Kompetensi Pedagogik Guru Profesional

Lubis, Hasrita

doi:10.30743/best.v1i2.788

Cited by 21 publications

(22 citation statements)

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“…Introductory education courses are courses that support pedagogical competences. This pedagogic competence is important to provide to student teacher candidates because pedagogical competence is a basic ability that professional teachers must have (Lubis, 2018). This competence is also in line with experts regarding the importance of pedagogic knowledge and content for teachers and prospective teachers (Bukova-Güzel, 2010;Kleickmann et al, 2013).…”

Section: Discussionmentioning

confidence: 70%

E-Learning Based on Video Presentations to Enhances Attitudes, Skills, and Pedagogical Knowledge of Prospective Teacher Students During the Covid-19 Pandemic

Murtafiah

Krisdiana

Masfingatin

et al. 2021

j. pendidik. indonesia.

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This study aims to develop an e-learning tool based on video presentations to enhances attitudes, skills and pedagogical knowledges of prospective teacher students during the Covid-19 pandemic. This type of research is Research and Design (R & D) using the Plomp development model, which consists of 3 stages: a preliminary study, design, and assessment. Data collection was carried out through observation, device validation, distribution of response questionnaires, and assessment of student learning outcomes. The results of the data analysis show that at the preliminary study stage, it was found that there were still no devices that supported learning during the Covid-19 pandemic. At the stage of design was designed, including RPS, LMS Settings, and Video Presentations. At the assessment stage, it was found that all the tools developed had valid criteria, students gave a positive response to the small and broad trials respectively of 97.68%; 98.32% so that the tools developed were included in practical criteria. The assessment of learning outcomes in the aspects of attitudes, skills, and knowledge had average completeness on the small and broad trials respectively of 82.92%; 86.99% so that the equipment used was included in the effective criteria. Thus the device developed can be said to be feasible because it meets the criteria of validity, practicality, and effectiveness. The development of e-learning based on video presentations can be used to enhance attitudes, skills, and pedagogical knowledge of prospective mathematics teacher students.

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Section: Discussionmentioning

confidence: 70%

E-Learning Based on Video Presentations to Enhances Attitudes, Skills, and Pedagogical Knowledge of Prospective Teacher Students During the Covid-19 Pandemic

Murtafiah

Krisdiana

Masfingatin

et al. 2021

j. pendidik. indonesia.

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“…Kompetensi pedagogik adalah salah satu kemampuan guru dalam merancang proses pembelajaran yang dapat mewujudkan tujuan pembelajaran yang di programkan. Lubis (2018) menyatakan bahwa kompetensi pedagogik meliputi kompetensi guru dalam mengelola proses pembelajran dan mengembangkan potensi yang dimiliki oleh siswa secara optimal. Senada dengan hal tersebut, Indriani (2015) menyatakan kompetensi pedagogik adalah kemampuan yang dimiliki oleh guru untuk mengelola pembelajaran dengan pendekatan yang bersifat mendidik peserta didik sehingga pelaksanaan fungsi profesionalnya lebih efektif.…”

Section: Pendahuluanunclassified

Penerapan Supervisi Edukatif Untuk Meningkatkan Kompetensi Guru Menyusun Rencana Pembelajaran Melalui Pendekatan Kolaboratif

WAGIYEM¹

2022

manajerial

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Along with the rapid development of the world of education today, teachers must always develop their capabilities in accordance with the development of digital technology today. That is how important competence is for teachers, considering that teachers are the pillars of education that determine the success of education in a country. For this reason, this school action research was conducted with the aim of increasing teacher competence in preparing lesson plans. As a form of approach taken by researchers to improve teacher competence, namely educative supervision with a collaborative approach that can be used by researchers collegially who are assisting and partnering in guiding and facilitating teachers in order to carry out their professional duties. Professionally teachers must be able to develop lesson plans. The lesson plan contains a learning scenario as a form of a plan to achieve a specifically formulated goal. This type of research is school action research that uses descriptive qualitative methods. The data collection instrument used in this study was an observation instrument guide for the preparation of the 2013 Curriculum RPP. From the data and the mentoring process carried out in the pre-cycle and first cycle actions, it showed a significant increase, especially in the second cycle so that it can be concluded that continuous mentoring activities through supervision educative with a collaborative approach can improve the competence and motivation of SD Negeri 01 Belik teachers in preparing lesson plans for semester 2 of the 2021/2022 academic year ABSTRAKSeiring dengan pesatnya perkembangan dunia pendidikan saat ini, guru harus selalu mengembangkan kapabilitas dirinya sesuai dengan berkembangnya teknologi digital dewasa ini.Begitu pentingnya kompetensi bagi guru, mengingat guru adalah pilar pendidikan yang menentukan keberhasilan pendidikan di sebuah negara. Untuk itulah penelitian tindakan sekolah ini dilakukan bertujuan meningkatkan kompetensi guru dalam menyusun rencana pembelajaran. Sebagai bentuk pendekatan yang dilakukan peneliti untuk peningkatan kompetensi guru adalah dengan supervise edukatif dengan pendekatan kolaboratif yang dapat digunakan peneliti secara kolegial yang bersifat mendampingi dan kemitraan dalam membimbing dan menfasilitasi guru agar dapat melaksanakan tugas profesionalnya.Secara professional guru harus mampu menyusun rencana pembelajaran. Di dalam rencana pembelajaran itu memuat sebuah scenario pembelajaran sebagai bentuk rencana mencapai tujuan yang dirumuskan secara spesifik. Jenis penelitian ini adalah penelitian tindakan sekolah yang menggunakan metode kualitatf deskriptif. Instrumen pengambilan data yang digunakan dalam penelitian ini adalah panduan instrumen observasi penyusunan RPP Kurikulum 2013. Dari data serta proses pendampingan yang dilakukan dalam tindakan prasiklus dan siklus I, menunjukkan peningkatan yang signifikan, terlebih lagi pada siklus II sehingga dapat disimpulkan bahwa kegiatan pendampingan berkelanjutan melalui supervise edukatif dengan pendekatan kolaboratif dapat meningkatkan kompetensi dan motivasi guru SD Negeri 01 Belik dalam menyusun rencana pembelajaran semester 2 tahun pelajaran 2021/2022

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“…Guru adalah sosok yang sangat berperan dalam mendidik dan mencerdaskan para siswa yang ada dikelasnya [15]. Guru profesional adalah guru yang dapat mendidik dan mengajar para siswa sesuai dengan potensi atau kemampuannya [16]. Guru adalah ujung tombak dalam pembelajaran dan sangat besar peranannya dalam ikut menghantarkan keberhasilan para peserta didik.…”

Section: Gambar 3 Proses Diskusi Dan Tanya Jawabunclassified

Pelatihan Deteksi Dini Attention Deficit Hyperactivity Disorder (ADHD) pada Guru KB-TK Labschool Unesa

Satwika

Satiningsih

Savira

et al. 2022

jmi

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ADHD (Attention Deficit Hyperactivity Disorder) is a medical disorder that can be recognized by specific behavioral characteristics, namely inattention to surroundings, easily distracted condition, and an attitude of following one's own will. Children diagnosed with ADHD require special treatment so that their specificity can be fulfilled. Teacher knowledge about ADHD is an important thing in order to detect and provide the right educational model for students. The implementation of this training in community service uses modules and early detection tools for ADHD children or students. The purpose of this activity is so that teachers can identify the condition of their students whether any of these students lead to the characteristics of ADHD. Based on the results of the post-test and case discussions, the teachers at the beginning of the activity stated that they were still confused about the condition of their students so that they understood the situation of their students more clearly. The teachers also stated that they more clearly see the condition of the students they work with in class, especially for students who have a tendency to ADHD. ADHD (Atention Deficit Hiperactivity Disorder) adalah kelainan medis yang dapat dikenali dengan ciri-ciri perilaku khusus sikap kurang memperhatikan sekeliling, kondisi mudah terganggu, dan sikap mengikuti kemauannya sendiri. Anak yang terdeteksi ADHD membutuhkan penanganan yang khusus agar kekhususannya dapat terpenuhi. Pengetahuan guru tentang ADHD menjadi sebuah hal yang penting dalam rangka mendeteksi dan memberikan model pendidikan yang tepat bagi siswa. Pelaksanaan pelatihan dalam pengabdian kepada masyarakat ini ini menggunakan modul dan alat deteksi dini untuk anak/ siswa ADHD. Tujuan kegiatan ini adalah agar para guru dapat mengenali kondisi siswa mereka apakah ada dari para siswa tersebut yang mengarah kepada ciri-ciri ADHD. Berdasarkan hasil pre test post test dan diskusi kasus, para guru yang diawal kegiatan menyatakan masih bingung mengenai kondisi siswa mereka menjadi lebih memahami keadaan siswa mereka secara lebih jelas. Para guru juga menyatakan mereka lebih jelas melihat kondisi siswa yang mereka tangani di kelas terutama untuk siswa yang memiliki kecenderungan ADHD.

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Kompetensi Pedagogik Guru Profesional

Cited by 21 publications

References 0 publications

E-Learning Based on Video Presentations to Enhances Attitudes, Skills, and Pedagogical Knowledge of Prospective Teacher Students During the Covid-19 Pandemic

E-Learning Based on Video Presentations to Enhances Attitudes, Skills, and Pedagogical Knowledge of Prospective Teacher Students During the Covid-19 Pandemic

Penerapan Supervisi Edukatif Untuk Meningkatkan Kompetensi Guru Menyusun Rencana Pembelajaran Melalui Pendekatan Kolaboratif

Pelatihan Deteksi Dini Attention Deficit Hyperactivity Disorder (ADHD) pada Guru KB-TK Labschool Unesa

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