Analysis of the Implementation of the Teacher Learning Day Program (PHBG) in Improving Teacher Competence
DOI:
https://doi.org/10.59525/gej.1464Keywords:
Teachers’ Learning Day Program; Competence; Early Childhood Education TeachersAbstract
This study aims to analyze the implementation of the Teacher Learning Day Program (PHBG) in improving the pedagogical competence of early childhood education (ECE) teachers in the Drupadi Cluster, Dayun District. This study employed a qualitative approach with a descriptive method. The research subjects consisted of 14 ECE teachers who are members of the Drupadi Cluster. Data were collected through interviews, observations, and documentation. The results of the study indicate that the implementation of PHBG has a positive impact on improving teachers’ pedagogical competence. Teachers have become more capable of creating a safe and comfortable learning environment, designing and implementing student-centered learning, conducting assessments of children's development, utilizing simple technology in learning, as well as engaging in reflection and professional collaboration. In addition, PHBG activities also help teachers in developing students' potential according to the characteristics of early childhood. Based on these findings, it can be concluded that the Teacher Learning Day Program (PHBG) plays an important role in improving the pedagogical competence of ECE teachers in the Drupadi Cluster, Dayun District, and can serve as an effective strategy for continuous teacher professional development.
References
Arikunto, S. (2013). Prosedur penelitian: Suatu pendekatan praktik. Jakarta: Rineka Cipta.
Arsyad, A. (2014). Media pembelajaran. Jakarta: Raja Grafindo Persada.
Cichocka, A. (2016). Understanding defensive and secure in-group positivity: The role of collective narcissism. European Review of Social Psychology, 27(1), 283–317.
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington: Solution Tree Press.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers College Press.
Hidayat, R., & Khalika, N. N. (2019). Pengembangan profesionalisme guru dalam meningkatkan kualitas pendidikan. Jurnal Pendidikan, 4(2), 120–130.
Ikhwan, A. (2019). Implementasi pengembangan kompetensi guru dalam meningkatkan kualitas pembelajaran. Jurnal Pendidikan Islam, 8(1), 45–56.
Iswadi, H. (2019). Kompetensi guru dalam menghadapi tantangan pendidikan abad 21. Jurnal Pendidikan, 5(1), 12–20.
Kemendikbudristek. (2022). Program hari belajar guru sebagai pengembangan keprofesian berkelanjutan. Diakses dari https://www.kemdikbud.go.id
Marchlewska, M., Cichocka, A., Łozowski, F., Górska, P., & Winiewski, M. (2019). In search of an imaginary enemy: Collective narcissism and social beliefs. The Journal of Social Psychology, 159(6), 766–779.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Thousand Oaks: Sage Publications.
Moleong, L. J. (2018). Metodologi penelitian kualitatif. Bandung: Remaja Rosdakarya.
Mulyasa, E. (2017). Pengembangan dan implementasi kurikulum 2013. Bandung: Remaja Rosdakarya.
Nadar, W., Yuni, S., & Hardiyanto, W. (2021). Kompetensi pedagogik guru PAUD dalam pembelajaran anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1234–1245.
Nasution, S. (2023). Metode penelitian kualitatif dalam pendidikan. Jurnal Pendidikan, 7(1), 55–65.
Nurhasanah, S. (2021). Implementasi program hari belajar guru dalam meningkatkan kompetensi guru. Jurnal Pendidikan Guru, 3(2), 45–56.
Piaget, J. (1972). The psychology of the child. New York: Basic Books.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Sanjaya, W. (2016). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana.
Siregar, L. (2022). Penerapan hari belajar guru dalam meningkatkan kemampuan asesmen guru. Jurnal Pendidikan Dasar, 4(1), 23–34.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Sujiono, Y. N. (2012). Konsep dasar pendidikan anak usia dini. Jakarta: Indeks.
Suyanto, & Jihad, A. (2013). Menjadi guru profesional: Strategi meningkatkan kualifikasi dan kualitas guru di era global. Jakarta: Erlangga.
Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lanniari siregar, Nini Aryani, Nopa Wilyanita
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
