scholarly journals PENULISAN KARYA TULIS ILMIAH BAGI GURU SEKOLAH DASAR DI KARAWANG

2018 ◽  
Vol 1 (01) ◽  
Author(s):  
Rudi Ritonga ◽  
Rossi Iskandar
Keyword(s):  
Elementary School Teachers ◽  
Professional Competence ◽  
Basic Knowledge ◽  
School Teachers ◽  
Knowledge And Skills ◽  
Training Activity ◽  
Scientific Papers ◽  
Teacher Professional ◽  
And Training ◽  
Worth Publishing

Salah satu aspek pengembangan kompetensi profesionalisme guru adalah dengan kemampuan guru membuat karya tulis ilmiah. Kegiatan pelatihan ini dilaksanakan oleh guru sekolah dasar dan kepala sekolah di kecamatan Klari Karawang. Dengan tujuan untuk memberikan pengetahuan dan keterampilan dasar bagi para guru dalam melakukan penulisan karya tulis ilmiah, membekali guru-guru mengenai pengetahuan yang terkait dengan kegiatan menulis karya ilmiah dan melatih guru-guru untuk dapat mengungkapkan ide-idenya dalam bentuk tulisan. Hasil yang diharapkan dapat mengahsilkan produk artikel ilmiah yang layak diterbitkan di jurnal ilmiah.Kata Kunci : Pelatihan, Karya Tulis IlmiahOne aspect of developing teacher professional competence is the ability of teachers to make scientific papers. This training activity is carried out by elementary school teachers and principals in Klari Karawang sub-district. With the aim of providing basic knowledge and skills for teachers in writing scientific papers, equipping teachers with knowledge related to the activities of writing scientific papers and training teachers to be able to express their ideas in writing. Results that are expected to produce scientific articles that are worth publishing in scientific journals.Keywords: Training, Scientific Writing

scholarly journals The effect of principal supervision and teacher professional allowances on the competence of elementary school teachers

2021 ◽  
Vol 6 (2) ◽  
pp. 534
Author(s):  
Hari Suhud ◽  
Yasir Arafat ◽  
Alhadi Yan Putra
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Teachers ◽  
Quantitative Research ◽  
Professional Competence ◽  
Sampling Technique ◽  
School Teachers ◽  
Teacher Professional ◽  
Principal Supervision ◽  
Simultaneous Influence

This study aims to find out the influence of supervision of principals and teacher professional allowances on the professional competence of teachers in Simpang District Ogan Komering Ulu Selatan both partially and simultaneously. The population in this study is 38 elementary school teachers in the Simpang sub-district who have received teacher professional benefits. This research uses quantitative research, with a type of Non-Probability sampling research, the technique used is the saturated Sampling technique. Data collection techniques using closed questionnaires. Data analysis with t-test and F test showed that: Supervision of the principal has an influence on the professional competence of teachers in Simpang sub-district by 20.90%; Teacher professional allowance has an influence on the professional competence of teachers in Simpang subdistrict by 20.50%, and supervision of principals and teacher professional allowances have a simultaneous influence of 45.90% on the professional competence of elementary school teachers in Simpang District Ogan Komering Ulu Selatan.

PKM Pelatihan Dan Workshop Penyusunan Dan Publikasi Karya Ilmiah Untuk Meningkatkan Kemampuan Profesionalisme Guru SD Di Kecamatan Banawa Selatan

2018 ◽  
Vol 2 (2) ◽  
pp. 78
Author(s):  
Pathuddin Pathuddin ◽  
Linawati Linawati ◽  
Abd Hamid
Keyword(s):  
Action Research ◽  
Elementary School Teachers ◽  
Working Group ◽  
Community Partnership ◽  
School Teachers ◽  
Data Presentation ◽  
Scientific Papers ◽  
Classroom Action Research ◽  
Partnership Program ◽  
And Training

The partners of this Community Partnership Program were the Elementary School Teachers Working Group ofclusters I and II, District of Banawa Selatan. Problem faced by the partners was that members of the Teachers Working Groupstill had difficulties in developing professions, writing, and publishing scientific papers, especially Classroom Action Research(CAR). The problem was including a) designing CAR implementation (determining ways of problem identification, choosingand formulation topic and title of the CAR), b) applying learning models in the CAR implementation, c) determining librarysearch techniques, d) making research instruments and data presentation techniques, determining techniques of datacollection, analysis, and interpretation in the CAR activities and e) determining CAR reporting techniques. The objective ofthis study was to improve teachers’ activities in arranging scientific works, especially the Classroom Action Research that canbe taken as a way to improve teachers’ professionalism compet ence. Methods used in the study were holding training andworkshop of CAR implementation, making research instruments, processing and analizing data found by the research.Furthermore, what was done was to assist partners in the preparation of and publication CAR reports and in processing CARresearch results data in the form of scientific articles and published in ISBN journals or scientific seminarsat national level.The workshop and training in the preparation and publication of scientific works were very beneficial for the TeachersWorking Group in Banawa Selatan region which had been difficult to meet the promotion requirements in the field ofscientific writing. In the application of the article preparation practice, three members of the Teachers Working Group in theBanawa SelatanDistrict have made Classroom Action Research reports, processed data and written in scientific articles

scholarly journals Pemberdayaan Guru-guru SDN Gugus V Kecamatan Padang Timur Kota Padang dalam Pembelajaran Kerajinan

2018 ◽  
Author(s):  
zubaidah
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Training Workshop ◽  
School Teachers ◽  
Learning Materials ◽  
Present Material ◽  
Knowledge And Skills ◽  
Training Activity ◽  
Patch Technique

SBK subjects in the craft of SDN Gugus V Padang Timur, especially in SDN 28 and SDN 29 did not perform well. The teachers do not implement the subjects, because the teachers do not master the material of SBK, especially the learning materials of handicraft and the making of RPP in accordance with the demands of the curriculum, so there is no direction in doing the learning. These two aspects are set as the top priority of the issues to be addressed. Solutions offered to overcome these problems is to conduct a training activity with the aim to improve the quality of learning SBK, especially learning materials handicrafts at partner SDN. Approaches to solve partner problems are 1) design, 2) present material / counseling, 3) training / workshop and 4) mentoring / guidance. The result of this activity is that priority problems have been resolved, namely; 1) 83.06% of participants have mastered the SBK material in the field of handicraft especially the material of the patch technique (collage) and the knot technique (makrame), 2) 86,11 the participants have mastered the RPP material well. This achievement exceeds the set target by 75%. In accordance with the results of activities, it is advisable: 1) the existence of kontiniutas in applying the knowledge and skills obtained by elementary school teachers, 2) so that these trainees can disseminate the skills he has gained to other friends who do not follow, so that all teachers can also improve their knowledge and skill in SBK learning in elementary school and 3) related institutions to create advanced programs, and provide training on untouched material on this IbM activities

scholarly journals DETERMINAN KREATIVITAS GURU SEKOLAH DASAR PASCA PENDIDIKAN DAN LATIHAN PROFESI GURU

2019 ◽  
Vol 20 (2) ◽  
pp. 80-88
Author(s):  
Slameto Slameto
Keyword(s):  
Elementary School Teachers ◽  
Professional Education ◽  
Rating Scale ◽  
Predictor Variable ◽  
Education And Training ◽  
State University ◽  
School Teachers ◽  
Teacher Creativity ◽  
Teacher Professional ◽  
And Training

The 112 Semarang State University Rayon 2017 held 6 stages ofTPET (Teacher Professional Education and Training which eachstage consistsof 6 classes) for elementary school teachers. One ofthe goals is toincrease the creativity of theparticipants. Theproblem in this study ishow effective is TPET in increasing teachercreativity? Given that thereare many factors that influence teachercreativity as a manifestation of thesuccess of the TPET, in themanagement of education and training, one ofthe determiningfactors needs to be chosen; which in this study is limitedto theinternal factors of the teacher in question, namely: (1)independence, (2) teacher's understanding and (3) teacherdiscipline after theTPET. The next problem, among others:independence, Teacher's understanding and (3) discipline, whichfactors determine the effectiveness ofTPETin increasing teachercreativity? Data was collected with a rating scale that has beentested valid and reliable.TPETis effective in shaping teachercreativity. There is only 1 predictor variable, namely teachingdiscipline which is a determinant of teacher creativity. Teacherdiscipline influences (positive and significant) on teacher creativityby 35.80%. Both variables: understanding and independence areexcluded from this model.

scholarly journals Writing Scientific Papers Training for Elementary School Teachers in Pademawu Pamekasan

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Masduki Masduki
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Scientific Work ◽  
School Teachers ◽  
Research Topics ◽  
Knowledge And Skills ◽  
Scientific Papers ◽  
Questions And Answers ◽  
Written Form ◽  
The Will

Scientific writing is one of the requirements in the promotion of elementary school teachers. However, the elementary school teachers who make scientific work are still very limited. The teachersare still experiencing difficulties for the promotion because of the requirements to write scientific papers. It is estimated that teachers have difficulty in writing scientific papers due to lack of knowledge and ability in making scientific papers. For this reason, there must be an activity to provide knowledge and skills for elementary school teachers, especially elementary school teachers in Pademawu Pamekasan  in the form of training or workshops for the writing of scientific papers. This activity has been carried out in conjunction with the KKN 2019 period and was followed by 30 (thirty) elementary school teachers in Pademawu Pamekasan. The methods used in this training are questions and answers, demonstrations, and practices. The target of this training activity is to obtain significant knowledge for elementary school teachers in Pademawu Pamekasan about how a teacher has the will and skills to make scientific papers so as to increase knowledge and at the same time increase his/her income. Another achievement is to obtain a picture of the teacher's ability to write scientific papers on how to identify, choose, and formulate research topics; arrange and organize the writing framework; collect reference materials as a basis for written theory; pouring ideas into written form; check the level of authenticity of scientific papers that have been made; as well as publishing scientific papers that have been made.

scholarly journals PELATIHAN CARA PENULISAN BUKU DAN ARTIKEL ILMIAH BAGI GURU SDN 31 TEGINENENG KABUPATEN PESAWARAN

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Henry Susanto ◽  
Rinaldo Adi Pratama ◽  
Yusuf Perdana ◽  
Valensy Rachmedita
Keyword(s):  
Elementary School Teachers ◽  
Community Service ◽  
Professional Competence ◽  
School Teachers ◽  
Know How ◽  
Cultural Arts ◽  
Science Technology ◽  
Professional Teacher ◽  
Scientific Papers ◽  
Pedagogical Competence

A professional teacher must have four competencies, namely pedagogical competence, personality competence, social competence and professional competence. Professional competence, namely the ability of teachers to master knowledge in the field of science, technology or cultural arts that they teach. Mastery of these abilities should be expressed by the teacher, one of which is by making or writing scientific articles. There are many things that educators need to pay attention to in writing scientific books and articles in order to achieve proper scientific books and articles and become references for other educators. However, it cannot be denied that there are still many school teachers who do not know how to make textbooks and scientific articles. This unfavorable reality occurs not only as an error as educators who do not know or understand but because of limited knowledge, limited resources that make it difficult for them to make textbooks or scientific articles. In addition, the lack of training provided at whole level on how to make scientific books and articles makes it more difficult for educators to gain knowledge about these matters. Therefore, the team conducts training for elementary school teachers on how to write scientific books and articles whose material includes explanations of textbooks and scientific articles, ways of making, the structure of each compilation, the language used, how to find references and how to publish an article. scientific papers and examples of journals that can serve as a forum for publication of scientific articles. After community service was carried out regarding training on how to write books and scientific articles, there was an increase in the teacher's understanding of textbooks and articles, namely the average before service was 47.14% after training there was a significant increase in an average of 63.57%.

scholarly journals PENGARUH SUPERVISI AKADEMIK DAN PELATIHAN PENELITIAN TINDAKAN KELAS TERHADAP KOMPETENSI PROFESIONAL GURU SEKOLAH DASAR SE-KECAMATAN UNDAAN KABUPATEN KUDUS

2020 ◽  
Vol 10 (2) ◽  
pp. 216-222
Author(s):  
A. Aribowo ◽  
S. Su'ad ◽  
Achmad Hilal Madjdi
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Elementary School Teachers ◽  
Professional Competence ◽  
Research Training ◽  
School Teacher ◽  
Professional Competencies ◽  
School Teachers ◽  
Teacher Professional ◽  
Classroom Action Research

The purpose of this study is 1) to know effect of academic supervision on the professional competencies of elementary school teacher, 2) to know the effect of classroom action research training on the professional competencies of elementary school teachers, 3) to know effect of academic supervision and classrooom action research training on the professional competencies of elementary school teacher. The subject of this study werw all elementary school teachers in all subdistrict of Undaan Kudus regency. This study uses a quantitative contribution method with regression analysis techniques. Respondents were selected using a purposive sampling technique. Data collection research using questionaire. The validity of data uses construct validity bay way of experiential juggment. Data analysis was perfomed using regression analysis techniques in the form of simple and multiple regression. The results of study showed that academic supervision had an effect on techer professional competence of 32,0 %. Whereas classroom action research training has an effect on  teacher professional competence of 39,1%. Academic supervision and classroom action research training together have an effect on teacher professional competence of 46,6%.

scholarly journals Mexican Teachers’ Knowledge about Gifted Children: Relation to Teacher Teaching Experience and Training

2020 ◽  
Vol 12 (11) ◽  
pp. 4474
Author(s):  
Pedro Antonio Sánchez-Escobedo ◽  
Angel Alberto Valdés-Cuervo ◽  
Guillermo Alfonso Contreras-Olivera ◽  
Fernanda Inéz García-Vázquez ◽  
María Fernanda Durón-Ramos
Keyword(s):  
Elementary School Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Teaching Experience ◽  
Basic Knowledge ◽  
Gifted Children ◽  
Educational Strategies ◽  
Screening Criteria ◽  
Teachers Training ◽  
And Training

Gifted students are important for the development of knowledgeable societies. The present study examined Mexican elementary-school teachers’ knowledge about gifted students, specifically on screening criteria, educational strategies, and their social value. The relationships between teachers’ knowledge, teaching experience, and training in gifted education was analysed. A total of 1002 teachers (M age = 37.5, SD = 9.6 years old) from the 33 states of Mexico, 365 men and 510 females with 13.5 years of teaching experience, of whom 32% were trained in gifted education, completed an anonymous questionnaire. K-means cluster analysis revealed two clusters. Cluster 1 comprised teachers (61.2%) with poor knowledge, while Cluster 2 included teachers (38.8%) with basic knowledge and more teaching experience and training. Overall, the findings had implications for teachers’ training and educational policy.

scholarly journals Upaya Kepala Sekolah Untuk Peningkatan Kompetensi Profesional Guru

2020 ◽  
Vol 20 (1) ◽  
pp. 95
Author(s):  
Mohamad Muspawi ◽  
Bradley Setiyadi ◽  
Gunawan Gunawan
Keyword(s):  
Professional Competence ◽  
Teaching Staff ◽  
Sources Of Information ◽  
Internet Connection ◽  
Network Connection ◽  
Coaching Process ◽  
Working Groups ◽  
Teacher Professional ◽  
And Training

The purpose and target of this study was to describe the efforts of the principal to improve the professional competence of teachers in Public Elementary School No. 162/I Bukit Sari Village, Maro Sebo District. The aspects studied included the efforts of the principal to improve teacher professional competence, as well as inhibiting factors. The author uses a qualitative approach and chooses the type of case study. The principal is a subject. The principal and teacher are the data sources used as sources of information. Data collection uses interview techniques and documentation studies. Analyzing data is done by reviewing, data reduction, presenting data, and verifying data to then draw conclusions. The technique of checking the validity of the data using source triangulation. The results of this study explain that the efforts of principals to improve teacher professional competencies are by implementing a coaching process and involving teachers in various educational activities and training, seminars, workshops, and Teacher Working Groups. The obstacles are: 1) Teachers and schools have difficulty accessing information because the internet connection or network is very slow. 2) There are still some teachers who do not understand the concept of interrelationship between subjects. Based on the results of the study it is recommended that: 1) The principal must be more active in developing all teaching staff. 2) Immediately resolve the problem of internet network connection and fulfill other supporting facilities. 3) Teachers must be able to use various learning methods. 

scholarly journals The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 346-356
Author(s):  
H. Lestari ◽  
W. Sopandi ◽  
U. S. Sa'ud ◽  
B. Musthafa ◽  
D. Budimansyah ◽  
...  
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Online Mentoring ◽  
School Teachers ◽  
Knowledge And Skills ◽  
The Impact

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills. 

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