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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Journal of Educational Research and Evaluation
Supadi
Universitas Negeri Jakarta, Jakarta, Indonesia
Humanities Education Public Health Social Sciences Other

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Journal : Journal of Educational Research and Evaluation

 1 
Certified Teacher's Pedagogic Competence in 21st Century Skills Heru Santosa; Supadi; Desi Rahmawati
Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i3.49475

Abstract

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.
Teacher Social and Personality Development Model Based on Myers Briggs Type Indicator Supadi
Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i3.49476

Abstract

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.
The Influence of Multicultural Leadership and Teacher Professionalism on the Performance of Junior High School Teachers Evitha Soraya; Supadi
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.60782

Abstract

The principal’s role is so significant in achieving educational goals that the quality of the principal largely determines the success or failure of a school, especially his ability to empower teachers and employees toward a conducive working atmosphere. The research was conducted to analyze the influence of multicultural Leadership from school principals and teacher professionalism on the performance of junior high school teachers. The research used quantitative and qualitative methods with the Sequential Explanatory design method (sequence of proof). In contrast, the research data came from 110 teachers who teach in 44 public junior high schools. Primary data sources are obtained from interviews, observations, and documentation of research objects to support qualitative research analysis. Secondary data comes from documents and school reports related to teacher performance. The study's results indicate a positive influence of multicultural Leadership on improving teacher performance, a positive influence of professionalism on teacher performance, and a significant positive relationship between the principal leadership and teacher professionalism on teacher performance. The implications of the research results show how important the role of school principal leadership is in increasing teacher professionalism which in turn can improve teacher performance.
Co-Authors Desi Rahmawati Evitha Soraya Heru Santosa