scholarly journals The Implementation of Teachers’ Pedagogical and Professional Competence in Authentic Assessment

2021 ◽  
Vol 11 (4) ◽  
pp. 539-549
Author(s):  
Annisa Faizah ◽  
Djoko Sutopo

This study aims to explain the teacher’s pedagogical competence and  professional competence on EFL, authentic assessment on EFL, describe the application of authentic assessment, and investigate the effect of teachers' pedagogical and professional competencies on authentic assessment practice. This qualitative study investigated the effects of pedagogical and professional competencies on authentic assessment practice. The subjects of the study consisted of the English teachers of Public Senior High School 1 Jepara. The data were collected with the observation checklist, questionnaire, and interview. The data were analyzed with Miles and Huberman's model. The teacher manifested her pedagogical competence into the plan implementation, evaluation, and reflection. The way she applied authentic assessment was only with the project. She was aware of the function of authentic assessment. It was proven that she did not level up the learning activities when the learners had not passed a specific criterion she determined. However, since she did not provide corrective feedbacks, the learners felt that the teacher only assessed the final project product. Moreover, the teacher did not provide a proper evaluation. She only provided the correct examples, so it made the learners could not arrange their plans. This situation could be improved if the teacher continuously developed her academic qualification and competence based on science, technology, and artistic advancement. Teachers should have this features to be more professional.

2020 ◽  
Vol 9 (2) ◽  
pp. 57-62
Author(s):  
Leovelgilda Fernandes Savio ◽  
Samsudi Samsudi ◽  
Titi Prihatin

The implementation of the Timor-Leste curriculum 2011 for the multimedia technology subject at Public High School in Baucau sub-district needs to be evaluated for maintaining the consistency of the curriculum objective achievements. This research aims to know the teachers’ readiness in implementing the Timor-Leste curriculum 2011. The aspects considered are official language competence, academic qualification, pedagogical competence, and professional competence. This research is a survey analysis using 7 respondents of multimedia technology teachers. The result of the research shows that the teachers at Public High School 01 and 02 in Baucau Sub-district are in the "high” category because the percentage of achievement from the four aspects is 91.71 % until 85%. The teachers’ readiness should be evaluated as the guidance or resource to increase the teachers' competence from the aspect of academic competence, teachers' qualifications, pedagogical competence, and professional competence to give the qualified output of the education.


2020 ◽  
Vol 9 (8) ◽  
pp. 84 ◽  
Author(s):  
Anastasiya Viktorovna Fakhrutdinova ◽  
Mayya Rashidovna Ziganshina ◽  
Veronika Alexandrovna Mendelson ◽  
Lyubov Grigorevna Chumarova

The need conditions the relevance of the article for the formation of higher education teachers’ pedagogical competence as the optimal system and purposeful work in this direction has not yet been formed. The goal of the article lies in the analysis of the study of the theoretical aspects of higher education teachers’ pedagogical competence and identifying the main types of professional competence. The leading approach to the study of this problem for the authors was their understanding of the concept of "competence", the distinction between the concepts of “qualification” and “competence”, as well as an understanding of the essence of higher school teacher’s pedagogical competence. The article presents a scheme of competencies of a higher school teacher, a distinction between key, subject and professional competencies. Taking into account the results of this study, it is possible to identify several scientific problems and promising areas that require further consideration: in particular, the development of new training programs for teachers of higher education institutions.


2020 ◽  
Vol 25 (2) ◽  
pp. 66
Author(s):  
Auliah Safitri ◽  
Abdul Gafur

This study aims to determine the relationship of teacher involvement in the Subject Teachers Association (MGMP), pedagogical and professional competencies of civic teachers with the learning outcomes of high school students in Malang. Data were analyzed descriptively using a correlational design. Hypothesis testing was done by analyzing the parametric correlation between the independent variables and the dependent variable partially. The results of this study indicate that there is a positive and significant relationship between involvement in MGMP, pedagogical competence, and professional competence of civic teachers and the learning outcomes of high school students in Malang. All hypotheses show a significant relationship.


2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Sofyan Syamratulangi ◽  
Endang Poerwanti

Abstract: Teachers' pedagogical and professional competencies are important to develop. In the 21st century teachers are required to build effective relationships with students and the school community by using technology to improve the quality of education. This study aims to 1) analyze the level of achievement of pedagogical and professional competence of teachers in Junior High School 1 Hu'u. 2) Describe the obstacles in increasing the level of achievement of the pedagogical and professional competence of teachers in Junior High School1 Hu'u. 3) Efforts made in overcoming obstacles to increasing the achievement of pedagogical and professional competence of teachers in Junior High School 1 Hu'u. This research used a mix method approach (a combination of qualitative methods with quantitative methods) with the type of case study research. The research location is Junior High School 1 Hu'u, Dompu Regency, West Nusa Tenggara. Questionnaire data collection techniques, interviews, documentation, and observation. The information is the principal and thirty teachers who are used as primary data and secondary data. Data collection techniques for data reduction, data presentation, drawing conclusions and validity of the data. The results showed that 1) the level of pedagogical competence and professional competence of teachers at Junior High School 1 Hu'u was sufficient and sufficient to be called a professional teacher. 2) The obstacle faced by teachers in developing pedagogical and professional competencies is that there is diversity in the ability of teachers in the learning process and mastery of knowledge and many GTT teachers who have long taught at Junior High School 1 Hu'u have not received NUPTK. 3) Efforts are made to improve the pedagogical and professional competence of teachers, namely through teacher development training conducted every weekend such as KKG, MGMP activities.Keywords: Pedagogical Competence, Professional Competence, Achievement Abstrak: Kompetensi pedagogi dan profesional guru saat ini penting untuk dikembangkan.Pada abad 21 guru dituntut membangun hubungan yang efektif dengan siswa dan komunitas sekolah dengan menggunakan teknologi untuk peningkatan mutu pendidikan. Penelitian ini bertujuan untuk 1) melakukan analisis tingkat ketercapaian kompetensi pedagogi dan profesional guru yang ada di SMPN 1 Hu’u.2) Mendeskripsikan hambatan dalam meningkatkan tingkat ketercapaian kompetensi pedagogi dan profesional guru yang ada di SMPN 1 Hu’u. 3) Upaya yang dilakukan dalam mengatasi hambatan peningkatan ketercapaian kompetensi pedagogi dan profesional guru yang ada di SMPN 1 Hu’u.Penelitian ini menggunakan pendekatan mix method (gabungan metode kualitatif dengan metode kuantitatif) dengan jenis penelitian studi kasus.Lokasi penelitian di SMPN 1 Hu’u Kabupaten Dompu Nusa Tenggara Barat. Teknik pengumpulan data angket, wawancara, dokumentasi dan Observasi. Informannya kepala sekolah dan tigapuluh guru yang dijadikan sebagai data primer dan data sekunder. Teknik pengumpulan data reduksi data, penyajian data,penarikan kesimpulan serta keabsahan data. Hasil penelitian menunjukkan bahwa tingkat ketercapain kompetensi pedagogi dan kompetensi profesional guru SMPN 1 Hu’u sudah memadai dan cukup syarat dikatakan sebagai guru profesional. Hambatan yang dihadapi guru dalam mengembangkan kompetensi pedagogi dan profesional yaitu adanya keberagaman kemampuan guru dalam proses pembelajaran dan penguasaan ilmu pengetahuan danbanyak guru GTT yang sudah lama mengajar di SMPN 1 Hu’u belum mendapatkan NUPTK. Upaya yang dilakukan dalam meningkatkan kompetensi pedagogi dan profesional guru yaitu dengan pelatihan pengembangan guru yang dilakukan setiap akhir pekan seperti kegiatan KKG, MGMP.Kata kunci: Kompetensi Pedagogi, Kompetensi Profesional, Ketercapaian


Author(s):  
Arfandi Arfandi

A teacher is someone who provides knowledge to their students and is responsible for educating, teaching, guiding, directing, assessing and evaluating their students so that it is useful in the future. Professional teachers are teachers who are able to apply multidimensional relationships. Such teachers are those who internally have four competencies, namely: pedagogical competence, professional competence, personality competence, and social competence. The Islamic perspective on the position and role of the teacher is to position the teacher or educator in a noble position. Educators are positioned as spiritual fathers (spiritual father) for their students. He provides spiritual food with knowledge and development of noble morals (akhlaqalkarimah) and straightens them out. To create educators who are professional as well as competent in Islamic education, it is based on the demands of the Prophet because he was the only most successful educator in a short span of time, so that it is hoped that he can get closer to the reality of the educator with the ideal (Prophet Saw). The following are the competencies of Islamic educators and education: Religious Personal Competencies, Religious Social Competencies and Religious Professional Competencies.


AL-TA LIM ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 156-165
Author(s):  
Zulfahmi HB ◽  
Zulvia Trinova ◽  
Mahmud Mahmud

The research aims to describe pedagogical and professional competencies of students who enroll at the department of Islamic elementary education at Faculty of Tarbiyah and Teacher Training UIN Imam Bonjol Padang. A mixed method was implemented where the data collected through observation, interviews, questionnaires, and documentation. The results of the study on aspects of pedagogical competence was at the level of very good (82.4%). It was also found that the criteria to master the characteristics of students from the physical, moral, spiritual, social, cultural, emotional, and intellectual aspects were very good (80%), carrying out educational learning was very good (81%), facilitating the development of potential students to actualize various potentials which was very good (83%), communicating effectively, empathically, and politely with 88% of students (very good), and in evaluating and evaluating 80% (very good). While professional competence was with a value of 78.3% (good). Among the mastery of teaching material 78.5% (good), the use of learning media 77.5% (good), as well as contextual material or connecting teaching materials with the daily life of students 79% (good). The study recommended that prospective educators further improve pedagogical and professional competencies, often take part in training activities, practice teaching simulations. For the department of Islamic elementary education should be more professional to guide students during teaching practice programme activities, and lectures, especially in the field of teacher competency development.


2021 ◽  
Vol 46 (1) ◽  
pp. 127-132
Author(s):  
R. Kalimzhanova ◽  
◽  
A. Ismagulova ◽  
G. Rakisheva ◽  
A. Kalymova ◽  
...  

The article deals with topical issues of solving problems to improve the training of students in higher educational institutions. The pedagogical conditions for the formation of professional competence of students of higher educational institutions are studied, the concept of "professional competence" is revealed, its essence, structure is considered, and its content is determined. The system of professional competence formation among students of higher educational institutions is presented and its elements are characterized. This article defines the relevance of the task of improving the training of students of higher educational institutions and the formation of professional activity of a specialist at the present stage of the development of the education system. The concept of professional competence as an integral professionally significant characteristic of a specialist's personality is clarified. Professional competencies that make up the structure of pedagogical competence are defined and classified into groups in accordance with the main areas of work with personnel. The essence of the process of forming professional competence as a pedagogical system is revealed and the main elements of this system are characterized.


2021 ◽  
Vol 54 (2) ◽  
pp. 244
Author(s):  
Yayan Adrianova Eka Tuah ◽  
Putu Sudira ◽  
Farid Mutohhari ◽  
Wahyu Mustafa Kusuma

The pedagogical and professional competence of vocational teachers is still a fundamental question in the education and learning system. In the 21st century, teachers are required to have high pedagogical and professional competencies. This study aims to analyze the extent of the pedagogical and professional competencies of vocational teachers. This research is a descriptive study using a quantitative approach. A total of 232 vocational teachers became respondents in this study. Data were collected through a questionnaire method with an instrument in the form of a 4 Likert scale questionnaire. The data collected were analyzed using descriptive analysis and inferential t-test which includes one-way ANOVA test and independent-sample t-test. The results showed that the pedagogical competence of vocational teachers was in a low category. Meanwhile, the professional competence of vocational teachers is in the high category, but in some indicators, it is still in the low category. Various retraining is needed to improve the pedagogical competence of vocational teachers; meanwhile, psychological approaches must also be taken to improve the professional competence of vocational teachers.


Author(s):  
Mujizatullah Mujizatullah ◽  
Mustolehudin Mustolehudin

AbstractThis study aimed to find out the influence level of subject teachers’ training and education for the improvement of madrasah teacher’s performance in Gorontalo. This study used a survey and quantitative research method. The result of this research showed that training and education implementation had influenced the madrasa teacher’s performance in Gorontalo. There was an increase in madrasa teacher's four competencies after they joined the training, which are pedagogical competence, personality competence, professional competence, and social competence. Respondents said that the trainers (widyaiswara) could explain the material substance well (score 4.4). The trainers have much understood and competent in the training aims and procedures. So, the academic qualification of the trainers is appropriating with their primary tasks by involving qualified and professional instructors. Nevertheless, some trainers were not mastering in presenting training material. Furthermore, the training materials are considering inadequate for the training participants. AbstrakPenelitian ini bertujuan untuk mengetahui tingkat pengaruh pendidikan dan pelatihan mata pelajaran terhadap peningkatan kinerja guru madrasah di Kota Gorontalo. Metode yang digunakan dalam penelitian ini adalah survei dan metode kuantitatif. Hasil penelitian menunjukkan bahwa pelaksanaan pendidikan dan pelatihan terhadap guru madrasah di Kota Gorontalo, memiliki pengaruh terhadap kinerja guru. Pengaruh tersebut adalah guru memiliki peningkatan dalam kompetensi pedagogik, kompetensi kepribadian, kompetensi profesional, dan kompetensi sosial setelah mengikuti kediklatan. Responden menjelaskan bahwa widyaiswara mampu menyampaikan materi dengan baik dengan skor 4,4. Widyaiswara cukup memahami dan menguasai tujuan dan prosedur penyelenggaraan diklat sehingga kualifikasi akademik widyaiswara sesuai dengan tugas pokoknya dengan melibatkan instruktur yang kompeten dan profesional. Namun demikian, masih terdapat beberapa Widyaiswara dalam pelaksanaan diklat dianggap masih kurang memadai dalam membawakan materi. Selain itu, ketersediaan bahan ajar bagi peserta diklat dianggap masih kurang memadai.


2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Sofyan Syamratulangi ◽  
Agus Tinus

Abstract: Teachers' pedagogical and professional competencies are important to develop. In the 21st century teachers are required to build effective relationships with students and the school community by using technology to improve the quality of education. This study aims to 1) analyze the level of achievement of pedagogical and professional competence of teachers in Junior High School 1 Hu'u. 2) Describe the obstacles in increasing the level of achievement of the pedagogical and professional competence of teachers in Junior High School1 Hu'u. 3) Efforts made in overcoming obstacles to increasing the achievement of pedagogical and professional competence of teachers in Junior High School 1 Hu'u. This research used a mix method approach (a combination of qualitative methods with quantitative methods) with the type of case study research. The research location is Junior High School 1 Hu'u, Dompu Regency, West Nusa Tenggara. Questionnaire data collection techniques, interviews, documentation, and observation. The information is the principal and thirty teachers who are used as primary data and secondary data. Data collection techniques for data reduction, data presentation, drawing conclusions and validity of the data. The results showed that 1) the level of pedagogical competence and professional competence of teachers at Junior High School 1 Hu'u was sufficient and sufficient to be called a professional teacher. 2) The obstacle faced by teachers in developing pedagogical and professional competencies is that there is diversity in the ability of teachers in the learning process and mastery of knowledge and many GTT teachers who have long taught at Junior High School 1 Hu'u have not received NUPTK. 3) Efforts are made to improve the pedagogical and professional competence of teachers, namely through teacher development training conducted every weekend such as KKG, MGMP activities.Keywords: Pedagogical Competence, Professional Competence, Achievement Abstrak: Kompetensi pedagogi dan profesional guru saat ini penting untuk dikembangkan.Pada abad 21 guru dituntut membangun hubungan yang efektif dengan siswa dan komunitas sekolah dengan menggunakan teknologi untuk peningkatan mutu pendidikan. Penelitian ini bertujuan untuk 1) melakukan analisis tingkat ketercapaian kompetensi pedagogi dan profesional guru yang ada di SMPN 1 Hu’u.2) Mendeskripsikan hambatan dalam meningkatkan tingkat ketercapaian kompetensi pedagogi dan profesional guru yang ada di SMPN 1 Hu’u. 3) Upaya yang dilakukan dalam mengatasi hambatan peningkatan ketercapaian kompetensi pedagogi dan profesional guru yang ada di SMPN 1 Hu’u.Penelitian ini menggunakan pendekatan mix method (gabungan metode kualitatif dengan metode kuantitatif) dengan jenis penelitian studi kasus.Lokasi penelitian di SMPN 1 Hu’u Kabupaten Dompu Nusa Tenggara Barat. Teknik pengumpulan data angket, wawancara, dokumentasi dan Observasi. Informannya kepala sekolah dan tigapuluh guru yang dijadikan sebagai data primer dan data sekunder. Teknik pengumpulan data reduksi data, penyajian data,penarikan kesimpulan serta keabsahan data. Hasil penelitian menunjukkan bahwa tingkat ketercapain kompetensi pedagogi dan kompetensi profesional guru SMPN 1 Hu’u sudah memadai dan cukup syarat dikatakan sebagai guru profesional. Hambatan yang dihadapi guru dalam mengembangkan kompetensi pedagogi dan profesional yaitu adanya keberagaman kemampuan guru dalam proses pembelajaran dan penguasaan ilmu pengetahuan danbanyak guru GTT yang sudah lama mengajar di SMPN 1 Hu’u belum mendapatkan NUPTK. Upaya yang dilakukan dalam meningkatkan kompetensi pedagogi dan profesional guru yaitu dengan pelatihan pengembangan guru yang dilakukan setiap akhir pekan seperti kegiatan KKG, MGMP.Kata kunci: Kompetensi Pedagogi, Kompetensi Profesional, Ketercapaian


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