IMPLEMENTATION OF TEACHER COMPETENCY IMPROVEMENT PROGRAM IN KUNINGAN REGENCY IN IMPROVING THE QUALITY OF LEARNING

Abstract

Improving teacher competence is a key factor in improving the quality of education. This study aims to analyze the implementation of teacher competence improvement programs in Kuningan Regency, identify supporting and inhibiting factors, and assess the effectiveness of the program on the quality of learning. This study uses a qualitative descriptive approach with data collection methods through in-depth interviews, observations, and documentation studies. The subjects of the study involved elementary, junior high, and high school teachers who had participated in training and certification programs. Data were analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the teacher competency improvement program in Kuningan Regency has been running well, especially in terms of planning and implementing technology-based training and blended learning approaches. This program improves teachers' abilities in designing innovative learning, implementing technology in the classroom, and improving pedagogical skills and professionalism. However, there are obstacles in its implementation, such as limited infrastructure, diverse teacher motivations, and limited implementation time. To overcome these obstacles, the proposed strategies include improving school infrastructure, providing incentives for award teachers, stopping training time, and strengthening teacher working groups (KKG) and subject teacher deliberations (MGMP). The implication of this study is the importance of the desire for more adaptive education programs and policies to support optimal teacher competence.