Using Gamification Strategies to Cultivate and Measure Professional Educator Dispositions

One of the most important outcomes of pre-service teacher education is the transition from assignment-oriented students to service-oriented education professionals. Faculty can assist in this process by cultivating professional educator dispositions within their courses. Gamification strategies can be an effective way to provide students with timely feedback regarding their progress toward professional educator dispositions. This study investigated the effectiveness of points, timely feedback, and leaderboards on cultivating and measuring specific professional educator dispositions among pre-service teachers. Data was collected in four domains - personal responsibility, intellectual engagement, professional ethics and stewardship, and supportive interactions- where gamification strategies were additively implemented over five semesters. Results from this study indicate gamification strategies, when bundled together to leverage motivating factors such as competition and personalization led to increased gains in the four domains of professional educator dispositions.

Preface International Seminar on Agriculture, Biodiversity, Food Security, And Health (ABFSH) 2020

Agricultural Faculty of Pattimura University organized International Seminar on Agriculture, Biodiversity, Food Security, And Health (ABFSH) 2020 on 10 December 2020 in Ambon, Maluku, Indonesia. The theme of our international seminar is: “Sustainable Natural Resources And Food Production Development During Covid 19 Pandemi”. The main objective of this agricultural seminar is not only to generate information on the availability of food and raw materials, but also to grow healthy and well-nourished people. One of the important tasks besides ensuring the availability of sufficient and healthy food for the world's population in a sustainable manner so that all people can lead healthy and productive lives, which is more important in this era of COVID-19. With the world's population increasing in the future, the link between agriculture, biodiversity, food security and sustainability to support health and well-being needs to be addressed. Writing scientific articles is a very important activity for a professional educator. This activity is not only necessary in order to obtain credit points for promotion or for certification purposes through portfolios, but with this international activity it has become a forum for building partnerships with outside partners, both main speakers and fellow lecturers and researchers from various other institutions and universities in Indonesia. The international seminar was attended by 95 speakers from various institutions, Pattimura University - Ambon, and also other universities in Indonesia. This seminar can be held thanks to the help of various parties. For this reason, on this occasion allow us on behalf of the 2020 International Agricultural Seminar Committee to thank the Pattimura University Chancellor and his staff, the Dean of the Faculty of Agriculture and his staff, as well as various other parties who have participated to assist in the implementation of the seminar which we cannot mention one by one. We also convey our highest appreciation to all the committees who have worked hard for the success of this seminar. Last but not the least, we are thankful to IOP EES for producing the proceeding. Editors 1. Dr. Esther Kembauw, SP., M.Si 2. Dr. Asri S. Mahulette, SP., MP 3. Dr. Natelda. R. Timisela, SP., MP 4. Dr. Febby. J. Polnaya, SP., MP 5. Dr. Robbi Rahim, M.Kom Invited Speaker 1. Supot Boonraeng (Faculty of Agriculture Technology Chiang Mai Rajabhat University – Thailand) 2. Abu Hasan B Abdul Jalli (Agronomist, Landscape and Beescape Consultant, Meliponiculturist and Meliponary Consultant) Malaysia Kelulut Academy 3. Dr. Hellen C. D. Tuhumury, SP., M.FoodSc (Faculty of Agriculture Pattimura University Maluku - Indonesia) Organizing Institutions • Agricultural Faculty of Pattimura University, Ambon, Indonesia

Pembelajaran Kontekstual di Masa Pandemi untuk Mengembangkan Kerohanian Anak

The spiritual dimension is the goal of the national education section. While the teacher himself as a professional educator. However, during the pandemic, it is currently ready to use learning patterns that must be adapted to the circumstances. This literature research and writing method aims to discuss spiritual meaning and provide a learning model in order to develop children's spirituality during a pandemic. The contextual learning model should be cheated by educators, because this learning model focuses more on the uniqueness of students.

Konsep Pendidikan Profesional Perspektif Undang-Undang tentang Guru dan Dosen

Educators must have an attitude in dealing with students so that they are in accordance with the teachings conveyed by Islam. Educators need to know and be aware of the profession that is taken as a calling for the soul to be able to achieve a maximum learning goal, they need to know and practice several tasks as professional educators. Professional educators are regulated in the Law on Teachers and Lecturers. Therefore, it is important for an educator to learn and implement it to become a professional educator. This research uses descriptive analysis method. This type of research is carried out on national and international literature review sources related to the concept of professional educators. Professional educators must carry out their duties as educators as stated in the law on teachers and lecturers. Professional educators must have educator competencies in carrying out their responsibilities in educating, teaching, guiding, assessing, training, and evaluating students. In addition, the quality of an educator will continue to improve, which in the end, the quality of educational institutions will also have quality. Professional educators will continue to strive to develop themselves according to the times. Has the nature and character that is in accordance with the duties or obligations as an educator Keywords Educators, Professional, and Law Abstrak Pendidik harus memiliki sikap dalam menangani peserta didik agar sesuai dengan ajaran yang disampaikan oleh agama Islam. Pendidik perlu mengetahui dan sadar akan profesi yang diambil sebagai panggilan jiwa untuk dapat mencapai sebuah tujuan pembelajaran yang maksimal perlu mengetahui dan mengamalkan beberapa tugas sebagai pendidik professional. Pendidik profesional sudah diatur dalam Undang-Undang tentang Guru dan Dosen. Oleh karena itu, pentingnya seorang pendidik mempelajari dan melaksanakan untuk menjadi pendidik yang profesional. Penelitian ini menggunakan metode analisis deksriptif. Jenis penelitian yang dilakukan pada sumber-sumber kajian pustaka nasional maupun internasional yang berhubungan dengan konsep pendidik profesional. Pendidik profesional harus menjalankan tugas sebagai pendidik yang telah tercantum di dalam undang-undang tentang guru dan dosen. Pendidik profesional harus memiliki kompetensi-kompetensi pendidik dalam menjalankan tanggung jawab dalam mendidik, mengajar, membimbing, menilai, melatih serta mengevaluasi peserta didik. Selain itu, kualitas yang dimiliki seorang pendidik akan terus meningkat yang pada akhirnya kualitas lembaga pendidikan juga akan ikut bekualitas. Pendidik profesional akan terus berusaha untuk mengembangkan diri sesuai dengan perkembangan zaman. Memiliki sifat dan karakter yang sesuai dengan tugas atau kewajiban sebagai pendidik. Kata Kunci Pendidik, Profesional, dan Undang-Undang

PENDIDIKAN PROFESI GURU DALAM KAITANNYA DENGAN PENINGKATAN PROFESIONALISME GURU

<p>A change of educational paradigm to learning paradigm has consequently linked to a change in the management of learning process. This change process implies that it necessitates an academic qualification, quality of academic competency, and professional competency of the learning process manager, in this case, the management is the teacher herself. A teacher is a professional educator was main task is to educate, to teach, to guide, to direct, to train, to asses, and to evaluate pupils within the formal education of early schooling children, primary education, and secondary education. A professional educator must possess academic qualification and competencies as he/she acts as an agent of learning. The academic qualification meant here deals with the minimum educational level required of the teacher, while competencies which are attached to the teacher teaching at primary and secondary educational levels encompass : pedagogical competency, personal competency, professional competency and social competency which are learnt in Professional Teacher Education, taken after S1 or Diploma 4 Degree has been gained. Within the legal reference of the national education system, for those having S1 degree in education (S.Pd) taken concurrently in a Professional Teacher Education are expected to have academic and professional competencies which in turn will provide them with greater chance to become professional teacher.</p>

PERAN KEPEMIMPINAN KEPALA MADRASAH DALAM MENINGKATKAN KINERJA GURU

This study aims to analyze and illustrate the leadership role of the madrasa head in improving teacher performance in MIS Asy Syarifiyah, Cikampek District, Karawang Regency. The study uses descriptive qualitative research methods. Data collection is done by using methods a) observation, b) interviews and c) documentation. Based on the results of the study it can be concluded that the headmaster of the madrasa uses a democratic leadership style and has performed its role as a madrasa leader in improving teacher performance by making plans and implementation through coaching and development. So that between leadership and planning styles as well as the implementation of the headmaster has a causal relationship or cause and effect that makes the teacher as a professional educator to realize the objectives of the madrasah better. Keywords: Role of Leadership, Teacher Performance.

The Problem of the Formation of Value-Sense Orientations of Future Preschool Educators in Pedagogical Theory and Practice

The article is devoted to the study of the problem of the formation of value-sense orientations of future kindergarten educators in pedagogical theory and practice. The essence of the leading values, which should be inherent in future teachers in general and future kindergarten educators, in particular, within the framework of various approaches, namely: historical and cultural, competence-based, integrated, has been determined. It was determined that from the point of view of the historical and cultural approach, classical teachers attributed a number of general cultural values to the most important values of the educator (Person, goodness, beauty, love, tenderness, sincerity, justice, truth, etc.). Representatives of the competence-based approach to the leading values of the educator include those that characterize him as a professional educator (love for children, justice, tolerance, responsibility, flexibility, creativity, self-development, self-education). Within the framework of the integrated approach, which the author adheres to, the personality of the future educator is considered holistically, and the values that should be inherent in him are interpreted as a complex of universal, professional and individual life values.