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Abstract
The professionalism of educators is closely related to the quality of education, because the learning process as the core of education will depend on professional educators. The purpose of this study, researchers can determine the development of teacher professionalism from the aspects; 1) preparation; 2) implementation; 3) evaluation of the model for developing the professionalism of kindergarten teachers. This study uses a descriptive qualitative approach with the design of several sites with data collection through interviews, observation, and documentation. The stages include reduction, presentation, and conclusion drawing with research conducted at TK Aisyiyah 39 Al Ummah Banjarmasin and TK Aisyiyah 42 Banjarmasin. The results showed; 1) preparation consists of agenda from the Education Office, input from supervisors and cluster development planning; 2) the implementation of development consists of the implementation of development from the education office, at the school and cluster levels; 3) the development evaluation by the education office needs to be increased again on the development frequency agenda, the development material is directed at practical abilities, and the intensity of the PTK development material needs to be increased.
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Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
How to Cite
Agustina , F., Suriansyah, A., & Asniwati. (2021). Teacher Professionalism Development. Journal of K6 Education and Management, 4(2), 207-216. https://doi.org/10.11594/jk6em.04.02.09
References
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Aslamiah, & Suhaimi. (2019). Relationship of Transformational Leaders of Principal, Teacher Motivation, Teacher Organization, Commitments with Performance of Primary School Teachers in Labuan Amas Selatan, Indonesia. European Journal of Educational Studies, 5(11), 123-141.
Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher Education Over Ten Years. Teacher Education, 27(1), 10-20. Doi:10.1016/j.tate.2010.08.007
Basit, A., Khotimah, H., & Hartono, R. (2020). Madrasah principal's leadership in the face of an era new normal: Educational technology perspective. International Journal of Innovative Science and Research Technology, 5(9), 1308-1311.
Berestova, A., Gayfullina, N., & Tikhomirov, S. (2020). Leadership and functional competence development in teachers: World experience. International Journal of Instruction, 13(1), 607-622. https://doi.org/10.29333/iji.2020.13139a
Boon, C., Den Hartog, D. N., & Lepak, D. P. (2019). A systematic review of human resource management systems and their measurement. Journal of Management, 45(6), 2498-2537. https://doi.org/10.1177/0149206318818718
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Darmin. (2016). Pengaruh Profesionalitas Guru dalam Manajemen Kelas dan Pembelajaran Kooperatif terhadap Prestasi Belajar Matematika Siswa di MTSN Krangkeng Indramayu. Oasis Jurnal Ilmiah, 1(1), 86-95. Doi: 10.24235/oasis.v1i01.809
Dodillet, S., Lundin, S., & Kruger, J. O. (2019). Constructing professionalism in teacher education. Analytical tools from a comparative study. Education Inquiry, 10(3), 208-225. https://doi.org/10.1080/20004508.2018.1529527
Fitriana, S. (2019). Peran kepribadian guru dalam proses belajar mengajar (Analisis kritis kontruktif atas pemikiran zakiah darajat). Jurnal Muslim Heritage, 4(2), 281-300.
Flores, M. A. (2017). Teaching and developing as a teacher in contradictory times. Teachers and Teaching, 23:2, 123-126.
Gallego, P. L., & Caingcoy, M. E. (2020). Competencies and Professional Development Needs of Kindergarten Teachers. International Journal on Integrated Education, 3(7), 69-81. Doi:10.31149/ijie.v3i7.491
Göncz, L. (2017). Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology. Open Review of Educational Research, 4(1), 75-95. https://doi.org/10.1080/23265507.2017.1339572
Hartono, B., Sulaiman, & Suhaimi. (2019). Pengaruh aktivitas manajerial kepala sekolah, kepuasan kerja, dan budaya organisasi terhadap kinerja Guru SD di Kecamatan. Journal of K6 Education and Management, 3(1), 166-173. 10.21831/jump.v3i1.38599
Inah, E. N. (2015). Peran komunikasi dalam interaksi guru dan siswa. Jurnal Al-Ta'dib, 8(2), 150-167. Doi: http://dx.doi.org/10.31332/atdb.v8i2.416
Irmawati, & Mariah. (2020). Kompetensi profesional guru dalam menggunakan media dan sumber pembelajaran di SMP. Jurnal Media Elektrik, 17(2), 9-14.Doi: https://doi.org/10.26858/metrik.v17i2.14041
Isniwati, Wahdini, E., & Saleh, M. (2020). Supervision and Participation in teachers working group toward the teach-ers' professional competence. Journal of K6 Education and Management, 2(4), 292-300. doi:https://doi.org/10.11594/jk6em.02.04.04
Kastawi, N. S., & Yuliejantiningsih, Y. (2019). Pengembangan Keprofesian Berkelanjutan Guru untuk Meningktakan Mutu Pendidikan. Kelola Jurnal Manajemen Pendidikan, 6(2), 157-168.
Kawuryan, S. P., Sayuti, S. A., Aman, & Dwiningrum, S. I. (2021). Teachers Quality and Educational Equality Achievements in Indonesia. International Journal of Instruction, 14(2), 811-830.
Kim, L. E., Jorg, V., & Klassen, R. M. (2019). A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. Educational Psychology Review, Vol. 31 (1), 163-195.
Kotten, N. B. (2005). Upaya Pengembangan Profesionalisme Guru Sekolah Dasar. Jurnal Ilmu Pendidikan, 12(1), 1-14.
Kristiani, T., Suriansyah, A., & Metroyadi. (2019). Instructional leadership, Progressive Professional Development, Work Motivation, and the Assesment Results of Elementary School Teacher Competency. Journal of k6, Education and Management, 2(1), 234-241.
Lea, Q. T., Buib, T. T., & Phung, T. L. (2020). Application of change management theory to command new teaching activities in high schools. International Journal of Innovation, Creativity and Change, 11(3), 557--568.
Liberante, L. (2012). The importance of teacher –student relationships as explored through the lens of the NSW quality teaching model. Journal of Student Engagement:Education Matter, 2(1), 2-9.
Lukman, Marsigit, Istiyono, E., Kartowagiran, B., Retnawati, H., Kistoro, H. C., & Putranta, H. (2021). Effective teachers’ personality in strengthening character education. International Journal of Evaluation and Research in Education, 10(2), 512~521.Doi:10.11.591/ijere.vl.0i2.21629.
Maksum. (2015). Pelaksanaan Pengembangan Keprofesian Berkelanjutan Guru Kelas SDN 2 Tarakan. Jurnal Kebijakan dan Pengembangan Pendidikan, 3(1), 75-81. Doi: https://doi.org/10.22219/jkpp.v3i1.2202
Mamadaliev, K. R., Jabbarova, O. M., Umaroma, Z. A., & Abdullayeva, B. P. (2020). Creation of a New Generation of Teaching Literature - A Requirement of Modernity. International Journal of Psychosocial Rehabilitation, 24(1), 612-619. Doi: 10.37200/IJPR/V24SP1/PR201199
Martin, R., Tyler, P., Storper, M., Evenhuis, E., & Glasmier, A. (2018). Globalization at a critical conjuncture? . Cambridge Journal of Regions, Economy and Society, 11(1), 3-16. https://doi.org/10.1093/cjres/rsy002
Michie, J. (2017). Advanced introduction to globalisation. Cheltenham: Edward Elgar.
Mudarissa. (2016). Strategi Pengembangan Profesioanlisme Tenaga Pendidik di Madrasah. Jurnal Kajian Pendidikan Islam, 8(2), 313-340. Doi: 10.18326/mudarrisa.v8i2.313-340
Muslimin. (2020). Program Penilaian Kinerja Guru dan Uji Kompeten dalam Meningkatkan Prestasi Kerja Guru. Indonesian Journal of Education Management and Administration review, 4(1), 197-204. Doi: http://dx.doi.org/10.4321/ijemar.v4i1.4384
Noorjannah, L. (2014). Pengembangan profesionalism guru melalui penelitian tindakan kelas. Jurnal Humanity, 10(1), 97-114.
Notanubun, Z. (2017). Pengembangan kompetensi dan profesioalisme guru. Prosiding Seminar Nasional HDPGSDI Wilayah IV (pp. 1-7). Ambon: Jurnal Pedagogika.
Parker, D. M., Geyer, S., & Modise, D. (2011). Integrated strategic planning framework for teacher education and development in South Africa. Teacher Development, 1-11.
Pitkänen, K., Iwata, M., & Laru, J. (2020). Exploring technology-oriented Fab Lab facilitators’ role as educators in K-12 education: Focus on scaffolding novice students’ learning in digital fabrication activities. International Journal of Child-Computer Interaction, 26, 1-12. doi:10.1016/j.ijcci.2020.100207
Ramberg, J., Latman, S. B., Almquist, Y. B., & Modin, B. (2018). School effectiveness and students’ perceptions of teacher caring: A multilevel study. Improving Schools, Vol. 22 (1) , 55-71. https://doi.org/10.1177/1365480218764693
Ridwan. (2014). Upaya-Upaya Peningkatan Profesionalisme Guru dalam Proses Belajar Mengajar. Jurnal Pendidikan Ekonomi IKIP Veteran Semarang, 83-95.
Roloff, J., Klusmann, U., Ludtke, O., & Trautwein, U. (2020). The predictive validity of teachers’ personality, cognitive and academic abilities at the end of high school on instructional quality in Germany: A longitudinal study. AERA Open, 6(1). https://doi.org/10.1177/2332858419897884
Ross, P., & Maynard, K. (2021). Towards a 4th industrial revolution. Intelligent Buildings International, 13(3), 1-5. https://doi.org/10.1080/17508975.2021.1873625
Sakin, A. (2020). Preschool pre-service teachers' scientific attitudes for sustainable professional development. International Journal of Curriculum and Instruction, 12, 16–33.
Sarkati, H. (2013). Service dan inservice tranining dalam peningkatan Guru Pai. Jurnal Uin Antasari, 3(2), 1-15.
Shabir. (2015). Kedudukan guru sebagai pendidik. Auladuna, 2(2), 221-232.
Sony, M. (2020). Pros and cons of implementing Industry 4.0 for the organizations: a review and synthesis of evidence. Production & Manufacturing Research, 8(1), 244-272. Doi:10.1080/21693277.2020.1781705
Suliati, Wahyudi, & Suib, M. (2019). Pengembangan Kompetensi Profesional Guru di SMAN 8 Pontianak. Jurnal untan, 1-15.
Sumarto, & Harahap, E. K. (2020). Professional teacher management in effective schools. International Journal of Research, 8(3), 57-64. Doi: https://doi.org/10.29121/granthaalayah.v8.i3.2020.127
Sumiharyati, & Arikunto, S. (2019). Evaluasi program in-service training guru SMK di BLPT Yogyakarta. Jurnal Akuntabilitas Manajemen Pendidikan, 7(2), 160-173. doi:Doi: https://doi.org/10.21831/amp.v7i2.26654
Suriansyah, A. (2015). Profesi kependidikan perfektif guru profesional. Jakarta: PT. Grafindo Persada.
Suriansyah, A. (2014). Hubungan Budaya Sekolah, Komunikasi, dan Komitmen Kerja, terhadap Kinerja Guru Sekolah Dasar Negeri. Cakrawala Pendidikan, 33(3), 358-367.Doi: 10.21831/cp.v3i3.2380
Suryana, Y., & Ismi, F. M. (2019). Manajemen Kurikulum dalam Meningkatkan Mutu Lulusan. Jurnla Isema, 4(2), 257-266. Doi: https://doi.org/10.15575/isema.v4i2.6026
Syamsuar, & Reflianto. (2018). Pendidikan dan tantangan pembelajaran berbasis teknologi informasi di era revolusi industri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1-13. Doi : https://doi.org/10.24036/et.v2i2.101343
Tandon, R., & Tandon, S. (2020). Education 4.0: A new paradigm in transforming the future of education in India. International Journal of Innovative Science, Engineering & Technology, 7(2), 32-54.
Tyagi, S. (2020). Effective Classroom Environment. International Journal of Advanced Scientific Research and Management, 5(1), 8-12.
Utami, L. (2015). Pengembangan kompetensi profesional guru melalui Collaborative Study Group (CSG). Prosiding Seminar Nasional Pendidikan (pp. 86-95). Surakarta: Universitas Sebelas Maret Surakarta.
Utami, I. H., & Hasannah, A. (2020). Kompetensi profesional guru dalam penerapan pembelajaran tematik di SDN Maguwoharjo 1 Yogyakarta. Jurnal ar-raniry,8(1), 121-139. Doi: http://dx.doi.org/10.22373/pjp.v8i2.6232
Vaidya, S., Ambad, P., & Bhosle, S. (2018). Industry 4.0 – A Glimpse. Procedia Manufacturing, 20, 233-238.
Yang, F., & Gu, S. (2021). Industry 4.0, a revolution that requires technology and national strategies. Complex & Intelligent Systems, 7, 1311-1325.
Zuhaeriah, Z., Ali, M., & Yusra, Y. (2020). The role of islamic education teachers competency in improving the quality of education. International Journal of Contemporary Islamic Education, 2(1), 108-130. Doi: https://doi.org/10.24239/ijcied.Vol2.Iss1.15
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savci, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Med Educ., 18, 291.
Alaloul, W. S., Liew, M., Zawawi, N. A., & Kennedy, I. B. (2020). Industrial revolution 4.0 in the construction industry: Challenges and opportunities for stakeholders. Ain Shams Engineering Journal 11(1), 225-230. https://doi.org/10.1016/j.asej.2019.08.010
Aslamiah, & Suhaimi. (2019). Relationship of Transformational Leaders of Principal, Teacher Motivation, Teacher Organization, Commitments with Performance of Primary School Teachers in Labuan Amas Selatan, Indonesia. European Journal of Educational Studies, 5(11), 123-141.
Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher Education Over Ten Years. Teacher Education, 27(1), 10-20. Doi:10.1016/j.tate.2010.08.007
Basit, A., Khotimah, H., & Hartono, R. (2020). Madrasah principal's leadership in the face of an era new normal: Educational technology perspective. International Journal of Innovative Science and Research Technology, 5(9), 1308-1311.
Berestova, A., Gayfullina, N., & Tikhomirov, S. (2020). Leadership and functional competence development in teachers: World experience. International Journal of Instruction, 13(1), 607-622. https://doi.org/10.29333/iji.2020.13139a
Boon, C., Den Hartog, D. N., & Lepak, D. P. (2019). A systematic review of human resource management systems and their measurement. Journal of Management, 45(6), 2498-2537. https://doi.org/10.1177/0149206318818718
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Darmin. (2016). Pengaruh Profesionalitas Guru dalam Manajemen Kelas dan Pembelajaran Kooperatif terhadap Prestasi Belajar Matematika Siswa di MTSN Krangkeng Indramayu. Oasis Jurnal Ilmiah, 1(1), 86-95. Doi: 10.24235/oasis.v1i01.809
Dodillet, S., Lundin, S., & Kruger, J. O. (2019). Constructing professionalism in teacher education. Analytical tools from a comparative study. Education Inquiry, 10(3), 208-225. https://doi.org/10.1080/20004508.2018.1529527
Fitriana, S. (2019). Peran kepribadian guru dalam proses belajar mengajar (Analisis kritis kontruktif atas pemikiran zakiah darajat). Jurnal Muslim Heritage, 4(2), 281-300.
Flores, M. A. (2017). Teaching and developing as a teacher in contradictory times. Teachers and Teaching, 23:2, 123-126.
Gallego, P. L., & Caingcoy, M. E. (2020). Competencies and Professional Development Needs of Kindergarten Teachers. International Journal on Integrated Education, 3(7), 69-81. Doi:10.31149/ijie.v3i7.491
Göncz, L. (2017). Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology. Open Review of Educational Research, 4(1), 75-95. https://doi.org/10.1080/23265507.2017.1339572
Hartono, B., Sulaiman, & Suhaimi. (2019). Pengaruh aktivitas manajerial kepala sekolah, kepuasan kerja, dan budaya organisasi terhadap kinerja Guru SD di Kecamatan. Journal of K6 Education and Management, 3(1), 166-173. 10.21831/jump.v3i1.38599
Inah, E. N. (2015). Peran komunikasi dalam interaksi guru dan siswa. Jurnal Al-Ta'dib, 8(2), 150-167. Doi: http://dx.doi.org/10.31332/atdb.v8i2.416
Irmawati, & Mariah. (2020). Kompetensi profesional guru dalam menggunakan media dan sumber pembelajaran di SMP. Jurnal Media Elektrik, 17(2), 9-14.Doi: https://doi.org/10.26858/metrik.v17i2.14041
Isniwati, Wahdini, E., & Saleh, M. (2020). Supervision and Participation in teachers working group toward the teach-ers' professional competence. Journal of K6 Education and Management, 2(4), 292-300. doi:https://doi.org/10.11594/jk6em.02.04.04
Kastawi, N. S., & Yuliejantiningsih, Y. (2019). Pengembangan Keprofesian Berkelanjutan Guru untuk Meningktakan Mutu Pendidikan. Kelola Jurnal Manajemen Pendidikan, 6(2), 157-168.
Kawuryan, S. P., Sayuti, S. A., Aman, & Dwiningrum, S. I. (2021). Teachers Quality and Educational Equality Achievements in Indonesia. International Journal of Instruction, 14(2), 811-830.
Kim, L. E., Jorg, V., & Klassen, R. M. (2019). A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. Educational Psychology Review, Vol. 31 (1), 163-195.
Kotten, N. B. (2005). Upaya Pengembangan Profesionalisme Guru Sekolah Dasar. Jurnal Ilmu Pendidikan, 12(1), 1-14.
Kristiani, T., Suriansyah, A., & Metroyadi. (2019). Instructional leadership, Progressive Professional Development, Work Motivation, and the Assesment Results of Elementary School Teacher Competency. Journal of k6, Education and Management, 2(1), 234-241.
Lea, Q. T., Buib, T. T., & Phung, T. L. (2020). Application of change management theory to command new teaching activities in high schools. International Journal of Innovation, Creativity and Change, 11(3), 557--568.
Liberante, L. (2012). The importance of teacher –student relationships as explored through the lens of the NSW quality teaching model. Journal of Student Engagement:Education Matter, 2(1), 2-9.
Lukman, Marsigit, Istiyono, E., Kartowagiran, B., Retnawati, H., Kistoro, H. C., & Putranta, H. (2021). Effective teachers’ personality in strengthening character education. International Journal of Evaluation and Research in Education, 10(2), 512~521.Doi:10.11.591/ijere.vl.0i2.21629.
Maksum. (2015). Pelaksanaan Pengembangan Keprofesian Berkelanjutan Guru Kelas SDN 2 Tarakan. Jurnal Kebijakan dan Pengembangan Pendidikan, 3(1), 75-81. Doi: https://doi.org/10.22219/jkpp.v3i1.2202
Mamadaliev, K. R., Jabbarova, O. M., Umaroma, Z. A., & Abdullayeva, B. P. (2020). Creation of a New Generation of Teaching Literature - A Requirement of Modernity. International Journal of Psychosocial Rehabilitation, 24(1), 612-619. Doi: 10.37200/IJPR/V24SP1/PR201199
Martin, R., Tyler, P., Storper, M., Evenhuis, E., & Glasmier, A. (2018). Globalization at a critical conjuncture? . Cambridge Journal of Regions, Economy and Society, 11(1), 3-16. https://doi.org/10.1093/cjres/rsy002
Michie, J. (2017). Advanced introduction to globalisation. Cheltenham: Edward Elgar.
Mudarissa. (2016). Strategi Pengembangan Profesioanlisme Tenaga Pendidik di Madrasah. Jurnal Kajian Pendidikan Islam, 8(2), 313-340. Doi: 10.18326/mudarrisa.v8i2.313-340
Muslimin. (2020). Program Penilaian Kinerja Guru dan Uji Kompeten dalam Meningkatkan Prestasi Kerja Guru. Indonesian Journal of Education Management and Administration review, 4(1), 197-204. Doi: http://dx.doi.org/10.4321/ijemar.v4i1.4384
Noorjannah, L. (2014). Pengembangan profesionalism guru melalui penelitian tindakan kelas. Jurnal Humanity, 10(1), 97-114.
Notanubun, Z. (2017). Pengembangan kompetensi dan profesioalisme guru. Prosiding Seminar Nasional HDPGSDI Wilayah IV (pp. 1-7). Ambon: Jurnal Pedagogika.
Parker, D. M., Geyer, S., & Modise, D. (2011). Integrated strategic planning framework for teacher education and development in South Africa. Teacher Development, 1-11.
Pitkänen, K., Iwata, M., & Laru, J. (2020). Exploring technology-oriented Fab Lab facilitators’ role as educators in K-12 education: Focus on scaffolding novice students’ learning in digital fabrication activities. International Journal of Child-Computer Interaction, 26, 1-12. doi:10.1016/j.ijcci.2020.100207
Ramberg, J., Latman, S. B., Almquist, Y. B., & Modin, B. (2018). School effectiveness and students’ perceptions of teacher caring: A multilevel study. Improving Schools, Vol. 22 (1) , 55-71. https://doi.org/10.1177/1365480218764693
Ridwan. (2014). Upaya-Upaya Peningkatan Profesionalisme Guru dalam Proses Belajar Mengajar. Jurnal Pendidikan Ekonomi IKIP Veteran Semarang, 83-95.
Roloff, J., Klusmann, U., Ludtke, O., & Trautwein, U. (2020). The predictive validity of teachers’ personality, cognitive and academic abilities at the end of high school on instructional quality in Germany: A longitudinal study. AERA Open, 6(1). https://doi.org/10.1177/2332858419897884
Ross, P., & Maynard, K. (2021). Towards a 4th industrial revolution. Intelligent Buildings International, 13(3), 1-5. https://doi.org/10.1080/17508975.2021.1873625
Sakin, A. (2020). Preschool pre-service teachers' scientific attitudes for sustainable professional development. International Journal of Curriculum and Instruction, 12, 16–33.
Sarkati, H. (2013). Service dan inservice tranining dalam peningkatan Guru Pai. Jurnal Uin Antasari, 3(2), 1-15.
Shabir. (2015). Kedudukan guru sebagai pendidik. Auladuna, 2(2), 221-232.
Sony, M. (2020). Pros and cons of implementing Industry 4.0 for the organizations: a review and synthesis of evidence. Production & Manufacturing Research, 8(1), 244-272. Doi:10.1080/21693277.2020.1781705
Suliati, Wahyudi, & Suib, M. (2019). Pengembangan Kompetensi Profesional Guru di SMAN 8 Pontianak. Jurnal untan, 1-15.
Sumarto, & Harahap, E. K. (2020). Professional teacher management in effective schools. International Journal of Research, 8(3), 57-64. Doi: https://doi.org/10.29121/granthaalayah.v8.i3.2020.127
Sumiharyati, & Arikunto, S. (2019). Evaluasi program in-service training guru SMK di BLPT Yogyakarta. Jurnal Akuntabilitas Manajemen Pendidikan, 7(2), 160-173. doi:Doi: https://doi.org/10.21831/amp.v7i2.26654
Suriansyah, A. (2015). Profesi kependidikan perfektif guru profesional. Jakarta: PT. Grafindo Persada.
Suriansyah, A. (2014). Hubungan Budaya Sekolah, Komunikasi, dan Komitmen Kerja, terhadap Kinerja Guru Sekolah Dasar Negeri. Cakrawala Pendidikan, 33(3), 358-367.Doi: 10.21831/cp.v3i3.2380
Suryana, Y., & Ismi, F. M. (2019). Manajemen Kurikulum dalam Meningkatkan Mutu Lulusan. Jurnla Isema, 4(2), 257-266. Doi: https://doi.org/10.15575/isema.v4i2.6026
Syamsuar, & Reflianto. (2018). Pendidikan dan tantangan pembelajaran berbasis teknologi informasi di era revolusi industri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1-13. Doi : https://doi.org/10.24036/et.v2i2.101343
Tandon, R., & Tandon, S. (2020). Education 4.0: A new paradigm in transforming the future of education in India. International Journal of Innovative Science, Engineering & Technology, 7(2), 32-54.
Tyagi, S. (2020). Effective Classroom Environment. International Journal of Advanced Scientific Research and Management, 5(1), 8-12.
Utami, L. (2015). Pengembangan kompetensi profesional guru melalui Collaborative Study Group (CSG). Prosiding Seminar Nasional Pendidikan (pp. 86-95). Surakarta: Universitas Sebelas Maret Surakarta.
Utami, I. H., & Hasannah, A. (2020). Kompetensi profesional guru dalam penerapan pembelajaran tematik di SDN Maguwoharjo 1 Yogyakarta. Jurnal ar-raniry,8(1), 121-139. Doi: http://dx.doi.org/10.22373/pjp.v8i2.6232
Vaidya, S., Ambad, P., & Bhosle, S. (2018). Industry 4.0 – A Glimpse. Procedia Manufacturing, 20, 233-238.
Yang, F., & Gu, S. (2021). Industry 4.0, a revolution that requires technology and national strategies. Complex & Intelligent Systems, 7, 1311-1325.
Zuhaeriah, Z., Ali, M., & Yusra, Y. (2020). The role of islamic education teachers competency in improving the quality of education. International Journal of Contemporary Islamic Education, 2(1), 108-130. Doi: https://doi.org/10.24239/ijcied.Vol2.Iss1.15
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savci, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Med Educ., 18, 291.