Meningkatkan Profesionalisme Guru: Sebuah Harapan

Muhson, Ali

doi:10.21831/jep.v1i2.665

Cited by 39 publications

(41 citation statements)

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“…Based on the background of this study problem that teacher professsionalism is one of the benchmarks of the quality of education (Muhson, 2004). In addition, teacher competence has an important role in the teaching and learning process (Bustari, 2010).…”

Section: Introductionmentioning

confidence: 99%

Motivation and innovation role of school’s principal in improving teacher professionalism

Nellitawati

2018

COUNS-EDU

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The main purpose of this study is to determine the motivation and innovation role of principals in improving the professionalism of teachers at SMK Negeri in Padang City. The design of mixed methods. A total of 261 teachers were included as respondents to answer the distributed questionnaires, and a total of 12 respondents were included in the interview, consisting of principals and expert teachers. The findings indicate that the main role in improving the professionalism of teachers is still at a moderate level. This study also shows that the role of principal motivation and innovation has a significant influence in improving the professionalism of teachers in teaching and learning. Based on qualitative results determined that the role of principal motivation and innovation is an important factor to improve the professionalism of teachers. This study emphasizes that the role of principal motivation and innovation in enlightening teacher professionalism is an absolute factor.

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Section: Introductionmentioning

confidence: 99%

Motivation and innovation role of school’s principal in improving teacher professionalism

Nellitawati

2018

COUNS-EDU

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“…This finding agrees with the study [18] in upgrading teacher's professionalism, the school facilitated development of various kinds of training programs, such as seminars, workshops, ugradings, and the like. Further, in increasing teacher's professionalism according to [19] such programs can be implemented through in-service training. Education and training programs are one effort to increase teacher's professionalism [20].…”

Section: Discussionmentioning

confidence: 99%

“…This finding is contrary to the study Utami in [21], which found that Teacher's Commitment was directly and significantly affecting teacher's professionalism by contributing 22.40%. The result of anther study in [19][20][21] also found that the teacher's commitment affected positively and significantly on teacher's performances. It is, however, understood because the researchers did not place personal development and autonomy in the model under their studies.…”

Section: Discussionmentioning

confidence: 99%

Increasing Primary School Teacher’s Professionalism through Professional Teacher Education (PPG) Program to Create Child-Friendly Schools as Viewed from Autonomy, Commitment, and Self-Development

Slameto¹,

Mawardi²,

Relmasira³

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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Improving teacher's professionalism to create Child-Friendly Schools plays a very important role. One way to upgrade this ability is through Professional Teacher Education (PPG) program. The objective of this research is to measure the level of effectiveness of the programto increase teacher's professionalism in order to create Child-Friendly Schools and to find determinants for the program effectiveness, namely, teacher's commitment, autonomy, and self-development. The research obtained data from 31 teacher participants of the program. This research is the inferential quantitative research. The data collection was done by a scoring scale consisting of 23 items already tested valid and reliable. Data processing used SPSS version 20. This research revealed that the level of effectiveness of the PPG program, which was administered by Rayon 112 State University of Semarang in the effort of improving the teachers' professionalism to create Child-Friendly Schools, was at the high level; and two models of internal factors were also found, i.e., (1) self-development and (2) teachers' autonomy at the same time. Teacher's commitment, however, was excluded from the model.

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“…Peran Pendidik PAUD dalam melaksanakan pembelajaran pada Kelompok Bermain, Pos PAUD maupun bentuk pendidikan anak Usia Dini lainnya memang dituntut bertindak profesional, dalam artian bahwa peran pendidik PAUD sebagai pelaksana teknis fungsional dalam kegiatan pembelajaran mempunyai tugas untuk melaksanakan kegiatan pembelajaran pada pendidikan anak usia dini secara profesional sesuai dengan norma seorang pendidik. Hal ini sependapat dengan Muhson (2004) dan Tanang & Abu (2014) bahwa peran dan posisi strategis seorang guru adalah senantiasa meningkatkan kemampuan profesionalnya dalam menjalankan tugas dan kewajiban dalam meningkatkan kualitas sumber daya manusia. Peran sebagai pelaksana teknis di lapangan, maka peran pendidik PAUD yang profesional adalah pendidik yang mampu melaksanakan dan menciptakan program sesuai dengan potensi daerah, serta sesuai dengan kebutuhan masyarakat yang secara alamiah memiliki perbedaan-perbedaan dan keinginan.…”

Section: Pendahuluanunclassified

Hubungan Profesionalisme Pendidik Pendidikan Anak Usia Dini dengan Efektivitas Pembelajaran PAUD di Kota Gorontalo

Zubaidi

2020

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Profesionalisme pendidik mempunyai hubungan yang erat dengan efektivitas pembelajaran pada pendidikan anak usia dini. Penelitian ini akan melihat apakah ada hubungan antara profesionalisme pendidik pendidikan anak usia dini dengan efektivitas pembelajaran PAUD di Kota Gorontalo. Tujuan penelitian ini adalah mengetahui hubungan antara profesionalisme pendidik PAUD dengan efektivitas pembelajaran PAUDdi Kota Gorontalo. Penelitian ini menggunakan pendekatan penelitian kuantitatif, dengan analisis data menggunakan analisis statistik. Hasil penelitian ini menunjukkan bahwa profesionalisme pendidik PAUD mempunyai hubungan yang signifikan dengan efektivitas pembelajaran dan hubungan tersebut mempunyai nilai yang tinggi. Karena itu, dari hasil penelitian ini direkomendasikan kepada para pendidik PAUD untuk meningkatkan profesionalisme melalui peningkatan keterampilan baik melalui diklat PAUD maupun peningkatan kualifikasi pendidikannya.

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Meningkatkan Profesionalisme Guru: Sebuah Harapan

Cited by 39 publications

References 0 publications

Motivation and innovation role of school’s principal in improving teacher professionalism

Motivation and innovation role of school’s principal in improving teacher professionalism

Increasing Primary School Teacher’s Professionalism through Professional Teacher Education (PPG) Program to Create Child-Friendly Schools as Viewed from Autonomy, Commitment, and Self-Development

Hubungan Profesionalisme Pendidik Pendidikan Anak Usia Dini dengan Efektivitas Pembelajaran PAUD di Kota Gorontalo

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