Profile of teacher pedagogical competency

Journal of Educational and Learning Studies May 14, 2022 Volume 4, Number 2 2 authors

Abstract

The pedagogic competence of physical education teachers is still relatively low and needs to be improved so that students' understanding during learning takes place is better. The learning process that occurs in the classroom and outside the classroom should take place pleasantly, to realize this a good teacher is needed. This study aims to determine the level of pedagogic competence of physical education teachers from the point of view of the principal's assessment. This needs to be known in order to add insight into the pedagogical competence of teachers from various existing points of view, so that the understanding of the pedagogical competence of teachers can be more in-depth.Survey research was conducted to see the principal's assessment of the pedagogic competence of physical education teachers. The population in this study were all public elementary school sports teachers in Kerinci Regency, totaling 228 people. The sampling technique in this study used a simple random sampling technique so that 50 people were selected as samples. Data on the pedagogic competence of sports teachers in this study were collected using a questionnaire.The results of this study indicate that the level of pedagogic competence of sports teachers based on the principal's assessment is in the sufficient category. So that physical education teachers, school principals, and the government need to make programs so that the pedagogical competence of sports teachers can increase.

Authors

  1. Jeki Haryanto

    Universitas Negeri Padang

  2. Salvetri Salvetri

    SMPN 28 Kerinci

Keywords

Pedagogic competencePhysical Education TeacherPrincipal's Assessment

References

  1. Afandi, M., Wahyuningsih, S., & Mayasari, L. I. (2021). Does elementary school teacher performance matter? Cakrawala Pendidikan, 40(1), 242–252. https://doi.org/10.21831/cp.v40i1.35284
  2. Andromeda, A., Fitriza, Z., & Aini, F. Q. (2020). Evaluasi Kompetensi Pedagogik Guru Kimia Dalam Menyusun Instrumen Penilaian Higher Order Thinking Skill ( HOTS ) Siswa SMA Evaluation of Pedagogy Competence of Chemistry Teacher. Edu Kimia, 2(2), 91–95.
  3. Arsyad, S. azhar. (2013). Profesionalisme guru dalam pembelajaran. Jurnal Adabiyah, 8(2), 203–214.
  4. Bourke, T., Ryan, M., & Ould, P. (2018). How do teacher educators use professional standards in their practice? Teaching and Teacher Education, 75, 83–92. https://doi.org/10.1016/j.tate.2018.06.005
  5. Dewi, R., & Khotimah, S. H. (2020). Pengaruh Profesionalisme Dan Disiplin Kerja Guru Terhadap Peningkatan Mutu Pendidikan Di Sekolah Dasar. ELEMENTARY: Islamic Teacher Journal, 8(2), 279. https://doi.org/10.21043/elementary.v8i2.7839
  6. Erss, M., & Kalmus, V. (2018). Discourses of teacher autonomy and the role of teachers in Estonian , Finnish and Bavarian teachers ’ newspapers in 1991 e 2010 *. Teaching and Teacher Education, 76, 95–105. https://doi.org/10.1016/j.tate.2018.08.003
  7. Fitri, S. (2015). Peningkatan kompetensi pedagogik guru melalui supervisi akademik. SCHOLARIA: Jurnal Pendidikan Dan Kebudayaan, 5(3), 37–46. https://ejournal.uksw.edu/scholaria/article/download/26/24/
  8. Haryanto, J., Bakhtiar, S., & Damrah. (2021). The performance of elementary school physical education teacher base on principle assessment in kerinci regency. Journal of Educational and Learning Studies, 4(2), 200–204. https://doi.org/10.32698/01722
  9. Kadarisman, J. (2020). Meningkatkan kompetensi pedagogik guru non kependidikan dalam penyusunan perencanaan pembelajaran melalui supervisi akademik kepala sekolah di sd negeri 20 skpg sp 1 emparu. Jurnal Pendidikan Dasar Perkhasa, 6(1), 107–118.
  10. Marzuan, & Herlina, L. (2021). Profesionalisme Guru Dalam Mentranformasi Pendidikan yang Bermutu Melalui Sistem Penjaminan Mutu Internal (SPMI) Pada Masa Pandemi Covid-19: Studi Kasus di SMP Negeri 13 Oku. Prosiding Seminar Nasional Pendidikan Program Pascasarjana Universitas PGRI Palembang, 207–215. https://jurnal.univpgri-palembang.ac.id/index.php/Prosidingpps/article/view/5607
  11. Mayer, D., & Mills, M. (2021). Professionalism and teacher education in Australia and England. European Journal of Teacher Education, 44(1), 45–61. https://doi.org/10.1080/02619768.2020.1832987
  12. Mockler, N. (2022). Teacher professional learning under audit: reconfiguring practice in an age of standards. Professional Development in Education, 48(1), 166–180. https://doi.org/10.1080/19415257.2020.1720779
  13. Mumpuniarti, M., Handoyo, R. R., Pinrupitanza, D. T., & Barotuttaqiyah, D. (2020). Teacher’s pedagogy competence and challenges in implementing inclusive learning in slow learner. Cakrawala Pendidikan, 39(1), 217–229. https://doi.org/10.21831/cp.v39i1.28807
  14. Qamila, Rukhayati, & Rahman, A. (2021). Pengaruh Keterampilan dan Profesionalisme Terhadap Prestasi Kerja Aparatur Sipil Negara Pada Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Palu. Jurnal Kolaboratif Sains, 04(10), 561–565.
  15. Ro, J. (2020). Curriculum , standards and professionalisation : The policy discourse on teacher professionalism in Singapore. Teaching and Teacher Education, 91, 103056. https://doi.org/10.1016/j.tate.2020.103056
  16. Safitri, M. (2020). Implementasi Kurikulum (Analisis Kompetensi Pedagogik Guru Pendidikan Agama Islam: Tantangan Dan Upaya). ITQAN : Jurnal Ilmu-Ilmu Kependidikan, 11(2), 85–98. https://doi.org/10.47766/itqan.v11i2.1009
  17. Soenarto, S., Sugito, Suyanta, Siswantoyo, & Marwanti. (2020). Vacational and senior high school professional teachers in industry 4.0. Cakrawala Pendidikan, 39(3), 655–665. https://doi.org/10.21831/cp.v39i3.32926
  18. Sojanah, J., Suwatno, Kodri, & Machmud, A. (2021). Factors affecting teachers’ technological pedagogical and content knowledge (A survey on economics teacher knowledge). Cakrawala Pendidikan, 40(1), 1–16. https://doi.org/10.21831/cp.v40i1.31035
  19. Soong, H., & Stahl, G. (2021). Negotiating ‘global middle-class’ teacher professionalism: using transnational habitus to explore the experiences of teacher expatriates in Shanghai. International Journal of Qualitative Studies in Education, 0(0), 1–14. https://doi.org/10.1080/09518398.2021.1942295
  20. Sujana, I. K., Dantes, N., & Natajaya, N. (2018). Kontribusi Kompetensi Pedagogik, Iklim Kerja, dan Etos Kerja Terhadap Kinerja Guru Olahraga SMA di Kabupaten Badung. Jurnal Administrasi Pendidikan Indonesia, 9(1), 11–22. https://doi.org/10.23887/japi.v9i1.2718
  21. Sukmawati, S. (2016). Profesionalisme Guru Sekolah Dasar. Jurnal Visi Ilmu Pendidikan, 7(2), 1665–1677. https://doi.org/10.26418/jvip.v7i2.17055
  22. Syamsuriyanti, & Sukirno. (2018). Faktor determinan profesionalisme guru. Jurnal Kependidikan, 2(1), 56–57.
  23. Vagi, R., Pivovarova, M., & Barnard, W. (2019). Dynamics of preservice teacher quality. Teaching and Teacher Education, 85, 13–23. https://doi.org/10.1016/j.tate.2019.06.005
  24. Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2018). Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism? Teaching and Teacher Education, 76, 126–139. https://doi.org/10.1016/j.tate.2018.08.012
  25. Yin, H., To, K. H., Keung, C. P. C., & Tam, W. W. Y. (2019). Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens. Teaching and Teacher Education, 82, 153–163. https://doi.org/10.1016/j.tate.2019.03.019