Analisis Pengembangan Kompetensi Profesional Guru di Sekolah Dasar

Witarsa, Ramdhan; Rizki, Lussy Midani

doi:10.31004/jptam.v6i1.3514

Cited by 18 publications

(22 citation statements)

References 3 publications

(3 reference statements)

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“…Having good knowledge about the curriculum (Witarsa & Midani Rizki, 2022), Teaching the material according to the syllabus given by the school Having good knowledge regarding the subject being taught (Prastania & Sanoto, 2021),…”

Section: Criteria Of Professional Teachermentioning

confidence: 99%

Contextual Learning Strategies in English Subjects at Bilingual Primary School Muhammadiyah 1 Purwodadi

Budiman,

Untari,

Murywantobroto

et al. 2024

E-Structural

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Abstract. Learning strategies need to be chosen by the teacher carefully so that the learning strategy chosen is not wrong and is under the conditions and circumstances of the students and the atmosphere of the class where the teacher is conducting the learning process. This research aims to analyze the learning strategies used by English teachers at the Bilingual elementary school Muhammadiyah 1 Purwodadi. This research is a qualitative descriptive study using interviews, questionnaires, and observation data collection methods. The research results show that learning English with contextual learning can run smoothly, and this statement is supported by the results of the triangulation of 3 data. Interview data shows that the teacher succeeded in making learning plans using contextual learning steps. Observation data shows that teachers are successful in carrying out learning using contextual learning. The results of the questionnaire showed that the students liked the contextual learning that the teacher applied in the English class. The conclusion is that contextual learning strategy can make the English language learning process at the Bilingual Elementary School Muhammadiyah 1 Purwokerto run smoothly.Keywords: bilingual; contextual learning; elementary school; English; strategyAbstrak. Strategi pembelajaran perlu dipilih oleh guru dengan hati-hati dan cermat agar strategi pembelajaran yang dipilih tidak salah dan sesuai dengan kondisi dan keadaan peserta didik dan suasana kelas tempat guru tersebut mengadakan proses pembelajaran. Penelitian ini bertujuan untuk menganalisis strategi pembelajaran yang digunakan oleh guru bahasa inggris di sekolah dasar Bilingual Muhammadiyah 1 Purwodadi. Penelitian ini merupakan deskriptif kualitatif dengan metode pengumpulan data wawancara, angket atau kuesioner, dan observasi atau pengamatan. Hasil penelitian menunjukkan pembelajaran bahasa inggris dengan contextual learning bisa berjalan dengan lancar dimana pernyataan ini didukung dari hasil triangulasi 3 data. Data hasil wawancara menunjukkan bahwa guru berhasil membuat perencanaan pembelajaran dengan langkah-langkah pembelajaran kontekstual learning. Data pengamatan menunjukkan bahwa guru berhasil menjalankan pembelajaran dengan menggunakan pembelajaran kontekstual. Hasil angket menunjukkan bahwa para siswa menyenangi pembelajaran kontekstual yang diaplikasikan guru di dalam kelas bahasa Inggris. Kesimpulan yang didapat adalah bahwa strategi pembelajaran kontekstual mampu membuat proses pembelajaran bahasa Inggris di Sekolah Dasar Bilingual Muhammadiyah 1 Purwokerto berjalan lancar.Kata kunci: bahasa Inggris; dwibahasa; pembelajaran kontekstual; sekolah dasar; strategi

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Section: Criteria Of Professional Teachermentioning

confidence: 99%

Contextual Learning Strategies in English Subjects at Bilingual Primary School Muhammadiyah 1 Purwodadi

Budiman,

Untari,

Murywantobroto

et al. 2024

E-Structural

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“…Saat ini, kompetensi guru dari para pemangku kepentingan lebih berfokus pada peningkatan kompetensi guru pada jenjang Sekolah Dasar (SD) (Sisdiana et al, 2018). Peningkatan ini ditandai dengan berbagai pelatihan, seminar, workshop sampai dengan bimbingan teknis yang diselenggarakan oleh Pemerintah Kota dan atau Kabupaten (Witarsa & Rizki, L., 2022b). Fokus peningkatan yang terjadi pada jenjang SD ini berdampak terhadap peningkatan kompetensi guru di lembaga PAUD (Febrialismanto, 2017;Mamahit, H. et al, 2020;Saripudin, 2019).…”

Section: Pendahuluanunclassified

Kompetensi Profesional Guru pada Lembaga Pendidikan Anak Usia Dini

Witarsa

Alim

2022

J. Obs. J. Pendidik. Anak Usia Dini

Self Cite

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Kompetensi guru adalah kompetensi dan atau pengetahuan, kemampuan serta keterampilan yang harus dimiliki oleh seorang guru. Kompetensi guru ini terdiri dari empat kompetensi, yaitu: kompetensi pribadi, sosial, pedagogik, dan profesional. Penelitian ini bertujuan untuk mendeskripsikan kompetensi profesional guru pada suatu lembaga pendidikan anak usia dini yang selama ini belum diperhatikan secara maksimal. Metode yang digunakan pada penelitian ini adalah penelitian deskriptif kualitatif. Metode ini memiliki empat tahapan, yaitu: pengumpulan data, reduksi data, pengolahan data, dan kesimpulan. Data-data pada penelitian ini bersumber dari 10 orang guru di salah satu lembaga pendidikan anak usia dini di Kabupaten Kampar, Riau. Hasil penelitian ini dapat menunjukan kompetensi profesional guru (kompetensi metodik dan kompetensi sosial) pada lembaga pendidikan anak usia dini yang meningkat selama penelitian ini dilakukan. Oleh karena itu, penelitian ini dapat menjadi acuan untuk perbaikan ketiga kompetensi guru lainnya dalam meningkatkan kompetensi pribadi, sosial, dan pedagogik.

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“…The problems encountered are not only related to learning, but it becomes difficult to convey or shape student character so that they require special attention. Innovations are needed to shape character in children in order to reduce various moral crises (Nantara, 2022). Good cooperation is needed between parents of students and teachers, especially Islamic religious education teachers.…”

Section: Introductionmentioning

confidence: 99%

The Role of Islamic Religious Education Teachers in Forming the Disciplinary Character of Junior High School Students

Harianto

Kandedes

2023

Ensiklopedia

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This study aims to 1) determine the role of Islamic Religious Education teachers in forming the disciplinary character of Ruhama Islamic Middle School students; and 2) knowing the supporting factors and inhibiting factors in the formation of the disciplinary character of Ruhama Islamic Middle School students. The research method used is descriptive qualitative method and direct observation. The data collection techniques used by interviews, observation and documentation. Checking the validity of the data using source triangulation, technical triangulation and time. Data analysis was carried out in three stages, namely data reduction, data display, and conclusion/verification. The results of the study show that Islamic Religious Education, with the teacher as the subject, has a role in the formation of disciplinary character. Islamic Religious Education teachers who always teach by giving advice and motivation, do not forget to also reprimand and give educational punishments to students who break the rules. The use of existing learning methods and media is also maximized in conveying Islamic religious education material in class and training children's discipline, such as the question and answer method, discussion and group work. Apart from that, the core material of Islamic religious education can also be found in school activities such as Duha prayers, the habit of ablution and fardhu prayers on time. Then in an effort there must be supporting and inhibiting factors, as well as in Ruhama Islamic Middle School. In practice teachers, parents, peers and the community environment can be factors that support or hinder efforts to build this disciplinary character.

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Analisis Pengembangan Kompetensi Profesional Guru di Sekolah Dasar

Cited by 18 publications

References 3 publications

Contextual Learning Strategies in English Subjects at Bilingual Primary School Muhammadiyah 1 Purwodadi

Contextual Learning Strategies in English Subjects at Bilingual Primary School Muhammadiyah 1 Purwodadi

Kompetensi Profesional Guru pada Lembaga Pendidikan Anak Usia Dini

The Role of Islamic Religious Education Teachers in Forming the Disciplinary Character of Junior High School Students

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