Pengaruh Jenjang Pendidikan, Pelatihan, Dan Pengalaman Mengajar Terhadap Profesionalisme Guru Sma Muhammadiyah Di Kabupaten Kebumen

Eliyanto, Eliyanto; Wibowo, Udik Budi

doi:10.21831/amp.v1i1.2321

Cited by 17 publications

(15 citation statements)

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“…When the hours of flying or teaching hours of the teacher are more than 7 years, the level of professionalism in carrying out the learning is of course also better than teachers who have little teaching experience. This is in accordance with the results of research found by Eliyanto and Wibowo which stated that teaching experience has a positive and significant influence on teacher professionalism [5].…”

Section: Discussionsupporting

confidence: 93%

“…Meanwhile, 22.22% of teachers already have a Master's certificate. Based on the results of research conducted by Eliyanto and Wibowo, it is stated that the level of education and training does not have a significant effect on teacher professionalism [5]. This shows that the level of education, both undergraduate and masters, has no effect on the quality of learning built by the teacher.…”

Section: Discussionmentioning

confidence: 99%

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Creativity of Junior High School Teacher in Learning in the Time of Covid-19

Mahanani¹,

Umayaroh²,

Roebyanto³

2020

Proceedings of the 1 St International Conference on Information Technology and Education (ICITE 2020)

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Covid-19 has made the education order change. One form of change is the learning system that was originally done faceto-face, now it has turned into a network. Various actions have been taken in order to reduce the number of citizens who are indicated by Covid-19, including learning from home. This study aims to provide an overview of the creativity of junior high school teachers in developing learning during the Covid-19 period. The research method used is quantitative with descriptive qualitative research type. The data collection technique is done using a questionnaire / questionnaire. The data analysis technique uses the percentage technique. The results showed that most junior high school teachers have used certain applications in carrying out online learning, namely WhatsApp, Facebook, Instagram, and YouTube. Their creativity lies in the content of these media as well as the way teachers package learning by utilizing these media or applications.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Creativity of Junior High School Teacher in Learning in the Time of Covid-19

Mahanani¹,

Umayaroh²,

Roebyanto³

2020

Proceedings of the 1 St International Conference on Information Technology and Education (ICITE 2020)

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“…In addition to mastering technology, groups of teachers with <10 years of teaching experience have the ability to develop student activities and tasks by involving the use of technology, being able to use computer applications in accounting learning (such as the use of MYOB Accounting software, Accurate software, and the application of the Village Financial System (Siskeudes) as well as skillfully using internet facilities to communicate with students. This is in accordance with the results of research conducted by Lin et al [10], Jang and Tsai [9], Ozudogru and Ozudogru [8], Jang and Tsai [16], Eliyanto and Wibowo [17] which stated that teaching experience affects teacher competency and TPACK mastery.…”

Section: Resultssupporting

confidence: 92%

Exploring the Technological Pedagogical and Content Knowledge (TPACK) of Vocational High School’s Accounting Teachers

Mudrikah¹,

Santoso²,

Astuti³

2021

Proceedings of the 3rd International Conference on Economics, Business and Economic Education Science, ICE-BEES 2020, 22-23 Jul

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This study aims to discover the level mastery of Technological Pedagogical and Content Knowledge (TPACK) of vocational high schools in Kebumen and to find out the difference in the TPACK mastery level of accounting teachers based on gender, education level, and teaching experience. The research method used is the descriptive method with a quantitative approach. The population in this study is all accounting teachers as many as 65 people, and the instrument used was questionnaire. The results show that all TPACK of the Accounting teachers are in a good category; there is no difference in the mastery of TPACK between male and female teachers. In addition, there is a difference in TPACK mastery from teachers' level of education except in PK and PCK. Based on teaching experience, there is a significant difference in TK, TCK, and TPK. From the results of this study, it can be concluded that the Accounting teachers of vocational high schools in Kebumen have a good category level of mastery of TPACK that has been implemented in the learning process. Besides, there is no difference in the mastery of TPACK from gender, and there are differences in terms of education level and teaching experience.

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“…Penerapan model pelatihan ini berdampak pada tingginya minat peserta terhadap pembelajaran BIPA, baik di dalam negeri maupun luar negeri. Hal itu mengakibatkan banyaknya pengajar dan kesiapan pengajar BIPA yang ada di Bengkulu untuk mengajar BIPA sehingga semakin kompetetif dan profesional dalam mengajar BIPA (Eliyanto & Wibowo, 2013;Rahmawati, 2015;Rakib dkk., 2016;Fitria dkk., 2019). Selain itu, profesional mengajar bahasa Indonesia akan semakin baik dan berkualitas serta lebih peduli terhadap pemakaian bahasa Indonesia.…”

Section: Pembahasanunclassified

Kemampuan Mengajar Pengajar BIPA (Bahasa Indonesia bagi Penutur Asing) dalam Pelatihan Tingkat Dasar se-Kota Bengkulu melalui Model Induktif Partisipatif

Arono¹,

Yunita²,

Kurniawan³

2021

Silamparibisa

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Setiap guru yang terlatih dalam mengajar dipengaruhi oleh pengalaman dan intensitas berlatih dalam mengajar. Namun, dalam kenyataannya masih terdapat guru yang kadangkala sudah lama megajar, tetapi masih kurang terlatih dalam melakukan praktik mengajar yang profesional apalagi dalam mengajar BIPA. Penelitian ini bertujuan mendeskripsikan kemampuan mengajar pengajar BIPA tingkat dasar dengan model induktif partisipatif. Metode penelitian ini menggunakan metode deskriptif kualitatif. Teknik pengumpulan, yaitu observasi, tes, angket, wawancara, dan praktik mengajar. Teknik analisis datanya, yaitu rekapitulasi, tabulasi, analisisvdan deskripsi, dan pencatatan atau transkripsi. Uji keabsahan datanya dengan triangulasi. Adapun hasil dari penelitian ini, yaitu penguasaan pemahaman materi BIPA oleh peserta pelatihan sebelum pelatihan (rata-rata 65.12) dan sesudah pelatihan (85.68) mengalami peningkatan sebesar 21%. Aspek yang menjadi indikator penguasaan peserta dalam penguasaan materi BIPA, yaitu metodologi, bahan ajar, media, RPP, dan evaluasi. Kemampuan mengajar peserta dalam mengajar BIPA tingkat dasar sudah baik (4.09). Namun, ada beberapa aspek yang perlu dicermati dalam kemampuan mengajar BIPA walaupun sudah baik, seperti aspek proses penilaian (3.91) dan refleksi dan rangkuman (3.79). Keberhasilan itu dilakukan dengan model pelatihan induktif partisipatif dengan mengikuti enam tahap, yaitu pembinaan keakraban, identifikasi, perumusan tujuan dan diskusi kelompok, penyusunan program, proses pelatihan, dan penilaian proses pelatihan. Model induktif partispiatif yang diterapkan akan menghasilkan kemampuan mengajar yang lebih baik bila disajikan secara sistematis maupun bertahap atau disesuaikan dengan materi pelatihan.

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Pengaruh Jenjang Pendidikan, Pelatihan, Dan Pengalaman Mengajar Terhadap Profesionalisme Guru Sma Muhammadiyah Di Kabupaten Kebumen

Cited by 17 publications

References 0 publications

Creativity of Junior High School Teacher in Learning in the Time of Covid-19

Creativity of Junior High School Teacher in Learning in the Time of Covid-19

Exploring the Technological Pedagogical and Content Knowledge (TPACK) of Vocational High School’s Accounting Teachers

Kemampuan Mengajar Pengajar BIPA (Bahasa Indonesia bagi Penutur Asing) dalam Pelatihan Tingkat Dasar se-Kota Bengkulu melalui Model Induktif Partisipatif

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