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implementation of PPG program as a means of
preparing professional teachers in the future.
Problems to be studied in this research are: how
far the effectiveness of PPG SM-3T program in
Universitas Pendidikan Indonesia? The focus of the
study in this study will be limited to some sections
that are considered to be very influential on the
effectiveness of PPG SM-3T program
implementation. These sections include: 1)
commitment, involvement, and support of university
leaders, faculties, departments and courses; 2) the
curriculum or syllabus developed by the organizers
course; 3) designed learning system; 4) facilities and
infrastructure provided for the smooth
implementation of the program; 5) the existence of
partner schools involved; 6) education management
in dormitories; and 7) obstacles or constraints faced
in the implementation of PPG SM-3T in UPI.
Assessment of the effectiveness of PPG SM-3T
program held in UPI is very urgent considering UPI
as a pioneer and superior LPTK is required to give
more real contribution to the efforts made by the
Government in order to solve various education
problems in Indonesia, especially education
problems in the 3T areas as mentioned above. This
assessment is very important and contributes to
improve the image of UPI as LPTK has an
advantage in the implementation of PPG SM-3T
program.
2 LITERATURE STUDY
Assessment of teacher professionalism is
continuously done, and it is still going on. The
assessment is driven by the strong demand for
professionalism of teachers who are believed to be
the main indicators in improving the quality of
education and affect the improvement of the quality
of Indonesian human resources. In life in the current
era of globalization, professionalism of teachers has
a very strategic meaning because the teacher's
profession to carry out a real task, especially in the
nation's character building. According to Evans and
Brueckner (1992) to become a qualified and
professional teacher heavily influenced by aspects:
professional preparation, continual education,
professional involvement, and commitment.
To be professional, a teacher is required to have:
a commitment to the student and his learning
process, mastering in depth the subject matter and
how to teach it; responsible for monitoring student
learning outcomes through various evaluation
techniques; able to think systematically about what
he does, always learn from his experience; and
become part of the learning community in its
professional environment (Supriadi, 2003). A
teacher is also required to have an integrated
competency between knowledge, skills, values and
attitudes. In another term, Sudjana (1988) classifies
it in three areas of ability: cognitive ability, attitude,
and skill. Another opinion expressed by
Sukmadinata (2000) which classifies the ability of
teachers into three general dimensions of ability,
namely professional, social, and personal abilities.
Professional Education is a higher education
after Bachelor program that prepares participants to
have jobs with special skill requirements. Teacher
Professional Education (PPG) is an educational
program organized for graduates of S-1 Education
and S-1 / D-IV Non-Education who have the talent
and interest to become teachers, so that they can
become professional teachers after meeting certain
conditions, in accordance with the National
Standards of Education, and obtaining educator
certificates. The objectives of the PPG program, as
stated in Permendikbud Number 87 of 2013 are to
produce prospective teachers who have
competencies in planning, implementing and
assessing learning, following up on assessment
results, conducting mentoring and training learners
and conduct research, and able to develop
professionalism in a sustainable manner.
The PPG SM-3T Program is a Teacher
Professional Education Program for educational
graduates who have been performing duties in the
3T area for one year (Kemdikbud, 2015). The
program for the preparation of professional teachers
is linked to addressing educational issues in the
outermost, disadvantaged and frontier region (3T)
must be done comprehensively and integrated. This
is due to the complexity of problems to be faced by
prospective teachers, such as shortage of teachers,
unbalanced distribution, under qualification, low
competencies, and inconsistencies between
educational qualifications and field that is
mismatched.
The professional teacher preparation program
should be able to prepare teachers who are not only
mastering a set of competencies, but must be based
on the aspects of excellent attitude and personality,
as the opinion of Maister (Directorate of
Professional Educator, 2010) that "professionalism
is predominantly an attitude, not a set of
competencies ". The prime aspect of personality
should be the founder of the profession as a teacher.
A strong, thorough and uninterrupted mastery of
science and technology, supported by excellent
Effectiveness of Implementation of Teachers Professional Education Program After SM3T Program in Universitas Pendidikan Indonesia
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