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Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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PENGARUH KOMPETENSI PEDAGOGIK DAN PROFESIONAL GURU TERHADAP MOTIVASI BELAJAR PESERTA DIDIK DI SEKOLAH MENENGAH ATAS NEGERI 2 SUNGAI LIMAU Maulida, Lona; Hadeli; Zalnur, Muhammad
Journal of Scientech Research and Development Vol 6 No 1 (2024): JSRD, June 2024
Publisher : Ikatan Dosen Menulis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56670/jsrd.v6i1.281

Abstract

Guru mempunyai pengaruh yang besar terhadap pencapaian hasil belajar siswa, salah satunya berkaitan dengan upaya menumbuhkan motivasi belajar siswa. Untuk meningkatkan motivasi belajar siswa diperlukan guru yang memiliki kompetensi yaitu kompetensi pedagogik dan kompetensi profesional. Penelitian ini bertujuan untuk mengetahui pengaruh kompetensi pedagogik dan profesional guru terhadap motivasi belajar siswa di SMA Negeri 2 Sungai Limau. Penelitian ini dilakukan dengan menggunakan metode penelitian kuantitatif. Teknik pengumpulan data menggunakan kuesioner. Populasi penelitian adalah seluruh siswa SMA Negeri 2 Sungai Limau tahun pelajaran 2022/2023 yang berjumlah 442 orang. Sampel dalam penelitian ini menggunakan teknik proporsional stratified random sampling yang berjumlah 210 orang. Hasil penelitian menunjukkan bahwa variabel independen dalam penelitian ini mempunyai pengaruh terhadap variabel dependen. Terdapat pengaruh kompetensi pedagogik terhadap motivasi dengan kontribusi sebesar 32%. Terdapat pengaruh kompetensi profesional terhadap motivasi dengan kontribusi sebesar 43,10%. Terdapat pengaruh antara kompetensi pedagogik dan kompetensi profesional guru secara bersama-sama terhadap motivasi belajar dengan kontribusi sebesar 46,40%. Jika nilai kompetensi pedagogik dan kompetensi profesional guru meningkat, maka motivasi belajar siswa juga akan meningkat. Guru disarankan untuk meningkatkan kompetensi pedagogik dan kompetensi profesional guna meningkatkan motivasi belajar yang pada akhirnya berdampak pada peningkatan hasil belajar siswa.
Relevansi Kompetensi Guru Berdasarkan UU No 14 Tahun 2005 di Era Society 5.0 Ahmad Rafiky; Fuji Rahmadiah; Husni Zakiyah; Rully Hidayatullah; Hadeli
Jurnal Ilmu Manajemen dan Pendidikan | E-ISSN : 3062-7788 Vol. 2 No. 1 (2025): April - Juni
Publisher : CV. ITTC INDONESIA

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Abstract

To complete their duties, a teacher must possess competence. Teachers must understand various approaches, strategies, methods, and digital media related to learning in today's technological era. If teachers cannot keep up with the use of technology in education in the digital age, students who are active and quick to adapt to technology will become a significant challenge. Therefore, to achieve effective and efficient learning outcomes in this technological era, teachers must possess digital skills.  In this article, a descriptive qualitative research method is used by collecting various literature sources. According to Law No. 14 of 2005 concerning Teachers and Lecturers, Article 8 states that every teacher must possess teaching competence. Competence refers to a set of knowledge, skills, and behaviors that teachers must have, internalize, and master in carrying out their professional duties.  Various studies have proven the importance of teacher competence in the educational and learning process. Among them is research conducted by Kay in 1980, as cited by Rohmat Mulyana (2003:1), which concluded that a teacher's teaching ability is one of the variables that significantly influences students' academic competence.  The Republic of Indonesia Law No. 14 of 2005 on Teachers and Lecturers stipulates four basic competencies that teachers must possess: pedagogical, personal, professional, and social competencies.  The purpose of this study is to explain the digital competencies that teachers must have to ensure successful learning activities in the digital era. In conclusion, teachers must possess digital skills to face the challenges of teaching in the digital age. 
Analisis Kode Etik Guru Dalam Menjalankan Profesi dan Problematikanya Di Era Society 5.0 Mega Aulia; Adelia Ramadhani; Juliyanda; Rully Hidayatullah; Hadeli
Jurnal Pendidikan Sains dan Teknologi Terapan | E-ISSN : 3031-7983 Vol. 2 No. 2 (2025): April - Juni
Publisher : CV.ITTC INDONESIA

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Abstract

This research aims to analyze the application of the Teacher Code of Ethics in the education profession in the era of Society 5.0 (Harly et al 2025). In addition, this research also identifies various problems that arise along with technological advances. The Teacher Code of Ethics acts as a moral and professional guideline that regulates the behavior and responsibilities of teachers in carrying out their duties, with the aim of maintaining the dignity of the profession and creating a fair and dignified educational process (Suciyati et al 2025). However, amidst the development of Society 5.0, which is characterized by the integration of advanced technologies such as artificial intelligence (AI), big data, and digital connectivity, the implementation of this code of ethics faces significant challenges (Ifadhila et al 2024). The digital divide between teachers in urban and rural areas, variations in technological skills, and low understanding of digital ethics are factors that affect the implementation of the code.
Telaah Kebijakan Pengembangan Kompetensi Guru Oleh Pemerintah di Era Society 5.0 Melisa Fitri, Suci; Zakia Khairani, Rohima; Ramadhani Aditha, Suhaila; Hidayatullah, Rully; Hadeli
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 1 (2025): April
Publisher : STAI AL-AMIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54723/ejpgmi.v4i1.329

Abstract

The era of Society 5.0 has brought significant changes to various aspects of life, including the field of education. In facing the challenges and opportunities of this era, the role of teachers as agents of change becomes increasingly strategic. Therefore, the development of teacher competencies has become a central focus in national education policies. This study aims to examine government policies related to teacher competency development within the context of Society 5.0. The method used is library research, by reviewing various literatures, policy documents, and relevant previous studies. The findings indicate that the government has designed a number of policies aimed at enhancing teacher competencies, including pedagogy, digital literacy, leadership, and instructional innovation. However, the implementation of these policies still faces several challenges, such as unequal access, resource readiness, and the need for continuous support. This study is expected to serve as a reflection as well as a contribution toward shaping more responsive and adaptive education policies for the demands of the current era.
Co-Authors Adelia Ramadhani Ahmad Rafiky Fuji Rahmadiah Husni Zakiyah Juliyanda Maulida, Lona Mega Aulia Melisa Fitri, Suci Muhammad Zalnur Ramadhani Aditha, Suhaila Rully Hidayatullah Zakia Khairani, Rohima