scholarly journals Efektivitas Pengukuran Kompetensi Guru

2018 ◽  
Vol 9 (2) ◽  
pp. 204-220
Author(s):  
Elga Andina
Keyword(s):  
Teacher Training ◽  
Social Competence ◽  
Professional Competence ◽  
Measurement Methods ◽  
Competency Assessment ◽  
Teacher Competence ◽  
Work Situation ◽  
Training Institutions ◽  
The Government ◽  
Potential Test

Competence is the basis for describing teacher quality. Unlike the potential test, competency assessment must snapshot the behavior samples displayed in the work situation. The Teacher and Lecturer Law requires 4 competencies to be possessed by the teacher, namely pedagogic competence, professional competence, personal competence, and social competence. However, the government is only capable of testing pedagogic and professional competencies yet. The writer found that (1) the concept of teacher competence doesn’t fit the real cases; and (2) the existing measurement methods are improper. This study challenges the competency concept ruled in the Teacher and Lecturer Law to match the actual needs. Data obtained from interviews and discussions with the government, teacher training institutions, and teachers during the drafting of the academic draft law on the teacher. By analyzing teacher’s tasks as educator and administrator, the writer propose 3 competencies needed in next policy: (1) individual; (2) collective; and (3) organizational.AbstrakKompetensi merupakan landasan untuk mengetahui gambaran kualitas guru. Berbeda dengan tes potensi, penilaian kompetensi harus memotret sampel perilaku yang ditampilkan pada situasi kerja. Undang-Undang Guru dan Dosen mensyaratkan 4 kompetensi yang perlu dimiliki guru yaitu kompetensi pedagogik, kompetensi profesional, kompetensi kepribadian, dan kompetensi sosial. Namun, pemerintah hanya mampu menguji kompetensi pedagogik dan profesional. Penulis menemukan bahwa (1) konsep kompetensi yang digunakan dalam kebijakan saat ini tidak sesuai dengan kasus nyata; dan (2) metode pengukuran saat ini yang tidak tepat. Penelitian ini menantang konsep kompetensi yang diatur dalam Undang-Undang Guru dan Dosen untuk mencocokkan kebutuhan yang sebenarnya. Data diperoleh dari wawancara dan diskusi dengan pemerintah, lembaga pendidikan tenaga kependidikan (LPTK), dan guru selama penyusunan naskah akademik rancangan undang-undang tentang guru. Dengan menganalisis tugas guru sebagai pendidik dan administrator, maka penulis mengusulkan 3 kompetensi yang dibutuhkan dalam kebijakan berikutnya yaitu kompetensi: (1) individu; (2) kolektif; dan (3) organisasional.

scholarly journals KOMPETENSI PENDIDIK DALAM AL-QUR’AN DAN RELEVANSINYA TERHADAP KOMPETENSI GURU MENURUT PERATURAN PEMERINTAH NOMOR. 74 TAHUN 2008

2019 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Arsyis Musyahadah ◽  
Anung Al-Hamat ◽  
Endin Mujahidin
Keyword(s):  
Social Competence ◽  
Government Regulation ◽  
Professional Competence ◽  
Western Culture ◽  
Islamic Education ◽  
Teacher Competence ◽  
Government Regulations ◽  
Determining Factors ◽  
The Government ◽  
Science Professional

<p>Secularism and hedonism are now increasingly heavily attacking Islamic education. Contamination of Islamic education by Western culture can lead to skepticism and increasingly distanced students from their Lord. Teachers as educators are the determining factors of success of any educational endeavor.This study examines the concept of educators based on al-Qur'an and hadith and understanding of salaf ulama so that it can replace secular conventional education theories as well as adjust to the competence of teachers contained in PP RI. 78 Year 2008. The results of this study are first, the competence of educators through the study of interpretation Q.S ar-Rahman verses 1-5, Q.S al-Mudatsir verses 1-7 and Q.S al-'Alaq verses 1-5, among them are; Competence of noble character, spiritual competence, competence of science, competence of Islamization of science and science, professional competence, and social competence. Secondly, although teacher competence in Government Regulation and educator's competence in al-Qur'an has relevance overall, but there are interesting concepts offered by the Qur'an that are not found in the Government Regulations on teacher competence. Among them are: spiritual competence and competence of Islamization of science and science.</p><p> </p><p> </p><strong>Keywords </strong>: Competence, Educator, Al-Qur’an

scholarly journals ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ БІОЛОГІЇ В КОНТЕКСТІ ЗАВДАНЬ КОМПЕТЕНТНІСНОГО ПІДХОДУ

2019 ◽  
pp. 17-25
Author(s):  
О. М. Воробйова
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Professional Competence ◽  
Quality Management System ◽  
Educational Process ◽  
Professional Activity ◽  
Teacher Competence ◽  
Institutions Of Higher Education ◽  
Biology Teacher ◽  
The Future

The article justifies the current trends of the future Biology teacher training in the context of tasks of outcome-based approach. It is proved that the functioning of the modern system of specialists training, raising social requirements for institutions of higher education determinates the necessity for highly qualified teachers who are able to organize the educational process creatively and achieve high quality results. It is established that the quality improvement of the future Biology teacher training is due to the possibility of mobile response of the educational process to the public needs, school needs, human needs. It is possible to implement the set of tasks by building a quality management system of the future teacher training, which is aimed at formation of key and special competences. Since Ukraine has been involved in Bologna Process (2005) and as provided for by the Berlin Communique (2003) and Lisbon Treaty (2007) the modernization of the higher education is started in our country. The main purpose of it is to realize a big number of innovations and the honored position among them is taken by competence-based approach. An important factor in developing of the future Biology teacher competence is the providing of whole new level of methodological disciplines studying, as the Biology teacher methodological training is a part of the general culture, which is also the main link of the general qualities structure, which is the basis of the modern teacher’s model. The professional competence of the Biology teacher is interpreted in the research as an integral, intellectual, personal, professional association, which starts formation in the process of professional teacher’s training in higher educational institutions, develops and improves in the process of professional activity. The article analyses the peculiarities of the regulatory support of outcome-based approach for Biology teacher training in the educational process of a pedagogical institution of higher education. There was studied the genesis of the introduction of outcome-based approach into the system of specialists training in institutions of higher education of Ukraine. The definition of such concepts as “teacher training”, “outcome-based approach”, "professional competence," general competence”, “special (subject) competences” was clarified. It was proved that the competence of a Biology teacher is an integrated structure, which is determined by a dynamic combination of general and special competences, which determine the effectiveness of professional activity of a specialist.

scholarly journals Karakteristik Kompetensi Guru Dari Perspektif Siswa

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Larasati Larasati ◽  
Mahatma Mahatma
Keyword(s):  
Social Competence ◽  
Quantitative Method ◽  
Professional Competence ◽  
Point Of View ◽  
Teacher Competence ◽  
Learning Materials ◽  
Research Instrument ◽  
The Third ◽  
Survey Technique

The purpose of this research is to identify the characteristics of teacher competence that are preferred by the students or according to the students' point of view. This research was conducted from June to July 2021. The method used in this research is quantitative method with survey technique. The survey was conducted through a google form in the form of a questionnaire. There are 110 respondents who filled out the questionnaire in the study. In the research instrument grid, there are four research variables. The results of this study indicate that students prefer teachers who have professional competence, then the second is personality competence, the third is social competence, and the last is pedagogic competence. According to the student's perspective on pedagogic competence, the teacher is still lacking or good enough. So, for pedagogic competence, teachers must pay attention to or be more creative and innovative in the delivery of learning materials so that they can make the class more fun. This is due to several factors which will be discussed in the discussion.The purpose of this research is to identify the characteristics of teacher competence that are preferred by the students or according to the students' point of view. This research was conducted from June to July 2021. The method used in this research is quantitative method with survey technique. The survey was conducted through a google form in the form of a questionnaire. There are 110 respondents who filled out the questionnaire in the study. In the research instrument grid, there are four research variables. The results of this study indicate that students prefer teachers who have professional competence, then the second is personality competence, the third is social competence, and the last is pedagogic competence. According to the student's perspective on pedagogic competence, the teacher is still lacking or good enough. So, for pedagogic competence, teachers must pay attention to or be more creative and innovative in the delivery of learning materials so that they can make the class more fun. This is due to several factors which will be discussed in the discussion. 

scholarly journals KEBIJAKAN PROFESI GURU MADRASAH MELALUI PROGRAM SERTIFIKASI DALAM MENINGKATKAN KUALITAS PENDIDIKAN ISLAM

2020 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Sigit Tri Utomo
Keyword(s):  
Social Competence ◽  
Public Transportation ◽  
Professional Competence ◽  
Educational Institution ◽  
Islamic Education ◽  
Teacher Competence ◽  
Certification Program ◽  
Literature Study ◽  
Used Goods

<p><em>Educators are human resources who contribute in the exploration of students at an educational institution. In general, educators should have four competencies such as professional competence, paedagogik competence, personality competence, and social competence.</em><strong><em></em></strong></p><p><em>As an educator who has the task of developing the potential of learners, it is clear that a teacher should improve his ability with various efforts, including by writing, discussing, following scientific activities, following seminars, and other activities that are able to hone his noble duty as an educator. Because some competencies to be developed are social competence, competence, pedagogy, and professional competence. A good teacher is those who meet the requirements of professional skills either as educators. Herein lies the importance of teachers' professional quality standards to ensure the quality of teaching and learning process</em><em>.</em><em>In addition to being a professional educator, with the certification of teachers is expected to be an economically prosperous educator. In addition to the economic welfare it will obviously increase the motivation of teachers to develop their professional tasks through several activities such as delegation of subject teachers work (MGMP), KKG, seminars, discussion activities and even motivation to continue higher education. Because of the cost of functional allowance to teachers who have passed a certified teacher can really focus on the task of becoming an educator in an effort to educate the nation by no longer thinking about the family economy that has been the burden of teachers in Indonesia. Because we know there are still many teachers who are still far from welfare. Many who have a double profession other than to be a teacher like a buyer of used goods, public transportation drivers, newspaper delivery, fried sellers, and so forth. So ultimately the dignity of a teacher can occupy at the highest social stratification through this certification program</em><em>.</em><strong><em></em></strong></p><p><em>                   Methods of data collection in this study using literature study. In this stage, the researchers try to select the data (books) that have relevance to the professional policy of madrasah teachers through certification program in improving the quality of Islamic education. Then the authors also use the synthesis analysis that is by handling of certain scientific objects by combining the understanding of one with another understanding, which ultimately can be obtained by the new knowledge of professional policy of madrasah teachers through certification program in improving the quality of Islamic education. The author also uses content analysis that is research conducted on the information documented in the recording, good pictures, sounds, writings and others. </em></p><p><em>                   With this method will be done data analysis and processing scientifically about the content of writing policy of the profession of madrasah teachers through certification program in improving the quality of Islamic education research results indicate that the government certification to teachers intended as an effort to project teachers into educators who are actually able to do their duties with good and professional who have a predetermined standard of competence. Specifically, the objectives of teacher certification are: To improve the competence of madrasah teachers in their field of knowledge, to strengthen the teaching ability of madrasah teachers, to develop madrasah teacher competence holistically so as to be able to act professionally and improve the ability of Madrasah teachers in scientific research and activity activities, information communication technology for learning purposes</em></p><p><em> </em></p><p><em>Keywords: Profession Policy of Madrasah Teachers, Certification, Quality of Islamic Education</em></p><p><strong> </strong></p>

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 Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability

2018 ◽  
Vol 20 (1) ◽  
pp. 106-123 ◽  
Author(s):  
◽  
Djemari Mardapi ◽  
Tutut Herawan ◽  
Keyword(s):  
Teacher Development ◽  
Best Practice ◽  
Professional Competence ◽  
Teacher Assessment ◽  
Competency Assessment ◽  
Teacher Competence ◽  
Continuous Training ◽  
Improvement Program ◽  
Teacher Competency

Abstract Teacher assessment has been recently considered as a minor issue in Education. Therefore, there is lacks teacher’s competency assessment as the basis for the sustainability of teacher profession development. This study was on attempt to describe the model of teacher assessment which had been implemented in Indonesia and its challenges to encourage the development of a sustainable teacher profession. The data was collected through documentation. Moreover, some interviews were conducted about (1) teacher competency test in 2012–2014 by 1,611,251 teachers; in 2015 by 2,699,516 teachers, and in 2016 by 427,189 teachers, and (2) teacher development programs as a follow-up of teacher competency tests. The obtained data was analized by descriptive quantitative and qualitative, respectively, on the document study result data and the interviews. The teacher competency test results were used to measure the mastery of pedagogic and professional competence of teachers at all subject matter and all levels of schools in Indonesia. Furthermore, the results are used as the basis for determining teacher quality improvement program in Indonesia continuous training. They are expected to provide best practice information from the implementation of teacher competency mapping done in Indonesia including its follow-up in order to develop the teacher’s sustainable profession.

scholarly journals Efektivitas Model Peningkatan Kompetensi Profesional Guru Biologi Berbasis Continuous Professional Development (CPD) di Karesidenan Surakarta

2015 ◽  
Vol 27 (2) ◽  
pp. 162-173
Author(s):  
Sofyan Anif ◽  
Almuntaqo Zain
Keyword(s):  
Government Regulation ◽  
Professional Competence ◽  
Development Planning ◽  
Teacher Competence ◽  
Biology Teacher ◽  
Post Test ◽  
Directorate General ◽  
Limited Scale ◽  
The Government ◽  
Competence Test

The  Indonesian  Law  No.  14  Year  2005  on  teacher  and  lecturer  and Government Regulation No 74 Year 2008 on teacher, have mandated the government to carry out certifi cation for teachers of all subjects who have met the requirements. Based on a survey conducted by the Directorate General of Quality Improvement of Teachers and Education Personnel  (PMPTK) in 2009, the certifi cation program has not been able to improve the competence and professionalism of teachers signifi cantly so it has not given positive infl uence on improving the performance of teachers. The purpose of this study is to determine the effectiveness of the model of professional competence  improvement  of  biology  teacher  based  on  initial  competence  test  in Surakarta.This research uses R & D approach developed by Borg and Gall (2007), which includes six procedures or stages of development: (1) determine the product; (2) conduct a theoretical and empirical study; (3) development planning; (4) the development of early models; (5) validation of the model; and (6) the discovery of the fi nal product. The fi rst up to the fourth stage has been done in previous studies, and this research is  the  fi fth  stage  namely  the  stage  of  model  validation  through  limited  experiment with  one-group  pretest-Posttest  Design.  While  the  data  analysis  uses  traditional descriptive quantitative approach.The results of the study on the effectiveness of implementation of the model of increasing Biology  teacher  competence  based  on  CPD  on  a  limited  scale  test  show  that  the classical absorption of pretest is 27.78%, while the classical absorption of post-test is 72.22%. It means that Biology teacher competence based on CPD has increased in a limited test scale of 44.44%. The results of a statistical analysis of the increase of pre- test and post-test absorption on each competence shows that the greatest increase of percentage in absorption was on the competence: “understanding the concepts, laws, and theories of biology and fl exible implementation” for 38.89%. While the lowest increase of percentage in the absorption occurred on the competence: “conducting action research to increase professionalism” with only 13.27%.

scholarly journals Langkah Manajerial Kepala Sekolah dalam Meningkatkan Kompetensi Guru Agama Islam di Madrasah Aliyah Muhammadiyah Curup

2019 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Lukman Asha
Keyword(s):  
Professional Competence ◽  
Educational Innovation ◽  
School Principal ◽  
Islamic Education ◽  
Teacher Competence ◽  
Training Time ◽  
Teacher Competency ◽  
The Government ◽  
Role Of Parents ◽  
Using Data

Law No. 14 of 2005 concerning Teachers and Lecturers, has inspired the Principal of the Madrasah Aliyah Muhammadiyah School (MAM) Curup. The inspiration was manifested in the managerial step of increasing four main competencies, namely: pedagogical competence, professional competence, personality competence, and social competence. In connection with the managerial step, this paper aims to describe; (1) school principal management in improving teacher competency; (2) the success of the principal's management in improving teacher competency; (3) inhibiting factors and principals management solutions in improving teacher competency. This research is in the form of qualitative, using data collection methods in the form of observation, interviews, and documentation. The results showed that the principal's management strategy in improving teacher competency in MAM Curup, namely: First, School Principal Management in improving Islamic education teacher competencies as follows: (1) Involving teachers in training, training and seminars, (2) Promoting discipline, (3) Motivating teachers, through motivation from school principals, becomes the spirit for teachers to improve improvements in educational innovation as a tangible form of developing competencies, (4) Implementation of Supervision. Secondly, the application of the principal's management in improving teacher competence greatly influences the competency of PAI teachers in MAM Curup, namely that teachers have implemented the five basic competency standards that are best governed by the government. Third, the barriers and solutions of the principal's management in developing the competence of Islamic education teachers in MAM Curup, namely: The role of parents has not been seen in the personal / karaker of each student, then together with the teaching time of the teacher with the training time in increasing teacher competency

scholarly journals SOME ASPECTS OF SUSTAINABILITY AND SYNERGY IN THE EMERGING TEACHER TRAINING

2015 ◽  
Vol 1 ◽  
pp. 225
Author(s):  
Inta Ratniece
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Competence ◽  
Language Teachers ◽  
Global Learning ◽  
Teaching English ◽  
Foreign Language Teachers ◽  
Valid Knowledge ◽  
Training Institutions ◽  
Teaching Learning

The emerging English as a foreign language teachers develop their professional competence better if they participate in global informal studies by collaboration involving global synergy issues, which develop higher their professional competence. Analysis of theoretical sources and empirical research. Results of global informal studies organized by 12 higher education teacher training institutions analyzed. Global learning shared in master classes, lectures, case studies in Austrian schools, text books for learning English compared. Lessons conducted by international teams on global learning analyzed. Results disclosing the reactions of the participants included. Valid knowledge on teaching English and sustainability gained. Synergy brings valuable knowledge needed for professional competence development on teaching/learning.

The contribution of Professor Sh.Taubayeva in the development of pedagogical science

2020 ◽  
Vol 42 (1) ◽  
pp. 225-229
Author(s):  
Guldana Tazhigaliyeva ◽  
◽  
Aitolkyn Tolegen ◽  
Keyword(s):  
Teacher Training ◽  
Professional Competence ◽  
Research Culture ◽  
Culture Studies ◽  
Teacher Renewal ◽  
Spiritual Culture ◽  
Knowledge Updating ◽  
Training Institutions ◽  
The Rich ◽  
Pedagogical Science

In Kazakhstan pedagogical science explores the contribution of the doctor of pedagogical sciences, Professor Sharkul Taubayeva in the development of pedagogical science based on specific and detailed research of the late twentiet hande arly twenty-first centuries. The system of teacher training institutions deal swiths cientific basis of the study, generalization and dissemination of advanced pedagogical experience of formation of research culture of teachers in secondary schools, enhancing the spiritual culture of the teacher, renewal of philosophical knowledge, updating the content of educationon a the oretical level, actions that contribute to the improvement of professional competence, content of culture studies, skills and knowledge, leading teachers to pedagogical creativity, the complementarity of spiritual culture. At the same time, a teacher cansucceed in educational activities only if he is able touse the rich experience of in novators in his work.

Sign in / Sign up

Export Citation Format

Share Document