Teacher Pedagogical Competencies in Inclusive Elementary School

Abstract

Pedagogical competence is the ability to teach the students in the entire learning process. This competence could be seen from three main things that are how the teacher planning, managing and assessing the learning process. professional teacher is based on the teacher's skill, teaching experience, and the teacher's educational background. These three aspects hold an essential role in forming the teachers' pedagogical competence. Different personality and ability among the students require teacher capable fulfilling all students' needs through inclusive setting. This is prominent since inclusive setting become an education standard in all region in Indonesia. Both academic and nonacademic skills of the SWDs students should be met to align it with the aim of inclusive education that is the education for all. The purpose of this research is to know the teacher's pedagogical competence for SWDs students in the inclusive elementary school of Klampis Ngasem 1 Surabaya. This research used a qualitative approach with a descriptive method which describes ten indicators of pedagogical competence of the teachers dealing with the SWDs students in every inclusive class in Klampis Ngasem elementary school 1 Surabaya. The researcher used three types of a qualitative research study of documentation or text, observation, and the interview. Data analysis used is the data reduction, data display, and conclusion. The result showed that the teacher who had a primary education background and teaching experience met the indicators of teacher's pedagogical competence. Evidenced by nine out of ten indicators met in the category one which consists of the teacher with a primary education background and teacher with teaching experience for 21 years. For category two which consist of the teacher who graduated from non-primary education background only fulfilled four out of ten indicators. This research also proves the theory which states the competence of INTRODUCTIONEvery level of education has its national standard of education (Standard Nasional Pendidikan (SNP)) which has to be achieved on a succession of education. One of eight of SNP is standard of teachers; it regulates the competency of the teacher on running the education. In based on the regulation of Indonesian ministry of education no. 16 the year 2007 regarding the standard of academic qualifications and teacher competency article 1 that every teacher should be qualified according to the national standard. Firmly stated that there are four companies the teachers should have the basis of the learning process. The four competencies are pedagogy, personality, professional, and social (article 28 clause 3 government regulation no. 19 the year 2005 regarding the national standard of education).In the regulation no. 14 the year 2005 regarding teachers and lectures, again stated that pedagogy

Effectiveness of Academic Intervention on Learning of Environmental Science among Slow Learners

“…There are also few students, who have limited intellectual endowment (Shaw, 2010) by nature and cannot keep pace with their classmates (Khan, 2008), commonly termed as slow learners or dull students. The reason of a child becoming slow learner is not aways their intellectual deficiency but the existing institutional phenomena like curriculum planned for keeping in mind the average students, ineffective pedagogy (Thakur et al, 2016), lack of joyful learning and rote memorisation (Kannan et al, 2015), score-based evaluation system and lack of adequate numbers and inefficiency of teachers (Zafira & Gunansyah, 2018) is responsible for making a child slow learner.…”