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All Journal Wahana Didaktika Jurnal Media Wahana Ekonomika KREDO : Jurnal Ilmiah Bahasa dan Sastra Diglosia Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pembahsi (Pembelajaran Bahasa Dan Sastra Indonesia) PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia Literasi : Jurnal Bahasa dan Sastra Indonesia serta Pembelajarannya Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Ekasakti Jurnal Penelitian dan Pengabdian (EJPP) Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia JPLED Indonesian Science Education Journal (ISEJ)
Yessi Fitriani
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Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA

 1 
PROFESIONALISME GURUiDALAMiMENINGKATKANiMUTU PENDIDIKANiPADA MASAiPANDEMIiCOVID-19 Anita Komalasari; Yessi Fitriani
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2021: SEMINAR NASIONAL PENDIDIKAN 21 AGUSTUS 2021
Publisher : PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG

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Abstract

Abstrak“Profesionalisme” dan “guru”memiliki suatu makna bahwa profesionalisme guru merupakan kemampuan yang dimiliki oleh guru sebagai tenaga kependidikkan yang memiliki suatu peranan penting untuk melakukanitugas pokoknyaisebagai tenagaipendidik danipengajar yang menjalankan pekerjaannya dengan penuh tanggungjawab diantaranya meliputi; kemampuan dalamimerencanakan, melakukan, idan melaksanakanievaluasiipembelajaran. Metodeipenelitian yangidigunakan adalah kajian pustakaidan wawancaraikepada salahisatu guruiatau tenaga pendidik di sebuah sekolah melalui via media sosial pada kegiatan prosesibelajar mengajariselama masaipandemiicovid-19 ini, ada hambatan dan sebagainya yang dihadapi oleh guru atau tenaga pendidik untuk menjadi pendidik yang profesional. Pada masa wabah pandemiicovid-19 iniidapat  melumpuhkan duniaipendidikan dalam proses kegiatanibelajarimengajar (KBM). Meskipun demikian proses kegiatan belajar mengajar (KBM) berjalan walaupun tidak seindah tatap muka, belajar dilakukan dengan menggunakan dalam jaringan (daring) yang menuntut guru sebagai tenaga pendidik untuk dapat menguasai bidang ilmu pengetahuan teknologi (IT) agar keprofesioanalisme berjalan dan bertanggungjawab yakni dengan menggunakan berbagai aplikasi media sosial melalui gawai whaatshaff, telegram, E-Learning, qualitiva, classrooom, ruang guru, mesengger,zoom,google meet,fb, dan sebagainya. Hal ini menuntut guru atau tenaga pendidik dapat profesional juga dalamimenggunakan mediaisosial. Pembelajaranipada masaipandemiicovid-19 ini sejak lebih kurang 2 tahun terakhir ini baik dari tingkatan PAUD,TK, SD, SMA/MA/SMK, maupun Perguruan Tinggi (PT) dituntut mampu mengikuti perkembangan zaman pembelajaran Daring Online atau PembelajaraniJarakiJauh (PJJ). kata kunci: Profesionalisme,guru, mutu, pandemi,covid-19 Abstract The ”profesionalisme” and “teacher” have a meaning that teacher professionalism is an ability possessed by teachers as educators who have an important role to carry out their main duties as educators and teachers who carry out their work with full responsibility including the ability to plan, carry out, and implement learning evaluation. Theiresearch methodiused is a literature review andiinterviews withioneiof theiteachers or educators in a school via social media. And initeaching andilearning activitiesiduringithe covid-19ipandemicivirus, there areiobstacles and so on that are faced by the teacher or educators to become professional educators. During in theicovid-19 pandemic, it paralyzed theiworld ofieducationiin theiprocess ofiteaching andilearningiactivities. However, theiprocess of teaching andilearning activities about walking, although don,t as beautiful as face to face, the learning a carried out using a network that requires teachers as educators to beiable masterithe field ofiscience anditechnology (IT) so professionalism can run and be responsible, namely by using various social media applications through devices. whaatshaff, telegram, elearning, qualitiva, classrooom, teacher room, messenger, zoom, google meet, fb, and so on. This requires teachers or educators to be professional also in using social media. iLearning duringitheicovid-19 pandemic since the last 2 years, both from PAUD, TK, SD, SMA/MA/SMK, and Higher Education (PT) levels areirequired toibe ableito follow theidevelopments ofithe era of Online Online learning or Distance Learning (PJJ).Keywords : ”profesionalism” and “teacher” quantity,pandemic,covid- Abstract The ”profesionalisme” and “teacher” have a meaning that teacher professionalism is an ability possessed by teachers as educators who have an important role to carry out their main duties as educators and teachers who carry out their work with full responsibility including the ability to plan, carry out, and implement learning evaluation. Theiresearch methodiused is a literature review andiinterviews withioneiof theiteachers or educators in a school via social media. And initeaching andilearning activitiesiduringithe covid-19ipandemicivirus, there areiobstacles and so on that are faced by the teacher or educators to become professional educators. During in theicovid-19 pandemic, it paralyzed theiworld ofieducationiin theiprocess ofiteaching andilearningiactivities. However, theiprocess of teaching andilearning activities about walking, although don,t as beautiful as face toface, the learning a carried out using a network that requires teachers as educators to beiable masterithe field ofiscience anditechnology (IT) so professionalism can run and be responsible, namely by using various social media applications through devices. whaatshaff, telegram, elearning, qualitiva, classrooom, teacher room, messenger, zoom, google meet, fb, and so on. This requires teachers or educators to be professional also in using social media. iLearning duringitheicovid-19 pandemic since the last 2 years, both from PAUD, TK, SD, SMA/MA/SMK, and Higher Education (PT) levels areirequired toibe ableito follow theidevelopments ofithe era of Online Online learning or Distance Learning (PJJ).
HAMBATAN DAN TANTANGAN PEMBELAJARAN BERBASIS TEKNOLOGI INFORMASI DAN KOMUNIKASI Erwin Sawitri; Made Sumiati Astiti; Yessi Fitriani
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2019: SEMINAR NASIONAL PENDIDIKAN 03 MEI 2019
Publisher : PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG

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Abstract

Along with the development of Information and Communication Technology (ICT) that is increasingly rapid, the need for a concept and mechanism for ICT-based teaching and learning (educators) becomes inevitable. The concept which was later known as e-learning brought the influence of the process of converting conventional education into digital form, both in terms of contents and systems. E-learning as a new learning model in education provides a great role and function for the world of education which has been charged with the many shortcomings and weaknesses of education, including limited space and time in the education process. E-learning is a term used for learning that utilizes communication and information technology in various ways to support and improve the learning process. There are various kinds of technologies that can be used, ranging from online and offline computer applications, presentation technologies such as Microsoft PowerPoint applications or projectors, World Wide Web, web conferences, multimedia materials such as photos or animations, tools to assess student work, games, and still much more. In implementing ICT-based learning, there are many challenges and obstacles. One of the challenges and obstacles in the application of ICT-based learning is that the inequality of infrastructure that supports the application of ICT in the education sector is an initial problem that must be resolved by the authorities, because without the infrastructure that supports the implementation of ICT in education mere dreams.
Co-Authors Achmad Wahidy Ahmad Hafizi Ahmad Saiful Bahri Akhmad Rifqi Ramadhani Alouny Inthavong Amalina Anita Komalasari Anurak Kittisak ARIF RAHMAN Ayesha Fatima Batubara, Hendra Bui Thi Mai Phuong Bukman Lian, Bukman Darwin Effendi Dessy Dellasari Dessy Wardiah Dessy Wardiah, Dessy Dewi Utama Ela Fatmawati A Id Endang Rasuanti Erwin Sawitri Febrianti, Sri Rizky Fitri Yanti Hajji Ridzuan Happy Fitria Hasan, Nabilah binti Hayyu Pratiwi Huplan Inayati Indah Puspa Utami Intan Purnamasari Ismail, Mohd Faiz Isnayati Iwan Sumarli Julita Larashati Kanchana Suksri Karim, Aisyah Syafiah Kartina Kartina Khalid Al Harbi Khan, Imran Made Sumiati Astiti MARTINI Maulina Juherni MAYANG SARI Mia Salsabila Minh, Nguyen Van Missriani Missriani Missriani Missriani Missriani, Missriani Monalisa Muhammad Ali Muhammad Hafizuddin Muhammad Haziq Muhammad Rifki Muhammad Usman Khan Mustopa Muthiara Afifah Nasser Al Qahtani Noor, Rahimah Mohd Nur Afiqah Nurhayati Nurhayati Okta Sari Windi Astuti Okta Shelty Pertiwi, Satria Phuc, Le Huang Priyasmimana Puspa Indah Utami Putri Ayu Khairunisyah Rahman, Nurul Izza binti Randhawa, Arfa Karim Rani Safitri Ratih Tria Anggraini Ratu Wardarita Razak, Ahmad Zulfadli bin Mohd Sari Antika Sari, Mona Septianalisa Sithiphone Keomany Siti Muhajaroh SITI NUR AISYAH Siti Rukiyah Siti Solekhah ST Fianda Kirana Sugiarto Sulkiman Syamsidar Syamsidar Tan Mei Ling Thalia Margareta Tri Widayatsih Utami, Puspa Indah Vika Twinanda Vo Tuan Kiet Wahyuni, Nopintri Weny Novyanza Yanti Yessi Sepriyani Yousafzai, Malala Zainal, Aina Sofia binti Zaman, Mohd Kamarul