The focus of this study is the Implementation of the Induction Program for Elementary School Teachers in Solok City. The core of the problem is the ineffectiveness of the Beginner Teacher Induction Program (PIGP) for Solok City Elementary School teachers. This study uses a qualitative method. Guidance for Teachers Beginners Solok City Elementary School has only been implemented through the principal's supervision program, has not been implemented in accordance with PIGP which has actually been determined by the Government in Permendiknas Number 27 of 2010. In this regard, efforts are needed to examine the causes not implemented and find solutions. Based on preliminary observations it is known that the control mechanism for the guidance of beginner teachers as well as a systemic and periodic assessment system to determine the effectiveness and impact of fostering beginner teachers through the Beginner Teacher Induction Program (PIGP) has not been able to run well. This condition is indicated by the non-functioning PIGP in each school, especially in Elementary School (SD) memory. Beginning teachers with CPNS status are only required to attend the LPJ and after 1 year of teaching, the school principal proposes the issuance of a Decree (SK) of the teacher's functional position at the Education Office. To find solutions to these problems, research is needed to directly observe, explore and analyze the cause of the problem. Based on the analysis of the problem, then the researcher will formulate several solutions so that PIGP can run properly so that novice teachers can carry out their duties as expected.
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