The Importance of Mentoring for Educators

I got the term mentoring while doing community service at an Islamic boarding school in Banjaran District, Bandung Regency. The lodge holds weekly mentoring for all staff and faculty. Activities are guided by the cottage owner as a mentor in each mentoring session. Through this article, I will discuss the importance of mentoring for an educator. (Fashion, 2004) 

Etymologically, mentoring comes from the word mentor. In the English dictionary, the word mentor is a noun that means "counselor or mentor". Mentoring is defined as advice or guidance. Mentoring also has a learning and teaching process. Ideally, mentoring activities should not only focus on how people give advice, but also how people want to listen to advice. This creates an atmosphere of mutual learning that offers change for the better. Here, someone who previously knew nothing becomes knowledgeable, maybe even an expert in his field. (Fashion, 2004)

One form of implementation of mentoring activities for educators has been carried out for teachers at SMA N 5 Yogyakarta in order to improve teacher competence in monitoring student character during the PJJ period in 2021 based on the affection program at SMAN 5 Yogyakarta (Suryani, 2021). 24 teachers participated in the activity mentoring and with 8 mentors and 1 researcher leading the program of activities, the teachers participated inmentoringcalled mentee. 

Activity mentoring carried out in two cycles :

1. First Cycle

• Preparatory Phase (Preparing)

Starting with the initial action to achieve a good relationship between mentors and mentee, and prioritize preparation mentors for new assignments and preparation for cooperation with mentee.

Mentors Duties:
a) Identify the problems faced by the homeroom teacher during monitoring
b) Motivating mentee regarding his duties
c) Berole models by example behavior mentor the mentee
d) Communicate destination method mentoring to mentee
e) Communicate stages mentoring.

• Negotiation Phase (negotiating)

There is an interaction between mentors and mentee to set an implementation schedule mentoring

2. Second Cycle

• Possibility Phase (enabling)

Mentors must manage good relationship with mentee and always encourage enthusiasm for work mentee, and enthusiasm for learning in activity monitoring and evaluation.

Mentors Duties:
a) Monitor character mentee by joining in groupWA class
b) Guiding mentee moment encounter difficulties
c) Give Duty independent to mentee To use map problem which emerge and solutions to be developed.

• Closing Phase (coming to closure)

End activity mentoring whatever because mentoring is destination which prioritize process and achievement competency results

Cycle 1 and Cycle 2 data were obtained from the results of a guided skills survey that followed student character development from Cycle I with a score of 67.1 to Cycle II with a score of 84.5. A student character survey submitted by the mentee via a Google form. The character survey conducted by students shows that students really care about the characters in the affective program. Of the 833 students at SMA N 5 Yogyakarta, 829 students completed the Additional Program Personality Survey.

Reference
Fashion, M. (2004).LITERATURE REVIEW A. Fashion Trends. 5--41.
Suryani, F. (2021). Mentoring Methods to Improve Teacher Competence in
Monitoring of Affection-Based Student Character During PJJ.Ideguru: Journal of Teacher's
Scientific Work,6(3), 305--314. https://doi.org/10.51169/ideguru.v6i3.275