Develop the Teacher Mobilisers Themselves in Central Lombok District, Indonesia

. The purpose of this research is to find out how teachers develop themselves. This research was conducted in several educational institutions, namely Darmawanita Sengkerang Kindergarten in East Praya Sub-district, SDN 5 Praya in Praya Sub-district, SDN 2 Pendem in Janapria Sub-district, SMPN 1 Praya Barat Daya in Praya Barat Daya Sub-district, SMPN 1 Praya Tengah in Praya Tengah Sub-district and SMAN 1 Kopang in Kopang Sub-district. This research used a qualitative approach with a case study research method. Data collection used several techniques, namely observation, interview, and documentation. Data collection techniques included moderate participatory observation, semi-structured interviews, and documents. Data analysis was performed using the Miles and Huberman model data analysis technique. The results showed that the way the Central Lombok Regency batch 2 Teacher Movers (GP) develop themselves is by participating in education and training such as Implementing the Merdeka Curriculum (IKM), Teaching Practices (PP) batch 5 and batch 7, IT development such as google classroom, google form and google side, and in-service Teacher Professional Education (PPG). In terms of implementing their self-development at school, the Central Lombok Regency batch 2 Teacher Activator (GP) does various positive things such as exploring themselves in learning, implementing differentiated learning, making self-reflection notes, coaching, mobilising other teacher friends in advancing the school, managing school assets, developing the school's vision and mission, making class agreements, BOS treasurer, school operator, and P5 coordinator.


INTRODUCTION
Through the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia, the government has launched a reform of the Indonesian education system through the Freedom to Learn program.There are 20 episodes in the Freedom to Learn program, including the Teacher Movers (GP) from the 5th episode [1].According to [2], GP is a program for identifying and training potential future educational leaders.The author [3] says that Indonesia's driving teacher education program is carried out in several stages.The government's target is that by 2024, there will be 405,000 GP throughout Indonesia, spread from remote areas to urban areas.From the information contained in the teacher mobilisation timeline, teachers in Central Lombok Regency have the opportunity to take part in the teacher mobilisation education program in several batches, namely batch 2 in 2021, batches 5 and 7 in 2022, batches 8, 9 and 10 in 2023.In batch 2, 2,800 prospective teacher mobilisers participated in education throughout Indonesia, and Central Lombok District received a quota of 75 prospective teacher mobilisers.
Based on the results of the graduation announcement of the prospective driving force teachers selection for class 2 No 1372/B.B2/GT.03.15/2021,March 26 2021, the number of teachers in Central Lombok Regency who were declared passed as prospective GP was 75 people from the kindergarten level, Elementary, Middle and High School Prospective GP will be declared GP if they have participated in the p program education driving teacher and passed [4].Teaching is carried out for nine months for batches 1 to 5, while education is carried out for six months for collections from six onwards.Implementation of the two batches of driving teacher education is scheduled for nine months, from April 2 to November 27, 2021.According to [1], the performance of the 2nd batch of Mobilization Teacher Education throughout Indonesia was accompanied or guided by 546 Practical Teachers and 232 Facilitators.Educational activities are conducted online through the Learning Management System (LMS), and offline conferences are conducted through workshops and mentoring.Instructors guide a facilitator guide education through the LMS conference activities, while practical instructors guide workshops and mentoring activities.
In the GP timeline, it is explained that the GP education program will create GPs who can: 1) develop themselves and other teachers by reflecting, sharing and collaborating independently; 2) have the moral, emotional and spiritual maturity to behave according to the code of ethics; 3) plan, implement, reflect on and evaluate studentcentred learning by involving parents; 4) collaborate with parents and the community to develop schools and foster student leadership; 5) developing and leading efforts to implement a school vision that is pro-student and relevant to the needs of the community around the school.
Education observers [5] doubt the effectiveness of the teacher mobilisation program conducted by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia because the number of GPs is small compared to the number of teachers in Indonesia.Meanwhile, from the results of an interview with a 2nd batch of GP and also a 5th batch of Practical Teaching Activating Teachers of Central Lombok Regency, which was conducted on Tuesday, September 6 2022, it was found that the implementation of the driving teacher education program was very beneficial for himself as a teacher because the knowledge gained is not only about how to teach but also how to become a learning leader and in the community.Meanwhile, when asked about how the objectives of the teacher education program had been achieved, he said that most of these goals had been implemented.
The results of an interview with a junior high school principal in Central Lombok Regency, conducted on Wednesday, September 7, 2022, showed that "At my school, there is one driving teacher.Based on my observations, he is very active and can mentor other teacher friends even though he is young, so my conclusion is that the driving teacher education program is beneficial."Meanwhile, based on the observations of researchers, the mobilisation teacher education program in Central Lombok Regency, in general, all GPs have contributed to their respective schools according to their respective duties and functions while related to the achievement of the objectives of the mobilisation teacher education program in Central Lombok Regency has not been implemented optimally.Two kinds of data are used in this study: primary and secondary.The preliminary data in this study are observation notes, transcripts and interview records related to achieving the objectives of implementing the teacher mobilisation program in Central Lombok Regency.Secondary data were research documents, photos, and videos related to achieving program implementation objectives.The subjects in this study were the GP of batch 2 in Central Lombok Regency taken from the kindergarten, elementary, junior high and high school levels taken from the north, south, central, east and west in the Central Lombok district.
Data collection techniques used in this study were moderate participatory observation, semistructured interviews, and documents.Researchers analysing data using the data analysis technique of the Miles and Huberman models use three stages, namely data reduction, data display and conclusion drawing/verification (Figure 1).Data validity tests in qualitative research include credibility (internal validity), transferability (external validity), dependability (reliability), and confirmability (objectivity) tests.Apart from participating in Education and Training, self-development is also done using selfreflection and developing better learning.It is carried out in and outside the school to implement self-development results.This was revealed by one of the GPs from Darmawoman Sengkerang Kindergarten, Praya Timur District, who said:

"The driving force of a teacher in self-development is reflecting at the end of learning, developing learning according to student's wishes, and doing education and training independently, such as the Independent Curriculum Implementation Training (IKM). In implementing self-development, I am coaching, differentiated learning, and developing school programs and school visions. Besides that, I develop other teachers by helping my friends map out difficulties in learning and self-development".
The above statement was justified by the principal of the Darmawoman Kindergarten, Sengkerang, East Praya District, who stated that:

"The driving force teacher in self-development is done by reflection and education and Training online. Implementing self-development is carried out by sharing good things like real action and asset management. Meanwhile, in developing teachers, he invites other teachers to collaborate in real action and asset management".
In line with this statement, colleagues from the GP at Darmawoman Sengkerang Kindergarten, East Praya District, said that: This finding is relevant to the research results [7], which concluded that Leading Teachers can mobilise communities.Skilled Teachers have complete professional competencies, and Inspirational Teachers have experience in various learning activities.

CONCLUSIONS
The way for the GP batch 2 of Central Lombok Regency to develop themselves is by participating in education and training such as Implementation of Independent Curriculum, Teaching Practice Batch 5 and Batch 7, IT development such as Google Classroom, Google Form and Google Side, and in-service Teacher Professional Education (PPG).In terms of implementing selfdevelopment in schools, the GP batch 2 of Central Lombok Regency did various positive things such as exploring oneself in learning, implementing differentiated learning, making notes of selfreflection, coaching, mobilising other teacher friends in advancing the school, managing school assets, developing the school's vision and mission, making class agreements, BOS treasurer, school operator, and P5 coordinator.

Figure 1 - 3 )
Figure 1 -Research data analysis techniques The driving teacher in self-development is done by developing differentiated learning and keeping self-reflective notes.In implementing his selfdevelopment, he sets the vision and mission of the school, makes class agreements, coaches, and de-Meanwhile, the GP batch 2 of Central Lombok Regency is developing encouraging other teachers to take part in teacher mobilisation education, developing teacher IT such as Google Classrooms, Google Forms and Google Side, and guiding other teachers who experience difficulties in teaching and helping other teachers in resolving student cases, changing the mindset of different teachers for the better, inviting teachers to be more disciplined and become a practical teaching teacher for batch 5 and batch 7. What was done by the GP batch 2 of Central Lombok Regency is by the indicators in this study, namely that a GP is said to develop other teachers if the abilities or skills possessed are related to the development of personal, social, educational and professional competencies can be created for other teachers either at their school or in their community.