Competence Of Elementary School Teachers Research Articles

ЕМОЦІЙНА КОМПЕТЕНТНІСТЬ ВЧИТЕЛЯ В КОНТЕКСТІ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The article substantiates the relevance of the chosen topic in the context of the ideas of the New Ukrainian School and analyzes the scientific sources on the interpretation of the term "emotional competence" in the scientific pedagogical and psychological literature. The results of the analysis of different approaches of foreign and domestic researchers to the interpretation of the concepts of "emotional intelligence" and "emotional competence" are presented. It is determined that the problem of emotional competence is closely related to the phenomenon of emotional intelligence. According to the concept of the New Ukrainian School, the educational process is reoriented to the emotional component, the development of students' emotional intelligence, the successful self-realization of the personality, the successful self-realization of the personality, the discovery and expression of their own potential, which requires the teacher to carry out the educational process on an emotional basis, to build relationships with students , empathy, consciously expressing and managing emotions, recognizing, understanding the emotional world of younger students, creating a positive emotional mood and a favorable psychological climat in class. Therefore, there is a problem of developing the emotional competence of elementary school teachers. Understands the understanding of the emotional competence of primary school teachers as a dynamic combination of views, values, knowledge of emotions, ability to express, understand, manage their own emotions and emotional state of students, personal qualities for successful implementation of the educational process on an emotional basis, principles, their parents, colleagues, their own professional implementation. Theoretical approaches to understanding the structure of emotional competence are generalized, the most common views on the components of emotional competence are defined, its structure is given. In the structure of emotional competence of elementary school teachers are defined personal (expression, understanding, management of their emotions) and interpersonal (ability to perceive, understand, influence the emotional state of students) components. The structure of emotional competence of elementary school teachers is correlated with the ideas of the New Ukrainian School. Key words: emotions, emotional intelligence, emotional competence, elementary school teacher, New Ukrainian School.

Accompaniment Learning Media Development to Increase The Elementary School Teacher Competence

<em>One of the problems faced by elementary school teachers is the problem of making and using learning media in schools.This is due to the lack of readiness of human resources about understanding media in learning. For this purpose the community service activities are: (1) increasing the competence of elementary school teachers about learning, (2) developing learning media in elementary schools, (3) structuring learning media in elementary schools. This Community Service activity uses the design of the transfer of science and technology from the university to the stakeholders which includes: (a) workshops, (b) training and mentoring. This dedication activity was carried out in the activities of the Teachers Working Group Cluster "Banyumudal" in Kebumen District year 2019. The results of these community service activities are: (1) improvement of teacher competency about learning media in elementary schools, (2) products of various types of learning media in elementary schools, (3) the formation of "Mini Laboratory" for learning in elementary schools</em>

Improved professionalism of teachers through CAR based thematic integrative learning with realistic-scientific approach using e-schoology

Science and technology program for elementary school teachers Kalicari Semarang with difficulties in integrative thematic learning based on realistic-scientific approach using schoology (TIRSS). Program objectives to solve problems; (1) how to overcome the difficulties of elementary school teachers in elementary school Kalicari 01-02 in developing a valid and practical TIRSS learning tool ; (2) how to overcome the difficulties of Kalicari elementary school teachers 01-02 in implementing TIRSS?; (3) how to improve the professional competence of teachers that can make better student learning outcomes. Targeted audiences are elementary teachers in elementary school Kalicari 01-02 Semarang. To achieve the purpose of this activity using several methods; (1) observation; (2) a test to determine the level of knowledge, understanding, skills of CAR based on TIRSS learning on pre-training and post-training conditions; (3) questionnaires to find out the extent to which teacher learning has applied TIRSS learning; (4) training methods for planting concept of CAR based TIRSS learning; (5) assignment and mentoring make CAR proposal and implement CAR in class (6) focused observation method to know teacher profession competency. The result; (1) there is an increased knowledge, understanding and skills of teachers on CAR based TIRSS learning that can overcome difficulties in developing a valid and practical TIRSS learning tools, and implement learning in the classroom; (2) The improvement of professional competence of elementary school teachers after the training and mentoring CAR based on TIRSS learning is predicted to improve mathematics learning outcomes of elementary students.

Development of Pedagogical Competency Models for Elementary School Teachers: Pedagogical Knowledge, Reflective Ability, Emotional Intelligence and Instructional Communication Pattern

Pedagogical competence of elementary school teachers in DKI Jakarta province is at medium level. Moreover, they have the lowest ability in recognizing their learners deeply. Apprehensively, Indonesia ranks the highest in violence case at school, which is 84 % with comparison 7 out of 10 learners (Indonesian Child Protection Commission (KPAI) under the International survey of Center for Research on Women (ICRW). In addition, 39.6% of child violence is undertaken by teachers. The phenomena entail the new concept of the pedagogical competence development model, which is rooted in pedagogical knowledge, reflective ability, emotional intelligence, and instructional communication pattern. The questionnaire was administered to 264 elementary school teachers in West Jakarta by employing Structural Equation Modeling (SEM) model. The results showed that the pedagogical competence model could be developed based on pedagogical knowledge, reflective ability, emotional intelligence and instructional communication patterns.

UPAYA MENINGKATKAN KOMPETENSI PROFESIONAL GURU SEKOLAH DASAR MELALUI LESSON STUDY

This research is motivated by a conventional learning orientation where teacher-centered learning must be transformed into student-centered learning. The purpose of this study was to improve the professional competence of elementary school teachers through lesson study. This study uses a class action research design that has stages of planning, implementation, observation, and reflection. This research was conducted at the target schools in the city of Dumai. The research subjects were 10 V-grade teachers taken from each of the target schools. The research instrument used observation sheets and interview sheets. The results of this study indicate an increase in the professional competence of elementary school teachers through lesson study with the percentage of the first cycle of 64% with enough categories to 82% with good categories. The suggestion put forward is for the next researcher to combine lesson study with academic supervision or based on local potential, also improve pedagogical, personality, and social competence.

Development of Teachers' Primary School Skills in Teaching Arabic

In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.

VALIDITAS RELIABILITAS INSTRUMENT TECHNOLOGYCAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) GURU SEKOLAH DASAR MUATAN PELAJARAN IPA

Measurement of teacher competence through TPACK is very important to do. However, the majority of the instruments used to measure TPACK for elementary school teachers are not yet in line with the needs of the 21st Century. This study aims to develop a TPACK instrument for elementary school teachers in a valid and reliable science lesson. This study uses the ADDIE model (Analysis, Define, Develop, Implementation, and Evaluation). The study sample involved 8 grade IV teachers from state and private elementary schools with A level of accreditation, spread across four sub-districts in the Surakarta region. Data analysis techniques use Pearson Correlation and Cronbach's Alpha. Research shows that there are 18 items that are declared valid and reliable. Valid is indicated by the Pearson Correlation value per question ranging from 0.504 - 0.904. Reliability is shown in the Cronbach's coefficient Alpha internal consistency value of 0.856. So that, overall, this instrument can be used to measure TPACK of elementary school teachers in the content of science lessons. This instrument can be used to map teacher competencies based on TPACK values. Furthermore, if there are some weaknesses in the 7 aspects of the TPACK, policy makers can determine the follow-up that needs to be determined to further improve the competence of elementary school teachers.

Developing social competence held in primary teacher inclusive education

His study aims to develop social competence in elementary school teacher who organizes the educational system inclusions. As for the problems that often arise for teachers in schools is the lack of knowledge of teachers of children with special needs who become learners. Due to a variety of disorders experienced by learners. Thus it is necessary the development of social competence of teachers in order handling Children with special needs who would require special education services as well. This study was conducted to train elementary school teachers who organize educational inclusion. This type of research is the development of research carried out systematically, field tests, evaluated and improved to meet the prescribed criteria in terms of quality, effectiveness. Development procedures used to follow the steps of research and development put forward by Borg Gall (1983: 775).The results of this study proved that through training can develop social competence elementary school teacher education Inclusion in Padang, It is evident from the scores of teachers are given training before the average score of 78.8571 with n = 42, while the mean scores after receiving training average score increased to 87.5476. means social competence of teachers evolved into having the ability to communicate effectively with students, with fellow educators and fellow educators and parents and the community. Thus the social competence of elementary school teachers in developing after receiving training on Inclusion education provision for children with special needs.

LESSON STUDY PENGEMBANGAN BAHAN PEMBELAJARAN BERBASIS POTENSI LOKAL UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU SD DI KABUPATEN KEBUMEN

<p>This study aims to: (1) apply lesson study in the development of learning materials based on local potential to improve the professional competence of primary school teachers in Kebumen in 2016; (2) produce learning materials based on local potential through lesson study as an effort to improve the professional competence of elementary school teachers in Kebumen in 2016. This study overall approach development (Research and Development / R & D). These research subjects were elementary school teachers in Kebumen numbered 50 people. Selection of study subjects according to the school characteristics, was by observing the accreditation status of the school and teacher status. The collection of data were through (1) Focus Group Discussion (FGD). (2) observation, (3) test, (4) study the documentation, (5) interview, (6) checklish behavior, and (7) video. It can be concluded: (1) Lesson study based on learning materials development of local potential improve the professional competence of elementary school teachers in Kebumen 2015. (2) Lesson study can produce learning materials based on local potential quality. Improving the quality of the results of the implementation of lesson study the development of learning materials based on local potential to improve the professional competence of elementary school teachers in Kebumen 2015 reached 90%.</p><strong>Keywords</strong>: professional competence, lesson study, the local potential.

Kontribusi Jenjang Pendidikan, Penataran, dan Kegiatan KKG terhadap Peningkatan Kemampuan Profesional Guru

The study is aimed at knowing the level of contribution of educational level, training course, and activity involvement in teacher working group towards professional competence of elementary school teachers. To get the data required for this study, questionaires and self-assessment are used. The result of the data analysis shows that educational level, training course, and involvement in teacher working group activity give significant contribution toward the professional competence of elementary school teachers. Of the three independent variables, the involvement in teacher working group activity gives the highest contribution towards professional competence of elementary school teachers, and training course has the least contribution.

Applying Standardized Rubrics for Assessing the Instructional Competence of Elementary School Teachers (EST) in Pakistan

The current study examines the Elementary School Teachers’ (ESTs) instructional competence through standardized rubrics developed under guidance of Government of Pakistan and UNESCO. The main purpose of this research was to explore the current position of competencies of ESTs, to evaluate the various competencies of ESTs described in the National Professional Standards for Teachers in Pakistan and advocate certain measures to improve the competencies and evaluation mechanism of ESTs. The population of the study comprised of male and female ESTs working in government schools located in urban and rural areas of district Lodhran, Punjab Pakistan. To conduct the observational survey 225 ESTs were selected randomly. An observational checklist was made on recommended grounds of teacher accreditation by Policy and Planning wing of Ministry of Education, Pakistan and UNESCO. The Statistical Package for Social Sciences (SPSS version 19) was utilized to analyze the collected data. A number of descriptive statistics including Chi Square, mean and percentage were calculated. The study concludes that most of ESTs were found week in various teaching competencies.

The Development of Teacher’s Social Competence in Rural Mountain Elementary School

This paper attempted to illuminate the importance of social competence for elementaryschool teacher in rural mountain environment. The author analyzes the essential features, socialand pedagogical challenges in rural schools, sensible changes characteristic of the modern village.Special attention is paid to the rural mountain school as a center of educational and socialactivities, its peculiarities and factors causing them, including the effect of mountain environment,climatic conditions, administration method, traditions, etc. It’s pointed out that teachers are alsoexposed to the effect of mountain environment. They work under tough weather conditions, oftenin a closed team, in the atmosphere of professional, social, economic and political informationscarcity, which leads to a rapid “aging”, gradual professional, social decline and social competencedevelopment recession. The author proves the need to consider the environmental impact in thedesign of modern school, the need for innovative processes while maintaining the national spiritand the environment; the development of social competence of elementary school teacher inconstantly changing social rural mountain environment is in the focus of attention.

IDENTIFIKASI KOMPETENSI GURU SEBAGAI CERMINAN PROFESIONALISME TENAGA PENDIDIK DI KABUPATEN SUMEDANG

<p>This study aims to explore the professional competence of elementary school teachers certified in Sumedang district. The study was conducted in the form of a survey in urban areas Sumedang district with a population of 592 elementary school teachers and 60 teachers certified as research samples. Total Respondents are 180 people consisting of 60 persons certified elementary school teachers, 60 peers who have not been certified, and 60 principals who captured data through questionnaires. Data were processed and analyzed with the rating scale measurement techniques and SPSS 16, and obtained the following results: 1) rating scale analysis results indicate that the professional competence of certified teachers in the Sumedang district, four aspects are in the 'ENOUGH' category and one aspect is in the 'LESS' category, and 2) the results of the attitude scale analysis using SPSS 16 shows that the professional competence of certified teachers in the Sumedang district are in 'GOOD' category, but this condition is far from the 'PROFESSIONAL' category.</p><p>Penelitian ini bertujuan untuk menelusuri kompetensi profesional guru-guru SD tersertifikasi di kabupaten Sumedang. Penelitian dilakukan dalam bentuk survei dengan populasi sebanyak 592 guru SD tersertifikasi dan 60 guru sebagai sampel penelitian yang berada pada kawasan perkotaan kabupaten Sumedang. Responden berjumlah 180 orang yang terdiri atas 60 orang guru SD tersertifikasi, 60 orang teman sejawat yang belum tersertifikasi, dan 60 orang kepala sekolah yang diambil datanya melalui angket. Data diolah dan dianalisis dengan teknik pengukuran rating scale dan program SPSS 16, dan didapatkan hasil sebagai berikut: 1) hasil analisis rating scale menunjukan bahwa kompetensi profesional guru tersertifikasi di kabupaten Sumedang, empat aspek berada pada kategori ‘CUKUP’ dan satu aspek berada pada kategori ‘KURANG’, dan 2) hasil analisis skala sikap dengan menggunakan program SPSS 16 menunjukan bahwa pada umumnya guru tersertifikasi di kabupaten Sumedang tergolong pada kategori ‘BAIK’, namun kondisi ini masih jauh dari kategori ‘PROFESIONAL’.</p>

Improving the Competence of Elementary School Teachers

Improving the Competence of Elementary School Teachers