Professionalism Development of Teachers in Bandar Aceh, Indonesia A Case of SMA Negeri 1 Sigli

Abstract Professionalism Development of Teachers in Bandar Aceh, Indonesia A Case of SMA Negeri 1 Sigli. Objectives This study aims to find and describe the development of teacher profesionalism in SMA Negeri 1 Sigli with regard to (1) planning the development of teacher profesionalism, (2) implementing the development of teacher teacher professionalism and (3) constraints in developing teacher professionalism. Methods This study uses a descriptive method with a qualitative approach. Data collection techniques are carried out through interviews, observation and documentation. The subjects in this study were school principals, teachers and school supervisors. Findings The results of the study show that (1) teacher development planning has been carried out well and in detail, planning is carried out by teachers, schools and educational institutions (2) the implementation of teacher development has been carried out properly and effectively in accordance with the principles and procedures for the continuous development of teachers (3) constraints faced in teacher development in the form of the ability to use ICT that has not been comprehensive, the time of implementation, and financing in self-development. Keywords Teachers professional development, qualitative approach, Indonesia. Abstrak Pengembangan Profesionalisme Guru di Bandar Aceh, Indonesia: Kasus SMA Negeri 1 Sigli. Tujuan Penelitian ini bertujuan untuk menemukan dan mendeskripsikan pengembangan profesionalisme guru di SMA Negeri 1 Sigli berkenaan dengan: (1) perencanaan pengembangan profesionalisme guru, (2) penerapan pengembangan profesionalisme guru dan (3) kendala dalam pengembangan profesionalisme guru. Metode Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data dilakukan melalui wawancara, observasi dan dokumentasi. Subjek dalam penelitian ini adalah kepala sekolah, guru dan pengawas sekolah. Temuan Hasil penelitian menunjukkan bahwa (1) perencanaan pengembangan guru telah dilaksanakan dengan baik dan rinci, perencanaan dilakukan oleh guru, sekolah dan lembaga pendidikan (2) pelaksanaan pengembangan guru telah dilaksanakan dengan baik dan efektif sesuai dengan prinsip dan prosedur pengembangan guru yang berkelanjutan (3) kendala yang dihadapi dalam pengembangan guru berupa kemampuan pemanfaatan TIK yang belum lengkap, waktu pelaksanaan, dan pembiayaan dalam pengembangan diri.Kata kunci Pengembangan profesional guru, pendekatan kualitatif, Indonesia. DOI http://dx.doi.org/10.23960/jpp.v10.i3.202009