Asian Journal of Education and Social Studies

The Teacher Driving Program (PGP) is one of the main policies of the Indonesian government in improving the quality of education by preparing teachers who are able to become learning leaders, innovate in managing classrooms, and encourage educational transformation. In Takalar Regency, the implementation of this program has its own challenges, considering the geographical and infrastructure conditions that vary in each region. This study aims to examine the innovation and implementation strategy of the Teacher Driving Program in Elementary Schools (SD) in Takalar Regency, focusing on the impact of innovation in learning and the role of implementation strategies in achieving program goals. The method used in this study is a descriptive qualitative approach, which combines in-depth interviews, direct observation, and analysis of documents related to existing programs and policies.

The results of the study show that the Driving Teachers in Takalar Regency have successfully implemented a number of learning innovations that focus on developing students' 21st century skills, such as project-based learning, integration of technology in the classroom, and collaborative learning approaches that involve students, parents, and the surrounding community. This innovation aims to increase student engagement, encourage critical thinking, and build better student character. In addition, in an effort to implement the program, several strategies were used, including module-based training, intensive mentoring from facilitators, empowerment of the learning community between teachers, and advocacy to stakeholders to get maximum support.

However, the challenges faced in the implementation of the Teacher Driving Program in Takalar include limited technological infrastructure, resistance to change among some teachers and school principals, and a heavier workload for Driving Teachers. Closer collaboration between the government, school principals, and the community is needed to support the sustainability of this program. The study recommends strengthening technology infrastructure in schools, more intensive and sustainable training, and providing incentives to motivate teachers in carrying out their duties as agents of change. Overall, the innovations and implementation strategies carried out in the Teacher Driving Program in Takalar Regency Elementary Schools have great potential to create a better educational transformation, although it still needs support and strengthening in various sectors.