Praktik transformasi kompetensi guru dalam menjawab kebutuhan siswa menghadapi tantangan global (Studi kasus sekolah Taman Kanak-kanak di Kulonprogo)

Penelitian berusaha mengurai transformasi manajemen kompetensi guru dalam bingkai kebijakan, perspektif ini dipilih agar mampu mengetahui pada tataran tingkat messo dalam mentransformasikan kompetensi guru sesuai kebutuhan daerah. Kajian ini menggunakan pendekatan kualitatif deskrptif. Instrument pengumpulan data melalui studi dokumen, Focus Group Discusion (FGD), wawancara, dan survei. Metode tersebut digunakan untuk mengumpulkan data terkait praktik transformasi kompetensi guru TK di Kulonprogo. Transformasi kompetensi guru menjadi prasyarat dalam rangka pemulihan kualitas pendidikan pasca pandemi. Akan tetapi, belum ditemukan adanya transformasi kompetensi guru selama pandemi maupun pasca pandemic yang benar-benar disusun oleh pemerintah daerah Kabupaten Kulon Progo untuk turu TK. Adapun program-program peningkatan kompetensi guru justru banyak lebih dirasakan sebelum adanya pandemic. Meskipun selama pandemi terdapat program peningkatan kompetensi guru dengan moda daring yang dapat diikuti guru secara mandiri, namun hasilnya tidak bisa dirasakan secara nyata karena minimnya komitmen dan konsistensi guru selama pelatihan. Adapun peningkatan kompetensi guru justru datang dari pemerintah pusat dengan program guru penggerak dan sekolah penggerak. Hal ini menjadi pekerjaan rumah bagi Dinas Pendidikan Kabupaten Kulon Progo untuk meningkatkan kompetensi guru TK dalam menjaga dan meningkatkan kualitas belajar peserta didik dalam rangka membekali mereka pada kebutuhan tantangan global.This research sought to unravel the transformation of teacher competence management within the policy framework, this perspective was chosen to , at the messo level,  the transformation of teacher competencies in regard to the regional needs. This study used a descriptive qualitative approach. Data collection instruments are in the form of document studies, Focus Group Discussion (FGD), interviews, and surveys. This method was used to collect data related to the transformation practice of kindergarten teachers’ competencies in Kulonprogo. Transformation of teacher competencies is a prerequisite in the recovery framework of post-pandemic education. However, there has not been any transformation of teachers’ competences during the pandemic or post-pandemic that was actually arranged by the local government of Kulon Progo Regency for kindergarten teachers. As for programs to improve teacher competence, they were even more recognized before the pandemic. Even though during the pandemic there was a teacher competency improvement program using an online mode in which teachers could participate independently, the results were hardly noticeable due to the lack of commitment and consistency of teachers during training. The increase in teachers’ competences actually came from the central government with the guru penggerak and sekolah penggerak programs. This is the homework for the Education Authorities of  Kulon Progo District to improve the competences of kindergarten teachers to maintain and enhance the quality of student learning and prepare them for the global challenges.