education and development


Such a great demand for teacher achievement is actually reasonable because the teacher is the person who has the responsibility for the education and development of the students. The achievement of a student whether going forward or backward also depends a lot on the teacher’s ability to improve student’s learning motivation. The higher a teacher’s education and the greater the insight he or she possesses, the more likely it will be to improve students’ achievement. To improve these achievements teachers should have broad insights and knowledge of the profession. The higher the education of a teacher and the insights it possesses by itself can improve the achievement of the students. To improve the achievement, the teachers should have extensive knowledge and knowledge of the profession. One way to increase insight is to attend seminars, read books, pay attention to radio and television news, read newspapers, magazines, write scientific papers, and discuss peer-to-peer.
In an effort to better fulfill the function of education as a vehicle for human resources development, it is necessary to develop a constructive learning climate for the development of creative potential of learners.
At the present time where the development of science is very rapid in various sectors of life, needed qualified human resources. Therefore, every member of society is required to be creative, as well as the teacher. Creativity is needed in life. Every human being must strive to develop themselves. In every human effort to develop the self is required the existence of encouragement, thought, attitude and creative behavior.
Future educational missions include: improving work productivity, enhancing the ability to create and implement new technologies. This is due to the increasingly strong competition between countries, so if not from now we are preparing educated young people who have competitive advantage, it is certain that the next few years we are further behind from developed countries, even fellow developing countries. In order to provide education that fulfills the mission as mentioned above, professional teachers are required. Professionalism as a requirement in teaching and learning activities means that a teacher must master well his area of ​​expertise.
As a teacher, accompanied by commitment and encouragement to be able to develop and increase knowledge that can improve the results of teaching and learning as high as possible. Besides the requirement of professional teachers, in conducting the necessary education, an appropriate curriculum is needed to carry out the missions that have been formulated. According Muhadjir there are three principles that need to be considered in the preparation of a curriculum are: First learn in accordance with the needs of the task. With this principle the preparation of educational programs begins by clarifying and reinforcing the tasks that will be carried out by the graduates of the educational program, the task has been defined as the orientation of educational programs. Furthermore, the task is specified into specific tasks and then formulated the ability that must be possessed by graduates or subjects to be able to carry out these tasks.
Both materials or materials to support the task, after confirmed the desired task and has formulated the ability (competence) that must be achieved by the subjects, then selected material that supports the establishment of the required competencies. This does not mean that all disciplines are studied, but those that support them.
The third uses learning methods that support the achievement of the ability to perform tasks, with this principle learning not to be merely theoretical but also in the form of practice.
In order to prepare strong human resources for education reforms, the government’s efforts to update the 1994 curriculum with the 1999 curriculum. The curriculum plays an important role in the education process because it determines where the goals and objectives of the learners will be taken or developed, the knowledge and skills and the ability to develop, like the body of the curriculum is the heart of education (Zamroni, 1997).
The 1994 curriculum has the characteristic of bridging the changing era to the era of industrial state restructuring, in addition to having the content of science and technology, as well as faith and taqwa and integrated learning. The 1994 curriculum is designed to be completely lean and dynamic, meaning giving teachers the opportunity to develop more creatively. As Suyanto (1997a) explains, “the 1994 curriculum demands high teacher creativity to develop into operational, instructional and experiential curriculum thinking

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