Restrictive versus facilitative teacher professional development: a case from three public schools in Indonesia

Rahman, Abdul

doi:10.1007/s12564-019-09585-1

Cited by 12 publications

(11 citation statements)

References 38 publications

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“…Successfully navigating the job market and the challenges of the industrial revolution will be easier for graduates who have mastered English. That is in line with a study by (Rahman, 2019;Supriyanto et al, 2019), who found that students who regularly engage in conversation in English were more likely to grasp the idea that English class exists primarily to facilitate dialogue. Students' English proficiency will increase as a result of more opportunities for them to communicate in the language.…”

Section: Habituation Of Global Competitiveness In the Pauddas Departmentsupporting

confidence: 89%

Analysis of Jambi University's Early Childhood and Primary Education Program for a Global Competitive Generation

Yantoro

Destrinelli²,

Sofyan³

et al. 2022

NJMPI

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This article analyses educational programs for preparing a generation with global competitiveness in the Department of Early Childhood and Elementary Education, Jambi University using a qualitative approach and critical analysis. Furthermore, the data collection techniques used include interviews, observation, and documentation. The data analysis technique is the Miles and Huberman model, including reduction, presentation, and verification. The results showed that there are several programs to prepare a generation of global competitiveness, including 1) Organizing training and workshops to prepare a generation with global competitiveness, 2) Reframing for Global Competitiveness, 3) Organizing Focus Group Discussions (FGD), 4) Implementation of Student Extracurricular Activities, 5) Socialization of Student Achievement Improvement.

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Section: Habituation Of Global Competitiveness In the Pauddas Departmentsupporting

confidence: 89%

Analysis of Jambi University's Early Childhood and Primary Education Program for a Global Competitive Generation

Yantoro

Destrinelli²,

Sofyan³

et al. 2022

NJMPI

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“…Program pelatihan yang umumnya di desain dengan pendekatan top down yang tidak melibatkan perspektif guru sebagai praktisi cenderung tidak bisa memfasilitasi penyelesaian isu riil yang ada di sekolah (Rahman, 2019) (Giacomin, 2014;IDEO, 2011;Smith et al, 2018) Dengan adanya kegiatan ini, kesempatan guru untuk mengadaptasi pembelajaran yang sesuai dengan kurikulum paradigm baru menjadi terfasilitasi. Selain itu mereka juga bisa langsung menanyakan hal-hal yang dirasa belum jelas langsung kepada tim pengabdian.…”

Section: Program Pelatihan Yang Berpusat Pada Manusiaunclassified

Menyambut Kurikulum Paradigma Baru: Pendampingan Pembelajaran IPA Berbasis STEM-PjBL Lahan Basah dengan Pendekatan Human Centred Design

Yulinda

Sauqina²,

Hafizah³

2022

btjpm

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Implementasi Kurikulum Paradigma Baru pada Sekolah Menengah Pertama (SMP) mengalami banyak kendala. Masalah yang ditemukan pada mitra pengabdian ini yakni kurang meratanya pendampingan dan pelatihan dari pemerintah bagi guru-guru, khususnya memberikan pendampingan dan pelatihan di SMP Negeri 1 Belawang dalam menyambut Kurikulum Paradigma Baru. Ciri dari kurikulum baru ini yakni pembelajaran diberikan kepada peserta didik melalui model Project Based Learning (PjBL) dan adanya kebebasan pengelolaan pengaturan jam belajar dalam proses pembelajaran per tahunnya. Kegiatan pengabdian masyarakat ini memiliki tujuan memberikan pemahaman dan persiapan kepada guru-guru dalam mengimplementasikan kurikulum paradigma baru melalui pembuatan modul ajar. Pengabdian ini menggunakan pendekatan program Human Centered Design (HCD) dengan tiga tahapan utama Inspiration, Ideation, Implementation. Kegiatan pengabdian ini dilaksanakan pada tanggal 22–23 Juni 2022 secara luring dan dilanjutkan dengan tugas mandiri. Kegiatan ini diikuti oleh guru yang berjumlah 13 orang serta peserta didik kelas VIII di SMP Negeri 1 Belawang. Hasil pelaksanaan kegiatan pengabdian di SMP Negeri 1 Belawang diantaranya: (1) guru-guru telah memahami tentang implementasi kurikulum paradigma baru serta mampu menyiapkan modul ajar; (2) guru IPA memiliki kesiapan dalam mengimplementasikan paradigma baru, pembelajaran STEM PjBL berupa Lembar Kegiatan Peserta Didik (LKPD) serta alat evaluasi dan penilaiannya. Berdasarkan hasil pelaksanaan kegiatan, maka dapat disimpulkan bahwa kegiatan pengabdian ini telah berhasil memberikan pemahaman dan persiapan kepada guru-guru dalam mengimplementasikan kurikulum paradigma baru melalui pembuatan modul ajar. Implementing the New Paradigm Curriculum in Junior High Schools has encountered many obstacles.The problem in the target school for the community service project is the lack of attention from the government as a stakeholder in the education sector to provide assistance and training for teachers, especially at SMP Negeri 1 Belawang in implementing the New Paradigm Curriculum. The characteristics of this new curriculum are that learning is given to students through the Project Based Learning (PjBL) model and the freedom for the teacher to design the curriculum for a whole year. This community service activity aims to provide the understanding and prepare teachers to implement the New Paradigm Curriculum through developing a teaching module. This service uses a Human Centered Design (HCD) approach program with three main stages: Inspiration, Ideation, and Implementation. This service activity was carried out offline on 22 – 23 June 2022 and continued with independent assignments. This activity was attended by teachers who gathered 11 people and class VIII students at SMP Negeri 1 Belawang. The results of the implementation of service at SMP Negeri 1 Belawang include: (1) teachers have an understanding of the implementation of the New Paradigm Curriculum and can prepare open modules; (2) training the teachers, especially science teachers, in designing PjBL STEM learning in the form of Student Activity Sheets (LKPD) as well as evaluation and assessment tools. Based on the implementation of the activity, it can be said that it has succeeded in providing understanding to and preparing teachers to implement the New Paradigm Curriculum through the creation of teaching modules.

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“…In the context of teaching improvement, there have been several efforts, before this study, that have been implemented in the author's school to develop a shared standard of teaching between teachers, such as through independent group learning, subject-based group sharing (MGMP) and focus group discussion (FGD) among teachers. These were typical of the professional teacher development scheme that is commonly held in schools in Indonesia (Rahman, 2019). Within these activities, evaluations to check the improvement of a teacher's competence were rarely held.…”

Section: Introductionmentioning

confidence: 99%

“…The authors' search in ERIC, the largest education database, yielded 5,624 search results for "Teacher Professional Development", whereas when the search term is altered to "Teacher Professional Development" AND "Knowledge Management" only 11 results were available. This result is alarming because it seems that teacher's professional development rarely considers knowledge management as a way to improve teachers' competence and affirms that teacher development has only been evaluating this problem from a learning perspective (Bredeson, 2002;Rahman, 2019). The authors were interested in considering this problem from a different perspective that reviews not only the teachers' individual learning but also how the organisational setting could help the process of acquiring knowledge from other professionals in the same work setting.…”

Section: Introductionmentioning

confidence: 99%

Using Seci To Improve Teachers’ Pedagogical Content Knowledge

Alimuddin¹,

Tjakraatmadja²,

Ghazali³

et al. 2021

EJKM

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Pedagogical Content Knowledge (PCK) is a form of knowledge that has a big role in determining the success of the teaching and learning process in the classroom. Teachers in one school tend to have different levels of PCK, depending on each teacher’s background knowledge and experience. Previous professional teacher development schemes in Indonesia have been held in a way that emphasises the teacher’s individual learning aspects, were held separately between different teaching subjects (such as through a Mandatory Regional Teacher Meetings based on subject matters, known as “MGMP” in Indonesia), and has a lack of documented reports about the impact of that training on teaching. This study offers an alternative way to improve teachers' PCK using the knowledge creation approach. This study used the SECI model to design a procedure to facilitate teachers from the same school to share, externalise, combine, and internalise other teachers’ PCK for their own teaching practice. The procedures of this study have addressed several problems that are found in previous attempts of using PCK in an educational setting. This study found that one cycle of the SECI model could improve teachers' PCK (F(2, 40) = 68,963, p < 0,05) and has the potential to close the gap between teachers’ PCK levels. Further research on an iterative SECI model to improve PCK with a longer timeframe and that evaluates factors that might affect the SECI process is needed to explore the potential of creating a shared perspective of PCK among teachers and create a contextual standard for a school as an educational institution. Exploratory research regarding teachers’ natural knowledge sharing and knowledge acquisition is also offered.

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Restrictive versus facilitative teacher professional development: a case from three public schools in Indonesia

Cited by 12 publications

References 38 publications

Analysis of Jambi University's Early Childhood and Primary Education Program for a Global Competitive Generation

Analysis of Jambi University's Early Childhood and Primary Education Program for a Global Competitive Generation

Menyambut Kurikulum Paradigma Baru: Pendampingan Pembelajaran IPA Berbasis STEM-PjBL Lahan Basah dengan Pendekatan Human Centred Design

Using Seci To Improve Teachers’ Pedagogical Content Knowledge

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