Pengembangan instrumen asesmen diri guru terhadap aktivitas pengembangan keprofesian berkelanjutan

Wirman Kasmayadi; Kumaidi Kumaidi; Sumarno Sumarno

doi:10.21831/pep.v22i1.8290

Pengembangan instrumen asesmen diri guru terhadap aktivitas pengembangan keprofesian berkelanjutan

Wirman Kasmayadi, Lembaga Penjaminan Mutu Pendidikan (LPMP) Provinsi NTB, Indonesia
Kumaidi Kumaidi, Fakutas Psikologi Universitas Muhammadiyah Surakarta, Indonesia
Sumarno Sumarno, Program Pascasarjana Universitas Negeri Yogyakarta, Indonesia

10.21831/pep.v22i1.8290

Abstract

Penelitian ini bertujuan untuk mengembangkan instrumen asesmen diri guru pada aktivitas pengembangan keprofesian berkelanjutan yang handal. Metode penelitian yang digunakan adalah penelitian pengembangan yang mengacu pada lima tahapan dalam model Plomp. Subyek penelitian adalah guru SMA di Provinsi Nusa Tenggara Barat yang dipilih dengan teknik cluster random sampling. Jumlah subyek penelitian pada uji coba awal sebanyak 350 orang dan uji coba lapangan utama sebanyak 950 orang. Pengumpulan data menggunakan kuesioner skala Likers (1-5). Pengujian validitas isi menggunakan expert judgment, sedangkan validitas dan reliabilitas empiris menggunakan analisis faktor konfirmatori (CFA) dengan bantuan program Lisrel 8.80. Hasil penelitian menunjukkan bahwa: (1) konstrak aktivitas pengembangan keprofesian berkelanjutan guru memiliki tujuh dimensi, yaitu: membaca, pengembangan pembelajaran dan penilaian, pendidikan dan pelatihan, publikasi ilmiah, publikasi karya inovatif, reflektif dan kolaboratif; (2) instrumen yang telah dikembangkan secara keseluruhan memiliki kecocokan sebagai model asesmen yang baik dengan RMSEA 0.005 dan CFI 1.00 (valid) dan composite reliability lebih dari 0.70 (reliable).

Kata kunci: asesmen diri guru, pengembangan keprofesian berkelanjutan

DEVELOPING TEACHERS’ SELF-ASSESSMENT INSTRUMENT FOR SUSTAINABLE PROFESSIONAL DEVELOPMENT ACTIVITIES

Abstract

This research is aimed at developing a reliable teachers' self-assessment instrument for sustainable professional development activity. This study was a development research using five-stage model of Research and Development by Plomp. The subjects are high school teachers in the West Nusa Tenggara province, that were selected by cluster random sampling technique. The research subjects in preliminary field test were 350 people and in the main field test were 950 people. The data were collected using Likers scale (1-5) questionnaire. The content validity was tested using expert judgment, whereas the empirical validity and reliability were tested using confirmatory factor analysis (CFA) with Lisrel 8.80 program. The results of the research show that: (1) the construct of teachers’ sustainable professional development activities has seven dimensions, namely: reading, learning and assessment development, education and training, scientific publications, the publication of innovative works, reflective and collaborative; (2) the instruments have an overall fit as a good assessment model with the value of RMSEA 0.005, CFI 1.00 (Valid), and composite reliability of more than 0.70 (reliable).

Keywords: teachers’ self-assessment, sustainable professional development

Keywords

asesmen diri guru; pengembangan keprofesian berkelanjutan

Full Text:

Fulltext PDF

References

Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548. https://doi.org/10.1016/j.learninstruc.2009.09.001

Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21. https://doi.org/10.1017/S0261444806003958

Borg, W. R., & Gall, M. D. (1983). Educational research: An introduction (4th ed.). New York: Longman Publishing.

Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003

Brew, A. (1999). Toward autonomous assessment: using self assessment and peer assessment. In S. Brown & A. Glesner (Eds.), Assessment Matters in Higher Education. Open University Press.

Day, C., & Sachs, J. (2004). International handbook on the continuing professional development of teachers. Berkshire: Open University Press.

de Vries, S., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2013). Profiling teachers’ continuing professional development and the relation with their beliefs about learning and teaching. Teaching and Teacher Education, 33, 78–89. https://doi.org/10.1016/j.tate.2013.02.006

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140

Gaible, E., & Burns, M. (2005). Using technology to train teachers: Appropriate uses of ICT for teacher professional development in developing countries. Washington, DC: The International Bank for Reconstruction and Development/ World Bank.

Ghozali, I., & Fuad. (2012). Structural equation modelling: teori konsep, dan aplikasi dengan Program LISREL 8.80 (3rd ed.). Semarang: Badan Penerbit Universitas Diponegoro.

Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2010). Multivariate data analysis (4th ed.). New Jersey: Prentice Hall.

Hoekstra, A., Brekelmans, M., Beijaard, D., & Korthagen, F. (2009). Experienced teachers’ informal learning: Learning activities and changes in behavior and cognition. Teaching and Teacher Education, 25(5), 663–673. https://doi.org/10.1016/j.tate.2008.12.007

Kelchtermans, G. (2004). CPD for professional renewal: moving beyod knowledge for practice dalam . Open University Press McGraw-Hill Education. In C. Day & J. Sachs (Eds.), International Handbook on the Continuing Professional Development of Teachers (pp. 217–237). Berkshire: Open University Press.

Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149–170. https://doi.org/10.1016/S0742-051X(02)00101-4

Lance, C. E., Butts, M. M., & Michels, L. C. (2006). The sources of four commonly reported cutoff criteria. Organizational Research Methods, 9(2), 202–220. https://doi.org/10.1177/1094428105284919

Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2010). Buku I: Pedoman pengelolaan pengembangan keprofesionalan berkelanjutan. Jakarta: Kemdikbud.

Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

Plomp, T. J. (2007). Educational design research: an introduction. In An Introduction to Educational Research. Enschede: National Institute for Curriculum Development.

Rolheiser, C., & Ross, J. A. (2005). Students Self-evaluation: what research says and what practice shows. Retrieved from http://moodle.manistee.org/pluginfile.php/59439/course/section/16807/STUDENT SELF-EVALUATION WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS.pdf

Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130–154. https://doi.org/10.1016/j.edurev.2007.12.001

Widhiarso, W., & Mardapi, D. (2010). Komparasi ketepatan estimasi koefisien reliabilitas teori skor murni klasik. Jurnal Penelitian Dan Evaluasi Pendidikan, 14(1). Retrieved from http://journal.uny.ac.id/index.php/jpep/article/view/1973

Wurinanda, I. (2015, December 30). Rata-rata nilai UKG di bawah standar. Okezone News. Retrieved from https://news.okezone.com/read/2015/12/30/65/1277618/rata-rata-nilai-ukg-di-bawah-standar

Zubaidah, N. (2012, August 3). Hasil uji kompetensi guru memprihatinkan. Sindonews.com. Retrieved from https://nasional.sindonews.com/read/662873/15/hasil-uji-kompetensi-guru-memprihatinkan-1344004590

DOI: https://doi.org/10.21831/pep.v22i1.8290