Strategies for Developing Teacher Competence in the Era of Independent Learning: A Library Research in the Context of Indonesia
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Abstract
The Era of Independent Learning demands a major transformation in the field of education, particularly in enhancing teacher competence as the spearhead of curriculum implementation. The challenges faced by teachers today are not only related to understanding policy changes but also to their ability to implement contextual, student-centered, and character-based learning. This condition creates an urgent need for effective and sustainable strategies to develop teacher competence. This study aims to identify and analyze various strategies for developing teacher competence within the context of implementing the Independent Learning Curriculum in Indonesia. The research employs a qualitative approach using a literature review method. Data were collected through a review of various scientific journals, academic articles, and relevant educational policy documents. Data analysis was conducted using a descriptive-qualitative and interpretive approach, involving data reduction, presentation of key information, and thematic conclusion drawing. The results of the study show that teacher competence development strategies in the Independent Learning era include continuous professional training, mentoring through learning communities, utilization of digital platforms such as Merdeka Mengajar, and strengthening of school principal leadership. In addition, andragogical approaches and the integration of technology in learning are significant supporting factors. Teachers’ active participation in programs such as Guru Penggerak, Guru Belajar, and communities for sharing best practices also plays a crucial role in improving teacher professionalism holistically. The conclusion of this research emphasizes that effective teacher development strategies must be collaborative, needs-based, and supported by responsive policies as well as a robust educational ecosystem. The involvement of the government, higher education institutions, and society is key to building a sustainable and adaptive teacher development system. This study provides both theoretical and practical contributions to the formulation of strategies for improving the quality of education in Indonesia.
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