Master’s Competence Teacher

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Master's Competence Teacher

Master’s Competence, Ability and Commitment
1. Teacher Competence
Competence according to the Directorate of High School Development (In KTSP Assessment Kit, 2007: 39), is a skill that includes knowledge, skills, attitudes and values ​​embodied through habitual thinking and acting. Each teacher is required to have four competencies, as regulated in the Minister of National Education Regulation No.33 of 2007 include:
a. Pedagogic competence;
b. Personality competence;
c. Professional competence; and
d. Social competence.

Pedagogic competence is related to teacher’s ability and commitment in designing learning, conducting learning, evaluating, conducting analysis of evaluation result and executing remedial and enrichment program. Competence includes the cognitive, psychomotor and affective domains. In the case of RPP preparation, the cognitive is the knowledge of the RPP preparation procedure, the psychomotor is the skill of preparing the lesson plan, and the affective is the commitment in preparing the RPP.
2. Master’s Ability and Commitment
The analysis model of the teaching-learning situation proposed here is an analytical model from Gleackman (In Sahertian & Ida Aleida, 1981: 41), called the Teacher Category Paradigm. In the model of analysis, teacher development is viewed from two aspects: ability and commitment, ie abstract / imaginative thinking and active involvement in deep responsibility.
1). Master’s ability
According to Sahertian & Ida Aleida (1992: 42), teachers with high levels of abstract and imaginative thinking have the ability to stand in front of the class and easily face teaching and learning problems such as classroom management, discipline, dealing with the indifference of students , and able to determine alternative problem solving. He can also design various learning programs, and can lead students from real thinking to conceptual thinking.
2). Master’s commitment
According to Glickman (in Sahertian, 1994: 44): What is meant by commitment is a tendency in a person to feel actively involved with a sense of responsibility. Commitment is broader than caring, because in the sense of commitment includes “business and encouragement and considerable time”.
The consequence of this commitment, the teacher must provide time and energy in carrying out its duties. This commitment is not earned from birth, but must be learned and known, how to form a love of the task as a teacher. A highly committed teacher will have concerns about the task, the needs of students, peers or direct superior. He is committed to the tasks he imposes, including the responsibility of the nation, state and fellow human beings.
From the definition of competence is the ability that includes pengatahuan, skills, attitudes and values ​​embodied through habits of thinking and acting, the commitment concerns aspects of attitudes and values. Attitude is a tendency to act likes or dislikes of an object and Value is a belief in actions, actions, or behavior that is considered good and which is considered bad

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