TEACHER COMPETENCE TEST OF ISLAMIC PRIMARY TEACHERS EDUCATION IN STATE ISLAMIC PRIMARY SCHOOLS (MIN) OF PIDIE REGENCY
1. a. Title : TEACHER COMPETENCE TEST OF ISLAMIC PRIMARY TEACHERS EDUCATION IN STATE ISLAMIC PRIMARY SCHOOLS (MIN)
OF PIDIE REGENCY
b. Name : Nufiar1 and Saifullah2
c. university : 2Tarbiyah Faculty and Teacher Training, UIN Ar-Raniry Banda Aceh
e. email : saifullahidris@ar-raniry.ac.id
2. Abstract
a. Concept : This study aims at examining the readiness of the Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli in drawing up the Lesson Plan and implementing the teaching and learning interactions in the classroom.
b. Subject : Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli
c. method : listed in the Lesson Plan (RPP) and the assessment system of learner’s performance in Islamic Primary schools throughout Pidie regency.
d. the result : (1) in general, the teachers have good and considerate preparation in drawing up the Lesson Plan within a sufficient time instead having an extemporaneous teaching.
(2) The method specified in the Lesson Plan does not correspond to the methods used in teaching and learning in general. (3) The respondents generally do not apply taxonomic Bloom in the grading system in schools where they are in charge.
e. words : 232
f. keyword : Speech Acts, Strategy, Sorong Serah, Sasak Marriage.
3. introduction
a. reason for the study
Teacher is one of humane components (brain ware) in learning who plays a defining role in the development of Human Resources (HR) and is a reliable and potential in the field of development. Teachers occupy a strategic position as a professional as they are responsible for actualizing human nature of the students toward a certain level of maturity or adulthood
4. Methods
The researcher conducted interviews to collect data directly face to face with the respondents, ie teachers who become the object of study in this research. While, the document takes the form of teachers works in the form of preparation of teaching materials and so on.
a. Subject : Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli
c. method : observation, interviews and documents.
c. tools : collect data directly face to face
5. Research finding
a. Lesson Plan Preparation
Based on the field interviews with the respondents, it is revealed that the Lesson Plans made were prepared prior to the learning process in the classroom. In other words, there was a Lesson Plan preparation at the beginning of the semester which was compiled within two weeks prior to the learning process in the classroom. There was also a compiled Lesson Plan one month before the learning process in the classroom, and there was a compiled Lesson Plan one day before the learning process take place in the classroom. Thus, in general, the preparation of Lesson Plan by the respondents in Islamic Primary schools throughout Pidie regency does not occur instantly. This means that teachers have adequate time to prepare the Lesson Plans and that they are well-planned and have aforethought.
All the written Lesson Plans which are already created and compiled by the respondents will be accountable to the principals, supervisors, and the education department. If the Lesson Plan are not made by the respondent, the principal will impose sanction to the concerning respondents. There were only three respondents who stated that the school does not provide any sanctions to respondents who did not make the Lesson Plan in accordance with a predetermined schedule.
b. Implementation of Teaching and Learning Interactions
1. The conformity between the methods used in the classroom to the Lesson Plan
Six respondents teaching practice did not correspond with the listed in the Lesson Plan because it was combined with other methods than those listed in the Lesson Plan when teaching in the classroom to assure the classroom learning process. This is so because the respondents did not have a good preparation to implement the learning process. Otherwise, presumably it is because there are other factors, such as lack of discipline of time so as not to focus on the material being taught.
2. Supporting Factors
Based on the field interviews, it is revealed that the followings are some contributing factors in the learning process in the classroom:
1) Books, props, materials/ resources/ adequate references;
2) Media such as the internet and newspapers;
3) External factors such as family and parents;
4) Sociological factors such as good relations with the community surrounding the school;
5) Sufficient psychological self preparation.
c. Inhibiting/ Constraining Factors
Based on the field interviews, it is revealed that the following are some constraining factors encountered in the classroom learning process:
1) Lack of adequate media and materials/ resources/ references and facilities/ infrastructure;
2) Psychological factors such as low level of intelligence and lack of interest and willingness of students to learn;
3) External factors such as economic factors and time constrains.
c. Learners Learning Achievement Assessment
In looking at how the system of learners learning achievement assessment is applied, there are some noteworthy aspects to concern, namely: first, does the respondent know about the taxonomic Bloom? Secondly, are there any supporting factors in the scoring system? And third, are there any inhibiting/ constraining factors faced in the assessment?
6. Discussion
Based on the field data, data of interviews, documents and observations, it is unveiled that respondents generally do not apply taxonomic Bloom in the grading system in schools in which they served. The respondents still narrowly use and practice the evaluation system revolving around the issues that are aforesaid and explained merely on the cognitive level without taking notice of other defining levels such affective and psychomotoric level.
Unluckily, this is in contrast to the scoring system which narrowly meets the existing rules by merely focusing on the cognitive level such as pre-test, post-test, written test, oral test, daily tests, semester, final, and homework assignments, and other types of assessment. Not to mention the fact that there were some respondents who forget to include the answer key when making questions for evaluation.
7. Conclusion.
Based on the data and the above discussion, it can be concluded that:
1. The Lesson Plan preparation undertaken by teachers of Diploma-II holders of STIT Al-Hilal Sigli who served in various Madrasah Ibtidaiyah throughout Pidie regency in general is highly considerate, measured and prepared within ample time. In addition, it is resulted from a thorough discussion with other fellow teachers. As a result, the respondents do not stumble upon the considerable constraints on the teaching implementation. The only stumbling blocks are just a lack source of learning, media, and psychological factors. All Lesson Plans that have been made will be accounted to the principal, superintendent, and the education department and the violation of this by not making one will be penalized.
2. The methods used in the teaching and learning process in the classroom in general are incompatible or inconsistent with the existing methods in the Lesson Plan.
On the whole, the respondents do not apply taxonomic Bloom in the assessment system in schools in which they served. While the types and techniques of assessment succh as pre-test, post-test, written test, oral test, daily tests, semester, final, and homework assignments, and other types of assessment have been carried out correctly and appropriately.
OF PIDIE REGENCY
b. Name : Nufiar1 and Saifullah2
c. university : 2Tarbiyah Faculty and Teacher Training, UIN Ar-Raniry Banda Aceh
e. email : saifullahidris@ar-raniry.ac.id
2. Abstract
a. Concept : This study aims at examining the readiness of the Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli in drawing up the Lesson Plan and implementing the teaching and learning interactions in the classroom.
b. Subject : Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli
c. method : listed in the Lesson Plan (RPP) and the assessment system of learner’s performance in Islamic Primary schools throughout Pidie regency.
d. the result : (1) in general, the teachers have good and considerate preparation in drawing up the Lesson Plan within a sufficient time instead having an extemporaneous teaching.
(2) The method specified in the Lesson Plan does not correspond to the methods used in teaching and learning in general. (3) The respondents generally do not apply taxonomic Bloom in the grading system in schools where they are in charge.
e. words : 232
f. keyword : Speech Acts, Strategy, Sorong Serah, Sasak Marriage.
3. introduction
a. reason for the study
Teacher is one of humane components (brain ware) in learning who plays a defining role in the development of Human Resources (HR) and is a reliable and potential in the field of development. Teachers occupy a strategic position as a professional as they are responsible for actualizing human nature of the students toward a certain level of maturity or adulthood
4. Methods
The researcher conducted interviews to collect data directly face to face with the respondents, ie teachers who become the object of study in this research. While, the document takes the form of teachers works in the form of preparation of teaching materials and so on.
a. Subject : Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli
c. method : observation, interviews and documents.
c. tools : collect data directly face to face
5. Research finding
a. Lesson Plan Preparation
Based on the field interviews with the respondents, it is revealed that the Lesson Plans made were prepared prior to the learning process in the classroom. In other words, there was a Lesson Plan preparation at the beginning of the semester which was compiled within two weeks prior to the learning process in the classroom. There was also a compiled Lesson Plan one month before the learning process in the classroom, and there was a compiled Lesson Plan one day before the learning process take place in the classroom. Thus, in general, the preparation of Lesson Plan by the respondents in Islamic Primary schools throughout Pidie regency does not occur instantly. This means that teachers have adequate time to prepare the Lesson Plans and that they are well-planned and have aforethought.
All the written Lesson Plans which are already created and compiled by the respondents will be accountable to the principals, supervisors, and the education department. If the Lesson Plan are not made by the respondent, the principal will impose sanction to the concerning respondents. There were only three respondents who stated that the school does not provide any sanctions to respondents who did not make the Lesson Plan in accordance with a predetermined schedule.
b. Implementation of Teaching and Learning Interactions
1. The conformity between the methods used in the classroom to the Lesson Plan
Six respondents teaching practice did not correspond with the listed in the Lesson Plan because it was combined with other methods than those listed in the Lesson Plan when teaching in the classroom to assure the classroom learning process. This is so because the respondents did not have a good preparation to implement the learning process. Otherwise, presumably it is because there are other factors, such as lack of discipline of time so as not to focus on the material being taught.
2. Supporting Factors
Based on the field interviews, it is revealed that the followings are some contributing factors in the learning process in the classroom:
1) Books, props, materials/ resources/ adequate references;
2) Media such as the internet and newspapers;
3) External factors such as family and parents;
4) Sociological factors such as good relations with the community surrounding the school;
5) Sufficient psychological self preparation.
c. Inhibiting/ Constraining Factors
Based on the field interviews, it is revealed that the following are some constraining factors encountered in the classroom learning process:
1) Lack of adequate media and materials/ resources/ references and facilities/ infrastructure;
2) Psychological factors such as low level of intelligence and lack of interest and willingness of students to learn;
3) External factors such as economic factors and time constrains.
c. Learners Learning Achievement Assessment
In looking at how the system of learners learning achievement assessment is applied, there are some noteworthy aspects to concern, namely: first, does the respondent know about the taxonomic Bloom? Secondly, are there any supporting factors in the scoring system? And third, are there any inhibiting/ constraining factors faced in the assessment?
6. Discussion
Based on the field data, data of interviews, documents and observations, it is unveiled that respondents generally do not apply taxonomic Bloom in the grading system in schools in which they served. The respondents still narrowly use and practice the evaluation system revolving around the issues that are aforesaid and explained merely on the cognitive level without taking notice of other defining levels such affective and psychomotoric level.
Unluckily, this is in contrast to the scoring system which narrowly meets the existing rules by merely focusing on the cognitive level such as pre-test, post-test, written test, oral test, daily tests, semester, final, and homework assignments, and other types of assessment. Not to mention the fact that there were some respondents who forget to include the answer key when making questions for evaluation.
7. Conclusion.
Based on the data and the above discussion, it can be concluded that:
1. The Lesson Plan preparation undertaken by teachers of Diploma-II holders of STIT Al-Hilal Sigli who served in various Madrasah Ibtidaiyah throughout Pidie regency in general is highly considerate, measured and prepared within ample time. In addition, it is resulted from a thorough discussion with other fellow teachers. As a result, the respondents do not stumble upon the considerable constraints on the teaching implementation. The only stumbling blocks are just a lack source of learning, media, and psychological factors. All Lesson Plans that have been made will be accounted to the principal, superintendent, and the education department and the violation of this by not making one will be penalized.
2. The methods used in the teaching and learning process in the classroom in general are incompatible or inconsistent with the existing methods in the Lesson Plan.
On the whole, the respondents do not apply taxonomic Bloom in the assessment system in schools in which they served. While the types and techniques of assessment succh as pre-test, post-test, written test, oral test, daily tests, semester, final, and homework assignments, and other types of assessment have been carried out correctly and appropriately.
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