Continuing Professional Development and teachers’ perceptions and practices - A tenable relationship

Utami, I.G.A. Lokita Purnamika; Prestridge, Sarah; Saukah, Ali; Hamied, Fuad Abdul

doi:10.17509/ijal.v9i1.12463

Cited by 10 publications

(12 citation statements)

References 23 publications

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“…However, both of them equally contributed significantly to developing the assessment of madrasah teachers in madrasah school. The results of this study are also supported by research findings from Utami et al (2019) that the development of professional teachers can be done by increasing attitudes of social psychology and good self-perception about the environment. Emotional intelligence in developing assessment in the findings of Hamid, Suriansyah, & Ngadimun (2019) requires special handling from the government to develop madrasah teacher learning assessment.…”

Section: The Influence Of Islamic Psychosocial On Learning Assessment Of Madrasah Aliyah Teacherssupporting

confidence: 79%

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Sukenti

Tambak

Siregar

2021

AIJP

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This research focused on developing the learning assessment teacher of Madrasah Aliyah by strengthening Islamic psychosocial and emotional intelligence, using ex post facto research design and involving 297 Madrasah Aliyah teachers in 12 regencies/cities Riau Province, Indonesia. A questionnaire was made to measure Islamic psychosocial and emotional intelligence and measure learning assessment madrasah teachers. The data were analyzed using inferential statistics. The research results show that the gender levels of the madrasah aliyah teachers influence Islamic psychosocial but do not affect emotional intelligence and learning assessment. It confirms that male and female teachers do not have different emotional intelligence and teacher learning assessment, but Islamic psychosocial effects are affected. Madrasah teachers' teaching experience affects Islamic psychosocial, emotional intelligence, and learning assessment of madrasah aliyah teachers. This research shows that Islamic psychosocial contribution is "strong" in developing teacher learning assessments, while emotional intelligence has a "strong enough" effect. This research concludes that the learning assessment of madrasah teachers can be maximally developed by simultaneously mastering Islamic psychosocial and emotional intelligence in madrasah. This research has implications for the theory of "developing learning assessment for madrasah teachers" in developing the professionalism of madrasah teachers.

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Section: The Influence Of Islamic Psychosocial On Learning Assessment Of Madrasah Aliyah Teacherssupporting

confidence: 79%

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Sukenti

Tambak

Siregar

2021

AIJP

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“…The results of this study are also supported by research findings Utami, Prestrigde, Saukah & Hamied (2019) that the development of professional teachers can be done by increasing attitudes of social psychology and good self-perception about the environment. This is also reinforced by the results of research by Utomo, Suminar, & Hamidah (2019) that satisfaction of basic psychological needs as an external factor is the result of the formation of teacher motivation in continuously increasing competence in teaching.…”

Section: Discussionsupporting

confidence: 79%

Strengthening Islamic Behavior and Islamic Psychosocial in Developing Professional Madrasah Teachers

Tambak

Sukenti²

2020

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Studies on professional madrasah teachers have been widely explored, but its development from the religious aspect is still limited, while professional teachers are needed in the development of quality madrasah education. This research focused on developing professional teacher of Madrasah Aliyah by strengthening Islamic behavior and Islamic psychosocial. Using ex post facto research design and involving 397 Madrasah Aliyah teachers in 12 regencies/cities of Riau Province, Indonesia. A questionnaires were made to measure Islamic behavior and Islamic psychosocial and tests to measure professional madrasah teachers. The data were analyzed using inferential statistics. The findings of this research revealed that mastery of Islamic behavior and Islamic psychosocial contributes to developing professional madrasah teachers in carrying out teaching profession. Islamic behavior and Islamic psychosocial, specifically, is predicted to improve professional madrasah teachers. However, Islamic behavior has a higher contribution than Islamic psychosocial. This study concludes that professional madrasah teachers can be developed significantly by strengthening Islamic behavior and Islamic psychosocial in madrasah teachers. This research contributes to the Director General of Islamic Education of the Ministry of Religion of the Republic of Indonesia in taking the policy to develop professional madrasah teachers in Indonesia and design lecture materials for prospective madrasah teachers.

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“…In CPD implementation, awareness is required to meet the standard competency of teacher profession and an attempt of reforming and improving their professional competency. It is in line with Utami et al revealing that high enthusiasm and CPD participation function to be a combination effective to help teachers create their perception and willingness to put the perception onto action [13]. However, considering the result of field observation and interview, the awareness of SMK teachers in business and management throughout ex-Surakarta residency in implementing CPD is still low.…”

Section: Introductionsupporting

confidence: 73%

Teacher’s Need in the Continuing Professional Development Program for Teachers of Vocational High School throughout Surakarta Residency

Murwaningsih

Sawiji

Murtini

et al. 2021

ELINVO

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This research aimed to identify the activities needed by teachers in holding the Continuing Professional Development Program. This research employed survey type of non-experimental quantitative research method. This type of research was used when the author wants to find out the population’s opinion by conducting a study on the sample of population. The population of research consisted of all teachers of Vocational High School in Business and Management field in Surakarta City Residency. The sampling technique used was purposive sampling. Techniques of collecting data were observation, interview, documentation, and questionnaire. Quantitative data obtained was the one processed using Microsoft Excel with the scale specified by the author, while qualitative data was analyzed using triangulation technique. The result of research showed that Program Continuing Professional Development had been conducted despite different proportion for self-development, scientific publication, and innovative work. Thus, the appropriate strategy was required to solve some problems encountered by teachers

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Continuing Professional Development and teachers’ perceptions and practices - A tenable relationship

Cited by 10 publications

References 23 publications

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Strengthening Islamic Behavior and Islamic Psychosocial in Developing Professional Madrasah Teachers

Teacher’s Need in the Continuing Professional Development Program for Teachers of Vocational High School throughout Surakarta Residency

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