The Effectiveness of the Online Professional Teacher Education (PPG) Program in Improving Teacher Professionalism

The implementation of the Teacher Professional Education (PPG) program in an online mode faces several challenges, such as limited proficiency in information technology, reduced interaction, and inadequate facilities and infrastructure. The objective of this study is to evaluate the effectiveness of the online PPG program. The research employed an evaluation research design utilizing Kirkpatrick's evaluation model, which includes reaction, learning, behavior, and result. A mixed-method approach was adopted. The study's participants comprised 196 individuals. Data collection techniques included questionnaires, interviews, and focus group discussions. Data analysis utilized a descriptive qualitative-quantitative method. The findings reveal that: (1) Reaction indicates participants rated aspects of instructors, administrative services in the Learning Management System, facilities and infrastructure, and PPG materials as excellent; (2) Learning shows an increase in knowledge, skills and attitudes; (3) Behavior of participants after the training is categorized as excellent; and (4) Result, categorized as excellent, demonstrates a positive impact on improving the quality of learning and services to the community. Overall, the implementation of the PPG program was effective; however, it should be complemented with face-to-face learning.