Pedagogical Competence Of Teachers Research Articles

PENGARUH KOMPETENSI PEDAGOGIK GURU TERHADAP KUALITAS PEMBELAJARAN AL-QUR'AN HADITS PADA SISWA KELAS VIII MTs. SWASTA YASPEN MUSLIM PEMATANG TENGAH KECAMATAN TANJUNG PURA

The main background of the research problem relates to the importance of increasing the pedagogic competence of Al Qur'an Hadith teachers in carrying out learning activities so that they can improve the quality and student learning outcomes. Increasing pedagogic competence needs to be done by teachers to develop their abilities. Pedagogic competence of teachers can understand students by utilizing the principles of cognitive development of students and teachers can understand the development of students' personality and reflect on it in the learning process. The purpose of this study was to determine the effect of teacher pedagogic competence on the quality of learning Al-Qur'an Hadith in MTs students. Private Yaspen Muslim Pematang Tengah, whether the two variables have a significant relationship. This type of research is a quantitative research. Methods of collecting data by means of observation, interviews, questionnaires and documentation. The population was 114 students were taken as research samples totaling 24 students in MTs. Private Yaspen Muslim Pematang Tengah. Hypothesis testing analysis technique will be used Product Moment correlation formula. The results showed that the influence of teacher pedagogic competence on MTs students. Private Yaspen Muslim Pematang Tengah is good (58%). While the quality of learning the Qur'an hadith on MTs students. Private Yaspen Muslim Pematang Tengah is good (67%). The results of tabulation calculations between the influence of teacher pedagogic competence on the quality of learning Al-Qur'an Hadith in class VIII MTs. Private Yaspen Muslim Pematang Tengah with a moderate or moderate level of significanc

HUBUNGAN KEPEMIMPINAN KEPALA SEKOLAH DAN KOMPETENSI PEDAGOGIK GURU DENGAN KEINOVATIFAN GURU

This study aims to determine the relationship between Principal Leadership and Pedagogic Competence with Teacher Innovative-ness in SDN 003 Pagarsih. The method used is descriptive correlational research with a quantitative approach which consists of two independent variables, namely Principal Leadership and Pedagogic Competence and Teacher Innovativeness as the dependent variable. The number of research samples was 32 people. The research data analysis technique used statistical analysis techniques of correlation and simple regression as well as multiple correlation. This study resulted in three conclusions: First, there is a positive and very significant relationship between Principal Leadership and Teacher Innovativeness as indicated by the correlation coefficient = 0.914. Second, there is a positive and very significant relationship between Teacher Pedagogic Competence and Teacher Innovativeness as indicated by the correlation coefficient = 0.851. Third, there is a positive and very significant relationship between Principal Leadership and Teacher Pedagogic Competence together with Teacher Innovativeness as indicated by the correlation coefficient value of 0.930 and the coefficient of determination (R2) of 0.865. The results of the study indicate that teacher innovation can be increased through the pedagogical competence and leadership of the principal.

Teacher's Pedagogic Competence in Teaching English: An Analysis Study

The teaching and learning process is changed from offline learning became online learning due to Covid-19 outbreaks. The aimed of this study was to describe how is the pedagogical competence of English teachers at SMPN 7 Tanjungpinang. This research used qualitative research method which means that the researcher describes the result of the data about teacher’s pedagogical competence consists of understanding of the students, designing of the material, developing students’ potential and evaluation. Observation and interview were used as the instruments of this research. The result showed that the pedagogical competence of English teachers in online learning is on good categories with keep regard and adjust to the needs of students during online learning. Moreover, the teachers must always improve their pedagogical competence especially in online learning. Key Words: Pedagogic Competence, Online Learning, Google Classroom

Pengaruh penggunaan media berbasis IT dan kompetensi pedagogik guru terhadap hasil belajar siswa di gugus 3 Kecamatan Pamulihan pada masa pandemi covid-19

Learning outcomes obtained by students, especially in class VI mathematics subjects have decreased. Therefore, the role of the teacher when improving pedagogic abilities (planning, implementing and evaluating learning) and the use of IT-based media (Google Classroom) is one way to improve online learning, when learning is done well automatically the learning outcomes obtained by students will good. The method used in this research is an explanatory survey research method. Meanwhile, for the population in this study, Grade 6 students were indicated to have been able to fill out the questionnaire independently. There are 307 grade 6 students from 8 elementary schools in Cluster 3, Pamulihan Subdistrict and are registered at Dapodik as active students. The sample is 76 students through the sampling technique using the proportionate stratified random sampling technique. The results of this study reveal that there is a significant influence between the use of media and the pedagogic competence of IT-based teachers on learning outcomes. This means that the variable of using IT-based media and the variable of teacher pedagogic competence simultaneously has a significant and positive impact on learning outcomes

Kompetensi Pedagogik Guru dalam Pendidikan Islam Perspektif Tafsir Al Quran

Indonesia is still a country with a low quality of education. The low quality of education in Indonesia can be caused by poor infrastructure and teacher competence. The purpose of this study was to determine the pedagogical competence of teachers in Islamic education from the perspective of Al-Qur'an interpretation. This research is library research, with descriptive method of qualitative analysis. The researcher describes the Teacher's Pedagogic Competence in Islamic Education, then analyzes it in detail and depth with the Al-Qur'an Tafsir Perspective. Namely the book Tanwir Miqbas Min Tafsir Ibn Abbas, Tafsir Jalalain, Tafsir al Qur'an al Azim. Research results: research results include: 1. Understanding of students; Effective Communication (qaulan balighah/words that leave scars and qaulan makrufah/good words) 2. Objectives of Islamic education; 3. Obligation to seek knowledge; 4. Curriculum 5. Evaluation 6. Learning Models and Methods: Uswatun Hasanah (Good Exemplary) Method, Teaching to be Thorough, Detailed and Responsible, Lecture Method with Wisdom and Mauidlah Hasanah, Collaborative Discussion Learning Method with Creative Thinking, Story Method / Story, Method of Approaching Imagery as Lesson, Method of Reward / Targhib / Reward and Punishment / Tarhib / Punishment, Method of Reading, Studying and Studying with Basmalah and memorization method.

PENGARUH SUPERVISI KEPALA SEKOLAH DAN KOMPETENSI PEDAGOGIK GURU TERHADAP KINERJA GURU SD SE-KECAMATAN PANGKALAN KERINCI KABUPATEN PELALAWAN

This study aims to determine the effect of principal supervision and pedagogical competence of teachers on the performance of elementary school teachers in Pangkalan kerinci sub-district of pelalawan district. The population in this study was all teachers of SD Se, Pangkalan Kerinci District, Pelalawan Regency, totaling 180 respondents, and the research sample was 30 respondents. The data analysis used is correlation analysis, correlation coefficient, and coefficient of determination. The results of this study show that there is a positive influence between the principal's supervision (X1) on Teacher Performance (Y) and the Determinant Coefficient = (0.774)2 x100 = 60%. There is also a positive influence between Paedagogic Competence (X2) and Teacher Performance (Y) with Determinant Coefficient = (0.742 )2 x100 = 5.50%. While the Influence of Principal Supervision (X1) and Paedagogic Competence (X2) on Teacher Performance (Y) has a determination coefficient of r2y1.2 = (0.839)2 x100 = 70.4 %. Conclusions from the variables of Principal Supervision and Paedagogic Competence with variables of elementary teacher performance in Pangkalan Kerinci District, Pelalawan Regency has a positive direction.

Pedagogical Competence of Teachers in Planning Vocational High School Learning

The teacher becomes the main actor in the learning process, especially in vocational education, namely productive learning which has its own characteristics that cannot be equated with adaptive and normative learning. This research aims to analyze directly the pedagogical evaluation of teachers in planning learning activities in vocational school in the field of electricity. This study used the Countenance Stake evaluation research method. This research focuses on one aspect, namely the planning aspect (antecedents) in the productive learning process. The research method used is the quantitative method. The data collection techniques used are questionnaires. Data analysis techniques are performed using descriptive quantitative. The results showed that there was a weakness in the pedagogical competence of teachers in making plans for learning activities with an average of 3.24 which was in the category quite well. Learning planning made by teachers has not been in accordance with process standards and also does not refer to a curriculum that is tailored to the abilities and needs of learners. There needs to be a review and improvement of the aspects that have not been fulfilled in the learning planning made by teachers and also the need to improve the pedagogical competence of teachers so that learning activities can be carried out properly and able to print competent vocational school graduates.

Certified Teacher's Pedagogic Competence in 21st Century Skills

Pedagogic competence is a special competence, which will distinguish teachers from other professions and will determine the level of success of the learning process and outcomes for students. The aim of this study is to analyse description of the pedagogic competencies of certified educators in 21st century learning, in particular regarding the pedagogic competencies of certified educators, and 21st century teacher skills. The research method used is descriptive qualitative. The research subjects is one State High School. Data collection using observation, interviews, drawing, and others. While data analysis process, researchers must pay attention to data reduction, data presentation and conclusion drawing and verification. The researcher also conducted in-depth interviews and structured interviews, structured interviews were interviews in which the problems and questions for the interview had been set by the researcher to be submitted to the informants. The results achieved are the importance of teacher certification to be carried out, the urgency of the importance of teacher certification, namely, as a requirement in teaching, standardization of professionalism, as a legal provision, professional development, and as a form of formal recognition of the teaching profession. The implications of achieving student achievement are because the learning process carried out by the teacher can run well and the transfer of knowledge to students can be right on target.

PEDAGOGICAL TEACHER COMPETENCE: USING OBSERVATION TECHNIQUES TO UNDERSTAND CHARACTERISTICS OF STUDENTS IN ELEMENTARY SCHOOLS

Teacher pedagogical competence is an essential component of primary school teachers. Teacher pedagogy can assist in the management of student learning and demonstrate professionalism in teaching in the classroom. This study aims to explore how teachers apply pedagogic competence to understand the characteristics of elementary school students. The research design uses a qualitative approach with a descriptive analysis of the teacher's pedagogic competence in understanding student characteristics in elementary schools. The Collecting data and analysis using structured interviews with ten primary respondents of the study. The results of the study show how teachers use direct observation techniques on the characteristics of elementary school students. Direct observation is the primary method in observing the characteristics of students, which include aspects of physical, intellectual, socio-emotional, socio-cultural, moral and spiritual, and socio-cultural background of students. The most dominant observation aspect in observing students is the socio-emotional and intellectual characteristics during learning in elementary school. This study implies that understanding student characteristics is more directed at observing aspects of whether students tend to have special needs or not and whether students experience problems with intellectual abilities.

The Effect of Project Based Learning Assisted by Mobile Learning Applications and Learning Motivation on the Competence and Performance of Teachers

One learning model that can be used to improve teachers' quality, pedagogic competence, and personality is the Project Based Learning (PjBL) learning mod-el. The development in this research carried out the Project Based Learning (PjBL) learning model in collaboration with applying the mobile learning model. The use of project-based learning using mobile applications focuses on optimiz-ing teacher performance. The results of this study are: (1) there is an effect of the PjBL strategy assisted by the Mobile Learning Application on the pedagogical competence of teachers. It shows by the significant p-value 0.05; (2) there is an effect of the PjBL strategy assisted by mobile learning on teacher performance which is shown by the significant p-value 0.05; (3) there is an effect of the ped-agogic competence of teachers in students with high motivation compared to low learning motivation shown by the significant difference of p-value 0.05; (4) The average value shows teacher performance for high learning motivation students toward students with low learning motivation with a significant difference with the p-value 0.05; (5) there was an interaction between the implementation of PjBL strategy assisted by mobile learning and high learning motivation on the teacher's pedagogic competence. It can be seen from the significant value of p 0.05; (6) there was an interaction between the implementation of PjBL strategy assisted by mobile learning and high learning motivation on teacher performance from the significant value of p 0.05

Kompetensi Pedagogik Guru Dalam Pembelajaran Tematik Pada Kurikulum 2013

This study aims to determine the teacher's pedagogic competence, the supporting and inhibiting factors and how to overcome the inhibiting factors of the teacher's pedagogic competence in thematic learning in the 2013 curriculum in class II SD Negeri 81 Palembang. The approach used in this research is a approach with descriptive qualitative methods. The techniques in data collection are observation, interviews, and documentation. The validity of the data was tested using source triangulation, technical triangulation, and time triangulation tests. The data analysis technique uses data reduction, data presentation, and verification or drawing conclusions. The results of this study include: (1) The teacher's pedagogic competence is good. Competencies that have not been achieved are teachers who have not assessed optimally due to time constraints. (2) The supporting factors for teacher pedagogic competence are: attending the training of curriculum 2013, the ability of teachers to bring varied learning, the attitude of teachers who are gentle and firm, as well as motivation and supervision by the principal. While the inhibiting factors are: the lack of learning facilities and infrastructure and the lack of teacher ability in conducting assessments. (3) Ways to overcome the obstacles of teacher pedagogic competence, namely: providing free quotas, adding interesting learning media, and utilizing technology and information.

Strengthening teacher pedagogical literacy after the Covid-19 pandemic in vocational secondary education in Banten Province

The purpose of this study is to improve the pedagogic competence of teachers in implementing literacy in learning through lesson study, namely: socialization, training, self-evaluation, reflective pedagogical paradigm, exploration, simulation, documentation, group discussion, mapping, and practice at SMK Negeri 3 South Tangerang, Banten Province, Indonesia. This type of research is action research which consists of two cycles, each carried out in four meetings. The research procedure includes (1) planning, (2) implementing actions, (3) observing, and (4) reflection. The subjects in the study were productive teachers and normative teachers at SMK Negeri 3 Tangsel, opening 15 people. The results showed that the teacher's pedagogic competence in implementing literacy in pre-action learning was 37%, the first cycle increased by 83%, and the second cycle increased significantly by 100%. Classically the percentage has increased by 63%. Based on these results, it can be said that lesson study can improve the pedagogic competence of teachers in implementing literacy in learning at SMK Negeri 3 Tangsel, Banten Province.

Manajemen Pengembangan Kompetensi Pedagogik Guru dalam Upaya Meningkatkan Mutu Proses Pembelajaran PAI

This research is motivated by a phenomenon that shows a decline in quality in the world of education today. Many teachers lack mastery of pedagogic competence, professional competence, personality competence and social competence which are the basis of the learning process. The low quality of educators makes it difficult to achieve the desired learning objectives. To face these challenges, teachers must continuously learn in an effort to develop their competencies. Islam Tarbiyatul Falah and SMP PGRI Telukjambe?. (2) How is the Professional Competence of Teachers in Improving the Quality of Learning in Tarbiyatul Falah Islamic Middle School and PGRI Telukjambe Junior High School? (3) How is the Teacher's Personality Competence in Improving the Quality of Learning in Tarbiyatul Falah Islamic Middle School and PGRI Telukjambe Middle School? (4) How is Social Competence? Teachers in Improving the Quality of Learning in Tarbiyatul Falah Islamic Middle School and PGRI Telukjambe Middle School? This research was conducted in two research locations, namely Islamic Middle School Tarbiyatul Falah and SMP PGRI Telukjambe using descriptive qualitative analytical method. The theoretical orientation used is based on a phenomenological study approach using a multi-site study. Data and data sources: (1). Primary: principals, teachers, staff and students. (2). Secondary: documentation, and archives. This research data collection was carried out by participant observation, in-depth interviews and documentation techniques. Checking the data again by triangulation, data disclosure procedures regarding teacher competence in improving the quality of learning. For data analysis, researchers collected data then data reduction, data presentation and then drew conclusions. From the results of this study, the researchers showed that: (1) The pedagogical competence of teachers in improving the quality of learning in Tarbiyatul Falah Islamic Middle School and PGRI Telukjambe Middle School includes competence in terms of preparing learning tools, developing curriculum, improving human resources through workshops, using models and methods, media as well as the selection of teaching materials in accordance with the needs and development of students. (2) The professional competence of teachers in improving the quality of learning at Islamic Middle School Tarbiyatul Falah and SMP PGRI Telukjambe includes competence in terms of mastery of material, organization of material, delivery of material and management of learning. (3) The competence of the teacher's personality in improving the quality of learning at Islamic Middle School Tarbiyatul Falah and SMP PGRI Telukjambe includes competence in terms of providing good role models, discipline and teacher responsibility in carrying out their duties. (4) The social competence of teachers is shown by the communication between teachers and students through teaching and learning activities.

PENGARUH KOMPETENSI PEDAGOGIK GURU TERHADAP PENINGKATAN MOTIVASI BELAJAR SISWA PADA PEMBELAJARAN ONLINE DI MA AS ADIYAH MATTIROWALIE KABUPATEN BONE

This study aims to determine the effect of teacher pedagogic competence on the improvement of students' learning motivation in online learning and the motivation that most influences the online learning process. This research was conducted in Madrasah Aliyah As Adiyah Mattirowalie, Bone Regency. The population in this study were all stakeholders in the MA As Adiyah Mattirowalie educational institution, Bone Regency. The sampling technique used in this study is Nonprobability Sampling by selecting 10 samples needed in the study. Data were collected using questionnaire, observation and documentation instruments. Data were analyzed descriptively. The results showed that there was a positive influence of teacher pedagogic competence (variable X) on increasing students' learning motivation in online learning (variable Y) with a relationship between the two variables of 0.57.Keywords: teacher pedagogic, learning motivation

PENGARUH SUPERVISI KEPALA SEKOLAH DAN BUDAYA ORGANISASI TERHADAP KOMPETENSI PEDAGOGIK GURU DI SMP NEGERI KECAMATAN BANGKO KABUPATEN ROKAN HILIR HILIR

This research is motivated by phenomena such as, There are several teachers in the field of study who do not explain the learning objectives, There are several teachers in the field of study when teaching do not use learning media or learning technology in schools. This study aims to analyze the contribution of two independent variables, namely the supervision of the principal and organizational culture, and the dependent variable is the pedagogic competence of teachers at SMPN Bangko District, Rokan Hilir Regency. To obtain the data needed, the writer uses descriptive statistical analysis techniques and inferential analysis. Based on the results of this study, it can be seen that 1) There is an effect of principal supervision on pedagogic competence in SMPN Bangko District, Rokan Hilir Regency. This is evidenced from the results of the t-test that is 3.351 while the t-table is 2.000, thus t-count > ttable (3,351>2,000). 2) There is an influence of organizational culture on the pedagogical competence of teachers at SMPN Bangko District, Rokan Hilir Regency. The results of the calculation of the t test on organizational culture are 3,432 while the t table is 2,000. t count > t table (3,432>2,000). 3) There is a joint influence of principal supervision and organizational culture on the pedagogic competence of teachers at SMPN Bangko District, Rokan Hilir Regency. This is evidenced by Fcount > Ftable or 27.775 > 2.76. The influence of the two variables of supervision and organizational culture on pedagogoic competence is 50.2% while the remaining 49.8% is not discussed in this study.

Influence of Teacher's Pedagogic Competence and Professional Competence on Mathematics Learning Outcomes of High School Students in Sigi Regency

Influence of Teacher's Pedagogic Competence and Professional Competence on Mathematics Learning Outcomes of High School Students in Sigi Regency

ACADEMIC SUPERVISION OF THE HEAD OF THE MADRASAH IN INCREASING THE PEDAGOGIC COMPETENCE OF MTS TEACHERS AL-KHOIRIYAH BANYUASIN

The teacher's pedagogic competence can develop well, and it is necessary to have supervision designed and implemented by the head of the madrasa. From the implementation of academic supervision, some factors can later support these activities and inhibiting factors. This type of research is classified as qualitative research. The aim is to examine and analyze how the supervision of the madrasah principal in the development of teacher pedagogic competence. The approach used in this research is a case study approach, with data collected by observation, interviews, and documentation studies. The results of this study concluded that academic supervision was carried out through three stages, namely the planning, implementation, and evaluation processes. The development of pedagogic competence for all ten teachers at MTs al-Khoiriyah Banyuasin is carried out by supervising the learning process in the classroom, helping to solve problems faced by teachers, improving infrastructure, and creating good communication and providing motivation. Supervision of madrasah principals is related to the pedagogic competence of teachers because supervision will form the ability of capable and professional teachers to implement learning.

Profile of Elementary School Teachers’ Pedagogic Competence in Implementing Scientific-Based Thematic Learning and Higher-Order Thinking Skills

The article aimed to identify the profile of elementary school teachers’ pedagogic competence in implementing scientific-based thematic learning and Higher-order thinking skills (HOTS). The qualitative study involved primary data sourced from observation sheets and interviews. The obtained data were analyzed by Miles and Huberman’s method. The results discovered that: 1) the overall pedagogic competence of teachers in SDN 4 State Elementary School in Talaga Jaya, SDN 5 State Elementary School in Limboto, and SDN 19 State Elementary School in Tibawa was in “good” category in the aspect of learning design. 2) The overall pedagogic competence of teachers in SDN 4 State Elementary School in Talaga Jaya and SDN 5 State Elementary School in Limboto was in “good” category in the aspect of learning activities implementation. Meanwhile, teachers in SDN 19 State Elementary School in Tibawa only achieved “adequate” category in this aspect. 3) The overall pedagogic competence of teachers in SDN 4 State Elementary School in Talaga Jaya and SDN 5 State Elementary School in Limboto was in “good” category in the aspect of learning evaluation. Meanwhile, teachers in SDN 19 State Elementary School in Tibawa only achieved “adequate” category in this aspect. Based on the findings, this study recommends that education stakeholders must continue to carry out capacity building for teachers in the form of strengthening the pedagogic competence of teachers based on Multiple Intelligence so that teachers have intellectual, emotional, and spiritual skills as pioneering teachers in supporting the Merdeka Belajar program in elementary school.

Dampak Peranan Kompetensi Pedagogik Guru dalam Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPS dI SMPN 3 Pandeglang

The objectives of this study are 1) to explain the pedagogic competence of teachers. 2) student learning outcomes in social studies subjects. 3) to explain the impact of the role of teacher pedagogic competence in improving student learning outcomes in social studies subjects. This research uses a qualitative approach. The type of research used is a case study. The subjects in this study were students, homeroom teachers, school principals. Data collection techniques are observation, interviews, and documentation techniques. Based on the results of the analysis, 1) the pedagogic competence of the social studies teacher at SMPN 3 Pandeglang is good because the social studies teacher is professionally certified. 2) student learning outcomes of SMPN 3 Pandeglang IPS have developed since the teacher applied pedagogic competence to the learning process. 3) Thus it can be seen that pedagogic competence has a very important role in teaching and learning activities, namely making it easier for teachers to convey material to students and teachers can apply various learning strategies so as to create fun teaching and learning activities.

The Principal's Role as Supervisor to Develop Pedagogic Competence of the Elementary School’s Teacher

This study aims to determine the role of school principals in the development of teacher pedagogic competencies in elementary schools. For the development of teacher pedagogic competence, this research refers to the academic supervision of teachers. This study used descriptive qualitative method. Data collection techniques through observation, interviews and documentation review. Testing the validity of the data using source triangulation and technical triangulation. Data analysis techniques include data collection, data reduction, data presentation and drawing conclusions. The conclusion of this study is that the principal acts as a supervisor in the development of teacher pedagogical competencies through the implementation of activities to review learning tools, monitor learning tools and choose supervision assessment instruments.