PERAN ORGANISASI PROFESI KEGURUAN UNTUK MELAKUKAN PENGUATAN KOMPETENSI GURU PPKN DALAM MENGHADAPI TANTANGAN DI ERA DISRUPSI - Riskawati, - (2020)
Disrupsi ditandai dengan penggunaan teknologi hampir disemua bidang termasuk pendidikan. Tantangan terbesar dunia pendidikan saat ini bagi guru PPKn adalah kemampuan terhadap penguasaan dan memanfaatkan teknologi dalam proses pembelajaran yang lebih demokratis guna mengembangkan civic engagement siswa. Kemajuan teknologi saat ini belum di imbangi dengan kemampuan guru PPKn dalam menguasai kompetensi digital. Maka tidaklah heran, proses pembelajaran seringkali masih menggunakan pola-pola lama dan kurang demokratis. Penelitian ini bertujuan untuk mengetahui peran organisasi profesi keguruan untuk melakukan penguatan kompetensi guru PPKn dalam menghadapi tantangan di era disrupsi. Melalui pendekatan kualitatif dengan metode deskriptif, maka hasil penelitian ini adalah: 1)Peran Organisasi Profesi Keguruan dalam menguatkan kompetensi guru PPKn yakni dengan menjalankan salah satu fungsi pokok organisasi yaitu pengembangan profesi. Pengembangan profesi dilakukan dengan menggagas program kerja baik berupa seminar nasional/internasional, pelatihan, penulisan dan publikasi ilmiah guna mengembangkan wawasan guru PPKn terkait masalah kewarganegaraan. 2)kompetensi pokok bagi guru PPKn dianggap tidak cukup dalam mendidik siswa di era disrupsi, sehingga dibutuhkan kompetensi tambahan yakni kompetensi digital yang di korelasikan dengan pemahaman tentang digital citizenship. 3) efek peran organisasi dalam menguatkan kompetensi digital guru PPKn yaitu mampu menciptakan pembelajaran yang lebih demokratis dan menciptakan civic engagement siswa. 4)Kendala yang dihadapi Organisasi Profesi Keguruan adalah kendala internal organisasi dari segi program kerja yang belum maksimal terkait kompetensi digital yang dikorelasikan dengan digital citizenship, tidak meratanya sarana dan fasilitas dibeberapa sekolah, anggaran pelaksanaan program kerja, serta kurangnya evaluasi. Disruption is characterized by the use of technology in almost all fields including Education. The biggest challenge in the world of education for Pancasila and Civic Education Teachers is the ability to master and utilize technology in a more democratic way in order to develop the students' civic engagement. Current technological advances have not been matched by the ability of Pancasila and Civic Education Teachers to master digital competencies. Hence, it is not surprising that the learning process often uses old and less democratic patterns. This study aims to determine the role of Professional Teacher Organization in strengthening the competence of Pancasila and Civic Education Teachers in facing challenges in the disruption era. Through a qualitative approach with descriptive methods, the results of this study are: (1) the role of the Teaching Professional Organization in strengthening the competence of Pancasila and Civic Education Teachers is carrying out one of the main function of the organization which is professional development. Professional development is carried out by initiating work programs in the form of national or international seminars, training, writing and scientific publications in order to develop Pancasila and Civic Education Teachers' insights regarding citizenship issues; (2) Basic competencies for Pancasila and Civic Education Teachers are considered insufficient in educating students in the disruption era, so they need to develop their digital competencies that are correlated with an understanding of digital citizenship; (3) The effect of organization role in strengthening the digital competence of Pancasila and Civic Education Teachers is being able to create more democratic learning and create civic student engagement; (4) The obstacles faced by Professional Teacher Organizations is caused by internal organizational constraints in terms of work programs that have not been maximized related to digital competence which is correlated with digital citizenship, unequal facilities in several schools, budget for implementing work programs, and lack of evaluation.