Reforms to Teacher Education in Indonesia: Does More Mean Better?

Nielsen, H. Dean

doi:10.1080/0218879980180203

Cited by 21 publications

(19 citation statements)

References 2 publications

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“…In line with Nielsen's (1996) finding in Indonesia that some of participants in professional development are different with their basic knowledge which is resulting useless things for their competence development in teaching.…”

Section: Background Of Problemmentioning

confidence: 69%

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Tanang

Abu

2014

JCT

106

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This study investigates teachers' professionalism and professional development practices which still have lower quality based on the law and do not produce an improved performance yet in South Sulawesi, Indonesia. This investigation focuses on teachers' behavior-attitude, pedagogic skills, and diversity learning activities through effective professional development as commitment to do continuous improvement. The supporting factors and the constraints of being professional teacher are also identified. The design of this study employs exploratory mixed method design with triangulation approach. Simple random sampling is occupied in choosing 331 samples out of 2367 population to answer the questionnaires. While twelve teachers were selected using purposive sampling for interview and observation. The t-test and Anova analysis show that gender has significant different in behavior-attitude practice, while education professional qualification is significant on both behavior-attitude and teachers' learning activities. The qualitative findings show the need to display exemplary behavior-attitude, strength teaching skill, knowledge and beliefs through diversity learning activities in effective professional development. Teacher professional development needs supporting on policy, moral, infrastructure, and financial that can lead teachers to be professional. This study has provided a model of teacher professional development as an input for improving the quality practice of teacher professionalism and professional development in Indonesia, particularly in South Sulawesi province.

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Section: Background Of Problemmentioning

confidence: 69%

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Tanang

Abu

2014

JCT

106

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“…Although some studies indicate that teacher professional development is generally not exert influence on the quality of teaching, it is due to bureaucratic regulation and unset a high priority on the quality of education (Nielsen, 2003;Thair & Treagust, 1999Yogev, 1997). Therefore, the government should give more support to the professional development of teachers (Hendayana, Asep, & Imansyah, 2010;Raihani & Sumintono, 2010) through a holistic approach and broad-based sectoral approach (Thair & Treagust, 2003).…”

Section: Teachers Professional Qualitiesmentioning

confidence: 99%

Challenges for Teachers in Developing their Teaching Professionalism: A Case Study of Secondary School in Makassar, Indonesia

et al. 2014

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AbstrakMengidentifikasi tantangan bagi guru dalam mengembangkan profesionalisme mereka dalam mengajar untuk meningkatkan hasil belajar siswa. Keterbatasan fasilitas pendukung dan minimnya peran serta masyarakat dalam mendukung program pemerintah mempengaruhi kinerja guru dalam mengajar. Fokusnya ditujukan pada pengembangan profesionalisme mengajar dalam meningkatkan pengetahuan dan keterampilan guru SMP di Makassar dalam menghadapi kendala yang muncul di kelas. Penelitian ini menggunakan metode kualitatif melalui studi kasus untuk mengidentifikasi hambatan profesionalisme dalam mengajar. 36 sampel untuk kuesioner terbuka dan sembilan di antaranya dipilih secara purposive untuk diwawancarai. Data dianalisis dengan pengkodean berdasarkan tema yang terkait dengan kendala dalam pengelolaan pengajaran. Hasil penelitian menunjukkan empat kendala yang dialami oleh guru dalam mengembangkan profesionalisme mereka, yaitu kendala pada buku pelajaran dan lembar kerja siswa, penggunaan laboratorium sekolah, media berbasis TIK, dan siswa itu sendiri. Identifikasi ini dapat mendorong masyarakat dan orang tua untuk membiayai penyelenggaraan pendidikan dan pengembangan profesionalisme dalam mengajar serta meningkatkan kreatifitas guru untuk bekerja secara efektif. Kata kunci: Profesionalisme pengajaran, Tantangan guru, Dukungan masyarakat dan orang tua AbstractIdentifying challenges for teachers in developing their professionalism in teaching to improve students' learning outcomes. The limitation of facilities at school and the low participation of society in supporting the government programs influence teacher performance in teaching. The focus was addressed on the development of teaching professionalism in improving knowledge and skills of Junior High School teachers in Makassar based on the barriers in the class. This study employed qualitative methods through a case study to identify the barriers of professionalism in teaching. 36 samples for open-ended questionnaire and nine of them are selected purposively to be interviewed. The data was analyzed by coding based on themes related to constraints in teaching management. The results showed four obstacles experienced by teachers in developing their professionalism, namely constraints on textbooks and student worksheets, school laboratory usage, ICT-based media, and the students themselves. The identification could encourage the community and parents to finance the operational of education and the development of professionalism in teaching also to improve teacher creativity to work effectively.

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“…Pada tahun 1979, pemerintah membentuk pusat latihan guru dalam jabatan (in-service) yaitu Pusat Pengembangan Pendidikan Guru (PPPG) yang bertujuan untuk melengkapkan aktivitas pengembangan profesional dari sistem yang ada (Adey, et al, 2004). Selanjutnya, inisiatif kebijakan pemerintah pusat membentuk program Pemantapan Kerja Guru [PKG] (Adey, et al, 2004;Nielsen, 2003;Thair & Treagust, 2003). Proyek PKG dimulai pada tahun 1980 hingga tahun 1993, kemudian pelatihan pengembangan guru dengan pendekatan PKG digantikan dengan program baru yang disebut sebagai Musyawarah Guru Mata Pelajaran (MGMP) untuk tingkat SMP dan SMA.…”

Section: Pendahuluanunclassified

“…Pola yang ada masih top-down dan belum menunjukkan inisiatif guru sendiri. Hal ini juga menunjukkan bahwa MGMP Fisika BERMUTU merupakan aktivitas pelatihan guru yang sama dengan aktivitas PKG masa lalu dan boleh berjalan karena pendekatan birokrasi dan bantuan dana dari pemerintah (Adey, et al, 2004;Nielsen, 2003;Thair & Treagust, 2003 Dari hasil analisis data mengenai pendidikan tertinggi responden pada bahagian awal kuesioner serta wawancara yang dilakukan peneliti, didapati bahwa terdapat tiga orang guru fisika SMPN Kota Makassar berpendidikan master (S2). Ada tiga orang yang saat ini masih melanjutkan pendidikannya ke tingkat master (S2), dan seorang dari mereka yang melanjutkan pendidikan ke tingkat doktor (S3).…”

Section: Mengikuti Program Pelatihanunclassified

USAHA GURU FISIKA DALAM MENGEMBANGKAN PROFESIONALNYA (Studi Kasus di Kota Makassar)

Djajadi¹,

Sumintono²,

Nora³

2015

JPMIPA

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ABSTRAKPenelitian ini mengidentifikasi usaha guru fisika untuk belajar serta konten yang harus dipelajari pada suatu program pengembangan profesional. Penelitian dilakukan kepada guru fisika di 17 SMPN yang ada di Kota Makassar. Penelitian ini menggunakan metode kualitatif dan instrumen pengumpulan datanya menggunakan kuesioner dengan pertanyaan terbuka, wawancara, observasi, dan dokumentasi. Sementara metode kuantitatif sederhana digunakan dengan kuesioner dimana 36 guru fisika berpartisipasi. Hasil penelitian menunjukkan bahwa untuk meningkatkan kompetensi pengetahuannya, guru fisika melakukannya dengan berbagai cara: belajar mandiri, bertukar pikiran dengan sesama guru, belajar melalui internet, mengikuti program pelatihan dan kursus-kursus, dan melanjutkan pendidikan. Selanjutnya didapatkan pula bahwa sebagian besar guru fisika (78%) menginginkan ICT sebagai konten yang harus dipelajari dalam mengembangkan profesionalnya. Meskipun banyak juga guru yang memilih konten materi pengajaran, konten kurikulum dan pengajaran, dan konten pengetahuan pedagogi sebagai alternatif kedua. Kata kunci: pengembangan profesional guru, guru fisika ABSTRACTThis study attempts to identify physics teacher learning in term of professional development program. The study was conducted to physics teacher from 17 junior high schools in Makassar. This study used qualitative approach where several data collection methods such as questionnaire, interview, observation, and documentation were employed. A simple quantitative method utilized where questionnaire distributed and 36 physics teachers participated. The results showed that for physics teachers their competency can be raised by: self-learning, involve in teachers discussion program, accesing the internet, futher training, and continuing education. Moreover, most physics teachers (78%) want that information and communication technology as the main content to be learned by them. Besides, many teachers are choosing the content of teaching materials, curriculum and teaching, and pedagogical content knowledge as other alternatives. Keyword: teacher professional development, physics teacher PENDAHULUANPengembangan profesional merupakan komponen penting dalam membentuk kualifikasi dan komitmen yang tinggi pada seorang guru. Itulah mengapa pengembangan profesional guru diakui sebagai komponen inti dari setiap perubahan dalam pendidikan khususnya usaha peningkatan kinerja sekolah. Namun, perubahan sisi reformasi dan inovasi sering kali gagal jika berdasarkan pada kebijakan dan praktik di tingkat sekolah dan guru. Perubahan guru sangat penting karena guru merupakan ujung tombak pelaksanaan pendidikan, dan juga karena merekalah yang secara langsung memimpin kegiatan pembelajaran di kelas sebagai inti sari dari segala kegiatan pendidikan. Oleh karena itu, kualitas pendidikan di sekolah ditentukan dan dipertanggung jawabkan oleh

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Reforms to Teacher Education in Indonesia: Does More Mean Better?

Cited by 21 publications

References 2 publications

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Challenges for Teachers in Developing their Teaching Professionalism: A Case Study of Secondary School in Makassar, Indonesia

USAHA GURU FISIKA DALAM MENGEMBANGKAN PROFESIONALNYA (Studi Kasus di Kota Makassar)

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