ASSESSING THE IMPACT OF ONLINE LEARNING ON PROFESSIONALISM OF IN-SERVICE TEACHER PROFESSIONAL EDUCATION AT ISLAMIC HIGHER EDUCATION INSTITUTIONS


Muslih Moh(1*), Muchamad Fauyan(2), Kholis Nur(3), Deporos Rollie C. Saprolla(4)

(1) Universitas Islam Negeri K. H. Abdurrahman Wahid, Indonesia
(2) Universitas Islam Negeri K. H. Abdurrahman Wahid, Indonesia
(3) Universitas Islam Negeri K. H. Abdurrahman Wahid, Indonesia
(4) Ateneo de Davao University, Davao City, Philippines
(*) Corresponding Author

Abstract


This study investigates the impact of online learning on teacher professionalism within the in-service Teacher Professional Education (TPE) program at a State Islamic Higher Education (IHE) institution in Indonesia. Utilizing a mixed-methods approach, the research focuses on four key areas: online learning practices, curriculum adaptation, instructor preparation, and the development of professionalism. The study is grounded in heutagogy, peeragogy, and cybergogy, emphasizing the importance of self-directed, collaborative, and technology-enhanced learning for Generation X teachers. Quantitative analysis reveals a moderate but significant relationship between online learning and teacher professionalism (R = 0.573), with 32.9% of the variance in professionalism explained by online learning (R² = 0.329). The statistical significance of this effect (p < 0.001) affirms the positive impact of online learning. Qualitative findings corroborate these results, with participants highlighting the relevance of course materials, the development of learning tools, and the quality of instructor feedback as key contributors to professionalism. Curriculum adaptation through benchmarking and thorough preparation by lecturers, mentor teachers, and students are identified as crucial factors in the program’s effectiveness. Despite challenges such as limited face-to-face interaction and internet access, online learning has significantly enhanced teacher professionalism by providing greater accessibility, flexibility, and engagement opportunities. The study concludes that, with appropriate strategies and innovations, online learning can substantially improve teacher professionalism in the TPE program.

Keywords


Cybergogy, Heutagogy, Peeragogy, Teacher Professional Development

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References


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