Digital Solutions for Arabic Teachers Performance: Modules and Paqba Mulok Evidence Through PMM Applications

: This paper discusses teachers’ professionalism. These teachers’ competences are summarized in four competences, namely professional competence, pedagogic competence, personal competence, and social competence. This study focused on both teachers’ professional and pedagogic competences . This study was carried out on teachers of Junior, Senior, and Vocational High Schools in Banyumas Regency, Central Java, Indonesia. The questionnaire, observation, interview, and document were used in this study . The result was analyzed in the percentage through quantitative data analysis. The percentage result was scaled to determine the teachers’ professional and pedagogic competences. It was revealed that 81.6% of 358 teachers, or 292 teachers, had a good professionalism. Moreover, 222 teachers (62.3%) have mastered the material for teaching well. Teachers’ professional competence belonged to low category (43.2%). And finally, from pedagogic side, their professional belonged to medium level (69.7%). Based on the research result, it is important to be stated again here that the teachers’ position, as professional element, should be improved and enhanced their role as the agent of teaching-learning process in the schools. This role will also focus on improving the quality of education in national level as well as the human resources of Indonesia in general. Key words: Teachers’ competences, professionalism, teaching-learning process, quality of education, and Indonesia human resources. About the Authors: Ahmad, M.Pd. and Eka Setyaningsih, M.Si. are the Lecturers at the Department of Mathematic Education, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. They can be reached at: ahmadump@yahoo.com How to cite this article? Ahmad & Eka Setyaningsih. (2012). “Teacher Professionalism: A Study on Teachers’ Professional and Pedagogic Competence at Junior, Senior, and Vocational High Schools in Banyumas Regency, Central Java, Indonesia” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.5, No.1 [Mei], pp.93-106. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of article: Accepted (March 1, 2012); Revised (April 5, 2012); and Published (May 20, 2012).

<p>The existence of development in the education field requires teachers to be able to act more than just a teacher who knows how to teach. To become an advanced teacher, a teacher should have good professional competence and pedagogical competence. However, there are still problems that hinder the teacher when conducted the teaching and learning process. The problems that appear in the English classroom are teachers’ professional competence and teachers’ pedagogical competence.</p><p> This study aims to describe and explain teachers’ experience in dealing with their professional and pedagogical competence in teaching the English language. This is a qualitative study and used interview and observation as the instruments to collect the data from 3 teachers as the participant in SMA NegeriBenlutuSo’e - East Nusa Tenggara.</p> The results of the study found that teachers’ low professional and pedagogical competence caused the teachers to have inadequate English teaching competence in teaching. It caused the teachers to teach the students with inappropriate learning materials, monotonous learning activities, and uncooperative assessment methods. The results of this study also recommend that teachers have high English language proficiency and teaching competence to be able to teach English in Senior High School.

The Merdeka curriculum implemented in Indonesian schools allows teachers to create, select and modify teaching modules according to the context and needs of the learners. This research was used to develop a biology teaching module by exploring the potential of plants biodiversity in South Kalimantan, especially exotic fruit plants using the syntax of STEM-Project Based Learning model. The biology teaching module development design was used the ADDIE model (Analysis, Design, Development, Implementation and Evaluation).The results of the development in the form of teaching modules that have three sub-topics namely 1) levels of biodiversity (genes, species, and ecosystems); 2) species diversity of exotic fruit flora of South Kalimantan and 3) Biodiversity conservation efforts. The Teaching Module has complete components consisting of general information, core components and attachments. Validity and feasibility tests involved 3 experts (biology teachers with more than 5 years of teaching experience) and 10 students from SMAN 7 Banjarmasin. Data analysis was done descriptively from validity and feasibility test data. The results showed that the developed product is feasible to use in the learning process of biodiversity of E phase students in class X with excellent and very valid categories

This literature review study aims to address the current issues on English Teachers’ problems in their efforts to develop their professional and pedagogical competence, in Jambi Province, Indonesia. The critical review of relevant studies on the field of professional and pedagogical competence of EFL teachers reveals that there are several topics related to the competences and skills that teachers should have to better improve their teaching practice. In this review, the researchers present what literatures suggested and recommended in the area of teachers’ professional and pedagogical competence and possible training that stakeholders might hold to improve the quality of teachers teaching English both in junior and senior high schools in Indonesia. The relevant articles being reviewed were from Indonesian context as well as International context. This study hopefully can contribute to the betterment of teaching practice of English in Indonesian schools. The following topics are presented in order; teacher’s professional competence, teachers’ pedagogical competence. The domains and dimensions of English teachers’ competence, teachers’ training, and conclusion and suggestions.

Emotional intelligence greatly affects individual teachers such as Arabic language teachers, it can be seen that emotions act as an impetus from within the teacher as a step to act and Arabic language teachers who are identical with high emotionality can affect students. This study aims to determine the influence of variables (1) work commitment on emotional intelligence, (2) spiritual intelligence on emotional intelligence (3) pedagogic competence on emotional intelligence, (4) work commitment to spiritual intelligence, (5) work commitment to pedagogic competence (6) spiritual intelligence to pedagogic competence, (7) work commitment, intelligence and pedagogic competence on emotional intelligence. Respondents of this study were Arabic language teachers who taught at MI / SD, MTs / SMP, and MA / SMA Negeri and Private in Bengkalis Regency. The population was 125 people with a sample of 96 Arabic language teachers. Data analysis using path analysis. The research findings show that work commitment has an indirect impact on emotional intelligence (0.368), spiritual intelligence has an indirect impact on emotional intelligence (0.549), pedagogical competence has a direct impact on emotional intelligence (0.714), and work commitment has a direct impact on spiritual intelligence (0.628), 628), there is a direct influence between work commitment on pedagogical competence, the magnitude of the direct influence between work commitment on pedagogical competence is 0.383, there is a direct influence between spiritual intelligence on pedagogical competence, the magnitude of the direct influence between spiritual intelligence on pedagogical competence is 0.492. Thus it can be concluded that there is a direct and indirect influence between work commitment, spiritual intelligence and pedagogical competence on the emotional intelligence of Arabic language teachers in Bengkalis Regency.

This study uses a qualitative approach with a case study design to analyze the implementation of differentiated Arabic language teaching modules at MTs Negeri 4 Sidoarjo. Data were collected through in-depth interviews, classroom observations, and analysis of related documents. The subjects of the study consisted of Arabic teachers and students in classes using the teaching modules. The data analysis technique used was thematic analysis. This study shows that implementing differentiated Arabic language teaching modules improved students' Arabic language skills, especially regarding text comprehension and oral production. The teaching modules designed by considering the differences in students' ability levels allowed teachers to provide a more personalized approach, thus helping students with different levels of ability to develop according to their potential. In addition, the differentiation approach positively increased student motivation and active participation in the learning process. The results of this study provide important implications for the development of the Arabic language curriculum and teaching strategies at the MTs level. Further training is needed for teachers in designing and implementing differentiated teaching modules in order to accommodate the diverse learning needs of students. In addition, this study encourages the development of more innovative and adaptive teaching modules to improve the quality of Arabic language learning in madrasah.

The objective of the study was to assess adolescent’s attitudes towards premarital sex in Senior and Junior High Schools in the New Juaben Municipality in Ghana. A descriptive survey design was chosen for the study. The population of the study consisted of five thousand, one hundred forty-one (5,141) in-school adolescents in Junior and Senior High Schools in New Juaben Municipality. Convenient and random sampling techniques were used to select the study area, schools and respondents for the study. A convenient sampling technique was used to select the New Juaben Municipality. A random sampling method was used to select 250 respondents (students) from two Junior High Schools and two Senior High Schools in New Juaben Municipality. The main instrument used for data collection was a questionnaire. The data collected were statistically analysed using Statistical Package for the Social Sciences (SPSS). Both and descriptive statistics and the Analysis of Variance (ANOVA) test were used in the data analysis. Descriptive statistics such as frequency distribution in tabular form in graphical forms, and measures of central tendencies were used to analyse the data. The study concluded that the positive sexual behaviours of adolescents in Junior and Senior High Schools are evident in their attitude towards premarital sex. Adolescents in Senior High and Junior High Schools in the New Juaben Municipality exhibit a positive attitude towards premarital sex as the majority of them do not see that abstaining from sex would make them sick or look odd in society, neither would it give them problems during intercourse when they finally marry.

This research attempts to describe how accurate the implementation of formative assessments designed by teachers is through reviewing the learning plans or 'teaching modules' of the Merdeka curriculum.Methodologically, this research uses a descriptive qualitative approach to explain the position and function of formative assessment in a sample of teaching modules as well as reviewing the management and interpretation of formative assessment results. The data in this research is in the form of learning flows in teaching modules as formative assessment content of the learning process. As a research sample, the data source for this research took teaching modules from SMA Negeri 1 Tanjungbalai, SMA Negeri 1 Rowosari, and SMA Negeri 7 Medan. The data was analyzed using an application balance review process using the Merdeka curriculum assessment guidelines. The data is reconstructed if there is a discrepancy between the formative assessment applied by the teacher in the teaching module and the theory and principles of formative assessment. Then, the results of the review and reconstruction of the comparison results in the preparation of formative assessments produce conclusions in the form of a series of learning process flows which are the core of formative assessment in the teaching module.The results showed that the position of formative assessment in the three learning modules had different proportions. The proportion of formative assessment in the first module looks very small, so the reconstruction of the flow of formative assessment is carried out for five learning activities. In the second and third modules, the proportion of formative assessment is already large, so the second module only reconstructs the flow of formative assessment in one learning activity. While in the third module, the formative assessment flow was reconstructed for two learning activities.

This study emphasizes student-centered learning principles in developing an algal fuel cell teaching module for a student environmental education program. Using the algal battery, one of the authors (a junior high school science teacher) conducted the teaching module in eight classes, with 67 elementary school students in grade 5, 64 junior high school students in grade 8, and 159 senior high school students in grade 10, respectively. Results from the pre- and post- achievement tests of the algal fuel cell teaching module showed that the average score of elementary school, senior high school, and junior high school students increased by 23.73, 18.09, and 17.42 points, respectively, with a significant difference between post- and pretest scores (p<0.001). The gross average of student responses to the questionnaire was 4.04. The mean score for elementary school students significantly differed (p<0.01) from junior high and senior high school students.

This study aims to determine the influence of pedagogical and professional competencies on improving the quality of education at SMA Negeri 1 Payaraman. The research employed a quantitative approach with a correlational design. Data were collected through questionnaires distributed to teachers and analyzed using statistical methods to test the relationship between the variables. The findings indicate that both pedagogical and professional competencies have a significant and positive influence on the quality of education. Pedagogical competence, which encompasses the ability to design, implement, and evaluate learning processes, contributes to more effective teaching strategies. Meanwhile, professional competence, including mastery of subject matter and continuous professional development, supports academic excellence and student achievement. The results suggest that enhancing teachers' competencies in these areas is essential for improving educational quality. Therefore, educational stakeholders are encouraged to invest in continuous training and development programs for teachers.

Pedagogic & professional competence at the teacher is needed in the teaching & learning Arabic. Therefore it is needed a good preparation to support bath at competences in the teaching & learning Arabic. objectives of this study is to describe the important role of pedagogic and professional competence of Arabic teachers in Bandung, and their efforts to enhance both competences. The method used in this research is Naturalist Inquiry, by using Pedoman Penilaian Kinerja Guru Kemendiknas tahun 2010 for forty five Arabic teachers in Bandung. The result of the study showed that the degree of professional & pedagogic competence of Arabic teachers are normal (C). A caused by the linearity of their education. To be a Muallim Najih fi al-lughah Al-Arabiyah it needed a good professional and pedagogic competence. DOI: 10.15408/a.v2i1.1513

In a number of junior high schools based on the Islamic boarding school in Lhokseumawe city do not have Arabic teachers with educational backgrounds according to their fields of expertise, this will affect the professionalism of teachers in teaching Arabic subjects. The purpose of this study was to explain the leadership style of principal’s Junior High School (MTsS) in carrying out their duties, to descripe the professionalism of Arabic Junior high School (MTsS) teachers in carrying out their duties and to know the influence of principal leadership style on the professionalism of Arabic Junior High School teachers in Islamic boarding school in Lhokseumawe City. The method used is a survey method with a quantitative approach, the sample is 27 respondents. Data analyzes using simple linear regression. The results showed that 81% (22 teachers) favored the principal's leadership style and 70% (19 Arabic language teachers) were able to develop their professional competencies. Simple linear regression test results show the significance value for the influence of X on Y is 9,308> 2,055, thus there is a significant influence of school leadership on the professionalism of Arabic MTsS Islamic boarding School teachers in Lhokseumawe, then H0is rejected and Ha is accepted. From the data analysis it was found that the performance of the MTsS Islamic Boarding School principals in Lhokseumawe was already good, the majority of school principals understood their managerial duties in managing schools and directing Arabic language teachers to improve their competence, but the level of teachers professionalism was not it is only influenced by external factors (principal's leadership) but is also greatly influenced by internal factors such as self-motivation and teacher competencies.

Penelitian ini bertujuan untuk melakukan eksplorasi mengenai kontribusi dukungan sosial terhadap prestasi dan faktor penyebab kegagalan yang berkontribusi terhadap kegagalan siswa SMP dan siswa SMA. Penelitian ini dilakukan dengan metode survey kualitatif dengan teknik pengambilan data open ended questionnaire, adaptasi dari kuesioner Achievement yang dikembangkan oleh Kim (Kim dkk, 2006). Pengambilan data tambahan dilakukan dengan wawancara personal (Shaughnessy dkk, 2007) secara terbuka. Total responden 725 partisipan yang terdiri dari 248 pelajar SMP dan 473 SMA, ditambah 2 pelajar SMP dan 2 Pelajar SMA hasil wawancara personal. Data hasil penelitian tersebut diolah dengan proses kategorisasi dengan teknik Content Analysis data. Berdasarkan data yang diperoleh bahwa kontribusi dukungan sosial secara langsung dari keluarga lebih berperan terhadap pencapaian prestasi pada subjek SMP (86,0%) maupun SMA (81,6%), dibandingkan kontribusi dukungan sosial yang diterima dari teman (SMP 8,0% & SMA 11,6%) dan guru (SMP 6,0% & SMA 6,8%). Besarnya kontribusi dukungan sosial secara langsung terhadap pencapaian prestasi tidak terlepas dari bentuk dukungan yang diterima oleh subjek. bentuk dukungan emosional (SMP 47,7% & SMA 54,0%) merupakan frekuensi bentuk dukungan sosial yang paling tinggi diterima subjek pelajar SMP dan SMA dari sumber dukungan sosial yang mereka miliki yang diikuti bentuk dukungan relasional (SMP 14,0% & SMA 7,6%), dukungan spiritual (SMP 13,4% & SMA 9,9%), dukungan material (SMP 12,6% & SMA 14,3%), dukungan informasional (SMP 11,2% & SMA 13,9%) dan dukungan temporal (SMP 1,2% & SMA 0,2%). Namun, kontribusi dukungan sosial secara langsung cenderung menurun pada kelompok siswa SMA. Selanjutnya, kegagalan seseorang dipengaruhi oleh dua faktor yaitu faktor internal dan faktor eksternal. Frekuensi tertinggi adalah faktor internal yang berkontribusi pada kegagalan baik pada kelompok SMP (79,0%) maupun pada kelompok SMA (87,1%). Faktor eksternal yang berkontribusi terhadap kegagalan pada pelajar SMP sebesar 21,0% dan pada SMA sebesar 12,9%.

The Workshop on Strengthening Merdeka Curriculum Instructional Modules at SMA Negeri 1 Sajingan aims to enhance teachers' ability to develop instructional modules in line with the principles of the Merdeka Curriculum. This workshop is expected to improve the quality of teaching, strengthen teachers' competencies, and support educational development at SMA Negeri 1 Sajingan. Located in the Sajingan Besar district of Sambas, West Kalimantan, SMA Negeri 1 Sajingan is uniquely positioned near the Indonesia-Malaysia border. Through this workshop, the PKM team intends to provide valuable experience, share knowledge, and strengthen teachers' understanding of the Merdeka Curriculum instructional modules. The workshop is conducted using both individual and classical approaches. The classical approach is used for delivering theoretical content on instructional modules, while the individual approach is applied during hands-on module creation exercises. Preparation and authorization for this workshop took place in April 2024 at SMA Negeri 1 Sajingan, with the participants being the school's teachers. In the context of the Merdeka Curriculum, developing high-quality instructional modules is crucial for enhancing teacher professionalism, improving teaching skills, and boosting the overall quality of education. Well-designed instructional modules can aid teachers in creating lessons that meet students' needs and adhere to the Merdeka Curriculum principles. Therefore, this workshop is expected to positively contribute to improving educational quality at SMA Negeri 1 Sajingan and support the effective implementation of the Merdeka Curriculum.

The National Science Competition (KSN) is one of the competition events programmed by the government every year to measure the quality of education of students from SD (Elementary School), SMP(Junior high School), and SMA(Senior High School) in the fields of science, technology and mathematics, which is implemented at the level of each region / city, province , national and international. The purpose of this activity is to determine the extent to which the supervisor's competence (Pedagogic and Professional Competence) has in conducting training and mentoring for students’KSN at SMA Kristen Rantepao, and also to find out the obstacles encountered by students during training and mentoring. From the results of the OSN / KSN competition which was participated in by SMA Kristen Rantepao in the last 5 years with unsatisfactory results. Analysis of activities using qualitative data methods obtained direct observation through filling in the Google Form to 10 supervisor teachers and some students who have taken OSN / KSN. Obtained the main cause is the competence of mentor teachers, both Pedagogic competence and Professional Competence, do not meet the qualifications / quality is still low. Schools are obliged to conduct training and mentoring for supervisory teachers and KSN students in an effort to increase academic achievement and be able to compete at the district, provincial and national levels.