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Azmil Hasan Lubis
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INDONESIA
Jurnal Pengembangan Profesi Guru dan Dosen
Published by Barkah Publishing
ISSN : -     EISSN : 30891256     DOI : https://doi.org/10.63228/jppgd
Core Subject : Education,
Education Other
Jurnal Pengembangan Profesi Guru dan Dosen is a peer-reviewed journal published by Barkah Publishing. Jurnal Pengembangan Profesi Guru dan Dosen is a journal that discusses everything related to significant new research findings related to research in the scope of education, including Education and Learning, Curriculum Development, Learning Environment, Teacher Education, Educational Technology, and Educational Development. Jurnal Pengembangan Profesi Guru dan Dosen publish research articles that are comprehensive by involving reviewers from leading and competent experts in their fields. Incoming articles will be selected based on the best scientific studies, provide important renewal values, and are very interesting to the public in the field of education. Jurnal Pendidikan Profesi Guru was first published in 2024 and is published regularly twice a year, namely in June and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "vol. 3 no. 1 (2026): june 2026" : 5 Documents clear
Building AI Literacy Through Professional Development: A Framework Study of In-Service Teachers‘ Competencies and Training Needs Yuliar Masna
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v3i1.125

Abstract

The rapid proliferation of generative artificial intelligence (GenAI) across educational settings has created an urgent and unprecedented demand for structured teacher professional development (PD) in AI literacy. Despite growing recognition that educators require specialized competencies to navigate AI-rich classrooms, the field remains theoretically fragmented, with limited consensus on the core dimensions of AI literacy that ought to anchor teacher PD programmes. This study addresses this gap by developing and validating the AI Literacy for Teachers (ALT) framework—an empirically grounded, multi-dimensional competency model tailored specifically to the professional learning needs of in-service teachers. We employed a three‑round modified Delphi methodology with a panel of 22 experts (teacher educators, EdTech specialists, and curriculum designers). Panel members rated and refined an initial set of 47 competency items derived from an extensive literature review and four established frameworks (Long & Magerko, 2020; Ng et al., 2021; T‑GAIC; UNESCO AI CFT). Consensus was assessed using the content validity ratio (CVR ≥ 0.75) and interquartile range (IQR ≤ 1). By round three, consensus had been achieved on 36 items organised across five core dimensions: (1) Foundational AI Knowledge; (2) AI‑Enhanced Pedagogical Practice; (3) Ethical and Human‑Centred AI Use; (4) Assessment and Evaluation with AI; and (5) Professional Growth and AI Agency. Kendall’s W rose from 0.57 (round two) to 0.73 (round three), indicating strong expert agreement. The ALT framework makes three primary contributions: it clarifies the often conflated relationship between technical operation and critical‑ethical engagement with AI; it provides a structured blueprint for designing tiered, role‑sensitive PD curricula; and it establishes a validated foundation for subsequent instrument development and impact studies. Implications for teacher education, school leadership, and educational policy are discussed.
Continuing Professional Development Participation, Perceived Institutional Support, and Burnout Among Secondary School Teachers: A Structural Equation Modelling Approach Try Mahendra Siregar; Rahmat Sapaat Siregar
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v3i1.126

Abstract

Teacher burnout has intensified internationally, with secondary school teachers reporting sustained overload, emotional strain, and reduced professional efficacy. While workload and classroom demands are established antecedents, less is known about how teachers’ continuing professional development (CPD) participation especially in forms that are collaborative and practice-embedded relates to burnout when teachers’ perceived institutional support (PIS) is considered. This study examined the relationships between CPD participation, perceived institutional support, and burnout (emotional exhaustion, depersonalisation, and reduced personal accomplishment) among secondary school teachers, drawing on the Job Demands–Resources (JD–R) model and organisational support theory. A cross-sectional survey was administered to 210 secondary school teachers. Measures included the Maslach Burnout Inventory–Educators Survey (MBI ES), a CPD engagement scale capturing formal, informal, and collaborative CPD participation, and an adapted Perceived Organisational Support measure (Eisenberger et al.). Data were analysed using PLS SEM in SmartPLS 4. Measurement model evaluation included indicator reliability, internal consistency (CR), convergent validity (AVE), and discriminant validity checks. Structural paths were assessed using bootstrapping, effect sizes (f²), and predictive relevance indicators. The measurement model demonstrated acceptable reliability and convergent validity. Structural results indicated that perceived institutional support was negatively associated with emotional exhaustion and depersonalisation, and positively associated with personal accomplishment. CPD engagement showed a small direct association with reduced burnout, with stronger links evident for collaborative CPD. Additionally, perceived institutional support partially mediated the relationship between CPD engagement and burnout dimensions. Findings suggest that CPD is most protective against burnout when embedded in supportive institutional conditions. Policy and school leadership should treat CPD and institutional support as coupled resources designed to build instructional capacity while also buffering chronic strain.
Reflective Practice as a Professional Development Tool for EFL Lecturers in Indonesian Higher Education: A Mixed-Methods Study Jati Suryanto
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v3i1.127

Abstract

Professional development for EFL lecturers in Indonesian higher education remains characterized by episodic, top-down training with limited evidence of sustained impact on classroom practice. Reflective practice has been theorized as a mechanism for deeper teacher learning, yet empirical evidence from non-Western tertiary contexts remains sparse. This study examined the effects of a 14-week structured reflective practice intervention on the reflective capacities of Indonesian EFL lecturers and explored how participants experienced the process as a professional development tool. An explanatory sequential mixed-methods design was employed. Forty-two EFL lecturers from three Indonesian universities completed the Reflective Practice Questionnaire (adapted from Farrell, 2021) before and after a structured intervention incorporating guided journaling, peer observation, and monthly mentoring conversations. Quantitative data were analyzed using paired t-tests. Semi-structured interviews with 12 purposefully selected participants provided qualitative depth, analyzed via reflexive thematic analysis. Quantitative findings showed statistically significant gains in overall reflective practice scores (t(41) = 6.34, p < .001, d = 0.89), with the largest improvements in the dimensions of cognitive reflection and critical reflection. Qualitative analysis generated three themes: (1) structured scaffolding as a bridge to authentic reflection, (2) the emotional labor of unsettling routine practice, and (3) institutional constraints on sustained reflective engagement. Structured reflective practice interventions can meaningfully enhance EFL lecturers' reflective capacities when embedded within institutional support systems. However, without attention to workload and departmental culture, gains may not be sustained. Implications for CPD policy and future research are discussed.
Feedback Literacy as a Dimension of Teacher Professional Development: Exploring in Service Teachers’ Capacity to Seek, Interpret, and Use Feedback Effendi Limbong
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v3i1.128

Abstract

Feedback literacy has emerged as a significant construct in higher education research, yet its application to in‑service teachers’ professional learning remains underexplored. This study investigates how practising secondary teachers seek, interpret, and use feedback within their everyday professional contexts, and how these capacities contribute to their professional growth. Drawing on interpretive phenomenological analysis (IPA), semi‑structured interviews were conducted with 12 in‑service secondary teachers (3–10 years’ experience) across three phases: narrative elicitation, critical incident reflection, and longitudinal follow‑up. Analysis yielded three superordinate themes: (1) “making feedback actionable” – describing the interpretive work required to translate evaluative comments into pedagogical adjustments; (2) “relational conditions for seeking feedback” – highlighting trust, vulnerability and collegial safety as prerequisites for proactive feedback engagement; and (3) “feedback as reflective fuel” – revealing how feedback loops sustain or disrupt teachers’ professional noticing and self‑directed improvement. Findings extend Carless and Boud’s (2018) feedback literacy framework from student to teacher professional contexts, proposing that teacher feedback literacy comprises four intersecting capacities: evaluative discernment, relational positioning, temporal integration, and self‑regulatory agency. The study contributes to professional development literature by demonstrating that feedback literacy is not merely a skill to be taught, but a relational and dispositional capacity that develops through sustained opportunities for dialogic engagement with multiple feedback sources. Implications for continuing professional development design include structured feedback dialogue protocols, peer observation with interpretive scaffolding, and institutional cultures that normalise feedback‑seeking as professional practice rather than deficit remediation.
Emotional Intelligence as a Predictor of Teaching Effectiveness and Professional Well-Being Among University Lecturers: A Cross-Sectional Study Soyol-Erdene Sanjaa
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v3i1.129

Abstract

Emotional intelligence (EI) has been linked to teaching effectiveness and well-being in school teachers, yet evidence in higher education remains fragmented. University lecturers face distinct professional demands that may render EI especially consequential for both instructional quality and personal psychological functioning. This study examined whether EI predicts teaching effectiveness and professional well-being among university lecturers, controlling for demographic and occupational covariates, and tested whether the four branches of the Mayer–Salovey–Caruso model exhibit differential predictive validity. A cross-sectional survey was administered to 178 university lecturers from four public and three private universities. EI was assessed with a validated short form of the Mayer–Salovey-Caruso Emotional Intelligence Test (MSCEIT). Teaching effectiveness was measured using the Teaching Effectiveness Inventory. Professional well-being was assessed with the PERMA-Profiler. Hierarchical multiple regression analyses were conducted, entering demographic and occupational characteristics in Step 1, total EI in Step 2, and MSCEIT branch scores in Step 3. Total EI explained an additional 18% of variance in teaching effectiveness (ΔR² = 0.18, β = 0.44, *p* < .001) and 23% of variance in professional well-being (ΔR² = 0.23, β = 0.50, *p* < .001) beyond covariates. In simultaneous branch analyses, strategic EI (Understanding and Managing Emotions) emerged as the strongest unique predictor of both outcomes, whereas Experiential EI (Perceiving and Using Emotions) did not reach significance when other branches were controlled. Lecturers in the highest teaching effectiveness quartile demonstrated significantly elevated profiles on the Understanding and Managing branches. EI, particularly the strategic branches involving reasoning about and regulating emotions, is a meaningful predictor of university lecturers’ teaching effectiveness and professional well-being. Findings support the conceptualization of EI as a malleable professional capacity and suggest targeted directions for faculty development interventions.

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