Tubagus Furqon Sofhani
The implementation of distance learning (PJJ) for elementary schools due to Covid-19 has created a learning loss and loss of learning motivation for students, especially for remote areas. Malinau Regency is one of the remote areas in Indonesia that has low educational quality. But on the other hand, community reading gardens (TBM) as knuling knowledge in the village, growing in Malinau Regency for their own community initiatives. To overcome the issue of Learning Loss, cooperation between educators, government and society in terms of creative material teaching and processing techniques so that students can absorb material well and keep up with school. Therefore, this program aims to facilitate collaboration between schools, government institutions and communities to provide learning assistance to students through TBM empowerment. The results of the program evaluation showed that the majority of students progressed after attending assistance. It can be concluded that collaboration between teachers, academics, society in this case TBM and parent activists, and the regional government is quite successful in overcoming education problems in Malinau Regency
Publicity
In the short term, TBM mentoring activities in the implementation of this PJJ are able to have a significant impact on the quality of student learning assisted, especially in literacy and numerated abilities in each class level. This activity is also an initiation for the principal, teachers and parents of students to develop other teaching devices that are creative and adaptive in efforts to facilitate students to study in special conditions. The active involvement of TBM in the PJJ process becomes a container for the facilitator and TBM activists in Malinau Regency to develop social capital namely leadership and networking (networking) through a series of activities such as FGD, Discussion and Training. Based on the results of the survey that had been carried out at the beginning and end of the activity, this project was largely benefiting the participants. The evaluation results stated that 60% of students experienced enough progress and 35% of students experienced significant progress after mentoring. This proves that the assistance carried out by TBM activists with literacy and numerated modules have succeeded in increasing student learning interest and their ability to absorb learning material. In the long term, TBM assistance activities in the implementation of PJJ are expected to be an important part of the community empowerment process in Malianau Regency as 3T areas. The successful implementation of this activity can be a benchmark for other regions in Indonesia in the implementation of PJJ.