Teacher Professionalism in Learning Implementation An Exploratory Study at SMP Negeri 5 Lahewa

Abstract

Teacher professionalism is one of the key factors influencing the quality of education and the effectiveness of learning implementation in schools. This study aimed to explore teacher professionalism in learning implementation at SMP Negeri 5 Lahewa, North Nias Regency, Indonesia. The study employed a descriptive qualitative approach. Data were collected through interviews, observations, and documentation involving the school principal and a science teacher as key informants. The collected data were analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings revealed that teacher professionalism at SMP Negeri 5 Lahewa is generally well implemented. Most teachers have obtained teaching certification and demonstrate commitment to their professional responsibilities. Teachers prepare instructional materials, teaching modules, worksheets, and learning media before conducting classroom instruction. Learning activities are carried out using various teaching methods that encourage student participation and active engagement. The school also supports teacher professionalism through academic supervision, participation in teacher professional development programs, seminars, training activities, and subject teacher forums (MGMP). In science learning, teachers attempt to connect scientific concepts with students’ daily experiences and utilize available laboratory facilities to support practical activities. However, several challenges remain, including differences in students’ learning abilities and limitations in laboratory facilities. Overall, teacher professionalism at SMP Negeri 5 Lahewa contributes positively to the effectiveness of learning implementation and educational quality improvement.