Pengembangan Keprofesian Berkelanjutan Guru untuk Meningkatkan Mutu Pendidikan

Abstract

The purpose of this study to find out (1) the steps of continuous professional development (CPD) of teachers, (2) the methods and techniques of CPD, (3) the models of CPD, (4) thefinancing of CPD, and (5) the constraints of CPD. The research approach is qualitative while the type is phenomenological. The study was conducted in Demak Regency in 2019. Data collection techniques used questionnaires, interviews, and documentation. The research step follows the Miles and Huberman model. Analysis of data using qualitative research software NVivo 11 Plus. The results showed (1) the steps of CPD consist of need assessment, implementation, and evaluation, (2) the most widely used methods were education and training, lectures, simulations, discussions, and behavior modeling, (3) the models most widely used professional learning groups, (4) the biggest funding source from the personal of teachers and local government, and (5) the main constraints are in terms of time, funding, lack of programmability, and lack of assistance. The intensive CPD implementation has succeeded in improving the quality of education in Demak District. In order for CPD to improve more quality of education, it is suggested that several things (1) CPD steps need to be improved starting from the measurement of teacher needs to evaluation, (2) the methods, techniques, and models that are still rarely used should be tried to apply, (3) it needs to explore funding from the public, (4) minimize the main obstacles that arised, and (5) the need of operational policy from District Education Office of Demak.

Teacher Professionalism Development

“…In line with the results of research by Kastawi and Yuliejantiningsih (2019) Based on the results of this study, it is stated that the role of the Department of Education and Development carried out at the school or cluster level is a place to develop teacher professionalism on an ongoing basis. In addition, there is a need for support, both in the form of funds and infrastructure.…”

Peningkatan Kompetensi Guru SMP Kota Pematang Siantar Melalui Pelatihan Penelitian Tindakan Kelas (Ptk)

“…Guru merupakan sumber daya manusia utama dalam satuan pendidikan yang sangat menentukan kualitas pendidikan (Lu & Lien, 2016;Lomibao, 2016;Drossel & Eickelmann, 2017;Lin, 2019). Sebagai sumber daya utama dalam satuan pendidikan, kompetensi guru harus selalu ditingkatkan yang dapat dilakukan melalui pengembangan keprofesian berkelanjutan guru (Kastawi et al, 2019). Pengembangan keprofesian berkelanjutan guru dapat dilakukan melalui pengembangan diri, publikasi ilmiah dan karya inovatif (Priansa, 2017).…”

Development of competency-based continuous professional development (PKB) training management model to improve competence and research culture for middle school teachers in Pematangsiantar City

“…Continuous professional development is an effort to improve teacher competence (Kastawi, Nurkolis Siri and Yuliejantiningsih, 2019) which is carried out based on teacher needs and is carried out gradually and continuously to improve teacher professionalism (Law Number 16, 2009); (Sumarsono et al, 2018); (Priansa, 2017). The teacher's obligation to carry out sustainable professional development can be done through self-development, scientific publications or innovative work (Permendiknas Number 35, 2010); (Priansa, 2017).…”