Seorang guru tetap dituntut untuk professional dalam bertugas walaupun profesi guru sifatnya nirlaba. Guru berhak memperoleh penghasilan dan jaminan kesejahteraan yang pantas sesuai dengan Undang-Undang Sisdiknas No 20 Tahun 2003. Hasil observasi dilapangan menunjukan sekolah atau madrasah swasta maupun negeri hanya memberikan gaji bagi guru honorer kurang lebih sebesar Rp. 300.000,00 – Rp. 800.000,00 setiap bulannya, dapat dipastikan seorang guru harus memutar otak agar kebutuhannya terpenuhi. Tujuan penelitian adalah untuk mengetahui tingkat kesejateraan dan kompetensi professional guru PAI MI/SD di Kecamatan Wedung Kabupaten Demak, serta mengetahui ada dampak atau tidak antara tingkat kesejahteraan dengan kompetensi professional. Dalam penelitian ini peneliti menggunakan pendekatan kuantitatif dengan analisis regresi sederhana. Hasil penelitian menunjukkan: (1) Tingkat kesejahteraan guru berada pada kategori sedang; (2) Tingkat kompetensi profesional guru berada pada kategori sedang (3) Berdasarkan analisis uji regresi linear sederhana diperoleh hasil nilai t-hitung<t-tabel yaitu 1,727<2,101 dengan signifikansi 5% bahwa tingkat kesejahteraan guru tidak memberikan pengaruh yang signifikan terhadap tingkat kompetensi profesional guru. (4) Tingkat kompetensi profesional guru dipengaruhi oleh faktor-faktor lain (motivasi, komitmen, supervisi, workshop, KKG, Micro teaching, monitoring dan evaluasi).
Teachers must be creative educators and be able to choose the right learning methods. This study aims to describe the implementation of the Self-Paced Learning method in Islamic Religious Education (PAI) learning at SDN Pucangsewu, Pacitan District, Pacitan Regency. This study uses a qualitative approach, with a descriptive qualitative approach. The results of the study indicate that the application of the Self-Paced Learning method in Islamic Religious Education learning can help students increase enthusiasm, response, material understanding, and learning outcomes for fourth and fifth grade students. The application of this method is very relevant to the conditions of the physical distance policy. This method has the concept of independent learning with flexible time and is in accordance with Islamic Religious Education material. The learning media used include YouTube, Website, WhatsApp, and E-Books. The teacher provides material through media that is in accordance with the material during face-to-face learning at school. The evaluation process is carried out according to the provisions of the 2013 curriculum. Besides having a positive impact on students, it also has an impact on teachers, namely increasing teacher creativity. However, the application of this method has drawbacks, depending on the availability of mobile devices.
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