Peningkatan Kompetensi Guru dalam Proses Pembelajaran Melalui Supervisi Klinis di SMP Negeri 6 Mataram

This research was carried out with the objectives: 1) to improve the ability of teachers in implementing learning from designing, implementing, to evaluating, 2) to determine the frequency level of implementation of clinical supervision by school principals, and 3) the availability of quality supervision documents. This research method uses school action research which is carried out in two cycles consisting of Planning, Implementation, Observation, and Reflection. The subjects in the study were 60 teachers at SMP Negeri 6 Mataram. This research instrument uses observation sheets, interviews, and documentation. The data analysis technique uses descriptive analysis. The results of this study indicate that clinical supervision can improve teacher competence in the learning process at SMP Negeri 6 Mataram. Based on the results of data analysis of clinical supervision results, it can be concluded that; 1) of 60 teachers who obtained a minimum of Good as many as 49 people (81.67%), 2) of 60 teachers 100% of teachers were supervised, and 3) Schools had quality documents in the form of supervision programs, supervision reports, and follow-up programs.

Meeting the Need for Inclusive Educators Online

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

VET TEACHERS IN SLOVAKIA AND CHALLENGES FOR THEIR COMPETENCES IMPROVEMENT

The common problem of the many countries that´s identified by many policy makers, educators, economists and other professionals is the problem of high level of youth unemployment rate. Properly prepared workforce for the European economy are current challenges for the teacher and training community. The need to update vocational education teaching (further VET) - teachers’ qualifications and competences is very urgent in the all countries of EU. This study deals with teacher preparation in Slovakia and concisely describes selected results of questionnaire survey on vocational education teacher competences. The study provides an introduction to the theme of teacher competence improvement through small survey conducted at Slovak university of Agriculture in Nitra and suggests some challenges for solution in VET teachers preparation. There is a need of innovative practical approach to stimulating and develop key competences among students in VET institutions. This need is also connected with the quality of VET teachers and the professional teacher competences development in teachers’ preparation and in their further education.

Pelatihan pemanfaatan teknologi sebagai media pendukung pembelajaran untuk guru di Kecamatan Sembalun

The involvement of lecturers, students, and teaching staff is an integral form of the Tri Dharma of higher education. Education has a crucial role and is the primary key to producing quality human resources. In the current practice of teaching and learning activities, many teachers have not used media or technology in teaching. Therefore, it is necessary to increase teacher competence through Community Service Activities to adapt to the industrial era 4.0, which is more likely to use technology in various fields of life, one of which is the world of education. PKM activities were carried out for six villages in Sembalun District to equalize the competence of teachers in the village so that they were equal to teachers in the city in presenting technology-based learning media. This interactive learning media creation training produced enjoyable visual and graphic-based learning to become more exciting and not dull. With the implementation of this activity, teachers have more competence in using technology and have succeeded in building their learning media. Apart from that, the creativity of the teacher increases with this activity.

FAKTOR YANG MEMPENGARUHI HASIL BELAJAR SISWA MENGGUNAKAN ANALISIS DISKRIMINAN MI NURUL IMAN KOTA TANGERANG SELATAN

This study aims to determine what factors influence learning achievement. This study aimed to create a discriminant model of learning achievement from the influencing factors. The object of this research is the students of MI Nurul Iman, South Tangerang City. The variables used are six variables. The dependent variable in this study is the average report card, while the independent variables are motivation (X1), Learning Methods (X2), Teacher Competence (X3), Parental Environment (X3), School Infrastructure (X5), Community Environment (X6), which used as many as 56 samples. Based on the results of the output of the discriminant model using the SPSS version 21 program, it shows that the factors that affect student learning outcomes are School Facilities (X5). The discriminant model formed to determine the discriminant function is from the factors that affect learning achievement. Apart from 1, these variables are not used. Then the following function is obtained: D = -3,980 + 0,369X5

Determinan Kinerja Guru di Kabupaten Aceh Utara melalui motivasi sebagai variable intervening

This study analyzes several variables that affect teacher performance in North Aceh. The variable that wants to be disclosed is Competence. Respondents in this study are 198 junior high school teachers in North Aceh. Leadership, motivation and their influence on teacher performance. The sampling method used is a saturated sample. The data analysis method used is Structural Equation Modeling (SEM) using AMOS 21 software. From the results of the study, it can be seen that the influence of competence on motivation is not significant, the influence of leadership on motivation is very significant. Meanwhile, the influence of competence on teacher performance is also very significant. Likewise, the influence of leadership on teacher performance is also significant. Motivation was also found to mediate the influence between Competence and Leadership on Teacher Performance. It is recommended to improve teacher performance, it is hoped that the leadership or principal of SMP Negeri in North Aceh Regency to improve teacher competence, improve leadership abilities and also increase motivation for teachers so that their performance will increase in the future.

The Influence of Strategic Enrolment Management and Other Factors on the Competence of B.Ed. Graduates

The first part of this study consisted of a qualitative literature review to determine which variables other than strategic enrolment management might affect the competence of B.Ed. graduates. It was found that other factors might include teacher archetype, motivation to become a teacher, career planning and professional identity. This study presented the constructed operational definitions of each of the variables and the proposed structural relationships between them. In the second part, a quantitative approach was used and data were collected through a questionnaire. It is recommended that additional qualitative research is conducted to complement the findings of this study. Keywords: strategic enrolment management, teacher education, student teacher, teacher archetype, teacher competence

Optimalisasi Kompetensi Guru dalam Penerapan PjBL Berbasis STEM melalui IHT

This research aims to optimize teacher competence in implementing STEM-based PjBL through In House Training (IHT) by integrating school action research for teacher teachers in SD Negeri 6 Mataram. Research is conducted in 2 cycles with each cycle through the stages of planning, implementation and observation, evaluation and reflection. The research sample was a teacher of State Elementary School 6 Mataram which amounted to 10 people. The research began with STEM-based PjBL modeling, discussion of STEM-based PjBL learning and syntactic structures, STEM-based PjBL RPP design, and classroom application. These activities are integrated in the design of classroom action research. The results showed that In House Training (IHT) activities at SD Negeri 6 Mataram against teachers with the integration of school action research effectively improved teacher competence in implementing STEM-based PjBL.

Academic Supervision of School Principals, Principal Transformational Leadership, and School Climate on Senior High School Teachers' Competence

The study aims to determine and describe the effect of principal academic supervision, principal transformational leadership, and school climate toward pedagogic and professional competence of teachers in Senior High School in Lembata Regency. The research uses a quantitative approach with the ex-post facto type. The population was 200 teachers of Senior High School who taught national exam subjects in Lembata Regency. The sample was 127 teachers using the simple random sampling technique. Data collection used is questionnaires with expert validation and empirical tests. Multiple regressions are used to analyze the data. Based on the study results, it was found that the principal's academic supervision affected teacher competence. The principal's transformational leadership also affected teacher competence, and the school climate affected teacher competence. So that the principal's academic supervision, principal's transformational leadership, and school climate on teacher competence in Lembata.

English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities

<p style="text-align: justify;">This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.</p>