Analysis of Factors Affecting Teacher Competence Physics Science SMP in the District of West Seram Maluku Province

Abstract

Abstract:Teacher competence is one aspects that affecting the educational quality in many country over the world. Teacher competence was affected by some factors. These factors including teacher creativity, teacher interest, teacher attitude, teacher motivation to work, and motivation to achieve, principal leadership, school culture, compensation, job satisfaction, and school facilities. Science physics teacher competence also affected by these factors. In junior high school in West Seram Regency, the competence of science physics teacher was not well documented. This research aim was to determine the most important factors that affect the science physics teacher competence in junior high school in West Seram Regency. Research variables that were measured consist of science physics teacher creativity (X 1 ), science physics teacher motivation to work (X 2 ), science physics teacher interest (X 3 ), science physics teacher attitude (X 4 ), science physics motivation to achieve (X 5 ), compensation (X 6 ), job satisfaction (X 7 ) school culture (X 8 ), Principal leadership (X 9 ), and facilities in the school (X 10 ). The obtained data then analyzed by using the principle component analysis to reveal the most variable that affecting science physics teacher competence in the junior high school in South West Seram Regency. that from 10 factors that affect the competence of teachers, there are seven factors that most affect the competence of science physics teachers at junior high school in West Seram Maluku Regency. These factors identified as an internal factors (interests, attitudes, and creativity of teachers ), and external factors, namely the principal's leadership, compensation, school culture, and school facilities.

Analisis Kompetensi Pedagogik Guru pada Pelaksanaan Blended Learning

“…Berbagai upaya perlu dilakukan guru untuk mengembangkan kompetensi pedagogiknya untuk mendapatkan proses pembelajaran yang berkualitas (Pratama & Lestari, 2020). Upaya yang dapat dilakukan guru diantaranya dengan terus menerus belajar hal-hal baru, mengikuti berbagai kegiatan ilmiah seperti pelatihan, seminar untuk memperluas pengetahuannya terhadap dunia pendidikan yang semakin berkembang (Wenno, 2016).…”

Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran guru matematika SMA

“…Berdasarkan hasil penelitian diperoleh bahwa variabel kompetensi guru dijelaskan oleh variabel PKB sebesar 12,9% sedangkan sisanya yaitu sebesar 87,1% dipengaruhi oleh variabel lain yang tidak terdapat dalam model penelitian. Variabel lain yang berpengaruh terhadap kompetensi guru, antara lain faktor internal, misalnya minat, sikap, dan kreativitas, serta faktor eksternal, misalnya kepimpinan kepala sekolah, budaya sekolah, fasilitas sekolah, dan kompensasi (Wenno, 2016). Sementara variabel lain yang berpengaruh terhadap praktik pembelajaran, antara lain (1) prior school experiences, misalnya saat guru tersebut menjadi peserta didik, guru sebelumnya, program persiapan guru, dan pengalaman mengajar sebelumnya; (2) immediate classroom situation, misalnya peserta didik, topik materi matematika, dan kendala waktu; (3) social teaching norms, misalnya keadaan sekolah, kurikulum, rekan guru, dan orang tua peserta didik; (4) matematics belief, misalnya keyakinan terhadap sifat matematika, keyakinan tentang belajar matematika dan keyakinan terhadap mengajar matematika (Raymond,1997).…”

Beden Eğitimi ve Spor Öğretmenlerinin Pedagojik Yeterlik Algılarının Sınıf Yönetim Stilleri ve İletişim Becerileri Açısından İncelenmesi

“…Öğretmen yeterliliği, öğretmenlerin katıldığı hizmet içi eğitimlere de bağlıdır. Öğretmenler öğrenmeye devam etmeli, ufuklarını genişletmek, deneyimlerini geliştirmek için eğitimler, seminerler, çalıştaylar gibi bilimsel etkinlikleri takip etmeli ve bunları öğretmenler tarafından yürütülen öğretme-öğrenme etkinliklerinde uygulamalıdır (Wenno, 2016). Nitelikli standartlara sahip bir eğitim sistemi, daha yüksek düzeyde profesyonellik elde etmek için öğretmen eğitimini daha etkili bir şekilde düzenlemelidir (OECD, 2016).…”