Kompetensi dan Peran Mu'allim dalam Pendidikan

Among the four components of education, mu’allim is the most important components which significantly influencies the other three components i.e student, subject, method. Mu’allim refers to Allah, whereas Adam and Muhammad became the first and the last students correspondingly. The first three chapters revealed to prophet Muhammad contained four competencies of mu’allim. The objective of this research is not only to redefine the concept of mu’allim, but also to describe various competencies and mu’allim’s role so as to allow its prophetic profession to be more significant in social institution. This research uses descriptive qualitative method with collecting documented data technique on written sources about mu’allim. Since it refers to Allah and prophet Muhammad, the sacrality of mu’allim concept cannot be interpreted merely as a teacher teaching religious study at school. Mastery of spiritual, intellectual, personal, and social competence makes mu’allim status prophetic, just as prophet Muhammad whose role was not limited only as a patron for his children at home and teacher for students at school, but also as social transformer. Since both teacher and lecturer are called mu’allim, therefore, intellectual competency does not only become mandatory to be mastered by lecturers but also by teachers so as to enable them to develop knowledge through scientific publications.Abstrak Di antara empat komponen utama pendidikan, mu’allim merupakan komponen terpenting yang berpengaruh signifikan terhadap tiga komponen lain, yakni murid, materi, metode. Mu’allim merujuk kepada Allah, sedangkan Adam dan Muhammad menjadi murid pertama dan terakhir Allah. Tiga surah pertama yang diwahyukan kepada Nabi Muhammad mengandung empat kompetensi mu’allim. Tujuan penelitian ini tak hanya untuk meredefinisi konsep mu’allim, namun juga untuk mendeskripsikan berbagai kompetensi dan peran mu’allim agar peran profesi profetik itu signifikan di institusi sosial. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data dokumentasi terhadap sumber tertulis mengenai mu’allim. Karena merujuk kepada Allah dan Nabi Muhammad, sakralitas konsep mu’allim tak cukup diartikan guru yang mengajarkan ilmu agama di sekolah. Penguasaan atas kompetensi spiritual, intelektual, personal, dan sosial membuat status mu’allim menjadi profetis seperti Nabi Muhammad yang tak hanya berperan sebagai pengasuh anak di keluarga dan pengajar murid di sekolah tetapi juga menjadi pentransformasi masyarakat. Karena baik guru maupun dosen disebut mu’allim, maka kompetensi intelektual, sebagai contoh, tak hanya wajib dikuasai dosen, tetapi juga mesti dimiliki guru agar dapat mengembangkan ilmu lewat publikasi ilmiah.

ANALISIS KOMPETENSI MENGAJAR GURU SERTIFIKASI (PROFESIONAL) SEBAGAI DASAR PENINGKATAN KOMPETENSI MENGAJAR GURU IPA PADA SMP NEGERI DI KABUPATEN ACEH BESAR

The purpose of this study is to describe the performance of professional teachers (post-certification) after obtaining a certificate of professional educators as well as allowances. The main competencies of professional teachers can be assessed by 6 capabilities, including the ability to implement the lesson, create modules and instructional media, preparation of RPP, personal and social competence, liveliness in academic organization and academic achievement development capability. This study is a model study of the Goal-Free Evaluation Model. The study population is all teachers of SMP who have passed the certification in Aceh Besar District. Sampling is done purposive sampling to teachers of science lessons in Secondary Schools in Aceh Besar District. Headmaster Principals are also involved to assess teachers' performance on the aspects of instructional administration. Data were collected using questionnaire, then analyzed using quantitative and qualitative descriptive technique. The results showed from 6 Aspects of assessment, four aspects of them are learning ability, modules and learning media, preparation of RPP, personal and social competence have shown high performance. However two others namely liveliness in professional organizations and the development of academic achievement, still in low performance. Hopefully these results can be input for the Office of Education of Aceh Besar Regency as a basic material for improving the quality of education in terms of improving the performance of Professional Teachers in Aceh Besar Regency.

Kopetensi Guru Pendidikan Agama Islam Madrasah Aliyah

Teachers have strategic role in effort to education quality improvement. They have to have competencies mentioned in Law Number 14 of 2005 Teacher and Lecture – including professional, paedagogic, personal, and social competence. This research aims at mapping the competence of islamic educational taechers in Madrasah Aliyah. This research uses a quantitative approach. Data are analyzed with descriptive approach. The respondents are Islamic educational teachers in 6 provincies: DKI Jakarta, West Java, Midlle Java, Banten, D.I. Yogyakarta, and East Java. The result of this research shows that competencies of Islamic educational teachers in Madrasah Aliyah are enough. The average value for professional competence is 65.98; average value for pedagogic competence is 135.72; average value for personal competence is 48; and average value for social competence is 59.5. AbstrakGuru memiliki peran yang strategis dalam meningkatkan mutu pendidikan, sehingga mereka dituntut untuk memiliki kompetensi seperti yang dipersyaratkan dalam UU Nomor 14 Tahun 2005 tentang Guru dan Dosen. Kompetensi guru sebagaimana yang dimaksud meliputi kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial dan kompetensi profesional yang dipeeroleh melalui pendidikan profesi. Penelitian ini bertujuan untuk memetakan kompetensi yang dimiliki oleh guru Pendidikan Agama Islam di Madrasah Aliyah. Penelitian ini menggunakan pendekatan kuantiatif. Data dianalisis dengan metode deskriptif statistik. Responden penelitian ini adalah guru Pendidikan Agama Islam di wilayah Jawa meliputi DKI Jakarta, Jawa Barat, Banten, Jawa Tengah, Jawa Timur, dan Jogjakarta. Hasil penelitian ini menunjukkan bahwa keseluruhan guru Pendidikan Agama Islam memiliki kompetensi yang cukup memadai. Nilai rerata kompetensi profesional adalah 65.98. nilai rerata untuk kompetensi pedagogik 135.72, kompetensi kepribadian 48, dan nilai rerata kompetensi sosial 53.51.

Breast Cancer: A Manual for a Proposed Group Treatment Integrating Evidence Based Resilience Factors

The paper presents the structure and content of a manual for a proposed treatment of breast cancer patients in groups. The proposed treatment is structured, time limited, and integrates elements from 1995 work of Spiegel and the Yalom 1995 theory of group therapy as well as empirically derived resilience factors. Addressing the psychological specificity of breast cancer, the overall treatment goals are to help patients to acquire new coping skills for relieving stress, to increase their personal and social competence and their use of available social support, to increase family coherence, to enhance optimism and quality of life, and to help patients develop new values and priorities that comply with their current and future life situation.

Concept of Ego Strength in Psychotherapy

The concept is discussed of how ego strength and equivalent dimensions of the term have been developed by well known contributors to psychotherapeutic literature and theory. A case is made for the translation of these dimensions, which include motivation and psychological mindedness, into operational terms and into items which are descriptive of the notion of personal and social competence. This has been done to provide guidelines for the assessment of patients for an optimal psychotherapy. A rationale for the inclusion for each item is constructed from the observations of experienced psychotherapists and research workers.