AbstrakKemajuan suatu bangsa bergantung pada kualitas sumber daya manusianya. Kualitas sumber daya manusia dihasilkan oleh pendidikan yang berkualitas, Menghasilkan pendidikan berkualitas, guru menjadi faktor kunci keberhasilan. Guru merupakan faktor penentu keberhasilan penyelenggaraan pendidikan. Lembaga Pendidikan Tenaga Kependidikan (LPTK) mengemban tugas menyiapkan guru profesional, pendidik generasi bangsa masa depan. Guru merupakan jabatan profesional yang memberikan layanan ahli dan menuntut persyaratan kemampuan akademik, pedagogis, sosial, maupun profesional. Hasil uji kompetensi guru pada tahun 2015 menunjukkan kompetensi pedagogis guru rendah menempatkan LPTK sebagai lembaga yang paling bertanggungjawab dengan rendahnya kompetensi yang dimiliki. Diketahui bersama, bahwa guru merupakan produk LPTK, sehingga LPTK adalah lembaga yang lebih bertanggungjawab dengan kondisi tersebut. Masalah ini perlu dijadikan bahan evaluasi bagi LPTK dalam meningkatkan kualitas calon guru. Strategi-strategi yang dalam dilakukan dalam perbaikan mutu LPTK adalah 1) perbaikan kurikulum LPTK berbasis KKNI dan SNPT, 2) penguatan sistem pembelajaran yang efektif, 3) Pengembangan model pembelajaran berbasis student center learning, 4) penguatan program magang kependidikan, 5) penguatan pada mata kuliah dasar kependidikan, dan 6) Pengembangan mutu LPTK. Kata Kunci: kompetensi pedagogik, calon guru, LPTK AbstractThe progress of a nation depends on the quality of human resources. The quality of human resources generated by education quality, produce quality education, the teacher becomes a factor the key to success. Teachers are the critical success factors education. Education Workforce Education Institutions (LPTK) the task of preparing professional teachers, educators generation the nation's future. The teacher is a professional position which gives expert services and demanding requirements of academic skills, pedagogical, socially, and professionally. Test results of competence of teachers in 2015 pedagogical competence of teachers showed low as placing LPTK the institutions most responsible for the lack of competence owned. Known, that the teacher is a product LPTK, so LPTK is more responsible institution with the condition. This issue needs to be used as an evaluation for LPTK in improving the quality of teacher candidates. The strategies that can be performed in LPTK to quality improvement are 1) improvement of curriculum-based LPTK KKNI and SNPT, 2) strengthening effective learning system, 3) Development of a model-based learning student learning center, 4) strengthening educational internship program, 5) strengthening the courses basic education, and 6) Development LPTK quality. Keywords: Pedagogical competency, prospective teacher, LPTK PENDAHULUANKemajuan suatu bangsa bergantung pada kualitas Sumber Daya Manusia nya. Kualitas SDM dihasilkan oleh pendidikan yang berkualitas, Menghasilkan pendidikan berkualitas, guru menjadi faktor kunci keberhasilan (Intan Ahmad, 2016). Guru merupakan faktor penentu keberhasilan penyel...

The purpose of this paper to explain the happiness learning model indeveloping student’s potential. Every human being has the potential in their self. the potential of the human being developed through an optimal education. Currently, the applied education focuses more on student learning or student center. Implementation of student center learning will right facilitate students in learning. This is because the student center learning in accordance with the needs of students and focuses on the students themselves. However, in the learning process of the student is not just learning ordinary or just formality, but need psychological attention from the students themselves. During the learning process, students also need to feel excited and happy to learn something. Happiness learning is learning to build a mentally healthy, pleasant surroundings and so forth. Thus, students are not only focused on the subject matter but also enjoy and interpret the lessons learned. Appropriate learning model will be able to realize a happiness learning. We recommend Joyful learning, which is an alternative learning that is not just learning in general, but also focusing on the student, and able tocreate meaning in learning. Joyful learning was doing with several stages, starting from creating a pleasant environment until mean in learning. In joyful learning, the teacher is important to create a positive environment, which is supported by effective learning media in the form of pictures or videos that applied learning more fun. From happiness learning model will be able to enhance human potential optimally.

Comprehensive guidance and counseling programs are based on achievement of developmental tasks, potential development, and alleviation of counselee problems. Developmental tasks are formulated as competency standards to be achieved by counselors, so this approach is also called standard-based guidance and counseling. Standards of student competence refers to Standards Independence Competence Learners (SKKPD) which is divided into 11 aspects of development. Successful implementation of comprehensive guidance and counseling program is the fulfillment of six characteristics, namely holistic, systematic, balanced, proactive, integration in school curriculum, and reflection. Procedures in the preparation of comprehensive guidance and counseling programs are planning (planning), organizing (organizing), implementation (penging), and evaluation (evaluation). Implementation of guidance and counseling programs is supported by the availability of skilled human resources. Teacher guidance and counseling / counselors are expected a set of knowledge and skills that support the implementation of the program. A full knowledge of developmental theory. Counselor's skills are to coordinate with various parties in implementing guidance and counseling program. The counselor has a strong leadership in running the guidance program, and has a proportional time management skills that is 80% of the time counseling and guidance services are directive in the learners while 20% of the service time is for the activity of the program management and system support

The purpose of this paper is to provide references related to the teacher's pedagogic competency development model. Pedagogic competence is fundamental in education. This is because pedagogic competence is one of the important factors in teaching. Pedagogic competence relates to how a teacher can provide teaching that is not monotonous, fun, creative and meaningful and uses various kinds of media. However, based on several research results, there are still many teachers who have pedagogic competence in the low category. There are still many teachers today who are still teaching using the teacher center method and not the student center, for example, such as the lecture method. On the one hand, the current era can also be said to be an era destructive. This is because technological developments can also threaten existing human resources or teachers. The ability of teachers and teacher quality can be replaced by existing technology. Thus, as a teacher who will face the current era, the need to continue to develop his pedagogical competence. as for the model in developing pedagogic competencies such as field practice activities monitored by supervision, Community-based teacher, mentoring, job-embedded, Online lesson, and so on. Thus, it is expected that with this development the teacher's pedagogical competence can develop optimally so that the quality of education indirectly increases.

The purpose of this research is the development of core curriculum that is able to increase critical thinking skills for students. 21st Century demands that humans go on to establish themselves with various skills. There are a variety of human skills required in the 21st Century Skills Critical thinking skills to be one of the human skills needed to survive in the 21st century Critical thinking will support people in dealing with various issues it faces today through a systematic process of thinking. Core curriculum in guidance and counseling in schools will be able to improve critical thinking skills. This study is a review of the literature. From this study indicated a technique related to core curriculum that can improve critical thinking skills in students. Techniques in basic services which can be applied as blended learning, the inquiry learning, case-based learning, problem base learning and so forth.