Proses pembelajaran berterusan dalam peningkatan kompetensi guru fizik di Makassar Indonesia

Abstract

Indonesia has emphasized continuous professional development as an obligation that must be adhered by each teacher in their career planning and become an important foundation for development of national education. Government, through its Agency/Institute of Teacher Training, has implemented continuous learning process to enhance the competency of teachers through various activities such as in-service training. However, these efforts have no impact on some Physics teachers in improving their competency, especially in teaching and learning practices. Therefore, this study aims to explore and understand the phenomenon of continuous learning process in enhancing teachers’ competency. This study uses qualitative case study approach. Primary data sources are open-ended questionnaires, interviews, and observations while secondary data source is document. Thirty six Physics teachers were selected to provide their feedback through open-ended questionnaires. Nine secondary school Physics teachers, four Teacher Trainers/Educators of a Teacher training program, and one principal were being interviewed. In addition, four Physics teachers were selected for classroom observations. The data for open-ended questionnaires, interviews, observations, and documents were analyzed using thematic analysis using NVivo software. The findings indicate that continuous learning process can enhance the competency of secondary school Physics teachers in Makassar, Indonesia. There are six continuous learning activities experienced by the respondents, namely self-direction activities, sharing ideas activities, development and improvement activities, inquiry activities, training programs activities, and skills to use teaching aids. Respondents provided feedback in the form of knowledge and skills acquisition to carry out effective teaching and learning in the classroom. The government, learning organization in schools, public and parents of students are supportive towards the continuous learning process. This study has identified 34 barriers in the teachers’continuous learning process, either in the process of implementations or in practising the competencies. Moreover, this study has identified the impact of the continuous learning process in teaching and learning which include challenges, the way the knowledge and skills being practised, effective teaching practices, and student learning. The results of this study present a framework for continuous learning process in enhancing the competency of Physics teachers in Makassar, Indonesia. Finally, this study contributes ideas and direction to various parties in order to assist and support teachers in recognizing the need for continuous learning process in order to enhance their competency and produce effective teaching and learning.