PENDAMPINGAN KELOMPOK GURU PAMONG PENDIDIKAN PROFESI GURU UNTUK PENULISAN ARTIKEL PENELITIAN  TINDAKAN KELAS

Maximus Tamur; Eliterius Sennen; Zephisius Rudiyanto Eso Ntelok; Leonardus Par; Kanisius Supardi; Antonius Muardi; Maria Ayentasia Sada

doi:10.31764/jmm.v9i2.29510

PENDAMPINGAN KELOMPOK GURU PAMONG PENDIDIKAN PROFESI GURU UNTUK PENULISAN ARTIKEL PENELITIAN TINDAKAN KELAS

Maximus Tamur, Eliterius Sennen, Zephisius Rudiyanto Eso Ntelok, Leonardus Par, Kanisius Supardi, Antonius Muardi, Maria Ayentasia Sada

Abstract

Abstrak: Evaluasi dampak pelaksanaan Pendidikan Profesi Guru (PPG) diantaranya adalah mendorong adanya kolaborasi antara dosen, mahasiswa, dan guru pamong misalnya dalam melaksanakan kegiatan penelitian dan pengabdian secara bersama-sama. Sehubungan dengan itu maka pendampingan dan pelatihan berkelanjutan serta dukungan yang sistematis perlu dilakukan. Tujuan kegiatan pengabdian ini adalah memberikan pendampingan dan pelatihan bagi para guru di Kota Ruteng NTT dalam menyusun dan menulis artikel PTK. Metode pelaksanaan kegiatan dilakukan melalui workshop secara luring di Aula Spring Hill Ruteng. Pendekatan ini membantu guru menyusun artikel ilmiah berkualitas dari hasil PTK yang mereka lakukan, sekaligus memberikan wawasan tentang proses publikasi di jurnal ilmiah nasional ber-ISSN dan terakreditasi sinta. Pemahaman para guru sebelum dan setelah kegiatan diidentifikasi menggunakan googleforms. Secara keseluruhan, pelatihan ini meningkatkan hingga 85% pemahaman para guru dalam menulis artikel PTK. Luaran yang dihasilkan adalah draf artikel PTK yang siap untuk dikirim ke jurnal nasional. Pelatihan ini bukan hanya meningkatkan kemampuan menulis, tetapi juga menjadi sarana refleksi bagi guru atas praktik pengajaran mereka, sehingga dapat meningkatkan kualitas pembelajaran dan prestasi siswa. Dukungan dari pemerintah daerah dan kerjasama dengan lembaga pendidikan tinggi sangat diperlukan agar pelatihan ini dapat berlangsung secara berkelanjutan.

Abstract: Evaluation of the impact of implementing Teacher Professional Education (PPG) includes encouraging collaboration between lecturers, students, and mentor teachers, for example, in carrying out research and community service activities together. However, teachers face several challenges, including prospective PPG mentor teachers related to limited knowledge of research methodology, difficulties in compiling Classroom Action Research (PTK) reports that can be published, and minimal access to accredited journals. In addition, infrastructure problems and lack of intensive assistance exacerbate the situation. In this regard, ongoing assistance, training, and systematic support need to be carried out. This community service activity aims to provide help and training for teachers in Ruteng City, NTT, in compiling and writing PTK articles. The method of implementing the activity is carried out through an offline workshop at the Spring Hill Ruteng Hall. This approach helps teachers compile quality scientific articles from the results of the PTK they do while also providing insight into the publication process in national scientific journals with ISSN and accredited by Sinta. Overall, this training improves teachers' understanding of writing PTK articles. The output is a draft of a PTK article that is ready to be sent to a national journal. This training not only improves writing skills but also becomes a means of reflection for teachers on their teaching practices so that it can improve the quality of learning and student achievement. Support from local governments and cooperation with higher education institutions are needed so that this training can take place sustainably.

Keywords

Pendampingan Guru; Pendidikan Profesi Guru; Penelitian Tindakan Kelas.

Full Text:

DOWNLOAD [PDF]

References

Alomoush, R. A. E. (2023). The difficulties that face schoolteachers in conducting educational research and ways to overcome them. Issues in Educational Research, 33(3), 857–873.

Ambarita, J., & Yuniati, E. (2022). Pelatihan Dan Pendampingan Penulisan Artikel Ilmiah Bagi Guru Dengan Metode Syncronous Dan Asyncronous. Wawasan: Jurnal Kediklatan Balai Diklat Keagamaan Jakarta, 3(1), 64–82. https://doi.org/10.53800/wawasan.v3i1.129

Azriansyah, Istiningsih, S., & Setiawan, H. (2021). Analisis hambatan guru dalam pelaksanaan gerakan literasi sekolah (GLS) di SDN 32 Cakranegara. Renjana Pendidikan Dasar, 1(4), 262–269.

Borg, S. (2018). Evaluating the Impact of Professional Development. RELC Journal, 49(2), 195–216. https://doi.org/10.1177/0033688218784371

Bullo, M. M., Labastida, R. T., & Manlapas, C. C. (2021). Challenges and difficulties encountered by teachers in the conduct of educational research: Basis for teachers’ enhancement program. International Journal of Research Studies in Education, 10(13). https://doi.org/10.5861/ijrse.2021.a044

Eminita, V., Saefuddin, A., Sadik, K., & Syafitri, U. D. (2024). Analyzing multilevel model of educational data: Teachers’ ability effect on students’ mathematical learning motivation. Journal on Mathematics Education, 15(2), 431–450. https://doi.org/10.22342/jme.v15i2.pp431-450

Haatainen, O., & Aksela, M. (2021). Project-based learning in integrated science education: Active teachers’ perceptions and practices. Lumat, 9(1), 149–173. https://doi.org/10.31129/LUMAT.9.1.1392

Herianto, A., Ali, I., Arif, A., & Khosiah, K. (2019). Pelatihan Penulisan Penelitian Tindakan Kelas Bagi Guru MTS dan MI Darul Masakin Desa Bilelando Lombok Tengah. JMM (Jurnal Masyarakat Mandiri), 3(1), 58. https://doi.org/10.31764/jmm.v3i1.922

Mahpudz, A., Jamaludin, Palimbong, A., & Martini, N. (2021). Peningkatan Profesionalisme Guru Melalui Pelatihan Penulisan Karya Tulis Ilmiah Di Masa Pandemi Covid 19. JMM (Jurnal Masyarakat Mandiri), 5(4), 1–8.

Mak, P., Yang, M., & Yuan, R. (2023). Fostering teacher competence through classroom-based research during field experiences. Journal of Education for Teaching, 49(5), 841–856. https://doi.org/10.1080/02607476.2022.2150963

Mumcu, F. (2022). Is individual innovativeness decisive in preservice teachers’ ICT competencies. Nstructional Technology and Lifelong Learning, 3(1), 1–18. https://doi.org/10.52911/itall.1101391

Nurdin, N., Bety, M. V., & Nurjanah, L. (2024). Implementasi Kebijakan Piloting Pendidikan Profesi Bagi Guru Tertentu Menurut Permendikbudristek No 19. Tahun 2024. JIIC: Jurnal Intelek Insan Cendikia, 1(8), 3731–3745.

Sakunti, S. R., & Debi, M. R. (2022). Teacher difficulty in conducting research class action at three selected high schools in Muaro Jambi. Journal of Curriculum and Pedagogic Studies, 1(2), 81–90.

Sánchez-Tarazaga, L., Sanahuja Ribés, A., Ruiz-Bernardo, P., & Ferrández-Berrueco, R. (2024). Social competences in pre-service education: what do future secondary teachers think? Journal of Education for Teaching, 50(1), 5–19. https://doi.org/10.1080/02607476.2023.2247340

Soepriyanti, H., Waluyo, U., Sujana, M., & Fitriana, E. (2022). An Exploratory Study of Indonesian Teachers’ Digital Literacy Competences. Technium Social Sciences Journal, 28(2), 116–125. https://techniumscience.com/index.php/socialsciences/article/view/332/124

Srikham, O., & Seehamongkon, Y. (2023). The Development of a Model for Enhancing Research Competencies in the Classroom of Student Teachers. Journal of Education and Learning, 12(2), 124. https://doi.org/10.5539/jel.v12n2p124

Suebsing, S. (2024). the Development of Learning Management Model for Early Childhood Teachers in Roi Et Province. International Journal of Education and Social Science Research, 07(01), 162–172. https://doi.org/10.37500/ijessr.2024.7114

Tamur, M., Pantaleon, K. V., & Nendi, F. (2023). Pendampingan Guru Matematika Kelompok Saraya Dalam Mengembangkan Perangkat Pembelajaran. JMM (Jurnal Masyarakat Mandiri), 7(5), 4233–4240. https://doi.org/10.31764/jmm.v7i5.16874

Tamur, M., Pantaleon, K. V., Wibisono, Y., Mamu, A. E., Ganas, P. R., Nurung, E. S., Rinta, I. K., & Berchmans, Y. J. (2024). PKM Pendampingan Guru Matematika SMP Di Kota Pengembangkan Bahan Ajar Berbasis kompetensi literasi digital guru dan menemukan bahwa secara umum mimimnya pengembangan profesional . Senada dengan itu temuan penelitian wilayah timur Indonesia sangat rendah . 8(6), 6700–6710.

Tulung, J. M., Waney, M., Mailool, J., Rogahang, H. J., Weol, W., & Wuwung, O. (2022). Teachers’ difficulties in implementing classroom action research: Experiences of elementary school teachers. Cypriot Journal of Educational Sciences, 17(6), 1957–1971. https://doi.org/10.18844/cjes.v17i6.7486

Widodo, W., Gustari, I., & Chandrawaty, C. (2022). Adversity Quotient Promotes Teachers’ Professional Competence More Strongly Than Emotional Intelligence: Evidence from Indonesia. Journal of Intelligence, 10(3). https://doi.org/10.3390/jintelligence10030044

DOI: https://doi.org/10.31764/jmm.v9i2.29510