MANAJEMEN PROGRAM PENDIDIKAN GURU PENGGERAK DALAM MEWUJUDKAN KOMPETENSI GURU (Studi Kasus Di Balai Besar Guru Penggerak Provinsi Jawa Tengah)

TEACHER EDUCATION MANAGEMENT PROGRAM IN REALIZING TEACHER COMPETENCE (Case Study at the Center for Teachers of Central Java Province)

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis manajemen Program Guru Penggerak (PGP) dalam upaya mewujudkan kompetensi guru dengan studi kasus Balai Besar Guru Penggerak (BBGP) Provinsi Jawa Tengah. Kompetensi guru merupakan keterampilan yang harus dimiliki pendidik untuk memenuhi standar mutu. Hal ini menyoroti kemampuan pedagogik, kepribadian, sosial, dan profesional yang dapat diperoleh melalui pendidikan profesional. Oleh karena itu PGP sebagai salah satu pelatihan pendidikan profesional diharapkan mampu untuk mewujudkan kompetensi guru sebagai pendidik atau pemimpin pembelajaran berpusat pada peserta  didik. Fokus utama penelitian ini meliputi perencanaan, pengorganisasian, pelaksanaan, dan pengawasan. Metode penelitian yang digunakan penulis adalah dengan menggunakan pendeketan kualitatif dengan jenis penelitian case study research (studi kasus) dan bersifat deskriptif. Data dikumpulkan melalui observasi partisipan, wawancara semi-terstruktur dan studi dokumentasi. Responden penelitian terdiri dari para pengelola atau Tim Kerja dari  PGP di BBGP Provinsi Jawa Tengah. Teknik analisis data dilakukan melalui reduksi data, penyajian data, dan verifikasi atau penarikan kesimpulan. Hasil penelitian menunjukkan bahwa manajemen PGP di BBGP Provinsi Jawa Tengah dilakukan melalui tahapan yang terstruktur, dalam perencanaan, BBGP menyusun program secara sistematis berdasarkan kebutuhan lapangan dan kebijakan pusat, termasuk pengembangan kurikulum, teknis pelaksanaan, serta penjadwalan pelatihan. Pada tahap pengorganisasian, struktur kerja ditata dengan pembagian tugas yang jelas antara tim pengelola, penanggung jawab wilayah serta pemanfaatan teknologi digital untuk mendukung koordinasi. Dalam tahap pelaksanaan, program dilaksanakan melalui kombinasi pembelajaran daring, lokakarya luring, pendampingan individu, dan kegiatan komunitas praktik. Sementara itu, pengawasan dilakukan melalui monitoring dan evaluasi berkelanjutan untuk memastikan efektivitas kegiatan, ketercapaian kompetensi, serta tindak lanjut perbaikan program. Kata Kunci : Manajemen Pendidikan, Guru Penggerak, Kompetensi Guru

This study aims to describe and analyze the management of the Teacher Leader Program (PGP) in an effort to realize teacher competence with a case study of the Center for Teacher Leaders (BBGP) of Central Java Province. Teacher competence is a skill that must be possessed by educators to meet quality standards. This highlights pedagogical, personality, social, and professional abilities that can be obtained through professional education. Therefore, PGP as one of the professional education trainings is expected to be able to realize teacher competence as educators or leaders of student-centered learning. The main focus of this study includes planning, organizing, implementing, and supervising. The research method used by the researcher is to use a qualitative approach with a case study research type and is descriptive. Data were collected through participant observation, semi-structured interviews and documentation studies. The research respondents consisted of managers or Work Teams from PGP at BBGP Central Java Province. Data analysis techniques were carried out through data reduction, data presentation, and verification or drawing conclusions. The results of the study showed that PGP management at BBGP Central Java Province was carried out through structured stages, in planning, BBGP systematically compiled programs based on field needs and central policies, including curriculum development, technical implementation, and training scheduling. At the organizing stage, the work structure is arranged with a clear division of tasks between the management team, those responsible for the area, and the use of digital technology to support coordination. At the implementation stage, the program is implemented through a combination of online learning, offline workshops, individual mentoring, and community practice activities. Meanwhile, supervision is carried out through continuous monitoring and evaluation to ensure the effectiveness of activities, achievement of competencies, and follow-up to program improvements.

Keywords: Educational Management, Leading Teacher, Teacher Competency