Evaluating The Effectiveness Of The Teacher Professional Education Program (Ppg) In Strengthening Pedagogical Competence Among Certified Junior High School Teachers In Sabang City, Aceh

Abstract

This study aims to evaluate the effectiveness of the Teacher Professional Education Program (PPG) in strengthening pedagogical competence among certified junior high school teachers in Sabang City, Aceh Province. Specifically, the study analyzes the effectiveness of the program, identifies supporting and inhibiting factors in its implementation and examines its impact on teachers’ pedagogical practices in the classroom. This study employed a mixed-methods approach using an explanatory sequential design. The quantitative phase involved 60 certified SMP teachers who had completed the PPG program, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using descriptive and inferential statistics. The qualitative phase involved in-depth interviews with 12 selected teachers and 3 school principals and the data were analyzed using thematic analysis. The findings reveal that the PPG program is generally effective in strengthening pedagogical competence as indicated by a high overall mean score (3.88) and 63% of teachers categorized at a high level of effectiveness. However, 37% of teachers remain in the moderate category, suggesting that the effectiveness of the program is not yet optimal. The program shows strong impact on teachers’ ability in understanding student characteristics and instructional planning but relatively lower performance in teaching strategies and technology integration. Regression analysis indicates that the PPG program has a significant positive effect on pedagogical competence, contributing 46% to its development. Qualitative findings further reveal that while teachers demonstrate improved teaching readiness, they still face challenges in implementing innovative and technology-based learning due to limited infrastructure, uneven digital literacy, and lack of continuous professional support. In conclusion, the PPG program has successfully strengthened foundational pedagogical competence but has not fully transformed teaching practices toward student-centered and technology enhanced learning. The effectiveness of the program is influenced by contextual factors and requires continuous professional support to ensure sustainable improvement. These findings provide important implications for policymakers and educational stakeholders in improving the implementation of teacher professional development programs, particularly in remote areas.