Pengaruh Kualifikasi Akademik dan Pengalaman Mengajar terhadap Profesionalisme Guru

Alamsyah, Muhammad; Ahmad, Syarwani; Harris, Helmi

doi:10.37985/joe.v1i3.19

Cited by 15 publications

(14 citation statements)

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“…However, relatively few researches on the professionalism of early childhood teachers related to academic qualifications and work experience have been conducted. Researches that are similar to this research tried to see the professionalism of early childhood teachers, especially about the efforts of teachers in developing the Education Unit Level Curriculum based on the 2013 Curriculum (Danur and Nurhafizah, 2019), teacher professionalism to improve the quality of learning (Bali Literature, 2016), teacher professionalism based on academic qualifications and tenure at the primary and secondary education levels (Alamsyah et al, 2020;Putri Komalasari, 2014). Meanwhile, according to some previous literature, teacher professionalism is essential to be developed to motivate and improve early childhood learning outcomes (Armani and Margunani, 2017;Marlina et al, 2020;Puspitasari et al, 2021;Syaifulloh, 2017).…”

Section: Introductionmentioning

confidence: 93%

Early Childhood Teacher Professionalism Based on Academic Qualifications and Work Experience

Syafril

Kurniawati

Jatmiko

et al. 2020

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This study aims to analyze the professionalism of early childhood teachers in mastering the material based on academic qualifications and work experience. The approach to research sequential explanatory mixed methods design; The first phase using descriptive quantitative involving 57 teachers, data were collected through a questionnaire, analyzed descriptively and inferentially assisted by SPSS version 26.0. The second phase used a holistic multi-case study involving six school principals, data were collected through in-depth interviews and analysis documents, analyzed interactively with the assistance of Nvivo 12.0. The results showed that there was no difference in teacher professionalism based on academic qualifications and work experience. The second phase finds; teacher professionalism is not only influenced by academic qualifications and work experience, teacher professionalism is also influenced by various professional trainings that have been attended, and prospective teachers who choose the early childhood education programs major do not fully understand the substance of the lecture program related to their professionalism.

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Section: Introductionmentioning

confidence: 93%

Early Childhood Teacher Professionalism Based on Academic Qualifications and Work Experience

Syafril

Kurniawati

Jatmiko

et al. 2020

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“…From the teaching experience of the teachers, Krakehl et al (2020), added that physics teachers' years of teaching experience have a significant effect on increasing students' achievement, compared to teachers with less experience, which will lead to low students' achievement. According to Alamsyah et al (2020), teachers' teaching experience significantly influences the students learning achievement because it significantly influences the teachers professionalism. It demands that the teacher utilize all teaching and learning facilities professionally.…”

Section: ) the Utilization Of Science Laboratory Facilities By The Te...mentioning

confidence: 99%

“…It means that the utilization of science laboratory facilities significantly affects students' learning outcomes. Alamsyah et al (2020), elaborated that teacher's teaching experience influences the students' learning outcomes because it significantly influences the teacher's professionality. It demands that the teacher utilize all teaching facilities professionally.…”

Section: July 2022mentioning

confidence: 99%

Impact of laboratory facilities access in Kwara State, Nigeria on student performance in upper basic schools

Abidoye

Adedeji

2022

mangiferaedu

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The low learning outcomes of students caused by the underutilization of science laboratory facilities in some Kwara State Upper Basic Schools need to reveal. Thus, this research aimed 1) to analyze the effect of science laboratory utilization by the teachers and their experience on the students' learning outcomes, 2) to analyze the effect of science laboratory utilization by male and female teachers on the students learning outcomes, and 3) to analyze the effect of science laboratory utilization by experienced teachers to the students' learning outcomes. It is ex post facto research with multiple linear regression analysis due to its two independent variables. This research took both public and private upper primary school teachers in Kwara State, Nigeria, as the population. Forty-seven Public and Private Upper Basic Schools in all parts of the state are taken as samples randomly in this research. There were 100 basic science teachers taken as respondents. This research reported that 1) teachers’ utilization of science laboratory based on gender and experience in teaching science simultaneously influence students' learning outcomes with value Sig. 0,00 < 0,05, 2) the utilization of the science laboratory by the male and female teachers did not significantly influence the students' learning outcomes, with value Sig. Equal variances assumed 0,017 < 0,05, and 3) the utilization of a science laboratory by experienced teachers in teaching basic science significantly influenced one student’s learning outcomes.

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“…To become a professional teacher in the world of education, of course, depends heavily on the skills and level of education that he pursues, because the position of teacher is one of the professional positions. Professionals point to a job or position that demands professional expertise, responsibility, and loyalty (Alamsyah et al, 2020). A profession in theory cannot be done by just anyone who is not trained.…”

Section: Pendahuluanmentioning

confidence: 99%

The Importance of the Role of Teacher Professionalism in the 21st Century Education Process at SD Segoroyoso Bantul Yogyakarta

Muzfirah

2021

Riset_Konseptual

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Education is currently in the era of education 4.0 or can be called 21st century education. Where the educational process changes so rapidly with the help of technology. Teachers play an important role in carrying out functions and realizing national educational objectives. The purpose of this research is to see how and to what extent teacher self-reflection has contributed to educational development efforts in the 21st century as a professional teacher. This study involved 2 teachers at SD Segoroyoso Bantul. Where the 2 teachers are already certified and some are not yet certified. The method used is descriptive qualitative method with data retrieval using interviews and documentation. The results of the study can be stated that to become a professional teacher does not have to be certified first. Important components to becoming a professional teacher are 24 teacher administration, 4 teacher competencies (pedagogic, personality, professional, social), understanding the role of the teacher profession, and also understanding learning in the 21st century (education era 4.0).

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Pengaruh Kualifikasi Akademik dan Pengalaman Mengajar terhadap Profesionalisme Guru

Cited by 15 publications

References 0 publications

Early Childhood Teacher Professionalism Based on Academic Qualifications and Work Experience

Early Childhood Teacher Professionalism Based on Academic Qualifications and Work Experience

Impact of laboratory facilities access in Kwara State, Nigeria on student performance in upper basic schools

The Importance of the Role of Teacher Professionalism in the 21st Century Education Process at SD Segoroyoso Bantul Yogyakarta

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