LPTK contribution in development of sustainable teachers professionalism in semarang district

• Main Authors: Sukirman, Utanto Yuli, Maretta Yoris Adi
• Format: Article
• Language: English
• Published: EDP Sciences 2018-01-01
• Series: MATEC Web of Conferences
• Online Access: https://doi.org/10.1051/matecconf/201820500009

This study aims to portray the condition of teachers’ competencies and problems as well as the ongoing implementation of teacher professional development in Semarang district, Central Java. Based on the problem mapping found, the solution was obtained by involving the Education Institution of Education Personnel. This study used a survey approach in Semarang District which was carried out throughout 2016. Data collection was done by giving open questions to respondents and followed up with in-depth interviews. Respondents consisted of teachers, principals, and school supervisors. The results of the study showed that, in terms of the shortage of Civil Servant class teachers, the role of non Civil Servant class teachers was very large, namely 17% of the total class teacher needs. It means that if there is no non Civil Servant class teacher available then 17% of the study group does not get optimal learning services. 130 public elementary schools have a ratio of <= 16 students per study group. In those small schools the required class teachers are 757 teachers, the Civil Servant teachers available are 563 teachers. Those schools require 194 more teachers, meanwhile the non-Civil Servant teachers available are only 165 teachers. The other findings have not been analysed for its training needs, the performance evaluations have not been objective, there is some difficulty in finding the training funds and resource persons, the training activities are still sporadic, and monitoring and evaluation have not been done. It is recommended to do regrouping especially to be focused on the small schools. Small school is a school with a ratio of <= 16 students per study group. Implementing multigrade learning models in small schools is necessary because doing regrouping is not possible due to the geographical conditions. It is also necessary for the District Education Office and the Education Institution of Education Personnel to establish close cooperation, the lecturers can be consultants in the district, and the implementation of ongoing teacher professional development is carried out seriously in accordance with established guidelines and regulations.