PENILAIAN FORMATIF PESERTA DIDIK ATAS KOMPETENSI PENDIDIK DALAM PROSES PEMBELAJARAN
DOI:
https://doi.org/10.24246/j.sw.2017.v33.i2.p117-127Keywords:
Formative assessment, teacher’s competenceAbstract
This study aims to assess teachers’ competence in learning process. Research used is quantitative approach designed descriptively. The research paticipant are 76 studens determined by proportional stratified random sampling technique (class A to F). The data for teaching competency were collected using questionnaire developed by the Ministry of Education and Culture (2015), involving 28 closed-statements with Likert scale model. The questionnaire was responded on a scale of 5 to 1 (very good/very high/always up to not good/very low/never). All data is processed by descriptive analysis using SPSS 20.00 for windows. The result is that the 9 courses which are assessed formatively by the participants indicated that the teaching competence is in the very high category (69%) so that it needs to be maintained and developed continuously.
Downloads
References
Ahmad, A., dan Jinggan, N. 2015. Pengaruh kompetensi kemahiran guru dalam pengajaran terhadap pencapaian akademik pelajar dalam mata pelajaran Sejarah. Jurnal Kurikulum & Pengajaran Asia Pasifik. Vol. 3, No. 2: 1-11.
Asmarani, N. 2014. Peningkatan kompetensi profesional guru di sekolah dasar. Bahana Manajemen Pendidikan. Vol. 2, No. 1: 503-510.
Astuti, S. 2016. Penerapan supervisi akademik untuk meningkatkan kompetensi guru dalam menyusun administrasi penilaian di sd laboratorium uksw. Scholaria: Jurnal Pendidikan dan Kebudayaan Vol. 6, No. 1: 117-126.
Barinto. 2012. Hubungan kompetensi guru dan supervisi akademik dengan kinerja guru smp negeri se-kecamatan Percut Sei Tuan. Jurnal Tabularasa PPs Unimed. Vol. 9, No. 2: 201-214.
Bhargava, A., and Pathy, M. 2011. Perception of student teacher about teaching competencies. American International Journal of Contemporary Research.Vol. 1, No. 1: 77-81.
Blegur, J., Wasak, M. R. P., Tlonaen, Z. A., and Manggoa, M. A. 2017. Students’ behaviour of indiscipline syndrome in teaching and learning process. Educational Administration Review. Vol. 1, No. 1: 37-41.
Brundrett, M., and Silcock, P. 2002. Achieving competence, succes and excellence in teaching (1st ed). London: Routledge Falmer.
Hakim, A. 2015. Contribution of competence teacher (pedagogical, personal, professional competence and social) on the performance of learning. The International Journal of Engineering and Science.Vol. 4, No. 2: 1-12.
Hamilton-Ekeke, J. T. 2013. Conceptual framework of teachers’ competence in relation to students’ academic achievement. International Journal of Networks and Systems. Vol. 2, No. 3: 15-20.
Indrawati, Y. 2006. Faktor-faktor yang mempengaruhi kinerja guru matematika dalam pelaksanaan kurikulum berbasis kompetensi (kbk) pada sekolah menengah atas Kota Palembang. JurnalManajemendanBisnisSriwijaya. Vol. 4, No. 7: 41-58.
Ismail, H. N., Al-Zoubi, S. M., Rahman, M. B. A., and Al-Shabatat, A. M. 2009. Competence based teacher education (cbte): A training module for improving knowledge competencies for resource room teacher in Jordan. European Journal of Social Science. Vol. 10, No. 2: 166-178.
Ismail, M. I. 2010. Kinerja dan kompetensi guru dalam pembelajaran. Jurnal Lantera Pendidikan. Vol. 13, No. 1: 44-63.
Kementerian Pendidikan dan Kebudayaan. 2015. Buku pedoman sertifikasi pendidik untuk dosen (serdos) terintegrasi. Jakarta: Direktorat Jenderal Pendidikan Tinggi, Kementerian Pendidikan dan Kebudayaan, Republik Indonesia.
Kurniawan, A., Faisal., Murniati, N. A. Nyoman., dan Khoiri, N. 2011. Model pengembangan kompetensi profesional guru fisika kota Semarang pasca sertifikasi melalui mgmp. J2PF. Vol. 2, No. 2: 102-114.
Kurniawan, M. 2016. Developing teacher professionalism: a study on senior to junior supervision. Satya Widya. Vol. 32. No. 1: 29-40.
Manu, L., dan Blegur, J. 2017. Manajemen berbasis sekolah (cet. 1). Kupang: Jusuf Aryani Learning.
Manu, L., dan Manu, T. S. N. 2017. Profesi pendidikan dalam regulasi sistem pendidikan nasional di Indonesia (cet. 1). Kupang: Jusuf Aryani Learning.
Musfah, J. 2011. Peningkatan kompetensi guru melalui pelatihan dan sumber belajar: Teori dan praktik (cet. 1). Jakarta: Kencana Prenada Media Group.
Nadeem, M., Rana, M. S., Lone, A. H., Maqbool, S., Naz, K., and Ali, A. 2011. Teacher’s competencies and factors affecting the performance of female teachers in Bahawalpur (Southern Punjab) Pakistan. International Journal of Business and Social Science. Vol. 2, No. 19: 217-222.
Ngaba, A. L., Anggit, G. P., Lalupanda, E. M., dan Sari, S. I. 2017. Pendendalian dan penjaminan mutu pengajaran melalui supervisi klinis. Satya Widya. Vol. 33, No. 1: 1-10.
Palupi, R. E. A., dan Sulton. 2017. Selangkah lebih dekat bersama formative assessment. Jurnal Dimensi Pendidikan dan Pembelajaran. Vol. 5, No. 1: 140-143.
Rubio, C. M. (2009). Effective teacher-professional and personal skills. Revista de la Facultad de Education de Albacete. Vol.24: 35-46.
Saragih, M. D. 2013. Hubungan antara kompetensi dengan kinerja mengajar guru sd kecamatan Medang Deras kabupaten Batu Bara. Jurnal Tabularasa PPs Unimed.Vol. 10, No. 1: 1-12.
Suyantodan Djihad, A. 2012. Bagaimana menjadi calon guru dan guru professional (cet. 1). Yogyakarta: Multi Pressindo.
Syahruddin, Ernawati, A., Ede, M. N., Rahman, M. A. B., Sihes, A. J. B., and Daud, K. 2013. Teachers’ pedagogical competence in school-based management: A case study in a public secondary school at Pare-Pare, Indonesia. Journal of Educational and Learning. Vol. 7, No. 4: 213-218.
Ummah, K., Aunillah, dan Kurniawan, L. 2013. Analisis kompetensi guru matematika berdasarkan persepsi siswa. Jurnal Pendidikan Matematika.Vol. 1, No. 1: 51-60.
Wahyudi. 2010. Standar kompetensi profesional guru. Jurnal Pendidikan Sosiologi dan Humaniora. Vol. 1, No. 2: 107-119.
