Pelaksanaan Kompetensi Pedagogik Guru di Sekolah Dasar

Wahyuni, Rina; Berliani, Teti

doi:10.17977/um009v27i22018p108

Cited by 11 publications

(10 citation statements)

References 1 publication

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“…Al-Bidayah, Volume 13, Number 1, June 2021│49 problems in the learning process and give a fair assessment to their students. 49 They also overcome barriers in teaching, such as learning media and resources to teach their students. 50 Hence, students were ready and motivated as their teachers were able to solve their problems quickly.…”

Section: Discussionmentioning

confidence: 99%

Effect of Creative Independence Problem Solving (Cips)-Based Training Module on Professionalism of Rural Indonesian Elementary School Teachers

Munastiwi

Yunos

Alias

et al. 2021

JAB

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Training is needed to ensure that teachers acquire the knowledge necessary to teach problem-solving skills. Furthermore, a specifically designed training material such as a module is especially needed when teachers work in remote areas with fewer resources. Meanwhile, six educational problem-solving skills development needs among teachers in rural Indonesian elementary schools were identified: teacher mentoring, self-actualization, competency, creativity, problem-solving, and independence. A training module was designed based on the needs which were assessed using the CIPS model. The study aimed to investigate the effects of the CIPS-based Training Module on the professionalism of elementary school teachers. In addition, the training module consists of five (5) stages, which include pre-entering, plan, setting, action, and evaluation. The quasi-experimental research was conducted on 63 elementary teachers from Nunukan and Sebatik Island, North Kalimantan, Indonesia, assigned randomly to either an experiment or a control group. Before the training, a pre-test was conducted, followed by training using the module for the experiment groups, and no training for the control group. Furthermore, a post-test was conducted in both groups to identify the effectiveness of the training module. The independent sample t-test showed that the experimental group obtained a higher mean score than the control group. In conclusion, the CIPS-based Training Module effectively develops professionalism in teaching problem-solving skills among the experimental group's elementary teachers. Meanwhile, the study implies that rural elementary teachers need to be prepared to teach problem-solving skills.

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Section: Discussionmentioning

confidence: 99%

Effect of Creative Independence Problem Solving (Cips)-Based Training Module on Professionalism of Rural Indonesian Elementary School Teachers

Munastiwi

Yunos

Alias

et al. 2021

JAB

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“…Dalam kompetensi pedagogik, guru sudah seharusnya mampu merancang pembelajaran sesuai landasan pendidikan untuk kepentingan pembelajaran. Perencanaan pembelajaran merupakan proses menyusun berbagai kebutuhan pembelajaran yang akan dilaksanakan dalam kegiatan pembelajaran untuk mecapai kompetensi yang diharapkan (Wahyuni & Berliani, 2018).…”

Section: Hasil Dan Pembahasanunclassified

Analisis Kompetensi Pedagogik Guru Madrasah Ibtidaiyah dalam Pembelajaran Daring pada Masa Pandemi Covid-19

Dina

Sulistiani

Rufi'at³

2022

madrasah j. pendidik. pembelajaran dasar

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This research aims to analyze the pedagogical competence of MI teachers in online learning during the covid-19 pandemic. This research is quantitative descriptive research. The population of this study is MI teachers in the Plumpang District of Tuban Regency. The sample was selected with a purposive sampling technique of 60 teachers. The data collection technique used surveys. The instrument used is a questionnaire. The questionnaire is distributed online through a google form. To obtain valid and reliable data, the device was previously tested for validity and reliability. Based on the research results, the pedagogical competence of MI teachers in the Plumpang subdistrict of Tuban district is in the category of good. The percentage of the average pedagogical competence of teachers in (1) indicators understand learners in depth by 74.2% with good categories, (2) indicators design learning, including understanding the educational foundation for the benefit of learning by 90.4% with excellent categories, (3) indicators carrying out learning by 85.4% with excellent categories, and (4) indicators carrying out learning evaluations by 72% with good categories. The pedagogical competence of teachers is said to be good if supported by being able to carry out the required indicators and can develop the competencies they have.

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“…Dalam kaitannya dengan pembelajaran, yang dimaksud dengan perencanaan pembelajaran adalah proses penyusunan berbagai keputusan pembelajaran yang akan dilaksanakan dalam proses kegiatan pembelajaran untuk mencapai kompetensi pelajaran yang akan dilaksanakan dalam proses kegiatan pembelajaran untuk mencapai kompetensi pembelajaran yang telah ditetapkan. (Wahyuni & Berliani, 2018) Kompetensi pedagogik guru PAUD di Kabupaten Manggarai dalam merencanakan kegiatan pembelajaran anak usia dini bisa dikatakan baik. Dimana guru telah mampu menerapkan serta menjabarkan tema kedalam sub tema yang lebih terperinci.…”

Section: Kemampuan Guru Dalam Perencanaan Pembelajarnunclassified

Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran

Sum¹,

Taran²

2020

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Penelitian ini bertujuan untuk mengetahui kompetensi pedagogik yang dimiliki oleh guru PAUD yang berdampak pada kemampuan penyusunan dan pelaksanaan pembelajaran di PAUD pada beberapa lembaga di Kabupaten Manggarai. Jenis penelitian yang digunakan adalah deskriptif kualitatif yang bertujuan mendeskripsikan kompetensi pedagogik guru PAUD pada 20 lembaga PAUD di Kabupaten Manggarai. Obyek penelitian adalah para guru dan kepala sekolah PAUD dengan menggunakan instrument penelitian wawancara, observasi dan dokumentasi. Hasil penelitian menunjukan pertama, kualifikasi akademik seorang guru PAUD mempengaruhi kemampuan, pengetahuan serta pemahaman guru terhadap peserta didik. Kedua, masih banyak lembaga PAUD yang kurang memiliki kemampuan dalam menyusun perencanaan pembelajaran yang menyenangkan serta pemahaman akan pentingnya penyusunan perencanaan pembelajaran masih minim. Ketiga, minimnya kompetensi pedagogik yang dimiliki akhirnya mempengaruhi proses pembelajaran yang berkualitas bagi anak, pembelajaran menjadi tidak menyenangkan serta penilaian pembelajaran yang dilakukan guru belum dapat menggambarkan perkembangan yang mencakup segala aspek perkembangan anak.

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Pelaksanaan Kompetensi Pedagogik Guru di Sekolah Dasar

Cited by 11 publications

References 1 publication

Effect of Creative Independence Problem Solving (Cips)-Based Training Module on Professionalism of Rural Indonesian Elementary School Teachers

Effect of Creative Independence Problem Solving (Cips)-Based Training Module on Professionalism of Rural Indonesian Elementary School Teachers

Analisis Kompetensi Pedagogik Guru Madrasah Ibtidaiyah dalam Pembelajaran Daring pada Masa Pandemi Covid-19

Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran

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