Pre-Service Physics Teachers' Self-Assessment of Professional Competence After Following PPG (Teacher Professional Education)

Habibah Khusna Baihaqi, Dyah Arum Arimurti

Abstract

This study aimed to evaluate the effectiveness of the Physics TPE program in improving teacher professionalism by considering the perceptions of its graduates. Data were collected through a self-assessment questionnaire/survey given to Physics TPE graduates regarding their teacher professional competence before and after participating in TPE. A total of 36 physics TPE graduates participated in this study. The results showed significant improvements in various aspects of teacher professionalism. Graduates reported improvements in their mastery of educational foundations, teaching program preparation, teaching program implementation, assessment, and student character building. In particular, the greatest improvement was observed in mastery of educational foundations, likely due to the alignment of the TPE curriculum with the stages of effective teaching. While teaching implementation showed the smallest improvement, it was still positive. Overall, the Physics TPE program was perceived well by its graduates, indicating its potential to contribute to the professional development of physics teachers.

Keywords

Physics Teachers’ Self-Assessment, Professional Competence, Teacher Professional Education

Full Text:

PDF

References

Afandi, M., Wahyuningsih, S., Yustiana, S., Kusumadewi, R. F., & Rachmadtullah, R. (2023). Correlation of Work Discipline and Pedagogical Competence to Teaching Performance in Elementary Teacher. International Journal of Instruction, 16(4), 189–208. https://doi.org/10.29333/iji.2023.16412a

Anwar, A. S., & Mubin, F. (2020). Pengembangan Sikap Profesionalisme Guru Melalui Kinerja Guru Pada Satuan Pendidikan MTS Negeri 1 Serang. Andragogi: Jurnal Pendidikan Islam Dan Manajemen Pendidikan Islam, 2(1), 147–173. https://doi.org/10.36671/andragogi.v2i1.79

Baihaqi, H. K., Purwaningsih, E., Sulur, S., & Sutopo, S. (2022). Development of Physics E-book Based on Technological Pedagogical Content Knowledge (TPACK) on Thermodynamic Laws Topic. Jurnal Pendidikan Fisika Indonesia, 18(1), 67–74. https://doi.org/10.15294/jpfi.v18i1.28924

Franco, M. P., Bottiani, J. H., & Bradshaw, C. P. (2023). Assessing Teachers’ Culturally Responsive Classroom Practice in PK–12 Schools: A Systematic Review of Teacher-, Student-, and Observer-Report Measures. Review of Educational Research, 94(5), 743–798. https://doi.org/10.3102/00346543231208720

Hartatik, S., & Nafiah. (2020). Indonesia Kemampuan Numerasi Mahasiswa Pendidikan Profesi Guru Sekolah Dasar dalam Menyelesaikan Masalah Matematika. Education and Human Development Journal, 5(1), 32–42. https://doi.org/10.33086/ehdj.v5i1.1456

Johnson, B. R. (2016). Teaching as The Oldest Profession. Journal of Undergraduate Neuroscience Education, 14(2), E22–E23. https://pmc.ncbi.nlm.nih.gov/articles/PMC4917353/pdf/june-14-e22.pdf

Krulatz, A., Christison, M. A., Lorenz, E., & Sevinç, Y. (2024). The impact of teacher professional development on teacher cognition and multilingual teaching practices. International Journal of Multilingualism, 21(2), 711–727. https://doi.org/10.1080/14790718.2022.2107648

Mardhatillah, O., & Surjanti, J. (2023). Peningkatan Kompetensi Pedagogik dan Profesionalitas Guru di Indonesia Melalui Pendidikan Profesi Guru (PPG). Jurnal Pendidikan Ekonomi Undiksha, 15(1), 102–111. https://doi.org/10.23887/jjpe.v15i1.65200

Maryani, E. (2022). Pendidikan profesi guru (PPG) sebagai cara untuk menjadikan guru menjadi profesional. GUAU: Jurnal Pendidikan Profesi Guru Agama Islam, 2(4), 171–178. http://202.162.210.184/index.php/guau/article/view/405%0Ahttp://202.162.210.184/index.php/guau/article/download/405/376

Maulana, I., Rahma, N. A., Mahfirah, N. F., Alfarizi, W., & Darlis, A. (2023). Meningkatkan Profesional Guru dengan Program Pendidikan Profesi Guru (PPG). Journal on Education, 5(2), 2158–2167. https://doi.org/10.31004/joe.v5i2.867

Monteiro, V., Carvalho, C., & Santos, N. N. (2021). Creating a Supportive Classroom Environment Through Effective Feedback: Effects on Students’ School Identification and Behavioral Engagement. Frontiers in Education, 6(June), 1–14. https://doi.org/10.3389/feduc.2021.661736

Murwaningsih, T. (2024). The Influence of Teacher Professional Attitude, Welfare, Continuous Self-Development, and Job Satisfaction on High School Teachers Performance. International Journal of Instruction, 17(1), 229–252. https://doi.org/10.29333/iji.2024.17113a

Ningrum, E. (2016). Membangun Sinergi Pendidikan Akademik (S1) Dan Pendidikan Profesi Guru (Ppg). Jurnal Pendidikan Geografi, 12(2), 49–55. https://doi.org/10.17509/gea.v12i2.1783

Rahmawati, A., Fauziah, D. R., Leni, & Aliyyah, R. R. (2020). Menjadi Guru Profesional dengan Menciptakan Bahan Ajar yang Kreatif dan Mengevaluasi Pembelajaran. In Universitas Djuanda Bogor: Vol. (Issue 1). Universitas Djuanda Bogor.

Risdiany, H. (2021). Pengembangan Profesionalisme Guru Dalam Mewujudkan Kualitas Pendidikan di Indonesia. Jurnal AL-HIKMAH, 3(2), 197–202. https://prosiding.esaunggul.ac.id/index.php/snip/article/viewFile/163/163

Setiawati, I. (2024). Penggunaan Scaffolding Konstruksi Instrumen untuk Meningkatkan Kemampuan Guru IPA dalam Mengonstruksi Tes Keterampilan Berpikir Kritis dan Kreatif pada Kegiatan Diklat Peningkatan Kompetensi Guru. Wahana Pendidikan Fisika, 9(1), 65–74. https://doi.org/10.17509/wapfi.v9i1.66655

Supriyanto, J. (2023). Pengaruh Kompetensi Terhadap Kinerja Guru pada Masa Pandemi Covid-19. Jurnal Didaktika Pendidikan Dasar, 7(2), 661–686. https://doi.org/10.26811/didaktika.v7i2.1035

Suryadi, A. (2022). Menjadi Guru Profesional dan Beretika (1st ed., Issue 1). CV Jejak, anggota IKAPI. https://www.researchgate.net/publication/364243109_Ahmad_Suryadi-Menjadi_Guru_Profesional_dan_Beretika

DOI: https://doi.org/10.20961/jmpf.v15i1.94430

Refbacks

  • There are currently no refbacks.