Evaluation of the Results of Professional Development of Mathematics Teachers in East Nusa Tenggara Province
DOI:
https://doi.org/10.31980/plusminus.v5i1.2378Keywords:
Evaluasi, Pendidikan Matematika, Pendidikan Profesional Guru, Evaluation, Mathematics Education, Teacher Professional EducationAbstract
Literatur saat ini telah menyoroti tantangan dan peluang untuk pengembangan profesi guru di Indonesia. Namun studi yang secara khusus mengevaluasi pengembangan profesi guru matematika masih sedikit. Terkait hal tersebut, penelitian survei ini dilakukan untuk menjelajahi kendala yang dihadapi para guru matematika setelah mengikuti pendidikan profesi. Penelitian ini melibatkan 195 guru matematika yang tersebar di tujuh kabupaten. Instrumen penelitian adalah tautan kuesioner berupa googleform yang disebarkan menggunakan grup WhatsApp. Hasil penelitian ini menunjukkan bahwa para guru menghadapi tantangan dalam perencanaan pembelajaran, mengalami keterbatasan waktu karena jadwal mereka yang padat. Akses terbatas terhadap materi pengajaran, teknologi, dan sumber daya pengembangan profesional terkini dalam memberikan layanan terbaik. Evolusi paradigma pendidikan, perubahan kurikulum, dan pergeseran pedagogis yang cepat dapat menjadi tantangan bagi guru yang sedang bertugas untuk mengimbanginya, yang membutuhkan pengembangan profesional dan kemampuan beradaptasi yang berkelanjutan.
Current literature has highlighted the challenges and opportunities for teacher professional development in Indonesia. However, studies that specifically evaluate mathematics teacher professional development are still few. In this regard, this survey study explored the obstacles mathematics teachers face after undergoing professional education. This study involved 195 mathematics teachers spread across seven districts. The research instrument was a questionnaire link in a Google Form distributed using a WhatsApp group. The results of this study indicate that teachers face challenges in lesson planning, experiencing time constraints due to their busy schedules. Limited access to the latest teaching materials, technology, and professional development resources hinders providing the best service. The rapid evolution of educational paradigms, curriculum changes, and pedagogical shifts can be challenging for in-service teachers to keep up with, which requires continuous professional development and adaptability.
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