Analyzing Teacher Professionalism Performance in the Implementation of the Independent Curriculum
DOI:
https://doi.org/10.18502/kss.v10i17.19319Keywords:
teacher professionalism performance, independent curriculum, elementary schoolAbstract
This study aims to analyze the performance of elementary school teacher professionalism in the implementation of the independent curriculum. The research method used is descriptive qualitative research. The validity of the data uses a triangulation credibility test of data sources through interviews, observations, and documentation. The data were analyzed with three activity flows, namely data reduction, data presentation, and drawing conclusions. The population in this study were elementary school teachers. The results of observation of elementary school teachers show that some teachers have not been appointed as civil servants and have not been certified as professional teachers, this is a benchmark that professional competence is still relatively lacking. The professional performance of some teachers, especially junior and senior teachers, seems less than optimal. Teacher professionalism has not been optimally applied to junior teachers, and senior teachers have begun to decline in their level of professional competence performance. Continuous professional development through self-development, scientific publications, and innovative works is still relatively weak.
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