scholarly journals IMPLIKASI GURU PROFESIONAL DALAM PEMBENTUKAN KARAKTER SISWA

2018 ◽  
Vol 14 (1) ◽  
pp. 31
Author(s):  
Wisnarni Wisnarni
Keyword(s):  
Social Competence ◽  
Knowledge Transfer ◽  
Professional Competence ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Teacher Professionalism ◽  
Religious Values ◽  
Professional Educators ◽  
The Right ◽  
Academic Qualifications

Teachers as professional educators must have knowledge and abilities who suitable with their profession. The professionalism criteria educators have academic qualifications and competencies who includes; (1) Pedagogic Competence, (2) Personality Competence, (3) Professional Competence, and (4) Social Competence. All of these four competencies cannot stand alone, but are mutually integrated in learning; it means that they are based on one another components which underlie other components. Besides, to establish the children with character can be carried out by direct or indirect fostering of faith, worship, and character which is carried out gradually and continuously, as early as possible in accordance to the childrens’ habit and psychology development using various approaches. Meanwhile, among the right approaches is through a habitual approach, exemplary, educative and persuasive, advice and stories that can deep the heart. As exemplified by Allah and His Messenger in educating and teaching humans. The teacher professionalism will establish synergies between the implementation of knowledge transfer activities that continue to prioritize quality with the realization of moral students who uphold religious values. Building student character by instilling habits about good things so that students become understood (cognitive domain), instill values ​​and instill what is permissible and what is not (affective domain), able to do (psychomotor domain) and set an example of life ( living model)

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 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 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 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 EVALUASI KOMPETENSI PROFESIONALISME GURU MATA PELAJARAN GEOGRAFI DAN IPS DI SMP N 1 KARIMUNJAWA, MTs DAN MA NU SAFINATUL HUDA PULAU KARIMUNJAWA

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Andi Irwan Benardi
Keyword(s):  
Teacher Education ◽  
Social Competence ◽  
Professional Competence ◽  
Teacher Performance ◽  
Teacher Professionalism ◽  
Classroom Learning ◽  
Teacher Standards ◽  
Education Training ◽  
Increasing Knowledge ◽  
Support Teacher

AbstractResearch on the evaluation of teacher professionalism competence on geography and ips subjects in smp n 1 karimunjawa, mts safinatul huda karimunjawa and ma nu safinatul huda karimunjawa aims to know the level of professionalism of geography teacher and ips at karimunjawa island schools especially in smp n 1 karimunjawa, mts safinatul huda karimunjawa and ma nu safinatul huda karimunjawa and constraints faced by geography teachers and ips in building professional competence. The competency indicators used for this research are pedagogical, professional, personality and social competence. The result of professional competence of teacher of geography and ips in karimunjawa categorized as competent. Constraints faced by teachers to improve professional competence include lack of school infrastructure and media used for classroom learning. Suggestion in this research is that school is expected to improve facility to support teacher performance so as to achieve professional competence of geography teacher and ips to be better. Teachers are expected to be able to develop their performance and meet teacher standards by increasing knowledge insight in the field that is experienced through teacher education training.

scholarly journals Kepemimpinan Religius Bhikkhu di Sekolah Tinggi Agama Buddha

2020 ◽  
Vol 5 (7) ◽  
pp. 1003
Author(s):  
Sigit Budiyanto ◽  
Ibrahim Bafadal ◽  
Burhanuddin Burhanuddin
Keyword(s):  
Higher Education ◽  
Religious Education ◽  
Leadership Behavior ◽  
Educational Institutions ◽  
Religious Values ◽  
Work Culture ◽  
Participative Leadership ◽  
Organizational Goals ◽  
The Right ◽  
Academic Qualifications

<p><strong>Abstract:</strong> This research was conducted using a qualitative approach with a multi-site study design. This research was conducted at Kertaraja Buddhist College in Batu and Smaratungga Buddhist College in Ampel. This study aims to explain (1) religious values that inspire the leadership of monks in Buddhist educational institutions, (2) the type of monk’s leadership in Buddhist educational institutions, (3) the principles of monk's leadership in Buddhist education institutions. The results of this study are as follows: first, internal encouragement in the form of experience as a leader and encouragement to serve and meet academic qualifications, while external encouragement is basically appointed by the foundation to become chairman. Religious values in the leadership of monks in higher education institutions of Buddhism are values contained in the dasa raja dhamma. Second, the type of monk leadership in Buddhist religious education institutions is mixed, namely: democratic type, delegate leadership behavior and participative leadership. The way the head of higher education involves members to achieve organizational goals is by placing the right people, giving the vice chairman a big role and active participation of members. A personal figure as a monk who is a Buddhist clergyman and uses a humanistic approach, as well as an element of kinship in work culture. Third, the use of communication tools by the Head of the Buddhist College when not in place.</p><strong>Abstrak:</strong><em> </em>Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif dengan rancangan studi multi situs. Penelitian ini dilakukan di STAB Kertaraja Batu dan STIAB Smaratungga Ampel. Penelitian ini bertujuan menjelaskan (1) nilai religius yang menjiwai kepemimpinan <em>bhikkhu</em> di lembaga pendidikan agama Buddha, (2) <em>jenis </em>kepemimpinan <em>bhikkhu</em> di lembaga pendidikan agama Buddha, (3) prinsip kepemimpinan <em>bhikkhu</em> di lembaga pendidikan agama Buddha. Hasil penelitian ini adalah sebagai berikut. Pertama, yaitu dorongan internal berupa pengalaman sebagai pemimpin dan dorongan untuk mengabdi dan memenuhi syarat kualifikasi akademik, sedangkan dorongan eksternal yaitu pada dasarnya ditunjuk oleh yayasan untuk menjadi ketua. Nilai religius dalam kepemimpinan <em>bhikkhu</em> di lembaga pendidikan tinggi agama Buddha yaitu nilai yang termuat dalam dasa raja dhamma. Kedua, jenis kepemimpinan bhikkhu di lembaga pendidikan agama<strong> Buddha mix </strong>(campuran), yaitu tipe demokratis, perilaku kepemimpinan delegasi dan partisipatif. Cara ketua perguruan tinggi dalam melibatkan anggota untuk mencapai tujuan organisasi yaitu dengan melakukan penempatan orang yang tepat, memberikan peran besar wakil ketua dan partisipasi aktif anggota. Sosok personal sebagai bhikkhu yang merupakan rohaniawan buddhis dan menggunakan pendekatan humanistik, serta unsur kekeluargaan dalam budaya kerja. Ketiga, penggunaan alat komunikasi oleh Ketua Sekolah Tinggi Agama Buddha ketika tidak berada di tempat.

UPAYA PENINGKATAN HASIL BELAJAR PASING BAWAH BOLA VOLI DENGAN PENDEKATAN BERMAIN PADA SISWA KELAS X MAN DEMAK

2020 ◽  
Vol 13 (2) ◽  
pp. 41-55
Author(s):  
Indrianto Arif Ramadhana ◽  
Jeff Agung Perdana
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Reflection Data ◽  
Normalized Gain ◽  
Improve Student Learning ◽  
Planning Action

Forearm pass is one of the materials that must be mastered by students of class X Senior High School. In fact, many students do not yet master and know forearm pass techniques. This research is a classroom action research (CAR) with two cycles. Each cycle consists of 4 stages, namely: planning, action, observation and reflection. Data collection was carried out using observations and questionnaires. Data were analyzed using Hake's Normalized Gain formula. From the results of the study it is known that the psychomotor domain of students increased by 0.42 with average criteria from cycle 1 to cycle 2. The affective domain increased by 0.37 with average criteria. The cognitive domain increased by 0.39 with average criteria. Based on the results of the data analysis, it can be concluded that learning forearm pass techniques with games method can improve student learning outcomes.

HUBUNGAN PROFESIONALISME PENDIDIK TK DENGAN KINERJA PENDIDIK DI TK RAYON IV KOTA DUMAI

2019 ◽  
Vol 3 (3) ◽  
pp. 660
Author(s):  
Ranirizal Ranirizal
Keyword(s):  
Learning Process ◽  
Subject Matter ◽  
Significant Relationship ◽  
Teacher Performance ◽  
Teacher Professionalism ◽  
Learning Material ◽  
The Subject ◽  
Performance Development ◽  
Kindergarten Educators ◽  
Academic Qualifications

Performance is the performance shown by educators, both in quality and quantity in carrying out their duties in accordance with the responsibilities given to them professionally. Educator performance development is a very decisive factor in the success of the education and learning process. In fact, in Kindergarten Rayon IV, Dumai City, there is still a low level of competency standards possessed by educators. The intended competency standard is from the standard academic qualifications and four competencies that must be possessed by a kindergarten educator, namely pedagogic, professional, social and personality competencies. This is evidenced by educators not yet mastering learning material with the maximum known when the learning process educators are not able to explain well the subject matter, and educators have not shown maximum performance in carrying out their duties and functions. The purpose of this study was to see whether there was an influence on teacher professionalism on teacher performance in Dumai IV Rayon Kindergarten. The results of the study prove that there is a significant relationship between the professionalism of Kindergarten educators and the performance of educators in Kindergarten Rayon IV, Dumai City. This is evidenced by the value of Sig (2-tailed) professionalism on educator's performance of 0,000, so the calculation shows 0,000 <0.05. This means that Ha is accepted, that is, there is a significant relationship between the professionalism of Kindergarten educators and the Performance of Educators in Kindergarten Rayon IV, Dumai City.

Pengembangan Instrumen Evaluasi Domain Afektif

1970 ◽  
Vol 13 (1) ◽  
pp. 87-109
Author(s):  
Rohmad Qomari
Keyword(s):  
Instrument Development ◽  
Affective Domain ◽  
Specific Aspect ◽  
Cognitive Domain ◽  
Test Evaluation ◽  
Evaluation Instrument ◽  
Reliable Instrument ◽  
Alternative Test ◽  
Psychomotor Domain

To carry out evaluation comprehensively, we need appropriate instrument that suitable with domain that being evaluated. Evaluation instrument development with test has been conducted by experts. These instruments were only suitable to measure cognitive domain and part of psychomotor domain. To measure affective domain, we need to develop non-test evaluation instrument (alternative test). The development of this instrument tends to more difficult and complicated compare with instrument test evaluation instrument. Therefore, it does necessitate a through study to derive and elaborate affective domain to specific aspect to develop valid and reliable instrument.

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