Empowement, What is? e xtension Journal, Inc. Yogyakarta: Gava Media.Ĭheryl E C.(2006). Jakarta: Gramedia Pustaka Utama.Īmbar T.S. Pemberdayaan, Konsep Kebijakan dan Implementasinya, Jakarta: Centre for Srategy and International Studies (CSIS). Profil Pendidik Profesional Yogyakarta: Andi Offset. Guru dan Anak Didik dalam Interaksi Edukatif. Reformasi Pendidikan dalam Konteks Otonomi Daerah, Yogyakarta: Adi Cita Karya Nusa. Peningkatan Profesionalisme Guru Sekolah Dasar. Profesionalisme Keguruan Prospek dan Cabarannya. This work is licensed under a Creative Commons Attribution 4.0 International License. Involvement professionalism status confidence autonomy influence These six aspects are categorized as good except professional development, which was satisfactory. The result showed that: the involvement in making decision had the mean 3.03 professional development was 2.67 status was 3.23 confidence 3.16 autonomy was 3.29 and the influence was 3.36. Data were collected through the instrument and interview by the data source was mathematic teachers from 12 Junior High Schools in Malang consisted of 8 private schools and 4 public schools with the number of the respondents was 38 teachers. The approach conducted in this research was quantitative and qualitative. doi: 10.12691/education-3-4-8Ībstract The research objective was to analyze teachers’ response towards the implementation of mathematics teacher empowerment after the implementation of certification consisted of six dimensions: namely 1) the involvement in making decision 2) professional development 3) status 4) confidence 5) autonomy 6) influence.

American Journal of Educational Research. Mathematics Teachers’ Response towards Teacher Empowerment at Junior High School in Indonesia.

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