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Muhammad Syahran Jailani
Jurusan Pendidikan Agama Islam, Fakultas Tarbiyah dan Keguruan IAIN Sulthan Thaha Saifuddin Jambi
Religion Education

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The Professionalism of Certified Teachers in Instructional Process: A Case Study of Secondary School Teachers in Jambi Muhammad Syahran Jailani
AT-TA'LIM Vol 21, No 2 (2014)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (105.148 KB) | DOI: 10.15548/jt.v21i2.85

Abstract

The purpose of this research is to reveal teaching commitment of certified teachers who teach in private Madrasah in Jambi to increase the learning. The participants are teachers (civil servant) who teach in several private Madrasah in Jambi. It is the phenomenology qualitative research, referring to the eleventh steps proposed by Spradley (1980). This research revealed two important findings. First, the teachers realize that they need to be committed in their teaching as a way to improve their professionalism and also instructional quality. The second important finding is that there is a lack of supervisory effort to supervise certified teachers, and thus there has no coordination between teachers and the stakeholders. This makes MGMP and KKG does not run effectively.
Guru Profesional dan Tantangan Dunia Pendidikan Muhammad Syahran Jailani
AT-TA'LIM Vol 21, No 1 (2014)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (179.21 KB) | DOI: 10.15548/jt.v21i1.66

Abstract

This article deals with professional teachers and challenges they face in the future. The performance of professional teachers demands hardwork to reconstruct their task and responsibility as educators. Nowadays, they bear burn critiques as researches posted them – Indonesian teachers are now in the critical situation.  In the implementation of certification project, for example, the certified teachers performances were unlikely to match with students’ success achievement. Research also confined that there were only 21.07 percents of State Elementary school teachers, twenty-eight point ninety-four percents of Private Elementary school teachers, fifty-four point twelve percents of State Junior High school teachers, and sixty point ninety-nine percents of Private Junior High school teachers who deserved to teach. While there were only sixty-five point twenty-nine percents of State Senior High school teachers and sixty-four point seventy-three Private Senior High scholl teachers who deserved to teach.Copyright © 2014 by Al-Ta'lim All right reservedDOI: 10.15548/jt.v21i1.66
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