EVALUASI KEBUTUHAN PENGEMBANGAN KOMPETENSI BERKELANJUTAN GURU SMA BERBASIS RAPOR PENDIDIKAN 2025 DI PROVINSI BANTEN

Authors

  • Ririk Ratnasari Kementerian Pendidikan Dasar dan Menengah Balai Guru Dan Tenaga Kependidikan Provinsi Banten
  • Indriyati Indriyati Kementerian Pendidikan Dasar dan Menengah Balai Guru Dan Tenaga Kependidikan Provinsi Banten
  • Jehan Ananda Kementerian Pendidikan Dasar dan Menengah Balai Guru Dan Tenaga Kependidikan Provinsi Banten
  • Naro Prasetyo Kementerian Pendidikan Dasar dan Menengah Balai Guru Dan Tenaga Kependidikan Provinsi Banten
  • Hardiyanto Hardiyanto Kementerian Pendidikan Dasar dan Menengah Balai Guru Dan Tenaga Kependidikan Provinsi Banten
  • Iis Handoko Kementerian Pendidikan Dasar dan Menengah Balai Guru Dan Tenaga Kependidikan Provinsi Banten

Keywords:

competency development, education report card, literacy and numeracy, learning reflection

Abstract

This study aims to identify the needs for sustainable competency development (SCD) of high school teachers in Banten Province based on the analysis of 2025 Education Report data. The approach used is quantitative descriptive by utilizing secondary data from the education unit, which is then deepened through a focus on indicators with the achievement of the "less" category. Although the main analysis was at the high school level with a total of 634 schools, the data selection also considered the relationship with the basic education level (SD) in accordance with the scope of BGTK's duties in order to obtain an overview of competency needs on an ongoing basis. The results showed that there were four level 2 indicators with the highest percentage of "lacking" achievements, namely literacy skills (8.83%), numeracy skills (8.36%), reflection and improvement of learning by teachers (10.09%), and gender equality climate (11.04%). These findings indicate that teachers still need to be strengthened in developing literacy and numeracy-based learning, building sustainable reflective practices, and creating an inclusive and gender-responsive learning environment. The conclusion of this study emphasizes that the need for teachers' SCD not only focuses on improving pedagogic competence, but also on strengthening professionalism and inclusivity values. Therefore, it is necessary to design a SCD program that is data-based, contextual, and oriented towards continuous improvement of learning practices to improve the quality of education as a whole.

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Published

2026-06-29

Issue

Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.

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Articles

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