and it was inappropriate
for the KPL to assess the teachers in this situation. The headmaster
suggested the D treatment be abolished because the assessment by the
KPL was not objective and consistent. In addition, the D treatment was
prone to conflict either in the relationship between teachers or with the
society.
Meanwhile before seeing community participation in education
will be seen in advance about the test results. The test results on learning
ability of remote elementary school students in Keerom Regency suggest
that their ability in the Indonesian Language and Math needs special
attention. The consideration is based on the test results as follows. The
figure of elementary school students in Keerom unable to read is 11%.
Meanwhile, in Math there is the similar tendency. These data present the
ability in math from several grades.
- 10% of first grade students are unable to identify numbers.
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- 42% of the students cannot do subtraction tasks with 14% of whom

are from the upper grades (4, 5, 6).
- 52% of the students cannot do multiplication tasks. Second grade
students should have been able to do the multiplication tasks (KTSP
2006).
The large percentage as presented above indicates the lack of
student's skill in language and math subjects in Keerom Regency. The
condition must be questioned for solutions. What factors cause the
students low skill or ability? How is the social participation toward
education in the village? Is there a linear relation between the students
ability and the lack of social participation in education? The questions
must be answered by considering the social condition.
The level of public awareness on the importance of education in
Ampas Village, especially by the local people, is not very high. It is
indicated by not all parents have an adequate level of education. This
condition impacts on the low number of parents willing to accompany
the students learning process at home. In addition, social participation
in the implementation of the Service Commitment formulated with the
teachers in KIAT Guru is low. The teachers are disappointed because
education is considered the responsibility of the school, while the
parents are still not aware of their childrens education. The teachers
have been working hard to fulfill the Service Commitment, but the
society does not seem to care. It is likely that only teachers are struggling
with children's education without the society's support. The parents do
not care with the score of their children. They think that it is enough if
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their children can step up to the next grade.

One of the public figures (the village head) actually concerns
about the children's education. It is realized by awarding scholarships
taken from BK3 budget to the children. The village chief encourages the
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society to study until the college level with a hope that they would come
back and build Ampas Village. However, the village chief's concern is not
yet followed by the communitys participation to improve the children's

education. The Service Commitment points are mostly neglected by the
student's parents in Ampas Village, although teachers really hope the
parents will make fulfill the promise as they do. By doing so, students can
focus on learning because parents provide them breakfast and support
them to study. It can of course improve the student's achievement.
Nevertheless, since the KIAT Guru was introduced, at least the society
understands the importance of education, especially by demanding the
presence of the teachers to conduct teaching at school.
In Kibay Village, most villagers already concern with the
importance of education and hope their children could easily access
education. However, their concern is not reflected in their action. In fact,
not all children are accompanied by the parents while studying at home.
Parents never question their children's school score. Parents rely on the
school so much regarding their children's education. Their business in
farm from morning until dark leaves their children without company
while studying at home.
Other than the business in farm, the low social participation in
Kibay Village toward education is caused by a trauma after SDN Kibay
suddenly stopped operating for a long time. The society feels betrayed by
the school headmaster and teachers who chose to leave the Kibay Village.
The trauma is manifested by suggesting the new teachers to begin work
from zero. The teachers are burdened with peoples high expectations
that their children must be able to read, write, count, and pass the school
but they do not accompany their children learning at home.
The lack of electricity causes children unable to optimally study
at night, while they have to help their parents in the farm during the day.
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Often, the students do not attend the tutorial class because they would
still be in the farm. This causes the lack of language proficiency because
they do not speak the Indonesian language on the daily basis. Easy access
and high cultural relationship with people from Papua New Guinea have
made the Kibay villagers able to speak two languages, Indonesian and
Fijin. It is understandable if the Kibay children do not yet master the
Indonesian language.
To unravel the education problems in the village, the village head
of Kibay who concerns with education has an idea to build a boarding
school for Kibay children and children from the surrounding areas.
Realizing it, the chief has provided land for the construction of the school.
In his perspective, the boarding school will benefit both the teachers and
the students. The teachers will live in the school complex so that they do
not need to go downtown often and the students will be well supervised.
This is because the students will find it hard to skip the class with reasons
of going to farm or helping parents.
The condition in Kibay Village shows some improvements after
SDN Kibay reopened and thanks to the commitment on education by
Keerom Regent. The spirit of the children to learn and the sincerity of the
teachers to teach bring positive influence on the society. People start
participating to help build and repair the school, to support their children
attending school every day, and to provide breakfast for their children.
The society also pays attention to the teachers by providing refreshment.
The effort is related to their high expectation so that the teachers will
stay teaching and do not leave Kibay Village as before.
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The Ujung Karang villagers who consist of native people and

immigrants have different views on education. The native people usually
do not concern so much on their children education, while the
immigrants shows the contrary. The immigrants even want SD YPK
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Pikere to be upgraded to SD Negeri so that their children can get a subject

on religion (Islam).
The differing views of the parents on education are caused by the

different level of education attended by the native people, compared with
the better level of education of the immigrants. On the average the
immigrants have attended at least elementary school, while the native
people mostly have not attended school at all, thus unable to read and
write.
In addition to the educational background of the parents, parents'
business in making money also mainly reasons the parents do not assist
their children when studying at home. The low participation of the
parents towards their children education is reflected in their lack of
awareness to assist children at home, to provide breakfast, and to
accompany their children going to school, as well as to communicate with
the teachers. The parents also do not concern with their children
assessment. However, the parents will usually get angry at and threaten
the school if their children do not pass up to the next grade. This attitude
will impact on their children themselves because they are actually unable
to catch up with reading and counting but must already be given more
difficult tasks of the next grade because the parents threaten the teachers
to do so.
Based on the participation condition of the three villages in
Keerom Regency, it can be concluded that the awareness on the
importance of education is not very high. The society mostly only counts
on the school. However, the ability to read and to count is still not the
parents' concern. The parents only insist their children to pass to the
next grade without considering the children's inabilities. Even if there is
awareness from parents, it is not followed by efforts for improvements
by assisting their children in studying, providing breakfast, and
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communicating well to the teachers. The society wants their children's

education to be better than the parents' so that they can become
employees. However, the hope for the better children's future is not
balanced with the efforts to realize the dream for the better future.
At the level of public figures, the awareness seems to have
emerged toward the importance of education for the people. It can be
recognized through the provision of scholarship for the villagers'
children and the plan for a boarding school to monitor the children's
education. Surely, the public figures as the key figures must encourage
people to actively participate in education. Therefore, the hope that the
village children have better education and build the village can be
realized as what the society has dreamed.
3.2.4 Kaimana Regency
3.2.4.1 The Process of Facilitation
Ten months after arrival of KIAT Guru in Kaimana Regency,
several facilitation process has been carried out. But it has to be admitted
that the process going on in Kaimana Regency, either in the village or
regency itself, is far from what is going on in Ketapang and Keerom. One
of the factors that affect this condition is the turnover and vacancy of the
facilitator position. After the program ran for four months in January
2015, Fascam for Kaimana District resigned. The activity went on
imperfectly since there was only one Korkab and one Fascam for Teluk
Arguni Atas District. Afterward, the activity went on for six months or in
the end of February 2015, the sole Korkab and Fascam for that district
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resigned.
On March 2015, the new Korkab started the duty. But in the
beginning, the coordinator only worked alone for both the village and the
regency. This became quite a burden for the coordinator especially due
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the challenging geographic condition of Kaimana. In the beginning of

April 2015, a new facilitator joined the activity in Kaimana District. But
during the first two months of the assignment, the coordinator still could
not let the facilitator to work on itself since the facilitator only had two
days training in Jakarta although the facilitator and coordinator were
supposedly be trained for two weeks. This difference affected the
facilitator in carrying out the duty on the field. As the result, both
coordinator and facilitator needed to carry out their duty simultaneously
on April and May, which was actually very ineffective. But this strategy
was actually to anticipate the error that might be caused by the new
facilitator that would ended up wasting more time. On the other hand,
the regency coordinator seemed to have learned from the error caused
by the previous facilitator team although the new facilitator must bear
the consequences.
The error and inaccuracy of the facilitation process by the
previous team caused the current facilitation to progress slowly. The
main error of the previous facilitation was the skipped phase of the
student/alumni meeting, especially to make the service agreement and
service measurement form. In Kaimana case, the group of primary school
alumni was replaced by primary school student due the limited alumni
in each village. Actually, the previous facilitator team has organized a
meeting with the student group. Unfortunately, it was just to map out the
education problem from the student perspective. On the other hand, the
meeting with the student group to formulate the student version of
service agreement and service measurement form was not organized by
the previous facilitator team. Actually, the facilitation guide requires that
the formulation of the Service Agreement and Service Assessment Form
must be conducted through five phase of meetings. The first is the
meeting with the service provider to discuss the service provider version
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of service agreement. The second is the meeting with the adults to

formulate the user version of service agreement. The third is the meeting
with primary school student/alumni as the service user to formulate the
user version of service agreement. The fourth is to combine the service
user version of service agreement by the alumni/primary school
students and adults. The last is to agree the content of the service
agreement that later will be the integrated service agreement for both
user and provider. But actually, the integrated service agreement was
formulated in each village without going through the fifth phase.
The new facilitator team has tried to complete the missed meeting
phase with the students in several villages. For example, on the beginning
of April 201, the team held a meeting with YPK Namatota primary school
in order to map out the education problem from the student perspective.
The other meeting was held on May 2005 with the students of YPK
Sawatawera primary school to map out the same problem in Rafa.
Although the service agreement and service measurement form in
Bofuwer and Rafa village have been compiled and approved by both
community and school, the new team found it necessary to do. The phase
of KIAT Guru activity would be imperfect if the service agreement and
service measurement form, and the service user committee do not
involve the primary school student. On the other hand, the new team in
Namatota village was going to restart the whole phases of KIAT Guru
activity from the mapping into the formulation of the service user
committee. Until June 2015, the restarted activity has only reached the
mapping and reelection of the village cadre. The restarted process was
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carried out since the new team found the phases carried out in previous
year were not following the procedure. Moreover, the coordinator
believed that one of KIAT Guru goal in these pro-pilot phases is to
experiment all the instruments that will be implemented in the pilot
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phases. Therefore, all of the activity specified in KIAT Guru guidebook

must be carried out. The restarted activity or the attempt to complete the
missed phase implicates the abundant time allocation.

As for the process running in Desa Namatota, the team needed to
be careful in restarting the whole activity since the locals were bored
with the repeated program. They were bored because they are always
asked with same questions regarding the education problem in
Namatota while the answer was obvious: they need more teachers.
Unfortunately, the problem hasnt been solved yet. Moreover, the team
needed to be very careful in restructuring the service user committee.
The team must communicate well to avoid misunderstanding in
executing the plan as what happened during the re-election village cadre
in Namatota. Up to now, the previous village cadre still does not have any
clue regarding the re-election while the team assumed that it has been
informed to the elder of the previous village cadre. In other words, the
team might have not clearly informed the family of the village cadre or
the information might not be informed by the family to the village cadre.
If the previous village cadre find out about the re-election with any
notification beforehand, they might feel insulted and then conflict would
likely be occurred. Therefore, the team is supposed to give a clear
explanation about the re-election before the previous village cadre
learned the information from another source.
The communication and mapping process of the early KIAT Guru
activity in each village is less optimal. One of the factors is the facilitators
do not allocate enough time during the visit in the village. In each visit,
the facilitators only stayed for about two until four days with the
interactions occur only through formal meetings. The non-formal
interaction is far less than it actually needed while in fact there are not
many people who attend the formal meeting. As a result, the
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communication only reached those who attended the meeting and only
few of them who could grasp the business discussed in the meeting.
Meanwhile, most of the people even did not realize that KIAT Guru
activity had been running with its facilitator in the village. To make
things worse, the length between gaps of each meetings also make KIAT
Guru activity left no impression to the society. This circumstance might
be dilemmatic for the facilitators. The team needed to fulfill the target in
each village within a relatively limited time. Moreover, the geographical
and social-cultural condition in each village did not support the program
to reach its ideal result.
For the process going on in the regency, the communication has
been conducted right before KIAT Guru was started. The communication
is also to learn the possibility for Kaimana Regency to become a test
location for KIAT Guru. After Kaiman Regence has been confirmed as the
test location, then the Regional Coordinating Team (Tim Korda) is
formed. Tim Korda consisted of 11 members from various agencies. All
of them are sufficient to represent the involvement of the related
agencies such as Department of Education, Bappeda, Department of
Regional; Employment and Secretariat Finance, Department of
Secretariat of Legal Bureau, DPKAD, and PGRI (Teacher Association of
The Republic of Indonesia). By involving Tim Korda member from each
institution, they could play their role according to their capacity and
structural authority given by the related institution. Although during its
implementation, there are only few of Tim Korda members who actively
participated in the program. Therefore, the absent member did not know
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anything about what was going on within the team and KIAT Guru in
general.
Tim Korda members from the Department of Education were the
most active members in KIAT Guru activity both technically and
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substantially. Technically means that they participated with the

facilitator team to visit the target village. Moreover, after the operational
budget of TNP2K to fund KIAT Guru in 2015 also supported Tim Korda
activity like funding the assignment of Tim Korda member to the target
village. Substantially means that they also actively reviewed the draft
that would be the document for KIAT Guru for Kaimana Regency and the
papers that would be authorized as the Regent Policy. Usually, the draft
is made by Central TNP2K Team which will be reviewed by the Regent
and Department of Education. The review is to match the draft content
with the context of condition existing in Kaimana Regency. After it is
reviewed by the Department of Education, it will be reviewed for its legal
protection by the Department of Legal and Legislation of Regional
Secretariat before it is legalized by the Regent. This part should be done
by Tim Korda member from the Legal Bureau. Unfortunately, they did
not play their role as much as they did not enough much concern for KIAT
Guru. In several meetings that involved Tim Korda, they were absent.
During the making of last decree, the Technical Guide Decree, they did
not seem to fully support the process. The draft of the decree was actually
submitted last April, but until the following month the decree had not
been signed by the Regent. In the end, the decree was signed by another
member of Tim Korda from the Department of Employment and Finance
who submitted the decree to the regent themselves.
The member from Legal Bureau is not the only one who was
absent from the duty. The member from Bappeda, DPKAD, and PGRI
were also absent from their duty in KIAT Guru. The misunderstanding by
some member was quickly followed by the other members who had no
serious concern regarding KIAT Guru. The absent members also thought
that they had no significant role in education, especially when the role
did not significantly support the members daily line of work. At this rate,
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the facilitator team, especially Korkab, is needed to provide further

understanding regarding KIAT Guru to Tim Korda members. The
facilitator team needs to persuade the less active Korda members to be
more active. The role and interest of each Tim Korda member must be
mapped out and coordinated in order to understand the relation
between their function and assignment with KIAT Guru. By using this
understanding, each of Tim Korda members will understand their role in
KIAT Guru so that the whole team can support each other to complete
their task.
However, the poor performance of Tim Korda members is
actually an impact caused by the previous facilitator who never had any
communication or coordination with Tim Korda. There was no regular
meeting between Facilitator team and Tim Korda to discuss the
facilitation process. As the result, Tim Korda had no idea about what was
going on in the target village. If the member from Department of
Education who worked under the same roof with KIAT Guru Secretariat
had no clue about what was going on in the target village, then the rest of
the member would be in the same blank state. After the previous
facilitator is switched, the communication is getting better, both formally
and informally. This is certainly good news although the communication
process is still dominated by the Department of Education. If this good
communication is maintained, then the whole Korda member from other
institutions would become more active than before.
3.2.4.2. Output
After ten months the KIAT Guru was held, several
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accomplishments have been made in the regency and the village. These
accomplishments are not accordingly the end of the program for there
are still some stages to pass through. At least, the present
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accomplishments prove the progress of this program. In the regency, the

accomplishments include approvals through several regent decrees. The
regent decrees issued in the last ten months are such a decree on the
establishment of the Regional Coordinating Team, a decree on the
selection of ten pilot schools along with the treatment group, and a
decree on the technical guidance for pre-trial and error. The issue of
these decrees proves the commitment of Kaimana Regency Government
in supporting the KIAT Guru Program as well as in providing legal basis
to the activities.
The first accomplishment in the regency is the allocation of 2015
regional budget to fund the activities, belonged to the KIAT Guru
Program, which are managed by Tim Korda. The fund is labeled as the
Operational Fund, with an amount of Rp118,000,000.00. By this fund,
Tim Korda can make a visit to pilot schools. The fund is mainly spent for
the expensive transportation cost and the logistics of the visiting Tim
Korda. However, there is a tendency that not all Tim Korda members
could make a visit. Only several of the members have the chance. In
addition, the information regarding the fund allocation is not usually
known by all the members. One of Tim Korda member had once involved
in the facilitating team's activities refuses to be involved in any village
visit until now. The person argues that Tim Korda suffered financial loss
during the visits. The refreshment allocation was cut for the visit is
considered an absence in the office. Meanwhile, the facilitating team did
not help any fund for them. In 2014, the regional budget had yet allocated
so it was reasonable that protests aroused from Tim Korda. Recently,
such a budget has been allocated. Therefore, if Tim Korda members still
refuse to be involved in a visit, there must have been a
miscommunication among them. The facilitating team may have
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communicated the budget, but it is not well understood by Tim Korda

members or Tim Korda members are not well informed with the budget.
Another accomplishment in the regency is the change in the
frequency of payment for the zone allowance from once in six months to
once in three months especially for the ten pilot schools. However, there
are two schools with the allowance will be paid as soon as in February
and one school has not received any allowance. This happens for the
schools have not yet submitted the Manual Attendance List for the given
months to the Education Department. The calculation mechanism of the
allowance still follows the regency mechanism that is by cutting 2% per
absence has not yet applied the electronic monitoring result as the
calculation basis.
In the village, some accomplishments have also been made in the
last ten months. The first accomplishment is the establishment of the
Service User Committee (KPL). In several villages, KPL has been
established since January or February 2015. However, there are several
things to note on the establishment of KPL. The first note is related to the
selection of KPL members in Namatota Village. KPL members were voted
by people attending the meeting. The selected people are considered
appropriate and competent in their fields because they are highly aware
of the education issue in Namatota. Nevertheless, the individuals were
not present while voted. In other words, they were appointed without
asked their willingness. Even so, subsequent to the appointment most
members were not immediately informed if they were elected as
members of KPL. Regarding this issue, the facilitating team manages to
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re-election KPL members in Namatota Village. As discussed in the

previous subsection, the facilitating team must this time be careful in
case of the re-election. If it is possible, the facilitating team could
empower the existing KPL.
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The second note concerns on the requirement of gender and

composition balance of KPL membership. The facilitation guide mentions
that the composition of the members must be 50 percent women and 50

percent men. However, in Rafa Village the requirement is not met. KPL in
Rafa consists of six men and three women. The selection of KPL members
in Rafa was through voting which resulted in the nine most voted names,
thus chosen as KPL members. Within the 'shy' culture of Papua people,
the voting has actually no problems among them. Nevertheless, the
gender balance must also be considered. The voting system could have
been done by dividing into gender-based groups. Each meeting
participant votes one name of the men and one name of the women. The
four most voted men and the five most voted women will therefore be
KPL members. In this way, the gender balance requirement will be met
when the voting system cannot be avoided.
In addition, regarding the member composition, it has actually
been regulated under the facilitation guide. Within the guide, KPL
member proportion have to be one-third of students' parents, one third
of public figures, one-third of people from neither groups. However, in
several villages KPL do not met the requirement. Most KPL members are
the students' parents. Even though there are public figures, at the same
time they are parents of the students. If the requirements are important
for the KIAT Guru, these issues have to be highly considered by the
facilitating team to obey. Moreover, the requirement that teachers from
the given schools cannot be the members of Tim Korda is violated in
Bofuwer. A KPL member in Bofuwer is a teacher in SMPN Teluk Aguni
Atas. It is true that the new facilitating team will replace the individual,
but the replacement must be done with care.
The third note is the promises given by the first facilitating team
to the elected KPL members. In several villages, KPL members claimed
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not be able to start working because the regent decree has not been
issued and they has not yet got any training as promised by the
facilitating team earlier in the establishment of KPL. Until now, the
training has not been done so that all KPL members cannot begin
working. Meanwhile, the promise regarding the regent decree leads to
expectations on salary and incentive for KPL. Therefore, the facilitating
team needs to clarify so that KPL not assuming that they are deceived.
The second accomplishment is the formulation of the Service
Agreement and the Service Assessment Form (FPL). In several villages,
the Service Agreement and the Service Agreement Form have been made.
The Service Agreement contains Promise of the Teacher and Promise of
the Student's Parents. However, its formulation did not involve the
students/graduates as defined in the previous subsection. On the other
hand, the formulation of the Promise of the Teacher did not involve or
involved only a small number of local people in several villages. For
example in Namatota, the formulation of the Promise of the Teacher only
involved the school headmaster and the facilitating team. Teachers were
not involved at all in the formulation of the Promise of the Teacher
because they were out of town then. The formulated Promise of the
Teacher subsequently does not reflect the aspiration of all the teachers.
As a result, it was even biased because there was a heated conflict
between the school headmaster and the teachers. Meanwhile, in Rafa
where there is a school with only a headmaster and a teacher, there is an
indication the Promise of the Teacher was formulated by the facilitating
team after consulting the school headmaster. It was based the confession
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of the school headmaster that he was not involved in the formulation of

the Promise of the Teacher while the teacher was out of town then. With
such a process, the average teachers do not know the Promise of the
Teacher until now.
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Meanwhile, the Service Assessment Form (FPL) has not yet been
used until now to assess the teachers even though the indicators have
been formulated. It is also correlated with the role of KPL which has not
functioned in all villages. In several villages, such as Bofuwer and Rafa,
KPL still trains to assess the teachers using indicators in FPL. However,
the assessment focus on the training is limited to one indicator, which is
the presence of the teacher, whereas there are still more indicators
within FPL necessary to be understood by KPL to know how to assess.
The third accomplishment is the Manual Attendance List and the
electronic monitoring mechanism. Since January 2015, the Manual
Attendance List has been applied in all schools. The Education
Department has also sent circular letters twice to all pilot schools to
implement the Manual Attendance List. By the implementation of the
Manual Attendance List, starting from January 2015 the calculation on
the zone allowance to pay will be based on the Manual Attendance List.
In most of pilot schools, the implementation of the Manual Attendance
List could run well. The schools have submitted the Manual Attendance
to the Education Department on time each month so that the payment of
the zone allowance for the first three months could be paid on time too.
Nevertheless, there are several schools which still do not
understand the function and the usage of the Manual Attendance List.
The school headmasters argued that the facilitating team did not explain
it to them when handed it to the schools. Eventually, the Manual
Attendance List was not used, and the schools uised the regular
attendance list instead. This is the attendance list that was submitted to
the Education Department. One thing that disappointed the school
headmasters is that the Education Department never warned them each
month they submitted the wrong attendance list nor suggested them to
use the Manual Attendance List. It impacts that the schools have not yet
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received the zone allowance payment for the first three months because
they have not submitted the Manual Attendance List. In this case, there
are different understandings on the instruction among the schools since
other schools can understand the instruction well. The facilitating team
therefore should immediately clarify the misunderstanding and end the
confusion of the schools so that the same case does not happen in the
upcoming three months.
For the electronic monitoring mechanism, it has begun to operate
in several schools after the HP KIAT Camera were handed to the school
parties. However, there are several schools complain about problems
encountering the device. E.g. four teachers, two of them are civil servants,
in SD Inpres Bofuwer are not identified in the camera. In SD YPK
Sawatawera, two additional names who do not belong to the school
appear on the school camera. Related to its usage, KPL has not yet taken
the photographs of the teachers in several schools. It is correlated with
the role of KPL which has not yet begun to work. The photographs of the
teachers are taken by the students or by the teachers themselves in turn.
Results of the electronic monitoring have not been used as the
basis for calculating the zone allowance. The payment of the zone
allowance still refers to the Manual Attendance List. Even so, the cut
mechanism has not followed the suggested KIAT Guru mechanism. The
cut mechanism still refers to the mechanism of the regency zone
allowance which is two percent cut per absence. According to the
facilitating team, this happens because not all schools apply the
suggested electronic monitoring mechanism. Therefore, it is unfair that
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several schools have already applied the KIAT Guru mechanism while the
remainders have not. Whenever all schools are ready, with the cameras
are implemented, KPL starts working, FPL starts running, the payment
of the zone allowance based on the KIAT Guru mechanism can also be
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implemented. The facilitating team targeted that the KIAT Guru

mechanism could be fully implemented in ten schools starting October
2015.
Since the KIAT Guru mechanism has not yet fully implemented, it
is difficult yet too early to assess which of the treatment groups could
well be applied in Kaimana. The Service Assessment Form cannot yet be
implemented so that the effectiveness of the treatment group D cannot
yet be measured. This also applies to the treatment group C because the
results from the electronic monitoring mechanism have not yet been
used to determine the amount of the allowance. For the villages with a
mini-treatment (a treatment by forming village cadres replacing the
district facilitator for it does not work well), it cannot be measured which
of the facilitations by the district facilitator or by the village cadres is
more effective. This happens because three villages are under the mini-
treatment with one village still without the village cadres. Meanwhile, in
one village the cadres have just been appointed so that they have not
started working yet. Another village, namely Namatota, has reshuffled
the cadres three times instead. While the first two villages have not yet
begun working, the latter village cadres only once helped the district
facilitator work on the facilitation. Therefore, the effectiveness of the
village cadres' performance cannot be measured.
3.2.4.3. Outcome
In a short span of time, it is still too early to talk about the
improvement on a large scale, let alone the KIAT Guru mechanism has
not fully functioned in Kaimana Regency. Nevertheless, small
improvements can be identified regarding the KIAT Guru activities. The
improvements in the school parties include the increase in teachers'
attendance. One the one hand, some teachers claimed the increase is due
to financial factor. The given financial factor is a threat of cutting the zone
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allowance for the attendance cannot be manipulated since the HP KIAT

Camera are utilized. Some other teachers reasoned the increasing
attendance is based on the embarrassment because the KIAT Guru leads
people to pay attention and discuss on the teachers' performance at
schools. The improvement is of course good news for the KIAT Guru
activities. However, in some schools, the improvement still requires
more in-depth assessment, whether the improvement is purely because
of the KIAT Guru or the presence of other factors. The meant other
factors include the easing of internal conflicts in schools along with the
introduction of the KIAT Guru activities. Schools were involved in
internal conflicts when the KIAT Guru was introduced which led teachers
reluctant to teach. With the disappearance of the source of the conflict or
the removal of the indicial, teachers were willing to come back teaching.
The problem-solving of the school internal conflict also led one teacher
in SD YPK Sawatawera excited in providing tutoring to students.
Other improvements are perceived by the schools. Especially in
SD Inpres Bofuwer, the communication between teachers and society
gets better. Before the introduction of the KIAT Guru, teachers were not
regarded in the society. The society viewed the teachers lazy because
they often go to the town. After several KIAT Guru meetings were held,
the society now understand why the teachers need to go to the town.
They understand that the teachers have to complete their official
business which take a long time and shop for daily needs or meet their
family living in the town. On one hand, this improvement is good because
it can strengthen the relationship and communication between the
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school and the community. Nevertheless, on the other hand, this

improvement can also be a boomerang for the KIAT Guru activities
because the toleration given by the society so the teachers can leave for
the town will be even greater.
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From the parent and society parties, by the presence of the KIAT
Guru activities, several parents say their concern on their children's
education. Their concern is realized by implementing the points of the

joint Promise of the Student's Parents. However, there are still less-
concerned many parents on it. In the evaluation meeting in Bofuwer,
teachers complained the decrease of the parents' concern on their
children discipline. The complaints arouse for there were still uniformed
students playing outside the school environment during the study hours.
Many parents also involved their children in family funeral or celebration
so that children did not attend the school for days. According to the
teachers, the discipline and learning interest of the students are highly
correlated with the parents' guidance and the learning pattern done in
family environment.
Meanwhile, different stories are found in Namatota. For the
Namatota people, there is no such improvement after the introduction of
the KIAT Guru. Most people have even forgot the points in the Service
Agreement which include the Promise of the Teacher and the Promise of
the Student's Parents. The point that may still be remembered by them
is probably not inviting children to farm or sea during the study hours.
The enthusiasm of the society and the parents of SD YPK Namatota
students to the KIAT Guru is now decreased. This is because the interval
between the KIAT Guru activities directly involving the society is too
long. In addition, the society also argued the KIAT Guru activities so far
brought no better condition to the education in Namatota. Several KIAT
Guru meetings so far only discussed the education problems in
Namatota, whereas the problems are obvious and were already
communicated earlier with the KIAT Guru facilitating team. The society
actually hopes the facilitator through the KIAT Guru activities can help
bring solution over the existing problems.
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In general, KPL has not performed its function and its role as
defined in mechanism of the KIA Guru activities. The monthly meeting
has just been conducted in Bofuwer and Rafa, but there is no further
meeting of KPL members. Communication among KPL members to
discuss the KIAT Guru activities has never happened. Several KPL
members seems not understanding their duties, particularly the
responsibility to hold monthly meeting to assess FPL. So far, KPL
members tended to be passive waiting for direction from the head of KPL
or the facilitating team. They admitted to only oversee the schools at a
glance. Communication with the school party was also done by the head
of KPL. The head of KPL admitted KPL has not yet worked well because
of the members' external duties. In addition, KPL still needs assistance
from the facilitating team to perform well.
In Namatota, KPL has not come into office so there is no such
improvement in any of KPL. KPL has not come into office is primarily
caused by the facilitating team that has not communicated to KPL and
has not decided the continuation of the established KPL members. KPL
members argued they are still waiting for the arrival of the KIAT Guru
facilitator to train and to explain the mechanism to execute the tasks of
KPL members. Almost all KPL members said they are ready to perform
the task as KPL for the sake of the children's education in the Namatota
Village. However, some KPL members also openly said they are willing
to work if the regent decree, as promised by the facilitating team earlier,
is already issued. Demand on the regent decree implies that KPL
members expects incentives or simply reward from the Kaimana
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Regional Government regarding their position in KPL. Until now, KPL is

not involved at all in the electronic monitoring mechanism and the
regular payment of the teacher's allowance. The result is that most KPL
members do not know yet the usage of the HP KIAT Guru camera in SD
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YPK Namatota. KPL members do not know yet that the facilitating team
manage to reelect and reshuffle the composition of KPL members, let
alone one KPL members has been appointed as village cadres of

Namatota.
The results of student learning assessment in 31 schools show
that 60% of first grade students, 34% of second grade, and 20% third
grade students are still illiterate. In Kaimana Regency, students who are
still illiterate amount to 12%. In terms of competence position, 58% of
students have language literacy skill similar to first and second grade
students. Meanwhile, there are 62% of upper grade students who still
have language literacy skills below lower grade students.
For numeracy abilities, especially the ability to recognize
numbers is higher than the ability to recognize letters. However, the
results show that their numeracy skill is not adequate. About 10% of first
grade students in Kaimana still cannot recognize numbers. Then in terms
of arithmetic operations, the students ability to add is better than to
subtract, multiply, and divide. However, approximately 24% of the first
grade students cannot perform additions. Meanwhile, 29% of upper
grade students can only do the additions at the level similar to lower
grade students. For subtraction ability, approximately 31% of students
in Kaimana are not able to perform this. In terms of multiplication and
division operations, students have difficulties to solve problems that can
be solved by second graders. As many as 42% of students in Kaimana
cannot perform multiplication and 81% of them cannot perform division.
The results of student learning assessments illustrate how the
issue on the quality of education gives impacts on the students learning
outcomes. The problem in question is teachers absenteeism. However,
teacher absenteeism may be just one of the problems. Most of the time,
the students are supposed to be at home where they are under the
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supervision of their parents. When at home, childrens learning activities

become their parents responsibility.
In general, community in the target villages for the KIAT Guru care
and are quite concerned about education issues. For example, in
Namatota evidence of such a concern is shown by some people who have
come to the Education Department to express their aspirations. These
people even have had a plan to install a board with a message at SD YPK
Namatota. They wanted demand to the Education Department to send
more teachers to SD YPK Namatota. Currently there is a spreading rumor
that the Education Department is planning to replace the headmaster of
the school. Although it has not been confirmed, the public have reacted
by making a written statement to the office and collect signatures from
other citizens to reject the plan. People consider that the principal has
been doing a good job. In addition to teaching at school, the principal also
teaches children Koran recitation at his home. The people demand the
Education Department to explain the reasons for the replacement plan
the mistakes that the principal has made. If the office replaces the
principal, the community request that all teachers in SD YPK Namatota to
be transferred to other schools and replace them with new teachers.
Nevertheless, the parents attention in practice, in terms of
supervising and assisting their children, is far from adequate. The
teachers feel that these parents simply rely on school for their children
education. Meanwhile, when at home parents do not accompany and
assist their children to learn nor at least help create conducive
atmosphere for their children to learn at home. In Rafa a lot of parents
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take their children to their plantation or the forest for 1-2 days. Even
when the harvest time for nutmeg comes in April and October, parents
can bring their children to the forest for 1 week or more until all nutmeg
are harvested. This makes students stop attending school for days.
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However, the community expresses that during the harvest season the
school frequently have holidays. This is because during these months the
teachers also harvest nutmeg.

For the continuation of their childrens education to a higher level,
parents want their children to attend school until the highest level or
college. These parents hope that their children can get the knowledge
and skills that, in the future, can used to achieve their own success, to
promote and develop the village and to make their parents proud.
However, the main obstacles for parents to send children to higher
education are cost and facilities, especially transportation and
shelter/accommodation. In villages generally there are only elementary
schools (SD). Therefore, parents have to send their children to a town or
a big city to attend higher level of education. An obstacle arises when
they do not have relatives who live in the city because it means that they
have to find a boarding/accommodation house for children. In addition
to paying for the accommodation, the parents also worry about the
negative influence of modern social life that is becoming more. There are
many children, especially girls, who dropped out of school and returned
to the village for having unwanted or unplanned pregnancy.
Regarding the teachers performance, parents feel that the
teachers teaching methods and discipline are quite different from their
teachers in the past. In the past teachers lived in the village and rarely
went to the town. How the teachers taught was adjusted their student's
ability and capacity. Although parents are complaining about teachers'
performance today, they tend to let this situation unresolved and they
seldom reprimand teachers when the teachers often go down town and
skip teaching because the parents feel embarrassed. They can only ask
the purpose of a teachers travel when the teacher boards a villagers
boat that happens to go to town. People seem to have more tolerance for
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teachers who often go to the city. This is because people understand that
teachers have rights, such as money that they receive each semester.
However, the existence of KIAT Guru has made the people and parents
more aware of education issues. At the very least, people have begun to
feel the need to ensure that teachers remain in school and teach their
children. This certainly can be a benefit or capital for the development of
the next KIAT Guru. However, the biggest challenge for this program is
how to extend the participation of people and parents beyond their
activity of supervising teachers attendance and reporting education-
related problems to the Education Department. This means how to
promote the of the community and parents to assist and make sure that
school children learn at home and to create a conducive situation for
these children to learn.
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COMPARATIVE ANALYSIS OF KIAT
GURU AND EFFECTIVENESS
9
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Comparative Analysis
4 of KIAT Guru and
Effectiveness
4.1. KIAT Gurus Effectiveness
Effectiveness is correlated with the fulfillment of the intended
purposes, and an activity is considered effective when the activity
successfully achieves the objectives that have been determined. The
following is an account of the effectiveness of the facilitation
implementation in each school and the most effective treatment mode in
each village. In the KIAT Guru pre-trials, dissimilarities between schools
or villages are observable when seen from the process, output, and
outcome of the activity in relation with treatments of the schools during
the pre-trials. Treatments of the schools, whether it be A, B, C, and D,
when seen from certain research location will result in similar, or even
different, output and outcome.
Pre-trial in SDN 10 Nanga Tayap Ketapang Regency with
treatment C was effectively conducted. On the other hand, in Keerom
Regency, the treatment conducted effectively was treatment D in SD YPK
Pikere. Execution of the pre-trial in SDN 10 Nanga Tayap was effective
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because of several supporting variables. Firstly, the intensively

performed facilitation. Although the school was located in a remote area,
but it was relatively easy to reach with two-wheeled vehicles. Secondly,
every KPL member were able to read, write, and count well. Thirdly,
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there were KPL members who were active and considered prominent in
the village. One of the KPL members was the chief of the hamlet, who was
known because of his/her ability to voice the peoples aspirations in

numerous forums. This was a strength that served as a positive element
supporting KPLs performance. Fourth, there was an adequate ability to
read, write, and count and sufficient awareness of the importance of
education for children regardless of parents low level of education. Fifth,
it was apparent that teachers attendance in this school was not too
deficient, so KIAT Guru activity could be well-conducted. The number of
teachers was enough to fulfill the need of the teaching and learning
process. In this school, all stages of the pre-trial were well-performed,
starting from socialization, village mapping, group meetings, joint
meetings, KPL-forming meetings, FPL-forming meetings, monthly
meetings, and amendment meetings were successfully conducted.
Resistance was minimum, coming from one of the teachers, and it had
also been resolved. Cutback in allowance had also been implemented,
with no complain from the teachers thus far. This condition was also
supported by the basis of calculation of allowance type C from manual
attendance records and electronic attendance records. Assessment from
FPL as not used because this village received facilitation treatment C.
Unlike what happened in Keerom Regency, the facilitation in SD
YPK Pikere was successful. SD YPK Pikere received facilitation treatment
D. In treatment D, other than manual attendance record and electronic
monitoring, there was also an evaluation from KPL in order to reveal the
quality of teachers service through FPL. Furthermore, all instruments
were used as the basis of evaluation on teachers attendance, which
resulted in allowance payment. The amount of allowance given was
based on the aforementioned evaluation. Although SD YPK Pikere
received treatment D, but compared to two other SDs in Keerom Regency
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receiving treatment C, it turned out that treatment D was successful in

this village. The success of the pre-trial in this village was due to several
variables. Firstly, the villages level of vulnerability and remoteness in SD
YPK Pikere was lower compared to the level of vulnerability and
remoteness of the two other villages. Secondly, every KPL member had
sufficient reading, writing, and counting abilities. This was a different
condition from the other two villages in Keerom Regency, where the KPL
members demanded incentives, and even refused to perform their duties
as KPL before salary was provided. Fourth, KPL members were
newcomers who actively participated in village activities. The proportion
of male and female members of KPL was sufficiently balanced. The fifth
is conflict resolution. During the implementation of facilitation treatment
D, several conflict occurred. These conflict emerged from the heritage
and tradition maintained before KIAT Guru or during the
implementation of the facilitation. However, within the course of the
KIAT Guru facilitation, all conflicts were resolved satisfactorily. KPLs
internal conflicts that occurred were still mediated so that they could
also be immediately resolved.
Treatment C in SD 07 Tumbang Titi Ketapang Regency and SDN
Kibay in Keerom Regency showed medium effectiveness. SD 07 Tumbang
Titis medium effectiveness were observable from the several variables.
Firstly, the schools location was relatively remote with difficult access to
the school as it included going through a forest. Secondly, facilitation
were, at one point, put to a halt because Fascam fell ill. Third, there was
no assistance in the development of KPLs formation stage. Fourth, there
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was no assistance in the solidification of evaluation and FPL

confirmation. Fifth, KPL was sufficiently active, but it had yet to
successfully voice the communitys aspiration in the villages forum
because it was outvoted. On the other hand, in SDN Kibay among the
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determining variables is, firstly, the vulnerability and security situation.

Secondly, facilitation was, at one point, put to a halt due to the vacant
Fascam position. Thirdly, KPL had not started working because of their
lack of understanding of the duties and responsibilities of KPL, and
because they had to go to the farm to find food.
Table 11. Effectiveness of KIAT Guru Implementation seen from the

Process, Output, and Outcome
Stage Ketapang Keerom Kaimana
Treatment B - Full C - Full C - Full C - Full C- D - Full D - Full C- C - Mini
Full Full
Level of SD 07 SDN14 SDN SDN SDN SD YPK SD Inpres SD YPK SD
Effectiveness Tumbang Tumbang 10 Nanga Kibay Inpres Pikere Bofuwer Sawata YPK
Titi Titi Tayap Ampas -wera Nama
tota
Good *
Medium *
Poor *
Source: Qualitative Data, 2014
Notes: = Level of effectiveness treatment
* = Activity Progress
The facilitation of model schools which shows poor effectiveness
is the one in SDN 14 Tumbang Titi Ketapang Regency and SDN Inpress
Ampas. The KIAT Guru pre-trial in SDN 14 Tumbang Titi was not effective
due to several factors. First, the conflicts that occurred in the school. This
situation hindered the facilitation. Second, facilitation could not be
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implemented at the beginning, so it must wait until the conflicts were

resolved. Third, KPL had already been formed, but the homes of the
villagers and KPL members were rather far away from each other.
Consequently, meetings requiring all KPL members to attend were
unfeasible. On the other hand, the factors that made facilitation in SDN
Inpres Amplas ineffective were, firstly, problems with KPLs demand for
honorarium that had not been resolved. Second, KPL members were
inactive although they are experienced in organizations. Third, there was
a misunderstanding between KPL and Fascam.
Generally, when a map is drawn of the schools in Ketapang
Regency, the most effective and easily feasible treatment is treatment C.
Nevertheless, the implementation of treatment D does not show any
problem. For the Keerom Regency region, several informant expressed
during an interview that in their opinion, treatment C was more suitable
because treatment D showed a high potential for conflicts between KPL
and the school because the community was the key point in teacher
evaluation.
For the schools in Kaimana Regency, the effectiveness of the pre-
trials and the recommendation of the most suitable treatment for the
community had not been concluded yet. The cause of this phenomenon
was that the process of facilitation in Kaimana Regency had not been
performed as was expected, especially when compared with Ketapang
Regency and Keerom Regency, due to the vacant position of the Fascam
for a period of time and a replacement of the Korkab. In addition, due to
some errors during the facilitation process that were related to either
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procedurs or incomplete phases, now the facilitator team has to work

hard to remedy the facilitation or even to start it over. However, when
closely observed, the achievements of the activity in SD Inpres Bofuwer
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is the most visible, followed by SD YPK Sawatawera and SD YPK

Namatota.
4.2 Determining Factors

Despite of the dynamics occurring in the model schools, it can be
generally concluded that KIAT Guru is practicable. It is shown by the
achievements of the activities that have successfully been conducted,
starting from problems mapping until evaluation of service agreement
and teachers forms. This result could never have been achieved without
the following factors:
a. The participation and supports of key personages
The success of KIAT Guru was due to the support of various
parties, which had directly and indirectly taken part in its
implementation. At the regency level, the participation of the
Department of Education, Legal Department, and Bappeda was very
important. The Department of Education, more specifically the
Department of Workforce, was crucial in providing staff members for the
process of composing service agreement. The legal department was
important in facilitating the composing of regulations regarding the
implementation of KIAT Guru. Bappeda was vital in providing a
secretariat office for KIAT Guru, and in monitoring the implementation
of KIAT Guru.
For regencies with educational service unit at the district level
such as Ketapang Regency, the role of the Head of Educational Service
Unit (UPPK) was essential. Head of UPPK supported, and was involved,
in numerous activities, such as composing service agreements in schools,
providing the data required by Fascam to draw up the problems
mapping, and helping in the mediation process whenever conflicts arose
between KPL and a school.
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At the village level, the main figure contributing in KIAT Guru was
the village headman, as observed in SDN 10 Nanga Tayap, SDN 07
Tumbang Titi and SDN Kibay. The village headman helped and provided
facilities to determine participants that would be invited to the meetings
and in the invitation distribution. At SDN 07 Tumbang Titi, the village
headman always socialized KIAT Guru in every meeting he had with his
community. This was a very effective method to advertise KIAT Guru in
the community. On the other hand, what happened in Kibay Village was
that, in addition to providing moral supports, the village headman also
provided material supports. The village headman paid incentives to 5
KPL members who actively performed their task of collecting attendance
lists at the schools.
Other than the village headman, traditional leaders, community
leaders, chiefs of the hamlets and headmasters were also important in
the implementation of KIAT Guru. Community leaders and chiefs of the
hamlets were involved in the discussion process, giving ideas and
suggestions regarding the activitys schedule, and providing
accommodations, meals/snacks in the meetings, accommodation
facilities for Fascam and Korkab. Headmasters were involved by means
of giving opinions, ideas, data and information required by
Fascam/Korkab, providing facilities in the form of meeting rooms or
venues for the meetings with teachers.
Other than the personages who positively participated in the
implementation of KIAT Guru, there were also personages who hindered
this implementation. These personages were of the members of the
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community and the school. However, most of them were people working
at the schools, namely the teachers. Generally, the headmasters
normatively declared their support for KIAT Guru, but the teachers
outspokenly expressed their objections to KIAT Guru. Usually the
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objections to KIAT Guru were expressed by teachers who had problems

with their attendance. These teachers felt uncomfortable with the
monitoring mechanism, which they considered strict, because they had

been used to the absence of monitoring. They had been able to arrive late,
not come to school at all, or show up at school without teaching in classes,
and all this had been done without any sanction. The stance of the
teachers who did not support KIAT Guru could hinder the
implementation of this activity. These teachers could motivate other
teachers to support their objections to KIAT Guru.
Guide to Simple and Flexible Facilitation
District facilitator KIAT Guru or what is called as Fascam is the
spearhead of the activity implementation. Fascam is equipped with a
guidebook to facilitation, but at some stages those guides are not used
since Fascam sees output as something that has been processed in the
previous stage. The guides are only to give signposts regarding the
implementation of KIAT Guru, but the facilitation process is flexible and
not rigid. This gives a positive impact to the activity. Fascam can decide
whether or not a stage of an activity needs to be done, and the applied
mechanism in the facilitation according to the acquired experience.
The case of involving alumni in the meeting to discuss village
mapping has caused students to say little of their minds. The alumni
dominated the meeting. It has been considered not effective because the
voices of the students were not included. Flexibility in facilitation made
it possible for Fascam to make some modifications in other pre-trial
areas according to the experience. In other pre-trial areas, Fascam does
not involve alumni to get the proportion of students participation rate.
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b. The capabilities of Facsam facilitation

The facilitation process was faced with a difficult operational
challenge. Fascam uses motor vehicles or motor boats from the house in
the districts central city to the village as the testing area. The domain and
roads to the pre-trial village had a poor condition, were holed, drenched,
bumpy, and very hard to use on rainy season. For agricultural areas such
as Kaimana, the mobilization of Fascam into the village heavily relies on
the ebbs and flows of water and waves. Oftentimes Fascam put aside the
safety factor in order to the activities to run as scheduled.
The capability for facilitation is considerably good. Fascam is so
experienced in conducting facilitation with the same theme that makes it
easy for the facilitation process in KIAT Guru. The capability of
facilitation by Fascam is also supported by its interests towards children
education issues. That encourages Fascam to create and innovate in the
facilitation process, such as using the gallery concept to show the
childrens hopes for education. The experience of Fascam is an important
asset for the facilitation. An experienced Fascam can determine the
strategy quickly to reach the activitys targets with regards to the content
of the activity. The experience of facilitation has also affected the
approach of facilitation used by Fascam. For instance, Fascam visits key
figures before conducting an activity/meeting. It is done as an effort to
start communicating with the targets. It is hoped that when there is a
meeting with the key figures, they have comprehended the purpose and
aim of the activity. This process has become important since Fascam can
control and understand the stakeholders opinion map, so that it is easier
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in the facilitation process and determining the applicable facilitation

strategy.
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Fascam has also maintained a good relationship with the people,

teachers, and children who are the target participants of the KIAT Guru
activity. Fascam has invited children to learn and play together or watch
films together. It is done without disturbing the goals or targets of the
KIAT Guru activity.
c. Positive Response From The Community
Parents and community responded KIAT Guru positively. Parent
felt enlightened by KIAT Guru as trey had become aware of the
importance of education for their children. They also become aware of
their right as parent including the right to know how their children were
doing at school. In addition, the community had also started to some
participation. It can be seen from the number of participants present in
the village mapping session, which is more than 20 people. It is even
higher in Patebang Jaya Village, which is 50 people. Other than that, the
participation of the people can be observed from the contribution in
stating their suggestions, opinions, or questions in the KIAT Guru
meetings. One of the things which are observable is is the KPLs
participation in the monthly meetings and amendments. In the monthly
meetings in SD Inpres Ampas Keerom, for example, the members of KPL
asked about the assessment of the teachers form, which is as follows.
this one, Sir, Ibu Yustina, has been absent for 6 days.
What grade should we give her then? (Monthly Meeting
Observation in KPL Ampas, 2015)
In the amendment meetings, the peoples participation is visible
through the suggestions that have been offered. In Siantau Raya Village,
one of the students parents suggested that it was needed to add an
indicator on the parents form. The said suggestion is the need for
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parents support in students extracurricular activities. The support of

parents are hoped to be both moral and physical such as encouraging
students to create more achievements and donating to aid the
operational funds of the activities.
Besides the explained factors that have made the KIAT Guru
practices more effective, some drawbacks that made KIAT Guru practices
ineffective have also been identified, which are as follows.
a. Mechanistic Concept
KIAT Guru designs supervision over teachers attendance through
KPL and HP KIAT Camera. Those designs are based on the fact that there
is a high number of teachers skipping class alongside the raise of the
budget in education. The teachers receive allowance to enhance their
welfare. However, the improvement in teachers welfare is not balanced
with the improvement of teachers performance. In remote areas,
teachers often skip classes and leave out additional classes which cause
poor performance of the students. KIAT Guru encourages mechanical
practice in allowance payment on the basis of teachers attendance with
the involvement of the society. This means that KIAT Guru put forward
participatory approach as an effort to involve the society individually or
communally in solving the problems pertaining to improving the quality
of education. The participatory concept also puts KPL or the society as
the key players in the attempt to enhance the quality of education, more
specifically regarding the teachers attendance. KPL or the society
obtains skills and knowledge about the effort to improve the quality of
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education, and thus the capacity and confidence of the society livens up.
Technically, building the societys participation to do the
supervision is translated into a series of activities as explained
previously. KIAT Guru attempts to develop the critical awareness of the
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society towards the problems in education through village mapping,

formulate the societys needs through suggestions, and puts society as an
actor through KPL. The assumption that is developed is after going

through this stage of the activity, hopefully the society will show more
awareness and be more capable of improving the quality of services in
education.
In the meantime, the series of activities such as the supervision of
KPL through the FPL and the payment of teachers allowances are
assumed to be able to change the teachers performance. The cuts of the
allowance based on attendance are hoped to make the teachers who used
to skip classes more diligent. This concept illustrates a mechanistic point
about change, which states that teachers will change according to the
stimulus given to them and the society will show more awareness and
capability to improve the quality of education. Therefore, the society
gains knowledge and skills related to the techniques of supervision using
KIAT cameras, matching the manual attendance list with HP KIAT
Camera, conducting discussions or monthly meetings to fill out the FPL,
also confirming the assessment of the teachers. In the context of a
homogenous society with no interest groups being threatened with the
changes, KIAT Guru will succeed. However, in a more complex situation
and in the presence of involved actors with interest in the various
changes, KIAT Guru will face challenges.
The factor that should be taken into account by KIAT Guru is the
complexity of social reality the pre-trial village. The case of teachers
skipping classes is not a simple matter which can be solved in one to two
school years through the cuts of allowances and KPLs supervision. The
problems which are still untouched are related to the school
management which is not established as in SDN 14 Tumbang Titi. An
example is there is not yet a structured schedule, so in one week students
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only learn mathematics. Another problem is that teachers skipping class

is caused by their houses which are far away from school. Teachers come
late or skip classes because it is not possible to reach school, as the roads
are damaged and slippery in rainy season. They see that this problem is
related to the centred mechanism of teacher recruitment. The chosen
teachers are the best graduates of various flourishing areas, hence they
cannot endure living in the rural areas. The teachers often propose a
transfer for the reason of family matters and cultural differences.3
b. Societys Culture
The society in the pre-trial village has the same cultural character,
which is the existence of social structure that puts teachers as influential,
educated, and respected figures. Teachers are influential figures because
they have better knowledge and education compared to the people in
general. Teachers opinions are always heard, so that teachers are always
involved in every activity in the sub-village as the chief or organisers.
Teachers are noble figures in the eyes of the society since they have
taught the children of the society.
The society highly respects their teachers. In Siantau Raya Village
for example, when fish-shopping, the fishmongers will choose the best
fish for teachers although there are long lines of people waiting on the
3
According to one of the Korda members, the teachers who are placed in rural schools
only survived two or three months. After that they proposed a transfer for the reason
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of family matters and not being able to endure living in the rural areas. The reasons are
understandable because there is no electricity, there is limited interaction with the
people from outside the areas, there is no public bathrooms, and according to the Korda
members the most understandable reason is cultural and religious differences. The
teachers who are assigned there are Moslem Javanese people, while the indigenous
people are the Dayak tribe consisting of Christians/Catholics.
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riverbanks. Teachers are often asked for their blessings if there is

someone who would like to have a celebration or when someone is in
need of something. In the villages of Keerom Regency, the society is used

to giving their forest products, quarries, or agricultural products to the
teachers. This is done as a form of respect to the teachers.
KIAT Guru encourages the society through KPL to supervise the
teachers performance according to the consensus of service. It is as if the
idea dispels teachers positions in the social structure of the society. The
society through KPL is worried about the assignments that must be done.
They also have low self-esteem because they are not comparable in
education and knowledge. The teachers themselves also feel that they
are not ready with the change in the social structure as part of the
mechanism in conducting the KIAT Guru. In spite of that, the fact is that
teachers are on the wrong position, for they often skip classes, yet there
is no realisation of that. On the contrary, what happens is that teachers
no longer believe in the society, have disputes with the society because
they consider KPL lower than their education, so that they are not
capable of supervising. The quotes on the previous explanation hint on
the distrust of teachers towards the society.
The idea of KIAT Guru by building awareness and community
participation was already a very good idea and should be supported, but
it should still paid attention to the existing social system in society.
Service users or society and service providers or schools should be
placed in a balanced position. It was important so that public confidence
in the teacher or school which had long appeared did not fade away or
disappear. In contrast, from the sides of school and teachers, placement
in a balanced manner can eliminate such impressions of strict
monitoring by KPL which was often seen as, teachers as an object to be
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spied upon, teachers who always sought his guilt, and teacher who
played off with the public.
KPL for example, as one of the output of implementation of KIAT
Guru still needed to be stabilized. Although it had been formed, but its
effectiveness still needed to be reinforced. The success in forming KPL
should be appreciated, because building community participation in a
certain activity was not easy. People in remote villages have limited
source of income. It was hard to ask people in remote village to leave
their jobs to participate in some activity without any rewards. However,
in reality, making people participate in the activities of KIAT Guru
through KPL could be realized. This was an achievement which was quite
encouraging. Currently, some challenges or obstacles which were
encountered in carrying out the task in supervising monitoring were:
1. KPL were not comfortable / hesitate / worried / shy / felt to be
inferior to perform supervisory duties. Feelings of uncomfortable
was actually related to (a) sense of inferiority because of
educational side of KPL was not comparable with teacher
education, (b) the monitoring can decrease the teachers
additional income. In this case, the reinforcement the MPA could
be directed by building a better understanding that society had
their own rights to get involved in an attempt to improve
educational services, including monitoring. Seeing from the
confidence aspect, it seemed that KPL had improved a lot, because
of the facilitation process. KPL could submit proposals and
problems which happened in an elementary school, but it could
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sometimes be a bit weak when dealing with the school. The

argument that was delivered by one of the teachers, for example,
could weaken KPL in conducting their duties.
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2. Some of KPL member began to worry about the monitoring in

case that it would affect to their children who were registered as
students in the related school. Parents understood and were

familiar to the teachers very well that there could be some
possibilities that teachers would treat differently to some certain
students, teachers gave the students grades based on students
competencies, to the possibility that teachers wiould not pass the
students to the next grade. Those anxieties could weaken KPL in
conducting their duty. KPL never came to SDN 10 Nanga Tayap to
monitor the schools development. KPL also did not take the
manual nor electronic attendance list from that school. One of the
reasons was that monitoring could affect the teachers in teaching
their students and its effect on the students themselves.
c. KPL education level
People in the pilot areas, especially those who were incooperated
in KPL had the avarage education level, which was elementary school
graduates. This educational background could inhibit the performance of
KPL members, especially in filling FPL. In Keerom for example, KPL have
to face the difficulties in filling FPL because there were some members
who who had not fluent in reading and counting. In Siantau Raya, KPL
faced difficulty in in expressing ideas or opinions in the form of words,
so that the remark coloumns were filled by short sentences.
d. The duration of facilitation
The stay duration of Fascam in pilot village was quite short.
Fascam was in the village at the time of when the activities were held or
the day before the activity. The time which was provided was mostly for
the implementation of the activities and the rest, which was a few of it,
wer alocated for interacting with people around, especially with whom
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who were not related to the main activities. This condition became less
effective because Fascam did not always stand by in the pilot area.
Information of KIAT Guru was not delivered to the public as a whole.
While people involved were not always the same. This case could cause
different understanding among members of society and could lead to less
effective implementation.
Participants who attended at the beginning of the event and was
not present at the next meeting would probably were not invited in the
nest meetings, because the determination of the participants who would
be invited were based on data from participants who attended the
previous meeting. Participants who did not attend would not be able to
follow the development of the activities, because it was impossible for
him to attend events or meetings without an invitation. Participants who
were not invited would feel uncomfortable or shy to come, although they
have a great interest and curiosity. This would reduce the number of
potential members in the activities.
Transfer of information about KIAT Guru from participants who
had attended the activities to people around did not always happen. In
line with that, people who did not participate, they also did not have
initiative to ask or find out about the activities. The results was there
were not many people who know the activities of KIAT Guru, except the
people involved. If Fascam stayed in the pilot village, then Fascam would
have enough time to interact with the community. Through these
interactions, Fascam could deliver to the public about the activities of
KIAT Guru either formally or not.
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Data in the field also indicated the need for the presence of
Fascam in pilot village. As an example of the lack of facilitation for a
prolonged period after the establishment of KPL, causing schools to
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doubt and asked what kind of contributions which KPL had done. The
schools were dubious about KPL function because since it was formed by
Fascam, KPL did not perform any the activities in a long time.
"Why should there are two committees, like school
committees and user committees, if they are inactive?"
(Principal of pilot SDN in Ketapang, 2015)
"We do not know what will this activity be at the end,

because since the establishment of KPL, the facilitator
has never come here again." (Teacher at SDN pre-trials
in Ketapang, 2015)
e. The number suitability of Fascam with an area of work
The duration and the length of stay of Fascam in the pilot village
Fascam became important especially when associated by the suitability
of the vast number of Fascam working area. During this time, Fascam just
stayed in the village during activities were held or one day before D-day.
Fascam had to complete the target of activities in the other villages. It
made Fascam have to manage a strategy of the duration and length of stay
in each pilot village. Fascam was demanded to complete the targets in the
area of work which consisted of 4-5 villages in each district in average.
Fascam complained about the extent of the working area. The total
number of Fascam members were very small in accordance with the
existing area of work, damage roads, the distance between the remote
villages, even for certain villages, they had to take across water areas.
f. Korda organisational structure
Tim Korda organisational structure seems quite complete. Some
strategic SKPDs were involved in this organisational structure, such as
Department of Education, Department of Law, Department of Finance,
and Bappeda. The study found the involvement of each SKPD was varied,
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based on its portion and tupoksi. For example, Department of Law was
much involved in the drafting activities of legal umbrella. However, the
thing which had to be noted was the need of consolidation for Tim Korda
related to the commitment/attention/sense of ownership to the
activities. Tim Korda was generally do care and make serious attempt
when they are discussing about KIAT Guru, but
their concern was sometimes stuck in the discussion forum. After the
meeting ended, there were not many things they could remember,
including the result of the meeting. While the things which are needed to
be followed up had not become inisiatives. Korkab had to remind and
became the time keeper for each Techical Team.
Acknowledged or not, there is only in small portion of work which
had to be handled by Tim Korda. Many tasks or main jobs are the
responsibility of each Tim Korda. Those tasks were attached as functional
which demand job roles and responsibilities. Automatically, attention,
energy and, thoughts were much devoted to perform such duties and
functions. KIAT Guru became additional work that was charged to some
SKPDs. It caused the concentration and attention to the activities was
unsustainable. It appeared when Tim Korda were still having a meeting.
They were so serious in discussing the activities, but after the meeting
ended, they returned to the routine tasks of their own work units.
g. Repetitive mechanism of form assessment
The assessment of teacher service carried out by KPL monthly.
Every single of services is always assessed monthly. KPL was maybe
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bored with the assessment mechanism which was conducted in every

month because the ascpects which were assessed were the same,
especially the aspect of service which had been done and got perfect
grade in the previous month.
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h. The use of HP KIAT camera

The use of HP KIAT camera could not yet be implemented fully by
the schools. Limitation electricity infrastructure seemed to be the main

obstacle in the use of HP KIAT camera. KPL/schools could not recharge
the camera because it had no electrical infrastructure. The camera was
not ready to be used every day for the photo shoot because the battery
could have run out.
MONITORING AND EVALUATION
SYSTEM
9
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Monitoring and
5 Evaluation System
5.1 KIAT Guru Monitoring and Evaluation System
In general, the aim of KIAT guru pre-trial is to improve
educational services by experimenting with several approaches
encompassing community involvement, mechanism reparation, and
transparency of the payments of teachers allowance and making the
existence and quality of educational services the basis of these payments,
especially in remote areas. This activity is based on the findings
indicating that the quality of education in remote areas is still a cause for
concern, especially regarding the ability of students of the corresponding
school age. One of the reasons for this is the teachers attendance, which
is still not at its optimum level for practicing the teaching and learning
process in the classroom although the budget for education and teachers
welfare is sufficient. The government has allocated a large amount of
money for the budget, including incentives for teachers working in
remote areas. However, apparently this policy has yet able to motivate
teachers to carry out their duties to the fullest. Based on this ground, the
purpose of the KIAT Guru activity is to encourage teachers to carry out
their duties effectively using approaches based on community
involvement. The widely used method is by increasing the communitys
involvement in improving educational services and supervision of
teachers. In addition to the aforementioned methods is by making the
existence or quality of the services given by teachers the basis of the
allowance paid to SD teachers working in remote areas.
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The implementation of the pre-trials of this activity is performed

in seven stages, namely: (1) preparation and socialization, (2) selection
of the schools participating in the pre-trial, (3) facilitation of community
involvement, (4) monitoring by the Service User Committee, (5) payment
of Field Allowance, (6) delivery of information on the results of
monitoring, and (7) evaluation.
The monitoring and evaluation stage (monev), is generally
divided into two categories, namely monev of management of the KIAT
Guru activity and monev of teachers performance. Monev of
management of the KIAT Guru activity must be observed from the
organizational and management structure of KIAT Guru. At the regency
level, a Regency Coordination Team is formed based on a Regent Decree.
This team is the Regents operation team consisting of relevant
organization elements of the regional government. The Coordination
Team is comprised of a Steering Committee, a Coordinator, and an
Executive Committee. In this case, TNP2K functions as a technical
support for this activity through the provision of operational support for
the pre-trials and the provision of experts working at the national and
regency levels. At the regency level, TN2PK appoint a Korkab and at the
district level, several Fascam are selected according to the needs. The
subsequent coordination and monitoring routes follow the hierarchical
strata of the organization and management of this activity.
At the community level, a Service User Committee (KPL) is formed
with direct responsibilities in composing the points of agreement
between service provider and user, and its field implementation. Korkab
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and Fascam are directly responsible for the effectivity of the Service User
Committee in performing its functions.
At the activity substance level, monitoring of the teachers is
performed using several models as cited from the KIAT Guru Regional
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Team Facilitation Guidelines (Table 12). In particular, this model groups

intervention models into 4 categories, namely Group A, B, C, and D.
Table 12. Treatment Models

Group Approach Observable Effect
Control Receives no treatment at all As the standard of
Group (business as usual)*. comparison for the
effect of the approaches
being tried.
Group A Allowance** is paid When the allowance is
regularly (per month) paid regularly,
teachers attendance
automatically
increases.
Group B Allowance* is paid When: (1) community
regularly involvement (teacher
+ Service Agreement and user), and (2)
(between service provider social sanction from the
and service user) community (and
agency) are not
associated with the
amount of allowance,
teachers attendance
increases.
Group C Allowance** is paid When: (1) community
+ Service Agreement and user), (2) social
(between service provider sanction from the
agency), and (3)
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+ Allowance** is based on electronic monitoring

teachers attendance of teachers attendance
are associated with the
teachers attendance
increases.
Group D Allowance** is paid When: (1) community
+ Service Agreement and user), (2) social
(between service provider sanction from the
+ Allowance** is based on agency), and (3)
teachers attendance and communitys
service quality assessment of teachers
service quality are
associated with the
teachers attendance
increases.
Especially for the control group, it is not discussed in this section

so that the focus of analysis is mainly directed at the four pre-trial
models. The difference between the four pre-trial models can be seen on
the different intervention strategies offered. Group A does not offer an
alternative (status quo), and what is done thus far is providing monthly
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allowance that is paid regularly. The control indicator is observable in

whether or not the allowance can increase teachers attendance. In
Group B, in addition to the monthly allowance, another intervention
strategy is composing a service agreement between service provider and
user, but the allowance and the service agreement are treated as two
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separate matters. The control indicator is observable in whether or not

the existence of involvement and social sanctions from the community
and agency, when not associated with the amount of allowance, can
increase teachers attendance. In Group C, allowance is paid regularly
each month. On the other hand, there is a service agreement. The amount
of allowance will be decided based on teachers attendance. The success
indicator is determined by whether or not the existence of community
involvement, social sanctions from the community and agency, and the
use of electronic device in monitoring, when used as the basis of the
allowance payment, will be able to promote the increase in teachers
attendance. In Group D, allowance is paid regularly each month, there is
a service agreement, and the allowance is paid based on teachers
attendance and service quality. The success indicator is determined by
whether or not the community involvement, social sanctions,
communitys assessment of teachers service quality, when used as the
basis of the amount of allowance, will be able to increase teachers
attendance.
5.2 Development of Monitoring and Evaluation Instruments
Prior to developing monev instruments, there must be a clear
explanation on the key independent variables divided into two groups,
namely the variable content and variable context (Table 13). Variable
content is the variable originated from the terms and design of the
program that have been determined based on the approved regulations
or guidelines. This variable comprises of the following sub-variables:
stages of activity, quality of personnel that consist of Korkab and Fascam,
quality of the points of agreement, the use of electronic technology,
method of assistance and coordination. On the other hand, variable
context comprises of the following sub-variables: geographic situation,
availability and quality of transportation, availability and quality of
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education infrastructure, communitys socio-cultural character,

communitys socio-economic capacity, security condition, and political
support.
Each of the independent variables and their sub-variables are
divided into three independent variable groups, namely possible causes,
plausible causes, and actionable causes. At the same time, there is only
one dependent variable in this model, which is Teachers Performance
measured by teachers attendance and the quality of the teaching and
learning process. Possible clauses are all sub-variables that could
possibly influence teachers performance; therefore, these will certainly
occur in the three model regencies. Plausible clauses are reasonable
variables that occur because of the possible causes variable. It is possible
that these clauses only occur in several model regencies. On the other
hand, actionable clauses are variables that could be followed-up
technically because these are the variables that directly influence the
field practice of the performance variable. It is possible that the
actionable clauses only occur in several model regencies.
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Table 13. Determinant Analysis in Establishing KIAT Guru Performance

Monev Indicators in 3 Regencies
Independent Variables Dependent

Possible Plausible Actionable Variable
causes Causes Causes
(all (per regency) (per
regencies) regency)
Variables Contents
Stages of Decision-
activity making
flexibility
Quality of Coordination Regularity of
Korkab relation with assessment
Regency of teachers
Government performance
(Pemerintah and
Kabupaten) allowance
payment
Quality of Communities KPLs
Fascam understanding commitment
of and support
for the activity
Quality of Teachers
Points of obedience and
Agreement parents
intelligibility
The use of Social relation Hidden Teachers
electronic between conflicts performance
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technology for teacher and (attendance

monitoring parents and quality of
Teachers teaching and
discipline learning
Funding Smoothness of process)
operation
Method of Understanding Teacher and
assistance of and support parents
fot the activity awareness
Coordination Sense of Smoothness
togetherness of operation
among
stakeholders
Variables Contexts
Geographic Teachers Teaching
situation motivation intensity
Korda and Intensity of
Fascams Korda and
motivation Fascams
visits
Availability Locations Problem-
and quality of accessibility solving speed
transportation
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Availability Teachers Teaching

and quality of motivation intensity
education Quality of Smoothness
infrastructure teaching and of the
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learning transfer of
process knowledge
process
Communitys Communitys KPLs
socio-cultural participation commitment
character Acceptance of Activities in
(cultural the activity meetings
values, level of Understanding
education and of the activity
health) Parents Students
awareness of attendance
education
Communitys Communitys KPLs
socio- participation commitment
economic
capacity
(occupations
and level of
financial
welfare)
Security The comfort of Frequency of
condition the teaching teaching and
(separatism and learning learning
issues, process process
criminality)
Political Amount of Teaching
support (the teachers attendance
role of incentive
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Pemerintah Tim Korda and Intensity of

Daerah (Local Korkab teams field visits
Government) budget
and DPRD
Notes:
DPRD = Dewan Perwakilan Rakyat Daerah (Regional People's Representative
Council
The pattern of variable relationship above is adjusted to the 4

treatment models, namely Group A, B, C, and D. Therefore, the analysis of
the determinants of the cause and effect relationship must also be
adjusted to the aforementioned groups. Consequently, the indicators that
must be developed in order to observe the success of the operation and
the final results must be adjusted to the treatment models. Explanation
of the pattern of the relationship between the variables and their sub-
variables will help us to determine the standard of success of every
model being developed.
Regarding the exit strategy, the standard of success must be
developed into an institutionalized system. In this case, a regency cannot
continually depend on TNP2Ks participation. Each region must create an
institutionalized system from the regency level until the
village/kampong level in order to monitor and evaluate the success of
every KIAT Guru activity. One of the dependable actors is KPLs
availability, which must be maintained in order to encourage the
continuous execution of this activity. In this activity, the regency
governments role is to provide facilities to keep the maximum
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participation of KPL.
RECOMMENDED POLICIES
9
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6 Recommended Policies
This section elaborates a number of recommended policies for the
improvement of KIAT Guru, especially the program that is prepared for
trials in other areas as replications of the pre-trials conducted in the
three regencies, Ketapang, Keerom, and Kaimana. These
recommendations are divided into several categories that are
organization structure, management of activity phases, mentoring
strategies, and monitoring and evaluation.
1. Organization Structure
a. The organization established at regency level should not have too
many members. The required structure relies more on the
organizations flexibility to respond to education-related issues in
remote areas. Therefore, the form of the organization will be more
like a task force or a forum headed by the regent himself. The regent
as the head of the organization is highly recommended because the
issue on education in remote areas is very complex that it is
categorized as a crisis. Therefore, the policies made in response to
this should always be placed in the framework of policy in crises. The
task force members should include the head of Bappeda, head of
Education Department, and head of Revenue Office. The main duty of
this task force is to formulate policies and organize one sector to
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another to encourage the acceleration of education quality

improvement in remote areas including how KIAT Guru should be
implemented.
b. Korkab that is formed by TNP2K should function as a liaison between
regency government and the civil society and at a certain level it also
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liaises between the regency government and schools as well as

teachers. Korkab also has another duty to assist technical
agencies/offices that are relevant to education in designing activities

that support KIAT Guru implementation.
c. Fascam should work under Korkab and become street level agent
that directly communicates with the people, students, schools, and
teachers. Its main duty is to assist the people, schools, teachers and
students during KIAT Guru implementation in dailiy basis within a
certain period of time. Fascam also has the duty to identify candidates
for village cadres and mentor them to develop their capacity so that
these candidates can continue the program when this project ends.
d. KPL existence need to be reviewed for possible occurrence of friction
in the community. If KPL is continue the supervision, more intensive
socialization is required compared with the socialization during the
pre-trial activities. At the community level there should be Education
Service Forum (FLP) whose members comprise all elements of
stakeholders within the area. They are the service providers
(teachers, principal), the service users (parents, alumni, community
figures, religious figures), and other civil society such as NGO (Non-
Governmental Organization) (if any). All stakeholders are equal in the
forum with rights and obligations in accordance with their functions.
This equality should be emphasized to avoid suspicion and the sense
being sub-ordinates that often become the main problem in
establishing such a forum. The forum coordinator should be
approved by all members and he/she should function more as a
coordinator and not a leader. FLP has the duty to formulate service
agreement, conduct monev on the service agreement, and revisit it. A
village cadre(s) acts as an assistant or a mentor similar to Fascam.
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The presence of FLP and the village cadre(s) is the effort to ensure
that this program will be sustainable in the future.
e. FLP must be the authority in decision making to address various
education-related issues in its area. These issues usually require
quick responses. To support its activities, the allocation of village
fund that will be disbursed by the government can be allocated to
support FLP activities in the future.
2. Activity Management
a. The management of phases of every activity has to be made as
simple as possible by considering various limitations in terms of
human resources, geography, economy, and other socio-culture
obstacles
b. There has to be an alignment between management model and
activity design from the treatment groups (treatment A, B, C, or
D). Important factors that should be considered to create such an
alignment are FLPs functions and authorities, geographical
conditions, the peoples characteristics and their socio-culture
and economic capacity, condition of education facilities, teachers
and the principals commitment, and fund availability at village
level (DD (Dana Desa/Village Fund) or ADD (Anggaran Dana
Desa/Village Fund Budget).
c. The important phases is the assessment, dissemination of
assessment result and KIAT Guru plan, FLP establishment,
formulation of service agreement, monev, and allowance
payment.
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d. Teachers have to be focused on teaching. Therefore, obstacles

preventing them to focus on teaching should be eliminated.
Firstly, a simple system of salary and allowance payment has to
be invented. In this way, teachers do not have to handle complex
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administration and go to the regencys capital just to have their

salary and allowance paid. Teachers teaching in remote areas
should also be exempted from meticulous and time consuming

administration of getting promotion.
e. FLP has to be able to accommodate all issue form and needs of
either service users or service providers. All issues should be
openly discussed making both sides comfortable. Transparency
and mutual understanding are very important to build trust.
f. Building trust between service providers and service users is far
more important than using recorder or video camera to monitor
teachers. The fact that people insist on installing such equipment
is a proof that they do not believe in teachers although the
problem also lies on the education system, school environment,
and the students family. The use of technology is often hampered
by the lack of power or other technical factors that can interfere
with teaching and learning activities or unpreparedness that
potentially create conflicts between teachers and the society.
g. The management of FLP activities must not be made mechanical
as the government bureaucracy model. On the contrary it has to
be made flowing in line with the work patterns of the local people.
The scope that is in accordance with the characteristics of socio-
culture and economy as well as geographical condition has to be
considered in designing FLP activities.
3. Mentoring Strategies
a. Being underdeveloped and remote often create inferiority. To
address this, a Fascam must intensively assist, accompany, and
live with the target community for a certain period of time. The
Fascam has to place themselves as a member of the community
167
and learn with the community while assisting the target school
and the teachers to actively interact with the community.
b. To deal with boredom that can be experienced by a Fascam, it is
better to form two teams. These teams will alternate in
performing the Fascam duty within a certain period of time.
c. Fascam and village cadre(s) have to act independently and
professionally in accordance to the given mandate. Maintaining a
good relationship with the service providers and users is
essential. Contacts with regency government has to be facilitated
by Korkab.
d. Fascam should not take the role as a problem solver. This role
must be given to the village cadre(s). Fascams duty is to assist the
cadre(s) in solving problems and be partner in discussions.
4. Monitoring and Evaluation (Monev)
a. A monev has to be made in accordance with the treatment groups
with the essential elements in each treatment group. These
elements are teachers attendance, students attendance, and the
effective teaching and learning activity.
b. At regency level, monev should be done by a forum or a task force
headed by a regent. At village level, monev should be done by FLP.
The result of the monev should be submitted to the forum or task
force at the regency level.
c. The monev should be done at the end of every semester and
facilitated by Korkab and Fascam
Final Report
BIBLIOGRAPHY
Bupati Kaimana. 2015. Surat Keputusan Nomor 420/87/IV/2015 Tentang
Petunjuk Teknis Pelaksanaan Pra Uji Coba Kebijakan
Peningkatan Akuntabilitas dan Pelayanan
Pendidikan. Pemerintah Kabupaten Kaimana.
(Decree of Kaimana Regent Number
420/87/IV/2015 Regarding the Technical
Guideline of the Implementation of the Pre Trial of
Policy on the Improvement of Education
Accountability and Service)
Bupati Kaimana. 2015. Surat Keputusan Nomor 900/4/I Tahun 2015
Tentang Tambahan Penghasilan Bagi Pegawai
Negeri Sipil dan Tenaga Kontrak di Lingkungan
Dinas Pendidikan Kabupaten Kaimana Tahun
Anggaran 2015. Pemerintah Kabupaten Kaimana.
(Decree of Kaimana Regent Number 900/4/I Year
2015 Regarding Additional Salary for Civil
Servants and Contract-based Employees at
Education Office of Kaimana Regency Fiscal Year
2015)
Bupati Kaimana. 2014. Nota Kesepakatan Bersama Nomor:
02/TNP2K/03/2014 dan Nomor: 400/482/2014
Tentang Pra Uji Coba Kebijakan Peningkatan
Akuntabilitas dan Pelayanan Pendidikan.
Pemerintah Kabupaten Kaimana.
(MoA Between National Team of Poverty
Reduction Acceleration and Regency Government
of Kaimana, West Papua Province Regarding the
Pre Trial of Policy on the Improvement of
Education Accountability and Service)
9
Bupati Kaimana. 2014. Peraturan Bupati Nomor 03 Tahun 2014 Tentang
Pelaksanaan Pra Uji Coba Kebijakan Peningkatan
Akuntabilitas dan Pelayanan Pendidikan di Daerah
Terpencil. Pemerintah Kabupaten Kaimana.
(Regulation of Kaimana Regent Number 03 Year
2014 Regarding the Implementation of the Pre
Trial of Policy on the Improvement of Education
Accountability and Service in Remote Areas)
Bupati Kaimana. 2014. Surat Keputusan Nomor 421/176/X/2014
Tentang Penetapan Sekolah Peserta Pra Uji Coba
Kebijakan Peningkatan kuntabilitas dan Pelayanan
Pendidikan di Daerah Terpencil. Pemerintah
Kabupaten Kaimana.
(Decree of Kaimana Regent Number
421/176/DIKNAS/2014 Regarding the
Establishment of Schools Participating in the Pre
Bupati Keerom. 2015. Surat Keputusan Nomor 11 Tahun 2015 Tentang
Amandemen Pembentukan Tim Koordinasi
Akuntabilitas dan Pelayanan Pendidikan.
Pemerintah Kabupaten Keerom.
(Decree of Keerom Regent Number 11 Year 2015
Regarding the Amendment of Coordinating Team
Establishment for the Implementation of the Pre
Petunjuk Teknis Pelaksanaan Pra Uji Coba
Kebijakan Peningkatan Akuntabilitas dan
Pelayanan Pendidikan. Pemerintah Kabupaten
Keerom.
9
Regarding the Technical Guideline of the
Implementation of the Pre Trial of Policy on the
Improvement of Education Accountability and
Service)
Bupati Keerom. 2014. Nota Kesepakatan Bersama Nomor:
02/TNP2K/03/2014 dan Nomor:
20/104/BUP/2014 Tentang Pra Uji Coba Kebijakan
Pendidikan. Pemerintah Kabupaten Keerom
of Keerom, Papua Province Regarding the Trial of
Bupati Keerom. 2014. Peraturan Bupati Nomor 4 Tahun 2014 Tentang
Terpencil. Pemerintah Kabupaten Keerom
(Regulation of Keerom Regent Number 4 Year
2014 Regarding the Implementation of the Pre
Bupati Keerom. 2014. Surat Keputusan Keerom Nomor 42 Tahun 2014
Tentang Pembentukan Tim Koordinasi Pelaksanaan
Pra Uji Coba Kebijakan Peningkatan Akuntabilitas
dan Pelayanan Pendidikan. Pemerintah Kabupaten
Keerom.
Regarding the Establishment of Coordinating
Team for the Implementation of the Pre Trial of
9
Penetapan Kelompok Perlakuan Sekolah Peserta
dan Pelayanan Pendidikan di Daerah Terpencil.
Pemerintah Kabupaten Keerom.
Regarding the Establishment of Treatment Groups
among Schools Participating in the Pre Trial of
Penetapan Sekolah Peserta Pra Uji Coba Kebijakan
Pendidikan di Daerah Terpencil. Pemerintah
Kabupaten Keerom.
Regarding the Establishment of Schools
Participating in the Pre Trial of Policy on the
Service in Remote Areas)
Penetapan Wilayah Pelayanan Khusus (Pinggiran,
Perbatasan, Terpencil, dan Terisolasi/Sangat
Terpencil). Pemerintah Kabupaten Keerom.
Regarding the Establishment of Special Service Area
on Periphery, Borders, Remote, and
Isolated/Extremely Remote)
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Bupati Keerom. 2013. Peraturan Bupati Nomor 2C Tahun 2013 Lampiran
II Tentang Tambahan Penghasilan Bagi Pendidik
dan Tenaga Kependidikan yang Bertugas di Daerah
Khusus. Pemerintah Kabupaten Keerom.
(Regulation of Keerom Regent Number 2C Year
2013 Attachment II Regarding Additional Salary
for Teachers and Support Staff who Work in
Special Area)
Bupati Ketapang. 2015. Surat Keputusan Nomor 304/DISDIK-C1/2015
Tentang Petunjuk Teknis Pelaksanaan Pra Uji Coba
Pelayanan Pendidikan. Ketapang
(Decree of Ketapang Regent Number 304/DISDIK-
C1/2015 Regarding the Technical Guideline of the
Implementation of the Trial of Policy on the
Service)
Bupati Ketapang. 2015. Surat Keputusan Nomor 197/DISDIK-A.2/2015
Tentang Tambahan Penghasilan Bagi Pendidik dan
Tenaga Kependidikan yang Bertugas di Daerah
Khusus. Ketapang.
(Decree of Ketapang Regent Number 197/DISDIK-
A/2015 Regarding Additional Salary for Teachers
and Support Staff who Work in Special Area)
Bupati Ketapang. 2014. Nota Kesepakatan Bersama Nomor:
02/TNP2K/03/2014 dan Nomor:
800/00474/DIKNAS/KT.1 Tentang Pra Uji Coba
Pelayanan Pendidikan. Pemerintah Kabupaten
Ketapang
9
of Ketapang, West Kalimantan Province Regarding
the Pre Trial of Policy on the Improvement of
Education Accountability and Service)
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Terpencil. Pemerintah Kabupaten Ketapang.
(Regulation of Ketapang Regent Number 12 Year
2014 Regarding the Implementation of the Pre Trial
of Policy on the Improvement of Education
Bupati Ketapang. 2014. Surat Keputusan Nomor 336/BAPPEDA-C/2014
Tentang Pembentukan Tim Koordinasi Pelaksanaan
dan Pelayanan Pendidikan. Pemerintah Kabupaten
Ketapang.
(Decree of Ketapang Regent Number
336/BAPPEDA-C/2014 Regarding the
Establishment of Coordinating Team for
Implementation of the Pre Trial of Policy on the
Service)
Bupati Ketapang. 2014. Surat Keputusan Nomor 710/DIKNAS/2014
Tentang Penetapan Sekolah Peserta Pra Uji Coba
Pelayanan Pendidikan di Daerah Terpencil.
Pemerintah Kabupaten Ketapang.
9
(Decree of Ketapang Regent Number
710/DIKNAS/2014 Regarding the Establishment
of Schools Participating in the Pre Trial of Policy on
the Improvement of Education Accountability and
Service in Remote Areas)
Kepala Dinas Pendidikan dan Pengajaran Kabupaten Keerom. 2014.
Petunjuk Teknis Tentang Pemberian Tambahan
Penghasilan Bagi Pendidik dan Tenaga
Kependidikan yang Bertugas di Daerah Khusus.
Pemerintah Kabupaten Keerom
(Technical Guideline for the Payment of Additional
Salary for Teachers and Support Staff who Work in
Special Area 2014)
Mc Kenzie, Philip. 2014. Studi Ketidakhadiran Guru di Indonesia. Jakarta:
Analytical and Capacity Development Partnership
(ACDP).
(Teachers Absenteeism Study in Indonesia)
Tim Kiat Guru-TNP2K. 2014. Panduan Bagi Tim Daerah Kiat Guru dalam
Memfasilitasi Pertemuan Pra Uji Coba Kinerja dan
Akuntabilitas Guru (KIAT Guru). Jakarta.
(Guideline for KIAT Guru Regional Team in
Facilitating a Meeting for Pre-trial of Teachers
Performance and Accountability)
Toyamah, Nina, dkk. 2010. Teacher Absenteeism and Remote Area
Allowance Baseline Survey. Jakarta: SMERU
Research Institute.
9
Annex 1: Description of Kiat Guru Pre Pilot Schools
KIAT GURU PRA PILOT SCHOOLS

(Process Studies Improving Teacher Accountability and Performance
in Remote Areas)
A. Ketapang Regency
SDN 30 Nanga Tayap (public elementary school 30 Naga Tayap)
is located in Mendauk Sub-village, Nanga Tayap Village, Nanga Tayap
District, Ketapang Regency. The elementary school is about 1.5 KM from
the main road Nanga Tayap-Central Kalimantan. The position of the
school is precisely on the the entrance of Mendauk Sub-village, quite
close to the district center and relatively easy to access.
is located in Sei Pandan Sub-village, Siantau Raya Village, Nanga Tayap
District, Ketapang Regency. In the rainy season, it needs to use a
tandem-axle vehicle to reach the elementary school since the road
condition is very muddy. The traveling time from the district center to
SDN 38 Nanga Tayap is about 4 hours.
is located in Siantau Sub-village, Siantau Raya Village, Nanga Tayap
District, Ketapang Regency. The school is only 10 KM from SDN 38
Nanga Tayap. The school location is deeper into the oil palm plantations
and the access road is narrow, only as wide as the width of a car. The
condition of the road is worse than the road to SDN 38 Nanga Tayap.
SDN 12 Tumbang Titi (public elementary school 12 Tumbang
Titi) is located in Pamuatan Batu Sub-village, Nanga Kelampai Village,
Tumbang Titi District, Ketapang Regency. The village can be reached by
road from Sungai Melayu. The distance is about 21 KM from the district
center. The access road is reasonably good.
9
Titi) is located in Riam Jaya Sub-village (Sub-village 2), Beringin Rayo
Village, Tumbang Titi District, Ketapang Regency. The school is at the
threshold of the upper Pesaguhan river and can be faster to reach by the
path through the woods with a narrow path condition. Traveling by 4-
wheeled vehicle will have to take a detour through an acacia logging
companys site and through Nanga Tayap District. The traveling time
may take 3-4 hours.
Titi) is located in Patebang Sub-village, Patebang Jaya Village, Tumbang
Titi District, Ketapang Regency. The school is 21 KM from the district
center. Access to the school is still a dirt road and difficult to pass by
using vehicles. The traveling time by using a 4-wheel vehicle may take
about 3 hours drive.
Titi) is located in Kute Belian Sub-village, Titi Baru Village, Tumbang Titi
District, Ketapang Regency. The village is a division of Tumbang Titi
Village in 2006, which is the administrative centre of Tumbang Titi
District. Access to Titi Baru Village is paved and in good condition. Titi
Baru Village is only 2 KM from the district center. To reach SDN 20, it is
still about 7 KM from the village hall with narrow road access and can
only be traversed by using a 2-wheel vehicle. The condition of road is a
damaged dirt road between the rubber and oil palm plantations. The
travel time takes around 20 minutes
9
SDN 33 Nanga Tayap (public elementary school 33 Nanga Tayap)
is located in Cali Sub-village, Pangkalan Teluk Village, Nanga Tayap
District, Ketapang Regency. The village is at the very tip of the Nanga
Tayap District. The road condition is a damaged dirt road with potholes.
To reach the village, it takes 3-4 hours drive from the district center by
using 4-wheel vehicles. The road condition to the village is a dirt road
with deep potholes. During the rainy season the road condition is much
worse and very muddy
Titi) is located in Sub-village III, Pemuatan Jaya Village, Tumbang Titi
District, Ketapang Regency. Access to reach the village is better than to
the other villages in Tumbang Titi District and Nanga Tayap District.
Pemuatan Jaya Village can be reached within a 2-3 hours drive.
SD 27 Tumbang Titi (public elementary school 27 Tumbang Titi)
is located in Lembawang Sub-village, Belaban Tujuh Village, Tumbang
Titi District, Ketapang Regency. Belaban Tujuh Village is located next to
Pamuatan Jaya Village with the relatively same travel time as to reach
the village.
B. Keerom Regency
SDN Ampas (Ampas public elementary school) is located in
Ampas Village, Waris District, Keerom Regency. The village can be
reached within 1 hour from the capital city of Keerom Regency. There
are four-wheeled public transportations available passing accross
Ampas Village although only at certain times. Road access to reach
Ampas village is well paved with winding and climbing conditions. Some
road segments are prone to landslides and muddy.
9
SDN Kibay (Kibay public elementary school) is located in Kibay
Village, Arso Timur District, Keerom Regency. The village is located at
the easternmost tip of Arso Timur District. Kibay Village is directly
bordered by Papua New Guinea to the east, only bordered by a shallow
river named Kali Asin. The access for vehicle is difficult with the
condition of gravel road since it is still a new opened road. It has to pass
through oil palm plantations which are sometimes muddy to reach Kibay
Village so that the travel time takes longer for a 60 KM distance from the
regency capital
SD YPK Pikere (an elementary school managed by Educational
Foundation for Christians) is located in Ujung Karang Village, Arso Timur
District, Keerom Regency. The village is developed and has good and
wide road access since the existence of oil palm company. Ujung Karang
Village may be reached about 2 hours drive from the regency capital.
There is no public transportation passing by, however, in the regency
capital there are many available private vehicles which can be rented,
instead.
SD YPPK Kenandega (an elementary school managed by Catholic
Education and Schooling Foundation) is located in Kallifam Village,
Waris District, Keerom Regency. The school is located at the end of
Kalifam Village road. Kalifam Village is about 90 KM from the capital of
Keerom Regency. To reach Kalifam Village it will take about 3 hours
using a 4-wheel vehicle. The access road has been paved, but some road
segments are damaged by landslides.
SD YPPK Pulboa is located in Kalipau Sub-village, Yuwainda
Village, Waris District, Keerom Regency. Yuwainda Village is located on
Trans Papua Waris-Ubrub road. Access to the village is quite good, The
road is widely built and paved, however, the condition is just the same
as in Kalifam Village since both villages are located close to each other
9
SDN Inpres Bompai (Presidential Instruction for public
elementary school) is located in Bompai Sub-village, Kalimo Village,
Waris District, Keerom Regency. Bompai Sub-village is at the confluence
of Kalibom River and Kalipai River so the Sub-village is named Bompai.
The school is located in the middle of sub-village and the available road
is paved. To Kalimo Village will only take 1 hour from Yuwainda Village
and the access to the village is easy and good.
SD YPPK Epinosa is located in the same village with SDN Inpres
Bompai. The school is precisely located in the middle of Kalimo Sub-
village and constructed in the middle of residential areas. However, the
elementary school is quite far to reach from two other sub-villages in the
Kalimo Village, Waris District. Kalimo Village is on Trans Papua Senggi-
Waris road
SD Inpres Kriku is located in Kriku Village, Arso Timur District,
Keerom Regency. The travel time from the regency capital is about 2
hours by using a 4- wheel vehicle. The taken route is passing through
palm oil plantations on a narrow and bumpy macadam road. Teaching
and learning activity in Kriku Village once was stopped for 2 years due
to teacher absenteeism.
SD YPK Skofro is located in Skofro Village, Arso Timur District,
Keerom Regency. To reach Skofro Village it will take 2 hours from the
regency capital. Skofro Village is next to Kriku Village and directly
bordered by Papua New Guinea to the east. Access to reach Skofro
Village is quite good by using the same route as the route to reach Kriku
Village.
SD YPK Sangke is located in Sangke Village, Arso Timur District,
Keerom Regency. The village is about 40 KM from the regency capital
and it takes about 2 hours drive. Sangke Village is easily accessible
though most of the streets are still macadam narrow roads and many
trees and plants grow along the sides of the road.
9
SD YPK Mahanaim Yetty is located in Yetty Village, Arso Timur
District, Keerom Regency. Yetty Village is the administrative centre of
Arso Timur and far enough from the regency capital. The distance from
the regency capital to Yetty Village is about 44,5 KM which can be
reached within 2 hours by using a 4- wheel vehicle. The road to reach the
village is quite wide yet still a macadam road with potholes.
C. Kaimana Regency
SD YPK Namatota is located in Namatota Village, Kaimana
District, Kaimana Regency. The distance from Kaimana Regency Capital
to Namatota Village is about 21 KM and it can only
be reached by using boat / motorboat with the traveling time of about
one hour by using 80 HP engine.
SD Inpres Bofuwer is located in Wanggita Village, Teluk Arguni
Atas District, Kaimana Regency. Wanggita Village is a division of Bofuwer
Village. Teluk Arguni Atas District lies in the west of Kaimana Regency
Capital with the distance of about 80 kilometers. A motorboat should be
used to reach the school with the traveling time of abut 3 hours by using
80 HP engine. SD YPK Sawatawera is located in Rafa Village, Teluk
Arguni Atas District, Kaimana Regency. Rafa Village was formed after the
relocation of Sawatawera Village from Sefenum Island to the mainland.
Rafa Village is about 18 KM from the district center with the traveling
time of 30 minutes by using motorboat. To reach the settlement it needs
to continue on walking 2 KM. If the river water is at high tide level, a
small motorboat may go up to the settlement through the small river
which flows dividing the forest. Rafa Village can be reached from
Bofuwer Village by using a 4- wheel vehicle.
SD YPK Lobo is located in Lobo Village, Kaimana District, Kaimana
Regency. The village is at the seaside, in the east of Kaimana Regency
Capital with a distance of about 40 KM. From Kaimana Regency Capital
to Lobo Village, it can only be reach by sea for about 3-5 hours.
9
SD Inpres Foroma Jaya is located in Murano Village, Kaimana
District, Kaimana Regency. The distance from regency capital to the
village is about 26 KM, however, it can only be reached by motorboat and
it takes about 2-3 hours. The school is the one and only elementary
school in the village.
SD Inpres Mai Mai is located in Mai Mai Village, Kaimana District,
Kaimana Regency. The distance from regency capital is about 17 KM and
it can only be reached by motorboat and it takes about 1-2 hours. The
school is the one and only elementary school in Mai Mai Village.
SDN Mahua is located in Feternu Village, Teluk Arguni Atas
District, Kaimana Regency. The village is a small island called Mahua.
When the village was relocated, the elementary school was moved to
Feternu Village which lies precisely at the seaside and the distance is
only 4 KM. The distance from regency capital to the village is about 75
km and it can only be reached by using a boat or a motorboat as the
transportation and it takes about 3-5 hours. The distance from the center
of Teluk Arguni Atas District to Feternu Village is about 5 KM by crossing
the waters of Arguni Gulf.
SD Inpres Fudima is located in Fudima Village, Teluk Arguni Atas
District, Kaimana Regency. From Kaimana Regency Capital to reach
Fudima Village, it can be reached by using boat or longboat with 40 HP
engine for about 2-3 hours. From the pier of Fudima, the trip continues
on foot about 1 KM to reach settlements. The elementary school is the
one and only school in the village. SD Inpres Tugarni is located in Bayeda
Village, Teluk Arguni Atas District, Kaimana Regency. Bayeda Village is a
division of Tugarni Village can be reached within a travel time of about
4-5 from the regency capital.
9
SD YPK Tiwara is located in Tiwara Village, Teluk Arguni Atas
District, Kaimana Regency. Tiwara Village can be reached within 2-3
hours from the regency capital. The small village is the waters and it can
only be reached by sea with 80 HP engine.
Of 3 regencies as research areas of KIAT Guru, the average of
selected schools are located in rural areas and borders. All villages with
selected elementary schools are in the category of village with minimum
public facilities and the signal from Base Transceiver Station is too weak
to cover. the average of schools are built in the middle of settlement and
the children go to school on foot. There is no public transport operating
to or within the village. In general schools in Ketapang Regency have to
be reached by using a tandem-axle vehicle since the road condition tends
to be very muddy For all schools in Kaimana it has to use a motorboat to
reach the villages. Schools in Keerom are relatively easy to reach by road
with four-wheeled vehicles.
The provided schools in the villages are quite easy to reach by the
children, for instence in Kaimana Regency. The average of settlements
are in the small islands at the seaside. However, this condition is
contrary to the position of teachers who have difficulty to get into the
village and out of the village as the islands are prone to the high seas and
rolling waves. To go to villages in Kaimana, people have to be good at
forecasting the weather and time. To reaches the villages located in
Teluk Arguni Atas area, it is strongly influenced by the high and low tide
of sea water. Rafa and Fudima are two of the most difficult villages to
reach. The type of boat also greatly affects the ability to safely reach the
villages especially in Kaimana District which is in the waters of the open
sea. The situation will be getting worse during high seas and rolling
waves.
9
In Ketapang the difficulties deeply felt in reaching the school is
due to rough terrain which must be traversed and thus it requires a long
travel time. Both Nanga Tayap District and Tumbang Titi District have
the same road condition. In almost all villages, the access roads are
muddy which it requires to use a tandem-axle vehicle to reach them.
Moreover in rainy season, the tandem-axle vehicle is the best choice
which can be used to reach the school. SDN 30 Nanga Tayap located in
Mendauk Sub-village is a school with the most accessible location from
the regency capital, however, there is no available electricity network in
the village. SD 10 Nanga Tayap and SD 14 Tumbang Titi are examples of
the most inaccessible schools. Another example is SDN 33 Nanga Tayap,
to reach the village, there is no settlement along the way through yet
there is only forests and plantations of palm oil, rubber, and mahogany,
instead.
In Keerom Regency some children living in the sub-villages far
from the school have to walk about 30 minutes because there is no public
transportation into and within the villages. The elementary school
becomes the one and only formal education facility in the village with all
the existing limitations and public facilities which are not properly
provided yet in the village. There are 2 elementary schools in Arso Timur
District which have not delivered the teaching and learning activities for
2 years. This makes the children have to travel further to go to the
available school in the nearby village.
All villages in Keerom can be reached by road using a 4- wheel
vehicle. On some road segments, there are landslides frequently
occurring and vehicles should turn back. There is no available electricity
network in the villages in Keerom Regency and the condition at night is
quite vulnerable because of the darkness. For such reason, traveling at
night shoulb be avoided. In Keerom Regency, the most difficult village to
reach is Kibay Village. Although the village is not far from the center of
Arso Timur District however the village is located at the end of the
district and the access to the village is still a newly opened road with the
condition of slippery gravel macadam. In villages in Waris District, the
road access is relatively better and paved.
9
Annex 2 : Regulation of KIAT Guru Pre-trial
Table 14. Regulation of KIAT Guru Pre-trial in 3 Regencies

NO Regulations Ketapang Regency Keerom Regency Kaimana Regency
Date Of Establishment and Date Of Establishment Date Of Establishment
its Decree and its Decree and its Decree
1 MoU between Local No: 03/TNP2K/03/2014 No: 04/TNP2K/03/2014 No: 02/TNP2K/03/2014

Government and No: 800/00474/DIKNAS/KT.1 No: 420/104/BUP/2014 No: 400/482/2014
TNP2K 2 April 2014 2 April 2014 2 April 2014
2 Regional SK No 336/BAPPEDA C/2014 SK Bupati No 42 Tahun SK Bupati No
coordinating Team 18 Juni 2014 2014 420/87/IV/2014
Establishment 12 Mei 2014 14 April 2014
Regional - SK Bupati No 11 Tahun -
coordinator Team 2015
Amandement 26 Januari 2015
3 Pilot Activities Perbup No 12 Tahun 2014 Perbup No 4 Tahun 2014 Perbup No 3 Tahun 2014
Implementation 18 Juni 2014 23 Mei 2014 12 Mei 2014
Policies to Improve
Accountability &
Education Services
in Remote Area
The Establishment SK No 710/DIKNAS/2014 SK Bupati No 132 Tahun SK Bupati No
4 of Treatment Group 30 Desember 2014 2014 421/176/X/2014
4 Desember 2014 Attachment I
1 Oktober 2014
5 The Establishment SK No 710/DIKNAS/2014 SK Bupati No 133 Tahun SK Bupati No
of Participating 30 Desember 2014 2014 421/176/X/2014
school 4 Desember 2014 Attachment I
1 Oktober 2014
Sourch: The Prime Data, 2015
9
Annex 3 : The coordinating teams in the pre-trial regencies of KIAT Guru
Table 15. The Coordinating Teams in the pre-trial regencies of KIAT Guru
Members Ketapang Regency Keerom Regency Kaimana Regency
Coordinating Supervisor : Regent Regional Secretary Chairperson : Regent
Committee
Coordinator : Vice Regent Vice Chairperson : Vice Regent
Member : Head of Regional Member : Head of Regional
House of Representatives House of
Representatives
Person(s) in Regional Secretary Chairperson : Head of Regional Regional Secretary
Charge Development
Planning Agency
Members : 1. Head of Regional
Agency of
Finance and
Asset
Organizer
2. Regency Inspector
Executive Chairperson : Head of Regional Chairperson : Assistant of Chairperson : Head of Education Office
committee Development Planning Agency General
Vice Chairperson : Head of Regional
Administration
Vice Chairperson : Head of Development
of Regional
Education Office Planning Agency
Secretariat
Secretary : Secretary of Secretary I : Head of Organization
Members :
Education Office and Finance of
1. Head of Legal and Legislation Regional Secretariat
Members:
of Regional Secretariat
Secretary II : Head of Management
1. Head of Finance Division 2. Secretary of Head of
and Infrastructure
of Regional Secretariat Regional Development
Section of Elementary
2. Secretary of Regional Planning Agency
Education Division,
Development Planning 3. Head of Program Subdivision
Education Office
Agency of Teaching and Learning
3. Head of Legal of Regional Office Members:
Secretariat 4. Head of Budgeting of
1. Regional Officer for Finance and
4. Head of HRD of Education Regional Agency of Finance
Asset Management
Office and Asset Organizer
2. Head of Legal Bureu of Regional
5. Head of Government and 5. Head of Socio-culture
Secretariat
Socio-culture Division of Division of Regional
3. Elementary School Supervisor at
Regional Development Development Planning
Teluk Arguni Atas Sub District
Planning Agency Agency
4. Head of Finance Subdivision of
6. Camat/Head of Tumbang
Education Office
Titi Sub District
5. Education Office Staff
7. Camat/Head of Nanga
6. Teacher Association of the
Tayap Sub District
Republic of Indonesia (PGRI)
Sourch: The Prime Data, 2015
9
Anex 4: Activitiess Pictures
1). Qualitative Activitiess Pictures
Indepth Interview with Sub Focus Group Discussion with

District Facilitator (Ketapang) Students (Ampas, Keerom)
Focus Group Discussion with

Elementary Schools Graduate
(Bofuwer, Kaimana)
9
2). Quantitative Activitiess Pictures
Interview with Students Parent Interview with Students Parent in

in SDN 10 Nanga Tayap SD YPPK Kenandega (Banda,
(Ketapang) Keerom)
Interview with Students Parent

in SD Inpres Tugarni (Kaimana)
9
3). Teacher Absence Survey Activitiess Pictures
Teacher Absence Surveys Teacher Absence Surveys

Interview in SDN 10 Nanga Tayap Observation in SD Bompai
(Ketapang) (Keerom)
Teacher Absence Surveys

Observation in SD Inpres Mai Mai
(Kaimana)
9
4). Student Learning Assessment Activitiess Pictures
Student Learning Assessment in Student Learning Assessment

SDN 12 Tumbang Titi (Ketapang) in SDN Kibay (Keerom)
Student Learning Assessment

in SD Inpres Foromajaya
(Kaimana)

Qualitative Analysis Report KIAT Guru

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Qualitative Analysis Report KIAT Guru

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TABLE OF CONTENTS

Table 1. Target Areas for KIAT Guru Pre-trial ................................................. 12

performed on 15-year old students also showed a similar result. The

(FPL)/Service Assessment Form (SAF), and Komite Pengguna Layanan

discussion, and decision making in KPLs monthly meeting. The main

teachers presence, teacher assessment by using FPL and the mechanism

c. Parties which perform the activities, are (1) Regency Coordinator

Table 1. Target Areas for KIAT Guru Pre-trial

Kabupaten Ketapang Kabupaten Keerom Kabupaten Kaimana

b. The discovery of the underlying causes, reasons, mechanism, process

Table 2. List of KIAT Guru Research Samples

Methods of Data Collection Locations Respondents

Qualitative instrument aims at 1) documenting the realization

Guru activities, the study aims at documenting evaluation process done

particularly agreement amendment, FPL and decision making about the

Student Learning Assessment instrument (SLA) is used to

Related to the number of rounds, paper pencil method and

of 8 rounds while paper pencil method consists of only 6 rounds. In paper

In addition to observation, the team also meets some parties such as

The main objective of questionnaire for students parents is to dig

education, the knowledge of parents on School Committee and KPL,

money spent for education, parents participation in social activities,

2.1 Legal Basis of KIAT Guru

2. The involvement of the society in the arrangement of service

teachers attendance, assessment of students learning outcomes,

of Accountability Improvement and Education Services in Remote Areas.

Table 3. The Pre-trial Schools According to Treatment Group

Kabupaten Ketapang Kabupaten Keerom Kabupaten Kaimana

5. YPK = Christian Education Foundation

Group A is the one with the treatment component that consists of

Government Apparatus Unit) and sharing the results to the community

supervision for the implementation of education services. The

3. The facilitation of FPL arrangement which will be used by KPL for

The Mechanism of Allowance Payment

Source: Perbup No 12 of 2014 Ketapang Regency,

Meanwhile in Kaimana regency, the calculation is done in which

given according to teachers attendance. Meanwhile in Keerom Regency,

Table 5. The Amount of the Remote Area Allowance in Keerom Regency

Table 6. The Amount of Zone Allowance in Kaimana Regency

No Zone Zone Allowance Zone Allowance for

Tim Korda structurally consists of steering committee, person-in-

The KIAT Guru is an initiative by TNP2K to improve the education

payment transparency, and relating the teacher's allowance payment to

with a variety of legislations. The legislations can be grouped into three.

the right target, the right amount, and on time to teachers

This activity is necessary for the implementation of the regency-

elementary education services. Therefore, Korkab maps the

as the non-formal stakeholders playing roles in the given regency

c. Village Meetings with Children

activities and the establishment of the schedule of the

organizing the meetings and providing refreshment, (3) the

h. Meetings with Service Users of Children of Elementary

l. Meetings to Establish Service User Committee

people in charge of a given job and supervision schedule of the

2. Regular Monthly Meetings

The distance among the studied villages were far enough in

Kaimana Regency generally come from the original tribes of Papua.

The total population in each village is relativey low which is not

Regency, its population is quite high when compared to other villages as

Regencies Villages Men Women Total

3.1.2 Economic Social and Cultural

Kaimana, Ketapang and also in Keerom regency, there is no

consider fam (tribe) in choosing the chief of village. A candidate who

3.1.4 The Condition of Education