Impact of the Guru Penggerak Programme on Improving Leadership Competence in Numeracy Learning

Education of Guru Penggerak is the Government's innovation to prepare for future leadership transformation. Before becoming a leader, the teacher mobiliser is required to be the main actor in classroom learning and mobilise peers through a community of practice. Thus, they are expected to become leaders in school management and development. Candidate of Guru Penggerak , after undergoing Education and Training for 6 months covering 10 modules


INTRODUCTION
Based on the 2022 Education Report Card Data compiled by the Ministry of Education and Culture, from 163. 492 elementary/equivalent levels nationally with 3,335,655 respondents, the data shows that literacy skills reach minimum competency or more than 50% of students reach the lowest competency limit for reading literacy. This means that students' ability to understand, use, evaluate and reflect on various texts to solve problems and develop individual skills as citizens of Indonesia and the world to participate productively in society. Therefore, efforts should be made to encourage more students to acquire the skills. In addition, numeracy skills were below the minimum competency or less than 50% of students reached the minimum competency threshold for numeracy. This means that students' ability to reason using mathematical concepts, procedures, facts and tools to solve everyday problems in various contexts relevant to individuals as citizens of Indonesia and the world [1]- [3]. At the national junior secondary level, out of 56,193 education units involving 1,825,638 respondents, data on literacy skills have not reached the minimum competency or less than 50% of students have not reached the minimum competency limit for reading literacy. In other words, students' ability to understand, use, evaluate and reflect on various types of texts to solve problems and develop individual skills as citizens of Indonesia and the world so that they can contribute productively to society. However, efforts are needed to encourage more students to acquire the skills.
In addition, numeracy skills were below the minimum © Imron Imron, et al competency or less than 50% of students reached the minimum competency threshold for numeracy. This means that students' ability to think using mathematical concepts, methods, facts and tools to solve everyday problems in various contexts related to individuals as citizens of Indonesia and the world [2], [3].
At the national level of senior high schools from 63,155 education units involving 1,225,973 respondents, literacy skills have reached the minimum or most students have reached the minimum threshold for literacy, but efforts must be made to help more students acquire these skills. In other words, students' ability to understand, use, evaluate and reflect on different types of texts to solve problems and develop individual skills as citizens of Indonesia and the world so that they can contribute productively to society. As for numeracy, it is below the minimum competency or less than 50% of students reach the minimum competency limit for numeracy. This means that students' ability to think using mathematical concepts, methods, facts and tools to solve everyday problems in various contexts related to individuals as citizens of Indonesia and the world. The results of the Education report card above, in line with the results of the 2022 National Assessment, show that Indonesia is experiencing a literacy emergency. Where 1 in 2 students in Indonesia have not reached the lowest competency for literacy [1].
This can be seen in the figure above, showing that the primary school level that needs special intervention is around 16-19%  gender, subject, regional origin and learning leadership within the mobilising teachers need to be further investigated [9].
The increasing awareness of the importance of the role of teachers has an impact on the increasing demands on teacher quality [10]. The key element of the teacher education and training model to achieve learning outcomes and competencies in sustainable development means transformative activities [11]. Community-based teacher education brings other benefits, namely synergy between teachers in the community, fostering a culture of collaborative learning among teachers [10]. Training must be carried out regularly and knowledge through internal training and external training [12]. The study of organisational behaviour that analyses the positive effects of social relationships and individual behaviour and attitudes in organisations, especially in the field of education [13]. This approach aims to define competent professionals, able to build teamwork relationships with their peers, participate and exchange opinions in a socio-cultural context [14].
Teachers must develop the appropriate skills to take advantage of such innovations. Continuing education is organised to inform teachers about new technologies [15].
The implementation of an educational innovation has qualities that can colour the innovation itself [16]. The source of new ideas and services is identified from emerging or newly understood needs in society. The innovation decision process is the process that a decision maker goes through from the first knowledge of the innovation, the formation of attitudes towards the innovation, the acceptance or rejection of the decision, the implementation of the new idea and the confirmation of the decision [17]. The key to effective intervention implementation is moderate or very extensive school implementation and managerial practices of school administrators.
To improve statistical numeracy to achieve lasting and transferable improvements in decision-making [18].
Individual or peer tutors, hands-on practice, and strong tutor presence are helpful [19]. Better educated people parent better than less educated people [18]. The success rate of ESC programmes can only be seen in the long term and depends on continued support from school and district leaders [19].
Literacy strengthening strategies are steps or efforts to integrate students' literacy and numeracy skills in assessing learning [20]. Various types of training carried out by the

Population and Sample
Research data sources with data collection techniques through documentation from July 2022 to May 2023. The

Research Instruments
The instrument used to determine the extent of improvement in the competence of self-development and learning leadership of the mobilising teachers comes from the mobilising teacher self-assessment instrument that has been prepared by the mobilising teacher team of MoEC using a

RESULTS AND DISCUSSION
The Guru Penggerak programme is in line with the  An idea that in an increasingly demanding era wants to restore the dignity of teachers as teachers who favour students. Let's try not to forget the core of the humanising learning process. Train all the skills that teachers must have.
In addition, train pedagogical skills that seek to answer concerns about the decline in thinking, morals and mindset of the country's children. Where teachers must have the ability to teach attentively and well [22].
In the Guru Penggerak concept, co-operation is the most important thing. Every teacher must understand the purpose and role of the teacher as a mover or leader of a bright future, without changing the quality of the teacher. No change in students leads to quality education at all levels [23]. The difference between a lead teacher and a non-lead teacher is that individual lead teachers are prepared to take on their specialised role in implementing and promoting self-directed learning. Individual teachers who have followed each function of the driver instructor programme then know very well how to manage learning with existing technology and apply learning methods with technological advances, and are able to improve learning implementation continuously, so that every student is always motivated [24].
The Guru Penggerak programme focuses on pedagogical competence and holistic student-centred development.
The research also captured the need for literacy and numeracy materials. When respondents were asked that in order to improve literacy skills in education report cards, does the EGP need to specifically include literacy materials in the next EGP? A total of 612 respondents (97.3%) answered that it is very necessary and necessary. Only 2.7% answered that there was no need for literacy materials.
Meanwhile, when respondents were asked to improve numeracy skills in education report cards, does the EGP programme need to include numeracy material specifically in the next EGP? A total of 608 respondents (96.67%) answered very necessary and necessary. Only 3.33% answered that numeracy material is not necessary. This indicates that literacy materials and numeracy materials are eagerly awaited by the next batch of CGPs as shown above. This is in line with the self-assessment of mobilising teacher competence, which also increased from 73.07% to 85.04% (or 11.97% increase). In line with the practice of dispersed leadership, the three school leaders provide space for teachers who are not formal school leaders to take leadership initiatives, activities and responsibilities. This was particularly evident in teachers showing initiative and conveying teacher expertise and enthusiasm. Creating a learning community among participants was an added value that enabled participants to not only master the teaching materials but also improve their ICT-based teaching skills [30].

CONCLUSIONS
Although the increase was not as high as the school management leadership competency from 71.06% to 85.86% (or an increase of 14.79%). This is in line with CGP's motivation at the beginning of EGP and expectations after graduation. There was an increase in the desire to become a principal from 1.59% to 7.66%. For literacy and numeracy, more than 96% answered very necessary and necessary.
Thus, CGPs who have graduated must mobilise a community of practitioners with numeracy literacy material.