Manajemen Akses Pemerataan Pengembangan Profesional Guru melalui Pendidikan Profesi Guru di Madrasah Tsanawiyah Swasta

• Nadya Nahdatus Sholihah

  Sekolah Tinggi Agama Islam Al-Muhajirin Purwakarta

  Author

• Cece Nurhikmah

  Sekolah Tinggi Agama Islam Al-Muhajirin Purwakarta

  Author

• Ahmad Sayuti

  Sekolah Tinggi Agama Islam Al-Muhajirin Purwakarta

  Author

• Dede Supriyatna

  Sekolah Tinggi Agama Islam Al-Muhajirin Purwakarta

  Author

• Deden Saepudin

  Sekolah Tinggi Agama Islam Al-Muhajirin Purwakarta

  Author

Teacher Professional Education is a strategic pathway for strengthening teacher competence in Indonesia, yet access may remain uneven when schools depend on centralized quotas and eligibility rules. This study analyzes Teacher Professional Education management at Madrasah Tsanawiyah Swasta Uswatun Hasanah Purwakarta, focusing on planning, participant priority, distribution, and institutional responses to access barriers. Using a qualitative case-study design, data were collected through in-depth interviews, observation, and document analysis and analyzed through data reduction, display, and conclusion verification with triangulation and member checking. The findings show that planning was mainly reactive to Ministry of Religious Affairs schedules and quotas. Seniority influenced internal priority, while quota allocation, degree-subject linearity, and qualifications below the bachelor’s level restricted eligibility. Only 4 of 13 teachers (about 31%) had participated. The novelty is the identified gap between smooth administrative management and equitable professional-development access. The study recommends proactive needs mapping, transparent internal criteria, clearer eligibility communication, qualification upgrading, and evidence-based quota advocacy.

Admiraal, W., Schenke, W., de Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684–698. https://doi.org/10.1080/19415257.2019.1665573

Arwildayanto, A., Wiyono, B. B., Rusdinal, R., Dewi, S., Ashokan, V., Wolok, E., & Said, H. (2023). In-service training governance, for elementary school teachers in Indonesia. Jurnal Cakrawala Pendidikan, 42(2), 507–524. https://doi.org/10.21831/cp.v42i2.56724

Abdurahman, I., Pranoto, R., Salim, A., Alpiansyah, R., & Alkhotiri, I. (2026). INTERNALISASI NILAI KARAKTER ANAK MELALUI PENGULANGAN SURAT AL-FATIHAH: SEBUAH SINTESIS KOMPREHENSIF BERDASARKAN NEUROSAINS, PSIKOLOGI PENDIDIKAN, DAN TEOLOGI ISLAM. Labina : Journal of Islamic Education Management, 1(1), 40-61. https://doi.org/10.66891/8pdv1s78

Alpiansyah, R., Abdurahman, I., Alkhotiri, I., Wangsadanureja, M., & Dzulfikri. (2026). MANAJEMEN KURIKULUM DAN EKSTRAKURIKULER BERBASIS KARAKTER: INTEGRASI PENDIDIKAN JASMANI, PEMBIASAAN SPIRITUAL, DAN NEUROSAINS DALAM PEMBENTUKAN ADAB ISLAMI. Labina : Journal of Islamic Education Management, 1(1), 62-90. https://doi.org/10.66891/v4dpda25

Abdurahman, I., Pranoto, R., Salim, A., Alpiansyah, R., & Alkhotiri, I. (2026). Crisis Of Authority In Islamic Educational Institutions: Strategic Response Of Islamic Education Management To The Shift In Generation Z’s Trust In The Digital Era. Labina : Journal of Islamic Education Management, 1(1), 91-107. https://doi.org/10.66891/hn04ay64

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311

Erniati, E., Nadirah, S., Nurdin, N., Ubadah, U., & Anirah, A. (2025). Effectiveness of Teacher Professional Education Program (PPG) of UIN Datokarama Palu from students’ perspective: A mixed method approach. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 17(2), 1019–1030. https://doi.org/10.37680/qalamuna.v17i2.7269

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268

Liang, M., Juliana, Mendoza, N. B., & Lim, C. P. (2023). Localizing teacher professional development at scale enabled by professional learning communities: A study of teacher learning centers in Indonesia. In W. O. Lee, P. Brown, A. L. Goodwin, & A. Green (Eds.), International handbook on education development in the Asia-Pacific (pp. 1107–1123). Springer. https://doi.org/10.1007/978-981-19-6887-7_136

Lim, C. P., Juliana, & Liang, M. (2020). An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia. Asia Pacific Education Review, 21(4), 525–538. https://doi.org/10.1007/s12564-020-09654-w

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

Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. (2024). Regulation No. 19 of 2024 concerning Teacher Professional Education.

Ministry of Religious Affairs of the Republic of Indonesia. (2023). Decree of the Director General of Islamic Education No. 7327 of 2023 concerning technical guidelines for in-service Teacher Professional Education for madrasah teachers.

Ministry of Religious Affairs of the Republic of Indonesia. (2025). Regulation No. 17 of 2025 concerning the Islamic Education Roadmap.

Patahuddin, S. M., Rokhmah, S., Caffery, J., & Gunawardena, M. (2022). Professional development through social media: A comparative study on male and female teachers’ use of Facebook Groups. Teaching and Teacher Education, 114, 103700. https://doi.org/10.1016/j.tate.2022.103700

Pratomo, I. C., Nurhuda, T., Soipah, S., & Noviantie, A. (2024). Pengembangan profesionalisme guru dari perspektif pedagogik. Jurnal Basicedu, 8(3), 2008–2014. https://doi.org/10.31004/basicedu.v8i3.7541

Prenger, R., Poortman, C. L., & Handelzalts, A. (2021). Professional learning networks: From teacher learning to school improvement? Journal of Educational Change, 22, 13–52. https://doi.org/10.1007/s10833-020-09383-2

Rahman, A. (2022). Investigating school conditions for teachers’ professional learning and development in Indonesia. Teacher Development, 26(2), 240–262. https://doi.org/10.1080/13664530.2022.2034662

Revina, S., Pramana, R. P., Bjork, C., & Suryadarma, D. (2023). Replacing the old with the new: Long-term issues of teacher professional development reforms in Indonesia. Asian Education and Development Studies, 12(4/5), 262–274. https://doi.org/10.1108/AEDS-12-2022-0148

Ridwanudin, D., & Takiddin. (2025). Evaluasi efektivitas Program Pendidikan Profesi Guru (PPG) dalam meningkatkan kompetensi profesional guru MI. Elementar: Jurnal Pendidikan Dasar, 5(2), 127–136. https://doi.org/10.15408/elementar.v5i2.48581

Saifullah, Suleha, Yusmah, Nuraini K, Hanafi, M., Jusrianto, & Arsyad, N. (2024). The effectiveness of the Teacher Professional Education Program in improving pedagogical and professional competence in the digital era. INTERACTION: Jurnal Pendidikan Bahasa, 11(2), 751–759. https://doi.org/10.36232/interactionjournal.v11i2.632

Tambak, S., Mahfud, C., Latipah, E., & Sukenti, D. (2021). Professional madrasah teachers in teaching: The influence of gender and the length of certification of madrasah teachers. Dinamika Ilmu, 21(2), 417–435. https://doi.org/10.21093/di.v21i2.3527

Thurlings, M. C. G., & den Brok, P. J. (2017). Learning outcomes of teacher professional development activities: A meta-study. Educational Review, 69(5), 554–576. https://doi.org/10.1080/00131911.2017.1281226

Wahyudin, & Aripin, S. (2025). A systematic analysis of the impact of the Teacher Professional Education Program on teacher professionalism in teaching and learning activities in Indonesia. AL-ADABIYAH: Jurnal Pendidikan Agama Islam, 6(3), 234–241. https://doi.org/10.35719/adabiyah.v6i3.1130

• PDF

Copyright (c) 2026 Nadya Nahdatus Sholihah, Cece Nurhikmah, Ahmad Sayuti, Dede Supriyatna, Deden Saepudin (Author)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

You are free to:

1. Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
2. Adapt — remix, transform, and build upon the material for any purpose, even commercially.
3. The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:

1. Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Notices:

You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .

No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.