Development of the Non-Formal Educator Teacher Profession in Semarang City and Regency

सार

Education is a condition for the progress of the country to create quality human beings. Quality education depends on the quality of the teachers. Teachers as educators are required to integrate technology in classroom teaching. However, not many non-formal teachers have these skills. The demands of the world of work and the future require non-formal teachers to participate in teacher professional development programs to elaborate various problems that occur in the non-formal learning process and find solutions. This study aims to identify professional development programs for non-formal educator teachers in Semarang Regency and City. This research also identifies the form of professional development programs and obstacles that occur and challenges in the future. This research method uses a mixture of qualitative and quantitative research methods to answer research questions. The study data was collected by online questionnaire. Research findings show that all non-formal educator teachers in Semarang Regency and City are interested in participating in professional development programs, and it is proven that 76% of non-formal educator teachers in Semarang Regency and City have participated in professional development programs. The remaining 24% are still unable to get access to professional development due to various factors. The forms of professional development programs that are followed are diverse, and most of them are interested in teaching programs that integrate technology and teacher education programs (PPG). Obstacles in professional development are mentioned by several factors, namely limited access, expensive costs, decreased motivation, and the ability to use technology. Meanwhile, the challenges of professional development of non-formal educator teachers include increasingly sophisticated technological developments, student character development, increasingly fierce competition, and the start of many new young scholars. However, these challenges are not only faced by non-formal educators, but also by formal educators.