Continuous Professional Development in the Primary School

Heyward, Mark; Cholifah, Puri Selfi; Nuraini, Ni Luh Sakinah

doi:10.2991/ecpe-18.2018.28

Cited by 3 publications

(4 citation statements)

References 8 publications

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“…This is in line with Budi (in Rostika & Zulkarnain, 2016, p. 194) who explained that one of the school's efforts to prepare teachers is to invite experts in IHT. Theoretically, this IHT can also be said as a kind of service within the school to increase teacher professionalism on an ongoing basis, and certainly not only related to the semester credit system at school, but generally at increasing the capacity of teachers to master the materials and teach well (see ie Amadi, 2013;Harju & Niemi, 2020;Heyward, Cholifah, & Nuraini, 2018).…”

Section: A the Planning Of Credit System In Public Senior High School 1 Salatigamentioning

confidence: 99%

Credit System for Senior High School Student: An Experiment to Meet with the Various Student Learning Pace

Budiyanto¹,

Rachim

Istyarini

2020

IJCETS

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The implementation of credit system is not something new in Indonesian education system, especially for higher education, but its implementation in senior high school is something new and challenging, because it focuses on the holistic learning service of each student. This research aims to describe the implementation of credit system in senior high school in Salatiga as a sample of the study and its problem faced by the management of the school. By conducting qualitative approach, it can be concluded that the implementation of credit system in public senior high school 1 Salatiga is working very well according to its compliance with the policy and manual from the Ministry of Education and Culture. But there are several obstacle come from the teachers and students who do not really comprehend yet the basic concept of the credit system policy, for instance most of the student want to graduate on the same time in which it is contradict with the orientation of the credit system to facilitate each student to learn and graduate according to their own learning pace. Abstrak Implementasi system kredit semester (SKS) di Indonesia bukan hal baru, terutama bagi perguruan tinggi, namun bagi sekolah—terutama sekolah menengah atas (SMA) adalah hal baru yang cukup menantang, karena memang fokus pada melayani secara holistik kebutuhan belajar tiap siswa. Penelitian ini bertujuan untuk menggambarkan implementasi dan problem yang dihadapi dalam penerapan kebijakan SKS tersebut di SMA Negeri 1 Salatiga sebagai salah satu contoh penerapan. Dengan menggunakan pendekatan kualitatif penelitian ini menyimpulkan bahwa secara umum pelaksanaan SKS di SMA N 1 Salatiga dapat berjalan dengan baik sesuai dengan kebijakan dan panduan dari Kementerian Pendidikan dan Kebudayaan. Namun pada dasarnya terdapat beberapa kendala yang berasal dari guru dan siswa yang belum sepenuhnya konsep dasar dari kebijakan SKS tersebut. Misal, banyak siswa seangkatan ingin lulus Bersama-sama yang mana hal ini berlawanan dengan orientasi dari kebijakan SKS untuk memfasilitasi tiap siswa untuk dapat belajar dan lulus sesuai dengan kecepatan belajar masing-masing.

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Section: A the Planning Of Credit System In Public Senior High School 1 Salatigamentioning

confidence: 99%

Credit System for Senior High School Student: An Experiment to Meet with the Various Student Learning Pace

Budiyanto¹,

Rachim

Istyarini

2020

IJCETS

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“…This problem is particularly pointed out by Kennedy (2016), where "attendance is mandatory, but learning is not" (p.973). Despite the criticism for mandatory PD programs, it is widely implemented in many education bureaucracies due to limited resources available for teacher learning (Tanang & Abu, 2014) and to ensure uniformity of content ( Heyward et al, 2018;Thair & Treagust, 2003). Accordingly, teachers in China (Li, 2016;Lu et al, 2019), Indonesia (Ashadi & Rice, 2016;Heyward et al, 2018), and in some parts of the Netherlands (Janssen et al, 2013) are mandated to attend nationwide PD programs to align their quality development in compliance to national educational goals.…”

Section: Introductionmentioning

confidence: 99%

“…Despite the criticism for mandatory PD programs, it is widely implemented in many education bureaucracies due to limited resources available for teacher learning (Tanang & Abu, 2014) and to ensure uniformity of content ( Heyward et al, 2018;Thair & Treagust, 2003). Accordingly, teachers in China (Li, 2016;Lu et al, 2019), Indonesia (Ashadi & Rice, 2016;Heyward et al, 2018), and in some parts of the Netherlands (Janssen et al, 2013) are mandated to attend nationwide PD programs to align their quality development in compliance to national educational goals. Features of the mandatory PD programs in these countries showed a similarity where the given program engages teachers in hour-long seminars on consecutive days.…”

Section: Introductionmentioning

confidence: 99%

Key Elements of Effective Mandatory Professional Development Programs

Alonzo,

Asih,

et al. 2024

INT J INSTRUCTION

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Mandatory professional development (PD) programs are prevalent in the system despite research evidence of its weakness in changing teachers’ actual classroom practices. There is no coherent understanding of what makes mandatory PD programs effective. We accessed 23 articles from three databases using the Preferred Reporting Items for Systematic Reviews and Meta-analysis to develop a knowledge base of mandatory PD. We explored how mandatory PD programs have been researched and conceptualised, emphasising what key elements support teachers’ implementation of their acquired knowledge and skills. We developed a framework for designing a mandatory PD program with integrated system-level and school-level extended programs to ensure its effectiveness. Our findings expand Desimone’s elements of effective PD to include school-extended elements such as opportunity and autonomy to implement, monitoring and evaluation mechanisms, and support and resources for teachers. The framework has implications for articulating policy, improving mandatory PD practices, and theoretical understanding of effective mandatory PD programs.

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“…Secara khusus, berdasarkan hasil survei yang dilakukan guru merasa perlu meningkatkan pengembangan media pembelajaran inovatif di kelasnya dimana sebanyak 72% responden membutuhkan pelatihan media dan pengembangan strategi pembelajaran inovatif dan 86,4% responden menyatakan mereka akan mengikuti pelatihan jika diberi kesempatan. Mengikuti situasi yang ada, program kemitraan masyarakat ini ditujukan untuk masyarakat non produktif yaitu guru sekolah dasar di Kabupaten Jepara, dimana guru membutuhkan skema pengembangan profesional bagi pendidik melalui pengembangan media pembelajaran berbasis edutainment (Heyward et al, 2018).…”

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Media Pembelajaran Inovatif Berbasis Edutainment Untuk Pengembangan Keprofesian Berkelanjutan Bagi Guru Sekolah Dasar

Abdillah,

Rahayu

2023

IPMAS

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Kegiatan Pengabdian Kepada Masyarakat ini bertujuan untuk mendeskripsikan kegiatan pelatihan guru dalam kegiatan program kemitraan khususnya bagi guru sekolah dasar di Kabupaten Jepara. Subyek pelatihan ini adalah 20 orang guru SDN 1 Nalumsari. Metode pelaksanaan dalam pelatihan ini meliputi kegiatan demonstrasi, tanya jawab, ceramah, dan diskusi. Hasil pelatihan ini memberikan kontribusi dalam media pembelajaran inovatif berbasis edutainment yang dapat digunakan untuk meningkatkan pengembangan keprofesian guru berkelanjutan. Selanjutnya disusun lima video pembelajaran berbasis edutainment yang dapat diakses oleh semua pengguna situs YouTube, khususnya bagi pelajar. Berdasarkan kegiatan pelatihan pengembangan media ini diketahui bahwa guru memiliki kemampuan yang sangat baik dalam membuat inovasi media pembelajaran berupa video yang bervariasi. Dalam konfirmasi angket terbuka, ternyata para guru yang ingin berinovasi namun sibuk dalam kegiatan administrasi, dan kesempatan yang tersedia sedikit. Masalah lain yang muncul adalah terkait kendala guru mengoperasikan TIK padahal guru secara sadar menyadari perlunya mengikuti kecepatan generasi milenial saat ini

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Continuous Professional Development in the Primary School

Cited by 3 publications

References 8 publications

Credit System for Senior High School Student: An Experiment to Meet with the Various Student Learning Pace

Credit System for Senior High School Student: An Experiment to Meet with the Various Student Learning Pace

Key Elements of Effective Mandatory Professional Development Programs

Media Pembelajaran Inovatif Berbasis Edutainment Untuk Pengembangan Keprofesian Berkelanjutan Bagi Guru Sekolah Dasar

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