Analisis kebutuhan pelatihan karya tulis ilmiah untuk guru sebagai upaya pengembangan keprofesian berkelanjutan

Widia Murni Wijaya

doi:10.21831/jamp.v10i1.64590

Analisis kebutuhan pelatihan karya tulis ilmiah untuk guru sebagai upaya pengembangan keprofesian berkelanjutan

Widia Murni Wijaya, (Scopus ID: 57671782000), Universitas Negeri Yogyakarta, Indonesia

10.21831/jamp.v10i1.64590

Abstract

Pengembangan keprofesian berkelanjutan bagi guru merupakan suatu keharusan. Salah satu aspek dari pengembangan tersebut adalah publikasi ilmiah, yang dilakukan oleh guru melalui penulisan karya tulis ilmiah. Hal ini merupakan salah satu karakteristik dari guru profesional, yang ditunjukkan melalui kebiasaan menulis dan melakukan penelitian. Penelitian ini bertujuan untuk menganalisis kebutuhan pengembangan keprofesian berkelanjutan guru melalui publikasi ilmiah. Metode kualitatif dengan pendekatan deskriptif digunakan dalam penelitian ini, yang difokuskan pada analisis kebutuhan pelatihan publikasi ilmiah bagi guru sekolah menengah kejuruan (SMK) di Kota Palembang. Subjek penelitian terdiri dari 37 guru SMK negeri dan swasta, yang dipilih secara purposive. Data penelitian dikumpulkan melalui kuesioner, observasi, wawancara, dan dokumentasi. Selanjutnya, analisis data dilakukan dengan menggunakan teknik triangulasi. Hasil penelitian menunjukkan bahwa guru SMK di Kota Palembang memiliki motivasi dan kemauan yang tinggi untuk menyusun karya tulis ilmiah. Namun, jumlah publikasi ilmiah berbasis hasil penelitian di jurnal masih tergolong minim. Kesimpulan dari penelitian ini adalah kebutuhan pelatihan karya tulis ilmiah perlu difokuskan pada pengembangan pengetahuan dan keterampilan guru dalam melakukan penelitian, serta guru memerlukan pendampingan untuk dapat mempublikasikannya ke jurnal ilmiah.

Keywords

analisis kebutuhan; pelatihan karya ilmiah; penelitian tindakan kelas; pengembangan keprofesian berkelanjutan

Full Text:

PDF

References

Allen, C. D., & Penuel, W. R. (2015). Studying teachers’ sensemaking to investigate teachers’ responses to professional development focused on new standards. Journal of Teacher Education, 66(2), 136e149. https://doi.org/10.1177/0022487114560646

Antoniou, P., & Kyriakides, L. (2013). A dynamic integrated approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes. Teaching and Teacher Education, 29(1), 1e12. https://doi.org/10.1016/j.tate.2012.08.001

Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education 27(1), 10–20.

Brown, C. P., & Weber, N. B. (2016). Struggling to overcome the state’s prescription for practice: A study of a sample of early educators’ professional development and action research projects in a high-stakes teaching context. Journal of Teacher Education, 67(3), 183e202. https://doi.org/10.1177/0022487116636452

Çelen, F. K., & Seferoglu, S. S. (2020). Features of effective professional development practices for teachers as ICT users. In Enriching teaching and Learning environments with contemporary technologies (pp. 18–38). IGI Global.

Coldwell, M. (2017). Exploring the influence of professional development on teacher careers: A path model approach. Teaching and Teacher Education, 61, 189e198. https://doi.org/10.1016/j.tate.2016.10.015

Crowley, C. B. (2017). Professional development as product implementation training. Teaching and Teacher Education, 67, 477e486. https://doi.org/10.1016/j.tate.2017.07.015

Daryanto & Tasrial. (2015). Pengembangan Karir Profesi Guru. Yogyakarta: Penerbit Gava Media.

Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., et al. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107e121.

Gallo-Fox, J., & Scantlebury, K. (2016). Coteaching as professional development for cooperating teachers. Teaching and Teacher Education, 60, 191e202. https://doi.org/10.1016/j.tate.2016.08.007

Gast, I., Schildkamp, K., & van der Veen, J. T. (2017). Team-based professional development interventions in higher education: A systematic review. Review of Educational Research, 87(4), 736–767. https://doi.org/10.3102/0034654317704306

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68, 99e113. https://doi.org/10.1016/j.tate.2017.08.007

Griffin, C. C., Dana, N. F., Pape, S. J., Algina, J., Bae, J., Prosser, S. K., et al. (2018). Prime online: Exploring teacher professional development for creating inclusive elementary mathematics classrooms. Teacher Education and Special Education, 41(2), 121–139. https://doi.org/10.1177/0888406417740702

Holdway, J., & Hitchcock, C. H. (2018). Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom. Teaching and Teacher Education, 75, 60e70. https://doi.org/10.1016/j.tate.2018.05.015

KEMDIKBUD. (2016). Pedoman Kegiatan Pengembangan Keprofesian Berkelanjutan bagi Guru Pembelajaran. Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan.

Komba, S. C., & Mwakabenga, R. J. (2019). Teacher professional development in Tanzania: Challenges and opportunities. In H. Senol (Ed.), Educational leadership. IntechOpen. https://doi.org/10.5772/intechopen.90564

Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness?. International Journal of Humanities and Social Sciences 1(21), 66-78.

Lopes, J. B., & Cunha, A. E. (2017). Self-directed professional development to improve effective teaching: Key points for a model. Teaching and Teacher Education, 68, 262e274. https://doi.org/10.1016/j.tate.2017.09.009

Mack, N., Woodsong, C., Macqueen, K. M., Guest, G., & Namey, E. (2005). Qualitative Research Methods: A Data Collector’s Field Guide. USA: Family Health International.

McKenna, E., & Nic, B. (2005). The Essence of Human Resource Management. UK: Prentice Hall, Inc.

Miles, M.B, Huberman, A.M, & Saldana, J. (2014). Qualitative Data Analysis, A Methods Sourcebook, Edition 3. USA: Sage Publications.

Misra, P. (2018). MOOCs for teacher professional development: Reflections and suggested actions. Open Praxis, 10(1), 67–77.

Noonan, J. (2019). An affinity for learning: Teacher identity and powerful professional development. Journal of Teacher Education, 70(5), 526e537. https://doi.org/10.1177/0022487118788838

Penner-Williams, J., Diaz, E. I., & Gonzales Worthen, D. (2019). Sustainability of teacher growth from professional development in culturally and linguistically responsive instructional practices. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102891

Postholm, M. B. (2012). Teachers Professional Development: a Theoritical Riview. Educational Research, 54(4), 405-429.

Powell, C. G., & Bodur, Y. (2019). Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework. Teaching and Teacher Education, 77, 19–30. https://doi.org/10.1016/j.tate.2018.09.004

Prenger, R., Poortman, C. L., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68, 77e90. https://doi.org/10.1016/j.tate.2017.08.014

Richter, D., Kleinknecht, M., & Groschner, A. (2019). What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102929

Rusdarti., Slamet, A., & Sucihatiningsih. (2018). Pengembangan Keprofesian Berkelanjutan dalam Pembuatan Publikasi Ilmiah Melalui Workshop dan Pendampingan bagi Guru SMA Kota Semarang. Rekayasa, 16(1), 85-94.

Soine, K. M., & Lumpe, A. (2014). Measuring characteristics of teacher professional development. Teacher Development, 18(3). https://doi.org/10.1080/13664530.2014.911775

Tanang, H., & Abu, B. (2014). Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia. Journal of Curriculum and Teaching, 3(2), 25-42.

Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Journal of Educational Technology & Society, 19(3), 110–120.

Vermunt, J. D., Vrikki, M., van Halem, N., Warwick, P., & Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education, 81. https://doi.org/10.1016/j.tate.2019.02.009

Wahyudi. (2010). Standar Kompetensi Profesional Guru. Jurnal Pendidikan Sosiologi dan Humaniora, 1(2), 107-119.

Wijaya, W. M., & Patonah, D. (2019). Reducing Unemployment of Vocational School Graduates. In the 2nd International Conference on Research of Educational Administration and Management. https://doi.org/10.2991/icream-18.2019.83

Willemse, T. M., ten Dam, G., Geijsel, F., van Wessum, L., & Volman, M. (2015). Fostering teachers’ professional development for citizenship education. Teaching and Teacher Education, 49. https://doi.org/10.1016/j.tate.2015.03.008

Yuliana, L., Prasojo, L. D., Wijayanti, W., & Wijaya, W. M. (2020). The Key Determinants of Social Media Use in Teaching during the Covid-19 Outbreak: Indonesia Case. Indonesian Research Journal in Education, 4(2), 498-514. https://doi.org/10.22437/irje.v4i2.11265

DOI: https://doi.org/10.21831/jamp.v10i1.64590