scholarly journals Persfektif Islam Tentang Kedudukan dan Peranan Guru dalam Pendidikan

2020 ◽  
Vol 11 (2) ◽  
pp. 348
Author(s):  
Arfandi Arfandi
Keyword(s):  
Social Competence ◽  
Professional Competence ◽  
Islamic Education ◽  
Professional Competencies ◽  
Social Competencies ◽  
Pedagogical Competence ◽  
Short Span ◽  
Personal Competencies ◽  
The Ideal

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.

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 PERAN PENGAWAS PENDIDIKAN AGAMA ISLAM (PPAI) DALAM MENINGKATKAN KOMPETENSI GURU PAI DI SMP SWASTA WILAYAH KECAMATAN SIDOARJO KABUPATEN SIDOARJO

2020 ◽  
Vol 1 (01) ◽  
Author(s):  
Laila Nuzulul Fitria Noor ◽  
Kharisul Wathoni
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Junior High ◽  
Islamic Education ◽  
Planning Ability ◽  
Pedagogical Competence ◽  
Collection Data

Supervisor of Islamic Education is one component that has an important role in improving the quality of education. The tasks of the supervisor of Islamic education is to improve the competence of Islamic education teachers in schools to produce quality and professional teachers. This study aims to determine what is the role of Islamic education supervisors in improving pedagogical competence and professional competence of Islamic education teachers in Private Junior High School in District of Sidoarjo, Sidoarjo. The researcher used a qualitative approach with collection data methods such as interviews, observation, and documentation. Data analysis method used an interactive model (plot) of Miles and Huberman which includes data reduction, data display, and conclusion or verification. From the results of the study it was found that the role of the supervisor of Islamic education in improving the pedagogical competence of Islamic Education teachers in Private Junior High School in District of Sidoarjo, Sidoarjo had been done well through several ways such as supervision in learning planning, ability in student learning processes and outcomes, ability to utilize resources learning, the ability to develop student potential. Whereas the role of the supervisor of Islamic education in enhancing the professional competence of Islamic Education teachers in Private Junior High School in District of Sidoarjo, Sidoarjo has been fulfilled through several ways, namely providing assistance for teachers in preparing RPP and monitoring of teaching and learning activities in the classroom.

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 The effect of motivation of success of university students on personal-professional competence: Mediation role of lifelong learning tendency

2020 ◽  
Vol 9 (3) ◽  
pp. 583
Author(s):  
Halil Ekşi ◽  
Mustafa Özgenel ◽  
Esin Metlilo
Keyword(s):  
University Students ◽  
Lifelong Learning ◽  
Structural Equation ◽  
Professional Competence ◽  
Equation Model ◽  
Professional Competencies ◽  
Competence Motivation ◽  
The Relationship ◽  
Positive Significant Correlation

In this study, the relationship between motivations for success, personal-professional competencies and lifelong learning tendencies of university students were investigated. The study group consists of 344 University students from Turkey and Kosovo. In this research, the collection of data was done by “Personal-Professional Competencies Perception Scale, “Success Oriented Motivation Scale” and “Lifelong Learning Tendency Scale”. In order to determine the relationship between variables in the analysis of the data, correlation analysis was performed and tested with the structural equation model. According to the results of the research; there was a positive significant correlation between motivation for success and personal professional competence, and a positive significant relationship between lifelong learning and personal-professional competence. Motivation for success positively affects personal-professional competencies and lifelong learning tendencies. It has been determined that lifelong learning tendency is a partial tool in this relationship.

scholarly journals Praktik Pengalaman Lapangan

2018 ◽  
Vol 4 (1) ◽  
pp. 41
Author(s):  
Nila Fitria ◽  
Fidesrinur Fidesrinur
Keyword(s):  
Qualitative Research ◽  
Social Competence ◽  
Student Teacher ◽  
Qualitative Method ◽  
Field Experience ◽  
Professional Competence ◽  
Theory And Practice ◽  
Analytic Approach ◽  
Descriptive Data

<p><em>Abstrak - </em><strong>Program Pengalaman Lapangan (PPL) merupakan salah satu mata pelajaran yang harus diikuti oleh setiap mahasiswa keguruan termasuk mahasiswa PAUD. Pelaksanaan mata pelajaran PPL berbeda dengan mata pelajaran lainnya yang diikuti di kelas atau dilaksanakan di kampus baik secara teori maupun praktik. Berbeda halnya mata pelajaran PPL adalah mata pelajaran dalam bentuk praktik pengalaman lapangan sebagaimana kegiatan guru di sekolah-sekolah umumnya.</strong> <strong>Metode yang digunakan dalam penelitian ini adalah metode kualitatif (<em>qualitative research)</em>. Penelitian ini menggunakan pendekatan  deskriptif analitik, yaitu data dideskripsikan dengan menggunakan statistik deskriptif, dan dimaknai secara mendalam berdasarkan perspektif emik yaitu penyajian data secara alamiah tanpa melakukan suatu manipulasi atau perlakuan terhadap subjek yang diteliti (Bogdan dan Taylor, 1975:31).</strong> <strong>Kompetensi mahasiswa PPL meningkat ditandai dengan meningkatnya 4 kompetensi yaitu : kompetensi pedagogik, kompetensi kepribadian, kompetensi professional, dan kompetensi sosial. Pengetahuan yang dimiliki oleh mahasiwa PPL, guru pamong, dan dosen pembimbing memiliki peran yang sangat besar pengaruhnya dalam pelaksanaan PPL. Sedangkan peran kelompok PPL dan kepala sekolah kurang memiliki peran dalam pelaksanaan PPL.</strong></p><p> </p><p><strong><em>Kata Kunci -</em></strong> <em>Mahasiswa PPL, Kompetensi Pedagogik, Kompetensi Kepribadian, Kompetensi Profesional, Kompetensi Sosial</em></p><p> </p><p><em>Abstract</em> - <strong>Field Experience Program (PPL) is one of the subjects that should be followed by every student teacher including PAUD students. The implementation of PPL subjects is different from other subjects that are attended in class or held on campus in both theory and practice. In contrast to PPL subjects are subjects in the form of field experience practices as are the activities of teachers in general schools. The method used in this study is a qualitative method (<em>qualitative research</em>). This study uses descriptive analytic approach, which is descriptive descriptive data, and is interpreted in depth based on the perspective of emic that is the presentation of data naturally without doing a manipulation or treatment of the subjects studied (Bogdan and Taylor, 1975: 31). Competence of PPL students is marked by increasing the four competencies: pedagogic competence, personality competence, professional competence, and social competence. The knowledge that PPL students, pamong teachers, and lecturers have has an enormous role in PPL implementation. While the role of PPL groups and principals have less role in the implementation of PPL.</strong></p><p> </p><p><strong><em>Keywords -</em></strong> <em>PPL Students, Pedagogic Competence, Personality Competence, Professional Competence,Social Competence.</em></p>

scholarly journals Profesionalisme Guru dalam Upaya Peningkatan Mutu Pendidikan Islam di Era Globalisasi

2021 ◽  
Vol 7 (1) ◽  
pp. 62-72
Author(s):  
Muflikhatul Munawaroh
Keyword(s):  
Professional Competence ◽  
Islamic Education ◽  
Teacher Professionalism ◽  
Library Research ◽  
Analysis Technique ◽  
Pedagogical Competence ◽  
Statistical Analysis Technique ◽  
Efficient Learning ◽  
The Impact

Indonesia is currently experiencing an education crisis. Education is the key to the success of a nation. Human Resource Improvement is an outstanding problem solving solution. Teachers as educational staff and the main factor in the creation of a qualified Islamic education. Teacher professionalism has an effect on improving the quality of education. This study uses a qualitative approach with library research research methods in the form of documents. The data analysis technique used was descriptive (non-statistical) analysis technique. The results of the study: First, teacher professionalism in improving the quality of Islamic education can be seen from four aspects of competence, namely pedagogical competence, personality competence, social competence, and professional competence. Second, the supporting factors are divided into two, namely internal factors and external factors while the inhibiting factors, namely the majority of teachers have not fully pursued their profession, there are still universities that produce original teacher graduates, and the low motivation of teachers in improving the quality of the profession. Third, the impact of the low professional competence of teachers is that learning activities are less effective and efficient, learning is less than optimal, the learning atmosphere is less pleasant and comfortable, learning outcomes are less creative, active, and productive.

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 CONDITIONS FOR THE FORMATION AND DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF PRIMARY SCHOOL TEACHERS

2021 ◽  
Vol 5 (2) ◽  
pp. 296-305
Author(s):  
Gayrat Nurmatov ◽  
◽  
Iqbol Kamolova ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Professional Competence ◽  
Quality Education ◽  
Professional Competencies ◽  
School Teachers ◽  
Primary School Teachers ◽  
Education Teacher ◽  
The Right

Background. It is undoubtedly afield of education that provides a prosperous future for people, guides them in the right direction, and imparts knowledge, which is an inalienable treasure. It is possible to distinguish between the educated and the uneducated at once. Quality education provides a bright future for anybody. For this reason, this article also provides information on the field of education, emphasizing the importance of the role of primary education. There is also information about the professional competence of primary school teachers, that is, the merit, worthiness, love for their work. Suggestions and recommendations are also given on what professional competencies a primary education teacher should have.

scholarly journals Competency of Islamic Education Teacher to Improve Student Learning Achievement

2018 ◽  
Vol 1 (2) ◽  
pp. 106-118
Author(s):  
Mohammad Rasikhul Islam
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Professional Competence ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Research Subjects ◽  
Learning Achievement ◽  
Education Teacher ◽  
Improve Student Learning

The competency of the teacher can contribute or increase learning achievement can be an active example of inofative criminative and have high integration in school. The purpose of this research is to know the role of the PAI master competence in enhancing student learning achievement.  This research uses the method of decriptif with a qualitative approach, data collection techniques using observations, interviews and documentation studies. Research subjects are the principals and teachers of PAI. The results of the study showed: (1). Pedagogic competence, (2). Personality Competencies (3). Social competence and (4). Professional competence.

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

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