Efektivitas Program Induksi Di SD Negeri Temperak Dalam Meningkatkan Kinerja Dan Profesionalisme Pendidikan

Authors

  • Dwi Satrio Bagus Tumeko Universitas PGRI Semarang
  • Sugiharti Sugiharti Universitas PGRI Semarang
  • Ahmad Zaenal Arifin Universitas PGRI Semarang
  • Nurkolis Nurkolis Universitas PGRI Semarang

DOI:

https://doi.org/10.37329/cetta.v8i4.4260

Keywords:

Educational Professionalism, Induction Program, School Management

Abstract

This study aims to analyze the effectiveness of the induction program for teachers and school principals at SD Negeri Temperak in improving performance and educational professionalism. The approach used is a descriptive qualitative method, with data collection through interviews, observations, and documentation. The results of the study indicate that the induction program has been effective in helping new teachers and school principals adapt to their work environment. New teachers who participated in this program experienced increased self-confidence and teaching skills, enabling them to deliver more optimal lessons to students. On the other hand, new school principals gained a better understanding of school management and leadership, which contributed to the improvement of overall school management effectiveness. However, the implementation of the induction program at SD Negeri Temperak still faces several challenges, such as the lack of experienced mentors, limited time, and minimal support from the local government. To address these challenges, this study suggests several strategies, including specialized training for mentors, the use of online learning platforms, more flexible mentoring schedules, and increased collaboration with the local education office to gain better policy and budget support. By implementing these strategies, it is expected that the induction program can run more effectively and sustainably, ultimately improving the quality of education at SD Negeri Temperak.

References

Catalano, A. J., Smith, R. G., & Miller, T. K. (2022). Mentoring Novice Teachers: A Meta-Analysis Of Teacher Induction Programs And Self-Efficacy Outcomes. Teaching and Teacher Education, 112, 103635.

Harmsen, R., Helms-Lorenz, M., Maulana, R., & Veen, K. V. (2021). The Relationship Between Beginning Teachers' Stress Causes, Stress Responses, Teaching Behaviour And Attrition. Teachers and Teaching, 27(3), 248-266.

Ingersoll, R. M., & Strong, M. (2021). Teacher Induction And Mentoring: Theory and Practice. Berlin: Springer.

Joseph, D., Berman, J., & Ward, M. (2021). Creating Co-Caring School Cultures: Building Belonging In Teacher Induction. Educational Review, 73(6), 718-734.

Kwok, P. W., Cheng, E. C. K., & Wong, A. K. Y. (2021). Sustaining Professional Development Through Induction Programs: A Longitudinal Study On Beginning Teachers. Professional Development in Education, 47(3), 385-401.

Lestari, S. (2020). Efektivitas Program Induksi Terhadap Peningkatan Kompetensi Pedagogik Guru Pemula Di SD Negeri 3 Banyumas. Jurnal Pendidikan Dasar, 12(1), 45-53.

Muhammad, M. (2024). Analisis Keterkaitan Kemampuan Literasi Digital dengan Prestasi Akademik Siswa. Jurnal Pendidikan Indonesia, 13(1), 129-137.

Mansfield, C., & Gu, Q. (2019). I’m Finally Getting That Help: Induction Programs As Spaces For Beginning Teachers’ Identity Development. Teachers and Teaching, 25(2), 205-221.

Pidarta, M. (2020). Landasan Pendidikan: Stimulus Ilmu Pendidikan Bercorak Indonesia. Jakarta: Rineka Cipta.

Piddington, T., & See, B. H. (2020). Can Teacher Induction Programmes Reduce Early-Career Attrition? A Critical Review. Education Policy Analysis Archives, 28(107), 1-27.

Pratiwi, N. D. (2022). Implementasi Program Induksi Dalam Membentuk Profesionalisme Guru Pemula Di SD Negeri Karanganyar. Jurnal Ilmu Pendidikan Guru Sekolah Dasar, 8(1), 22-30.

Putra, A. (2024). Kesenjangan Digital dan Kompetensi Digital Mahasiswa Akuntansi. Jurnal Pendidikan Indonesia, 13(1), 63-71.

Rachmawati, R., & Zulfikar, A. (2023). Dampak Program Induksi Terhadap Retensi Guru Pemula Di Sekolah Dasar Kota Palembang. Jurnal Pendidikan dan Pembelajaran, 18(3), 145-153.

Rahmawati, D. (2024). Pengembangan Model Pembelajaran Berbasis Blended Learning Untuk Meningkatkan Kemandirian Belajar Siswa. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 10(2), 258-268.

Ramadhan, T. (2023). Analisis Efektivitas Program Induksi Dalam Meningkatkan Kinerja Guru Pemula Di SD Negeri Wilayah Bekasi. Jurnal Administrasi Pendidikan, 11(2), 77-85.

Sancassani, S. (2023). Induction Programs And Student Achievement: Evidence From Randomized Field Experiments. Journal of Educational Psychology, 115(1), 113-130.

Santoso, H. (2024). Implementasi Teknologi Pendidikan dalam Meningkatkan Kualitas Pembelajaran di Era Digital. Jurnal Pendidikan Indonesia, 13(2), 173-179.

Sari, P. (2024). Pengembangan E-Modul Energi Terbarukan Terintegrasi Model PBL dengan Smartphone Untuk Meningkatkan Keterampilan Berpikir Kreatif dan Komunikasi Siswa. Jurnal Pendidikan Indonesia, 13(1), 146-157.

See, B. H., Morris, R., Gorard, S., & El-Soufi, N. (2020). Teacher Recruitment And Retention: A Critical Review Of International Evidence Of Most Promising Interventions. Education Sciences, 10(10), 262.

Sutrisno, A., & Wulandari, R. (2021). Peran Mentor Dalam Pelaksanaan Program Induksi Guru Pemula Di Kabupaten Sleman. Jurnal Manajemen Pendidikan, 15(2), 110-118.

Supriyadi. (2021). Evaluasi Pendidikan. Yogyakarta: Penerbit NEM.

Tammets, K., Pata, K., & Laanpere, M. (2019). Supporting Teacher Induction With Collaborative Knowledge Building Environments. Technology, Pedagogy and Education, 28(4), 439-454.

Universitas Pendidikan Indonesia. (2020). Pendidikan Menuju Indonesia Emas. Bandung: UPI Press.

Wahyuni, S. (2024). Peningkatan Partisipasi Mahasiswa Melalui Penerapan Model Pembelajaran Jigsaw pada Mata Kuliah Pendidikan Kewarganegaraan. Jurnal Pendidikan Indonesia, 13(1), 93-104.

Downloads

Published

16-06-2025

How to Cite

Tumeko, D. S. B. ., Sugiharti, S., Arifin, A. Z. ., & Nurkolis, N. (2025). Efektivitas Program Induksi Di SD Negeri Temperak Dalam Meningkatkan Kinerja Dan Profesionalisme Pendidikan. Cetta: Jurnal Ilmu Pendidikan, 8(4), 132–141. https://doi.org/10.37329/cetta.v8i4.4260

Issue

Vol. 8 No. 4 (2025): Article in Press

Section

Articles

License

Copyright (c) 2025 Dwi Satrio Bagus Tumeko, Sugiharti Sugiharti, Ahmad Zaenal Arifin, Nurkolis Nurkolis

Creative Commons License

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

An author who publishes in the Cetta : Jurnal Ilmu Pendidikan agrees to the following terms:

  • Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal
  • Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgement of its initial publication in this journal.
  • Author is  permitted and encouraged to post his/her  work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).

Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.