This is an open access article under the CC-BY-SA license. REiD (Research and Evaluation in Education), 6(2), 2020, 130-141 Available online at: http://journal.uny.ac.id/index.php/reid Evaluation of the implementation of professional development efforts in improving the professionalism of Geography teachers *1 Alfin Nuramalia Yuniandita; 1 Mukminan 1 Faculty of Social Science, Universitas Negeri Yogyakarta Jl. Colombo No. 1, Karangmalang, Depok, Sleman, Yogyakarta 55281, Indonesia *Corresponding Author. E-mail: alfinnuramalia.2018@student.uny.ac.id Submitted: 2 November 2020 | Revised: 25 December 2020 | Accepted: 27 December 2020 Abstract This study aims to determine how the implementation of teacher professional development efforts and the government and/or related agencies' participation in supporting teacher professional improvement can formulate sustainable professional development efforts in improving the professionalism of high school geography teachers in Brebes Regency. This evaluation study used the discrepancy model. The method used was descriptive quantitative and analyzed using percentage descriptive techniques. The data in this evaluation study were collected through questionnaires, interviews, and observations. The sample in this study consisted of 30 high school Geography teachers in Brebes Regency, while the sampling technique used was disproportionate stratified random sampling. Regardless of the results of the study that Geography teachers had a good understanding of the duties and obligations that had to be fulfilled as professional teachers, that efforts for sustainable professional development had not been fully implemented properly. The result shows that the Sustainable Professional Development efforts carried out by Geography teachers are in the criteria of ―Good Enough‖ with an average score of 66.83 (out of a maximum score of 120). From several programs that are supporting the teachers’ professional de- velopment, only a few programs are routinely carried out by Geography teachers, including internal coaching by supervisors, Geography subject forum activities, and workshops. Besides, several professional development programs deserve special attention from the government due to the lack of teacher participation, namely apprenticeships, short courses, distance learning, level training, and further education, given that some of these programs provide opportunities for teachers to update and develop their knowledge. Keywords: sustainable professional development, professional improvement, geography teachers How to cite: Yuniandita, A., & Mukminan, M. (2020). Evaluation of the implementation of professional development efforts in improving the professionalism of Geography teachers. REiD (Research and Evaluation in Education), 6(2), 130-141. doi:https://doi.org/10.21831/reid.v6i2.35455. Introduction The education world is facing various challenges in the globalization era. Facing the development of the world globally demands preparing competent Human Resources (HR) to be able to compete in the global world. The globalization era is marked by various changes in a relatively fast period time in vari- ous fields, especially in terms of the develop- ment of science and technology. When people begin to be required to follow global develop- ments, formal education in schools is believed as the main factor in equipping people with knowledge that continues to evolve through- out life, because through education, people will have a scientific and structured mindset based on existing facts; besides, students will be helped to understand and recognize the science and knowledge that continues to de- velop (Zubaedi, 2011, p.178). https://doi.org/10.21831/reid.v6i2.35455 https://doi.org/10.21831/reid.v6i2.35455 Alfin Nuramalia Yuniandita & Mukminan Copyright © 2020, REiD (Research and Evaluation in Education), 6(2), 2020 - 131 ISSN: 2460-6995 (Online) Concerning the development of educa- tion in Indonesia, there have been various changes until 2020, for example, the changing of the education curriculum in Indonesia. These changes are basically aimed at improv- ing the education system in Indonesia to suit the functions and objectives of national educ- tion as stipulated in the Law of the Republic of Indonesia No. 20 of 2003 Article 3. There- fore, the education world needs to be more directed so it can facilitate students with edu- cational and learning instruments that enable a more open, creative, and adaptive learning process to change (Mukminan, 2008, p.2). Efforts in realizing national education goals are undoubtedly inseparable from the learning process because it is the core of the education process in general, and teachers have a very important role in the learning process. Amri and Rohman (2013, p.9) state that the learning process is influenced by sev- eral factors: teacher factors, student factors, infrastructure factors, and environmental fac- tors. Through the learning process, there will be a series of activities between the teacher and students in an educational situation to achieve the goals that have been set so that the teacher plays an important role in it. Through the learning process, a teacher can determine what behavior is expected from students after participating in the learning process (Nugroho, 2013, p.2). Basically, the learning process is a concept of receiving and processing information that allows changes in behavior both in biological and emotional as- pects (Barron et al., 2015). Based on the aforementioned concept and the learning as- pect at school, the process of receiving infor- mation is surely two-way, and teachers play an important role in providing information for students. Teachers progressively carry out mobil- ity and transfer teacher-centered knowledge through a student-centered action that com- bines student inquiry abilities. Teachers have a role in designing and implementing a more modern educational curriculum in accordance with the era. Thus, it can meet students' learn- ing needs to explore the environment and ob- serve through aspects of various scientific studies (Chang et al., 2015, p.178). Based on the regulation of the Minister of National Education No. 16 of 2007 concerning Academic Qualification Standards for profes- sional competencies that must be possessed by Geography subject teachers include: First, mas- tering the nature of the scientific structure, scope, and geographic objects. Second, differentiating geographic approaches. Third, mastering geo- graphy material broadly and deeply. Fourth, showing the benefits of geography subjects. Moreover, teachers' competence and performance must be improved so that their strategic and determinant role makes edu- cation successful. As explained by Anggraini et al. (2020), the importance of increasing teacher competence and performance is that teachers with good quality will produce qual- ity generations who are ready to face all dif- ficulties and challenges in life. Uerz et al. (2018, p.18) explain that the important aspects for measuring teachers' competence are technology ability, pedagogic- al competence, and the use of educational technology about teaching and learning and professional competence in learning. Mean- while, based on the Law of the Republic of Indonesia concerning Teachers and Lecturers, it is stated that an educator has at least four competencies, namely: pedagogical compe- tence, social competence, personality compe- tence, and professional competence. Teacher competence describes the theoretical and em- pirical knowledge of a teacher and is related to aspects of skills, personality, aware-ness, and willingness of teachers to self-develop- ment and how teachers contribute to student education and self-development (Semradova & Hubackova, 2014, p.437). Akhmetova et al. (2013, p.77) explain that professional competence is a standard that integrates the subject approach and sub- ject matter in an educational unit. Agree with that, Lauermann and König (2016, p.9) ex- plain that teachers’ professional development, which covers their professional knowledge, skills, beliefs, and motivation, is an integral aspect that a professional teacher must own. Meanwhile, Niemi et al. (2016, p.471) argue that professional competence is related to teachers' main duties and responsibilities both at school and in the community. https://doi.org/10.21831/reid.v6i2.35455 Alfin Nuramalia Yuniandita & Mukminan 132 - Copyright © 2020, REiD (Research and Evaluation in Education), 6(2), 2020 ISSN: 2460-6995 (Online) Jailani (2014, p.4) explained that, basic- ally, professional teachers are teachers who have a collective and complete awareness of their position as educators. A teacher's profes- sionalism is an important component in order to describe effective learning (Kulshersta and Pandey, 2013, p.33). In addition, increasing teacher competence and performance can be realized through various practices and profes- sional development training. Jayatilleke and Mackie (2013, p.312) reveal based on their findings that professional development can be through the implementation of training or practice in accordance with the discipline of knowledge. It is also supported by Visković and Jevtić (2017, p.1573) that professional de- velopment can be developed through profes- sional training by combining aspects of theo- retical knowledge, practice, and discussion well as the implementation of workshops. Improving the quality of education is needed along with the development of science and technology. As a component that plays the most important role in a learning process, the teacher must continue to improve his un- derstanding of professional standards' de- mands, so the teacher can carry out his duties optimally and with direction. This was also confirmed by Rohmah (2016) research results, who stated that sustainable professional de- velopment must be carried out in accordance with the standards of professional demands and the need to support their professional de- velopment. The need referred to is the efforts to achieve and/or increase competence above the teaching profession's competence, thus, they affect the promotion or functional posi- tion of a teacher. Sustainable professional development, as mandated in the Regulation of the Minister of State Apparatus Empowerment and Bu- reaucratic Reform Number 16 of 2009 con- cerning Teacher Functional Positions and Credit Score, is the implementation of teacher competency development to meet the needs and requirements of professional standards which are carried out gradually and continu- ously to increase his professionalism. The ef- forts for sustainable professional develop- ment can include: (1) Self-development; (2) Carrying out scientific publications; and (3) Find and/or create innovative work. More specifically, Mudlofir (2012, pp.133-134) ex- plains as follows. …strategies and techniques to increase teacher professionalism can be reached through the fol- lowing activities: (1) In-house training (IHT), (2) apprenticeship programs, (3) school partner- ships, (4) distance learning, (5) tiered training, (6) short courses at Universities or other educa- tional institutions, (7) internal guidance by schools, (8) further education, (9) discussion of educational issues, (10) seminars, ( 11) work- shops, (12) research, (13) writing books/teach- ing materials, (14) making learning media, and (15) making technological works/works of art. Seeing the demands that teachers must fulfill to meet professional qualification stan- dards requires the participation of related agencies to support and facilitate concerning efforts for sustainable professional develop- ment. We need an evaluation to determine how the implementation of sustainable pro- fessional development improves teacher pro- fessionalism. Thus, it can be seen that the ef- forts to implement Sustainable Professional Development still need to be optimized to improve teacher professionalism. Based on the study of the background that has been described, this research was spe- cifically carried out to know: (1) Implemen- tation of sustainable professional develop- ment by high school geography teachers in Brebes Regency; (2) the role of the govern- ment in supporting the sustainable profes- sional development of high school geography teachers in Brebes Regency; and (3) the ef- forts to improve the professionalism of geo- graphy teachers. Method The research method used was the de- scriptive quantitative method with percentage descriptive analysis techniques. The research- ers intended to find out and describe how sustainable professional development for sen- ior high school Geography Teachers is imple- mented in Brebes Regency. This study was a descriptive research using a survey method because the data studied were based on facts that occur in the field. The study results de- https://doi.org/10.21831/reid.v6i2.35455 Alfin Nuramalia Yuniandita & Mukminan Copyright © 2020, REiD (Research and Evaluation in Education), 6(2), 2020 - 133 ISSN: 2460-6995 (Online) scribed quantitative data related to the state of the subject or the phenomenon of a popula- tion. The data consisted of teacher under- standing of the duties and responsibilities of being a professional teacher, and an overview of the implementation of sustainable profes- sional development for high school Geo- graphy Teachers in Brebes Regency The evaluation model used in this study was the discrepancy model based on Malcolm Provus. Evaluation of the discrepancy model was carried out to determine the suitability of the standards that had been set in the imple- mentation of teacher professional competence and implementation in the field (Muryadi, 2017, p.4). The standard measured in this evaluation study was whether or not the pro- fessional development efforts of geography teachers corresponded to the Regulation of the Minister of National Education No. 16 of 2007. Determination of program achievement effectiveness was seen from the suitability of research data with predetermined standard in- dicators related to the implementation of sus- tainable professional development as regu- lated in the Regulation of the Minister of State Apparatus Empowerment and Bureaucratic Reform No. 16 of 2009 on Teacher Func- tional Position and Credit Score. The research was carried out in 17 senior high schools (sekolah menengah atas or SMA) in Brebes Re- gency, consisting of 11 public SMA and six private SMA. The target objects in this study included all teachers who taught high school geography subjects in Brebes Regency. The sample size in this evaluation study was 30 re- spondents. Baley (Mahmud, 2011, p.33) stated that research using statistical data analysis must have a sample of at least 30 respondents. Table 1 shows the specific details of the clas- sification of the research respondents. The data collection method used was the data source triangulation technique in- volving the geography subject teachers, the principal, the geography subject teacher su- pervisor, and the head of the Geography sub- ject teachers forum. The instruments used in data collection were closed questionnaires that had been tested for validity and reliability, in- terviews, and observations. The research re- sults were processed using the percentage of descriptive analysis techniques. The questionnaire employed to measure teacher understanding variables toward pro- fessional competence in its preparation was based on established standards as regulated in the Regulation of the Minister of National Education No. 16 of 2007 concerning teach- ing qualification and competency standards. The standards for professional competence achievement indicators are shown in Table 2. Data analysis was performed using the descriptive percentage method with scoring techniques based on the Likert scale. The as- sessment categories were positive to negative. The assessment categories were classified into four, namely: (1) Very Good; (2) Good; (3) Good Enough; (4) Not Good (see Table 3 and Table 4). Thus, it can be studied the pro- fessional development efforts that still need to be developed to improve geography teachers' professionalism. The formula used for de- scriptive percentage analysis is presented in Formula (1), where n = score obtained, and N = the total score (Ali, 2013, p.201). % = ………….. (1) Table 1. Classification of Research Respondents School Status School Accreditation Teacher Employment Status Total Government Employees Non-Government Employees Public A 12 11 23 B 1 − 1 C − − 0 Private A 1 1 2 B − 3 3 C − 1 1 Total 14 16 30 Source: Research, 2020 https://doi.org/10.21831/reid.v6i2.35455 Alfin Nuramalia Yuniandita & Mukminan 134 - Copyright © 2020, REiD (Research and Evaluation in Education), 6(2), 2020 ISSN: 2460-6995 (Online) Table 2. Criteria of Success for Teacher Professional Development Understanding No. Professional Competence Indicators (the Regulation of the Minister of National Education No. 16 of 2007) Criteria of Success 1. Mastering the scientific material, structure, concepts, and mindsets that support the subjects being taught − Being able to understand and apply the nature of the scientific structure, scope, and geographic objects in geography learning. − Being able to understand and apply the educational foundation both philosophically and psychologically. 2. Mastering competency standards and basic competencies of the subjects being taught − Being able to handle the subject or field of study assigned to him. − Being able to understand and apply appropriate teaching methods. − Being able to carry out learning following the learning objectives and design. 3. Developing creative learning materials − Being able to determine and provide geography subject matter creatively by the students’ level of development. − Being able to use and modify various learning tools and media and other learning facilities. 4. Developing professionalism sustainably by taking reflective action − Being able to carry out learning evaluations. − Being able to take advantage of the results of self- reflection to improve professionalism. − Being able to carry out classroom action research for professional improvement. − Being able to follow the information on science and technology developments as an effort for self- development and professionalism. 5. Utilizing information and communication technology to develop themselves − Being able to take advantage of information and communication technology in communicating. − Being able to take advantage of information and communication technology for self-development. Source: The Regulation of the Minister of National Education No. 16 of 2007 Table 3. Frequency Distribution Criteria of Professional Competence Understanding of High School Geography Teachers in Brebes Regency No Interval Score Percentage (%) Criteria 1. 55.25 -≤ 68 81.25 -≤ 100 Very Good 2. 42.50 -≤ 55.25 62.50 -≤ 81.25 Good 3. 29.75 -≤ 42.50 43.75 -≤ 62.50 Pretty Good 4. 17 -≤ 29.75 25 -≤ 43.75 Not Good Source: Research Data, 2020 Table 4. Frequency Distribution Criteria of Professional Development Efforts of High School Teachers in Brebes Regency No. Interval Score Percentage (%) Criteria 1. 97.5 - ≤ 120 81.25 -≤ 100 Very Good 2. 75 - ≤ 97.5 62.50 -≤ 81.25 Good 3. 52.5 - ≤ 75 43.75 -≤ 62.50 Pretty Good 4. 30 - ≤ 52.5 25 -≤ 43.75 Not Good Source: Research Data, 2020 Findings and Discussion Professional competence in its imple- mentation must be balanced with the continu- ous development of these competencies as an effort to increase teacher competence and performance. Besides, development is carried out to maintain professional competence fol- lowing developments in science, technology, https://doi.org/10.21831/reid.v6i2.35455 Alfin Nuramalia Yuniandita & Mukminan Copyright © 2020, REiD (Research and Evaluation in Education), 6(2), 2020 - 135 ISSN: 2460-6995 (Online) arts and culture and/or sports. Teachers are actively guided in sustainable professional de- velopment by learning from various sources. Thus, it can add insight and experience to help in his professional development. Based on the research results, the teach- er's understanding of the duties and responsi- bilities of being a professional teacher showed good criteria with an average score of 54.7 (from a maximum score of 68). A good pro- fessional understanding means that the teach- er understood the main duties and responsi- bilities to be seen as a professional teacher. An overview of professional understanding is described in Table 5 and Figure 1. If teachers understood their profession- al duties, they also understood the criteria that ought to be met as a professional teacher. It covered an understanding of how a teacher's main tasks start from compiling lesson plans, implementing learning, and carrying out learn- ing evaluations. This was also supported by information in an interview with the head of Geography subject teachers forum in Brebes Regency who stated, ―In terms of mastery of geography subjects, the geography teachers in Brebes Regency are surely very good and cor- respond to the standards.‖ It was also sup- ported by the statement of Mrs. Evi as the su- pervisor of geography teachers at high school in Brebes Regency as follows. The mastery of geography subjects is quite good, it is also seen on the recap of the results of teacher competency test scores. Even though the scores are not high enough, yet it has reached at least the minimum threshold criteria, so, there must be further professional development. However, regardless of the teachers’ understanding of their professional compe- tence, which meant good, sustainable profes- sional development efforts ought to be maxi- mized in its implementation in order to im- prove teacher professionalism. Susan (2012, p.36) explains that although the student learn- ing process in practice had developed well over the last few decades, the approach to educators' professional development had lag- ged. Thus, it was needed consistency of re- lated agencies in the implementation of pro- fessional development. Table 5. Understanding of the Professional Competence of High School Geography Teachers in Brebes Regency No. Interval Score Percentage (%) Criteria F % 1. 55.25 -≤ 68 81.25 -≤ 100 Very Good 14 47 2. 42.50 -≤ 55.25 62.50 -≤ 81.25 Good 16 53 3. 29.75 -≤ 42.50 43.75 -≤ 62.50 Pretty Good 0 0 4. 17 -≤ 29.75 25 -≤ 43.75 Not Good 0 0 Amount 30 100 Source: Research Data, 2020 Figure 1. Diagram of Understanding of Teacher Professional Competence Source: Research Data, 2020 https://doi.org/10.21831/reid.v6i2.35455 Alfin Nuramalia Yuniandita & Mukminan 136 - Copyright © 2020, REiD (Research and Evaluation in Education), 6(2), 2020 ISSN: 2460-6995 (Online) It is also confirmed by the research re- sults of Ghaikhorst et al. (2014, p.53), that professional development programs had a ve- ry positive impact on teacher knowledge and self-improvement of a teacher. In addition, Kabadayi (2016, p.8) explained that to achieve professional standards, teachers were required to equip themselves with professional skills and competencies so that they could carry out their main duties and obligations as a profes- sional teacher. Efforts to develop high school geogra- phy teachers' professional competence in Bre- bes Regency consisted of two types, namely, efforts provided by agencies and efforts car- ried out by the geography teachers them- selves. Professional development efforts facil- itated by related agencies or institutions that are included the implementation of in house training (IHT) or education and training, in- ternships, distance learning, tiered training, short courses, internal coaching, further edu- cation, seminars, workshops, research, equiv- alency programs, supervision, subject teachers forum, and teacher symposiums. Meanwhile, geography teachers' efforts independently/in- dividually included reading journals/scientific papers, following actual news, participating in professional organizations, and collaborating with peers. In connection with the efforts that are made for professional development either conducted individually or through agencies, Table 6 presents the results of research on the involvement of geography teachers in profes- sional development/improvement efforts. The research results described in Table 6 show that the sustainable professional de- velopment efforts done by geography teach- ers showed the criteria of "good enough" with the average score obtained was 66.83 (out of a maximum score of 120). Based on the re- search data, it could also be seen that sustain- able professional development efforts by car- rying out further education were the efforts with the lowest score. This showed that the lack of teachers who decided to join further education—carrying out further education in addition to updating educational level qualifi- cations so that it could show the competence of a teacher professionally. Further, Kunter (2013, p.283) stated in his findings that pro- fessional competence developed through vari- ous active advances in the learning process, and individual characteristics greatly affected the teacher’s individual attitude in taking ad- vantage of these opportunities. Table 6. Implementation of Sustainable Professional Development Efforts No Sustainable Professional Development Efforts Criteria Total Score(N) % (from ƩN=120) 1. In House Training (IHT) Good 82 68.33 2. Internship Not Good 30 25.00 3. Distance Learning Not Good 35 29.17 4. Tiered Training Not Good 40 25.00 5. Short course Not Good 41 34.17 6. Internal Training Very Good 98 81.67 7. Further Education Not Good 31 25.83 8. Seminar Pretty Good 68 56.67 9. Workshop Good 88 73.33 10. Research Good 78 65.00 11. Equalization Program Pretty Good 54 45.00 12. Supervision Good 83 69.17 13. Geography Subject Teachers Forum Good 85 70.83 14. Teachers Symposium Pretty Good 73 60.83 15. Reading Journals / Scientific Papers Good 83 69.17 16. Follow Live News Good 77 64.17 17. Participate in Professional Organizations Good 77 64.17 18. Collaborating with Peers Good 90 75.00 Average Good Enough 66.83 55.70 Source: Research Data, 2020 https://doi.org/10.21831/reid.v6i2.35455 Alfin Nuramalia Yuniandita & Mukminan Copyright © 2020, REiD (Research and Evaluation in Education), 6(2), 2020 - 137 ISSN: 2460-6995 (Online) From all programs in professional de- velopment efforts that teachers must imple- ment, only a few programs had been imple- mented properly by them, including internal coaching activities that were usually directly given by the principal to geography teachers. This internal coaching was very important in evaluating teachers’ professional competence considering that the principal, who was a supervisor, certainly understood the teachers’ competence in implementing the learning ac- tivities. It is also confirmed by Shagrir (2012) that mentoring activities motivated teachers to self-evaluate and improve the quality of their teaching because mentoring/counseling allowed teachers to get guidance in meeting the demands of professional standards. Professional development efforts could include activities that were carried out inde- pendently or organized by related agencies. Based on the results of the research data, it showed that geography teachers had never carried out apprenticeship and tiered training. This was a special concern of the government to further improve the effectiveness of the implementation of the Sustainable Profession- al Development program. The inadequate im- plementation of Sustainable Professional De- velopment was also supported by the state- ment of the Chairman of the Geography sub- ject teachers forum of Brebes Regency, Mr. Budi Raharjo, who explained that: The teachers’ participation in professional devel- opment so far is still very low, it can be seen from how disciplined they prepare classroom action re- search reports. Thus, only subject teachers forum activities are still actively participated in by the teachers until now. There may be some teachers who are actively participating in seminars or other professional development activities but it is very rare. It was supported also by Mrs. Evi as the su- pervisor of the geography teacher at senior high school in Brebes Regency as follows. Professional development that was carried out independently by teachers was still a concern due to the lack of teachers awareness. It must be based on the demands of the profession to attract teachers to actively participating in scientific ac- tivities. Apart from that, there were only a few teachers who actively participate even no one of them. Meanwhile, Table 7 and Figure 2 show the frequency distribution regarding the percent- age of professional development efforts of senior high school geography teachers in Brebes Regency. Based on the results, it could be seen that the professional development ef- forts of teachers with the highest percentage of 50% were included in a good category both in terms of implementation and participation of geography teachers. The program of teach- ers’ professional development efforts, which in its implementation were included in good criteria, are IHT program, workshops, Geo- graphy subject teachers forum, reading scien- tific journals or articles, following the latest news, participating in professional organiza- tions, and collaborating with peers. Mean- while, the lowest percentage of 5% was in- cluded in the very good category, namely pro- fessional development efforts in the form of an internal coaching program. This was surely very unfortunate since professional develop- ment efforts with very good criteria should have the highest implementation percentage. On the contrary, it got the lowest percentage of teacher participation compared to other criteria. Table 7. Frequency Distribution of Professional Development Efforts of High School Teachers in Brebes Regency No Interval Score Percentage(%) Criteria F % 1. 97.5 - ≤ 120 81.25 - ≤ 100 Very Good 1 5.56 2. 75 - ≤ 97.5 62.50 - ≤ 81.25 Good 9 50.00 3. 52.5 - ≤ 75 43.75 - ≤ 62.50 Pretty Good 3 16.67 4. 30 - ≤ 52.5 25 - ≤ 43.75 Not Good 5 27.78 Total 18 100 Source: Research Data, 2020 https://doi.org/10.21831/reid.v6i2.35455 Alfin Nuramalia Yuniandita & Mukminan 138 - Copyright © 2020, REiD (Research and Evaluation in Education), 6(2), 2020 ISSN: 2460-6995 (Online) Figure 2. Diagram of Professional Development Efforts of High School Teachers in Brebes Regency Source: Research Data, 2020 With regard to the results of the re- search data, there were several efforts for sus- tainable professional development that still needed to be improved including apprentice- ship programs and tiered training. Teachers' minimal participation in various sustainable professional development programs became a particular concern from both schools and other relevant agencies. Mak and Pun (2014, p.5) also emphasized that based on their find- ings, sustainable professional development for teachers requires commitment from various related elements, such as support from the schools, parents, and also the wider educa- tional community. In her findings, Smylie (2014, p.108) re- vealed that there was a lack of clarity in the policies governing the teacher evaluation sys- tem, so the effect on the professional devel- opment of tenders was still weak. Thus, moni- toring policies regarding the teacher evalua- tion system must be paid more attention, so that its implementation can be maximally im- plemented. Given that the teacher evaluation process was designed and implemented cor- rectly following the objectives of learning and professional development, it could influence the quality of teaching and enhance student learning achievement (Looney, 2011, p.440). Delvaux et al. (2013, p.1) emphasized that teacher evaluation had a very important role in sustainable professional development. Teachers’ professional development ef- forts required the school committee's partici- pation in its implementation, so it could run optimally. And programs that supported pro- fessional development efforts required super- vision from school committees and/or related institutions to evaluate their implementation. It was also emphasized by Kadarwati (2016, p.119) explained that the school committee had a role and responsibility for improving teacher professionalism, including (1) motiva- ting teachers to carry out their teacher respon- sibilities; (2) assisting teachers in implement- ing learning following the applicable curric- ulum provisions; (3) guiding teachers in carry- ing out learning evaluations; (4) carrying out supervision in the academic/teaching field; (5) equipping skills and knowledge to support proessional development. Meanwhile, Berdiati (2020, p.38) ex- plained that in addition to school committees, supervisors also play an important role in sus- tainable professional development for teach- ers, namely: (1) as a motivator, who guided and guided teachers to develop their profes- sionalism; (2) as a facilitator; (3) as supervision in the academic field. Besides, to develop pro- fessionalism, a collaboration between educa- tors at the secondary school level and educa- tors at the university level was needed, thus forming a new concept of professionalism in teaching (Herbert and Rainford, 2014, p.243). https://doi.org/10.21831/reid.v6i2.35455 Alfin Nuramalia Yuniandita & Mukminan Copyright © 2020, REiD (Research and Evaluation in Education), 6(2), 2020 - 139 ISSN: 2460-6995 (Online) Conclusion Sustainable professional development is needed to improve teachers’ professionalism. Referring to the research results, the imple- mentation of professional development for high school geography teachers in Brebes Re- gency had not been maximal. It can be seen from the results of the study, that there were only 55.70% of high school geography teach- ers in Brebes Regency who were good enough to actively participate in professional develop- ment effort programs. 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