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All Journal Teaching and Learning Journal of Mandalika (Teacher) Edu Cendikia: Jurnal Ilmiah Kependidikan
Farizal Farizal
Universitas PTIQ Jakarta
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Literasi Membaca dan Menulis untuk Meningkatkan Kualitas Mengajar Guru: Reading and Writing Literacy to Improve Teacher Teaching Quality Ahmad Mubasir; EE Junaedi Sastradiharja; Farizal Farizal
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 01 (2025): Research Articles, April 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i01.5764

Abstract

Reading and writing literacy is an important starting point for the educational process. Teachers must master the subject matter and have critical, creative, and communicative thinking skills to meet the demands of increasing educational standards. Through literacy, teachers can broaden their perspectives, gain a comprehensive understanding of the subject matter, and keep up with the latest developments in education and knowledge by developing their reading literacy. This study aims to analyze and describe the improvement of the quality of teacher teaching, namely the role of teacher reading and writing literacy in improving the quality of teaching at MTs Darunnajah Jakarta. This study uses qualitative data. Qualitative data are research findings not obtained from statistical analysis or other calculations. The data is only in the form of words. To improve the quality of teaching, teachers need to develop themselves by reading, taking training, and conducting research, based on Law Number 14 of 2005 concerning Teachers and Lecturers, which emphasizes professionalism through certification and four main competencies, namely pedagogical, professional, personality, and social, teachers must grow as individuals through reading, training, and research in order to improve the quality of their learning. The relationship between teachers and students also impacts the success of teaching; a friendly atmosphere and emotional support can increase student motivation and engagement in the classroom. Reading and writing literacy are essential to improving the quality of educators, especially during the teaching process. Teachers with good literacy skills can better understand and internalize subject matter, create reports and learning modules, and positively influence their students' learning outcomes. Through teacher monitoring, training, and research, principals can also help improve the quality of teacher learning.
Membangun Kompetensi Guru Melalui Supervisi Akademik Kolaboratif di MTs Negeri 10 Jakarta Barat Dzakwan Dzakwan; Akhmad Shunhaji; Farizal Farizal
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 6 No. 1 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v6i1.4540

Abstract

This thesis concludes about the Implementation of Academic Supervision with a Collaborative Approach in Improving the Competence of Mtsn 10 West Jakarta Teachers. This study uses a qualitative approach, with data collection through interview, observation, and document study techniques. The results of these findings reveal the following: First, this study aims to analyze the application of academic supervision with a collaborative approach in MTsN 10 West Jakarta and its impact on improving teacher competence and learning quality. Although academic supervision has been implemented with the aim of improving teacher competence, the implementation of a collaborative approach involving active cooperation between teachers, supervisors, and other related parties has not been fully implemented. This approach, which prioritizes open discussion, sharing experiences, and formulating solutions together, has not been implemented optimally. One of the main challenges in the implementation of collaboration is the limited time and readiness of some teachers to work together openly. These two studies show that the implementation of collaborative-based academic supervision has great potential to create a supportive atmosphere for teachers to share ideas, experiences, and solutions to challenges in teaching. However, the main obstacles that hinder this process include time constraints, differences in teachers' competencies and teaching styles, and the lack of readiness of some teachers to receive feedback or share their teaching methods. Therefore, support measures are needed, such as more flexible scheduling and the use of online platforms that facilitate collaboration without disrupting teaching hours. With the implementation of these steps, it is hoped that a collaborative approach can be implemented more effectively and can improve the quality of education at MTsN 10 West Jakarta optimally.
Co-Authors Ahmad Mubasir Akhmad Shunhaji Dzakwan Dzakwan EE Junaedi Sastradiharja