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Aris Dianto
Universitas Muhammadiyah Ponorogo
Education

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Evaluasi Kebijakan Pengembangan Kompetensi Guru dan Kepala Sekolah Berbasis CIPP (Context, Input, Process, and Product) di Sekolah Binaan Yayasan Bina Harati PAMA Aris Dianto; Arief Rahman Yusuf; Sigit Dwi Laksamana
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 2 (2026): May - August 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.2.2026.8796

Abstract

Kebijakan pengembangan kompetensi guru dan kepala sekolah merupakan instrumen strategis dalam peningkatan mutu pendidikan. Namun, dalam praktiknya, kebijakan tersebut seringkali belum dilaksanakan berdasarkan analisis kebutuhan yang mendalam maupun evaluasi yang sistematis. Penelitian ini bertujuan untuk mengevaluasi kebijakan pengembangan kompetensi guru dan kepala sekolah di sekolah binaan Yayasan Bina Harati PAMA (YBHP), Kalimantan Tengah, menggunakan model CIPP (Context, Input, Process, Product). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus evaluatif. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi yang melibatkan guru, kepala sekolah, pengelola yayasan, serta asesor BPMP. Analisis data dilakukan secara interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat dengan triangulasi sumber, triangulasi teknik, dan member checking. Temuan penelitian menunjukkan bahwa kebijakan pengembangan kompetensi telah berjalan dan memiliki tujuan yang relevan. Namun demikian, perencanaan kebijakan belum sepenuhnya didasarkan pada kebutuhan riil di lapangan (needs assessment), distribusi sumber daya belum merata, tindak lanjut pascapelatihan masih sangat terbatas, dan hasil evaluasi belum dijadikan dasar yang kuat dalam pengambilan keputusan kebijakan. Evaluasi berbasis model CIPP berhasil memetakan kekuatan dan keterbatasan kebijakan secara komprehensif. Penelitian ini menyimpulkan bahwa efektivitas kebijakan memerlukan penguatan pada aspek analisis kebutuhan, pemerataan input, dan keberlanjutan proses tindak lanjut.
Teacher Agency and Pedagogical Challenges in an Innovative Learning Environment: Lessons from Semesta School, Indonesia Aris Dianto; Hawinda Widya Fatma; Winarno Winarno; Syapon Syapon; Arief Rahman Yusuf
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.7311

Abstract

This study examines teacher agency and the pedagogical challenges faced by educators within an innovative learning environment at Semesta School, Indonesia. The research aims to explore the manifestations of teacher agency, the factors influencing it, and the strategies teachers employ to address pedagogical challenges in innovative classrooms. A qualitative method with a case study design was employed. The research subjects consisted of eight teachers selected through purposive sampling based on variations in teaching experience, subject areas, and level of involvement in innovative teaching practices. The school principal and two academic coordinators were also involved as supporting informants. Data collection techniques included in-depth interviews, participatory observation over three months, and analysis of school documents. Data analysis was performed using thematic analysis with a reflexive approach, through the process of transcription, open coding, theme development, and iterative review. Data validity was ensured through triangulation of sources, techniques, and timing, as well as a member checking process. The results indicate that teacher agency is formed through the interaction of pedagogical competence, professional reflection, a supportive school culture, and adaptive classroom management practices. Teachers were able to negotiate professional autonomy with curriculum demands, utilize learning assessment as a reflective tool, and develop innovative strategies to enhance student engagement and autonomy. The research implications emphasize the importance of structural support, a collaborative culture, and continuous teacher capacity development to strengthen their agency in 21st-century learning transformation.
Co-Authors Arief Rahman Yusuf Hawinda Widya Fatma Sigit Dwi Laksamana Syapon Syapon Winarno Winarno