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Joko Widodo
Doktor Pendidikan Universitas Muhammadiyah Malang
Medicine & Pharmacology Public Health

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Professional Development of Junior High School Teachers for Sustainable Learning Quality: Pengembangan Profesional Guru SMP untuk Kualitas Pembelajaran Berkelanjutan Hadi Akmal Lubis Lubis; Tobroni; Joko Widodo
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11200

Abstract

General Background: The rapid development of information technology and educational reforms in Indonesia, including the Merdeka Belajar policy, necessitates continuous improvement in teacher quality. Specific Background: Junior high school (JHS) teachers play a critical role in delivering effective education, yet many still face challenges in maintaining professional competence. Knowledge Gap: Existing professional development programs are often fragmented, formalistic, and disconnected from teachers’ actual needs, particularly in the context of aligning national education reforms with global objectives like the SDGs. Aims: This study aims to investigate sustainable professional development (CPD) strategies for JHS teachers that enhance teaching quality within the Merdeka Belajar framework and SDG 4 (Quality Education). Results: Using a qualitative case study at SMP Muhammadiyah Asahan, key strategies identified include needs-based planning, transformative leadership, interactive training, mentoring, and digital learning integration. Novelty: Unlike prior studies, this research offers a comprehensive, context-specific analysis that links national policy with global educational goals, emphasizing collaborative and adaptive approaches to teacher development. Implications: The findings support the development of sustainable, contextualized CPD models that empower teachers as agents of educational transformation and suggest policy refinements to reinforce multi-stakeholder collaboration for long-term impact.Highlight : The main focus of the research is to improve the competence of junior high school teachers through continuous professional development. The integration of Merdeka Belajar and SDGs strengthens the relevance of teacher development programs nationally and globally. The strategy includes needs planning, interactive training, mentoring, and the use of technology and collaboration. Keywords : Sustainable Professional Development, Teacher Competence, Junior High School Teachers, Learning Quality, SDGs (Education)
Inclusive Education Model in Special Needs Friendly Secondary Schools: Model Pendidikan Inklusif di Sekolah Menengah Ramah Siswa Berkebutuhan Khusus Ali Fauzi; Tobroni; Joko Widodo
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11235

Abstract

AbstractInclusive education aims to create equitable and supportive learning environments for all students, including those with special needs (SEN). At the secondary school level, the implementation of inclusive practices presents more complex challenges compared to primary education, such as diverse learning needs and the risk of discrimination or bullying. Previous studies have primarily focused on primary education or curricular aspects, with limited attention to adaptive and contextual service models suitable for secondary schools. This article seeks to explore and describe a student-friendly inclusive education model through the integration of cluster and pull-out approaches, combined with community-based anti-bullying strategies. The findings indicate that combining cluster and pull-out models provides flexible and adaptive learning spaces while maintaining opportunities for SEN students to engage in social interactions within regular classrooms. This strategy is further strengthened by the use of Individualized Education Programs (IEP) and alignment with the Universal Design for Learning (UDL) framework. The study proposes a conceptual model that integrates service approaches, adaptive curricula, and social strategies to support the learning success of SEN students in secondary schools. These findings offer practical guidance for schools and policymakers in promoting fair, inclusive, and stigma-free secondary education.Highlight : Dual Strategy Approach: Combines cluster and pull-out models to support learning needs of students with disabilities in inclusive classrooms. Contextual Adaptation: Emphasizes the need for flexible strategies in secondary schools due to the complexity of adolescent development. Global Alignment: Integrates Universal Design for Learning (UDL) and Index for Inclusion to meet international standards in inclusive education. Keywords : Inclusive Education, Secondary School, Special Needs Students, Cluster Model, Pull-Out Strategy
Co-Authors Ali Fauzi Hadi Akmal Lubis Lubis Tobroni