Summary
Highlights
Dr. H. Abidinsyah, M.Pd., highlights that teaching is a noble profession, a sentiment echoed by former Minister of Education, Muhammad Nuh. This nobility is rooted in the extensive responsibilities outlined in Article 1, Paragraph 1 of Law No. 14 of 2005 concerning Teachers and Lecturers. Teachers are professional educators tasked with educating, guiding, training, teaching, directing, evaluating, and assessing students. The core and most challenging aspect of this profession is 'educating,' which involves instilling good values, shaping hearts, minds, and mental attitudes, making a teacher a role model. 'Guiding' involves directing students toward established goals, 'teaching' covers imparting knowledge for future life, and 'training' focuses on habitualizing good and correct actions.
Law No. 14 of 2005, Article 10, Paragraph 1, outlines the four standard competencies for professional teachers: Pedagogical Competence, which is the ability to manage learning effectively; Personality Competence, referring to the teacher's personal qualities; Social Competence, the ability to communicate well with students, colleagues, parents, and the community; and Professional Competence, which is the mastery of subject matter according to their field of study. These four competencies are interconnected and integrated into a teacher's overall performance.
Pedagogical competence involves several key aspects. Firstly, understanding student characteristics, including physical, intellectual, social, spiritual, and background aspects, is crucial for providing relevant services. Secondly, identifying student potential and learning difficulties. Thirdly, mastering learning theories and educational principles, including approaches, methods, techniques, and strategies for creative education. Fourthly, understanding curriculum development, such as the 'Merdeka Curriculum,' including intra-curricular, co-curricular (P5), and extra-curricular activities. Teachers must select learning materials that align with local wisdom, especially in regions like Kalimantan. Lastly, effective communication with students, using polite, effective, and empathetic language, and conducting proper assessment and evaluation to gauge learning outcomes.
Personality competence requires teachers to act in accordance with religious, legal, social, and cultural norms. This includes respecting students without discrimination based on race, ethnicity, beliefs, customs, or gender. Teachers must also demonstrate maturity, be role models, work professionally, and uphold the professional code of ethics. Social competence involves being inclusive, objective, and non-discriminatory, meaning capable of serving students from diverse backgrounds fairly. It also encompasses effective communication with fellow teachers, educational staff, parents, and the wider community.
Professional competence involves mastering the material, structure, concepts, and scientific thinking patterns of the subjects they teach. Professional teachers understand basic competencies and standard competencies, can creatively process material, and utilize information technology for professional support, such as creating journals, communication, and social media. Finally, professional development through reflective action is essential. Teachers are expected to conduct research and apply findings to improve learning processes and student achievement.
The speaker concludes by emphasizing the importance for prospective teachers to 'know' (moral knowing), 'feel' the desire (moral feeling), and 'act' (moral action) in accordance with these competencies. Students are given an independent assignment to observe student characteristics (physical, emotional, intellectual, social, cultural) at their practice schools. Based on this data, they must analyze student potential and needs to develop appropriate teaching materials and media. The results of these observations and analyses are to be submitted in a report format.