Kompetensi lulusan LPTK Islam dan LPTK Umum menurut Stakeholder

Abstract

This article reveals on customer's assessment on alumni competence from Islamic Institute for Teacher Training and General Institute for Teacher Training (LPTK) in the major of English, Chemistry, Mathematics, Economic Education, and Counseling. The research object consisted of 92 alumni who work as the teacher. Research respondents are 24 heads and vice principals in SMA / Madrasah Aliyah and Junior High School / State Junior High School. Data were collected by questionnaire. Data processing with t-test, and got result 0.006 (less than 0,05) which means there is a significant difference on the competence between alumni of the general and Islamic institute of teacher�s training base on customer assessment. The calculation of eta squared got value 0.086 that means there the difference of teacher�s competence is in the middle category.

Perubahan Pemahaman Mahasiswa Program Studi Pendidikan Bahasa Jepang Terhadap Rencana Pelaksanaan Pembelajaran Pasca Pelaksanaan Plp

“…Berdasarkan deskripsi dari data PDD ikti adanya kebutuhan tenaga pengajar Bahasa Jepang di Provinsi Riau, Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Riau menyelenggarakan Program Studi Pendidikan Bahasa Jepang (Diniaty et al, 2017), yang lulusannya diharapkan dapat menjadi guru Bahasa Jepang yang berkualitas di satuan pendidikan khususnya di Provinsi Riau. Hal ini sejalan dengan misi dari Program Studi Pendidikan Bahasa Jepang pada bagian pertama yang menyebutkan "Menyelenggarakan pendidikan dan pengajaran Bahasa Jepang yang bermutu untuk menghasilkan tenaga pendidik dan kependidikan yang profesional dan berdaya saing" (dokumen kurikulum Program Studi Pendidikan Bahasa Jepang, 2020)…”

Student Religiusity: Lecturers’ Experience in State Islamic University Versus State Public University

“…The phenomenon is that PTKIN in Indonesia is currently based on the Muslim community with all its variants located in a sociological and pluralistic environment both in terms of ethnicity, language and religion. This position is very advantageous because Islamic tertiary institutions become "buffers for the region" which function as guardians of morality, stability and social harmony based on religious values (Amirah Diniaty et al, 2017). This leads to all courses in PTKIN as the center of attention, especially the religiosity of the students.…”

“…Interesting from the results of these studies, it turns out that there are variations where on the one hand, there is no difference in the religiosity of students at religious and non-religious tertiary institutions (Komariyah, 2018), but other studies have found students at PTKIN have a high level of religiosity compared to students studying at State Public Universities (PTUN) in the aspect of religious or intellectual knowledge from five aspects, namely aspects of belief, aspects of religious practice, aspects of experience, aspects of religious knowledge, and aspects of consequences (Silahudin, 2016). Another version, the research findings of Amirah Diniaty (2017) that graduates from the education faculties at PTUN are considered by stakeholders to be better in social, personality and professional competence than graduates from the Tarbiyah and Teacher Training faculties at PTKIN.…”