Professional Teacher Development as an Educational Quality Improvement Strategy

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5 (1) (2022) 23-29

Journal of Curriculum Indonesia

http://hipkinjateng.org/jurnal/index.php/jci

Professional Teacher Development as An Educational Quality Improvement Strategy

Tuti Rohani Simanullang, Masduki Ahmad Universitas Negeri Jakarta, Indonesia

Info Articles

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Keywords:

Development; Professional Teacher; Education Quality _________________________

Abstract

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Changes in learning modes during pandemics, making the quality of education decrease. Maintaining and improving the quality of education becomes an urgency that must be done by schools. The research was conducted at SMP Negeri 1 Balaraja Tangerang using qualitative methods. The sampling technique uses purposive so that the sample is determined as the Principal, Deputy Principal of Curriculum, and three teachers. Data analysis using miles and huberman models includes reduction, display and data verification. Professional teacher development activities conducted by the school include: 1) In-house training, 2) FGD, and 3) KTI writing workshop.

Professional development of teachers as a strategy to improve the quality of education plays a positive role. This is shown by the results of research that learning activities become more varied, teachers are able to use technology as needed, and learning materials are met. Supported by an average increase in final school exam results by 5.3% from 79 increased to 83.2.

e-ISSN 2549-0338

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Journal of Curriculum Indonesia 5 (1) (2022) INTRODUCTION

The Covid-19 pandemic since the beginning of 2020 changed the order of education in Indonesia. The implementation of education is forced to run on a limited basis in the form of online.

It is undeniable that the change in learning modes has implications for the quality of education in Indonesia.

Maintaining the quality of education during the pandemic becomes an urgency which then becomes a priority in changing modes of learning. Based on the opinion of FSGI (Federation of Indonesian Teachers Union) that there must be a decrease in the quality of education due to both teachers, students, and parents stuttering and nervous about distance learning. Satriawan said that teachers are forced to condense the material plus the need to collaborate with technology that has not been fully mastered by teachers (CNN, 2020).

Based on preliminary studies revealed that at the beginning of online learning at SMP Negeri 1 Balarja both teachers, students, guardians of students, and stakeholders of education difficulties.

The principal revealed many complaints from students and parents regarding learning. On the one hand teachers are still confused to convert distance learning. This resulted in the average final exam in 2019/2020 not touching the number 80.

The quality of education consists of two crucial terms, namely quality and education.

Basically quality is defined as the description and overall character of a good or service that shows its ability to meet cold or implied needs (Mulyasa, 2011). In the scope of education, quality is the hope and desire of the community towards the course of education (Aziz, 2015). Quality of education is the spe-cialization of quality educational services based on the purpose or benefit of education itself (Abdullah, 2017). So it can be concluded that the quality of education is the level of good and bad education services provided to the community based on the purpose of education.

The main form of service provided in education is curriculum services or learning services (Herawan, 2011). The educational resource that organizes learning is the teacher. So it can be said that one of the factors that affect the quality of education is the teacher. The expression is in line with the opinion of Sagala, (2010) which is the determining factor in improving the quality of education by schools, one of which is the development of teacher quality. The existence of teachers becomes crucial because in the pandemic times teachers are required to be more creative. Teachers are the key to the success and failure of the learning process that will affect the future of students (Ratnasari, 2020).

Based on the expert opinion above, it is known that there are many factors that can affect the quality of education, one of which is teachers. Usiono et al., (2021) define a professional teacher as a profession that has special abilities to carry it out. Teachers are said to be professionals if able to design, organize and manage learning either in practice or classroom activities so as to mature learners (Irawan, 2021).

A teacher during the Covid19 pandemic currently has a very heavy responsibility because it is necessary to reorganize how to teach students into an online learning system. In its urgency to maintain the quality of education, the development of teachers becomes a strategy that can be done.

It is argued that teacher development is carried out to stimulate, develop, and improve resources in improving quality and overcoming school difficulties (Usiono et al., 2021).

There are several studies conducted related to the professional development of teachers as a form of quality improvement. Research conducted by Winarti et al., (2021),with the results of teacher profes-sionalism affects the quality of education in Mojodelik State Elementary School. This is indicated by the increase in learning innovation so that it has an impact on increased UAS results.

Furthermore, research conducted by Solikhulhadi, (2021) on the strategy of the principal in developing teacher professionalism is able to improve the quality of education. This is characterized

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Journal of Curriculum Indonesia 5 (1) (2022)

by the in-crease in the performance of teachers in carrying out their duties professionally. Then the research conducted by Handayani & Purnami, (2021) at SD Negeri Tileng 1 on strategies to improve professional competence of teachers to realize the quality of education. The results obtained are very good evidenced by a successful development strategy with a score of 85.

So it can be seen that one of the main factors in improving the quality of education is teachers.

Based on this, this research was conducted to examine how the development of professional teachers as a start-up to improving the quality of education in SMP Negeri 1 Balaraja. The formulation of the problems compiled is as follows: 1) How to form professional teacher development ac-tivities in SMP Negeri 1 Balaraja, 2) How the role of professional teacher development as a strategy to improve the quality of education.

METHODS

This research was conducted at SMP Negeri 1 Balaraja Tangerang from August to October 2021. Research methods use qualitative descriptions. Sampling using purposive sampling with informants obtained is the principal, deputy principal of curriculum and three teachers. Data is collected through interviews, observations, and questionnaires. Data analysis using miles and huberman models includes data reduction, display, and verification (Sugiyono, 2018). Test the validity of data using data collection triangulation.

RESULTS AND DISCUSSION RESULTS

Professional Teacher Development Activi-ties at SMP Negeri 1 Balaraja.

Based on the results of interviews with informants there are two types of teacher professional development activities conducted in SMP Negeri 1 Balaraja. Development activities carried out internally and externally. The principal revealed that in addition to holding development activities independently, many trainings were held by outside parties both from the Ministry and from P4TK.

The teacher revealed information about development activities externally through whatsapp groups and telegrams or from colleagues.

In-House Training

Head of SMP Negeri 1 Balaraja explained that in-house training is training conducted according to the need for skills and knowledge. This form of training was chosen because of rapid changes to the learning order during pandemics. Some of the trainings held by the school are: 1) Use of google classroom, Microsoft teams and Zoom Meeting, 2) Use of Games in learning (Kahoot!

Games, Quizizz, Educandy), 3) Creation of Pandemic Period RPP, 4) Student learning discipline on online learning.

FGD

The next development activity is FGD or focused discussion. Based on the results of interviews with teachers the purpose of this activity is to share RPP, consultation of learners' problems, constraints in online learning, and compaction of materials. The principal added that this FGD activity is done by grouping teachers who have the same subjects.

KTI Preparation Workshop

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Based on the results of interviews with informants it is known that KTI preparation activities are carried out to boost the spirit of teachers to be more creative and innovative in carrying out pandemic learning. Waka Kurikulum explained that pandemics make teachers lazy to do research not classroom, which learning problems arise the most during pandemics so that teachers have qualified materials to do research.

Development of Professional Teachers as a Startegi to Improve the Quality of Education.

Strategy is a step to achieve a goal, in this research the strategy in improving the quality of education is carried out with the development of professional teachers.

Figure 1. State Junior High School Education Quality Improvement Scheme 1 Balaraja.

Based on the above scheme, the Principal revealed that the main service organized by the school is learning. So that as a form of efforts to improve the quality of teacher development education into a telling strategy implemented by SMP Negeri 1 Balaraja. Because teachers are the closest resource to the educational process, because it becomes the organizer of education itself.

Based on the results of the interview it is known that there is an increase in the implementation of learning by teachers of State Junior High School 1 Balaraja. One of the teachers added, different at the beginning of the pandemic now we have started to get used to utilizing technology, and making learning variasai. This is supported by a positive review of the school committee, Waka Kurikulum stated that complaints of online learning by student guardians were reduced.

Furthermore, SMP Negeri 1 Balaraja revealed an increase in the average results of final school exams. Basically the output of results is the main thing to see an increase in education.

Table 1. Average Final School Exam Results

No. Class Average UAS

UAS S1 2020 UAS S2 2021

1. VII 77,5 82,4

2. VIII 80,25 83,7

3. IX 79 83,5

Total 79 83,2

Based on the table above, there is an increase in the average results of final school exams in semesters 1 and 2 of the 2020/2021 school year. In class X there was an increase of 6.3%, then for

In-House Training

FGD

KTI Writing Workshop

Increased Professionalism

Effectiveness of Learning

Improving the Quality of Educa- tion

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class XII there was an increase of 4.3%, and class X11 showed an increase of 5.7%. Overall there was an average increase of 5.3%.

Discussion

Teacher professional development activities conducted by SMP Negeri 1 Balaraja are investigated for in-house training, FGD, and KTI extension activities. The principal revealed that SMP Negeri 1 Balaraja conducted training in the form of in-house training because the implementation was able to be adjusted to the time owned by the school. The training materials are selected—also based on input from teachers. This is supported by Waka's opinion in the curriculum field that training is based on the complaints of teachers and students in online learning. This is in line with the opinion that the material presented in IHT is based on the conditions and challenges faced by school residents including teachers and education personnel (Baharudin & Canada, 2017).

Further supported by Memet's opinion that the implementation of IHT aims to solve together the problems faced in the form of training (Memet, 2020).

The implementation of discussions with colleagues allows faster exchange of information and knowledge. Waka Kurikulum explained that learning during pandemics is very difficult and limited so that sharing with colleagues is able to increase collaboration and innovation. Supported by opinions that reveal that teacher participation in voicing ideas results in information received by teachers when FGD is increasingly informative (Idris, 2021).

The principal revealed that KTI writing workshops in addition to increasing innovation while providing opportunities for teachers to increase their credit numbers. This is because the creation of KTI is the participation of teachers to improve learning in schools (Noorjannah, 2014).

Furthermore, supported by the opinion of Hadi et al., (2019) where writing skills are able to develop the competencies possessed by teachers.

The good level of poor quality is measured through input and output (Kusnadi, 2017). In this study, quality improvement is seen from how qualified input is professional teachers. This is supported by the opinion that the existence of professional teachers can improve the course of learning, and further support the achievement of educational goals (Satrawan, 2016).

School output is measured one of them through final test scores and general repeats (Kusnadi, 2017). Based on the results of the study there was an increase in final school exam results by 5.3%

overall from grades VII, VIII, and IX. That's from an average score of 79 to 83.2. Based on these results, the development of professional teachers plays a positive role as a strategy to improve the quality of education.

The results of the study are supported by the opinion that professional teachers are able to improve the quality of education that has a direct impact on the learning outcomes of learners (Sham & Santaria, 2020). Further supported by the expression that teachers play a strategic role in the success of learning held by the school (Sulastri et al., 2020). Then the opinion that mentions that professionalism gives time for teachers to transition learning methods, the use of technology in the learning process (Yunus, 2016).

This result has implications for input in quality policy in SMP Negeri 1 Balaraja. That the existence of professional teachers becomes one of the keys in maintaining and improving the quality of education in SMP Negeri 1 Balaraja. This result also spurred the management of SMP Negeri 1 Balaraja school to plan quality improvement not only through teacher aspects, but other aspects that have a major effect on quality improvement.

CONCLUSION

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There are three forms of professional teacher development carried out by SMP Negeri 1 Balaraja, namely: 1) In-house training, 2) FGD, and 3) KTI Writing Workshop. This teacher development activity is carried out by the school based on the problems and difficulties that are being experienced by the teacher. As a strategy to improve the quality of education, professional development is positively able to improve quality. The results showed learning activities to be more varied, teachers were able to use technology as needed, and learning materials were met. Supported by an average increase in final school exam results by 5.3% from 79 in-creased to 83.2. The next researcher is expected to be able to improve this research by using other types of research, adding educational quality variables such as leadership, infrastructure, and customer satisfaction.

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