Increase In Teacher Competence Research Articles

Implementasi Pembimbingan Berkelanjutan Dapat Meningkatkan Kompetensi Guru dalam Menyusun Perangkat Pembelajaran Khususnya RPP pada MTs Yapit Malakaji Kabupaten Gowa

This school action research uses a continuous mentoring model. The purpose of this model is for teachers to improve their competence in developing learning tools. More specifically this PTS is to obtain an overview of the teacher's understanding in preparing a complete RPP and implementing it in class.There are four stages that become the focus of problem solving to improve teacher competence in preparing a complete RPP, namely planning, implementation, observation, and reflection.Based on data analysis in cycle I and II, continuous mentoring can improve teacher competence in preparing lesson plans. This can be proven from the results of observations which show that there is a significant increase in teacher competency in preparing lesson plans from cycle to cycle. In Cycle I there were 8 teachers or 34.78% whose performance scores were in the high category while in Cycle II there were 19 teachers or 82.61%. This shows an increase of 47.83%.

PELAKSANAAN WORKSHOP DAN BIMBINGAN BERKELANJUTAN UNTUK MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

This study aims to determine the improvement of teacher competencies in preparing plans for implementing learning in 008 Sungai Primary School, Sigajah and 013 Public Elementary School, Teluk Piyai, through continuous workshops and guidance. The subjects of this study were 008 State Elementary School teachers, Sigajah River, and SDN 013 Piyai Bay, totaling 24 teachers. This study uses school action research with two cycles. The technique of collecting data uses an observation sheet on the preparation of plans for implementing learning carried out by the teacher. The school action research is carried out in the odd semester of the 2018/2019 academic year for approximately two months, from September to November 2018. The results of the study are 1) workshops and ongoing guidance can increase teacher motivation and competence in preparing a complete learning implementation plan according to the components. The teacher shows the seriousness in understanding and compiling the plan for implementing the learning after getting guidance on the preparation of the learning implementation plan from the researchers in the implementation of the workshop. 2) Continuous guidance can improve teacher competency in preparing learning implementation plans. It can be proven from the results of observations that show that there is an increase in teacher competence in preparing the implementation of learning plans.

UPAYA MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN MELALUI BIMBINGAN BERKELANJUTAN DI SD NEGERI 1 PURWODADI

Some teachers at Purwodadi 1 Elementary School adopted another person's Learning Implementation Plan. This researcher knows when conducting academic supervision (supervision of class visits) to the target schools. These problems have a big influence on the implementation of the learning process. Under these circumstances, researchers as school advisers strive to provide ongoing guidance to teachers in compiling a Learning Implementation Plan in full in accordance with the demands on process standards and assessment standards that are part of the national education standard.
 Based on the research conducted, the following results can be obtained: (1) Continuous guidance can increase the motivation of the teacher in compiling a Learning Implementation Plan completely. The teacher shows the seriousness in understanding and compiling the Learning Implementation Plan especially after getting guidance on the development / preparation of the Learning Implementation Plan from the researcher. This information researchers obtained from the results of observations when conducting interviews and guidance development / preparation of Learning Implementation Plans to teachers; and (2) Continuous guidance can improve teacher competence in preparing Learning Implementation Plans. It can be proven from the observation / observation that shows that there is an increase in teacher competency in compiling the Learning Implementation Plan from cycle to cycle. In the first cycle the average value of the components of the Learning Implementation Plan was 69% and in the second cycle 83%. So, there was a 14% increase from the first cycle

Upaya menigkatkan kompetensi guru dalam menyusun rencana pelaksanaan pembelajaran melalui pemberdayaan kegiatan kelompok kerja

The phenomenon in the field illustrates that the existence of the working group or forum has not yet provided a significant contribution to the improvement of teacher competency. Various obstacles faced by teachers, principals, and supervisors currently in an effort to create active and effective activity groups. The purpose of this study is to describe efforts to improve teacher competency in developing learning implementation plans through empowering teacher working group activities. This type of research is the principal's action research. The data analysis technique was analyzed descriptively using the percentage formula. Based on the results of the study it was found that: 1) To improve competence in the learning process carried out through empowering competency activities in the learning process carried out through empowering teacher working group activities on a regular basis as much as 2 cycles, each cycle of 2 meetings, each meeting to make four stages of the planning activities, the implementation of actions, observations and reflections. 2) Observation is carried out by the principal as a collaborator supervisor, ending with reflection to see the positive and negative aspects as a basis for planning the next action in cycle 2. With clinical supervision, there is an increase in teacher competence at the beginning of activities 71.43% to 93.73% an increase of 22.30%.

IN HOUSE TRAINING UNTUK MENINGKATKAN KEMAMPUAN GURU DALAM MENYUSUN RPP

Abstract: This study aims to determine the increase in teacher competency at SMPN 2 Tempuran, Kabupaten Karawang in compiling plans for implementing learning through IHT activities. The subjects of this study were all PNS teacher in SMPN 2 Tempuran Kabupaten Karawang. This research is School Action Research (PTS) which consists of two cycles, each cycle covering the stages of planning, implementation, observation and reflection. The data analysis technique used is descriptive comparative. From the results of the study it can be concluded that: IHT can improve the professional competence of teachers at SMPN 2 Tempuran in preparing lesson plans. This is indicated by the increasing professional competence of teachers from the preparation stage to the end of Cycle II.

Increasing Achievement And Motivation Of Elementary School Teachers 44 Lubuk Anau In Developing Learning Implementation Plan With Application Of Sustainable Guidance

Basically the task of teachers to educate, teach, train and evaluate students, so that learners can become human beings who can carry out life in harmony with his nature as human beings. related to the task of teachers in evaluating students then teachers should have the skills to teach. It is therefore necessary for the principal's role to motivate teachers to improve their performance and objectives to help teachers clearly see the purpose of education and to achieve the educational goals by fostering and developing better teaching methods and procedures. The purpose of this study is to increase the competence of teachers in order to devote time and energy to streamline learning. Improving ability in solving problems in teaching and learning in preparing RPP at SDN No. 44 Lubuk Anau District Bayang Year 2016. Setting in this research include: place of research, research time, research schedule, and cycles of PTS as follows: Research Action School conducted at SDN No 44 Lubuk Anau District Bayang. The selection of the school aims to improve the competence of teachers in developing the lesson plans (RPP) completely. PTS is held in 2016 for approximately one month. Implemented in July. This research is in the form of School Action Research, which is a collaboration between researcher and teacher, in improving the ability of teachers to be better in preparing the implementation plan of learning. The method used in this research is descriptive method, by using percentage technique to see the improvement that happened from cycle to cycle. "Descriptive method can be interpreted as a problem-solving procedure that is investigated by describing / describing the state of subject / research object (someone, institution, society, etc.) at present based on facts that appear or as it is (Nawawi, 1985: 63 ). With this method the researcher attempts to explain the data that the researcher collects through direct communication or interview, observation / observation, and discussion in the form of percentage or number. Researchers expect in detail indicators of achievement of results lowest 78% of teachers make the eleven components of the Learning Implementation Plan as follows. The subject identity component is expected to achieve 100% achievement. Component standard component is expected 85% achievement. Component of basic competence expected 85% achievement. Components of indicators of achievement of competencies expected 75% achievement. Components of learning objectives are expected to reach 75%. Components of learning materials expected 75% achievement. The time allocation component is expected to reach 75%. The component of learning method is expected to achieve 75% achievement. Components of the steps of learning activities are expected to reach 70% achievement. Components of learning resources are expected 70% achievement. The assessment component (question, scoring guide, answer key) is expected to reach 75%. Based on the results of School Tinadakan Research (PTS) can be summarized as follows: Continuous guidance can improve teacher motivation in preparing RPP completely. Teachers show seriousness in understanding and preparing RPP especially after getting guidance development / preparation RPP from researchers. This information researchers obtained from the results of observations during interviews and guidance development / preparation of RPP to teachers. Ongoing guidance can improve teacher competence in preparing RPP. It can be proved from the observation / observation which shows that there is an increase in teacher competence in preparing the RPP from cycle to cycle. In cycle I the average value of RPP component is 69% and in cycle II 83%. So, there was an increase of 14% from cycle I.
 
 

UPAYA PENINGKATAN KEMAMPUAN GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) MELALUI SUPERVISI KLINIS DI SEKOLAH DASAR NEGERI 001 PANIPAHAN KABUPATEN ROKAN HILIR

This school action research (PTS) aims to improve teachers' ability in making RPP through clinical supervision.This research is conducted in four stages, namely planning, implementation, observation and reflection, anddone in two cycles. The first cycle of researchers directly observed the increase in teacher competence in makingRPP. Results from the observation of the overall teacher's RPP assessment in cycle I showed a mean score of72,1% with good rating category. In cycle II the average value of teachers in making RPP is 86% with thecategory of assessment is very good. The improvement of teacher's RPP assessment per cycle also increased, ieclass I, II, IV, and V teachers showed an increase in scoring score of two points or 16,7 ,. while grade 3 andgrade 6 teachers showed an increase of one point or 8,4%. This proves that the implementation of clinicalsupervision can improve the competence of teachers in the preparation of learning tools.