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All Journal Kasyafa: Jurnal Pendidikan Agama Islam Classroom: Journal of Islamic Education
M. Ryan Fauzi
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Religion Education Social Sciences

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Teacher Performance Assessment in Improving Professionalism and Learning Quality Asep Supriyadi; M. Ryan Fauzi; Shafwa Imala; Yasmi Nur Almi Permadi
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i2.84

Abstract

Teacher performance assessment is an important aspect in the education system which aims to improve professionalism and the effectiveness of learning in schools. Teachers who have good performance will be able to create a conducive learning atmosphere and encourage student activity and participation in the learning process. This research discusses three main aspects in teacher performance appraisal, namely: (1) the meaning of teacher performance appraisal, (2) requirements, principles and aspects that must be considered in performance appraisal, and (3) procedures for implementing teacher performance appraisal. The method used in this research is a qualitative approach with literature study and document analysis related to teacher performance assessment policies. The results of the study show that teacher performance assessment has the main function of measuring teacher professional, pedagogical, social and personality competencies. In addition, assessments carried out systematically and based on evidence can help teachers improve their competence through training and continuous professional development. Therefore, clear and systematic procedures are needed in carrying out assessments, starting from planning, observation, analysis of results, to follow-up in the form of training and coaching for teachers. With an effective performance assessment system, it is hoped that teacher professionalism can increase and have a positive impact on the quality of learning in schools.
Micro Teaching as a Teacher's Weapon Against Digital Distraction Vani Zakiyah; Euis Latifah; Muhammad Makbul Fauzan; M. Ryan Fauzi
Classroom: Journal of Islamic Education Vol. 2 No. 1 (2025): March
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i1.34

Abstract

The development of digital technology has brought about major changes in the world of education, both in terms of ease of access to information and new challenges, such as increasing digital distractions in the classroom. The use of devices such as mobile phones and laptops often distracts students from learning materials. To overcome this, teachers need to have effective and adaptive teaching strategies. One relevant approach is micro teaching, a small-scale teaching training method that focuses on improving pedagogical skills and classroom management. This article discusses how micro teaching can equip teachers to deal with digital distractions through structured, reflective, and practice-based exercises. Theoretical studies and case studies show that teachers who take part in micro teaching training tend to be better prepared to face the challenges of the digital classroom, and are able to create a more focused, interactive, and productive learning environment.  
Co-Authors Asep Supriyadi Euis Latifah Muhammad Makbul Fauzan Shafwa Imala Vani Zakiyah Yasmi Nur Almi Permadi