11/4/2022 0 Comments Tabel gaji pns 2009 pdf![]() This study showed that 1) the values of iman-taqwa (faith-piety) and akhlaq mulia (good morals) were an important embodiment of affection-based educational programs in schools. The collected data were analyzed using the inductive interactive techniques of the Miles and Huberman models. Data were collected through in-depth interviews, observation, and study of relevant documentation. This qualitative research employed the case study approach to examine the process of instilling Islamic values in public schools. This research took a unique position to study the Islamic values transmission within non-religious based public school. Unfortunately, previous studies on this topic focused more on the process of transmitting these values through formal and informal religious based educational institutions. The process of transmitting Islamic values to the younger generation remains an appealing study as Indonesia is a country with the largest Muslim population in the world. On the contrary, there is a significant difference in competences between the teachers who are certified and who are not certified yet. The second, there is no significant difference in competences between the teachers who are civil servants and those who are not. The pedagogic competence occupies the highest level with 3.25, in contrast the social competence is on the lowest one with 2.9. The first, the competency of the Islamic teachers in Central Java is on the medium level which have a score at 2.95 on a scale of 4.00. By using quantitative approach, the research has two important findings. This research is aimed to measure the five competences of the teachers of Islamic Education in Senior High Schools and Senior Vocational Schools (both SMA and SMK) in Central Java, and it is also to examine the hypothesis that there is no significant difference in teachers’ competences in terms of their status: civil servants (PNS) or not (non-PNS), and certified or not. The work quality of the teachers can be measured by five kinds of competences: pedagogic, personality, social, professional, and leadership. This fact will undoubtedly affect their work quality. On the other hand, they have over-working hour due to the imbalance between the number of the teachers and the students. ![]() ![]() ![]() On the one hand, they are required to meet the standards of qualification, competencies, and certification. Teachers of Islamic education in Indonesia have some problems. ![]()
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