Pelaksanaan Pengembangan Keprofesian Berkelanjutan Bagi Guru Sekolah Dasar

Basri, Syamsurijal; Nurochmah, Andi; Syamsu, K

doi:10.35965/eco.v21i3.1245

Cited by 5 publications

(5 citation statements)

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“…and have professional competence, but teachers who have a lot of current supplies needed, so that this culture becomes good practice in sustainable professional development programs that are capable of producing many leading teachers, both for themselves, their schools, their learning, and their students. This research further describes the identification of teacher abilities as driving teachers (Basri, Nurochmah, & Syamsu, 2021;Sri haryati, 2021;Yohamintin, 2021).…”

Section: Discussionmentioning

confidence: 93%

Analysis of Guru Penggerak Programs as Sustainable Professional Development for Teachers

Safrizal

Nurhafizah

Yulia

et al. 2022

AIJP

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The problem of teacher competence is still a classic that occurs at the level of teacher competency test results which are still below the minimum provincial average set. This situation becomes the focus of the problem that needs to be found a way out. One of them is the driving teacher program launched by the Minister of Education and Culture. The purpose of this study was to analyze the concept and content of the implementation of driving teachers as a means of continuous professional development. This study uses a qualitative approach. Research informants were selected by the purposive sampling technique. The data collection process was carried out by in-depth interviews, documentation studies, and field notes. Data analysis was carried out by referring to the Miles and Huberman model. To ensure the validity of the data, researchers used triangulation techniques and increased the persistence of researchers in analyzing the documents found. The results show that the concept of guru penggerak program is directed so that teachers can become leaders, instructors, and motivators for their colleagues by providing training content in the form of activities that encourage the birth of a positive community that not only provides up-to-date information but also provides experience in solving learning problems. naturally, so that this becomes a valuable experience for the teacher. so that the guru penggerak program can be a means of developing teachers' social competence, but also allows them to develop their professional abilities.

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Section: Discussionmentioning

confidence: 93%

Analysis of Guru Penggerak Programs as Sustainable Professional Development for Teachers

Safrizal

Nurhafizah

Yulia

et al. 2022

AIJP

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“…Teachers must be involved in continuous professional development (PKB) activities aimed at creating quality changes in the learning process (Basri et al, 2021). With these changes, students can have better knowledge and skills, show a deep understanding of the teaching material, and be able to show what they know and can do.…”

Section: For Teachersmentioning

confidence: 99%

The Impact of the Low Quality of Teachers on the Learning Process Results of School Accreditation in Manggarai Regency Indonesia

Tapung

2024

IJSSR

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In 2021, Manggarai Regency had 20 schools targeted for BAN S/M NTT accreditation. This accreditation process evaluates school services based on key components such as the quality of graduates, the learning process, teacher quality, and school management, utilizing 36 core assessment points. Our research centers on understanding the intricate relationship between teacher quality components and the learning process. Employing a cross-analysis and a concise descriptive approach, we identified both positive and negative impacts within each component, either directly or indirectly. Utilizing a descriptive-qualitative method, we scrutinized accreditation results documents and conducted cross-cutting analyses to discern these impacts. Our findings revealed a significant connection between the components of teacher quality and the learning process. Specifically, the subpar performance of teachers in points 22 and 21 directly influenced the students' activeness, ability, and skills during the learning process (as evident in points 12 and 15). The primary objective of this research is to delve into this relationship between accreditation components and offer strategic solutions to address the identified negative impacts. In adhering to the research objectives, we maintain brevity in presenting the methods and results, prioritizing a focused exploration of the relationship between teacher quality components and the learning process.

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“…Pada saat ini tujuan pelaku pendidikan tidaklah merasa awam dengan pendidikan karakter, namun pendidikan karakter yang diterapkan kepada peserta didik saat ini masih berupa wacana yang menyebabkan cita-cita bangsa belum terwujud sesuai dengan undang-undang nomor 20 tahun 2003 (Bilda, 2016;Ghifari et al, 2021). Unsur pendidik dan kependidikan di Sekolah Dasar memiliki tiga unsur yaitu Pengawas Sekolah, Kepala Sekolah dan Guru terkait erat dalam satu ikatan profesional (Basri et al, 2021;Nur'aini et al, 2017). Karena itu ketiga unsur strategis tenaga kependidikan ini harus bekerja sama dalam satu gerak langkah yang harmonis sesuai dengan peran dan fungsinya masing-masing dalam mengelola pendidikan di Sekolah Dasar.…”

Section: Pendahuluanunclassified

Supervisi yang Berkesinambungan untuk Meningkatkan Kemampuan Melaksanakan Proses Pembelajaran

Tistawati¹

2022

JEAR

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Kurangnya kemampuan guru melaksanakan proses pembelajaran disebabkan karena wawasan guru tentang pembelajaran inovatif, diksusi dengan teman sejawat tentang kendala-kendala yang ditemui ketika melaksanakan proses pembelajaran belum dipahami dengan maksimal. Tujuan penelitian ini yaitu meningkatkan kemampuan dalam melaksanakan proses pembelajaran. Jenis penelitian ini yaitu penelitian tindakan kelas. Penelitian ini dilaksanakan sebanyak 2 siklus. Rancangan masing-masing siklus terdiri atas perencanaan, pelaksanaan, observasi/evaluasi, dan refleksi. Subjek penelitian yang digunakan adalah guru-guru yang berjumlah 9 orang. Data dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa terdapat peningkatan kemampuan guru dalam melaksanakan proses pembelajaran yaitu pada prasiklus tingkat kemampuan guru melaksanakan pembelajaran sebesar 69,60% yang tergolong cukup, pada siklus II menjadi 73,77 yang tergolong cukup, dan pada siklus II menjadi 77,31 yang tergolong baik. Maka, kemampuan guru dalam melaksanakan proses pembelajaran sudah baik melalui pelaksanaan supervisi yang berkesinambungan. Implikasi penelitian diharapkan adanya kesediaan untuk menerima perbaikan sebagai upaya meningkatkan kemampuan guru dalam melaksanaan pembelajaran.

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Pelaksanaan Pengembangan Keprofesian Berkelanjutan Bagi Guru Sekolah Dasar

Cited by 5 publications

References 0 publications

Analysis of Guru Penggerak Programs as Sustainable Professional Development for Teachers

Analysis of Guru Penggerak Programs as Sustainable Professional Development for Teachers

The Impact of the Low Quality of Teachers on the Learning Process Results of School Accreditation in Manggarai Regency Indonesia

Supervisi yang Berkesinambungan untuk Meningkatkan Kemampuan Melaksanakan Proses Pembelajaran

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