Implementasi Permendikbudristek Nomor 19 Tahun 2024 Tentang Pendidikan Profesi Guru Dalam Peningkatan Kompetensi Guru di Smk Swasta Gbkp Kabanjahe

Abstract

Sedar Barus, Tahun 2026, Implementasi Permendikbudristek Nomor 19 Tahun 2024 tentang Pendidikan Profesi Guru dalam Peningkatan Kompetensi Guru di SMK Swasta GBKP Kabanjahe, Tesis Program Studi Magister Administrasi Publik, Program Pascasarjana Universitas Medan Area Medan.Latar belakang penelitian ini didasarkan pada masih ditemukannya kesenjangan antara kebijakan pendidikan nasional dan realitas pelaksanaannya di sekolah swasta, khususnya terkait rendahnya partisipasi guru dalam program PPG dan keterbatasan dukungan sumber daya Penelitian ini bertujuan untuk menganalisis implementasi Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 19 Tahun 2024 dalam peningkatan kompetensi guru di SMK Swasta GBKP Kabanjahe, Kabupaten Karo.. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Pengumpulan data dilakukan melalui observasi, wawancara mendalam, dokumentasi, dan triangulasi data. Informan penelitian terdiri atas informan kunci, informan utama, dan informan pendukung yang dipilih secara purposive sampling. Analisis data dilakukan dengan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi kebijakan PPG di SMK Swasta GBKP Kabanjahe telah berjalan, namun belum sepenuhnya optimal. Ditinjau dari perspektif teori implementasi kebijakan Edward III, efektivitas kebijakan dipengaruhi oleh empat variabel utama, yaitu komunikasi kebijakan yang belum merata, keterbatasan sumber daya finansial dan teknologi, disposisi pelaksana yang bervariasi, serta struktur birokrasi yang masih kompleks. Selanjutnya faktor pendukung adanya landasan regulasi yang jelas dan kuat, Kepemimpinan sekolah berperan penting dalam membangun iklim institusional yang kondusif. Transformasi kebijakan ke arah sistem daring dan modul berbasis digital. Sedangkan faktor penghambat yaitu lemahnya komunikasi kebijakan yang diterima guru, banyaknya beban guru yaitu tugas mengajar,atministrasi pembelajaran sarana dan prasaran teknologi. Sedar Barus, 2026, Implementation of Permendikbudristek Number 19 of 2024 concerning Teacher Professional Education in Improving Teacher Competence at GBKP Kabanjahe Private Vocational School, Thesis of Master of Public Administration Study Program, Postgraduate Program, Medan Area University, Medan.The background to this research is based on the continued gap between national education policy and the reality of its implementation in private schools, particularly regarding the low participation of teachers in the PPG program and limited resource support. This study aims to analyze the implementation of the Regulation of the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia Number 19 of 2024 in improving teacher competency at GBKP Kabanjahe Private Vocational School, Karo Regency. This study uses a qualitative approach with descriptive methods. Data collection was carried out through observation, in-depth interviews, documentation, and data triangulation. Research informants consisted of key informants, main informants, and supporting informants selected by purposive sampling. Data analysis was carried out using the interactive model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions.The results of the study indicate that the implementation of the PPG policy at GBKP Kabanjahe Private Vocational School has been running, but has not been fully optimal. Viewed from the perspective of Edward III's policy implementation theory, the effectiveness of the policy is influenced by four main variables, namely uneven policy communication, limited financial and technological resources, varying dispositions of implementers, and a still complex bureaucratic structure. Furthermore, supporting factors include the existence of a clear and strong regulatory foundation, school leadership plays an important role in building a conducive institutional climate, and policy transformation towards online systems and digital-based modules. Meanwhile, inhibiting factors include weak policy communication received by teachers, the