Post-Teacher Professional Education Learning Process: An Exploratory Study of Alumni of the Teacher Professional Education Program

The limited number of studies assessing the effectiveness of the Teacher Professional Education (PPG) program from students’ perspectives, particularly in the context of Geography teachers, highlights the need to examine how professional competencies are applied in classroom practice. This study aims to analyze the impact of the PPG program on the Geography learning process based on students’ perceptions. A descriptive quantitative approach was employed, involving 105 students taught by PPG-certified Geography teachers at Ganesha University of Education (Undiksha). Data were gathered through a Likert-scale questionnaire and analyzed using the Wilcoxon Signed-Rank Test to identify differences before and after teachers completed the program. The results show statistically significant improvements (p < 0.001) across all measured aspects of the learning process, including teaching strategies, classroom interaction, and the creation of a supportive learning environment. These findings confirm that the PPG program contributes positively to the professionalism of Geography teachers and enhances the overall quality of instruction. The study concludes that PPG has a meaningful impact not only on teachers’ pedagogical competencies but also on students’ classroom experiences. The implication is that program evaluations should incorporate students’ perspectives as primary beneficiaries of learning outcomes, while policymakers and education institutions may use such evidence to strengthen teacher training frameworks and sustain quality improvements in Geography education.