Pengembangan Kompetensi Profesional Guru dalam Menghadapi Sertifikasi

Certification of teacher have been accounted for as one of the education core reforms to improve teacher professionalism. The release of the Act No. 14/ 2006 for Teacher and Lecturer (at higher education) is noticeable to be a historical tombstone which sets teacher and lecturer as profession as well as doctor, engineer or others. This will change the public perception to teacher to become more positive, to build up the teacher self-confident, and to magnetize the interest of those first quality candidates to turn out to be teachers, and to give the public trust back to school as an educational institution. It is highly recommended that the enhancement of teacher professional capacity to be integrated with the instructional activities implemented at schools, which, on one hand are capable of improving their quality of teaching as teachers, on the other hand capable of giving them the opportunities to improve their professional capacity while toting-up their cummulative credits mandatory for teacher certification. ABSTRAKSertifikasi guru dinilai sebagai salah satu kebijakan reformasi pendidikan untuk meningkatkan profesionalisme guru. Keluarnya Undang-Undang Nomor 14/2006 tentang Guru dan Dosen adalah merupakan tonggak sejarah tentang bagaimana guru dan dosen diakui sejajar sebagai pekerja profesi sebagaimana pula dokter, insinyur, atau profesi lainnya. Hal ini akan mengubah opini publik terhadap guru menjadi semakin positif, selain juga akan meningkatkan kepercayaan diri mereka, juga akan menarik minat orang-orang yang potensial dan berkualitas untuk menjadi guru, serta mengembalikan kepercayaan masyarakat kepada sekolah sebagai lembaga pendidikan yang berwibawa. Berdasarkan elaborasi aspek aspek profesi guru, sangat disarankan bahwa peningkatan kemampuan profesional guru merupakan kegiatan yang terintegrasi dengan kegiatan pembelajaran di sekolah, satu sisi mampu meningkatkan kualitas mengajar mereka sebagai guru, di sisi lain dapat memberi peluang bagi mereka meningkatkan kemampuan profesional sekaligus menambah kredit akumulatif mereka untuk kepentingan sertifikasi

Pengembangan Kompetensi Profesional Guru dalam Menghadapi Sertifikasi

Certification of teacher have been accounted for as one of the education core reforms to improve teacher professionalism. The release of the Act No. 14/ 2006 for Teacher and Lecturer (at higher education) is noticeable to be a historical tombstone which sets teacher and lecturer as profession as well as doctor, engineer or others. This will change the public perception to teacher to become more positive, to build up the teacher self-confident, and to magnetize the interest of those first quality candidates to turn out to be teachers, and to give the public trust back to school as an educational institution. It is highly recommended that the enhancement of teacher professional capacity to be integrated with the instructional activities implemented at schools, which, on one hand are capable of improving their quality of teaching as teachers, on the other hand capable of giving them the opportunities to improve their professional capacity while toting-up their cummulative credits mandatory for teacher certification. ABSTRAKSertifikasi guru dinilai sebagai salah satu kebijakan reformasi pendidikan untuk meningkatkan profesionalisme guru. Keluarnya Undang-Undang Nomor 14/2006 tentang Guru dan Dosen adalah merupakan tonggak sejarah tentang bagaimana guru dan dosen diakui sejajar sebagai pekerja profesi sebagaimana pula dokter, insinyur, atau profesi lainnya. Hal ini akan mengubah opini publik terhadap guru menjadi semakin positif, selain juga akan meningkatkan kepercayaan diri mereka, juga akan menarik minat orang-orang yang potensial dan berkualitas untuk menjadi guru, serta mengembalikan kepercayaan masyarakat kepada sekolah sebagai lembaga pendidikan yang berwibawa. Berdasarkan elaborasi aspek aspek profesi guru, sangat disarankan bahwa peningkatan kemampuan profesional guru merupakan kegiatan yang terintegrasi dengan kegiatan pembelajaran di sekolah, satu sisi mampu meningkatkan kualitas mengajar mereka sebagai guru, di sisi lain dapat memberi peluang bagi mereka meningkatkan kemampuan profesional sekaligus menambah kredit akumulatif mereka untuk kepentingan sertifikasi.</p

PENYADARAN BAHAYA UJARAN KEBENCIAN MELALUI #RTIKABDIMAS PROGRAM RELAWAN TEKNOLOGI INFORMASI DAN KOMUNIKASI ABDI MASYARAKAT

Abstrak: Ujaran kebencian merupakan sisi negatif kebebasan berekspresi yang menimbulkan dampak buruk di dunia maya dan dunia nyata. Salah satu cara intervensi ujaran kebencian adalah pembangunan kompetensi literasi digital melalui pendidikan untuk meningkatkan pengetahuan masyarakat akan bahaya ujaran kebencian. Program Relawan Teknologi Informasi dan Komunikasi Abdi Masyarakat yang dikenali di media sosial dengan hastag #RTIKAbdimas adalah program rutin tahunan yang bertujuan untuk melaksanakan upaya pembangunan tersebut di kabupaten Garut. Metode #RTIKAbdimas secara garis besar mencakup perekrutan relawan TIK (Teknologi Informasi dan Komunikasi) dan pelayanan relawan dalam bentuk kegiatan edukasi. Sebanyak 184 orang mahasiswa Teknik Informatika tersebar di 31 kelompok relawan TIK dan menyampaikan layanannya kepada lebih dari 400 remaja di lingkungan mitra yang berada di sejumlah kecamatan dalam lingkup wilayah kabupaten Garut. Rata-rata nilai sertifikasi mereka sebagai relawan TIK adalah 48.56. Hasil survei program kepada mitra menunjukan sekitar 66% kegiatan pelayanan relawan TIK memberikan manfaat pengetahuan, di mana 87% peserta dari mitra merasa puas dan sangat puas. Mitra menilai aspek unggul relawan TIK pada komunikasi dan kerjasama. Menurut hasil tes peserta di awal dan akhir kegiatan, kinerja relawan TIK yang berhasil meningkatkan rata-rata pengetahuan bahaya ujaran kebencian sekitar 5.05 dari 41.12. Berdasarkan skor kinerja individual dan kelompok , sekitar 88% mahasiswa yang berpartisipasi sebagai relawan dalam #RTIKAbdimas terkualifikasi relawan TIK yang unggul.Abstract: Hate speech is a negative side of freedom of expression that has a harmful impact in cyberspace and the real world. One way of intervening against hate speech is the development of digital literacy competencies through education to increase public knowledge of the dangers of hate speech. The Community Service Information and Communication Technology Volunteer Program, known on social media with the hashtag #RTIKAbdimas is an annual routine program that aims to carry out these development efforts in the Garut district. The #RTIKAbdimas method broadly includes the recruitment of ICT volunteers (Information and Communication Technology) and volunteer services in the form of educational activities. A total of 184 Informatics Information Engineering students are spread across 31 ICT volunteer groups and deliver their services to more than 400 youths in partner environments located in several sub-districts within the Garut district. The average value of their certification as ICT volunteers on duty is 48.56. The results of the program survey to partners show that about 66% of ICT volunteer service activities provide knowledge benefits, of which 87% of participants from partners are satisfied and very satisfied. Partners assess the superior aspects of ICT volunteers in communication and collaboration. According to participants' test results at the beginning and end of the activity, the performance of ICT volunteers who succeeded in increasing the average knowledge of the dangers of hate speech was about 5.05 out of 41.12. Based on individual and group performance scores, about 88% of students who participate as volunteers in #RTIKAbdimas are qualified as excellent ICT volunteers

Upaya Peningkatan Mutu Sekolah melalui Satuan Otonomi Pendidikan

The diversity of school environtment conditions and student needs in learning process alongside with the complexity in Indonesia geographical condition quite often can not be easily concluded completely in one piece by the central bureaucracy in a comprehensive way. It stimulates the deliverance of school based quality management improvement. This type of alternative management empowers independency to school to initiate its self-governing capacity to manage its own activities in the framework of eduactional quality improvement, while consistently aligned to national policies. Some of the strategies applied at schools comprise self-evaluation to scrutinize the school’s strengths and weaknessses. On the basis of the evaluation, school alongside with parents and community settleon school vision and mission of education quality improvement or to put together the expected eduaction quality for further developing on the planning of school program which includes school financing by refering to the scale of priorities and national policies in corresponding to the school condition and the capacity of its human resources. The consequences of the program implementation should imply a highly committed engagement among diversified parties, i.e., parents/community, teachers, principals, pupils and other staffs on one hand, and government (MONE) on the other hand, as the equal partner to attain the objective of quality improvement. ABSTRAKBeragamnya kondisi lingkungan sekolah dan bervariasinya kebutuhan siswa di dalam proses pembelajaran ditambah lagi dengan kondisi geografi Indonesia yang sangat kompleks, seringkali tidak dapat diapresiasikan secara lengkap oleh birokrasi pusat. Oleh karena itu, dalam proses peningkatan mutu pendidika perlu dicari alternatif pengelolaan sekolah. Hal ini mendorong lahirnya konsep manajemen peningkatan mutu berbasis sekolah. Manajemen alternatif ini memberikan kemandirian pada sekolah untuk mengatur dirinya sendiri dalam rangka peningkatan mutu pendidikan, tetapi masih tetap mengacu pada kebijakan nasional. Konsekwensi dari pelaksanaan program ini antara lain komitmen yang tinggi dari berbagai pihak yaitu: orang tua/masyarakat, guru, kepala sekolah, siswa dan staf lainnya di satu sisi dan pemerintah (Kemendiknas) di sisi lainnya sebagai mitra dalam mencapai tujuan peningkatan mutu

Automation Model Development for School Reaccreditation of Early Childhood Education

As stated in the Research and Development Objectives 2020-2024 by BSKAP, it was agreed on the need to implement a correct and credible quality monitoring and evaluation system. For Primary and Secondary Education, it is determined that 100% of education units will carry out Competency Assessment (AK) and Character Surveys (SK) starting in 2021 by first developing and preparing relevant measuring tools along with indicators of AK-SK readiness in the future, its implementation in 2021 while trying implement the overall accreditation process automation policy. Therefore, performance assessment in these units requires other proxies of learning indicators which are considered to have functions equivalent to competency assessments and character surveys. Instead of direct field visits, if correct, mathematical modeling can be performed to derive measurement proxies derived from the PPA or IPV variables or a combination of both. Automation modeling has been applied to approximately 5,000 school samples by applying three alternative methods, namely Principal Component Analysis (PCA), Partial Least Square (PLS) and Confirmatory Factor Analysis (CFA). PCA modeling was successfully used on 49 predictors without a response variable (Y); ii) PLS modeling was successfully applied to 49 predictors involving response variables; iii) CFA modeling has been successfully carried out on PPA and IPV one by one, because the combined modeling has not succeeded in producing an adequate model in the form of goodness of fit