Professional Development of Teachers through MGMP

  

Professional Development of Teachers through MGMP

  Jejen Musfah Lecturer at FITK UIN Syarif Hidayatullah Jakarta

  

Abstract

  The paper aimed to analyze the opportunities, challenges and solutions regarding the professional

development of teachers through MGMP (Musyawarah Guru Mata Pelajaran/The Assembly of Subject

Teachers). The research method used text analysis and data sources were gathered from books, articles

(journals), theses, and dissertations related to the professional development of teachers, particularly in the

context of MGMP. To sum up, the professional development of teachers through MGMP could

effectively improve the competency of teachers. Nevertheless, it was not all MGMP in every district of

Indonesia went successfully due to the diversity of teacher s’ salaries and motivation and geographical

conditions of the schools. The problems are the lack of facilities and funding, the hectic schedules of

teachers, the distance of schools, and teachers ’ low motivation. Therefore, it is necessary to do the

followings: the membership fees, activities on school’s days off, the allocation of BOS (Bantuan

Operasional Sekolah /Operational Funding for Schools) funding, the involvement of school committees,

cooperation with teacher education institutions, and a boost of teachers ’ motivation.

  Keywords: MGMP, Teacher s’ Competency, Professional Development Introduction

  The Law of the Republic of Indonesia Number 14 Year 2005 on Teachers and Lecturers Article 20 (b) mandates that in order to carry out the task of professionalism, the teachers are to improve and develop their academic qualifications and competences on an ongoing basis in line with the developments of science, technology and art.

  Teachers as a profession (Pring, 2005: 52; Nelson, 2007: 11) are required to increase their competencies continuously. One of the efforts to improve teacher s’ competencies in Indonesia

  Musyawarah Guru Mata

  was the formation of the Meeting/Assembly of Subject Teacher (

  

Pelajaran /MGMP). MGMP is a forum of professional activities for teachers of the same subjects

  at SMP/MTs/SMPLB (junior high schools), SMA/MA/SMALB (senior high schools) and SMK/MAK (vocational high schools) levels in the districts or cities that consists of a number of teachers from several schools (Kemendikbud 2010: v).

  The involvement of teachers in MGMP was very important for the following reasons: 1) the training facilitated by the government cannot reach 2.7 million teachers in Indonesia, 2) about 1.4 million teachers have not bachelor degrees yet, 3) most of the schools are located in remote areas or islands 4) the majority of teacher training campuses is in the cities, 5) 16.22% of teachers do not teach in accordance with their diplomas (mismatched), 6) teachers should improve their competences in a sustainable manner.

  For example, out of 30 members of MGMP who teach sociology, only 9 teachers, or about 30 percent, have educational backgrounds of sociology education. Due to the mismatch of educational background, it resulted in awkward attitudes of teachers in the classroom, the misuse of language, and the lack of mastery of teaching materials (Waluyanti, 2010: 95).

  According to the data released by Education and Personnel Quality Improvement

  /

  (Peningkatan Mutu Pendidikan dan Tenaga Kependidikan PMPTK ) (2007), there were 16.22% teachers mismatch. Out of the five subjects examined, there were 15.22% mismatch on PKN (civic education); 20.80% on religious education; 27.88% on Tata Niaga (Commerce or Economics); 15.53% on physics; and 52.93% on art (Directorate General of Higher Education, 2010).

  The purpose of this paper is to analyze the benefits, barriers and solutions in the light of the professional development of teachers through MGMP. Organization of teachers is very important in implementing the professional development including planning, implementation, and evaluation (Schermerhorn, 1999: 309; Casteter, 1981: 313). The research method used text analysis and data sources were gathered from books, journal articles, theses, and dissertations related to the professional development of teachers, especially MGMP.

Results and Discussion Opportunities

  Some research showed that teachers' involvement in the activities of MGMP was able to improve the competency of teachers (Hidayati, 2012: 81; Anggara and Chotimah, 2012: 196; Widayati, 2013: 27, Faizal Muhammad, and Santoso, 2015: 67). Dobber, et al, (2012: 280) stated, "We assert that being able to work in communities of practice is therefore an additional competency of a professional teacher." While, Mare (2014: 143) wrote, "The more discussion one has with both colleagues and students, the more learning is possible. In short, teachers should gather their teacher group and decide on their goals."

  MGMP ’s roles in improving the professionalism of teachers is highly seen from the following indicators: a role in the reform of learning (73.7%), as a mediator to increase the competencies of teachers (57.9%), as a supporting agency in the classroom and school management innovation (57.9%), MGMP

  ’s role as school’s collaborator (57.9%), as an evaluator of schools (68.4%), as well as the academic and clinical supervisor (73.7%) (Widayati, 2013: 27).

  Activities carried out by MGMP were diverse, including training, peer training (Adinuryadin, et al., 2014: 38; Uslimah, 2006: 125), and the lesson study (Anggara and Chotimah, 2012: 196). Through the lesson study, the teachers who were participating in the lesson study were given the opportunity to study and consult among fellow members of the lesson study.

  The activities of the professional development through MGMP were very important as a forum to increase attitudes, knowledge, and skills of teachers. Having discussions with speakers and fellow teachers of different schools will broaden teachers

  ’ views, change their perspectives, offer the solution to the problems in teaching learning process and education, build the networks, relieve the boredom, and even entertain the teachers. Rodhi (2015: 153) explained, "The positive impact of MGMP activitise was highly dependent on the motivation of the individual teacher." Teachers must be willing to learn and apply new knowledge in the classroom in creative and innovative ways according to the unique conditions of each school.

  Challenges

  However, MGMP did not run properly in all Indonesian districts/cities due to some constraints, such as lack of core facilities of the schools (Uslimah, 2006), lack of funding, the poor time management (Widayati, 2013: 28), the tight schedule of teachers, the far distance of the schools (Talimbung and Hadi, 2014: 201), and teachers

  ’ low motivation. According to Faizal, Muhammad, and Santoso (2015: 67), the obstacles that hinder on geography at SMA of Semarang City in enhancing the professional competence of

  MGMP

  teachers of geography were namely the lack of motivation of teachers to improve their professional competency, time management, busy schedule of teaching, limitations of instructional media, and changes in the educational curriculum.

  Each district has experienced different constraints. There are still many schools that lack learning facilities as they do not have enough fundings; MGMP did not have the cash as the membership fees stuck and not get any support from the government; the teachers were busy to teach at the school due to the limited number of teachers and heavy workloads; in the district on certain remote islands, the distance between the schools where the teachers teach was too far away; and many teachers do not understand the importance of professional development so they want to get involved in MGMP.

  Why lack of teachers? It was due to the unequal distribution which resulted in a surplus of teachers in urban schools, while in rural schools still lack of them. About 76% of schools in urban areas have an excessive number of teachers, while 83% of schools in remote and rural areas have limited number of teachers (Directorate General of Higher Education, 2010).

  Solutions

  Every teacher who wants to develop their professional competencies will surely face some obstacles, whether at mild, moderate, or severe levels. To run the professional development programs (MGMP) optimally, there should be some efforts to be made such as collecting membership fees, providing useful activities on holidays (Widayati, 2013: 28), operating school s’ operational funds efficiently (BOS), involving of the school committee, cooperating with educational campuses and boosting teachers ’ motivation.

  Every organization needs funds for the operational costs and engagement of activities. Therefore, membership fee is absolutely necessary so that the activities can be done and the organizational goals can be achieved optimally. It seemed that this fee is not a problem for well- paid teachers, but a problem for those with low salary.

  If the financial conditions of the teachers in a particular MGMP are diverse, possible cross subsidies could therefore be granted. Otherwise, the board needs to look for other sources of funding. However, the actual membership fees could give the added value of professional development that will be obtained by the teachers through training, focus group discussions, seminars, and so on.

  Other sources of funds come from BOS and the school ’s committee. According to the

  Ministerial Regulation number 69 in 2009, BOS is a governmental program which is basically the provision of funding for non-personnel operating costs for basic education units as the facilitators of compulsory education. While, the school committee is an independent body which is set up and plays a role in improving quality of education by providing suggestions, recommendations, supports, facilities and infrastructure aids and supervision at the level of the educational unit. School committee members are the representatives of students’ parents. Cooperation with the teacher education institutions can also minimize MGMP

  ’s expenses. The lecturers train the teachers as a part of community services which is wholly funded by the colleges. Crowther (2005: 76) explained that it is of great importance that the schools cooperate with the Institutes of Educational Personnel (LPTK/ Lembaga Pendidikan Tenaga

  Kependidikan ).

  Having trouble finding the right time for professional development activities for busy teachers, they could use the days off, either on Saturday or Sunday. Thus, the teachers do not leave the classes for the activities. The problem is they often spend the holidays with their family or involve themselves in social activities. It is still possible because MGMP activities do not carried out per week or month, yet, occasionally.

  Teachers’ motivation is the most important factor in implementing their professional development activities compared to the aforementioned factors above. The motivation of the teachers to learn and gain knowledge will overcome any obstacles. A life-learning teacher would make best use of each academic activities to develop their competencies in line with the development of science, technology and art. Day (2002: 191) stated, "Professional development is about changing thinking and practice of teaching."

  Conclusion

  The professional development of teachers through MGMP could effectively improve the competency of teachers. However, it was not all MGMP in every district and city in Indonesia ran well due to the diversity of teacher s’ salaries, motivation, and geographical conditions of the schools. The problem is the lack of core school facilities, lack of funding, the tight schedule of teachers, the long distance of schools, and low motivation of teachers. Therefore, it is necessary to do the followings to relieve the problems, such as membership fees, effectively useful activities on the schools’ days off, BOS funding, involvement of the school committees, cooperation with the teacher education institutions, and a boost for teachers

  ’ motivation.

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