Sosialisasi Permendikdasmen No. 11 Tahun 2025 tentang Beban Kerja Guru

2:43 Bismillahirrahmanirrahim. Asalamualaikum warahmatullahi wabarakatuh. Best wishes for all of us. Good afternoon , ladies and gentlemen, GTKPG friends who are present both in the Zoom room and streaming on the YouTube channel. May we all always be given health and of course happiness in carrying out every activity. Amen. Picked lomtoro leaves are stored in a tube. I am Sinta Dewi Kumor, wishing you a good afternoon and welcome to the socialization event of the Minister of Education and Culture Regulation Number 11 of 2025 concerning the fulfillment of teachers' workload, which we will carry out for approximately the next 2 hours.

3:28 Praise and gratitude we offer to the presence of God Almighty because it is by His grace and blessings that we can meet online both through Zoom and YouTube today, precisely Wednesday, July 16, 2025. First of all, allow me to greet the speakers at this afternoon's socialization . The Honorable Director General of Teachers, Education Personnel and Teacher Education, Mrs. Nunuk Suryani. Secretary of the Directorate General of Teachers, Education Personnel and Teacher Education, Mr. Temu Ismail, Director of Secondary Education and Special Education Teachers Mr. Putra Asga Alefri. Next, we would like to express our respects to the

4:14 Directors, the heads of the UPT, the Head of the Education Office, and representatives from the Provincial Education Office and the District/City Education Office . Not forgetting the Principals and teachers from all levels, we are also proud attendees. Once again, I welcome you to the socialization of Permendikdas number 11 of 2025 concerning the fulfillment of teacher workload. Okay, ladies and gentlemen, friends of GTKPG, before we move on to the next session, let us sing the national anthem Indonesia Raya together. Please, ladies and gentlemen, sit up straight with perfect posture.

5:02 Indonesia is my homeland, my land. That's where I stand, Indonesia is my nationality, nation and homeland. Let us shout out a united Indonesia. Long live my land, long live my country, my people, and all of me.

5:52 Wake up his soul, wake him up for a Greater Indonesia. Indonesia Raya is independent, independent. My land, my beloved country. Indonesia Raya is independent, independent. Long live Great Indonesia. Great Indonesia, independent, my land, my beloved country, Great Indonesia. Independent! Independent!

6:37 Long live Great Indonesia! Okay, ladies and gentlemen, next let 's listen to the activity report that will be delivered by the Director of Secondary Education and Special Education Teachers, Mr. Putra Asfri. Dear Mr. Asga, you are welcome. Thank you, Ms. Sinta. Bismillahirrahmanirrahim. Asalamualaikum warahmatullahi wabarakatuh. The voice of the heart is heard strongly echoing loudly through real actions. Regulations are not

7:23 just written down but are a form of responsibility. But it is realized as our shared responsibility. Praise be to Allah Subhanahu wa taala, the Almighty God, because by His grace and His abundant blessings we can gather in the context of socializing the Minister of Education and Culture Regulation Number 11 of 2005-2025 concerning the fulfillment of teachers' workload. Honorable Prof. Nunuk Suryani as Director General of Teachers, Education Personnel and Teacher Education. Respected Mr. Temu Ismail, Secretary of the Directorate General of GTKPG, directors within the Directorate General of GTKPG, the main JFs within the Directorate General of GTKPG, Head of

8:11 Sub-Directorate of Technical Directorate, Head of the Regulation Team for Governance and HR SE of the Directorate General of GTKPG, Head of the Regulation Team for Policy and Supervision in all technical directorates, Head of UPT within the Ministry of Education and Culture, Head of the Department of Education throughout Indonesia, Head of Professional Organizations and all participants of the socialization. We would like to thank all officials and participants who have taken the time to attend the socialization and alignment of perceptions this afternoon. On this occasion, we will submit a report on the preparation and implementation of the socialization of teacher workload regulations as part of the responsibility for organizing activities by the

8:57 Directorate General of GTKPG. This activity was held as part of a joint commitment to support education that is fairer, more adaptive, and oriented towards quality learning. Ladies and Gentlemen, we respect you. The Directorate General of ee GTKPG has the task of formulating and implementing policies related to teachers, other educators and education personnel as well as teacher professional education. In this case, the Directorate General of GTKPG has a role to coordinate the preparation of legal regulatory materials. Therefore, the resulting regulations are the result of collaborative work within the Directorate General of GTKPG.

9:44 In carrying out the process of preparing a legislative plan, several stages are required. These include the preparation of academic papers, the preparation of initial drafts up to comprehensive regulatory drafts. This is then followed by conducting public tests on the readability of the regulations, followed by harmonization with related ministries or institutions. Then the invitation process at the Ministry of Law and Human Rights, eh at the Ministry of Law. And finally, socialization is carried out when the regulation has been officially published. Likewise with the regulations regarding teachers' workload. Previously, the Directorate General of GTKPG had conducted a public test on June 3, 2025 with participants from the education office, JF

10:30 school supervisors, JF inspectors, JF tutors, learning tutors, and JF teachers from provinces and cities in Jabodetabek. We have now reached the socialization stage, which aims to provide information to stakeholders about the regulations that have been established to gain a common understanding so that they can be implemented appropriately. Dear Sirs and Madams , We would like to inform you that the resource person this morning and afternoon is Mr. Temu Ismail, Secretary of the Directorate General of GTKPG Teachers. And later, before that, we will get a briefing from the Director General, Mrs. Prof. Nono Suryani. Then, the participants

11:17 who attended the socialization via Zoom UPT were BGTK, BGTK, GTK, BPMP and other related UPTs within the Ministry of Education and Culture. Then the Education Office from all over Indonesia, professional organizations, and participants who attended the socialization via YouTube, namely Mr. and Mrs. JF Teachers, Mr. and Mrs. JF school supervisors, Mr. and Mrs. JF inspectors, and Mr. and Mrs. JF Learning Facilitators. and other stakeholders who were unable to attend the socialization via Zoom due to capacity limitations. Let me close this report with a rhyme. Step together in one goal. The policy is designed with

12:04 wisdom. Thank you for your attention, ladies and gentlemen. Hopefully this regulation will have a positive impact and bring blessings. Thank You. We would like to express our gratitude to all members of the committee who have worked together well to ensure the success of this afternoon's socialization activities. That's all the report we can convey. Hopefully this activity can run smoothly. We hope that the participants who attend can follow the entire series in its entirety so that they can implement these regulations in their respective work units. Human steps are not free from mistakes. Good intentions should never be hidden. Sorry for any

12:51 mistakes. I end this report with greetings. Wabillahi taufik wal hidayah. Peace be upon you and Allah be upon you. May the peace, mercy, and blessings of Allah be with you too. Thank you to Mr. Asga for the activity report that has been submitted. Okay, ladies and gentlemen, friends of GTKPG. Next, we will listen to the welcoming speech and direction as well as the opening of the event which will be delivered by the Director General of Teachers and Education Personnel and Teacher Education, Mrs. Nunuk Suryani. We respectfully welcome Mrs. Nur . Okay, thank you, Ms. Sinta. Before we begin, please allow me to read a pantun,

13:37 ladies and gentlemen. The Jakarta sky is covered in light. The sun smiled warmly in greeting. Sir, Madam, there is a new regulation. Let us examine together for the sake of quality education for all. Asalamualaikum warahmatullahi wabarakatuh. Good morning, best wishes to all of us. Respected Mr. Temu Ismail, Secretary of the Directorate General of Teachers, Education Personnel and Teacher Education, Directors within the Directorate General of GTKPG, the main CFs within the Directorate General of GTKPG, Head of Sub-Directorate of Technical Directorate, Head of the Regulation Team for Implementation and Human Resources of the Directorate General of GTKPG, Head of the Regulation Team for Policy

14:23 and Supervision of the Technical Directorate and Ladies and Gentlemen participants of the socialization consisting of UPT, BBGTK, PGTK, and KGTK, BPMP, Professional Organizations of the Education Office, and other stakeholders. and teachers who follow via the YouTube channel. We would like to thank all officials and participants who have taken the time to attend the socialization this afternoon. Let us all express our gratitude to the Almighty God, Allah Subhanahu wa taala, because by His grace we can gather in the context of socializing the Minister of Industry Regulation

15:09 Number 11 of 2025 concerning the fulfillment of teachers' workload. I pray that all the ladies and gentlemen present at this event will always be blessed with good health and strength so that we can continue to work together to realize our ideals, namely quality education for all. This socialization activity is part of the commitment of the Ministry of Primary and Secondary Education through the Directorate General of Teachers, Education Personnel and Teacher Education in ensuring that every policy established can be fully understood by stakeholders. Dear Sirs and Madams , As we

15:56 all know, the current educational transformation focuses on improving the quality of learning, character education, and developing students' potential and interests. To support these steps, adaptive policy alignment is needed, including in terms of regulating and fulfilling teacher workloads. However, it is necessary to understand that this policy of fulfilling teachers' workload is aimed at all teachers in a broader sense. Dear Sirs and Madams, Through this activity, we will together understand the direction of new policies regarding teacher workload. There are several things

16:41 that have changed in this workload regulation, including, firstly, the addition of other types of additional tasks for teachers. This is a directive from Mr. Mikdasmen Prof. Abdul M, with this addition, it can certainly help teachers in carrying out their duties more easily to fulfill the teaching load of up to 24 lesson hours. New additional tasks regulated in this ministerial regulation include, for example, being a committee member for an event at an educational unit that receives the equivalent of 1 hour of face-to- face time. Then, another example is being an instructor, resource person, facilitator in a

17:27 national-level competency development program in the field of education which also gets the equivalent of 1 hour of face-to-face learning. And of course, we will discuss other additional tasks together later from the General Secretary of GTK PG, Mr. Temu Ismail, as the speaker today. Second, there is a new nomenclature, namely homeroom teacher. Sirs, madams, don't worry, this homeroom teacher's job will not add to the teaching load outside of 24 hours, but rather it is included as the fourth M, namely guiding and training students. For a more complete explanation, the resource person will also explain it later. Third, teachers do not need to be assigned to another school to

18:13 fulfill the 24-hour workload, but can be assigned to another school if another school needs teachers for certain subjects. Well, ladies and gentlemen , that is all I can say as an introduction. We hope that you will understand the presentation from the resource person and that it can be accepted and absorbed in its entirety. We hope that this outreach program will run smoothly and according to expectations, and that we all share the same understanding, goals, and enthusiasm in maintaining our commitment to advancing education in Indonesia. Furthermore, by asking for the blessings of Allah subhanahu wa taala, I officially declare the socialization of the

18:59 Ministerial Regulation Number 11 of 2025 concerning the fulfillment of teachers' workload open. Thank you for your attention and participation, ladies and gentlemen. Let us together strengthen the role of teachers as agents of change in education who are professional, prosperous, and have character to realize quality education for all. I'll close again with a rhyme. Sail the boat to the other side. Stopped by for a while to buy papaya. Let 's start with a bright spirit. We started socializing our teachers' workload together. Thank You. Asalamualaikum warahmatullahi wabarakatuh. May the peace, mercy, and

19:46 blessings of Allah be with you too. Thank you to Mrs. Nunu who has been willing to provide a welcome speech, direction and of course officially open this socialization. Ladies and Gentlemen, friends of GTKPG, before we get into the material session or the speaker's presentation, for those of you who wish to ask questions, you can do so via the Q&A column on Zoom, of course by including your name and agency or school of origin. Later, incoming questions will be curated and answered directly by our resource persons and by the panelist team. Entering the next event, we will all listen to the material that is certainly

20:33 eagerly awaited regarding Permendikdasmen number 11 of 2025 concerning the fulfillment of teacher workload. So that you don't become more curious about what material will be presented, let's go straight to the Secretary of the Directorate General of Education Personnel and Teacher Education, Mr. Tengku Ismail. Respectfully welcome. Okay, thank you, Miss. Bismillahirrahmanirrahim. Asalamualaikum warahmatullahi wabarakatuh. Good afternoon. Best wishes for all of us. Om swastiastu. Namo buddhaya. Greetings of mercy. Greetings of good health to all of us. Dear Tut Cendra, Teacher

21:20 and Education Personnel, Mrs. Prof. Dr. Nani, M.Pd. Respected Directors of Dijin GTKPG. Respected Heads of the Center, the Center for Teachers and Education Personnel, the Center for Teachers and Education Personnel, the Office of Teachers and Education which are located in the Dizen GTKPG environment. And I respect the Head of the Center within the Directorate General of Early Childhood Education

22:05 and of course I respect the Head of the Education Office and the Team from districts, cities, provinces throughout Indonesia and of course I respect, I am proud of my colleagues, the Head of Sub-Directorates within the Directorate General of GTKP, Mr., Mrs. Head of Sub-Ak TU, and the entire regulatory team present on this afternoon's occasion. whom I respect. Of course, we must express our gratitude to the presence of Allah Subhanahu wa taala, the Almighty God, thanks to His grace and guidance, we are still given the blessings of good health and long life

22:52 so that we are brought together in an atmosphere that is not lacking anything in the context of socializing the regulation of the Minister of Primary and Secondary Education number 11 of 2025 concerning the fulfillment of teachers' workload. And next, we would like to express our gratitude to all of you, both the Head of UPT and the team throughout Indonesia under the Ministry of DIKBU GEID Dasmen and also the Head of the Regency/City Provincial Education Office along with the team who have attended our invitation in the context of socializing the Minister of Dikdasmen Regulation number 11

23:40 of 2025 concerning the fulfillment of teacher workload. Ladies and Gentlemen, we respect you. In relation to the EE Permendikbud that we will discuss now, of course there is a spirit of transformation in relation to the EE policy from the Minister of Primary and Secondary Education in relation to education that focuses on improving the quality of character education learning and development with the talents and interests of students or pupils in Permendikdas

24:26 number 11 of 2025 which is indeed one of the mandates of the EE law on teachers and lecturers which is indeed related to teachers having a workload, having duties and functions both within the school, educational unit and outside the school or educational unit. Starting from the mandate of Article 17 paragraph 3 of the

25:14 1945 Constitution of the Republic of Indonesia, we have just conveyed the relationship with the obligations of teachers, the duties and functions of teachers in Law Number 14 of 2005 and its derivative regulations regarding teacher ee, namely PP number 74 of 2008 which has been amended by number 19 of 2017. And of course with the existence of a new institutional organization Proves number 188 of 2018 concerning the Ministry of Primary and Secondary Education and also the relationship with the organization of the Ministry Number 1 of 2024.

26:04 At a glance, we may convey to all of you that the relationship with ee fulfillment of the workload of principal and supervisor teachers has actually been published since 2018, namely Permendikbud number 15 of 2018 concerning the fulfillment of work materials for principal and supervisor teachers in which there are also details of the equivalence table starting from their main duties, additional duties and other additional duties. Well, as time goes by, ladies and gentlemen,

26:50 in 2024, with various existing EE policies related to the EE curriculum as well as identifying input from the field related to various additional tasks and other additional tasks carried out by the teachers, we are trying to analyze the workload of each additional task, other additional tasks, and other additional tasks . Changes to the DIIKBut Ministerial Regulation number 15 of 2018,

27:37 namely the DIIKB Ristek Ministerial Regulation number 25 of 2024 concerning the changes to the Ministerial Regulation 15 of 2018. And in the ee of the Dikbud Ristek Ministerial Regulation, the amount has been explained and is further explained in detail in the Ministerial Decree Number 495 concerning the details of workload equivalence. Well, time goes by again with various ee policies currently, Ladies and Gentlemen, there are several directions from the Minister as well as input from the field that we can carry out identification

28:24 analysis of the details of each task so that Permendikbud 25 of 2024 four there are changes again with several additional additional tasks and also changes in the nomenclature in the Permenduristek 25 of 2024 regulations. So what was previously in Permen DIPTEK 2025 ee sorry ee number 25 of 2024 was almost all carried over into ee Permedik Dasmen number 11 of 2025. There are also changes in the ee nomenclature.

29:12 Something like that. Well, and also later, ladies and gentlemen, in more detail, the existing regulations in the Ministerial Regulation Number 11 of 2025 regarding the fulfillment of teacher workload will be detailed again as it was previously in the Ministerial Regulation Number 495, which will be included or outlined in the ministerial decree and perhaps ladies and gentlemen who have also known that ee in terms of carrying out tasks that may be regulated in the ee ASN Law and also its derivatives that ee ASN has

29:59 working hours, the term workload or effective working hours is 37.5 or 37 hours per week, where ee is the number of hours per week. B the work currently being done is 1 hour which is 60 minutes. It is the working hours that may need to be distinguished between workload and working hours. The workload is of course included in working hours because each position has working hours and also functional duties for each position which are compared to each position, be it the executive position or the functional position. Well, for those who are teachers, of course there are

30:47 working hours that follow the ASN Law, namely 37.5 hours per week. and there is also a workload that is required by EE as stated in the EE regulations in the Teachers and Lecturers Law and its derivatives, namely in relation to fulfilling a minimum workload of 24 hours of face-to-face EE. This is what we need to understand in relation to working hours, which are indeed full-time working days in accordance with existing arrangements and also with our burden in accordance with the functional duties of the existing positions, both

31:33 in executive and functional EE positions . Well, for the teacher's workload other than carrying out EE in the pouring of EE working hours, ladies and gentlemen, that is what we are probably already used to, what we call EE, we are familiar with M5 which includes the main activities of M5. M1 is planning learning or guidance, M2 is implementing ee learning or guidance, planning, implementing that is M2. Third, M3 is assessing

32:20 learning or mentoring outcomes. The M4 guides and trains students, the M5 carries out additional tasks. So, in relation to the various duties of teachers, both within and outside of school, we will explain in more detail regarding guiding and training students, including carrying out duties as homeroom teachers. So, for those carrying out additional tasks, there are additional teacher duties, there are also other additional teacher duties. Well, this is what we need to put into

33:06 more detail in this ministerial regulation and also later on, the equivalence details will be in the ministerial decision. Of course, ladies and gentlemen, there are some things that have been stated in regulations, both in PPs, regarding the main duties of teachers. There are also those stated in the PP regulations regarding additional tasks that can be identified again and there are also those called other additional teacher tasks. Well, this is what we do with the conditions in the field. We try to analyze various things , identify them, calculate the relationship with additional tasks

33:54 and other additional tasks of the teacher so that they can be included in the workload which will later be sequenced with face-to-face hours. in more detail, ladies and gentlemen, whom we respect. This may also be familiar to all of you, ladies and gentlemen, who are currently present, perhaps from the Department of Education with the team and there may also be teachers, principals, and supervisors who may also be present. In relation to the workload of teachers whose main task is to plan learning or guidance, we can try to define ee as planning learning or guidance, which includes reviewing the learning curriculum,

34:39 guidance curriculum or changes to special needs during education and also making plans for implementing learning or guidance in accordance with the established ee process standards . Second, it is related to implementing learning or guidance. Starting from implementing learning or guidance is the implementation of the learning or guidance plan that has been planned. Learning is implemented in intracurricular, co-curricular and extracurricular activities. Next, the implementation of guidance is carried out through guidance and counseling to support the learning and independence of pupils or students. And the next thing is that the teacher

35:25 carries out learning or guidance at the base administrative unit . Well, this is also the direction from the Minister regarding the fulfillment of the workload carried out at the base administrative unit. The next are special education teachers assigned to disability service units or ULD and civil servant teachers who are redistributed to educational units provided by the community to carry out learning or guidance. Well, in this M2, ladies and gentlemen, this is what previously had to fulfill the

36:11 workload outside of the work unit. For now, everything is carried out at the school unless there are certain assignments that are needed at other schools that do not yet exist or are needed in relation to the teacher. That's an assignment. R-something like that. So, thirdly, assess the results of learning or mentoring. Our EE is defined as assessing learning outcomes or guidance as a process of collecting and processing information to measure the achievement of learning outcomes or the development of students' EE. Well, the next thing is related to M4, guiding and training. There are several things that we need to

36:59 explain here regarding guiding and training. Firstly, guiding and training students is carried out in co-curricular and extracurricular activities. Secondly, in addition to carrying out the duties of guiding and training the above co-curricular and extra-curricular activities, teachers also carry out mentoring duties as guardian teachers. Yes, this may be familiar as a homeroom teacher, perhaps you, ladies and gentlemen, may also have questions about what was previously called a homeroom teacher, what is currently called a homeroom teacher. So, we can explain a little

37:47 about the duties of a homeroom teacher, namely at least providing academic support, developing skills competencies, and character of the students they supervise. Well, it's like if perhaps you are at a university, there is a term there related to academic advisors, academic advisors who guide students from the time they first enter until they graduate. PA academic advisor. Well, here we call teachers guardian teachers. Well, the homeroom teacher is required for subject teachers at the equivalent junior high school level. In it there are SMP

38:33 LB, SMA or SMA LB, SMK and also SMK LB. Well, I said in advance that it is done from when students enter until they graduate, of course with various existing conditions. There are some that may have a large or numerous number of students, but of course there are also only a few teachers. There are also those whose students are big, there are also those whose teachers are big. Of course, this is a task for the principal to be able to divide all the subject teachers who are assigned to be the homeroom teacher, except for the principal who is not the homeroom teacher. Well, of course, in carrying out the task of collaborating with the

39:18 existing BK teachers, for those in junior high, senior high, and vocational high schools, there are currently BK teachers, but for those in elementary schools, not all of them have recruited or procured BK teachers, so collaboration with BK teachers and also the homeroom teachers is needed. his. Next, ladies and gentlemen, if earlier we had the main task, now we have additional tasks for teachers. This has been stated in the higher regulations in the teacher's EE PP, which includes the deputy head of the educational unit, head of the

40:04 educational unit's expertise program, head of the educational unit's library, head of the workshop laboratory or teaching factory production unit of one educational unit, special tutors in one educational unit that provides inclusive education or integrated education. Well, the last one is another additional task . This is what ee more back to identify other additional tasks ee we will later ee detail, explain. Well, another additional task, ladies and gentlemen, this is part of M5 carrying out this additional task starting from ee, if the previous one, ladies and gentlemen, perhaps you are already familiar with it and are no longer

40:51 unfamiliar with it, it is already familiar. Well, here there are also additional tasks that have been around for a long time at one educational school. There will also be new nomenclature and there will also be additional additional tasks that exist. Well, the usual ones, for example, the homeroom teacher was already there before, the inter-school student organization supervisor was also there, the extracurricular supervisor was also there, the competency development coordinator was also there, the job fair administrator was specifically for vocational schools, the on-duty teacher was also there before, the administrator of the first-party professional certification institution for students was also there. Well,

41:37 yesterday, the coordinator of teacher work management also had a team for preventing and handling violence among the administrators of this educational organization, and tutors for equivalent education were also already there. Well, the next one on the right, ladies and gentlemen, here are some of the ones that have changed their nomenclature. The first is the project-based learning coordinator. Well, this is what maybe previously, Mr., Mrs. ee got or shared tasks related to the P5 coordinator ee. So, to anticipate the connection with the changes in the deepening of the sharpness that exists in the EE curriculum settings and now the EE Regulation has been issued.

42:22 We accommodate this, we provide the nomenclature for learning coordinators. But ladies and gentlemen, this is not just about producing a form of goods and so on, tools and so on. This is broad, later the connection with this matter will be more detailed to or in the minister's EE decision, which is equivalent to the name of the task, what is the function of the task, what is the EE bill for the data document, or what is the conversion or equivalent. That will later be stated in a ministerial decision. The next is the coordinator of inclusive education learning . The next is the task force for the protection of educators and

43:08 education personnel. The next is the event committee administrator at the educational unit. Well, this is ee new ladies and gentlemen, perhaps ee ladies and gentlemen, currently or yesterday ee, let's say there were ee events related to ee's national big day. There was a committee that I hadn't acknowledged before, but now I've included it in the recognition of other additional tasks. The next instructor is a resource person and facilitator for national programs in the field of education. Well, this too ee will be recognized to be equivalent. Next, participants in the competency development program are carried out or conducted at

43:55 training institutions, teacher work groups, educational institutions, educational communities, professional organizations. Well, these participants are also recognized. But of course there are limits. the limit is like, say, oh indeed, ee ee, the program is structured, this is carried out by the implementing agency which is indeed given ee assignments and so on, it will be more detailed later in ee Kemen ee didasmennya. The next is the KKG and MGMP coordinator, both at the provincial, district and cluster levels. The sub- district bias cluster usually exists, this is also something we need to acknowledge. The next are administrators of non-political community organizations

44:43 and/or administrators of non-structural government organizations. This is further expanded but there are also limitations so that later there will be ee what the functional tasks are, what the document data bill is, how much permission can be obtained, later it will be in ee, please go to the head of the database. Ladies and gentlemen, we respect you all. So, in relation to the implementation of fulfilling teacher work, under certain conditions, teachers can be assigned to other educational units . Well, we said earlier that we are trying to comply with the Minister, teachers in fulfilling the needs or fulfilling the workload of teachers who have a

45:29 minimum of 24 hours of face-to-face teaching within their educational units or work units, whether it is their main duties, additional duties, or other additional duties. Well, if it is needed by another educational unit, the service will of course give an assignment. Well, these particular conditions are conditions of educational units that really need teachers for certain subjects or perhaps certain skills that are needed there, teachers can be assigned by the local government in the education office, whether it is district, city or provincial. Well, ladies and gentlemen whom we respect, ee ee, let us explain a little more

46:15 about obtaining the EE equivalence, ee, in detail, we will explain again about EE's duties, what are its functions , what are the documents, that will be in the EE evaluation. Well, we will first explain the magnitude of the ee equivalence or recognition or calculation for face-to- face workload. So, ladies and gentlemen, regarding the implementation of the EE assignment for learning and guidance, it is required to fulfill at least 24 hours of face-to- face meetings per week and a maximum of 40 hours of face-to-face meetings per week. For those whose guidance is fulfilled by

47:03 BK teachers or guidance and counseling teachers by guiding at least five study groups per year. Every year there may also be implementation in the EE assignments in the calculations there are also assignments per semester. So, the next thing for those who are involved in mentoring as a homeroom teacher is the equivalent of 2 hours of face-to-face meetings per week. The M5 who have a lot of additional tasks, ee, the additional tasks of the vice principal, head of the expertise program, head of the lab, head of the library are equated with 12 hours of face-to-face time per week. for subject teachers or ee guidance teachers for three study groups per

47:49 year for guidance and counseling teachers to fulfill the workload in carrying out lessons or guidance. So, the additional duties as special supervising teachers, ladies and gentlemen, are increased to 6 hours of face-to-face time per week for special teachers whose workload in implementing this learning has actually been fulfilled from the start, except for homeroom teachers. Well, the other additional tasks that M5 plus Ladies and Gentlemen, other additional tasks are cumulatively equivalent to a maximum of 6 hours of face-to-face time per week. It's also actually the same as the previous setup. So, the implementation of two or more additional tasks by guidance and counseling teachers can be equivalent to the

48:36 implementation of guidance for one study group per year. This is for other additional tasks carried out by ee teacher ee BK. The next thing for other additional tasks that are not related to the implementation of learning is that there is already a basic equivalent that exists in the PPU EE. Teachers who have additional duties as deputy principals. There are heads of expertise programs, there are heads of libraries, there are heads of labs, there are heads of workshops. Also get the task of mentoring as a homeroom teacher. So, what did the homeroom teacher do earlier

49:22 ? recognized, multiplied and able to carry out other additional duties. Well, but it is not given as a substitute for fulfilling the implementation of learning, but is calculated as fulfilling the workload for 37.5 hours of effective work. So vice principal, head of expertise program, head of library, head of lab, head of workshop. That's what we said at the beginning, that it is mandatory to get additional assignments from homeroom teachers, but they are not counted towards fulfillment or conditioned as face-to-

50:09 face hours. So, if you formulate it, ladies and gentlemen, M5 plus ee M5+ or other additional M tasks, that's 12 JP. Well, this is included in the calculation of the workload of 37.5 hours per week. Well, ladies and gentlemen, in terms of implementing or determining additional tasks and arrangements, of course this is the task of the head of the educational unit, the principal must be truly clever in being able to observe the number of curriculum loads for his students which will be included in the ee

50:57 lesson hours and that will later be divided into the number of existing teachers so that later ee can really observe it. So, the principal appoints homeroom teachers and teachers who carry out additional duties. Of course, the appointment of guardian teachers is carried out by considering the number of students divided by the number of teachers available at the school, except for the principal or head of the educational unit. Next, the determination of teachers who carry out additional tasks is carried out by taking into account the calculation of teacher needs based on the curriculum structure and the number of study groups in accordance with the provisions of laws and regulations.

51:43 After doing this, if after the additional tasks have been determined there are still teachers who cannot fulfill the implementation of learning or guidance or there is a shortage of teachers, then the principal is legally obliged to report this to the Education Office according to their authority, whether at the district, city or provincial level. And next, the Education Office which has received a report from the Principal must of course be obliged to organize and allocate teachers in accordance with the provisions of laws and regulations so that it is hoped that the fulfillment of the teacher's needs can be

52:29 met. more importantly related to the fulfillment of face-to-face hours that must be fulfilled by each ee teacher and this also has an impact on several things, ladies and gentlemen. One of them is related to the requirements for obtaining professional ee allowances. Well, earlier there was a teacher who was needed at another school for assignments. So, these are teachers who can be given official duties or assignments related to their duties and authority in the field of education by the head of the service, school principal or head of the foundation, in this case the school is run by the community. So, official duties or assignments in the field of education are recognized as part of

53:16 fulfilling the workload of 37 hours or 37.5 hours of work hours in 1 week. Well, the tasks are certainly some things that can be identified. For example, meetings and so on can be assigned by the head of the department, the principal, or the chairman of the foundation. The next one has to do with exceptions. Maybe there are several EE schools in certain areas or maybe schools that have certain conditions so that in terms of fulfilling this workload, the EE principal has to determine what the division is and what the exceptions are. Well, there are

54:02 several things that we can convey to you, ladies and gentlemen, regarding the fulfillment of EE, at least 24 hours of face-to-face meetings per week in carrying out learning tasks can be excluded for the first one, which is the main task. This means that teachers cannot fulfill the minimum requirement of 24 hours of face-to-face teaching per week based on the curriculum structure. ee it is possible that in the workload of students as stated in the curriculum there are hours per week that are indeed cruel. So, the existing teachers, with the existing number of classes, are not yet able to meet the minimum requirement of 24 hours of face-to-face teaching.

54:51 So, the next thing is teachers who, based on the workload calculation, cannot fulfill the 24-hour face-to-face EE requirement , but the number of teachers is sufficient for the calculation requirements. So, in one school with a certain field or certain subject according to the teacher's calculations, it is appropriate. But after dividing the existing workload, there was the last teacher, or so-called, who received the last portion, who did not fulfill the minimum 24 hours of face-to -face work. Well, this is an exception for the aforementioned teachers. Well, thirdly, special education teachers and special service education teachers are excluded. Fourth, teachers at Indonesian Schools

55:39 Abroad or SLN. Well, this is an exception related to the minimum 24 hours of face-to-face meetings for the implementation of learning. So, for the BK teacher, in relation to the task of implementing guidance which requires a minimum of five study groups, an exception is made, namely, ladies and gentlemen, fulfilling the implementation of guidance for at least five study groups per year in the implementation of guidance by the BK teacher. can be excluded in the case of the number of study groups in an educational unit being less than five study groups. There are also many examples such as the senior high school EE level or the

56:27 senior high school vocational school level where each class may only have one class. Well, that has been excluded to fulfill the workload of the BK teacher. Next, ladies and gentlemen, in the ee Permen Dikasmen 11 of 2025, we also include the connection with the ee development of teacher competencies, principals and ee existing teachers that teachers carry out retention development activities to develop their capacity, which is indeed ee various ee interventions, various ee ee policies

57:14 that all teachers must continue to carry out competency development to fulfill various competencies that are raised, both professional, pedagogical, ee sociocultural or social as well as personality and also related to their interpretation. So, the next competency development activities can be carried out outside or inside the base administrative unit in accordance with the provisions of laws and regulations. So, in terms of policies, both previously and currently, ladies and gentlemen, there are ee learning communities in educational units, there are communities outside the educational units mentioned earlier, namely Kugus, there are

57:59 deliberation work groups, both KKG, MGMP. For the principal, there is ee KKS, there is KK ee MKPS and so on. Well, this is related to the development of containers in terms of competency development. The next thing is to be connected with things that were previously regulated or that are currently new, of course, there are dependencies on the transition, ladies and gentlemen. So, when this ministerial regulation comes into effect, school supervisors will continue to fulfill their workload in accordance with the Minister of Education and Culture Regulation number 15 of 2018 and the Minister of Education and Culture Regulation number 25

58:44 of 2024 until their status is adjusted to become teachers in accordance with the provisions of this law. Why is it written like this? because the current regulations that are in place or positive are in accordance with the PAN RB Regulation 212024 regarding the functional position of teachers. Well, for now we are putting it like this so that the school supervisors can still get their professional allowances because school supervisors come from teachers. So, if there are any changes related to the functional positions of teachers in the PAN Ministerial Regulation 21224, of course we will

59:31 adjust them again so that those in the existing conditions still get their respective rights, be they teachers, principals, supervisors, or others. Well, the next thing is related to the Regulation of the Minister of Education and Culture Number 15 of 2018 and also the amendment to the Regulation of the Minister of Education and Culture Number 25 of 2024, with the existence of the Regulation of the Minister of Education and Culture Number 1125, it has been revoked and will no longer be valid. So, the implementation of various main tasks, additional tasks and other additional tasks that we have conveyed above and are stated in Permen diasmen 11 2025 will be valid for the

1:00:17 2025-2026 academic year. Well, that's probably all that we can convey to you, ladies and gentlemen, in general, and if you want to see it, I'll have a look at the plan for the next one, maybe you can see the connection with what ee is, which is perhaps a description of the connection with the acquisition and the amount and time period. This will be further detailed in the ee per eh sorry ee ministerial decision for Indonesia which will be further detailed . Perhaps we can briefly convey to all of you, ladies and gentlemen, that as an illustration, the homeroom teacher said the equivalent is

1:01:03 2 hours. So, the number of hours a teacher teaches one class is at least in 1 academic year. The OSIS advisor is one teacher in an educational unit for at least 2 hours per academic year. A secular instructor is a teacher for a particular extracurricular activity for at least 1 academic year. Secondly, certain extracurricular activities are carried out at least once a week with students or a minimum number of participants of 20 ee participants or 20 ee students in one extracurricular activity with 2 hours of face-to-face meetings. The competency development coordinator is one teacher in one educational unit for at least 1 year

1:01:50 to be prioritized for 2 hours. Special Job Exchange Manager at the vocational school level. The Special Job Exchange Board consists of one chairman. This is a management, right? One chairman. If the chairman gets 2 hours, the equivalent is. Well, for the job market information personnel, there are those who may also have additional duties, sorry, ee, who are responsible for job counseling and guidance. There are also those who use it as a work intermediary as stated in the decree and in one education for at least 1 academic year, they get the equivalent of 1 hour of face-to -face contact. For teachers on duty, one teacher is on duty for at least 1 day in 1 week during the teaching unit and gets 1 hour of face-to-face EE. For the

1:02:38 LSP administrators, the first party is the chairman, who gets two hours of equivalent time for the head of the certification section, the head of the quality management section, and the head of the administration section, each of them gets 1 hour of equivalent time. There is a coordinator for teacher performance management . So, one teacher in one education for at least 1 year and in the case of the number of teachers being less than 10 people, then performance management is carried out by the teacher who is assigned as the head of the educational EE unit or the principal . It is recognized as ee 2 hours. So, for the project-based learning coordinator, one teacher

1:03:25 becomes the homeroom teacher, eh sorry, becomes the project-based learning coordinator for one to three groups of ee, what is the most comprehensive learning per year, recognized as 2 hours for one group of ee project-based learning . So, for the coordinator of inclusive education learning, one teacher in one education unit for at least 1 academic year of assignment has attended the advanced training program, which is recognized as 2 hours of face-to -face EE. So, for the head of the team for preventing and handling violence or the task force for protecting PTK in education, there is one teacher for one educational institution for at least 1

1:04:10 academic year. There are provisions regarding the number of TPPK members based on the number of students there. Ladies and gentlemen, the coordinator is given an equivalent of 2 hours. Each team is given 1 hour. So, for the event committee administrators in one education, the administrators also have one teacher in one position for at least 1 month for a particular EE event serving as chairman, secretary or treasurer in a particular EE event. On the existing big days, 1 hour of face-to-face EE is given. For the administrators of this educational organization, there are those at the national level, those at the provincial level, and those at the district/city level. Well, each one is given individually at the national level. ee as an administrator is three, the professional level is two and the

1:04:56 competent level is one. So, for tutors in inclusive education, one teacher as a tutor is assigned a maximum of 6 hours of face-to-face work for at least 1 semester, which is recognized as 1 hour of face-to-face work as a tutor for 1 hour of teacher work implementation. So ee almost the same. instructors, resource persons, facilitators in the PTK competency development program at the national level, in the fields of education, one teacher for one national program is also recognized as a resource person as part of a 1-hour face-to-face EE structure. for the participants, it is also recognized as 1 hour of face-to-face in terms of the development of EE competencies which are regular, of course BB is also the coordinator of the EE working group for the

1:05:41 deliberations, there are those at the provincial and district/city levels, each of which is also recognized as 1 hour of face-to-face, the administrators of non-political community organizations are also recognized as 1 hour of face-to-face. Well, for the administrators of non-structural government organizations, 1 hour of face-to-face meetings is also recognized. Well, it seems that's all we can convey at this time, ladies and gentlemen. There may be some things that need further explanation, clarification, or perhaps there may be new technical matters, Sir/Madam Principals and also

1:06:27 perhaps with this, the operators at the school, Sir/Madam Heads of Department or those in charge at each level and also the operators of this department who really need to understand the depth of each of the regulations that have been stipulated in the Ministerial Regulation of Didasmen 11 of 2025. That is perhaps what we can convey, Sir/Madam . Please, there is something we need to discuss. Later, our team from the ee secretariat and the ee Directorate will also provide ee explanations of the qualifications and ee answers to the questions that ee has from ee ladies and gentlemen. When we return Miss.

1:07:18 Good. Thank you very much to Mr. SU for your explanation, which was very clear, which was conveyed to all of us. Next, ladies and gentlemen, our proud GTKPG friends, now it's time for us to enter the question and answer session. We have curated the questions from you that have come in through both the Google Form link and the Q&A column on this Zoom media. Later, I will meet you, please allow me to ask for your willingness to answer or respond to the following questions. Just go straight to it, sir. Please allow the first question to be displayed again.

1:08:03 Okay, from Febria Neisi, SMP Negeri 10 Payokumbo. Ladies and gentlemen, we have two Indonesian language teachers at our school. I am a civil servant and another is a first aid worker. While our class only has 6. So the total hours are only 36. If we both get certified, can we divide the hours by 18 each? then added with additional tasks to achieve 24 JP. We invite Mr. Temi to answer. Good. Ee, thank you to Mrs. Febria Nelsi, yes, earlier, Mbak, yes, from Betul, Sir. From Payaumbu State Middle School, yes. Yes, that's right, 10 Payakumbuh. Well, thanks for

1:08:49 the question. Hey, I caught a glimpse of the connection between the number of teachers and the number of classes. Of course, if you ask, can we share it? Well, the principal will be the head of the educational unit, approximately. Well, unless perhaps Mrs. Febri is also the principal. Well, of course you can share that with us. So, with the total number of hours for Indonesian language EE, the total number of EE classes is 6, and the total number of hours is 36, which means that if the number of teachers and all of them are certified is divided by two,

1:09:36 each student still gets 18 hours of face-to-face time. That's the main task. Well, of course, to fulfill the 24 hours, there are still many additional EE tasks and other additional tasks that can be given to Mrs. Febria or to colleagues who are in the same EE field in the Indonesian language teacher subject. That's it, Miss. Thank you. Okay. Okay, thank you. Hopefully, this answers Mrs. Febri Nelsi's question. Next, the operator may ask for the second question from Mrs. Dian Rahayu from SMP Negeri 42 Samarinda. Hey, policy makers, I would like to

1:10:23 ask if there is a policy to provide JJP to Serdik teachers who have additional duties as Dapodik operators and BOS treasurers. We do not play around when it comes to inputting data and managing finances. Please consider it. At least our work is appreciated and we get at least 12 JJP. Especially in small schools like mine which only have three classes because we are fighting for additional assignments. Please ask Mr. Temu to answer. Good. Good. Ee from Mrs. Dian. Mrs. Dian from Samarinda. What time was junior high school, Miss? Public Junior High School 42 Samarinda. 42. Okay. Eh, thank you Mrs. Dian Rahayu, who perhaps besides being a teacher who carries out

1:11:08 learning tasks, is also given the task of being the Dapodik operator and BOS treasurer, I think. Well, the question earlier was that Mrs. ee is currently at SMP Negeri 42 Samarinda, Samarinda ee was given the task of being an operator. There are also those who are given the task of being treasurer. Well, of course, in relation to this, we actually hope that at the junior high school level there will be provision for educational staff. Well, we hope that ee is

1:11:56 related to the Dapodik operator or to the tasks that might be given by the BOS treasurer. Of course, this ee is not given ee to what might be ee teachers who are ee ee related to the number or maybe the hours of the existing curriculum are heavy because ee ee the operator's task, even though it is not continuous, is really needed both at the elementary school level and at the junior high, senior high, and vocational school levels. But for junior high school level, of course, the ee education unit or school can ee ee procurement for its education staff who

1:12:42 may also be given the task of being operators. We hope that you understand the additional duties as operators, which can actually be carried out by educational staff, whether or not they should be carried out by teachers, so that your duties as teachers in terms of guiding learning are not disturbed. Something like that. Okay, I hope this is enlightening, Mrs. Dian Rahayu, regarding the answer given by Mr. Temu. Permission to continue with the third question from Mr. Yosep Benyamin from SMA Negeri 1 Pacar. If a subject teacher is

1:13:27 assigned as a homeroom teacher for 2 JP, can he/she teach 16 linear JP plus 6 JP additional assignments so that the total becomes 24 JP? Or does the minimum rule of teaching 18 JP still apply? Please, sir. Okay, thank you Mr. Yosep. This is from Pacar SAT Pacar State High School . Yes Yes One boyfriend, yeah. State Senior High School 1 Pacar. Hey, what if all of you were required to become homeroom teachers except for the principal. Well, of course, we have already said this before that having a homeroom teacher is mandatory, right? This means that it is mandatory,

1:14:13 meaning that our ee will arrive in the future, whether ee or not, it will not be a calculation related to ee face-to-face hours, but it will be part of ee fulfilling the 37.5 workload. Well, of course, if in your calculations you say that the homeroom teacher gets 2 JP, can the person in question teach 16 linear JP? Ee then there are other additional tasks that might be 6 hours so ee what ee the hours can be fulfilled. Well, this is for all of you, for subject teachers at junior high, senior high, and vocational high school levels

1:14:58 who teach 16 linear JP with their teacher certificate or academic qualifications that have been set by all of you, plus becoming a homeroom teacher for 2JP. Well, the rest of course can handle additional tasks with a maximum of 6 JP. This ee ee makes it easier to relate to calculations for all of you who are at the junior high, senior high and vocational school levels. Is that clear, Miss? Ready. It seems clear, sir. Thank you for your answer, Mr. Temu. Hopefully this is answered, Mr. Yosep. Next, a question from Mr. Mas Bahur Ro from SMA N 1 Keraksaan,

1:15:43 Probolinggo Regency, East Java. Please explain the form of collaboration between the guidance counselor and homeroom teacher. What are the boundaries of the role of the guardian feather and the hard guardian. Please, Mr. Temu. Okay, thank you. This is clearer, this is how it was broadcast by Mr. Mas Bahur Roziki from SMA Negeri 1 Kerasakan, Purbalingga, East Java. Thank you Mr. Roziki. Ee the question. ee please explain the form of collaboration between the BK teacher and the homeroom teacher. What are the boundaries of the roles of homeroom teachers and homeroom teachers? So, we convey to all of you that the homeroom teacher must collaborate with the BK teacher and also with the

1:16:32 homeroom teacher, sorry, homeroom teacher. Well, collaboration with the BK teacher in providing guidance and counseling may be done individually. Because when there might be an issue or perhaps a problem or case that is handled by the BK teacher, there is also assistance from the homeroom teacher. Well, this is what maybe ee ee the object or the student, maybe there are some that are the same between the BK teacher and the homeroom teacher. Because the BK teacher is a minimum of 5 class groups. Meanwhile, for homeroom teachers, the number of students is divided by the number of teachers. This means that there are some whose target

1:17:20 students or students are the same as the guidance counselor. There are also some who may not be the same as the guidance counselor, depending on the number of classes and the number of guidance counselors. As for the homeroom teacher, of course each class has a homeroom teacher. Well, this is one of the things that is related to how it relates to collaboration for BK teachers and also for their guardian teachers. Well, BK teachers certainly have guidance duties, some also provide services, some provide group guidance, some provide classical guidance, and some provide individual guidance. Well, each counseling may be in accordance with ee what is the term ee conditions or issues or perhaps problems that each student experiences. Well, the collaboration

1:18:06 is of course if the student's EE is released with the BK teacher, of course the EE is related to the individual guidance and counseling EE which can be done together. And of course, in terms of supervision, not every guidance and counseling teacher can continuously supervise or monitor students. But for those who are homeroom teachers, it is hoped that they can continue to be companions, become discussion partners, become confidants, and so on, so that the relationship with the role of the homeroom teacher will be closer because the person concerned is there from the beginning until the person concerned moves up to the level or until the person graduates. Well, for

1:18:52 guidance counselors, there may be differences in classes when the school year changes depending on the number of classes available. Approximately that much, sir? Okay. Well, the answer is very clear, Mr. Temu. Thank You. Next from Mrs. Rahmawati, State High School 1 Juli Beng Aceh. The question is, Article 6 paragraph 1 of Permendikdas number 11 of 2025 states that teachers carry out learning or guidance. on satm. Does this article state that teachers are not permitted to seek additional hours outside of the school day if the teaching load during the school day does not meet the 24 JP per week as previously permitted by the maximum regulation of 6JP?

1:19:38 Please explain, Mr. Temu. Okay, thank you Mrs. Rwati from SMA Negeri 1 Juli BRM Aceh. We have actually conveyed this in front of the ee, it is true that to fulfill the ee teacher's workload, the guidance learning is carried out in his/her class. Something like that. Well, if indeed the ee teacher is ee in a certain field with a certain amount, we have explained the exceptions on how to write 24 hours that are fulfilled by the ee according to the ee teacher's needs calculations. Lastly, it is the teachers who are excluded. So ee is related to the

1:20:26 fulfillment of ee, the number of hours, whether it is the main task or other additional tasks, are fulfilled in one school or its unit. But if there is a teacher whose last division teacher is not covered, then that is indeed an exception and it is considered to have fulfilled the 24 hours of teaching, sir. Okay, well, it's been answered, Mrs. Rahmawati. Next, Mr. and Mrs. Ervina from Tanah Datar District. The question is, we from the Tanah Datar Regency Office would like to ask, the material presented is very good, but what might be doubtful is if there is a teacher who teaches 18 hours

1:21:12 plus 2 hours of guardian hours, a total of 20 for TTLE, should it be 6 hours or just 4 hours ? yes. Please, Mr. Tungu. Okay, thank you, Mrs. Ervina, from the Education Office. There are many people who have experienced things like this, maybe there. Well, in relation to this matter, Mrs. ee is at the Tanah Datar KUP. The material that we may have conveyed is not yet complete, ee, what is the term for it, in detail, will be in the Ministry of Education and Culture. But at least the description we have presented earlier can provide a picture that is at least ee ee mostly related to the accent. Well, if there is a teacher

1:21:59 who teaches 18 hours plus 2 hours of homeroom hours , a total of 20 hours of face-to-face. So, does it have to be 6 hours or just 4 hours for the other additional tasks? That's roughly true. If you have already got 20 minutes, there are only 4 hours left for the additional assignment. Well, it is taken from other additional tasks which are actually carried out by the teacher, which may result in one or two equivalents. Well, all that's left is to find or divide up the extra hours for those other additional tasks, Mrs. Ervina. Okay, fine, thank you sir. Next, I apologize, this is a bit small, oh, the name and origin are not written.

1:22:46 Specifically in Article 9 regarding the guardian teacher which is updated in fulfilling hours for teachers. Is there an interval for the number of students who are guardian children so that it can be assessed? And how are the class levels arranged? Are students grouped by

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