Salam, rekan Nawala! Semoga kalian selalu dalam keadaan sehat.
Ini adalah Nawala IAES dari Institute of Advanced Engineering and Science. Hari ini kami ingin berbagi wawasan yang bertemakan pengembangan profesi guru. Guru adalah aktor penting dalam proses pembelajaran, karena mereka bertindak sebagai perantara pembelajaran. Guru berperan sebagai penghubung dalam mempengaruhi perilaku peserta didik. Sejauh mana guru dapat memainkan peran tersebut menentukan berhasil atau tidaknya proses pembelajaran. Guru juga berperan sebagai fasilitator bagi peserta didik yang aktif belajar dan pengelola pembelajaran yang dapat menciptakan lingkungan belajar yang kondusif. Amrulloh dan Galushasti (2022) melakukan penelitian terkait pengembangan kreatifitas guru SD dalam mengajar mata pelajaran sains. Lebih lengkap terkait hasil penelitian mereka dapat dibaca pada artikel di bawah ini:
Muhammad Sholahuddin Amrulloh, Andarula GalushastiThis qualitative research emphasized learning strategies in the process of full engagement by students and discovering the implementation of learning, science process skills, and learners’ creativity. The selection of contextual teaching and learning methods due to teachers having a role more in strategy affairs while learners were more focused on self-actualization of practice in their groups. Here, there was an interaction between teachers and learners to complement each other. The participant was student of class five Elementary School/Madrasah Ibtidaiyah Ma’arif 37 Sunan Kalijogo, Ambulu, Jember Regency, Indonesia. Methods of data collection were interviews, observations, and documentation. Data collection was related to natural science subjects. The study results showed the procedures for implementing contextual teaching and learning in natural science subjects. Applying contextual teaching and learning methods was very effective in natural science subjects. The findings of this study showed that improving the quality of learning and learning support facilities can realize the ability of competence of students and teacher professionalism.
Lisensi mengajar merupakan salah satu upaya untuk menjaga kualitas guru. Amanonce dan Maramag (2020) melakukan penelitian terkait performa ujian lisensi dan prestasi akademik lulusan pendidikan guru. Adapun penelitian lengkap dapat dibaca pada artikel berikut:
Jay-cen Tamayo Amanonce, Ariel Macarubbo MaramagTeacher education institutions (TEIs) in the Philippines establish their brand of educational quality through their graduates’ performance in the Licensure Examination for Teachers (LET). It is, therefore, necessary for TEIs to align instructional delivery with the competencies in the LET. Thus, this study was undertaken to correlate academic achievement and licensure examination performance of teacher education graduates. Academic achievement is the graduates’ grade weighted average in college and pre-board examination results. The respondents were 1,017 graduates of Bachelor of Secondary Education and Bachelor of Elementary Education in a state university in Cagayan Province, Philippines. The study revealed a significant and strong correlation between the graduates’ grade weighted average in college and LET performance. This is an indication of the effective evaluation procedure of the university since the teachers’ assessment concurs with the graduates’ performance in the LET. A significant relationship was also established between the graduates’ performance in the pre board examination and LET albeit with a weak correlation. This study recommends the development of mechanisms in improving the conduct of pre-board examination review programs in the university. Further validation of the assessment tools used in the pre-board examination is likewise suggested.
Selain melakukan seleksi/lisensi profesi guru, evaluasi kinerja juga diperlukan untuk mempertahankan kualitas kinerja guru. Murwaningsih dan Fauziah (2023) melakukan penelitian terkait pengaruh sikap profesional, kesejahteraan, pengembangan diri, dan kepuasan kerja terhadap kinerja guru. Hasil dari penelitian tersebut dapat dibaca selengkapnya pada laman berikut:
Tri Murwaningsih, Muna FauziahThis study aims to identify: i) The effect of teacher welfare, self-sustaining development, job satisfaction, and teacher performance on the teaching professional attitude; ii) The effect of teacher welfare on self-development, job satisfaction, and teacher performance; iii) The effect of self-sustaining development on the professional attitude, welfare, job satisfaction, and teacher performance of teachers; and iv) The effect of teacher job satisfaction on teaching performance. This study was quantitative research with a correlational type. The sample was 155 vocational high school teachers in Central Java, Indonesia. Data was collected through a questionnaire technique. The data analysis technique used structural equation modeling with the linear structural relationship type. The study revealed that the teacher’s professional attitude has an effect on teacher welfare but not on self-development, job satisfaction, or teacher performance. Teacher welfare has an effect on independent development but has no effect on teacher performance. Hence, independent development does not affect job satisfaction but affects teacher performance. Furthermore, job satisfaction has no effect on teacher performance. These findings can be used as study material for future researchers to analyze the research variables or other variables, such as leadership style, work motivation, work discipline, and others.
Beberapa artikel di atas merupakan bagian kecil dari penelitian mengenai pengembangan profesi guru. Untuk mendapatkan informasi lebih lanjut, pembaca dapat mengunjungi laman International Journal of Evaluation and Research in Education (IJERE) dan Journal of Education and Learning (EduLearn) secara GRATIS melalui tautan berikut https://ijere.iaescore.com/ dan https://edulearn.intelektual.org/.
Redaksi: I. Busthomi
Editor: M. A. Rusdianto