Pengembangan Keprofesionalan Berkelanjutan Guru dalam Meningkatkan Kualitas Pembelajaran IPS di SD/MI

Asroito Mafazah  Daulay; Sedya  Santosa

doi:10.55883/jipkis.v6i2.252

Authors

Asroito Mafazah Daulay Universitas Islam Negeri Sunan Kalijaga
Sedya Santosa Universitas Islam Negeri Sunan Kalijaga

DOI:

https://doi.org/10.55883/jipkis.v6i2.252

Keywords:

pengembangan keprofesionalan berkelanjutan, kompetensi guru, pembelajaran IPS, pendidikan dasar, PGMI, continuous professional development, teacher competency, social studies learning, basic education, PGMI.

Abstract

Teacher professionalism is a main pillar of improving education quality in Indonesia, particularly at the basic education level. However, the implementation of Continuous Professional Development (CPD) for IPS (Social Studies) teachers in SD/MI still faces various structural and practical challenges. This study aims to analyze the concepts, strategies, impacts, and challenges of CPD for IPS teachers in SD/MI based on a comprehensive literature review. The method used is library research with a descriptive-analytical qualitative approach, supported by data analysis using the Miles and Huberman model through three stages: data reduction, data presentation, and conclusion drawing. Data sources are derived from reputable national and international journals, academic books, and official policy documents from 2019– 2024. The findings indicate that effective CPD encompasses the improvement of four teacher competencies (pedagogical, professional, social, and personal) integrated with constructivist, Contextual Teaching and Learning (CTL), and reflective practice approaches. CPD implementation has been proven to have a positive impact on contextual IPS learning innovation, increased student engagement, and strengthened social literacy. This study recommends the establishment of school-based professional learning communities, strengthening the role of supervisors, and integrating digital technology into CPD programs.

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