Improve Teacher Competence Research Articles

How Do Transformational Leadership and Teacher Competence Shape Teacher Performance? Examining the Mediating Role of Organizational Culture

Employee performance and productivity are the main factors in determining the success of an organization, including in the context of education. This study aims to analyze the influence of transformational leadership style and teacher competence on teacher performance with organizational culture as a mediating variable. Using a quantitative approach, this study involved all elementary school teachers as the population and samples with a saturated sampling technique (85 respondents). Data were collected through a Likert scale-based questionnaire and analyzed using inferential statistical methods. The results of the study indicate that transformational leadership style and teacher competence have a direct effect on teacher performance. In addition, organizational culture acts as a partial mediating variable in the relationship between transformational leadership style and teacher competence on teacher performance. Principals who implement transformational leadership tend to create an innovative work environment, while teacher competence contributes to building a strong organizational culture that is oriented towards learning goals. The implications of this study highlight the importance of principals in clarifying the vision and mission of the institution and improving teacher competence in order to create a more effective learning environment.

ISLAMIC BOARDING SCHOOL MANAGEMENT IN IMPROVING TEACHER COMPETENCE AT MODERN BOARDING SCHOOL AL - MUSYADDAD KLATEN

Pesantren management is a series of systems, rules, and governance of educational institutions structured within the framework of values in pesantren. Activities or functions in pesantren management include planning, organizing, directing, and supervising. Teachers or ustad have a central role in pesantren. Ustad also acts as a mentor and role model for the students. There are four competencies that must be possessed by a teacher, namely pedagogical, social, professional, and personality competencies. In this study focuses on the teacher's personality competence, where ustad is expected to have attitudes and behaviors that can be emulated by the students. Pondok Modern Al-Musyaddad is a modern cottage that emphasizes Arabic and English in its daily conversation, and uses a curriculum using the term KMI (Kulliyatul Mu'alimin Al-Islamiyah) in its learning. This study aims to analyze how management at Pondok Modern Al-Musyaddad and how pesantren management in improving teacher competence at Pondok Modern Al-Musyaddad. The method used is qualitative research with data collection techniques through observation, interviews, and documentation. The results showed that pesantren management at Pondok Modern Al-Musyaddad Klaten has been running well in improving the personality competence of teachers/ustad.

Improving Teacher Competence in The Implementation of The Merdeka Curriculum: an Intensive Mentoring Approach in Madrasah

The purpose of this community service activity is to provide training to teachers at Madrasah under the auspices of the Yayasan Pendidikan Ridlol Walidain (YPRW) Nahdlatul Wathan Diniah Islamiyah (NWDI) Batu Bangka in implementing the Merdeka Curriculum. The methods of implementing the mentoring that will be carried out are as follows: 1) a Workshop on compiling the madrasah unit curriculum, 2) a Workshop on compiling learning objectives, learning objective flows, and teaching modules, and 3) a Workshop on compiling projects to strengthen the profile of Pancasila students. In addition to the workshop, a mentoring program for the implementation of the three workshops was also carried out. The evaluation results of this community service activity are as follows: 1) 90% of teachers stated that this activity was very satisfied with this community service pattern, 2) the quality of the curriculum products produced was classified as very good, 3) 75% of teachers were able to produce products in the form of TP, ATP, and teaching modules, and 4) the P5 team was able to produce P5 modules with a very good category. From the evaluation results, it can be said that this madrasa could be an example of implementing the Merdeka curriculum.

Teacher Empowerment Through The Toping Method in Visiting Teacher Activities to Improve Pedagogic Competence

The quality of education in border areas, such as the Timor Tengah Utara (TTU) Regency, often faces challenges in improving teacher competencies. This community service program aims to empower teachers through the Gasing method (Easy, Fun, and Enjoyable) as part of the Visiting Teacher program. This method was chosen because it is effective in helping teachers improve their pedagogical competence. The program involved teacher working groups (KKG) and subject teacher working groups (MGMP) in TTU over three days, from September 26 to 28, 2024. Training and hands-on practice sessions were conducted to equip teachers with the skills to apply the Gasing method in their teaching. The analysis results showed a significant improvement in the teachers' average understanding, rising from 55.8 before the training to 87.07 afterward. Additionally, observations recorded high levels of participant engagement. Question-asking activities reached 88%, the ability to answer facilitators' questions was 92%, group discussions demonstrated 84% engagement, and the active application of new Gasing techniques reached 96%. Overall, 90% of the teachers displayed excellent engagement across various aspects, reflecting the program's effectiveness. This initiative not only improved teachers' understanding but also fostered a more enjoyable and effective learning environment. The implementation of the Gasing method holds significant potential to enhance teaching quality, not only in TTU but also in other regions with similar characteristics, contributing to the advancement of education

Upaya Meningkatkan Kompetensi Guru melalui Supervisi Pendidikan

Teacher competence is one of the key factors influencing the quality of education in a country. Competent teachers are able to carry out the teaching and learning process effectively, enabling students to achieve optimal learning outcomes. However, in reality, not all teachers possess adequate competence. Therefore, continuous efforts are required to improve teacher competence. One effective way to achieve this is through educational supervision. This study aims to identify the definition of teacher competence, understand the role of supervision in improving teacher competence, and explore the strategies of supervision to enhance teacher competence. The research method used is a literature review with a qualitative approach, analyzing various literatures related to educational supervision. Data was collected through a review of relevant journals, articles, and books, and analyzed descriptively. The findings indicate that with effective supervision, teachers can receive the guidance and support needed to develop their professional competence. Several supervision strategies that can be applied include clinical, collaborative, formative, and technology-based supervision. With continuous and directed supervision, it is expected that teacher competence will improve, which in turn will enhance the overall quality of education.

Meningkatkan Kompetensi Guru Melalui Pelatihan Penulisan Karya Ilmiah di SMAN 1 Kandis Kabupaten Ogan Ilir

This research aims to improve teacher competence in writing scientific papers through training carried out at SMAN 1 Kandis, Ogan Ilir Regency. In an era of increasingly developing education, the ability to write scientific papers has become an important aspect for developing teacher professionalism. This training is designed to provide teachers with basic understanding and skills in compiling quality scientific work, as well as improving their abilities in conducting research and scientific publications. The method used in this research is a qualitative approach with data collection techniques through observation, interviews and documentation. The results of this training show a significant increase in teachers' understanding and skills in writing scientific papers, as well as a positive impact on their motivation to be more active in research activities and scientific publications. It is hoped that the results of this training can encourage teachers to continue to develop themselves and improve the quality of education at SMAN 1 Kandis.

Case Study on Teachers' Competence at Public Elementary School 147 Palembang

This study aims to analyze teacher competency at SD Negeri 147 Palembang through a qualitative case study. The teacher competency that is the focus of this study includes four main aspects: pedagogical, professional, personality, and social competency. Data were collected using two main techniques, namely in-depth interviews with the principal and questionnaires distributed to teachers. Interviews with the principal were used to obtain a general view of teacher performance and competency development strategies in schools, while questionnaires were designed to evaluate teachers’ perceptions of their respective competencies. The results of the study indicate that teachers at SD Negeri 147 Palembang have good competency, especially in personality and social aspects, which are reflected in the high level of discipline and effective communication with students and colleagues. However, improvements are still needed in the use of technology in learning and the application of more innovative teaching methods and strengthening communication with parents of students. These findings indicate that ongoing training is needed to improve the quality of teaching and professional skills of teachers at SD Negeri 147 Palembang. This study is expected to be a reference for policy making in efforts to improve teacher competency in public elementary schools in Indonesia.

Comparative Study of the Contribution or Certified Teachers and Non-Certified Teachers in the Quality of Education in Banten Province

The teacher certification policy in Indonesia aims to improve teacher competence and professionalism, so that it is expected to have a positive impact on the quality of learning and student achievement. This study is expected to contribute to a deeper understanding of how teacher qualifications affect student learning outcomes and contribute to efforts to reduce the gap in the quality of education. The objects of this study are certified teachers, non-certified teachers, and the quality of education. The subjects of this study were teachers who were already certified educators and teachers who were not yet certified educators in 7 Public Junior High Schools in Serang City. Respondents in this study were 56 respondents, the research approach was quantitative with Product Moment. Data were collected using a research questionnaire on respondents with samples taken from the entire population used as respondents. The research instrument used a questionnaire. The data analysis technique used was the Product Moment analysis technique with the SPSS analysis tool. The results of this study show evidence that certified teachers and non-certified teachers have a positive and significant influence on the quality of education. But not only certified teachers and non-certified teachers, because the quality of education has several factors.

Analysis of Teacher Readiness to Implement Bioinformatics to Biology Learning in Senior High School

This study aimed to analyze teachers' readiness in applying bioinformatics to biology learning in senior high schools. Bioinformatics is a combination of computer science, statistics, and biology to analyze and interpret complex biological data. The application of bioinformatics into learning can foster students' realization of the real-life commitment of bioinformatics, enhance their understanding, and expand their curiosity about bioinformatics. The application of bioinformatics into biology learning needs to be supported by teacher readiness in terms of understanding, skills and factors that influence teacher readiness in applying bioinformatics. This research used a case study method with a qualitative descriptive approach to analyze the readiness of biology teachers from several senior high schools in Banten province in implementing bioinformatics into biology learning. The results of this study show that most teachers understand and realize the importance of bioinformatics in learning, on the other hand some teachers also feel not fully confident and able to apply bioinformatics into learning effectively. Although most teachers have adequate access to technology, teachers are not familiar with bioinformatics concepts and software such as BLAST and NCBI. Therefore, to fulfill the aspect of teachers' understanding and skills in applying bioinformatics to learning, focused training is needed that discusses the basic concepts of bioinformatics, the use of bioinformatics software, and its application in learning to improve teacher competence and create interactive and relevant biology learning.

The Problem of Integrating Pancasila Student Profile with Islamic Religious Education Material Through the Implementation of Content Differentiation Learning in Elementary School

This study aims to describe the problem of integrating Pancasila student profile with Islamic Religious Education materials through the implementation of content differentiation learning in elementary school. This research employs a qualitative approach with a case study design. The subjects include teachers, principals, and students from several elementary schools in the research area, while the object of study is the implementation of content differentiation in PAI learning. Data were collected through in-depth interviews, observations, and document analysis. Data analysis was conducted interactively through data reduction, data presentation, and conclusion drawing. Data validity was ensured using source and method triangulation. This study found that integrating the Pancasila Student Profile with Islamic Religious Education (PAI) materials through content differentiation is hindered by limited teacher understanding, lack of planning time, and insufficient resources. The causes include low teacher competence, an unsupportive curriculum, and weak collaboration. Recommended solutions include teacher training, curriculum development, and strengthening stakeholder collaboration.The conclusion highlights the importance of improving teacher competence through continuous professional development, creating practical guidelines for content differentiation, and fostering collaboration among stakeholders to provide adequate resources. The study recommends intensive training for teachers and the development of a curriculum that supports the implementation of content differentiation, aiming to shape students' character in alignment with the values of the Profile of Pancasila Student.

Kepemimpinan Kepala Sekolah dalam Peningkatan Kompetensi Guru di SMA Negeri 1 Natal

AbstractWith increasing developments in the current era of globalization and modernity, improving the quality of education can become an urgent problem. Problems that arise within the school are related to the function and leadership role of the school principal, so a study was conducted with the research title School Principal Leadership in Improving Teacher Competency. The data collection technique used was an interview technique by several school principals. Competency is a combination of mastery of knowledge, values and attitudes which are reflected in habits of thinking and acting in carrying out tasks/work. Teachers who are able to apply competence in the implementation of learning will have more fun and arouse interest in learning and create an active learning atmosphere and ultimately have an impact on increasing student achievement. The school principal's efforts to improve teacher competence and personality are by holding several training and recommendation activity programs. In general, increasing competency carried out by school principals aims to ensure that teachers master classroom management. There are 4 main components regarding school principal leadership in improving teacher competency, namely teacher performance, increasing competency, quality of education, and leader strategy Keywords: Leadership; Principal; Improvement; Teacher Competency

Empowering Teachers with VR Technology for Immersive Learning Experiences

Background: The study explores insights from participants' discussions on the utilization of Virtual Reality (VR) technology in education and proposes recommendations to improve teacher competence in this domain. Contribution: The aim of this study was to identify training needs and educators' preferences in effectively integrating VR tools into their teaching practices. Method: This method involves collecting statements from participants, including their reflections on the benefits and challenges of using VR in education, as well as their suggestions for improvement. Results: Through thematic analysis, key findings emerged, showing strong interest among participants in utilizing VR to create immersive and engaging learning experiences. However, participants also expressed the need for additional training to address technical challenges, develop pedagogical strategies, and align the use of VR with curriculum requirements. Conclusion: Based on these findings, recommendations for follow-up training programs include providing comprehensive training on VR use, offering hands-on practice sessions, showcasing diverse VR applications, emphasizing strategies to increase student engagement, and building ongoing professional development opportunities. By addressing these recommendations, educators can improve their competence in utilizing VR technology to create a more effective and innovative learning environment.

Urgensi Pelaksanaan Supervisi Kepala Sekolah dalam Meningkatkan Kinerja Mengajar Guru Di Sekolah Dasar

The effectiveness of supervision activities carried out by the principal of Wadungasri Waru State Elementary School aims to improve teacher competence in teaching and learning activities, so that it is expected to fulfill the teaching mission carried out by teachers. The research method used is a qualitative phenomenological approach with “emic” perception with descriptive analysis. The results of the study are as follows; First, the principal’s strategy in carrying out educational supervision at Wadungasri Waru State Elementary School is carried out by visiting classes, summoning teachers personally using personal conversation techniques, and objective assessments. Second, the supporting factors in the implementation of educational supervision are teachers’ discipline in carrying out their duties and responsibilities, adequate teacher competence and skills, and high teacher work ethic. Third, the obstacles faced by school principals in the implementation of educational supervision are the existence of different teacher motivations in teaching in schools, the lack of teacher competence in teaching, the lack of mastery of learning methods, the lack of teachers’ mastery of the use of information technology media, the inadequate facilities and infrastructure in learning Islamic religious education, which has implications for the lack of achievement of learning targets or objectives. As a solution to overcome these obstacles, the principal of Wadungasri Waru State Elementary School always motivates teachers to always devote themselves through teaching and learning activities, providing rewards and punishments to teachers, delegating teachers to participate in education and training activities, and efforts to collaborate with various parties in completing various school needs

Tantangan dan Peluang Implementasi Kurikulum Merdeka di Madrasah Ibtidaiyah

The Kurikulum Merdeka is a policy introduced by Indonesia's Ministry of Education, Culture, Research, and Technology to create a more flexible, responsive, and relevant education system that meets the demands of globalization and the Industrial Revolution 4.0. However, its implementation in Madrasah Ibtidaiyah still faces various complex challenges. These challenges include the lack of teacher preparedness in implementing the curriculum, limited supporting learning facilities, and insufficient efforts to socialize the curriculum comprehensively. Therefore, strategic measures are needed, such as improving teacher competencies, providing adequate facilities, and intensifying socialization to ensure the optimal implementation of Kurikulum Merdeka at Madrasah Ibtidaiyah Legowetan. The researcher employed a qualitative research method with a case study approach. Data collection techniques included interviews with the Madrasah Ibtidaiyah Legowetan principal, observations, and documentation. Data analysis followed the Miles and Huberman model, comprising data reduction, data presentation, and conclusion drawing. The research findings indicate that the main challenges educators face include the need to shift teaching methods from structured approaches to more flexible, student-engaged learning. Limitations in learning media and students' readiness to adapt to the new competency-based approach also pose significant obstacles. The transformation from the 2013 Curriculum to the Kurikulum Merdeka affects how students perceive learning, which now focuses more on processes and skill development. Despite difficulties in aligning learning materials with this more flexible approach, teachers strive to create variations in teaching methods that promote student engagement and facilitate better understanding of the material

THE ROLE OF LEARNING INTENSITY AS A MEDIATOR OF THE INFLUENCE OF TEACHER COMPETENCY AND PERSONAL TALENT ON DANCE SKILL

Teacher competency and personal talent are often considered as the main factors in the development of students' dance skills. However, learning intensity can also play an important role in mediating the influence of both factors. Learning intensity refers to the stage of involvement, dedication, and effort devoted by individuals in the learning process. This study aims to examine the role of learning intensity as a mediator in the influence of teacher competency and personal talent on students' dance skills. This research method is a survey method with a quantitative approach. The number of samples taken was 60 students from dance extracurriculars at MI Kresna. Data were collected through a questionnaire from a Likert scale with 4 alternative answers. PLS-SEM analysis was used to analyze the data and test and evaluate the construction of problem-solving ability measurement variables. The results showed that teacher competency on learning intensity (β = 0.261); (ρ = 0.005) and learning intensity on dance skills (β = 0.263); (ρ = 0.310) had no significant effect. In addition, learning intensity was proven to mediate the influence of personal talent (β = 0.155); (ρ=0.376) and teacher competency (β=0.069); (ρ=0.324) towards dance skill. Implications of increasing learning intensity in mediating the influence of teacher competency and personal talent with students' dance skills in dance material from dance extracurricular at MI Kresna. The recommendations of this study include providing training that focuses on teacher awareness and motivation in utilizing personal talents effectively. Thus, this study is expected to significantly improve teacher competency, personal talents, and students' dance skills in arts and culture

Data-Based Planning Using Educational Reports in Improving Literacy

One of the efforts to improve the quality of education is planning according to the needs of the school. The education unit has an education report card in which there is information about quality indicators based on the National Assessment (AN) which is carried out every year where the results of the AN are described in the education report card which contains the report of the education unit as a whole starting from Numeracy Literacy, Instructional Leadership of school principals, educators and education personnel, and learning environment etc. Education units in Nusa Tenggara Province in general and in Mataram City in particular have implemented data-based planning (PBD), but it is not optimal because the program is relatively new. In the education report card, there are recommendations that are referred to as the preparation of the School Activity Plan and Budget (RKAS) in which there is a priority scale of recommended programs/activities such as improving teacher competence, increasing literacy and numeracy, strengthening character education and structuring the school environment. Through Community Service (PKM), in this case to junior high school education units, socialization programs/activities are needed through workshops with the theme of data-based planning.

Assessing the Impact of SM-3T on Enhancing Teacher Competence in 3T Areas: A Case Study in Indonesia

The Indonesian government has launched the Bachelor Program for Teaching in Frontier, Outermost, and Disadvantaged Areas (Indonesia: Sarjana Mendidik di Daerah Terdepan, Terluar, dan Tertinggal / SM-3T) as a means to enhance the educational standards in disadvantaged regions by deploying recent graduates as instructors. This study examines the impact of the SM-3T program on improving teacher competence in high-risk, remote, and underprivileged regions of Indonesia, namely in Terdepan, Terluar, and Tertinggal (3T) regions. This research is a qualitative case study approach, focus on teachers who took part in the program. Data were gathered using a blend of self-assessment forms and semi-structured interviews, offering valuable understanding of the professional growth of these educators, namely in their ability to teach effectively. According to the findings, the SM-3T program made a substantial contribution to enhancing teachers' pedagogical abilities, particularly in comprehending students' traits, devising and executing teaching methods, and doing assessments. The results emphasise the need of ongoing professional development initiatives in enhancing the effectiveness of education in remote regions. The research findings underline the importance of continuous assistance and training for teachers in 3T areas to guarantee enduring educational enhancements.

Implementation of Teaching Modules at State Elementary School 6 Langkai School

Basic education plays a crucial role in shaping the character of students, emphasizing both academic growth and the internalization of moral and spiritual values. State Elementary School (SDN) 6 Langkai School in Palangka Raya applies a non-differentiated teaching module that focuses on delivering uniform material to all students, promoting an inclusive and simple learning environment. Despite challenges such as limited facilities, a less comfortable learning environment, and students' varying levels of understanding, the module aims to foster social and moral values in alignment with the local context. This study examines the implementation of the module, the challenges faced by teachers, and its impact on students' learning outcomes. A qualitative approach, including in-depth interviews, direct observation, and document analysis, was used to gather data. The results emphasize the importance of improving teacher competencies, enhancing school facilities, and adopting active learning methods to overcome existing challenges and ensure the module's effectiveness in delivering quality education.

Peran Kebijakan dalam Meningkatkan Kualitas Pembelajaran

This study aims to describe the role of policy in improving the quality of learning using a qualitative approach. The data sources used in this study are literature study sources that include references from journals, books and other articles. In education, public policy functions to provide equal access to education, improve teacher competence, and develop relevant curricula. Quality education policies must adapt to the times, technological advances, and global challenges. Therefore, education policies are very important to produce a generation that is innovative, intelligent, and ready to face the development of a dynamic society.

Implementation Of Teacher Performance Innovations In Improving The Quality Of Education At Sma Negeri 1 Donggo

This research is a qualitative research using a narrative descriptive approach to analyze data. To obtain data or information, the researcher directly visited the respondents using data collection techniques; observation, interviews and documentation. Data analysis is carried out by reducing data, presenting data and verifying/drawing conclusions. Based on the exposure of data and research findings, the results of the research were obtained, namely: (1) There are 5 innovations in teacher performance in improving the quality of education at SMA Negeri 1 Donggo, including: improving teacher competence, teachers' religious spiritual activities, forming work teams, implementing work discipline and awarding. Keywords: Implementation, Innovation, Teacher Performance. (2) The implementation of teacher performance innovations in improving the quality of education at SMA Negeri 1 Donggo includes: a) improving teacher competence, b) teachers' religious spiritual activities c) the formation of work teams, namely curriculum teams, d) the implementation of work discipline through the implementation of teachers' attendance and daily journals and e) the provision of rewards in the form of allowances and positions. (3) The results of teacher performance innovations in improving the quality of education at SMA Negeri 1 Donggo include: a) the competence and performance of teachers in carrying out their duties are getting better, b) the formation of high student character c) high academic and non-academic achievement of students d) high quality exam results and graduates, and e) increasing the support of parents and the community.