PENILAIAN KINERJA KEPALA SEKOLAH DAN GURU MUHAMMADIYAH KECAMATAN TEMPEL

The research objectives: (1) measure the performance appraisal of the principal (2) measure the teacher's performance appraisal (3) determine the relationship between the principal's performance appraisal and the teacher's performance appraisal. This research is a quantitative descriptive. Respondents in this study 9 principals and 41 teachers who have been certified. Data collection techniques used questionnaires and documentation. Based on the results of research with good categories, it is shown as follows: (1) personality and social competence 65% good category (2) leadership competence 62% good category (3) school development competence 64% good category (4) resource competence 61% good category (5) entrepreneurial competence 59% good category (6) learning supervision competence with 55% good category. The results of the principal's assessment are in the good category. Teacher performance assessment with the following results; (1) pedagogic competence 65% good category (2) personality competence 64% good category (3) social competence 69% good category (4) professional competence 60% good category

The Influence of English Teachers’ Competency on Students’ Learning Achievement

This correlation study aimed to investigate a correlation between English teacher competency and students’ learning achievement at State Junior High School 1 Tempuling, Indragiri Hilir Regency, Riau. There was 1 English teacher who has certified as a professional teacher. Seventy-five students taught by the English teacher became the sample through random sampling technique; meanwhile, the English Teacher Performance Assessment documentation and evidence of students’ learning achievement in their report card were used to collect the data. The data were analyzed using serial correlation. The finding shows that the correlation (rxy) score = 0.438 compared to rt. Because rxy was higher at 5% and 1% significance levels, it was possible to conclude a significant correlation between English teacher competency and students’ learning achievement.

Kompetensi yang Optimal Terhadap Penilaian Kinerja Guru dengan Metode Simple Additive Weighting

Professional teachers should be able to improve their quality to achieve the vision and mission of the school where the teacher is carrying out their duty. The main task of an educator is to provide students with the process of learning, educating, training and giving directions to create a better learning process. Besides carrying out the task of teaching, an educator also needs to be able to develop themselves sustainably in order to increase self-competencies. There are four competencies should be owned by an educator they are pedagogic, personality, social and professional. To measure those competencies, school head master have to conduct teacher assessment by pointed assessors. Teacher performance assessment functions to analyses teachers ' professionalism in learning processes at a school, teachers participation on self-empowerment activities as well as capacity building. This study aims to calculate the value of teacher performance assessment optimally based on competence through a decision support system. Simple Additive Weighting method is used in this decision support system. By using Simple additive weighting, the sum of weight ratings performance on each alternative in all the attributes can be collected. This decision support system used to make it easier to take a decision and a supporter of decision in performance evaluations. Dataset treat in this research was collected in SMP Negeri 25 Padang. The data consisting of four different criteria in accordance with teacher competence. The result of the study reaches the level of accuracy of 93%. This study is expected to bring benefits for school leaders as the reference in order to optimize the teacher performance evaluation objectively.

Kompetensi yang Optimal Terhadap Penilaian Kinerja Guru dengan Metode Simple Additive Weighting

Professional teachers should be able to improve their quality to achieve the vision and mission of the school where the teacher is carrying out their duty. The main task of an educator is to provide students with the process of learning, educating, training and giving directions to create a better learning process. Besides carrying out the task of teaching, an educator also needs to be able to develop themselves sustainably in order to increase self-competencies. There are four competencies should be owned by an educator they are pedagogic, personality, social and professional. To measure those competencies, school head master have to conduct teacher assessment by pointed assessors. Teacher performance assessment functions to analyses teachers ' professionalism in learning processes at a school, teachers participation on self-empowerment activities as well as capacity building. This study aims to calculate the value of teacher performance assessment optimally based on competence through a decision support system. Simple Additive Weighting method is used in this decision support system. By using Simple additive weighting, the sum of weight ratings performance on each alternative in all the attributes can be collected. This decision support system used to make it easier to take a decision and a supporter of decision in performance evaluations. Dataset treat in this research was collected in SMP Negeri 25 Padang. The data consisting of four different criteria in accordance with teacher competence. The result of the study reaches the level of accuracy of 100 %.This study is expected to bring benefits for school leaders as the reference in order to optimize the teacher performance evaluation objectively.

Web-Based Teacher Performance Assessment Information System Using Simple Additive Weighting Method

SMP IT Nurul Huda Batujaya is one of the educational institutions for school students in Batujaya District, Karawang Regency. The research objective is to develop teacher performance appraisal. The research method using qualitative methods aims to describe the data analysis in a narrative manner. Methods of data collection by observation, interviews, and literature study. Teacher performance assessment is still done manually by using Microsoft Excel and Microsoft Word. Other problems are needed, namely, the high cost of printing documents from each teacher, the documents submitted to the administration department are often damaged and confused, the assessment team must carry a lot of documents during the assessment, and errors during the assessment recapitulation. This can have an impact on delays in the teacher performance assessment process. The system development method uses the waterfall, Hypertext Preprocessor (PHP) programming language, MySQL, and the Simple Additive Weighting (SAW) method. The results achieved in this study can create and design a teacher performance appraisal information system to help the assessment process quickly and correctly to reduce the occurrence of errors.

Profesionalitas Dan Penilaian Kinerja Guru PAI: Studi Pada Guru SMP Di Kabupaten Magelang

Penelitian ini bertujuan untuk menganalisa adanya pengaruh profesionalitas guru Pendidikan Agama Islam (PAI) bersertifikasi dan motivasi mengajar terhadap hasil Penilaian Kinerja Guru (PKG). Populasi dari penelitian ini adalah guru Pendidikan Agama Islam bersertifikasi tingkat Sekolah Menengah Pertama (SMP) di Kabupaten Magelang, yang berjumlah 52 orang. Teknik pengambilan data menggunakan kuesioner. Metode analisis yang digunakan regresi linier ganda. Hasil penelitian ini menunjukkan bahwa: pertama, Guru PAI sertifikasi yang masuk dalam kategori hasil PKG sangat baik berjumlah 52 guru (100%). Kedua, terdapat pengaruh positif dan signifikan profesionalitas GPAI sertifikasi dan motivasi mengajar terhadap hasil PKG, sumbangan relative (SR) masing-masing variabel bebas yaitu, profesionalitas GPAI sertifikasi menyumbang 61,3% dan motivasi mengajar menyumbang sebesar 38,7%. Sumbangan efektif (SE) masing-masing variabel bebas yaitu, profesionalitas GPAI sertifikasi menyumbang 38,6% dan motivasi mengajar menyumbang sebesar 24,4%. Besarnya sumbangan efektif (SE) dari kedua variabel bebas terhadap variabel terikat adalah sebesar 63% sedangkan 37% dipengaruhi oleh variabel lain yang tidak diteliti pada penelitian ini.[This study aims to analyze the effect of the professionalism of certified Islamic Religious Education (PAI) teachers and teaching motivation on the results of the Teacher Performance Assessment (PKG). The population of this study were teachers of Islamic Religious Education certified at the Junior High School (SMP) level in Magelang Regency, totaling 52 people. Data collection techniques using a questionnaire. The analytical method used is multiple linear regression. The results of this study indicate that: first, the certified PAI teachers who fall into the category of very good PKG results are 52 teachers (100%). Second, there is a positive and significant effect of GPAI certification professionalism and teaching motivation on PKG results, the relative contribution (SR) of each independent variable, namely, GPAI certification professionalism contributed 61.3% and teaching motivation contributed 38.7%. The effective contribution (SE) of each independent variable, namely, GPAI certification professionalism contributed 38.6% and teaching motivation contributed 24.4%. The effective contribution (SE) of the two independent variables to the dependent variable is 63%, while 37% is influenced by other variables not examined in this study.]

Assessed by Anonymous

This study sought to contribute to the scholarly discourse of understanding how pre-service student teachers experienced evaluation via teacher performance assessments (TPAs). More specifically, this study sought to explore the experiences that pre-service teachers underwent to complete the Educative Teacher Performance Assessment (edTPA). Through extensive interviews and thematic data analysis, this research discerned what the informants' experiences were. Although informants experienced many benefits while completing their portfolios, three primary areas of struggle emerged from the data. First, informants struggled with interpreting and navigating the edTPA assessment handbook. Second, informants had problems adapting edTPA requirements to their teaching. Third, informants experienced problems with their concept of audience. As a result, the findings reported in this study have numerous implications that would prove beneficial to teacher educators, institutions of teacher training, policymakers, designers of assessments, and future and current educators.

Jack and Jill Went to Instill: Did the Educative Teacher Performance Assessment Cause Them to Falter?

Purpose: This study examined and deconstructed socialization experiences relative to the educative teacher performance assessment (edTPA) process of preservice teachers during their physical education (PE) teacher education program and induction year as a PE teacher. Method: Utilizing a multiple case study design, two PE teachers were purposefully selected and investigated from a PE teacher education program requiring a passing score on the edTPA. Interviews and stimulated recall sessions served as data sources. Results: The following themes were identified: (a) initial interactions and impetus for teaching—engaging and fun; (b) instruction in PE teacher education—learning a ton; (c) internship—gauging, I’m stunned; (d) implementation of edTPA—raging, I’m done; and (e) induction—waging has begun. Discussion/Conclusions: Although participants in this study were able to note several positives of the assessment, a majority of the findings corroborate previous research suggesting that edTPA may serve as a subtractive experience for PE preservice teachers.