scholarly journals PENDIDIKAN PROFESI GURU DALAM KAITANNYA DENGAN PENINGKATAN PROFESIONALISME GURU

2021 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Ni Nyoman Lisna Handayani ◽  
Ni Ketut Erna Muliastrini ◽  
I Putu Suardipa
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Formal Education ◽  
Main Task ◽  
Professional Competency ◽  
National Education ◽  
Academic Qualification ◽  
Professional Educator ◽  
Professional Teacher ◽  
Educational Paradigm

<p>A change of educational paradigm to learning paradigm has consequently linked to a change in the management of learning process. This change process implies that it necessitates an academic qualification, quality of academic competency, and professional competency of the learning process manager, in this case, the management is the teacher herself. A teacher is a professional educator was main task is to educate, to teach, to guide, to direct, to train, to asses, and to evaluate pupils within the formal education of early schooling children, primary education, and secondary education. A professional educator must possess academic qualification and competencies as he/she acts as an agent of learning. The academic qualification meant here deals with the minimum educational level required of the teacher, while competencies which are attached to the teacher teaching at primary and secondary educational levels encompass : pedagogical competency, personal competency, professional competency and social competency which are learnt in Professional Teacher Education, taken after S1 or Diploma 4 Degree has been gained. Within the legal reference of the national education system, for those having S1 degree in education (S.Pd) taken concurrently in a Professional Teacher Education are expected to have academic and professional competencies which in turn will provide them with greater chance to become professional teacher.</p>

MENINGKATKAN DISIPLIN GURU DALAM KEHADIRAN KE SEKOLAH DAN MENGAJAR DI KELAS MELALUI PENERAPAN “REWARD AND PUNISHMENT”

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Azmi Azmi
Keyword(s):  
Secondary Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Main Task ◽  
Average Value ◽  
Primary And Secondary Education ◽  
Professional Educator ◽  
Reward And Punishment

The teacher is a professional educator with the main task of educating, teaching, guiding, directing, training, evaluating and evaluating students in the formal education pathway, at the level of primary and secondary education. Therefore, increasing teacher discipline in carrying out tasks is very important in the smoothness and success of the school in achieving its objectives. However, based on preliminary observations, researchers still find teachers who are late to school for various reasons and there are still teachers who are late in class. Overcoming this problem researchers use the reward and punishment method. The results showed, in the first cycle, the average total of teachers who were late for school was 59.9% and the average teacher who was late for class in the teaching and learning process was 79.9%. after the second cycle, the results of observations of the discipline of teachers coming to school and attending classes showed a large increase, this was evidenced by the increased discipline of teachers in terms of attending school and being present on time in the teaching and learning process. The average value of teachers who attend school late in the second cycle dropped to 19.9% and the average value of teachers who were late to attend the class dropped to 26.6%. this result proves that by applying the reward and punishment model it can improve teacher discipline.

scholarly journals KOMPETENSI PEDAGOGIK GURU DALAM MENUMBUHKAN MOTIVASI BELAJAR PESERTA DIDIK

AKADEMIKA ◽  
2020 ◽  
Vol 13 (02) ◽  
Author(s):  
Siti Suwaibatul Aslamiyah ◽  
Abdul Manan
Keyword(s):  
Social Competence ◽  
Learning Process ◽  
Formal Education ◽  
Professional Competence ◽  
Learning Motivation ◽  
Teacher Professionalism ◽  
Main Task ◽  
Learning Materials ◽  
Professional Educators ◽  
To Receive

Abstract: Teachers play a major role in developing education, especially those that are organized formally in schools. Teacher's work products become a symbol of the progress of civilization. This means that teacher professionalism is the basis of educational progress. They are professional educators with the main task of educating, teaching, guiding, directing, training, and  evaluating students in any formal education. In carrying out these main tasks, teachers are required to have expertises in their field. The main task will be effective if the teacher has competencies (pedagogic competence, personality competence, professional competence, and social competence). These competencies must be implemented in the learning process (instructional) in which the student component is a very important factor. In the learning process students are expected to be able to receive messages or learning materials from their teachers. To be able to receive learning materials from teachers, one of which is the need for motivation that could be fostered by professional teachers who have pedagogic competence.Keywords: Pedagogic competence, learning, motivation

scholarly journals Strategi Guru Kelas dalam Menghadapi Peserta Didik yang Malas Belajar

2019 ◽  
Vol 4 (01) ◽  
pp. 38-55
Author(s):  
Muhammad Warif
Keyword(s):  
Formal Education ◽  
Basic Education ◽  
School Teacher ◽  
The Body ◽  
Teaching Staff ◽  
Main Task ◽  
Human Beings ◽  
National Education ◽  
National Education System ◽  
Teacher Students

Abstrak Guru merupakan seseorang yang tugasnya mengajar, membimbing dan mengarahkan anak untuk belajar. Guru adalah merupakan suatu jabatan khusus dalam dunia pendidikan, dia termasuk salah satu sumber belajar yang utama karena dari sanalah siswa/peserta didik memperoleh bimbingan, pengajaran dan pelatihan. Profesionalisme seorang guru di peroleh lewat pendidikan khusus keguruan atau latihan dan pengalaman. Kemudian menurut  Undang-Undang  Sistem  Pendidikan  Nasional  Guru adalah  tenaga  kependidikan  yang  berkualifikasi  sebagai  guru,  dosen,  konselor,  pamong praja, widyaiswara, tutor, instruktur, serta berpartisipasi dalam menyelenggarakan pendidikan. Sejalan dengan itu guru menurut Undang-Undang tentang guru ditegaskan bahwa :Guru adalah pendidik prefesional dengan tugas utama mendidik, mengajar, membimbing, mengarahkan, melatih, menilai, dan mengevaluasi siswa pada pendidikan anak usia dini jalur pendidikan formal, pendidikan dasar, dan pendidikan menengah.(Undang-Undang RI,  2003;2).Profil guru ideal adalah sosok yang mengabdikan diri berdasarkan panggilan jiwa, panggilan hati nurani, bukan karena tuntutan uang belaka tidak membatasi tugas dan tanggung jawabnya tidak sebatas dinding sekolah.Masyarakat juga jangan hanya menuntut pengabdian guru, tetapi kesejahteraan guru pun perlu diperhatikan. Guru dengan kemuliaannya dalam menjalankan tugas tidak mengenal lelah, hujan dan panas bukan rintangan bagi guru yang penuh dedikasi dan loyalitas untuk turun ke sekolah agar dapat bersatu jiwa dalam perpisahan raga dengan siswa. Raga guru dan siswa boleh berpisah, tapi jiwa keduanya tidak dapat dipisahkan (dwitunggal). Oleh karena itu dalam benak guru hanya ada satu kiat bagaimana mendidik siswa agar menjadi manusia dewasa susila yang cakap dan berguna bagi agama, nusa dan bangsa di masa yang akan datang.(Djam’an dkk, 2007).Kompetensi kepribadian adalah kompetensi yang berkaitan dengan tingkah laku pribadi guru itu sendiri yang kelak harus memiliki nilai-nilai luhur sehingga terpantul dalam perilaku sehari-hari. Kata Kunci: Strategi, Guru, Peserta Didik, Malas, Belajar   Abstract                The teacher is someone whose job is teaching, guiding and directing children to learn. The teacher is a special position in the world of education, he is one of the main learning resources because from there students / students receive guidance, teaching and training. The professionalism of a teacher is obtained through special teacher training or training and experience. Then according to the National Education System Law Teachers are qualified teaching staff as teachers, lecturers, counselors, civil service, widyaiswara, tutors, instructors, and participate in organizing education. In line with that the teacher according to the Law on Teachers emphasized that: The teacher is a professional educator with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education, formal education, basic education, and secondary education. (Republic of Indonesia Law, 2003; 2). The ideal teacher profile is a person who devotes himself based on the calling of the soul, the call of conscience, not because the demands of money alone do not limit his duties and responsibilities are not limited to the walls of the school. teacher, but the welfare of the teacher also needs attention. Teachers with their glory in carrying out tasks that are tireless, rainy and hot are not a hindrance for teachers who are full of dedication and loyalty to go to school to be able to unite their souls in physical separation with students. The body of the teacher and students may separate, but the souls of the two cannot be separated (duvies). Therefore, in the minds of teachers there is only one tip on how to educate students to become capable adult human beings who are capable and useful for religion, religion and nation in the future (Djam'an et al., 2007). Personality competency is a competency related to the teacher's own personal behavior which later must have noble values so that reflected in everyday behavior. Keywords: Strategy, Teacher, Students, Lazy, Learning

TUGAS DAN TANTANGAN GURU: MEMBANGUN KUALITAS GURU MENUJU PENGEMBANGAN PENDIDIKAN BERMUTU

EDUKASI ◽  
2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Masayu Gay
Keyword(s):  
Teacher Education ◽  
Interpersonal Communication ◽  
Learning Process ◽  
Quality Of Education ◽  
Teacher Education Programs ◽  
Main Task ◽  
Education Programs ◽  
Design Elements ◽  
Context Of Learning

The teacher responsible for realizing quality of education. Quality of education can be realized, when the teacher is always in synergy with the tasks development of quality of education in the form of design elements in developing education programs in the form of (1) the content of teacher education; (2) the learning process; (3) the context of learning, which is based on the essentials of teacher education programs. In addition, teachers are required to optimize its main task as a teacher of teachers and build capabilities, which include: content knowledge that is taught; conceptualization level; the ability of teachers in implementing the learning process; last interpersonal communication capability. Capabilities associated with the business knowing yourself and attempt to build responsibility to the environment, and realized the teacher as researcher on classroom action research. This research aims give way to the teachers to develop quality in order to develop quality of education.Key words: Quality of teachers, development, quality of education 

scholarly journals Analysis Certification Teachers On Teacher Professional Education In Service

2020 ◽  
Vol 1 (2) ◽  
pp. 82
Author(s):  
Sri Uchtiawati
Keyword(s):  
Teacher Education ◽  
Teacher Certification ◽  
Professional Education ◽  
Material Model ◽  
Quality Of Education ◽  
National Education ◽  
Learning Agent ◽  
Professional Teacher ◽  
Teacher Professional

The problem of this research is the need to improve the quality of Education, which in the analysis obtained by a base to enhance the quality of Education. Knowledge lies in the sub-system of teachers because basically, the teacher is learning agent. And how the efforts to upgrade the quality of Education is then, by invitation Act s item of national Education and law teacher and lecturer, is it relieved l formal that teachers must have a teaching certificate, or known as a teacher's certificate (sergu). The essence of teacher certification award "teaching certificate" on teachers, which meets the standards of professional, considering teacher professionals is a prerequisite for creating quality education. The purpose of this study is shortly analysis implementation of teacher certification through Professional Teacher Education In Position (PPGJ). The research method was done by qualitative descriptive, where researcher as a key instrument, which begins from preliminary studies, followed by collecting the data by using a technique sheets observation, interviews and documentation, then triangulation, and the reduction of the data. This research was conducted at PT Muhammadiyah, which held PPG Daljab in 2018 for two periods, and in 2019 for three periods. Results from this study that professional teachers can be evidenced by the Certified Master (Gr) can be obtained one through I Professional Teacher Education in the office, with the provision begins academic selection and administration, and only after the deepening of the material model of hybrid learning on Spada and ID REN the amount of 10 credits, diving three months. Workshops and Pearteaching execution of this study in Unmuh Gresik as LPTK amount of load are 8 credits for five weeks, continue VING PPL in school partners LPTK number 6 credits for three weeks, to end activities do SMEs of PPG consisting is test-related the implementation of learning carried out in partner schools and UP is a centralized online knowledge test, a maximum graduation grace period of 2 years with six times the UP retest. Furthermore, for teachers who have passed the PPG Daljab can meng ask Teacher Certification (sergur) to receive allowances, and got the facilities that support achievement for teachers, including structural positions provided by the school. The d nature of learning and mastery learning do teachers better, so Influence of Community belief against schools with teachers who already have a teacher's certificate (Gr) is large enough, can make one-factor improvement of the accreditation status of the school. Thus, schools should be able to provide support to teachers to have the opportunity to take part in the PPG in Position Program

scholarly journals Meningkatkan Profesionalisme Guru Kelas I Dan II Melalui Optimalisasi Pelaksanaan Supervisi Akademik Di Gugus Nakula V Kecamatan Serengan Kota Surakarta

2016 ◽  
Vol 11 (2) ◽  
pp. 178
Author(s):  
Ismiyatun Ismiyatun
Keyword(s):  
Action Research ◽  
Direct Observation ◽  
Learning Process ◽  
Lesson Plan ◽  
Primary Data ◽  
Main Task ◽  
Location Selection ◽  
Professional Teacher ◽  
In The Beginning ◽  
Selection Of

This research aimed at increasing the teacher’s ability in making a lesson plan and conducting a learning process in the class. Type of this research is an Action Research. This research was conducted in 5 school areas of Gugus V Nakula of Serengan Sub-district, Surakarta. The location selection of this research was because the schools are under the guidance of the researcher, because from the results of observation, there were still many teachers who had not understood the main task and functions of a professional teacher. This research was conducted for three months from July 2011 to September 2011, starting from the preparation up to the reporting. Basically, the data which became the analysis materials were primary data that were through a direct observation obtained from the respondents by using the Instrument of Observation. The data consisted of data on the teachers’ ability in composing a syllabus and lesson plan (RPP), as well as   implementing a learning in the class. The results of the research conclusion and discussion were as follows: 1) The giving of guidance in the beginning of composing the syllabus, the lesson plan, and the implementation of learning can optimize the results of supervision that was increasing the teachers’ professionalism. It could be viewed from the increase in the teachers’ ability from the early condition, cycle I and cycle II based on the data obtained by the researcher; 2) The Academic Supervision could increase the teachers’ ability in becoming professional teachers. From 13 teachers who became the researcher’ partners, their professional ability was increased significantly. In composing the lesson plan in the cycle I, from 13 teachers, all of them (100%) obtained scores under 90. Nevertheless, in cycle II, the scores of all teachers increased, therefore, only one teacher whose score was under 90 (7.69%). Similarly, in their ability of implementing the learning, in cycle I, only 2 teachers whose scores were above 80 (15%). Nevertheless, in cycle II, the teachers’ scores increased totally, only one teacher whose score was under 90.

scholarly journals PENGEMBANGAN STANDAR PROFESIONAL GURU DALAM RANGKA PENINGKATAN MUTU SUMBER DAYA MANUSIA

2019 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
ASTUTI ASTUTI
Keyword(s):  
Human Resources ◽  
Formal Education ◽  
Basic Education ◽  
Teacher Educator ◽  
National Development ◽  
Main Task ◽  
National Education ◽  
Childhood Education ◽  
Professional Educators ◽  
Professional Authority

Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education, and secondary education. Teachers are positions or professions that require special skills as teachers . Furthermore, in exercising its professional authority, teachers are required to have a diverse set of abilities. Therefore, it is necessary to improve the professional standard of a teacher in carrying out his duties and responsibilities as a teacher, educator, and trainer so as to be able to realize the goals of national education, namely people who have faith and fear and have knowledge. Thus, the ideals of national development can be realized with the existence of quality human resources.

scholarly journals KESIAPAN GURU MADRASAH DI KOTA SEMARANG DALAM MENGHADAPI PELAKSANAAN PPG

2016 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Amin Farikh
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Full Support ◽  
Point Increase ◽  
Starting Point ◽  
Professional Teacher ◽  
The Government

<p><span>Abstract</span></p><p><span>Professional Teacher Education (PTE/ PPG) can be regarded as a program to improve <span>the competence of today’s most important teacher. This program is not solely the <span>learning process of the teachers, but also as a starting point increase teachers’ welfare <span>through the provision of teaching certi" cate and allowances. However, the level of <span>preparedness of teachers to plan the holding of Professional Teacher Education <span>(PTE/ PPG) is still low. The mechanism and all the provisions of the Professional <span>Teacher Education (PTE/ PPG) is not understanded, the teacher could not prepare <span>him to adapt. Therefore, the implementation of Professional Teacher Education<br /><span>should involve at least four (4) It is important to note ; First, Improved readiness and <span>support of teachers. Second, socialization widely. Third, the accuracy of the allocation <span>of time. Fourth, the full support of the government. If the four components are met <span>then automatically readiness of teachers on the implementation of Professional Teacher <span>Education (PTE/ PPG) will go well.</span></span></span></span></span></span></span></span></span></span></span></span></span></p><p><span><br /></span></p>

scholarly journals IMPLEMENTASI PROFESIONALISME GURU DALAM MEMOTIVASI BELAJAR SISWA DI SEKOLAH DASAR

2016 ◽  
Vol 1 (02) ◽  
Author(s):  
Vitalis Djarot Sumarwoto
Keyword(s):  
Elementary Students ◽  
Teacher Certification ◽  
Decision Makers ◽  
Governmental Regulation ◽  
National Education ◽  
Academic Qualification ◽  
Professional Teacher ◽  
The Law ◽  
Education Standard

<div style="text-align: JUSTIFY;">Professionalism seems to develop at all sectors in Indonesia today. Many efforts have been undertaken by the decision makers of education to pursue it. Among other efforts done by the authorities is the professional teacher certification. The implementation of professional teacher certification has basically referred to the Law No. 19, year 2005, on the National Education Standard; and the Governmental Regulation No. 74 year 2008 on Teachers, which suggest that teachers are obliged to have relevant academic qualification, competence and certification of educator. The objective of those regulations is only very prestigious i.e. to make them enhance qualified working experience within a certain interval of time. Hopefully, after they are certified professionally, they are able to encourage students to learn, especially for elementary students</div>

Implementation of Guidance nuanced Learning Model at MAN 1 Bandar Lampung

2020 ◽  
Vol 7 (1) ◽  
pp. 47-52
Author(s):  
Rifda El Fiah ◽  
Saiful Bahri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Formal Education ◽  
Rating Scale ◽  
Soft Skills ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Expert Rating ◽  
Hard Skills ◽  
Process Implementation

This research was conducted based on the problems that often arise in formal education learning. This problem has an impact on learning achievement results obtained by students. This research was conducted at MAN 1 Bandar Lampung. The purpose of this study was to determine the feasibility of the instructional model nuanced guidance data collection techniques using expert rating scale and user rating scale. The results of this study indicate that the nuanced learning model meets the achievement of student learning outcomes in MAN 1 Bandar Lampung, by developing students' knowledge and skills in the form of soft skills and hard skills. Guidance nuanced learning model design consists of learning process planning standards, learning process implementation standards, learning process outcome standards, and learning process control standards. 

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