Anny Wahyu Dwi Jayanti, Nirbito Hanggoro Pribadi

Identitas Profesional Guru Bahasa Indonesia: Studi Kasus Guru Bahasa Indonesia di SMA Jati Agung Taman Sidoarjo

Introduction

Identitas profesional guru bahasa indonesia: studi kasus guru bahasa indonesia di sma jati agung taman sidoarjo. Studi kasus kualitatif ini mengkaji identitas profesional guru Bahasa Indonesia di SMA Jati Agung Taman Sidoarjo, meliputi kompetensi pedagogis, kepribadian, sosial, dan profesional.

Abstract

Identitas profesional guru merupakan hal yang penting yang harus dimiliki oleh setiap guru. Identitas profesional guru Indonesia dapat diartikan sebagai seperangkat nilai, keyakinan, dan perilaku yang diyakini dan dipraktikkan oleh guru Indonesia dalam melaksanakan tugas dan fungsinya. Penelitian ini bertujuan untuk mendeskripsikan identitas profesional guru Indonesia di SMA Jati Agung Taman Sidoarjo. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Subjek penelitian ini adalah 3 guru Indonesia di SMA Jati Agung Taman Sidoarjo. Teknik pengumpulan data yang digunakan adalah wawancara mendalam, observasi, dan dokumentasi. Identitas profesional guru Indonesia di SMA Jati Agung Taman Sidoarjo terdiri dari empat dimensi, yaitu dimensi kompetensi pedagogis, dimensi kompetensi kepribadian, dimensi kompetensi sosial, dan dimensi kompetensi profesional. Kata Kunci: Identitas Profesional, Guru Bahasa Indonesia, Sekolah Menengah Atas Jati Agung Taman Sidoarjo 

Review

The paper titled "Identitas Profesional Guru Bahasa Indonesia: Studi Kasus Guru Bahasa Indonesia di SMA Jati Agung Taman Sidoarjo" addresses a highly pertinent topic in teacher education and professional development. The concept of professional identity is crucial for understanding teacher effectiveness, motivation, and retention, making this study timely and relevant, particularly within the Indonesian educational context. The abstract clearly articulates the research objective: to describe the professional identity of Indonesian language teachers at a specific high school. This focused approach promises an in-depth exploration of an important aspect of teacher professionalism. The research employs a qualitative, case study approach, which is well-suited for exploring complex phenomena like professional identity in depth. The use of in-depth interviews, observation, and documentation as data collection techniques further strengthens the qualitative rigor, allowing for potentially rich and nuanced insights from the three subject teachers. While the abstract clearly states the four dimensions of professional identity found (pedagogical, personality, social, and professional competence), it would enhance clarity to briefly indicate whether these dimensions were pre-established theoretical frameworks or emerged directly from the qualitative data analysis within the abstract itself. The small sample size of three teachers, while typical for a deep case study, naturally limits the immediate generalizability of the findings beyond the specific context. A key strength of this study lies in its specific focus, providing valuable insights into the professional identity of Indonesian language teachers within a particular school context. The findings, structured around four dimensions of competence, offer a practical framework for understanding what constitutes professional identity in this specific setting. These insights could have significant implications for teacher training programs, professional development initiatives, and school-level support systems aimed at nurturing and strengthening teachers' professional identity. Future research could consider expanding the scope to include a larger and more diverse sample of teachers across different regions or school types to explore variations in professional identity, or delve deeper into the interplay between these identified dimensions and external factors such as school culture or policy.

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