Analisis Peran MGMP dalam pengembangan Kompetensi Guru Ekonomi di SMAN 6 Kerinci untuk Mendukung Implementasi Pembelajaran Mendalam
Abstract
Penelitian ini bertujuan untuk menganalisis peran Forum Guru Mata Pelajaran (MGMP) dalam mengembangkan kompetensi guru Ekonomi di SMAN 6 Kerinci sekaligus meneliti kontribusinya dalam mendukung implementasi pembelajaran mendalam sebagai kebijakan pendidikan nasional. Penelitian ini menggunakan pendekatan metode campuran dengan desain sekuensial eksploratif dengan mengintegrasikan data kuantitatif dan kualitatif. Data kuantitatif dikumpulkan melalui survei yang melibatkan 35 guru Ekonomi, sedangkan data kualitatif diperoleh melalui wawancara mendalam, observasi, dan analisis dokumen. Hasil penelitian menunjukkan bahwa MGMP secara signifikan berkontribusi dalam meningkatkan kompetensi pedagogis guru dari 45% menjadi 82% dan kompetensi profesional dari 58% menjadi 85% melalui kegiatan pembelajaran kolaboratif, pendampingan sebaya, lokakarya, dan pertukaran praktik terbaik pengajaran. Temuan wawancara yang dilakukan pada tahun 2026 dengan Dinas Pendidikan Kabupaten Kerinci lebih lanjut mengungkapkan bahwa MGMP telah berkembang melampaui forum diskusi profesional menjadi komunitas pembelajaran yang mendukung implementasi pembelajaran mendalam, memperkuat literasi dan numerasi, mengintegrasikan Kecerdasan Buatan (AI) ke dalam pengajaran di kelas, dan memperkuat Program Penguatan Pendidikan Karakter. Terlepas dari tantangan terkait beban kerja guru, keterbatasan dana, dan kendala geografis, dukungan institusional yang kuat dan budaya kolaboratif telah memungkinkan MGMP untuk tetap menjadi platform yang efektif untuk pengembangan profesional berkelanjutan. Studi ini menyimpulkan bahwa MGMP memainkan peran strategis tidak hanya dalam meningkatkan kompetensi guru tetapi juga dalam mendukung transformasi pendidikan melalui implementasi pembelajaran mendalam. Temuan ini memberikan model adaptif untuk memperkuat komunitas pembelajaran profesional guru, khususnya di daerah yang memiliki keterbatasan sumber daya.
Downloads
References
Boylan, M., Adams, G., Perry, E., & Booth, J. (2023). Re-imagining transformative professional learning for critical teacher professionalism: A conceptual review. Professional Development in Education, 49(4), 651–669. https://doi.org/10.1080/19415257.2022.2162566
Badan Pusat Statistik Kabupaten Kerinci. (2025). Kabupaten Kerinci dalam angka 2025. BPS Kabupaten Kerinci.
Carmi, T., Guberman, A., & Cohen Brandeis, R. (2025). PLC tools: Promoting learning about learning in a teachers' professional community. Professional Development in Education, 51(2). https://doi.org/10.1080/19415257.2022.2077409
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616–630. https://doi.org/10.1007/s11528-022-00715-y
Christensen, A. A. (2025). A global measure of professional learning communities. Professional Development in Education, 51(2), 214–230. https://doi.org/10.1080/19415257.2022.2065516
Hayes, K. N., Preminger, L., & Bae, C. L. (2024). Why does teacher learning vary in professional development? Accounting for organisational conditions. Professional Development in Education, 50(1), 108–128. https://doi.org/10.1080/19415257.2023.2283433
Hennessy, S., Jordan, K., Wagner, D. A., & UNESCO colleagues. (2022). Teacher professional development and digital technologies: A systematic review. Computers and Education: Open. https://doi.org/10.1016/j.caeo.2022.100080
Kementerian Pendidikan Dasar dan Menengah. (2025). Naskah akademik pembelajaran mendalam (deep learning). Kementerian Pendidikan Dasar dan Menengah.
King, F., Poekert, P., & Pierce, T. (2023). A pragmatic meta-model to navigate complexity in teachers' professional learning. Professional Development in Education, 49(6), 958–977. https://doi.org/10.1080/19415257.2023.2248478
Korsager, M., Nielsen, B. L., & Larsen, M. S. (2022). Designing effective teacher professional development: A systematic review. Professional Development in Education. https://doi.org/10.1080/19415257.2022.2038234
Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO. https://doi.org/10.54675/ZJTE2084
Mooney Simmie, G. (2023). Teacher professional learning: A holistic and cultural endeavour imbued with transformative possibility. Educational Review, 75(5), 916–931. https://doi.org/10.1080/00131911.2021.1978398
Moura, A., & Costa, P. (2022). Patterns of teacher collaboration, professional development and teaching practices. International Journal of Educational Research Open, 3, 100137. https://doi.org/10.1016/j.ijedro.2022.100137
Napitupulu, B., & Wibawanta, B. (2022). Evaluation of the professional learning community program for teachers in Indonesia. Jurnal Kependidikan, 8(3). https://doi.org/10.33394/jk.v8i3.5573
Organisation for Economic Co-operation and Development. (2022). Trends shaping education 2022. OECD Publishing. https://doi.org/10.1787/6ae8771a-en
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609
Prenger, R., Poortman, C. L., & Handelzalts, A. (2019). The effects of networked professional learning communities. Journal of Teacher Education, 70(5), 441–452. https://doi.org/10.1177/0022487117753574
Soraya, E., & Supadi. (2022). The practice of learning community on teachers' development: A case of Indonesia. Al-Ishlah: Jurnal Pendidikan, 14(4). https://doi.org/10.35445/alishlah.v14i4.2292
Suarez, V., & McGrath, J. (2022). Teacher professional identity: How to develop and support it in times of change (OECD Education Working Papers No. 267). OECD Publishing. https://doi.org/10.1787/b19f5af7-en
Copyright (c) 2026 Siti Fermaisuri

This work is licensed under a Creative Commons Attribution 4.0 International License.
By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
License
The use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution 4.0 International License.
Author(s)' Warranties
The author warrants that the article is original, written by the stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
User/Public Rights
Under the Creative Commons license, users are allowed to copy, distribute, display, and perform the work. Users will also need to attribute authors on distributing works in the journal and other media of publications. Unless otherwise stated, the authors are public entities as soon as their articles got published.
Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in own future works, including lectures and books,
- The right to reproduce the article for own purposes,
- The right to self-archive the article,
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. The journal will not be held liable for anything that may arise due to the author(s) internal dispute. The journal will only communicate with the corresponding author.
Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that the journal entitles the author(s) to no royalties or other fees.
Miscellaneous
The article will be published in the journal if the article’s editorial process is successfully completed. The editors may modify the article to a style of punctuation, spelling, capitalization, referencing, and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.











