Enhancing Management Effectiveness of the Teacher Educational Program through Job Cards and Activity Control

Yuli Soesetio; Ratna Ekawati; Bima Wahyu Pratama; Ervira Mayasari; Lifa Rosiana Putri

doi:10.37034/jems.v8i1.234

Authors

Yuli Soesetio Universitas Negeri Malang
Ratna Ekawati Universitas Negeri Malang
Bima Wahyu Pratama Universitas Negeri Malang
Ervira Mayasari Universitas Negeri Malang
Lifa Rosiana Putri Universitas Negeri Malang

DOI:

https://doi.org/10.37034/jems.v8i1.234

Keywords:

Teacher Professional Education, Managerial Effectiveness, Job Card, Activity Control, Education Management

Abstract

The Teacher Professional Education Program (PPG) at Universitas Negeri Malang faces several managerial challenges, particularly in terms of timely implementation and financial accountability. This study aims to explore the impact of implementing job cards and activity control systems on improving the effectiveness of PPG program management. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews, participatory observation, and document analysis related to the implementation of PPG activities. Informants included the director of the postgraduate school, the administrative sub-coordinator of the postgraduate school, and part-time financial staff. Data analysis was conducted thematically using source, technique, and time triangulation to enhance the validity of the findings. The results indicate that job cards provide clarity regarding roles and scheduling of activities, while activity control systems promote consistency in reporting and adherence to established timelines. Both instruments contribute to the development of a more disciplined, transparent, and accountable management system. Furthermore, active involvement of all implementing units fosters a collaborative work culture and accelerates the achievement of program targets. This study contributes for the development of participatory and accountable education management systems.

References

Al Mustaqim, D. (2023). Peran Pendidikan Profesi Guru untuk Meningkatkan Profesionalitas dan Kualitas Pembelajaran di Indonesia. Literaksi: Jurnal Manajemen Pendidikan, 1(2), 168–176.

Tatto, M. T. (2021). Professionalism in teaching and the role of teacher education. European Journal of Teacher Education, 44(1), 20–44. https://doi.org/10.1080/02619768.2020.1849130

Ramírez-Montoya, M. S., Andrade-Vargas, L., Rivera-Rogel, D., & Portuguez-Castro, M. (2021). Trends for the future of education programs for professional development. Sustainability, 13(13), 7244. https://doi.org/10.3390/su13137244

Afriadi, B., Tola, B., & Triana, D. D. (2023). Evaluation of the Implementation of Teacher Professional Education in Indonesia. International Education Trend Issues, 1(1), 1–9. https://doi.org/10.56442/ieti.v1i1.111

Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018). Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266–281. https://doi.org/10.1080/02619768.2018.1448784

Heffernan, A., Longmuir, F., Bright, D., & Kim, M. (2019). Perceptions of Teachers and Teaching in Australia. Monash University.

Muslimin, M. (2020). Program Penilaian Kinerja Guru dan Uji Kompetensi Guru dalam Meningkatkan Prestasi Kerja Guru. Indonesian Journal of Education Management & Administration Review, 4(1), 193-200.

Riadi, A. (2017). Kompetensi Guru Dalam Pelaksanaan Evaluasi Pembelajaran. Ittihad Jurnal Kopertais Wilayah XI Kalimantan, 15(28), 52–67. https://doi.org/10.18592/ittihad.v15i28.1933

Zulfitri, H., Setiawati, N. P., & Ismaini, I. (2019). Pendidikan Profesi Guru (PPG) Sebagai Upaya Meningkatkan Profesionalisme Guru. LINGUA: Jurnal Bahasa Dan Sastra, 19(2), 133–134.

Pratiwi, S. H., Rola, F., Rambe, T. R., Pratama, A., Sutopo, A., Adisaputra, A., & Murad, A. (2023). The Evaluation Of Teacher Professional Education Program. Pionir: Jurnal Pendidikan, 12(3), 126–142. https://doi.org/10.22373/pjp.v12i3.21034

Dalyono, B., & Agustina, D. A. (2016). Guru Profesional Sebagai Faktor Penentu Pendidikan Bermutu. Bangun Rekaprima, 2(2). https://doi.org/10.32497/bangunrekaprima.v2i2.453

Mardhatillah, O., & Surjanti, J. (2023). Peningkatan Kompetensi Pedagogik dan Profesionalitas Guru di Indonesia Melalui Pendidikan Profesi Guru (PPG). Jurnal Pendidikan Ekonomi Undiksha, 15(1), 102–111. https://doi.org/10.23887/jjpe.v15i1.65200

Daud, A., Novitri, N., & Hardian, M. (2020). Evaluation of the Teacher Professional Education Program (PPG): English Students’ Perspective. AL-ISHLAH: Jurnal Pendidikan, 12(2), 185–200. https://doi.org/10.35445/alishlah.v12i2.286

Hanun, F. (2021). Implementasi Penyelenggaraan Program Pendidikan Profesi Guru (PPG) Pendidikan Agama Islam di LPTK UIN Serang Banten. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 19(3), 268–285. https://doi.org/10.32729/edukasi.v19i3.1158

Tintingon, J. Y., Lumapow, H. R., & Rotty, V. N. J. (2023). Problematika dan Perubahan Kebijakan Pendidikan di Indonesia. Jurnal Educatio FKIP UNMA, 9(2), 798–809. https://doi.org/10.31949/educatio.v9i2.5088

Aldaihani, S. G., Aljadi, A. Y., & Almutairi, H. F. (2022). A Proposed of the Job Description Card for Educational Supervisors (Technical Supervisors) in Public Education Areas in Kuwait. International Journal of Educational & Psychological Studies, 11(6), 1240–1252. https://doi.org/10.31559/lcjs2022.11.6.5

Risdiany, H. (2021). Pengembangan Profesionalisme Guru Dalam Mewujudkan Kualitas Pendidikan di Indonesia. AL-HIKMAH : Jurnal Pendidikan Dan Pendidikan Agama Islam, 3(2), 194–202.

Mukrim, M., Einsenring, M. A. A., Hastini, H., & Hasyim, Z. (2023). Exploring Impacts of Teacher Professional Education (PPG) on Teacher Practice: a Case of Two Eastern Indonesian Rural School Teachers. Jurnal As-Salam, 7(2), 264–275. https://doi.org/10.37249/assalam.v7i2.675

Stake, R. E. (2006). Multiple case study analysis. The Guilford Press.