Pengembangan Profesional sebagai Strategi Peningkatan Kinerja Guru: Analisis Sistematis Literatur
DOI:
https://doi.org/10.52436/1.jpti.638Kata Kunci:
dampak, pengembangan profesional, tantangan, urgensiAbstrak
Pendidikan merupakan tonggak utama untuk kemajuan bangsa, pendidikan yang baik membutuhkan kinerja guru yang baik juga, tantangan ini semakin kompleks akibat berbagai faktor sosial dan kondisi geografis di indonesia, maka pengembangan profesional guru cukup krusial untuk meningkatkan kulitas kinerja guru. Penelitian ini bertujuan untuk mengungkap urgensi, dampak dan tantangan dari berbagai artikel. sehingga nanti dapat menjadi acuan dalam meningkatkan kualitas kinerja guru melalui kegiatan pengembangan profesional guru. Penelitian ini mengadopsi pendekatan kualitatif dengan menggunakan kajian literatur sistematis. Penelitian ini menemukan 430 artikel yang disaring sebanyak tiga tahap menggunakan model PRISMA, tahap pertama 77 artikel dibuang, kedua 65 artikel di buang, ketiga 115 artikel dibuang, kemudian dianalisis lebih mendalam terakait urgensi, dampak dan tantangan dalam pengembangan profesional guru. penelitian ini mendapatkan hasil pentingnya pengembangan profesional untuk meningkatkan kinerja guru, dampak yang dihasilkan dari beberapa metode pengembangan profesional, serta tantangan dalam pelaksanaan pengembangan profesional guru sehingga mempersulit dalam meningkatkan kinerja guru.
Unduhan
Referensi
Maciej Serda et al., “Synteza i aktywno?? biologiczna nowych analogów tiosemikarbazonowych chelatorów ?elaza,” Uniwersytet ?l?ski, vol. 7, no. 1, pp. 343–354, 2013, doi: 10.2/JQUERY.MIN.JS.
“Worldometer.” Accessed: Nov. 01, 2024. [Online]. Available: https://www.worldometers.info/
P. Novita, “What happened to initial teacher education in Indonesia? A review of the literature,” European Journal of Social Science Education and Research, vol. 11, no. 2, pp. 130–151, 2024, doi: https://doi.org/10.26417/.
I. W. Harits, S. Chudy, and J. Plische, “Empowering social capital through Indonesia Mengajar (Indonesia Teaching) movement, embracing the remote island students,” Glob J Res Anal, vol. 5, no. 2, pp. 130–132, 2016, Accessed: Nov. 01, 2024. [Online]. Available: https://tinyurl.com/mtdwtff8
C. Laos Mbato, “Facilitating EFL learners’ self-regulation in reading: Implementing a metacognitive approach in an Indonesian higher education context,” 2013, Accessed: Oct. 25, 2024. [Online]. Available: https://core.ac.uk/download/pdf/18621059.pdf
K. Rizkita and A. Supriyanto, “Komparasi kepemimpinan pendidikan di Indonesia dan Malaysia dalam upaya peningkatan mutu pendidikan,” Jurnal Akuntabilitas Manajemen Pendidikan, vol. 8, no. 2, pp. 155–164, Sep. 2020, doi: 10.21831/JAMP.V8I2.32362.
D. Ginting and A. Linarsih, “Teacher Professional Development In The Perspective Of Technology Pedagogical Content Knowledge Theoretical Framework,” Jurnal Visi Ilmu Pendidikan, vol. 14, no. 1, pp. 1–10, Feb. 2022, doi: 10.26418/JVIP.V14I1.49334.
A. D. Ali and H. Waer, “Integrating TPACK in a pre-service teachers’ EFL course: Impacts on perception, knowledge, and practices,” Australian Journal of Teacher Education (Online), vol. 48, no. 3, pp. 66–94, 2023, doi: doi/abs/10.3316/informit.
M. I. Sufiyanto, K. Khairunisa, R. Roviandri, A. M. A. Nasrullah, and R. Yasin, “The important role of moving teachers in the digital era,” International Conference of Multidisciplinary Cel: Proceeding, vol. 1, no. 1, pp. 19–27, Apr. 2024, doi: 10.33292/6C96HN65.
T. Ikbal, “Empowering Education: The Transformative Role Of Continuous Teacher Professional Development In Cultivating Student Excellence,” 2023, Accessed: Oct. 21, 2024. [Online]. Available: www.ijcrt.org
C. Tyagi and P. K. Misra, “Continuing Professional Development of Teacher Educators: Challenges and Initiatives.,” Shanlax International Journal of Education, vol. 9, no. 2, pp. 117–126, Mar. 2021, doi: 10.34293/education.v9i2.3634.
P. Meesuk, B. Sramoon, and A. Wongrugsa, “Classroom action research-based instruction: The sustainable teacher professional development strategy,” Journal of teacher Education for Sustainability, vol. 22, no. 1, pp. 98–110, 2020, doi: 10.2478/jtes-2020-0008.
B. Budi Wiyono, Burhanuddin, and Maisyaroh, “Comparative Effect of the Supervision of the Principal and Quality of Organizational Management in School Education,” Dialnet, vol. 25, no. 10, pp. 368` – 380, 2020, doi: 10.5281/zenodo.4155681.
O. Crispel and R. Kasperski, “The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms,” International Journal of Inclusive Education, vol. 25, no. 9, pp. 1079–1090, 2021, doi: 10.1080/13603116.2019.1600590.
L. Zhang et al., “Teacher perceptions of effective professional development: insights for design,” Professional Development in Education, vol. 50, no. 4, pp. 611–624, Jul. 2024, doi: 10.1080/19415257.2021.1879236.
S. Asiyah, B. B. Wiyono, N. Hidayah, and A. Supriyanto, “The Effect of Professional Development, Innovative Work and Work Commitment on Quality of Teacher Learning in Elementary Schools of Indonesia,” Eurasian Journal of Educational Research, vol. 95, pp. 227–246, 2021, doi: 10.14689/ejer.2021.95.13.
R. Atil, Suparman, and Junaidi, “Use Of Communication Information Technology On Primary School Teacher Performance In The Developed Areas Of The District North Moyo In 2022/2023,” JUPE?: Jurnal Pendidikan Mandala, vol. 8, no. 4, pp. 1217–1222, Dec. 2023, doi: 10.58258/JUPE.V8I4.6207.
H. Wahjono, B. Budi Wiyono, Maisyaroh, and Mustiningsih, “Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service,” 2021, doi: 10.3390/info12120511.
C. Junio-Sabio, M. M. Manalo, and F. G. Vigonte, “Determining Students’ Learning Outcomes in Basic Education: A Proposed CPD for Teachers,” International Journal of Information and Education Technology, vol. 10, no. 1, pp. 62–66, Jan. 2020, doi: 10.18178/IJIET.2020.10.1.1340.
W. Kang, “Explaining Effects of Transformational Leadership on Teachers’ Cooperative Professional Development through Structural Equation Model and Phantom Model Approach,” Sustainability 2021, Vol. 13, Page 10888, vol. 13, no. 19, p. 10888, Sep. 2021, doi: 10.3390/SU131910888.
M. L. Mokhele, “Individual techniques of professional development: A critical review of literature,” Mediterr J Soc Sci, vol. 5, no. 20, pp. 2934–2941, 2014, doi: Doi:10.5901/mjss.2014.v5n20p2934.
I. Sari, “The Effectiveness of English Teacher Education Practice,” Budapest International Research and Critics Institute-Journal, vol. 4, no. 2, pp. 2938–2946, 2021, doi: 10.33258/birci.v4i2.2003.
S. D. K. Nasution, R. Madhakomala, R. Rugaiyah, and A. Dany, “Professional Development Effective From a Teacher Performance Perspective (Study of Literature in Various Countries),” Al Fikrah?: Jurnal Manajemen Pendidikan, vol. 12, no. 1, pp. 64–64, Jun. 2024, doi: 10.31958/JAF.V12I1.8737.
A. Ferindistika Putri, Maisyaroh, A. Supriyanto, and Sultoni, “The Effect of Implementation of Professional Development, Organizational Climate, and Teacher Commitments on the Performance of Junior High School Teachers,” JMSP (Jurnal Manajemen dan Supervisi Pendidikan), vol. 6, no. 1, pp. 28–40, May 2022, doi: 10.17977/UM025V6I12021P28.
H. Mohamed, J. Arulprasam, and M. A. M. Hussain, “Impact of Teacher’s Professional Development Programme on Students’ Performance in Secondary Schools,” International Journal of Academic Research in Progressive Education and Development, vol. 13, no. 3, Sep. 2024, doi: 10.6007/IJARPED/V13-I3/22839.
H. Azril, M. Shaffril, · Samsul, F. Samsuddin, · Asnarulkhadi, and A. Samah, “The ABC of systematic literature review: the basic methodological guidance for beginners,” SpringerHA Mohamed Shaffril, SF Samsuddin, A Abu SamahQuality & Quantity, 2021•Springer, vol. 55, no. 4, pp. 1319–1346, Aug. 123AD, doi: 10.1007/s11135-020-01059-6.
S. Negara and L. Benveniste, “Indonesia’s higher education system: how responsive is it to the labor market?,” The World Bank, 2014.
U. Bergmark, “Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development,” Professional Development in Education, vol. 49, no. 2, pp. 210–224, 2023, doi: 10.1080/19415257.2020.1827011.
G. Wilson Kasule, R. Wesselink, O. Noroozi, and M. Mulder, “The current status of teaching staff innovation competence in Ugandan universities: perceptions of managers, teachers, and students,” Journal of Higher Education Policy and Management, vol. 37, no. 3, pp. 330–343, 2015, doi: 10.1080/1360080X.2015.1034425.
C. D. Glickman, Developmental supervision: Alternative practices for helping teachers improve instruction. ERIC, 1981. Accessed: Nov. 01, 2024. [Online]. Available: https://eric.ed.gov/?id=ed208487
P. Grossman, K. Hammerness, and M. McDonald, “Redefining teaching, re-imagining teacher education,” Teachers and Teaching: Theory and Practice, vol. 15, no. 2, pp. 273–289, Apr. 2009, doi: 10.1080/13540600902875340.
M. Ayalon and K. J. Wilkie, “Developing assessment literacy through approximations of practice: Exploring secondary mathematics pre-service teachers developing criteria for a rich quadratics task,” Teach Teach Educ, vol. 89, p. 103011, 2020, doi: 10.1016/j.tate.2019.103011.
I. B. Shmigirilova, A. S. Rvanova, A. A. Tadzhigitov, and O. L. Kopnova, “Developing Assessment Literacy Of Future Mathematics Teachers: An Integrative Approach,” elar.rsvpu.ruIB Shmigirilova, AS Rvanovaelar.rsvpu.ru, vol. 26, 2024, doi: 10.17853/1994-5639-2024-3-91-122.
S. Rahayu, N. Ulfatin, B. B. Wiyono, A. Imron, M. Barid, and N. Wajdi, “The Professional Competency Teachers Mediate the Influence of Teacher Innovation and Emotional Intelligence on School Security,” Journal of Social Studies Education Research, vol. 9, no. 2, pp. 210–227, May 2018, Accessed: Feb. 01, 2025. [Online]. Available: https://dergipark.org.tr/en/pub/jsser/issue/37944/438292
W. Smets, K. S.-C. Education, and undefined 2020, “A teachers’ professional development programme to implement differentiated instruction in secondary education: How far do teachers reach?,” Taylor & FrancisW Smets, K StruyvenCogent Education, 2020•Taylor & Francis, vol. 7, no. 1, Jan. 2016, doi: 10.1080/2331186X.2020.1742273.
“KBBI VI Daring,” Badan Pengembangan dan Pembinaan Bahasa, Kemdikbud.
K. Sadgrove, The complete guide to business risk management. Routledge, 2016. Accessed: Nov. 01, 2024. [Online]. Available: https://tinyurl.com/2d45sdr6
W. Yuliani and E. Supriatna, Metode Penelitian Bagi Pemula. Penerbit Widina, 2023. Accessed: Nov. 01, 2024. [Online]. Available: https://tinyurl.com/ynn7de4z
J. Coburn and S. Borg, “The impact of an in-service course on primary school English teachers: Case studies of change,” European Journal of Teacher Education, vol. 47, no. 3, pp. 615–631, 2024, doi: https://doi.org/10.1080/02619768.2022.2096002.
Z. Aguirre-Muñoz, M. Pando, and C. Liu, “Enhancing Bilingual/ESL Teachers’ STEM Instruction with Targeted Content and Disciplinary Literacy Professional Development: A Study on Knowledge and Practice Outcomes,” Educ Sci (Basel), vol. 14, no. 7, p. 745, 2024, doi: https://doi.org/10.3390/educsci14070745.
A. Popova, D. K. Evans, M. E. Breeding, and V. Arancibia, “Teacher professional development around the world: The gap between evidence and practice,” World Bank Res Obs, vol. 37, no. 1, pp. 107–136, 2022, doi: 10.1093/wbro/lkab006.
S. Sims and H. Fletcher-Wood, “Identifying the characteristics of effective teacher professional development: a critical review,” School effectiveness and school improvement, vol. 32, no. 1, pp. 47–63, 2021, doi: 10.1080/09243453.2020.1772841.
J. Lang et al., “Value of mentor professional learning through a digital micro-credential in a school-university partnership,” in School-University Partnerships—Innovation in Initial Teacher Education, Springer, 2022, pp. 109–128. Accessed: Nov. 01, 2024. [Online]. Available: https://link.springer.com/chapter/10.1007/978-981-19-5057-5_8
Usman Rufai Fakai, Aliyu Sa’adu, Muhammad Abdullahi Argungu, and Abubakar Sahabi Aliyu, “Collaborative Professional Development: A Catalyst for Science Education Reform in Nigeria,” Formosa Journal of Science and Technology, vol. 3, no. 9, pp. 2191–2210, Oct. 2024, doi: 10.55927/FJST.V3I9.11583.
T.-S. Chang, “Strengthening professional development with an instructional design for an interdisciplinary undergraduate-level engineering course,” Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era, pp. 1–8, Mar. 2024, doi: 10.1201/9781003376125-1.
Asfahani, S. A. El-Farra, and K. Iqbal, “International Benchmarking of Teacher Training Programs: Lessons Learned from Diverse Education Systems,” EDUJAVARE: International Journal of Educational Research, vol. 1, no. 2, pp. 141–152, 2023, Accessed: Nov. 01, 2024. [Online]. Available: https://edujavare.com/index.php/EDUJAVARE/article/view/28
Mustafa M. Bodrick, Hani M. Alqarni, and Y. S. Almuways, “International Benchmarking Methodology Applied to Organizations,” Journal of business and management studies, vol. 6, no. 4, pp. 106–111, Aug. 2024, doi: 10.32996/JBMS.2024.6.4.9.
D. Freeman, Educating second language teachers. Oxford University Press, 2016. Accessed: Nov. 01, 2024. [Online]. Available: https://books.google.co.id/books?hl=id&lr=&id=XuEqDQAAQBAJ&oi=fnd&pg=PT19&dq=Educating+second+language+teachers&ots=k9VUsHpDZx&sig=MxtqCb8tnDs3pBIN5f-THIIneg4&redir_esc=y#v=onepage&q=Educating%20second%20language%20teachers&f=false
T. S. C. Farrell, “Professional development through reflective practice for English-medium instruction (EMI) teachers,” Int J Biling Educ Biling, vol. 23, no. 3, pp. 277–286, 2020, doi: 10.1080/13670050.2019.1612840.
B. Naz, M. J. Aftab, and A. H. Sarfraz, “Impact of Reflective Practice on the Successful Implementation of Teacher Education Programs: A Case Study of Punjab Province,” Global educational studies review, vol. IX, no. III, pp. 62–74, Sep. 2024, doi: 10.31703/GESR.2024(IX-III).07.
K. R. Rauteda, “Bending Back to the Professional Activities: Unveiling the Role of Reflective Practice in Teachers’ Professional Development,” Journal of NELTA Gandaki 246 33 JoNG, vol. 7, no. 1–2, pp. 98–110, Oct. 2024, doi: 10.3126/JONG.V7I1-2.70230.
P. Twining, J. Raffaghelli, P. Albion, and D. Knezek, “Moving education into the digital age: the contribution of teachers’ professional development,” J Comput Assist Learn, vol. 29, no. 5, pp. 426–437, 2013, doi: https://doi.org/10.1111/jcal.12031.
D. D. Agyei, “Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation,” Educ Inf Technol (Dordr), vol. 26, no. 1, pp. 125–144, Jan. 2021, doi: 10.1007/S10639-020-10253-W.
I. Irasuti and B. Bachtiar, “Empowering Indonesian EFL Teachers: The Transformative Impact of Visual Literacy Training on Teaching Materials,” International Journal of Learning, Teaching and Educational Research, vol. 23, no. 8, pp. 116–136, 2024, doi: https://doi.org/10.26803/ijlter.23.8.7.
B. Levin and J. Young, “The Origins of Educational Reform: A Comparative Perspective.,” Jun. 1997. Accessed: Oct. 29, 2024. [Online]. Available: https://eric.ed.gov/?id=ED424641
R. M. Pringle, J. Mesa, and L. Hayes, “Meeting the demands of science reforms: A comprehensive professional development for practicing middle school teachers,” Res Sci Educ, vol. 50, pp. 709–737, 2020, doi: 10.1007/s11165-018-9708-9.
D. P. Adorno and N. Pizzolato, “Teacher professional development in the context of the ‘Open Discovery of STEM laboratories’ project: Is the MOOC methodology suitable for teaching physics?,” in Journal of Physics: Conference Series, IOP Publishing, 2020, p. 012030. doi: 10.1088/1742-6596/1512/1/012030.
R. M. Pringle, J. Mesa, and L. Hayes, “Meeting the Demands of Science Reforms: A Comprehensive Professional Development for Practicing Middle School Teachers,” Res Sci Educ, vol. 50, no. 2, pp. 709–737, Apr. 2020, doi: 10.1007/S11165-018-9708-9.
H. Usman et al., “Explore the Needs of Competency Development Model for Prospective Elementary School Teachers Based on Knowledge Management System In Indonesia,” Revista de Gestão Social e Ambiental, vol. 18, no. 1, pp. e06206–e06206, 2024, doi: https://doi.org/10.24857/rgsa.v18n1-148.
L. M. Desimone and M. S. Garet, “Best practices in teacher’s professional development in the United States,” 2015, Accessed: Nov. 01, 2024. [Online]. Available: https://repositorio.ual.es/bitstream/handle/10835/3930/Desimone%20En%20ingles.pdf?se
J. H. van Driel, J. A. Meirink, K. van Veen, and R. C. Zwart, “Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research,” Stud Sci Educ, vol. 48, no. 2, pp. 129–160, Sep. 2012, doi: 10.1080/03057267.2012.738020.
B. S. Haug and S. M. Mork, “Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms,” Teach Teach Educ, vol. 100, p. 103286, Apr. 2021, doi: 10.1016/J.TATE.2021.103286.
Y. Eri?en and B. Bavl?, “Can we really teach the Generation Z? Opportunities and challenges at secondary level,” Qualitative Research Journal, 2024, doi: https://doi.org/10.1108/QRJ-03-2024-0060.
K. C. Suryandari, R. Rokhmaniyah, and W. Wahyudi, “Perspectives of Students and Teachers Form Continuing Professional Development: Challenge And Obstacle,” Al-Ishlah, vol. 16, no. 2, Jun. 2024, doi: 10.35445/ALISHLAH.V16I2.4572.
S. Aldakhil et al., “Perceived Needs, Barriers, and Challenges to Continuing Professional Development (CPD): A Qualitative Exploration among Hospital Pharmacists,” Pharmacy, vol. 12, no. 5, pp. 140–140, Sep. 2024, doi: 10.3390/PHARMACY12050140.
I. ur Rehman, U. Majeed, and S. A. Ganaie, “Continuous professional development of LIS professionals in academic libraries: channels, challenges and motivation,” Global knowledge, memory and communication, Jan. 2024, doi: 10.1108/GKMC-08-2023-0298.
M. A. Abbasi, A. G. Chang, and A. Hafeez, “Challenges Faced by English Language Teachers in The Implementation of Continuous Professional Development,” Spry Contemporary Educational Practices, vol. 3, no. 1, pp. 154–170, Jan. 2024, doi: 10.62681/SPRYPUBLISHERS.SCEP/3/1/9.
K. C. Suryandari, R. Rokhmaniyah, and W. Wahyudi, “Perspectives of Students and Teachers Form Continuing Professional Development: Challenge And Obstacle,” Al-Ishlah, vol. 16, no. 2, Jun. 2024, doi: 10.35445/ALISHLAH.V16I2.4572.
Shravan Rajpurohit, “Augmented Reality Trends of 2024,” theintellify. Accessed: Nov. 01, 2024. [Online]. Available: https://theintellify.com/augmented-reality-trends/
A. V Grinshkun, M. S. Perevozchikova, E. V Razova, and I. Y. Khlobystova, “Using Methods and Means of the Augmented Reality Technology When Training Future Teachers of the Digital School.,” European Journal of Contemporary Education, vol. 10, no. 2, pp. 358–374, 2021, doi: DOI: 10.13187/ejced.2021.2.358.
M. U. Hoesny, R. Darmayanti, and P. N. Malang, “Permasalahan dan Solusi Untuk Meningkatkan Kompetensi dan Kualitas Guru: Sebuah Kajian Pustaka,” Scholaria: Jurnal Pendidikan dan Kebudayaan, vol. 11, no. 2, pp. 123–132, May 2021, Accessed: Nov. 01, 2024. [Online]. Available: https://ejournal.uksw.edu/scholaria/article/view/3595
and Lili Zhang et al., “Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era,” p. 14, 2024, doi: 10.3390/educsci14030266.
I. Celik, M. Dindar, H. Muukkonen, and S. Järvelä, “The promises and challenges of artificial intelligence for teachers: A systematic review of research,” TechTrends, vol. 66, no. 4, pp. 616–630, 2022, doi: https://doi.org/10.1007/s11528-022-00715-y.
E. Kasneci et al., “ChatGPT for good? On opportunities and challenges of large language models for education,” Learn Individ Differ, vol. 103, p. 102274, 2023, doi: https://doi.org/10.1016/j.lindif.2023.102274.
A. J. Pratama, D. Irfan, and H. Effendi, “Studi Literature Penggunaan Media Pembelajaran Menggunakan Teknologi Augmented Reality Pada Sekolah Kejuruan,” Jurnal Vokasi Informatika, pp. 47–55, Feb. 2023, doi: 10.24036/JAVIT.V3I1.135.
Frederick Kempe, “War Is Coming. Will Our Next President Be Ready?,” The Atlantic. Accessed: Nov. 01, 2024. [Online]. Available: https://www.theatlantic.com/politics/archive/2024/10/us-election-wartime-president/680326/
S. Nassar, “In-service Teacher Empowerment in Palestine: Teacher Training or Professional Development Programmes?,” Handbook of Research on Teacher Education: Pedagogical Innovations and Practices in the Middle East, pp. 481–502, Jan. 2022, doi: 10.1007/978-981-19-2400-2_28.
Z. H. Sain, Aulia Luqman AZIZ, and Moses Adeolu AGOI, “Navigating Educational Challenges in Indonesia: Policy Recommendations for Future Success,” Journal of Digital Learning and Distance Education, vol. 3, no. 4, pp. 1038–1046, Sep. 2024, doi: 10.56778/JDLDE.V3I4.339.
