PERAN PROFESSIONAL LEARNING COMMUNITY DALAM PENINGKATAN PROFESIONALISME GURU DI SMAN 8 BANDUNG

Rose Desy Nurkartika, - (2023) PERAN PROFESSIONAL LEARNING COMMUNITY DALAM PENINGKATAN PROFESIONALISME GURU DI SMAN 8 BANDUNG. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Profesional Learning Community sebagai upaya membuat budaya sekolah kolaboratif antar PTK dalam menemukan kebutuhan, memahami masalah peserta didik dan meningkatkan profesionalisme guru. Penelitian ini bertujuan mendapatkan informasi: 1) kebijakan sekolah dalam peningkatan kualitas profesionalisme guru; 2) persepsi kepala sekolah mengenai Profesional Learning Community; 3) persepsi guru mengenai Profesional Learning Community; 4) proses perencanaan, pengorganisasian dan pelaksanaan Profesional Learning Community; dan 5) kontribusi Profesional Learning Community dalam peningkatan profesionalisme guru. Metode penelitian yang digunakan yaitu deskriptif pendekatan kualitatif dengan teknik purposive sampling. Teknik pengumpulan data yang digunakan adalah wawancara, observasi, dan kajian dokumentasi. Dari hasil penelitian yang dilakukan, peneliti menemukan: 1) kegiatan professional guru dibantu oleh komite pembelajaran melalui program In House Training, workshop, pembinaan, pelatihan, dan komunitas belajar sekolah; 2) kepala sekolah memiliki persepsi bahwa Professional Learning Community mengacu kepada MGMP dan komunitas praktisi; 3) Persepsi guru mengenai kegiatan Profesional Learning Community dipahami sebagai wadah untuk bertukar wawasan, informasi, bertukar pengalaman antar guru dengan berinteraksi secara rutin untuk mendukung proses pembelajaran dan pengembangan diri; 4) perencanaan dilakukan setiap awal tahun pelajaran, komunitas belajar dalam sekolah dibentuk dengan adanya tim komite pembelajaran dan komunitas praktisi, pelaksanaan kegiatan PLC didampingi oleh komite pembelajar dengan melakukan kegiatan kolaborasi dan berbagi praktik baik; 5) dalam kegiatan PLC terjadi proses pembelajaran dan kolaborasi antar guru yang berdampak pada profesionalisme guru diantaranya guru belajar keahlian intruksional secara terus menerus satu sama lain, langsung melalui co-teaching praktek, dan refleksi. Kebijakan melalui analisis akan memberikan dukungan yang lebih baik kepada guru untuk menjalankan program prioritas profesionalisme guru. Professional Learning Community as an effort to create a collaborative school culture between PTK in finding needs, understanding student problems and increasing teacher professionalism. This study aims to obtain information: 1) school policies in improving the quality of teacher professionalism; 2) the principal's perception of the Professional Learning Community; 3) teachers' perceptions of the Professional Learning Community; 4) the process of planning, organizing and implementing the Professional Learning Community; and 5) the contribution of the Professional Learning Community in increasing teacher professionalism. The research method used is descriptive qualitative approach with purposive sampling technique. Data collection techniques used are interviews, observation, and documentation review. From the results of the research conducted, the researchers found: 1) teacher professional activities assisted by the learning committee through the In House Training program, workshops, coaching, training, and the school learning community; 2) the principal has the perception that the Professional Learning Community refers to the MGMP and the community of practitioners; 3) Teachers' perceptions regarding Professional Learning Community activities are understood as a forum for exchanging insights, information, exchanging experiences between teachers by interacting regularly to support the learning process and self-development; 4) planning is carried out at the beginning of each school year, learning communities within schools are formed with a learning committee team and a community of practitioners, implementation of PLC activities is accompanied by learning committees by carrying out collaborative activities and sharing good practices; 5) in PLC activities there is a process of learning and collaboration between teachers which has an impact on teacher professionalism including teachers learning instructional skills continuously from each other, directly through co-teaching practice, and reflection. Policy through analysis will provide better support to teachers to carry out teacher professionalism priority programs.

Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?view_op=list_works&hl=en&user=kf-w8z4AAAAJ ID Sinta Dosen Pembimbing Nani Hartini 6125291 Yayah Rahyasih 5994901
Uncontrolled Keywords:	professional learning community, komunitas praktisi, profesionalisme guru professional learning community, practitioner community, teacher professionalism
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Fakultas Ilmu Pendidikan > Administrasi Pendidikan-S2
Depositing User:	Rose Desy Nurkartika
Date Deposited:	03 Jul 2024 07:36
Last Modified:	03 Jul 2024 07:36
URI:	http://repository.upi.edu/id/eprint/118621

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