HUBUNGAN PEMAHAMAN KURIKULUM DAN SELF-DETERMINATION DENGAN PROFESIONALITAS GURU SMP SE-KECAMATAN BABELAN – KABUPATEN BEKASI

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ABSTRACT
HUBUNGAN PEMAHAMAN KURIKULUM DAN SELF-DETERMINATION DENGAN PROFESIONALITAS GURU Se-KECAMATAN BABELAN, KABUPATEN BEKASI
M. ADNAN FAHREZI
NPM: 41189901230014
Universitas Islam “45” Bekasi
Fahrezi171239@gmail.com
Teacher professionalism is a crucial factor in improving the quality of education in Indonesia, especially amid the implementation of the Merdeka Curriculum, which emphasizes flexibility, creativity, and student-centered learning. The relatively low level of professionalism among junior high school teachers in Babelan District, Bekasi Regency reflected in their limited understanding of the curriculum and low intrinsic motivation prompted this study. This research aims to determine: (1) the relationship between curriculum understanding and teacher professionalism, (2) the relationship between self-determination and teacher professionalism, and (3) the relationship between curriculum understanding and self-determination simultaneously with teacher professionalism among junior high school teachers in Babelan District, Bekasi Regency, Academic Year 2024/2025.
This study employed a quantitative correlational method. The population consisted of all junior high school teachers in Babelan District, with the sample determined using the Slovin formula. The research instrument was a Likert-scale questionnaire tested for validity and reliability. Data analysis was conducted using SPSS version 26 for Windows through Pearson correlation, coefficient of determination (R²), and simple and multiple regression tests.
The results revealed that: (1) there was a positive and significant relationship between curriculum understanding and teacher professionalism (r = 0.322; contribution = 10.4%), (2) a positive and significant relationship between self-determination and teacher professionalism (r = 0.374; contribution = 13.9%), and (3) simultaneously, curriculum understanding and self-determination showed a positive and significant relationship with teacher professionalism (r² = 0.136; contribution = 13.6%). The F-test result (F = 29.152; p-value = 0.000 < 0.05) confirmed a significant simultaneous relationship.
Based on these findings, it can be concluded that improving teacher professionalism can be achieved through strengthening curriculum understanding and developing self-determination, particularly in the aspects of competence, autonomy, and social relatedness. Therefore, sustainable training programs and educational policies that support intrinsic teacher motivation are essential to enhance professional quality.
Keywords: curriculum understanding, self-determination, teacher professionalism, education, intrinsic motivation.

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