Manajemen Sumber Daya Manusia

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Research methods in social relations

Educational Administration: Theory, Research, and Practice

Professional competence is competence related to the ability to master the knowledge  Teachers' pedagogical competence is the ability to manage learning , which includes planning , implementation and evaluation of learning outcomes of learners  These competencies should be owned by every teacher in order to achieve success in learning and teaching  This study aims to determine the effect of professional competence and pedagogical competence against the performance of Junior High School science teacher in Ternate  The method used in this study is a quantitative correlation method  This study was conducted in 9 Junior High School in Ternate  The samples in this study were taken from 61 science teacher of 72 science teachers using proportional stratified random sampling  The data were then analyzed using simple linear regression  The results of this study concluded that professional  and pedagogical competence give positive effect on the performance of Junior High School science teacher in Ternate  To improve the professional competence and pedagogical competence of  junior high science teacher in Ternate , the efforts that need to be done include : educatiing and training on a regular basis , activatig thr MGMPs (the teachers’ forum) , preparing science textbooks , continuing education , optimizing the supervision of principals , training in the use of various science teaching strategies , using of laboratory science training tool , training of IT -based media design and conducting action research Keywords : pedagogical competence , teacher performance

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Professional Competence , Pedagogical Competence and the Performance of Junior High School of Science Teachers

Pendidikan orang dewasa

he study aimed to analyze the implementation main values of Character
Education Reinforcement on the elementary schools located in Semarang. The
study was conducted by using qualitative approach-based descriptive method
with case study design. The data gathering methods that had been implemented
were observation, semi-structured interview, and documentation study. Then,
the data analysis was performed by means of interactive analysis model. For
ensuring the data validity, technique-based and resource-based triangulation
were performed. The results of the study showed that the implementation main
values of Character Education Reinforcement in elementary school on the
values of religion and nationalism have been very good and had also become the
elementary schools’ culture. However, the independence, mutual cooperation,
and integrity have been good but have not been maximally and routinely
implemented by all of the elementary schools’ community members. Despite the
fact that these values have been integrated into the learning activities in the
classroom, the school environment, and the role of surrounding community. The
obstacles that have been found are the limited school facility, the violation
toward the school’s regulation, the parental abandonment, and the influence of
surrounding community. The solutions for overcoming these obstacles might be
that the schools should establish cooperation with the parents through the
provision of additional prayer equipment in the classroom, the school should
play the national anthems more often prior to the beginning of the teaching-
learning process, the school should give penalty to the students who violate the
school regulation, the school should give awards to the students for their role-
modelling activities, the school should give direction to the students’ parents,
and the school should provide role model, habituation, and monitoring on the
students’ daily activities through their parents.

The Implementation Main Values of Character Education Reinforcement in Elementary School

Tujuan penelitian ini adalah untuk mengetahui kompetensi profesional, kompetensi pedagogik ilmu guru, persepsi siswa tentang proses belajar, dan kontribusinya terhadap persiapan pemeriksaan materi subjek ilmu pengetahuan nasional di SMP dan MTs Banjarbaru kota. Sampel penelitian ini adalah salah satu guru IPA dan kelas-nya dari setiap sekolah. Pengumpulan data penelitian ini menggunakan tes dan kuesioner. Analisis data menggunakan regresi dan trace analysis. Hasil penelitian menunjukkan kompetensi profesional rendah dari guru dan persepsi siswa adalah sedang. Ada kontribusi langsung dari kompetensi profesional kepada siswa guru-guru ilmu persepsi tentang proses belajar, besarnya adalah 52,7% sebesar 5% dari tingkat signifikansi 0,576 dengan koefisien trace analysis. Ada kontribusi langsung dari kompetensi profesional kepada siswa guru-guru ilmu hasil belajar, jumlahnya 54,5% sebesar 5% dari tingkat signifikansi 0,504 dengan koefisien analisis jejak. Kompetensi pedagogis memberikan 36,2% menjadi persepsi siswa dan 39,1% menjadi subjek ilmu skor belajar peduli hasil. Persepsi siswa memberikan nilai 39% . Saya sarankan para guru untuk memperdalam pemahaman mereka dalam belajar penguasaan teori, perancah pembelajaran yang inovatif, strategi belajar dalam hal ilmu pengetahuan subjek dan penilaian nilai hasil belajar siswa. Guru diharapkan untuk dapat membimbing siswa untuk melakukan belajar mandiri sehingga dengan demikian dapat mengurangi pengaruh kompetensi guru terhadap skor hasil belajar siswa. The purposes of this study are to know the professional competence, science teachers’ pedagogical competence, student’s perception about learning process, and its contribution to the preparation of science subject matter national examination at SMP and MTs Banjarbaru city. The samples of this study are one science subject matter teacher and his or her class from each school. The data collection of this study employs test and questionnaire. The data analysis use regression and trace analysis. The result of this study shows low professional competence of the teacher and students’ perception is moderate. There are direct contributions of the science teachers’ professional competence to the students’ perception about learning process, the amount is 52.7 % at 5% of the significance level with 0.576 of the trace analysis coefficient. There are direct contributions of the science teachers’ professional competence to the students’ learning result, the amount is 54.5 % at 5% of the significance level with 0.504 of the trace analysis coefficient. Pedagogical competences give 36.2% to the students’ perception and 39.1% to learning science subject matter result score. Students perception give 39% to the science subject matter result score. I suggest the teachers to deepen their understanding in learning theory mastery, scaffolding of innovative learning, learning strategy in science subject matter and assessment of students’ learning result score. The teacher is expected to be able to guide the student to do autonomous learner so thus it can decrease the influence of teacher competence to the students’ learning result score.

Kompetensi profesional, pedagogik guru ipa, persepsi siswa tentang proses pembelajaran, dan kontribusinya terhadap hasil belajar ipa di smp/mts kota banjarbaru

Learning strategies have an important role in implementing learning for the success. Informal learning strategies are used to facilitate Tahfidzbased learning and character in elementary schools that use a informal education system. The Hanifah Semarang Primary School in the process of implementing those strategies profit informal learning that is different from elementary schools in general. This Elementary School has its own advantages, because students have the ability to memorize the Qur'an and the formation of character that do not exist in elementary schools in general. The purpose of this study was to discover informal learning strategies that carried out as well as to have knowledge of the differences with elementary schools in general. The focus of this study discusses Tahfidz-based models, methods and non-formal learning techniques. This study uses qualitative research approach with data collection techniques using the method of observation, interviews and documentation. As for the process of data analysis with stages data collection, data reduction, data presentation, and conclusion and verification. The results of this study are informal learning strategies carried out in elementary schools by prioritizing recitation of the Qur'an and character, this is what distinguishes elementary school learning in general, which only prioritizes subjects.

Non-Formal Learning Strategy Based On Tahfidz And Character In The Primary School

Penelitian ini bertujuan mengetahui jenis program yang dikembangkan PKBM di Jawa Tengah dalam menanggulangi kemiskinan melalui pendidikan nonformal, peran PKBM, hambatan dan dukungan bagi PKBM dalam menyelenggarakan programnya. Pendekatan penelitian menggunakan deskriptif kualitatif, metode pengumpulan data menggunakan teknik observasi, wawancara dan dokumentasi. Sampel penelitian menggunakan metode multiple stage random sampling . Sampel didapatkan 6 PKBM yang ada di Jawa Tengah. Teknik keabsahan data menggunakan triangulasi sumber, metode dan teori. Teknik analisis data melalui pengumpulan data, reduksi penyajian data dan penarikan kesimpulan. Hasil yang didapatkan jenis program yang dikembangkan PKBM di Jawa Tengah dalam menanggulangi kemiskinan adalah program PAUD, Keaksaraan, Kesetaraan, Kursus dan Pelatihan, KBU, Magang dan program lain. Program Kesetaraan, Kursus dan Pelatihan, serta KBU memiliki posisi dominan. Jenis program paling banyak dikembangkan adalah program kursus dan pelatihan. Adapun peran PKBM yaitu sebagai pusat informasi, belajar masyarakat, pendidikan dan latihan keterampilan serta adanya kemandirian masyarakat yang terbentuk. Hambatan internal belum terpenuhinya penyelenggaraan full beasiswa bagi semua warga belajar dan sulit mencari tutor yang diidealkan. Hambatan eksternal minimnya akses sumber keuangan serta persaingan pemasaran produk. Dukungan internal berupa komitmen yang tinggi dari semua pengelola serta budaya kerja secara kekeluargaan. Dukungan eksternal berupa berbagai dukungan baik dari pihak pemerintah, swasta, berbagai mitra kerja serta media massa yang ikut serta dalam publikasi.

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Peran Pusat Kegiatan Belajar Masyarakat dalam Menanggulangi Kemiskinan melalui Pendidikan Nonformal di Jawa Tengah

Tujuan penelitian ini adalah menjelaskan keefektivan acuan pedagogi dan andragogi sebagai upaya perbaikan pelaksanaan pembelajaran pendidikan kesetaraan paket A, B dan C. Desain penelitian adalah penelitian tindakan praktis (practical action research. Populasi penelitian adalah tutor pendidikan kesetaraan kejar Paket A, Paket B dan Paket C di Kota Semarang yang masih aktif. Sampel ditetapkan secara purposive random sampling.Teknik pengumpulan data adalah observasi,Â  wawancara, dan dokumentasi,Â  analisis data dengan deskriptif kualitatif dan statistik uji t test. Hasil penelitian menunjukkan mayoritasÂ  tutor telah dapat menerapkan acuan pedagogi dan andragogi pada tahap perencanaan, pelaksanaan dan evaluasi pembelajaran dengan baik. Respon tutor terhadap acuan adalah secara substansi kurang operasional, belum dikaitkan dengan konteks masalah yang beragam, masih bersifat teoritis. Tutor dituntut mengembangkan kreativitasnya untuk mampu menerapkan acuan. Dari segi teknis penulisan pengorganisasian ide, sangat runtut, utuh sehingga mudah dibaca dan dipahami. Penerapan acuan dalam pengelolaan pembelajaran efektif untuk meningkatkan kompetensi peserta didik. Kata Kunci : pedagogi; andragogi; pendidikan kesetaraan paket A, B dan C

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Tri Joko Raharjo

Papers

The Implementation Main Values of Character Education Reinforcement in Elementary School

Kompetensi profesional, pedagogik guru ipa, persepsi siswa tentang proses pembelajaran, dan kontribusinya terhadap hasil belajar ipa di smp/mts kota banjarbaru

Non-Formal Learning Strategy Based On Tahfidz And Character In The Primary School

Peran Pusat Kegiatan Belajar Masyarakat dalam Menanggulangi Kemiskinan melalui Pendidikan Nonformal di Jawa Tengah

Penerapan pedagogi dan andragogi pada pembelajaran pendidikan kesetaraan kelompok belajar paket a, b, dan c di kota semarang