Journal of Education, Teaching, and Learning
Volume 7 Number 1 March 2022. Page 104-107
p-ISSN: 2477-5924 e-ISSN: 2477-8478

Journal of Education, Teaching, and Learning is licensed under
A Creative Commons Attribution-Non Commercial 4.0 International License.

EVALUATION OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAM AT
ELEMENTARY SCHOOL 34 SOUTH PONTIANAK
Sukmawati1)
1)

University of Tanjungpura, Indonesia
E-mail: sukmawati@fkip.untan.ac.id

Abstract. The purpose of conducting this research was to evaluate the implementation of the teacher professional
development program at Public Elementary School 34 South Pontianak. It hopes that this research will be helpful to
provide input and suggestions for the professional development of teachers in general and in particular at Public
Elementary School 34 South Pontianak. This development can become a role model for schools in the vicinity. This
research used a descriptive method. Descriptive is a problem-solving procedure that is investigated by describing the
state of the object of the research at present as it is. Based on the opinion above, the researcher used a descriptive method
by looking for data about the implementation of the Teacher Professional Development Program at Public Elementary
School 34 South Pontianak by using the Goal-Oriented Evaluation Model. The data obtained in this research is narrative
sentences, documents, and images from observations. Data collection is carried out on an ongoing basis through
interviews, observations, and document studies.
Keywords: Evaluation of Teacher Professional Development Program; Education

I. INTRODUCTION
A teacher is a professional educator with the main objective
of educating, teaching, guiding, distributing, training,
assessing, and evaluating students in early childhood
education, informal education, basic education, and secondary
education.
The teaching profession is a growing profession because
teacher positions can only be obtained at educational
institutions whose graduates prepare teachers (Newmann,
King & Youngs, 2000).
The teacher has a position as a professional in the formal
education line appointed by the legislation. The distribution of
teachers as professionals must be proven by an educator
certificate. This distribution serves to increase the dignity and
role of teachers as agents of learning to improve the quality of
education. While the goal is to implement the national
education system. Teachers can be said to be professional jobs
because they have the following characteristics of the
educational profession: (1) Positions that involve activities or
intellectuals; (2) A position that deals with a body of special
knowledge; (3) Positions that require long professional
preparation; (4) Positions that require continuous in-service
training; (5) Positions that promise a lively career and
permanent membership; (6) Positions that determine their
standards; (7) Positions that determine services for personal
interests.

A teacher is a professional position that has specific
requirements. Therefore, the development of the teaching
profession must be carried out in a democratic, nondiscriminatory, and sustainable manner by upholding human
rights, religious values, cultural values, national pluralism,
and a professional code of ethics.
Based on the regulation of the Minister of National
Education No. 16 of 2007 concerning the professional
qualifications of teachers are as follows: (1) Mastering the
material, structure, concept, and scientific mindset that
supports the subject; (2) Mastering the competency standards
and base competencies of the subjects delivered; (3)
Sustainably develop professionalism by taking reflective
actions; (4) Develop through creatively taught lessons; (5)
Utilizing information and communication technology to
develop themselves.
Based on the background of the problem stated above, the
primary matter in this research is how to evaluate the
Professional Development Program at Public Elementary
School 34 South Pontianak. In general, the purpose of this
study was to evaluate the implementation of the teacher
professional development program at public elementary
school 34 South Pontianak. Furthermore, the specific
objectives are:
1. Describe the mastery and development of teachers on
the material, structure, concept, and scientific mindset
at public elementary school 34 South Pontianak.

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Journal of Education, Teaching, and Learning
Volume 7 Number 1 March 2022. Page 104-107
p-ISSN: 2477-5924 e-ISSN: 2477-8478
2.

Describe the mastery and development of
Competency Standards and Basic Competencies in the
subjects taught by teachers at public elementary
school 34 South Pontianak.
3. Describe the development of learning materials
creatively guided by teachers at public elementary
school 34 South Pontianak.
4. Describe the professional development of teachers on
an ongoing basis at public elementary school 34 South
Pontianak.
5. Describe the use of information and communication
technology by teachers at public elementary school 34
South Pontianak.
The researcher hoped this research was conducted to
develop knowledge in the field of education, especially
Education Administration. Therefore, the researcher decided
to conduct a study entitled Evaluation of Teacher Professional
Development Programs at public elementary school South
Pontianak.
II. METHODS
This research used a descriptive method. Descriptive is a
problem-solving procedure that is investigated by describing
the state of the object of research at the present time as it is.
Descriptive is a work step to describe an object, phenomenon,
or social setting of translation in narrative writing.
Based on the opinion above, the researcher uses a
descriptive method, namely by looking for data about the
implementation of the Teacher Professional Development
Program at public elementary school 34 South Pontianak with
the "Goal Oriented Evaluation Model".
The research process was carried out with several
objectives, namely: preliminary stage, pre-field, fieldwork,
research, analysis of the collected data findings, data
presentation, and research reports.
The first stage is the introduction namely the planning by
communicating with the parties to be studied by visiting the
location that will be used as a place of research by looking at
the feasibility of being used as a place of research. The second
stage is pre-field which is the stage to communicate the
research title with the principal of public elementary school 34
South Pontianak with various possibilities that happened in
the research. The third stage of fieldwork is the researcher
gets the variety of materials needed for the research to take
place. The four stages of research are where researchers can
research following the title and problems related to the
research. The fifth stage is data analysis, the research finding
is a stage of collecting data, then selecting appropriate and
unfit data to be included in the research according to the
problem to be discussed. The sixth stage is presenting and or
reporting research of the final stage by presenting and
reporting everything that has been researched through various
sources and ways to test research results.
In this research, data collection techniques used were direct
communication techniques with data collection tools such as
interviews and direct observation techniques used the
observation and documentation for data collection tools.
Interview and observation data were used to obtain primary

data, while documentation was used to obtain the secondary
data.
Data analysis is the process of systematically searching and
compiling data obtained from interviews, field notes,
documents, observations by organizing data into categories,
describing them into units, synthesizing, compiling into
patterns, choosing which one is important, and which will be
studied and make conclusions so that they are understood
easily by themselves and others.
According to Miles and Huberman in Sugiyono (2012:337)
stated that "activities in qualitative data analysis are carried
out interactively and take place continuously until complete so
that the data is saturated. Data analysis consists of three
activities, namely: 1) data reduction, 2) data presentation, and
3) concluding.

III. RESULT AND DISCUSSION
The data obtained in this research is narrative sentences,
documents, and images from observations. Data collection is
carried out on an ongoing basis through the interview,
observation, and document study. In practice, the interview,
observation, and document studies can be carried out together.
Furthermore, the results of the research based on the
interview, observation, and document study presented as
follows:
1. Mastering Materials, Structures, Concepts, and Scientific
Mindsets
a. The teacher is professional in charge of planning and
implementing the learning process, assessing
learning outcomes, conducting guidance, and training
as well as conducting research and community
service, especially for educators in higher education.
b. The results of the interview, observation, and
document showed that the teachers at public
elementary school 34 South Pontianak in mastering
the material, structure, concepts, and scientific
mindset apply thematic learning. In this thematic
learning, the teacher teaches several subjects
referring to the predetermined “them”. The main
subjects in Elementary School include Indonesian
Language, Mathematics, Science, Social Sciences,
and Civic Educations.
2. Mastering
Competency
Standards
and
Basic
Competencies of Subjects/Development Fields that are
taught.
3. Developing Creatively Guided Learning Materials.
4. Continuously Developing Professionalism.
5. Utilizing Information Technology to Communicate and
Self-Develop.
Professional competence is something related to the
appearance of carrying out a position following a profession
that can follow the demands of the profession. This ability is
in the form of broad and deep mastery of learning materials
that enable teachers to guide students to meet the
competencies set out in the National Education Standards
(SNP).

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Journal of Education, Teaching, and Learning
Volume 7 Number 1 March 2022. Page 104-107
p-ISSN: 2477-5924 e-ISSN: 2477-8478
The teacher must understand and master the teaching
materials in the curriculum, structures, concepts, scientific
methods that are coherent with teaching materials and can
connect teaching materials in everyday life. In addition, the
teacher is also expected to master the steps of research and
critical studies to deepen and develop teaching materials under
the Competency Standards (SK) and Basic Competencies (KD)
that must be possessed by students.
Based on the exposure of the data and research results, as
described previously, it has provided a sufficient picture for
researchers to convey an original view in the form of a review
by relying on theories and empirical views. Furthermore, a
discussion of the research results will be described by the
formulations that have been formulated.
Mastering the material, structure, concept, and scientific
mindset
The results showed that the teacher who teaches at public
elementary school 34 South Pontianak can instill Indonesian
concepts (listening, speaking, reading, and writing) to their
students. There are several ways that teachers use to instill this
concept. For example, by asking students to read texts, listen
to fairy tales, tell their experiences from waking up to going to
sleep again, and writing down poems or poems that have been
learned. At present, elementary school is already using the
2013 curriculum which is a curriculum whose learning form is
"Thematic".
In this thematic learning, the teaching teacher connects
several subjects under one theme/sub-theme. Thematic
learning will help students build the meaning of new and
stronger concepts and principles. In line with this description,
Rusman (2012:253) states that "learning will be more
meaningful if the child experiences what is being learned
instead of knowing" further Rusman (2012:255) said "with
this theme, it will provide many advantages including 1)
Students easy to focus. 2) Students can learn knowledge and
connect various base competencies between subjects. 3)
Understanding the subject matter is easier and more effective.
4) Base competencies can be developed better by linking
subjects with personal experience. 5) Students feel the
benefits and the meaning of learning. 6) Students are more
enthusiastic about learning. 7) Teachers can save time.
Mastering Competency Standards (SK) and Basic
Competencies (KD) Subjects/Development Fields that are
taught
Teaching profession reform in the Indonesian education
system began with the enactment of National Law (Estriyanto,
et al., 2017). In essence, the teacher makes a complete and
systematic Lesson Plan before the learning activity is started
so that the learning takes place interactively, inspiring, fun,
challenging, motivating students to participate actively, and
providing scope for initiative, creativity, and independence
according to their talents, interests, and the physical and
psychological development of students.
The results showed that the teachers had mastered SK and
KD when teaching. To master the SK and KD, the teachers
have gained this knowledge through Bachelor Degrees of

elementary school education. At the time, teachers had been
trained to make lesson plans, implement and assess learning
outcomes.
In addition to mastering SK and KD, teachers are required
to be able to formulate the learning objectives for five subjects
(Indonesian Language, Mathematics, Science, Social Sciences,
and Civic Educations). As for the basis for making these
learning objectives, teachers at public elementary school 34
South Pontianak refer to the indicators that have been set)
formulated based on SK and KD.
Developing Creative Guided Learning Materials
Qualified learning materials is needed in the efforts to
improve the quality of teaching-learning (Simamora, &
Saragih, 2019). The thematic approach requires teachers to be
independent in developing teaching materials. The selection of
materials is already in the student's book and the teacher's
book. A teacher can collaborate wisely between teacher books
and student books. By using the right strategies and teaching
aids, teachers can develop learning materials effectively and
efficiently. In connection with this description, Husna Asmara
(2018:29) stated that the ability to master learning materials
broadly and deeply allows teachers to guide students to meet
the Competency Standards set out in the National Education
Standards (SNP). By using the right strategies and teaching
approaches, it is hoped that teachers can develop learning
materials effectively and efficiently. In connection with this
description, Husna Asmara (2018:29) "the ability to master
learning material broadly and deeply that allows teachers to
guide students to meet the Competency Standards set out in
the National Education Standards (SNP)".
Developing Professionalism Continuously
In an effort to improve the quality of educational resources,
teachers are a component of human resources that must be
nurtured and developed continuously (Suchyadi, et al., 2020).
The research findings showed that there are various ways that
teachers at public elementary school 34 South Pontianak
develop professionalism, for example through reflection on
performance after the teaching and learning process, seeing
the minimum scores of students (KKM), and responses from
students in the learning process. The results of the reflections
are used by the teacher to improve and improve the quality of
learning. In a learning organization, people are the primary
source of power, not a minimized cost. Organizations that
embrace this prospect treat their employees properly, have
good working conditions, and the opportunity to develop a
good person as well as professionally (Iskandar Agung,
2012:61). Teacher co-operation has importance for how they
develop, and some of the teachers can lead such learning
activities themselves. Moreover, a positive school culture with
a good atmosphere and understanding of teachers’ learning, in
addition to co-operation with external resource persons, may
impact the professional development of teachers (Postholm,
2012).
Utilizing Information and Communication Technology to
Communicate and Self-Develop

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Journal of Education, Teaching, and Learning
Volume 7 Number 1 March 2022. Page 104-107
p-ISSN: 2477-5924 e-ISSN: 2477-8478
For teacher, digital competence has become the basic skill
in all subjects (Krumsvik , 2011). The results showed that
teachers at public elementary school 34 had used the
information technology to communicate with fellow teachers,
teachers with students, teachers with parents, and teachers
with supervisors. By mastering information and
communication technology to communicate, it expects the
teachers can master the ten competencies attached to them.
Rochman Natawijaya et al (Ahmad Barizi & Muhammad Idris
(2010: 150) as follows: (1) Teachers master the material to be
taught; (2) Managing the teaching and learning program; (3)
Managing the classroom; (5) Using media/learning resources,
e. Mastering the foundations of education; (6) Managing
teaching and learning interactions; (7) Assessing student
achievement; (8) Implementing guidance programs in schools;
(9) Organizing school administration; (10) Mastering the
principles and interpreting research results. ICT is the most
significant components changes in the general school culture
(Blau, & Shamir-Inbal, 2017).

IV. CONCLUSION
Based on the results of the research presented on the
Evaluation of Teacher Professional Development Program at
public elementary school 34 South Pontianak, the researcher
concluded that the teachers who taught at the public
elementary school 34 had mastered the material, structure,
concept, and scientific mindset by using thematic education
for five subjects such as Indonesian Language, Mathematics,
Science, Social Sciences, and Civic Educations.
The mastery of competency standards and primary
competencies for five subjects shows that teachers have
mastered by formulating learning objectives for each subject.
By maintaining and improving teacher professionalism, it
hoped that the role of the principal can facilitate teacher
activities for the smoothness and development of teaching and
learning activities both in low and high grades, the use of
information and communication technology in communication
should be necessary.

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