Email this article 
Developing teacher professionalism independently through the utilization of information technology media
Dian Hidayati, Universitas Ahmad Dahlan, Indonesia
Abstract
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.
Keywords
References
A. Lantz-Andersson, M. Lundin, N. S. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, Vol 75, 302–315. https://doi.org/10.1016/j.tate.2018.07.008
A.Tiana. (2011). La Formación de Postgrado del profesorado de Enseñanza Secundaria. Revista Fuentes (Sevilla), 11, 13–27
. http://institucional.us.es/fuentes/gestor/apartados_revista/pdf/numeros_anteriores/txasusch.pdf
Balai Litbang Agama, & Jakarta. (n.d.). No Title.
Barnes, A. E. (2018). Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education. Teaching and Teacher, Vol 70, 1–11. https://doi.org/10.1016/j.tate.2017.11.004
C. Lampe, R. Wash, A. Velasquez, E. O. (2010). Motivations to participate in online communities. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 1927–1936. https://doi.org/10.1145/1753326.1753616
Ching, C. C., & Hursh, A. W. (2014). Peer modeling and innovation adoption among teachers in online professional development. Computer & Education, Vol 73, pp. 72–82. 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 Institutions. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 1539–1547. 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, Vol 18(8), 947–967. https://doi.org/10.1016/S0742-051X(02)00053-7
D. Hernández-Leo, J.I. Asensio-Pérez, M. Derntl, F. Pozzi, J. Chacón, L.P. Prieto, et al. (2018). An integrated environment for learning design. Frontiers in ICT, Vol (5), 9. https://doi.org/10.3389/fict.2018.00009
D. Laurillard, E. Kennedy, P. Charlton, J. Wild, D. D. (2018). Using technology to develop teachers as designers of ℡Evaluating the learning designer. British Journal of Educational Technology, Vol 49 (6), 1044–1058. https://doi.org/10.1111/bjet.2697
Demir, S. (2020). The role of self-efficacy in job satisfaction, organizational commitment, motivation, and job involvement. Eurasian J. Educ. Res, pp. 205–224.
Development, O. of E. C. and. (2013). Education at a Glance 2013. In Education at a Glance. http://www.oecd-ilibrary.org/docserver/download/4213201e.pdf?expires=1395222439&id=id&accname=guest&checksum=F9C6674E09CE56B8C66B5B09314145B0
Diego Varas, Santana, M., Nussbaum, M., Claro, S., & Imbarack, P. (2023). Teachers’ strategies and challenges in teaching 21st-century skills: Little common understanding. Thinking SKill and Creativity, Vol 48. https://doi.org/10.1016/j.tsc.2023.101289
Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, Vol 41 (2), 324–340. https://doi.org/10.1111/j.1467-8535.2009.00953.x
Dupriez, et al. (2016). Teacher shortage and attrition: Why do they leave? British Educational Research Journal, Vol 42 (1), 21–39. https://doi.org/10.1002/berj.3193
Ertmer, P., Ottenbreit, & Leftwich, A. . (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42, 255–284. http://dx.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. Res. English Lang. Pedagog, 2, 123–146. https://10.0.119.22/RELP.2019.1864689.1123
Gonzalez, G., & Skultety, L. (2018). Teacher learning in a combined professional development intervention. Teaching and Teacher Education, Vol 71, pp. 341–354. https://doi.org/10.1016/j.tate.2018.02.003
Hanafi, H., Adu, L., & Muzakkir. (2019). Profesinalisme Guru dalam Pengelolaan Kegiatan Pembelajaran di Sekolah. Penerbit Deepublish.
Helate, T. H., Metaferia, T. F., & Gezagehegn, T. H. (2023). Professional development for academic engagement: Primary school EFL teachers’ perceptions and predictors. Social Sciences & Humanities Open, Vol.8(Issue 1). https://doi.org/10.1016/j.ssaho.2023.100577
Hilir, A. (2021). Pengembangan Teknologi Pendidikan Peranan Pendidik dalam menggunakan Media Pembelajaran. Penerbit Lakeisha.
Irjus Indrawan. (2019). Guru Profesional. Lakeisha.
J.D. Slotta, M. C. L. (2009). WISE science: Web-based inquiry in the classroom. Technology, education–connections. Teachers College Press. https://eric.ed.gov/?id=ED527596
Jamil, J. (2022). Etika Profesi Guru. Azka Pustaka.
Jonker, H., Voogt, J., & Marz, V. (2018). Teacher educators’ professional identity under construction: The transition from teaching face-to-face to a blended curriculum. Teaching and Teacher Education, Vol (1), 120–133. http://dx.doi.org/10.1016/j.tate.2017.12.016
Kanaya, T. (2005). Factors influencing outcomes from a technology-focused professional development program. Journal of Research on Technology in Education.
Kemendikbud. (2022). Neraca Pendidikan Daerah. In Kemendikbud. https://npd.kemdikbud.go.id/?stateid=result
M. Leask, S. Y. (2001). The European Schoolnet. An online European community for teachers? A valuable professional resource? Teacher Development, Vol 5 (2), 157–175. https://doi.org/10.1080/13664530100200140
M. Macià, I. G. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, Vol 55, 291–307.
M.J. Rodriguez-Triana, L.P. Prieto, T. Ley, T. de Jong, D. G. (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, Vol 15 (4), 445–467. https://doi.org/10.1007/s11412-020-09331-5
Macia, M., & Garcia, L. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, Vol 55, 291–307. https://doi.org/10.1016/j.tate.2016.01.021
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/10.1016/j.sbspro.2016.02.029
Mishra, P., & Koehler, M. . . (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Kno. American Psychological Association, 108(6). https://psycnet.apa.org/doi/10.1111/j.1467-9620.2006.00684.x
Mohn, A., & Hassan, A. (2002). Mendorong diri sendiri Bagaimana untuk bermotivasi dan kekal bermotivasi. PTS Liteta Utama.
Mohn, W. Z., & Noordin. (2003). Guru Cemerlang: Suatu Perspektif. Konvensyen Pendidikan Guru Kebangsaan 2003, BPG, Kementerian Pelajaran Malaysia.
Nain, A. S. M. (2002). Tingkah Laku Organisasi, Pengenalan Tingkah Laku Individu. Universiti Teknologi Malaysia.
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). Heliyon Contributions of placement, retraining, and motivation to teachers’ job commitment : structural equation modeling of the linkages. Heliyon, 8(September 2021), e09334. https://doi.org/10.1016/j.heliyon.2022.e09334
Potolea, D., & Toma, S. (2015). The Dynamic and Multidimensional Structure of the Teacher's Professional Development. Procedia - Social and Behavioral Sciences, 180(November 2014), 113–118. https://doi.org/10.1016/j.sbspro.2015.02.093
Prenger, R., Poortman, Ci. L., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, Vol 68, 77–90. https://doi.org/10.1016/j.tate.2017.08.014
Putri Husma, M. J., Shaleh, S., & Handayani, T. (2023). Profil Guru Profesional di Era Industri 5.0. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(2), 672. https://doi.org/10.35931/am.v7i2.2053
Rachmawaty, A. (2014). Pengaruh Pemanfaatan Teknologi Informasi Terhadap Kinerja Guru pada SMP Negeri 43 Bandung. Vol 1. No, 28.
Sudipa, I. G. I., & Dkk. (2023). Teknologi Informasi & SDGS. PT.Sonpedia Publishing Indonesia.
Von, O., Anderson, A., & Arazy, O. (2010). Volunteer computing: A model of the factors determining the contribution to community-based scientific research. Proceedings of the 19th International Conference on World Wide Web. https://doi.org/10.1145/1772690.1772766
Wang, J., Zhang, R., Hao, J. X., & Chen, X. (2019). Motivation factors of knowledge collaboration in virtual communities of practice: A perspective from system dynamics. Journal of Knowledge Management, Vo 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 Education Research Journal, Vol 39 (1)(ISSN 0002-8312). https://www.learntechlib.org/p/94362/
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
Y. Mor, B. Craft, D. H.-L. (2013). Editorial: The art and science of learning design. Research in Learning Technology, Vol 21. https://doi.org/10.3402/rlt.v21i0.22513
Y. Sun, Y. Fang, K. H. L. (2012). Understanding sustained participation in transactional virtual communities. Decision Support Systems, Vol 53 (1), 12–22. https://doi.org/10.1016/j.dss.2011.10.006
Zyuro, H. S. N., & Komalasari, D. (2020). Analisis Masalah Kompetensi Pedagogik Guru PAUD tersertifikasi di Kecamatan Lamongan PAUD Teratai. 9 (1).
DOI: https://doi.org/10.21831/jpipfip.v17i1.64514
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jurnal Penelitian Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Supervised by:
Jurnal Penelitian Ilmu Pendidikan has been indexed by:
