Enhancing Vocational Teachers' Competence: A Cisco Packet Tracer-Based Simulation Model for Network Administration

This research aims to discuss Pedagogic and Professional Competence of teacher and determine the extent and effects of the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School on the Arabic language learning score for tenth grade students. the results are based on the questionnaire about pedagogic and professional competence’s score respondent. the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School was very good, and the Arabic language learning score for tenth grade students are very good with total score 5963 and median students’ score 91,75 The Pedagogic competence (x1) and professional competence (x2) for the Arabic language learning score(y) of the students are 0.813, which indicates that there are strong effects, and the ratio of the variable (x1) and the variable (x2) = (0.813)2 x 100% = 67%. The researcher found that there are effects of the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School on the Arabic language learning score for tenth grade students, with a percentage range of 67% or (Ha) acceptable.

The aims of this study were to: (1) analyze the effect of Virtual Coordinator Training on teacher pedagogic competence in Indonesia, (2) analyze the effect of pedagogic competence on teacher professional competence in Indonesia, (3) analyze the effect of Virtual Coordinator Training on teacher professional competence in Indonesia, and (4) analyze the effect of Virtual Coordinator Training on professional competence through the pedagogic competence of teachers in Indonesia. This research is included in the quantitative research design. The population in this study were all teachers in Indonesia who took part in the Virtual Coordinator Training batch 5 and were declared to have passed as many as 725 teachers. The sampling technique used in this study is through Quota Random Sampling. In this study, the samples taken were elementary school teachers in Indonesia. Through this sampling technique, the number of research samples is 251 teachers, which has exceeded the minimum sample size. Data collection was carried out through distributing questionnaires. The data analysis technique used was SEM (Structured Equation Modeling) based on PLS (Partial Least Square) using SmartPLS 3.3.5 software. The results of this study indicate that: (1) Virtual Coordinator Training has an effect on the pedagogical competence of teachers in Indonesia. The influence of Virtual Coordinator Training on the pedagogical competence of teachers in Indonesia is a positive and significant influence. (2) Pedagogic competence influences the professional competence of teachers in Indonesia. The influence of pedagogic competence on the professional competence of teachers in Indonesia is a positive and significant influence. (3) Virtual Coordinator Training has no significant effect on the pedagogical competence of teachers in Indonesia. The effect of Virtual Coordinator Training is positive on the professional competence of teachers in Indonesia but this effect is not significant. (4) Virtual Coordinator Training has a positive and significant indirect effect on professional competence through the pedagogical competence of teachers in Indonesia. The indirect effect of Virtual Coordinator Training on teacher pedagogic and professional competence in Indonesia is a positive and significant influence.

The quality of education depends on the quality of teachers seen from their competence. However, it was found that the pedagogical and professional competence of teachers at SMPN Banjarmasin City was still less than optimal. It is thought that what influences teacher pedagogical and professional competence is teacher leadership, learning experience and assessment. The research aims to describe: (1) teacher leadership, learning experience, assessment, pedagogical competence and professional competence of English teachers in SMPN throughout Banjarmasin City, (2) direct relationship between teacher leadership, learning experience, assessment of pedagogical competence and professional competence of language teachers English at SMPN throughout Banjarmasin City. This research is descriptive correlational with a quantitative approach. This research is intended to describe and find relationships between research variables, with a population of 123 English teachers in 2023/2024 and a sample of 55 teachers. Researchers used a Likert scale, data collection techniques using questionnaires, and validity, reliability and normality tests for 15 people. Data analysis used descriptive statistical analysis and SPSS version 21 statistics. The results found: a) the relationship between teacher leadership, learning experience, assessment of teacher pedagogical competence had a significant relationship, b) the relationship between teacher leadership, learning experience, assessment of teacher professional competence had a significant relationship , and c) the simultaneous relationship between teacher leadership, learning experience, assessment of teacher pedagogical and professional competence has a significant relationship.

Indonesian teachers is low. This is a problem that must be faced by educational institutions to review the implementation of PPG in improving teacher pedagogic competence and professionalism. This research was conducted by examining more deeply the report on the results of the implementation of teacher pedagogic competency and professionalism tests. This study also explains the teacher's pedagogic and professional competency maps and the urgency of the role of the PPG program in Indonesia in improving the quality of education. This study maps pedagogic and professional competence in the low, medium and high categories based on the balance of education from the results of teacher competency tests throughout Indonesia in 548 regions in Indonesia in order to describe teacher potential as a basic basis for analysis. An urgency analysis was carried out by comparing the competence of teachers before and after participating in PPG based on the data sources in the articles. Based on data that has been mapped, the pedagogic competence and professional competence of teachers in Indonesia are in the medium category. The results of the literacy study found that PPG has so far been able to improve teacher pedagogic and professional competence, so the implication of this paper is to provide a view for higher education institutions as PPG organizers to prepare programs that are able to improve pedagogic and professional competence through the involvement of government support to evaluate implementation PPG program in producing quality education.

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

Educators serving in Vocational High Schools have not met the competency standards. This study aimed to describe: (1) pedagogy, professional, personality, and social competence of teachers in vocational high schools, and (2) the performance of teachers in vocational high schools. This descriptive study was conducted at four vocational high schools in North Morowali that have been nationally accredited. The respondents consisted of 23 principals, vice principals, heads of the study program, and 178 student. The data were collected using documentation and questionnaire. It were further analyzed using descriptive analysis. The results showed that: (1) 66.76% of the teachers have the competence of the teacher's pedagogy with high category, 77.92% of the teachers have the professional competence with high category; 78.66% of the teachers have the personality competence with high category; 79.82% of the teachers have social competence with high category, (2) 75.35% of the teachers have the performance with high category.

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.

The teacher's professional competence in the 21st century is required a great deal of knowledge, master the material critically, adapt to any changes in curriculum, master the technology, and solve problems encountered during the teaching process. Many researchers have already analyzed English teacher's needs toward professional competence in the 21st century. Here, there are presently several needs to develop an English teacher's professional competence into successful teaching and adjust the 21st century in more detail. This research strives to find the needs of developing English teacher's professional competence in the 21st century. The researcher employs a qualitative approach. The data were obtained through an interview with five professional English teachers’ competence. Then, the data were analyzed, interpreted, and presented using a narrative form. The result of interview analysis revealed that English teachers at Junior High School have indicated eighteen needs of developing professional competence in the 21st century, it required for the successful in teaching and learning. So, it can conclude that these needs greatly develop the professional quality of English teacher’s competence in teaching and carrying out the profession as English teachers

The article deals with future foreign language teachers' viewpoints on teacher's professional competencies as one of the influential factors on the development of their moral attitudes. The objective was set to determine the respondents' viewpoints on their professional linguistic, professional pedagogical, intercultural and general competencies and to determine the possible correlations between the respondents' viewpoints on teacher's competencies and moral values, comprising the content of the cognitive-meaningful component of moral attitude. The research revealed that the majority of the respondents think that foreign language teachers should firstly acquire professional linguistic competence, secondly - professional pedagogic, thirdly - intercultural competence and fourthly - the teacher's general competence. The research revealed the strongest correlations between the respondents' views on professional pedagogic and general competencies and the components of moral attitude, the most significant being with the general competence. The respondents' viewpoints on teacher's competencies can have the greatest impact on the cognitive-meaningful component of moral attitude. Numerous correlations between the respondents' viewpoints on general and professional pedagogic competencies of teacher's profession and the acknowledgment and meaningfulness of the significance of moral values were established. The conclusion was made that the respondents' viewpoints on general competence are likely to be most influential on the development of future foreign language teachers' moral attitudes. Therefore, foreign language teaching process should be more focused on fostering general competence, thus providing more favorable possibilities for the development of future teachers' moral attitudes. http://dx.doi.org/10.5755/j01.sal.0.18.421

The professional competence of teachers is very important, because professional teachers are able to create a conducive learning climate, a challenging learning atmosphere, and are able to learn in a fun way. Therefore, the professional competence of a good teacher can make students enthusiastic in learning. This study aims to determine: 1. How is the professional competence of fiqh teachers at MTs Salafiyah Syafi'iyah Tebuireng Jombang. 2. How is the student's motivation to learn in fiqh subjects at MTs Salafiyah Syafi'iyah Tebuireng Jombang 3. Is there any influence of teacher professional competence on students' motivation to learn in fiqh subjects at MTs Salafiyah Syafi'iyah Tebuireng Jombang. This research is a field research, using a quantitative approach where the data collection technique uses a questionnaire or questionnaire. For data processing using the percentage formula and a simple regression formula. The results of this study stated that the professional competence of fiqh teachers was included in the moderate category because 68% of 63 students stated the medium category, and students' learning motivation showed the medium category with a percentage of 69.8% of 63 students stated the medium category. There is a low influence of the professional competence of fiqh teachers on student learning motivation at MTs Salafiyah Syafi'iyah Tebuireng Jombang, because from computerized calculations the effect is only 6.4%.

: 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).

One of the widely discussed issues in the current world is the quality of teacher’s professional competences, which is closely related to the possibilities and ways of their evaluation. The identification and evaluation of teacher's key professional competences is of particular interest for the team of researchers at Constantine the Philosopher University in Nitra (Slovakia) within the research project APVV-14-0446 Assessment of teacher's competences, the output of which should be a new concept of the assessment of teacher's professional competences and the design of a relevant set of assessment tools. The intention of the research team is to encourage teachers' evaluators to use more reflective approach to this task in order to ensure deeper feedback for teachers on their performance. The project started in 2015 and is still in progress. So far the team has managed to agree on 10 professional competences of teacher, which they consider to be the key ones for the high quality performance of teachers. Then, a new stratified approach to their assessment was developed, and for each of the competences, a set of assessment instruments: Assessment Sheets for evaluators, Self -Assessment Sheets for the evaluated teachers and instructions for Post-Observation Interview of the evaluator with the teacher, was designed. The instruments are currently being piloted in schools. The paper deals with partial results of the piloting of the three tools designed to assess the teacher's competence: can develop pupil's personality and their competences. The piloted tools will be introduced in more details and the issues connected with their acceptance and use by school staff and managers will be discussed.

The purpose of this study is to describe the teacher's competence as a teacher at the school. This study uses quantitative and qualitative descriptive approach. A quantitative approach used to collect data in the form of figures analyzed by describing or explaining through tables and percentages. A qualitative approach was used to describe or depict the phenomenon exists then do conclusion. Results from the study showed that the pedagogic competence, professional competence, personal competence and social competence of teachers of mathematics not optimally achieved, this can be seen on the criteria of professionalism of teachers. In other words, a mathematics teacher at the school still needs to follow the training / competence development training of teachers so that the quality of education and the quality of its teachers will increase. This type of data obtained through test pedagogical competence and professional competence, filling questionnaires and direct observations of mathematics teachers and principals. Test results: (1) pedagogical showed that three teachers from high category (excellent) and 2 teachers categorized as being (fairly good); (2) the professional competence of the teacher shows two high category (excellent) and 3 teachers were categorized (pretty good). While the results of the questionnaire from: (1) pedagogic competence gained 3 people categorized excellent teacher and two teachers categorized as good; (2) Professional competence gained 2 categorized excellent teachers, 2 teachers categorized as good and 1 teacher categorized quite good; (3) Competence Personality category 3 good teacher, 1 teacher categorized quite good and 1 teacher categorized as poor; (4) Social competence gained 3 people categorized good teacher, two teachers categorized quite good. From the results of tests, questionnaires and observations can be concluded that the three (3) professors included in the criteria profesionalis teacher, 1 teacher included in the criteria is quite professional and 1 teacher included in the criteria unprofessional

The objectives of this research aimed at (i) finding out the causes of the problems in teaching English at vocational high schools and (ii) finding out the possible solution toward the problems of the teachers in teaching English subject at vocational high schools. The researcher applied purposive sampling technique in selecting the participants. The participants consisted of two advanced teachers and two beginner teachers at vocational high schools in Somba Opu sub-district. The additional participants were two headmasters that focused on the possible solution dealing with the problem found by the English teachers at VHS. This research under applied descriptive approach and qualitative method. The data were collected by using two instruments namely semi-structured interview and observation checklist. The data were analyzed by using the framework of Miles and Huberman’s (2012) namely data reduction, data display, and drawing then verifying conclusion. The results of this research mentioned nine causes of the problems on the professional competence of English teachers in teaching at vocational high school and the possible solution toward the causes. The outline of the causes of the problems on professional competence are the less effort of the English teachers to improve the linguistic aspects, lack of English for Spesific Purpose knowledge, less of communicative competence, less preparation of teaching contents, less in using ICT as a teaching method and lack in managing the time and managing the class. The possible solution can draw in this research that the English teachers at VHS have to consider the students’ need, prepare the teaching planning and involved in the teaching training. Thus, this research might become a recommendation to the government and the Educational trainer for facilitating the English teachers at VHS with education training of ESP knowledge and supporting the teachers in developing their professional competence.

ChatGPT technology opens up great education opportunities, especially in supporting the development of educator competencies needed in the 21st century. However, teacher competency in utilizing Artificial Intelligence (AI) technology is still low. As a result, existing learning media are not optimal in presenting engaging and interactive digital teaching materials according to the needs of students in the era of education 4.0. This community service aims to improve the competence of vocational high school teachers in using ChatGPT and AI applications for the development of learning media. This study involved 60 teachers from various fields. The methods used were lectures, discussions, and direct practice with online assistance. Teachers were trained to create interactive teaching materials using ChatGPT and other AI applications. The data analysis technique used qualitative descriptive analysis. The post-test results showed a significant increase in teacher competency in using AI applications, with an average score above 4 out of 5 in key aspects such as material usefulness and skill development. The activity results showed increased teachers' ability to utilize AI technology to create digital-based learning media, such as learning videos and interactive teaching materials. This activity significantly improves the quality of the learning process in vocational high schools. This training is expected to optimize teachers' digital skills to face challenges in the era of education 4.0.