Teacher Personality Competence Research Articles

Hubungan Kompetensi Kepribadian Guru Dengan Perkembangan Moral Pada Anak TK B

The aims of this study were (1) to determine the relationship between teacher personality competence and the moral abilities of TK B in Desa Biru, (2) to obtain an overview of the relationship between teacher personality competence and the development of moral abilities in group B early childhood in Biru Village. This research was conducted in all kindergarten group B children in Biru Village, Poleang Timur District, Bombana Regency. The sources of data collection in this study were teachers and school principals. Data collection techniques in this study were questionnaires and observation. The results of hypothesis testing show that the value obtained from the probability calculation results is 0.034 which is smaller than the probability test value of 5% (sig = 0.05) or 0.034 <0.05. This means that there is a significant relationship between the teacher's personality competence and children's moral development in Poleang Timur District, Bombana Regency.

Teacher Personality Competence According to KH. Ahmad Dahlan and Ki Hadjar Dewantara: a Comparative Study

A personality that is religious, mature, stable, diligent and so on will have a great influence on the educational process and in shaping the soul of students. Because the teacher is a figure who must be able to hear his words and exemplify his behavior. As educational figures as well as teachers, both KH Ahmad Dahlan and Ki Hadjar Dewantara paid great attention to the personality of teachers. Both established special educational institutions for teacher regeneration. By using library research as a data collection technique and with a historical approach, this research concludes that the teacher's personality competence according to KH Ahmad Dahlan is shown by the attitude of having the right faith, being sincere in educating, being humble, always purifying oneself (tazakiyah an-nafs), and having the courage to make sacrifices.

Pelatihan Praksis Konseling Adiktif untuk Meningkatkan Kompetensi Pedagogi dan Profesional Guru Bimbingan dan Konseling

Counseling is professional assistance provided by a counselor to a counselee. In a counseling relationship, personal qualities required by the counselor include empathy, congruence and respect. Counseling covers all aspects of life, one of which is addiction counseling. Counselors need to understand addiction counseling, namely so that the counselor has the goal of understanding behavior, motivations and knowing the feelings of the client, this goal is not limited to understanding the client. Counselors who already understand addiction counseling in helping the counselee's recovery, namely by knowing the counselee's self-understanding through group therapy (group counseling) and individual counseling which is a counseling activity that attempts to change the resident's behavior while undergoing the program. By providing addiction counseling practices, it can also be used to increase the personality competence of guidance and counseling teachers. In an effort to improve this competency, the guidance and counseling study program at PGRI Adi Buana University Surabaya provides community service related to the practice of addiction counseling to school counselors in the MGBK (Guidance and Counseling Teachers' Conference) at the SMP/MTs level. in Sidoarjo Regency, East Java

The Effect of Teacher Personality Competence on Accounting Learning Motivation in XII IIS Class Students of SMA Negeri 2 Barru

This study aims to determine the effect of the teacher's personality competence on motivation to learn accounting in class XII IIS SMA Negeri 2 Barru. The population of this study was all students of class XII IIS SMA Negeri 2 Barru, totaling 85 students, while the sample used a saturated sampling technique with a total sample as many as 85 students. Data collection techniques used are questionnaires and documentation. The data analysis technique used is descriptive statistical analysis, instrument testing and hypothetical testing using SPSS 25 for windows. The results showed that: 1) Based on the results of descriptive statistical analysis, teacher personality competence was 74.88 percent in the good category and learning motivation was 81.22 in the very good category. (2) Based on the results of a simple linear analysis, it was obtained that teacher's personality competency Y = 46.150 + 0.328X, which means that for each addition of one teacher's personality competency value, the value of learning motivation increases by 0.328. 3) From the results of the t-test analysis, the significance value is 0.001 <0.05, which means that the teacher's personality competency variable has a positive and significant effect on motivation to learn accounting in class XII IIS students at SMA Negeri 2 Barru, thus the hypothesis is "accepted". (4) From the results of the analysis of the coefficient of determination (KD) it is obtained that the value of R2 = 0.115 or 11 percent and the remaining 89 percent is influenced by other factors.

Hubungan Kompetensi Kepribadian Guru Terhadap Minat Belajar Pendidikan Agama Islam di SMAN 94 Jakarta Barat

This research aims to determine the relationship between teacher personality competence and interest in learning PAI at SMAN 94 West Jakarta. The hypothesis tested is that there is a relationship between teacher personality and interest in learning PAI at SMAN 94 West Jakarta. This research was conducted using the Correlation method with descriptive quantitative analysis. The target population is all class XI students at SMAN 94 West Jakarta, totaling 216 students. The samples taken used a quota sampling technique, namely 35 students in class XI MIPA 3. This research instrument uses a questionnaire to measure teacher personality competence regarding interest in learning PAI. From the results of the questionnaire items arranged at intervals, it was obtained that the percentage level of teacher personality competence was categorized as good at 84% taken from the answers strongly agree and agree and interest in learning PAI was categorized as good (see table 9) with a percentage level of 73% taken from the answers strongly agree and agree. Meanwhile, from hypothesis testing it can be concluded that there is a very close or very strong relationship between teacher personality competence and interest in learning PAI. This is shown by the correlation coefficient rxy = 0.902 with a determination coefficient of 0.813. This means that the personality competence of PAI teachers contributes 81.3% to the interest in learning PAI class XI MIPA 3 at SMAN 94 West Jakarta. It is hoped that the results of this research will be useful for improving the quality of teachers' personality competencies in order to improve student learning outcomes, especially in PAI subjects. Besides that, the results of this research can be used as a reference by related agencies in providing references to teachers' personality competencies in teaching so that they will increase students' interest in learning later.

Intensification of Personality Competence and Professionalism of PAI Teachers In The Lessoning Process

This research was conducted with the aim of knowing in depth about the personality competence and professional competence that a teacher must have. In addition, this study also discusses how efforts can be made to improve the professionalism and personality of teachers in order to support the learning process well so that it can achieve the learning objectives desired by the school/madrasa. This research is a qualitative research with a data collection process through literature study. The data analysis process in this study adopted from Miles and Hubermen. While data validity uses triangulation techniques. The results showed that the essence of a PAI teacher is how a teacher can lead his students to become a caliph on earth as well as a servant of Allah through a learning process that is in accordance with Islamic law. To be able to achieve this, a teacher needs to equip himself with various competencies, one of which is personality competence and professional competence. Personality competence must be owned by the teacher because it is the teacher who must be a role model and a good example for his students. While professional competence is needed so that a teacher can manage and organise the class and can convey knowledge effectively and efficiently. So that in order to achieve these competencies, teachers are required to attend training and upgrading that can improve the quality of teacher performance.

Contribution of PAI Teacher Personality Competence to Student Motivation in School Exams

The role of a teacher in the learning process is very important, because the teacher is expected to be able to guide and direct students according to the abilities of their respective students. This research started with curiosity to find out how much and how the personality competence of PAI teachers contributes to students' learning motivation in facing school exams at SMP NU Palangka Raya. This study aims to find out how the personality competence of PAI teachers contributes to students' learning motivation in facing school exams at SMP NU Palangka Raya. This study uses a quantitative analysis approach. The sample in this study were 9th grade students of SMP NU Palangka Raya, totaling 79 students. Collecting data using a questionnaire and then analyzed using regression analysis. The results of the study show that there is a significant contribution from the personality competence of Islamic religious education teachers to students' learning motivation in facing school examinations at SMP NU Palangka Raya. The contribution or influence given was 33.9%. This shows that the teacher's personality is very important in carrying out the learning process in the classroom. Because motivation is very important in improving student achievement. For this reason, teachers are expected to foster motivation to learn in students in various ways according to the ability of the teacher and attractive to students

Students Perceptions of the Personality Competencies of Guidance and Counseling Teachers in High Schools

Personality competency is one of the important things a teacher, including guidance and counseling teachers, have. The visible phenomenon is that there are still guidance and counseling teachers who do not have good personalities who support the implementation of guidance and counseling services in schools, which causes various perceptions towards the personality of guidance and counseling teachers. This research aims to reveal and describe students' perceptions of the personality competence of guidance and counseling teachers. This research was carried out at SMA Negeri 10 Medan using descriptive quantitative research with a positivistic paradigm. The population in the research was 210 class Data were collected using a perception scale regarding the personality of guidance and counseling teachers which was analyzed using descriptive analysis techniques. The overall research results of the research indicators obtained a percentage of 73.6% and were in the good category. So it can be concluded that students' perceptions of the personality competence of guidance and counseling teachers at this school are in the good category, meaning that guidance and counseling teachers have personality competence and quality so that it does not give rise to students having bad perceptions of guidance and counseling teachers at this school.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack// This page is in Indonesian Translate to English AfrikaansAlbanianAmharicArabicArmenianAzerbaijaniBengaliBulgarianCatalanCroatianCzechDanishDutchEnglishEstonianFinnishFrenchGermanGreekGujaratiHaitian CreoleHebrewHindiHungarianIcelandicIndonesianItalianJapaneseKannadaKazakhKhmerKoreanKurdish (Kurmanji)LaoLatvianLithuanianMalagasyMalayMalayalamMalteseMaoriMarathiMyanmar (Burmese)NepaliNorwegianPashtoPersianPolishPortuguesePunjabiRomanianRussianSamoanSimplified ChineseSlovakSlovenianSpanishSwedishTamilTeluguThaiTraditional ChineseTurkishUkrainianUrduVietnameseWelsh Always translate Indonesian to EnglishPRO Never translate Indonesian Never translate ejournal.uin-suska.ac.id

Spiritual Leadership of Madrasah Heads in Improving Teacher Personal Competence (MTs Ma’arif NU 2 Sutojayan Blitar and MTs Ma’arif Bakung Blitar)

This research aims to provide an in-depth description regarding 1) The spiritual leadership of the madrasa head in improving teacher personality competence 2) The spiritual leadership characteristics of the madrasa head in increasing teacher personality competence 3) The spiritual leadership strategy of the madrasa head in increasing teacher personality competence. This research uses a qualitative approach, a case study type with a multi-case design. Data collection techniques use in-depth interviews, participant observation and documentation, data analysis uses data reduction, presentation of verification data and drawing conclusions. Data is analyzed from single and cross-case data. The research results show: 1) Spiritual leadership in the two madrasas a) Able to inspire, influence and mobilize through example. b) have a very strong foundation and motivation for the progress of the institution. c) Communicate well with its members and communication does not go in one direction. 2) Characteristics of the spiritual leadership of the madrasa head a) Has a strong belief in the progress of the madrasa, has a vision, mission, goals and strategies, as well as their implementation towards progress and success in managing the organization. b) has a humble character, is patient, has emotional stability, adheres to honesty, is self-confident, can accept change and has a spirit of pious deeds, c) is very loved by his subordinates, likes the leadership model and style of the madrasah head, loves the policies and ideas of the madrasah head especially regarding policies to increase teacher competency. 3) The spiritual leadership strategy of madrasa heads in both institutions is a) Always maintaining trust. c) Communicate, collaborate and synergize to unite the vision and mission well in running the madrasah organization. c) The head of the madrasah holds training to improve teacher competency.

Teacher Competency Development Through On-The-Job Training: A Case Study at SDIT Lan Tabur Purwodadi

On-the-job training is practical if it suits the needs of the teacher. However, there still needs to be more competence and training in schools. This study aims to analyze teacher competency development through on-the-job training. This research uses a qualitative approach in the form of a case study at SDIT Lan Tabur Purwodadi. The data collection method uses observation, interviews, and documentation. The subjects in this study were principals and teachers. Data analysis techniques with data collection, data reduction, data presentation, conclusion, and data verification. The results showed that through on-the-job training, teacher competence could develop well, teacher pedagogic competence develops in managing learning in the classroom, and teacher social competence is also well developed and can provide a foundation for social problems in schools. Teacher personality competence develops with on-the-job training, but it is different from the professional competence of teachers, which is less developed due to the lack of teachers conducting research and the use of technology, which still needs to be improved. This is because the facilities and infrastructure at SDIT Lan Tabur Purwodadi need to be improved. Through on-the-job training, teacher competence becomes very developed. The implications of this research are expected through on-the-job training to develop teacher competence and provide solutions to teacher competence problems in schools.

PENGARUH KOMPETENSI GURU TERHADAP MOTIVASI BELAJAR SISWA SEKOLAH MENENGAH KEJURUAN (SMK) PROGRAM KEAHLIAN TEKNIK KOMPUTER DAN INFORMATIKA

This research is because of the low motivation of the students in learning. This research aims to know how big of the influences of the the teachers competence among their pedagogical, personality, sociality and professionality for students motivation in learning both partially or simultaneously. The method for this research is the survey method with quantitative approach. The population used is the eleventh grade students from computer and information engineering program of Pasundan 2 Vocational School Cimahi and PGRI 3 Vocational School Cimahi. The amount are 54 students. All of them are as the sample of the research. The result shows that patially, (1) The teacher pedagogical competence has the positive influence for the student’s motivation in learning, it gets 30,46%. (2) The teacher personality competence has the positive influence for the student’s motivation in learning, it gets 9,84%, (3) The teacher social competence has the positive influence for the student’s motivation in learning, it gets 18,06%, (4) The teacher professional has the positive influence for the student’s motivation in learning, it gets 13,43%, and simultaneously (5) Pedagogical, personality, social and professional for the teacher competence has the positive effect to motivate students in learning, it is 71,79% and 28,21% is determined by the other variables. Based on the results of the research it can be concluded that the pedagogical, personality, sociality and professionality competence of teachers partially and simultaneously has a positive influence for the student’s motivation in learning.

Competence of Islamic Religious Education Teachers from The Perspective of the Quran

This study aims to obtain a map of the pedagogic, professional, and personality competencies of Islamic religious education teachers from the perspective of the Koran in the city of South Tangerang and their development strategy. This type of research is library and field research using a qualitative descriptive research design. The methodology used in this study is a mixed-method research approach. The object of this research is the teacher of Islamic religious education in South Tangerang. The research data were obtained through questionnaires, observation, interviews, and documentation techniques. Data were analyzed using an interactive data analysis model carried out descriptively. Based on the results of the study shows that the personality competence of Islamic religious education teachers in South Tangerang City on several achievement indicators shows a low level of competence, including; lack of innovation in learning, lack of activating students, lack of self-development, lack of discipline in assignments, not completing assignments thoroughly and improving the quality of personality competence of Islamic religious education teachers, including coaching Islamic religious education teachers, fostering Islamic religious education curricula at the kindergarten, junior high, and high school/vocational school levels, collaboration with the South Tangerang city government in developing Islamic religious education, conducting studies, research and mock studies, holding competitions for students and teachers.

Effect of Teacher Competence on Student Academic Stress

This study aims to determine the effect of teacher competence on student academic stress. This research approach is quantitative research. The sample of this study was 140 students. The data collection method is a questionnaire. The data analysis technique is multiple regression analysis. The results of this study indicate that 1) there is a negative effect of teacher pedagogical competence on student academic stress (sig. 0.00); 2) there is a negative effect of teacher professional competence on student academic stress (sig. 0.02); 3) there is a negative effect of teacher personality competence on student academic stress (sig. 0.01); and 4) there is a negative effect of teacher pedagogical competence on student academic stress (sig. 0.01). The implication of this study is that teachers need to continue to improve competencies in pedagogical, professional, personality and social aspects. This is intended to make the school/classroom environment (teacher-student relationship) better so that it allows students to develop themselves, both in terms of character and academic results.

Personality Competence Of Islamic Religious Education (PAI) Teachers In Shaping The Character Of Students

A qualified teacher must meet several competency requirements. The competencies are included pedagogic competence, personality competence, social competence, and professional competence. In this paper, the author is interested in using personality competencies among the four competencies. The purpose of this study was to find out whether there was an influence of PAI teachers' personality competence on the character of students. The research method used in this study is qualitative. The study's results above show that the personality competence of PAI teachers in building students' character has a positive and significant effect on student character formation. The basic competencies possessed by a teacher must be able to shape the character of a learner, just as a teacher must have values of discipline, responsibility, and religion. A teacher must be able to set an example to be able to achieve certain goals and be able to shape the character of a learner. Keywords: Personality Competence, PAI Teacher, Learner Character

Kompetensi Kepribadian Guru dalam Mengembangkan Karakter Anak Usia Dini di Raudhatul Athfal Al-Fityah Pekanbaru

This study aims to determine how teacher personality competence and teacher strategies in developing early childhood character in Raudhatul Athfal Al-Fityah Pekanbaru. This research is qualitative descriptive. Data was collected through observation, interviews, and documentation. The results showed that the development of characteristics in early childhood was in the good category. This happens because teachers always set an example and practice habituation in every activity. In addition, the implementation of teacher capacity development in the form of training, weekly meetings for teacher evaluation and sharing, performance evaluations, and weekly coaching activities to increase teachers' Islamic insight and understanding were carried out to support the process of developing children's character. Thus, teacher personality competence has a positive impact on the development of early childhood character, especially through habituation and exemplary activities.

Analisis Kompetensi Kepribadian Guru SD di Era Society 5.0

A teacher is said to be a professional teacher if he has inherent competence personality. Personality that is commonly known to be very abstract. This is encouraging researchers to study further about the personality competence of elementary school teachers through research. The focus of this research is to try to uncover the personality competencies of teachers in the era of society 5.0, and the teacher's efforts to improve his personal competence. This study uses a qualitative approach with a phenomenological method where the subject is school teachers base. Based on the results of the study, it was concluded that the personality competencies of the teachers were solid and stable, capable of being mature, wise and wise in acting, authoritative and being role models for their students. In this era of society 5.0, teachers can balance between IMTAQ and science and technology. Schools and teachers always try to improve their personality competencies through foundation and head coaching activities schools, tahsin training, workshops and independent curriculum IHT.

Supervision Model of Supervisors of Islamic Religious Education in Improving The Personal and Social Competence of PAI Teachers in Wadaslitang District

This study seeks to reveal how the implementation of the PAI supervisory supervision model in improving the personality and social competence of PAI teachers in the Wadaslintang District. This research is a qualitative type, using a descriptive explanatory case study strategy. The subjects used samples with several data sources from school principals, PAI supervisors and PAI teachers in Wadaslintang District, and structured interview data collection techniques, questionnaires or questionnaires, and documentation. After being analyzed, it was written that in choosing the model for the PAI supervisor in the Wadaslintang sub-district, they did not use certain analytical techniques, they simply chose the preferred model and adjusted it to the conditions of the teacher where the PAI teacher was in the Wadaslintang sub-district. Seeing the habits of PAI teachers in the Wadaslintang sub-district who are compact and considerate of the conditions of other people, especially fellow teachers, so that supervisors use artistic models. According to the artistic approach, the supervisor knows about learning and is experienced as a teacher so that the person concerned gives meaning to ongoing learning without deviating from it. Supervisor approach with several steps: (1) Does not provide information about the learning to be observed. (2) Observing teachers who are teaching; (3) Observations that are carried out thoroughly from the beginning to the end of learning; (4) Provide a formal interpretation of the results of observations; (5) Submission of teaching interpretation results to teachers both in writing and orally.

Pengaruh Kompetensi Pedagogik, Profesional, Kepribadian, dan Sosial terhadap Motivasi Kerja Guru UPT SPF SMK Negeri 2 Kota Parepare

This study aims to determine and analyze the partial and simultaneous effects of Pedagogic, Professional, Personality, and Social Competence on the Work Motivation of UPT SPF Teachers at SMK Negeri 2 Parepare City and the dominant variable influences the Work Motivation of UPT SPF teachers at SMK Negeri 2 Parepare City This research approach uses quantitative research. The research was conducted at SMK Negeri 2 Kota Parepare with a total population of 126 people. the sample in this study was carried out using the purposive random method, namely each subject teacher was represented by 2 teachers so that the total sample was 42 people. The data collection technique used questionnaires and the data analysis technique used multiple regression analysis techniques. Teacher Pedagogic Competence, Teacher Professional Competence, Teacher Personality Competence and Teacher Social Competence have a significant effect on teacher work motivation. UPT SPF SMK Negeri 2 Parepare City. Simultaneously Teacher Pedagogic Competence (X1), Teacher Professional Competence (X2), Teacher Personality Competence (X3) and Teacher Social Competence (X4) jointly affect the Work Motivation of UPT SPF teachers at SMK Negeri 2 Parepare City and the most dominant variable influencing the Work Motivation of UPT SPF teachers at SMK Negeri 2 Kota Parepare is the Teacher Social Competency variable.

Manajemen Pengembangan Sumber Daya Manusia dalam Meningkatkan Kompetensi Kepribadian Guru di Madrasah Aliyah Hidayatul Mubtadiin Lampung Selatan

This research aims to find out Management of Human Resource Development in Improving Teacher Personality Competence at Madrasah Aliyah Hidayatul Mubtadiin Sidoharjo Village, Jati Agung District, South Lampung Regency. This type of research is descriptive qualitative research. The method used in this study is to use the method of observation, interviews, and documentation. The data analysis technique used is an interactive model and data triangulation to check the validity of the data. Based on the results of this study, it can be concluded that 1. Planning for Human Resource Development in Improving Teacher Personality Competence, namely by holding a deliberation meeting which is carried out at the new school year or at the beginning of the semester with the involvement of related parties, namely the Head of Madrasah, Deputy Head of Curriculum, Deputy Head of Student Affairs, Council of Teachers , and all educational staff. 2. The Program for Implementing Human Resource Development in Improving Teacher Personality Competence in Madrasah Aliyah Hidayatul Mubtadiin Based on the decision of the Madrasah head, there are 6 Activities for Implementing the Human Resource Development Program in Improving Teacher Personality Competence which are routine and incidental, namely: Dzuhur Prayer in Congregation, Apples Morning, Islamic Studies, MGMP, Motivation Training, Religious Tour or Walisongo Pilgrimage. 3. Evaluation of the Human Resource Development Management program in Improving Teacher Personal Competence at Madrasah Aliyah Hidayatul Mubtadiin is carried out in the form of monitoring and supervision from the Madrasah head to Teachers and teacher attitude assessment carried out by students by voting or voting to obtain and obtain The title as the best and most favorite teacher will be announced at the commemoration of National Teacher's Day, which is on November 25.

Hubungan Kecerdasan Linguistik dengan Penguasaan Kosa Kata Bahasa Arab Siswa Mts Al Amar Legok Tangerang

The problem in this study was that there were some students who had not been able to understand the questions properly because of their limited Arabic vocabulary, so they could not answer questions in Arabic correctly and correctly. Meanwhile, teachers do not fully understand the characteristics of students' intelligence, so that students who should receive special attention and guidance in mastering Arabic vocabulary receive less attention. This study aims to determine the relationship between Linguistic Intelligence and Arabic Vocabulary Mastery in Grade VII MTs Al Amar Legok Tangerang. The research method used in the preparation of this thesis is a correlation method with the type of field research (field research). The population in this study amounted to 134 students. In this study, researchers used samples taken from the population, namely 60 respondents consisting of 14 students in class VII-1, 15 students in class VII-2, 16 students in class VII-3, and 15 students in class VII-4. to obtain data the researcher used an instrument in the form of a questionnaire statement on variable X (Linguistic Intelligence) and an instrument in the form of a test for variable Y (Arabic Vocabulary Mastery). Researchers carried out the correlation coefficient technique and the significance of the correlation coefficient on both variables. The final stage of this research is testing the research hypothesis, namely that there is a positive and significant relationship between Linguistic Intelligence and Arabic Vocabulary Mastery. The results showed that, from the calculations in testing the hypothesis, the correlation between the teacher's personality competence and the motivation to learn Arabic has a value of r = 0.761 which is positive. And the correlation between the two variables is at a high value, which is between 0.60 and 0.80. Furthermore, the significant test for an error rate of 5% tcount = 8.92 is greater than ttable = 1.67155, so the null hypothesis is rejected and the alternative hypothesis is accepted. In conclusion, the correlation coefficient between linguistic intelligence and Arabic vocabulary mastery is 0.761, which is significant