Teacher Social Competence Research Articles

Teachers' Candidates’ Perceptions and Their Knowledge of 21st-Century Skills

The purpose of this study was to analyze the perceptions of teachers' candidates’ facing 21st-century skills. This research is a survey research, survey research activities carried out on students of Universitas Sembilanbelas November Kolaka from the Chemistry Education S-1 in 3 different batches. Data collection and collection were carried out from January to June 2021. The instrument is in the form of student perceptions in the form of 12 statements and 10 questions. The number of respondents who filled out the questionnaire was 40 people. The data analysis process was carried out by measuring the percentage of each statement and question. obtained information on 4C (communication, collaboration, critical thinking, and creativity) still obtained weaknesses in the level of understanding of the Knowledge of creative and innovative thinking, namely 15 respondents (37.5%) and the concept of understanding the knowledge of the teacher's social competence, namely 14 respondents (35%). The results of the study are taken into consideration for the learning process in courses related to the knowledge base of becoming a teacher, which is important to be carried out contextually in the process of direct practice in a formal environment in a measurable and sustainable manner.

Teacher Competency Development Management in Mts Istiqlal Deli Tua Serdang Regency

Teacher development management is an effort that is carried out through activities, training and development of the abilities possessed by educators individually/groups to achieve the desired goals by managing teaching staff. The purpose of writing this research is to find out how the management of teacher competency development is at MTs Istiqlal Deli Tua. The method used in this research is using descriptive qualitative research method. The results of the study show that the Management of Teacher Competency Development at MTs Istiqlal Deli Tua includes three stages of activity namely planning, implementation/implementation and evaluation of teacher competency development. First, Planning for teacher competency development at MTs Istiqlal Deli Tua by way of 1). annual planning which is held during madrasah work meetings and direct monitoring from the head of the field. 2). planning at a certain time which is carried out during weekly work meetings with the aim of knowing the constraints felt by teachers so that training for teachers can be held. Second, the application/implementation of teacher competency development at MTs Istiqlal Deli Tua there are 4 teacher competencies which include: 1). Teacher pedagogic competence by participating in seminars, workshops, training both held at school and outside school, 2). Personal competence by providing activities in the form of recitation/consultation for teachers by calling ustadz/resource persons 3). Teacher professional competence by involving teachers in training workshops, seminars and interesting training in accordance with the subject matter taught by the teacher, 4). social competence of teachers with hospitality activities between teachers. Third, evaluation of teacher competency development through weekly evaluations, and academic supervision.

The Importance of Social Competence Training Model Development to Improve the Performance of Elementary School Teacher Working Group

The purpose of this study is to determine the form of need for a social competency training model to improve the performance of elementary school teachers. This research uses the Research Development method with a research and development design at the preliminary study stage as a needs and content analysis, the source of the data is the working group of elementary school teachers in Takalar Regency which amounts to 32 people. The results showed that: Training in communicating orally, in writing, and/or gestures; Training uses communication and information technology functionally and implements ethics, values, and norms that apply in the community in the need category. The training applies the principles of fraternity and the spirit of togetherness on average 3.82 or very much need. This means that the four indicators of teacher social competence require a training model to improve teacher performance. The results of this study contribute to providing information to educational institutions and working groups of elementary school teachers as input in conducting training and references for subsequent research.

URGENITAS KEPEMIMPINAN KEPALA SEKOLAH DALAM PENINGKATAN KOMPETENSI SOSIAL DI SEKOLAH MENENGAH

The leadership of the school principal in improving the social competency of teachers is something that is urgent in schools, because the principal as the top leader determines the progress and decline of a school organization. But also the social competence of teachers can be influenced by the principal's leadership style, strategies and policies in increasing these competencies. This study aims to reveal: 1) leadership styles, 2) policies and strategies, and 3) challenges and opportunities from school principals in strengthening teacher social competence. The approach uses a qualitative type of descriptive research with data collection techniques using observation, interviews and documentation techniques. The research subjects were the school principal, deputy head of administration, and two teachers at SMP IT Nurul Ishlah. Data analysis was carried out through data reduction, data presentation and drawing conclusions. The validity of the researcher's data uses credibility, transferability, dependability and confirmability. The results of the study obtained that: the principal's leadership style, has a democratic leadership style and a charismatic leadership style. Principal strategies and policies by communicating politely and harmoniously by applying the principle of brotherhood to the teacher council, students, parents and the surrounding community, conducting training and seminars for teachers in order to improve social competence and teacher insight. Motivating teachers to be passionate about innovating and developing quality as educators, creating programs to strengthen teacher relationships with fellow teachers, students, parents of students and the community environment. While the challenges and opportunities for approaching are due to the diversity of backgrounds, the age of the teachers at school, and the opportunities for strengthening them by being invited to work together to improve quality and involve all school members in social and integrity actions

Kompetensi Kepribadian dan Sosial Guru Membentuk Akhlak Peserta Didik

The problem studied in this research is how the personality and social competence of teachers in shaping the morals of students. This research is a survey research. The population in this research was 116 people with a sample of 48 people. The sampling technique that was used was purposive sampling. The data collection technique uses a questionnaire. This research also used quantitative data analysis with descriptive analysis techniques through percentages. Based on research, it can be concluded that personality competence and social competence of teachers can shape the morals of students. Students prefer teachers who are friendly, compassionate and who give advice and do not like teachers who are always angry. So that whatever is ordered is always carried out properly. In addition, the way the teacher communicates and treats students like their own children can have implications for the formation of the morals of students.

Pengaruh Kompetensi Sosial Guru PAK terhadap Prestasi Belajar Siswa dalam Pendidikan Agama Kristen

This study aims to find out the relationship between the social competence of PAK teachers and the student achievement. The research was conducted at a Christian Vocational School, with students as the research subjects. The research population was 104 people, and the sample was obtained from 51 people. The research method used is descriptive quantitative method with correlational type of research. The data obtained were analyzed using correlation techniques and carried out with the help of the SPSS 13 computer program. The results of the analysis were that the perception of teachers' social competence was mostly assessed in a good category and most of the students' achievement in Christian religious education was in the good category. Thus, it can be concluded that the social competence of teachers has an influence on the learning achievement of Christian religious education of the students. The regression equation obtained is Y = 26.478 + 0.407 X

Kontribusi Kompetensi Profesional dan Sosial Guru terhadap Hasil Belajar Siswa

This research is correlational to find out how big the contribution of professional competence and social competence of teachers to the productive learning outcomes of class X TITL students at SMK N 1 Guguak. The quality of learning depends on the professional competence and social competence of the teacher. The purpose of this study is to determine the correlation between professional competence and social competence of teachers on productive learning outcomes. This type of research is correlational research. The research instrument is a questionnaire in the form of a Liekert scale that has been tested for validity and reliability. Based on the results obtained for each variable, there are 4 items that are invalid. The results of the professional competency test on productive learning outcomes are stated to be correlated, the results of social competence tests on productive learning outcomes are stated to be significantly related, while professional competency tests and social competences on productive learning outcomes are stated to be significantly related. The conclusion of this study is that professional competence, social competence, as well as professional competence and social competence on students' productive learning outcomes are stated to have a high correlation with the stated hypothesis being accepted.

Hubungan Kompetensi Sosial Guru dengan Hasil Belajar IPS Kelas IV Sekolah Dasar

This research is a quantitative research with the type of correlational research which aims to determine the significant relationship between the teacher's social competence and the social studies learning outcomes of class IV. Based on the results of the study, it showed that the social competence of teachers was included in the very good category. Then based on the results of inferential statistics, the value of t_count is 0,54 greater (<) the value of t (table) 0,2706 at a significance level of 5%, thus H0 is rejected and H1 is accepted. From the results of the study, it was concluded that there was a significant relationship between teacher social competence and social studies learning outcomes in grade IV SD Inpres 12/79 Lonrae, Tanete Riattang Timur District, Bone Regency.

Teacher Social and Personality Development Model Based on Myers Briggs Type Indicator

Developing teacher social competence is a series of activities to improve teaching staff quality. The Myers-Briggs Type Indicator (MBTI) is a psychological test designed to measure a person's basic psychological preferences for seeing the world and making decisions. The purpose of this study was to develop a Model of Teacher Personality and Social Competence Development Based on the Myers-Briggs Type Indicator (MBTI). The method used is research and development procedures. The total number of respondents obtained was 51 people. The research instrument used is a questionnaire developed by the researcher. In order to test the practicality and effectiveness of the self-development model conducted a broader product test, revision of the results of a more comprehensive field test, a large-scale feasibility test, and final revision of the results of the feasibility test. The results of the analysis of the needs for social competence and personality of teachers based on MBTI consist of a series of training to produce quality teachers, including personal grooming, multicultural learning, interpersonal skills, team building, and public speaking according to the personality type of each teacher. Most teachers in this study have a strong personality and social competence. When viewed from the personality type, it can be said that teachers with extrovert traits' personality and social competence tend to be high. In contrast, teachers with introverted traits tend to have low personality and social competencies. Teachers with intuitive and sensing traits tend to have strong personalities and social competence.

Studi Deskriptif Kompetensi Sosial Guru dalam Pendidikan Islam Perspektif Tafsir Al Qur’an

The low quality of education in Indonesia is caused by poor infrastructure and incompetent teachers. The purpose of this study was to determine the social competence of teachers in Islamic education from the perspective of the Al-Qur'an interpretation. This research is library research, with the descriptive method of qualitative analysis. The researcher describes the Teacher's Social Competence in Islamic Education and then analyzes it in detail and depth with the Al-Qur'an Tafsir Perspective. Namely the book of Tanwir Miqbas Min Tafsir Ibn Abbas, Tafsir Jalalain, Tafsir al Qur'an al Azim, al Jawaahir al Hisan fii Tafsir al Qur'an, al Jamii 'li Ahkaam al Qur'an. The results of this study are competent teachers, namely teachers who master various sciences related to their responsibilities. Social competence is the ability of teachers in good associations and communication with the school, community and family. Communication must be built with unity, mutual help, advising each other in kindness and patience, easy to thank, good at being grateful, stay away from deceit, care for the poor, tolerance, simple, not arrogant, non-discriminatory and prohibited from spying, having bad attitudes and reproach.

Analysis of Student Understanding about Teacher Competency (Personal Competence)

This study aims to determine the extent of student understanding of the personality and social competence of teachers. Personality competence is part of teacher competence that must be known by prospective teacher students. This study uses quantitative research methods with a sample of 173 PGSD students in the fourth semester. Based on the results of the study, it was found that 20% of the students did not understand the competence of teachers, especially the personality competencies that prospective teachers must possess to become teachers in the future. Personal competence is a competency that must be possessed by every teacher. Personality competencies do not just appear, but must be instilled since the teacher is still a teacher candidate at a teacher training college.

HUBUNGAN PERSEPSI GURU TERHADAP SUPERVISI AKADEMIK KEPALA SEKOLAH DAN KOMPETENSI SOSIAL GURU DENGAN KINERJA GURU

This study aims to determine the relationship between teacher perceptions of principal supervision and teacher social competence on teacher performance in public and private elementary schools in Rawalumbu District, Bekasi City. The method used is the quantitative method, the sample taken is 100 teachers from 29 schools as respondents to the questionnaire. The sampling technique used in this research is random sampling. The instrument is a questionnaire. The results of the three hypotheses show that there is a jointly positive and significant relationship between teachers' perceptions of principal supervision and teacher social competence on teacher performance as indicated by the magnitude of the double correlation rcount = 0.986 while for rtable = 0.1654 it can be concluded that rcount > rtable = 0.986 > 0.1654 so that there is a positive and significant relationship jointly between teachers' perceptions of principal supervision and teacher social competence on teacher performance.

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.

Professional Education Program for Junior High School In-Service Teachers’ Social Competence

Social competence is one of the competency standards that teachers must possess to be accredited as educators. With the social competence of teachers, they can communicate and associate effectively with any circle. Teacher competence is theoretically studied separately based on government law no. 14/2005 on teachers and lecturers. This research aims to determine the EFL teachers' social competence in Junior High School who followed the Professional Education Program. The sample of this study was 47 EFL teachers in the 2020-2021 academic year taken from the first and second Batches. The instrument used to collect data was closed questionnaires in the google form using the Likert scale. The collected data were then computerized and tabulated using descriptive statistics (frequency and percentage). The results showed that most EFL teachers (55%) agreed to treat students fairly and not discriminate against their parents/guardians and the school environment because of their religion, ethnicity, gender, and socioeconomic status. EFL teachers also discuss with colleagues and provide positive responses to others, can adapt well or adapt anywhere, and communicate the results of learning innovation through various media, peers, the scientific profession orally, writing, and other forms. It indicates that the Professional Education Program for In-Service Teachers contributes to the EFL teachers of junior high schools, in particular on social competence.

Strategi Kepala Madrasah dalam Meningkatkan Kompetensi Sosial Guru di MTs Al Khoiriyah 2 Mulyorejo Dalegan Panceng Gresik

The strategy of the head of madrasa in improving the social competence of teachers but there are still many teachers who are less than optimal in communicating well. This social competence also affects the formation of student character and affects relations with the community. This study aims to answer several problem formulations: 1) What is the strategy of the head of madrasa in improving the social competence of teachers. 2) What are the influencing factors in improving the social competence of teachers. This type of research includes qualitative research, which generates data and is analyzed using a descriptive method adapted to MTs. Al Khoiriyah 2 Mulyorejo. The data collected using interview, observation, and documentation techniques. The results of this study, that the strategy of the head of madrasa in improving the social competence of Mts teachers. Al Khoiriyah 2 Mulyorejo is a collaborative strategy. And in improving the social competence of teachers, the head of madrasah includes teachers in MGMP, Workshop, and IT Guidance. Not only that, once a month the head of the madrasah holds meetings and evaluations and involves teachers in community activities, namely Istighosah. That way the teacher can add insight and establish good friendship, thereby increasing interaction relations to the maximum. In accordance with the madrasa principal's strategy, several factors affect the teacher's social competence. The factors that influence in improving the social competence of teachers are the educational background of each teacher, the age of the teacher, experience in learning, influences from within and environmental conditions. As for the results of this study, it is recommended that in the future the madrasa head pays more attention to the problems that exist within the scope of the madrasa institution, especially in terms of good communication. So that teachers, staff, and students are able to apply it in everyday life to the fullest. And there needs to be a forum that bridges between teachers who take part in trainings with the intention of transmitting the knowledge that has been obtained to other teachers. So you can implement.

The Influence of Work Motivation and Interpersonal Communication on Social Competence of Public Elementary School Teachers

This study aims to determine the effect of work motivation and interpersonal communication on the social competence of teachers. The population of this study were teachers of public elementary schools in Cluster IV, Bukit Kapur District, Dumai City. Sampling was done by simple random sampling technique, the sample was set at 91 people. The data was collected by using a questionnaire technique and then analyzed using several linear regression equations and the proof of the hypothesis using the t test, F test, and the coefficient of determination (R2). The results of the t-test of the work motivation variable have a significant effect on the teacher's social competence. Interpersonal communication variables have a significant effect on the social competence of teachers. The results of statistical tests (Test F), simultaneously work motivation and interpersonal communication have a significant effect on the social competence of teachers at SDN Gugus IV Bukit Kapur, Dumai City. Based on the t and F tests, the hypothesis is accepted.

Peran Kompetensi Guru terhadap Problem Solving Siswa

This study aims to determine the effect of teacher competence from four dimensions, namely pedagogic competence, professional competence, personality competence, and social competence on students' problem solving abilities. This type of research is a survey type quantitative research. The samples in this study were fourth grade elementary school students taken from three schools in the districts of West Lombok and Central Lombok. Data collection methods in this study used tests, questionnaires, unstructured interviews and documentation. The data obtained were then analyzed by simple linear regression to determine the extent of the influence of teacher competence on student problem solving. The results of this study indicate that pedagogic competence and social competence of teachers have a significant influence on student problem solving, while professional competence and personality competence do not have a significant effect. In conclusion, the role of teacher competence, namely pedagogic competence and social competence, has a significant aspect on students' problem solving abilities, although this effect does not apply in all schools, and teacher pedagogic competence on student problem solving, but does not occur in one school only.
 Keywords: Teacher Competence, Problem Solving, Quantitative Survey

Hubungan Kompetensi Sosial Guru Sejarah dengan Motivasi Belajar Siswa di SMKN 1 Payakumbuh

This study aims to find out how the relationship between the social competence of the history teacher and the student's motivation at SMK Negeri 1 Payakumbuh. The research method used by the author is a survey method with the type of Ex post facto research with a quantitative approach using a correlation study. The source of data in this study is primary data obtained from the results of the Questionnaire Answers that have been distributed to respondents. The results of this study indicate a positive correlation with a correlation coefficient of 0.525 > 0.05 with a sign of correlation and a moderate level of correlation. Based on the value of the coefficient of determination, the variable of History Teacher's social competence has an effect of 27.6% on students' learning motivation at SMKN 1 Payakumbuh.

FORMATION OF SOCIAL COMPETENCE OF TEACHING STAFF IN THE MODERN EDUCATIONAL SPACE

The article substantiates the importance of forming the social competence of teachers. It was found that modern society needs specialists who know how to socialize in a fleeting society, people who are creative, active, competitive, competent, capable of change, with flexible critical thinking, to provide socio-pedagogical support of socialization, to form key and subject competencies of general secondary and higher education students.

Implementation of Teacher Social Competence in Improving Student Learning Motivation

The purpose of this study was to examine the social implementation of teachers in increasing student motivation at Madrasah Tsanawiyah Negeri Balang-Balang, Gowa Regency. This research is qualitative because this type of research does not only want to collect data in terms of quality, to gain a deeper understanding. The study uses purposive sampling as well as a purposeful sample. The purpose of the sample is to take the subject based on the existence of that purpose. The sources of data in this study are the Head of Madrasah, Teachers, Student totaling 641 people. The population of this study amounted to 641 people, the authors used 10% of the total population, namely 64 students. Further data collection by observation, interviews. Qualitative data analysis techniques according to Matthew Milles consist of three streams of activities that occur simultaneously, namely: data reduction, data presentation, and verification or drawing conclusions. Results showed that the competence implementation factor encountered by the students' enthusiasm did not understand the teacher's wishes which resulted in their motivation to study being mediocre. Furthermore, the increase in teacher motivation also often carries out remedial and enrichment, because students often miss lessons so that special guidance is needed in this case.