Analisis Tingkat Partisipasi Guru dalam Mengikuti Pelatihan Mandiri untuk Pengembangan Kompetensi
DOI:
https://doi.org/10.35457/konstruk.v17i2.4501Keywords:
Pelatihan; Profesional; AksesAbstract
Pengembangan kompetensi yang diterapkan oleh guru sebagian besar belum memahami konsep filosofi kurikulum yang ada di sekolah yang disebabkan kurangnya pelatihan dan sosialisasi yang komprehensif, dengan mengikuti pelatihan mandiri merupakan suatu solusi untuk meningkatkan tingkat partisipasi. Penelitian ini bertujuan menganalisis hubungan antara tingkat partisipasi guru dalam pelatihan mandiri yang diukur dari jumlah sertifikat yang diperoleh dengan persepsi guru terhadap manfaat pelatihan untuk pengembangan kompetensi profesional. Penelitian ini menggunakan metode kuantitatif korelasi Rank Spearman. Data diperoleh dari 23 guru di SD Negeri Gebang Raya 2, Kota Tangerang dengan kuesioner dan analisis ordinal terhadap dua variabel, yaitu jumlah sertifikat dan persepsi manfaat penelitian. Hasil penelitian adalah terdapat korelasi positif yang signifikan (ρ =0,578; p=0,004) antara jumlah pelatihan yang diikuti guru dan persepsi manfaat pelatihan. Terdapat ketimpangan yang menonjol pada guru PJOK mengenai persepsi manfaat pelatihan yang tinggi tetapi perolehan sertifikat rendah yang mengindikasikan keterbatasan akses dan relevansi pelatihan. Kesimpulan adalah pengembangan akses dan penyesuaian topik pelatihan terutama pada guru yang tingkat partisipasinya masih kurang sangat penting untuk meningkatkan mutu pendidikan.
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