ABSTRAK SRI WALUYANTI. Pengembangan Profesionalisme Berkelanjutan Guru SMK Melalui Musyawarah Guru Mata Pelajaran. Disertasi: Program Pascasarjana, Universitas Negeri Yogyakarta. Penelitian ini bertujuan mendapatkan: (1) tingkat kompetensi awal guru, (2) peningkatan kompetensi guru melalui program pengembangan profesionalisme berkelanjutan, (3) kebutuhan materi pengembangan profesionalisme berkelanjutan guru SMK, dan (4) model pengembangan profesionalisme guru yang mampu meningkatkan kompetensi guru selaras dengan kenaikan jenjang jabatan fungsional guru. Pendekatan penelitian menggunakan model Research and Development dari Richey dan Klein (2009:8) terdiri dari tiga tahapan: (1) pengembangan model, (2) uji validasi internal dan eksternal, dan (3) penggunaan model. Penelitian dibatasi sampai pada tahap ke-2. Pada tahap pengembangan digunakan metode survey dan need assessment dengan kuesioner. Data dianalisis menggunakan Rank-Order of Difference Scores. Validasi internal model menggunakan metode expert review dengan Teknik Delphi dua putaran dan FGD. Validasi eksternal dilakukan melalui uji coba pada subyek penelitian guru-guru SMK kompetensi keahlian Teknik Audio Video di DI Yogyakarta. Sampel diambil menggunakan teknik stratified random sampling. Instrumen pengumpul data menggunakan kuesioner. Uji validasi instrumen menggunakan analisis faktor diperoleh tingkat validitas 90,254% dalam kategori sangat valid. Reliabilitas diukur dengan Alpha Cronbach, koefisien reliabilitas 0,954 dalam kategori sangat reliabel. Hasil penelitian adalah: (1) sebagian besar guru (65%) mempunyai kompetensi awal dalam kategori rendah; (2) sebagian besar guru (85%) ingin meningkatkan kompetensi hingga dalam kategori tinggi melalui pengembangan profesionalisme berkelanjutan, pertumbuhan profesional terjadi di semua jenjang jabatan fungsional guru kecuali guru pembina bersifat stagnan; (3) hambatan pengembangan profesionalisme berkelanjutan guru adalah guru pada umumnya bersifat pasif, menunggu arahan dinas atau koordinator sekolah; (4) sebagian besar guru mendukung standar kompetensi dibuat berjenjang, pengembangan sistem penilaian kinerja dan uji ulang kompetensi secara periodik; (5) terdapat kesamaan kebutuhan materi pengembangan di semua jenjang jabatan fungsional guru, yaitu pemahaman karakteristik peserta didik, pembelajaran mendidik, pembelajaran keterampilan abad 21 dan refleksi pengembangan profesionalisme berkelanjutan; (6) guru membutuhkan program tambahan dalam MGMP yaitu kajian materi dan kebijakan, magang di industri dan layanan kebutuhan materi pengembangan profesionalisme guru berbasis web; (7) model terdiri komponen filosofis, teoritis, metodologis dan school practice; (8) standar kualifikasi kompetensi berjenjang dan standar penilaian kenaikan jenjang dapat dijadikan panduan guru dalam menetapkan tahapan pengembangan peran, kapasitas dan tanggungjawab profesional; (9) model memiliki efek pembelajaran profesionalisme guru; (10) stakeholder berpendapat bahwa perbedaan tuntutan kompetensi guru antar jenjang jelas, cakupan area kerja profesional guru mampu menggambarkan kompleksitas pengajaran, dan pemetaan kompetensi guru lebih riil dan bermakna. Kata Kunci: Pengembangan Profesionalisme Berkelanjutan, Guru SMK, MGMP ABSTRACT SRI WALUYANTI: Developing VHS Teachers’ Continuing Professional Development through the Subject Matter Teacher Forum (SMTF). Dissertation. Yogyakarta: Graduate School, Yogyakarta State University, 2015. This study aims to investigate: (1) initial competency level of teachers, (2) the improve of teachers' competence through continuing professional development programs, (3) continuing professional development material needs of vocational high school (VHS) teachers’, and (4) teacher professional development model that is able to improve the competence of teachers in line with the increase in the functional hierarchy of teachers. The research approach was the research and development model by Richey and Klein (2009: 8), consisting of three steps: (1) model development, (2) internal and external validation tests, and (3) model implementation. The study was limited to the second step. The development step employed the survey method and needs assessment using questionnaires. The data were analyzed by means of the Rank-Order of Difference Scores. The internal validation of the model used the expert review method with the Delphi Technique in two cycles and FGD. The external validation was conducted through a tryout involving research subjects who were VHS teachers of the Audio Video Engineering expertise competency in Yogyakarta Special Territory. The sample was selected by means of the stratified random sampling technique. The data collecting instrument was a questionnaire. The instrument validity was assessed by the factor analysis and the validity coefficient was 90.254%, which was very valid. The reliability was assessed by Cronbach’s Alpha and the reliability coefficient was 0.954, which was very reliable. The results of the study are as follows. (1) Most teachers have a low initial competency. (2) Most teachers want to improve their competency to the high level through the continuing professional development; professional growth takes place in all levels of teachers’ professional positions but senior teachers are stagnant. (3) The constraint in teachers’ continuing professional development was the fact that teachers were passive, waiting for the guidance from the agency office or school coordinator. (4) Most teachers support the tiered standard of competence, development of performance appraisal system and periodic competency re-testing. (5) There are similarities in needs for development materials in all levels of teachers’ professional positions, i.e. understanding of students’ characteristics, educational learning, 21st century skills learning, and continuing professional development. (6) Teachers need additional programs at SMTF, including materials and policy studies, industrial apprenticeship, and web-based services for the needs of teachers’ professional development. (7) The model consists of philosophical, theoretical, methodological, and school practice components. (8) Qualification standards and assessment standards of competence tiered level rise can be used as a guide in determining the stage of development of the teacher's role, capacity and professional responsibility. (9) There is an effect of professional learning in the model for teachers’ continuing professional development. (10) Stakeholders state that differences in demands for teachers’ competencies among levels are clear, scopes of the areas of teachers’ professional work can describe teaching complexities, and the teacher competency mapping is more realistic and meaningful. Keywords: Continuing Professional Development, VHS Teachers’, SMTF.
© Copyright 2024