.png)
Profesionalisme guru dalam kerangka pembelajaran abad 21
Abstract
Profesioalisme guru menjadi salah satu faktor krusial dalam kerangka sistem pendidikan nasional Indonesia. Guru menjadi pioner dalam menciptakan lingkungan belajar dan pengelamanan belajar yang disesuaikan dengan perkembangan zaman, karaterisik siswa dan karateristik konten materi pembelajaran. Untuk mengetahui bagaimana profesioanlisme guru ini dibentuk dalam kerangka pembelajaran abad 21 dilakukan kajian kepustakaan ini. Kajian kepustakaan ini dilakukan dengan mengkaji artikel ilmiah, buku dan sumber referensi lain yang mendukung dengan teknik analisis deduktif dan interpretatif. Pendekatan yang lebih holistik dan memberdayakan kedepan perlu untuk menghargai guru sebagai intelektual dan mendorong pertumbuhan profesional mereka yang berkelanjutan. Penguasan teknologi informasi perlu menjadi keterampilan yang mendukung guru dalam mendesain pengalaman belajar dan lingkungan belajar sesuai karakteristik pembelajaran abab 21. Paradigma guru sebagai penyampai pengetahuan, perlu di tambahkan dengan guru sebagai ahli dalam merancang pengalaman intelektual pebelajar. Guru senantiasa mengembangkan profesionalisme dengan melakukan upgrading dengan cara pembelajaran mandiri dan mengikuti pelatihan profesional.
Keywords
Full Text:
PDFReferences
Agustina, F., Suriansyah, A., & Asniwati. (2021). Teacher Professionalism Development. Journal of K6 Education and Management. https://doi.org/https://doi.org/10.11594/jk6em.04.02.09
Arteaga-Alcívar, Y., Guaña-Moya, J., Begnini-Domínguez, L., Cabrera-Córdova, M. F., Sánchez-Cali, F., & Moya-Carrera, Y. (2022). Integración de la tecnología con la educación. Revista Ibérica de Sistemas e Tecnologias de Informação(E54), 182-193. https://search.proquest.com/openview/842ba867d3c582d6b8421785d69b5a4d/1?pq-origsite=gscholar&cbl=1006393
Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad.
Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37, 677-692. https://doi.org/https://doi.org/10.1016/S0883-0355(03)00065-X
Dickerson, J., Winslow, J., & Lee, C. Y. (2013). Teacher training and technology: Current uses and future trends. In Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning (pp. 243-256). IGI Global. https://www.igi-global.com/chapter/content/70165
Gellel, A. (2010). Teachers as key players in values education: Implications for teacher formation. International research handbook on values education and student wellbeing, 163-177. https://link.springer.com/chapter/10.1007/978-90-481-8675-4_10
Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25-41. https://doi.org/https://doi.org/10.1080/13540602.2016.1203772
Hansen, J. J., & Rosenlund, L. T. (2018). Teaching in a networked world-skills, knowledge and beliefs. Designing for Learning in a Networked World, 48-63.
Harahap, A. H. (2023). Attempts to Improve Teacher Professionalism Through Academic Supervision at SDN 95 Pekanbaru. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 12(2), 488-495. https://doi.org/https://doi.org/10.33578/jpfkip.v12i2.9675
Iroegbu, E. E., & Ogbodo, C. M. (2019). Teacher professionalism and Nigeria’s national development. Journal of Research and Method in Education, 9(3), 40-44.
Jasin, M. (2019). Enhancing Teacher Professionalism in Learning Organization Perspective. 3rd International Conference on Education Innovation (ICEI 2019),
Johnston, J. (2015). Issues of professionalism and teachers: Critical observations from research and the literature. The Australian Educational Researcher, 42, 299-317. https://link.springer.com/article/10.1007/s13384-014-0159-7
Kaminskienė, L., Järvelä, S., & Lehtinen, E. (2022). How does technology challenge teacher education? (Vol. 19). SpringerOpen.
Kasemsap, K. (2017). Teacher education and teacher professional development: Current issues and approaches. In Handbook of research on teacher education and professional development (pp. 112-137). IGI Global. https://www.igi-global.com/chapter/teacher-education-and-teacher-professional-development/166749
Koch, A. S., & Kush, J. C. (2014). The infusion of technology into teacher education programs. In Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies (pp. 133-181). IGI Global. https://www.igi-global.com/chapter/the-infusion-of-technology-into-teacher-education-programs/99532
Lever-Duffy, J. C., McDonald, J. B., & Mizell, A. P. (2002). The 21st-Century Classroom: Teaching and Learning with Technology.
Matavele, H. J., Roldão, M. d. C., & Costa, N. (2019). The construction of teachers' professionalism in initial teachers' education in mozambique: The views of teacher educators. Revista Brasileira de Educação, 24. https://doi.org/https://doi.org/10.1590/s1413-24782019240036.
Munawir, M., Aisyah, A. N., & Rofi'ah, I. (2022). Peningkatan kemampuan guru melalui sertifikasi. Jurnal Ilmiah Profesi Pendidikan, 7(2), 324-329. https://doi.org/https://doi.org/10.29303/jipp.v7i2.360
Nasriyah, N., Pratiwi, N., Ayu, S., & Halim, A. (2021). Pengembangan Profesionalisme Guru Dalam Pembelajaran Digital. Seminar Nasional Ilmu Pendidikan dan Multi Disiplin,
Niemi, H., Toom, A., Kallioniemi, A., & Lavonen, J. (2018). The teacher’s role in the changing globalizing world: Resources and challenges related to the professional work of teaching. Brill.
Niku, E. M., Maisyaroh, M., & Hadi, S. (2020). Developing Teacher Professionality Through Education Supervision.
Purwantiningsih, A., & Suharso, P. (2019). Improving Teacher Professionalism Toward Education Quality in Digital Era. Journal of Physics: Conference Series,
Riadi, M. E., Biyanto, B., & Prasetiya, B. (2022). The Effectiveness of Teacher Professionalism in Improving the Quality of Education. KnE Social Sciences, 517-527. https://doi.org/https://doi.org/10.18502/kss.v7i10.11253
Rosdiana, M., Sumarni, S., Siswanto, B., & Waluyo. (2020). Implementation of 21st Century Learning Through Lesson Study. Proceedings of the 4th International Conference on Arts Language and Culture (ICALC 2019). https://doi.org/https://doi.org/10.2991/assehr.k.200323.041
Setyosari, P., Purnomo, P., Utami, D. D., Anugerah W, D. O., & Nindigraha, N. (2023). Model Pembelajaran Kolaborasi Berbasis Inkuiri Terbimbing Berbantuan Peer Scaffolding. Academia Publication.
Shankar, S., Gowtham, N., & Surekha, T. (2020). Faculty competency framework: Towards a better learning profession. Procedia Computer Science, 172, 357-363. https://doi.org/https://doi.org/10.1016/j.procs.2020.05.055
Sockett, H. (1996). Teachers for the 21st Century: Redefining Professionalism. NASSP Bulletin, 80, 22 - 29. https://doi.org/https://doi.org/10.1177/019263659608058004
Soim, Dalhari, Suyitno, Akhyak, Suhartono, & Abdurrohman. (2020). Principal Leadership in Improving Teacher Professionalism (A Case Study in Senior High School of Tulungagung, East Java, Indonesia).
Storey, A., & Hutchinson, S. (2001). The Meaning of teacher professionalism in a quality control era.
Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in transformation schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536-3544. https://doi.org/https://10.13189/ujer.2020.080829
Tanang, H., Djajadi, M., Abu, B. b., & Mokhtar, M. (2014). Challenges for Teachers in Developing Their Teaching Professionalism: a Case Study of Secondary School in Makassar, Indonesia. Journal of Education and Learning, 8, 132-143. https://doi.org/https://doi.org/10.11591/edulearn.v8i2.215
Tingen, J., Philbeck, L., & Holcomb, L. B. (2011). Developing Classroom Web Sites for 21st Century Learning. Kappa Delta Pi Record, 47, 88 - 90. https://doi.org/https://doi.org/10.1080/00228958.2011.10516569
Urbani, J. M., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and Modeling 21st-Century Skills with Preservice Teachers. Teacher Education Quarterly, 44, 27-50.
Vanassche, E. (2022). Four propositions on how to conceptualize, research, and develop teacher educator professionalism. Frontiers in Education,
Yurt, E. (2023). 21st-century skills as predictors of pre-service teachers' professional qualifications: A cross-sectional study. International Journal of Education in Mathematics, Science and Technology, 11(5), 1328-1345. https://ijemst.org/index.php/ijemst/article/view/3291
Zhao, Y. (2018). The changing context of teaching and implications for teacher education. Peabody Journal of Education, 93(3), 295-308. https://doi.org/https://doi.org/10.1080/0161956X.2018.1449896
Article Metrics
Abstract has been read : 76 timesPDF file viewed/downloaded: 0 times
DOI: http://doi.org/10.25273/gulawentah.v8i2.18559
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Gulawentah: Jurnal Studi Sosial Metrics:
Office:
Pascasarjana Universitas PGRI Madiun
email : gulawentah@unipma.ac.id