TINGKAT PROFESIONALITAS GURU DALAM PEMBELAJARAN EKONOMI DI SMAN 1 SOOKO MOJOKERTO

Abstract

Facing growing competition in the age of education right now, all parties
need to equate the thinking and attitudes to promote improved quality
education. then as the author of I want to know how far the level of
professionalism of teachers in study refers to Permendiknas the year of 2007
that already assigned. The author would like to know how the professional in
learning ranging from planning, implementation, and evaluation. Here the
author took rumusah problems about the application of professional teachers
in the planning, implementation and evaluation and then coupled with a
supporting factor and the factor restricting teachers become professional.
From the results that have been obtained through observation and
documentation indicate that economics teacher at SMAN 1 Sooko still not be
said because of the four professional competence set forth in this
Government Department, second economics teacher This is not yet able to
meet all of them, like the relationship with a less harmonious society, and
also the relationship of fellow teachers who have not undertaken smoothly,
then the results of the second study video recording the teacher hadn't meet
the hours of lessons on the set, and also still using learning methods
according to the learners tend to be boring, thus there are 6 factors that
support the success ofachieving professional teacher SMAN 1 Sooko i.e.
factor the presence of expertise each teacher, community support, a factor of
dukngan colleagues as teachers, government intervention, the demands of
the teachers ' code of ethics, and the last factor is the scrutiny of the
Department of education. In addition there is a supporting factor there is
definitely a factor that inhibits a teacher could become a professional
atSMAN 1 Sooko Mojokerto, factors such a barrier is the lack of fulfillment
of the hour lesson, there is a lack of social interaction, the relationship is not
good against fellow teachers, and also the use of inappropriate methods of
learning in students. This indicates that the economics teacher at SMAN 1
Sooko from the four competenciesno one has perfectly fulfilled, since there
are many challenges from within and from outside the teacher, but we
recommend that teachers must be better learn to understand the conditions
environment, and also the feedback from learners over what has been
presented so these existing barrier factor can be reduced and economics
teacher at SMAN 1 Sooko growing professional, and this is also a reflection
for authors in particular for increasingly encouraged as to how these four
competencies will be fulfilled properly if the author worked as educators.
Stanford University was set upin order for educators that is really able to
meet the province's existing competencies, because teachers are professional
in produce with the fulfillment of the four competencies that already exist.

DOI: https://dx.doi.org/10.17977/UM014v10i12017p046