Professional Development’ Guru Sekolah Victory Plus Kemang Pratama Bekasi

Umawati, Maria Ertwari Ismami (2017) Professional Development’ Guru Sekolah Victory Plus Kemang Pratama Bekasi. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Maria Ertwari Ismami Umawati. ‘Professional Development’ Guru Sekolah Vivtory Plus Kemang Pratama Bekasi. Tesis. Jakarta: Program Studi manajemen Pendidikan Universitas Kristen Indonesia, 2017. Tujuan penelitian ini adalah untuk menganalisis ‘Professional Development’ guru Sekolah Victory Plus, yang terbagi menjadi empat sub fokus yaitu: perencanaan ‘Professional Development’, pengorganisasian ‘Professional development’, pelaksanaan ‘Professional Development’ dan eveluasi ‘Professional Development’. ‘Professional Development’ diterapkan secara rutin di Sekolah Victory Plus untuk menjaga dan meningkatkan professionalitas guru khususnya yang berkaitan dengan dunia pengajaran dan segala yang terkait dengan proses pendidikan disekolah. Pelaksaan sudah terjadwal sekali dalam satu minggu dengan melibatkan seluruh guru kelas yang menggunakan kurikulum PYP dari level Play group, TK, dan SD Sekolah Victory Plus sebagai peserta dan juga Kepala Sekolah serta Koordinator Kurikulum sebagai perencana materi. Yang menjadi perhatian saaat ini adalah pelaksanaan ‘Professional Development itu sendiri. Para guru merasa antusias untuk mengikuti program ‘Professional Development’ saat materi yang disajikan merupakan materi yang sesuai dengan kebutuhan mereka di dalam kelas, selebihnya mereka merasa sekedar memenuhi kewajiban untuk hadir di dalam kegiatan dan karena merupakan salah satu kriteria di dalam appraisal penilaian guru di akhir semester. Penelitian mengenai ‘Professional Development’ guru Sekolah Victory Plus mulai dilakukan pada bulan Desember 2016. Dalam penelitian ini penulis menggunakan pendekatan kualitatif, yakni dengan mengadakan wawancara individual kepada Kepala Sekolah ECE, Kepala Skolah SD, Koordinator Kurikulum PYP, serta perwakilan guru kelas dari setiap level mulai dari guru level Play group, guru-guru TK A, guru-guru TK B, serta guru –guru SD dari mulai kelas 1, 2, 3, 4, 5, dan 6. Melalui wawancara tersebut, penulis menemukan bahwa perencanaan dibuat dan diputuskan oleh Kepala Sekolah dan Koordinator Kurikulum PYP dengan memperhatikan masukan dari guru serta berpedoman pada standard penyedia kurikulum IB (International baccalaureate) fokus sekolah dan standard pendidikan nasional. Strategi pengorganisasian yang dilakukan kurang efektif, karena kurangnya keterlibatan guru dalam identifikasi tugas. Pelaksanaan yang dirasa mengedepankan kuantitas daripada kualitas. Hasil penelitian menyimpulkan bahwa proses perencanaan, pengorganisasian, pelaksanaan dan evaluasi ‘Professional Development’ masih perlu ditingkatkan sehingga ‘Professional Development’ ini menjadi tepat guna. Kata Kunci: Professional Development, Perencanaan, Pengorganisasian, Pelaksanaan, dan Evaluasi. / Maria Ertwari Ismnami Umawati. ‘Professional Development’ Guru Sekolah Victory Plus Kemang Pratama Bekasi. Thesis. Jakarta: Magister Programme in Educational Administration. Christian University of Indonesia. 2017. The purpose of this study is to analyze Sekolah Victory Plus teachers’ ‘Professional Development’ according to its sub focus, they are: the planning of ‘Professional Development’, the organization of ‘Professional Development’, the implementation of ‘Professional Development’, and the evaluation of ‘Professional Development’. 'Professional Development' is applied at Sekolah Victory Plus in order to maintain and improve the professionalism of teachers especially those relating to the world of teaching and everything within the education process in school. The implementation has been scheduled once a week by involving all classroom teachers who use PYP curriculum from the Play-group, Kindergarten and Elementary school of Sekolah Victory Plus as the participants as well as the Principals and Curriculum Coordinators as material planners. The concern now is the implementation of 'Professional Development itself. Teachers are enthusiastic to join the 'Professional Development' program when the material presented suits to their needs in the classroom, on the other hand they feel that attending the ‘Professional Development’ program is merely fulfilling the obligation to be present in the activity and because it is one of the criteria in the appraisal of the teacher assessment at the end of semester. Research on 'Professional Development' Sekolah Victory Plus teachers started in December 2016. This study used a qualitative approach by conducting individual interviews to ECE Principal, Head of Primary School, PYP Curriculum Coordinator, and teacher class representatives from each level ranging from Play group level teachers, kindergarten teachers A, kindergarten teachers B, and elementary school teachers from grades 1, 2, 3, 4, 5, and 6. Through the interview, it was found that planning was made and decided by the Principals and Coordinators of the PYP Curriculum by taking into account the inputs of teachers and guided by the standard providers of the International Baccalaureate (IB) focus of schools and national education standards. The organizing strategy was less effective, because of the lack of teacher involvement in task identification. Implementation that was perceived to prioritize quantity rather than quality. The result of the research concludes that the process of planning, organizing, implementing and evaluating ‘Professional Development' still needs to be improved so that 'Professional Development' be more appropriate. Keyword: Professional Development, Planning, Organizing, Implementation, and Evaluation.

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