Teachers Pedagogical Competence in School-Based Management: Case Study in A Public Secondary School

Syahruddin, Syahruddin; Ernawati, Andi; Ede, Muhammad Natsir; Rahman, Mohd. Anuar B Abdul; Sihes, Ahmad Johari; Daud, Khadijah

doi:10.11591/edulearn.v7i4.195

Cited by 13 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The first model is School-Based Management (SBM). SBM itself is a development which further enhances the effectiveness of the school by giving all the autonomy to school management and stakeholders school in formulating decisions and managing internally (Syahruddin, 2013). Overall the concept of SBM is very simple, what is emphasized is the ability to manage the school itself.…”

Section: B Competency Development Modelmentioning

confidence: 99%

“…Conceptually, SBM tends to focus on internal schools. The concept of SBM gives principals, teachers, parents and other educating stakeholders to be given good control in financial matters and school priorities, in a larger context SBM gives control over work resources that are in line with school needs (Syahruddin, 2013). In short, SBM provides openness and gives control over the school system.…”

Section: B Competency Development Modelmentioning

confidence: 99%

“…Teachers who have pedagogical competencies will be able to determine what steps and methods of teaching are most appropriate and give meaning to students (Pantic, 2012). Pedagogic competence and professionalism of a teacher when teaching is the main key in developing quality education (Syahruddin, 2013). Thus, the pedagogic competence must be owned by the teacher at this time.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teacher Pedagogic Competency Development Model: A Literature Review

Hartini¹,

Bhakti²,

Hartanto³

et al. 2018

Proceedings of the 5th Asia Pasific Education Conference (AECON 2018)

View full text Add to dashboard Cite

The purpose of this paper is to provide references related to the teacher's pedagogic competency development model. Pedagogic competence is fundamental in education. This is because pedagogic competence is one of the important factors in teaching. Pedagogic competence relates to how a teacher can provide teaching that is not monotonous, fun, creative and meaningful and uses various kinds of media. However, based on several research results, there are still many teachers who have pedagogic competence in the low category. There are still many teachers today who are still teaching using the teacher center method and not the student center, for example, such as the lecture method. On the one hand, the current era can also be said to be an era destructive. This is because technological developments can also threaten existing human resources or teachers. The ability of teachers and teacher quality can be replaced by existing technology. Thus, as a teacher who will face the current era, the need to continue to develop his pedagogical competence. as for the model in developing pedagogic competencies such as field practice activities monitored by supervision, Community-based teacher, mentoring, job-embedded, Online lesson, and so on. Thus, it is expected that with this development the teacher's pedagogical competence can develop optimally so that the quality of education indirectly increases.

show abstract

Section: B Competency Development Modelmentioning

confidence: 99%

Section: B Competency Development Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teacher Pedagogic Competency Development Model: A Literature Review

Hartini¹,

Bhakti²,

Hartanto³

et al. 2018

Proceedings of the 5th Asia Pasific Education Conference (AECON 2018)

View full text Add to dashboard Cite

show abstract

“…Kompetensi ini mempelajari dan mempertanyakan pengetahuan, kemampuan/ keterampilan, dan kinerja pendidik dalam mengelola proses pembelajaran (Syahruddin, Ernawati, Ede, Rahman, Sihes, & Daud, 2013). Ilmu-ilmu yang berlandas pada kependidikan harus dimiliki oleh pendidik sehingga dalam memilih pendekatanpendekatan pembelajaran tetap berbasis pada perihal kemunusiaan yang unik dan universal agar otorisasi pendidik pada "kehendakkehendak" tertentu dapat dihindari.…”

Section: Kompetensi Pedagogikunclassified

Penilaian Formatif Peserta Didik Atas Kompetensi Pendidik Dalam Proses Pembelajaran

Blegur

Wasak

Manu

2017

View full text Add to dashboard Cite

This study aims to assess teachers' competence in learning process. Research used is quantitative approach designed descriptively. The research paticipant are 76 studens determined by proportional stratified random sampling technique (class A to F). The data for teaching competency were collected using questionnaire developed by the Ministry of Education and Culture (2015), involving 28 closed-statements with Likert scale model. The questionnaire was responded on a scale of 5 to 1 (very good/very high/always up to not good/very low/never). All data is processed bydescriptive analysis using SPSS 20.00 for windows. The result is that the 9 courses which are assessed formatively by the participants indicated that the teaching competence is in the very high category (69%) so that it needs to be maintained and developed continuously.

show abstract

“…If further classified specifically for pedagogical abilities, the national average obtained was 48.94 which is below the minimum standard of 55. In addition, several studies relating to the teacher pedagogical abilities still show unsatisfactory results (Rahman, 2014;Syahruddin et al, 2013;Febrianis et al, 2014;Bhakti & Maryani, 2016). Bhakti & Maryani (2016) state that the unsatisfactory results of the competency test put the Teacher Education Institute (TEI) to be the most responsible due to its providing the prospective teacher education.…”

mentioning

confidence: 99%

Developing Pmri Learning Environment Through Lesson Study for Pre-Service Primary School Teacher

et al. 2020

View full text Add to dashboard Cite

Teachers' pedagogical ability contributes significantly to their process and learning performance. To improve it, a development process is needed as long as they are still having their process of education or they are still teacher students. This study aimed to develop a valid and practical PMRI learning environment through lesson study which had a potential effect on improving the pedagogical abilities of pre-service primary school teachers. A design research method of development study type was used in this study consisting of three phases, namely the preliminary, development or prototyping phase, and assessment phase. The research subjects were 32 students of Primary School Teacher Education of Sriwijaya University. The data were collected using walkthrough, observation, documentation, questionnaires, interviews, and tests. The study produced a learning environment with a valid and practical Campus-School (CS) model and had a potential effect on improving teacher students' pedagogical ability. The learning environment was in the form of training on campus and implementation in schools. Based on the data analysis, the learning environment was able to produce pre-service primary education teachers understanding the PMRI through lesson study and design PMRI learning tools through a lesson study. AbstrakKemampuan pedagogik guru memiliki kontribusi yang signifikan dalam proses dan kinerja pembelajaran. Untuk meningkatkannya, proses pengembangan diperlukan sepanjang guru tersebut masih menjalani proses pendidikannya atau masih berstatus calon guru. Penelitian ini bertujuan mengembangkan lingkungan belajar PMRI dengan lesson study yang valid dan praktis serta memiliki efek potensial untuk meningkatkan kemampuan pedagogis mahasiswa calon guru sekolah dasar. Penelitian menggunakan metode design research tipe development studies. Penelitian ini terdiri dari tiga tahap, yaitu tahap preliminary, development or prototyping phase dan assesment phase. Subjek penelitian adalah 32 orang mahasiswa Pendidikan Guru Sekolah Dasar Universitas Sriwijaya. Pengumpulan data dilakukan dengan cara walkthrough, observasi, dokumentasi, angket, wawancara dan tes. Penelitian menghasilkan lingkungan belajar dengan model Kampus-Sekolah (KS) yang valid dan praktis serta memiliki efek potensial dalam meningkatkan kemampuan pedagogis mahasiswa. Lingkungan belajar tersebut berupa pelatihan di kampus dan implementasi di sekolah. Berdasarkan analisis data, lingkungan belajar mampu menghasikan calon guru yang memahami PMRI melalui lesson study serta mampu mendesain perangkat pembelajaran PMRI melalui lesson study.

show abstract

Teachers Pedagogical Competence in School-Based Management: Case Study in A Public Secondary School

Cited by 13 publications

References 0 publications

Teacher Pedagogic Competency Development Model: A Literature Review

Teacher Pedagogic Competency Development Model: A Literature Review

Penilaian Formatif Peserta Didik Atas Kompetensi Pendidik Dalam Proses Pembelajaran

Developing Pmri Learning Environment Through Lesson Study for Pre-Service Primary School Teacher

Contact Info

Product

Resources

About