The Effect of Kelompok Kerja Guru in Elementary Teachers’ Professional Development in Helvetia District Medan Indonesia

Abstract

Kelompok Kerja Guru (KKG)/ Teacher Working Group or generally known as Professional Learning Community (PLC) program should be a vehicle for developing teacher professionalism as expected by the government and schools. However, the current situation regarding its implementation, the effect on elementary school teachers and its activities are unknown. The purpose of this research is to find out an in-depth picture and the current situation regarding the implementation of the KKG and its influence in developing the professionalism of elementary school teachers in Helvetia District, Medan, North Sumatra Province. Researcher had interviewed teachers from representatives of each school individually and in groups to get their thoughts and perspectives by using semi-structured interviews so that the contents of the conversation are more organized. The researcher has also observed the activities within the KKG through a qualitative method approach in order to report the activities carried out by the KKG. The data obtained were analyzed using a five-phase cycle: compiling, disassembling, reassembling, interpreting and concluding. The results showed that the KKG carried out by the participants in this study was a KKG program that had been set by the government and was carried out with different schedules and durations. There are programs that are carried out 2 times in a semester with duration of 2-3 days, and there are programs that are carried out 1 time in 1 semester which takes 1.5-2 hours. The mechanism for selecting teachers who will take part in the KKG is always determined by the principal in accordance with the field of study taught. It is revealed that the KKG activities are not only carried out per district with several schools but also in each school under the supervision from the principal or foundation. The teachers gained knowledge and skills from KKG especially those related to the 2013 curriculum such as designing annual program, semester program, and lesson plan, compiling questions to be tested and assessed, and increasing 4 teacher competencies which are competency social, professional, pedagogic, and personality. It was also found that the activities they carried out at the KKG are group discussions, sharing information and teaching experiences, sharing students’ work book, and conducting presentations. It is suggested that the government should have a good preparation in conducting KKG activities in order to provide useful and meaningful KKG.