chapter 1 punya uni

8/8/2019 Chapter 1 Punya Uni

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CHAPTER I

INTRODUCTION

A. Background of the Problem

Learning achievement is the result of learning that is achieved

after going through the process of teaching and learning activities.

Learning achievement can be given through the values given by a

teacher from the number of subjects has been learned by the learner.

Each learning activity must always be expected to produce maximum

learning. In the process of achievement, academic achievement is

strongly influenced by various factors. One of the main factors that are

very influential in the success of learning is the presence of teachers.

Given the existence of gurur in the process of teaching and learning

activities are very influential, eating it should be the quality of teachers

must be considered.

As set forth above, that in order to quality education, the main

aspects that determined the quality of teachers. Therefore, initial

efforts taken to improve the quality of education is teacher quality.

Teacher education qualifications in accordance with minimum

requirements specified by the terms of a professional teacher.

Professional teacher in question is a qualified teacher, competent, and


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teachers who want to bring in academic achievement and be able to

influence students' learning process which will produce better student

learning achievement.

But look at the existing reality, the existence of professional

teachers who are very far from ideally. Mushrooming of schools which

provide a low quality signal that the professional teacher is a discourse

that has not been uniformly realized in all education in Indonesia. It

raises a concern that not only come from academia, but even laymen

participated education commented on the irregularities existing

industry and academia. The fact is evocative academics, so they make

the formulation to improve the qualifications of teachers through the

empowerment and increased professionalism of teachers from training

until the instruction that teachers have a minimum educational

qualification Strata 1 (S1).

The new permasalahn is that teachers understand these

instructions only as a formality to meet the demanding needs of an

administrative nature. So the professional competence of teachers in

this case is not a top priority. With this understanding, the contribution

to the students to be less noticed and even neglected.

Another problem found in the author is, the lack of teachers in an

educational institution also provides a teacher to teach a gap that does


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not match his expertise. So that the impact is to the students as their

students do not get the maximum learning outcomes. Though these

students are educational objectives established through guidance,

exemplary, assistance, training, knowledge to apply the skills, skills,

values, attitudes both from a teacher. And only with professional

teachers it can be realized in full, so it will create conditions that lead

to awareness and seriousness in the process of teaching and learning

activities. Thus, what is presented a teacher would affect the learning

outcomes. Conversely, if the above is not recovered properly, it will

lead to student dissatisfaction in the process of teaching and learning

activities.

Incompetence of a teacher in the delivery of content will

indirectly affect the outcome of learning. Because the learning process

not only can be achieved with courage, but the main factor is that there

is competence in the person of a teacher. The limited knowledge of

teachers in the delivery of material in terms of basic learning methods

as well as supporting others will influence learning.

Seeing the above discourse, it is seen that the professionalism of

teachers can affect student achievement. On the basis of the existing

discourse in the field, then the author wants to prove whether the

existing perception among the public about the problem of teacher


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professionalism that's true or otherwise, to conduct a study.

B. The formulation of Problem

Dealing with limitation of the problem, the writer Would like to

formulate the problem as follow:

1. What is teacher profesionalism?

2. What is academic achievement?

3. What is the influence of teacher professionalism to student

achievement?

C. The Objectives of the Research

The objectives of the research Could Be formulated as follow:

1. To explain the meaning of teacher professionalism;

2. To explain the sense of achievement;

3. To describe the influence of teacher professionalsm to

student achievement.

D. Objectives and Benefits of Paper

Goals to be achieved:

1. This paper aims to determine the meaning of

professionalism a teacher.


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2. To know how to influence the professionalism of teachers

on student achievement.

The benefits to be achieved from this paper:

1. This paper is useful for educational institutions to improve

professionalism and performance of teachers.

2. Through this paper, teachers are expected to increase personal

and professional qualities as an educator.

3. For the writer can add insight and new information about the

knowledge of professionalism that must be owned by a teacher. And

thus can provide inputs and supplies for the process forward.

E. The procedure Paper

This paper is prepared using a qualitative approach. The method

used is descriptive method. Through this method the author will

outline the issues discussed in a clear and comprehensive. Theoretical

data in this paper were collected by using the technique of book study,

meaning that the authors take the data through reading the literature

that are relevant to the theme paper. The data was processed with

content analysis techniques through the exposition of data and

applying the data in the context of the theme papers.


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CHAPTER II

THEORITICAL FOUNDATION AND DISCUSSION

A. Theoretical Study

1. Teacher Professionalism

a. Definition of Professional Teacher

The term comes from the profession professionalism. In

Indonesian English dictionary. Profession means the job .. Arifin

Selekta Capita Education in the book suggests that the profession

contains the same meaning with the word occupation or job that

requires skills acquired through education or special training. Thus,

the profession is a job or position that demands a certain expertise.

Based on the above definition, it can be concluded that the

profession is duatu job or skill that requires intellectual

competence, attitudes and specific skills acquired through a process

of academic education. Thus, Kunandar suggested teaching

profession is a special expertise in education, teaching, and training

to become engaged in the livelihoods of subsistence concerned.

Teachers as a profession means that teachers as a job that

requires competence (keahliat and authority) in education and

learning for to carry out the job effectively and efficiently and

successfully.


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There are also about a professional word, Uzer Usman give a

conclusion that a work that is professionally requires several areas

of science that intentionally to be learned and then applied for the

common good. Professional word itself comes from an adjective

bearti qualified persons such as teachers, doctors, judges, and so

forth. In other words, jobs that are professionally is a job that can

only be done by those specially prepared for that and not the work

performed by them that because they could not get another job.

With starting point in this sense, the notion of professional

teacher is one who has the ability and expertise in the field of

teacher training so that he could perform their duties and functions

as a teacher with a maximum capability.

H.A.R. Tilaar also explained that a professional perform the

work in accordance with the demands of the profession or in other

words have the ability and attitude in accordance with the demands

of his profession. A professionally run activities based on

professionalism, and not by amateurs. Professionalism opposed to

amateurism. A professional will continually improve the quality of

his work consciously, through education and training.

There are also about the notion of professionalism itself is, a


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pendangan that a certain skill is required in certain jobs where that

skill is only acquired through special education or special training.

Professionalism of teachers is a condition, direction, values,

goals and quality of expertise and authority in education and

teaching related to the job someone who is a livelihood.

Meanwhile, professional teachers are teachers who have the

competencies required to perform the task of teaching dna

education. In other words, it can be concluded that the definition of

a professional teacher is one who has the ability and expertise in

the field of teacher training so that he is able to perform their duties

and functions as a teacher with a maximum capability.

From the above we can conclude that, the profession is an

occupation, a professional is the ability or the expertise to hold a

certain position, while the professionalism is the soul of a

profession and professional. Thus the professionalism of teachers

in this study is the professionalism of teachers in the field of

English studies, ie a teacher who has the ability and expertise in the

field of study English and have experience in teaching English, so

he was able to perform its duties and functions as an English

teacher with the ability the maximum and have competence in

accordance with the criteria of professional teachers, and the


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profession that has become a source of livelihood.

b. Aspects of Professional Teachers

In the discussion of teacher professionalism, in addition to

discussing the notion of professionalism of teachers, first author

will explain the competencies that must be owned by a professional

teacher. In a book written by E. Mulyasa, competency to be owned

by a teacher that includes four aspects as follows:

1) Competence Pedagonik

In the National Education Standards, penjelasa Article 28

paragraph (3) point a pedagonik argued that competence is the

ability to manage student learning that includes an understanding

of students, design and implementation of learning, evaluation of

learning outcomes, and development of students to actualize

different potentials.

2) Competence Personality


paragraph (3) point b is stated that the meaning of competence is

the ability of personality personality steady, stable, mature, wise,

and authoritative, a role model for students and noble.

3) Professional Competence


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paragraph (3) point c suggested that the meaning of professional

competence is the ability of mastery of the material is broad and

deep learning that allows guide students to meet competency

standards set out in National Standards of Education.

4) Social Competence


paragraph (3) point d is suggested that social competence is the

ability of teachers as part of the community to communicate and

interact effectively with students, fellow educators, staff, parents /

guardians of students, and surrounding community.

c. Criteria for Professional Teachers

Alisuf Sabri in the journal Religion and Culture Platform

quoted Mitzel who argued that a teacher is said to be effective in

teaching if it has the potential or ability to bring the results of

learning in her students. To manage effectively or not a teacher,

Mitzel recommends assessment using 3 criteria, namely: presage,

process and product. Thus a teacher can be regarded as an effective

teacher if he is in terms of presage, have personality attributes and

teacher knowledge are necessary for the conduct of teaching

activities that can bring learning to the students. In terms of


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process, he is capable of running (managing and implementing) the

teaching and learning activities that can bring good results. In

terms of product he can bring the desired result of learning by each

student.

With the above explanation means that the educational

background or diploma seklah teachers who become standard

elements of presage, while the diploma in addition to teacher

education mean value is below standard.

Based on an understanding of the descriptions above can be

concluded that teacher quality can be predicted by three criteria,

namely presage, process and product of its elements as follows:

1) Criteria presage (signs teacher professional capability), which

consists of the following elements:

a) the background pre-service and in-service teachers.

b) Experience of teaching teachers.

c) Mastery knowledge of teacher training.

d) The dedication of teachers in teaching.

2) Criteria process (the ability of teachers in managing and

implementing the teaching and learning process) consists of:

a) The ability of teachers in formulating the draft Learning

Process (RPP).


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b) the ability of teachers to implement (practice) teaching in the

classroom.

c) the ability of teachers in classroom management.

3) Criteria product (learning results achieved by the students),

which consists of student learning outcomes of subjects taught by

these teachers.

d. Indicators of Teacher Professional

In this study, the authors propose a theory of teacher

professionalism, then the next to further facilitate the process of

research, the author lists the following indicators of professional

teachers that will be studied in this thesis are as follows:

Professional Teacher Indicators Table

No. Sub-Competency Concept of

Competency

Indicators

1. The ability to plan

programs

a. Capable of making

Learning Programme

Plan (RPP).

b. The ability of

teachers in

formulating learning


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objectives.2. Mastering the

materials at

a. Able to explain the

subject matter well.

b. Able to answer the

question / questions

from students.

3. Implement / manage

the learning process.

a. Able to generate

motivation to students

b. Able to give the

perception to students

c. Ability to use

varied teaching

methods.

d. Able to use a tool

of teaching.

e. Able to set and

change the

atmosphere of the

class.

f. Able to give

warning to students.

g. Able to manage


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students.

h. Able to provide

rewards and sanctions

to students.

i. Able memberiakn

compliment to the

students. Required to

perform the task of

education and

teaching

4. Assessing the

progress of the

learning process.

a. Able to make and

correct the problem.

b. Able to provide the

results of the

assessment (report

cards).

c. Able to conduct

remedial.

e. Criteria for Teacher As Professional


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According to Glen Langford in a book written by Martinist

Yamin explained, professional criteria include: a) wages, b) have

the knowledge and skills, c) have a sense of responsibility and

purpose, d) give priority to services, e) has a unity, f) recognition

from others for the work they do.

f. Steps Professional Teacher Improvement

There is no doubt that the professionalism of teachers is a

necessity that can not be put off again, along with the increasing

competition that increasingly tight in the globalization era like

today. It takes people who really truly experts in their fields,

according to the capacity it has for every person to contribute the

maximum, including the teacher as a profession that requires skill

and expertise. Professionalism is not just because of the demands

of the development of the era, but basically is a must for every

individual within the framework of improving the quality of human

life. Professionalism demands seriousness and competence, so that

a person is considered feasible to carry out a task. There are several

strategic steps that should be done in the effort, increase the

professionalism of teachers, namely:

a) Certification as a means of One effort to improve the

professionalism of teachers is through certification as a scientific


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process that requires moral and academic accountability. The

certification issue is reflected in the presence of a test fit and proper

person to be served, on the criteria that should ideally have been

specified.

Certification for Teachers and Lecturers is mandate of our

National Education System Law (article 42) which requires that

every educator must have a minimum qualification and

certification in accordance with the level of authority to teach it

has. In short is, certification is needed to reinforce the competency

standards that must be owned by teachers and lecturers with the

field to ilmuannya sesua respectively.

b) The need for paradigm shift

Another factor that must be done in achieving the

professionalism of teachers is the need for a paradigm shift in the

learning process menajar. Students are no longer issued merely as

objects of learning but must be played and played as an object. The

teacher is no longer as an instructor who must position itself more

high-than the students, but act more as facilitators or konsultator

which are complementary. In this context, teachers demanded to be

able to implement effective learning process, creative and

innovative dynamically in a democratic atmosphere. Thus the


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learning process will be viewed as a process of liberation and

empowerment, so it is not fixated on those aspects that are formal,

and verbal ideal. Actual problem solving based on scientific

principles must be oriented in teaching and learning. Therefore, the

output of education is not just achieving an IQ (intelligence

Quotes), but also include EQ (Emotional Quotes) and SQ (Spiritual

Quotes).

c) a clear career ladder

One factor that can stimulate the professionalism of teachers is

a clear career path. With the existence of a clear career path will

give birth to healthy competition, scalable and open, so that spur

individuals to work and do better.

d) increase in real welfare

Welfare is a major issue in the context of the role and function

of teachers as educators and teachers. Professional paradigm will

not be achieved if the individuals concerned, can never focus on

one thing that is the responsibility and duty of the concerned

subject. Therefore, to achieve the professionalism, guarantee

prosperity for teachers is a matter that can not be ignored and

isolated. (Angelina Sondakh)

e) Adequate Salaries


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It should be reorganized payroll system for salaries of teachers

who received each month to provide for his family life and

education diriny and her son and daughter. With sufficient income,

need not bother teachers to earn additional outside working hours.

Teachers would rather concentrate on his profession, without

having to worry about his home life and education khawatirakan

their child. Teachers have sufficient time to appear prima

untukmempersiapkan themselves in front of the class. If possible, a

teacher can improve the profession by writing books teaching

materials that can be used themselves to teach and help other

teachers who have not reached the level. This can be more

prosperous lives of teachers and will further enhance the social

status of teachers. Teachers will be more respected and admired by

their students. If the students admire their teachers, the students'

motivation will increase and education will surely be more

successful.

f) Reduce the load of teachers from administrative tasks are very

time-consuming.

We recommend that administrative tasks that so far have done a

teacher, made by a team at the Ministry of Education or Teacher

(MGMP), adjusted to local conditions and be flexible (not set in


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stone) and then disseminated to teachers through the schools. This

can be used as a handle teachers teaching in teaching and helping

teachers to teach without the burden prmula routine tasks of

teachers.

g) Training and facilities

One attempt to improve the professionalism of teachers is a

deepening of subject matter through training. Give teachers the

opportunity to attend training without the burden or cost of

completing the facilities and opportunities for teachers to read

books a lot of subject matter that teachers need to deepen their

knowledge

2. Learning Achievement

a. Definition of Learning Achievement

The word 'learning achievement consists of two syllables,

namely achievement and learning. In Big Indonesian Dictionary, the

meaning of achievement is the result achieved (done, done, and so

on).

The study by the psychological sense is a process of behavior

change as a result of interaction with the environment in meeting

their daily needs. These changes will be evident in all aspects of


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Learning achievements include the entire realm of

psychological change as a result of experience and relevant student

learning. Learning achievement can be judged by the way:

1) Formative Assessment

Formative assessment is an assessment activity that

aims to seek feedback (feedback), which then results of the

assessment can be used to improve teaching and learning

processes that are or have been implemented.

2) Summative Assessment

Summative assessment is the assessment being

undertaken to obtain data or information to which mastery or

achievement of student learning against the lesson materials

have been studied over a certain period.

b. Types of Learning Achievement

In principle, disclosure is an ideal learning outcomes covering all

aspects of psychology has changed as a result of experience and

student learning. That teachers can do in this case is take the footage

changes in behavior that are considered important to reflect changes

that occur as a result of student learning, both the dimension and a

sense of creativity and initiative. The key principal to gain size and

student learning outcomes data is to know the outlines of the


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indicator (indicator of academic achievement) is associated with the

types of achievement to be measured.

In a site that discusses Bloom's Taxonomy, put forward the

theory that states that Blomm, student learning objectives are

directed to achieve these three domains. The three domains are

cognitive, affective and psychomotor. In the process of teaching and

learning activities, then through the three domains are also going to

see the level of student success in receiving the learning outcomes or

student achievement in receiving the learning. In other words,

learning achievement will be measured through student achievement

in the mastery of these three domains.

So to be more specific, the authors will describe the three

domains of cognitive, affective and psychomotor as contained in the

theory Blomm follows:

a) The Cognitive Domain (cognitive), which contains the

behaviors that emphasize the intellectual aspects, such as knowledge,

understanding, and thinking skills. Bloom's cognitive domain divided

into 6 levels, namely:

(1) Knowledge

(2) Understanding

(3) Application


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(4) Analysis

(5) Synthesis

(6) Evaluation

b) Affective Domain (affective domain) contains the behaviors

that emphasizes the aspects of feelings and emotions, such as

interests, attitudes, appreciation, and the way adjustment. The

purpose of education is the affective domain of learning outcomes or

skills related to the attitude or affective. Taxonomy of educational

objectives affective domain consists of aspects:

(1) Reception

(2) Response

(3) Award

(4) Organizing

(5) characteristics based on values

c) psychomotor domains (psychomotor domain) contains the

behaviors that emphasize aspects of motor skills such as handwriting,

typing, swimming, and operate machinery. Alisuf Sabri in

Educational Psychology book explains, this is called motor skills

because it involves directly the muscles, tendons and joints, so the

skill is really rooted in kejasmanian.


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c. Factors that Affect Learning Achievement

Learning activities undertaken by each student, because through

their learning experience of the situation. Thus the study related to

changes within the individual as a result of his experiences in the

environment. Globally, the factors that affect student learning can be

differed into two kinds:

1) internal factors (factors of the students), namely state or

condition of physical and spiritual student, which covers two aspects:

a) Aspects of Physiology

General physical condition and tonus (tension of the brain),

which marks the fitness levels of body organs and joints, can affect

the spirit and intensity of students in the course. Weak condition of

the body organs can degrade the quality of the realm of copyright

(cognitive) so that the material he had learned even less or no

impression.

b) Psychological Aspects

Many factors influence the psychological aspect that can affect

the quantity and quality of student learning acquisition. However,

among the students' spiritual factors that are generally considered

more essential it is as follows:


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(1) The level of intelligence or

intelligence students

Intelligence in general can be

interpreted as psycho-physical ability to

react or adapt to the stimulus

environment in appropriate ways. So,

intelligence is not really a brain problem,

but also the quality of other body organs.

However, it should be recognized that

the brain's role in relation to human

intelligence is more prominent than the

role of other body organs., Because the

brain is the control tower almost all

human activities.

The level of intelligence or

intelligence (IQ) students can not doubt,

will determine the success rate of student

learning. This is significant, the higher

the intelligence capabilities of his

students greater chances to gain success.

(2) The attitude of students


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The attitude is the affective

dimension of internal symptoms of a

tendency to react or respond (response

tendency) with a relatively fixed way

toward objects, people, goods, and so on,

either positively or negatively.

Attitude is a psychological factor that

will affect learning. In this attitude that

will support one's learning is a positive

attitude (accept) to the material or

lessons to be learned, for teachers who

teach and to the environment where he

learned to like the class, her friends,

teaching facilities and so forth.

(3) Talent student

In general, the talent is the ability of

one's own potential to achieve success in

the future. Thus, in fact every person has

the talent in the sense of potential to

achieve up to a certain extent in

accordance with their respective


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capacities. Thus, global talent similar to

intelligence. That is why a child who is

very intelligent (superior) or

extraordinary intelligent also known as

gifted, which is intellectually gifted

children.

(4) Interest in students

In simple interest and enthusiasm

means a high tendency someone about

something. Interest can affect the quality

of student learning achievement in

particular fields of study.

(5) Motivation

Motivation in learning is an

important factor because it is a situation

that encourages students to make

learning situation. The issue of

motivation in learning is how to arrange

for motivation can be improved.

Similarly, in the teaching and learning

activities alone will be successful if


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students have the motivation to learn.

Nasution (1995:73) said that motivation

is "all the power that drives someone to

do something." While Sardiman

(1992:77) says that "motivation is to

move students to do something or want

to do something." In the development of

motivation can be divided into two

kinds, namely (a) intrinsic motivation

and (b) extrinsic motivation. Intrinsic

motivation is meant with the motivation

that comes from above in a person who

basically own consciousness to do the

job learning. While extrinsic motivation

is meant with the motivation that comes

from outside one's self are students who

cause the student learning activities. In

providing the motivation of a teacher

must strive with all the capabilities that

exist to direct students' attention to a

particular target.


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With the encouragement of student

initiative will arise with the reasons why

he is to his lessons. To generate

motivation to them, in order to perform

learning activities with their own will

and actively learning.

2) External factors (factors outside

their self-esteem), consisting of

environmental factors and instrumental

factors as follows:

a) Environmental factors

Student environmental factors can be

divided into two parts, namely the

natural environmental factors / non-

social and social environmental factors ..

Which includes non-social

environmental factors / natural state is

separti temperature, air humidity, time

(morning, noon, afternoon, evening),

where the location of school buildings,

and so forth.


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Social environmental factors both

human form and its representation,

including its culture will influence the

process and student learning outcomes.

b) instrumental factors

Instrumental factor is composed of

buildings / infrastructure classes,

facilities / teaching tool, medium of

instruction, teachers and curriculum /

teaching materials and teaching

strategies used will affect the process and

student learning outcomes.

c. Relationship of Teacher Professionalism With Student

Achievement

From the above, the author gives a conclusion that the reason the

relationship with teacher professionalism student achievement in this

paper, can be viewed in two ways as follows:


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1) Because of the presence of teachers in the classroom is as

manager of field of study. That is, those who plan, implement, and

evaluate learning outcomes in schools.

2) Because the teachers at the school in charge of determining

student success, therefore, if students are not successful, then the

need to conduct a remedial teacher. To that end, teachers are able

to plan, implement, and evaluate learning outcomes is a

professional teacher.

B. Discussion

Of the several theories put forward in the discussion of

previous theories, it is difficult to find the ideal figure of the teacher in

accordance with criteria and indicators to meet the professional

teacher. In UNSIL own students can assess what kind of a decent

lecturer referred to as a professional lecturer, and whether the

institution is really to facilitate and provide instrumental factors

required students to achieve good performance in learning?

What it looks today is not the satisfaction of students in

obtaining educational services preferred, but get the students as much

as possible, regardless of the conditions of teaching and learning


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activities that must be obtained by students as a result of the number of

students exceeds the capacity.

One example is the incorporation of classroom learning

activities in a particular subject, sometimes a lot of students who did

not get a seat so had to sit on the floor and much worse and some even

chose not to follow the learning activities. It happened because the

very low number of classes when compared with the number of

students who exceed the maximum limit specified capacity, condition

as seen snagat impose a state. Ideally the number of students in

accordance with the facilities, capacity, and the number of professional

teachers who are available for the learning process can achieve

maximum results.

Then, if the teachers are available already reached criteria and

indicators as a professional lecturer? If related to the ability to be

possessed by a professional lecturer by Nana Sudjana ie, planned

course of study, master teaching materials, implement and lead /

manage the learning process, assess the progress of teaching and

learning process, some faculty may have reached these criteria. But not

only complains of achievement for the four abilities seen before, but

come on time and appreciate the sense of obligation is present in the

classroom to teach, including the criteria for a professional, in this


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UNSIL often times there are some teachers who absent from teaching

duties in a class with a number of reasons that sometimes tend to make

students upset and reduce the sense of trust against the lecturers who

should be the figure for the student.

Besides the exercise and lead / manage the learning process,

teachers are also required to be able to assess and evaluate the results

objectively studied, but the author has found several cases of non

objektifan lecturers or teachers in delivering the final result as the

evaluation value to be together, whether this and other aspects What

are considered faculty, but according to students who experience it was

not objective when he compares himself with colleagues who thought

it was when viewed from the daily and exam results, more worthy of

him to get good grades.

Indeed, if you notice a few realities mentioned above, although

Tiu only a handful of the many existing problems, can be concluded

that UNSIL still not to the extent perfect in serving and meeting the

terms of the success of the learning process. But do not close the

possibility of a change for the better, because if this situation allowed

to continue, then the purpose of education to produce a generation that

lived only goal achievers who do not know when to be truly realized.


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CHAPTER III

CONCLUSION AND SUGGESTIONS

A. Conclusion


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In education, the teacher is an educator, mentor, coach, and

leader who can create an attractive learning environment, provide

security, comfortable and conducive to the classroom. Its presence in

the midst of students to break the ice rigidity, stiffness, and the heavy

saturation of learning received by the students. Such conditions must

require the skills of a teacher, and not all are able to do it. Recognizing

this, the authors assume that the presence of teachers profeisonal

indispensable.

Teachers are professionals is an important determinant of

quality education process. To be able to become professionals, they

should be able to find the identity and self mengaktualkan. Giving a

very low priority on the development of education during the past

decades has been a very broad negative impact for the life of nation

and state.

Commenting on the slump in education today, the author

considers important is the need for the existence of professional

teachers. Professional ethics of a teacher is needed in order to improve

the quality of national education. A new teacher can be called a

professional if you have to obey the Code of Conduct Teacher Training

has been determined.


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B. Suggestions

To improve the quality of national education teachers are

expected not only limited to running the profession, but also must have

keterpanggilan to do their job by improving the quality of service to

students both in terms of intellectual and other competencies that will

support improvements in teaching and learning activities and learning

achievements are able to bring good. Not only in terms of faculty,

educational institutions must also consider other factors for good

learning performance can be achieved with the maximum.

REFERENCES

Arifin, H.M. (1995).Kapita Selekta Pendidikan (Islam dan Umum),

Jakarta: Bumi Aksara


37/37

Kunandar. (2007). Guru Profesional Implementasi Kurikulum Tingkat

Satuan Pendidikan

(KTSP) dan Persiapan Menghadapi Sertifikasi Guru, Jakarta: PT. Raja

Grafindo Persada

Sabri, Alisuf. (1992). Mimbar Agama dan Budaya, Jakarta: Pusat

Penelitian dan

Pengabdian Pada Masyarakat IAIN

Tilaar, H.A.R. (2002). Membenahi Pendidikan Nasional, Jakarta: PT.

Rineka Cipta

Usman, M. Uzer. (2006). Menjadi Guru Profesional, Bandung: PT.

Remaja Rosda Karya

http://suciptoardi.wordpress.com/2010/12/10/

profesionalisme-dunia-pendidikanoleh-winarno-

surakhmad/2010/12/10/.

http://www.unissula.ac.id/v1/download/Peraturan/PP_19_2005_STAN

DAR_NAS

_PENDDKN.PDF/2010/12/07/.

http://id.wikipedia.org/wiki/Taksonomi_Bloom./2010/12/12/
http://suciptoardi.wordpress.com/2010/12/10/http://suciptoardi.wordpress.com/2010/12/10/

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