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Edi Suhardi Rahman
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Jurusan Pendidikan Teknik Elektro, Gedung EG 201, Kampus UNM Parangtambung, Jalan. Daeng Tata Raya, Makassar, Sulawesi Selatan, Indonesia
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INDONESIA
Jurnal Pendidikan dan Profesi Keguruan
Published by Universitas Negeri Makassar
ISSN : 28094794     EISSN : 28094492     DOI : https://doi.org/10.59562/progresif
Core Subject : Education,
Education Mathematics Other
Pendidikan dan Profesi Keguruan Journal is an international peer-reviewed journal that publishes high-quality research articles and literature reviews in the fields of educational science, teaching profession, technology-based learning, and vocational and technical education. The scope of topics includes educational processes and policies, teacher professional development, digital learning innovations, and vocational education strategies aligned with industry needs.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 130 Documents
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UPAYA GURU BAHASA INDONESIA DALAM PEMANFAATAN TEKNOLOGI PADA IMPLEMENTASI KURIKULUM MERDEKA DI SMP NEGERI 1 KOTA BENGKULU Elsy Riana Sari; Khermarinah Khermarinah; Wenny Aulia Sari
Jurnal Pendidikan dan Profesi Keguruan Vol. 4 No. 2 (2025): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v4i2.10428

Abstract

Penelitian ini bertujuan untuk mendeskripsikan upaya guru Bahasa Indonesia dalam memanfaatkan teknologi pada implementasi Kurikulum Merdeka di SMP Negeri 1 Kota Bengkulu. Fokus penelitian ini meliputi tiga aspek utama, yaitu: (1) upaya yang dilakukan oleh guru Bahasa Indonesia dalam pemanfaatan teknologi, (2) kendala yang dihadapi dalam proses tersebut, dan (3) solusi yang dapat ditawarkan guna meningkatkan kompetensi guru dalam pemanfaatan teknologi agar pelaksanaan Kurikulum Merdeka berjalan lebih efektif dan efisien. Alasan pemilihan judul ini adalah karena masih banyak guru yang mengalami kesulitan dalam beradaptasi dengan penggunaan teknologi, terutama dalam konteks penerapan Kurikulum Merdeka yang menuntut pembelajaran berbasis digital dan mandiri. Kurangnya pemahaman terhadap teknologi serta terbatasnya pelatihan membuat adaptasi ini menjadi tantangan tersendiri bagi guru-guru, khususnya guru Bahasa Indonesia. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru Bahasa Indonesia telah melakukan berbagai upaya seperti penggunaan platform pembelajaran digital, media interaktif, serta pelatihan teknologi untuk mendukung proses belajar mengajar. Namun, guru juga menghadapi berbagai kendala, seperti kurangnya pelatihan berkelanjutan, dan rendahnya literasi digital pada sebagian guru. Sebagai solusi, dibutuhkan dukungan dari pihak sekolah dan pemerintah dalam bentuk penyediaan sarana teknologi, pelatihan berkelanjutan, serta peningkatan kolaborasi antar guru. Dengan demikian, pemanfaatan teknologi dalam implementasi Kurikulum Merdeka dapat berlangsung secara optimal dan memberikan dampak positif terhadap pembelajaran Bahasa Indonesia.
PENGEMBANGAN PROFESIONALISME GURU MELALUI PEMBELAJARAN DEEP LEARNING DALAM KELAS Nurhijrah Nurhijrah; Syarifah Suryana
Jurnal Pendidikan dan Profesi Keguruan Vol. 4 No. 2 (2025): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v4i2.10430

Abstract

Profesionalisme guru merupakan komponen kunci dalam peningkatan mutu pendidikan, terutama di era abad ke-21 yang menuntut inovasi dan kemampuan pedagogik yang adaptif. Penelitian ini bertujuan untuk mengkaji bagaimana penerapan model pembelajaran deep learning dapat mendorong pengembangan profesionalisme guru di dalam kelas. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif, dengan teknik pengumpulan data berupa wawancara mendalam, observasi kelas, dan dokumentasi refleksi guru. Hasil penelitian menunjukkan bahwa pemahaman guru terhadap model deep learning meningkat signifikan setelah diberikan pelatihan dan diterapkan secara langsung. Guru mulai memahami bahwa pembelajaran mendalam tidak hanya berfokus pada penguasaan materi, tetapi juga menekankan pada pengembangan berpikir kritis, keterlibatan aktif peserta didik, dan pemaknaan proses belajar. Strategi pembelajaran di kelas berubah dari pendekatan konvensional menjadi lebih eksploratif, kolaboratif, dan berbasis proyek. Penerapan model ini juga berdampak pada peningkatan kompetensi profesional guru, baik dari segi pedagogik, penguasaan materi, maupun sikap reflektif. Selain itu, guru menunjukkan peningkatan kepercayaan diri dan keterbukaan terhadap inovasi pembelajaran, serta mulai aktif berbagi praktik baik dan menyusun perangkat ajar berbasis deep learning. Tantangan seperti keterbatasan waktu dan kesiapan siswa diatasi melalui dukungan kepala sekolah, pelatihan berkelanjutan, dan kolaborasi antarguru. Penelitian ini menyimpulkan bahwa deep learning merupakan pendekatan strategis yang efektif untuk mendukung pengembangan profesionalisme guru secara berkelanjutan.
Implementation of 7 Good Habits: Deep Learning Policy Analysis in Harjasari State Elementary School 01 Mina Marlina; Hasna Dwi Rahmawati; Zayeha Azzahra; Zahra Khusnul Lathifah
Jurnal Pendidikan dan Profesi Keguruan Vol. 5 No. 2 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v5i2.8967

Abstract

​This study analyzed the implementation of the Seven Good Habits program in shaping student character through a deep learning approach at Harjasari State Elementary School 0 in Bogor, Indonesia. Using a descriptive qualitative method, data were collected through semi-structured interviews with three grade 5 teachers, classroom observations, and document reviews. Thematic analysis identified key patterns in teachers’ roles, school policies, and character outcomes. The results indicated that the Seven Good Habits program effectively fostered self-regulation, social interaction, and moral reflection, with 78% of students showing positive behavioral improvement in discipline, empathy, and cooperation after one semester. Deep learning principles, reflection, collaboration, and contextual learning enhance program sustainability. Despite challenges, such as limited facilities and uneven teacher readiness, adaptive strategies and supportive policies have mitigated these barriers. The findings highlight the importance of synergy between deep pedagogical practices, school policy, and parental involvement in achieving meaningful character education in primary schools.​
Application of Ice Breaking Strategy in Increasing the Learning Motivation of Grade III Students at SD Negeri 66 Bengkulu City Ahmad Deka Fachrozi; Wiwinda Wiwinda; Abdul Aziz Bin Mustamin
Jurnal Pendidikan dan Profesi Keguruan Vol. 5 No. 2 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v5i2.9691

Abstract

This study aimed to describe the implementation of the ice-breaking strategy to enhance the learning motivation of third-grade students at SD Negeri 66 Bengkulu City. This study was motivated by the challenges teachers face in maintaining students’ attention during long lessons, particularly when boredom arises after recess. Employing a qualitative descriptive approach, data were collected through classroom observations, interviews, and documentation involving one teacher and eight students. The findings revealed that the application of the ice-breaking strategy significantly increased students’ motivation and participation, improved classroom dynamics, and reduced boredom. Active student engagement rose from 35% to 85% after the intervention, and students were able to maintain their focus for up to 40 minutes. Teachers reported that ice-breaking activities helped create a positive and enjoyable learning environment that fostered social interaction and enthusiasm for learning. However, constraints such as limited time and insufficient variation of activities hindered optimal implementation of the program. Overall, the study concludes that ice-breaking serves as an effective pedagogical tool for enhancing learning motivation and fostering a conducive classroom atmosphere in elementary education.
The Crisis of Authority and Dignity in the Teaching Profession: A Juridical and Ethical Review within Indonesia’s National Education System Ade Aspandi; Aip Syarifudin; Kiki Mustaqimah Hasan Basuni; Andini Namira Oktafiandri; Alfinto Rizky Susanto
Jurnal Pendidikan dan Profesi Keguruan Vol. 5 No. 2 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v5i2.10038

Abstract

This study explores the crisis of authority and erosion of professional dignity among teachers in Indonesia through a juridical and ethical lens. This research emphasizes the dissonance between existing legal guarantees and their practical implementation in protecting teachers as professional educators. Using a qualitative method and library research approach, this study examines constitutional, statutory, and regulatory provisions, such as Article 28D paragraph (1) of the 1945 Constitution, Law Number 14 of 2005 on Teachers and Lecturers, Government Regulation Number 19 of 2017, and the Indonesian Teachers’ Code of Ethics. Recent media reports highlighting violence against teachers, defamation cases, and administrative neglect were also analyzed to provide contextual evidence. The findings reveal that the government’s legal protection has been largely normative and declarative, with weak enforcement mechanisms that fail to ensure a sense of security and moral recognition for educators. The teaching profession is facing an internal decline in authority due to social distrust, shifting values in education, and institutional pressure that undermines teachers’ autonomy. This paper concludes that reinforcing juridical protection and revitalizing ethical standards are essential for restoring teachers’ dignity and authority within the national education framework. Collaborative synergy between state institutions, professional organizations, and the community is required to uphold justice, ensure teachers’ well-being, and reaffirm their moral standing as the cornerstone of national education.
Teacher Professionalism in the Shadow of the Law: A Normative Analysis of the Implementation of Law No. 14 of 2005 concerning Teachers and Lecturers Abdul Hadi; Muhammad Abdul Zalil; Lukman Hakim; Dewi Sekar Ayu Safitri; Muhammad Azhar Muttaqin
Jurnal Pendidikan dan Profesi Keguruan Vol. 5 No. 2 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v5i2.10061

Abstract

This study analyzes the implementation of teacher professionalism under Law No. 14 of 2005 on Teachers and Lecturers through a normative juridical approach, with the objective of identifying normative gaps between legal provisions and their practical enforcement. This research focuses on three critical dimensions of implementation: legal protection in disciplinary practices, regulatory inequality in retirement age between teachers and lecturers, and delays in professional certification through the Professional Teacher Education Program (PPG). The findings demonstrate that teacher professionalism is weakened by inconsistent legal protection against criminalization, structural inequity in retirement regulations, and persistent certification backlogs caused by institutional capacity and administrative barriers. The novelty of this study lies in its integrative normative analysis, which connects statutory provisions with documented legal cases, constitutional review processes, and longitudinal certification data. By systematically mapping these legal vulnerabilities, this study contributes to legal and educational scholarship by offering a structured framework for strengthening regulatory enforcement and institutional accountability in safeguarding teacher professionalism in Indonesia.
Empowering Educators: Exploring Strategies for Research Engagement Reshyl G. Lopez; Poonkeat Monkonsawasd
Jurnal Pendidikan dan Profesi Keguruan Vol. 5 No. 2 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v5i2.10281

Abstract

Objective: This action research examined barriers to faculty research engagement and evaluated institutional strategies to improve participation in a private higher education institution in Bukidnon, Philippines. Method: An embedded mixed-methods design combined descriptive statistics to map baseline research participation with phenomenological inquiry to explore educators lived experiences. Data were collected from five purposively selected faculty members through questionnaires, focus group discussions, and action research cycles of reflection, intervention, and evaluation. Results: Prior to the intervention, no research proposals were submitted during the preceding academic year. Following the implementation of financial incentives, workload adjustments, and research skills enhancement seminars, four research proposals were produced across two academic departments. Qualitative findings identified seven major barriers, including limited research training, workload constraints, insufficient institutional support, and negative perceptions toward research. Novelty: Unlike prior studies that primarily document barriers to faculty research engagement, this study empirically demonstrates how targeted institutional interventions within an action research framework can produce measurable improvements in research participation in private higher education contexts.
Development of Teachers' Competencies for Sustainable Development in Kazakhstan: Pedagogical Approaches and Policy Implications Zukhra Mukhambetaliyeva; Assem Uzakova; Hiroki Fujii
Jurnal Pendidikan dan Profesi Keguruan Vol. 5 No. 2 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v5i2.10282

Abstract

Objective: This article examines the pedagogical aspects of developing the professional competencies of chemistry teachers in the context of the Sustainable Development Goals (SDGs). In the face of global challenges, the teacher training system requires the integration of the principles of Education for Sustainable Development (ESD), aimed at fostering critical thinking, systematic analysis, and strategic planning. The article analyzes key teacher competencies necessary for the effective implementation of SDGs in the educational process, including systematic and critical thinking, anticipatory forecasting, normative and strategic competencies, as well as interdisciplinary collaboration skills. Particular attention is given to pedagogical models such as flipped learning, gamification, project-based, and interdisciplinary approaches that contribute to the professional development of chemistry teachers. The study substantiates the need for the implementation of innovative educational strategies aimed at developing environmental awareness, analytical skills, and research activities among future educators. Methodological aspects of integrating SDGs into chemistry teacher training curriculum, as well as international experience in this field, are explored. The research findings highlight the importance of a comprehensive approach to shaping the professional competence of chemistry educators, incorporating interactive teaching methods, digital technologies, project-based, and problem-oriented learning. The conclusion presents recommendations for optimizing the educational process to ensure teachers are prepared to integrate sustainable development principles into school chemistry education.
Comparison of the Effect of Social Support and Peers on The Career Maturity of Vocational High School Students Rico Putra; Yelma Dianastiti; Mohd Zulfakar Mohd Nawi; Syed Marwan Mujahid bin Syed A
Jurnal Pendidikan dan Profesi Keguruan Vol. 5 No. 2 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v5i2.11274

Abstract

Objective: This study aimed to analyze and compare the effects of social support and peer support on the career maturity of vocational high school students, with an emphasis on practical implications for vocational education. While previous research has examined these predictors independently, limited studies have comparatively assessed their relative contributions within technical vocational contexts, where students are expected to demonstrate clear work readiness upon graduation. Method: This study employed a quantitative approach with a descriptive correlational design. The population consisted of 210 eleventh- and twelfth-grade students in the Heavy Equipment Engineering Program at SMKN 2 Tulungagung. A sample of 140 students was selected using proportional random sampling. Data were collected through validated Likert-scale questionnaires measuring social support, peer support, and career maturity. Data were analyzed using descriptive statistics, prerequisite tests, simple regression, and multiple regression analysis with a significance level of 0.05. Results: The findings revealed that social support had a positive and significant effect on career maturity (B = 0.403; p < 0.001), explaining 15.7% of the variance. Peer support also showed a positive and significant effect (B = 0.181; p = 0.028), contributing 3.4%. Simultaneously, both variables accounted for 20% of the variance in career maturity. These results indicate that structured social support from families and schools plays a more substantial role than peer influence in strengthening students’ readiness to make realistic and responsible career decisions in vocational settings. Novelty: This study provides a comparative empirical analysis of the differential contributions of social and peer support within a technical vocational education context, offering evidence-based recommendations for designing structured, relationship-based career guidance programs aligned with workforce-oriented educational goals.
Reimagining ICT from Within: A Reflective Case Study of Grassroots Digital Transformation in Uganda Martin Okoed; Nadezna Samerson-Thomas; Christopher Isabirye; Michael Walimbwa
Jurnal Pendidikan dan Profesi Keguruan Vol. 5 No. 2 (2026): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v5i2.11572

Abstract

Objective: This study aimed to examine how a grassroots Information and Communication Technology (ICT) initiative, developed and sustained by teachers in a resource-constrained secondary school in Uganda, transformed pedagogical practices, institutional culture, and administrative efficiency. This study also sought to conceptualize a hybrid framework for ICT adoption that explains how teacher-led innovation supports sustainable institutional transformation in low-resource educational settings. Methods: This study employed a reflective narrative approach grounded in autoethnographic and participatory inquiry traditions. Data were collected from multiple sources, including workshop reports, stakeholder testimonies, institutional documents, and external recognition records. Data analysis followed Braun and Clarke’s six-phase thematic analysis framework. To ensure methodological rigor and trustworthiness, the study applied triangulation, member checking, collaborative coding, and audit trail procedures. Results:  The findings identified four key dimensions of institutional change: (1) relational leadership and a trust-based culture that strengthened collaboration and shared responsibility; (2) capacity building that enhanced teacher identity and digital competence; (3) improved operational efficiency through the implementation of an automated reporting system; and (4) sustainability supported by teacher ownership and external validation. Quantitative indicators confirmed substantial improvements in administrative performance, including reduced processing time, fewer calculation errors, decreased reporting delays, and increased teacher autonomy in managing digital tasks. Novelty: This study proposes a hybrid ICT adoption model that integrates innovation diffusion, adult learning, and distributed leadership theories. The novelty of this study lies in demonstrating that sustainable ICT adoption is driven primarily by teacher agency, relational leadership, and institutional culture, extending existing ICT adoption frameworks toward a human-centered and context-sensitive model of educational transformation.

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