Developing teacher professionalism independently through the utilization of information technology media
DOI:
https://doi.org/10.21831/jpipfip.v17i1.64514Keywords:
independent, information technology media, development of teacher professionalismAbstract
This study aims to describe the development of teacher professionalism at SMP Muhammadiyah 3 Balikpapan, carried out independently using information technology media. This study used a qualitative approach. Data collection methods included interviews and documentation. The analysis results consisted of five categories with various underlying indicators. The five categories were intrinsic motivation, extrinsic motivation, platforms followed, programs participated in, and training outcomes. The indicator of intrinsic motivation is the teacher as an educator, and the teacher must learn. The needles found in extrinsic motivation were upgrading knowledge, growing teaching abilities, increasing knowledge, and improving skills. For platforms followed, the indicators uncovered included Literacy Platform, Extensive Reading, Smart Teacher, E-Guru ID, E-Guru Digital, Chrome Book, Canva for Education, Asus for Education, and Merdeka Mengajar Platform. In addition, the indicators of the programs participated in revealed were making learning videos, learning media, teaching strategies, learning assessment applications, and learning administration. Finally, the needles from the training outcomes are missed teachers, interactive learning, fun lessons, exciting learning, and easy-to-understand lessons. In conclusion, the insights obtained from this study can inform teachers in maximizing teacher professionalism, which requires strong motivation from within the teacher who is aware that as educators, they must continue to learn to produce interactive, fun, and exciting learning so that the students in the classroom always await their presence. Teacher professionalism can be developed through various efforts, i.e., by participating in multiple trainings and webinars using information technology, which can be done online because they can better manage their time and choose the program/content they want to study.
References
Barnes, A. E., Zuilkowski, S. S., Mekonnen, D., & Ramos-Mattoussi, F. (2018). Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education. Teaching and Teacher Education, 70, 1–11. https://doi.org/https://doi.org/10.1016/j.tate.2017.11.004
Ching, C. C., & Hursh, A. W. (2014). Peer modeling and innovation adoption among teachers in online professional development. Computers & Education, 73, 72–82. https://doi.org/https://doi.org/10.1016/j.compedu.2013.12.011
Chua, J. H., & Jamil, H. (2012). Factors Influencing the Technological Pedagogical Content Knowledge (TPACK) among TVET instructors in Malaysian TVET Institution. Procedia - Social and Behavioral Sciences, 69, 1539–1547. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.12.096
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. https://doi.org/10.1016/s0742-051x(02)00053-7
Danim, S. (2011). Pengembangan Profesi Guru. Kencana.
Demır, S. (2020). The Role of Self-Efficacy in Job Satisfaction, Organizational Commitment, Motivation and Job Involvement [Öz Yeterliğin İş Doyumu, Örgütsel Bağlılık, Motivasyon ve İşe Sargınlıktaki Rolü]. Eurasian Journal of Educational Research, 20(85), 205–224. https://doi.org/10.14689/ejer.2020.85.10
Duncan‐Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324–340. https://doi.org/10.1111/j.1467-8535.2009.00953.x
Dupriez, V., Delvaux, B., & Lothaire, S. (2016). Teacher shortage and attrition: Why do they leave? British Educational Research Journal, 42(1), 21–39. https://doi.org/10.1002/berj.3193
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Fadillah, K. (2022). Analisis Peningkatan Kinerja Guru Teori & Riset. CV. Literasi Nusantara Abadi.
Ganjali, R., Ashraf, H., & Motallebzadeh, K. (2020). EFL University Instructors’ Employment Status and Their Perception of Professional Commitment. Research in English Language Pedagogy, 8(1), 123–146. https://doi.org/10.30486/relp.2019.1864689.1123
González, G., & Skultety, L. (2018). Teacher learning in a combined professional development intervention. Teaching and Teacher Education, 71, 341–354. https://doi.org/https://doi.org/10.1016/j.tate.2018.02.003
Hanafi, H., Adu, L., & Muzakkir, H. (2019). Profesinalisme Guru dalam Pengelolaan Kegiatan Pembelajaran di Sekolah. Penerbit Deepublish.
Helate, T. H., Metaferia, T. F., & Gezahegn, T. H. (2023). Professional development for academic engagement: Primary school EFL teachers’ perceptions and predictors. Social Sciences & Humanities Open, 8(1), 100577. https://doi.org/https://doi.org/10.1016/j.ssaho.2023.100577
Hernández-Leo, D., Asensio-Pérez, J. I., Derntl, M., Pozzi, F., Chacón, J., Prieto, L. P., & Persico, D. (2018). An Integrated Environment for Learning Design [Technology Report]. Frontiers in ICT, Volume 5 - 2018.
Hilir, A. (2021). Pengembangan Teknologi Pendidikan Peranan Pendidik dalam menggunakan Media Pembelajaran. Penerbit Lakeisha.
Huistra, P., & Paul, H. (2021). Systemic Explanations of Scientific Misconduct: Provoked by Spectacular Cases of Norm Violation? Journal of Academic Ethics. https://doi.org/10.1007/s10805-020-09389-8
Husma, M. J. P., Shaleh, & Handayani, T. (2023). Profil Guru Profesional di Era Industri 5.0. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(2), 672–680. https://doi.org/10.35931/am.v7i2.2053
Indrawan, I. (2019). Guru Profesional. Lakeisha.
Jamil, J. (2022). Etika Profesi Guru. Azka Pustaka.
Jawahir, A. (2023). Guru Berprestasi, Mengembangkan Profesi, Memanajemeni Diri. Guepedia.
Jonker, H., März, V., & Voogt, J. (2018). Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum. Teaching and Teacher Education, 71, 120–133. https://doi.org/https://doi.org/10.1016/j.tate.2017.12.016
Kanaya, T., Light, D., & McMillan Culp, K. (2005). Factors Influencing Outcomes From A Technology-Focused Professional Development Program. Journal of Research on Technology in Education, 37(3), 313–329. https://doi.org/10.1080/15391523.2005.10782439
Lampe, C., Wash, R., Velasquez, A., & Ozkaya, E. (2010). Motivations to participate in online communities. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Atlanta, Georgia.
Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302–315. https://doi.org/https://doi.org/10.1016/j.tate.2018.07.008
Laurillard, D., Kennedy, E., Charlton, P., Wild, J., & Dimakopoulos, D. (2018). Using technology to develop teachers as designers of TEL: Evaluating the learning designer. British Journal of Educational Technology, 49(6). https://doi.org/10.1111/bjet.12697
Leask, M., & Younie, S. (2001). The European schoolnet. an online European community for teachers? a valuable professional resource? Teacher Development, 5(2), 157–175. https://doi.org/10.1080/13664530100200140
Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291–307. https://doi.org/https://doi.org/10.1016/j.tate.2016.01.021
Maina, M., Craft, B., & Mor, Y. (2013). Editorial: The art and science of learning design. In M. Maina, B. Craft, & Y. Mor (Eds.), Technology Enhanced Learning. Sense Publishers. https://doi.org/10.1007/978-94-6300-103-8
Martínez-de-la-Hidalga, Z., & Villardón-Gallego, L. (2016). Evolution of the Concept of the Teaching Profession in Secondary School Teacher Training. Procedia - Social and Behavioral Sciences, 217, 74–83. https://doi.org/https://doi.org/10.1016/j.sbspro.2016.02.029
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1177/016146810610800610
Mohn, A. H. A. (2002). Mendorong diri sendiri Bagaimana untuk bermotivasi dan kekal bermotivasi. PTS Liteta Utama.
Mustofa. (2012). Upaya Pengembangan Profesionalisme Guru di Indonesia. Jurnal Ekonomi Dan Pendidikan, 4(1), 76–88. https://doi.org/10.21831/jep.v4i1.619
Nain, M., & Shukri, A. (2002). Tingkah laku organisasi, pengenalan tingkah laku individu. Universiti Teknologi Malaysia Press.
Noordin, W. Z. M. (2003). Guru Cemerlang: Suatu Perspektif. BPG, Kementerian Pelajaran Malaysia.
Nov, O., Anderson, D., & Arazy, O. (2010). Volunteer computing: A model of the factors determining contribution to community-based scientific research. WWW Conference, Raleigh, North Carolina.
Owan, V. J., Odigwe, F. N., Okon, A. E., Duruamaku-Dim, J. U., Ubi, I. O., Emanghe, E. E., Owan, M. V., & Bassey, B. A. (2022). Contributions of placement, retraining and motivation to teachers' job commitment: structural equation modelling of the linkages. Heliyon, 8(4), e09334. https://doi.org/10.1016/j.heliyon.2022.e09334
Potolea, D., & Toma, S. (2015). The Dynamic and Multidimensional Structure of the Teachers Professional Development. Procedia - Social and Behavioral Sciences, 180, 113–118. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.02.093
Prenger, R., Poortman, C. L., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68, 77–90. https://doi.org/https://doi.org/10.1016/j.tate.2017.08.014
Rodríguez-Triana, M. J., Prieto, L. P., Ley, T., de Jong, T., & Gillet, D. (2020). Social practices in teacher knowledge creation and innovation adoption: A large-scale study in an online instructional design community for inquiry learning. International Journal of Computer-Supported Collaborative Learning, 15(4), 445–467. https://doi.org/10.1007/s11412-020-09331-5
Sun, Y., Fang, Y., & Lim, K. H. (2012). Understanding sustained participation in transactional virtual communities. Decision Support Systems, 53(1), 12–22. https://doi.org/https://doi.org/10.1016/j.dss.2011.10.006
Varas, D., Santana, M., Nussbaum, M., Claro, S., & Imbarack, P. (2023). Teachers’ strategies and challenges in teaching 21st century skills: Little common understanding. Thinking Skills and Creativity, 48, 101289. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101289
Wang, J., Zhang, R., Hao, J.-X., & Chen, X. (2019). Motivation factors of knowledge collaboration in virtual communities of practice. Journal of Knowledge Management, 23(3), 466–488. https://doi.org/10.1108/JKM-02-2018-0061
Windschitl, M., & Sahl, K. (2002). Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture. American Educational Research Journal, 39(1), 165–205. https://doi.org/10.3102/00028312039001165
Wulandari, H., & Nurhaliza, I. (2023). Mengembangkan Potensi Guru Yang Profesional Dalam Proses Belajar Mengajar. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 9(2), 2487 – 2509. https://doi.org/10.36989/didaktik.v9i2.990
Zyuro, H. S. N., & Komalasari, D. (2020). Analisis Masalah Kompetensi Pedagogik Guru PAUD tersertifikasi di Kecamatan Lamongan. PAUD Teratai, 9(1-7).
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2024 Jurnal Penelitian Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
![Creative Commons Attribution-ShareAlike 4.0 International License](/index.php/jpip/manager/setup/<a%20rel="license"%20href="http:/creativecommons.org/licenses/by-sa/4.0/"><img%20alt="Lisensi%20Creative%20Commons"%20style="border-width:0"%20src="https:/i.creativecommons.org/l/by-sa/4.0/88x31.png"%20/></a><br%20/>Ciptaan%20disebarluaskan%20di%20bawah%20<a%20rel="license"%20href="http:/creativecommons.org/licenses/by-sa/4.0/">Lisensi%20Creative%20Commons%20Atribusi-BerbagiSerupa%204.0%20Internasional</a>.){kind=link}