Journal of Education and Learning (EduLearn)

Vol. 18, No. 1, February 2024, pp. 79~88

ISSN: 2089-9823 DOI: 10.11591/edulearn.v18i1.20908  79

Teachers' experiences in sekolah penggerak program:

a retrospective case study

Rian Vebrianto1, Neni Hermita2, Dedi Irawan2, Iqbal Miftakhul Mujtahid3, Musa Thahir4
1
Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sultan Syarif Kasim Riau, Pekanbaru, Indonesia
2
Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru, Indonesia
3
Department of Public Administration, Faculty of Law, Social and Political Sciences, Universitas Terbuka, Pekanbaru,
Indonsesia
4
Faculty of Tarbiyah and Teacher Training, Institut Keislaman Tuah Negeri, Pelalawan, Indonesia

Article Info ABSTRACT

Article history: The Sekolah Penggerak program is one of the Indonesian Government's
efforts to realize the vision of Indonesian education, namely an advanced
Received Apr 19, 2023 Indonesia that is sovereign, independent, and possesses the Pancasila
Revised Oct 5, 2023 personality. As the leading actors in education, teachers play an important
Accepted Oct 23, 2023 role in implementing educational programs. This study was carried out to
examine the experiences of teachers involved in the Sekolah Penggerak
Keywords: program regarding the impact of implementing the program. This study is
qualitative with an exploratory case study design and a retrospective
Impact approach. The participants in this study were 15 mover teachers willing to
Reflection participate, selected using a purposive sampling technique. To collect data,
Retrospectives an open-ended questionnaire, and semi-structured interviews were used. The
Sekolah Penggerak program results of the study reveal that, in general, the Sekolah Penggerak program
Teachers has a positive impact on teachers, namely helping them change mindsets to
be more innovative in utilizing student-focused learning, and on students,
namely increasing their motivation and critical skills. The experiences after
participating in the Sekolah Penggerak program also direct teachers to be
involved in collaborative reflective practice of program implementation to
produce teachers who are more professional so that this program runs more
effectively in the future.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Rian Vebrianto
Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sultan Syarif Kasim Riau
Pekanbaru, 28154, Riau, Indonesia
Email: [email protected]

1. INTRODUCTION
Education is one of the most important factors affecting the quality of human resources and the
progress of a nation. The educational process can give birth to creative and innovative ideas in the dynamics
of times. Education makes a major contribution to the progress of a nation [1]–[2]. For this reason, education
is a useful obligation for creating human resources. According to Usman [3], the educational process is
carried out to develop quality human resources because quality human beings are the results of good
educational attainment.
Based on research by Ismawati et al. [4], related to academic rankings in programme for
international student assessment (PISA), it shows that Indonesia is still in the lowest ranking, namely 65th
out of 69 participating countries in 2015 or 74th out of 79 participating countries in 2018. When compared to
neighboring countries, namely, Singapore, Malaysia, Thailand, and the Philippines, Indonesia is also still in

Journal homepage: http://edulearn.intelektual.org

80  ISSN: 2089-9823

the lower rank. This shows that the quality of education in Indonesia is still low. The success of quality
education can be influenced by several factors, namely internal and external, thus it still creates many gaps
[5]. Broadly speaking, it can be seen that the portrait of education in Indonesia certainly requires a system to
overcome problems by creating educational supervision and evaluation. This is directed at the goal of
Indonesian education which must develop to be more advanced so as to achieve success.
Curriculum development is one tool to improve the quality of education. Appropriate educational
policies can be seen in the implementation of the applied curriculum because "curriculum is the heart of
education" which determines the continuity of education [6]. In addition, according to VanTassel-Baska [7],
the curriculum functions as adaptation, integration, differentiation, preparation, selection, and diagnosis. This
makes the curriculum one of the most important components in the educational process of a nation [8].
At this time, a new curriculum was introduced in Indonesia, namely the Merdeka (independent)
curriculum. This curriculum is defined as a lesson plan that offers opportunities for students to learn in a
calm, relaxed, enjoyable, stress-free, and pressure-free manner to demonstrate their natural abilities. The
Merdeka (independent) curriculum focuses on freedom and creative thinking. One of the independent
learning programs proposed by the Ministry of Education and Culture is the Sekolah Penggerak program.
This program is designed to support each school (in Indonesia) in creating generations of lifelong learners
who possess the Pancasila personality.
The existence of the Merdeka (independent) curriculum is a restructuring of the Indonesian national
education system. This declaration was welcomed in the framework of the nation's transformation and
progress to adapt to changing times [9]. In line with that, the Minister of Education, Nadiem Makarim, stated
that education reform cannot only be carried out administratively but must lead to cultural changes [10]. As a
result, this Sekolah Penggerak's curriculum covers topics related to life in society, the country, and the state
[11].
The Sekolah Penggerak program is one of the efforts to realize the vision of Indonesian education,
namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality [11].
Sekolah Penggerak program are schools that focus on developing student learning outcomes holistically by
realizing a Pancasila student profile that includes competence and character starting with superior human
resources (principals and teachers). Among them are competence (literacy) and character, starting from
superior human resources (principals and teachers). The Sekolah Penggerak program is a continuation of the
previous school development program which functions to accelerate the upgrading of public/private schools
to a higher level in all schools. This activity will be carried out in stages and integrated into all schools
implementing the Sekolah Penggerak program in Indonesia [12].
The success of everything in the world of education requires the role of teachers. In accordance with
the opinion of Puspitarini and Hanif [13], teachers are a preferred subject and are expected to be a driving
force for positive productive activities for students. As is well known, most of the major talks on education
focus on how to find the best way to achieve quality education to produce credible talent in both academic
and non-academic fields [14], and teachers play a big role in this. Teachers are a key element in education,
where they become facilitators and have the greatest influence on all units in the teaching and learning
process [15]. The success or failure of the learning process lies in the hands of teachers as administrators,
who also provide knowledge and build student character [16]. Therefore, teachers as an educator is a very
important profession in the life of a nation.
The important role of teachers requires them to continue to be able to meet the demands of a
curriculum that always keeps up with changing times [17], [18]. In this case, teachers in Indonesia are now
required to be able to understand and implement the Merdeka (independent) curriculum in their teaching
[19]. Therefore, the teaching profession is required to continue to improve professionalism. Every time there
is a new policy in education that must be implemented in schools, teachers must always be involved [17].
This includes the Sekolah Penggerak program—where readiness of teachers to implement this program is
required [20]–[24]. Quoted by Junaedah et al. [25], readiness is a person's ability (physical and mental) to
carry out an activity thoroughly [26]. Therefore, in the world of education, teacher readiness is crucial in
determining the success of learning [27].
Teachers in the Sekolah Penggerak program, or also known as mover teachers, are agents of reform
who should truly understand the Merdeka (independent) curriculum [22], namely a learning process that is
student-centered and thus promotes collaboration between school administration and other learning
communities [28]. They are expected to be able to mobilize and become an example for other teachers
regarding the implementation of 'independent learning' [28], [29]. However, one important thing to note is
that every time there is a curriculum change and a new policy is introduced, new challenges will definitely
arise in the implementation process [30]. As the leading actors in education, it is undeniable that teachers are
often the ones who feel the most impact [31]. If the curriculum changes, of course, the teaching materials and
even the learning process will also change, and teachers must be able to prepare themselves mentally and

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materially to adapt learning to the demands of the latest curriculum policies. Therefore, it is not surprising
that in the process of implementing educational programs initiated by the government, such as this Sekolah
Penggerak program, teachers encounter many new problems [32].
From the description above, this study sought to explore the experiences of teachers in
implementing the Sekolah Penggerak program. This is useful for ensuring that this program is evaluated,
reflected, and paid attention to in detail so that the program can achieve what is expected; namely advanced
Indonesian human resources who are sovereign, independent, and possess the Pancasila personality [20].

2. RESEARCH METHOD
This study is qualitative with an exploratory case study design [33] and a retrospective approach was
adopted to examine the experiences of teachers involved in the Sekolah Penggerak program regarding
reflection in implementing the program. This study reports mainly qualitative data collected from the
participating teachers. This study is strengthened as a justification for using a qualitative method [34] and the
view that all studies on reflection on the Sekolah Penggerak program activities use qualitative methods. The
researchers proposed the following questions:
− Regarding the impact of the Sekolah Penggerak program on student learning, how do you feel about your
experiences in this school program?
− What do you think was the most extraordinary learning moment while participating in this Sekolah
Penggerak program?
− What (if anything) would you change about the way you teach and behave in the future? What is the
evidence of this felt impact?
This process is called evaluation which functions to ensure sources of information related to the
implementation of the Sekolah Penggerak program, which involves the experiences of teachers. Participants
were selected because they already have experience in participating in the Sekolah Penggerak program.
Therefore, the required data are described in a complete and clear manner.

2.1. Research participants

The selection of participants in your research involved a purposeful approach, considering various
factors such as gender representation, employment status, and certification status. Purposeful sampling
allows for a diverse representation, ensuring a comprehensive perspective on the Sekolah Penggerak program
in Riau, Indonesia. By including teachers from both private and public schools, you capture insights from
different educational contexts, enriching the breadth of your research. Additionally, detailing the criteria used
for participant selection enhances the transparency of your sampling strategy, contributing to the overall rigor
of your study. If you have more specific details or aspects you'd like to emphasize, please provide further
instructions. This research involved 15 teachers willing to participate, from private and public schools, who
participated in the Sekolah Penggerak program in Riau, Indonesia. Participants were selected purposively by
considering their gender representation, employment status, and certification status, as presented
in the Table 1.

Table 1. Demographic information of participants

Participant Gender Employment status Working period Certification status
Q#1 Female Civil servant 17 years 8 months Certified
Q#2 Female Civil servant 19 years Certified
Q#3 Male Civil servant 40 years Certified
Q#4 Female Non civil servants 7 years Not yet
Q#5 Male Civil servant 7 years Certified
Q#6 Male Civil servant 17 years Certified
Q#7 Female Non civil servants 10 years 7 months Not yet
Q#8 Male Non civil servants 6 years Not yet
Q#9 Male Non civil servants 4 years Not yet
Q#10 Female Civil servant 4 years Certified
Q#11 Male Non civil servants 12 years Certified
Q#12 Male Civil servant 27 years Certified
Q#13 Female Non civil servants 9 years Not yet
Q#14 Female Civil servant 20 years Certified
Q#15 Female Civil servant 15 years Certified

2.2. Data source

In this study, data collection was carried out through a qualitative questionnaire [35] and semi-
structured interviews [36]. Semi-structured interviews were used to give participants the opportunity to think

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about a series of answers [37] as well as to find out the implementation of the Sekolah Penggerak program
received by teachers from the pleasant and unpleasant experiences felt by them when the Sekolah Penggerak
program was carried out.
Technically, all participants first completed an online survey regarding the impact of their
experiences in the Sekolah Penggerak program on student practice and learning. The information for the
preparation of survey items was taken from previous studies [37]–[39] related to professional development;
then question items were developed and adapted from a study by Carpenter and Krutka [40]. Data were
collected based on the experiences of teachers in implementing the Sekolah Penggerak program. Throughout
this process, to encourage them to share their ideas and experiences in teaching, participants were asked to
write several reflection papers on various topics such as i) their experiences as participants, ii) their
experiences as teachers of the Sekolah Penggerak program, iii) reflection on the Sekolah Penggerak program.
For the process of preparing these papers, participants followed the guidelines given by [41].

2.3. Data analysis

Data obtained through the qualitative questionnaire containing open-ended questions—and the
results from semi-structured interviews were first prepared in hard copies, including data collected from
reflection papers, discussion sessions, and interviews. Thematic analysis was used to analyze the existing
qualitative questionnaire data and interview data [42], [43]. The steps of the analysis refer to [44]. Then,
reflection papers and discussion sessions were categorized separately for each individual—and any
comments or questions addressed to and received by participants from each other, were also listed in each
individual's folder. For the results from semi-structured interviews, researchers first completed verbatim
transcription by writing down every detail that appears in speech, including repetition, incomplete speech,
and affective expression (i.e., laughter). In addition, during the transcription stage, researchers took notes
about participants' initial themes to build bridges between data collection and analysis [45].
Then, hard copies of the reflection papers, discussion sessions, and interview transcripts were
compiled. To provide anonymity, we assign each participant a code. This categorization activity is adjusted to
the directives. To identify themes, the qualitative questionnaire and interview data were reduced and
summarized using this categorization process [46] and content-based data labeling. Then the data obtained were
analyzed using descriptive analysis. Validation of the data obtained was displayed and discussed by inserting
the opinion of researchers regarding the participant's answers. This study is strengthened by previous studies, so
the discussion of data analysis results becomes more comprehensive by triangulating data sources.

3. RESULTS AND DISCUSSION

The data analysis focused on capturing participants' (teachers') perceptions of how their involvement in
the Sekolah Penggerak program influenced student practice and learning. The outcomes of this analysis are
systematically presented in Table 2, offering a comprehensive overview of the findings related to each research
question. The integration of data from both survey responses and interviews adds depth to the interpretation,
providing a well-rounded understanding of teachers' perspectives. This approach allows for triangulation of
data, reinforcing the reliability and validity of the study. Each case in Table 2 contributes to a nuanced depiction
of the program's impact, showcasing the synergy between quantitative and qualitative insights. If there are
specific details you would like to emphasize or elaborate on, please provide further instructions.
a. Regarding the impact of the Sekolah Penggerak program on student learning, how do you feel about your
experiences in this school program?
The respondents predominantly provided affirmative responses concerning the influence of the
Sekolah Penggerak program on student learning, drawing insights from their firsthand experiences. The
positive nature of these answers underscores the perceived effectiveness of the program in shaping and
enhancing the learning outcomes of students. Additionally, respondents articulated specific impacts attributed
to the Sekolah Penggerak program. These impacts, as mentioned by the participants, could encompass
various aspects such as improved student engagement, enhanced understanding of subject matter, and
positive changes in learning attitudes. It's noteworthy that these articulated impacts contribute to a qualitative
understanding of the program's effectiveness, complementing the quantitative data obtained through the
survey. This synthesis of positive responses and detailed impacts provides a nuanced perspective on the
program's contributions to student learning outcomes.
The findings from both the survey and interviews shed light on a significant transformation in
students' learning motivation. This transformation, rooted in the theoretical underpinnings of educational
psychology and motivation theories, reveals a profound positive impact on the development of their critical
thinking abilities. As self-determination theory (SDT) postulates, when students' basic psychological needs
for autonomy, competence, and relatedness are satisfied, their motivation naturally flourishes. This alignment

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with SDT illustrates the heightened motivation reported among the students, indicating their increased sense
of autonomy in learning, growing competence, and a stronger connection between their studies and personal
interests. This is further corroborated by Maslow's Hierarchy of Needs, which posits that motivation escalates
as individuals progress toward self-actualization and self-esteem, both of which encompass the cultivation of
critical thinking skills. In accordance with social cognitive theory (SCT), motivation is intricately linked to
self-regulation and self-efficacy. Students' growing belief in their problem-solving and decision-making
capabilities, fueled by their motivation, is closely tied to the development of critical thinking skills. The
theory of flow contributes by highlighting that individuals experience peak motivation when they are
immersed in a state of flow, deeply engaged and enjoying the learning process. Increased motivation may
lead to more frequent flow experiences, ultimately enhancing critical thinking as students become more fully
involved in their tasks. Additionally, aligning with Bloom's Taxonomy, heightened motivation can facilitate
students' transition to higher-order thinking, including critical thinking, as they move beyond remembering
and understanding to applying, analyzing, evaluating, and creating. The theoretical underpinnings, thus, offer
substantial support for the observed increase in students' motivation, establishing a strong foundation for its
connection to the cultivation of critical thinking skills.

Table 2. Impact of the Sekolah Penggerak program according to teachers

Participant code Answer
Q#1 There is a lot, one of which is that, students feel more like they have the opportunity to explore their abilities.
Q#2 The impact of the driving school program on student learning is that, it increases students’ competence in
learning.
Q#3 Improving student achievement as expected.
Q#4 Students become more active.
Q#5 Students become more independent in learning.
Q#6 Students have started to think critically.
Q#7 The impact is good. One of which is that, it is changing my paradigm about learning activities that were
teacher-centered and change to student-centered
Q#8 Students have started to think critically.
Q#9 Student learning becomes more varied.
Q#10 The impact of this program is that, students are more creative and innovative in their learning process, students
are asked to be active in the Sekolah Penggerak program. Therefore, students understand more in the learning
process.
Q#11 Student creativity.
Q#12 Students are now more comfortable—and there is no burden from home to school, because students no longer
feel pressured by the conditions of subject matter and many teachers now carry out good practices so that
students are more enthusiastic to go to school.
Q#13 Students are more active and creative.
Q#14 Students can feel their interests, talents—and a Pancasila student profile can be formed.
Q#15 Students are more creative and innovative.

b. What do you think was the most extraordinary learning moment while participating in this Sekolah
Penggerak program?
Table 3, showcasing the "Best moments from the Sekolah Penggerak program according to
teachers," likely aligns with the positive sentiments expressed by respondents regarding the impact of the
program on student learning. The teachers' positive experiences, as highlighted in their responses, could
directly correspond to the moments documented in Table 3. This table likely encapsulates instances that
teachers found particularly impactful, illustrating how the Sekolah Penggerak program has contributed to
memorable and noteworthy experiences for educators. The positive answers provided by respondents align
with the notion that these moments, as outlined in Table 3, played a significant role in shaping their overall
perception of the program's effectiveness. Therefore, the correlation between respondents' positive feedback
and Table 3 reinforces the program's positive impact and underscores specific instances that have been
particularly meaningful for teachers participating in the Sekolah Penggerak program.
The respondents' overwhelming reports of extraordinary experiences in the Sekolah Penggerak
program resonate with several educational theories. Firstly, the concept of transformative learning, as
proposed by Mezirow [47], suggests that individuals can undergo profound cognitive and emotional shifts
through learning experiences. The program's emphasis on differentiated learning and initial assessment aligns
with this transformative potential, as it challenges participants to reconsider their pedagogical approaches and
adapt to diverse student needs, ultimately leading to more quality and effective learning processes. Moreover,
Vygotsky's sociocultural theory emphasizes the significance of social interaction and shared knowledge in
the learning process [48]. The program's knowledge-sharing aspects not only support this theory but also
contribute to a dynamic and collaborative learning environment. The concept of situated learning, as
described by Riley and Aubrey [49], highlights that learning is most effective when it occurs within the
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84  ISSN: 2089-9823

context in which it will be applied. The program's focus on practical, context-specific teaching strategies
corresponds to this notion, indicating its potential to enhance the authenticity and applicability of knowledge.
Additionally, the SDT posits that intrinsic motivation and self-regulation are key drivers of effective learning.
The reported extraordinary experiences may be attributed to the program's ability to nurture participants'
motivation and autonomy, thus amplifying their engagement and commitment to fostering effective student
learning. These theoretical foundations offer robust support for the profound impact of the Sekolah
Penggerak program in enhancing the educational experiences of the respondents.

Table 3. Best moments from the Sekolah Penggerak program according to teachers
Participant code Answer
Q#1 During P5 activities, when teachers felt the results of activities they went through together, especially the activity of
growing vegetables.
Q#2 I feel happy, when I see students’ development during visiting activities at the library and regional archives, students
are enthusiastic about seeing the books they read through pictures and mentioning the letters in the book.
Q#3 Increased student achievement.
Q#4 Very happy.
Q#5 When knowing the emotional state of students.
Q#6 Share experiences with colleagues.
Q#7 I feel is motivated to continue to make changes.
Q#8 Very extraordinary, and the Sekolah Penggerak program has really helped schools in implementing this new
curriculum.
Q#9 The moment when we do p5 activities together.
Q#10 Doing learning outside the classroom by appreciating and supporting students in learning, students also understand
more in the learning process.
Q#11 Good practice.
Q#12 During the implementation of differentiated learning.
The results of the initial assessment carried out by teachers are very helpful and can facilitate the smooth
achievement of learning objectives.
Q#13 Differentiated learning.
Q#14 I get sharing experience.
Q#15 Teachers must take part in the Sekolah Penggerak program.

c. What (if anything) would you change about the way you teach and behave in the future? What is the
evidence of this felt impact?
Table 4, titled "Changes in teacher practices after the Sekolah Penggerak program," likely delves
into the specific efforts and modifications in teaching practices that respondents expressed in their answers.
The respondents' focus on various efforts aligns with the content expected to be presented in Table 4,
illustrating the tangible changes in teaching approaches and methodologies brought about by the Sekolah
Penggerak program. The table could provide a detailed breakdown of the transformations in pedagogical
strategies, classroom management, or other aspects of teaching that teachers have undergone as a result of
their participation in the program. The respondents' descriptions of the efforts they would make are integral
to understanding the nuances of the changes in teacher practices outlined in Table 4. By elaborating on these
efforts, the table likely provides a comprehensive overview of how the Sekolah Penggerak program has
influenced and inspired teachers to adapt and enhance their teaching methods. Therefore, the correlation
between respondents' detailed answers and Table 4 strengthens the narrative of the program's effectiveness in
driving tangible changes in teacher practices, offering a practical dimension to the impact assessment.
In this question, the majority of respondents agreed that they would change their thinking patterns
and ways of teaching to be better by developing existing potential, so students can be more active, creative,
and innovative. By doing so, students will be able to find and implement their knowledge. Therefore, it is
clear that the Sekolah Penggerak program can realize the vision of Indonesian education, namely advanced
Indonesian human resources who are sovereign, independent, and possess the Pancasila personality. The
results of this study indicate that teachers participating in the Sekolah Penggerak program think and act
spontaneously. Reflective discussions not only give them a place to share their experiences as participants in
the Sekolah Penggerak program and identify strengths and weaknesses but also help them envision their
future practices using each other's experiences.
The breadth and depth of their reflective discussions resulted from their mutual interactions, in
which they used not only literature but also their own knowledge and experiences to critically examine
various pedagogies relating to teaching and learning. Teacher’s reflection practice is an embedded process
that benefits from the interaction of reflection within and between actions that simultaneosuly produce
positive outcomes.

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When participants transfer learning moments in the Sekolah Penggerak program, they have a new
paradigm that reflective activities can produce more effective concepts in learning [22] such as strengthening
competence regarding the independent curriculum, starting from understanding the basic concepts of
education, implementing the implementation of learning—to developing schools based on data-based
planning [50]. In addition, participants can reflect on their work as learning leaders and others [51].

Table 4. Changes in teacher practices after the Sekolah Penggerak program

Participant code Answer
Q#1 The change is that, I will try to create fun learning for students and provide more opportunities for them to
understand themselves.
Q#2 What I have changed in the way of teaching is giving priorities to student and providing various activities
that are student-centered. The teacher is only a facilitator. The impact felt by students is that, they become
more active in discovering new knowledge.
Q#3 It is important to use all the competencies you have.
Q#4 Instill good habits because morals are already inclined to go in bad directions.
Q#5 The division of classes or groups that are really in accordance with student competence.
Q#6 Provide opportunities for students to develop their thinking.
Q#7 What I changed after the PSP activities is that, I no longer teach with the old concept and I prioritize
learning that is student-oriented and guide students according to their talents and interests.
Q#8 How to deliver student-focused learning.
Q#9 More innovative learning by using various learning media
Q#10 In teaching methods, I will teach students to study outdoors with various learning models so that students
understand better and don't get bored in learning. Students are also asked to be creative in learning
Q#11 Learning according to student needs.
Q#12 What I would change is that, each student has their own uniqueness and cannot be compared to other
students, each students have their own achievements; the evidence that is felt is that, each student wants to
know their strengths and confirms them through the activities they carry out at school.
Q#13 Changing the mindset that all students are unique. For that I do differentiated learning.
Q#14 Teacher service to students.
Q#15 My way of teaching changes the future in terms of student learning being more active, creative, and
innovative.

The results of this study are in line with studies explaining that the Merdeka (independent)
curriculum can be used as a reference in encouraging schools to develop students who are noble,
independent, critical, creative, cooperative, and love diversity [52]. Principals and supervisors as advocates
socialize various programs that are inclusive, unique, and has innovations. Besides encouraging collaboration
with teachers who support their administrators to participate in organizing mover schools [53], school
activities must also consider forum interactions so that the program activities can be carried out on an
ongoing basis to increase the focus of the Sekolah Penggerak program [54], [55]. Providing support and
training for school leaders, teachers, and local government is also required to create quality education [56].
This independent curriculum can then recognize the rights and abilities of participants in its
implementation, determine the learning process by setting learning goals, reflect on skills, and take proactive
and responsible initiatives for their own success. However, this means that teachers must be able to prepare
lessons effectively in order to achieve the desired performance and learning objectives [57]. Beliefs can also
influence thinking. As the Sekolah Penggerak program has subjects and classes, the instructor's introspection
makes a significant positive contribution to the program, according to the findings of this study, which are in
line with a study by [58]. The Sekolah Penggerak program must be able to improve teacher qualifications
driven by teacher self-motivation and based on the need to improve their professional abilities. In addition,
teachers are a key element in changing learning styles in the future, thus they must be creative and innovative
to arouse students' interest and motivation in learning [59].

4. CONCLUSION
In this study, we relied on participants' (teachers') perceptions of how their experiences in the
Sekolah Penggerak program have influenced their student teaching and learning. The existence of the
Sekolah Penggerak program increases student motivation, which will then respond well to the development
of talent which is marked by increased student critical thinking. It is hoped that with this critical skill,
students can become human beings who have complete skills, character, and cognitive thinking, as well as a
Pancasila spirit. Another impact is that mover teachers agree that they will change their mindset and way of
teaching for the better by developing existing potential, so students can be more active, creative, and
innovative. By doing so, students will be able to find and implement their knowledge. Therefore, it is clear
that the Sekolah Penggerak program can realize the vision of Indonesian education, namely advanced
Indonesian human resources who are sovereign, independent, and possess the Pancasila personality

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86  ISSN: 2089-9823

In addition, it is clear that the Sekolah Penggerak program deserves further attention from
practitioners, policy makers, and researchers. Although the number of teachers who have participated in the
Sekolah Penggerak program is still relatively low when considering the size of the teaching profession, the
principles that underpin the Sekolah Penggerak model have far-reaching relevance for the future of students.

ACKNOWLEDGEMENT
This article is the result of research and Comunity Service. Thanks are expressed to the Supervisors,
Principals, Education and Teacher Services as well as school operators who have volunteered as respondents.

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BIOGRAPHIES OF AUTHORS

Rian Vebrianto completed his bachelor's degree in Biology Education at the

Faculty of Teacher Training and Education, University of Riau. Masters and doctoral degrees
in Science Education at the Postgraduate Program at Universitas Kebangsaan Malaysia.
Working as a permanent lecturer and young researcher at the Institute for Research and
Community Service (LPPM) UIN Sultan Syarif Kasim Riau. As a researcher, he is actively
carrying out research and development tasks in the field of education and development. In
addition, he is active in writing scientific articles published in various Scopus indexed
international journals and accredited national journals. Besides being active as a writer, he is
also active as an editor and reviewer in various Scopus indexed international journals and
accredited national journals. He can be contacted at email: [email protected].

Neni Hermita is a professor in the Department of Elementary Education, Faculty

of Teacher Training and Education, lecturer in Elementary Education, Universitas Riau.
Research of interests all around science education and elementary education. She can be
contacted at email: [email protected].

Dedi Irawan was graduated in B.Sc. Department of Physics, University of Riau

February 2008. Then he has completed M.Sc. and Ph.D. in Advanced Photonics Science
Universiti Technology Malaysia in 2010 and 2013 respectively. He is a senior lectur in the
Department of Physics Education, Faculty of Teacher Training and Education, Universitas
Riau. He was research in theoretical and experimental study of directional fiber coupler and
publish it in various international journals and text books. Currently has focused his research
project in development of optical devices for communication, physics education and
biosensing application. He can be contacted at email: [email protected].

Iqbal Miftakhul Mujtahid is an active educator at the Department of Public

Administration, Faculty of Law, Social and Political Sciences, Universitas Terbuka,
Pekanbaru, Riau, Indonsesia. He obtained his doctorate from Diponegoro University Semarang
with a major in Public Administration. He is active related to the study of public policy. He
can be contacted at email: [email protected].

Musa Thahir completed a bachelor's degree in Mathematics Education at the

Tarbiyah and Teacher Training Faculty of UIN Sultan Syarif Kasim Riau and a master's degree
in Mathematics Education, Postgraduate Program at the University of Riau. He worked as a
non-permanent lecturer from 2014 to 2022 and a young researcher at the Institute for Research
and Community Service (LPPM) UIN Sultan Syarif Kasim Riau. He has currently been a
permanent lecturer at the Tuah Negeri Pelalawan Riau Islamic Institute since 2023. As a
researcher, he actively carries out research and development tasks in the fields of education
and development. Apart from that, he is also active in writing scientific articles published in
international journals indexed by Scopus and several nationally accredited journals. Apart
from being active as a writer, he is also active as an editor in various accredited national
journals and is active as a member of the Indonesian Journal Volunteers (RJI) Riau Regional
Coordination. He can be contacted at email: [email protected].

J Edu & Learn, Vol. 18, No. 1, February 2024: 79-88