Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran guru matematika SMA

Theresia Veni Tri Nugraheni, UPH College, Tangerang, Indonesia, Indonesia
Jailani Jailani, Jurusan Pendidikan Matematika, Universitas Negeri Yogyakarta, Indonesia

Abstract


Penelitian ini bertujuan untuk mengeksplorasi Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran yang dilakukan guru mate­matika SMA di Kabupaten Kulon Progo. Penelitian ini merupakan penelitian deskriptif meng­gunakan metode campuran, dengan desain penelitian convergent parallel design. Subjek dalam penelitian ini adalah seluruh guru SMA peserta Ujian Kompetensi Guru (UKG) matematika tahun 2015 di Kabupaten Kulon Progo yang berjumlah 33 guru. Teknik pengumpulan data yang digu­nakan adalah tes, angket, observasi, dokumentasi, dan wawancara. Teknik analisis data yang digunakan untuk data kuantitatif yaitu deskriptif dan Partial Least Squares Structural Equation Modeling (PLS-SEM). Analisis data kualitatif dianalisis melalui pengkategorian, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh yang signifikan PKB terhadap kompetensi guru matematika SMA di Kabupaten Kulon Progo dengan nilai prediksi sebesar 0,360 (t = 2,51); dan (2) terdapat pengaruh yang signifikan PKB terhadap praktik pembelajaran guru matematika SMA di Kabupaten Kulon Progo dengan nilai prediksi sebesar 0,402 (t = 2,25).

 

Continuing Professional Development (CPD) in relation to the competence and learning practices of high school mathematics teachers

Abstract

This study aimed to explore Continuing Professional Development (CPD) in relation to the com­petence and teaching practice conducted by senior high school mathematics teachers in Kulon Progo Regency. This study was descriptive research using a mixed-method with convergent parallel design. The research subject was all senior high school mathematics teachers in Kulon Progo Regency who participated in the Teacher Competency Test (or UKG) in 2015, and the subject applied was 33 teachers. The data collection was conducted through a test, question­naire, documentation, observation, and interview. The data analysis used was descriptive and Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data was analyzed through data categorization, data reduction, data presentation, and conclusion drawing. The results of the study showed that: (1) there was a significant influence CPD toward competence of senior high school mathematics teachers in Kulon Progo Regency with prediction value 0.360 (t = 2.51); and (2) there was a significant influence CPD toward teaching practice of senior high school mathematics teachers in Kulon Progo Regency with prediction value 0.402 (t = 2.25).


Keywords


Pengembangan Keprofesian Berkelanjutan (PKB); kompetensi guru; praktik pembelajaran matematika; Continuing Professional Development (CPD); math teaching practice

Full Text:

DOWNLOAD PDF

References


Akalu, G. A. (2016). Interrogating the continuing professional development policy framework in Ethiopia: A critical discourse analysis. Professional Development in Education, 42(2), 179–200. https://doi.org/10.1080/19415257.2014.940627

Ambusaidi, I., & Yang, Y. F. (2019). The impact of teacher quality on student achievement in Oman and Taiwan. International Journal of Education and Learning, 1(2), 50–62. https://doi.org/10.31763/ijele.v1i2.39

Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Aziz, F., & Akhtar, M. M. S. (2014). Impact of training on teacher’s competencies at higher education level in Pakistan. International Refereed Research Journal, 5(1), 121–128. http://www.researchersworld.com/index.php/rworld/article/view/746

Bailey, M. (2011). Policy, professionalism, professionality and the development of HR practitioners in the UK. Journal of European Industrial Training, 35(5), 487–501. https://doi.org/10.1108/03090591111138035

Bell, F. H. (1978). Teaching and learning mathematics (in secondary schools). Wm. C. Company Publishers.

Blömeke, S., & Delaney, S. (2012). Assessment of teacher knowledge across countries: A review of the state of research. ZDM Mathematics Education, 44(3), 223–247. https://doi.org/10.1007/s11858-012-0429-7

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 23(8), 3–15. https://doi.org/10.3102/0013189X033008003

Braund, M., Lubben, F., & Bennet, J. (2011). Researching impact of targeted CPD on teachers’ professional attitudes and classroom practices. Proceedings of The 15th Biennial of the International Study Association on Teachers and Teaching (ISATT) (pp. 93–101). University of Minho. https://repositorium.sdum.uminho.pt/bitstream/1822/15875/1/CD-ProceedingsISATT2011.pdf

Brown, J. L. (1995). Observing dimensions of learning in classroom and schools. Association for Supervision and Curriculum Development.

BSNP. (2015). Aplikasi PAMER ujian nasional 2014/2015 [Software]. Badan Standar Nasional Pendidikan, Kemdikbud.

BSNP. (2016). Aplikasi PAMER ujian nasional 2015/2016 [Software]. Badan Standar Nasional Pendidikan, Kemdikbud.

Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economic, 66(2), 103–115. https://doi.org/10.1016/j.jue.2009.05.001

Chen, W., Hendricks, K., & Archibald, K. (2011). Assessing pre-service teachers’ quality teaching practices. Educational Research and Evaluation, 17(1), 13–32. https://doi.org/10.1080/13803611.2011.578008

Chin, W. W., & Newsted, P. R. (1999). Structural equation modeling analysis with small samples using partial least squares. In R. Hoyle (Ed.), Statistical strategies for small sample research (pp. 307-341). Sage Publications.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.

Collin, K., Van der Heijden, B., & Lewis, P. (2012). Continuing professional development. International Journal of Training and Development, 16(3), 155–163. https://doi.org/10.1111/j.1468-2419.2012.00410.x

Council of Chief State School Officers. (2011). Interstate teacher assessment and support consortium (InTASC) model core teaching standards: A resource for state dialogue. Author. https://ccsso.org/sites/default/files/2017-11/InTASC_Model_Core_Teaching_Standards_2011.pdf

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.

Croft, A., Coggshall, J. G., Dolan, M., Powers, E., & Killion, J. (2010). Job-embedded professional development: What it is, who is responsible, and how to get it done well. National Comprehensive Center for Teacher Quality. https://learningforward.org/wp-content/uploads/2017/08/job-embedded-professional-development.pdf

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–44. https://doi.org/10.14507/epaa.v8n1.2000

Das, A. K. (2011). Emergence of open educational resources (OER) in India and its impact on lifelong learning. Library Hi Tech News, 28(5), 10–15. https://doi.org/10.1108/07419051111163848

Day, C. (2002). Developing teachers: The challenges of lifelong learning. Taylor & Francis.

Department for Education. (2011) Teachers’ standards: Guidance for school leaders, school staff and governing bodies. https://www.gov.uk/government/publications/teachers-standards

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

Desimone, L. M., Porter, A. C., Garet, M. S., & Firman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112. https://doi.org/10.3102/01623737024002081

Doherty, I. (2011). Evaluating the impact of professional development on teaching practice: Research findings and future research directions. US-China Education Review, 5, 703–714. https://files.eric.ed.gov/fulltext/ED527691.pdf

Garson, G., D. (2016). Partial least square: Regression & structural equation models. Statistical Publishing Associates.

Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. National Comprehensive Center for Teacher Quality.

Gupta, K., Sleezer, C. M., & Russ, C. F. (2007). A practical guide to needs assessment. Pfeiffer.

Guskey, T. R. (2000). Evaluating professional development. Corwin Press.

Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications.

Haynes, A. (2010). The complete guide to lesson planning and preparation. Continuum International Publishing Group.

Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430–511. https://doi.org/10.1080/07370000802177235

Hufad, A., Pramudia, J. R., & Supariatna, S. (2010). Studi tentang implementasi program belajar sepanjang hayat di Indonesia. Prosiding Seminar Internasional Pendidikan Luar Sekolah, Universitas Pendidikan Indonesia (pp. 1–42). http://file.upi.edu/Direktori/PROCEEDING/Seminar_Internas.NFE/STUDI_TENTANG_IMPLEMENTASI_PROGRAM_BELAJAR_SEPANJANG_HAYAT_DI_INDONESIA.pdf

Kartowagiran, B. (2011). Kinerja guru profesional (guru pasca sertifikasi). Cakrawala Pendidikan, 30(3), 463–474. https://doi.org/10.21831/cp.v3i3.4208

Kemendiknas. (2010). Pembinaan dan pengembangan profesi guru buku 1: Pedoman pengelolaan pengembangan keprofesian bekelanjutan (PKB). Direktorat Jenderal Peningkatan Mutu dan Tenaga Kependidikan.

Klercq, J. (2016). Netherlands. In B. Findsen & M. Formosa (Eds.), International perspectives on older adult education (pp. 285–295). Springer International Publishing.

Kunter, M., Baumert, J., Voss, T., Klusman, U., Ritchter, D., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 895–820. https://doi.org/10.1037/a0032583

Kyriacou, C. (2007). Essential teaching skills (3rd ed.). Nelson Thornes.

Maulipaksi, D. (2016). 7 Provinsi raih nilai terbaik uji kompetensi guru 2015. http://www.kemdikbud.go.id/main/blog/2016/01/7-provinsi-raih-nilai-terbaik-uji-kompetensi-guru-2015

Miles, M., B., Huberman, A. M., & Saldan J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publication.

Opfer, V. D., & Pedder, P. (2010). Benefits, status and effectiveness of continuous professional development for teachers in England. The Curriculum Journal, 21(4), 413–431. https://doi.org/10.1080/09585176.2010.529651

Ozdemir, S. M. (2013). Exploring the Turkish teachers’ professional development experiences and their needs for professional development. Mevlana International Journal of Education, 3(4), 250–264. http://dx.doi.org/10.13054/mije.13.56.3.4

Phin, C. (2014). Teacher competence and teacher quality in Cambodia’s educational context linked to in-service teacher training: an examination based on a questionnaire survey. International Journal of Educational Administration and Policy Studies, 6(4), 62–69. https://doi.org/10.5897/IJEAPS2013.0326

Powell, E. D., Furey, S., & Scott-Evans, A. (2003). Teachers’ perceptions of the impact of CPD: an institutional case study. Journal of In-service Education, 29(3), 389–404. https://www.tandfonline.com/doi/pdf/10.1080/13674580300200225

Power, C. N., & Maclean, R. (2013). Lifelong learning: Meaning, challenges, and opportunities. In R. Maclean, S. Jagannathan, & J. Sarvi, (Eds.), Skills development for inclusive and sustainable growth in developing Asia-Pacific, technical and vocational education and training: Issues, concerns and prospects 19 (pp. 29 -42). Springer.

PPPPTK Matematika. (2015). Hasil UKG tahun 2015 [Tidak diterbitkan]. Kemendikbud.

Pratiwi, E. N., & Mahmudah, R. A. (2012). Peningkatan daya saing tenaga kerja Indonesia melalui korelasi input penunjang tenaga kerja dalam menghadapi MEA 2015. Economic Development Analysis Journal, 2(2), 1–7. https://doi.org/10.15294/edaj.v2i2.1661

Presiden Republik Indonesia. (2008). Peraturan Pemerintah Republik Indonesia Nomor 74 Tahun 2008 tentang Guru. http://simpuh.kemenag.go.id/regulasi/pp_74_08.pdf

Qablan, A., Mansour, N., Alshamrani, S., Sabbah, S., & Aldahmash, A. (2015). Ensuring effective impact of continuing professional development: Saudi science teachers’ perspective. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 619–631. https://doi.org/10.12973/eurasia.2015.1352a

Raymond, A. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practices. Journal Research in Mathematics Education, 28(5), 550–576. https://www.jstor.org/stable/749691

Sabah, S. A., Fayez, M., Alshamrani, S. M., & Mansour, N. (2014). Continuing professional development (CPD) provision for science and mathematics teachers in Saudi Arabia: Perceptions and experiences of CPD providers. Journal of Baltic Science Education, 13(3), 91–104. http://oaji.net/articles/2015/987-1437062396.pdf

Seebruck, R. (2015). Teacher quality and student achievement: A multilevel analysis of teacher credentialization and student test scores in California high schools. McGill Sociological Review, 5, 1–18. https://www.mcgill.ca/msr/files/msr/seebruck_2015.pdf

Shah, F. H., Khan, U. A., & Shamed, I. (2015). The impact of continuous professional development (CPD) program on teachers’ professional development in Pakistan. FWU Journal of Social Sciences, 9(1), 99–105. https://files.eric.ed.gov/fulltext/EJ1244673.pdf

Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2007). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personnel Evaluation in Education, 20(3),165–184, https://doi.org/10.1007/s11092-008-9053-z

Suhr, D. (2008). Step your way through path analysis. https://www.lexjansen.com/wuss/2008/pos/pos04.pdf

UNDP. (2015). Human development report 2015: Work for human development. Author. http://hdr.undp.org/en/2015-report/download

Wallace, M. R. (2009). Making sense of the links: Professional development, teacher practices, and student achievement. Teachers College Record, 111(2), 573–596. http://www.tcrecord.org/Content.asp?ContentId=15224

Wenno, I. H. (2016). Analysis of factors affecting teacher competence physics science SMP in the district of West Seram Maluku Province. International Journal of Science and Research, 5(6), 1061–1067. http://dx.doi.org/10.21275/v5i6.NOV164349

Wibowo, E., & Jailani, J. (2014). Analisis kesulitan guru matematika SMP dalam pengembangan keprofesian di Kabupaten Wonosobo. Jurnal Riset Pendidikan Matematika, 1(2), 202–215. https://doi.org/10.21831/jrpm.v1i2.2676

Widodo, K. S., Widodo, J., & Masrukan, M. (2015). Pengembangan model pendidikan dan pelatihan (diklat) partisipatif integratif kolaboratif (pikola) untuk meningkatkan kompetensi professional untuk meningkatkan kompetensi profesional guru fisika SMA. Jurnal Educational Management, 4(2), 116–124. https://journal.unnes.ac.id/sju/index.php/eduman/article/view/9854/6339




DOI: https://doi.org/10.21831/pg.v15i1.34601

Refbacks

  • There are currently no refbacks.


PYTHAGORAS: Jurnal Matematika dan Pendidikan Matematika indexed by:


Creative Commons License Pythagoras is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/pythagoras.

All rights reserved p-ISSN: 1978-4538 | e-ISSN: 2527-421X

Visitor Number:

View Pythagoras Stats