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All Journal Al-Rabwah : Jurnal Ilmu Pendidikan
Khusnul Wardan
STAI Sangatta
Education Social Sciences

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PEMBINAAN MUTU GURU MELALUI PROGRAM SERTIFIKASI DAN PENILAIAN KINERJA GURU PADA DINAS PENDIDIKAN KABUPATEN KUTAI TIMUR Khusnul Wardan
Al-Rabwah Vol. 13 No. 02 (2019): November
Publisher : STAI Sangatta Kutai Timur

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Abstract

This study aims to describe the Teacher Quality Development Through Certification and Teacher Performance Evaluation Programs at the East Kutai District Education Office in East Kalimantan. The approach used in this study is phenomenological qualitative, meaning that the researcher tries to photograph, analyze and construct the situation of the teacher and the environment as subjects as well as research respondents. Data collection method by interview. Data analysis techniques used qualitative data analysis techniques for the Miles and Huberman models, namely data reduction, data display and withdrawal / verification or conclusions. The results of the study showed that teacher quality training through the certification program was going well. First, the implementation of the teacher certification program in East Kutai still runs in a different pattern than in previous years. Secondly, there are still many found in the field of the use of certification fund allocation is not as expected. Third, post certification certification by the East Kutai District Education Office is still lacking. This post-certification teacher training needs to be done because not all teachers who have finished certification carry out what they have gotten at the time of the certification training. From the interview results, we can conclude about the implementation of Teacher Performance Assessment (PKG) at the East Kutai District Education Office as follows. First, the implementation of Teacher Performance Assessment by principals and assessors has been going well, this is illustrated from the results of observations and interviews in all field sources was asked to answer that they had been rated by their principals and assessors from senior teacher elements. Second, based on the data in the field there are still many teachers who do not know what components are assessed in the implementation of Teacher Performance Assessments by school principals, Third, school principals need to evaluate the implementation of Teacher Performance Assessments that have been carried out.
Pembinaan Mutu Guru melalui Program Penilaian Kinerja Guru (PKG) di SMK Negeri 1 Sangatta Utara Khusnul Wardan
Al-Rabwah Vol. 14 No. 02 (2020): November
Publisher : STAI Sangatta Kutai Timur

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Abstract

From the exposure to the results of the interview, it can be concluded about the implementation of Teacher Performance Assessment (PKG) at SMK Negeri 1 Sangatta Utara as follows: First, the implementation of PKG by the principal and assistant has been going well, this is illustrated from the results of observations and interviews in the field of all interviewees who were asked answered that they had been in PKG by the principal and assessors from the element of senior teachers. In principle, teachers are happy in PKG because PKG is a part of the teacher quality development program. From the implementation of the PKG, the teacher knows the location of the advantages and disadvantages in carrying out tasks within one academic year. Second, based on data in the field, there are still many teachers who do not know what components are assessed by the school principal in implementing PKG. The teacher assumes that PKG is the same as the implementation of supervision, which is what is assessed by the learning device and process. Supervision is part of the PKG because the implementation of the PKG also requires class visits by the principal to find out how teachers teach. To provide an understanding that informs teachers about the implementation of the PKG and what components are being assessed, the principal needs to socialize to the teacher about what components are assessed in the implementation of the PKG. This socialization needs to be done so that teachers have the same perception of the implementation of PKG by the school principal. Third, the principal needs to evaluate the PKG implementation that has been implemented. This evaluation aims to determine the extent of the success of the PKG implementation and the contribution of PKG to improving the quality of teachers at SMK Negeri 1 Sangatta Utara. Things that need to be evaluated include planning the PKG, organizing the PKG, implementing the PKG. The school principal needs to involve and invite discussion of the components involved in implementing the PKG.
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