Suchergebnisse

Kecerdasan intelektual anak dapat dilihat dari kemampuan memecahkan masalah, intelegensi verbal, dan intelegensi praktis yang dijelaskan sebagai, Kemampuan memecahkan masalah kemampuan memecahkan masalah yaitu mampu menunjukkan pengetahuan mengenai masalah yang dihadapi, mengambil keputusan tepat, menyelesaikan masalah secara optimal, menunjukkan fikiran jernih. Intelegensi Verbal Intelegensiverbal yaitu kosa kata baik, membaca dengan penuh pemahaman, ingin tahu secara intelektual, menunjukkan keingintahuan. Intelegensi Praktis Intelegensi praktis yaitu tahu situasi, tahu cara mencapai tujuan, sadar terhadap dunia sekelilingnya, menujukkan minat terhadap dunia luar. lembaga pendidikan formal sebagai wadah resmi pembinaan generasi muda diharapkan dapat meningkatkan peranannya dalam pembentukan kepribadian peserta didik melalui peningkatan intensitas dan kualitas pendidikan karakter. sekolah harus mampu menerima nilai-nilai politik, budaya, moral, adat, ajaran agama, ataupun nilai-nilai lainnya yang dikehendaki. Proses perebutan pengaruh tersebut dapat dilakukakan melalui lembaga-lembaga sosial masyarakat, termasuk lembaga pendidikan. Kata kunci: Kompetensi, Pedagogik

Teachers are required to have superior competence in their field, pedagogical competence of teachers is one of the competencies required of every teacher in any field of education and, not least teachers PAI. Increased PAI Teachers Pedagogic Competence in Learning to be more focused and a special concern for Islamic educational institutions in particular and government in general. Teachers who could humanize the character and noble, noble character, and personality superior and dignified exist on teacher PAI, when teachers PAI can not increase the competence of pedagogical, it will affect the students receive knowledge transformation in the learning process, so that learning is considered failed and education became a taboo and is not important in view of the public. Human resource development, especially for teachers of Islamic education is a right answer to straighten out problems in education that has been ensnared education, in order to be repaired morals and manners of generation of people in accordance with the teachings of Islam that is almost swallowed by the times.

Kompetensi tersebut meliputi kompetensi pedagogik dan kepribadian. Tujuan dari penelitian ini untuk menggambarkan persepsi siswa tentang kompetensi pedagogik dan kepribadian guru pada mata pelajaran Pekerjaan Dasar Teknik Otomotif (PDTO). Penelitian ini menggunakan metode deskriptif dengan pendekatan kuantitatif. Sampel penelitian terdiri dari siswa kelas X Program Keahlian Teknik Kendaraan Ringan SMK Negeri 1 Katapang yang berjumlah 100 orang. Teknik pengumpulan data penelelitian dengan menggunakan angket tertutup skala Likert. Berdasarkan hasil temuan dan pembahasan, persepsi siswa pada kedua kompetensi ini berada pada kriteria baik. Persepsi siswa tentang kompetensi pedagogik guru menunjukkan hasil penelitian dalam kriteria baik. Secara rinci, persepsi siswa tentang kompetensi pedagogik guru dibagi menjadi empat indikator yaitu: 1) wawasan kependidikan pada kriteria baik, 2) pengelolaan pembelajaran sebesar pada kriteria baik, 3) pemanfaatan pembelajaran pada kriteria baik, dan 4) pengembangan peserta didik pada kriteria cukup. Hasil temuan dan pembahasan penelitian persepsi siswa pada kompetensi kepribadian menunjukkan hasil pada kriteria baik. Kompetensi kepribadian penelitian dibagi menjadi empat indikator yaitu: 1) berakhlak mulia pada kriteria sangat baik, 2) mantap, stabil dan dewasa pada kriteria baik, 3) demokrasi, arif, bijaksana, dan berwibawa pada kriteria baik, dan 4) jujur dan sportif pada kriteria baik.

ABSTRACT To produce educational outputs that are faithful and pious in accordance with government regulations, teachers are obliged and must have personality, pedagogic, professional and social competencies. With pedagogical competence, teachers will be able and have the ability as well as skills in managing the classroom during learning or teaching and learning interactions with students. spiritual competence in order to provide appropriate teaching to students. Meanwhile, professional competence will make Hulu master the standard of competence and basic competence in each subject or field mastered and make learning creative and innovative and sustainable. Spiritual competence is absolutely owned and controlled by teachers in Indonesia in order to achieve comprehensive national education goals and not only rely on the role of religious teachers. The spiritual competence of the teacher produces a formula that includes the competence of love and compassion, competence of self-confidence, competence of intelligence, competence of fairness, competence of independence, competence of attention, competence of honesty, competence of generosity, competence of patience, competence of gratitude, and competence of cleanliness. Keywords: Teacher Competence, Pedagogic, Professional, Spiritual

IMPROVING TEACHER INNOVATIVITY THROUGH STRENGTHENING PEDAGOGIC COMPETENCIES AND LEARNING ORGANIZATIONSThis study is intended to determine how teachers' innovativeness can be improved by examining the relationship between teacher innovativeness with pedagogical competency variables and learning organizations The study was conducted using correlational statistical methods to determine whether pedagogical competency variables and learning organization have a positive relationship with teacher innovation. Based on these results, an analysis is then performed using the Sitorem Method to derive recommendations and determining the order of priority improvements that need to be implemented. The study was conducted to the government official teachers of State Vocational School located in Bogor Regency where the total study population was 184 and the sample taken was 126 teachers. The results showed that there was a positive relationship between pedagogical competence and teacher innovativeness where the relationship strength ry1 = 0.7655 and there was a positive relationship between learning organization and teacher innovativeness where the relationship strength ry2 = 0.2671. This proved that teacher innovation might be improved through strengthening the pedagogical competencies and learning organizations.

Abstract This study aims to describe the development of self in pedagogical competencies carried out by economic subject teachers as well as supporting and inhibiting factors in developing themselves in the SMA Kota Palembang Model. This study uses a qualitative approach with a case study method. The research subjects were determined using purposive sampling so that three teachers were certified on economic subjects at SMAN 4 Palembang. Data collection techniques used are interviews, and documentation. The data analysis technique uses the Miles and Huberman models. Self-development in the pedagogical competence of the teacher is still focused on the intensive activities held by the school, and has not touched cooperative and independent activities. Supporting factors for self-development are the opportunities provided by Palembang N 4 High School to develop themselves. While the inhibiting factor is the lack of participation from the government for self-development activities and lack of motivation from educators to develop self-competence through independent activities. Abstrak Penelitian ini bertujuan mendeskripsikan pengembangan diri pada kompetensi pedagogik yang dilakukan guru mata pelajaran ekonomi serta faktor pendukung dan penghambat dalam mengembangkan diri di SMA Model Kota Palembang. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian di tentukan menggunakan purposive sampling sehingga diperoleh tiga guru yang tersertifikasi pada mata pelajaran ekonomi di SMAN 4 Palembang. Teknik pengumpulan data yang digunakan yaitu wawancara, dan dokumentasi. Teknik analisis data menggunakan model Miles dan Huberman. Pengembangan diri pada kompetensi pedagogik guru masih terfokus pada kegiatan intensif yang diadakan sekolah, dan belum menyentuh kegiatan kooperatif dan mandiri. Faktor pendukung pengembangan diri adalah kesempatan yang diberikan SMA N 4 Palembang untuk mengembangkan diri. Sedangkan faktor penghambatnya adalah kurangnya peran serta dari pemerintah untuk kegiatan pengembangan diri dan kurangnya motivasi dari pendidik untuk menumbuhkembangkan kompetensi diri melalui kegiatan mandiri

The objective of this study was to know the teachers' pedagogic competence to manage the teaching and learning of IPA at SD Negeri Tamansari 1 Kota Yogyakarta and MIN Kota Yogyakarta II. The research methods of the study is descriptive qualitative. Data were collected through observation, interview, and documentation. Data were validated by using triangulation. Data were analyzed descriptively. The result of data findings shows that the teachers' pedagogic competence to manage the teaching and learning of IPA at SD Negeri Tamansari 1 Kota Yogyakarta is categorized "good". Meanwhile, the teachers' pedagogic competence to manage the teaching and learning of IPA at MIN Kota Yogyakarta II is categorized "poor". The similarity of the teaching implementation for both schools is they try hard to develop a democratic teaching and students' center-based teaching. They have a different teaching method. At SDN Tamansari 1 Kota Yogyakarta, the teachers implement minds-on and hands-on teaching process, that is, the experimental, demonstrational, and observational teaching, while the teachers at MIN Kota Yogyakarta implement theoretical (rote learning) teaching approach. Those differences were caused by some factors, such as: teachers' qualification, teachers' certification and professionalism, and the students' background.

Tulisan ini dimaksudkan untuk mengungkapkan dasar kebijakan kurikulum baru. Pedagogik berusaha menjelaskan dan meluruskan pendapat yang keliru menjadi pemikiran yang realistis. Penelitian ini menggunakan metode studi literatur (kepustakaan). Penelitian ini termasuk jenis penelitian deskriptif kualitatif. Tahap yang dilakukan dalam penelitian ini dengan (1) Mengumpulkan bahan pustaka, (2) Membaca bahan pustaka, (3) Membuat catatan penelitian, (4) Mengolah catatan penelitian dan (5) Menyimpulkan hasil catatan penelitian. Hasil penelaahan kurikulum baru terdapat dampak positif dan negatif yang dihadapi oleh bangsa Indonesia. Ada lima catatan penting dari pemikiran analisis kurikulum (1) Indonesia mengalami neoliberal di dalam pendidikan, (2) Pendidikan dijajah oleh formalisme agama, (3) Menyebarnya paham fundamental agama dan ekonomi, (4) Bergerak dari pedagogik tradisional ke pedagogik kritis, (5) Berperan dalam demokrasi Indonesia.

Adapun yang menjadi tujuan dalam penelitian ini adalah: 1.Untuk mengetahui pemahaman kompetensi pedagogik guru sosiologi dalam meningkatkan hasil belajar siswa kelas X A SMA Pak Kasih Sidas Kabupaten Landak 2.Untuk mengetahui penerapan kompetensi pedagogik guru sosiologi dalam meningkatkan hasil belajar siswa kelas X A di SMA Pak Kasih Sidas Kabupaten Landak 3.Untuk mengetahui kendala kendala apa saja yang dihadapi guru sosiologi dalam kompetensi pedagogik untuk meningkatkan hasil belajar siswa kelas X A SMA Pak Kasih Sidas Kabupaten Landak. Bentuk penelitian yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Dalam penelitian ini metode yang digunakan adalah metode deskriptif. Hasil penelitian menunjukan bahwa kompetensi pedagogik guru pendidikan sosiologi dalam meningkatkan hasil belajar siswa di kelas X A SMA Pak Kasih Sidas Kecamatan Sengah Temila Kabupaten Landak belum maksimal hal ini di buktikan dalam perolehan nilai siswa. Dari jumlah siswa sebanyak 54 orang dalam satu kelas , hanya 17 orang siswa yang tuntas dalam belajar sosiologi. Hal ini perlu mendapat perhatian dari berbagai pihak terutama pihak pemerintah dan pihak sekolah. Selain itu juga, seharusnya pihak sekolah harus betul-betul selektif dalam penerimaan guru terutama dalam latar belakang pendidikan guru yang sesuai sehingga para pendidik harus profesional dalam menjalankan tugasnya sebagai seorang pendidik. Oleh karena itu diharapkan agar kepala sekolah maupun pihak yayasan dapat meanyesuaikan antara latar belakang pendidikan guru dengan mata pelajaran yang akan diajarkan disekolah. Kata kunci : kompetensi pedagogik, hasil belajar Abstract: This research is intended to: 1. Find out the sociology teachers understanding of pedagogical competence in increasing learning outcomes of X A SMA Pak Kasih Sidas in Landak Regency. 2. Find out the application of sociology teachers pedagogical competence in increasing learning outcomes of X A SMA Pak Kasih Sidas in Landak Regency.3. find out the problems faced by sociology teachersinpedagogical competence in increasing learning outcomes of X A Class of SMA Pak Kasih Sidas in Landak Regency. Forms of this research is descriptive qualitative. In this study, the method used is descriptive method. The finding of research showed that pedagogical competence of sociology teachers in improving student learning outcomes in X A class of SMA Pak Kasih Sidas Landak Regency is not maximum in which it is shown by student grades. From 54 students in one class only 17 students who have completed the study of sociology. It needs more attention from many parties, especially the government and the school. Besides, school should be really selective in teachers recruitment, especially in term of background of appropriate teacher so that educators can be professional in carrying out his duties as an educator. Therefore, it is expected that the principal and the foundation can adjust the background of teacher with subjects that will be taught in schools. Keywords : pedagogical, learning outcomes

Tujuan dalam penelitian ini adalah yaitu: Untuk mengetahui gaya kepemimpinan kepala madrasah di MI Al-Khairaat kota gorontalo provinsi gorontalo, mengetahui gaya kepemimpinan kepala madrasah dalam meningkatkan kompetensi pedagogik guru di mi al-khairaat kota gorontalo provinsi gorontalo, mengetahui upaya yang dilakukan kepala madrasah dalam meningkatkan kompetensi pedagogik guru di mi al-khairaat kota gorontalo provinsi gorontalo. Jenis penelitian yang digunakan adalah penelitian kualitatif deskriptif yaitu penelitian yang berusaha menyuguhkan dengan sistematis dan cermat fakta-fakta aktual dan sifat populasi tertentu. Teknik pengumpulan data digunakan metode observasi, wawancara dan dokumentasi. Teknik analisis yang digunakan yaitu reduksi data, Data Display dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa peneliti menarik kesimpulan yaitu: Gaya kepemimpinan Kepala Madrasah di MI Al-Khairaat Kota Gorontalo Provinsi Gorontalo bersifat demokratis, dan selalu menjunjung tinggi keputusan-keputusan yang di sepakati bersama. Sehingganya dalam meningkatkan kompetensi guru khususnya kompetensi pedagogik, karena Kemampuan kompetensi pedagogik merupakan salah satu kompetensi yang wajib dimiliki oleh setiap guru. Semakin baik kompetensi pedagogik guru yang dimiliki tersebut maka semakin baik pula kemampuannya dalam mengelolah pembelajaran. Dimana Kepala Madrasah selalu memotivasi guru, membuka peluang kepada seluruh guru untuk melanjutkan pendidikan dan pelatihan-pelatihan, seminar, dan workshop dengan terbaik dengan peningkatan kompetensi pedagogik guru. Dan menerapkan disiplin serta melakukan supervisi. Implikasi dari hasil penelitian ini bahwa gaya kepemimpinan kepala madrasah yang bersifat demokratis mampu meningkatkan kompetensi guru khususnya kompetensi pedagogik guru, baik dengan upaya pengelolaan dalam pembelajaran ataupun semacamnya, hanya saja dalam meningkatkan kompetensi pedagogik guru perlu adanya penekanan dari kepala madrasah dalam menerapkan kedisiplinan agar peningkatan dapat tercapai dengan baik.

The rapid progress and development of technology and information in the era of the industrial revolution 4.0 has an impact in various fields, such as the impact in the economic, social, political, cultural and educational fields. In learning activities in the world of education, a very important role does not escape from a teacher / educator. Pedagogic competence is one of the concepts designed to be understood and mastered by educators as an important solution in dealing with the problem of Teaching and Learning Activities (KBM). The lack of an educator's innovation about designing and implementing learning activities is still a problem today, especially in the era of the industrial revolution 4.0, it is possible that many educators do not really understand the various media that can be used in the teaching and learning process (KBM) in universities. Besides that, there are still many characteristics of students that are not considered by educators, so that the teaching and learning activities that are carried out are not optimal yet in accordance with the objectives of education. There are various ways that can be held by an educator in improving pedagogical competence itself, such as: participating in educational seminars, participating in PAI subject teacher organizations, increasing willingness by increasing reading and dialogue (discussion) and participating in internal deliberations in the university environmenthigh.

Certification is the process of granting certificates to the teacher to determine the feasibility of a teacher in carrying out her/his duties as agents of school learning. A certificate is provided to educators who have met the requirements of teacher competency test. The results for the West Aceh district showed that it had not reached the standards set by the government. These results did not demonstrate the competence of teachers for each competency. The purpose of this study was to determine the pedagogic competence and professional competence of teachers of mathematics in junior high school Johan Pahlawan sub-district of West Aceh district. Subjects in this study were 11 middle school mathematics teacher at the First State District of Johan Pahalwan West Aceh district. Data were collected through observation and tests. Data were analyzed qualitatively based on indicators of teachers' pedagogical competence and professional competence. The survey results revealed that the pedagogical competence of teachers in preparing lesson plans, implementation of learning and testing were good. Two out of 11 teachers studied had excellent pedagogical competence. In contrast, ten other teachers are still in the category of good, but the test many teachers did not answer the true with an average of fifteen questions that the answer is correct. Professional competence of teachers is still many teachers who are not able to provide answers to the questions given. However, 11 teachers were able to answer very satisfying to items (2), (3), (5), (10) and (11). As for the other as a matter of no one only four teachers who were able to answer correctly, then to question number 10 only three teachers who answered correctly but for a matter that only eight teachers who answered correctly.

This article explores the complex, "contact zone" nature of museums within the context of the current environmental crisis threatening our planet. Historically and even today, museums have engaged in a practice of "monocultural" thinking which is mired in a pretext to neutrality that has advanced the patriarchal capitalist neoliberal status quo and maintained a vision of a human/non-human binary of power, dominance, and control. However, there is also growing evidence that museums are shifting their approaches. Focusing on examples from Canada, we discuss how museums are using exhibitions and pedagogical and community outreach strategies to render visible deeply problematic and global "technofossil" practices, encourage activism through aesthetic engagement, encourage dialogue between community and industry as well as engage in imaginative decolonising initiatives that remap our understandings of who we are and where we need to go. We argue that in taking up environmental issues in politically intentional ways, museums create "oppositional views" that act as pedagogical sites of resistance. ; Preučujemo kompleksno naravo muzejev kot »območij stika« v kontekstu okoljske krize, ki ogroža naš planet. V preteklosti je v muzejih obstajala in tudi zdaj obstaja praksa »monokulturnega« razmišljanja, ki se izdaja za nevtralno, pravzaprav pa podpira patriarhalno kapitalistični in neoliberalni status quo ter ohranja binarij med človeškim in nečloveškim na področju delitve moči, prevlade in nadzora. Vendar pa vse več muzejev spreminja svoj pristop. Osredotočamo se na muzeje v Kanadi, ki z razstavami, pedagoškimi strategijami in vključevanjem lokalnih skupnosti omogočajo prepoznavanje globoko problematičnih globalnih praks »tehnofosilov«. Aktivizem spodbujajo tako, da obiskovalca estetsko pritegnejo, krepijo dialog med skupnostjo in industrijo ter se ukvarjajo z iznajdljivimi pristopi do dekolonizacije, ki na novo rišejo zemljevid našega razumevanja tega, kdo smo in kam gremo. Muzeji, ki intencionalno in politično obravnavajo vprašanja okoljevarstvene problematike, ustvarjajo »opozicijske poglede« in s tem pedagoška prizorišča upora.

n this article, the disciplinary transitions of Pedagogik in Sweden during the last century are examined. The material used includes written expert assessments, inaugural lectures, syllabuses, descriptions of teaching and research duties, governmental reports and research activities. Three different periods are detectable. From the first decade until the mid-century, an embryonic stage of psychometrics and intelligence testing could be observed. From mid-century up to the mid-1970s, a neo-behaviouristic paradigm was growing strong and dominated school research and a new teacher education was launched, supported with professorships in school research. From the mid-1970s up to the turn of the century, research was characterised by a variety of research perspectives and approaches. The conception of the discipline seems to be stable but under development. Parliamentarians searched for another knowledge base for teacher education than Pedagogik at the end of this period. There is evidence of Pedagogik moving towards an interdisciplinary approach, but there are also contradictory movements.

ABSTRAK: Penelitian ini bertujuan untuk: 1) mengetahui penguasaan kompetensi pedagogik guru yang sudah sertifikasi di SMA Negeri 1 Anggeraja dan, 2) Kendala yang dihadapi guru yang sudah sertifikasi dalam pelaksanaan kompetensi pedagogik mengajaranya pada SMA Negeri 1 Anggeraja. Untuk mencapai tujuan tersebut maka peneliti menggunakan teknik pengumpulan data deskripsi Kualitatif dengan proses pengumpulan data menggunakan metode dokumentasi, observasi, dan wawancara. Data yang diperoleh dari hasil penelitian diolah dengan menggunakan analisis kualitatif untuk mengetahui kompotensi pedagogik bagi guru PKn yang sudah tersertifikasi Di SMA Negeri 1 Anggeraja Kabupaten Enrekang. Hasil penelitian menunjukkan bahwa: 1. Penguasaan kompetensi pedagogik guru yang sudah sertifikasi di SMA Negeri 1 Anggeraja tergolong tinggi berdasarkan alat ukur dari penguasaan kompetensi pedagogik yang harus dikuasai guru yang sudah sertifikasi meliputi menguasai karakteristik peserta didik, memanfaatkan TIK untuk kepentingan pembelajaran, dan menyelenggarakan penilaian dan evaluasi proses dan hasil belajar. 2. Kendala yang dihadapi guru yang sudah sertifikasi dalam pelaksnaan kompetensi pedagogik mengajaranya pada SMA Negeri 1 Anggeraja meliputi a) Adanya Guru Yang Tidak Menguasai Teknik Penilaian, b) Adanya Guru Yang Pesimis Terhadap Keadaan Peserta Didik, c) Adanya Kurikulum Yang Selalu Berubah, dan d) Kurang Maksimal Menguasai Teori Dan Prinsip-Prinsip Pembelajaran.Kata Kunci: Pembuatan Sertifikat Hak Atas Tanah ABSTRACT: This study aims to find out: 1) Understanding of the law of the community of Sub-District of Mataran Kecamatan Anggeraja Enrekang Regency in Certifying the Right of Owned Land. 2) Factors that affect Understanding the legal community Mataran Village District Anggeraja Enrekang District in Certifying the Right to Land Owned. 3) Efforts made by the government in providing legal understanding to the community of Sub-District of Mataran Kecamatan Anggeraja Enrekang Regency in Menserkan Hak Hak Tanah Tanah. This research is descriptive qualitative research and data type in this research is primary data and secondary data. Primary data were obtained from several informants selected intentionally with krikteria based on the environment in Tingal Kelurahan Mataran and the community who own and did not have the certificate of land rights. Secondary data were obtained from the Enrekang District Agrarian Land Agency and the literature related to land titling. Data collection in the form of interview and documentation. The result of research shows that: 1) The understanding of community law in Mataran Sub-district in the making of land title certificate is low, generally the informant community does not know about the procedure in making the land title certificate. 2) Factors affecting legal understanding of Mataran society such as lack of people's desire to find out about the legal basis that became the benchmark in the making of land title certificate, cost factor and there is no legal socialization from the government of National Land Agency of Enrekang Regency in making certificate of rights soil. 3) There is no effort made by the government in providing legal understanding, to the community in the certification of rights to land. Keywords: Making Certificate of Land Right