Abstrak:Tulisan ini bertujuan untuk mengkaji berbagai solusi untuk peningkatan kompetensi TIK guru sehingga dapat merancang dan memanfaatkan TIK secara terpadu di dalam kegiatan pembelajaran yang pada akhirnya bermuara pada peningkatan proses dan hasil pembelajaran. Masalah yang akan jadi fokus pembahasan adalah berbagai upaya yang kemungkinan dapat meningkatkan kompetensi TIK guru. Hasil kajian mengungkapkan bahwa upaya peningkatan kompetensi TIK guru menuntut dukungan: kebijakan pemerintah pusat dan daerah di bidang pemanfaatan TIK dan pelatihan guru di bidang pemanfaatan TIK, kesadaran guru untuk meningkatkan potensi diri mereka di bidang pemanfaatan TIK,organisasi profesi guru mewadahi penyelenggaraan seminar atau lokakarya, dan menerbitkan jurnal ilmiah, swasta/dunia usaha diharapkan optimal di bidang pemanfaatan TIK untuk pembelajaran melalui tanggung jawab sosial di bidang pendidikan (corporate social responsibility atau csr),kebijakan kepala sekolah untuk penugasan guru mengikuti pelatihan pemanfaatan TIK untuk pembelajaran, dan kepedulian orang tua/masyarakat untuk peningkatan kemampuan TIK guru dapat berupa bantuan peralatan TIK atau motivasi kepada siswa, guru dan sekolah.Kata Kunci: Teknologi Informasi dan Komunikasi Guru, Kompetensi Guru, Teknologi Informasi dan Komunikasi Abstract:Along with the development of information communication and technology (ICT) and also its potential to support the activities of learning process, the writer had been inspired to conduct a study about teacher’s ICT competency. To do so, the writer had studied various facts and documents about the teacher’s ICT competency and the factors that contribute to it. The focused problems on this writing is variety of efforts to improve teacher’s ICT competency. The findings of the study revealed that those variety of efforts to improve the teacher’s ICT competency demanding support as in the following: (1) the policy of the central and local government and conducting teacher’s training in ICT utilization, (2) awareness of teachers to improve their capacity building in ICT utilization, (3) teacher’s professional organization encouraging for active involvement in seminars or workshops and publish scientific journal), (4) private businesses and their support in the utilization of ICT in learning process through corporate social responsibility (CSR), (5)The head master’s policies to ask teachers following the training in ICT utilization, and (6) Concern from parents / the community to increase teacher’s ICT by procuring the ICT facilities or creating motivation to students, teachers and schools.Key words: Information and Communication Technology (ICT), Teacher, Competency

One of the obstacles of learning English Language as a Foreign Language is the limitation of practicing media. Social media has many contents and facilities which can be used for practicing English. The aim of this study is  to find out students’ intensity of using English-language social media content. The study was conducted by quantitative approach and survey method among the  Senior High School students in Jakarta, Indonesia. Data analysis shows that as students’ intensity who used English-language social media content is low. Students’ perception of English skill in reading and writing is good, while students’ perception of listening and speaking is still low. The intensity of using English-language social media content is positively and significantly related to students' perceptions of their ability to speak English including reading, writing, listening and speaking aspects. Hence, social media is needed to be learning media for learning English language as a Foreign Language in Indonesia.

Tuntutan pembelajaran abad 21 mengharuskan siswa untuk menggunakan keterampilan berpikir tingkat tinggi (High Order Thinking Skills/HOTS) melalui pemecahan masalah dan berpikir kritis, komunikasi dan kolaborasi, dan kreativitas dan inovasi. Untuk mengimplementasikannya guru terlebih dahulu harus memahami konsep HOTS karena arsitektur utama dalam mengisi kecerdasan siswa adalah guru. Masalah yang dibahas dalam kajian ini mengapa guru perlu dibekali dengan pendekatan neurosains dalam proses pembelajaran dan bagaimana strategi guru menerapkan pendekatan neurosains dalam pembelajaran sehingga siswa dapat mencapai kompetensi kecakapan abad 21. Tujuan penelitian ini adalah untuk  mendeskripsikan: (1) pentingnya memahami pendekatan neurosains bagi guru dalam proses  pembelajaran, dan (2) strategi  guru  menerapkan pendekatan neurosains  untuk  mencapai kompetensi kecakapan abad ke-21.  Hasil kajian mengungkapkan guru perlu menerapkan pendekatan neurosains dalam pembelajaran untuk membantu guru dalam mencapai kompetensi keterampilan dan kecakapan abad 21 siswa. Strategi guru menerapkan  pendekatan neurosains dengan memahami tahapan perkembangan pusat kecerdasan,  tipe kecerdasan, dan diagram pembelajaran abad 21, yang dituangkan  dalam bentuk rancangan pembelajaran yang efektif dan menyenangkan. Kesimpulan kajian ini menyatakan peningkatan HOTS pada guru akan berdampak pada capaian hasil pembelajaran dan kompetensi siswa abad 21.     AbstrakThe demands of 21st learning is to enable students use High Order Thinking Skills (HOTS) through    problem solving and critical thinking, communication and collaboration, and creativity and innovation. In its implementation, the teachers are the first persons to earlier master the concept of HOTS as the main architecture in creating the intelligence of students is the teacher.The problem discussed in this review is why the  teachers need to be equipped  with neuroscience  approaches in the learning process, how the teacher's strategy implements it   so   students  are able to achieve the 21st learning competency. The objective of this review is to describe: (1) the importance of teachers   to comprehend the neuroscience approach   in learning process, and (2) the strategy of teachers in implementing the neuroscience approach   to achieve the 21st competency.   The results of review revealed   teachers need to apply a neuroscience approach in learning to assist teachers in achieving 21st century students' competencies. The teacher's strategy applies the neuroscience approach by understanding the stages of development of the intelligence, the multiple  intelligence, and the 21st century learning diagram, which is formed  in effective and fun learning designs. The conclusion of this review states that the increase of teachers’ HOTS will have an impact in learning outcomes and 21st century students’ competency.

The problem discussed in this study is improving the roles of frontlined teachers (GGD) in developing theschools they assigned to become an Effective School. This study aims at contributing a thought for improving theroles of frontlined teachers in developing the school they assigned to become Effective School in East Aceh. Themethod used was a descriptive qualitative by applying data collecting technique such as interview, Focus GroupDiscussion (FGD), documentary, and observation conducted through December 2015. The study reveals some rolesof the frontlined teachers are to be optimalized related to (1) school principal, (2) fellow teachers, (3) students, (4)parents/community, and (5) fellow frontlined teachers,. The conclusion of this study is that the presence of frontlinedteachers is needed to help overcome the educational school problems in East Aceh Disrict. Key words: Frontlined teacher, disadvantaged-isolated-least developed region, effective school

The increasing number of students demands an increase in the number of lecturers. The addition of qualified lecturers is not easy. One of the effort to overcome this shortage of lectures, Pamulang University started to apply e-learning. This study aims to find out the e-learning strategy as well as the responses of students and lecturers in the utilization of e-learning. The research method is descriptive one. Data collections were done through an interview, direct observation, questionnaire, and documentation study. Based on the result of data processing, it is known that the strategy of e-learning utilization is done through some stages, such as: preparation of facilities and infrastructure (lecture building, ICT facilities, laboratory facilities, computerization in academic affairs, and e-learning technology), strong leadership policy support, and training and socialization to students and lecturers. Students' responses to e-learning models have not been optimally yet due to the limitations of socialization, content that has not been packaged interestingly and meaningful, students' relatively low reading interest, curiosity and low reading interest, curiosity and low student motivation, and not conducive learning climate. Responses of lecturers besides not yet optimally in preparing the communicative and inspirational content, the lecturer is not used in utilizing e-learning technology. Although the implementation of e-learning still has some weaknesses/constraints, but to some extent, the utilization of e-learning has been able to help the shortage of lecturers. ABSTRAK:Meningkatnya jumlah mahasiswa menuntut adanya peningkatan jumlah dosen. Penambahan jumlah dosen yang berkualitas ternyata tidak mudah. Salah satu upaya untuk mengatasi hal tersebut, Universitas Pamulang menerapkan e-learning. Penelitian ini bertujuan untuk untuk mengetahui strategi pembelajaran e-learning dan respon dari mahasiswa maupun dosen dalam pemanfaatan pembelajaran elearning. Metode penelitian adalah deskriptif. Pengumpulan data dilakukan melalui wawancara, pengamatan langsung, kuesioner, studi dokumentasi. Hasil pengolahan data menunjukkan bahwa strategi pe- INFORMASI ARTIKEL Riwayat artikel:Diterima