This study aims to describe: (1) a description of the performance of post-professional teacher development; (2) inhibiting factors for professional development to improve teacher performance and efforts to overcome them; and(3) the driving factors for professional development to improve teacher performance. The research method used is qualitative with a case study design. The research location is in a private elementary school in Malang. The data collected using observation, interview, and documentation techniques. The results of this study include: (1) the description of the performance of post-professional teacher coaching, there are differences in terms of completeness of lesson plans, teacher confidence, willingness to learn from teachers, increased interaction with students, and application of student character habituation; (2) inhibiting factors for the implementation of professional development are caused by the activities of the principal, teacher health factors, and delays due to the Basic Competency Test (BCT). Efforts were made to overcome obstacles, namely rescheduling activities and changing days for teachers who were unable to attend; and (3) the driving factors for the implementation of teacher professional development, namely the readiness of teachers to be fostered and good cooperation between teachers and principals.
AbstrakPenelitian tindakan kelas ini bertujuan menerapkan peta konsep kemagnetan dalam program remedi dan pengayaan untuk meningkatkan hasil belajar kemagnetan pada siswa kelas 9D SMP N 1 Gringsing Tahun Pelajaran 2014/2015 semester 2. Penelitian tindakan kelas dilakukan dalam dua siklus. Alat evalusi yang digunakan adalah model C close untuk program pengayaan dan model S untuk program perbaikan.Terjadi peningkatan hasil belajar pada jumlah siswa yang tuntas belajar dari 32,14% pada pra siklus menjadi 92,85% pada siklus 1 dan 100% pada siklus 2. Peningkatan nilai rata-rata kelas pada KD 4.1 dan 4.2 adalah 67,64 pada pra siklus menjadi 89,14 pada siklus 1 menggunakan model C close untuk pengayaan dan model S untuk remedi. Sedangkan nilai-rata-rata pada siklus 2 untuk KD 4.3 dan dengan model C close semua siswa adalah 86,64. Jadi, dapat disimpulkan bahwa peta konsep kemagnetan dapat meningkatkan hasil belajar konsep kemagnetan.
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