Pengaruh Kompetensi Pedagogik Dan Profesional Guru Sekolah Menengah Kejuruan Pasca Sertfikasi Terhadap Komitmen Guru Melaksanakan Proses Pembelajaran

Abstract

The purpose of this research is : (1) to determine if there is influence of pedagogic and professional competence of SMK teachers to teachers’ commitment after certification (2) to determine how much influence of pedagogic and professional competence of SMK teachers to teachers’ commitment after certification. This research is a quantative descriptive research. The data collecting instrument used was questionnaire and data analysis used was multiple regression technique. The result showed : (1) there is a significant effect from pedagogic and professional competence of SMK teachers to teachers’ commitment in study process after certification (2) the percentage of commitment, pedagogic and professional competence of certified teachers are still low on average.

Analisis Kemampuan Pedagogi Guru SMK yang sedang Mengambil Pendidikan Profesi Guru dengan Metode Deskriptif Kuantitatif dan Metode Kualitatif

“…Hasil penelitian ini dapat dijadikan gambaran untuk kedepanya terhadap pembelajaran guru PPG SMK oleh dosen dalam memperbaiki penguasaaan kompetensi pedagogi, karena salah satu upaya untuk mengatasi kendala tersebut yaitu dengan memanfaatkan peran dosen yang dijadikan sebagai role model bagi calon guru pada pelaksanaan perkuliahan. Sejalan temuan penelitian yang dilakukan oleh Ahyanuardi, dkk didapatkan bahwa jumlah guru yang telah mengikuti PPG memiliki kompetensi pedagogi dengan kategori tinggi [16]. Hal ini sangat berpengaruh terhadap peran dosen dalam proses pembelajaran pada mahasiswa PPG.…”

Development of an Acehnese Value-Based Education Implementation Model at SMK Negeri 7

“…Initial professional development is carried out by: (1) limited acceptance of prospective teachers by tracking interests, talents and abilities, (2) intensive, disciplined, directed, regular education and training in LPTKs, (3) provision of residential dormitories, (4 ) financing of all activities and scholarships, (5) apprenticeship in industry and vocational schools, and (6) appropriate work assignments. Further professional development is carried out by: (1) practicing industrial experience, (2) technical competency testing, (3) on-the-job training, (4) being active in professional associations, (5) continuing academic education, (6) providing professional allowances education, and ( 7) financing all professional development activities [16]. These Islamic values should be the spirit that characterizes all aspects of the implementation of education, both in classroom-based learning, the climate of school life, as well as in the context of interaction with community life in general.…”

“…By preparing students psychologically and physically to participate in the learning process and strengthening the character values of Dinul Islam, including tolerance, empathy, friendship, religion, love for the environment, local culture, cleanliness and discipline. In order to achieve this capability, learning in vocational schools needs to be designed in accordance with the demands of the curriculum in an effort to inculcate Acehnese values through production-based training/production-based education and training and Islamic edutechnopreneur learning practices[16] [17].…”

Pengaruh Budaya Belajar Terhadap Hasil Belajar Ketrampilan Komputer Dan Pengelolaan Informasi Siswa Sekolah Menengah Kejuruan Muhammadiyah 1 Padang

“…Temuan ini juga sejalan dengan "keberhasilan siswa atau mahasiswa dalam mengikuti pelajaran atau kuliah banyak bergantung kepada kebiasaan belajar yang teratur dan berkesinambungan" kebiasaan belajar merupakan salah satu faktor internal yang dapat mempengaruhi hasil belajar siswa Selanjutnya [10][11][12][13]…”