scholarly journals GURU: DIGUGU DAN DITIRU

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Abdul Ghofar
Keyword(s):  
Social Competence ◽  
Professional Competence ◽  
Extensive Experience ◽  
Personal Competence ◽  
Professional Teacher ◽  
Service Training

The paper intitled: “Teachers: Obeyed and Imatated “ describes how criteria and requirement for any requirements that must be possessed by the teacher  so that  he becomes a teacher who is heard his advice and obeyed all his orders, as well as his behavior could be an example for his student . He is a professional teacher.To be a professional teacher then he shoud seek as optimal as possible to meet the competencies that must be owned by a teacher. The competencies include professional competence,  pedagogical competent, social competence and personal competence as well he should be healthy physically and spiritually. Profesional teachers are teachers who are able to manage themselves in carrying out their duties daily.Criteria professional teachers include : 1) having tellent as a teacher, 2) having skill as ateacher, 3) having a good as expertise and integrated, 4) having a healthy mental, 5) able-bodied, 6) having extensive experience and knowledge, 7)having spirit of Pancasila, 8) the teacher is a good citizen.There are four programs that can be developed in the framework of the establishment of professional teachers, namely 1) pre-service education; 2) in-service education; 3) in-service training; and  4) on-service training.

Profesionalisme Guru Dalam Perspektif Islam

AKADEMIKA ◽  
2016 ◽  
Vol 10 (2) ◽  
pp. 173-186
Author(s):  
Siti Suwaibatul Aslamiyah
Keyword(s):  
Social Competence ◽  
Professional Competence ◽  
Moral Values ◽  
Teaching Process ◽  
Personal Competence ◽  
Learning And Teaching ◽  
Professional Teacher ◽  
Teacher Competences ◽  
Student Attention

A teacher is demanded to be able to deal with any learning and teaching process in addition to having other capabilities that are summarized in four teacher competences, namely professional competence, personal competence, pedagogic competence and social competence so as to attract student attention in the learning and teaching process. Therefore not only should he or she create a conducive learning atmosphere, the teacher should also be capable of producing students having such characteristics as intelligent, critical, innovative, democratic and moral values. On this stand, the teacher could purposefully be a professional teacher. In general the requirements of becoming professional teachers in Islamic perspectives are, among others, taqwa, knowledgeable, having broad interesting, authoritative, Ikhlas, having divine purposes in addition to being able to plan and implement the evaluation of education

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.

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 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 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 PENGEMBANGAN MODEL PEMBINAAN KOMPETENSI CALON GURU MATEMATIKA MELALUI LESSON STUDY

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Rahmad Bustanul Anwar ◽  
Dwi Rahmawati
Keyword(s):  
Social Competence ◽  
Human Resources ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Professional Competence ◽  
Personal Competence ◽  
Research Activities ◽  
Prospective Mathematics Teachers

Education has a very important role in improving the quality of human resources. Therefore, education is expected to be one of the ways to prepare generations of qualified human resources and has the ability to deal with the progress of time and technology development . In order to enhance the quality of student mastery of competencies in the development of prospective teachers in this study will be applied to the activities in the process of lesson study in lecture . Lesson study is a model of coaching to people who work as both teacher educators and lecturers through collaborative learning and assessment in building sustainable learning communities. The purpose of this research is to improve the competence of prospective mathematics teachers through lesson study . More specifically , this study aims to describe the efforts made to improve the pedagogical, professional competence , social competence and personal competence prospective mathematics teachers through lesson study . Subjects in this study were students who took the micro teaching courses totaling 15 students , divided into 3 group . This type of research is a qualitative descriptive study is to develop the competence of prospective mathematics teachers through lesson study . Lesson study conducted collaborated with Action Research activities ( Action Reseach). The results of this research activity is the implementation of lesson study to greater competence to prospective teachers teaching mathematics through the micro subjects namely: pedagogical competence categories were 80 % and 20 % lower, professional competence categories were 46.7 % and 53.3 % lower, personal competence 100 % category being and social competence categories were 86.7 % and 13.3 % lower .

scholarly journals PELATIHAN PENYUSUNAN KEGIATAN PEMBELAJARAN PAIKEM INOVATIF BERBASIS 101 METODE GUNA MENINGKATKAN KOMPETENSI PEDAGOGIK GURU MGMP MADRASAH TSANAWIAH SE-KABUPATEN MADIUN

2016 ◽  
Vol 1 ◽  
pp. 43
Author(s):  
Sigit Ricahyono ◽  
Samsul Arifin
Keyword(s):  
Teaching Methods ◽  
Lesson Study ◽  
Professional Competence ◽  
Peer Teaching ◽  
Learning Method ◽  
Personal Competence ◽  
Professional Teacher ◽  
Pedagogical Competence ◽  
Innovative Learning ◽  
And Training

A professional teacher must be capable of mastering four basic competences namely pedagogical competence, professional competence, sosial competence, and personal competence. The result of observing and interviewing teachers who involve to the Association of Madrasah Tsanawiah Teachers (MGMP) Madiun showed that many of them still need reinforcement and enrinchment on mastering teaching methods of English. Thus, the programme aimed at increasing the pedagogical competence of teachers involving into the MGMP through having worhshop and training to design the teaching procedures implementing 101-based active, creative, efective, joyful, and innovative learning method (PAIKEM-INOVATIF). The programme was held for 5 months started on February 2014 and finished on June 2014. The result of workshop and training showed that process of understanding and practicing   the metods run well. Some problems arouse during the programme were (1) the teachers still found difficulties on doing variation of teaching, (2) the teachers still feel clumsy on do peer-teaching using themethods, (3) the teachers still found difficulties on implementing some of the trained  methods since the sudents have different learning characterictics. Therefore, it is suggested that the activity should be strengthen by having a programme of Lesson Study.

scholarly journals PERSEPSI PENDIDIK MADRASAH IBTIDAIYAH SUMATERA BARAT TENTANG KOMPETENSI YANG DIMILIKINYA

2017 ◽  
Vol 1 (2) ◽  
pp. 227
Author(s):  
Aziza Meria
Keyword(s):  
Social Competence ◽  
Education System ◽  
Professional Competence ◽  
Teacher Competence ◽  
Personal Competence ◽  
National Education ◽  
National Education System

This study aims to explore and get a picture of the perception of educators Maadrasah Ibtidaiyah about the competence it has. Along with the birth of Law Number 20 Year 2003 on National Education System and Law Number 14 Year 2005 on Teachers and Lecturers, the teachers have been recognized as professions. As a profession, teachers must have clear and measurable competencies. Teacher competence is four, namely: pedagogic competence, professional competence, social competence, and personal competence. Efforts to improve competence can be done if the educator has a good perception of the competence he has. Please note how the perception of MI educator to pedagogic, personality, social, professional and religious competence, so that later can be known what actions or programs that can be done in improving their competence.

scholarly journals Pemetaan Kompetensi Guru Mata Pelajaran Umum di Madrasah Tsanawiyah

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Sumarni Sumarni
Keyword(s):  
Social Competence ◽  
Professional Competence ◽  
Personal Competence ◽  
Average Value

This research aims at mapping the competencies of general subject matters of the teacher in madrasah (math, English, and Indonesian) including professional competence, individual or personal competence, social competence, and pedagogic competence. the result of this research shows that professional competence and pedagogic competence of general subject teacher in madrasah are still low. the average value for professional competence is 53.4 and average value for pedagogic competence is 53.32. whereas individual competence and social competence of general subject teacher in madrasah mainly are good enough. the average value for individual competence is 83.06% and average value for social competence is 74.47%.

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