ANALISIS KOMPETENSI PROFESIONAL GURU SEKOLAH DASAR NEGERI 001 SUNGAI PINANG

The teacher plays a very important role both in planning and implementing the learning process. Therefore teachers must have professional competence that can support the ability in planning and implementing in the learning process. this research was conducted at SDN 001 Sungai Pinang. The purpose of this study was to determine how much the professional competence of teachers in Sungai Pinang 001 Elementary School. This research is a school action research. Data collection techniques used in this study were questionnaire or questionnaire techniques. From the results of the study showed that, teacher professional competence seen from the indicators mastering the competency standards and basic competencies obtained an average percentage of 71.5% good category. Indicators of developing learning materials that are taught creatively, obtained an average percentage of 75.7% good category. Indicators of developing professionalism in a sustainable manner can be seen that the average percentage reaches 80.6% good category. Indicators utilizing information and communication technology, obtained an average percentage of 81.4% in the excellent category. Based on the results of the above research, it can be concluded that the professional competence of SDN 001 Sungai Pinang Teachers, Hulu Kuantan District, Kuantan Singingi Regency is classified as good

this research was conducted at SDN 020 Serumpun Jaya. The subjects of this study were all teachers in SDN 020 Serumpun Jaya, totaling 9 teachers. The purpose of this study was to determine the role of the principal in improving teacher competency in elementary schools. The data in this study are data about teacher professional competence taken directly from the SDN 020 Serumpun Jaya teacher. The research instrument used was a questionnaire about professional competence. The results showed, indicators of teacher professional competence that is Mastering competency standards and basic competencies of subjects or areas of development that are able to get a score of 80.4 good categories. The second indicator is Developing learning materials that are taught creatively get a 71.3 category good enough. The third indicator, namely Developing professionalism in a sustainable manner by taking reflective actions, scored 77.7 in the good category, and the fourth indicator, Utilizing information and communication technology for communication and self-improvement, scored 61.8 in the good enough category. It can be concluded that the role of the school principal is able to increase the professional competence of SDN 020 Serumpun Jaya teachers.

This article to analyze and describe the speaking ability of non-English department students, Universitas Riau in the academic year 2016/2017 covering pronunciation, grammar, vocabulary, fluency and comprehension. The study was also aimed to describe the activities done by the English lecturer in the teaching and learning process and the difficulties the students had when speaking. Descriptive qualitative method was used in this study participated by twenty participants at the Faculty of Economics Universitas Riau. The data were gathered using observation, an oral test in the form of interview and documentation. The results of the data analysis of the participants’ speaking ability in terms of pronunciation indicated that 11 participants’ pronunciation was in fair category, 7 participants’ pronunciation was in very good category, 2 participants’ pronunciation was in very good category and none of the participants’ pronunciation was in poor and excellent categories. In terms the participants’ speaking ability in grammar, the findings showed that 12 participants’ grammar was in fair category, 6 was in good category, 2 was in very good category, and none was in poor and excellent categories. In terms of the participants’ speaking ability in vocabulary, it was discovered that 2 participants’ vocabulary was in poor category, 4 was in good category, 14 was in fair category, and none was in very good and excellent categories. The participants’ speaking ability in terms of fluency, the findings revealed that 2 participants’ speaking ability was in poor category, 5 was in good category, 13 was in fair category, and none was in very good and excellent categories. Finally, the participants’ speaking ability in terms of comprehension indicated that 2 participants’ comprehension was in poor category, 4 was in good category, 14 was in fair category, and none was in very good and excellent categories

This study is about the analysis of Principal supervision, State Kindergartens in Banjarnegara Regency, aims to find out how the professional competence of kindergarten teachers is in the learning process, the supervision strategy of the Kindergarten Principal, the Implementation. of professional competence of kindergarten teachers in the learning process in kindergarten classes, the learning outcomes of students in kindergarten in the learning process. This research method is descriptive qualitative, namely a research method that uses data in the form of written or spoken language from people and actors that can be observed according to events and situations and conditions that occur, the research subjects are Kindergarten Principals and Kindergarten Teachers, data collection techniques are observation, interviews and documentation. Data analysis techniques are data collection, reduction, presentation, and collection. Research results: 1) The professional competence of Kindergarten teachers in the learning process in Kindergarten classes has improved better after periodic supervision by Kindergarten Principals; 2) The Kindergarten Principal's supervision strategy in improving the professional competence of teachers in the learning process, namely Planning a supervision program, Implementation of supervision carried out in the four Pembina State Kindergartens in order to improve the professional competence of teachers in the learning process: class visits, observations during the learning process, individual and comprehensive discussions about the results of supervision, Evaluation of supervision activities that have been carried out in the form of guidance and direction both individually and comprehensively, 3) Implementation of the professional competence of Kindergarten Teachers can be carried out well, 4) Student learning outcomes in Kindergartens in the learning process have increased.

This study aimed to find out the effect of professional competency, compensation, working climate, and motivation on the performance of vocational teachers in Muaro Jambi Regency. The data were collected through an empirically validated questionnaire from 212 respondents. The variables consisted of professional teacher competency (X1), compensation (X2), and working climate (X3), and one moderator variable; motivation (Y), and one bound variable; teacher performance (Z). Descriptive and inferential analysis technique was used to analyze the data through SPSS and Smart PLS 3.2.7 applications. The results of descriptive analysis illustrated that teacher performance, teacher professional competency, working climate and working motivation in the very high category. At the same time, compensation fell into the good category. The statistical analysis results revealed that teacher professional competency, compensation, and working climate affected teacher working motivation, while professional teacher competency, working climate, and motivation involved teacher performance. Compensation was predicted not to affect teacher performance where P-Value 0.810 was greater than 0.05. Teacher professional competency, compensation, and working climate affected teacher performance through motivation as moderator variables to teacher performance. Professional teacher competency, compensation, and working climate were predicted to have a simultaneous effect on teacher working motivation. Professional teacher competency, compensation, working climate, and motivation were predicted to have a simultaneous effect on teacher performance. It is recommended that vocational school teachers in Muaro Jambi regency improve their performance for better student learning achievement.

This study discusses the Description of Class Teacher Professional Competence at Mi Ma'arif Patalan and his Creativity in Improving the Professional Competence of the Class Teacher. This research is a field work (field work research) with a qualitative approach. Data collection in this study uses observation, documentation, and interviews. Analysis of the data used in this study through data reduction, data display, and verification. Test the validity of the data in this study using triangulation. The results of this study indicate that in general, the professional competence of teachers at MI Ma'arif Patalan which was sampled as many as six teachers by this writer is good enough, but needs to be improved again especially in developing professionalism in a sustainable manner by taking reflective action. Most of the class teachers at MI Ma'arif Patalan have achieved professional competence. That is because teachers creatively seek to improve their professional competence in the following ways: (1) utilize information and communication technology, (2) use reward and punishment learning methods, (3) develop themselves by attending educational seminars and discussions between the teacher, (4) is creative in making learning media, and (5) uses the natural environment as a source of learning.

The author's definition of "professional competence of primary school teachers" is proposed. The key main components of primary school teacher's professional competence are identified: motivational component, content component, operational and activity component, personal component, reflective component. Five criteria of primary school teacher's professional competence are identified: general cultural criterion, general professional criterion, personal criterion, communication criterion, criterion of self-development and self-education. The levels of professional competence of primary school teachers were identified: low level, intermediate level, sufficient level, and high level. The article analyses the structure of primary school teacher's professional competence in the modern educational environment. The structure of primary school teacher's professional competence is periodically modified and adjusted due to the rapid development of science and practice of the XXI century. It has been found that a productive form of education in the XXI century, in which information technologies are closely integrated and technical means of information and communication technologies are used, is the distance learning. The scientific and pedagogical terminology is considered: "model of a specialist". The innovative model of a modern competitive secondary school teacher in the educational environment is compiled and described. The purpose is to theoretically substantiate and experimentally test the model of effectiveness of the formation of professional competences of secondary school teachers in the current conditions of the modern educational environment. Methodology. In order to achieve the goal and implement the objectives of the research methods were used: search and bibliographic method analysis, synthesis, generalisation, systematisation; questionnaire, testing, observation and self-observation. Methods of generalisation and forecasting (to formulate the conclusions of a scientific study). Results. The prospect of the research is to test the professional competences of primary school teachers in the modern educational environment. Practical implications. The scientific and pedagogical work does not exhaust all aspects of the formation of primary school teachers' professional competences in the modern educational environment. Value/originality. The problem of developing primary school teachers' professional competences in the modern educational environment requires further pedagogical research and generalisation.

The article considers the urgent problem of modern higher pedagogical education related to the formation and development of professional competencies of a future teacher. The purpose of the article is to identify, on the basis of analysis of federal state educational standards of higher education, as well as own pedagogical experience of the professional competencies of a future history teacher, which are necessary to improve the quality of teacher training in the process of educational and extracurricular work at a university. The article presents various interpretations of the concept of professional competencies of a teacher presented by both domestic and foreign researchers. Based on the analysis of professional tasks and activities declared in the Federal State Educational Standard of Higher Professional Education and Higher Professional Education (2011, 2014, 2016, 2018). Five professional competencies of a history teacher have been identified. They are included in the curricula and working curricula for the disciplines of the subject preparation of the bachelor's degree (profile History and Social Studies): Methods of teaching and upbringing in historical education, Use of information and communication technologies in teaching history, Game technologies in teaching and upbringing, "Pedagogical workshops" as additional to the general professional competencies contained in the federal state educational standard of higher education. The formation of professional competencies of future history teachers is carried out as part of the students' academic work, and their development and practical application in the process of extracurricular work. The professional competencies of the teacher are characterized by his level of professional training, his attitude to work, to himself and affect the effectiveness of the implementation of educational and educational work in school.


 
 
 The professional competence of drawing studio teachers is an important part of the quality of management of non-formal education institutions, the scope of early childhood education (PAUD). Professional competence is something that every teacher who teaches in studios or drawing courses must have. This research is based on questions from parents regarding the professional competence of studio teachers, some have a bachelor's background in fine arts education, some have a non- educational fine arts background, there are also those who don't have a graduate background but can draw or are known to be autodidacts, there are even some educational background other than fine arts but can draw, and so on. This research aims to describe one of the teacher competencies, namely the professional competency of studio teachers in the city of Bandung. The method in this research is qualitative with a descriptive analysis approach. Data collection in this research used observation techniques, interviews, and students' drawings. The subjects of this research were three studio teachers from different locations in Bandung City. This research shows that of the three drawing studio teachers, there are two teachers who have good professional competence, while one teacher has professional competence in the quite good category. An institution or drawing studio that has good professional teacher competence will influence the quality, so that parents will have more confidence in the studio. It is hoped that this article can become a reference and knowledge for prospective educators regarding the professional competence of drawing studio teachers.
 
 

The article is devoted to theoretical and empirical research of the terminological field of the problem of forming professional and pedagogical competence of future teachers of higher education in the conditions of postgraduate studies at a technical university. The authors emphasize that the meaning of the concepts of “competence”, “professional competence”, “pedagogical competence” and “professional and pedagogical competence of future higher education teachers” is not determined by their terms (names), but is revealed through their definitions. The article presents the results of a study of theoretical works by scientists and the results of empirical research involving university postgraduate students to determine the substantive characteristics of the main definitions of “competence”, “professional competence”, “pedagogical competence”, “professional pedagogical competence” and “professional pedagogical competence of future higher education teachers”.The researchers propose a substantive model of professional pedagogical competence of future higher education teachers as an integral complex that combines a high level of theoretical and practical training for innovative pedagogical activity, qualities that are professionally significant for teachers, and ensures the successful performance of teaching functions, where the structural blocks are: motivational, cognitive, organizational-activity, and personal-reflective components.

Kompetensi profesional guru SMP Negeri di Sub Rayon 02 Kabupaten Demak masih rendah, diduga dipengaruhi oleh keterampilan manajerial kepala sekolah yang belum optimal dan rendahnya disiplin kerja guru dalam melaksanakan tugasnya. Hasil penelitian ini adalah: (1) korelasi antara keterampilan manajerial kepala sekolah terhadap komepetensi profesional guru sebesar 0,810 termasuk kategori sangat kuat. Besarnya pengaruh keterampilan manajerial kepala sekolah terhadap kompetensi profesional guru sebesar 65,6% dan sisanya 34,4% kompetensi professional guru dipengaruhi oleh variabel lainnya diluar variabel yang diteliti. Dengan persamaan regresi Ŷ= 33,329 + 0,784 X1. (2) Disiplin kerja guru mempunyai korelasi yang cukup kuat dengan kompetensi profesional guru yang ditunjukkan dengan nilai korelasi sebesar 0,597) dan besaran pengaruh disiplin kerja guru terhadap kompetensi profesional guru sebesar adalah 35,7% dengan koefisien regresi Ŷ = 59,392 + 0,580X2. Sisanya sebesar 64,3% kompetensi profesional guru dipengaruhi oleh variabel selain disiplin kerja guru. (3) Besarnya pengaruh keterampilan manajerial Kepala Sekolah dan disiplin kerja secara bersama- sama terhadap kompetensi profesional guru diperoleh nilai Adjusted R square sebesar 0,664, artinya bahwa besarnya pengaruh variabel X1 dan X2 terhadap Y sebesar 66,4% dan sisanya 33,6% kompetensi profesional guru SMP Negeri di Sub Rayon 02 Kabupaten Demak dipengaruhi selain kedua variabel tersebut.Kata kunci : keterampilan manajerial kepala sekolah, disiplin kerja guru, kompetensiprofesional guruThe professional competence of state junior high school teachers in Sub Rayon 02, Demak Regency is still low, allegedly influenced by the managerial skills of the principal who are not optimal and the teacher's work discipline is low in carrying out their duties. The results of this study are: (1) the correlation between the managerial skills of the principal on the professional competence of teachers is 0.810, including the very strong category. The magnitude of the influence of the principal's managerial skills on the professional competence of teachers is 65.6% and the remaining 34.4% of the professional competence of teachers is influenced by other variables outside the variables studied. With the regression equation = 33.329 + 0.784 X1. (2) Teacher work discipline has a strong enough correlation with teacher professional competence as indicated by a correlation value of 0.597) and the magnitude of the influence of teacher work discipline on teacher professional competence is 35.7% with a regression coefficient = 59.392 + 0.580X2. The remaining 64.3% of teachers' professional competence is influenced by variables other than teacher work discipline. (3) The magnitude of the influence of the principal's managerial skills and work discipline together on the professional competence of teachers is obtained by the Adjusted R square value of 0.664, meaning that the magnitude of the influence of the X1 and X2 variables on Y is 66.4% and the remaining 33.6% competence The professional teacher of SMP Negeri in Sub Rayon 02, Demak Regency is influenced in addition to these two variables.Keywords : principal managerial skills, teacher work discipline, teacher professional competence

The competence of teachers in carrying out their duties as educators really needs to be considered. This is inseparable from the principal's leadership, because good leaders will always foster and develop the competence of their teachers through various activities. This study aims: 1). to determine the relationship between principal leadership and teacher professional competence in elementary schools; 2). to determine the relationship between teacher attitudes towards work, and 3). to determine the relationship between principal leadership and teacher attitudes towards work with the professional competence of teachers in elementary schools. The results of this study indicate that: 1) there is a significant relationship between principal leadership and the professional competence of elementary school teachers. This shows that the higher the leadership level of the principal, the higher the teacher's professional competence will be. Conversely, the lower the principal leadership, the lower the professional competence of teachers; 2) there is a significant relationship between teacher attitudes towards the professional competence of elementary school teachers. This means that the higher the teacher's positive attitude towards their work, the higher the teacher's professional competence will be, and vice versa; 3) there is a significant relationship between principal leadership and teacher attitudes towards the professional competence of elementary school teachers. Based on this research, it is suggested that teacher performance needs to be improved and teachers must realize that rights and obligations must be balanced. Good professionalism is maintained and improved again considering that there is a significant relationship to teacher performance

The purpose of this research is to describe the professional competence of Grade IV Indonesian teachers at The Central Ende Catholic Primary School in Ende Regency. Professional competence relates to the teacher's ability to master materials and teaching tasks. This research is a type of descriptive qualitative research. Subjects in this study were Indonesian teachers, principals, and grade IV students. The object of this research is the professional competence of teachers of Bahasa Indonesia subjects. Data collection using interview, observation, and documentation methods. Data analysis is conducted descriptively qualitatively. Based on the results of this study, it is known that the professional competence of Indonesian teachers in grade IV in Catholic primary schools in Central Ende subdistrict is relatively good. Professional competencies that have been mastered by teachers include the ability of teachers in mastering materials, structures, concepts, and scientific mindsets, the ability of teachers in mastering the standard of competence and basic competencies of the Indonesian language, the ability of teachers in developing indonesian language learning materials creatively, and the ability of teachers in developing professionally in a sustainable manner. Thus, it can be concluded that the overall professional competence of indonesian language teachers in grade IV as threatening as Ende Tengah needs to be maintained and also organized efforts to continuously improve the professional competence of teachers in accordance with the development of science and technology.

This study aims to analyze the influence of teachers' professional competence, digital literacy, and sports facilities on the effective learning process. The research method used in this study is a causal associative method and uses a quantitative approach. The data collection technique was carried out by questionnaire and observation methods. Data and data sources are obtained from primary and secondary data. Primary data was obtained from a sample of 285 students from all students of MANU Putra, MANU Putri, and SMK PK Mekanika Buntet Pesantren Cirebon. Secondary data was obtained from the data from quantitative descriptive analysis. The results of this study found that the average professional competence of teachers was 32.93. The average digital literacy is 39.61. The average sports facilities (including facilities and infrastructure) was 3.19. The average learning effectiveness was 33.75. Therefore, it can be concluded that teachers' professional competence, digital literacy, and sports facilities have a positive and significant effect on the effective learning process of physical education, sports and health subjects with a total influence of 59.1% while the rest are influenced by other variables that are not studied. Of the three variables developed, Digital Literacy (X2) has the largest contribution, the next is Teacher Professional Competence (X1) and finally the Sports Facilities variable (X3). However, the increase in influence will be greater if the implementation is moderated with better management efforts. Conclusion: The Professional Competence of PJOK Teachers at MANU Putra, MANU Putri, and SMK PK Mekanika Buntet Pesantren Cirebon has a positive and significant impact on the Effective Learning Process at MANU Putra, MANU Putri, and SMK PK Mekanika Buntet Pesantren Cirebon. This means that the higher the professional competence of the teachers, the more effective the sports learning process experienced by students, and the teachers are competent to develop learning that can lead students to achieve better results. Keywords: Digital, Effective, Professional

Professional competence of teachers at SDK Coal is still low. They rarely pay attention to the efforts to improve their competence. Therefore, this study aims to describe the the competency of SDK Coal teachers and how to improve itut. The type of research used is descriptive research with a qualitative approach. The subjects were SDK Coal teachers and school principal. Data collection techniques using interviews, observation, and documentation. The results show that the professional competence of SDK Coal teachers is not up to the expected standard, as can be seen from: a) competence in mastering the subject matter broadly and deeply. Teachers are fixated on source books during the learning process, they are difficult to apply concepts, and use existing sources without trying to find other sources; b) Competence in mastering the subject curriculum. Teachers do not prepare lesson plans (RPP) and tend to use conventional methods and strategies. c) Less able to develop the material in a sustainable manner with reflective actions. The teachers have not packaged learning materials properly, have not actively participated in seminar activities, and training in writing and publishing scientific papers. Based on the description above, it can be concluded that the teachers at SDK Coal have not fully made efforts to improve professional competence