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Jurnal Kebijakan Ekonomi

Abstract

The Continuous Professional Development (CPD) program and Teacher Competency Test (TCT) have been national programs to enhance teachers' competency in Indonesia since 2012. In 2016, there was a change in the implementation of the CPD program where the teacher self assessment policy was applied as an instrument in alternative learning mode (various mode) of the CPD program. However, subsequently, in 2017-2018, its implementation was changed to only a face-to-face mode for all results of the teacher self assessment. The main objective of this study is to see how the change of the implementation of the teacher self assessment policy in the CPD program affects teacher competency test. This study applies a panel data logistic method with a sample being 5,759 teachers who consistently participated in the CPD program from 2016 to 2018.

Bahasa Abstract

Program Pengembangan Keprofesian Berkelanjutan (PKB) dan Uji Kompetensi Guru (UKG) telah menjadi program nasional sejak tahun 2012. Dalam pelaksanannya program ini mengalami berbagai perubahan kebijakan. Salah satu perubahannya yaitu di tahun 2016 penerapan self assessment guru digunakan sebagai acuan penyelenggaraan alternatif moda pembelajaran (aneka moda). Kemudian di tahun 2017 dan 2018 terdapat perubahan kebijakan dalam penyelenggaraan program PKB yang hanya menerapkan satu moda tatap muka untuk semua hasil pemetaan self assessment guru. Tujuan utama penelitian ini adalah untuk melihat pengaruh perubahan kebijakan self assessment guru terhadap capaian kelulusan UKG. Metodelogi model regresi logit data panel digunakan untuk mengelola data sebanyak 5759 guru mapel dan vokasi yang konsisten mengikuti program PKB sejak tahun 2016 sampai dengan 2018.

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