Professional Development of Christian Education Teachers Based on Scientific Writing Products to Improve Learning Quality and Career Improvement Assisted Module
DOI:
https://doi.org/10.23887/jpiundiksha.v11i3.41178Keywords:
In-House Training, Modules, Teachers, Products, Scientific PapersAbstract
Research and publication of scientific papers become the main problems in the professional development of teachers. This aims of this research is to develop sustainable professional teacher through research product-based training models and the publication of scientific papers. It analyses the need for a training management model that can increase the professionalism of Christian education subject teachers who are civil servants to produce scientific papers. This research is using qualitative methods with a Research and Development model approach. The data analysis technique used the Mann-Whitney U test technique. Sources of training data are primary data and secondary data. Primary data was obtained from the interview process of all training participants, and secondary data was obtained based on the analysis of the training module directory, training directory and examples of training product administrators. The results showed the validity level of the training module was in a good category (72%), the results of scientific papers using the IHT module are higher than before using the training module; the product of scientific papers produced by the teacher has met the requirements for promotion; the resulting training product in the form of scientific papers is useful for improving school performance and teacher motivation for higher careers.
References
Armstrong, M., & Taylor, S. (2020). Armstrong’s handbook of human resource management practice. Kogan Page Publishers.
Avidov-Ungar, O. (2016). A model of professional development: teachers’ perceptions of their professional development. Teachers and Teaching: Theory and Practice, 22(6), 653–669. https://doi.org/10.1080/13540602.2016.1158955.
Baharuddin, B., & Kanada, R. (2017). Pengembangan Profesionalisme Guru Melalui In House Training. El-Idare: Jurnal Manajemen Pendidikan IslamJurnal Manajemen Pendidikan Islam, 3(2), 1–20. http://jurnal.radenfatah.ac.id/index.php/El-idare/article/view/3658.
Barnett, K., McCormick, J., & Conners, R. (2001). Transformational leadership in schools–panacea, placebo or problem? Journal of Educational Administration, 39(1), 24–46. https://doi.org/10.1108/09578230110366892.
Basak, C., Qin, S., & O’Connell, M. A. (2020). Differential effects of cognitive training modules in healthy aging and mild cognitive impairment: A comprehensive meta-analysis of randomized controlled trials. Psychology and Aging, 35(2), 220. https://doi.org/10.1037/pag0000442.
Brandisauskiene, A., & Cesnaviciene, J. (2021). What Factors Matter for the Sustainable Professional Development of Teachers ? Analysis from Four Countries What Factors Matter for the Sustainable Professional Development of Teachers ? Analysis from Four Countries. April. https://doi.org/10.2478/jtes-2020-0022.
Carr, J. E. (2005). Recommendations for reporting multiple‐baseline designs across participants. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 20(3), 219–224. https://doi.org/10.1002/bin.191.
Chen, X. P., Eberly, M. B., Chiang, T. J., Farh, J. L., & Cheng, B. S. (2014). Affective Trust in Chinese Leaders: Linking Paternalistic Leadership to Employee Performance. Journal of Management, 40(3), 796–819. https://doi.org/10.1177/0149206311410604.
Cole, M. (2006). Learning through reflective practice : a professional approach to effective continuing professional development among healthcare professionals Learning through Reflective Practice : a professional approach to effective continuing professional development . November 2014, 37–41. https://doi.org/10.1080/13596740000200067.
Dadds, M. (2014). Continuing Professional Development: nurturing the expert within. Professional Development in Education, 40(1), 9–16. https://doi.org/10.1080/19415257.2013.871107.
Danim, S. (2012). Pengembangan profesi guru. Prenada Media.
Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120–138. https://doi.org/10.1177/0022487105283796.
Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81–92. https://doi.org/10.1177/003172171109200622.
De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687–698. https://doi.org/10.1037/0022-0663.94.4.687.
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction . Upper Saddle River, NJ: Merrill. Pearson.
Donovan, J. D., Maritz, A., & McLellan, A. (2013). Innovation training within the Australian advanced manufacturing industry. Journal of Vocational Education and Training, 65(2), 256–276. https://doi.org/10.1080/13636820.2013.783614.
Dudzinski, M., Roszmann-Millican, M., & Sbank, K. (2000). Continuing Professional Development for Special Educators: Reforms and Implications for Unj"tversity Programs. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 23(2), 109–124. https://doi.org/10.1177/088840640002300205.
Dunlosky, B. J. (2013). Strengthening the student toolbox: Study strategies to boost learning. American Educator, 37(3), 12–21. https://eric.ed.gov/?id=EJ1021069.
Elloitt, K., & Barnett, S. (2014). A conceptual model for analysing informal learning in online social networks for health professionals. Investing in E-Health: People, Knowledge and Technology for a Healthy Future: Selected Papers from the 22nd Australian National Health Informatics Conference, 80. https://doi.org/10.3233/978-1-61499-427-5-80.
Firdousi, F. (2011). Significance of determining assessment needs and training in the service sector. International Journal of Business and Social Science, 2(17). https://search.proquest.com/openview/86b9658b3404248f7ea899d39f988e84/1.pdf?pq-origsite=gscholar&cbl=646295.
Friedman, A., & Phillips, M. (2004). Continuing professional development: Developing a vision. Journal of Education and Work, 17(3), 361–376. https://doi.org/10.1080/1363908042000267432.
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.
Ganser, T. (2015). An ambitious vision of professional development for teachers. NASSP Bulletin, 84(618), 6–12. https://doi.org/10.1177/019263650008461802.
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching : Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68, 99–113. https://doi.org/10.1016/j.tate.2017.08.007.
Gustiani, S. (2019). Research And Development (R&D) Method As A Model Design In Educational Research And Its Alternatives. Holistics, 11(2). https://jurnal.polsri.ac.id/index.php/holistic/article/view/1849.
Hariandja and Hardiwat. (2016). Analisis Kebutuhan Pelatihan in-House Training. El-Idare: Jurnal Manajemen Pendidikan Islam, 1(2), 158–172. http://jurnal.radenfatah.ac.id/index.php/El-idare/article/view/674.
Hegarty, N. (2014). Can in-house training programs replace the graduate degree? An exploration of differences and learning objectives in terms of career advancement. BRC Journal of Advances in Education, 2(1), 13–34. https://doi.org/10.15239/j.brcadvje.2014.02.01.ja02.
Hendriks, M. A., & Scheerens, J. (2013). School leadership effects revisited: A review of empirical studies guided by indirect-effect models. School Leadership and Management, 33(4), 373–394. https://doi.org/10.1080/13632434.2013.813458.
Hilmi, H. (2013). Aktivitas Pengajaran Melalui Pendekatan Eksistensialisme. Jurnal Ilmiah Didaktika, 13(2), 318–335. https://doi.org/10.22373/jid.v13i2.481.
Kim Halford, W., Moore, E., Wilson, K. L., Farrugia, C., & Dyer, C. (2004). Benefits of flexible delivery relationship education: An evaluation of the couple CARE program. Family Relations, 53(5), 469–476. https://doi.org/10.1111/j.0197-6664.2004.00055.x.
King, F. (2011). The role of leadership in developing and sustaining teachers’ professional learning. Management in Education, 25(4), 149–155. https://doi.org/10.1177/0892020611409791.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303.
Kosnik, C., Beck, C., & Goodwin, A. L. (2016). Reform efforts in teacher education. In International handbook of teacher education (pp. 267–308). Springer. https://doi.org/10.1007/978-981-10-0366-0_7.
Kristyanti, A. (2021). in House Training Sebagai Upaya Peningkatan Kompetensi Literasi It Guru Pada Masa Pandemik Di Sdn Purwosari 02 Kota Semarang. Jurnal Inovasi Pembelajaran Di Sekolah, 2(2), 245–254. https://doi.org/10.51874/jips.v2i2.30.
Mansyur, U., & Akidah, I. (2018). Peningkatan kompetensi profesional guru Mts DDI Padanglampe Kabupaten Pangkep melalui pelatihan penulisan karya tulis ilmiah. JPPM (Jurnal Pengabdian Dan Pemberdayaan Masyarakat), 2(2), 273–278. https://doi.org/10.30595/jppm.v2i2.2589.
Mortimore, R., Baines, P., Crawford, I., Worcester, R., & Zelin, A. (2014). Asymmetry in leader image effects and the implications for leadership positioning in the 2010 British general election. International Journal of Market Research, 56(2), 185–205. https://doi.org/10.2501/IJMR-2013-061.
Ngelow, Z. J. (2014). Turut Membina Indonesia Sebagai Rumah Bersama-Peran Gereja Dalam Politik Di Indonesia. Jurnal Jaffray, 12(2), 213–234. https://doi.org/10.25278/jj71.v12i2.16.
Ngelow, Z. J. M., & Lady Paula, R. (2015). Teologi Tanah: Perspektif Kristen terhadap Ketidakadilan Sosio-Ekologis di Indonesia. Makasar: Oase INTIM.
Osei, S. A., Boahemaa, A. F., Peprah, W. K., Marfo-Kusi, A. A., & Pinamang, B. N. (2019). Continuous Professional Development on Job Performance of Registered Nurses in Ghana. Abstract Proceedings International Scholars Conference, 7(1), 116–128. https://doi.org/10.35974/isc.v7i1.920.
Ozuem, W., Lancaster, G., & Sharma, H. (2016). In Search of Balance between Talent Management and Employee Engagement in Human Resource Management. 49–75. https://doi.org/10.4018/978-1-5225-0356-9.ch003.
Piwowar-sulej, K. (2021). Human resources development as an element of sustainable HRM e with the focus on production engineers. Journal of Cleaner Production, 278, 124008. https://doi.org/10.1016/j.jclepro.2020.124008.
Qurbani, D. (2017). Peningkatan Kompetensi Dosen Dalam Cara Mengajar Melalui Pengembangan Training Need Analysis (Studi Kasus Di Prodi Manajemen Fakultas Ekonomi Universitas Pamulang). Jimf (Jurnal Ilmiah Manajemen Forkamma), 1(1), 112–133. https://doi.org/10.32493/frkm.v1i1.2535.
Rahim, M., & Hulukati, W. (2021). Development of handbooks of guidance and counseling to enhance elementary school teachers’ competence in cultivating students’ creativity. European Journal of Educational Research, 10(2), 657–670. https://doi.org/10.12973/eu-jer.10.2.657.
Schrum, L., & Levin, B. B. (2013). Leadership for twenty-first-century schools and student achievement: Lessons learned from three exemplary cases. International Journal of Leadership in Education, 16(4), 379–398. https://doi.org/10.1080/13603124.2013.767380.
Semuel, H., Siagian, H., & Octavia, S. (2017). The Effect of Leadership and Innovation on Differentiation Strategy and Company Performance. Procedia - Social and Behavioral Sciences, 237(June 2016), 1152–1159. https://doi.org/10.1016/j.sbspro.2017.02.171.
Simanjuntak, J. M. (2021). The Impact of Principal Leadership on The Effectiveness of Learning in Christian Senior High School in Bandung, Indonesia. Kelola: Jurnal Manajemen Pendidikan, 8(1), 11–21. https://doi.org/10.24246/j.jk.2021.v8.i1.p11-21.
Suarsana, I. M., & Mahayukti, G. A. (2013). Pengembangan E-Modul Berorientasi Pemecahan Masalah Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa. Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI), 2(3), 193. https://doi.org/10.23887/janapati.v2i3.9800.
Suhandi Astuti, Slameto, Y. D. (2017). Peningkatan kemampuan guru sekolah dasar dalam penyusunan instrumen ranah sikap melalui in house training. Kelola: Jurnal Manajemen Pendidikan, 4(1), 37–47. https://doi.org/10.24246/j.jk.2017.v4.i1.p37-47.
Sukmayadi, D., Chandrawati, T., Susilo, A., Marsinah, N., Herawati, [None], Jovanka, D. R., Setiawati, D., Kartono, [None], Hasanudin, [None], & Afriani, [None]. (2011). Building Teachers’ Understanding of Classroom Action Research: A Rural Case Study in Indonesia. Excellence in Higher Education, 2(2), 121–127. https://doi.org/10.5195/ehe.2011.49.
Supriyanto, A. S., & Ekowati, V. M. (2019). The Relationship Among Spiritual Intelligence , Emotional Intelligence , Organizational Citizenship Behaviour , and Employee Performance. Etikonomi, 18(50), 249–258. https://doi.org/10.15408/etk.v18i2.11318.
Syah, N. A., Claramita, M., Susilo, A. P., & Cilliers, F. (2022). Culture and Learning. In Challenges and Opportunities in Health Professions Education (pp. 1–16). Springer. https://doi.org/10.1007/978-981-16-7232-3_1.
Syariifah, A., Juniardi, Y., & Syafrizal. (2019). Continuing Professional Development (CPD) Program for English Teachers’ Professional Competence in Secondary Subject’ Forum of Serang Regency. 367(ICDeSA), 203–206. https://doi.org/10.2991/icdesa-19.2019.41.
Taştan, S. B., Mehdi, S., Davoudi, M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V, & Pavlushin, A. A. (2018). The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students. EURASIA Journal of Mathematics Science and Technology Education, 14(6), 2353–2366. https://doi.org/10.29333/ejmste/89579.
Tepu Sitepu. (2019). Cooperative Model in Language Reasoning: Indonesian Language Teaching Materials in Teacher Training and Education Faculty of Muhammadiyah Sumatera Utara University. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 1(2), 51–59. https://doi.org/10.33258/biolae.v1i2.62.
Vries, S. De, Jansen, E. P. W. A., & Grift, W. J. C. M. Van De. (2013). Pro fi ling teachers ’ continuing professional development and the relation with their beliefs about learning and teaching. Teaching and Teacher Education, 33, 78–89. https://doi.org/10.1016/j.tate.2013.02.006.
Wardani, D. S., Fauzi, M. R., Zafira, R., & Kurniawati, D. (2020). Creating Props: Improving Writing Skills of Teaching Materials of Elementary Teacher Education Students through Project-Based Learning Model. Mimbar Sekolah Dasar, 7(2), 216–234. https://doi.org/10.17509/mimbar-sd.v7i2.26334.
Whitney, A. E., Dawson, C., Anderson, K., Kang, S., Rios, E. O., Olcese, N., & Ridgeman, M. (2012). Audience and authority in the professional writing of teacher-authors. Research in the Teaching of English, 46(4), 390–419. https://www.jstor.org/stable/41583591.
Whitney, A. E., Zuidema, L. A., & Fredricksen, J. (2014). Understanding teachers writing: Authority in talk and texts. Teachers and Teaching: Theory and Practice, 20(1), 59–73. https://doi.org/10.1080/13540602.2013.848515.
Xanthis, C. G., Filos, D., Haris, K., & Aletras, A. H. (2021). Simulator-generated training datasets as an alternative to using patient data for machine learning: An example in myocardial segmentation with MRI. Computer Methods and Programs in Biomedicine, 198, 105817. https://doi.org/10.1016/j.cmpb.2020.105817.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 JPI (Jurnal Pendidikan Indonesia)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Jurnal Pendidikan Indnesia agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
