Implementation of Education and Training Management (Diklat) for the Development of Teacher Professionalism at SMK Cerdas Murni School

Rustam Rustam

doi:10.17977/um025v9i32025p259

Implementation of Education and Training Management (Diklat) for the Development of Teacher Professionalism at SMK Cerdas Murni School

Rustam Rustam

Abstract

Abstract: Teacher professionalism is a critical factor in improving the quality of education, requiring continuous enhancement through structured education and training (diklat) programs. This study aims to explore how the management of education and training is implemented to support teacher professionalism at SMK Cerdas Murni. Employing a descriptive qualitative approach, data were collected through interviews, observation, and documentation from key stakeholders including the school principal and teachers. The results reveal that the planning of training programs is conducted systematically and collaboratively, aligning with teachers’ actual needs identified through supervisory reports and curriculum implementation analysis. Training activities are implemented flexibly with competent facilitators and adopt practical methods such as simulations and project-based learning (P5), fostering both pedagogical and professional competencies. Evaluation is performed multilaterally, incorporating feedback and supervision, which informs continuous program improvement. The study concludes that effective training management—encompassing well-planned, contextually implemented, and continuously evaluated programs—has significantly enhanced teachers' confidence, innovation, and collaboration, positioning diklat not just as an administrative requirement but as a transformative professional and spiritual process.
Keywords: Training Management; Teacher Professionalism; Education and Training; Vocational School; Competency Development

Full Text:

PDF PDF

References

Ariyani, R. (2017) ‘Kepemimpinan kepala sekolah dalam pengembangan profesionalisme guru’, Sustainability (Switzerland), 5(1), pp. 108–128. Available at: https://www.ejournal.fiaiunisi.ac.id/index.php/alafkar/article/view/135/123.

Basri, H. and Rusdiana (2015) Manajemen Pendidikan dan Pelatihan. Issue 1. Bandung: Pustaka Setia.

Candra Wijaya, D. and Rifa’i, M. (2016) Dasar-Dasar Manajemen: Mengoptimalkan Pengelolaan Organisasi Secara Efektif dan Efisien. Medan: Perdana. Available at: http://repository.uinsu.ac.id/2836/.

Dzakiyyah, H.N. (2022) ‘Program Pengembangan Manajemen Diklat terhadap Peningkatan Kualitas Guru di Era Society 5.0’, Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam, 4(1), pp. 15–24. Available at: https://doi.org/10.36671/andragogi.v4i01.254.

H.M. Syarafudin and Ikawati, H.D. (2020) ‘Faktor-Faktor yang Mempengaruhi Profesionalisme Guru’, Jurnal Cahaya Mandalika, 1(2), pp. 47–51. Available at: https://doi.org/10.36312/jcm.v1i2.87.

Miles, M.B. and Huberman, A.M. (1992) Qualitative Data Analysis: A Sourcebook of New Methods. Beverly Hills: Sage Publications.

Millah, A.S. et al. (2023) ‘Analisis Data dalam Penelitian Tindakan Kelas’, Jurnal Kreativitas Mahasiswa, 1(2), pp. 140–153. Available at: https://riset-iaid.net/index.php/jpm/article/view/1447/821.

Mubarok, R. (2024) ‘Strategi Pengembangan Manajemen Diklat dalam Meningkatkan Daya Saing Lembaga Pendidikan’, Ilmu Pendidikan dan Sosial, 2(2), pp. 127–138.

Nasution, A.F., Alamsyahdana, A. and Silalahi, K.A. (2024) ‘Strategi Efektif dalam Pengelolaan Program Diklat untuk Meningkatkan Kinerja Tenaga Pendidik’, Holistik Analisis Nexus, 1(6), pp. 113–119. Available at: https://doi.org/10.62504/h0zjya25.

Permendiknas (2007) Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru. Jakarta: Kementerian Pendidikan Nasional Republik Indonesia.

Rasyid, M.N. and Nurqalbiani, A. (2020) ‘Implementasi Pendidikan dan Pelatihan dalam Meningkatkan Kompetensi Guru (Studi Kasus pada UPT SMP Negeri 2 Duampanua Kabupaten Pinrang)’, Jurnal Ilmu Manajemen Profitability, 4(1), pp. 67–77. Available at: https://doi.org/10.26618/profitability.v4i1.3048.

Risdiantoro, R. (2021) ‘Pengaruh Pelatihan Guru terhadap Kinerja Guru melalui Pengembangan Profesional Guru Madrasah Ibtidaiyah Se-Kota Batu’, Khidmatuna: Jurnal Pengabdian kepada Masyarakat, 2(1), pp. 144–157. Available at: https://doi.org/10.51339/khidmatuna.v2i1.184.

Rukmini, Y., Bariah, O. and Sitika, A.J. (2022) ‘Strategi Kepala Sekolah dalam Meningkatkan Profesionalisme Guru di SMPN 2 Telukjambe Timur Karawang’, Islamika, 4(3), pp. 316–332. Available at: https://doi.org/10.36088/islamika.v4i3.1894.

Tanjung, A. et al. (2024) ‘Efektivitas Manajemen Pendidikan dan Pelatihan dalam Meningkatkan Kompetensi bagi Guru’, Abstract, 1(6), pp. 120–127. Available at: https://doi.org/10.62504/8c9jt824.

Ulandari, W. and Santaria, R. (2020) ‘Strategi Pengembangan Profesionalitas Guru melalui Pendidikan dan Pelatihan’, Kelola: Journal of Islamic Education Management, 5(1), pp. 57–68. Available at: https://doi.org/10.24256/kelola.v5i1.1412.

Yamamoto, Y. and Zubaidah, S. (2021) ‘Peningkatan Profesional Guru melalui Pendidikan dan Latihan di Sekolah Menengah Pertama Negeri Kota Palembang’, Jurnal Ilmiah Ilmu Administrasi, 11(1). Available at: https://doi.org/10.33592/jiia.v11i1.1436.

Amemasor, S. K., & Essel, D. D. (2025). A systematic review on the impact of teacher professional development on digital instructional integration and teaching practices. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1541031

Asmawan, M. C. (2018). Kepemimpinan transformasional kepala sekolah dalam mendukung gerakan literasi sekolah. Jurnal Pendidikan Ilmu Sosial, 28(1), 46–57. https://doi.org/10.2317/JPIS.V28I1.6771

Boeskens, L., Gil, I., del Arco, G., Isna, R., & Schoeb, S. (2023). Transfer to practice in VET teachers’ CPD: Reflective and collaborative models. Empirical Research in Vocational Education and Training, 10(1), 1. https://doi.org/10.1186/s40461-025-00182-8

Bolton, G. (2010). Reflective Practice: Writing and Professional Development. Sage Publications.

Borko, H., & Fishman, E. J. (2017). A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom. Journal of Science Teacher Education, 28(1), 45–65. https://doi.org/10.1080/1046560X.2017.1302727

Colvin, K., & Croft, M. L. (n.d.). Indicators of Successful School Librarian and Teacher Collaboration: A Phenomenology. School Library Research, 27, 2165–1019. Retrieved June 26, 2025, from www.ala.org/aasl/slr

Comert, M. (2018). A Qualitative Research on the Contribution of In-Service Training to the Vocational Development of Teachers. Journal of Education and Training Studies, 6(7), 114. https://eric.ed.gov/?id=EJ1183455

Elitok Kesici, A., & Cavus, B. (2019). The Evaluation of Teacher Training Programs in the United States. Journal of Education and Training Studies, 7(10), 78. https://doi.org/10.11114/jets.v7i10.4462

Freeman, D. (2024). Rethinking Teacher Professional Development: Designing and Researching How Teachers Learn. Routledge. https://www.routledge.com/Rethinking-Teacher-Professional-Development-Designing-and-Researching-How-Teachers-Learn/Freeman/p/book/9781032146645

Gorard, S. (2021). How to Make Sense of Statistics: Everything You Need to Know About Using Numbers in Social Science. Sage.

Gorard, S., See, B. H., & Siddiqui, N. (2020). Getting Evidence into Education: Evaluating the Routes to Policy and Practice. Routledge.

Gorard, S., & Siddiqui, N. (2024). An International Approach to Developing Early Career Researchers. Routledge.

Lange, T. (2025). Vocational Education Teacher Training and Diversification. Empirical Research in Vocational Education and Training. https://doi.org/10.1186/s40461-025-00182-8

Loughran, J. (2002). Effective Reflective Practice: In Search of Meaning in Learning About Teaching. Journal of Teacher Education, 53(1), 33–43. https://doi.org/10.1177/0022487102053001004

Miles, M. B., Huberman, A. M., & Saldana, J. (2013). Qualitative Data Analysis: A Methods Sourcebook. Sage Publications.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

PERATURAN PEMERINTAH REPUBLIK INDONESIA NOMOR 19 TAHUN 2005 TENTANG STANDAR NASIONAL PENDIDIKAN. (n.d.). https://pelayanan.jakarta.go.id/download/regulasi/peraturan-pemerintah-nomor-19-tahun-2005-tentang-standar-pendidikan-nasional.pdf

Phillips, J. A., McElwain, M. C., & Clemmer, K. W. (2016). Metacognitive Training in Professional Development Can Improve and Sustain Student Achievement. ArXiv. https://arxiv.org/abs/1607.07856

Schon, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.

Silina-Jasjukevica, G. (2025). Promoting Effective Vocational Education and Training Teacher’s Professional Development and Its Transfer to Practice: A Systematic Review. Education Sciences, 15(5), 596. https://doi.org/10.3390/educsci15050596

Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Herwegen, J. Van, & Anders, J. (2023). Effective Teacher Professional Development: New Theory and a Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/00346543231217480

Sudan, A. (2022). Evaluating the Effects of Training to Improve Teaching Skills of Trainers. Journal of Education and Health Promotion, 11(1). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9064480/

Talafian, H. (2023). Responsive PD in Community of Practice in Physics. ArXiv. https://arxiv.org/abs/2310.11375

Thao, Q.-N. H., Nam, H.-H., & The, N.-T. (2022). A Review of the Management of Teacher Training. World Journal of Advanced Research and Reviews, 15(2), 1. https://doi.org/10.30574/wjarr.2022.15.2.0789

Ukrop, M., Svabensky, V., & Nehyba, J. (2018). Reflective Diary for Professional Development of Novice Teachers. ArXiv. https://doi.org/10.48550/arXiv.1811.02965

Zhou, N., Tigelaar, D. E. H., & Admiraal, W. (2022). Systematic Literature Review of Vocational Teachers’ Professional Learning. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2022.103641

DOI: http://dx.doi.org/10.17977/um025v9i32025p259