IMPLEMENTATION OF COLLABORATIVE MULTIMODAL TEACHING TO DEVELOP STUDENT TEACHERS’ COMPETENCIES

Background: The problem in this study is about the low economic learning outcomes obtained by students based on the average score of the national exams for SMA Negeri in Kuningan Regency in 2015-2019 which tends to fluctuate. AIM: The purpose of this study was to determine the direct and indirect effect of students' perceptions of teacher competencies consisting of personality, pedagogic, professional, and social competencies on learning motivation and their implications for learning outcomes. Method: This research is quantitative research with a survey method using the Area Probability Sample technique. The population of this research is all students of class XI IPS SMA Negeri in Kuningan Regency, totaling 2,676 students spread over 19 schools. As for the research sample as many as 316 students spread over 10 schools. The data analysis technique used path analysis. Based on the results of the descriptive analysis of student perceptions of teacher competence, learning motivation, and learning outcomes, they are in a good category. The results of path analysis obtained the regression equation = 0.108????1 + 0.301????2 + 0.241????3 + 0.418????4 + 0.355????1 and = 0.064????1 + 0.168????2 + 0.290????3 + 0.276????4 + 0.252???? + 0.342????2. The results of the path analysis show that there is a direct influence on students' perceptions of personality competence at 10.8%, pedagogic competence by 30.1%, professional competence at 24.1%, and social competence by 41.8% learning motivation. The direct influence of students' perceptions of personality competence is 6.4%, pedagogic competence is 16.8%, professional competence is 29% and social competence is 27.6% on learning outcomes. The indirect effect of students' perceptions of personality competence gets a count of 2.24, pedagogic competence count of 4.35, professional competencies get a count of 2.77, and social competence gets a count of 2.97, which means it is greater than table 1.97, which means on the indirect effect of learning outcomes through learning motivation Findings: Students' perceptions of teacher competencies which consist of personality, pedagogic, professional, and social competencies have a positive and significant impact on learning motivation and implications for learning outcomes both directly and indirectly.f

This study aims to explore and get a picture of the perception of educators Maadrasah Ibtidaiyah about the competence it has. Along with the birth of Law Number 20 Year 2003 on National Education System and Law Number 14 Year 2005 on Teachers and Lecturers, the teachers have been recognized as professions. As a profession, teachers must have clear and measurable competencies. Teacher competence is four, namely: pedagogic competence, professional competence, social competence, and personal competence. Efforts to improve competence can be done if the educator has a good perception of the competence he has. Please note how the perception of MI educator to pedagogic, personality, social, professional and religious competence, so that later can be known what actions or programs that can be done in improving their competence.

The article is devoted to theoretical and empirical research of the terminological field of the problem of forming professional and pedagogical competence of future teachers of higher education in the conditions of postgraduate studies at a technical university. The authors emphasize that the meaning of the concepts of “competence”, “professional competence”, “pedagogical competence” and “professional and pedagogical competence of future higher education teachers” is not determined by their terms (names), but is revealed through their definitions. The article presents the results of a study of theoretical works by scientists and the results of empirical research involving university postgraduate students to determine the substantive characteristics of the main definitions of “competence”, “professional competence”, “pedagogical competence”, “professional pedagogical competence” and “professional pedagogical competence of future higher education teachers”.The researchers propose a substantive model of professional pedagogical competence of future higher education teachers as an integral complex that combines a high level of theoretical and practical training for innovative pedagogical activity, qualities that are professionally significant for teachers, and ensures the successful performance of teaching functions, where the structural blocks are: motivational, cognitive, organizational-activity, and personal-reflective components.

The issue of this study is how is the competence of Social Studies Teachers at MTsN Barabai. This research objective is to describe the pedagogic competence, personal competence, professional competence, and social competence of social studies teachers at MTsN Barabai. The method of this study used descriptive qualitative approach, describing the competence of social studies teachers of MTsN Barabai: the pedagogic competence, personal competence, professional competence, and social competence. Data in this study were collected by using (1) questionnaires, (2) observation, (3) interview, and (4) documentation. This study did not use a sample, it means that all population of social studies teachers is involved to be investigated (total sampling). The result of the study showed that pedagogic competence of social studies teachers at MTsN Barabai is 3. 28 or 82. 00 categorized into good criteria. Personal competence is 3. 54 or 88.50 categorized into good criteria. Profesional competence is 2. 98 or 74. 50 categorized into sufficient criteria and for social competence is 3. 17 or 79. 25 categorized as good criteria. Therefore, it can be concluded that the competence of social studies teachers at MTsN Barabai is 3. 24 or 81. 00 which is categorized into good criteria. In order to improve teachers’ competence, social studies teachers of MTsN Barabai are suggested to improve their educational qualification by taking part in training activities. Key Words : Competence of Teachers, Social Studies.

Prospective teachers face complex 21st-century challenges. Therefore, prospective mathematics teachers must master several competencies to support students in acquiring and applying knowledge, collaborating with others, and developing as individuals. The purpose of this study was to measure the pedagogical, social, professional, and personality competencies of mathematics education students at the state Islamic universities in Central Sumatra region. This study used a questionnaire on the pedagogical, social, professional, and personality competencies of prospective teachers filled out by 211 students as respondents from 5 state Islamic universities. The findings of the study indicate that mathematics education students at these universities have good pedagogical and social competencies, including lesson planning, assessment, communication, and collaboration, along with solid professional competencies in subject knowledge and material development. While their personality competencies are considered very good because of their ethical behavior and strong work ethic. The universities should still improve 21st-century competencies of students in the curriculum through innovative teaching, internships, social engagement, emotional intelligence workshops, and practical training to improve their competencies and readiness for effective classroom engagement. Further research can assess its effectiveness.

:This study aims to determine the effect of pedagogical competence, personality competence, social competence and professional competence on the performance evaluation of Lecturers at the University of Dharma Andalas. This study uses independent variables (X) namely Pedagogical Competencies (X1), Personality Competencies (X2), Social Competencies (X3), and Professional Competencies (X4), and the dependent variable (Y) namely Teacher Performance Assessment (Y). The population is all students of the Faculty of Economics and Business, Dharma Andalas University. The sampling technique was random sampling with a total sample of 462 respondents. The data analysis method used is multiple linear regression analysis. The results obtained from this study indicate that both parsia and simultaneous variables of pedagogical competence, personality competence, social competence and professional competence have a positive and significant impact on Lecturer Performance Assessment. Keywords: Pedagogic Competence, Personality Competence, Social Competence, Professional Competence, Lecturer Performance Assessment

Purpose of the study —This study aims to determine: How big is the influence of Pedagogic Competence, Personality Competence, Professional Competence and Social Competence on Teacher Performance at SMK Negeri 1 Cirebon, Cirebon City, either partially or simultaneouslyResearch method—Design This study uses a quantitative approach. Quantitative approach, survey method, this type of research is causal associative research with data analysis technique using Multiple Linear Regression analysisResult— The results of this study indicate: 1) There is a partial influence of pedagogic competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the positive influence of pedagogic competence on teacher performance is 17%. 2) There is a partial influence of personality competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the influence of Personality Competence on Teacher Performance is 43%. 3) There is a partial effect of professional competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the influence of Professional Competence on Teacher Performance is 62%. 4) There is a partial effect of social competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the influence The magnitude of the influence of Social Competence on Teacher Performance is 92.2%. 5) There is a simultaneous influence of Pedagogic Competence, Personality Competence, Professional Competence and Social Co petence on Teacher Performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the influence of Pedagogic Competence, Personality Competence, Professional Competence, Social Competence simultaneously on Teacher Performance on Performance is 99.5%Conclusion— the study aimed to determine the influence of Pedagogic Competence, Personality Competence, Professional Competence, and Social Competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The research was conducted at SMK Negeri 1 Cirebon, Cirebon City and surveyed a sample of 60 teachers out of a population of 105 teachers. The research design used a quantitative approach, survey method, and causal associative research, with data analyzed using multiple linear regression analysis. The results of the study indicate that there is a partial influence of pedagogic competence, personality competence, professional competence, and social competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the influence of each competency on teacher performance is 17% for pedagogic competence, 43% for personality competence, 62% for professional competence, and 92.2% for social competence. Additionally, the study found that there is a simultaneous influence of all four ompetencies on teacher performance at SMK Negeri 1 Cirebon, Cirebon City, with a magnitude of 99.5%. This research shows that all four competencies play an important role in teacher performance and should be considered in teacher development and evaluation at SMK Negeri 1 Cirebon, Cirebon City.

COVID-19 has caused a crisis of teacher professionalism degradation. It has surprised teachers at all levels and at the same time inspired them to seek solutions to problems they had never encountered before. Teachers and students are required to adapt to the new normal so that teachers transition in professional life from offline to online. This study aims to analyze the professionalism of teachers during the COVID-19 pandemic, in terms of pedagogical, personality, social, and professional competencies. The method used is a systematic literature review (SLR), identifying, evaluating, and interpreting all findings on a research topic to answer pre-determined research questions using the preferred reporting item for systematic review and meta-analytic (PRISMA). This research database uses Scholar, ERIC, and Mendeley. The results of the study show that teacher professionalism is decadent during the COVID-19 period. pedagogical competence becomes highly cognitive because of the weak transfer of values ​​online. personality competence has distorted the teacher's charisma because for almost two years the students have not met the teacher. Social competence of teachers fails to develop a sense of togetherness because of social and physical distancing. Besides that, the professionalism phase of teachers in Indonesia is in the collegial phase, pedagogic competence is considered more important than other competencies. In terms of personality competence, female teachers have a higher level of professional commitment than male teachers and the professional level of teachers with a master's degree education is significantly higher than the level of professional commitment of teachers with undergraduate education. Individual work professionalism is determined and monitored collectively. This means that the principal will be given decision-making authority over school policies and procedures and the support capacity of school leaders is needed. Pedagogy and professionalism during and after a pandemic will drive transformational change. Guidelines for professional behavior are needed to interpret what the professionalism of teachers looks like during the COVID-19 pandemic. In conclusion, the concept of teacher professionalism is no longer relevant in the COVID-19 era. For future research recommendations, it is necessary to develop guidelines for professional teacher behavior during the pandemic, both COVID-19 and other natural phenomena that cause pandemics.

This research aims to discuss Pedagogic and Professional Competence of teacher and determine the extent and effects of the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School on the Arabic language learning score for tenth grade students. the results are based on the questionnaire about pedagogic and professional competence’s score respondent. the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School was very good, and the Arabic language learning score for tenth grade students are very good with total score 5963 and median students’ score 91,75 The Pedagogic competence (x1) and professional competence (x2) for the Arabic language learning score(y) of the students are 0.813, which indicates that there are strong effects, and the ratio of the variable (x1) and the variable (x2) = (0.813)2 x 100% = 67%. The researcher found that there are effects of the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School on the Arabic language learning score for tenth grade students, with a percentage range of 67% or (Ha) acceptable.

<p>Current stage of development of the education system is characterized by cardinal  changes. One of the main tasks in the field of professional education is to train future teachers which have not only the sum of the specific knowledge and skills, but also have a rich inner potential of numerous properties and qualities. Primary school teachers must solve a complex set of issues. The success of the educational process in secondary school depends on teachers’  professional training. Communication is an integral part of teaching and learning process and an important tool for  pedagogical activities. Therefore the problem of teacher’s pedagogical communicative competence is always relevant, especially in the environment where the level of teacher’s  professional  training must conform to current conditions that are developed in the field of education. Dynamics of development of modern society is creating new demands for educational technologies of development professional competence of future teachers.  In view of  their professional activities a modern primary school teacher must have communicative competence, which is an important component of the development of his professional competence. The practical solution to this problem is related to the definition of the structural components of pedagogical communicative competence of primary school teacher. Thereby, this article is devoted to analysis of the different approaches to the development of a  framework of communicative competence.  In the article the structure of pedagogical communicative competence of primary school teacher is also founded. The results of the analysis of psychological and pedagogical literature have shown that there are different approaches to the definition of the structural components of communicative competence, which are described in this article. But for all the diversity of these approaches the most common components of communicative competence are: linguistic, discursive,  pragmatic, strategic, socio-cultural. Systematic analysis of existing approaches to the development of the framework of communicative competence allowed to identify the following components of pedagogical communicative competence of primary school teacher: cognitive, motivational, linguistic, sensitive, strategic, socio-cultural. The combination of these components of pedagogical communicative competence will allow primary school teacher to organize effective communication, resolve conflicts and avoid pedagogical communication threats .This article provides an opportunity for further research in the field of study methods for development pedagogical communicative competence of future primary school teachers.</p>

This study aims to determine the perceptions of tutors regarding the quality of student teacher competency in field experience practice (PPL). The research was limited to PPL students in the study program of Islamic religious education, Arabic language education, English education and mathematics education in the Faculty of Tarbiyah and Teacher Training at UIN Mahmud Yunus Batusangkar. The research method uses a quantitative descriptive approach. The research instrument was a questionnaire with a Likert scale with 70 samples. The results of the study showed that the pedagogical competence of PPL students was in the category of sufficient perception, professional competence was in the good category, personality competence was in the very good category, and social competence was in the good category. The competency of PPL students with very good perceptual quality of tutors is personality competence, while the social and professional competencies of PPL students with good perceptual quality, but for PPL student pedagogical competence it is very important to improve because only perceptual quality is sufficient. These results become input for the person in charge, implementer and manager of PPL at the university.

Developing PGSD Students Character through Experience Learning Theory

Teacher Professional Education (PPG) is seen as a strategic instrument to improve the quality of teachers, but factual achievements need to be reviewed further. This study aims to analyze the pedagogic and professional competence of teachers after participating in PPG by examining the relationship between the two in teaching practice. The study uses a quantitative approach with an ex post facto correlational design. The subject of the study is 859 alumni of the Pre-Service PPG of the State University of Malang class of 2022–2023 who have been actively teaching. Data was collected through a Likert scale questionnaire that had been validated by experts, including 23 indicators of pedagogic competence and 25 indicators of professional competence. The analysis was carried out descriptively and inferentially with the Spearman's rho correlation test. The results of the study showed that the pedagogic and professional competence of PPG alumni was in the high category, with the tendency of respondents' answers in the category of agree and strongly agree. The dimension of the use of learning technology obtained the highest score on pedagogic competence, while mastery of teaching materials occupied the dominant position in professional competence. However, the aspect of self-reflection in professional competence is relatively lower. The Spearman's rho correlation test yielded a coefficient of 0.863 (p < 0.001), indicating a strong positive relationship between pedagogic and professional competence. This indicates that mastery of pedagogic aspects is closely correlated with strengthening professional competence, and vice versa. These findings confirm the effectiveness of PPG in equipping novice teachers with core competencies, although it is still necessary to strengthen self-reflection, consistency of technology integration, and balance administrative burden. The implications of this research provide direction for PPG organizers to expand field practices, strengthen teacher guidance, and develop sustainable coaching strategies to produce adaptive teachers in the digital era.

Pedagogic & professional competence at the teacher is needed in the teaching & learning Arabic. Therefore it is needed a good preparation to support bath at competences in the teaching & learning Arabic. objectives of this study is to describe the important role of pedagogic and professional competence of Arabic teachers in Bandung, and their efforts to enhance both competences. The method used in this research is Naturalist Inquiry, by using Pedoman Penilaian Kinerja Guru Kemendiknas tahun 2010 for forty five Arabic teachers in Bandung. The result of the study showed that the degree of professional & pedagogic competence of Arabic teachers are normal (C). A caused by the linearity of their education. To be a Muallim Najih fi al-lughah Al-Arabiyah it needed a good professional and pedagogic competence. DOI: 10.15408/a.v2i1.1513

The competency of the teacher can contribute or increase learning achievement can be an active example of inofative criminative and have high integration in school. The purpose of this research is to know the role of the PAI master competence in enhancing student learning achievement. This research uses the method of decriptif with a qualitative approach, data collection techniques using observations, interviews and documentation studies. Research subjects are the principals and teachers of PAI. The results of the study showed: (1). Pedagogic competence, (2). Personality Competencies (3). Social competence and (4). Professional competence.