2.png)
1.png)
1.png)
1.png)
1.png)
4.png)
.png)
1.png)
.png)
.png)
3.png)
1.png)
1.png)
Email this article Involvement in Subject Teachers Association (MGMP), Pedagogical and Professional Competencies of Civic Teachers, And Learning Outcomes: A Correlational Study
Abstract
This study aims to determine the relationship of teacher involvement in the Subject Teachers Association (MGMP), pedagogical and professional competencies of civic teachers with the learning outcomes of high school students in Malang. Data were analyzed descriptively using a correlational design. Hypothesis testing was done by analyzing the parametric correlation between the independent variables and the dependent variable partially. The results of this study indicate that there is a positive and significant relationship between involvement in MGMP, pedagogical competence, and professional competence of civic teachers and the learning outcomes of high school students in Malang. All hypotheses show a significant relationship.
Keywords
Full Text:
PDFReferences
Angeli, C., & Valanides, N. (2014). Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK. Springer.
Anwar, R. (2011). Pengaruh musyawarah guru mata pelajaran (MGMP) terhadap peningkatan profesionalisme dan kinerja mengajar guru sma negeri kota tasikmalaya. Jurnal administrasi pendidikan, 13(1).
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education, 27(1), 10–20.
Chang, D. R., & Kuo, S. F. (2011). Problems and prospects of the practice and research of teacher professional development in Taiwan. Journal of teacher education and teacher professional development, 4(2), 21–44.
Ciaccio, A., DeMaio, R., Flynn, A., Hanssler, S., Malone, M., Mare, S., Santiago, G., & Short, V. (2017). Report: Tying teacher evaluation to student test performance in New York State.
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). The impact of creative learning environments on learners: a systematic literature review. Improving schools, 16(1), 21–31.
Doig, B., & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics teacher education and development, 13(1), 77–93.
Global Education Monitoring. (2019). United nations of educational, scientific, and cultural organization.
Hartiningtyas, L., & Elmunsyah, H. (2016). Meningkatkan kompetensi pedagogik dan profesional guru smk melalui pemberdayaan pengembangan keprofesian berkelanjutan (PKB).
Jimenez Raya, M., & Sercu, L. (2007). Challenges in teacher development: learner autonomy and intercultural competence. Foreign language teaching in europe. Volume 10. ERIC.
Kale, U. (2014). Can they plan to teach with Web 2.0? Future teachers’ potential use of the emerging web. Technology, pedagogy and education, 23(4), 471–489.
Koh, J. H. L., & Chai, C. S. (2015). Towards a Web 2.0 TPACK lesson design framework: applications of a Web 2.0 TPACK survey of Singapore preservice teachers. In New media and learning in the 21st century (pp. 161–180). Springer.
Kumar, S., & Vigil, K. (2011). The net generation as preservice teachers: Transferring familiarity with new technologies to educational environments. Journal of digital learning in teacher education, 27(4), 144–153.
Lange, D. L. (1983). Teacher development and certification in foreign languages: where is the future? The modern language journal, 67(4), 374–381.
Long, C., Graven, M., Sayed, Y., & Lampen, E. (2017). Enabling and constraining conditions of professional teacher agency: The South African context. Contemporary Education Dialogue, 14(1), 5–21.
Marno & Idris, M. (2010). Strategi & metode pengajaran: Menciptakan ketrampilan mengajar yang efektif dan edukatif. Yogyakarta: Ar-Ruzz Media.
Minarni, S., & Triyaningsih, S. (2011). Pengaruh disiplin, bimbingan dan kegiatan mgmp terhadap kinerja guru smp negeri 1 tawagharjo kabupaten grobongan. Manajemen sumberdaya manusia, 5(1), 11–22.
Mindich, D., & Lieberman, A. (2012). Building a learning community: a tale of two schools. Stanford center for opportunity policy in education.
Naylor, C. (2015). Professional learning: What does the research say? (Vol. 27, Issue 3). British Columbia Teacher’s Federation.
Ringarp, J. (2012). The problem of the welfare profession: an example—the municipalisation of the teaching profession. Policy futures in education, 10(3), 328–339.
Shuls, J, V. (2018). Raising the bar on teacher quality: Assessing the impact of increasing licensure exam cut-scores. Educational policy, 32(7), 969–992.
Southall, S. P. (2013). Digital natives preservice teachers: An examination of their self-efficacy beliefs regarding technology integration in classroom settings. Society for information technology & teacher education international conference, 1428–1434.
Stewart, C. (2014). Transforming professional development to professional learning. Journal of adult education, 43(1), 28–33.
Swanson, E., & Ritter, G. (2018). Using classroom observations and student surveys to evaluate alternatively certified teachers: a case study of the arkansas teacher corps. Journal of school leadership, 28(5), 642–670.
Weschke, B., Barclay, R. D., & Vandersall, K. (2011). Online teacher education: exploring the impact of a reading and literacy program on student learning. Journal of asynchronous learning networks, 15(2), 22–43.
DOI: http://dx.doi.org/10.17977/um048v25i2p66-72
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Jurnal Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution 4.0 International License.
| Jurnal Ilmu Pendidikan |
Jurnal Ilmu Pendidikan is licensed under a Creative Commons Attribution 4.0 International License.