Transformasi Pengembangan Kapasitas Guru: Dari Cascade Model ke Pelatihan Berbasis Sekolah di Kota Ambon
Keywords:
Teacher Capacity Development, Cascade Model, School-Based Training, Teacher Competence, Sustainable Education
Abstract
Teacher capacity development is a crucial aspect of improving the quality of education, but the model used can affect its effectiveness. This study analyzes the transformation of teacher capacity development in Ambon City from the cascade model approach to school-based training. The cascade model, which has been commonly applied, tends to experience material dilution during the delivery process and fails to fully meet the needs for improving teacher capacity. This model also limits the definition of capacity and its target beneficiaries. To address these limitations, this study proposes an expanded capacity development model, including continuous school-based training for all teachers, incremental training, and regular training for trainers and school principals. The study employs a qualitative approach with data collection techniques through in-depth interviews, observations, and document analysis. The findings show that the school-based approach is more effective in comprehensively improving teacher competence compared to the cascade model. This study contributes to the academic discourse on the best strategies for teacher capacity development in Indonesia, particularly in Ambon City. It also provides valuable insights for stakeholders in similar contexts. Therefore, the policy recommendations from this study can serve as a reference for the development of social sciences and humanities, particularly in designing more inclusive and sustainable education policies.
Downloads
Download data is not yet available.
References
Abdalla, M. M., Oliveira, L. G. L., Azevedo, C. E. F., & Gonzalez, R. K. (2018). Quality in qualitative organizational research: Types of triangulation as a methodological alternative. Administração: Ensino e Pesquisa, 19(1).
An, H., Sung, W., & Yoon, S. Y. (2022). Hands-on, Minds-on, Hearts-on, Social-on: A Collaborative Maker Project Integrating Arts in a Synchronous Online Environment for Teachers. TechTrends, 66(4), 590–606. https://doi.org/10.1007/s11528-022-00740-x
Bascopé, M., Perasso, P., & Reiss, K. (2019). Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development. Sustainability, 11(3), 719. https://doi.org/10.3390/su11030719
Bowen, G. A. (2019). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.
Chuang, S. (2021). The Applications of Constructivist Learning Theory and Social Learning Theory on Adult Continuous Development. Performance Improvement, 60(3), 6–14. https://doi.org/10.1002/pfi.21963
Claramita, M., Setiawati, E. P., Kristina, T. N., Emilia, O., & van der Vleuten, C. (2019). Community-based educational design for undergraduate medical education: a grounded theory study. BMC Medical Education, 19(1), 258. https://doi.org/10.1186/s12909-019-1643-6
Coronella, T., & Aiken-Wisniewski, S. A. (2022). Using Qualitative Methods. In Scholarly Inquiry in Academic Advising (pp. 128–145). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5 (ed.)). Sage Publications.
Edwards, R., & Holland, J. (2020). Reviewing challenges and the future for qualitative interviewing. International Journal of Social Research Methodology, 23(5), 581–592. https://doi.org/10.1080/13645579.2020.1766767
Elkomy, M. M., & Elkhaial, N. H. (2022). The lesson study approach to professional development: Promoting teachers’ peer mentoring and communities of practice and students’ learning in Egypt. Teaching and Teacher Education, 109, 103538. https://doi.org/https://doi.org/10.1016/j.tate.2021.103538
Erlangga, D. T. (2022). Student Problems in Online Learning: Solutions to Keep Education Going On. Journal of English Language Teaching and Learning, 3(1), 21–26. https://doi.org/10.33365/jeltl.v3i1.1694
Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: the implications for education for sustainable development. Environmental Education Research, 27(9), 1343–1359. https://doi.org/10.1080/13504622.2021.1921113
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389
Frei-Landau, R., Muchnik-Rozanov, Y., & Avidov-Ungar, O. (2022). Using Rogers’ diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era. Education and Information Technologies, 27(9), 12811–12838. https://doi.org/10.1007/s10639-022-11148-8
Freire, P. (2020). Pedagogy of the oppressed. In Toward a sociology of education (pp. 374–386). Routledge.
Ghiroldi, S., Scafuto, F., Montecucco, N. F., Presaghi, F., & Iani, L. (2020). Effectiveness of a School-Based Mindfulness Intervention on Children’s Internalizing and Externalizing Problems: the Gaia Project. Mindfulness, 11(11), 2589–2603. https://doi.org/10.1007/s12671-020-01473-9
Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/https://doi.org/10.1016/j.tate.2020.103190
Grzanka, P. R., & Moradi, B. (2021). The qualitative imagination in counseling psychology: Enhancing methodological rigor across methods. Journal of Counseling Psychology, 68(3), 247.
Harfitt, G. (2019). Community-Based Experiential Learning in Teacher Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.986
Haumahu, C. P., & Tupamahu, K. H. (2022). Pengaruh Pemberdayaan Psikologis dalam Meningktkan Kreativitas Guru dalam Pembelajaran. Jurnal Ilmiah Profesi Pendidikan, 7(3), 1238–1246. https://doi.org/10.29303/jipp.v7i3.638
Hima, A. N., Saputro, T. H., & Farah, R. R. (2021). Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception. KEMBARA Journal of Scientific Language Literature and Teaching, 7(1), 131–142. https://doi.org/10.22219/kembara.v7i1.15805
Imran, D., Hill, P. C., McKnight, J., & van Crevel, R. (2020). Establishing the cascade of care for patients with tuberculous meningitis. Wellcome Open Research, 4, 177. https://doi.org/10.12688/wellcomeopenres.15515.2
Jentoft, N., & Olsen, T. S. (2019). Against the flow in data collection: How data triangulation combined with a ‘slow’interview technique enriches data. Qualitative Social Work, 18(2), 179–193.
Kautt, Y. (2019). Practice and structure as concepts of a sociology of visual communication: Toward a methodology of visual and structural analysis. Qualitative Inquiry, 25(4), 350–362.
Lazaro-Mojica, J., & Fernandez, R. (2021). Review paper on the future of the food sector through education, capacity building, knowledge translation and open innovation. Current Opinion in Food Science, 38, 162–167. https://doi.org/https://doi.org/10.1016/j.cofs.2020.11.009
Lee, M., Kim, J. W., Mo, Y., & Walker, A. D. (2022). A review of professional learning community (PLC) instruments. Journal of Educational Administration, 60(3), 262–287. https://doi.org/10.1108/JEA-03-2021-0060
Levitt, H. M., Morrill, Z., Collins, K. M., & Rizo, J. L. (2021). The methodological integrity of critical qualitative research: Principles to support design and research review. Journal of Counseling Psychology, 68(3), 357–370. https://doi.org/10.1037/cou0000523
Li, F., Fan, S., & Wang, Y. (2022). Mobile-assisted language learning in Chinese higher education context: a systematic review from the perspective of the situated learning theory. Education and Information Technologies, 27(7), 9665–9688. https://doi.org/10.1007/s10639-022-11025-4
Meyer, O. A., Omdahl, M. K., & Makransky, G. (2019). Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment. Computers & Education, 140, 103603. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103603
Moon, M. D. (2019). Triangulation: A method to increase validity, reliability, and legitimation in clinical research. Journal of Emergency Nursing, 45(1), 103–105.
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160–173. https://doi.org/10.1177/1468794119830077
Noya Van Delsen, M. S., Matdoan, M. Y., & W. A. Nanlohy, Y. (2021). Pemanfaatan Microsoft Office Excell untuk Meningkatkan Kapasitas Guru dalam Mewujudkan Program Satu Data. Archive: Jurnal Pengabdian Kepada Masyarakat, 1(1), 56–61. https://doi.org/10.55506/arch.v1i1.11
O’Brien, B. C., & Battista, A. (2020). Situated learning theory in health professions education research: a scoping review. Advances in Health Sciences Education, 25(2), 483–509. https://doi.org/10.1007/s10459-019-09900-w
Pedrini, L., Meloni, S., Lanfredi, M., & Rossi, R. (2022). School‐based interventions to improve emotional regulation skills in adolescent students: A systematic review. Journal of Adolescence, 94(8), 1051–1067. https://doi.org/10.1002/jad.12090
Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145–1174. https://doi.org/10.1007/s11423-019-09645-8
Rahawarin, Y., Darakay, J., Rumlus, C., & Manuputty, F. (2021). The Role of the Latupati Institution in Overcoming Religious and Social Conflicts in Maluku in 1999. Khalifa: Journal of Islamic Education, 5(1), 93. https://doi.org/10.24036/kjie.v5i1.175
Rahman, A. (2019). Restrictive versus facilitative teacher professional development: a case from three public schools in Indonesia. Asia Pacific Education Review, 20(4), 673–686. https://doi.org/10.1007/s12564-019-09585-1
Reza, M. R., & Syahrani, S. (2021). Pengaruh Supervisi Teknologi Pendidikan Terhadap Kinerja Tenaga Pengajar. Educational Journal: General and Specific Research, 1(1), 84–92.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/https://doi.org/10.1016/j.tate.2021.103305
Schaap, H., Louws, M., Meirink, J., Oolbekkink-Marchand, H., Van Der Want, A., Zuiker, I., Zwart, R., & Meijer, P. (2019). Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education, 45(5), 814–831. https://doi.org/10.1080/19415257.2018.1547781
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
Vindrola-Padros, C., & Johnson, G. A. (2020). Rapid Techniques in Qualitative Research: A Critical Review of the Literature. Qualitative Health Research, 30(10), 1596–1604. https://doi.org/10.1177/1049732320921835
Voon, X. P., Wong, L.-H., Chen, W., & Looi, C.-K. (2019). Principled practical knowledge in bridging practical and reflective experiential learning: case studies of teachers’ professional development. Asia Pacific Education Review, 20(4), 641–656. https://doi.org/10.1007/s12564-019-09587-z
Wahyudi, A. (2021). Strategi Kepala Sekolah dalam Meningkatkan Kinerja Guru. Lintang Songo: Jurnal Pendidikan, 4(1), 1–19.
Yip, J., Wong, S.-H., Yick, K.-L., Chan, K., & Wong, K.-H. (2019). Improving quality of teaching and learning in classes by using augmented reality video. Computers & Education, 128, 88–101. https://doi.org/https://doi.org/10.1016/j.compedu.2018.09.014
Zajda, J. (2021). Constructivist Learning Theory and Creating Effective Learning Environments BT - Globalisation and Education Reforms: Creating Effective Learning Environments (J. Zajda (ed.); pp. 35–50). Springer International Publishing. https://doi.org/10.1007/978-3-030-71575-5_3
An, H., Sung, W., & Yoon, S. Y. (2022). Hands-on, Minds-on, Hearts-on, Social-on: A Collaborative Maker Project Integrating Arts in a Synchronous Online Environment for Teachers. TechTrends, 66(4), 590–606. https://doi.org/10.1007/s11528-022-00740-x
Bascopé, M., Perasso, P., & Reiss, K. (2019). Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development. Sustainability, 11(3), 719. https://doi.org/10.3390/su11030719
Bowen, G. A. (2019). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.
Chuang, S. (2021). The Applications of Constructivist Learning Theory and Social Learning Theory on Adult Continuous Development. Performance Improvement, 60(3), 6–14. https://doi.org/10.1002/pfi.21963
Claramita, M., Setiawati, E. P., Kristina, T. N., Emilia, O., & van der Vleuten, C. (2019). Community-based educational design for undergraduate medical education: a grounded theory study. BMC Medical Education, 19(1), 258. https://doi.org/10.1186/s12909-019-1643-6
Coronella, T., & Aiken-Wisniewski, S. A. (2022). Using Qualitative Methods. In Scholarly Inquiry in Academic Advising (pp. 128–145). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5 (ed.)). Sage Publications.
Edwards, R., & Holland, J. (2020). Reviewing challenges and the future for qualitative interviewing. International Journal of Social Research Methodology, 23(5), 581–592. https://doi.org/10.1080/13645579.2020.1766767
Elkomy, M. M., & Elkhaial, N. H. (2022). The lesson study approach to professional development: Promoting teachers’ peer mentoring and communities of practice and students’ learning in Egypt. Teaching and Teacher Education, 109, 103538. https://doi.org/https://doi.org/10.1016/j.tate.2021.103538
Erlangga, D. T. (2022). Student Problems in Online Learning: Solutions to Keep Education Going On. Journal of English Language Teaching and Learning, 3(1), 21–26. https://doi.org/10.33365/jeltl.v3i1.1694
Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: the implications for education for sustainable development. Environmental Education Research, 27(9), 1343–1359. https://doi.org/10.1080/13504622.2021.1921113
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389
Frei-Landau, R., Muchnik-Rozanov, Y., & Avidov-Ungar, O. (2022). Using Rogers’ diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era. Education and Information Technologies, 27(9), 12811–12838. https://doi.org/10.1007/s10639-022-11148-8
Freire, P. (2020). Pedagogy of the oppressed. In Toward a sociology of education (pp. 374–386). Routledge.
Ghiroldi, S., Scafuto, F., Montecucco, N. F., Presaghi, F., & Iani, L. (2020). Effectiveness of a School-Based Mindfulness Intervention on Children’s Internalizing and Externalizing Problems: the Gaia Project. Mindfulness, 11(11), 2589–2603. https://doi.org/10.1007/s12671-020-01473-9
Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/https://doi.org/10.1016/j.tate.2020.103190
Grzanka, P. R., & Moradi, B. (2021). The qualitative imagination in counseling psychology: Enhancing methodological rigor across methods. Journal of Counseling Psychology, 68(3), 247.
Harfitt, G. (2019). Community-Based Experiential Learning in Teacher Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.986
Haumahu, C. P., & Tupamahu, K. H. (2022). Pengaruh Pemberdayaan Psikologis dalam Meningktkan Kreativitas Guru dalam Pembelajaran. Jurnal Ilmiah Profesi Pendidikan, 7(3), 1238–1246. https://doi.org/10.29303/jipp.v7i3.638
Hima, A. N., Saputro, T. H., & Farah, R. R. (2021). Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception. KEMBARA Journal of Scientific Language Literature and Teaching, 7(1), 131–142. https://doi.org/10.22219/kembara.v7i1.15805
Imran, D., Hill, P. C., McKnight, J., & van Crevel, R. (2020). Establishing the cascade of care for patients with tuberculous meningitis. Wellcome Open Research, 4, 177. https://doi.org/10.12688/wellcomeopenres.15515.2
Jentoft, N., & Olsen, T. S. (2019). Against the flow in data collection: How data triangulation combined with a ‘slow’interview technique enriches data. Qualitative Social Work, 18(2), 179–193.
Kautt, Y. (2019). Practice and structure as concepts of a sociology of visual communication: Toward a methodology of visual and structural analysis. Qualitative Inquiry, 25(4), 350–362.
Lazaro-Mojica, J., & Fernandez, R. (2021). Review paper on the future of the food sector through education, capacity building, knowledge translation and open innovation. Current Opinion in Food Science, 38, 162–167. https://doi.org/https://doi.org/10.1016/j.cofs.2020.11.009
Lee, M., Kim, J. W., Mo, Y., & Walker, A. D. (2022). A review of professional learning community (PLC) instruments. Journal of Educational Administration, 60(3), 262–287. https://doi.org/10.1108/JEA-03-2021-0060
Levitt, H. M., Morrill, Z., Collins, K. M., & Rizo, J. L. (2021). The methodological integrity of critical qualitative research: Principles to support design and research review. Journal of Counseling Psychology, 68(3), 357–370. https://doi.org/10.1037/cou0000523
Li, F., Fan, S., & Wang, Y. (2022). Mobile-assisted language learning in Chinese higher education context: a systematic review from the perspective of the situated learning theory. Education and Information Technologies, 27(7), 9665–9688. https://doi.org/10.1007/s10639-022-11025-4
Meyer, O. A., Omdahl, M. K., & Makransky, G. (2019). Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment. Computers & Education, 140, 103603. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103603
Moon, M. D. (2019). Triangulation: A method to increase validity, reliability, and legitimation in clinical research. Journal of Emergency Nursing, 45(1), 103–105.
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160–173. https://doi.org/10.1177/1468794119830077
Noya Van Delsen, M. S., Matdoan, M. Y., & W. A. Nanlohy, Y. (2021). Pemanfaatan Microsoft Office Excell untuk Meningkatkan Kapasitas Guru dalam Mewujudkan Program Satu Data. Archive: Jurnal Pengabdian Kepada Masyarakat, 1(1), 56–61. https://doi.org/10.55506/arch.v1i1.11
O’Brien, B. C., & Battista, A. (2020). Situated learning theory in health professions education research: a scoping review. Advances in Health Sciences Education, 25(2), 483–509. https://doi.org/10.1007/s10459-019-09900-w
Pedrini, L., Meloni, S., Lanfredi, M., & Rossi, R. (2022). School‐based interventions to improve emotional regulation skills in adolescent students: A systematic review. Journal of Adolescence, 94(8), 1051–1067. https://doi.org/10.1002/jad.12090
Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145–1174. https://doi.org/10.1007/s11423-019-09645-8
Rahawarin, Y., Darakay, J., Rumlus, C., & Manuputty, F. (2021). The Role of the Latupati Institution in Overcoming Religious and Social Conflicts in Maluku in 1999. Khalifa: Journal of Islamic Education, 5(1), 93. https://doi.org/10.24036/kjie.v5i1.175
Rahman, A. (2019). Restrictive versus facilitative teacher professional development: a case from three public schools in Indonesia. Asia Pacific Education Review, 20(4), 673–686. https://doi.org/10.1007/s12564-019-09585-1
Reza, M. R., & Syahrani, S. (2021). Pengaruh Supervisi Teknologi Pendidikan Terhadap Kinerja Tenaga Pengajar. Educational Journal: General and Specific Research, 1(1), 84–92.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/https://doi.org/10.1016/j.tate.2021.103305
Schaap, H., Louws, M., Meirink, J., Oolbekkink-Marchand, H., Van Der Want, A., Zuiker, I., Zwart, R., & Meijer, P. (2019). Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education, 45(5), 814–831. https://doi.org/10.1080/19415257.2018.1547781
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
Vindrola-Padros, C., & Johnson, G. A. (2020). Rapid Techniques in Qualitative Research: A Critical Review of the Literature. Qualitative Health Research, 30(10), 1596–1604. https://doi.org/10.1177/1049732320921835
Voon, X. P., Wong, L.-H., Chen, W., & Looi, C.-K. (2019). Principled practical knowledge in bridging practical and reflective experiential learning: case studies of teachers’ professional development. Asia Pacific Education Review, 20(4), 641–656. https://doi.org/10.1007/s12564-019-09587-z
Wahyudi, A. (2021). Strategi Kepala Sekolah dalam Meningkatkan Kinerja Guru. Lintang Songo: Jurnal Pendidikan, 4(1), 1–19.
Yip, J., Wong, S.-H., Yick, K.-L., Chan, K., & Wong, K.-H. (2019). Improving quality of teaching and learning in classes by using augmented reality video. Computers & Education, 128, 88–101. https://doi.org/https://doi.org/10.1016/j.compedu.2018.09.014
Zajda, J. (2021). Constructivist Learning Theory and Creating Effective Learning Environments BT - Globalisation and Education Reforms: Creating Effective Learning Environments (J. Zajda (ed.); pp. 35–50). Springer International Publishing. https://doi.org/10.1007/978-3-030-71575-5_3
Published
2025-02-11
How to Cite
Ilyas, I. M. (2025). Transformasi Pengembangan Kapasitas Guru: Dari Cascade Model ke Pelatihan Berbasis Sekolah di Kota Ambon. Populis: Jurnal Ilmu Sosial Dan Ilmu Politik, 16(1), 126-146. https://doi.org/10.30598/populisvol16iss1pp126-146
Section
Articles
Copyright (c) 2023 Author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.
n is distributed under 