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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Studia: Journal of Humanities and Education Studies
Hardhina Rosmasita
Universitas Muhammadiyah Malang
Education

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IMPLEMENTASI PROFESIONALISME GURU DALAM MENINGKATKAN MUTU PEMBELAJARAN: STUDI KUALITATIF DI SMP MUHAMMADIYAH KOTA BONTANG Ibrahim Robbaniy; Hardhina Rosmasita; Erna Yayuk
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14969

Abstract

The implementation of teacher professionalism is a key factor in improving the quality of learning in schools. This study employs a qualitative approach with a descriptive design to examine teachers’ professional practices in the context of learning at Muhammadiyah Junior High School in Bontang City. The research subjects consisted of the school principal and teachers selected through purposive sampling. Data collection was conducted through observation, interviews, and documentation, and was subsequently analyzed using an interactive model encompassing data reduction, data presentation, and drawing conclusions. The results indicate that teacher professionalism is reflected in systematic lesson planning, effective and varied instructional delivery, as well as continuous and reflective learning evaluation. Additionally, teachers demonstrated a commitment to competency development through training and professional collaboration. The implementation of teacher professionalism had a positive impact on the quality of learning, as evidenced by increased student engagement, improved quality of learning interactions, and enhanced student understanding of the material. Supporting factors included participatory school leadership, a conducive school culture, and the availability of facilities and infrastructure. Meanwhile, inhibiting factors include time constraints, administrative workload, and unequal access to professional development. These findings confirm that teacher professionalism contributes significantly to improving the quality of learning. Therefore, sustained efforts are needed through the strengthening of professional development, academic supervision, and the provision of adequate systemic support to optimize the quality of learning.
Pengembangan Model Evaluasi Responsif Stake dalam Asesmen Pembelajaran Bahasa Indonesia Berbasis Konteks Budaya Lokal dan Kebutuhan Stakeholder Pendidikan Mohd Bahaudin Ihsan; Sri Maryani; Hardhina Rosmasita
Studia : Journal of Humanities and Education Studies Vol. 1 No. 1 (2025): August: Studia: Journal of Humanities and Education Studies
Publisher : CV Edukastra Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66749/0qqyjs83

Abstract

Evaluasi pembelajaran bahasa Indonesia di Indonesia menghadapi tantangan dalam menyeimbangkan tuntutan standarisasi nasional dengan keberagaman konteks budaya lokal serta kebutuhan beragam para pemangku kepentingan pendidikan. Pendekatan evaluasi konvensional yang bersifat top-down dan standardized kerap kurang mampu menangkap kompleksitas pembelajaran bahasa yang berlangsung dalam konteks sosial budaya spesifik dan kurang responsif terhadap kebutuhan autentik guru, siswa, orang tua, serta komunitas lokal. Penelitian ini bertujuan mengembangkan kerangka konseptual implementasi model evaluasi responsif Robert E. Stake dalam asesmen pembelajaran bahasa Indonesia yang mengintegrasikan konteks budaya lokal dan melibatkan partisipasi aktif stakeholder pendidikan. Kajian ini menggunakan pendekatan kualitatif melalui studi pustaka sistematis terhadap 68 sumber literatur yang relevan, dipublikasikan dalam rentang tahun 2019–2024, dan dianalisis menggunakan sintesis naratif. Hasil kajian menunjukkan bahwa model evaluasi responsif Stake memiliki relevansi tinggi dengan konteks Indonesia yang ditandai oleh keberagaman etnolinguistik, disparitas kualitas pendidikan antarwilayah, serta kebutuhan menjaga keseimbangan antara identitas lokal dan kompetensi nasional. Prinsip-prinsip utama evaluasi responsif, meliputi keterlibatan stakeholder, desain evaluasi yang fleksibel dan emergen, penggunaan berbagai perspektif, pendekatan naturalistik, serta pelaporan yang bermakna, memberikan fondasi teoretis bagi evaluasi pembelajaran bahasa Indonesia yang lebih kontekstual dan partisipatif. Integrasi budaya lokal dapat dilakukan melalui pemanfaatan teks dan praktik komunikasi berbasis kearifan lokal, pengakuan variasi dialek sebagai sumber daya linguistik, serta pelibatan komunitas sebagai mitra evaluasi. Penelitian ini merekomendasikan pengembangan kerangka implementasi evaluasi responsif berbasis kolaborasi dan refleksi berkelanjutan untuk meningkatkan kualitas pembelajaran bahasa Indonesia.
Co-Authors Erna Yayuk Ibrahim Robbaniy Mohd Bahaudin Ihsan Sri Maryani