scholarly journals CURRICULUM ANALYSIS TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG) OF ISLAMIC EDUCATION IN INDONESIA

2017 ◽  
Vol 4 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Fauzan Fauzan ◽  
Bahrissalim Bahrissalim
Keyword(s):  
Education Program ◽  
Professional Education ◽  
Teacher Education Program ◽  
Islamic Education ◽  
Enrichment Programs ◽  
Curriculum Analysis ◽  
Professional Activities ◽  
Professional Teacher ◽  
Teacher Professional ◽  
Teaching Learning

 Abstract The existence of Professional Teacher Education program (PPG) becomes a demand after the Law of Teachers and Lecturers (UU G-D) requires professional teachers to have an educator certificates. Professional education contains practical activities of applying academic educational ability in professional activities of teachers in schools along with systematic supervision mechanisms and in a relatively adequate time (at least one year or two semesters). The substance of the Teacher Professional program curriculum rests on the accommodation of teachers' competence, pedagogic, professional, personal, and social. The demands of the teacher's competence spawned several offers of learning expenses that became a person's reinforcement to become a professional teacher, whether related to the content of teaching materials or the strengthening of teaching skills. The structure of the PPG program curriculum contains workshops on learning tool development, teaching exercises through micro teaching- learning, peer learning, and field experience programs (PPL), and pedagogy enrichment programs. Abstrak Keberadaan Program Profesi Guru (PPG) menjadi tuntutan setelah UU G-D mempersyaratkan guru profesional memiliki sertifikat pendidik. Pendidikan profesi berisi kegiatan praktik menerapkan kemampuan akademik kependidikan dalam kegiatan profesional guru di sekolah disertai mekanisme pembimbingan dan supervisi yang sistematis dan dalam waktu yang relatif memadai (sekurang-kurangnya satu tahun atau dua semester). Substansi kurikulum Program Profesi Guru (PPG) bersandar pada akomodasi tuntutan kompetensi guru, yakni pedagogik, professional, personal, dan  sosial. Tuntutan kompetensi guru tersebut melahirkan beberapa tawaran beban belajar yang menjadi penguat seseorang menjadi guru professional, apakah terkait dengan konten  materi ajar atau penguatan teaching skill. Struktur kurikulum program PPG berisi lokakarya pengembangan perangkat pembelajaran, latihan mengajar melalui pembelajaran mikro, pembelajaran pada teman sejawat, dan program pengalaman lapangan (PPL), dan program pengayaan bidang studi dan/atau pedagogi. How to Cite : Fauzan., Bahrissalim. (2017). Curriculum Analysis Teacher Professional Education Program (PPG) of Islamic Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 4(2), 148-161. doi:10.15408/tjems.v4i2.6400. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6400

scholarly journals THE EVALUATION OF TEACHER PROFESSIONAL EDUCATION PROGRAM BACHELOR OF EDUCATION IN THE FOREMOST, OUTER AND BEHIND PROGRAM THE EDUCATION OF PHYSICAL, HEALTH AND RECREATION IN STATE UNIVERSITY OF JAKARTA

2018 ◽  
Vol 4 (1) ◽  
pp. 100-117
Author(s):  
Iwan Setiawan
Keyword(s):  
Program Evaluation ◽  
Physical Health ◽  
Education Program ◽  
Professional Education ◽  
Evaluation Process ◽  
State University ◽  
Study Program ◽  
Cipp Model ◽  
Bachelor Of Education ◽  
Teacher Professional

This study aims to evaluate the Teacher Professional Education Program Bachelor of Education In The Foremost, Outer And Behind program in Jakarta State University. The research of Teacher Professional Education Program Bachelor of Education In The Foremost, Outer And Behind program evaluation used CIPP model of Daniel L. Suffebeam because this approach fits the research objectives describing the Teacher Professional Education Program Bachelor of Education In The Foremost, Outer And Behind program. The instruments used were the researcher himself, interview guidance, questionnaires, and documentation. Data analysis was done in accordance with Miles and Huberman namely; data reduction, data display, and conclusion. The results found were: 1) context aspect namely: that Teacher Professional Education Program Bachelor of Education In The Foremost, Outer And Behind program had agreed with the objectives, had a strong legal basis, and needs analysis namely to assist the acceleration of government programs for equitable education; 2) input aspects namely: program plan and facilities in the form of human resources such as lecturers, Teacher Professional Education Program participants, facilities and infrastructure, funding, partnership and management were available well according to the plan; 3) process aspects, namely the implementation of the activities, including: the implementation of the evaluation process, decision-making process, learning process, and graduation process had already run well; 4) product aspects namely Teacher Professional Education Program Bachelor Of Education In The Foremost, Outer And Behind Program of Education of Physical, Health and Recreation study program of Jakarta State University had been able to improve the quality and quantity of participants, including the number of graduates. Based on the results of this evaluation, it can be concluded that Teacher Professional Education Program Bachelor of Education In The Foremost, Outer And Behind program had been implemented as well as possible but it needed improvement of facilities and infrastructure, funds, and coordination between the ministry of research and technology of higher education and Teacher Training Institute of Jakarta State University.   Keywords: Program Evaluation, Teacher Professional Education Program Bachelor of Education In The Foremost, Outer And Behind, CIPP Model, and Education of Physical, Health and Recreation.

scholarly journals Need of Restructuring Teacher Education Programmes in India: An Essence for Globalization

2014 ◽  
Vol 34 ◽  
pp. 21-28
Author(s):  
Prakash Chandra Jena
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
National Council ◽  
Management Competencies ◽  
Grass Root ◽  
Grass Root Level ◽  
Teaching Learning

For inculcating quality education the role of teacher is vital. In other words, quality of teaching largely depends on the quality of training received by the teachers. For this, designing curriculum and supportive resources occupies significant role. National Council of Teacher Education (NCTE 1998) identified ten competencies for making teachers professionally competent. These are contextual, conceptual, content, transitional competencies, competencies related to educational activities, developing teaching learning materials, evaluation, management, competencies related to working with parents and with community and other agencies. For fulfilling these competencies, curriculum of the teacher education program need to be reconstructed according to the changing aspects and needs of the society. But the task may face many challenges at the grass root level of the teacher education program in India. Present paper focus on how to redesign teacher education curriculum in India and identifying major difficulties in the light of teacher education programs.

scholarly journals Implementation of SM3T Alumni in Teacher Professional Education Program (Study of PPG SM3T Participants in The Universitas Negeri Makassar)

2018 ◽  
Vol 1028 ◽  
pp. 012207
Author(s):  
Ramli Umar ◽  
Muhammad Yusuf ◽  
Maddatuang ◽  
Ibrahim Abbas ◽  
Nur Fatimah Basram ◽  
...  
Keyword(s):  
Education Program ◽  
Professional Education ◽  
Teacher Professional

scholarly journals Transcendence and Immanence: Teacher Professionalism in Islamic Religious Perspectives

Nadwa ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 205
Author(s):  
Soufian Hady
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Dual Task ◽  
Professional Education ◽  
Future Teacher ◽  
Teacher Professionalism ◽  
Library Research ◽  
Professional Teacher ◽  
Religious Perspectives ◽  
Teacher Professional

<p>The purpose of this research is to describe what is essence of professionalism teacher in Islamic perspective. This research uses library research. The results showed that the professionalism of teachers in Islam is based on two basic criteria, namely a call of life (Abdullah<em>; </em>transcendence) and expertise (<em>khalifatullah;</em> immanence). Therefore, the Professional teachers in Islam have the dual task of being carriers of religious (trancendence) and scientific missions (immanence). The first mission of professional teacher is to convey the da'wah and values of religious teachings to students, so students can live their lives in accordance with religious norms and have an awareness that all their actions are worthy of pure worship only for their Lord. While the second mission (immanence) of a teacher is to bring students to be intelligent student and master the latest knowledge according to students' interests. Hopefully this idea can be the spirit of future teacher professional development such as the implementation of Teacher Professional Education (TPE / PPG).</p><p><strong>Keywords: t</strong>ranscendence; immanence: teacher professionalism; Islamic religious; Teacher Professional Education; TPE</p><p><strong> </strong><strong>Abstrak</strong></p><p>Tujuan penelitian ini adalah untuk mendeskripsikan esensi profesionalisme dalam perspektif Islam. Metode penelitian menggunakan studi kepustakaan. Hasil penelitian menunjukkan bahwa profesionalisme guru dalam Islam pada dasarnya didasarkan pada dua kriteria dasar, yaitu panggilan hidup (transendensi Abdillah) dan keahlian (khalifatullah immanence). Oleh karena itu, para guru profesional dalam Islam memiliki tugas ganda yaitu menjadi pembawa misi keagamaan (trancendence) dan misi ilmiah (imanensi). Misi pertama guru profesional adalah untuk menyampaikan dakwah dan nilai-nilai ajaran agama kepada siswa, sehingga siswa dapat menjalani kehidupan mereka sesuai dengan norma-norma agama dan memiliki kesadaran bahwa semua tindakan mereka layak ibadah murni hanya untuk Tuhan mereka. Sedangkan misi kedua (imanensi) seorang guru adalah membawa siswa menjadi siswa yang cerdas dan menguasai pengetahuan terbaru sesuai dengan minat siswa.</p><p>Kiranya hal ini bisa menjadi semangat pengembangan profesi guru mendatang seperti pelaksanaan Pendidikan Profesi Guru (PPG).</p><strong>Kata Kunci: </strong>transendensi; imanensi: profesionalisme guru; agam Islam; Pendidikan Profesi Guru (PPG)<br /><p><em><br /></em><em></em></p>

scholarly journals The Analysis of Vocational Teacher Readiness at Culinary Education Program in Participating in Online Professional Teacher Education Program

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Siva Saramoya ◽  
Basyirun Basyirun ◽  
Murdani Murdani
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Computer Literacy ◽  
Professional Competence ◽  
Teacher Education Program ◽  
School Teacher ◽  
Vocational School ◽  
Personal Competence ◽  
Professional Teacher ◽  
Pedagogical Competence

This study aims to: (1) describe the readiness of vocational school teacher of culinary program in the implementation of online  - based Professional Teacher Education (PTE); (2) find factors driving and inhibiting the readiness of teachers in the implementation of online – based PTE. This quantitative descriptive study was conducted at SMK N 6 Semarang (Tourism Vocational School) and SMK N 1 Bawen (Agricultural Vocational School) involving 14 productive skill teachers of the Culinary Program. The data were obtained using questionnaires and analyzed descriptively using percentages. The results of the study were: 57% of teachers had very high readiness, 36% were high and only 7% had sufficient readiness. The factors supporting the readiness of productive teacher skill at culinary program during the implementation of online – based PTE are facilities and infrastructure (79%), Knowledge on the field of culinary program (86%), pedagogical competence (79%), personal competence (86%), social competence (86%) and professional competence (93%). Factors inhibiting the readiness of the online – based PPG is the computer literacy (57%) and networking access (64%). It was concluded that teachers have a high readiness in the implementation of online – based PTE. Factors supporting the readiness of the online PTE are infrastructure, the knowledge, pedagogical competence, personal competence, social and professional competence. The inhibiting factor is the ability to operate a computer and access the network.

scholarly journals EVALUATION OF THE TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG): ENGLISH STUDENTS’ PERSPECTIVE

2020 ◽  
Vol 12 (2) ◽  
pp. 185-200
Author(s):  
Afrianto Daud ◽  
Novitri Novitri ◽  
Mirza Hardian
Keyword(s):  
Education Program ◽  
Professional Education ◽  
Positive Impact ◽  
English Teachers ◽  
Teaching Profession ◽  
Ministry Of Education ◽  
Lecture Room ◽  
Teacher Professional ◽  
The University ◽  
The Impact

This study aims to document the assessment of alumni of teachers professional education program (PPG) in Riau University on the effectiveness of the PPG program in preparing prospective professional English teachers. All alumni of the 2018 subsidized PPG program at the University were selected as the sample of this study (15 people). Data was collected through the distribution of a Google form-based survey which was adopted from the PPG program evaluation questionnaire from the Ministry of Education, Higher Education. This study found that from the curriculum aspect, 84.6% of alumni said that the PPG curriculum content was in accordance with the needs of pre-service English teachers. However, 76.9% of participants stated that most of the material had been studied when they were in the undergraduate program. In terms of learning facilities, only 23.1% answered that they were satisfied with PPG facilities. 46.2% of them stated that the lecture room was not feasible. From the aspect of organizing services to students, only 42.6% said they were satisfied. The rest answered simply enough. From the aspect of the impact of the program, 69.2% of participants admitted that PPG had a significant impact on the development of their teaching profession. The greatest impact is on the aspect of both professional and pedagogical competencies. Thus, even though PPG is generally considered to be running quite well and has a positive impact, there are several aspects that need to be the attention of PPG organizers for the improvement of PPG in the future.

scholarly journals The Challenges Faced by Graduates of Teacher Professional Education Program

2020 ◽  
Vol 5 (12) ◽  
pp. 1754
Author(s):  
Lilis Nur Hidayati ◽  
Utami Widiati ◽  
Enny Irawati
Keyword(s):  
Learning Process ◽  
Education Program ◽  
Professional Education ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Narrative Research ◽  
Lesson Planning ◽  
Real Life ◽  
Three Phase ◽  
Teacher Professional

<p><strong>Abstract:</strong> This article gives a report on a study on the challenges faced by graduates of Teacher Professional Education Program in terms of lesson planning, execution stage, and evaluation. Narrative research is used for this study to understand present real-life experiences. The study revealed that the graduates of PPG experienced some challenges in those three phase of teaching and learning process; however, along with those challenges, they were able to give responses which they thought to be the most effective responses.</p><strong>Abstrak:</strong><em> </em>Penelitian ini melaporkan hasil penelitian tentang tantangan yang dihadapi oleh lulusan Program Pendidikan Profesi Guru dalam merencanakan pembelajaran, mengimplementasikan rencana pembelajaran, dan evaluasi pembelajaran. Penelitian naratif digunakan untuk memahami pengalaman nyata dalam kehidupan. Penelitian ini mengungkapkan bahwa lulusan program PPG mengalami beberapa tantangan dalam ketiga tahapan pembelajaran tersebut, namun bersama dengan itu, mereka mampu memberikan respons yang menurut mereka paling efektif untuk dilakukan

scholarly journals USER EXPERIENCE (UX) OF MULTIMEDIA; PROGRAM OF AUTO PLAY MEDIA STUDIO FOR TEACHER PROFESSIONAL EDUCATION (PPG)

Abjadia ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 111-121
Author(s):  
Mohammad Salehudin ◽  
Etty Nurbayani ◽  
Rostanti Toba
Keyword(s):  
User Experience ◽  
Computer Technology ◽  
Professional Education ◽  
Research Result ◽  
Research Problem ◽  
Islamic Education ◽  
Technology Program ◽  
Multimedia Program ◽  
Teacher Professional ◽  
Experience Questionnaire

A factor that can influence the success of learning process is the use of learning media. Therefore, this research aims to evaluate the user experience of multimedia using the program of Auto play media studio for Teacher Professional Education (PPG). The research problem is how the teachers use multimedia in learning and how the teachers develop the multimedia by themselves using the computer technology program of media studio auto play. The research method is the user experience (UX) using the instrument from User Experience Questionnaire (UEQ) of Indonesian version, because there are several language versions of the questionnaire built and validated (for example, English, Spanish, Portuguese, etc.) These versions are available for free and online at www.ueq-online.org. The research result from the test of UEQ is that there are five scales which are categorized as excellent; they are Attractiveness, Efficiency, Dependability, Stimulation and Novelty, whereas the scale of Perspicuity is categorized of Above Average according to the interval benchmark of UEQ. All scores are above 0,08 shows that the evaluation of UX is positive. It can be concluded that the multimedia learning using the program of  is very good – satisfying to use for the Teacher Professional Education for Islamic Education subject (PAI).

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