scholarly journals KOMPETENSI GURU SOSIOLOGI DI SMA NEGERI SE-KABUPATEN HULU SUNGAI TENGAH

Jurnal Socius ◽  
2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Ulpah Ulpah
Keyword(s):  
High Schools ◽  
Social Competence ◽  
Professional Education ◽  
Professional Competence ◽  
Lesson Plans ◽  
The Social ◽  
Pedagogical Competence ◽  
Written Form ◽  
Many Sources ◽  
Teaching Learning

Teachers competence consists of pedagogical competence, personality competence, social competence, and professional competence which can be obtained through professional education. As a matter of fact, in the field, teachers competence is still low, especially in arranging lesson plans. From the result of pre-research, it was found that only 40% of teachers can make good lesson plans, and 30% of teachers able to teach in varying methods. Therefore, the purpose of this research was to describe the competence of Sociology teachers in Senior High Schools in Hulu Sungai Tengah Regency determined from the aspects of Sociology teachers competence, namely pedagogical competence, professional competence, personality competence, and social competence. This research method applied a descriptive qualitative method. The use of this method is to obtain the most complete and detail, credible and also meaningful data. The decriptive data was obtained from many sources, consisted of oral form, text/written form and direct observation in finding out the competence of Sociology teachers in teaching learning process activity. Finally, it was obtained the actual and detail information about Sociology teachers competence in Senior High Schools of HST Regency. The research found that pedagogic competence of Sociology teachers in Senior High School of HST Regency was 2.9 or 74 which can be classified in average. The professional competence was 2.8 or 71 which can be included in good. The personality competence was 3.7 or 92 which belonged to excellent. Finally, the social competence of the teachers was 3.1 or 76 which categorized as good. Based on the result of this research, it is suggested for the Sociology teachers to improve their pedagogical competence, personality competence, professional competence and social competence.Key Word: teachers competencies, sociology matter, and competencies aspect

scholarly journals EVALUASI KINERJA GURU IPS SMP BERDASARKAN STANDAR KOMPETENSI GURU DI KABUPATEN KEBUMEN

2016 ◽  
Vol 3 (2) ◽  
pp. 177-187
Author(s):  
Ria Widarsih ◽  
Nahiyah Jaidi Faraz
Keyword(s):  
High Schools ◽  
Social Competence ◽  
Social Science ◽  
Science Teachers ◽  
Random Sampling ◽  
Professional Competence ◽  
Junior High ◽  
Sampling Technique ◽  
Junior High Schools ◽  
Pedagogical Competence

Penelitian ini bertujuan untuk mengetahui kompetensi pedagogik, kompetensi kepribadian, kompetensi  sosial,  dan kompetensi profesional guru IPS SMP di Kabupaten Kebumen berdasarkan penilaian dari asesor dan penilaian diri sendiri. Jenis penelitian ini termasuk penelitian evaluatif. Model evaluasi yang digunakan adalah model evaluasi benchmarking (bangku ukur). Pendekatan penelitian yang digunakan adalah kuantitatif deskriptif. Populasi penelitian adalah seluruh guru IPS SMP di kabupaten Kebumen. Pemilihan sampel guru IPS dilakukan dengan propotional random sampling sebanyak 134 guru. Teknik pengumpulan data menggunakan angket. Teknik analisis data menggunakan analisis statistik deskriptif dengan persentase. Hasil penelitian membuktikan bahwa: (1) kompetensi pedagogik guru IPS SMP di Kabupaten Kebumen dalam kategori baik dengan persentase sebesar 88,00%; (2) kompetensi kepribadian guru IPS SMP di Kabupaten Kebumen dalam kategori amat baik dengan persentase sebesar 93,09%; (3) kompetensi sosial guru IPS SMP di Kabupaten Kebumen dalam kategori baik dengan persentase sebesar 88,65%; (4) kompetensi profesional guru IPS SMP di Kabupaten Kebumen dalam kategori baik dengan persentase sebesar 79,53%. EVALUATION OF PERFORMANCE OF SOCIAL SCIENCE TEACHERS AT JUNIOR HIGH SCHOOLS BASED ON TEACHER’S STANDARD COMPETENCE IN KEBUMEN REGENCYAbstractThe research objectives were to reveal pedagogical competence, personality competence, social  competence, and professional competence of social science teachers at junior high schools in Kebumen Regency based on the assessor’s assessment and self assessment. This was a evaluation research using bechmarking evaluation model with descriptive kuantitatif. The research population was all social science teachers at junior high schools in Kebumen Regency. The sample, consisting of 134 teachers, was selected using the proportional random sampling technique. The data were collected through questionnaires. They were analyzed using descriptive statistics with percentage. The research finding proved that: (1) pedagogical competence of social science teachers at junior high schools in Kebumen Regency is in the good category with the percentage 88.00%; (2) personality competence of social science teachers at junior high schools in Kebumen Regency is in the very good category with the percentage 93.09%; (3) social competence of social science teachers at junior high schools in Kebumen Regency is in the good category with the percentage each of 88.65%; (4) professional competence of social science teachers at junior high schools in Kebumen Regency is in the good category with the percentage 79.53%.

scholarly journals Teacher Professionalism: Analysis of Professionalism Phases

2017 ◽  
Vol 10 (4) ◽  
pp. 90 ◽  
Author(s):  
Cipto Wardoyo ◽  
Aulia Herdiani ◽  
Sulikah Sulikah
Keyword(s):  
Social Competence ◽  
Teacher Quality ◽  
Professional Competence ◽  
Influential Factor ◽  
Teacher Professionalism ◽  
Personal Competence ◽  
Indonesian Government ◽  
Pedagogical Competence ◽  
The Right

Teacher professionalism has become a distinctive concern in educational discussions. Based on Teacher and Lecturer Act No.14 2005 carried out by Indonesian Government, teacher professionalism, considered as an assessment aspect of teacher quality, could be drawn by four competences, pedagogical competence, personal, competence, social competence, and professional competence. Hargreaves (2000) captured and fragmented the pattern of professionalism development through four phases. This study, a perception study, observed 100 teachers to draw the pattern of teacher professionalism, particularly in Tulungagung and Blitar District, East-Java, Indonesia based on Hargreaves professionalism phases. The results of this study identify that the likelihood phase of teacher professionalism in Indonesia is in collegial phase. Additionally, the criteria of professionalism enhancement reflect the professionalism development based on professionalism ages by Hargreaves (2000). Further, we observe the likelihood of professionalization become an influential factor of professionalism development. The results indicate that every phase captured the right pattern of professionalism development.

Conflict in the Preceptorship or Field Experience: A Rippling Tide of Silence

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Florence Myrick ◽  
Anne Phelan ◽  
Connie Barlow ◽  
Russ Sawa ◽  
Gayla Rogers ◽  
...  
Keyword(s):  
Social Workers ◽  
Professional Education ◽  
Professional Competence ◽  
Field Education ◽  
Field Instructors ◽  
Professional Programs ◽  
Making Sense ◽  
The Social ◽  
Educative Process ◽  
Professional Disciplines

A major component of the educative process in the professional disciplines is the field education/preceptorship experience in which students are afforded opportunities to develop professional competence under the tutelage of a practising professional and/or a university instructor. During this time students are exposed to competing discourses about what it means to think and act as nurses, teachers, doctors and social workers. Frequently, field teaching is characterized by conflictual situations involving students, field instructors and university faculty. Such conflict is poorly understood as indicated by the lack of literature available in the professional disciplines. The purpose of this study was to explore the phenomenon of conflict within the context of field teaching in professional education. Pivotal to this study was the issue of making sense of the conflict that prospective nurses, teachers, social workers and doctors experience in professional education within the practice realm and how such discourses shape their professional identities, practices and ultimate social values. At issue is the social construction of meaning that takes place within professional education. This study was conducted from the perspective of four professional programs including education, medicine, nursing and social work. The researchers focused on the final year of each program at a time when students were engaged in a major field / preceptorship experience in hospitals, schools, communities and social agencies. The experiences derived from the nursing data are presented in this paper.

scholarly journals Peningkatan Kompetensi Tenaga Pendidik terhadap Prestasi Belajar Siswa di SMA Muhammadiyah 1 Taman

MANAZHIM ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 182-191
Author(s):  
Erna Mufi ◽  
Hidayatullah Hidayatullah
Keyword(s):  
Qualitative Research ◽  
Student Achievement ◽  
Social Competence ◽  
Research Method ◽  
Professional Competence ◽  
Phenomenological Approach ◽  
Teaching Staff ◽  
Personal Competence ◽  
Pedagogical Competence

This research is based on the importance of the role of educators in optimizing student achievement in terms of knowledge or cognitive aspects, attitudes or affective aspects and skills or psychomotor aspects. Therefore, this study aims to describe the effect of increasing the competence of teachers on student achievement at SMA Muhammadiyah 1 Taman. The research method used is qualitative research with a phenomenological approach according to the data and facts found in the field directly not the result of presumptions or assumptions. The research was conducted at SMA Muhammadiyah 1 Taman where in the odd semester the student achievement was mostly still below the average parallel score for class XI and XII. Based on that, this school tried to improve the competence of its teaching staff including pedagogical competence, personality competence, social competence, and professional competence through training, habituation of positive things, deliberation and mentoring. Along with the increase in the competence of the teaching staff, it can be seen that student achievement in the even semester has also increased where students whose scores are above the average grade in class X increase by 7%, class XI increases by 12% and class XII increases by 11%. The conclusion of this study is that the improvement of the competence of the teaching staff includes pedagogical competence, personal competence, social competence and professional competence are closely related to the improvement of student achievement.

scholarly journals Profil dan Kompetensi Guru Bahasa Arab Madrasah Aliyah Negeri di Bangka Belitung

2020 ◽  
Vol 6 (1) ◽  
pp. 1-25
Author(s):  
Syarifah Syarifah ◽  
Iskandi Iskandi
Keyword(s):  
Data Collection ◽  
Social Competence ◽  
Research Method ◽  
Professional Competence ◽  
Arabic Language ◽  
Language Teachers ◽  
Average Score ◽  
Pedagogical Competence ◽  
Academic Qualifications

This article aims to describe the profile of Madrasah Aliyah Negeri Arabic Language Teachers in the Bangka Belitung Islands Province, the relevance of the academic qualifications of Arabic Language Teachers with Subjects taught in Madrasah Aliyah Negeri, and the competence of Arabic Language Teachers in terms of students' perspectives. The research method used is descriptive quantitative, with data collection techniques such as questionnaires and documentation. The results showed that when viewed from academic qualifications, Arabic teachers who already have PBA S1 academic qualifications had a percentage of 80% and other S1 academic qualifications of 20%. Referring to these data, the relevance of Arabic language science to subjects taught based on academic qualifications is 80:20. Whereas if the scientific relevance is reviewed from the professional certificate, Arabic teachers who have professional certificates as professional Arabic teachers are 60% and those that have not been certified are 40%. Based on students' perspectives, the competence of Arabic language teachers in Madrasah Aliyah Negeri Bangka Belitung Islands Province is as follows: Pedagogical Competence with a mean score of 2.64, Professional Competence of 3.00, Social Competence of 3.03, and Personality Competence of 3.04. The overall average score of the four competencies is 2.99 with the interpretation "Enough". Of the three madrasas that are the objects of research, teachers pedagogical competence is a major issue that needs teachers attention. Tujuan dari penelitian ini adalah untuk mendeskripsikan profil guru bahasa Arab Madrasah Aliyah Negeri di Provinsi Kepulauan Bangka Belitung, relevansi kualifikasi akademik guru bahasa Arab dengan mata Pelajaran yang diampu di Madrasah Aliyah Negeri, serta kompetensi guru bahasa Arab ditinjau dari perspektif siswa. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan teknik pengumpulan data berupa angket dan dokumentasi. Hasil penelitian menunjukkan bahwa jika ditinjau dari kualifikasi akademik, guru bahasa Arab yang sudah memiliki kualifikasi akademik S1 PBA memiliki prosentase sebesar 80% dan kualifikasi akademik S1 lainnya sebesar 20%. Mengacu kepada data tersebut relevansi keilmuan guru bahasa Arab dengan mata pelajaran yang diampu berdasarkan kualifikasi akademik sebesar 80:20. Sedangkan jika relevansi keilmuan ditinjau dari sertifikat pendidik, guru bahasa Arab yang memiliki sertifikat pendidik sebagai guru bahasa Arab profesional sebesar 60% dan yang belum tersertifikasi sebesar 40%. Berdasarkan perspektif  siswa kompetensi guru bahasa Arab di Madrasah Aliyah Negeri Provinsi Kepulauan Bangka Belitung adalah sebagai berikut: rerata skor kompetensi pedagogik sebesar 2.64, rerata skor kompetensi profesional sebesar 3.00, kompetensi sosial memiliki rerata skor sebesar 3.03, dan rerata skor untuk kompetensi kepribadian sebesar 3.04. Rerata skor secara umum dari empat kompetensi tersebut adalah 2.99 dengan interpretasi “Cukup”. Dari ketiga madrasah yang menjadi obyek penelitian, kompetensi pedagogik guru menjadi persoalan utama yang perlu mendapat perhatian guru.

scholarly journals PERSEPSI MASYARAKAT PENGGUNA TERHADAP KOMPETENSI ALUMNI JURUSAN TARBIYAH STAIN PEKALONGAN

2012 ◽  
Vol 8 (2) ◽  
Author(s):  
Umum B. Karyanto
Keyword(s):  
Social Competence ◽  
Professional Competence ◽  
Social Competency ◽  
Descriptive Statistics ◽  
Professional Competency ◽  
Research Results ◽  
The World ◽  
Pedagogical Competence

This study aims to describe users’ perception on the competencies of STAIN Pekalongan Tarbiyah Programs’ alumni, namely those who devote themselves into the world of education. Teachers and lecturers should be able to fulfill the four competencies, namely (1) pedagogical competence, (2) competence of personality, (3) social competence, and (4) professional competence. These competencies are comprehensive and constitute an integral and interconnected with each other and support each other. Descriptive statistics was employed to analize the data. Research results indicate that (1) users’ perception on alumni’s pedagogical competence are above average which 77% schools on Kemdiknas’ oversight rate them as good, as well as 73% schools on Depag’s oversight (2) users’ perception on alumni’s personal competency/personality are above average which 81% schools on Kemdiknas’ oversight rate them as good, as well as 78% schools on Depag’s oversight (3) users’ perception on alumni’s social competency are above average which 75% schools on Kemdiknas’ oversight rate them as good, as well as 74% schools on Depag’s oversight; and (4) users’ perception on alumni’s professional competency are above average which 76% schools on Kemdiknas’ oversight rate them as good, as well as 73% schools on Depag’s oversight. Thus, it can be concluded that both users rate them as good and competence

scholarly journals IMPLEMENTASI SERTIFIKASI DOSEN

2015 ◽  
Vol 1 (1) ◽  
pp. 64-87
Author(s):  
Irwan Saleh Dalimunthe
Keyword(s):  
Social Competence ◽  
Professional Competence ◽  
Scientific Writing ◽  
Personal Competence ◽  
Low Level ◽  
Pedagogical Competence ◽  
Academic Qualifications

AbstrakSelain kualifikasi akademik, dosen harus memiliki 4 (empat) kompetensi, yaitu kompetensi professional, kompetensi pedagogik, kompetensi kepribadian, dan kompetensi social, dengan bukti memperoleh sertifikat pendidik. Pelaksanaan sertifikasi dosen yang telah berlangsung beberapa tahun secara umum telah berjalan secara efektif dan dapat meningkatkan kinerja dosen. Hal ini dapat dilihat dari peningkatan jumlah penulisan ilmiah dan buletin, namun dalam bidang pendidikan dan pengajaran masih terdapat dosen yang belum maksimal melaksanakan proses perkuliahan. Hambatan yang dihadapi antara lain masih rendahnya pemahaman sebagian dosen terhadap tugas dan beban kerja yang harus dilaksanakannya, dan sebagian dosen masih rendah tingkat kesadaran untuk melaksanakan tugas Tridharma Perguruan Tingginya. AbstractIn addition to academic qualifications, lecturess must have 4 (four) competencies: professional competence, pedagogical competence, personal competence and social competence by having teacher certificate. Lecturer certification implemen-tation that has lasted several years in general have been effective and can improve the performance of lecturers. It can be seen from the increasing number of scientific writing and bulletins, but in the field of education and teaching there are lecturers who have not been up to implement the lecture. Barriers faced by, among others, is the lack of understanding most of the lecturers of the task and the workload that must be implemented, and some professors still low level of awareness of Tridharma Perguruan Tinggi.

scholarly journals Hubungan Antara Kompetensi dan Kinerja Guru Madrasah Aliyah Negeri di Kabupaten Bogor

2013 ◽  
Vol 2 (2) ◽  
pp. 89
Author(s):  
T. Abdul Madjid ◽  
Didin Hafidhuddin ◽  
Bambang Suryadi
Keyword(s):  
Social Competence ◽  
Correlation Coefficient ◽  
Professional Competence ◽  
Strong Relationship ◽  
Educational Background ◽  
Personal Competence ◽  
Good Communication ◽  
Pedagogical Competence ◽  
Teacher Competences ◽  
The Relationship

<p>A teacher must have competence in performing the task and role. Competence of teachers according to the Law of the Republic of Indonesia No.14 Year 2005 covers the pedagogic competence, personal competence, social competence, and professional competence. Competence of teachers will affect whether or not optimal learning activities. The implementation of learning is an indicator of the teachers performance.</p><p>The aim of the study is to determine the following matters: (1) The relationship between teacher competences with teacher performance of state Madrasah Aliyah in Bogor Regency (2) The contribution of teacher competences of state Madrasah Aliyah toward teachers performance in Bogor Regency which include (a) the contribution of teachers 'pedagogical competence toward teachers' performance of state Madrasah Aliyah in Bogor Regency, (b) the Contribution of teachers personality competence toward teachers performance of state Madrasah Aliyah in Bogor Regency, (c) the contribution of teachers social competence toward teachers performance of state Madrasah Aliyah in Bogor Regency, and (d) the contribution of teachers professional competence toward teachers performance of state Madrasah Aliyah in Bogor Regency.</p><p>Research conducted with quantitative approach in the form of "corelasional study", is a method of research used to explain the relationship and the contribution of independent variables with the dependent variable.</p><p>The results of this study include:</p><ol><li>Competences teachers include Pedagogic (X1), Personality Competence (X2), Social Competence (X3), and Professional Competence (X4) collectively have a very strong relationship with the teachers performance (Y).Based on the results of calculation of the correlation coefficient obtained by 0.945, when interpreted in the levels classified as very strong relationship because the value of the correlation coefficient was 0.945 the a scale from 0.800 to 1.00. Variable competence of teachers is closely related to elements of teacher appraisal covering pedagogic competence, personal competence, social competence and professional competence.�provide a very high impact on improving the performance of teachers in schools.</li><li>The existence of pedagogic competence (X1) contribute on the performance of teachers (Y), amounting to 78.7%.�This happens because the 208 teachers of state Madrasah Aliyah in Bogor Regency, the majority (86.54%) have educational background of the Institute of Educational Personnel (LPTK).�The remaining 28 people amounting to 13.46% are Non LPTK backgrounds.�The Akta IV have followed the program as many as 18 teachers.�LPTK educational background and Program Akta IV affect the pedagogical competence of teachers of state Madrasah Aliyah in Bogor Regency.</li><li>The existence personality competencies (X2) contribute on the performance of teachers (Y), amounting to 89.2%.�This is influenced by the noble teacher personality, became models for the students and the community, dignity, responsibility and demonstrate a high personality that can affect the performance of teachers in shaping the students' personalities.</li><li>The existence of social competence (X3) contribute on the performance of teachers (Y), amounting to 88.5% due to the teachers of state Madrasah Aliyah in Bogor Regency addressing the communication of professions communities themselves, either in writing or verbally.�This prove by many teachers involve and active in professional organizations of teachers, such as PGRI, PGDRI, and KKG. They are also heavily involved and active in other organizations and professions such as socio-religious organizations (NU, PUI, Muhammadiah etc.). The good communication among teachers with teachers, teachers with educational staff, teachers with parents, and teachers with students affect the students' good communication.�It is an indicator of the teachers performance in the field of social competence.</li><li>The existence of professional competence (X4) contribute on the performance of teachers (Y), at 81%.�This is due to the level of teachers education is one component of professional competence of teachers. With the high levels of teacher education at S1 as many as 85.58%, and S2 as muny as 11.06% has a very strong influence on the performance of teachers of state Madrasah Aliyah in Bogor Regency</li></ol><p>�</p><p class="keywords">Keywords�component; formatting; style; styling; insert (key words)</p>

scholarly journals Lesson study in competence development of accounting teachers

2018 ◽  
Vol 8 (3) ◽  
pp. 217
Author(s):  
Imam Hasan ◽  
Trisno Martono ◽  
Susilaningsih Susilaningsih
Keyword(s):  
Lesson Study ◽  
Professional Competence ◽  
Daily Practice ◽  
Learning Groups ◽  
Instrumental Case Study ◽  
The Social ◽  
Pedagogical Competence ◽  
Teachers And Students ◽  
Research Implication ◽  
Teachers Attitudes

This research aimed to find out and explore the lesson study practice in developing the accounting teacher’s professionalism. This research employed qualitative research using a single instrumental case-study strategy. The data were collected using in-depth interview, observation, and documentation. Then, they were analysed using interactive model. The results of the research showed that with the implementation of the lesson study in schools, it succeeded in improving the four teachers’ competencies. The improvement of the pedagogical competence can be seen from the well preparation of learning, the selection of teaching strategies according to the characteristics of the students and the implementation of memorable learning for the students. Professional competence can also be seen from the teacher's preparation in choosing relevant and up-to-date materials, teaching them by connecting to daily practice and always evaluating the material taught to maintain the quality of the material. The improvement of the social competence can be seen from the more effective communication between the teachers and students and their colleagues. The improvement of the personality competence is indicated by the teachers’ attitudes that are increasingly wise and prestigious in responding to the conditions related to their work. The research implication is that the practice of lesson study can form accounting teacher learning groups that serve as a place for sharing and discussion in developing their professionalism.

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