STRATEGI PENGEMBANGAN PROFESI BERKELANJUTAN DALAM MENINGKATKAN KOMPETENSI DAN PROFESIONALISME GURU MATEMATIKA

Continuing Professional Development (CPD) is often discussed as a list of strategies, while studies explaining how each strategy contributes to the four teacher competences and to mathematics teacher professionalism remain limited. This article aims to synthesize CPD strategies and to develop a conceptual framework linking CPD strategies, the four teacher competences (pedagogical, professional, personal, and social), and mathematics teacher professionalism. The method is a literature review with a staged search and selection procedure (identification, screening, eligibility, and inclusion) in Google Scholar and Portal Garuda for publications from 2019 to 2026. Twenty-five sources (24 journal articles and one OECD report) were analyzed through thematic synthesis. The review groups CPD strategies into four clusters: structured formal learning, collaborative school-based learning, reflective inquiry-based learning, and self-directed and digital learning. Each cluster contributes mainly to different competences, and personal competence is the least explicitly addressed. Competence becomes professionalism when it is enacted in reflected classroom practice, supported by school leadership, and not reduced to fulfilling credit-point requirements. Differences in teachers' conditions call for differentiated CPD. Evidence specifically focused on mathematics teachers remains limited, so further empirical research is needed.