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. The teacher 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 at SDN 001 Sungai Pinang. From the results of the study showed that the teacher's professional competency viewed from the Indicators mastering the competency standards and basic competencies obtained an average percentage of 71.5% in the 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

The teaching and learning process is a reciprocal relationship between teachers and students in order to achieve learning objectives. A teacher has a very important role in delivering learning so that it is well received by students. In addition, teachers also play a role in shaping the attitudes, behaviors, and thought processes of students. In the learning process, the teacher becomes one of the learning resources so that they must have the ability to master the subject matter. In order to carry out their duties properly, teachers must have one dimension of competence in accordance with the Regulation of the Minister of National Education of the Republic of Indonesia Number 16 of 2007 concerning Standards of Academic Qualifications and Teacher Competencies, namely professional competence. The study used the School Action Research (PTS) method with the Kemmis and Mc. Taggart models which are development models from the Kurt Lewin model. The model used consists of 2 cycles, each cycle consists of four components, namely: planning, action, observation and reflection. This research begins with an initial reflection phase to conduct preliminary studies as a basis for formulating research problems. Furthermore, followed by planning, action, observation, and reflection The implementation of collaborative supervision can increase the professional competence of non-civil servant teachers in MTsN 1 Sintang by 18.19%. The average professional competence in cycle 2 was 88.64 with a good category.

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.

Based on observations of the competence of teachers of SMA Negeri 1 Panga Aceh Jaya Regency in compiling reports on school action research, it was found that the phenomenon that the professional competence of teachers in compiling Classroom Action Research (CAR) was still low. The purpose of this study was to describe and obtain information on improving teacher professional competence in compiling classroom action research reports through the CLCK (Example, Exercise, Control, Independ-ent Work) coaching model in SMA Negeri 1 Panga Aceh Jaya Regency. This research is a School Ac-tion Research (PTS). Research procedures in this study include planning, action, observation and reflec-tion. This study consisted of two cycles with four meetings. The research subjects consisted of 6 teach-ers of SMA Negeri 1 Panga, Aceh Jaya Regency. The research data were collected using observation sheets. The data were analyzed using success rates. Based on the results of research and discussion, it can be concluded that the mentoring-based CLCK coaching model can improve the ability of teachers to compile classroom action research reports at SMA Negeri 1 Panga Aceh Jaya Regency. Analysis of the quality of the CAR reports prepared by teachers shows that the professional competence of teachers in preparing classroom action research reports has increased from cycle I to cycle II. The professional competence of teachers in preparing classroom action research reports in cycle I was 76.50 (Good) in-creased to 87.16 (Very Good) in cycle II with an increase of 10.66 points.

Berdasarkan pengamatan sementara di SMA Negeri 2 Sentajo Raya Kabupaten Kuantan Singingi, ditemukan fenomena antara lain; Adanya sebagian guru yang belum melengkapi perangkat pembelajarannya, seperti Rencana Pelaksanaan Pembelajaran (RPP) dan sebagainya. Adanya sebagian guru yang tidak menjalankan tugas sesuai dengan ketentuan-ketentuan yang telah ditentukan, hal ini terlihat adanya guru yang meninggalkan sekolah ketika jam mengajar. Kurangnya inisiatif guru dalam mengembangkan model atau metode pembelajaran yang lebih menarik bagi anak. Kurangnya kreatifitas guru dalam penyediaan media dan sumber belajar yang bervariasi, termasuk menggunakan aplikasi pembelajaran online. Jenis penelitian ini adalah Penelitian Tindakan Sekolah (PTS) berlokasi di SMA Negeri 2 Sentajo Raya Kabupaten Kuantan Singingi, yang ditujukan pada guru-guru. Adapun alasan utamanya adalah dari hasil pengamatan dan informasi dari guru, bahwa kinerja guru pada masa pandemi tergolong kurang. Tempat penelitian adalah di SMA Negeri 2 Sentajo Raya Kabupaten Kuantan Singingi. Waktu penelitian ini dilaksanakan pada bulan maret 2021. Jumlah sampel yang ditetapkan dalam penelitian ini adalah 26 orang guru. Dari uraian pengolahan data dan pembahasan didapatkan kesimpulan bahwa kinerja guru didapatkan pada siklus I sebesar 60% dengan kategori baik dan pada siklus II meningkat menjadi 91% dengan kategori baik. Artinya bahwa Kegiatan Supervisi dapat Meningkatkan Kinerja Guru di SMA Negeri 2 Sentajo Raya Kabupaten Kuantan Singingi dikatakan berhasil.

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.

Based on observations of the MIN 10 Aceh Barat Daya teacher's competence in compiling school action research reports, it was found that the teacher's professional competence in compiling classroom action research was still low. The purpose of this study is to describe and obtain information about improving teacher professional competence in developing classroom action research reports through a mentoring model based on CLCK (Example, Exercise, Control, Independent Work) in MIN 10 Southwest Aceh. This research is a School Action Research (PTS). Research procedures in this study include planning, action, observation and reflection. This research consisted of two cycles with four meetings. The research subjects consisted of 6 MIN 10 Southwestern Aceh teachers. Research data were collected using observation sheets. Data were analyzed using percentages. Based on the results of research and discussion, it can be concluded that the mentoring model based on CLCK development can improve the ability of teachers in preparing classroom action research reports in MIN 10 Southwest Aceh. Analysis of the quality of PTK reports made by teachers shows that the teacher's professional competence in preparing class action research reports increases from cycle I to cycle II. The teacher's professional competence in preparing the class action research report in cycle I was 76.50 (Good) increased to 87.16 (Very Good) in cycle II with an increase of 10.66 points.

The purposes of this research are (1) to improve the teachers’ scientific writing ability based on classical guidance method in 2 Sumberagung Primary School. (2) The implementation of classical guidance method to teachers in compile the scientific papers in 2 Sumberagung Primary School. This research was a school action research. The research method went through two cycles. Research data obtained by observation sheets. The result of each cycle were analyzed and then used as reference material for the next action. Technical analysis used descriptive analysis. The success rate of teacher competency was in able category reached 75%. The implementation of classical guidance method in 2 Sumberagung Bantul Primary School carried out through three stages, those were preparation, the implementation and the evaluation phase. The ability of the mentor in conducting classical mentoring in the first cycle was in the quite good category with a score as much 50% and the score it increased to 100% with a very good category in the second cycle. The classical guidance method was able to improve the teacher's professional competence in compile their scientific papers at 2 Sumberagung Primary School. This was evidenced by the increased of the teachers’ ability in compile their scientific papers at this time as much 78.5%.


 
 
 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.
 
 

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 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.