No abstract

No abstract

This study aims to determine: 1) the role of teachers in the implementation of the 2013 curriculum, 2) the determinants of the 2013 curriculum implementation, 3) the optimization of the role of teachers in the curriculum 2013. The results showed that the role of teachers at SD Negeri 1 Rantau Sialang in implementing the 2013 curriculum, namely teachers as implementers, adapters, curriculum developers, and curriculum researchers. The teacher is not only the implementer of the curriculum but also the alignment of the curriculum with the characteristics and needs of students and regional needs. The supporting factors in the implementation of the 2013 Curriculum at SD Negeri 1 Rantau Sialang include the availability of facilities and infrastructure such as syllabus, lesson plans, teacher handbooks, and student textbooks. Inhibiting factor, namely the unpreparedness of the 2013 Curriculum. This is because there are still many obstacles and obstacles. However, SD Negeri 1 Rantau Sialang itself is ready or not ready to implement the 2013 Curriculum in compliance with the orders of the Ministry of Education and Culture. Implementation of the 2013 Curriculum can optimize the role of teachers in SD Negeri 1 Rantau Sialang. This must be adapted to the material to be taught and the conditions of the students themselves when participating in the teaching and learning process.

Quality seeds are one of the important elements in maintaining plant potential. One of the factors that can affect the growth potential and production of corn for each variety or genotype is the storage ages of the seeds. The purpose of this study was to obtain varieties or genotypes of corn that have the ability to grow and produce optimally from seeds that have been stored for one and six months. The research was conducted from August to December 2020 at the Cereal Research Institute, Maros, South Sulawesi, Indonesia. The seeds used were Variety of Srikandi Putih, Waxy Corn and Genotype of BC2F1. This study was designed using a randomized block design (RBD) with a two-factor. The first factor is the type of variety/genotype (V) consisting of Srikandi Putih (V1), Waxy Corn (V2) and Genotype of BC2F1 (V3). The second factor is seed storage ages (U) consisting of: 1 month (U1) and 6 months (U2). From these two factors, 6 treatment combinations were obtained which were repeated three times to obtain 18 experimental units. The data were analyzed with the SAS 9 for windows program. The results showed that the seed storage ages of 1 month could maintain the potential for plant height growth, and the weight of 100 seeds in the Variety of Srikandi Putih, Waxy Corn and Genotypes of BC2F1. Seed storage ages of 1 and 6 months did not affect the number of leaves and flowering time, but only 1 month of seed storage ages that could maintain the potential for seed production in Variety of Srikandi Putih, Waxy Corn and Genotypes of BC2F1.

The quality of teacher service is very important in educational organizations to achieve the stated goals. Early childhood education is very important, fundamental, and strategic in building human resources and preparing a qualified generation of the nation, so it must be implemented as well as possible. Kindergarten teachers must be well prepared in order to provide quality services. Based on the above background, this study aims to look at and find efforts and strategies that can be used to improve the quality of teacher services through strengthening professional competence, personality, and job satisfaction for Kindergarten teachers in Bogor City. This research uses correlational research method, the research is conducted using quantitative methods and data collection is carried out through a questionnaire. then explained by statistical analysis and analyzed by regression analysis. The study population was 298 private Kindergarten teachers with A accreditation in Bogor City. The research sample of 171 respondents was determined by the Slovin formula, selected using proportional random sampling method. The results of quantitative research found that professional competence that emphasizes the ability to develop teaching materials, learning approaches, and developing teaching materials can improve teacher quality. Personality that emphasizes awareness, friendliness, emotional stability, openness to experience, extraversion can improve the quality of teacher services. Job satisfaction that emphasizes salary, employment, promotion opportunities, supervisors, colleagues can improve the quality of teacher service. Based on this research, the stronger the professional service competence, personality, and job satisfaction, the higher the teacher quality. The results showed that there was a positive and significant relationship between professional competence and the quality of teacher services with the coefficient of determination r2y1 = 0.417. There is a positive and significant relationship between personality and service quality with the coefficient of determination r2y2 = 0.515. There is a positive and significant relationship between job satisfaction and service quality with the coefficient of determination r2y3 = 0.463. This shows that the quality of teacher services can be improved by increasing professional competence, personality, and job satisfaction. The results of the SITOREM analysis on professional competence, personality, job satisfaction and teacher service quality show that there are indicators that are priority to be improved, namely: emotional stability, agreeableness, extraversion, pay, job, promotion opportunities, supervisors, designing learning approaches, developing teaching materials, develop professionalism, responsiveness. The indicators that need to be maintained are: openness to experience, conscientiousness, co-workers, reliability, tangibles, assurance, and empathy