This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.
To improve the skill in reading the Quran correctly, students need to be given skills in learning to read the Quran quickly and effectively so that they can know the Arabic alphabet well, pronounce it correctly, understand the elocution of reading, and understand its meaning well. The action research report presented in this journal article exemplifies the collaborative teamwork involved in making the reflective-critical steps to improve the students' skill from their initial state of being unable to read the Quran smoothly to being able to master its elocution. The subjects of the research were 126 second semester students of Nursing Study Program. The results of the actions showed an improvement in students' skill to read the Quran with a students' skill change rate that reached 90.20%, and with the success rate of students switching from the non-fluent category to the fluent category of reading the Quran that reached 65.08%.
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