Kelurahan Baciro, Kecamatan Gondokusuman, Daerah Istimewa Yogyakarta berada di pusat kota Yogyakarta, tepatnya berada di samping Stadion Mandala Krida. Kelurahan Baciro terdiri dari 21 RW dan merupakan kelurahan terbesar di Kecamatan Gondoksuman. Penduduk di kelurahan Baciro memiliki agama yang beragam, namun kehidupan beragama di Kelurahan Baciro sangat toleran. Program ini bertujuan untuk memberdayakan masyarakat Gondokusuman dengan berbagai pelatihan dan pendampingan untuk meningkatkan pengetahuan dan keterampilan dan membangun rasa toleransi antar umat beragama. Metode yang digunakan adalah pelatihan dan pendampingan secara langsung (direct training) dalam bidang kewirausahaan, senam sehat bagi warga, pembudidayaan TOGA, dan penyelenggaraan lomba menghias makanan. Hasil yang diperoleh dari program ni adalah adanya peningkatan partisipasi dan antusias masyarakat, serta pengetahuan dan keterampilan masyarakat meningkat. Kesadaran hidup sehat semakin membaik dengan diadakannya berbagai program kesehatan seperti senam sehat, jalan sehat, dan lomba budidaya TOGA. Berbagai aktivitas yang dilaksanakan bersama dan gotong royong membuat toleransi antar warna dan rasa kekeluargaan meningkat.

A quality teacher is one who has a positive effect on student learning and development through a combination of content mastery, command of a broad set of pedagogic skills, and communications/ interpersonal skills. The perception toward the teacher's vital role in the success of learning is reasonable as, in case there is an insufficient learning facility, we do still have a hope if the teacher has standard competence to do so. At least three problems of teachers faced by Indonesia, i.e. teacher quality, teacher welfare, and teacher politicization This paper is a deductive and inductive descriptive analysis writing using secondary data from literature. A number of facts related to teachers are then analyzed qualitatively to gain comprehensive descriptive of teachers' condition in Indonesia. The teachers' quality as one of education problems is influenced by many factors. To deal with this, the authority needs to keep socializing all standards of regulations out teacher's qualification and competence, to build teachers' self-awareness to always develop their ability and skills through workshops, education qualification upgrade, and independent learning to enhance their quality of teaching. Teacher's welfare is one of motivation to boost teachers' quality and performance to improve and to better the quality of education development in Indonesia. To overcome this problem, the government should attempt to eliminate problems of big wealthy gap and injustice rights among the teachers with different wages, to increase stipend for honorary teachers who's under minimum regional payment, and to realize other teacher's allowances on time. Teacher politicization problem is unavoidable since it is realistic effect of regional autonomy practice and education decentralization policy. The teachers are used by the local ruler for their political interest. Or reversely the teachers take advantages of the political situation to get compensation or certain political benefits.

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...

Abstrak: Penelitian ini bertujuan untuk mengevaluasi pelaksanaan program Sekolah Adiwiyata ditinjau dari aspek kegiatan partisipatif dan mengetahui hambatan dalam pelaksanaan program Sekolah Adiwiyata di SDN Ungaran I Yogyakarta. Penelitian ini merupakan penelitian evaluatif menggunakan metode survey. Subjek penelitian adalah kepala Sekolah, tim adiwiyata, komite, guru, dan siswa. Data diperoleh melalui angket, observasi, dokumentasi, dan wawancara. Hasil penelitian menunjukkan bahwa pelaksanaan program sekolah Adiwiyata di SDN Ungaran I Yogyakarta berjalan baik. Hal ini ditunjukkan dengan capaian rerata pada aspek context, input, process, dan product pada penilaian siswa dan guru menunjukkan kriteria sangat tinggi. Hambatan yang muncul antara lain: adanya merger sekolah yang menyebabkan sulitnya manajemen PLH, kurangnya monev terkait kegiatan siswa dan guru dalam PLH, minimnya bahan ajar PLH, kurangnya kesadaran guru untuk melakukan penelitian terkait dengan PLH, serta rotasi guru yang menyebabkan program PLH kurang maksimal.Abstract: This study aimed to evaluate the implementation of the program in terms of aspects Adiwiyata School participatory activities and know the obstacles in the implementation of programs in the School Adiwiyata SDN Unggaran I Yogyakarta. This study is an evaluative research using survey methods. Subjects were school heads, adiwiyata teams, committees, teachers, and students. Data were obtained through questionnaires, observation, documentation, and interviews. The results showed that the implementation of the school program in SDN Unggaran Adiwiyata I Yogyakarta going well. This is indicated by the mean performance on aspects of context, input, process, and product in the assessment of students and teachers showed very high criteria. Barriers that arise include: the presence of the school merger causing difficulty PLH management, lack of monitoring and evaluation related activities of students and teachers in EE, EE lack of teaching materials, lack of awareness of teachers to conduct research related to EE, as well as the rotation of the lead teacher program HLM less than the maximum.Kata Kunci: Adiwiyata, kegiatan partisipatif, deskriptif evaluatif

<p>Various learning problems occur due to the teachers’ inability in managing the learning process. Teacher’s learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge (PCK) of primary school teachers; and 2) the relationship between the teacher’s PCK with student’s motivation in learning. The experiment was conducted on teachers and primary school students in Yogyakarta, Indonesia. Teacher samples were taken by purposive sampling technique, whereas the student samples were taken by random sampling technique. The data of students’ motivation were collected through questionnaire, whereas data of PCK obtained from the results of teachers’ competency test in the last 2013. Data were analyzed using Pearson correlation technique. The results showed there is a relationship between teacher’s pedagogical content knowledge with student motivation in learning (p value is 0.000, and r is 0.0907).</p>