Pengembangan aplikasi penilaian profil kompetensi pedagogik bedasarkan  matriks peta diri berbasis web

Susanto, Ratnawati

doi:10.29210/020211168

Cited by 3 publications

(4 citation statements)

References 13 publications

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“…Primary data sources are direct data sources given data to data collectors [15]. The primary data in the research were obtained directly by outstanding teachers in 2018 in inclusive schools [16]. While data sources secondary is a source that does not directly provide data to data collector [17].…”

Section: Methodsmentioning

confidence: 99%

Unveiling Pedagogical Competence: Insights from Outstanding Teachers

Hermawati,

Pujaningsih

2023

Proceedings of the International Conference on Intellectuals’ Global Responsibility (ICIGR 2022)

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This qualitative case study aimed to identify the implementation of pedagogical competence by outstanding teachers in 2018, along with their profile, educational background, and efforts in developing their competence. Data were collected through interviews, observations, and documentation. Results showed that these outstanding teachers implemented pedagogical competence by understanding student characteristics through observation, discussions, interviews, counseling, study groups, and implementing student-centered learning and potential actualization activities. They were assessed by the headmaster based on their competencies. The profile of outstanding teachers was characterized by their communication and attitude in teaching, and they had a background in special education and educator certification. The implication of this research is the importance of pedagogical competence for effective teaching and learning and the need to provide opportunities for teachers' professional development to enhance their competence.

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Section: Methodsmentioning

confidence: 99%

Unveiling Pedagogical Competence: Insights from Outstanding Teachers

Hermawati,

Pujaningsih

2023

Proceedings of the International Conference on Intellectuals’ Global Responsibility (ICIGR 2022)

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“…(Davidson 2021). Kompetensi dan peran coach academic menjadi esensial dalam pengukuran pengembangan kompetensi pedagogik guru yang berfokus pada kemampuan guru dalam menerapkan strategi pengetahuan pedagogik, kemampuan reflektif, kecerdasan emosional, pola komunikasi instruksional (Susanto 2021b;Susanto, Syofyan, and Rachmadtullah 2020). Hasil penelitian menunjukkan bahwa kemampuan guru dalam menerapkan model pengembangan kompetensi pedagogik dalam bentuk penerapan strategi pengetahuan pedagogik, kemampuan reflektif, kecerdasan emosional, pola komunikasi instruksional dapat mengentaskan permasalahan rendahnya kompetensi pedagogik guru sebesar 62,7%.…”

Section: Pendahuluanunclassified

Analisis kompetensi dan peran coach akademik terhadap kemampuan guru dalam menerapkan strategi pengembangan kompetensi pedagogik

Susanto

Rozali

2022

JKP

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Penelitian ini bertujuan untuk menganalisis paradigma baru pedagogik dalam kaitan kompetensi dan peran coach akademik terhadap kemampuan guru dalam menerapkan strategi pengembangan kompetensi pedagogik. Menjadi sebuah kajian mendalam terhadap kebutuhan pengembangan kompetensi pedagogik berdasarkan hasil penelitian pengembangan model kompetensi pedagogik pada guru Sekolah Dasar di Kecamatan kebon Jeruk dan Sekolah Menengah Pertama di Kecamatan Grogol Petamburan. Penelitian kuantitatif dan pengolahan data dengan tools Partial least square (PLS). Teknik pengumpulan data menggunakan instumen angket dengan skala likert, Pengambilan sampel dengan sampling jenuh dengan jumlah sampel 29 orang guru. Hasil penelitian menunjukkan bahwa adanya pengaruh dari kompetensi Coach Akademik terhadap peran Coach terkait kemampuan guru dalam menerapkan strategi pengembangan kompetensi pedagogik.

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“…The role in facilitating the success of an interactive learning experience in the classroom cannot be separated from the pedagogic knowledge possessed by the teacher. Agustina, 2019, 2020;Susanto, 2021aSusanto, , 2021b. Pedagogic knowledge is the basis of knowledge and the foundation of teachers related to 3 indicators of the level of ability in implementing: (1) educational philosophy, (2) learning and learning theory (3) child development.…”

Section: Introductionmentioning

confidence: 99%

“…The ability of knowledge about pedagogy becomes the basis for teachers in providing humanistic and educative treatment of learning experiences for students. On the different side, each teacher has a pattern in applying their pedagogical competency model, and the essence of the pedagogical competency model is the teacher's level of ability in managing learning strategies with indicators: (1) the ability to implement reflective abilities, (2) the ability to implement emotional intelligence, and ( 3) the ability to implement instructional communication patterns.. (Sofyani and Susanto, 2019;Agustina, 2019, 2020;Susanto and Rachmadtullah, 2019;Id, 2020;Susanto, Sofyan, et al, 2020;Susanto, 2020Susanto, , 2021aSusanto, , 2021bSusanto, Syofyan, et al, 2021;Susanto, Agustina, Rozali, Yuli Azmi, et al, 2021) The linkage of the two dimensions in the form of the application of pedagogic knowledge and the model of pedagogic competence produced in sustainable research is applied in overcoming the problems of national education against the low pedagogic competence of teachers and is at the same time a tangible manifestation of the ability of teachers to design learning events through experience. (Susanto et al, 2018;Susanto and Rachmadtullah, 2019;Agustina, 2019, 2020;Susanto, Sofyan, et al, 2020;Susanto, 2021a;Susanto, Agustina, Rozali, Yuli Azmi, et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Readiness for learning ability through experiences

Susanto

2022

COUNS-EDU

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Learning through experience is a process that facilitates the ability to experience in observing, thinking, feeling, doing and experimenting for the formation of a 4Cs-based student competency profile (communication, collaboration, creativity, critical thinking and problem solving) which is the basis for the needs of the 4.0 revolution era. The level of student learning readiness through experience is largely determined by the teacher's ability to implement pedagogic knowledge and pedagogical competency models. The purpose of this study was to examine the readiness of students' learning abilities through experiences that were formed through the contribution of the level of pedagogical knowledge abilities and pedagogic competence models from teachers. Quantitative research with data collection instruments using Likert scale questionnaires, data analysis techniques using smart PLS, the population is 220 teachers and 220 students of public and private elementary schools in the region which is in area II of the West Jakarta Municipal Education Sub-Department, DKI Jakarta Province. The sampling technique was done by purposive side. The results showed that: (1) there was a positive and significant contribution to the ability to implement pedagogic knowledge on the pedagogical competency model, (2) there was a positive and significant contribution to the ability to implement pedagogic knowledge on learning through experience, (3) there was a positive and significant contribution to the ability to implement the model. pedagogic competence on learning through experience, and (4) there is a dominant factor from each indicator as a construct forming variables that contribute to learning through experience.

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Pengembangan aplikasi penilaian profil kompetensi pedagogik bedasarkan matriks peta diri berbasis web

Cited by 3 publications

References 13 publications

Unveiling Pedagogical Competence: Insights from Outstanding Teachers

Unveiling Pedagogical Competence: Insights from Outstanding Teachers

Analisis kompetensi dan peran coach akademik terhadap kemampuan guru dalam menerapkan strategi pengembangan kompetensi pedagogik

Readiness for learning ability through experiences

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