Teachers’ Performance in Science Learning Management Integrated with Character Education

B Isdaryanti,W Widodo,M Rahman,Y L Sukestiyarno,T S Florentinus

doi:10.15294/jpii.v7i1.12887

Abstract

The research aims at revealing the performance of teachers in science learning management integrated with character education. This study employed qualitative research method. Based on the result of the t-test of the correlation coefficient, this study obtained t value 4,210 with significance 0,001. The significance value 0,001 < 0,05 showed that there is influence from teachers’ performance in arranging learning media integrated with character education to the teachers’ performance in science learning. The conclusion of research stated that the performance of science teachers in junior high schools in Semarang City in integrating character education is categorized into a very good category with average score 85,05.

Highlights

The word “teacher” in Javanese cultural terms has a philosophy of “digugu” and “ditiru”
The performance for aspects of learning planning of the 52 science teachers in this study is presented in figure 1
Teachers’ performance in learning management integrated with character education can be seen from the analysis stage of basic competence, syllabus development, preparation of learning, implementation plan, and preparation of teaching materials. This stage is the most crucial stage in science learning management integrated with character education

Summary

Introduction

The word “teacher” in Javanese cultural terms has a philosophy of “digugu” and “ditiru” (imitated). The term “digugu” implies that a teacher must possess sufficient competencies, while the term “ditiru” (imitated) implies that teachers’ personality should have good character (Zulfikar, 2009; Saddhono & Rohmadi, 2014). The good competence and character of teachers can result in better performance in the quality of learning. Qualified teachers will affect on improving the test scores of learners, providing an emotionally supportive environment that contributes to the social and emotional development of learners, managing classroom behavior, delivering accurate content, and supporting critical thinking (Blazar, 2017; Cohen, 2011; Pianta & Hamre, 2009). The higher the competence and character of the teacher, the more qualified achievement of the teachers’ performance. The high teachers’ performance and achievement will determine the civilization character of a nation in the future (Hajar, 2017)

Objectives

Methods

Results

Conclusion