<![CDATA[Abstract: Professionalism Development of Teachers in Bandar Aceh, Indonesia: A Case of SMA Negeri 1 Sigli. Objectives: This study aims to find and describe the development of teacher profesionalism in SMA Negeri 1 Sigli with regard to : (1) planning the development of teacher profesionalism, (2) implementing the development of teacher teacher professionalism and (3) constraints in developing teacher professionalism. Methods: This study uses a descriptive method with a qualitative approach. Data collection techniques are carried out through interviews, observation and documentation. The subjects in this study were school principals, teachers and school supervisors. Findings: The results of the study show that: (1) teacher development planning has been carried out well and in detail, planning is carried out by teachers, schools and educational institutions; (2) the implementation of teacher development has been carried out properly and effectively in accordance with the principles and procedures for the continuous development of teachers; (3) constraints faced in teacher development in the form of the ability to use ICT that has not been comprehensive, the time of implementation, and financing in self-development. Keywords: Teachers professional development, qualitative approach, Indonesia. Abstrak: Pengembangan Profesionalisme Guru di Bandar Aceh, Indonesia: Kasus SMA Negeri 1 Sigli. Tujuan: Penelitian ini bertujuan untuk menemukan dan mendeskripsikan pengembangan profesionalisme guru di SMA Negeri 1 Sigli berkenaan dengan: (1) perencanaan pengembangan profesionalisme guru, (2) penerapan pengembangan profesionalisme guru dan (3) kendala dalam pengembangan profesionalisme guru. Metode: Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data dilakukan melalui wawancara, observasi dan dokumentasi. Subjek dalam penelitian ini adalah kepala sekolah, guru dan pengawas sekolah. Temuan: Hasil penelitian menunjukkan bahwa: (1) perencanaan pengembangan guru telah dilaksanakan dengan baik dan rinci, perencanaan dilakukan oleh guru, sekolah dan lembaga pendidikan; (2) pelaksanaan pengembangan guru telah dilaksanakan dengan baik dan efektif sesuai dengan prinsip dan prosedur pengembangan guru yang berkelanjutan; (3) kendala yang dihadapi dalam pengembangan guru berupa kemampuan pemanfaatan TIK yang belum lengkap, waktu pelaksanaan, dan pembiayaan dalam pengembangan diri.Kata kunci: Pengembangan profesional guru, pendekatan kualitatif, Indonesia. DOI: http://dx.doi.org/10.23960/jpp.v10.i3.202009]]>
Copyrights © 2020
