The performance key of teachers Raudhatul Athfal: Successful early childhood educators in Indonesia

  • Fu`ad Arif Noor Head of Early Childhood Islamic Education Study Program, Bina Insan Mulia, Islamic Education College of Yogyakarta, Indonesia
Keywords: successful, performance, teachers Raudhatul Athfal

Abstract

This research is to find out how to improve the performance of outstanding Raudhatul Athfal (RA) teachers in Yogyakarta and how the steps are and how the key to the successful performance of outstanding RA teachers in Yogyakarta. This research is a qualitative research through a psychological approach that is carried out directly to the object under study, to obtain data relating to the performance aspects of the teacher's performance so that the improvement of his performance becomes an example for other teachers. Data collection method uses interview method, documentation, and observation. The results revealed that to improve the performance of outstanding RA teachers through six steps undertaken by outstanding RA teachers, namely; (1) knowing there are still shortcomings in performance; (2) knowing weaknesses and shortcomings in the seriousness of teaching; (3) identifying what becomes causes of deficiency especially those related to performance itself; (4) develop a performance plan that is presented; (5) assessing the problem has been resolved or not (problem solving); and (6) starting from the beginning again, if needed and needed again.

Downloads

Download data is not yet available.

References

Abdullah, M., & Abdullah, A. (2018). Preschool teachers’ training and attitudes towards multicultural education in Malaysia. Southeast Asia Early Childhood Journal, 7, 1-13. https://doi.org/10.37134/saecj.vol7.1.2018

Alexander, L. K., & Hamzah, H. (2018). Exploratory analysis of pilot data: Trends of gadget use and psychosocial adjustment in pre-schoolers. Southeast Asia Early Childhood Journal, 7, 14–23. https://doi.org/10.37134/saecj.vol7.2.2018

Alma, B. (2014). Guru profesional menguasai metode dan terampil mengajar. Alfabeta.

Arifin, I. (2001). Profesionalisme guru: Analisis wacana reformasi pendidikan dalam era globalisasi. Simposium Nasional Pendidikan di Universitas Muhammadiyah Malang.

Barnawi. & Arifin, M. (2014). Kinerja guru profesiona:; Instrumen pembinaan peningkatan dan penilaian. Ar-Ruzz Media.

Bogdan, R. C. & Biklen, S. K. (2006). Qualitative research for education: An introduction to theories and methods. Pearson A & B.

Carter, G. V. (1959). Dictionary of education. McGraw-Hill Book Company.

Connell, W. F. (1974). The foundation of education. Holt Rinehart and Winstons.
Decree of the Director General of Islamic Education Number 3489. (2016). Concerning “The Curriculum of Raudhatul Athfal”. Directorate General of Islamic Education.

Depdiknas. (2005). Pembinaan profesionalisme tenaga pengajar: Pengembangan profesionalisme guru. Direktorat Jenderal Pendidikan dasar dan Menengah Direktorat Pendidikan Lanjutan Pertama Depdiknas.

Drost, J. I. G. M. (1998). Sekolah: Mengajar atau mendidik? Kanisius.

Forsdale, L. (1981). Perspectives on communication. Random House.

Freud, S. (2011). The ego and the id. The Hogarth Press.

Hendri. (2016). Pendidikan karakter berbasis dongeng. Simbiosa Rekatama.

Imron, A. (1995). Pembinaan guru di Indonesia. Dunia Pustaka Jaya.

Jatmiko, A. (2017). “Bukan gaji, ini yang bikin guru Indonesia makin berkompetensi!”, Kompas.com-11/12/2017. https://edukasi.kompas.com/read/2017/12/11/14255421/bukan-gaji-ini-yang-bikin-guru-indonesia-makin-berkompetensi

Koehler, J. W., Anatol, K. W. E., & Applbaum, R. L. (1981). Organizational communication: Behavioral perspective. Holt Rinehart and Winston.

Maister, D. H. (1997). True professionalism. The Free Press.

Miles, M. B., & Huberman, A. M. (2014). Qualitative data analysis: A methods sourcebook. USA: Sage Publications

Ministry of Education and Culture. (2017). Directorate General of Teachers and Education Personnel, Directorate of Secondary Teacher Training, Guidelines for the Selection of Achieving Teachers at the National High School and Vocational High School Level 2017

Mohamed Isa, Z., Mohamad Radzi, N., Riang, V., Kastari, M. A., & Zainuddin, N. F. (2015). The levels and criterias of print concept of preschool children in Malaysia. Southeast Asia Early Childhood Journal, 4, 53-67. https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/971

Muhammad, A. (2005). Komunikasi organisasi. Bumi Aksara.

Mulyasa, E. (2004). Manajemen berbasis sekolah: Konsep, strategi dan implementasi. Remaja Rosdakarya.

Nainggolan. (1990). Pembinaan Pegawai Negeri Sipil. Jakarta: Rineka Cipta, 1990.

Noor, F. A. (2018). “Manajemen pembinaan kinerja guru Raudlatul Athfal (RA) dalam bentuk balanced scorecard (BSC)”. Jurnal Manajemen dan Pendidikan Islam “Dirasat”, 4(1), 1-16. http://journal.unipdu.ac.id/index.php/dirasat/ article/view/1194/787

Owens, R. G. (1991). Organisational behavior in education. Allyn and Bacon.

Pidarta. (1999). Pemikiran tentang Supervisi Pendidikan. Jakarta: Bina Aksara.

Pidarta. (2000). Landasan kependidikan: Stimulus ilmu pendidikan bercorak Indonesia. Rineka Cipta.

Priansa, D. J. (2014). Kinerja dan profesionalisme guru. Alfabeta.

Purwanto, M. N. (2005). Administrasi dan supervisi pendidikan. Remaja Rosdakarya.

Radno, H. (2011). Pengelolaan kelas yang dinamis. Kanisius.

Rosyada, D. (2004). Paradigma pendidikan demokratis: Sebuah Model pelibatan masyarakat dalam penyelenggaraan pendidikan. Kencana,.

Ruben, B. D. & Stewart, L. P. (2016). Communication and human behavior. Kendall Hunt Publishing Company.

Schutz, A. (1967). The phenomenology of the social world. Northwestern University Press.

Semiawan, C. R. (1991). mencari strategi pengembangan pendidikan nasional menjelang abad XXI. Grasindo.

Sodiah. & Nurhikmah, E. (2017). Etika kerja kepala sekolah dalam meningkatkan kinerja guru. Jurnal Studi Manajemen Pendidikan “Tabdir”, 1(2). http://journal.staincurup.ac.id/index.php/JSMPI/article/view/294/pdf

Soedijarto. (2002). Rekrutmen, pendidikan, dan penempatan, serta pembinaan guru untuk menunjang pendidikan yang relevan dan bermutu. Into pendidikan untuk masyarakat Indonesia baru: 70 tahun Prof. Dr. H.A.R. Tilaar, MSc. Ed. Grasindo.

Soetjipto. & Kosasi, R. (2009). Profesi keguruan. Rineka Cipta.

Stiles, K. E. & Horsley, S. (1998). Professional development strategies: Professional learning experiences help teachers meet the standards. The Science Teacher, September 1998.

Supriadi, D. (2005). Mengangkat citra dan martabat guru. Adi Cita Karya Nusa.

Suryabrata. (2001). Psikologi kepribadian. Raja Grafindo Persada.

Sutadipura, B. (1994). Kompetensi guru dan kesehatan mental. Penerbit Angkasa.

Suwarja, D. (2003). KBK, tantangan profesionalitas guru. Homepage Education Network. https://aloykriting.wordpress.com/2010/09/16/ belajar-readmore/.

The Liang Gie. (1972). Kamus administrasi. Gunung Agung.

Tilaar, H. A. R. (1999). Beberapa agenda reformasi pendidikan nasional dalam perspektif abad 21. Tera Indonesia.

Usman, M. U. (2006). Menjadi guru profesional. Remaja Rosdakarya.

Zaini, Z. H., & Mansor, M. (2019). Persepsi guru prasekolah kebangsaan terhadap program pembangunan profesional guru. Southeast Asia Early Childhood Journal, 8(1), 30–36. https://doi.org/10.37134/saecj.vol8.no1.4.2019
Published
2020-11-30
How to Cite
Noor, F. (2020). The performance key of teachers Raudhatul Athfal: Successful early childhood educators in Indonesia. Southeast Asia Early Childhood Journal, 9(2), 97-119. Retrieved from https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/2019