Search results

Abstrak Pengabdian kepada masyarakat bertujuan untuk memberikan penyuluhan kepada guru se-kecamatan Bangkinang Kabupaten Kampar Provinsi Riau terkait program Pengembangan Keprofesian Berkelanjutan (PKB). Kegiatan ini diberikan kepada guru baik guru pada jenjang SD, SMP sederajat, SMA sederajat, dan SLB. Pengembangan Keprofesian berkelanjutan yang diberikan kepada guru pada program pengabdian ini terdiri dari 3 kegiatan, diantaranya kegiatan pengembangan diri, kegiatan publikasi ilmiah, dan karya inovatif yang perlu guru lakukan. Melalui kegiatan kepada masyarakat yang diberikan, para guru diharapkan memahami program pemerintah terkait kegiatan PKB dan dapat mengimplementasikan dalam ruang lingkup kerja. Hal ini juga dapat menunjang angka kredit guru untuk kenaikan pangkat bagi guru se-Kecamatan Bangkinang. Kata kunci: Penyuluhan, Program Pengembangan Keprofesian Berkelanjutan, Guru se-kecamatan Bangkinang Abstract Community service aims to educate teachers in the Bangkinang sub-district, Kampar District, Riau Province regarding the Continuing Professional Development (PKB) program. This activity is given to teachers both teachers at elementary, junior high school level, high school equivalent, and SLB. Continuous professional development given to teachers in this service program consists of 3 activities, including self-development activities, scientific publication activities, and innovative work that teachers need to do. Through the activities given to the community, teachers are expected to understand government programs related to PKB activities and can implement them within the scope of work. This can also support the teacher's credit score for promotion for teachers throughout Bangkinang District. Keywords: Counseling, Sustainable Professional Development Program, Teachers in Bangkinang sub-district

This study examined the relationship between mastery goals, including task-based and self-based competence, and positive emotions, engagement, relationship, meaning, and accomplishment (PERMA), which may affect life satisfaction. Mastery goals, PERMA, and life satisfaction were examined using a relationship study model. The current study involved 260 English education programs, with 81 (31.2%) male students and 179 (68.8%) female students. AMOS 18 was used to conduct a confirmatory factor analysis (CFA). The results of the current study demonstrate that task-based competence influences life satisfaction. In contrast, self-based competence was found not to affect life satisfaction. Analysis of SEM revealed significant influences of task-based competence on PERMA and no significant relationships between self-based competence and PERMA. PERMA partially mediates the influence of task-related competence on life satisfaction. The indirect effects of self-based competence on life satisfaction were observed through PERMA as a complete mediator. The novelty of the current research lies in its focus on mastery goals, the target population of college students, and the mediating role of PERMA. These contributions are critical, as teachers or instructors are responsible for developing student well-being and life satisfaction. Doi: 10.28991/ESJ-2023-SIED2-018 Full Text: PDF